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FACCCTS: Journal of the Faculty Association of California Community Colleges, 1999-2000

FACCCTS: Journal of the Faculty Association of California Community Colleges, 1999-2000

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AUTHOR Martinez, Katherine, Ed. TITLE FACCCTS: Journal of the Faculty Association of Community Colleges, 1999-2000. INSTITUTION California Community Colleges, Sacramento. Faculty Association. PUB DATE 2000-00-00 NOTE 154p.; Published four times a year. PUB TYPE Collected Works Serials (022) JOURNAL CIT FACCCTS; v6 n1-4 1999-2000 EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS *Administrator Attitudes; Affirmative Action; *College Faculty; *Community Colleges; Educational Change; Newsletters; *Partnerships in Education; *School Effectiveness; Two Year Colleges IDENTIFIERS *California Community Colleges

ABSTRACT This document is comprised of four Faculty Association of California Community Colleges (FACCC) newsletters. The September 1999 issue is entitled "Capitol Comments: Read What Lawmakers Say about Community Colleges in Response to the Third FACCCTS Legislator Poll." This newsletter contains the following articles: "Capitol Comments," which examines how community colleges have touched the lives of legislators, why they think highly of the California Community Colleges system, and how they plan to help; and "Authors Debunk Prop 209 Myths," which demonstrates how practical affirmative action can be. The December 1999 issue is entitled "The Spirit of Advocacy." This newsletter contains the following articles: "Transform Partnership for Excellence," which sheds some light on the problems with Partnership for Excellence and why leaders must insist on changing; and "Transition to Trustee: A Faculty View," in which the author writes about her experience running for elected office, her toughest decisions as a trustee so far, and why she encourages other faculty members to follow the same path. The March/April 2000 issue focuses on scholarship and public policy, accreditation and quality, the SATs, and the 50 Percent Law, which calls for at least half of each college's unrestricted operational expenditures to go toward direct instruction. Finally, the June 2000 issue examines why American voters nominated Bush and Gore, and discusses Internet research and college FAQs (frequently asked questions). These newsletters also contain a variety of Feature columns and articles such as "Letters to the Editor," "Fast FACCCTS," "Budget: Investment in Education," "Daylight Shines on Part-Timers," "Higher Ed's Challenges," and "Talking about Teaching." (VWC)

Reproductions supplied by EDRS are the best that can be made from the original document. FACCCTS: Journal of the Faculty Association of California Community Colleges, 1999-2000

Katherine Martinez, Editor

Volume 6, Numbersl -4

U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement PERMISSION TO REPRODUCE AND EDUCATIONAL RESOURCES INFORMATION DISSEMINATE THIS MATERIAL HAS CENTER (ERIC) BEEN GRANTED BY 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 official OERI position or policy.

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JOURNAL OF THE FACULTY ASSOCIATION OF CALIFORNIA COMMUNITY COLLEGES Volume 6 Number 1 September 1999

Featuring: John Baley of , on Capitol Comments retirement develop- ments, p. 39 Read what lawmakers say about community colleges FACCC Executive Director Jonathan in response to the Third FACCCTS Legislator Poll, p. 10 Lightman, on the colleges' recent media attention, P. 9 John McFarland of , on two books about affirmative action, p. 31 Margaret Quasi of , on national attention for part- time faculty, p. 38 Carolyn Russell of , on helping advance faculty advocacy, p. 7 1999 FACCC Annual Report, highlighting sponsored bills on Part-time faculty equity, full-time a faculty hiring and retirement, p. 20

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Community Colleges/Technical Schools Job List. Over 1,400 faculty and administrative positions monthly _ nationwide. $25.00/3 months; $45.00/6 months payable to N.S. Apple, PO Box 42, Venice, FL 34284. TOURSPASSAGES 1-800 777-7766 (Terry Tandy, Ext. 529), Fax: 415-616-0589 FACCCTS 455 Market Street, Suite 1700, , CA 94105 Advertise in You can buy classified ads for as little as $40 for up to 35 or e-mail us at: [email protected] words. For classified and display advertising rates, contact FACCCTSManaging Editor Katherine Martinez at faccc@aoLcom or (916) 447-8555, or visit www.faccc.org/ Name pubs.htm.Buy three consecutive ads, receive the fourth free.

Address FACCC's Mission alY FACCC advocates exclusively for community college faculty. FACCC analyzes issues that impact community State Zip E-mail colleges, develops policy and sponsors bills, and lobbies the

Phone Fax governor, the chancellor, the legislature, and other state and federal agencies. FACCC communicates issues and Destination Interest resolutions and works in concert with other organizations to ensure a leading role for community college faculty in SERVINGMEIRAVEI.NEEDS OF AMERICAS EDUCATORS WITH INTEGRITY SINCE 1980 education policy. See wwwfizccc.org/about.btm

4 MirFACCC Capitol C meats Page 10 BOARD OF GOVERNORS FACCCTS conducted its third legislator poll this summer. Read how communit EXECUTIVE COMMITTEE colleges have touched the lives of legislators, why they think highly of the PRESIDENT ft' Carolyn Russell California Community Colleges system, and how they plan to help. Rio Hondo College VICE PRESIDENT John R. McDowell, Jr. Trade-Technical College TREASURER Mary Ann Newport Authors Debunk Prop 109 Myth Page 31 Mira Costa College Proposition 209 proponents used "progressive terminology to camouflage SECRETARY regressive social policy," writes Sierra College history professor John F. Sondra Saterfield Canada College McFarland, who reviews two books on affirmative action. "Affirmative action is often dismissed as well intentioned but impractical. These two studies dis- PAST PRESIDENT Evelyn "Sam" Weiss cussed here demonstrate how practical it can be. And nowhere does integration make more sense than in education."

GOVERNORS-AT-LARGE Alma Aguilar Southwestern College Ricardo Almeraz John Baley 4 Letters to the Editor 26 FACCC Welcomes New Members Cerritos College 6 Fax Survey: Win Movie Tickets 29 Budget: Investment in Education Frances Chandler 7 Faculty is Best Advocate 30 Senator Ortiz Focuses on Retirees Zoe Close 9 When No News Isn't Good News36 FACCC Calendar 20 FACCC Annual Report 38 Daylight Shines on Part-Timers Clo Hampton 24 FACCC Board of Governors 39 The Good Life: STRS Update Richard Hansen DeAnza College On the cover: Pictured are a few legislators who answered our poll. Did yours answer our questions? (See John Jacobs pp. 10-17) If not, consider it an invitation to call their district offices for an appointment or invite them to visit your campus. Help them put a face on the issues. Need tips to prepare? Request the FACCC guide "IoYour Own Backyard" at (916) 447-8555 or [email protected] Chaumonde Porterfield-Pyatt . Also, see the FACCC Sheet on lobbying at www.faccc.org/advocacy.htm or request it at the number above. Margaret Quan Diablo Valley College Richard Valencia EDIT° 11AL P ^11 11,11CILES EXECUTIVE EDITOR FACCCTS is the journal of the Faculty Association of California Community Carrol Waymon Jonathan R. Lightman Colleges, a nonprofit professional association promoting unity and professionalism Mesa College among California Community Colleges faculty, and the FACCC-Education Insti- Robert B. Yoshioka MANAGING tute, FACCC's "subsidiary"for information dissemination and professional develop- Allan Hancock College EDITOR/DESIGNER ment. FACCCTS is published four times during the academic year, Katherine Martinez offering information, analysis, and provocative points of view about the politics, philosophy, and practice of education. FACCCTS' primary purpose is to EXECUTIVE DIRECTOR COMMUNICATIONS provide a forum for faculty and the CCC "community." Opinions expressed are Jonathan R. Lightman COMMITTEE those of the authors and do not necessarily represent those of FACCC and FACCC- Education Institute, their boards, general membership or staff. FACCCTS John Queen, Chair publishes letters to the editor, commentaries, and other contributions on a space-avail- Fran Chandler able basis. FACCCTS reserves the right to condense and edit all text according to Jean Lecuyer The style and as deemed necessary. For a copy of writers' guidelines, John McFarland please call FACCC at (916) 447-8555, fax (916) 447-0726, e-mail [email protected] Mary Ann Newport or write to: FACCC, 926 J Street, Suite 211, Sacramento, CA 95814-2790. Visit the FACCC Web site at wwwfaccc.orgfor Web-exclusive articles, essays, faculty opin- ions, analysis, legislative alerts, book reviews and special offers for members.

5 Part-Timer Disagrees with Colleague As for benefits, part-timers should have prorated medical, dental and vision insurance, offices with appropri- I have read [Steve] Ruis' letter to FACCCTS several times ate equipment (one cannot prorate these), prorated sabbati- [ "Reader Tired of Adjunct 'Pity' Letters," May 1999] cals, prorated sick/personal leave, etc. Finally, I have been able to separate the wheat from To date, however, most part-timers receive the follow- the chaff. ing: hourly pay that is one-third to one-half of what full- Clearly, Ruis does not under- timers receive for classroom contact, stand how his salary no paid office hours per week is determined. Built into his 40-hour (although a lucky few now get a week are 15 classroom hours, five maximum of one paid office hour but office hours, 15 preparation hours, only if they teach at least 40 percent and five miscellaneous hours for of a full-time load in one district), no shared governance. - paid preparation time, and no pay for Moreover, no one pays much shared governance if they are even attention to whether tenured faculty allowed to participate. Of course, a keep their office hours, use their few districts encourage part-timers to preparation time appropriately, or volunteer their time, but they may or participate in shared governance; i.e. may not have a voice in outcomes. their pay does not get docked, they As for myself, I have been do not lose tenure, etc. fortunate because the two districts for Ruis also does not take into which I now work have signed an consideration the many benefits agreement that combines the FTE enjoyed by full-time faculty: tenure, [Full Time Equivalent] from both and medical, dental, vision insurance, districts so that I am at last eligible for offices with appropriate equipment (telephone, computer medical, dental and vision insurance. Additionally, in one and printer), sabbaticals, sick or personal leave, jury duty district, I have prorated sick/personal leave which I may leave, etc. accumulate, and in the other, I have one hour of Now, factoring in the above, Ruis' argument that part- for each class I teach; however, in the second district, I am timers need pro-rata treatment and that we should ignore not permitted to accumulate sick leave. that "blue collar" issue of pro-rata pay, I can only conclude Furthermore, despite the discrepancies between what the following: Ruis wants part-timerswho his letter the professional full-timer receives and what a part-timer ultimately suggests are not quite professionalsto partici- does or does not receive, I am required to have the same pate as full-time professionals do. Additionally, nowhere credentials as a full-timer. Because I provide high quality does he discuss benefits. instruction and am constantly striving to improve my To participate as professionals, part-timers ought to skills and keep up with the latest research, I consider myself receive a prorated version of what full-timers receive: equal a professional. hourly pay for classroom hours, office hours, preparation However, I am not treated as a professional. California time, and shared governance. Part-timers would also need Community Colleges maintain a two-tiered system, and job security, which ultimately means permanent part-time until the CCCs abolish this adjunct apartheid system, I tenured status, and freedom from salary deductions if they remain a professional in my heart and mind but not in the fail to fulfill their contractual duties involving office hours CCC system. and shared governance. (Regarding the last point, I Lin Fraser abhor this practice, but if full-timers get a free ride, why not Sierra College part-timers?)

FACCCTS welcomes letters via mail (FACCC, 926J Street, Suite 211, Sacramento, CA 95814-2790), fax (916) 447-0726, ore -mail [email protected]. Please keep letters under 250 words and include your name, address, and daytime phone number for verification. FACCCTS reserves the right to edit letters for length and clarity.

4 www.faccc.orgSeptember 1999 FA(((TS 6 Freeway Flyer Requests Faculty Unity Our professional representatives are making efforts to increase the number of full-time hires, and to ensure that He (the writer, who is, of course, the teacher) must teach himself priority be given to part-time teachers. Such efforts are that the basest of all things is to be afraid; and, teaching himself appropriate, and welcome. But there is a danger in thinking that, forget it forever... William Faulkner that a solution lies in eliminating part-time positions. The problem is not inherent in the institution, as is the case with [April 10, 1999]-1 just participated in a conversation with apartheid, or with slavery. Part-time teaching is a noble two of my colleagues that has left me full of concern. The calling. But the conditions for part-time teachers need to be three of us are strong teachers and we should benefit from changed, and the perception of part-time teacherstheir and enjoy a discussion about teachingexchanging ideas, perception of themselves, and that of their colleagues providing support helping one needs to change. There will no doubt another sort through the current and always be a part-time staff, and those staff on-going challenges of our chosen members need the ongoing support of all profession. "Full- and part- their colleagues. I was somewhat heart- But these were not the subjects of ened to read in the our discussion. Instead, we spoke time teachers Federation of Teachers March newsletter conspiratorially and, at least one of us, need to that at the February conference in Los in hushed tones. We talked about Angeles "concerns of part-time faculty equality and wages, about benefits and let their were shared among all in attendance, job security These are matters of colleagues and including full-time faculty and staff." concern to all employees, of course; but The free exchange of ideas in the the secrecy surrounding our discussion administrators workplace is beneficial and indicative of a was prompted by our status: we are know that they healthy environment. In education, this, part-time teachers. the most vitally important of professions, Unions are effective when their support equity such an exchange is essential. Teachers members are unified in their concern issues." need to be bold, to be risk-takers. I do not about common issues. Issues of concern want to be part of any more secret for our union's part-time members must meetings. I don't want to read any more be shared by all members, part-time unsigned letters to our newsletters. There teachers and their full-time colleagues. is no room in our profession for fear. Full-time teachers know that as their All of us in education need to speak ranks shrink, their responsibilities in ever-increasing clearly and firmly, with the power and verve that comes to numbers continue to be borne by a static or shrinking those who know that they speak as members of a profession. number of full-time staff. All of us benefit when we share A profession whose membersthe new as well as the the responsibilities and challenges of our profession. Full- seasoned; those with a vigorous agenda as well as those full and part-time teachers need to let their colleagues and of uncertainty; our full-time as well as our part-time administrators know that they support equity issues. They colleaguesall of us must be encouraged to stand tall as we need to express such support because to doso is to show speak out, unafraid as we stand up to lend our voices to the support for their profession, and because it is the right thing ongoing dialogue that is so essential to the health of to do. our profession. We each need to know that when we rise to speak, we do not stand alone: we stand as One. Harry Card www.facccorg/pubs.htm Part-time Instructor Cabrillo College Contribute to FACCC's publications, DeAnza College including online Faculty Thoughts San Jose State University & Opinions West Valley College

FAC((TS September 1999 www.factcorg 5 FAX Survey REPLIESMay 1999 What is the greatest threat to community college faculty?

Students' dislike for school. They therefore confuse school with education and declare learning as stressto be AVOIDED. The "open door" has been interpreted as a mandate for mainstreaming those students who have little interest in subject matter versus entrance testing and resultant course determination based upon learning skills. Wendell Hanks, Speech, Cerritos College

High-handed administrative policies based upon "management" rather than community values. Philip Daughtry, English, Santa Monica College

NEW QUESTION: What topic is most important to you professionally? Why? FACCC members who reply will be entered in a drawing for four FREE movie passes to AMC or UA theaters.

Please print or type answer:

FACCC invites you to reply (see details below). Answers must be received by Oct. 11. Responses will appear in the next issue and at www.faccc.org/facccts.htm. E-mail suggestions for questions with the subject "Fax Survey Idea."

Your Full Name E-mail Address

College Name Discipline

My suggestion for the next Fax Survey question:

. . I . - - I

6 www.faccc.org September 1999 FA(((TS I A Faculty is Best Advocate for Colleges

y professional life in surface. I've seen FACCC in FACCC Would like the community action and know how powerful to Hear From You colleges started 25 and effective an association it is. years ago and has sometimes been But now it's time for me to do Write to us: exhausting, always exhilarating, more, and because I have also seen 926 J Street, sometimes heart-wrenching, the power of one-to-one faculty Suite 211 always heart-warming. contact, I'm challenging you to Sacramento, CA At first, I believed that join me. 95814-2790 everything happened in the First, let's talk about classroom, but I came to what FACCC will do: fine- Callus: realize that internal and Carolyn Russell tune and advocate pending (916) 447-8555 external factors affected what legislation; develop new I could do. I believe my legislation germane to our Fax us: experiences are much like yours. system; remind community college decision- (916) 447-0726 Both the Academic Senate and adminis- makers that FACCC is the association that tration made decisions that affected my advocates exclusively for faculty across the E-mail us: teaching and learning environment, and it soon state; continue to determine faculty needs [email protected] became clear that the role of an effective faculty through surveys, campus visits and questions member was a broad one. I became a senator, of the month at www.faccc.org; increase our Members can later senate president, and had a hand in political voice by building membership and subscribe to the shaping my college's academic culture. I served Political Action Committee funds; develop a FACCC Weekly on five collective bargaining teams, three as broader base of faculty participation and E-mail Report by chair, and became president of my local union. expertise by adding nonboard members to e-mailing your full Working together, the faculty made changes at our committees; and work cooperatively with name to my college. other faculty groups. No matter how [email protected] with But a piece was still missing. Outside effective we are, though, we can only be as the subject factors such as Proposition 13 and Proposition strong as our body. "Subscribe Weekly 98 had shifted some authority and funding. What can you do? Meet with your Report." Sacramento was now in my classroom, and, if I legislators. Invite your legislators to your were to retain some control over my profes- campus for a senate or association meeting, a Visit our Web site sional life, I had to take still another road. flex day, or a class. Help FACCC coordinate for frequent legisla- FACCC became the vehicle. a brown bag lunch on your campus. When tive alerts & news: I have seen FACCC aggressively pursue the call comes from us to write letters, do so. www.faccc.org policies that are crucial to our system with the Join our FACCC Advocacy Network (FAN) chancellor, the California Community Colleges and mobilize your colleagues. Sponsor a new Board of Governors, legislators and governor. member. Increase your FACCC PAC FACCC-sponsored Assembly Bill 1725 of contribution. Remember, FACCC is 1988 empowered the statewide Academic your association. Senate through collegial governance. Full- and I know we're all busy, but if we want a part-time faculty hires and benefits, retirement better teaching and learning environment, benefit increases, professional and staff we must do our share. Pick a couple of tasks. development dollars, increased outreach Call me or Jonathan. FACCC is committed funding, vocational education, and the Prop 98 to responding to your needs, to the system's split are only a part of FACCC's agenda. But needs, to our students' needs. iii we have not reached the optimum solution in Carolyn Russell teaches English at Rio Hondo any of these areas, and others continue to College in Whittier and is president of FACCC. E-mail her at [email protected]. September 2000 13 14 15

20 21 22 FACCC FACCC FACC Conference Conference Conferenc

27 28 0

SAVE THIS DATE! Sept.21-23,2000

"..'14.31e.t.iriVtAtl. I,

The 2000 FACCC Conference will be aboard the Queen Mary in Long Beach. Featuring: * Summit on CCC futures *Politics and 2000 elections * Workshops and sessions * Receptions and networking Watch www.faccc.org/cont htm for details 10 View From The Front When No News Doesn't Mean Gd N

One of the best answers I ever heard 4 so than the technically focused reports and uttered by a foreign diplomat was figures generated by our associations and delivered about a decade ago. When institutions. asked when peace in the Middle East would We have to control the message. We have to finally materialize, he answered, "when our part sell the message. We have to repeat the message, of the world no longer makes the press." Clearly over and over. a case of no news is good news. For this year's budget cycle, FACCC Community colleges have it different. aggressively worked with the media to push the In our situation, no news creates a I word about community colleges and vacuum easily filled by other stories. faculty. FACCC Vice President John What's going on in Congress? Find it JonathanLightman McDowell coauthored a June 16 Los on page one of the major dailies. How's Angeles Times op-ed with Los Angeles HMO reform in the Legislature? Tune Community College Trustee [now in to all-news radio. Drugs at the local high school? Watch president] Kelly Candaele, entitled, "Don't Leave Out 10 minutes of the evening news. Sports, weather? All day, Community Colleges." every day. They noted that "[alt a time in history when the state So, why should community colleges make the news? enjoys a revenue surplus of $4.35 billionenough for a After all, if it bleeds, it leads. Do we want to convey the $355-million cash allocation for a new prison, community impression that community colleges are in trouble? Should colleges shouldn't be in an educational lock down." the public be concerned about the job we're doing? Based on information FACCC provided, the Monterey These are difficult questions to answer because they County Herald wrote an extremely positive editorial about concern media's influence on our collective conscience and part-time faculty. Other positive college editorials appeared policy makers' decisions on where to focus their attention. in the and . In the case of community colleges and faculty, we have While space restrictions do not allow for a full recita- a story to tell. Despite years of underfunding, Gov. Gray tion of FACCC's media efforts, needless to say we are Davis provided only a small augmentation to the commu- continuously working to sell the messagethat community nity college budget in the wake of a $4.35 billion surplus. colleges need public attention; that community college While the governor labeled 1999 the "year of education," he faculty members have a story to tell. clearly forgot that community colleges, particularly faculty, FACCC's veteran Communications Director were part of the mix. Katherine Martinez and our talented staff are working with There was no lack of advocacy on anyone's part in the our Board of Governors and leaders to accomplish this task. state Legislature and administration. In fact, there was a We are especially encouraged that other community college steady stream of post cards, letters, phone calls, meetings groups and the Chancellor's Office are also looking to and genuine arm-twisting. expand their efforts in this arena. Yet, despite our collective efforts, we heard the same Nevertheless, media outreach is an area in which we message from lawmakers community colleges are func- need your help. Letters to the editor and phone calls to talk tioning; K-12, by and large, is broken. radio shows are needed. Who have you talked with about While this may have been an accurate response from a your job, your college, your situation? How have you public policy perspective, it misses an important point. explained your feelings about more money for hiringfull What is the public perception of community colleges? Do time faculty and equity for part-time faculty? Californians understand the system's diverse missions? Do We do not need to bleed to tell our story. But, if we they understand the neglect and underfunding community don't make noise about our work, we can count on more colleges have experienced over the past two decades? Have years of underfunding and neglect. ili we accurately explained our successes? Jonathan Lightman is executive director of FACCC. These questions are critical because it's public percep- E-mail him at JLFACCC @aol.com tion and the public clamor that drives policymuch more

FA(((TS September 1999 www.faccc.org 9 1 1 CCCTS presents responses to its Third The Questions Legislator Poll, sent to all state legislators 1. What are your impressions of the California and California congressional representa- Community Colleges and, in particular, the tives in June. community colleges in your district? Read which legislators have had personal 2. Tell us about your personal experiences with experiences in the California Community Col- the community colleges (are you a former leges. Ponder their replies to questions relating to student, faculty member or trustee?) community college funding and instruction. 3. What do you think is the most important Did your legislators reply to this poll? If not, issue facing the California Community Col- consider this your invitation to meet with them leges? How do you plan to help? and discuss your concerns about college funding 4. How can the California Community College and other issues. Tell your story. Make sure they system convince the Legislature to give it the understand the community college faculty's statutory 11 percent college share of the Propo- perspective, long before they vote on the state sition 98 split with K-12? budget and bills that affect your professional life. 5. What do you think of the CCC system goal For more information, request the free of having full-time faculty teach 75 percent of FACCC lobbying manual, "In Your Own Back- classroom instruction? yard." Also read the FACCC Sheet on lobbying at www.faccc.org/sheets/lobby99.htm.

10 12 www.faccc.org September 1999FACCCTS Legislator Poll

The Replies the 1999-00 budget, the number will possibly increase even more in 2001. The following are responses to the Third FACCCTS Even with improved funding, there are factors that call Legislator Poll. for restraint by the CCC Board of Governors and/or +,++ Legislature in adopting uniform, state-mandated solutions. +++++ Assemblyman Dick Ackerman (R- Fullerton, 72nd District) Assemblyman Jim Cunneen (R- 1. Community colleges are proven Cupertino, 24th District) assets to any community. They are very 1. The three community colleges effective, and cost efficient and they in my district are successful institu- accommodate students with education tions of higher learning. Overall, in an ever-changing society. California Community Colleges 2.1 have attended seminars and provide an excellent educational workshops at various campuses. Also, I taught as a guest opportunity, at a minimal cost to lecturer many times at . students. DeAnza College's advanced technology program, 3. (a) Continue to provide the flexibility in teaching West Valley's digital media program, and Evergreen's students and allow those students to transfer to a four-year computer aided drafting program, are especially praisewor- institution. The transfer process is complicated. With the thy. number of individual campuses involved, the disparity in 2. I served for years on the Assembly Higher Education course numbering between the systems and the variety of Committee where I gained a plethora of knowledge majors and the course requirements for those majors regarding issues affecting the California Community becomes difficult to translate. (b) Provide adequate funding. Colleges. I also grew up near and spent 4. While this issue increases the percentage of Prop 98 many weekends and summers participating in community funds allocated to community colleges, it limits the flexibil- programs. As a young boy, an important personal mentor ity of the Legislature in determining the appropriate level of and advisor to me was Dr. Hugh Siemens, who helped funding for the K-12 and CCC systems. Tying the hands of develop California's Master Plan for Higher Education, and the Legislature adds to the complexity of an already for whom Foothill College's library is named after. My cumbersome budget process. father, a stroke victim, is a graduate of the Foothill Reach AB 1725 of 1988 articulated the goal of the CCC Program and still goes to the campus three days a week for Board of Governors that a least 75 percent of the hours of physical therapy. I've learned community colleges are an credit instruction should be taught by full-time faculty. integral part of our state's social fabricin very real and Under the law, community colleges' goal must dedicate a fundamental ways. certain percentage of their growth dollars to securing full- 3. The California Community College system's time faculty. However, due to a downturn in the economy in enrollment is growing substantially. In order to meet this the early 1990s and adverse funding circumstances since the demand, faculty issues need to be addressed. Specifically, a passage of the law, the district's full-time faculty goal has more stable full-time faculty needs to be in place. Further, actually declined. Legislation of this type restricts local part-time faculty need to be compensated at a rate propor- flexibility. If the priority of a community college district is tional to full-time faculty. I supported [FACCC co- to hire additional full-time personnel, the college districts sponsored] AB 420. Additionally, last session, I authored now possess adequate flexibility in utilizing their general [FACCC-sponsored] legislation that created paid office apportionment funds to meet this goal. hours for part-time faculty statewide. * The numbers of full-time and part-time faculty tend 4. The California Community College system has been to fluctuate with state's economic cycles, with little overall treated poorly regarding the promised split. In an effort to gain or loss over the past 25 years. improve the community college funding mechanism, I * California compares favorably with the rest of the supported AB 206, which would require the Legislative nation in its use of full-time faculty. Analyst's Office to report on the distribution of general *The number of full-time faculty increased substan- purpose funding among community colleges. I support tially in fall 1998, and will most probably increase substan- continued on next page tially in the fall of 1999; and, depending on the outcome of

FACCCTS September 1999 www.faccc.org 13 11 FACCC efforts to obtain the statutory 11 percent college share of the Proposition 98 split with K-12. 5. I fully support the CCC system in its efforts to have U.S. Rep. Sam Farr (D, 176 District)[photo not available] full-time faculty teach 75 percent of classroom instruction. 1. Cabrilloexcellent, Hartnellgrowing well, In fact, I supported the budget allocation of $10.6 million Monterey Peninsula Collegeneeds a lot of help, Gavilan for the California Community Colleges that would have improving &growing along with San Benito County. been used to provide additional full-time faculty, by 2. No former state legislator who served on the select converting current part-time faculty or hiring new full-time committee on the rewrite of The Master Plan for Higher faculty. Unfortunately, the governor vetoed this budget Education. I work with each of the community colleges. allocation, to my great disappointment. Know the presidents and lots of faculty on each above. 3. Being relative to community needs. Many ways 000400o:o000o:o missing the "community" aspect of the community college. I Assemblyman Dick Dickerson (R- will help the faculty be more professional, but they have to help get classes that relate to community needs. Redding, 2nd District) 4. Ask the members of the Legislature 1. In the six months that I have they respond to their district needs. I'm a member of Congress and don't been in office I have visited every vote on state legislative issues. community college in my district and 5. OK with me. have been in continual communication with the administration. They seem to have amazing energy and devotion U.S. Senator (D) aimed at serving the education needs of my constituents. A staff member called July 1 and said the senator 2. I am a graduate of Riverside Community College. cannot participate in any surveys. 3. To be very honest I think Governor Davis did not treat community colleges well in the budget this year. The legislative issues regarding community colleges are budget U.S. Rep. Bob Filner (D, 50th issues. As a member of the Assembly Budget Committee I District) can play a role in this area. 1. California Community Col- 4. This is a budget question. It seems that the colleges leges play a vital role in workforce in my area have been doing a wonderful job at educating me preparation, welfare reform, economic about their issues. Based on the attitude of other members development, and the transfer of and the Governor it does not appear to be happening in students to four-year universities. other areas of the state. Please attempt to develop good lines Community colleges are the work- of communication with other members of the legislature. horses of higher , providing educa- 5. This is a fine goal but I hope that it does not havea tion opportunities for more than a million Californians. negative impact on some of the students that attend The open-door access of community colleges means that all community college. Some of the best teachers are those that adults in California who want a college education,or even a are practitioners in their field. I hope that by having full- single course to enrich their lives or upgrade their skillson time teachers you will not lose the opportunity to have more the job, can achieve their educational goals. They are community members involved on campus, the extensive real affordable and flexible to meet student, employer, and world experience adjunct faculty bring, and set a goal that is community needs. There are several community colleges in not flexible for some colleges. the Congressional District I represent, and I find them to I spend a great deal of my time trying to fix formulas be accessible, responsive, and an essential part of the that were adopted with a one-size-fits-all approach. You communities in my district. They offer excellent public may have some student bodies that will need mostly college education opportunities for all! prep courses while others may need practical courses in 2. As an educator, I am a long-time friend of commu- agriculture, arts, or business. Give the administrators some nity colleges in my congressional district and in San Diego flexibility. County as a whole. I continue to maintain good relation- ships with community college labor organizations, academic senates, individual faculty members, administrators, and

12 www.faccc.org September 1999 FA(((TS 14 . governing board members. I meet with community college representatives and schedule community forums on Assemblyman Wally Knox (D-Los community college campuses in my district. When I was a Angeles, 42nd District) member of the San Diego Board of Education and a 1. Los Angeles Community professor at San Diego State University, I developed strong College District has undergone a relationships with the community colleges in San Diego remarkable restructuring, The district County that continue to this day. has moved from being driven by its 3. Community college funding per full-time student in lack of finances (a multimillion-dollar California is about 50 percent below the national average. deficit) to being driven by each Inequitable funding among the 71 community college campus' aggressive efforts at expansion of enrollment and districts in California is also a serious problem. Community class offerings. The decentralization plan seems to be colleges in San Diego County receive lower funding per working, and an atmosphere of progress has been restored. full-time student than the statewide average. The colleges in 2.1 was a trustee of LACCD from 1987- 1994. my congressional district are not only funded well below the 3. Workforce training and re-training. As jobs in the national average but also below the average funding for state become more and more complex, major responsibility community colleges in the state. for additional training for those jobs has come to the 4. I can discuss the importance of improving funding community colleges. Through my Select Committee on the for community colleges with our governor and members of California Middle Class and through my participation in the San Diego delegation in Sacramento. At the federal the Joint Taskforce on Workforce Investment, I advocate for level, I will continue my strong support of federal financial public/private partnerships between community colleges aid programs that address the needs of Californians and and neighboring businesses. These partnerships assist the California Community Colleges students. I have fought community colleges through financial investment by local consistently in Congress for improved student financial aid businesses, assist local businesses by providing them a well- and against efforts to cut financial aid. In addition, I have trained workforce, and assist students by preparing them, at consistently supported federal vocational funds for commu- a minimal cost, to perform the jobs they find within their nity colleges and federal legislation to include community community. colleges in the decision-making process to implement 4. Convince the Legislature of the central role of the changes in federal workforce education and training system in California's education system. programs. 5. I strongly support the 75 percent standard as a 5. A large coalition of community college faculty, minimum for a quality curriculum. students, administrators, members, and members of the business community and concerned citizens are the best +++O.+ advocates before the California Legislature. My approach Assemblywoman Lynne C. Leach (R- to addressing the community college funding issue will be Walnut Creek, 15th District) to work with members of the California Assembly and 1. The community colleges in my Senate who represent San Diego County and with the district seem to be working diligently governor and his staff to keep them informed about the to respond to the growing needs of our importance of adequate funding for these colleges. constituents needs which reflect the 6. As a former university professor, I believe it is growing desire for education and a imperative that we increase the number of tenure-track period of planning after discovering in faculty at the community colleges in order to provide which district a person wishes to go to pursue career goals. consistency of instruction for students, to increase student- faculty contact, and to involve more faculty in curricula 2. My daughter spent two years at Diablo Valley College. During that time she changed her major twice. development-along with the corresponding funding Ultimately she transferred to , Davis necessary to achieve this goal. where she completed her undergraduate work and went on to graduate from McGeorge Law School. Community college was a wonderful foundation for her. Personally, I continued on next page

FA(((TS September 1999 www.faccc.org 13 -S have been on an advisory board for DVC and presented Because Delta students frequently work for San communications programs to a variety of classes. Joaquin County businesses, ensuring that Delta College is 3. A major issue forcing community colleges is the accessible to all students and that a high-quality education challenge of directing resources to the most important is being offered at a good price are top priorities. As our target-areas of concern-i.e., the students-we must ensure region rebounds from the economic downturn, Delta that the overwhelming number of funds go to educating College students and graduates play vital roles. and preparing students for careers and practical aspects of 2. Several legislators that I serve with have experience life. As legislation comes before me, I weigh it in terms of teaching at community colleges. I am very pleased to say how it deals with the above. that I include myself in that group. From 1976-1978, 1 4. In order to convince the legislature of your position taught economics to students at Delta Community College. on this issue, you must get your facts together on why this is 3. The most important issue facing community colleges important-then, on a regular basis make sure that each is access. For every low- or moderate-income youth that is legislator is informed and lobbied. Once is not enough! able to make the personal and financial sacrifice to attend 5. Full-time faculty [instruction] being increased to 75 community college, there is one young person who can't. percent sounds like a reasonable goal-with it, of course, That potential student gets left behind. I believe that the comes increased costs. However, if increased time and key to expanding access to community colleges is to attention to students, improvement in academic output, eliminate the per-unit fee. Young people are saddled with grades and graduation rates also come with it. Then the an array of financial burdens: rent, car payment, car insur- citizens of California will deem it a good idea and worth- ance, food, books and other expenses. The community while investment. college fee, which for the typical full-time student totals ++ over $300 per year, is a significant financial impairment to pursuing higher education. For a young person, $300 per Assemblyman Mike Machado (D- year is a lot of money. If we eliminate the fee, the financial Linden, 17th District) hurdle of community college will be lowered for low and 1. California community colleges moderate-income young people. serve the people of the State of I have authored AB 1602, which eliminates the per- California well. Community colleges unit fee. Unfortunately, we were disappointed when AB are the principal avenue for low and 1602 did not reach the governor's desk this year, but we moderate income-youths to acquire a were pleased to see the fee cut by $1. But by no means am I sound education on a slim budget. ready to concede defeat; I am going to pursue AB 1602 Young people who cannot afford again next year in the hopes that the doors to community tuition at a four-year institution or single mothers re- colleges are open wider than ever before. entering the workforce can attend community colleges to 4. We must continue to advocate for the California seek higher education. Because education is the one Community Colleges' fair share of Proposition 98 funds. commodity that entails upward mobility in today's world, However, at this time, the Legislature and the administra- community colleges have bettered society as a whole in tion are focused on K-12 education. I believe that if California and served as the springboard for many of the California is to continue its greatness, we need to expand leaders of today and tomorrow. that focus to K-14 to really prepare people for vocational San Joaquin County, which I represent, has not careers and to propel young people to go higher in their recovered from the economic recession of the early 1990s as college education. quickly as other parts of the state. The county suffers from a 5. The CCC goal of having full-time faculty teach 75 disproportionate unemployment rate due to many socioeco- percent of classroom instruction is a laudable one because it nomic factors, among these is the lack of an educated goes to the core element in producing successful outcomes workforce. Businesses locate in the in education: quality. Professors who are willing to help or the Silicon Valley because of the many universities and students achieve their goals make significant differences in colleges from which to draw qualified applicants for good the lives of young people. Attracting and retaining these jobs. In San Joaquin County, there is only one community college: Delta Community College in Stockton.

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14 1_6 www.faccc.org September 1999 FA(CCTS Legislator Poll

top-flight community college instructors should be made a 4. CCCs need to work on securing a commitment from top priority for the entire community college system. the governor and members of the Legislature to guarantee Instead of focusing on a certain level of employment the funding. I have always supported a defined split for for full-time instructors, perhaps the CCC can consider a community colleges to provide stable and ongoing funding. goal of 100 percent high-quality instructors. Great teachers 5. Generally, I believe the quality of the institutions are can be full-time or part-time, old or young, recently hired or increased with a good, full-time faculty. tenured. Community colleges must maximize quality by 40,4040.4040. attracting and retaining quality faculty and staff within their financial restraints. Providing students with the highest Assemblyman Bob Pacheco (R-Walnut, quality education experience possible must continue to be 60th District) the top priority for the community college system. 1. I have very positive impressions 44.044 of the California Community Colleges. The CCC system is charged with an U.S. Rep. Robert Matsui (D, 5th District) [photo not increasingly important role in available] California's educational system, namely 1. California Community Colleges in my district do an offering a rigorous educational environ- outstanding job. ment for both those students transitioning from high school 2. I am a graduate of Diablo Valley College in Pleasant to college and those adults receiving skills training necessary Hill. to adapt to the information age and globalization. Mt. San 3. Funding is always a critical issue. I will continue to Antonio College, the community college in my district, has push for additional funding. provided superior service in this dual capacity. 4. I support that concept; however, many legislators are 2. While working full-time, I attended night courses at more concerned about K-12. East Los Angeles Community College. I received an AA 5. I agree with this concept. there before moving on to the California State University +++++ system. I am grateful for the opportunity that the CCC system afforded me. The reasonable costs and ability to Assemblywoman Kerry Mazzoni (D- work courses around my busy schedule allowed me to Novato, 6th District) achieve an education that I would otherwise have been 1. California's Community denied. Colleges are an extremely valuable 3. In my opinion, the most important issue facing the resource to all Californians. They are a California Community Colleges is the continually inad- very important player in our public equate funding that the system receives. Having personally education system. I am very proud of gained from my attendance at a community college, I intend the community colleges in the 6th to champion a level of funding that would allow these Assembly District. and Santa Rosa Junior colleges to provide a first-class education to every Califor- College offer a variety of courses, retain excellent faculty nian. and are good community neighbors. I was pleased to be 4. I believe that the CCC system can convince the asked to give the commencement address at College of Legislature to give it the statutory 11 percent college share Marin's recent graduation in May. of Proposition 98 funds by continuing its superb perfor- 2. I have taken various courses throughout my mance in meeting its mission. Those programs that fulfill adulthood and found it to be a very positive experience. As their mandates are the ones most deserving of state funding. a legislator I make it a point to have very positive relation- In addition, I believe that an organized letter writing ships with the community colleges in my district. I meet campaign by students, faculty and administrative officials with faculty, tour campuses and have good communication urging funding by emphasizing the CCC system's demon- on a regular basis. strated excellence would provide a substantial boost 3. Of course funding and coordinating with K-12 and amongst legislative offices. other higher learning institutions in terms of meeting the huge need "Tidal Wave II" brings. I will continue to be a continued on next page strong proponent for public education.

FACTO'S September 1999 www.faccc.org 1 7 15 I .

5. I believe that having full-time faculty provide 75 instructional hours. This goal has not yet been met although percent of classroom instruction is a goal worth investigat- in my district, the Los Angeles Community Colleges have ing. So long as such a measure would allow the CCC system made great progress. Students benefit from having access to to continue providing excellent instruction in a variety of faculty. We need to work together to realize this topical areas, it should be considered. important goal. ++++.4.

Senator Richard Polanco (D-Los Assemblyman Jack Scott (D- Angeles, 22nd District) Altadena, 44th District) 1. California's Community 1. I have a very positive opinion of Colleges are the state's greatest California Community Colleges. I resource for improving the life of any believe they are the one segment of Californian. They are open to all; they higher education in California that help dreams come true. The faculty does the very best job of educating a and staff are dedicated to helping large number of postsecondary their students. students. I am particularly impressed Since the early 1980s, community colleges have with my local community college, Pasadena City College. suffered serious financial and leadership problems. How- This outstanding educational institution enrolls over 25,000 ever, the colleges remain a precious resource. students. It provides a wide range of transfer, vocational and In my senate district, and general education courses. Los Angeles Trade Technical College are historic institu- 2. I have extensive experience with community colleges. tions with a distinguished record. In recent years, the For 23 years, I was a community college administrator: dean physical plants have suffered, enrollments have declined and of instruction, , 1973-1978; presi- the colleges have been slow to change to meet the needs of dent, , 1978-87; president, Pasadena City the district's residents. I continue to be supportive of all College, 1987-1995. I served on many statewide commit- efforts to improve the colleges. tees, and was president of the Association of California 2. I attended East Los Angeles Community College. I Community Colleges Administrators. For nine years, I also consider it my alma mater and recall my days there with served on the Western Association Accrediting Commis- great fondness. ELAC gave me a great start for which I am sion and was chairman of this group for two years. I have very grateful. been intimately connected with community colleges and 3. Community colleges must simultaneously deal with continue to help the community colleges in my work as a enrollment growth, demographic changes, aging facilities state legislator. and uncertain financial resources to meet all these demands. 3. Probably the most important issue facing the In order to accommodate enrollment growth, I have California Community Colleges is funding. I think this is introduced legislation (SB 1283) to provide resources to particularly important given the tidal wave of students that modernize existing college campuses, in addition to existing will be coming to California Community Colleges in the programs to build new facilities. first decade of the 21st century. My plan to help is to see Maintaining access to higher education is a top priority, that funding is increased at every possibility. I will be I have led the fight, since 1995, to reduce student fees by at particularly helpful in increasing discretionary funding for least 5 percent each year or, minimally, to not increase them. the community colleges, recognizing that the local commu- Dealing with California's diversity is our greatest nity colleges can best understand the particular needs of challenge. My measure, SB 44, has been sent to the their particular community college. governor for his approval. It provides for focused outreach 4. I do not believe that it is difficult to convince the to all under-represented groups. Legislature to give the California Community College 4. The community college system needs to convince the system its statutory 11 percent share of Proposition 98. The general public that they must inform their legislators and real problem is with the governor's office. Governors always the governor of the need to provide adequate resources to want to maintain discretionary power. For that reason, Gov. the colleges. vetoed my [FACCC-sponsored] bill in 1997 5. Faculty are the heart of a college. State law sets a goal which would have eventually reached the 11 percent share of having full time faculty teach at least three-fourths of all for community colleges. Also, Governor Davis has indicated 16 18 www.facccorg September 1999 FA(((TS a similar predilection. When we can convince the governor persuade both the governor and legislators to implement the to give the statutory 11 percent share, then I believe we can split in Proposition 98 funds that I think both the commu- get the Legislature to act on this matter. nity colleges and the K-12 educators have agreed to. 5. I believe in the CCC system goal of having full-time 5. I feel that the California Community College faculty teach 75 percent of classroom instruction. I believe system's target to have 75 percent of classroom instruction this ensures the quality of instruction, and I believe that we taught by full-time faculty is a worthy goal. Although part- ought to move in that direction. It is my understanding that time teachers are a cost-effective way to reduce class size AB 1725 [of 1988] stated that as a goal, and I am support- and increase course offerings, most are unable to provide ive of enabling legislation that will accomplish this goal. students office hours and other services that full-time 4:44044 faculty provide. This is not fair to the students or the teachers who may have the same credentials and workload Senator Byron Sher (D-Palo Alto, as full-time faculty, but receive only a portion of the 11th District) compensation and benefits. 1. In addition to their exceptional I look forward to continuing to work with the Faculty record in preparing high school Association of the California Community Colleges toward graduates for continuing education, policies that benefit the colleges, teachers and students. the community colleges that serve my 40440.40.4. district (San Jose-Evergreen, Foothill- DeAnza, West Valley-Mission, and Assemblywoman Virginia Strom- Canada) have played a vital role in the training and retrain- Martin (D-Duncan Mills, 1st ing of the area's workforce. I believe the educational services District) provided by these colleges and their collaborative efforts 1. I have visited all three commu- with area businesses have contributed significantly to the nity colleges and their Silicon Valley's economic prosperity. campuses in my district. I am highly 2. Years ago, my wife, Linda, enrolled in art classes at impressed with their programs and Foothill Community College. She found the teachers to be how they serve a very diverse commu- exceptional mentors, as well as educators, and her experi- nity and make life-long learning a ence has had a lifelong effect. Today, she continues to be an priority. These campuses provide jobs and enrich the artist and remains grateful, as do I, to the college and the community. The faculty members are outstanding. teachers for the opportunity and instruction she received at 2. Attended four-year university (UC Berkeley) but Foothill. have taken classes at Santa Rosa Junior College. 3. California's Community Colleges face a number of 3. The issue of part-time faculty. I have voted for challenges in the coming years. Not the least of these is the several bills that promote more full-timers and appropriate increasing demand on services provided by the community compensation for part-timers. I have voted to increase the colleges. The drastic changes in California's economy and funding for community colleges' share of Prop 98 funds. its demographics promise to add to the ever-increasing rolls 4. Come to the capitol en masse and hold a rally. Lobby of community college students. I realize the importance of each legislator. Put the pressure on by issuing a "report card" the services provided by the California Community for legislators on their voting records. Colleges and plan to make every effort to ensure they have 5. Favor it! a resources necessary to meet these challenges. 4. In the past the problem has not been with the Legislature, but the governor. We have continued to try to

FACCCand its Shadows...Help state senators and assemblymembers understand faculty concerns. If you're planning to visit Sacramento, arrange in advance to "shadow" FACCC's legislative advocates for the day. For more information, contact Legislative Advocate David Hawkins at (916) 447-8555 or [email protected]. Schedule a meeting with your legislators at their district offices. See www.faccc.org/sheets/lobby99.htm. Coordinate a campus visit this fall, so that your legislators can put a face on the issues.

FA(((TS September 1999 www.faccc.org 17 1 Free Classified Ads for Members Districts Get Office, Health $$ CCCBOG Vacancies Continue FACCC has a special advertising Thanks to FACCC-sponsored bills, Faculty members curious about the offer for its members. Free classified the following community college six vacancies on the California ads of 35 words or less (normally $40 districts applied for and received up Community Colleges Board of each) are available in the December to a 50 percent reimbursement for Governors will have to wait until issue of FACCCTS. part-time faculty office hours and early 2000 to see them filled. Advertise vacation rentals, part-time faculty health benefits in FACCC has heard that Gov. furniture for sale, your new book, etc. 1998-99. The information is based on has so many appoint- Space is limited. Ads are avail- the June preliminary district reports. ments to make on various state boards able only on a first-come, first-served Office hours: Cabrillo ($20,288), that his staff is giving priority only basis and must be received by Oct. 11. Foothill-DeAnza ($111,271), Los to those boards that do not have Provide your full name and daytime Angeles ($377,618), Los Rios a quorum. phone number, along with your ad (or ($142,223), Mann ($55,128), San The two faculty members on the ads, up to three), tofaccc@adcom with Luis Obispo ($53,030), Santa 16-member board are FACCC the subject "FACCCTS Ad" or mail to Barbara ($87,656), Sonoma member Irene Menegas of Diablo FACCC, 926 J Street, Suite 211, ($352,744), West Valley-Mission Valley College and Patricia Siever of Sacramento, CA 95814-2790. ($354,263). The total was Los Angeles Pierce College. $1,554,221. CC Student Heads to University Health benefits: Cabrillo Students Feel Pressure to Work A precocious 12-year-old was ($1,645), Foothill-DeAnza Sixty percent of college students accepted last spring as a junior at the ($36,653), Los Rios ($53,618), Rio work, according to a 1993 national University of California after three Hondo ($5,000), San Diego study of 10,000 college students by years of classes at Los Medanos ($29,415), San Luis Obispo Jeanette Cureton and a colleague. Community College. ($59,770), Southwestern ($2,644). Cureton is an author and Andrew Tan passed his high The total was $188,745. (Claim for academic researcher on the subject. school equivalency exam when he was 1997-98, Foothill-DeAnza, The San Jose Mercury News 9 after being home-schooled by his $17,132). reported in an April 19 story that the mother and tutors since first grade. highest average found in any national When Tan was in kindergarten, the Mexican Trade Centers at CCC study is exceeded at the largest public teacher told his mother he was not Gov. Gray Davis announced in May university in Silicon Valley, CSU San ready for school. that California will establish 15 Jose. A 1998 survey of students Tan's 10-year-old sister, Nicole, Mexican trade centers at community showed that 77 percent work. is only a year behind him and plans to colleges around the state, including Mission and Evergreen colleges transfer to UC Davis next year to two in Silicon Valley. The centers in have the second-and third-highest prepare for medical school. the West ValleyMission Community percentage of working students College District and at Gavilan among the California Community FACCC Member Now L.A.Trustee Community College in Gilroy will Colleges. Palo Verde in Riverside Glendale Community College provide intensive, five-day programs County is first. As more students instructor and FACCC member to help companies do business with work more hours, time for study and Mona Field won her June 8 runoff Mexico. socializing suffers. election against Julia Wu for Office 3 Davis' announcement came "If they could limit themselves to of the Los Angeles Community during Mexican President Ernesto two or three classes it would be OK," College District Board of Trustees. Zedillo's three-day visit to California. former FACCC Governor Thelma Field and the two other new Davis said he wants to restore mutual Epstein, a DeAnza College history trustees, Sylvia Scott-Hayes and respect in the relationship between instructor, told the newspaper. She Warren Furutani, will serve four-year Mexico and California, whose believes 25 hours is the maximum terms on the seven-member board. population is one-third Latino. students can work without harming their studies. "But sometimes they want to take a full load of classes, then still work 30-40 hours a week."

