Students Role in Curriculum Angelica Campos, SSCCC
Description: Students Role in Curriculum Angelica Campos, SSCCC Past President Dr. LaTonya Parker, ASCCC Secretary Carrie Roberson, ASCCC At-Large Representative Jeff Waller, Grossmont College Thank you for joining us today Including a student
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slide1. Students Role in Curriculum Angelica Campos, SSCCC Past President Dr. LaTonya Parker, ASCCC Secretary Carrie Roberson, ASCCC At-Large Representative Jeff Waller, Grossmont College<br>
slide2. Thank you for joining us today… Including a student representative on your curriculum committee, whether voting or not, will foster deeper discussions about key decisions in the curriculum making process. A clear communication channel should be set up between the student governing body on your campus and the student on the curriculum committee to ensure broader student input into the curriculum process. Join this session to consider how providing students a voice will lead to a more thoughtful and equitable curricular process. 2<br>
slide3. Rights and Responsibilities Title 5 Section 51023.7 states the following:
“The governing board of a community college district shall adopt policies and procedures that provide students the opportunity to participate effectively in district and college governance. Among other matters, said policies and procedures shall include the following: (1) Students shall be provided an opportunity to participate in formulation and development of district and college policies and procedures that have or will have a significant effect on students. This right includes the opportunity to participate in processes for jointly developing recommendations to the governing board regarding such policies and procedures.” 3<br>
slide4. Rights and Responsibilities “(2) Except in unforeseeable, emergency situations, the governing board shall not take action on a matter having a significant effect on students until it has provided students with an opportunity to participate in the formulation of the policy or procedure or the joint development of recommendations regarding the action.(3) Governing board procedures shall ensure that at the district and college levels, recommendations and positions developed by students are given every reasonable consideration.” 4<br>
slide5. 9+1 and 10+1: Shared Areas of Purview “For the purposes of this Section, district and college policies and procedures that have or will have a “significant effect on students” includes the following:
(1) grading policies;
(4) curriculum development;
(5) courses or programs which should be initiated or discontinued;
(7) standards and policies regarding student preparation and success;
(10) any other district and college policy, procedure, or related matter that the district governing board determines will have a significant effect on students.”
--Title 5 Section 51023.7 5<br>
slide6. Title 5 Section 51023.7 “The governing board shall recognize each associated student organization or its equivalent within the district . . . as the representative body of the students to offer opinions and to make recommendations to the administration of a college and to the governing board of a district with regard to district and college policies and procedures that have or will have a significant effect on students. The selection of student representatives to serve on college or district committees, task forces, or other governance groups shall be made, after consultation with designated parties, by the appropriate officially recognized associated student organization(s) within the district.” 6<br>
slide7. Why? ADVANTAGES Beyond the legal requirements, including students can have many other advantages: 7<br>
slide8. How? OPPORTUNITIES Effective policy, practices, and procedures VARY with local structures:
Partner with your local student governments on shared college goals
Set up ongoing communication with your local student government (ask if they have awareness of or connection to SSCCC)
Ensure student voice through committee participation related to 9+1 (provide opportunities to participate and serve as a conduit for information/ issues) to the local student association
Invite student leaders to your meetings and events
Ask your student government leaders to present on the 9+1 matters at your local senate meeting
Make a plan to address the areas of focus
Partner with your local student governments on professional development 8<br>
slide9. CHALLENGES EXIST… or do they? 9<br>
slide10. What works? Strategies for working together! Develop communication strategies for ongoing dialog
Regularly attend student government meetings
Regularly invite student government leaders to your Academic Senate meetings
Set up regular reports on your agenda for student government report outs
Provide support for and collaborate with student leaders in governance and ally trainings on your campus
Creating positions on academic senate workgroups and committees for student representation
Partner with your local student government in events like, town halls, campus life, and club activities outside of the classroom
Be a regular conduit of student information in your classroom, including basic needs and mental health
Connections to SSCCC- informed, proactive versus reactive
Increasing input from students in the processes will provide more diverse perspectives on committees are considered qualified and increase the importance of serving diverse communities successfully as learning outcomes and COR objectives are considered
The student “experience”
Evaluate the culture around students in curriculum (policy changes, implicit bias, reality of change dynamics) 10<br>
slide11. Ethnic Studies graduation requirement for California Community Colleges:
Why is it important students are included in the process? The California Community Colleges system requires students pursuing an
associate degree to take an Ethnic Studies course before they can graduate. The
regulations require students to take a three-unit semester or four-unit quarter class in one
of the four core areas of Ethnic Studies (African American Studies, Asian American Studies,
Latinx/Chicana/o Studies or Native American Studies). The course will count toward
students’ general education requirements.
