Approved Version
Annual Program Review Form
2010-11
The completion of this form is part of the institutional program review process. Please submit a completed form to
the Program Review Committee and to your School Dean or immediate supervisor by February 25, 2011.
Combined responses to questions 1 through 6 should not normally exceed four pages.
Department:
Contact Person:
Date:
Computer Networking & Info Tech
Devlin-Clancy Maura (Interim)
November 1, 2010
Please check this box to certify that faculty and staff in your unit discussed the major planning objectives:

Description of Programs and Services and their Locations
Provide credit courses for students to achieve an Associate of Science Degree or Certificate in
Computer Networking and Information Technology (CNIT).
Build career skills needed for success in the workplace.
Prepare students for transfer to a four-year university for continued study in an area related to CNIT.
Services include providing computer repair to students, faculty and staff through our class CNIT
105L, Computer Technical Support Lab.
Provide industry certificate preparation for students to earn industry certifications in Cisco, Microsoft,
CompTIA hardware (A+), networking (Network+) and security (Security+), Juniper Networking, Fiber
Optics, Wireless, CEH for Ethical Hacking and CISSP for Security Professionals.
Partner with City and County of San Francisco on Broadband Technology Opportunities Program
grant to bring training program for Bayview/Hunter’s Point neighborhood.
Main site: Ocean
Satellite locations: Southeast and Year Up SF Bay Area
Description from Spring 2010 inserted by Research & Planning. Please revise if necessary.
Use data on this and following pages to respond to Question 1:
STUDENT CONTACTS, PERSONNEL, EXPENDITURES, AND PRODUCTIVITY
Compute r N e tworking a nd
Informa tion T e chnology (7212)
Credit
Students
Credit
Faculty
Other
Personnel
Aca de mic Y e a r
2005-06
2006-07
2007-08
2008-09
2009-10
604.76
643.83
751.99
708.35
753.47
Enrollment
3,363
3,460
3,950
4,079
4,502
Headcount
2,130
2,243
2,611
2,555
2,674
FTEF Instructional
FTES Regular
12.50
12.38
13.09
13.01
12.20
FTEF NonInstructional
1.02
1.19
1.30
1.59
1.82
FTEF Chairs
0.80
0.80
0.80
0.80
0.80
0.67
0.85
0.73
0.87
1.43
Unrestricted 1000
$906,152
$944,643
$991,736
$1,027,107
$920,699
Unrestricted 2000
$19,590
$24,187
$21,514
$22,809
$24,194
Unrestricted 3000
$202,070
$206,705
$223,459
$230,189
$227,926
Unrestricted 4000
$4,293
$5,731
$5,559
$163
$2,341
Unrestricted 5000
$4,856
$6,462
$4,508
FTEF Administrator
FTEF Classified
Unrestricted 6000
$2,493
$117
Unrestricted 7000
Unrestricted Total
Expenditures
$1,136,961
$1,187,846
$1,246,777
$1,280,268
$1,177,652
Restricted 1000
$32,058
$47,418
$66,868
$103,259
$106,276
Restricted 2000
$21,623
$36,552
$44,603
$50,748
$61,499
Restricted 3000
$11,350.41
$17,553.97
$20,392.40
$26,583.83
$41,607.16
Restricted 4000
$3,852
$4,039
$7,222
$7,480
$12,469
Restricted 5000
$60,076
$55,304
$69,320
$207,408
$307,642
Restricted 6000
$109,679
$41,247
$81,272
$106,819
$72,640
Restricted 7000
$20,068
$50,514
$48,774
$101,985
$89,418
Restricted Total
$258,706
$252,628
$338,451
$604,283
$691,552
Other 1000
Other 2000
Other 3000
Other 4000
$1,327
Other 5000
Other 6000
$7,161
Other 7000
Other Total
Productivity
FTES per FTEF
Apportionment Regular
$7,161
$1,327
48.36
52.00
57.44
54.44
61.77
$2,380,765
$2,694,093
$3,326,322
$3,281,480
$3,496,045
2
