Question 3

3.  Please describe any internal or external developments affecting your department since the last program review.


  • Write two sub sections, one sub-section for CCSF-related factors both within department and outside of department (i.e. collaboration with other departments, programs etc. at CCSF) and a second sub section for non-CCSF / external factors
  • Discuss vacancies in faculty or classified positions; spell out impact of such conditions on effective teaching and on services supporting student achievement
  • Discuss changes in technology, including specific needs for outlay and projected cost of continual maintenance
  • Discuss community demand for services and courses; consider including wait lists counts and course impaction figures as indicated by registration outcomes (see Decision Support System)
  • Discuss changes in workforce needs and how this impacts the types of classes and/or programs your area needs to maintain, delete or add
  • Discuss any necessary collaboration with SFUSD or other external agencies as it relates to your department/ program
  • Discuss changes in State and Federal Funding and Certification/Licensing requirements that have impacted how your area functions.  Discuss needed changes and related fiscal impact
  • Discuss potential funding avenues, especially those specific to your department or relevant to grants



Example:  English

Last year’s departmental “We Can Do Better” report and the work groups dealing with assessment, multicultural, and multilingual concerns, affective issues and pedagogy, student surveys and focus groups, and site visits wrapped up the bulk of their work at the end of 2010, and all of their recommendations were integrated into the design of the two intensive courses, English 95X and English 961A. The assessment group recommended an assessment schedule, the multilingual and multicultural groups made recommendations that made their way into course pedagogy and SLOs.  The multilingual group also designed a sentence skills assessment. The focus group/student survey group helped us devise a survey of students’ demographic characteristics and a survey designed to measure student affect. The affective survey is being administered to all 95X and 961A students and a select group of 93 and 1A students who serve as the control group.

The Bridge to Success project (formerly known as Communities Learning in Partnership) is now underway. It requires ten English Department faculty to meet twice monthly with teachers and administrators from the San Francisco Unified School District to discuss standards, alignment of curriculum, and pedagogy. This work is directed to serve under-represented and low-income San Francisco students.

The department continues to participate in college-wide initiatives such as retention programs, the Gateway project, the aforementioned Bridge to Success grant program, the Puente program, the Metropolitan academies (learning communities) etc. These programs continue to require substantial energy and time of faculty.

Internally, the department has rewritten its bylaws and reorganized its meeting schedules to make time to discuss and refine pedagogy and improve the expanding range of departmental projects. Departmental meetings now occur monthly, in addition to monthly curriculum meetings and other essential meetings that support departmental initiatives: scholarships, the English Major, electives, retention programs, tutoring, Basic Skills courses, intensive courses, revision of course outlines, and many other course-level concerns. The revised bylaws go up for a department vote in Spring 2011.


Example: Culinary Arts & Hospitality Studies


Budget cuts have continued to affect the department staffing levels and class offerings; as a result of the hiring freeze, the department has gone without a key support position-Operations Manager since 2009-this has affected both the external and internal workings of the department, such as competitive pricing/cost controls (external) and increased responsibilities for the department chair (internal). Lastly, the department still hasn’t restored all class offerings.



1.     The department has met it goal of updating most of its core course offerings (over 85%); by fall 2011 all department curriculum will be updated and/or developed (this will also include curriculum for the new Chinatown program). In addition, by fall 2012, the department will move from Awards of Achievements to Majors.

2.     The department has regained its accreditation from the American Culinary Federation (ACF) for the next three years.

3.     The department has applied for CTE funding to help with student assessment; in particular, job preparedness and program satisfaction.

4.     30% of the department credit faculty is using Insight to tech-enhance their classes. The department is also working with Cynthia Dewar, the new chair of ED. Tec. To develop two online classes: Introduction to Hospitality and Introduction to Wine.

5.     The department continues to successfully fundraise, securing over $22,000.00 for classes and other program essentials. In addition, the department was gifted $33,000.00 which will be used to update the Ocean main lecture/demonstration classroom.

6.     As of 2009/10, our non-credit program, Culinary training and Service Skills (CSST), became fully funding enhanced. In addition, we began working with Monika Liu, Dean of Non-Credit Admissions and Records to formalize the process forwarding noncredit certificates, resulting in a 50% increase from the last program review.

7.     In 2009, the department partnered with recycling and Carlita Martinez to develop “green” strategies for the foodservice outlets and kitchens, such as, recyclable to go containers, cups, utensils and reducing to-go containers and utensils; this has reduced cost and strengthens our efforts to promote sustainable foodservice practices.

8.     This semester (Spring 2011), we partnered with Suanne Korey and the office of Career and Technology Studies to offer CAHS 100, Introduction to Hospitality, to high school students who have identified a interest in the hospitality industry; current enrollment is 35, and we hope to offer this class in the fall as well.

9.     The department continues to enjoy a collaborative relationship with the business department, currently three faculty form the business department teach CAHS classes.

10.  The department’s Advisory Board has been reenergized and is focused on revitalizing the department’s alumni association; this will be key to our fundraising efforts and overall program goals.

11.  Over the past three years, out noncredit introductory Baking and Pastry class has had a 60+ waitlist, the department would like to offer a second early evening class to take advantage of this demand. In addition, the department would like to develop a credit Baking and Pastry major.


1.     In fall of 2009, we lost our Dean, Steven Glick, to-date, the position hasn’t been filled. While difficult to measure, this loss has affected department advocacy, leadership, strategic planning, and placed additional responsibilities on an over-taxed resourced department.

2.     Loss of Operations Manager, fall 2009. This continues to put a strain on support staff, faculty, and the department chair. The Operations Manager is responsible for supervising eleven support staff, accounts payable/receivable, payroll, purchasing, inventory, and maintenance, to name a few; thee responsibilities have fallen to the chair. With the launching of a third culinary program in fall 2012 at Chinatown / North Beach, this position will have to be filled to deal with growing operational duties.

3.     In June, the department will lose another key position, the department secretary; it is critical this position filled to help the department chair, program advisory and CAHS students. As a year-round position, the department secretary is often the first person students speak to regarding our program and the college overall. As our programs continue to grow, the administrative support is critical to the department.

4.     As a result of attrition and the hiring freeze our support staff has been reduced by 35%; this presents both challenges and opportunities. In key areas, such as the Operations Manager position, the loss has undermined the department’s efforts to streamline cost, consolidate purchasing for both programs, develop soct saving systems across programs and reduced productivity among our 2615 support staff, who this position supervises. Conversely, with the retirement of two long-time 2615 cashiers, we have been able to further expand student participation into operational areas (such as guest service) in the cafeteria, which is key to MLO for our students.