AUTHOR Grosz, Karen Sue, Ed. TITLE INSTITUTION · 2014. 3. 24. · D3CUMENT RESUME. JC 880 383. Grosz, Karen Sue, Ed. Issues in California Community Colleges. California Community

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JC 880 383

Grosz, Karen Sue, Ed.Issues in California Community Colleges .

California Community Colleges, Sacramento. AcademicSenate.8865p.

The Academic Senate for California CommunityColleges, 1107 Ninth Street, Sacramento, CA 95814.Collected Works - Serials (022)Forum; v5 Sum 1988

MF01/PC03 Plus Postage.*Childrens Literature; Codes of Ethics; *CollegeAdministration; College Curriculum; *College Faculty;College School Cooperation; Community Colleges;Critical Thinking; *Enrichment Activities; *FacultyOrganizations; Humanities Instruction; *Scholarship;Two Year College Students*California Community Colleges

Designed as a forum for the exchange of ideas amongCalifornia community college faculty, this journal offers a series ofarticles addressing instructional and administrative concerns. Thevolume contains: (1) "Campus Life: A Book Review," by John McFarland;(2) "The Scholar in the Two-Year College: Magritte's Mermaid orChiron?" by Susan Petit, which addresses difficulties encountered bycommunity college faculty in scholarly pursuits and waysadministrators can minimize these obstacles; (3) "A Network forEnglish Majors," by Mary Spangler, which describes the development ofand activities sponsored by the "English Circle," an informal supportnetwork for transfer students majoring or minoring in English at LosAngeles Valley College; (4) "Interchangeable Parts," by Sandy Lydon,which looks at the trend toward standardization and conformity withinthe administrations of California's community colleges; and (5)"Images of Teaching and Learning in Children's Literature," by KarenSue Grosz. The issue also includes four policy papers developed !I,the Academic Senate Educational Policies Committee, focusing on theadoption of the American Association of University Professors' ethicsstatement; the integration of critical thinking skills into thecurriculum; the renewal of the California community colleges'commitment to humanities instruction; and activities and incentivesfor improving articulation between high schools and communitycolleges. (AJL)

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[Issues in California Community Colleges.]

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Karen Sue GroszEditor

U.II. DEPARTMENT OF EDUCATIONOffice of Edw.:shone! Research and Improvement

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ME ACADEMIC SENATEFOR CALIFORNIA COMMUNITY COLLEGES

001107 Ninth Street

cf.) Sacramento 95814

VOLUME V SUMMER 19881>CD

DC)BEST COPY AVAILABLE\,)

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ACKNOWLEDGEMENTS

With special thanks to Santa Monica CollegeEnglish Professor Charles R. Donaldson forassisting with the proofreading and editing ofthe final draft.

Thanks are also due to the Santa Monica CollegePrint Shop personnel and to Superintendent/President Richard L. Moore for generousassistance with the printing of this journal.

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TABLE OF CONTENTS

Campus Life: A Book ReviewJohn McFarland, Sierra College 1

The Scholar in the Two-Year College:Magritte's Mermaid or Chiron?

Susan Petit, College of San Mateo 9

A Network for English MajorsMary Spangler, L.A. Valley College 17

Interchangeable PartsSandy Lydon, Cabrillo College 21

Images of Teaching and Learningin Children's Literature

Karen Sue Grosz, Santa Monica College 27

Why the Academic Senate has Adoptedthe AAUP Ethics Statement

Educational Policies Committee 33

Critical Thinking in the College CurriculumEducational Policies Committee 39

Humanities Instruction in the CaliforniaCommunity Colleges: Renewing OurCommitment


Improving Articulation BetweenHigh Schools and Community Colleges:Activities and Incentives


Educational Policies Committee Members 65

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EDITOR'S PAGEThis fifth issue of the

Forum reflects the interestcommunity college facultyhave shown in the idea of ascholarly journal, for it hasdoubled in size from lastyear's issue. Begun in thespring of 1981 and presentedagain in 1982, 1986, and 1987,the Forum has provided fac-ulty and others a place to ex-press their views, a truemarketplace of ideas.

This volume lives up tothe high standards set inprevious years, with out-standing contributions fromfaculty who demonstratetheir interest in the educa-tional issues of the day andtheir commitment to the edu-cational tradition.

John McFarland, aprofessor of history at SierraCollege and chair of theFACCC legislative committee,provides a book review oncollege lif. Thc reviewdemonstrates that, whilemuch has changed on collegecampuses, especially for thefaculty, a lot remains thesame in the world ofacademe, with student unresta fact of life from earliestcampus days.

Susan Petit, Professorof English and French atCollege of San Mateo, has

served on the Academic Sen-ate Educational Policies Com-mittee since its inception andhas served on the Senate Ex-ecutive Committee. Her arti-cle, which was presented atthe Modern Language Asso-ciation Convention in De-cember of 1987, aiscusses thedifficulties of the communitycollege scholar vit mustjuggle a heavy worle,oad withthe time-consuming task ofwriting and publishing. Sheoffers suggesticns for ad-ministrators to encourageand facilitate the productionof such scholarly material bythe faculty.

The Los Angeles ValleyCollege Network for EnglishMajors, organized by EnglishProfessors Mary Spanglerand Shiriey Lowry, hasserved not only to increaseEnglish enrollments at thecollege, but also to provide animportant bridge for studentswho plan to transfer. Itssuccess demonstrates thevaluable results of such out-reach efforts on the part ofcommunity college faculty.

Sandy Lydon, presi-dent of the Cabrillo CollegeFaculty Senate, has adaptedan article which first ap-peared in the Cabrillo FacultySenate's journal, The Issue.Lydon has taught at Cabrillo

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for twenty years, and his re-cent book, Chinese Gold, wasselected as Outstanding Bookof 1987 by the Association forAsian American Studies. Heis the first community col-lege fAculty member ever tobe so honored by the Associ-ation. He writes here aboutthe standardization of com-munity college administra-tion and suggests ways thatfaculty can help to mitigatethe negative effects of svchconformity.

Academic SenatePresident Karen Grosz pre-sents images of teaching andlearning found in children'sliterature, drawing heavilyfrom Alice's Adventures inWonderland. A teacher ofchildren's literature and re-medial English at SantaMonica College, Karen Groszhas been active in Senate ac-tivities at the local and statelevels for more than the pastdecade.

Included in this vol-ume are the four policy pa-pers developed by the Aca-demic Senate EducationalPolicies Committee, chairedthis year by Carmen Maldon-ado Decker. The first articleexplains why the AcademicSenRte, like the CSU Senate,has adopted the AAUP state-ment on ethics in the college

curriculum. "CriticalThinking in the College Cur-riculum" provides a workingdefinition of critical think-ing applicable to both con-tent-based and skill-basedcourses. With a serier of na-tional articles focusing uponwhat students know or shouldknow, the Educational Poli-cies Committee drafted a po-sition paper detailing thebenefits of the humanitiesfor community college stu-dents. Finally, a paper onarticulation between highschools and community col-leges suggests activities andincentives for faculty, pro-viding a philosophical basisfor such articulation efforts.

--Karen Sue Grosz, EditorSanta Monica College

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ACADEMIC SENATE

EXECUTIVE COMMITTEE

1987-88

President: Karen Sue GroszSanta Monica College

Vice-President : Ginger DeBowSan Joaquin Delta College

Secretary: Lynda CorbinSan Dicgo Mesa College

Treasurer: Phi 1 ip HartleyChaffcy College

Past President : Carmen DeckerCypress College

Edith Conn, Ventura CollegeMarilyn Day, Shasta College

Everett Hannan, Cosumnes River CollegeHarry Kawahara, Pasadena City CollegeJim Locke, Marin Community College

Mike MeHargue, Foothill CollegeJoseph J. Munoz, Feather River CollegePatricia Siever, Los Angeles CC District

Evelyn Weiss, r,olden West CollegeBob Zavala, Los Medanos College

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CAMPUS LIFE: A BOOK REVIEW

by John McFarland, Sierra College

Campus Life: Undergraduate Cultures from the End of theEighteenth Century to the Present

by H.L. Horowitz (Knopf, 1987)

It was not unusual forpublic school boards--likeCleveland's in 1911--to pub-lish Teachers' Handbooksthat described their pupilswith the term "charges."

A stern paternalismlies hidden in that term. Itimplies both the need forconfinement and an ethic ofnurturing. And that clearlysuggests that pupils are inschools against their will.

Which should give us,as college instructors, pause.Too mature to be pupils, notinvoluntary enough to be"charges," our students nev-ertheIess attend to their edu-cation as if forced. Worse,they define it in their ownnarrow terms rather than asthe broadening experiencecolleges hope for them.

Helen Horowitzintended, in the book underreview here, to examine thisdisparity of purposes. Cast inchronological time, ashistory must be, itnonetheless reads like a workof anthropology. Horowitz

believes that an aristocraticculture, which she hasnamed "Campus Life,"dominated colleges for acentury and a half before the1960s. That culture, shedemonstrates, arrived in theaftermath of ferociouscampus tumult.

Periodically in theyears before 1830 studentsresponded to their colleges'demands for scholarship andpious demeanor with openwarfare. There anger wentbeyond the usual pranks ofnailing shut their tutors'dormitory door and rollingrock-filled barrels throughadministrative hallways.Harvard students bombed alecture hall and Yalies blewup their chapel, while atNorth Carolina collegianshorse-whipped theirpresident.

Horowitz attributesthis combat, somewhat un-convincingly, to an educa-tional system which demand-ed little more of studentsthan memory work. Shenotes that daily "recitations,"

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Campus Life

given individually and inchorus, filled hours of bor-ing classtime. And, as acounterpoint to the endlessrepetitions of Latin passages,professors berated their stu-dents for remaining un-moved by the literature theywere chanting. Yet the bulkof her evidence suggests thatthe real cause of student dis-temper lay deeper.

The affluent majorityof undergraduates had ac-quired an aristocratic valuessystem. It directed them todisparage anything morethan ritualized piety anddismissed as useless mostbook-learned knowledge.

Finally, as a result of"armistices" reached by ad-ministrations with their stu-dents in the 1820s, it becamepossible to give comfortableexpression to these valueswhile remaining enrolled incollege. Thereafter, as"College Life" gained campushegemony, the violence sub-sided.

The new studentculture mixed anti-intellectu-alism with hedonism in aclub-setting that soon hard-ened into a fraternity struc-ture. When, in 1849, the Un-versity of Michigan faculty

lamented fraternity "de-bauchery, drunkenness,pugilism . . . disorder andravagism," it could have beenreissuing a jeremiad from1800. The difference wasthat, in its new setting, suchbehavior was tolerated. Stu-dents had successfully turnedtheir college experience totheir own purposes. Thefairly consistent success withwhich they would continueto do so constitutes the majorthemc of Horowitz's study.

Fraternities were nowfree to instruct their mem-bers in the nature of malebonding, the pleasures (andappropriateness) of raucous-ness, not to mention thegentlemanly art of holdingone's liquor.

After the Civil War, anincreasingly competitivebusiness world required ad-ditional skills, and "CollegeLife" sought to provide themas well. Collegiate sports ap-peared almost as a concessionoperated and staffed by fra-ternities. Walter Camp gavevoice to the pleasant fictionthat football "instills into theyoung man those attributeswhich business desires anddemands."

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(Yet few seem to haveattended to Camp's otherclaim, unmentioned byHorowitz, that football pro-motes clean living. Frater-nities recruited members tohedonism, not chastity, mar-keting equally their access tosororities and to alcohol. Themorality of "Campus Life"was an aimless boosterismexalted as "college spirit."The only recognized vice,"apathy," was denounced bycampus newspapers as if itwere cholera.)

Education as a trans-mission of a literary, histori-cal and cuhural heritage wasobviously irrelevant.Horowitz, who relies heavilyon biographies to illustratethe points she makes, mightwell have mentioned thatparadigru of student insou-ciance, Harvard's RobertBench ley. Bench ley expect-ed only two things of a classhe enrolled in. It must be of-fered on the ground floor ofa building and it must neverbe scheduled before 10 a.m.

The most famous col-lege reform of the 19th cen-tury, Charles Eliot's creationof an "elective curriculum,"was just what Bench leywanted. Eliot required onlyone class, freshman compo-

sition, of all students. There-after they were free to applyany criteria they wished incompiling the units neededfor graduation.

Eliot's appeasement of"Campus Life" culture al-ready had many precedents_A principal function of thenew office, Dean of Men, wasless to weaken the values of"Campus Life" than to pre-vent its more overt expres-sion from becoming an em-barassment. Those hired tothe new post were commonlycharmed by adolescent wild-oatsing, which they viewedas perhaps the most valuableexperience college could of-fer.