STUDENT DEMOGRAPHICS IN CREDIT
Compute r N e tworking a nd Informa tion
T e chnology
Age
2006-07
2007-08
2008-09
2009-10
16 - 19
9.0%
12.1%
12.0%
9.3%
8.8%
20 - 24
29.5%
29.6%
27.8%
31.4%
32.4%
25 - 29
16.7%
16.3%
18.3%
16.7%
17.5%
30 - 34
11.5%
10.6%
11.1%
11.7%
11.4%
35 - 39
10.0%
9.5%
9.3%
8.3%
8.0%
40 - 49
13.0%
13.3%
12.4%
12.5%
12.7%
50 Plus
10.2%
8.6%
9.2%
10.2%
9.2%
0.0%
0.1%
0.0%
0.0%
0.0%
Received Bogg Fee Waiver
40.8%
41.3%
37.9%
39.5%
43.5%
Did Not Receive Bogg
Unknown/No Response
Bogg
59.2%
58.7%
62.1%
60.5%
56.5%
African American/Non Hispanic
7.8%
8.0%
6.4%
7.9%
9.8%
American Indian/Alaskan Native
0.4%
0.6%
0.5%
0.5%
0.4%
39.0%
41.7%
40.6%
39.2%
33.9%
7.2%
5.4%
6.4%
5.9%
5.6%
Asian (excluding SouthEast)
Filipino
Ethnicity
Gender
Aca de mic Y e a r
2005-06
Hispanic/Latino
12.2%
11.2%
11.0%
11.2%
13.6%
Other Non White
3.1%
2.9%
2.6%
2.2%
1.8%
Pacific Islander
0.8%
0.6%
0.7%
1.1%
0.6%
SouthEast Asian
4.0%
3.3%
3.6%
3.6%
3.7%
Unknown/No Response
4.3%
5.5%
6.9%
7.1%
8.1%
White Non Hispanic
21.2%
20.8%
21.3%
21.5%
22.6%
Female
37.9%
36.0%
37.9%
34.1%
33.3%
Male
61.1%
63.5%
61.7%
64.8%
65.2%
1.0%
0.5%
0.4%
1.1%
1.5%
2,130
2,243
2,611
2,555
2,674
Unknown/No Response
T ota l S tude nts
3
STUDENT SUCCESS IN CREDIT
measured by GRADE POINT AVERAGE and PERCENT UNITS PASSED
Compute r N e tworking a nd Informa tion T e chnology
Cre dit S ucce ss D a ta by D e mogra phic
2005-06 2006-07 2007-08 2008-09 2009-10
by
Age
16 - 19
20 - 24
25 - 29
30 - 34
35 - 39
40 - 49
50 Plus
Unknown/No Response
2.27
2.94
2.85
3.06
3.03
3.12
3.02
2.84
2.93
2.89
2.83
2.96
3.02
3.31
4.00
2.95
3.01
2.85
3.00
2.93
3.00
3.26
2.74
2.92
2.78
2.89
2.69
2.99
3.14
2.70
2.96
2.89
2.91
2.90
3.06
3.24
by
Bogg
Received Bogg Fee Waiver
Did Not Receive Bogg
2.90
2.92
2.88
2.99
2.97
2.99
2.89
2.88
2.83
3.05
by
E thnicity
African American/Non Hispanic
American Indian/Alaskan Native
Asian (excluding SouthEast)
Filipino
Hispanic/Latino
Other Non White
Pacific Islander
SouthEast Asian
Unknown/No Response
White Non Hispanic
2.23
2.50
3.19
2.60
2.41
2.91
2.29
2.75
3.19
2.94
2.22
2.91
3.19
2.83
2.48
2.42
2.25
2.81
2.78
3.08
2.48
2.36
3.21
2.73
2.56
2.55
2.92
3.08
2.80
3.01
2.25
2.50
3.14
2.54
2.37
2.38
2.96
2.94
2.86
2.97
2.32
3.00
3.17
2.98
2.63
2.80
1.75
3.36
2.98
3.00
by
Ge nde r
Female
Male
Unknown/No Response
3.05
2.82
2.92
3.07
2.88
3.16
3.11
2.90
2.71
2.99
2.82
3.23
3.07
2.89
3.05
by
Age
16 - 19
20 - 24
25 - 29
30 - 34
35 - 39
40 - 49
50 Plus
Unknown/No Response
69%
74%
67%
69%
67%
65%
64%
74%
72%
67%
64%
61%
67%
72%
67%
76%
71%
64%
61%
61%
63%
68%
68%
74%
65%
64%
59%
61%
72%
65%
73%
66%
64%
64%
63%
66%
0%
by
Bogg
Received Bogg Fee Waiver
Did Not Receive Bogg
69%
68%
68%
69%
69%
65%
69%
67%
67%
68%
by
E thnicity
African American/Non Hispanic
American Indian/Alaskan Native
Asian (excluding SouthEast)
Filipino
Hispanic/Latino
Other Non White
Pacific Islander
SouthEast Asian
Unknown/No Response
White Non Hispanic
43%
39%
81%
66%
59%
64%
51%
70%
62%
65%
42%
52%
79%
67%
56%
61%
54%
76%
69%
67%
48%
53%
79%
63%
53%
46%
50%
70%
62%
62%
50%
33%
78%
57%
54%
49%
68%
79%
64%
65%
48%
58%
78%
64%
61%
55%
34%
83%
69%
64%
by
Ge nde r
Female
Male
Unknown/No Response
71%
67%
82%
73%
67%
89%
73%
63%
61%
73%
65%
76%
71%
65%
66%
Gra de
P oint
Ave ra ge
P e rce nt
U nits
P a sse d
4
1. Please provide reflections on the above data trends for your department. If you have additional data that
you would like to provide, please also include that here.
