Q; I have a question regarding the relationship between hours and units. My question is specifically about lecture only courses. We have some lecture courses on campus which meet for more hours than would match the specific formula stated in the Program and Course Approval Handbook (PCAH). This variation to the formula seems allowable under the current state requirements if the out-of-class requirements are proportionally reduced. Am I correct in thinking this? And is there any sort of standard practice for indicating this variance on the COR?
As part of the Community College Reform Act (AB 1725) in 1988, the Disciplines List was established to replace the system of credentials that was in effect in Education Code. With this change, faculty, through the Academic Senate for California Community Colleges, became responsible for recommending to the Board of Governors of the California Community Colleges the minimum qualifications for hiring faculty.
In the last Rostrum, we introduced the new Common Core State Standards (CCSS) for Mathematics and English Language Arts, as well as the Next Generation Science Standards (NGSS), including proposed definitions of college-content readiness in those subjects. That article discussed the development process and current implementation timeline for California.
At the Spring 2013 ASCCC Plenary Session, several faculty members expressed interest in a last minute resolution adopted on the consent calendar:
13.04 S13 College and Career Readiness
Whereas, Students graduating high school need to be prepared to either attend college, go to work or join the military, or make other life choices that require knowledge or skills learned in high school;
An important role of the California Community Colleges’ Chancellor’s Office is to support local colleges in various ways. The Chancellor’s Office (CO) is the official voice in terms of interpreting and implementing Title 5 and Education Code at the local level, but the CO also often provides details on following procedures and helps to disseminate important information. For these reasons, local colleges often call the Chancellor’s Office for guidance or assistance, and the CO staff understands the importance of responding as quickly and effectively as possible to such inquiries.
The title of this article alludes to another Rostrum piece written in 2010 entitled “Beyond the Classroom: Fostering Civic Engagement in Our Students.” The previous article demonstrated that faculty aspire for civic engagement from students. We want our students to develop a sense of being part of a larger community, and we want them to contribute to, actively participate in, and take responsibility for their local and global community. We also seek to cultivate skills that will prepare students for productive citizenship and a strong sense of civic engagement.
Ian received a Ph.D. in mathematics from U.C. Santa Cruz and then taught mathematics at Mission College for thirty- three years. He was ASCCC President when the associate degree graduation competency was increased to Intermediate Algebra in 2006. He was a member of the ICAS Subcommittee that wrote the 2010 Mathematics Competencies document.
Thanks to the fine work of the Technology Committee, the Academic Senate Office Staff, and many other committee colleagues, technology was everywhere at the 1999 Spring Session.
Greetings from the Treasurer. At each plenary session I provide the delegates and attendees with a report of the financial activities and condition of the Academic Senate for California's Community Colleges. The scope of the financial reports is generally limited to quantitative facts about past cash flows, future obligations, current fund balances, and the cost value of the Senate's assets. These reports do not tell the entire story. The most valuable assets in the Senate's treasury are not included in the financial reports at all.