Of course there wereother reasons for attendingcollege. Horowitz discussesthe values of a second, moreserious group, whom shelabels "Outsiders." Until theCivil War most Outsiders weredivinity students seekingknowledge rather than gen-tlemanly "polish." Fre-quently poor, invariablyhardworking, they identifiedwith their teachers, whosehelp they needed in gaininga pulpit. These Outsiders hadno impact on "Campus Life,"whose pleasures they couldneither condone nor afford.

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Campus Life

Later, Outsiders of amore secular bent would ap-pear. Beginning in 1866,Cornell offered undergradu-ate degrees in law, agricul-ture, "commerce," civil engi-neering, and public admin-istration. The new careermajors attracted students ofthe same seriousness (andoften from the same poverty)as the earlier divinity ma-jors.

If fraternity life wasintended to confer adv an-tage, occupational trainingcould at least provide oppor-tunity.. Of course, opportu-nity is a harsher taskmasterthan advantage. Hard workmade Outsiders into "grubs"and "digs," as more recentlythey have been reviled as"grinds" and "nerds."

As new groups arrivedon campus they usuallystarted off as Outsiders.Women, for instance, firstsought college degrees forentry into the human ser-vices. Only later, when forsome affluent co-eds the pur-suit of tone outweighed theneed for work, did sororitylife bloom.

Immigrants of neces-sity remained singlem ind-edly Outsiders. The most rc-

markable were Jews, theirspectacular academic successa mute critique of the"gentleman's C." Harvardand Columbia soon imposedethnic quotas to prevent tal-ent from overwhelminggentility.

Ironically, it was toteach such "meatballs"(Harvardese for "grinds")that Eliot had hired his fac-ulty. Following the lead ofJohns Hopkins he replaced astaff trained as clergymenwith one schooled in disci-plines such as chemistry andhistory. But this only itali-cized the gap in expectationsbetween faculty and students.

New professionalizedstaffs soon devised their owncurriculum reforms. By the1930s the definition we havetoday of college educationhad emerged. Added to pro-grams in preparation for acareer (the major), wereclasses for breadth (generaleducation) and other coursesto meet personal interest (atrivialization of Eliot's vaunt-ed elective system; the fac-u lty h ad rejected market-place education.)

Seemingly none ofthis rattled the windows ofthe frat houses. Thcy simply

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Campus Life

the frat houses. They simplyinstituted test files andcoached new members in thetechnologies of cheating.But College Life would onlyfitfully dominate campusculture thereaftor.

A brand new categoryof student, and clearlyHorowitz's favorite, appearedaround 1900--the campusradical. This bohemian icon-oclast, at once scholar andreformer, set the tone on in-numerable campuses in the1930s. The late 1940s be-longed, in turn, to a fabledgeneration of grinds, theVeterans. The "vets" refusedto wear dinks as freshmen,ignored the imperatives ofschool spirit, and, worst ofall, treated frat culture as in-fantile. That left only the1950s for one last fling atairheadedness before newvoices of rebellion drownedout the values of Campus Lifefor good.

By 1970 entry intoprofessional school requiredhigh undergraduate gradesand fraternities found them-selves reduced to piratingtheir enemies' strategies.Their partial recovery in the1980s testifies to the successwith which they replaced an

ethic of school spirit withone of grade grubbing.

But the carnage! Whocares now about all that"made work" with whichDeans of Men had sought totame "the Greeks"? Today,school newspapers struggleto fill editorial posts thatonce were plums. Studentbody elections commonlyattract under 10% of eligiblevoters (under 2% amongcommunity college students,whose time is at a greaterpremium). Horowitz couldhave added that theprofessionalization of sportshas reduced fraternityinterest in it.

In all, Horowitz haspresented a coherent expla-nation for nearly two cen-turies of student culture. Weneed only compare it withS.E. Morison's tricentennialhistory of Harvard to see howfar :hematic studies advancehistory beyond the merelyencyclopedic.

Yet her argument re-mains unfinished. In partthe problem is that Horowitzhas been incomplete in herdescription of the transvalu-ation of the "College Life"principle. She does not, forinstance, fully consider the

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Campus Life

ways in which those valueswere espoused in the 1960sby (of all groups) collegeradicals. Yet the evidence isthere in her book.

It was the 1960s radi-cals who took up the baton onanti-iniMlectualism (burn-ing the library at NYU,valuing relevance over tra-ditional knowledge), who es-poused hcdonism (thoughpreferring illegal substancesto the socially credentialeddrug, alcohol), and whoseopposition to the Work Ethicwas distinguishable fromthat of fraternity membersonly in the greater elo-quence they hurtled againstit.

A curious thing. Justas thc "nerds" of an earlierday sided with the adminis-tration against the impious,hedonistic aristocrats, so 20thcentury fratmen at Columbiaand Berkeley throw insultsand rocks at campus radicalsoccupying buildings. Theradicals had not changed di-rections from earlier times,though they had changedsides. And so, tuo, had fra-ternities.

More importantly,Horowitz has never really re-solved the major theme of

her book: how difficult it hasbeen for faculties to win stu-dents over to the purposes ofeducation that teachers es-pouse.

It is not just that"College Life" discounted se-rious learning. As Horowitzshows, most Outsiders prizedknowledge largely for itsusefulness, while the criteri-on of radicals tha' knowledgebe "relevant" is practicallythe same thing.

And so we are facedwith the fact that we offer aliberal education, if notagainst the students' will, atleast without their active as-sistance. That in turn raisesa question: Do we seek tocomplicate a collegian's mo-tives by adding our goals tohis, or do we chasten him toabandon his motives forours?

In his recent Philippicagainst higher education,Allan Bloom made it simple.Only a few students can beconvinced to share the fac-ulty's passion for learning.The problem is, of course,that Bloom founded his ar-gument on a kind of crackpotPlatonism, proposing, for in-stance, that one's intellectual

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Campus Life

aptitudes are determined byone's musical tastes.

Horowitz certainlymakes it clear that social val-ues, rather than Bloomianmystifications, explain stu-dent attitudes. But she, too,leaves us with the same badnews. Our students, like mostof those a century ago, ap-pear in our classes almost as"charges." Their own cultureand the demands of the out-side world combine to defineeducation as a series of hur-dles they need to leap.Clearly, if they are ever to belured into a life of the mind,it will be by a college facultyworking against great odds.Reading Horowitz's work re-minds us once more that apartial definition of a profes-sional is this: a person calledin to repair a constantlyreappearing deterioration.

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THE SCHOLAR IN THE TWO-YEAR COLLEGE:MAGRITTE'S MERMAID OR CHIRON?

A Speech Delivered at the Modern Language Assn.December, 1987, San Francisco

by Susan Petit, College of San Mateo

A 1935 painting byRene' Magritte shows a mer-maid which is a fish abovethe waist and a woman below.The painting's title,"Collective Invention," sug-gests that, like Lincoln'scamel, the mermaid was in-vented by a committee, but tosome people it may representthat other hybrid animal, thecommunity college scholar.This would be the view ofthose who believe, in thewords of Linda Ching Sledge,that community collegescholars are "hybrid crea-tures whose work is onlytangentially related to theworld of higher learning"(4).

In the last three yearsI have become that hybriabeing. After teaching classesin beginning French andlower-division English, I gohome to write about contem-porary French literature andto review books on the nou-veau nouveau roman. Lead-ing this double life may giveme the right to describe thecommunity college scholarand to offer a few solutions to

the problems facing him orher.

First, I must insist onthe value of doing scholarlywork. The issue of recencywill be heard more and moreas all of us grow old, withmore or less grace, and prob-ably at the same institutionswhere we are now teaching.No one can keep up with alldevelopments in a field, butthe pressure of publication,of having to be informed infront of a scholarly audience,is a powerful inducement toremain familiar with themajor recent developments.Fortunately, there is moreand more awareness of thebenefits of combining re-search with teaching, asshown at the 1987 meeting ofthe Association of AmericanColleges, whose theme was"New Knowledge, NewTeaching" and whose empha-sis was on combining re-search and teaching (Hellerand Mangan).

How can one combincteaching in a communitycollege with scholarship? It

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Scholar in the Two-Year College

is not easy. At mostcommunity colleges inCalifornia, the teaching loadis fifteen units a semester,and class sizes in English atmy college are 26, which isclr le to the Californiaaverage. Many of mystudents have scholastic,financial, and personalproblems. But if my teachingtakes much of my time andenergy, it helds to makescholarly research attractiveto me--it gets me away for awhile from the stressfulworld of my students.

There are conflicts. Itis hard to do research or towrite after spending fivehours on campus, especiallywhen those five hours usu-ally turn into six or seven. Ihave a five-day week ratherthan the two- or three-dayweek of many universityfaculty. And I am isolated.My colleagues are interestedin the fact that I've pub-lished articles in scholarlyjournals, but that's about asfar as it goes.

Are community col-lege scholars supported bytheir institutions? Not usu-ally. Besides teaching aheavy load, we have otherduties such as committeework, for which we do not

ordinarily get reassignedtime, and, with extremelyrare exceptions, we are notgiven reassigned time for re-search into our academicspecialties.

The different expecta-tions for community collegefaculty and four-year facultyare very clear in California.Faculty at the State Univer-sity teach twelve units asemester compared to ourfifteen and, according to arecent survey, think theirteaching load is too high giv-en their research demands(CSUF Senate Forum, cited inCommission 108). The facultyat the University of Califor-nia teach nine or tmer unitsa semester. Unlike us, fac-ulty at both CSU and UC alsoroutinely receive reassignedtime for committee work.And if we in the communitycolleges are invited to makepresentations at conferences,there is a good chance that,unlike our colleagues, wewill not receiN, travel funds.We are often lucky just to getpermission to go.

Library privileges areone of the most important re-sources for a scholar, butcommunity college libraries,at least today in California,are seldom able to serve even

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the needs of the students(Fischer, "California," andAtkins) and are entirelyinadequate for scholarlyresearch. In 1985-86, forexample, the CaliforniaCommunity Colleges' meanprint pudget per student was$4.46 (Fischer, Survey, Table 1,p. 4), or a more cheerful $6.92(Tachibana, B2), depending onwhat source one chooses,while the State Universityspent $94.88 per student andthe University of California$214.53 (Tachibana, B2).Recent budget increases forour libraries, thoughwelcome, will not do much toreduce the difference.

If community collegefaculty need to use librariesat other schools, we mayhave to pay for libraryprivileges (Stanford charges$500 a year for check-outprivileges), or we miy beoffered them as a courtesy.Unfortunately, my local stateuniversity does not offer thisprivilege. One of the majorways in which four-yearcolleges ai d universitiescould help communityeollege faculty would be togive them free libraryprivileges of at 'least the sametype as they give theirstudents.

Let me consider someother changes that would

help the community collegescholar. First, the term"scholar" should bebroadened beyond its usualmeaning. I started doingscholarly research in myfield as a student at a localcollege, and many of myculleagues are taking classesnow er have done sorecently. Taking coursesmay not be consideredscholarship everywhere, buttwo-year colleges shouldregard it in that light. Thisview reflects therecommendation made in theCarnegie Foundation'sNovember 1986 report thatthe ideal faculty membershould be the "Scho la r-reacher . . . on the cuttingedge of the profession" (20).The report explains that thisperson is not necessarily aresearcher, but someone whoknows the literature. Thecommunity colleges mustencourage the developmentof such "scholar-teachers."A similar conception ofscholarship is given inRecommendation 14 ofInvolvement in Learning,the 1984 report of the NIE-sponsored Study Group on theConditions of Excellence inHigher Education. Thisrecommendation asks collegeofficials to "definescholarship broadly" so thatit is not limited to published

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research but includes otherresearch and studies (StudyGroup 50).

I can suggest two waysin which scholarship can beencouraged. In communitycolleges where salary is notbased on rank, many of uswho are still far fromretirement age are at the topof the schedule. Ideally,governing boards shouldcreate a new column on thesalary schedule t ocompensate faculty forearning still more units. Butin our present economicclimate that does not seemlikely, so I suggest also thatstates should be urged to setaside special funds toreimburse communitycollege faculty for tuitionand fees for graduate-levelcourses and for some of thecosts of taking such courses.They should also be asked toprovide money to reduceclass loads for faculty takingthese courses.

