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Just Say No to Teaching Demos Elizabeth Redden Wed, 02/26/2025 - 03:00 AM Aditya Simha argues that teaching demos tell search committees very little about a faculty job candidate. Byline(s) Aditya Simha
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In this episode, we speak with Melanie Booth, Executive Director of the Higher Learning Commission’s Credential Lab, and Ian Roark, Vice Chancellor of Workforce Development & Innovation at Pima CommunityCollege, to discuss the policy and practice of making CPL a reality for different forms of credentials.
The cost of tuition for colleges and universities rose 2.3% And that increase doesn’t even take into account higher costs for everything from faculty and administrative salaries to supplies, materials, and utilities. For some, adding courses or sections would require adding more faculty or more space, which they can’t afford.
The group included representatives from many parts of campus, including Associate Deans, the Provost’s Office, the Teaching and Learning Commons, Faculty Senate Committee Chairs, the Registrar’s Office, faculty, and several others, which gave us a wide range of perspectives.
In this episode, we sit down with John Fink from the CommunityCollege Research Center to discuss what we learned from the data and how it can help dual enrollment practitioners. It’s a favorite part of my job is going out into the world, outside of the college and visiting. and only about 74 communitycolleges.
We were working with colleges 10 years ago who are building communitycollege baccalaureate programs. So these are, you know, bachelor’s degrees program at communitycolleges. All of this stuff is going on in colleges. You might have a communitycollege system that’s got a lot of authority.
Like what, because that’s a bit, funding is a big, every state does it differently, and then you have these unique agreements with communitycolleges and local school districts or four years, how did you make that case? as a full-time faculty at the college teaching here at our colleges or campuses at STC.
So I understand the commitment a college needs to make to a school and a school district to have a robust program offering. Like, how do I ensure, how do I build those partnerships with communitycolleges? So if I’m sitting there thinking, we’ve got some in dual enrollment at my school district.
If you look at the California CommunityCollege, I’m from Berkeley, which is a member of the University of California, which are nine campuses. There’s 116 communitycollege strong system and 26 California state universities. 23, excuse me. 23, excuse me. And that’s just adding one. Zach Pardos (27:15.)
If you look at the California CommunityCollege, I’m from Berkeley, which is a member of the University of California, which are nine campuses. There’s 116 communitycollege strong system and 26 California state universities. 23, excuse me. 23, excuse me. And that’s just adding one. Zach Pardos (27:15.)
It’s about faculty engaging with them about careers. Daphne Dor-Ner (18:50.286) are particularly in the communitycollege space that also answer to sort their service area, right, and their economic region and the employers in that region and thinking about how to stay in tune with that as it evolves over time.
We use a model where faculty actually advise students their third and their fourth year. know, like now, if you think about all the data that we capture in one place, we have taken that data and created what’s called, you know, like the comprehensive learner record where we give all that data back to the faculty.
We take all comers, both the secondary and post-secondary side, and on the post-secondary side we very frequently engage with faculty administrators, deans, as well as those coordinator level folks that are working with students and families day in day out. How do I do this to ensure that rigor? How am I gonna free up their time?
So I am under the belief faculty everywhere are teaching their hearts out. But then you have the tension of, well, we want to build a system that can scale and all this other stuff, because there are local employers, local communitycolleges that are invested in this. They’re teaching classic literature.
So I am under the belief faculty everywhere are teaching their hearts out. But then you have the tension of, well, we want to build a system that can scale and all this other stuff, because there are local employers, local communitycolleges that are invested in this. They’re teaching classic literature.
as just a number with a set of learning credits on a transcript, like 30 credits, 45 credits from a communitycollege or an R1 or whatever. And… I would, management experience is something we can assess with a faculty member to determine, again, do you have knowledge greater than or equal to someone native at the institution?
And then let’s say an admissions officer at the US CommunityCollege receives this English translation and they are not trained. We invited members of ACRO, members of NAFSA, members of universities, communitycolleges to give their input. And this took some, you know, a subcommittee had met. Correct, correct.
At Higher Ed alone, we’re reaching 10 million students, staff, and faculty every year with evidence -based digital trainings on topics like sexual assault, alcohol and substance misuse, harassment, discrimination, career readiness, mental wellbeing, belonging, hazing. Like all of that is great.
These Seal of Prevention recipients can work with Parchment to issue shareable digital badges and certificates to eligible students, faculty/staff, and institutional leaders through Parchment’s Award platform upon completion of CPN safety, well-being, and inclusion courses. And now, here’s the list you’ve been waiting for!
And then also just folks like the communitycollege, the Association of CommunityCollege Trustees is a huge partner of ours. I worked with a state regulatory system that oversaw university and college systems. But we’re avoiding talking to faculty about a lot of this stuff in the early stages.
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