TCCTA Blog

"Microlectures" Gaining Popularity

"These Lectures are Gone in Sixty Seconds" is the title of an article in a recent issue of the Chronicle of Higher Education (subscription) describing the increasing use of "Microlectures." These are one to three minute instructional presentations designed to introduce supplemental assignments and discussion. Some advocates believe these brief digital lectures should replace the traditional lecture format altogether, and are better suited to the learning styles of younger students.

The article profiles a community college in New Mexico, where courses in reading and certain occupational areas have implemented the new format totally. Not surprisingly, the technique is particularly applicable to online instruction. The article points out, however, that some faculty members are concerned that content gets truncated in a manner detrimental to the presentation of complex and detailed concepts.

Here's an excerpt from the Chronicle piece by David Shieh:

Take a 60-minute lecture. Cut the excess verbiage, do away with most of the details, and pare it down to key concepts and themes.

What's left? A "microlecture" over in as few as 60 seconds. A course designer for San Juan College, a community college in Farmington, N.M., says that in online education, such tiny bursts can teach just as well as traditional lectures when paired with assignments and discussions.

Skeptics, however, argue that lectures involving sustained arguments, such as literary analyses or explanations of complex equations, cannot be boiled down in this way.

And:

The microlectures, which last from 60 seconds to three minutes, do little more than introduce key terms and concepts. In an online class on academic reading, for example, students learning about word construction listen to an 80-second microlecture that introduces word parts and explains that they have a bearing on the meaning of words, said Michelle Meeks, a reading instructor. Students then use an online dictionary to look up a list of 25 prefixes, suffixes, and word roots, writing up their findings and discussing them on a message board.

Bills Would Allow Concealed Handguns on Campus

A pair of companion bills in the House and Senate appear to be gathering steam (as reflected in the growing list of co-sponsors) that would allow anyone with a license for a concealed handgun to enter a college or university campus while armed. Under current law, guns are prohibited at a variety of sites, including educational institutions. 

Speeches advocating a change in policy intensified almost two years ago, in the wake of the horrible massacre at Virginia Tech. Some Texas lawmakers have argued that the tragedy could have been avoided, or at least mitigated, if someone (say a student, teacher, or school official) had been able to shoot the perpetrator during the extended rampage. 

Others argue that a plethora of guns on campus would create additional risk. Virtually all experienced teachers have encountered students with emotional problems, not to mention anger. One question is whether violence is less—or more—likely if nearby individuals are armed and attempt to act during a perceived dangerous, and likely confusing, situation.

This link will take you to HB 1893, introduced by Rep. Joe Driver (R-Garland). At this site you can also access SB 1164, the identical (at this point) companion, introduced by Sen. Jeff Wentworth (R-San Antonio).

Based on the list of those who have endorsed the measures, the contest will be highly partisan.

Developmental Education Bill Introduced

Sen. Florence Shapiro (R-Plano) has introduced a highly anticipated bill on developmental education. She chairs the Senate Committee on Education, and the measure corresponds closely with proposals by Commissioner of Higher Education Raymund Paredes for a "complete overhaul" of DE.

Background information and the TCCTA "Talking Points" on this subject are available here, from an earlier post. 

The bill is SB 1561. The measure would direct the Coordinating Board to assign the principal responsibility for developmental education to community colleges. It would also establish pilot programs to determine best practices—including modular programs using new technology, and new means of assessment. Commissioner Paredes has stated a preference for non-course based instruction, in an attempt to improve the rates of success for developmental students. The impact of such legislation would depend heavily on the appropriations process.

Here is the text of SB 1561.  Educators in the DE field are especially urged to read it carefully before contacting their representatives and senators, offering constructive suggestions in fashioning this important potential shift in policy. 

Here are the members of the Senate Committee on Education, including contact information.