To help faculty whowish to do original research,I would also like to see statesand colleges institute a"community college scholar"program which wouldencourage an d honortraditional scholarship tiycommunity college faculty.The faculty chosen should

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have demonstrated theirscholarship throughpublication Or otherappropriate evidence. Thehonor should be of two kinds,recognition and reducedteaching load to allow therecipients to have time topursue their scholarlyinterests for a specifiedperiod, probably a year.

On the local level,community colleges anddistricts could follow CUNY'slead in establishing adistinguished professorshipwhich carries a reducedteaching load to allow moretime for scholarship (White9). Here in California, SantaRosa Junior College throughits Faculty Fund for AdvancedStudies has recently begun toprovide awards for researchand course work (FacultyFund), and Glendale Collegehas begun a Faculty Scholarprogram providing a smallamount of reassigned timefor advanced discipline-related research (Field). Thetrustees of the San MateoCounty Community CollegeDistrict, where I teach, haveset aside funds which maypay for tuition. All of theseprograms are limited, butthey are a start.

One problem is thatscholarship is often seen by

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trustees and legislators as theenemy of teaching. Facultyrealize that this is not thecase. For example, theAssociation of AmericanColleges' 1985 report saysthat the "finest teachers areoften the best researchers"because they c ancommunicate their sense ofthe "wonders" of "learningand growing" (11). Similarly,the National Institute ofEducation's Study Group onthe Conditions of Excellencein Higher Education says that"research and teahcing canand should be mutuallysupportive a n dcomplementary" (Study Group50). Although the AAC andthe Study Group were botharguing for more emphasison teaching in the four-yearschools, their argumentsupports equally the need formore emphasis o nscholarship in two-yearschools. Recognition andsupport for scholars wouldhelp to attract to thecommunity colleges recentM.A.'s and Ph.D.'s who wouldlike to combine teachingwith scholarship.

Making the changes Ihave suggested will probablyinvolve political activity, atleast cr., the level of collegeand state academic senates.

The Academic Senate forCalifornia CommunityColleges plans to work tohave scholarship recognizedas a form of professionaldevelopment in the presentlegislation to reformCalifornia's higher educationsystem.

Also, at its Novemberconference, the AcademicSenate passed resolutionswhich should helpscholarship. It recommendedto individual communitycollege senates that they"seek profesisonaldevelopment funding forfaculty research activities"(Academic .Senate 13), and itdirected its own officers toexplore the situationregarding library privilegesoffered by four-yearinstitutions to communitycollege faculty (AcademicSenate 24). Those are smallsteps, but they may bemeaningful ones. Statewidei n California, a ndnationwide, communitycolleges can be revitalizedt hrough p ro g ram sencouraging scholarship, ifwe work for that goal.Scholarship must be onething we do if we are tomaintain our status asinstitutions of highereducation.

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Scholar in the Two-Year CollegeI do not want to be

Magritte's mermaid beachedhelplessly on an unfriendlyshore. If I must be a hybrid,I would choose Chiron, thecentaur who was a nrophet,wise man, and teacher, andwho was given immortalitywhen Zeus turned him intothe constellation Sagittarius.

Community college scholarscan combine the practicallessons of their .teachingwith the demands andstimulation of scholarship tobecome both better teachersand better scholars. Let uswork to make thiscombination more and morepossible.

WORKS CITED

Academic Senate for California Community Colleges. 19th FallConference Resolutions. Sacramento, CA: Academic Senate forCalifornia Community Colleges, 1987.

Association of American Colleges. Integrity in the CollegeCurriculum: A Report to the Academic Community.Washington: AAC, 1985.

Atkins, Gregg T. "College Libraries at Risk." Community CollegeCouncil Perspective, Nov.-Dec. 1986: 5.

[Carnegie Foundation for the Advancement of Teaching.]"Prologue and Major Recommmendations of CarnegieFoundation's Report on Colleges." Chronicle of HigherEducation, 5 Nov. 1986: 16-22.

Commission for the Review of the Master Plan for HigherEducation. Issue Paper 11, "Undergraduate Education: Priorityfor Undergraduate Education; Curriculum Objectives andEvaluation; Teaching Incentives, in draft form. In agenda forMaster Plan Commission meeting of 17-19 Feb. 1987: 99-133.

Faculty Fund for Advanced Studies. Santa Rosa, CA: Santa RosaJunior College, 1986.

Field, Mona. "Faculty Scholar Report, Spring 1987." GlendaleFaculty Newsletter, March 1987: 9-10.

Fischer, Russell G. "California Community College LibrariesSpiraling Downward." Wilson Library Bulletin, April 1986: 15-19.

Survey of the California Community Colleges LibraryPrint Budgets, 1985-86. San Jose City College, September 1986.

Heller, Scott, and Katherine S. Mangan. "Many Professors Rejectthe 'Shibboleth' that Research Is the Enemy of Teaching."Chronicle of Higher Education, 28 Jan. 1987: 11, 14.

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Sledge, Linda Ching. "The Community College Scholar."Profession 86: 4-6.

Study Group on the ConditioAs of Excellence in American HigherEducation. Involvement in Learning: Realizing the Potentialof American Higher Education. Washington: US GovernmentPrinting Office, 1984.

Tachibana, Judy. "2-Year Colleges' Libraries Caught in FinancialBind." Sacramento Bee, 8 Dec. 1986, Sec. B, pp. 1-2.

White, Daphne Siev. "First-Class Faculty." On Campus. March1984: 1, 8- 9.

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9

A NETWORK FOR ENGLISH MAJORS

by Mary Spangler, Los Angeles Valley College

Los Angeles ValleyCollege, one of the ninecommunity colleges in theLos Angeles Community Col-lege District, is located in theSan Fernando Valley. Untilthe last several years, noorganized effort was made toidentify and reach out totransfer students specificallymajoring in English.However, in the last threeyears, purposeful strideshave changed that situation.

Seeing an opportunityseveral years ago to form amore cohesive but informalnetwork of English ma-jors/minors, another col-league, Shirley Lowry, and I,as self-appointed moderators,organized several existingactivities and developed someadditional ones under thename "English Circle." Whilethe English Circle has noofficers, bylaws, or regularmeetings, it has acquired asem:-official status to super-vise activities. It receivesthe support of the chair andseveral other departmentmembers and some fundsfrom the Associated StudentUnion.

In the fall, an openhouse in the departmental li-brary provides students anopportunity to meet eachother and English instructorsin a relaxed atmosphere. In-formation about particularcourses, transfer require-ments, and options for majorsis available. The roster ofstudents attending growsslowly each semester andcurrently totals thirty-five.During the spring a field tripvia bus to the Huntington Li-brary and Museum is ar-ranged. Since this activity isfinancially supported by thecollege, it is free to students,including those in freshmancomposition classes. Someinstructors encourage par-ticipation by making the tripan extra-credit assignmentthat involves writing a re-port such as a comparisonabout how a painter and apoet use similar techniques.Students might report on anexhibit of an author theyhave read or on items of aparticular literary period.Without fail, students findthe experience valuable, andsome join the group the fol-lowing year.

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20

Network for English Majors

In addition to the openhouse and field trip, the En-glish Circle sponsors an in-formal supper in the springand alternates between in-structors' homes. Literaturestudents planning to transferto a four-year school are in-vited. The purpose of theevening is to provide a net-work for these students byintroducing them to formerEnglish Circle students whohave gone on to upper divi-sion, especially the primarytransfer schools for ValleyCollege. Because many stu-dents are intimidated by theidea of going to a larger in-sitution, they welcome suchpersonal support in adaptingto upper division. The en-couragement and individualcontact they receive duringthe presentation and ques-tion-and-answer period areinvaluable in reducing theirfears. The positive feedbackabout this networking fromformer students now in lawschool, graduate school, andcommunity college teachingpositions reveals that theseinteractions have helped stu-dents to make a successfultransition. A seconoary ben-efit is that the transfer stu-dents know a familiar faceand have a valuable contactin the future.

Several other activi-ties are also included in theEnglish Circle, including theawarding of a scholarship toan English major eachsemester. In addition,freshman composition stu-dents participate in an essaycontest with cash prizes. Be-sides encouraging broadparticipation, these activitiesfocus attention on othercourses in the department.

Enrollment in the lit-erature classes at Los AngelesValley College gvadually in-creases each semester, par-tially because of these ener-getic efforts to recruit newstudents. Faculty distributeflyers describing each liter-ature course every term,both in class and at the openhouse. For spring 1988, reg-istration in introductory lit-erature classes has boomed,with sections previously en-rolling twenty students nowtrying to accommodate forty.The enrollment in the surveyof British literature is a re-markable forty students, andin the poetry class the num-bers have risen from four infall 1984, to thirty-five inspring 1988.

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Network for English Majors

This network succeedspartly because it is an infor-mal organization addressingthe needs of a specific groupof students. However, itssurvival depends upon quiet,steady, behind-the-scenes ef-fort. In the case of the En-glish Circle at Los AngelesValley College, that effort isworthwhile in light of thepositive results.

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fl 2

INTERCHANGEABLEPARTS

By Sandy Lydon, Cabrillo College

Henry Ford garners aparagraph in most UnitedStates history texts becausehe helped introduce the con-cept of standardization andinterchangeable parts toAmerican industry. The onlycolor Mwiel T you could buywas black, but you were al-ways assured of being able tobuy parts for it anywhere inthe country. Ultimately, as-sembly lines and their inter-changeable parts (and peo-ple) becane the metaphoifor American efficiency aswell as the nightmare forthose who saw the deperson-alization that came withthem. Were Henry Ford alivetoday, he would be extremelypleased with the evolution ofCalifornia's Community Col-lege system, for it, like hisbeloved and pedestrian ModelT, is becoming a soullesscollection of interchange-able parts.

The conditions whichhave accelerated the stan-dardization of California'scommunity colleges are wellknown: most of the blame islaid upon Proposition 13,

whiP1 drove all higher edu-cation to the same publictrough and a legislaturewhich has grown impatientwith the jostling, pushing,and snuffling. Consultants,legislators, chancellors, andeven thc statewide AcademicSenate continually insist thatthe 106 colleges stop theirwrangling and start speak-ing with a united voice.Maybe so, but the danger in-herent in bringing the col-leges into tune is that therichness and diversity thatonce characterized Califor-nia's community colleges willbe replaced by a comfortableand pedestrian uniformity:Mc College. Open thestyrofoam box at Butte.Cabrillo, Modesto, or Cerritos,and the curriculum will bethe same -- overprocessed,tasteless, and bland. The pro-cess is well under way, andthe primary agents forbringing the colleges intoline are the new breed ofadministrators who insist oncalling themselves managers

thcy are the first trulyinterchangeable parts in thisevolving system.

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,

Interchangeable Parts

One of the perks of afaculty senate president isbeing invited to attendstatewide educational confer-ences, and as I enter mythird year of wandering thecorridors of convention ho-tels across the state, a patternhas emerged. First, for thosewho are worried by the oldsaw that good teachers arebeing snatched out of theclassroom to become man-agers, I would say you havenothing to worry about. Mostof the presidents, chancel-lors, vice-chancellors, andthe like are very poor publicspeakers, arriving at confer-ences with hastily preparedpresentations filled withwords ending in "ation." Ap-parently being a boringspeaker is a prerequisite tobecoming a modern Califor-nia Community College man-ager. When I quietly pointthis out to my table compan-ions, they usually assure methat the person at the podiumis a poor speaker but an ex-cellent manager. Funny howthe word leadership nevercomes up.

When two Chinesemeet, they greet each otherwith the query, "Have youeaten?" When two Californiaadministrators meet, thequestion is, "Where are you

working now?" Hallway dis-cussions center not onteaching, but on lateralmovement -- job openings,screening committees, andinterviews. Colleges areidentified not by their pro-grams or faculties, but bycurrent or recent adminis-trative search committees.California Community Collegepresidents now have theirown acronym -- CEO -- andtheir own organization. Atfirst I thought they meantChief Educational Officers,but I soon learned that it wasas I feared -- the corporateapproach -- Chief ExecutiveOfficers. The InstructionalDeans have evolved into CI Os-- Chief Instructional Offi-cers -- and have adopted astandard uniform, jargon,and style of dress. They tum-ble around in workshops andconferences, aping thcircorporate models, workingon those rough edges untilthey attain the attributes of agood manager. Smooth.Slick. Polished. As theymove through the genericconvention hotel corridors,they leave faint trails of oilon the carpet.

