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.
Thanks to the participation of many, the faculty development breakouts at the Academic Senate Fall 2005 Plenary Session in Pasadena were wonderful! We not only had a large turnout but many were willing to share and offer ideas. So here is a little follow-up on what is developing in faculty development.
As part of my recent sabbatical, I was curious to learn more about what makes career/technical programs successful and what role counseling has in their success.
A successful program would be one having an active advisory committee, and one with good quantitative and qualitative student and program outcomes in terms of enrollment, completions, etc.
How do we measure the immeasurable? At Palomar College we have struggled mightily with the relatively new accreditation standards set forth by the Accrediting Commission for Community and Junior Colleges (ACCJC), an arm of the Western Association of Schools and Colleges (WASC).
One of my greatest challenges as a legislative consultant in the State Capitol-oh so many years ago (I believe it was during the Mesozoic Era, but my memory eludes me)-was describing the working conditions for staff. Although the Legislature had to follow basic parameters, each assembly member and senator ran his or her own office as a small shop. There was no such employer as The Legislature, Inc., which would ensure that the employees were all being treated fairly and legally.
If you attended the "Technology Showcase" breakout session at the Academic Senate Fall 2005 Plenary Session in November, you were introduced to a quiet but mighty program sponsored by grant funding through the System Office.
The subject of “transfer degrees” has never died but has become a topic of greater interest as of late. To the outsider, the issues are simple and the faculty perspective may be one that is easily dismissed, viewed as “elitist”, and/or in need of a legislative fix. Your local and personal elephants, lines, hills, and horses are likely to be touched upon here—and as there are diverse views amongst us, you are left to identify them. There is, of course, a common starting point—but then the divisions begin.
By now most community college faculty leaders have gotten used to the chorus of voices that want to fix community colleges, generally based on the assumption that colleges should do more with the same resources, or more recently, that colleges should do more with fewer resources.
Career technical education (CTE) faculty are often isolated on their campuses. They typically spend more hours in direct student contact due to inequities in what constitutes a full-time teaching load, and the programs are often coordinated and taught by one (or less) full-time faculty member.