18 20 www.faccc.org September 1999 MUTTS Dearth of Entry Jobs in U.S. child welfare services budget in half. Invite a Legislator to Camps The economy isn't producing enough Her emotional testimony convinced The California Community Colleges low-skill, entry-level jobs to accom- the board to relent; they restored 825 received the lowest budget increase in modate people moving off public million to that budget. four years in the 1999-2000 state assistance rolls under the Passing Without Distinction budget signed by Gov. Gray Davis. government's welfare-to-work law, Faculty members must act now to Since its launch last fall, distance according to a Milken Institute educate new legislators and the Davis learning pioneer Western Governors survey released June 23. administration of faculty concerns University has so far failed to live up The Associated Press reported that before next year's budget discussions. to its promise, according to the June 1 researchers found 76 percent of adults One way to do this is to invite CIO Web Business. in the federal Temporary Assistance your assemblymembers and state The school, which brokers virtual to Needy Families program, or more senators to your college this fall. Ask classes offered by colleges and than 2 million people, lack the basic your union leaders to work with you companies, expected to have enroll- literacy skills necessary to move them in coordinating the visit with the ments of 3,000 by the end of its first beyond low-wage jobs like janitors, legislator's district office. Invite school year, but so far has only about cooks and manual laborers. campus administrators and leaders. 100 students. Proponents of distance The number of jobs would have Then write about it for FACCCTS. learning say the concept will catch on to grow by 6 percent nationwide to These fall campus visits do more eventually, and International Data meet welfare recipients' needs. to inform legislators than hours of says it expects overall enrollments in Examining results from the 75 most lobbying at the Capitol, because they college-level distance learning courses populous counties and the District of put a face on the issues. Make sure to increase threefold, to 2.2 million, Columbia, researchers found that 35 your legislators understand the by 2002. percent ofTANF recipients could community college faculty perspec- Meanwhile, WGU has new perform such tasks as find the tive. For more information, call David leadership in the form of CEO expiration date on a driver's license or Hawkins at (916) 447-8555. air Robert W. Mendenhall, more signing their names, but could not funding from chief backer AT&T, a locate an intersection on a street map new partnership with the UK's Open or fill out a government benefits University, and the attention of Vice For The Record application. President . Gore placed Accuracy is one of FACCCTS' 0CC Produces Student of Year WGU in his Access America for priorities. It is FACCCTS' policy Orange Coast College student Julia Students program to offer college- to promptly acknowledge errors Sutton, a former crack addict, was related government services such as in this standing column. Contact named student of the year by the student loan applications online. Katherine at (916) 447-8555 or Costa Mesa Chamber of Commerce, k7martinez@aol tom. CaIPERS Home Loans Available according to the June 1 Community CaIPERS says it sets competitive SI In February 1999, "The Good College Times. interest rates on a daily basis for its Life" contained an incorrect The 40-year-old is a digital arts member home loan program. sentence about AB 1166. The major who maintains a 3.94 grade The program offers purchases sentence should have read, point average. She plans to graduate and refinances, competitive interest "When part-time faculty in May next year with certificates in rates, free 60-day rate lock with two members become vested, they computer graphics and multimedia. free float-down opportunities, will be eligible to receive benefits Her pregnancy five years ago controlled closed fees, 100 percent on the same basis as full- caused her to turn her life around. financing available, expanded time faculty." She became a child advocate when qualifying ratios, and temporary and NI In May 1999, an incorrect she took her son to an Orange permanent interest rate buy-downs. Web site address was printed on County Board of Governors meeting For more information, contact p. 40 for FACCCTS writers' in which they threatened to cut the Mark Richardson toll free at 1-877- guidelines. The correct URL is PERS-KING or 1-877-737-7546. www.fitccc.org/faccctilwriters.btm

FA(((TS September 1999 www.faccc.org 19 211 Oi'FACCC 997 *1998 1999 2000 2001 Annual Report

FACCCTS FACCC Vice President John R. McDowell, Jr. introduced FACCC co-sponsored AB 420 (Part-Time Faculty Equity) author Assemblyman Scott Wildman during the May 17 FACCC Lobby Day at the state Capitol.

FACCC had a great year. We reached the 8,000-member milestone. We worked withother faculty groups to restore California Community Collegefunding in the state budget during a tough year (in which new governor Gray Davis largely left community colleges outof his plans to reinvigorate funding for the state's public education system). We redesigned and updated the Web site, www.faccc.org, to offer memberseasier access to more frequent legislative updates and news. New Executive Director Jonathan R. Lightman assisted theFACCC Board of Governors in revamping FACCC's programs to encourage more involvement of members in all facetsof the association: membership, communications and advocacy. (See www.faccc.org/help.htm for opportunities to get moreinvolved in FACCC.) FACCC looks forward to working side-by-side with its members in 1999-2000. FACCCadvocates your interestsin Sacramento at the Capitol, Chancellor's Office and State Teachers' Retirement System. Butequally important are your meetings with your legislators, and your coordination of legislative campus visits, tohelp them put a face (and a place) on the issues. Legislators need to keep hearing from you. The 2000 election will bring a new waveof legislators to the Capitol who won't be familiar with communtiy college faculty issues. Make sure they understand your viewswell before they vote on bills that affect your professional life. a it

20 22 www.faccc.org September 1999 FACCCT5 -

. I

CCC sponsored and co-sponsored a number of bills for community college faculty addressing working conditions, retirement and increases in state funding. The status of each bill is reported here as of press time. Check www.faccc.org/advocacy.htm for updates. Questions? Contact FACCC Legislative Advocate David Hawkins at (916) 447-8555 or [email protected]. Assembly Bill 420: Part-Time Faculty Equity (Scott Wildman-D). As amended and co-sponsored by FACCC and Community College Council/California Federation ofTeachers with active support from the Community College Association/California Teachers Association, AB 420 is intended to address the growing inequities of part-time faculty. The bill would require (1) by the year 2003 "equal pay for equal work" as determined by district negotiations which would include compensation for class prep time, student assessment and office hours; (2) optional health benefits for faculty who teach at least a 40 percent load; and (3) provide optional paid office time to FACCCTS meet with students for faculty teaching at least a 20 percent load. The state would provide up to 50 percent of the costs The governor's Assistant Secretary for Higher to districts that implement the health benefits and office Education Diana Fuentes-Michel told FACCC leaders during the May 17 Lobby Day hours programs. STATUS: Senate Appropriations luncheon that community college groups must Committee. Hearing date: Aug. 23. better communicate its needs to legislators. Senate Bill 921: New Full-Time Faculty Hires (John Vasconcellos-D). Co-sponsored by FACCC and CCC/CFT with active support from CCA/CTA, SB 921 received their first retirement checks in 1998 to receive the would fund more than 400 new CCC full-time faculty enhanced benefits. The bill also provides a 0.2 percent positions for 1999-00, with the intent of creating 2,000 new career bonus for all years of service to STRSmembers who positions over the next five years. Gov. Gray Davis deleted are currently retired but return to servicefor at least one year $10.6 million for new full-time positions from the state and whose total credited service equals or exceeds 30 years. budget. STATUS: FACCC will reintroduce this legislation STATUS: Senate Appropriations Committee. this year (the second year of the two-year legislative session). Assembly Joint Resolution 9: Opposition to Senate Bill 833: STRS Benefits for 1998 Retirees Mandatory Social Security Coverage (Assembly- (Deborah Ortiz-D). FACCC-sponsored legislation man Lou Correa-D and Senator DeborahOrtiz-D). initiated last year's $1 billion improvement in State Teach- FACCC co-sponsored AJR 9 states the Legislature's ers' Retirement System benefits. Nearly 6,000 community opposition to any federal action that mandates Social college faculty retired prematurely, missing out on a nearly Security for noncovered state and local government employ- $600 per month increase in retirement benefits. These ees, including K-14 faculty currently coveredunder STRS. faculty members argue that had they known about the STATUS: Chaptered by Secretary of StateResolution impending improvements, they would have stayed in their Chapter 40, Statutes of 1999. positions the additional few months needed to qualify for continued on next page the revised benefits. SB 833 provides STRS members who

21 FACCCTS September 1999 www.faccc.org 23 Annual Report

Assembly Bill 821: STRS One Year Final Comp (Assembly PERS Committee, Assemblyman Lou Correa- D). This FACCC co-sponsored bill would change the definition of"final compensation" for computing STRS benefits from the highest consecutive 36 months to the highest consecutive 12 months. STATUS: Senate Appropriations Committee.

FACCC is also co-sponsoring a STRS legislation package that would greatly increase monthly retire- ment benefits (monthly increases would be greater than the one-year final comp) while also improving the benefits for the lowest income faculty members who havealready retired. Details are still in negotiation with the governor's FACCCTS Senator Jim Brulte (R-Rancho Cucamonga) told faculty staff but could include an increase of the maximumage members how party and gender; rather than platform, have factor from 2.4 percent to 2.5 percent; an ad hoc 5 percent influenced public perception of political candidates. Cost of Living Adjustment; increase the career bonus for teaching beyond 30 years to 0.3 percent from the current maximum of 0.2 percent; increase purchasing power from The FACCC Board of Governors hosted free Issue 75 percent to 80 percent; an ad hoc 1 percent investment Forums during its meetings at community colleges across purchase plan that would be added to a member's the state. Topics included the state budget, retirement creditable compensation and funded by STRS for benefit increases and workforce training. active members. The FACCC Web site at wwwfaccc.org was redesigned and updated to include more frequent legislative alerts, Other FACCC Accomplishments news, Question of the Month, discount movie tickets for members, a list of opportunities to get involved in FACCC, and more. The site is updated Lobbied more than 70 bills during the legislative session. weekly.tle During the state budget process, FACCC and other faculty advocates were able to convince legislative leaders to reinstate nearly $30 million in community college funding that Gov. Gray Davis had stricken from his "May Revise." FACCC hosted about 40 faculty members representing 14 colleges during the May 17 FACCC Lobby Day, which featured assemblymembers Sarah Reyes and Scott Wildman, and senators Jim Brulte and John Vasconcellos. Assistant Secretary for Higher Education Diana Fuentes- Michel spoke to FACCC leaders during a FACCC Political Action Committee luncheon. See a summary and photos at www.faccc.org/advocacy/lobbday.htm. FACCC attained the 8,000-member mark thanks to outreach efforts such as Member-Get-A-Member, p.27. The FACCC-Education Institute was created and began operations: www.faccc.org/ed inst/descrip.htm. Its initial projects were FACCCTS, the FACCC Conference Feb. 25- FACCCTS 27 in San Francisco and four workshops co-sponsored with FACCC Secretary Carolyn Russell, now president, led a state the Academic Senate. See www.faccc.org/workshop.htm. budget issue forum at Rio Hondo College in January.

22 www.faccc.org September 1999 FA(((TS 2 4 Faculty Association of California Community Colleges/FACCC-Education Institute 1998-99 Annual Report Financial Summary (unaudited figures)

FACCC FACCC Ed. Inst. Ed. Inst. FACCC FACCC '98-99 percent '98-99 percent '97-98 percent amount of total amount of total amount of total REVENUES Individual Dues 768,209 87.30% 0 0% 740,954 80.70% Political Action Comte. 99,598 11.30% 0 0% 103,634 11.30% Other 11.611 1.30% 81.904 100.0% 73.508 8.00% TOTAL 879,418 81,904 918,096

EXPENSES Personnel 408,638 47.80% 24,075 29.30% 484,255 51.00% Lease/office/overhead 148,098 17.30% 4,222 5.10% 127,495 13.40% Political Action Comte. 105,607 12.30% 0 0% 84,215 8.90% Board/committees 96,212 11.20% 0 0% 102,704 10.80% Membership 50,049 5.80% 0 0% 31,017 3.30% Advocacy expenses 18,858 2.20% 0 0% 47,590 5.00% Conference/workshops 0 0% 35,221 42.80% 37,619 4.00% Publications/communic. 27.831 3.20% 18.772 22.80% 34.888 3.70% TOTAL 855,293 82,290 949,783 Year-end Net 24,125 <386> <31,687>

Year-end Cash Balance 156,206 16,852 104,656

Questions? Contact Assistant Executive Director Dave Stuart at (916) 447-8555 or [email protected].

See page 27 for details on Member-Get-A-Member. Receive gifts for sponsoring new members. FACCCTS Sept99

Sponsor: III FACCC Please Enroll Me As A FACCC Member Faculty Association of California Community Colleges, IncName (First) (Middle) (Last) 926 J Street, Suite 211 Sacramento, CA 95814 TEL (916) 4474555 Home Address City, State Zip Code FAX (918) 447-0726 faccc@aolcom httplArww.faccc.org/about.htm Home Phone E-mail

Annual Dues College Department Full-time faculty ($150.00) El Part-time faculty ($40.00) Signature Social Security No. Ell do not want 10% to go to FACCC's PAC (Full-time annual dues remain $150.00.) Payroll Deduction Authorization:

Note: 80% of your FACCC To Community College District: membership dues are You are hereby authorized to deduct from each of my regular salary warrants the amount below for professional organization dues and tax-deductible. transmit these deductions to the Faculty Association of California Community Colleges, Inc., without further liability to 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. $ 12.50/month (12-pay) ID $15.00/month (10-pay) $ 4.00/month (part-time)

FA(((TS September 1999 www.faccc.org 23 Carolyn Russell, President John R. McDowell, Jr., Vice President Mary Ann Newport, Treasurer Rio Hondo College, English L.A. Trade-Tech College, Labor Mira Costa College, Nursing (916) 447-8555 (213) 744-9470 (760) 757-2121, ext. 6486 [email protected] McdowellJR @aoi.com [email protected]

Sondra Saterfield, Secretary Evelyn "Sam" Weiss, Past President Alma Aguilar Canada College, Counseling Golden West College, Nursing Southwestern College, Political Science (650) 306-3288 (714) 892-7711 ext. 51192 (619) 421-6700, ext. 1-5641 [email protected] [email protected] [email protected]

Ricardo Almeraz John Ba ley Fran Chandler Allan Hancock College, History/Spanish Cerritos College, Math Santa Monica College, Business (805) 922-6966 ext. 3337 (562) 860-2451 ext. 2676 (310) 434-4641 [email protected] [email protected] [email protected]

Zoe Close Clo Hampton Richard Hansen Grossmont College, Philosophy/ West Valley College, Accounting DeAnza College, Math Humanities, (619) 644-7510 (408) 741-2436 (408) 864-8577 [email protected] [email protected] [email protected]

4" .11k..

24 www.faccc.org September 1999 FA(((TS 26 John Jacobs Chaumonde Porterfield-Pyatt Margaret Om, Part-Time RepNorth Pasadena City College, Art College of the Sequoias, Music Diablo Valley College, Social Science (626) 585-7261 (559) 730-3810 (925) 820-0499 jhjacobs@ paccd.cc.ca.us chaumond @giant.sequoias.cc.ca.us [email protected]

Richard Valencia Carrol Waymon Robert Yoshioka, Part-Time Rep Fresno City College, Sociology/Chicano- , Psychology South, Allan Hancock College, Social Latino Studies, (559) 442-4600 ext. 8364 (619) 563-1029 Science, (805) 937-2786 [email protected] [email protected] [email protected]

Not pictured: FACCC governor-at-large vacancy and Academic Senate liaison, to be appointed. FACCC Liaison to Academic Senate: Carolyn Russell

FACCC Professional Staff In Sacramento (916) 447-8555 [email protected]

Jonathan R. Lightman, executive director, [email protected] Dave Stuart, asst. executive director, [email protected] David Hawkins, legislative advocate, [email protected] Katherine Martinez, communications director, [email protected] Janet Oropeza, executive secretary, [email protected] Soni Phuong, receptionist/clerical assistant, [email protected] Paul Simmons, membership director, [email protected] Lyndon Marie Thomson, field director, [email protected]

www.faccciorg www.faccc.org/advocacy.htm List of FACCC-sponsored legislation www.faccc.org/updates.htm What's new on the FACCC Web site Visit the FACCC Web site for legislative www.faccc.org/pubs.htm Publicatii5ris, writers' guidelines and deadlines alerts, special member offers, www.faccc.org/help.htm Get involved in FACCC: volunteer opportunities web-exclusive articles, online book- www.faccc.org/mgm.htrn Receive gifts for recruiting FACCC members store and more. www.faccc.org/workshop.htmConference, workshops, seminars www.faccc.org/about.htm FACCC governor bios

FA(((TS September 1999 www.faccc.org 25 FACCC Welcomes New Members These new members joined between April 14 and Aug. 6. Please welcome them to the FACCC family. Ifyou see them in the halls, say "hi" and let them know they've made an important decision in their professional lives.

COLLEGE OF THE FULLERTON COLLEGE OF THE Joan Booke Elean Halaka Bradley Saenz CANYONS Julie Felender REDWOODS John Bosson Courtney Hayes Monica Sahagun Philip Marcellin Irene Robinson Cheryl Coppin Robert Bretz Leige Henderson Gilbert Saint-Leon Nanci Schrieber- Ken Letko Robin Briggs Kenneth Hillger Ahmed Salama CERRITOS Smith Barbara Bronie Sherry Hoffman Huntington Craig Breit RIO HONDO Greg Brookins Sylvia Hoffmayer Sammarcelli John Madden GOLDEN WEST Patrick Boyle Barry Brown Geraldine Holden Audrey Sandoval Susan Parsons Nganha Huynh Elizabeth Bui RIVERSIDE CITY Robert Hopkins Lisa Saperston Jerrold Burchman CHABOT SANTIAGO Patricia Pellam Steve Hunt Michael Schwartz Juanita Burris Luis Chavez CANYON Rita Somers Wendy Jackson Gertrude Shafer Valla Dale Fran Cummings Michael Burton Belinda Johnson- William Sharpe Priscilla McCarty SACRAMENTO Danielle Butts Adkins Chad Shattuck CHAFFEY Martha Vargas CITY Mila Calmette John Jordan Melissa Silvestrini Dawn Guzman Marc Ishisaka -Nolfi Nzingha Camara Delores Judge Claudine Simha LAKE TAHOE Tanya Carter Arnold Kaminsky Jacquelyn Sims COLUMBIA Fred Roberts SADDLEBACK Veronica Castillo Harmon Kaslow Ellen Sinatra Diane Wright Patrizia Boen Eileen Celentano Klan Kaviani Amy Sirott LONG BEACH Mercedes Guizar Myounggyu Choi Dennis Keeley Janet Sisneros CONTRA COSTA CITY Siu Chung Ridgway Knight Heather Smith Pamela Bostelmann Helen Sabin SAN DIEGO Dorothy Clark Esinam Kokovena Glenn Bruce Smith Virginia Homer Continuing Ed Stevan Clements Nicole Kraus Natalie Sokoloff Judy Mays L.A. CITY Armando Leyva Christopher Compton Frankie Laanan Evan Somers B. B. Adajian Jeananne Coop COSUMNES SAN DIEGO MESA Marilyn Lammers Patricia Sophos Lynn Averill Jacqueline Cooper Bahman Lashgari Carol Cassell Wayman Johnson Rita Soshnik G. D. Bell Mary Cox Ken Lee Erica Otiono Sabrina Santiago Grace Sown Penny Vera EAST L.A. Reyna Cummings Kathleen Lee Nia Stefany Nancy Daly Zahra Romero SAN FRANCISCO Dulce Leon Frank Stiefel CUESTA CITYSoutheast John Davidson Alan Litt Gizaw Tadele Harold Hallikainen L.A. TRADE- Emmanuel Nwabueze Lynn Davison Carol Lord Kanzo Takemori Pauline Wishart TECHNICAL Thardice De Loach Bahram Mandavian Masako Tamanaha Lourdes Brent SAN FRANCISCO Carol Dingman Edward Markarian John Thompson CUYAMACA Ashraf Hosseini CITYAlemany Wendy Dishman Angelina Meany Michael Tomko David Agosto Linda Hughes Anne-Marie Fleming Katharine Dreyfuss Michele Mednick Andrew Tonkovich Mary Asher- Ghosha Maffei C. Dugan Nasrollah Chi-Lin Tseng Fitzpatrick Victor Manrique SAN FRANCISCO Ruth Ebner Mehdizadeh Elenna Turner Pamela Fleming Keith Pace CITYJohn Adams June Edmonds Michael Melle Kimberly Unger Jill Huttenbrauck Caroline Parker- Nicole Wendel Andrea Endewardt Carla Melo Michel Van Biezen Evangeline Meneses Merion Estes Stacia Miehe Lopez SAN JOAQ_UIN Victor Vazquez Judi Reyes-Smith Thomas Clayton DELTA Joseph Miller Leverne Vest L.A. VALLEY Evans Robin Mitchell Cheryl Walker CYPRESS Richard Lustig Virginia Ettinger Cheryl Fantuzzi Aviva Monosson Christopher Walker Carol Mattson Ethel Thompson Zohreh Farzad Judith Montgomery Timothy Walker MENDOCINO DEANZA SAN JOSE CITY Douglass Fischer Mary Montgomery Muriel Walker Susan Bell Wilfredo Flores Barrie Mottishaw Esther Walling Marcy Betlach Jon Degallier Madeline Adamczeski Edward Flynn Danielle Muller Catherine Whitaker Raymond Crist Rec Russel Janet Shaw SANTA ANA Gisele Fong Mary Murphy Stephen Williams MERCED Arnold Babikian Joel Fortner Meenakshi Nagendran Mari Womack DIABLO VALLEY John Grant Mary Ellen Bobp Mark Frank Anthony Natale Gerry Woolery Felix Galaviz Matthew Saxton Ricki Franklin Liliana Nelson Marilyn Zanunitt Ann Krooth MONTEREY Eric Fredrickson Frank Nishimura Paula Zeszotarski Keri Mitchell PENINSULA SANTA MONICA Andrew Freund Ebrahim Nuban Linda Zimring Debbie Anthony Anthony Abatemarco Hisashi Fukushima Kozuye Ochi EVERGREEN Marilyn Adler Leslie Fulgham Steve Oldham SANTA ROSA VALLEY MT. SAN ANTONIO Diana Aghabegian Patsy Gardner Laura Olsher Paul Libeu Karen Curran Charles Ahrens Ronald Cells Nathan Ota Melinda Hughes John Pellitteri Daniel Aka Gary Geraths Lydia Otero SHASTA Leroy Perkins Wendy Orcajo Alexander Alonso Eric Gerds Roni Parker FOOTHILL Karen Anagnost Rosalind Goddard Julian Parness Erica Giannini OHLONE Julia Assadi-Ghazvini SIERRA Christina Gold Mark Rafter Peggy Fain Sharon Hack Ghulam Ebadi Shirley Joan Baheri Harry Goldman Michael Rahni Diane Hayes Jessy Wolf Barry Baker Martin Goldstein Ernest Ramsey VICTOR VALLEY Lois McCarty Lloyd Yarbrough Sabina Barattucci Diane Goodwin Gary Rathburn Arda Melkonian Elizabeth Rienecker Michael Barlow ORANGE COAST Tonya Gross Lynda Reyes Jennifer Sinclair Randall Barnes Diane Gross WEST VALLEY Mary Jo Noser Karen Ride James Tuell Tony Beauvy Menes Guirguis Randolph Rimes MISSION Elaine Berman Adrienne Gunn Harold Rogler Harry Card FRESNO CITY Margo Black Robin Hostetler 'ma Gusmao Brenda Rothaupt Susan Bonoff Sherri Gust Cassandra Roy

26 www.faccc.org September 1999FA(((TS 28 " Increase faculty's voice. Increase faculty's power. Sponsor a new FACCC member

FACCC is launching its third year of the Member-Get-A-Member campaign. Join us this year by telling a colleague about FACCC,

Sail away on a three7day_cruisefor two Forsevennew members you'll get a tin of Mrs by recruiting 25 new full2time membetil, Field's Cookies. (3 part-time members equals one, full-time member). For 10 new members, you'll receive travel, registration and a one-night stay at the Sept. 21- Returnonemembership card with your name in 23, 2000 FACCC conference on board the Queen the "sponsor" box and you'll receive,a FACCC Mary in Long Beach. mug filled with saltwater taffy, anda FACCC pin For15new members, you'll receive travel, to wear with pride. registration and a two-night stay at the FACCC Forthreenew members You'll rece,ive'atote bag conference, plus a pre- or post-conference day trip with a book from FACCC's book service ,an to Santa Catalina Island. artistic mousepad specially designed forFACCC. The FACCC member who recruits the Forfivenew members, you'll get a 60-minute landmark 20,000th member of FACCC's phone card. history, and that lucky new member, will each receive a $200 Amazon.com gift certificate.

Tell a colleague why you value your FACCCmembeiihip. NeW ficulty hires can receive a complimentary membership until January 2000. Write "New Hife" at the top of the membership card, p. 23. For a nonmember list, infoima,tion and materials, or if you have questions, call Lyndon at (916) 447-8555. For more ideas on how to recruit members, visit www.faccc.org/mgm.htm.

John Baley of Congratulations to the April 30 drawing winners of the Cerritos College 1998799 "Go for the Gold!" Member-Get-A-Member holds a copy of campaign FACCCTS Eureka Europa Trip for Two to Europe while in England John Baley of Cerritos College last spring with his wife, Mary, Dinner with Executive Director Jonathan Lightman on the Eureka John Smith of Santiago Canyon College Europa trip. He Golden Evening Dinner ,= said he was Ann Herbst of Santa Rosa Junior College \vaitingin linetO cirFACCCto,_ Top 1\ tnet,AirFd-be03ci)mikfast yy.41trend check the status of in Norhere 'Ctil retirement'; John R. McDowell, Jr. of Los,Angeles Trade'- Technical College

FACCCTS September1999 www.faccc.org 27 2: 9 A A A 5 A

A Century of Commitment to the Teaching of Language and Literature 0

> LA COMMITMENT TOTEACHING O Please enroll me us a 2000 MLA member. Forty teachers founded the association in 1883, at a time when the modern

languages were not widely taught in colleges and universities in the United RVIE States. Today the organization has over 30,000 members, most of whom are college teachers. I135T.1 I UTIDITATTA-1+1MION Tirapplicable)

TCTITEMIC RANK ANCUKIPLINE (e.g., Grad Stud Eng, Asst Prof-Comp Lit) LA COMMITMENTTO EXCELLENCE

The association offers its members opportunities to share their research with DEPAR11a9T717clude address or box number.) colleagues and to discuss trends in the academy. MLA members work as a CIT) community to promote good practices within the field. They participate in association-sponsored meetings, work with related organizations, and sustain a STATE OR PROVOCE ZIP OR POSTAL CODE COUNTRY distinguished publications program. MA/LING ADDRESS (if different from above)

,....,ACOMMITMENT TOSERVING THE FIELD -STREErATCD NUMBER APT. OR BOX The association encourages excellence in scholarship and teaching. Ongoing CITY committees address governance issues and monitor the review processes for

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30 THE 1999-2000 STATE BUDGET: An Investm ntin Ed previous year's reduction, we will have reduced by Antonio R. Villaraigosa, community college fees by $2 a unit from 1997- Speaker of the Assembly 98 levels. * The budget provides $10 million for the Something remarkable happened this year in Teacher and Reading Development Partnership Sacramento, and it's worth taking note. initiative, which will encourage more students to For the first time in 16 years, we really seek teaching careers while participating in invested in the future. teaching internships at K-12 schools. Thanks to a healthy economy, we had the * We provided $500,000 for part-time faculty resources to approach the annual statebudget process with a parity. This modest approach is a good first step. It provides fresh perspective. We had the opportunity to make strategic funding to increase benefits and student contact time for investments in our community colleges and four-year part time faculty members. institutions, and we did. * We allocated $2.5 million to enhance student transfer The Legislature and Gov. Gray Davis developed a activities between community colleges and four-year spending plan that outlines our dedication to investing in institutions. Of these funds, $550,000 is targeted for our system of colleges and universities.Focusing on Faculty Articulation Workshops and $1.9 million is for children and education, we invested thoughtfully to make Clarification of General Education Requirements and real improvements in kids' lives today and lay the ground- Certification process. work for a prosperous California in the new millennium. * The Legislature provided $45 million to expand the The 1999-2000 state budget is a good budget if you Partnership for Excellence Program (PFE). The PFE care about our colleges and universities, whichis to say it's a program will now have $145 million in itsbase budget good budget if you care about the future of California. going out to the 107 community colleges on a per full time With the projected "Tidal Wave II" of enrollment equivalent student (FTES) basis. growth looming for our colleges and * The Legislature also took great universities, it is imperative that we strides in addressing the infrastruc- take steps now to accommodate this ...it is imperative that ture needs of the 107 community growth by expanding access and we take steps now to colleges. We allocated $172.4 million making college more affordable for accommodate this from Proposition 1A, which I working families. Analysts expect that growth by expanding spearheaded in the Legislature, to 455,000 new students will enter access... specifically target 101 capital outlay California's higher education system projects at 69 campuses. in the next seven years. In total, we dedicated $3.4 billion Considering that the California more than last year to educate the next generation Community College system already serves more than 1.4 of Californians. million students and represents the largest system of This budget takes a smart and prudent route to the new higher education in the world, we must be ready for the millennium. It is a budget aimed at ensuring that every new growth. California student who wants to attend college can, and that In preparing for "Tidal Wave II", the Legislature when they get there, they'll find one of the world's great significantly increased funding to the community college public higher education systems awaiting them. But in system. Some of the actions we took included: order to preserve that level of excellence, we must continue * Fully funding enrollment growth for 14,000 new stu- to invest in our system of community colleges and universi- dents. The state budget provides $4.54 billion for commu- ties. I'm proud to say that's what this year's budget does. nity colleges, a $262 million or 7.3 percent increase over last year's budget. * We reduced student fees at community colleges by $1 per Antonio R. Villaraigosa is Speaker of the California Assembly unit, from $12 to $11. When you couple that with the and represents the 45th Assembly District in Los Angeles.

29 FA(((TS September 1999 www.faccc.org 31 - Senator Focuseson Faculty Retirees A challenge the Senator Deborah Ortiz (D-Sacramento) community colleges [email protected] will have to face, she hhp://sen.ca.gov/ortiz/bio.htp said, is expanding District 6 offices: (916) 324-4937 (Sacramento), (916) welfare-to-work 961-1482 (Citrus Heights) Committees: Agriculture programs. & Water Resources, Budget & Fiscal Review, Educa- "I hear good tion, Public Employment &Retirement (chair). reviews in my Subcommittees: Budget &Fiscal Review #3 Health district for Los Rio and Human Services. Joint committee: Rules. Community College District," Ortiz said. "People rave about by Katherine Martinez, FACCCTS Managing Editor it." "I think the jury Sen. Deborah Ortiz is at home in the state's capital. is still out whether A life-long Sacramento resident, Ortiz graduated we've done well from McClatchy High School, U.C. Davis and statewide." McGeorge School of Law. She served on the Sacramento Ortiz said the City Council and was elected to the Assembly in November FACCCTS community colleges 1996. She began her Senate term last November. must do a better job of publicizing its accomplishments. Education is a priority for Ortiz. As chair of the Senate "I think it's very difficult for the average legislator to Public Employment & Retirement Committee, and understand the scope of the community colleges' role." member of the Senate Education Committee, Ortiz has a She knows the system is struggling with inadequate hand in affecting community college faculty members' funding that has caused it to rely heavily on part-time professional lives. faculty, a situation she said is not an incentive for employees She told Executive Director Jonathan Lightman and to stay and grow. Legislative Advocate David Hawkins during a June "I think students are shortchanged," Ortiz said. How interview that she gained a better appreciation for commu- do you provide a full, quality educational experience to nity colleges during her Sacramento City Council term. students, she asked, if part-timers are forced to drive from Whether students are high school graduates, or in mid- one community college to another to make a living? career and seeking retraining, the colleges offer a low-cost The goal to have full-timers teach 75 percent of alternative. instruction hours is an optimistic minimum, Ortiz said. "I think community colleges need to be everything [to "And generally, it's not ideal if a significant part of your everyone]," Ortiz said, "more so than four-year colleges, workforce is part-time with no benefits, no job security," she because of today's society." said. But the Legislature is trying to help: "We are slowly She calls community colleges the bridge to higher building in the money into K-14" during annual budget education, but said it's also much more for people such as discussions. 50-year-olds who want to try something different. Ortiz is carrying SB 833, the FACCC co-sponsored "Community colleges play a very important, vital role bill that would grandfather 1998 retirees into the recent for education in general," she said, "having responded best State Teachers' Retirement System improvements. She said to the needs of working class communities, communities of she's optimistic about it becoming law, but mentioned that color...It's the institution closest to the community. I the bill has met substantial opposition. Several teen-age commend it for that." Boys' State members had just been in her office telling her She noted, though, that the colleges will continue to be that SB 833 would encourage teachers to retire earlier. But the "stepchild that's forgotten," despite its strengths. Ortiz believes she's doing the right thing. "It will likely never receive the recognition it deserves," "It's a fair and sound, equitable solution," Ortiz said, Ortiz said. "and I hope this governor will appreciate that."nt

30 32 www.faccc.org September 1999 FA(((TS Authors Debunk Proposition 209 Myths

John F. McFarland

In 1916 the silent film director D.W. Griffith undertook In the 1890s Southern states rendered blacks politically a movie of polemical intent. Released with the title helpless by destroying their right to vote. The new Intolerance, it was his reply to certain critics of his pigmentocracy then shouldered the task of choosing who just-released film, Birth of a Nation. would speak for the disenfranchised. Those chosen were to Though immensely successful, Birth had outraged the be reverse messiahs, leaders who deflected their people from NAACP with its depiction of Reconstruction-era ex-slaves. the promised land. Their goals were to discourage activism They appeared as either catspaws of northern politicos or until were "ready" for social and (more luridly) as brutish rapists. Yet worse, the film political equality. enshrined the Ku Klux Klan as a heroic defender of good When, seven decades later, civil rights leaders won government and white womanhood. back the power of the ballot, re-enfranchised blacks rejected Not surprisingly, then, when Griffith spoke of "intoler- the sonorities of quiescence and compliance and picked a ance," he referred to efforts to boycott his film, and not to very different kind of spokesperson. Those elected came its racial dissing. Sadly, this would not be the last appropria- from youthful militants committed to destroying "harmonious" inequality.

tion of progressive terminology to camouflage regressive As alarming things began to be said and to happen, social policy. conservative upset played to empty houses. But then came Most recently reliance on the same dark arts hurried Clarence Thomas. From his high judicial perch he lent Proposition 209 to passage in California. The measure prestige to go-slowism, and to the idea that poverty, not would, one proponent rhapsodized, secure "an inclusive race, should be the basis of "preference." It was he who first society in which people of all races, religions and sexual unfurled the prophylactic banner of "colorblindness." preferences have a right to have their talents considered." "Colorblind" ideas now pass as the strictest orthodoxy That this admirable goal would be won by reducing among conservatives. Last year, Tamar Jacoby' deplored the minority presence in the workplaces and campuses of the "forced interaction between people who are not social and state was taken as proof of its fairness. It might then, seem economic equals," and called for extensive acculturation an irony, to rank it no worse, that Prop 209 was allowed on programs to change peoples' habits, then attitudes towards the ballot as "the Civil Rights Amendment." school, work and the law." In perhaps the most remarkable For some this irony was concealed rather than sharp- extended formulation of their position, Thomas Sowell ened by the fact that such a form of civil rights would be continued on next page championed by an African American. Yet Ward Connerly should not surprise us. He is merely renewing an old power struggle in the black community. 1 in his Someone Else's House: the Struggle for Integration

MUTTS September 1999 www.faccc.org 33 31 proposes that, without the of would admit him, life-support systems of affirmative but not to its honors program. action, racism would simply die out. 2 For some parents and their offspring, paranoia has Where most supporters of 209 wanted "blindness" was become bedrock and the Connerlys can quarry it with the in hiring. But Connerly was by appointment of Pete hint that affirmative action explains admissions injustices. Wilson a University of California trustee and he Yet, were all racial preferences on elite campuses to end, the campaigned on the enormities done to whites by the net gain for whites would be about 1.5 percent, and that at a university's admission policies. cost to blacks of 50 percent of the seats assigned them. Even Of course, jobs and college admissions are closely then we must remember that whites who are displaced by related. Campuses no longer resemble the glam ghettos of racial preferences have SATs and GPAs not much above the yore, where late adolescents could spend out their youth in blacks who were accepted. violent sports and languid lubriciousness. Now they serve as In fact, most "preferences" are not racial. They are armories to provision future corporate shoguns, largely by given to veterans (in public universities), to athletes, to conferring battlefield promotions in the form of entrée into foreign students whose academic records are not easily professional schools. calibrated to American standards, and, on the East Coast, to That is why Connerly gets a hearing. "legacies." One needs only read the suburban Legacies come from clans that, detective novels ofJon Katz' to appreciate having frequented a campus for genera- the anxiety of parents who try to break In fact, most tions, have come to think of it rather as their heedless 14-year-olds to the yoke of "preferences" are a family yacht slip. They often enhance academic endeavor all to snare one of not racial... their scions' merits with hefty monetary the contested spaces in a "good college." "Legacies" come donations. While reliable figures on And the competition for such berths from clans that, legacies do not exist, knowledgeable grows more ferocious. The largest mass of having frequented a observers believe they vastly outnumber college-bounds the nation has ever seen, campus for affirmative action admissions. an estimated 4.4 million, up 200,000 from generations, have Students of color receive some seats only a year ago, will swamp the nation's due to a different genetic code, one campuses this fall. come to think of it unsanctioned by money and privileged The stampede has allowed California rather as a family incumbencies. Preferences for them State University San Diego, for instance, yacht slip. prevent numerical indices from working to raise its Grade Point Average bar from like tourniquets to keep them out. Of 2.8 to 3.2. On the high end, University of minorities who apply to "highly Chicago accepted only one applicant in seven this year. selective" campuses, 29 percent score in the highest SAT Among those rejected at Tuft were one-third of those who range, vs. 79 percent of whites. combined perfect Scholastic Aptitude Test scores with Such test scores, with GPAs, are the standards that being their class valedictorians. high school students and parents understand, perhaps In this seller's market the buyer cannot be a chooser. because quality is measured quantitatively in our sports reported on an 18-year old who serves culture. But universities further arithmetize the game when his synagogue as a religious director, has published poetry they boast of trophy students as those with the highest and garnered both a 1450 on the SAT and a perfect 5 on the scores. What has been created is a divine right of numbers. Advanced Placement calculus exam, yet was turned down Academic leaders have less faith in the idea that higher by Harvard, Brown, Wesleyan and Georgetown. University education should exist in exclusive service to dorky nerds and starchy grinds. At the beginning of this century Mrs. in his End of Racism, which signals an unnoticed turn- Stanford believed "her" college would be "producing leaders about in conservative theory. Only a generation ago the likes in every field of science and industry." As our century ends of Bill Buckley counseled against the brashness of the civil that goal has, if anything, widened. Yale's Richard Levin rights movement by saying that "prejudices" are nearly wants his university to "encourage others to work for the ineradicable, especially by government action. Now, betterment of the human condition." Whatever GPAs and amazingly, they have vanished in a single generation. SATs measure it is not such qualities. And educators know the excitement a varied classroom 'The first in this amusing series is Murder by Station Wagon. can generate. Which professor wants a rollbook ofJennifers

32 www.faccc.org September 1999 FA(((TS and Jasons during a discussion? Americans should be satisfied with What decamping freshman hopes to universities like Temple. Later, find his new campus no more interesting than the homog- perhaps, they will be ready for the top rungs. enous high school he has just escaped? And where else but But why have elite campuses proved D'Souza wrong? in college will suburbanites of every race experience the Authors Bowen and Bok explain black success with nation's diversity under conditions that encourage analysis references one might expect from ex-presidents of and understanding? Princeton and Harvard. They mention elite schools' For students of color the same superior libraries, cushy support services experience initiates transracial friend- and brilliant professors. To be sure, but ships that can last a lifetime. Sociologist how relevant are these riches when Orlando Patterson says that "integration undergraduates are foisted off on is about the acquisition of social and untrained TAs, when profs keep office cultural capital," and that becomes 0 piccahours, when libraries lack open impossible "in isolation from the tacit 0 0 stacks? norms of the dominant culture." Was not the gritty ambition of To critics of affirmative admissions, students enduring a social setting set at claims of educational value in diversity is freezing temperature worth more so much flummery and mummery. Such mention? policies perpetuate a hoax made cruel by And ambition they had. Once its false promise. Unqualified students are graduated, students of color continued merely set up for failure. We should, I 0 to do well, registering an income about they suggest, educate no races before 85 percent of the $100,000 earned by their time. whites and (more hearteningly) taking a But reasons exist to believe that there is no excuse for significantly greater role in their communities' leadership. waiting, that racial preferences can lead to success, not grief. We are cheered, then, by The Shape of the River. But it is Two recent studies have examined programs that do well a second work, Promise and Dilemma, 6 that inspires us. with "high risk" students, even on selective campuses. An anthology of essays offering "Perspectives on The first of these, The Shape of the River, 4 examines Affirmative Action in Higher Education," it is valuable for student success rates in 28 elite universities, with follow-up collecting the leading researchers on the topic. We forgive, longevity studies of the graduates of five of those. Though then, a prose more frequently arthritic than athletic. Two of student bodies were treated as a whole, breakout data found the contributors attempt to explain low academic perfor- very high levels of black success in these, some of the most mances among people of color especially where test scores demanding undergraduate programs in the country. might predict otherwise. Claude Steele of Stanford has This was true despite the fact that African American some empirical data that he reads to prove that African students arrived with "low 1200s" SATS and heralded often Americans internalize negative expectations and, thus, from second-tier high schools. They earned degrees 75 underproduce when in college. percent of the time, close enough to the 86 percent of A more convincing explanation is that of anthropolo- whites, who arrived with significantly higher predictors and gist John Ogbu, who traces low achievement to history. heralded from prep schools whose very raison d'être is American blacks and Hispanics, he says, share an experi- setting their graduates on the most glittering staircases. ence of involuntary incorporation into a hostile society. This punctures nicely one of Dinesh D'Souza's more Both cultures, to protect their ethnic identity, reject some annoyingly smug proposals: 5 that, "for a while," African "white" traits as undesirable. Academic prowess is one. The theories of Steele and Ogbu informed a University of program that brought students together in an 4 subtitled Long-Term Consequences of Considering Race in ethnically-mixed dorm life designed to be supportive. It College and University Admissions, by William G. Bowen featured student mutual aid, and peer counseling, all and Derek Curtis Bok. designed to break down isolation. Blacks responded with a found in Illiberal Education: the Politics of Race and Sex. success rate equal to that of whites and significantly above those of Michigan blacks outside the program. 6 subtitled Perspectiveson Racial Diversity and Higher Education, edited by Eugene Y. Lowe, Jr. continued on next page FACCCTS September1999 www.faccc.org 35 33 continued from previous page rise exposes young people to On a similar trajectory, L. Scott unaccustomed headwinds. Far fewer Miller compares the acculturation process of two minorities. blacks than whites can draw on a treasury of family experi- , he finds, "place academics at the center of ence when navigating the exotic terrain of academia. their peer socializing and thus they study together." African Patterson might have added that this refutes the Americans, perhaps to avoid "anti-academic peer pressure," Thomas/Connerly line that "preference" should go to study alone. These insights led a Berkeley math prof to poverty, not race. Most impoverished people in America design a "learning community" that incorporated all ethnic are white; most black people would not qualify under such groups, but whose most dramatically positive results were criteria. Need we add that it is as vain to promote racial for blacks. A similar program at Austin increased the justice by enhancing white opportunity as it was in University of Texas black and Hispanic math majors from the 1980s to address economic justice by shifting seven (1.990) to 151 in just six years. P. Uri Treisman writes wealth upwards? confidently: "We [at Austin] believe we can compensate for Affirmative action is often dismissed as well inten- about 120 [math] points of SAT" tioned but impractical. The two studies discussed here The success of such interventionist strategies certainly demonstrate how practical it can be. And nowhere does demonstrates that the playing field hasn't been graded as integration make more sense than in education. From the levelly as the Connerlys would have us believe. very earliest days of the Civil Rights movement, education In part this is because the African American social has been the balloon by which minorities could send their ascent has been real, but vertiginous. Eighty percent are kids to a better world. now out of poverty; 40 percent of black families have Alas, from the moment when the Supreme Court told reached the middle class (marked by a threshold income of us that "separate" is inherently "unequal," we have heard a $35,000). Whereas fewer than 2 percent had four-year mesmeric vocabulary of opposition: that integration is degrees, nearly 11 percent do now. "unworkable," probably "unnecessary," and certainly Orlando Patterson,' the source of these figures, uses "unjust" to whites. Like Griffith's use of "intolerance," we them to free us from exhausted stereotypes. Blacks are must see such language for the raw, untreated verbiage it succeeding, not failing, in the broad society. But this rapid really is. itr John F McFarland teaches history at Sierra College in Rocklin. 7 in The Ordeal oflntegration: Progress and Resentment in He is a former FACCC president and was a recipient of a 1995 Americas's "Racial Crisis." Hayward Award for Excellence in Teaching.

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31 36 www.faccc.org September 1999 FRITTS FACCC members can offer their own BH-1 River of Red Gold, by Naida West, former American publications on this list. Direct inquiries to River College instructor. Winner, 1997 Gold Award: Best Book, Sacramento Publishers' Association. 624 pages, Katherine or Paul at faccc@aolcom or (916) 447-8555. paperback. $18.00. FACCC Member price: $15.00 Here are a few sample titles. Readers can find thou- JB-11 Teaching in Practice: How Professionals Can Work sands more titles online through FACCC's Web site at Effectively With Clients, Patients & Colleagues, by Andy wwwfizecc.org/books.htm. Or for a list of books FACCC Farquharson. Drawing on the literature of adult education has in its inventory, e-mail [email protected] with the and practical examples, this book provides a wide range of subject "In Stock Books." conceptual models for improving teaching in human service practice. Hard cover. 289 pages. Jossey-Bass. $30.00. SP-1 Gravity, poetry by Elizabeth Rosner of Contra Costa FACCC Member Price: $26.00 Community College. Rosner has had poetry published in literary journals and magazines that include Poetry East, MO-2 Southern California Handbook, by Kim Weir. The Cream City Review, Judaism, and Southern Poetry Explorations of Los Angeles, Hollywood and San Diego Review. 44 pages, paperback. Small Poetry Press. $9.95 mark only the beginning of this book's comprehensive FACCC Member price: $8.00 coverage. With an insider's eye, the bestselling author reveals travel possibilities inherent in all of Southern 30. Interested in reviewing a book? See www.faccc.org/ California. 679 pages, paperback. Moon Publications. books.htm for more information or contact Katherine $19.50. FACCC member price: $15.95 Martinez at (916) 447-8555 or faccc@aolcom.

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FA(((TS September 1999 www.faccc.org 3D 37 Daylight Shines on Part-Time Issues

by Margaret Quan, Diablo Valley College led one AAUP staff member to suggest that next year's Summer Institute concentrate wholly on part-time issues facing higher education. Rt-time faculty issues have finally drawn Saturday night's wrap-up included some awards and a ational attention. few short speeches; AAUP General Secretary Mary Burgan In early June, the American Association of University Professors offered me a full scholarship to attend its gave' the keynote speech. The heart of Burgan's address was the part-time situation as it now exists across all of higher Summer Institute in Marquette, Michigan, July 29 education. She gave a brief history on the overuse of part- Aug. 1. time faculty that began in the 1970s with the compliance of I readily accepted their invitation. The event was a huge tenured faculty. She minced few words in success, especially for me as a political saying that tenured faculty's acquiescence activist for part-time concerns. then, and now, has allowed this bifurcated Breaking with tradition, AAUP offered system to exist. Burgan stressed that this 10 scholarships to part-time faculty. These Burgan said acquiescence has led to the erosion of tenure scholarships were a clear indication that that what (with such things as evaluations or "post- AAUP is very concerned about the growing tenured faculty tenure review"), the lowering of salaries, use and abuse of adjunct faculty in higher conceded to in education. Of the 10 scholarship recipients, and the downward spiral of full-time the 1970s h4S positions. two were from community colleges and the come back to others were from private and public four- Burgan said that what tenured faculty bite them in conceded to in the 1970s has come back to year colleges and universities. Tenured the 1990s. faculty made up the rest of about 200 bite them in the 1990s. And if change is to come, full-time tenured faculty members attendees from across the U.S., including Alaska and Canada. can no longer slavishly follow their own narrow self-interest or their own institu- All participants had a choice of workshops and one- tional or material interests with callous disregard for the hour seminars. The workshops were grueling, two-day victims. The keynote speech garnered great applause. affairs from 8:20 a.m. to 8:45 p.m. Friday, and ending Saturday at 4:15 p.m. The Summer Institute was an event I wish all faculty I selected the negotiations workshop; much to my could experience. The long days (that at certain times of the surprise, few attendees had any experience in contract year have 19 hours of daylight), coupled with the gathering of higher education's best and brightest, was a must-see. negotiations. We were schooled in the negotiation tactics of union and management. Then we negotiated one-on-one AAUP President James T. Richardson has invited me situations; this was expanded to a four-member team to serve a three-year term on the association's committee on negotiating a simple contract. We were debriefed after each part-time faculty issues. It is a national standing committee exercise to explore what had and hadn't worked. that produces policy statements and helps direct organizing Later, we again split into four-member teams to and political initiatives concerning part-time and non- tenure track faculty. Duties involve conferring with the negotiate a very complex contract. My team, which repre- sented management, had only three members and I was committee on issues and ideas, and attending an annual chosen as chief negotiator. By 8:45 p.m. Friday, our team meeting in Washington, D.C. I look forward to working had not even agreed upon table procedures for the negotia- with the committee and sharing the California faculty tions. Because it was so hot and I couldn't sleep, I worked experience. until the wee hours on salary and budget restrictions that Margaret Quan is a FACCC Governor who represents management had been given. With no shame whatsoever, I Northern California part-time faculty. She teaches history at am proud to say that wewith the only woman as chief Diablo Valley College in Pleasant Hill. negotiatornegotiated the best contract. We even finished before our time expired. The Part-Time Faculty page is based on reader participa- The seminar that attracted the most attention was "Full tion. We welcome guest columns and story ideas. Contact Time/Part Time Alliance." It was standing room only. This Katherine Martinez atfaccc@aacom or (916) 447-8555. See writers' guidelines at www .faccc.org /facccts/writers.htm.

