DOCUMENT RESUME ED 437 986 JC 000 119 AUTHOR Adams, Julie, Ed. TITLE Senate Rostrum: The Newsletter of the Academic Senate for California Community Colleges, 1999. INSTITUTION Academic Senate for California Community Colleges, Sacramento. PUB DATE 1999-00-00 NOTE 54p.; Published quarterly. AVAILABLE FROM Academic Senate for California Community Colleges, 910 K St., Suite 300, Sacramento, CA 95814. For full text: http://www.academicsenate.cc.ca.us. PUB TYPE Collected Works Serials (022) JOURNAL CIT Senate Rostrum: The Newsletter of the Academic Senate for California Community Colleges; Feb-Oct 1999 EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS *College Governing Councils; *Community Colleges; Distance Education; Educational Finance; Educational Technology; *Governance; Governing Boards; Government Publications; Newsletters; *State Legislation; *State School District Relationship; Two Year Colleges IDENTIFIERS *California ABSTRACT This document is a series of 1999 newsletters from the Academic Senate for California Community Colleges. Reoccurring issues covered in the newsletters are technology and distance education, full-time and part-time faculty, state budget and legislative updates, accreditation, and areas of interest specific to California Community Colleges and the Academic Senate. Titles include: (1) "Fall Session Has It All: From Partnership to Drama"; (2) "Faculty Development Breakouts"; (3) "Participants Learn about State Budget Process"; (4) "Technology at the Fall Session"; (5) "The Impact of the Overuse of Part-Time Faculty"; (6) "Can Computers Replace Teachers?" (7) "What Makes Technology Mediated Instruction (TMI) Succeed?"; (8) "Leadership in an Educational Environment"; (9) "Learning Communities for Basic Skills Success";(10) "Distance Learning in California Community Colleges";(11) "Planning and Budget: The Wisdom of Title 5"; (12) "AB 420: A Shaky Beginning, or a Dismal Conclusion?"; (13) "Developing California's Plan for Perkins III"; and (14)"Senate's First Annual Curriculum Institute." (AF) Reproductions supplied by EDRS are the best that can be made from the original document. Senate Rostrum: The Newsletter of the Academic Senate for California Community Colleges, 1999 Julie Adams, Editor February-October 1999 PERMISSION TO REPRODUCE AND U.S. DEPARTMENT OF EDUCATION DISSEMINATE THIS MATERIAL HAS Office of Educational Research and Improvement EDUCATIONAL RESOURCES BEEN GRANTED BY INFORMATION CENTER (ERIC) This document has beenreproduced as received from the personor organization originating it. Minor changes have heenmade to improve reproduction quality. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Points of view or opinionsstated in this 1 document do not necessarilyrepresent official OERI positionor policy. BEST COPYAVAILABLE February 1999 2President's Message 3 Faculty Development Breakouts 6 State Budget Process 7 Diversity Colloquia Academic Freedom eRostrum 8 Intellectual Property 10 Nuts and Bolts II 11 Part-time Paper 12 Curriculum Breakout The Newsletter of the Academic Senate Basic Skills Survey for California Community Colleges 13 Technology 14 Future'sPaper 16 Overuse of Part-time Faculty Fall Session Has It All: From Partnership to Drama by Lynda Corbin, San Diego Mesa College The statewide Academic Sen-everyone mutinies but no onetion, technology costs and quality ate Fall 1998 Session took place ondeserts." of instructional offerings. As- October 29-31 at the Los Angeles Among the breakout ses- sumptions are being challenged as Airport Westin Hotel. The themesions and speakers were the fol- a result of today's phenomenon of of the Session was "Educationallowing: sequential careers and old defini- Quality and Student Success: Who At the breakout on the Disci-tions of "life-long learning." Ac- are the Guardians?" The Generalplines List, much discussion cen-countability will continue to be an Session speakers and the breakouttered on the process itself, and aissue as costs increase and public sessions all addressed this theme.resolution was discussed thatdisclosure becomes mandatory. One of the keynote speakers waswould necessitate such review At another General Session, Jack Scott, member of the Califor-every two years (instead of thethe main speaker was Aimee Don, nia State Assembly (and formercurrent three-year cycle). That res- Chair of the University of Califor- President of Pasadena City Col-olution was defeated. The hear-nia Academic Senate. At the fol- lege). Assemblymember Scottings on proposed additions to the lowing breakout session, she was commented that in the next de-Disciplines List are scheduled forjoined by Gene Dinielli, Chair of cade California community col- late January and early February of the CSU Academic Senate. Both leges will need to