Friday, October 3, 2014

Several ghost turds had combined in the corner—I offered a Cheektowaga scream

A hideous cluster of dust bunnies threatened both
our safety and our sanity (dramatization)
     Things are crummy at IVC these days.
     The Reb called me up and talked about the hideous “dust bunnies” in her classroom. I thought they were called “dust monkeys.” Nope. Bunnies.
     I decided to find more terms like “dust bunnies.” I didn’t get far. I did find these synonyms:
  • Woolies
  • Ghost turds
  • House moss
     I like "ghost turds" best. If ghosts had turds, they'd be wispy and shit, I guess.

     I happened across an odd reference work, the Probert Encyclopedia of Slang. The Probert people scraped up some swell stuff.
     I only got through the C’s though.
“Cacatorium” was old British slang for a lavatory
“Cackle fruit” is American army slang for chicken's eggs. 
“Call buicks” is American slang for to vomit 
“Call dinosaurs” is American slang for to vomit  
“Call Earl” is American slang for to vomit. 
“Camp comedian” is military slang for a camp commandant. 
Chuckin' a cheesy
“Captain kangaroo” is medical slang for the head of a paediatrics department
“Ceiling inspector” is slang for a willing female sexual partner. 
“Celestial discharge” is nursing slang for death
“Chancre mechanic” is naval slang for a ship's doctor. 
“Charlie's dead” is British slang for your underwear or petticoat is showing. 
“Cheektowaga scream” is American slang for to vomit 
“Cheese-cutter” is slang for an aquiline nose. 
“Chuck a cheesy” is Australian slang for to grin.

UPDATE: from the A's:
A grape on the business
“A grape on the business” is Australian slang for a person whose presence spoils things for others
“A-hunky” is Maine slang for all right, fine, okay. 
“Abdominable voorheaves” is American slang for to vomit. 
“Ackempucky” is American slang for a food mixture of unknown ingredients. 
“Acknowledge the corn” is American slang for to admit that one is at fault or defeated
“Act the maggot” is Irish slang for to play the fool, to clown around. 
“Ailish” is Mississippi slang for ill, sick, unwell, nauseous. 
“Aim Archie at the Armitage” is Australian slang for to urinate. 
“Air the diced carrots” is American slang for to vomit. 
“Airedale” is American slang for a film extra with a natural beard. 
“All arms and legs” is slang for weak beer. 
“All mouth and trousers” is British slang for blustering, boastful, showing off without having the qualities to justify it. 
All mouth and trousers
“All piss and wind” is slang for full of bluster and noise, but without substance. 
“All snot and tears” is British slang for mournful, remorseful. 
“All tits and teeth” is derogatory British slang for a woman who gets on by using her physical attributes rather than her brain. 
“Alvin” is American slang for an unsophisticated rural-dwelling person
“Ambidexter” was 17th century British slang for a corrupt lawyer, one who takes fees from both the plaintiff and defendant. 
“American lad” is Irish slang for fatty bacon imported from the USA. 
“Ammunition” is Texan slang for uneducated.
SOME Ds:
“Dust kitty” is American slang for a ball of fluff in an undusted part of the house
“Dust-bin” is Black-American slang for grave 
“Dusters” is British slang for the testicle. 
“Dusty” is British slang for an old person
“Dusty butt” is Black-American slang for short person whose rear end almost touches the ground

The Corporatization of Higher Education Comes to IVC: "You would think my college would value this hard work"

The vision of the A-400 building. But inside, faculty
offices without adequate space for books. 
As denizens of IVC may have noticed, the A-400 building has been reduced to rubble and a long-awaited new A-400 is rising. Among the people who plan to spend the rest of their professional careers in the faculty offices of that building are the instructors in the schools of Humanities and their colleagues in Languages. For some veteran teachers like Rebel Girl that means ten more years, but others anticipate another 20-30 years at the little college in the orange groves.

Understandably, this building means a great deal. The development and planning process has been ongoing, with the usual challenges. However, the faculty office design process has been especially frustrating and disappointing (others would use—and do use—less mild terms).  February 7 was the last meeting on this issue with the faculty who would spend the next 10-20-30 years in those offices. Now the deadline is here and the options or the discussion or the input that was promised in order to make this work for the people who will work there has all but vanished.