38 40 www.faccc.org September 1999 FA(((TS Ies STRS Health Plan

part is paid by the district? Are spouses covered? Must you by John Baley, Cerritos College have Medicare? Do the rules change after age 65? How much must the retired member pay to retain CCC is continuing to work on coverage?) improving your retirement benefits. Faculty retirement is based on three Legislative Advocate David Hawkins factors: age at retirement, credit for years and I are active members in the State service, and the average of your highest Teachers Retirement System Health consecutive 36 months of creditable Benefits Taskforce, which is overseeing the compensation. There are major inequities in study and development of a STRS health the way creditable compensation is benefits plan. determined. Teaching faculty members are FACCC co-sponsored Senate Bill 159 currently unable to count summer school, (Patrick Johnston-D), which would overload or stipends. In contrast, authorize STRS to develop a health care administrators are able to receive retirement benefits program, is in the Assembly benefits based on their entire annual Appropriations Committee and at press time was scheduled salary. Some counselors and librarians are paid on an for an Aug. 18 hearing. (See www.faccc.org for updates) The 11- or 12-month basis, making their entire salary details of the STRS health plan and even its financial creditable compensation. feasibility are yet to be determined. Although some districts I chair your FACCC STRS Taskforce, with the active offer health care for life, most offer far less. A STRS survey cooperation of FACCC member Carolyn Widener of West reported that almost two-thirds of retirees over age 65 pay Los Angeles College, who is vice president of American for their own health care. Federation ofTeachers Local Guild 1521 in the Los Check what your district offers. You may be surprised. Angeles district. With David Hawkins, we are advocating It's becoming clear that the system for delivering and including all gross faculty earnings to determine creditable paying for medical care will change significantly in the compensation. K-12 representatives fear their members may coming years. The STRS taskforce is studying various only work summer school or extra duty in their lower- health benefits structures in California and other states to earning years that would not be included in their three- assist in identifying possible alternatives. One possibility is highest-years earnings. to negotiate a joint plan with the California Public Employ- To level the playing field for these teachers, the current ees Retirement System. Another proposal is to give service credit for all possibility is a method known as earnings over a teacher's base salary. direct contracting. At the Aug. 4 STRS survey reported That is, if you earned 20 percent meeting, the taskforce heard from thaqalmost two-thirds above your base salary in a year, you Patricia Drury from the Twin Cities fretir es over age 65 would pay into STRS on all earnings Buyers' Health Care Action group. pay for their own and you would receive 1.2 years It is a coalition of 25 self-insured health care. service credit toward retirement. The employers working together to client advisory group will meet Sept. restructure health care into a 2 in Sacramento following the STRS consumer-driven, primary-care based market that is Health Benefits Taskforce meeting. FACCC will be at both sensitive to cost, quality and service. meetings advocating for community college faculty. All options, including no STRS health coverage, are John Baley is a FACCC Governor and teaches math at Cerritos open. It appears that for any plan to be viable, it must College in Norwalk. He chairs the FACCC STRS Taskforce. include all faculty: young and old, working and retired. You can help by e-mailing a summary of your district's The Good Life is based on reader participation. We welcome medical coverage for retirees tofaccc@aolcom with a copy to guest columns and story ideas. Contact Katherine Martinez [email protected]. Use the subject "STRS Info." (Is your [email protected] or (916) 447-8555. See writers' guidelines district's medical coverage the same for active faculty? What at www.faccc.org/facccts/writers.htm

FA(((TS September 1999 www.faccc.org 39 4 Perspectives FACCC Wants FACCCTOTUM YOU! Volunteer Opportunities: www.faccc.org /help.htm

"I think community colleges need to be everything [to Contact the FACCC staff members below at everyone], more so than four-year colleges, because of (916) 447-8555 or faccc @aol.com today's society...I think it's very difficult for the average Coordinate a brown bag lunch on your campus. legislator to understand the scope of Contact Lyndon. the community colleges' role." Sen. Deborah Ortiz (D-Sacramento), p.30 Participate in the FACCC Advocacy Network: wwwjaccc.org/advocacy/fan.htm. "My father, a stroke victim, is a graduate of the Foothill Shadow FACCC's legislative advocates at the Capitol Reach Program and still goes to the campus three days a for a day if you're going to be in Sacramento. Give us week for physical therapy. I've learned community two weeks to plan for your visit. Contact David. colleges are an integral part of our state's social fabric in very real and fundamental ways." Write for FACCC's publications: www.faccc.org/ Sen. Jim Cunneen (R-Cupertino), p. 11 pubs.htm. Contact Katherine.

"In the six months that I have been in office I have Sponsor new FACCC members and receive gifts: visited every community college in my district and have www.faccc.org/mgm.htm. Contact Lyndon. been in continual communication with the administra- Contribute to the FACCC Political Action tion. They seem to have amazing energy and devotion Committee. Request an "additional payroll deduction" aimed at serving the education needs of my card or see www.faccc.org/advocacy/paccard.htm constituents." Assemblyman Dick Dickerson (R-Redding), p. 12

"I have taken various courses throughout my adulthood and found it to be a very positive experience. As a Non-Profit Org. U.S. Postage legislator I make it a point to have very positive rela- PAID tionships with the community colleges in my district." PERMIT NO. 144 Assemblywoman Kerry Mazzoni (D-Novato), p. 15 Sacramento, CA

"As our region rebounds from the economic downturn, FACULTY ASSOCIATION OF CALIFORNIA COMMUNITY COLLEGES, INC. Delta College students and graduates play vital roles." EDUCATION INSTITUTE Assemblyman Mike Machado (D-Linden), former 926 J Street, Suite 211, Sacramento, CA 95814-2790 Delta College instructor, p. 14 TEL (916) 447-8555FAX (916) 447-0726 [email protected] "My daughter spent two years at Diablo Valley College. ...Community college was a wonderful foundation for CHANGE her." Assemblywoman Lynne Leach SERVICE (R-Walnut Creek), p.13 REQUESTED

"Years ago, my wife, Linda, enrolled in art classes at Foothill Community College. She found the teachers to be exceptional mentors, as well as educators, and her experience has had a lifelong effect. Today, she contin- ues to be an artist and remains grateful, as do I, to the college and the teachers for the opportunity and instruction she received at Foothill." Sen. Byron Sher (D-Palo Alto), p.17

42 JOURNAL OF THE FACULTY ASSOCIATION OF CALIFORNIA COMMUNITY COLLEGES Volume 6 Number 2 December 1999

Featuring: Margaret H. Freeman of L.A. Valley College, on Women of the Gold Rush, p. 30 Mark Maier of Glendale Commu- nity College, on teaching, p. 13 John R. McDowell, Jr. of L.A. Trade- Tech College, on Partnership For Excellence, p. 10 John McFarland of Sierra College, on The Coming White Minority, p. 24 Brian McKinney of Diablo Valley College, on teaching online, p. 27 Kathleen McKuin and Bobby Hutchison of Modesto Jr. College, on Web-based teaching issues, p. 27 Carolyn Russell of Rio Hondo College, on telling the CCC story, p. 7 Emily Strauss, on "The U. as Business Center: A Fallacy," p. 23 The Spirit of Advocacy

Also: Transition to Trustee, by Mona Field Interviews with Irene Menegas & Patricia Siever 43 Perception Analyzer" interactive group communication system The Classifieds We at Columbia Information Systems, Teaching a manufacturer of interactive group communication systems, invite F`inanciaa Senitee tied faculty to apply for our "2000 with Avvov Teaching with interactive Full-time Community College Business Professor/Finan- Interactive Technology Program." We are interested in studying new and cial Professional will help you plan your TSA/403(b) Technology innovative ways in which interac- investments. E-mail: [email protected] or call Pimgrani tive technology can be utilized to create a Frank at 800-227-7857. Stop procrastinating; Start Now! positive impact on the teaming process. Those selected will receive the use of a Perception AnalyzerT" (PAT") system for a semester and a $2.000 stipend, Math & Science

Please visit our website for additional The NASA Pre-College Science Academy at Pasadena information on the application process and an in-depth explanation of the PAT". City College is compiling a list of math and science literacy It is a dynamic tool which facilitates suc- advocates/consultants. Are you interested in enhancing cessful group communication and learn- math and science literacy? Contact "Canopy" (626) 585- ing. E-mail or call Columbia Information Systems for a free Demo CD. 7163, FAX (626) 585-7978 or [email protected].

www.cinfo.com Advertise in FACCCTS 800-769-0906 503-225-8418 You can buy classified ads for as little as $40 for up to 35 503-225-8400 fax words. For claiaified and display advertising rates, contact C=2*[email protected] information Systems FACCCTS Managing Editor Katherine Martinez at faccc@aolcom or (916) 447-8555, or visit wmfaccaorg/ pubs.htm. Buy three consecutive ads, receive the fourth free.

FACCC'sMission FACCC advocates exclusively for community college New on the FACCC BOG faculty. FACCC analyzes issues that impact community colleges, develops policy and sponsors bills, and lobbies the governor, the chancellor, the legislature, and other state and Reona L. James federal agencies. FACCC communicates issues and FACCC governor-at-large resolutions and works in concert with other organizations to ensure a leading role for community college faculty in college nurse education policy. See wwwfaccc.org /about.htm. (916) 688-7254 [email protected] Host A Brown Bag on Campus FACCC Brown Bags are informal lunchtime gatherings in The FACCC Board of Governors approved at its which faculty and guests (legislators, educations reporters, October meeting Reona James' appointment to fill a FACCC advocates, etc.) can discuss community college board vacancy. issues. Reona will serve on the FACCC BOG Awards Interested in hosting a brown bag on your campus? & Scholarships Committee. Contact Field Director Lyndon Marie Thomson at (916) Visit 14444v.faccc.org/abouthtm for photos, bios 447-8555 or LyndonMT§aolcom. For the Sacramento area, and contact information for the FACCC Board of contact Membership Director Paul Simmons at the phone Governors. number above or e-mail paulq6r9s@aolcom. See wwwfaccc.org /members /oncampus.htmfor an updated list of brown bag lunches.

44 FACCC Transform Partnership for Excellence Page 10 BOARD OF GOVERNORS Partnership for Excellence is under fire by faculty groups who argue that the EXECUTIVE COMMITTEE program is in jeopardy because of inadequate funding and lack of a specific PRESIDENT Carolyn Russell mandate to hire new full-time faculty. This analysis by John R. McDowell, Rio Hondo College Jr. of Los Angeles Trade Technical College sheds some light on the prob- VICE PRESIDENT lems with PFE and why community college leaders must insist on John R. McDowell, Jr. changing it. L.A.Trade-Technical College TREASURER Mary Ann Newport MiraCosta College

SECRETARY Transition to Trustee: A Faculty View Page 17 Sondra Saterfield Voters elected Mona Field of Glendale Community College to the L.A. Canada College Community College District Board ofTrustees earlier this year. She writes PAST PRESIDENT about her experience running for elected office, her toughest decisions as a Evelyn "Sam" Weiss Golden West College trustee so far, and why she encourages other faculty members to follow the same path. GOVERNORS-AT-LARGE Alma Aguilar Southwestern College

Ricardo Almeraz Allan Hancock College 5 Letters to the Editor 19 Member-Get-A-Member John Baley Cerritos College 7 Tell the CCC Story 20 Faculty Focus: Irene Menegas Frances Chandler 8 Higher Ed's Challenges 21 Faculty Focus: Patricia Siever Santa Monica College 9 It's Your Turn at Bat 23 The U. as Business Center Zoe Close Grossmont College 13 Talking About Teaching 24 Trading in Futures Clo Hampton 15 FastFACCCTS 30 Review: Women of the Gold Rush West Valley College

Richard Hansen DeAnza College On the cover: This original watercolor by Scrarnento artist David Lobenberg beautifully captures the spirit John Jacobs of facility advocacy. The art graces'the new FACCC mousepads; free to thosewho'recruit three new full- Pasadena City College time FACCC members. See I?k=47cCacrg/mgmJitmorpage 19 for details. Reona James Cosumnes River College

Chaumonde Porterfield-Pyatt College of the Sequoias

Margaret Quan EDIT ORIAL POLICIES Diablo Valley College EXECUTIVE EDITOR FACCCTS is the journal of the Faculty Association of California Community Richard Valencia Jonathan R. Lightman Colleges, a nonprofit professional association promoting unity and professionalism Fresno City College among California Community Colleges faculty, and the FACCC-Education Insti- MANAGING tute, FACCC's subsidiary for information dissemination and professional develop- Carrol Waymon EDITOR/DESIGNER ment. FACCCTS is published four times during the academic year, San Diego Mesa College Katherine Martinez offering information, analysis, and provocative points of view about the Robert B. Yoshioka politics, philosophy, and practice of education. FACCCTS' primary purpose is to Allan Hancock College COMMUNICATIONS provide a forum-for faculty-and the-CCC "community." Opinions expressed are COMMITTEE those of the authors and do not necessarily represent those of FACCC and FACCC- Education Institute, their boards, general membership or staff. FACCCTS Jean Lecuyer, Chair publishes letters to the editor, commentaries, and other contributions on a space-avail- EXECUTIVE DIRECTOR Janis Haag Jonathan R. Lightman able basis. FACCCTS reserverthe-rtght to condense and edit all text according to Mary Ann Newport The Associated Press style and as deemed necessary. For a copy of writers' guidehnes, Robert Yoshioka please call FACCC at (916) 447-8555, fax (916) 447 -0726, e- [email protected] or write to: FACCC, 926 J Street, Suite 211, Sacramento, CA 95814-2790. Visit the FACCC Web site at www.faccc.orgfor Web-exclusive articles, essays, faculty opin- ions, analysis, legislative alerts, book reviews and special offers for members.

45 REPLIESSeptember 1999 What topic is most important to you professionally? Why?

widespread addition of hours/lab by arrangement to courses in order to increase WSCH [Weekly Student TheContact Hours]. This "padding" of student contact hours creates a false picture of community college FTES [Full- Time Equivalent Students]. Let me add another consequence, at least as seen from here, of this lab/hours by arrangement. Once a department is able to show that it has the numbers (created by means of these added hours) there is little incentive to look at what new courses or changes in existing courses, re: content, method of teaching etc. might be needed to meetthe needs of our students. Besides, why add more hours in classes that historically do not have labs or hours by arrangements when we already know that the majority of our students have very busy schedules balancing work, school and home commitments. Ken Colson, Anthropology, West Valley College, Saratoga, CA Ken won four movie tickets to AMC Theaters for participating in the Fax Survey. Congratulations, Ken!

NEW QUESTION: How do you motivate students who are reluctant to use the Internet for research? FACCC members who reply will be entered in a drawing for four UA or AMC movie passes.

Please print or type answer:

FACCC invites you to reply (see details below). Answers must be received by Feb. 7. Responses will appear in the next issue and at wwwfaccc.orglfacccts.htm. E-mail suggestions for questions with the subject "Fax Survey Idea."

Your Full Name E-mail Address

College Name Discipline

My suggestion for the next Fax Survey question:

Fax to (916) 447-0726, e-mail [email protected] with "Fax Survey" as the subject or mail to Fax Survey, FACCC, 926 J St., Suite 211, Sacramento, CA 95814-2790

4 www.faccc.orgfir December 1999flirFACCCTS 46 Reader Explains "Intolerance" time faculty or administrators in the CCC system support them. They are built into the system, statewide, to keep ADn explanation is in order for the reference ("Authors costs down (in our district the increased cost of covering ebunk Proposition 209 Myths," September 1999 classes with one full-timer over adjunct faculty is approxi- FACCCTS,)in which the author incorrectly states that D. mately $30,000 including benefits). Ask the voters to W. Griffith's film Intolerance was his reply to the racist Birth pressure the Legislature and pay higher taxes rather than of a Nation. blaming a system that doesn't have the resources to address Intolerance contained no racial overtones or apologies. It the issue. consisted of four parts: the fall of Babylon, the crucifixion of While increasing the proportion of full-timers to part- Jesus, the persecution of Protestants by Catherine de timers and providing other reforms, such as paid office Medici, and a contemporary story regarding the wron hours, would benefit students, some proposals put forward conviction of a young man accused of robbery. The latter by adjunct activists would not. Preferential treatment for sequence was later released as a separate motion picture to senior local adjunct candidates for full-time positions is a help recover costs because the complete film was so lengthy bad idea. The pool that adjunct instructors are chosen from that it frightened movie-goers. may be as few as one and is often two or three. On the other I saw Intolerance in 1945 as part of a course at USC and hand, we get as many as 100 applications for a full-time had the privilege of sitting with Mr. Griffith himself, who position in a national search. When we hire a full-timer, it had been invited to the class for the showing. I since have may be for decades, so we must pick the best candidate from seen it several times. all the applicants. We should remember that while propo- Birth of a Nation indeed was popular, probably because nents of preferential hiring have a huge economic interest in of its heinous glorification of the KKK, which apparently the outcome of the hiring process, hiring committee still appeals to the gentry. members have no monetary reason for hiring anyone but Spencer Crump the best person. Corona del Mar, Calif. Part-time tenure is another bad idea. The hiring and John McFarland replies: evaluation process that leads to tenure is enormously costly The "intolerance" that inspired D.W. Griffith to produce a in person hours for administrators, committee members and film of that name was the effort of the NAACP to organize tenure-track faculty. To award "tenure" to adjunct faculty a boycott against his earlier movie, Birth of a Nation, which without the same extensive review that full-time faculty Mr. Crump correctly identifies as racist. Griffith, an receive would rob us of our ability to provide the best unreconstructed Southerner, saw nothing wrong with the education that we can. racial grotesques in Birth and felt himself to be a victim. Lin Fraser abhors the practice of defrauding the The three historical examples that Mr. Crump mentions taxpayers by failing to meet one's contractual obligations, were intended as reproof against the NAACP and none yet asserts the right to join those who abuse the system. contained scenes of racism because that was the practice Rather than expand what I perceive to be a low level of that Griffith was defending, not criticizing. corruption in the system, I support spiny deductions for anyone who chronically fails to meet their obligations. .Faculty Suffers Exploitation, Not Apartheid Lin Fraser used the word apartheid to describe our Clearlypart-time teachers are exploited by the system system. I assume that Lin knows the history of apartheid and deserve higher pay, proportional benefits, paid and that victims who spoke out against it were often office hours, and other reforms. Reforms would not only imprisoned, tortured and murdered. I find the use of this address inequities for employees, but greatly benefit term in the context of the CCC system to be ridiculous, students. Lin Fraser ("Part-Timer Disagrees with Col- divisive and offensive as well as demeaning to those who league," September 1999 FACCCTS) writes that the suffered under real apartheid. California Community Colleges must abolish the adjunct Edward Harvey apartheid system. These inequities do not exist because full- Fine Arts Department Allan Hancock College

FACCCTS welcomes letters via mail (FACCC, 926 J Street,Suite 211, Sacramento, CA 95814-2790), fax (916) 447-0726, or e-mail [email protected]. Please keep lettersunder 250 words and include your name, address, and daytime phone number for verification.FACCCTSreserves the right. to edit lettersfor length, clarity and style.

FACCCTS Dir December 1999olt www.taccc.org 5 4 FACCC pays several hundred dollars for returned mall every year. Moving? CALENDAR JANUARY Moving date: Jan. 28-29FACCC Board of Governors, Orange County MARCH Please print OLD address or attach mailing label here March 19FACCC Annual Meeting, Sacramento March 20FACCC Lobby Day, Sacramento MAY May 6FACCC Board of Governors, Sacramento SEPTEMBER Sept. 21-23FACCC Conference, Queen Mary, Long Beach Send FACCCTS to my NEW address: Visit "What's New" at wwwfaccc.org to stay updated on the Name latest FACCC news and events. For a schedule of workshops, visit wwwfaccc.org/ Address workshop.htm. For a schedule of FACCC Brown Bag lunches, see City State www.faccc.orgimembersioncampus.htm.. Zip Code Want to get more involved in FACCC? Choose from a variety of activities. Visit www.faccc.org /members/

1 1 1 11 I . 1 5 I involved.htm. . I : ' I

Contribute to the FACCC PAC FACCC's Political Action Committee contributes money to the campaigns of community college supporters. Candidates are fund-raising for the 2000 elections. Help FACCC increase its political influence by filling out this form today, to begin contributing or to increase your contribution. Mail to FACCC, 926 J Street, Suite 211, Sacramento, CA 95814-2790. 1 oifFACCC FACCCTSDEC99

Employee Name (last) (first) (m.l.) PAYROLL DEDUCTION $5.00 per month College name Employee # $10.00 per month $25.00 per month Department $ per month

PAYROLL DEDUCTION AUTHORIZATION To : Community College District: You are hereby authorized to deduct from each of my regular salary warrants the amount ABOVE in addition to my regular FACCC dues, and transmit these deductions to the Faculty Association of California Community Colleges, Inc., without further liability to 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.

Date Signature of Employee

B www.faccc.org At December 1999 FACCCTS Tell the CCC Storyncr ase Funding

As faculty members, we care better), participate in their recruit- FACCC Would like about students and our ment efforts, increase our number to Hear From You profession. We know what ofTransfer Alliance Programs, and works and what doesn't, and we make certain that our important Write to us: know the constraints under which role is acknowledged in the new K- 926 J Street, we operate. University master plan. We also Suite 211 Unfortunately, the California have to call attention to the links Sacramento, CA Community Colleges don't seem to we have with K-12: partnering in 95814-2790 be able to get the public in reading programs, doing general, or some appointed and on-campus assessment and Call us: elected officials in particular, to Carolyn Russell counseling, and enrolling high (916) 447-8555 care enough about what we must, school students in our classes but cannot, do because we simply on both college and high Fax us: don't have the resources. school campuses. (916) 447-0726 A recent survey shows that the public FACCC can make a stronger case for believes we have sufficient funding, programs increased, stable funding when the public is E-mail us: that help people enter the workforce, classes aware of the key role community colleges play [email protected] that are about the right size, and enough in the state's economy. While we recognize campuses. In other words, we're doing our job. K-12 needs, we need a bigger share of the Members: subscribe People at the Chancellor's Office support that Proposition 98 funding split if we are to remain to the FACCC with comments like, "Isn't it amazing how well viable. Partnership for Excellence funds are not Weekly we do with the dollars we get!" (Those dollars a suitable revenue replacement and protracted E-mail Report by are about $2,000 per Full Time Equivalent discussions about their use may blur the larger e-mailing your full Student below the national average for picture. (See p. 10 for details.) We need a name to community colleges; furthermore, 10 percent guaranteed property tax backfill. We need [email protected] with of all U.S. college students are in a California money for hiring full-time faculty, and we need the subject community college). to deal with the system's overreliance on, and "Subscribe Weekly Gov. Gray Davis' first educational priority cavalier treatment of, part-time faculty: Report." is K-12 and when he does talk about higher FACCC will continue to advocate for our education, he seems to focus on the more system with the chancellor, the Legislature, the Visit our Web site: prestigious University of California. Commu- governor and the media. www.faccc.org nity colleges have some educating to do, and, What can you do to help FACCC's like Sisyphus, our battle is uphill, our boulder advocacy? (See a list at wwwfaccc.org/members/ missions-heavy. involvedhtm)When the second year of the Community colleges must convince the legislative session begins in January, read about public and our own CCC Board of Governors FACCC-sponsored legislation at that we can't do business as usual, never mind www.faccc.org /advocacyhtmand mail a letter to face new challenges, on the budget we have. legislators in support of a bill. Visit or call your We must convince the governor that next year assemblymember or state senator. Recruit new is the year for higher education. members. Increase your FACCC-Political All higher education segments must work Action Committee contributionwe've made together to develop an integrated marketing it easy; see the facing page. strategy, one that tells the public that the Faculty members have given too much time, investment they make results in a self- talent and love to this system to see it treading sufficient, taxpaying workforce. We must also water when it should be parting seas. fair reinforce our links with UC, CSU and the Carolyn Russell is president of FACCC. She independent collegesmake transfer seamless, teaches English at Rio Hondo College in Whittier. take on some of their remediation (a job we do E-mail her at [email protected]. 46 AssessE hew c ti a's Challenges

The main dilemma will center on how to provide the by Jane Hallinger, Pasadena City College student influx with the same level of education we now provide. "Tidal Wave II" will strain access, and may limit HEigher education faces a number of dilemmas that enrollment in particular programs. Students may not be able will play into the review of the Master Plan for to transfer to four-year institutions unless universities are ducation. able to provide more opportunities. Colleges will increas- The FACCC Board of Governors Policy Committee ingly rely on technology to help educate growing student intends to study the dilemmas facing California Commu- populations. But they will need to use it with a total nity College education and how they will influence the understanding of each discipline's needs in critical thinking master plan review. skills, so that a solution doesn't actually frustrate educational Continued adequate funding is the community aims. colleges' major challenge. Population growth that will send Without a doubt, the movement toward greater the three higher education systems 700,000 students in the accountability is also a major issue for the California next 10 years will definitely place a strain on education Community Colleges. resources. The dilemmas facing California education go beyond The Master Plan for Higher Education in California, those mentioned above. The FACCC BOG Policy Com- created in 1960, designed a system that delivered on its mittee intends to evaluate the issues in context with the promise to make college and university education affordable Master Plan review. The committee expects to present and available to California citizens. And it has served the several short papers to initiate awareness of the issues and citizenry well for a number of decades. promote a faculty perspective on them. The legislative review (visit www.sen.ca.gov/masterplan We do not expect the papers to contain definitive for details) will assess both the master plan's current answers to the problems higher education faces, but rather effectiveness and California's future higher educational to be catalysts for a wide-ranging faculty discussion. needs. While the process has just begun, it's not too early to Eventually, we expect our study and subsequent discussions suggest incorporating a faculty perspective on our system's to lead to FACCC policy decisions. air anticipated educational needs during the coming decades. While the public embraces education in principle, it Jane Hallinger is a former FACCC president and is co-chair of ignores the erosion of funding for all public sector needs. the FACCC Board of Governors Policy Committee. She teaches Prisons, health care programs, education, highways, and English at Pasadena City College. social services all vie with one another for more funding Visit www.faccc.org/about.htmfor more information on support than is currently available. FACCC Board of Governors committees. FACCC -epailsove ills Signed, Vetoed Gov. Gray Davis SIGNED into law these FACCC co- Services and Puente, noting that the $145 million for sponsored bills. Seewwwfaccc.orgiadvocacy.htmfor details. Partnership for Excellence "allows each district to invest in Assembly Bill 420 (Wildman-D) to increase funding and these and other programs based on local need." expand eligibility for part-time faculty health benefits and Davis VETOED these FACCC co-sponsored bills: office hours. AB 311 (Honda) would have added member-elected reps Senate Bill 713 (Burton-D) to establish an annual to the State Teachers' Retirement System board. minimum retirement allowance for the poorest faculty SB 833 (Ortiz) would have included 1998 faculty retirees retirees under the State Teachers' Retirement System in the STRS benefit improvements that took effect Jan.1. In SB 213 (Polanco) an additional $1.050 million for 17 his veto message, Davis expressed concerns about costs, community college Mexican trade centers, one of Davis' especially considering his signing of SB 713 (a $1.1 billion priorities. Unfortunately, Davis deleted the bill's augmenta- cost that will reduce STRS' surplus to $3.4 billion) and tions to community college student outreach programs: $2 STRS' plan to implement a health insurance program, million each to Extended Opportunity Programs & estimated to cost between $500 million and S1 billion/year. 50 ...... Step Up t selee Ors Ucpur UMTH tat Now that we've completed the D Professional Development, to develop World Series, please indulge workshops and conferences for community me with a baseball metaphor. college faculty By joining FACCC, you have stepped up to D Retirement, to advocate the maximum the plate in a meaningful way. You have sent a possible benefit package for retired faculty clear signal to the Legislature, the governor, the We are in the process of filling the remain- Community College Board of Governors and ing committee slots for the year, and need to your colleagues that you believe in dynamic, know on what committees you'd like to serve. focused and aggressive representation Where can you make the best contri- on behalf of faculty issues. You are part bution to your colleagues and your of a winning team; be proud of it. Jonathan Lightman association? Now, the FACCC Board of All names are forwarded to the Governors, is asking you to give more Committee on Nominations, Leader- than your money. We need your skill, your ideas, your time. ship Identification and Elections. If a committee is full, At its annual retreat in August, the FACCC Board of your name will stay on record for future consideration. Governors approved a plan to develop a committee struc- Please let us know by phone (916) 447-8555 or e-mail ture that would draw deep from the ranks of its member- [email protected] if you would like the FACCC board to ship, to allow for greater access, more meaningful analysis, consider you for a committee. and broader participation. The standing committees If you are unable to serve on a committee, consider approved for the year are as follows (see wwwfaccc.org/ hosting a FACCC Brown Bag lunch on your campus. aboutlitm for more information on committees): Brown bag lunches are an excellent way to bring a speaker Awards and Scholarships, to onto campus, learn about FACCC determine our annual winners in activities in Sacramento, and provide various categories input to FACCC leaders about issues Communications, to oversee all and developments on campus. association publications FACCC Membership Director FACCC Political Action Paul Simmons and Field Director Committee, to raise and dissemi- Lyndon Thomson are eager to help nate money for candidates you arrange a speaker on your campus running for state political office to talk with you and your colleagues Legislative and Advocacy, to on an advocacy-related topic. sponsor legislation and analyze Our goal is a series of FACCC measures introduced by third Brown Bag lunches across the state. parties for purposes of support, opposition or amend- Although simple in nature, the brown bags send another ments meaningful signal that we are organized as a profession and bi Membership, to develop our strategy for recruitment and are working together to advance our goals. retention of FACCC members In the coming months, the FACCC Board of Gover- Nominations, Leadership Identification and Elections, nors and various committees will discuss more new ideas to identify leaders of tomorrow, nominate members to and avenues for participation. These organizing efforts and committees and board elections, and develop a process expanded opportunities for our members demonstrate a for FACCC elections strong commitment to enhancing our role asaccording to Part-Time Faculty, to focus on issues particular to part- the Sacramento News and Review "the best political voice time faculty for community college faculty in the state." Policy, to research and analyze community college and The time to step up to the plate is now We welcome higher education policy for purposes of legislation, your participation. elir scholarly articles and professional development Jonathan Lightman is executive director of FACCC. E-mail him at [email protected].

FACCCTS ?lirDecember 1999e16 www.facc c.o rg 9 Transform Partnership for Excellence

by John R. McDowell, Jr., The 75/25 percent goal is law, and the college system's 1999 legislative program was committed L.A. Trade Technical College to "assure the quality of instruction by enacting a comprehensive solution to the full-time/part-time San Andreas-like fault has opened faculty issue." The chancellor even pledged his around next year's budget for support for part-time faculty at a Capitol rally community colleges. during Lobby Day. Budget development is underway, Despite all this, Nussbaum opposed FACCC with Gov. Gray Davis' preliminary state co-sponsored Assembly Bill 420 (Scott Wildman- budget due in January. Faculty groups have D) and did not support FACCC co-sponsored rallied behind the need to obtain funding for hiring more Senate Bill 921 (John Vasconcellos-D), which full-time faculty and to provide improved salaries and would have provided funding for 2,000 full-time faculty working conditions for part-timers. The issue: Chancellor positions within five years. Rather than bring us together to Tom Nussbaum wants another $155 million for the work for a stronger faculty, Nussbaum's single focus seems Partnership For Excellence program. to be Partnership For Excellence. The question before FACCC and other faculty groups The system's leader needs to make every effort to is "Why should we support $155 million more in PFE translate the system's goals into reality. Yet, even after AB funding as presently proposed?" Thus far, PFE has not 420 was substantially amended to allay opposing interest increased the community colleges' share of Proposition 98 groups' concerns, the faculty representatives on the Califor- funding, nor are college administrators generally spending nia Community College Board of Governors got no support the money to meet faculty priorities. Such a major increase in September when they tried to convince the board to next year might also crowd out faculty priorities. Hiring change its position on AB 420 from neutral to support. more full-time faculty and providing better pay, benefits and Despite his eventual support for the bill, Nussbaum failed to working conditions to part-time faculty are not only matters muster a single "yes" vote beyond the two faculty represen- of fairness, but will help improve educational quality and tatives. One has to question whether the chancellor is contribute to student success. leading the board or following. He might want to think Faculty organizations are unified around a list of twice before catering to what remains of former Gov. Pete priorities this year, much like we were in 1988 for commu- Wilson's board, with five vacancies now and two more nity college reform legislation Assembly Bill 1725. Seeking vacancies expected in January. to stem the overuse of part-time faculty, FACCC-spon- sored AB 1725 established a goal that full-timers teach 75 for Partnership for Excellence next year without percent of community college classroom hours. Full-time requiring college districts to spend any of the money on faculty members hold office hours, prepare lessons, evaluate faculty? Sadly, the chancellor is resisting the very reforms student performance, and participate in shared governance that will actually improve student success, namely hiring activities, as do many part-timers, but part-timers usually more full-time faculty and improving part-timer pay and do so without pay. working conditions. The system's full-time faculty ratio remains stuck at 62 Some college CEOs aren't hiring new faculty with PFE percent, showing no progress at all (the ratio nudged up by money, claiming that the funding is not permanent. That is about 2 percent last year, largely because counselors and not true, since the first three years of PFE money are in both the librarians were added to the equation). Just replacing system and districts' base. Funding after the program's first retirees is not enough. Thus, FACCC co-sponsored three years may depend on the system meeting its goals, legislation to improve the pay and benefits for part-timers goals that are jeopardized by inadequate funding and lack of and fund new full-time positions. But part-time pay equity a specific mandate to hire new full-time faculty. was put on hold pending a study by the California Chronic underfunding contributes to the overuse and Postsecondary Education Commission, and Davis vetoed low pay of part-timers, but PFE has not improved commu- $10.6 million for full-time faculty, stating that college nity college funding overall. In fact, since PFE has been in districts could hire new full-time positions using PFE. place, the community college share of the Prop 98 split with

10 www.faccc.orgIli" December 1999(lir FACCCTS 52 staff who have little say in how to spend the money. Can we really improve student success by merely adding $300 million? Perhaps, if that were new funding, but as the Academic Senate's Linda Collins pointed out in 1998: "It is not really 'new' money. It's Proposition 98 money, much of it redirected from other system priorities." But now, with a reduced share of Prop 98 funding, meeting PFE goals becomes a burden placed squarely on faculty's shoulders. Increasing our share of Prop 98 funding would be one way to obtain new money, but the Chancellor's Office wants to abandon that fight. In Sacramento, the Consultation Council and the CCC Board of Governors have devolved FACCCTS Academic Senate President Linda Collins, above right, and into sessions where faculty concerns are downplayed, even FACCC President Carolyn Russell discussed Partnership for ignored. Somehow management has come to believe that Excellence at the Oct. 8 FACCC /Academic Senate state faculty organizations should not fight for faculty interests. budget workshop. But the faculty leaders in Sacramento are too dedicated, too determined and too savvy to let anyone back us away from K-12 has hovered around 10.3 percent. If we could achieve our priorities. the 11 percent share, the community colleges would have an As for the 2000 community college budget, we need to additional $210 million (each 0.1 percent equals about $30 come together around a common agenda. But until such million). time as we see some real movement from the Chancellor's Though PFE has not increased overall funding, the Office on faculty issues, I'm investing my money in a new chancellor created it with the promise of greater "account- Richter Scale, because the budget battle in the Capitol next ability," something that Davis is also promoting. Commu- spring could be off the scale. efir nity colleges must increase rates of student transfers to four- John R. McDowell, Jr. is vice president of FACCC and chair of year colleges, certificates and degrees, course completion, the FACCC BOG Legislative and Advocacy Committee. He etc. This accountability is required of faculty members and heads the labor studies center at L.A. Trade-Technical College. Faculty Speaks Out on PFE Ing The following are excerpts from Question of the Month at wwwfaccc.org answering the October question, "Does Partnership for Excellence foster accountability?" "Partnership for Excellence is not a program about accountability: It is a program about money and appearances. We get the money, so long as we make sure the politicians can avoid the appearance of failure in the education system. This is a program which brings added pressure to inflate grades and deflate course content..."George Drake M "At it does because, the Academic Senate has approved the method of disbursement of PFE funds...We are focusing on faculty-conceived projects that are directly tied to the outcomes and not rolling funds into ongoing or to the general fund."Rick Manzano M "The term 'accountability' is ubiquitous in discussion of education reform. What most people mean by it is that they want to be sure their tax money for education is being spent wisely, not being wasted. Many members of the public complain that schools spend too much money on administration and not enough in the classroom. Any teacher would agree...Has accountability made a difference? I doubt it very muchbut thanks for the money!"Lee Hancock M "It certainly does not. Without specific restrictions, PFE funds simply become 'extra' money to support favored programs and private agendas. I strongly suspect that if an audit were to be conducted (a real audit, not merely a report generated by colleges), highly creative and extraordinary expenditures and allocations would be discovered. Please remember, 'the key to every happiness rests with imaginative rationalization.' "John Britto M "Accountability to whom? Does faculty have a real voice in determination of what these funds are used for? Who is to be held accountable for their use and to whom will they be accountable?"Steve Stocking 1,-, 3 a I a 10 Eleventh Annual T._\Nveak.with ' representatives JOB FAIRS FREE ADMISSION No Registration Fee LOS ANGELES Community Saturday, Jan. 29, 2000 C,olleg9s- Marriott Hotel LAX- , -7 / ) -7/ at Los Angeles Airport 5855 W. Century Blvd. 17) 10 a.m.-3 p.m. 'Community. SACRAMENTO Saturday, Feb. 5, 2000 \ fromacross \ Doubletree Hotel the nation. 2001 Point West Way (Business 80 @ Arden Way) 10 a.m.-3 p.m. T*200 C,,liftrni#Commu ity-es airs,re forildtilii:anddmi iskativ?\\ ' °su"b°fsonly.i-'-`-

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54 TalkingHow One Study Group About Works: Teaching hundreds of efficient in-class group work structures are by Mark Maier, Glendale Community College available in the cooperative learning literature. A second reason for the success of our study group is Parker Palmer describes the isolation of teaching in our format for sharing ideas that has kept the meetings his book The Courage to Teach: Exploring the Inner lively and of immediate help in our teaching. Our best Landscape of a Teacher's Life: meetings occur when we take turns sharing something that "When we walk into our workplace, the classroom, we took place in our class that week. Repeatedly the group's close the door on our colleagues. When we emerge, we discussion revealed tremendous interest in what the rarely talk about what happened or what needs to happen presenter considered a minor innovation. next, for we have no shared experience to talk about." For example, one colleague described folders, one for During most of my 20 years teaching college econom- each small group in which individuals placed their work, ics, I almost never talked about teaching with my peers. signing off for completed assignments. Suddenly I had the Cafeteria talk focused on how students answer to the piles of papers generated are bad and getting worse. Nowhere each day by group work that I wanted to could I share my uncertainties about how give students credit for completing. Now I best to help students learn. During most of have folders in every class in which For the past six years, a study group my 20 years students keep track of their own ungraded with colleagues at Glendale Community teaching college in-class work as well as copies of handouts College has helped overcome my feeling economics, I for absent students. of isolation so that, in mid-career, I enter We also share our frustrations, for the classroom with a new sense of almost never example students who dominate discus- purpose. The goals of our group are talked about sion. The study group encouraged me to modest: we meet several times a semester teaching with be frank with students about classroom for an hour or two; our group includes dynamics, an openness that does not come teachers from a variety of disciplines and my peers. naturally to me. I realized that I am fluctuates in numbers as part-timers reluctant to talk with students about what moved to full-time positions elsewhere. happens in class in just the same way that Two attributes have kept the group going I rarely discussed such matters with beyond the usually short life of most study groups. my colleagues. First, all of us found that the lecture-discussion At times, we've assigned ourselves readings that speak instruction mode by itself did not effectively challenge to our experience as community college instructors. These students. As an alternative, we began to use a pedagogical discussions are moderately successful, perhaps because technique called cooperative learning, a structured approach assigned reading reminds us toe much of our own schooling for using small groups in class that we adapted to our varied in which we worried about not being as well prepared as our subject areas and teaching styles. Such an ongoing commit- fellow students. The most helpful group discussions occur ment to one school of thought surprised several of us who when we put aside the formal apparatus of study, and share consider ourselves independent thinkers, usually resistant to our feelings about the classroom experience. Unlike most anything that purports to provide "the answer" to good cafeteria discussions, we focus on ourselves, not the stu- teaching. For those interested finding out more about dents, asking, 'When do we feel effective ?' When do we cooperative learning, I list useful sources below. Briefly, feel ineffective?' cooperative learning experts recommend that group size be Particularly refreshing for me has been the shared no more than four students, preferably heterogeneous in realization that teaching always will be a challenge. In our makeup (no friends working together), and that tasks be study group we let each other know that we are not alone in carefully proscribed so that each student contributes to a continued on next page definite final product. Based on these simple guidelines,

5 5 FACCCTS airDecember 1999'ii www.faccc.ore 13 continued from previous page Sources we've found helpful on cooperative learning: our feelings of frustration and success. This affirms my own Spencer Kagan. Cooperative Learning (San Juan experience that I can never master the craft of teaching and, Capistrano, CA: Kagan Cooperative, 1997) as a result, my career will continue to be interesting because David W. Johnson, Roger T. Johnson and Karl A. Smith. I can never finish learning about teaching. I wonder how Active Learning: Cooperation in the College Classroom other colleagues have solved the problem of isolation on (Edina, MN: Interaction Books 1991) college campuses.fir Barbara J. Mills and Philip G. Cottell. Cooperative Mark Maier teaches economics at Glendale Community College. Learning for Higher Education Faculty. (Phoenix, AZ: He is the author of Economics Live: Learning Economics the American Council on Education and Oryx Press, 1998.) Collaborative Way andTheData Game: Controversies in Cooperative Learning and College Teaching, The Network Social Science Statistics. He has been a FACCC member since for Cooperative Learning in Higher Education, CSU 1994. Dominguez Hills, 1000 E. Victoria St., Carson, CA 90747

Sources on teaching that have contributed to helpful study FACCCTS wants to publish your teaching tips. Please limit group discussions: your item to 200 words or less. Send your tip along with M.F.Belenky et al Women's Ways of Knowing, (New York your name, discipline, college, e-mail and daytime phone, to Basic Books, 1997) Katherine Martinez, FACCC, 926 J Street, Suite 211, Parker J. Palmer, The Courage to Teach: Exploring the Sacramento, CA 95814-2790. Or e-mail faccc@aot co m with Inner Landscape of a Teacher's Lift (San Francisco: Jossey- the subject 'Teaching Tip." Bass,1998) William G. Perry, "Cognitive and Ethical Growth" in W.A. Chickering, The Modern American College (San Francisco: Jossey-Bass,1981) Jane Tompkins, "Pedagogy of the Distressed," College English 52:6 (October 1990)

II I do

Highlights from FACCC's Web site. Broadcasting 24 hours. Publications Read writers' guidelines and submit an article or book review. Or State political news read excerpts from FACCC's publications. The latest-breaking political news. Updated 24 hours a day. www.faccc.org/pubs.htm www.faccc.org/advocacy.htm. Click on "FACCC-Sponsored Legislation," which leads to news links. Special Member Services Buy discounted books, CDs and other merchandise online. A Legislation small portion of sales goes to FACCC. www.faccc.org/books.htm See summaries and analysis of FACCC-sponsored legislation, Travel discounts: www.faccc.org/ads.htm and links to legislators' Web sites: www.faccc.org/advocacy.htm. Click on "FACCC-Sponsored Legislation." Question of the Month Read your colleagues' answers to provocative questions, and Get involved post your own response: www.faccc.org/question.htm FACCC offers many ways for members to become active. www.faccc.org/members/involved.htm Part-Time Faculty Recruit a FACCC member: www.faccc.org/mgm.htm Information and links: www.faccc.org/parttime.htm

Links FACCC's Victories for CCC Faculty See legislative, higher education and college employment links. Need another way to convince your colleagues to join FACCC? www.faccc.org/pages.htm See FACCC's legislative accomplishments: www.faccc.org/advocacy/facccwin.htm

14 www.faccc.orgfir Docombor 1999Mir FACCCTS 56 Parsons Named nor-at-Large Fran Chandler, Janet librarians can successfully introduce Outstanding Faculty Kretschmer and Gloria Heller. them to the services and resources in FACCC Field Director Lyndon The Association of Community academic libraries. Thomson held a drawing for 10 Conference registration for "First College Trustees named FACCC Impressions, Lasting Impact: member Sue Parsons of Cerritos FACCC mugs. Brown Bag lunches are an Introducing the First-Year Student to College "Outstanding Community informal way for faculty, legislators the Academic Library" begins Feb. College Faculty Member of the Year." Parsons was selected from a pool and education reporters to discuss 15. Visit the conference home page at community college issues. If you're of finalists from community colleges wwwemich.edu/ throughout the U.S. She planned to interested in hosting a Brown Bag write to LOEX Clearinghouse for travel to Atlanta, Ga. in October to lunch on your campus, contact Library Instruction, 115 Halle receive her award at ACCT's national Lyndon Thomson at (916) 447-8555. Library, Eastern Michigan University, convention. The association also See www.faccc.org/members/ Ypsilanti, MI 48197. oncampus.htm for a list of upcoming named Parsons its Pacific Region CalPERS Fund Grows events. Faculty Member of the Year last The California Public Employees' summer. Higher Ed Statistics Retirement System pension fund Parsons developed an Achieve- In the Chronicle of Higher Education earned a 12.5 percent return on ment in Mathematics program of 1999-2000 Almanac Issue, published investments during the fiscal year four sequential math courses that Aug. 27, California's section includes ending June 30. The fund's perfor- pairs a faculty member and a counse- a summary of Gov. Gray Davis' first mance was in the top 25 percent of lor. She also wrote and co-directed a months in office, his education public pension funds with at least $1 three-year Eisenhower Grant in proposals, budget increases for higher billion in assets, and was the fifth mathematics and science for 55 education, CSUS year-round classes, consecutive year of double-digit elementary schools around Cerritos CSUS' "Cornerstones" policy to returns. Funds grew by about $15 College. improve undergraduate education, billion during the 12-month period, Faculty Gather at SMC and the UC Digital Library. closing the fiscal year with a total About 35 faculty members discussed Also mentioned is the controver- fund value of $159.1 billion. For more part-time faculty issues and the state sial proposal to have the University of information on CalPERS, visit budget during an Oct. 7 FACCC California admit the top 4 percent of wwwcalpers.ca.gov. Brown Bag lunch at Santa Monica high school graduates, rather than Internet's 17K Courses College. relying on high school grades and S.A.T. scores: "...Some UC regents As online learning becomes increas- FACCC President Carolyn ingly popular, Canada is working to Russell and Executive Director feared the plan was a backhanded attempt to achieve affirmative action gain its share of the market. About Jonathan Lightman gave an overview 17,000 courses are currently available of how the 1999-2000 state budget results without the policy. Others worried that some students admitted over the Internet, and about 2,700 of affects community colleges, and an these are offered by Canadian update on FACCC co-sponsored by class rank would come from schools that lacked strong college- schools, according to the Sept. 6 Assembly Bill 420 (Wildman-D). Maclean's. AB 420, which Gov. Gray Davis prep curricula. By March 1999, however, university officials and International Data estimates that signed into law on Oct. 8, increases in the U.S. about 2.2 million people funding and expands eligibility for Governor Davis had done enough reassuring on both counts that the will be registered for online courses by the part-time faculty health insurance 2002. Experts say Canada must move program, enhances the office hours regents passed the 4 percent policy, scheduled to go into effect in 2001." quickly into the online market or it program, and requires a study on will lose out to other countries. part-time faculty salaries and working Librarians' Conference Canada now has three leading conditions. The 28th National LOEX Confer- universities that specialize in online Among the Santa Monica faculty ence, May 19-20 in Ypsilanti, offerings, including Alberta's who attended were FACCC Gover- Michigan, will focus on first-year continued on next page students, and how instruction