CNIT welcomes this opportunity to share our productivity and contributions with CCSF Administration. We are
proud of the data for the academic year 2009-2010 which shows the high productivity of the CNIT Department.
FTES/FTEF is 61.77 and our revenue is $3,496,045. We have an FTES Regular total of 753.47, headcount of
4,502 and enrollment of 2,674 students. Our department continues to maintain the gains made from 05-06 to 09-10,
and we are happy to report a 6% increase in enrollment in 09-10 over 08-09. We maintain our trajectory of overall
increased productivity, measured by an increase in FTES/FTEF by 24% from 05-06 to 09-10. Headcount increased
by 25.5% from 05-06 to 09-10.
Our student demographics data trends show that female students make up from 33 to 37% of total CNIT students.
Recruiting and retaining special population students--in this case, women in a non-traditional, high wage field like
IT--to our programs is a priority of our department. We have additional data regarding female students from our
CalWomenTech grant, the goal of which is to recruit and retain women in technology programs. Data from the grant
shows that CNIT increased female student enrollment in our introductory technical support classes from 18.8% in
2006 to 35% in 2010. We have also improved retention of female students. The grant data shows an increase in
our retention of female students, from our baseline of 62.3% in 2006 to 88.9 – 92.9% in 2009 and 2010. (Ref. 1)
CNIT offers courses at Year Up San Francisco Bay Area, a community-based organization serving 18 – 24 year old
at-risk urban youth, leading to our Fundamentals of Technical Support Certificate of Accomplishment. Because of
the ongoing partnership with Year Up, we have increased the number of certificates and A.S. degrees being
awarded. We have also worked with Year Up to connect students to student services, such as Financial Aid and
the Transfer Center. According to Year Up, within four months of graduating from the program, 80% of our students
are employed and earning an average starting salary of $16 per hour, 64% were enrolled in school (32% part-time
and 32% fulltime), and 92% were either employed or enrolled in school full-time. (Ref. 2)
The data trends around student demographics show a steady increase in students in the 20 – 24 age range. In
2009-10, these students make up 32% of our student population and have a 73% pass rate. We estimate the
increase in this age group as a result of our A.S. degree program, both for traditional CCSF students and also for
Year Up or Tech Prep students who stay on the pathway to City College. The data also shows an increase in
Latino/a and African American students. Latino/a and African American students tended to have a lower overall
GPA. We recognize the need to serve and support these students and will continue to explore resources and
opportunities in this area. (Ref. 3)
The remaining 68% of our students are above the age of 25, with almost 30% above the age of 35. Our department
has attracted not only traditional college-aged students but also students who have been working in industry and
are returning to school to build new skills for the modern workforce and also because now there is an opportunity to
earn an A.S. degree, which was not previously available in the field of IT.
2. Please describe any internal or external developments affecting your department since the last program
review.
Updates for 2010-11:
 Department leadership change
Maura Devlin-Clancy is the new Department Chair for CNIT as of Fall 2010. Carmen Lamha, outgoing Chair
who has served since 2003, has been leading the successful CNIT program at Year Up Bay Area, and
continues to serve as Department Coordinator on a limited basis. Pierre Thiry, CNIT faculty and outgoing
Department Coordinator, is now Co-PI of the NSF-ATE MPICT grant.
