City College of San Francisco - California Competes

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THEME V Several years ago, the Dean of Science and Mathematics recognized the need for a new full-time instructor for the Biotechnology Program and he helped win support for hiring one of the current coordinators of the program. The Biotechnology Program invites representatives from industry to teach short-term courses or give lectures in courses and fortunately is able to fund them as consultants through grant money. Biotechnology is one of the academic programs requiring a master’s degree in the field or an equivalency as a minimum qualification for teaching. This state requirement will make it difficult to hire some industry representatives, who have up-to-date knowledge of the field but do not have a master’s degree, if the program loses grant funding to hire these instructors on a consultant basis. The program needs to explore how the equivalency process will help them hire these experts if grant funding diminishes. Constant retraining of faculty is essential to enable them to stay current in the biotechnology field. Bio-Link funding supported sending one of the program coordinators for training in Summer 2004, but more professional development funding is needed. The Biotechnology Program is an interdisciplinary program. In addition to courses in the Biology Department, the program also includes courses offered by the ESL Department, the Transitional Studies Department, the Math Department, and the Chemistry Department. The Biomanufacturing certificate program began with a collaboration between Chemistry and Biology and will eventually collaborate with Engineering and Computer Technology as well. Collaboration among these departments has been very good so far, but the College’s main organizational structure for offering instructional programs is through departments that are grouped into schools. For example, departments make budget requests via their school, and departments make requests for hiring faculty. Interdisciplinary programs such as Biotechnology may need extra support to learn ways to request supplies, equipment, faculty, and reassigned time for coordination and so forth. A lot of coordination is needed to manage the grants that the program receives and to keep the program going. Departments have chairs and also have the opportunity to ask for reassigned time from teaching duties for faculty to coordinate programs. Fortunately, so far grant funding is supporting the Biotech program coordinators so the Biology Department has not yet needed to request coordinating units for Biotechnology. Grant funding has also supported the coordinator of the Bridge to Biotech program, who is responsible for recruiting, assessing, advising and providing orientation for students, and for general administrative duties. The coordinator for the Bridge to Biotech program has invited financial aid and Disabled Students Programs and Services (DSPS) representatives to speak to students in the program. Other than this, those we interviewed were not aware of how much biotechnology students use Counseling, Learning Resources, and other support services at the College. The need for equipment, labs, and offices for Biotech has been reported in the Annual Plan report. Currently, most biotechnology courses are offered at the Ocean Avenue Campus. The Bridge to Biotech program courses are offered at the Southeast and Mission Campuses, and the On-Ramp to Biotech program is offered at the Southeast Campus. Block grant funding was used to develop the lab at the Southeast Campus. Space has been allocated for the Bridge to Biotechnology Program in the planned new Chinatown Campus and Mission Campus buildings. The program has support from the Vice Chancellor of Academic Affairs for developing a Biotech Center in the Science Building. 322 CITY COLLEGE OF SAN FRANCISCO
THEME V Administrative support for the Biotech program has been strong. The program has received major support from the Dean of Research, Planning and Grants, who was instrumental in getting it started and continues to support it through supervising preparation of grant funding proposals with the Associate Dean of Grants and Resource Development and serving as administrator with oversight of Bio-Link. The Associate Vice Chancellor of Workforce Education serves as Principal Investigator of the National Science Foundation Partnership for Innovation grant. A former Vice Chancellor of Instruction was instrumental in starting the Bridge to Biotech program by recognizing that the Biotechnology certificate program was an opportunity that should be made available to ESL and Transitional Studies students but that many would need a support program to gain the language and math skills needed to enter the certificate program. The Dean of Science and Mathematics has provided support through such activities as finding space for the equipment clearinghouse at the Airport Campus, supplying a display case in the Science Building to advertise the program, and seeking a Biotech Center in the Science Building and describes himself as the “glue that keeps everything together.” The Campus Dean at Southeast and Associate Vice Chancellor at Evans provide support for the programs offered at those campuses. Administrators were also willing to support classes with low enrollment in the first years of the program, recognizing that time was needed to build it. The Chancellor and a Board member have been strongly supportive of the program. The Chancellor’s Office nominated the program for the two awards it received from the Association for Community Colleges. As noted, CCSF collaborates with SFWorks to offer the On-Ramp to Biotech program. CCSF provides the instructors and the space for the classes and SFWorks recruits the students and coordinates the program. The links between the CCSF Biotechnology Program and Bio-Link and the Northern California Biotechnology Center are outstanding examples of successful collaborations. CCSF can take pride in the regional, state, and national leadership it provides through its participation in Bio-Link and NCBC. Organizational means to evaluate the effectiveness of programs in producing student learning outcomes, and to make improvements. Since the Biotechnology Program is interdisciplinary, the department-based Program Review process has not yet easily served as a means to evaluate the effectiveness of the program. However, the reports required by the various grants the program enjoys provide the program with an opportunity to evaluate its effectiveness. The College’s faculty evaluation process works well for most departments but is somewhat challenging for Biotechnology, not only because of the interdisciplinary nature of the program but also because biotechnology is a relatively new and rapidly changing field. One of the coordinators of the program reported that one instructor assigned to her evaluation team did not think he had the knowledge and skills to evaluate her properly. The Biotechnology Program recognizes a huge need for authentic assessment techniques to measure student attainment of identified student learning outcomes. Measuring how well students can apply techniques and perform lab procedures in a consistent manner is time-consuming and difficult without instructor-reassigned time to design and conduct the assessments. Data from such an assessment would provide the program with valuable information that could be used to adapt instruction and curriculum to improve student attainment of learning outcomes. The coordinator of the Bridge to Biotech program plans to work with the Office of Research, Planning and Grants to develop an effective mid-semester assessment tool. Although information on student success by course and department is easily available through the Decision Support System, this system is not currently set up to show data for programs that are within departments or are developed through collaborations with several departments, like the Biotechnology Program. CITY COLLEGE OF SAN FRANCISCO 323
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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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THEME II Over half of the colleges
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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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Page 341 and 342: MAJOR FINDINGS Teaching & Learning
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