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AUTHOR Adams, Julie, Ed. TITLE Senate Rostrum: The Newsletter of the Academic Senate for California Community Colleges, 1999. INSTITUTION Academic Senate for California Community Colleges, Sacramento. PUB DATE 1999-00-00 NOTE 54p.; Published quarterly. AVAILABLE FROM Academic Senate for California Community Colleges, 910 K St., Suite 300, Sacramento, CA 95814. For full text: http://www.academicsenate.cc.ca.us. PUB TYPE Collected Works Serials (022) JOURNAL CIT Senate Rostrum: The Newsletter of the Academic Senate for California Community Colleges; Feb-Oct 1999 EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS *College Governing Councils; *Community Colleges; Distance Education; Educational Finance; Educational Technology; *Governance; Governing Boards; Government Publications; Newsletters; *State Legislation; *State School District Relationship; Two Year Colleges IDENTIFIERS *California

ABSTRACT This document is a series of 1999 newsletters from the Academic Senate for California Community Colleges. Reoccurring issues covered in the newsletters are technology and distance education, full-time and part-time faculty, state budget and legislative updates, accreditation, and areas of interest specific to California Community Colleges and the Academic Senate. Titles include: (1) "Fall Session Has It All: From Partnership to Drama"; (2) "Faculty Development Breakouts"; (3) "Participants Learn about State Budget Process"; (4) "Technology at the Fall Session"; (5) "The Impact of the Overuse of Part-Time Faculty"; (6) "Can Computers Replace Teachers?" (7) "What Makes Technology Mediated Instruction (TMI) Succeed?"; (8) "Leadership in an Educational Environment"; (9) "Learning Communities for Basic Skills Success";(10) "Distance Learning in California Community Colleges";(11) "Planning and Budget: The Wisdom of Title 5"; (12) "AB 420: A Shaky Beginning, or a Dismal Conclusion?"; (13) "Developing California's Plan for Perkins III"; and (14)"Senate's First Annual Curriculum Institute." (AF)

Reproductions supplied by EDRS are the best that can be made from the original document. Senate Rostrum:

The Newsletter of the Academic Senate for California Community Colleges, 1999

Julie Adams, Editor

February-October 1999

PERMISSION TO REPRODUCE AND U.S. DEPARTMENT OF EDUCATION DISSEMINATE THIS MATERIAL HAS Office of Educational Research and Improvement EDUCATIONAL RESOURCES BEEN GRANTED BY INFORMATION CENTER (ERIC) This document has beenreproduced as received from the personor organization originating it.

Minor changes have heenmade to improve reproduction quality. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Points of view or opinionsstated in this 1 document do not necessarilyrepresent official OERI positionor policy.

BEST COPYAVAILABLE February 1999

2President's Message 3 Faculty Development Breakouts 6 State Budget Process 7 Diversity Colloquia Academic Freedom eRostrum 8 Intellectual Property 10 Nuts and Bolts II 11 Part-time Paper 12 Curriculum Breakout The Newsletter of the Academic Senate Basic Skills Survey for California Community Colleges 13 Technology 14 Future'sPaper 16 Overuse of Part-time Faculty Fall Session Has It All: From Partnership to Drama by Lynda Corbin, San Diego Mesa College The statewide Academic Sen-everyone mutinies but no onetion, technology costs and quality ate Fall 1998 Session took place ondeserts." of instructional offerings. As- October 29-31 at the Los Angeles Among the breakout ses- sumptions are being challenged as Airport Westin Hotel. The themesions and speakers were the fol- a result of today's phenomenon of of the Session was "Educationallowing: sequential careers and old defini- Quality and Student Success: Who At the breakout on the Disci-tions of "life-long learning." Ac- are the Guardians?" The Generalplines List, much discussion cen-countability will continue to be an Session speakers and the breakouttered on the process itself, and aissue as costs increase and public sessions all addressed this theme.resolution was discussed thatdisclosure becomes mandatory. One of the keynote speakers waswould necessitate such review At another General Session, Jack Scott, member of the Califor-every two years (instead of thethe main speaker was Aimee Don, nia State Assembly (and formercurrent three-year cycle). That res- Chair of the University of Califor- President of Pasadena City Col-olution was defeated. The hear-nia Academic Senate. At the fol- lege). Assemblymember Scottings on proposed additions to the lowing breakout session, she was commented that in the next de-Disciplines List are scheduled forjoined by Gene Dinielli, Chair of cade California community col- late January and early February of the CSU Academic Senate. Both leges will need to accommodate 1999. confirmed that the UC and the approximately 450,000 more stu- Another breakout wasCSU faculty are interested in ar- dents; he noted that the Partner-scheduled to consider upcomingticulation agreements, but neither ship for Excellence is a vehicle for changes in accreditation stan- wants a system focused on course keeping quality in our colleges. Ifdards and processes, Dr. Davidnumbering. Instead, both want to colleges show unsatisfactoryWolf, Executive Director of the see articulation by course content. progress in meeting the goals,Accrediting Commission, wasUC particularly is very concerned then the mechanism for fundingprincipal speaker. He noted thatabout this issue; their faculty be- will have to be reconsidered; hechanges in the Higher Educationlieve that some in the community observed that the Chancellor'sAct will result in more prescrip-colleges are emphasizing course Office will be developing a meth-tive language, specific measuresnumbering over all else. od next year. He claimed that safe- of student achievement (learner Dorr commented that at the guards were built into the system;outcomes), including certificate UCs, 44,000 course-to-course artic- progress is to be judged system-criteria. For transfer, the accep-ulation agreements exist with wide for three years; if progress istance by a receiving institution of community colleges; not one such ongoing, the system will contin-accredited units will be mandat-agreement exists between differ- ue to be funded. ed. But a great deal remains to be See "Fall Session" on page 4 Best line: "A college is wheredefined, such as distance educa- 1999 February 1

3 President's Message

"Just-in-Time" Education

There is a new phrase find-ability to independently cope withuation. Second, a complete educa- ing its way into the argot of post-the shifting terrain of their owntion prepares the person to learn secondary education: "Just-In-learning needs. How would oth-independently. As new informa- Time" education. Recent confer-er professions fare if they ap-tion and abilities are needed to do ences and publications are replete proached their learning needs thisthe job, this person identifies those with the term. Stanford Professorway? Shall we have doctors whoneeds, assesses their own talents, Martin Conroy mentioned thislearn about a treatment "just-in-and acquires the essential up- concept in his address to ourtime" to save a patient? Or shouldgrades on their own. Spring 1998 Plenary Session. Thisthat doctor have such a broad and In my opinion, the "just-in- philosophy is succinctly described thorough understanding of thetime" approach is a symptom of a by Professor James Duderstadt offield that knowledge of the fulllarger problem. Increasingly, ed- University of Michigan in therange of conditions and treat-ucators are expected to justify Winter 1998 edition of CAUSE/ments is part of the expected pri-their programs on immediate out- EFFECT. or learning? How much confi-comes. We are becoming a society "We are beginning to see a shift dence would you have in a "just-which values only instant gratifi- in demand from the current style ofin-time" stock investment advisorcation and current utility. If the "just-in-case" education in which we who learned about a particularbenefits are not obvious at the expect students to complete degreestock just before advising you tomoment, why should I invest my programs at the undergraduate orinvest? time and effort? professional level long before they There are two fundamental As faculty members, we have actually need the knowledge, toprinciples of a comprehensive ed-often faced questions from stu- "just-in-time" education in whichucational program that the "just-dents such as "why do I need to education is sought when a personin-time" approach fails to recog-know this?" Indeed, a good deal needs it through non-degree pro-nize. First, a complete educationof our own time is spent keeping grams...." prepares that person to deal withour curriculum current and rele- The "just-in-time" ap- eventualities which evolve as theirvant. However, almost all occupa- proach has the potential to seri- profession evolves. A well-round-tions require an extensive knowl- ously undermine sound educa-ed student has a knowledge and edge base that must be woven like tional planning and to produce anskill basis that is broad enough to a tapestry. And, like a tapestry, the "educated" generation with littleface more than just the present sit- See "Just in Time" on next page The. Academic Senate for California ComMunity Colleges Bill Scroggins, President Lee Haggerty, Vice-President Linda Collins, Secretary; Dennis Smith, Treasurer; Janis Perry,' Past President Publications Committee: Hoke Simpson, Chair, Grossmont College Winston Butler, Los Angeles City College Carolyn Seefer, Diablo Valley College Van Dees, Golden West College Elton Hall, Moorpark College Editor: Julie Adams, Academic Senate The Rostrum. The Rostrum is a publication of the Academic Senate for California Community Colleges, 910 "K" Street, Ste. 300, Sacramento, CA 95814. The Rostrum is distributed to all faculty through college academic senate presidents and by individual mailing. Letters and unsolicited articles by faculty members are invited. For deadline information, call (916) 445-4753, or email us at [email protected] 2 Senate Rostrum

4 "Just in Time" from previous page within the California Community Faculty College system and the Chancel- role of an individual thread can lor's Office efforts to establish a rarely be discerned until the weav- systemwide clearinghouse for ing is complete. It does not make technical assistance and profes- good sense that a novice would sional development. There is cur- even have the ability to ask the Breakouts rently a Chancellor's Office task right questions, let alone judge by Winston Butler, Faculty force which is addressing such is- what they need "just-in-time" to Development Chair sues as service learning through meet the current challenge. The Faculty DevelopmentAmeriCorps, AmericaReads, We need to redirect the poor-Committee at the Fall 1998 Session Fund for Student Success and fu- ly-conceived "just-in-time" rheto-provided three breakouts that fo-ture plans for developing a Ser- ric toward more constructive pur-cused on diversity in teaching,vice-Learning Budget Change poses. There certainly is a need toservice learning and student peerProposal. Service-learning is a col- have instruction available at times,counseling. All three breakoutslege activity that connects stu- places, and manners that are moreprovided participants with valu-dents through specific course accessible to students. We must, able information and insights inwork to in-service work activities and indeed we are, looking be-new ways to offer instruction. with the private sector and com- yond semester-based and class- The breakout, Diversity in munity service agencies. room-based delivery. Short-term,Teaching and Learning, was con- Student Services/Peer Pro- block-scheduled, technology-me-ducted by Toni Forsythe fromgram was presented by faculty diated, and asynchronous dis- DeAnza College and Neelam Can- from Cerritos College, Virginia tance-based instructional modesto-Lugo from Yuba College. Em- Romero, Sylvia Gardner, and are increasingly common. Pedago-phasis was placed on the need for Chris Sugiyama. This breakout gies appropriate to these methodsmore aggressiveness in address-was presented as a model pro- are advancing dramatically. Asing diversity in all aspects of col- gram from Cerritos College de- these changes take place, facultylege curriculum and staffing. Thesigned to assist counseling facul- are working hard to maintain theparticipants were provided infor- ty through the employment of stu- comprehensive and coherent na-mation regarding the Center fordents as peer counselors. These ture of the curriculum. We cannotthe Study of Diversity in Higherstudent peer counselors then di- let these goals be turned aside byMulti-cultural Collaborativerect and assist other students by those who only value short-termLearning Communities Consor-providing general college infor- gains. tium and the initiatives throughmation, clarifying admission and As you, the faculty leaders onthe Chancellor's Office and DeAn- registration procedures, distribut- your campus, encounter this "just-za College to provide numerousing forms, supporting counseling in-time" double speak, respond bycolloquia and workshops for Cal-faculty workshops and making emphasizing the need for in-ifornia Community College facul-referrals to counselors oncall. Stu- creased access through multiplety in 1999 to discuss teaching strat- dents from the Cerritos program delivery modes while maintainingegies that can lead diverse studentprovided insightful testimony to the commitment to a quality, thor-populations toward successful the success of the program and the ough education. We can't affordperformance outcomes. enormous benefits obtained by the risk that "just-in-time" will Ed Connelly from Ameri-both the peer counselors and become "if-only-I-had-known!" Corps/AmericaReads, currentlythose they served. working with the state Chancel- lor's Office to promote service learning throughout the California Community College system, was the presenter for the breakout en- titled Building a Systemwide Ser- vice-Learning Vision. Participants were provided an overview of the current status of service-learning 1999 February 3 "Fall Session" from page 1 For now, here is a brief sum-address the 75/25 goal of full-time ent campuses/colleges within themary: to part-time faculty. UC system. It is easier, she said, A proactive program to The Executive Committee for a student to transfer from afurther study equity for part-timeis directed to develop strategies community college to a UC cam- faculty will be initiated by the statefor colleges to implement work pus/college than for the same stu-Executive Committee, to be sub-based learning models. dent to transfer from one UC cam-mitted at the Spring 1999 Session, Finally, a highlight of the Fall pus to another. Dinielli confirmedand a standing committee of theSession was the dinner-theater that the same situation exists with-statewide Academic Senate con-staging of the David Mamet play, in the CSUs; no articulation agree- sisting mostly of part-time facul- Oleanna, by the Los Angeles City ments exist between the colleges.ty is to be established. College Theater Academy. Ma- Both commented on the impor- The Academic Senate is tomet's exploration of the abuse of tance of faculty-to-faculty disci-urge local senates to ensure thatpower relationships between stu- pline discussions; both noted thehiring committees include onlydents and teachers was presented added challenge of transfer even-faculty who are adequatelyin riveting performances by Al tually being based not only ontrained in affirmative action reg-Rossi and Katherine Whitney. numbers of units, but also on theulations. These two talented artists are basis of "demonstrated competen- Local academic senatesavailable to take their show on the cy." are urged to insist that Partnershiproad and offer both the play and a Another important topic ad-for Excellence monies be used tofollow-up workshop. Judging dressed in a breakout session re-fund activities clearly related tofrom the intensity of the discus- lated to part-time faculty. Somestudent success. sions carried on after the perfor- small improvements in STRS ben- The Chancellor's Officemance over dessert and coffee, efits were noted, but all agreed itwill be urged to pursue funds tothis would be a sensational staff was not enough. The main issues development offering for any seem to be health benefits, pay for community college. office hours and participation in committee work, and pro rata pay. Pro rata legislation may be consid- ered in the coming year; if passed, it would be phased in gradually. A bill guaranteeing a measure of job security was vetoed by the Governor this year, but will be put through again. For those current- ly employed (and employed con- secutively for the last three years) it would require re-employment guarantees and due process with June Burlingame-Smith Los Angeles Harbor College appeal rights. And it was noted by Winston Bulter one of the speakers that these are Los Angeles Community College not part-time issuesthey are District professional issues. On the last day of the Session, delegates voted on the resolutions engendered by the information at the Session or raised at earlier area meetings. A copy of the resolu- tions is available on the Senate website at, www.academicsenate.cc.ca.us. Stanley Chodorow, California Virtual University CEO with Bill Scroggins 4 Senate Rostrum

6 Chancellor Tom Nussbaum and Vice Chancellor Vicki Morrow

Great food!

Patricia Siever, Board of Governors member and Bill Scroggms

Stanley Chorodow Lee Haggerty and Friend Keynote Speaker

Al and Katherine in Oleanna

114,,

Katz Haycock Keynote Speaker Bill with Deborah Sweitzer, Miki Mikolajczak, and Maureen Smith

Jams Perry

Honoring Edith Conn Shelly Abe and Julie Adams Academic Senate Staff

Norbert Bishof holds court

Luther Henderson, Patricia Stever Bill wit Kati Haycock and Phil Forhan 1999 February 5 BEST COPYAVAILABLE 7 Participants Learn About State Budget Process by Dennis Smith, Treasurer Money. Money. Money.ed, "This is what we need to know. trict governing boards more direct Money. The 1999-2000 CaliforniaVital information." Other com-involvement in developing the budget proposed by Governorments included, "It was great to 1999-2000 budget package that Gray Davis last month providedhear and learn of the time lines in was proposed by the system. The a $158 million (6.9%) Generalthe state budget process. I appre-writer assumes that the timelines Fund increase for the Californiaciated Patrick Lenz's open, direct,for the 2000-2001 system budget Community College systemand frank manner." proposal will be similar to last (www.osp.ca.gov/documents /fi- On the other hand, when theyear. The approximate order of nance/budget). How that amountparticipants were asked whatevents will probably be: evolved and how your college canabout the breakout session dem- February: Chancellor's Cab- have input into the developmentonstrated the most need for im-inet and the Budget Task Force of the 2000-2001 California Com-provement, there was one consis-meet to discuss concept recom- munity College system's pro- tent suggestion. "Handouts!" One mendations for 2000-2001 Califor- posed budget was the topic of aparticipant summed up the com-nia Community College budget. breakout session at the Fall 1998ments of many others by writing, March: Budget Change Pro- Plenary Session of the Academic"This was an extremely importantposal workshop. Senate for California Communitybreakout sessionloaded with in- April: Cabinet and the Bud- Colleges. formation. For many of us, we get Task Force meet to discuss con- A room full of Session attend- ended up overloaded because wecept recommendations for 2000- ees braved the perils of a hyper-are not the expert that Lenz is, but 2001 California Comunity College active air conditioning system thatwe tried and I think all of us tooksystem budget. they might learn how their college away a good deal. Written mate- May: Concept recommenda- and district could have a morerials, e.g., the timetable and bud-tions for 2000-2001 budget due formative role in advising theget process, web address,from California Community Col- Chancellor, the Board of Gover-etc.,would have helped a good lege Chancellor's Office divisions. nors, and the Consultation Coun-deal. But overall, this was a very June: Responses to budget cil about what the system shouldgood breakout session." proposals due from district gov- seek in terms of its annual budget One purpose of this article iserning boards and other local con- request to the Governor and theto provide access to some of thestituencies. Legislature. Patrick Lenz, Vicerequested written materials relat- July: Report to Board of Gov- Chancellor for Fiscal Policy anded to the 2000-2001 Californiaernors on budget proposals. Lee Haggerty, Vice President ofCommunity College budget de- September: Proposed 2000- the Academic Senate, each didvelopment timelines and process.2001 California Community Col- their best to demystify the time-As a starting point, please read lege system budget to the Depart- lines, the process, and the politicsChancellor Thomas J. Nussbaum's ment of Finance. of creating the California Commu-March 20, 1998 memo that was October: Cabinet, Budget nity College system's annual bud-addressed to the superintendents, Task Force, and Consultation get proposal. presidents, and boards of trusteesCouncil meet for final revisions to When asked what was thewhich can be found at the Cali-budget. best thing about the breakout ses-fornia Community College November: Final 2000-2001 sion, the majority of those in theChancellor'sOffice websitebudget approved by the Board of audience were very complimenta-www.cccco.edu /cccco /fiscal/Governors. ry of the presenters. One person9920memo.htm. This memo de- Chancellor Nussbaum is to said, "Patrick answered lots ofscribes an expanded budget de-be commended for encouraging questions, he was clear, and hevelopment process intended todistrict-level involvement in the was patient." Another comment-provide community college dis- See "Budget" on page 7 6 Senate Rostrum

8 "Budget" from page 7 Monterey; and November 19-21 inment"). This resolution further system's annual budget package. San Diego. asked "local senates and boards" However, our system's budget The purpose of the colloquiato adopt the "pledge." should generally not come fromis to assist colleges and districts in Among those on the Execu- the top down to be responded to,their efforts to begin development tive Committee expected to par- but rather should grow from theof substantive and meaningfulticipate in the colloquia are Una local level upward and be coordi-action plans in response to theChen, Chair of the Senate's Affir- nated at the system level. The lo-various components of the Boardmative Action/Cultural Diversity cal academic senates and theirof Governors adopted commit-(AA/CD) Committee; Beverly governing boards are legally obli-ment statement. There will be op- Shue and Edith Conn, members of gated to consult with each otherportunity for dialogue among thethe AA/CD Committee; Senate on the processes for institutionalcolleges attending, as well as anSecretary Linda Collins, speaking planning and budget develop-opportunity for college teams to on the Partnership for Excellence; ment. For this reason, any work-meet to further the work of theWinston Butler, Chair of the Sen- shops and breakout sessions hav-commitment on each campus. Ofate's Faculty Development Com- ing to do with influencing com-particular concern will be an em-mittee; and Vice President Lee munity college funding will al-phasis on issues of diversity inHaggerty, who will be a facilita- ways be of vital interest to facultyhiring and student success. Teams tor. and other educational leaders. The will be asked to bring copies of Academic Senate for Californiatheir hiring procedures, Student Community Colleges is commit-Equity Plans, and other relevantAcademic ted to facilitating the efforts of lo-documents to be shared. cal faculty senates in fulfilling The colloquia will follow aFreedom in their responsibility for budget pro-process-oriented approach used cesses and each of the other aca-recently in a series of colloquia demic and professional matters. addressing student equity issues. a Digital In addition to experienced facili- tators, there will also be expertAge speakers on such issues as affir- Diversity mative action (especially in light by Ian Walton, Technology of the recent court decision up- Committee Chair Colloquia holding aspects of affirmative ac- The Fall 1998 Plenary Session featured a breakout session to col- by Edith Conn, Affirmative Action tion, despite Governor Wilson's lect feedback in preparation for an Committee lawsuit against the community The Center for the Study ofcolleges and other state agencies), Educational Policies Committee Diversity in Teaching and Learn- as well as speakers addressing di-position paper on academic free- ing in Higher Education at DeAn- versity issues stemming from thedom, intellectual property rights za College and the California Partnership for Excellence. and fair use in a digital age. Janis Community College Chancellor's The Academic Senate is sup-Perry, Ian Walton, Hoke Simpson Office are sponsoring four collo-porting the colloquia by sendingand Elton Hall initiated the discus- quia called "Commitment to Di-members of the Affirmative Ac-sion. versity" based on the Board oftion/Cultural Diversity Commit- Ian placed the discussion in Governors adopted Commitmenttee and Executive Committeethe general context of academic statement. The conference fee in-members to attend. The colloquiafreedom with a background pro- cludes two hotel nights, singlefulfill several resolutions adoptedvided by the Academic Senate's occupancy, all meals except forby Senate Plenary Body includingposition paper on academic free- dinner on Friday evening, and1998 Spring Resolution 3.08,dom from Spring 1998, and the conference materials. There arewhich asked that the Senate en-American Association of Univer- four colloquia sites and dates asdorse "efforts to promote and im- sity Professors (AAUP) report on follows:January21-23inplement the goals of the Commu-academic freedom and electronic Monterey; February 18-20 in La-nity College Pledge" ("pledge" See "Academic Freedom "on page 10 guna Cliffs; April 22-24 inwas later changed to "commit- 1999 February 7

