Addressing the Stigmatization of Academic Probation

The term “probation” in American society is linked to criminality. By using this term to indicate students’ academic status, colleges may be creating trauma, telling students that they are doing something wrong, and causing feelings of anxiety, fear, discouragement, embarrassment, and depression. This connection is particularly acute for Black and Brown students who face racial bias, microaggressions, and macroaggressions.

“When Did We Decide That?”: Delineation of the 10+1 in Local Governance Documents

As part of standards published by the Accrediting Commission for Community and Junior Colleges, institutions need to demonstrate that “The institution regularly reviews institutional policies, procedures, and publications to assure integrity in all representations of its mission, programs, and services” (ACCJC Standard I.C.5). Many California community college districts have set various calendars and processes for how a local senate and faculty participate in this review.

The Driving Principles of the Ethnic Studies Disciplines

The founding of ethnic studies is attributed to the 1968 and 1969 student strikes at San Francisco State University and UC Berkeley, led primarily by the Third World Liberation Front. As part of their demands, the students called for the establishment of four departments: American Indian Studies, Asian American Studies, Black Studies, and La Raza Studies, all to be housed under a School of Ethnic Studies (Delgado, 2016).

Work Experience Regulation Changes: Expanded Opportunities for Experiential Learning

In July 2022, the California Community Colleges Board of Governors passed the first substantive Title 5 updates to work experience in over 50 years. These regulations expand opportunities for students to take hands-on or experiential learning courses in credit and noncredit, define new accounting models and registration opportunities, and make processes more efficient. [1] To revise these 50-year-old regulations, it took nearly 10 years of collaboration through the California Community Colleges Curriculum Committee (5C).

Supporting Faculty with Equitable Student Placement

Assembly Bills 705 (Irwin, 2017) and 1705 (Irwin, 2021) have reduced or removed student access to foundational courses that may significantly strengthen their overall college success, raising important questions as to whether all community college students enter their courses with the same resources and educational privilege. These assembly bills have challenged and will continue to challenge faculty to continue their work toward supporting student success. The California community colleges educate a large and diverse student population.

Assembly Bills, Prerequisites, and Transfer

A great deal of fear surrounds the implementation of recent legislation and how it might impact the very interconnected California higher education system, courses, and most importantly students. As basic skills courses have become scarce, concerns have arisen about how to maintain course eligibility for transfer when the required basic skills prerequisites may no longer be offered by the college.

In Memoriam: Rich Hansen

In January of 2023, the Academic Senate for California Community Colleges lost a strong ally and a dear friend with the passing of Rich Hansen. Rich was a long-time faculty member at De Anza College and served as the president of the Foothill-De Anza Faculty Association, as statewide president of the California Community College Independent unions, as a member of the board of the Faculty Association of California Community Colleges (FACCC), and in various other leadership roles.

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