Education Master Plan

Transcription

1 Education Master Plan City College of San Francisco Version 10/2/2014 NOTE: This is a working draft currently under review by the EMP Workgroup and College administration. All documents are available online at Please send comments and input to EMP Workgroup co-chairs: Loren Bell <[email protected]>, Faculty Member Pamela Mery <[email protected]>, Dean of Institutional Effectiveness

2 TABLE OF CONTENTS CHANCELLOR S PREFACE... 1 INTRODUCTION... 2 Planning Cycle and Definitions...3 Planning Assumptions...4 Guiding Principles for Ongoing Educational Planning...6 Vision and Mission...6 INSTITUTIONAL CONTEXT... 7 San Francisco and the Bay Area...7 Instructional Centers...8 Student Support Programs...9 Faculty, Classified Staff, and Administration Finances and FTES Trends Grant Funded Initiatives and Innovations COLLEGE-WIDE ENROLLMENT TRENDS AND STUDENT CHARACTERISTICS Student Headcount Enrollment Trends Enrollment Projections Student Characteristics San Francisco Participation Rates Secondary Schools Supplying Students to CCSF Cost of Attendance and Financial Aid INSTRUCTIONAL PROGRAMS Breadth of Credit and Noncredit Offerings Subject Area Enrollment Trends Days and Times for Credit and Noncredit Classes Distance Education Programs at Instructional Centers Status of Faculty Teaching Credit and Noncredit Sections Instructional Productivity by Credit and Noncredit Aligning CCSF Offerings with Workforce Needs Program Competitor Analysis STUDENT ACHIEVEMENT AND SUCCESS Basic Skills Testing and Course Placement Trends Trends in Conferring Degrees, Certificates, and Noncredit Awards Patterns of Transfer to CSU System Student Success Student Voices GOALS AND STRATEGIC DIRECTIONS Goal 1: Advance student achievement in meeting educational goals Goal 2: Transform and sustain College infrastructure Goal 3: Provide new and expanded opportunities for organizational development and effective innovation Page i

3 PROGRAM OPPORTUNITIES Opportunities for Enhancing or Expanding Existing Programs Opportunities for New Courses and Programs OTHER SOURCES CONSULTED IN PREPARING THIS PLAN List of Appendices (available at Appendix A: Environmental Scan Appendix B: Enrollment Projections and Scenarios Appendix C: Course Enrollments from Outside and Inside San Francisco Appendix D: Credit and Noncredit Awards by Type and Title, AY through AY Appendix E: Course Enrollment Trends by Subject Area AY through AY Appendix F: Waitlisted Student Counts by Credit Subject Areas Appendix G: Course Enrollments by Program Category by Credit/Noncredit Status Appendix H: Demographic Trends by Credit and Noncredit at CCSF Centers Appendix I: Revenues, Expenses, and Net Revenue at CCSF Centers Appendix J: Competitor Analysis Appendix K: Workforce Alignment Appendix L: SOAR (Strengths, Opportunities, Aspirations, and Results) Survey Results Appendix M: Summaries of School Objectives as Reported in Program Reviews Appendix N: Summaries of Instructional Center Objectives as Reported in Program Reviews Appendix O: Current Externally Funded Initiatives Appendix P: Vulnerable Populations in San Franisco Appendix Q: Student Support Programs: Student Development Division and Other Appendix R: Instructional Centers Appendix S: Degrees, Certificates, and Awards for Programs with a 5-Year History Appendix T: Degrees, Certificates, and Awards for Programs with a 4-Year or 3-Year History Page ii

4 CHANCELLOR S PREFACE INSERT PREFACE and include THREE GOALS Goal 1: Advance student achievement in meeting educational goals. Goal 2: Transform and sustain College infrastructure Goal 3: Provide new and expanded opportunities for organizational development and effective innovation. Page 1

5 INTRODUCTION This Education Master Plan (EMP) serves as a guide for the future of City College of San Francisco through the year During a time of profound change, the EMP represents the input from more than 800 students, faculty, staff, administrators, community members, and partner organizations. Internal discussions about the content and direction of this plan began in Spring 2013, active analysis and creation commenced in November 2013, and a full draft was developed in Spring Development activities consisted of meetings of the College s Education Master Plan Work Group, public forums, individual and group interviews, surveys and conference calls to gather data and perspectives. This process also made use of 36 strategy sessions held throughout the College s instructional centers during which key internal and external data that might impact CCSF s future were presented and discussed in detail. Notes from these meetings and all data prepared for these strategy sessions were made publicly available on the College s education master planning webpage: The overriding purpose of the EMP process was to identify and discuss strategic choices facing City College through data-informed conversations that included all stakeholders. Examples of data discussed for strategic import were demographic trends in the College s service area and workforce analyses. The public was invited to strategy sessions and forums through media releases and personal contact by Center Deans and others. In addition, partnership organizations were contacted through the CCSF Chancellor s Office to participate in a brief open-ended survey, to complete the online SOAR survey, and participate in a visioning exercise. Both the planning process and this report make use of data and facts to help CCSF anticipate and manage its future. Included are analyses of enrollment trends, student and faculty characteristics, and a data-informed overview of CCSF s current status. This includes enrollment trends for instructional programs as well as an overview of the College s instructional centers and demographics of the learners who attend those centers. The connections between the College s education programs and workforce needs in the San Francisco area are analyzed, as are options for the content and scheduling of classes. The College s finances and financial projections are also presented. This Education Master Plan concludes with three strategic goals for City College that emerged both from data and input from the college community as well as from external partners. These goals will be accomplished through a comprehensive operational planning process built upon the College s existing processes for program review, unit-level planning, and college-wide resource planning. This plan was developed with the assistance of the Voorhees Group LLC, whose role was to provide an outsider s view of CCSF and to facilitate the planning process particularly given the tight timeline needed for the initial draft document. Although data analyses were sufficiently robust for setting broad long-term directions, data gathering and analysis will continue in order to inform resource and implementation plans and future updates of this plan. Page 2

6 Planning Cycle and Definitions Educational planning at CCSF drives improvement, provides direction for the future, and establishes a reliable process for institutional transformation. City College has an annual program review process established in and encompassing all areas of the College; however, explicit connections to budget are more recent. In April 2013, a nine-member ACCJC Team visited the College and noted that City College had developed a strategy for fully implementing its program review and college-wide planning process. 1 The visiting team noted that existing steps were in place to fully link resource allocation to annual planning for the budget. 2 These steps have since been accomplished with improvements put into place for based upon evaluation and the continuous improvement process. While the annual planning process has allowed for multi-year items, this education master planning process provides a framework for further strengthening connections between resource allocation and longer-range planning. A key aspect of this long-range framework is the delineation of major goals reflecting the top-level directions that the College wishes to pursue. Strategic directions are broad and large-scale activities that support City College s goals. Operational plans to implement these activities include college-wide resource plans and unit-level objectives developed from the For more information about CCSF s integrated planning process, go to bottom up. Milestones and associated metrics verify that operational initiatives are appropriately supporting goals and strategic directions. A regular review of these milestones and metrics informs the College about which strategies have succeeded, which are unproductive, and which need more work. The education master planning process sought to integrate and honor existing and previous planning at City College. A strategic plan created in 2011 is now updated and replaced by this current Education Master Plan. The annual planning cycle now exists within the parameters of an eight-year budget plan established in spring Classified staffing and enrollment management plans have been drafted with further refinements built into this education master planning process, along with the development of a new facilities plan. There is also a commitment to refreshing the College s existing technology plan to more clearly integrate instructional technology needs identified through the program review process. The College will also continue its equity planning as required both by good practice and by the California Community College Chancellor s Office. The interrelationship of these planning components is shown in Figure 1. 1 ACCJC Show Cause Evaluation Report. A confidential report prepared for The Accrediting Commission for Community and Junior Colleges. Retrieved March 24, 2014 at 2 Accreditation progress including linkages between planning and budgeting is documented at Page 3

7 Figure 1 Planning Assumptions Thirteen planning assumptions were developed at the outset of and used throughout City College s Education Master Planning process. The planning assumptions also guide implementation of the plan and therefore should be reviewed and monitored on an annual basis, along with planning goals and the entire integrated planning system. Through integrated planning and budgeting, the College will balance fiscal realities with institutional imperatives and community needs as expressed in these planning assumptions and in the Education Master Plan itself. 1. City College s planning process and the outcomes of that process will place the needs of students and potential students first. 2. City College will continue to be a comprehensive community college that will provide opportunities for student transfer, career and technical Planning Assumptions are known and anticipated factors and realities likely to shape City College s future. Page 4

8 education, basic skills, and English as a Second Language instruction as well as opportunities for lifelong learning and personal enrichment. 3. The College will stay focused on its efforts to demonstrate its processes for continuous quality improvement through the ongoing integration of the Education Master Plan and all long-term and annual planning processes with the budget. 4. California s higher education budget picture has somewhat improved because of the passage of Proposition 30. City College also will benefit from passage of Proposition A (Parcel Tax). Even so, City College must make strategic choices about what it can and cannot do as well as what it should do. 5. Enrollment management will be defined as an ongoing operational strategy. Enrollment management will include clear resource allocation processes. Enrollment management will be responsive to student demand and accommodate student pathways to success. Through this approach the College will appropriately retain existing students as well as enroll new students. 6. Shifting demographics will cause City College to consider ways to enlarge the pool of college educated and trained individuals in San Francisco, the Bay Area, and beyond. 7. City College s Instructional Centers will respond directly to documented educational needs of the communities which they serve -- and in doing so will build community. Each Center will provide basic skills and clear pathways for students to reach their educational goals as well as community-focused programming. 8. City College will continuously align its Career Technical Education (CTE) programs with market realities in order to meet students educational needs. 9. The extent to which City College has aligned itself with the needs of its current and prospective learners will be assessed through the continuous development and use of actionable data. 10. In response to changing community needs, City College will increase the number of degrees and certificates it awards. The College will clearly specify what graduates need to know and be able to do. The College will build these expectations into its degree and certificate offerings. 11. Learning technology is evolving weekly and monthly. City College will support learning with effective technologies. The cost of instructional technology is declining as applications are now available on web clouds and as hardware prices decrease meaning that future resources can be directed to increasing the use of technology in teaching and learning. Page 5

9 12. The Education Master Plan process at City College will operate on both strategic and operational levels. Strategic goals will be reviewed annually and adjusted on a multi-year basis, e.g., a five-year horizon, unless rapid changes in the environment require revision. Operational planning will be a rolling three-year process that is driven annually by action priorities and success factors and linked to the College s budgeting cycle. 13. Student support services are an integral part of student success and learning in both credit and non-credit. Examples of student support services are admissions, placement testing, orientation, counseling, financial aid, educational planning, outreach, and special programs and services. City College will continue to offer comprehensive student programs and services to its diverse student population. By promoting diversity and inclusiveness, focusing on initiatives to close the achievement gap, and assisting students in navigating this large institution, the College will support students in developing the abilities and skills necessary to accomplish their goals and contribute to society in meaningful ways. Guiding Principles for Ongoing Educational Planning In addition to the Planning Assumptions developed at the outset of this process (above), the following principles were identified at the conclusion of the process. These principles focus on the next stage which is the development of operational plans. Ensure that operational plans, including resource and support plans, delineate clear lines of responsibility and authority, consistent with policies, procedures, and contracts. Facilitate implementation of operational and resource plans with explicit policies and procedures, e.g., setting criteria for class sizes, program adoption, and program discontinuance. Continue the focus on data-informed planning with broad input from stakeholders. Encourage data-informed decision-making across, between, and among all units and use the participatory governance process to elicit recommendations and facilitate awareness. Ensure a focus on how operational and resource plans respond to changing neighborhoods and regional trends. Vision and Mission The College annual reviews its Vision and Mission Statements. Concurrent with the education master planning process, activities took place to solicit additional input on the College s Vision. Key themes surfaced from participants during this process: Leverage our rich history as the foundation on which to build our future. Emphasize our ongoing commitment to diversity and social justice for all CCSF constituencies. Page 6