9 Intellectual Property: Your Right to Compensation by Hoke Simpson, Educational Policies Committee The following remarks are If you've negotiated an agreementhave difficulty giving practical based on my presentation in the brea- with your college, it will probablyadvice about intellectual proper- kout session, "Intellectual Propertybe pretty easy to keep them hon-ty rights on the Internet is plain: Rights in a 'Virtual' World." Theyest. Once your stuff is on the 'Net,We are trying to fit the rules we represent the views of the authorthough, and available to the plan-created for print media to an en- only, and by no means should theyet, what do you do if someonetirely different medium, to com- be construed as the position of thesteals it? First, you have to catchputing on a global network. The Academic Senate for Californiathem, and that is likely to be closenew medium is sufficiently differ- Community Colleges. to impossible. If you do catchent that there is no easy fit. We are them (here's some more usefulgoing to have to create new rules, I'd like to become impracti- information, again), and they have and so we are often told that the cal here as quickly as possible.either made money from usingapplicableregulationswill However, one of the points of Ple- your work or have cost you mon-"evolve through future court de- nary Session breakouts is to ey by using it, then they will prob-cisions."3 present useful information, so letably have to pay you something Well, maybe applicable reg- me dispense with that right at thefor it. Unless, that is, they live inulations will evolve. But maybe outset. Our question is, basically,some far away place that is notnot. It seems entirely possible that "When it comes to publishing theparticularly friendly to the robustour very concern with intellectu- fruits of your intellectual labor onspirit of American capitalismal property rights is itself an in- the Internet, what are your rights and there are such places, and notstance of looking at the present to compensation?" The answer is all of them are all that far away. through a rear-view mirror, of try- quite simple: Whatever you can You are probably thinkinging to experience the electronic- negotiate. The sample contractthat this is not really very practi-media world through print-media language contained in Tomcal information at all. Well, I'meyes. "The alphabet and print Tyner's very useful Guidelines forvery sympathetic to that feeling , technology," McLuhan wrote, Negotiating Distance Education Is- so let me wax impractical for a bit, "fostered and encouraged a frag- sues' makes this quite clear. and perhaps shed some light onmenting process, a process of spe- The literature on this subjectwhy, in fact, it is so difficult to be cialism and detachment."4 Print reveals the following standardpractical in this area. also made possible the contempo- with reference to the issue of own- Marshall McLuhan, author ofrary notion of "authorship," the ership of intellectual property: such works as Understanding Me- commodificationofone's If you create it indepen- dia and The Medium is the Massage, thoughts and ideas, and fostered dently, it's yours. wrote that "When faced with a"ideas of literary fame and the If someone elsesay,totally new situation, we tend al-habit of considering intellectual your schoolhires you to createways to attach ourselves to theeffort as private property."5 "Elec- it, it's theirs. objects, to the flavor of the mosttric technology," on the other If you create it on their recent past. We look at the presenthand, "fosters and encourages time with their resources, each ofthrough a rear-view mirror. Weunification and involvement"6 you owns part. march backwards into the future. and marks the emergence of a sin- The value of ownership inSuburbia lives imaginatively in gle, global consciousness.' terms of compensation, however,Bonanza-land."' We use television I want to suggest that we comes back again to what you canto look at movies, and the prima- would do well to take our difficul- negotiate. ry use of our computers is as type- ty in applying the notion of intel- There is the further issue, ofwriters. lectual property rights to the In- course, of what you can enforce. On one level, the reason we See "Intellectual" on next page 8 Senate Rostrum "Intellectual" from previous page ternet as the occasion to reassessworld of getting and spending. technology, we have extended our what we do as teachers and to re- But listen closely to McLu-central nervous system itself in a think our relationship to our au-han: The medium itself, and notglobal embrace, abolishing both dience. If McLuhan is correct, theits content, is the message. Whatspace and time as far as our plan- medium of the global computerwe find today on the Web is com-et is concerned. Rapidly, we ap- network is already massaging us;mercial content; the spirit of theproach the final phase of the ex- we need to see if we can't makemediumits messageis nottensions of manthe technologi- out the message in the massage. lost, it is just masked. We are run-cal simulation of consciousness, There are some of us still ex-ning headlong into that message,when the creative process of tant (quite a few, I was surprisedI believe, when we encounter theknowing will be...extended to the to discover at this breakout) who "difficulty" of ensuring intellectu- whole of human society, much as remember using the Internet with-al property rights on the Internet. we have already extended our out a browser, doing it all from theThe 'Net as medium seems hos-senses and our nerves by the var- UNIX command line. We were atile to the concept of private prop-ious media."' And, he asks, fairly exclusive club, limited to theerty. If it's on the 'Net, it's every-"might not our current translation military, academics and generallybody's. "Applicable standards"of our entire lives into the spiritu- nerdy types, who were either will-may indeed "evolve" throughal form of information seem to ing or required to master the in-court rulings. How will they bemake of the entire globe, and of tricacies of FTP, Gopher, SMTP (e- enforced? In the final analysis,the human family, a single con- mail), IRC, and search engines that they can't be. In the meantime, sciousness?"9 took months to begin to learn tohowever, make no mistake, we So where does this leave us use effectively. None of us doubt-could have some very dark timeson the subject of compensation for ed that it was worth the effort, indeed. intellectual property? Perhaps the though, for when we logged on to What are the implicationsmedium is telling us that, where the 'Net, we entered a very differ-here for our rights as teachers toknowledge is concerned, it is time ent world. The world of cyber-be compensated for our intellec-to start thinking and acting more space was characterized by a pal-tual property? I suggested earlier like a single, global consciousness, pable spirit of openness, of free- that a reassessment might be inand less like buyers and sellers. dom and of sharing the fruits oforder. The fact is that we are paid one's creative efforts. We dailygood salariesobscenely good by 1 Tom Tyner, Guidelines for Negotiating Distance celebrated the fact that no oneglobal standardsto pursue Education Issues, Community College Council, owned the 'Net, no one was "inknowledge and to educate others. California Federation of Teachers. 6-8. charge," telling us what we couldIf we create something that suc- 2 Marshall McLuhan, Quentin Fiore, Jerome Agel, and couldn't doand yet thecessfully communicates our The Medium is the Massage: An Inventory of Effects whole thing worked, and worked knowledge to others, perhaps we (Original copyright, 1967. Reprinted: SanFrancisco, beautifully. The medium's mes-should just celebrate that and not Hardwired 1996) 74-75. sage was very clear: The global worry about owning it. (As some- 3 Tom Tyner, op. cit., 6. network was a liberating alterna- one in the breakout pointed out, 4 Marshal McLuhan et al., op. cit., 8. tive to the world of "mine" and we should certainly copyright it in 5 Ibid., 122. "yours," of property and theorder to prevent others from at- 6 Ibid., 8. rights to it. This was a counter to tempting to appropriate it and 7 Marshall McLuhan, Understanding Media: The the world of competition for pe- make it inaccessible.) Extensions of Man (Original copyright, 1964. cuniary gain, offering instead Finally, back to McLuhan one Reprinted: Cambridge, Massachusetts, The MIT progress through cooperation. last time. "After three thousand Press 1994) 3-4, 61. This "spirit" of the Internetyears of explosion," he wrote, "by 8 Ibid., 1. seems lost today. With the ascen-means of fragmentary and me- 9 Ibid., 61. dancy of the Web, and with Web chanical technologies, the Western browsers facilitating universal ac- world is imploding. During the cess, the Internet has become com- mechanical ages we had extend- mercialized and reflects to a dis-ed our bodies in space. Today, af- concerting degree the everyday ter more than a century of electric 1999 February 9 BEST COPY AVAILABLE "Academic Freedom" from page 7 guarantee that your accounts or breakout session during the 30th communications. your electronic mail is private. The Fall Session of the Academic Sen- A particularly relevant quo-systems are not secure, nor are ate for California Community tation from the AAUP report is: they connected to a secure net- Colleges, which took place in Los work." Angeles on October 29-31, 1998. "One overriding principle personnel are Several ideas were present- should govern such inquiry: Free- prohibited from utilizing in- ed by Carolyn Seefer, a business dom of expression and academicformation resources for any un- communications instructor at Di- freedom should be limited to no lawful, unethical, or unprofession- ablo Valley College and member greater degree in electronic formatal purpose or activity. Examples of the Publications Committee. than in printed or oral communi-of prohibited uses include but are These include (1) print methods cation, unless and to the degreenot limited to: intentional access (newsletters, memos, etc.); (2) e- that unique conditions of the newor dissemination of materials mail; (3) phone (voice mail, phone media warrant different treat-which can be considered porno- trees, etc.); (4) face-to-face meet- ment." graphic." ings; (5) presentations and work- For discussion purposes, Ian Breakout participants agreed shops; (6) web pages; (7) list- shared three quotations from the that it is important to ensure that servs/mailing lists; and (8) tele- electronic use policies at differentlocal use policies do not impose conferencing/videoconferencing. California educational institu-new restrictions on academic free- With technology so readily avail- tions, and then asked the audiencedom. The position paper should able today, it is imperative that to identify the institutions andinclude material on three related local senates use it to improve compare the language to any atareas identified by the AAUP re- communication with their constit- their own college: port: freedom of research and uents. publication, including access to One highly recommended 1)"_ recognizes thatinformation and the ability to post method is for each local senate to principles of academic freedomcontroversial material, freedom of develop a web page which can be and shared governance, freedomteaching, and access to electronic accessed by all constituents. In of speech, and privacy of informa-systems that is comparable to ac- order for a web page to be effec- tion hold important implicationscess to library material. tive, designers must remember for electronic mail and electronic Other parts of the breakout the following: (1) the simpler the mail services. affords elec-discussed the two related issues of better; (2) limit graphics to allow tronic mail privacy protectionsuser considerations in copyright, for faster downloading and ac- comparable to that which it tradi-fair use and downloaded materi- cess; (3) include only essential tionally affords paper mail andal, and author considerations of links; (4) keep the page updated telephone communications. Thisproperty rights, compensationregularly; and (5) make the ad- policy reflects these firmly-heldand distance education use. dress known to faculty, students, principles within the context of and all other constituents. For a legal and other obligations. good example of a local senate "Where the inspection, mon- webpage,visithttp:/ / itoring, or disclosure of email held Nuts and www.dvc.edu/faculty_senate. by faculty is involved, the advice Another method to improve of the campus academic senate communications is for local sen- shall be sought in writing in ad- Bolts II ates to regularly contribute arti- vance." by Carolyn M. Seefer, Publications cles and items of interest to The 2) "The systems have the Committee Rostrum. Suggestions for items to ability to read your mail: your own How can local senates im- submit include (1) classroom in- account, and the system adminis- prove communication with their novations; (2) new senate officers; trator account. While reasonablefaculty, students, management, (3) awards and achievements; (4) attempts have been made to en-the state senate, and local boards? enrollment management; (5) wel- sure the privacy of your accounts This was one of the topics dis- fare reform; (6) flexible schedul- and your electronic mail, this is no cussed at "Nuts and Bolts II," a ing/calendar changes; (7) shared See "Nuts and Bolts" on page 13 10 Senate Rostrum

12 Part-time Paper Adopted Amid Controversy by Hoke Simpson, Educational Policies Committee One of two papers forward-time instructors in governance atinclude: Changing the Bylaws and ed to the plenary session from thethe local and statewide levels. policies of the Academic Senate to Educational Policies Committee, By the time the resolutionsfacilitate and encourage part-time Participation of Part-time Faculty came to the floor, most of the heatfaculty participation on standing, on the Executive Committee of The surrounding the issue had beenad hoc, and advisory committees; Academic Senate for Californiadissipated. Earlier, feelings hadthe development of a proactive Community Colleges, was ultimate-run high in a breakout on the pa-recruitment and mentoring pro- ly adopted by the body, but notper; however, as a result of thecess to encourage involvement before it had generated a greatbreakout and many discussions inand leadership at both the local deal of heat. the halls and over meals, mostand statewide levels; changing the The paper was composed inparties were convinced of theforms used in declaring the intent response to a resolution, S96 1.5, good will of Educational Policiesto run to clearly identify the op- which called for the Executive in an effort to deal constructivelyportunity for part-time faculty to Committee to "assure participa-with what everyone recognizes asrun; and providing for compensa- tion of part-time faculty" on theserious inequities in the treatmenttion in the form of either reas- Executive Committee. Many of part-time faculty. signed time or a stipend whenev- members understood this as a di- Statements on the floor iner a part-time faculty member is rective to create a special part-timesupport of the Simpson compro- elected to serve on the Executive slot on the Executive Committee;mise resolution echoed the argu-Committee. this, however, was not the conclu-ments in the paper itself. The pa- At the end of the day, the sion of the Educational Policiesper offered a brief history of thecompromise resolution passed paper. Instead, the paper urgedorigins of the Academic Senate,and the paper was officially adopt- changes in the policies of both lo-and an overview of the responsi- ed. Since then, Chris Storer, Chair cal senates and the Academic Sen-bilities of Senate delegates and ofof the California Part-time Facul- ate, which would encourage andExecutive Committee members,ty Association (CPFA), has been facilitate part-time instructors' in-who are elected from the ranks of serving as liaison to the Executive volvement in governance process-those delegates. The point hereCommittee, and the Relations es and ready them to run for elec-was that Executive Committee with Local Senates Committee has tion to the Executive Committeemembers are expected to havebeen charged with developing a in conventional fashion. considerable breadth of experi-proactive program in the field. Reflecting the sentiments ofence comprising a variety of as- Asked what she thought of many members, Carol Stanley-pects of college governance, and this outcome, Educational Policies Hall of Butte College offered a res-that this is reflected in their Exec-Chair, Janis Perry, said that she olution instructing the Executiveutive Committee assignments.considered this "a very positive Committee, in effect, to "Just doThe current mode of election issolution. With Chris as liaison, we it: Put a part-timer on the commit-designed to select for that sort ofnow have a part-time faculty voice tee!" Hoke Simpson, member ofbreadth and effectiveness. in our deliberations, something the Educational Policies Commit- While concluding that itwe all see as very valuable. At the tee, offered a compromise resolu-would not be appropriate to cre-same time, Chris is able to devote tion, which would create a liaisonate a special part-time slot on thehis energies to CPFA and to part- position on the Executive Com-Executive Committee, the papertime issues with a single-minded- mittee for a representative of aoffers a number of recommenda- ness that would not be possible for statewide part-time faculty asso-tions toward a solution to in-an Executive Committee member ciation, and which called for a pro-creased participation of part-tim-with multiple assignments." active program to involve part-ers in system governance. These 1999 February 11 13 field trips. Ken pointed out that an Curriculum alternate strategy for the doubling Basic Skills of classroom capacity would be to and have Psychology meet on Tues-Survey days, while Sociology met on TechnologyThursdays. Not only did Ken maintain "regular, effective stu-Results dent contact," he also was able to By Mark Snowhite, Basic Skills Breakout maximize classroom utilization. Ad Hoc Committee Chair by Beverly Shue, Curriculum Chair Ric Matthews shared his ex- Last spring the Senate's Ad At the 1998 Fall Plenary Ses-perience teaching Genetics usingHoc Committee on Basic Skills sion breakout on Curriculum anda remote classroom site pairedsurveyed all of the State's public Technology participants were up- with an onsite, live presentationcommunity colleges to learn about dated on aspects of using technol-classroom. The advantage of thispractices in Basic Skills instruc- ogy as a tool for communicationpairing process is to gather suffi-tion, which involve roughly half and for delivering community col- cient enrollment between the twoof our entering students. We de- lege courses. Issues and concerns colleges to allow the course to run.fined Basic Skills courses as those such as effective curriculum plan- If you have two small enrollmentthat are pre-collegiate, and we fo- ning, pedagogy, and instructorclasses at two different colleges,cused on the areas of writing, contact with students were dis-why not pair the two smaller en-reading, and mathematics.We cussed by presenters Roberta Bab- rollment classes together, connectexcluded English-as-a-second- er of Fresno City College, Ken them using technology, and oper-language (ESL) courses. Of the Guttman of Citrus College, andate a specialized course? Ric alter-106 surveys sent out, we collected Ric Matthews of San Diego Mira-nated between the two colleges68, a sufficient number to estab- mar College, who shared informa-each week as the "live presenter,"lish a high probability that the re- tion on how they use technologyso that each college experiencedsults are generally valid. in communication and delivery ofthe presentation via distance tech- The detailed results of the curriculum. nology in alternate weeks. He setstudy will be available at the 1999 For colleges lacking available up the "smart-camera" so that itSpring Session. Below are some of classroom space because theirwould follow him as he movedthe most interesting conclusions rooms are scheduled at 100% ofthrough the classroom. Ric wasthat we derived: capacity at popular hours, Kenable to maintain eye contact with System-wide we direct Guttman explained how pairingboth classrooms, answer ques-more than half of our students to courses and sharing a classroomtions, dialogue with students andBasic Skills courses, and virtually at a specific meeting time effec-present materials in the same wayall colleges use proper assessment tively doubles a college's ability toas in a traditional classroom. Intools required by matriculation. offer more sections of high de-short, he practiced regular, effec-Yet only 29% actually enroll in mand courses. For example, Kentive student contact while teach- those courses. In other words, 21% explained that an Introductorying using distance technology.of those students who have been Psychology class could be pairedRoberta Baber explained thedetermined by assessment to with an Introductory Sociology@ONE Project and how facultyneed Basic Skills instruction do class. Both would be scheduled atand groups can post informationnot take it.These students are 9:30-11:00 a.m. on Tuesdays andabout their events, conferences,likely to drop out of school. Thursdays, but Psychology wouldworkshops and meetings. The Thirty percent of colleges meet on the even-numberedprocess involves accessing thedo not do research on persistence weeks, and Sociology would meet@ONE web page and requestingof students who take Basic Skills on the odd-numbered weeks. Thethat the information be posted.courses (the number of students weeks when Psychology does notThere are ten "mayors" who helpwho enroll in the following semes- meet would involve student as-to decide on posting and who de-ter), and 15% of colleges do not signments in Psychology usingtermine policy on posting of con-even have any research on reten- the Internet, online assignments,tent on their part of the @ONEtion in Basic Skills classes (the chat rooms, research work, andweb site. See "Basic" on page 15 12 Senate Rostrum

1 4 Technology at the Fall "Nuts and Bolts" from page 10 governance (agreements, dis- by Ian Walton, Technology Chair putes); (8) technology (hardware, Session online courses, etc.); and (9) ad- The Technology Committeeates, including links to the curric-ministrative turnovers. Articles continued the fine tradition estab-ulum website and an assortmentcan be Emailed to Hoke Simpson, lished by previous Technologyof Education Code, Title 5, and chair of the Publications Commit- Committee Chair, Ric Matthews,Chancellor's Office information tee, at of providing an ongoing variety ofnot to mention the latest in surf [email protected]. information and demonstrationsconditions. in the Technology Room. Kathy O'Connor of Santa Attendees at the breakout Laurie Burruss of PasadenaBarbara City College and long-session also shared their commu- City College gave an excitingtime Technology Committeenication ideas. These included (1) demonstration of some recentmember conducted a packed ses-sending highlights of senate meet- grant funded activities in multi-sion on access concerns when in-ing minutes to faculty immediate- media. She and Karen Owen ofcorporating technology into cur-ly after each meeting; (2) posting San Diego Community Collegericulum. She talked about assis-senate meeting minutes on senate District have conducted severaltive technology, universal design,web page; (3) sending out an e- "multimedia boot camps" consist-and concerns for curriculum com-mail question about a current top- ing of several day faculty trainingmittees when reviewing courseic to all faculty periodically and activities in how to use new tech-proposals for distance education,compiling the results for an arti- nology and the world wide webincluding effective instructor-stu- cle; and (4) placing a list of all com- to enhance classroom learning. dent contact. mittees and members on a senate Roberta Baber of Fresno City The final Technology Roomweb page. College gave a current update onsession featured George Tamas, Open communication will the activities of the @ONE Project. consultant to the Santa Barbarabenefit us all. Please let The Ros- This Project is funded through a City College based Online Curric- trum know what is working on grant from the Chancellor's Of-ulum and Instruction Resource fice, administered at De Anza Col- Center Project. This Project is lege by Ann Koda, and features afunded through a grant from the statewide group of faculty. Rob-Chancellor's Office and plans to erta described the results of lastfacilitate the development and year's needs assessment survey implementation of online courses sent to selected colleges and theby making templates and content growing availability of @ONE fac- available online to interested fac- ulty training modules. She alsoulty. George demonstrated the gave a guided tour of the latestcurrent state of the project website. incarnation of the @ONE web site In addition, two regular brea- available at http: \ \ one.fhda.edu.kouts featured technology related Ian Walton of Mission Col-discussions. Ric Matthews of San lege provided an exploration ofDiego Miramar College joined a the Academic Senate'sCurriculum Committee breakout ownwebsite(http:/ / to describe the latest planning on www.academicsenate.cc.ca.us) for the Technology II Project at the an enthusiastic group of new us-Chancellor's Office. And Ian Wal- ers. They found that as well as theton joined an Educational Policies obvious information on Academ-Committee breakout debating ic Senate committees and activi-academic freedom, intellectual ties, the site contains a wealth ofproperty rights and fair use in a information useful to local sen-digital age.

