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AUTHOR Martinez, Katherine, Ed. TITLE FACCCTS: The Journal of the Faculty Association of Community Colleges, 1995-1996. INSTITUTION California Community Colleges, Sacramento. Faculty Association. PUB DATE 1996-00-00 NOTE 138p.; Published four times a year. PUB TYPE Collected Works Serials (022) JOURNAL CIT FACCCTS: The Journal of California Community College Faculty; v2 n1-4 Sep 1995-May 1996 EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS *College Faculty; *Community Colleges; *Educational Legislation; Educational Planning; Futures (of Society); Student Characteristics; *Teacher Attitudes; *Tenure; Two Year Colleges IDENTIFIERS *California Community Colleges

ABSTRACT This document contains the four issues of FACCCTS, the Journal of the Faculty Association of the California Community Colleges, published during the 1995-96 academic year. In the September 1995 issue, faculty members explore sensitive faculty issues: Is tenure's time up? When will part-time faculty finally receive the respect they deserve? Should the 175-day academic calendar be killed? In the November/December 1995 issue, faculty members, fundamentalists, state government, and Assembly member John Vasconcellos voice their vision for the community colleges' future. The February 1996 issue explores "Tidal Wave II," a term coined by the authors of a report from the California Higher Education Policy center for referring to the new students who will flood higher education in the next decade. FACCTS looks at who they are, their attitudes, the job market they are entering, and their vision of the future, in their own words. The May 1996 issue includes stories of some of the keynote speakers and recipients of the 1996 FACCC Awards at the 1996 FACCC Conference. A few statistics about faculty members at the state's community colleges are followed by a wide range of faculty issues. Each issue of the Journal also contains various features such as letters to the Editor, Legislative Report, FACCCTS Survey, and Book Review. (JA)

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

The Journal of the Faculty Association of California Community Colleges

1995-1996

Volume 2 Numbers 1-4

PERMISSION TO REPRODUCE AND U.S. DEPARTMENT OF EDUCATION . Office of Educational Research and Improvement DISSEMINATE THIS MATERIAL HAS EDUCATIONAL RESOURCES INFORMATION BEEN GRANTED BY CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. K. Martinez Minor changes have been made to improve reproduction quality.

TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Points of view or opinions stated in this document do not necessarily represent 1 official OERI position or policy.

2 BEST COPY AVAILABLE Facccts, September 1995- May 1996.

The Journal of the Faculty Association of California Community Colleges, Volume 2, Numbers 1-4

PERMISSION TO REPRODUCE AND EDUCATION U.S. DEPARTMENT OFand Improvement DISSEMINATE THIS MATERIAL HAS Office of Educational Research BEEN GRANTED BY EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC) This document has beenreproduced as received from the person ororganization (Your-11' 6z originating it. Minor changes have beenmade to improve reproduction quality. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Points of view or opinionsstated in this document do not necessarilyrepresent official OERI position or policy.

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BEST COPYAVAILABLE THE JOURNAL OF THE FACULTY ASSOCIATION OF CALIFORNIA COMMUNITY COLLEGES Volume 2 Number 1 September 1995

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TOPIC CONTROVERSIES DIVIDING HIGHER EDUCATION

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begin? Call 1-800- TSA -HELP. and. request the "IRA Info Letter." -"- ' ' :"F:4`.;..C; That we will-gladly add your name tO our "Gold Star News" (financialnews for educators) mailing list? Allyou have to do is call 1-800 - TSA -HELP and ask. No salespressure, ever. We've been helping educators plan for their financial future for over thirteen years. Our phones are answered by licensed agents who assistyou when you choose to call. We will address your questions and concerns immediately. You need not bea Gold Star client to ask us for assistance. Hundreds of non-clients call us yearly...and all are treated with the same respect and attentionwe give thousands of long-standing clients. We don't try to sell you something when yotrcall. We believe in giving you exemplary service first and that the saleswill follow. We'd stake our reputation on it. As a matter of fad, we do,everyday : . gOa. 5.1a r dimes+ "Yerevir Made is .Perim do..5rutudv .. G.S.A. insurance Agency, Inc. 3960 Prospect Mimeo* SuiteG P.O. Box 399Yorba Linda CA 92686-0399 ISISMIMM11111111111:1:111:111:13:14.1: i ; ; iiiiiii Iniiils.rli1:11111illii1111111111111111101filli BEST COPYAVAILABLE BEST COPYAVAILABLE Inside lIIFACCC page 16 BOARD OF GOVERNORS The Taboos of the California Community Colleges EXECUTIVE BOARD These are the sensitive issues everyone is talking about. Faculty members explore six topics and their main points. Is tenure's time up? PRESIDENT When will part-timers finally receive the respect they deserve? Should Jane Hal linger discussions don't end Pasadena City College we kill the 175-day academic calendar? The here. FACCCTS offers only a starting point. VICE PRESIDENT Leslie Smith City College of

TREASURER page 8 Thelma Epstein Ground Sacred Cow DeAnza College Everyone's favorite wordsmith is at it again. This time, Sierra College history professor John McFarland tramples on the sacred cows of RECORDING SECRETARY Charles Donaldson higher education and defends the lecture as a valid mode of commu- Santa Monica College nication in the classroom.

PAST PRESIDENT Ema Noble Chaffey College

AT-LARGE MEMBERS Features Alma Aguilar Southwestern College President's column Faculty Focus: Margaret Quan 15 27 Winston Butler Letters to the Editor 5 FACCCTS Survey City College Executive Director's report 6..; 'On the Cover: Allan Jones 29 12 Book Review: The Dreamkeepers 30 Trudy Bratten Fast FACCCTS Grossmont College Legislative Report 14 After the FACCC: How to Retire 31

Cy Gulassa Foothill College

Bruce Jacobs Laney College There seems to be.,nollMittotthe controversies in higher' educationtoday This issue of FACCCTS takes on controversial: topics, in the community collegesitininitbat funky members must discuss, in Joe Kuwabara the hope that theyMni'help create solutions. The cover art bySicraMeniosirllst Allan Jones tells us Chabot College in a whimsical way iha these are definitely hot Mary Ann Newport MiraCosta College 'COVER ART: Allan Jones COVER DESIGN: Katherine Martinez

Chaumonde Porterfield-Pyatt College of the Sequoias

E D I -T' .A L. 1c, O. LI. CIES' Margaret Quan FiterC7S is the jOttinal of the Faculty Association of California Community Col- Diablo Valley College EXECUTIVE leges, Inc. (FACCC), a nonprofit professional association promoting unity and pro- fessionalism amongCalifornia Comrhunity Colleges faculty. FACCC also advOcates Jacqueline Simon EDITOR on behalf of faculty to encourage poliernakers to provide adequate resourcesand Grossmont College Patrick McCallum appropriate liWs and regulations to assure Californians broad access to quality emir_ munity college education. FACCCTSis publiihed a minimum of four times during Deborah Sweitzer MANAGING Santa Rosa Junior College E"rrrIR "ril new""''''ye's, eir-o-ing f 1. .r information, analysis, and provocaiive view about the politics, philosophy, and practice of education. The primary pur- Katherine Martinez Carrot Waymon pose of FACCC7Sis to provide a forum for faculty and the CaliforniaCommunity San Diego Mesa College ,coNTRIBirriNG Colleges "commuity.". Opituonu cif). ressed are. i114C of die authOrs".inul do not EDITORS necessarily represent those 'of FACCC, its Board of Governors, general member- ship, or staff. FACCCTS publiihes letters to the editor, commentaries, and other Evelyn "Sam" Weiss 13olina Dillon Golden West College contributions on a space-available basis. F4CCC7:Creserves the right to cmulense Cy Gulassa and/Or edit all text as deetnedneresiary. For acopy of Writers guidelines, Lois Yamakoshi John McFarland please call the FACCC office at (916) 07-8555, E-mail: faccc@aoLcom or write to: . Los Medanos College Gary Morgan FACCCIS Editor, FACCC; 926J Street, Suite 211, Sacramento, CA 9581,1. .,;Deborali Sweitzer -7'

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5 BE.ST't0YAVAILik1411- A Matter of FACCC

Again we need to ask the progress made by individuals or groups question, where are we which show differences. We are aware of headed? differences in color and gender as we It's an old refrain but a make selections. To pretend that we can valid question. We were sure we had wipe out differences is to say that we can answers. We thought we had done it wipe out Darwin's panorama. To say that right: we had ideals, we analyzed the opportunity now is alike for all is a situation, understood what needed to be dangerous myth. accomplished and how to fairly realize What is the question? For me; it is our aims. We had launched a forward how do we maintain thigains yet discard movement. the practices that have confused and In 1995 we are still moving, but subverted the ideal? To celebrate instead of going forward, we seem to be difference seems too trite.and I feel is circling back to reclaim a past... to not the answer. HoweVer, to accept invent a time that has become mytholo- JANE HALLINGER differences; whatever thesthirce, should gized and never existed. The multitude be a step toward a more undeisianding of discussion on affirmative action is a tee. But intention was reinvented into environment for all. If we can acknowl- good example of an ideal that has solutions that surged beyond equity until edge that we all have biases and that we become so embedded in faulty interpre- the solution now creates the problem. all respond to differences among: us, then tation that we forget it had a real . Some would have us believe that we can.admit that we will never change purpose.* In education, as well as the the original need has been differences, and to not acknowledge other institutions of our society, affirma- addressed. I think not. I suggest them is detrimental to the fostering of tive action was advanced to address both that we are in an environment ofequal opportunity. Let's not circle back covert and overt inequities. It's not blocked access and still suffer both to a world that never existed, and let's fantasy that people were excluded from covert and overt inequities. And this not move forward inredenial Of a world access and advancement at many levels: environment extends beyond race and . that surrounds us. . student, faculty, classified employee, andgender. People may be able to now point The answer to the basic question of administrator. The American dream was out cosmetic differences between 1995 equity is not to throw out affirmative a privileged dream and was based on an and 1965, but the attitudes that pit one action because the ideal has been American caste system. group against another, that continue to subverted in implementation,but to Affirmative action from its inceptionfoster caste systems are still prevalent in readdress the original solution. An in the Equal Rights Amendment was a our society. Fear of others is still a strong opportunity that is equal for all. That is means of addressing inequity. What is presence in our world, perhaps stronger what we ask. That is what we should the agenda of affi rrnatiye action? In ideal now than thirty years ago. For leaders to provide nothing more, nothing less. terms, only to assure an equitable say that we can be a color blind (fill in When we move too far in either direc- launching pad where all talent has the gender, sexual preference, part-time, .tion, we continue to feed the fears and opportunity to advance in any appropri- even white male) society is absurd. That 'Myths that control rather than illuminate ate arena: We 'mini highlight the-ker .,.. iie-eniildnr Should live by a s .. word opportunity. Initially, what was to principle is a myth. be Offered was opportunity, not guaran- Differences exist we see and hearJane Hallinger teaches English at them daily. We constantly assess abilities *At. FACCCTS press time, Gov: had . Pasadena City College and is president sued the state regarding affirmative action. See which show differences. We evaluate of F4CCC. FastFACCTS, page 12, for more information. ' . : FACCC Agenda for 1 995-96 Continue to fight for full funding for community colleges. respond to segments that involve community colleges. 0 Support measures that p.o aU:LiGSJ and quality for our 1241 Reaffirm the original intentions of affirmative action and students. tenure. Educate new legislators on the needs of the California IXI Look at reform as part of moving institutions forward but

Community College System. . not at the expense of quality programs. Promote a dialogue between part-time and full-time DM Link campus FACCC Councils and campus concerns to faculty on part-time issues. Sacramento advocacy. Establish a retiree network. ElInitiate follow-up activities to the September "Vision" Evaluate the School to Career plans for California and Conference. FACCCTS September 1995

BEST COPY AVAILABLE Letters

voice twice in class. Many of my senior students are retired Thanks for eliminating BA fee teachers looking for: 1) exercise, 2) social life, 3) putting joy I would like to congratulate FACCC on helping to get back in their life, 4) feeling they belong to part of a community rid of the differential fee. This means a great deal to the Without pay, I produce six shows a year for the commu- Language Department at Santa Rosa Junior College. These nity. These involve student volunteers who dance, sew cos- fees have had a very negative effect on our enrollment, and tumes, rehearse, etc. We perform for convalescent homes, have kept many adults especially seniors on fixed hospitals, retirement homes, a shopping center honoring incomes from taking language courses. seniors and the colleges and senior centers. Besides the enrollment effects was the fact that it was Community colleges need to serve all adults, not just those precisely these people who made our evening and often transferring to other colleges or getting job training. We who daytime classes so diverse. Adults bring a wealth of life teach need the support, respect, and pay we deserve. experience,are competent students and always very appre- Thanks for efforts on our behalf. ciative of our efforts. We have missed this constituency sorely and are looking forward to their return. Donna Frankel It is our hope that community colleges have seen the last Saratoga of these very unfair fees. Once again, thank you for your effortsin this matter. Essays motivate faculty member Hats off to .FACCC! I would like to commend the editors and contributors who Art Hofmann made the April issue of FACCCTS so useful, interesting and Chiiii;MOdein and Classical Languages timely. I read the issue from cover to cover and found numer- Santa Rosa Junior College ous examples of information I need as a community college via the Internet teacher. I am seriously considering how to restructure some classes based on Larry Toy's essay and on the interview with Pat Chancellor praises theme, focus Cross. And it's a treat to enjoy some humor a la Gary Morgan's I just finished reading the April 1995 issue of vocabulary list. FACCCTS. Its focus on change and innovation was timely. Thanks again for an outstanding issue of FACCCTS. More important, the recognition of some of the outstanding activities going on was well-deserved. I hope the journal will Mona Field be inspirational to all educators, especially those struggling Glendale College with change. Congratulations! Pamilia Fisher FACCCTS welcomes letters to the editor, via regular mail or Chancellor, Yosemite Community College District E-mail. Please include your name, address, and both daytime and evening telephone numbers. Part-timer inspired by students Unfortunately, my situation is not unusual. I teach 14 dance courses per week at six institutions all part-time, no benefits, no job security, just a freeway ONTAcr flyer. I wish I could be an independent contractor; at least I'd the US have some tax benefits. 7004 I am very good at what I do: I teach country/western B OK line, folk dance, tap dance, ballroom and ballet - three levels (800) 248-1146 of each. I adore teaching or I wouldn't put up with being H USE Individuals ask for Ext. 25 treated as a second-class faculty member. No office, no SERVING LIBRARIES phone, no seniority, no real support. WITH ANY BOOK IN PRINT 8:00-4:30 EST However, I have greater compensation than anyone I AND SOFTWARE, TOO: FAX: (800) 858-9716 know. I have 423 students each week who think I'm wonder- ful! I've had students who brought me flowers, helped me 208 WEST CHICAGO STREET Internet Address: unload and load sound equipment (which I provide for my JONESVILLE, MICHIGAN 49250 BOOKHOUSOMLC.LIB.MLUS classes), and in my senior adult classes (for which De Anza pays me half-salary because it's a non-credit class), I had a class surprise me with a $350 wireless mike after I lost my IMIrlimmeNIMME1=11111110110111011r_angel The state should revamp financing of services. The difference of 0.08 percent is over $200 million for CUs, or b2 relationship between state and local government no longer million per campus. In these zero-sum times, K-12 groups are makes sense. One reason for the confusion is Proposition 13, not going to support any revision in the split. Perhaps a better the 1978 initiative that limited increases in property tax bills solution is two separate funding guarantees for schools and and curtailed local governments' ability to raise revenues. colleges. Property taxes are no longer controlled locally by the entities As enrollments continue to grow, the community colleges providing the services, and property tax bills vary inequitably will have more students than resources. While we are all tired from neighbor to neighbor. This should be balanced with of hearing about limited funding, creativity often pierces gradual adjustments to the obligations of pre-Prop 13 adversity, so we should push ourselves beyond negative homeowners. thinking and be open to new ways of teaching and communi- Another revenue stream we needs to reexamine is the sales cating. tax. Our sales tax is too high and regressive. As the state , FACCC, we must also look for new ways of doing service- economy continues to shift from a manufacturing to a things. Our organization is adapting to a world which based economy, why not levy a tax on services that upper- is constantly transforming. At the Capitol, the income Californians enjoy? In our current system, the person atmosphere has certainly changed. The power of leadership has who mows his own lawn must pay taxes on the purchase of a been diluted and there is more partisan and personal bickering. lawnmower, but the person who relies upon a gardening Over the years, we have developed relationships with influen- service pays no tax for that luxury. Many other states already tial members such as Willie Brown and John Vasconcellos, and have service taxes. for many years, they delivered. Now their power has weak- Corporate taxes also need a review. Newer businesses pay ened. We must continue those existing relationships,yetenter a higher tax bills than firmly established companies. And this new era of advocacy. . income . . year, Gov. Pete Wilson attempted to reduce corporate Our strength is in our members. We must step up our local taxes by fifteen percent. presence in legislators' districts by Corporations do pay significant bringing members to college income taxes in California, but campuses and meeting with them there are also numerous . . .because of the more often in their home towns. loopholes. The corporate tax The newer members are more structure merits close review so challenges we face, sensitive to the voices of constitu- that some loopholes are ents, since they have only a short eliminated without discouraging the colleges will while to spend in Sacramento, and new business in California. fewer long-term relationships at t's unquestionable that the receive more attention. the Capitol. We must also boost state structure needs to be our public relations efforts and revamped. We need to tackle ' ; ,encourage the public to support us. This will result in more cloutcut deals in Sacramento. a multitude of issues. Here are a few minor steps. ., . Education advocates should create an intersegmental And until campaigns are publicly financed, we must policy board which includes representatives from both K-12 increase our PAC funding. I hate receiving daily fund-raising and higher education. Too often, the colleges, universities and calls, but it's an unfortunate reality of politics. Our PAC of schools get so caught up in the adversarial legislative process $100,000 is competing with others that exceed $1 million. In that we forget that we are all working toward the same goal: the final days of budget negotiations, those with the PAC the improvement of California education. - ' dollars somehow receive more favorable attention. Many decisions are inade.biatie segment of higher While I'm on taboo subjects, let's consider our relation- education without regard th theeffeet on students in other ships with other faculty organizations. The competition that systems, and the linkbetweenschool and a college education istakes place among FACCC, CTA and CFT at the local level not as strong as it could be. Faculty, administration and the must stop. We need to develop a unified approach to commu- public need more representationin the process. nity college issues through stronger coordination among We should consider separate funding guarantees for K- faculty. The Council of Faculty Organizations is a foundation 12 and community colleges. Prop. 98 originally established an that we must strengthen.. aggregate minimum funding level for K-14 education, but did FACCC's mission of delivering a strong faculty voice will not specify how much of the funding schools and colleges persevere. Surrounding circumstances and communication would receive. This set the stage for continual wrangling over methods may change, but our mission endures. Thesame can funding between K-12 schools and community colleges. be said for the community colleges. Change will be constant. FACCC secured a formula that would determine 11 percent as yet the fundamental mission of providing open access to a the college share in 1989, but this requirement has been college education will continue. repeatedly suspended. This year, the K-12 groups opposed the bill to restore the 11 percent split over three years, since they helieve 10.03 percent is the maximum funding level. The Patrick McCallum is executive director of FACCC.

FACCCTS September 1995 7

BEST COPY AVAILABLE Foryour literary pleasure. tonight'smenu featuresourspecial entree.

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BESTCOPY AVAILABLE 1 0 he assignment is clear: write the CEO room remains unguarded, and for morning sessions irreverently about ideas muchthe larders in the back spill out fruits, brightly-colored pastries and a deli display of breakfast beverages. This cornucopia esteemed in our profession. It stands in telling contrast to the lone water pitcher set out next is for this writer casting against door for the humble workers of the chalk board. type and leaves him with the Hotel employees report that a visit twenty minutes early question: What dairy should he leaves plenty of time for poaching. The Captains of Erudi- visit in search of the sacred cows ofeducation? tion, immediately recognizable for their better grooming, do not arrive early. In answer, he could do no better than Austin, Texas, where But before any of the above delights may be savored, herds of EduOrthodoxies graze. These may be viewed comes boot camp. Attendees both great and negligible are annually, at the end of May, in a university conference on crushed into vast sweat lodges and seated on chairs designed community college instruction. for the anorexic. Given up to what Attendees include those selected Martin Amis calls "that strange on local campuses as outstanding modern activity, fancy-priced suffer- faculty members, but the meetings ing," they are subjected to ideological are integrated. Managers as well as "Alarm isent on the thunder that is vintage EdDept. minions, lapsed as well as current The essential message, and a drill teachers, gather. classrooia lecture: veteran instructors know by heart, is As befitting a national event, the the alarming obstructionism of some Austin conference has many parts, blatant, standup delivery of faculty, an indictment secured with some quite admirable. The breakout demonstrations of their refusal to sessions, conducted largely by knowledge b3verbal means. employ the assemblage of truths that instructors, provide as useful and constitutes The Science of Didactics. lively a contact with new instruc- an outrage n(w held to be a As in the hard sciences, these tional ideas as are available any- findings do change over time, but where. The banquet repasts more thin site below some teacherly felony always tops the closely approximate food than is list. Currently alarm is spent on the usual for such events. terroristbombing." classroom lecture: blatant, standup And knowledgeable attendees delivery of knowledge by verbal partake of a second menu, this in lieu means, an outrage now held to be a of expensive hotel breakfasts. Boxed thin slice below terrorist bombing. in the conference programs are The bearers of these misgivings announcements of sessions reserved exclusively for CEOs. hail for a discipline that confers fewer degrees on faculty than This exceptionalism serves both to honor the sacerdotal on the constabulary that must control them. Hence, the rich order and to permit free expression of frustration on sensitive rhetorical tradition that has flowered in EdDepts about teachers topics, one of which, the faculty, is in startlingly close supply. who strut their knowledge like peacocks and students who thus Thus, while CEOs may attend sessions about teaching, the are held as galley slaves to their. oars. wisdom of presidenting is closed to instructors. Marxists Such brutalization creates the dire condition would, no doubt, explain this as a mystification of power. But, denied knowledge we may yet eat cake. The door to Please see next page But teachers, unimaginative drones that theyare,

known as "passive learning" a state so deplorable that any respect for reality, dismisses the diatribes as fashionable piffle. elaboration beyond mere mention would be open to the charge This division permits the instructors to continue working of sensationalization. unmolested while aspirants in pursuit of EdDocs are able to None of that here! Merely cups drawn from the fountains win those bureaucratic blackbelts by documenting the of scientific inquiry. It is by empirical means that we know all intransigence. learning is processed by one of three offices: sound, sight or Clearly we have a win/win situation, one that would touch. Moreover, students specialize. Some are auditory, other ordinarily be left undisturbed. Unfortunately, FACCCTS' visual, yet others kinetic. This triadic division of learning, even editorial policies insist on something curmudgeonly. Writers in if retailed as science, enjoys a near-scriptural legitimacy. this issue are to mock a prophet, violate a taboo or Blast an Lectures, it seems, reach only the smallest of the three icon. groups, the auditors. But teachers come disproportionately What better sacrilege than a defense of the lowly lecture? from just that minority and, unimaginative drones that they are, And where better to begin than back there in Austin boot instruct others with techniques they learn by. camp? rn Some editions of Antilecturism come equipped with The very cloud from which rained anathemas down on theoretical overdriVe: 'reference to that shatter-proof apologia, lectures Was a speaker,.on a raised dais, Whose 400-peiion National Security. It was the discoVery of National Security audience heard her read her text. All survivors of first-week back in Sputnik days that first opened the federal spigot for .French remember that "lectures" translate into English as public education, and educators have been reaching for the tap "readings." We note as well that the speaker, an adept in the art ever since. Which she excoriated, seems never to have doubted that the days..., when military threats lack teChnique by Which sheilelivered her urgent message was sufficient to the tasL '' their old conjuring powers. National . Security has become an economic issue. 'reality, teachers select lecturing for the same reason that Hence the seeming non-sequitur: classroom detractors of the method do:.its efficiency. For giving .diked7 : ni:gtating a position or conveying factual icadeinic knowl- lectures impede our competitiveness in the Pacific edge in a brief time, lectUres work very well. The Socratic Rim. Method, even in inspired hands, will rarely yield the dates of The argument contains some sharp turns, so pay attention. Charlemagne or the structure of DNA. Lecture-based education emphasizes individual learning and It follows that most teachers clOn't seleet.the leCtUreformat promotes selfish pursuit of grades. However, the new "work- out of a neurotic need to parade their learnedness. ' place environment" demands ... -,--. ,ftr-'J..zit n.E ;;: .z ,,:.._er-,1 11...... t. .1.1 if --1.2 .. ,..2 architectureind.study. cooperative labor. Without ' bhinda for "collaborative skills" our 'fife classroOrn cost far more in students will destroy laborati-v-e skills -Work and anxiety thin they pay America's capacity to protect l back in'narcissistic delights. itself against Toyotization. estroy America's the .other hand, Ciillabo- Lectures weaken us as a 'iitive interaction, perfoims nation. protect itself superbly in exercises in-prob- Thus have industrialists lem-solving, and Plato's recently joined their voices in yotization." dialectics remain an affecting the anti-lecture chorus. Soon, (and effective) means of no doubt, the Austinites exploring works of literature or (Austinoids?) will add this i-4,- theoretical concepts. Laborato- cartridge to what is, if we may ries, studios and athletics proffer say so, a nearly empty bandolier. There are, alas, far more "kinetic" experience that might be inappropriate in, say, a sonorities than sense to the anti-lecture case.. political science class. .

Even then, the Reader may protest. Is not saying so an. If lecturing is only,one.,_string on the lyre, it can be played infraction of academia's traditional (if informal) division of poorly even in apposite times. But the question of its legal- labor? EdProfs squeeze off a few rounds at perceived heuristic ' We might ask, however, what university department other than Education transgressions, and faculty, whose profession requires a certain : would find disgrace in a display of knowledge.,. .` . 0 ...T`A,*;44..., v",."--^1 =4' = = 4 r

BEST cnPv AIMII Ant 17 instruct others withtechniques they learn by."

macy is unrelated to that of its abuse, since alltechniques can alone when a lab includes verbal explanations and a video? be used badly. As one format among many it demonstrates that, The terms "audio, visual and kinetic," when used as ex- just as there are varieties of disciplines, so are there many ways lanatory devices for learning, are less scientific categories than of learning. buzz words. Learning theory practiced elsewhere on university ome instructors, includinghighly- campuses understandably avoids such crudeterminologies, just as it finds no use for that oxymoron, "passive learning." talented ones. are technique champions. To which we might add, ignoring the risk to National convinced that one method alone will Security, that no correlation exists between a worker's ability to do. Theirs is, however, an argument against cooperate in a factory job and the devices by which he or she experience. as futile as legislating a single meter was instructed in school. The two models ofcollaborative for all poets. labor, Japan and Sweden, are notable for extremely traditional We would do well to remember the observation of the lecture systems. By contrast, American colleges probably lead great Oxford don Isaiah Berlin that each of his colleagues the world in innovative classroom techniques. As for the perils of an excessively competitive student thought that he alone'at the University instructed his students body, few teachers find them to be a pressing danger. Indeed, properly. were there real evidence that lectures inspiredselfish grade- Whatever tools an grubbing they would be in far instructor might favor, almost greater use than they are. certainly he or she will rely at Competitiveness is a times on lecture. It is, after all, really to cultural product, brought to the most protean of strata- "Were we rather than created by gems. Lectures can be by eme. blasp education. As to its pervasive voice alone, or with visual we might propos:that educators presence in society we might support. They may be illus- examine the study recently trated with old-fashioned are under no obiigation to train published by a Harvard overheads or the newest students' relational skills for business professor who found digitalized magic and may .zplace." that only 10 percent of draw attention to charts, maps the wor Americans are "aggressive or printed handouts. Lectures competitors" in everyday life can be scored by music, and work. Ornamented with artwork or enriched by poetry, even as they are conveyed with socratic Were we really to blaspheme, we might propose that educators are under no obligation to train students' relational asides or personalized bantering with students. In short, the term "lecture" provides a vast verbal tent skills for the workplace. Their chore is, rather, to impart an understanding of their discipline, along with knowledge about under which cluster widely diverse learning experiences. That it the is why studies that examine the effectiveness of the lecture as it a task of sufficient difficulty without adding to an instructional tool are little more than an evaluation of a economic rescue of the . And thus we satisfy our slave-driving editor. The inviolate particular teacher's specific class. the And the level of scientific rigor exercised in discussions of cows of the nation's EdDepts are shot and left rotting in "the lecture" is matched when disquisitions begin on "audi- field. The Temple of Higher Heuristics has been desecrated, its wisdom texts trampled. Perhaps worst of all, the lecture is tory, visual and kinetic learning." These are, after all, not mutually exclusive modes of acquiring information, a fact of free, back on the streets where it can kill again. Is nothing freauently unexamined importance_ sacred anymore? Even the vendors of the triadic model admit that almost everyone learns from all three processes, and from at least two John McFarland is a history instructor and past president of quite adequately. This reduces our ability to isolate each the Academic Senate at Sierra College, and a recipient of the process, and thus to measure its work alone. To what, for 1995 Hayward Award for Excellence in Education. instance, are we to attribute a student's capacity to learn in a lecture on Van Gogh's art the explanatory voice or the Drawings are courtesy of Picturesque Views of Rural Occupations, by W. H. accompanying visuals? How can the "kinetics" take credit Pyne. Dover Publications, Inc.

I'

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Wilson files suit in state court percent, reported the American Associa- In millions: Gov. Pete Wilson surprised the tion of Community Colleges Prisons: public Aug. 10 when he sued the state, By increasing the amount of each 1995-96: $4,052 and himself, to eliminate race and gender Pell grant, the government eliminates 20005-06: $12,350 preference programs. more than 200,000 students from the Higher education: These programs are unconstitutional program. College Work Study and 1995-96: $5,313 according to recent Supreme Court Supplemental Educational Opportunity 2005-06: $8,692. decisions, his office said in a prepared Grants were kept at current levels, while statement. Perkins Loans and State Student Incen- The action came on the heels of the tive Grants were eliminated. State L.A. colleges consider tax hike. University of California Board of Postsecondary Review Program (SPRE) The Board of Trustees of Los. Regents' much-criticized decision, at funding was eliminated. Angeles Community College District Wilson's urging, to eliminate affirmative Basic State Grants under the Perkins voted 4-2 in May to hire a. consultant to action in hiring and enrollment in the UCAct were cut by $272 million, 28 prepare a plan that would impose, an $8.9 system. Critics saw the move as an percent, to $700 million. But Tech Prep million-a-year property assessment attempt by Wilson to boost his presiden- was relatively unscathed, cut by only $8 under the state Landscape and Lighting.,: tial campaign. million, to $100 million. Adult education Assessment Act, according to.the "I cannot remain faithful tomy oath state grants were cut slightly, by $2.4 California Taxpayers! Association.News. of office to support and defend the million, to $250 million. The board is considering-a property Constitution while allowing A top Clinton priority, the School- tax without voter approval. The amounts would be $4 for a single-family home, unconsitutional laws to continue to be to-Work Opportunities Act,was reduced imposed on Californians," Wilson said. to $95 million from a fiscal year 1995 $17 for a multi-faMily parcel,,and $16, The state chancellor's office has level of $115.6 million (at both the for a commercial parcel. prepared a briefing paper on potential Department of Education and the Trustee David Lopez-Lee said that impacts to the community college Department of Labor). Another top it's a way to maintain and improve the campuses because they're falling apart: system. Programs such as Puente and Clinton priority, Goals 2000,was EOPS are targeted, as well as hiring eliminated. But the Howard Jarvis Taxpayers goals and set-asides for contracts. To One Stop Career Centers were level- Association said the district is abusing- the system. obtain the report, call Tom Nussbaum in funded at $100 million, but job training the Legal Affairs department at (916) programs suffered severe reductions. Education guarantees increase 445-4826. Funding for dislocated workers was set Are educational guarantees more CCs are low cost to government at $850 million, which in tandem with than just another marketing gimmick?. pending rescissions, totals a reduction of Public community colleges expend, A March article in the Community 34 percent ($466 million) from the College Times, the newspaper of. the on average, around $6,239 per full-time original 1995 appropriation. Adult equivalent (FTE) student, according to American Association of Community training grants were cut to $830 million, Colleges, explored that question. the American Association of Community from $1.055 billion in 1995. Colleges. Whatever the impact, the educational By comparison, public four-year CCs to fall behind prisons guarantee has become prominent at institutions average over $15,000per Rapid growth in enrollment will hit community colleges around the nation, FTE student. community colleges by theyear 2000 through 2005, according toa draft of the Revenue Sources for Community the California Postsecondary Education Colleges For the Record National Percentages Commission report "A Capacity for State Sources: $8,032,939,141: 4L16% Growth." Some interesting items include: Accuracy is one of FACCCTS' Local Sources: $3,204,578,531: 16.42% Tuition: $3,874,887,514: 19.86% The report predicts a 21 percent priorities. Mistakes should be called to National total: $19 billion increase in the annual number of high the attention of the editnr. California state sources: $1.296 billion school graduates between 1993 and Local sources: $1366 billion 2005. In the April issue of FACCCTS, the contact number for Glendale Tuition: $170 million The anticipated enrollment for 1995 College's Volunteer and Service California total: $2.832 billion is 1,355,358 and for 2005 is 1,722,170. Learning Center on page 31 was The general fund projections show Feds cut education funding incorrect. The number is (818) 240- Congress has cut the Department of that prisons will receive more funding 1000, ext. 5790. Education by almost $4 billion, than higher education by 2005: it or 16 FastFACCCTS managing editor Michael Bourque wrote. 10,940. Freshmen apathetic to politics Members of Congress were im- Staff composition Although College freshman don't care much pressed with Rockland (NY) Community modest increases in gender and ethnic about politics, according to The Higher College's new "Contract for Learning diversity of faculty members were Education Research Institute at UCLA Assurance," which guarantees prepara- reported, the goal of increasing the which surveyed 237,777 freshmen tion for baccalaureate study, employ- percentage of courses taught by full-time entering 461 two and four-year colleges ment, course transferability and social faculty has had no improvement since last fall. awareness, and that students who earn at 1988. Full-time faculty taught 62.2 Only 31.9 percent of the students least a 'C' in basic academic courses in percent of courses in 1988-89. The said "keeping up with political affairs" is English and math will have appropriate number dropped to 60.1 percent in 1993- an important goal in life, the lowest competencies. 94. amount in the survey's 29-year history. Will self regulation take the place of Fiscal condition The number of That fell from 42.4 percent in 1990 and the dreaded State Postsecondary Review colleges designated at some fiscal risk 57.8 percent in 1966. Entity for accountability? increased from 14 in 1990-91 to 21 in The survey also showed that only 16 The idea isn't new, the article said. 1993-94. Operating revenues per full- percent of the freshman frequently The educational guarantee was first used time student have declined statewide in discuss politics. The record high was by Henry Ford Community College in inflation-adjusted 1993-94 dollars, from 29.9 percent in 1968. Dearborn, Michigan in 1986. Since then, $3,275 in 1990-91 to $3,124 in 1993-94. The reason for these dismal figures? only one student has returned to the In actual dollars, support per student Ed Costantini, recently retired chair of college for free classes. grew slightly, from $3,038 in 1990-91 to the political science department at UC the $3,124 level last year. Davis told Education Beat that the Students excel, colleges struggle increasingly acerbic climate of politics The first Legislature-ordered Please see Fast FACCCTS, next page statewide survey of the community colleges' effectiveness showed that students in the system are performing View from the Trenches quite well. This is despite declining enrollments and increased classes taught by part-timers, Political Pulse's Educa- tion Beat reported in May. The report examines the success of all 71 districts and 107 colleges during the last two years in four areas: student access, student success, staff composi- tion, and fiscal condition. The report names the $50 BA differential fee as the biggest cause for enrollment declines since it was enacted in 1993'. FACCC was successful in convincing state legislators to allow the fee to expire in January. A summary of the survey is as follows: Access More than 124,000 students "lost access" to community colleges in the fall of 1993. Half dropped out because of the $50 differential fee; the other half left because of the $7 jump in fees to $13 per -nit bcrwccu sail 1992 and fall 1993. Student Success In 1993-94, community college transfers to Califor- nia State University increased by 8.4 percent or 3,400 students, to 44,420. The number transferring to University of Paul-Andre Schabracq California jumped by 9.5 percent to

15 Continued from previous page FastFACCCTS may clash with young people's idealism. And students may deal with that by "making the subject unimportant" to them. Education Beat columnist Bud Lembke also said that this TV generation **4 s

doesn't read newspapers and doesn't get 4 in-depth news of politics and govern- ment from television. CC students match university counterparts in earning degrees A study in the American Journal of Education found there was no statisti- cally significant difference between transfer students' persistence in earning a bachelor's degree and native four-year students' persistenCe, the American Association of Community Colleges said in a March research brief. At the 1986 follow-up, six years after high school graduation, 69 percent of both sample groups had attained a bachelor's degree. (The samples in- FACCC board member Joe Kuwabara of Chabot College and AssemblymanMichael eluded 422 transfer students and 1,899 Sweeney, visited in Sweeney's Captiol office May 8 during FACCC LobbyDay. "native" four-year college students). FACCC members from 20 districts lobbied their localrepresentatives on the Prop 98

Social class had no effect on split and property tax backfill. The next lobby day is scheduled forMonday,May 6. persistence, and full-time enrollment and GPAs are significantly related to million into campaigns to elect religious that of K-12. persisting to a bachelor's degree. right candidates). FACCC Position: Support (Sponsor) The study refutes previous research Community college bills: Status: Passed by Assembly Floor 63-4; that stated beginning one's education at a AB 1122 (Cannella-D) STRS Part- Passed by Senate Education 6-0; Senate community college is a hindrance to Time Faculty Calculations Provides Appropriations. attaining a bachelor's degree. that a parttimer employed by more than SB 703 (O'Connell-D) 1994-95 one district shall receive service credit Property Tax Shortfall As intro- for all districts. duced, the bill backfilled a portion of the Legislative FACCC Position: Support (Co-sponsor). 1994-95 community college property tax Status: Signed by Governor. shortfall. The approved budget includes Report AB 825 (Ducheny/Firestone-R) $47 million for this purpose, and SB 703 Proposition 98 Split Would have will be amended to provide a backfill of We have good news from the guaranteed community colleges an 11 $51 million for the anticipated 1995-96 Assembly front. Education ally. Mike percent share of Prop 98 funds. As property tax shortfall. Machado (D-Lindiii) survived his recall amended, it includes the 1995-96 state FACCC Position: Support (Sponsor) election Aug. 22: But recall madness is budget allocations for CCs, including a Status: Passed by Senate Floor 28-4; not over yet. Assembly Speaker Doris $47 million backfill to partially compen- Passed by Assembly Higher Education Allen faces one, scheduled in November. sate for the 1994-95 property tax 10-0; Assembly Appropriations. Also, was elected the shortfall, retains student fees at $13 per AB 445 (Archie-Hudson-D) Joint Assembly Reptibliean leader, replacing unit, allows the !tcn RA differential fee Baccalaureate Program Authorizes . And Rob Hum ousted Ken to expire on Jan. 1. each district to join with one or more Maddy as the Senate Republican leader: FACCC position: Support (Sponsor) CSU campuses to offer upper division This"means community colleges will Status: Signed by Governor (Chapter courses and to confer a BA degree have an even tougher time because the #95-0308). jointly at a CC campus. leadership is going from moderate. AB 1543 (McPherson-R) Future FACCC Position: Watch (Maddy, Jim Brulte) to conservative. Year Property Tax Shortfalls Status: Failed in Senate Education 4-2; (Pringle and- Huitti Who has purtiped Provides funding protection similar to Reconsideration granted. Faculty Focus

Margaret Quan comes from a "FACCC is unique in dealing with part- large, close-knit family which time issues," Margaret said. "FACCC cares includes four sisters and two and is doing something. Not only by Sponsor- brothers. She hails from Texas. -ing legislation, that will benefit part-timers, like the freeway flyer health benefits bill of You'd suspect as much from the first this legislative session, but by supporting a words you hear from her in her Texas accent. system-wide dialogue about part-time faCulty And she lets you know that she is astaunch Dallas Cowboys fan, in case there is anydoubt issues." A second claim to fame is her active about it. She moved to Northern Californiaand involvement at Diablo Valley. College. She became a part-time faculty member atDiablo 'represents part-timers on the independent Valley College, though travel to Texasis a :.union Executive Board and as an official frequent part of her plans. member of the negotiating team.This is not Margaret came to teaching after 17 years iasy work,As Margaret said, "There are so in the corporate environment, followedby a many part-timers with so manydifferent return to an intense educational program Margaret Quan concerns, that the few part4imerS who are completed just six years ago. Her disciplineis involved have a lot of work to do." History and her focus is Asian History. Atthe Margaret beheves,that part-timers are interestedin many completion of the second year of herbachelor's degree studies faculty. Iii addition, part -timers she attended a summer languageinstitute in Beijing, China. of the same thingS as full-time her own bachelor's want to be recognized as a wholeperson; "Part -time is simply a This was what prompted her to design value," she degree in Chinese Studies. She spent thefinal year of her work designation, not a statement about personal dCelared. "I certainly am notleis than a full-timepersiin." degree in Taiwan, living with a Chinesefamily. As a result, she - taught part-time, and is now starting speaks Mandarin. She is married to EdQuan. He speaks Margaret has always about the lack of Cantonese, not Mandarin, and she says shehas taught him her sixth year. She voices a growing concern everything he knows about Asian History respect accorded to part-time faculty. "It seems like it's a case of out-of-sight, out-of -mind, or During her Taiwan experience, she realizedshe wanted to "Part-timers are largely invisible, teach at the community college level. Shereturned to the U.S. seen but not heard," she said. participate in normal and completed another bachelor's degree,in History, as well as sometimes we are not even invited to History at CSU Hayward. As part of that activities, like department meetings. Theassumption seems to a master's degree in departMents program she interned at DiabloValley College where she has be that we are not committed to our college, our that is not so...part-timers are the taught everything from U.S. History, WesternCivilization, or our students. But clearly backbone of many colleges; we should berecognized for the California History, Women's History, to herfavorite, Asian ,. value that we create." . History. but has Margaret is active when she is not teaching.She enjoys Margaret supports the community college system; .Here are her top three: gardening, particularly growing orchids. She is an expertat some suggestions for improvement. full-facultY service to country line dancing, which sheteaches at a local club. She Support for part-timers to provide does arts and crafts and currently designsand makes country students. Recognition for service and contributions,. line dance costumes. She reads a great deal,often several booksthe college, preferably in the form of areassignnient'Oefer at the same time, mostly non-fictionand many related to Asian ence based on length ofservice to the district. Pro -rata traveled history and culture. She enjoys traveling and has Pay for part-timers. extensively along the Pacific Rim. "Keep the faith, Her advice to other.pare-timers inchides, . is the active part- .44 . . One of Margaret's current claims to fame and develop a rhinoceros"hide. If teachingisreally what you level. She is one time advocacy work she engages in at the state want, go for it. But remember, it is notpossible for all part- of the two Part-Time Governors on theFACCC Board. She is timers to become full-timerS, and you can "gettrapped by forward to beginning her second term of office and looking waiting on a hope or falSe promise...Getinvolved. Your increasing awareness of part-time faculty'ssituation in the participation can make it better for yourselfand for other part- be serving part- . community college system. She is happy to timers. " time faculty with FACCC, especiallysince FACCC has Margaret intends to continue teaching part-time.She'd declared this the year of the part-timer. love to teach full-time, but realizes feW openingsexist. She Margaret "I was bowled over when it was announced," plans to continue working for part-timers,and convincing full- said. "I immediately became involved inactivities." That timers to recognize the part-timer's role oncampus. includes working on the new FACCC publication,OFFTRACK "I am willing to give my energy to helpimprove the status (for those not on the tenure track) andhelping to organize a of part-timers. But everyone has to do theirpart." state-wide meeting of part-timers. Deborah Sweitzer

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he debates in higher educationare Tenure: passionate and stakes continueto Time fora change rise. The following opinionessays By Mona Field recap the main points of six topics; Taboo:Tenure is a protection forpoor teaching. FACCCTS offers analysis fromfaculty members' perspectives, alongwith general "taboo One of the most hot-button topics in education statements"Irom our editorsto help incite discussion today is tenure. The vast st majority of faculty of possible solutions. Thisis your forum. Read the believe there is nothing to discuss: tenure is stories; discuss them withyour colleagues. Then inviolable. Meanwhile, politicians and sometimes write to FACCCTSor E-mail [email protected] disgruntled consumers (parents, college students, taxpayers) and we'll publiilryourresponses. ,have become increasingly open to the question of abolishing tenure. Despite the current disarray in our state legislature and ,. 4. 7....' '1;.!Z1 ' the frequent absences of Gov. Pete Wilson,someone will. freedom can exist without tenure through the surely raise. again the governor's campaign promise to abolish ample collection of existing courtcases, legal t. ....,.... tenure. .. .t ...: ... . :.,...... : ,..:,:...... precedents, and anti-discrimination laws. Tenure, from the Latin "to hold,"' was codified in the early Perhaps in the middle of the battle are part of this century as a method to protect teachers from being many dedicated faculty members who, while terminated without cause. The concept became especially committed to genuine academic freedom,are important during periods of fierce political- repression, suchas nonetheless seriously distressed to see the the McCarthy, era. However,. during those vicious days,even negative impacts on students of havinga few tenure could not protect everyone accused of being "commu- bad applei on campus. Hardworking faculty nist sympathizers" or "subversiye." Teacherswere hounded ,members can come to resent the security of out aftheir jobs through intimidation, includingpressure to :those who are no longer interestedre in sign. iscoilitit4ti9PatJ9ia*.9hi or, worse,i*031)9Cni 0.44_,:.;teiteltingwell or whose behavicirs notably the Hoirse Un-Arrieridaii-XetiV'ities'COrnmittee. Afthoughthii 11iinir students. "iiet the question of "Who type of political represSiOn mayseem remote, many teachers decides ? ". which faculty are hardworking and who defend tenure cite as, their primaryreason academic :which are deadwood is the heart of the freedom, which includes'the dense thit Perinirc orunpO"piiir mitten politiCal views will be proteCted through tenure rights. As long as administrators have control of Meanwhile, changes in the economy asa whole have hiring andevaluation, faculty often feel they made job security in the private sector. Teachersare must maintain their full protection under current tenure laws. among the few Professionals who have such near- certainty 'Bid when faculty become empowered to join the process-of about their Careers. Critics suggest that tenure isan obsolete hiring and evaluating their peers, do they than feelinure ccnccpt that protects bad teachers and creates distortions in the confident about the evaluation process? Canpeer evaluation be educational labor market because new bloodcannot enter a the argument for some reforM of tenure law that wouldmake it market in which tenured faculty hold a lockon available jobs. much less cumbersome to weed out the unsatisfactoryfaculty . Additionally, critics believe that individual terminationbattles. members? In purely aneedotal evidence, theremay be a tax the resources of bath colleges and unions (whichare groWing feelingthat peer hiring and evaluation shouldalso legally required to defend faculty even if the individual make it possible to do "peer termination"so that egregious involved is not a union member). Finally, and perhaps most . . examples of poor performance can be. dealt with instead of inipOrtantly, tenure critics insist that protection Of _.. -...... ,.:..,academic,...... 7)gooreq. %4 . -.i .-.-r.F- ,.:-.;,,. --. ._.....-:R . ""`." i 't . .. - . , -" -"g-rt 4 41: to . - -.S* I la BEST,OPYAVAILARti;;;:flt:- DI ON NI6WEREDUCATION full job security for the first five to seven yearsand then puts faculty on two or three year contracts.This would encourage lelase I i new faculty to beexperimental and creative during their apprenticeship period. However, it alsocould create real problems when a hiring committeemakes a mistake - everyone choice for a very long time. Of Page 16 is then saddled with the wrong Tenure course, how different isthis from our current four-year Affirmative Action :Page 19 probationary period? How manyprobationary faculty are Page 22 denied their second, third or fciurthyears? At this point,. The 175-Day Calendar lifetime job. Page 24 getting hired is nearly a guarantee of a Common Course Numbering Even more extreme, and more hatedby most unions, are: Part-Time Faculty Page 25 the individual growth contracts'beingused in some private Distance Learning Page 26 colleges. In this case, each hiree makes awritten contract relating to goals and objectives which canbe measured.. However, the individual nature of thesecontracts is 'antithetical However, under current regulations, to the concept that all facultyshould be treated equally. termination is an onerous, time-consuming stick their heads in administrators Although many faculty might like to and expensive procedure. If always be sacred, and that through the complex the sand and insist that tenure will are rarely willing to go reforms has merit, the decisions really terminate an unsatisfac- none of the potential process required to larger political environ- of peers will not rest in our hands. DUe to the tory employee, how can a group who decides when a faculty member time for ment, issues of tenure and who already struggle to find will probably not be be asked to is no longer performing adequately evaluation and hiring committees to look good to an Either decided by teachers but by politicians, eager participate in the termination process? problems of education are vast and stein the process has to changeradically, or peer angry electorate. The from multiple causes; but angry votersoften prefer simplistic involvement will sustain the status quoin solutions, such as Gsfili. Wilson's pledge toabolish tenure. which even the most unsatisfactoryperfor- ThUsfar,..the state legislattireillatbeen able tosquelch the mances cangkon year after year, harming frOinDernocratic generationi of students in ways thatcannot anti-tenure PrOpOitili;BUIviiiiitlie. transition to Republican control continuing,the time may soon come be measured. -. seriously consider abolishing protect when a legislative majoiityWill IS there any reform that would be faCed with the same dilemma academic freedom yet, make it easier to get tenure. Faculty members will faced by advocates of affirmativeaction: compromise in order rid of bad teachers? One suggestioninvolves to avoid complete defeat or fight tokeep the status quo: and risk with a renewal option if allevaluations are a five-year contract, a greater loss in thepolarized political chaos now ruling satisfactory cir better. This wouldmake it much easier to lengthy legal procedure would Sacramento. terminate an employee since no 111 might be wise to study the alternativesthat are most be required, merely a notice thatthe evaluations were not rather than under the current tenure I palatable, such as five-year renewable contracts, adequate. Of course, like terminations simply insisting on tenure forever. Onlythose faculty unwilling system, an appeals processwould have to be developed that methods, or resistant to the capricious evaluations to work hard, unable to learn new would protect faculty from arbitrary or such reforms. The unsatisfactory evaluations wouldchanging nee& of our students need fear and terminations. In addition, be able to 'continue their for improvements so that . vast majority of faculty should have to include specific suggestions successful work whether tenured Ornot. faculty members could keep theirjobs if they were willing and . ,. . - . at Glendale able to make appropriate 'changes. --hild is a --."Anothei possible reform it "reversetenure" Which ginnts Community College. . 41 4'44 i 11 4 . A version of this article appearedin the Toronto Globe & Mail study both for its own sake and for theinsights it provides Oct. 31, 1994. Reprinted withpermission. Editor's note: The into other Canadian and Americancommunities.: But to cultural and legal environmentregarding affirmative action in suppose that only a black personcan legitimately pursue such Canada is very different than that ofthis country. The ad study is a surrender to the referred to below, which grossest form of racism. uses race to exclude people, is illegal Implicit in that supposition is the in the U.S. conviction that only. blacks can truly understand theirown experience that some element of it is beyond the understandingof non-blacks (and alhonsie University in Halifax, NovaScotia, therefore, of course, beyond the has a job opening scope of scholarship as well). the Johnston Chair in Black To suppose that is to consign blacksto a special, not quite Canadian Studies. Happy though Iam at human condition. And that is exactlywhat racists Capilano College here in North have done to them for centuries. Vancouver, I felt tempted to apply whenI saw the ad A Japanese-descended Peruvianmay become in the October issue of UniversityAffairs, a magazine CPCt for Canadian post-secondary president of his country; and Angie-SaxonAmeri- educators. can may become a Zen monk: However My qualificationsdidn't seem too shabby. rare such events, no one supposes that theJaparieseire Before moving to Canada in 1967,I had been active innately unable to understand thePeruVian condi- in the Anierican civil-rightsmovement as early as 1959, and I tion, or that a white kmerican cannotgrasp the principles joined the Congress of : Racial Equality in 1962. Of Zen. I'M the aUMor of GO Do SO if only blacks Sortie Great Thing: The Why musta scholar in may reliably study and Black Pioneers of British -Black Studies be black? report upon the black 0OluMbia Which has experience in'Canada, beanie the standard By Crawford Kilian :1-.;" either everyone elseis work on its topic since its innately defective in this respect, or blacks publication in 1978. I'm the author of16 other books and themselves are defective hundreds Of aiticles including because however talented and one in the Dalhousie Review knowledgeable, they will not be able and another on Nova Scotia author to convey their experi- James De Mille. ence to non-blacks in an understandable and But transmissible however,strong or weak my qualifications, theyare form. beside the point. The ad says: "The position is open to Black That is an absurd argument, but persons of diverse academic the only other reason I specializations." I'm white. could imagine for barring non-black The Dalhousie ad is perfectly legal; applicants would be that the editor of Univer- the Johnston Chair is actually sity Affairs even sentme copies of correspondence between a meaningless sinecure, a political sop by whites toa black community it doesn't really Dalhousie and the Nova ScotiaHuman Rights Commission, care about. which praised the university'saffirmative-action program. The In fact, "black studies".is reallya smokescreen in this case. Johnston Chair is just one example ofthat program. But the ad Dalhousie doesn't even offer blackstudies as such. When I is misleading because its purpOieis not to foster black studies; it is to recruit people publicly protested the blacks-onlyadvertisement, Dalhousie on the basis of their race. President, Howard C. Clark replied: Before I deal with that issue, though, "The objective is to I should look at appoint an outstanding black scholar black studies in.general: to a faculty position in A blacks-only academic position isno one of Dalhousie's many academic departments different in principle from (e.g., arts, law, a blicks-onlfpublic toilet. The science, social work, medicine, unstated premises - etc.). After a period of support of such a job are not justa repUdia- TO suppose that onlya blaCkperson can legitimately pursue such tion of equality, study is a but of Scholarship surrender to the grossestform of racism. itself. Universities are in thebusiness of acquiring and spreading from the endowment fund, thedepartment concerned would be knowledge. Their assumption is thatanyone, properly trained asked to take over the position using and equipped, can contribute itswn budget when to their enterprise: A Norwegian funds become available due may study Polynesian to a retirement or a resignation language or Canadian law. A Chinese within the department." At this time, can become an authorityon the thought of Jewish theologians the endowment would be freed up for a new appointment,and over time the university or physiCists. The scholar's ethnicity doesn'tmatter. It may would be able to make provide a useful new perspective, a number of appointments in black or blind the scholar to some Canadian studies across the university. aspect of the subject, but that is for othersto decide. 00* The real purpose of the chair, then,is not to foster black 'The experience of black Canadiansis eminently work Please see Black studies,page 28

