Accreditation Show Cause Report TEMPLATE
Work Group Leaders: Please complete and submit this template to Gohar Momjian
(gmomjian@ccsf.edu) and Grace Esteban (mesteban@ccsf.edu) via email by Friday, December 7.
Complete a separate template for each Standard/subsection for which you are responsible (see
attached “Assignment Chart of Responsibility”).
1. Full Standard Number (e.g., II.B.3):
III. C. 1. b.
2. Full Standard Text:
Please copy and paste the full text of the Standard from the September 2012 ACCJC Manual for Self Evaluation
beginning on page 11, found at:
http://www.accjc.org/wp-content/uploads/2012/09/Manual-for-Institutional-Self-Evaluation_2012.pdf
b. The institution provides quality training in the effective application of its information
technology to students and personnel.
3. Descriptive Summary: A primarily descriptive overview of what the institution does in relation to each of
the Standards.
Faculty training for educational technologies and distance learning needs are provided by Ed Tech.
Ed Tech faculty and staff support online documentation and tutorials. The TLC staff works with
faculty to decide on the most appropriate training to conduct each semester given the budget
allowance. Discussions and suggestions concerning the needs for educational technology and
training also emerge from the Teaching, Learning, and Technology Roundtable (TLTR), whose
purpose is to recommend policies for the use of technology for instructional support and student
services. Training in all these areas has decreased with the recent and ongoing budget cutbacks.
Ideas for training are also discussed at DLAC, Ed Tech Flex Meetings, and gathered via surveys and
workshop feedback.
The TLC organizes the Technology Professional Development Training Program, which provides
training for faculty and staff on a variety of educational and applications software through a
schedule of ongoing workshops and Flex Day activities each semester. Since the ITS reorganization
and the creation of the Educational Technology Department, the TLC has shifted its focus to
educational technology applications. Training is delivered in a variety of modes to meet the needs of
CCSF faculty and staff. From hands-on workshops to online training and sessions created specifically
for departments’ needs, TLC staff provide tools educator use to increase student access and success.
The TLC delivers training on CCSFmail and Google applications for faculty and tech-enhanced Insight
training. With the shortage of staff on the TMI side of Ed Tech, TLC staff have stepped in and filled
human resource needs. During the 2010-11 academic year, TLC staff provided 111 workshops in the
TLC Lab for 677 faculty, classified staff, and administrators. Individual consultations numbered 287,
equating to 98 hours of training time during the same year. In order to gauge the success of the
training workshops by TLC staff, evaluation forms are provided to all participants. The 2010-11
workshop evaluations show that 83 percent of attendees who filled out the forms (N=126) rated the
workshops as excellent and 17 percent who filled out the forms (N=25) rated them as good.
TMI staff supports the online, technology-enhanced, and telecourse curriculum. TMI provides
training for faculty converting a class from a face-to-face mode to online delivery. With budget cuts
in Fall 2009, TMI sustained a 50 percent cut to its training budget, resulting in funding only 24 units
of online credit course development per academic year. In Spring 2010, TMI began providing
training for faculty wanting to use Insight, the College’s learning management system, to
technologically enhance a face-to-face course. The training has been extremely popular with in
crease from 100 sections tech-enhanced in fall 2010 to over 300 in fall 2012.
Evidence for the effectiveness of Ed Tech training activities comes from the 2011 Employee Survey
Report [III C-13], where the mean rating of the 361 respondents was a 3.12 (“good”) for training on
educational and applications software and, for the item related to distance learning training and
support, the 220 respondents assigned a rating of 3.1. The 2011 Credit Student Opinion Survey had
no specific question asking students to rate technology training but the Spring 2011 Library Student
Survey had three related items. Of the 968 student respondents who had completed one or more of
the online or in-class research information competency skills workshops, 97.2 percent (N = 935)
were satisfied or very satisfied with the training they received in the workshops. In response to the
statement “Due to the library facilities, services, and programs, I am better able to effectively use
computers and information technology” 40 percent of the 1,862 respondents marked “usually” and
31 percent marked “often” (this was in the 2012 Self-Study)
Changes made to the Telecourses Program as a result of assessment (Below were implemented
starting in spring 2012)
 Created a dedicated email address for students enrolled in telecourses.
 Emailed all telecourse students before the start of the semester with reminders about
meetings times and locations.