FACCCTS di" December 1999err www.faccc.org tc 16 Katherine Martinez/FACCCTS FACCC President Carolyn Russell, left, and Gary Cook, administrator of the fiscal and business services unit for the Chancellor's Office, above, discussed the state budget and Partnership for Excellence during the Oct. 8 FACCCIAcademic Senate budget workshop in Oakland. About 30 faculty members attended. universities that specialize in online providing courses for rural citizens as Pittsburg, PA 15250-7954. The stock offerings, including Alberta's well as training for employees in number is 065-000-01239-1. Or call Athabasca University, British technical fields. WGU President toll free (877) 433-7827. For more Columbia's Open University, and Robert Mendenhall believes thou- information about the report, e-mail Tele-Universite du Quebec. In sands of students have used the online barbara_humes (4' ed.gov. addition, online learning in Canada school's course catalog, but have then will gain from this fall's launch of dealt through the university offering Call for Teaching Tips Canadian Learning Television, which the course rather than with WGU in FACCCTS would like to publish your will provide programming connected order to avoid WGU's $30 processing teaching tip of 200 words or less. to Canadian online courses. Like the fee. As a result, WGU has eliminated Send it along with your name, U.S., Canada is increasingly linking its the fee and will instead collect 30 discipline and college to Katherine universities and colleges to corporate percent of the tuition from students Martinez, FACCC, 926 J Street, interests. This trend alarms teachers that sign up through WGU as part of Suite 211, Sacramento, CA 95814- who believe that commercial interests a deal with participating universities. 2790. Or e-mail faccc@aoLcom with will result in a need to reduce costs WGU needs 3,000 students enrolled the subject 'Teaching Tip." and increase profits, which in turn will in its degree programs to break even, lead to a loss of teaching jobs. and should reach this goal within For The Record three years, Mendenhall says. Quiet Start for Virtual U New FACCC member Wendy The Western Governors University Report on Info Literacy Orcajo's college was incorrectly has been offering online classes for a The U.S. Department of Education listed on page 26 of the Septem- year and some say it is off to a has released the report, "Understand- ber issue. She is a faculty disappointing start, according to an ing Information Literacy." member at Mt. San Jacinto Aug. 21 Associated Press story. The report emphasizes why we College. Although Utah Gov. Mike should be concerned about informa- Accuracy is one of Leavitt estimated that thousands of tion literacy, the implications for FACCCTS' priorities. It is students would be taking courses from teaching, learning, schools, libraries, FACCCTS' policy to promptly WGU within a few years, only about the workplace, society and culture. acknowledge errors in this 120 students are now enrolled. Copies are available for $1.50 standing column. Contact (California chose not to participate.) from New Orders, Superintendent of Katherine Martinez at (916) WGU offers courses from 39 higher- Documents, PO Box 371954, 447-8555, k7martinez@aoLcom. learning institutions with the aim of

16 www.faccc.org ii December 1999IliFACCCTS 58 Transition to Trustee: A Faculty View

by Mona Field, Glendale Community College

fter 25 years of teaching and nearly as many years of extracurricular faculty leader- ship in my union as well as FACCC, I finally realized I was at a crossroads. I had spent years partici- pating in meetings dealing with community college decision- making: shared governance issues, grievances, evaluations, tenure, curriculum, affirmative action, student success, mentoring, hiringI had Los Angeles Times Photo/Kyle Green learned so much more than Political science instructor Mona Field and her younger daughter, Nadine Levyfield, 9, what I needed to teach my above, are pictured in Glendale Community Colleges' new San Gabriel building in late discipline. And I was stretchingJune. Field was elected to the L.A. Community College District Board of Trustees. Her the limits of how long one other daughter is Tania Verafield, 17. person should serve as union president. ( Jerry Brown, , and Assemblyman Wally I did not want to return to the classroom full-time and Knox are some of the "alumni"), people get involved in the "waste" all the skills and knowledge I had attained. Of elections for reasons other than commitment to community course, there are ways to pass on those skills to the next college education. Due to the district's vast size, with 1.5 generation of community college leaders. I have done my million voters, the campaigns cost a fortune. This is not a best to bring in talented future leaders and to encourage race for the timid. their development. But with 10 years to :;,o before retire- With the support of colleagues from the Los Angeles ment, how could I maximize my contribution to community Guild (American Federation of Teachers 1521), I college education? worked through the endorsement process (I was not a "slam As I looked around at my options, it became clear that dunk" candidate, but had to win over many faculty members one of the best possible ways to contribute to education and and staff) and eventually got the guild's official endorse- to my community was to run for trustee of the Los Angeles ment. In addition to its financial and moral support, the Community College District. I have lived all my life in the guild told me to raise a minimum of $50,000 from my district, attended and taught at several of the nine colleges, friends and family, and I was hooked up with a successful watched the district suffer terrible morale problems, campaign consultant. enrollment declines and fiscal miseries (many of which are This was big-time politics, complete with television already changing for the better). Why not see if years of debates (although the incumbent trustee I challenged community college involvement might be useful in helping refused to appear), direct mail to voters at the cost of tens of the district continue to improve? thousands of dollars, speeches at community organizations, Unlike many of the smaller districts in our state, L.A.'s visits to the colleges to elicit employee support, board of trustee race is not a low-key, low-budget event. and endless fund raising. My campaign alone held four Because the trustee positions are viewed as stepping stones parties to raise money, each featuring a "star" to attract continued on next page FACCCTS di.December 1999 Ai www.faccc.org 17 continued from previous page know which hat I am wearing, and I think my union friends people. I am deeply grateful to my political stars who will continue to be my friends even when we disagree. offered their time: City Councilwoman Jackie Goldberg, One of my first painful votes as a trustee was about an Assemblyman Scott Wildman and Sen. Adam Schiff. issue and a person. The issue was how much money should o make the long story short, I won the election by be spent on consulting fees to a lobbyist and general advisor. nearly 60 percent over the incumbent's 40 percent. The money part was tough enough, but the person part was hardest of all. My longtime friend and mentor, former During the nearly six months of the campaign, I insisted that I had no personal animosity for the incumbent FACCC Executive Director Patrick McCallum, is the L.A. but rather believed that after 12 years in office, it was time district's lobbyist and advisor. In one year of service to the district, he has helped make some major positive changes for new blood. Despite my non-attack campaign, just a few days before the June runoff (I had taken 42 percent of the and he has the faculty guild's strong support. But when the votes in the primary, but still had to win more than 50 motion came to raise his salary due to additional unforeseen percent to take office), voters received a typical "attack" duties, several new trustees felt they did not have adequate piece which labeled me as a union-loving, tax-gobbling information. I knew that Patrick was worth every cent, but cheater who was using public dollars to campaign. My felt an obligation to defer the decision for a month so we children were furious. I was amused and even flattered: could share the information with my colleagues. In a split never in my life had anyone spent $50,000 all at once on second, after weighing friendship versus collegiality, I voted me! for the one-month delay. I had no idea that this one vote The nasty attack backfired. On June 8, my election and would be viewed as a symbol of my "independence" from that of Sylvia Scott-Hayes, a California State University, the faculty guild and a sign of support for the other employ- Los Angeles educator who also had guild support, com- ees. I also did not realize that this vote would peg me as pleted the board of trustee transition: the guild had success- "unreliable" in the eyes of the longtime trustees who fully elected three brand-new trustees (plus helped elect expected the guild's endorsed candidates to vote predictably. another candidate who had been a board appointee). In other words, I learned a lot just from one vote! We had made many promises during the campaign: to Despite years of teaching political science, the actual improve morale, to work as a team, to seek Sacramento experience of being an elected official with the support for the district, to improve the budget, to be responsibility to the public, to campaign supporters, to accessible. Now was our opportunity to prove ourselves. friends, and to one's own conscience is much more intense The conflicting interests that operate in any college than any textbook can convey. Nonetheless, having taught district immediately began to seek out the new trustees. In the concepts for years, I at least had an inkling of what this L.A., faculty and their guild are perceived as the big power might be like. players while all other employees, including administrators, I recommend this process and experience to anyone feel like second-class citizens. I had tried during the who has the slightest interest in supporting public educa- campaign to assure all employees that I believe in our equal tion through being an elected decision-maker. Unlike the value as community college educators. Now I had a chance L.A. situation, in many smaller districts the costs and the to show that just because I am a faculty member, I would political games that are inevitable in L.A. won't exist. A not always put faculty first but rather take each situation on candidate with years of community involvement and a its merits. credible message can win without heavy fund raising and In being a trustee, I found that the work is very similar being subjected to "hit pieces" by opponents. Who better to to what I have been doing all these years: our meetings serve as trustee than a community college professor with involve the familiar issues of employee rights, discipline, some campus leadership experience? What if a whole bunch grievances, shared governance, affirmative action, tenure, of FACCC leaders became trustees around the state? hiring, mentoring, etc. I had no problem having opinions on Wouldn't that be something? 0 these issues brought to the trustees. My philosophy has remained the same: I try to judge every issue on its merits, Mona Field, a political science instructor at Glendale Commu- remembering that the guiding bottom-line is "does this nity College, is a trustee of the Los Angeles Community College serve students?" I have apparently surprised numerous District and a former FACCC governor-at-large. She has been people, especially administrators, who thought I would take a FACCC member since 1986. A version of this essay appeared the "union line" on everything. The union has its role and in the California Federation ofTeachers'Perspective. the district has its function. Sometimes the two conflict. I

18 www.1@cc .oredlu Docombor 1999tli FACCCTS 60 www.faccc.org1mgm.htm Recruit a Member, Increase Faculty's Voice

TMe third year of Member-Get-A- Need tips on recruiting? Seewww.faccaorg/mgm.htm. ember is off to a strong start. With the help of the Also, visitwwwfaccc.org/about.htmfor a list ofFACCC sponsors below, word of FACCC is spreading. victories for faculty. One sponsor has recruited 52 members over the past Seewww.faccc.org/mgm.htmfor a list of gifts you'll three years. Another has recruited 23 members this year. receive for recruiting new members. For recruiting only You can do it, too! Increasing faculty's voice in Sacramento three full-time members, you'll receive a tote bag, or a depends on increasing the number of FACCC members. FACCC mousepad featuring David Lobenberg's beautiful watercolor, which graces this issue's cover.

Member-Get-A-Member Sponsors-1999 Clo Hampton Recruits 20,000th Member Teresa Aldredge Karl Kratz Clo Hampton of West Valley College won a $200 Courtenay Anderson Chelsie Liu amazon.com gift certificate for recruiting the 20,000th John Baley John R. McDowell, Jr. Don Bandy Tom McMillan member of FACCC's history, Erlinda Estrada of Mission Edward Casson Nancy Millick College. Erlinda also received a $200 amazon.com gift George Carlson Debi Moffat certificate. Congratulations! Zoe Close Judy Myers George Drake MaryAnn Newport Ifyou haveany questionsabout Member-Get-A- Maryellen Flores Ralph Reiner Member, or would like extra membership cards, nonmem- Ted Foster Carolyn Russell ber lists for your college, and other materials, contact Field Hugh Gerhardt John Smith Maria Godwin Joan Stroh Director Lyndon Marie Thomson at (916) 447-8555 or Josie Gutierrez Richard Valencia LyndonAff@aoLcom. Loretta Hernandez Evelyn "Sam" Weiss If you see new members in the halls, say "hi" and let Clo Hampton Kelley Wells them know they're making a difference for their profession. Richard Hansen Barbara Wright Sidne Horton Robert Yoshioka See a list of new members on your campus atwwwfaccc.org/ Alvin Jenkins David Young members/newlist.htm.

FACCCTSIDeall FACCC Please Enroll Me As A FACCC MemberSponsor.

Faculty Association of Name (First) (Middle) (Last) California Community Colleges 926 J Street, Suite 211 Sacramento, CA 95814-2790 Home Address City, State Zip Code TEL (916) 447-8555 FAX (916) 447-0726 [email protected] Home Phone Email www.faccc.org Annual Dues College Department Full-time faculty ($150.00) Part-time faculty ($40.00) Signature Social Security No. I do not want 10% to go to FACCC's PAC (Full-time annual dues remain $150.00.) Payroll Deduction Authorization:

Note: 80% of your FACCC To Community College District: You are hereby authorized to deduct from each of my regular salary warrants the amount below for professional organization dues and membership dues are transmit these deductions to the Faculty Association of California Community Colleges, Inc., without further liability to the above named tax-deductible. district. This authorization shall remain in effect until modified or revoked in writing by me or the Faculty Association of California Community Colleges, Inc. or transferred to STRS.

$1 2.50/month (12-pay) $15.00/month (10-pay) $ 4.00/month (part-time)

FACCCTS At Decemb ©r 1999?lir www.faccc.org 61 en gas Injects Faculty Reality inBOG

Irene Menegas had two goals in mind last "I've learned about the overwhelming December when she joined the California pressure on the board and the Chancellor's Office Community College Board of Governors to maintain the autonomy of the local districts," as a faculty representative. she said. "I've learned how seriously divided the "I wanted to see how things work at the CCC system is by constituency groups...I think top level," Menegas said in an October phone we're eating ourselves alive." interview with FACCCTS, "and I wanted to What's the solution? inject a little reality into board discussions." "I think we need to continue working at a By "reality," the Diablo Valley College renewed commitment at all levels," Menegas said, English instructor means faculty concerns and "to collegiality, collegial governance, and to insights, not just of college funding hardships, but of serving the needs of the students of California." student and program needs, as well as the experiences of Menegas said one frustration is that some board teaching the "nontraditional" population. Menegas has members aren't interested in the faculty perspective, which spent her 15-year community college teaching career with became clear during the board's September meeting. The such students. other faculty representative, Patricia Siever of Los Angeles "My concern is more global in that 'how well are we Pierce College, made a motion for the board to change its serving these students?"' said Menegas, a former community position from "neutral" to "support" on FACCC co- college reentry student. sponsored Assembly Bill 420. The bill, now law, expands "There seems to be an over-arching concern of not funding and eligibility for part-time faculty health benefits stepping on the toes of local districts," Menegas said. "I and office hours. Only Siever and Menegas voted "yes." think we can be a coherent system, without over-centraliza- "I don't think the board in any way looked like or tion. sounded like they were even listening," Menegas said. "To Menegas wants to eliminate as many barriers as me that is the worst behavior of any board, any place, any possible for students. "Students may feel 'I don't belong situation, to look like 'no matter what you say my mind is here,'" she explained. "That was the problem with [Proposi- made up." tion] 209, it made people feel unwelcome. EOPS and "And I think again, the argument was, 'we can't tie the Puente encourage students, these programs reduce some of hands of the local districts.' the barriers. It's a way of saying 'you do belong." "I was shocked and disappointed at the constant Gov. Gray Davis vetoed FACCC co-sponsored chastising of faculty," she said. "It was mentioned many legislation that would have given an extra $2 million each to times that they went outside of Consultation...They have a Extended Opportunity Programs & Services and Puente, right to go to the Legislature," Menegas said emphatically. saying that Partnership For Excellence can help fund them. "The issue of part-time faculty not being treated fairly did "It's a question for [Chancellor] Tom Nussbaum: let's not start six months ago." find out how much of the Partnership For Excellence Menegas also minces no words when discussing her money is going to augment the budget of EOPS and opinion that as public officials, board members are obli- Puente." gated to state their opinions: "We were told at the last "I think we have inadequate leadership on PFE," [meeting] that board members get three minutes to speak. I Menegas said, "and I'm hoping the board will exert some almost fell off my chair." leadership and articulate some expectations for the use of It's Menegas first time on a board, but she has had a these funds." distinguished career, having served in numerous local and Menegas was appointed to fill a vacancy, and her term state leadership positions. She was Diablo Valley College expired in January. If reappointed, she'd like to take a more Faculty Senate president from 1989-1991, and served on active role, and increase communication between board the state Academic Senate executive committee from 1989- members. Otherwise, she'll return to full -time teaching. 1991. And she has been a FACCC member since 1984. Despite the challenges, Menegas said serving on the "I believe there needs to be somebody who is lobbying board is a tremendous honor and learning experience. for community college faculty, exclusively, across all differences," she said. "I think there's a real need for FACCC."

20 faccc.org Di December 1999 h FACCCTS 62 Siever Commands Attention at State Level

atricia Siever's passion for community Siever said she planned to talk with the colleges quickly bubbles to the surface of board members about the issue. She thinks the a conversation about her role on the motion failed partly because board meetings are CCC Board of Governors. limited to a half-day. "For me, it's really an honor...It's the S"'s "We should continue until we fully discuss pinnacle of any faculty member's life to be at the issues," she said. "We have one board the state decision-making level for all 106 member who says 'you shouldn't ask so many community colleges," Siever said during an questions.' I refuse to vote on anything that I October phone interview with FACCCTS. it don't fully understand." "Deep in my heart I know we have the best There have been other challenges. When faculty in the United States," she said. "The California Vista College wanted to deannex from the Peralta district, Community Colleges can become the example for other Siever was one of the lone votes in supporting the faculty's states...especially when our basic goal is to help the position against the proposal, partly to preserve the district's 4. students." diversity. Then there was common course numbering. "We Siever has served as a faculty rep on the board for 21/2 all want that, a seamless transfer for students...but for years. Like Irene Menegas of Diablo Valley College, the faculty it's a bigger issue, it takes a lot of work. It doesn't other faculty representative on the board, Siever considers it happen overnight." her responsibility to share the faculty perspective with other She says one of her accomplishments was regarding a board members. budget change proposal for $565,000 for "district participa- "I think there are some board members who could be tion and consultation" which meant the chancellor would more empathetic to what they're supposed to be doing for invite experts from the college districts to provide informa- our system," Siever said, "and that is to hear the faculty, to tion on certain issues. But Siever thought the proposal was hear the students. We are equal in the system, we're not in conflict with the consultation process. She asked about second-class citizens." the Consultation Council's position; it was opposed. Siever, a history professor at Los Angeles Pierce "I said, 'I think this is premature, I think the money can College since 1989, has been a faculty member in the be used for common course numbering," Siever said. "I was district for 22 years. She has been an Academic Senate able to convince the board, and they voted against it." president at the local and district levels, as well as vice Siever's term ends Jan. 15, but she said there is a president of the state Academic Senate. She is a former possibility Gov. Gray Davis may reappoint her. She'd president of the California Association of Community welcome it, she said, "because there is so much to do." Colleges and served on the task force that developed the A couple of her ideas include having the education 1988 college reform legislation Assembiy Bill 1725. policies committee chair, rather than the chancellor's stag She thinks her extensive experience on boards has set the committee agenda with faculty and others involved helped her with her current role. But her tenure has not in academic and professional matters. She'd also like to see been without challenges. more communication between that committee and the At the September meeting, Siever made a motion for Academic Senate. the board to change its position from "neutral" to "support" "The faculty has to be more of the guiding light of on FACCC co-sponsored Assembly Bill 420 to expand education policies," Siever said. funding and eligibility for part-time faculty health benefits She'd also like to recommend more committee meet- and office hours. Only Siever and Menegas voted "yes." ings so that the public and faculty have more chances to "I was shocked at the vote," Siever said. "I just couldn't flesh out ideas and raise concerns. see the reason for not voting to support [AB 420]. Siever remains undaunted in overcoming challenges "You have to support the faculty," Siever said. "I was and helping chart the community colleges' future. 0 extremely upset... I think it was a slap in the face to the "We're the best community college system in the world, part-timers, and it was a slap in the face to me. that's what I'd like to hear somebody say. I'm optimistic we just need to hear innovative ideas. " air

FACCCTS Dt December 1999?lir www.faccc.org C3 21 A

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6 The Um as Business Center: A Fallacy

Let's contrast this with our educational reality. First, by Emily Strauss there really is no higher position for a teacher to aspire to. A dean, provost, or vice-chancellor is a completely different any of our chancellors are fond of equating their position. Teachers don't get "promoted" to one of them. In institutions with the business model, but I've fact, teachers don't get promoted to anything, unless their ound that the California Community Colleges department is organized with faculty serving as chairs. I fall laughably short of industry self-appraisal and personal guess they could aspire to a higher position on the salary goal-setting expectations. schedule, and perhaps even a lateral move to the next higher Allow me to explain. Almost every quarter for eight column. That would require additional graduate units or a years, I taught advanced English to Silicon Valley foreign new degree, probably a doctorate, which could take several nationals at the University of California, Santa Cruz years. But that's not quite the same kind of promotion as Extension. Many of these students were in prominent, high occurs in industry, and is not really expected, or required. technology companies, usually as engineers or Second, teachers don't have to appraise computer software or hardware professionals. themselves once they finish the tenure process. They had been in the U.S. for some time and Teachers They are not gaining new skill sets annually spoke quite fluently; however, their writing still n't have to that they must report on. They are not compet- had numerous faults, which they sought to do ing for higher positions with younger, more remedy in my class. appraise aggressive colleagues who might overtake For practice, I urged my students to bring the:selves them. Luckily for teachers, once they obtain me writing samples from their offices, com- once they tenure, they are safe in their positions and have pletely confidentially of course, so that I could finish the nothing to fear from younger faculty. There is edit and critique their grammatical errors. As a enure t no urgency to improve. Teachers don't have to result, I received various technical and business process report that they are intent on leaping to the documents, most of which I couldn't make next position within a year or risk looking much sense of. The annual performance inadequate. Maybe that's a blessing. Maybe appraisals were very interesting reading, and that allows teachers to relax and become good at what they usually gave me pause to consider the nature of performance do without always watching their tails. But it's certainly not reviews in my field of education. Actually, after reading the industry model. them, I wondered how our chancellors can equate their No, education is far different from the industry model. institutions with the business model. We are not forced to be as aggressive in upgrading our I learned a lot about the high-tech industry expecta- positions as corporate workers. We don't have to constantly tions of its employees. Many companies require an annual watch our backs. Instead, we have tenure, a concept that evaluation, which includes a self-appraisal. This document many outside our field neither understand nor approve of. is written on a standardized fill-in-the-blank form, which Of course, there's nothing for us to advance to either, nor do asks the employees to rate their own job performances. The we receive anywhere near the same salaries for our profes- form asks them about their accomplishments, increased sional work, in contrast to the corporate world. In fact, you skills, major challenges, goals for the coming year, and almost never hear a teacher saying that he intends to move methods to achieve them. Interestingly, I noticed that to a higher position within the next year. employees seem almost obliged to write, in the area about You almost never see teachers improving themselves as goals for the next year, that they plan to acquire the skill set diligently as corporate workers, either. It's not required. ?h necessary to get promoted to the next higher position, which they will obtain through various training programs, Emily Strauss, a former San Jose City College instructor, is in courses and workshops. I have the impression that if they Chengdu, Sichuan Province, China. She is on a two-year don't say this, their superiors will assume they have no assignment teaching English as a Second Language to college- ambition, no drive, no abilities, and thus little chance of level students preparing for advanced studies in Business. A staying in the company. That means a good employee FACCC member since 1991, Strauss was FACCC's 1997 should desire to be promoted to the next higher position Adjunct Faculty Member of the Year. within a reasonable time.

FACCCTS airDocombor 9999Air www.faccc.org 23 ' /

',,,v."V" ,44.\" those in charge. Certainly it helps that the faculty by John F. McFarland, Sierra College \\A has already asserted domain over knowledge of F*Vi.k nM\A the past and present, leaving the satrapy what is 4\ left. The result in any event is disconcerting. uppose we begin with the obvious: k* , Futurists of every fancy are extending an imperial the future does not exist. This is not nfr V A reach into the development of educational policy. to deny that one day there will be a world Modern day oracles know, of course, that much different from our own, but it is to insist they will not be heard, even by ed management, that we do not now know its characteristics. unless their occult enterprise can be taken as a Commentators on an as-yet-unrealized world science. Hence they depict their imagined can do no more than weigh probabilities and speak in the tomorrows as simple projections of the world that is. subjunctive. Arguments that assume conditions not yet in Successful futurism is fourth-dimensional presentism. existence are guesses. Futurists have always relied on this simple decoder This inconvenient fact does not sate our thirst for ring. It was presentism that led Sir John Lubbock to certainty about what is to be, so an augural profession has enthuse in 1865, "The most sanguine hopes for the future appeared amongst us, calling themselves "futurists." They are justified by the whole experience of the past." From that offer affordably vendible clairvoyance, and among the he could assert, "It is surely unreasonable to suppose that a credulous they walk with the gods. process which has been going on for centuries should have Some of their predictions (given the odds) suddenly ceased." Thus was proved, to the prove accurate; others don't miss by much. But satisfaction of many Victorians, the inevitability most futures simply don't happen. The Shah's of human progress. regime did not survive in the late 1970s, nor the u`I.1.02r,f OV, More recently, it was presentism that Soviet Union a decade later, despite expert informed Irving Fischer, star of Yale's economics prognoses to the contrary from the CIA. A vast department, to observe in September 1929 that plague did not cull the human race in 1975 the stock market had reached "a permanently (Paul Erlich), nor did nuclear warfare annihilate high plateau." it (Bertrand Russell.) The high unemployment Demographers can also be presentists. How figures of the 1980s did not remain permanent do we know that 40 percent of California's (), nor did commodity prices soar population will be Hispanic in 2010, or that (Erlich again). "minorities, who constitute 24 percent of the Small-scale futures are no easier to read and [national] population, will increase to 38 percent planners in the community colleges are prone to by 2050, even if the borders are sealed to new comparing their craft to driving golf balls into a fog bank. immigration"? By the simple tactic of projecting today's Some have success with the near future but most will agree population growth as a straight line into coming decades. that descriptions of conditions on campuses a decade from now are testimonies of faith, not analyses of evidence. his is what journalist Dale Maharidge does in The Futurists, however, market a vision of tomorrow Coming White Majority: California, Multiculturalism and-among those listening are people whose educational and America's Future.' He begins on safe ground by background should dissuade them from doing so. College predicting the dislodgment of the state's whites from their administrators can be mesmerized by bravura narratives ledge of numerical majority, an event we may well have tailored to them. Predictions of fiscal upheaval and violent experienced already. But when he discusses Huntington departuresof dark forces conquered by heroic bureau- Park (with a population density 160 percent of New York cratsplay especially well. They are what Karl Jaspers City; ethnically "the most Mexican city in the U.S.") he called "life-sustaining lies." implies that this is what much of the state will one day Sooth be said, certain adrenalized specters can enchant become. educational honchos. Perhaps it is because they bathe so regularly in roiling seas of adversity; perhaps, more mun-

danely, because the threat of massive change empowers . 1The predictions above are from pages 4 and 66.

24 www.faccc.org ?lc; December 1999Ai' FACCCTS 66 Yet Maharidge has not set out to monger racial fears. Colleges."' Bergquist's primary concern focuses on the shift Quite the contrary; he hopes to demonstrate what Califor- from a "modern" management style, "each person receiving nia politics will become because others orders from someone structured above fear immigrants. Pete Wilson appears in him," to a postmodern style that "empha- this scenario as a normative example. sizes influence instead of control" and When in the 1970s, - offers "leadership by example." In the Wilson set about increasing his city's "postmodern world, organizations will minority workforce. Yet two decades later, retreat from the pursuit of largeness to down in the polls and seeking reelection being "complex and fragmented." as governor, he played to uneducated We might legitimately wonder e m whites by supporting Prop 187, an attack where Bergquist actually sees institu- on illegal immigrants. Two years later, tional shrinkage in the community visions of the presidency dancing in his colleges, much less leadership by head, he turned the cracker card (this example. But the central point borders on time, Prop 209) again. the metaphysical: the modern world has The considerable achievement of been replaced, before our very eyes, by a Maharidge's work lies in the history it postmodern one and that has curricular supplies of Wilson's (and, truth be told, the state's) sorry implications. He hints that the old curriculum, with its decline into racial scapegoating. The book's great weakness, assumption of a general education designed to reach however, comes from the use it makes of those political everybody, must be discarded. Education will be marketed, entrails to read the state's future. We face, he predicts, a as automobiles are, to clutches of clientele with discreet and string of Wilsons and consequent ethnic turbulence. dissimilar needs. Each future can be plausibly argued from something iis gloomy vision of dysfunction places Maharidge present today. The problem is that what we see in our times n the camp of futurists we might call Cassandras. might well not be the key to times yet to come. ike the woman of that name in Homer who R Consider Maharidge's demographic case. He notes that (futilely) warned the Trojans of their upcoming eradication, for the first 70 years of this century the percentages of later Cassandras would also specialize in developing California's people of color grew so slowly that, had they catastrophes. continued on at that rate they would have not occupied 30 Happily, not all futurist merchandise is dark and percent of the population until 2040. Yet in a single stormy. If not Blair witchcraft, then, Mr. Rogers rather than decadethe 1970sCalifornia minorities more than plunging into the abyss, we will ascend on automatic risers. doubled in numbers and by 1980 had already reached the 30 These days it is the siren call of technology that spreads the percent marker. The means that, had a demographer in most joy. This techno-optimism has a history. Social 1971 applied the very calculus that Maharidge uses for his betterment was once to arrive from the radio, then plastics, ends, he would have missed completely the techtonic shift then atomic power and jet engines; at the moment we that was already on its way. attend to the curative powers of electronic wizardry, and the Indeed, presentism has never served demographers very readiest gush accompanies mention of computers. well. In the early 1860s census bureaucrats in Washington, There is more to this message, however, than a lot of addled by the massive immigration figures of the previous deep breathing about digital utopias. With melting simplic- quarter century as well as the high fertility rates for Ameri- ity futurists warn us that much of higher ed must fall to the can women predicted that the U.S. would have 200 million bulldozers' blade. Curricula beyond what would complete a people by 1920. When that year rolled around, the popula- repertoire of cyberskills meet no real need. The sciences are tion was just half the projected number. too cerebral; the humanities are over. Those with college degrees in one of the appreciative arts hold tickets on an The lesson, apparently never to be learned, is that demographic rates rarely follow an unfailingly consistent overbooked plane. Educators who value such decorative trajectory. Far more commonly, unseen and unexpected learning are ignorant of the imperatives of The Future. continued on next page For some, neither Cassandric nor jubilant prophecy is enough. There is a more muscular brand of futurism, and 2an essay in Publication 102 of ERIC's New Directions for William Bergquist serves up an educational version of it in Community Colleges; Supper 1999. Jossey-Bass publica- his essay, "The Post Modern Challenge: Changing our tions.

FACCCTS flii Docember 1999flu www.faccc.org 67 25 continued from previous page will of the people and depersonalize relationships through social forces deflect them. In 1938, for example, the sleepy technology and bureaucracy naval port of San Diego deputed an urban planner to In any event, expected futures commonly get rerouted. estimate the city's population over the next 25 years. The History unfolds as a series of apparent non sequitors, with number that he foresaw for 1963 was actually reached in stealth events trespassing on what was supposed to happen. 1943. He had not envisioned World War II. Only from history's perspective do surprise occurrences Projecting what population growth will do to a society make ready sense. is even more treacherous. Once again we can find evidence Alas, then, futurism is not merely a harmless exercise from Maharidge, who describes one William Tafoya and his for those who lack a real job. Its promise of certainty often 1989 research for the FBI. Tafoya's lurid revelations were of misleads educators. Take, for instance, the use of population a future Southern California flooded with immigrants and demographics to justify multicultural curricula. The intent engulfed in increasingly brutal riots by 1999. When, during is unassailable but the logic recruited in its support is the 1992 outbreak in L.A., reporters congratulated him for flawed. the accuracy of his predictions, Tafoya dismissed that event We do not justify education by demography but by as far too mild: "what [has just] happened in Los Angeles," what it does. Multiculturalism opens students to a diversity he warned, "will look like peanuts compared to what will whose appreciation enriches and humanizes them. Educa- happen." tion that fails to transform fails to educate, a fact that When preparing the hardback edition of his book in conservatives' who would protect rather than challenge 1995-96 Maharidge was taken with Tafoya's prescience, those in college ignore. which, after all, confirmed his own vision of the social fabric being unknit by a cynical political elite. Yet when the Tirue, as whites have lost their numerical dominance paperback appeared three years later, his scenario already it has been politically easier to justify an inclusive seemed outdated. Had Maharidge been correct, Dan curriculum. But to accept a political reason as an Lungren and the Republicans would have swept into office educational one is not merely wrong but dangerous as well. in 1998. Were the minority rate to recede so would the rationale for Revelations of technological futures are no more multiculturalism. reliable. Just look at those "Worlds ofTomorrow" on the Even less justifiable is the argument that the best covers of Popular Mechanics in the 1940s and '50s: at the preparation for students facing an increasingly freeways moving cars quickly through immaculate cities; at technologized world is more emphasis on mechanical the commuter helicopters hovering comfortably above the training. Students need not gee-whiz boosterism but a traffic; at homes that could clean themselves. Yet, for all the critical mind. If the wonder-worshippers are correct about gadgetry on display, nowhere in these airbrushed Edens was the future, our students will have to identify the effects there even one computer. intellectual, social, spiritual and psychologicalof an In fact, after computers began to appear, the futurists existence centering on manipulation of machinery. They still got it wrong. Restricted by size to huge buildings, should be able to discern, for instance, how much "commu- computers would end the office use of paper, increase nicating" occurs in the irresponsible world of a chatroom, or leisure, replace newspapers and books and spur an enor- how "learning" resembles autism when it occurs electroni- mous burst in productivity. No one imagined PCs, or the cally, "distant" from a social setting. Internet, much less software that could be mastered by a Futurism retails what its purchasers are in the market counterperson in an afternoon. Also unforeseen were the for. It is tobacco-company research and not to be taken computer industry's quantum technological leaps that seriously by classroom teachers. The fact is that dicey would render nearly worthless the skills of the industry's premonitions do not nullify the traditional purposes of pioneer generation. higher education. Career training, including that in Clearly, those who detail the technological demands technology, holds an honored position on campus, but not that the young will face in, say, 2015 are playing blind man the only one. Humans in the future will continue to need to an elephant. People who, in Montaigne's phrase, "give the breadth that supplies the abundance that life should weight to smoke" are not those who should legislate have.itir curriculum John McFarland is a former FACCC president and was a 1995 As for "postmodernism," it is really modernity in recipient of the Hayward Award for Excellence in Teaching. He baroque livery. There is nothing non-modern about our teaches history at Sierra College in Rocklin. world when it continues to verify knowledge with science, assign human work to machines, legitimize politics as the 3see, for instance, S.P. Huntington, The Clash of Civiliza- tions and the Making of the World Order.

26 www.faccc..org Docombor 1999tlirFACCCTS 68 Clicking Onto Web-Based Instruction

We learned new technologies, braved the doubtful by Kathleen McKuin & Bobby queries of our colleagues, "How will you teach people who Hutchison, cannot see you, whom you cannot see?" We wondered if indeed we had "sold out" to the evil technological empire Tchnology is greatly impacting American higher that is making the world into a wanton wasteland. Just look education. Virtually no institution, no field of at the MTV generation! See Online, next page inquiry, no student, and no faculty member have escaped untouched or remained unchanged by the influence of new technologies. Nowhere is this more noticeable or more relevant than in the California Community Colleges. Why Teach Online? Indeed, entirely new ways of delivering course content have emerged over the last decade as computer technology has by Brian McKinney, Diablo Valley College I expanded and impacted the academy. The Internet was unheard of or had virtually no There's a lot of information out there about why presence when the majority of today's college faculty students take online classes. members were students. However, according to the recent Another question, equally interesting, is why "National Survey of Information Technology in Higher teachers like to teach them. As a semi-expert (I've Education," one-third of college classes in the U.S. makes taught online for six years; I taught three courses use of the Internet and 44 percent use e-mail (The Institute online last spring and am teaching four this fall), I've for Higher Education Policy, "Distance Learning in Higher made a little list. Here's why I like it: Education," February 1999). . My writing is improved: I have to be clear, precise, Some courses go much further, and rely on the Internet and specific. as the primary mode of delivery. There seems to be an 1111 I don't waste students' time. Classes are meetings, explosion of both interest (and criticism) in this area of aren't they? My meeting theory is that classes waste distance education. In fact, in California, community the time of two-thirds of the students present. One colleges are the leaders in both the number and breadth of third is ready for the material and ready to receive it. courses offered online. Some colleges, like Cerro Coso, have One third has already mastered the material. One decided that online/Internet-based courses are important third is not ready to receive that material at that time for the long-term survival'of the institution. (cat struck by a car, father in hospital, fight with The issues facing online education are growing rapidly, significant other, didn't' do the reading, have trouble even as we stop at the end of this millennium to evaluate understanding spoken English, and on and on). our progress as educators in a new technological age. Online Online, when I send back a draft for revision with my instructors have come out of their self-congratulatory phase comments, I'm speaking directly to that student about of development, with similarities to the egocentrism of the that student's writing. Much more efficient, all very young, into a gradual awareness that there is more than around. just "me and myself" out there on the educational horizon. M Class is continuous, not just from 9 to 10 a.m. There are other professors, other colleges, other voices to Monday, Wednesday, Friday. A student who is having hear and other influences to feel. There are a great many trouble with a paper can e-mail me Sunday morning questions we must ask. and get a response that day. A student can write a We are among those taking pause to ask some of these paper, send it to me, and get the paper back, with questions. Our beginning in online instruction is a familiar comments, within 24 hours guaranteed, instead of one: The dean approaches a couple of his faculty members, waiting for a week or two. Instead of being available to creative people who are interested in technology and students five hours a week, I'm within their reach 60 energized by challenge, and asks them if they'd like to hours a week. develop a course for delivery on the Internet. Theysay "yes," 1. I divide the due dates over the entire week: a class intrigued and excited, but not knowing at all what they have of 30 produces four papers a day. I never have to slog gotten themselves into. See Why, page 29

FACCCTS iiiDocombor 1999fit www.faccc.org 69 27 different instructors. The findings of our research over three continuedfrom previous page Online semesters are in general agreement with the experiences of We developed our brainchild "Psychology 101: General other instructors with whom we have spoken. Psychology Online"a course unlike any other. We began Our online courses have an attrition rate that ranges by deconstructing the traditional course. We visualized and from 30 to 50 percent compared to the 25 to 30 percent implemented the best pedagogies imaginable. We met drop rate for our on-campus courses. We talked with several times a week, for hours at a time as we sought students who dropped our course to get a sense of why they solutions to each new problem. We then placed the final did so. We conclude that more of our students drop our product on the Web. It was our first online psychology online courses than our on-campus courses because (1) they course! find themselves "in over their heads" in terms of the The course functions on a 24/7 basis. Students may technology required and (2) they discover they don't have access it any time day or night. Class discussions take place the self-discipline that the online course requires of them. on the "Bulletin Board," a password-protected, asynchro- Our online courses have student outcomes (mean exam nous discussion group. Course content and learning tools scores) that are about 10 percent higher than other than the text are all provided via the our on-campus courses. Since the work is Internet. We offer the course in an asyn- ...we may identical, and only the method of delivery chronous format; students do not have to be unnecessarily differs, we attribute this difference to at a particular place at a particular time. limit the variations between people who choose to However, they must access the course remain in an online course and people taking regularly, participating actively each week in educational on-campus courses overall. Our observation class discussions. potential of the is that online students (who persevere in the As we taught this course online for the Internet by course) tend to be older, more self-disci- first time, we commiserated about the bounding it plined, often work during traditional school amount of work involved: the vast amounts within the limits hours, and are more independent learners. of e-mail that we had to answer; the work of traditional The first thing many people think of involved in correcting the eight written instruction. when presented with the phenomenon of assignments we built into our course the online instruction is traditional instruction. first time around (not to mention the four When we ask about success, we immediately exams or the weekly electronic bulletin board assignments); think of the traditional measures of success. If online the problems with technology when our publisher's instruction is teaching us anything, however, it is that we software failed to keep its promise to put our exams online; may unnecessarily limit the educational potential of the and the frustration we shared with our students when the Internet by bounding it within the limits of traditional college's server went down every weekend for mainte- instruction. nanceduring the very hours that our online students were Some educators and administrators have voiced most likely to access the course! concerns regarding equal access for students with disabili- Although the work was daunting, we had many ties. Clearly there are challenges we must meet if online rewards. Appreciative students told us that their schedules education is to be available to all individuals, regardless of or circumstances prevented them from attending class on their physical ability. However, due to the nature of some campus. The volumes of e-mail generated more work for us, disabilities, online instruction can be a solution to equal but also resulted in more student-faculty interaction. It was access for some individuals. At a conference a few months exciting to build rapport, support student success, and guide ago, one professor spoke of a deaf student from one of her and teach in new ways. past online courses. Neither she nor her other students We received abundant technological support and knew that this student was deaf. After the term was over, training from both our division and our college. We the student related that for the first time she felt completely copyrighted our web pages. We think we own our courses. equal to all the other students in a course. Similarly, we had But we, like so many other professors, are fairly uncertain a legally blind student who shared much the same senti- about our rights with regard to these professional issues of ments regarding her experience in our online psychology intellectual property rights, workload and compensation. course. We compared the attrition rates and outcomes (mean Online courses can support student success in a variety exam scores) of our online vs. our on-campus courses. The of ways. In mid-November, one of our students (we'll call courses were kept identical in structure and content to her "Julia") e-mailed us to say she was moving to Florida in minimize the confounding influence of our courses having 7 0 28 www.faccc.org?lir December 1999Dir FACCCTS continue in two weeks. She wondered whether she could Whycontinued from page 27 the online course. Julia was thrilled to learn that her education would not be put on hold because of her through a stack of 30 papers, halfway resenting the writers husband's job transfer to a place thousands of miles away. for being so numerous. "Pat," who was enrolled in Bobby's evening class, unexpect- IC Students never leave the class. I post the best essays (if edly had her work schedule changed. She transferred to the the students wish to have them posted), and later students online course, and thus didn't have to withdraw from her can send responses to the writers, years after their papers only class this semester. These examples are win-win were posted. situations. The college wins by retaining students, and I have written a series of"English teacher" macros, more importantly, students win by achieving their dreamsof dealing with all those grammar and usage problems we face higher education despite their circumstances. all the time, to insert into papers with the click of a key or These issues go the heart of student success measures. two. Not having to waste time on that sort of thing gives me Instead of asking about exam scores, perhaps we should be more time to respond to actual content. measuring students' ability to apply the information gained For the first time since I have been teaching English, I from class to real life situations. It may be that we should can use journals effectively, by requiring 60 a semester but find out what purpose the student has in taking the class only allowing one a day, so students face blank computer and measure the extent to which the class structure facili- screens and march words down them often enough that tates that goal. Perhaps online instructors should commit to fluency improves and writing voices appear. evaluate the qualities of online learners and design their Students can't get by on dimples and personality and courses around those qualities, to make online courses into appearance. (I like to think that those elements don't more effective tools for quality education. matter, but I know I'm kidding myself I probably am more Online instructors need to look not only to the quality receptive to the paper written by the alert, friendly student of the education they are providing, and to the preservation who sits in the front row than I am to the paper written by of their professional rights, but also to the preservation of the guy who sits in the back row, his hat obscuring all but their occupation. Questions of workload, class size, and his scowl.) compensation are just a few that face online instructors. And, in the same vein, in an online class everyone sits in At a recent conference on online instruction, David the front row. Shy students can blossom online. Race, age, Noble of York University raised the specter of correspon- physical attractiveness, piercings, tattoos, trench coats do dence schools as a parallel to today's online instruction not matter online. movement. His warning echoes the fear that arises in Online classes tend to attract more mature, dare I say response to a large corporate presence in today's online more interesting students? Teaching online is like teaching "courseware" industry. Today a corporate educational a night class without having to drive to the campus one company will sell an institution courses that have the course night a week. content supplied, not by a professor, but by a "content Teaching online forces me to rethink my pedagogy. consultant." It is not difficult to see the demise of online What are the essentials of a first year composition class, and instructors in such a paradigm. how can I get those essentials into an online class? We are learning that different courses have different Teaching most or all of my load online gives me a totally needs and patterns of development, as do different institu- different sort of working day. I still work eight hours a day tions, faculties and students. How are we going to come up (seven days a week, unfortunately, but that's one of the with equitable guidelines that protect the rights of faculty down sides to teaching online), but it's every other hour all teaching online while also protecting the investment of the day, as I wander about the house, read, watch videotaped institutions that employ them? How do we accomplish this episodes of the TV shows I like, walk my dogs, whatever. while also promoting student access to a higher (quality) I pay a lot less for gas and have fewer oil changes and education? These are issues that we need to address in the checkups. coming millennium. 'h I get to take a home office deduction, and Uncle Sam pays for many of my computer expenses. Kathleen McKuin, a FACCC member since 1998, is a part- Online students are never late to class; online students time psychology instructor at Modesto Junior College. Bobby are never absent. nt Hutchison, a FACCC member since 1997, is a full-time psychology instructor at Modesto Junior College. Brian McKinney teaches English at Diablo Valley College in See links to their courses athttp://virtual.yosemite.cc.ca.us/ Pleasant Hill. He has been a FACCC member since 1992. bhutchisonandhttp://virtual.yosemite.cc.ca.us/mckuink/. version of this commentary appeared in the Diablo Valley College newsletter The Forum.

FACCCTSelt December 1999tli www.faccc.org 7 1 29 www.faccc.org/books.htm Frontier Woman Spins Tales of Gold Rush

HD-12 Women of the Gold Rush: "The New Penelope" and relations and wry humor at Other Stories, by Frances Fuller Victor circumstances confronting both men and women on the frontier Edited with an Introduction by Ida Rae Egli, Berkeley, CA, carry the story forward. Heyday Books,1998, 167pages.$12.95FACCC Member The remaining stories Price: $10.35. reflect Victor's unremitting feminism, tempered only by a Reviewed by Margaret H. Freeman, romanticized version of two Los Angeles Valley College male characters in the form of the young and naïve Sam Rice of subtitle of Annette Kolodny's1984study of "Sam Rice's Romance" and the women's frontier experiences, "Fantasy and Experi old and seasoned Joe Chillis of ence of the American Frontiers," in The Land Before "An Old Fool." In all five stories the women prove the more Her might well serve as a subtitle to this selection of resourceful partners. Alice Hastings manages both to sell Frances Fuller Victor's short stories, ably edited and her husband's mine and to avoid elopement with its new introduced by Ida Rae Egli of Santa Rosa Junior College. owner in "How Jack Hastings Sold His Mine." Two stories Victor, who was born in Rome, New York in1826and portray women married to men on the wrong side of the died in Portland, in1902,experienced firsthand the law. In "Sam Rice's Romance," Mrs. Dolly Page is an active frontier life of women in the 19th century during four years accomplice of her robber husband and, like the Antigone of of homesteading in Omaha, Nebraska, and secondhand as a Greek myth, determines to bury his corpse after he is writer, journalist, and historian of the northern Pacific lynched by vigilantes. The title character of"Miss states. In this volume, Egli gives us a sample of Victor's Jorgensen," on the other hand, is a wife who "had suffered, fictional representations of women's lives during the Gold and toiled, and risked everything for her unworthy hus- Rush era. bands." Mrs. Smiley's first husband in "An Old Fool" is an Kolodny defines "fantasy" as forging imaginative links intoxicated do-nothing who neglects his wife and child. between our beliefs and our experiences. The five stories in Only Joe Chills, 30 years her senior, below her in station, Women of the Gold Rush reveal a motherlode of insights into and, having married an Indian woman, an exile from white how women imaginatively responded to their own real society, is considered worthy. experiences of life on the western frontier as opposed to the Egli tells us that Victor was committed to finding the fantasized accounts of promotional advertisements and the truth about early pioneer life in the Pacific states and mythologizing literature of male writers. If the women in had written "extensively about the 'Indian issue,' " complet- these stories come across as perfect specimens of humanity, ing "no fewer than four volumes of histories" of Oregon and loyal and true to their men despite the latter's swinish and other Pacific Northwest states. These five stories provide an often immoral behavior, they nevertheless stand as a partial apt introduction to further explorations of Victor's writings corrective to the myth of the helpless, innocent female and and are a testament to Kolodny's thesis that women's the rugged, virtuous male hero. imaginative constructions would provide a corrective to the "The New Penelope" of the lead story is Mrs. Anna cultural myths created by male fantasies of the Pacific Greyfield, who recounts her earlier experiences of travel by frontier. a wagon train to Oregon, loss of her husband en route, and her subsequent adventures in her struggle to provide food and Margaret H. Freeman is an English professor at Los Angeles shelter for herself and her infant son. As the story unfolds, Valley College. She has been a FACCC member since 1990. the two women discourse on the role of women, their status as wives, and the hypocritical morality of the age. Although Interested in buying or reviewing a book? See the narrator's interpolations often seem awkward and www.faccc.org/books.htm for titles. sanctimonious, Victor's realistic assessments of human 72

30 www.faccc.org?It December 1999tli FACCCTS wwwfaccc.org/workshop.htm Be Your Own A Dorothy Turner, left, of American River and Sacramento City colleges, and Andrew Peters, bottom right, a student at Cosumnes River College/El Dorado Center, testified during the mock legislative hearing.

Katherine Martinez/FACCCTS

Margaret Quan of Diablo Valley College and FACCC Legislative Advocate David Hawkins, left, portrayed senators.

s part of its efforts to encourage faculty to become Workshop participants used their new skills to testify more involved in advocacy, FACCC hosted a free during a mock legislative committee hearing. Read notes Nov. 5 testimony workshop, "Be Your Own from the workshop at wwwfaccc.orglworkshop.htm. Advocate," at the state Capitol. If you'd like to bring this workshop to your area, are FACCC Legislative Advocate David Hawkins and interested in the FACCC Advocacy Network, want to serve Daniel Kim, a legislative aide for Sen. Sarah Reyes (D- on the Legislative & Advocacy Committee next year, or Fresno), shared tips on communicating with and lobbying want a copy of the step-by-step lobbying guide, "In Your state legislators, and how to prepare for testifying before Own Backyard," contact FACCC at (916) 447-8555 or legislative committees. faccc@aolcom. Ai; 73 FACCCTSdi December 9999 www.faccc.org 31. Leadership FACCC Lobby Day FACCCTOTUM

Management is doing things right; leadership is doing the right things. Peter Drucker Monday If you want a place in the sun, March 20 you've got to put up with a few blisters. Abigail Van Buren If you want to truly understand something, try to change it. Mark your calendars! Kurt Lewis

Only the weak are cruel. Gentleness can only be expected from the strong. Leo Buscaglia Watch for details at There is a time in the life of every problem when it is big www.faccc.org enough to see, yet small enough to solve. Mike Leavitt Read the FACCC Sheet on lobbying your legislators: The moment of victory is much too short www.faccc.orgipubs.htm to live for that and nothing else. Martina Navratilova

Do what you feel in your heart to be rightfor you'll be criticized anyway. You'll be damned if you do, Non-Profit Org. U.S. Postage and damned if you don't. Eleanor Roosevelt PAID PERMIT NO. 144 It is well to remember that the entire universe, with Sacramento, CA one trifling exception, is composed of others. John Andrew Holmes FACULTY ASSOCIATION OF CALIFORNIA COMMUNITY COLLEGES, INC. EDUCATION INSTITUTE Man has responsibility, not power. 926 J Street, Suite 211, Sacramento, CA 95814-2790 Tuscarora proverb TEL (916) 447-8555 FAX (916) 447-0726 [email protected] www.faccc.org A diplomat... is a person who can tell you to go to hell in such a way that you actually look forward to the trip. CHANGE Caskie Stinnett SERVOCE REQUESTED If the only tool you have is a hammer, you tend to see every problem as a nail. Abraham Maslow The reputation ofa thousand years may be determined by the conduct of one hour. Japanese proverb Great spirits have always encountered violent opposition from mediocre minds. 7 4 Albert Einstein Journal of the Faculty Association of California Community Colleges Volume 6Number 3 March/April 2000

Scholarship and Public. Policy 4 What lies ahead in the new millennium for the community colleges?