10 Continue to be an institution that through its dedication and service provides hope and opportunities for all students. Continue to be the institution that affords students 2nd or even 3rd chances when necessary. Remain student centered providing an affordable quality education for the region. Work together (administration, staff, faculty, students, and other constituents) through better communication and decision-making to improve our institution. The full text of the annually reviewed Vision and Mission Statements can be found at Enhance openness and transparency in order to foster trust and build strong relationships across all constituencies. Continue to develop and execute a clear and strategic education master plan, anchored by our mission and driven by a renewed vision that will secure our accreditation and the future of this great institution. INSTITUTIONAL CONTEXT The interaction between student and teacher is the core of the learning environment. However, the most effective learning is achieved when the larger institution and its environs provide adequate support and structures for students inside and outside of the classroom. The development and implementation of the Education Master Plan takes into account internal trends as well as information about the external environment including San Francisco and the Bay Area. In particular, longitudinal trend lines and projections which show or anticipate changes over time are especially important for long range planning. Effective long range planning requires analysis of the institutional context including current conditions as well as internal and external trends that show or anticipate changes over time. The following sub-sections provide a brief overview of the external and internal context with considerable supporting material provided in the appendices. San Francisco and the Bay Area The external environmental scan for this Education Master Plan provides broad context for external forces facing City College. Appendix A presents a survey of San Francisco and regional trends. For further comparison to situate the region as similar to or different from others, California and national trends are also included. Appendix B presents enrollment projections and Page 7

11 scenarios based on current enrollment shares compared to official population projections made by age group, race/ethnicity, and gender. Together, these two appendices capture opportunities and challenges facing CCSF including demographic, economic, and social changes presently occurring and predicted for the City and County of San Francisco and the Bay Area. Highlights from these appendices include predictions of steep declines in the number of working age adults accompanied by eventual increases in youth categories that will not be fully realized for another decade. It is also noted that the 20 to 24 year-old age range a prime demographic served by CCSF have been predicted to decrease by 18 percent from 2010 to 2015, a finding that may underlie in part CCSF s recent enrollment declines. 3 During this same window, 65 year-olds and older were expected to increase by a third. High school graduates from San Francisco Unified School District are another important recruitment pool; this pool is predicted to remain relatively flat from through Economics also play a major role in the College s future. San Francisco is one of the few cities in the world that has made a successful transition to a post-industrial economic base. The employment prospects for those with STEM (science, technology, engineering, and mathematics) skills are especially bright. The combination of a healthy technology and biotechnology sector means that San Francisco is now the fastest-growing county in the United States for private sector employment. At the same time, employment prospects are less promising for individuals without advanced skills. San Francisco is also vibrantly diverse. The City s future can be anticipated on one level by understanding its 36 distinct neighborhoods and their educational needs. For example, seventy percent of the adults living in the Chinatown neighborhood have attained a high school education only. In addition, many of these adults are not fluent English speakers. In contrast, neighborhoods with high levels of education attainment are not as likely to need or desire a full range of community college services. Instructional Centers In addition to Ocean Campus, City College of San Francisco operates seven instructional centers each serving between 300 and 3,000 FTES at these locations: (1) Chinatown/North Beach; (2) Civic Center; (3) Downtown; (4) Evans; (5) John Adams; (6) Mission; and (7) Southeast. CCSF also maintains a center at the Airport serving roughly 200 students. It is estimated that the instructional centers collectively generate revenue of more than $57 million annually and a net revenue of $13 million for City College (see Appendix I). The College s internal context includes information about Instructional Centers, Student Development and other Support Programs, College employees, and overall Finances. Internal context sets the stage the next sections on enrollment and student demographic trends, and instructional program trends. 3 Data from the Demographic Research Unit of the California Department of Finance (DOF) data were used in this Education Master Plan for population projections and to develop enrollment scenarios. DOF projections are available by year through 2050 and are segmented by gender, age range, and race/ethnicity, permitting a more granular view of estimated shifts in these key demographics for the City and County of San Francisco and surrounding Bay Area counties. Other publicly available projections are less conservative but do not segment these key demographics in ways to fully inform City College s planning process. Page 8

12 Student demographic data for centers can be found in Appendix H. Program review summaries for the cycle for each center can be found in Appendix N. Detailed descriptions of each center can be found in Appendix R. Student Support Programs Student support offerings within the Student Development Division include admissions, records, outreach, registration, financial aid, assessment, counseling, tutoring, bookstore, and health services; programs for student achievement, leadership and participation; and targeted programs for special needs, underrepresented, and at-risk individuals and groups. Student clubs, student government, Resource Centers for various groups, intercollegiate athletics, multicultural retention services, homeless and veterans centers, mentoring and service learning, and many more programs represent a significant range of opportunities and support for students. The programs, offices and services listed below are described in Appendix Q. Admissions, Records, and Outreach CalWORKs Center for Learning and Academic Development (CLAD) Counseling Services Disabled Students Programs & Services (DSPS) Extended Opportunity Programs & Services (EOPS) ESL Lab Financial Aid Services Guardian Scholars Program Homeless At-Risk Transitional Students Program (HARTS) Learning Assistance Center Matriculation Metro Academies (Metro) MESA (Mathematics, Engineering & Science Achievement) Outreach and Recruitment Services Puente Scholarship Office Single Stop Student Activities Student Affairs and Wellness Student Health Services Veterans Services Many of these programs are housed primarily at Ocean campus; however, one-stop services for all basic functions are being developed at all Centers. SOAR survey results (Appendix L) emphasize the importance of assuring adequate and equitable access for students to support programs. Page 9

13 The Academic Affairs Division also provides services that support students including the Libraries, Media Centers, Language Centers, and academic support programs such as the English Lab and Math Tutoring Services that provide instruction and support for students to enhance core lifelong skills such as critical thinking and information literacy. Educational Technology provides direct assistance to distance learning students as well as teacher training and support in distance learning techniques and technologies. Academic departments promote positive learning environments, provide updated curricula, assess multiple levels of student learning outcomes, pursue interdisciplinary efforts such as learning communities, and maintain workforce and community relationships in order to provide a complete educational experience for students. Additionally, enrollment management is a critical component of both Academic Affairs and Student Development. Enrollment management affects students and all areas as the College plans for the future. Other divisions and units such as Finance and Administration, Human Resources, and Institutional Development support students through planning, hiring staff, maintenance of facilities, technology acquisition and support, and business services, financial management. While these responsibilities appear less directly related to student development than others, they support the College s infrastructure and provide the foundation for direct services to students and all educational functions. Faculty, Classified Staff, and Administration City College has approximately 668 full-time faculty including 60 department chairs, and 877 part-time faculty. The District also employs 43 administrators and 684 classified staff including confidential employees and classified supervisors to support College operations. 4 The economic downturn of the last few years has resulted in reductions of staff in all areas faculty, classified, and administration and has prompted various reorganization efforts to compensate for the changes. Documentation and examination of trends in employee demographics and functions will help ensure excellent student outcomes. Planning efforts also account for anticipated turnover due to retirements, as well as staffing shifts from program development, consolidation or enhancement of services, and financial limitations. Professional development is an additional area of focus to support current learning outcomes, changes in instructional and student development needs, and implementation of new supportive technologies and structures. Reorganization and the addition of new employees at various levels are other factors that encourage increased training and documentation to enhance skills and improve collaboration. One key faculty metric warranted particular attention in this Education Master Plan. Faculty members aged fifty or older with a minimum of 16 years of service either are eligible, or will be eligible, for retirement within the next decade or perhaps sooner. Error! Reference source not found. below can be used to address the need to plan for faculty succession in the near-term. 4 Employee data from Banner as of September 11, 2014 (see Self Evaluation III A for longitudinal numbers). Page 10

14 For example, during the coming years and depending on future enrollment and funding, nearly half of all CCSF faculty may need to be replaced. Table 1 Full- and Part-Time Faculty Headcount by Classification, Age Range and Years of Service, Fall 2013 Classification Years of Service Under Plus Credit Classroom Noncredit Classroom (*) Plus 18 Credit Classroom Total (*) (*) 11 (*) (*) 6-10 (*) (*) (*) (*) (*) Plus (*) Noncredit Classroom Total (*) 51 (*) (*) Academic Support 0-5 (*) (*) (*) (*) (*) Plus (*) Academic Support Total (*) (*) (*) * Cell sizes less than 5 were suppressed to protect individual identities. SOURCE: EB and EJ files prepared for the fall 2013 MIS upload. Finances and FTES Trends City College s finances are strained and will be for the foreseeable future requiring deliberate decisions about future course and program offerings. As a public institution, City Page 11

15 College is not insulated from the fiscal fortunes of California. Unprecedented cuts in state support for community colleges from 2007 to 2012 have been cited as reducing access to education and sending statewide enrollments plunging to a 20-year low. Further, the ripple effect of the 2008 California State University System decision to cap its admissions has likely affected CCSF s enrollments. Community college students meeting minimum admissions requirements were not the targets of these enrollment caps; however, freshmen applicants from high schools turned away from CSU may have seen the community college as a pathway to CSU. Over the past four fiscal years was the high water mark for Full-Time Equivalent Student (FTES) enrollment (Figure 2). CCSF experienced a 12% decline from to , before the College s first show cause accreditation sanction in July Undoubtedly this was related to reductions in sections as occurred statewide--resulting in lower FTES. San Francisco also experienced an early recovery as indicated by unemployment rates, which likely also contributed to lower enrollments due to the countercyclical relationship between unemployment and enrollment. The show cause decision most likely also decreased enrollments although the exact numbers attributable to each cause cannot be calculated precisely. Figure 2 For now, City College s finances have been bolstered by the November 2012 passage of Proposition 30. This statewide sales and income tax increase will be in effect for seven years. During the same election, 73 percent of the voters of the City and County of San Francisco approved Proposition A, also known as the parcel tax. This tax expected to generate about $16 million annually during the next eight years and is intended to help CCSF develop, implement and maintain a plan for fiscal sustainability. In addition, the College is set to receive three years of stability funding in , , and Without the parcel tax, Proposition 30 Page 12

