A collection of passages from the omnibus reform legislation enacted into law in January, 1989 with discussions of issues such as general education transfer curriculum, development of list of disciplines for hire, faculty hiring and layoffs.
American education has failed in recent years to meet the needs of a growing number of students, but not because of lack of effort, money, or concern. Rather, the fault lies in the educational process itself, for the overwhelming majority of educators are white middle class individuals whose perceptions are so different from those of the minority students they speech by Karen S.
In Spring 1985, the Academic Senate adopted an instructor advisement position paper produced by the Educational Policies Committee. Later, at the 1986 Fall Conference, the Senate adopted a resolution encouraging vocational faculty members to participate in instructor advisement.
One of the major issues discussed by the Californians, a group comprised of representatives from CCC/CFT, CCA/CTA, CACC, CCCT, ACCCA, CEOs, and the Academic Senate for California Community Colleges, involved the baccalaureate degree as a minimum requirement for tenure in the California Community Colleges.
Educational Policies Committee has adopted this statement with only minor editorial changes, for the reasons which follow.
Since most students take humanities courses during the first two years of college, the community colleges have a particular responsibility in examining and strengthening the role of the humanities in the curriculum. Guidance is needed for our large number of undecided students "shopping" for courses to take, and a coherent humanities component is needed for our many liberal arts majors.
One of the first difficulties encountered by curriculum committees throughout the state was the establishment of a definition of critical thinking broad enough to encompass college level courses throughout the academic and vocational/technical curriculum, as well as a definition that could apply to both content-based and skill-based courses.
This paper addresses articulation with high schools. It considers the philosophical basis for such articulation, discusses current programs, recommends activities which academic senates can undertake in concert with college administration, considers incentives which institutions can offer their faculty to encourage participation, and discusses activities in which individual faculty may engage. Finally, this paper briefly cites some exemplary programs.