Part-time faculty not only make up the majority of all faculty in the California community college system, but provide nearly half of all instruction. The success of our students, and ultimately our institutions themselves, depend on supporting the needs of part-time faculty just as we must for full time faculty. While ASCCC along with partners like 3CSN provide some support statewide, including hosting this year’s Part Time Faculty Institute on August 2-4, 2018, many of the needs of part-time faculty also require local support.
In the face of broad and unprecedented change represented by the guided pathways movement and legislation such as Assembly Bill (AB) 705 (Irwin, 2017) that supports many of the principles of guided pathways, faculty are looking for opportunities to be creative and student-focused in their responses to that change.
Beginning in fall of 2016, the Academic Senate has been engaged in conversations and negotiations with representatives of the Chancellor’s Office and the California Apprenticeship Council (CAC) regarding the minimum qualifications for apprenticeship instructors, which are established in Title 5 section 53413. The current apprenticeship minimum qualifications were established in 1990 following the passage and implementation of AB 1725.
In the ever-expanding desire for data-driven discussion and accountability, every new initiative tied to funding has produced another set of metrics to measure our colleges’ effectiveness. The Institutional Effectiveness Partnership Initiative (IEPI) work group on indicators counted 86 distinct metrics used throughout our system as required by the Strong Workforce Program, Student Equity, Student Success and Support Program (SSSP), Basic Skills, Chancellor’s Office accountability measures and system goals, and IEPI indicators, each that can be disaggregated by equity measures. While it is
The first comment after hearing about guided pathways nearly always seems to be this one: “But we already do that!” That is true, and that is not true.
When faculty are asked about their most important roles on campus, responsibilities such as curriculum, teaching, and mentorship are most likely to be mentioned. An area that can be overlooked, but that should be on the minds of faculty throughout the year, is the role of faculty in hiring, particularly since there have been significant changes in the past three years around hiring in the California Community College system.
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.