Bills on Proportionality Gain Sponsors

TCCTA has been urging members to support SB 41, introduced by Sen. Judith Zaffirini (D-Laredo), which would preclude the use of proportionality in funding health benefits for community colleges. On March 9, a "companion" bill in the House was referred to the Appropriations Committee. The bill is HB 2083, by Rep. Burt Solomons (R-Carrollton).

At this point the two bills are identical, but this could change as they navigate their way through their respective chambers. Importantly, the list of co-sponsors is growing in both the House and Senate, as lawmakers declare their support. 

Here's a link to the list of co-sponsors for SB 41. 

Here's a list of co-sponsors for HB 2083. 

If their names do not appear on this list, members are urged to ask their lawmakers to sign on as co-sponsors of these bills. Messages of thanks and support would also be appropriate for those whose names are included. The quantity of co-sponsors does not guarantee passage, of course, but the roster is a sign of support that may represent momentum. So far the bills have been endorsed by members of both parties and all political persuasions. 

Please keep in mind that the House and Senate have refused consistently to adopt proportionality over the past several sessions, in contrast with the recommendations of the Legislative Budget Board and governor's office. Be sure to commend representatives and senators for their previous policy decisions.

Although the subject matter is the same, the status of these bills is independent of prospective activity of the Senate Finance Committee as it considers proportionality—the subject of the two previous posts. 

Senate Finance Committee Agenda Postponed

Proportionality will not be on today's agenda of the Senate Finance Committee, according to a brief announcement by committee Chair Steve Ogden (R-College Station) at the beginning of today's hearing. As reported previously, a working group has recommended the application of proportionality in funding health benefits for community colleges. 

The committee has trimmed its agenda, and today will consider Article VIII funding items (boards, commissions, and regulatory agencies) only. Sen. Ogden announced that the other items on the budget were "not ready for prime time." 

Members are urged to keep up the communications with Senators and Representatives, paying particular attention to the recommendations in the previous post. TCCTA will follow this issue closely and report any developments here. 

URGENT Request for Action on Proportionality

This is an important bulletin on a matter of great importance to all community college educators.

Thursday a Senate Finance Committee working group recommended that proportionality in funding health benefits for community colleges be used in calculating the state's obligation to community college employee health insurance. The matter will be considered by the full committee on Monday. A similar proposal offered last Session to adopt proportionality in calculating benefits would have cost community colleges in excess of $150 million.

The issue of proportionality has arisen in two previous legislative sessions, causing tremendous concern among legislators and community college employees over the direct impact such policy would have on the ability of two-year colleges to fulfill their mission.

Links for background information on proportionality and "Who Represents Me" are found at the conclusion of this post.

All members are urged to contact the members of the Finance Committee. A link to the membership of the panel is provided here. Those represented by members of the committee are especially urged to contact their particular Senators.

As always, please do not use college e-mail accounts, equipment, or stationery in communicating with policy makers.

TCCTA Lobbyist Beaman Floyd emphasizes that members who are represented by the following Senators call or e-mail their offices as soon as possible, using the links with contact information below. Just click on "e-mail" or "office" for the right information. (You may call the district or Capitol office.) 

Be sure to express the opposition of TCCTA to proportionality and our unity on this issue with the Texas Association of Community Colleges. Please forward any responses to the TCCTA state office.

Senator Jane Nelson (R-Flower Mound)

Senator Bob Duell (R-Greenville)

Senator Kip Averitt (R-Waco)

Senator Kel Seliger (R-Amarillo)

Senator Royce West (D-Dallas)

Senator Judith Zaffirini (D-Laredo) voted against proportionality at Thursday's hearing and has sponsored legislation that would eliminate it from budget consideration by statute. TCCTA asks that all members, regardless of district, express our thanks to her by e-mail (rather than calls), at this address:

E-Mail to Sen. Judith Zaffirini (D-Laredo)

Please act QUICKLY, since the full Senate Committee will meet on Monday, March 9.

The TCCTA "Talking Points" and background information on the subject can be found here. 