When you confrontthem with all this, theylament that it is all caused byhaving to deal with rigorous

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statewide regulations, an un-feeling Chancellor's Office,and increasingly politicizedlocal boards of trustees. Theywail about the tenuous na-ture of their jobs and claimthat the absence of tenuremakes them pander -- whiletheir eyes sweep the roomlike radar, seeking those"meaningful career contacts"that will help them"network" themselves to an-other institution. Ply themwith drink and these man-agers admit there is little orno satisfaction in being amanager -- the only gratifi-cation is being selected for anew position. So, they wan-der California treating eachcollege as a one-night stand,making quick, cosmeticchanges, getting their ticketpunched, and rarely stayinglong enough to see any oftheir ideas take root, muchless learn the institutionalhistory, lore, and legend. Itis no accident that an ad-ministrator "on the move" isalways new and can never beheld accountable. Thispromiscuous lateral move-ment is driving us into a uni-form statewide communitycollege system because it isbased on the belief that man-agement skills are trans-ferable and local collegeidiosyncracies can and must

-

be overcome with overlays ofjargon, fad, and system anal-ysis.

Community collegefaculties are the only hopefor stopping this implosionwhich is sucking us allthrough the golden arches ofSacramento. Many observerspoint out the "graying" ofCalifornia's community col-lege faculties as one of themajor problems facing thecolleges today, but I wouldargue that those very facul-ties are the only ones in a po-sition to save the colleges.Managers often use wordssuch a s "static,""entrenched," and "rigid," todescribe their faculties. Iwould counter with "stable,""knowledgeable," an d"committed."

The repositories fordiversity, individual Unique-ness, and community sensi-tivity are not the managers-- they're always too new. Itis the faculty of each of the106 community colleges thathas the genetic coding whichgives each college its identityand reason for being, and itis up to us, those faculties, totake the time to impart thatwisdom to these new man-agers. We must take them bythe hand and have them sit

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25


with us around the campfireas we explain the originmyths, the stories and tradi-tions which make our col-leges unique and important.When the managers confrontus with one of those homog-enizing staff developmentsubjects (matriculation, ar-ticulation) we must agree toattend only if they will take amanager - development ses-sion on the history of thecollege and its place in thecommunity.

We might grieve forthe managers and theirlonely and hollow lifestyle ofwandering, but we must nev-er mistake the new managersfor educational leaders. In-stead, and perhaps for thefirst time, the role of educa-tional leadership has accruedto the individual facultiesthroughout California.Shared governance? Hell, weare the educational leaders ofthese institutions, and we arethe only ones standing be-tween the true communitycollege and a uniform, stulti-fying, bland, and homoge-nized community collegesystem.

The individual collegesoriginally grew from localinitiative planted in the soilof local concerns, and every

step we take toward stan-dardization takes us fartheraway from our constituen-cies. Is it any wonder thatour collective communitiesno longer support us as theyonce did? They walkedprecincts and campaignedfor their own communitycollege because they believedthat they could customize andindividualize the college tosuit their individual needs.The community colleges havemutated into grotesque repli-cas of Big Government andBig Bureaucracy filled withfaceless functionaries whoknow only the mantras"Please hold," or "I'll transferyour call," or, the most terri-fying of all, "I'm new here.Let me find out and call youback." Those communitiesthat worked so hard to buildus have turned away in dis-gust.

The community col-lege faculties offer the onlyhope for arresting this inex-orable slide to standardiza-tion and political doom, forwe are the only remainingrepositories of wisdom aboutteaching, learning, andcommunity. We should beginby imparting those traditionsto the CEOs, CIOs, CSS0s, andtheir officer colleagues; theyneed to be roughed up and

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localized. Then, if they arewise enough to be good man-agers and leave the teachingto us (all good military offi-cers finally learn that theydo not run anything -- thesergeants do), we shouldstroke them and give themenough pleasure to preventtheir seeking the Orgasm-Of-Being-Selected somewhereelse. Finally, as the campfiredies down, we should con-clude with a short lessonabout commitment and loy-alty.

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IMAGES OF TEACHING AND LEARNINGIN CHILDREN'S LITERATURE

A Learning Assessment and Retention ConsortiumConference Presentation of 11/21/87,

by Karen Sue

As some of you mayknow, I teach English, withspecial emphases on remedialEnglish and children's liter-ature. As I pondered thetopic given to me for thispresentation today, "Improv-ing Student OutcomesThrough Faculty Involve-ment," I found myselfthinking about images ofteaching and learning inchildren's literature, and Iwould like to pursue some ofthose images today.

The first work thatoften comes to mind whenpeople mention children'sliterature is Lewis Carroll'sAlice's Adventures in Won-derland, and, indeed, thatwork does embody many ofthe images found in otherworks as well, and in someimportant ways representsthe prevailing metaphor thatpermeates works we comfort-ably label "children's litera-ture," for it presents tlwquest of the youngest childin search of maturity. In hersearch for adulthood thechild Alice learns severalimportant lessons and bene-

Grosz

Santa Clara

fits from the superb instruc-tion of some master teachers.

We first encounterAlice as she tumbles downthe rabbit hole. During thisprotracted descent, Alice at-tempts to show off what shehas learned in school. But asshe recites her carefullymemorized lessons, Alice re-alizes that all is not quiteright:

Down, down, lown. Would thefall never come to an end? "Iwonder how many miles I'vefallen by this time" she saidaloud. "I must be gettingsomewhere near the centre ofthe earth. Let me see, thatwould be four thousand milesdown, I think," (for, you sec,Alice had learnt severalthings of this sort in herlessons in the school-room,and though this was not a verygood opportunity for showingoff her knowledge, as therewas no one to listen to her,still it was good practice tosay it over) "--yes, that'sabout the right distance--butthen I wonder what Latitude

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44

Images of Teaching and Learning

(Alice had not the slightestidea what Latitude was orLongitude either, but shethought they were nice grandwords to say.)

Presently she began again."I wonder if I shall fall rightthrough the earth! How funnyit'll seem to come out amongthe people that walk withtheir heads downwards! Theanti-pathies, I think--"

The story is difficult readingfor those students who don'tcatch the irony of Lewis Car-roll's twists as Alicemalaprops her way throughWonderland. But what in-trigues me in this openingepisode is her desire to showoff, even when there is noaudience. This image ofshowing off recurs in chil-dren's literature. It's seenwhen Mole grabs the oarsfrom Rat in The Wind in theWillows to demonstrate thatrowing a boat must be funand easy, only to have theboat capsize. It's seen whenSparrowhawk in A Wizard ofEarthsea learns more thanthe wizards of Roke Islandhave vepared in the wizardstudent's course of study sothat he can upstage his olderrival, the wise sophomore

ft Jasper, and summon a spiritfrom the dead, only to havethat spirit bring along a darkshadow that claws and per-

manently scars Spar-rowhawk's face.

I suspect that many ofus in the classroom havecaught that desire on the stu-dent's part to show off. Whilethe desire may be moremanifest in a foreign lan-guage classroom than in aremedial English class, stillwe have all seen the hungerstudents have to use theirknowledge purposefully, andwhat purpose could be moreimmediately gratifying thanthat of demonstrating one'ssuperiority? It strikes methat we don't always doenough to feed that hungerin ways that can work to stu-dents' benefit. We shouldstrive to build into our class-room presentations time forstudents to show off whatthey know. This doesn't haveto be a fully egotistical exer-cise. The simple practice ofcollecting student essays andthen redistributing them sothat the author is far re-moved from the work andthen asking the recipient toread the work in hand can bea powerful tool for involvingall students in a non-threat-ening and non-egotisticalway. The author need notidentify herself/ himself, buton occasions when I haveused this paper exchange, I

have found that as others be-

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come involved in critiquingthe work, the author invari-ably pipes up with an expla-nation.

There is another di-mension to Alice's experi-ence which also recurs inchildren's literature: sheproves to be her own bestteacher. As the openingepisode demonstrates, theformal learning comes out ofAlice in oddly warped ways.She never quite gets the ma-terial right, and before heradventures are finished, shehas covered all the disci-plines from fractured multi-plication tables, to sadly dis-torted geography (AllanBloom might have been con-cerned about the impact ofeducation a century ago!), toinappropriate French phras-es. It w ,uld appear thatLewis Carrol', himself an Ox-ford don, hek: 1ormal educa-tion in low regard. But he isjoined by other authors, suchas Kenneth Graham, whoportrays Toad as an obnox-ious and insensitive productof the best that money canbuy. Rat and Mole, on theother hanii, are schooled bynature and learn extensivelyfrom their own mistakes.

Alice similarly en-dures a nightmare of frus-tration and rejection in Wor,

derland before she realizesthat she doesn't need the ap-proval of the King and Queenof Hearts to prove her worth.It isn't until Alice internal-izes all that she has beentaught and usgs it to makeher own independent judg-ment of the world around herthat she is recognized as anadult.

In the classroom thisindependent judgment is thecritical element that freesthe student to begin to ex-plore and experience the joyof knowledge. I suspect thatwe might, in our Title 5 jar-gon, apply the term "criticalthinking." . But I want topoint out that Alice and theother protagonists of chil-dren's works emerge as criti-cal or independent thinkersonly after enduring the de-spair of having failed. Isometimes wonder if we don'tgo too far in protecting stu-dents from the very failurethat might be their spring-board to success. Just as Alicemust have the freedom toshow off, she must also copewith the rejection that ac-companies her insensitiveremarks to various Wonder-land creatures. Graduallyshe recognizes that beingadult means being herself,not some other characterwhose words she might

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mouth in an attempt to soundimpressive. Similarly, stu-dents arrive at an academicmaturity when they stopmouthing their professors'ideas and dare to apply theirown ideas.

It is at this stage ofstudent application of knowl-edge that assessment is espe-cially sensitive, and it is atthis stage that I suspecL manyof us unwittingly let our stu-dents down by not beinghonest with them, gradingthem for effort rather thanfor what they produce. It'snot easy to be honest withstudents who are makingthose first attempts at inde-pendent thinking, whenthey're so anxious to be ac-cepted but, like Alice, aren'tyet quite right. Alice needsto be set straight, and she hasthe Cheshire Cat, a symbolfor Lewis Carroll himself, toguide her in that stage of herlearning development.

As a master teacher,the Cheshire Cat recognizesthe necessity for Alice to beinformed when she's wrongand to be patiently nurturedso that she will persist in herquest:

The Cat only grinned whenit saw Alice. It looked good-natured, she thought; still it

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had very long claws and agood many teeth, so she feltthat it ought to be treatedwith respect.

"Cheshire-Puss," she be-gan, rather timidly, as shedid not at all know whether itwould like the name; however,it only grinned a little wider."Come, it's pleased so far,"thought Alice, and she wenton. "Would you tell me,please, which way I ought togo from here?"

"That depends a good dealon where you want to get to,"said the Cat.

"I don't much care where" said Alice,"Then it doesn't matter

which way you go," said theCat.

"--so long as I get some-where," Alice added as an ex-planation,

"Oh, you're sure to dothat," said the Cat, "if youonly walk long enough."

Alice felt that this couldnot be denied, so she triedanother question: "What sortof people live about here?"

"In that direction," theCat said, waving its right pawround, "lives a Hatter, and inthat direction," waving theother paw, "lives a MarchHare. Visit either you like;they're both mad."

"But I ii^n't want to goamong mad Alice re-marked.


"Oh, you ca'n't help that,"said the Cat, "we're all madhere. I'm mad. You're mad."

"How do you know I'mmad?" said Alice.

"You must be," said theCat, "or you wouldn't haveecru here."

This interchangecould model foracademic ati ,r,rment. A pro-fessional cau assist the stu-dent who has a clearly de-fined goal, but the goal mustbe one of the student'schoice. Whether the studentpursues an idea through awritten composition or anidea related to career goals,there must be a goal. Howmany of us have laboredthrough essays that had noclear goal? Patience is trulyour trademark.

As far as madness goes,I've often thought that LewisCarroll must have taught afew remedial English andfreshman compositionclasses along with hismathematics and logic class-es.

One last point that im-presses me in my examina-tion of learning and teach-ing images in children's lit-erature is the recognition oflearning as a continuum. Atthe age of seven, Alice may

have reached the maturestage of independent think-ing and thereby earns acrown, but that doesn't meanthat she has learned all there

to know. As Alice shrinksand grows all out of propor-tion to the creatures aroundher, Lewis Carroll provides agraphic representation ofthe emotional shrinking andgrowing that is part of thematuring process. It is mir-rored in the frustrations stu-dents encounter as they gothrough the learning pro-cess; there too they after-nately experience the belit-tlement of their occasionalmistakes and the exhilirationof their successes, shrinkingand growing emotionally.

