Pressure Mounts on UC System to Reach Agreement with Lecturers as Strike Looms
UC to Launch Its First Bachelor's Program in Prison
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Its answer could influence future course offerings and admissions requirements in math for UC and CSU.\u003c/p>\n\u003cp>“There’s a tension between the interest in adhering to math standards and ensuring students learn math and also recognizing the changes that are happening in the uses of math in industry and the world in general,” said Pamela Burdman, executive director of Just Equations, a nonprofit that promotes policies that prepare students with quantitative skills to succeed in college.\u003c/p>\n\u003cp>“How UC resolves this issue will have a bearing on that, and the signals that UC sends to high schools about what is and isn’t approved will have a big impact on what this next generation of students learns.”\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Pamela Burdman, executive director, Just Equations\"]‘There’s a tension between the interest in adhering to math standards and ensuring students learn math and also recognizing the changes that are happening in the uses of math in industry and the world in general.’[/pullquote]The issue has embroiled California’s higher education decision-makers, and it mired proponents and opponents of California’s new TK–12 math framework in an acrimonious debate earlier this year.\u003c/p>\n\u003cp>Advocates have cited the appeal of introductory data science as a way to broaden math boundaries to students turned off by it. Traditionalists — including STEM professionals — countered that courses like introductory data science with little advanced math content create the illusion that students are prepared for college-level quantitative work while discouraging them from pursuing STEM majors.\u003c/p>\n\u003cp>Separate from this immediate question, a second group of UC, CSU and community college math professors is revisiting a more fundamental question: How much math knowledge is essential for any high school graduate with college aspirations and separately for those interested in pursuing STEM, the social sciences or majors needing few quantitative skills?\u003c/p>\n\u003cp>For the past two decades, the answer was cut-and-dried — and uniform. The CSU and UC defined foundational high school math as the topics and concepts covered by the three math courses — Algebra I, Geometry, and Advanced Algebra, which is Algebra II — that both systems require students to pass for admission.\u003c/p>\n\u003cp>With the state adopting the Common Core math standards for K–12 in 2010, the options expanded to include Integrated I, II and III, which cover the same Common Core topics in a different order. Both UC and CSU encourage students to take a fourth year of math, and most do.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The debate has centered on Algebra II. For future science, engineering and math majors, Algebra II is the gateway to the path from trigonometry and Pre-calculus to Calculus, which they must eventually take. But for most non-STEM-bound students, Algebra II can be a slog: difficult, abstract and irrelevant to the college plans.\u003c/p>\n\u003cp>Despite a general agreement that high school math should be more relatable and relevant, there is intense disagreement on the fix.\u003c/p>\n\u003cp>New course offerings in the burgeoning fields of data science and statistics “present new ways to engage students. At the same time, they can foster the quantitative literacy — or competency with numerical data — that math courses are intended to provide,” Burdman wrote in a commentary in EdSource. “They have the potential to improve equity and ensure that quantitative literacy is a right, not a privilege.”\u003c/p>\n\u003cp>But with 17% of Black children, 23% of Hispanic children and 23% of low-income children scoring proficient in the latest Smarter Balanced tests, the need for effective and engaging math instruction must begin long before high school. The new TK–12 math framework, approved in July after multiple revisions and four years of debate, forcefully calls for fundamental changes in math instruction.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Ji Song and James Stigler, psychology professors, UCLA\"]‘Arguments about what content should be included in high school mathematics fail to acknowledge the elephant in the room: We haven’t yet figured out how to teach the concepts of algebra well to most students.’[/pullquote]“Arguments about what content should be included in high school mathematics fail to acknowledge the elephant in the room: We haven’t yet figured out how to teach the concepts of algebra well to most students,” wrote UCLA psychology professors Ji Song and James Stigler in an EdSource commentary\u003cem>.\u003c/em>\u003c/p>\n\u003cp>Committees of faculty senates of both UC and CSU have restated that Algebra II, along with geometry and Algebra I, provide the skills and quantitative reasoning needed for college work in whatever paths students eventually choose.\u003c/p>\n\u003cp>“College and career readiness expectations include completion of these sequences or their equivalent that cover all of the Common Core standards,” the CSU Math Council wrote in\u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/academic-senate/resolutions/2022-2023/3599.pdf\"> a January resolution\u003c/a>.\u003c/p>\n\u003cp>But in 2020, the influential UC academic senate, which is authorized to oversee course content for admissions, sent a critical mixed message. In a \u003ca href=\"https://senate.universityofcalifornia.edu/_files/committees/boars/documents/statement-on-mathematics-preparation-for-uc.pdf\">statement\u003c/a>, the Board of Admissions and Relations with Schools or BOARS invited proposals for a broader range of math courses for consideration\u003ca href=\"https://senate.universityofcalifornia.edu/_files/committees/boars/documents/statement-on-mathematics-preparation-for-uc.pdf\"> \u003c/a>that would enable students to “complete certain mathematics courses other than Algebra II or Mathematics III in their junior year of high school to fulfill the minimum admissions requirement.” BOARS said it saw the expanded options “as both a college preparation and equity issue.”\u003c/p>\n\u003cp>Proponents of data science seized the opportunity, launching an end-run around what they perceived to be the inflexibility of math professors to change.\u003c/p>\n\u003ch2>A tsunami of new courses\u003c/h2>\n\u003cp>BOARS oversees policy, but the High School Articulation Unit, a small office in the UC President’s Office, evaluates and vet the tens of thousands of courses that course developers and high school teachers submit annually for approval. The office began authorizing new data science courses as meeting or “validating” the content requirements of Algebra II and Integrated III. The validation exemption presumed that the new course would build upon concepts and standards that students had covered in previous courses — in this case, Algebra II — or would be covered in the new course.\u003c/p>\n\u003cp>Soon, a tsunami of classes was being submitted — hundreds of data science courses serving tens of thousands of students.\u003c/p>\n\u003cp>There had been a precedent. As early as 2014, the UC had questionably validated statistics courses as satisfying Algebra II because they covered statistics standards that many Algebra II teachers frequently don’t get to while not teaching other Algebra II content. However, extending validation to data science is more problematic since California has not established standards for the subject. As a result, there are no guidelines for what standards the courses should be teaching.\u003c/p>\n\u003ch2>A flaw in implementation or policy?\u003c/h2>\n\u003cp>\u003ca href=\"https://sites.google.com/view/mathregents/home\">In a detailed Nov. 12 letter \u003c/a>to UC regents, Jelani Nelson, a professor of electrical engineering and computer sciences at UC Berkeley and a leading critic of weakening math requirements through course substitution, put the blame not on policy changes but on the course-approval process. An Articulation Unit with a small staff, none of whom had a background in STEM, was overwhelmed, he wrote.\u003c/p>\n\u003cp>Others agree. Rick Ford, professor emeritus and former chair of the department of mathematics at CSU Chico, said that what once was a rigorous process for course approval had become a “horrendous” pro-forma exercise, “primarily reliant on the fidelity of submitters” to follow BOARS guidelines.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11968324,mindshift_62724,forum_2010101894089\"]The oldest and most popular course, Introduction to Data Science, developed by UCLA statistics professor Robert Gould through funding from the National Science Foundation and used throughout Los Angeles Unified, covered only the statistics standards, not other content in Algebra II. The same was the case with another popular course validated for Algebra II, “\u003ca href=\"https://hsdatascience.youcubed.org/\">Explorations in Data Science\u003c/a>,” developed by the nonprofit YouCubed.\u003c/p>\n\u003cp>Most students who had taken Introduction to Data Science so far had taken Algebra II, so that was not a problem. But those who took it as juniors in lieu of Algebra II might find the course shut doors instead of opening them. Those who might later decide they want to major in biology, computer science, chemistry, neurology or statistics, all of which require passing Calculus, would find themselves struggling for lack of Algebra II; the CSU, meanwhile, no longer offers remediation courses in math.\u003c/p>\n\u003cp>“You’re asking a 14- or 15-year-old kid to make a lifelong decision in the spring of sophomore year,” said Ford, who chaired the influential\u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/academic-senate/Documents/reports/CDE_Letter_Mathematics_Framework.pdf.\"> Academic Preparation and Education Programs Committee \u003c/a>of the CSU academic senate. “Watering down content is creating a multitrack system instead of giving all students the greatest chance of success.”\u003c/p>\n\u003ch2>A backlash followed\u003c/h2>\n\u003cp>News that UC was approving the substitution of data science for third-year Common Core math frustrated the faculty of CSU, which has relied on BOARS and the UC faculty for policy decisions since the two systems agreed to common course requirements, known as A-G, in 2003. Approving coursework that does not meet Common Core standards “brought to light the complete lack of control that the CSU has over the A-G high school requirements that are used for admission to our system,” the CSU senate stated in a January resolution. It called for the academic senates of both systems “to explore establishing joint decision-making” over new courses and changes to the A-G standards.\u003c/p>\n\u003cp>In July, tensions came to a head during the lead-up to the anticipated approval of the final version of the updated California Math Framework by the State Board of Education. Thousands of STEM professionals and UC and CSU faculty had signed petitions sharply criticizing earlier drafts of the math guidelines. The proposed framework discouraged districts from offering Algebra I in eighth grade, compounding the challenge of taking Calculus before high school graduation while encouraging students to take data science over STEM professions described as less interesting and collaborative. One of the five authors of the drafts was Jo Boaler, a prominent professor of mathematics education at the Stanford Graduate School of Education and co-founder of YouCubed.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Elizabeth Statton, math teacher, Lowell High in San Francisco\"]‘By encouraging students to abandon algebra before they’ve solidified their understanding, the (framework) makes it even more difficult for them to get back on that track — even more so now that our community colleges and CSUs have done away with remedial courses.’[/pullquote]\u003ca href=\"https://edsource.org/2023/next-maybe-last-big-test-for-californias-controversial-math-framework/693653\">In the framework it adopted\u003c/a> in July, the State Board of Education left it to districts to decide who should take Algebra in the eighth grade. The final version revised language conflating courses in data literacy, which all 21st-century students need, with math-intensive data science courses that, together with Calculus, would prepare students for a data science major in college. It also dropped a new third pathway for data science next to the traditional path leading to Calculus.\u003c/p>\n\u003cp>But the final framework hasn’t fully mollified critics, including Elizabeth Statton, a math teacher at Lowell High in San Francisco and former software executive.\u003c/p>\n\u003cp>“By encouraging students to abandon algebra before they’ve solidified their understanding, the (framework) makes it even more difficult for them to get back on that track — even more so now that our community colleges and CSUs have done away with remedial courses,” she wrote in an email.\u003c/p>\n\u003cp>“The only way we’re going to diversify STEM fields is to keep historically excluded young students \u003cem>on \u003c/em>the algebraic thinking pathway just a little bit longer. That will give them the mathematical competencies they will need to make their own decisions about whether or not they want to pursue rigorous quantitative majors and careers.”\u003c/p>\n\u003cp>Feeling the heat, BOARS hastily reversed positions on July 7 — days before the State Board meeting — \u003ca href=\"https://edsource.org/2023/uc-committee-changes-admission-standard-for-data-science-causing-confusion-over-math-framework/693892\">revoking validation for meeting Algebra II\u003c/a> requirements for all data science courses. And, \u003ca href=\"https://edsource.org/wp-content/uploads/2023/07/Math-Framework-Final-BOARS-let-070723.pdf\">in a letter to the State Board\u003c/a>, BOARS Chair Barbara Knowlton requested wording changes to the proposed framework, which the board did, including deleting a diagram that showed data science as an option to sub for Algebra II.\u003c/p>\n\u003cp>“The data science courses that have to date been approved by UCOP’s high school articulation team appear not to have been designed as third- or fourth-year mathematics courses,” wrote Knowlton, a professor of psychology at UCLA.\u003c/p>\n\u003cp>Ten days later, BOARS met again and clarified that there might be some exceptions for granting validation to those data science courses with “a prerequisite mastery of Algebra II content.” It also reiterated that the revocation of A-G credit would exempt students currently taking data science courses, with credit for Algebra II, or who had taken data science courses in past years.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Pamela Burdman, executive directorJust Equations\"]‘It’s been unfortunate that UC’s process of determining the rules has caused far more confusion than was needed.’[/pullquote]“It’s been unfortunate that UC’s process of determining the rules has caused far more confusion than was needed,” said Burdman, the executive director of Just Equations.\u003c/p>\n\u003cp>The\u003ca href=\"https://senate.universityofcalifornia.edu/_files/committees/boars/boars-july-17-2023-minutes.pdf\"> minutes of the meeting\u003c/a> revealed that BOARS members professed they didn’t know how the articulation unit in the President’s Office determined if courses could be substituted. Nor could they determine how many data science courses were designated as advanced math. The President’s Office said about 400 data science courses were being taught in California high schools.\u003c/p>\n\u003cp>The minutes said that BOARS would appoint a working group, including computer science, neuroscience, statistics and math professors, to clarify how to enforce the July 7 revocation vote, incorporate Algebra II as a course prerequisite, and determine the criteria for course validation.\u003c/p>\n\u003cp>BOARS, whose meetings are not public, hasn’t disclosed who’s in the group, although it includes no CSU faculty. The group has been meeting ahead of a December deadline so that BOARS can review and take action in January; only then will its recommendations be made public, Knowlton said in an interview.\u003c/p>\n\u003cp>There’s pressure to complete work in time for the next course cycle for the fall of 2024, starting in February, so applicants know the new rules. “There is a concern among some people that if we don’t send this message quickly, there will be a proliferation of these courses,” she said.\u003c/p>\n\u003cp>Knowlton hopes the work group will identify algebra elements critical for student success and evaluate courses to see which ones don’t cover them.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Barbara Knowlton, BOARS chair and psychology professor, UCLA\"]‘We want as much access as possible, yet it has to mean that students are prepared.’[/pullquote]“Some validated courses may leave out really very important foundational aspects of math, and we want to reiterate what those are,” she said. Course developers could choose to add concepts to qualify for validation for Algebra II; that’s what the developers of financial math have done. Or instead, they could offer courses like data science as advanced math in the fourth year of high school, with a prerequisite of Algebra II.\u003c/p>\n\u003cp>Knowlton said BOARS is committed to equity in college admissions. But the challenge is balancing access and preparation, she said. “We want as much access as possible, yet it has to mean that students are prepared.”\u003c/p>\n\u003cp>But Aly Martinez, the former math coordinator for San Diego Unified, worries that efforts to create innovative and rigorous data science and statistics courses will be swept aside if BOARS applies restrictions too broadly.\u003c/p>\n\u003cp>After surveying students about their math interests, the district worked with the creators of \u003ca href=\"https://coursekata.org/\">CourseKata\u003c/a> to turn its college statistics and data science course into two-year high school courses incorporating Algebra II standards and college and career pathway requirements. The courses can lead to Calculus for STEM majors; others can apply the knowledge to social science and other majors. The first-year course is popular and should be validated as satisfying Algebra II, she said.\u003c/p>\n\u003cp>“There is momentum and excitement about this work,” said Martinez, who is now the director of math for the nonprofit Student Achievement Partners. “Those who are innovative should not be the ones getting hurt.”\u003c/p>\n\u003ch2>A fresh look at standards\u003c/h2>\n\u003cp>The second committee commissioned by BOARS will take a broader and longer view of math content. Its members will include math professors from the CSU and community colleges, as well as UC, as a subcommittee of a joint faculty body,\u003ca href=\"https://icas-ca.org/\"> the Intersegmental Committee of Academic Senates\u003c/a>.\u003c/p>\n\u003cp>Kate Stevenson, a math professor at CSU Northridge and member of the new workgroup, said, “It’s not our goal to rewrite the standards, but to emphasize what parts of the standards are really critical to all students’ success and which are critical to life sciences as opposed to engineers, physicists and chemists.”\u003c/p>\n\u003cp>The committee will probably not recommend dropping math standards but could look at reorganizing or de-emphasizing them, she said.\u003c/p>\n\u003cp>Few Algebra II teachers find time for statistics standards, she said. “So what would a third year look like with a better balance between statistics and algebraic skills? Could we repeat less of Algebra I if we did the integrated pathway?” she asked. “Or what parts of the algebra curriculum could really belong in Pre-calculus rather than in Algebra II?”\u003c/p>\n\u003cp>Although it is not the committee’s role, Stevenson said she thinks the Common Core standards deserve revisiting. “It’s not that I don’t like the standards. But it’s very unlikely the mathematics that we agreed to in 2013 is the mathematics that we think students should have in 2030.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2023/advanced-algebra-data-science-and-more-uc-rethinks-contested-issues-of-high-school-math/701986\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"As UC rethinks how much math high school students should know before taking a college qualifying course in data science, the result could have a big impact on what the next generation of students learn.","status":"publish","parent":0,"modified":1702176789,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":53,"wordCount":3084},"headData":{"title":"UC Reconsiders Requirements for Data Science Students Amid Ongoing High School Math Debate | KQED","description":"As UC rethinks how much math high school students should know before taking a college qualifying course in data science, the result could have a big impact on what the next generation of students learn.