The California Assembly on Monday passed a bill that would authorize community colleges to charge out-of-state tuition to in-state residents for some courses during the summer and winter terms, The Sacramento Bee reported. The idea is that some students are able and willing to pay much more for courses at a time that the community college system can't create enough sections to meet student demand. But the concept -- tried and then abandoned last year by Santa Monica College -- angers many who see it as inconsistent with the mission of community colleges to offer quality education for all. The new chancellor of the state's community college system has questioned both the philosophy and legality of two tiered tuition.
Das Williams, author of the bill passed Monday, said that he realized that the legislation wasn't perfect, but he said something needs to be done to create more class sections. "Stakeholders ... want the perfect solution, and I understand why they do. But, holding out for the perfect solution when people are suffering is wrong. The conclusion I came to is it would be a failing on my part ethically to take the easy path," he said.
But Shirley Weber, another Assembly member, spoke against the bill even though she said it would help her son, a community college student. "I would never want him to believe that because mom has a little more money and this is a state-funded institution that I can afford to pay for him to have experiences faster than anyone else at the institution," she said. "For me, it's a fundamental issue of access and what the community college has stood for all these years in California."
Read more here: http://blogs.sacbee.com/capitolalertlatest/2013/05/bill-to-add-class-offerings-at-higher-price-passes-assembly.html#storylink=cpy
Read more here: http://blogs.sacbee.com/capitolalertlatest/2013/05/bill-to-add-class-offerings-at-higher-price-passes-assembly.html#storylink=cpy
What is the future of MOOCs and how will they blend into the higher education landscape — specifically, into the community college landscape?
The "deMOOCratization" of higher education content, making courses readily available to millions of individuals who can sign up for courses online, developed and taught by faculty from the most elite institutions – Harvard University, the University of Michigan and Massachusetts Institute of Technology, just to name a few -- is now a reality. And no "entry" requirements needed. It is not difficult to understand the appeal. Now anyone can participate in education proffered by a name-brand university.
While it is too early to measure the long-term potential of these cyborg courses, MOOCs already have reignited conversations around student access, content, the delivery of content, and student learning outcomes. In some instances, policy makers and educators are looking to MOOCs to fill gaps resulting from the scaling back of course offerings due to budget cuts and high student demand driven by the last economic recession, enrollment growth and accelerating demographic shifts. California is a case in point. Governor Jerry Brown has shown strong interest in MOOCs and online learning as potential stopgaps against enrollment strain and course shortages plaguing California’s community colleges and students.
But do MOOCs represent a panacea for community colleges? Data from the Community College Research Center (CCRC) at Teachers College, Columbia University offer a cautionary tale about traditional online courses now being used at community colleges.
The result of a longitudinal study of students in the Washington Community and Technical Colleges dating back to 2004, the CCRC study raises serious questions about the efficacy of online learning — and by implication, MOOCs — for community college students.
The CCRC study found that community college students enrolled in online courses were more likely to drop out of or fail those courses. Researchers controlled for the customary factors that can predict success, but the fact remains that students struggling academically in college are most at risk for failure in online courses. While many other factors influence success in online learning, a fundamental question remains: can such courses replicate the enduring effects of student and faculty interaction — particularly in the many special circumstances typical of community colleges?
And in regard to community colleges’ greatest challenge – remedial education – MOOCs with their high-powered instruction and fast-paced delivery, but devoid of real-time faculty-student interaction, appear to offer little if any promise in helping students with the greatest needs overcome their academic deficits.
At this point, we have more questions than answers, including those related to the very nature of MOOCs. What exactly are they? It is difficult to quantify the seemingly eclectic collection of courses into a program of study, assess their relationship to quality, and most important, their impact on student learning. More vexing perhaps, what is the relationship between MOOCs and student success and completion? Already, significant numbers of students who sign up for MOOCs fail to complete them. The latter question is of particular concern to community colleges, but also to higher education in general because of the new imperative to increase educational attainment rates in America.
While MOOCs have garnered considerable attention in the media and within higher education, it is premature to draw any conclusions about their eventual landing place in the community college ecosystem. But thanks to the extraordinary work of the Liberal Learning & America’s Promise initiative by the American Association of Colleges and Universities, we would do well to refresh our memory banks about the hallmark practices that result in student success and achievement.
Through AAC&U efforts, we can revisit those timeless values that undergird effective student learning, dating at least as far back as Socrates and the Socratic method of inquiry. These values include hands-on, rigorous learning opportunities, programs with purpose and cumulative by design, a learning-centric community and emphasis on mentoring, and student/faculty interaction and feedback. We in the community college sector have embraced these same values while at the same time recommitting to fostering student success and completion.
It is important to demystify MOOCs, to separate the wheat from the chaff; that will happen, but we aren’t there yet. In the meantime, most community colleges are already offering online education, which has proven, even when combined with traditional resources like staffing, tutoring and faculty interaction, not to work well for low-income and educationally disadvantaged students. It’s as though we’ve forgotten the digital divide still exists, and nowhere more so than for community college students.