Find out at the FACCC Conference in Long Beach, September 21-23. 4 We have planned the first-ever Education Summit, and educational workshops on subjects from lobbying to technol- a ogy in the classroom. The conference is spon- sored by FACCC, the

FACCC Education Institute, and the FACCC- a PAC. 4- Meet with experts in 4 the fields of education, A politics and business, and key community members.

This is one conference you can't afford to miss! 0 I 75 Registration Form

Name Group Discount10% off 0 With five (5) or more full-conference registrations submit- College ted together from a single campus. (Group discounts do not Address apply to single-event registration). City, State, Zip Code Special Offer for Faculty Joining FACCC with Conference Phone Registration: 0 Subtract one year's FACCC dues from the regular conference E-mail address price. A signed FACCC payroll deduction card must be Full Conference Registration Fee enclosed with registration. (September 21, 22, and 23) Special Needs: O Regular Price$349 0 Vegetarian Meals O FACCC Members $299 El Wheelchair Access O Part-time faculty and retirees$249 0 Other Special Accommodations O Part-time or retired FACCC Members $199 Reserve your room at the Queen Mary early. We secured ,a great O CCC Students (non-faculty)$99 room rate on this historic luxury liner; it's convenient and Partial Conference Registration (single days) loaded with ambience. Act fast, before the rooms are sold out! 0 Thursday or Saturday only $99 ($79 for FACCC members) * Register by April 30 and save $50 off your conference O Friday only (includes Education Summit)$175 ($149 for registration fee. We'll contact you in June to remind you to FACCC members) apply for staff development funding. O Single Event or Meal (other than Ed Summit) $39 Total Enclosed Early Registration Discount$50 (Full conference only) 0 Check 0 Credit card # O Registration must be received by April 30 with a $50 mini- exp. mum nonrefundable deposit.

1)CCC Education Summit. For this first-ever event' we have 3)National and state elections. We have the latest information assembled statewide experts to address the vital role on the national and statewide elections. Come to the FACCC California Community Colleges will play in the 21st century. Conference and you'll hear about the campaigns and Aat Legislators, business leaders, the media, educafors and you can do from campaign consultants, policy gurus and community leaders will discuss the needs and future of the expert colleagues. Whether it's bore vs. Bush or Bradley vs. California Community Colleges. You'll hear first-hand how McCain, we'll have the educational scoop for you. the political and economic environment will impact com- 4)Enjoy the elegant Queen Mars host to royalty, movie stars, munity colleges. Panelists include Sacramento Bee political presidents and world leaders for many decades, with great columnist Dan Walters, Former FACCC and CCC-BOG presi- ocean and city views, and wonderful on-board restaurants dent Larry Toy, Superintendent of Public Instruction and promenades. And right across the water are museums Delaine Eastin, Assemblyman Alan Lowenthal, Long Beach and a fabulous aquarium. You can even take a boat tour to Mayor Beverly O'Neill and CCC Chancellor Tom Nussbaum. Catalina Island after the conference. 2)Technology training and funding. "Technology: Face to 5)Receive training from experts in various fields, including face, or all over the place?" is one seminar track in the pedagogy, business, politics and more. conference, and qualifies for TTIP funding. Call your staff development officer to apply for these funds. If you have 6)Have fun! Renew old acquaintances, network with faculty questions, please contact FACCC. throughout the state, and have a good time. Come on out to Long Beach! See updateIt www.faccc.org/conf.htm

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Jim Stanton of A MiraCosta College, tttl Az on a proposed t retirement option, V IN* p.36 Sabri Bebawi of Long Beach City Ro and Golden West Colleges, on The 4.wvta. sgtvattdyk,,,,, Nonnative Myth, ittAohY T p. 26 Teri Bernstein of Santa Monica College, on the 50 percent law, p. 32 Doreen Koller of Rio Hondo College, Getting the on College for Youth, p. 13 John McFarland of Governor's Sierra College, on The Big Test, p. 27 Ron Russell of Att ntion Monterey Peninsula, College, on teaching, p. 24 David Wolf of the Accrediting Commission for Community and Junior Colleges, on Project Renewal, p. 19

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4 www.faccc.org nirMarch/April 2000 ilir FACCCTS Oi-FACCC Getting the aifferfECf92, MeMn©H Page 6 BOARD OF GOVERNORS The question on everyone's mind is "How can the California Community EXECUTIVE COMMITTEE PRESIDENT Colleges get the governor's attention?" Read about FACCC's efforts to put Carolyn Russell community colleges on the governor's radar screen. Rio Hondo College VICE PRESIDENT John R. McDowell, Jr. Los Angeles Trade-Technical College

TREASURER Mary Ann Newport Mira Costa College The Big To Fah Page 27

PAST PRESIDENT The Big Test: The Secret History of the American Meritocracy tells how two Evelyn "Sam" Weiss university presidents, in trying to restrict admission to the most talented Golden West College students, gave birth to the S.A.T. But the author fails to deliver on his GOVERNORS-AT-LARGE promise of an exposé, says history professor John McFarland of Sierra Alma Aguilar Southwestern College College. And an opportunity is lost to answer the real question: What proof exists that the S.A.T really measures "aptitude"? Ricardo Almeraz Allan Hancock College

John Baley Cerritos College Valuing Ethic boa Own Lknitiot namPage 32 Frances Chandler The section of the education code known as "the 50 percent law" requires Santa Monica College that the California Community Colleges spend half their budgets on Zoe Close 50 instruction. Teri Bernstein of Santa Monica College analyzes how the state Grossmont College Chancellor's Office instructs college administrators to interpret this law, Clo Hampton and comes up with surprising results. West Valley College

Richard Hansen DeAnza College John Jacobs 7 Open Letter to Gray Davis 15FastFACCCTS Pasadena City College 8 Letters to the Editor 20Rich Leib Talks with FACCC Reona James Cosumnes River College 9 Hearing Presents Opportunities 21Call for Nominations

Chaumonde Porterfield-Pyatt 11 Recruit Members, Receive Gifts 22Faculty Focus: Bill Cornett College of the Sequoias 12 New FACCC Members 30WWW.FACCC.ORG Margaret Quan Diablo Valley College 13 College for Youth 37What's Ahead in Retirement

Sondra Saterfield Ca hada College ACCC EDITORIAL POLICIES Richard Valencia Fresno City College EXECUTIVE EDITOR FACCCTS is the journal of the Faculty Association of California Community Colleges, a nonprofit professional association promoting unity and professionalism Carrol Waymon Jonathan R. Lightman San Diego Mesa College among California Community Colleges faculty, and the FACCC-Education Insti- MANAGING tute, FACCC's subsidiary for information dissemination and professional develop- Robert B. Yoshioka EDITOR/DESIGNER ment. FACCCTS is published four times during the academic year, Allan Hancock College Katherine Martinez offering information, analysis, and provocative points of view about the politics, philosophy, and practice of education. FACCCTS' primary purpose is to COMMUNICATIONS provide a forum for faculty and the CCC "community." Opinions expressed are EXECUTIVE DIRECTOR COMMITTEE those of the authors and do not necessarily represent those of FACCC and FACCC- Jonathan R. Lightman Jean Lecuyer, chairmanEducation Institute, their boards, general membership or staff. FACCCTS publishes letters to the editor, commentaries, and other contributions on a space-avail- Linda Cushing able basis. FACCCTS reserves the right to condense and edit all text according to Janis Haag The Associated Press style and as deemed necessary. For a copy of writers' guidelines, Mary Ann Newport please call FACCC at (916) 447-8555, fax (916) 447-0726, e-mail faccc@aolcom Robert Yoshioka or write to: FACCC, 926 J Street, Suite 211, Sacramento, CA 95814-2790. Visit the FACCC Web site at wwwfaccc.orgfor Web-exclusive articles, essays, faculty opin- ions, analysis, legislative alerts, book reviews and special offers for members.

FACCCTS AirMarc h /A prI 2000Tii www.gaccc.org 5 '019 caMT MCDffW go' iT_':r2E) C@CDW®E2CDEft zUftriaTgr2 ov. Gray Davis ow do we get the governor's attention? spoke That question has been on the mind of about his every California Community College state budget and leader. As FACCC has met with reporters covering education proposals higher education and the state budget, the same during a Jan. 11 question has come up again and again: how are you luncheon with the getting the governor's attention? Sacramento Press Answer: We're working on it. Club and State With a booming California economy and state Information Officers surplus, FACCC and other community college Council. advocates hoped that Gov. Gray Davis would give FACCC asked, the CCC system top priority in his education "Governor, in your agenda. This hope began when Davis promised the State of the State FACCC Board of Governors to support commu- address, you men- tioned UC and CSU. nity colleges by helping increase funding. In Davis' FACCCTS Given that the first year as governor, FACCC worked on translat- Gov. Gray Davis discussed California Commu- ing those promises into reality. his state budget and education Well, it turned out that Davis' main priorities nity Colleges serve proposals Jan. 11 with the were K-12, and the University of California and 1.4 million students, Sacramento Press Club California State University systems. almost triple the and the State Information amount of students We're trying to ensure community colleges are Officers Council. on Davis' radar screen. This issue of FACCCTS served by UC and CSU combined, why didn't you mention community contains stories that touch on that subject. FACCC is continuing to work hard in colleges in your State of the State?" While Davis didn't share his specific plans for commu- conveying the colleges' importance to the state's nity colleges, he replied, "First of all, I have great respect for economy. Our challenge is to make sure commu- the work community colleges do. And their roles are going nity colleges receive the increased funding they deserve, and desperately need, in the state budget. to be increasingly important as technology requires more Katherine Martinez, Managing Editor and more skills from the existing workforce. Because community college is the best place to go back and obtain the skill that is necessary either for promotion or to keep your own company productive. "Moreover, roughly 50 percent of the people admitted to the University of California come out of community colleges. And finally, community colleges are really a f2o1;thp: second chance at going to a four-year college. As you know, p.7---7-Ppen-Lett9rtot.fie Governor you can be admitted without even graduating from high p. 9Hearing Presents OpPortunides school. And if you do well enough, you can be admitted 1:3--College for Youth into the University of California and the Cal State system. 5 Actor Helps Santa ,Monica College "In the State of the State, some governors have taken the approach, they want to say a little bit about everything. p. 20Leib Seeks r-aculty I've tried to focus on just four or five large topics. That Tech p. 22-3ringing:JD2stinction to Diesel doesn't mean I don't fund, or have interest in, or support, a p. 31Qyestion of the Month whole variety of other things that are in my budget. I just p. 32---. he 50 Percent Leo- pick four or five things to talk about."?fir

0 mfulta7.17acce.ov7DiArkirchlapvt102000 Dili FACCCIO A 7 7, rr to Gem, our commitment to improving K-12 would also like to see emphasis on continuing to education is again demonstrated in your improve instruction. Community college Jan. 10 budget proposal. students' needs do not cleanly fit into the broad FACCC agrees that California must build missions. A four-year degree is important, but, a solid foundation if the red brick institutions given the economic status of many students, are to be effective. But the California Commu- getting a good job may come first. We can help nity Colleges are also an integral part of students prepare to transfer; we can't make them California's social and economic fiber. We have do so. talented and resourceful faculty, provide As open-access institutions, community invaluable community links and are the state's colleges face many educational challenges; best educational value. Carolyn Russell for example, non-native speakers, students We provide college education for less without high school diplomas, and high than kindergarten prices. According to the California school graduates who are not ready for college-level classes. Postsecondary Education Commission, the state gives Community colleges are especially accountable to the $4,110 per Full-Time Equivalent Student to community communities we serve. colleges, compared to $6,537 per K-12 student based on Community service is a familiar concept, given that the average daily attendance. State and federal funding per average community college student is a working adult. community college FTES is way below that of FACCC would like to discuss your vision for these students. California State University ($10,294), and University of Community colleges are, as the name indicates, at the heart California ($15,109).With 1.4 million students, the CCC is of 107 communities. the largest higher education system, serving a diverse Your health and human services agenda is powerful. population that will be California's future. Community Many community colleges have fitness centers and faculty colleges have the will to serve, though not the financial trained in senior wellness. We could integrate these into wherewithal. But more about that later. your plan, if given the funding. Community colleges help improve K-12 learning. Mind you, it's not that community colleges don't have Many campuses have "College for Youth" programs (see page enough to do and operate $2,300 per student below the 13) with fee-based courses that community college instruc- national average. We are a bridge from K-12 to four-year tors teach. K-12 students can take, for example, public colleges and the last hope for many students. Though we're speaking, arts in action, and learn how to use Windows and not an untapped asset, we may be an under-recognized one. the Internet. Access to advanced placement classes is Community colleges need higher, predictable funding (our another concern. UC's online program is a partial remedy, share of the Proposition 98 split with K-12 has ranged from though FACCC wonders if the schools and students most 11.85 percent to 9.45 percent), money for facility renova- in need have the necessary online resources. Community tions, equipment for vocational education programs, and colleges can help, not only with the actual teaching, but also improved technology and faculty development funding. with introducing students to the college environment. Ironically, as our responsibilities have increased, our Remediation is another community college strength. percent of FTES revenue has decreased proportionate to On average, 60 to 70 percent of students entering commu- the other higher education segments. California's economy nity colleges need basic skills remedial classes. We provide is thriving; community colleges are limping. It's time to these, completing some of the work of high schools, invest in and invigorate community colleges. acknowledging the K-14 relationship. If given the re- With a state surplus of about $9 billion, a half-billion sources, community colleges could intervene earlier. One dollar addition to the CCC budget would be a great start. idea is a formal program that sends seniors to community Empower us to continue providing the state with the college for college preparation. We can help those students educated, tax-contributing citizens it needs. We want you to before they get to C SU. include us in your educational vision for California. Ai' Naturally, accountability is also a CCC priority. Partnership for Excellence demands that community Carolyn Russell is president of FACCC and teaches English at colleges meet "performance goals." Community colleges Rio Hondo College in Whittier. Her e-mail address is [email protected]

FACCCTSair March/April 200'0ffir www.faccc.org 7

1 Praise For FACCCTS, Web Site Former Director Lauds Progress

Were have I been? In the span of only a year, you It'sbeen 13 months since I ended my formal relationship seem to have transformed yourself! with FACCC. Let's face it, after 17 years, it was like Today before tossing out your journal, something leaving a child. I had separation anxiety, but that's all gone. prompted me to check it to be sure I was still current on I just want to let you know how impressed I am with the legislation and laws pending, etc. What a wonderful direction FACCC has taken. surprise I had in store for me when I discovered the Jonathan Lightman has restructured the association, interesting articles you included by teachers about increasing faculty participation in education and advocacy teaching. efforts, staff development, conference planning, policy As a result, I decided to take a look at your Web page, development and membership, and it's working. He is which used to be solely dedicated to the business end of building an association that will thrive because it's faculty- teaching and to legislation. Again, another big surprise. driven. You have managed to produce an amazing Web site with David Hawkins and Jonathan, working with the terrific resources and have humanized it with books, CDs, FACCC board and collaborating effectively with other discounts, etc. faculty groups and organizations, have crafted strong Thank you, thank you for broadening your focus. It policies in the community college circles and the Legisla- took awareness and a lot of work on your part, but I think ture. As I talk to legislators, I find that FACCC is continu- you will draw many others like myself back into the ing to increase its legislative credibility and clout. community of teachers. FACCC's leadersPresident Carolyn Russell, Vice President John McDowell and the Board of Governors Alyse Steidler are articulate and savvy, and understand current and future English Skills Department community college issues. The board is committed and Santa Barbara City College enthusiastic and will make certain that FACCC continues via e-mail to be in the forefront. FACCC's publications have never been stronger, thanks to Katherine Martinez's talents. I can't wait to read the next piece by John McFarland. Imagine my joy to have spent the last 19 years listening to and reading the works of a true Renaissance man. Finally, all the FACCC staffers continue their com- mitment to the association and handle all those meetings and phone calls from thousands of teachers. Way to go FACCCers...you are taking the association into new directions, and the possibilities and successes are unlimited.

Patrick McCallum Patrick McCallum Group Sacramento, CA via e-mail

FACCCTS welcomes letters via mail (FACCC, 926J Street, Suite 211, Sacramento, CA 95814-2790), fax (916) 447-0726, or e-mail [email protected]. Please keep letters under 250 words and include your name, address, and daytime phone number for verification. FACCCTS reserve; the right to edit letters for length, clarity and style.

8 www.faccc.orgtli MarchlAprIl 2000tli FACCCTS Special Hearing Provides Opportunities

oenry Kissinger had a philosophy that students leaders, Sergio Carillo and Juanita Price, out of disequilibrium comes an who told how the overreliance on part-time Hpportunityalbeit a limited one faculty had distorted conditions on their cam- for a new equilibrium to arise. puses. A new equilibrium is what the California Three highlights stand out. First were the Community Colleges sorely need. observations of Assemblyman Mike Briggs, a Vis-a-vis the Chancellor's Office, the former part-time faculty member. His mentor consultation process, and CCC Board of waited 20 years in the community college part- Governors' meetings, last summer and time ranks to attain a full-time job. He fall were not good times for faculty. died before realizing his dream. FACCC, along with other faculty Jonathan Lightman The second highlight was Hannah- organizations, deemed the atmo- Beth Jackson's string of questions. sphere to range from overt neglect to Jackson had thought that once she downright hostility. retired from the Legislature, she would seek a part-time Given the process by which the government develops position at a community college. At the hearing, she said the state budget, fall should have been the time that all sides she would have no interest in pursuing such a position since could congregate on a budget agreement for this year. the pay rate is so poor. Instead of focusing on our real and collective challenge The most compelling part of the hearing was convincing Gov. Gray Davis to make community colleges a Wildman's probing inquiry of the Chancellor's Office staff priorityinternal divisions prevented developing a consen- on its failure to help solve the part-time faculty situation. It sus. was revealed that the Legislature must become far more This divisive atmosphere provided new impetus for an involved in such problem-solving because solutions are not informational hearing at the state Capitol on the issues sufficiently forthcoming from inside the college system. facing part-time faculty. While such a hearing had been At the end of the hearing, part-time faculty members discussed since last summer, its urgency became more (along with their full-time faculty allies) once again had a apparent with the growing realization that the internal sense of worth, hope and optimism. processes would not, on their own, address part-timers' Following the hearing, however, came the reality of the needs. governor's budget and his State of the State. Once again, Working closely with Assemblyman Scott Wildman community colleges were not given their due financially, (D-Glendale), FACCC and cosponsoring organizations and not recognized for their significant contribution. Community College CounciVCalifornia Federation of Using the hearing as a springboard, the legislative Teachers and Community College Association/California response has focused on opportunity. From Democrats to Teachers Association, chose Jan. 12 for the hearing. While Republicans, legislators have taken a renewed interest in all officially sponsored by the Joint Legislative Audit Commit- aspects of community colleges. Of particular note is tee, it was open to all legislators on related policy and Speaker-Elect (D-Van Nuys) who has budget committees. declared community colleges one of his top priorities. Exceeding all faculty expectations, many key legislators This all isn't due solely to the hearing, but it played a came to participate, and even more listened or watched from significant role. Conversations unheard of a year ago, on their offices. such issues as stable funding, Proposition 98, and even The hearing presented a unique and focused opportu- program improvement, are suddenly taking place. nity for faculty members to tell their story, and for the A new energy has arisen. A new opportunity is Chancellor's Office, administrators and CEOs to respond. available. ei Both part-time faculty members on the FACCC Board of Governors, Margaret Quan and Robert Yoshioka, (the Jonathan Lightman is executive director of FACCC. His former, representing FACCC; the latter, representing e-mail address is JLFACCC@aoLcom. Communications Workers of America) participated as witnesses. Equally significant was the testimony of two 83

FACCCTS AirMarch/April 2000h www.faccc.org 9 A op A

Reception Highlights Community Colleges

ito FACCC Executive Director Jonathan Lightman and President Carolyn Russell meet a faculty member at the Feb. 12 FACCC-Political Action Committee C Reception at the Yr , California ia Democratic Party state convention in San Jose. FACCC-PAC will host a reception at the state Republican Party convention in September.

FACCCTS

The Feb. 12 FACCC-Political Action Committee Sergio Carillo and Policy Director Juanita Price of the reception at the state Democratic party convention California Student Association of Community Colleges. was a smashing success. Thanks to all FACCC members, family and friends It was the only reception sponsored by a community who attended. Special thanks to event chairwoman Miriam college group, and thus provided great exposure for Rosenthal of Foothill College. community college faculty. FACCC-PAC will host a reception, tentatively set for Elected officials such as Assemblywoman Ellen Sept. 16, at the state Republican Party Convention in Palm Corbett, Assemblywoman Sheila Kuehl, Assemblyman Springs. George Nakano, Sen. Jack O'Connell, and Assemblyman See more reception photos at www.faccc.org. Howard Wayne mingled with faculty, FACCC leaders and FACCC-PAC contributes money to the campaigns of students. community college supporters. Candidates are fund-raising Also in attendance were Vice Chancellor Christopher for the 2000 elections. Help FACCC increase its political Cabaldon from the state Chancellor's Office, and President influence by donating to the FACCC-PAC. See page 25 for a form, or visit wwwfaccc.orglabouthtm. Ai

84

10 www.faccc.orgAir March/Aprll 2000fli FACCCTS fillffit141-(1T-11-ffilffitEll

This year's voyage has a few nautical You need not do it alone. Call your miles to go. So now is the time to "first mate" Lyndon Marie Thomson, follow-up with those passengers FACCC Field and Membership that have not joined FACCC. Director, at (916) 447-8555. Share with them why you're a FACCC has found that the most member. Tell them, "This is an effective way of getting new association you need to belong members is for two people to to "Then look them in the eye, meet with a prospective mem- hand them the life preserver ber. If you help with the intro- (membership card) and ask ductions she will do the them to complete it right recruiting and you could then and there. earn a cruise for two. FACCC's strength is directly proportional' Don't forget, the newly-hired faculty members to the size of its membership. can receive a free membership until June 2000.The following FACCC members have signed Just write NEW HIRE on their card. on new "passengers." Keep up the good work!

July 1999 through February 2000 Sponsors

Teresa Aldredge 9 Maryellen Flores 1 Ternot MacRenato 1 Carolyn Russell 2

Ricardo Almeraz 1 Ted Foster 1 John McDowell 8 Sondra Saterfield 2

Courtenay Anderson 1 Hugh Garhardt 1 Tom McMillan 1 John Smith 9

Homer Arrington 1 Maria Godwin 1 David Miller 1 Joan Stroh 1

John Ba ley 3 Josie Gutierrez 1 Nancy Millick 1 Richard Valencia 18

Don Bandy 1 Clo Hampton 24 Debbi Moffat 1 Ellen Wall 1

Lenora Barnes 9 Richard Hansen 7 Mattie Moon 7 Sam Weiss 1

George Carlson 5 Loretta Hernandez 2 Judy Myers 2 Kelley Wells 1

Edward Casson 1 Marion Heyn 1 Mary Ann Newport 6 Lance Widman 1

Zoe Close 1 Sidne Horton 1 Bob Pierce 1 Rhonda Williams 1

Jim Custeau 8 Alvin Jenkins 1 Del Redding 1 Barbara Wright 3

Pat Deamer 1 Karl Kratz 1 Ralph Reiner 1 Robert Yoshioka 2

George Drake 2 Chelsie Liu 1 Darleen Roach 4 David Young 2

85 New Members

These new FACCC members joined between Aug. 6 and Jan. 31. Please welcome them to the FACCC family. If you see them in the halls, say "hi" and let them know they've made an important decision in their professional lives. Want to help recruit new members? See vvavw.faccc.org/mgm.htm or contact Field Director Lyndon Thomson at (916) 447-8555.

Allan Hancock College Los Angeles Harbor Pasadena City College Jinhee Trone Orrin Cocks Edwin Burling College Jo Buczko Paula Begin Barbara Fink Kathleen Keller Preston Rose Kathryn Taylor John Gamber Ky-Duyen Huynh Los Angeles Mission Redwoods Del Norte Sharon Brown David Merson Maria Hoglund-Kettman College Philip Freneau Santa Barbara City Linda Shoemake Kit Shan Wong College Jan DeLapp Liliana Urrutia David Garza Bernard Marquez Thomas Mahoney Brenda Chan Mark Pursley Robert Kizziar David Morley James Tappenbeck Henry Welsh Los Angeles Pierce Brian Tessler James Edmondson Cabrillo College College Richard Scrivner Blake Barron Mark Eastman Albert Britton Susan Aminoff Nancy Frampton Santa Rosa Junior John Horner Donald Sparks Javier Renteria College Diane Putnam Rick Wagner Luise Ehrhardt Steven Jones Susan Baldi Susan Slater Clyde Ortiz Los Angeles Southwest Todd Martinez Melissa Kort Steve Hodges Lisa Hays College James Phillips Jeffrey Diamond Jane Gregorius Foothill College Gabrielle Arvig Rio Hondo College Ellindale Wells Alex Taurke Patricia Gibbs Jay Adler Barbara Hughes Tatjana Omrcen Denise Lim Fresno City College Los Angeles Trade-Tech Victoria Sartwell Mary Vercoutere Canada College Clifford Garoupa College Catherine Burkhart Ruth Elowitz Romy Thiele David Davenport Britt Napoli Kathleen Mitzen Elisa Conti Sally McGill Susan Yates Los Angeles Valley Lauren Kearns Santiago Canyon College Cerritos College Eric Fletcher College Alexander Taber Patrick Callahan Greg Ohanian Jacqueline Harless-Chang Oliver Thompson Elizabeth Baez Joan Natata Sheri Ostrand-Hess Lou Albert Kevin Taylor Craig Poole Teresa Sutcliffe Angela Block Elizabeth Waterbury Brian Rutishauser Dana Lubow Michael Severson Sierra College Carlo Vecchiarelli Geraldine Santos Leticia Carranza Dianne Heimer Connie Sturm Allen Siroky Jane Mathews Robert Slobodian Dorrie Fisher 1 ulie Niles Karen Wong Kristin Sullivan Theodora Adkins Julie Dennis-Hlad Southwestern College Gailynn White Rhonda Williams Susan White-Cooper Mary Livingston Jack Wood Linda Mendez Dan Jenkins San Bernardino Valley James Woolum Layne Hayden MiraCosta College College Rebecca Roth Shelly Hahn Loretta Teng Christy Coobatis Laura Gomez-Guillen Victor Valley Comm. Jack Call Luis Contreras June Porto College Anna Knutti-McGarry Marilyn Glenn Kathleen Laughlin Hope Shaw James Wilson Coastline College Fullerton College Victoria Noddings Jerry Wellnitz West Hills College Nancy Jones Deborah Woelke Kathy Striebel Douglas Welch Cindy Montgomery Mission College Sheryl Gobble Antoinette Wheeler David Perez Myo Myint Jerry Fenwick Daniel Widener College of Marin Glendale Community Carmen Musat Myles Clowers Alma Narez Acosta Paul Da Silva College Daniel Franco Gerald Ramsey Dave Smith Jiwon Moore Leigh Sippel Jose Salgado Marcus E Butler Laura Demsetz Golden West College Linda Cochran Gwyn Enright May Du Bois Sharron Clark Keith Johnson Jeremiah Lynch Lloyd Thomas Elaine Schaefer Michele Hensman Monica Rivas John Hammond West Valley Mission C. Bruce Johnston Grossmont College Lamp* Leong Ternot MacRenato College Maria Fernandez Leslie Lawrence Mark Garrett Berta Harris Kristin Sullivan Shawn Abbott Christy Brown Sidney Forman Gregory Allen Philip Maas Andrea Zarate Erlinda Estrada San Francisco CC John Julaine Rosner Michael Graves Catherine Cox Adams CT Michelle Reed Byron Cross Jill Tucker Gail Greenwood Jennifer Norris John Whitmer Columbia College Lake Tahoe Community Yolanda Coleman San Francisco City - Elizabeth Perelli Paula Clarke College Lynn Zummo Phelan Heidi Janes Walter Morris Mt. San Antonio College Diana Lininger Clementina Golaw Andre'e Valdry Debbie Cavion Karl Smith Christopher Clark Abdirashid Yahye Elvira Kantorov Helen Lawrence Jennifer Irvine Stanley Benkoski Pamela West Los Angeles City College Linda Allen-Kodama Sunny Clark Florence Pirofski Cosumnes River College Analya Sater Mt. San Jacinto College Alvin Jenkins Rebecca Cisneros Michael Pereira Harry Kennedy Richard Rowley II San Joaquin Delta Melanie Lewis Laszlo Cser Orange Coast College College John Almy Kakwasi Somadhi Norman Schwab Greg Clark Harry Mersmann Mark Hunter Dana Cohen Joanne Suozzo Santa Ana College Hamid Hamoudi Kathy Bimber Pamian Barvarz Nancy Daly Terri Clark Elaine Carter Melissa Wilhoit Tamyra Lammlein Marc Blake Brenda Wright Joyce Wagner Karen McGurk Robert Jenkins Virgil Watson 8 6

12 www.faccc.orgnir March/April 2000 Ai FACCCTS Innovative Program Forges Partnership That summer, we also offered a youth class on Rio by Doreen Kaller, Rio Hondo College Hondo's campus and subsequently have offered "Super Saturday" classes for youth during the fall and spring io Hondo College resurrected its College for Youth semesters. Teachers who work for us also are trained in the program last year to better connect with our K-8 interactive format and are supervised so that the classroom partners in education. The result: a creative environment is no longer teacher-centered but child- partnership of minds and talent. driven. Ding-Jo Currie, vice president of Economic and From this initial connection, many opportunities have Community Development, had heard about a Texas developed for Rio Hondo College to work with the local program that developed interactive, academically motivat- school districts. Examples include assisting in "Read ing curriculum for K-8 classrooms. She Aloud" days and providing "Poetry Work- sugested that Jean Petty, dean of Corporate shops" on campus. We have arranged for and Community Development, and I go to local schools to tour our campus theater Dallas to learn more about the "Voyager" department, police academy and observa- program. The result has tory. We have sent our faculty members to After a week's training using the been a schools to consult with teachers on curricu- curriculum, Jean and I returned home stronger lum design in the performing arts area. In excited about the prospect of offering this communication addition, faculty members have also given curriculum to our local school districts. In presentations to students on topics involv- so doing, we'd be able to forge new links with ing medicine, geology, forensics and poetry. with potential future students, part of our elementary The result has been a stronger commu- college's goal as promoted by President Jess nication with elementary and middle school Carreon. and middle children, the most important audience for We launched our first outreach last school the message that Rio Hondo College is summer when we facilitated and moni- children... close by, accessible, friendly and attainable. tored 42 summer classes in the El Rancho If we don't reach them at this early stage of Unified School District, six classes in the' their learning experience, we fear that we El Monte School District, and four classes may lose them forever. in the Valle Lindo School District. For two A secondary benefit of this partnership six-hour days, I conducted teacher training has been the training and education that with the help of my colleague Steve Katnik, director of we're sharing with local teachers. We're establishing a environmental technology. The training introduced the partnership of professionalism and excitement that fosters teachers to a new way of establishing classroom organiza- excellence in teaching. School faculty members not only tion that empowered children to make decisions and teach learn what we're all about, but we're also learning what each other. Teachers also became students and experienced they're doing. the dynamics of curriculum-driven learning stations, This relationship is helping us at Rio Hondo to better partner pairing and team formations. We developed understand and know our future students and what their guidelines for acceptable group behavior and leadership needs will be. tlii responsibilities. As an ongoing continuation of the connection between Doreen Kaller is the College for Youth coordinator at Rio Hondo Rio Hondo College and the school districts, I visited the College in Whittier. school sites throughout the summer. With Steve's help, I was able to assist teachers with curriculum questions and Are you involved in an innovative program at your college? observe classroom dynamics to ensure the quality of the FACCCTS would like to hear about it. Please contact program presentation. Managing Editor Katherine Martinez at faccc @aol.com or [email protected]. 8 7

FACCCTS At March/April 2000?h www.faccc.org 13 POWER, RACE, AND GENDER IN ACADEME STRANGERS IN THE TOWER?

Shirley Geok-lin Lim and Maria Herrera-Sobek, eds. Genaro Padilla, contributing ed. With the assistance of Susan Y. Najita

$11-0/1Se, WI 16 TOW0,1 AVAILABLE FEBRUARY 2000 viii & 212 pp. Cloth ISBN 0-87352-269-9 $37.50 Paper ISBN 0-87352-270-2 $18.00

L7.-he civil rights movement of the 1960s minorities face in advancing their careers, as t..._ and the affirmative action programs well as strategies for overcoming those obsta- enacted in the 1970s held great promise for cles; the backlash against affirmative action;, people of color, women, anti gays and and the implications of gender, sexuality, race, seeking careers in higher education. Now, at and power in the classroom. While many of the beginning of the twenty-fit-7,i, cell i oiy, the essays ,L1. counts 0i what iitthe status of ilicse traditionally under thCittithoM' S'allgele3, c7AileXI.j.0-11 a; a represented groups in. El'oglish and foreign whole reveals the complexity of academe's -, language departmems across the United :response to the challenge of faculty diversity, States?The eleven essays collected in this Power, Race, and Gender in Academe is an volume describe individual African American, excellent resource and teaching guide for Chicano and Chicana, Native American, junior faculty members as they enter the Asian American, gay and , and white '.,.profession. Administrators and senior female experiences in academe. Representing colleagues will find in the volume thoughtful a wide variety of fields and career paths in the discussions of hiring and tenure practices, profession, the authors explore topics such as :classroom and service evaluations, and other. marginalization, alienation, and persistent departmental procedures and their effects on discrimination; the obstacles women and a multicultural faculty. MODERN LANGUAGE ASSOCIATION 10 Astor Place, New York, NY 10003-6981Phone 212 614-6382Fax 212 358-9140 88 When you join, please feel free to Online Courses introduce yourself to the list and ask "I had no idea what Receive Funding any questions which may be of The U.S. government is backing the Santa Monica College concern to you. We look forward to development of dozens of internet- was. I thought it was a engaging conversations. based courses. According to the Jan. place for losers. [But] Questions? Contact Paul 28 Chronicle of Higher Education. The Simmons at FACCC, (916) 447- Education Department's Learning without it, I'm quite 8555 or, paulq6r9s@aacom. Anytime Anywhere Program, which sure I wouldn't have Book Reviewers supports the development of become an actor." Have you read an interesting book Internet-based courses, had its funds for grants doubled in an appropria- recently that might interest your Dustin Hoffman tions bill President faculty colleagues? Consider writing a 450-600 signed in December that finances the Labor, Health and Human Services, word book review for FACCCTS. Actor Helps Santa and Education departments. FACCC has review copies available Monica Campaign The grants funding increased for some titles; see a link at Actor Dustin Hoffman spoke at an from $10 million for the 1999 fiscal wwwfaccc.org/books.htm.But we will October event that launched Santa year to $23.94 million for the 2000 consider any books that have not Monica College's $25 million fund- fiscal year. Recent Education Depart- already been reviewed in FACCCTS. raising campaign, the Los Angeles ment cuts left the grants program See a link for writers' guidelines and Times reported, discussing how he with $23.27 million. had been a lost young man with a deadlines atwwwfaccc.org/pubs.htmor contact Managing Editor Katherine Sen. , a Nebraska weak academic record who enrolled at Democrat, agreed that most members Martinez at FACCC or the college as a last resort. of Congress are still bewildered by the k7martinez@aotcom. He told reporters that the concept of online education. But he assumption that the "best and Thank You said that lawmakers have come to brightest" go to elite universities "an Thank you to the following legislators support the program as they've unfortunate prejudice." "I bought into who attended the Jan. 12 informa- learned more about it. Kerrey runs the that prejudice myself," he said. But tional hearing on part-time faculty Web-based education commission, those who attend college even though issues, held by the Joint Legislative which is to submit a report to they can't afford four-year universities Audit Committee, and to the many Congress in May on educational "are probably the smartest kids. They others who listened or watched the software used in online courses. are the most driven...we have it hearing from their offices. Kerrey said the federal grants help cockeyed." Committee chairman and colleges and universities followed the Listserve for Faculty Assemblyman Scott Wildman (D- lead of private-sector companies, FACCC has started a listserve Glendale), assemblymembers which change in order to stay specifically for newer California Hannah Beth Jackson (D-Santa competitive in the market. "You either Community College faculty to Barbara), (D- innovate, or you die," he said. connect with each other and glean Martinez), Lynn Leach (R-Walnut Online Teaching Tips wisdom from other faculty who will Creek), Dave Cox (R-Rancho Suba Subbarao was concerned when participate on the list. Cordova), Gloria Romero (D-Los Angeles) and Mike Briggs (R- she noticed that students in her We would like to invite you to online courses had a higher dropout join the list and the discussions. Fresno), along with senators John rate than those she taught in person, To join, e-mailFACCC-Newhire- Vasconcellos (D-San Jose), Dede the Chronicle of Higher Education subscribe@onelist com. Alpert (D-San Diego) and Richard Alarcon (D-Van Nuys). reported Jan. 28. That insight helped See p. 23 for how to join the her halve the dropout rate in her listserves on part-time faculty and online courses, by making it known general community college topics. 89 up front that her course wasn't an easy

FACCCTS doMarch/April 2000tlir www.faccc.org 15 A, and by giving more attention to course providers and companies data students having trouble. capabilities so companies can discover Subbarao, who teaches at what courses their workers are taking Oakland Community College in and how they are doing. Auburn Hills, Michigan, now warns students in an online orientation Internet Ownership about the rigors of the course and her Debates over the ownership of high expectations, and points them to intellectual property are mounting as Web sites that give tips for succeed- the Internet creates opportunities to ing online. capitalize on writings, lecture notes, She keeps close tabs on students' and inventions developed by univer- progress; anyone who is late with an sity faculty members, reported the assignment gets an immediate Jan. 28 IP Law Weekly Online. The personal e-mail message. Instead of American Association of University posting announcements on an Professors has formed a special group electronic bulletin board, she e-mails to review intellectual property issues each student. Students responded such as the sale of class notes and positively to the personal attention. create policy proposals. Subbarao was able to decrease the istance Ed Grows dropout rate from 36 percent in The number of U.S. distance educa- winter 1997 to 10.5 percent in winter tion programs rose by 72 percent, to 1998. 1,190, from 1995 to 1998. That's arketOace PE]anned according to the to second survey of EduPoint.com is trying to aggregate distance education programs by the most of the educational courses U.S. Department of Education. eCalPERS.com offered by North American institu- According to the Jan. 7 Chronicle tions, both public and private, of Higher Education, the National 60% reduction in according to the Jan. 24 issue of Center for Education Statistics found origination fees Interactive Week. The start-up intends that 1,680 institutions offered a total to create an Internet marketplace for of about 54,000 online education education, and EduPoint.com already courses in 1998, with 1.6 million 24-hour access to claims over 1.5 million courses students enrolled. Certificate pro- your loan Staus available at roughly 3,000 institu- grams grew from 170 to 330 during online tions. The company is offering free the same three-year period. access to corporations for their Growth in degree and certificate employees. programs, however, resulted more e100% Financing* EduPoint President Jeff from the expansion of online offer- (call for details) Creighton says educational providers ings by institutions with existing are happy to pay the commission of 6 distance learning programs than from percent to 12 percent of the course fee additional colleges creating online (877) 895-PERS (7377) because they get access to thousands education courses. In 1998, 44 Web: eCaIPERS.com of potential students, without percent of higher education institu- spending more on marketing. tions offered distance education EduPoint.com is also offering courses, up from 33 percent in 1995. 1OW C131PERS course providers tools that will permit Lessons for Teachers COM them to upload their course catalogs The U.S. Department of Education TOE BELT ltJlll 011UNI to EduPoint.com's database more has created the Gateway to Educa- easily. The company is also offering 9 0 12/15/99 continued on next page Licensed by the California DRE# 01214770 16 [email protected] oliF March/April 2000 FACCCTS tional Materials (GEM) Web site to Assembly- provide teachers with lesson plans at man Ted no charge, according to the Dec. 16 Lempert issue of Wired News. (D-San GEM was created by the Carlos), chairman National Library of Education and of the the ERIC Clearinghouse at Syracuse Assembly University The lesson plans were Higher culled from online sites for federal Education and state governments, nonprofit and Committee, commercial entities, and universities. spoke with More than 7,000 items are available the at the site. Schoolteacher Mary Beth FACCC Blegen says, "GEM offers a quicker board at way to get at materials that are very its Nov. 19 specific lesson plans that are already meeting. done. At least there's a guide to work with, and that's better than [sorting University of Pennsylvania, created a savvy instructors, meeting the new through] pages and pages on the Web site for his union chapter. It teachers' expectations will require a Web." GEM has been online since provides information on the union's commitment of money and other 1998, but the Education Department perspective of negotiations and has resources. didn't want to promote the site until helped "rally the troops." www.iup- enough resources were online to Home Loans Available apscuf.org/ make it useful for teachers. Ca1PERS and iOwn, Inc. are Organizing on the Web Tech is worry for CCs providing online home loan origina- Information technology is one of the tion capability for the 1 million Pennsylvania faculty members are topics community college leaders Ca1PERS members. using the Web to teach protest worry about most, the Chronicle of The Ca1PERS Member Home etiquette, the Nov. 5 Chronicle of Higher Education reported Nov. 5. Loan offers many features that Higher Education reported. College presidents want their protect the member against interest "Introduction to Picketing" is an staffs to be "learning about technol- rate increases and high loan fees. online tutorial intended for the ogy," and their professors and The Ca1PERS Member Home professors' colleagues, and is one way students to be "learning with tech- Loan Program recently opened up its faculty has used the Web to organize nology," said Mark D. Milliron, one program so that it is available to and prepare for a possible strike of 15 authors of a new book from the CaIPERS members (active, inactive, during their year-long contract League for Innovation in the and retirees) nationwide. negotiations with the state system of Community Colleges. Milliron For more information, contact higher education. became the league's president/CEO toll-free 877-895-PERS (7377) or Union organizers for the on Dec. 1. visit the iOwn/Ca1PERS Web site at Association of Pennsylvania State The league surveyed 523 www.eCalPERS.com. ?it College and University Faculties had presidents and chief executives for reached a tentative agreement with Taking a Big Picture Look @ the state system in late October, For The Record Technology, Learning and the making a strike unlikely. But organiz- Community College, and found that Accuracy is one of FACCCTS' ers said their experience has demon- integrating technology into teaching priorities. It is FACCCTS' policy strated the Web's usefulness to the was one of their highest priorities. to promptly acknowledge errors labor movement. But many colleges still have a long in this standing column. Contact Steven F. Jackson, an associate way to go. And at institutions begin- Katherine Martinez at (916) political science professor at Indiana ning to replace retiring faculty 447-8555, [email protected]. members with younger, more tech-

FACCCTS March/April 2000 Air www.faccc.org 17 91 CALL FOR PROPOSALS LEAGUE FOR

INNOVATION 2000__ _ CONFERENCEC ON INFORMATION TECHNOLOGY. IN THE. COMMUNITY COLLEGE

November 15-18, 2000 Anaheim Convention Center Anaheim, California The League Invites You to Participate The League's 16th annual international Conference on Information Technology (CIT) is the premier showcase of the use of information technology to improve learning and teaching, student services, and institutional management in community and two-year colleges. Come share your ideas and experiences in our continuing exploration of how information technology is transforming education.

Program Tracks for Forums, Roundtables, Special Sessions, Learning Center Courses, and Hands-On Labs Applying Technology to Learning and Teaching Distance and Asynchronous Learning Innovations in Information Technology Infrastructures Leadership, Technology, and Change Student Services in the Information Age Technology and Partnerships Vendor Solutions and Demonstrations

Sponsored by the League, with support from more than 100 of our corporate partners, and cohosted by Coast Community College District and Foothill-De Anza Community College District. TO SUBMIT A PROPOSAL: Visit our Web sitewww.league.orgfor CIT online proposal submission or request a printed proposal form by contacting the League: Conference on Information Technology League for Innovation in the Community College We look forward to receiving your DEADLINE: , 2000 26522 La Alameda, Suite 370, Mission Viejo, CA 92691 submission and to seeing you in TEL (949) 367-2884 FAX (949) 367-2885 Anaheim this fall!

Allyn & Bacon I I I The Leader in Professional Higher Education Resources! ...And We're Listeninff. Now ta. Califrrut The University 41200 The Adjunct Professor's Guide to Success of Sarasota offers: Richard Lyons, Marcella L Kysilka, & George E. Pawlai ISBN: 0-205-28774-3 $29.95 A distance learning model for I The Online Teaching Guide working professionals Ken W. White & Bob H. Weight Master's or Doctoral Programs in ISBN: 0-205-29531-2 $29.00 Business, Education and Counseling Designing andTeaching an On-Line Course Short-term residency requirements Heidi Schweizer in California or Florida ISBN: 0-205-30321-8 $29.00 Regionally Accredited Programs Flexible entry points Email Us Today For Your FREE Catalog! Call us today for more information at [email protected] 1-800-377-061 7 or apply on-line at www.sarasota.edu Phone: 800.278.3525 Fax: 781.455.1294 E-mail: [email protected] W University of Sarasota Mail:Allyn & Bacon,160 Gould Street,Needham' Heights, MA 02494 California Campus*: 3745 West Chapman Ave., Suite 100Orange, CA 'This instaution has received a temporary approval to werate from the Bureau for Private Post-Secondary and Vocational Education in order to enable the Visit Bureau to conduct a quailinvecoon of the tnstrtubon. The University of Sarasota is accredited by the Commissar of Goleges of the Soulhem Association of us atwww.abacon.com/professional Co. and Schools IB66 Southern Lane. Decatur. GA 30033-11197. 404 679-4501 to award Sachebis, Master's. 1 and Doctoral r ees 92 18 www.faccc.org /0 March/April 2000tli FACCCTS Accreditation & The Evolving Notion of Quality

services to student skill requirements to faculty by David B. Wolf development. As colleges embrace distance learning, such issues as ccreditationand here I will emphasize accredita- appropriate organizational structure, support staff, instruc- tion that is institutional in its focushas not been tional and Student support services, and copyright policy known for changing at Internet speed. take on new significance. Changed, typically more special- But the pace is picking up, and is ized, roles for faculty are appearing. New likely to accelerate in the immediate institutional forms are emerging regularly, future, due in major measure to changing including virtual colleges and consortia of notions of quality in the American context ---1-11ereasintig lyr-various configurations. Outsourcing is a generally, and in higher education more common practice, and the variety of in particular. students are services acquired through contracts is There was a day when the quality of a attewd expanding. Many colleges have interests in college was linked exclusively to its serving international students, sometimes resources (buildings, faculty, books, etc.) more than in their home countries through agree- and these were the major focus of accredi- one ments with foreign institutions.

), tation reviews. Beginning in the 1970s, Finally, quality assurance as a discipline organizational.processes (curriculum institution is impacting regional accreditation. The development, goveranance systems, etc) siMUlta- Pew Charitable Trust, for example, has been emerged as important, and in the 1990s investing in pilot projects that would institutional outcomes, especially learning neously. significantly alter accreditation practice. outcomes, were added to the mix. One approach, referred to as "the academic 6 :As the Accrediting Commission for audit'," would place primary emphasis on cOn'Irritmity and JunioiColleges begins I examination of internal institutional quality 1"ProjeCt Renewal' - comprehensive review of itself with control systemt (is opposed to the more functionally the objective of updating standards, policies and operating oriented traditional accreditation standards). Another practicethe motivations for change come from several experiment is adapting the organizational systems criteria sources. American society is giving special emphasis to designed for the Malcolm Baldrige National Quality convenience of access and accountability. Recently released Award to apply to higher education. And accreditors are

information from the U.S.Department of Education putting technology to work to improve processes. For points out that a majority of degree-completing students example, this year one institution designed its self-study do not take all of their coursework from a single institution, such that some information would be supplied through a and that increasingly, students are attending more than one Web site, permitting the visiting team to work with institution simultaneously. Partly in support of "life-long up-to-date information. learning," federal, state and private efforts are supporting While changes are being made to ACCJC policies and the proliferation of distance learning opportunities. At the procedures on an ongoing basis, Project Renewal represents same time, institutions are.expected to be ever more a major effort to be responsive to evolving notions of specific in stating their purposes and demonstrating exactly quality in community colleges. We hope to improve upon how these purposes are being achievedwitness that over our Operations, including the revision of accreditation half* states,.like'california, are turning to "performance standards and the examination of an alternative approach. budgeting " devices. There will be many opportunities over the next two years Higher education itself is putting pressure on for faculty participation in the project through surveys, task accreditors. As the "learning paradigm" has gathered forCes, focus groups and the like. I want to thank the adherents, the importance of developing measures of Faculty Association of California Community Colleges for learning at the course, program and degree level has the chance to brings all this to your attention. eh increased. The manner in which technology is changing David Wolf is executive director of theAccrediting Commission access to information is impacting everything from library for Community and Junior Colleges.