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"UC Reconsiders Requirements for Data Science Students Amid Ongoing High School Math Debate","datePublished":"2023-12-09T15:30:55.000Z","dateModified":"2023-12-10T02:53:09.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"source":"edsource","sourceUrl":"https://edsource.org/","sticky":false,"nprByline":"\u003ca href=\"https://edsource.org/author/jfensterwald\">John Fensterwald\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11969432/uc-reconsiders-high-school-math-requirements-for-data-science-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Next month, a panel of University of California professors in the sciences and math will give their recommendations on the contentious issue of how much math high school students should know before taking a college-qualifying course in data science. Its answer could influence future course offerings and admissions requirements in math for UC and CSU.\u003c/p>\n\u003cp>“There’s a tension between the interest in adhering to math standards and ensuring students learn math and also recognizing the changes that are happening in the uses of math in industry and the world in general,” said Pamela Burdman, executive director of Just Equations, a nonprofit that promotes policies that prepare students with quantitative skills to succeed in college.\u003c/p>\n\u003cp>“How UC resolves this issue will have a bearing on that, and the signals that UC sends to high schools about what is and isn’t approved will have a big impact on what this next generation of students learns.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘There’s a tension between the interest in adhering to math standards and ensuring students learn math and also recognizing the changes that are happening in the uses of math in industry and the world in general.’","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Pamela Burdman, executive director, Just Equations","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>The issue has embroiled California’s higher education decision-makers, and it mired proponents and opponents of California’s new TK–12 math framework in an acrimonious debate earlier this year.\u003c/p>\n\u003cp>Advocates have cited the appeal of introductory data science as a way to broaden math boundaries to students turned off by it. Traditionalists — including STEM professionals — countered that courses like introductory data science with little advanced math content create the illusion that students are prepared for college-level quantitative work while discouraging them from pursuing STEM majors.\u003c/p>\n\u003cp>Separate from this immediate question, a second group of UC, CSU and community college math professors is revisiting a more fundamental question: How much math knowledge is essential for any high school graduate with college aspirations and separately for those interested in pursuing STEM, the social sciences or majors needing few quantitative skills?\u003c/p>\n\u003cp>For the past two decades, the answer was cut-and-dried — and uniform. The CSU and UC defined foundational high school math as the topics and concepts covered by the three math courses — Algebra I, Geometry, and Advanced Algebra, which is Algebra II — that both systems require students to pass for admission.\u003c/p>\n\u003cp>With the state adopting the Common Core math standards for K–12 in 2010, the options expanded to include Integrated I, II and III, which cover the same Common Core topics in a different order. Both UC and CSU encourage students to take a fourth year of math, and most do.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The debate has centered on Algebra II. For future science, engineering and math majors, Algebra II is the gateway to the path from trigonometry and Pre-calculus to Calculus, which they must eventually take. But for most non-STEM-bound students, Algebra II can be a slog: difficult, abstract and irrelevant to the college plans.\u003c/p>\n\u003cp>Despite a general agreement that high school math should be more relatable and relevant, there is intense disagreement on the fix.\u003c/p>\n\u003cp>New course offerings in the burgeoning fields of data science and statistics “present new ways to engage students. At the same time, they can foster the quantitative literacy — or competency with numerical data — that math courses are intended to provide,” Burdman wrote in a commentary in EdSource. “They have the potential to improve equity and ensure that quantitative literacy is a right, not a privilege.”\u003c/p>\n\u003cp>But with 17% of Black children, 23% of Hispanic children and 23% of low-income children scoring proficient in the latest Smarter Balanced tests, the need for effective and engaging math instruction must begin long before high school. The new TK–12 math framework, approved in July after multiple revisions and four years of debate, forcefully calls for fundamental changes in math instruction.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘Arguments about what content should be included in high school mathematics fail to acknowledge the elephant in the room: We haven’t yet figured out how to teach the concepts of algebra well to most students.’","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Ji Song and James Stigler, psychology professors, UCLA","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>“Arguments about what content should be included in high school mathematics fail to acknowledge the elephant in the room: We haven’t yet figured out how to teach the concepts of algebra well to most students,” wrote UCLA psychology professors Ji Song and James Stigler in an EdSource commentary\u003cem>.\u003c/em>\u003c/p>\n\u003cp>Committees of faculty senates of both UC and CSU have restated that Algebra II, along with geometry and Algebra I, provide the skills and quantitative reasoning needed for college work in whatever paths students eventually choose.\u003c/p>\n\u003cp>“College and career readiness expectations include completion of these sequences or their equivalent that cover all of the Common Core standards,” the CSU Math Council wrote in\u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/academic-senate/resolutions/2022-2023/3599.pdf\"> a January resolution\u003c/a>.\u003c/p>\n\u003cp>But in 2020, the influential UC academic senate, which is authorized to oversee course content for admissions, sent a critical mixed message. In a \u003ca href=\"https://senate.universityofcalifornia.edu/_files/committees/boars/documents/statement-on-mathematics-preparation-for-uc.pdf\">statement\u003c/a>, the Board of Admissions and Relations with Schools or BOARS invited proposals for a broader range of math courses for consideration\u003ca href=\"https://senate.universityofcalifornia.edu/_files/committees/boars/documents/statement-on-mathematics-preparation-for-uc.pdf\"> \u003c/a>that would enable students to “complete certain mathematics courses other than Algebra II or Mathematics III in their junior year of high school to fulfill the minimum admissions requirement.” BOARS said it saw the expanded options “as both a college preparation and equity issue.”\u003c/p>\n\u003cp>Proponents of data science seized the opportunity, launching an end-run around what they perceived to be the inflexibility of math professors to change.\u003c/p>\n\u003ch2>A tsunami of new courses\u003c/h2>\n\u003cp>BOARS oversees policy, but the High School Articulation Unit, a small office in the UC President’s Office, evaluates and vet the tens of thousands of courses that course developers and high school teachers submit annually for approval. The office began authorizing new data science courses as meeting or “validating” the content requirements of Algebra II and Integrated III. The validation exemption presumed that the new course would build upon concepts and standards that students had covered in previous courses — in this case, Algebra II — or would be covered in the new course.\u003c/p>\n\u003cp>Soon, a tsunami of classes was being submitted — hundreds of data science courses serving tens of thousands of students.\u003c/p>\n\u003cp>There had been a precedent. As early as 2014, the UC had questionably validated statistics courses as satisfying Algebra II because they covered statistics standards that many Algebra II teachers frequently don’t get to while not teaching other Algebra II content. However, extending validation to data science is more problematic since California has not established standards for the subject. As a result, there are no guidelines for what standards the courses should be teaching.\u003c/p>\n\u003ch2>A flaw in implementation or policy?\u003c/h2>\n\u003cp>\u003ca href=\"https://sites.google.com/view/mathregents/home\">In a detailed Nov. 12 letter \u003c/a>to UC regents, Jelani Nelson, a professor of electrical engineering and computer sciences at UC Berkeley and a leading critic of weakening math requirements through course substitution, put the blame not on policy changes but on the course-approval process. An Articulation Unit with a small staff, none of whom had a background in STEM, was overwhelmed, he wrote.\u003c/p>\n\u003cp>Others agree. Rick Ford, professor emeritus and former chair of the department of mathematics at CSU Chico, said that what once was a rigorous process for course approval had become a “horrendous” pro-forma exercise, “primarily reliant on the fidelity of submitters” to follow BOARS guidelines.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"Related Stories ","postid":"news_11968324,mindshift_62724,forum_2010101894089"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>The oldest and most popular course, Introduction to Data Science, developed by UCLA statistics professor Robert Gould through funding from the National Science Foundation and used throughout Los Angeles Unified, covered only the statistics standards, not other content in Algebra II. The same was the case with another popular course validated for Algebra II, “\u003ca href=\"https://hsdatascience.youcubed.org/\">Explorations in Data Science\u003c/a>,” developed by the nonprofit YouCubed.\u003c/p>\n\u003cp>Most students who had taken Introduction to Data Science so far had taken Algebra II, so that was not a problem. But those who took it as juniors in lieu of Algebra II might find the course shut doors instead of opening them. Those who might later decide they want to major in biology, computer science, chemistry, neurology or statistics, all of which require passing Calculus, would find themselves struggling for lack of Algebra II; the CSU, meanwhile, no longer offers remediation courses in math.\u003c/p>\n\u003cp>“You’re asking a 14- or 15-year-old kid to make a lifelong decision in the spring of sophomore year,” said Ford, who chaired the influential\u003ca href=\"https://www.calstate.edu/csu-system/faculty-staff/academic-senate/Documents/reports/CDE_Letter_Mathematics_Framework.pdf.\"> Academic Preparation and Education Programs Committee \u003c/a>of the CSU academic senate. “Watering down content is creating a multitrack system instead of giving all students the greatest chance of success.”\u003c/p>\n\u003ch2>A backlash followed\u003c/h2>\n\u003cp>News that UC was approving the substitution of data science for third-year Common Core math frustrated the faculty of CSU, which has relied on BOARS and the UC faculty for policy decisions since the two systems agreed to common course requirements, known as A-G, in 2003. Approving coursework that does not meet Common Core standards “brought to light the complete lack of control that the CSU has over the A-G high school requirements that are used for admission to our system,” the CSU senate stated in a January resolution. It called for the academic senates of both systems “to explore establishing joint decision-making” over new courses and changes to the A-G standards.\u003c/p>\n\u003cp>In July, tensions came to a head during the lead-up to the anticipated approval of the final version of the updated California Math Framework by the State Board of Education. Thousands of STEM professionals and UC and CSU faculty had signed petitions sharply criticizing earlier drafts of the math guidelines. The proposed framework discouraged districts from offering Algebra I in eighth grade, compounding the challenge of taking Calculus before high school graduation while encouraging students to take data science over STEM professions described as less interesting and collaborative. One of the five authors of the drafts was Jo Boaler, a prominent professor of mathematics education at the Stanford Graduate School of Education and co-founder of YouCubed.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘By encouraging students to abandon algebra before they’ve solidified their understanding, the (framework) makes it even more difficult for them to get back on that track — even more so now that our community colleges and CSUs have done away with remedial courses.’","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Elizabeth Statton, math teacher, Lowell High in San Francisco","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ca href=\"https://edsource.org/2023/next-maybe-last-big-test-for-californias-controversial-math-framework/693653\">In the framework it adopted\u003c/a> in July, the State Board of Education left it to districts to decide who should take Algebra in the eighth grade. The final version revised language conflating courses in data literacy, which all 21st-century students need, with math-intensive data science courses that, together with Calculus, would prepare students for a data science major in college. It also dropped a new third pathway for data science next to the traditional path leading to Calculus.\u003c/p>\n\u003cp>But the final framework hasn’t fully mollified critics, including Elizabeth Statton, a math teacher at Lowell High in San Francisco and former software executive.\u003c/p>\n\u003cp>“By encouraging students to abandon algebra before they’ve solidified their understanding, the (framework) makes it even more difficult for them to get back on that track — even more so now that our community colleges and CSUs have done away with remedial courses,” she wrote in an email.\u003c/p>\n\u003cp>“The only way we’re going to diversify STEM fields is to keep historically excluded young students \u003cem>on \u003c/em>the algebraic thinking pathway just a little bit longer. That will give them the mathematical competencies they will need to make their own decisions about whether or not they want to pursue rigorous quantitative majors and careers.”\u003c/p>\n\u003cp>Feeling the heat, BOARS hastily reversed positions on July 7 — days before the State Board meeting — \u003ca href=\"https://edsource.org/2023/uc-committee-changes-admission-standard-for-data-science-causing-confusion-over-math-framework/693892\">revoking validation for meeting Algebra II\u003c/a> requirements for all data science courses. And, \u003ca href=\"https://edsource.org/wp-content/uploads/2023/07/Math-Framework-Final-BOARS-let-070723.pdf\">in a letter to the State Board\u003c/a>, BOARS Chair Barbara Knowlton requested wording changes to the proposed framework, which the board did, including deleting a diagram that showed data science as an option to sub for Algebra II.\u003c/p>\n\u003cp>“The data science courses that have to date been approved by UCOP’s high school articulation team appear not to have been designed as third- or fourth-year mathematics courses,” wrote Knowlton, a professor of psychology at UCLA.\u003c/p>\n\u003cp>Ten days later, BOARS met again and clarified that there might be some exceptions for granting validation to those data science courses with “a prerequisite mastery of Algebra II content.” It also reiterated that the revocation of A-G credit would exempt students currently taking data science courses, with credit for Algebra II, or who had taken data science courses in past years.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘It’s been unfortunate that UC’s process of determining the rules has caused far more confusion than was needed.’","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Pamela Burdman, executive directorJust Equations","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>“It’s been unfortunate that UC’s process of determining the rules has caused far more confusion than was needed,” said Burdman, the executive director of Just Equations.\u003c/p>\n\u003cp>The\u003ca href=\"https://senate.universityofcalifornia.edu/_files/committees/boars/boars-july-17-2023-minutes.pdf\"> minutes of the meeting\u003c/a> revealed that BOARS members professed they didn’t know how the articulation unit in the President’s Office determined if courses could be substituted. Nor could they determine how many data science courses were designated as advanced math. The President’s Office said about 400 data science courses were being taught in California high schools.\u003c/p>\n\u003cp>The minutes said that BOARS would appoint a working group, including computer science, neuroscience, statistics and math professors, to clarify how to enforce the July 7 revocation vote, incorporate Algebra II as a course prerequisite, and determine the criteria for course validation.\u003c/p>\n\u003cp>BOARS, whose meetings are not public, hasn’t disclosed who’s in the group, although it includes no CSU faculty. The group has been meeting ahead of a December deadline so that BOARS can review and take action in January; only then will its recommendations be made public, Knowlton said in an interview.\u003c/p>\n\u003cp>There’s pressure to complete work in time for the next course cycle for the fall of 2024, starting in February, so applicants know the new rules. “There is a concern among some people that if we don’t send this message quickly, there will be a proliferation of these courses,” she said.\u003c/p>\n\u003cp>Knowlton hopes the work group will identify algebra elements critical for student success and evaluate courses to see which ones don’t cover them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘We want as much access as possible, yet it has to mean that students are prepared.’","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Barbara Knowlton, BOARS chair and psychology professor, UCLA","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>“Some validated courses may leave out really very important foundational aspects of math, and we want to reiterate what those are,” she said. Course developers could choose to add concepts to qualify for validation for Algebra II; that’s what the developers of financial math have done. Or instead, they could offer courses like data science as advanced math in the fourth year of high school, with a prerequisite of Algebra II.\u003c/p>\n\u003cp>Knowlton said BOARS is committed to equity in college admissions. But the challenge is balancing access and preparation, she said. “We want as much access as possible, yet it has to mean that students are prepared.”\u003c/p>\n\u003cp>But Aly Martinez, the former math coordinator for San Diego Unified, worries that efforts to create innovative and rigorous data science and statistics courses will be swept aside if BOARS applies restrictions too broadly.\u003c/p>\n\u003cp>After surveying students about their math interests, the district worked with the creators of \u003ca href=\"https://coursekata.org/\">CourseKata\u003c/a> to turn its college statistics and data science course into two-year high school courses incorporating Algebra II standards and college and career pathway requirements. The courses can lead to Calculus for STEM majors; others can apply the knowledge to social science and other majors. The first-year course is popular and should be validated as satisfying Algebra II, she said.\u003c/p>\n\u003cp>“There is momentum and excitement about this work,” said Martinez, who is now the director of math for the nonprofit Student Achievement Partners. “Those who are innovative should not be the ones getting hurt.”\u003c/p>\n\u003ch2>A fresh look at standards\u003c/h2>\n\u003cp>The second committee commissioned by BOARS will take a broader and longer view of math content. Its members will include math professors from the CSU and community colleges, as well as UC, as a subcommittee of a joint faculty body,\u003ca href=\"https://icas-ca.org/\"> the Intersegmental Committee of Academic Senates\u003c/a>.\u003c/p>\n\u003cp>Kate Stevenson, a math professor at CSU Northridge and member of the new workgroup, said, “It’s not our goal to rewrite the standards, but to emphasize what parts of the standards are really critical to all students’ success and which are critical to life sciences as opposed to engineers, physicists and chemists.”\u003c/p>\n\u003cp>The committee will probably not recommend dropping math standards but could look at reorganizing or de-emphasizing them, she said.\u003c/p>\n\u003cp>Few Algebra II teachers find time for statistics standards, she said. “So what would a third year look like with a better balance between statistics and algebraic skills? Could we repeat less of Algebra I if we did the integrated pathway?” she asked. “Or what parts of the algebra curriculum could really belong in Pre-calculus rather than in Algebra II?”