16 Other Core Expenses Institutional Support Student Services Academic Support Public Service Instruction revenue, and stability funding, CCSF would need to cut more than $36 million from next year s budget. Unless student enrollments are restored to base levels, the College will need to use its contingency plans to address an $18.2 million structural deficit. 5 Table 2 illustrates how CCSF expenditures compare to other, large community colleges and districts in the United States. Table 2 suggests that when Instruction and Public Service (noncredit education) are combined (53%) that CCSF expends a proportion of its total budget near the upper range of comparator institutions for Instruction for the year depicted. 6 CCSF s proportion for Academic Support appears low compared to other large institutions while the proportion of the total budget expenditures for Student Services appears consistent with these comparator institutions. Table 2 City College Core Expenditures Compared to Other Large Community Colleges or Districts, FY 2012 College/District Core Expenses, Total Dollars City College of San Francisco $339,289, Los Angeles City College $106,719, San Diego City College $93,891, Broward College $233,037, Miami Dade College $430,259, Valencia College $207,870, Austin Community College District $282,084, Houston Community College $366,896, Lone Star College System $361,773, Tarrant County College District $337,666, Northern Virginia Community College $283,346, Collin County Community College District $127,843, Source: Integrated Postsecondary Education System. Retrieved March 27, 2014 at Table 3 depicts the proportion of each expenditure area that consists of salaries, wages, and benefit expenditures. With only one exception City College spends a higher proportion of categorical expenditures for salaries, wages, and benefits. CCSF is highest among comparator institutions for Instruction (78%) and near the top of the range (63%) for Public Service. CCSF s proportion of Academic Support, Student Services, and Institutional Support expenditures for 5 City College Administrators Meeting Budget Presentation, February Definitions of NACUBO general categories of expenditure can be found at: Page 13

17 salaries, wages, and benefits are also the highest among comparator institutions. The FCMAT reports have similarly analyzed cost structures at the institution. Table 3 City College Salaries, Wages, and Benefit as a Percent of Total Costs within Each Category Compared to Other Large Community Colleges or Districts, FY 2012 College/District As a percent of instructional costs* As a percent of public service costs As a percent of academic support costs As a percent of student services cists As percent of institutional support costs City College of San Francisco Los Angeles City College San Diego City College Broward College Miami Dade College Valencia College Austin Community College District Houston Community College Lone Star College System Tarrant County College District Northern Virginia Community College Collin County Community College District * I.e. Salaries, wages, and benefit expenses for instruction as a percent of total expenses for instruction Note, figures are not available for administrative costs. Move to appendix? An additional financial consideration warrants mention. The landscape of higher education funding is changing in California. The Student Success Services and Programs initiative within the Student Success Act of 2012 (SB 1456) introduces a performance-based funding model for fall 2014 which will allocate statewide dollars to community colleges based on progress in assessment, orientation, and ensure educational planning for each student. Further detailed financial studies are beyond the scope of the Education Master Plan, but a general understanding of the financial landscape is essential. The next section is the final component of the financial picture. Grant Funded Initiatives and Innovations City College currently oversees more than $48 million in externally funded initiatives and projects (see Appendix O for a complete list). These resources include grants and joint projects with public entities including the San Francisco Foundation, the San Francisco Office of Economic and Workforce Development and the San Francisco Unified School District. Federal funding includes The National Science Foundation (Information and Communications Technology Pathway, Bio-Link, STEM Cell Pipeline), the U.S. Department of Education (AANAPISI, i.e. Asian American, Native American, Pacific Islander Serving Institution Program), Centers for Disease Control Page 14

18 (Community Health Worker Training in Chronic Conditions) and the U.S. Department of Labor (Trade Adjustment Assistance Program for the development of core competencies in laboratory skills and development of environmental monitoring certificate). Private funders include the Bechtel Foundation (Accelerated Math Gateway), Wells Fargo Bank (STEM Teacher Development and Support), the Bill and Melinda Gates Foundation (Metro Academy Summer Bridge Program), California Institute for Regenerative Medicine (Stem Cell Training Program), and Genentech (Bio- Link Equipment Depot). Collectively, these initiatives show City College s experience in innovation. Each of these initiatives requires demonstrated student outcomes, increasingly a requirement promulgated by external funders. A needed next step is to identify those initiatives or similar innovations that could be appropriately brought to scale, thereby impacting a larger number of City College students. COLLEGE-WIDE ENROLLMENT TRENDS AND STUDENT CHARACTERISTICS 7 Student Headcount Enrollment Trends An overriding concern since has been decreases in enrollment including headcount, course enrollments, and FTES. For reasons associated with flexibility in how summer is attributed (to the preceding or subsequent fiscal year), Figure 2 shows a jagged FTES trend line. The headcount enrollment trend line in Figure 3 below is relatively steady and stark. City College lost more than 20 percent of its headcount enrollment over the past five years. This section includes enrollment trends, student demographics, participation rates including secondary school participation rates, and cost of attendance. There is no single explanation for this decrease in headcount enrollment. The decrease began just before the College s accreditation issues and may reflect an improving economy in which employment becomes a more attractive option than college attendance. CCSF s trend is also partially attributable to severe budget cuts which contributed to statewide enrollment declines of more than 585,000 students during the same time period. 8 Concerns about accreditation also influence students as they decide whether or not to enroll. 9 7 Unless otherwise cited, all data presented in this report were prepared or developed by the College s Office of Research and Planning. 8 California Community College Chancellor s Office (2014, February). Key Facts about California Community Colleges. Retrieved March 30, 2014 at 9 Interact (2013, December). City College of San Francisco Image Research. Retrieved at pdf Page 15

19 Figure 3 Enrollment Projections Planning to regain enrollment or alternatively determining how to operate at a lower base FTES were key considerations within the education master planning process. A major factor in enrollments is natural growth as populations increase. San Francisco, however, is not experiencing the same growth as other regions of California. Future enrollments at CCSF will likely be determined to significant degree by large downward shifts in the 20 to 34 year-old demographic both recently and projected into the future (Figure 4 and Table 4). A full report of enrollment projections and scenarios for City College based on current enrollment shares, paired with official population projections published by the California Department of Finance for San Francisco County and surrounding Bay Area Counties from which City College draws significant enrollment, can be found in Appendix B. Page 16

20 Figure 4 Table 4 San Francisco Projections for Age Ranges Age Range # Change, 2010 to 2015 % Change, 2010 to 2015 # Change, 2010 to 2030 % Change, 2010 to , , (13,062) -6 (25,895) ,160 3 (13,987) , , Source: California Department of Finance, 2013 Appendix B summarizes five enrollment scenarios for City College which were calculated based on two types of data. The first set of data was obtained from the California Department of Finance (CDF), and represents population projections for San Francisco County and surrounding counties by race and age categories for the years 2010, 2015, 2020, 2025, and The second set of data, provided by City College of San Francisco, contains enrollment data for students grouped by age, race, gender, and credit/non credit status. 21,22 These data sets were matched to generate the scenarios in Appendix B. The scenarios include choices that City College can make to increase and manage future enrollment. The five scenarios are baseline maintenance, increasing youth enrollment, increasing working age adult enrollment, increasing older adult enrollment, and cumulative recruitment to increase enrollment in all groups. These scenarios were reviewed by constituent groups during Page 17

21 working group sessions and public forums. Together the scenarios and data provide important tools for future enrollment management. Student Characteristics Table 5 illustrates shifts in age ranges between and Despite an estimated decline in 20 to 24 year olds in San Francisco from 2010 to 2015, this age group slightly increased from 20.4% to 23.0% as a proportion of students enrolled at City College. During the same window of time, the proportion of 35 to 49 year-olds decreased from 21.1% to 18.4%. During the College s enrollment decline, Hispanic and Asian students, and students describing themselves as Multi-Ethnic, increased as a proportion of overall headcount enrollment (Table 6). Table 5 Age Range Trends, to Annual Annual Annual Annual Annual # % # % # % # % # % Age Range Total 100, , , , , or Less 11, , , , , to 24 20, , , , , to 29 14, , , , , to 34 9, , , , , to 39 8, , , , , to 49 12, , , , , , , , , , Unknown Source: California Community College Chancellor s Office Data Mart Table 6 Trends in Student Race and Ethnicity, to Annual Annual Annual Annual Annual Race/Ethnicity # % # % # % # % # % Total 100, , , , , African-American 6, , , , , American Indian/ Alaskan Native Asian 32, , , , , Filipino 4, , , , , Hispanic 19, , , , , Multi-Ethnicity n/a 0.0 1, , , , Pacific Islander Unknown 16, , , , , White Non-Hispanic 18, , , , , Source: California Community College Chancellor s Office Data Mart Note, Table 6 reports the ethnic groups provided via the California Community College Chancellor s Office (CCCCO) Data Mart. Labels have not been changed. Page 18

22 Table 7 combines student age range and gender categories. Females declined at a moderately higher level than males. The largest proportionate declines for both genders were in 35 to 49 year-olds. Table 7 Gender Trends by Age Trends Annual Annual Annual Annual Annual # Change to % Change to CCSF Total Headcount 100,131 94,895 89,525 90,352 79,728-20,403-20% Female Total 54,446 51,656 48,168 48,752 43,184-11,262-21% 19 or Less Total 5,519 5,141 4,400 4,911 4,168-1,351-24% 20 to 24 Total 10,359 10,206 9,676 10,188 9,070-1,289-12% 25 to 29 Total 7,828 7,295 6,851 6,936 6,271-1,557-20% 30 to 34 Total 5,525 5,307 4,897 4,965 4,389-1,136-21% 35 to 39 Total 4,747 4,274 3,941 3,757 3,198-1,549-33% 40 to 49 Total 7,470 7,103 6,636 6,392 5,544-1,926-26% 50 + Total 12,953 12,288 11,734 11,586 10,532-2,421-19% Unknown Total % Male Total 41,219 39,069 37,503 37,833 33,336-7,883-19% 19 or Less Total 5,789 5,450 4,833 5,144 4,437-1,352-23% 20 to 24 Total 9,782 9,774 9,731 10,074 9, % 25 to 29 Total 6,074 5,795 5,517 5,754 5, % 30 to 34 Total 4,061 3,799 3,796 3,657 3, % 35 to 39 Total 3,262 2,925 2,719 2,558 2,167-1,095-34% 40 to 49 Total 4,912 4,522 4,287 4,201 3,369-1,543-31% 50 + Total 7,317 6,773 6,591 6,431 5,751-1,566-21% Unknown Total % Unknown Total 4,466 4,170 3,854 3,767 3,208-1,258-28% Source: California Community College Chancellor s Office Data Mart Page 19

23 Table 8 depicts shifts in prior education for both credit and noncredit students. The proportion of credit students who bring bachelor degrees or higher to the College has declined since while the proportions with only high school equivalent status increased. The proportion of noncredit students is influenced by the number of unknown students and this proportion appears to have declined over the years shown. Table 8 Credit Noncredit Student Educational Attainment Level at Entry % % % % % % % Assoc. degree BA or higher Concurrent HS HS equivalent HS Graduate Not HS grad Unknown Assoc. degree BA or higher Concurrent HS HS equivalent HS Graduate Not HS grad Unknown Table 9 Student Veteran Trends Credit Noncredit Total The number of veterans enrolling in City College has increased since the beginning of the Iraq War (Table 9). See Appendix P for more information about additional vulnerable populations in San Francisco. Page 20

24 Figure 5 demonstrates the age range differences between credit and noncredit. Noncredit students are older than credit students, most markedly in the 40 to 49 and 50+ age ranges. Credit and noncredit students are more likely to be female (Figure 6). Figure 5 Figure 6 Page 21