1999 February 13 Paper on the Future of the Community College Adopted By Hoke Simpson, Educational Policies Committee Among the papers adopted the more modest vocational pathshowever, education is being asked at 1998 Fall Session was one from for which they were suited, leav- to mimic, not the socio-economic the Educational Policies Commit-ing the colleges and universitieshierarchy of the world of work, tee entitled The Future of the Com- to train those destined to occupybut rather the values and mana- munity College: A Faculty Perspec-society's higher economic strata.gerial techniques of the corporate tive. The paper grew directly outThis elitist perspective was explic- world. "The aim is now," the au- of a resolution from the Springitly voiced by many in the educa-thors state, "to impose modes of 1997 Plenary Session, S97 1.2,tional establishment, from Will-management on educational insti- which "urge[d] the Executiveiam Rainey Harper of the Univer-tutions in imitation of the mana- Committee to develop a position sity of Chicago, who first spawnedgerial techniques of transnational paper articulating the faculty per-the idea of "junior colleges" andcorporations, with the effect of spective on the future direction ofwas a prime mover behind therendering educational institutions California community colleg-development of the first one toan extension of the marketplace es...." The paper was also intend- open in 1901, to Clark Kerr, one of and, in the bargain, virtually dei- ed to satisfy two other resolutions:the principal architects of Califor- fying those at the top of the man- S97 1.5, which resolved that thenia's Educational Master Plan inagerial class, in both business and Academic Senate reject the use of 1960. education alike." the widely used business model, Fortunately, the faculty and The fundamental mistake of TQM/CQI, as a model for restruc-administrators of the junior/com-this approach, the paper argues, turing the education process, andmunity colleges themselves nev-is to see education as an exchange which directed the developmenter consciously embraced the elit-of information for money. From of a position paper addressingist program of their founders andthis vantage point, the proponents calls for increased faculty produc-instead took their role as transferof the business models have no tivity by defining "quality" ininstitutions seriously. The paperdifficulty recommending the terms of educational excellence; points out that there remains, nev- "downsizing" of educational insti- and S97 5.8, which directed theertheless, a certain degree of "un-tutions in the interest of "efficien- development of a statement thatconscious complicity," as reflect-cy" and "productivity." One par- documents the success of Califor- ed in the low transfer rates of com- ticularly pernicious form of down- nia Community Colleges. munity college students, especial-sizing is found in the suggestion After a "Synopsis" and an ly when measured against the rel-that teachers can be replaced by introductory section, the paperatively high rate of desire fordigitized, computer-based tutori- looks at the history of the commu- transfer expressed by entering als. nity college in California and the freshmen. One of the goals for the What the advocates of this nation. The paper points out that future is the rejection of this com-vision of learning-as-commodity the community college had its or-plicity and a rededication to thehave failed to understand, accord- igin in "the effort to 'rationalize'sort of instruction that makesing to the authors, is that educa- America's educational system, bytransfer a reality for all who wanttion is the process of actualizing bringing it into harmony with the it. the potentialities of human beings economic and class structure of From a look at the past, theto become literate, compassionate, the larger society." The communi-paper moves on to examine theproductive participants in a dem- ty college would "protect" thepresent and the calls to restructureocratic process. This is much more four-year colleges and universitieseducation by turning to businessthan, and very different from, the from the masses of unqualified models such as TQM. Here, again, mere exchange of information. students who would otherwisethe authors find an effort to bring"Teaching," they maintain, "is the seek to enter their doors, andeducational and economic struc-'business' of creating epiphanies, would track those students intotures into alignment. This time, See "Paper" on next page 14 Senate Rostrum 16 "Paper" from previous page ry body seemed to feel that thisfrom multi-college districts report and this will always be best ac- was a bit long, and called, in a sep-having no system to articulate Ba- complished through the power ofarate resolution, for the composi- sic Skills courses from one college personal presence," as opposed totion of a briefer vision statement. to another. Students transferring "complexes of hardware." Asked what he thought of this from college to college will inevi- It is, in fact, in the teachingdevelopment, Educational Poli-tably experience confusion about function that the authors locate cies Committee member, Ian Wal-which course to enroll in. (Facul- the true quality and the uniqueton, said, "It all fit on one page. In ty working on a project funded by strength of the community col-Educational Policies, we consid- a Board of Governors grant are lege. "The greatest strength of theer that brief!" currently developing a system to community college," they write, rl:r1 articulate Basic Skills course be- "lies in the quality of instruction tween community colleges.) that occurs there, and this is the The broad diversity of lev- product of knowledgeable and Join Us This Year! els, courses, and supporting activ- dedicated individuals functioning ities that colleges offer defy fur- in a virtually ideal environment ther generalization. The Academic Senate will be [one in which the focus is exclu- holding three Institutes thisyear: Most instructors who sively on teaching and learning, teach Basic Skills courses are part- rather than research]." In the vi- "Teaching for Technology" time instructors. For credit cours- sion of the future expressed in the CSLI Monterey Bay es the percentage of part-timers is paper, it is the extraordinary qual- June 1318, 1999 56.5%; for non-credit courses the ity of community college instruc- percentage is 70%. Because full- tion that is most needful of being Faculty Leadership time instructors enjoy more sup- preserved and developed. San Diego Weston Horton Plaza port from their respective institu- As a member of the Educa- June 24 - 28, 1999 tions, have more time to help stu- tional Policies Committee,I am Curriculum Institute dents during office hours, and are pleased with the product.I do Pacific Hotel(Disneyland), Anaheim more responsible for the develop- wish that we had placed more July 29 30,1999 ment and continuity of programs, emphasis on the marvelous sup- colleges need to dramatically in- port services, especially counsel- Check out the Senate website crease their full-time faculty in ing, provided by the community for more information! Basic Skills, as well as in all other colleges. I mention counseling, in areas. particular, because there is an in- Class size is relatively credible irony there. Historically, high for Basic Skills classes. For counseling was introduced into "Basic" from page 12 writing and reading classes, only the community colleges as part ofnumber of students who complete 12% of colleges have enrollment the effort to "cool out" students,the course). Only 25% of collegeslimits of fewer than 25, 62% have to provide a personal touch in let- report that they follow up on stu- class size limits between 25 and 30, ting them know that they weren'tdents who drop out of Basic Skills and about 26% of colleges have really college material. Happily, courses. We need to do a better joblimits above 30. For math, the our counselors never acceptedmeasuring our success of Basicnumbers are even more disap- that mission, and instead theySkills classes as a first step in im-pointing: 24% of colleges have have made community collegeproving our performance in thislimits of 30 or under while 76% counseling into a major force inarea. have limits of over 30. helping students attain their edu- While most colleges report Now that we have at least a cational goals. providing some amount of staffpartial picture of the state of Basic The "Synopsis" section of the development for Basic Skills in-Skills instruction in our institu- paper contains a 500-word bul- struction, 42% of those respond-tions, we can recognize many ar- leted list of goals that was sepa-ing indicate that their college pro-eas where we must provide more rated out and offered as a "Visionvides no such activities or theycreativity, more resources, and Statement" for the Californiawere unaware such efforts. as faculty more leadership to im- Community Colleges. The plena- Nearly 30% of the collegesprove. 1999 February 15

17 The Impact of the Overuse of Part- Time Faculty by Bill Scroggins, President The explosive growth of thefor departments with an over-de-those in professional occupations. use of part-time college facultypendence on part-time faculty.It is not at all unusual now, for over the last three decades hasThe high turn-over rate of part-example, for a group of business been well documented. Much de-time faculty means much moremanagers to hack out a set of gen- bate has ensued regarding wheth-frequent hiring searches and in-eral principles and then give the er or not this extensive use of part-depth initial evaluationsand allhen-scratchings to a specialist for time faculty has resulted in a de-to be done by a shrinking pool of"word-smithing." Today's view of cline in the classroom learningfull-time faculty. As a result, some the corporate mogul is one of a experience provided to students.colleges are observing a decline insleek-suited executive surround- While this debate rages, the grad-attention paid to faculty qualifica-ed by a phalanx of such special- ual erosion of the core of full-timetions upon hire, cursory evalua-ists. I would submit, without any faculty has led to the undermin-tions that often overlook evenattempt at assigning cause-and- ing of essential academic and pro-glaring teaching flaws, and a ten-effect, that what we are seeing is a fessional activity at both the de-dency to relegate hiring and eval-decline in the perceived worth of partment and college level. Thisuation of part-time faculty to ad-the intellectual life. Ferreting out decline has largely been ignoredministrators who may or may notthe details of a problem through but may have an even more fun-have the subject matter expertiseresearch, reading widely to estab- damental impact on our colleges.to make the appropriate judge-lish a firm conceptual foundation, Typically, part-time facultyments. All of this does not evenwriting cogently and exercising are neither expected to participateconsider the college level impactone's mind accordingly, organiz- in nor compensated for many ba-of part-time faculty who general-ing one's thoughts to make a per- sic faculty functions which takely do not participate in facultysuasive verbal presentation are, to place outside of the classroom.governance activities, establishme, not tasks to be fobbed off to Curriculum must be kept currentrelationships between the collegesome hireling. These activities are and instructional materials such as and the surrounding community,the foundation of the intellectual study guides, syllabi, problem so-or partake of scholarly activity atlife. If this trend continues, will lution summaries, lab/studio/ any rate even approaching that ofour civilization fragment accord- clinic/shop activity manuals, andfull-time faculty. Of course, none ingly? reading lists must be developedof this is unexpected, considering and updated. Even at those fewthat colleges do not provide part- colleges where part-time facultytime faculty with direct compen- are compensated for office hours,sation, or even supporting re- 1999 Spring additional assistance to students,sources, for any of these profes- such as program advising, careersional activities. Plenary counseling, and letters of recom- The long-range implications mendation, is generally left to full- of this deterioration in the aca- time faculty. With the mobility ofdemic and professional activity of Session today's student, articulation withfaculty in the college environment other institutions is a growing The 1999 Spring Plenary Ses- are potentially quite profound. Insion of the Academic Senate for task, particularly for community many ways, this extensive depen-California Community Colleges colleges. The growing account- dency on part-time faculty who will be held on April 15 - 17, 1999 ability movement has meant more are not treated as full members ofat the San Francisco Airport Wes- attention to program review and the educational community is parttin. Registration material is now accreditation. The mundaneof a larger societal trend to frag- chores of hiring and evaluating available in the Senate Office or on ment what used to be a rather in-the Sente website. faculty are a combination punchtegrated set of expectations of 16 Senate Rostrum 18 April 1999 2 President's Message 3 Excellence in Education International and nateRostrum Global Education 4 What Makes TMI Succeed? 5 Accreditation The Newsletter of the Academic Senate Evaluation Teams for California Community Colleges 9 Institutes "R" Us

ed at $300M, and so on. The hope Can Partnership: was to bring the California Com- munity College System to withinComputers Problems $1500 per full time equivalent stu- dent (FTES) of the national aver- age. Currently we lag far behind Replace and other states in funding levels per student. Teachers? Paradoxes So, what's happening at the state level? by Hoke Simpson, Chair, by Linda Collins, Secretary Publications Committee The system received $100M It sounded so wonderful. Anin its 1998-99 budget. The initial In the Academic Senate paper, infusion of millions of dollars over Governor's budget for 1999-2000 The Future of the Community College: the next seven years to addressallots only $10M in increased A Faculty Perspective,' the authors student success and improve stu-funds for Partnership. The $100M maintain that computer-based dis- dent achievement. Partnership foris in the base, though no cost of tance learning is inherently inferi- Excellence, as it came to be called, living adjustment was given onor to traditional classroom instruc- sounded almost too good to bethat sum. While normally thetion. This position is not so much true. Well, it was. Governor's recommendations are argued in the paper as it is merely The Partnership for Excel- augmented by available state dol- asserted. "Teaching is the 'business' lence is a program to enhance stu-lars in May (known as the Mayof creating epiphanies," say the dent outcomes. These include revise), it is too early to know justauthors, "and this will always be transfer, degrees and certificates,what the final sum might be.best accomplished through the successful course completion rate,While it is possible that the allo- power of personal presence." (Fu- workforce development mea-cation will go up from $10M, it's ture, p. 14) sures, and basic skills improve-unlikely that the system will get It may not surprise anyone ment. The system's proposal wasthe full $100M additional invest- that the Academic Senate Office has designed to exchange improve-ment. not been flooded with E-mail and ment in these areas for "a substan- This raises a critical ques- phone calls from the field contest- tial financial investment by thetion.If the goals established by ing this assertion. It seems that most State." the system were envisioned as an instructorseven those most ded- The Chancellor envi-exchange (a "quid pro quo" as the icated to developing the new sioned a seven-year program ofChancellor called it), then what is modes of deliveryacknowledge, structured budget increases inthe expectation for achievement if perhaps on no more than an intui- $100 million increments. In yearthe program isn't fully funded? If tive basis, the truth of this claim. one, $100 million (M) was addedwe receive only 10% of the fund- As the paper points out, how- to the system's base; the next yearing, it would seem reasonable that ever, there are those whose vision another $100M was to be addedwe be held only to 10% of the of the future is singularly "faculty- onto the $100M base, for $200Mgoals. less," and who, instead, see the total. Year three would be fund- See "Partnership" on page 10 See "Replace"on page 6 1999 April 1 19 President's Message

Faculty Unity is Within Reach

Cooperation among the state-ganizations, an informal affiliationEducation Code revision in which wide organizations that representthat meets each month just beforewe are all involved. Tom has pro- faculty is at an all-time high. The the Consultation Council. duced documentation on intellec- results of this unified faculty voice Each of these leaders has con- tual property rights contract lan- in Sacramento have been stunning. tributed their expertise and energyguage which has helped us all ad- With several challenges on the ho-both personally and organization- vocate for faculty ownership of rizon, it is more important now than ally to the best interests of faculty works we create. Deborah Sweitzer ever to keep this spirit of collabora-in the broadest sense. A few exam-has shepherded our efforts to meet tion alive. ples should suffice. The efforts of the needs of part-time faculty, par- Five faculty groups have rep-the Academic Senate to oppose per- ticularly through support of the resentatives on the Consultationformance based funding are wellCOFO part-time workshops. Last Council, the eighteen member bodyknown. But less well known is that year when the Chancellor attempt- that gives advice to the Chancellorthe hard-fought concessions during ed to put into legislation his own and the Board of Governors on the last stages of the legislative pro- "Strategic Response for 2005" rath- matters of policy and procedure.cess were through a strong allianceer than promoting the Consultation They are the Community Collegeforged by Debra Landre of CCA/ Council plan "2005 Report," it was Association of CTA, the Commu-CTA. Without her influence in the FACCC that led the way on stifling nity College Council of CFT, theLegislature, we could be looking atthat bill. Sam Weiss has continued California Community College In-a college-by-college pay-for-perfor- that strong FACCC leadership dependents, the Faculty Associa-mance system right now. Many ofthrough her expertise on workforce tion of California Community Col-you are aware of the burgeoningpreparation and economic develop- leges and the Academic Senate. effort to hire more full-time faculty. ment which are the subject of sev- Each union is represented by itsBut few know of the tireless anderal bills this year. On all of these president: Debra Landre of CCA/ relentless efforts of Tom Tyner ofissues, the faculty groups were uni- CTA, Tom Tyner of CCC/CFT, andCCC/CFT to use Partnership forfied as a joint leadership team. Deborah Sweitzer of CCCI. SamExcellence funds for full-time hires In my many years in leader- Weiss represents FACCC as its pres- and produce a budget proposal forshipas a FACCC member and, at ident, and Lee Haggerty and I rep- 1999-2000 that would pledge anoth-various times, a member of locals resent the Senate on the Consulta- er $40 million to full-time hiring.of CCCI, CCA/CTA and CCC/ tion Council. Together we make up Debra has used her resources toCFTI have never seen unity this COFO, the Council of Faculty Or- bring legal expertise to bear on the See "Faculty Unity" on next page The Academic Senate fOrCalifornia Community Colleges Bill Scroggins, President; Lee Haggerty, Vice-President Linda Collins, Secretary; Dennis Smith, Treasurer; Janis Perry, Past President Publications Committee: Hoke Simpson, Chair, Grossmont College Winston Butler, Los Angeles City College Carolyn Seefer, Diablo Valley College Van Dees, Golden West College Elton Hall, Moorpark College Editor: Julie Adams, Academic Senate The Rostrum is a publication of the Academic Senate for California Community Colleges, 910 "K" Street, Ste. 300, Sacramento, CA 95814. The Rostrum is distributed to all faculty through college academic senate presidents and by individual mailing. Letters and unsolicited articles by faculty members are invited. For deadline information, call (916) 445 -4753, or email us at [email protected]

