It is long past the time to make sure that processes and policies that determine how Distance Education (DE) is conducted at your college are effective and well established. While such processes and policies should have been in place when colleges began using de, it is apparent that they often are not and the need for such quality assurances is ever-increasing. In the last two years we have seen a significant drop in enrollments in the California Community College system.
At the Fall 2005 Plenary Session in Pasadena, in keeping with the session theme "Managing Conflict by Balancing Principles with Pragmatism," the Relations with local Senates Committee facilitated a discussion about issues that local senates face. The discussion was framed around three topics:
While the target population for community colleges is adults 18 and over, the fact is that more and more minors, those under the age of 18, are appearing on our campuses. With this increase in minors on campus, colleges must face an important reality: course content, pedagogy, legal responsibility, and safety provisions for minors will be impacted in an environment that normally caters to adults.
While the precipitous demise of the California Articulation Numbering (CAN) system in Spring 2005 caused panic in many circles, a new course numbering system is emerging like the proverbial phoenix rising from the ashes that will take the best features of CAN and build on them to provide greater utility to the california community colleges and their students. this phoenix has been christened the course Identification system, or C-ID for short.
Although it is almost 16 years later, the memory is still bittersweet. I had just been offered a full-time position at Santa Monica College (SMC), and while attending a non-SMC event, I met a part-time Santa Monica College instructor, who whispered loudly to me when we were introduced, "Well, it's good you got the job as long as you don't mind that you're an affirmative action hire." I had a Ph.D. in U.S.
Some colleagues argue that the business of California community college academic senates (CCCAS) has been defined in law and regulation, enshrined in the passage of AB1725, leading to the strengthening of CCCAS by incorporating into code and regulation the position that CCCAS are responsible for the so-called 10+1 academic and professional matters.
An interesting assemblage of characters inhabits our current accreditation drama, and the effect is not unlike the cheesiest of soap operas except that we are all actors upon this stage. Among our players is the tripartite of Wasc (Western association of schools and colleges), with its commissions for schools, two-year colleges, and senior colleges and universities (trademark phrase: "culture of evidence").
Traditionally, proposed changes to the disciplines list were considered once every three years. Imagine this: in a new year's Resolution induced epiphany, a faculty member conceives of a change to the disciplines list that will solve a myriad of problems in community college classrooms statewide. Depending on the timing of the epiphany, our eager faculty member might have to wait two years to introduce the proposed change, then wait a year for the change review process, then wait for the board of governors to implement the change. talk about a recipe for frustration.
In his State of the State message in early January, the Governor announced an ambitious public improvements program to be funded by $200 billion in bonds over a ten-year period. Several days later, the Governor's Office released his proposed budget for 2006-07. Needless to say, these announcements have created a flurry of interest throughout the state.
Many people have asked about the academic senate position on the upcoming community college ballot Initiative-or "community college governance, funding stabilization, and student fee Reduction act"-to use its official title. the short answer is that the senate does not yet have an official position, other than the resolution from the fall 2005 Plenary session (6.04), instructing us to share and educate.
The longer answer is a delightful exercise in the application of principle and pragmatism that so captured our imaginations at that same session.