But let someone who know how to say it better, say it.  Rebel Girl asks you to consider this letter, written by Professor Steve Felder and sent to Academic Senate President Kathy Schmeidler and shared here with his permission. (Emphases mine, says Rebel Girl).

Hi Kathy,

I attended the senate meeting today in hopes of seeking support from the senate in gaining faculty input for the furnishing design of the new A-400 building. I was disappointed both that we ran out of time and by the fact that you had the impression that Glenn [Roquemore, IVC President] was open to faculty input on this issue and was not going to enforce a particular standard. I believe this claim is false. While Glenn may be sincere in his claim, he is mistaken; there is no openness to anything but a few minor changes in the design.

Others can speak to their concerns (related to color scheme, etc.), but I want to represent an issue that deeply concerns me and some of my colleagues in the School of Humanities. It relates to the insistence of [Director of Facilities] John Edwards on outfitting each office with two enormous, L-shaped desks to be bolted to the walls. The effect of this will be that even though the new offices will be slightly larger than the ones we have now, we will have even less space for bookshelves than we have in A200. Claims that nothing can be done seem insincere. I have been to many community college campuses in this state, and I assure you there is no requirement for us to drop these two enormous desks in every faculty office in every community college in the state. 

I realize that not all disciplines rely on books to the degree that we do in the Humanities. I have no doubt that some disciplines communicate primarily through symposia, articles, etc., but for us, in the Humanities, the book is still the primary mode of scholarly discussion. To be a competent professional requires us to read, study, and re-read many books on a constant basis. 

Perhaps some assume that because we are not required to publish, as are our colleagues in the UC's and CSU's, that we don't need to read. This is absurd. In some sense, our work requires more reading since we are not able to specialize to the same degree they are. Just in the last 48 hours I've taught Euripides, Fashion Theory, Deconstruction, the Use of Lacan's concept of "suture" in film analysis, Hitchcock's Rebecca, and Sartre. Some classes, like World History to 1500, require an expertise that is incredibly broad: Homo Habilius and the Han Dynasty, Chaco Canyon and  Charlemagne, the Aztecs and the Abbasids, etc. The range of primary sources and theoretical approaches required to do my job is MORE intensive, and requires MORE reading than that required of my colleagues at UCI. You would think my college (and its administration) would value this hard work and support it. You would think they would WANT us to be readers, who were constantly engaged in our subject, continually revising lectures and assignments instead of repackaging the same tired old ideas from a graduate seminar we were in 20 years ago. Instead, one administrator actually told me that when the new A400 was completed I'd need to pack up my books and but them in my garage!
Admin to faculty: Put your books in your garage!
I park my car in my garage, and, as I've pointed out, I use my books, but there are good reasons for me not to take them home, but to keep them in my office.

First, my students and I are constantly accessing my personal library. Just today, before coming to the senate, a student working on a paper asked a question related to a quote he saw from Marcuse's Eros and Civilization. Fortunately, my copy of that book was two feet from my desk. Yesterday, my modern culture class got a little off topic and engaged in a discussion about how various mental illnesses might either disrupt or bolster Sartre's conception of consciousness as it's articulated in Being and Nothingness. Fortunately, my copy of that book, as well as the obviously related, Anti-Oedipus by Deleuze and Guattari, were in my office. This summer, while I was working through a passage in Freud's Civilization and Its Discontents, a student questioned my interpretation of a particular sentence. On closer examination I acknowledged that the English translation was ambiguous, but that I thought by consulting with the German text we could sort this all out. During the class break (it was a night class), I walked to my office, looked up the passage in Das Unbehagen in der Kultur and discovered that the student was right and I was wrong! I was able to go right back into the classroom and my ability to correct my error was instructive for them and me on a number of levels. (Something similar happened three weeks ago with the text of the Iliad—for which I have multiple English translations and the OUP Greek Text, along with my trusty Liddell & Scott Greek-English Dictionary—and I was able to confirm that I was right . . . but I could have been wrong.) If my books are boxed up in my garage, or a storage facility (as are [film instructor] Jamie Poster's books), or the closet of the guest bedroom (as are [history instructor] Brittany Adams' books), none of this would be possible.


