City College of San Francisco - California Competes

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THEME V The Department needs more equipment and space for labs but is not able to meet its needs because College resources are extremely limited. Microbiology, for example, needs a new lab. The current lab only has enough equipment for 24 students. There are eight sections offered and hundreds of students are turned away each semester. There have been some communication problems with the Purchasing Department, resulting in equipment being ordered that does not meet the Department needs. There is some frustration with not being able to get some vendors they prefer on the approved College vendor list. Computers in student labs are getting old and the Department wishes more support were available from Information Technology Services for maintaining them. The Department collaborates with SFSU on a National Institutes of Health grant that has developed Health Paths for moving students into Biological Sciences, Allied Health, and graduate school programs. CCSF instructors identify students who are given priority enrollment in Biological Sciences and Allied Health programs at SFSU. Some CCSF Biological Sciences faculty conduct weekly seminars with their counterparts at SFSU to discuss a variety of issues including counseling and tutoring needs of students. CCSF, SFSU, and UC Berkeley also collaborate on a Bridges Program that is designed to enhance the success of students in the biomedical field. Students participate in a summer research program and receive a small stipend. Organizational means to evaluate the effectiveness of programs in producing student learning outcomes, and to make improvements. The Department was in the middle of its Program Review when interviewed for this essay in Spring 2005. The Department has found the Decision Support System, developed by the Office of Research, Planning and Grants, easy to use and helpful for finding data for Program Review on such things as enrollment figures and success rates of their students. The Department would like to conduct the optional faculty and student surveys but would like to modify the survey forms provided by the Office of Research, Planning and Grants to tailor them for the Department. Unfortunately, due to work overload and lack of extra funding, that Office was unable to provide support for doing this or to provide Scantron forms for the Department to conduct the surveys in classes rather than online. Fortunately, the Vice Chancellor of Academic Affairs agreed to provide the needed funds to complete their surveys. As the Department reviews the goals and objectives from their last Program Review, they find that some identified needs for improvement have been met, such as replacement of windows in the Science Building and the College-wide computer roll-out, but that little progress has been made with other needs, such as increased needs for lab and clerical support, remodeling and painting classrooms, and improved maintenance of restrooms. Most of the Department offerings have been severely impacted in the past several years and they hope that this Program Review will help them make the case for the need for more classes. The Department representatives expressed some dissatisfaction with the faculty evaluation process. They feel that instructors do not get sufficient training on how to evaluate their peers and that more professional development should be provided to train instructors in effective evaluation methods. The Biological Sciences student success rate has risen from 67.89 percent of students passing with a C or higher in Fall 1998 to 73.32 percent in Fall 2003. The average GPA for students in all Biological Sciences courses has risen slightly from 2.67 in 1998 to 2.75 in 2003. Although these figures are slightly lower than the College-wide GPA, the Department feels that they have “set the bar high” and are pleased that the overall success rate for the Department has been higher than the overall College success rate. The Department has asked the Office of Research, Planning and Grants for transfer data to help them determine how well their students do after leaving the College. They do not at present see a need to develop common exams for courses or other means to evaluate student attainment of learning outcomes. They see their increased enrollment as an indication that they are developing a good reputation for offering a quality program that is drawing students to CCSF. Instructors voiced their desire for students to come more prepared for biology courses and noted that students are often deficient in English and math skills. The Department desires and seeks interaction with the Math, ESL, and English Departments to help students with scientific terminology and computational skills. 318 CITY COLLEGE OF SAN FRANCISCO
THEME V Biotechnology Program. Biotechnology is one of the fastest-growing industries in the nation, with a high demand for entry-level workers. The San Francisco Bay Area continues to be a leading biotechnology center. The Biotechnology Program is under the Biological Sciences Department and was created to meet the need for entry-level workers in the industry in the Bay Area. The first component of the program to be developed, the Biotechnology Certificate program, started in 1993. Currently, the program has four components: the Biotechnology Certificate program, the Biomanufacturing Certificate program, and two recent additions, the On-Ramp to Biotech program, and the Bridge to Biotech program. The number of students served has increased significantly in the past few years from 28 students in 2001 to 454 students in 2003. The Biotechnology Certificate program is a two-course, ten-unit program that includes Bio 65, Recombinant DNA Technology, and Bio 60, Molecular and Cell Biology. It is a more advanced certificate and is designed to prepare students to work at a biotech company as a technician in quality control, research and development, or biomanufacturing. The Biomanufacturing Certificate Program is currently a 16-unit program that will soon increase to more than 18 units. It includes one year of chemistry (CHEM 32-33), and one semester of Biology (BIO 11), Elementary Algebra (MATH 840 or higher), and Industrial Biotechnology (BTEC 101). In Spring 2002, the College, in partnership with SFWorks, 2 determined that we needed to reach out to the southeast sector of the City, given the development of the UCSF Mission Bay Campus there, to develop multiple entry points into our biotechnology programs. The On-Ramp to Biotech program and the Bridge to Biotech program were developed to meet this community need. The On-Ramp to Biotech