2 Senate Rostrum 2 0 "Faculty Unity" from previous page structor at Feather River College; high. Yes, many of us rememberExcellence and Janet Shapiro, the Coordinator stressful times. CTA and FACCC of Disabled Student Services at San- have had their tumbles; so have the in ta Barbara City College. The win- Senate and FACCC. And the com- ners were honored at the March 8th petition of the unions for local rep- Education Board of Governors meeting in Sac- resentation has occasionally had a ramento. Each recipient was intro- ripple effect at the state level. But In 1985 the Board of Governors duced by the Academic President those days are past. CTA/NEA and of California Community Colleges,Bill Scroggins and received a plaque CFT/ AFT continue to talk aboutin honor of the former state Chan- and $1,250 cash award presented by unification. The Academic Senatecellor, Gerald C. Hayward, createdLarry Toy, Foundation President. has recently signed memoranda of awards for outstanding communi-Checkout the Senate's website for understanding with both CCA and ty college faculty. The Gerald C. more information on each of the re- CCC to go along with our years-old Hayward Award for "Excellence incipient. memorandum of understanding Education" has been awarded since with FACCC. The officers of the five 1988. Four recipients, each from organizations will hold a unity different areas of the state, are se- International meeting this coming September. lected and honored annually at the But our task is far from over.March Board of Governors' meet- The affiance forged among Debra, ing. All faculty, both inside and out-and Global Tom, Deborah, Sam and myselfside the classroom, are eligible for must continue even as our organi- the award. Education zations hold elections to decide the Each community college is by Bill Scroggins, President future board members and leadersencouraged to nominate one facul- of our organizations. It is essential ty member. A selection committee The issue of global education that those leaders have the sameconsisting of Area Representativesand how it has been approached at commitment to collaboration as hasof the Academic Senate evaluate the the system level has been a concern been demonstrated in the last twocandidates from a different area. of the Academic Senate for some years. There are, of course, thoseThe candidate's identity is un- time. This article will attempt to put who are very proud of their ownknown to the selection committee. those issues in perspective, at least organization. I am very proud of the The candidates are evaluated onfrom my point of view. Academic Senate and what wetheir commitment to: education; The best piece of work on this have done. But we cannot champi-serving students; community col-topic is a recently released report, on our own organization over theleges, including support for open Looking to the Future: Report on Cal- common best interests of all facul-access and helping students suc- ifornia Community College Interna- ty. The risks are too great. There are ceed; serving the institutiontional and Global Education Pro- those outside of the faculty ranksthrough participation in profession- grams, written by Rosalind Latiner who are, at this very moment, ad-al and /or student activities; and Raby, longtime coordinator of inter- vocating for the demise of sharedserving as a representative of thenational education for the Los An- governance, for statewide collective profession beyond the local institu-geles Community College District. bargaining, and for the abolishment tion. The report points out that 87 of the of tenure. It will take all faculty The 1999 Hayward Award for91 responding colleges had at least working together to stem the tide. "Excellence in Education" is spon- one program in this area. The pro- So as you consider whom tosored by the Foundation for Cali-grams and activities can generally select to represent you as the lead-fornia Community Colleges andbe placed in 8 categories: ership of these groups, ask thewas awarded to Elizabeth Barkley, Faculty/Staff Exchange in tough questions of the hopefuls:a music instructor at Foothill Col- which jobs are exchanged for a lim- "Do you support faculty unity? Will lege; Lynda Corbin, an English in-ited period, you collaborate with other facultystructor at San Diego Mesa Com- International Development organizations for the commonmunity College; Joseph Munoz, ato provide education and training good?" We will stand or fall togeth- political science and history in- to other countries, er! See "International" on page 8 1999 April 3 21 What Makes Technology Mediated Instruction (TMI) Succeed?by Robert Breuer, Las Positas College @ONE is a grass-roots, facul- posted office hours; working stu-technology rich workplace. John ty-driven project, which last yeardents, students with family respon- Herzog of CSU Northridge finds conducted interviews with Califor- sibilities, and those enrolled in nightthe process endlessly exciting. Ev- nia college faculty practitioners courses often find it difficult to meet ery time you go on the Internet, he who are effectively using technolo- directly with the instructor. These observes, you go on a treasure hunt. gy to enhance or deliver instruction. students also often find that tradi- The same is true for students. Their uses of new technologies tional instruction restricts peer in-Marshal Cates (CSU Los Angeles) (multimedia, the web, E-mail, orteraction to class meetings or to in- notes that exposure to multimedia, computer simulations) prompt tervals immediately before or afterE-mail, and the Web provides stu- them to revise the structure of a class. E-mail, by enabling asynchro-dents with incremental increases in course, alter assignment design, nous discussion, solves such access computer literacy, and Eric Harpell and to reconsider the ways in which issues. It provides the opportunityof Las Positas College reports that students approach learning. TMIfor increased contact with the in-tying computer literacy to learning offers very flexible teaching media. structor, fuller participation in peertasks allows students to adapt and Some California college and discussions, and increased partici-modify their skills in order to university faculty have begun topation in collaborative projects.achieve learning and results in oth- explore open entry/ exit modules, While these pioneers caution that er lasses. Finally, Christine Pitchess which have untapped potential for faculty and students must beof Joblink (Coastline College) has tailoring courses to the diverse tal- trained to use E-mail, all testify tofound that students transfer com- ents of the community college pop- its effectiveness in encouraging ef-puter literacy and teamwork skills ulation. For example, students who fective contact between studentsto the workplace and this has re- are highly motivated with a strongand faculty, promoting promptceived unanimous positive re- academic foundation can achieve feedback, and developing reciproc-sponse from supervisors. transfer more quickly; others whoity and cooperation among stu- Clearly, faculty and students have a strong base in particular con- dents. alike find that using technology to tent areas can opt for early exit and Many faculty have found thatachieve learning promotes the good focus attention on those subjects asynchronous discussion increases practice of a self-renewing process. which require more effort; students and improves the quality of studentAccording to Susan Adrian of Mis- with special needs have the abilitytime on task and provides thosesion College, freedom combined to take charge of their learning, canwith diverse talents and modalitieswith sufficient student desire pace how and when they review of learning with enhanced learningequals a dream learning situation. materials, and formulate respons- opportunities. For example, partic- Despite our being located on es. For example, Judy Meyer of San- ipation is easier for students with107 statewide community college ta Barbara City College found thatdisabilities and multi-lingual stu-campuses, faculty are brought to- providing materials on-line (anddents (who may need to rereadgether through emerging technol- this can be done with E-mail andmaterials and revise response) andogies. As faculty ourselves, the other technologies as well) is ex-for students who are often silent in@ONE project is one good place to tremely helpful to ESL and studentstraditional dassroom discussions, connect. Our @ONE website pro- with disabilities, for such strategieswhich privileges quick response. vides one place to find support and reduce the anxiety of losing what TMI motivates faculty and stu- information on technology training. is said in lecture. dents to keep up with changingCalifornia community college fac- According to other faculty technologies and encourages facul- ulty and staff are invited to find one practitioners, E-mail has greatlyty to explore and experiment withanother and many other news improved the quantity and quality the instructional potential new tech- items regarding California Com- of teacher/student interaction andnologies offer. This translates into munity College technology training student/student interaction. Access increased computer literacy skillsby visiting our website at http:/ / to instructors is often restricted tofor students preparing to enter aone.fhda.edu and joining the @ONE eCommunity. 4 Senate Rostrum 22 Accreditation Evaluation Teams-The Published in January 1999 edition of Comprehensive Visit Accreditation Notes

Serving on an evaluationwritten about itself and in con- college and are a balance of expe- team for the Accrediting Commis- ducting an onsite evaluation,rienced and first-time evaluators. sion for Community and Juniorteams call attention to issues of Team members are evalu- Colleges (ACCJC) can be one ofinstitutional effectiveness. Thisated on their performance by team the most rewarding experiences ofactivity assures Commissionchairs and these evaluations are your professional life. This con-members that the college has been reported to the Executive Director. clusion is reached by most of those responsive to all of the recommen- Evaluations become part of the who serve on teams visitingdations made by previous teams continuous Commission effort at ACCJC member institutions re-as well as to all the directions giv-providing quality assurance to the gardless of whether they are vet-en by the Commission. Teamspublic. erans of the process or "rookies".also assure the Commission that, Experienced evaluators Dr. Joseph Gonzalez, ain its continuing pursuit of excel-who have gained a reputation as Professor of History at Moorparklence, the institution has devel-leaders in accreditation issues are College in the Ventura Countyoped sound evaluation and plan-invited to serve as team chairs. Community College District, re-ning procedures concerning as-They are trained by Commission cently wrote: "I have alwayssessment of student outcomes. staff to provide the leadership nec- stressed to my Modern HistoryHaving received information fromessary for successful completion students that they would do wellthe teams in the form of a report, of a comprehensive visit. The to emulate the professional workthe Commission can then deliber- team chair is the Commission's ethic of the British Expeditionaryate and reach an informed deci-representative; the leader of the Force of the First World War. Their sion on the accredited status of anteam, manager, and spokesper- motto was 'We'll do it. What isinstitution as well as on the rec-son; and, with in-put from team it?' I did not expect to see that lev-ommendations to be made formembers, the author of the report el of devotion to duty and pride continued improvement. to the Commission. To a large ex- of craft in accrediting circles, but I Team members are select-tent, the success of an evaluation have, in fact lived it.I have seened from a roster of experiencedvisit depends on the quality of this educators commit to the missioneducators who have offered theirleadership. The team leader, too, of excellence they pursue, livingservices as evaluators and whois evaluated as part of the on-go- their profession in service to it,have been trained by commissioning process of quality assurance. never forgetting whom they serve.staff in workshops held twice a The process of accredita- Serving on a team is a grand ex- year. They are expected to providetion used in this country is unique perience and one which I seek toimpartial and experienced evalu-and remarkable and it relies on the have at every opportunity." ation and to address any specialcommitment of professional edu- Dr. Gonzalez's statements concerns expressed by the college.cators for its success. Peer review demonstrate the essence of the A typical team will be made up ofcontinues to be at the center of evaluation experience in the pro-individuals whose expertise lies inAmerican accreditation. The cess of accreditation. As a volun- one of the many aspects of the typ- Commission always has an inter- tary, non-governmental process, it ical college community. Thus, theest in recruiting new evaluation depends on a cadre of volunteerteam will include faculty mem-team members. If you are inter- professionals who serve as inde-bers; a chief executive officer; ac-ested in being a part of this effort, pendent appraisers of what a col-ademic and student services ad-give us a call to receive the neces- lege's self study says about whatministrators; a trustee; a businesssary application form. is has, what it does, and what itofficer; and an individual with achieves. experience in planning, research, Note: Applications are available by By offering insights basedand institutional evaluation. contacting the Academic Senate on analysis of what the college hasTeams reflect the diversity of the Office at (916) 445-4753.

1999 April 5 "Replace" from page 1 a cause of thought; the profession ing when engaged in on-line teaching function taken over byof teaching as a practice; and the teaching? The on-line aware- machines. How much more effi- college as a place. ness of the professor is limited cient and cost effective! How many Behind each of these areas of to whatever facts may be fewer grievances and contract dis-concern, according to Heath, is the gleaned from some on-line pro- putes! And shared what? Governfact "that on-line education reduc- file of students or from the this! ( ...as the plug is pulled.) es all communication to written professor's own evaluation of In view of recent sightings inpropositions....The real issue," he the student's written work; our fair state of the occasional man- writes, "is whether teaching and however, ...none of this ager and even legislator given to thelearning can be reduced to written matches the immediacy or ef- opinion that faculty are far too up-propositions." (295) ficiency of direct, face-to-face, pity, and whose eyes grow bright- Heath's answer is "No, they awareness. In its absence, there er at the prospect of a future with- cannot." On-line documents, he islittleroomforthe out us, it might not hurt to looksuggests, "may offer opportunities unarticulated understanding, more closely at the analysis behind for thought and reflection, but these the spontaneous insight, or the the claim that classroom instructiondocuments may not cause reflec- developing sympathy that can is the preferred route to learning. tion, at least not in the same nu- arise between teacher and At last spring's meeting of the anced manner as a skilled teacher learner." (296) American Philosophical Associa-causes one to think and reflect." The production of that mo- tion in Los Angeles, Professor Eu- (296) For example, a teacher canment of insight is the "epiphany" gene Heath of SUNY at New Paltzcause reflection through the use ofof which the authors of the Future found himself on a panel discuss-her voice and strategic silences. Inpaper wrote. Of course epiphanies ing the potential of computers for his spoken remarks, Heath told the can occur in the course of one's the delivery of instruction in phi- story of an instructor whose effec-reading of written propositions; losophy. Professor Heath was, attiveness increased dramaticallytheir occurrence in such circum- best, lonely and, at worst, he mustthrough the device of bringing a stances, however, seems likely to be have felt like he had wandered into cup of coffee to class. Whenever he far more random and less frequent some sort of sales convention. Hispaused to take a drink, the silencethan under the nurturing provoca- fellow panelists were all from the gave students the occasion to reflecttions of an instructor. same institution in the Northwest,and pose questions. Such silences This brings us to yet another and they had come to sell. With the can't be achieved in the medium ofdimension of the issue of the pro- zeal of the newly-converted, theythe written word. fessor as cause of learning, one hosanna'd the glory of the machine, Additionally, Heath notes, forwhich Heath does not discuss. He, and praised the learning experiencea professor's words to be effec-and we, when talking about they had brought to their studentstive... "modes of instructional delivery," through the manipulation of bits "(in the sense of effecting thought) tend to be exclusively focused on and bytes. one must have an awareness of the advantages and disadvantages Professor' Heath was no one's audience. This awareness to the student. There are, however, stranger to distance learning: he is not merely an awareness of advantages to the instructor as well. had developed and taught his own facts about the audience (so- Through the performatory aspects course via computer and had writ- and-so dislikes Plato, is active of their profession, instructors stand ten about it in an article titled, "Two in student government, is un- in a relationship to their audience Cheers and a Pint of Worry: An On- happy, and so forth) but an similar to that of all performers: Line Course in Political and Social awareness of that audience's They nurture certain appropriate Philosophy."2 On this occasion, attentiveness, comprehension, responses in their audience and, in finding the "cheers" in abundant seriousness, and interest. With- their turn, the performers feed off supply, Mr. Heath gave voice to his out such awareness, the class- ofare quickened or nurtured "pint of worry," and talked about room professor is merely bythose responses when they are his reservations about on-line class- speaking, reading, or explain- produced. As the comedian lives es. In the panel discussion, as in his ing, all of which could be done for the laugh, so the professor lives article, he grouped his remarks un- in a room with no one present. for the moment of insight. From the der three headings: the professor as And what is the professor do- See "Replace" on next page 6 Senate Rostrum

24 "Replace" from previous page Another dimension of the doesn't want to, that one need professor's perspective, the differ-practice of teaching which gives not set aside certain activities ence between classroom and on-Heath pause lies in the fact that for the sake of learning, and line instruction in terms of her ownsuch practice involves "more than that one may, simply, turn off satisfaction is similar to the differ-judgment or know how: It is also the machine if something is ence between the experience of theexemplary of attitudes, disposi- too difficult; in sum: learning singer who has thrilled a live audi-tions, emotions, and commitments, is no more important than any- ence, and one who has achieved a none of which are easily conveyed thing else." (297) "wrap" in the recording studio. The through written propositions." Heath concludes that "per- immediacy and intensity of the (296) In the written word, one finds haps on-line education has a place, former cannot be matched by the only the products of the professor's but it is a subordinate one: on-line latter. We have a right to expect thatlabor; lost are the attitudes, the "in- education is best viewed, at least burn-out will occur much soonertellectual qualities," the passion, under current technology, as a sur- for the on-line "performer" than fordiscipline, patience, etc., that in- rogate: The best education occurs the one with a live classroom audi-formed it. Yet, Heath maintains, it between teacher and student." ence. is the acquisition of these intellec- (297) Heath's concern with the pro- tual qualities, taught by example in It is certainly worth observing fessor as cause of learning leads nat- the classroom, that makes the dif- at this pointespecially for those urally enough to his concern withference between true learning and who may not yet have read the pa- the profession of teaching as a prac- the mere transfer of information. per on The Future of the Communi- tice. At its best, classroom instruc- Finally, Heath's focus on the ty Collegethat the paper by no tion involves the exercise of "judg- importance of conveying intellec- means places the Academic Senate ment and know how, neither oftual attitudes brings him to his con- in opposition to the use of technol- which," Heath writes, "can be re-cern with the college as a place. ogy in education. As is pointed out duced to rules or systems, but bothOne of the great attractions of on- in the paper's conclusion, of which are essential components line learning is that of the "college "The Academic Senate would be of the practice of teaching." (296)without walls," of learning that is clear...that it is rejecting only The effective teacher's awareness ofnot bound by constraints of space the extreme demand that tech- the "attentiveness, comprehension, and time, that can be engaged in nology serve as a replacement seriousness, and interest" of the stu-when it is convenient to do so. for faculty. The Academic Sen- dents is constantly translated intoHeath believes that these very fea- ate maintains that technology, judgments as to which phrase, dia- tures of on-line learning inculcate both now and in the future, is gram, admonition, or example will precisely the wrong attitudes and a marvelous enhancement to bring students closer to achieving values. instruction, and would urge insight. One knows how to re-"A (physical) place devoted to that its potential continue to be phrase the student's inchoate ques- learning, study, and research, explored and utilized. In ad- tion in just the way that will help a place to which one must go dition, the Academic Senate him toward the answer. And one at certain hours, may prove in- applauds the fine work of knows that not all inchoate ques- convenient to some, but its those faculty who are develop- tions are equal, that they reflect very inconvenience is also its ing course content for distance greater and lesser distances from signal importance: Some learning, who are maintaining the goal of comprehension, and one things have to be set aside if the highest standards of aca- measures one's responses accord- one is to engage, focus, and demic integrity while ensuring ingly. commit oneself to learning. increased accessibility to Heath's concern, of course, is Though this is one conse- higher education for students that the conditions of immediacy quence of place, it also implies in the future." (Future, p. 17) required for this sort of practice, "in- the seriousness of education. Heath's remarks do have con- volving unarticulated judgment That the computer is conve- siderable import for those who and know how," simply do not ex- nient because its courses occur develop on-line courses. If he is cor- ist on-line, especially when " all in no real space or time easily rect, and the loss of immediacy in- communication must be reduced to translates into the view that volved in going on-line is an impedi- disembodied propositions." (296) one need not engage when one See "Replace" on page 8 1999 April 7 2 "Replace" from page 7 inherently superior to its on-line cous- Our students are generally quite in ment to learning, then it becomes all in. in their view of the world, a con- the more important that on-line in- There is, in sum, an importantdusion that is supported by the re- structors adhere rigorously to peda- role for technology in education; but cent Carnegie Foundation report, Re- gogical "good practices." As the au-that role will not entail the 'downsiz- inventing Undergraduate Education. As thors point out in the Academic Sen- ing' of faculty so long as our 'business' with Multicultural Education, which ate paper, Guidelines for Good Practice: is that of creating epiphanies. gives our students comparisons Technology Mediated Instruction, among ways of life of groups within ' The Academic Senate for California Commu- "good teaching is good teaching, re- nity Colleges, 'The Future of the Community our own country, International Edu- gardless of the medium or method College: A Faculty Perspective." Paper adopted cation broadens the perspectives of Fall 1998. chosen for delivery."3 If the medium 2 Eugene Heath, "Two Cheers and a Pint of our students and canbe a springboard has inherent obstacles (and every Worry: An On-Line Course in Social and Political for an understanding and tolerance Philosophy." Teaching Philosophy, September 1997, medium doesyes, even the class- 20:3, 277-303. that is sorely needed in this country. 3 The Academic Senate for California Commu- room), then one must take special care nity Colleges, "Guidelines for Good Practice: The problem that I have is with to find ways of compensating for Technology Mediated Instruction." Paper the Global Education portion of this adopted Fall 1997. Page 1. them. One way to do this is to seek equation, those programs in which out and take advantage of unique op- we assist our own companies with do- portunities afforded by the new me- "International" from page 3 ing business overseas or in which we dium itself. As we can see from Rob- International Economic Devel- assist foreign businesses in learning ert Breuer 's remarks elsewhere in this opment preparing U.S. business forwhat American industry has to offer. issue ("What Makes Technology Me- global trade, Here I think we are straying from our diated Instruction (TMI) Succeed?"), International Students comingprimary mission to educate the resi- this seems to be exactly what instruc- to our colleges to learn, dents of California. And I have a prob- tors in California's post-secondary International Studies, degreelem with the use of this state's pre- systems are doing. programs in careers with international cious education dollars for activities Does Heath's analysis have im- focus, that so directly benefit individual busi- plications for the Academic Senate's Virtual Education providingnesses-particularly those in foreign hard-fought and successful battle to online courses available worldwide, countries. In my opinion, these types change the "personal contact" re- Internationalizing Curricula in of activities should be confined to con- quirement for distance learning to which international themes are in- tract education in which the full costs- "effective contact"? I don't think so. fused in many courses, and both direct and indirect-are covered On-line learning has one huge advan- Study Abroad, an opportu- by the businesses which benefit Un- tage over classroom instruction It pro- nity for our students to study in other til the proposals that I see coming from vides access to education for those countries. Sacramento meet these criteria, I can- who cannot get to the classroom. Some of these programs are very not support them. Heath himself acknowledges this. The common: 90% of colleges reported Currently, a Board of Governors "personal contact" requirement viti- having International Students, 56% grant is supporting the work of the ated this advantage, and the Academ- had Study Abroad, and 44% had Fac- International /Global Education Net- ic Senate furthered the cause of stu-ulty Exchanges. The most frequent work Task Force, chaired by Brice dent access in getting it changed. degrees offered are International Busi- Harris, chancellor of the Los Rios I, like Heath, am an instructor ofness (26%) and International Studies Community College District, and philosophy who ventured into the (11%). Infusion of internationalstaffed by Juan Cruz of the Chancel- digital worldin my own case,themes into the curriculum is verylor'sOffice.Our own Executive spending ten years teaching in a de- common as well. The most commonCommittee members Dennis Smith partment of computer science. I am types of courses with specific units on and Mark Snowhite have been liai- excited about the potential of on-lineinternationalism are ESL (93%) and sons to this group. Those of you who instruction, and am delighted by the Foreign Languages (76%). One of the would like to know more about this Academic Senate's insistence on ED>Net economic development ini- issue can contact Juan Cruz at (916) maintaining the highest pedagogical tiatives directly focuses on helping 327-2987. Copie i Rosalind Ra- standards. For my own part, howev- U.S. business deal with international by's Looking to Hi-Future report can er, I am most interested in computertrade. be obtained by contacting her at technology as an adjunct to classroom The value of giving our students [email protected]. instruction, which, I am convinced, is an international perspective is clear. 8 Senate Rostrum 26 BEST COPY AV Institutes "R" Us by Bill Scroggins, President As summer approaches, thethe web to support classroom-and our own Nancy Silva. Academic Senate is working onbased instruction, 4) design of The Curriculum Institute several training experiences foronline coursesfrom curriculumwill be held July 28-30 at the Dis- faculty and others. These sum-development to software appli-neyland Hotel. (No, that doesn't mer institutes are a valuable ser-cations, and 5) a train-the-train-mean that we have Mickey vice provided by the Academicers experience for those facultyMouse courses!) The institute is Senate and, we hope, at least onewith the responsibility of train-designed for college teams con- of these opportunities may inter-ing other faculty in technologysisting of the CIO, faculty Cur- est youyes, YOU, not just yourat their college. Approximatelyriculum Committee chair, and senate president! On tap are the100 participants can be accom-others involved in the develop- Faculty Leadership Institute, themodated. Co-coordinators arement and approval of courses Student Leadership Institute,Ric Matthews and Ian Walton. and programs. Teams will be the Technology in Teaching In- The Student Leadership In-asked to bring curriculum ma- stitute and the Curriculum Insti-stitute is a joint project of theterial to share with other college tute. Details on all these insti-Student Senate, the Academicteams in groups who will work tutes will be available on ourSenate, the Community Collegetogether under the guidance of web site as they develop. League, and the CCC Studenta facilitator. In addition to study The Faculty Leadership In-Advisors Association. The insti-sessions on curriculum stan- stitute is approaching its tentute is designed for student lead-dards and practices, groups of year mark. Intended for newers, accompanied by their advi-college teams will share their and emerging local senate lead-sors, to develop and enhance in-work products and local practic- ers, it provides in-depth trainingdividual leadership skills. Thees, spreading the use of good and experiential learning all theevent will also be held at CSUpractices and doing collabora- way from principles of leader-Monterey Bay and begins Sun-tive problem-solving on areas of ship to the nuts-and-bolts of ev- day evening, June 7th, with a din-individual college curriculum eryday operation of a local sen-ner and ice breaker and ends justdifficulties. In depth sessions ate. This year's institute will bebefore lunch on Wednesday thewill be held on hot topics such June 24-27 in San Diego and is9th. The emphasis will be onas technology mediated instruc- designed for 50 participants. Co-characteristics such as advocacy,tion, the articulation process, coordinators are Nancy Silvarelationships, communications,use of prerequisites, and the rap- and Dennis Smith. ethics, and team building. Theid response to emerging chang- The Technology in Teachingprogram design is built on ex-es in vocational education. The Institute is in its second year andperiential learning through ac-institute is designed for about 60 is co-sponsored by the @ONEtivities such as role playing, sit-participants and is a joint effort faculty technology traininguationalanalysis,groupof the Academic Senate and the project, a grant spearheaded byprojects, values clarification,CIOs. Chancellor's Office staff De Anza College. This five dayleadership style identification,will assist in the facilitation as intensive training is a hands-onand guided discussions. All fourwell. Co-coordinators are John experience in how to use tech-organizations will be contribut-Nixon, CIO at Santa Ana Col- nology in teaching. Held at CSUing to the facilitation of the in-lege, and our own Beverly Shue. Monterey Bay from June 14-18,stitute, which is designed for five different tracks are featured,approximately 100 participants, each in a separate computer laband is quite reasonably priced at at CSUMB. The tracks include:only $250 (which includes room 1) introductory word processingand boarddouble occupancy in and related skills, 2) multimediaa dorm room!). Collaborating including scanning and imageare David Wilkinson of the Stu- manipulation, 3) basic web pagedent Senate, Cindra Smith of design for the purpose of usingCCLC, Doug Barr of CCCSAA,