Second, students benefit just from walking into our offices and encountering the overwhelming presence of all these volumes. For most of them, even our very brightest students, competence is achieved through Wikipedia articles and Googling. While Wikipedia and the hyperlinked exploration of various topics does have its place, there is another kind of engagement that is only possible with books. Some ideas and arguments can only be developed in three hundred pages. Some stories can only be told with the length of the novel. What students grasp instantly when stepping into our offices is that there is another way of exploring the world (of ideas) beyond online articles that can be digested in three minutes. Some ideas, some stories, require 10, or 15, or 20 hours of your time in order to fully engage them. Furthermore, some books and ideas demand you engage them with marks, and highlights, and comments in the margins. Some books want you to re-read them, at least parts of them, many, many times. Our students are not doing that. They are not native readers. This is a world to which they must be introduced. As libraries increasingly become computer, centers the office of the college faculty member is the last bastion of the intellectual for whom ideas are hard won through long hours of study and reflection. Our students not only need to borrow our books sometimes, they need to see us and our relationship to them as a vital piece of who we are and the knowledge we produce.

I understand that the "era of reading" is a relatively brief one in the history of our species, and one that is not likely to last. Still, it's an era with many benefits that we will lose to our detriment as a culture. I understand that ebooks are the wave of the future, and I own MANY. But many of my physical books have not been digitized, and even those that have would be expensive to replace. For this reason, I want to hang on to them. I want to keep them. When you bury me do what you will with the books I leave, but they will be objects that have transcended themselves. Yes, their transcendence exists in me and by them I transcend myself, but they also transcend themselves in the marks of my pen, the coffee stains from my mug, and the wear from my hands.

A-400 under construction
Yes, they don't deserve a place in the modern college infrastructure just because of their spectral nature, but they do deserve a place because of the kind of thinking and teaching they facilitate. The fact that IVC not only doesn't consider books as an essential feature of their architecture, but that they seem to be actually opposed to the idea of our having books, suggests something else is afoot. This is another sign of the corporatization of higher education in America. The administrators who prefer the current office design with the two giant L-shaped desks do so because of its power to fascinate them as corporatized subjects; they want our offices to look like the offices in every office building in Irvine. They don't want to work at a college; they want to work for a business. They don't want to live in a world of ideas that require hours of study and reflection; they want to live in a world where education is quantifiable and "success" can be measured. This is not the world of the Humanities. The world of the Humanities is a world of books and is, thus, a world they cannot understand and for which they feel hostility. Therefore, a giant L-shaped desk seems preferable to bookshelves. (I realize that not all administrators at IVC are like this, and that there are faculty who think everything I've just said is useless, antiquarian, and elitist. Thus, the divide is probably not administrator vs. faculty, but along the lines I've tried to outline here.)

Any support from the senate would be helpful. Giving us smaller desks need not costs the college/district more money (as Glenn suggests). Personally, though I know this is not an option, I'd prefer you put no furniture in their and let me and Jamie go to Ikea together and buy our own.

Please feel free to forward this to the academic senate (or to whomever you feel needs to read it). (The same goes for everyone cc'ed on this email. Please forward, post, delete at will.)

Your colleague,
Steve Felder

Guerrilla groundbreaking for the new A400 building earlier this year. Dig in.
the fairest blog in all the land

Thursday, October 2, 2014

How Don Voted: Nay

UCSB students Christopher Michaels-Martinez, Veronika Weiss, Katie Cooper,
Cheng-Yuan Hong, George Chen, Weihan Wang.
If you're wondering, like Rebel Girl, how former Trustee, now Assemblyman, Don Wagner has been voting lately,  especially on gun issues, especially on that high profile AB 1014 (signed into law by the Governor) which allows private citizens to ask a court to seize the guns from family members who they believe pose a threat to themselves or the public - a gun violence restraining order - the answer is "nay." Nay, nay, nay , nay.