But as the Cheshire Catadvises Alice, it doesn't mat-ter which way Alice goes inher quest through Wonder-land. To put it in Lewis Car-roll's terms, for he favoredchildhood over adulthood, allchildren are condemned togrow up, regardless of theirown desires, and those whodesire adulthood before theirtime, struggling as Alice doesto intrude upon the mad,chaotic world of adults, won'tnecessarily get there anyfaster. The individual ma-tures at that moment of inde-pendent thinking, and no

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one, not even the individual,can just make that happen.

I suspect that the sameis true of' students in thelearning process. And inthis context, I suggest that weneed to be cognizant of thelearning continuum byknowing what students havelearned before catering ourclasses (and that meansknowing what is happeningin our disciplines at the highschool level), as well as whatwill be expectal of them afterthey leave our classes. Eachstudent matures academicallyat an individual pace, andthere will be ups and downsin the gradual movementtoward independentthinking. I always love thepoint in the semester when Ican almost see light bulbsflash among remedialEnglish students as they sud-denly understand relition-ships among nouns, adjec-tives, adverbs, and verbs.The light bulbs don't all flashat once, and I know I can'tmake them flash. Like theCheshire Cat, like Spar-rowhawk's master teacherOgion, like Rat as he guidesMole through the river worldof The Wind in the Willows, Ican only be a guide, care-fully pointing out mistakesand patiently pointing outthe choices. But my students

will learn, just as Alice willmature. The choice is in thequality of the learning, and Iwould prefer to produce stu-dent Alices who ultimatelylearn to think for them-selves, rather than pompous,self-absorbed Toads, recitingendless strings of unrelatedinformation and servingonly as mouthpieces for myown limited ideas.

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WHY THE ACADEMIC SENATEHAS ADOPTED

THE AAUP ETHICS STATEMENT

A Policy Paper Prepared by theEducational Policies Committee

Ethics in teaching ismuch discussed, but unfor-tunately both faculty and thegeneral public often seemmore concerned with what isunethical than with ethics asa code of moral values. The1970 "Statement on Profes-sional Ethics" of the Ameri-can Association of UniversityProfessors (AAUP) is an ex-ception to this concern withunethical conduct, for it setsforth five ethical obligationsof faculty: as members of adiscipline, as teachers, ascolleagues, as members of in-stitutions, and as members ofa community. The Education-al Policies Committee hasadopted this statement withonly minor editorialchanges, for the rcasonswhich follow. .(The editcdstatement can be found at theend of this paper.)

I. The AAUP statementbegins with thc faculty'sduty to their disciplines.That obligation is not greaterthan the others -- in fact,each of the five areas cov-ered is broader than the last.

But for most of us, it wasthrough our academic disci-plines that we first becametruly involved in education.Our disciplines reflect notonly our major intellectualinterests but a commitment todisinterested inquiry, totruth, and to thought. Weshow this commitmentmainly through our knowl-edgeable and enthusiasticteaching or through ourwork as counselors, librari-ans, and nurses.

But we cannot rcmainknowledgeable -- and pro-bably we cannot remain en-thusiastic -- without also per-forming activities whichkeep us current, and so wehave an obligation to readthe recent literature, attendconferences, belong to pro-fessional organizations, takccourses, and engage in otherstaff development activities.We may even be able to carryout original research in ourfields or otherwise to prac-tice our disciplines. We musttake advantage of sabbaticals,leaves, exchange programs,and other staff developmentactivities, and we must also

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AAUP Ethics Statement

seek to create such opportu-nities.

The AAUP next dis-cusses the faculty member'sobligation to teach. In thecommunity colleges, we havea special obligation not onlyto teach our subject mattersbut also to instill a respectfor truth and intellectual in-quiry. We often must alsoraise our students' intellectu-al ambitions and combat de-featism on the part of stu-dents who feel that theycannot succeed because oftheir race, social status, orprevious educational experi-ence.

Treating students ethi-cally means not only avoid-ing favoritism or exploita-tion, but also giving studentsthe education that they de-serve. We must not compro-mise course standards, andwe must provide, individuallyand collectively, the meansfor success. Individually, wemust offer enough out-of-class time to students, and weoften must insist that theytake advantage of it; collec-tively, we must provide ade-quate testing, counseling,placement, learning re-sources, and job and transferinformation. We do our stu-dents no favor if we let thempass without the skills and

khowledge they need, and wehurt them equally if we donot provide them with ade-quate support services.

III. Community college fac-ulty's obligations to theircolleagues are important, too,as the recent Master PlanCommission recommenda-tions emphasize. We havenot always had full responsi-bilities in hiring and firing,meaningful evaluation, andretention and promotion, butthat situation is changing.Interestingly, we have oftenfulfilled the obligation to ourcolleagues in a way the AAUPdoes not mention, by sharinginformation, offering disin-terested advice, and teamteaching. A part of ourethics is helping each otherget through difficult timesand sharing our successes.

Our obligations to ourcolleagues also include, ac-cording to the AAUP state-ment, a duty to participate ingovernance. For us, thatgenerally means serving oncommittees which recom-mend policies and make deci-sions relating to students,courses, and professionalleaves. Under new Title 5regulations, or under theprovisions of legislation nowbeing considered in Sacra-mento, those duties will

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r-J


surely be expanded.

IV. After considering theobligation to colleagues, theAAUP discusses the obliga-tion to the institution. TheAAUP statement stresses thefact that faculty may servean institution by criticizingit, even though they arelegally obliged to follow theinstitution's rules. When werecommend changes, weshould be trying to improvethe institution; if we merelyaccept poor conditions be-cause we are afraid to criti-cize, we are failing our dutyas faculty members.

This same obligation toour institution requires thatwe give it an adequateamount of time. We mustmeet classes, keep officehours, and serve on commit-tees. Our institutions havethe corollary obligations notto overload our classes and tocreate full-time positions sothat faculty are paid in pro-portion to the work required.

V. The last obligation dis-cusscd in the AAUP statementis to the community. In car-rying it out, we should notscant our professional dutiesor abuse our connection withan institution of higherlearning, but we must be asdiligent in serving oqr corn-

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munity as any of .its mem-bers. We offer special ser-vices to the communitythrough speakers' bureausand other college-sponsoredactivities; we vote and en-courage our students to do so;we participate in politicalactivities; we obcy the lawsor perhaps participate inopen civil disobedienceagainst them; we work forand contribute to fund-rais-ing drives; we serve in secu-lar and religious institutionswhich reflect our beliefs.

An ethics statementshould spur us to be our best.In adopting the ethics state-ment of the American Asso-ciation of University Profes-sors, we not only havealigned ourselves more fullywith our colleagues at seniorinstitutions but also have ac-cepted and endorsed a policywhich is a source of prideand inspiration.


1987 AAUP STATEMENT ON PROFESSIONAL ETHICS

I. Community college faculty members, guided by a deepconviction of the worth and dignity of the advancement ofknowledge, recognize the special responsibilities placed uponthem. Their primary responsibility to their subjects is to seekand to state the truth as they see it. To this end faculty membersdevote their energies to developing and improving theirscholarly competence. They accept the obligation to exercisecritical self-discipline and judgment in using, extending, andtransmitting knowledge. They practice intellectual honesty. Al-though faculty members may follow subsidiary interests, theseinterests must never seriously hamper or compromise theirfreedom of inquiry.

II. As teachers, faculty members encourage the free pursuitof learning in their students. They hold before them the bestscholarly standards of their discipline. Faculty members demon-strate respect for the student as an individual, and adhere to theirproper role as intellectual guides and counselors. Facultymembers make every reasonable effort to foster honest academicconduct and to assure that evaluation of students reflects theirtrue merit. They respect the confidential nature of therelationship between faculty member and student. They avoidany exploitation of students for private advantage and acknowl-edge significant assistance from them. They protect the academicfreedom of students.

III. As colleagues, faculty members have obligations thatderive from common membership in the community of scholars.Faculty members do not discriminate against or harasscolleagues. They respect and defend the free inquiry ofassociates. In the exchange of criticism and ideas facultymembers show due respect for the opinions of others. Facultymembers acknowledge their academic debts and strive to beobjective in their professional judgment of colleagues. Facultymembers accept their share of faculty responsibilities for thegovernance of their institution.

IV. As members of an academic institution, faculty membersseek above all to be effective teachers and scholars. Although

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faculty members observe the stated regulations of theirinstitutions, provided the regulations do not contravene academicfreedom, they maintain their right to criticize and seek revision.Faculty members give due regard to their paramountresponsibilities within their institution in determining theamount and character of work done outside it. When consideringthe interruption or termination of their service, facultymembers recognize the effect of their decisions upon theprogram of the institution and give due notice of theirintentions.

V. As members of their community, faculty members havethe rights and obligations of all citizens. Faculty membersmeasure the urgency of these obligations in the light of theirresponsibilities to their subject areas, to their students, to theirprofession, and to their institutions. When they speak or act asprivate persons they avoid creating the impression that theyspeak or act for their colleges or universities. As citizensengaged in a profession that depends upon freedom for its healthand integrity, faculty members have a particular obligation topromote conditions of free inquiry and to further publicunderstanding of academic freedom.

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CRITICAL THINKINGIN THE COLLEGE CURRICULUM


Background

In 1986, the Board ofGovernors of the CaliforniaCommunity Colleges institut-cd a policy calling forstrengthening the rigor andacademic standards of allcollege-level courses to becountcd toward the associatedegree. These new Title 5regulations arc in the pro-cess of being implemented inthe community collegesthrough the cooperation ofacadcmic senates, curriculumcommittees, and instructionaloffices. One of the policy'snew requirements calls forall courscs to promotc thestudcnt's "ability to thinkcritically" and "to understandand apply conccpts at a leveldetermined by the curricu-lum committee to be collegelevel."

One of the first diffi-culties encountered by cur-riculum committeesthroughout thc state was theestablishment of a definitionof critical thinking broadenough to encompass collegelevel courscs throughout theacademic and vocational/technical curriculum, as well

as a definition that could ap-ply to both content-based andskill-based courses. The Edu-cational Policies Committee ofthe Academic Senate hasprepared the following paperin order to provide a broaddefinition of critical think-ing skills and to assist fazultyin identifying some of theintellectual actions that con-stitutc critical thinking intheir courses.

A Definition of CriticalThinking

In a recent paper pre-pared by Chancellor's Officestaff member Nancy Glock,the following definition ofcritical thinking skills hasbeen proposed to assist fac-ulty within all disciplines tomeet the new requirement.The critical thinking skillsproposed hcrc (sce appendix)should allow faculty to assignwork that challenges thecritical thinking abilities oftheir students without cre-ating a new or artificialcomponent of thcir courses.Instruction and consciousapplication and practicc ofthese critical thinking skillsshould enable students to

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CRITICAL THINKING

develop and apply theseskills to other areas of thecollege curriculum.

Critical thinking skills arethose diverse cognitive pro-cesses and associated atti-tudes critical to intelligentaction in diverse situationsand fields that can be im-proved by instruction andconscious effort. (Glocic,1987: 9)

Glock further refines the ap-plication of critical thinkingby noting that actions in-volving physical skills thatnot only are habitual butembody instantaneous deci-sion-making, such as someinstances of athletics orcrafts, do call upon criticalthinking. The test iswhether actions can later beanalyzed and assessed forstrategic or aesthetic effec-tiveness and improvedthereby. If they meet thistest, then the actions inquestion have the potentialfor instruction in criticalthinking. That potential isrealized when students arerequired to make explicittheir reasoning, and aretaught how to generate fur-ther options and to assesstheir strategies and outcomesagainst the standards of thefield. Thus, critical thinkingis itself an open-ended and

continually evolving processthat should be fundamentalto most disciplines, and alsouseful in adapting to differ-ent situations. At the broad-est level, critical thinkingskills are transferable fromone discipline to another, butthe effective application ofthese generic skills also re-quires domain-specificknowledge. Although thetransfer is not necessarilyautomatic, a student withwell-developed skills in criti-cal thinking in one areashould be able to apply theseskills to other areas, and"substantially decrease theamount of time necessary tobecome proficient in a newfield of endeavor" (Glock,1987:10).

