City College of San Francisco - California Competes

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2000 RESPONSE Major Recommendation #2: Student Development Now that the College is committed to a multi-campus district, the team recommends that the College develop and implement a plan to ensure that all campuses and centers are provided with appropriate access to services and resources. Furthermore, the team recommends that the collegial governance processes include participation by campus constituencies throughout the District. Response (2005) Since the last accreditation, the College has implemented an educational planning process designed to ensure that appropriate access to services is available for all students at all locations. Within the newly created Student Development Division, the educational planning process provided the opportunity for the leadership of the unit to articulate its vision and mission, reflect on its program and service array, and assess its accomplishments and challenges in light of the expectations of the schools and campuses of the District as well as the recommendations of the WASC visiting team. As a result, six priorities were established with strategies to facilitate their implementation and annualized implementation plans to focus on specific objectives and activities. Units across the Division worked collaboratively to ensure the success of this venture, known throughout the Division as Students First—Striving for Excellence. In concert with the Education Plan, the College implemented a series of initiatives to ensure that appropriate access to services is available for all students at all locations. The College conducted a comprehensive assessment of the student services system, known as the System Review, and identified key strategies to increase access and impact across the District. Following the Review, the structure of the Division was reconsidered, resulting in the reorganization of the General Counseling Department into four discrete departments designed to increase student access and departmental responsiveness: New Student Counseling, Continuing Student Counseling, International Student Counseling, and Transfer Student Counseling. These departments, in combination with the Career Development and Planning Department and the Learning Assistance Department, currently form a comprehensive Student Support Services unit. This new model systematically aligns the organization and delivery of services with the needs of the students as they develop from entry to exit, regardless of location, creating a student support services network. As a result, specific interventions targeted to the developmental needs of cohorts of students have been deployed, including those making a transition from noncredit to credit study, regardless of campus location. Moreover, the Departments are geographically located in proximity to the students and the additional services they need on all sites throughout the City. Subsequent assessments of the impact of the reorganization reflect significant improvements in the accessibility and quality of service to students as well as faculty and staff morale with efforts continuing to improve services on the campuses as the structure is refined. Additionally, acknowledging the significance of the matriculation process, most campuses now have on-site admissions and enrollment services for credit and noncredit students. This development allows all students to traverse the College’s matriculation process involving post-admission assessment, orientation, and counseling. Moreover, as the growth of the student services system continues, Matriculation is expanding assessment services to include career interests and success strategies, information which is linked with student support programs and services through the intensified orientation, educational planning, and counseling services of New Student Counseling, particularly for underprepared, at-risk students. Disabled Students Programs and Services is expanding its services to students with disabilities at multiple campus locations through the addition of an Accommodations Specialist, and financial aid services are available at all campuses with eligible programs. Continuing credit students in jeopardy, likewise, are targeted for specialized support through Continuing Student Counseling in an effort to sustain enrollment to graduation and transfer or employment. Most campuses offer evening support services, with some also providing services on Saturdays. CITY COLLEGE OF SAN FRANCISCO 83
2000 RESPONSE One of the services critical to students is the Learning Assistance Center (LAC) on the Ocean Avenue Campus, which provides tutoring services to thousands of students each year and is vital to student success. Previously, these services have been available to students only on the main campus. Currently, two new LAC labs are funded and planned to open in the new campuses at Mission and Chinatown. Each lab will have computers and tutors available. The institution is also exploring the possibility of offering vocational education tutoring at the John Adams Campus. Finally, the College has made a significant investment in the development of web-based admissions, application, and credit enrollment capabilities, ensuring access for anyone, anywhere, anytime. Online admissions processes support both credit and noncredit students, with initiatives underway to translate noncredit admissions processes into Spanish and Chinese to support student access. Credit students now use e-STARS to register via the Web, with noncredit student online registration under development. Additionally, thousands of students are oriented through the web-based orientation program, with many students availing themselves of the cyber advisor to check courses and programs, policies and procedures, as well as services using the e-mail system. A web-based educational planning system is under development which interfaces with the web-based degree audit system, e-CAPP, and will soon allow students and their counselors to monitor their progress toward graduation and transfer. In concert with these developments, the Chancellor also organized a special task force to review student governance, an initiative which resulted in significant improvements in student access and participation. Previously defined by the Ocean Avenue Campus, the present structure of the Associated Students at CCSF is now modeled at other campuses and has improved representation of these campuses’ student bodies in policy decision-making processes. Likewise, the Student Trustee is chosen through a District-wide election, and is encouraged to get students from all of the campuses involved and participating on various College committees and student councils. Throughout the College, support for the expansion of student representation is significant. At the request of the task force and with the support of the Chancellor and his Cabinet, the presidents and vice presidents of Associated Students on each campus receive appropriate scholarship support to sustain their leadership contributions to the College through the Associated Students governance system. To strengthen student access, the Associate Dean of Student Activities collaborates with campus deans and faculty advisors, encouraging and supporting student activities on all campuses. In that spirit, the Concert and Lecture Series now supports events at many of the campuses, and the Office of Peer Mentoring and Service Learning funds programs at multiple sites. Further information about the participation of all campus constituencies throughout the District can be found in the response to Minor Recommendations for Standard 10. Much progress has been made during the past six years, with all members of the institution ever mindful of the continuing need to increase the availability and impact of services to all students throughout the District. 84 CITY COLLEGE OF SAN FRANCISCO
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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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Page 37 and 38: 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
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Page 75 and 76: ABSTRACT OF THE SELF STUDY Standard
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:
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Page 97 and 98: STANDARD I: Institutional Mission &
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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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