City College of San Francisco - California Competes

INTRODUCTION | ABSTRACT
development and implementation of externally
funded projects such as Title III and Koret that
advanced efforts to construct the systems that
will ultimately ensure that the Division delivers
on the promise of “Students First.”
Within this context, the assessment of Standard
II.B revealed significant improvements in accessibility,
coherence, and quality sustained through
ongoing assessment and continuing development.
Specifically, the analysis found:
• Considerable effort has been devoted to the
redesign of programs and services and the
refinement of accompanying delivery systems
to increase accessibility throughout the
District, efforts that are reflected in the
analysis of Standard II.B.1. The College should
continue to develop technology to augment
the delivery of student support services while
maintaining its strong commitment to the
personal delivery of service by College
personnel.
• Careful attention has been given to the
accessibility, format, accuracy, and
comprehensiveness of the Catalog and related
information on the institution, its
requirements and policies, as evidenced in the
review of Standard II.B.2, a-d. The College
should develop Board policies and procedures
to govern the permanent maintenance of all
student records, ensuring that they are secure
and confidential with provisions for the
backup of files, regardless of the form in
which those files are maintained.
• Special initiatives across the Division and
beyond have contributed to the provision of
equitable access, the learning environment,
continued training and development, and
multicultural understanding as reflected in the
assessment of Standard II.B.3, a-f. The Division
should sustain efforts to promote
communication among programs and
departments and increase visibility and
accessibility with improved facilities. In
addition, the Division should continue to
refine its mission and define its outcomes at
the Divisional, departmental, and
programmatic levels, providing constituents
with the opportunity to engage in a dialog
and initiate the processes for assessing the
learning environments within the Division.
• A comprehensive effort has been made to
evaluate student support services and their
impact on student achievement, persistence,
and retention as indicated in the discussion
of Standard II.B.4.
Significant changes have taken place in the
Student Development Division since the last
accreditation review and those changes have
greatly improved the quality and accessibility
of programs and services available to students.
Standard II.C:
Library & Learning Support Services
Student learning and success are supported by
the collections of materials; the curriculum
offered by the Library and the Learning
Assistance Department; and the services and
facilities provided by Library and Learning
Resources and other units constituting learning
support services—the Learning Assistance Center
(LAC), Broadcast Media Services, and student
computer labs. The Committee found that the
breadth and variety of library and learning support
services across the District make important
contributions to instructional and co-curricular
programs. Outstanding examples include: (1) the
Library’s exhibitions and programming that support
the curriculum and enrich the College with
intellectual, aesthetic, and cultural activities; (2)
library reference/research assistance and service
to off-campus students; (3) Language Center
facilities and services; (4) student success courses/workshops
and tutoring and learning support
services offered by the LAC, including the leadership
that LAC staff have provided on the Basic
Skills Subcommittee to address the needs of basic
skills students; and (5) the leadership taken by
Library staff to establish an information literacy
graduation requirement, as well as the Library’s
information competency/research skills workshops
and learning opportunities.
Several of the units of library and learning support
services typically receive some of the
highest ratings on student satisfaction surveys
administered by the Office of Research, Planning
and Grants. In addition, external reviewers have
singled out some of the Library and Learning
Support Services departments for awards, includ-
CITY COLLEGE OF SAN FRANCISCO
73