FACCCTS March/April 2000fre WWW.f accc.org93 19 Leib Seeks Faculty Ideas, Perspectives

tich Leib, Gov. Gray Davis' first appointee to the California Community Colleges RBoard of Governors, met with the FACCC board at its Jan. 28 meeting to learn about faculty concerns. Leib, whose mother is a teacher, lives in Solano Beach and is vice president of legislative affairs and municipal services for Lockheed Martin. He holds a baChelor's degree from UC Santa Barbara, a master's in policy analysis from Claremont College, and a law degree from Loyola Marymount. Leib listened to FACCC leaders and guests' perspectives on such topics as college funding, Partnership for Excellence and the part-time/full- time faculty ratio. "I'm entering at ground zero," said Leib, who emphasized that he was open to hearing faculty members' concerns and their proposed solutions to problems. "There are various elements that make up the process," he said, "and there need to be solutions coming from the people." FACCCTS Leib said he's had a long-time friendship with Assembly Speaker-Elect Robert Hertzberg (D-Sherman Another key to success, Leib said, is for community Oaks), who has told FACCC that community colleges are college groups to work together and condense their desires one of his top priorities. to three main messages. "He thinks it's the potential answer to some problems Leib said he'd like to keep the communications lines as we enter the new millennium," Leib said. "You have a open with faculty: "I would be happy to help in any way I real strong ally in the new speaker designate." can." AI's A confidant of both Davis and former Secretary for Davis has made two other appointments to the CCC Education Gary Hart, Leib also gave his perspective on the board: governor's views of the community college system. He said Davis is focusing on certain projects, such as Galt resident Leslie Wang, a media specialist for San teacher-development and community service, because he Joaquin Delta College since 1980, has helped expand wants tangible results. Community colleges may be able to distance learning services and has taken an active role in catch the governor's attention if they bring him proposals the shared governance process. She serves on the college for innovative programs, tied to policy, that accomplish presidential search committee and as chair of the this. If the community colleges were bolder than UC and Community College Committee of the California CSU on, say, community service, Davis might be inter- School Employees Association. Wang holds a bachelor ested, Leib said. of arts degree from UC Santa Barbara. Another way community colleges could get more Tarzana resident Julie Korenstein has served on the Los attention, Leib said, is to find icons in entertainment and Angeles City Board of Education since 1987. She holds business, and convince Davis to appoint these luminaries to both secondary and elementary teaching credentials. the CCC board. As an example, he pointed out Santa Monica College's recruitment of actor Dustin Hoffman to help in its fundraising campaign. 94

20 www.faccc.org MarchlAprIl 2000 Ili* FACCCTS FACCC

FACULTY ASSOCIATION OF CALIFORNIA COMMUNITY COLLEGES

NpMINATE A FACCC MEMBER FOR THE

Full-Time Faculty Member of the Year Award an outstanding full-time faculty member who promotes faculty interests at his or her campus, district and other levels

Part-Time Faculty Member of the Year Award an outstanding part-time faculty member who promotes faculty interests at his or her campus, district and other levels. John Vasconcellos-Advocate of the Year Award an outstanding faculty advocate

For an application call FACCC at (916) 447-8555 or visit wwwfaccc.org

Awards to be presented at the FACCC Annual Conference Queen Mary Hotel Long Beach, California September 21-23, 2000

Some Past Honorees

John Vasconcellos- Full-Time Faculty Member Part-Time Faculty Award Advocate of the Year Award of the Year Award Timothy Dave, Chris Storer and Marjorie Lasky, Thelma Epstein Bill Scroggins, Lee Haggerty, Emily Strauss and Mona Field Charles Donaldson, Leon Baradat, Cy Gulassa, Larry Toy, Barbara Schnelker and Edith Conn Bringing Distinction to Diesel Technology

How' have you been teaching? Bill Cornett I started in 1972 as a part-timer at Cypress College. I was a Ford Motor Company technology rep. I've taught full-time ® Instructor & Coordinator, since 1992 after being laid off from CSU Long Beach Isuzu Corporate Program, [which closed its diesel technology program]. Regional Diesel Technology, Center, Transportation What do you love about your job? Technologies Division, Seeing the students doing well and improving their Citrus College in Glendora personal pride. It's not just teaching the technology. I show Part-time instructor at them how to shake hands with people, physical grooming (12 for an interView. I also try to make them 'aware that years) and California State University, Long Beach's education is a continuing process. They're more confident' (14 years) when they leave the class. They learn people skills and are Originally from San Diego more 'impressed with themselves. A lot of them do very' FACCC member since 1996 well. One former student, Micah Radnich, who's 19 years old, is the youngest service writer Freightliner of Anaheim has had. [Freightliner is the largest maker of trucks in the Bill Cornett runs the largest diesel technology U.S.] He evaluates problems with the trucks, interacts with program in the state and in the western U.S. He the customers. supervises seven part-time instructors (five of Education is paramount. It can solve most, if not all whom are FACCC members) and two part-time assistants 'our problems. If all,the prisoners had AA,degrees, they who teach day, night and Saturday classes. The program' probably' wouldn't be in the prisons. Educatiori improves has been featured in numerous magazines, most recently in self-esteem; it improves focus and direction, communica- one from Japan. In June 1998 Fleet magazine named Citrus tion skills. College's diesel technology program one of the top three in What has been your greatest challenge? the country. . Getting funding for the additional items to make the "As far as I know, we're the only community college or , Overall program work well and look 'good. Lack of backup university with a corporate-sponsored truck program," funding, support people to clean the shop, order supplies. Cornett told FACCCTS. The Izuzu Corporate Program began in fall 1995 with the help of Dr. Isaac Romero, the What has been your greatest accomplishment? former vice president of instruction, David Goldstein, the My greatest accomplishment recently has been organizing former dean, and a $2 million federal/state grant. Last and getting this large department running smoothly. We semester, 21 students were enrolled. About 100 usually doubled the size of the program, from 125 to 250 students, apply, 60 will interview, and Izuzu chooses 20 to 25. in five years. We almost doubled the size of the facility with "We have a lot of things most schools don't have," the original grant money. We're the first community college Cornett said. "[The corporate sponsor] funds us with program in the state to have a regional program. Dr. Louis instructors, equipment, and pay all the students' tuition and -Zellers, the college president, was instrumental in making costs (books, parking, student body fees, training aids) and sure the program was,finished on time. help place students in jobs at dealerships." Citrus also has a If there were one thing you could change' about your job, Toyota-sponsored automotive program. what would it be? Cornett spends a lot of his personal time and money I have a big facility with equipment, vehicles, tools. If I had maintaining the program, participating in various activities support people, I could do more for students: recruit (such as the summer "College for Kids" classes in which people, get funding. youngsters learn to dismantle and assemble engines and cars) and guest-speaking at schools to help market the What teaching tip would you like to share with your program. The result: donations, letters of praise, and colleagues? recognition that help boost the program. I'd say the biggest is taking an active interest in your students. Talking to them, listening to their problems. A lot continued from previous page of student§ don't have anyone'to,talk to. I've had homeless don't have a clue what teachers have to do for what they're students. The second thing is to follow up with classroom paid, besides teaching the class. activities, make sure they understood and completed the That's why a lot of young people don't go into teaching; assignment. they see what their teachers go through. I know that A lot of people call the community college system a FACCC takes a vested interest in funding and improve- second chance. If we can educate people, we'll have less ments in technology. Mechanics need to re-certify every problems in society, we won't have to put as much money in four years because many of the technologies they learned are the welfare system and prisons. We're really in the people obsolete. business. It serves all aspects of society. Ill was governor, I'd .mandate thit everybody after high school has to complete What's one thing most people don't know about you? That I'm still a big kid [laughs]. My mother asks me if I still two years of corrimunity college before they're 26. have my motorcycles: "You can't be 54 and have motor- Why is being a FACCC member important to you? cycles." That's'probably why I relate to the kids so well. tli I probably would've been a member earlier, but I was never approached. I read a mailing to the college, thought about it Do you know a FACCC member who should be spotlighted? E- and sent it in. Because the teachers in California, including mail [email protected] with the subject "Faculty Focus." community colleges, are really being shortchanged in many areas. Many people, both in the public and in government,

Join the FACCC Listserves

FACCC is moving its listserves. To discuss community colleges issues with your colleagues via e-mail, join the lists by e-mailing:

[email protected] (for general California Community College discussions)

.. CCC7PartTime-subscribe0onelistIcorn part-tifne faculty issues)

[email protected] (for issues of concern to faculty hired in the past five years)

Leave the subject and message blank, or simply write "SUBSCRIBE." A Note on the FACCC Listserve for New Faculty Members FACCC understands that new faculty members are concerned about learning the ropes, working toward tenure, figuring out the maze of bureaucracy both locally and statewide, and making sure they're the best possible teachers. FACCC has started a listserve specifically for newer California Community College faculty members to connect with each other and glean wisdom from other faculty members who will participate on the list. To join, e-mail: FACCC-Newhire-subscribe@onelistcom (leave the subject and message blank) When you join, please feel free to introduce yourself and ask questions about topics you're concerned about. Contact Paul Simmons at paulq6r9s@aoLcom if you have questions.

9 7

FACCCTStliiMarch/April 2000Ilir.w w.f a cec.or g 23 Showman, Salesman, Scholar

pomposity and pretension. Humorless and somber teachers rby Ron Russell, Monterey Peninsula College frequently value knowledge, but not people. Without personality or wit, they place little value on a joke or a On my first teaching assignment more than 20 sincere smile. Often they have strong minds, but cold years ago, I stood broken-hearted before a class spirits. The crime they commit in a class is they are not of listless evening students in my creative lovable. Lacking charisma, they are dull, bookish or writing class. perfunctory. Their classrooms have a morgue-like atmo- I realized I was a rather painful caricature of a teacher. sphere devoid of laughter and life and animation. When Although I was competent, conscientious and courteous, their students grow bored or restless, these teachers secretly and was certainly imparting a wealth of or overtly charge them with inability or information, I was clearly failing to indifference. captivate, inspire or entertain the Such teachers ignore the character students. I floundered before them, of their times by not realizing that unsure of my role, unsure of my goal. modern students are bombarded with That night I drove home with tears in entertainment, and hunger for humor my eyes for having been so utterly - and amusement, even when they are boring and officious. learning. Of course, instructors need not During the 30-mile drive, I (and must not) turn themselves into strained to crystallize my own feelings buffoons, nor their classrooms into about a modern instructor's role in circuses. Indeed, they must never forget education. I made a mental list of the that foremost they are educators, not best and worst teachers I had had from court jesters. Yet like entertainers, they grammar school through the university. must become skillful in timing, pacing, I asked myself what made the best ones improvising, storytelling, balance, effective, charismatic and well loved. presentation, projection and humor. Suddenly, I realized that all the By "salesmanship" I mean instruc- best teachers possessed the attributes of tors must be cogent, persuasive, business- being "showmen, salesmen, and like and professional, and must realize scholars" in equal measure. Those that students often don't know what is teachers generally blended the three qualities seamlessly, truly important to learn. The teacher but were also able to summon them forth individually to fit must continually reaffirm the subject matter's relevance and their students' needs and moods at any particular moment. importance by selling and motivating students to buy the I saw the errors of my ways! I had been a drag and a bore, intangible, precious merchandise of education. Too many and layered beneath this silly facade were my true teaching instructors assume students enter a class possessing the strengths: my humanness, my humor, and my love of same appreciation for the subject as the teacher. Yet, in fact, writing and literature. even postgraduate students may fail to see the importance Perhaps this epiphany was born as much from of mastering the coursework at hand. As a salesman, the youthful naivete, ebullience (or delirium) as philosophic teacher must repeatedly show them the profit in their labor. insight. And perhaps in the name of modesty I should To achieve these endsto convey a love for the subject concede that the results of this pondering might not add matter, to demonstrate its importance to their future any new dimensions to pedagogy for other teachers. But professional and personal livesthe teacher must be a seeing the role of teacher molded into these three distinct master marketer. segments helped me form a standard for my own abilities. I have also selected the word salesmanship because it Allow me to explain my use of the terms. connotes service, and the finest instructors I've seen reveal a Instructors who love their work exude "showman- sincere desire to serve the students. This attitudewhen ship." They radiate enthusiasm, humor and personality sincere and not obsequiousconstantly reminds the unlike teachers who believe that education must always be students that instructors are toiling for the students' sake, a "stern" business and often beleaguer students with their not the reverse. Some teachers shudder when I propose 24 www.faccc.orgfl March/April 2000 Ai FACCCTS 98 treating students like paying customers, for they imagine lessly embrace, reject, or jumble everything together. the approach will cost them a lack of respect or a loss of Instructors must not be ambivalent, vacillating followers authority. Quite the contrary, when teachers convince who fall prey to every new theory, but they must students that their welfare is paramount, the teachers are unflaggingly question their old techniques and pursue new rewarded with genuine affection and esteem. To me, ones that are more effective and enjoyable for students. "salesmanship" also entails the utmost courtesy, so instruc- Thus in keeping with this simple premise, perceptive tors, like astute merchants, never place their "clients" in instructors must forever carry a pedagogical shovel to either embarrassing or demeaning situations. To achieve our bury or exhume theoretical principles, new or old, which goals, we must safeguard the students'our clients' they know through intuition, experience or education to be psychological comfort. valuable or valueless. For what is more deadly than a My use of "scholarship," of course, is obvious. Teacher teacher who has allowed old techniques to fossilize into competency is the foundation of any classroom. Only fools inane and ineffective habits or who allows new, unfounded assume work for which they are not qualified. Students techniques to supplant better time-tested ones? soon uncover fraudulent instructors who are unprepared or Labeling these major components as "showmanship, ineffectual, and these students soon vanish from the salesmanship, and scholarship" has helped me perfect my audience of those who cannot teach clearly, simply and classroom presentations. Each component also reminds me effectively. to focus on students' needs and not my own. Generally, Indeed, experiential and educational preparation are when I find my classes going poorly, I also find that the key factors in a teacher's success, but the acumen to select solution lies with me:Today when I am having problems in only relevant and functional knowledge coupled with the my class, I stop and ask myself where I might have lost a ability to convey this knowledge succinctly, clearly and balance in these three components. When I restore the logically are equally important. balance (and at times this can be done overnight), my Moreover, as theories in pedagogy whirl in perpetual problems generally vanish.fir revolution, scholarly instructors must always be alert and Ron Russell, a former newspaper editor, began teaching about receptive to new techniques and strategies, yet remain 25 years ago. He teaches at Monterey Peninsula College and the cautiously eclectic. Surely no single theory, method, or Naval Postgraduate School in Monterey. technique can suffice to answer all the needs of all learners at all times. How easy it is for some of us to dip haphaz- Do you have a story to share on teaching techniques? ardly into aspects of every conceivable method or mind- FACCCTS would like to hear it. E-mail faccc@aolcom.

FACCC-Political Action Committee contributes money to the campaigns of community college supporters. Candidates are fund-raising for the 2000 elections. Help FACCC increase its political influence by filling out this form today, to begin contributing or to increase your contribution. Mail to FACCC, 926 J Street, Suite 211, Sacramento, CA 95814-2790.

FACCC FACCCTSMAROO

Employee Name (last) (first) PAYROLL DEDUCTION $5.00 per month College name Employee # Li $10.00 per month $25.00 per month Department $ per month PAYROLL DEDUCTION AUTHORIZATION To : Community College Dis- trict: You are hereby authorized to deduct from each of my regular salary warrants the amount ABOVE in addition to my regular FACCC dues, and transmit these deductions to the Faculty Association of California Community Colleges, Inc., without further liability to 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.

Date LSignature of Employee The Nonnative Myth skill in designing instructions targeting these areas of by Sabri Bebawi, language problems. & Golden West College Understanding, as sometimes is the case, sharing students' linguistic and cultural background contribute to Nativeness" in English (or lack of thereof), may be a positive learning environment. Furthermore, nonnative an issue when applying for an English as a Second English-speaking teachers often function as models of Language/English as a Foreign Language successful language learning and can empathize with their teaching position. students' experiences as second language learners. 4 The credibility of nonnative English-speaking teachers The myth that the ideal ESL teacher must be a native- is often challenged on the grounds that speaker of English will not disappear on they have an "accent" or that they do not its own. In order to dispel it, both admin- look "American," meaning white Anglo- istrators and nonnative English- speaking Saxon. ' This may force such teachers to be e m teachers must take active roles. Adminis- confronted with discriminatory hiring trators need to be active listeners. They practices. Studies show that many admin- that the ideal ought to listen to the students' comments istrators in California believe that only ESL teacher about their nonnative teachers. They also native English speakers could be good need to evaluate the success rate nonnative teachers of ESL. 2 must be a part-time teachers achieve. As for the It is the responsibility of nonnative native- nonnative teachers, they must continue English-speaking teachers and educators their steadfastness against all the chal- to address the issue and to present the speaker of lenges they face. Tji argument that credibility and compe- English will Sabri Bebawi teaches advanced writing at tence, while significant matters, are Long Beach City College and reading and irrelevant to whether the teacher is a not disappear grammar at Golden West College. He recently native English speaker. It is also their on its own.. revised the English as a Second Language responsibility to educate administrators curricula for adult education at the Orange and hiring committees of the many County Community College District. benefits a nonnative English-speaking teachers may bring to the classroom. Unlike what many administrators believe, the ideal 'Rubin, D.L., "Nonlanguage Factors Affecting ESL/EFL teacher is not necessarily a native speaker. Most Undergraduates' Judgments of Nonnative English- studies agree on identifying the qualities of a credible speaking Teaching Assistants," Research in Higher Educa- teacher. Among the qualifications of a good language tion, pp. 33(4), 551- 531,1992. teacher most often stressed are training in ESL/EFL 2Kamhi-Stein, L.D. "Overcoming the Barriers Faced . pedagogy, an in-depth understanding of the English by Nonnative English-Speaking Professionals in TESOL," language and knowledge of the second language acquisition UCLA paper, 1997. process. "Nativeness" is not included.' 3Kamhi-Stein, L.D., Lee, C. & Lee, E., "Listening to In addition to these qualities a good language teacher the Voices of Nonnative English-Speaking Teachers and should possess, nonnative English-speaking teachers enjoy Teachers-in-Preparation," paper presented at the confer- several advantages. They often have an enhanced under- ence of California Teachers of English to speakers of other standing of the students' needs and an ability to predict languages, Pasadena, Calif,April 1998. language problems. In turn, they provide a much-needed 4Kamhi-Stein, L.D. (1997, March). NNES TESOL Educators.. On being role models for future profisionals. Paper presented at the annual conference of the Teachers of English to Speakers of Other Languages, Orlando, FL. 100

26 www.faccc.orgTie Marchlapril 2000tiu MCCTS The Big TestFads toDeily trained for political and social by John McFarland, Sierra College leadership and imbued with an ethic of noblesse oblige. The reviewer's First Commandment is to attend to For such a project Conant the work at hand and not berate the author for a needed a gene pool broader book he did not write. than the private academies then Yet how else is one to discuss The Big-Test by Nicholas supplying Harvard. Lowell Lemann? Its marketing stresses the unprecedented access would have thought it rummag- he got to the archives of the hyper-secretive Educational ing for diamonds in dustbins, Testing Service, whose corporate files are sealed like the but Conant hoped to recruit Vatican's. Its subtitle, The Secret History of theAmerican from the nation's best public Meritocracy, celebrates the discoveries he carried away. But high schools. And, since grades sadly most of what he tells is from other, quite accessible alone could not idcntify an sources and of far less consequence than what he left "aristocracy of talent," he envisioned a test that would locate untouched in ETS' vaults. "aptitude" (innate intellectual agility) and not simply The "secret" Lemann tells consists mostly of the efforts "achievement" (a bank of knowledge acquired in school.) In of two university presidents to restrict admission to their 1934 he admitted with full scholarships 10 mid-western campuses to the most talented and, by their consequent youths who, in addition to alpine GPAs and glowing reliance on ETS' SAT, how they transformed it into "The testimonials, sported high scores from a special SAT Big Test." The unexcavated information back in the ETS Nothing is counted until it counts. These young men, concerns the suitability of its instrument as a measure of with their downstairs ancestries, could not have gotten into student ability. The magnitude of this neglected opportu- Lowell's Harvard with a bolt cutter, but Conant held wide nity is obvious to anyone familiar with the questions that the door when he saw their SAT numbers. surround the SAT. What proof does exist that it really Henry Chauncey, the assistant dean who helped measures "aptitude?" Does it better predict college success Conant initiate the scholarship program, left in 1945 to head than other gauges? How successfully can test-preparation the ETS. It is his papers that make up the bulk of Lemann's services increase scores on it? ETS has published its official modest finds in that body's archives. A huckster with answers to all of these questions but neither the supporting Harvard manners, he proved the ideal shill for ETS. data nor internal memos interpreting them are open to The war had created many testing firms to answer the public gaze. armed forces' needs for quick means of selecting men with From Lemann, however, we hear a different story, of special talents. The same businesses now jousted for the eye the 1933 departure from the Harvard presidency of a man of campus admissions officers who faced the flood stage of whose trinity of Puritan namesAbbott Lawrence the GI Bill. Chauncey's line was that, since ETS was a Lowellseems alone to have credentialed him in his non-profit, it alone practiced the science of testing untainted station. The chemist who replaced him that year, James B. by money lust. Conant, was ordained by scholarship, not genetic inherit- Here, precisely, is what Proust called "not the practice of ance, and he wanted a different college. disinterest but its vocabulary." The ETS, after all, would Under Lowell, Harvard students could devote them- have gone broke without the $10 fee it took from every selves to intense (but good-natured) sports competition test-taker. And what is scientific about a firm that conducts and an equally exuberant carnality. The dusting of erudi- its business behind a shield of secrecy? tion that he seems to have hoped for did occur but infre- Chauncey seems not to have talked much about natural quently. aristocracies and the word "meritocracy" was not coined This was tennis with the net down but Conant wanted until 1958. Its inventor was a young British socialist who to establish more than academic rigor. He wished to transform Harvard utterly, so that its graduates gained continued on next page learning at the trunk, not merely in the bark. Beyond that a purpose: to turn out what Lemann (borrowing from Pre- Modern China) calls "mandarins," a superbly skilled elite 1 01 FACCCTS tliMarch/April 2000 a www.faccc.ore 27 continued from previous page The idea reemerged in the United States when the published a mock doctoral dissertation purportedly written sociologist and economist Thorstein Veblen distinguished in the year 2030.1 It replicated nicely the pretences of between "business" (as conducted by pirates like Carnegie) Conant by describing how the world had come to be and "industry" (which, with the guidance of engineers, governed "not so much by the people as by a the cleverest would meet the needs of society scientifically.) people." By 1932 Veblen's ideology was termed "technocracy" The same year as Young's book appeared four million and its most articulate advocate, Stuart Chase, had just Americans were college undergraduates and another half published a book entitled A New Deal. Only months later million stood at the gates, taking the SAT In six years more FDR borrowed the term for his first presidential campaign the tidal wave of Baby Boomers would crash ashore. and the economic planning embedded in some of his early Nowhere was this more painfully apparent than in Califor- programs could be called technocratic. New Deal agencies, nia, a veritable factory of youth and a state with its demog- moreover, were soon staffed by idealistic young men, raphy further skewered by young people migrating from typically from campuses like Harvard. other states. As Lemann represents Conant's ideas they seem to Clark Kerr, chancellor of the University of California, have fully matured only in the early 1940s, after the New saw in this not opportunity but disaster, a releasing of little Deal had ended. But even if he held his "meritocractic" foxes among his vines. His system had to admit high school ideas in 1933, Conant was less an inventor than a creature graduates pretty much on a first-come basis and regardless. of the concept. of qualifications. Far more to the point, Conant's ideas had almost no Lemann gets Kerr's response to this "threat" exactly impact on later events. He had wanted the mandarinate to right. Kerr devised, championed and secured legislation of a be small, even to the point of reducing his campus's total Master Plan for Higher Education solely to protect UC. It enrollment, but under his presidency post-war Harvard's would have the first pick of the high schools' harvest, student body duplicated the growth in other universities. leaving second cull to the state colleges. Their status as mere The dream of Clark Kerr, who coined the infamous term three-hold Buicks was further clarified by denying them the "megaversity," prevailed, as did Kerr's idea of "merit," which title "universities." 'Junior colleges, as they were then set the bar for admission a few notches lower and expected known, were franchised to sort through what was left. In little idealism from UC graduates. Kerr's mind this seems to have meant separating the Which brings us to Lemann's ignorance of academic huddled masses from the wretched refuse. politics. Clearly, he assumes that the goals of a university Yet like Conant, Kerr lacked faith in GPAs as a sole president will determine what happens in the classroom. determinant on aptitude and so he turned to the SAT as a Conant failed and Kerr succeeded because the latter alone second filtration device. Overnight UC became ETS' backed the kind of institution the faculty wanted. The largest customer. official natter from the emerging Cold War University Thus far Lemann leaves unsaid as much as he reveals. spoke of education but the professors spent most of their He creates the impression, for instance, that the idea of time in research. meritocracy leapt full-born from the forehead of Conant. And Harvard continued to enroll the sons of old But in 1933 the notion of a small university-trained elite families, at least when their admission could be lubricated was already a century old. Napoleon had introduced a by generous bequests. The private academies that once structure of higher ed to develop both governmental supplied the Ivies with their doltish hedonists switched to bureaucrats and military technicians for France. A critic of ferociously academic training. Public high schools, while his named St. Simon hoped to counter the brutality of accounting for more admissions than in the past, never Napolean's regime and create a world of perpetual peace by became the principle source of Harvardoids. educating young idealists"Archimedes," in his lexicon, to More importantly, ambition, not noblesse oblige, fueled replace the destructive egotism of "Alexanders." Service to college attendance. This would not have surprised historian society was so central to St. Simon that one of his followers Richard Hofstadter, who once observed that America is coined a new term for it, "socialism. governed by "a democracy of cupidity rather than a democ- racy of fraternity." 1 The Rise of Meritocracy by Michael Young. And so, the revelations that Lemann has shared with 'This honor was belatedly conferred in the 1980s, when its us, whether "secret" or not, glisten less than gold. They are meaning was diluted by for-profits like National "Univer- incomplete and not of much moment. sity." 102 28 www.faccc.org March/April 2000 elir FACCCTS This leaves untold a far juicier story, notone of CEO very idea of multiple choice testing presumes that knowl- fantasies but of ETS marketing. Note the fact that SAT edge can be diced up like convenience food,an attitude that scores rise from 200 to 800 on both the math and verbal many college instructors labor mightily to dislodge from scales, but that every score has a zero at its end. Thismeans their students.) that there are not 1,600 total gradations but 120. And then there is the question of services thatprepare Further, like the IQ(with which the SAT shares students to take the SAT. Lemann discussesa New York pretensions) most scoring places students in the middle, entrepreneur who created perhaps the first business to between 450 and 600 on each scale. The effect is that it boost test scores, but he also reports, with seemingap- takes far fewer correct answers to move froma good score proval, ETS denials that such endeavors can succeed. This of 600 to a perfect 800 in math or is a crucial matter, since a test (as Lemann verbal than from an acceptable 500 explains) must have both "validity" (i.e., to 600. [The SAT's] predictive capacity) and "reliability" (i.e. Again as with the IQ the SAT is consistent scores when the same person far more reliable at the extremes (totals value consists retakes it.) Obviously, if students can be of 400 to 700 or 1,400 to 1,600), where entirely in successfully prepped, the SAT fails by it is usually unnecessary, than in the both of these measures. The fact that it middle, where it could be of genuine supporting has never submitted the matter to an help to an admissions officer. This is bragging open and independent study exposes because a student with apical scores ETS' claims to a skepticism bordering will almost always have other indices, rights about on cynicism. like high school grades in honors which cam- One must also discount any assertion programs, whose prophetic powers are puses get the that a test can separate "aptitude" from even greater. There are other trustwor- "achievement." All intelligence testing thy predictors: the educational and most student presumes a knowledge base and the SAT socioeconomic levels of parents, the trophies. requires expertise in math up through likelihood that students will live on geometry and a vocabular range than can campus, attend full-time and not hold best be mastered by memorizing from an outside job. Since elite-campus lists of words. (The virtue of the ACT, students can usually check all or most of these boxes SAT's principle competition and the test of choice in the "correctly," the SAT score is superfluous. Its value consists Midwest, is that it overtly measures what students have entirely in supporting bragging rights about whichcam- learned, by discipline.) puses get the most student trophies. The point is not that Lemann should have devoted If the SAT were of value, then, it would be inextrapo- himself to rehearsing these criticisms. Theyare already lating the degree to which a student with (say) 1,100 total nicely developed elsewhere.' It is rather to suggest that he points has a better chance of success thanone with 1,000. might profitably have explored how the ETS files dealt In real sciencethe periodic tablecomes to mind with the value of "the big test" itself and avoided the mathematical differences signify real differences. No off -ramp that dropped him into matters of little published evidence suggests thesame for SAT scores in the significance. el; middle range. This is probably because a testing instrument confined to multiple-choice answers does not really fillet the taker. It John McFarland is a former FACCC president andwas a 1995 registers neither commitment nor gumption. Indeed the recipient of a Hayard Award for Excellence in Teaching. He student who succeeds in class by dogged effort is penalized teaches history at Sierra College in Rocklin. by the test's time restraints. Norcan creative students exhibit what separates them from others within the confines of four-choice answers. (We might add that the 'See David Owen's None of the Above: the Myth of Scholastic Aptitude, now back in print in a new edition.

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FACCCTS At March/April 2000di r www.faccc.org 29 www.faccc.org features items not available in the printed publications.

About FACCC Eind out why FACCC was named "Best Political Voice for I Community College Faculty In the State" in the Sacramento What's New News & Review'sSept.23"1999 Best of Sacramento" issue. Legislation & Advocacy FACCC updates its Web site weekly with legislative alerts, event Question of the Month announcements, news, special member offers, and more. Go to Legislation & Advocacy, where you'll find daily political Workshops news stories, text and summaries of FACCC-sponsored bills, links to Member-Get-A-Member legislators, and more. Under Question of the Month, read your colleagues' replies to Publications provocative questions, and add your own answer. Get Involved in FACCC Click on Workshops to see a calendar of FACCC events, meetings, Part-Time Faculty workshops, and details on the Sept.21-23, 2000 conference aboard the Queen Mary in Long Beach. FACCC- Education Institute Check out Publications to read guidelines for publishing your Job Opportunities work in the quarterly journal FACCCTSand the part-time faculty newsletter OffTrack.Write a letter to the editor, advertise in FACCCTSor Links on the Web site, see a list of articles featuring FACCC under"FACCC in the News," or read FACCC's press releases. Through advocacy, workshops, printed publications and cyberspace, FACCC is your professional association.

WWW.FACCC.ORG Faculty Association of California Community Colleges

104 See What You're Missingon the Web The following excerpts are from Question of the Month at www.faccc.org. February 2000

If Gov. Gray Davis offered you $50 million for part-time faculty, what percentage wouldyou apportion to (1) job conver- sion (converting part-time positions into full-time jobs) and to (2) pro-rata pay (equal pay for equal work)?

$50 million will not go far in providing full-time jobs. Moreover, we need to raise part-timers from thepoverty level until more full-time jobs can be created (remember, we have part-time colleagues working for as little as $22 per hour) and AB 1725 can be fulfilled. Therefore, the answer is obvious. If the $50 million part-timer fund is put into the budget, it should go toward part-timer pay. PERIOD.Lin Fraser

The most important issue for PTers, in my opinion, is PRO-RATA PAY. The equity issuemust be our central focus. Students and faculty deserve the respect of FT service pay and recognition. PTers deserve to be treated and paidas full service faculty, and the system deserves that we teach and act like full service faculty with appropriate office hours, benefits, pay and seniority rights. If we lobby for these things, then, maybe,more full-time positions will follow. If not, then, at least, our students will have full service faculty who are treated with the respect they deserve regardless if they teach one class or six classes.Deborah Dahl January 2000

The new "Master Plan for KindergartenUniversity" is expected to last 25years. What would be your single higheit recommendation to the Master Plan committee for California Community Colleges reform?

Separate TTIP funds into separate and distinct categories: 1) library technology and 2) distance education and related techologies. Lumping them together now causes serious problems. Library technology supercedes instructional technolo- gies in this district. The tail is wagging the dog. Library services should augment student learning,not supercede class- room instruction. Brad Lopez Start by indicating the importance and value of education and training!Charles Lunt

Keep the long view. Keep politicos and reformers out of it for at least tenyears....or more. Remember Clark Kern' attempt in the '60s?W. Jon Lambden

December 1999 An upcoming FACCCTS will explore the issue of academic dishonesty. "Doyou think cheating in the community colleges has increased in recent years? Why or why not? What isyour experience?"

It seems only a very few resort to cheating usually in desperation because theyarea failing. I try to maintain a professional atmosphere in the class and encourage collaboration, but using alternate copies ofexams and random access to questions during practicals cheating is minimized.Dell P. Redding

When I have large lecture classes cheating has beenan ocassional problem. But it is no more common than it was 25 years ago. Of course I may be unable to see or hear as well?Steve Stocking

105

FACCCTS AliMarch/April 2000,Air www.faccc.org 31 The 50 Percent Law: Valuing Education Over Administration tially reduced if the classroom teacher was not confronted by Teri Bernstein, Santa Monica College with overly large classes and that the teacher can provide the most effective guidance." (1961 bill memorandum to the governor) Editors' note: The Santa Monica College Faculty Association, an independent union, brought a legal challenge to the college If the Chancellor's Office and the CCC Board of district's implementation of the 50 percent law. The issues Governors were to return to the core values established by described here may be ultimately decided by a court. the 50 percent law, more of the funds currently allocated to the CCC would be spent on instructional costs such as Mfost of us deal with personal budgets that are full part-time office hours and improving the full-time/ of constraintshouse and car payments, saving part-time faculty ratio, tempering much of the controversy or college or retirement, emergency repairs to that arises in the consultation process. Partnership for belongings or bodies. Our core values guide our personal Excellence money could be divided based on the same split, financial decisions, and these financial decisions shape our reaffirming the need, when addressing student success lives in major ways. issues, for spending at least half the money on instruction. The California Community Colleges also make financial decisions based on core values. While the The Law governor's budget and annual legislative battles reflect the The 50 percent law was most recently updated and reaf- short-term changes in political power (which FACCC firmed about 10 years ago, but it has been on the books in helps us influence) these primarily address the allocation of some form for over 100 years. Its mandate is clear: at least new revenue to the community college system. But the core half of each college's unrestricted operational expenditures values that guide the expenditures of these resources, once must be for direct instruction (salaries and benefits of revenues have been allocated, have been established by the teaching faculty and tutors or aides supervised by teaching "50 Percent Law" (Education Code 84362). faculty). The law also states that partial teaching assign- Legislators envisioned at least half the funds going to ments must be pro-rated, and that long-term cost items instructionand a big part of the non-instructional funds like buildings are excluded from the calculation altogether spent on student services. The Legislature did not envision (see chart below). the out-of-control growth of spending on administration The problems with the 50 percent law have arisen and administrative "perks." According to the legislative because administrators generally do not like the constraint record: of a minimum spending level for instruction. The balancing The policy judgement underlying this bill (50 percent law] requirement places a constraint on what administrators can is that school districts are expending too much money on spend on themselves. Administrators want the "flexibility" administration...It is believed that the need for extensive to spend all the money without constraint. Unfortunately, counseling and administrative services would be substan- "exclusions" that go beyond the loopholes allowed in the

50 percent law balance

Direct Student service faculty Instruction Supplies and Utilities of Classified employees students Administrators and Consultants Travel and entertainment expenses Campus repair and maintenance

Outside of calculation: books, equipment, facilities, categorical, community service 7

32 www.faccc.org Ai March/April 2000Air FACCCTS 106 law and "miscodings" which obscure the reality of the expenditures can provide flexibility that does not exist in the 50 percent law itself. This is why enforcement of this Lottery Money: law is so essential. Lowering Funds for Enforcing the 50 Percent Law Instruction? The Chancellor's Office and the CCC Board of Governors are responsible for enforc- One very puzzling interpretation by the ing this law. They do this Chancellor's Office is the treatment of through rules and regula- I lottery funds. tions in Title 5, making Lottery funds (Government Code 8880.5) are auditing requirements, and required to be spent on instruction. But the reviewing forms and - Chancellor's Office documents tell college districts reports. These appear to to manually exclude their lottery funds from the provide enforcement entire calculation, lumping it with non-instructional guidelines in form, but fail expenditures like buildings. to live up to the spirit of the Our college district reports the lottery expendi- law in substance. tures on the CCFS-3 II form, a financial report filed The "Budget and every September with the Chancellor's Office, as Accounting Manual" is the "utilities" or "supplies." The result, ironically, is that a basic rulebook, but inter- district following the chancellor's guidelines can prets the law toward spend less on instruction than if no lottery money administrator flexibility and had been received. In simple math terms: away from the core value of Before lottery money spending half the budget on $10,000 in expenditures instruction. Also, according to the Contracted District 50 percent x $10,000 = $5,000 spent on instruction Audit Manual, very few items need to be examined for accuracy before district certified public accountants may After lottery money: Best case certify that a district is "in compliance" with the 50 percent $1,000 in lottery money; $11,000 total law. And the only way the Chancellor's Office would ever $5,000 before lottery on instruction bring an enforcement problem to the CCC Board of $1,000 in instructional lottery money Governors' attention is if the college district itself con- $6,000 total on instruction fessed to being out of compliance and filed for an "exemp- or: 50 percent x $11,000 = $5,500 minimum tion," which most likely would be granted. ButChancellor's Office guidelines tell districts to This is analogous to an individual taxpayer underpay- do this: ing her taxes and then calling up the IRS to request that Take the total expenditures: $10,000 she be audited! Subtract the lottery revenue1,000 = $9,000 Is this adequate enforcement? We, leaders of the Santa 50 percent x $9,000 = $4,500 spent on instruction Monica College Fa.culty Association, think not. Our suspicions were originally raised regarding the enforcement The guidelines as interpreted by the Chancellor's of this law when we saw non-instructional expenditures Office (on the annual financial report form) de- increasing as a percentage of the budget, but no change in crease the amount required to be spent on instruc- the 50 percent law compliance calculation. Our investiga- tion! tion found that not only did there appear to be problems The colleges spend the money on unique to the college, there were problems that were non-educational uses that are excluded from the 50 system-wide (see lottery sidebar). percent law calculations. Because the audit requirements are minimal, and the The colleges account for the money as educa- Chancellor's Office active enforcement of this law is tional, deducting it from the instructional portion of continued on next page the 50 percent calculation. 107

FACCCTStiff March/April 2000air www.faccc.org 33

11,1 continued from previous page In addition, we can press the CCC Board of Gover- virtually non-existent, there are easy ways for a college nors to force changes in the Contracted District Audit district that is, in fact, OUT of compliance with the law to Manual so that a level of testing occurs as part of the appear to be in compliance. Districts can miscode annual audit process that will give real assurance as to non-instructional expenses (e.g. coordinator salaries) as compliance with the law. instructional, and/or miscode operational expenditures to We can also pressure the Legislature to make minor an excludable category such as community services. This corrections in the law to limit the exclusions (that drive manipulates the percentage. There is no way that the down instructional spending requirements), and to remove "voluntary compliance"-based enforcement provisions set the Budget and Accounting Manual from Title 5 until it is up by the Chancellor's Office would ever catch these fully aligned with Education Code 84362, and an oversight "mistakes." committee with faculty union representation is in place to What a temptation this situation must present to review changes before approval by the CCC Board of administrators longing for flexibility! Governors. A separate law limiting the percentage spent on administration, or requiring a separate minimum spending What Can We Do? on student service faculty would also serve the same purpose: spending our CCC dollars where it counts most It is too expensive, too technically demanding and too time educating our students. That is our core value. tli consuming for individual unions or taxpayers to undertake correcting the problems in enforcing this law on a Teri Bernstein is chief negotiator for the Santa Monica College district-by-district basis. But we can garner support on a Faculty Association and teaches accounting and business at statewide basis for a legislative audit of this issue, to Santa Monica College. She has been a FACCC member determine the extent of the problem at the district level as since 1986. well as the Chancellor's Office involvement.

F CCC ANNUAL MEETING, March 19 F CCC LEgERSHIP LOBBY DAY, March 20 oin your colleagues for the FACCC Annual Meeting on March 19 and Leadership Lobby Day on March 20 in Sacramento. See the February issue of InFACCC for details or visitwwwfaccc.org/ lobbyday.htm The annual meeting will feature opportunities to submit and read resolutions to be voted on at the FACCC Conference, Sept. 21-23 aboard the Queen Mary in Long Beach, and hear FACCC Board of Governors candidate speeches. FACCC encourages all members to attend Leadership Lobby Day. We'll meet for a legislative training and series of briefings from 9:30 to noon. At noon, the FACCC Political Action Committee will sponsor a lunch featuring Sen. Dede Alpert, chairwoman of the Senate Education Committee. From 1:30 to 5 p.m., we'll lobby our legislators about the state budget, State Teachers Retirement System and part-time faculty issues. Community colleges struggle for public attention, which centers mostly on K-12, CSU and UC. Meeting with your legislators during FACCC Leadership Lobby is one great way of increasing awareness and understanding of faculty concerns in the Capitol, where legislators make decisions that affect your professional lives. But you don't have to wait for FACCC's annual lobby day to tell elected officials your concerns. See www.faccaorgiadvocacy.htmfor information and tips, or contact Government Affairs Director David Hawkins atadvocatedh @aol.comfor a copy of the FACCC guide "Iebb g In Your Own Backyard."

34 www.faccc.orgAir March/April 2000 tiir FACCCTS FACCC spents hundreds of dollars on postage for returned mail every year. Please help us use your membership dues more effectively by ALENDAR informing us of address changes. r MARCH 0 March 19FACCC Annual Meeting, Sacramento 0 March 20FACCC Leadership Lobby Day, Sacramento

oving date: APRIL April 1FACCC workshop for part-time faculty on Please print OLD address or attach mailing label here testifying in legislative hearings, and how to calculate retirement credit and benefits. Rio Hondo College boardroom. See www.faccc.org for details or call (916) 447- 8555. MAY May 6FACCC Board of Governors, Sacramento JULY Send FACCCTS to my NEW address: July 1Talk with your staff development officer about securing funding for the FACCC Conference. See www.faccc.org /conf.htm for details or call Paul Simmons Name at FACCC. Address SEPTEMBER Sept. 21-23FACCC Conference, Queen Mary, City State Long Beach.

Zip Code Visit "What's New" at www.faccc.org to stay updated on the E-mail address latest FACCC news and events. J

FACCCTSIMaree CCC Please Err11 Me As A FACCC MemberSponsor:

Faculty Association of Name (First) (Middle) (Last) California Community Colleges 926 J Street, Suite 211 Sacramento, CA 95814-2790 Home Address City, State Zip Code TEL (916)447-8555 FAX (916) 447-0726 [email protected] Home Phone E-mail www.faccc.org Annual Dues College Department Full-time faculty ($150.00) Part-time faculty ($40.00) Signature Social SecurityNo. I do not want 10% to go to FACCC's PAC (Full-time annual dues remain $150.00.) Payroll Deduction Authorization:

Note: 80% of your FACCC To Community College District: You are hereby authorized to deduct from each of my regular salary warrants the amount below for professional organization dues and membership dues are transmit these deductions to the Faculty Association of California Community Colleges, Inc., without further liability to the above named tax-deductible. district. This authorization shall remain in effect until modified or revoked in writing by me or the Faculty Association of California Community Colleges, Inc. 109 $12.50/month (12-pay) Ci $15.00/month (10-pay) $ 4.00/month (part-time)

FACCCTSiiiMarch/April 2000iii www.faccc.org 35 Teach & Earn Retirement Under DROP CaISTRS member or the college district. Thus, members by John Baley and Jim Stanton electing the DROP option would not in any way degrade the CaISTRS pension fund or the pension options for other retired members. How would you like to retire with Here's an example of how DROP an extra $175,000? would work: FACCC is sponsoring legisla- If you are 62 years old with 35 years of tion, carried by Assemblyman Rod Wright service credit, and assuming 3 percent (D-So.Central Los Angeles), which would annual raises, your salary history might look provide an optional retirement plan for like this for the final 36 months compensa- faculty who may need a lump sum tion that your CaISTRS benefits would be payment to pay off a mortgage, an based on: outstanding debt or to finance an extended 1998$60,194 vacation. 1999$62,000 FACCC developed the bill with the 2000 $63,860 support and consultation of California State Teachers' If you chose to retire in 2000, you would be eligible for Retirement System and the Los Angeles Faculty Guild a monthly CaISTRS benefit of $4,341 per month. AFT Local 1521. Now, still assuming 3 percent raises, your salary future CaISTRS' Deferred Retirement Option Plan would would look like this: allow faculty members to declare their retirement three to 2001$65,776 five years early. While continuing to teach, the monthly 2002$67,749 benefits they would have received will be placed into an 2002$69,782 alternative investment plan. After the three-to-five-year If you postponed your retirement until June 2003 with period, in which faculty members continue to teach and 38 years total service credit, your CaISTRS earn their salary, they will have an option monthly benefit would be $5,150, or $809 of receiving a lump sum payment or higher than if you had retired in 2000. increased monthly retirement benefits However, if you had chosen in 2000 to from the DROP investments. opt for the DROP, you would have The DROP would be a voluntary continued to work earning your salary and program available to all CaISTRS mem- district benefits. Your monthly retirement bers and would not require any negotia- benefit at that point ($4,341 per month) tions at the local level. If enacted, the would be invested in a DROP account DROP will provide CaISTRS members earning compounded tax-free interest the opportunity to continue earning their . (about 8 percent interest) until you quit salary and district benefits, while their teaching three years later in 2003. retirement funds are invested into a Thus, when you actually did retire separate account that would be available three years later, you would no longer be once their teaching tenure ended. receiving a salary from the district, but you When a CaISTRS member elects to would receive your $4,341 monthly participate in DROP, the member's service CaISTRS benefit along with your DROP credit and final average salary are frozen at account that would have accrued more the time the DROP option is taken. than $175,000. Earnings from the annual retirement If you choose to withdraw this money, pension investments are tax deferred until withdrawals are and after paying taxes, you could pay off your mortgage, made from the account. cover any outstanding debts, or take a vacation. You could The DROP plan can be designed so there are no also convert your $175,000 into a 20-year tax-free annuity additional costs to CaISTRS, and no additional costs to the 110 36 www.faccc.orgair March/April 2000 Air FACCCTS continued from previous page members a lump sum payment, or additional funds that can that would pay you close to $1,500 per month until you be invested, is a substantial financial option that faculty reached age 85. This annuity option would provide you members should have available to them. nearly $665 more a month for 20 years than if you had The good thing about DROP is faculty members can waited until 2003 to actually retire and didn't choose the make the decision that best suits their personal needs DROP option. without additional costs to Ca1STRS, other retirees or The DROP does have some drawbacks. For instance, college districts. FACCC hopes this legislation's success you will not receive new retirement benefit improvements adds to the other comprehensive Ca1STRS improvements to CaISTRS that occur during the years you are in the we're asking the governor to support this year.ist DROP plan, or receive a monthly benefit increase if substantial salary increases occur during this same DROP John Baley is chairman of the FACCC Board of Governors period. However, FACCC believes that for many faculty Retirement Committee and teaches mathematics at Cerritos College in Norwalk. Jim Stanton is a retirement committee member and teaches accounting at Mira Costa College in Oceanside.

What Else Is Happening on the Retirement Front?

CalSTRS estimates it will have more than $10 billion FACCC is also holding discussions with CalSTRS to in excess funds this yearmoney FACCC believes it pursue changes in the law that would allow part-time should spend on improved retirement benefits. facultynot their districtsto decide if they want to be in As part of the statewide Retirement Coalition, the Ca1STRS Cash Balance Plan or not. FACCC is working on a Ca1STRS package to present to The CB Plan provides immediate vesting for part- Gov. Gray Davis. timers, and ensures they will benefit from their retirement Some of the package's components that coalition investments. Under current law, districts have the authority members are discussing include: to decide whether this option is available to part-time faculty. Full compensation so all your earnings are applied toward your retirement, not just your base salary And FACCC is continuing its efforts to remedy Increasing the career bonus for teaching over 30 years districts' reluctance to accurately compute part-time faculty service credit. along with an age factor increase from 2.4 to 2.5 percent One year final compensation instead of the current three For more information on FACCC's proposed legisla- years requirement tion for 2000, seewww.faccc.org,FACCC Weekly E-mail 80 percent purchasing power to fight inflation Report, and the monthly newsletter InFACCC. Excerpts are available on the Web site atwww.faccc.orglpubs.htm. and yearly ad hoc benefits for actives and retirees thatare hi paid for based on available money.

