Summer Institute

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Upcoast El Matador 06-09-15 IMG_1746 IMG_1764 IMG_1765 IMG_1767 IMG_1768

We are just wrapping up another fantastic three weeks with our annual installment of Project ACCESO’s Summer Institute.  This program, funded by the Department of Education, blends CSU Channel Islands undergrads with undergraduate from community colleges across our region.  This year, our ESRM team was fortunate to have student researchers from Santa Barbara City College, Oxnard College, Ventura College, and Moorpark College join our ESRM students.  While most faculty engage in interesting independent projects with their student researchers, our ESRM Program has a strong tradition of doing a single, integrated project wherein all faculty collaborate and we share our students across all our sub-projects.

Sandy beaches have been the focus of our Summer Institute for the past several years.  This year we obviously pivoted to focus on the oil spill’s impacts upon sandy beaches.

Our students will be graduating tomorrow in a late afternoon ceremony at CSU Channel Islands.  The event is open to all.  If anyone is in the area, pop on by to see our students’ work on the spill.

 

Here is a little taste of their work:

Protected: Adjuncts

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It is Responsibility of Everyone

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The problem in the Campus Chasm is that we advertise a wrong image and standard, setting up perspective of the work done in colleges to prepare students, when at the end, the reality ends up being another one. When it comes down to having to indicate the issue that is causing student to not receive a proper education, we need to step back and look at the big picture, who is really responsible for it.

As a student mentioned in the article, “College is about more than just classroom assignments or activities outside of class.” This quote has a lot of truth in it; as the student stated, it was not something he really analyzed, but something he simply heard.

The solution is simple, lets analyze the situation and lets truly educate our students, provide the necessary tools to be critical thinkers instead of followers or imitators. There has to be enough and strong expectations from students in order for college to truly get them ready for the real world once they graduate.  It is a collaborative responsibility to be able to make a difference.  Working together with the same passion and motivation to educate our future generations.

If I were President…

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Everyone dreams of being the President, King, Queen, or even just the boss at work. Everyone has their own vision of what (insert country/workplace/arena of your choice) should look like. Unfortunately, most of us won’t get to achieve that dream. […]

What’s the problem in the Campus Chasm and how can it be solved?

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In so many words, campus chasm is academic affairs vs. student affairs.

Two major houses in the land of colleges and universities but the issue is they do not seem to work well together. One would think that they understand their role in the business of higher education, but those two affairs continue to separate themselves from each other. On one side, academic affairs points to student affairs and says: College is about learning. From the other side of campus, student affairs points to academic affairs and says: College is about development. The answer to make all this blame game go away is: Collaboration. In an article titled Campus Chasm, author Gwen Dungy writes, “It’s time to move beyond talking, accept responsibility, and take action.” The time for student affairs to create relationships with their faculty and academic affairs to learn about their students outside of the classroom. Then we can all focus on the real subject at hand: the students.

Take a look at the article to read more about campus chasm: https://www.insidehighered.com/views/2011/12/23/essay-lack-understanding-between-academic-and-student-affairs

Bridging the Chasm – Connecting Academic and Student Affairs

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In a recent reading assignment, my classmates and myself were introduced to the concept that a “chasm” exists on university and college campuses everywhere. That chasm is the distinctly different areas of Academic Affairs and Student Affairs. While I have heard horror stories about such a chasm, I personally have never experienced it within my own professional or student experience but I do believe that it exists in some fashion because that is just the nature of both fields. Like Bolman and Deal describe the four frames of looking at an organization, Academic and Student Affairs view the educational journey from two different assumptions and biases. This makes it critical for us, regardless of which frame we natural are drawn, to take a set back and consider new and alternative possibilities, take risks, and most importantly assess and improve. This idea of course will not take off and be 100% the first time and in fact it may take millions of tries to get it right, but bridging this chasm will ensure that the institution is producing students that have a greater understanding of both their subject matter of choice and transferable skills and knowledge for producing a better future.

