City College of San Francisco - California Competes

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INTRODUCTION | READERS' GUIDE IV. Theme-Based Essays During Spring 2005, the CCSF self-study standards committees were reorganized into six theme-based committees. Each committee produced an essay structured around the theme and an accompanying descriptive paragraph provided by the Accrediting Commission. The theme-based essays provide an institutional context and use case studies of College practice as exemplars of the way the institution is addressing: • Quality education • Student learning outcomes • Dialog • Continuous improvement • Effective use of resources to promote student learning and success • Honesty and integrity The context section provides the reader with descriptions of selected, representative institutional processes, procedures, and practices that support the specific detailed case study(s) discussed in the essay. Each essay concludes by identifying strengths and areas for improvement that are also addressed in the Major Findings section. V. Major Findings At the end of the self-study report there is a separate section entitled Major Findings which is a distillation of all the improvement recommendations contained within both the Standards Reports and the Theme Essays. The Major Findings section provides the College with the broad issues that will require institutional action in the next period of time. 70 CITY COLLEGE OF SAN FRANCISCO
ABSTRACT OF THE SELF STUDY Standards Reports Standard I: Mission & Institutional Effectiveness City College of San Francisco demonstrates its commitment to an ongoing evaluation of institutional policies and procedures by conducting periodic reviews of those practices and engaging in a reflective dialog on the effectiveness of its governance and administrative activities. The College has a system of Shared Governance which is stronger than that of many institutions and which provides for a great deal of reflective dialog on institutional processes and effectiveness. In addition to Shared Governance entities, the participation of employee unions and a Department Chairs’ Council contributes significantly to the amount of dialog that takes place among the constituencies and between the leadership and the Board. In that context, the College has developed a strong and responsive annual planning process that is based on a strategic plan rooted in the Mission and Vision Statements. The College conducts an assessment of progress on its Annual Plan twice a year and this assessment provides the executive administration, the Board of Trustees, and the general public with quantitative and qualitative information on the College’s progress in meeting its goals. However, the evaluation of this progress is not adequately incorporated into the existing institution-wide planning and budgeting processes. The College has also developed a number of specific assessments of student outcomes and institutional effectiveness that provide College constituencies and the general public with strong and useful evidence of student achievement and program performance. Program Review is conducted by almost all of the academic and student services departments on a regular cycle, but a few Student Services, instructional, and administrative units have not adhered to the timetable, and the results of Program Review are not adequately incorporated into the other institutional planning and evaluation procedures. The College has developed strong data resources that provide faculty, administrators, staff, students, and the community with detailed information on student access, retention, and success. In addition, administrators, department chairs, and other interested faculty have ready access to extensive student demographic information, productivity analyses, and student demand for courses. The College demonstrates, in numerous ways, its strong commitment to continual institutional improvement and a mission that emphasizes student learning. Standard II.A: Instructional Programs This report rests on a careful review and assessment of eight primary elements of the institution’s instructional program including: the delivery of the instructional program and institutional integrity, the quality of the instructional program, the General Education curriculum, the associate degree programs, the vocational programs, the dissemination of information about instructional programs, academic freedom and responsibility, and instructional programs located in foreign countries. The General Education Program reflects an appropriate breadth and depth. The instructional program planning and evaluation processes established since the 2000 Accreditation Self Study are effective and have promoted broadbased involvement across the institution. The College’s ability to disseminate print information to internal and external stakeholders is strong, although the College website is in need of CITY COLLEGE OF SAN FRANCISCO 71
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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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Page 25 and 26: INTRODUCTION | CITY & COLLEGE DATA
Page 63 and 64: CCSF PRINCIPAL LOCATIONS MAP Identi
Page 65 and 66: Standard I Susan Lopez Dr. Bruce Sm
Page 67 and 68: PARTICIPANT LISTS Standard I Susan
Page 69 and 70: INTRODUCTION | PARTICIPANTS Standar
Page 71 and 72: INTRODUCTION | PARTICIPANTS Theme 3
Page 73: READERS’ GUIDE TO THE CCSF ACCRED
Page 77 and 78: INTRODUCTION | ABSTRACT development
Page 79 and 80: INTRODUCTION | ABSTRACT Development
Page 81 and 82: INTRODUCTION | ABSTRACT Standard II
Page 83 and 84: INTRODUCTION | ABSTRACT Theme III:
Page 85 and 86: RESPONSE TO 2000 RECOMMENDATIONS
Page 87 and 88: 2000 RESPONSE Over 70 percent agree
Page 89 and 90: 2000 RESPONSE One of the services c
Page 91 and 92: 2000 RESPONSE 2000 | Standard 3: In
Page 93 and 94: 2000 RESPONSE 2000 | Standard 7: Fa
Page 95 and 96: 2000 RESPONSE 2000 | Standard 10: G
Page 97 and 98: STANDARD I: Institutional Mission &
Page 99 and 100: STANDARD I II. Standards I.A & I.B
Page 101 and 102: STANDARD I objectives. In addition,
Page 103 and 104: STANDARD I Alemany Campuses offer e
Page 105 and 106: STANDARD I its effectiveness in mee
Page 107 and 108: STANDARD I IV. References Ref. 1 Re
Page 109 and 110: STANDARD II: Student Learning Progr
Page 111 and 112: STANDARD II.A I. Overview of the St
Page 113 and 114: STANDARD II.A program develops a se
Page 115 and 116: STANDARD II.A College Curriculum Co
Page 117 and 118: STANDARD II.A course content, and i
Page 119 and 120: STANDARD II.A The Intensive English
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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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THEME II learning outcomes for all
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THEME II The English Department’s
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THEME II The responses to this inve
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THEME II While indirect measures ca
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THEME II “Another potential sourc
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THEME TAB III THEME III
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THEME III I. Overview College dialo
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THEME III Dialogs regarding student
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THEME III • DACUM (Designing A Cu
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THEME III needs of both. As a resul
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THEME III At the Mission Campus, in
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THEME III V. Resources Res. 1 Liste
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THEME IV: Evaluation, Planning, & I
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THEME IV requirements necessary to
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THEME IV The Steering Committee for
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THEME IV Many of the recommendation
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THEME IV appropriate, College funds
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THEME IV Collaboration has allowed
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THEME IV Continuous improvement. Th
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THEME IV Once the problem has been
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THEME TAB V THEME V
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THEME V I. Overview This essay illu
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THEME V The College supports progra
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THEME V Organizational support for
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THEME V Biotechnology Program. Biot
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THEME V Organizational support for
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THEME V Administrative support for
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THEME V The College is committed to
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THEME TAB VI THEME VI
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THEME VI I. Overview Demonstrating
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THEME VI registration), and second,
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THEME VI of California. The service
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THEME VI Evaluation of the Shared G
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THEME VI The College’s weekly new
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THEME VI The College has a clear co
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THEME VI The College Diversity Comm
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THEME VI V. Resources Res. 1 Instit
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MAJOR FINDINGS
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MAJOR FINDINGS Teaching & Learning
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MAJOR FINDINGS 12. Expand efforts t
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