44 I 2 0 BEST COPY AVAILABLE Taboo: If you're different from the powerful elite (white males in the United States), people assume you're not as the same results. But the mountain of careful studies, and the President's call to "mend it, don't end" programs that are not competent as that dominant class. fair, have not mollified critics, who often seize on fictitious or ffirmative action is hardly a taboo subject. bizarre accounts to confirm their beliefs. Indeed, there are few topics more widely At its root, opposition to affirmative action is not baSed on discussed by comipunity college faculty. But policy arguments, or facts, but on a world view about race, one there is an odd quality to these discussions: that denies the existence of societal disCrimination, the..."19. , those with different opinions rarely engage in constructive importance of diversity in our collegeS, and the necessity exchanges with each other. What keeps this from happening? affirmative action to achieve this diversity. It is these.argu- Our stumbling block is that we do not frankly acknowledge ments, more than the nitty grittyabout the prograrnsit need that the controversy is, at root, about race relations in the to be openly aired. United States, in California, and on our campuses. And until Myth #1: Societal discrimination no longer exists. The the differing views about race are clarified, the many who are inequality of income and wealth between whites- and non- confused about affirmative action will remain silent, afraid of whites is growing, segregation cri:hcitising remains as pervasive wading into the racial minefield. as in 1965, programs aimed atinner,city problenis have been The criticisms of affirmative action policies are well virtually eliminated, anti-immigrant sentiments are rising, civil known': they impose quotas, they require hiring on the basis of rights laws are being gutted, and California is spending more race and gender and not qualifications, and morequalified on prisons full of African Americans andLatinos' than On white men are discriminated against in the process. Put simply, higher education. The widening racial chasm is grinding dOWn. critics charge that affirmative action policies undermine the black and Latino middle classes, who make far.less and are meritocratic selection, individual achievement, and faculty far likelier to be unemployed than whites at the same level of autonomy in the hiring process. education.2A black college graduate today is likely to make Imbedded in these arguments are often less explicitly the same income as a white high school graduate, andblaCkS' articulated views about race: median wealth is One-. There is no systematic eleV,enth that of whites. In. societal discrimination Race Contrast, the Federal 41asi against minorities (or, put and the persistence of Ceiling CoMiniSsiOni another way: without created by Senator Robert affirmative action, people Myths Dole, found that 98 percent, would be judged solely by about Affirmative Action of all top management jobs their individual merit) in the U.S. are held by whites, and 95 percent by Ethnic diversity is not a By Andy Barlow men. It is hard to'believe necessary condition for 1995 that anyone could believe that systernie educational excellence discrimination against minorities is, dead. The use of goals and timetables to hold educa- This pattern of inequality is fotuid in our colleges tional institutions accountable for the results of their as well: 80.4 percent Of. Californiacommunity hiring efforts is an unwarranted intrusion on other- college faculty are white in a state where whites are wise race-neutral faculty and administration deci- 57 percent of the'populatiOn, and just 50 percent of sions. high school graduates.3 This racial gap should Of course, there are other issues that could be surprise no one: faculty often defines teaching excellenCe debated. But, although affirmative action programs often cover based on their own experiences, and multifaceted and often. women, veterans, and people with disabilities aswell as subjective criteria of excellence ,(1 know a good teacher when minorities, there is very little controversy over these groups' I see one") are susceptible to racial and gender biaa. The inclusion. The heat is about race. continuation of the race gap in hiring in many community These charges have been rejected by an initially skeptical colleges is due to the persistence of "old boys' networks" that President Clinton, who concluded after an extensive review of give often unconscious preference to those with whom they hundreds of federal affirmative action programs that they feel comfortable, i:e. white men. substantially increase equal opportunity for minorities and Myth #2: Ethnic diversity has nothing to do with wumen without iiisciiiitiimiitig dgaittat white hien.A feview at excellence in education. Those who argue that peoples?thuld the University of California of admissions programs produced be selected only on the basis of individual athievement and not their race are missing.a central fact abont AineriCan society: 'I am limiting this discussion to affirmative action policies in the hiring;joy/ differentlY. HoW process, because this is the main concern of community college faculty. ,c)race matters because people are treated Obviously, other issues, such as the admisstion of students to the UC system, differently? Skin color has literally deterinined Who would be are important to us as well, and my remarks can easily be extrapolated to free and who would be a slave, who could be a citizen and who theM. Please see Aliiinative Action, next page

BEST COPY AVAILABLE Affirmative Action participation, we provide all studentswith equal access to continued from previous page education. To deny the relationship ofdiversity to excellence is to deny the reality of many of could not, where people could live, who our students and our faculty. We they could marry, cannot allow this myth to be perpetuated. whether or not they could attend schools, or vote, for most of Myth #3: Our collegescan achieve diversity without U.S. history. As the data above suggests, thecolor line today is affirmative action. A common still all too vivid in America. argument heard from oppo- nents for affirmative action is: "weare all for diversity, but Minorities, however, have not just accommodatedthem- affirmative action is thewrong way to achieve it."4 selves to this racism. African Americans, Chicanos/Latinos, They want us to believe that diversity Asian Americans, and Native Americans will rise naturally have forged rich and from selection on the basis of individualmerit, or by consider'. varied ethnic identities in thecontest of this struggle for ing non-racial criteria suchas economic hardship or coming survival. The principle of multi-ethnicdiversity is intrinsic to from a "disadvantaged" background. But, excellence in education because ethnic sadly, the hope that American cultures have institutions of higher education will achieveethnic diversity produced a wide range ofways of seeing, thinking, and without affirmative action is disprovedby their lax approach to expressing ideas. They are found in the wordsof Maya eradicating barriers to equal opportunity Angelou, Toni Morrison, and Maxine Hong for Minorities and Kingston, in jazz, women since the 1960s. Indeed, the Legislature enactedthe rhythm and blues, salsa, in the imagesof Spike Lee, John California community college affirmativeaction program only Singleton, Wayne Wang, in the socialscience of W.E.B. after 25 years of weak efforts DuBois and E. Franklin Frazier. The to voluntarily diversify had use of race as one produced meager to no results.' Once enforced, criterion in hiring college faculty this plan has recognizes that life experi- produced impressive results, with non-white ence as an ethnic minority does have something full-time faculty to do with the increasing from 15.5 percent in 1987 development of intellect, with pedagogy, to 19.6 percent in 1992. and with the relation- The importance of affirmative action ship between teacher and students. plans, including Embracing diversity does not undermineexcellence; it Please see Affirmative Action,page 28 enhances it. The varying ethnic cultures ofthis nation are 4This positionwasadopted by the UC Regents in their arrogant rejection among our most precious resources. College anduniversities of unanimous and unprecedented support for affirmativeaction by every sector must preserve, enhance and disseminate thesecultures. In so of the university system on all ninecampuses. doing, everyone benefits. By recognizingdifferent ethnically- 'The finding thatsupports AB 1725 is a well-researched and careful based styles of learning and specificproblems with college justification for a "narrowly tailored" plan that fitswithin the U.S. Supreme Court's current guidelines (Aderandv. Pena, 1995).

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22 JEST COPYAVAI illEMMIFIZIMULAP"TM. 41-1`/L' titflit Perspectives From "Affirmative Action Must Go," by Shelby Steele, that inspired them. author ofThe Content of Our Character. The New York To my mind there is only one way to moral authority for Times,March 1, 1995. Reprinted with author's permission. those of us who want affirmative action done away with: to ask "...Next year, Californians are to vote on the appropriate- that discrimination by race, gender, or ethnicity be a criminal ness of preferential treatment by sex, raceand ethnic origin as offense, not just civil. If someone can go to jail for stealing my a form of social redress. What an oddopportunity: to vote in car stereo, he ought to do considerably moretime for stifling secret on the idea that some citizens should be preferred over my livelihood and well-being by discriminatingagainst me. others in; ublic employment, contracting and higher educa- If this means there will be many trials and lawsuits, so be tion. it. When the pressure is put precisely on the evil you want to I wish my parents had had such a vote back in the 1950s, eradicate, then individuals and institutions will quickly learn when I was languishing in a segregated elementary school not only what discrimination is but also what fairness is and created by white preferential treatment. My guess is that fairness is a concept so confused by decades of affirmative Californians will vote as my parents would surely have voted action that many now believe it can be reached only through then: against preferences of any kind. discrimination. Significantly, most of the new interest in affirmative action Ending affirmative action must involve more than bringing seems to be political rather than social. Thebuzz is all about down an icon. It must also involve an extension of democratic how the issue will wedge the Democrats into white male principles to what might be an extreme degree in a racially moderates on one flank and minorities and women on the otherhomogeneous society. But in a society like ours, discrimination an ugly, resegregation of America's "civilrights" party that is the greatest and most disruptive social evil. In a multiracial will make President Clinton even more vulnerable than he democracy of individuals, you have to make it a felony." already is. From Public & Private; "The Great White Myth," By Anna There is little talk about affirmative action as public Quindlen. Jan. 15, 1992. Copyright © 1992 by The New policy. One reason, I think, is that affirmative action has York Times Company. Reprinted by permission. always been what might be called iconographic public policy "... Each generation finds its own reasons to hate. ... policy that ostensibly exists to solve a social problem but Never mind that with all that has been written about preferen- actually functions as an icon for the self-image people hope to tial treatment for minority law students, only about 7,500 of the gain by supporting the policy. From the beginning, affirmative 127,000 students enrolled in law school last year were African- action could be cited as evidence of white social virtue andof American. Never mind that only 3 percent of the doctors in this emerging black power; the precise qualities that America's country are black. long history of racism had denied to each side. Never mind that in the good old days preferential treat- Had Americans worked from the 1960s on to educate ment was routinely given to brothers and sons of workersin black to the same standards as whites, had it truly labored to certain lines of work. Perceptions of programs to educate and eradicate diScrimination, there would be more virtue and hire more black citizens as, in part, an antidote to decades of power on both sides of the racial dividetoday. The disingenu- systematic exclusions have been inflated to enormous propor- ousness of affirmative action born of the black struggle for tions in the public mind. Like balloons they fill up the freedom can be seen in two remarkable facts:middle-class blue sky of the American landscape with the gaudy stripes of white women have benefited from it far more than any other hyperbole. Listen and you will believe that the construction group, and 46 percent of all black childrenlive in poverty.... sites, the precinct houses, the investment banks are filled with The perniciousness of an iconographic social policy is that African-Americans. you cannot be against it without seeming tobe against what it Unless you actually visit them ... purports to represent:The white who argues againstaffirmative But ... there has been no national outcry when legacy action looks like a racist and the black looks like an Uncle applicants whose transcripts were supplemented by Dad's Tom ... alumni status and cash contributions to the college were As much as I loathe' affirmative action for the indignity admitted over more qualified comers. We somehow only and Faustian bargain it presents to minorities, for thehypocrisy discovered that life was not fair when the beneficiaries hap- and shameless self-congratulation it brings out in its white pened to be black ... supporters I ihust achilit that it troubles Me to sec its demise ...The stories about the incompetent black co-worker so glibly urged from the politicalright ... always leave out two things: the incompetent white co-workers I would ask those who oppose preferences to acknowledge and the talented black ones ... and account for the reality of black alienation. As a black, I"A It is one of those good-old-days constructs to believe it still fear discrimination, still have the feeling that it iswaiting'l,f3."1was a system based purely on merit, but weknow that's not for me in public America. Discrimination does not justify true. It is a system that once favored [the white male],and preferential treatment, but I want to know that the person who °Oilinets like him. Now sometimes just sometimes it favors stands with me against preferences understands the problem someone different."

0

BEST COPY AVAILABLE 92 OOOO 9 (699 0 0 Taboo: Who cares that things havechanged since the won't fit into a 52-week year. Three 16-week sessions will, Middle Ages? And besides, teachers like to have thesum- albeit rather snugly, with just four weeksto spare for holidays mer off. and other breaks. Under existing law, besides the175-day work rule, apportionment is determined by thenumber of full- you call it by its official title of time equivalent students (FTES) ina district, each of whom Nhether"calendar reform" or by the street name of theoretically averages 3 hours per day in the classroom(15 "trimester system," work is under way in hours per week) times 175 days (35 weeks) fora total of 525 Sacramento to kill an old academic habit weekly student contact hours (WSCH). Districtsdetermine the 175-day calendar. Led by Tom Nussbaum, general counsel their FTES by adding up their total WSCH for theyear and for the state chancellor'soffice, advocates hope to havea dividing by 525. In a District utilizingsay, the 15-day flex proposal before the state Community College Board of maximum, which reduces in-class instruction by threeweeks, Governors (BOG) by next fall with adoption scheduled for the actual WSCH per FTES is 480, butan adjustment assures 1996-97. The proposal should move quickly because calendar no loss in apportionment. Currently, each FTES is worth about regulations are in Title V which the CC boardcan change $3000. without requiring legislative action. The benefits both in cost savings and expandedaccess How would the new system work? make calendar reform one of the most creative proposalsto Proponents of the trimester systemargue that the artificial come out of Sacramento since AB1725. It could revolutionize requirement of a I75-day calendar prevents efficientuse of the way students get an education and makea definitive break classrooms and ultimately hindersaccess at a time when with our existing, century-old agrarian model whichmany feel demand is growing. Some want tocompress the 17.5-week is just another sacred cow cluttering the community college semesters into 16 weeks by adding approximately 10 minutes pasture. If the regulations change, each district would decide of instruction to each credit hour. A 160-day calendarwould what calendar configuration was best for its students. Any bring CCs in line with CSU and would make it possibleto consideration of local change, however, would requirea joint have three sequential 16-week trimesters. By lengtheningthe effort by the union, academic senates, chief instructional clock hour to adjust for the degree of compression,the 525 officer and budget personnel. Changes in load,course struc- WSCH per FTES formula (or some version of it) wouldremain ture, and programs may be required, along with analysis of intact for apportionment purposes, and the integrityof the start-up costs and community needs. credit hour would be maintained. With this formula,sessions could be of any length. Pedagogical arguments aside,it would How does the Current Calendar System Work? make no difference whether a student earneda credit unit in Under existing regulations, CCs base their annual calendar one, ten or 17.5 weeks. on 175 days of instruction clocked in 50-minute hours and Others want a complete break from thecurrent system. geared to the credit hour (Carnegie unit) of three hours of Rather than expand the class hour, theypropose adoption of the student work for each credit hour of instruction. This calendar national standard of 15-15.5 week semesters,a new definition divides equally into two 17.5 week semesters or three 11.66 of an FTES, and possible adjustments in facultyteaching loads week quarters, with voluntary reductions ofup to 15 days class so that they remain equivalent to existing loads. time annually for flex calendar activities. The tentative proposal now circulating in Sacramentocalls Under current law, for repealing Title V districts may, after routine regulations governing the approval from the state Billing th 175-day work rule, the chancellor's office, e 175 -day 175-day calendar, and the configure their primary flex calendar, and instead terms to meet local needs, Calendar. simply requiring that and add mini terms, districts secure approval intercessions, independent By CyGulassa of calendar changes from study programs, and flex the state Chancellor. To days provided the integrity of the 175-day calendar assure that institutional as well as instructional is maintained. So that Saturdays and Sundays and objectives are met, districts would have to describe any other "lite" days are not lumped into the their plans for staff development, in-service training, 175-day requirement, the law definesa working faculty and student evnluation, curriculum review, day as one where the total hours of course offer- shared governance, institutional research, budget ings scheduled during the day equals at least 50 development, innovation, and technology,among percent of the average daily hours of course others. In other words, each district would haveto offerings for the academic year In addition, theiesare allow- think through thoroughly how the institutionas a whole would ances of up to 14 days for final exams. If a district falls short of function in any new configuration. Districts currentlyusing 175 days, its apportionment is reduced proportionately.''`""y'"' some version of the flex calendar would be grandfathered in Obviously, three equal, sequential 17.5 week trimesters with no financial penalty.

FACCCTS September 1995 0 8 seeeeeeeeeeeeeeeeecoomeeemoo Any shift to a year-round operation of campuses would increase in full-time faculty proportionate to the increase in prove costly and require a significant initial increase in the enrollment and course offerings. The initial surge in costs state CC budget as high as 15 percent or more as systems could obscure the long-range, cost-effective expansion of reached full capacity. Current CC money allotted for growth services. wouldn't begin to cover the cost. The way to market calendar Pedagogy: Will spending more time in class on a daily reform, argues Nussbaum, is to stress long-range savings and basis, but shortening the length of a term, reduce the "soak-in the fact that it complies with the recommendations of the time" students need to master their work? Especially when you Commission on Innovation. consider the increasing demand for basic skills and remediation. Will we be able to serve marginally prepared What are the advantages of a trimester system? students well in shorter sessions? Or would breaking up 17.5 Access: Population and demographic changes will swell week basic skills courses into shorter modules that students CC enrollment by more than 500,000 students in the next could repeat as often as necessary actually enhance success:. decade. Shifting to trimesters would expand offerings and Governance: If colleges run for three trimesters but immediately open doors for new corners. Long class waiting instructors work two, it means only two-thirds of all faculty lists could shrink and students could find more quickly the would be present in any quarter. Under such circumstances, basic skills or advanced course necessary to complete require- how do we maintain a coherent presence in department ments. Economies: Efficient, year-long operation of facilities would greatly reduce the need to build the 20 iber new campuses required to meet the expected surge in students, thereby saving the taxpayers between $3 and $5 billion. As enrollment increased, districts would receive more revenue and realize economies of scale. ay rket Other than faculty, only a small augmentation of existing 12-month staff would be required to provide c lend .r re rm the third trimester. Efficiency: Course offerings could be expanded is o str ss Idng r nge and given more frequently, allowing students to move through the system more rapidly. Theoretically, say, iiigs. provided courses were available, a highly motivated student could transfer in one and one/third years. Part- time students could attend year-round, avoiding the increased rigor of summer school. Flexibility: Each district would decide locally what proceedings and shared governance? If senates, unions, calendar is best for its students. It could retain the 175-day curriculum committees, chancellor's councils anditither calendar, chose among existing semester or quarter options, or important committees operate throughout the year but faculty move to trimesters or four quarters, depending on local work only two trimesters, how can continuity of leadership be inspiration and need; in addition, it could add any number of maintained? Should academic senate leaders serve temporary short courses and other programs of any length to the base 12-month positions during their office tenure? configuration. Calendar reform is long overdue. Arbitrary restrictions Faculty Work Load: A full-time faculty load would inherited from K-12 inhibit local control, are costly, limit consist of two semesters with perhaps an option to teach a third access, and put us out of sync with our sister institutions in semester, but whether at full or reduced "summer" pay would California and throughout the nation. The Board of Governors have to be decided in local negotiations. Regardless of the should repeal regulations governing the 175-day calendar and actual number of days taught, faculty workload would remain 175-day work rule and grant power to the Chancellor's Office approximately the same because of adjustments to the class to approve new configurations adopted at the local level. Of hour or number of classes taught. Faculty could choose which course, local districts must carefully weight all options and two of the three trimesters to work, or distribute their loads design what's best for their communities. Perhaps the trimester over three quarters, giving greater flexibility for professional system, with its bountiful opportunities for efficiencies and --vation arid g, especiall-y regarding the pedagogical innovations, may provide an ideal way for the largest commu- use of technology. nity college system in the world to meet extraordinary demand What problems might calendar reform generate? in an era of limited resources. Workload and revenue: Will the Governor be willing tOrf Cy Gulassa, an English instructor atDe Anza College, is a finance a costly, overnight expansion of the CC system? To be member of the FACCC Board of Governors. A version of this sure, designers of the proposal will include language to protect article first appeared in the June 19 Foothill-De Anza Faculty the 75:25 ratio of credit hours taught by full-time to part-time Association News. faculty. Going to full use of facilities, therefore; will require an WU' rnov AWAII an...

9 BEST COPY AVAILABLE Taboo: The California CommunityCollege system is no as a starting point. The success criteria are: system at all, but a patchwork of independentfiefdoms, and Students should be able to readily determine which this independence is (somehow) beneficial to the student. courses meet equivalent requirements when they move to another college. 11 courses with the same content shouldhave the same numbers! Such a system would dictatea Faculty should determine the content and rigor oftheir A.common state curriculum! Changing all our courses curricula based on agreed-upon standards. would be an impossible, costly task! Articulation should not be a time-and resource-intensive Students, faculty, and administratorsare exchanging these process. and other less germane retortsover one of this year's hottest The CAN system has single-paragraph descriptions of topics: common course number- almost 300 courses. That's a ing. great starting point. The The legislature certainly is Common Academic Senate, with the interested. SB 440 (Hilda Solis) involvement of discipline- may require the California Course specific groups, should expand Community College Board of such paragraph descriptions Governors to develop such a Numbering for all courses commonly system. It isn't the first legislative offered in community colleges. act in this arena. SB 121 in 1991 By Bill Scroggins In my discipline, Chemistry, addressed transfer and promoted CAN has descriptions of state common core curricula in General Chemistry, Allied each discipline (which hasn't happened yet). SB Health Chemistry, and Quantita- 851 in 1983 established the CaliforniaArticulation tive Analysis. The Academic Senate could work with Number (CAN) system, a separate numbersystem the California Association of Chemistry Teachersto used for 7,688 courses in 126 collegesas of 1111111141,0 write descriptions of courses in Consumer, Prepara- October 1994. untlIIII111111114 mm111111111110 tory, and Organic Chemistry. This process would Let's begin by dispelling some misconceptions. mll1111111 take a year or two to complete. First, numbering all courses thesame will not CAN would be expanded to include basic skills address students' majorconcern. Students should and noncredit using standard numbering: 1-99 for be able to compare two college catalogsand determine which degree-applicable credit courses, 100-199 for non-degree- courses meet the same requirements. Even assuming the applicable credit courses (basic skills), and 200-299 for courses are numbered the same, if they do not meet thesame noncredit courses. Sequences would be numbered inascending requirements for degrees and certificates,students would be order. Colleges would be free touse their own numbers or to misled, not helped by common course numbering. To establish adopt CAN numbers but at a minimum would berequired to that courses meet the same requirements,they must be articu- publish CAN numbers. lated. Second, commoncourse numbering does not require Discipline faculty at each college would examine their course content and rigor to be identical All thatmust be own curriculum and self - certify those courses found to be comparable to the standard descriptions. Participatingcolleges would accept this self- certification as articula- Numbering all courses thesame will not address tion for the course students' major concern. meeting requirements at their college. Matrices of comparable courses affirmed when two courses are articulated is that students are would be published annually. A complaintsystem would be adequately prepared to take thenext course in the sequence available for instances in whichcourses were not felt to meet and have acquired the knowledgeneeded for the degree or the standards. certificate. Certainly, a basic level of content and rigor will be Optimistic? Certainly! One never achieves withouthigh common to the courses, but faculty still have the latitudein goals. Doable? Perhaps, IF wecan set aside our taboos and IF designing courses which meet equivalentdegree goals. Third; adequate support is available. Canwe put student needs first? common course numbering does not need to be basedon time- Can we make this a high priority by providing sufficient consuming, course-to-course traditional articulationmethodol- funding? Can we cooperate to develop standardcourse ogy. This last misconception may be the hardestto crack. descriptions? Most importantly, canwe accept our colleagues' This is curriculum reform. As faculty,such reform falls professional decisions on comparability? Remember, the directly on our shoulders we should lead the way. What legislature is watching... follows is a suggestion to set aside thetaboos and reach common ground. This solution is not infallible butshould serve Bill Scroggins is a chemistry instructorat Chabot College and vice president of the statewide AcademicSenate.

- about? But I am the rare exception; I have had to fight for Taboo: Part-timers should remain invisible, be grateful four years to have an impact as a part-timer on behalf of other that they get to teach at all, and stop complaining about p'art-timers. I want to talk about the other 27,000 part-timers in unequal working conditions. our community colleges, not the 100 (or about 2 percent of the

lam a part-timer. I am not "adjunct" or "associate" or .., total, supposing one active part-timer in each district), who anything else that sounds like "appendage." They are have gone out of their way to become involved. I want to talk too grand titles for us. I am simply part-time, like a about the nearly invisible ones for whom respect as a commu- now very politically-incorrect word for African- nity college instructor is a concept they often don't even aspire Americans. At least I can still say "part-timer." Of course I to. know that officially, I am well-regarded, even respected, by the Le me tell a few personal stories to illustrate an insidious establishment, especially when colleges discuss their educa- and sub-conscious lack of respect for part-timers which is tional missions in terms of flexibility to meet the rapidly- seldom noted even by the victims. One day several years ago, I changing needs of industry and society for ever-more sophisti- saw a notice for my department meeting at a time I could cated workers. We are valuable as a resource of hands-on actually attend. I showed up at the door, to be met with industry experience, as actual practitioners of the skills we try uncomprehending stares, and the question, "Yes?" I had to teach, such as accounting or cosmetology. We are available obviously appeared at the wrong place or misunderstood the during those odd hours (and in those odd locations) when full- invitation. "Isn't this the department meeting?" I asked. "Yes, timers prefer to go home and grade papers, like evenings and what do you want?" I'm here to attend the meeting." Awk- weekends. And we certainly cost a lot less than full-timers with wardly, they responded, "But this meeting is only for full-time all their medical and retirement benefits when districts look to faculty." reducing their budgets. But real respect? I don't think so, I have never forgiven them this insult and have never tried despite lots of lip service to the contrary. to actively participate in any school affairs there since. After the Civil War, Congress passed legisla- I teach; they pay me. How many part-timers are tion that was meant to accord blacks equality actively encouraged to attend department meetings, before the law; within forty years the states had even assuming they could make them, where real passed a variety of Jim Crow laws, effectively decisions are made that affect the front-line teacher? barring blacks from that protection. Equality was The most offensive problem arises when depart- an abstract, intangible concept. In 1987, the ments hire new full-time instructors, and a part-timer California state legislature must decide whether it's passed AB 1725 which worth the time and effort to mandated a number of Parti-,Timers apply for that position when reforms for the commu- he/she knows full well that nity colleges, including there is little hope of getting shared governance and the Get No Respect: hired. This is when our requirement that full-time position as second-class faculty teach 75 percent of Is im Crow Still Alive? citizens is most acutely felt. all class hours. Yet today This past spring at the the status of part-timers above-mentioned district, has not improved at all; By Emily Strauss our department had one full- respect is still an abstract, time opening for the first intangible concept. time in five years.Of the 27 current part-timers, 11 decided to I can already hear full-timers sputtering and protesting my apply, including me. Several others did not, saying "I felt I implied criticism of their behavior, claiming that they have didn't have a rat's chance in h_," "I didn't feel that I could recently spoken to a number of part-timers, said hello to one in ever get a full-time position here," and "too discouraged to the mail room, seen one at a department meeting or even in the apply." Of the 11 who applied, only three received.interviews. Academic Senate, or worked with one on a joint mid-term or None of them were hired; instead the department chose a special project. It is true we are not quite invisible share- candidate from the East Coast. What does that say to us? We croppers toiling away on others' lands, too much in debt to everare "good enough" to teach the subject, but not qualified rise to independence. Personally, in one district I work in, I am enough to be a full-timer; we are respected as place-holders in the faculty association part-time representative from my the class schedule but not as viable peers. We can look our college, I edit the FA newsletter and take minutes at FA department chairman in the eye and see how we are viewed, executive board meetings, I conduct an annual part-timers' just as the African-Americans looked at their white neighbors meeting during flex days, I am a FACCC council member, I and knew they were nothing. observe monthly Central Labor Council meetings as a represen- Other problems are more subtle. Why didn't you hear that tative of my faculty association, and I am involved in contract announcement? It was put out on the district phone audix negotiations. See, you say. What do you have to complain Please see Part-timers, page 29

FACCCTS Sep-ten-11)-e r 1995 25- 27 Taboo:Contrary to hundreds of years of evidence that Futurist, as technology improves, "the 'bandwidth' of clear, people learn by the written word, and now, images when accurate, vivid information transmitted through distance we talk about "Education," we MUST have a teacher. learning likely will expand to include subtle visual and tonal am aware of the controversies that have surrounded cues." distance learning over the last several years in And, if you participate in computer conferencing or other Califdrnia's community colleges. Iam also aware of interactive media, you know that, even now, the intensity of the myriad of issues and struggles involved including: communications and interpersonal relationships is sometimes protectingI the academy from diminished academic standards, astonishing. According to The Futurist, "Even religious protecting low-income or at-risk students who can't afford or services are now commonly held over computer bulletin benefit from distance learning technologies, protecting us boards, and participants usually find the experiencemore from losing our jobs, etc. profoundly spiritual than services in a church or Nontheless, some, if not most, of our class- temple!" Moreover, our newspapers frequently rooms in the not-too-distant future will be "virtual" feature couples who meet and fall in love on the classrooms. That is, we will be at a distance from Internet. So much for face-to-face communication! learners; we and our learners will communicate via Other issues of effectiveness include consistency electronic technology; and, in some cases, we will of instructional quality, mastery learning, motivation be absent altogether. It won't happen tomorrow and focus, and retention of learning. What does the because it will require an literature say on these issues? initial investment of Consistency of capital currently not instructional available to our colleges. Distance Learning: quality. Multimedia But happen i(will. & Videodisc Why so? Simply Monitor says put: because as strong as The Virtual Classroom instructional quality the educational,equity, By Nancy Stetson is more consistent and political forces are because technol- against distance learn- ogy-based systems ing, the arguments for it the effectiveness, access, efficiency unlike teachers "do not have bad days or tire at the end and safety of distance learning in a radically changing world of a long day?' are much stronger. Let's look at some of the pros and cons. Mastery learning. "Students have strong foundations for Effectiveness. Some of us rightly express our concern continued learning because an interactive system will notmove on to new material until current material is mastered," MVM that distance learning may not be as effective as traditional says. learning. We know what's effective in teaching and learning in Motivation and focus. Interactive systems provide the traditional classroom; we have fifty years of research on a level of responsive feedback and individual involvement, MVM the topic. That research was synthesized in 1987 by thirteen says. Retention of learning. "Retention is increased because the noted educational researchers into seven principles of good process of interaction with material being studied provides a practice in undergraduate education. Let's review those strong learning reinforcement that significantly increases principles, all of which can be easily applied by at least one content retention over time," MVM says. branch of distance learning: interactive technologies. Access. As faculty, we are rightly concerned about low- Active learning income students not having access to distance learning and Diverse talents and ways of learning other technologies. But computer power is now 8,000 times Prompt feedback less expensive than it was just 30 years! Nicholas Negroponte Time on task in Being Digital says the haves/have nots in the information Cooperation among students age likely will not be divided by income. Rather, Negroponte High expectations argues, the line will be drawn on the basis of age between the young and the old. Student-faculty contact Efficiency. "Cost-per-student is reduced because the Al of these principles can be implemented with distance primary costs of interactive instruction lie in design and learning. Since traditional teaching and learning relies heavily production not replication, distribution, and delivery," on interpersonal communication, let's also take a look at that according to Multimedia and Videodisc Monitor. The Futurist body of knowledge. Interpersonal communication relies on says that studies show costs are cut in half! People costs are three modalities: seven percent words or verbal; 38 percent 'expensive. But faculty members won't disappear. They just tone of voice or vocal; and 55 percent nonverbal or visual. may not be present all the time while students are learning. That's why face-to-face communication is more effective than, for instance, print communication. However, according to The Safety. Finally, MVM reports increased safety because

26 'ACCCTS September 1.995 6000001131Lv -S51 students can explore potentially dangerous subjects without Since 1983, the U.S. work world has added 25 million risk. computers.The number of cellular telephone subscribers has Radically Changing World. Clearly, the arguments., jumped from zero in 1983 to 16 million by the end of 1993. for distance learning are strong but more importantly they must Close to 19 million people now carry pagers, and almost be taken in the context of a radically changing world. 12 billion messages were left in voice mailboxes in 1993 alone. Consider these facts from New Work Habits for a Radi- Since 1987, homes and offices have added 10 million fax

"Even religious services are now commonly held over computer bulletin boards, and participants usually find the experience more profoundly spiritual than services in a church or temple!" The Futurist

machines, while E-mail addresses have increased by over 26 cally Changing World: million. The Department of Labor estimates that by the year 2000 There has been more information produced in the last 30 at least 44 percent of all workers will be in data services years than during the previous 5,000. (gathering, processing, retrieving, or analyzing information). I believe we're moving into a world where virtual class- Already an estimated two-thirds of U.S. employees work rooms and other distance learning technologies we haven't in the services sector, and "knowledge" is becoming our most even dreamed of yet are coming. What will we do in those important "product." classrooms? What will be our role? It's too soon to know. In 1991, for the first time, companies spent more money One thing I know for sure: we can't go back to the past. on computing and communications gear than the combined Nancy Stetson teaches journalism and management at College monies spent on industrial, mining, farm, and construction of Marin. equipment.

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12Sun'ey t-Y-7-'7"C ..ts tr, contribute our nextissue. The November/December issue will include a survey of community colleges and how they've increased public awareness and support. PLEASE CALL US WITH INFORMATION ABOUT YOUR COLLEGE: How did your college or district assess the community's needs? What did it do to meet those needs? What did the college do to increase public support? We want to hear your success story! Tell us how you overcame a challenge. Call the FACCCTS Editor as soon as possible at (916) 447-8555 or email: [email protected].

9G Black studiescontinued from page 18 Affirmative Action established, their presence will forestall additional hiring from continued from page 20 the general scholarly population of all races. Their scholarly results-oriented goals and timetables, is that they give institu- talents are as beside the point as my own qualifications. tions an objective way tomeasure their success in achieving But a university is not a parliament requiring "representa- diversity. Without such accountability, informal "old boys' tion." If it were, most black-studies faculty would have to be networks" can continue to delay diversity indefinitely: Some white, proportionately "representing" the white majority, and faculty feel that affirmative action is an unwarranted intrusion almost half the women's-studies faculty would have to be male. on their autonomy in the hiring process. But if achieving I doubt that Dalhousie would care to improve its "linkages" diversity is taken seriously, affirmative action plans become a with the European-Canadian community by offering a job only support, not an obstacle, to faculty seeking to hire the best to a certified-pure white Aryan professor. candidate. They are only an obstacle to those who do not, want When Dalhousie invites blacks only to apply, it dramatizes the Orwellian debasement of language by such termsas "affirmative action" and "employment equity." However sweet ...if achieving diversity is taken seriously, they sound, they have nothing to do with affirmation or equity. affirmative action plans become a support; not They say instead that blacks (and other groups including an obstacle, to faculty seeking to hire thebest women) really are inferior, incapable of competing as equals. candidate. Unless "targeted" by human-rights bureaucrats, all members of such "equity groups" are doomed by their own incompetence to eliminate the all-too-real barriers to equal opportunity that never to enjoy the privileges, status and income of more able still exist in our colleges. individuals. But if they do win academic posts through Of course, even some supporters of affirmation action affirmative action, they compromise their own scholarly wish that race was not the central issue of the debate. Some achievements; positions like the Johnston Chair are really believe that we can only win support for affirmative action, patronage appointments made for political reasons. especially from white men, by emphasizing that the attack on To accept Dalhousie's attitude would mean abandoning these programs is a diversion from the "real" sources of my lifelong belief in racial equality. I would be rejecting the insecurity for many Californians: shrinking government dream of Martin Luther King, who looked to the day when his support for education, corporate attacks on workers' standards children would be judged not by the color of their skin but by of living, etc. the content of their character. But let there be no mistake about it: the attack on affirma- Dalhousie University and many Canadian and American tive action is popular because most white Californians believe politicians have already rejected that dream. But with thou- the myths outlined above. We will get nowhere arguing that sands of others I marched on Washington in 1959 to hear Dr. Californians should address the "real" sources of their prob- King. When I showed his 1963 "1 Have a Dream" speech tomy lems until we convince people that the attack on affirmative students in China twenty years later, they saw me with tears in action is based on myths about race. my eyes. I still hear him today louder and nobler than all the The debate over affirmative action offers us a tate opportu- equity racketeers who are now trying to keep his children in nity to engage in the effort to educate our students andcommu- the ghetto. I may be white, but I am one of those children. nities about the realities of racism, the importance of diversity, Crawford Kilian teaches in the communications department at and our responsibility to deal with both. We must seize the Capilano College, North Vancouver, British Columbia. time, for if we fail now, we will all pay for it immeasurably in the future. Editors' note: "Until we recognize that affirmative action was meant to be a temporary measure and not a way of permanently allocating this precious resource called higher education, 1, Ward Connerly, will Andy Barlow teaches in the social science department at forever be defined by my race." UC Regent Ward Connerly Diablo Valley College. 1996 FACCCCONFERENCE THEME: "External Threats to the Calitornia Community Colleges WHERE: Capitol Plaza Holiday Inn, near Old Sacramento WHEN: Thursday, Friday and Saturday, February 22- 24 WHO: State Controller Kathleen Connell and AssemblymembersDenise Ducheny and Phil Isenberg will be featured speakers. Additional invited speakers include Lt. Gov.Gray Davis, Assembly Speaker , Assembly Members Brooks Firestone and Valerie Brown, andSecretary of Child Development & Education Maureen DiMarco. Watch your mail for more information on how to register for theannual conference. ecoom000eeeoeoeseeeeseeseee Part-timerscontinued from page 25 system to everyone! Yes, but I don't have access to a phone, 11,9,ri to talk to you after class last week. Well, I'm not allowed to an extension or voice mail number. If you wanted to propose a. have a key to access the office during the evenings,due to meeting for next fall's flex days, why didn't you fill out the form possible security problems, and I didn't want him followingme in your mailbox last month? Because, although I checkmy box to my car, so we had a quick conversation in the hallway assiduously and read everything, I never got that notice,nor because the janitor was anxious to lock theroom up. did any other part-timer I asked. Then when Iarrange for the Why do all these things happen? Because there isa meeting, I'm told two hours before that I will be alloweda disregard for the needs of part-timers, whoare invisible while twenty-minute slot near the end, after many other speakers I right in front of everyone's noses. Because whenmanagers didn't invite have spoken. After all, how coulda part-timer run plan things, they never consider how their decisions willaffect a meeting? part-timers. Because many full-timers and most administrators Why didn't you attend the mandatory department meeting have never been a part-timer of any kind: the full-timepart- during fall ilex days? Because I was already teachinga class in timer ("freeway flier"), the career professional whogoes to the another district, which started two days beforeyou, and my local college to teach one class a semesteror year, the full-time schedules conflicted. What do you meanyou have to change high school or university teacher who is earning additional the time of your final exam? My finalexam at the other district income, or the former teacher turned motheror retired, who finishes 15 minutes before this one is scheduled, and I can't wants to contribute a little, earn some extramoney, and get out drive that fast. of the house for awhile. Because it'svery hard to walk in You should really try to enter the collegiate community someone else's shoes, even for a minute. more: attend meetings, listen to the president's speech, go to It has been over 100 years since the African-American noon-time exhibits or concerts, buy a ticket to the student play, gained legal equality, and he is still fighting hardto earn etc. Yes, but I only teach here at night, when I see no one but respect in this society. Ironically we are now discussing other ghostly part-timers furtively sneaking into classrooms whether affirmative action programsare still necessary to and then back to their cars in dark parking lots, carrying their rectify past injustices. Part-timers have little legal basis for worldly goods in tattered boxes, portable file drawers,or equality, and no affirmative actionprograms to help them. We bulging flight bags. only have the good graces of our peers and the willingnessto Or.even worse, I teach in an off -campus location, ata fight by some part-timers to helpus make the best of our distant high school perhaps where no full-timer would dream positions as the majority providers ofa quality community of teaching, and I don't even get my mail unless I drive to the college education for Californians. main campus, by which time the mail andcopy rooms are closed anyway. Emily Strauss is an English instructor at San Jose CityCollege Finally, your student complained he didn't get enough time and Mission College.

On the Cover NEXT ISSUE Ilan Jones is a Sacramento The artist known for his finely detailed pen and ink work, his American River landscape FacultyVision photography and pastels, and his expressive improvisational designs of the Future and graphic linework. A graduate and former English Featuring highlights from the " instructor at thc Uni-vcrsity of FA r'f'c' and California, Davis, he maintains an Academic Senate co-sponsored independent studio in Sacramento Faculty Vision Conference. while pursuing a full-time career in multimedia training in Agriculture. Call (916) 447-8555 or E-mail Allan Jones writefaccc @aol.com for 000000.000000 writers' guidelines.

BEST, PlyAVAILABLE Book Review

The Dreamkeepers: Successful Teachers of African American chers build on distinct cultural characteristics of African Children. 13y Gloria Ladson-Billings. Jossey-Bass Publishers, A erican children by taking such characteristics into account San Francisco. .167 pages. $21.50. FACCC Book Service in curricular planning and classroom practices. code: JB-2.,111ember price:. $18. The heartening material in The Dreamkeepers forcommu- Reviewed bY Charles Donaldson nity college faculty is that teachers described by Ladson- Billings exist and can make a difference in public schools. An African American boy who was born in California And as equally heartening is that what these teachers do is in 1988 is three times more likely to be murdered than special but not unique. Using different approaches to teaching to be admitted to the University of. California." and discipline, these teachers achieve the same ends by their That statistic, drawn from Fortune magazine and cited in enthusiasm for their craft, for their subjects, and for their the opening chapter of The Dreamkeepers: Successful Teachers individual student's achievements. of African American Children by Gloria Ladson-Billings, Some seem to be cheerleaders. Some seem to be hard seems particularly disturbing now that the UC Regents have taskmasters. But all make both the student and the subjectseem acted against affirmative action. important. African Americans, who have Ladson-Billings, now at the suffered through historic denial University of Wisconsin, Madison, of equal opportunities in Ameri- was a teacher and supervisor in the can education, see quality Philadelphia public schools for 10 education as the routelo social and years before earning a master's degree at economic:success. However, nearly 40 years after the Supreme the University of Washington and a doctorate from Stanford. Court demanded changes to provide equal educationaloppor- Five of the eight teachers who are subjects in The tunities for all, African Americans are finding fulfilling that Dreamkeepers work in the California school districton which educational dream is more elusive than ever, Ladson-Billings Ladson-Billings based her doctoral dissertation.

says. . . A drawback of this book for the community college kttkt she set out in her book to show that black and white faculty reader is the obvious distance between the elementary teachers of African American students can make a difference, school classrooms observed and discussed and the college and she, provides much anecdotal evidence to support her view. classroom. Its strength is that effective ways to teachcan be Her successful teachers do not believe "African American adapted to all levels of education, and this book spotlights children are exactly like white children but just need a little teaching that works. extra help?' They "recognize African Americans as a distinct cultural. group," something Ladson-Billings says American Charles Donaldson teaches journalism at Santa Monica education in general.refuses to acknowledge. The successful College and is secretary of the FACCC Board of Governors.

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FACCC member price: $14.00 Call FACCC at (916) 447-8555 or faccc@a aol.com formore information. 30 FACCCTS September 1995 4 After the ykccc So you are going to you are when you sign up for retire. Fantastic. It them, the lower the premium. couldn't happen to a Before you actually retire, nicer person. Having 'he Good you should have a very good recently done the idea as to how much your same thing, May 28, 1994, Iwill retirement monthly atipend will be. Assuming that you will sign .. share with you tips concerning Life: the ins and outs of this up for a pre-retirement confer- wonderous occasion. Things to ence, either duvugh STRS or 'Y think about, things to do and your district, that information people to consult with. How to Retirewill be available to you. The I guess the first question that amount you will receive will, of I have to ask is, do you really course; be less than what yciu want to take this step? Is this By Ralph W. Fowler have been earning, causing something you really want to do, some retirees to have a bit of for your life will change. What income shock. You will' does your spouse or significant other think about all of this? probably recall the formula for determining your retirement Remember it will impact the other people in the family. You are benefit: number of years of teaching multiplied by this factor: going to be together more than you have in the past. Talk it (0.02 at age 60 or older), times the average of your last three through. highest years of salary. Does your district have any incentives to retire? You The dollar amount that is computed is the "unmodified" should investigate the alternatives, be it Golden Handshakes amount the most you could receive. If you took a different (an additional two years of credited teaching), or an agreement option you would receive a lesser amount. This is oversimpli- that would allow you to teach on a part-time basis for several fied, I know; that is AY You ihOuld have a pre - retirement more years with no loss of retirement benefits.Check this all conference to give you all that information. out. Here is something else to consider about your I guess what I am saying is, retire for the right reasons. income.You can currently earn $17,500 per fiscal And you are the one who has to determine the right reasons. year additional income and it won't have any The following are several other items to consider as you impact on your retirement stipends. Any amount of take that retirement step. For instance: extra income earned above this amount will be deducted on a What about your health insurance? What type of program dollar for dollar basis from your retirement. Now, this only:-.: applies if the State of California is paying the bill. The most r does your district have? usual source of extra income would Come from teaching part Does your district provide you with health insurance at no time, substituting and the like. YOu can earn any amount of cost to you? additional income from other sources and not have any impact Will the health insurance include your spouse and is that upon your retirement income. If you ever have anydoubt about paid for by the district or by you? this check it out with the STRS. As long as the discussion is already involved with. income, don't forget taxes. Be sure you have enough money deducted from Your retirement foi-YoUr takes, so you don't have.a nasty Remember, it will impact the shock waiting for you come tax time. . other people in the family. You are going to be Ihave tried to discuss a few of the considerations that a together more than you have in the past. newly retired or about-to43e retired educator should contem- Talk it through. plate. There are obviously many additional things to be said, .. but enough for now.

Ralph W Fowler; a former chair of the FACCC Retirement Another thing that is not much fun to think about is long- Committee and former board chairman for STRS, is community term health care. Recently STRS, working in conjunction with college faculty representative to STRS. PERS has made it possible to apply for long-term health care Editor's note: FACCCTS now devotes a column to retirement cheap; none of the as a retiree in the PERS program. It isn't issues. Look for the new retirement page in the upcoming long-term health care plans are cheap, but they are worthy of November/December issue. If you are interested in sharing consideration. Long-term health care includes possible rest your retirement experience with colleagues, orwould like to homes or in-home care when you are unable to care for suggest a topic, please contact the FACCCTS editor at (916) yourself. The premiums are based upon age; so the younger 447-8555 or E-mail: [email protected]. FACCCTS September 1995 31 ATTENTION FACCCTS wants you to be a guest contribu- tor. We're now accepting story and cover art ideas for the November/December issue, and the February 1996 issue. Nov/Dec theme: The Faculty Vision of the Community College System, with coverage of the September FACCC/Academic Senate Vision I am not afraid of Conference at De Anza College. Other features storms for I am learning howto sail my will include: survey of community colleges and ship. how they've increased public awareness and Louisa May Alcott support. Call us with information aboutyour college. NIA history of the community colleges, When you get intoa tight place and everythinggoes FACCC, and AB 1725. The latest info from the against you, till it seems as though you couldnot hang on Commission on Innovation. And more... a minute longer, never giveup then, for that is just the February theme: Students of the Future; the place and time that thetide will turn. changing student;OAwareness and sensitivity in Harriet Beecher Stowe teaching students of non-traditional or multi-ethnic backgrounds.CIA preview of the annual FACCC Groan and forget it. Convention. Jessamyn West Please call the FACCCTS Editor as soon as possible at (916) 447-8555 or E-mail: [email protected]. We must cultivateour garden. Voltaire

Rivers are roads that move. Blaise Pascal env2F, m x,rn m Behind seemingpermanence lies constant flux. " Heraclitus 2

The teeming autumn,big with rich increase. William Shakespeare

Cease to ask what the morrow will bring forth, andset down as gain each daythat Fortune grants. Horace

Jump!. Van Halen

The things which hurt,instruct. Benjamin Franklin

People change and forgetto tell each other Lillian Hellman

Give us grace and strengthto forbear and to preserve...give us courage...andthe quiet mind... Robert Louis Stevenson

':1EST COPY AVAILABLE THE JOURNAL OF THE FACULTY ASSOCIATION OF CALIFORNIA COMMUNITY COLLEGES Volume 2 Number 2 November/December 1995

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Here's What Students The Guide Used by Will Learn from the Contents More Than Three Choosing a topic, using the library, New Edition taking notes, producing a working Million Writers How to use electronic catalogs, bibliography and an outline, writing Since the publication of the first central information systems, and drafts, and avoiding plagiarism edition in 1977, the MLA Handbook CD-ROM and online databases haS Sold more than three million in research Spelling, punctuation, and the copies worldwide. -How to use computers to compile presentation of names, numbers, bibliographies, take notes, and titles of works, and quotations Teachers who would like to consider outline and write research papers The physical format of the paper the Handbook as a required or HoW to cite electronic publi- recommended text for their courses cations, including CD-ROMs, Using MLA documentation style to may receive a free examination copy. diskettes, magnetic tapes, list sources at the end of the paper Requests should be on institutional and online databases Citing sources in the text of the paper letterhead and should list writing The fourth edition also features an guide(s) currently used and course expanded section on punctuation. Common abbreviations title(s). Mail requests to Marketing List of notable reference works in CoM.dinator, Modern Language Specla: binding specialized fields Association, 10 Astor Place, New York, Two -color printing NY 10003-6981; or fax to 212 533-0680. 6 "x 9"xviii & 293 pp. Summary of other documentation No phone requests, please. Foreword by Phyllis Franklin styles Complete subject index "`*?.-t;S: ". Paperback ISBN 0-87352-5655 $12.50 Sample pages from a research paper AVAILABLE FROM -2 $13.50 after 1 January 1996 MOST BOOKSTORES

1 i t a I 11 1 7 1 I I I Inside el i FACCC

BOARD OFGOVERNORS The Faculty Vision for the Future page 8 EXECUTIVE BOARD Faculty members are a valuable resource for planning the commu- nity colleges' future. So FACCC and the Academic Senate decided PRESIDENT Jane Hallinger to give them a voice in the process with the Vision Conference. Pasadena City College But other people have visions, some not in tune with that of faculty's. We explore the fundamentalists' vision on page 22 and VICE PRESIDENT the state government's vision on page 24. John Vasconcellos LeslieSmith City College of San Francisco shares his vision for the future on page 27.

