At its Fall 2016 Plenary Session, the ASCCC approved Resolution 10.01 F16 which changed the process to revise the Disciplines List from a biennial to an annual process. This important process begins again and faculty can propose new disciplines or make revisions to those that exist. Proposed revisions to the Disciplines List can now be submitted to the Academic Senate for California Community Colleges (ASCCC) office for possible consideration by the delegates at the Spring 2019 Plenary Session.
Our former Chancellor, Dr. Brice Harris, used to open some of his addresses with the line, “California—the Land of Unintended Consequences.” He would follow that with a litany of the latest measures that were designed to empower our colleges or our students but that did the opposite, placing students or our mission in jeopardy.
The value of learning support and tutoring services to student success cannot be overestimated given the various levels of preparation our students bring to the classroom. In-person tutoring, online tutoring, embedded tutoring and other academic supports for students have grown in popularity in the California community college system, and colleges are looking at current and prospective learning support models as they build their guided pathways frameworks or look for strategies to address the mandates of AB 705.
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.