The Academic Senate is currently embarked on a process to establish pilot projects whereby course prerequisite validation is based primarily on content review, without the need for statistical validation. How these pilot projects will be determined and the form they will take are to be worked out by the Prerequisite Pilot Project Task Force, under the leadership of Executive Committee member Richard Mahon, over the coming months.
The Issues and Solutions document below were generated at the "Involving Adjunct Faculty in Your College BSI Efforts" breakouts during the recent Fall Regional Teaching and Learning Workshops. The solutions were suggested by both the adjunct and full-time faculty attending these sessions. We all know the important role that adjunct faculty play in teaching our basic skills classes, and if you haven't yet had a discussion about adjunct issues in your Basic Skills Committee, I hope that this list will at least serve to get the conversation started.
The Basic Skills Initiative (BSI) project has increased and improved awareness, training, institutional organization and educational practices over the last four years. Some of the milestones accomplished by the professional grant collaborative efforts are included in the sidebar.
“Always look on the bright side of life” Monty Python-- The Life of Brian
I understand that campuses will need to recode their basic skills courses by March 2010. How do we get started on the CB 21 coding, when is the deadline, and who submits the changes?
The number one unasked question I answer as the Chair of the Senate’s Standards and Practices Committee is “are you sure you mean FSA and not Minimum Qualifications?” Of course, answering an unasked question with another question is a faculty kind of thing to do, so I don’t feel too abashed for repeating that interruption at the start of many MQ discussions.
Resolutions are referred for many reasons – much of the time resolutions are referred because the delegates believe the Academic Senate needs to have a position, yet the resolution being considered requires more work or more time is needed before an informed vote can be made. Most of the time such delays are warranted and allow for resolutions to be both perfected and appropriately considered. There were some noteworthy referrals made during our Fall Plenary. In one instance, the referral option was clearly the best solution.
Transfer degrees are creating a buzz locally and statewide. These are degrees that have two goals – both degree completion and transfer. Legislators have shown interest in these degrees, and that interest caused some angst at the plenary session in the fall. But even if the legislative interest is removed, colleges are actively creating more degrees designed for students wishing to transfer as shown by the increased number of degrees approved at the Chancellor’s Office.
Okay, so I took liberty with Tip O’Neill’s famous quote of “All politics is local” and please, no groans from those grammarians about “is” instead of “are!” But Speaker O’Neill was correct in his observation that what happens at the local level is vital to the political operation of a country (and my extrapolation to college campuses and districts). We had strong evidence of this when more than 250 faculty leaders attended the Fall Plenary Session in November of this last year.
Student Learning Outcome (SLO) Coordinators in the California Community Colleges face the herculean task of coordinating SLO and assessment activities on their local campuses while understanding the larger context of their work and its impact on planning, program review, accreditation, and ultimately, student learning.