TREASURER Thelma Epstein Abandoned Vision page 16 DeAnzaCollege Was an open admissions policy at the City College of New York part of a

RECORDING SECRETARY recipe for mediocrity? Sierra College history professor John McFarland Charles Donaldson criticizes the author of City On A Hill: Testing the American Dream at City Santa Monica College College for an elitist view. James Traub, he said, overlooks the accom- plishments of the historic college that gave immigrants a tuition-free PAST PRESIDENT Erna Noble opportunity to succeed in higher education. Chaffey College

AT-LARGE MEMBERS

AlmaAguilar Southwestern College Letters to the Editor 4 Accreditation: Sustaining the Vision 20 Winston Butler President's column 6 Will CCCs Be Forced Out of Prop 98? 24 Los Angeles City College Vice President's guest column 7 Grant-Writing Tips 28 Trudy Bratten Fast FACCCTS/Leg. Report 12 The Good Life: Retiring, Part II 29 Grossmom College Faculty Focus: Joe Kuwabara 15 After the FACCC: Service Learning 31 Cy Gulassa Foothill College

Bruce Jacobs WHAT ' "SN EW/WHAT 'SN OT Laney College How wilt community colleges accommodate the next tidal. wave of students demanding access to higher education? The bottom line is money the colleges need stable funding. But we can't Joe Kuwabara effectively tight for more money without strong faculty participation in the process. Please get to Chabot College know your local legislators and help make the faculty vision for the future a reality. As always, we

Mary Ann Newport welcome your letters to the editor. MiraCosta College COVER DESIGN: Katherine Martinez

Chaumonde Porterfield -Pyatt College of the Sequoias ETDITORA A LP-OLICIES MargaietQuan FACCCTS is the journal of the Faculty Association of California Community Col- Diablo Valley College leges, Inc. (FACCC), a nonprofit professional association promoting unity and pro- EXECUTIVE fessionalism among California Community Colleges faculty. FACCC also advocates Jacqueline Simon EDITOR Grossmont College on behalf of faculty to encourage policymakers to provide adequate resources and Patrick McCallum appropriate laws and regulations to assure Californians broad access to quality com- Deborah Sweitzer MANAGING munity college education. FACCCTS is published a minimum of four times during Santa Rosa Junior College each academic year, offering information, analysis, and provocative points of view V.11TTC1R. about the politics, philosophy, and practice of education. The primary purpose of Carrol Waymon Katherine Martinez FACCCTS is to provide a forum for faculty and the California Community Colleges San Diego Mesa College CONTRIBUTING "community." Opinions expressed are those of the authors and do not necessarily rep- resort those of FACCC, its Board of Governors, general membership, or staff. FACCCTS Evelyn "Sam" Weiss EDITORS publishes letters to the editor, commentaries, and other contributions on a space-avail- Golden West College Bona Dillon able basis. FACCCTS reserves the right to condense and/or edit all text as deemed Cy Gulassa necessary. For a copy of current writers guidelines, please call the FACCC office at LoisYamakoslu. John McFarland ( 916) 447 -8555, e-mail [email protected] or write to: FACCCTS Editor, FACCC, 926 J Los Medanos College. Gary Morgan Street, Suite 211, Sacramento, CA95814. Deborah Sweitzer

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do not support his claim that this is legal.The New York Part-timers must tell legislators, Times,August 7, 1995) but in the U.S. the job announce- voters about plight ment described here, using race to exclude people is illegal. What is the significance of this bizarre account in the Please thank whoever sent me the September, 1995 U.S., where the use of race is allowable as one factor, but issue ofFACCCTS, anexcellent publication. not the main factor, in the selection process to some but not With great sympathy and few surprises, I read Emily all positions? But this obvious point, and the fact that to my Strauss and Margaret Quan's comments regarding part- knowledge not one academic position in the U.S. has ever timers, who are condemned by an uncaring system into the been advertised this way, won't mollify dogmatic oppo- status of modern-day serfs. nents, who will say with a wink and a nod, "you see, I told I remember that we used to apply the phrase "The last you this is what affirmative action means." to be hired, the first to be fired," to this nation's minorities. If all Kilian was saying was that race should not be Now, it is appropriate to apply this same phrase to our part- used to exclude people from a job, he would have little time faculty in California's Community Colleges and opposition. But having beaten up his straw man, Kilian universities. seems to imply more: race should not be a factor in the Within the community college and university settings, I selection of the chair of a Black Studies program at all. If have continually seen persons, who dare to call themselves this is what he is saying (and it is admittedly hard to know professional educators, eagerly abuse their colleagues, the this because his rhetoric is so harsh and his reasoning' so part-time faculty. Yes, part-time faculty are most definitely sloppy), this is a serious error. Of course, everyone should abused; there's no other way to describe that. They are be able to compete for the job, but the life experiences of often barred from flex days or, when invited, must come an Afro-Canadian should be a factor in the selection of the unpaid. They are eligible for conference attendance funds, most qualified individual for the chair of a Black Studies under the law, but are denied those! They are eligible for program. And, if the university is abusing affirmative unemployment benefits, but are not informed about that. action, then we should all protest the all-too-common And, the list goes on and on ... exploitation of ethnic studies programs, not attack affirma- For part-time faculty to make a difference, they must tive action. become involved in the system and either themselves run Finally, I find it utterly repugnant that opponents of for the board of trustees for the community colleges in theiraffirmative action regularly cloak themselves in Martin area of residence or find candidates sympathetic to their Luther King's name and words. Dr. King himself said,' "a plight. society that has done something special against the Negro Also, I would suggest that part-time faculty carefully for hundreds of years must now do something special for explain, in detail, to the students about the conditions underhim, in order to equip him to compete on an equal basis." which they are forced to work. Yes, you. r_stildents have the Martin Luther King, Jr.,Where Do We Go From Here? Chaos right to know about this. You have the duty to tell them! of Community,Boston: Beacon Press, 1967, p. 90) Your students are voters, their parents and friends are While Dr. King dreamed of living in a society where voters. Your students have access to-a -student trustee on the people are not judged by the color of their skin, he all too board. Express your views, part-time faculty, to anyone and well understood that nothing less than "a radical restructur- everyone who will listen. Don't forget"yourlocal news ing of the architecture of American society" would be media they can help, too! Your local assembly people required to achieve that goal (ibid., p.133). Let us be clear: and senators have yet to hear from you about you! opponents of affirmative action like Crawford Kilian have DavidS. Siegrist nothing in common with Dr. King or the civil rights move- Vice-President, Board of Trustees ment. Rio Hondo Community College Andy Barlow Instructor's reasoning faulty Diablo Valley College Editor's note: Formore information, contact the American on Canadian affirmative action Civil Liberties Union at (415) 621-2493 for its paper Re: "Why Must a Scholar in Black Studies be Black?," "Affirmative Action California: Why It Is Still Necessary." FACCCTS,September 1995. This article is an example of overgeneralization from Essay off mark, lectures do well an extreme case and sloppy reasoning to justify opposition to affirmative action. I don't know Canadian laW,7(although John McFarland is a very clever writer with a biting press reports on the Ontario affirmative aCtion'1aW certainly sense of humor, but his essay in the last issue ofFACCCTS ("Ground Sacred Cow," September 1995) should have been

4 I V (I S Div'I99 38 Letters

entitled, "In Defense of Sacred Cows." Indeed, I doubt if there is any more sacred cow on our FACC.Cniember takes pride campuses than the old-style lecture, and, despite a lot of in association talk about alternative educational delivery modes, it is still doing very well and in no need of being defended. Most of FACCC is truly an organization with such intellect and its faculty practitioners are quite good at it, well docu- heart that I'm hard-pressed to think of another organization mented, clear, interesting, even inspiring at times. But the anywhere in the world whose membership would give me method has its limits, as anyone can tell you who has ever more satisfaction! tried the classroom assessment technique known as the Thanks for the fine posters which I have displayed "one-minute paper." prominently on campus. Thanks for the Netcruiser (Win- Many of us in response have tried to complement the dows '95 had just trampled over my previous version so lecture by using additional techniques, such as in-class that when I received yours I was without net connection). cooperative work or after-class supplemental instruction Thanks most of all for the spirit of AB 1725, which, and Treisman-style workshops. The effect of these addi- while it has nowhere near succeeded, is certainly the best tional techniques can be so spectacular, sometimes increas- effort yet to set policy whereby the California Community ing class success rates by as much as 30 percent, that one Colleges can be ,properly dignified. wonders why they are not used more. These techniques are The California Community Colleges are probably one not gaining favor because of some administrative plot: they of the best models for higher education in the world no commend themselves simply by the results they produce. small thanks to FACCC! I think it's unfortunate that many John McFarland would do a greater service to our faculty don't realize the, significance of the history here. faculty by encouraging them to broaden their approaches to Geoff Hagopian education and adopt more active and collaborative tech- College of the 'Desert niques that would complement the lecture and enable more via the Internet students to succeed in their classes. P.S. Congratulations for an outstanding September FACCCTSwelcomes, letters to the editor, via regular mail issue. Very interesting articles. Keep it up. or e-mail (faccc®aol.com). Please keep letters brief and Jean Lecuyer include your name, address, and both daytime and evening Glendale Community College telephone numbers.FACCCTSreserves the right to edit letters for length and clarity. John McFarland replies: "The reader will remember that the "sacred cows" butchered were not those of the campus, but of the education departments. Their current orthodoxy .finds the lecture to be empty of instructional value. This CALIFORNIA GOVERNMENT position differs from that of M. Lecuyer, who merely wants other techniques mixed in with lecturing I offer less a AND POLITICS TODAY quarrel than a caveat: that instructional techniques be Seventh Edition suitable to the materials covered, and not merely chosen for their charm, or even for their success in a very different By Mona Field (Glendale Community College) discipline." r and Charles P. Sohner Still the best, the'briefest, the most student-oriented California FACCCTS non-fan rejects issue government text on the market. Updated to include: the battle over Prop 187, the second Thank you for another edition of "The Journal of Wilson administration, Willie Brown's reincarnation, Orange Affirmative Action/Women's Issues of California Commu- County's bankruptcy, and the continuing issues of diversity and nity Colleges." demography. Perfect foi a quiciclook at state and local government, yet has all the Anonymous depth needed to conyey tlie political, economic and socioiogicai Editor's note: We invite any faculty member who feels compleitities of California as it faceS the new millennium. Designed to be strongly., about a particular issue to write an article or clear to today's college students. Includes a glossary, useful charts, and essay forFACCCTS.Our goal is to provide a forum for all thought-provoking quotes for each chapter. For faculty use, a computer- our members, who we understand have a variety of opin- ized or paper.yersion test bank is also available. ions. Call your Harper-Collins sales representative for a free copy or call Mona Field at (818) 240-1000 ext. 5473 l'ACIA IS Nun/Dec 1995 5 39 A Matter of FACCC

Some of us may look at it as a need to be a part of creating the vision roller coaster ride; others as a of how they should be carried out. slow trudge up a hill. We know there are certain things No matter how we perceive it, we we cannot control. We cannot predict know we can't stop the future and the what kind of funding we will have in challenges it will bring the community the future. We cannot predict the college system. New influences may actions of the legislature, except to affect our colleges, but most problems point out the education reform bills we face have been with us the last four that have been introduced and are in years. Will we come up with solutions? committees. We cannot predict how Yes. decisions in the other higher education The system is actually a fluid systems will influence our own. body (even though some would say it However, the very fact that the Master is an immovable force) that is con- Plan is under review and CSU is stantly reacting to social change, JANE HALLINGER considering eliminating most remedial economic realities, and instructional classes by 2001, will definitely affect theories. We don't know how quickly maintaining quality programs and us. And we cannot predict how we'll find the most feasible and open access that we have considered a Washington legislation will change the acceptable solutions to the system's hallmark of the community college course of programs in our California problems. We do know there are many system. For several years, the faculty system. We do know that funding and outside variables that still defy leaders and organization boards have legislation involving education is a harnessing. said that now is the time for faculty to central debate in Congress. Despite these outside forces, there become proactive rather than being We can predict, however, that will be changes reflected in the way forever caught in a reactive position. the cost of education in our we teach, who we teach, and the However, you can't leave it to system must remain low. available resources. For several years, your faculty leaders to create the The FACCC Board of Governors has faculty leaders have reviewed many gone on record many times with the plans that, with great assuredness, statement that there should be no revamp portions of our system. Many "You can't leave it to tuition for community colleges. We groups want to tell us how to more can predict that our programs must efficiently run our institutions, how your faculty leaders to continue their current quality and that we should teach to a more diverse we must maintain open access, for we student population, and how we create the vision for your are the basic institution of higher should evaluate those students. future..." education for most Californians. Through cooperative efforts, your And we can predict that we and faculty organization leaders have vision for your future or to address theother organizations cannot remain spoken for you in attempts to stem various reform suggestions we face. secular in our interests. We are all suggestions that would be most Each blueprint for the system's future components of a whole, and we must repugnant to faculty, and to urge will become a part of your future as work together to keep the whole careful and intelligent development of faculty on the local campus. Any healthy and viable in the 21st century. all reform proposals. change in assessment will be imple- The challenge to each of you is to Our efforts, while often valiant mented on the local level; distance address these factors now on your and most assuredly unified, are still education and technology will be a campus, with us in our publications not enough when we think of facing a part of local curriculum and delivery; and at our state conference. decade that may bring another flexible calendars will alter local Help initiate suggestions that 500,000 students into California scheduling of classes; different originate with faculty. Each one of us higher education. So we should expect scheduling patterns and space utiliza- must be a part of the reform debate, many more reform suggestions from tion plans will affect current pro- and be proud to support our collective inside and outside the system for ways grams; and changing student demo- future. of dealing with this expectation. All of graphics and modes of teaching will us should have a role if we are to affect our classrooms. Because these prepare for the students. We as faculty issues will be important to you and Jane Hallinger teaches English at must assess the most appropriate your students on a daily basis, you Pasadena City College and is means of utilizing our facilities, and president of FACCC. 6 FACCCTS NIRIDeC 1995

bl.`. 40 View From the Front

ing remedial classes. The impetus for the idea came from a By LESLIE SMITH January 1995 report that showed 42 percent of new CSU The Hewlett Foundation of Menlo Park, Calif, an- freshman did not pass the entry level math exam, and 43 nounced Oct. 30 it had given the Educational Round Table percent did not pass the English placement test. $420,000 to reevaluate California's Master Plan for A joint meeting was held at the end of October with the Higher Education. The RAND study, which will begin State Board of Education, the CCC Board of Governors, and immediately and take a year to complete, will focus on four the CSU Board of Trustees. The CSU board plans to made a broad areas: 1) The changing environment, 2) changing decision in January. FACCC is opposing this proposal and student demands, 3) assessing alternate responses to has testified at public hearings (see FastFACCCTS, p. 12). current and foreseeable problems, and 4) resources planning. The Constitutional Revision Commission About 500,000 new students are expected to enter This commission has recommended taking the Proposi- the state's public colleges and universities in the tion 98 funding guarantee away from community colleges. next decade. It will be our job to ensure that (see "Re: Vision" on p. 24 for more information). quality, access, and affordability are maintained. And while Just as K-12 must serve 'everyone under 18, the commu- in 1995 and 1996 higher education is experiencing a good nity colleges are mandated to serve all.people over 18. To year, there is no indication this will continue. preserve this open access, the colleges need a funding. Below are observations of the political climate and guarantee. Once again, FACCC,has spoken on record issues that will affect the California Community Colleges. against this propoial through written and verbaLtestimony. t -- The Sacramento Scene Vocational Education , The state's number one campaign contributor is the Tedera12and state initiatives will impact vocational California Teachers Association. Now name the number education in *the community Colleges. The StateJob Train- two contributor. Stumped? It's state Senator Rob Hurtt (R- ing Coordinating Council is now charged with assessing Garden Grove), who this summer ousted Ken Maddy to and making recommendationsregardingexisting employ- become the new Senate Republican leader and is now vice- ment and education programs. With pasSage of SB .645 in . chair of the Senate Education Committee. .., October, the Council (4,3o members, with only two. educa- Hurtt has contributed $1.2 million of his own money tional representatives) is, set to develop an education and ($2 million total with the help of the ultraconservative training report card that will analyze the accomplishments California Independent Business PAC) to elect candidates of the state's work force preparation system, including. CCC who are pro-business and capable of self-funding their vocational programs. campaigns. These figures make Hurtt the biggest individual - . -Affirmative Action contributor in state history, according to California The good news is that a state appellate court thieW the Journal Weekly (see "Double Vision" on p. 22 for a corn- governor's suit back to the superior court. The bad news is plete discussion). that the so-called California Civil Right Initiative (which is How is FACCC responding? FACCC has made great -''t.anti-aftirmutiVe actioh);,cohtinues to garner support for progress in strengthening bipartisan relationshipswith placement on the Noyemkerl916;allot. However, an . :legislators.. Most notably with Assemblymember Brooks been proposed bystatewide Firestone (R-Los Olivos), vice chair of the Assembly----PfAAalternatiVe FACCC Higher Education Committee (whom the FACCC board "coalition;WhiCliPAttCg*Taiv established.an affirmative' action network, but needs recently named Freshman Legislator of the Year, along with Wally Knox, D-Los Angeles); Assemblymember Bruce McPherson (R-Santa Cruz), who co-sponsored with FACCC voters ot.ihil\tolatile,Fivisl,rigiiis issue. the property tax baCkfill bill; Assemblymember Chuck That's the kind of year it's going to be Major initiatives Poochigian (R-Fresno) who -chairs the powerful Assembly Proposed in several arenas may alter the face of the Appropriations Committee; and state Senator Torn -California Community Colleges and the rests of:piiblie Campbell (R-Stanford). These legislators recognize education in California: Competing interests and priorities education is a non-partisan issue, and we appreciate their for limited resources will continue to make funding the support. driver of educational policy.

\-CSU Remediation Proposal Leslie Smith teaches ES1i,cit City College of San Francisco At its July meeting, the.Board of Trustees of the and is vice president of FACCC. California State University proposed policy changes with the to ensure students posSeks the basic skills needed to Editor's 'note: The executive director's column will return handle university study. However, they proposed eliminat- in the February issue of FACCCTS. . .

FACCCIS No%/Di.t 1995 41 If UT Ua=

Trying to tell faculty what to do is like trying to get butterflies to fly in formation. That was the running joke at the FACCC and Academic Senate cosponsored Vision Conference. But when the kidding subsided, faculty members got down to business, with a sense of hope for the future. The 119 faculty members from 42 different colleges gathered for two days of brainstorming (at De Anza College, September 8 and 9) to create "The Faculty Vision for the Future," a roadmap for the community colleges. The goal also included generating suggestions on how to make the vision a reality. The Academic Senate and FACCC will follow-up on the conference in the fall and spring. Some common themes included: The need to enhance the public image of the community colleges by educating taxpayers about the critical role the community colleges play at a low cost; the desire for flexibility and respon- siveness to student needs and to changes in each community; and the need to continue advocacy for long-term, stable funding.

Future Vision

takes notes on anApple The Vision Statement, p. 10 of Sierra College Jo Sumner projected onto a screenso Thoughts from faculty leaders, p. 10 words were Powerbook. The could immediately see Assemblymember John Vasconcellos' Conference participants that Vision visions of the community colleges, p. 27 what had beendiscussed. Alternate visions from fundamentalists and state government, p. 22-25 BEST COPY AVAILABLE 42 "What!s your -vision for.the future?" Asked at the_Vision Conference "I would really likc to sec a vastly improved and increased faculty role in every aspect of decision- mittee of the Academic Senate, chaired by role the community colleges play at a low making of the individual Paul Setziol of De Anza College, and cost; the desire for flexibility and respon- institutions. And I'd like FACCC's Professional Development Com- siveness to student needs and to changes in to see that well-received, mittee, chaired by Sam Weiss of Golden each community; and the need to continue collaborative effort West College, organized the event. advocacy for long-term, stable funding. between faculty and One result of the Vision Conference is With enthusiasm, faculty members (led adininistration. I'd like to enthusiasm at the local level: Academic by facilitator Susan Clifford of Pasadena see.us get rid of the Senate members at San Jose. City College are City College) participated in the charrette, adversarial [relation planning their own six-hour charrette, - a decision-making process that allows ship]." --- John Jacobs, tentatively scheduled for January. Ron intensive planning and brainstorming by a art, Pasadena City Levesque, an ESL instructor, said the idea varied group of people with the same College interest. was unanimously approved by,the local. Jo Sumner of Sierra College and Mike Academic Senate. The workshop will help "The vision: for me would McHargue of Foothill College assisted them take an active role, he said, in develop- be legislatOrs/politicians Clifford. The Faculty Development Com- .ing goals for the next five to 10 years.. Who don'tdeceive; ".aP peoplewho. [constitu- ents] they can have something for nothing. I'm,tired of them saying theY,canhave police and education; that it's-not going to cost them a cent. Responsible-politicians : "O who don'tlie repeatedly." John Queenpolitical ,science, Glendale College "We saywe're:student- centered, `but I think we s-dOn't act on that. And it's hard to make that change. We can't keep doing what we're doing..The faculty Can't do it "themselves

=4- and the administrators WoOdy HairingiVn of De" can't make A:happen Anza College, without faculty. In that records his table's environment,, we -:..Can discussion on ajlip. chart:, justify what We-do, to the so he can later report to community and to., curselvcs." 1:lary """"..s. s? the whole room when the "task" is completed. Lee Spangler, Vice President of Academic Affairs, Los Walkerof.Saddleback College and John Jacobs Angeles City College of Pasadena City College "More regionalized join the group consensus, partnerships with indus- left. Photos by Katherine try for funding, training Martinez Please see next page 4 3 BESTCOPYAVAILADF ), , ;4 ) 2 and education. Because t *it7- the focus is going to be .. on training for jobs." -hrt Laura Howard, court reporting, West Valley College $, tr 555 %b.> "I think it's ensuring 4 S student success through the quality educational programs we as commu- nity college faculty will continue -to produce. Regardless of obstacles, changing, climate, and the uncertain future. 144 4$ We're all learning rte. $", together; that's when Table leaders took learning'S, exciting.' It'sa turns reporting `we'. [process)." --Jean what their groups Montenegro, journal- t PJC decided were top ism, Imperial Valley 4 priorities for Col1e0 certain issues. "I would like to see a , Larry Toy of Chabot

couple 'of, virtual commu- >5 College, left, a ' *4ct".. nity colleges as well as 64. rx California virtual 'libraries. We have' , Community College students who [commute ,.; Board of Governors two hours'; to get across member, emphasi:es town. It's not just a point during his distance learning,_ JOIM100 group's discussion.

creating ,a campus that's , all over the place."-, Jerry,Cellilo, counsel- The Faculty Vision for the sional responsibility, and ing, FoOthill College are appropriately California Community Colleges compensated. Thoughts flat To Entering the 21st Century All faculty are essential participants in the Be Lost decision-making process in all facets of the From conference The California Community CCCs. participants Colleges are student-centered, The CCCs are actively cooperative and academically excellent, and accessible collaborative with each other, all to all. segments of We:have taken the education, government, the public, and the first step. meeting-the., El The students and faculty of the Califor- private sector. challenge- of providing nia Community Colleges reflect the diversity The CCCs play a crucial role in the quality education for-all of the population of the state. success of the state. The public and the govern- of California. The California Community Colleges ment recognize, appreciate and support that Let's not lose sight respond to the diverse and changing needsofrole. of decisions made today. their students, their communities, andthe The CCCs are public institutions funded For them to live on, we state. Responsiveness includes flexibility, with a sufficient and reliable income. This must disseminate them creativity, and a willingness to take risks. funding is long-term and predictable. and most of all act upon a Al! faculty of the CCCs, regardless of a The CCCs are accountable to their them. their employment status,are professionally students and the citizens of California for the El Think of CCCs as a qualified, dedicated to the service ofstu- use of their resources. dents, actively involved in the advancement paradigm of TheVision Statement is a work inprogress multicultural democracy. of their profession and their community and has not yet been approved by faculty colleges, model positive civic and profes- organizations. 10 FACCCIStAotiDect 1995 :*44

4 4, BEST COPYAVAILABLE Leaders look to future at De Anza Faculty needs cooperation, commitment to Vision to improve CCCs,Hollinger said

Faculty members are helping develop a new vision for Academic Senate President Janis Perry: the future that benefits from their expertise, said faculty "The Faculty Vision Conference was a great opportu- leaders during their remarks at the Vision Conference. nity for the collective and creative minds of the faculty to FACCC President Jane Hallinger, Academic Senate shape the direction for the future of the California Commu- President Janis Perry and Assemblyman John Vasconcellos nity Colleges. Many groups, inside and out of education, spoke about the importance of unity, creating innovative have attempted to identify a "new" vision for the commu- nity colleges, but the vision identi- ideas at campuses, and becoming more active with FACCC and the fied at this event has benefited from Academic Senate to push the spirit the educational expertise of the of the Vision Statement forward into ducation should be faculty. The Academic Senate is the public arena. Here are excerpts looking forward to the influence this information will have in the system, from their speeches: about educating the person the community, and the legislature." ...You are the hope of the FACCC President Jane Hollinger: "This has been a broad ranging future...The best you can do Assembly member John discussion. And now I feel a real Vasconcellos: responsibility for both of the is model for them how to be a "I come this morning to say thanks sponsoring organizations for all your help. My father was a FACCC and the Academic Senate. healthy human being...." school teacher, so I grew up with This is the first step. The two boards your ethic and your profession as part of my life. have to help you carry it forward. In John Vasconcellos order to make a commitment to the You're the hope of the future. Vision, we need the cooperation of The people come to you looking for the faculty throughout the state. help, to learn about vocational, Therefore, we expect many new ideas willbe generated at intellectual, emotional in civic life. The best you can do is the campuses. model for them how to be a healthy human being, who FACCC will devote much of its energy this year to cares deeply and takes risks. advancing what you have begun here. FACCC's February We're all a mixture of people and we've got to think of conference will focus on the external forces impacting the our colleagues as beacons of learning and hope. You can do colleges, even though we that in your own life. I challenge you to be visionary, not know we cannot influence all just in the abstract, but by of them. Truthfully, I don't being pragmatic, passion- think we can readily turn ate, and unyielding, and around the composition of the risk-taking. legislature and the chaos that May you each find we see there. your lives in these two We're also not sure what days valuable. Go back to monies and help will be your campuses and stand available from the federal taller. Do something government, how the state's audacious. economy will recover, or how You've got to get off the "Three Strikes" law will the track, and challenge affect the funding for educa- folks, and awaken folks to the recognition of tion. These represent some of z the external walls that are California's promise, the before the system. That is our Janis Perry, Academic Senate President, told faculty colleges' promise." role we fill it well and will members she looks forward to the Vision's influence onthe continue to do so in the community, college system, and legislature. (Please see page 27 for future." John Vasconcellos' vision.)

l'ACC,CI'S Nov/Doc 1991 11 Fast FACCCTS

CSU trustees hear opposition to basic writing program, argued that the nity colleges. Ducheny is chair of the elimination of remedial classes proposal is an oversimplified .answer Assembly Education Budget Subcom- Faculty, students, and concerned to a complex situation, and proposed mittee. community members who testified at that the trustees spend more time Assemblymembers Brooks an Oct. 27 public hearing to discuss consulting with people who have been Firestone (R-Los Olivos) and Wally CSU remedial education said they working on these issues in the field., Knox (D-Los Angeles) were named opposed slashing all basic skills Jeanne Keltner, another, CSU faculty FACCC Freshman Legislators ofthe instruction. member, stressed that student who are Year. 'Firestone is vice-chair of the California State University non-native speakers of English or the Assembly Higher Education Commit- trustees heard mostly frustrations first in their families to attend college tee and attended almost the entire about trustee Ralph Pesqueira's are struggling to accomplish what it FACCC conference last year. He haS proposal to eliminate nearly all took her own Swedish family genera- strongly supported all of FACCC's remedial instruction at CSU campuses, Owls to achieve. sponsored legislation, as well as but speakers were also angry about the Several speakers. questioned the budget proposals, and was one of the inadequacies of K-12 education. five-year timeline established for few Republicans to support the K-16 In a poignant moment, one Latina enacting new admission standards. bond measure.- who has taken basic skills courses One suggestion was that k-12,gradu- Knox is a former LoS Angeles questioned whether she failed the ates may not.be able to meet higher community college trustee, and as a system, or if the system failed her. She standards within, this time frame. More member of the Assembly Higher had graduated from her high school than one speaker pointed out.that CSU Education Committee has consistently with honors before she was admitted educates two-thirds of California's supported FACCC's positions on to a CSU campus. teachers. Three-fifths offrishmanat legislation. He has chaired the Assem- FACCC President Jane Hallinger 'CSU campuses who take math and bly Labor and Employment Commit- expressed concerns that the impact of English entrance exams fail one or tee, and is the only first-term Demo- a unilateral CSU decision on commu- both of the tests. crat in the Assembly to head a policy nity college enrollments has not been The hearings will conclude in committee. The legislators will receive fully analyzed. The university has November and the trustees will meet intheir awards during the FACCC annual discussed this issue in the media, January to review public commentary conference in February (see page 14). and !bake a decision. without consulting other institutions COFO pushes for faculty equity that will be affected by its decision. FACCC Awards announced The Council of Faculty Organiza- Several English professors from Assemblymember Denise tions met recently to discuss drafting a CSU Sacramento argued against Ducheny (D-San Diego) has been eliminating basic skills programs. statement that would address the named FACCC' Legislator of the Year concerns of part- timers. Linda Palmer, who heads the CSUS for her continued support of commu- - Part-timers would have job

Assemblymember Liz Figueroa (D- Leadership Conference Qct.13 in the was detrimental to community Fremont), who attended Colleg&of San Bay Area. She said: talking-with ; colleges, and urged faculty members to Mateo, spoke during the FACCC students convinced; her the ,$50 BA fee stay in contact with local legislators.

I

K3 2

ate'

12 m" BEST COPY NAIL,BLE Fast FACCCTS security, the pay they deserve, and Reform group sponsors initiative contributors. on ballot measure respect from their full-time peers to limit campaign contributions advertising. under the "faculty equity" goal A statewide initiative proposal statement, to be approved soon by the would limit a contributor's campaign Legislative Report Council of Faculty Organizations. donations per candidate to $100 for Advocacy Net Work needs you districts of less than 100,000 residents,New STRS plan created With just 10 minutes a week, as $250 for larger districts and $500 for Assemblymember Denis needed, you can help FACCC push statewide elections. Ducheny has created a new teacher bills in the state legislature that benefit Sponsored by Ruth Holton, and retirement plan that benefits part-time Tony Miller of Californians for you, the faculty members. faculty. AB 1298, (Denise Ducheny,' D- Because the, lawmaking process is Political Reform, Sacramento, the San Diego) was signed into law in fast-paced, vocal support is sometimes initiative would also allow committees early October. of small contributors to give twice the needed on a moment's notice. You may In 1991, the federal government be asked to make a quick phone call orlimit, and for those candidates who required that all part-time personnel write a brief letter to your local consent to the spending limit, the be covered by either Social Security or legislator urging them to support a contribution limits would double, an alternative plan. Ducheny's bill certain bill. FACCC will provide the according to California Journal. creates an alternative under the State information for you to do this. It would also limit total contribu- Teachers' Retirement System. To add your name to the Advocacy tions from political parties, specified Specific benefits under the new Network list, please call David committees and individuals and optional Cash Balance Plan,' effective Hawkins at the FACCC Office at (916) prohibit transfers between candidates. July, I, 1996, include immediate 447-8555 or e-mail advocatedh@aol. It would also require disclosure of top vesting; a low four percent contribu- corn. Please see Legislation, page 26 Free teaching techniques offered IView from the Trenches A summary of 225 successful college-level teaching practices is available free to faculty members through InfoNet. A "Teaching Innovations " sampler of 26 programs is also available in hard copy. The collection is a project provided by the Fund for Instructional Improvement through the Chancellor's Office, California Community Colleges (Project #94- 001 -022). For more information, call Carole Jarrett at (707) 864-7000.

For the Record

Accuracy is one of FACCCTS' pricirities. Mistakes should be called to tie 'attention of the editor. In the September issue of FACCCTS, in the letters to the editor, Yosemite Community College Disirict Chancellor Pamila Fisher's name was misspelled. FACCCTS regrets the error. Paill-Andre Schabracq

I' .( \ h. 1`195 13 47 "The Realities and Challenges Facing the California Community Colleges"

FACCC 1 1996 Conference

fi Sacramento

e. 41. To register for the 1996 FACCC conference, return this form with paymentno later than Feb. 5, 1996. Send to: FACCC, 926 J Street, Suite 211, Sacramento, CA 95814 (phone 916-447-8555or fax 916-447-0726) Name: College: Discipline: Home Address:

City: State: Zip: Home Phone: Work Phone:

Total Amount Enclosed: $ Method of Payment: Check Enclosed Visa/MC Card # Expiration Date: Signature:

O Full 3-day conference registration (registration, materials, breakfasts, lunches, and receptions) $200 O Thursday, February 22 only (registration, materials, workshop, and reception) $50 Choose Thursday workshop (1st and 2nd choices): Vocational Education Issues CD NonCredit Issues O Retirees "1st Annual Meeting" 0 Shared Governance Revisited/Working With StudentGovernment O Affirmative Action Ci Distance Learning/Technology 0 Getting Access to Information O Friday, February 23 only (registration, materials, breakfast, lunch, and reception) $110 O Saturday, February 24 only (registration, materials, breakfast, lunch, and reception) $110 O Friday Lunch Only: keynote speaker: Kathleen Connell, State Controller $25 O Saturday Lunch Only: invited speaker: Lt. Gov. Gray Davis $25 Students: 0 Thursday only: $15 Friday only: $45 Saturday only: $30 Where to Stay for the 1996 FACCC Conference: FACCC has arranged special discount accommodations at the Capitol Plaza Holiday Inn; where the 1996 conference is beingheld. The Holiday Inn is downtown, within walking distance to the Capitol, two blocks from Old Sacramento, and just 1/2 block from the newDowntown Plaza shopping center. The special FACCC conference rate, for either single or double occupancy, is $86 per night. (Accommodationsare not included in the cost of conference registration.) Hotel parking for overnight guests is free. Parking for day attendees will be $6.15 fromSam to 6pm, and $1.25 each hour thereafter. To reserve your room, call the hotel reservations number, (916) 446-0100,as soon as possible. Are you a FACCC member? A FACCC council member? Do you have any special needs ?. (e.g. vegetarian, wheelchair access, etc?)Please specify Faculty Focus

Community-college counselors are the a. board member for 13 years. He is a past presi- heart and soul of the CCC system, said dent of the California Community College Joe Kuwabara; a counselor at Chabot Counselors Association, and an executive board College for the past 23 years and a FACCC member for eight years. He' also is a former vice Board of Governors member. president for the Bay Faculty Association. Counselors help students figure out where Joe's wife, Naomi, works for the city of they want to go in life. Hayward. His daughter, Julie, 18, attends UC "We encourage people," Joe said. "We Santa Barbara and Jenny, 17, is a senior at motivate people...It's kinda neat working with Moreau High School. people's hopes and dreams for the future." He. said he loves his job because he's had And they do much more. Not many faculty the opportunity to work with "fantastic people, members, administrators, or students realize thatJoseph Kuwabaraboth students' and colleagues." college counselors have training in clinical Joe..emphisiiedthat counseling isn'Ajust: psychology, he said: So aside 'from academic and career about talking with students. counseling, these faculty members also help students deal "You have to'biiild trust," he .said, "They're not going with personal problems that affect their academic lives: 'But to talk about their hopes and dreams if. they don't trust counselors don't advertise their expertise because they you." don't want to scare off, people. But trends in group Counseling and using paraprofes- The community college founders were wise to provide sionals and faculty advisers instead of clinical psycholo- such a high level of service to students, Joe said. "Where gists is driving down the quality of counseling, Joe said. else in our society ca_ n you see a clinical psychologist for Faculty advisers are excellent for 'giving..advice about :their ... _. free?" individual disciplines, but they don't haile the'skills to Joe has a background in educational psychology, with counsel students in other matters. And group counseling is experience as a psychometrist at CSU Hayward, giving not as effective. personality, and intelligence tests. Professionally, he's been "Group counseling.is.an oxymoron. It's_a good way to a mover and shaker, serving for 11 years as chief contract get information ...the administration likes it because one negotiator for the Chabot-Lis Positas Faculty Association, counselor sees more' students, but you're not giving serving as the association president, and as an executive Please see Kuwabara, page 26,. Your New FACCC Board of Governors Members

Mary Ann Newport,: Chaumonde Porterfield-Pyatt, Lois Yamakoshi, MiraCOsta College College of the Sequoias tin Medanos College ary Ann is a Chaumonde has Lois is serving f.>" 1VInurse who been at her the reMainder. has taught at campus' since 19.80,. ofMarjo_lie Lasky's MiraCosta for 20 'teaching Piano, '- term on the. board, yearat She has organ, and Music'''. endini. Jiine 1996. been a FACCC 4. appreciation:`She pis A the Legislative she is- a past 4 member since 1-980. Advocacy Repre-:, .president for the:. 31:A5 knativeof Shoah's"Gap,'Tennes-' Sentatiyefoi the Music Association Of local Academic Senate and "is 'chair of see, she holds a bachelor's degree in California Community Colleges. .'the cumculum committee. Nursing from Pepperdine University Chaumonde is also the organist for She holds a B.S. in.Math.from and a master's from CSU Los Angeles. the Tulare County Symphony. While in Pepperdine University, and a master's Mary Ann is married to Jun college, she had the privilege to from CSU Northridge. Lois, a long- Newport, USMC, Retired, and has two perform with Igor Stravinsky and time FACCC member, is also active on children: Rcx, a community colicstudent Aaron-Cop:and with thc San Francisco the Academic Senate Council,. in her who is studying to become a Symphony. She holds a bachelor's district's technology planning commit- teacher, and Rachel, a graduate of degree in Music and Human Relations/tee, and in her campus' evaluation, . USC. Mary Ann's hobbiesinclude Orgapiiational Behavior, a master's _in hiring,,and scholarship committees. reading, cooking, and gardening. She &Incathin Aihninistration, and has 1.5. Efeailles fig; LOii looks' said she was born to teach and that years toward her Ed.D at USC. forward to meeting Paul McCartney in -_seeing her. students learn is the. married to -. Melvin Pyatt. January at his new Liverpool perform- giiiatest experience hey. have -four children.. ing amts \(-( ( Amilhis- 1945 15. 11) ISION hBANDOTesting the American Dream at City College If truth be known, few institutions can recite a more checkered history than higher education. What else began in "sophistry," Cheeied the Inquisition, fought Galileo, greeted democracy with derision and Hitler with applause? The dirty little secret is that ligheredueation in Tumbell, adding: "and after four years lying there, no one service to the upper class has donefitaN*Cin ugly ways. is ever refused the honors of a degree on account of This fact goes unmentioned in th ndamentalism dullness or insufficiency." of Dinesh D'Souza and Roger Ki ates of an So rarely did public support trickle onto New York ethnic cleansing of the elite college` ses. campuses, that careers were established by thoSe Who The grievance that these men adrinis that of a secured it. Eliphalet Nott held the presidency of Union. talented elite shouldered out of studettOis in prestigious College from 1804 to 1866, retiring finally at age 93. NOtt institutions by well by dark -skin a ple chosen to had convinced the same legislature that denied COniell to "balance" a student body. In one of th overt displaysk introduce state-sponsored gimbling.a "literature lottery," fk of tact, they keep the term "inferiors" ,their dis- from whielfUnion was partially' fUnded. course, but it is a word that would fit tere. c mfertahly. SO thachievement of Townsend Harris'Was more The book under review here, CitynAt#11: ress Ve than Traub lets on. It was he that convinced the American Dream at City College, could. serv4i4ose argui rk Citylaard of Education to "establish a Free ments in a tangential way. It is James +Rig se-and-f study of America's first greatexperimerr iin it:adeinY'"guageswooped and glided expansively:, education, City College of New York. T stres4s hvdetort to all," and again: "Let the children of fall," telling biographies that confirm hip the poor take their seats together, and kn Ow no simply not the place for poorly prepart, -save that of industry, good conduct and intel- those lacking in strong familial suppott; a -vie assures the book of a long afterlife i lerti Iasi.* early College's deeds proved somewhatmore some unpleasant works. ari, Harris' winged words. City's doors shut out far Though we don't learn it from TraulT,,,,thernoSt surpris:- more_than i:they admitted. Entrance exams blockedthose ing feature of City's history is that is apEpeared. W4en itdid. Uriible]!!to:;:dode Latin or English, while the rich sent their The basic purpose of college in 1847 reined what it had in the city of Princeton across the been in 1590, when a character in a Christopher er Marlowe as the sons of skilled workers and lesser play observed that some 'fetched their ge not from merchants wded City's lecture halls, thoUgh'even heraldry," but rather frcim2a university; de Advance it counts arkable ,rebord for the 19th Century: education added rungs to it,"!nitddle-cla,!s1 ordinaiYii lay in wait. Added to promise to sand down bumpkins into social smoothies enrollmentsswelling with tint4leneration Irish and But, whatever the advantage this instipite0.AiOCia rinses came the sonsof tlewti ved Russian Jews Scaling provided individuals, it'seeMed to offer little adyiresent in some numlr 11900. The academic benefit to the taxpayer. An attempt a fe1. ca success o 0- latter tofaf3led'statUre. subsidize Cornell had ignited a firestorm:aff'orat Taub respectfully cites 's mythologizing New York legislature. graduates:, AlfredKazan,Sid took, Irving HoWe and Nor were careers yet dependent onitrial: itraining Irving Knstolhough alt eled with each Other Most physicians and lawyers acquired their unforgiVinglia n helped shape the nation's apprenticeships of shOrt duration. Only wines handV Y1l ukeo-kfing !rb tnc 17 /OS. /um 1!t1!F"! of denominations were expected to have a de eachreserved a chapter in .his/ memoirs for City College. on their wall. Here, after alt was a public college in the anti-Semitic And the disinterested pursuit of knowledge seemed, a s an'30sat did seats to some Anglos while but unrelated to higher education. "IgnorariCe admitting a student 4ody, 40 percent of which came from unmolested at our colleges," lamented Connectieut's John welfare and 80. percent from immigrant homes. The memo- .,

3:01114.. MCFhRLttlitt rialists most remember City students as passionately leftist, Open admissions, in his vision, rivals Cormac McCarthy's caught up in a sirocco of advanced ideas, and overwhelm- "regions beyond right knowing, where the eye wanders and in ly Jewish. the lip jerks and drools." mazingly, it was badly run. "Most of the teaching was To be sure, Traub relieves this threnody with an mediocre," remembers Irving Howe. The faculty was exemplum. City's highly regarded school of engineers assigned 15 or 18 hours teaching across lower and upper draws talented immigrants, since the occupation lacks division, while department chairs were awarded as plums cache among native born Americans. But entrance require- by the hacks on the board. Neither the president, a vacuous ments to the program exclude the poorly prepared, and Anglo who talked like , nor the library he City's provost explains that "deep math remediation will habitually underfunded, were up to the task. not produce a scientist or an engineer." But the student body most surely was. This gloriously This news quite clearly pleases Traub, perhaps because shabby immigrant college of 8,000 students graduated today's rigorous math requirements replicate the language more Ph.Ds in the years between 1920 and 1970 than any tests of yesteryear; further, because the sun still shines on other campus save Berkeley, and its at least part ofla campus generally socked Nobel winners wereexceeded only by in by open -adiiiissions. Harvard's. . . Litter, however, comes more disturbing Quite simply, there is nothing else I' good nevii, a thesis-maiming chapter On remotely like "the golden age" of City the Humanities. Department. There-we will College in the history of higher educa- see seminars of. undergraduates very . tion. And in that fact lies Traub's prob- capably discussing Wittgenstein and what lem. He finds the City of today to be only Traub, a bit revealingly, Calls-the "iMpen- on a hill, a dwarf against such Alpine etrable authors" "Benjamin, memories. Balditin, Popp, BartheS,.Derrida;Lnean."- thereere is a villain to the piece. :...Bynciii the dikerniiii.reader With the clipped assurance of an LA: cop begin to observe how often seetiOns of the in testimony, Traub offers a clear idea of book wage covert war on others. Mitch of who the perp is: an open admissions the collateral damage in this silent combat .---- policy installed by mazy liberals after the is done to the charges against open riots of the late 60s. Before that seismic admissions. - " policy, admissions were iigOrous; stu- At the end, there is nothing standing dents were prepared and the college's that supports the impression marketed by success was assured. . Traub's angstified middle chapters and As Traub sees it, open admissions paraphrased bya convinced reviev;rerin forged a "silent contract of fraud" that a the New York -Times: "By drastically harmed far more than it hurt. It let in lowering its admissions requirements, City those without skills and supportive College was simply surrendering to homes and simply left them to failure. mediocrity and' everybody knew it It also imposed new disciplines on Yet, if we are to go by Traub's own the campus. To accommodate the new entrants,' City created descriptions, City's teachers are the best- the collegeshas ethnic studies, programs and &hied Leonard Jeffries on the ever employed. They care for their students, never more public. A Black Studies professor notorious -for-attributing ,than in the courses setasidefor'open admissiOni students: the slave trade to Rhode Island Jews and him creditink. bind(Yet_they insist-On Maintaining standards, another'fact personality advantages to a substance called melanin, reported against the direction Traub would take us.- . Jeffries has become a fright object on.New York TV..- e note as well:that: his'iivCfy. reportage has the' effect ' Traub can ao.no more With thii troubling subjeCt thin of mistaking the iead for .the beer. Traub budgets-42 the rest of the media, but his -descent into Jeffriesmania can pages (and 19 lines in to Leonard Jeffries,. but stand for his work's main weilmess. ...-.,-::: ..;- -,:.!:,:,- 'only 28 pages combinedon the successful but less exotic The weakness is apparentiathe core of -his book, Engineering and Humanities programs. In his book!: as in which 'dilates on the victimhood of open admissions some corporations, the nice.guys work in the.mailroom. students. Admitted simultaneously into skills. remediation And sometimes things don't get stressed at all. Traub and a-Small 'sample of specially- designed humanities hardly mentions the second reform that accompanied open Courses, they have trouble with bcith.Their time comman- admissions: a fees structure that has now reached $5,000 a deered by family, occupation and lovers, their poverty a set year for full-time students. Yet page' after page of his of snares both great and 'small, they live lives of daily biographies reveals how the fees impose work obligations heroisms and daihed dreams. -:'''.'- : - and loans that press down upon. and demoralize students. In Traub's hands, this becomes a kind of theater, to Some will complete a reMedial course, yet drop out because -.which he addi chants like those of_ 4' Greek clunni, remind- they cannot afford the next in the sequence. Their departure ers -of how likely will be the -visit of failure for-StiehThenjile..' Please see next page continued from previous page the Statue of Liberty. For somewhat over half a century, it ministered inadequately to an immigrant group more than is taken as their not the institution's failure. capable of making up for their deficiencies. Today it works And nowhere willa reader find in Traub that 40 more professionally, and Traub would have us believe with percent of City's enrollees (including roughly 20 percent ofless effect. Yet his reportage reveals greater gains than he the open admissions students) earn a degree within eight acknowledges, and ignores entirely yet more. years. That compares favorably with Berkeley's record of We can all supply standards by which to measure such less than 60 percent within six years. Berkeley, after all, accomplishment, but some will find more valuable the work takes students averaging 3.8 GPAs, from an average family of a college on a hill in Harlem than that of the Ivy League income higher than that of Stanford. Columbia University, occupying its own hill some twenty We have here an,argument come easily off its hinges. blocks to the south. City never educated the sherry-and biscuit set, and should not be measured by those thathave. Its, mission is the more John McFarland is a history instructor and past president dicey one of serving those summoned by the language on of the Academic Senate at Sierra College. WANTED ..,DON'T FORGET Part Time People to visit our WOrld Wide Web site at http://www.faCcc.org With Full Time Integrity and find out the latest news about FACCC and legisla- tion in gaciamento. 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53 BEST COPY AVAILABLE Through the Looking Glass Sustaining the Vision through Self-Evaluation By Deborah Sweitzer John Peterson is the Executive Director of the Accreditation Commission for Community and Junior Colleges(ACM) of the Western Association of Schools and Colleges (WASC). This is a non-governmental agency responsible for the community college "peer review" process used to validate the effectiveness of our colleges. The WASC region is unique because it has so many faculty institutions...Equally important, it is a students to generate new, useful, members participating. Community periodic review of an institution to information related to the institution. college faculty serve on accreditation foster improvement. The self-study FACCCTS: How do you see teams in our region more tkan in any provides the institution with the accreditation changing in the future? other. In addition, there area only five opportunity ent areas that need JP: I have some hope that the community college facultylnembers inimproveiliWara to f-direct that accreditation reports will beCome- the nation who serve on accrediting development. public information, a tool to truly commissions. They're all in the WASC FACCCTS: What effect does inform the community about the region. accreditation have on an institution, effectiveness of their local colleges. John Peterson is an unabashed really? There is some resistance to this idea advocate of community colleges, JP: In the presence of goodwill, from private institutions, that view having come to his position at the accreditation is an extremely powerful such a provision as "intrusive" to their Accreditation Commission via a process. Efforts directed toward the independence. The problem will be biology faculty position at Skyline self-study produce substantial results, how to go more public. Having the College. He then served as president atwhen undertaken in good faith and commission make a public statement both Skyline and Cabrillo ,colleges. He with goodwill. The opposite is equally that the institution meets the is also a strong advocate for the true careless or cynical approaches minimum standards (or doesn't in accreditation process. "The U.S. modelproduce bad results. Accreditation is specific areas) and has affirmed issues of self-evaluation accreditation is now an excuse to take an intimate look at for improvement would be useful. being practiced throughout the world,"an institution. Of course, no institution Accountability in public educa- he said. "Accreditation is an indicationis perfect. Accreditation allows for the tion is swinging toward requiring to the public that the institution meets identification of problems, from the outcome measurements as one way to or exceeds the standards for good inside, provides a means for assess- demonstrate to the public that we are practice; that it is doing the work of itsment of those problems and for doing our jobs. Accreditation stan- stated mission and achieving its goals. addressing them. In some cases the dards initially dealt with resources and It is the basis of building .jiittitutiOnal self-study serves as the impetus for institutional processes. The current trust in the communities we serve." working on problems, and solutions standards deal also with outcomes. The following is excerpted from a are found before the visiting team Accreditation in the future will conversation with John Peterson even arrives at the site, evaluate how well we use resources FACCCTS: What is the "official" Faculty are an integral part of this and the results of teaching and purpose of accreditation? process and can help shape the destiny learning. JP: First, it is the basis for institu- of their colleges by their participation. On a more local level, we are in tions to recognize certificates and Accreditation can be the catalyst for the process of revising our handbook degreei from other institutions. good governance, since it sets up the and the standards of evaluation. We Accreditation says that credit received parameters for shared responsibility inare struggling with including new at accredited institutions are compa- evaluating the college. I strongly forms of educational delivery rable and meet basic standards_. In fact, believe that participation in accredita- primarily distance education. For the U.S. model is unique since it comestion is the most collegial activity that example, to what extent, if any,.are the with credit attached and provides for any member of the community college principles associated with traditional mobility of students aitiong putnlie system can engage The self-study, learning en-v-ironments effective in systems. For example, San Francisco in the hands of committed people, can determining good practice in elec- State probably has to deal with 300 offer a genuine opportunity for tronic learning? Since California is different institutions for people evolution of a college. Faculty should looking forward to 500,000 new applying for admission. What a take advantage of the opportunity to community college students in 10 headache if each institution had to become involved at the local level. In years, with little hope of funding to verify the validity of each applicant. particular, faculty can be instrumental build more college campuses, we have Accreditation does that for the in designing surveys of staff and to anticipate the need for new delivery Please see Accreditation, page 26 20 FACCUFS Nov/Dec 1995 118 AVA 54 BEST COPYAVA ILO F Ce!Warnaa viky C Qegos .00 A everi ue, m ftir[maIdits

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BEST COPYAVAILABLE bOUILI By Cy Gulassa "I have multiplied visions, and used similitudes." Hosea xii. 10 It would be myopic of faculty not to realize that adouble vision of the future of schools and colleges exist, one framed by idealistic, generally liberal faculty,another by a group of equally idealistic conservatives, motivated by fundamentalism. The faculty vision is vintage utopia a gold campus more than six years of service? essively push the on a hill glittering with socialjustice and academic perfec- hanges are taking place that tion. Its doors are open to the:.world, and every interior I1b"ori vative agenda. While we imi*Our perfect world, we component from the district council to the individual must be conscious of the alien dreams of others. janitor is a joint enterprise devoted to student success. First, it's important to realize that unlike the recent Trustees, management, unions, senates and staff share past, the dollar power of religious conservatives is growing and reaping great success. Senate Minority Leader Robert collaboratively in decision-making premised on the . overarching welfare of the entire district. Programs, Hurtt (R-Garden Grove), according to California Common groomed through constant faculty review, provide roads to Cause, has just made the hall of fame by contributing $1.22 economic and civic redemption, and electronic blackboardsmillion of his personal money to conservative Republican web the message throughout the world. And of course, the candidates in 1993-94, the highest amount by any indi- whole system is powered by the steady and generous vidual in state history. He ranked just behind California contributions of the state and local communities. Fragments,';Teachers Association's $1.37 million! Think of that, the of this dream, expressed with more modest liYri3OrbO10,:,. cOntributionS, of one businessman nearly eclipsing the PAC dwell in statements made at last .SeptembersfaCultY:Vision:, of 300,000 teachers. Further, the California Independent Business t;A:C,,c6-fotOdFdby Hurtt ranked third highest Conference. It may be instructiVeto,104.a9bei opposite end of the COntributor*ith70:41iMIlion:i5utcontributing.even the spectrum, tothe.*iiidaM6ita14-IegiSiator's vision of K-.12, California Medical A§044tion and trial lawyers.' education. TiedaS..are..:to02 by the umbilical cord of If money is the "thilkof-01(tics, conservatives will Prop 98,,AidiOverned;zhk...... triany of the same laws that flex one of the best bodies'.tihilk",-Can-'hiii151.Adeording to conservativelegistaturd1::Can easily alter, we too may be . DemoemticSenate President Pro Tern Bill Lockyer, Hurtt affected by the groWfUg!Itiight of the religious right. contributed to the campaigns of 27 Of 40.:GOP assembly- Their vision is that ,Of-a;:lightly seamed institution with members and seven oft4,17,q1DP:-se.oaiok',13etween 1992 a sharply defined hierarchy,authority flows from the and 1995, 111.94:91:?!ttiArkiirofessM conservatives. Billed as top, and a curriculum that reflectS Christian. values, and :," theradical tiiht's-'cierSion of Willie Brown, he and his moral and ethical training. In this system, teachers are ftiends''$2.3 million PAC literally bought control of the workers subject to random evaluation. And paid, in part, Assembly. No wonder religious conservatives appropriately according to their skill in teaching students as measured by regard Hum as a sign that their cause is blessed. state-approved testing. The goal includes the abolition of Adding to the increasing clout of conservative money tenure 'and the Ed Code, in effect ending collective bargain- is the paradigm shift in politics from traditional party ing, AB 1725, and rendering faculty associations powerless. platforms to religious activism, a phenomenon accelerated It's the classic model wherein managers manage, teachers by the creation of term limits. In "Term limits and cult teach, and students learn with no-nonsense discipline politics," (The Sacramento Bee, Sept. 20, 1995), political demanded by officials at the top. An alarmist's view? Not commentator Peter Schrag argues that newly elected according to many. Work is now underway to transform this legislators "...tend increasingly to think of themselves as liberal nightmare into a conservative dream. And where K- people with an ideological mission, bordering at times on 12 goos, so may go community colleges. religious zeal, and not as long-term representatives of a Protected by law, powerful state unions and skilled republic whose citizens have chosen them to exercise their advocacy, it's easy for community college faculty to own judgement." dismiss the fundamentalist vision as a hobgoblin, designed "Our new legislators, Republicans mostly these days, to boo the easily intimidated into good behavior. But who, a act more like members of a cult than of a political party. If few years ago, would have predicted Republican control of one has the correct belief, it is not necessary tolearn the Congress, the rout from state office next year of 35 legisla- issues or have competent technical information; one tors with more than 500 years combined experience, or that already possesses as much of the truth as it is necessary to next year no member serving in the Assembly would have know." 22 FACCCIS Nor /bar 1995 BEST COPYAVM AR1 r 56 Another political reporter, Amy Chance, in "Christian associations or unions, including collection of dues and conservatives hold firm grip on California GOP," (The reassignment of time. Sacramento Bee, Sept. 29, 1995) points out that Rev. Lou No employee can be required to pay dues or fees toany Sheldon of the Traditional Values Coalition sees mega- employee organization as a condition of employment millionaire Hurtt and his followers "as part of a movement These new laws will take effect on the expiration of of religious conservatives whose political activism is existing union contracts, in any case no later than three encouraged, by such biblical passages as Jesus' words in years. Luke: 'Occupy tillI come.' " The strident voice of the extreme "Occupy means an occupation army; religious right is disquieting. When the it's a heavy mandate," Sheldon said. National Education Association recently "People are being set free from several ore than passed a resolution supporting Lesbian and decades of belief that they shouldn't be Gay History Month, Concerned Women for involved, that it wasn't Christian." two-thirds America (CWA), a 600,000-member na- As a consequence, s ys Sheldon, of the initiative isa tional organization, placed an ad in The religious conservative ested in Sacramento Bee calling the NEA resolution running for offices ra from school direct attackon a "threat to morality and decency," for board to the legislature are "just popping up honoring those "who historically prey on all over like spring flowers." teacher unions. A the innocence of minors." CWA has What do these spring flowers envision achieved notoriety for its attempted, censor- for education? Take a close look at one of fundamental tenet ship of The Three Bears (because crime is their most recent blossoms titled, ironically, not punished) and The Wizard of Oz (be- the "Care for Kids Initiative." As is common seems to be that cause no witch is a good witch). President nowadays with deceptive advertising, the schoolsare pos- Beverly LaHaye wrote in USA Today that title masks the intent, perhaps on the "Politicians who do not use the Bible to assumption that voters, religious or other- sessed by contracts guide their public and private lives do not wise, will vote on the title, not the fine print. belong in office." Some religious conservatives, see with the devil... If misery loves company, faculty unions world as a struggle between:,10'44-1t can,,take!comfortin the fact that the general wrong, between " outlook dismal. In "Looking sexuality, between right- Work and `labor' unions The for rthe Union Label," {CaltfdrnraJournal, October 1995), "Care for Kids,1nitiative' .;reflectS:;'Seme of theseAiews. Laureen LazaroVia-WritesihatidJ94,-;49.8 More than twOhirds'nfl it percent of direct attack olti,'eaacheir `California workers belonged to labcof-union; but by 1989, unions. A fundamental tenet seems to be that schoolsa eIliercentage dropped to 19:1.cot4ing.co' her, Assem- possessed by contracts*th the devil that neec4to,, kr#*Wally Knox (D-Los -Labor exorcised before kidS--eai::prosper. Some exarreipl 'q% a'nd Employment Committee chwi'Wailtnitted:"Labor Curricula shall include--iii-4ruction in moral aiid.etjical tOtections, including on s that, began ,almost 90years ago, behavior and the values that defirktiSasa..nation. :find theinselver:0*'attabkthis year. It's no longer about , Teacher evaluators may observe initrtictibli and-exatni trimming the perceived excesses of a progressive agenda." any instructional plans, records, and materials without Others disagree, including millionaire conservativeSenator notice. Hurtt who argues that "Republicans are trying to get things A teacher evaluated as unsatisfactory shall be on back to balance." probation for cause for one year, and if rated unsatisfactory, What that "balance" means for community colleges is shall be dismissed at the end of that year without further yet to be determined. For certain, we are not perfect. Top proceedings. leaders in Sacramento need to demonstrate goodwill and Placement on probationary status for cause shall consti- create a constructive tone that encourages us to change tute all necessary notification of pending dismissal. from within, according to our pragmatic vision. Engines like shared governance, program review, standards, equity, Evaluation proceedings shall not be restricted by tenure, grievance and due process need care and mainte- employee union contracts. nance, not dismantling by the righteous. The full cost of any legal challenge to a dismissal shall Some hope that religious conservatives will overreach be born by the losing party. their grasp and cause a liberal revolt. Perhaps. But in the Fifteen percent of salary shall be based on merit evalua- meantime, the anointed and enlightenedamong them are tions, including the performances of the teacher's students. busy painting fundamentalist visionson the ceilings of our The state offices of the Superintendent of Education most cherished institutions. shall be abolished and all powers transferred toa cabinet level officer appointed by the governor. Cy Gulassa teaches English at De Anza College andis a No school resources can be used to operate employee member of the FACCC Board of Governors. 23 ar BEST COPY AVAILABLE The Constitutional Revision Re: Commission wants to take the Proposition 98 funding guarantee Vision awayfrom community colleges. Are we going to let them?