The Nayster during his SOCCCD days
The bill was drafted in the wake of last year's mass shooting at UCSB in which six people were killed and more than a dozen wounded before the gunman took his own life.

  • Don Wagner voted Nay (Concurrence Vote) - AB 1014 - Authorizes Gun Violence Restraining Orders
  • Don Wagner voted Nay (Concurrence Vote) - AB 48 - Prohibits Large-Capacity Magazines and Large-Capacity Conversion Kits
  • Don Wagner voted Nay (Passage With Amendment) - SB 396 - Limits Firearm Magazine Capacity
  • Don Wagner voted Nay (Passage With Amendment) - SB 755 - Expands List of Crimes that Disqualify an Individual from Firearm Ownership
  • Done Wagner voted Nay SB 374 - Prohibits Semiautomatic Rifles with Detachable Magazines - Key Vote
For more information on how Don votes on other issues (Does he ever vote Yea? Yes, he does!), visit his page on Vote Smart.  You can also see who endorses him (NRA Political Victory Fund, natch) and how various organizations rate him (0% by the California Labor Federation and the ALF/CIO).

To get to his page, click here.
*

Monday, September 29, 2014

September meeting of the BOT: Nancy returns (to Reaganville), CSEA carps (about Edwards), for-profits get dinged (by Jemal)--as Glenn squirms (but feints with still more 9-11 piety)

 
[Be sure to check out Tere's Board Meeting Highlights]
     OK, it's 5:28, and the room's seats are relatively filled up here in the infamous Ronnie Reagan meeting room (that's the name, I kid you not).
     Interesting. No sign yet of the trustees, who are scheduled to start the open session at 5:30.
     It appears that the classified union is making its presence felt. I see lots of blue CSEA [classified union] shirts here. Earlier today, a source told me that the classified would come to speak at tonight's meeting, to complain about the IVC Director of Facilities and Maintenance, I think. Not sure. We'll see. [Yep.]
     It's 5:31 and still no trustees. A woman is collecting those yellow "speaker" slips. She seems to have maybe ten of them.
     5:34: a classified employee just came up to shake my hand. He said, "You ready for some juice?"
     Yes, I am.
     5:37: Again, the room is relatively full--mostly with blue-shirted CSEA members. The Faculty Association (union) made an effort to get their folks to tonight's meeting, too, but that seems to have produced a meager three or four, as usual.
     On my way in, I noticed that the rounded outside wall of the Ronnie Reagan room is all patched up. Maybe they're having it painted. Not sure. Looks like shit.
     5:41: I'm looking over tonight's agenda, and I see that Chancellor Poertner "will introduce IVC Live Sciences Building..." Introduce a building?
     5:46: some trustees just walked in and the room hushed right up. That might be, of course, because Nancy Padberg looked out into the room, scaring us half to death. Wow, she seems lots better than reports suggested. Marcia Milchiker has yet to arrive. Bill Jay is also absent thus far. Here comes Marcia, but still no Bill.

     5:48: The meeting begins.
     5:49: reading actions in closed session: Marcia: 6-0 voted faculty decision, change termination to resignation.
     Invocation by James Wright. "Our father who art in heaven...." Really.

IVC Director of Maintenance
John Edwards
PUBLIC COMMENTS:
     Jenna Schaeffer: Prof of English. Faculty advisor for Wall lit journal. Will be hearing about a student later. Invitation to board to reading from Wall. Oct. 16.
     Jan ?: CSEA matter. Matter of concern, impacts enrollment. "Unpredictable shift changes." No accommodation to employee schedules here. Workers never know when their shifts will be changed. We are vulnerable to our lives being changed upside down, 20 days notice. Trying to make grad school plans, then this happens and it's back to square one. "It's time to change." Many people here have second jobs, do community outreach. They experience much stress with these shift changes. Thank you Tod Burnett for your help on this. Refers to the President of US, Elizabeth Warren. "We need to make this gear shift."
     Cameron L: castodial dept., IVC. Dept meetng in July, Director told us he would discuss changes he deemed necessary. Day shift was being uncooperative, refused to use sign-in sheets. He said that was resolved. There had been complaints from neighbors about motor cycle noises in morning. Had to stop. Next: one hour lunch schedule, day shift only. Said would move day shift one hour forward. "To be fair" others shifted too.
     We tried to understand this "heavy handed distribution of punishment" as fair. It still remains a mystery to us. He asked grounds crew, et al., to return to regular hours. But swing shift employees have not been moved back. Is that fair? This is the third time I've been switched. (Applause.)