 Community Colleges recognized by federal and state leaders as key players in Workforce Development
Federal and state leaders are acknowledging and emphasizing the role that community colleges are playing in
the new economy. CNIT has always recognized this need, as far back as the department inception in 2002. We
anticipated this trend when we created one of the first CNIT A.S. degrees in California. CNIT is well positioned
to show leadership in this area and capitalize on increased opportunities for Workforce Development.
 Career & Technical Education (CTE) programs are being prioritized by the State during budgeting
A recent update from the Bay Area Community College Consortium stated that new State budget will likely
include language regarding maintaining CTE programs, even as there are recommendations for “workforce
reductions” in other areas. According to Perkins data, 37% of all students and 49% of all credit students at
CCSF are enrolled in CTE courses and programs. CTE programs at CCSF are increasing in focus and will
require additional resources to meet this demand. CNIT has been active in CTE programs at the state and local
levels and is well positioned to take on the increasing responsibilities associated with this trend. Carmen
5




Lamha, outgoing chair and department coordinator, is the Co-chair of the statewide JSPAC committee working
closely with CCCCO and the Department of Education and representing community colleges.
Reduced CNIT courses have not been restored
Last year CNIT complied with the college request to reduce course offerings by 12% from the Fall semester
because of the budget. However, we did not get these courses restored to 65% because the majority of our
cuts were done in the Fall semester. When course restorations were made to the Spring schedule, CNIT (and
other departments who cut in the Fall) did not get their courses restored. This imbalance in the unit restoration
has caused difficulties in scheduling part-time faculty and in meet course demand.
Our partnership with Year Up Bay Area continues to grow and succeed
In 2008, at the request of Chancellor Dr. Don Griffin, CNIT partnered with Year Up’s brand new Bay Area
location through Contract Education to offer a CNIT certificate in Fundamentals of Technical Support program
to Year Up students. Dr. Griffin is a member of the Year Up Bay Area local Board of Directors. CNIT and Year
Up started with 40 students every six months, and are now offering our certificate to 80 students every six
months. CTE data shows that the Year Up partnership has increased the number of certificates we are
awarding. One of CNIT’s ongoing objectives is to create path to college and the partnership with Year Up has
helped move us toward this, as we see Year Up students coming to CCSF to continue as A.S. degree or
transfer students. These students bring their sense of community and support to City College, and have even
formed a Year Up student club through Associated Students. Carmen Lamha is this club’s Faculty Advisor.
Our partnership with Year Up Bay Area continues to offer challenges and needs more resources
This partnership has brought many challenges across all aspects of offering these courses, from faculty load
and course scheduling to financial aid and online instruction. We have been able to make this partnership
succeed; however, to sustain this program, we need to find ways to improve this within the college and bring in
more resources to support this program.
CNIT/MPICT relationship (CCSF hosts the MPICT NSF-ATE center grant from the CNIT department)
CNIT and MPICT met last semester with the Vice Chancellor of Academic Affairs and Dean of School of Math
and Science. The highlights of the meeting are: promise of more communication between MPICT and CNIT,
smart classroom funded by MPICT, and the reinstatement of the CNIT advisory board. MPICT brings in indirect
costs to CCSF in the range of $600,000 with no direct benefit to CNIT.
Internal or external developments continuing to affect department from last year
 Demand is high for CNIT programs as we attract A.S. degree and certificate students
This high demand has significant impact on the required core CNIT courses. In both Fall ’10 and Spring '11
semesters, we experienced full sections and long waitlists in all core courses. According to DSS, we are not
able to accept a significant number of students attempting to enroll. For the Spring ’11 semester, the number of
students who attempt to enroll in our core courses was low. Here is the DSS data for CNIT core course
attempted enrollment:
Core CNIT Course
CNIT 103 Computer Hardware
CNIT 106 Introduction to Networks
CNIT 120 Network Security
CNIT 131 Into to the Internet & Beginning HTML
% Registered
successfully
71.1%,
60.4%,
45.1%
62.5%.
Other + Waitlisted
60
113
82
152
3. Summarize your department’s progress since the last program review on implementing your six-year
plan for reviewing all courses, programs, projects, and services. Please also update the Excel spreadsheet
that contains your timeline for this review and for the assessment of student learning outcomes. If your
unit does not offer courses, use this space to discuss your plans for assessing your administrative unit
outcomes.
CNIT is making progress on our six year plan.
 Conducting assessments (A) and examination and improvements (E) for courses and programs as
outlined in the updated six-year plan.