The regulation is consistent with the statutes California governor Gavin Newsom signed:
Assembly Bill 101 (Medina), requiring ethnic studies courses in public high schools and Assembly Bill
1460 (Weber) establishing an Ethnic Studies course requirement for the California State University system. 11<br>
slide12. Title 5 § 55063. Minimum Requirements for the Associate Degree (2) Ethnic Studies will be offered in at least one of the areas required by subdivision (1).
(c) While a course might satisfy more than one general education requirement, it may not be counted more than once for these purposes. A course may be used to satisfy both a general education requirement and a major or area of emphasis requirement. Whether it may be counted again for a different degree requirement is a matter for each college to determine. Students may use the same course to meet a general education requirement for the associate degree and to partially satisfy a general education requirement at the California State University or University of California, if such course is accepted by that system to satisfy a general education requirement.
https://govt.westlaw.com/calregs/Document/I0A0D2703ECD14733B411676D23F9752F?transitionType=Default&contextData=%28sc.Default%29 12<br>
slide13. Discussion: Including Students in the Hiring Process Ethnic Studies is a year-long course that investigates the local and global struggles confronted by communities of color throughout history. It is an interdisciplinary course that introduces students to
foundational concepts and methods for studying subjectivities such as ethnicity, class, and gender relations in the United States and in the world. Students study history, literature, music and art through a sociological lens with an end goal for them to develop their own unique and informed framework for interpreting struggle and inequality.
In the hiring selecting of a new Chicanos/Latinos faculty member, how can the Hiring Committee include students in the process? 13<br>
slide14. Scenarios for consideration: Your local college is working toward the implementation to use of plus/minus grading campus wide. Which stakeholder(s) should be involved in the decision making process?
A faculty member decides to implement the use of OER materials in place of the traditional textbook and he is told he cannot do so by his department chair. What is the role of the student government in this issue? 14<br>
slide15. THANK YOU! RESOURCES:
ASCCC Rostrum: Currciulum Trauma (July 2020)
https://www.asccc.org/content/curriculum-trauma
ASCCC Rostrum: Honoring Student Voice: Ensuring Students’ Effective Participation in Governance (April 2018)
https://www.asccc.org/content/honoring-student-voice-ensuring-students-effective-participation-governance
ASCCC & SSCCC: Students 9+1 Rights:
https://ssccc.org/file_download/inline/f40927cb-184d-46a4-99a0-4954f8567924<br>
slide2. Thank you for joining us today… Including a student representative on your curriculum committee, whether voting or not, will foster deeper discussions about key decisions in the curriculum making process. A clear communication channel should be set up between the student governing body on your campus and the student on the curriculum committee to ensure broader student input into the curriculum process. Join this session to consider how providing students a voice will lead to a more thoughtful and equitable curricular process. 2<br>
slide3. Rights and Responsibilities Title 5 Section 51023.7 states the following:
“The governing board of a community college district shall adopt policies and procedures that provide students the opportunity to participate effectively in district and college governance. Among other matters, said policies and procedures shall include the following: (1) Students shall be provided an opportunity to participate in formulation and development of district and college policies and procedures that have or will have a significant effect on students. This right includes the opportunity to participate in processes for jointly developing recommendations to the governing board regarding such policies and procedures.” 3<br>
slide4. Rights and Responsibilities “(2) Except in unforeseeable, emergency situations, the governing board shall not take action on a matter having a significant effect on students until it has provided students with an opportunity to participate in the formulation of the policy or procedure or the joint development of recommendations regarding the action.(3) Governing board procedures shall ensure that at the district and college levels, recommendations and positions developed by students are given every reasonable consideration.” 4<br>
slide5. 9+1 and 10+1: Shared Areas of Purview “For the purposes of this Section, district and college policies and procedures that have or will have a “significant effect on students” includes the following:
(1) grading policies;
(4) curriculum development;
(5) courses or programs which should be initiated or discontinued;
(7) standards and policies regarding student preparation and success;
(10) any other district and college policy, procedure, or related matter that the district governing board determines will have a significant effect on students.”