“There’s a great big beautiful tomorrow, shining at the end of every day”

Campus Chasm – The Great Divide

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In many aspects of life, there is often the assumption that there is a winner and loser. Individuals thrive on competition and the desire to be one step ahead! The Campus Chasm situation explains how Academic Affairs and Student Affairs feel they are superior to one another, closing with a student explaining that they felt that was not the case. Both aspects play a crucial role in the overall function and success of the institution, and the first step to bridging this gap is awareness. The administration of both areas need to be on board with this realization, and work to communicate this message from the top down. Through unity comes the opportunity for achievement. Living the mission of an institution is an indication that there is some level of awareness present. Exposing staff and faculty to foreign environments/experiences will assist in creating a greater appreciation for the two areas purpose and an opportunity for clarity. In turn, individuals will feel more prepared for the possible conflicts that may arise and have a greater likelihood of how to take action. People have to be wiling to stand up and act on what they/the institution believes in! Acceptance will naturally come from the implementation of all these steps.

What’s the problem in the Campus Chasm and how can it be solved?

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The disconnect between the divisions of student affairs and academic affairs remains present in our higher education institutions. I had just been told by a colleague that they were approached by a faculty member who expressed frustration at why there are part time faculty and full time student affairs professional while sharing that he feels it should be switched. Saying this to a full time student affairs professional it may be intimidating because after all, this is your livelihood, your passion, and your drive. Just as the article “Campus Chasm” by Gwen Dungy (2011) stated:

…it’s time to stop saying our programs complement the teaching and learning that occurs in the classroom when too many campuses student affairs has no relationship with the faculty and no idea about the student’s experience in the classroom.

We remain in our bubble and remain segregated because it feels familiar and without challenging ourselves to think critically it makes perfect sense to stay there however if we stay we are refusing progress in our field. The university experience is all encompassing but the students are ultimately here for a reason, to get a degree. It is our responsibility to work together and make sure we, as student affairs professionals, learn about academic affairs and embrace the experience student’s are getting inside the classroom. We need to make an effort to sit on committees where faculty members are present, partner with faculty members within our residence halls, share our programmatic efforts with faculty in hopes to connect with one of their passion areas, and so on. We say we are passionate about education, let’s prove it.

 

 

References

Dungy, G. (2011). Campus Chasm. Inside Higher Ed. Retrieved from https://www.insidehighered.com/views/2011/12/23/essay-lack-understanding-between-academic-and-student-affairs

Adjunctivitis

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Adjunct faculty.  A necessity to all college campuses, but not always welcomed with open arms.

There is a need for adjunct faculty on campus.  Some adjuncts are part time who teach because they love it, they leave the hustle and bustle of their 8-5 to come and make a difference in the life of a college student.  A number of adjuncts teach to scrape by and make a living, while others teach to get experience in hopes of one day becoming a full-time professor.  Regardless of why they choose to be an adjunct faculty, we need them.

Working in a job that puts me in contact with adjunct faculty and full-time faculty – I can attest that both make a difference on a college campus.  When standing side by side, one looks no different than the other. Both are passionate about their job and usually go the extra mile to help students.  I often see adjuncts getting the short end of the stick.  As a new campus, we’re still new and embracing the idea of evening and early morning classes.  When I build class schedules, it’s usually the adjuncts teaching these sections.  Sadly, they’ll take what they can get, and if offered an extra section – crappy time or not – they’ll take it.

Also, newly hired professors are granted release time.  So even though they just started, they already get 3 units off per semester!  Guess who fills up their empty sections? Adjuncts.

The Ideal Senate Structure

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I have over five years of experience working with an Academic Senate, which has provided me great insight as to what I feel is an effective way to influence policy and practice at an institution.  If I was a recently appointed President at an institution, charged with creating an Academic Senate, I would opt to develop a Functional Senate.  According to Minor (2004), a functional senate “primarily operate[s] to represent and protect the interest of faculty in university decision making…The senate membership is elected and representative, usually acting through a faculty-led executive committee…The senate usually maintain[s] authority in areas that are traditionally the domain of the faculty such as curriculum, promotion, tenure, and academic standards…functional senates are not particularly assertive and usually do not set their own agenda.  Instead, they respond to the initiatives and actions of the administration or issues that arise from the environment” (p. 348-349).  Through my work with the UCLA Academic Senate, I had great exposure to the operations of a functional senate.  This Senate was able to create a true, united, voice of the faculty.  While the Senate was not always a favorite of the administration, I believe that their input was always respected.  I believe the pure operations of a functional senate provides the foundation for success; while other senate models (e.g. Influential Senates, Ceremonial Senates, and Subverted Senates) may only provide either a controversial or symbolic voice that is never actually heard.  With a functional senate, the faculty is given the opportunity to make a true contribution and this contribution is vital to the success of an institution of higher education.