Removing the colleges from the Prop 98 guarantee has mcpumental implications: loss of a constitutionally guaran- teed level of funding, loss of funding allegiance with K-12 and its voter base, and a defacto revision of the state master plan for higher education. Also, any proposed funding process could not refer to pre-Prop 98 formulas for guid- ance since Proposition 13 changed the local tax structures, and the advent of program-based funding has altered general fund distribution to districts.

Proposition 98 In 1988, California voters approved a constitutional amendment to provide stable and predictable funding to K-14 through a minimum guarantee for schools and colleges combined. The voters' intent was to remove public K-14 education from political battles in the budget process. But Prop 98 is far from perfect. One of its failings is that it .didn't outline specific portions for schools and colleges. This has been a problem, as community By Ann Blackwood colleges and K-12 groups have had to battle over funding levels for the past few years. An agreement was . e Constitutional Revision Commission recently made an alarming proposal: to made in 1989 to. establish a base calculation that gave remove the community colleges from the provisions about 11 percent of Prop 98 money to community colleges. of the Proposition 98 guarantee. This statutory split has been suspended for several years. Ostensibly, the purpose is to free a portion of the state Competitive Playing Field budget, but for the colleges it would mean the loss of If the community colleges are no longer included in the guaranteed funding. The commission will likely sponsor minimum funding guarantee, they will compete with the bills in January and February that will propose its recom- University of California and California State University for mendations. money. And public higher education will compete with all In recent years, California has experienced the worst other state programs, including prisons, and health and economic downturn since the Great Depression, resulting inwelfare. Voters appear also to have switched their priorities intense battles over funding for most government pro- to the penal system, at least for now. As the "Three Strikes grams. Education funding has been no exception to this, and You're Out" legislation leeches off the amount of causing some people outside of K-14 to argue that man- money available to all public education, competition will dated funding requirements, such as Prop 98, have tied the grow even more fierce. And it will continue to increase, hands of government officials who -vould prefer to have even if the state sees constant, modest economic growth. more flexibility in budgeting. The colleges are not the only ones targeted. The Matching Revenues to Services committee, created by legislation in 1993 to address state One of the guiding principles of the Constitutional and local governance, has made extensive recommenda- Revision Commission is the concept of matching appropri- tions regarding the operation of almost every institution of ate sources of revenue to services. A fundamental question state government. The commission is made up of a gover- the commission must answer is, "Are community colleges a nor and legislature-appointed mix of elected officials, and state or local service?" and "What agency is going to fund public and private leaders from academia and business. this service?" These questions have been answered differ- 24 FACCCFS Nov/Dec 1995 ently over time, resulting in a hybrid of funding sources. legislation, was enacted. AB 1725 introduced the concept This funding has shifted since the colleges' inception. of program-based funding, which recognized not only the A Brief History of Community College Finance need for planning in educational institutions, but also that Community colleges and their funding have always "full-time-equivalent-student" (FTES) was insufficient to been linked in some way with K-12 school districts. Our determine a district's funding. modern network of college districts is rooted in adult In 1991, program-based funding changes from AB education schools dating back to 1856. Beginning in 1917, 1725 began. A combination of FTES, headcount, and square high school districts of a certain size were permitted to footage are now used as funding measurements, rather than establish junior colleges. Fifteen dollars per unit of averageaverage daily attendance. So while the aggregate amount of daily attendance (ADA) was apportioned to junior colleges, money received by the community colleges is determined and ADA was computed in the same manner for high constitutionally by Proposition 98, the governor, and the schools. legislature, the actual distribution to individual districts continues to depend on regulatory mechanisms and histori- As the system of community colleges expandedto accommodate population growth following cal differences. World War II, college and school districts originally received much of their funding Where Do We Go from Here? Given this confusing history, are colleges a from property taxes. Because they were he colleges independent local governments, they could state or local service? Because of Prop 13, levy taxes to fund their operations. should fight nearly all college funding decisions are made This changed in 1978 when growing to keep the Prop at the state level. The commission has said it believes higher education is clearly a state taxpayer frustration culminated with the 98 guarantee... passage of Proposition 13, the constitutional service. But the community colleges are amendment which limited increases in while not per- governed through a combined state and local structure. There is a statewide Chancellor's property taxes, and imposed a two-thirds vote fect, it provides requirement for local governments to impose Office, and local college district governed by new taxes. some degree of elected lay boards. While local boards make This slashed the amount of property tax funding stability. some policy decisions, funding comes prima- revenue available for local government rily from the state, and local boards don't have operations, including college districts. State reasonable ability to raise revenue on their coffers were at an unprecedented high, so the political own. pressure was on for the legislature to solve the local In addition to its recommendation to remove commu- funding problem. With only days to go before Proposition nity colleges from the. Prop 98 funding guarantee, the 13 became effective, the legislature met immediately commission has asserted that K-12 school districts should following the passage of the amendment and crafted a have additional authority to raise money. The colleges series of state block grants to "bail out" the local govern- should also have this opportunity. ments. At this point, the state became a much larger figure The commission's positions on the colleges are chal- in the financing of colleges and schools. lenging to figure out from its documents, which discuss the Prior to the passage of Proposition 13, the colleges Prop 98 revision only in reference to K-12 schools. This received about 55 percent of their funding from local ambiguity is disconcerting, since it appears the commission property taxes. Once the local funding share was no longer has not fully analyzed the potential impact of the proposals established by the district's, the portion of property tax on community colleges. Many questions remain, including funding dropped below 30 percent. how the colleges would be funded if they are removed from In 1979, a fixed level of "base funding" was estab2bi i the Prop 98 guarantee. lished with an allowance to equalize funding per ADA for The commission intends for the recommendations to be districts which had varying levels of property taxes when a broad sketch that will be more narrowly outlined when Prop 13 was enacted. legislation is introduced in January. In the meantime, public Then in 1981, a growth cap was mandated to limit the hearings are scheduled through Dec. 7. amount of ADA funded by the state. In 1984, student FACCC board members are voicing faculty concerns at enrollment fees were imposed for the first time. Fees did these meetings, and have been the first to present the community college perspective to the commission. The not increase funding, but instead served to bufferreduc- tion in property tax money. colleges should fight to keep the Prop 98 guarantee be- Prop 98 went into effect during the 1988-89 fiscal year. cause, while not perfect, it provides some degree of funding It determines funding according to many factors, including stability. base funding received in 1986-87, state general fund For more information, contact FACCC or browse the revenues, per capital personal income, and enrollment commission's home page at http://library.ca.gov/california/ growth or decline. ccrc /main.html. In 1988, AB 1725, the community college reform Ann Blackwood is FACCC's policy analyst. FACCCTS Nov/1V 1995 25 59 Accreditation continued from page 20 Legislationcontinued from page 13 systems and be prepared to evaluate their effectiveness, tion rate for the employee and employer; employees can too. receive benefits as early as age 55, rather than 62; an FACCCTS: Any final thoughts for us? option of a lifetime annuity in lieu of a lump-sum benefit; JP: It seems that higher education is increasingly and disability and survivor benefits payable in a lump sum becoming identified as a privilege of the wealthy. We in the or as an annuity. The plan is also portable across all community colleges have to be prepared to develop community college districts in California, and will not alternative ways to enable people to become educated. impact part-time faculty currently covered under STRS. The Distance learning could well be the answer for those who retirement plan must be negotiated with the district. cannot attend a school, but who are motivated to improve AB 1122 (Cannella-D) STRS: Part-Time Faculty their position in life through education. I am aware that Calculations Gov. Pete Wilsoj ned into law this some educators have a neo-Luddite approach to thisissue, FACCC-sponsored bill which, effve Jan. 1, creates but the opportunity to direct the development of an emerg- criteria so the teaching load of part4ime faculty will be ing educational system which is what distance education accurately calculated for determining service credits has the potential to become is rare, and faculty should accrued from teaching in more than one district. play a formative role in its development, not ignore the AB 810 (Doris Allen, R-Cypress), the part-time opportunity. faculty health benefits bill, has been granted reconsidera- Community colleges have the hardest job in higher tion. The FACCC cosponsored bill- failed in the Assembly education, and arguably do the best work with the least Appropriations Committee, 9-2, but was granted reconsid- amount of resources. We have maintained the vision of eration as a two-year bill. accessible education for everyone, and we continue to fight The bill would provide optional health benefits for to convince others, notably the governor and the legisla- community college part-time faculty who teach a cumula- ture, to sustain this vision. Community colleges are con- tive full-time teaching assignment at two or more districts. cerned about the cultural, economic, and social health of To be eligible for health benefits, part-time faculty must their communities. Community college faculty are like a have been employed in the district for a least a year and bunch of missionaries you've got to love them. currently receive no health benefits through other sources (i.e. spouse, employment, etc.). Kuwabara continued frompage 15 SB 450 (Hilda Solis, D-El Monte), signed into law by counseling." Gov. Pete Wilson, directs the state Chancellor's Office to The underlying reason is to save money, Joe said. In convene a committee to develop a common course num- the Chabot-Las Positas District, several counseling posi- bering system. tions have remained vacant. FACCC amendments to the bill make its implementa- One of the positive things happening with counselors tion optional for the districts, even though the chancellor is over the years is they've become more active and vocal at required to report to the legislature on its progress. FACCC the state level, Joe said. "4CA is becoming more involved and other faculty organizations have been concerned that in Sacramento, and Janis Perry [state Academic Senate SB 450 did not adequately address articulation and course president] is a counselor from Rancho Santiago College. content issues. We need that." AB 839 (Ducheny, D-San Diego) Adult Education -- It's becoming more important, Joe said, because the governor vetoed this bill, which would have designated California's future depends on the community colleges. a process for resolving conflicts between K-12 and commu- "FACCC plays a large role," he said. "It works solely nity college districts when there is disagreement over for the community college faculty." nhitch campus(es) can best serve the area's adult education He's optimistic about the future. "If the economy of needs. Even though FACCC and the governor's office California turns around, with the hard work of FACCC and ,wprked closely on this bill throughout the whole process, lobbying the legislature, [CCs and higher education] will the governor vetoed it, sending a clear message he is finally come back in the limelight." against a state solution to this problem. Last year's bill (AB Joe's term on the board expires this academic year. His 1056 - Alpert) was also vetoed by.the governor. plans for life after FACCC are to continue working, but also AB 1543 (McPherson-R) ire Year Property Tax toTendtime wnriring nn gnif names tennisnd Shortfalls Protects community cOiieges from future basketball. shortfalls in property tax monies, similar to the funding He laughed when he recalled a recent basketball game protections provided K-12 schools. with some students. One asked how old he is. Status:Senate Appropriations (2-Year Bill). When he replied, "I'm 47 years old," the student said "How can you do this? You're older than my dad! When I'm 47, I'm going to be sitting in a rocking chair." There's no chance Joe Kuwabara will be sitting in a rocking chair anytime soon. 26 !AC( CIS NoN/Dec 1995

RPCT MCA/ Alifell'A rot r 00 It's just like FACCC to do a whole journal featuring years of psychology, I grow to believe we humans are "vision." innately inclined toward becoming constructive life- For the past decade, FACCC has been the singlemost affirming, responsible, trustworthy." compelling actor in the advancement of California's This shift from negative to positive about, and within, community colleges into the present. ourselves is the most profound revolutionwe live today. Vision is the singlemost compelling factor in advancing Pick your vision, it'll dictate your selection ofmeans. California's community colleges into the 21st Century. What's our vision of education? Traditional models of As long ago as the Old Testament, we recognized that "education" were based on negative models of human "Without a vision, the people perish." nature: what passed for "education" was really "fixing," California, our community colleges, allour higher "training." education, are in dire peril, for lack of a faithful inspiring Now we're transforming our vision of ourselves. We vision to lead us through these times of pervasive, relent- must redesign education to fit its Latin root, "educare" less change, raging chaos, disintegration of all old forms. meaning (not 'to stuff in') but 'to call forth, draw out.' To turn around our state Brazilian educator and our higher education, we Paolo Friere (Pedagogy of must develop a shared vision, the Oppressed) asserts that shared commitment to its education is never neutral: it realization, collaborative .411 always serves to domesti- strategy for its realization. 8/1 ZS-10-14 cate, or to liberate. of the California Community Colleges Vision comes in two We educators must dimensions: 1) The visionof By Assemblymem her John Vasconcellos liberate the innate goodness our goal, where we hope to of every Californian, inspire get ourselves; 2) The visions her/him to realize all their which inform our efforts, determine themeans we choose to potential. reach our goal. Altogether, we must envisionnew visions What's our vision of learning? Now that we're trans- with respect to: 1) The future of California. 2) The character forming our vision of ourselves, we realize "education" isa of community. 3) Our own human nature. 4) The meaning offunction more of "learning," than "teaching." My genius education. 5) The centrality of learning. And, 6) Ourown friend David Boulton posits every child is borna learner; if responsibility. s/he's not one now, it's because s/he's been taughtnot to be. What's our vision for the future of California? We He believes learning is instinctual,as powerful as hunger, must recognize California as 'the human frontier,' the place sexuality. where humans most often first explore the future, experi- We must redesign the entirety of our educational ment with new ways of being, seek to advance the human operations, so they serve to inspire, evoke,empower our endeavor, improve the human condition. people, to become self-realizing productivepersons. We must recognize California's primary challenge isto What's our vision of our responsibility? Keeping with realize the promise of our multicultural democracy with transforming our vision of human nature,we grow person- gender equity. We'll soon become a no-more-majoritystate, ally responsible for attending toour self-realization. That's and must incorporate, develop the talent of allour people. incumbent upon any person claiming to bean educator, for Recognize how far we're from that, we'rea troubled (my educator father taught) "You can't give whatyou state: fiscally verging on bankruptcy, socially divided and haven't got." disintegrating, economically besieged, politically self- What others learn from us isn't a function of whatwe destructive. Our visions can help us succeed. say to them, but how we are with them, what we model. What's our vision of community? During the 1930s,,we In summary, it's urgent each of us involved inoperat- enjoyed much community, but at the expense of individdir- ing California's community colleges commit ourselves, ity (only for North Beach poets). During the 1960s,we engage in converting our several visions to the faithful bias experienced liberation movements women, black, brown, now. gay, gray and more everybody being our own person, '41 When I completed this presentation to leaders at doing our own thing all at the expense of community. College of the Desert, President David George asked, The 1990s. must be a decade of rebuilding community "What do you want of us?" I responded "I wantyou to lead (not of conformity) of 'diversity, as to race, gender, orienta- heroic lives." He, "Heroic?" I, "Heroic!" He answered, "I'm tion. ready!" What's our vision of human nature? Traditional models Our situation's critical. Life's short. Let'sencourage of human nature were negative, leading awoman discussingeach other to become ever more ready to lead heroic lives educational goals to assert, "When you realize children in pursuit of Californians becoming learners, California arrive in this world as monsters needing to be tamed,you becoming a true community, becOmingonce again the know what means we must use!" world's beacon of hope and inspiration. The contrary nontraditional vision was voiced by pioneering humanistic psychologist Carl Rogers: "After 60 Assembly member John Vasconcellos (D-San Jose)is author of college reform bill AB 1725. FAcccrsNov/Dec 1995 27

64, Writing for Dollars By Kathy Crown will. fit into yeti- department. Lone Rangers are not heroes The cry for increased funding comes from all of us in grant funding: they are disasters! With departmental who are in California's underfinanced community support also comes assistance. You need it. Is youridea colleges. really. innovative? Has someone else done it before? Check More and more of our students are arriving underpre- with colleagues on your campus and network with others in pared to profit from the educational opportunities our your field on other campuses. Get copiesof funded projects institutions offer. Innovations in technology and changing in your field. Most people will gladly send you a copy of demographics are requiring constant instructional revisionstheir funded proposal. Also ask how the project went. Learn and upgradings. As our communities' demands change, from others' mistakes and avoid their problems. state financial support is shrinking. For those of us who The third component of winning proposals is institu- wish to better serve our students, outside funding may be tional commitment and support. In reality, this is the the only alternative for maintaining quality in our first step in your project development. The idea instructional' programs. Almost all winning grant may be yours, the major part of the work onthe proposals include the following very important project may be yours, but funded grant propos- components: the innovative idea, the profes- als are legal contracts between the funding sional experience and expertise to complete the source and the institution. If the projectbecomes project, and the institutional commitment to a disaster, you may be embarrassedand someone support and continue the project after it's com- may yell at you, but the institution is respon -. pleted. sible. Almost all funded projects are eventually "I need money for my class! Get me money audited, And the institution, as the fiscal agent, and 'then I'll find a way to spend it." We may all is legally and financially responsible. Because feel this way, but this is not the approach that a of these realities, funding sources look for potential funding source will find worthy of evidence of institutional support. This may funding. Writing a successful proposal requires mean the department administration of the time and planning. If you have that "really good" business office keeps the budget. The personnel idea, do your homework. Take the time to spell costs of these individuals can be included in a "paper" out what you want to do in great detail as if time and money money the college commits to your project. universally- match were no object. You can follow this almost Grants for, equipment almost always include some sort of accepted format: actual financial contribution to part of the cost of the What is the problem or need that your idea will equipment.' address? (Think need.) In California, colleges differ in the way theyhandle What are the specific goals your project will tackle in grants. The state chancellor's office has required each the above need? (Think objectives.) college to designate a contact person to receive infor-

. What steps will you follow to achieve these objec- mation concerning state grants schedule of due dates, tives? (Think activities.) , actual proposal applications, and general contact informa- How long will each of these activities take and how do tion. This person may be the president, the Voc. Ed. dean or they relate and/or depend on each other? (Think timeline) the "grants writer." If you don't know who this person is on ..yout- campus, ask the president's office. The contact person How do you determine when your needs(objectivO'''' will probably be the person to ask about your college/ have been met? (Think evaluation.) . , district policy on grant proposals. Know early what that How much will all of this cost? (Think budget pikess is because most proposals need theapproval of include everything.) yotr board of trustees. This is your best-of-alliiossible-worlds proposal! If Obviously, the process of developing grant proposals is you have been honest and thorough, you now know how not easy. Good proposals take a minimum of six months in expensive education can be. Now write a bare-bones development. Most proposals need to reflect your expertise prnpneal that will arirlrecc raw ne.pric IpriNkl Arr. with;,, but must be written so your grandmother will understand more reasonable budget. Save both. As time-consuming as what you will do with the money. Finding the appropriate this all may seem, it must be done if you expect to obtain a funding source is also time consuming, but that is another grant. Now the hard part begins. topic. The hard work involved is quickly forgotten when The second component to all winning proposals is that phone call or letter arrives telling you that you are professional experience. Don't panic. You and your fellow funded. Good luck! department members are the experts in your subject area on your campus. We often forget that. It's at this stage in your Kathy Crown teaches English and is former development proposal development that you must be sure your project director at Orange Coast College. 28 FACCCTS Nov/Dec 1995 62 The Good Life

shared with you some general higher than the dental insurer was observations concerning retirement willing to go, but no. After many in the last FACCCTS. I would like to telephone calls (always check it out), it 1continue discussing several other seems that the computer automatically retirement themes. puts the retiree in a slightly different Many experts in the retirement field category than that of non-retired will tell the retiree that they should teachers. This meant I was expected to really try to retire into something. I co-pay 20 percent of the bill. This know it sounds great to kick back and contravened our contract. The dental do nothing. After all, you have been insurer was wrong; they corrected the correcting tests for 30-plus years, problem. Thc,,moral of the story is that having more than your share of 8 a.m. By Ralph G. Fowler you should always investigate a classes, and attending meeting after discrepancy and have someone clarify meeting. Now it is time to relax. it. When you retire, it seems that you I agree. But consider the following: how long will you are in a different category of one kind or another, and it is, be able to do this and not get really bored? You have had a easy for things to get messed up. drive that kept you in the teaching profession for a long Another item that you should check out, if it concerns time. That drive is probably still there, not necessarily for you, is Social Security. You or your spouse, by virtue of teaching, but the drive to accomplish something. previous employment, may have accumulated enough The usual things pop into one's head. Travel. You might quarters to be eligible for Social Security and Medicare. try to go to those places you have always thought about. Contact your local Social Security office and have them run You have retired probably between the an analysis of your situation. ages of 60 and 65, so you are still If you are eligible, then you must relatively young. Well, at least middle- decide if you should actually go for the aged. Do the travel during the earlier part ou have had a benefits. If you earn too much money of retirement for obvious health reasons. during retirement, you will not receive a If travel doesn't particularly excite drive that Social Security stipend and if you are you, go the community service route, eligible for Medicare and choose to accept such as volunteer work. Or get involved kept you teaching it, this too may cause a problem. in political work, do an expanded If you are eligible for Medicare and reading program (remember all those for a long time. accept it, remember you will pay monthly books you said you were going to read Medicare premiums. Currently, this is but didn't), house, and yard work, and the That drive is $46.10 per month. And, of course, if your like. There are so many things you can spouse is eligible that will be another do. probably still there, $46.10 per month. The big question is what In October, I attended the National happens if your district offers medical Conference of Teacher Retirement as a not necessarily for benefits as a retirement benefit. If you are representative of California State in an HMO, they will want to have you sign Teachers Retirement System, and one of teaclJng, but over your Medicare to them, but of course the speakers repeated again and again thw you will continue to pay the monthly the necessity of using your brain, of to accomplish premium to Medicare. It can become very staying active. For the retiree, this is sticky and will require you to be very sure essential. As the saying goes, "use it or somhing. about what will actually transpire. As I lose it." Very sound advice. have said throughout these columns On a different note, I would like to Check it out. I am not saying that you recount an incident about being newly retired that involvec should not, if eligible, seek Medicare and Social Security, the world of computers and one's benefits. In our district, but there could be some problems. You should know about one of the benefits that the retiree receives is dental them. benefits. I had been retired for several months, still using Enjoy your retirement. the services of my long-standing dentist, when I began receiving bills for dental services that until then had been covered by the dental insurance. Ralph G. Fowler is former chairman of the FACCC Retire- I thought at first that the dentist had raised his rates, ment Committee and former board chairman for STRS. He is the college faculty representative to STRS.

FACCCTS 1945 29 Eft 'e Y BEST COPYAVAILARtr 63 Book Review

JB-16 Diversity and Motivation. By Raymond J. admission to four-year universities. Wlodkowski and Margery B. Ginsberg. Jossey-Bass This book really doesn't offer solutions to that prob- Publishers. 364 pages. $32.00. Member price: $27.50 lem. No book probably could. But it does give a variety of , suggestions on how to draw students from different back- Reviewed by Charles Donaldson grounds into the excitement of learning: by using such Dealing with cultural diversity provides continuous strategies of inclusion as peer teaching and small group challenges to today's California Community learning tasks. It stresses building an attitude of success. College teachers, and finding ways to attempt to Some of the ideas might work in your classroom. Some motivate students may seem for some to be an unending might not. But the concerns raised are worth considering effort. and the ideas suggested can be stimulating. Some checklists Consequently, Diversity and Motivation: Culturally credited to Kate Kinsella appended as a resource seemed Responsive Teaching would seem to be a particularly particularly worthwhile in suggesting ways to keep En- welcome and relevant how-to book. glish-as-a-second-language students involved in classroom Much of its content fulfills the promise of its title, so activities. this book by Raymond J. Wlodkowski and Margery B. The sorry thing is that motivation is something a Ginsberg may prove a useful tool for any number of classroom can only attempt to stimulate. Teachers can't professors struggling to cope with today's mixture of pass out magic pills to do the trick. The student onhis or students. her own has to find reasons to master the subject. And, as Unfortunately, the book reads like a higher education this book indicates, the trick is to try to facilitate this. graduate school research effort more than a handbook to At the community colleges we tend not to take the deal with problems in teaching' lessons in the classroom. guardian-of-the-gates attitude toward higher education. We The usable ideas are there, but they are found wedged want to help our students successfully pass through the amid sociological observations that seem to have as much university gates and onto lives as successful, satisfied, to do with political viewpoints as educational concerns. educated citizens. Taking into consideration the differing Motivation of all students is a major problem for needs and responses of our students is a daily task. community college teachers no matter what ethnic or Charles Donaldson teaches English and journalism at economic background class members may have. Lack of Santa Monica College and is secretary of the FACCC Board motivation in their studies is the reason many students are of Governors. enrolled in community colleges. They didn't qualify for FACCCBook Service

Welcome to the FACCC Book Service, through which JB-4 Teachers fim our Nation's Schools, by John Goodland. This book provides a faculty can purchase discounted books. FACCC members comprehensive look at the state of teacher education, and presents an agenda for get an even greater discount, and can also offer their own improving schools by improving the way teachers are taught. $16.50. publications on this list Call FACCC for details at (916) FACCC member price: $14.00 447-8555 or e-mail [email protected]. Here are a few sample OS2 The Internet Insider, by Ruffin Prevost. Brings you the sordid details about the Internet. Is Elvis alive and well and surfing the 'Net? Inquiring minds want to know! . ;um titles: $14.50 FACCC member price: $12.00. JB-15 The Invisible Faculty: Improving the Status of Part-Timers in HigherEducition OS-5 The Internet Yellow Pages, by Hahn. Your signposts for "surfing the 'net." Huge by Judith M. Gappa and David W. Leslie. Provides a "stunning portrayal of the complexities of part-time faculty and their working conditions," according to one listing of intemet resources. $29.00. FACCC member price: $24.50 reviewer. Based on 467 chief academic officers, deans, department heads, and full-and OS-4 The Open Computing Guide to Mosaic, by Reiss. Explore the power of this hugely part-time faculty members at 18 institutions. The book also offers 43 specific recommendations to help colleges invest in the use of part-timers as valued human popular Internet navigating tool. $19.00. resources who can and do contribute, to the quality of education. $32.00 FACCC member price: $16.50 FACCC Member Price: $27.00 OS-7 Netlaw: Your Riehts in the Online World. Surer you're learning to surf the 'net, but this .1B-13Mastcring to Techniq:x: cflbachfrIg, by Jo5cpt; NeW alitior of are you aware of your rights? Your liabilities? The dangers? Don't travel cyberspace excellent 1984 resource contains 140 new references acquired through a wealth of unarmed. $19.50. additional research. Presents a learning model that details the relative strength of six FACCC member price: $16.50 sources of influence on what and how much students learn in a college course. $32.00 FACCC Member Price: $27.00 OS-9 Quicken 4 For Windows Made Easy, by Campbell and Campbell. Learn how to use the number one personal finance software package in the world! $21.50 JB-14 Educating a New Majority, by Hope and Rendon. A new vision of educating FACCC member price $18.00 diverse peoples is needed if we are to tap all of our country's potential so that we can continue to prosper in the global arena. Advocates for change within the school, and for OS-10 Windows 95 Made Easy, by Sheldon. Explore the power of this new state-of-the- building partnerships between schools and postsecondary institutions and community art operating system. Don't be left behind! $27.00. FACCC member price: $22.50 organizations. $36.00 FACCC Member Price: $31.00 30 FAC('CIS Nm/Dec 1995 BEST COPY AVAILABLE After the FACCC In the future, community college help others. When former gang mem- students will.... bers, laden with the tattoos of their There are probahly dozens of previous life, were ways to complete this sentence, given volunteer each one indicating one of the many SERVICE LEARNING: jobs at a hospital, important goals we set for our students. their belief in their A Piece 'of the Among the completions will most own futures Community certainly be "combine academic expanded drarnati- College Future learning with career-building, civic- :cally. minded community service." :-- -:-:-'i While prima- This particular goal is met .1. :::.7.,-.,,.;: rily designed to ben_ efit the through the growing field of service "n.---:::-,"- earners (students), -service learning, a relatively new addition to -_-: na Field earning has also benefited the tools and missions of . Service learning, practi- California's community colleges. -tiOners, find professional rewards Service learning already exists at a handful of colleges, and in dealing with students who.are more motivated,more FACCC and Campus Compact are jointly sponsoring interested and more successful .in their coursework because workshops around the state with the goal 'of expanding the they discover the connections between textbooks and real- number of colleges that offer these options. world experience. Retention is improved, and student. . In essence, service learning incorporates good teachingattitudes towards the courses in which they have done with good Citizenship, the-kind of "citizenship" fully service learning are more p6sitive. This mutual gairi available to the large numbers of California community between students andfaeutty_enhances the entire learning college students who are.not U.S..citizens. Students meet 1.4 44,,,.; class requirements or do extra credit by giving time to a Because of the tremendous potential for service community service organization. These organizations learning in all of our community colleges, it is frustrating to include local schools, hospitals, convalescent homes, see how these nascent programs are being turned into daycare centers, environmental groups, and many more political pawns. Start -up, funds currently come from PtibliC ornonPiofit ageneies7'-' Corporation for National, Service and Learning, aprogram Students link their service to their coursework through with a relatively.tiny piece kfthe federal budget. Because journals, oral presentations, papers and small group this program is linked to President Clinton's AmericOrps, activities all of which involve the kind of learning/ :,the Republican imajority in Ciingress hai eliminated all thinking processes that will be expected from theinas finding. as of October 1996. Unless the president vetoes the members of the 21st century workforce. budget and fights for these funds; the chances ofexpanding Service. learning provides many of the skills needed for service learning throughout the nation will dim. The only the world of work: personal responsibility, inner motiva- alternatives are state-by-state funding battles to ask-hard- : ... . pressed state governments for fundingor time-consuming IT IS FRUSTRATING TO SEE THESE appeals to private sector foundations. In eithercase, the :linuch-:needed4 expansiOn Ofiervice:leirningwillbe layed. - . NASCENT ,TURN INTO. -lays,woulil'iie a' s aine when the :programs .do so POLITICALPAWNS...SER VICEa ',muth`for both students and the communities surrounding AeicollegesAtiFthefuture, community toile& graduates. LEARNING HELPS REAFFIRM THE need much more than a :wee of paper. They -need ....eirperienee...... as well."'as.kiittivledge, clear goalS.as Well-as "COMMUNITY" IN cleartranscripts Service learning is:.One of the ,WayS.iP..- ) 3 .hridge: the gap between schoOl-and Work, between indi-* COMMUNITY COLLEGES. 'vidual and community. For relatiVely minor administrative . Costs, faculty can be trained, students can be guided, and don, prohlem-cniving, interpersonal relations, and iiitercul- coiiegeicOmmunity, relations can be enhanced.. Service:., ., tural communication. Students who may never have needed learning helPS reaffirm the'community" in community to "be there" for anyone now have a real-life commitment colleges. Service learning should be part, of the future in oUfside-Of_sChOol. If they,are late-or *int, thereis a larger.everycommunity-.college.: =.-- consequence than a grade: there disappOinted-human ,-s being. Students whose own lives and options are limited by *ono Field is a political science instructor and ihe.FaCulty age, ethnicity or class status can move out of their world CoOrdinator forlhe.Glendale'College- Volunteer and -into a world in Which they, regardless of those factors,can ,Service Learning Center

. CCCIS NoOlhv 1495 31

BEST CoFFAI/AtABLE FACCCTOTUM NEXT ISSUES "Students of the Future" February 1996 oa Who are the community college students of today? Of 1999? Of 2010? And what are their changing needs? op What kind of a future are we preparing them Vision for? What happens if there aren't enough jobs? a0 What will community colleges be like in 2010? Atz What will affirmative action be like in the future? Also, a survey of community colleges on how The aim, if reached or not, makes great the life. Try to be they've increased public awareness/support and Shakespeare, leave the rest to fate. assessed their community's needs. Robert Browning "Faculty of the Future" May 1996 Why, sometimes I've believed as many as six impossible tit, Faculty needs and goals. things before breakfast. Perspectives from new, mid-career, retired, and Lewis Carroll part-time faculty. Follow up of the annual FACCC conference in It is through the cracks in our brains.. February: "Win Some, Lose Some: The Realities that ecstasy creeps in. and Challenges Facing the California Community Logan Pearsall Smith Colleges." . Out of clutter, find simplicity. From discord,' find hartizony If you're interested in writing about these In the middle of difficulty lies. opportunity.: topics, or would like to suggest an idea, please Albert Einstein, "Three Rules of Work "` call (916) 447- 8555/e -mail [email protected]. Teach us delight in simple things., Rudyard Kipling. We think in generalities; but we`live: in: detail Alfred North Whitehead_ We cannot get grace. from. gackets:i'' J.B. Priestley ' I have accepted fear as a part of life -- specifically the: fear of change...I have gone ahead despite the Potind ing in the heart that says: turn back..:. Erica Jong The more the years go by, the less:1 know. But ifyou give" explanation and understand everything, then nothingcan. happen. What helps me go forward is that Istay receptive I feel that anything can hapPen:.-. Anouk Aimee.. Fortunately for children, the uncertainties of the present always give way to the enchanted possibilities of the future. Gelsey Kirks lnd It is only with the heart that one can see rightly; what is essential is invisible to the eye. Antoine De Saint-Exupery

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Nihtsoir "tom -ww7.7 -wow THE JOURNAL OF THE FACULTY ASSOCIATION OF CALIFORNIA COMMUNITY COLLEGES Volume 2 Number 3 February 1996 The Nursing Home Nightmareor, dream on...it will never happen to you. FACCC Members, don't miss this important session atyour 1996 Annual Conference! Join us Thursday, February 22 at our reception and workshop. We will be analyzing just what the STRS/PERS long term care plan is and how it compares to private plans. Where willyou get the most value for your dollar and why? How much coverage shouldyou consider? When does a private plan kick in and when would the STRS plan kick in? What kind of financial commitment is this stuff? We'll answer these and other tough questions as we provide you with solid, non-biased information which will enable you to make the choice most appropriate toyour own personal situation. Food for thought in the meantime... About 43% of Americans over age 65 will spend some time in a nursing home andone of every six will require at least two years of long term care. Average cost of nursing homecare in California is $40,000 per year...did you plan for $80,000 of your retirementmoney to go to a nursing home? Give us a call if there's a special topic you'd like us to address inour Long Term Care workshop. We're anxious to work hard for you. See you in Sacramento!

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CONTRA COSTA DIABLO VALLEY LOS MEDANOS Only $27 a night The Governing Board for two of the Contra Costa Community College District Box 5279Eugene, OR 97405 with the new leadership of Chancellor Charles Spence info: 800/377-3480 announces openings for the positions of fax: 541/686-5818 PRESIDENT Home l/www: -atabnet of LOS MEDANOS COLLEGE and Want a quick, one-sheet explanation PRESIDENT on the latest issues? of DIABLO VALLEY COLLEGE Request a "FACCC Sheet" on one or more of these topics: To request application packets, please contact: Dr. Ann Duncan Part-Time Faculty Assistant Director, Human Resources Proposition 98 Contra Costa Community College District 500C &root RPMArlirl! Frit inntinn Martinez, CA 94553 FACCC (510)229-1000, ext. 400 FAX (510)229-2490 Local Advocacy Applications must be received by MARCH 15,1996. The positions are available July 1,1996 Call (916) 447-8555, fax (916) 447-0726, An Affirmative Action/Equal Opportunity Employer or e-mail [email protected]

ti 8 Inside Oi'FACCC page 8 BOARD OFGOVERNORS Students of the Future EXECUTIVE BOARD "Tidal Wave II" is a term coined by the authors of a reportfrom the California Higher Education Policy Center. Itrefers to the new PRESIDENT students who will flood higher education in the nextdecade. But Jane Hallinger FACCCTS Pasadena City College the truth is the students of the future are here, now. scrapes the surface of this topicwith a peek at who they are, their VICE PRESIDENT attitudes, and the job market they're entering. And whattheir Leslie Smith vision of the future is, in their own words. City College of San Francisco

TREASURER page 16 Thelma Epstein Godtilla vs. Good Jobs DeAnza College It could be the title of a B-movie: The Monster That Atethe Middle Class. Industrialization, the mechanical replacement of human labor,has mostly RECORDING SECRETARY review by Sierra Charles Donaldson doomed good jobs, say the authors of three books under Santa Monica College College's John McFarland. If that's true, McFarland says,"it is bad news for higher education in particular, as well as the nationin general." PAST PRESIDENT -.Erna Noble Chaffey College r . . 14! AT-LARGE MEMBERS Features Ahna Agwlar -Southwestern College Letters to the Editor 4 AB 1725 and Other War Stories 20 Winston Butler Student Transformation 5 The Remedial Education Debate 22... Los Angeles City College 29 The Unpredictable Future 6 . Fax Survey Trudy Bratten Fast FACCCTS 12. Retired Faculty Associations 30 GrOssmont College. ',Faculty Member of the Year 15 =ARer the FACCC: "The EValuation" Cy Gulassa Foothill College

Joe Kuwabara W H A T ' S NEW /WHAT'S. NO Chabot College The Sacramento City College students in the cover photo arc, from left to right, Brent Sellstrom, 26, math; Yayasit Yanshai. 23, engineering; George Lopez, 32, math; Bounmy J. MOntry, 20, bilingual Mary Ann Newport education; and Terri Mack, 26, optometry. We welcome your comments on this issue's exploration of MiraCosta College Katherine Mat:tinez, 926 J Street, Suite , . Students of the Future. Call or write to FACCCTS Editor Sacramento, CA 95814. Or e-mailWritefacccOiolcom. ...ChapinonitiPOiteiteld-Pitit College ofthe Sequoias COVERDESIGN/PHOTO ILLUSTRATION: Katherine Martinez PHOTO: Les Skolnick

Diablo Valley College -, ,. L 0L IC- I S E I: T 0 R. I . .1a.cqiieline Simon FACCCTS is the journal of the Faculty Association of California Community Col- Educational Cultural Complex Inc. (FACCC), a nonprofit professional association promoting unityand pro- San Diego ComMunity College EXECUTIVE fessionalism among California Community Collegm faculty. FACCC also advocates on , District EDITOR behalf of faculty to encourage policymakers to provide adequate resources and appro- priate laws and regulations to assure Californians broad access to qualitycommunity DeborahSweitzer Patrick McCallum Collegseducation. FACCCTS is published a minimum of four times during each aca- Santa Rosa Junior College MANAGING detisii year, offering information; analysis, and provocative points of view about the is to Carol Waymon EDITOR politics, philosophy, and practice of education. The primary purpose of FACCCTS Opin, Sin Diego Mesa College Katherine Martinez provide a forum for faculty and the California Community Colleges "community." -ions expressed are those of the authors and dti not necessarily representthose .of Eiklyn "Sam" Weiss -.CONTRIBUTING, 0At:cc, its Board of Gover ors,general titembershici: or staff. FACCCTS publishei Gq)den West College EDITORS letters to the editor, commentaries, and other contributions on a space-availablebasis. Bona Dillon FACCCTS reserves the right to condense and/or edit all text as deemednecessary. For Lois Yamakoshi Cy Gulassa a copy of current writers guidelines, please call theFACCC office at (916)447-8555, e- Los bledanos College John McFarland mail faccceaol.com or write to: Katherine Martinez, FACCCTS Editor, FACCC,926J Gary Morgan Street, Suite 211, Sacramento, CA 95814. 'Visit our Web site at hap://www.faccc.org: Deborah Sweitzer

V k BEST efTY Al /AAPI r ; . Letters

the buck, but I resent being seen as responsible for things Journal is complete, well-written over which I have no control. For example, I went in to I love FACCCTS. Thank you for doing such a great job. teach a computer class I was asked to take on short notice. It is about the only publication I receive that I read from For 2'/2 hours, no one could tell me the password to access front to back and everything in between. It is succinctly the computer program the students needed to use. I was written, yet complete. I find the information useful and able to move the class to the room I'd used previously and often quote the information I have learned. I respect the where I knew the password. The students lost about two people involved with FACCC and look forward to becoming hours of time on the computers because neither I nor the more involved on my campus, Fullerton College, where I amcomputer support people knew the password. chair of the English Department. I guess the point of all this is to say that Kuhlken's article helps me put my limited experience into some Lis Leyson broader 'context. Fullerton College via the Internet Merle J. Vogel, Jr. via the Internet Lack of support hurts students There is an article in the Dec. 14, 1995 issue of the San September issue tops in 1995 Diego's Weekly Reader that may interest you. It is the cover FACCCTS gets better and better! The September 1995 article titled, "Rats in the Ivory Tower." issue on "Taboo Topics" will'be hard to beat, but your It was written by Ken Kuhlken, a professor at San editors and contributors will undoubtedly rise to the Diego State University. Ken discusses tenure, affirmative challenge in 1996. Thanks so much for setting this high action, and the plight of part-time faculty in his article. standard of reporting on the issues with which we are all My own experience as a part-time instructor is limited. struggling. I have taught two courses for one semester at a private college and two half-semesters at a community college. By Carolyn Widener every measure, the small, private college provided a better West Los Angeles College learning environment for the students and better support for via the Internet part-time faculty. If I didn't have my own reasons for wanting to teach, I FACCCTSwelcomes letters to the editor, via regular mail wouldn't teach at the community college considering the or e-mail (faccc®aol.com). Please keep letters brief and support I've received. The lack of support doesn't affect me include your name, address, and both daytime and evening much but I resent the impact it has on students. telephone numbers for verification.FACCCTSreserves the To the students, I represent the institution. I don't pass right to edit letters for length and clarity.

Please FACCC enroll meas a member of FACCC FACCCTS Faculty Association of Name (First) California Community Colleges, Inc. (Middle) (Last) 926 J Street, Suite 211 Sacramento, CA 95814 Home Address City,State Zip Code Annual Dues Full-time faculty ($120.00) Home Phone OfficePhone. Part-time faculty ($36.00) I do not want $12/year to go toCollege FACCC's PAC (Full-time Department annual dues remain $120.00.) Signature Note: 80% of your FACCC Social Security No membership dues are tax- EI deductible. Payroll Deduction Authorization: Method of Payment: To Community College District: Payroll Deduction You are hereby authorized to deductfrom each of my regularsalarywarrantsthe amountbelowforprofessional organization dues and transmitthese deductionstothe FacultyAssociation of California Community Colleges, Inc., withoutfurtherliabilitytotheabove named district. Thisauthorization shall Cash (Check enclosed)remain in effect until modified or revoked in writing by me orthe Faculty Association of California Community Colleges, Inc. Credit Card (MC/VISA) $10.00/month (12-pay) $12.00/month (10-pay) $ 3.60/month (part-time) L BEST COPY AVAILABLE 7 0 A Matter of FACCC

Then he laughed and said, "I'm not surprised Teachers help that you didn't recognize me. When I was in your class, I had dreadlocks and wore holey transform students, clothing that was ahead of its time." Then I remembered him, and I don't open door to world recall ever having a personal conversation Who are our students? We meet with him that lasted more than a minute. Yet them everywhere: when we go he had credited what I said in that class with out to dinner, the pharmacy, the completely altering the direction of his life. grocery store, the department stores, and How little we understand our influence on even exotic places like Yosemite. Our students. students are part of the range of people in Last week I went to my neighborhood every community surrounding our col- drugstore and ran into another student who leges. JANE HALLINGERremembered me. I learned that she was one In Pasadena, the enrollment is well of my ESL students some years ago. Now she over 24,000 students, the average age (as was the pharmacy manager and the mother in the state statistics) is around 28, the demographic of one child, with another on the way. She said that mine breakdown reflects an urban population: 34.2 percent was her first class in the United States, and she had been Hispanic, 29.9 percent Asian or Pacific Islander, 22.5 afraid. Now she was confident and thought of herself as percent White, 8.4 percent Black, 4.1 percent Filipino, 0.8 successful. Another example of transformation. percent American Indian, 57.9 percent female and 42.1 After leaving the store, I thought of my visit last percent male. Figures can be indicative of a changing summer to Ellis Island. It is a cavernous building, now population. However, they present only a pattern, an empty. But wandering through that space, which was once abstraction. My students are all part of these statistics, yet jammed with life, I paid homage to my grandfather and the they are much more because of my interaction with them. millions of others who escaped hopeless lives, were My students have found an open door as a high frightened of the world they were to enter, didn't know the school graduate who hasn't yet decided what to be, as a language, and still came. They had so few material posses- returning adult who wants a fuller life and a chance at a sions, but held the greatest possession of all: the courage to better career, as an immigrant who enters with few English face any number of difficulties, if only to gain opportunity skills but a great desire for success in the new land. And myto be a part of the American dream. My grandfather escaped students are the older members of the community who love impressment, and probably an early death, to reach for all to learn and who bring a richness of experience into the the stars and stripes symbolized for him. Each year, so classroom. These are only some of my students. I imagine many of our students face barriers that are hard for us to they are similar to yours. comprehend just to be able to reach for the dream. Such Last year I was a volunteer for a Congressional cam- fortitude exemplifies real courage and we, through the paign in my district. The first time I walked into the cam- colleges, offer them the necessary tools to transform. Our paign headquarters, I saw a young man impeccably dressed students are the raw materials of our profession and part of in suit, white shirt and tie. "Remember me?" he asked. our job is molding their self-esteem and faith in their When that question leads a conversation, I always know the abilities to achieve. person was a student...but when and what class? Usually I Each of us can tell our own stories of transformation: have to wait for the student to provide some clues; my the student who decided to become a teacher because she excuse is that I average 200 to 250 students a semester. I had entered an exciting world. Teaching is a landscape think it's called large group instruction. filled with ideas, with creativity, and the greatest rewards of I was completely stymied by this young man. Then he critical connections that we sometimes take for granted. said, "I was in your interdisciplinary program some years Who are our students? They are the people who, ago. I still have all my notes from your lectures on Camus. I through their lives, make us understand the value of our went on to read every book he wrote and badgered all my own. Our interaction with them goes far beyond statistics to friends to read his work. You transformed my life." all the individual stories that are often carried for a How many times have we heard such phrases: "You lifetime.Technology may change our environment, new changed the way I think," "You gave me a direction," "You students will come as old ones leave, yet those who have made me want to be a success." The young man went on to been in our classrooms will, in some respect, always remain sr,. that he changed the way he looked at the world because our students. of that class and was now getting an advanced degree in Jane Hallinger teaches English at Pasadena City College Washington, D. C., with plans to enter the diplomatic corp. and is president of FACCC. FACCCTS February 1996 5 71 View From the Front

4) The debates on which educational Students, CCs face systems will handle certain duties: K-12 and the community colleges have argued over unpredictable the Prop 98 split, and who will handle adult circumstances education; UC and community colleges have debated on transfer students' first two years; and the recent debate over CSU's proposal to Here's the conflict of the decade: Tidal eliminate remedial classes, placing more Wave II is coming at a time when pressure on the community colleges. California is turning its back on the Political and economic priorities, and ideal that every adult should have a shot at a legislators' concerns for efficiency will college education. affect the results. An estimated 235,000 students (of more 5) Privatization: This is one inexpensive than 400,000 expected to flood in higher way to fund K-12 and higher education. education in the next 10 years) will enter PATRICK McCALLUMInstead of funding the public institutions, the California Community Colleges. you give the student the money so they can How should we handle this dilemma? make a choice. The governor is leading this We know if we continue at the same participation rate, debate with his voucher proposal for urban K-12 schools, funding for those additional students won't materialize in which has some public support. the form of new tax increases and a thriving economy. 6) Voters: Who they are affects the colleges. Since We'll have to make tough choices. The following factors Prop 13, we've seen more people who don't rely on govern- will affect our students' future. ment assistance voting, while those who do, don't vote. A 1) The economy: This year, the colleges received their conflict is growing between those groups, which may be best budget in five years, with a five percent increase and caused partly by non-voters coming more from no student fee increases. Why? About 300,000 more underrepresented groups. taxpayers have contributed money to the pot, which affects 7) Continuation of hot-button issues: The main one is our Proposition 98 share. Economy and enrollment affect crime. For 1996-97, the governor has proposed a nine our resources and drive all the other issues. percent increase for prisons, compared to a 4.5 percent 2) The changing political scene: A conservative increase for K-12. The number of prisoners in California revolution has taken place in Congress, and the debate (about 150,000) now exceeds the number of UC students about government will continue in Sacramento. (about 142,000) for the first time. November's election results have given us a conservative- 8) Will the voters pass Proposition 203, the school led Assembly, headed by Curt Pringle of Orange County. bond initiative, on March 26? If it doesn't pass, the col- Future issues will inevitably reflect the conservative leges won't have nearly enough facilities to handle the philosophy. Gov. Pete Wilson gave a tax cut to the richest student increases. Californians last fall. If his additional proposed 15 percent 9) The .November election: Will the public shift to a tax cut is approved, K-14 education will receive $600 more moderate stance or continue to support conservative million less over the next four years. legislators whose goal is to impose severe government and Meanwhile, the Assembly Republicans have discussed education cuts? bills that would create academic "floors" in community 10) What role will community colleges and educational colleges and eliminate tenure for faculty. An organizations play? Will they work together for public Assemblymember George House (R-Hughson) bill, AB support and education? Will faculty get politically involved 1401, would prevent professional associations, including by writing letters, registering students to vote, walking FACCC, from collecting voluntary payroll deductions from precincts, and giving money to campaigns? Or will we, due its members. This is a direct attack at these associations. to alienation and anger, believe somebody else will do it for 3) Federal cuts: By 1998, California is expected to us? receive about $14 billion less from the federal government A lot depends on all those variables. But if each of us in financial aid, Pell Grants, and federal poverty programs. makes a decision to do just 10 hours of work in the next 10 This will drive more students toward community colleges. months, together we can help pass Proposition 203 and The cuts have led to discussions on how to better elect pro-education candidates. We will put California back coordinate poverty programs and employment training on the education map, and enable ourselves to justly claim programs. Along with that is a debate on whether employerswe have the finest educational system in the country. or educational systems should control those programs. The colleges have a major role in this workforce preparation. Patrick McCallum is executive director of FACCC.