1999 April 9 27 "Partnership" from page 1 a distinct possibility. It will be ex-funded while growth and COLA This view, however, is nottremely important that this be ad-were not. held by other key players in Sac-dressed by the Chancellor as weSo what is happening ramento. The Legislative Ana-engage in discussions about theon the local level? lyst's Office (LAO) along with thefuture of Partnership. The legislation says that Department of Finance (DOF) and For now, the money is dis- districts will have flexibility in the California Post-Secondary Ed- tributed to districts by FTES. But,deciding where to put the funds. ucation Commission (CPEC) areby April 15, 2000 the system is to That sounds good, but what does charged in the Partnership legis-develop a "contingent fundingit really mean? It all depends on lation with assessing whether ourmechanism." By the third-yearwhose voices determine the allo- goals and measures are "clear, rea- report (using 1999-2000 and pos-cation of funds. sonable and adequately meet the sibly Fall 2000 data) it will be de- Academic senates have state's interest in accountability." termined "whether reasonableboth the right and the responsibil- In a December 1998 joint letter,progress" has been made. If not, ity to consult on matters of student these three agencies asserted thatthe Board of Governors is autho-success, as well as on establishing the "specific goals should berized to distribute the funds to dis- budget and planning processes, as viewed as targets that can be tricts according to performance onstipulated in Title 5. Partnership achieved without increasing thethe goals. That funding mecha-clearly involves all of these. En- level of additional Partnership in-nism is to be developed in the state suring the academic senate's role vestment ... Anyfuture increaseconsultation processand in col-here is a minimum condition of in the level of funding for the Part- laboration with the LAO, DOFreceiving state apportionment. nership would require that the and CPEC. Beyond the legal requirement, if goals be made even more rigor- You should note that "rea- interventions to impact student ous." sonableness" has not yet been de- achievement are to be effective, it More recently, in its rou-fined. Whatever the definition, the is critical that faculty are involved tine analysis of the Governor'sdetermination will be based onin the design.If faculty haven't budget, the LAO recommendedresults from the initial semesters. been involved at your campus, reducing the proposed $10M aug-Given funding uncertainties, theyour senate needs to "crash the mentation by $8.2M. This wouldlate start-up and general confu- party." Let the Academic Senate leave only $1.8M as a 1.83% COLAsion about the program, this is notOffice know what's going on, and on the original Partnership alloca-likely an adequate "test" of colleg- consider working with us to noti- tion. es' abilities to improve outcomesfy the Chancellor's Office about The LAO also recom-with funding. It does mean thatthe problem. mended that the "Legislature de-what individual districts and col- In districts where senates lete the request for $2.5M to im-leges do their first year of Partner- are strong, and administrators are prove the transferability of com-ship will be critical to the entire collegially inclined, some wonder- munity college courses to four-system and our future fundingful things have happened. Senates year colleges, because the commu-mechanism. in consultation with administra- nity colleges should do this with- According to the bill, thetions have set up task forces to ad- in the Partnership for ExcellenceLegislature "intends to provide dress student success and to grap- Program." Based on plans devel-funding for the Partnership... asple with how best to utilize the oped by the Intersegmental Com-an investment to supplementfunds to improve education for mittee of Academic Senates, thisfunding for enrollment growthstudents. Mentoring projects, tu- would fund development of un-and cost-of-living [COLA] adjust-toring programs, enhanced trans- dergraduate major preparationments ..." However, the Gover-fer and articulation efforts, and in- agreements to enhance seamlessnor's initial budget proposes a dis-creased counseling have been student transfer across the threeappointing 2.5% rather than theadded. A sense of excitement, an systems. requested 4% in growth funds,aura of possibility in previously Clearly, one of our deepand only 1.83% in COLA com-cash-starved districts, has been concerns with Partnership, thatpared to the requested 3%. It iscreated. we would be expected to do evernot clear what happens to the But in some districts the more with no additional funds, isagreement if Partnership were See "Partnership" on next page

10 Senate Rostrum 28 "Partnership" from previous page Partnership goals... Asfor re- The Partnership approach promise has ended in disappoint- serves, use of the funds in this waycan be seen as one in a series of ment, as demands for increased is not directly related to progressattempts to decategorize funding. accountability on the part of fac- toward the goals." General calls for "relief from ulty have not been matched with Other districts utilizedmandates" and the "deregulation funds. In these districts, faculty Partnership funds to hire full-time of education" have become almost report that district administra- faculty. Increasing the ratio of full commonplace. Administrative tions have kept all or much of the to part-time faculty can clearlyorganizations often argue that Partnership money for district provide students more access tofunds should be given with the purposes; little to no money has faculty in office hours, more fre-least regulation possible. But actually gone to the colleges. quent counseling appointments,those who divert Partnership From initial reports, it appears or smaller classes. Full-timers re-funds for unrelated projects that such districts may have sim- view programs and identify areas undermine the case for flexibility ply reported ongoing activities as for improvement or redesign. and make such pleas sound more if they were enabled by Partner- While some predict Partnershiplike rhetoric than prudent fiscal ship funds. While the legislation dollars will significantly improvepolicy. The Legislature has a right notes "districts shall have broad the ratio of full to part-time facul- to expect that, when it funds a pro- flexibility in expending the funds ty by the end of this year, it re-gram, a good faith effort will be .. ," this supplanting approach mains to be seen how many newmade to invest the dollars as in- belies the legislative intent that faculty were actually hired withtended. the money be used for "program Partnership funds and how many The Legislature also has enhancement that will improvewere merely retirement replace-the right to set fiscal policies and student success and make ments charged to the Partnershippriorities for the expenditure of progress toward the system in district reports. public funds. Historically, ensur- goals." Chancellor Nussbauming access to underrepresented If your district has not has requested that CEOs re-exam-populations and the promotion of used the funds for projects and ine their commitments for 1999-educational equity have been activities related to student suc- 2000 to ensure they are contribut-among the key reasons for cate- cess, then ask the questionwhat ing to the Partnership effort. In agorical funding. While Partner- accountability is there for those recent E-mail to them, the Chan-ship was funded, augmentations who disregard the legislative in- cellor noted, "I would expect eachfor the very programs with prov- tent and who keep in the district of you to address those isolated en positive impact on student out- pocket funds intended for stu- instances where some of you maycomes (matriculation, EOP&S, dents? How will the actions of have invested some portion of thePuente, DSPS) did not receive re- these administrations and boards funds for purposes that you nowquested augmentations in 1998-99. be "benchmarked," and who will recognize as having no conceiv-In the initial Governor's 1999-2000 suffer if we go to district-specific able relationship to improvingbudget, augmentations for these payouts in the future? performance on system goals." categorical programs were again Some of these districts It remains unclear, be-not awarded. utilized partnership funds to in- yond coaxing recalcitrants to do Currently the system is crease their reserves or to pay the right thing, what the Chancel-discussing May revise priorities, down pre-existing debt. The Part- lor's Office is going to do aboutand categorical programs do not nership Question & Answer doc- those districts not responsibly uti-appear to be in the mix. For the ument available on the Chancel- lizing the funds. What role will thefollowing year, local districts are lor's Office website notes in ref- Board of Governors (BOG) and the asked to review existing state bud- erence to debt retirement thatChancellor play? In this era, theget categories and comment on "such action is not restricted butexpectation is that all groupsfac- which should continue or be de- is not advised. Use of a small por- ulty, administrators, trustees andleted from consideration. Local tion of the funds to retire debtstaffwill be held accountable.and state boards and adminis- may be allowable if such action How this will be done without tru- trations need to hear from sup- directly enables the district to ly categorical funding is not evi-porters of such programs if they improve its ability to address dent. See "Partnership" on page 12

1999 April 11 29 "Partnership" from page 11 nership money. will address a range of student are to be funded in the future. If you were not involvedsuccess issues and model pro- In the meantime, local senateswith creating your district's re-grams. should remember to considerport, or have not received a copy, Each college will be re- the needs of all students as theyyou should request one fromceiving in the near future a make Partnership recommen-your district office. These are"FACT Book" detailing baseline dations for program enhance-publicdocuments, so youdata on Partnership measures ments. shouldn't have trouble accessingfor each college for 1995-1998. It While many may as-them. The Academic Senateis important that faculty and col- sume that categorical programsrequested a sign-off for the locallege personnel review and veri- are "okay" and have enoughacademic senate on the Partner-fy the accuracy of the reported money, this is not the case. Forship reports as is done with ma- data. example, according to a 1998-triculation. While this was not Those faculty and ad- 99 budget analysis by the Com-adopted, this could be revisitedministrators who have risen to munity College League, fund-as implementation issues arethe challenge and are using the ing levels for Disabled Studentreinvestigated. money to enhance students' ed- Programs and Services remains A summary and analysisucational experiences deserve roughly the same as 1989 lev-of the district spending reports isour recognition and gratitude. els even though the numberbeing prepared by the Chancel-They are contributing to the of students needing such ser-lor's Office. The Academic Sen-statewide effort; more impor- vices has substantially in-ate President, Bill Scroggins,tantly, they are focused on our creased, as have expectationshas requested copies of the dis-true calling, student success. and requirements for reason-trict reports.We'll be working If we are to take advan- able accommodations with thetogether to provide that informa-tage of the current funding and Americans with Disabilitiestion back to each local senateforestall moving to district spe- Act. president. We urge you to reviewcific payouts in the future, local While the continuedthe report and investigate the lo-senates will have to do what disparity of student outcomescal use of the funds. If the reportthey can to secure Partnership across demographic and eco-is inaccurate or misleading, con-dollars to enhance educational nomic groups is a glaring prob- tact the Academic Senate Officeprograms and services. Work on lem in all of public education,and challenge the report with theyour campus to form a real part- Partnership did not specifical-Chancellor's Office. nership with other faculty, ad- ly include any goal or measure The Academic Senate isministrators and staff commit- to address this problem. Forsending out a turn-around sur-ted to improving education for now, if student equity invey to gauge how many districtsstudents. achievement is to be addressed,actually used Partnership funds After all, the point is to local senates and administra-for student success purposes andget the money to the students. tions will need to take up thatengaged in consultation to do so.That's where the real magic hap- challenge. Revisiting studentBe sure that your senate repre-pens in the classrooms and equity plans and examiningsentatives turn in the survey. Itstudent services, libraries and current institutional datacan be mailed back, or brought to tutoring rooms, the transfer cen- would be a good place to start.the on-site Senate Office at theters and counseling offices Your district was re-upcoming spring plenary sessionwherever student aspirations quired to report in December(April 15-17, San Francisco Air-and achievements can be sup- 1998 processes and plans forport Westin) ported and extended. partnership spending. Unfortu- The Academic Senate will nately, the report was not in-be holding a session breakout on tended to serve the purposes ofthe Partnership for Excellence. accountability as much as itRepresentatives of successful col- was to enable the Chancellor'slege partnerships will be invited Office to lobby for more Part-to share tips.Other breakouts

12 Senate Rostrum 30 June 1999

2 President's Message 3Affirmative Action Breakout 5 Other Spring SessionSenateRos trum Highlights 6Treasures of Sacramento 7 Basic Skills 8 Technology Everywhere The Newsletter of the Academic Senate 9 Curriculum Committee for California Community Colleges Breakouts State Committees 11 Distance Learning Landslides and Squeakers: Spring Elections Produce New Executive Committee by Julie Adams, Executive Director,and Hoke Simpson, Publications Chair The 1999 Spring Plenary Ses- and endorsement of her work in the and I'm glad the Plenary Body thinks sion of the Academic Senate for Cal- position of Secretary over the last we'll make a good teamI'm sure ifornia Community Colleges pro- two years. "This takes nothing away of it!" duced more than its usual share offrom contributions Lee has made The office of Secretary, now va- electoral agony and ecstasy this year. over the years" Collins said. "I am cated by Collins, was hotly contest- When it was all over, there were honored that the faculty selected me. ed, and this time everybody was changes in three of the top four offic- trickling. The candidates were Nan- ers' slots, four new faces on the Ex- cy Silva, from American River Col- ecutive Committee, and several lege, who was completing a two-year shifts in offices held. term as Area A Representative, and Adding to the drama was the three new faces: Mild Mikolajczak, a fact that all four candidates for past senate president and veteran of the two top slots of President and the recent wars at Saddleback; Ellen Vice President chose not to "trick- Ligons, four-term senate president le down." This meant that three of the four were putting it all on IncomingPresident Collins Ellen Ligons, Debra Landre, and Nancy Silva the line. Presidential candidatesThe high profile created by my Lee Haggerty and Linda Collins, breakouts and written work certain- and Vice President candidate Win-ly helped. I am delighted to have ston Butler, had each reached the end such a fine executive committeeand of their current terms, so that a losslook forward to working with them for any of them meant a one-way tick- to represent the faculty of the state et home. Hoke Simpson, the otherand to advocate for the needs of our Vice President candidate, had onlystudents." Simpson, too, was grati- served one year in his two-year Rep- fied by the outcome, but was also resentative- at-large seat, and a loss somewhat surprised. "Winston is an would return him to that position. institution in the Senate," he said. The results were a landslide victory "He's a wonderful person and a for Collins and a squeaker for Simp- great contributor, and I really won- son. dered whether I could challenge him Collins expressed gratification successfully. But I've worked close- at the Plenary Body's recognition ly with Linda for the past two years,See "Landslides" on Page 4

31 President's Message Leadership in an Educational Environment byBill Scroggins, President

For as long as I can remem-issues of resources that it seemscultural enrichment of the individ- ber, there have been those whothis is all that matters to our lead-ual that adds both to the enjoy- hold up the business world as aners. That's my point exactly. Inment of life and to the advance- example of how our collegesfact, in my visits to our colleges,ment of civilization; and 3) the should be run. The current em-it is clear that those who PUTproduction of an educated citi- phasis on productivity, thinly dis-STUDENTS FIRSTand have azenry that makes good decisions guised as accountability, is juststrong organization built aroundpolitically and participates vigor- the latest example. I submit thatthat goalare the most success-ously in the community. Even the leadership in an educational en- ful. casual observer can detect that vironment is fundamentally differ- Whereas the business envi-today's productivity movement ent. ronment is competitive, educationfocuses on #1. Any leader must have a goodflourishes best in a climate of trust So we must go beyond hav- sense of the direction the orga-and collaborationhence theing a sense of direction rooted in nization needs to take, be it theterm "collegiality." As education-serving students and beyond academic senate, the college, oral leaders, that spirit must be onedevoting ourselves to building a a business. As faculty leaders,of our primary, if unstated, goals.collegial environment. We must we need a clear vision of whatBy the way, one of those "lead-reclaim the high ground in defin- we would like to achieve on ourership directions" I mentioneding what "success" in education watch. Unlike business, our bot-earlier, for my term in office, hasreally is. Accountable? Yes, I'm tom line is not monetary but rath-been this very goal of buildingaccountable. I'm accountable to er the need to assure that ourtrust. I'm convinced the invest-my students every day to assure students achieve their full poten-ment has paid many dividends.their learning. I'm accountable to tial. Not that money isn't impor-(Oops! I slipped into a businessmy colleagues to deliver the cur- tantwe need adequate resourc-metaphor!) riculum we have designed to the es to serve students well-it's just Consider the three benefitsstandards we have set. And it is that the almighty dollar doesn'tof education to society: 1) thewe who must hold ourselves ac- (or at least shouldn't) drive ouracquisition of skills and abilitiescountable. If we don't, that exter- decisions. that lead to earning a livablenal business model will surely be I know, your first reaction is wage by the individual and pro-what we will face. that I'm dreaming. Our day-to-dayvide a needed worker for the experiences are so tied up witheconomy; 2) the personal and See "Leadership" on Page 3

The Academic.: Senate, for California communkty Colleges Bill ScrOggins, President; Lee Haggetti, ViCe-president Linda Collins, Secretary; Dennis Sinith, Treasurer Janis Peiry, Past President Publications Committee: Hoke Simpson, Chair, Grossmont College Winston Butler, Los Angeles City College Carolyn Seefer, Diablo Valley College Van Dees, Golden West College Elton Hall, Moorpark College Editor: Julie Adams, Academic Senate The Rostrum is a publication of the Academic Senate for California Community Colleges, 910 "K" Street, Ste. 300, Sacramento, CA 95814. The Rostrum is distributed to all faculty through college academic senate presidents and by individual mailing. Letters and unsolicited articles by faculty members are invited. For deadline information, call (916) 445-4753. or email us at [email protected] 2 Senate Rostrum

32 "Leadership" from Page 2 Affirmative Action It isn't as if we don't know how to hold ourselves account- able. The mechanisms of pro-Committee Breakout gram review, curriculum approv- by Affirmative Action and CulturalDiversity Committee Chair, Lina al, and peer review have beenChen part of our lexicon for many The Affirmative Action andthe Chancellor's Office expedite years. These are the underpin-Cultural Diversity (AA/CD)this report (see Resolutions S99 nings of that "strong organiza-Committee presented a breakout3.03 and 3.07). tion" which I mentioned earlier asat the Spring Plenary Session on Business necessity was an- being built around the goal ofthe Commitment to Diversity. other item of concern. The ques- serving students. Colleges withThe following information wastion was asked regarding the le- strong organizations use thesedisseminated: 1) the Communi-gality of a person holding a po- reviews to create institutionalty California College Commit-sition for four years under busi- plans that then drive budget de-ment: Action Plan; 2) Affirmativeness necessity. Vice Chancellor cisions. Action Regulations: GuidelinesGuichard indicated that a posi- So simple; just two mea-with Questions and Answers; 3)tion could only be held for one sures. Does the college have ef-Guidelines for Affirmative Ac-year and then a letter must be fective reviews of programs, cur- tion and Nondiscrimination. sent to the Chancellor's Office riculum, and peers based on the The presenters were Linarequesting an extension under goal of student learning? DoesChen from Los Angeles Tradesection 53001(c), but again, this the college use these reviews inTechnical College, (Chair of theextension can only be for one ad- a meaningful way to create plans AA/CD Committee), Beverlyditional year and must have that drive the allocation of re-Shue, Los Angeles Harbor Col-gone previously to the campus sources? We even have thelege, Virginia Romero, CerritosAffirmative Action Advisory mechanism to assure the role ofCollege, Edith Conn, VenturaCommittee. faculty: collegial consultation withCollege and Gus Guichard, Vice It was recommended that the academic senate. Chancellor for Human Resourc-we create a compliance or ac- Thus I call on the educationales. countability task force, in order leaders at our collegesyes, The breakout proved to beto assist schools. Vice Chancel- that's you, tooto set a firmmost informative and clarifiedlor Guichard indicated that the course for your achievements forconcerns. One question raisedChancellor has such a task force, the coming year, to maintain stu-was, "If all documents indicatebut perhaps the campus Affirma- dent learning as the touchstonethe importance of availabilitytive Action Committee could as- of all you do, and to redouble your data and its impact of hiring di-sist more directly.There are efforts to assure true accountabil-versity, when can we expect thisfunds set aside for this purpose. ity by being vigorous participants data to be available?" Some The Breakout attendees in review of your programs,have indicated that affirmativecommented that there is a myth courses, and peers and in theaction concerns do not need to bethat affirmative action does not planning and budgeting processaddressed because there is no vi-exist and questioned how can built on those reviews. Don't set-able data. Gus Guichard re-this be remedied? Vice Chancel- tle for anything less. You will profitsponded that there is a commit-lor Guichard stated that the con- greatly, as will your students.tee presently establishing thetinuation of informative work- (There I go again, using thosedata and under consideration areshops, such as the one being pre- business terms!) several components such assented today, will create more workforce and college graduateavenues to disseminate correct availability. He predicts thatinformation about affirmative this data will be available after action and the importance of hav- the summer of 1999. The Plena- ing a diverse faculty. With a com- ry Body expressed the impor-mitment from the Academic Sen- tance of this data by passing sev- See "Affirmative" on Page 10 eral resolutions requesting that 1999 June 3