FACCCTS t1 March/April 2000 Ai www.faccc.org 37 Misc- FACCCTOTUM

I touch the future. I teach. FastFACCCT: -Christa McAuliffe Good teachers are costly. Bad teachers cost more. The California Bob Talbert Community Colleges Who dares to teach must never cease to learn. John Cotton Dana are home to Teachers are expected to reach unattainable goals 70 percent of with inadequate tools. The miracle is that at times the state's public they accomplish this impossible task. Haim G. Ginott college students. As it is the mark of great minds to convey much in few words, so small minds are skilled at talking at length and saying little. Francois de La Rochefoucauld The sea does not reward those who are too anxious, too greedy, or too impatient. To dig for treasures shows not only impatience and greed, but lack of faith. Patience, patience, patience, is what the sea teaches. Patience and faith. One should lie empty, open, cboiceless as a beach - waitingfi)r a gift the sea. Anne Morrow Lindbergh Call for Writers, A good example is the tallest kind of preaching. African Proverb Artists Thoughts are the whispers of the soul; They are the truths of your own being. FACCCTS, the journal of the Faculty Association Maricarda of California Community Colleges, seeks contributors for articles, commentaries, teaching A home is no home unless it contains food and the tips and book reviews. FACCCTS also seeks fire for the mind as well as for the body. For human artwork, graphics and cartoons from community beings are not so constituted that they can live college faculty and students. without expansion. If they do not get in one way, they must in another, or perish. Deadlines Margaret Fuller April 24 for the June 2000 issue July 17 for the September 2000 issue Words are, of course, the most powerful drug used by mankind. Oct. 9 for the December 2000 issue Rudyard Kipling Jan. 15 for the March 2001 issue April 16 for the June 2001 issue Friendship is the hardest thing in the world to explain. It's not something you learn in school. But if For writers' guidelines, see www.faccc.org/pubs.htm you haven't learned the meaning offi-iendship, you or contact really haven't learned anything. FACCCTS Managing Editor Katherine Martinez at Muhammad Ali (916) 447-8555 [email protected] Leadership Track: Learn how to be more effective by hon- 4)Help develop FACCC policy; discuss and vote on motions ing your leadership skills at local and statewide levels on and resolutions from the floor and forwarded from the various issues. March 2000 annual meeting. And honor our faculty mem- bers and legislators of the year! 2)Policy and Politics Track Learn how to influence legisla- tion and to elect community college-friendly candidates for 5)Visit the birthplace of FACCC. Nearly 50 years (and 20,000 office. members) ago, FACCC had its humble beginnings in Long , . Beach. Celebrate with us as we begin the 2000s right back 3)Funding is available both through staff development and where Ave began. from Technology Training 'Fading,. union support, and other sources..,This could be one of the least expensive conferences you'll ever attend!

THURSDAY, SEPTEMBER 21 Other Seminars: Community Service Leadership Track: Part-time issues: "Going to the Well: Getting Answers" Change Agents/Identifying Campus Culturals And more! How to Run an Effective Meeting Facilitator Skills How to Deal with Difficult People FRIDAY, SEPTEMBER 22 How to Use Humor as A Facilitator Education Summit, ,Technology Track: Facilitated by Larry Toy, former FACCC President and CCC Board Technology At Large, Medium and Small Colleges of Governors President; now CEO of the Foundation for California Community Colleges. Funding Deals For Technology Featuring representatives from community college groups, PAC TEL Demonstration and Discussion-Using Video the Chancellor's Office, business, the media, the California Conferencing Legislature, the clergy and others; this summit will address On-Line Courses the key issues facing our system and our state in the decades Smart Board Technology in the Classroom ahead. ,Policy & Politics Track: Invited participants include: Dan Walters, political columnist for 9 The Bill Game: How Legislation Really Gets Passed Senator Bruce McPherson "Testimony. How to Influence Legislators at the Capitol" Making Faculty a Political Force Assemblyman Alan Lowenthal Getting CCC Faculty Issues into the Neivs Beverly O'Neill, Mayor of Long Beach Mock ElectionThe Real 'Election Process Linda Collins, President, statewide Academic Senate for Elect Your Candidate California Community Colleges Warren Fox, Executive Director, California Postsecondary Education Commission President of the California Student Association of Community Colleges

Continued on back page 123 Delaine Eastin, Superintendent of Public Education Tom Nussbaum, CCC Chancellor Diana Fuentes-Michel, Gray Davis's Undersecretary of Education b George Skelton, Capitol Reporter, Los Angeles Times Tom Collins, CEO, Long Beach Memorial Hospital Friday Evening Reception: Presentation of Awards to Honored Faculty Ara= SATURDAY© SEPTEMBER 23, General Session: The November 2000 Elections: Strategies, Issues, Faculty Involvement Democratic and Republican political consultants and FACCC Advocates

Lunch: Presentation of awards to honored legislators

General Session: More discussions of issues from the Conference Motions and resolutions from annual meeting and brought forward from the conference sessions.

President's Cocktail Reception Non-Profit Org. U.S. Postage The Members of the Honorary Conference Committee PAID Invite you to attend. Permit No. 144 Faculty Association of California Alma Aguilar, Teresa Aldredge, Ricardo Alineraz, John Baley, Community Colleges, Inc. Sacramento, CA Leon Baradat, Norbert Bischof, Brendan Brown, Fran Chandler, Education Institute Zoe Close, Edith Conn, Lynda Corbin, Jim Custeau, Timothy 926 J Street, Suite 211, Sacramento, CA 95814-2790 Dave, Thelma Epstein, Mona Field, Carl Friedlander, Janet Tel (916) 447-8555 Fax (916) 447-0726 Green, Clo Ann Hampton, Richard Hansen, Bud Henry, John [email protected] Jacobs, Reona James, Chini Johnson-Taylor, Marjorie Lasky, Fran Leonard, John McDowell, Mike McHargue, David Megill, Change Service Requested Gary Monell, Del Nelson, Mary Ann Newport, Erna Noble, Henry Pacheco, Chaumonde Porterfield-Pyatt, Margaret Quan, John Queen, Consuelo Rey, Carolyn Russell, Sondra Saterfield, Jacqueline Simon, John Smith, Dennis Smith, Joan Stroh, Darwin Thorpe, Richard Valencia, Janis Ward, Carrol Waymon, .Sam Weiss, Lance Widman, Hugh Wilkoff, Barbara Wright, Robert Yoshioka. JOURNAL OF THE FACULTY ASSOCIATION OF CALIFORNIA COMMUNITY COLLEGES Volume 6 Number 4 June 2000

Why the American Voters Nominated Bush and Gore, p.11

Also: Little Hoover Report Flawed, p. 8 The Internet: Pinocchio's Pleasure Island, p.24 115 Educators Value Travel FACCCspents hundreds of dollars on postage for returned mail every year. Please help us use your membership dues more $32 a night for two!* effectively by informing us of address changes. 4,000 members in 52 countries 1 in this exclusive travel network for teachers. 4 Travel Options: Moving? *B&B, House-Sitting, Home- Exchange, UK Travel Programs. Moving date:

Box 5279. Eugene, OR Pleaseprint OLD address or attach mailing label here 97405 (800) 377-3480 Visit ouron line directory! www.educatorstravelxom

Advertiser Index Send FACCCTS to my NEW address: p. 2Columbia Information Systems p. 2Educators Value Travel Name p. 12University of Sarasota Address p. 14Modern Language Association City State

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E-mail address

The, Learning Analyzerm, Let me get this straight: ...It works with my existing Power Point® in the Classroom presentations. ...It scores quizzes instantly and tracks the most difficult questions. ...And it changes the entire class from passive listeners into active participants.

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Abalyze ---) www.cinfo.com 1 800-769-0906 503-225-8418 503-225-8400 fax S [email protected] Columbia Information Systems a division of MSlnteractive interactivegroupcommunicationsystem 116 FACCC Tell Gray Davis Your Story Page 6 BOARD OF GOVERNORS FACCC Vice President John R. McDowell, Jr. of Los Angeles Trade- EXECUTIVE COMMITTEE Technical College describes how faculty members can help Gov. Gray Davis understand the community colleges better: by writing and telling their PRESIDENT Carolyn Russell personal stories of how underfunding affects them and their students. Rio Hondo College VICE PRESIDENT John R. McDowell, Jr. Los Angeles Trade- Technical College TREASURER Little Hoover Report Flawed Page 8 Mary Ann Newport MiraCosta College FACCC President Carolyn Russell of Rio Hondo College explains why the recent Little Hoover Commission report on the California Community PAST PRESIDENT Colleges fails. She says it simply doesn't provide enough concrete evidence Evelyn "Sam" Weiss Golden West College to convince us that the system lacks teaching excellence and isn't doing enough for students. GOVERNORS-AT-LARGE

Alma Aguilar Southwestern College John Baley 4 Review of Year Reveals Victories 26 Join the FACCC Listserves Cerritos College 5 Master Planners Seek Comments 29 Reply to Master Plan Questions Frances Chandler Santa Monica College 10 FACCC Awards Announced 32 The Education Summit Zoe Close 17 FastFACCCTS 33 FACCC Conference Highlights Grossmont College 21 Member-Get-A-Member 35 Web Site Offers More Info Clo Hampton West Valley College 22 Welcome New Members 36 College Hall of Fame Richard Hansen 24 The Internet: Pinocchio's 37 Book Review: The Harvest Gypsies DeAnza College Pleasure Island 38 Retirement Improvements John Jacobs Pasadena City College Gain Speed

Reona James Cosumnes River College On the cover: Blue Plate Special. Photo illustration by Chris Crewel Chaumonde Porterfield-Pyatt College of the Sequoias

Margaret Quan Diablo Valley College FACCCTS Sondra Saterfield EDITORIAL POLICIES Canada College EXECUTIVE EDITOR FACCCTS is the journal of the Faculty Association of California Community Richard Valencia Jonathan R. Lightman College's, a nonprofit professional association promoting unity and professionalism Fresno City College among California Community Colleges faculty, and the FACCC-Education Insti- MANAGING tute, PACCC's subsidiary for information dissemination and professional develop- Carrol Waymon San Diego Mesa College EDITOR/DESIGNER ment. FACCCTS is published four times during the academic year, Katherine Martinez offering information, analysis, and provocative points of view about the Robert B. Yoshioka politics, philosophy, and practice ok education. FACCCTS' primary purpose is to Allan Hancock College COMMUNICATIONS provide a forum for faculty and t e CCC "community." Opinions expressed are COMMITTEE those of the authors and do not necessarily represent those of FACCC and FACCC- Jean Lecuyer, chairmanEducation Institute, their boards, general membership or staff FACCCTS EXECUTIVE DIRECTOR Linda Cushing publishes letters to the editor, commentaries, and other contributions on a space-avail- Jonathan R. Lightman able basis. FACCCTS reserves the right to condense and edit all text according to Janis Haag The Associated Press style and as deemed necessary. For a copy of writers' guidelines, Mary Ann Newport please call FACCC at (916) 447-8555, fax (916) 447-0726, e-mail [email protected] Robert Yoshioka or write to FACCC, 926 J Street, Suite 211, Sacramento, CA 95814-2790. Visit the FACCC Web site at wwwfaccc.orgfor Web-exclusive articles, essays, faculty opin- ions, analysis, legislative alerts, book reviews and special offers for members. A A AK

recommendations for modifying Title V. The Review of Past Year changes would require community college Reveals Victories districts to develop a five-year plan to increase full-time faculty hires when colleges receive 're frenzy of finals and grades, the promise unrestricted funds beyond growth and Cost of of summer, the time for asking what worked Living Adjustment. and what didn'tthese are sure signs that the Part-time faculty: Gov. Gray Davis signed academic year is drawing to a close. FACCC co-sponsored AB 420 into law last year. Although FACCC's advocacy contin- Though it did not ultimately provide ues year-round, our fiscal and governance seniority' and rehire riglits, it increased, year finishes soon. Carolyn Russell funding for and access foloffice hours and health benefits and mandated a California FACCC focused on five major Postsecondary Education Commission funding, retirement, full-time faculty hiring, issues: study on salary patternspreliminary findings were due in part-time benefits and salaries, and Partnership for Excel- March. When CPEC did not respond, FACCC success-, lence fiscal accountability. fully pushed for a study through the state auditor, who is Funding: (1) FACCC-sponsored Assembly Bill 2337 examining the issue now Another JLAC hearing in January (Denise Ducheny, D-San Diego/Dede Alpert, D- sharpened the focus on part-time faculty issues. FACCC- Coronado), if successful, will provide funding stability for co-sponsored AB 2434 readdresses rehire rights and the the California Community College system. Its components diversity concerns of the Chancellor's Office; the Human include a property tax backfill (the same given K-12), Infrastructure fund begins to address salary issues. FACCC equalization, deficit reduction, declarations on an adhered- held workshops for part-timers on retirement benefits and to Proposition 98 split with K-12, and the systemwide techniques for testifying in legislative hearings. retention of student fees for the community college budget. Partnership for Excellence: Chancellor Tom (2) The Consultation Council agreed on an $80 million Nussbaum, at the recommendation of the Human Infra- Human Infrastructure increase in the colleges' budget. The structure Task Force, agreed to ask the California Commu- bulk of the funds is for part-time faculty benefits and nity Colleges Board of Governors to adopt new conditions salaries, the remainder for hiring full-time faculty and staff, that would ensure local collegial governance processes are salary increases, staff development, and diversity. followed and that PFE reports are reviewed in open, college (3) FACCC worked with Assemblyman Scott district board meetings before the Chancellor's Office Wildman (D-Los Angeles), chairman of the Joint Legisla- receives them. The CCC board was scheduled to decide on tive Audit Committee, to gain the committee's approval to these conditions in May. direct the state auditor to examine (a) college districts' compliance with the "50 percent law," which requires FACCC was a presence In Sacramentoat colleges to spend 50 percent of their education expenses on CPEC, Consultation Council, the CCC Board of Gover- instruction and (b) part-time faculty working conditions nors, and the task forces for Marketing Research, Education and salaries. Code Review, Human Infrastructure, Partnership Contin- (4) FACCC and the Academic Senate co-sponsored gency Fund, Student Outreach, and the Diversity subcom- workshops on the state budget in early fall. mittee. FACCC was active in the Council of Faculty Retirement: FACCC successfully sponsored Senate Organizations and sent a liaison to the Academic Senate Bill 713, for minimum allowance protection. AB 2456 meetings. Other political activities included.participating in (Roderick Wright-D, South Central Los Angeles), and the the American Association of Community Colleges lobby Deferred Retirement Option Plan bill is making its way day in Washington, D.C. FACCC hosted a reception at the through the legislative process. Working with the statewide state Democratic convention in San Jose, and will host Retirement Coalition, (FACCC's David Hawkins just another at the September state Republican convention in completed a term as chairman), we are pushing for health Palm Springs. coverage, increased age and career bonuses, Rule of 85, and FACCC will continue to translate sound educational other benefit enhancements. values into public policy. ni Full-time faculty hiring: The Consultation Council Carolyn Russell is president of FACCC and teaches English at members agreed to accept the Infrastructure Task Force's Rio Hondo College in Whittier. www.faccc.org en- June 2000 elir FACCCTS 4 1 8 cto, ,71 View From The Front Master Plan Reviewers Seek FACCC's Cevents

The legislative committee in charge of (5) How would your association define developing a new Master Plan for "quality" in higher education (for your institution education has asked FACCC to provide and/or beyond)? What would constitute good its opinions and comments on community indicators of a quality education? colleges. (6) Does your organization consider The original Master Plan was developed in diversity, -, with respect to gender, ethnicity, 1960 and became law one year later, and was philosophical orientation or other factorto be slated to last 15 years. Forty years later, it an important component of the tenured faculty remains the benchmark by which our for your institution? If so, what higher education systems function. mechanisms does your association Once per decade the Legislature Jonathan Lightman support to promote that objective? has assigned a joint committee of (7) What opportunities constitute assembly members and senators to appropriate ongoing professional develop a comprehensive review of the original document. development for faculty? Are any such opportunities This year's committee, led by chairwoman Sen. Dede thought to be sufficiently critical to warrant your institution Alpert (DSan Diego), has been charged with expanding being required to provide them, or to require faculty partici- pation in them? the framework to include K-12 education. While the Joint Committee to Develop a Master Plan (8) Does your association believe there are critical for Education is now discussing K-12 education, it's also elements to building and sustaining a quality teaching- preparing to examine the state's higher education systems. learning environment that are (or should be) the exclusive In preparation, the committee has asked FACCC the responsibility of tenured faculty? If so, please identify them and provide a brief rationale. following questions about community colleges (see FACCC's answers on page 28): (9) Should there be a statutory requirement or goal for (1) Do California's educational institutions have the the distribution of full-time and part-time faculty or should necessary infrastructure in place to prepare and/or attract this be left to campus discretion? Is there a point at which the numbers and types of faculty that will be needed to the proportion of full-time to part-time faculty threatens institutional capacity to sustain high quality teaching- accommodate the enrollment growth of the next decade learning opportunities? estimated at 714,000 additional students in public educa- tion systems by 2010 and to replace current faculty who (10) One compelling u'ess011i for maintaining may be retiring or leaving for other reasons? What does public educational institutions is that they provide benefits your organization assess as the appropriate level of state to the public commonwealth (e.g., meeting the need for capacity for the annual production of new faculty? additional teachers, nurses, etc.). In what ways can public (2) Are the current minimum qualifications for colleges and universities become more responsive to state employmentbe it part-time, full-time, non-tenure track priorities that require academic achievement and/or applied or tenure track positionsappropriate to the mission of research while balancing traditional faculty flexibility to your system? determine the academic priorities of institutions? (3) Is expertise in one's discipline sufficientprepara- (11) In what ways can California's colleges and univer- tion to be effective as teaching faculty? Does your associa- sities better align collegiate curriculum with that of tion support the proposition that some form of pedagogical California's public schools? training is needed to meet the educational needs of students FACCC encourages all members to follow the Master in your institution? Plan committee's discussions, and provide comments either (4) What circumstances or conditions doesyour through FACCC or directly to the committee. Link to the association regard as essential to creating a successful Master Plan committee Web site at www.faccc.org under teaching-learning environment, and to what extent are "Web Links." Please tell us your thoughts. iii those conditions or circumstances evident in your institu- tions today? Jonathan Lightman is executive director of FACCC. His e-mail address is [email protected]

FACCCTS June 2000 Air www.faccc.org 5 11. Tell Gray Davis Your Story

continues to be the "man of the people," representing many by John R. McDowell, Jr., interests and issues of the average Californian. I have two Los Angeles Trade-Technical College school-age daughters, several nieces and nephews, so I am thrilled that the governor "gets it" when it comes to the importance of improving K-12 education, and maintaining 11 our hard work is beginning to pay off. the University of California system as world-class. FACCC helped community college leaders But when it come to community colleges, where 1.5 build consensus on a budget proposal this year, million working people and their children strive to obtain and the state Legislature at press time was the educational foundation for a better life, the governor is putting the final touches on the budget for the California's largely missing in action. Community Colleges. One begins to wonder if Could this be the year that state government finally his patrician background awakens to our colleges' pressing fiscal needs? as a Stanford graduate, In his January proposed budget, Gov. Gray Davis or his many years on proposed new funding for growth, a 2.84 percent Cost of the UC Board of Living Adjustment, and other improvements. Regents, have left him Under the leadership of new Assembly Speaker Bob incapable of fully appreci- Hertzberg (D-Sherman Oaks), Assemblywoman Denise ating the community Ducheny (D-San Diego) and Assemblywoman Sarah colleges. After all, we serve a Reyes (D-Fresno), the Assembly proposed adding $300 distinctly different population million to the governor's budget, including money to than private universities or UC and hire more full-time faculty, increase pay and California State University. Our office hours for part-time faculty, improve students are working class, people of technology, and fund such priorities as color, the most economically, socially and student outreach and success, educationally disadvantaged. financial aid, books, and mentoring. These budget It isn't just about priorities have strong students' needs,but the needs of today's bipartisan support, and the economy. As the workhorse of California's dynamic Senate will most likely cap economy, community colleges really are, as Assembly off a good budget season Speaker Bob Hertzberg so aptly expressed, "the class- by supporting them. room of the new economy." The 1.5 million students in our 107 colleges represent both today's workforcethose Now, we face the seeking retraining and skills upgradingbut also the most important,and promise for the future. The new economy can grow to its in many ways, the most full potential only if the community colleges are technologi- daunting challenge of allreaching the governor. You may cally tops. be tempted to believe that this would be the easiest hurdle Community colleges are the open door to the new of all, since Davis spoke so eloquently at our 1998 FACCC immigrant, the welfare mom moving to economic indepen- conference in Pasadena of the importance of community dence, those seeking basic skills, and the poorest and most colleges and increasing their budgets. He committed to needy among us. Community colleges are central if we want providing money to hire more full-time faculty and prom- the new economy to blossom, and if we want the wage and ised a more equitable Proposition 98 split with K-12, which income gap in our increasingly polarized society to close. alone would add almost $300 million. Given this reality, is our problem with the governor But somewhere between Pasadena and the statehouse, that we have failed to communicate the consequences of Davis seems to have fallen out of step. In many ways he

6 120 www.faccc.org fit June 2000 eh FACCCTS chronic underfunding? We serve a needy population, and we do it well for the money and resources we have. Is it now just taken for granted that we will continue to do a great job despite being the nation's most underfunded system of LetterWriting Ti higher education? We almost seem to take it as a badge of courage that we can do the best for least, and suffer silently. Write to: We faculty members and our students know that our Governor Gray Davis mission is increasingly more difficult to perform at state State Capitol funding that is $2,000 below the national average per full- Sacramento, CA 95814 time student. How well Dear Governor Davis: we know our need for new equipment and Perhaps, if [Introduce yourself as a FACCC member, and modern facilities, and, give your college and title.] like K-12, smaller we all tell the [Ask him to support the $80 million proposal classes. And we story we for the California Community Colleges experience the unfortu- Human Resources Inafrastructure program nate loss our students know best, for part-time faculty benefits and salaries, suffer when our we can hiring full-time faculty and staff, salary colleges have too few increases, staff development and diversity counselors and communicate Explain how it will help you and your college.] librarians, too few a message support services, to [Thank him for considering your request.] little staff time avail- that has yet Sincerely, able to provide all the to reach the help our students need governor's [Include your name, a s and daytime to succeed. phone number.] We could, and ears. should, do much more for our students. And, when funding matches our level of commitment and need, we will do much more. money for supplies or materials, or suffer without adequate When our colleges receive the money they deserve, every- support? one will be a winner: the student, the employer, the Perhaps, If we all tell the story we know economy and the community. best,and tell it as we know it personally, we can commu- Our task now is to move from asking why the governor nicate a message that has yet to reach the governor's ears. I does not seem to get it, to making sure that he does. Write, believe that if we tell the community college story, Davis fax, and call the governor's office. Everyone needs to send a will respond. I believe he will honor his pledge to us and to message. You don't need to be erudite or scholarly. Leave the people of California to provide adequate funding to the statistics to FACCC. Just tell your story, and your improve our colleges. students' stories. So pick up you pens, or go to your computers, and Do you need to hire more full-time teachers, counselors write. Pick up your phone and call. You owe it to yourselves, or librarians? In your program, do the part-time faculty to your students, and to our colleges. need paid office hours? Do you need updated instructional equipment and new technology? Do you spend your own John R. McDowell, Jr. is vice president of FACCC and heads The Labor Center at Los Angeles Trade-Technical College.

FACCCTS Ai June 2000 Ai www.faccc.org 7 Little HoovReport Flawed by Anecdotal Evidence

The report also suggests revisiting the "adequacy" of by Carolyn Russell, Rio Hondo College tenure, and creating an "office of accountability." All its suggestions demonstrate a lack of understanding of what community colleges are doing and, indeed, what In England, if you drop by someone's flat unannounced, they can do. you might catch him "hoovering." Read the complete report "Open Doors and Open The expression comes from the brand name "Hoover" Minds" athttp://14ww.lhc.ca.govfihcdirfreport154.html.Pay and refers to vacuuming. special attention to the section "Making Teaching Count." The origin of the Little Hoover Commission's name is, That section bemoans the lack of teacher quality. of course, from another source, but the image of someone While "community colleges have faculty who demonstrate taking a quick sweep across the community college carpet, excellence in the classroom...These faculty are the excep- picking up dust and valuables and tossing them unsifted, tion." into a bin, sticks. The rationale for our inadequacy? (1) New hires have Many of you have probably heard of the Little Hoover little teaching experience, (2) faculty members have not Commission's March report "Open Doors and Open taken courses in pedagogy, (3) professional development Minds: Improving Access and Quality in California's programs do not support teaching, (4) and the tenure Community Colleges." process does not "prioritize teaching excellence." The commission, an independent state oversight agency created by the Legislature in 1962, spent 13 months New Hires reviewing the community college The report includes copies of job announcements, with system. The report, based largely on experience listed as a desirable anecdotal evidence according to the qualification. Why don't community endnotes, concluded that although colleges hire only experienced teach- the colleges play a vital role in ers? the report naively asks. California higher education, they're If every college hired only not doing enough to recruit students experienced teachers, we soon would or boost student transfers to four-year have no faculty left to hire. More universities. The report also criticized importantly, though, diversity is a community colleges for not empha- system priority. Colleges can create sizing teaching enough, and for larger, more diverse candidate pools lacking incentives to improve when they welcome people with new teaching. master's degrees. It's true that these Other important concepts new faculty members need mentoring surface in the report. They include and guidance. The system must recognizing the need for a different address this. funding model, regional cooperation Pedagogy among colleges, access, local boards' responsibility to serve It's hard to say that courses in pedagogy can't be valuable, their communities, flexible calendars, increased student though I'm reminded of the film Getting Straight in which support services, staff development, a stronger CCC Board Elliot Gould's character could not get his degree until he of Governors and regional governance offices. learned to thread a projector. But who would teach commu- The report offers some recommendations for meeting nity college faculty these courses? University of California these needs, such as financial incentives for colleges that or California State University faculty members who improve course completion rates and transfer rates, recruit probably weren't required to take coursework in pedagogy, disadvantaged students, and that help students find high- who teach 25 percent to 50 percent fewer classes than wage jobs. community college faculty, and teach the top one-third of high school graduates, not all corners?

8 1" www.faccc.org ntJune 2000 ilt FACCCT8 o

Professional Development out to be, according to the report's endnotes, one represen- The report features an example of a flex activity that does tative from one company. not "support teaching." In it, a botany teacher will teach While "Open Doors and Open Minds" helps us by faculty to "learn how todentify, collect, press and mount calling attention to the fact that community colleges are local chaparral plants." It seems worthwhile to me for poorly funded, and are asked to offer more services to more faculty to wear students' shoes occasionally and watch a people, its findings are flawed. Its evidence is anecdotal and colleague at work. exaggerated. The report succeeds only in demonstrating how little the commission understands community colleges, Teaching Excellence even after a year of research. Finally, the report asks how it's possible for contract faculty If the Little Hoover Commission is going to judge to receive tenure if they don't teach well. The answer is, they community colleges on anecdotal evidence, why not talk don't. Colleagues and administrators evaluate contract with state legislators who have told FACCC how a Califor- faculty members primarily on classroom observations. nia Community College education changed their lives? Student evaluations are part of every evaluation portfolio. Why not ask our students about their experiences? I'm Ask administrators why contracts are not renewed. The confident they'll say that community college faculty have answer will be because the contract faculty member didn't provided them with some of their best learning experiences. meet the high standards of community college teaching. If the commission wants to "clean our carpets," they must be more thorough and use better tools. ?lir suppose I should be heartened by the commission's conclusion that ranks Carolyn Russell is president of FACCC and teaches English at community colleges number one "among all higher Rio Hondo College in Whittier. education institutions, according to capacity to serve large numbers of students with diverse needs." But the report To contact the Little Hoover Commission and request a admits to "limited research" and "informal telephone copy of the report, write to 925 L Street, Suite 805, Sacra- surveys." The "Sacramento high-tech firms" that bemoan mento, CA 95814. E-mail:[email protected] our inability to provide them with enough workers turned phone (916) 445-2125. Fax: (916) 322-7709. Web: www.lhc.ca.gov.

A:0 c't . , FACCCTS 0 June 2000 ?1i www.faccc.org 9 to the following winners of the 2000 FACCC Awards. The FACCC Board of Governors Awards and Scholarship Committee will present the honors during a ceremony at the FACCC Conference, Sept. 21-23 at the Queen Mary, Long Beach. For more information on the conference,see pages 31-34 or visit "Workshops" at www.faccc.org.

John Vasconcellos Advocate of the Year Award Irene Menegas, Diablo Valley College

Full-Time Faculty Member of the Year Award Teresa Walker Aldredge, Cosumnes River College

Part-Time Faculty Member of the Year Award Sam Russo, El Camino College

A special award for literary achievement will be presented to John McFarland, Sierra College for his contributions to FACCCTS

10 124 www.faccc.org fib June 2000 Th FACCCTS Why the American Voters Nominated Bush and Gore

by John F. McFarland, Sierra College

n 1886 Lord Brycereturned to England from a tour of the United States. His would be one of the lastefforts by a European toexplain to his countrymen the follies and eccentricities of "those Americans." Some, like the novelist Dickens, cast no morethan amused glances at the yokelish ways of their countrycousins. But otherspolitical commentators like Bryceand the earlier Tocquevillehad endeavored to understand the American experiment in democracy. Since Plato, Europeans have harbored the fearthat democ- racy is the very wombof tyranny. Yet astoundingly, Americans had knitted a central government so gossamer inits authority as to barely brush against itscitizens. No better exhibit of this power cavity could befound than the American president, who could be addressed plainly as "Mr." It was clearly too shallow a pool to attractthe ambitious, and it led Bryce to what he found to be democracy's"most glaring question," namely, "Why great men are not chosenpresident."

11 FACCCTS flt June 2000 Ali www.feccc.org 125 ALENDAR At the University of JULY Sarasota, you can earn July 1Talk with your staff development officer about your degree without interrupting your career securing technology funding for the FACCC or home life. Conference. See "Workshops" atwww.faccc.orgfor

Accredited distance and details or call Paul Simmons at FACCC. on-site programs in Education, Business and July 7-9FACCC Board of Governors Planning Retreat, Behavioral Sciences Folsom Enroll and begin taking courses any time of the July 17Deadline for FACCCTS submissions. year Complete allure thin SEPTEMBER of your program from home Sept. 21-23FACCC Conference, Queen Mary, Programs geared toward Long Beach working professionals OCTOBER Oct. 9Deadline for FACCCTS submissions.

M1University of Sarasota Visit "What's New" atwwwfaccc.orgto stay updated on the California Campus latest FACCC news and events. 3745 West Chapman Avenue, Suite 100, Orange, CA 92868

Call fr Submissions

FACCCTS, the journal of the Faculty Association of CaliforniaCommunity Colleges, seeks contributors for articles, commentaries, teaching tips and bookreviews. FACCCTS also seeks artwork, graphics and cartoons from community college faculty andstudents.

Some suggested topics include academic integrity(students cheating, faculty ethics), teaching techniques and tips, team teaching, technology, innovativeprograms, partnerships, the academic and vocational roles of the community colleges, part-time facultyand retirement.

Deadlines July 17 for the September 2000 issue (AcademicIntegrity) Oct. 9 for the December 2000 issue Jan. 15 for the March 2001 issue April 16 for the June 2001 issue

For writers' guidelines, see "Publications" atwww.faccc.org or contact FACCCTS Managing Editor Katherine Martinez at(916) 447-8555 or [email protected]

12 1 2 6 wymiaccc.org ?lirJune 2000 ?A' FACCCTS The Englishman Bryce clearly puffs Nor is the test one of experience. Truman had been selected as "The Mis- up in contemplating the matter.He lived souri Compromise," the least offensive of toward the end of what might be called The Golden Age of the British prime Gore and those considered for the vice presidency. ministry. There were still the giants Bush II He had neither the training nor the instinct for diplomacy Yet his response to Salisbury and Gladstone and recent [confine] memories as well of Disraeli. the Soviet presence in Europe probably Yet the American executive themselves qualifies him as the most important was stalled in vapor lock. to ladling president-diplomat, ahead of Wilson, FDR Dawdling in the White House during the and Nixon, all of whom brought better their views credentials to the task. same period were, forgettably,Hayes, Garfield, Arthur and Benjamin Harrison. from a small Bereft of crises, Americans will not abide a strong leader. An index of their quality is the esteem pot of granted the very ordinary Grover Cleve- In moments of peace and prosperity, presidents are expected to stay out of the land as vastly their superior. Nor would conventional title derived things improve when Cleveland was attitudes... way. Not for nothing is their replaced (We hear now from the poet from a sedentary activity: they preside. Vachel Lindsey) by "The respectable King Canute raged against the ocean's McKinley/"The man without an angle or a roaring waves. But what does presiding mean when the waters are calm?Presum- tangle." But suppose Bryce were to return today. Would he find ing that they should bring their government to a happy his question any less "glaring?" What elevated lessons were repose, some presidents built theirpopularity on their there for him to learn from the administrations of Carter success with that soporific function.That colossal anaesthe- and Clinton, Ford and Bush? What is the measure of tist Calvin Coolidge would have been unbeatable in the achievement when the somnolent ranks 1928 election had he not, by a fabled ambiguity,announced above them? that he did "not choose to run."' And what hope for relief lies in the robotic candidates In some degree Gore and Bush II, by confining the primary voters have winnowed out for our final choice themselves to ladling their views from a small pot of conventional attitudes, work in the Coolidge tradition of in November? True, the 20th century hosted a number of significant waveless politics. We must remember that the blade fell in presidents, but for the most part their importance was the primaries on those who violated this principle, Bradley thrust upon them. It is crises that make for presidential and McCain. achievement and (as Clinton has recently complained) there Bradley presented himself as a mailer of the ruts of is no way of forcing the matter. ideas,an intellectual capable of transcending The test of greatness was not intelli- ordinary political discourse. This is a pose adopted by at gence,at least as academics understand it. AfterFDR least one Democrat in every presidential primary since was elected, Justice Oliver WendellHolmes granted him an Stevenson. But because it surrounds its practitioner in interview and famously found him to combine "a first class clouds of vaguely liberal ruminations without letting on temperament" with, sadly, "a second class intellect." Yet what he will actually do, it will soon alienate voters. And Roosevelt entered the White House at the nadir of the with some reason: those of us who remember Jerry Brown's Depression and died months short of the end of World War governorship know the dangers in someone who picks up II. These were the greatest two crises the nation faced in the ideas like toys and then discards them with the same 20th century and his response to them was, on the whole, promiscuous whimsy. The style might be harmless in a successful.

'He appears to have meant, not that he would not accept a nomination from his Party, but that, if nominated, would not submit himself to the indignities of acampaign. Other Republicans would have to assume that burden.]

13 FACCCTS At June 2000 fit www.faccc.org 12 "The style bible formost college students." Newsweek

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128 senator but an executive lends a touch oflegitimacy to any quelling by his very tedium the frightening effects of the notion, even one he is only fondling. rest of the cast. McCain played Energizer Bunny to Bradley's Tibetan In the main tent the Republican Party must sing in two monk. As there was about him a promise of heroics, he too registers, this to hold both wings of its common-law seemed above the rules. Thus, he offered to destroy the coalition of Main Streeters and Wall Streeters. The former means by which businessmencontrol their party, and hates abortion and loves guns. The latter hates business dissed, first South Carolina's gospel gestapo, then much of regulations and loves profits. The Party does best when it the religious right leadership. Since that left him with few whoops up morality without enforcing it and drives up Republican supporters, he began to campaign on the claim income without taxing it. that he could draw outsiders into the party he had begun to Unhappily, this Doric simplicitycan be hollow out. turned, with the merest tinkering into Corinthian complex- Bradley and McCain's failed strategies do, however, tell ity. The complexifiers are Southern politicos, newly admit- us important things abouttheir respective parties. Demo- ted to the Party inner sanctum and genies, it turns out, that crats have invested two full decades inmaking themselves simply can't be bottled. Earlier they were Democrats, using presentable, all as debt payments against the taint of the two that Party as a base for raids on the federal coffers, but convention "sieges," that of Chicago in 1968 and of Miami abandoning it when it wouldn't allow them their racial in 1972. "traditions." H.L. Mencken called their control of the Thus, like Gray Davis locally, Al Gore sucks it in on Democracy "a hegemony of morons," and these days more thecenter divider. Any illusion of movement comes from than a few business Republicans would probably approve the p'assing traffic. The strategy works electorally when a the slur. Republican veers off to the Right, most spectacularly when Should the Republican Party actually outlaw abortions, Lungren in 1998 left the pavement altogether. drop all guards against automatic weapons, arrest gays and If you want a political Variety Pak,then, lesbians and banish science from the schools its votaries you need to shop with the Republicans,though the only would shrink in number to insignificance. In 1964 when color they offer is conservative. Republicans are, at least, not Main Street made off with the Business Party the conse- afraid to be seen drinking from a bottle in public. They have quences were seismic. Goldwater so alarmedRepublican assembled a permanent stock moderates that their votes, plus company that remains intact those of most independents, from one primary season to W. is an ideal candidate created the most liberal the next. It contains a speaking Congress in history. Within role for every ozone layer on in a world whose weeks, Wall Street began to the Right. problems do not seem build a fund for the resurrection , Iago to all pressing-to voters. He of Party frontrunners, will Republican disasters in the reliably reappear to peddle is, for starters, no national Congressionals and in from his wheelbarrow of wild Burning Bush. California in 1998 sounded a nostrums. His is the second firebell in the night. hairiest-chested conservatism. Wall Street's messiah this time Alan Keyes and Gary Bauer will offer to redirect govern- was, in the unkind sobriquet of Molly Ivens,"Shrub." It was ment to the medieval task of saving souls. They are the both desperate and uninspired. The last year in which the advance agents of what William Blake called "organized GOP offered a national ticket that did not feature a Dole or innocence." a Bush was 1972. The expectation is that these unshirted plays to the Bushifis is doubly derived, since he takes his cues from bleachers will not be taken too seriously. To dispel any such that master of Boolian Politics, the man who defeated his impression, Lamar Alexander, colorful only in attire, will father. Bill Clinton succeeded by not being a Democrat, tell yet again his weary beads of business wisdom, hopefully Bush the younger, Clinton's oxymoronic twin, has discov-

'We note how Republican, by contrast, Gore is.

12 1 5 FACCCTS elir June 2000 sit www.faccc.org ered "compassionate of new social programs enormously increased presidential ...certainly conservatism." Further, power. Truman further added to the power with a fairly these days, Bush did Democrat sinister national security component. things like drugs and But hands-on presidenciesassume voters prefer the National Guard. enormous risks,since their mistakes are harder to the spongy More impor- blame on subordinates. Beyond that,strong Executives are, likes of Bush tantly for our by nature, reformist and reformersare only thought purposes, W.is an necessary in times of crisis. Only one president was able to and Gore, ideal candidate in a duplicate the social program of FDR, Lyndon Johnson, folks whose world whose problems elected as we have seen with the unintended assist of sights are set do not seem pressing to Goldwater. voters. He is, for Mostly, and certainly these days, voters prefer the not toward starters, no Burning spongy likes of Bush and Gore, folks whose sights are set the- clouds -but Bush. Only briefly, not toward the clouds but on the horizon. Theseare men on the when his insipidness who will be satisfied with modest praise,as "the education horizon. bore costly comparison president," or "the environmental candidate." We remember with McCain's pas- that Richard Nixon's successor wouldsay, as a boast, that he sions, did he assume was "a Ford, not a Lincoln." the back-up persona of The Second George Bush enjoys the True Reformer. That, advantageof being governor of a populous state, the of necessity, will pass. office from which presidentsare most frequently elected. Furthermore, Bush would probably preside theway Perhaps because Gore's post must turn itstenants into Business Party leaders have since the beginning. Their chalice-holders, only three such have been promoted standard for the Executive is, in fact, closeto the original upwards directly from the vice presidency. And allthree idea of an "elected monarch." When AlexanderHamilton John Adams, Martin Van Buren and Bush pereproved envisioned it at the Constitutional Convention his model maladroit enough at the job thatnone won re-election. was the British king, whose jurisdictions lay in control of Should the economy avoid going Chernobyl, should diplomacy and the military. Kings in England didnot direct none of the many minor international irritants produce legislation, the better to occupy a perch above the fray. Thus diplomatic nightmares, Americans will livemore or less they could serve as unifier, preventing the country from unquestioningly with what they did in the primaries. Come shredding itself into irreconcilable divisions. This is called November, then, a relatively small section of the adult the Whig Presidency and it serves as one model for CEOs populationolder, richer, whiter andmore female than the in the corporate world of business. nation at largewill trouble themselvesto go to the polls. The Party of Jefferson invented the strong, interactive As voters did a century ago, after the hissymatches of Presidency and fathered most of its traditions. Jefferson Garfield and Hancock or Blaine and Cleveland, thosethis served as both national and as party leader. Andrew Jackson year will vote in a president who, a century from now will be made unprecedented use of the vetoas a means of control- remembered only by historians. Bryce's "glaring question" ling legislation. Woodrow Wilson went further, adopting will trouble only a few of them.a the practices of the British prime ministers he admiredby actually advancing a legislative program while president. John McFarland is a former FACCC president andwas a 1995 FDR enhanced the legislative role further by frequent recipient of the Hayward Award for Exellence in Teaching.He appeals to the voters through radio, and the administration teaches history at Sierra College in Rocklin.

18 130 www.faccc.orgellJune 2000 At FACCCTS New Member Named human relations agency. Waymon's at Foothill College, reported the April Gov. Gray Davis announced April 5 early contributions to the community 4 Community College Times. When his appointment of Amy Dean as a include co-founder of the Black Nakamatsu transferred to Stanford member of the California Commu- Studies department at CSU San University, he thought his 78 credits nity Colleges Board of Governors. Diego; professor for eight years at were insufficient for a two-year Dean, 36, of San Jose is the chief CSUSD; former co-owner and CEO degree, so he never applied for it. executive officer of the South Bay of the University of American After the ceremony, the pianist will AFL-CIO Labor Council, a position Studies; founder and first president of perform a concert to benefit Foothill's she has held since 1994. In 1995, she 100 Black Men of America, San Fine Arts and Communications founded Working Partnerships USA, Diego chapter; the first core faculty Division. 28,won a research, education and outreach- member at the California School of When Nakamatsu, then based nonprofit organization that is Professional Psychology; first board the competition, he was the first committed to economic development chairman of Project New Village; and American in 16 years to win the of state and national employment co-founder of Community Parent coveted prize and was the only policies. Members do not receive a Involvement in Education. contestant who was not conservatory- salary. This position requires Senate Waymon, who holds a doctorate, trained. "Foothill kind of allowed me confirmation. is president of the local chapter of the to explore what eventually became my National Association of Black major, which is German," he said. To FACCC in the News Psychologists; vice president of studying German enhanced his Political watchdogs are noticing Howard University Alumni Associa- music, and German instructors Judith FACCC's advocacy. The March 24 tion, San Diego chapter; vice presi- Jones and Bettina Rosenblatt inspired issue of Education Beatwrote about dent of the Martin Luther King, Jr. him to go into teaching, he said. Also, the March/April issue of FACCCTS Democratic Club, and has served as a "Foothill gave the time to practice and its cover story, "Getting the professor of psychology and sociology and travel when I needed to com- Governor's Attention." at San Diego Mesa College for more pete," he said. Education Beat editors wrote: than25years. The Cliburn prize included a "'In the aftermath of all the hoopla two-year touring private contract. His over Gov. Davis' financial focus on Arismendi Honored 1998-99 season was highlighted by a education, community colleges have Eduardo Arismendi-Pardi, associate White House performance of been left wondering, `Where are we?' professor of mathematics at Orange says the Faculty Association for Coast College, was honored recently California Community Colleges." by Gov. Gray Davis, reported the For The Record Read the item at http:// April 18 issue of the Community In the March/April FACCCTS, wwwcapitalalett.com/pulse/ College Times. Bill Cornett's bio on page22 edbeat2.html. The governor presented Arismendi-Pardi with an individual contained an error regarding his Waymon Honored achievement award for outstanding part-time work. He is a part- FACCC Governor-at-Large Carrol leadership in faculty and staff time instructor at College of the Waymon of San Diego Mesa. College diversity. Arismendi-Pardi has been a Desert, Copper Mountain was honored March25at Masjidul FACCC member since 1992. College, and California State Taqwa's Recognition Awards Banquet University, Long Beach. 2000. Student Finds Fame Accuracy is one of Waymon has been involved in Jon Nakamatsu, a former Foothill FACCCTS' priorities. It is the San Diego community since 1964 College student, attained worldwide FACCCTS' policy to promptly when he and his family moved from fame in classical music by winning acknowledge errors in this Los Angeles so he could head the the prestigious Van Cliburn Interna- standing column. Contact Citizens Inter-racial Committee, a tional Piano Competition in 1997. Katherine Martinez at He will receive his overdue (916)447-8555or associate degree this spring when he k7martinez @aol.com. delivers the commencement address

17 FACCCTS At June 2000 www.faccc.org 131J. "Rhapsody in Blue," hosted by President Bill Clinton and Hillary Rodham Clinton. FACCC Bills Advance Labor Guide Published The California Public Employee The status of the following bills were current as ofpress time; floor votes Relations Program at the Institute of were expected by June 2. See "FACCC-Sponsored Legislation" at Industrial Relations at UC Berkeley www.faccc.org under the "Legislation" section for bill texts, summaries and has published the first edition of the current status. Pocket Guide to the Fair Labor Standards Act. Status of FACCC-Sponsored Bills: Assembly Bill 2337 (Ducheny, D-S an Diego; Alpert, D-Coronado) The pocket guide, $15, focuses CCC Funding Stability: Assembly Floor on the act's impact in the public sector workplace and explains AB 2456 (Rod Wright-D, Central Los Angeles) CaISTRS Deferred complicated provisions of the law that Retirement Option Plan: Assembly Floor have vexed public sector practitioners, like the "salary basis" test and Status of FACCC Co-Sponsored Bills: deductions from pay and leave for AB 1733 (Wildman, D-Los Angeles) CaISTRS Earning Limitation; partial-day absences. Assembly Floor Send orders or inquires to AB 1933 (Strom-Martin-D, Duncan Hills) Career Bonus &Age University of California Press Factor Increase: Assembly Floor Journals, 2000 Center Street, Suite 303, Berkeley, CA 94704-1223. Fax AB 2201 (Honda-D, San Jose) CaISTRS Highest Year Final Com- to (510) 642-9917, or e-mail pensation: Assembly Appropriations Committee [email protected]. Orders III AB 2383 (Keeley-D, Boulder Creek) CaISTRS Health Benefits: must be prepaid by check or interna- Assembly Floor tional money order payable to UC Regents-CPER or by Visa or III AB 2434 (Wildman-D, Los Angeles) Part-Time Faculty Seniority MasterCard. Substantial discounts Rights: Assembly Floor available for bulk orders. Rush orders: AB 2700 (Lempert-D, San Mateo) CaISTRS Creditable (510) 642-7154. Compensation: Assembly Floor

Choice Tech Providers 111 Senate Bill 1347 (Vasconcellos-D, San Jose) CCC Board of Governors Community colleges have become the Additional Student Member: Senate Floor. provider of choice for computer SB 1435 ( Johnston-D, Stockton) Medicare Premiums: Senate training and are playing a critical role Appropriations Committee in delivering skills needed to keep the nation's industries competitive, according to a survey released in April. indicated that a great majority-83 old colleague," in The Chronicle of The April 4 "Faces of the Future" percent among credit students, 88 Higher Education April 14 issue. survey was conducted jointly by the percent among non-credit students "According to figures from the American Association of Community were satisfied or very satisfied with U.S. Education Department," Colleges and ACT, Inc. the survey their particular community college Shapiro wrote, "30 years ago only one indicates community colleges are training. out of every five college professors helping narrow the digital divide by worked part-time. That number has providing computer skills to substan- Say Goodbye Should it be time for long-time now doubled, and, if anything, the tial numbers of students. The survey professors to say goodbye? James trend is accelerating: of the 35,000 of more than 100,000 students in who entered the profession from credit and non-credit courses at Shapiro answers yes in his Point of View essay, "Clip this. Send it to an 1995 to 1997, more than two-thirds community colleges across the nation were part-timers. And those disturb-

18 www.faccc.org ,' June 2000 rlir FACCCTS ing figures ignore the swelling ranks Unaffordable H tisk* talking about whether their state's of full-time instructors hired on Housing is so expensive that Foothill colleges make the grade, and in turn short-term contracts. If things College finds its faculty can't live in prompt lawmakers to develop better continue at this pace, it won't be long the community, the Feb. 11 Chronicle policies. before the overwhelming majority of of Higher Education reported. Still, some college officials say that it's academics will no longer be on the It's not that faculty salaries there nearly impossible to compare states tenure track, and will not receive the are shabby: a new assistant professor and then put grades on them, because kind of institutional support crucial to with a doctorate can expect a starting significant differences exist even sustain scholarly work. salary of $47,000 a year. But in Santa among the institutions within states. "... when I reach 62in 18 years I Clara County, were Foothill is States such as California, with an hope to continue writing and located, the average asking price for a extensive two-year college system, teaching, but teaching as an emeritus modest, the re-bedroom plan is could perform well in the participa- without tenure; that is to say, as an $450,000. Foothill sits in the hearts tion category, but poorly in the adjunct. If my institution will commit of Silicon Valley, which has the persistence category because many to replacing me with a tenure-track nation's most expensive housing students never complete their degrees candidate, I will give up my tenure. If market, according to a recent study or transferred to four-year colleges. enough of us (especially those who conducted by the National Associa- istance Ed Grants tion of Home Builders. have accumulated institutional clout) It's a great time to seek funds for an do this, the status and working Bernadine Chuck Fong, online program, but do your home- Foothill's president, says the housing conditions of adjunctswho are work before you apply, says Arlene situation has both "handcuffed are clearly here to stayis sure to sleep Krebs, the author of the Distance without to improve..." recruiting" and hampered the Learning Funding Sourcebook. The college's ability to retain professors. book is a comprehensive guide to Call for Proposals Leo E. Chavez, chancellor of the private and federal programs that The second annual conference for the Foothill-DeAnza district, says higher California Virtual Campus, Online support distance education, and it is salaries would help the colleges fill Learning & Higher Education, is set now in its fourth edition. Krebs runs the positions more quickly. The for Oct 22-24 at the Resort at Squaw her own consulting company, New bottom line, he says, is that the state Creek, Olympic Valley/Lake Tahoe, Orbit Communications, and is a "is going to have to increase the Calif. communications professor at salaries of faculty members." Conference Tracks include Marymount Manhattan College. She Teaching & Learning at a Distance, Colleges To Be Graded has been tracking him grants and Support Services and Resources, The marketplace for grading colleges updating the sourcebook since 1988. Online Policy, Planning, and is about to get a bit more crowded, "I always advise people to think Technologies. according to the March 3 Chronicle of locally first for grants requests," Krebs Proposals are due by June 16. Higher Education. told the Chronicle of Higher Education, Examples of proposal topics include This fall, an independent in its Feb. 11 edition. It's always good key issues and best practices, model research group, the National Center to get small grants locally that you programs, student preparedness, for Public Policy and Higher Educa- can leverage against larger requests... universal accessibility, privacy issues, tion, plans to issue a report card on that shows that your program is being copyright, technology planning, how well the 50 states deliver higher supported. Very few fenders will find faculty compensation, institutional education to their residents. It's the the project totally." Visit FACCC's infrastructure, accreditation, vendor first attempt to evaluate public and online book service under "Special solutions, articulation, CVC initia- private colleges all states, by giving Member Services" at wwwfaccc.org to tives, academic & technical support. them letter grades in access, buy this book. Sessions are concurrent. Most affordability, and economic and civic Techprep Increase sessions are 75 minutes. A limited benefits, among other areas. Community college leaders are number of 2.5-hour sessions are The project's goal is simple: to endorsing President Bill Clinton's available. For information, e-mail make higher education and kitchen- proposal to nearly triple funds for sdever©cvc.edu table issue, the Chronicle said. The Tech prep, a vocational education project's leaders want to get people

FACCCTS Ai June 2000Inwww.faccc.org 19 133 .1=12.Master Planner

Sen. Dede Alpert updated FACCC leaders on the review of the Master Plan for Education during a March 20 FACCC Political Action Committee luncheon at the Capitol. Katherine Martinez/FACCCTS

program that piggybacks two years of graduates with a few vocational determined in a search through technical training the.community courses under their belts. AACC institution nominations. college onto two years of training Better Training Sought Application form should be high school, reported the Feb. 18 completed and returned before A new report by the educational Chronicle of Higher Education. But Oct. 13. The technology champions testing service calls on states and they aren't happy about his plan to will be announced at the AACC federal government to give people on raid other federal vocational programs Annual Convention, April 4 in welfare focused skills training and to pay for it. Chicago. See more information at better access to higher education. The proposed budget sites Tech http://www.aacc.nche.edu/headline/ The Feb. 18 Chronicle of Higher Prep as a successful effort to prepare 040800head2.htm.s students for college and careers. Education reported that the "work Clinton wants to increase funds for it first" approach has reduced the Letters to the Editor by $200 million, to $306 million. The welfare rolls from 4.4 million people FACCC welcomes letters to the money would come from Perkins in 1996 to about 2.7 million today, editor at FACCC, 926 J Street, Suite block grants, which go to states and but that it has too often lead welfare 211, Sacramento, CA 95814-2790or are popular among community and recipients into short-term jobs, [email protected]. colleges. The budget for the block with little chance for advancement, Please keep letters under 250 grants would fall by $200 million, to according to the studies. words and include your name, address $856 million. Overall spending on Nominations Wanted and daytime phone number for vocational education would decline by verification. FACCCTS reserves the To honor David R. Pierce, retiringas right to edit letters for length, clarity $9 million, to just under $1.2 billion. president of the American Associa- and style. One reason the administration tion of Community Colleges, decided to favorite Tech Prep over Microsoft Corporation has estab- FACCC Weekly block grants is that with the current lished the David Pierce Faculty The best way for members to stay popular focus on accountability in Technology Awards. updated on FACCC advocacy is to elementary and secondary schools, The awards will go to two subscribe to the FACCC Weekly E- Tech prep gives government leaders a outstanding community college mail Report. E-mail your full name to set of career-bound high school technology faculty members as faccc @aol.com with the subject graduates to show off, not just "Subscribe Weekly Report."eiir

20 134 www.faccc.org June 2000?lir FACCCTS Attend the FACCC Co rife ence FREE Participate in the Member-Get-a-Member Program!