6 FACCCTS February 1996 A Researchuie for Undergraduate

Students A II A English and AmericanLiterature p Fourth edition Nancy L. Baker and NancyHuling p

THE NEW EDITION of the popularResearch Guide for Under- graduate Students has been updated andsignificantly expanded researchers navigate the library of the . to help beginning computer era. Nancy Baker and Nancy Huling,both reference librarians for twenty-two years, bring theirconsiderable experience to a clear and concise tour of the typicalcollege library. The Research Guide explains how to usenearly forty print and electronic reference works that are essentialfor students who are researching andwriting term papers, including Book Review Digest Humanities Index Book Review Index The Internet Directory Essay and General Literature Index Literary Criticism Index Expanded Academic Index Oxford English Dictionary The Research Guide reprints dozensof samples from the reference materials discussed. Three separatechapters discuss CONTENTS Introduction:The Research Process combing the library's electronic catalog,using the MLA 1. Bibliographies: A Good_ Beginning International Bibliography (in all threeformatsprint, online, 2. Combing the Catalog of interlibrary exchanges and CD-ROM), and taking advantage 3. Finding Parts of BookS appendix summarizes works and other important services. An 4. Locating Articles in Periodicals discussed in the book and forty additional resources. S. Using the MLA Bibliography American Reference Books Annual saidof the third edition 6. Finding Book Reviews (which sold more than 8,000 copies),"Designed to give tRe' 7. Other Reference-Tools harried undergraduate a road mapof the reference library in Biographical Sources literary research, [it] is already fastbecoMing a `standard.'"Ilie . In Quest of Quotations Facts from Dictionaries and Handbooks fourth edition will be a necessary itemfor the reference section Guidelines on Form of every bookstore and library. 8. Moving beyond Your Library 9. Guides to Research in Literature College teachers of English and Americanliterature who would like to Appendix: Selective Bibliography of Reference consider the Research Guide as a required orrecommended text for Sources for English and American Literature their courses may receive a free exa'-uirion cozy.Requests should be on institutionalletterhead and should list research guide(s) currently used and course title(s). Mail requests toMarketing Coordinator, 1995viii & 88 pp. Modern Language Association, 10 AstorPlace, New York, NY 10003- 45 illustrations Two-colorprinting Paperback ISBN 0-87352-566-3 $10.00 .; 6981; or fax to 212 533 -0680. Nophone requests, please. Voices The following quotes were ST U PITS compiled by Michael D. Lee, from students in his fall classes and on the Diablo Valley College campus. They Tidal Wave II demandsnew and answered the question, "What will the community differentways of teaching, learning colleges be like in 15 years?" By Deborah L.S. Sweitzer O "More high school students will come here Babies of the Boomers will hit the beaches of our higher education because they can't afford system in a few short years. Maybe you can't see it right now in your four-year colleges right out college, but younger student enrollment is on the rise because the number of of high school...I also see a high school graduates has started to increase. lot of re-entry students Also, more students from traditionally underrepresented groups will use the coming back either because community colleges to learn English, educate themselves, and prepare for jobs. And they're unhappy in their jobs older students are returning to school for short, periodic skill-building and technol- or they've been laid off ogy training. From these three currents, enhanced by economic recovery, the tidal because of lack of education, wave swells. Overall, the colleges' enrollment "could increase from 1.4 million to 1.8 so they come back here and million, or 400,000 more students, over the next decade," according to the November work part-time." Vicki 1995 report Trends of Importance from the Chancellor's Office. Collins, 20, Communications Who are they? A rapid increase in the 18-24-year-old population is expected to O "Students are going to begin in 1997 and continue through 2005. From this group, the community colleges have to pay just a little more draw nearly half their enrollments. These students will have an impact on space and of their own way for the other resources. "During the decade of 1980-1990, the number of school-age white college to survive." children declined by four million students. Black Saverio Pelicano, 49, school-age children declined by 250,000, whereas Television. "...the younger school-age Hispanic and Asian children increased by students are not 1.25 million and 600,000 respectively,"according to O "...it's becoming more and like their The Future, a June 1995 report by Dr. Curt Groninga more for older students like on the Community College League of California's myself who are trying to get parents. Commission on the Future. back into a change of career The forces of But this will not be the only source of additional or maybe just a quest for modern life and students. According to Trends, "In 1990, two of every knowledge." Anthony iechnoloo,y have five Californians were Hispanic, Asian or Black Anderson, 40, Undeclared shaped t heir (compared to one in five throughout the rest of the O "The community colleges lives differently. U.S.). By 2000, nearly half of California's population will get bigger and the will be from a minority background 30 percent will classes will get harder since :Elicit.. be Hispanic and most of the new residents will be more and more people are expectations either Hispanic or Asian...And, by 2010, people of coming here instead of going will be color will comprise 55 percent of the state's popula- to major universities ..... different..." tion." Many of these people will be turning to the David Hansen, 22, community colleges for basic skills and English Advertising language education, leading to higher general ,-,1,--tion or vocational education. O "...I think there'll be more Forty-five percent of our students are now part-time and the high number of part- TVs in every classroom and time students is expected to continue. Because many are working and raising families, more teaching by TV and they won't be able to attend college full-time. This will be particularly true of the computers, and electronics goal-oriented students who are already complaining that available classes do not fit into their schedules.

Please see Voices, page 10 What will the students want from the community colleges? We already see the beginning of wider changes in the state workforce. Sixty percent of California FACCC;TS 7rura Visions Students from Mona Field's the fall Social Science 145 fUTUR (Healthcare/Intro to commu- nity volunteerism) class at Glendale Community College wrote their thoughts on "What will community colleges be like in the year 2010?" "...Most of the schools will be run by computerized equipment and the school libraries might even have robots putting away books. Since money is the biggest problem in our nation, a lot of UCs will be having difficult times accepting students, especially nowadays when the government wants to cut down grants and student loans. My biggest concern is, what if the minorities. But within the next decade, 93 percentof workers are either women or colleges get full and there is minorities, and the number of older workerswill new workers will be women or not a lot of room? ..." probably increase. Also, because many newworkers will be immigrants, we can will lack job skills. Maria Parra assume many will havelimited English-speaking skills, and likely Many of these students will need toattend English language, as well as vocational "...Hopefully by then if we classes. have better parking structures, Another important difference to considerthough, is that the younger students I could see students driving have shaped their are not like their parents.The forces of modern life and technology solar energy cars. ...By the their lives differently. Their expectationswill be different from their parents' as year 2010, registrationwould preparation for higher education hasbeen. Unlike students of the past, students be done with home computers, coming to us from California'shigh schools will be fully adept at using computer maybe even tests would be technology, unlike some of the facultyin our colleges. Statistics indicatethat home performed on computers." ownership of computers is on the rise.Along with increased computer/video use Gasia Baghdassarian television, and the resulting reliance onvisual learning. For comes the impact of O "...Students will have IDs is less than compelling. these students, the lecture mode that are linked to the computer We must consider the impact ofanother, more disturbing development.If the high school graduates will need remedialeduca- system so they can check out current situation continues, many of their own library books. Use tion before tackling college courses.For example, in the CSU system, 43 percent in English; 42 percent in math. Andthese their ID as a credit card when entering freshman need remedial courses purchasing food and receive a of the crop. students are presumably the cream monthly bill as well. Take On a more positive note, the trendtoward remedial education may beoffset by of attendance by swiping your ID the economic need for more students toattend community colleges as the first step path. A path that, years ago, may haveplaced them directly through a machine just as they a four- year educational do when students enter the into a CSU or UC classroom. industry-based economy to a knowledge-based Learning Center...students The continuing shift from an need not buy books, but a disk economy will have aprofound impact on what we teach ourstudents in the future. with the prediction that most workerswill that covers the entire syllabus Particularly when this trend is coupled Lorela require different skills during their careers.This is of that semester..." have as many as six jobs that Mendoza, 19, Pre-Med especially true of students who havebachelor'S degrees, about two-thirds of whom (prior to 1993) enrolled in communitycolleges to acquire job-related skills, said O "Glendale Community Trends. College students will have no Evidence also exists that students arechanging their commitment to higher Please see Visions, page II Please see Tidal Wave, page-23 FACCCTS February1996 9 BEST COPY AVAILABLE Voices Student journalistsdevelop continued from page 8 By Richard Cameron

will be emphasized." Anne College journalism students once wrote their stories andput out their college Ruivivar, 19, Nursing newspapers without the aid of computers, but sometimes it is hard to imagine how. O "We will carry around And now the Internet communication possibilities promiseto revolutionize disks to learn off instead of journalism education, just as desktop publishing did in thelate 1980s. Tomorrow's books." Ken Maza, 20, journalism student will need a vast newarray of technological communication skills. Journalism Journalism students of tomorrow will continue to hone their newsgatheringand newswriting skills by publishing the traditionalnewspaper, but they will also be O "...I don't think instructors producing electronic editions on the World Wide Web, andthose electronic editions will be completely ruled out will go far beyond the paper today in the type of informationavailable to the reader. but there will be more Some colleges are already producing paperson the World Wide Web and other computers and TV learning. Internet sources. Santa Rosa's Oak Leafnewspaper has had a Web presence for a But instructors will always be couple of years and Glendale College needed because of the offers online subscriptions to CyberVaq, compassion they can give an e-mail version of its regular paper. toward a student that a In addition to new dissemination device can't." Matt possibilities, students will interact with Steinmetz, 19, Music the sources for their stories and with the readers of their stories through tech- O "...It's definitely going to nologies such as e-mail. be overpopulated so there California's community college may be entrance exams at the journalism students just might have community colleges to cut needed online skills due to the efforts of down on the enrollment here the Journalism Association of Commu- to make sure the people who nity Colleges, which is providing thema deserve to be here can go variety of e-mail and World Wide Web experiences. here." Marc Petrie, 25, JACC, a strong unifying force among programs, has been a leader in providing. Undeclared staff development for its teachers and students in thearea of technology. This month, O "In the future, the commu- for instance, the organization is sponsoringa special conference to teach interested faculty how to include their newspapers nity colleges will focus more on the World Wide Web. on the areas that promise JACC, which celebrates its 40th anniversary thisyear, holds member conferences greater financial ability such year-long that serve as an adjunct to thecampus programs. Regional conferences in as computers, engineering, the fall and a statewide conference in the spring givestudents an opportunity to and the health fields. Sadly, I demonstrate their skills with an array of writing, editing,design and photography believe that some of the contests. The conferences also contain a learningcomponent, as experts from the vocational training will be industry give first-hand accounts of aspects ranging fromdaily editing skills, to uses cut out simply because the of new technology, to techniques of investigativenews reporting. Money isn't being gener- The organization also offers.a four-daysummer leadership conference for editors ated." Rebecca Quintero, called Journalism Boot Camp. And each Februaryit sponsors a heavily-attended staff 25, television. development conference for faculty. And now JACC is taking advantage of technologicalchanges to create a "virtual" O "It's going to be more department where journalism instructors and studentsacross the state can communi- technical. We're looking at cate daily via Internet e-mail and the World WideWeb. As a result, one day studentsat more computer-based several schools may work collaboratively to researchand write stories via e-mail. applications, huw software Two years ago, only a handful of the state'sjournalism advisers were online. By works, programming. I think the end of the school year, most of theprograms will be on-line. While only a few liberal arts will still be there students are online today, their numbers in thenext two years are expected to grow because people need the arts even faster. but the rest will be more JACC's World Wide Web page updates memberson organizational activities, but also contains informational sectionson topics such as how to survive program reviews. Currently being developed is Please see Voices, page 26 a section that will help journalism students prepare for transfer to CSU programs andcompare journalism major sequences at 10 FACCCTSFebruary 1996

,BEST COPY AVAILABLE Internet skills in newsroomVisions continued from page. 9 those schools online. trouble finding parking in the In addition to the World Wide Web page, JACC sponsors four e-mail mail groups year 2010. By that time, most for its members. A fifth service will debut early this month. students and teachers will, be JACC-NEWS is the organization's official news dissemination group, providing bilingual due to the impor- information about the group's activities and news about its member programs. The tance of speaking more than organization plans to eliminate virtually all of its paper newsletters next school year one language. Students will and move its communications completely to on-line sources. Anyone may subscribe also be able to take any class to the group. without having to wait a whole JACC-FAC is a discussion group for faculty to share teaching ideas and solu- semester for classes such as tions. A combination of being a small discipline and the strong organization provided English and Math. The most by JACC has produced a cohesiveness in the group. interesting thing will be that JACC-STU is a discussion group focusing on student issues. JACC is co-run by, students, teachers, and the rest students and faculty and the organization hopes to build stronger cohesion among of the faculty will all be in a journalism students from across the state. carpool program. As they get JACC-JNS (Journalism News Service) is a fledgling wire service that allows off their carpool vans, they will programs to share outstanding stories from their newspapers for possible inclusion in feel the breeze of their more other papers or serve as ideas for localized stories. The service may be used, too, for than 100 college trees." cross-campus news gathering for investigative or in-depth stories. Bella Alvarado, 20, Unde- O JACC-MAIL, to be introduced early this month, is an e-mail on demand service. clared Students and faculty with access to e-mail, but not yet world wide web savvy will be O "As they are, community able to electronically request information from the organization and automatically colleges are a great service to receive prepared documents within minutes via e-mail. the communities they serve. Always edging along at the low end of the WSCH (weekly student contact hours) However, academically, I race on campus and on the high end the operational expense scale, journalism faces believe too many students take some unique challenges. But California community college journalism has an opti- community colleges for mistic future. granted ...By 2010, I would Some of California's community college papers such as Contra Costa College's like to see community colleges Advocate, Rancho Santiago College's el don, El Camino College's Warwhoop, Saddle- become obsolete. We should back College's Lariat, and Santa Barbara City College's Channels have been continue to expand the Cal recognized as among the best college papers in the nation. State and UC systems here in Journalism courses do more than teach students how to produce a newspaper or California. This would make it magazine, though. In an industry where the end product is undergoing a major a bit more expensive for some, transformation, it is the writing, organizational, leadership and critical thinking skills but] think this is what needs to that journalism classes teach that serve students across the curriculum. happen. If people are forced, to The basic news writing style, known as the inverted pyramid, serves a large pay more for their education, communication audience and is a dynamic format for today's business communica- the motivation to excel would tion. be much greater. Teachers' The basic reporting skill, which teaches students to gather information from a salaries should go up as well. variety of sources and to synthesize it and understand it well enough to communicate ..." Ingrid Palma, 26, the story to others, is at the heart of daily critical thinking. Wildlife Students from all corners of campus can find working on their college papers an O "Well, my outlook on the excellent laboratory for honing advanced computing skills, from word processing, to future of community colleges is desktop publishing, to digital photography and multimedia. not very "bright "...let's face it, And the media survey courses teach an understanding of and appreciation for an it is 1995. Reality is that every institution that continues to permeate our society. year, there have been more and And now students can get a jump on technological communication skills, as well. more budget cuts. Resulting in JACC's web page address is http://wvmccd.cc.ca.us/wvc/jacc/. To subscribe to a smaller faculty, not all class JACC-NEWS send an e-mail message with the word "subscribe" as the first word of the subject or message to [email protected]. Richard Cameron teaches journalism at West Valley College. Please see Vision, page 27 FACCCTSFebruary 1996 11 Fast FACCCTS

State budget brings good news federal government is proposing to who teach in contract education As reported in InFACCC last consolidate vocational education classes to apply that work toward the month, Gov. Pete Wilson's proposed programs via block grants, and push 60 percent rule. Faculty organizations state budget for 1996-97 is the best education, labor, and business systems strongly opposed this decision. one for community colleges in five to coordinate their projects. In addition, board members rejected a FACCC-led effort to comply years. FACCC focuses on $3 billion The colleges are proposed to with AB 1725 requirements for receive a $228 million increase, school/college bond on March 26 increasing full-time faculty by the including a 3.45 percent Cost of FACCC's Board of Governors funded growth percentage. Even Living Adjustment, 1.5 percent for agreed at its January board meeting to faculty representatives voted against growth, $52 million in one-time focus most of its energy on encourag- these two issues. ing community college students and money for instructional equipment and Assembly committee votes to library materials. And there are no friends to vote for the education bond student fee increases. This is the first initiative, Proposition 203, on the restrict employee associations time the colleges will not have a major March 26 ballot. The Assembly Public Employees budget battle, so they can concentrate FACCC will also support commu- and Retirement Committee approved a their efforts on other important issues. nity college allies Assemblymembers bill Jan. 24 to restrict political free FACCC will actively support an John Vasconcellos (D-San Jose) and speech. It would prohibit the voluntary urgency bill to fund the property tax Bob Campbell (D-Martinez), and state use of payroll deductions for money shortfall of $14 million, which covers Senator Teresa Hughes (D-Los Ange- used for "political purposes," includ- this year and last year. les) in tough primary fights for the ing lobbying We'll vigorously oppose the state senate. AB 1401, authored by Assembly member George House (R-Hughson), governor's proposed tax cut. If it CC BOG votes against proposal doesn't pass, at least $30 million more was supported by Republican commit- will go to the colleges for next year. for part-time faculty credit tee chair Howard Kaloogian (R- FACCC will also focus on workforce The Community Colleges Board ofCarlsbad), and Assembly members development and training programs Governors in early January voted David Knowles (R-Placerville), Bernie this promises to be a big issue. The against allowing part-time instructors Richter (R-Chico), and Steve Ackerman (R-Fullerton). The Republican members accused View from the Trenches FACCC and other labor advocates of "forcing taxpayers" to finance advo- A VIRTUAL COMMUNITYCOLLEGE cacy that did not represent the em- ployees' interests. The bill is one of many that were defeated last year. They are resurfac- ing due to the change in Assembly leadership and the election of ultra- conservative legislator Curt Pringle (R-Garden Grove) as speaker. Colleges mandated to design plan for course numbering The community colleges system is required by a bill approved last year to study common course numbering. The Chancellor's Office gave the task to the Academic Senate, which issued a paper against common course number- ing, but proposed Project Assist. This CC=I.aer 8 project would arrange for schedules to list, next to the individual course title, a common number recognized by all Paul-Andre Schabracq the colleges. The Academic Senate will 12 FACCCTS Felbryuary 1996 Fast FACCCTS submit a plan by June on how to California Higher Education Policy The report was titled "California implement the project. Those inter- Center's January issue of Crosstalk. Community Colleges: The ested in this issue should contact The fines are tentatively set at $20 Chancellor's Office Inadequately Academic Senate Past President per hour of remedial instruction. Controlled Its Economic Development Regina Stanback-Stroud at (714) 564- CSU's remedial costs are about $10 Program and, Along With the Depart- 6824 or (916) 445-4753. million per year. ment of Education, Circumvented State Contracting Procedures." Part-time faculty conference setSanta Monica College and CSU Chancellor David Mertes said in a The Council of Faculty Organiza- Northridge form partnership press release the auditor's concerns tions is sponsoring a part-time faculty Santa Monica College has joined may have begun with the economic conferences scheduled for March 9 CSU Northridge to offer bachelor of development initiative, known as and March 23. science degrees in business adminis- Ed>Net, which manages economic COFO intends for the meetings to tration. developmdnt and training. bring full-time. and part-time faculty The partnership, among the first of The report said the Chancellor's members together to discuss the its kind in the state, allows students Office: did not always use a competi- meaning of a full:service faculty enrolled in the Northridge program to tive process to award grants to com- member: take core curriculum classes at the munity colleges; does not adequately Those interested in attending community college, according to the monitor and review grant expendi- should contact FACCC at (916) 447- California Higher Education Policy tures; incurred unnecessary costs of 8555. Center. $15,500 by paying its deputy chancel- Forty-six students are in the joint lor throught an interjurisdictional CC Board members visit FACCCprogram, which began last fall. The contract; and did not ensure that Vishwas More, president of the program, offered one night a week, is community colleges complied with all Community Colleges Board of Gover- geared toward older students who Please see FastFACCCTS, next page nors, and board member Larry Toy have families and full-time jobs. visited the FACCC Board during. its CSU Northridge receives the fees January meeting for a conversation from students and pays the faculty, about the colleges' future. while Santa Monica provides class- For the Record How community colleges position room space, textbooks, and other themselves in the next 10 months will support. In "Re: Vision" (Nov/Dec affect the next decade, Toy said. They 1995), the California Constitution need to start looking at issues such as FACCC Web page adds features Revision Commission was incor- technology, Faculty Service Areas FACCC has added a form to its rectly named. (FSAs), and use of staff development World Wide Web page for registration In "Writing for Dollars" (Nov/ funds.' to the FACCC Conference, Feb. 22 to Dec 1995), author Kathryn Crown's "The world is turning to California24, in Sacramento. professional information was to look at our community college If you want to keep up with the incorrect. She is a Professor of system," More said. "I'm a strong latest news on legislation this session, English at Golden West College, and supporter of funding stability for all visit the Web site and check out the was that college's grants coordina- community colleges and look to the text of the Legislative Hotline. You can tor for seven years. faculty for advice on this issue." now jump to the Chancellor's Office In "Why Must a Scholar in page from the FACCC site, and access Penalties for districts consideredconsultation agenda items and discus- Black Studies Be Black?" (Sept. 1995) some text was inadvertently Assembly Republicans are sion papers. considering bills that would penalize FACCC's Web site is located at left out. In a paragraph on page 18, the author's words should have districts whose gi.aduates later take http://www.faccc.org. remedial classes at the University of read, "The real purpose of the chair, California or California State Univer- Audit says chancellor lacks then, is not to foster black studies as sity. adequate control over program such. It is to give regular academic The proposed iegisiation would The State Auditor released its jobs to blacks without forcing them fine offending school districts for eachreport last month on the eight-month to compete against non-blacks. student who needs remedial courses in audit of the community colleges's Once established, their presence English or Math, and give the money economic development programs will forestall additional hiring from the general scholarly population of to UC and CSU, according to the from 1992-93 and 1993-94. all races." FACCCTS February 1996 13 79 Fast FACCCTS

grant requirements. appear in the next issue of FACCCTS. Lobby Day slated for May 6 It also says the Chancellor's The FACCC Board of Governors FACCC Lobby Day will bring Office and the Department of Educa- will present the awards at a Friday together faculty members from across tion: circumvented. state controls by night reception during the annual the state to lobby legislators in using fiscal agents; and submitted conference this month, Feb. 22 to Feb. Sacramento May 6. erroneous and misleading information 24 in Sacramento. Call (916) 447-8555 Faculty members should make to the Department of General Services. for registration information. appointments to see their local The State Auditor has given the Vision follow-up planned legislators that day, and FACCC staff Chancellor's Office recommendations will be available to brief you on the for improvements. The chancellor The FACCC Board of Governors approved a plan at its January meeting latest community college issues. denied any wrongdoing, but said he A systemwide lobby day is agrees that during the time covered by to follow-up last fall's Vision Confer- ence with a one-day session tenta- scheduled for April 29. the audit, his office was unable to Local district visits are always monitor the program's processes as it tively scheduled for Sept. 9. Faculty members who attended theimportant, and you can plan one would have liked because of major according to your schedule. Before Vision Conference will have an personnel and budget cutbacks. But he you meet with your legislator, call opportunity at the FACCC Conference said his office will continue to seek FACCC and request information to improvements as Ed>Net evolves. this month to participate in a work- shop addressing Vision Conference help you prepare for a successful visit. Assembly committees named issues. There is no better way for a legislator The Assembly committees for the to hear about faculty concerns than 1995-96 session have been an- Faculty interns take on classes from the faculty members themselves. nounced. Those that affect the commu- More than 300 faculty members For more information, call FACCC nity colleges include: last year were actually interns allow :d at (916) 447-8555. Higher Education: Brooks to gain experience through FACCC- Send e-mail address to FACCC supported legislation. Firestone (R-Los Olivos), Chair; Brian Now that FACCC has its own Setencich, Vice Chair (R-Fresno). These instructors were graduate students who had teaching internships World Wide Web page, we'd like to Budget: Gary Miller (R-Diamond receive members' e-mail addresses to Bar), Chair; Denise Ducheny (D-San with the colleges. The program is already quickly growing. better communicate with you elec- Diego), Vice Chair. tronically. Please e-mail your address Appropriations: Charles Milestone member to be profiled to [email protected]. Poochigian (R-Garden Grove), Chair; Remember to stay updated weekly Valerie Brown (D-Sonoma), Vice The FACCC membership count will hit a milestone when it reaches on the latest issues by calling our Chair. 7,000 members for the first time. legislative hotline at (916) 554-3512 Public Employees, Retirement and Who will this member be? FACCC or visit our Web page at http:// Social Security: Howard Kaloogian www.faccc.org. (R-Carlsbad), Chair; John Burton (D- Membership Director Paul Simmons predicts FACCC will register the San Francisco), Vice Chair. Advocacy Network needs you 7,000th member soon. Subcommittee on Education With just 10 minutes a week, as Finance: Bernie Richter (R-Chico), When that happens, we'll publish a profile in the following issue of needed, you can help FACCC push Chair. bills in the state legislature that benefit FACCCTS. Want to get involved in the you, the faculty members. FACCC Awards to be presented festivities? Volunteer to write a profile on this member, or other members you Because the lawmaking process is The FACCC Board of Governors fast-paced, vocal support is sometimes has named Leon Baradat, a Mira Costa think deserve recognition. Call Editor Katherine Martinez at needed on a moment's notice. We may political science instructor, Faculty ask youtomake a quick phone call or (916) 447-8555 or e-mail writefaccc Member of the Year. (See Faculty write a brief letter to your local Focus, page 15 for a profile on @ aol.com. FACCC is asking everyone to legislator urging them to support a Baradat). certain bill. FACCC will provide you "Bud" Henry of Rancho Santiago recruit just one new FACCC member. If you do, you may be the one to recruit with the information to do this. College is Council Member of the Year, Please call David Hawkins at the and Janis Ward of Cuesta College is 7,000th member. Here's your chance to become a big part of FACCC's FACCC Office at (916) 447-8555 or e- Adjunct Faculty Member of the Year. mail advocatedh@aol. corn. Profiles of Henry and Ward will history. 80 14 FACCCTS February 1996 Faculty Focus commu- Houndstooth sport coats weren't exact y nity colleges that Leon Baradat's style. is as important as Baradat, FACCC's 1996 Faculty Mem- become a teacher FACCC," said Baradat, a member ber of the Year, didn't want to since 1970. "...If I could only be involved when he was studying political science at in one, it would be FACCC." College of the Sequoias in the 1960s. Baradat's prediction for the immediate "Teachers were people who wore houndstooth sports coats from the 1950sthat future of higher education is grim. "I think we're headed for a potential Dark never wore out," hesaid with a laugh. Ages in education," he said. But he had to get a job. And hequickly The challenges consist of dealing withless learned that he and the colleges were aperfect students who Leon Baradat money for education, andhandling the budget. fit, allowing him time to vork with into He "I think we're going to be more drawn had open minds as well as do research. nitty-gritty questions about how to fund pro- teaches at MiraCosta College andholds bachelor'sand grams, and less about how todo a good job. The reason for master's degrees from Fresno State. they [the "I'm often asked, 'why don't youwork at a univer- that is the resources are drying up...the way people of California] want to solve socialproblems is to sity?' I knew from the beginning [Iwould work in commu- nity colleges]. It seemed like it wasperfect." put people in jail." People don't believe in education anymore,and this is And Baradat's love for educationhas taken him around forcing FACCC and other faculty organizationsto simply the world. defend the advanceS-made in the mid-1970sthrough the Since beginning his teachingCareer in 1965 he has conducted study tours abroad andvisited Europe, the 1980s, Baradat said.' Republic of China, Korea, "People have lost-their resolve abouteducation. former Soviet Union, the Peoples have moved as Southeast Asia, Japan, Taiwan, Hong Kong,and Eastern They've lost their optimism," he said. "We a society,. and Californiais no different, to an increasingly Europe. 'cellular, individualistic and selfish society. Baradat has been interested' in studying Which bodes very, very ill for institutions political power and the use of powersince based on collectivism. We really are the eighth grade. He has written books on / "[Community college of the. people and there's not a lotof political philosophy and theory, American support for that:' politics, and politics in the formerSoviet colleges] really edition of With the upcoming tidal wave of Union. He is working on the sixth students entering higher education in the his political theory book. are the college next decade, "that means we'regoing to Baradat also founded and is directorof ration education like we do everything else. MiraCosta's Center for International of the people "I don't blame any particular party," Understanding, which invites noted speakers Baradat said, adding* that the American to the college community. He was'a 1990 and there's not people seem to have practically no social recipient of the Hayward Award for Excel- conscience. "I don't think thefuture is lence in Education. He and his wife,Elaine, have two sons, Pierre, 27, and Rene, 25. a lot of support particularly bright." But there is hope, he said. People will A former FACCC president, Baradathas eventually realize you' can only of long been a passionate advocatefOr faculty for that" yourself, only of today. members. Erna Noble, FACCC Past Presi- 'Baradat doesn't want to discourage dent, said he's politically astute, and an profession. "I think it's a wonder- eloquent and dedicated spokesman for thecollege faculty. anyone from joining the Others call him a humanitarian, and aforthright, no- ful way to spend your life." Academic nonsense person who is strongin his convictions. He's also "I think working with FACCC and the Senate has given me the opportunity to workwith the most witty and charming. Baradat is wellknown for his high extraordinary standards, said Cy Gulassa, last year's FacultyMember of talented and committed peciple, the most "I admire him as a truly strong leaderand sup- people." the Year: for another six'or seven Academic Senate." 'He said he plans to"feach porter of FACCC and the But he'll stay involved in The FACCC Board of Governors will presentBaradat years, then play a lot of golf. education somehow. "Education is my firstlove. Well, my with a plaque at a Friday nightreception during the annual wife is my'first love," he said with a laugh."There's no conference this month in Sacramento. things I've done without her." "rdon't think there's a professional groupfor way I could do half of the FACCCTS Feruary 1996 15 t9ffeteitely the Community Colle starring in G:dzi

e books under review here do for late industrialization what Japanese movies did for irradiated lizards. Those fictional monsters luiched jerkily through Tokyo, impervious to human defenses. Alas, social science offers up a more plausible destroyer, one run amok not only in factories but even through the once-secure citadels of the middle class. It is not a pretty sight, an industrial Godzilla designing roboticized replacements for blue-collar labor while commissioning a computenzed assault on white-collar work. But as teachers we must attend to the message because, if true, it is bad news for higher education in particular as well as the nation in general. The community colleges, after all, market, nurture and live on the aspirations of the career-onented. To those staking out an

By Sohn McFarland 82 Books Reviewed: The Jobless Future: Sci-Tech and the Dogma of decades. Work, by Stanley Aronowitz and D.W. Di FazioThe End of Work: Since the early 1970s, well-paying unionized jobs The Decline of the Global Labor Force and the Dawn of the Post- Market Era, by Jeremy RifkinThe End of Affluence: The Causes began boiling away in the heat of international competition. and Consequences of American's Economic Dilemma, by Jeffrey Over that period, half the positions in auto, 60 percent in Madrick machine tools, and 70 percent in rubber and steel have disappeared. Few of these were pleasant jobs but their loss economic future, the colleges repeat the advice articulated has transformed the life of workers into what W.H. Auden two centuries ago by the philosopher Goethe. "Train once called "billiards on an untrue cloth." yourself to become a competent' violinist," he wrote, adding Jacques Attali of France put it most starkly. "Machines this pledge, "and the conductor will gladly assign to you are the new proletariat. The working class is being given its your place in the orchestra." walking papers." And Rifkin, who quotes him, also cites a It is the contention of these three books that, for many 1993 Fortune magazine that said corporations are eliminat- if not most entrants into the job market, the economy is set ing two million jobs a year and that 90 million of the to break Goethe's pledge. nation's 124 million jobs are "vulnerable to replacement by The Jobless Future, by Aronowitz and DiFazio, both machines!' Marxist academics, and The End of Work, It is as if we have swallowed a malevo- by the ecologist Jeremy Rifkin, reveal lent Contac and triggered a future of time- their authors' biases yet surf through Jacques Attali of release unemployment. statistics that make a compelling case that Madrick is best on the strategies working good jobs are mostly doomed in our France put it' families have taken to maintain a lifestyle, as economy. Their conclusions are supported most starkly. the chief breadwinner loses earning power. by the more centrist economic journalist, During the 1980s alone, 20 percent more Jeffrey- Madrick, whose The End of "Machines are wives entered the work force and the percent- Affluence examines the broader malaise the new age of adults working two jobs doubled. afflicting American commerce. proletariat. The Consumer debt rose from 59 percent to 80 Godzilla is the same for all authors: percent and savings declined from nine the mechanical replacement of human working class is percent (1975) to four percent (1989) of labor that we call industrialization. But an being given its household income. So much for the claims informed reader will find the books' that industrialization enriches workers. economic explanations incomplete. walking papers." The most startling feature of the emerg- Certainly the fiscal drive for cost reduc- ing economy, however, is the industrializa- tion explains much mechanization but, tion of professional life, made largely like a pair of scissors, industrialization has possible by computer programming. AT&T two blades. The second, given muted reference outside of announced in 1994 the upcoming elimination of 74,000 managerial circles, is the imperial desire to wrest control (mostly managerial) positions, and two years earlier, the over production from independent workers. U.S. Postal Service deleted 40,000 similar positions. This Both motives were operative in the 1950s, with the body count follows that of the Reagan "prosperity," when, arrival of "automation," that moment in history when the in a single decade, 1.4 million executive and professional authors pick up the story. Automation propaganda idealized posts were scrubbed. the quiet, clipboard-bearing technicians who would direct Such events are common enough to have acquired their and repair the new assembly-line robots. Understandably own euphemism "reengineering" as well as a prophet, the men and women displaced from good jobs would go the improbably named Michael Hammer. Living up to this unmentioned. apt, if subliterary reference, Hammer advances the For many in the middle class such "technological Spillanian suggestion that corporations can reengineer four unemployment" was a scourge in a distant land. Affecting of every five middle managers out onto the streets. only blue-collar labor, it was rendered almost anodyne by These managerial erasures are not the whole of the academics who spoke of job retraining that would hand iceberg. An ATM does 400 hours of work for the cost of a future clipboards to the exiting workers. 40-hour teller, and B of A intends to cut its white collar A mantra, soon well-rehearsed, went this way: Rather staff to a core 19 percent, using the remaining 81 percent than-destroying jobs, industrialization replaces them with fewer than 20 hours a week and offering them no benefits. mom ;T.-warding ones. Thus, uui patinuc With thy system Architectural firms find that computerization permits will be repaid by its inherent benevolence. After (perhaps) draftsmen to replace engineers and diugstores can assign a moment of economic cratering, workers' living standards some pharmaceutical work to programs. will increase measurably, floated upwards by rising produc- Why this carnage? The urgency behind it comes from tivity. This fairly poetic narrative we may refer to as The the impact of world trade on the United States. Madrick Romance of the Market. provides a very readable treatment in his first chapter, "Two The version our authors document of this process is Decades of Slow Growth," though the same analysis-Js nearly bereft of romance and they refuse to sanction, much available in Aronowitz's stodgier prose. less celebrate, what has happened to labor in the last two Please see next page 8 continued from previouspage The alternative view (one demandingthat human institu- The production of the U.S.economy had grown for tions work humanely) challengesthe gospel of competitive nearly a century atan average annual rate of. 3.4 percent. deliverance. Strangely, each booksubscribes for different Then in 1973, it slipped downto the more hesitant level of reasons to that gospel and to its corollary, that the mystic 2.3 percent, where it has languishedever since. This workings of the marketare basically benign and thus not to seemingly inconsequential change,compounded over two be interfered with. decades, has cost American societysome $12 trillion, a The benignity Aronowitz, DiFazioand Rifkin find is cumulative loss of $40,000per person or about $150,000 that the end of work is good. Theypropose a program of per family. shared jobs and early retirement, thusharnessing the new Such shortfalls in anage of mechanization can only productivity to the creation of leisure. testify to reduced markets, theresult of a competitive Madrick offers a sensible objectionto these hallelu- advantage that foreign firms havewon on American sales jahs. "Shared sacrifices," he writes, "isalien even to our floors. This dilutes a dominancesecured when the U.S. labor unions, which have rarely agreedvoluntarily to a pioneered the assembly line,a method by which Henry reduced work week...tosave jobs for everyone." Ford famously reduced thecost of his Model T from $850 The snappish reappearance of politicalme-firstism to $295 each. The productivityrevolution ignited by this suggests that his point is well-taken. Workersare beset with process advanced America far ahead ofevery other nation. the pressure of high debt andconsumerism, not to mention During WWII, while Germanycould the place that work occupies inour culture assemble no more than 10,000 planesa year, of self-worth. U.S. factories eventually manufacturedthat ..our response to But Madrick's point, if true, is alsosad. number every month. While many in the middle classare reduced Now, however, American factoriesface economic crises to squabbling over crumbs, wealth trickles someone else's revolution, "flexible has been career upward. Had they made thesame gains in production." The older strategywas to rely development. the last 30 years that CEOs havemade, on a small number of models andcreate the factory workers wouldearn $84,000 a year. image of diversity by cosmetics.Thus, a That strategy... Yet Madrick has no palliativemore Chevrolet gussied up with chromestrips may well be inventive than a proposal that thegovern- became a Pontiac and grillworkturned judged by ment sit offshore as a hospital ship, minis- Oldsmobiles into Buicks. In the1950s, six tering to our occupational woundswith models accounted for 80percent of all auto working-class public work projects. This, afterhis text has sales in the U.S. families as a described the pauperization of the public Enter Japan, which deviseda computer- sphere. ized assembly line whoseflexibility permits waste of time We can say with safety, however,that sudden shifts to entirely differentmodels. and money. the Clinton-Gingrich tactic ofusing tax While flexible productioneats into profits, credits to make U.S. firmsmore "competi- it facilitates small-batchproduction and, tive" would only compoundthe labor thus, response to small markets. problems by funding furthermechanization. One of the defining features oftoday's business world, The diagnosis, then, far outvaluesthe cures. There is dicing up large markets intominuscule subgroups, intensi- little doubt that the authors havecaptured accuratelya fies competition. IBM estimatesthat, where it combated damaging 20-year trend. Forecastingfrom that trend, 2,500 firms in 1965, itnow confronts 50,000 adversaries. Inhowever, is risky. No reputableeconomist in 1974 antici- 1970, 125 new beverageswere introduced to American pated the carnivorous restructuringthese authors depict. retail stores. In 1993, 1,845appeared. Nor does a consensus exist thatall the damage needs repair. Responding to this competitionhas forced American No economy works with malicetoward all and charity for firms to retreat acrossan economic terrain they once none, as the wealth transfer upwardsdemonstrates. dominated with ease. Now theirstrategy must more often be We can treat these booksas a warning to higher a defensive parrying thanan aggressive advance. education. Historically,our response to economic crises has A secondary effect of this hasbeen to shift from been career development. Thatstrategy is now conducted manufacturing to retail job creation.Such concentrationon in a savannah aprowl withelectronic predators andmay the service arena also reducedthe growth of the nation's well be judged by working-classfamilies (to mention only productivity and jobs there.Because they pay less andare the most obvious group)as a waste of time and money. typically part-time, these jobsfail as substitutes formanu- Likewise, the public could welldecide not to funda facturing jobs lost. massive higher educationsystem that seems to create Curiously, if none ofour authors finds these trends highly literate waiters andcomputer-proficient cabbies. painless, all of themaccept them as unalterable. This isto One of the greatest dangers thislatest Godzilla presents, treat social forces as the effectsof natural phenomena and then, is to the dreams that bringpeople to college. thus certify them to work"with the indifference of nature toJohn McFarland isa history instructor at Sierra College human aspirations,"as philosopher Cornel Westonce put it. 18 and a FACCC council 'member. FACCCTSFebruary1996 84 The few, the proud... the FACCCTS contributors Andy Barlow, Diablo Valley College Richard Cameron, West Valley College FACULTY POSITIONS Kathryn Crown, Golden West College Bona Dillon, Moorpark College FALL 1996 Mona Field, Glendale CommunityCollege CONTRA COSTA COLLEGE Cy Gulassa, De Anza College Call (510) 236-2372 Jane Hallinger, Pasadena City College AFRICAN AMERICAN STUDIES MATH Michael D. Lee, Diablo Valley College ADMINISTRATION OF JUSTICE MUSIC John McFarland, Sierra College PHYSICAL EDUCATION BIOLOGY Gary Morgan, Oxnard College COUNSELOR Chatimonde Porterfield-Pyatt, College of theSequoias DIABLO VALLEY COLLEGE Bill Scroggins, Chabot College Call (510) 685-1230 ext. 1929 Leslie Smith, City College of San Francisco ART ENGLISH Nancy Stetson, College of Marin BIOLOGY HISTORY College BUSINESS (STATISTICS & AIM) LIBRARIAN Emily Strauss, San Jose City College/Mission CHEMISTRY MATHEMATICS Deborah Sweitzer, Santa Rosa Junior College COMPUTER INFO. SYSTEMS MUSIC-PIANO Larry Toy, Chabot College DSP&S PHYSICS Lois Yamakoshi, Los Medanos College ECONOMICS LOS MEDANOS COLLEGE Michael Zilber, Los Medanos College Call (510) 439-2185 MATH, ext. 801 RECORDING ARTS, Join use ext. 802 Articles ..c Essays ..0) Opinions .4 BookReviews Call FACCCTS Editor Katherine Martinez at(916) 447-8555 or e-mail [email protected]

Two FACCCMember BenefitsExplained rIACCC members save up to 25 percent on aspecial FACCC members can stay at more than2,000 the iUmembership offer from the National Automobile top-quality hotels nationwide, and around Interna- Club. And 24-hour Emergency Road Serviceis just a world, at 50 percent off through Quest phone call away. tional. Here's how your NAC membership gives you Whether you like weekend getaways or exten- stretch emergency road service and a senseof security and sive vacations, here's your opportunity to never.before. peace of mind. you travel dollars like With your special, extended 15-monthmember- Ai Mechanical aid and towing ship comes a Quest InternationalMembership Card *V Battery problems for you to keep in your wallet and showwhen you NI When you run out of gas, oil, or water pay only for check in.Every three months, you'll receive an supplies updated Quest Hotel Directory, beautifullyillus- "V Flat tires trated in full color and showing the names,ad- participating If you need an ambulance $25 reimbursement per dresses and phone numbers of all person hotels. At a glance you'll see which amenities are NAC's Worldwide Seryire $50 reimbursement offered by each airport shuttle, indoor pool, NI Up to $300 for emergency travel expense reimburse- outdoor pool, golf, dining, exercisefacilities. Is it a ment condo? Is it downtown? Do they allowpets? Plus, free maps to members, personalizedtrip You'll receive car rental discounts, and more, Mexican auto routings, worldwide car rental discounts, all for a special $29.95 offer to FACCCmembers. insurance, international driver's licences,worldwide And you can take advantage of Quest'sdiscounts just pennies a day. travel assistance. Up to 60 benefits for for 15 months, risk-free. 447-8555 or e- For a brochure, call FACCC at (916) Call FACCC for an application form. mail [email protected]. 85 BEST COPY AVAILABLE AB 175 AND OTHER WASTORIES By Cy Gulassa

NE PROBLEM WITH STORIES OF WAR, earthquakes, and fires is community colleges. In 1982, the collegeswere forced to that unless one has personally experienced the pain prune $30 million worth of "ayocational, recreational, and and destruction, these events quickly acquire the personal development courses" from community college museum quality of history. To thoSe born after the course offerings. In a remarkable 1983 power play, Gover- event or too young at the time to understand, they seem like nor George Deukmejian gouged $100 million out of the embalmed exhibits of marginal value. community college budget and kept it hostage until liberals AB 1725 already belongs to the "war story" category. caved in and imposed tuition beginning in Fall 1984. He Just recently a letter was sent to a newly hired community claimed the fees ($5 per semester unit/$100max per year) college instructor, congratulating him on his appointment would make students more responsible and reduce the and asking him to join FACCC. The letter reminded him that "revolving door" of no-shows and dropouts. With the if it weren't for FACCC-sponsored legislation like AB 1725,combination of program cuts and fees, enrollment, which he wouldn't even have a full-time job. Big mistake. The peaked at 1,420,247 students in 1981, dropped to 1,175,685 individual fired an angry note back saying he had been by 1984 and the long-cherished ideal of a free education chosen over 300 applicants and five finalists because of his for all of California's citizens was officially dead. outstanding academic record and ability to teach. He Community college faculty, too, came under fire. resented the suggestion that a musty piece of legislation, Evaluation was spotty and ineffective; tenure certain and written when he was a teenager, accounted for his success. swift; and for purely economic reasons, part-timers gradu- This response shouldn't come as a ally displaced full-timers to the point where surprise. Since the passage of AB 1725 in the youngest members of many divisions 1988, community colleges have hired over AB 1725 were in their forties and fifties. One 1985 4,000 new instructors, many of whom have streamlined the study predicted that if core faculty were not little or no understanding of the bill's renewed, 40 percent of all instructors would genesis or purpose. At the risk of sounding community college be in their sixties by 1994. Reformers also like Gramps describing D-day or Uncle Jack system, strengthened believed local Academic Senates needed the evacuation of Saigon, let's share a brief accountability, and strengthening so they could complete with history lesson. unions and management and assure sound Nearly two decades ago in 1977, Prop provided financial educational policy. 13, spawned by irate tax-payers, shifted the incentives lor hiring Local districts, only tenuously con- community college funding base from local thousands of new trolled by the state Chancellor's Office, property taxes to Sacramento, effectively routinely ignored state mandates, and some ending the local control that allowed even spun out of financial control, acceler- community colleges to do anything their ating demands' for greater accountability communities would tolerate. Along with and centralized state control., funding, power flowed downstream to Sacramento. The At the same time, in the early 1980s, reports of the brawl among different factions for influence at the state demographic revolution that would thrust minorities into level unions, CEOs, middle managers, trustees, classifiedmajority by 2000 were surfacing. The Stindt study (1985) grew nasty. Organizations' lobbyists bragged that even revealed that even though 34 percent of community college if they couldn't pass legislation of their own, they had the students were minorities, 85 percent of community college power to maim anybody else's. Weakest of all were the instructors were Caucasian. Academic Senates, which had only feeble "meet and These conditions and their trend lines alarmed both confer" power that boards could ignore or manipulate. educators and politirinns. In 1984, a citizens' Commission For the first time, the community college curriculum for Review of the Master. Plan for Higher Educationwas came under intense, skeptical, statewide scrutiny. Popular formed. Its first legislative-mandated task was to study the courses like "Macrame" and "Getting Inside Your Pet's out-of-control community college system, a process that Head"; demand for recreational PE courses like jogging; took two years, involved the testimony of hundreds, and and adult education credit programs of questionable produced reams of recommendations. Conservatives substance drew withering criticism from legislators who wanted to establish rigorous admission standards, replace balked at paying for the expanding programs and swelling local boards with regional ones, have the state chancellor enrollments, and questioned the purpose and mission of appoint local CEOs, and shift ESL and most remediation to 20 adult education. Liberals insisted on open access,providing Abandoned average daily attendance (ADA) as a remediation for disadvantaged groups, andrebuilding the funding base and substituted a "program improvement" core of full-timefaculty with special attention to affirma- mechanism which served as a transition toProgram-based FTES (full- tive action. Funding. It also funded new students at the full In March of 1986, the citizens'commission produced a time equivalent student) rate rather than thetwo-thirds rate. document entitled the Challenge ofChange, and in Decem- AB 1725 professionalized community collegefaculty; ber two special task forces were created, onedealing with it provided them funds to keep skills honedand the legal personnel issues, the other with finance. Thecharge: to clout to serve as a check on autocraticadministrations, design changes reflecting the recommendationsof the thereby achieving a balance of power. It did soby declaring commission. Working closely with a LegislativeJoint that districts derive their authority from twodistinct Committee chaired by Assemblymernber JohnVasconcellos, sources trustees and faculty: these task forces, composed of representativesof all "The governing board of a community collegedistrict community college segments and chaired byfaculty, derives its authority from statute and from its status asthe packaged dozens of complex reforms into anomnibus bill entity holding the institution in trust forthe benefit of the that became known as AB 1725. To the surpriseof many public...Faculty members derive their authorityfrom their who predicted it would never pass because ofits multi- expertise as teachers and subject-matterspecialists and million increase in the community collegebudget and its from their status as professionals." revolutionary provisions, Gov. Deukmejian signedit into Based on this premise of dual authority, AB 1725 law on Sept. 19, 1988. distributed power widely among all communitycollege Fifty-nine pages long, AB 1725 did not simplyreform, employees, but particularly Academic Senates.It ordered it revolutionized the 106 college system. Among many the state Community College Board ofGovernors to write other changes, it: minimum standards governing local districtsthat ensure Created a state community college system and "faculty, staff, and students the right toparticipate effec- delineated the functions of both the state andlocal boards; tively in district and college governance, and the opportu- level and to Defined transfer and vocational education as the nity to express their opinions at the campus given every reasonable function, and ensure that these opinions are primary mission, remediation as an essential consideration, and the right of Academic Senates to assume community services as an authorized function; primary responsibility for making recommendationsin the Promoted access and success through matriculation areas of curriculum andacademic standards." and basic skills programs; Heeding the mandate, the state communitycollege Required peer evaluation of all full-time andpart-time board approved regulations in Title 5 that requireall local faculty on a regular basis; boards to "consult collegially" with senates,which means Abolished tenure for administrators because its boards must "rely primarily upon the advice andjudgment primary purpose is to protect academic freedom, notjobs; of the Academic Senate" or absent that, beobliged to reach Abolished faculty credentials because they were too mutual agreement by written resolutions orpolicies. It also consisting general and permissive, often allowinginstructors to teach defined "academic and professional matters" as curriculum to with minimal training or outside their fieldof expertise; of 11 distinct areas, from designing the creating processes for program review andbudget develop- Ordered the state Academic Senate to establish ment. In other words, while AB 1725introduced the minimum academic qualifications for alldisciplines; concept of "shared governance," it isactually Title 5 that Increased tenure probation from two to four years, defines the scope and nature of AcademicSenate power. thereby eliminating what had becomeautomatic tenure. AB 1725 streamlined the community college system, Mandated the development of local hiringcriteria strengthened accountability, and providedfinancial sensitive to student diversity; incentives for hiring thousands of new facultywho reflect Established one of the most powerful affirmative the diversity of the student body. Overall,it gives faculty action programs in the nation along with aspecial diversity the status and legal power to ensure thatthe colleges fund with the statewide goal that by 2005faculty will always stay focused on academic excellenceand student mirror the propcirtion of the adultpopulation; success. The younginstructor who wrote FACCC that he got Defined orderly procedures for layoffs, including his full-time teaching position because ofhis outstanding half right. Yes, he faculty service areas (FSAs) and competencycriteria; talent and academic background was only 1725, most hiring new Would have gotten a job, but if it weren't for AB Devised powerful financial incentives for of with the overall likely he'd be just one more soldier in a vast army faculty and restricted the use of part-timers exploited part-timers. Now that's a war story worthtelling. goal that 75 percent of all credit instructionshould be taught by full-time instructors; Cy Gulassa is a De Anza CollegeEnglish instructor and a Created a faculty and staff development fundthat FACCC B rd of Governors member. Hechaired the task annually has provided $5 million for training,innovation, force re.s iblitfor AB 1725 faculty reforms. and professional travel; FACCCTS Fe ruary 1996 21 ST COPY AV_All AD! r Analysis. What's in store for remedial education? Now that the California State University board of tal education and special help for re-entry students who trustees has decided to phase out most remedial may not have taken English or math courses for 10 years or English and math classes over the next decade, where does more. that leave the community colleges? The widespread perception that K -12 schools are not The trustees' plan, approved Jan. 24, will reduce the succeeding in educating children, and the increasing number of students taking remedial classes to 10 percent bynumber of college students who need remedial education, the fall of 2007. The trustees hope phasing out these point to a serious problem that educators must address. The courses will pressure high schools to better prepare their causes of this problem may be due partly to societal, students. demographic and economic forces beyond the control of Due to public testimony (from FACCC, other commu- our educational system. But perhaps the schools and nity college organizations, teachers, and students) at colleges have not changed to meet the needs of a rapidly hearings a few months ago, the trustees reconsidered the transforming society. original recommendation that would have eliminated nearly California's population is becoming increasingly all remedial classes within five years. diverse. Immigrants from other countries continue to settle Many people in the higher education community have across the state. Many new students are non-native English said it's K-12's job to ensure students are adequately speakers; others are the first in their families to attend prepared in the first place so they won't need remedial college. A generation ago, they would not have considered classes at the college level. it an option. The original CSU recommendation Another factor influencing K-12 stemmed from a report that listed the FACCC believes education quality could be the lack of high percentage of freshman CSU adequate financial resources. As the students who must take remedial classes providing sufficient, state's economy has soured, California's to bring their English and math skills up funding level per pupil has dropped to to university level. The report was high-quality basic among the lowest in the nation. Education particularly alarming considering CSU skills education is an has not been a clear priority above other students are culled from the top one-third interests, such as prisons, competing for of high school graduates. important function scarce resources. The report given to CSU trustees in FACCC believes providing sufficient, January 1995 said 42 percent of CSU for the community high-quality basic skills education is an freshman require remedial classes in important function for the community math, and 43 percent need remedial colleges...But how colleges, as well as for CSU and UC. classes in English. Three-fifths of far must the colleges But how far must the colleges go? freshman who take math and English Will providing more remedial classes to placement exams fail one or both tests. go? underprepared university students cause The proposal's critics have pointed out the community college system to stray time and again that CSU educates two- from other areas of its mission? And who will fund the thirds of California's teachers. additional classes? CSU spends about $10 million annually (less thanone One way to ease the remedial education problem may percent of its budget) to provide remedial basic skills be through partnerships. The Community College League classes. If students turn to the community colleges for of California said in a draft policy paper that teaching remedial education, where will ourcampuses get the funds community college remedial classes on CSU campuses to provide the classes? should be "fostered and expanded." It pointed to the "Los Should some of the money come from what CSU Rios Model," in which LosRios.Community College spends on remedialA. education?A ti District faculty members conduct remedial classes for UC While remedial education has been hotly debated, Davis students on the UC campus. The state reimburses the educators agree certain students need extra help. The CSU community colleges for the classes. The benefits include recommendations left alone developmental instruction. strong ties "between the two institutions, necessary reme- Remedial students are those who have takencourses but dial education at reasonable costs, and easy access for CSU have not become proficient in those particular skills. students to these important classes." Developmental (ESL) students have not had adequate instruction in English and math and must learn those skills This article was taken in part from a FACCC board paper for the first time. CSU recognizes the need for developmen- written by Ann Blackwood, FACCC's policy analyst. 22 FACCCTS February 1996 Students of the Future

Tidal Wave continued from page 9 education. "Be aware that students either may not want to cases changing the mix of classes offered,the demand for or cannot come when we want toteach...," The Future said. additional services is predictable. For example, increased "They may not want to or cannot travel to our demand for assessment seems apparent to determine how to campuses...Students need to know up front how much it best serve the new student. A greater need for tutorial will cost to get the job they seek and how long it willtake services may occur, particularly for students whose first to prepare for it...Increasingly, they are notwilling to stay language is not English or who are taking remedial classes.. on our schedule or follow our programdesign...They are Coupled with this is a need to begin teaching studentsand not willing to sit through ourlectures...Learning-oriented faculty how to use new technology, which will require an students will demand multiple learning and teaching investment in equipment. formats...For the most part, they are not coming as pre- High school teachers- have said they want more and pared with the skills we want or require." better communication between high schools and commu- nity colleges, including, perhaps, co-mingling of profes- What does the state think the students will need? It sional staff. In addition, they verify that with students' seems certain the shift toward a moretechnological society changing attention spans, the role of facilitatoi seems to be will continue. As the use of technology works its wayinto more effective than the role of lecturer. High school every aspect of economic life,students will need new skills teachers see the need for ongoing articulation efforts and to be successful. "Clearly, increasedemphasis will be feedback about their students' performance at community placed on communications and information processing colleges, The Future said: - technologies; more on services, less on manufacturing," It may be time for faculty to look at some of the more the Chancellor's Office predicts. successful alternative delivery systems, like distance That office identifies areas that will motivate education, and determine how to craft a system that uses California's economy, and thus suggests areas for educa- the diverse talents of its faculty. This will require state- tional development. "Foreign trade (particularly with level support to provide professional development funding Pacific Rim countries), high technology manufacturing, .so that faculty can prepare for the stepinto this new arena. professional services, and tourism and entertainment will We might also look at different locations for offering push the state's growth. The number of jobs in computer educational, academic, and support services. We can't services, pharmaceuticals, publishing and motionpictures overlook the potential of re-examining the academic will continue to increase, while jobs in metal products, calendar and class scheduling. An engaged adult learner's aerospace, aircraft, and defensewill continue to decrease." needs do not necessarily correlate with the traditional Who else will be trying to meet the needs of these college schedule. Maybe we could effectively offer some of students? The California Community Colleges are notthe the curriculum in open-entry, open-exit programs. only sources for education and-training, particularly in -Many college vocational programs might benefit from information technology. Already; private vocational fine-tuning to meet student and industry needs within the schools and others are offering ,classes to students away changed economic environment, and to address more of the from the traditional college campus. The trend of home- students' short-term training demands. We must leirn hoW based (via computer and TV) and worksite-based education others provide educational services that compete with ours. will likely increase and capture students that traditionally For example, how well do individualized instruction . _ Phoenix University? Can would have come to the community colleges. programs work at places like In addition, the uncertainty about workforce prepara- community colleges develop a system to deliver learning tion funding has encouraged more local alternatives to on demand? community colleges, such as Private Industry Council- The colleges may also need to form partnerships with sponsored classes and private vocational schools like industry to acquire educational technology. In developing Heald and Phoenix. While many of these sources will this external support, a more regional approach to commu- provide short-term training, rather than vocational educa- nity college services may prove worthwhile. This would tion, students who qualify for assistance may be required to permit regional development of specific technologies for pursue that route. Both the possiblediversion -of funds, as students from more than one district. well as the potential diversion of students, Couldhaim A wealth of opportunity exists for faculty as we vocational programs. : anticipate and prepare for Tidal Wave II. How can the community colleges prepare for Tidal Deborah Sweitzer is chair of the Applied Technology Wave II? In addition to anticipating students' needs, department at Santa Rosa Junior College and a FACCC designing curriculum to meet those needs, and in some Board of Governors member.