     Robert Flournoy: wants to go over statistics. 34% of people in OC can't meet their needs. 1 out of 4 children come from families in poverty. Etc. Discusses his organization's donations to help. Provides statistics. Honored by senate, etc. Has fought hunger. First toy drive at IVC, etc. Shows resolution he received from a Caifornia senator. My ability to make morning meetings have been affected by schedule change. "The lives of others do matter." These unpredictable schedule schedules do harm to employees and their families. Please support new concept of 21st century work week. (Applause.)
     Steven Woodard: works at ATEP as groundskeeper. My shift has been changed 8 different times during my time working with district. It's hard to have a life with these many changes. (Applause.)
     Scott Greene: classified employees, when they make a promise, they keep it. As local chapter prez, I got to know these people. They are dedicated to the students. They are contributing to student success. Respectfully requests: give us our own listening session, to hear our own issues. You need to know what is happening among employees who are proud and dedicated.... (Applause.)
     Margot Lovett: 18th year at Saddleback College. Chair of History Dept. A large department. Wants to speak to situation facing part-time faculty. As chair, I recruit part-timers. Enthusiastic, creative instructors. Committed to their students. I'm happy when I'm able to offer them a job. But I dread telling them how much they'll be paid for a 3 unit class. Between $3k and $3,200 per semester. I'm embarassed. Sometimes they just can't take the job. We pay far less than other districts. We should pay our part-time faculty what they're worth. (Applause)

COMMENDATIONS:
     Saddleback's Tod Burnett steps up. Presents Iman Moujtahed, who received a national award for her artwork for the WALL cover. Saddleback College literary journal. Digital photo manipulation, pictures of ancient Syria, etc. Gives her certificate. Lots of applause. She speaks. Very gracious. (Applause.)
     Chancellor Poertner comes up to "introduce" a building. The design was awarded gold status. Very good planning. Cooperative effort.
     Brandye D comes up to discuss how the project developed. Architect comes up. Dougherty and Dougherty LLP. All smiles. "It takes a really good client to make a really good building." Gracious remarks. Lead gold building certified (will be). Very exciting. Very resource efficient. A teachable moment. Also recognized by organizations: Pacific Coast Builders Conference. The best education building submitted this year. Priscilla Ross (who is teaching) and Kathy Schmeidler represent faculty input. We keep collecting certificates and awards, says Architecture Boy. Lots of smiles. (Applause.) Three plaques. (Photo op.) Very dog und pony.

BOARD REPORTS:
     Tim Jemal: participated in outreach meetings, local employers. Witnessed social entrepreneurship competition at Saddleback. Was a judge for phase 1. Thanks those responsible. Suggests should try to connect competition with what's happening at the colleges. He has concerns with our relationship with the for-profit colleges. Will have discussions in the next week or so. There's a place for the for-profits. But very different than our relationship with public institutions.... Excessive debt--a real, serious problems. Our polices vis-a-vis the for-profits need to be thought out further. (Background: Clueless Roquemore makes nice with the enemy.)
     Marcia Milchiker: thanks Wright for alerting her to event bringing Madame Curie impersonator to campus. Students were inspired: how to be a scientist. "Even I wanted to go back to being a scientist." Attended faculty benefit concert. Child prodigy played violin, etc. Beautiful music. OCCC leg task force: discussed bills. Issues concerning adult education: K-12 or community colleges? Please come to us with ideas.
Didn't say much;
glad to be back
     Nancy Padberg: it's great to be back. Gone for quite some time. Personal illness to deal with. Won't bore you with details. "Being here is so much better." Laughs. Excited about ccs offering a four-year degree. Press reports don't make clear how that will work, who will be involved.
     TJ Prendergast: no report whatsoever. Welcome back (to Nancy). We know it's been a journey.
     James Wright: welcomes Nancy also. Attended various events: IVC 9-11 commemoration. Extremely well done. Displays. First responders were there. Fiscal update: state is not as sound as should be. Attended football games. Visited College of the Canyons, was asked to be on a panel.
     Dave Lang: also attended 9-11 ceremony. Applauds Prez Roquemore and others for organizing this event. Occurred to me: disappointed by outside attendance, community members. We need to engage the public. Attended fiscal update along with Wright and Prendergast. Pleased by article in OC Reg about historic legislation signed by Gov. Brown, allowing CCs to award some bachelors degrees. Long overdue. Exciting. Looking forward to our district being involved. Welcomes Nancy back.
     Keefe Carillo: blah, blah, blah. 9-11 ceremony "very well done." (Boy is this kid full of himself.) Astonishing ceremony.

