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The
Ceramic
Surface
4 Approaches |
| by
Lee Imonen |
Lane’s
Ceramic Art Student Association (CASA) will host a
pre-conference for the National Council for Education in the Ceramic
Arts (NCECA) annual event being held in Portland this year. The
Pre-conference event held in Lane’s Center for Meeting and Learning is
a two day educational forum bringing internationally renowned artists
to the LCC campus where they can share their work and experience
with attending students, artists and educators from around the
region. The event includes lecture’s, artist’s demonstrations and
panel discussions.
The Keynote speaker for this year’s
Pre-conference is Dr. Robert Poor- Art Historian form the University of
Minnesota. Other artists presenting include: Katrina Chaytor,
John Glick, Mathew Metz and Susanne Stephenson.
The
Pre-conference takes place March 6th and 7th with a closing celebration
with Bluegrass music at the WOW Hall. Many events are open to the
public. However, if you are interested in additional information or
would like to enroll, you may do so on the web at: Ceramic Surface-4
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| Unit Plan Petition |
| by Margaret Bayless |
 The following petition, signed by many members of the The Language, Literature and
Communication division, was sent to the Administration during Fall Te
The
Unit Plan work of 2004-2005 was designed and completed by the employees
for the express purpose of determining the College
budget. To close
the loop on last year's process and before we begin this year's work,
we, the undersigned faculty, request specific feedback on how our work
determined the College's budget for the
2005-2006 school year."
Two of the
College vice-presidents, Sonya Christian and Patrick Lanning, attended
a fall division meeting to reply to the petition. Sonya responded
to
questions about the amount of work involved in creating the unit plans,
the decision-making processes that make use of the plans, and the
relevance in the last two years of the plans to determining the College
budget.
My
sense was that many of my colleagues in
the division were not satisfied with the answers. Sonya did
imply that the unit plans would eventually drive the budget. We were
also told we should be doing the work
Continued |
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10 Years of SLI
a modest
success
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by Bill Griffiths
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Ten
years ago a memorandum
of agreement was signed for the College by Mary Spilde, VP of
Instruction, and for the LCCEA by its president Dennis Gilbert. The
memorandum of agreement created The
Strategic Learning Initiative (SLI). After 10 years it has achieved
modest success.
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Perhaps its most wide spread success has been Learning Communities. Although
not cutting edge (many schools, in
particular schools in Washington have more extensive and better supported programs) they have been a
significant change for LCC and presented
substantial scheduling
barriers that required the clout of SLI to overcome. SLI gets its clout
from the partnership of the administration and the faculty. Half
of the
Continued
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Rhetoric
vs. Reality
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by Bill Griffiths
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"We will be known as a college that does what it says we
will do," Mary Spilde, 40th Anniversary speech, October 21, 2004.
Professional Development
From the Strategic
Plan: "Promote professional growth and provide increased
development opportunities for staff both within and outside the
College."
The amount of money budgeted by the College over the last 5 years for
professional development provided for an average of 12 quarters
sabbatical leave per year. That means in our faculty with 260
contracted members each contracted member can hope for 1 sabbatical
quarter every 21 years. This is inadequate for maintaining even current
expertise much less maintaining a high quality professional staff in
our time of rapid technological and cultural change.
Does this level of funding support "providing exemplary and innovative
teaching and learning experiences?" Does it
"* Support creativity, experimentation, and institutional
transformation
* Respond to environmental, technological and
demographic changes
* Anticipate and respond to internal and external
challenges in a timely manner?"
Substantially Full-Time
Faculty
"The College and the Association recognize that there has been an
overuse of part-time faculty in certain disciplines and have reached
agreement to address the overuse and move to a substantially full-time
faculty." Memorandum
of Agreement 2000.
It has been 10 years since the Future
Faculty Task Force made its recommendations. It's been 6 years
since the Memorandum of Agreement was signed. During this time there
have been many committees and committee meetings, much data gathered
and regathered. The administration has never agreed to a transition
plan. Instead of reducing overuse of part-time faculty, they are
asking, at the bargaining table, for the right to eliminate contract
positions made vacant by retirement or resignation and fill the
vacancies
with part-time faculty. In addition they are asking to increase the
percentage of FTE from 50% to 67% that defines part-time so that they
can hire instructors to teach two thirds of a full load but only pay
them at a part-time rate.
The
current draft of the
Learning Plan also contains similar rhetoric on these two
issues.
Rhetoric vs. reality. In public meetings and official plans and
statements we get the rhetoric. In contract negotiations we get the
reality. How is the administration to be held accountable?
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