F A C C C T SF e b r u a r y1 9 9 6 23 -BEST COPY AVAILABLE In My Opinion... tr NE/I NNW= IR ration X Today's students aremore cynical, pragmatic than Baby Boomers

By Michael D. Lee On the other hand, Xers are not as materialistic as Boomers. They value relationships over possessions. They f you are an instructor born before 1964 and have been are more comfortable with technology like computers, teaching for more than a few years, you've noticed that VCRs, and CD players, having been raised with them from students are not the same as they were a decade ago. birth. It also makes them more open to innovation and Since around 1982, you have been meeting a totally change. different breed of student in your classroom the "Gen- Boomer instructors often point to Vietnam or eration X" (Gen-X or Xer) student. This group of people Woodstock as high points in their lives. Unfortunately, Xers born after 1964 are nothing like anyone else you have are too young to remember Vietnam or even Woodstock. taught before. What affected them was the high-tech Persian Gulf war. Most instructors are "Baby Boomers" born between Even Xers music is different. Boomers like rock and 1946 and 1964 and are dramatically different from.their roll while Xers like rap or hip hop. younger Generation-X students. To understand how to Boomers have developed a peculiar blindness to motivate and relate to your students, you must understand Generation X. We all want to think of ourselves as young. what makes them different. As Boomers, wehold most of the top and mid level corpo- First of all, Xers treat community colleges less seri- rate and government jobs. We earn the ously than Boomers. We Boomers were largest salaries, own the most expensive often able to obtain decent jobs after homes and wear the best clothes. Boomers finishing a two-year associate's degree run the banks and the media, so while we and certainly expected to get a superior It is also the first are rich and powerful, we are not neces- job after receiving a four-year degree. sarily young. Xers must stay in school longer generation in than any of their predecessors to get Boomer instructors are idealists who never hesitated to challenge the status any job other than flipping burgers. quo to put forth their ideals. To achieve Today, a BA or BS degree is like a high American our goals we have interrupted govern- school diploma and is the bare mini- ment ceremonies, political conventions, mum requirement for many jobs. history that demonstrated for political causes, Did you ever notice that this new marched, picketed, sat in at recruitment breed of student is more cynical than its expects to have a centers, nuclear power plants, and predecessors? The current decline in the abortion clinics. We have prided our- economy and upsurge in divorce is lower standard selves in being able to bring social partially to blame for their attitude. It is change. also the first generation in American Therefore, it's ironic that the genera- history that expects to have a lower of living than tion that believed in sex, drugs, and rock standard of living than its parents. and roll has emerged to become one of Adding to their cynicism is the fact its parents. the most repressive and reactionary that the main influences on Xers are: generations this country has ever seen. crime, guns and drugs. Boomer instructors were not Some who smoked marijuana freely now won't allow confronted every day of their youth with kidnappings, a nign*PttP ttiosi. 25 feet of an office building. missing children, drug wars, armed robberies in grade In contrast, Gen-Xers are streetwise, pragmatic and school, drive-by shootings, teenage suicide or gangs. Is it suspicious people who tend not to take their Boomer any wonder they live only for the moment and are not future-oriented? instructors very seriously. In light of the above contradic- tions exhibited by the Boomer generation, is itany wonder Threats from a school bully may have made Boomers they doubt our sincerity? miserable, but their lives were not threatened. A recent Xers are used to complete equity between men and survey revealed that over 80 percent of school-age children women and find discussions on this subject boring. fear for their lives at school. 24 F A C C C T SF e b r u a r y1 9 9 6 90 In My Opinion...

diversity. Gen X is Boomers are used to complete inequality more diverse than between the sexes and any other previous want to discuss the topic to generation, not only ethnically, but culturally, death. Also contributing to their as well as economically. increasingly negative outlook Today, the number of non- on life is this reality: Xers are whites is over 25 percent and twice as likely as Boomers to have by 2020 they are expected to be divorced parents. For many, this has 36 percent of the population. resulted in poverty and financial Many white male Xers will insecurity. This has given them a very have to lower their expectations for different opinion of marriage, family and success in education and business. This serves to contribute to the overall high trust. The Xer definition of family is different level of anxiety that Xers feel. than any other generation's. They have had to Xers also live with a greater disparity get used to life with baby sitters,their between the haves and have-nots. Boomer mothers with boyfriends, and their fathers instructors grew up in an atmosphere of with girlfriends. As a result, they are very racial intolerance which resulted in cautious about getting married and are civil rights marches and riots. much less likely to marry in their 20s Xers take racial. and sexual than Boomers. For example, in 1992 equality as a given because their over half of adults ages 18 to 29 environment is often racially had never been married and in diverse from childhood. 1994, 46 percent of single However, this does not twenty-somethings were still mean that everything is living at home with Mom or friendly between Xers of all races and Dad. Most Xers would cultures. Xers prefer to be out on their experience racial' own, but can't for four major strife in their own reasons: 1) They are insecure abouttheir future and way in the form of gang wars and drive-byshootings. They cautious about relationships; 2) There is relatively little are painfully aware that tolerance has noteliminated pressure from parents to move out andit has now become racism. socially acceptable for Boomers to have adult children at A major problem for Boomer instructors is the decreas- home; 3) Living at home lets Xers cope with poor economicing attention span of Xer students. Instructors will have to prospects without sacrificing their taste forluxury; and 4) incorporate different teaching, media into the classroom, Xer women do not expect to be supported by their hus- including audio and videotapes, and computer projection. bands so are under less pressure to find a husband. Generation X wants school and work to be a fun, social Xers do not work because they are seeking a career. atmosphere. Instructors and colleges that are able to They work to gain a sense of independence and security. integrate these aspects into the curriculum will be more Xers usually start working ln high school, then in successful in attracting and retaining Xer students than summer during college and rightafter graduation. High those that ignore generational differences. school students of the 1980s and 90s are working longer Michael D. Lee is chair of the Television Arts Certificate hours for less pay than any previous generation. Unfortu- program at Diablo Valley College. He presents corporate nately, work hasn't n-----rily brought securiti with our seminars on "Managing Generation X Employees." current round of corporate downsizing, higher tax rates, increased government regulation, and a transition to a "In My Opinion..." is a forum for faculty members to service-based economy. address community college issues. Essays represent the sole The stagnant state of the American economy over the opinion of their authors, and do not necessarily reflectthe educa- past 10 years has sent them flocking toward higher views of the FACCC Board of Governors. tion in record numbers. This obviously impacts the commu- Interested in writing a rebuttal to this essay? Contact nity colleges. Editor Katherine Martinez at (916) 447-8555 or e-mail cultural Boomer instructors are used to having to teach writefaccc@aoLcom. F A C C C T S F e b r u a r y1 9 9 6 25 Students of the Future

The following responsesare from Chaumonde Porterfield-Pyatt's fall music Voices appreciation class at College of theSequoias: continued from page 10 "Lectures will be availableon video with papers handed in by fax and technical. The humanitiesmay phone...In general, music will bepart of a multifaceted audio-visual well slip aside as wellas the world. As is the case already,CD-ROMs provide an interactionbetween cultural programs, and we're listening and learning. The separationof technologies will become obso- going to come back to amore lete, as a full integration of thesenses takes place." Hughien Buller technical field." Daniel Galant, 37, Television "...It will take until 2010 to integrate computers into the classrooms. Teachers O "In the next 15 years I see the will still be needed in order to keeppeace community colleges being a lot in the classroom...the U.S. will still more crowded. The university trail behind many other countries like systems are getting ridiculously we do presently. More people will be priced, people are beginningto computer realize that a high school diploma literate. Children might actually be isn't enough, so you have people teaching the adults." Mitchell Young, that are going to come here 20 whether or not they are goingto transfer out but they are getting "Multimedia technology will beused to more education." Shannon assist the teacher but not replacethe Lewis, 18, Dentistry teacher...College students will havegreater interaction with their profes- sors. Humaness will prevail!"-- Kathy Hart, 49, Psychology O "...Maybe in 20years there will be more learning throughcomput- "What I would like tosee in education in the year 2010: 1) Morehome ers at home, not at school, but schooling, 2) Less students toa classroom, 3) More ways for kids thataren't you'll meet the instructor in class motivated by regularways of learning, to be stimulated to learn." and get grades and otherques- Anonymous, 47, Sociology tions answered face-to-face." Arthur Yee, 20, Film "Administrators will have tocome to the realization that children need the basics. All of us will have O "The community college will to realize/we can't keep cuttingour school be budgets and expect them to keep the only way peoplecan get their the standard of learningup. If we are going to have a public school lower division classes because of system, we will have to be willingto pay." increasing enrollment at state Bonnie Conn Kunkleman, 38,Nursing schools and UCs so I think "It will either be computer home enrollment will be way study or TV video lectures,because of all up in the the budget crises. And because of future and it'll be an invaluable safety reasons, people probablywon't want way to get your lower division to come to class anyway. I think thatthere will be a lot of violenceout there in that year..." classes." Dan Mitchell, 23, Rosalie Velazco, 25 ChildDevelopment Television. "I hope educators will be paidmore than they are at present. Thismay O "They're going to becomemore encourage respect due them, and improveeducation. Also, I will havemy for re-entry students. Anacces- teaching degree by then, and betterable to pay off school loanswith the sible way for reentry students,like higher pay I would receive." Dena Luttrull myself to get back into education. "In 2010, the use of the Spanish I think more and more you're language will be more prevalent.The Pledge going have older studenis fn of Allegiance will be recited hifewer and fewer classes. Therewill be more here going back and getting their and more graduates who can'tread or write." Jason Hipp, 21, Liberal degrees and it's a greatway to Studies start to get to your four-year UC system or the Cal State system." "Technology is a tremendous plusbut we need to rememberthe basics. Brent Iverson, 31, Things still need to be donemanually. The real educationcomes from the Meteorology teacher who extends that extrahand!" Michelle Requejo, 24, Sociology 26 FACCCTS February1996 92 Students of the Future Visions continued from page 11 offerings are available, and higher we'll have more to offer our students think it will still be an excellent school enrollment fees! One of the biggest (not that I'm complaining). Also, to attend, it will have a great variety of impact on students is a teacher. A goodmaybe someone will get a bright idea classes, many major choices and also teacher can make a world of differ- and put escalators from the parking it will still be a place where different ence..." lots to the school, that would be great." kinds of people come together, people Deborah Choi, 20, Nursing Monica Castillo from different countries, different ethnic backgrounds, cultures and O "In the year, 2010, I think commu- O Community colleges will be much customs. In addition, I think that by nity colleges will be like high, schools more advanced. Community colleges 2010 G.C.C. will be a bigger and more for older people! I can honestly say technologically developed campus. On that some of the classes that I've taken the other hand. as the recession is in college are easier than the ones I going now in California, I think that had in high school! by 2010 the fees and tuition will be "...In the year 2010, perhaps sky high and unfortunately this will instead of buying books and pam- cause many people to drop school." phlets, we will be buying video tapes Consuelo Quintanilla and cassettes from the college, bookstore, or computer store! Only O "Glendale Community College will chemistry, biology, and P.E. teachers be a busy place filled with different will keep their jobs, while the Math kinds of students from different- and English and music department will distant places, who would take classes get rid of its fine teachers and become required for career choices. Glendale partners with IBM. Community College would have more "To be pessimistic is not my I students, more buildings and less choice, but a fact we all have to face!" parking. Glendale Community College Talin Halabi, 20, Political Science should open more choices of different classes to be closer to career goals." O "...since students prefer going to Audrey Arakaki these colleges rather than expensive universities, a new law will be O "I would like community college to be a little bit bigger. More fun and the passed which allows students to classes to be easier and everything earn their masters and BA de- done on computer. I will like this grees [at community colleges]. college to be successful and wealthy More students would be transferring and to have television instead of from high schools without diplomas teachers. I want it to be beautiful and will offer many more classes in because they willhavea new college especially good looking." different fields and specialize in some level examination (similar to Ad- Claudia Reyes type of career. I think it'll be like a vanced Placement exams)... Also, vocational school 'or something' like O "Glendale Community College will financial aid would be offered not ITT Tech. Community colleges will be a fun place to be for a couple hours. only to low income students but to also be a lot bigger, more like a little working students." Ani Gurunlian, First of all it will have elevators to get university rather than a big high IV the classiooms anti also to get tothe 19, Law school. College will be more serious parking lots. More parking places O "In the year 2010, I feel Glendale and because of the competitive fields, available just outside our classroom. Community College, will not be that in studies and transferring, a lot More friendly teachers as we have much different. That's only 15 years harder." -,-- Ayla Thomassian now. Flowers all around the campus so from now. We might have less instruc- we can feel at home." Estee Valdez, 0 "I think Glendale College will be tors, due to technology, not that I think 22, Nursing pretty much the same as it is now. I that's a good idea, but maybe then BEST COPYAVAIL 27 Book Review

JB-13 Mastering the Techniques of outs and how to use the blackboard. Chapter Nine discusses Teaching. By Joseph Lowman. Jossey- evaluating student performance, grading. One can read Bass Publishers. 312 pages. $32.00. about types of exams: essay, multiple choice, true-false, Member price: $27.00 matching, short answer. He also includes lists compiled RING THEE from various sources such as the five myths concerning it TECHNIQUESTECHNIQUES Reviewed by Lois Yamakoshi evaluation or seven ways to minimize the liabilities of OF TEACHING Since many college instructors firstessay exams. logonowfititi enter the classroom with no The list I found most useful was the author's descrip- formal courses such as "Teaching tions of exemplary teaching in terms of intellectual excite- 101," one may find that knowledge ment and interpersonal rapport. Now that peer evaluation is alone does not make for an excellent instructor in the a shared responsibility of all community college faculty, I community college classroom. Although Lowman inter- have additional phrases to describe the teaching I observe. viewed outstanding instructors at four-year institutions, the Unfortunately, most of Lowman's research and refer- insights he gained and the suggestions he shares could be ences come from classrooms where students have academi- adapted to the community college setting. The author statescally qualified for a four-year college. Hence, there is little that this book puts emphasis on three topics: learning to or no mention of the underprepared student or the student- speak well before student groups, promoting motivating at-risk. relationships with students as persons, and enriching There is brief mention of computer technology or distance learning as a mode of instruction. classes by frequentbut not exclusive - use of alternative formats. The main format is the lecture mode with alterna- There is an exhaustive list of references for staff tive formats including discussion, active or cooperative development coordinators who seek written material for new instructors. Therefore I believe this book would be of learning, and multimedia presentations. Particularly during the first half of the book, Lowman most interest to new instructors and staff development is speaking to the novice instructor. He describes what to personnel. expect during that first semester of teaching. In fact Lois Yamakoshi is a math instructor at Los Medanos Chapter Five, he stresses the lecture mode wherein the College and a member of the FACCC Board of Governors. author describes how to prepare lecture notes, use of hand- jjFACCCBook Service Welcome to thb FACCC Book Service, through which Charles Donaldson said in his review the book "stresses an attitude of faculty can purchase discounted books. FACCC members success" and that "the ideas suggested can be stimulating. Some get an even greater discount, and can also offer their own checklists Credited to Kate Kinsella appended as a resource seemed particularly worthwhile in suggesting ways to keep ESL students publications on this list Please fill out the order form on involved in classroom activities." $32.00. the next page. Or call FACCC at (916) 447-8555 or e-mail FACCC Member Price: $27.50 [email protected]. Here are a few sample titles: JB-13Mastering the Techniques of Teaching, by Joseph Lowman. JB-15 The Invisible Faculty: Improving the Status of Part-Timers in New edition of this excellent 1984 resource contains 140 new refer- Higher Education, by Judith M. Gappa and David W. Leslie. Provides ences acquired through a wealth of additional research. Presents a their a "stunning portrayal of the complexities of part-time faculty and learning model that details the relative strength of six sources of working conditions," according to one reviewer. Based on 467 chief influence on what and how much students learn in a college course. academic officers, deans, department heads, and full-and part-time $32.00. FACCC Member Price: $27.00 faculty members at 18 institutions. The book also offers 43 specific recommendations to help coiieges invest in the use of pan-timers as JB-14Educating a New Majority, by Hope and Rendon. A new valued human resources who contribute to the quality of education. vision of educating diverse peoples is needed if we are to tap all of our $32.00. FACCC Member Price: $27.00 country's potential so that we can continue to prosper in the global arena. Advocates for change within the school, and for building JB-16 Diversity and Motivation: Culturally Responsive Teaching, partnerships between schools and postsecondary institutions and by Raymond J. Wlodkowski and Margery B. Ginsberg. Provides community organizations. $36.00 FACCC Member Price: $31.00 teachers with sensitive and practical help in working effectively with culturally diverse groups, offering a set of eight guidelines to revise OS-10 Windows 95 Made Easy, by Sheldon. Explore the power of syllabus and assessment formats, form cooperative collegial groups... this new state-of-the-art operating system. Don't be left behind! for implementing a culturally reponsive pedagogy. FACCC member $27.00. FACCC member price: $22.50

28 FACCCTS February 1996 DCOT ^rum, A. IA ail qyU A Fax Survey Tellus how we're doing 1. What topics do you want FACCCTS to explore?

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ACCCT ebruary 1996 29

95 The Good Life etired faculty groups faculty association could obtain many of these services). open window to During the administration of our first four presidents, our lunette, .5)/ colleagues, benefits social meetings evolved, we adopted a constitution, we appointed legislative etired faculty members don't and courtesy chairmen, and we began have to abandon the many an association newsletter. During the riendships and social relation- next two administrations, we added ships they developed during their enterN,:tmerit, door prizes, and portrait teaching years. photos for a permanent album. Besides using such obvious Subsequently, we won the right means of keeping friendships alive as By Sherill Moses from the Academic Senate to have letters, telephone calls, and e-mail, retired faculty members represented there are organizations retirees can join that provide with a vote. "Senate Representative" became a CCRFA- opportunities to renew and develop friendships, and that elected officer, charged with the responsibility of attending seek to protect and enhance retiree benefits. Academic Senate meetings and making a Senate report at An organization that is capable of becoming especially each of our meetings. effective in providing personal contact with peers and Next came our wallet-size emeritus faculty identifica- numerous benefits is your college's own. Retired Faculty tion and benefits card, which doubles as a ticket to all Association. campus sports events and theater productions. It also serves As a member of the Cerritos College Retired Faculty as a library card and provides discounts on community Association (CCRFA), I can describe some of the history, education offerings. Other projects that followed were a goals, activities, and benefits that have made college parking permit, and a regularly updated our association quite successful and very address and telephone directory. popular with our college's retirees. ur wallet- Briefly, other benefits include a permanent, Cerritos College, now 40 years old, has size ID and accordion photo album of mounted 4x6 color had just over 200 retirees. Of the 175 surviv- benefits card portraits of our members displayed at each ing retirees, over two-thirds of them are meeting, a reproduced 25-year-old faculty members of CCRFA. Almost all of our mem- doubles as a photo album, membership on the Cerritos bers have attended our spring and fall lun- ticket to all cam- College Foundation Board of Directors, and a cheon meetings at one time or another. Our pus sports eventscomplete CCRFA history file. Our latest luncheon meetings are socials which provide benefit, which will be announced at our spring 45 minutes of socializing before a 45-minute and theater luncheon, is free access through the college to business, meeting, and then more socializing productions.... the Internet and the World Wide Web. during lunch. We have tried presenting Besides securing benefits for our retirees, luncheon programs and entertainment, but our service and support are other goals. We support members prefer instead to visit with one another. FACCC and California Retired Teachers Association Between lunch courses, speakers provide information, lobbying efforts, the Cerritos College Foundation's activi- such as updates by the college president or the faculty ties, the college library's funding drive, and other projects. Senate president. At our last meeting, our speakers includedWe provide institutional history to Academic Senate and FACCC President Jane Ballinger and FACCC Past President college committees, and retirement information to faculty Erna Noble. members' considering retirement. Professor Emeritus Oscar Littleton founded our retired For their dues, members who do not attend a luncheon faculty association in 1982. Its purpose is "to promote the receive mailed packets containing the newsletter, the welfare of Cerritos Colleges'. Emeritus Faculty members, to Senate report, minutes, and other disseminated information. provide them with services and-social activities, and to What members seem to like most about our association handle matters arising from the retiree's relationship with is our goal to keep it informal and socially-oriented, while Cerritos College." at the same time providing additional benefits and services The association may be 'somewhat unusual among at a minimal cost. retiree associations in that, beside; keeping our membet- ship dues just $5 per year, our leaders try to obtainan Sherill Moses is president of Cerritos College Retired additional benefit or service to present to the members at Faculty Association, and is Professor Emeritus, Political the spring and fall luncheons..(Chances are., other retired' Science. He taught at Cerritos College for 26 years and retired five years ago. 30 After the FACCC taken by the 'To paraphrase Mark Twain, this is a a single note has been students, Content has written nothing work of fiction. Anyone attempting to on the board and there has notbeen find a motive will be prosecuted. one transparency projected on screen. Anyone attempting to find a plotwill be How are our visual learners supposed forced to sit in a straight-back chair "The Evolution" to get anything of value out of this and listen to someone lecture for three dubious musical exercise? Note: hours about group learning. By Michael Zilber Propose to curriculum committee that ANil Mann looked up grimly, music classes stop their bias toward stroked his stylish, yet moderate and neatly- the aural learner. trimmed white beard and shook his head. It was "7:51 p.m. After another interminable desecration, time for another evaluation of the newjazz instructor, Mal this time of "My Funny Valentine," the song Ialmost Content. A. Nil Mann had just returned from a secret danced to at my senior prom, Mr. Content isinterviewing consultation with Dean Clouseau aboutContent. Mr. Davis who rambles oninterminably about such obscuri- "Remember, Mann, this Mal Content has tobe stopped. ties as Charlie Parker, Duke Ellington, and JohnColtrane. He's taking students to concerts,playing them music, The jazz teacher'S strategy is naked before theworld now., bringing jazz groups into class they'relaughing, smiling. He will do anything to avoid teaching. Where arethe I believe they may be enjoyingthis." lecture notes? I am supposed to evaluate MalContent's The following is A. Nil Mann's evaluationof Mal teaching, not the music of Miles Davis. Note: Makepoint of Content's class: "7 p.m. Arrive at Mr. Mal Content's supplying Content with educational video cataloguewith class. Seven of the 52 student in thissection have not yet the ."Story;ofPixieland." Much more' appropriate to-play arrived, and yet Content recklessly startsthe class. Note: this Video, eSPecially for our .distance learners:- Give Content flex workshop handout on properattendance "8:05 After padding with another piece from the procedure. Five black men, I meanAfrn-Amer-I mean Miles Davis group, some tuneless dreck called"All Blues," African-American people of the male gender arestanding Content the prestidigitator pulls another rabbit outof his with Mr. Content at the front of this room.They are holding non-teaching hat opening the floor to questions from the musical instruments of various descriptions.Displaying :.:`itudents: What a flimsy ploy to avoid teaching.In'the 15. startling cultural insensitivity, Mr. Contentdoes not minutes before the break, MatContent calls, on only 17 of acknowledge their very strong cultural identity whenhe the 49 students present (and he stillhasn't called atten- addresses -them.-Note: Give Mal Content flexworkshop s. aanee)::This teacher clearly doesn't hive theskills to draw handout on code-switching in the classroom. out the shy, withdrawn students inthe class, and I think a "7:10 p.m. It is 10 minutes past the start of class and surprise 'mini-quiz would be in order at thispoint to test the Mr. Content is only now introducingthe musicians, whom students on what they have learned. Instead, MalContent he explains have been doing somethingcalled tuning for keeps kissing up to this Miles Davis, who, incidentally, the past five minutes. Note: How arethe students respon- Seems to be vocally challenged. sible for this `tuning" knowledge? Thepanic on the faces I leave the classroom a shaken Mann, of the abandoned and rudderless studentsare only barely steadfast in what I must do. The smiles, roars of laughter masked by their smiles. The band of interlopers is the Miles and applause'froni the students diSrupt a soberclassroom Davis Quintet, a group Mal Content tell us isconsidered the experience, and lhave noinformation from Mr. Content on most important jazz group of theday. Where is the support- how the students will be responsible for the suspectmusical ing documentation for this bald assertion? Are weto take i,,COncert they..haVe just endured. He:seems to be underthe Mr. Content's word for it? impression that his cheap entertainer's charisma is an "7:15 p.m. The Miles Davis group has launched into acceptable substitute for a tightly-scripted lecture.If we are a strange and bizarrerendition of "Bye Bye Blackbird" a to .start bringing music into our classroomsand having our CYO sock hops. These the song I remember fondly from my .students enjoying our courses we may as well just move obvious impostors are distorting the melodybeyond school to the night clubs and start charging fordrinks. I, for recognition, play a beat it is impossible to tap a toe to,let one, will stand flan here,with my finger in the anarchic along dance to. Note: How will the studentsbe tested on dike (Though in these sensitive times I sincerelywish that this? What methods will be used to measurethe outcome of there were another metaphor besides dike Icould employ. this class session? It is evident that anarchyreigns here. Oh well, there is always that flex workshopcoming up on "7:27 p.m. The song, if you can call it that, has 7 -expanding your vocabulary). Faithfullyreported, this 31st ended. I remember receiving a flex workshophandout on day of November, 1984, A: Nil Mann." the Stockholm Syndrome, and it isobvious that the students have fallen under the spell of the MilesDavis terrorists. Michael Zilber is a jazz/woodwind instructor at Los "7:38 p.m. Nearly forty minutes have passed and notMedanos College. FACCCTS February 1996 81 FACCCTOTUM MtM1110144[1111,01l, A CC CONFERENCE

Thursday, Feb. 22 to Draw from other's the lesson' that may profit.yOurself Saturday, Feb. 24 . Tetence in Sacramento I am still learning L Michelangelo The mind, is slow in unlearning what it has been long in learning. Realities and Challenges Seneca Facing the California The best mind-altering drug-is truth.: Lily. Tomlin- Community Colleges Words are.aformofaction,:eapahleo ,Influencing Call (916) 447-8555 change. Their articulationrepresentS a,complete, lived:Liperience. to register today

Never hating never resisting neVer,contesting:She is nmo 0 simply always learning:and:being. rig II` Lao=Tsit a m-0m n A good listener is not only popular everywhere but after 0 0 a while he knowssomething. Wilson Mizner Rule your mind or rule you 0 Horace 0 Never get so fascinated by the extraordinary that you forget the ordinary. Magdalen:Ilabb What a sense of superiority it' gives: one:to escape reading some book which everyone 'else is reading. -Alice JzirrieS' We grow in time to trust the future fOrpur answers. Ruth Benedict Fiction reveals truths that 'reality' obscurei. Jessamyn West. Learn the wisdom of compromise; for it is better to bend a little than break. Jane Wells

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Educators Bed & 10% Breakfast Network ki;-.04 50% Off Hotel Rates 2700+ members available. Private travel network for For All FACCC Members! educators. Save money and meet colleagues world-wide. magine saying a full 50% at over 2,100 terrific hotels! 1011How? Join Quest International. And now you can Only S27 a night enroll at tremendous savings! r A membership in Quest normally Official Quest Enrollment Form for two retails for $99.00. But through a name Box 5279Eugene, OR 97405 special agreement with Destinations, address info: 800/377-3480 Inc., (group distributors for Quest city, state zip International), you'll get in at a frac- daytime phone( fax: 541/686-5818 U.S. funds only - add $5.00 if ordering outside the U.S. Horne .//www -et net tion of the retail cost. Just $29.95! You'llfind locations from 1:3 $29.95 Quest Membership please add $2.95 S&H* total $32.90 virtually every major chain, including CI $39.90 Quest Membership (with separate spouse card) A FACCC Member Benefit Explained great condominiums and resorts. - please add :2.95 S&H* - total $42.85 You'll get a 100-page, full color The FACCC group Disability Income Protection plan is designed to offer spouse name FACCC members the opportunity to supplement SIRS disability hotel directory with all the details. *$2.95 shipping & handling fee covers all regular coverage. There is no enrollment waiting period you must simply meet Plus, 25%off hoteldining at mailing costs, induding your quarterly hotel directories the plan's eligibility requirements. participating restaurants! The plan is available to all actively-at-work FACCC members Here's my check(or)1:11Charge my: under age 60, and can be especially helpful to faculty members who have TRY QUEST ALL YEAR Visa M/C L:11 Am/Ex LI Discover not yet attained the five years of service necessary to become involved Risk Free! card # in the STRS disability program. Your satisfaction is guaranteed! All actively-at-work FACCC members under age 60 and who are exp signature not on full-time, active duty in the armed forces of any If you're not fully pleased with 1,1 II tills 1.I'111 international organization are eligible to apply. Actively-at-work means Quest you get your money back at FACCC/Quest Offer the member is performing all the regular duties of his occupation on a any sehiduringr the e r . P.O. Box 29078 Phoenix, AZ 85038-9078 full-time basis (at least 20 hours per week). ...or, call us TOLL-FREE with questions or to join Your coverage will be effective on the first day of the month hassles,noprob- or, fax thiSform to us at 1-800-208-6081 following approval Allianz Life Insurance Company of North America lems, just a prompt and full refund. As etn add bow fir. my rmnual Qum nuarboulop (ALLIANZ), provided the premium is paid and you are neither home nor nal alaomatirally maw mix Prrirrenlial Group Member Ratr! I understand that moredetails bonus Destinations, In, willbillmy or charge my man card account Idapending OR my hospital confined on that date. initial malted of payment). Durrinationn Inn. "ill gladly rotund my MI annual For complete details and an application, call FACCC at (916)447- Airline Certificates or to join call: membership fir la any dm/ during nn nandarthip, should I raps, it 8555, fax (916)4474726 ore-mail [email protected]. 1-800-782-9450 Access # 1978-341

100 BEST COPY AVAILABLE Inside FACCC

BOARD OFGOVERNORS Faculty of the Future page 10 EXECUTIVE BOARD We start out with a few statistics, then let your colleagues cover a wide range of faculty issues. What do actors and teachers have in PRESIDENT Jane Ballinger common? Find out about teaching as live performance. How did Pasadena City College Tech Prep save a journalism instructor's career? Our contributors also cover vocational education, sequestered college information, VICE PRESIDENT life as a new faculty member and successful teachers. Leslie Smith City College of San Francisco

TREASURER Thelma Epstein FACCC Conference page 16 DeAnzaCollege State Controller Kathleen Connell wowed a lunch audience with her plan RECORDING SECRETARY to link the colleges with emerging industries. State Senator Bill Lockyer Charles Donaldson elicited laughs with a satiric rumination on "If Politics Were A Garden." Santa Monica College Assemblymembers Jim Brulte and Phil Isenberg showed how old political

PAST PRESIDENT labels don't work anymore. And Assemblymembers Denise Ducheny and Ema Noble Brooks Firestone rapped with Executive Director Patrick McCallum. Chaffey College

AT-LARGE MEMBERS

Alina Aguilu Features Southwestern College Letters to the Editor 4 Boomers & Generation X: A Rebuttal 30 Winston Butler Los Angeles City College Remember part-time faculty 6 . Top Secret: The Public's Right to Know 32 Apathy strikes during election 7 Workforce Preparation Update 33 Trudy Bratten FastFACCCTS 8 Book Reviews/FACCC Book Service 36 GroSsmont College ,. , 1996 Faculty Awards 14 . After the FACCC , -.,39 Jimmy Dunivin DeAnzaCollege

Cy Gulassa W H A T ' SN E W / W H A T ' SN O T Foothill College "This is not a professor." A computer monitor? Certainly not. Faculty of the future will stillbehuman Joe Kuwabara beings. This year's conference theme. Realities and Challenges Facing the California Community Chabot College Colleges fits right in. What's it going to take for good teachers to meet their students' changing needs? Our contributors have an idea. in their exploration of issues facing faculty of the present and future. Mary Ann Newport We always welcome your comments. Please feel free to call, write, fax or e-mail. MiraCosta College .. COVER DESIGN: Katherine Martinez , . . :., Chaumonde Porterfield-Pyatt College of the Sequoias EDITORIAL PO-LICIES" 7 Margaret Quan Diablo Valley College FACCCTSis the journal of the Faculty Association of California Community Col- leges, Inc. (FACCC), a nonprofit professional association promoting unity and pro- . . EXECUTIVE Jacqueline Simon fessionalism among California Community Colleges faculty. FACCC also advocates on Frkiational Cultural Complex EDITOR behalf of faculty to encourage policymakers to provide adequate resources and appro- San DieiO.Community College Patrick McCallum priate laws and regulations to assure Californians broad access to quality community District college education.FACCCTSis published a minimum of four times during each aca- MANAGING demic year, offeringinfArmation, provocativc points of view about iilc Deborah Sweitzer EDITOR politics,philosophy, and practice of education. The primary purpose ofFACCC7Sis to Santa Rosa Junior College Katherine Martinez provide a fort= for faculty and the California Community Colleges "community." Opin- CONTRIBUTING ions expressed are those of the authors and do not necessarily represent those of Carrol Waymon FACCC, its Board of Governors, general membership, or staff.FACCCTSpublishes San Diego Mesa College EDITORS letters to the editor, commentaries, and other Contributions on a space-available basis. Bona Dillon FACCC7Sreserves the right to condense and/or edit all text as deemed necessary. For Evelyn "Sam" Weiss Cy Gulassa a copy of current writers guidelines, please call the FACCC office at (916)447-8555, e- Golden West College John McFarland mail [email protected] or write to: Katherine Martinez,FACCCTSManaging Editor, Gary Morgan FACCC, 926 J Street, Suite 211, Sacramento, CA 95814. Visit our Web site at http:// LoisYamakoshi www.faccc.org Los Medanos College Deborah Sweitzer 101 BEST COPY AVAILABLE Letters

social history and contemporary political life. Grand mouse has roar and bite Most college instructors, especially the males, are not Not long ago, a California Teachers Association Boomers; nor do the Boomers control the media, have the publication headline labeled FACCC as "the mouse that most money, power, etc. As usual, the Silent Generation has roared." The title was meant to be disparaging, but actually, been overlooked, but of course that is a characteristic of to those'who know the story of that roaring mouse, it was that generational cohort. Born between 1927 and 1945, plus remarkably apt and complimentary. or minus, the very small Silent Generation are now about 51 The Mouse That Roared isa 1955 novel by Leonard to 69 years of age, with the mid point being about 1934 and Wibberley that became a popular movie. The "mouse" is the 62 years of age. Except for the digital industry, and the tiny Duchy of Grand Fenwick, driven to war with the United White House, though the Clinton crowd acts more like States because California vintners claim to produce Pinot Silents than they do Boomers, Silents are everywhere else Grand Fenwick, the wine that is the little nation's only in power. Try Alan Greenspan and all the rest under him. profit-miking export. After 1999, to be sure, the exit of the Silents from the Fenwick rents a boat to carry an expeditionary force of American economy will become a torrent. It will then be up its soldiers to the U.S. where they promptly capture a U.S. to the Boomers and Gen Xers to try and rebuild, restore and general, a nuclear scientist and his deadly Q-bomb and clean up an America trashed and mortgaged by the GIs and assorted New York policemen. With the Q-bomb in Silents for their (in general) narrow and greedy self inter- Fenwickian hands, the U.S. surrenders. est. But the story doesn't end there. The courageous Fenwickians prove to be sagacious negotiators and force Chuck Jorgensen, Publisher and Editor of Millennial Files both the U.S. and the U.S.S.R. to dismantle their atomic http://www.mmmfiles.com weapons and agree to coexist peaceably. Fenwick unites all Los Angeles Valley College the little nations so no one can use the Q-bomb for tyranny. via the Internet When you consider FACCC's accomplishments for Editor's note: For a rebuttal to Lee's essay, see page 30. community college faculty, the parallels with fictional Grand Fenwick become too obvious but apparently not Transfers should meet guidelines obvious to the not-too-well-read. FACCC is a professional association that works for all From a letter to John McFarland, re: "Abandoned Vision," community college faculty, whether their bargaining agent Nov/Dec 1995. is the CTA, AFT, AAUP, or a local independent union. I read your article with eager interest... While Compared to giant unions, FACCC is small, but its accom- California's community colleges are different from City plishments have been great and have benefitted all. It College of New York, they share some things in common. complements the bargaining agents; it doesn't compete withBoth have an open admission policy. The policy served them. both types of institutions well when most students who So why is the staff of the California Teachers Associa- came were fairly well prepared to do what was asked of tion, a former professional association turned giant union, them. Beginning around 1970 academic performance went so irritated by FACCC taking credit for the things it has into a steep decline. It leveled off during the 80s, but has done? Perhaps it is because the "mouse" has more than a never recovered. roar. It has bite. And, as a result, the community college ...Far too many of our community college students faculty voice has not been muffled when Sacramento today are attempting courses for which they are inad- discusses educational funding. equately prepared. The courses wind up serving as their Courage, intelligence, and demonstrated trustworthi- own prerequisites. This has two effects. 1) Our vaunted ness allowed the tiny Duchy of Grand Fenwick to play a "open door" policy becomes in effect, a revolving door. major role in world affairs in The Mouse That Roared, and Despite AB 1725 and umpteen student service programs, the same qualities have worked well for FACCC in the real failure is built in to our system. 2) It is hard to create a politics of California. college experience in an environment where half or more of the students are in serious trouble. Explanations take longer Charles Donaldson with less effect. Students are less responsive; there is less English/journalism instructor give and take; they are less able to be of help to each other. Santa Monica College FACCCTS welcomes letters via regular mail, fax (916) Silent generation often ignored 447-0726 or e-mail (faccc®aol.com). Please keep letters Michael Lee's discussion of Gen X (February 1996) is brief and include your name, address, and daytime phone all too typical of those who are slowly discovering the number for verification. FACCCTS reserves the right to importance of generational configuration in American edit letters for length and clarity. 4 FACCCTS May 1996 Letters

Education isn't just teaching; students also contribute a lot. Mr. Holland's musical composition played so beauti- By now you may have discerned that I am in partial fully. During my lifetime I, too, have written a composition agreement with Traub. CCNY may be no place for poorly in the field of business administration. As I sat watching the prepared people. I am-not prepared to make such a blanket story unfold, I cried as I reflected on my past 16 years as a statement about our community colleges. They are com- professor at El Camino College. What I do is important! prised of many types of programs and populations. But I am Joseph Addison, the English essayist said, "What sculpture prepared to make such a statement about our college is to a block of marble, education is to a human soul." transfer curriculum (or at least a considerable part of it). So Educators do make a difference and in ways that many of my colleagues have severely curtailed or, elimi- cannot be easily measured. Just today, I received a call nated written components in their courses rather than face from a Los Angeles police officer who was a student of another pile of illiterate and/or unfathomable "essays." mine 10 years ago. He wants me to investigate his mother's Requiring that people demonstrate literacy and lan- legal case. What an honor to have students of a decade ago guage competency (perhaps something like an old Subject calling me for legal consultation, or just to say hello. That A exam) may seem harsh at first. But I suspect once student showed me such immense respect by his call... word gets out, it would do more than a whole educational Currently, administrators wield the strength and the conference's worth of proposed reforms to move the high economic omnipotence to feather their own mini-empire schools to shape up. As it stands, a student can get through building. Administrative salaries continue to pull far ahead high school without doing "diddley squat." And why shouldof faculty. Teaching without support of the public is like they do more, they're still going to get to go to [commu- going skiing without snow. So, too, is the expenditure of nity] college. What if we said, "you can still get through your tax dollars outside the class by administrative fiat. high school without doing diddley squat, but then you I propose that we collectively develop a ballot measure don't get to go to college, at least not the transferable part." that will enforce the investment of two-thirds to three- Word travels fast. Some people might start running a fourths of all instruction dollars for upgrading teachers' little more scared a little earlier and not waste so many salaries and classroom supplies. If you want educational years of their lives, so much of their fellow student's time, reform, it will only' happen by redistributing the dollars out and so many tax dollars. of the pockets of administrators and into classrooms...As Robert Peirce Mr. Holland's Opus reveals, faculty bequeath a legacy that Associate Professor of Life Sciences can bestow a profound wealth to people's lives...it's your Pasadena City College choice: Change the law, or continue to get less.than you deserve! Mr. Fletcher's Opus Burton Fletcher Mr. Holland's Opus, what a movie. Richard Dreyfuss' Attorney/Professor, Business Administration performance, like that of Mr. Holland, was magnificent. El Camino College

ill FACCC Pleaseenroll meas a memberof FACCC FACCCTS Faculty Association of California Community Colleges, Inc.Name (First) (Middle) (Last) 926 J Street, Suite 211 Sacramento; CA 95814 Fax (916) 447-0726 Home Address City, State Zip Code Annual Dues Full-time faculty ($120.00) Home Phone Office Phone Part-time faculty ($36.00) 1 do not want $12/year to go to College Department FACCC's PAC (Full-time annual dues remain $120.00.) Signature Note: 80% of your FACCC Social Security No. membership dues are tax- deductible. Payroll Deduction Authorization: Method of Payment: To Community College District: Payroll Deduction You are hereby authorized to deduct from each of my reg u la rsalary wa rrants the amount below for professional organization dues and transmit these Cash (Check enclosed) deductions to the FacultyAssociation of California Community Colleges, Inc., withoutfurtherliabilityto the above named district This authorization shall remain in effect until modified or revoked in writing by me or the Faculty Association of California Community Colleges, Inc., oru n til such time as it is 1:1 Credit Card (MCNISA)transferred to STRS. $10.00/month (12-pay) $12.00/month (10-pay) $ 3.60/month (part-time) FACCCTS M-a-y 1996 5 BEST COPY AVAILABLE A Matter of FACCC

Challenge to full-time for some recognition of those who often are invisible to us and the institution. faculty: remember I started my career teaching part-time, as part-timers' life many of us did. I received only my paycheck and a classroom assignment. I survived much We, the faculty of the California of the time by trial and error, often feeling Community Colleges, deliver wrapped in stupidity because I couldn't quality instruction to meet our answer my students' simplest questions developed standards. about the school and other programs. I was In spite of the fact that we teach one looking across to a rather comfortable more class per instructor than in other environment while my side was barren. And I states. was part-time at only one school. Think of In spite of the fact that we have a compounding the denial of community and higher student to teacher ratio than in other support for the freeway flyer popping in and states. JANE HALLINGERout of several colleges. In spite of the fact that California has So what are we going to do about our experienced a profound demographic shift through more brethren? The issue is not what we intend to do, but what than two decades of immigration to the state. are we now doing. Last fall, the Council of Faculty Organi- Our job often goes beyond the classroom into trans- zations (representatives of the three unions, the Senate, and forming lives, and we perform with' modest state support forFACCC) dedicated this year to exploring part-time faculty our programs and a limited economic future for ourselves. issues. To us, it was important to develop a document of Are we proud of our accomplishments? I would say respect and professionalism for all faculty and faculty that we certainly are. And we should be. Whoever coined needs. The document is now in the process of being the phrase "more for less" has identified the challenge to endorsed by all the COFO groups. Then we hope that this our colleges and us as faculty. credo will incite institutions to bridge the support gap However, there is a faculty issue that puts "more for between full- and part-time faculty. When you, read our less" in a negative light rather than the glow of accomplish- statement (on page 28) remember that it is based upon two ment. The issue is the real exploitation and ignoring of our premises: All faculty are professionals and should be part-time colleagues. I know the first answer to my charge treated equally, and students are the center of the teaching might be "That's not a faculty problem, it's a union and institution and deserve a teacher who has the resources to administration issue." In many give them full service. respects it is, but in many other Everything in the ways part-time faculty can We hope that this [COFO statement written by full- and benefit from some attention and part-time faculty is really cooperative efforts from the faculty equity] credo will self-evident. Equity benefits discipline departments and all. Equity produces a individual full-time faculty incite institutions to bridge stronger learning environ- members. ment. Equity engenders Ask yourself, "How many the support gap between respect. However, the times have I gone out of my way concept of equity can't be a to speak with a part-time person full- and part-time faculty. grid placed upon faculty by a in my department? Have I few; it has to be affirmed mentored a part-timer or sug- through revising full-time gested formal departmental faculty's attitudes so that mentoring for them? Do I know if my school or depanment they willingly support the aims presented in the COFO has orientation programs for part-timers? Do part-timers at statement. my school have keys to the office or classrooms, do they If you were a part-timer once, remember what it was have duplication privileges? Do they have a desk in some like. Would you want to return to such a tentative exist- corner where they can work and see students? Do part- ence? If not, then join the movement of full- and part-time timers get any pay to hold an office time with students? Do faculty working together for an institutional climate of they get any pay to attend meetings or prepare classes?' Do respect for professiOnalism. This will assuredly benefit our part-timers have access to staff development funds? Some students as well as all of us. of you may have been able to answer yes to a nUmber'of theJane Hallinger teaches English at Pasadena City questions above. I would congratulate you and your school'College and is president of FACCC. ir 6 FACCCTS May 1996 104 View From the Front

We can't just expect the few to carry the Say you want ball for the rest. Your membership in FACCC is helpful and important. But you must a revolution devote time to political campaigns to. ensure If Byron Sher had lost his election for the the success of our profession.Howcan we 22nd Senate District, the Senate would combat this lackofactivism? I don't know have been within one voteofpassing all the solutions but I know some, massive tax cuts that would have taken a We need belief in the valueofour tremendous amount of money away from the profession. community colleges ($600 million). We need belief in our efforts to pro- Sher did not lose because of a well- mote our profession. coordinated campaign, hundreds of volun- teers, and lotsofmoney raised from various We need a strong faculty organization. sources, including FACCC. We need an organization with active Our other pro-education friends won PATRICK McCALLUMmembers who express opinions, write letters their elections, including John Vasconcel- to legislators, help educate the public on los, author of college reform bill AB1725, community college issues, work on cam- who has done more for community colleges than any other paigns and contribute to the PAC. state legislator in the last 10 years; and Teresa Hughes, With that, it's time to focus on the big issues facing former chair of the higher education committee, who community colleges that you can help influence: carried many of the part-time faculty bills. 1. Tax cut bills. Every dollar of a tax cut takes seven While Thelma Epstein of De Anza College, Jane cents from the CCC budget. Senator Lucy Killea is the chair Hallinger of Pasadena College, Lois Yamakoshi of Los of the senate revenue and tax committee. We will be work- Medanos College and others were incredibly helpful in this ing with her to stop the$27billon tax cut legislation that last election, the fact is there was a dead silence from many has come over from the Assembly. faculty members throughout the state when the campaigns 2.Workforce education. Our Washington, D.C. lobbying rolled in. firm, Davis O'Connell, is already working hard. We have For those of us in Sacramento, it's puzzling. Whydo drawn up amendments to congressional bills and are faculty continue to be uninvolved when their fate is starting a letter writing campaign to state congressional completely determined by what happens here in the representatives to lobby for fewer cuts and more control by capital? community college educators over block grants. My hunch is it's a question of belief andresults. We 3. State budget increases. Assuming we defeat the tax have lost our belief in the political process cuts we could have up to$145million nationwide. Belief in that what we contrib- Why do faculty extra, depending on our negotiations with ute will have results. The real issue is not K-12on the Prop 98 split. FACCC is apathy but a loss of belief in our ability to continue to be pushing to use more funds for instruc- make a difference for our students, our tional replacement/library replacement/ community and our state. Belief that what apathetic when program improvement funds which can be we support will contribute to quality their fate is used to hire more full-time faculty, provide education. an increase in the staff development funds AB1725never would have existed if completely and put aside more money for growth and lots of faculty hadn't believed they could equalization. make a difference. This bill was put into determined by 4.Common course numbering, place by faculty members who designed it what happens calendar reforms and technology use. and who lobbied for it for three years. This is our system. We have to start We came within a few votes of losing here in the with our personal commitment to retrieve Byron Sher's race, Whn knnws?_ Depending it. Faculty members must believe in our on the results of the November election, we capital? profession and our abilities to improve the could come within a few votes of losing system. This fall, we don't want to lose the progress on full-time part-time faculty ratios, shared gains we've worked hard to achieve. We don't want educa- governance, adequate money for the community colleges, tion to lose because of one race. the future of technology, educational reform. Our salaries, Please e-mail me at [email protected] if you have any our commitment to public education. Certainly this is worth suggestions about how we can address faculty involvement. 10 hours of your time to write letters and become involved Patrick McCallum is FACCC's executive director. in some campaigns. Ili_ FACCCTS May 1996 7 105 Fast FACCCTS