Chancellor's report: colleges are continuing to pursue "student success." E.g., a student equity plan. In the plan, each college analyzes data about students. Identifying groups the need particular assistance.
     On tonight's agenda, item 7.3 will provide an overview of requirements concerning student equity. These plans are over 100 pages each. Will bring to board, one at a time.


College Presidents:
     Roquemore: welcomes back Nancy. Life Sciences Building: Brandye D deserves much recognition. She worked magic, which is "real." Our two colleges have joined with UCI NSF grant, intended to bring more students into computer sciences and engineering. We got $1.8 million award, one of the largest. Thanks trustees for attending 9-11 commemoration. "My heart was broken" as well, owing to poor community presence. We really try to bring our community out. Sometimes it works, sometimes it doesn't.
     Burnett: mentions Social Entrepreneurship thingy. Very successful "for our first year." Thanks faculty. Mentions all the "plans" that we're working on. "We're really working hard here at Saddleback" on these many plans (Yeah, and there's a planning committee to plan more planning.) We're thrilled to have Nancy Padberg back. "Don't leave us again." (Laughter.)

     VP of Saddleback student government speaks. Excited to work with faculty on student success, blah blah blah. Blood drive was successful. Free movie night. Showing "Lucy," (that silly Scarlett J movie).
     IVC student government guy has no report.

     Moves on to consent calendar: anything to pull? Nothing. Ah, 5.9 pulled. Vote: unanimous.

     5.9: amended conflict of interest code, blah blah blah, unanimous vote in support

General action items:

More smiles
6.1 IVC first building project, Design-build
     Brandye D comes up and yammers about that as she has, many times.
     Trustee Jemal: are the architects aware of what we need/want? (Not sure if that's the question.) D: Program needs have not been finalized. She has a draft, will provide that.
     Unanimous approval.

6.2 pay to absent trustee (Nancy). Always unanimously approved. Sheesh.

6.3 Switch to HP computers. Greater function, less cost. Approved.

6.4 ATEP land exchange demo. Contract for 2 and a half mil. dollars. Approved.

6.5 AC. Personel actions.
     Trustee Wright: 11 equivalencies here. A pretty large number. "I'm just bringing that to your attention." (He's concerned.) Schmeidler speaks: it really does mean equivalency. Approved. (I'm getting to think that Kathy and Jim aren't pals.)

6.6 Classified personel actions
     Lang asks for clarification, something on p. 7, c1, c2. Bugay: blah blah blah. Approved unanimously

6.7 Resolution, classified employee layoffs - approved unanimously

REPORTS:

