City College of San Francisco - California Competes

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THEME V A fifth program, the Stem Cell Research Certificate Program, will begin in Fall 2006 with a grant from the Governor’s Discretionary Funds. This program will provide participants with the advanced skills needed to find jobs in the lucrative and rapidly growing field of stem cell research. Organizational means to identify and make public student learning outcomes. The support of the Office of Research, Planning and Grants has played a key role in identifying student learning outcomes for the Biotechnology Program. The Dean of Research, Planning and Grants was a moving force in creating the Biotech program at CCSF. Seeing Tech Prep as a funding source for programs for high-skill occupations, the Dean made initial contacts with people involved in the biotech industry and worked with the Biological Sciences and Chemistry Departments to get the program started using Tech Prep funding. Industry needs are the basis for the program. Student learning outcomes were initially established based on formal meetings that included industry representatives, high school personnel, university personnel, and CCSF Biological Sciences and Chemistry faculty. As the program has evolved, it has received continued support through a variety of grants that facilitate keeping in close touch with industry to refine student learning outcomes goals. Such grants include a State Chancellor’s Office Economic Development grant, which supports the Northern California Biotechnology Center (NCBC) and a National Science Foundation (NSF) grant which supports Bio-Link, a National Advanced Technological Education (ATE) Center for Biotechnology, both of which are described later. The intended student learning outcomes for courses offered in the Biotechnology programs are spelled out in the course outlines. For example, one of the major student learning outcomes for Bio 65, one of the two courses required for the Biotechnician Certificate, is: “Employ proper methods of laboratory report documentation and presentation including use of a computer for data analysis and report generation.” The Biotechnology faculty reported appreciation for the support they have received from the Office of Instruction for developing course outlines and the certificate programs. The Biotechnology Certificate Catalog description states that “The biotechnology certificate program is designed to prepare students to work at a biotech company as a technician in quality control, research and development, or Biomanufacturing.” The Catalog description for the Biomanufacturing certificate states that “The requirements for the certificate in Biomanufacturing described here will prepare students for entry into the field as a bio-process technician, media prep technician, pharmaceutical materials specialist, or pharmaceutical manufacturing technician.” A Biotech Hotline number that prospective students can call for more information is also listed in the Catalog. The Biotechnology Program coordinators and the Dean of Science and Mathematics have developed a brochure advertising the Biotechnology and Biomanufacturing Certificate programs. The Biotech Career Chart that is in this brochure is one of the most clearly defined career ladders the College currently has. The coordinator of the Bridge program produces flyers, brochures, and other information materials to advertise the program to prospective students. He has made concerted efforts to contact faculty in the ESL and Transitional Studies Departments to provide materials for them to use to introduce students in their classes to the program. Although receiving information in class from the instructor in theory is an effective way of reaching students, the Bridge to Biotech Coordinator has found that instructors often find it difficult to take time away from coursework to advertise the Bridge program and wishes there were other ways to advertise the program to CCSF students. The On-Ramp to Biotech program is advertised through community outreach efforts. A new website is being planned for the Biotech Program and is intended to be operational in Spring 2005, but College support is needed to help revamp the website. 320 CITY COLLEGE OF SAN FRANCISCO
THEME V Organizational support for providing programs to support student learning. One of the operational objectives in the 2003-04 Annual Plan for the School of Science and Mathematics, which houses the Biotechnology Program, is “To provide high quality educational programs and courses for associate degrees, transfer to baccalaureate institutions, career education and workforce training …” and the Operational objectives include “Continue to develop the College initiative in workforce education and economic development …” The Biotechnology Program is cited in the Annual Plan as one of the school’s strong workforce training programs. Several needs of the Biotechnology Program are noted in the “assessment of problems and needs” section of the Annual Plan. One is the need for more sections of classes: “With strong demands for BIO 11 and CHEM 32, many of the beginning biotech students could not find spaces in these classes.” As a result, they were able to add more sections of these courses in Spring 2005. Also this report notes that “In terms of equipment, ASTR, BIO, BIOTEC and ENGN have long lists of equipment to keep their courses up-to-date.” Further, “Space for labs and offices are major problems in BIO, BIOTECH, CNIT, and PHYC.” The need for constant updating of curriculum, faculty retraining, equipment, supplies, and facilities to keep up with a rapidly changing industry make the Biotech program expensive to maintain. Fortunately, the Office of Research, Planning and Grants has been instrumental in seeking and receiving major grant funding to sustain the program. Half of the salaries of the two coordinators of the biotechnology program are grant funded. VTEA funded the original Bridge to Biotech program and has provided crucial support in launching numerous other vocational programs at the College. The Bridge to Biotech program currently has a $500,000 grant from NSF’s Course, Curriculum and Laboratory Improvement Program (CCLI), and the On-Ramp to Biotech program has a $600,000 grant from the NSF Partnership for Innovation Program and also receives VTEA funding. These grants fund curriculum development and expansion of these programs. An NSF ATE grant for $815,000 has funded a project entitled Fix-a-Gene that trains students to work in gene therapy. A Genentech grant is supporting the development of an equipment clearinghouse. The College also has a Center for Applied Competitive Technology (CACT) grant, which, along with some funding from other grants, supports the new equipment clearinghouse, Bio-Link, and NCBC. Bio-Link originated in 1998 as the NSF Advanced Technological Education Center for Biotechnology, and, over the years, has received $6.5 million from NSF. Bio-Link’s primary purpose is to improve biotechnology education throughout the United States, providing professional development for instructors, promoting partnerships with industry, and creating a network of educators who share resources and information. Bio-Link draws on a network of regional centers located in community colleges throughout the nation, including NCBC, funded by the State Chancellor’s office, which also resides at CCSF. NCBC, like Bio-Link, supports workforce and economic development in biotechnology through curriculum development, professional development for faculty, and industry partnerships, but at a local level. Through Instructional Block Grant funding, the Biotechnology Program has received some funds to develop a lab at the Southeast Campus, but the Biotechnology Program has mainly relied on other grant funding to meet its needs and in fact has been able to provide the Biology Department with some supplies. Since the program is mainly sustained by outside funding, it has not needed to make a lot of requests through the College’s budgeting process for the limited College funds available. If grant funding diminishes, finding alternate ways to fund the program will become a serious concern. The Buildings and Grounds Department has provided support to the Department in getting equipment donations from industry. Equipment worth about $250,000 has been received from companies such as Amersham Bioscience, Bayer, Chiron, and Genetech. The program has been challenged to find ways to collect the large equipment and sort, store, catalog, and establish processes for checking out equipment. Fortunately, a grant has funded a position to coordinate the development of this equipment clearinghouse. CITY COLLEGE OF SAN FRANCISCO 321
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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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THEME II City College of San Franci
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Page 307 and 308: THEME V I. Overview This essay illu
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Page 323 and 324: THEME VI I. Overview Demonstrating
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