Resolution 13.04, "A Document in Support of an Academic Culture," adopted at the Fall 2007 plenary session, asked the Academic Senate for California Community Colleges (Academic Senate) to "create a document that sets out the basic elements of a higher education institution, particularly within California's community college system." Addressing this resolution prompts a wider reflection on the role of educational institutions within their historical and social contexts. Describing the elements of a higher education institution also prompts a discussion of similarities and differences between California's community colleges and K-12 institutions on the one hand, and California's public baccalaureate-granting entities on the other. While this paper makes no new recommendations, it makes explicit the assumptions that underlie a range of existing Academic Senate positions, resolutions, and recommendations in a broader context than has sometimes been the case. This broader context is especially relevant given the ongoing need of modern societies for an educated and highly skilled citizenry in spite of boom and bust economic cycles incapable of supporting all levels of education consistently. The issues addressed in this paper are also relevant to ongoing debates about "standards-based" and "outcomes-based" education and the fear that calls for accountability and external oversight of higher education suggest an ultimate goal of standardizing higher education curriculum and its delivery. Appended are: (1) Seven Selected Academic Senate Papers; and (2) Selected Political Landmarks. (Contains 19 footnotes.).

When you're on the front line of administration, you're in the direct line of questions, situations, and challenges that arise daily. As a community college administrator, you're required to tackle the firestorms that flare up, which may include addressing no-win decisions and effectively dealing with unjustified, as well as justified, criticism. Firsthand practical advice is presented direct from experienced professionals and details the skills and attributes needed to succeed as a community college leader. Drawing from the authors' varied experiences, this helpful guide covers the most pressing topics of concern to community college administrators, including * Making defining career choices * Thriving and surviving in your role * Expertly navigating institutional politics * Taking on roles and responsibilities * Becoming a trustee * Selecting a board * Evaluating a CEO

Student Success in Community Colleges As more and more underprepared students enroll in college, basic skills education is an increasing concern for all higher education institutions. Student Success in Community Colleges offers education leaders, administrators, faculty, and staff an essential resource for helping these students succeed and advance in college. By applying the book's self-assessment instrument, colleges can pinpoint how their current activities align with the most effective proven practices. Once the gaps are identified, community college leaders can determine the best strategic direction for improvement. Drawing on a broad knowledge base and illustrative examples from the most current literature, the authors cover organizational, administrative, and instructional practices; program components; student support services and strategies; and professional learning and development. Designed to help engage community college leadership and practitioners in addressing the practices, structures, and obstacles that enhance or impede the success of basic skills students, the book's strategies can be tailored to various institutional levels, showing how to unite faculty, staff, and administrators in a cooperative effort to effect institutional change. Finally, Student Success in Community Colleges reveals how investing in a comprehensive basic skills infrastructure can be a financially sustainable model for the institution as well as substantially beneficial to students and society. "This is a most unusual and valuable book; it is packed with careful analysis and practical suggestions for improving basic skills programs in community colleges. Compiled by a team of practicing professionals in teaching, administration, and research, it is knowledgeable about what has been done and imaginative and practical about what can be done to improve the access and success of community college students." K. Patricia Cross, professor of higher education, emerita, University of California, Berkeley "For its first hundred years the community college was committed primarily to access; in its second hundred years the commitment has changed dramatically to success. This book provides the best road map to date on how community colleges can reach that goal." Terry O'Banion, president emeritus, League for Innovation, and director, Community College Leadership Program, Walden University "This guide is the most comprehensive source of information about all facets of basic skills or developmental education. It will be invaluable not just to community college educators across the nation, but also to those in high schools and four-year colleges who share similar problems." W. Norton Grubb, David Gardner Chair in Higher Education, University of California, Berkeley

Organizational change has become a frequent occurrence within institutions of higher education. Certainly, change initiatives are not new to community colleges. In light of the recent financial crisis, colleges and universities are facing hard budget decisions which impact student enrollment, faculty assignments, and facility improvements and maintenance. Concomitantly, changing student population, influx of private and corporate colleges, and rapidly increasing technology are also creating conditions for organizational changes within community colleges. The vast number of internal and external forces pushing higher education institutions into large organizational changes has created a difficult and stressful working environment for many employees. This study investigated the role of community college administration in creating a culture of support, communication, and trust among classified staff during times of organizational change. Survey data explored classified staff members and administrators' perceptions of support, communication, and trust, while interview data provided insight into classified staff members and administrators' perceptions of organizational change. The results of this qualitative study suggested that although there are areas for improvement, both College S and College N are providing support and communication, and maintaining trust with employees. Classified staff members perceived that leadership supported them, provided them with satisfactory communication, and were trustworthy. Administrators perceived that they supported their staff, provided communication, and were trusted by their employees, though there were some discrepancies between their espoused behaviors and their actions as perceived by staff. Both classified staff members and administrators felt that there was support, communication, and trust during organizational change, whether financially driven or not. Surprisingly, at least two other factors emerged from employees as influential to organizational change. Some employees expressed that administrators can strengthen trust and create an environment of successful and sustainable change by expanding their support efforts and increasing their communication through constant evaluation.