 Included more detailed notes in the online Class Schedule such as information about
meeting times and locations and links to the instructor's website (if applicable).
 Began the process of training all telecourse faculty in developing a Google site for their
telecourse.
 Taught telecourse faculty how to email their entire class with meeting time and location
reminders.
 Re-designed the Telecourse section of the website so that it is easier for students to
locate instructor, course and meeting information.
The Telecourse Entry Survey was distributed in August 2012 and the Exit Survey will be conducted in
December 2012. The results will be available in early spring. A major goal of the surveys is to
improve enrollment and retention. Results from previous surveys are on the Ed Tech Assessment
webpage.
Changes made to the Online Program as a result of assessment (Below were implemented starting in
spring 2012)
 Moved from GroupWise email system to Google email system. Created a dedicated
email address for students enrolled in online classes.
 Created an easily identifiable email address for students so that they would know the
email related to their online class; welcome2.insight@mail.ccsf.edu.
 Revised the "Welcome to Insight" email. The email was shortened and included links to
a website.
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Created a website dedicated to helping students log in to the learning management
system. The website clearly addresses log in and password challenges as well as browser
issues.
Created videos for students about how to log into the learning management system.
Standardized the section notes for all online classes. Included more detailed notes in
the online Class Schedule such as information about meeting times and locations and
links to the instructor's website (if applicable).
Expanded hours for students to drop-in for face-to-face support to include the entire
semester.
Results from the above changes were positive. The number of Student Help Tickets and phone calls
decreased significantly. Ed Tech is now electronically tracking phone calls and student drop-ins with
the goal of identifying areas that can be improved. Results from previous surveys are on the Ed Tech
Assessment webpage
Additional changes have been made to the Distance Learning website to identify the ways Student
Services supports distance learning students.
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The Student Services email, askme@ccsf.edu, was placed on more of the Distance Learning
website pages.
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Links to various Student Services such as Counseling, Matriculation, Financial Aid and
Admissions and Records were placed on more of the Distance Learning website pages.
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In collaboration with Student Services the following statement was added to the Distance
Learning website, “We will either answer your question or direct it to the Student Service that
can best help you including Counseling, Financial Aid, Matriculation, and Admissions &
Records”.
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In collaboration with Student Services the following statement was added to the Distance
Learning website, “Online advising and appointment scheduling is being piloted and will be
live in early spring”.
In collaboration with Student Services the following statement was added to the Distance
Learning website, “Financial Aid accepts paperwork from distance learning students who live
more than 90 miles from City College of San Francisco. Please contact them for more
information”.
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In working collaboratively with Admissions and Records and ITS, password resets for Web4
can now be completed remotely.
Changes made to the Tech-enhanced Program as a result of assessment (Below were implemented
starting in spring 2012)
 Moved from GroupWise email system to Google email system. Created a dedicated
email address for students enrolled in tech-enhanced classes.
 Created an easily identifiable email address for students so that they would know the
email related to their online class; welcome2.insight@mail.ccsf.edu.
 Emailed students in tech-enhanced classes who were new to Insight.
 Revised the "Welcome to Insight" email. The email was shortened and included links to
a website.
 Created a website dedicated to helping students log in to the learning management
system. The website clearly addresses log in and password challenges as well as browser
issues.
 Created videos for students about how to log into the learning management system.
 Created a “best practices” handout for faculty using Insight to tech-enhance a face-toface class. Mailed to faculty the handout along with two additional handouts for
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students about how to log in to Insight and the Insight Quick Start Guide.
Expanded hours for students to drop-in for face-to-face support to include the entire
semester.
Further developed the Educational Technology Support Site to assist tech-enhanced
faculty.
Changes made to TLC as a result of assessment
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Refocused training efforts on Insight and Google Apps for Higher Education.
Phased out Contribute in favor of using Google sites (an institutional initiative).
In spring 2012 the TLC created an online class for tech-enhanced Insight training and
coordinated with the Human Resources Department to award staff development (FLEX)
credit for successful completion of the online course.
Publicized the lab aid schedule on the TLC website.
Added drop-in CMS workshops to support the SLO Coordinator and IT efforts in College-wide
CMS training.
Began to work on online Google Sites workshops with the goal of coordinating with the
Human Resources Department to award staff development (FLEX) credit for successful
completion of the workshops.