CCCs may receive $145 million When combined with current be eligible for discount rates if they more for 1996-97 budget expenditures of $6.8 million, the total are part of a consortium, Davis If the proposed tax cuts don't pass annual cost to bring CC library O'Connell said. So it's important that the state legislature, the community collections to minimum national the colleges forge partnerships with colleges have a good chance of standards is about $41.9 million. schools, the firm said. receiving extra money for 17 different End of BA fee brings back some CCC releases status on students priorities. It's still too early to determine The CCC Board of Governors These include: instructional how the end of the $50 BA fee has adopted a policy on student equity in equipment, $10 million; staff develop- affected enrollments, Chancellor's September 1992, and called for each ment, $2 million (for a total of $9 Office research and analysis director district to adopt a plan and submit it million, the first increase since 1989; Chuck McIntyre told the Community by July 1, 1993. The implementation when FACCC created staff develop- College League of California's was postponed through January 1993 ment); cost-of-living-adjustment and newsletter The News. for review by the department. growth, $8 million; student govern- San Jose City College and Yuba The board recommended a set of ment support, $182,000. College, for example, sent letters to student equity indicators to assist Full funding of growth formula, former students who dropped out after districts in identifying equity issues: $23.8 million; partial catch up mainte- the BA fee was introduced. San Jose Access: The percentage that each nance and operations, $10 million; reports a headcount increase of 5 group is enrolled compared to its partial catch-up facilities FTES percent. Yuba reports a 10 percent representation in the adult populations growth, $23 million; centers $7 increase in headcount, although the within the community served. million; equalization, $7.7 million; turnout of BA degree holders has been Course Completion: Ratio of the program improvement, $20 million; disappointing, according to The News. number of credit courses actually accountability, $1 million. A survey of other colleges found that completed by the end of the term Deferred maintenance, $5 million; some enrollments are up, while others compared to the number of courses technology, $10 million; Educational are even or slightly down from a year enrolled on the census day of the term. Opportunity Program Services, $10.7 ago. McIntyre said a lot of districts ESL and Basic Skills Completion: million; health services fee waiver don't have money to advertise the Ratio of those who complete a degree- backfill, $6.4 million; consultation change or add classes. applicable course after having com- support, $300,000; and part-time pleted the final ESL or basic skills faculty health insurance, $800,000. Fall 1996 growth predicted course. The Chancellor's Office said it is Degree and Certificate Comple- Research counts library deficits possible enrollment will increase as The California Research Bureau of tion: Ratio of receipt of degree or much as five percent this fall from certificate to the number of students the California State Library said in a 1995. Fall 1995 enrollment dropped report on library acquisition needs that with the same informed matriculation 0.8 percent from the previous year, goal. in 1993-94, about 87 percent of down 1.34 million students. McIntyre reporting campuses showed net Transfer Rate: Ratio of those who told The News that he attributes the earn six or more transferable units collection deficits totaling over $150 lack of funding for growth in the million, with an average deficiency of during the first college year and who 1995-96 budget, and an improving also stated at entry their intent to about $1.6 million per college. economy that drew students out of Using California Postsecondary transfer, to those who transfer after school and into the workforce. Com- one or more (up to eight) years. Education Commission enrollment munity college enrollment in the projections, libraries would need $120 1990s peaked in 1991., Hayward Awards announced million in new materials to meet The 1996 Hayward Awards for enrollment growth. This translates into Telecom Act affects distance ed Excellence in Education were pre- a $10 million annual statewide cost for FACCC's lobbyist in Washington, sented to four community college the I2--year projection perio,d. D.C. tells us that the Telecommunica-. instructors at the March 14 CCC Board Deficiencies in current CC library tions Act of 1996, which President Bill of Governors meeting. collections, 1993-94: Cost to eliminateClinton signed Feb. 8, includes The winners were Fred Fate (Los statewide collection deficit is $129 specific provisions that affect commu- Angeles City College), Jay Manley million. -- 92 percent of campuses nity colleges. (Foothill College), David W. Megill have a deficit in volumes, 93 percent Higher education institutions in (MiraCosta College), and Paul Meyers in periodicals, 52 percent in video/ providing distance learning to elemen- (Cerro Coso Community College). film. tary and secondary schools appear to College Academic Senates nominated 8 F A C C C T S May1 9 9 6 106 Fast FACCCTS them and a panel of the statewide trend, births to unmarried teens ages and how to spreading it to colleagues Academic Senate chose the recipients. 15-19 in the state increased from 31.1 and the community, and on shared Each winner receives $1,250 cash per 1,000 females in 1985 to 50.8 per governance/AB 1725. through a $10,000 grant established 1,000 females in 1990. 4) COFO Faculty Equity State- by Wells Fargo Bank to recognize and Ninety-four percent of the parents ment. That FACCC support the . promote instructional excellence in on AFDC are 20 years or older; the completion and adoption of a faculty the state's community colleges. average age is 29. equity statement based on the draft Fate is chair and director of the COFO Faculty Equity statement and Theatre Arts Department and Academy NEA surveys state legislators distribute it to all FACCC members. at Los Angeles City College, and his The National Education Associa- 5). Affirmative Action. FACCC productions have won numerous tion says more people are agreeing reaffirms its, strong support of_affirrnaT awards. Manley, professor and chair ofthat providing high quality, college tive action programs and will'Work to the Foothill College's drama depart - education will require a restructuring publicly oppose the California'Civil, ment, founded the Foothill Music of higher education's organization. Rights Initiative by educating.and Theatre. The association' report contains organizing the community college Megill is a Mira Costa College perspectives of leading state lawmak- faculty, staff, students, and the..com- music instructor who uses computer ers, not that of staff or other officials. munity about affirmative action myths.. programming to enhance instruction. The report drew information from . 6), Student Leadership. That He developed a computer program thattelephone interviews from February FACCC ilipport'creation of a Sacra- allows users to study topics ranging 1995 through August 1995 with 58 mento office for community college from faculty biographies to the honors. house and senate education committee,,student leadership that includes staff: program-, and designed software that chairs in 49'states. Some questions ind adequate, stable financial re- teaches students how to use program- were "The legislature will take action _sources. , ming concepts to compose mimic. And over the next three to five years to..." _7) Health Services. That FACCC Meyers, who teaches ceramics, charge non-resident students higher support extra money for backfilling sculpture and design, organizes _tuition, 73 percent of legislators -health service fees that have been workshops led by internationally agreed; charge resident student higher waived for financial aid students. renown potters, and high school art tuition, 73 percent agreed; link to workshops. statewide priorities, 52 percent agreed;Virtual university planned link to institutional or student perfor- The Western Association of State budgei facts announced. mance, 44 percent agreed. -Governors. approved a "virtual According to the California State university". resolution at its December. Budget'ProjeCt, California ranks: 23rd State council approves motions meeting' in Las Vegas, said the AssOci- in the nation in-state and local tax The following are motions ated Press. revenue per $1,000 income; 29th approved by the FACCC state faculty The program is for use by the 18 among 'states in terms of property tax council at the annual conference: states and three territories of the WAG. per $1,000. personal income; 50th 1) Student Leadership Workshops. The on-lirie learning system- will Make among the states in the iiiiMber Of stateThat the FACCC Board of Governors resources from colleges throughout government workers Pei COrisideratioii .Work- -the-West available to citizens,regaid. residents; 15th in individual Meanie shops for student leaders, trustees, etc. less of state barriers. tax per $1,000.personal.income: so that they can becoine more effec- Linder the plan, people will be - -AFDC and food stamp beriefiti in 'tive partiCipants in shared governance. able to receive certificateS that ,. , . 1994 brought California familieito 2) FACCC LoCal Budget Work- can present to eMplOyers, without just 79.6 percent of the federal poverty shop. That the FACCC Board of having to cerniiiete the traditional tWo- ...... ,.. level. In 1994-.95, the AFDC caseload Governors give priority to developing or four-year programs.. grew by 2.5, percent as compared to an intensive workshops on budget CoMmunitY colleges are expeCted 1.5 percent increase in the state's analysis designed for faculty and staff to be the first ones to participate in the population. In 1995-96,the number of whn sit oncampus budget fievetnp- virtual university within one year, and AFDC recipients is expected 'to declinement groups. Such a workshop should others will join later, Colorado gover- by 1.6 percent. Spending for AFDC explain the basics of state and local nor Roy Romer told the AP. declined by $192 million,.of 6.8 finance, accounting procedures, 311 ,:Students;vill go to a central percent from 1994-95 to 1995-96. forms, fisCal data abstracts, etc. location in each state to receive their , Births to unmarried teens have 3) That the FACCC Board will plan . . certificates aftercompleting,virtual increased dramatically in California two one -day workshops on determing university classes. since 1985. Outpacing.a national a unifed community college message FACCCTS May 1996 9 107 BEST COPYAVAILABLE Lessons from the Classroom The following responses are from a recent FACCC e-mail poll asking "What do faculty members need to face the future?" and "What's your most memorable moment in teaching?" t's not likely community college instructors of the believe that what faculty need to meet future will be replaced by computers or robots. the future remains the same as always: Students need human contact. Faculty members make the portals of job security and professional develop- education more accessible. They encourage. They inspire. They help ment opportunities.Job securitymade students believe in themselves that they can accomplish goals they once possible by tenure and a strong union thought impossible. localis essential if faculty members are The students are up against many obstacles. So are the faculty. to remain outspoken in defense of Who are you? And what major issues will you face? We've outlined a academic quality and in opposition to few statistics from the most recent data, and a few general issues to help unethical or even legally questionable frame the accompanying articles and give you a better idea of what faculty practices by administrators or even members will contend with in the next 10 to 15 years. boards of trustees. The ability to speak one's conscience, and loudly, can only The IF(=ayBallentiity take place in an atmosphere where fear of More men are faculty members. Full-time faculty members at the reprisal and retribution are minimized. state's community colleges are 42.7 percent women. The average full- "Professional development opportu- time faculty member is 49 years old; the number increased during the nities are essential in order to keep 1980s, but has stabilized because replacements are younger, according current in one's field; to see how things to the Chancellor's Office Report on Staffing and Salaries, Fall 1993. are done elsewhere; and to obtain a sense Asian/Pacific Islanders make up 4.9 percent of the faculty, which is of reassurance that one's problems and also 6 percent Black, and 8 percent Hispanic. one's approach to problems are really not "Although much more progress is needed, gains have been that different from campus to campus. made toward increasing gender and ethnic diver- Given the rapid pace of technological sity of full-time faculty," the April 1995 change and the use of technology as a Chancellor's Office report, The Effectiveness of learning and information retrieval tool, California Community Colleges on Selected professional development opportunities Performance Measures said, and significant are also essential if we are to keep up with gains in gender and ethnic diversity, except for our colleaguesand even many of our Hispanics, occurred among counselors, librar- students!" Saul Panski, Librarian, ians and nurses between fall 1990 and fall 1993. Compton College Figures from a 1992 fact sheet said "minority hiringin the past two years accounted for nearly one in four new r, ghat do faculty need to face the hires" and that "one-half of all newly-hired full-time faculty in the past

Ear 5/ future? Respect from society and three years were women." fair compensation based on that respect. California community college faculty were paid an average salary Never mind the plight of part-timers. All of $50,546 in fall 1993, an amount (adjusted for inflation) that is about teachers need respect. None of us are $5,000 below what was paid faculty in the 1970s. highly valued by society, and it shows in What about the part-time faculty? According to the Chancellor's our salaries. Our function is not under- Office, of the 47,000 faculty members in fall 1991, 30,100 were part- stood, our role as a shaper of humanity is time and 16,900 were full-time. The number of faculty had grown by not valued. We are "those who can't." We 11,000 (18 percent) since 1984. The colleges hired 1,000 new full-time are dispensahlc 'ay technology, by f',iilty with An 1725 funding in 1989 and 1990. The fall 1993 figures distance learning, by a "student-centered" showed 26,727 part-timers, with a mean age of 45. focus. We are little more than talking National statistics show that community colleges employ more than textbooks, or computer software. We are 100,000 full-time faculty and about 190,000 part-time faculty, accord- often considered in the way of what ing to The Community College Story: A Tale of American Innovation, by students want to do. It is true that students : George B. Vaughan, for the American Association of Community Colleges. Ninety percent of faculty members are white, most have a Please see Lessons, page 34 .P g--.741.-{cri.-Tronf 10 103 u

master's degree, and an increasing number (16 percent) Just one example is the National Science Foundation funded project that's testing CD-ROM modules with print have doctorate degrees. "Many part-time faculty bring specialties to the college materials to teach math. Five consortia of community that may not be available among full-time faculty," includ- colleges and businesses, one of which includes Modesto ing bringing practical experience to the classroom, Junior College in California for example, have 'created Vaughan said. "...Faculty, whether full-time or part-time, aretechnology-based teaching /learning modulei to teach communica- the heart of the institution." course content in math, science, and tion and apply it to real-world Situatiobs,:accord- ing to the article "Proving,a Concept," by The Road Ahead It's no surprise people are more interested Arnold Packer and Elizabeth Mathias in. the these days in following a course of studies that Oct/Nov 1995 CommUnity College JoUrnal. will help train them for specific jobs, rather With'iniovatie *grams like these, than merely work toward earning a degree. "faculty will 'learn how to teach with eleCtionic Newspapers have deluged readers with articles delivery systems, not to teach the same thing a about out-of-work college graduates in the past different way, but, to teach' 'different things in-' better ways," the authors said. Different things means several years. "Coupled with the movement toward individualized helping faculty connect theory and application. Faculty will learning through electronic media will likely be a declininglearn to work in cross-disciplinary teams...technology emphasis on degrees and diplomas by business and indus- should provide teachers with time for coaching students' try," Vaughan said in The Community College Story, in about problematic content rather than attempting a com- which he discussed the movement toward lifelong learning. mon-denominator approach to instruction." State Controller Kathleen Connell has jumped into this Rich Gross in "Defining the new mandate for Distance concept with full force. She outlined herplan at the Febru- Learning in the 21st Century" (Oct/Nov 1995 CC Journal), . ary FACCC Conference to forgepartnerships between said. "The tools used by today'S digtance learning pro-grams community colleges and the fastest growing industries in will become a part of the accepted methodology of -all California (see story, page 21). These five emerging fields future instruction." n emerging philosophy is that of George R. Boggs, are high tech communications,biomedical sciences, the interactive media component of the entertainment industry, superintendent/president of Palomar College, who international trade, and fashion design. has written extensively on his idea of "the learning That takes care of some of the new subjects faculty will paradigm," in which colleges are responsible for student teach. What about new teaching techniques? Distance learning, not just providing courses. What counts is not education technology is one approach that mayaffect hi)* much the entering' students' iloW, -but how much they teaching techniques. have learned at the community colleges. "Under the instruction paradigm, faculty are primarily lecturers. 'Students.* often competitive and individualis- tic. Faculty members carry. out their functions indepen- Teaching as Live Performance, p. 12 dently of one another," Boggs said in the Dec 1995/Jan Possible Lives, p. 23 1996 CC Journal. "Teachers classify, sort, and grade How Tech Prep Saved My Career, p. 26 students. In contrast, under the learning paradigm, faculty COFO argues for faculty equity, p. 28 are primarily designers of learning methods and environ- Fr--4^m .4 I rfftrMatiftn AIP ert!ta, p. ments. Vocational education proposals storm "They are managers, promoters, and facilitators of Washington, D.C., p. 33 student learning in much the same way a coach facilitates New faculty member calls for the very best performance of an athlete. They and their reevaluating responsibilities, p.. 39 students work in teams with each other 'and with other college staff. The teacher's job is to develop every student's competencies and talents." ir FACCCTS May 1996 11. PERFORMANCE ART

TEACHING AS LIVEPERFORMANCE

BY ROBERT E. D OUP

The obvious difference between going toa play and going to of teaching, but now, out of sympathy for the movies is a play has live my actors doing an original perfor- class as an audience, I have becomeaware of mance, while the movies are a display ofan exquisitely their predicament. In the crafted product. process, I have also become more aware of myselfas a live per- Live actors are sensitive human beingswhose performance is former who does less well when the affected by the audience before them. audience If a film audience is restlessor is unreceptive. The subliminal effect of unresponsive, it doesn't affect the performersor the cinematography careless comings and goings makes in the least. It might be me respect a matter of courtesy not to disturb others ina my audience less, what I do less, and become film audience, but the actorsare not going to be distracted or demor- alized. more helplessly tolerant of my own less-than- dazzling performances. Teaching about the aesthetics of a film in a humanities class Student courtesy is like theater recently, I became more sensitive courtesy. If to the flow of people in and out of actors in live theater were treated like func- the classroom. Many students come in late, even habitually, and tionaries delivering entertainment like many others leave early. I had become desensitized a to this over years commodity in a commercial transaction,there

"WHAT KEEPS A GOODPOET OR TEACHER GOING MUST. BE THESAME THING THAT KEEPS A GOOD ACTORGOING. A CERTAIN TENSION IN THE AUDIENCE,A CERTAIN SENSE' OF EXPECTATION,A CERTAIN LAUGH AT A SUBTLE LINE, A GASP, A RESPONSE THAT TELLS YOU THEY GET WHAT YOU ARE SAYING OR BEST COPY AVAILABLE LIKE WHAT THEY ARE GETTING."

1o would be no theater. At some level, theater has an infra- participation in good teaching is also essential structure that makes it a business. But if the actorsdid their Student-centered learning is not compromised here. jobs like most businesses, they wouldn't be actors for very Just as an actor is centered on the audience and on every long. Their art demands a quality of giving which isintense subtlety of its response, teaching centers itself on the and spellbinding. As I realize this through my teaching, I students and on learning. Students need to learn how to be a am more challenged as a teacher.When I respect acting-as- class, that is, how to be an audience, if teaching is to ," performance more, I respect myself more as a teacher. improve. Good teaching is and always has been student- I find that almost all my students see a home videoin centered, meaning it is evocative of the participation of the the course of a week, but that most by far have never seen a student, in the way that a good "house" is responsive to the be live theater performance. I teach that we see the world actors. Student-centered techniques of teaching must not through the eyes of the arts that have taught us to see. The evasions of the teacher's role and responsibility. Participa- television set, the VCR, and the remotes by which we tion must be evoked and directed. control them shape the aesthetic experience of our students The future of teaching is going to involve more tech- It's not rude to eat, to talk, to yawn in your home infront of nology and more electronics. The technocrats on 'my beef stock" experi- your own TV, but a classroom, asunentertaining as it is at campus would like to catch my "can of and teachers. The times, is live performance. The student contributes tothe ence on tape to show it to other students trouble is that I'm not sure I could replicate that classroom sense of expectation, excitementand enthrallment. Know- ing how to be part of an audience is part of a liberal experience if I had to. While we try to give the technocrats what they want, because media have a big role in the future education. The happy side of this story is that some studentsbring of education, we must also aim at fostering those occasions out of me a quality of teaching that Imight not otherwise when "can of beef stock" experiences really help good deliver. Not too long ago, I was teaching Plato teaching explode before student audiences. While we develop a in a philosophy class, making my little jokes new film aesthetic as a and bringing out certain nuances of Plato's ducation in- model for electronic writing. A certain student sitting right under education, we must also my nose, seemed wowed byeverything I was Evolves more than saying. When I started out, I was opening a can nurture the live perfor- mance aesthetic to give us of beef stock I had opened many times over the dispensing informa- what will be worth putting years. By the middle of thatclass, I was rethink- ing all the material on my feet and out loud tion; it means foster- on film. Education involves more than dispensing before the class. I was alive again. Plato was information; it means alive again. And the students were getting their ing the participation fostering the participation tuition's worth in live education. that gives the infor- Great poets need great audiences, some- that gives the information life. The aesthetics of live body said. That's because poets, too, are in mation life. performance is what some sense performers. Whatkeeps a good poet explains good teaching. or teacher going must be the samething that keeps a good actor going. A certain tension in Even after watching an the audience, a certain sense of expectation, a certain laughinstructional video as future students will do more and with flesh-and- at a subtle line, a gasp, a response that tells youthey get more, there must be classroom follow up what you are saying or like what they are getting. Whenthisblood teachers, and the opportunity to create the spell spun happens, the whole audience benefits. The ticket stubs in by a real live educational experience. your pocket are worth more whenyou're part of an audi- What about the undisciplined, the underprepared or ence that is absorbed in theperformance. immature student, the one who needs more structure or It is the involvement of teachers in their role that motivation, the one for whom relationship with a teacher inspires the involvement of students in their role. Participa- would make a difference? These are certainly more the tion is a contagion that ignites a group when a performance norm than the variant these days. All of ourclasses are, in ....fill. The performance 1-;m1L-s th' park;,-;p.th,n part; remedial. Have we ever seen a live performance where and the participation keeps the flame alive. It is a Magical the show stops and the actors remonstrate with the audi- fire, or spell that is cast, and it requires the participant to ence, teach them how to be a good audience,ask for more contribute to the process. Before we talk about students attention, explain or repeat missed lines, relate today's doing projects or learning collaboratively, we should performance to one completed several days or weeks ago? examine with reverence the point of ignition, the role of theAll this you get in a teacher, but not in an actor, and all of teacher which is often overlooked by teachers themselves. this is part of the teacher's live performance. Student involvement in learning is essential, but student Robert Doud teaches philosophy at Pasadena City College. FACCCTS May 1996 13 111 Faculty Focus

Merlin "Bud" Henry, FACCC's Janis Ward 1996 Council Member of the Year, gets a kick out of seeing likes to tell this success story about age barriers broken down in her a former student, his academic classroom every day. "pride and joy." Ward, FACCC's 1996 Adjunct Sheri was a 19-year-old "gofer" Faculty Member of the Year, talked in a small business who began about how the diverse student body attending classes again after a at Cuesta College contributes to couple of years of working. She "1'0 viz dynamic discussions in her English attended Henry's marketing class at and speech classes. That's one of the Rancho Santiago College, and then a things she loves most about teach- Bud Henry sales class, which one day featured a Janis Ward ing, she said. Students at nearby Cal guest speaker. "I brought in a sharp Poly, for example, are all the same woman from Women in Sales," recalled Henry, FACCC's age and wear the same clothes. vice president from July 1991 to June 1992. "She literally "I could have a student with three earrings in hernose turned this young student on." and three in her eyebrow, and she could be talking witha Henry and his student later had a pro-con discussion banker or executive from Sears," Ward said, amused. "They about the possibility of her getting involved in business. forget about their exterior differences." Sheri went on to become the organization's president in "I love watching the exchanges between the older and four years, and in that time quit her job, went through a younger students," she said. "I see a free exchange of divorce, and began her career in sales. She is now the ideas." district sales manager for Air Touch Cellular. She's happily Ward, who lives in San Luis Obispo with her two married, and has three children. Sheri has been a regular daughters, received her bachelor's and master's degreesat guest speaker for Henry's classes over the past decade. Cal Poly, San Luis Obispo. She taught there before making "The community colleges are teaching institutions," the move to Cuesta, where she has taught part-time for 14 Henry told FACCCTS, explaining why he chose the collegesof the last 16 years. over university teaching. "I prefer the people contact, She is good at what she does, and her peers honored rather than research...I like to see the fruits of my labor." her in 1992 with the prestigious Faculty Excellence Award, That's something Henry takes seriously. He prints his which recognizes teaching excellence, leadership qualities, home number on his business cards and on the student high motivation, active involvement in thecampus and syllabus. "I think that you should be accessible to stu- community, and environmental concern. dents," he said. "It could be a Saturday morning that they It was a great accomplishment for a part-timer, said have a question...students are the most important part of Margaret Quan, the part-time faculty representative for Rancho and we have to think of them as not only students, Northern California on the FACCC board. Ward hasproven but customers, and we need to provide them with good herself a strong leader and inspiration to part-time faculty, customer service. she said. "If there were no students, a lot of us would be doing Ward joined FACCC after hearing about its work and something else in life. "Probably making more money," he being impressed with its issue-oriented focus. "We would said with a laugh, "but not enjoying it." call FACCC and we'd get an immediate answer," she said. Henry, who has been married to his wife, Mary Ann, for"Also, I knew that all the people I admired belongedto 15 '/2 years, has taught at Rancho Santiago for 24years, FACCC," serving as chair of the marketing and management depart- Retired member Len Cook, last year's Adjunct. Faculty ment for the past six years. He spent 30 years in the Army Member of the Year, and a few others encouraged her to Reserves, from which he retired as a colonel in 1984, and apply for a board position. She won, to her surprise, and serves on the board of the UC Berkeley Alumni Associa- was involved in leading conference breakouts, workshops, tion. He is also finishing his second term on the Tustin and coordinating the part-time newsletteron her campus. Unified School District Board of Education. Of his four Ward's passion for her work is apparent in her stories children and his wife's three, only one went straight toa about students, many of whom are reentry students who four-year university after high school. have come back to college to retrain forcareers. Henry attributed his father, who was purchasing agent "I have one woman who has five children; she's for municipal transportation in San Francisco, with inspir- working so hard," Ward said. "I'm just so proud of her. I ing him to develop his "people skills." "The reallysuccess- don't think she'd have a chance at a four-year university." ful people are the ones who are able to work with all sorts Ward calls it a "false economy" when legislators vote of people," he said. 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Hennr_ continued from previous page Ward continued from previous page Henry became involved in FACCC around 1978, when to cut funding to community colleges. The colleges help funding shifted from local to state control. He said he what she calls the "fragile" students who are dealing with realized faculty members needed an active group in the families, financial and scheduling challenges, and child state capital. His colleagues said he has alwaysbeen a care problems. consistent member recruiter. But he said many faculty She recalled a woman's reaction to an assignment that members are just not interested in what happens in politics. involved an oral presentation. "She told me she wouldn't do "They don't realize the importance of political advo- it," Ward said of the shy student. Throughout the semester, cacy," Henry said. "They're like a horse with blinders...they the student stood her ground. But Ward offered advice on don't know what's going on on campus, let alone Sacra- preparing for the speech, and when the time came to make mento." the presentation, the student did well. His colleague, former FACCC board member John "The next day, when I came home, I had the biggest Smith, called Henry "an unfailing advocate" who was bouquet of flowers," Ward said in amazement. "She said she instrumental in recruiting faculty leaders even before the had never spoken in front of a group of people?' ':` council existed. "He certainly got me torunfor the FACCC Although Ward said she loves teaching and will' board," Smith said. "He's inspired other members in other continue to do it, she said she needs financial security for districts to run Tor FACCC." -., .Iler family. She is currently in her third year at Santa Henry plans to retire in December. The first thing he Barbara College of Law. She will graduate a year from June. said he'd like to do is serve on the Orange County Grand 1. find it very exciting and fast-paced," Ward said of Jury, then volunteer in a local assembly campaign; if his the law profession. "And I see the opportunity to do some candidate is successful, he wants to work part-time for him good. The rewards are more immediate." in the local office. He said he also wants to do part-time But Ward plans to continue teaching and is still com- STRS consulting, and be more involved in the UC Berkeley mitted to helping part-time faculty gain the benefits they Alumni Association. deserve. "I'm just so impressed with the skill and talent of Henry, who taught briefly as an adjunct instructor at the part-time faculty...It just breaks my heart, the second- CSU Fullerton, said he thinks he can do more for students atclass citizenship they have to endure," she said. a community college, because "manystudents are late Ward said she'd like to see full-time faculty appreciate bloomers." These are the ones who lack parental encour- part-timers more. She quoted her colleague Joe Berry who agement, maturity, and motivation. For them, "We're the once summarized the issues concerning part-timers' plight only show in town," he said. "I think the community collegethis way: "The part-time faculty working conditions are the is a salvation to many students." students' learning conditions." FACCCTS May 1 996 15 1.13 '96 Conference

Dangerous Minds Lawmakers visit faculty at capital conference

The 1996 FACCC Conference drew a big turnout of state legislators, appropriate considering the tremendous changes in the state Assembly this past year. The Assem- bly has had four different legislators as speaker, seen a few recall campaigns, and experienced a resurgence in Republican power. Faculty members were able to ask questions of the legislators and speak with them one-on-one after their speeches. FACCC board member Joe Kuwabara introduced Bill Lockyer, top, to a faculty

audience Thursday at John Q's at the top of the x.0* Capitol Plaza Holiday Inn. Assemblymember Denise Ducheny, right, received the FACCC Legislator of the Year award from President Jane Hallinger Thursday night. Assemblymembers Jim Brulte and Phil Isenberg, below, spoke with board member Margaret Quan of Diablo Valley I College after sparring at the conference Friday morning.

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Photos by Michael Holahan Katherine Martinez

11 4 '96 Conference Education essential toeconomy Lockyer The key to economic revitalization is an educated The ultra-conservatives who have taken control of the population, said Bill Lockyer, president pro tern of state Assembly assume they represent the common person's the state senate. Passing $30 billion in tax cuts (the views, but that's not true;Lockyer said"It's basically a equivalent of more than half the state budget) is not going police-state party...a punishment 'party," Lockyer said.' to do the job, he said. "Their solution for ali human problems is to punish some- As a former teacher and school board member, Lockyer one." said, his high priority is expanding educational opportunity Bills to reinstate corporal punishment, such as pad- in the state. Legislators will address that by focusing on dling, have bloomed recently in the Assembly. Lockyer said federal job training reform this year. these ultraconservative legislators are undoing all the Lockyer, who spoke at John Q's Thursday during the progress in civil rights, civil liberties and social programs conference, said the state must shift from crime detention tothat Abraham Lincoln, Theodore Roosevelt and Earl Warren crime prevention. accomplished. "Prison funding, that's the fiscal tapeworm that's Californians' conservative voting is a response to their devouring educational funding," Lockyer said. anxiety about a rapidly changing world, Lockyer said. The The Department of Corrections has gained 10,000 new ultraconservatives' willingness to use government to jobs in the past five years, and higher education has lost theintrude on people's private lives would have been blasted same number of jobs during that time. Even prison experts by traditional Republicans, he said, adding that voters don't have said the state is overinvesting in prisons, Lockyer realize how far from the mainstream these ultraconserva- said. tive legislators are. And the prison population, now at 130,000, is growing "At some point they're going to be rejected by voters," rapidly. It's expected to increase to 300,000 within the next he said. five years. Lockyer said we're filling the prisons with low- Lockyer called for moving away from a bad attitude level drug offenders. Their roles on the street are immedi- he's seen in his conservative colleagues who want to invest ately filled by others. So throwing these offenders behind in prisons instead of education: "It's investing in our bars no longer gives society the "incapacitated benefit" it failures, not our future." once did. The result? "We're going to have a lot of octoge- "Let's go forward and make some progress...you can't narians in prison who would not have been a public safety do that by cutting education funding," Lockyer said. He risk," Locker said. said we must expand all educational segments, buy better Education's funding is "woefully inadequate," he said, materials, and do everything to help train a more skilled and called it "a disgrace" that for the first time, the state is workforce. spending more on prisons in California than on colleges. He said he appreciates the job faculty members do. The benchmark issues for the state, he said, are eco- "I want to thank you for the choices you've made...At nomic revitalization, trying to shift crime detention to .least for part of the time, we'll rely on you," Lockyer said. crime prevention, regulatory reform, teenage parents, and "...It's not done by slogans. It's done by what you do, every campaign reform. day. We have an opportunity to recapture that golden age." Katherine Martinez, FACCCTS managing editor (Excerpted from state Senator Bill Lookyer's Feb. 22 speech at the FACCC oonferenoe.) "If Politics Were a Garden..."

0 Bob Dole would be a Washington palm he's tall, o would be an almond tree but has weak roots. early bloomer, significant loss with the first big win. 0 would be asparagus he shoots up O Barbara Boxer: grapefruit slightly pink, occa- fast, gets cut off below ground level. sionally bitter. o Jerry Brown would be bamboo introduction o Dianne Feinstein: broccoli vigorously mar- seemed iike a good idea at the time, but you can't get rid keted, actually liked by a few, accepted by most as of the bastard. inevitable. o The Assembly Republicans would be a fig tree 0 Willie Brown: sweet corn provides an earful, a they just keep sprouting and sprouting until November. lot of greenery, sucks up all the nutrients in the vicinity. o Democrats would be grapes come in bunches, o Bill Clinton would be strawberries seems to hang by a thread, recently crushed. prosper with repeated fumigation. 0 Assembly Speaker Curt Pringle: an avocado 0 Pete Wilson would be iceberg lettuce big head, green on the outside, essentially a nut within. difficult to transport back East.

FACCCTS May 1996 17 '96 Conference REALITIES CHALLENGES Facing California's Community Colleges Feb. 22 24, 1996 Sacramento, CA

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4 Denise Ducheny and Brooks Firestone, above, chatted on Saturday with FACCC Executive Director Patrick McCallum about their experiences as freshman legislators. State Senator Bill Lockyer, top, talked with faculty members after his speech Thursday night. MiraCosta College instructor Leon Barailiti, lea, received the Faculty Member of the Year award from Hallinger during a ceremony Friday night. Baradat later enjoyed dancing with Joan Stroh of Southwestern College, right, to the music of the American River College Evening Jazz Band. Photos by Michael Holahan Katherine Martinez '96 Conference Critical perspectives from insider, watchdog By Cy Gulassa nance or phlegmatic pedagogy, but "resources. Don't ever . let the critics confuse you." How can community colleges serve more students According to the big-screen picture-his San Jose think' with less money? Do we need to overhaul gover- tank projects, Patrick Callan says higher educationhas, nance? How do we gauge workforce develop- some great things going for it. It is one of the ew.gro ment? industries in an era of downsizing, and it is one of the few These were some of the issues wrestled by two commu- government- sponsored entities that Californians univer- nity college heavyweights, President/Superintendent sally respect. The San Jose policy center's polls and focus Piedad Robertson of Santa Monica College, and Patrick groups confirm that even when not specifically asked, Callan, the executive director of the California Higher respondents speak enthusiastically of their local commu- Education Policy Center.. _ nity colleges. .Robertson caught faculty attention b.exposing the -The real test for community collegehowevei; will be secret message in the firSt question. "If-you're asking how how they digest Tidal Waye II, the 400,000 to 450,000 to do more with l6s, what you really:Mean is how can you :. bulgeinenrollments expected in higher edUcation Over the increase faculty productivity." next decade. Our current delivery systeMs are not adequate, Rejecting pumping up faculty loads,, which she be Callan said. Because of diverse needs, sheer numbers and lieves are already at their maximums, RobertiOn argued limited resources, community colleges will indeed have.to faculty has "to work smarter instead of harder." Drawing .. Make ihe paradigmshift,from teaching to learning inititir:' analogies from computer technology, she,said.the days of tionS. But if change merely plods, the market, including one-on-one,.one -sire -fitsall.'leaching"appronCh to:.. 7 -',giantske education must -.'Microsoft, will give way to a ave no easy answers Robertson customer- ,,4 tive alternatives. oriented "learn- The key to success ing" style. is to When you buy a learning to increase computer, she both Aualitje: ahirthe pointed out, the quantitY `art salesperson doesn't Corninirnity lecture; he or she college governance: responds to you as an individual by Callan argued: . asking key ques- "Over regulated; We tions, such as what use an' dcrea'si4gly do you intend to do Volatile with it, how much... S to: control each other, = memory do you, "engagingini6.: need, is a fax essen-', fi disastious battles tial? To work smarter,. over turf" He:cites... faculty. ineniberi 2. A.,in.particuiar po iticn have to learn hoW to package iriformationtunt,,fi.ts..stu en s , :.:.j)roblems with icieal hoards and the recentattack personal 'needs; and deliyerit withtechnolOgically.efficient Mertes ommunity colleges need ; `to systems. Precisely how all:of this gets done is. tip i6 falt); ChincellOiDavid recognize the shared values that make `SliaiettglwerriarCe'i.N, members theniselves. v-work, .andsto create forunnilL-Where we'din discuss the "I have no easy answers,".Robertson said.., and argue out differences : While Robertson counsels a revolution in 'the class- Callan deplores the fact that nationally, civildiscourse-, room, she is content with the status quo in governance. If and civic responsibility are iii steep decline. Leaders snind you ask the legislature to review governance, she said, it would create a pondemus task force that would quickly get too much time preaching their, own ideas and shouting others down, ironically ignoring the crtical,dispassionate stuck in the mud of minutiae. The community college thinking essential for constructive refoi-in. But he StiOnglY system is already the most over regulated in the world, . believes that higher education and in particular community including mandateon ."what kindoftoilet paper to huybuy" colleges.have"the publicconfidenceand collectivebrains Workforceaccountability canbe measured easily:' ''' 7...to be a powerful force in rebuilding civic life." "Simply count thenumber studentithatwe transfer .o.r . , . place in local business and industry." ;e1-=-5,=. -' !i- ;:.t.,y 'Gulassa..-teaches English at Foothill College and is a Robertson cautions, however, that the vitamin defi- FACCC Board of Governor member. Photo by Michael ciency plaguing community colleges, is not weak gover- Holahan. '':'-....."'': "i...-: F A C C C T SM a y1 9 9 G 19

117 BEST COPY AVAILABLE '9$claw rice Politicians tackle changing world By Anne Paye _Iwo people can indeed share the same house and yet willing to put their philosophy on hold and be controlled by live in vastly different worlds. That was clear from the party." the debate between two California assemblymen: Both Isenberg and Brulte agree on the need for budget Phil Isenberg, a Democrat from Sacramento, and Jim Brulte,cuts, but they differ on what to do with resulting funds. a Republican from Rancho Cucamonga. Isenberg advocates reserves. Isenberg points to angry, disillusioned voters and "...Nothing goes into savings. Zip. Zilch," he said. "If continuing upheavals: "Don't there's a flood or fire, we're plan on security, stability, or a wiped out." -like return to Brulte advises investment, normalcy. It ain't there." and aCalifornia image He describes recent change. political changes as merely "California is now the first cosmetic. place corporations make cuts. "Americans believe if you For 40 years, it was the last change the players or the place," Brulte said. "It's the rules, the decisions become lawsuit capital of the world. easier or simpler," he said. California trial lawyers own "It's easier to talk about term the Democrats. You can Wild a fi limits and a unicameral house building in Arizona in eight than talk about the fundamen- months. In California, you tal issues." can't get all the necessary Jim Brulte, in contrast, permits in eight months. We've thinks the fundamental issues got to make sure we're are being addressed: that's competitive, then cutbacks what the change is all about, from 25 years of a Democrat- wouldn't be an issue." controlled legislature to the current nearly-even party split. It's likely Brulte has another six years ahead of him in With the breakdown of the two-party system, interest the legislature, and he confidently looks forward, playing groups will focus on specific issues, he said. "There will be his economic cards and counting on issue-based politics to reduced lock-step voting by serve the public fairly. To party and a core reaction to Isenberg, finishing his last of the grass roots, rather than the 30 years in the Assembly, both grass roots reaction to the parties are like little kids, core." fighting vigorously about The old party ideology is insignificant -nuances. He said dead and gone. Isenberg urged we should talk about the community leaders to work public interest rather than with Republicans. Brulte "my" interest. agreed:,"You can continue to "This self-absorption has support Democrats; masoch- led to the bitter and divisive ism is not unique. But, if you politics we now have," don't support someone like Iseriberg said. "We need to [Republican] Jim Cunneen, broaden our perspective." who voted 100 percent for Ultimately, what Isenberg and education, you're going to get Brulte have to say about damaged." California politics may prove What has been the result less instructive than what they of Proposition 140 term limits? Nothing good, Isenberg illustrate about the arc of a political career. laments. "We have no sense of stability." Brulte however, sees a rejuvenated political system. Anne Paye teaches English at Foothill College. Assembly- "A whole host of new legislation is coming in all the members Jim Brulte, top, and Phil Isenberg, above, discuss time, rather than sporadically," he said. "There's a better their views of the changing political scene during the quality of members. The leadership is getting weaker, and FACCC conference in Sacramento. Photos by Michael this empowers the individual members. People are less Holahan. 20 FACCCTS May 1996 118 '96 Conference Connell vows to championcolleges' cause State Controller Kathleen Connell captivatedher their companies in California, Connell said, the state must Friday luncheon audience in announcing an provide a "supremely" educated and skilled workforce. ambitious plan to link 10 colleges with emerging These industries will provide long-term jobs, she said. The community colleges can help by turning out graduates who industries. Connell emphasized her desire to become a "cham- will be ready to jump into those positions. pion" for the community colleges. With the sunny Sacra- The process for her California Community College mento skyline visible through large windows atthe top of Initiative started at Glendale College, she said, where she the Holiday Inn, Connell said she wants faculty to be learned about the Computer-Assisted Design/Computer- involved with her administration in acquiring more re- Assisted Manufacturing (CAD-CAM) program that trains sources for the community collegesand positioning them students to enter careers as computer technicians that will "to be in the forefront of what I think is going to bemajor pay $35,000 to $40,000 a year. educational reform in the higher education program in Connell said her plan is to create 10 prototype commu- nity college campuses throughout the state that will California." - "It is my goal as a statewide constitutional officer to be specialize in the five emerging fields of high tech commu- a champion of the communitycolleges," Connell said, "and nications,the biomedical sciences, the interactive media to be a forceful advocate for funding and support, notonly component of the entertainment industry (which links the at budget time, but throughout the entireyear." resources of Silicon Valley to the Hollywoodpowerhouse), Two of her programs go hand-in-hand to bring industry international trade, and fashion design. and community colleges together in an innovative way, and "Those industries are going to move California for- will help students to be critical thinkers, problem solvers, ward," Connell said. She said five prototype campuses will and have the broad technical skills to remain employedin start this year, with five more next year. She will announce today's volatile work environment, she said. the campuses chosen for the program at the end of June. "California's community colleges indeed are the The goal is to (1) create a new menu of classes or a heartbeat of our educational system," she said, explaining focus in each of the subject areas for a seamless transition that she believes the vast majority of California students from the classroom to the workplace. (2) Bring state-of-the will be educated at these colleges. "...The importance of art technology to the colleges through donations from those California's community colleges to our future economic businesses. (3) Create new facilities. Connell's administra- strength cannot be understated." tion is carrying legislation this year to create a tax-credit Connell, who has 20 years of experience in the invest- program for businesses that contribute to thebuilding of ment business, said she believes California must useits community college facilities. pension-fund money to create the capital needed to help Connell said she is forming an advisory committee cultivate California-headquartered companies. That's the composed of faculty, administrators, business executives, basis of her California First program. PERS and STRS have legislators, and Academic Senate representatives. If the ten both adopted the program, she said, which has resulted in prototype campuses are successful, she said the program $700 million available for investment in these companies. would be offered to the other colleges who are interested, Without thosecOmpanies, the state will not have the "so that by the end of this century, our community colleges middie-clais jobs is needs to propel the economy, she said. in California will be supported, directed, and funded in a To ensure that the emerging' industries will want to baseway that they deserve," K.M. .-:, , :.:-.;....-J-41.; 4.4-ii. .; k ..'-,c.:,,,:....,...-.=,,-;:,, Firestone, Ducheny reflect on yearin legislature ifornia wants to be tough on question of investment in education," legislator who's served longer than *me, but it also wants Ducheny said. four years," Ducheny said. educated citizens. The The legislators, who spoke in a The Democrats, who lost half their problem is one takes money away similar conversation at last year's consultants .on committee staffs when from the other. How willing are we to conference, also talked about the -the ultraconservative Pringle took invest in education? changing political scene, remediation over the speaker position, will notice a Assemblymembers Brooks and vocational education. major loss in knowledge and experi- Firestone (R-Los Olivos) and Denise The turmoil in the Assembly ence when it comes to researching and Ducheny (D-San Diego) addressed the resulted in three changes in the drafting bills, Ducheny said. With challenges surrounding how the state speaker position (Willie Brown [now them goes depth of knowledge and provides quality education during a mayor of San Francisco], Doris Allen experience, and legislators whose Friday afternoon forum at the FACCC [who was recalled], Brian Setencich must leave due to term limits. conference. [R- Fresno], Curt Pringle [R-Garden Ducheny said California ranks "I think it goes back to this Grove]). "After this year, there'll be no Please see Town Hall, next page FACCCTS May 1996 21 119 Unified message needed forpress coverageLucas Community colleges have .a good reputationamong now in an election year, voters are mad, pessimistic. many Californians as providers of quality education, They're mad at the status quo and they want to see according to a recent survey, but the question is how do changes." they spread a unified message? Grassroots media relations is a proactive way to Donna Lucas of Nelson & Lucas Communications develop positive relationships and constant contact with joined Chancellor David Mertes and Sacramento Bee newspapers, radio, and TV stations, she said. reporter Jim Richardson for a discussion Saturday morning "Start the drumbeat," Lucas said. "You've got to bring on media attention, and external forces affecting the it home what the impact will be on the community." colleges. Jim Richardson, higher education reporter for The Delivering a message Sacramento Bee, agreed. "You have to demonstrate to the Lucas said her firm's January poll found that the 800 local paper what the local implication is....the newspapers adults surveyed thought more highly of community col- and TV stations don't see it is their obligation to do your leges than other educational segments, with 59.7 percent ofjob for you. Bonds are boring. They're very hard to sell to them rating the colleges' quality as "excellent or good," editors." compared to 44.5 percent for the schools, and 56.8 percent Lucas said, "You need to create the story. Do an for universities. editorial. Localize it, have third-party people write editori- She also said the survey showed strong support for a als, letters to the editor. You can create and mobilize one-cent sales tax hike (61 percent would approve it) and a support." lukewarm reaction to vouchers for private schools. Community Colleges'' future Lucas suggested colleges focus on three messages to Chancellor David Mertes identified some trends and give the public, and charge each faculty member with issues he said are facing the colleges. It's essential for becoming a spokesperson for his or her community college. faculty to play a role in defining the colleges' future, he "You are all very strong speakers, but the key is said, especially today. focusing on what are your messages? And what doyou all "Curriculum will be developed with people outside of believe is the key solution?" our institutions," Mertes said. "They're going to have a "The problem you have is, unless you're in a critical major say because they're going to control the dollars." situation, you aren't going to get in the newspaper," she said. "...You need to bring to life specific examples. Right Please see Media, page 25

Town Hall continued from previous page forty-second of the 50 states in per-pupil spending. The state was ranked in the 20s as little as a few yearsago. (K- open access policy, Community Colleges Board of Gover- 12 class sizes have also grown to 29 studentsper class, the nors President Vishwas More pointed out from the audi- largest in the nation.) ence. "Let's not be confused about where we put our priori- Teachers' patience is shortening as the situation ties," she said. becomes more intense. Ducheny said she heard high school The growing wave of ultraconservative legislators in teachers are threatening to complain that elementary the state Assembly has dealt a harsh blow to higher educa- students aren't up to ninth grade level work when they tion. California now spends more on prisons andcorrec- enter high school. tions than it does on higher education. Californianswant Firestone said everyone is involved in a difficult quality higher education, but they don't want topay for it, position. "The problem we have is the people of California said FACCC executive director Patrick McCallum, theevent are very angry at the prisoners and the prison system," he moderator. said. Firestone said schools should be accountable for their Ducheny said she's been doing a lot of prison visits, students. About 70 percent of high school graduates from and has seen that some prisons are contracting withcom- urban areas need remedial classes, 30 percent from the munity colleges for instruction. suburbs. He announced his proposal to penalize K-12 "I have one bill [that would make] prisoners actually districts that produce high school graduates who need work," she said. "You talk about alternate schools for K- remedial education. The schools would have topay a fine 12...why not for adult education, while [theperson is] on for every student that needs remedial classes after high probation or parole?" school. This "bill back" provision ismore an incentive than Ducheny said the community colleges give peoplea a punishment, he told a faculty member in the audience second chance. She recalled that two of the board members who questioned his proposal. she served with on the San Diego Community College "I'm concerned about the raw material higher ed is District board had attended San Diego Mesa College. getting in students," Firestone said. "Something touches people in community colleges But at the same time, the community colleges have an when they're adults and gets them to focus," Ducheny said. 22 FACCCTS may 1996

1 21) Ike Teaching Reed boldsstAvrt si-pa.v,sth

cfarland :think of reeds as frail. When Pascal sought to remind humans of hear weakness, he spoke of them as "thinking reeds." Yet Mesopotamians plaited dried grass in the place of wood for home onstruction, and Egyptians wove it into the hulls of ships. Incas crossed canyons suspended on reed bridges. That strength, within an apparent frailty contains a lesson about teaching and teachers, one that UCLA educational psychologist Mike Rose makes in Possible Lives. "Classrooms," he writes in its preface, "are powerful places." It is of the power to transform lives that Rose speaks. He has not signed on with those EdDepts who would grant our burdened children amnestyfrom failure by serving up to them an unchallenging diet of instructional Muzak. Nor has he been converted by the insurgent theologians of new technologies who find in electronics the mystery of cognition. In Possible Lives, classroom "power" is generated by hardworking professionals who command rather than serve at the whim of their equipment. Their successes are measured by the intellectual eagerness, disciplined thinking, developing knowledge and linguistic skills of their students. Rose knows where quite a few interesting "powerful places" are and he tours them here with lively commentary. We learn of schools in Watts and Wheelwright, Kentucky; Harlem and Hollendale, Mississippi; Santa Monica and Calexico. The book is designed as a journalistic collage of about 40 teaching sites intended to replicate the economic, geographic and cultural diversity of the nation. Nor is the tour embalmed in the caskets of academic prose. Rose com- bines a painterly sense for setting the scene with a novelist's eye for the defining detail. And no loitering: he's here to tell us what good teaching is and expects us to traipse quickly after him for a look at what he is passionate about. Consequently, when we approach Andy Bayliss' one-room Montana schoolhouse, we get a brisk introduction to the melting snow, the sweet scents, to the clutter and order of the classroom itself. We are told that the county which employs Bayliss is larger than Rhode Island and Connecticut combined, that it pays him $15,000 and supplies him a "teacherage" built into the school for living quarters. Bayliss needn't worry about violence or drug use among his kids, but the Please see Lives, next page

BEST COPYAVAILABLE 124 Livescontinued from previous page Castro expects good usage, moving from Spanish to English as correction requires. This is Bilingual Ed as itwas 15 of them are spread over eight grades, so he needs to intended to be and Rose bestows on it his highest compli- keep up with half a dozen educational programs. It is a ment: "One of the things you noticed," he writes, "was the chore akin to that of an air traffic controller. excitement of young minds working." There are different problems for teachers in movie- Obviously these are not the teachers whom H.L. famed Garfield High.School Rose instructs us on the Mencken dissed for "plying their charges with moral inaccuracies of the film Stand and Deliver, which built suasion and personality tests." Rose's subjects have high tension by setting idealistic Jaime Escalante in a desert of hopes. "I want my students to understand texts ina way that faculty flameouts. will allow them to be thoughtful readers, people whocan In reality, before Escalante arrived, Garfield had discuss literature intelligently," Steve Gilbert tells him. "I already fashioned a tradition of academic successes and don't want them to have a vague, sloppysense of a text." (Rose might have added) its math program survived This is not a college professor. Gilbert teachesan Escalante's sudden departure. honors program in a Chicago ghetto school and This brings us to Carlos his students meet the expectations as they Jimenez, whom we meet coach- confront Faulkner's modernist novel, As I Lay ing a lunch-hour gathering "ale of th Dying, a work of Rube Goldberg complexity. through the intricacies of Under Gilbert's wily prodding, their commentar- Advanced Placement History thingsyam ies grow from unpromising commonplaces to questions. Jimenez has lured astute insights. Jane Austen's phrase, "a crowd of students into the endeavor noficeci:" ideas," does not suffice. They come up with a partly by flavoring his American mob of them. history classes with a Hispanic -Rose Weites, Yet nowhere are great expectations harvested emphasis, and he keeps them more spectacularly than at an experimental interested by structuring the //was Special Ed school on a Montana University lunch hours as contests between thecx- campus. There teachers expect, nudge, urge and students teams. cadge progress out of Michael, an autistic 6-year- Rose can be terse without citekvIent- of old. The work is labor-intensive and disappoint- being breathless as he traverses ing with setbacks, but Michael now demonstrates these terrains, but when he yowls minas undeniable capacities to listen and respond to pauses for a longer stay at an others, to count and speak. Teachers have turned inner city school in Baltimore a proscription into a prospect. he sketches his most eloquent woekille." These pedagogical miracles (and not merely portrait. honorable intentions) testify to classroompower. He begins with an establish- When, late in the book, Rose indulgently high- ing shot of the neighborhood where Duke Ellington lights theenthusiasm of teachers in a Tucson summer Primary sits. It is in a fold overstocked with wolves. program, the chapter fails to convince because the student Children pass the boarded-up store fronts, grilled windows work is of a more ordinary nature. of liquor stores and dangerous stoops of crack houses, but Yet even in Tucson, Rose betrays a strength: hecares they leave all that to enter a DMZ of bright colors, good greatly about schools and appreciates others who share the humor and demanding effort. passion. Bayliss, in the Montana teacherage, tells Rose that Here work 30 first-graders and their teacher, Stephanie he entered teaching in his early thirties when he realized Terry, the most powerful presence in the book. Rose deftly that the work he was doing "had no effecton the flow of introduces her as her classroom observes a tree frog ina events." Bob Moses, fabled organizer of the 1964 Freedom glass tank. She asks questions that require careful observa- Summer, now heads The Algebra Project in Jackson, tion, has them devise experiments to answer otherques- Mississippi. At an earlier time, he tells Rose, people needed tions, then insists they write down what they have learned. political literacy. Today, it is math literacy that willem- Each child gets a weekly turn in the Author's Chair to read power them. from a journal, and the quality of Englishusage some attain This theme of the transformativepower of teaching seem impossible for first graders. originates for Rose in his intellectual autobiography,Lives Here and throughout, Rose betrays an English major's on the Bouncily. Little known outside of university book- esteem for written and oral expression. In a bilingual third stores, but now in its 17th printing, this earlier work grade on the Mexican border, children stand before the describes how high school and college openedup worlds class in imitation of TV reporters to givenews flashes from very different from Rose's East L.A. neighborhood, and their neighborhoods. They explain the event (an unclewas changed his life. mugged in another neighborhood) and how it affected their Possible Lives reiterates a second theme from Boundry: lives. Then they answer questions from the class. ("Why do the value of a community to the enterprise of learning. The you think these things happen?") As does Terry, Elena best-run classrooms in Possible Lives are miniature societ- 24 4K,PFACCCTSnna°v*--.1 9'9 6

BEST COPYAVAILABLF ies in which a shared intellectual goal controls the en- an argument from all his allusions to leaks in the food line deavor. Teachers are on tap rather than on top. Students and, conversely, to the silent heroics of those who work in instruct, learn from and motivate each other; some act as dilapidated buildings, patrol mean hallways, hand out tutors; most are colleagues on a quest. Together, they createbandaged texts and pay for instructional equipment them- what has been called "a community of discourse." selves. We may be permitted to take this communitarian theme We might wish that Rose had mixed in the background. as a cautionary tale about the limits of distance education, rhetoric here, the stern dogmatics that explain why children which takes as its poisoned goal the reduction of that must learn in such unnourishing surroundings. In brief, it is expensive, old-fashioned bauble, the campus. that plenty is already paid out per student but wasted But Rose does service beyond placing emphasis on the because the public schools, unwashed in the Jordan of the transformative power and social nature of instruction. He marketplace, must be punished for not competing. depicts master teachers as craftspersons, commonly with a Elsewhere, Rose published a study on the effects of decade or more experience, seasoned oaks rather than privatization of the Baltimore Public Schools. He sudden orchids. Their informed enthusiasm gives answer tochronicled three effects: the enlargement of the school those who would trace the decline of public education to bureaucracy, the reduction of faculty salaries and a slight faculty unionization, and challenge as well the value of worsening of (admittedly already poor) test scores all of learned skill in the classroom. Why not replace expensive which was accomplished without cash savings. teachers with semi-skilled classroom workers, to whom a But if we wish for this book to have ventured into foreman will parcel out small tasks? Instruction can politics, it is because it already does so much so well., profitably be sent the way of shoemaking. Rose's tonic voice reminds us of the value of our craft and Alternatively, there is the notion that, schools can be can inspire, as no one else or no writing does, young people built from Leggo kits, in which interchangeable teachers with the profession's ideals. It is easy to imagine students are carefully scripted with lesson plans and supplied with who read his books wanting to tap the power of the class- plenty of videos. Obviously, talented professionals would, room and for all the right reasons. The teaching reed, as in either industrialized wasteland, prove to be birds out of he so well demonstrates, has surprising strength. season. Rose, however, mostly avoids reference to politics, John McFarland teaches history at Sierra College and is a save for an occasional mention of the starvation wages FACCC Council Member. Mike Rose was a student of schools now earn. But it would not be difficult to construct McFarland's when he taught high school in Los Angeles.