25 Figure 7 Over 28 percent of all credit students and more than nine percent of noncredit come from outside the City and County of San Francisco (Figure 7). The credit percentage from outside San Francisco reflects a very slow but steady increase over the last fifteen years, up from 18 percent in (not shown) to 28 percent in (depicted). The noncredit percentage from outside San Francisco increased two percentage points during those same fifteen years. Figure 8 depicts the age categories of enrollment from outside of San Francisco. Consistent with CCSF s overall age trends, the largest category of students in this commuter category for credit classes is 20 to 24 year-old category. The largest age group of noncredit students is the 50 plus category. Page 22

26 Figure 8 City College serves many credit students from outside of San Francisco, and, like San Francisco resident students, they primarily take a range of general education courses. Both categories of students mostly enroll in core subject areas including Mathematics, English, Psychology, History, and Political Science. The top 10 credit subject areas appear in Table 10. Table 10 Top 10 Credit Course Enrollments from Outside San Francisco, Fall 2013 % of Total Subject # Course Enrollments from San Francisco # Course Enrollments from Outside San Francisco Course Enrollments from Outside San Francisco 1. Mathematics (MATH) 4,732 1,621 26% 2. English (ENGL) 4,736 1,612 25% 3. Physical Education (PE) 2,717 1,004 27% 4. Learning Assistance (LERN) 2, % 5. Health Education (HLTH) 1, % 6. Psychology (PSYC) 1, % 7. History (HIST) 1, % 8. Art (ART) 1, % 9. Computer Science (CS) % 10. Political Science (POLS) % Page 23

27 Additional information about subject enrollment by zip code is available in Appendix C. As a proportion, enrollments for many CTE-related subjects surpass the 28 percent overall average for number of students coming from outside San Francisco. These subject areas include Aircraft Maintenance Technology (AIRC), Cardio Vascular Technology, Echocardiography, Radiologic Science, Paramedic, Culinary Arts and Hospitality Studies, Diagnostic Medical Imaging, Nursing, Fire Science, Supervision and Management, and Health Care Technology, suggesting that a considerable regional draw exists for these credit courses. In AIRC, for example, 70% of students (n=65) come from outside SF. In the noncredit area, subject areas that enroll the most students outside of San Francisco with course enrollments of 50 or more include: English as a Second Language Noncredit General (n=723), English as a Second Language Focus (n=170), Apprenticeship (n=144), Disabled Students Program and Services (n=114), Computer Science (n=110), Transitional Studies (n=105), Trade and Industry Custodial Training (n=99), Child Development (n=85), Older Adults (n=84), English as a Second Language Vocational (n=78), and Business Office Support Skills (n=52). San Francisco Participation Rates Table 11 shows age range and race/ethnicity participation rates at CCSF from corresponding categories of residents of San Francisco. Table 11 CCSF Participation Rates from Residents of San Francisco % % % % % % Overall Average Age Range Race/Ethnicity African American/ Non Hispanic American Indian/ Alaskan Native Asian Hispanic/Latino Other Non White/ Multi Race Pacific Islander White Page 24

28 Note, participation rates represent the proportion of the adult population enrolled. Specifically, fall headcount totals for students residing in San Francisco zip codes were divided by the number of San Francisco adults, ages 18 and older. These participation rates illustrate a sharp drop in the 16 to 19 year-old age range, a category that includes recent high school students. Drops are also evident for the 30+ age categories. These data are consistent with the trends captured in Table 1. Declines in participation rates are also evident across all race/ethnic categories over time, with the exception of African Americans which only declined in Secondary Schools Supplying Students to CCSF Figure 9 Figure 9 shows the categories of high schools that were attended by CCSF students under age 25. About 45% of the total age 25. About 45% of the total numbers come from the City and County of San Francisco. Three in 10 students have attended in 10 students have attended other California high schools outside San Francisco. Figure 10 contains projections for San Francisco high school graduates and shows a flat recruitment pool for these students until about the end of the Education Master Plan period. Figure 11 illustrates CCSF s participation rate for San Francisco Unified School District graduates which has varied from 23% to a high of 35% across the years shown. Together these figures suggest a need for increasing the participation rates for SFUSD students. One such avenue is to increase concurrent high school and college enrollment. CCSF s efforts in this arena appear to Page 25

29 be only modest. For example, in fall 2013, CCSF served 402 concurrently enrolled high school students, down from a peak enrollment of 639 in fall Figure Office of Admissions, Records, and Outreach Program Review Page 26

30 Figure 11 Cost of Attendance and Financial Aid Despite relatively low fees, attending City College is not an easy proposition for low-income students. A full-time California resident has a cost of attending CCSF of $11,777 if they live at home and $18,275 if they live independently (Table 12). Table 12 Cost of Attendance for Resident and Non-Resident Students, AY Less than Living at Home Living Away from Home Halftime Resident Students Full Year One Semester Full Year One Semester Books & Supplies $1,710 $855 $1,710 $855 $1,710 Enrollment and/or Health Fees (subject to change) $1,274 $637 $1,274 $637 $1,274 Out of State Tuition n/a n/a n/a n/a n/a Miscellaneous, Personal Expenses $3,096 $1,548 $2,844 $1,422 n/a Page 27

31 Room & Board $4,518 $2,259 $11,268 $5,634 n/a Transportation $1,179 $590 $1,179 $590 $1,179 Total Cost of Education, Resident Students Non-Resident Students $11,777 $5,889 $18,275 $9,138 $4,163 Books & Supplies $1,710 $855 $1,710 $855 $1,710 Enrollment and/or Health Fees (subject $1,274 $637 $1,274 $637 $1,274 to change) Out of State Tuition $5,474 $2,737 $5,474 $2,737 $5,474 Miscellaneous, Personal Expenses $3,096 $1,548 $2,844 $1,422 n/a Room & Board $4,518 $2,259 $11,268 $5,634 n/a Transportation $1,179 $590 $1,179 $590 $1,179 Total Cost of Education, Non-Resident Students Source: CCSF Financial Aid Office $17,251 $8,626 $23,749 $11,875 $9,637 Forty-five percent of all City College students receive grant or scholarship aid while the corresponding figure for first-time, degree seeking, full-time students is 56% (Table 13). Table 13 Proportions of Students Receiving Financial Aid and Amounts, Average % Receiving Aid Amount Received All Students Any grant or scholarship aid 45 $2,874 Pell grants 26 $3,618 Federal student loans 5 $5,524 Full-time, first-time, degree/certificate-seeking undergraduate students Any student financial aid 56 Grants or scholarship aid 56 $4,635 Federal grants 46 $4,444 Pell grants 46 $4,381 Other federal Grants 31 $93 State or local grants and scholarships 51 $1,096 Institutional grants and scholarships 0 n/a Student loan aid 5 $5,184 Federal student loans 5 $5,184 Source: Integrated Postsecondary Data System. Retrieved March 27, 2014 at INSTRUCTIONAL PROGRAMS Page 28

32 Breadth of Credit and Noncredit Offerings Figure 12 and Figure 13 illustrate the breadth of the credit and noncredit courses available at CCSF, grouped by Taxonomy of Programs (TOP) codes. 11 On the credit side, nearly a third of enrollments are found in Education, Humanities (Letters), and Social Sciences. Career and Technical Education (CTE) courses account for approximately one-quarter of all credit enrollments. More than two-thirds of all noncredit enrollments are found in Interdisciplinary Studies which includes ESL, Academic Guidance, Learning Skills, and other courses that are geared toward student success. Noncredit enrollments include Career and Technical Education courses, the largest category of which is Business and Management, followed by Education, Engineering and Industrial Technology, Information Technology, Family and Consumer Sciences, and Commercial Services. Appendix G contains additional detail for enrollments by TOP code. Figure 12 Note, the Interdisciplinary Studies TOP code includes ESL. This section describes the range of City College offerings and enrollments by TOP codes, subject area, class scheduling patterns, and distance education 11 More information about TOP codes can be found at Page 29

33 Figure 13 Noncredit and credit enrollments have declined at nearly the same rate since (Figure 14). In noncredit course enrollments exceeded credit course enrollments by a narrow margin. Since , total credit course enrollments have been greater than noncredit enrollments. In credit course enrollments have exceeded noncredit enrollments by more than 14,000. Page 30

34 Figure 14 Table 14 illustrates the permeability of the credit and noncredit programs at CCSF. Since as many as 33 percent of all credit students previously or simultaneously enrolled in noncredit classes. During the same time 14 to 17 percent of noncredit students have enrolled in credit classes. Credit Students Table 14 Proportion of Credit Students Taking Noncredit Courses and Noncredit Students Taking Credit Courses CR+NC Credit Only Credit Total 51,152 47,652 46,944 51,104 52,478 49,853 43,225 Noncredit Students CR+NC Noncredit Only Noncredit Total 52,537 48,238 44,354 45,140 42,041 36,630 32,927 Note, for this table all learning assistance classes were treated as credit. Subject Area Enrollment Trends Subject area enrollment trends from Academic Year through and show that declines in subject areas outweighed increases. Academic Year was the high water Page 31

35 mark for course enrollments; the steepest decline occurred between and (13%). Of the one hundred forty-one (141) subject areas that were active from to , 84% declined in course enrollment (n=121) while 16% of all subject areas increased (n=20). Many factors have contributed to the decrease in course enrollments including state budget cuts, fee increases, accreditation uncertainties, lack of faculty replacements, and changes in repeatability rules. The supply of sections offerings may have been restricted between the peak of course enrollments in and In addition to supply factors are demand factors including student interest, the times and days at which courses are scheduled, and the number of students pursuing degrees and certificates. Statewide, college enrollments are counter-cyclical to the economy; the recovering local and national economy may have contributed to recent enrollment declines. With these cautions in mind, the subject areas (credit and noncredit combined) experiencing the largest absolute increases in course enrollments between and include: Mathematics (MATH), +631 (+5%) Computer Science (CS), +604 (+21%) English as a Second Language-Vocational (ESLV), +261 (7%) Academic Achievement and Personal Success (AAPS), +257 (+73%) Geology (GEOL), +240 (+78%) Women s Studies (WOMN), +239 (+73%) Latin American and Latino Studies (LALS), +234, (+29%) Biotechnology (BTEC), +225, (+23%) Anatomy (ANAT), +202 (+10%) Automotive Technology (AUTO), +186 (+46%) Prefixes (credit and noncredit combined) that experienced the largest absolute declines between and include the following. See Appendix E for more details. Appendix G enumerates the TOP Codes. English as a Second Language-Noncredit General (ESLN), -15,074 (-22%) Physical Education (PE), -12,161 (-44%) [Repeatability] Consumer Ed Noncredit Health Education (HOEC), -6,794 (-49%) Business Noncredit (COMP), -5,425 (-31%) Learning Assistance (LERN), -2,841 (-12%) Child Development (CDEV), - 2,758 (-15%) Chemistry (CHEM), -2,616 (-53%) [NOT ENOUGH FACULTY TO TEACH HARD SCIENCES] Disabled Students Programs and Services (DSPS), -2,499 (-33%) [FUNDING CUT BY 40%] English as a Second Language-Focus (ESLF), -1,902 (-10%) Older Adults (OLAD), -1,826 (-15%) Page 32