accommodate 1999. confirmed that the UC and the approximately 450,000 more stu- Another breakout wasCSU faculty are interested in ar- dents; he noted that the Partner-scheduled to consider upcomingticulation agreements, but neither ship for Excellence is a vehicle for changes in accreditation stan- wants a system focused on course keeping quality in our colleges. Ifdards and processes, Dr. Davidnumbering. Instead, both want to colleges show unsatisfactoryWolf, Executive Director of the see articulation by course content. progress in meeting the goals,Accrediting Commission, wasUC particularly is very concerned then the mechanism for fundingprincipal speaker. He noted thatabout this issue; their faculty be- will have to be reconsidered; hechanges in the Higher Educationlieve that some in the community observed that the Chancellor'sAct will result in more prescrip-colleges are emphasizing course Office will be developing a meth-tive language, specific measuresnumbering over all else. od next year. He claimed that safe- of student achievement (learner Dorr commented that at the guards were built into the system;outcomes), including certificate UCs, 44,000 course-to-course artic- progress is to be judged system-criteria. For transfer, the accep-ulation agreements exist with wide for three years; if progress istance by a receiving institution of community colleges; not one such ongoing, the system will contin-accredited units will be mandat-agreement exists between differ- ue to be funded. ed. But a great deal remains to be See "Fall Session" on page 4 Best line: "A college is wheredefined, such as distance educa- 1999 February 1 3 President's Message "Just-in-Time" Education There is a new phrase find-ability to independently cope withuation. Second, a complete educa- ing its way into the argot of post-the shifting terrain of their owntion prepares the person to learn secondary education: "Just-In-learning needs. How would oth-independently. As new informa- Time" education. Recent confer-er professions fare if they ap-tion and abilities are needed to do ences and publications are replete proached their learning needs thisthe job, this person identifies those with the term. Stanford Professorway? Shall we have doctors whoneeds, assesses their own talents, Martin Conroy mentioned thislearn about a treatment "just-in-and acquires the essential up- concept in his address to ourtime" to save a patient? Or shouldgrades on their own. Spring 1998 Plenary Session. Thisthat doctor have such a broad and In my opinion, the "just-in- philosophy is succinctly described thorough understanding of thetime" approach is a symptom of a by Professor James Duderstadt offield that knowledge of the fulllarger problem. Increasingly, ed- University of Michigan in therange of conditions and treat-ucators are expected to justify Winter 1998 edition of CAUSE/ments is part of the expected pri-their programs on immediate out- EFFECT. or learning? How much confi-comes. We are becoming a society "We are beginning to see a shift dence would you have in a "just-which values only instant gratifi- in demand from the current style ofin-time" stock investment advisorcation and current utility. If the "just-in-case" education in which we who learned about a particularbenefits are not obvious at the expect students to complete degreestock just before advising you tomoment, why should I invest my programs at the undergraduate orinvest? time and effort? professional level long before they There are two fundamental As faculty members, we have actually need the knowledge, toprinciples of a comprehensive ed-often faced questions from stu- "just-in-time" education in whichucational program that the "just-dents such as "why do I need to education is sought when a personin-time" approach fails to recog-know this?" Indeed, a good deal needs it through non-degree pro-nize. First, a complete educationof our own time is spent keeping grams...." prepares that person to deal withour curriculum current and rele- The "just-in-time" ap- eventualities which evolve as theirvant. However, almost all occupa- proach has the potential to seri- profession evolves. A well-round-tions require an extensive knowl- ously undermine sound educa-ed student has a knowledge and edge base that must be woven like tional planning and to produce anskill basis that is broad enough to a tapestry. And, like a tapestry, the "educated" generation with littleface more than just the present sit- See "Just in Time" on next page The. Academic Senate for California ComMunity Colleges Bill Scroggins, President Lee Haggerty, Vice-President Linda Collins, Secretary; Dennis Smith, Treasurer; Janis Perry,' Past President Publications Committee: Hoke Simpson, Chair, Grossmont College Winston Butler, Los Angeles