Recruit 15 new full-time equivalent members and attend the FACCC conference free (Sept. 21-23 in Long Beach): Two nights on the Queen Mary 11 Transportation in Registration 1M A pre- or post-conference day trip to Santa Catalina Island Or Recruit 10 new full-time equivalent members and attend. the conference free for one day: M One night on the Queen Mary PE Transportation RIConference registration for one day

Congratulations and thank you to those sponsors who have recruited enough new FACCC members to attend all or part of the conference free: * Clo Hampton of West Valley College * Richard Valencia of Fresno City College * Jim Custeau of * John Jacobs of Pasadena City College * John McDowell of Los Angeles Trade-Technical Colleg * Teresa Aldredge of Cosumnes River College * Richard Hansen of DeAnza College * Reona James of Cosumnes River College For information on the Member-Get-A-Member progr * John Smith of Santiago Canyon College contact Lyndon Marie Thomson at (916) 447-8555 or LyndonMT@aoLcorn,or visit "Membership" atwww.faccc.org. eifFACCC Please Enroll Me As A FACCC MemberSponsor: FACCCTS1June00 Faculty Association of California Community CollegesName (First) (Middle) (Last) 926 J Street, Suite 211 Sacramento, CA 95814 TEL (916) 447-8555 Home Address City, State Zip Code FAX (916) 447-0726 [email protected] www.faccc.org Home Phone E -mail

Annual Dues College Department Full-time faculty ($150.00) Part-time faculty ($40.00) Signature Social Security No. do not want 10% to go to FACCC's PAC (Full-time annual dues remain $150.00 Payroll Deduction Authorization: Note: 80% of your FACCC To Community College District: membership dues may be You are hereby authorized to deduct from each of my regular salary warrants the amount below for professional organization dues and tax-deductible. Consult yourtransmit these deductions to the Faculty Association of Califomia Community Colleges, Inc., without further liability to the above named financial adviser. district. This authorization shall remain in effect Until modified or revoked in writing by me or the Faculty Association of California Community Colleges, Inc. $12.50/month (12-pay) U $15.00/month (10-pay) $ 4.00/month (part-time) 1.35 me These New FACCC Members

The following new FACCC members joined between Jan. 31 and May 3. Please welcome them to the FACCC family. If you see them in the halls, say "hello" and let them know they've made an important decision in their professional lives. Want to help recruit new members? See Member-Get-A-Member program information under "Membership" at wwwfaccc.org or contact Field Director Lyndon Marie Thomson at (916) 447-8555 or [email protected].

American River Gary Martin James Joseph Marissa Pantastico- Pasadena City College Arturo Reyes Donna Leong Caldas College Noel Bernath Dana Wassmer Kristin Lewis Elton Robinson Mary-Erin Crook Antelope Valley Cuyamaca College Emory Luch Gary Szymansk Carol Curtis College David Detwiler Ron Scott Los Medanos Jeanne Dunphy Ralph DeLeon Gregory Gomez Ceroasetta Simba College Gayane Godjoian Janis Fisher Tammi Marshall Rebecca Slaton Nick Pavloff Mary Ann Laun Joseph Owens Jo Reed Laurie Tidyman- Mendocino Michelle Toby Allan Scharton Jeri Resto Jones College Sumiko Urquhart James Teuscher Patrick Setzer Grossmont Janet Chaniot Elizabeth Walsh Butte College DeAnza College College MiraCosta College Krista Walter Kam Bull Catie Cadge Doug Frame Andrew Townsend Stephen Whitney Cabrillo College Judy Cuff Tina Perez Mission College Adel Youssef Paul Harvell Mary Ellen Hartnell College Jean Replicon Riverside City Alisa Messer Goodwin Steven Strnad Modesto Junior College Chabot College Anne Peterson Lake Tahoe College Oliver Thompson Jon Drinnon Doris Spanggord Community C. Donald Ahrens Sacramento City John Holloway Diablo Valley College Marianne College Kathy Kelley College Eta Lin Gallmeyer Bonnie Ford Carlo Vecchiarelli Eric Freidenreich Laney College Hilda Sielicki Saddleback Citrus College Milagros Ojermark Derrick Smith Monterey College Susan Munsey George Turner Debra Weintraub Peninsula College Jo Alford Coastline College Evergreen Valley Las Positas Carole Erickson Juanita Baltierra Cheryl Stewart College College Douglas Barr College of Alameda Pamela Turner Shannon Stanley Martin Chetlen Marina Biallo-Dery Jane Koll Foothill College Los Angeles City Marie Panec Gary Stakan College of the Lily Adams College J. Fredrick Schaak San Diego Mesa Sequoias Michelle Baer Olga Ivanova Ronald Wallingford College Chris Collins Alan Forsberg Los Angeles Mt. San Antonio Evan Adelson College of the Marylou Heslet Mission College College Albert Taccone Siskiyous Carol Jordan Bruno Hernandez Hilde Cramsie San Francisco CC Paul Aiello Michael Kaku Andres Torres Michael Swanegan CastroNalencia Allan Carver Linda Lane Los Angeles Napa Valley Paul Glick Nancy Kilmer Tilly Liu Trade-Technical College San Francisco Heidi Pryor Norma Lyon College Janis Molen City - Phelan Contra Costa Jay Patyk Ronald Berg William Neely Eva Cheng College Lucia Ann Ryan Val Cooper Araceli Resus Clay David Nicky Trasvina Giovanni James Landavazo San Jose City Ann Whitehead Fresno City Delrosario Katherine Sklar College Cosumnes River College Maria Downey Orange Coast Jacqueline Mathis College Art Amaro George Evans College Santa Ana College Maristella Bacod Dennis Aye- David Freeland Millicent Borges Ross MacDonald Balbina Chaderjian Sandra Bolt Roger Hubbard Palomar College Santa Barbara Thomas Cole Paula Castagna Grace Kil Mark Evilsizer City College Anna Doan Carol Curtis Jim Lewis Jeannine Jameson Sally Hearon Hoyt Fong Kathleen Engel Renee Madyun Joyce MacDonald Cassie Hill Sharon Ferrer Frederick Morris Janet Mizrahi Estella Hoskins Clarence Hopper Stephen Okeke Marcy Moore Chao-Jen Huang Sarbit Johal Rodrigo Palacios Cynthia Walker

22 www.faccc.orgairJune 2000itir FACCCTS 138 Santa Monica Sheila Goergen Nancy Miranda Janet Takahashi College Harry Goldman Orna Molayeme Nor land Tellez Shahriar Abachi Christine Gonzales Mary Montgomery Delia Thornton Beth Abets Julie Greenfield David Moore Esau Tovar Alice Armstrong Irina Gromova Julie Neilson William Trabold Sohail Askarian Howard Gross Susan Newton George Tucker Sharman Babior Adrienne Gunn Anne Marie Nunag Elenna Turner Pedro Barquero David Gwynn Rebeca Nunez- Okon Udo John Bechtel Hayat Hamai Mason Tamas Ungvari Andrew Behla Debbie Han Michael O'Hara William Urmston Denise Berg Joyce Harris Alina Oganian Odemaris Valdivia Melissa Bordin Estela Herrera Lori Pawinski Michel Van Biezen Piermario Bosco Waddell Herron Carolina Perez George Vazquez Fifi Bronstein Curtis Hoekzema Ismael Perez Maria Vega Linda Brown Ronald Horton Pauli Peter Gregory Verabian Paula Bruce Kathleen lannacone Kelley Pixler Alicia Villalpando Lorraine Bubar Marilyn Jenkins James Plat ler William Wallace Nzingha Camara Ronald Johnson Barry Preston Marjorie Walsleben Judy Campbell Arnold Kaminsky Gaile Price Barbara Watson Sue Anne Canada Steven Kaufman Dyke Redmond Mary Wehbi Laura Canellias Anne-Charlotte Denise Rees Adam Wetsman Michael Carson Keitel Margaret Reilly Joyce Wheeler Wayne Chiu Daniel Kent Scott Rentzer Ron Wilkins Arnold Ellen Khokha Anthony Richards Shirley Williams Christiansen Laurie King Lance Richlin Gina Williams Donna Christopher Hiromi Kinjo Michael Rizzo Virginia Wilson Margaret Chun Toni Klein Tammy Robinson Kenneth Winkler Maria Cook Irene Ko Eugene Rock Jody Zellen Charles Daniel Miran Kojian Dale Ross Blair Darby Alicia Kozameh Mary Rota Phyllisann Morten Danelle Dave Ilene Kradin Eric Roth Victor Valley Gregg Davidson Matin Lackpour Pernilla Sass- Comm. College Judith Day Marilyn Lammers Jensen Joseph Reynolds Bonnie Deckel Kurt Larsen Louis Schubert West Valley Joseph Deering Linda Lasting Jennifer Sekera Mission College Richard Delia Gaila Lebherz Barbara Shank Pat Andrews Ian Dellota Sandra Lee Chad Shattuck Brad Chin Esther Deutsch James Lemmon Sandi Silverman Ana Maria De Domenic Diniro Theresa Lorch Ellen Sinatra Barling Stephanie Donon Warren Love Anne Siswanto Karina Dundurs Sue Dorman Alan Major Wendy Skarupa Kristina Gaiero Jack Duganne Fred Manseau Barbara Slaughter Janine Gerzanics Patricia Dummett Denise Martinez Jack Smith Martin Jue Rafael Enfiadjian Paul Mayer Natalie Sokoloff Alma Kopernik Scott Evans James McGowan Dwight Song Louise Lodato Mary Firth Susan Mearns Laura Sonnichsen Nathan Norris Paul Fitzgerald Elizabeth Mejia Marci Spiegler Michelle Reed Bernadette Fox Nancy Melucci Rita Stafford Fiona Sohns Patrick Friel James Miano Nia Stefany Marge Throndson Jack Fry Jennifer Michals Frank Stiefel Yuba College Valerie Gardhouse Margot Michels Kathryn Sucher George Galamba Timothy Garrett Serena Milakovich Carol Surface

137 FACCCTS AliJune 2000 www.facccorg 23 The Internet: Pinocchio's Pleasur nd

by John Pellitteri, Mt. San Antonio College

smells of popcorn and cotton candy, the bellsbells and sirens and allure of pleasure unre- pentant. Students flit and dance from Web page to Web page, cutting and pasting and cutting until a semblance of the paper you assigned meets the page requirements. They "borrow" words and phrases, packing them into their document, and what emerges, like Frankenstein's monster, growls, spits and mumbles with unintelligible vigor.

138 24 www.faccc.org,' June 2000 At FACCCTS There is certainly enough information on the Internet benefits?" It takes time, energy, and money to maintain a to satisfy one's sense of work ethic. However, the quality of Web site, and even 14-year old boys have something better the information is questionable. Students need to be able to to do than create a scholarly-looking page for nothing. We evaluate the quality of the information they read on their must ask, "why is the webmaster spending their time doing monitors before selecting it for their assignments. this?" One could argue that our students are bypassing the This can be a particularly sticky part of the Web primary learning objective of college by neglecting to because a lot of the time, it's not our money they're after; at evaluate the Web information they use. In fact, it is most least not directly. When logging onto a site, our attention is likely that the assignment's purpose is to develop critical also a valuable commodity. If there are a random plethora of thinking skills in a particular area. Instead, they are practic- banner ads, links to other sites, or other advertisements, one ing critical technical skillslearning how to access what may question the pages' motives. Looking at the ads' they need in a shorter amount of time. (One might ques- content can give us a clue about the "man behind the tion, "more time for what?" More Web dancing!) The curtain." That wizard is the one collecting the money, Internet, however, much like Pinocchio's Pleasure Island, whether it be for charging advertisers to use the page, or offers an attractive alternative to "on-ground" study. It enticing you to follow the yellow brick road. Rest assured delivers pre-packaged print, no discipline that when you find the person with the handful required. of gold, you've found the motive for the page. The problem is, of course, that anyone (2) The principle of the fruit of the forbidden anywhere can post information on the Web. tree. Unlike scholarly journals of old, which Much like figuring out "who benefits?" realize undergo a rigorous peer-review process, any that commercial Web sites would rather charge hack can throw up verbiage on the Web and there is little to distinguish one from the you for information than give it to you free. By the same token, legitimate Web sites have other. Times New Roman appears the same little reason to link to questionable ones. At on one's monitor whether it conveys reliable The problem this stage of the Internet's development, links information or is simply covering make-up is, of for an orangutan. to questionable sites may slip through simply due to the naiveté of those of us who put up How then do we proceed to assist our course, that students in evaluating the merit of articles anyone the pages. However, for the most part, pages they find on the Web? anywhere of like authenticity flock together. Question We have several options, none of which the seemingly "legitimate" link or page that springs from a site already deemed shady. involves a magic bullet. It is a slower, more can post rigorous process. By definition, practically, information (3) The principle of the no-free lunch. we move slower than the spider that spins on the Web. Realize that if the information looks too the World Wide Web. The following goodit might be. Writers of important notions are for faculty and students to help information hesitate to give their hard work further the discussion regarding Web away for free. Although Web sites that research. demand a credit card are not always legitimate, students (1)The principle of Que Bono should not expect access to propriety-driven databases or information without any compensation. Exceptions to this A default setting that we all need to develop while travers- principle might include access to a database where the ing the Web, is to suspiciously eye que bono, or "who student services fee allows access, based on a contract with

1J9 FACCCTS Ali Juno 2000 Ili www.faccc.org 25 Get Involved in CC Contact the FACCC staff members below at (916) 447-8555 or via e-mall

Fall is an excellent time to invite your legislators for a campus visit. Assemblymembers and state senators traditionally spend time in their districts Thursday through Sunday. Share the faculty perspective of your college. Ask student and other faculty groups to participate in the visit. Contact Governmental Affairs Director David Hawkins at [email protected] for helpful hints.

Join the FACCC Advocacy Network (FAN). Read about FAN and print out an application under "Legislation" at www. faccc. org.

Shadow FACCC's legislative advocates at the Capitol for a day. (If you're going to be in the Sacramento area, give us a two-week notice to arrange for your visit) Contact David Hawkins at [email protected].

Write articles, essays or book reviews for FACCC's publications. (FACCCTS or Off Track) Contact Katherine Martinez at [email protected] or see "Publications" at www.faccc.org.

Recruit new FACCC members and receive gifts through the Member-Get-A-Member program. See "Membership" at www.faccc.org or contact Lyndon Marie Thomson at lyndonmt@aoLcom. See page 21.

Serve on a FACCC Board of Governors committee. Contact Paul Simmons at paulq6/9s@aotcom.

Contribute to the FACCC Political Action Committee and help elect community college allies. Print out a FACCC PAC card under "About FACCC" at www.faccc.org.

Join the FACCC Listserves To discuss community college issues with your colleagues via e-mail, join the lists by e-mailing:

[email protected] (for general California Community College discussions)

[email protected] (for part-time faculty issues)

[email protected] (for issues of concern to faculty hired in the past five years)

Leave the subject and message blank, or simply write "SUBSCRIBE." A Note on the FACCC Listserve for New Faculty Members ACCC understands that new faculty members are concerned about learning the ropes, working toward tenure, figuring out the maze of bureaucracy both locally and statewide, and making sure they're the best possible teachers. FACCC has started a listserve specifically for newer California Community College faculty members to connect with each other and glean wisdom from other faculty members who will participate on the list. To join, e-mail:FACCC-Newhire-subscribe©onelistcom(leave the subject and message blank) When you join, please feel free to introduce yourself and ask questions about topics you're concerned about. Contact Paul Simmons atpaulq6r9s@aoLcomif you have questions.

26 www.faccc.org at June 2000 JO' FACCCTS 11 0 the college, or a professor posting information for a course numbers on their sites because they are not equipped that she has graciously opened up to everyone. to handle the amount of calls they would receive. Another exception might be archived or outdated These sites, if they are legitimate, almost always have articles that publishing houses are hard-pressed to sell addresses to visit or write. after the journal is out in the libraries, putting it on the Web makes it a marketing tool. The Check with professors or other profes- bottom line is this: keep in mind that it takes sionals in the field about whether the organi- money and resources to research and publish. zation is well known, and what their biases That money comes from somewhere, and if are. Non-profit association and government not you, who? pages, for example, developed to protect Evaluating information found consumers, are usually good links, on the Web is tricky business. as well as information sites about Here are some things you can do national issues, such as tests and when evaluating information Check with professors licenses. Examples are the Depart- found "cybernetically" based on ment of Consumer Affairs the aforementioned principles: or other professionals (www.dca.gov), The TOEFL Web in the field about site (www.toefl.org), and the Identify who benefits from whether the Immigration and Naturalization you loading their site. If it is Service (www.ins.usdoj.gov). not obvious right away who organization is well Although there is no hard-fast rule, is advancing the information, known, and what their Web sites that are invested in then the site is probably giving accurate informationi.e. it invested in being hidden. biases area makes their jobs easier if you are Many sites hide behind well informedare usually flashy banners and obscure trustworthy. links because they want to lead you to a place they iiIi4311 students need to be trained in the principles of assume you don't want to go. They're probably right. lagiarism, and the reasons behind those principles. We cannot hope to compete in terms of flair or speed with Gather and check references against hard copy refereed the Internet. We therefore must give students those tools journals. If you can "verify" a site, then you can they will need to think critically about their work. Cutting bookmark it and feel confident whenever you visit it and pasting is not the same as researching and analyzing. By that the information is reliable. questioning the sources of the work, and separating the chaff, we return from the glitz of Pleasure Island and If there is a phone number to call, call it. Any legiti- develop the critical thinking skills so necessary mate resource would be happy to answer questions for success. 0 about how their information is produced. Calling or writing the organization and asking for reference John Pellitteri holds a doctorate in psychology and is a professor authors will help in evaluating where the information of counseling, English as a Second Language, at Mt. San comes from. Some sites purposely don't put phone Antonio College. He has been a FACCC member since July 1999.

141 FACCCTS h June 2000 ii www.feccc.org 27 FACCC Answers Master Plan Committee's Questions on Colleges

Legislature's Joint Committee to Develop a Master tenure track positionsappropriate to the mission of ThePlan for Education asked FACCC some questions your system or campus? about community colleges (see page 5 for details). Here is Yes. Nothing lower is acceptable. FACCC's reply. (3) Is expertise in one's discipline sufficient preparation (1) Do California's educational institutions have the to be effective as teaching faculty? Does your association necessary infrastructure in place to prepare and/or attract support the proposition that some form of pedagogical the numbers and types of faculty that will be needed to training is needed to meet the educational needs of accommodate the enrollment growth of the next decade students in your institution? estimated at 714,000 additional students in public education systems by 2010 Expertise in one's discipline may not and to replace current faculty who may be be sufficient preparation to be effective as retiring or leaving for other reasons? Our concern teaching faculty. New faculty should give What does your organization assess as serious thought to what they would do as a the appropriate level of state capacity for focuses less teacher before entering the classroom. the annual production of new faculty? on infrastruc- Customized pedagogical training on areas like assessment, leadership, method- There is an infrastructure in place to ture than the ology, collegial governance and history of attract sufficient numbers of part-time need to create higher education can be considered. These faculty. We have hiring committees, a stable core courses should be taught by community manuals and processes. college faculty or university professors with Our concern focuses less on infra- of full-time expertise in the community college. structure than the need to create a stable faculty to meet (4) What circumstances or conditions core of full -time faculty to meet the the growing does your association regard as essential growing enrollment demand. On this to creating a successful teaching-learning point, faculty consistently face an attitude enrollment environment, and to what extent are those on the part of administrators that inappro- demand. conditions or circumstances evident in priately relies on part-time faculty. In order your institutions today? to attract a sufficient level of full-time faculty we need to first create the jobs, then Academic freedom, tenure, competi- focus on salaries, working conditions and facilities. tive salaries and benefits, reasonable control over one's The ability to attract faculty also depends upon the destiny, offices, access to secretarial help, technology and disciplines that are being sought. In a robust economy, updated facilities are all essential. While these are currently community colleges cannot compete with high-tech firms evident, they can be improved. for those with advanced technology skills to teach computer We also call for the following: science. Teaching core of 75 percent full-time faculty, Recruitment from a diverse applicant pool is another Required pre-requisites in reading, writing and major concern. This issue cannot begin to be addressed technology for core transfer courses; without first examining job creation, salary augmentations, Assessment leading to placement, not just advisement; facilities and working conditions. Effective integration of student services and instruc- The appropriate level of state capacity for the annual tion; production of new faculty is that amount sufficient to meet Strengthen and integrate general, vocational and the demand of 75 percent full-time instructors for credit developmental education. classroom instruction. (2) Are the current minimum qualifications for employ- (5) How would your association define "quality" in higher ment be it part-time, full-time, non-tenure track or education (for your institution and/or beyond)? What would constitute good indicators of a quality education?

28 www.faccc.org Ai June 2000 flir FACCCT$ 142 In this arena, demonstration of quality goes toour philosophical orientations. Diversity of opinions helps institution's ability to impact students. A quality education create better communities. will produce students with the following capabilities: (7) What opportunities constitute appropriate ongoing Think clearly professional development for faculty? Are any such Think abstractly opportunities thought to be sufficiently critical to Apply computer literacy skills warrant your institution being required to provide them, Solve problems creatively or to require faculty participation in them? Demonstrate knowledge of different fields U Demonstrate application of knowledge All faculty must have the ability to update their skills U- Commitment, to life-long learning through professional development conferences, subject M,. Demonstrate good citizenship matter conferences and sabbaticals. Flex days provide U .Interact well with diverse groups of people appropriate opportunity for faculty to take advantage of professional development activities, although not all Our*furictiOiris to produce better citizens, not just districts have sufficiently flexible flex day programs. students who transfer to four-year institution's. Appropriate continuing education for all faculty Open access distinguishes the measurement ofsuccess include courses on: in community. cpueges from the four-year institutions. Diversity/cross-cultural learning While we cannot produce uniformity of output,we can Technology have better measurement indicators through improved Pedagogy assessment of who comes into our institutions. Our success Updates in education law is measured by the "value-added" to the students during Mentoring programs which include one class off for their time in the community college. new hires (6)Does yoiur organization consider diversity with These courses should be made available through the respect to gender, ethnicity, philosophical orientationor flex activity and not exceed the 175 days of instruction. other factorto be an important component of the They need not be required, except for a course in pedagogy tenured faculty for your institution? If so, what mecha- for new faculty. nisms does your association support to promote that All districts should be required to offer sabbaticals. objective?, (8) Does your association believe there Yes; for part-time faculty and staff as are critical elements to building and well. sustaining a quality teaching-learning More diverse applicant pools will environment that are (or should be) the emerge when we develop a pipeline to exclusive responsibility of tenured "grow our own," that is, recruit commu- faculty? If so, please identify them and nitycollege students into the prospective provide a brief rationale. ranks of community college teaching. The Using Title 5, California Code of following steps should be taken to achieve Regulations, Section 53200(c), as an this goal: appropriate reference for this question, UIncrease mentoring and internship opportunities the following is listed under "academic Provide significant financial aid to those most in need and professional matters": 111 Increase on-campus employment opportunities Curriculum, including establishing prerequisites and Increase cooperative work experience placing courses within disciplines; UProvide loan forgiveness Degree and certificate requirements; Increase.scholarships for master's students. o Grading policies; We also believe that community colleges must lead by Educational program development; example. Diversity must be celebrated, not merely tolerated. o Standards or policies regarding student preparation and success; Racism must be condemned wherever itappears in the campus environment. ° District and college governance structures, as related to faculty roles; Concurrently, community colleges must engendera safe learning environment to produce graduates with diverse Faculty roles and involvement in accreditationprocesses, including self-study and annual reports; Policies for faculty professional development activities;

FACCCTS June 2000 fiii vriv.faccc.org 143 20 Processes for program review; Advance California's economic growth through Processes for institutional planning and budget develop- education and training that contributes to workforce ment; and improvement Other academic and professional matters as are mutually Remedial instruction agreed upon between the governing board and academic English as a second language senate Adult non-credit instruction Community services All of the above-mentioned activitiesin addition to Institutional research require a stable, full- peer review and new-hire mentoring Student support services time tenured teaching corps that is vested in the institution, not only from the standpoint of teaching, but also from While the academic achievement for the state's governance and leadership. priorities is largely measured in transfer rates, this is not necessarily the best indicator as to whether the community (9) Should there be a statutory requirement or goal for college system is fulfilling its service to community needs. the distribution of full-time and part-time faculty or Each district has its own relationship to a community with should this be left to campus discretion? Is there a point its own priorities and needs. at which the proportion of full- Locally elected boards and local time to part-time faculty threatens advisory committees are established institutional capacity to sustain The appropriate goal. to set policy and priorities for local high quality teaching-learning districts. This is what distinguishes opportunities? is 75 percent full- the community college system from The appropriate goal is 75 time instructors. the CSUs and UCs, and their percent full-time instructors. This This should not be independence must be respected. should not be left to campus left to campus FACCC remains a strong supporter discretion. The system has deter- of local boards and the ability of mined that anything short of a ratio discretion. community colleges to serve the of 75/25 endangers learning. individual communities in which There may be a point at which they are located. the proportion of full-time to part-time faculty threatens As such, we are already as responsive as possible to the institutional capacity to sustain high quality teaching- needs of the state. learning opportunities. Since community colleges have (11) In what ways can California's colleges and universi- never exceeded the 75 percent mark for full-time faculty, we ties better align collegiate curriculum with that of will not hypothesize as to what that point is. California's public schools? (10) One compelling reason for maintaining public This question should be reversed, namely, how can educational institutions is that they provide benefits to California's public schools better align themselves with the public commonwealth (e.g., meeting the need for California's colleges and universities. The K-12 system is in additional teachers, nurses, etc.). In what ways can public need of serious reform, and community college faculty have colleges and universities become more responsive to witnessed first-hand the decline in student preparedness. State priorities that require academic achievement and/ Community colleges can undertake the following steps or applied research while balancing traditional faculty to connect more effectively with public high schools: flexibility to determine the academic priorities of institu- tions? Provide better outreach III Promote visits of community college counselors to This question is much more appropriate for the high schools California State University and University of California. Promote teacher exchanges We serve the State's priorities through our multiple Expand Middle College programs, depending upon missions: community needs Academic and vocational instruction at the lower Provide Advanced Placement instruction to high division level school students Ai;

30 144 writv.faccc.org en. June 2000 fli FACCCTS FACC\C Annual Conf nee September 21 23, 2000,

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J

Aboard the Queen Mary Long Beach, California

J 2000 FACCC Conference T Educa S Ch n aCose t e21st Century ept. 22

FACCC Conference, Sept. 21-23, Queen Mary, Long Beach, CA.,

The Education Summit will begin at 9 a.m.

Facilitator: Larry Toy, CEO of the Foundation for California Community Colleges. Toy is a former president of FACCC and the CCC Board.of Governors.

Featured Speaker: Dan Walters, political columnist for The Sacramento Bee

The summit will feature leaders from community college groups, Chancellor's Office, business, media, the California Legislature, and clergy. Learn about key issues facing our system and our state in the decades ahead.

Invited Participants Bruce McPherson, Jacqueline Woods, U.S. Department of Education Alan Lowenthal, California State Assembly Cheryl Amador, Community College League of California Beverly O'Neill, Mayor of Long Beach Reverend Leonard Jackson, First African Episcopal Methodist Church, Los Angeles. Carolyn Russell, President, Faculty Association of California Community Colleges Marla Jo Fisher, Higher Education Reporter, The Orange County Register Linda Collins, President, Academic Senate for California Community Colleges Warren Fox, Executive Director, California Postsecondary Education Commission Juanita Price, President, California Student Association of Community Colleges Delaine Eastin, Superintendent of Public Education Tom Nussbaum, CCC Chancellor Thomas Collins, CEO, Long Beach Memorial Hospital

32 1 6 www.faccc.orggiirJune 2000elii"FACCCTS 2000 FACCCConference

Confereite

Workshops, Breakouts; Seminars Specially designeAfesqou. Follow a track or select the ones'that look the most interesting. \,t See registration form on next page.

A Leadership Polities and Policy Technology Learn how to be more effecOe Get ready' for the upcoming 'The, latest and greatest wisdom by honing your leadership skills velections and the ongoing and practical knowledge in this at local and statewide levels on ,legislative process ever-changing environment. various issues. The Bill Game. How, Funding Deals for Technology Change Agents: Identifying,,;; legislation makes its way to ,, Videoconferencing with Campus Cultures the governor Pacific Bell How to Run an Effective Mock Election: It'sfun and Technology at Small, Medium Meeting educational. Elect your and Large Colleges Facilitator Skills candidate. Online Courses Taking the Reins as New Communications Getting Smartboard Technology Faculty Faculty Issues into the News and-more How to Deal with Difficult TeStimony: How to Influence

People Legislators at the Capitol. , How to Use Humor as a Facilitator

Vocational & OccupaliOnatEdutation Part-yiMe Factilty The past, present, and future, of vocational education In this unprecedented era of empowerment for in the community colleges, K-12 and elsewhere. part-time faculty; the work has only begun. Should Everyone have a Ph.D? Is Kindergarten to Going to the'Well: Getting Answers for Part- Stanford the only path to success? Time Faculty America's Learning Exchange Influencing Legislators at the State Capitol and more. How to Deal with Difficult People Campus Cultures...and more Saturday morning keynote speaker: Barry Glassner, author of "The Culture of Fear: Why Americans Are Afraid of the Wrong Things"

Seminars and workshops subject to change

FACCCTS Air June 2000 Mr www.faccc.org 147 88 2000 FACCC Conference Scholarship and Public Policy: Chart (Y)our Course FACCC Conference Sept. 21-23 Long Beach, CA Registration Form

Name College

Address

City, State, Zip Code

Discipline taught

Phone E-mail address

Full Conference Registration Fee (Sept. 21, 22, and 23) Regular Price - $349 To help us plan for space, FACCC Members - $299 please check your primary interest: Part-time faculty and retirees $249 0 Technology Part-time or retired FACCC Members - $199 0 Leadership CCC Students (non-faculty) - $99 0 Policy & Politics 0 Part-Time Issues 0 Vocational Education Partial Conference Registration (single days) 0 Service Learning Thursday only - $99 ($79 for FACCC members) Friday only (includes Education Summit) $175 ($149 for FACCC members) Saturday only - $99 ($79 for FACCC members)

Group Discount10% off With five (5) or more full-conference registrations submitted together from a single campus. (Group discounts do not apply to single-event registration).

Special Offer for Faculty Joining FACCC with Conference Registration: Subtract one year's FACCC dues from the regular conference price. A signed FACCC payroll deduction card must be enclosed with registration. .

Total Enclosed $ ( ) MCNISA # exp. / C11 Check made out to FACCC Education Institute

Special Needs: Vegetarian Meals Wheelchair Access Other Special Accommodations

Reserve your room at the Queen Mary today. We secured a great room rate on this historic luxury liner; it's convenient and loaded with ambience. Act now, before the rooms are sold out! Call (562) 435-3511 or (800) 437-2934.

34 148 www.faccc.orgatJune 2000 fit FACCCTS Visit

411111

VVVVW. MIL and discover another side of FACCC

www.faccc.org features items not available in the printed publications.

About FACCC Cind out why FACCC was named "Best Political Voice for I Community College Faculty in the State" by the Sacramento What's New News & Review. Legislation & Advocacy FACCC updates its Web site weekly with legislative alerts,event

Question of the Month announcements, news,special member offers, and more. Go to Legislation &Advocacy, where you'll find daily political Workshops news stories,text and summaries of FACCC-sponsored bills, links to Member-Get-A-Member legislators,and more. Under Question of the Month, read your colleagues' replies to Publications provocative q uestions,and add your own answer. Get Involved in FACCC Click on Workshops to see a calendar of FACCC events, meetings,

Part-Time Faculty workshops,and details on the Sept.21-23 conference aboard the Queen Mary in Long Beach. FACCC- Education Institute Check out Publications to read the latest news from Sacra- Job Opportunities mento, plus guidelines for publishing your work in the quarterly journal FACCCTS and the part-time faculty newsletter Off Track. Write a Links letter to the editor, advertise in FACCCTS or on the Web site, or read FACCC's press releases. Through advocacy,workshops, printed publications and cyberspace, FACCC is your professional association.

Faculty Association of California Community Colleges

FACCCTS Ai June 2000 ?h www.faccc.org 149 35 Community College Hall of Fame

What do the following people have in common? They all attended a California Community College. Source: Community College League of California

Octavia E. Butter, writer, Pasadena City College Jo Jo Starbuck, Olympic and professional figure skater, Cerritos College Paul Rodriguez, comedian/actor/ education advocate, Long Beach City College George Lucas, filmmaker, Lucasfilms, Modesto Junior College Ralph C. Dills, former state senator, Compton College Jessamyn West McPherson, author, Fullerton College Lee Meriwether, actress, City College of San Francisco Jackie Robinson, baseball player, Pasadena City College U.S. Rep. George Miller, John Moss, former congressman, Sacramento City College Edward James Olmos, actor/director/producer/community activist, East Los Angeles College Martin Yan, master chef, Golden West College Wayne Wang, filmmaker/producer, Foothill College Cindy Williams, actress, Los Angeles City College Beverly O'Neill, mayor of Long Beach, City College Bernard C. Parks, police chief, L.A. Police Department, Los Angeles City College John Petersen, Exec. Director, Accrediting Commission for Community & Junior Colleges, Modesto Junior College Rosemary Pleiffer, superior court judge, College of San Mateo David R. Pierce, president, American Assoc. of Community Colleges, Fullerton College Glen Craig, commissioner, California Highway Patrol, College of the Sequoias Lourdes G. Baird, U.S. federal judge, Los Angeles City College Roderick W. Beaton, president and CEO, United Press International, San Joaquin Delta College W. Michael Blumenthal, U.S. Secretary of the Treasury, City College of San Francisco Robin Williams, comedian and actor, College of Marin Sue Wong, fashion designer, Los Angeles Trade-Tech College Charles E. Young, UCLA chancellor, San Bernardino Valley College

36 www.faccc.org h June 2000 fir FACCCTS 150 is k Found Inspiration on Road The Harvest Gypsies, by John Steinbeck deported at the end of a season. This Forward by Charles Wollenberg. Heyday Books, 1999 multicultural mix of Chinese, 80 pages, illus. $7.95. Japanese, Filipino and Mexican was Available for purchase online at wwwfaccc.org (See more open to union organizing "Special Member Servicesi","FACCC Book Service") efforts than their "independent" competitors. Of course, the farm Reviewed by Lee Hancock, L.A. City College owners pitted these two groups against one another. john Steinbeck, California's most famous writer, intro- The only ray of lightfor 'Fluced us in 1939's The Grapes of Wrath to the Joad family, California farm workers at the time were the government who wandered up and down oui state to find farm work camps, few in number, but organized along democratic diking the Great Depression.' principles, and providing water, soap, food, medical care and The information and insight to write this popular social services. They treated the migrants with dignity and book, as well as an earlier work, In Dubious Battle, was respect. There were only two of these "models" when gleaned much sooner, however, during Steinbeck's own Steinbeck's tour took place, and never more than 15 in this travels through the migrant worker camps in October 1936. small New Dealexperiment. All were gone by 1939-1940. This journey, first presented as a series of seven articles Steinbeck predicts in Harvest Gypsies that, in the in 'The San Francisco News in 1936, was published by future, farms would be worked by white laborers demanding Heyday Books in 1988 as The Harvest Gypsies, a slim a higher standard of living than the foreign workers of the volume that shows how Steinbeck's concern was awakened. '30s. He also warns that California agriculture must This edition was published last year, around the same time restructure to adapt to the needs of the migrant worker. The Harvest Gypsies was named number 31 on the "Top 100 It was clear in 1936 that large farm conglomerates were List of the Century's Best American Journalism." in control of major tracts of fertile land in the state, espe- The conditi ns Steinbeck foundon his trip cially in the San Joaquin Valley, and in control of the water. are also seen in Dorothea Lange and other's stark black and Although water rights were controlled, available to owners white photographs, many of which accompanied of 160 acres of land, these limitations were not effective in Steinbeck's original articles. California historian Charles controlling the power of big farmers over the water. Wollenberg establishes a context in the introduction, setting Steinbeck's predictions and warnings, however, were not the scene for the tour itself with a discussion about agricul- heeded. tural history and conditions in California over a long The resistance of big-money farm owners to the period. struggles of farm workers who sought better working Steinbeck and Tom Collins, manager of a federal farm conditions, presented by Carey McWilliams' Factories in the camp, traveled in an old bakery truck, visiting with farmers Fields and in the 1950s by Edward R. Murrow in his TV in their makeshift shanties and in government camps. They documentary Harvest of Shame, continues. California saw, first hand, the poverty in which the migrant families agribusiness is, even today, still struggling to maintain its lived, in "houses" of cardboard and tin that left them upper hand against the farm workers, as we see in reports of hungry, dirty, without energy or spirit. The workers lacked the 1997-98 strikes in the strawberry fields around access to clean water, toilets or washing facilities. Infant Watsonville. mortality was high, medical or pre-natal care non-existent. The Harvest Gypsies tells this significant ongoing story Families who had left drought-starved farms in Oklahoma in miniature, in a style and vocabulary accessible to student and were used to a stable existence; migrant life readers, yet challenging for faculty as well. The book is was new for them. worth buying for the pictures alone, and Wollenberg's Class structure was not absentfrom the introduction is an extra bonus. The book is a valuable, fields, where two groups competed for scarce work: largely unknown treasure that I heartily recommend.at dispossessed whites (independents used to working for Lee Hancock is a retired full-time instructor who taught for 29 themselves), and foreign workers ("peons" who had always worked for wages). The foreign workers were apt to be years in the Los Angeles Community College District. She now teaches part-time at Los Angeles City College. Hancock has been a FACCC member since 1992. 37 FACCCTS dlir June 2000 air www.faccc.org 151 Benefit Improvements GainingSpeed California State Teachers' Retirement System board Teachers' Retirement System/Statewide Retirement Thehas approved the statewide Retirement Coalition's Coalition benefit improvements proposal: $15 billion teacher benefits improvement proposal. CalSTRS' May 4 decision, after extensive lobbying by The $15 billion package of new benefits will retain FACCC and other coalition groups, paves the way for and recruit - quality K-14 teachers. negotiations to begin with Gov. Gray Davis and the The current level and types of California State Teach- Department of Finance to approve the benefit enhance- ers' Retirement System benefits fall well below the ments for Ca1STRS members. level and types of benefits available to California The negotiations over the next few months will Public Employees' Retirement System members. determine what Assembly and Senate bills will carry the proposal's components, and which CalSTRS benefit The $15 billion increase in benefits is financially improvements the governor will support. responsiblewithout using general fund dollarsfor a 30-year period, and will not adversely effect the For active Ca1STRS members, proposed benefit CalSTRS fund, K-14 districts or CalSTRS members. improvements include: This proposal to increase CalSTRS benefits received Highest-year compensation almost unanimous support from the CalSTRS board, ($5.1 billion cost) with all three statewide elected board members Increased career bonus with (superintendent of public instruction, state controller, 2.5 percent age factor ($4 billion) and state treasurer) supporting the $15 billion expen- Creditable compensation ($0.4 billion) diture to increase teacher retirement benefits. Air Rule of 85 (no cost to CalSTRSbargainable at the college district level) For retired Ca1STRS members, proposed benefit improvements include: Become a Life Member Stay updated on California State Teachers' MediCare Part A compensation (To help qualify for Retirement System benefit improvements and MediCare Part A hospital stays) ($2.1 billion) other community college faculty issues by Retiree ad hoc benefits ($0.9 billion) becoming a FACCC Life Member. Expand minimum allowance eligibility ($89 million) A Life Member receives all publications, has Catastrophic healthcare/prescription drug (up to $2 the right to vote and may attend all FACCC billion). events and activities at a discount. To become a 80 percent purchasing power (no cost to Ca1STRS). Life Member you have a choice of paying aone- time $300 membership fee or recruiting two Please send letters as soon as possible to Gov. Gray Davis new asking him to support the above proposals. FACCC members. For more information, contact Lyndon The Honorable Gray Davis Marie Thomson at (916) 447-8555 or State Capitol [email protected] Sacramento CA 95814.

Sign your letter with your full name and address, and Speak Your Mind in FACCCTS forward a copy to FACCC: 926 J Street, Suite 211, Sacra- The Good Life relies on reader contributions. If mento, CA 95814-2790 you have a story to share about preparing for retirement, reflections on enjoying your retire- Tell the governor your personal story aboutyour need ment, or related topics, we'd like to hear it. for equitable retirement benefits. Include the following Contact Katherine Martinez at (916) 447-8555 talking points in support of the $15 billion California State or [email protected]. See writers' guidelines under "Publications" at www.faccc.org.

38 152 www.faccc.org Ai June 2000efir FACCCTS financing provided by CalSTRS equal to 5 percent of your CaISTRS Offers home's purchase price. For more information, contact Robert Woods at Loans, Investme t Ca1STRS, (916) 229-3799 or visit wwwcalstrs.ca.gov. Opportunities The California State Teachers' Retirement System Voluntary Investment Program, formerly known as Ca1STRS Home Loan Program, the 403(b) Plan, is designed to provide school employees Thewww.calstrs.ca.gov/benefit/homeloan/homeloan.html,, with an bi)p. or:turi4 to supplem' ent their retirement offers a total of participating lenders. This makes it benefits. CalSTRS's'Pohiori and oversees the program, possible to find a CalSTRS-affiliated lender to arrange for a which is structured as a tax- exempt, governmental fund. new home loah or refinance an existing one in any of The program uses professional money managers, hundreds of mortgage loan offices around the state. carefully selected bYCalSTRS; to manage your investments. To qualifyfor a CalSTRS home mortgage loan, the Participants may also make their'own investment decisions home you plan to buy must be your principle residence; the using the self-managed account; a discount brokerage mortgage loan amount cannot exceed $350,000, the home service giving you access to nearly 3,000 mutual funds. must be located in California, The Ca1STRS VIP offers and any loan that is for 80 an array of investment percent or more of the cost of options, including mutual the home must have private - - funds and annuities, designed home mortgage insurance. to help you meet your You can obtain a home retirement savings goals. VIP mortgage loan for 15-year or participants may select from a menu of quality investment 30-year terms on fixed-rate -__ loans with a competitive options. Each fund offers a interest rate and the ability to distinct profile of risk and lock in the lowest interest return characteristics to rate available on either the provide you with choice and date your application is control. The quality invest- accepted, the date of lender ment line-up ranges from approval or the date your more to less conservative. escrow documents are drawn. You can purchase a single- You can allocate your investments among the following family, two-family, three-family, or four-family dwelling, options that have been selected for the program by single-family cooperative apartment or a single-family CalSTRS investment professionals and the CalSTRS condominium. board: Provident Institutional Fund's TempCash Prime In addition to traditional home mortgage Money Market Mutual Fund, S&P 500 Index Fund or loans, Ca1STRS has two new home loan programs. First, EAFE Equity Index Fund. a "no points, no fees" option which allows you to borrow up The program also provides pvivaras to 95 percent of the home price and CalSTRS pays all sector quality support through a partnership with nonrecurring costs. You pay only 5 percent down and State Street Bank and Trust Company. Ca1STRS has prepaid interest; and your interest rate is competitive. negotiated an asset-based fee arrangement that delivers the Second, the Ca1STRS /California Housing Loan Insurance oversight, service, and investment options at an extremely Fund Zero-Down Preferred Program combines the competitive cost. For more information, contact Francisco traditional 95 percent loan-to-value with the secondary Lujano at Ca1STRS, (916) 229-3812 or visit www.calstrs.ca.gov. at

FACCCTS "Ii June 2000 diwww.faccc.org 153 39 Speech Call for FACCCTOTUM Submissions

FACCCTS,the journal of the Faculty Association ...The power of speech, to stir men's blood. of California Community Colleges, seeks William Shakespeare contributors for articles, commentaries, teaching tips and book reviews.FACCCTSalso seeks Free speech not only lives, it rocks! artwork, graphics and cartoons from community Oprah Winfrey college faculty and students. See page 12. A speech is poetry; cadence, rhythm, imagery, sweep! Deadlines A speech reminds us that words, like children, have July 17 for the September 2000 issue the power to make dance the dullest beanbag of a heart. (Academic Integrity) Peggy Noonan Oct. 9 for the December 2000 issue Speech is power: Speech is to persuade, Jan. 15 for the March 2001 issue to convert, to compel. April 16 for the June 2001 issue Ralph Waldo Emerson For writers' guidelines, For of the three elements in speechmakingspeaker, see "Publications" at www.faccc.org subject, and person addressedit is the last one, the or contact FACCCTS Managing Editor Katherine Martinez at hearer that determines the (916) 447-8555 or [email protected] speech's end and object. Aristotle If all my talents and powers were to be taken from me by some inscrutable Non-Profit Org. Providence, and I had my choice of keeping but one, U.S. Postage PAID I would unhesitatingly ask to be allowed' to keep the PERMIT NO. 144 power of speaking, for through it, I would quickly cc Sacramento, CA recover all the rest. Daniel Webster FACULTY ASSOCIATION OF CALIFORNIA COMMUNITY COLLEGES, INC. The average man thinks about what he has said; the EDUCATION INSTITUTE 926 J Street, Suite 211, Sacramento, CA 95814-2790 above average man about what TEL (916) 447-8555FAX (916) 447-0726 he is going to say. [email protected] www.faccc.org Anonymous Not only is there an art in knowing a thing, but also CHANGE a certain art in teaching it. SERVICE Cicero REQUESTED A good many people can make a speech, but saying something is more difficult. H.V. Prochnow Style is proper words in proper places. Jonathan Swift

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