As with most local academic senates, ASCCC’s proceedings at its bi-annual plenary sessions are guided by Robert’s Rules of Order Revised (RROR). Many voting delegates, from first-time attendees to long-time veterans, can be confused by or have questions about the specific rules observed at these events, the ways in which those rules are applied, and the reasons for following these practices.
Community Colleges function as California’s largest workforce training provider—and they also enroll the state’s lowest-income students. Approximately half of all Community College students still have unmet financial need after all financial aid is considered, and many lack the resources to afford the tools needed to succeed in higher education.
The rising number of veterans and military service members at our colleges has prompted a concomitant rise in services and campus resources to assist them as they transition to civilian academic life. Colleges have developed student services to deal with the numerous issues that affect veterans in particular, including academic counseling, psychological services, and financial aid counseling to name a few. Veterans’ resource services have expanded enormously to meet the needs of military service members.
At the Fall 2012 ASCCC Plenary Session, three resolutions were brought forward asking the body to endorse a particular curriculum pathway in developmental mathematics.
Educators, policymakers, and other stakeholders have long debated what it means for students to be successful, and the Student Success Initiative has brought the discussion to the forefront yet again. The Student Success Task Force recommendations indicate the measures in the Accountability Report for Community Colleges, more commonly known as the ARCC Scorecard, as the basis for setting goals at both local and state levels.
As the need for greater accountability in state funding continues to resonate with the Legislature, bills like SB 721 (Lowenthal, 2012) will gain greater support and traction, causing headaches for community colleges that already must produce numerous accountability reports. Specifically, SB 721, introduced on February 18, 2011, would, as stated in the State Senate’s SB 721 Fact Sheet1,
Have you ever watched a romantic comedy where two lonely individuals meet at a community center art class? As the movie unfolds, love blossoms over shared paint palettes and muddy water. Hilarity ensues as the individuals must overcome obstacles, real or imagined, to the relationship, but nothing will keep the fated lovers apart, and in the end love conquers all. You might think that you too should take an art class; it will allow you to explore your untapped creativity, and you never know whom you might meet.
According to recent findings in positive psychology, among the basic elements of individual happiness are love and work1. That is, happiness requires having healthy social relationships and productive, meaningful work. I’ve been blessed on both counts; all the more so because many of my self-sustaining relationships have come from those with whom I have worked and my career at one of California’s community colleges has been deeply rewarding.
At the ASCCC Spring Plenary in 2009, Resolution 1.02 Assessment of Inclusive Practices passed, asking the Executive Committee to conduct a self-study of its diversity and inclusivity practices:
Whereas, The Academic Senate for California Community Colleges has a commitment to faculty diversity in all its forms as stated in its Diversity Policy; and
Whereas, The Academic Senate values self-reflection and evaluation of its responsiveness to all faculty across the state;
In the last year, interest in MOOCs (Massive Open Online Courses) has exploded, with educators and politicians around the country alternately decrying them as impersonal automatons designed to replace faculty or extolling them as the panacea to address all the ills in higher education. So what are MOOCs, and what role could they play, if any, at your college?