36 Appendix F contains waitlist data for all CCSF subject areas in the credit area for fall [Include caveats regarding waitlist data, e.g., changes to caps which affect any longitudinal comparisons. Combine Appendix F with Appendix G for somewhat fuller picture.] The data in Table 15 demonstrate a relationship between fall 2013 waitlists and overall course enrollment trends. Cumulatively these subject areas accounted for 54% of all waitlisted students in fall Table 15 Top 10 Waitlisted Subject Areas in Fall 2013 Compared to Overall Growth and Decline from to # Growth or Credit Subject Area # of Waitlisted Students Growth or Decline from to Decline from and % Growth or Decline 1. Mathematics, 1,834 Growth 631 5% 2. English 1,587 Decline (346) -2% 3. Child Development 942 Growth 83 2% 4. Psychology 693 Decline (231) -20% 5. Biology 606 Decline (718) -20% 6. Anatomy 498 Growth % 7. Health Education 408 Decline (645) -11% 8. Art 403 Decline (650) -12% 9. Physical Education 378 Decline (12,161) -44% 10. Chemistry 359 Decline (2,616) -53% Days and Times for Credit and Noncredit Classes Figure 15 and Figure 16 depict the days of the week that credit and noncredit classes are scheduled at CCSF. On the credit side there are more than 500 additional class sections scheduled on Tuesdays and Thursdays compared to Mondays, Wednesdays, and Fridays. A large majority of noncredit sections meet daily, or Monday through Thursday. 12 Waitlists are not systematically maintained district-wide for noncredit. Page 33

37 Figure 15 Figure 16 There are several factors that need to be considered when scheduling classes. Figure 17 depicts the start time for credit and noncredit classes in Credit classes peak at 9 a.m. and again at 6 p.m. Noncredit classes occur predominately in the morning. Scheduling classes in nonpeak days and times can help City College maximize its classroom and other physical assets. When enrollments are high, CCSF has traditionally scheduled classes to maximize facility usage. A Page 34

38 number of CTE programs are restricted to specific facilities and equipment, such as Automotive Technology, Broadcast Electronic Media Arts, Culinary Arts, and Aeronautics. Those facilities are not appropriate for use by other programs because of space of safety considerations, or because of the value of the equipment. Respondents to the SOAR Survey (Appendix L) expressed persistent calls for offering more short-term courses and certificate programs, accelerated classes, learning communities, clear noncredit to credit pathways, and a larger summer sessions. Convenience to students and student demand needs to be at the heart of all scheduling decisions. Figure 17 Distance Education Figure 18 shows that distance and online learning account for 7% of City College s scheduled courses in The statewide average among community colleges for offering courses that are exclusively online is 12%. Several barriers to increasing the number of distance and online learning options available for students were identified during this planning process. These include a lack of an institutional vision for distance education and fully supporting enrolled students. To date, CCSF has focused on offering hybrid and tech-enhanced classes with a strong in-person component. The College is now moving to expand its distance education efforts. Table 16 compares City College s proportion of students enrolled exclusively in distance education with other, large community colleges and districts in the United States. Page 35

39 Hybrid and online courses offer increased accessibility / more and varied opportunities for a variety of students and would be an excellent course delivery mode for CCSF to expand. The SOAR survey results (Appendix L) bear out the interest in the college community for expanded alternative delivery of instruction. While there is a student interest in expanding online offerings, factors that need to be considered are student retention, completion, success, and faculty workload ( a matter for collective bargaining). Finding the right balance of online and traditional classroom offerings will be important for CCSF going forward in the next five years. Figure 18 Table 16 Students Enrolled Exclusively in Distance Education in Selected Large Community Colleges # students enrolled exclusively in distance education % Enrolled in Distance Education Exclusively College/District Credit Students Enrolled courses City College of San Francisco 30, Los Angeles City College 20,385 2, San Diego City College 16,797 2, Broward College 42,309 2,536 6 Page 36

40 Table 16 Students Enrolled Exclusively in Distance Education in Selected Large Community Colleges # students enrolled exclusively in distance education % Enrolled in Distance Education Exclusively College/District Credit Students Enrolled courses Miami Dade College 66,701 3,131 5 Valencia College 42,915 4, Austin Community College District 43,315 3,665 8 Houston Community College 58,476 7, Lone Star College System 60,428 7, Tarrant County College District 50,439 5, Northern Virginia Community College 51,864 7, Collin County Community College District 27,424 2,396 9 Data are for fall Source: Integrated Postsecondary Data Center. Downloaded March 27, 2014 at nces.ed.gov/ipeds/datacenter/ Programs at Instructional Centers [incorporate details from Appendix R] Chinatown/North Beach Center provides non-credit certificate programs in these areas: QuickBooks for Accounting; Specialized Accounting Skills; Excel Basics; Excel Specialist; Computerized Accounting; Clerical Support Accounting; Culinary and Hospitality; Home Health Aide; House Keeping; and ESL noncredit Program. Civic Center provides ESL General Certificates in Literacy and Levels 1 8, Business Office Support Skills Phase I and Noncredit Basic Computer Concepts. Downtown Center provides noncredit business classes, Culinary Arts & Hospitality Studies, and noncredit English as a Second Language. Evans Center provides credit and noncredit certificate programs in Automotive, Motorcycle, Construction, Solar, Custodial, Emergency Medical Technician, and Fashion Design. It also houses CityBuild Academy, the dual enrollment program with SFUSD, classes for older adults in computing, and parenting classes. John Adams Center provides Mission Center provides Southeast Center provides Page 37

41 Status of Faculty Teaching Credit and Noncredit Sections Figure 19 Note, PX hours are included. Full-Time faculty teaches proportionately more credit courses than noncredit courses (Figure 19 and Figure 21). Overload assignments for full-time faculty account for more than eight percent of the credit sections taught in Page 38

42 Figure 20 Instructional Productivity by Credit and Noncredit Figure 21 Page 39

43 Figure 22 Figure 23 Page 40

44 Aligning CCSF Offerings with Workforce Needs City College has many excellent Career and Technical Education programs including Culinary Arts, Computer Network and Information Technology, Bridge to Biosciences, and Radiology Technician. (Click here for a list of all CTE Programs: City College of San Francisco is part of a broad network of workforce development activities and initiatives that operates locally, regionally, and state-wide. Career and Technical Education classes and grant activities are aimed at preparing students for work in an industry sector, or for a specific job. At the local level, we partner with the San Francisco Office of Economic & Workforce Development (OEWD), the City s Workforce Investment Board, and with the SFUSD. Regionally, we are part of the Bay Area Community College Consortium (BACCC), which has 28 member colleges stretching from Monterey to Sonoma, and east to Solano. At the state level we are aligned with the California Community College Chancellor s Office of Economic & Workforce Development (CCCCOEWD), and its Doing What Matters for Jobs & the Economy framework (dwm). Through articulation agreements and career pathways, the college connects down to the K-12 system, and up into the CSUs. San Francisco s OEWD has identified four growth sectors for workforce training alignment: Healthcare, Construction, Computers and digital technology, and Hospitality. CCSF is a training provider and partner for each sector. The BACCC has identified ten industry sectors as either growing or emerging: Health Care, ICT, Tourism & Hospitality, Energy Efficiency & Utilities, Advanced Transportation, Advanced Manufacturing, Biotechn, Water & Agriculture, Small Business & Entrepreneurship, Global Trade & Logistics. Of those, CCSF has classes and grantfunded programs in all but Agriculture. Link to OEWD: Link to CCCCOEWD: Link to DWM: Although CCSF can and does develop new courses or programs in response to demonstrated industry need, the DWM framework requires Colleges to interact, pursue and manage grants, and plan workforce and CTE offerings in a new way. Colleges are expected to follow a sector strategy model, work regionally to align programs with industry needs, leverage existing programs (no matter where they are based), pursue funding through collaborative efforts, and report data on student outcomes on the Launchboard, a statewide system. New programs, Associate degrees, and Certificates of Achievement must be endorsed by voting members of BACCC (CTE and Workforce Deans from the 28 regional colleges). The College evaluates several factors in deciding whether to develop a new program: Is there a demonstrated labor market demand? Is it short term, long term, ongoing? What are the career opportunities and wages for employees in the field? What skills, certifications, credentials, experience are needed to work in the field? Page 41

45 Do we have authentic partnerships with employers? What is our capacity to develop the program? (Funding, faculty, facilities, equipment) What already exists? Can we leverage that or are we duplicating effort? What are the space and equipment needs of the program? Who are the students, where will they come from, and what other services will they need to be successful? In cases where there is a short term, or very specific need for workforce training, but not enough sustained demand to warrant a new program, CCSF can provide customized training for an employer or group of employers through Contract Education. Although it does not generate FTEs, Contract Education can bring in revenue. CTE programs can be much more expensive to run than general education, because of equipment needs, outside accreditation requirements, and the need for currency of curriculum. State apportionment is supplemented by a variety of one-time funding (local, state, and national grants), and Federal Carl D. Perkins CTEA funds. According to Appendix K, prepared by the Voorhees Group, most of the top occupations that will have the highest number of openings are high turnover occupations with relatively low wages that may not require a community college education. These include jobs such as waiters and waitresses, cashiers, retail salespersons, personal care aides, janitors and cleaners, food preparation, and counter attendants for cafeterias, food concessions, and coffee shops. Education levels required for these jobs are low and most employees are trained on the job. The fastest growing occupations are primarily skilled occupations, and are somewhat concentrated in the computers and technology sectors. These jobs are predicted to have the largest percent increase between 2010 and For example, the top five jobs predicted to grow the fastest fit with the technological thrust in the Bay Area and include biomedical engineers, microbiologists, computer and information research scientists, software developers, and market research analysts and marketing specialists. These jobs require a baccalaureate degree for entry. Jobs requiring an Associate degree for entry are depicted in Table 17. Table 17 San Francisco Area Jobs Requiring an Associate Degree for Entry Total Jobs Gained Title from 2010 to 2020 Median Annual Salary Work Experience Registered Nurses 599 $112, None General and Operations Managers 498 $135, years Preschool Teachers, Except Special Education 113 $37, None Paralegals and Legal Assistants 106 $69, None Page 42

