A few weeks ago, I was searching for resources on the ASCCC website to send to a local senate president who had recently requested information to help with a situation that was developing at his college. Faculty were considering how to address what they perceived as a disregard for and circumvention of the academic senate purview by the college president and other administrators.
The concept of accelerated courses in English, math, and more recently in ESL has variously caused enthusiasm, apprehension, and confusion throughout the California community colleges. The term “acceleration” can be applied to a wide variety of different curricular approaches, yet it has often been connected to very specific instructional models or associated by faculty with pressure to conform to pre-determined revisions of their curriculum.
The definition of career readiness has long been one element of the larger conversation about defining student success. This conversation is underway nationally, and it both directly and indirectly affects all our students and the work we must do to ensure their success.
Community college faculty are concerned about the significant numbers of students arriving at the college door unprepared to succeed in college-level work. The Academic Senate has several resolutions seeking better communication of what it means to be ready for college and better alignment of preparation, particularly in English and mathematics.
When the Student Success Task Force (SSTF) presented its final report to the Board of Governors in February of 2012, two of the seemingly less controversial recommendations were 6.1 and 6.2, which read as follows:
Community colleges will create a continuum of strategic professional development opportunities, for all faculty, staff, and administrators to be better prepared to respond to the evolving student needs and measures of student success.
When one thinks about effective leadership, meeting preparation is probably one of the least likely characteristics to come to mind. This topic is not very exciting or flashy, and it is certainly not sexy, but it may be one of the most important tools at a faculty leader’s disposal. Most people would strongly agree that a major responsibility of a senate president, committee chair, or other faculty leader is to provide sufficient information to the group in order for the group to make sound and timely decisions.
At the Academic Senate for California Community Colleges’ 2011 Spring Plenary Session, Resolution 10.11 “Associate Degree Equivalency Guidelines” for hiring faculty to teach was passed. This resolution reminded us that many local districts and colleges struggle in some disciplines with determining equivalency to the minimum qualifications for an associate degree and that eminence and equivalence to general education and general education coursework is a real and challenging issue for California community college faculty across the state.
"The dozen or so times I've seen him, I've marveled at the obvious; his energy, powerful voice, under-appreciated guitar playing, engaging personality and songwriting. But this time -- thinking back over the two hour and forty minute concert - I was struck by his relevance. Despite being 62 years old and having created 17 albums over forty years, he's more relevant than ever," (Blog entry by Andy Beaupre about Bruce Springsteen's new Wrecking Ball tour, March 28, 2012).
At a meeting of the Association for California Community College Administrators in February, Robert Shireman of California Competes continued his attack on participatory governance as it has been implemented in the California community colleges. Consistent with his earlier writings and presentations, he misrepresented the actions of local senates and continued his misinterpretation of regulations and the writings of others.
Now that you have created your two associate degrees for transfer to be compliant with SB 1440 requirements, should you be creating more degrees now that more TMCs are out there?