Beyond the Administrative Core: Creating Web-based Student Services for Online Learners - A project, funded by the U.S. Department of Education's Fund for the Improvement of Postsecondary Education. Portland Community College - Provides an orientation to online learning in which students can move through a series of topics including online learning, computer hardware and software, basic skills and course platform information. The orientation includes a number of assessments and tutorials. Rio Hondo Community College - This site provides academic counseling information for students at Rio Hondo College. University of Wisconsin System - This policy has been developed in response to the Principles for Pricing Distance Education Credit Courses, Degree and Certificate Programs (approved by Board of Regents in June 1999). One of those principles stated, “Academic and student support services for distance education courses should adhere to system-wide standards to assure high quality distance education programming.” Utah Valley University - This site provides detailed information about Distance Education programs offered at the school, success rates and the support services offered to distance students (click on the Student Support link).
DEConline - The curriculum content of each of these modules promotes innovation, responsiveness, competency, and improved performance of Distance Education Coordinators (referred to as DE Coordinators) and other related personnel within the California Community Colleges (CCC) by providing policies, resources, demonstrations, models, and research related to distance education issues.
Sound Principles for Faculty Evaulation - “The current paper presents the position that faculty evaluations should be focused on professional development and on personal and professional growth and should provide meaningful, useful feedback to the evaluee. In order to make evaluation processes honest and meaningful, colleges must establish an environment in which faculty excellence and success are acknowledged and celebrated, in which suggestions for further improvement and growth are expected and welcomed, and in which both evaluators and evaluees are comfortable with candid discussion of areas for improvement.”
Guidelines for California Community Colleges in the Use of Telecommunications Systems in Instruction The Academic Senate of California Community Colleges recommends that the following guidelines be adhered to in the governance, administration, and instruction of any course offerings in which the delivery of the instruction in the content of a community college course relies on a telecommunications system or systems for the majority of the instructional time allocated to such courses and to courses similar in content but different in the means of delivering the instruction.
Contextualized Teaching & Learning: A Faculty Primer The following report offers California community college faculty a closer look at contextualized teaching and learning (CTL) as a promising set of strategies and practices that can be expanded through the state’s Basic Skills Initiative. The report is relevant to a range of instructional and counseling faculty, including academic and career and technical education (CTE), Mathematics, English and English as a Second Language (ESL) instructors, as well as to basic skills staff and administrators. The report is organized into three main sections: (1) a case statement for contextualized teaching and learning that draws on relevant research and learning theory and situates the practice within workforce development, (2) a review of a range of contextualized teaching and learning practices, told from the faculty/program director perspective, and (3) a set of considerations for community college faculty and leaders as well as funders and policy makers interested in the potential of contextualized teaching and learning to strengthen student success.
A Transfer Discussion Document The three segments of the California public higher education system currently operate several programs intended to facilitate the transfer of students between the California Community Colleges and California State University and University of California systems. However, too often these intersegmental transfer programs have been established without specific, clear plans for how they will interface with other existing programs. Periodic reviews of these intersegmental transfer programs can identify whether these transfer-centered activities work efficiently and effectively and serve as a tool to ensure that resources are being allocated wisely and in line with intersegmental priorities. The faculty members of the Intersegmental Committee of Academic Senates (ICAS) undertake such a review in this report and identify areas in which coordinated efforts and greater collaboration would be appropriate.