46 Construction Managers 86 $115, >5 years Dental Hygienists 39 $109, None Radiologic Technologists and Technicians 35 $83, None Life, Physical, and Social Science Technicians, All Other 34 $39, None Respiratory Therapists 34 $80, None Medical and Clinical Laboratory Technicians 28 $56, None Veterinary Technologists and Technicians 26 $38, None Eligibility Interviewers, Government Programs 24 N/A None Architectural and Civil Drafters 23 $57, None Source: California Employment Development Department. See The job multiplier effect is also a productive place for CCSF to look as it develops criteria for which programs should be created. The job multiplier indicates how many additional jobs an industry creates in the local economy surrounding it; for example, Detroit s auto industry is said to have a job multiplier of 5.4; for every auto industry job, 4.4 additional jobs in everything from transportation to food service support that industry. 13 These jobs can be directly related to business operations/part of the supply chain, such as transporting auto parts to the plants, or not, such as in operating a restaurant next door to a plant. For the tech industry nationally, this job multiplier has been estimated at 6; that for every tech job across 320 metropolitan areas in America, an additional 5 jobs support it. Specifically, of these 5 additional jobs, 2 are high skilled professions such as medical doctors or lawyers, and 3 are in additional services. 14 According to a study by the Bay Area Council Economic Institute, technology jobs have a multiplier of 4.3, or create 3.3 jobs for every tech job. 15 For example, Apple employs 12,000 workers in Cupertino; however, in support services and other related industries, the company creates an additional 24,000 skilled and 36,000 unskilled jobs in the local economy, indicating that Apple s greatest job influence lies in sectors outside technology. 16 Program Competitor Analysis o This is too narrow a definition of our competitors. Our competitors are also our colleagues in collaborative efforts, i.e. the members BACCC, which has expanded to 28 regional colleges (Berkeley, Cabrillo, Canada, Chabot, College of Alameda, College of San Mateo, Contra Costa, DeAnza, Diablo Valley, Evergreen, Foothill, Gavilan, Hartnell, Laney, Las Positas, Los Medanos, College of Marin, Merritt, Mission, Monterrey Peninsula, Napa Valley, Ohlone, CCSF, San Jose, Santa Rosa, Skyline, Solano, West Valley) Appendix J is a report of the comparison of degree and certificate programs offered by 23 institutions labeled as two-year or less operating in a 25-mile radius of City College of San Francisco. It explores the breadth of existing programs in the Bay Area and identifies those 13 Sentz, F. (2012). Job Multipliers: Silicon Valley vs. The Motor City. EMSI [Blog post]. Retrieved from: 14 Moretti, E. (2012). The New Geography of Jobs. New York: Houghton Mifflin/Mariner Books. 15 Bay Area Council Economic Institute. (2012). Technology Works: High-Tech Employment and Wages in the United States. San Francisco: Bay Area Council Economic Institute. Retrieved from 16 Ibid. Page 43

47 programs that are unique to City College and those programs that overlap with other, similar institutions. There are 117,402 credit students enrolled in public and private postsecondary institutions offering two-year degrees or less in a 25-mile radius of City College. Credit enrollment at the City College numbered 30,106, representing 26% of student population for two-year degree or less institutions within the 25-mile radius. Two-year public colleges account for 95% of the total enrollment among all 2-year degree and less institutions in this radius. The second largest set of competitors was private 2-year for-profit institutions at a combined percentage of 4%. For a school of its size, it is not surprising that City College offers a large number of courses, as well as a large number of degree and certificate programs compared to other, neighboring institutions. There are 53 programs offered at CCSF that are not offered elsewhere by two-year institutions in the Bay Area. These include, for example, programs in: Computer and Information Sciences and Support Services o Android App Programming o Computer Networking: Wireless Networking o Computer Technical Support o Computer Networking: Cisco o Computer Networking: Microsoft o Oracle Database Developer o UNIX/Linux System Administration Business, Management, and Marketing o Accounting Software o Finance o Green Business o Hotel and Resort Management o Office Applications o Tourism and Travel Management Health Professions and Related Clinical Sciences o Drug and Alcohol Counseling o Electrocardiograph Technology (EKG) o Medical Imaging o Paramedic o Public/Community Health Engineering Technologies and Engineering Related Fields o Electronic Engineering o Geonomics Technology o Manufacturing Technology o Mechanical Engineering Technology Mechanic and Repair Technologies o Aircraft/Airframe Maintenance Technology o Automotive Alternative Fuel Technology o Automotive Brake Service o Motorcycle maintenance and repair Page 44

48 In general, the Competitor Analysis concludes that: More than three-quarters of City College s credit programs have little or no competition. About one third of these programs have no competitors. Almost one half of programs have only one to five competitors. Page 45

49 STUDENT ACHIEVEMENT AND SUCCESS Basic Skills Testing and Course Placement Trends Developmental placement testing is mandatory at City College. Error! Not a valid bookmark self-reference. depicts an overall increase in English and mathematics placement testing since , although testing has declined in recent years. At the same time, there is an increasing trend toward collegiate placement and upper pre-collegiate placement as well as a narrowing of the number of students exempted from placement testing (Table 18). This section provides data on students placement and students achievement of goals. Figure 24 Table 18 Basic Skills Placed or Attained Level of All Credit Students Level % Collegiate % Upper Pre- Collegiate % Lower Pre- Collegiate % Not Tested Page 46

50 Total 51,152 47,652 46,944 51,104 52,478 49,853 43,225 Students are increasingly placed into Lower Pre-Collegiate English while placement into Upper Pre-Collegiate English is declining (Figure 25). Developmental testing in mathematics shows a decline in Lower Pre-College placement and an increase in College-Level placement (Figure 26). Figure 25 Page 47

51 Figure 26 Developmental testing trends in credit ESL show a convergence in Lower and Upper Pre- Collegiate placements (Figure 27). Figure 27 Page 48

52 Trends in Conferring Degrees, Certificates, and Noncredit Awards City College increased degree and certificate production between and by more than 3,400 awards for an overall increase of 164 percent (Table 19). Most of this growth occurred in Associate of Science (A.S.) degrees and in credit certificates requiring one year or less of full-time attendance (less than 30 units). Table 19 Credit and Noncredit Awards Conferred, through # Change to % Change to Associate in Arts Transfer (A.A.-T) n/a n/a Associate of Arts (A.A.) Associate of Science (A.S.) ,962 1, Certificate requiring 12 to < 18 units n/a n/a Certificate requiring 18 to < 30 semester units Certificate requiring 30 to < 60 semester units Certificate requiring 6 to < 18 semester units , Certificate requiring 60+ semester units n/a n/a Noncredit award requiring < 48 hours ,700 Noncredit award requiring from 192 to < 288 hours Noncredit award requiring from 288 to < 480 hours Noncredit award requiring from 48 to < 96 hours Noncredit award requiring from 480 to < 960 hours Noncredit award requiring from 96 to < 144 hours Noncredit award requiring from 960+ hours Total Awards 2,081 2,341 3,032 3,170 5,495 3, Source: California Community Colleges Chancellor s Office Data Mart Page 49

53 Appendix D details the number of degrees, certificates, and noncredit awards earned during these same years by title of each award. Appendix S summarizes these trends and depicts the share of each program s growth (or decline) in degrees, certificates, and noncredit awards to the overall 164 percent gain experienced by City College during this time. These data suggest an upward trend toward certificate awards in career and technical areas as well as strong growth in Associate of Science degrees in Social Sciences ( ) and Biological and Physical Sciences ( ) as well as Associate of Arts degrees in Humanities and Fine Art ( ). Collectively, these associate degrees account for nearly a third of CCSF s overall increase. Top growing career and technical certificates during this time were Computer Support ( ), Child Development/Early Care and Education ( ), Fire Technology ( ), Infants and Toddlers ( ), and Biotechnology and Biomedical Technology ( ). Fewer programs declined than grew during this time. Associate of Science degrees in Registered Nursing ( ) declined by 37 graduates while the Associate of Arts degrees in Liberal Arts declined by 452 graduates. Appendix T provides a snapshot of programs with less than a five-year history and can be used to see where recent shifts in awards have occurred. With the exception of the Associate of Science degrees in Child Development/Early Care and Education ( ), Biotechnology and Biomedical Technology ( ), and Radiologic Technology ( ) and the new Associate Degree for Transfer (AAT) in Psychology ( ), all growth awards for programs with shortertime frames have been in credit and noncredit certificates. Patterns of Transfer to CSU System Nearly eight in 10 transfer students who enter a California State University campus from CCSF (Table 20) chose San Francisco State University (SFSU). Nearly a third of these transfer students choose these majors at SFSU: Accounting, Psychology, Criminal Justice Studies, Management, and Health Education (Table 21). Table 20 Transfers from City College to California State University System Campuses, AY Campus Number San Francisco State University 704 CSU, East Bay 67 San José State University 38 CSU, Sacramento 19 CSU, Long Beach 12 CSU, Los Angeles 12 Other 54 Source: CCCCO Data Mart Page 50

54 Table 21 City College Transfers to San Francisco State University by Major, Fall 2012 Fall 2012 New Transfers from CCSF All Currently Enrolled Transfers from CCSF Major # % # % Business Administration: Accounting BS Psychology BA Criminal Justice Studies BA Business Administration: Management BS Health Education BS Kinesiology: Exercise and Movement Science BS Sociology BA Business Administration: Marketing BS Business Administration: Finance BS Child and Adolescent Dev: Early Childhood BA Communication Studies BA Liberal Studies BA Business Administration: International Business BS Broadcast & Electronic Communication Arts BA Political Science BA Computer Science BS Cinema BA Hospitality Management BS Biology: Cell and Molecular Biology BS Economics BA Anthropology BA Art: Art History BA History BA Apparel Design and Merchandising BS Civil Engineering BS Mechanical Engineering BS Nursing BS (APO - RN) Social Work BA Spanish BA Biochemistry BS Biology BA Electrical Engineering BS Family and Consumer Sciences BA Interior Design BS Journalism: Print & Online Journalism BA Data in this table includes majors with five or more transfer students. The complete list of SFSU majors pursued by CCSF transfer students is available at: _ xls Page 51

55 Student Success Defining student success and delineating how to measure that success has provided the basis for many discussions at City College and throughout California. The report, Advancing Student Success in the California Community Colleges: Recommendations of the California Community Colleges Student Success Task Force acknowledges that students come to California Community Colleges with a wide variety of goals, and that measuring their success requires multiple measures. 17 The taskforce report notes that despite this diversity of objectives, most students come to community colleges with the intention of earning a degree or certificate and then getting a job. Simply, success means that students have an equitable opportunity to meet the goals that brought them to a given institution. The taskforce report also argues for multiple measures of success including: Entering the workforce may be a longer-term goal and success might be defined as transferring to, and subsequently graduating from, a four-year college. For others, the academic goal is earning an associate degree. Still other community college students are looking to acquire a discrete set of job skills to help them enter or advance in the workforce in a shorter time frame. This could be accomplished by either completing a vocational certificate program or through any number of skill-oriented courses. Regardless of their goals, the vast majority of students come to community colleges in need of basic skills in reading, writing, and/or mathematics. (p. 8). Scorecard data in the next four figures indicates that entering cohorts of CCSF students achieve better outcomes than the statewide average in reaching degrees and certificates or successful transfer. These data are encouraging for CCSF. However, the same data also shows marked equity gaps within CCSF which broadly mirror the equity gaps in the statewide averages. While these data do not represent all credit students, the cohort is substantial and provides a solid foundation for analyzing the achievement of students who indicate an intent to complete. For the purposes of valid comparisons between institutions and comparisons to statewide averages, the state-defined cohort includes only first-time students with intent to complete as demonstrated by earning a minimum of six units and attempting either Math or English in the first three years of enrollment. To enable tracking across institutions, only students with an SSN are included. 18 For CCSF, the cohort depicted in this section numbered 2,774. While at first glance that number may seem small, within CCSF s state-defined peer group colleges it is actually relatively large as a proportion. It is also similar in proportion to the statewide proportion. In addition, given that most first time students enroll for multiple semesters, this number ultimately represents more students than seemingly indicated by one year s cohort alone. 17 Retrieved March 30, 2014 at 18 California Community Colleges (n.d.). Methodology for College Profile Metrics. Retrieved March 30, 2014 at Page 52