\u003c/p>\n\u003cp>Although it is not the committee’s role, Stevenson said she thinks the Common Core standards deserve revisiting. “It’s not that I don’t like the standards. But it’s very unlikely the mathematics that we agreed to in 2013 is the mathematics that we think students should have in 2030.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2023/advanced-algebra-data-science-and-more-uc-rethinks-contested-issues-of-high-school-math/701986\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11969432/uc-reconsiders-high-school-math-requirements-for-data-science-students","authors":["byline_news_11969432"],"categories":["news_18540","news_8"],"tags":["news_33619","news_18738","news_20013","news_4922","news_33618","news_18362","news_6793","news_379"],"featImg":"news_11969471","label":"source_news_11969432"},"news_11937299":{"type":"posts","id":"news_11937299","meta":{"index":"posts_1591205157","site":"news","id":"11937299","score":null,"sort":[1673190025000]},"guestAuthors":[],"slug":"inspired-by-uc-cal-state-academic-student-employees-consider-striking-for-better-conditions","title":"Inspired by UC, Cal State Academic Student Employees Consider Striking for Better Conditions","publishDate":1673190025,"format":"standard","headTitle":"KQED News","labelTerm":{},"content":"\u003cp>When graduate students and researchers at the University of California launched the nation’s largest strike of academic workers in American history, they may have set an example for what California State University student employees might do this spring semester at the state’s other massive university system.\u003c/p>\n\u003cp>Cal State academic student employees, support staff and service workers in the nation’s largest university system have been demanding better wages and compensation for years. And multiple studies have concluded that CSU staff — including those who perform important teaching and grading functions — are underpaid.\u003c/p>\n\u003cp>“We will be fighting for a lot of the similar things that the UC folks have been fighting for,” said Lark Winner, president of UAW 4123, which represents more than 11,000 teaching assistants, graduate assistants and instructional student assistants across the 23 campus system. “Many of our members are rent-burdened, the vast majority of them have limited access to transit support, and our wages are not satisfactory to cover our living expenses.”[pullquote align=\"right\" size=\"medium\" citation=\"Lark Winner, president, UAW 4123\"]'A strike didn't have to happen if the UC had shown up to the table ready to negotiate fairly ... We are hoping that the CSU is ready to negotiate a fair contract.'[/pullquote]UC academic workers recently reached an agreement with the university system and \u003ca href=\"https://edsource.org/updates/uc-academic-workers-ratify-contracts-ending-strike\">ratified new contracts that included improvements in salaries and working conditions\u003c/a>. But it came after weeks of disruption, grades delayed, classes canceled and research paused.\u003c/p>\n\u003cp>CSU will start bargaining with the academic student employees and other staff unions this spring. And if negotiations don’t go well, some workers have already expressed they’re not afraid to follow in UC workers’ steps and go on strike.\u003c/p>\n\u003cp>The scale of a work stoppage or strike at CSU might be less than UC experienced because the numbers of such employees are far less than the 48,000 UC academic workers. Plus, Cal State only offers a few doctoral programs, contrasted with the many at UC. Still, CSU graduate assistants and instructional student aides often teach courses, participate in research and provide grading.\u003c/p>\n\u003cp>In a statement, a representative from the chancellor’s office said, “The CSU deeply values its employees and is committed to ensuring competitive wages, benefits and rewarding careers that fulfill CSU’s mission of providing students access to a high-quality, affordable education.”\u003c/p>\n\u003cp>They went on to say they “look forward to meeting with UAW’s representatives and hope to have meaningful discussions at the bargaining table.”\u003c/p>\n\u003cp>Winner said she’s hopeful that CSU will be more willing to negotiate than UC initially was with its graduate employees.\u003c/p>\n\u003cp>“A strike didn’t have to happen if the UC had shown up to the table ready to negotiate fairly,” she said. “We are hoping that the CSU is ready to negotiate a fair contract, and we would hope that we would not have to strike for the CSU to negotiate fairly with us to reach a contract that is going to improve the quality of life for the academic workers.”[aside label=\"Related Stories\" postID=\"news_11932746,news_11936295,news_11932633\"]In their last contract two years ago, the student employees negotiated for a 19.7% increase to their minimum pay for all graduate and teaching assistants. But with most employees hired at or near the minimum wage, that increase has not provided enough to cover living expenses, Winner said.\u003c/p>\n\u003cp>Most graduate student academic employees are given about six hours a week to teach a college-level course, with many taking on two courses a semester. Typically, they average about $12,000 a year, Winner said.\u003c/p>\n\u003cp>Some of these student employees don’t just assist or help adjunct or full-time professors, either. They may teach the main courses without professors or lead discussion sections.\u003c/p>\n\u003cp>“These are graduate students who are pursuing their master’s degree,” Winner said. “One thing that we really need to fight for in this upcoming negotiation is one that was already fought for and won in the UC system, and that is tuition fee waivers.”\u003c/p>\n\u003cp>Unlike the UC, most CSU campuses don’t offer tuition waivers for graduate student employees. So it’s not uncommon for those people to pay more in tuition and fees every semester than they earn from their position working for the university, she said, adding that some departments force their graduate students to sign agreements that they won’t seek outside campus employment during their program. Only San Diego State and San José State offer tuition fee waivers to graduate employees.\u003c/p>\n\u003cp>“So folks are going into debt with student loans,” Winner said.\u003c/p>\n\u003cp>Francesca Felder, a graduate student studying philosophy at San Francisco State, has worked as a graduate teaching assistant on the campus for three semesters, which means that she’s taught philosophy and critical thinking courses at the university. But she also had to supplement her income by working as a barista, especially to “afford the Bay Area’s cost of living,” she said.\u003c/p>\n\u003cp>Felder’s CSU contract allowed her to work a maximum of two classes a semester. No graduate teaching assistants work more than 20 hours a week at the San Francisco campus, she said, adding that the time is spent teaching, hosting office hours and preparing the class.\u003c/p>\n\u003cp>Felder said that for six months of teaching two classes, she earned about $7,000 before tax.\u003c/p>\n\u003cp>“And I’m lucky because I live with a partner who makes a real salary, and I also have financial support from my parents and work as a barista,” she said. This past semester she stopped teaching to work as an instructional student aide and grade papers for $16.50 an hour.\u003c/p>\n\u003cp>Felder said there is a “talking point” from professors or administrators about “what a great educational opportunity it is for students to have the chance to work these jobs and that we get so much from being able to teach our peers and to teach other students.” And that talking point is used to justify the low compensation given to student employees, she said.\u003c/p>\n\u003cp>“That doesn’t mean that we shouldn’t be compensated fairly for our labor,” she said, adding that the low wages often hinder students of lower socioeconomic levels from becoming graduate and teaching assistants, often a first step toward careers in academia. “We love what we’re doing and deserve fair compensation and a say over our working conditions.”[pullquote align=\"right\" size=\"medium\" citation=\"CSU Chancellor's Office\"]'The CSU deeply values its employees and is committed to ensuring competitive wages, benefits and rewarding careers that fulfill CSU's mission of providing students access to a high-quality, affordable education.'[/pullquote]\u003ca href=\"https://edsource.org/2022/new-study-cal-state-system-needs-to-increase-staff-pay/672791\">CSU’s staff salary study\u003c/a>, released last April, included a list of improvements the system needed to make to boost compensation for more than 30,000 nonfaculty employees across 11 different bargaining units, including information technology, healthcare, clerical and custodial departments. But some of those improvements weren’t relevant to the student employees, who make up the largest bargaining unit of the group. For example, the need for a step-salary structure based on job levels was recommended to improve compensation for support staff over many years, but student employees may only work two or three years for their university.\u003c/p>\n\u003cp>But other issues affect the student workers, like the need for parental leave, health care and help with housing costs, Winner said.\u003c/p>\n\u003cp>“The CSU system actively promotes itself as being that gateway higher education system in California for first-generation college students, for students coming from marginalized backgrounds, and that includes nontraditional students who have children,” she said. “Yet there is no child care or parental benefits for these student workers.”\u003c/p>\n\u003cp>In September, CSU turned to the Legislature to help improve staff pay by \u003ca href=\"https://edsource.org/2022/cal-state-turns-to-the-legislature-to-help-fund-salaries-for-faculty-and-staff/678076\">requesting $261 million for raises\u003c/a> — a figure that still falls short of what is needed to cover staff and faculty salary increases. And this spring, the system is awaiting details of a faculty salary study, which they expect will also underscore that professors are poorly compensated compared with other universities.\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2023/could-cal-state-teaching-assistants-and-other-student-employees-follow-uc-to-a-strike/683513\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"Struggling with living expenses, and inspired by the recent strike at the University of California, 11,000 CSU student academic workers prepare to bargain.","status":"publish","parent":0,"modified":1673326250,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1433},"headData":{"title":"Inspired by UC, Cal State Academic Student Employees Consider Striking for Better Conditions | KQED","description":"Struggling with living expenses, and inspired by the recent strike at the University of California, 11,000 CSU student academic workers prepare to bargain.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Inspired by UC, Cal State Academic Student Employees Consider Striking for Better Conditions","datePublished":"2023-01-08T15:00:25.000Z","dateModified":"2023-01-10T04:50:50.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"source":"EDSOURCE","sourceUrl":"https://edsource.org/","nprByline":"\u003ca href=\"https://edsource.org/author/asmith\">Ashley A. Smith\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11937299/inspired-by-uc-cal-state-academic-student-employees-consider-striking-for-better-conditions","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When graduate students and researchers at the University of California launched the nation’s largest strike of academic workers in American history, they may have set an example for what California State University student employees might do this spring semester at the state’s other massive university system.\u003c/p>\n\u003cp>Cal State academic student employees, support staff and service workers in the nation’s largest university system have been demanding better wages and compensation for years. And multiple studies have concluded that CSU staff — including those who perform important teaching and grading functions — are underpaid.\u003c/p>\n\u003cp>“We will be fighting for a lot of the similar things that the UC folks have been fighting for,” said Lark Winner, president of UAW 4123, which represents more than 11,000 teaching assistants, graduate assistants and instructional student assistants across the 23 campus system. “Many of our members are rent-burdened, the vast majority of them have limited access to transit support, and our wages are not satisfactory to cover our living expenses.”\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'A strike didn't have to happen if the UC had shown up to the table ready to negotiate fairly ... We are hoping that the CSU is ready to negotiate a fair contract.'","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Lark Winner, president, UAW 4123","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>UC academic workers recently reached an agreement with the university system and \u003ca href=\"https://edsource.org/updates/uc-academic-workers-ratify-contracts-ending-strike\">ratified new contracts that included improvements in salaries and working conditions\u003c/a>. But it came after weeks of disruption, grades delayed, classes canceled and research paused.\u003c/p>\n\u003cp>CSU will start bargaining with the academic student employees and other staff unions this spring. And if negotiations don’t go well, some workers have already expressed they’re not afraid to follow in UC workers’ steps and go on strike.\u003c/p>\n\u003cp>The scale of a work stoppage or strike at CSU might be less than UC experienced because the numbers of such employees are far less than the 48,000 UC academic workers. Plus, Cal State only offers a few doctoral programs, contrasted with the many at UC. Still, CSU graduate assistants and instructional student aides often teach courses, participate in research and provide grading.\u003c/p>\n\u003cp>In a statement, a representative from the chancellor’s office said, “The CSU deeply values its employees and is committed to ensuring competitive wages, benefits and rewarding careers that fulfill CSU’s mission of providing students access to a high-quality, affordable education.”\u003c/p>\n\u003cp>They went on to say they “look forward to meeting with UAW’s representatives and hope to have meaningful discussions at the bargaining table.”\u003c/p>\n\u003cp>Winner said she’s hopeful that CSU will be more willing to negotiate than UC initially was with its graduate employees.\u003c/p>\n\u003cp>“A strike didn’t have to happen if the UC had shown up to the table ready to negotiate fairly,” she said. “We are hoping that the CSU is ready to negotiate a fair contract, and we would hope that we would not have to strike for the CSU to negotiate fairly with us to reach a contract that is going to improve the quality of life for the academic workers.”\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"Related Stories ","postid":"news_11932746,news_11936295,news_11932633"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>In their last contract two years ago, the student employees negotiated for a 19.7% increase to their minimum pay for all graduate and teaching assistants. But with most employees hired at or near the minimum wage, that increase has not provided enough to cover living expenses, Winner said.\u003c/p>\n\u003cp>Most graduate student academic employees are given about six hours a week to teach a college-level course, with many taking on two courses a semester. Typically, they average about $12,000 a year, Winner said.\u003c/p>\n\u003cp>Some of these student employees don’t just assist or help adjunct or full-time professors, either. They may teach the main courses without professors or lead discussion sections.\u003c/p>\n\u003cp>“These are graduate students who are pursuing their master’s degree,” Winner said. “One thing that we really need to fight for in this upcoming negotiation is one that was already fought for and won in the UC system, and that is tuition fee waivers.”\u003c/p>\n\u003cp>Unlike the UC, most CSU campuses don’t offer tuition waivers for graduate student employees. So it’s not uncommon for those people to pay more in tuition and fees every semester than they earn from their position working for the university, she said, adding that some departments force their graduate students to sign agreements that they won’t seek outside campus employment during their program. Only San Diego State and San José State offer tuition fee waivers to graduate employees.\u003c/p>\n\u003cp>“So folks are going into debt with student loans,” Winner said.\u003c/p>\n\u003cp>Francesca Felder, a graduate student studying philosophy at San Francisco State, has worked as a graduate teaching assistant on the campus for three semesters, which means that she’s taught philosophy and critical thinking courses at the university. But she also had to supplement her income by working as a barista, especially to “afford the Bay Area’s cost of living,” she said.\u003c/p>\n\u003cp>Felder’s CSU contract allowed her to work a maximum of two classes a semester. No graduate teaching assistants work more than 20 hours a week at the San Francisco campus, she said, adding that the time is spent teaching, hosting office hours and preparing the class.\u003c/p>\n\u003cp>Felder said that for six months of teaching two classes, she earned about $7,000 before tax.\u003c/p>\n\u003cp>“And I’m lucky because I live with a partner who makes a real salary, and I also have financial support from my parents and work as a barista,” she said. This past semester she stopped teaching to work as an instructional student aide and grade papers for $16.50 an hour.\u003c/p>\n\u003cp>Felder said there is a “talking point” from professors or administrators about “what a great educational opportunity it is for students to have the chance to work these jobs and that we get so much from being able to teach our peers and to teach other students.” And that talking point is used to justify the low compensation given to student employees, she said.\u003c/p>\n\u003cp>“That doesn’t mean that we shouldn’t be compensated fairly for our labor,” she said, adding that the low wages often hinder students of lower socioeconomic levels from becoming graduate and teaching assistants, often a first step toward careers in academia. “We love what we’re doing and deserve fair compensation and a say over our working conditions.”\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'The CSU deeply values its employees and is committed to ensuring competitive wages, benefits and rewarding careers that fulfill CSU's mission of providing students access to a high-quality, affordable education.'","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"CSU Chancellor's Office","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ca href=\"https://edsource.org/2022/new-study-cal-state-system-needs-to-increase-staff-pay/672791\">CSU’s staff salary study\u003c/a>, released last April, included a list of improvements the system needed to make to boost compensation for more than 30,000 nonfaculty employees across 11 different bargaining units, including information technology, healthcare, clerical and custodial departments. But some of those improvements weren’t relevant to the student employees, who make up the largest bargaining unit of the group. For example, the need for a step-salary structure based on job levels was recommended to improve compensation for support staff over many years, but student employees may only work two or three years for their university.\u003c/p>\n\u003cp>But other issues affect the student workers, like the need for parental leave, health care and help with housing costs, Winner said.\u003c/p>\n\u003cp>“The CSU system actively promotes itself as being that gateway higher education system in California for first-generation college students, for students coming from marginalized backgrounds, and that includes nontraditional students who have children,” she said. “Yet there is no child care or parental benefits for these student workers.”\u003c/p>\n\u003cp>In September, CSU turned to the Legislature to help improve staff pay by \u003ca href=\"https://edsource.org/2022/cal-state-turns-to-the-legislature-to-help-fund-salaries-for-faculty-and-staff/678076\">requesting $261 million for raises\u003c/a> — a figure that still falls short of what is needed to cover staff and faculty salary increases. And this spring, the system is awaiting details of a faculty salary study, which they expect will also underscore that professors are poorly compensated compared with other universities.