Defining New Standards for Online Counseling

There is much debate as to the use of the Internet by college counselors to provide counseling services through e-mail, chat rooms, and/or audio and video teleconferencing. Many reports have shown that this debate is prompted by the lack of regulations and professional standards for online counseling. The major concerns continue to be security, confidentiality, financial and computer support, and ethical standards. These issues continue to be debated on both campuses with online counseling and those currently not offering the service.

Our Government In Action

Well, the votes are in and the winner is...Wait a minute! there were no candidates on the state ballot, so there were no winners--or were there? We will leave that to the political pundits and such.

Much of the political and legislative energy this last year has been focused on the November special election.

Blurring the Distinction Between Credit and Noncredit Dos and Don'ts

While certainly not a victim of noncredit-phobia, I am undoubtedly securely attached to the credit aspect of our mission and slight leery of the unknown (aka "stranger anxiety"). Yet when the noncredit voice is ever-present at sacc (the system advisory committee on curriculum), when I hear one CIO asking another about combining credit and noncredit students in one classroom, and I watch my college refine its approval process for noncredit courses, the need to become truly knowledgeable about the role, function, and purpose of noncredit becomes apparent.

Invalid: Are There Unintended Consequences of Existing Requisite Processes?

In preparing to revise the 1997 paper Good Practice for the Implementation of Prerequisites, some important questions emerged. What are good practices for the implementation of prerequisites? Do the detailed and specific guidelines provided in the paper about what community colleges need to do to validate requisites lead to the academically sound use of prerequisites? The need for this information screamed "conduct a survey!"-but where to begin? What did we really want to know-and what do we think is happening?

Bridging the Campus Divide

Raise your hand if at some time in your tenure as a faculty member you learned about a new college policy, process, or form from one of your students.

There seems to be a form for everything these days, and these processes seemingly change every day. at our campus there is a petition to add, a petition to drop, a petition to modify a major, a petition to graduate, a petition to be reinstated, a petition to get assistance in a multitude of areas, and a petition to, well-you get the idea-petitions abound. and these are just for the students.

Basic Skills Students - Do We Really Want Them to Succeed?

The Basic Skills Committee this year envisions two breakouts sessions: the first, which took place at the Academic Senate Fall 2005 Plenary Session in Pasadena, focused on some of the attitudes that may stand in the way of meaningful progress toward meeting the needs of Basic Skills students. The second, planned for the Spring 2006 Plenary Session in San Francisco, will build on the discussion that took place in Pasadena to provide emerging best practices that can guide us throughout the state. What follows are some thoughts that framed the Pasadena discussion.

Consultants and the 10 + 1

The use of consultants in all facets of community college life continues to increase in scope and in cost, and when faculty question the use of consultants or request input into the process of determining the use of consultants, they are often told by administration that the use of consultants is purely operational and does not impact any areas of faculty concern.

Your College Has Completed Its Student Equity PlanNow What?

At the Academic Senate Fall 2004 Plenary Session, delegates adopted a resolution urging local senates to join collegially with representatives of their governing boards, administrators, classified staff, and students in addressing the goals of their Student Equity Plans. As of Fall 2005, Aiden Ely, the Dean of Student Services in the System Office, reported that all but 15 community colleges have filed their plans, ranging in length from four to 100 pages. While many plans were done by committees, individuals wrote others.


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