JACC No. 2: My most significant contribution

April 23, 2017

A series of my most memorable moments with the Journalism Association of Community Colleges.

For as long as JACC has been around one of the key issues has been communicating with the universities –mostly California State University—and making sure the courses that we teach at the community college articulate.

While at one point a “gentleman’s agreement” was made between community colleges that 12 units of journalism at the community college would transfer to the universities. The sticking point is the student newspaper courses we teach at the community college. The universities reserve that for upper division and not all wanted to even transfer credit from our offerings as elective credit. Adding to that problem was the accreditation process through the Accrediting Council on Education of Journalism and Mass Communications, which looks at university programs nationally. Its process restricts the number of lower division journalism units that should be applied to a bachelor’s degree.

Over the years, as new technologies emerged and universities saw greater demands for the degree, which did not increase in overall academic units, more and more “must take” courses were added to upper division work. Room from them came at the expense of the lower division courses, including community college transfer units.

But not all CSU programs have sought ACJEMC accreditation and retained some flexibility. And there is pressure in California for the two systems to work together more closely in all disciplines, not just journalism. I have been involved with several statewide efforts over the years to help foster communication and argue for inclusion of the community college newspaper units, which are the lifeblood of most community college programs. Without the newspaper courses, many of the community colleges would simply not offer any journalism at all.

Many of our CSU journalism colleagues would agree that community college transfers greatly strengthen their upper division programs and would acknowledge the benefits of the newspaper courses those students took at their community colleges. But the extra lower division units cannot be substituted for upper division work, and thus carry baggage along with the benefits.

Then in 2010 the state legislature passed SB 1440 that required the two systems to work together to create fast track associate degrees in the top 35 transfer majors and to assure that students that followed the path of these majors had some guaranteed admission and registration pathways to similar CSU programs.

Journalism was low on that list, but it was there, and we successfully lobbied the California Community College Academic Senate to move us up in priority for developing a degree. We were already in contact with our university colleagues –had been more 30 for nearly 50 years—and were ready to go.

I chaired the group of community college and CSU faculty that formed the model curriculum degree and defined the courses, and what should be included in them. I also serve as the journalism discipline chair of the committee that reviews community college courses to make sure they are equivalent to those definitions, thus smoothing the transfer process. And, yes, the newspaper courses are a part of those degrees, but we have defined them in such a way to assure our university cousins that we understand these are lower division courses, not to be confused with their upper division courses. We even defined the degree in such a way to make it possible for ACJMCE-accredited programs can make their degree work without jeopardizing their accreditation if they want to.

Basically, we carefully codified that old 12-unit “gentleman’s agreement,” but this time with some teeth.

Of course, the degree is not perfect, and not all CSUs accept it. Part of the problem is that the universities themselves are not in full agreement of what should be included in their degrees and what should be upper-division work and what can be lower-division work.

I consider the work I have been able to assist in with this initiative to be the most significant contribution to journalism education I have ever made, both in getting the state academic senate to move up the priority and in developing a well-crafted model degree that CAN work for both systems.

– – – – – –

Previously: No. 10: The swimming race and the photo darkroom, No. 9: Getting a thesis topic, No. 8: Stories: Yosemite, The Shooter, Handcuffs, West Valley Rules, 7: Clearing out the Holiday Inn, 6: Creative thinking: Conversations with Wil and Timi, 5: Legal updates and Blue Heron, 4: Pay no attention to the man behind the curtain, 3: Honors.


Next: Pacesetter, not pacemaker

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