November

SB 55 (Lowenthal) Creating a Uniform Response to Academic Senate Motions of No Confidence

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.

Transfer Degrees—Elephants in the Room, Lines in the Sand, Hills to Die on, and Dead Horses

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.

The Accelerated Learning College, California Leadership Alliance for Student Success, and Embracing Faculty Leadership

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.

Julie’s Inbox

Dear Julie,

Discussions have come up on our campus about evaluations. The union wants to start reviewing some of the aspects of evaluations, and many of our part-time faculty members who lost jobs due to budget cuts are angry since they feel our evaluation process did not adequately include and protect them. What role does the senate have in evaluations, and where should we begin the conversation?

Looking for the starting line

Dear LSL

There and Back Again: Moving Toward Content-Review Based Prerequisites

In Spring 2009, the Academic Senate adopted resolutions 9.02 and 9.03, calling for “changes… to Title 5 language on prerequisites that [would]… allow local faculty to base their determination for prerequisites of English, reading, or mathematics for collegiate level courses on content review” (9.02) and for “potential pilot projects, easily replicable at all colleges, for applying basic skills prerequisites to general education courses” (9.03). The question now is how to fulfill the requirements of these resolutions as effectively as possible.

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