A primary mission of the California community colleges is to meet the needs of our transfer students. It is our responsibility to remove barriers that may interfere with the transfer process and create a clear pathway for our students. When creating successful pathways, colleges must create courses that meet the major preparation requirements expected by transfer institutions, ensure those courses are accessible to our students, and offered in a way that will allow them to complete their program of study in a timely manner.
On September 5, 2017, President Donald Trump announced his administration’s intent to end the Deferred Action for Childhood Arrivals (DACA) program, which was put into place in 2012 by President Barack Obama. The administration announced that the program would end on March 5, 2018, with individual DACA recipients being allowed to stay through their allowed time (up to two years) past that date.
Apprenticeship programs are partnerships between a college and a program sponsor, usually a trade union or employer. The college provides the apprentice with credit or noncredit courses in a vocational field, which are combined with on-the-job training provided by the sponsor. Upon completion of the program, the apprentice becomes a journeyman or other rank within the trade.
Accreditation is an assurance to the public that an educational institution is meeting or exceeding acceptable levels of quality. In particular, the Accrediting Commission for Community and Junior Colleges (ACCJC), the regional accreditor for California community colleges, encourages and supports institutions to improve academic quality, institutional effectiveness, and student success through a process of review by higher education professionals and public members.
Last fall, in response to a request from Governor Brown, Chancellor Oakley put together the Flexible Learning Options for Workers (FLOW) workgroup to “develop a plan to provide three to five options that enable the community colleges of California to better deliver on student success goals”.
Students are, and should be, the primary and central motivation for our work as educators. Everything we do, from academics and instruction, to support services, is focused on the success of students. Most, if not all, of the initiatives and programs California community colleges have developed in the past few years have a clearly defined purpose in serving students.
(Note: The following article is part of an ongoing dialogue about the guided pathways framework. For reference, previous Rostrum articles on this issue may be accessed on our website under publications.)
More and more students are completing Advanced Placement (AP) examinations while enrolled in high school and expecting that credit to be honored at colleges and universities. In fact, all three segments of the California public higher education system offer some credit for AP scores of 3, 4, and 5. However, each individual institution within each system determines how that credit will be awarded.
In spring of 2013, the Academic Senate Executive Committee approved a project to record and preserve the ASCCC’s history. For a variety of reasons, this project has had to be slowed or postponed several times since that approval. However, in 2016-17 the project has been revitalized and is making progress toward producing a number of valuable results.
Academic senate presidents are often confronted with challenges and issues that require knowledge of the role of the senate, historical context for how the community college system operates, and the nuances of interpersonal relationships. Often, they are the voting delegates at plenary sessions where the voice of faculty across the state is expressed on a variety of topics that may or may not be familiar from their other roles at the college. The ASCCC Faculty Leadership Institute is intended for senate leaders who need to learn or refresh their knowledge about the 10+1 and develop leade