Issues in Basic Skills Assessment and Placement in the California Community Colleges When the Academic Senate for California Community Colleges compiled best practices for serving basic skills students in 2002-2003, assessment practices were notably absent. In this paper, problems with current assessment and placement practices with regards to basic skills are explored. The paper begins with a review of the matriculation process and the most appropriate assessment instruments for use in placing basic skills students into courses. Issues confronting the assessment and placement process are presented, including the stigma of the "basic skills" label, the particular difficulties faced by non-native speakers of English, and the lack of resources for adequate orientation and counseling for entering basic skills students. Concerns about the disparity between the number of students assessed and the number who actually enroll in basic skills are also reviewed. The paper moves on to discuss how best to measure "success" in basic skills, vital to appropriate evaluation of our current assessment and placement processes. Based on the discussion in the paper, several recommendations for improving the overall success of basic skills students in the community colleges are made
The Impact of Computer Technology on Student Access and Success in the California Community Colleges Computer technology has permeated the fabric of American society. Computer technology affects the way people communicate, the way they learn, and the way they do business. The ability to use computer technology effectively has become a distinct advantage in school and work. As computer technology has become a crucial element in educational and vocational advancement, concerns have grown that disparities in access to such technology limit the opportunities for many. This paper focuses in particular on the issues concerning computer technology and its impact on students in the California Community College System. The paper begins with a general review of the various concerns raised in education. The paper continues with an examination of the investments the California Community College System has made in technology and how these investments have affected student access and success. The paper concludes with recommendations for senates on both statewide and local levels regarding computer technology and its role at individual colleges and districts and in the System as a whole.
Survey of Effective Practices in Basic Skills Most first-time community college students are not prepared to succeed in college-level courses without one or more courses in basic skills to develop necessary reading, writing, and mathematics skills. The mission to provide basic skills is directed at a vast number of students who enter our community colleges today. To serve these students as well as we can, we must encourage faculty, administrators, and others in decision-making positions to employ effective practices so that under-prepared students may complete transfer and occupational programs within a reasonable timeframe. This paper is intended to provide a basis for improving basic skills instruction and services by providing readers with a survey of current literature discussing the most effective practices in basic skills found throughout the nation and practices in the California community colleges that model these effective practices.
Technology in Education: A Summary of Practical Policy and Workload Language This position paper of the Academic Senate for California Community Colleges examines practical issues in the area of technology in education and provides a sample of possible policy and contract language. It is the fourth in a recent series of related papers that have addressed academic freedom in a more general setting, instructor-student contact in distance education, and foundations of privacy and copyright in a technological world. This paper discusses details of technology implementation in both the academic and the collective bargaining setting. It concentrates on faculty issues and viewpoints, although several of the topics examined has parallel implications for students. Individual institutions will decide on a case-by-case basis which issues belong in an academic policy setting and which belong in contract language.
Guidelines on Minimum Standards for College Technology
Community colleges provide students with access to life skills. The ability to understand and utilize information technologies is now a vital basic skill for students. Technology is becoming an increasingly important tool to enhance instruction as well as student services. Therefore, the Academic Senate for California Community Colleges recommends that all California community colleges provide at least the following technology resources to best serve their students.
Guidelines for Good Practice: Effective Instructor-Student Contact in Distance Learning This position paper of the Academic Senate for California Community Colleges further elaborates the Academic Senate's existing positions on distance education and the effective use of technology in instruction. In particular it examines the implications of a 1998 change in the Title 5 regulations governing distance education in California community colleges, especially with regard to instructor-student contact. The paper begins with a review of good practices in technology mediated instruction and proceeds to consider and make recommendations on effective instructor-student contact. Many of the recommendations apply equally to courses offered in any mode of instruction, but the paper specifically addresses local curriculum committees as they decide how to apply these recommendations in their review of distance education course proposals. The paper briefly mentions some unresolved issues in the area of faculty collective bargaining. Finally the paper makes recommendations for action by local academic senates to ensure that the curriculum review process for distance education courses separately documents effective instructor-student contact, technical support, accessibility and provision of support services to students.
Guidelines for Good Practice: Technology Mediated Instruction This paper underscores that technology mediated instruction is an alternate mode of delivery, another tool in the instructor's toolbox, and should be held to the same standards as any other delivery method. This paper is not meant to suggest that traditional classroom instruction is obsolete or inferior. When appropriate, technology may assist learners in achieving their particular goals. Decisions surrounding the use of technology needs to be in the hands of the faculty.