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The Power of Education Behind Bars: Reflections on a Rising Scholars' Graduation

After over 30 years of attending my students' graduations, I recently had the profound honor of witnessing a commencement ceremony like no other. As my term as FACCC President was coming to an end, I was thrilled when the California Community Colleges Chancellor's Office extended an invitation to attend the Rising Scholars graduation at the California Rehabilitation Center, celebrating the achievements of incarcerated students from Norco College and other community colleges across the state.

On the day of the ceremony, we arrived hours early, leaving our phones behind in our cars. As I waited to enter the enclosed yard where the outdoor event would be held, I met dedicated faculty who had made the long drive from colleges like Palo Verde to support their Rising Scholar students. 

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All Too Often Missed: From Skeptic to Community College Champion

A perspective I have adopted is a line from one of my favorite artists, Supaman, that “Everything traditional was once brand new”. Growing up, the thought of empowering California Community College faculty never crossed my mind, and if you had told me I would be doing so in the future, I likely would have laughed at you. Having no belief that I could one day attend college, I whole-heartedly posited that college was not for people like me. Although a few relatives of mine have attended four-year universities, neither of my parents have and I assumed that I would follow in their steps. As a teenager, I attended five different high schools and had no aspirations to pursue higher education, let alone earn my GED. Prior to enrolling at Sierra College, I worked as a night-shift caregiver and provided care to an in-home patient, often working over 100 hours a week. I am proud of the work I did and know that I made meaningful contributions to people’s livelihoods, but it came with a cost. 

I often slept only two hours a day and stayed up for 48-hour stretches. The implications of my work became increasingly more pronounced, leading me to question if it was sustainable. One morning after working a twelve-hour shift, I took my car into the shop to have it serviced. While waiting, I struck up a conversation with a man next to me. We discovered that we had the same name, were both Native American (although from different tribes), and had many common interests. We hit it off and soon became friends, having conversations often. In one of our exchanges, he mentioned he attended Sierra College and encouraged me to consider enrolling. I laughed and told him that college was not a place for people like us. Despite my skepticism, he insisted that I should look into attending, sharing that there was a support program for Native American students. Although unconvinced, I cared deeply about what he said and held on to his suggestion.


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AB 705: Leaving Students Behind

If you’re like me and enjoy spending winter break analyzing data from the state Chancellor’s office, then you might be interested in the effects of AB 705 on completion levels in math and English. 

AB 705 was legislation that prohibited, except under very narrow circumstances, colleges from requiring students to enroll in remedial math and English. The logic was that if not enough students were completing transfer-level math and English classes within a one-year timeframe because they were taking remedial classes, then if we eliminate remedial classes they will finish  faster, correct? The main data source is their Management Information Systems Data Mart. I was interested in looking at enrollment trends over the last several years, and, not surprisingly, we see a downward trend in enrollment. Below are the enrollment totals statewide and in General Math (TOP Code 170100) and English (TOP Code 150100)

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Tackling Faculty Burnout

 “It’s week one and I’m already tired.”
“I’m depressed because I can’t retire yet.”
“There’s so much to do that I don’t know where to start.”
“I just don’t know if I care anymore.”
“This job isn’t what I thought it was going to be.”

Sound familiar? The World Health Organization (2019) defines burnout as sustained workplace stress characterized by exhaustion, cynicism, and reduce efficacy. More and more faculty members report suffering from burnout, often to the point of at least considering leaving the profession



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Pivoting in a Storm

It’s the first day of school. Your bag is packed, your syllabi printed, and you are ready to return to campus, perhaps for the first time since COVID-19. But wait, an atmospheric river and climate chaos have hindered your plans to return as they caused some of the worst weather-related damage in state history. You open your email expecting to learn your campus is closed, pivoting from in-person instruction to online for the safety of students, staff, and faculty. Instead, you receive a notification informing you its business as usual and cancelling classes will result in a loss of a sick day.

This was a reality for Foothill and De Anza College faculty heading back to campus for the start of the new quarter. To be candid, Foothill College ended up closing due to power outage, but De Anza College faculty were left wondering whether campuses have learned nothing about pivoting in a crisis. 

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