 Added learning objectives and presented updates for Windows Networking and Wireless Networking
Certificates to Curriculum Committee in Fall 2010.
 Deleted out of date courses through Curriculum Committee (CNIT 225 Adv Sec for Network Sys
Admin, CNIT 242 Managing Windows Networks, CNIT 243 Exchange Server Administration, CNIT 244
Windows Network Infrastructure, CNIT 245 Internet Info Server Admin, CNIT 246 Active Directory for
Windows, CNIT 248 Windows Ntwk Services Design, CNIT 250 Security for Windows Networks, and
CNIT 251 SQL Server Administration).
6

Completed the assessment and SLOs for LAMP Fundamentals and LAMP Administration with the CS
Department.
4. Summarize your department’s progress since the last program review on the plans for improvement in
courses, programs, projects, and services based on the assessment of student learning outcomes. If your
unit does not offer courses, use this space to discuss your progress in improving your services based on
the assessment of your administrative unit outcomes. What is working particularly well? Are there items
you need help with?
In Fall 2010 and Spring 2011, CNIT has made progress on its plans for Learning Outcomes for courses and
programs. Department certificates have been presented at Curriculum Committee and updated to include SLOs.
CNIT Faculty have written and presented SLOs at department meetings. Further meetings regarding SLOs are
planned in the Spring 2011 semester. The parts of the process that are working well include involving faculty to
create and take the lead on outcomes in the course and program in which they teach. The items that would be most
helpful would be support from the college in the form of examples, forms or templates to help guide this process.
Student Success Initiatives
In addition to the ongoing SLO work, CNIT has a number of ongoing initiatives for improvement of our courses and
programs related to student outcomes.
CalWomenTech
In 2006, CNIT joined the National Institute for Women in Trades, Technology and Science (IWITTS) on a five-year
National Science Foundation (NSF) grant from the program on Research on Gender in Science and Engineering to
fund the CalWomenTech Project. During the last three years, the CNIT Department, along with eight other
California community colleges, has partnered with IWITTS to examine practices help recruit and retain women in
technology programs where they are under-represented. CCSF is an NSF project partner in the CalWomenTech
Project. Carmen Lamha serves as Co-Principal Investigator on the CalWomenTech Grant. Maura Devlin-Clancy,
Abigail Bornstein, Pierre Thiry, Sam Bowne and Claudia Da Silva, all CNIT faculty, serve as key leaders on the
project.
Our program reached its highest percentage of female students in Spring 2010 when the average number of
women enrolled went to 32.6% (an increase of almost 15%.). IWITTS held three retention trainings and
brainstorming sessions over two years in which almost all of the 22 CNIT faculty, including part-time instructors,
attended. Pam Mery from the CCSF Research Office is a key leader on the project overseeing CNIT student
enrollment and completion data provided to IWITTS.
Recruitment strategy highlights include promoting CNIT programs to female students through tear-off flyers and
posters around campus, email campaigns to female students in introductory courses and a project website with
resources for female students and training CCSF counselors about the CNIT program. Retention strategies include
providing student help with hand’s on practice in class and in open labs and creating bridge materials like posters
and videos to bring female students up to speed on concepts and terminology. These projects are supported by
new part-time faculty Isaias Leiva and Jazmin Valencia Rodriguez.
We have also learned the importance of female role models, including female faculty as and female lab aides. This
remains an area of concern that our female ITS support analyst, Shirley Ho, may not be working for CNIT as a
result of the ITS reorganization.