While critical think-ing cannot be reduced to oneskill or one set of skills, itcan be defined in terms ofintelligent actions that en-able students to comprehend,communicate, or engage inproblem-solving or strategy-building techniques. Ques-tions that ask respondents tolist or to describe what hasalready been listed or de-scribed in class or instruc-tions that require executionof a fixed series of motions orrote drills are not"intelligent actions" in therequired sense. Thus, a col-

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CRITICAL THINKING

lege course should requirestudents not only to exercisejudgment by describingalternate solutions, but alsoto make decisions, and to beable to justify those deci-sions. The development ofcritical thinking will allowstudents to move beyond thepassive learning of evalua-tive standards to the creationof their own standards ofcriticism. The incorporationof critical thinking skills fl aprimary objective of college-level courses will have agreat impact on thc collegecurriculum and its responsi-bility in assisting students todevelop the skills necessaryto arrive at better answers.The role of community col-lege faculty in "improvingby instruction and consciouseffort" their students' criticalthinking skills in the contextof their discipline, shouldenhance the students' abilityto do well in other areas andthus create a learning envi-ronment of "critical think-ing across the curriculum."

To define criticalthinking skills is to restatemany of the traditional goalsof higher education; that is,to provide a program of in-struction that enables stu-dents to become independentlearners, to be capable of ex-ercising informed and bal-

anced judgment, and to con-tribute as mature citizens intheir society.

Critical Thinking inSome Skill-Based Ar-eas of the Curriculum

Following are illustra-tions of how critical think-ing skills can be integratedinto specific fields of study,to benefit both students andthe curriculum.

Performance Classes in Artand Music

It is a well establishedprinciple that even begin-ning art students can betaught to critique their ownwork and that of others. Asthey articulate the successfuland unsuccessful aspects of awork, they are performingjust those evaluative tasksthat mark indcpendent,rather than passive, learn-ing. They are developing theability to make thoughtful,informed, and careful judg-ments and, thereby, to devel-op confidence in the valueand strength of their ownjudgments. Thus, the taskhere is only to enhance stu-dent awareness of these ac-tivities and the connectionbetween them and the rest oftheir education, indeed the

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CRITICAL THINKING

rest of their lives. Choosinga career or making other de-cisions involves an interplaybetween self-expression andthe constraints of reality dif-ferent from, but parallel to,the artist's work in creatingfrom the medium somc:hingbeautiful, meaningful, oraesthetically satisfying.

Critical thinking isinherent in musical perfor-mance, and even the begin-ning student becomes awareof the constant split-seconddecisions which must bemade in transforming thecomposer's "blueprint" ofmusical symbols into sound.The task of the instructor isto strcss the expressive ele-ments of musicmaking suchas touch, tone quality andphrasing, from the outset,while simultaneously teach-ing the basic skills of music-rcading and instrumentaltechnique. Students shouldbe shown the criteria bywhich their performancesare evaluated by the in-structor and learn to usethese criteria to analyze theperformances of fellow stu-dents. . If they discuss oneanother's interpretive deci-sions, they learn about theobjective and subjectivebases of these evaluations.As they make and justifytheir judgments, they are be-

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coming more skillful at in-trospection, more knowl-edgeable about music, andmore autonomous in theirown judgment. The knowl-edge gained from this analy-sis can then be applied totheir own performances. Asthe student progresses, theelements included in thisanalysis will begin to includeinterpretive decisions andstylistic awareness as well astechnical accuracy and basicmwsicianship. Since theknowledge gained throughlecture, demonstration, andperformance analysis in theclassroom must be applied bythe student during practiceoutside of class, the conceptof independent learning isvery much supported here.

Students who learnself-expression as a means ofreaching deeply into them-selves and who can, at thesame time, stand back andevaluate the success of theirself-expression and itsmeaning and value for oth-ers, are learning lessons ofvalue outside their artisticendeavors while improvingtheir creative abilities asartists and musicians.

Foreign Language

One of the inherentvalues in the study of a for-

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CRITICAL THINKING

eign language is that stu-dents will learn tounderstand and respectcultural traditions and valuesother than their own. Fromthe elementary to theadvanced level, the foreignlanguage instructor shouldfoster qualities of open-mindedness, intellectualcuriosity, objectivity,adaptability, and a com-parative perspective en-abling people of diversecultural and ideologicalbackgrounds to understandeach other better. As thepopulation of California be-comes increasingly diverseculturally and ethnically, thel'Aptability of these skills toother areas of the curricu-lum as well as to situationsoutside the classroom be-comes indispensable. For-eign language instruction inthis area should focus on thestudent's ability to use thelanguage in culturally ap-propriate ways, to interpretwhat is culturally relevant ina social situation or a text,and to be able to interact in arange of social situations, in-cluding unexpected ones.Functional acquisition ofthese skills should enablestudents to recognize culturalcharacteristics beyond merestereotypes. From the ele-mentary to the advanced lev-el, foreign language in-

struction should also encour-age students to understandhistoric processes of culturalinteraction through the lin-guistic influence of one lan-guage on another.

Foreign language in-struction today focuses onthe student's developed pro-ficiency in terms of culturalawareness, comprehension,and productive skills. One ofthe major purposes in thestudy of a foreign languageis learning to communicate.To develop this ability, stu-dents need to use various re-ceptive skills, such as lis-tening, watching, reading,and deducing from context.However, comprehension,whether it be aural or writ-ten, precedes the acquisitionof prod ctive skills becausethe student's mind is busyinternalizing and integrat-ing the multiplicity of stim-uli being received. The for-eign language instructorshould encourage the syn-thesizing of all these incen-tives into oral production.The most creative aspect of astudent's acquisition of thelanguage is the ability to im-provise orally or in writingin response to different situ-ations. In mastering theseskills, the student shouldmake progress from a pri-marily reactive mode, to a

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CRITICAL THINKING

creative one in whichlearned elements are com-bined and recombined, to aninitiative mode in which thestudent initiates and sustainscommunication.

The integration of thecritical thinking skills de-veloped in the acquisition ofa foreign language -- all-purpose strategies for fig-uring things out from con-text, catching inferences,managing a conversation,learning and sensing what isappropriate in another cul-ture, internalization ofgrammatical concepts intoaccuracy of production --should enable the foreignlanguage student to performbetter in other areas of thecollege curriculum as well asto make informed and re-sponsible decisions as a citi-zen of a culturally dynamicsociety.

Physical Education andAthletics

Student involvementin physical education orathletic activities can be re-garded as a progressive pro-cess of physical and cogni-tive learning. At the earlystages of athletic skill devel-opment, the cognitive in-volvement of the learner ispredominantly a process of

imitation and of repetitiouspractice of the imitated tech-nique. However, much likethe learning of a foreignlanguage or the refinementof a musical skill, the learn-ing of an athletic skill entailsearly use of critical thinkingskills. Even in early stages ofathletic activity, while thestudent is still receivinggeneral instructions fromthe instructor or coach, itremains for the athlete tointerpret them and to decidohow to implement the com-pleted physical action. Infact, in every athletic en-deavor there are innumer-able ways in which a specificact can be successfully en-acted. Students create theirown styles for throwingballs, or running or leaping,and this creative activity canenhance the particular ath-letic skill.

At a more advancedlevel of athletic perfor-mance, students can betaught increasingly subtleand creative modes of activ-ity, and they can be taughthow to evaluate the effec-tiveness of their own per-formances, as well as that oftheir teammates and theircompetitors. Like the artistand the musician, the athletelearns to think critically bybecoming conscious of alter-

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CRITICAL THINKING

native styles, by developingand refining a style, andevaluating the advantagesand disadvantages of thesedifferences. An under-standing of the elements ofeffective athletic actions canbe used by student athletes toimprove their performances,both of themselves as well asothers. Eventually, studentscan learn to interpret thedynamics of effective motionand movement, as well as toappreciate the creativetactical and strategicelements of successful ath-letic performances. Studentswould discover that the rulesof athletic competition existto make the activities safe,fun and fair, and they maydevelop ideas of how therules could be changed to en-hance an activity. The ac-quisition of critical thinkingskills allows students to de-velop the abilities to train orcoach themselves; that is, toanalyze their own efforts,and to devise methods for im-proving upon their perfor-mances.

As a result of applyingthese domain-specific criti-cal thinking skills to athleticendeavors, students can alsodevelop the generic skills ofanalysis and evaluation thatcan be transferred to otherareas of interest and inquiry

in the curriculum. In thissense, critical thinking skillsare as relevant to theenhancement of physicalactivities as thcy are to moretraditional applications inacademic areas.

Vocational Education

Vocational educationprograms provide a uniqueopportunity for students toacquire employable skills aswell as critical thinkingskills which will allow themto adapt to emerging tech-nological changes. In themodern industrial and post-industrial society, techno-logical obsolescence occursat an increasingly rapidpace. Thus, vocationaleducation programs cannotteach students only a specificset cf skills, but must alsoprepare them to progressbeyond the entry level job, toadapt to changingtechnologies and to makeinformed career decisions.

Students in vocationaleducation must learn to seetheir occupation in historicalperspective, to understand itsorigins and its future. Theymust develop the ability tounderstand the broader im-plications of their occupationin the social structure, to in-terpret changes around them

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CRITICAL THINKING

in terms of the consequencesfor their own careers, and toanticipate the need forchanges in technique andtechnology. They must havethe ability to analyze devel-oping circumstances and un-derstand the alternativesthey face before making de-cisions.

Critical thinking skillswill also allow an individualto construct a working envi-ronment that is amenable toboth practitioners andclients. A critical awarenessof the position and impor-tance of the occupation inthe economy will result in aconcern for worker satisfac-tion, a pride in craftsman-ship, an elimination of jobalienation, and a concern for

customer satisfaction. Thevocational education studentwho has acquired criticalthinking skills will beequipped to take a broaderview of the economic and so-cial relationships that are apart of the workplace, and tounderstand the short-termand long-term effects ofvarious actions.

It is essential that vo-cational education studentshave the skills for adaptationand survival in a rapidlychanging world. Criticalthinking skills will enhancethe adaptive abilities, andthese skills will be of lastingimportance over the courseof a lifetime.

Works Cited

Glock, Nancy Clover. "College Level' and 'Critical Thinking':Public Policy and Educational Reform." Los Angeles: Paperpresented at the 1987 Fall Conference of the Academic Senatefor California Community Colleges.

Intersegmental Committee of the Academic Senates. Statement onCompetencies in Languages Other than English Expected ofEntering Freshmen. The Academic Senatc, of the CaliforniaCommunity Colleges, the California State University, and theUniversity of California, 1987.

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HUMANITIES INSTRUCTION IN THECALIFORNIA COMMUNITY COLLEGES:

RENEWING OUR COMMITMENT


The decline of the hu-manities in American educa-tion is lamented in many re-cent books and articles,which suggest that many oftoday's college graduates lackwhat E.D. Hirsch, Jr., calls"cultural literacy" -- thatcommon body of knowledgeeducated people were onceassumed to possess. Recentdevelopments make this anideal time for the faculty ofthe California CommunityColleges to address this issue.The new Title 5 changes re-inforce faculty responsibil-ity for c=riculum and re-quire each college to reviewall courses in the curricu-lum. This provides an op-portunity to look at the qual-ity and rigor of courses inthe humanities and to re-ex-amine how they fit into de-gree requirements and gen-eral education patterns. Thereview of the master planand the pending CaliforniaCommuni ty College reformlegislation (AB 1725) shouldencourage the reassessmentof each college's mission andforce each institution to lookat what constitutes a good ed-ucation and what an educated

person should know.

Two recent studies,William J. Bennett's To Re-claim a Legacy: A Report onthe Humanities in Higher Ed-ucation and the AmericanAssociation of Communityand Junior Colleges' Human-ities' Policy Statement: TheStudy of the Humanities inCommunity, Technical, andJunior Colleges, are excellentsources of information aboutthe current state of the hu-manities. This paper will at-tempt to relate informationfrom these studies to theteaching of the humanitiesin the California CommunityColleges and to make somerecommendations for the im-provement of our efforts inhumanities education.

Since most studentstake humanities coursesduring the first two years ofcollege, the community col-leges have a particular re-sponsibility in examiningand strengthening the roleof the humanities in the cur-riculum. Guidance is neededfor our large number of un-decided students "shopping"

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Humanities Instruction in theCalifornia Community Colleges

for courses to take, and a co-herent humanities compo-nent is needed for our manyliberal arts majors.

What are the Human-ities?

The word "humanities"automatically brings to mindcertain disciplines: lan-guages and linguistics; liter-ature; history, jurisprudence,anthropology, and other as-pects of social science; phi-losophy, archeology; com-parative religion; ethics; andthe history, criticism, andtheory of the arts. However,to define the humanities as amere list of disciplines ismuch too narrow. The hu-manities examine what ishuman or, as stated in theBennett study, "the best thathas been said, thought, writ-ten, or otherwise expressedabout the human experi-ence." They also represent aparticular learning ap-proach distinguished by be-liefs about what is worthy ofstudy. The humanities in-clude methods of particulardisciplines as well as methodsof broad, interdisciplinarystudy and, according to theBennett report, pose the fol-lowing questions:

"What is justice?"