56 Error! Not a valid bookmark self-reference. demonstrates for the cohort chosen according to the CCCCO methodology. For both prepared and under-prepared, City College exceeds the statewide completion rates for degrees, certificates, and transfer. Figure 29 and Figure 30 depict the data by gender and age group; City College also exceeds the statewide rates for these groups. However, data by ethnicity in Figure 31 reveal areas of concern. Figure 28 Figure 29 Page 53

57 Figure 30 Figure 31 Data for ethnicity is more variable, with some groups exceeding the statewide average while others are below it. However, even for those groups that exceed the statewide average, Page 54

58 Figure 31 reveals large gaps in degree, certificate, and transfer rates between these broad ethnic groups. These large success gaps merit continuous attention. Table 22 examines the completion rates of students who begin at CCSF by placement in developmental mathematics, English, or English as a Second Language. These data demonstrate that students who are placed at the lowest levels of developmental education below transfer in English and mathematics experience single digit probabilities of completing their respective developmental sequences. Those placed at the lower levels of ESL similarly experience single digit success rates. Levels Below Transfer Table 22 Transfer Level Completion of Basic Skills and ESL Sequences Remedial Course % % Mathematics % % Weighted Average % 3 E E Weighted Average English 5 L Weighted Average ESL Weighted Average Sequence is transfer level completion with A, B, or C grade. Math = Math 70 or higher or PYSCH of ECON 5; English = English 1A or higher; ESL = English 1A or higher Page 55

59 Figure 32 Figure 32 illustrates that students with low placement in English, mathematics, or credit ESL experience a ten percent or greater chance of persisting to the next academic year than the College s overall persistence rate and more than a 20 percent greater persistence rate than those placed in the upper ranges of developmental education. This suggests a short-term retention factor at work for students with a clear pathway to college-level coursework. Page 56

60 Student Voices This plan assumes that students are the most important stakeholders at City College. Student leaders were engaged with group interviews throughout the Spring 2014 planning process. Also in Spring 2014, the entire student body was invited to all strategy sessions, and public forums, and contributed their insights through the online Strengths, Opportunities, Aspirations, and Results (SOAR) Survey. In addition, students participated in third-party focus group research in 2012 and Collectively, student perceptions harvested from these sources provided valuable input for this Education Master Plan. Although students reported general satisfaction with their classroom experiences and instructors overall, several concerns were frequently noted including the following: uncertainty about the College s accredited status. quality of the College s facilities. the College s ability to provide key services at all of the centers. difficulty obtaining classes, especially courses with sequences, and difficulty completing the English and Math course sequences. difficulty navigating CCSF s bureaucracy and using the College s website. limited library hours. lack of technology both in the classroom and at the College in general. increasing difficulty in balancing work and school. rising fees as a factor that places more stress on students and contributes to student attrition. lack of community. Many of these items mirror concerns of faculty and other employees at the College. However, the last item sparked debate among the education master planning participants during Participatory Governance meetings. Students present affirmed the finding, but some felt it might be most strongly related to the Ocean Campus versus more community-oriented centers. Although a majority of participants were engaged in student or campus organizations, they commented that their peers often have difficulty building community on campus. They believed that the lack of connection to the campus and other students contributes to student attrition. Most students acknowledged that there are numerous organizations and programs on campus, but many students are either not aware of these programs or they simply do not have enough time to participate in them. Recent CCSSE results may provide additional insight. 19 See Image Research (2013, December). Interact Image Research - CCSF Image Research Report. Retrieved April 3, 2014 athttp:// rch_report_cv1.pdf and Harder+Company Community Research (2012, May). City College of San Francisco Retention Focus Groups: Summary available from the Office of Research and Planning. Page 57

61 SOAR results also revealed many positive aspects of the College. The following are not exclusively the comments of students; however, respondents do include students. A detailed student analysis can be found in Appendix S and all composite results can be found in Appendix L. students are first, and student success (defined in various ways) is what really matters; diversity and equity are the foundation of everything that is done at the College and clearly represent core values. It permeates throughout the curriculum, in programs, courses, and services offered, and in the attitude of the faculty, staff, administrators and students; the College serves a diverse community (ethnic, socio economic, age, and educational goal, underprepared for college, life-long learners, those with special needs); faculty have expertise in their subject matter, and demonstrate professionalism, effective teaching methods, dedication to and compassion for their students, and a passion for teaching; an excellent education can be attained at affordable cost; the College makes a significant contribution to the socioeconomic health of the community. the College offers training for real-world employment opportunities, pathways to new and different careers, transfer to 4-year colleges, personal enrichment options, training in survival skills, and as well as a breadth of noncredit courses, particularly in English as a Second Language. a flexible schedule of classes that makes education accessible for students who have jobs and other obligations the College provides a supportive environment for students and the community, making college more accessible to students with a variety of special needs including the disabled, veterans, ex-offenders, at-risk and homeless youth, seniors; we offer innovative, and cutting-edge programs such as Guardian Scholars, Metro Health Academies, Bridge to Biotech, Student Ambassadors, Latino Services Network, Tulay, Queer Resource Center, VIDA, Students, Supporting Students, Bookloan, HARTS, and others; four-year schools and the other Community Colleges in the Bay Area do not provide the same level of support. Page 58

62 Education Master Plan GOALS AND STRATEGIC DIRECTIONS 20 Goal 1: Advance student achievement in meeting educational goals. 1a. Rationale The focal point of City College s work is the achievement of each student s educational goals. These goals vary widely and range from transfer, career and technical education to basic skills or simply taking a class for personal enrichment or civic engagement. Demographic, economic, and social changes in San Francisco and the Bay area require new responses from City College in matching and exceeding past levels of goal achievement. Improved access to courses and programs, outreach, and student support for both individual achievement and closing of equity gaps among groups are core functions that must be addressed in an integrated way to meet this goal. Throughout California and nationally, persistent achievement gaps among student demographic groups exist, and are especially pronounced by race and ethnicity. City College s own data echo these findings. The success of underrepresented ethnic groups, first-generation, and/or low-income students an increasing majority of the College s students is critical to the continuing role of the college in serving the community. Recognizing that many current students are not in these or other vulnerable populations, we still hold that a sustained focus on student achievement for these groups can elevate the learning and teaching process, increasing opportunities for all students to meet their educational goals. City College has a near 80-year history of serving students and a proud tradition of honoring diversity and inclusiveness. Regardless of their circumstances, all students have aspirations to meet the goals that brought them to the College. Increasing student achievement and success, as the paramount goal of City College, will provide a shared sense of direction and motivation among students, faculty, classified staff, administrators, and community. 20 Approved by Board on May 22, 2014 Page 59

63 1b. Strategic Directions 1. Student Learning Outcomes and Assessment. Continue purposeful development of outcomes and assessment work at the course, program, service, and institutional levels. Use these results to improve student retention and achievement. 2. Closing Equity Gaps. Make regular and widespread use of both qualitative and quantitative research to measure student progress for underrepresented student groups and special populations. Examine student achievement by locations and programs including transfer, CTE, and basic skills. Use results to improve and create pathways for progress and close gaps among all students. 3. Enrollment Strategies. Prioritize enrollment strategies such as marketing, community outreach, and collaborative initiatives with industry with the goal of retaining and attracting students. Also, engage fully in a range of enrollment management techniques including targeted recruitment and matriculation activities; alignment of education program and services with learner needs; targeted interventions for underperforming and underrepresented student groups; continuous analysis of enrollment, student access, and achievement; and alumni follow-up. 4. Communication and Collaborative Discourse about Student Success. Continue to build transparent structures that systematically engage students, faculty, classified staff, administrators, and community members in ongoing and collaborative communication about effective improvements in access and success. Use this to make informed decisions in these areas. 5. Instructional Delivery. Compare traditional educational structures (such as course hour and unit patterns, length of classes, length of semester, and face-to-face delivery) with innovative models of instructional delivery (such as short-term courses, online, hybrid, and tech-enhanced,) to determine the most effective frameworks for our students learning, engagement, and access needs. Effective frameworks are those that maintain or surpass the high quality of education already provided at CCSF; for example, class sizes should be determined by data and studies that measure students success. 1c. Milestones and Next Steps 1. Rigorous metrics for tracking student achievement, including baseline data. Such measures might include retention rates, transfer rates, progression through basic skills and gatekeeper classes, employment outcomes, and language acquisition for noncredit ESL students. 2. College-established benchmarks for student progress across identified student groups and a schedule by which these benchmarks are assessed, communicated, and reviewed. 3. Further increases in faculty diversity. 4. Data-informed discussions about what works in student success and achievement for City College students. Page 60

64 Goal 2: Transform and sustain College infrastructure. 2a. Rationale City College s physical facilities and technological infrastructure require immediate and sustained attention, as their present condition adversely affects the learning and teaching environment. Physical plant maintenance and routine upgrading of technology require deliberate planning matched with available resources. Without clear signals that improved state and local funding is likely in the near term, the College will need to correct deficiencies from its current funds, as well as put resources into enhanced efforts to find new funding sources. Today s students, in a technology-driven society, are influenced by the personal technologies available to them and have expectations that City College does not always meet. While public higher education institutions typically lag behind other sectors of the economy in adoption of new technologies, there are many strategies City College can adopt to remain competitive. In addition to addressing physical and technological infrastructure, the creation of clear, concise, and well-communicated operational procedures will support transparency and effective operations. 2b. Strategic Directions 1. Facilities Planning. Develop an actionable facilities plan to match the directions established by this Education Master Plan. 2. Technology Planning. Implement and update the existing CCSF Technology Plan to support upgraded classrooms and other educational technologies. 3. Scheduled Maintenance. Ensure that both scheduled maintenance and Prop 39 funding address critical facilities needs. Allocate bond funds to address facilities projects to improve the learning and teaching environment. 4. Procedures. Create clear procedures across all major divisions of the College (Academic Affairs, Finance and Administration, and Student Development) and continuously improve these procedures. 5. Human Resources Planning. Ensure that personnel planning is aligned to support and sustain College infrastructure. 2c. Milestones and Next Steps 1. A comprehensive facilities plan to accompany this Education Master Plan. 2. A list of prioritized infrastructure and modernization projects with funding sources identified. 3. An updated technology plan to support student success and College operations. 4. Documented and web-accessible procedures for all major College functions. 5. Define approaches for meaningful workflow analyses to assess personnel needs. Page 61

65 Goal 3: Provide new and expanded opportunities for organizational development and effective innovation. 3a. Rationale A cohesive, effective and proactive organization relies on professional development, collaboration, and innovation. Proactive colleges seek to innovate appropriately through internal development and by staying abreast of promising developments for education. In order to continuously improve as an organization, all employees will be encouraged and given opportunities to increase their skills. Organizational and professional development activities benefit students overall educational experience. Sustained improvements in performance are supported by ongoing professional development. Organizational development promotes qualities such as leadership, collegiality, and respect for and appreciation of individual differences. In addition to faculty, classified staff, and administrators, students should also be engaged in purposeful learning experiences to develop these qualities for success while at City College and beyond. 3b. Strategic Directions 1. Professional Development. Create sound and sustainable professional development opportunities for all administrators, classified staff, and faculty. 2. Leadership Development. Create opportunities for the entire College community, including students, to engage in learning experiences that promote communication, leadership skills, and ethical decision-making. 3. Effective Innovation. Identify scalable effective innovation and promote innovation (e.g., through collaborations and partnerships). 3c. Milestones and Next Steps 1. An increase in professional development and training activities provided for all employees. 2. An increase in student leadership development programs. 3. Improved tracking of innovation. 4. Improved communication about pathways, partnerships, and innovations that make CCSF a first choice for a broad range of students. Page 62