33 "Landslides" from Page 1 Committee at the end of her cur-diers, builders, and more. I am from Pasadena City College; andrent term. Davis-Lyman has pro-proud to continue the tradition of Debra Landre, from San Joaquin Del- vided the Executive Committeecommunity service. As faculty, we ta College, a past Treasurer of the Ac- with two years of outstanding ser- all have the opportunity to con- ademic Senate and, for the last two vice, and capped her career as thistribute to the future of those indi- years, President of the CCA/CTA. year's Elections Chair, presidingviduals who come to our class- The first round of voting pro- over one of the smoothest electionsrooms. The value of that contri- duced a runoff between Silva and ever. bution cannot be overstated. How- Ligonsand when the last vote was Other successful candidatesever, I have come to understand counted, Ellen Ligons became the that through our academic senates new Secretary of the Academic Sen- we can also shape the state and ate. Nancy Silva trickled, and local academic policies and pro- found herself elected to a familiar grams that make our work inthe position: Representative for Area classroom possible. As I begin my A. Miki Mikolajczak trickled and second year as a member of the Ex- was elected to the two-year Rep- ecutive Committee, I am excited resentative-at-large position vacat- and overjoyed with the opportu- ed by Beverly Shue, and Debra nity to make a difference in the fu- Landre was elected to the remain- ture of California's Community ing one year of Hoke Simpson's Colleges." Representative-at-large slot. (The The final transition occurred Academic Senate By-laws call for outside of the electoral process, all officers to be elected for terms and that was President Bill Scrog- of one year and all other positions gins' assumption of the mantle of are two-years. The President is lim- Immediate Past President, and the ited to two consecutive one-year departure from that position of Ja- nis Perry. Janis Perry has served terms.) Beverly Shue, Mark Snowhite, and Dennis Smith on the Executive Committee for seven years, as Representative-at -large, Vice President, President, were Beverly Shue, from Los An-and Immediate Past President. She geles Harbor College, and currentis truly one of the architects of to- president of the Los Angeles Com- day's Academic Senate, and her munity College District, whodedication and expertise will be moved from Representative-at- Barbara Sawyer sorely missed. large to Representative South; Rounding out the 1999-2000 Mark Snowhite, senate presidentExecutive Committee are those The fourth new face on theof Crafton Hills College, who wasmembers whose terms do not ex- Executive Committee, comple-re-elected to the position of Areapire until Spring 2000: Edith Conn menting the addition of Ligons,D Representative; and Dennis of Ventura College, Area C Repre- Landre and Mikolajczak, is Bar-Smith, CFT chapter president at sentative; Ian Walton, Mission Col- bara Sawyer, senate presidentSacramento City College, who ranlege, Area B Representative; Lor- from Diablo Valley College and,unopposed for another term asetta Hernandez, Laney College, for the past two years, district sen-Treasurer. When asked aboutRepresentative North; and Lina ate president for the Contra Costaserving another year on the Ac-Chen, Los Angeles Trade Techni- Community College District. Saw-ademic Senate Executive Com- cal College, Representative South. yer won the seat for Representative mittee, Smith responded, "Ser- North. vice to our community has been Sawyer will replace Bar-a value in my family for gener- bara Davis-Lyman, of Sacra-ations. Among my predeces- mento City College, who hassors have been teachers, min- chosen to retire from the Executive isters, musicians, politicians, sol- 4 SenateRostrum 34 OTHER SPRING SESSION HIGHLIGHTS

t

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Cathy Kennedy President Scroggins Keynote Speaker

Previous Executive Committee Member Richard Rose receives a resolution from the Plenary Body

Hayward Award Winner Lynda Corbin

Richard Rose and Arthur Boyd show off the Raider Gear

k'

Vice President Candidates Hoke Simpson and Winston Butler

Past President Janis Perry, Winston Butler and previous Treasurer Lin Marelick

Linda Collins during a Breakout discussion

t, 1 Candidates for President Linda Collins and Lee Haggerty during the Presidential Forum 5' 47

c"- '14 Q44'. ;447111,el"( Lb) ids. Ian Walton and friends 1999 June 5

BEST COPY AVAILABLE 35 The Treasures of Sacramento by Dennis Smith, Treasurer Greetings from the Treasurer. everything else the Academic Senate dependable, good-natured, office At each plenary session I provide the does. More importantly, they pro- team member for the Academic delegates and attendees with a report vide the human warmth that localSenate. My own Sacramento City of the financial activities and condi- senate leaders need when you con- College recognized Shelly as one tion of the Academic Senate for Cal- tact the Sacramento Office for assis- of our Outstanding Women Stu- ifornia's Community Colleges. The tance or information. dents at her graduation in May. scope of the financial reports is gen- Have you telephoned the Sac-Well done Shelly! erally limited to quantitative facts ramento Office of the Academic Sen- Congratulations are also in or- about past cash flows, future obliga- ate lately? If so, Suzanne Scheller has der for Julie Adams. Julie, the Hope tions, current fund balances, and the either answered your question, dis- Diamond of the Sacramento gems, is cost value of the Senate's assets. patched your call to the appropriatebeing awarded a Bachelor of Science These reports do not tell the entireperson, or taken your message. degree in Business Administration story. The most valuable assets inIn less than one year, Suzannewith a concentration in Human Re- the Senate's treasury are not includ-has become an integral membersource Management from CSU ed in the financial reports at all. of the Sacramento Office team. Sacramento. She will be entering a There are three lustrous jewels We welcome Suzanne who joinedgraduate program in the fall. Julie in our Sacramento Office whose val- us when we discontinued the is the energy, the intellect, the heart, ue is immeasurable. These gemsservices of our outside accoun- and the leadership of the Sacramen- aren't rubies, emeralds, or dia-tant and then promoted Shellyto Office team. If you've attended monds. They are more precious.Abe to the position of adminis- any Academic Senate session, insti- Our jewels are Julie Adams, Shellytrative assistant. tute, or workshop in recent years Abe, and Suzanne Scheller. These Shelly is brilliant. She ex-then you've seen Julie at work. women provide the answers to ouremplifies everything that has al- What most don't see, however, is the questions when we ask them and the ways amazed us all about so incredible array of behind the scenes documents when we need them.many community college stu- activities that Julie orchestrates ev- They are essential to the success ofdents. Shelly is a full-time stu- ery day in order to facilitate all the the sessions, the institutes, the work- dent, a loving single parent of a work that is done by the Academic shops, the committees, the legisla- beautiful daughter, and all the Senate. To Julie's two teenaged chil- tive analysis, the publications, and while, is an extremely capable, dren and her husband who share her with us, we are grateful. End of Trea- surer's Report.

6 SenateRostrum

36 Learning Communities for Basic Skills Success by Basic Skills Ad Hoc Committee Chair, Mark Snowhite Low rates of successrates, as well as eliciting expres-basic language, mathematics, among basic skills students con-sions of student and faculty sat-and college readiness skills, in- tinue to be a source of frustrationisfaction, which remain respect-cluding enhanced self-esteem at most community colleges. Inable measures of success to mostand computer literacy. Students terms of retention (drop-outof us. move to college-level courses ac- rates) and persistence (rates at One such program was pre-cording to a structured se- which students enroll in the fol-sented at the Basic Skills break-quence. The success of the pro- lowing semester), communityout at the Academic Senate'sgram results from the support of college students who take basicSpring Session in San Franciscoa variety of professionals work- skills courses do not fare well.in April. This exemplary pro-ing in a well integrated manner. According to reports recentlygram features a learning commu-The key features include block published by the Chancellor'snity approach. scheduling, in-class tutors, a des- Office in The Fact Book (March San Jose City College'signated academic and personal 1999), just under 25 percent ofGateway/Student Supportcounselor, faculty who volunteer students who enrolled in a basicServices provides underrep-to teach in the program, a pro- skills course during 1995-96resented and under-preparedgram aide, a guidance class, so- showed improvement by 1998,basic skills students with ancial get-togethers and cultural improvement being defined asintegrated approach to mathactivities, regular review and successful completion of a high-and English as well as coun-changes to students' education- er level course in the same dis-seling services. Charles Hunt-al plans, and a monthly newslet- cipline area. This information iser, the program's developerter for the students in the pro- particularly vexing when weand coordinator, explainedgram. Students in the program note that at least fifty per cent ofthat the program began inexperience a strong sense of com- our entering students are found1992 to strengthen basic skillsmunity and with that feeling to need basic skills instruction,instruction at San Jose Citycomes mutual support. Support according to the basic skills sur-College. In 1993 the Statealso takes the form of phone calls vey completed by the AcademicChancellor's Office designat-from peers to students with at- Senate last year. ed this new program as thetendance irregularities or aca- Undoubtedly, we mustState model for retention, anddemic difficulties, study groups, look at these numbers care-provided a three-year grantmotivational and informational fully before jumping to thefor the program to continuespeakers, in-class note takers, conclusion that California'sand further develop. In 1996,and E-mail correspondences community collegebasicSan Jose City College appliedwith instructors. skills instruction fails its stu-for and received a Federal Most of the elements in the dents. As Alexander W. Astin ofgrant to expand the programSan Jose City College program UCLA has pointed out, a simple from serving 80 students an-have been successful in other col- retention rate tells us more aboutnually to serving 200. Thisleges. Puente programs develop how many severely under-pre-grant has been extended fora sense of community in much pared students an institution ad-four more years and receivesthe same way as the Gateway mits than it does about how wellfrom the grant $194,000 an-programwith similarly im- we design our programs andnually. pressive results. What it takes to help our students learn (Chroni- With this funding, and aestablish such a program is clear cle of Higher Education, Sept.continuing commitment fromenough: a faculty dedicated to 1993). Nevertheless, some col-the college, Hunter and hisstudent learning and eager to fo- leges have developed basiccolleagues designed a pro-cus on the problems of underrep- skills programs that have showngram that provides self-iden-resented, under-prepared stu- remarkable results in terms oftified underrepresented and raising retention and persistenceunder-prepared students with See "Basic Skills" on Page 9 1999 June 7 Technology Everywhere by Technology Committee Chair, Ian Walton

Thanks to the fine work ofsessions. Ian Walton, and Kathyto these ongoing planning ef- the Technology Committee,O'Connor of the Technologyforts. the Academic Senate OfficeCommittee along with Beverly And of course, there was the Staff, and many other commit-Shue of the Curriculum Commit-now traditional selection of tee colleagues, technologytee guided participants throughbreakouts in the Technology was everywhere at the 1999new advice to Curriculum Com-Room: Spring Session. mittees on the implementation of Ann Koda, Catherine Ayers The most unusual and ex-the changed Title 5 Regulationsand Dan Mitchell from De Anza citing event was the lunchtimeregarding instructor-student con-College described the current general session that featuredtact. At the Saturday session,status of the @ONE faculty train- Secretary of Education, Garydelegates adopted the positioning project and showed material Hart speaking to us by video- paper "Guidelines for Good Prac-from two of the modules that conference link and then en- tice:Effective Instructor-Stu-they have recently developed: gaging in a question and an-dent Contact in Distance Learn-using E-mail and using websites swer period. This proved toing." to support instruction. be an effective way of asking Dennis Smith and Deborah Kathy O'Connor and Susan very specific questions ofLudford led a discussion of jointSargent of Santa Barbara City someone who would not nor-senate/union issues in distanceCollege demonstrated the mate- mally attend the conference ineducation and considered how torial being developed by the On- person. Thanks are due todeal with many of the hot issuesline Curriculum Resource Cen- Pacific Bell for facilitating thein technology by using both sen-ter project which will make cur- event and to Jackie Siminitus,ate policies and collective bar-riculum and course develop- Linda Uhrenholt and Gary Fu-gaining contracts. ment materials available state- son for making it all happen. In an Educational Policieswide. The really exciting part, thatCommittee breakout, Hoke Marsha Chan of Mission was not apparent to dele-Simpson, Elton Hall and IanCollege shared both her suc- gates, was unexpected diffi-Walton presented a draft ofcesses and tribulations in culty in maintaining the videothe upcoming paper on "Aca-teaching ESL as an online link until just ten minutes be-demic Freedom, Privacy, Copy-course, and discussed the fore lunch. right and Fair Use in a Techno-different ways technology can This same videoconfer-logical World." This area fea-be used to enhance commu- ence setup permitted two ad-tures a large, constantly chang-nication with students. ditional breakout sessions ining set of issues that involve Jim Petromelli demonstrat- the ballroom. In the first ses-both senate and union perspec-ed materials developed by the sion, Pacific Bell Educationtives. Attendees provided feed-San Mateo Community College Advocate, Linda Uhrenholt,back on what they would likeDistrict Center for Teaching and visited a variety of resourceincluded in the paper. Learning and discussed the ap- locations to show how educa- Ric Matthews, San Diegoproach that they have taken to tors could incorporate them inMiramar College, presented anfaculty training and develop- their classroom instruction. Inupdate on the current state ofment of web-based instructional the second session, Lindatechnology planning at thematerials. joined with Ann Koda of theChancellor's Office, including Finally the technology room @ONE Project to visit sever-Technology II, Telecommunica-facilitated a session on web ad- al community college sitestions Technology Infrastructurevising by the Counseling and that are actively using video-Program (TTIP) and DistanceLibrary Faculty Issues Commit- conferencing. Education Technical Advisorytee. Technology was also theCommittee (DETAC), and pro- focus of several regular breakoutvided a forum for faculty input 8 Senate Rostrum 36 arriculurn Committee "Basic Skills" from Page 7 dents; institutional support for Breakouts innovative programs designed by Curriculum Committe Chair, Beverly Shue for basic skills students; and "Curriculum 101" was the www.academicsenate.cc.ca.us. funding sufficient for establish- theme of the Curriculum Com- ing effective programs. mittee's breakout at the Spring Bob Stafford, Luz Argyriou We have an abundance of Session that focused on writingand Jane Sneed shared informa-dedicated, well-prepared fac- up or revising course outlinestion on articulation and transferulty eager to help basic skills using the process of aligningissues related to curriculum,students succeed in greater course objectives, student as-challenges in the operation of thenumbers. Most of our institu- signments, and evaluation crite-curriculum committee, and is-tions support our efforts to in- ria. This breakout featured Di-sues in transitional educationcrease student success as ane Glow, San Diego Miramarand basic skills. These present-their primary mission (accord- College, walking the partici-ers will be available as resourc-ing to their respective mission pants through the steps of reor-es when the Curriculum Insti-statements). But we must ganizing the way course outlinestute is held on July 28, 29, andpush harder for the necessary are written. In fact, this process30th at the Disneyland Pacificafunding to establish learning substitutes check-off boxes forHotel. The emphasis of the Cur-community programs such as linkages of course objectives,riculum Institute will be on get-San Jose City College's Gate- how the students will achieveting the job of writing and revis-way program on more of our the educational objectives, anding course outlines done and cur-campuses. It is important for how the students will be evalu-riculum committees getting theState and Federal grants to ated to determine if the objec-course approval curriculum pro-pay for the development of tives have been met. How diffi- cess. model programs.Italso cult will it be to change an exist- seems reasonable that when ing course outline? Diane used these programs have proven an Economics course to show successful, State and Feder- how most of the statements from al funds should be provided the current check-off box course so that successful model pro- outline forms can be applied to State grams are replicated. Other- this linked format. The same wise there is little to gain from process could apply to anyCommitteesthe models. course. Participants also received a Have you ever wanted to par- quick synopsis of what is avail- ticipate on a state-level committee? able on the Academic SenateHave you thought about how you Website when Beverly Shue can impact state policy? The Aca- passed out a handout on how to demic Senate for California Commu- access the Academic Senate's nity Colleges is in the process of se- website and navigate to the cur- lecting faculty to serve on standing riculum section to search forcommittees, Chancellor's Office ad- sample course outlines in specif-visory commitees and task forces, ic disciplines. This latter pro-and various other liaison commit- cess involves choices beyondtees. Contact the Senate Office at typing in the discipline and can (916) 4454753 for an application to provide for selecting informa-serve or visit our website at: http: / tion dealing with General Edu-/www.academicsenate.cc.ca.us/ cation and transferability ofSenate/Forms/nomination.pdf courses. The address is: 1999 June 9 39 Improving Major Preparation for Transfer by Bill Scroggins, President The Intersegmental Com-work of the IMPAC project withable to tell our transfer students mittee of Academic SenatesASSIST (www.assist.org), thewhich courses to take to prepare (ICAS) has been working forofficial repository of articulationfor a major in biological scienc- the last two years on a projectin the state. To take a look at thees at any UC or CSUwith only to improve the lower divisionpreliminary IMPAC work plana handful of variations from cam- major preparation of studentsand some of the results of thepus to campus! transferring to UC and CSU.April meeting, visit The IMPAC project is The collaboration of the UC, www.curriculum.cc.ca.us/moving forward with the sup- CSU, and community collegesIMPAC / system.htm. port of a $550,000 allocation academic senates in ICAS has Following the IMPACin next year's budget. Your created a fledgling project calledplan, the major preparationAcademic Senate is playing a the Intersegmental Major Prepa-course lists and descriptionsmajor role in this work. Stay ration Articulated Curriculumwill next be sent to UC andtuned! (IMPAC) based on the principleCSU departments for discus- that direct, face-to-face meetingssion and comment followed by of discipline faculty are the bestregional intersegmental meet- means of increasing articulation.ings, again by clusters of dis- The IMPAC strategy consists ofciplines. The Science I Clus- several steps. First, a representative ter regional meetings are be- group of UC, CSU, and communitying planned for this fall and college faculty are brought togetherwinter in four areas: North, at a state-level meeting. These stateCentral, Metro Los Angeles/Or- meetings are planned to be in clus- ange, and South. Faculty at these "Affirmative" from Page 3 ters of related disciplines. A pilotmeetings will refine the courseate Affirmative Action and Cul- meeting was held in April for thelists and descriptions and dotural Diversity Committee and "Science I" cluster: biology, chemis- their best to articulate existingthe Chancellor's Office working try, engineering, mathematics, andcourses to this model. together, the Vice Chancellor be- physics, facilitated by articulation of- It is a central feature of IM-lieves affirmative action and di- ficers through California Interseg-PAC that not all UC and CSUversity can be accomplished by mental Articulation Council (CIAC). departments are expected to fol-creating an educational environ- The goal is to describe a set of cours- low the IMPAC curriculum to ment that is supportive, inviting and es that would typically be requiredthe letter. The baccalaureate de- embracing diversity. for transfer major preparation andgree should and must remain in Bill Scroggins commented that, then to write paragraph-level de-the control of departmental fac-"affirmative action are words on scriptions of these courses. Part of theulty at UC and CSU. While thepaper; we need to now put action meeting is devoted to just faculty in goal is to encourage movementbehind the words." a given discipline and part to cross- toward a unified major prepara- discipline discussion of "servicetion curriculum, if, for example, courses" such as algebra/ trigonom-UC Davis physicists require an e try-b ased physics for biologyextra course beyond the core majors. IMPAC is coordinatingplan, so be it. IMPAC will in- with the California Articulationclude notations reflecting such Number (CAN) project to assurevariations from the basic course that these course descriptionslists. That flexibility is a must can meet the intent of both IM-and should not detract from the PAC and CAN (cansystem.org).gains to be made by the project. ICAS is also coordinating theJust imagine the beauty of being 10 SenateRostrum 40 Distance Learning in California Community Colleges by Publications Committee Member, Carolyn Seefer