The CCRC data suggest that MOOCs cannot simply be substituted for more traditional courses, regardless of credit-worthiness, when our goal as educational institutions is increased student performance and academic progression through community colleges and not simply ticking requirements off a list regardless of outcome.
Moreover, what’s fundamentally different about MOOCs is that their content is developed by faculty and experts who are external to the "home" institution. As a result, while anyone can sign up to take a MOOC, no credit is given unless the MOOC is recognized by some credit-granting entity. That’s where the American Council on Education has jumped in.
ACE has thus far approved a number of MOOCs offered through Coursera for college credit. This is one step toward an answer of whether a student will be able to apply credit earned through MOOCs to specific college degree programs where a student is matriculated. This raises larger, yet unresolved credit transfer issues and articulation agreements, issues we in the community college sector are seeking to address through the Voluntary Framework for Accountability. The fundamental question for MOOCs is how they will be integrated into community college curriculums and degree programs. And, who will determine their quality and "fit" vis-à-vis with community college curriculums?
Returning to California again, Senate President Pro Tem Darrell Steinberg introduced legislation to create a process for awarding credit for online courses. Senator Steinberg’s legislation, Senate Bill 520, would create a "statewide network of faculty-approved online college courses for credit." The stated goal is to supplement the current shortage of classroom seats with online learning opportunities to allow more students, and in particular community college students, to further their studies. The legislation has ignited a controversy around the mechanism for approving courses for credit. Specifically, a nine-member appointed faculty council would review and approve the courses for credit under the proposal.
Senator Steinberg’s legislation is the latest flashpoint in the current debate surrounding MOOCs — namely, who decides the quality and applicability of the content relative to a college’s curriculum and its faculty? The resolution of this issue leads directly to questions of institutional governance, accreditation, accountability, faculty roles and responsibilities, and ultimately to institutional autonomy. There are good reasons for having institutional faculty involved in the review of curricular content, which has been the model in higher education since its inception.
Democratic learning is central to the community college mission — access to higher education has always been the unique hallmark of community colleges. If the MOOC revolution turns out to be more than a "DeMOOCrazy" experiment with technology, then community college governing boards will need to weigh in on MOOCs — and the sooner the better. The discussions won’t be easy, and even coming up with the best questions to ask at this point is a challenge. But when community college trustees delve into this new world, I hope that they balance issues of demand and expediency with those relating to quality, accountability, institutional autonomy, and above everything else, student success and completion.
J. Noah Brown is president and CEO of the Association of Community College Trustees and author of First in the World: Community Colleges and America’s Future.
Nancy Zimpher, chancellor of the State University of New York, has halted the search for a new president of Nassau Community College, pending a review of allegations of problems in the search. An editorial in Newsday outlined a range of concerns that were expressed prior to Zimpher's action, including charges of racial bias and of scheduling search committee meetings at times some members could not attend. The editorial also questioned the quality of the candidates that have emerged thus far.
A low level of educational attainment is the one common characteristic of California's working poor, according to a new report from the Campaign for College Opportunity, a California-based advocacy group. About one in five adult Californians have not earned a high school degree or its equivalent, the report said, and the state is facing a workforce shortage of 2.3 million college graduates by 2025. To help fix the problem the group recommended better coordination between the state's K-12 and higher education systems as well as a statewide data system to track students' progress.
Tamerlan Tsaernev was in my College Writing I class at Bunker Hill Community College in the spring of 2007. My pinhole view of his life, including a couple of e-mails about why he missed some classes, adds nothing to either the pathological or the geopolitical debates about the bombs Tamerlan and his brother are accused of setting off two weeks ago at the 2013 Boston Marathon.
What I can tell you is that I’ve felt like crying most of the time since Bloody Friday, the Friday after the Marathon Monday bombings that killed three and wounded 264, when police shut down Boston and Cambridge. Disclaimer 1: Of course the dead and the injured and their families are the only focus of our love and prayers. I have no words. This is a column about education reform -– or the lack of it.
Everyone I know of every profession in Boston reported feeling about the same. I now know that these feelings have a name: Secondary Trauma. You don’t have to be one of the injured to feel numb or want to cry.
How to treat myself for secondary trauma? I had no idea that was a skill I'd learn and need at a community college.
Hydrate – lots of water. Fresh air. No caffeine. Breathe. Have a good cry. J.S. Bach, always. Keep in mind that the national policy debate about the central issue for community colleges, completion, makes no mention I’ve heard of secondary trauma expertise as necessary professional development. Here’s my bookmarked reference web site, Trauma Stewardship.
Here’s my list of student primary traumas I’ve been second to, in a few short years: murder, rape, shootings; sudden and prolonged homelessness; memories of wars in Somalia, Eritrea, El Salvador, the Congo; a father killed in the civil war in Mali; a student for whom I was buying a sandwich at 5 p.m. saying, “I guess you could tell I haven’t eaten since yesterday.” Domestic violence. Stories from veterans of the wars in Iraq and Afghanistan. All but a few arise from teaching, remember, College Writing I. To this list, I can now add a terrorist attack. Perhaps ribbons for each trauma, as in the military, would cause the completion critics to include consider trauma a factor.