Bridge to CNIT
We are piloting with Perkins support a “Bridge to CNIT” program in Spring 2011 in the Bayview/Hunter’s Point
neighborhood. The Bridge to CNIT program would provide a rigorous and engaging introduction to computer
networking and information technology, a short-term program of 3 units of CNIT courses with 3 units of LERN
courses. Students learn essential technical skills while at the same time strengthening the math and language skills
leading to success in the CNIT A.S Degree or Certificate programs. Students will also learn to identify specific
work-related skills acquired at each stage of their IT training so that they can promote themselves with greater
confidence when seeking employment. By creating a Bridge to CNIT, our department hopes to improve
recruitment, retention and completion of special populations and nontraditional students. The goal is to create an
opportunity to improve overall academic proficiency within the context of CNIT. This project is supported by Carmen
Lamha, Maura Devlin-Clancy, Abigail Bornstein and Claudia Da Silva, and part-time faculty Isaias Leiva, Jazmin
Valencia Rodriguez, William Hong and Elise Bell. (Ref. 4)
Job Placement and Student Tracking Taskforce
7
CNIT serves on the Perkins/CTE-lead Job Placement and Student Tracking Taskforce. The taskforce has been
working to select and implement a job placement and tracking system to connect students with internships and
employment and track completion and success. This taskforce has been investigating technical and procedural
ways to set up employment, internship and student tracking systems for use by CNIT and other CTE programs at
CCSF. The goal of the Taskforce is to find technical tools that will help individual departments guide students to
internships and employment. This system would also allow employers to easily find students who qualify for
employment. The ideal system would also track students through their lifetime of work. (Ref. 5)
Tech Prep Pathway to CNIT
CNIT offers dual enrollment courses to SFUSD high school students through the CCSF Tech Prep program. CNIT
has been exploring opportunities with Tech Prep for resources and funding to implement more robust pathway
programs to CNIT programs for SFUSD students. We have met with administrators at John O’Connell High School
to explore articulation agreements and dual enrollment courses with CNIT’s A.S. degree with Cisco Networking
option based on the ICT Pathways Model in place at Ohlone College. More resources are needed for CNIT,
including coordination hours for the department and professional development for faculty, to enable us to
implement and sustain this type of program, and also be prepared to serve this population of students. (Ref. 6)
5. Summarize your progress to date on the major objectives you identified in last year’s program review
(excluding progress already cited in #3 and #4).
 A major objective of CNIT from last year is to have all faculty offices near one another for enhanced
academic community building where we can exchange valuable information. This was not accomplished. In
fact, we have moved farther from this goal with the loss of rooms Science 140 and 142 to the MESA/STEM
Center.
 Recover 8 sections (equaling 12% of our course offerings) cut during the budget crisis this past year. Not
accomplished. CNIT complied with the request to cut from the Fall schedule. Course restorations happened
only for the Spring schedule.
6. What are the department’s major objectives for the 2011-12 academic year? Cite linkages, where
applicable, to college plans. You may also cite linkages to the department’s review of courses, programs
and assessment of student learning.
 Acquire space in the Science building to unify faculty offices and classrooms
 Prioritize initiatives that improve student retention and success. The direct benefit is to students and the
indirect is to the department through increased revenue, FTEs and WSCH.
 Develop industry partnerships to benefit CNIT. For example, we currently partner with Juniper Networks to
offer networking courses based on JUNOS, Junipers OS. Juniper supplies equipment and faculty training
and development.
 Create new courses to enhance current course offerings based on industry demand, including Microsoft
Active Directory and Exchange Server, RIM Blackberry, Mobile Web Development, Cloud Computing,
Project Management, Quality Assurance, and Mac Hardware Technical Support
 Create Quality Assurance course and track for Year Up and CNIT based on industry request
 Continue to increase our Web 2.0, Cloud Computing and Security. For example, a server class for Cloud,
Exchange for Blackberry mobile devices
 Continue to respond and adjust programs and course offerings in response to industry demands.
 Revisit contract with Contract Education and Year Up to continue to make improvements to this successful
program and bring more resources to CNIT to support it. (Ref. 2 and 5)
 Apply for NSF-ATE Funding for a CNIT-led CompTechS Computer Repair Center in the Bayview/Hunter’s
Point neighborhood for service learning and Computer Repair Technician Certificate Program. (Ref. 3, 5)
 Build on pathways established with CCSF Tech Prep and Year Up, and bring more resources to CNIT to
support this. (Ref. 6)
References to College Annual Plan
(1) Continue to support college diversity initiatives especially as they relate to curriculum, student equity, faculty
and professional development.
(2) 3.2 Continue to create opportunities to collaborate with community-based organizations and business to
provide students with first employment/training internship opportunity.
(3) 2.6 Continue college efforts to improve student equity, persistence and transfer rates, especially among student
populations with historically low rates.
(4) 3.4 Continue to develop bridge courses that introduce students to key occupational programs, such
as…information technology.
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(5) 1.3 Provide educational and training services to employers and residents in the City of San Francisco, through
Workforce Development Initiatives, Contract Education/Community Services and CalWorks Education and
Training.
(6) 1.5 Continue to strengthen collaborations with K-12 and SFUSD specifically to further improve articulation and
improve college readiness and success both of K-12 graduates and non-graduating students.