To find out "Who Represents Me?" visit this link.

VALIC Statement Addresses Retirement Account Safety

If your ORP or TDA account is with AIG-VALIC, you may want to read the latest post from VALIC corporate headquarters. (Perhaps the company has communicated such information with you already.) Current disturbing economic developments have raised questions regarding the safety of all retirement accounts, even if the money is insured by contract. AIG has been prominent in the news lately and AIG-VALIC is a popular choice in Texas for ORP/TDA participants.

It's best to read the entire post for yourself, to see if it fits your situation. Of particular interest is whether contract holders are participating in a VALIC "fixed" or "variable" account. 

The latest statement is designed to reassure participants that state law and regulations preclude the sort of risky investments that have jeopardized the economic future of so many Americans in today's volatile market. AIG is a separate company from VALIC, which operates under discrete rules of governance and Texas insurance statutes.

Here's the VALIC statement.

Here's a previous post on the TCCTA Blog, from last September, for background information.

TCCTA Supports Bill on Assault Leave

TCCTA Lobbyist Beaman Floyd registered the support of TCCTA for SB 65, a bill by Sen. Judith Zaffirini (D-Laredo), during a hearing on the measure before the Senate Committee on Higher Education, on March 4.

The bill would create a paid leave for community college and university employees who are assaulted while on duty. Under current law, if a higher education employee is physically assaulted, the individual must use sick leave during the recovery period before returning to work. SB 65 would give higher education employees identical protection to those employed in the public schools, with a full salary provided during the recovery.

Here is the text of the bill as introduced.

In laying out the bill, Sen. Zaffirini noted that an identical measure passed the Senate unanimously last session, but died in the House.

"We're grateful to Senator Zaffirini for sponsoring this legislation," Beaman Floyd observed.

Service Learning Growing on Campuses

Service Learning has been around for a while and apparently shows no evidence of fading, as so many educational trends do. Allowing or requiring students to serve nearby communities (or even overseas) in various social service functions is attractive to many educators. Coordinating the curriculum with local needs, adjusting to new realities, and figuring out how to evaluate student performance are still issues with these programs. Some faculty members are concerned that certain volunteer tasks do not require much academic rigor, while others do not want their own disciplines to become less popular. Instructors in certain fields are very enthusiastic, however, with added interest now being generated due to the current economic downturn.

If you are somewhat unfamiliar with the Service Learning, and how it looks on actual campuses around the country, the February 27 issue of the Chronicle of Higher Education (subscription) has an interesting and thoughtful article by Elyse Ashburn. One of the colleges profiled is Wagner College on Staten Island, New York, but the issues discussed in the piece are applicable most everywhere.

Here's an excerpt:

Stuffing envelopes instills many qualities: humility, patience, tough fingers, and a pasty tongue. It is not, however, known for expanding the intellect. That's what college is supposed to do.

And there's the rub. It has been a persistent tension since the 1990s, when service learning became de rigueur on college campuses. At its most basic, service learning moves volunteer work from campus clubs into the classroom. How that actually plays out varies widely from place to place. Many colleges scatter students across dozens or even hundreds of community groups. Even within a single service-learning course, students might be working with a half-dozen different agencies.

The movement has gained new energy with the election of President Obama, who has made increasing service a central plank of his higher-education agenda. But across the board, colleges and universities struggle with service learning's twin goals of providing meaningful help to the community and academic rigor to students.

Coordinating Board Posts Recommendations

The Texas Higher Education Coordinating Board has published its report on "Designing Texas Undergraduate Education in the 21st Century." The document is the result of work performed by the Undergraduate Education Advisory Committee, and contains a number of interesting recommendations and observations. Topics include developmental education reform, Course Redesign, accountability measures, and a recommendation to revise the Core Curriculum. 

Here's the full report, which was sent to the governor and legislative leaders on February 23. The document will likely be discussed frequently during the current Regular Session.