\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2023/could-cal-state-teaching-assistants-and-other-student-employees-follow-uc-to-a-strike/683513\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11937299/inspired-by-uc-cal-state-academic-student-employees-consider-striking-for-better-conditions","authors":["byline_news_11937299"],"categories":["news_8"],"tags":["news_32265","news_2776","news_221","news_18738","news_27517","news_379","news_206"],"featImg":"news_11937313","label":"source_news_11937299"},"news_11934922":{"type":"posts","id":"news_11934922","meta":{"index":"posts_1591205157","site":"news","id":"11934922","score":null,"sort":[1670713819000]},"guestAuthors":[],"slug":"striking-academic-workers-agree-to-mediation-with-uc-as-standoff-takes-toll-on-stressed-undergrads","title":"Academic Workers Agree to Mediation With UC Amid Monthlong Strike","publishDate":1670713819,"format":"standard","headTitle":"KQED News","labelTerm":{"site":"news"},"content":"\u003cp>The union that represents student academic workers across the University of California system agreed on Friday to neutral third-party mediation to resolve the month-long strike across 10 UC campuses.\u003c/p>\n\u003cp>The bargaining teams for \u003ca href=\"https://uaw2865.org/\">United Auto Workers 2865\u003c/a> — which represents around 19,000 of the student academic employees — met Friday morning, with a majority voting to enter into voluntary mediation.\u003c/p>\n\u003cp>“Throughout the bargaining process, UC’s negotiators have consistently been unprepared and unserious, and have \u003ca href=\"https://protect-us.mimecast.com/s/kAnICxklQwfQxJmOf8qMbo?domain=fairucnow.org\">broken the law\u003c/a> repeatedly. We feel that in order to make progress, it is time for somebody else to step in,” said Tarini Hardikar, a bargaining team member from UC Berkeley, in a media release Friday. \"Our goal has always been to make UC a more just, equitable place to work — a place where everyone, not just those with independent or generational wealth, can participate. We look forward to working with a professional mediator to resolve the issues still on the table. Until then, we remain on strike.\"\u003c/p>\n\u003cp>In an official statement released Friday, the Office of the President of UC welcomed the UAW's decision to use a mediator.\u003c/p>\n\u003cp>“The University is pleased that the UAW has agreed to neutral private mediation so that we may resolve our differences and end the strike that has been impacting our students, faculty, and staff,” said Letitia Silas, executive director of systemwide labor relations. “We remain committed to securing a fair and reasonable contract with the union that honors the hard work of our valued graduate student employees. With the help of a neutral mediator, we hope to secure that agreement quickly.”\u003c/p>\n\u003cp>A month into the nation's largest strike involving higher education, the work stoppage by University of California academic workers at 10 campuses is causing stress for many students who are facing canceled classes, no one to answer their questions and uncertainty about how they will be graded as they wrap up the year.\u003c/p>\n\u003cp>\u003ca href=\"https://apnews.com/article/business-education-california-los-angeles-san-diego-1bbc74636442d8e2bf6c64e2c7c69cc7\">Some 48,000 student employees walked off the job\u003c/a> on Nov. 14 to demand higher wages and better benefits. The employees, represented by the United Auto Workers Local 5810, say they were left with no other choice but to strike to demand increased wages necessary to keep up with high rent in cities such as Berkeley, San Diego and Los Angeles.\u003c/p>\n\u003cp>Last week, university officials \u003ca href=\"https://apnews.com/article/business-education-california-strikes-university-of-ca9184132a3ac51512fb638f653f7e5c\">agreed to a 29% pay hike for postdoctoral employees and academic researchers\u003c/a> who make up about 12,000 of the 48,000 workers. The university system also agreed to provide more family leave time, child care subsidies and job security.[pullquote align=\"right\" size=\"medium\" citation=\"Jana Nassar, sophomore, UC Berkeley\"]'It's like a breaking point. It'll probably affect us for the rest of our undergraduate careers.'[/pullquote]\u003c/p>\n\u003cp>But the postdoctoral employees and researchers have refused to return to work until a deal is also reached for the 36,000 graduate student teaching assistants, tutors and researchers who are bargaining separately for increased pay and benefits. The strike is being closely watched and could have a ripple effect at schools across the country.\u003c/p>\n\u003cp>It's now hoped that third-party involvement may break the deadlock and lead to a resolution, but a timeline for the mediation has not yet been set.\u003c/p>\n\u003cp>Colleges and universities increasingly rely on graduate student employees to do teaching, grade papers and conduct research that previously was handled by tenured faculty.\u003c/p>\n\u003cp>Many University of California students fear the strike may extend well into next year, disrupting their plans to apply to degree programs.\u003c/p>\n\u003cp>University of California, Berkeley sophomore Jana Nassar said she believes academic workers should be better paid, but she is growing concerned as the strike continues. She was counting on final review sessions with her graduate student instructor for one of her economics classes before she takes the final exam next week. But now, the 18-year-old said, that's not an option.\u003c/p>\n\u003cp>Before the strike, she said, she attended lectures for that class three times a week and two discussion sessions with the graduate student instructor. She is required to complete the class before she can declare a major in economics next year.\u003c/p>\n\u003cp>“This is the hardest I have studied in all of my semesters here, and I feel the least prepared,” she said. “It’s really disheartening to know that I might have to declare late or maybe I won’t be able to declare econ and will have to choose another major.”\u003c/p>\n\u003cp>Susana Sotelo, a UC Berkeley sophomore who plans to major in psychology, said four of her five classes were taught by graduate student instructors or lecturers. Those classes have been canceled or moved online and turned optional.\u003c/p>\n\u003cp>The one class taught by a psychology professor also moved online, and he told the students that no new material would be taught for the rest of the semester to support the strike, she said.[aside label=\"Related Stories\" postID=\"news_11932746,news_11934464,news_11933284\"]Sotelo, 19, said she is not yet sure how she will be graded for her classes except for her psychology class, which will be considered successfully completed if she turns in her research project. Ironically, her research work is about the stress undergraduate students go through when choosing a major.\u003c/p>\n\u003cp>“My one professor has been very understanding. He sent various emails saying that to support the strikers, he would not give any assignments and would cancel discussions,” Sotelo said.\u003c/p>\n\u003cp>The average pay for UC student employees is about $24,000 annually, and many academic workers say they have to skip meals or take additional work to make ends meet.\u003c/p>\n\u003cp>Jonathan Mackris, who is pursuing a doctorate in film and media at UC Berkeley, said he teaches an undergraduate class about silent film history but often must take on other jobs, including grading papers or teaching reading and composition.\u003c/p>\n\u003cp>He said he brings in $2,100 a month and pays $1,870 for a studio apartment near campus. His landlord recently told him his rent will increase to $1,950.\u003c/p>\n\u003cp>“I go through phases where sometimes I’ll wake up at like two in the morning and like be really stressed about it,” he said.\u003c/p>\n\u003cp>The bargaining units say they are demanding the university agree to pay that will lift workers out of “rent burden,” which the federal government defines as having to pay at least a third of your salary toward rent.\u003c/p>\n\u003cp>The student workers are also demanding child care, no more supplemental tuition for international students and better protection from harassment in the workplace, especially for scientific researchers who can be pressured into working long hours into the night and on weekends.\u003c/p>\n\u003cp>UC officials said in a statement they believe the proposals they have made to the bargaining units “are fair, reasonable and honor the important contributions these bargaining unit members make toward the University’s mission of education and research.”\u003c/p>\n\u003cp>The university said it has proposed salaries for part-time workers to range from $47,000 to $75,000 by Oct. 2024. Those amounts include the university covering tuition and fees, and the actual take-home compensation for academic workers would range from $29,000 to $49,000. The union has proposed a minimum salary of $43,000.\u003c/p>\n\u003cp>“The proposals offered by the university to the UAW would place our graduate students and academic employees at the top of the pay scale across major public universities and on par with top private universities,” the university said in a statement.[pullquote align=\"right\" size=\"medium\" citation=\"Jonathan Mackris, doctoral student in film and media, UC Berkeley\"]'I go through phases where sometimes I'll wake up at like two in the morning and like be really stressed about it.'[/pullquote]Tim Cain, associate professor of higher education at the University of Georgia, said the massive strike is being closely watched across the country because if graduate employees and researchers win better pay at the UC system, it could prompt similar changes at colleges that compete with UC or where graduate workers are organizing unions.\u003c/p>\n\u003cp>“If the unions succeed in getting close to what they’re seeking, it will be eye-opening,” he said, adding that \"if the conditions fundamentally change at the UC schools, then the marketplace changes for other schools as well.”\u003c/p>\n\u003cp>Across the country, 75% of the academic work, including research in labs, libraries and archives, and the teaching of undergraduate courses, is done by nontenured professors, Cain said.\u003c/p>\n\u003cp>Cain sees the strike as part of a broader shift in U.S. labor after the pandemic placed a heavier burden on workers and drew attention to nationwide wage disparities.\u003c/p>\n\u003cp>“We’re in a moment where there is a great deal of labor activity among workers who are not well-treated by larger systems, and I think a number of people working in higher education see themselves as part of that larger disruption,” he said.\u003c/p>\n\u003cp>What the effects of the disruption will be on UC undergraduate students whose education had already been in disarray because of the pandemic remains to be seen. But for Nassar, who isn’t certain she'll be able to declare an economics major, the effect seems long-lasting.\u003c/p>\n\u003cp>“It’s like a breaking point,” she said. “It’ll probably affect us for the rest of our undergraduate careers.\"\u003c/p>\n\u003cp>\u003cem>KQED News staff contributed to this story.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"Stressed undergrads who face canceled classes, no one to answer their questions, and uncertainty about how they will be graded, will be watching closely as UC and UAW try to resolve their differences through neutral third-party mediation.","status":"publish","parent":0,"modified":1671292995,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":1600},"headData":{"title":"Academic Workers Agree to Mediation With UC Amid Monthlong Strike | KQED","description":"Stressed undergrads who face canceled classes, no one to answer their questions, and uncertainty about how they will be graded, will be watching closely as UC and UAW try to resolve their differences through neutral third-party mediation.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Academic Workers Agree to Mediation With UC Amid Monthlong Strike","datePublished":"2022-12-10T23:10:19.000Z","dateModified":"2022-12-17T16:03:15.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"nprByline":"\u003ca href=\"https://twitter.com/olgarrod\">Olga R. Rodriguez\u003c/a>\u003cbr>The Associated Press","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11934922/striking-academic-workers-agree-to-mediation-with-uc-as-standoff-takes-toll-on-stressed-undergrads","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The union that represents student academic workers across the University of California system agreed on Friday to neutral third-party mediation to resolve the month-long strike across 10 UC campuses.\u003c/p>\n\u003cp>The bargaining teams for \u003ca href=\"https://uaw2865.org/\">United Auto Workers 2865\u003c/a> — which represents around 19,000 of the student academic employees — met Friday morning, with a majority voting to enter into voluntary mediation.\u003c/p>\n\u003cp>“Throughout the bargaining process, UC’s negotiators have consistently been unprepared and unserious, and have \u003ca href=\"https://protect-us.mimecast.com/s/kAnICxklQwfQxJmOf8qMbo?domain=fairucnow.org\">broken the law\u003c/a> repeatedly. We feel that in order to make progress, it is time for somebody else to step in,” said Tarini Hardikar, a bargaining team member from UC Berkeley, in a media release Friday. \"Our goal has always been to make UC a more just, equitable place to work — a place where everyone, not just those with independent or generational wealth, can participate. We look forward to working with a professional mediator to resolve the issues still on the table. Until then, we remain on strike.\"\u003c/p>\n\u003cp>In an official statement released Friday, the Office of the President of UC welcomed the UAW's decision to use a mediator.\u003c/p>\n\u003cp>“The University is pleased that the UAW has agreed to neutral private mediation so that we may resolve our differences and end the strike that has been impacting our students, faculty, and staff,” said Letitia Silas, executive director of systemwide labor relations. “We remain committed to securing a fair and reasonable contract with the union that honors the hard work of our valued graduate student employees. With the help of a neutral mediator, we hope to secure that agreement quickly.”\u003c/p>\n\u003cp>A month into the nation's largest strike involving higher education, the work stoppage by University of California academic workers at 10 campuses is causing stress for many students who are facing canceled classes, no one to answer their questions and uncertainty about how they will be graded as they wrap up the year.\u003c/p>\n\u003cp>\u003ca href=\"https://apnews.com/article/business-education-california-los-angeles-san-diego-1bbc74636442d8e2bf6c64e2c7c69cc7\">Some 48,000 student employees walked off the job\u003c/a> on Nov. 14 to demand higher wages and better benefits. The employees, represented by the United Auto Workers Local 5810, say they were left with no other choice but to strike to demand increased wages necessary to keep up with high rent in cities such as Berkeley, San Diego and Los Angeles.\u003c/p>\n\u003cp>Last week, university officials \u003ca href=\"https://apnews.com/article/business-education-california-strikes-university-of-ca9184132a3ac51512fb638f653f7e5c\">agreed to a 29% pay hike for postdoctoral employees and academic researchers\u003c/a> who make up about 12,000 of the 48,000 workers. The university system also agreed to provide more family leave time, child care subsidies and job security.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'It's like a breaking point. It'll probably affect us for the rest of our undergraduate careers.'","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Jana Nassar, sophomore, UC Berkeley","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But the postdoctoral employees and researchers have refused to return to work until a deal is also reached for the 36,000 graduate student teaching assistants, tutors and researchers who are bargaining separately for increased pay and benefits. The strike is being closely watched and could have a ripple effect at schools across the country.\u003c/p>\n\u003cp>It's now hoped that third-party involvement may break the deadlock and lead to a resolution, but a timeline for the mediation has not yet been set.\u003c/p>\n\u003cp>Colleges and universities increasingly rely on graduate student employees to do teaching, grade papers and conduct research that previously was handled by tenured faculty.\u003c/p>\n\u003cp>Many University of California students fear the strike may extend well into next year, disrupting their plans to apply to degree programs.\u003c/p>\n\u003cp>University of California, Berkeley sophomore Jana Nassar said she believes academic workers should be better paid, but she is growing concerned as the strike continues. She was counting on final review sessions with her graduate student instructor for one of her economics classes before she takes the final exam next week. But now, the 18-year-old said, that's not an option.\u003c/p>\n\u003cp>Before the strike, she said, she attended lectures for that class three times a week and two discussion sessions with the graduate student instructor. She is required to complete the class before she can declare a major in economics next year.\u003c/p>\n\u003cp>“This is the hardest I have studied in all of my semesters here, and I feel the least prepared,” she said. “It’s really disheartening to know that I might have to declare late or maybe I won’t be able to declare econ and will have to choose another major.”\u003c/p>\n\u003cp>Susana Sotelo, a UC Berkeley sophomore who plans to major in psychology, said four of her five classes were taught by graduate student instructors or lecturers. Those classes have been canceled or moved online and turned optional.\u003c/p>\n\u003cp>The one class taught by a psychology professor also moved online, and he told the students that no new material would be taught for the rest of the semester to support the strike, she said.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"Related Stories ","postid":"news_11932746,news_11934464,news_11933284"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Sotelo, 19, said she is not yet sure how she will be graded for her classes except for her psychology class, which will be considered successfully completed if she turns in her research project. Ironically, her research work is about the stress undergraduate students go through when choosing a major.\u003c/p>\n\u003cp>“My one professor has been very understanding. He sent various emails saying that to support the strikers, he would not give any assignments and would cancel discussions,” Sotelo said.\u003c/p>\n\u003cp>The average pay for UC student employees is about $24,000 annually, and many academic workers say they have to skip meals or take additional work to make ends meet.\u003c/p>\n\u003cp>Jonathan Mackris, who is pursuing a doctorate in film and media at UC Berkeley, said he teaches an undergraduate class about silent film history but often must take on other jobs, including grading papers or teaching reading and composition.\u003c/p>\n\u003cp>He said he brings in $2,100 a month and pays $1,870 for a studio apartment near campus. His landlord recently told him his rent will increase to $1,950.\u003c/p>\n\u003cp>“I go through phases where sometimes I’ll wake up at like two in the morning and like be really stressed about it,” he said.\u003c/p>\n\u003cp>The bargaining units say they are demanding the university agree to pay that will lift workers out of “rent burden,” which the federal government defines as having to pay at least a third of your salary toward rent.\u003c/p>\n\u003cp>The student workers are also demanding child care, no more supplemental tuition for international students and better protection from harassment in the workplace, especially for scientific researchers who can be pressured into working long hours into the night and on weekends.\u003c/p>\n\u003cp>UC officials said in a statement they believe the proposals they have made to the bargaining units “are fair, reasonable and honor the important contributions these bargaining unit members make toward the University’s mission of education and research.”\u003c/p>\n\u003cp>The university said it has proposed salaries for part-time workers to range from $47,000 to $75,000 by Oct. 2024. Those amounts include the university covering tuition and fees, and the actual take-home compensation for academic workers would range from $29,000 to $49,000. The union has proposed a minimum salary of $43,000.\u003c/p>\n\u003cp>“The proposals offered by the university to the UAW would place our graduate students and academic employees at the top of the pay scale across major public universities and on par with top private universities,” the university said in a statement.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'I go through phases where sometimes I'll wake up at like two in the morning and like be really stressed about it.'","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Jonathan Mackris, doctoral student in film and media, UC Berkeley","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Tim Cain, associate professor of higher education at the University of Georgia, said the massive strike is being closely watched across the country because if graduate employees and researchers win better pay at the UC system, it could prompt similar changes at colleges that compete with UC or where graduate workers are organizing unions.\u003c/p>\n\u003cp>“If the unions succeed in getting close to what they’re seeking, it will be eye-opening,” he said, adding that \"if the conditions fundamentally change at the UC schools, then the marketplace changes for other schools as well.”