"What should be loved?""What deserves to be

defended?""What is courage?""What is noble?""What is base?""Why do civilizations

flourish?""Why do they decline?"

Decline in HumanitiesEducation in AmericanColleges and Universities

Too many students inthe United States today arereceiving baccalaureate de-grees without even the mostrudimentary knowledge ofhistory, literature, art, phi-losophy, and languages. Re-cent history provides us withseveral reasons for this. Inthe late 1960s and the 1970sthe demand of students for agreater role in determiningthe agenda for their own ed-ucation led to a gradualabandonment of courses re-quired for all students and atrend toward a practical(career-oriented) education.At the same time, educatorsfailed to exercise curricularauthority. Course require-ments were determined bydepartmental competition,and the popularity of courseswas a primary consideration.The prevailing attitude wasthat all learning is relative

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and subject to trends. Thisattitude created a "cafeteria"curriculum from which stu-dents chose freely.

A 1984-85 survey bythe American Council on Ed-ucation reveals the followingshocking statistics:

A student can obtain a bach-elor's degree from 75% ofAmerican colleges and uni-versities without havingstudied European history.

72% of American colleges anduniversities allow a studentto graduate with no study ofAmerican literature or histo-ry.

A bachelor's degree can beobtained from 86% of Ameri-can coileges and universitieswithout the study of theclassical Greek and Romancivilizations.

Foreign language was re-quired for graduation in only47% of American colleges anduniversities in 1983, as com-pared with 89% in 1966.

The following statistic fromthe same study is particularlysignificant for communitycolleges:

87% of allhumanitiesfreshmanyears.

credit hours in theare taken in theand sophomore

Value of the Humanitiesin Community CollegeEducation

There are many moretangible reasons why stu-dents should study the hu-manities than the simple factthat such study is "good forthem" or will make them"more well-rounded individ-uals." In today's constantlychanging society there is aneed not only for preciical(career-oriented) education,but also for an educationwhich helps develop insightsand abilities necessary forfulfilling both public andprivate lives. The humani-ties concentrate on the skillsof the mind and of languagewhich develop clear reasonand communication andpromote an appreciation ofthe impact of technology onthe human environment.They encourage the bestmental habits and nurtureimagination and creativity,while promoting the abilityto make value judgments.The humanities teach a disci-plined approach to questionsof self and society that causesthe student to reflect upon

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the way personal origins andbeliefs affect values and ac-tions.

Study of the humani-ties enriches the communityas a whole as well as the in-dividual student. A balancebetween the individual andsociety is fostered, and socialcohesion develops throughshared understanding, lan-guage, and values. Publicand private practical aspectsof life are made more valu-able through the ability tothink clearly about impor-tant sociEl and personalquestions and to communi-cate through clear writtenexpression. Study of the hu-manities provides the studentwith these capabilities.

Recommendations forCommunity Colleges:

Make sure that thereis a significant hu-manities componentin the AA degree andgeneral educationtransfer require-ments.

The new changes inTitle 5 require that all cours-es in the curriculum be re-viewed to insure appropriaterigor. As curriculum com-mittees undertake the chal-

lenge, they should also ex-amine degree and transferrequirements and throughthis process determinewhether all students, re-gardless of major, are re-ceiving adequate exposure tothe humanities. (The Gener-al Education Transfer Cur-riculum, proposed by theIntersegmental Committee ofthe Academic Senates,requires three semesters ofArts and Humanities.)

Develop an institu-tional general educa-tion philosophy ofwhat a student shouldknow to be truly edu-cated and a plan forhelping students gainknowledge of the hu-manities through acoherent program ofcourses in sequencewith appropriate pro-gram of courses insequence with appro-priate prerequisitesand corequisites.

The Curriculum Com-mittee (or an ad hoc sub-committee) might serve asthe steering committee toguide the process for devel-oping a general educationphilosophy. There should bewide involvement of facultyand instructional adminis-

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trators in this process. If aclear general education phi-losophy exists, narrow de-partmentalism will be avoid-ed when curriculum com-mittees choose courses fromthe humanities to be includedin general education re-quirement s.

Clearly identifywhich courses are ap-propriate for studentswho will take only afew courses in hu-manities.

Many high-unit ma-jors will allow students limit-ed exposure to courses outsidethe major field, so it is ex-tremely important to guidethese students toward hu-manities courses of a generalnature. Care must be takento promote a balance betweenbreadth and depth. Interdis-ciplinary general educationcourses serve this purposewell as long as substance andrigor, rather than trendi-ness, are stressed.

Be sure that instruc-tion in the humani-ties includes reading,writing, speaking,and critical analysiscomponents well in-tegrated into the

subject matter beingtaught.

The evaluation processcan be used to examine thestate of instruction in thehumanities. Professional de-velopment resources shouldbe employed to developteaching skills and furtherknowledge of these disci-plines, and increased supportof humanities instructionthrough libraries andlearning resource centersshould be encouraged.

Work to improve ar-ticulation with highschools and universi-ties in humanities in-struction.

The Diane Ravitch andChester E. Finn, Jr., report onthe first national assessmentof history and literature,What Do Our 17-Year-OldsKnow? reveals that the de-cline of humanities in high-er education is reflected inhigh schools. Through en-hanced articulation by suchmeans as the HumanitiesCompetency ExpectationStatement of the Interseg-mental Senates, high schools,community colleges, anduniversities must work to-gether to plan a unified and

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coherent humanities cur-riculum for their students.

Works Consulted

American Association of Community and Junior Colleges.Humanities Policy Statement: The Study of the Humanities inCommunity, Technical, and Junior Colleges. Washington, D.C.:AACJC, April, 1966.

Bennett, William J. To Reclaim a Legacy: A Report on theHumanities in Higher Education. Washington, D.C.: NationalEndowment for the Humanities, November, 1984.

Bloom, Allan. The Closing of the American Mind. New York:Simon and Schuster, 1987.

Hirsch, E.D., Jr. Cultural Literacy: What Every American Needs toKnow. Boston: Houghton Mifflin Company, 1987.

Ravitch, Diane, and Chester E. Finn, Jr. What Do Our 17-Year-OldsKnow? A Report on the First National Assessment of Historyand Literature. New York: Harper & Row, 1987.

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IMPROVING ARTICULATIONBETWEEN HIGH SCHOOLS AND

COMMUNITY COLLEGES:ACTIVITIES AND INCENTIVES


The faculty of the Cali-fornia Community Collegesare deeply committed to im-proving the instruction wegive our students and com-mitted to helping them movethrough the educationalsystem. In working towardthis goal, we need to becomemore deeply involved in pro-grams and activities whichallow us to work collegiallywith our high school coun-terparts to increase thecommunication between ourtwo segments and improvethe smooth movement of stu-dents between the highschools and the communitycolleges.

This paper addressesarticulation with highschools. It considers thephilosophical basis for sucharticulation, discusses cur-rent programs, recommendsactivities which academicsenates can undertake inconcert with college admin-istration, considers incen-tives which institutions canoffer their faculty to encour-age participation, and dis-cusses activities in which in-

dividual faculty may engage.Finally, this paper brieflycites some exemplary pro-grams.

Faculty's Role inArticulation with HighSchools

As the source of allcurricular recommendationsin their institutions, thecommunity college facultyhave a special concern withand responsibility for cur-ricular articulation, as point-ed out in The Role of Facultyin the Articulation Pro . ess, a1985 report of the Articula-tion Council of California.Although the specifics of ar-ticulation are often handledby one or more administra-tors, teaching and counsel-ing faculty have historicallybeen involved in articula-tion, especially as it concernstransferability of courses tosenior institutions. Teachingand counseling faculty havealso often participated in"college nights" and otheractivities involving highschool articulation.

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Improving ArticulationBetween High Schools and Community Colleges

Nevertheless, morefaculty should be involved inarticulation. The issue ofrelations with high schoolsseems increasingly acutenow that California's highschool graduation require-ments have betn strength-ened and many high schoolsare re-examining their cur-ricula. That may be one rea-son that there have been anumber of recent calls forcloser relations betweencolleges and schools. One ofthe most publicized is anopen letter sent in September1987 to all American collegeand university presidentsand chancellors by thirty -seven college and universityheads, chaired by DonaldKennedy, president of Stan-ford University. This"Kennedy letter," which ispartly a response to theCarnegie Foundation report,A Nation Prepared: Teachersfor the 21st Century, urgescolleges to participate in re-forms in the schools,"make a new commitment toworking withmany issues ofest." The letterneed for truebetween schools

Withinmajor changescreased focus

schools onmutual inter-insists on thepartnerships

and colleges.

Califurni a,causing in-

on the high

school curriculum includethe high school graduationreforms instituted by theHughes-Hart Reform Act of1983 (known as SB 813), therecent Model CurriculumStandards for grades ninethrough twelve adopted bythe Board of Education (1985),and the study of the MasterPlan for Higher Education(completed in 1987). Allbring a new focus on collegefaculty's potential involve-ment in the high school cur-riculum. The Master PlanRenewed (1987), the final re-port of the Commission forthe Review of the MasterPlan for Higher Education,asks the Trustees of the Cali-fornia State University andthe Regents of the Universityof California to "formallyrecognize professional ser-vice to the public schools aspart of their faculties' re-sponsibilities" and to provideappropriate recognition inpromotion and tenure deci-sions for those who partici-pate (Recommendation 12).Less sure of how communitycollege faculty should be in-volved and rewarded, theCommission in the same rec-ommendation asks the Boardof Governors to "establish apilot program or explore oth-er means to encourage anenhanced role for Commu-

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ImprovingBetween High Schools

nity College faculty" inserving the public schools.In March 1984, the Board ofGovernors of the California

Articulationand Community Colleges

collegiality and mutual re-spect.

Increased articulationCommunity Colleges recog- between high schools andnized the importance of ar- community colleges willticulation with high schools benefit both institutions.by directing the communitycolleges to create and imple-ment policies articulatingtheir courses with nearbyhigh schools and colleges.

The development byintersegmental faculty com-mittees of the statements ofcompetency in various disci-plines expected of enteringfreshmen shows that UC, CSU,and community college fac-ulty can work with highschool faculty on curricularissues on a discipline-by-dis-cipline basis. Common senseseems to dictate that theteaching faculty can bestwork together to establishdiscipline - related articula-tion, while counseling fac-ulty must work together toimprove articulation notspecifically tied to particularfields of study. And, as thedevelopment of the compe-tency standai is has shownand as existing articulationefforts have confirmed, ar-ticulation between collegeand high school faculty mustbe undertaken on a basis of

High school faculty will gainimproved understanding ofhow their students are ex-pected to perform in collegeand of how well they actuallydo perform; community col-lege faculty will understandbetter the backgrounds andexpectations that their stu-dents bring with them. Andbecause faculty and admin-istrators must work togetherto perform this articulation,college faculty and adminis-trators will gain a better ap-preciation of each other'swork.

Current Programs

Articulation with highschools is not new, and itcomes in many forms. Themajor articulation programsfunctioning now in Califor-nia are as follows:

Concurrent enrollmentand transfer of credit:Many high school studentstake courses at communitycolleges because those cours-es are not offered at theirhigh schools. Similarly, gift-

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ed high school students oftentake Advanced Placementcourses in their senior yearand receive college credit forthem at institutions whichrecognize the AP program.Students who have left highschool without graduatingmay apply courses taken incommunity colleges towardfulfillment of high schooldiploma requirements.

The California AcademicPartnership Program,known as CAPP and estab-lished under SB 813, works toprepare high school stu-dents, especially minoritystudents, for college work. Itfunds projects which are es-tablished jointly by publicschool districts and postsec-ondary institutions andwhich aim at improving thehigh school curriculum.

The California ChemistryDiagnostic Testing Pro-ject, begun in 1985, has re-cently finished field-testingtwo preliminary versions ofa chemistry placement test inthe three segments of Cali-fornia higher education.When validated tests are pre-pared, they should not onlyaid placement in postsec-ondary education but alsohelp high schools better fo-


cus their teaching of chem-istry.

The California Humani-ties Project, funded by CSUand UC, works to develop re-gional partnerships amongfaculty in middle schools,community colleges, CSU, andUC.

The California Mathe-matics Project works withall segments through re-gional centers to improvemathematics instruction.