66 PROGRAM OPPORTUNITIES Opportunities for Enhancing or Expanding Existing Programs City College has an impressive range of programs in comparison with other colleges in the region. This breadth means that three-quarters of CCSF s credit programs have little competition (Appendix J). The College continues to innovate to meet student needs. This section provides some possibilities for innovation. Given the reality of today s learners and their expectations for instructional technology, the college will continue to offer both traditional and alternative delivery methods, including online, hybrid, and short-term classes. These and other alternative delivery modes will be expanded as appropriate to enhance student access, convenience and success. The College uses multiple data sources and criteria when determining whether to initiate new programs, expand and/or enhance existing programs, or discontinue programs that are no longer relevant. The data sources include, but are not limited to, state and local labor market data, environmental scans from the Centers of Excellence, internal college data, input from workforce investment entities, advisory committees, community input, and quantitative and qualitative data from students and employees. Additionally the college must work within the framework of its own Board priorities and planning processes, various regional consortia, and the state program approval process. Table 23 presents possibilities for program enhancement. Table 23 Program Basic Skills Education Biotechnology, Bio Medical Equipment Technology English as a Second Language (ESL) Existing Programs - Potential Enhancements Rationale A significant proportion of students enter City College unprepared for collegiate level math and English classes. To improve persistence, CCSF needs to improve progression rates for these students. As of , an increasing proportion of students are placing into collegiate math classes (from 28% in to 37% in ) but this percentage is still problematic for college success. Developmental English shows more placements in lower-levels. Progression rates for these students to reach collegiate-level coursework continues to be an area of concern. City College continues to implement emerging practices that are effective in this area to improve basic skill progression rates as appropriate (e.g., expand accelerated options, contextualization within CTE programs). The Bay Area is a hub for biotechnology and CCSF s programs in this area fit well with emerging employment needs. The College should consider how best to expand its range of classes in this area and to leverage existing externallyfunded programs that seek to increase STEM graduates. In noncredit, the College may wish to identify barriers to the student movement from noncredit to credit, and determine interventions and processes to overcome these barriers. Once a student is in credit ESL, one route to accelerating student transition into other college courses is to identify Page 63

67 Program Distance or Online Education Foreign Languages Noncredit Business Education Table 23 Existing Programs - Potential Enhancements Rationale appropriate pre-collegiate and college level classes to be taken while students are enrolled in ESL classes. This may involve, contextualizing coursework for ESL learners (as well as basic skills learners), and selecting classes which do not rely on basic skills or English proficiency. Many institutions, especially community colleges, have created online programs. Fewer have created fully online degree programs. Colleges need to offer quality learner-centered online experiences using effective media and learner support. CCSF currently has more online courses in the general education area, and fewer in career and technical areas, which are limited by the hands-on nature of the instruction. To build out this area appropriately, CCSF would need to consider how to effectively address student learning outcomes in an online environment, as well as provide adequate student support services for online learners. There are two main areas for offering foreign language instruction: academic instruction (credit) and continuing education fee-based courses. These are increasing online resources for self-learning in this area, and the college should continue to explore how to leverage these in combination with classroom activities to promote student learning. Expand opportunities for ESL learners to benefit from noncredit Business classes with native language support in the classroom. Additionally, expand opportunities for all pre-collegiate level students to build basic skills in the process of acquiring business skills. K-12 to CC linkages CCSF has worked consistently to create better links to the K-12 system. The number of SFUSD graduates from which to recruit is not expanding sufficiently to stabilize CCSF s enrollment during the planning period, nor are most new students coming directly from high school. The existing career academies and pathways programs connect CTE students from SFUSD directly with CCSF programs. The College also operates innovative programs that help lowincome, underprepared, and vulnerable students increase their prospects for college success. Learning from these efforts and scaling activities to serve more students is an imperative for CCSF. Student Success Classes Student Support Services Student success classes frequently spell the difference between 65 retention and leaving college. National research suggests that students placed at the lowest levels of basic skills education can double their success probability by completing such courses. The College should consider making its student success classes (LERN 50, IDST 50, AAPS 100, 102, 103, and 104) mandatory for students. The quality of student support both for face-to-face students as well as online students. Given that advising is an expressed concern by students, City College should consider broadening the responsibility for counseling outside of the current counselor model. There is a receptivity to provide basic counseling services via technology through responding to questions via services and web-enabled degree audits, through providing quick answers to routine questions via online Q & A s. Involving teaching faculty more closely in course and program advising would also benefit students as they would have access to Page 64

68 Table 23 Program Transfer Programs Existing Programs - Potential Enhancements Rationale more program specific resources. Strong consideration should also be given to institutionalizing group advising through an expanded student success class such as AAPS courses and LERN and IDST 50 courses which would provide the tools students need to overcome initial barriers to success as well as establishing a foundation for navigating necessary interactions with all parts of the campus. Transfer programs are a mainstay of the College. Maximizing articulation between CCSF and its 4-year partners may help facilitate students completion of a baccalaureate and beyond. Opportunities for New Courses and Programs As outlined above, there are many data sources and criteria considered when deciding to offer new programs and courses. The college will continue to assess opportunities to create new programs that align with the College s capacity, funding, and student and community needs. (Table 28). The workforce analysis prepared for this report (Appendix K) illustrates the issues before the College as it seeks to align programs with labor markets. Measured by volume, most of the job growth predicted for the Bay Area requires only a high school diploma. Measured by rapid job growth, the fastest growing occupations are predicted to be in highly skilled areas that are heavily influenced by the computer and technology sectors. Appendix K also identifies job categories that are diminishing throughout the Bay Area. Developing new programs is neither easy nor inexpensive. The foregoing data and information in this plan point to potential new programs that should be considered in the shortterm. Programs mentioned below will have few current competitors, strong connections to local and regional labor markets, and, in most instances, ties to existing City College programs. With few exceptions, the programs suggested below have no competition within a 25-mile radius of City College, although program decisions must take into account the 28 colleges within the Bay Area Community College Consortium (currently Regions 3 and 4). It is recommended that high cost programs be developed only in conjunction with business, industry, or public sector partners. Several of the recommended programs can be built from existing programs and by combining faculty expertise. When there are strong partnerships, there are opportunities for new endeavors the College ought to pursue. Each program suggested below requires further development and their appearance in Table 24 should be used only as a starting point in a rational process of program development through academic planning. The College should also prepare for the introduction of other programs not on this list but which may emerge as new opportunities. As this academic planning process unfolds, it is important that new program development be limited to several programs Page 65

69 each year while attention is given to enhancing or expanding the existing programs identified earlier. Table 24 Program Assisted Living / Nursing Home Administrator Gerontology Pre-Allied Health Science / Social Science Technicians Work Ready Certificate for Employability Skills Credit Recognition Opportunities New Courses and Programs Rationale No programs exist in a 25-mile radius of the College. An aging Baby Boom population will require more assisted living. Consider developing program in conjunction with care facilities and assisted living partners. At one extreme, San Francisco is rapidly aging, suggesting an expanded need for gerontology education and individuals to deliver those services appropriately. City College could provide a preparatory ladder for students who are not presently ready to enter allied health programs such as nursing, radiology, pharmacy technician, and physician assisting because of their cognitive skills. (Note, may take advantage of wet labs capacity at the Chinatown/North Beach location.) There is an unmet labor need in the Bay Area for Life, Physical, and Social Science Technicians. There are no obvious competitor programs. The College already has some programs in this area but could expand further. The curriculum is already mostly in place especially given City College s experiences in offering degrees in the biotechnology area. A certificate program in which the College would certify fundamental employability skills necessary for workplace success. Three core areas could be certified: applied mathematics, reading, and information literacy. Program would award credit for skills already mastered in these areas through use of current College-developed skill assessments. The College should develop protocols for awarding credit for prior learning. Page 66

70 OTHER SOURCES CONSULTED IN PREPARING THIS PLAN In addition to the material and reports cited throughout this Education Master Plan and its appendices, the following sources were also consulted: Accrediting Commission for Community and Junior Colleges (2013, June). Accreditation Reference Handbook. Accreditation Commission for Community and Junior Colleges (2013, April). Show Cause Evaluation Report, City College of San Francisco. Association of Bay Area Governments (2012, April). Regional Projections to Methodology and Results. Bay Area Council Economic Institute Report (2012, October) A Regional Economic Assessment of the San Francisco Bay Area. Bontrager, B. & Clemetsen, B (2009). Applying Strategic Enrollment Management at the Community College. Washington, DC: American Association of Collegiate Registrars and Admissions Officers. California Research and Planning Group (2011). Focusing Accreditation on Quality Improvement Findings from an Exploration of Community College Accreditation Policies and Practices. California Community Colleges Budget and Accounting Manual, 2012 Edition. City College of San Francisco Office of Research and Planning (2013, June). The High School Report XIV. The Placement, Performance, and Persistence of New Students from SFUSD High Schools. City College of San Francisco (2012, December) Report on the Proposed Reorganization of Student Development. City College of San Francisco Office of Research and Planning (2011, November). The Educational Achievement of Retention Program Students Compared to Other Counseled Students. City College of San Francisco Office of Research and Planning (2011, November). Addendum to the Educational Achievement of Retention Program Students. City College of San Francisco (2009, October). Preliminary Report on the Student Achievement Gap and Social Equity Resolution (S7). Page 67

71 City College of San Francisco Sustainability Plan (n.d.). Part 1 For Construction, Retrofitting, and Operations. City College of San Francisco Education Master Plan Earthbound Media Group (n.d.). Website Recommendations. Redeveloping City College s Web Presence. Presentation to the City College of San Francisco. Fiscal Crisis and Management Fiscal Crisis and Management Assistance Team [FCMAT] (2012, September). Fiscal Review of City College of San Francisco. Fiscal Management and Assistance Team (2013, July) City College of San Francisco Organization and Staffing Review--Finance and Administration. Harder+Company Community Research (2012, May). City College of San Francisco Retention Focus Groups: Summary LearningWorks and The Career Ladders Project (2012, June). City College of San Francisco Institutional Challenges to Student Completion: Faculty, Staff and Administrator Interview Summary. Murphy, P. (2004). Financing California Community Colleges. Public Policy Institute of California. San Francisco Bay Center of Excellence, Mid-Pacific ICT Center, and the Bay Area Community College Consortium (2014, February) Environmental Scan. Information and Communication Technologies. Demand and Supply Issues and Opportunities. Retrieved February 28, 2014 at ouncement&utm_campaign=bay+area+ict+report+&utm_medium= Spurling, S. (n.d.). Modeling Educational Achievement. ftp://advancement.ccsf.edu/general/modelingeducationalachievement.docx Summary of the City College of San Francisco Strategic Visioning Session (2014, February) Page 68