The Academic Senate for Cal-is currently a work-in-progress, mail, e-mail, or other ifornia Community Colleges heldand we should be hearing more activities. its 31st Spring Plenary Session inabout it soon. San Francisco on Apri115-17. Many How are your campuses han- (b) All distance education breakout sessions dealt with the dling intellectual property/copy- courses shall be delivered topic of distance learning. It is clear right of online courses? Who owns consistent withother that this is a critical area that mustthe courses? Do developing in- guidelines issued by the be given high priority. Followingstructors have first right of refus- Chancellor pursuant to is a summary of some of the ses-al? These questions were all dis- Section409 ofthe sions dealing with this very impor-cussed and should continue to be Procedures and Standing tant topic. discussed on your campuses. Orders of the Board of "@ONE Using E-mail and "Guidelines for Good Prac- Governors. Regular the Web: Training Courses fortice: Effective Instructor-Student effective con-tact is an Your Campus"; presented by IanContact in Distance Learning"; academic and Walton, Roberta Baber, Annpresented by Ian Walton, Kathy professional Koda, and Dan Mitchell: @ONE isO'Connor, and Beverly Shue: The matter pursuant to Title 5, an online network created by andTechnology and the Curriculum Section 53200. for California community collegeCommittees of the Academic Sen- educators. The @ONE websiteate jointly prepared this paper What this means in plain (http: / /one.fhda.edu /) offers awhich presents recommendationsEnglish is that college Curriculum location where faculty can shareon how local curriculum commit-Committees do not have to require experiences, share resources, tees should implement the new in- that distance learning courses in- search related news stories, obtain structor-student contact regula- clude any face-to-face meetings on training, and find out how technol-tions. These revised Title 5 Regu- campus, even if the course is trans- ogy can be used to enrich learning. lations (Section 55376) were adopt- ferable. Instead, as instructors we The Academic Senate and ed by the Board of Governors inmust be able to show our Curricu- @ONE conducted a Technology July 1998. They read: lum Committees how we will en- Summer Training Institute at sure regular effective contact with CSU, Monterey Bay, June 13-18, ...district governing boards our students. This paper, which 1999. Visit http: / / shall ensure that: was up for adoption during the www.academicsenate. cc.ca.us/ session, gives instructors sugges- Techlnstitute /thedaily. html for (a) All approved courses tions for how this can be accom- highlights of the Institute. offered as distance plished. "Academic Freedom, Privacy, education shall include "Distance Education and Oth- Copyright, and Fair Use in a Tech- regular effective con-tact er Senate/Union Joint Issues"; pre- nological World"; presented by between instructor and sented by Dennis Smith and Deb- Janis Perry, Elton Hall, Hoke Sim- students, through group or orah Ludford: This session fo- pson, and Ian Walton: The Educa- individual meetings, cused on the fact that many of the tional Policies Committee has orientation and review issues related to distance learning drafted a paper entitled "Academ- sessions, supplemental are clearly joint senate/union is- ic Freedom, Privacy, Copyright, seminar or study session, sues. It was also clear from this and Fair Use in a Technological field trips, library work- discussion that colleges all over World." This is an issue that is be- shops,telephone contact, the state are struggling with these ing hotly debated on many cam- correspondence,voice puses around the state. The paper See "Distance" on Page 12 1999 June 11 41 "Distance" from Page 11 issues. The "hot" issues seem toloses." SAVE be: The overall impression fol- lowing these breakout sessions THE 1.class size (some colleges is that almost all California com- have 20-30 class size munity colleges are interested in maximums for online offering online courses, but few DATE courses); have put any policy into effect. 2.load /compensation; Without these policies, many Area Meetings 3.intellectual property/ campuses are handling these is- October 1516, copyright; sues on a case-by-case basis; fac- 4.technical support (for ulty are forced to "make deals" 1999 faculty and students); with management, and this is un- 5.accessibility; acceptable. Contact your 6.privacy; Faculty on all campuses Area Representatives 7.reassigned time (some need a mechanism whereby they for Area Meeting colleges are using TTIP can share their ideas about poli- locations money to fund; some cy. It has also been suggested colleges offer 20 that the statewide Academic Sen- Area A percent+ reassigned timeate write up guidelines for indi- Nancy Silva for online course devel vidual colleges to use. America River College op ment); Have any policies been im- (916) 484-8338 8.instructor training; plemented on your campus that you would like to share? If so, 9.course suitability for Area B online delivery; please forward them to The Ros- 10. integrity/quality of trum. Working together, we can Ian Walton course/instruction; take the California Community Mission College 11. preparation time; Colleges into the 21st Century. (408) 988-2200 x3421 12. accessibility to student services for online stu Area. C dents; Edith Conn 13. effective instructor- Ventura College student contact (this is (805) 654-6400 x1335 where quality is pro tected); and Area D 14. contracting out Mark Snowhite Crafton Hills College The presenters strongly rec- (909) 389-3334 ommended that all colleges form a joint technology committee with senate representatives, union representatives, and ad- The 1999 ministration to discuss and de- Fall Plenary Session cide upon these issues. They said will be held at the it is imperative that each campus have language/policy concern- Los Angeles Westin ing distance learning and that the November 4 - 6, 1999 senate and union must be togeth- er on these issues or "everyone

12 SenateRostrum 42 October 1999

2 4 Institute 6 AB420 Student Leadership Institute 7 Perkins III 9 Exemplary Awards 11 Faculty Leadership Institute The Newsletter of the Academic Senate Board of Governors Nominations for California Community Colleges 12 Curriculum Institute No Accounting for Planning Partnership by Linda Collins and Budget: Now in its second year, the ship goals can be met within a frame- Partnership for Excellence program work of academic integrity, thenThe Wisdom continues to generate considerable new money is going to have to be controversy. In some districts colle- expended in pursuit of those goals. gial and collaborative approaches In fact, on at least two of them, our of Title 5 have worked to direct funds to much prospects for success are dismal; by Hoke Simpson, Vice President needed improvements in instructionboth numbers of transfers and basic A recent experience on one of and student services that address the skills indicators are down after theour California community college five areas for increased student out- first year of Partnership. And, if we campuses points up the assumption comes. However, in other districts, fail, who will be blamed? We can- among many administrators that fac- faculty report that Partnership fundsnot afford a cavalier attitude toward ulty have little to contribute to plan- have not even made it to the colleg- the expenditure of Partnership dol- ning and budget processes. Unfortu- es, much less to the students. lars. Yet that is what we're finding. nately, these are areas from which The Partnership for Excellence Reviewing expenditures re- faculty have often been locked out is an "accountability program" with ported by their districts, faculty find in the past, but in which they in fact no fiscal accountability. The program that in many cases, districts are re- have vital interests. was sold to the Legislature and theporting already allocated expenses The campus in question here Governor's Office as a means for in- as Partnership investments. Thus,whose name shall be withheldis fusing additional money into the sys- replacement positions for retiring engaged in a radical restructuring of tem in exchange for systemwide im-faculty, ongoing transfer initiatives its planning and budget processes. provement on several quantifiableor basic skills programs, and other In a memo from the administration, "student outcomes" measures. How- routine college operations already department chairs were directed to ever, there are no real guidelines, and funded in the district budget are be- participate in what was identified as only minimal reporting require-ing reported as Partnership expen- a "pilot" of one aspect of the new ments for the actual expenditures ofditures. While technically not pro- structure. The senate objected that dollars. As a result many districts hibited, these supplanted expendi- such a pilot was premature, citing are not using the money to meet Part- tures do not represent increased or Title 5, §53200.c.10, which requires nership goals. enhanced services to students and consultation with the senates on Make no mistake: there is a realwill not move the system toward the planning and budget processes. In danger to our system here. The Chan-increased goal attainment required this particular district, collegial con- cellor has committed us to a course in the legislation. sultation on these issues takes the of action, failing which we will go And, apparently, anything form of reaching mutual agreement. to district-specific performance goes. Paying down deficits, paying The consensus of the senate was that based funding, an "outcome" which, off Certificates of Participation the new procedures were insuffi- even the Chancellor's Office admits, (COPS), relocation of portables, ciently developed to be piloted yet would be disastrous. If the Partner-building new fences around the and, as there was thus no mutual See "Partnership" on Page 8 See "Planning" on Page 10 1999 October 1

43 President's Message

;Teaching: A Call for Renewal and Rededication

The community colleges repre- er level of professional service to ourtional area, or catch up on education- sent the best hope for legions of Cal- students. al needs unmet at earlier times in ifornians whose economic fortunes To accomplish those aims, we their lives. The rehabilitation of our and personal efficacy will rest onneed to rebuild. Our institutionsinstitutions will require leaders their ability to secure ever-increasingand our profession are both in needwhose starting point is pride in our levels of sophistication with regard of repair. The largest system of high- accomplishments, and who build on to processing information and apply- er education in the nation emerges that pride to inspire confidence in the ing critical judgment in their workfrom this decade among the mostpublic, support in the Legislature, and everyday lives. Beyond that, the underfunded per student. It isand ongoing aspiration for excel- community colleges are the space for staffed by a growing number of partlence in the colleges themselves. literate public discourse in a multi- time, adjunct faculty who do not en- Our profession, too, is in need plicity of communities across the joy the protections of due process orof rehabilitation If we are to replace state. The close of the century pre- tenure. Full-time faculty teach high-the mushrooming retirements and sents an opportunity for reflection on er loads to larger classes than in theexpand as well as diversify our the state of the community colleges. rest of the nation, (2005 Task Forceranks to meet the demands of "Tid- As we reflect, we cannot but help Report) and carry increasing respon-al Wave II," we will need to attend register concern, even as we turnsibilities for institutional mainte- to teaching as a profession. If we are hopefully toward the future. nance as the part-time ranks swell. to draw more people into the pro- At our Fall 1998 PlenaryThe system is under attack by a fession to serve the coming genera- Session, the adopted paper entitled growing number of outside commis-tions of Californians, both the spirit The Future of California Community sions and special bodies who pro- and the reality of an honored profes- Colleges: A Faculty Perspective nounce it inept or dysfunctional, and sion must be established. Norton (available on our website, the system is expected to expand itsGrubb of UC Berkeley, in his book www.academicsenate.cc.ca.us). Inactivities to include welfare reformHonored but Invisible: An Inside the paper, the Academic Senate com- and economic development. Our Look at Teaching in Community Col- mitted itself to a vision of the colleg- colleges are misunderstood by manyleges (New York: Routledge, 1999), es as teaching institutions par excel-who see the transfer mission to thenotes that while the community col- lence. Re-embracing our teachingexclusion of serving the vast majori- leges were established as teaching mission means re-embracing thety of our students who visit us tocolleges, in too many cases there is teaching profession, broadly defined, shore up their job qualifications, at-not much there for teachers. Based and dedicating ourselves to a high- tain a certificate in a particular voca- See "Teaching"on next page

The Academic Senate for California Community Colleges Linda Collins,President;.Hoke Simpson, Vice-President Ellen Ligons, Secretary; Dennis Smith, Treasurer; Bill Scroggins,Past President Publications Committee: Mark Snowhite, Chair, Crafton Hills College Elton Hall, Moorpark College Gary Morgan, Oxnard College Carolyn Seefer, Diablo Valley College Hoke Simpson, Grossmont College Editor: Julie Adams, Executive Director, Academic Senate The Rostrum is a publication of the Academic Senate for California Community Colleges, 910 "K" Street, Ste. 300, Sacramento, CA 95814. The Rostrum is distributed to all faculty through college academic senate presidents and by individual mailing. Letters and unsolicited articles by faculty members are invited. For deadline information, call (916) 445-4753, or email us at [email protected] 2 SenateRostrum

4 4 BEST COPYAVAILABLE "Teaching" from previous page view that to teach is to belong to ament, program review, and ap- on extensive interviews and class- community whose members share a proaches to student preparation and room observations in community common purpose and where there is success. Academic senates are re- colleges (primarily but not only in an ongoing concern with mutual sup- sponsible for policies and processes California) Grubb concludes that port in the improvement of instruc- for hiring new faculty and for curric- institutional support for teaching is tion and related support services.ulum development and approval absent in the majority of communityOnly if we create a culture of teach-processes. Rebuilding our profes- colleges. ing excellence will increased fund- sion means taking hold of these tools AB1725 envisioned the basis ofing make a difference in the quality to forge better approaches, honed to faculty expertise as twofold: their of what we do. the diverse educational needs of stu- knowledge as discipline experts and As Grubb points out, in all too dents and the communities we serve. their experience as classroom teach-many colleges, where the culture of It means rediscovering the impetus ers. While the reform legislation not- instructional improvement is absent, for teaching, that passion that drew ed that community college faculty the flexible calendar days envisioned us into our fields and convinced us were no less in need of intellectualin AB1725 have devolved into man- to make the community colleges our nourishment than their four-year datory flex days involving meaning-institutional homes. partners, that vision of professional less and tedious group sermons on At the state level, the recent development opportunities for fac- the need to produce more with less establishment of the Joint Commit- ulty remains stalled. The ongoing or harangues by outside consultants tee to Review the Master Plan for Ed- increases in professional develop- on yet some new project which den- ucation, including K-12 as well as ment funds never materialized andigrates teaching. Faculty are fre-higher education, provides an have remained woefully low since quently told to experiment with new opportunity for faculty to articulate the inception of the fund in the lateapproaches to pedagogy and stu-a vision of community college 1980's. With barely enough to cover dent learning, but, according to education re-centered on our teach- a conference here or there, little at- Grubb, are rarely supported when ing mission and organized to ensure tention has been focused, in recent these new approaches require more that excellent teaching is the institu- years, on funding the needs of in- resources. Creating communities oftional priority of each college and the structors to maintain currency inlearners in blocked classes, teamsystem as a whole. Moreover, the their disciplines or recency in occu-teaching in interdisciplinary con-recent economic recovery provides pational developments and technol- texts, case management approaches the possibility of more funding for ogies. Little material support has to counseling and student servicespublic education and a window of been available to encourage vibran-linked more directly to instruction,opportunity to restore and to cy and creativity in curriculum and more time on task and reading andimprove our colleges. program design or to enable faculty writing across the curriculum, great- Faculty can take a leadership to be well-schooled in pedagogyer student-faculty interactionallrole in raising the issues and con- and the arts of teaching. Withouthave been linked to enhanced stu- cerns regarding the direction of our ongoing resourcesand timefor dent achievement and satisfaction incolleges. Our concerns are those of academic renewal and opportunitiesthe educational literature. But these our students and of the state as a for engaged dialogue and commu-have in common an increased re- whole. How can we foster humane nities of practice centered on teach-source basemore hours of faculty and effective education for our stu- ing, faculty efforts to improve in- time with fewer students in richerdents? Engaged teaching requires struction and related services tend to educational contexts. engaged advocacyat both the col- remain episodic and individual, It is critical that we take advan-lege and the state level. The com- rather than sustained and systemic. tage of the current opportunities to munity college movement in Califor- Funds alone, however, will not advocate for the best educationalnia has been about noble ends. It's do the job. We, as faculty, must take practices. That advocacy must be at up to each of us to ensure that move- the initiative and let ourselves be-both the local and statewide level.mentand its bright promise of a lieve, as perhaps we once did when Local academic senates have the democratic future for ever more Cal- our careers began, that teaching is not tools to insist upon the role of in-iforniansis kept alive and vibrant. an isolated activity, to be mastered formed educational expertise in through a process of trial and error.planning and budgeting processes, We must commit ourselves to the in educational program develop- 1999 October 3 45 Technology for Teaching Institute by Ian Walton, Institute Co-Coordinator The Academic Senate for Cali- Each day opened with a gener- fornia Community Colleges and theal session, including one lively en- @ONE Training Project co-sponsored counter with the upcoming Mi- the second annual Technology for crosoft Office 2000 release. The gen- Teaching Institute June 13 through 18,eral session was followed by one 1999 at California State University,morning and two afternoon hands- Monterey Bay. Over 90 participantson workshop sessions. An open lab from all around the state formed awas available for evening work for cohesive and enthusiastic group un-those who just couldn't get enough. der the leadership of co-coordinatorsThe final general session featured an Ric Matthews and Ian Walton and the exciting "show and tell" to demon- masterful organization of Julie Ad-strate work from each track. There ams. was also a daily online news bulle- Unlike the previous year when tin, much of which can still be some participants attended only aviewed on the Academic Senate Online Track attendees get one-on-one instruction three-day portion, this year everyonewebsite at: http: / / attended an intensive five-day track. www.academicsenate.cc.ca.us/ Many participants reported that thisTechInstitute/thedaily.html format provided a more coherent The location, facilities and staff experience and fostered abetter feel- at Monterey Bay continued to be ex- ing of group participation. cellent. Most participants stayed in Participants pre-enrolled forthe campus dormitories, ate in the one of five different tracks, described cafeteria and enoyed an assortment as follows: of evening extracurricular activities together, including volleyball, mov- Beginning Track: to create an ad- ies, dancing and Celtic music. The equate comfort level with the hands-on labs provided acom- use of the basic office suite for fortable learning and teaching envi- instruction, including an intro- ronment. As in theprevious year, Institute attendees enjoy an duction to web pages. faculty consisted of volunteers from evening of singing Multimedia Track to enhance cam- the Academic Senate and from the pus and online instruction by @ONE Project. adding audio and video to Planning is already under way course material. for a similar Technology Institute in Trainer Track: to establish a state- June 2000. It will again be held at wide network of campus re- CSU Monterey Bay from June 4 source people with common through 9, so watch for registration technology skills and ap- information in early spring, and set proaches. aside some of your academic senate On-line Track: to learn the skills or staff development funds in order necessary to establish and con- to attend. duct online courses using vari- ous course management tools. Web Supplement Track: to create Beginning Track attendees work a website that enhances and en- together on posting web-based riches existing courses by put- course outline ting course material online.

4 SenateRostrum 46 9. Beginning Track attendees busy at work

Ian Walton takes time out from Web Supplement Track to pose

Past President Bill Scroggins honored at the Technology Institute with the golden apple award

Web Supplememt Track attendees get help from Bill Scroggins

Instutitue attendees take a break

Et

Institute attendees enjoy sharing a meal

Multimedia Track attendees during hands-on instruction

BEST COPY AVAILABLE

Online Track attendee deep in thought 1999 October 5 47 AB 420: A Shaky Beginning, or a Dismal Conclusion? by Linda Collins, President While many issues regarding istrative groups, most particular-A far sounder educational the use of part-time faculty need ly the Community College Leagueapproach would be to reach the attention, the funding of officeof California (representing the75/25 ratio of full- to part-time hours is among the most pressing.trustees and CEOs) and other ad-faculty (as a percent of instruction) Students have the right to expectministrative organizations. Theat all of our colleges, while im- access to their professors, regard-Chancellor and the Board of Gov-proving the overall professional less of the employment status ofernors initially took an "opposed"conditions of part-time faculty, the person assigned to teach theposition, though softened that towould be a far sounder education- particular course section in which"neutral" when the employmental approach. they enroll. Assembly Bill 420 provisions related to rehiring and (Wildman), recently signed by equal pay were removed from the Governor Davis, addresses that bill. The final version of the bill re- Student need. Now faculty who teach evenquires the California Post Second- one course are eligible for reim- ary Education Commission to con- Leadership bursement for holding office hours. duct an extensive study of part- But, this is locally negotiable. Sim- time faculty employment in the ilarly, while health benefits for community colleges and report its Institute part-time faculty are now ad- findings to the Legislature by late by Nancy Silva dressed and extended in the legis- Spring 2000. Ca1SACC, CCCSAA, CCLC, lation, these, too, are to be locally In the meantime, the Chancel-and the Academic Senate all col- bargained. Without a significantlor and League both indicate that laborated this year to sponsor infusion of funds to make the leg-instituting rolling contracts is an the first Student Leadership In- islation possible, health benefitsoption they want to explore. Suchstitute, held at CSU Monterey will remain a chimera for many. rollover contracts, where part-timeBay on June 6 - 9, 1999. The In- As passed, AB 420 addresses faculty are hired on a two- orstitute was designed to include significant issues, but is a shadowthree-year basis, could providegeneral sessions and facilitated of its original self. The initial billsome employment stability, but atsmall group breakouts. Topics was more sweeping; it aimed to the risk of undermining rather thanfor discussion included time address the systemic inequities ofextending tenure, and institution-management, leadership styles, part-time faculty employmentalizing a second tier of academicethics, team building, dealing through instituting seniority in re-employees whose employmentwith conflict, the role of the stu- hiring preferences and pro rata conditions keep them vulnerabledent on college committees, and pay, along with benefits and office to fears of retaliation. This is whatbuilding relationships. Students hours. The bill was sponsored our leaders are proposing as an al-enjoyed the information given at and/or supported by all major fac-ternative to the move toward prosessions as well as the ability to ulty groups including the unions rata pay originally in AB 420. Farnetwork and talk to other stu- (CCA/CTA, CCC /CFT, and thefrom shoring up our institutionsdent leaders from around the independents), the Faculty Associ- and our profession, such approach-state. ation of California Communityes would further fracture our Student participants agreed Colleges, and the California Part- teaching community. Rather thanthat the Institute provided valu- time Faculty Association. The Ac- improving the educational climate,able information to new student ademic Senate endorsed the edu-such approaches further jeopar-senate leaders. A second Student cational concepts embodied in thedize the right of students to an ed-Leadership Institute is being bill at the Spring 1999 Plenary Ses- ucational environment of open ac-planned for June 58, 2000. sion. The bill engendered a fire- ademic inquiry and sound profes- storm of opposition from admin-sional assessment of their work.

