March

Open Access and “Excess Units”

Spurred in part by a press release from the Chancellor’s Office, delegates passed two resolutions on the topic of “excess units” at the Spring 2010 Plenary Session. One resolution urged that the Senate “research and develop an understanding of the causes of student accumulation of ‘excess units’ for the determination of ways that such unit accumulation can be appropriately minimized” (13.02) while a second resolution “affirm[ed] that high unit counts beyond direct necessity for degree or certificate completion or for transfer are not inherently negative” (13.06).

Why We Resist the Business Model

In Fall 2007, the Academic Senate for California Community Colleges passed Resolution 13.04, presented by Greg Gilbert of Copper Mountain College and titled “A Document in Support of an Academic Culture.” The resolution stated in part that “just because our students pay fees, they are not customers; and just because managers have adopted such titles as Chief Instruction Officers, Chief Executive Officers, and Chief Business Officers, they are not corporate officers but managers whose jobs are to provide the necessary resources for all faculty to serve our students and missions.” Greg Gilber

Articulation for Non-experts: Understanding the Processes and the Jargon

We have articulation experts among us. They speak in a code that leaves us bewildered but certain that all is well because they come across as so knowing and so confident. “I don't have time to figure out what was just said,” we may think. “I have papers to grade and office hours to hold. I am an expert in my field and our articulation officer is an expert in his.”

Pay Now or Pay Later: The Future of California

Considering how important worker training is to the economic recovery both nationally and statewide, it is essential to increase the investment in education, particularly at the community college level, where much of the job training takes place. However, the danger looms of reductions to vital programs and to already scarce resources. Since an educated workforce is the foundation of any substantial economic recovery and sustainable future growth, more investment in education is required.

Green Jobs to fit that Sustainability Curriculum

These days everyone is talking about the new “green economy,” about how green jobs are the future. Government and industry are putting billions of dollars into creating jobs in all shades of green, from solar-panel installers to electric-car builders, and Americans are clamoring to get them. Green jobs continue to grown amidst the economic downturn - California's unemployment rate has hovered around 12.4% for almost a year.

Sustaining Sustainability: A Role for Curriculum

The conversation about sustainability and green technologies permeates our society in a variety of venues from newspapers to talk radio, from think tanks to the oval office, and for good reason. Organizations and individuals are broadly interested not only in the future of the planet and the cost to keep it healthy, but also in how they might reduce personal costs for related goods and services such as electricity, petroleum products, paper, etc.

The Relationship of the Researcher with Faculty in Assessing Student Learning

At the 2010 Fall Plenary Session, the Academic Senate for California Community Colleges approved the paper “Guiding Principles for SLO Assessment.” The paper details the importance of faculty engagement in the development and assessment of student learning outcomes (SLOs). Dialog about student learning is a crticial accreditation theme and an important element in the Accreditating Commission for Community and Junior Colleges (ACCJC) Institutional Effectiveness SLO rubric.

As stated in the Guiding Principle #7 of the SLO Paper, page 21:

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