Course design and teaching are two sides of the same coin of effective student-centered online education. Research regarding online community college students shows that a caring, engaged instructor is the biggest predictor of student engagement and performance (Jaggars & Xu, 2016), and it also shows that course design is a key driver of quality (Joosten & Cusatis, 2019).
2020 was the second year of a two-year legislative cycle. Due to the COVID-19 pandemic, the legislature slowed the legislation train down, limited the bills to be heard, and prioritized those that absolutely must pass in that year, were directly related to COVID-19, alleviated homelessness, were related to wildfire preparedness, or were a response to PG&E bankruptcy. In 2019, 2,625 bills were introduced to legislature, 1,042 made it to the governor’s desk, and 870 became law. In 2020, those numbers were 2,390, 513, and 457, respectively.
In March 2020, as colleges were suddenly shifted to fully remote instruction and services as a result of the global COVID-19 pandemic, the California Student Aid Commission [1] put out a report recommending significant and beneficial changes to the Cal Grant system for California community college students. The report Cal Grant Modernization: A Vision for the Future (California Student Aid Commission, 2020) proposes to be a student-centered framework for modernizing financial aid.
COVID-19 conditions have challenged the definition and validity of regional industries. Modified approaches to jobs beyond brick and mortar, stationery offices, and manufacturing locations have expanded employment to include working via the internet regardless of geographic location. Business and industry are changing and transforming at a rapid pace as technological advances accelerate and alter the way things are done. These conditions present the necessity of re-examining whether advisory boards should be expanded and modernized to a regional approach.
Note: The following article is not an official statement of the Academic Senate for California Community Colleges. The article is intended to engender discussion and consideration by local colleges.
Adjunct faculty have two roads to further employment: pursue a move from part-time status to full-time, tenure-track positions or embrace the adjunct status of full-time equivalent assignments. The processes and decisions in contemplating these two roads are complex, and the economic imperative is real.
Note: The following article is not an official statement of the Academic Senate for California Community Colleges. The article is intended to engender discussion and consideration by local colleges.
All community colleges have a catalog, from their first proud copy heralding the institution’s launch to annual editions calibrated with the academic calendar. Most open with a welcome message like these extolling the value of the catalog:
The Exemplary Program Award was established by the Board of Governors of the California Community Colleges in 1991 to recognize outstanding community college programs. Selected California community college programs receive cash awards of $4,000, and up to four programs receive honorable mention plaques. The awards are sponsored by the California Community Colleges Chancellor’s Office and the Foundation for California Community Colleges.
THE EXEMPLARY PROGRAM AWARD