--Title 5 Section 51023.7 5<br>
slide6. Title 5 Section 51023.7 “The governing board shall recognize each associated student organization or its equivalent within the district . . . as the representative body of the students to offer opinions and to make recommendations to the administration of a college and to the governing board of a district with regard to district and college policies and procedures that have or will have a significant effect on students. The selection of student representatives to serve on college or district committees, task forces, or other governance groups shall be made, after consultation with designated parties, by the appropriate officially recognized associated student organization(s) within the district.” 6<br>
slide7. Why? ADVANTAGES Beyond the legal requirements, including students can have many other advantages: 7<br>
slide8. How? OPPORTUNITIES Effective policy, practices, and procedures VARY with local structures:
Partner with your local student governments on shared college goals
Set up ongoing communication with your local student government (ask if they have awareness of or connection to SSCCC)
Ensure student voice through committee participation related to 9+1 (provide opportunities to participate and serve as a conduit for information/ issues) to the local student association
Invite student leaders to your meetings and events
Ask your student government leaders to present on the 9+1 matters at your local senate meeting
Make a plan to address the areas of focus
Partner with your local student governments on professional development 8<br>
slide9. CHALLENGES EXIST… or do they? 9<br>
slide10. What works? Strategies for working together! Develop communication strategies for ongoing dialog
Regularly attend student government meetings
Regularly invite student government leaders to your Academic Senate meetings
Set up regular reports on your agenda for student government report outs
Provide support for and collaborate with student leaders in governance and ally trainings on your campus
Creating positions on academic senate workgroups and committees for student representation
Partner with your local student government in events like, town halls, campus life, and club activities outside of the classroom
Be a regular conduit of student information in your classroom, including basic needs and mental health
Connections to SSCCC- informed, proactive versus reactive
Increasing input from students in the processes will provide more diverse perspectives on committees are considered qualified and increase the importance of serving diverse communities successfully as learning outcomes and COR objectives are considered
The student “experience”
Evaluate the culture around students in curriculum (policy changes, implicit bias, reality of change dynamics) 10<br>
slide11. Ethnic Studies graduation requirement for California Community Colleges:
Why is it important students are included in the process? The California Community Colleges system requires students pursuing an
associate degree to take an Ethnic Studies course before they can graduate. The
regulations require students to take a three-unit semester or four-unit quarter class in one
of the four core areas of Ethnic Studies (African American Studies, Asian American Studies,
Latinx/Chicana/o Studies or Native American Studies). The course will count toward
students’ general education requirements.
The regulation is consistent with the statutes California governor Gavin Newsom signed:
Assembly Bill 101 (Medina), requiring ethnic studies courses in public high schools and Assembly Bill
1460 (Weber) establishing an Ethnic Studies course requirement for the California State University system. 11<br>
slide12. Title 5 § 55063. Minimum Requirements for the Associate Degree (2) Ethnic Studies will be offered in at least one of the areas required by subdivision (1).
(c) While a course might satisfy more than one general education requirement, it may not be counted more than once for these purposes. A course may be used to satisfy both a general education requirement and a major or area of emphasis requirement. Whether it may be counted again for a different degree requirement is a matter for each college to determine. Students may use the same course to meet a general education requirement for the associate degree and to partially satisfy a general education requirement at the California State University or University of California, if such course is accepted by that system to satisfy a general education requirement.
https://govt.westlaw.com/calregs/Document/I0A0D2703ECD14733B411676D23F9752F?transitionType=Default&contextData=%28sc.Default%29 12<br>
slide13. Discussion: Including Students in the Hiring Process Ethnic Studies is a year-long course that investigates the local and global struggles confronted by communities of color throughout history. It is an interdisciplinary course that introduces students to
foundational concepts and methods for studying subjectivities such as ethnicity, class, and gender relations in the United States and in the world. Students study history, literature, music and art through a sociological lens with an end goal for them to develop their own unique and informed framework for interpreting struggle and inequality.
In the hiring selecting of a new Chicanos/Latinos faculty member, how can the Hiring Committee include students in the process? 13<br>
slide14. Scenarios for consideration: Your local college is working toward the implementation to use of plus/minus grading campus wide. Which stakeholder(s) should be involved in the decision making process?
A faculty member decides to implement the use of OER materials in place of the traditional textbook and he is told he cannot do so by his department chair. What is the role of the student government in this issue? 14<br>
slide15. THANK YOU! RESOURCES:
ASCCC Rostrum: Currciulum Trauma (July 2020)
https://www.asccc.org/content/curriculum-trauma
ASCCC Rostrum: Honoring Student Voice: Ensuring Students’ Effective Participation in Governance (April 2018)
https://www.asccc.org/content/honoring-student-voice-ensuring-students-effective-participation-governance
ASCCC & SSCCC: Students 9+1 Rights:
https://ssccc.org/file_download/inline/f40927cb-184d-46a4-99a0-4954f8567924<br>