The concept of ethnic studies and the Title 5 language that requires community colleges to offer courses that address the subject have caused confusion in various ways throughout the state. Two resolutions in recent years have asked the Academic Senate to look into issues surrounding this requirement and the degree to which colleges are meeting it.
While the Academic Senate has wished on more than one occasion that its resolutions were promptly carried out, the reality is that the will of the Academic Senate is subject to many factors. For example, in spite of its recommendation that information competency be required for obtaining an associate degree, the Department of Finance was able to usurp the Senate’s authority by claiming that implementing such a requirement would be an unfunded mandate.
In 1960 the California State Legislature adopted the Master Plan for Higher Education, which established the distinct roles of the three public segments of higher education. Its principles included a commitment to ensure Californians access and affordability to postsecondary education. Later, in 1988 the California State Assembly passed Assembly Bill (AB) 1725, which aimed to move colleges away from the K-12 system and into higher education and to professionalize the role of community college faculty. No other legislation has shaped our colleges more than these two seminal works.
The Affirmative Action/Cultural Diversity Committee sponsored two breakouts at the Fall Session, focusing on teaching and learning diversity and the effects of Proposition 209.
At the Fall Session 1997, a special election was held for the office of Treasurer. Debra Landre, San Joaquin Delta College, who held the office of treasurer as of Spring 1997, resigned last June when she was elected CCA President. Also in June, the Executive Committee appointed Lin Marelick, Mission College, as Interim Treasurer. Lin had been serving on the Executive Committee as North Representative. In anticipation of Marelick's possible candidacy for Treasurer at the Fall Session, the position of North Representative was announced in the Fall Session mailing.
With the buildout of the Telecommunications and Technology Infrastructure Program (TTIP) in conjunction with the California State University (4Cnet), and the establishment of minimal technology hardware standards on each community college (T1 line, Videoconferencing, and satellite download) it is time to turn our attention to applications. Utilization of the infrastructure is tied in large part to the training available. Therefore, as part of the TTIP funding, there is a statewide coordination of training grant which identified DeAnza College as the fiscal agent.
What is retooling?
How do you do it?
Why should you retool?
Curriculum should be timely and competitive. As faculty, we know we should constantly update course content, learning objectives, etc., but curriculum change is a time consuming process. Most of us wait until program review or some other type of college wide mandatory process before we make changes.
In an effort to develop strategies for addressing the challenges of the future for California Community Colleges, the Board of Governors and the Chancellor created a task force within the consultation process to recommend actions necessary from now until the year 2005. The task force developed the 2005 Task Force Report which is a compilation of four papers prepared by Chancellor's staff and research from other agencies such as CPEC and RAND.
The Academic Senate for CCC held its 29th Fall Plenary Session at the LAX Marriott Hotel October 30 - November 1. Over 350 people attended the session representing 107 Community College faculty. The participants addressed a number of important issues during the 41 breakouts presented by the ASCCC Executive Committee.