Let me be perfectly clear. Withering completion accountability is fine by me. The solutions just need a load factor for the days that community college teachers need a good cry.
Disclaimer 2: The worst days of my own silver-, no, platinum-spooned life are miles from the everyday trauma of the millions of students in community colleges, and the secondary traumas of their professors. I do not teach full-time. With occasional slippage, I am a generally happy and optimistic person. I have family, friends, health and, more, health insurance, food, Dana-Farber Cancer Institute and the love of Friends Meeting Cambridge for three years of cancer that my wife survived. (Thank you STEM disciplines.) My trauma requires no help.
My point for this column is that at the nation’s 1,200 community colleges, thousands of instructors have a traditional workload, unopposed by any of our unions, of four and five classes a semester with classes of 20, 30 and more students all subject to the primary traumas I’ve described.
I have no words for how these colleagues survive. I have plenty of words, for another day, for the policy makers, legislators, trade associations, and union chiefs who won’t admit to these traumas while whining about low community college completion rates.
The 1 a.m. Friday bomb explosion and shootout that killed Tamerlan was about a mile from my home. My wife heard the bomb and the gunfire that I slept through. By morning, Cambridge was shut down, and we were ordered to stay at home. After a day with helicopters chopping overhead and Doppler-effecting sirens in all directions, my wife and daughter heard the shooting Friday evening when police arrested Tamerlan’s brother, again about a mile from our home. I didn’t hear the gunfire.
I’ve discovered I am learning, too, about relative secondary trauma rankings on my Emotional/Trauma Richter Scale (patent pending). What I can tell you is that my urge to cry last week, and even now, is higher by a bit on my E/T Richter scale reading than when Cedirick Steele, a student in that same class that spring of 2007, was shot seven times and killed. I learned Cedirick’s death was called a premeditated random murder. The shooters planned to kill someone, it didn’t matter who. Perhaps tertiary trauma is when we discover a new term for something too terrible to be true. (Click here for my report on Cedirick’s killing.)
Here’s what I don’t understand in my rankings. I knew Cedirick very well. I wouldn’t have recognized Tamerlan on the street. He missed most classes and didn’t complete the course. Why I do I feel sadder after Bloody Friday than I did right after Cedirick’s death?
I didn’t make the Tamerlan connection until late Friday morning. I hadn’t known the suspects’ names when I went to bed Thursday. The cat woke me up Friday morning about 5:30 a.m. with a left paw “Breakfast!” to the nose.
I let the dog out in the yard and looked out the front door. No newspaper. Odd but ok. I fed the cats, made coffee, changed the laundry, put out breakfast for my wife. Still no newspaper. Not ok. Another 15 minutes, and I would call in the missed delivery. I had another cup of coffee and read a book. My wife was asleep. I hadn’t turned on the radio. Still no paper.
Then, the day began. A text message from someone at work. “The MBTA is closed. How can I get to work? Do you know what’s going on?” I had no idea. Another text message. Bunker Hill Community College closed for citywide emergency. I turned on the radio and learned why no newspaper delivery that morning. My neighborhood was the news. Police were looking for the suspects right here. And the news said that one of the suspects had gone to Bunker Hill Community College.
In the next hour, friends e-mailed. Did I know this student? “No,” I said. After the third e-mail, something stirred. I put “Tamerlan” in the search box of my computer. There he was on a class list from 2007, along with two innocuous e-mails about missing class. As a comedy and to raise money for students like mine, two years ago, I ran -– well, completed, the Boston Marathon. (My report.) Oh, can I see the blocks to the finish line where the bombs went off. I guess all this factors into my E/T Richter Scale, terrorist bombing versus premeditated random murder.
Now, the Iraq tank-driving student in that same class graduated from Dartmouth last spring, and he is on his plan, teaching at-risk high school students.
Of course that cheers us up on a bad day. We, the people, have to chuck the way we mistake such stories for success. Along with head-in-the-sand union chiefs, policy makers and too many education trade associations, do we let ourselves believe that these feel-good, albeit individually triumphant, community college to Ivy League stories are progress? I did, for years.
Back to my secondary trauma professional development. Our refusal as a nation to face down the truth about the lives of so many students and their traumas every day in so many of our schools and colleges? The trauma professionals would call our refusal denial and avoidance. An unhealthy strategy.
On the E/T Richter scale, though, my urge to cry was lower this week than it was back in 2011, when I was called to testify at the third trial of the Cedirick’s murderers. (Click here for my report on the trial.) On the morning of my testimony, the Suffolk County Victim/Witness Advocate sat me down and asked how I felt. Did she really want to know? She did. I said I’d felt like crying about Cedirick every day since she’d called three weeks before, to ask me to testify. Normal, she said. My education on secondary trauma began. After the trial, she made me go see a trauma counselor.
After the trial, four years after Cedirick’s random, premeditated murder, at last, I had a good cry. Today, I’ll help any student I can. And I’ll say a prayer again, and again, for the three dead and the 264 injured at the Boston Marathon Massacre.
Wick Sloane writes the Devil's Workshop column for Inside Higher Ed. Follow him on Twitter at @WickSloane.