\u003c/p>\n\u003cp>Across the country, 75% of the academic work, including research in labs, libraries and archives, and the teaching of undergraduate courses, is done by nontenured professors, Cain said.\u003c/p>\n\u003cp>Cain sees the strike as part of a broader shift in U.S. labor after the pandemic placed a heavier burden on workers and drew attention to nationwide wage disparities.\u003c/p>\n\u003cp>“We’re in a moment where there is a great deal of labor activity among workers who are not well-treated by larger systems, and I think a number of people working in higher education see themselves as part of that larger disruption,” he said.\u003c/p>\n\u003cp>What the effects of the disruption will be on UC undergraduate students whose education had already been in disarray because of the pandemic remains to be seen. But for Nassar, who isn’t certain she'll be able to declare an economics major, the effect seems long-lasting.\u003c/p>\n\u003cp>“It’s like a breaking point,” she said. “It’ll probably affect us for the rest of our undergraduate careers.\"\u003c/p>\n\u003cp>\u003cem>KQED News staff contributed to this story.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11934922/striking-academic-workers-agree-to-mediation-with-uc-as-standoff-takes-toll-on-stressed-undergrads","authors":["byline_news_11934922"],"categories":["news_8"],"tags":["news_32011","news_32149","news_379","news_23180"],"featImg":"news_11934941","label":"news"},"news_11932633":{"type":"posts","id":"news_11932633","meta":{"index":"posts_1591205157","site":"news","id":"11932633","score":null,"sort":[1668769203000]},"guestAuthors":[],"slug":"thousands-of-uc-academic-workers-are-on-strike","title":"Thousands of UC Academic Workers Are on Strike","publishDate":1668769203,"format":"audio","headTitle":"Thousands of UC Academic Workers Are on Strike | KQED","labelTerm":{},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Universities across the country rely on students and academic workers to grade papers, run classes, conduct research, and provide student support. It’s demanding work, often for little pay. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But now, the unions representing 48,000 University of California students and academic workers say they’ve had enough, and on Monday thousands of people across the system’s 10 campuses went on strike. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Guest: \u003c/b>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/SuggsBria\">Bria Suggs\u003c/a>, journalist and graduate student at UC Berkeley’s Graduate School of Journalism\u003c/span>\u003c/p>\n\u003cdiv class=\"card card--enclosed grey\">\n\u003cp id=\"embed-code\" class=\"inconsolata\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC9487900272&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\n\u003c/p>\n\u003cp>\u003ca href=\"https://bit.ly/3Y9isbZ\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Episode Transcript\u003c/em>\u003c/a>\u003c/p>\n\u003c/div>\n\u003cp>\u003cem>Your support makes KQED podcasts possible. You can show your love by going to \u003ca class=\"c-link\" href=\"https://kqed.org/donate/podcasts\" target=\"_blank\" rel=\"noopener noreferrer\" data-stringify-link=\"https://kqed.org/donate/podcasts\" data-sk=\"tooltip_parent\" data-remove-tab-index=\"true\" aria-describedby=\"sk-tooltip-4175\">https://kqed.org/donate/podcasts.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Thousands of students and academic workers at the UC system have gone on strike.","status":"publish","parent":0,"modified":1700683023,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":107},"headData":{"title":"Thousands of UC Academic Workers Are on Strike | KQED","description":"Thousands of students and academic workers at the UC system have gone on strike.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Thousands of UC Academic Workers Are on Strike","datePublished":"2022-11-18T11:00:03.000Z","dateModified":"2023-11-22T19:57:03.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"source":"The Bay","sourceUrl":"https://www.kqed.org/podcasts/thebay","audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC9487900272.mp3","excludeFromSiteSearch":"Include","path":"/news/11932633/thousands-of-uc-academic-workers-are-on-strike","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Universities across the country rely on students and academic workers to grade papers, run classes, conduct research, and provide student support. It’s demanding work, often for little pay. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But now, the unions representing 48,000 University of California students and academic workers say they’ve had enough, and on Monday thousands of people across the system’s 10 campuses went on strike. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Guest: \u003c/b>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://twitter.com/SuggsBria\">Bria Suggs\u003c/a>, journalist and graduate student at UC Berkeley’s Graduate School of Journalism\u003c/span>\u003c/p>\n\u003cdiv class=\"card card--enclosed grey\">\n\u003cp id=\"embed-code\" class=\"inconsolata\">\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC9487900272&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\n\u003c/p>\n\u003cp>\u003ca href=\"https://bit.ly/3Y9isbZ\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Episode Transcript\u003c/em>\u003c/a>\u003c/p>\n\u003c/div>\n\u003cp>\u003cem>Your support makes KQED podcasts possible. You can show your love by going to \u003ca class=\"c-link\" href=\"https://kqed.org/donate/podcasts\" target=\"_blank\" rel=\"noopener noreferrer\" data-stringify-link=\"https://kqed.org/donate/podcasts\" data-sk=\"tooltip_parent\" data-remove-tab-index=\"true\" aria-describedby=\"sk-tooltip-4175\">https://kqed.org/donate/podcasts.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11932633/thousands-of-uc-academic-workers-are-on-strike","authors":["8654","11802","11649"],"programs":["news_28779"],"categories":["news_8","news_33520"],"tags":["news_30466","news_19904","news_2759","news_22598","news_379"],"featImg":"news_11932636","label":"source_news_11932633"},"news_11930702":{"type":"posts","id":"news_11930702","meta":{"index":"posts_1591205157","site":"news","id":"11930702","score":null,"sort":[1667260478000]},"guestAuthors":[],"slug":"study-finds-college-president-searches-favor-white-men-offers-strategies-for-change","title":"Study Finds College President Searches Favor White Men, Offers Strategies for Change","publishDate":1667260478,"format":"standard","headTitle":"KQED News","labelTerm":{},"content":"\u003cp>At a time when California is searching for people to fill key jobs in higher education, change is critical in a selection system that favors white men, a new report concludes.\u003c/p>\n\u003cp>The student bodies of public colleges and universities have become much more diverse than they were 10 or 20 years ago, and there is an urgent need to increase these students’ success, said Estela Mara Bensimon, lead researcher on the report.\u003c/p>\n\u003cp>“We depend on these students to step into the jobs that have traditionally been occupied by white professionals,” said Bensimon, president of Bensimon and Associates and professor emerita at the University of Southern California. “There’s both a social justice urgency but also a political and economic urgency.”\u003c/p>\n\u003cp>She said California needs educational leaders who have the racial literacy and cultural competency to address students’ needs. “We’re not naive that just because you appoint a Black president, a Latinx president, Indigenous president or Pacific Islander president that automatically you get magic,” Bensimon said. “We know that it takes more than that.”[pullquote align=\"right\" size=\"medium\" citation=\"Michele Siqueiros, president, Campaign for College Opportunity\"]'We are here today to ask how do we attack a structure that is not equitable and not fair for women and candidates of color.'[/pullquote]One benefit of diverse leadership is that the increasingly diverse student body will see in their leaders someone who has experienced the same struggles in the face of systemic racism, the study said.\u003c/p>\n\u003cp>“This is not a report to push diversity for the sake of diversity. It’s pushing diversity for the sake of improving the experience of the student,” said Eloy Ortiz Oakley, president and CEO of College Futures Foundation and former chancellor of the California Community Colleges.\u003c/p>\n\u003cp>The report outlines the importance of what it calls “equity-minded” leadership: someone who understands that institutions of higher education have “been designed by whites for whites, and is therefore intentional about asking the race question as a standard practice.” Without these kinds of leaders at the top, the work of addressing racial equity won’t be fully realized throughout institutions, Oakley said.\u003c/p>\n\u003cp>College Futures Foundation commissioned the report, “\u003ca class=\"external\" href=\"https://collegefutures.org/insights/whiteness-rules-racial-exclusion-in-becoming-an-american-college-president/\" target=\"_blank\" rel=\"noopener noreferrer\">Whiteness Rules: Racial Exclusion in Becoming an American College President,\u003c/a>” and a companion piece, “Tools to Redesign Presidential Search for Racial Equity,” that walks presidential search teams through creating a process that is equitable for candidates of color. College Futures advances college degrees for the state’s diverse students.\u003c/p>\n\u003cp>“We need presidents who have the skills — the racial literacy, the cultural competency — to be responsive to the students that we are educating,” said Bensimon.\u003c/p>\n\u003cp>But she said that competency in equity issues is not a part of the conversation when searching for leaders. This hurts students, she said. She points to practices, such as remedial education at community colleges, that harm students of color who have remained in place for decades. Gov. Gavin Newsom signed a bill this year that \u003ca href=\"https://edsource.org/2022/dozens-of-community-colleges-offer-remedial-classes-bill-to-ban-them-awaits-newsoms-signature/677640\">prohibits remedial classes in all but a handful of circumstances\u003c/a>.\u003c/p>\n\u003cp>“No one asked the question of why remedial courses are mostly being taken by these students of color,” she said.\u003c/p>\n\u003cp>The report notes that this comes at a critical time when the top positions at many colleges around the state are open, as are the chancellor positions at both the California State University system and California Community Colleges. It also comes \u003ca href=\"https://edsource.org/2022/as-supreme-court-considers-affirmative-action-case-university-of-california-offers-cautionary-tale/679692\">just as the U.S. Supreme Court takes up a case\u003c/a> that calls into question the role that race plays in higher education, though through affirmative action at the admissions level.\u003c/p>\n\u003cp>The report notes that historically the top positions at colleges and universities in California have been held by white men. It notes that at some institutions, such as UCLA and Cal Poly San Luis Obispo, there have only been white men who have been chancellor or president.\u003c/p>\n\u003cp>Currently, 51% of public institutions of higher education in California have white leaders. The numbers are starker for more selective institutions: Sixty percent of leaders at the UC are white. That number is 57% in the CSU, and in community colleges it is 49%.\u003c/p>\n\u003cp>Women are also underrepresented in both the UC and community college systems, but they’re slightly overrepresented in the CSU system. In the UC system, women make up just 20% of leaders, the report states.\u003c/p>\n\u003cp>Students at California’s public universities and colleges are overwhelmingly nonwhite. CSU reported that \u003ca href=\"https://www.calstate.edu/csu-system/about-the-csu/facts-about-the-csu/enrollment/Pages/student-enrollment-demographics.aspx\">just 21.5% of its student body was non-Hispanic white\u003c/a> last fall. In California’s community colleges, that number was 24%, according to data from the California Community College Chancellor’s Office. In the UC system, \u003ca href=\"https://www.universityofcalifornia.edu/about-us/information-center/fall-enrollment-glance\">23% of students were white\u003c/a>.\u003c/p>\n\u003cp>More selective institutions, such as the UCs, take their cues from other selective institutions across the nation like Stanford, Harvard and Yale, Oakley said.\u003c/p>\n\u003cp>“You’re replicating the same type of practices that you compare yourself to,” he said.\u003c/p>\n\u003cp>There is an assumption that candidates of color don’t make it to the finish line because there are not enough qualified candidates in the pipeline. But the report outlines the ways that male whiteness is privileged at every step of the presidential search process from the job listing to the type of candidates on the radar of search firms and finally to the biases of search committees in the final selection process.\u003c/p>\n\u003cp>“Most people think that the searches are neutral and objective, but the rules that we break in this report [are] calling out how whiteness is implicated in just every step of the process,” Bensimon said. “We don’t talk about that: whiteness as credentials, whiteness as rules that directly disadvantage Black, Latinx and Indigenous candidates.”\u003c/p>\n\u003cp>The California-focused report is based on interviews with search firm consultants, trustees and community members, but the heart of the report is interviews with 36 sitting college presidents and chancellors, 20 of those with people of color. It also included an analysis of the curriculum vitae of 35 presidents and chancellors, and 38 job announcements.\u003c/p>\n\u003cp>It notes that there has been an uptick in the hiring of presidents of color nationally since the George Floyd uprising. But it questions whether this practice will hit a plateau in the same way it did during previously tumultuous times.\u003c/p>\n\u003cp>The report includes several examples of searches where there was explicit bias against candidates who weren’t white men. One search firm consultant described a trustee who said that a Black candidate from the South couldn’t move forward because they couldn’t understand a word they were saying. Another consultant said that the search committee complained that female candidates were “dowdy,” “motherly” or “like a Jewish woman.” Candidates of color describe a process of telegraphing that they have been assimilated, such as a Black woman choosing to not wear braids and speak “white.”\u003c/p>\n\u003cp>Presidents of color describe having to walk a fine line when discussing race and equity issues during the search process. There may be factions in a search team who want to hit the accelerator on improving equity, while others are resistant.\u003c/p>\n\u003cp>Oakley said the report mirrored his own experiences as the president of Long Beach City College and, most recently, the chancellor of the California Community College system. He broke down racial barriers as the first person of color in those roles, but he said he faced resistance in both roles from people who believed he wasn’t right for the role or didn’t have the correct academic pedigree.\u003c/p>\n\u003cp>“While I’m not surprised by the results because I’ve been in the industry for a long time, I am shocked to see how deep in the culture these practices are,” he said.[pullquote align=\"right\" size=\"medium\" citation=\"Eloy Ortiz Oakley, president and CEO, College Futures Foundation\"]'This is not a report to push diversity for the sake of diversity. It's pushing diversity for the sake of improving the experience of the student.'[/pullquote]One search firm consultant told researchers that candidates of color need to be the “Jackie Robinson” of presidents to be deemed worthy, qualified and ready.\u003c/p>\n\u003cp>The report outlines some practices that may seem neutral but give an advantage to white candidates.\u003c/p>\n\u003cp>For example, search committees tend to privilege candidates who come through academic affairs, a pathway that has shut out too many people of color who have other experiences, such as student affairs. A search firm consultant said faculty on the search committee objected to a Black candidate for not having the right degree and the correct institutional pedigree.\u003c/p>\n\u003cp>“[E]veryone who’s currently credentialed has 20 or 30 years of experience [and], well, we can all admit the last 20 or 30 years has not been an open invitation for everyone to have the same kinds of experiences,” said one white president.\u003c/p>\n\u003cp>There is a bias toward candidates who come from peer institutions, which limits the pool of candidates. This includes discounting those who have worked at historically Black colleges and universities and Hispanic-serving institutions, Bensimon said.\u003c/p>\n\u003cp>Michele Siqueiros, president of The Campaign for College Opportunity, said that she hopes the findings push California to offer more transparent data about the hiring process — not just for college presidents but for other leadership and faculty positions that remain disproportionately white. She added that though the report takes aim at public universities in California, she hopes independent colleges also take the report’s findings seriously.\u003c/p>\n\u003cp>“We are here today to ask how do we attack a structure that is not equitable and not fair for women and candidates of color,” she said.\u003c/p>\n\u003cp>The report outlines how the deck is stacked against candidates of color, but researcher Megan Chase said that equally important is the toolkit of solutions that the team compiled. It includes advice about how to choose a search firm, rethinking the criteria for job advertisements and taking care to choose and train the search committee.\u003c/p>\n\u003cp>“Racial equity is in the details,” said Chase. “Without drilling down into the details, it would probably not create as much change as is necessary.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2022/study-finds-college-president-searches-favor-white-men-and-offers-strategies-to-change-that/680577\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"The study and experts say diverse and equity-minded leadership is crucial in terms of representing and improving the future prospects of an increasingly diverse student body across all higher education systems in California.","status":"publish","parent":0,"modified":1667262819,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":1757},"headData":{"title":"Study Finds College President Searches Favor White Men, Offers Strategies for Change | KQED","description":"The study and experts say diverse and equity-minded leadership is crucial in terms of representing and improving the future prospects of an increasingly diverse student body across all higher education systems in California.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Study Finds College President Searches Favor White Men, Offers Strategies for Change","datePublished":"2022-10-31T23:54:38.000Z","dateModified":"2022-11-01T00:33:39.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"11930702 https://ww2.kqed.org/news/?p=11930702","disqusUrl":"https://ww2.kqed.org/news/2022/10/31/study-finds-college-president-searches-favor-white-men-offers-strategies-for-change/","disqusTitle":"Study Finds College President Searches Favor White Men, Offers Strategies for Change","source":"EDSOURCE","sourceUrl":"https://edsource.org/","nprByline":"\u003ca href=\"https://edsource.org/author/egallegos\">Emma Gallegos\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/news/11930702/study-finds-college-president-searches-favor-white-men-offers-strategies-for-change","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>At a time when California is searching for people to fill key jobs in higher education, change is critical in a selection system that favors white men, a new report concludes.\u003c/p>\n\u003cp>The student bodies of public colleges and universities have become much more diverse than they were 10 or 20 years ago, and there is an urgent need to increase these students’ success, said Estela Mara Bensimon, lead researcher on the report.\u003c/p>\n\u003cp>“We depend on these students to step into the jobs that have traditionally been occupied by white professionals,” said Bensimon, president of Bensimon and Associates and professor emerita at the University of Southern California. “There’s both a social justice urgency but also a political and economic urgency.”\u003c/p>\n\u003cp>She said California needs educational leaders who have the racial literacy and cultural competency to address students’ needs. “We’re not naive that just because you appoint a Black president, a Latinx president, Indigenous president or Pacific Islander president that automatically you get magic,” Bensimon said. “We know that it takes more than that.”