The following is a eulogy I delivered on behalf of the Academic Senate for California Community Colleges and all of Doug Sabiston’s ASCCC colleagues during his recent memorial service. Many thanks to Greg Gilbert, past Executive Committee members and friend of Doug’s, for drafting this eulogy. We will miss Doug at our plenary sessions and other events.
According to the numbers, part-timers make up a majority of the instructional faculty at our colleges. Both part- and full-time non-tenure-track appointments are increasing. Non-tenure-track positions of all types now account for 76% of all instructional staff appointments in American higher education. 
Part-time faculty challenges are reflected in the news. The following headlines have been seen in major publications:
With the passage of AB288 (Holden, 2015), many colleges have begun to explore the use of dual enrollment on their campuses. Due to the nature of dual enrollment programs, academic senates need to be familiar with these programs and prepared to be involved with their creation and promulgation.
At the fall 2014 plenary session, the Academic Senate for California Community Colleges (ASCCC) passed resolution 20.01, regarding the provision of services for disenfranchised students. The resolution calls on the ASCCC to work with the Chancellor’s Office to develop a plan to serve disenfranchised students. It reads,
According to Education Code §§87359 and 87360, individuals who do not possess the minimum qualifications for service may be hired as faculty members if they possess “qualifications that are at least equivalent to the minimum qualifications.” The Disciplines List, a list of Board of Governors adopted minimum qualifications for hiring faculty, uses the term “equivalency” to describe processes to support this regulation. Education Code §87359 (b) requires that “[t]he process, as well as criteria, and standards by which the governing board reaches its determination regarding fa
Recent efforts to address projected workforce needs in California have highlighted the central role of the California community colleges in meeting these needs through their career and technical education (CTE) programs. The commissioning of the Task Force for Workforce, Job Creation, and a Strong Economy (Workforce Task Force) by the Board of Governors in November of 2014 made CTE a top priority for the Chancellor’s Office. The release in August 2015 of the Task Force on Workforce, Job Creation, and a Strong Economy: Report and Recommendations an
As we enter 2016, the new common assessment system is only one year away from being used to place community college students. Whenever something that will affect every college is being developed, rumors will abound regarding how everything is going to change. To ensure that colleges are ready for the common assessment, this article provides answers to some of the most common questions.
(Note: The following article is not an official statement of the Academic Senate for California Community Colleges. The article is intended to engender discussion and consideration by local colleges, and each college is encouraged to conduct its own research regarding issues such as student placement and curriculum redesign.)
In the past few years the number of new statewide initiatives and programs impacting California community colleges has increased dramatically. As a system, we have addressed the Student Success Task Force recommendations, met requirements for Associate Degrees for Transfer, and established partnerships with our K-12 and adult education colleagues, to name just a few of these activities.
For many years, the diversity of the faculty has been a topic of discussion and concern in the California community colleges. Many researchers and others have noted the benefits of a more diverse faculty in terms of both the cultures of our institutions and, more importantly, student success.