Began to focus training on using educational technology to support SLOs and Assessment
(e.g. Adobe Forms for building rubrics, Google Sites for e-portfolios).
Ed Tech provides various means of support to students and faculty. There is a searchable FAQ for
students and faculty; students and faculty can drop-in to the Ed Tech office for support; students
and faculty can call Ed Tech for support. Various videos are now on the Insight homepage that
provide students support with simple access to the learning management system.
All of these are assessed via surveys. See links above.
The Information Technology Services department provides in-service training to all of City College’s
employees. The one trainer assigned to Information Technology Services is responsible for three
types of training: In-person, web based, and handouts. The in-person classes are offered both at the
Ocean campus as well as at the other major centers. They are scheduled throughout the semester
and cover a wide range of topics; such as, MS windows, MS Office, and Web Design. The web-based
aspect of training is centered on the college’s web site and focuses on the effect that IT changes
have on end-users. Finally, the hand-outs provide tips and self-paced how-to guides on popular
software.
4. Self Evaluation: Based on the descriptive summary, the institution should analyze and systematically
evaluate its performance against the Eligibility Requirements, Accreditation Standards, Commission
policies and its institutional mission. This analysis should result in actionable conclusions about
institutional effectiveness and educational quality and decisions for improvement. The basic
questions to explore are whether or not, and to what degree, institutional evidence demonstrates
that the institution meets the Standards and how the institution has reached this conclusion. The
Commission expects current and sustained compliance with the Standards, focusing on
accomplishments and outcomes that have been achieved and not just structures or processes used.
The Ed Tech Department continues to function with fewer human resources and increased
responsibilities and continued growth while working within its allotted budget. With retirements
and classified reassignments, staff and faculty within Ed Tech have taken on additional duties and
responsibilities to ensure that all Insight users are fully supported. Since the last Program Review
the department focus has been on Insight. Staff are now cross-trained and have a back-up member
trained as needed. While a shortage of staff has prompted Ed Tech to become more efficient, such a
decrease in human resources (both faculty and classified) is not sustainable. The additional
decrease of the TLC Coordinator in spring 2013 jeopardizes the ability of Ed Tech to serve both the
educational technology needs of the faculty and the needs of distance learning.
The Department Chair, TMI Coordinator, TLC Coordinator, and classified personnel have all taken on
more responsibilities. The lack of a Dean of Educational Technology is significant given the workload
still exists; it has just been distributed among staff and faculty with the department. For 2011-12, in
looking at the total credit apportionment of $124,814,785.65, distance learning accounts for 4.8% of
the total generating approximately $6.02 million dollars in apportionment.
With an increase in human resources and the restoration of the online development budget, Ed
Tech could make a significant impact to enrollment by giving access and increasing student success.
Without an increase in human resources in Ed Tech the College runs the risk of not meeting
Accreditation Standard III.C.
The ETD training budget for faculty to develop online courses has been significantly cut. ETD will not
be able to expand the number of online classes without a budget to train new instructors. In
addition, the lab spaces used to train instructors and for faculty to use for on-campus meetings
were reassigned. Currently, facilities for these activities are not available. Expansion of online
programs will require adequate support, including funding for equipment and maintenance of
hardware and software, and the replacement of staff who retire from or leave CCSF. Recruitment is
currently underway to fill the full-time Distance Learning and Teaching Specialist position.
5. Actionable Improvement Plans: Continuous quality improvement is a hallmark of institutional
effectiveness. As an institution evaluates its programs and services with reference to each Standard, it
identifies areas in need of change. The Commission expects the institution to identify goals related to the
areas that require change and decide on the action required to meet these goals. The institution should
include the required actions in improvement plans. It may not be possible for the institution to have
improvement plans fully developed at the time of submission of the Institutional Self Evaluation Report. The
Commission expects these actionable improvement plans to be integrated into the institution’s continuous
evaluation and planning processes.
Please provide a narrative summary of the goals and associated actions in the text box below:
The College needs to provide much needed support to Ed Tech in the form of human resources.
Please complete the table below to summarize the goals and actions described above as concisely as possible
(add rows as needed):
Goal
Associated Action(s)
Expected
Completion Date
Restore TLC Coordinator re-assigned units
Fall 2013
Hire DLTS position
Fall 2013
Provide back-up support for Insight
Summer 2013
System Administrator