\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'We are here today to ask how do we attack a structure that is not equitable and not fair for women and candidates of color.'","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Michele Siqueiros, president, Campaign for College Opportunity","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>One benefit of diverse leadership is that the increasingly diverse student body will see in their leaders someone who has experienced the same struggles in the face of systemic racism, the study said.\u003c/p>\n\u003cp>“This is not a report to push diversity for the sake of diversity. It’s pushing diversity for the sake of improving the experience of the student,” said Eloy Ortiz Oakley, president and CEO of College Futures Foundation and former chancellor of the California Community Colleges.\u003c/p>\n\u003cp>The report outlines the importance of what it calls “equity-minded” leadership: someone who understands that institutions of higher education have “been designed by whites for whites, and is therefore intentional about asking the race question as a standard practice.” Without these kinds of leaders at the top, the work of addressing racial equity won’t be fully realized throughout institutions, Oakley said.\u003c/p>\n\u003cp>College Futures Foundation commissioned the report, “\u003ca class=\"external\" href=\"https://collegefutures.org/insights/whiteness-rules-racial-exclusion-in-becoming-an-american-college-president/\" target=\"_blank\" rel=\"noopener noreferrer\">Whiteness Rules: Racial Exclusion in Becoming an American College President,\u003c/a>” and a companion piece, “Tools to Redesign Presidential Search for Racial Equity,” that walks presidential search teams through creating a process that is equitable for candidates of color. College Futures advances college degrees for the state’s diverse students.\u003c/p>\n\u003cp>“We need presidents who have the skills — the racial literacy, the cultural competency — to be responsive to the students that we are educating,” said Bensimon.\u003c/p>\n\u003cp>But she said that competency in equity issues is not a part of the conversation when searching for leaders. This hurts students, she said. She points to practices, such as remedial education at community colleges, that harm students of color who have remained in place for decades. Gov. Gavin Newsom signed a bill this year that \u003ca href=\"https://edsource.org/2022/dozens-of-community-colleges-offer-remedial-classes-bill-to-ban-them-awaits-newsoms-signature/677640\">prohibits remedial classes in all but a handful of circumstances\u003c/a>.\u003c/p>\n\u003cp>“No one asked the question of why remedial courses are mostly being taken by these students of color,” she said.\u003c/p>\n\u003cp>The report notes that this comes at a critical time when the top positions at many colleges around the state are open, as are the chancellor positions at both the California State University system and California Community Colleges. It also comes \u003ca href=\"https://edsource.org/2022/as-supreme-court-considers-affirmative-action-case-university-of-california-offers-cautionary-tale/679692\">just as the U.S. Supreme Court takes up a case\u003c/a> that calls into question the role that race plays in higher education, though through affirmative action at the admissions level.\u003c/p>\n\u003cp>The report notes that historically the top positions at colleges and universities in California have been held by white men. It notes that at some institutions, such as UCLA and Cal Poly San Luis Obispo, there have only been white men who have been chancellor or president.\u003c/p>\n\u003cp>Currently, 51% of public institutions of higher education in California have white leaders. The numbers are starker for more selective institutions: Sixty percent of leaders at the UC are white. That number is 57% in the CSU, and in community colleges it is 49%.\u003c/p>\n\u003cp>Women are also underrepresented in both the UC and community college systems, but they’re slightly overrepresented in the CSU system. In the UC system, women make up just 20% of leaders, the report states.\u003c/p>\n\u003cp>Students at California’s public universities and colleges are overwhelmingly nonwhite. CSU reported that \u003ca href=\"https://www.calstate.edu/csu-system/about-the-csu/facts-about-the-csu/enrollment/Pages/student-enrollment-demographics.aspx\">just 21.5% of its student body was non-Hispanic white\u003c/a> last fall. In California’s community colleges, that number was 24%, according to data from the California Community College Chancellor’s Office. In the UC system, \u003ca href=\"https://www.universityofcalifornia.edu/about-us/information-center/fall-enrollment-glance\">23% of students were white\u003c/a>.\u003c/p>\n\u003cp>More selective institutions, such as the UCs, take their cues from other selective institutions across the nation like Stanford, Harvard and Yale, Oakley said.\u003c/p>\n\u003cp>“You’re replicating the same type of practices that you compare yourself to,” he said.\u003c/p>\n\u003cp>There is an assumption that candidates of color don’t make it to the finish line because there are not enough qualified candidates in the pipeline. But the report outlines the ways that male whiteness is privileged at every step of the presidential search process from the job listing to the type of candidates on the radar of search firms and finally to the biases of search committees in the final selection process.\u003c/p>\n\u003cp>“Most people think that the searches are neutral and objective, but the rules that we break in this report [are] calling out how whiteness is implicated in just every step of the process,” Bensimon said. “We don’t talk about that: whiteness as credentials, whiteness as rules that directly disadvantage Black, Latinx and Indigenous candidates.”\u003c/p>\n\u003cp>The California-focused report is based on interviews with search firm consultants, trustees and community members, but the heart of the report is interviews with 36 sitting college presidents and chancellors, 20 of those with people of color. It also included an analysis of the curriculum vitae of 35 presidents and chancellors, and 38 job announcements.\u003c/p>\n\u003cp>It notes that there has been an uptick in the hiring of presidents of color nationally since the George Floyd uprising. But it questions whether this practice will hit a plateau in the same way it did during previously tumultuous times.\u003c/p>\n\u003cp>The report includes several examples of searches where there was explicit bias against candidates who weren’t white men. One search firm consultant described a trustee who said that a Black candidate from the South couldn’t move forward because they couldn’t understand a word they were saying. Another consultant said that the search committee complained that female candidates were “dowdy,” “motherly” or “like a Jewish woman.” Candidates of color describe a process of telegraphing that they have been assimilated, such as a Black woman choosing to not wear braids and speak “white.”\u003c/p>\n\u003cp>Presidents of color describe having to walk a fine line when discussing race and equity issues during the search process. There may be factions in a search team who want to hit the accelerator on improving equity, while others are resistant.\u003c/p>\n\u003cp>Oakley said the report mirrored his own experiences as the president of Long Beach City College and, most recently, the chancellor of the California Community College system. He broke down racial barriers as the first person of color in those roles, but he said he faced resistance in both roles from people who believed he wasn’t right for the role or didn’t have the correct academic pedigree.\u003c/p>\n\u003cp>“While I’m not surprised by the results because I’ve been in the industry for a long time, I am shocked to see how deep in the culture these practices are,” he said.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'This is not a report to push diversity for the sake of diversity. It's pushing diversity for the sake of improving the experience of the student.'","name":"pullquote","attributes":{"named":{"align":"right","size":"medium","citation":"Eloy Ortiz Oakley, president and CEO, College Futures Foundation","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>One search firm consultant told researchers that candidates of color need to be the “Jackie Robinson” of presidents to be deemed worthy, qualified and ready.\u003c/p>\n\u003cp>The report outlines some practices that may seem neutral but give an advantage to white candidates.\u003c/p>\n\u003cp>For example, search committees tend to privilege candidates who come through academic affairs, a pathway that has shut out too many people of color who have other experiences, such as student affairs. A search firm consultant said faculty on the search committee objected to a Black candidate for not having the right degree and the correct institutional pedigree.\u003c/p>\n\u003cp>“[E]veryone who’s currently credentialed has 20 or 30 years of experience [and], well, we can all admit the last 20 or 30 years has not been an open invitation for everyone to have the same kinds of experiences,” said one white president.\u003c/p>\n\u003cp>There is a bias toward candidates who come from peer institutions, which limits the pool of candidates. This includes discounting those who have worked at historically Black colleges and universities and Hispanic-serving institutions, Bensimon said.\u003c/p>\n\u003cp>Michele Siqueiros, president of The Campaign for College Opportunity, said that she hopes the findings push California to offer more transparent data about the hiring process — not just for college presidents but for other leadership and faculty positions that remain disproportionately white. She added that though the report takes aim at public universities in California, she hopes independent colleges also take the report’s findings seriously.\u003c/p>\n\u003cp>“We are here today to ask how do we attack a structure that is not equitable and not fair for women and candidates of color,” she said.\u003c/p>\n\u003cp>The report outlines how the deck is stacked against candidates of color, but researcher Megan Chase said that equally important is the toolkit of solutions that the team compiled. It includes advice about how to choose a search firm, rethinking the criteria for job advertisements and taking care to choose and train the search committee.\u003c/p>\n\u003cp>“Racial equity is in the details,” said Chase. “Without drilling down into the details, it would probably not create as much change as is necessary.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2022/study-finds-college-president-searches-favor-white-men-and-offers-strategies-to-change-that/680577\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11930702/study-finds-college-president-searches-favor-white-men-offers-strategies-for-change","authors":["byline_news_11930702"],"categories":["news_223","news_8"],"tags":["news_31933","news_31934","news_25365","news_379","news_31935"],"featImg":"news_11930708","label":"source_news_11930702"},"news_11912248":{"type":"posts","id":"news_11912248","meta":{"index":"posts_1591205157","site":"news","id":"11912248","score":null,"sort":[1651020367000]},"guestAuthors":[],"slug":"university-of-california-departments-consider-ditching-letter-grade-system-for-new-students","title":"University of California Departments Consider Ditching Letter-Grade System for New Students","publishDate":1651020367,"format":"standard","headTitle":"KQED News","labelTerm":{},"content":"\u003cp>Inside some University of California academic departments and colleges, an atypical idea is gaining steam: deemphasizing, or even ditching, the A-F grading system and rethinking how to assess student learning.\u003c/p>\n\u003cp>Divisions like UC Berkeley’s College of Chemistry and UC Davis’s Department of Mathematics are deliberating whether to change how they grade students. In some cases, that means awarding students a pass or no-pass grade rather than a letter grade. Other times, it may mean allowing students to choose which assignments get the most weight in determining their grade.\u003c/p>\n\u003cp>At UC Irvine, Academic Senate leaders are currently evaluating long-term options around grading and have met with officials at the Massachusetts Institute of Technology, where students don’t receive letter grades for their first semester, to learn about that university’s approach.[pullquote size=\"medium\" align=\"right\" citation=\"Jody Greene, associate vice provost of teaching and learning, UC Santa Cruz\"]'The changes that were happening in higher education at a glacial pace were put on a bullet train by COVID, and as painful as the last couple of years have been, we're now having genuine conversations about how we can better serve the students.'[/pullquote]\u003c/p>\n\u003cp>Departments at other UC campuses also are experimenting with making changes to how they test students, putting less emphasis on high-stakes exams, because some students aren’t good test-takers but can demonstrate their understanding of the material in other ways. Some departments have begun using two-stage exams: Students take a standard individual exam before also taking a group test where they work with other students.\u003c/p>\n\u003cp>The changes are especially being considered for first-year students to give them more time to get used to the rigors of college work and learn the material over the course of a semester rather than discourage them early on with low scores on tests and other assignments.\u003c/p>\n\u003cp>All the possibilities are a welcome development to Jody Greene, the associate vice provost of teaching and learning at UC Santa Cruz, who argues that letter grades aren’t necessarily indicative of whether a student has mastered the material.\u003c/p>\n\u003cp>Often, Greene said, what grades really measure is the student’s preparation to do college work. That could stem from the availability of rigorous courses in that student’s high school, such as Advanced Placement classes.\u003c/p>\n\u003cp>A \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/mar22/a3.pdf\">recent UC Board of Regents memo\u003c/a> noted that a student from an under-resourced high school “may perform poorly on initial assignments.” As they learn the material over the course of the term, the student may ultimately ace the final exam yet still end up with a below average grade because of those early assignments.\u003c/p>\n\u003cp>Greene is among some teaching staff across UC who have long advocated for changes to grading, but the pandemic has accelerated the willingness of many faculty members to get on board with those ideas, she said. According to the regents memo, faculty sensitivity to inequities in their students’ educational experiences “was heightened” during the pandemic, ramping up efforts across UC to improve grading and assessment, though officials acknowledge there’s no consensus across the system of the best approach.\u003c/p>\n\u003cp>“We will be better institutions for this,” said Greene, who is also the founding director of \u003ca href=\"https://citl.ucsc.edu/\">UC Santa Cruz’s Center for Innovations in Teaching and Learning\u003c/a>. “The changes that were happening in higher education at a glacial pace were put on a bullet train by COVID, and as painful as the last couple of years have been, we’re now having genuine conversations about how we can better serve the students.”\u003c/p>\n\u003cp>The shift to reconsider how best to teach and assess students was a natural one for many faculty members amid the pandemic, said Rachel Kennison, executive director of \u003ca href=\"https://ceils.ucla.edu/\">UCLA’s Center for Education Innovation and Learning in the Sciences\u003c/a>. Once classes moved online, faculty had to think of new ways to engage students and couldn’t rely on traditional methods for assessing them, such as in-person, closed-book exams.\u003c/p>\n\u003cp>That was key because often, students who struggle in their first year of college to achieve high grades are discouraged and leave their majors. The \u003ca href=\"https://www.washingtonpost.com/local/education/the-science-divide-why-do-latino-and-black-students-leave-stem-majors-at-higher-rates/2019/05/03/e386d318-4b32-11e9-93d0-64dbcf38ba41_story.html\">problem is especially acute in STEM fields, and particularly among Black and Latino students\u003c/a> when they take \u003ca href=\"https://www.brookings.edu/blog/brown-center-chalkboard/2021/07/26/whos-getting-pulled-in-weed-out-courses-for-stem-majors/\">so-called weed-out classes\u003c/a>, difficult courses like chemistry or calculus that often determine whether a student sticks with their major.\u003c/p>\n\u003ch2>MIT's approach\u003c/h2>\n\u003cp>One college, the Massachusetts Institute of Technology, has found a system that may serve as a model for UC campuses. That university uses what Ian Waitz, MIT’s vice chancellor of undergraduate and graduate education, calls “ramp-up grading” for first-year students.\u003c/p>\n\u003cp>For every class MIT students take their first semester, either they receive a passing grade or the course doesn’t show up on their transcript at all. In the second semester, they either get a letter grade of A, B or C or, if they earn a D or F, the class doesn’t appear on their transcript. By year two, students receive a standard A-F grade for most classes. That system for first-year grading has been in place at MIT since 2000.\u003c/p>\n\u003cp>“We’re gradually getting people acclimated, and they’re calibrating themselves to what it takes to succeed with our very rigorous academics,” Waitz said. That style of grading is valuable to students, who also are going through a massive life change as they start college. It’s a difficult transition for many students who are living away from home for the first time and need time to adjust.[aside postID=\"news_11898137,mindshift_59217,news_11911877\" label=\"Related Posts\"]Waitz acknowledged that there have been unintended consequences. For example, MIT requires all students to take certain rigorous physics and chemistry courses, and some students schedule those classes in their first semester “to get them out of the way” and not risk a poor letter grade, Waitz said.\u003c/p>\n\u003cp>In part to combat that, MIT last year implemented a policy that lets students take any four classes on a pass/no record basis at any point after their first semester. Students don’t need to designate the class as pass/no record until after they’ve seen their potential letter grade. MIT officials hope that will encourage students to try as hard as possible in those classes to achieve a high letter grade.\u003c/p>\n\u003cp>Waitz recently met with leaders of UC Irvine’s Academic Senate to discuss MIT’s strategies as Irvine weighs its options on first-year grading. A spokesperson for Irvine said in an email that the senate “is still deliberating policies and there is nothing to share at this time.”\u003c/p>\n\u003ch2>Changes brewing\u003c/h2>\n\u003cp>Relying more on pass/no pass grading could be a natural transition for UC campuses after almost all of them relaxed their pass/no pass regulations during the pandemic.\u003c/p>\n\u003cp>At the state’s other four-year university system, the 23-campus California State University, there is currently no plan to rely less on letter grades, said Toni Molle, a spokesperson for the system-wide chancellor’s office. “While it’s possible that an individual campus could explore this tactic, we are not currently aware of any that are planning to do so,” she added.\u003c/p>\n\u003cp>Among the UC students who have benefited from pass/no pass classes is Timothy Tam Nguyen, a second-year math major at UC Irvine. Nguyen took a political science class and designated it as pass/no pass because he wasn’t confident he would get an A and wanted to focus more on classes in his major. The class was heavily essay-based, and Nguyen didn’t think the professor clearly explained the expectations for the essays.\u003c/p>\n\u003cp>“As I predicted, I ended up with a B+ in the class, mainly due to flaws in my essays that weren’t clearly articulated,” he said. Nguyen added that taking the class pass/no pass also was a stress reliever since it allowed him to “obsess less and live a more balanced life with friends and fitness.”\u003c/p>\n\u003cp>Nguyen isn’t the only student who had lower stress levels while taking pass/no pass classes. Seeing how the increased availability of pass/no pass classes helped relieve student stress is among the main factors that motivated UC Berkeley’s College of Chemistry to consider permanent changes to pass/no pass grading for first-year students. College leaders also believe it’s an equity issue and have noticed that students who enter college less prepared than their peers often finish their first year with lower GPAs as a result, according to the regents memo.\u003c/p>\n\u003cp>Some critics argue that designating too many classes as pass/no pass \u003ca href=\"https://hechingerreport.org/choosing-pass-fail-grades-may-help-college-students-now-but-could-cost-them-later/\">could have negative implications for students hoping to attend graduate school\u003c/a>, though Greene disputes that notion. She pointed out that, until 2001, UC Santa Cruz did not assign grades at all and still sent many students to graduate school.