California Students Op-portunity and AccessProgram, known as CAL-SOAP, has six regional con-sortia which aim at improv-ing the transfer rates of mi-nority and low-income stu-dents; it is concerned withtransfer to community col-lege from high school as wellas transfer from communitycolleges to four-year institu-tions.

The California WritingProject, which is an off-shoot of the Bay Area WritingProject, uses summer institu-tions to train high school andpostsecondary school Englishfaculty in the teaching ofwriting.

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The Curriculum Consul-tant Project manages ahigh school accreditationprocess in which schoolsseeking joint accreditationby the State Department ofEducation and the WesternAssociation of Schools andColleges use outside curricu-lum consultants, who maycome from community col-leges, othcr postsecondaryinstitutions, and other sec-ondary institutions. The pro-cess is in its third year of op-eration as a pilot program.

The Mathematics Diag-nostic Testing Projectgives the Math DiagnosticTest Series in the eleventhand twelfth grades to providean early warning to studentswho need to take more math-ematics in high school in or-der to be prepared for collegemath, and it also works withfaculty who wish tc use thetests.

The statewide pro-grams listed above are gen-erally overseen by the Cali-fornia Education RoundTable, which was formerlycalled the California RoundTable for Education Opportu-nity. Its members are therepresentatives of the Cali-fornia Community Colleges,CSU, UC, the Association of


Independent California Col-leges and Universities(AICCU), the California Post-secondary Education Commis-sion (CPEC), and the State De-partment of Education (SDE).The newly formed Interseg-mental Coordinating Council(ICC), established by theRound Table, is charged withstrengthening and evaluat-ing cooperation among thesegments.

Besides statewide pro-grams, there are also manypurely regional articulationefforts. Increasingly popu-lat are 2+2 programs. Inthese programs, one or morehigh schools work with acommunity college to estab-lish a vocational programwhich students begin intheir last two years of highschool and complete at thecommunity colleges. Duringthat time, they may takecourses from college facultybefore they graduate fromhigh school, use high schoolfacilities for college courses,and so on. There are alsovarious local consortia whichfacilitate articulation intheir geographic regions.

Finally, one must notethat virtually every commu-nity college carries out somearticulation with its local

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high schools; at least, it sendscounselors and teaching fac-ulty to transfer days or onvisit to speak with students inclass. About a third of thecommunity colleges nowsend some sort of academicperformance reports(generally, placement in-formation) to local highschools. But the AcademicSenate is convinced that localhigh school-community col-lege articulation could bemuch improved in manyways.

Suggested ActivitiesSenates May Wish toInitiate

The Academic Senateurges each local senate to ex-amine current articulationwith high schools and to be-come involved in expandingthose efforts. Most of themcannot be undertaken with-out administrative coopera-tion; many can be built onpresent activities which maybe directed by the college ordistrict administration. Sothe senates must work closelywith college administratorsas well as high school facultyand administrators. Senatesare urged to consider thefollowing actions:


I. Help the college be-come involved in activitieswhich are already well es-tablished elsewhere, includ-ing those listed above. Ad-dresses of the programs canbe found in an appendix tothis paper.

2. Advise on increasingor modifying participation inongoing activities, such ascollege nights and transferdays, or help arrange fullerfaculty participation in visitsto high school classes.

3. Find out whether thecollege is releasing place-ment information to localhigh schools. If the collegeis one of the two-thirds notpresently sending this in-formation to the highschools, consider recom-mending that it change itspractice. Help the adminis-tration develop a presenta-tion in which the informa-tion would be explained andinterpreted by a facultymember and an administra-tor.

4. Arrange for the col-lege's placement tests to beadministered to junior or se-nior students in the localhigh schools and for the re-sults to be provided.

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5. Help the administra-tion to establish or expand aspeakers' bureau which pro-vides community college fac-ulty to speak at local highschools on their specialties.If local high schools alsohave speakers' bureaus, thisfact should be publicized inthe college.

6. Sponsor discipline-related faculty meetings,perhaps once a year, work-ing jointly with the collegeand high school administra-tions. Activities may be for-mal or informal, but the goalshould be to talk about realproblems and successes andto improve collegiality.

7. Promote discipline-related faculty workshops injoint sponsorship with localhigh schools. The success indeveloping the competencyexpectation statements showshow fruitful these sorts ofpractical activities can be.Further, the increasing in-terest that faculty in all seg-ments of California educationare sharing in interseg-mental discipline-relatedworkshops suggests a grow-ing potential for these activ-ities.

8. Arrange for-creditworkshops for high school


and college faculty through aUC or CSU extension program.The workshops should be de-signed around the needs ofspecific disciplines or aroundparticular teaching activitiesand might draw on the ex-pertise of faculty whopresently teach both at ahigh school and at a commu-nity college.

9. If there is a nearby UCor CSU campus, explore cre-ating a . project involving in-stitutes or workshops draw-ing on the talents of facultyresearchers, graduate stu-dents, and high school andcollege faculty. These pro-grams typically require ma-jor external funding to beginand continuing lual finan-cial and administrative sup-port (Fortune, ed., School-College Collaborative Pro-grams in English).

10. Encourage faculty ex-changes with high schools.On a small scale, this wouldmean some guest teaching inboth directions. A larger-scale operation could involveexchanges of a semester or ayear. Arrangements wouldhave to be made to protectthe faculty members' senior-ity and other rights, but theproblems do not seem insu-

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perable and the benefits ap-pear obvious.

11. Consider recommend-ing that high school studentsbe mentored by communitycollege faculty. Volunteercollege faculty members canmeet and work with a groupof high school students reg-ularly to help them improvetheir skills.

12. Encourage a group offaculty to "adopt" a highschool and visit it severaltimes, meeting with the highschool faculty at their re-quest and assisting them insolving problems.

Offering Incentives

Many of the activitiesmentioned abo ve will take agreat amount of facultymembers' time, and neitherhigh school nor communitycollege faculty can be ex-pected to do them without ad-equate incentives and sup-port. Attending occasionalmeetings is part of a facultymember's responsibility, butfew faculty could mentorhigh school students in addi-tion to handling a fullteaching schedule. The aca-demic senates should workout arrangements with theadministrations to provide

adequate support and incen-tives.

Secretarial help and ad-ministrative support:Setting up workshops andhelping to arrange for in-stitutes requires practicalsupport; at the very least, itcalls for secretarial help, of-fice supplies, office space, atelephone and postal budget,and mileage.

Personnel office sup-port: Exchanges in whichfaculty trade jobs can be fa-cilitated only if the person-nel offices involved arewilling to take care of the le-gal and other paperwork re-quirements.

Department-level anddivision-level support:If faculty need to be absentfrom campus occasionally tocarry on an activity at a localhigh school, the departmentor divisional heads must bewilling to authorize reason-able absence from campusand to provide substitutes asnecessary.

Compensation: Any fac-ulty members who are in-volved in major coordinationof articulation activities orwho work intensively withhigh school colleagues (such

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as faculty who mentor agroup of high school stu-dents) must be offered ade-quate compensation, ordi-narily in the form of reas-signed time.

Academic Credit: Certainactivities suggested abovemay provide incentives inthe form of academic creditor other credit which maycontribute to salary ad-vancement or fulfillment ofstaff development require-ments.

In-service days: Activi-ties may be scheduled duringhigh school in-service daysand college flexible calendaror in-service days; programsshould take advantage ofsuch days whenever possibleto provide maximum facultyinvolvement.

Grants: Some activities maynecd major funding. If thatis the case, senates shouldmake use of all availablefunding, including funds al-located by local boards forcurricular and staff devel-opment, state-provided funds(such as the Fund for In-structional Improvement ofInstruction), and nationalfunds (notably the NationalEndowment for Science andthe National Endowment for


the Humanities). The collegeshould provide faculty withthe services of administra-tors or other staff experi-enced in grantsmanship.

Recognition: Senates andadministrations should rec-ognize the efforts and thesuccess of faculty involved inarticulation with highschools. Mention of theiractivities in board rcportsand other public acknowl-edgement of their contribu-tions is essential; the facultywho are recognized will feelrewarded, and their col-leaguestivitiesbecome

will learn of the ac-and perhaps decide toinvolved also.

Those organizing jointactivities with the highschools must also considerthe incentives and supportwhich the high school fac-ulty need, whether in theform of in-service days, staffdevelopment activities, cleri-cal support, or reducedteaching loads.

Individual Faculty Ac-tivities

Senates arc requestedto urge each faculty memberto become involved individu-ally in activities which may

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Improving ArticulationBetween High Schools and Community

improve high school articu-lation. Faculty members may

1. Join statewide disci-pline-related organizationswhich primarily serve highschool faculty but which areopen to college faculty, andgo to their conferences.

2. Volunteer to serve ascurriculum consultants (seeabove). A volunteer form isavailable from the statewideAcademic Senate.

3. Volunteer to serve onhigh school accreditationteams. A volunteer form isavailable from the statewideAcademic Senate.

4. Work with high schoolcolleagues on discipline-re-lated activities, especially inperformance disciplinessuch as theater and music.Volunteer or seek to be em-ployed as consultants, espe-cially for programs whichare inadequately staffed inthe high schools.

5. Volunteer to work inarticulation activities alreadyestablished at the colleges --attend college nights, serveon speakers' bureaus, meetwith members of high schooldepartments in the same dis-ciplines.

Colleges

Exemplary Programs

Many colleges anddistricts are already verymuch engaged in articula-tion with high schools."High School Articulation," areport submitted to the Boardof Governors on December10-11, 1987, is based largelyon research conducted by theChancellor's Office and de-signcd to learn more aboutcurrent articulation effortswith the high schools. Theresearch, designed by DeanConnie Anderson, is fully re-ported in Building the Bridgefor Better Education.

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Bibliography

Articulation Council of California. 1986 Directory ofIntersegmental Programs and Regional Consortia. LongBeach, CA: Articulation Council of California, 1986.

. The Role of Faculty in the Articulation Process. [LongBeach, CA]: Articulation Council, [1985].

Building the Bridge for Better Education: A Report onArticulation, California Community Colleges/ SecondarySchools. Sacramento, CA: Chancellor's Office, CaliforniaCommunity Colleges, December 1987.

California Postsecondary Education Commission. StrengtheningTransfer and Articulation Policies and Practices inCalifornia's Colleges and Universities: Progress &Since 1985and Suggestions for the Future. Draft. Sacramento, CA: CPEC,21 September 1987.

Commission for the Review of the Master Plan for HigherEducation. The Master Plan Renewed: Unity, Equity, Quality,and Efficiency in California Postsecondary Education. 2nd Ed.[Boston]: Northeast Regional Exchange, [1984].

Griesemer, J. Lynn, and Cornelius Butler. Education Under Study:An Analysis of Recent Major Reports on Education. 2nd Ed.[Boston]: Northeast Regional Exchange, [1984].

Fortune, Ron, EdSchool-College Collaborative Programs inEnglish. New York: Modern Language Association, 1986.

Futures: Making High School Count. [Sacramento, CA: CaliforniaRound Table on Educational Opportunity, 1984]

Galligani, Dennis J. Effective Relationships for SchoollCollegePartnerships: A Qualitative Evaluation of the CurriculumEnhancement Projects Participating in the CaliforniaAcademic Partnership Program 1984-1987.

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"High School Articulation." A report presented by RonnaldFar land and Constance Anderson to the Board of Governors ofthe California Community Colleges as part of the Board Agendafor 10-11 December 1987.

Pursuing Excellence: Procedures for Appraising the CaliforniaPublic High School. [Sacramento, CA: SDE, 1987.1

"Text of Presidents' Open Letter Urging Colleges to be Active inSchool Reform." Chronicle of Higher Education, 23 September1987: A23.

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Academic SenateEducational Policies Committee

Carmen Maldonado Decker,Cypress College

Michael AnkerContra Costa College

Sue BrittonCypress College

Lynda CorbinSan Diego Mesa College

Randal LawsonSanta Monica College

1987-88

Chair Karen Sue GroszAcademic Senate

Erna NobleChaffey College

Susan PetitCollege of San Mateo

Robert TurleySan Bernardino Valley

Maryamber VillaLos Angeles Valley

MVIetiOltaintiMeitiONOWWWWWWANtittERIC Clearinghouse forJunior Colleges Orr

td 2j 1988

momammwommwalawatftwoowit

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Documents

AUTHOR Grosz, Karen Sue, Ed. TITLE INSTITUTION · 2014. 3. 24. · D3CUMENT RESUME. JC 880 383. Grosz, Karen Sue, Ed. Issues in California Community Colleges. California Community