program, offered in partnership with SFWorks, is designed to target low-income, under-skilled students with no prior science or math background. It offers an integrated ten-week course for 15 hours a week that includes instruction in math, the language of biotech, and resume writing to adults who are at the 6-9th grade level to give them the basic skills they need to enter the Bridge and Certificate programs. Paid internships at UCSF and the U.S. Department of Agriculture (USDA) are offered to the students. The Bridge to Biotech program is a learning community composed of three classes, a credit course, Biology 72B, a noncredit Vocational ESL (VESL) course, and a noncredit Transitional Studies Math course. It is designed for students who have no Biology background and are at the 7-9th grade level of math and English skills. CCSF ESL and Transitional Studies students are targeted in recruitment efforts for this program. In addition, short courses are offered as electives on such topics as U.S. Food and Drug Administration (FDA) regulations, Mammalian Cell Culture, Enzyme-Linked Immunosorbent Assay (ELISA), Polymerase Chain Reaction (PCR), High Performance Liquid Chromatography (HPLC), Gas Chromatography-Mass Spectrometry (GCMS), and capillary electrophoresis. All four Biotechnology Programs emphasize a hands-on approach to prepare students to work in lab and manufacturing jobs in the biotechnology field throughout the Bay Area. More and more students are now getting both certificates. Many students who have completed the programs are now employed in a variety of industry, academic, and government research and manufacturing settings, including for example at Genentech, Bayer, UCSF, JSCA, Chiron, Epitomics and the U.S. Department of Agriculture. Some return to take more courses as they realize the need for more education. 2 Founded in 1997, the Center for Habitat Restoration (CHR) provides opportunities for students and volunteers to participate in local habitat restoration. Through City College of San Francisco (CCSF) and the Department of Biology, CHR sponsors academic and research internships with several agencies in the San Francisco Bay Area. CITY COLLEGE OF SAN FRANCISCO 319
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City College of San Francisco 2006
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CHANCELLOR'S PREFACE: THE MAKING OF
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Certification of the Institutional
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ELIGIBILITY REQUIREMENTS Authority
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Financial Accountability Annual fin
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TABLE OF CONTENTS Chancellor's Pref
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HISTORY OF CITY COLLEGE As of 2005,
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INTRODUCTION | HISTORY The outcome
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ORGANIZATION OF THE INSTITUTION The
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Director Human Resources Clara Star
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Dean Admissions & Records (Credit)
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CITY & COLLEGE DATA I. San Francisc
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INTRODUCTION | CITY & COLLEGE DATA
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CCSF PRINCIPAL LOCATIONS MAP Identi
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Standard I Susan Lopez Dr. Bruce Sm
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PARTICIPANT LISTS Standard I Susan
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INTRODUCTION | PARTICIPANTS Standar
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INTRODUCTION | PARTICIPANTS Theme 3
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READERS’ GUIDE TO THE CCSF ACCRED
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ABSTRACT OF THE SELF STUDY Standard
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INTRODUCTION | ABSTRACT development
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INTRODUCTION | ABSTRACT Development
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INTRODUCTION | ABSTRACT Standard II
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INTRODUCTION | ABSTRACT Theme III:
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RESPONSE TO 2000 RECOMMENDATIONS
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2000 RESPONSE Over 70 percent agree
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2000 RESPONSE One of the services c
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2000 RESPONSE 2000 | Standard 3: In
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2000 RESPONSE 2000 | Standard 7: Fa
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2000 RESPONSE 2000 | Standard 10: G
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STANDARD I: Institutional Mission &
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STANDARD I II. Standards I.A & I.B
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STANDARD I objectives. In addition,
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STANDARD I Alemany Campuses offer e
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STANDARD I its effectiveness in mee
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STANDARD I IV. References Ref. 1 Re
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STANDARD II: Student Learning Progr
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STANDARD II.A I. Overview of the St
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STANDARD II.A program develops a se
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STANDARD II.A College Curriculum Co
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STANDARD II.A course content, and i
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STANDARD II.A The Intensive English
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STANDARD II.A Committee is the main
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STANDARD II.A some departments (e.g
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STANDARD II.A Most departments repo
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STANDARD II.A II.A.3.b. A capabilit
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STANDARD II.A Other institution-wid
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STANDARD II.A The Transfer Center p
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STANDARD II.A expounds the principl
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STANDARD II.A provide students with
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STANDARD II.A Ref. 26 Ref. 27 Ref.