7.1 Annual Accreditation reports
     Lang: I found these reports interesting. Seems like they came to us in a "little different format" this year. Saddleback Report: decline in headcount in enrollment, 3-year period. Trend in distance education good, going up gradually. IVC report (not Saddleback): job placement data.
what's with Saddleback? Any response?
     Burnett: re enrollment. Yes, we've had a gradual decline. We expected this. Many reasons. Will be down again this year. Expect turn around next year. Kathy Werle and Craig Justice come to podium. Werle: job placement data. Previous employee dropped the ball. Didn't get service requested and paid for. Will have that data beginning of next year.
What? No
presentation?
     Lang: IVC report: enrollment increase, but decrease from two years ago. Fairly flat over 3 year period. Distance Education went downhill moderately. Job placement info: digital media, web authoring--anomalies. Re enrollment: 2012-2011 - surge in enrollment because of cutbacks in neighboring colleges. But we had to cut back a year later. We're now more in line with our budget. Blah blah blah. Re online instruction: Course offerings not same as section offerings. Don't have data here with me. Placement: fluctuates (though overall very good). The Accred report is a snapshot, one year period. Don't get a clear picture of trend line.
     Jemal: interesting data. I think a presentation would have been useful. [He's pretty understated in his disappointment.] Didn't know that the number of degrees offered higher at IVC than SC. Would have been helpful to have a presentation of all this. [Awkward pause.] Prendergast agrees. "It is what it is." Jemal looks at TJ. TJ is too tired to care. His eyes are dolls' eyes.

Moving on to

7.2 Staff response to public comments.
     Student elections (IVC) issue. (At a previous meeting, a student's mom showed up, and she was steamed that her little girl lost the IVC student government election because of alleged irregularities; something about counting votes or not counting them.) Today: Follow-up report. There was a written report. Roquemore says Dennis Gordon is here to answer any questions. [He has "temporarily" taken over Helen Locke's duties. Helen's fate seems in limbo. The trustees need to decide, evidently, and they haven't.]
     Jemal: please explain briefly, simply--the election process.
     Dennis: 5 day period, students key in student number. They vote. Filter out non-IVC students. That way we get clean votes. Both colleges do this. A process used for several years. Saddleback students prohibited from voting in IVC election.
     Jemal: any students with dual email addresses? (No.)
     Wright: is this issue over with? Dennis: Yes it is. The student returned to school, showed no interest in pursuing matter. She's been active in student government again. The issue is behind us.
     Student trustee: I think this was very professionally handled.
     Prendergast: is there any need to clean up language, clarify what was misconstrued? Can we prevent this from happening again?
     Dennis: gets into weeds.

7.3 Student Equity Plan Report
     Linda Fontanilla, VP of SS—with Juan Avalos [?] of Saddleback College. Glad to see Nancy return. Some highlights. Two documents that we will "bring forth" in the coming months. Student Equity Plan. Each college must develop such a plan. Focus on students not succeeding. A fine grain look, developing strategies.
     Blah blah blah.
     Juan: lots of "conversation" last few years about "student success." Got data. Student equity plans have emerged. Grounded in research. Thorough analysis of "disproportional impact." Before: narrative. Now, data, plan.
     These two are putting me into a coma. I think they need to use props or something. Maybe get some theater kids to act stuff out. I dunno. I'm dying here.
     Juan is still speaking, and I might have to go up there and knock him down. Please stop. Meanwhile, the trustees seem to have it worse than I do. Prendergast is thinking about something other than Juan and his "conversations." Sheesh.
     Good Lord, he's still going. What is he saying? Is anyone listening? Please bring a dog or pony next time.  (7:09: he's still going strong. His words mean nothing. Most in room politely conscious.)
     Good Lord, he's still yammering. How can anyone say something so simple with so many words. And goofy ones too. Shut up, shut up, shut up.
     Now he's thanking IVC. Please stop. OK, Juan seems nice, but he's a killer. I think he just stopped!
     Fontanilla insists on saying more (good Lord!). Blah blah blah. Areas where we can spend money. Outreach, blah blah blah. Good Lord, she's killing me with this stuff.
     Milchiker: Did this come out of student success act? What are the subgroups? Is the $1 million we're receiving for both colleges?
     Juan: yes, the money is for the district as a whole. Groups? Veterans, foster youth, CalWorks underrepresented populations, gender, age, economic disadvantage, disabilities. These are the core groups, doing analysis. Not sure if all this came out of the act, but I think the answer is yes. We've got to report on student equity as part of Success.
     Fontanilla: she says something else, good Lord. Her slacks are striped. Her mouth is still moving.
     Jemal: do we know what % of students are NOT succeeding? We must have some idea.
     Fontanilla: she starts talking about "cohorts" followed since 2007. These subgroups are coming in small numbers. E.g., hispanic males. But only 30 students. Yes, disproportional impact, but small numbers: 3, 4, etc. Juan: SC is diving into data now. Basic Skills area: that's were there's disproportionality.