\u003c/p>\n\u003cp>The UC campuses looking at grade changes are focusing on the first year and not a student’s entire undergraduate career.\u003c/p>\n\u003cp>At UC Davis, meanwhile, the Department of Mathematics has considered using “contract grading,” which allows a student to choose how to be graded. One calculus instructor at that college gives students three options, each with a different distribution of weight across different assessments to determine the student’s grade. For example, one option could give more weight to exams, and another option could give more weight to homework and class engagement.\u003c/p>\n\u003cp>Elsewhere at Davis, an introductory biology class uses two-stage exams. After taking a traditional test, students work together in groups to solve questions that are the same or similar to the exam questions. “Students who preferred that approach said it provided an opportunity to debate and arrive at a better answer. Students also received immediate feedback on individual exam responses from peers,” states the regents memo.\u003c/p>\n\u003cp>Kennison said rethinking exams is key to considerations around grading changes because not all students demonstrate their knowledge the same way. Other options for assessing students include allowing them to use their notes on tests or assigning projects instead of exams. Oftentimes, Kennison said, classes that rely too heavily on final exams are measuring students’ ability to memorize things and “spit it back out” under pressure, something she said doesn’t necessarily measure a student’s mastery of the material.\u003c/p>\n\u003cp>“If you think about students as individuals, they don’t learn in any one way. They need multiple modes of learning and multiple modes of being assessed,” Kennison said. “Ideally you are giving them lots of different types of assessments, making lots of different opportunities for them to assess their own learning right in low-stakes ways. You still can have a final exam, but it doesn’t necessarily have to have that high stakes, high pressure.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"Some University of California academic departments and colleges are considering deemphasizing or even ditching the A-F grading system and rethinking how to assess student learning.","status":"publish","parent":0,"modified":1651093687,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1883},"headData":{"title":"University of California Departments Consider Ditching Letter-Grade System for New Students | KQED","description":"Some University of California academic departments and colleges are considering deemphasizing or even ditching the A-F grading system and rethinking how to assess student learning.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"University of California Departments Consider Ditching Letter-Grade System for New Students","datePublished":"2022-04-27T00:46:07.000Z","dateModified":"2022-04-27T21:08:07.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"11912248 https://ww2.kqed.org/news/?p=11912248","disqusUrl":"https://ww2.kqed.org/news/2022/04/26/university-of-california-departments-consider-ditching-letter-grade-system-for-new-students/","disqusTitle":"University of California Departments Consider Ditching Letter-Grade System for New Students","source":"EdSource","sourceUrl":"https://edsource.org","nprByline":"\u003ca href=\"https://edsource.org/author/mburke\">Michael Burke\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/news/11912248/university-of-california-departments-consider-ditching-letter-grade-system-for-new-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Inside some University of California academic departments and colleges, an atypical idea is gaining steam: deemphasizing, or even ditching, the A-F grading system and rethinking how to assess student learning.\u003c/p>\n\u003cp>Divisions like UC Berkeley’s College of Chemistry and UC Davis’s Department of Mathematics are deliberating whether to change how they grade students. In some cases, that means awarding students a pass or no-pass grade rather than a letter grade. Other times, it may mean allowing students to choose which assignments get the most weight in determining their grade.\u003c/p>\n\u003cp>At UC Irvine, Academic Senate leaders are currently evaluating long-term options around grading and have met with officials at the Massachusetts Institute of Technology, where students don’t receive letter grades for their first semester, to learn about that university’s approach.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'The changes that were happening in higher education at a glacial pace were put on a bullet train by COVID, and as painful as the last couple of years have been, we're now having genuine conversations about how we can better serve the students.'","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Jody Greene, associate vice provost of teaching and learning, UC Santa Cruz","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Departments at other UC campuses also are experimenting with making changes to how they test students, putting less emphasis on high-stakes exams, because some students aren’t good test-takers but can demonstrate their understanding of the material in other ways. Some departments have begun using two-stage exams: Students take a standard individual exam before also taking a group test where they work with other students.\u003c/p>\n\u003cp>The changes are especially being considered for first-year students to give them more time to get used to the rigors of college work and learn the material over the course of a semester rather than discourage them early on with low scores on tests and other assignments.\u003c/p>\n\u003cp>All the possibilities are a welcome development to Jody Greene, the associate vice provost of teaching and learning at UC Santa Cruz, who argues that letter grades aren’t necessarily indicative of whether a student has mastered the material.\u003c/p>\n\u003cp>Often, Greene said, what grades really measure is the student’s preparation to do college work. That could stem from the availability of rigorous courses in that student’s high school, such as Advanced Placement classes.\u003c/p>\n\u003cp>A \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/mar22/a3.pdf\">recent UC Board of Regents memo\u003c/a> noted that a student from an under-resourced high school “may perform poorly on initial assignments.” As they learn the material over the course of the term, the student may ultimately ace the final exam yet still end up with a below average grade because of those early assignments.\u003c/p>\n\u003cp>Greene is among some teaching staff across UC who have long advocated for changes to grading, but the pandemic has accelerated the willingness of many faculty members to get on board with those ideas, she said. According to the regents memo, faculty sensitivity to inequities in their students’ educational experiences “was heightened” during the pandemic, ramping up efforts across UC to improve grading and assessment, though officials acknowledge there’s no consensus across the system of the best approach.\u003c/p>\n\u003cp>“We will be better institutions for this,” said Greene, who is also the founding director of \u003ca href=\"https://citl.ucsc.edu/\">UC Santa Cruz’s Center for Innovations in Teaching and Learning\u003c/a>. “The changes that were happening in higher education at a glacial pace were put on a bullet train by COVID, and as painful as the last couple of years have been, we’re now having genuine conversations about how we can better serve the students.”\u003c/p>\n\u003cp>The shift to reconsider how best to teach and assess students was a natural one for many faculty members amid the pandemic, said Rachel Kennison, executive director of \u003ca href=\"https://ceils.ucla.edu/\">UCLA’s Center for Education Innovation and Learning in the Sciences\u003c/a>. Once classes moved online, faculty had to think of new ways to engage students and couldn’t rely on traditional methods for assessing them, such as in-person, closed-book exams.\u003c/p>\n\u003cp>That was key because often, students who struggle in their first year of college to achieve high grades are discouraged and leave their majors. The \u003ca href=\"https://www.washingtonpost.com/local/education/the-science-divide-why-do-latino-and-black-students-leave-stem-majors-at-higher-rates/2019/05/03/e386d318-4b32-11e9-93d0-64dbcf38ba41_story.html\">problem is especially acute in STEM fields, and particularly among Black and Latino students\u003c/a> when they take \u003ca href=\"https://www.brookings.edu/blog/brown-center-chalkboard/2021/07/26/whos-getting-pulled-in-weed-out-courses-for-stem-majors/\">so-called weed-out classes\u003c/a>, difficult courses like chemistry or calculus that often determine whether a student sticks with their major.\u003c/p>\n\u003ch2>MIT's approach\u003c/h2>\n\u003cp>One college, the Massachusetts Institute of Technology, has found a system that may serve as a model for UC campuses. That university uses what Ian Waitz, MIT’s vice chancellor of undergraduate and graduate education, calls “ramp-up grading” for first-year students.\u003c/p>\n\u003cp>For every class MIT students take their first semester, either they receive a passing grade or the course doesn’t show up on their transcript at all. In the second semester, they either get a letter grade of A, B or C or, if they earn a D or F, the class doesn’t appear on their transcript. By year two, students receive a standard A-F grade for most classes. That system for first-year grading has been in place at MIT since 2000.\u003c/p>\n\u003cp>“We’re gradually getting people acclimated, and they’re calibrating themselves to what it takes to succeed with our very rigorous academics,” Waitz said. That style of grading is valuable to students, who also are going through a massive life change as they start college. It’s a difficult transition for many students who are living away from home for the first time and need time to adjust.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11898137,mindshift_59217,news_11911877","label":"Related Posts "},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Waitz acknowledged that there have been unintended consequences. For example, MIT requires all students to take certain rigorous physics and chemistry courses, and some students schedule those classes in their first semester “to get them out of the way” and not risk a poor letter grade, Waitz said.\u003c/p>\n\u003cp>In part to combat that, MIT last year implemented a policy that lets students take any four classes on a pass/no record basis at any point after their first semester. Students don’t need to designate the class as pass/no record until after they’ve seen their potential letter grade. MIT officials hope that will encourage students to try as hard as possible in those classes to achieve a high letter grade.\u003c/p>\n\u003cp>Waitz recently met with leaders of UC Irvine’s Academic Senate to discuss MIT’s strategies as Irvine weighs its options on first-year grading. A spokesperson for Irvine said in an email that the senate “is still deliberating policies and there is nothing to share at this time.”\u003c/p>\n\u003ch2>Changes brewing\u003c/h2>\n\u003cp>Relying more on pass/no pass grading could be a natural transition for UC campuses after almost all of them relaxed their pass/no pass regulations during the pandemic.\u003c/p>\n\u003cp>At the state’s other four-year university system, the 23-campus California State University, there is currently no plan to rely less on letter grades, said Toni Molle, a spokesperson for the system-wide chancellor’s office. “While it’s possible that an individual campus could explore this tactic, we are not currently aware of any that are planning to do so,” she added.\u003c/p>\n\u003cp>Among the UC students who have benefited from pass/no pass classes is Timothy Tam Nguyen, a second-year math major at UC Irvine. Nguyen took a political science class and designated it as pass/no pass because he wasn’t confident he would get an A and wanted to focus more on classes in his major. The class was heavily essay-based, and Nguyen didn’t think the professor clearly explained the expectations for the essays.\u003c/p>\n\u003cp>“As I predicted, I ended up with a B+ in the class, mainly due to flaws in my essays that weren’t clearly articulated,” he said. Nguyen added that taking the class pass/no pass also was a stress reliever since it allowed him to “obsess less and live a more balanced life with friends and fitness.”\u003c/p>\n\u003cp>Nguyen isn’t the only student who had lower stress levels while taking pass/no pass classes. Seeing how the increased availability of pass/no pass classes helped relieve student stress is among the main factors that motivated UC Berkeley’s College of Chemistry to consider permanent changes to pass/no pass grading for first-year students. College leaders also believe it’s an equity issue and have noticed that students who enter college less prepared than their peers often finish their first year with lower GPAs as a result, according to the regents memo.\u003c/p>\n\u003cp>Some critics argue that designating too many classes as pass/no pass \u003ca href=\"https://hechingerreport.org/choosing-pass-fail-grades-may-help-college-students-now-but-could-cost-them-later/\">could have negative implications for students hoping to attend graduate school\u003c/a>, though Greene disputes that notion. She pointed out that, until 2001, UC Santa Cruz did not assign grades at all and still sent many students to graduate school.\u003c/p>\n\u003cp>The UC campuses looking at grade changes are focusing on the first year and not a student’s entire undergraduate career.\u003c/p>\n\u003cp>At UC Davis, meanwhile, the Department of Mathematics has considered using “contract grading,” which allows a student to choose how to be graded. One calculus instructor at that college gives students three options, each with a different distribution of weight across different assessments to determine the student’s grade. For example, one option could give more weight to exams, and another option could give more weight to homework and class engagement.\u003c/p>\n\u003cp>Elsewhere at Davis, an introductory biology class uses two-stage exams. After taking a traditional test, students work together in groups to solve questions that are the same or similar to the exam questions. “Students who preferred that approach said it provided an opportunity to debate and arrive at a better answer. Students also received immediate feedback on individual exam responses from peers,” states the regents memo.\u003c/p>\n\u003cp>Kennison said rethinking exams is key to considerations around grading changes because not all students demonstrate their knowledge the same way. Other options for assessing students include allowing them to use their notes on tests or assigning projects instead of exams. Oftentimes, Kennison said, classes that rely too heavily on final exams are measuring students’ ability to memorize things and “spit it back out” under pressure, something she said doesn’t necessarily measure a student’s mastery of the material.\u003c/p>\n\u003cp>“If you think about students as individuals, they don’t learn in any one way. They need multiple modes of learning and multiple modes of being assessed,” Kennison said. “Ideally you are giving them lots of different types of assessments, making lots of different opportunities for them to assess their own learning right in low-stakes ways. You still can have a final exam, but it doesn’t necessarily have to have that high stakes, high pressure.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11912248/university-of-california-departments-consider-ditching-letter-grade-system-for-new-students","authors":["byline_news_11912248"],"categories":["news_18540","news_8"],"tags":["news_31000","news_30998","news_30997","news_379","news_30999","news_697"],"featImg":"news_11912253","label":"source_news_11912248"},"news_11911874":{"type":"posts","id":"news_11911874","meta":{"index":"posts_1591205157","site":"news","id":"11911874","score":null,"sort":[1650590614000]},"guestAuthors":[],"slug":"uc-berkeley-lifts-campus-wide-lockdown-after-police-apprehend-suspect-who-made-threats-of-violence","title":"Criminal Charges Filed Against UC Berkeley Student Whose Alleged Threats Prompted Campus Lockdown","publishDate":1650590614,"format":"standard","headTitle":"KQED News","labelTerm":{"site":"news"},"content":"\u003cp>\u003cstrong>Update, 10 a.m. Wednesday: \u003c/strong>Alameda County prosecutors on Monday filed criminal charges against a 39-year-old UC Berkeley student for allegedly threatening university staff members last Thursday, an incident that prompted police to lock down the entire campus for more than four hours.\u003c/p>\n\u003cp>Just before 6 a.m. on Thursday, Lamar Bursey of Hayward sent an email to multiple staff members, threatening to shoot two of them, according to a declaration UC Berkeley Police submitted to Alameda County Superior Court.\u003c/p>\n\u003cp>Bursey wrote, in the email, that he had slept \"outside\" the day before and would be on campus, \"in the office,\" that day, from 9 a.m. to 4 p.m., the declaration said.\u003c/p>\n\u003cp>\"Look, y'all are my resources,\" he wrote in the email, according to police. \"Stop playing with me. Depending on who I feel was helping or not, 2 people on this email will get shot. Consider this a promisarry [sic] note you bitch you.\"\u003c/p>\n\u003cp>Bursey had been placed on academic suspension the previous week for a separate incident, police said, without specifying the reason.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"One of the recipients of the email was scared for his life and the life of others,\" the declaration said. \"The victim felt that there was nothing to stop BURSEY from coming onto campus and causing harm to UC staff. He emailed his supervisor 'I will not be back on campus as long this person is a threat to my life.' \"\u003c/p>\n\u003cp>Bursey was a participant in the \u003ca href=\"https://undergroundscholars.berkeley.edu/\">Berkeley Underground Scholars\u003c/a> Ambassador Program for formerly incarcerated people. As of Wednesday morning, the program had taken down its \u003ca href=\"https://undergroundscholars.berkeley.edu/ambassador-program\">webpage with photos and information about participating students\u003c/a>.\u003c/p>\n\u003cp>UC Berkeley police arrested Bursey off-campus, at Alta Bates Summit Medical Center in Oakland, at around 2 p.m., without incident, according to a criminal complaint filed by the Alameda County District Attorney’s Office. The lockdown was lifted shortly thereafter.\u003c/p>\n\u003cp>Prosecutors are charging Bursey with two counts of felony criminal threats.\u003cbr>\n\u003cstrong>\u003cbr>\nOriginal post, 6 p.m. Thursday.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>UC Berkeley issued an \"all clear\" Thursday afternoon, more than four hours after locking down the school in response to \"a credible campus-wide threat.\"\u003c/p>\n\u003cp>\"ALL CLEAR - the situation has been resolved. Thank you for your patience,\" \u003ca href=\"https://twitter.com/UCPD_Cal/status/1517246986466082819\">campus police posted on Twitter\u003c/a> at 2 p.m., soon after lifting the order. University officials subsequently announced that classes and other regular campus operations would resume Friday.\u003c/p>\n\u003cp>Officers located the individual in question at an off-campus location at about 2 p.m., and determined there was no longer an immediate threat, said UC Berkeley spokesperson Dan Mogulof. He noted the investigation is ongoing and said more details may be released when deemed \"warranted and appropriate.\"\u003c/p>\n\u003cp>Students and faculty were sent multiple emails and text message alerts Thursday morning, and were asked to leave campus quickly, with in-person classes canceled for the remainder of the day. The Berkeley Unified School District also placed seven nearby schools on a “soft lockdown,” keeping all exterior gates and doors secured for much of the day \"out of an abundance of caution.\"\u003c/p>\n\u003cp>The person who made the threats is an \"individual associated with the campus,\" said Mogulof, but stopped short of providing any additional details about the suspect's identity or whether an arrest had been made, citing \"unique and complicated privacy concerns.\" No injuries were reported.\u003c/p>\n\u003cp>At around 7:30 a.m., he said, campus police received information about \"credible threats of violence directed at other individuals, people who teach or work or learn at the university,\" and moved quickly to lock down and search the campus, closing all libraries, cafeterias, parking garages and other facilities.\u003c/p>\n\u003cp>\"UCPD became aware of the threats through a variety of different sources,\" Mogulof said. \"But suffice it to say that after a quick initial investigation, those threats were deemed to be legitimate, serious and of grave, grave concern.