6 SenateRostrum

48 Developing California's Plan for Perkins III by Dennis Smith, Treasurer Development of the State'sdesigned to accomplish this ob-link accountability systems to plan for the Carl D. Perkins Vo-jective including criteria that program improvement in curric- cational and Technical Educationprescribe outcome-based fund-ulum, instruction, and student Act of 1998 (Perkins III) got un-ing for accountability; articula- services. derway in August when mem-tion between K-12 and post-sec- The new law has the look bers of the Field Review Com-ondary institutions; and integra-and feel of an expanded and mittee met in Sacramento for antion among developmental, oc- more sophisticated federal ver- orientation to key issues. Thecupational, and general educa-sion of the California Communi- committee included six facultytion programs. Stern identifiedty Colleges' Partnership for Ex- members representing the Aca-other criteria in the areas of ex- cellence fund. States and eligi- demic Senate: Jim Casteau, Lar-ternal integration with the re-ble recipients will begin using ry Dutto, Loretta Hernandez,gional employers' community 1999-2000 baseline data to estab- Ellen Ligons, Diana Paque, andand internal integration of aca-lish "performance targets" and Dennis Smith. Acting as projectdemic and career counseling. will thereafter receive "rewards monitor is the Policy Analysis W. Norton Grubb, also from and sanctions" based on out- for California Education (PACE),UC Berkeley's NCRVE, focused comes relative to those targets. under the co-direction of formeron improving post-secondary Perkins III and the state's California Community Collegeoccupational education throughimplementation plan will have a Chancellor Gerald Hayward.integration of academic, devel- significant effect on funding for Several distinguished speakersopmental, and occupational ed- all programs in community col- provided an overview of impor-ucationthree areas that in leges for years to come. You can tant provisions of Perkins III andmany institutions remain sepa- learn how this act will affect your suggested essential principles torate from one another. college by attending the fall ses- include in the State's plan for its Grubb shared with the com-sion breakouts designed to give implementation. mittee his five principles for suc-you more detailed information. Chancellor Thomas Nuss-cessful occupational education baum was on hand to welcome programs: (1) having a sense of participants and highlight thethe local labor market, (2) using value of the community college'sappropriate curriculum and role in career education. Formerpedagogy, (3) providing resourc- Chancellor Hayward followedes and destinations for students, by stressing the importance of(4) providing ancillary services serving the best interests of stu-for students, such as child care, dents who expect us to providetutoring, and learning resource pathways to a desirable career. centers, and (5) creating an insti- He indicated that another goal istutional self awareness for con- to maximize our use of federaltinuous quality improvement. dollars according to Perkins III Finally, Gary Hoachlander, criteria. President of MPR Associates and David Stern, Director of theauthor of Toward a New Frame- National Center for Research inwork of Industrial Programs for Vocational Education (NCRVE),Vocational Education, focused at UC Berkeley, stated the im-on outcome-based funding com- portance of keeping career op-ponents of Perkins III. He dis- tions of our students open bothcussed the need for building lo- during and after high school.cal capacity for using data, not Perkins III contains provisionsjust reporting it, and the need to 1999 October 7 49 "Partnership" from Page 1 that these assumptions have al-Recently, a chancellor at a large track, fixing the pool and expand-ready proven unfounded givendistrict wrote Chancellor Nuss- ing to neighboring military bases this year'sbudget. The Chancel-baum of his concerns regarding the are among the actual expenditureslor did not discuss the move to es- lack of "bottom-up" involvement faculty are reporting for Partner-tablish local goals with the Con- in the setting of goals and the po- ship funds. How these projectssultation Council prior to issuingtential for demoralization and cyn- will contribute to enhanced stu-the letter. Previous recommenda- icism in the current approach. dent success is evidently immate-tions of consultation and the workMembers of the Board of Gover- rial. In some districts, "flexibility"of the task force on contingentnors have also expressed concern and "local control" have becomefunding were not reflected in the over the lack of monitoring and the proxies for "whatever the CEOwording of the request. Thecontinued implementation contro- wants." Such outright flaunting ofinstructions included no languageversies. Board members asked the Legislature's intentions to fos-to indicate that the targets should questions in their most recent ter student success breeds cyni-represent real, value-added gainsmeeting, and many appear genu- cism. In these districts faculty arein student preparation and inely concerned about the issue of enjoined to improve student out-achievement. The instructions didfiscal accountability. comes without being given newnot suggest safeguards against Until recently, efforts on the tools or resources with which to do playing with numbers, inflation ofpart of the Academic Senate for SO. grades or reduction of academicCalifornia Community Colleges to The emphasis on outcomes, rigor, the generation of meaning-get the attention of the Chancel- or ends, in the Partnership less certificates or reduced degreelor's Office on this issue had been program, without a correspondingrequirements, or the changing oflargely dismissed. We have been attention to the means, representsadministrative counting practicestold that after all, the first year of a real threat to academic integrity.to achieve cosmetic numerical in- funding came late, and there was For the program is sure to trans- creases. The letter did not mentionpent-up demand given the lean- late into pressures to "make goal,"that bringing all students up to aness of our allocations in the last but without the accompanyingcomparable level of achievementdecades. When pressed, members investments of time and funds, the should be a priority in this year ofof the Chancellor's Office have as- only sure way to increase studentthe Board's declared commitmentserted that the program is an in- achievement rates is to "play theto diversity. The letter did not is-vestment strategy, designed to in- numbers game." sue warnings about shifting stu-crease the funds for the overall sys- In September, Chancellordent demographics or the recruit-tem in exchange for increases in Nussbaum requested that each dis-ment of already more preparedstudent outcomes. Examination of trict estimate the share of increase students to make the district or col-Partnership budget language re- each college could expect to con-lege appear more successful. There veals the weakness. While there tribute on each measure by 2005;was no recommendation that col-is clear legislative intent that mon- districts were asked to report onleges should carefully considerey should be directed to educa- their local goals by November 17, their commitment to the overalltional programs and services to en- 1999. Districts have been asked tomission, their curriculum balance,hance students' educational expe- estimate whether their progress onand their mix of programs. Therience, no categorical imperative each goal could be expected to be only stated concern was makinginstructs districts to actually so "Slow at first, but then moregoal, using already questionabledirect the money. As an argument, rapid," "Same each year," orassumptions. "not technically breaking the law" "gradually increasing." No guid- Faculty are not the only onesmight work in court, but it hardly ance or technical assistance wasconcerned about the implementa-bodes well for the integrity of our provided as to how to estimate thistion of Partnership. Many localsystem. It is certainly not a stu- potential progress, and theadministrators CIOs, deans, in-dent-centered response. Nor will districts were instructed to pre-stitutional researchers have reg- it move us collectively toward the tend that full funding of Partner-istered concerns as well; some goal attainment necessary to fore- ship as well as growth and COLAhave been very vocal in the currentstall the move to contingent fund- would be provided. No mattertask force on contingent funding. ing based on college performance See "Partnership" on next page 8 Senate Rostrum

50 "Partnership" from previous page after the third year of Partnership followed. If we are to work togeth- Exemplary funds. er and forestall contingent fund- While the Partnershiping, this mechanism can serve toAwards to budget language leaves room forbring the necessary parties togeth- debate, Title 5 language does not. er and generate "buy-in." Districts Processes for institutional plan-doing things "right" should haveOutstanding ning and budget development, asno problem with this requirement, well as standards and policies for and those having difficulty can be Programs student preparation and success,identified for assistance. Upcom- by MarkSnowhite, Chair, are matters under the purview ofing meetings in consultation and Standards and Practices the local academic senate. Thus,with the CEO group are scheduled At its September meeting, the districts that do not follow exist-to address concerns. We have suc- Board of Governors honored six pro- ing processes or engage in colle-ceeded in getting the Chancellor grams from community colleges gial consultation regarding Part-and the system's attention. Weacross the State. These programs nership processes are in violationhope that ways to work out the were submitted as exceptional by of Title 5. Students and staff alsoproblems are possible. local senates to the Academic Sen- have the right to effective partici- The Academic Senate hasate and ranked by a selection of pation (by Title 5) in the decision-challenged the Chancellor's Office readers representing community making process with regard toto fulfill its obligation for compli- college faculty, students, and ad- Partnership. ance monitoring. If this is to be the ministrators. Local senates have reportedsystem's accountability program, American River College's Bea- numerous potential Title 5 viola-then the Chancellor's Office must con-Peer-Assisted Learning Pro- tions to the Academic Senate. In abe accountable as well for the im- gram and Foothill College's Pass September 9 responses to the Con-plementation of the program the Torch program garnered the two tra Costa District Academicwhich it designed and which it $4000 cash prizes as the two high- Senate's report of infractions,passed over the continued objec- est ranking programs. Honors also Chancellor Nussbaum stated thattions of many faculty and staff in went to the next four highest rank- districts may act contrary to the rec-the system. The reputation of the ing programs: Crafton Hills Col- ommendation of the senate, orsystem is at stakewe must notlege's EMT-Paramedic Program, without mutual agreement, "onlyshortchange students by encourag- Cuya-maca's Success program, San after a good faith effort..." to con-ing districts to make progress on Mateo's Accelerated Training Pro- sult with the senate on the part ofthe indicators on the cheap. gram, and Santa Barbara City Col- the district. Yet, in many cases, But we have to help. Chancel- lege's Study Abroad program. local CEOs appear to be actinglor Nussbaum has asked for spe- The Board of Governors es- without any consultation at all, cit-cifics. So if you have a specifictablished the annual Exemplary ing the need to act in the summerproblem with the way the Partner-Award in 1991 to recognize out- or the urgency of district obliga- ship processes have been handled standing programs in the state's tions, or they simply remain silentin your district, please write to uspublic community colleges. This in the face of faculty entreaties for immediately and let us know youryear's awards were funded by the consultation. Even where consul- concerns. If you believe Title 5 Foundation for California Commu- tation has occurred, it appears violations have occurred regardingnity Colleges. many district administrations haveconsultation on processes for Part- For more information about taken sizable shares off the top of nership, you can write directly toeach of this year's winning pro- the Partnership allocation prior to the Chancellor and copy the Aca-grams, visit the Academic Senate consultation and distribution todemic Senate. In either case, website at: the colleges. please act immediately. (www.academicsenate.cc.ca.us) The Academic Senate has asked for local senate sign-off on the plans and reports for Partner- ship to verify that appropriate con- sultation processes have been 1999 October 9 See "Planning" from page 1 ning and Budget Committee. The antee that the process will be insti- agreement, the senate officers re- vice president is correct that the sen- tuted; it is rather that the absence of quested a delay. Upon receipt of the ate has "good representation" on the senate endorsement guarantees that senate's response, the vice president committee: in addition to the the new process will not go for- for instruction sent the following E- co-chair, there are three other sena-ward.' One would certainly expect mail to a senate officer: tors. But there are also 22 other non- that all affected campus constituen- "As far as the senate and senate members on the committee,cies would have input into the de- 'mutual agreement': The sen- giving the senate representativesvelopment of new planning and ate has good representation less than 20% of the vote on anybudget processes and that their on the Planning and Budget issue. On the other hand, there areviews would be given reasonable Committee, including co- eleven administrators on the com-consideration, as is indeed mandat- chairing the group, and I mitteealmost 50% of the vote! ed by Title 5.2 think that they should be the Could the need for collegial Why, though, should the senate ones to carry the senate's po- consultation be any clearer? If thehave "veto power" over proposed sition on the process to the senate voice on academic and pro- "processes for institutional planning Planning and Budget Com- fessional issues were restricted to itsand budget development?"which mittee and express their votes on the committee, the faculty'sis to ask, again, why these should be views through the voting pro- expertise could be systematically ig-considered academic and profes- cess there....not in a forum nored in favor of the opinions ofsional matters. The answer, of [i.e., the senate] where those those farther from the classroom. course, lies in the kind of institution with less information and Another interesting assump-for which the planning and budget- background disagree on a tion in this first part of the vice pres- ing are being done. Community col- matter that affects CSEA, the ident's response is that the commit-leges are academic institutions, Classified Senate, the Super- tee's members will be better in-whose "primary mission...is the visory/Confidential group, formed than the senate on the mat-provision of rigorous, high quality and the Administrators' Asso- ters it treats. The wisdom of Title 5degree and certificate curricula in ciation. I see curriculum and lies in its recognition that this is notlower division arts and sciences and program review as clearly an the case when those matters are aca-in vocational and occupational academic senate responsibil- demic and professional in nature. fields."3 In declaring planning pro- ity, but not being the body The second part of the E-mail cesses to be subject to collegial con- who allows or disallows a challenges the conclusion of thesultation, the Board of Governors process to proceed that has a Board of Governors that planningclearly intended to ensure that insti- broader impact on a broader and budget processes are indeed ac- tutional planning would always body of individuals. It would ademic and professional matters. Isremain focused on the goal of not be fair for one cohort on the vice president right? Should the providing quality instruction to campus to have the veto pow- nature of these processes be deter-students. Similarly with respect to er over the whole institu- mined by the majority vote of cam-budget processes: these, too, need to tion." pus "cohorts" or interest groups,affirm a "students first" approach to The first part of this E-mail is whatever their proportional repre- allocations and expenditures. Title 5 interesting because it points up the sentation on the committee? Doesn'trecognizes that the faculty, as the "co- crucial significance of the "collegial the classified staff know best whathort" most directly responsible for consultation" requirement in Title 5. sorts of processes will best enablethe delivery of quality instruction, The second part raises the question them to do their jobs, and similarlyis therefore also the group which, of why planning and budget pro- for the other "cohorts" named by thethrough its academic senates, has the cesses are considered academic and vice president? At the very least,responsibility of assuring that plan- professional matters in the first shouldn't budget and planning pro-ning and budget processes have a place. cesses be the product of mutualconsistently academic focus. Note first, then, the vice presi- agreement among all campus The challenges for faculty here dent's suggestion that the senate po- groups? are considerable. How does one de- sition should be expressed through In response to the last question,sign processes which guarantee a fo- the votes of its members on the Plan- it should be noted that senate en- cus on high quality instruction? And dorsement of a process is not a guar- See "Planning" on next page 10 SenateRostrum 52 "Planning" from previous page Faculty Board of how do faculty who have been locked out of the development of planning and budget processes on LeadershipGovernors their campuses assert their preroga- tives under Title 5? At last Fall's Ple- Institute Nominations nary Session, representatives of by Nancy Silva Napa Valley College opened the dis- Local senates have received cussion of the critical role of faculty The 1999 Faculty Leadership applications for nominations of in planning and budgeting with a Institute was held at the Westin Ho- faculty to serve on the Board of presentation of the excellent modeltel, Horton Plaza, in downtown San Governors. The Executive Com- developed at their college. This Fall, Diego on June 24 -26, 1999. In atten- mittee will make final selections the discussion will continue with the dance were sixty-two communityand submit names to the Gover- presentation of another model, acollege faculty participants, includ-nor's office after it has inter- work in progress that will serve asing new senate presidents and many viewedcandidates screened by a touchstone for a survey and dis-other seasoned senate leaders. The the Standards and Practices cussion of the progress and prob-Institute focused on the develop-Committee. lems on campuses throughout thement and application of effective Candidates must have had state. As the fact of the vice presi- leadership skills. Participants were some local academic senate lead- dent's E-mail makes clear, a vital fac-provided information on the roles ership experience and knowl- ulty presence is necessary as a checkand responsibilities of faculty lead- edge of college governance. In against forgetting what it is we do. ers. Other goals of the Institute in-addition, they must be able to cluded providing information ondemonstrate some leadership how to build and maintain relations experience at the state level, 1 Title 5, §53203.d.2 says that with other constituent groups, de-preferably with the Academic when mutual agreement is not veloping skills for personal and pro- Senate. Experience with disci- achieved, "existing policy shall re-fessional coping, and providing di-pline-related organizations and main in effect unless continuing rection on how to create and main- unions will also be considered. with such policy exposes the dis- tain networks of support. Those who have been nominat- trict to legal liability or causes sub- The Institute also provideded before may re-apply. stantial fiscal hardship." valuable information to new senate Nominations must be re- 2 Title 5 §51023.5.a gives staff leaders about their responsibilitiesceived in the Academic Senate the right to "participate effective- defined in AB 1725 and Title 5 and Office by October 29. ly"insuchdecisionsand prepared them for the challenge of §51023.5.a.6 says that their viewssenate leadership. shall be given "reasonable consid- Participants were provided eration." §§51023.7.a and with a variety of breakout, covering 51023.7.a.3 assert the same prerog- topics such as understanding the atives on the part of students. budget process, implementation of 3 This is the original AB 1725the Action Plan to Diversity, review language, intended as an amend-of participatory governance, how ment to the California Education technology can assist local senates, Code, §66701.b.1. In the 1999 Edu- strategies for faculty involvement, cation Code, the quality of teach-understanding the Brown Act, the ing and programs in postsecond- role of the senate in good hiring prac- ary institutions is the subject oftices, running effective meetings, §66010.2.b, and the substance ofcommunication and relationship community college programs is building, and the new technical as- treated in §66010.4 a. sistance process. In addition, inter- net training was provided through- out the Institute in the resource MOM. 1999 October 11 53 Senate's First Annual Important Dates Curriculum Institute to by Beverly Shue, Chair, Curriculum Committe Remember Over 100 faculty members, ar- requirements. Bob Stafford, San ticulation officers, curriculum deans Bernardino Valley College, dis- and vice-presidents attended thecussed the articulation process and Call for first annual Academic Senate Curric-general concerns articulation officers HaywardAwards ulum Institute held on July 28 30, face. Lois Yamakoshi, Los Medanos December 6, 1999 1999, at the Disneyland Pacific College, explained her work on the Due February 16, 2000 Hotel. The goal of the Curriculumcommunity college articulation Institute was to provide resources to project (CCAN). She showed how Call for Forum colleges to run effective curriculumthe CCAN matrix works to identify Submissions committees, plan curriculum and comparable math courses at differ- December 13, 1999 programs, and write integrated ent colleges. course outlines as suggested in the Loretta Hernandez, Laney Call for Laroche many statewide Academic SenateCollege, discussed some of the January 25, 2000 documents on curriculum. Partici-curriculum issues in writing up Due March 5, 2000 pants were asked to bring to the courses for occupational programs, Institute curriculum success stories,including the requirement to address Call for Exemplary curriculum dilemmas and samplesSCANS criteria. Ophelia Clark, of course outlines. City College of San Francisco, Awards Diane Glow, San Diego Mira- contributed valuable information on February 18, 2000 mar, started the hands-on workshopvocational curriculum issues. Due April 19, 2000 with an explanation of how to writeBeverly Shue, Los Angeles Harbor course outlines in which courseCollege, used a sample course Spring Area objectives, course content, studentoutline form from her college to Meetings assignments, and methods of evalu-show how to include SCANS March 24 25, 2000 ation are aligned. Action verbs competencies in vocational courses. using Bloom's Taxonomy in writing Jane Sneed and Vivian Ikeda, 2000 Spring Plenary objectives that span from mastery ofCity College of San Francisco, Session knowledge to demonstration ofdiscussed specific curriculum issues April 13-15, 2000 critical thinking skills were ex- in writing up courses for ESL and San Francisco Airport plained. Basic Skills, and Sandra Erickson, Westin Bill Scroggins discussed a pot- City College of San Francisco, pourri of curriculum issues, includ-presented information on the 2000 Student ing effective curriculum process,TIMMS report. Craig Justice, prerequisites, distance vs. tradition- Chaffey College, discussed the Leadership Institute al education, and the curriculumZero-Unit Lab to meet CalWORKs June 58, 2000 process. John Nixon, CIO at Santa requirements. Ana College, joined Bill in a discus- Finally, the Curriculum Insti- 2000 Technology for sion of Tech Prep and joint tute included a presentation by Ric Teaching Institute programs with high schools, includ- Matthews, San Diego Miramar, on June 4 - 9, 2000 ing the issue of granting college teaching a course by linking two credit for high school courses. sites. In the end, the participants 2000 Faculty Jolayne Service, from the Chan-walked away with a binder of cur- Leadership Institute cellor's Office of the CSU system riculum resources, sample course June 2225, 2000 discussed the process of getting a outlines, and success storiesand course evaluated for fulfilling a headful of curriculum facts. IGETC and CSU GE Breadth 12 Senate Rostrum 54 U.S. Department of Education Office of Educational Research and Improvement (OERI) ERIC National Library of Education (NLE) Educational Resources Information Center (ERIC)

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