Plasticity hisself
5.8: retroactively Prendergast abstains on this item, already voted upon. Jemal looks doubtful. They revote. 5 yes, 1 abstention.

7.4 SC and IVC speakers. No comments.

7.5 Basid aid
7.6 Facilities plan...
7.7....
7.8.....

Reports from administration and governance groups

     Faculty union: problems with pay structure, etc. Low compensation for department chairs. Faculty are declining to serve. Many tasks will not be done. That's accreditation.

     I think the Saddleback Faculty Senate gal spoke strongly in support of CSEA and classified, staff workers. They're important to us and we're behind them. Blah blah blah
     --I'm outa here.

8-14: do you regret all the lying?

✅ Trump Encourages Racist Conspiracy Theory on Kamala Harris’s Eligibility to Be Vice President NYT ✅ Orange County Sees Overall Coronavirus...

Goals and Values and Twaddle

blather: long-winded talk with no real substance*
The whole concept of MSLOs [measurable student learning outcomes] as the latest fad in education is somewhat akin to the now discredited fad of the '90's, Total Quality Management, or TQM. Essentially, the ACCJC adopted MSLOs as the overarching basis for accrediting community colleges based on their faith in the theoretical treatises of a movement.... After repeated requests for research showing that such use of MSLOs is effective, none has been forthcoming from the ACCJC [accreditors]. Prior to large scale imposition of such a requirement at all institutions, research should be provided to establish that continuous monitoring of MSLOs has resulted in measurable improvements in student success at a given institution. No such research is forthcoming because there is none….
The Accountability Game…., Leon F. Marzillier (Academic Senate for California Community Colleges, October, 2002)
In the summer of ’13, I offered a critique of the awkward verbiage by which the district and colleges explain their values, goals, and objectives —aka SOCCCD'S G&V (goals and values) blather.
I wrote a post each for the district, Saddleback College, and Irvine Valley College efforts. (See the links below.)
This verbiage—stated in terms of “values,” “missions,” “goals,” “visions,” and whatnot—is often badly written. It is sometimes embarrassingly trite.
It occasionally communicates something worthwhile.
No doubt you are familiar with the usual objections to jargon. Higher education, too, has its jargon—an irony, given typical college-level instruction in writing, which urges jargon eschewery.
Sure enough, SOCCCD G&V blather is riddled with jargon and with terms misused and abused. For instance, in the case of the district’s dubious blather, the so-called “vision” is actually a purpose. Why didn't they just call it that?
As one slogs through this prattle, one finds that "visions" tend to be awfully similar to “missions,” with which they are distinguished. The latter in turn are awfully similar to “goals,” which must be distinguished from “objectives.” But aren't goals and objectives pretty much the same thing?
These perverse word games will surely perplex or annoy anyone armed with a command of the English language. In fact, readers will be perplexed to the degree that they are thus armed. Illiterates, of course, will be untroubled.
Here's a simple point: the district and colleges’ G&V blather tends to eschew good, plain English in favor of technical terms and trendy words and phrases (i.e., it tends to be bullshitty and vague). Thus, one encounters such trendy terminological turds as “dynamic,” “diversity,” “student success,” and “student-centered.” Even meretricious neologisms such as ISLOs and “persistence rates” pop up, unexplained, undefended.
Does anyone see a transparency problem with all of this? Shouldn't the public, or at least the well educated public, be able to comprehend statements of the colleges' goals and values?
In the case of the district, to its credit, all it really seems to want to say is that it wants to teach well and it wants students to succeed. Admirable!
So why all the ugly, common-sense defying, buzzword-encrusted claptrap?

Districtular poppycock: our “vision” and our “mission” and our tolerance of twaddle - July 31, 2013

THEY BUZZ: Saddleback College's "Mission, Vision, and Values" - August 4, 2013

IVC’s vision, mission, and goals: nonsense on stilts - August 5, 2013

THE IRVINE VALLEY CHRONICLES: no ideas, just clichés & buzzwords - Sep 30, 2013

*From my Apple laptop's dictionary