Media continued frompage 23 presidents aren't eager to talk to the media; some of his The public is calling for more accountability, a big calls are never returned, or the person says to call back "on issue, he said. We're already seeing it in the state legisla- Monday." In researching a story about colleges that are ture, in Congress, and in the private sector. having financial difficulties, he said one college president "I think it's absolutely essential that our colleges take was embarrassed. "My reaction was, "Look, you should be the initiative on this whole arena of accountability," Mertes on a mountain, shouting this..." to get help and public said, adding that faculty must first define it before someonesupport, Richardson said. does it for them. Also, newspapers have less space for news these days. Technology will become better, more reliable, and less "Your competition [for coverage] isn't just UC, and expensive. And new faculty and students will have a more CSU...it's also Bosnia, and Clinton...," he said. sophisticated knowledge of technology, he said. New kinds He said his major focus has been on the controversies of delivery systems in addition to satellite, cable, and video surrounding UC's new chancellor, and the regents' contro- will force the colleges to compete in a arena. versial decision to abolish affirmative action in enroll- "The common thread is you will come together in ments. Other education reporters will focus on the connec- regions and there will be many players at the table from tions between the colleges, universities and K-12 schools. education: K-12, four-year [universities], community "We're beginning to understand the crisis...," colleges, private sector, business and industry." Richardson said. "We'll be looking at you and the UCs less The media perspective as independent segments." Richardson said, "It's true you are the thousand-pound, Richardson, who has written a book on San Francisco invisible gorilla of education." mayor Willie Brown, said the former Assembly speaker had In answering faculty concerns about not getting news two core beliefs, in racial integration and education. coverage, he said not many newspapers have reporters "His entire career was standing against the whims of assigned to the higher education beat. It's difficult to get segregation," he said. "He also believed that education was information in covering community college issues because the only salvation for the underclass." the whole institution is decentralized, he said. Richardson said he's also noticed that some college K.M. FACCCTS May 1996 25 -123 How Tech Prep saved my Iused to come to work with the idea in the back of mymind that it was my students that I wascoming to serve. But a few years ago, I real- ized that idea was beginning to drift further and further back in mymind, until all I could think about was not liking my job. It was in that spirit that I began the fall semester. I was bored, to saythe least. I felt burned out and uninspired. I found myself complaining about mystudents, making them the brunt of all my jokes. I was joining in group laments overthe budget, the governor, the low wages, the administration. I was engaging in verbal competitions over who had the four semesters of courses called "Reading, Writing and laziest students. The only real energy I found myself Wrenches." Students in this program receive credits in exerting was in hating my job. English Composition, U.S. History, Art, Automotive Tech- Why in that state of mind I would be seen as a good nology, Oral Communication, History, Welding, Health and candidate to coordinate the Tech Prep program on my Cooperative Education. All courses are taught in the same campus I don't know, but I was asked and I accepted classroom in the automotive technology building, and practically without knowing what it was. But it sounded students who finish successfully earn an associate degree like a change and it let me get out of teaching one class in Automotive Technology and an Automotive Engine so I said yes. I must say that I wondered what I could Control Systems certificate. possibly have in common with the people who teach in Santa Monica City College offers a college within a vocational programs. college with its College of Design Art and Architecture, What I found was pretty interesting. The obvious thing which consists of courses in English, Science, Psychology we all have in common is our students. It turns out that all and History, among others. over the place vocational and tradi- At Moorpark College students in a tionally academic instructors and staff ...community new management program will be alike are making connections..with trained in all of the areas that are each other, with high schools, with college [faculty] are necessary to succeed in the business their four-year colleagues, and with working with area world, not just management principles. people who run and work in the Plans are underway to give them businesses that our students will one high schools...to be training in resource management, day be working for. sure that interpersonal skills, information At Allan Hancock College,for acquisition and use, systems theories example, integration projects are being students are and technology. created informally all over campus, all leaving high schools Bruce Pan, the journalism instruc- beginning a few semesters ago with an with the necessary tor at American River College, has English teacher and a management been working all year with local high teacher who shared the textbooks for competencies to school journalism teachers, four-year their two classes and infused a little of succeed in college college instructors and journalism each into each. The result was English professionals to ascertain the ways in students reading Studs Terkel's and in the workplace. which they all need to be changing Working and business students reading what they do to meet the demands of about Machiavelli when they were studying various the young people who are hoping to find their way on the management styles. information superhighway. At City College of San Francisco, instructors are And all over the state community coiiege instructors offering ESL for Automotive Technicians, and at Cerritos and administrators and counselors are working with area the same kind of course for Pre-Nursing students. At Los high schools and employers not just to create articulation Angeles Trade-Technical College a business instructor and agreements, but to be sure that students are leaving high a history instructor got together to teach a class on Labor schools with the necessary competencies to succeed in History. college and in the workplace. Instructors at Palomar College have created a cluster of And why are all of these people doing these things?

By Ginny McReynolds 124 career, and my students

They're doing it because that is what the world of work They need to know how to compute, how to solve requires. They're doing it because they know that it is problems, how to make decisions, how to think things becoming increasingly clear in the world of work that it is through, how to work with people they don't like. They not so much what you know, but what you can do with need to know how to get places on time. We need to teach what you know. They are also doing it because of a few them those things, and the only way they can see how these interesting statistics, like these: things are connected in the real world is by us connecting 25 percent of American youth do not complete high them now...here. school. What I am suggesting is that we use our own creativity Only about 22 percent of our young people com- to integrate our classes; even individual lessons; that we plete a four-year college/university degree. visit other divisions' meetings; that we talk to department And even the composition of the workforce is spokespeople in a department we aren't part of that we changing. In 1950, 20 percent of workers were profes- invite a colleague we don't know to have lunch with us; sional, 20 percent were skilled and 60 percent were un- that we sit in on each other's classes; that we ask our skilled. colleagues to speak to our classes; that we join committees, By 2000, 20 attend the meetings and offer our con- percent will still be tinual creativity to keep our colleges professional, but only ...keep in mind what alive. 15 percent will be Alfred North Whitehead I am suggesting that we go out into unskilled and 65 the workplace, into the local businesses percent will be skilled. said in 1929: "Teaching and industries that employ our students 70 percent of all subject matter and take a look at what our students jobs by the year 2000 unconnected to real really need to know once they get there. I will not require a four- am suggesting that we meet with our year college degree. applications only produces four-year college colleagues to look at Education is 'inert' useless knowledge." what they're doing and to see how we can changing because we better prepare our students for their need to better prepare futures there. our students for that world of work. I am suggesting that we remember that we are helping If you are in a vocationally oriented area you probably to prepare our students for all of the roles they will fill in already know that, but what is essential for us to remember the world as citizens, spouses, partners, parents. And I is that we're all in vocationally oriented programs, or at am suggesting that they won't be as successful in those least in the business of helping to prepare our students to roles if they can't earn a living. live and work in a complex, technological, constantly I am suggesting that we keep in mind what academician changing world. Alfred North Whitehead said in 1929: "Teaching subject Regardless of how committed we feel to imparting matter unconnected to real applications only produces knowledge to our students for knowledge's sake, we all 'inert' useless knowledge." have some responsibility for the economic futures of our If you are reading this and thinking that you don't have students. time to do these things, I say that you don't have time not We are one stop on the road that each will take to his or to. If you are thinking that there is no institutional support her future. for these kinds of things, I say, "You'd be surprised." Don't misunderstand me: our students have a huge We may be bound by the physical walls of our actual responsibility in the process. I am not implying that it is institutions, but our confinement ends there. With our own solely our job to educate them. But it is my belief that the ingenuity and commitment to our students I know that we world is changing so quickly and in such complex ways can create a new configuration of ideas, energy and that we can help our students to take responsibility if we excitement for the 2 I ct. century. show them the importance of connections. We do none of It all reminds me of something Kurt Vonnegut once said them any favors if we do not help them to see the connec- to the students and staff of Cornell University at a gradua- tions that must be made. tion ceremony. "Keep your hat on," he said. "We may end They need to know how to read. They need to know up miles from here." how to read the kinds of things that will be required of them Andto that I say, "Let's hope so." when they work. We need to help them do that now not five years from now when they finally make their way Ginny McReynolds teaches journalism at Sacramento City into some. slightly higher than low-paying job. College. This article was excerpted from her speech at the Jan. 19 faculty convocation. FACCCTS May 1996 27 MEI

The Council of Faculty Organizations is an alliance of FACCC; the Academic Senate for California Community Colleges; and the statewide collective bargaining organizations: California Community College Independents, Community College Council of the California Federation of Teachers, and Community College Association of the California Teachers Association. Presidents of each group meet monthly to discuss issues of mutual interest. Last fall, COFO sponsored a faculty equity workshop for representatives of both full-time and part-time faculty. Out of this workshop emerged the faculty equity statement below. At the annual conference in February, FACCC's state faculty council approved distributing this draft to its members for comment. AFT and CTA have approved the statement, which will be presented at the spring conference of the Academic Senate and CCCI. The following is Draft Four of the COFO Faculty Equity Statement, supported by the FACCC State Faculty Council, Feb. 24, 1996. Draft Five additions are in italics. Please send your comments on this vital issue to FACCC by e-mail: [email protected], fax (916) 447-0726, phone (916) 447-8555 (ask for Katherine Martinez), or mail: FACCC, 926 J St., Suite 211, Sacramento, CA 95814. Deborah Sweitzer/Santa Rosa Junior College, president of CCCI

We, the members of the Council of Faculty Organiza- time faculty members should have the same support tions (COFO), recognize that the part-time and full-time services, office space, choice of educational materials, and faculty members of the California Community College opportunities for professional development as their full- System share common professional interests. The core of time colleagues. this common interest is our responsibility to provide Part-time faculty should be accorded fair compensa- educational opportunities of the highest quality to our tion, professional respect and due process. It is the duty of students. To accomplish that purpose, full-time and part- the Legislature, first and foremost, to not allow for discrimi- time faculty must be recognized as competent, responsible natory treatment of part-time faculty. Further, it is the and productive members of a distinguished and honorable recognized role and responsibility of-individual bargaining profession. At the present time, these conditions do not agents to make the contractual gains that will benefit part- uniformly exist in the community colleges of California. time faculty, which in turn will improve the educational Providing students an excellent education and institut- quality of the institutions that employ them..1-lowever, we, ing fair working conditions for part-time the representatives of COFO, urge faculty are complementary objectives. To support of the following rights for part- this end, COFO supports the right of part- time faculty: pro-rata pay, contractual time faculty to participate in organiza- consideration for full-time positions, tions and activities that shape the direc- "Part-time health benefits, seniority or re-hire rights, tion of the individual community college. paid office hours, legitimate STRS All faculty should participate in depart- faculty pension opportunities and true profes- mental functions, assume organizational should be sional status relating to teaching and responsibilities, and contribute to the learning issues. general well-being of the institution. accorded We view the need for improving Full-and part-time faculty are these conditions as self-evident, and we required to meet the same minimum fair are confident that better communication qualifications for employment and and mutual respect between full-and part- should he hired and evaluated using compensa- `~---- faculty, as well as frank discussions comparable processes. Students should tion, of these labor and educational issues, will have reasonable access to all faculty lead to changes that will benefit commu- members both .full-and part-time. professional nity colleges and full-time faculty as well Since full-and part-time faculty have the as the part-time faculty who are directly same responsibilities to students, part- respect and affected. due process." Give them something to talk about Andy Barlow, Diablo Valley College Anne Paye, Foothill College Richard Cameron, West Valley College Chaumonde Porterfield-Pyatt, College of the Sequoias Kathryn Crown, Golden West College Jennifer Saito, Los Medanos College Charles Donaldson, Santa Monica College Bill Scroggins, Chabot College Robert E. Doud, Pasadena City College Jackie Simon, Educational Cultural Complex, San Diego Thelma Epstein, De Anza College Leslie Smith, City College of San Francisco Mona Field, Glendale Community College Nancy Stetson, College of Marin Cy Gulassa; Foothill College Emily Strauss, San Jose City College/Mission College Jane Hallinger, Pasadena City College Deborah Sweitzer, Santa Rosa Junior College Michael D. Lee, Diablo Valley College Larry Toy, Chabot College John McFarland, Sierra College Evelyn "Sam" Weiss, Golden West College Ginny McReynolds, Sacramento City College Lois Yamakoshi, Los Medanos College Gary Morgan, Oxnard College Michael Zilber, Los Medanos College Join your colleagues. Contribute to FACCCTS. Articles s,) Essays Illustrations Book Reviews (and keep the book!)

Call FACCC7T Managing Editor Katherine Martinez at (916) 447-8555 1 or e-mail [email protected]

Thanks to all the fine businesses who attended and supported± the 1996 FACCC Conference: . BookCrafters HeyDay Books Reasonably priced publishing services for faculty statewide. Excellent books offered through the FACCC Book Service; watch for: - Ramona Madieros : .:" 'new releases in upcoming issues of FACCCTS. P.O. Box 2277 - . Amy Hunter ,5. Benicia, CA 94510 P.O. Box 9145 ;Berkeley, CA 94709 Chicano Studies Library Publications ... Directories, indices, and other research materials on Chicano studies. Literary Calligraphy - Christine DiBerardino Cards, prints, framed artwork featuring the work of Thoreau, Blake,... 506 Barrows Hall #2570 1Dickinson,.Shakespere, and other literary giants. Call FACCC for a Berkeley, CA 94720-2576. ;free catalogue. , The Daedalus Group, Inc. Pusaq..L.0,X Rt. 1 -Box 56A Educational Consulting and Software Development ...Moneta, VA 24121 Call FACCC for a free saippliiiipV of their latest Integrated Writing: . A 1 , software. ^r _ ... . ;Myers-Stevens Itisurance Susan Meigs .For many years the provider of excellent discount insurance products 1106 Clayton Lane # 250 W .exclusively for FACCC members. Call FACCC for informational Austin, TX 78723 brochures. Sue Ellen Kneiper Eleanor's Ears P.O. Box 578 Fine jewelry featuring literary themes. PInor Durkc Minden, NV 89423 1156 Vallejo Street, #101 Netcom, Inc. San Francisco, CA 94109' PC Internet service, now offering discount access to faculty members. Call FACCC for free startup disk, and watch for June release of Gold Star Annuities , Macintosh software. Specializing in long -temi care plans, TSAs, and other important Rick Latriey, Higher Ed. financial products for faculty. .'3031 Tisch Way, 2nd Floor Laura Asbill San Jose, CA 95128 P.O. Box 399 Yorba Linda, CA 92686-0399 F A C C C T SM a y1 9 9 6 29 BEST COPY - 127 AVAILABLE It's trueat I wasn't confronted as a youth with kidnappings, missing siblings, drug wars, armed robberies, drivebg shootings, or gangs..I was onlg confronted with a presidential assassination, race riots a public shooting on Robert Kennedg), Kent at Generation State, antiwar demonstrations, friends with holes in their thi,s from Vietnam, Charlie Manson. .. A Rebuttal

By Err* Strauss

11 right, I admit it: I'm a baby boomer. Born in 1950, I am near the tail end of the demographic trendthat has set the pace for my life since I was born. I am also a teacher; my father was ateacher, first in high school, and then from 1961 until his retirement, a community collegeinstructor. Educa- tion is in my blood, or at least in my family. And my students are not like me; they are GenerationX. But are we as different as night and day, or is it only seriously. All my students have to do is look at me and they our age difference that we observe,the perennial difficulty will know school is worthless. between generations? Personally, .I pride myself on not Are these students more cynical than I am? The current being too "old," though I admit there are conflicts here. I decline in the economy means that, as I plan my schedule know I'm old when I shake my head and wonder how these for next semester, I already realize I've been offered only kids can stand to be seen in those baggy knee-length half my current load of the past five years. What am I "pants." On the other hand, my theme song is still Pink supposed to do with my already-meager salary cut in half? Floyd's "The Wall," when they say, "teacher leave them The governor refuses to grant me health benefits. The kids alone." I know I must leave my kids alone, and not county Office of Education is intent on making sure I don't mess with their heads. How many of my students, or even get any unemployment benefits. And I'm not as cynical as fellow teachers, appreciate that sentiment, the teacher who my students? By the way, my parents were divorced, too, knows that her job has limits? I have never put myself on a when I was 18 years old. pedestal. It's true that I wasn't confronted as a youth with But fundamentally, I don't think I'm as different from kidnappings, missing siblings, drug wars, armed robberies, my students as Michael Lee ["Generation X," February drive-by shootings, or gangs, as our students are today. I 1996 FACCCTSJ would have us think. It is true that this was only confronted with a presidential assassination, race generation must stay in school longer than their predeces- riots, a public shooting on TV (Robert Kennedy), Kent sors in order to get a decent job. Just look at me; I have a State, anti-war demonstrations, friends with holes in their master's degree, and I still can't get a full-time job. I guess Ithighs from Vietnam, Charlie Manson, and as I got older, a should have stayed in school longer too, and taken it more revolution in Iran (I was there dodging bullets), Jonestown,

128 In My Opinion... the Olympic shootings in Berlin, and the annihilation of ourkilling each other off in junior and senior high school? environment (which my students have never seemed to care They still haven't learned the lessons of tolerance, which about). Are these too far from home? What about a psy- we worked so hard on. On the other hand, I do want to chotic, abusive Vietnam veteran for a husband? Do my discuss the environment, which they will inherit; they students only live for the moment, without regard for the aren't interested and may not even notice there's nothing future? So do I: I have no future as a 45-year-old divorced, left when we boomers die off. Too bad. They are marrying part-time instructor with no insurance, no house, no sure later and living at home longer. Fine. That's a return to retirement, no social security, no job security. much older cultural traditions when families remained tied So Xers aren't as materialistic as I am: they were raisedtogether throughout life. How much difference does all this with high tech toys. They value relationships, I guess the add up to? Not that much. kind praised in rap songs and grange music of abusive Finally, my Generation X students have a decreasing attitudes towards women that some people object to. I guessattention span, and want my class to be a fun, social I'm materialistic in contrast: after five years of college with atmosphere. Lovely. They need audio and video tapes, and brick-and-board shelving, a $30 water bed with homemade computer projection. Great. Is this the result of being born frame, and secondhand dishes, I spent the first five years ofto high technology? Or their emphasis on relationships, in my career overseas, with no bed at all. I returned with one short, visual segments, of course. Is this their cynicism, or trunk containing all my worldly possessions. Only now do Ipragmatism, or the result of their violent brutalization by have a newer vehicle and a computer (Nyhich.I'm still the media and society? Or are there others factors at,.play paying for). As for relationships, who here, like the globalization of doesn't value them? Are my students special society, or the angst of separation, in this regard? Do they have a_monopoly on from Mother Earth? .Do my students only feelings? After all, we Boomers were the So we are irreparably different, ones who lived and breathed love and peace. live for The moment, are we? Is the chasm any deeper than Was my high point Vietnam or without regard forit was between us Baby Boomers and Woodstock? Actually, I never went to either our Depression-era parents, who. one. I did march for peace in San Francisco the future? So do Lwere also our teachers? No, I don't and hang out in Haight Ashbury and Golden _ I have no futurewatch the latest crop of TV sit -corns, Gate Park. And yes, I do like rock and roll, I haven't bought any rap music yet, I still. Isn't that the case with each successive as a 45yearoldhaven't witnessed a murder lately.. generation, that they like different music? divorced, parttimeBut I think I'm as cynical, prigmatic, My dad listened to classical music exclu- streetwise, unmaterialistic, poverty- sively. This is nothing novel. instructor with nostricken, and pessimistic as any of Am I blind to Generation X? I certainly insurance, no house,my students will be. I know my life is don't hold any high level corporate or _, not as good as my parents' was, and government position. I don't own any home, no sure retirement,never will be. I will never buy a much less an expensive one I don't wear,, no social security, no'house or retire on social security. My. good clothes (just ask my friends), and I am vacations consist of driving trips to not rich or powerful. I'm not much of an Job security.Central California. I pay for doctors'. idealist, though I do pride myself on our visits out of my ',ticket. But I am generation's ability to have effected social change at a educated, and will continue to impart that education to rapid rate. Kids today, don't think twice about wearing long those students who care to improve themselves, with !hie hair; they aon't realize the battle we fought to have long regard for their psychic integrity and autonomy. hair become socially acceptable again. But I deny that I have become repressive and reactionary. Yes, I smoked Emily Strauss is a FACCC Council Member and a pari-time marijuana freely and no, I don't want anyone to smoke English instructor at San Jose City College and Mission anything in my workplace. However, I didn't smoke it in College. my college or workplace back then either. and. I don't care what you smoke in your own home. - "In My Opinion..." is a forum for faculty members to My students are streetwise, pragmatic, and suspicious address community college issues. Essays represent the sole and don't take me seriously. Since when did any 22-year- opinion of their authors, and do not necessarily reflect the old take any 44-year-old seriously? Did you? They don't views of FACCC or its board of governors. want to discuss gender equity; neither do I. They are We welcome your letters to the editor. Contact manag- already culturally diverse. Fine, but why do they persist in ing editor Katherine Martinez at (916) 447-8555 fax (916) 447-0726 or e-mail [email protected]. FACCCTS IVIay 1996 31 129 BEST COPY AVAILABLE r1 (1 '1r A 1 A ThePublicI 'sRight to Know By Gary Morgan en I heard a respected college president say, not long ago, that it was important for a college to be able to keep its accreditation self-study confidential, I bristled. After all, such a document is prepared using taxpayer part of the Brown Act. This law requires that the agenda and dollars. Therefore, logic suggests that it would be public associated documents for every Board of Trustees meeting like just about everything else produced with public be available for inspection 72 hours before the meeting. dollars. Copies must even be available to anyone willing to pay a A little research and a lot of head-scratching later, reasonable fee. When the Board's agenda references a however, I've learned that that isn't necessarily so. It seems document, that document, too, becomes public unless it that while most documents produced by public employees deals with litigation, labor negotiations, and personnel using tax dollars must be open and accessible, many may matters. be sequestered, and they don't have to deal only with such Such things as student transcripts are protected (under things as litigation, labor negotiations or personnel matters. different laws), but the fact of a student's enrollment in a Trying to compile a litany of what must be open and state institution is public information. In the same way, a what can be kept under wraps would be as tedious as faculty member's employment at a community college is working on an income tax return, but we can identify a public information, but that person's home address is not. couple of important general principles and a few pointed Problems sometimes arise when a college or district examples. Please bear in mind, too, that none of this personnel officer seeks to protect employees or an institu- amounts to legal advice. tion by refusing to release an employee's contract or even a To start with, the philosophy behind both the California college's budget. To attempt that is illegal. Public Records Act and the Brown Act (also known as the Section 6254.8 of the Government Code makes such Open Meeting Act) is that taxpayers have a legal right to contracts public, and in the case of Braun v. City of Taft, an know how their money is being appellate court held that "Employment contracts are spent and public employees have public records and may not be considered exempt." a legal obligation to make that (Accredltatlonl Budget documents clearly define how taxpayer's information available. dollars are being spent and so are not exempt, either. In addition, if a government But the other side of the coin is that there is a long- agency subject to the Public standing and widely recognized "deliberative process Records Act makes any document (iev$1'*si exception" to both the federal Freedom of Information public by letting any outsider Act and the California Public Records Act. That see it or have a copy, then exception permits working drafts and internal everyone else has a right to see documents to be .kept confidential while various it and copy it, too. A challenge THE TEMPTATION FOR policy options are debated within an agency. in which the Black Panther MANY IS TO ASSUME Predictably, of course, many things come out of Party sued the State of Califor- A DOCUMENT MAY BE the typewriter that will never become public nia established that precedent records. more than twenty years ago. KEPT CONFIDENTIAL Faculty aren't normally concerned with such Dr. Wayne Overbeck, a UNLESS SOMEONE issues. However, from time to time questions do media attorney who teaches at arise concerning just what is or is not a public Cal State Fullerton, said any DIRECTS OTHERWISE. document. document kept by a state or THE MORE PRUDENT The temptation for many is to assume a local government agency is COURSE, PROBABLY, IS document may be kept confidential unless some- public unless it falls within one one directs otherwise. The more prudent course, of the many exceptions. TO PRESUME JUST THE probably, is to presume just the opposite. Besides the common OPPOSITE. As long as we remember that serving the reasons of litigation, labor citizens of California means informing .those negotiations, and personnel matters, internal memoranda citizens completely, not selectively, we're not likely to go and working drafts are usually exempt. (It might seem to be wrong. stretching the point, but an accreditation self-study might actually be considered such a document, Overbeck said.) Gary Morgan teaches journalism at Oxnard College, where Another type of document publication often occurs as he is president of the Academic Senate. 32 FACCCTS May 1996 Workforce Preparation

By Evelyn "Sam" Weiss

ecause so many changes are proposed in how vocational educa- tion is funded at the state and federal levels, FACCC iscom- mined to keeping its members informed about new developments. This column, a new feature in FACCCTS, is one way to fulfill that commitment. The Senate-House conference committee is expected to meet in Washington, D.C. this month to discuss the two bills on funding for vocational education across the nation. Neither the House nor the Senate bill is entirely satisfactory to the community colleges. College representatives, including FACCC, traveled to Washington late last month to In tandem with the funding changes for vocational meet members of the California congressional delegation education comes welfare reform. Results of this effort may and federal lobbyist, Lynda Davis (of Davis O'Connell), have a direct effect on the types of vocational offerings hired by FACCC and the Community College League of approved by the Workforce Development Boards. For California. example, to maintain federal welfare funding, the state Davis is trying to amend the bills to specify separate would be required to reduce the number of recipients each funding for education and to include community colleges year. This makes short-term, job-specific training, similar to in the decision-making process. You can help by writing to that of the Job Training Partnership Act (JTPA), more your representative in Congress. You may request a sample attractive than community college programs. As educators, letter from FACCC. Anecdotes are a big help. Ask members we know short-term training sets up a revolving door. The of your advisory committees to write to individual may be able Washington legislators about the impor- to get a job but it will tance of community college vocational You can help by writing to your likely be short term, education. and his or her skills In California, the governor and businessrepresentative in Congress and iden- won't transfer to other representatives have created a proposal to tifying how the proposed changes positions. Investment consolidate all funding for vocational will affect your students...Ask mem-in longer educational education and short-term job training and programs better retraining, including that of community bers of your advisory committees to prepares the individual colleges. The question is how they will write to both Washington and Sacra- to adapt to the chang- allocate those funds. Faculty have asked ing workplace. It questions about how proposed funding mento legislators about the impor- builds a base for changes will affect Proposition 98 money tance of community college voca- multiple positions and . used to support vocational education. While tional education. will help the person not opposed to development of the plan, we stay off welfare in the are adamant that all community college future. funding remain under community college control. I have touched on some of the workforce preparation The governor can combine all non-Prop 98 funding for elements affecting community colleges. Let us know what vocational education under the proposed Workforce you want to see discussed in this column. Ask us questions, Development Boards, which may affect existing programs. and tell us your concerns and successes. FACCC represents Many programs receive funds from sources outside Prop 98 you in our lobbying efforts and your input is important to and Vocation and Technical Education Act (VATEA) and us. these funds may be affected. It's yet to be decided what the Sam Weiss teaches nursing at Golden West College and is Workforce Development Boards are, who will sit on them, the Vocational Education representative on the FACCC and how much they will impact the community colleges. board's Legislative and Advocacy Committee. They will probably have a predominance of business and If you have suggestions for this column, please contact industry representatives with a minimal role for educators. Katherine Martinez. We welcome your letters, e-mail Our lobbying efforts are attempting to increase the educa- ([email protected]) or faxes (916) 447-0726. tors' voice. FACCCTS May 1996 33 BEST COPY AVAILABLE I Q Lessons continued from page 10 "My most memorable moment was in a Chicano Politics course. At the end of the semester, one of my "learn themselves" teachers don't "learn their students." students who was disabled had the courage to sue the But teachers must be respected for the central guiding role university for violation of his civil rights in accordance to they perform. Without teachers, there have never been the Disabilities Act. The university agreed to his demands schools, from ancient China and Greece to the monasteries of a sign language tutor and audio-visual components." of Medieval Europe, to the story circles of primitive Julian Camacho, Social Science, Compton College Polynesians or Bantus. "What is your most memorable moment as a teacher? Faculty and administration need to understand that the After.22 years, there are either too many to remember or Third Wave's "electronic cottage" is here, now, and it's they were so long ago I have forgotten. not going away. Pedagogy is undergoing a major revolu- "I have a former student who is now graduating from tion. 2) The long summers." James Buddell, English, UC Santa Cruz with a dual major in Economics and Middle Taft College Eastern Affairs and preparing for graduate study in Interna- tional Relations in Switzerland. I'm terribly proud of him. To thrive in the future, I believe faculty must focus more Another former student has just returned from a visit to his on LEARNING learning instead of teaching, native country after a seven-year absence, during which he learning communities, building learning institutions...We came to truly value'his life in the United States, including also need to be very creative in dealing with changeand learning fluent English. I once taught a female member of not just reacting to it, but causing it. the Saudi royal family, who finally learned to drive a car "My most memorable faculty moments are the times I and vowed never to return to her repressed ways after get to celebrate teaching and learning with colleagues and watching me as an independent female. when students "call back" to say thanks or to just stay in "I taught a Hmong hill tribesman enough about a clock touch." Mike McHargue, Counseling/Provocateur of to know when the hour hand reached two, so he wouldn't Professional Development, Foothill College miss his bus home. I testified on behalf of another student, charged with second-degree murder of an extremely To face the future, faculty need to be current in technol- abusive homosexual lover, and helped win him probation ogy as used in their discipline and as a tool for class- rather than a prison sentence. room presentation. We should be current as to the needs of "I, a Jew, once sat down with a Palestinian student and employers so that we are preparing our students for the real we talked about history and our relations enough to agree world. This is true for both the student who will be entering that we could be friends even though we might never see the workforce directly from the community college or peace between our peoples. I tutored a young Japanese mantransferring to a four-year institution. in reading, and since both of us were History majors, we "My most memorable moments as a teacher occur in discussed World War II until we agreed that the world owed the spring when present or former students seek me out to a debt to Japan for being the only country to suffer the write letters of recommendation for employment or scholar- consequences of nuclear war. ship applications." Jeri Desmond, Accounting, Las "I could go on forever; undoubtedly, all teachers have Positas College such stories. Teaching, and touching people, is its own reward." Emily Strauss, English, San Jose City College/ What do faculty need to face the future? Access to Mission College technology, and administrators who are facilitators, not supervisors. The time is past when deans "supervise" believe faculty need a multiple of things to face the faculty. That's like herding cats! As for the technology, future.First, all faculty must be bilingual and biliterate, faculty need a commitment to make sure technology is primarily in Spanish. The new student body population now available in every classroom and every office not just on requires that even transferable English level course instruc-administrator's desks. tors now comprehend Spanish, to make teaching effective. "My most memorable moment as a teacher is tough to "Second, faculty service areas (AB1725) needs to be pinpoint, but I think it was the moment that I learned that a revamped. The current structure is excluding many quali- young man I had taught to write simple English before I fied individuals; because i.e. their master's d_ egree in Urban couid teach him to write for the school newspaper had been Planning is not relevant to political science. Wrong, wrong, hired by the New York Times." Gary Morgan, Journal- wrong. Higher education is all interdisciplinary and not ism/Academic Senate President, Oxnard College. based on a single subject. My M.A. in Urban Planning is a combo of Political Science, Geography, Sociology, History I think that faculty need more time to plan, research, and Economics. The CCCs say I cannot teach in these contemplate, communicate, synthesize new ideas and fields. I have a problem with this approach. Lastly, com- theories in our fields and prepare for the future.It seems puter skills. that the increase in technological support is creating a 34 FACCCTS May 1996 faster pace and more demands on our time. We need to be students who have come back as teachers at Ventura able to have some time to just think and be creative. College (or in other capacities, but working at the college) "As a counselor, each day I have a memorable moment. or students who are teaching elsewhere." Edith Conn, A student expresses his appreciation for my coaching, English, Ventura College another breathes a little easier because of my intervention. A smile from a student who leaves my office empowered. What do faculty need to face the future? They face the Or a hug from one who needed someone to listen and need to keep up to date with technology (keep up support them through a moment of weakness. And always, with the students at least!) and learn how to facilitate watching many of "my" students walking tall and proud in learning with computers, e-mail, Internet use, etc. They face their graduation robe." Oscar Zavala, Counseling, needing to learn how to teach students who may be less Santa Barbara City College. well prepared for college than they were 10 years ago for example, students who need study skills, andmore and Future increase student load with less resources, lack more students for whom English is a second language who of facilities and equipment, challenges to the integrity may not have the background knowledge that native of the academy, maintaining quality through alternative students do. delivery like distance education. "One of my most memorable moments is when a "Memorable Each time a student comes back and student told me that he had become a better student because tells you how much difference you've made in their lives; I had bothered to pay attention to him and meet with him it's happened several times annually." Rick Matthews, individually about his performance in class (which wasn't Life Science, San Diego Miramar College very good).I had told him that I thought he could do well if he tried - and he did! Sharon Seymour, ESL, City Faculty in the future: Need to make learning, not teach- College of San Francisco ing, the center of our mission. We as teachers need to be aware of all the alternatives to the lecture. I think the most memorable moments for me as a teacher have been FACCC Shopping Network Receive a free FACCC bookmark with every item purchasedFACCC Documents: (Free. Use order form below.) (Prices include shipping and handling) How to Organize a Local FACCC Chapter Bumper stickers FACCC Membership Benefits: a Brief Summary a) "Quality Education for Le$$" InFACCC (please specify date) b) "The Voice of the Community Colleges in Sacra- OFFTRACK (please specify issue) mento" FACCCTS (up to 1995, please specify issue) $1.50 each, four for $5. 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133 Book Reviews

JB-15The Invisible Faculty. By Judith affirmative action is not enforced. Many schools surveyed M. Gappa and David W. Leslie. Jossey- showed a low percentage of minority part-timer. How do Bass Publishers. $32.00. recent events in California affect affirmative action? FACCC member price: $27.00 The book discusses part-timer recruitment and appoint- ment, and details benefits such as health insurance and Reviewed by Jacqueline Simon tuition. The authors also talk about the changing academic Although written in 1993, much of climate, the value of part-time faculty, the need for devel- the book's information on part-time oping fairness in hiring and retaining part-time faculty, and instructors is still of concern. the investment of human resources regarding part-timers. The book addresses a study the The authors pointed out that many institutions they visited authors conducted during the 1990-91 academic year in already had provisions for part-time faculty. which they inquired about falsehoods, questions and issues The most valuable chapter is "From Invisible to Valued: involving part-time faculty across the nation and Canada. Creating a New Reality for Part-Time Faculty" in which the Each of the chapters addressed issues such as defining authors conclude part-timers bring a broad base of experi- who part-timers are; background profiles; how part-time ence to colleges. As the authors stated so well, "...a college faculty are affected by contracts and tenure; benefits to or university strengthens itself through the wise use of part- part-time faculty by states; and union representation for time faculty." and by part-time faculty. I am glad this book is available. Whether you're a part- Chapter five discussed part-time faculty budgets and time or full-time instructor, it's certainly worth reading and how this affects full-time faculty. The next chapter ex- appreciating as part of the on-going efforts to ensure the plained the institutions' need for hiring part-time faculty colleges value part-time faculty. and what courses those faculty member would or wouldn't teach. In some ways, chapter seven on employment policies Jacqueline Simon teaches English at the Educational and practices was outdated. For example, it mentions that Cultural Complex, San Diego Community College District. HW-4 Yesteryear's Child: Golden Days with a sewing bee, tea party or the Ladies Aid Society. & Summer Nights, by Phoebe Louise Thursdays and Fridays were used for practical pursuits Westwood with Richard W. Rohrbacker, such as mending and darning. Saturdays were for cleaning. Ph.D. Heritage West Books. $11.50. "Saturday night was the highlight of everyone's week," FACCC member price: $9.00 Westwood said. "All the stores stayed open until nine, and everyone, and I mean everyone, promenaded downtown Reviewed by Evelyn "Sam" Weiss after supper. For youngsters, the Saturday night excursion was an exciting experience. Things became positively You'll loveYesteryear's Childif you sensational when Mother clutched our hand extra tight and have ever wondered what life was attempted to pull us as rapidly as possible past the half like at the turn of the century in a doors of the saloons." typical Northern California small town. Sunday was for church and relaxation. The children did This was a time before roads were paved and California no homework (even sewing was not allowed) so they developed its love affair with the automobile, when down- frequently found Sunday afternoons very dull. town still existed and was the hub of life, when it took an Westwood's memoir provides us with a glimpse of life entire day to travel between Oroville and Santa Cruz for a without television, airplanes, telephones, faxes, computers, vacation at the beach. or the benefits of today's medical knowledge. It shows how Originally started as a gift for her children and grand- different groups lived in and around a town that contained children, Phoebe Louise Westwood's story evolved into a the beginnings of California's modern diversity. Groups first hand account of life in an era before many of our didn't mix much back then; the Chinese lived in one area in families even thought of coming to California. It tells the which most people didn't venture. story of a girl growing up in a simpler time when everyone This short, easy-to-read book gave me a view of knew their neighbors and didn't need to wnrry about drive_ California that would have been impossible for me to by shootings. Families were larger, and aunts, uncles, imagine. It reinforced my knowledge that each time has its cousins and grandparents lived nearby. own enjoyments and problems. Life was different in the This is the story of community and self-reliance. Neighbors would help each other, and because of the lack "good old days." I don't think I'd want to exchange today's of modern conveniences, each week had a rhythm and a hectic pace for yesterday's restrictions. pattern that many people never experience because of today's hectic pace. Monday was wash day, rain or shine. Sam Weiss teaches nursing at Golden West College and is a Tuesday was for ironing. Wednesdays were more restful FACCC Board of Governors member. 36 FACCCTS May 1996 BEST COPY AVAILABLE 134 FACCC Welcome to the FACCC Book Service, through which prosper in the global arena. Advocates for change within the faculty can purchase discounted books. FACCC members school, and for building partnerships between schools and get an even greater discount, and can also offer their own postsecondary institutions and community organizations. publications on this list. Please fill out the order form on $36.00 FACCC Member Price: $31.00 the next page. Or call FACCC' at (916) 447-8555 or e-mail [email protected]. Here are a few sample titles: JB-18 Wise Moves in Hard times: Creating & Managing Resilient Colleges & Universities, by David W. Leslie and JB-4 Teachers for our Nation's Schools, by John Goodland. E.K. Fretwell, Jr. Explores the causes and imiplications of the This book provides a comprehensive look at the state of many sources of stress present at today's universities. The teacher education, and presents an agenda for improving authors report on the ways institutions are transforming schools by improving the way teachers are taught.$16.50. themseles as they adapt to stress through changes in mission, FACCC member price: $14.00. organization, and teaching and learning. $32.50 JB-10 Becoming a Critically. Reflective Teacher, by FACCC Member Price: $27.00 Stephen Brookfield. Guides teachers through the processes JB-19 Barometers of Change: Individual, Educational and of becoming critically reflective about teaching, confronting Social Transformation, by Semour B. Sarason. Why are we so the contradictions involved in creating democratic class- slow to comprehend the advent of major social upheaval? Is it rooms, and using critical reflection as a tool for personal and possible to predict change before it happens? And if it were, professional development. $32.00 what kind of society would we want? Sarason takes a close FACCC Member price: $27.00 look at the discrete events and trends that have coalesced to JB-22 The Equity Equation: Fostering the Advancement of produce the world we know today. $29.50 Women in the Sciences, Mathematics, and Engineering, FACCC Member Price: $24.00 edited by Cinda-Sue Davis and associates. Addresses critical JB-21 School Wars: Resolving Our Conflicts Over Religion issues facing women in the scientific disciplines; examines & Values, by Barbara B. Gaddy, T.William Hall, and Robert J. new findings about barriers women and girls encounter at Marzano. This book takes an objective look at the controversy every level that reveal the most significant barriers are surrounding religion and education and offers educators, institutional rather than personal; and provides a blueprint for community leaders, and parents a better way to understand and future research and policy development, describing how to respond to the differing world views that lie at the center of build more effective programs. $36.50 this ongoing debate. $24.50. FACCC member price: $19.50 FACCC member price: $ 31.00 OS-9 Quicken 4 Made Easy, by Campbell. Learn how to use JB-23 Engaging Ideas: The Professor's Guide to Integrat- the #1 personal finance software package in the world! ing Writing, Critical Thinking, and Active Learning in the $21.50. FACCC member price: $18.00. Classroom, by John C. Bean. Critical thinking originates in the learner's grappling with problems. Bean creates a practical CS-4 Luis Leal: A Bibliography with Interpretive and nuts-and-bolts guide to designing interest-provoking writing Critical Essays. $15.00. FACCC member price: $7.50 and critical-thinking activities. He shows how teachers from CS-5 Darkness Under the Trees/Walking Behind the any discipline can incorporate these activities into their Spanish. $10.00. FACCC member. price: $5.00 courses and transform their students from passive to active learners while deepening their understanding of the subject. CS-6 Bibliography of Criticism of Contemporary Chicano $32.50 Literature. $16.50. FACCC member price: $8.25 FACCC member price: $27.00 HD-4 Jack London and His Daughters, by Joan London. JB-17 Teaching on Solid Ground: Using Scholarship to Meet a Jack London you never knew existed. In this Improve Practice, by Robert J. Menges, Maryellen Weimer evocative memoir, Joan London recaptures the yearning of and Associates. Shows how critical new findings on teaching a daughter for the father who left the family circle. With a and learning can strengthen instructors' skills in the college selection of photographs from the album Jack London kept classroom. Experts cover key topics such as collaborative of his daughter. $10.50. FACCC member price: $7.00 learning, creating effective assignments, giving feedback, and HD-6 The Ohlone Way: Indian life in the San Francisco- dealing with diversity. $34.50 Monterey Bay Area, by Malcolm Margolin, illustrated by FACCC Member Price: $29.00 Michael Harney.Vividly recreates a lost world and the JB-14 Educating a New Majority, by Hope and Rendon. A people who lived there such a short time ago. $12.50. new vision of educating diverse peoples is needed if we are to FACCC member price:$9.00. tap all of our country's potential so that we can continue to FACCCTS May 1 996 37 Book Review

HD-5No Rooms of Their Own, by Ida Rae Egli. Heydey of life at Las Mariposas Ranch in Bear Valley that engage Books. $14.50 the reader in what it was like to be a pioneer woman FACCC member price:$12.00 struggling to establish a home in the newly developing Reviewed by Thelma Epstein state. The brief "My Grizzly Bear" is written in a clear, When we think of the Gold Rush in California we adventurous style as Mrs. Fremont and her party face a envision a boisterous, all-male society prospecting mean grizzly on a day's hike into the hills near her home. In for gold in the hills and valleys of the mighty Sierra Nevada "Sierra Neighbors" descriptions abound of her difficulties mountains and the surrounding territory. For too many with housekeeping. A task as simple as hiring a laundress to years, female students of California History asked, "Where do the weekly wash is described in sympathetic detail as, were the women?" first a "most beat out" young wife, with baby and surly Ida Rae Egli; who teaches English at Santa Rosa Junior husband in tow, is found and hired only to be lost when the College, answers with her 1992 book, No Rooms of Their husband is stricken once again with gold dust fever. Own: Women Writers of Early California, a charming and Next, Native American girls from the nearby village are enlightening collection of prose and bits of poetry by engaged. "We were warned they would carry off anything several of these early Californians. they fancied, but they never did. Punctuality was not their Browsing among the collected reminiscences, the gift, but good humor was, and a genuine girlish pleasure in reader occasionally mines nuggets of narrative gold as in praise and rewards." Jessie's word pictures of the local the stories "My Grizzly Bear" and "Sierra Neighbors," both natives conjure up "...one very old body, too old to pound delightful tales by Jessie Benton Fremont, beautiful wife of acorns or gather sticks she looks herself like a fagot of Colonel John C. Fremont, the first Republican candidate for dried sticks..." the U.S. presidency in 1856. For young California History students, both male and Jessie Benton, daughter of Missouri Senator Thomas female, Egli's collection will serve as a tasty tidbit of Hart Benton, had the Washington, D.C. world at her feet writing that is both pleasant and personal. Think what all when she eloped at age 17 with Fremont, a member of the the women pioneers could have written if they had the time Army Topographical Corps. She and Fremont lived an and talent to put into words what they were experiencing erratic life together on both coasts, in the nation's capital each day, long ago. and in Northern California. It is Jessie's first-hand stories Thelma Epstein teaches history at De Anza College.

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38 F A C C C T SMay1 9 9 6 After the FACCC

he other day I had a phone conversa- But slowly, we adjusted. I began to tion with Adam, an old college friend understand every third acronym. I began to of mine. speak up in my department meetings and Adam was one of those people who even occasionally in the Senate. I finally stuck out, even at Berkeley during the era began to understand why it made sense of the Naked Guy. After all, he was quite that writing a mission statement for a possibly the first man to audition for the college took a committee, a task force, all-female a cappella group, The six drafts and, of course, a high-paid California Golden. Overtones. He was in consultant. - drag, of course Robert Bly beat your But then I stopped myself. Had I .. .. New Kid On The Block drum out.. been trying so hard to fit in and "Adam now lives in the benign By Jennifer Saito 1-'-'understand the culturethat I'd suburb of Stamford, Connecticut and checked my common sense at the works for Reuters. In any case, there I door? After all, if there's anything was on the phone with him as he contemplated when to learn from the downsizing scare following the corporate exactly to move on to greener pastures at the World Bank. party known as the '80s, it's that if you're not efficient and "I know this sounds strange," he ashamedly whispered, relevant, you won't last into the next millennium. "but, have a much better benefits package if I' wait 'This is the challenge facing the California COmtiltinity,, until after the New Year to quit". Colleges. Unlike other businesses, we have been largely', C.i.;:Thett the entiriiiity-o-fthat.statement hit us both we spared the grueling prOCess_...-Of competing for contracts, but were diieuising BENEFITS' PACKAGES. A -Whole genera -' with the changing IiiilitieitY'Ciiiiiitei.;ifiolii6iirfiwzonei,==, tion was beginning to take out their navel, rings, shave off this will last? I believe that the community colleges playa those gOitees aniftalk abOut 401K plans and mission vital role in the educational-System orciOrstate; brit I also statements. As a newly-hired math instructor at Los believe that we must continue to earn.this privilege Medanos College with a dental plan and life insurance efficient and innovative use of our resources to deliver the (lde insurance!) I, too, felt likea false pretender to the best possible education for our students, 'This- single goal Generation X throne. alone should be our continual -primary foeus, but it often '-'1 was hired atLMC at the age of 24.after -.:'gets lost in the big. a brief foray into the freeWay-Ilying'ivoila of picture. "Part Timing' Teaching, part time -was whole generation was As a_ne*,,fieulty challenge more to my odometerthan any- :*meniber I hve=certainly, thinielse,'and I imagined thatnow.that I'd beginning to take out their felt pressure to pay my landed a full-time position, my life would dues and go along -with become simpler. But of course, over the past the process until the two years the complexity of the California navel rings, shave off those blessed granting, of Community College system has become tenure. But certain. apparent to me. goatees and talk about 401K ..,_questions stay' fixed in Luckily, my college has an orientation. :my min o we really program called Nexus to help new faculty need to have all of these plansand mission statements. , adjust -Led by the"fearless Dave Nakaji, the ..committees and task- 10 of us struggled to translate all of the ;. ,foirces and Consultants? acronyms being used effortlessly by our colleagues.I Is our curriculum relevant and rigorous? Dowe work as a remember being overwhelmed by the infrastructure community instead of Balkanized enclaves? What does "necessary" to run an educational institution. excellence in education mean anyway? Nowhere was the insufficiency of my knowledge I certainly don't claim to have any easy answers to more evident than at the Academic Senate meetings. We these questions, but I am grateful to be in a position to be could argue for 2 hoursaboutpolicies which hadn't even able to. attempt to answer them. While at a recentcommu- occurred to me the day before. In addition, it seemed as nity college job fair representing my district, I realized just though many issues had their roots in occurrences 15or how coveted these jobs of ours are. Let's take advantage of 20 years back. My fellow freshmen and I sat in silence, .the rather artificial mark of a desperately longing for the. day when we could say, -reevaluate the privilege and responsibiliti ofour poSitions. "Actually, back in '96 the original intent of this policy was Jennifer Saito is a mathematics instructor at Medanos. College. .

FACCCTS May 1996 39 137 BEST COPY 'AVAILABLE FACCCTOTUM The FACCC Teaching PAC My idea of education is to unsettle the minds of the young and inflame their intellects. Needs You! Robert Maynard Hutchins FACCC is involved in many of the upcoming The only interesting answers are those legislative races in the November election. Please help which destroy the questions. support candidates who are community college friends Susan Sontag by contributing to the FACCC PAC. It is a greater work to educate a child, in the true and You may donate a small amount each month larger sense of the word, than to rule a state. through payroll deduction, although a one-time check William Ellery Channing is also welcome. Call FACCC for details at (916) 447- Nothing in life is to be feared. It is only to be under- 8555 or e-mail [email protected] stood. Marie Curie Life is the first gift, love is the second, and understanding the third. Marge Piercy Education is not the filling of a pail, but the lighting of a fire. William Butler Yeats Non-Profit Org. The man who is too old to learn was probably always U.S. Postage PAID too old to learn. Sacramento, CA Haskins PERM ITNO. 144

That is the happiest conversation where FACULIYASSOCIABON OF there is no competition, no vanity, but a calm, quiet CAUFORNIA CONDAUNDYCOUEGES, WC. interchance of sentiments. 926 J Street, Suite 211, Sacramento, CA 95814 TEL (916) 447 -8555 FAX (916) 447-0726 Samuel Johnson [email protected] Website: http://www.faccc.org The test and the use of man's education is that he finds pleasure in the exercise of his mind. Jacques Barzun ADDRESS CORRECTION It is better to ask some questions than REQUESTED to know all the answers. James Thurber There are two ways of spreading light: to be the candle or the mirror that reflects it Edith Wharton The dedicated life is the life worth living. You must give with your whole heart. Annie Dillard Knowledge is the antidote to fear. Ralph Waldo Emerson

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