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STANDARD II.B I. Overview of the St
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STANDARD II.B promotes departmental
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STANDARD II.B Many special programs
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STANDARD II.B Professional developm
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STANDARD II.B Students no longer ne
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STANDARD II.B III. Strengths & Area
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STANDARD II.B IV. References Ref. 1
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STANDARD II.C I. Overview of the St
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STANDARD II.C Resources building. C
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STANDARD II.C combined with qualita
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STANDARD II.C equipment line item t
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STANDARD II.C Moreover, annual stud
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STANDARD II.C 3. There is significa
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STANDARD III Resources
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REPORT TAB III.A III.A
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STANDARD III.A II. Standard III.A R
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STANDARD III.A indicators that are
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STANDARD III.A Slurs is included in
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STANDARD III.A Management Council m
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STANDARD III.A the California Commu
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STANDARD III.A III.A.4.c. The insti
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STANDARD III.A The Technology Learn
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STANDARD III.A III. Strengths & Are
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STANDARD III.A IV. References Ref.
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REPORT TAB III.B III.B
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STANDARD III.B While the 2001 bond
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STANDARD III.B The College actively
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STANDARD III.B In cooperation with
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STANDARD III.B III. Strengths & Are
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REPORT TAB III.C III.C
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STANDARD III.C II. Standard Report
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STANDARD III.C the Banner database
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STANDARD III.C In addition, the Col
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STANDARD III.C IV. References Ref.
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STANDARD III.D I. Overview of the S
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STANDARD III.D The College’s annu
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STANDARD III.D The College is self-
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STANDARD III.D All of California’
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STANDARD III.D The District receive
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STANDARD III.D College’s lead fin
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STANDARD III.D the highest level of
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STANDARD IV Leadership & Governence
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STANDARD IV I. Overview of the Stan
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STANDARD IV agreement was brought b
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STANDARD IV The College’s communi
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STANDARD IV The Board reviews, eval
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STANDARD IV or regulation to the co
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STANDARD IV The Chancellor establis
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STANDARD IV III. Strengths & Areas
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STANDARD IV Ref. 27 Ref. 28 CCSF Te
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INTRODUCTION TO THE THEME ESSAYS In
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THEME TAB I THEME I
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THEME I I. Overview This essay prov
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THEME I College), and refined the M
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THEME I These findings called atten
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THEME I success (analyzing the prog
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THEME I methods for their participa
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THEME I Beyond Instruction: Additio
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THEME I V. Resources Res. 1 Res. 2
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THEME II: Student Learning Outcomes
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THEME II outcomes assessment in the
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Page 271 and 272: THEME II While indirect measures ca
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Page 289 and 290: THEME IV: Evaluation, Planning, & I
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Page 301 and 302: THEME IV Continuous improvement. Th
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Page 307 and 308: THEME V I. Overview This essay illu
Page 309 and 310: THEME V The College supports progra
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Page 319 and 320: THEME V The College is committed to
Page 321 and 322: THEME TAB VI THEME VI
Page 323 and 324: THEME VI I. Overview Demonstrating
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Page 327 and 328: THEME VI of California. The service
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Page 331 and 332: THEME VI The College’s weekly new
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Page 341 and 342: MAJOR FINDINGS Teaching & Learning
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