City College of San Francisco - California Competes

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2000 RESPONSE Response 2002–Present In response to the 2000 WASC visiting team recommendation regarding the College’s Written Composition Graduation Requirement, the Enhanced Self-Study: College Level Learning Ad Hoc Committee made the recommendation that the College explore the possibility of making English 96 the AA/AS graduation level composition class. Given that English 96 is one level below English 1A, adopting this recommendation would ensure the College was in compliance with Title 5, Section 55805.5(c). From Fall 2001 to Fall 2004 a task force comprising the English and ESL Departments worked to develop an integrated curriculum that would provide students with two pathways to fulfilling the English Graduation Requirement. The result of these efforts lead to the creation of ESL 160 and ESL 170, a degree applicable course one level below English 1A, and the revision of English 92 and creation of English 93 to replace English 94. It should be noted that extensive collaboration occurred between these departments during this three-year time frame and represents one of several examples within the College of interdepartmental curriculum development. During Spring 2004, new Title 5 compliant catalog language regarding the English Graduation Requirement was reviewed and approved by the Academic Policies Committee. During Fall 2004, the College Curriculum Committee reviewed and approved ESL 160, ESL 170 and English 93 with ESL 170 approved by the State Chancellor’s Office in November 2004. Also, during Fall 2004 the Academic Senate approved the concept of raising the English Graduation Requirement as did the Bipartite Committee; however, this committee requested a working group be formed to identify those courses that would fall one level below English 1A. In Spring of 2005, the Bipartite Committee reviewed and approved the new English Graduation Requirement that will appear in the 2005-06 College Catalog. 2000 | Standard 5: Student Support and Development The team recommends that the College provide equal opportunity for access to student services throughout the entire College District. Midterm Response 2000–2002 The College has made important progress in this area and is mindful of the need to continue the effort. (Please see Major Recommendation 2 for details.) Response 2002–Present See response to Major Recommendation #2. 2000 | Standard 6: Information and Learning Resources Given the level of human and fiscal resources and the importance to the institution of this unit, the team recommends that the College address Information Technology Services as an information resource agency under this standard in the next self-study. The College addresses the Information Technology Services in the report on Standard III C in the CCSF Accreditation Self Study for 2006. CITY COLLEGE OF SAN FRANCISCO 87
2000 RESPONSE 2000 | Standard 7: Faculty and Staff The team recommends that the staff development needs of all categories of staff within the College community be addressed through appropriate needs assessment. Midterm Response 2000–2002 A survey of all faculty and classified staff was conducted in 1999-00 and one is planned for 2002-03. Results of the surveys are considered when staff development activities are planned. Evaluations of individual workshops are conducted at every staff development event. Response 2002–Present Subsequent to the Mid-Term Report, the Office of Professional Development surveyed those participating in FLEX Day activities during 2001-02 and again in 2002-03. The 2001-02 survey was distributed as a part of the FLEX Day schedule. Approximately 200 questionnaires were returned to the Office of Professional Development and included faculty, classified staff, and members of the administration. The respondents were asked to rate their satisfaction with professional development activities in general and with the instructional development, professional development, or personal development workshops attended. The questionnaire provided an opportunity to include recommendations for future FLEX Day workshops. The most frequent recommendation was to increase the number of instructional workshops provided. During 2001-02, a FLEX Day was extended to the classified staff. The workshops provided during the classified FLEX Day are arranged and evaluated by SEIU 790. During 2002-03, the Office of Professional Development again surveyed those participating in the faculty FLEX day activities via a questionnaire that asked about staff needs, distributed with the FLEX Day program. The response rate was low with only 20 questionnaires returned to the Office of Professional Development. Given the number of questionnaires returned, the collected data were of limited use for planning future FLEX Day workshops. However, all individual workshops were surveyed and these data were used for planning purposes. The Office of Professional Development included a questionnaire in both the 2004-05 and 2005-06 FLEX Day programs to provide faculty an opportunity to make recommendations regarding the workshops and provide feedback regarding FLEX Day activities overall. The Office also distributed a survey in Spring 2005. As a result of the cuts in state funding for FLEX activities in 2002 through 2004, many departments and programs have been conducting their own needs assessments and initiating limited programs for faculty development. These programs include the Reflective Teaching Project among noncredit ESL and Transitional Studies faculty; basic skills workshops offered through the Shared Governance Basic Skills Subcommittee; the Multicultural Infusion project; and the SCANS project. Finally, there has been an ongoing effort within the Student Development area to increase the availability of appropriate training and development within and beyond their departments. In 2003, a comprehensive needs assessment was conducted, resulting in programs each semester that showcased new initiatives, improved technical training, and expanded departmental professional development activity and divisional work on student learning outcomes. 88 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 41 and 42: 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 and 74: READERS’ GUIDE TO THE CCSF ACCRED
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:
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
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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
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Page 109 and 110: STANDARD II: Student Learning Progr
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Page 113 and 114: STANDARD II.A program develops a se
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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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Page 131 and 132: STANDARD II.A The Transfer Center p
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Page 139 and 140: STANDARD II.B I. Overview of the St
Page 141 and 142: 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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City College of San Francisco - California Competes

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