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Bonus Question for 2010-11: What progress has your department / program made on the college-wide
initiative to improve textbook affordability and access for all our students? Please indicate what
discussions you have had and what strategies you have developed to combat the high cost of textbooks.
CNIT has done quite a lot of work around textbook affordability. We ask students to pay a lot of money for
textbooks, so we take this very seriously. Here are examples of progress we have made towards improving
textbook affordability and access to all of our students:
 Courtney Brown, CNIT instructor, donated his time to the Book Loan Program to design and build the Book
Loan software and server. Courtney spent two semesters working with students, advising on separating the
process of the book loan program from the tools used to serve students. He helped them evaluate sample
software, and eventually found open source library software for book management. He adopted the open
source software to meet the needs of the CCSF Book Loan program. Students in his CNIT 103L class
undertook a service-learning project to build the server that would host the software, including a memory
redundancy system to make it more reliable. Currently they are in the process of finishing the software, to
import book and student information and implementing a barcode scanner and software.
 Carmen Lamha is Chair of the TLTR committee. She invited Don Newton from the CCSF Bookstore to a
recent TLTR meeting to provide an overview of the most recent developments in ebooks and ebook
readers.
 Faculty teaching CNIT courses with more than 1 section, such as CNIT 100 (15 sections) and CNIT 131 (6
sections) work together to choose the same textbook for all sections.
 Abigail Bornstein, CNIT faculty, negotiates with textbook publishers to get better rates for book and
software bundles.
 CNIT is exploring with one of our main publishers, Cengage, the use of a Cengage online microsite. A
microsite is a website created by Cengage that enables students to purchase textbooks online directly from
them at a lower cost.
 Most CNIT faculty place copies of textbooks on reserve in the library.
 When available, CNIT instructors inform students of using e-books.
 CNIT faculty regularly use open source materials that are available online free.
 Lending library: CNIT is piloting a project to create a lending library for students. Faculty and students
make donations of textbooks that can be loaned to other students on a semester basis.
 We meet regularly with textbook representatives to ensure a good working relationship and that they
understand our programs.
 CNIT has discussed the issue of textbook affordability and reviewed website at departmental meetings in
both the Fall and Spring semesters.
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New Resources Needed
Briefly describe each project. Include specific links, where applicable, to college plans to support your request. You
may also include specific links to the department’s review of courses, programs and assessment of student
learning. Please remember to include any costs associated with staffing, equipment, supply, facilities, or unit
requests. If exact costs are unknown, please approximate. Put your projects in order of priority. Add additional
items as necessary.
First Priority
 This is a new request
 We initially made this request in our 2009 Program Review
(however, the original request was made in 2002.)
Project Title:
Classroom Space
Brief Project Description:
CNIT strives to centralize classroom locations to create a stronger learning
community, facilitate student/faculty interaction, and bring further cohesion to
department functions.
As soon as space is available
Timeline:
Rationale:
Links to Plans:
CNIT classrooms are scattered throughout the campus as a result of being a
new department established in 2002. As a new department, we scrambled for
rooms, and as a result, now have rooms scattered around campus in the
Science building basement and second floor, Cloud Hall, Batmale Hall and Arts
Extension, often in conditions less than ideal. This has negative consequences
for the students because of the absence of a central place of operation for the
CNIT department.
Insert links here
Staffing Needs:
N/A
Equipment Needs:
N/A
Supply Needs:
N/A
Facility Needs:
Additional space or reorganized space near the CNIT office
Request for Additional Units:
N/A
Second Priority
 This is a new request
 We initially made this request in our 2009 Program Review
(however, the original request was made in 2002)
Project Title:
Unified Faculty Office Space
Brief Project Description:
CNIT strives to centralize faculty office locations to create a stronger learning
community, facilitate student/faculty interaction, and bring further cohesion to
department functions.
As soon as space is available
Timeline:
Rationale:
Links to Plans:
CNIT have faculty offices are not centralized near CNIT operations. This is a
result of being a new department established in 2002. We scrambled for
resources and rooms and now have offices scattered around campus in several
buildings and in less than ideal working conditions with overcrowded offices.
This situation is not conducive to a community of teaching and learning.
Insert links here
Staffing Needs:
N/A
Equipment Needs:
N/A
Supply Needs:
N/A
Facility Needs:
N/A
Request for Additional Units:
N/A
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