Rather than a conversation about GDP do we need a "...‘genuine progress indicator,’ a version of the index of sustainable economic welfare that looks at a community’s overall well-being. There are many variations of these alternative indicators. Though most still equate value with consumption and growth, some include factors that GDP leaves out — like the value of unpaid household and volunteer work — and factor in the cost of pollution, depletion of resources and the consequences of uneven distribution of wealth." Lumina could add an interesting angle to the Commonomics project.
Community college accreditation commission under scrutiny again Los Angeles Times SAN FRANCISCO — The nonprofit group that accredits California's community colleges has come under fire again — this time for asking officials at the colleges it...
Molly Martin's insight:
"The Department of Education is now conducting a routine review of ACCJC that will determine whether it should maintain its status as California’s accrediting body."
Demand for dual enrollment, opportunities for more successful transfer, and changes to community college (CC) curriculum present opportunities for CCs...my question would be: how might this strain capacity? Consider the strain of the influx during the recession.
In their respective communities, campus teams applied the theory of action through a variety of campus projects. They created integrated roadmaps across divisional boundaries; used various assessment strategies to build and act on available evidence of “what works”; aligned high-impact practices, student learning outcomes, and student support efforts in the curriculum and the cocurriculum; and engaged students in the process of project planning. Through communities of practice, based on specific topics (e.g., using e-portfolios, gathering evidence and measuring success, building navigable roadmaps), participating campuses were encouraged to share ideas, to explore solutions, to take risks, and to learn from failed starts. Understanding that one size would not fit all, each institution was given the support and freedom to design a context-sensitive model for student success. Each institution addressed specific areas of need in order to improve teaching and learning while strengthening pathways to completion.
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