\"\u003c/p>\n\u003cfigure id=\"attachment_11911977\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/sproul-plaza.jpg\">\u003cimg class=\"size-full wp-image-11911977\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/sproul-plaza.jpg\" alt=\"A view of UC Berkeley's Sproul Plaza without any people.\" width=\"1920\" height=\"1116\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/sproul-plaza.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/sproul-plaza-800x465.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/sproul-plaza-1020x593.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/sproul-plaza-160x93.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/sproul-plaza-1536x893.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">An empty Sproul Plaza at around noon on Thursday, April 21, 2022, during UC Berkeley's campus-wide lockdown. \u003ccite>(Matthew Green/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The university didn't hesitate to \"respond quickly and comprehensively,\" he added. \"We're not going to take any chances when it comes to the safety of the community, even if in retrospect it may be proved that it wasn't necessary.\"\u003c/p>\n\u003cp>Mogulof said that in his 18 years working here, this was first time the entire campus had been locked down.\u003c/p>\n\u003cp>During the incident, students and faculty on campus were instructed by police to shelter in their classrooms and offices and stay away from doors and windows, despite also being assured there was no active shooter on campus. A number of people who were stuck inside their buildings took to Twitter, expressing frustration that the university wasn't providing specific details about the incident and was being too vague about the extent of the threat.\u003c/p>\n\u003cp>\"Getting a bit frustrated at lack of clear information regarding this situation at Berkeley,\" Keanan Joyner, an assistant professor of psychology, said in a tweet. \"Sending the same email with no updates every 15 minutes is not helping the situation.\"[aside label=\"related coverage\" tag=\"uc-berkeley\"]Mogulof acknowledged that frustration, but stressed that the administration followed the \"gold standard of communications\" established after the \u003ca href=\"https://www.cnn.com/2013/10/31/us/virginia-tech-shootings-fast-facts/index.html\">2007 Virginia Tech mass shooting\u003c/a>, which is to \"put out the barest possible minimum of information.\"\u003c/p>\n\u003cp>\"Not only are there privacy concerns, but there are certain types of information that people understandably would like to get, but that could actually serve as a source of additional peril and danger,\" he said. \"Because obviously, anything that we convey to the public as a whole would be conveyed to the source of the threat at the same time.\"\u003c/p>\n\u003cp>University officials will hold a postmortem next week to \"examine carefully ways that we can improve,\" he said.\u003c/p>\n\u003cp>Mogulof said he couldn't remember the last time the school had updated its active shooter protocols, but confirmed it had not been done \"recently.\"\u003c/p>\n\u003cp>Throughout late Thursday morning and early afternoon, campus grounds remained open, but were eerily quiet, with only a handful of people milling around the school's normally vibrant Sproul Plaza. Several campus police officers stood guard outside Martin Luther King Jr. Student Union — where the investigation appeared to be primarily focused — while behind the building's locked glass doors, students could be seen working quietly on laptops in the lobby lounge area, as officers occasionally walked by with rifles in hand.\u003c/p>\n\u003cp>\"Not what I expected,\" said James Vickers, a high school junior from Boston who had come to tour the campus with his dad. \"But I mean, you know, it is what it is. Hopefully, no one gets hurt.\"\u003c/p>\n\u003cp>April, a senior who asked that her last name not be used, said she thought the incident probably involved a student experiencing a mental health issue. Sitting outside the locked-down student center on Thursday morning, she said mental health issues among students are increasingly common.\u003c/p>\n\u003cp>\"People get stressed,\" April said, noting that final exams were just around the corner. She said on-campus counseling and other mental health resources are too limited and often not easily accessible, which can be particularly detrimental for students facing crises.\u003c/p>\n\u003cp>\"They don't really know how to find help and then their stuff escalates and it's too late,\" she said.\u003c/p>\n\u003cp>In a statement to students and faculty, posted Thursday afternoon, UC Berkeley Chancellor Carol Christ acknowledged \"\u003ca href=\"https://news.berkeley.edu/2022/04/21/in-person-classes-campus-operations-will-resume-friday/\">an unsettling day for our community\u003c/a>.\"\u003c/p>\n\u003cp>\"While we are fortunate that no one was injured in this incident, we recognize the alarm and the anxiety this caused,\" she said. \"Our sense of safety and security was threatened; our academic and research pursuits were interrupted; and, for some, past experiences with violence may have resurfaced.\"\u003c/p>\n\u003cp>Christ said students can schedule same-day counseling visits by calling the university’s \u003ca href=\"https://uhs.berkeley.edu/caps\">Counseling and Psychological Services\u003c/a> at \u003ca class=\"c-link\" href=\"tel:5106429494\" target=\"_blank\" rel=\"noopener noreferrer\" data-stringify-link=\"tel:5106429494\" data-sk=\"tooltip_parent\" data-remove-tab-index=\"true\">(510) 642-9494\u003c/a>; booking through the online portal, known as \u003ca href=\"https://uhs.berkeley.edu/access-etang-portal\">eTang\u003c/a>; or calling the after-hours counseling line at \u003ca class=\"c-link\" href=\"tel:8558175667\" target=\"_blank\" rel=\"noopener noreferrer\" data-stringify-link=\"tel:8558175667\" data-sk=\"tooltip_parent\" data-remove-tab-index=\"true\">(855) 817-5667\u003c/a>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Free confidential counseling also is available to faculty and staff through the \u003ca href=\"https://uhs.berkeley.edu/bewellatwork/employee-assistance\">Employee Assistance Program\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":"Alameda County prosecutors on Monday filed criminal charges against a 39-year-old UC Berkeley student for allegedly threatening university staff members last Thursday, prompting the more than four-hour lockdown.","status":"publish","parent":0,"modified":1651170493,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":1355},"headData":{"title":"Criminal Charges Filed Against UC Berkeley Student Whose Alleged Threats Prompted Campus Lockdown | KQED","description":"Alameda County prosecutors on Monday filed criminal charges against a 39-year-old UC Berkeley student for allegedly threatening university staff members last Thursday, prompting the more than four-hour lockdown.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Criminal Charges Filed Against UC Berkeley Student Whose Alleged Threats Prompted Campus Lockdown","datePublished":"2022-04-22T01:23:34.000Z","dateModified":"2022-04-28T18:28:13.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"11911874 https://ww2.kqed.org/news/?p=11911874","disqusUrl":"https://ww2.kqed.org/news/2022/04/21/uc-berkeley-lifts-campus-wide-lockdown-after-police-apprehend-suspect-who-made-threats-of-violence/","disqusTitle":"Criminal Charges Filed Against UC Berkeley Student Whose Alleged Threats Prompted Campus Lockdown","excludeFromSiteSearch":"Include","path":"/news/11911874/uc-berkeley-lifts-campus-wide-lockdown-after-police-apprehend-suspect-who-made-threats-of-violence","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Update, 10 a.m. Wednesday: \u003c/strong>Alameda County prosecutors on Monday filed criminal charges against a 39-year-old UC Berkeley student for allegedly threatening university staff members last Thursday, an incident that prompted police to lock down the entire campus for more than four hours.\u003c/p>\n\u003cp>Just before 6 a.m. on Thursday, Lamar Bursey of Hayward sent an email to multiple staff members, threatening to shoot two of them, according to a declaration UC Berkeley Police submitted to Alameda County Superior Court.\u003c/p>\n\u003cp>Bursey wrote, in the email, that he had slept \"outside\" the day before and would be on campus, \"in the office,\" that day, from 9 a.m. to 4 p.m., the declaration said.\u003c/p>\n\u003cp>\"Look, y'all are my resources,\" he wrote in the email, according to police. \"Stop playing with me. Depending on who I feel was helping or not, 2 people on this email will get shot. Consider this a promisarry [sic] note you bitch you.\"\u003c/p>\n\u003cp>Bursey had been placed on academic suspension the previous week for a separate incident, police said, without specifying the reason.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"One of the recipients of the email was scared for his life and the life of others,\" the declaration said. \"The victim felt that there was nothing to stop BURSEY from coming onto campus and causing harm to UC staff. He emailed his supervisor 'I will not be back on campus as long this person is a threat to my life.' \"\u003c/p>\n\u003cp>Bursey was a participant in the \u003ca href=\"https://undergroundscholars.berkeley.edu/\">Berkeley Underground Scholars\u003c/a> Ambassador Program for formerly incarcerated people. As of Wednesday morning, the program had taken down its \u003ca href=\"https://undergroundscholars.berkeley.edu/ambassador-program\">webpage with photos and information about participating students\u003c/a>.\u003c/p>\n\u003cp>UC Berkeley police arrested Bursey off-campus, at Alta Bates Summit Medical Center in Oakland, at around 2 p.m., without incident, according to a criminal complaint filed by the Alameda County District Attorney’s Office. The lockdown was lifted shortly thereafter.\u003c/p>\n\u003cp>Prosecutors are charging Bursey with two counts of felony criminal threats.\u003cbr>\n\u003cstrong>\u003cbr>\nOriginal post, 6 p.m. Thursday.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>UC Berkeley issued an \"all clear\" Thursday afternoon, more than four hours after locking down the school in response to \"a credible campus-wide threat.\"\u003c/p>\n\u003cp>\"ALL CLEAR - the situation has been resolved. Thank you for your patience,\" \u003ca href=\"https://twitter.com/UCPD_Cal/status/1517246986466082819\">campus police posted on Twitter\u003c/a> at 2 p.m., soon after lifting the order. University officials subsequently announced that classes and other regular campus operations would resume Friday.\u003c/p>\n\u003cp>Officers located the individual in question at an off-campus location at about 2 p.m., and determined there was no longer an immediate threat, said UC Berkeley spokesperson Dan Mogulof. He noted the investigation is ongoing and said more details may be released when deemed \"warranted and appropriate.\"\u003c/p>\n\u003cp>Students and faculty were sent multiple emails and text message alerts Thursday morning, and were asked to leave campus quickly, with in-person classes canceled for the remainder of the day. The Berkeley Unified School District also placed seven nearby schools on a “soft lockdown,” keeping all exterior gates and doors secured for much of the day \"out of an abundance of caution.\"\u003c/p>\n\u003cp>The person who made the threats is an \"individual associated with the campus,\" said Mogulof, but stopped short of providing any additional details about the suspect's identity or whether an arrest had been made, citing \"unique and complicated privacy concerns.\" No injuries were reported.\u003c/p>\n\u003cp>At around 7:30 a.m., he said, campus police received information about \"credible threats of violence directed at other individuals, people who teach or work or learn at the university,\" and moved quickly to lock down and search the campus, closing all libraries, cafeterias, parking garages and other facilities.\u003c/p>\n\u003cp>\"UCPD became aware of the threats through a variety of different sources,\" Mogulof said. \"But suffice it to say that after a quick initial investigation, those threats were deemed to be legitimate, serious and of grave, grave concern.\"\u003c/p>\n\u003cfigure id=\"attachment_11911977\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/sproul-plaza.jpg\">\u003cimg class=\"size-full wp-image-11911977\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/sproul-plaza.jpg\" alt=\"A view of UC Berkeley's Sproul Plaza without any people.\" width=\"1920\" height=\"1116\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/04/sproul-plaza.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/sproul-plaza-800x465.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/sproul-plaza-1020x593.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/sproul-plaza-160x93.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/04/sproul-plaza-1536x893.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">An empty Sproul Plaza at around noon on Thursday, April 21, 2022, during UC Berkeley's campus-wide lockdown. \u003ccite>(Matthew Green/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The university didn't hesitate to \"respond quickly and comprehensively,\" he added. \"We're not going to take any chances when it comes to the safety of the community, even if in retrospect it may be proved that it wasn't necessary.\"\u003c/p>\n\u003cp>Mogulof said that in his 18 years working here, this was first time the entire campus had been locked down.\u003c/p>\n\u003cp>During the incident, students and faculty on campus were instructed by police to shelter in their classrooms and offices and stay away from doors and windows, despite also being assured there was no active shooter on campus. A number of people who were stuck inside their buildings took to Twitter, expressing frustration that the university wasn't providing specific details about the incident and was being too vague about the extent of the threat.\u003c/p>\n\u003cp>\"Getting a bit frustrated at lack of clear information regarding this situation at Berkeley,\" Keanan Joyner, an assistant professor of psychology, said in a tweet. \"Sending the same email with no updates every 15 minutes is not helping the situation.\"\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"related coverage ","tag":"uc-berkeley"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Mogulof acknowledged that frustration, but stressed that the administration followed the \"gold standard of communications\" established after the \u003ca href=\"https://www.cnn.com/2013/10/31/us/virginia-tech-shootings-fast-facts/index.html\">2007 Virginia Tech mass shooting\u003c/a>, which is to \"put out the barest possible minimum of information.\"\u003c/p>\n\u003cp>\"Not only are there privacy concerns, but there are certain types of information that people understandably would like to get, but that could actually serve as a source of additional peril and danger,\" he said. \"Because obviously, anything that we convey to the public as a whole would be conveyed to the source of the threat at the same time.\"\u003c/p>\n\u003cp>University officials will hold a postmortem next week to \"examine carefully ways that we can improve,\" he said.\u003c/p>\n\u003cp>Mogulof said he couldn't remember the last time the school had updated its active shooter protocols, but confirmed it had not been done \"recently.\"\u003c/p>\n\u003cp>Throughout late Thursday morning and early afternoon, campus grounds remained open, but were eerily quiet, with only a handful of people milling around the school's normally vibrant Sproul Plaza. Several campus police officers stood guard outside Martin Luther King Jr. Student Union — where the investigation appeared to be primarily focused — while behind the building's locked glass doors, students could be seen working quietly on laptops in the lobby lounge area, as officers occasionally walked by with rifles in hand.\u003c/p>\n\u003cp>\"Not what I expected,\" said James Vickers, a high school junior from Boston who had come to tour the campus with his dad. \"But I mean, you know, it is what it is. Hopefully, no one gets hurt.\"\u003c/p>\n\u003cp>April, a senior who asked that her last name not be used, said she thought the incident probably involved a student experiencing a mental health issue. Sitting outside the locked-down student center on Thursday morning, she said mental health issues among students are increasingly common.\u003c/p>\n\u003cp>\"People get stressed,\" April said, noting that final exams were just around the corner. She said on-campus counseling and other mental health resources are too limited and often not easily accessible, which can be particularly detrimental for students facing crises.\u003c/p>\n\u003cp>\"They don't really know how to find help and then their stuff escalates and it's too late,\" she said.\u003c/p>\n\u003cp>In a statement to students and faculty, posted Thursday afternoon, UC Berkeley Chancellor Carol Christ acknowledged \"\u003ca href=\"https://news.berkeley.edu/2022/04/21/in-person-classes-campus-operations-will-resume-friday/\">an unsettling day for our community\u003c/a>.\"\u003c/p>\n\u003cp>\"While we are fortunate that no one was injured in this incident, we recognize the alarm and the anxiety this caused,\" she said. \"Our sense of safety and security was threatened; our academic and research pursuits were interrupted; and, for some, past experiences with violence may have resurfaced.\"\u003c/p>\n\u003cp>Christ said students can schedule same-day counseling visits by calling the university’s \u003ca href=\"https://uhs.berkeley.edu/caps\">Counseling and Psychological Services\u003c/a> at \u003ca class=\"c-link\" href=\"tel:5106429494\" target=\"_blank\" rel=\"noopener noreferrer\" data-stringify-link=\"tel:5106429494\" data-sk=\"tooltip_parent\" data-remove-tab-index=\"true\">(510) 642-9494\u003c/a>; booking through the online portal, known as \u003ca href=\"https://uhs.berkeley.edu/access-etang-portal\">eTang\u003c/a>; or calling the after-hours counseling line at \u003ca class=\"c-link\" href=\"tel:8558175667\" target=\"_blank\" rel=\"noopener noreferrer\" data-stringify-link=\"tel:8558175667\" data-sk=\"tooltip_parent\" data-remove-tab-index=\"true\">(855) 817-5667\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Free confidential counseling also is available to faculty and staff through the \u003ca href=\"https://uhs.berkeley.edu/bewellatwork/employee-assistance\">Employee Assistance Program\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11911874/uc-berkeley-lifts-campus-wide-lockdown-after-police-apprehend-suspect-who-made-threats-of-violence","authors":["1263"],"categories":["news_8"],"tags":["news_27626","news_28895","news_379","news_17597","news_206"],"featImg":"news_11911938","label":"news"},"news_11893226":{"type":"posts","id":"news_11893226","meta":{"index":"posts_1591205157","site":"news","id":"11893226","score":null,"sort":[1634860090000]},"guestAuthors":[],"slug":"pressure-mounts-on-uc-system-to-reach-agreement-with-lecturers-as-strike-looms","title":"Pressure Mounts on UC System to Reach Agreement with Lecturers as Strike Looms","publishDate":1634860090,"format":"standard","headTitle":"KQED News","labelTerm":{},"content":"\u003cp>With the threat of multiple strikes this fall that could cancel instruction for a third of undergraduate students, the University of California has inched closer to meeting some demands of its more than 6,000 lecturers. It’s a move that coincides with increased pressure from state lawmakers to resolve the labor dispute that has been going on for more than two years.\u003c/p>\n\u003cp>The lecturers say the \u003ca href=\"https://calmatters.org/wp-content/uploads/2021/10/LS-ltr-to-IX-unit-re-AFT-proposal_101221_FINAL.pdf\">UC’s latest offer from last Monday\u003c/a> — which promises increased job security — is a step in the right direction. But they’re not pleased yet because it falls way short of the salary bumps they seek and includes other loopholes they find troubling. Chief among them? The new job stability provisions would kick in next summer, creating the possibility for mass dismissal of current lecturers, the union representing lecturers said.\u003c/p>\n\u003cp>There’s no “ulterior motive,” said Letitia Silas, head of labor relations for the UC, the state’s third-largest employer, in an interview with CalMatters.\u003c/p>\n\u003cp>But now there may be signs of resolution for the two sides. On Friday, for the first time since June, the lecturer union and UC officials will meet, to discuss the latest contract proposal. [aside postID=\"news_11796182\" label=\"Related coverage\"]\u003c/p>\n\u003cp>“We believe that our comprehensive package proposal is fair and competitive, including our proposal on wages,” said Silas, adding that the UC’s latest offer “does respond to the issues that the union has raised.”\u003c/p>\n\u003cp>It’s a meeting lecturers have sought since last week and threatened to strike over if they had not gotten it. Still, another strike may occur later in the fall if the lecturer union doesn’t get the contract terms it wants. Hundreds of tenured and tenure-track professors of the UC have pledged to cancel classes in solidarity with lecturers.\u003c/p>\n\u003cp>“I do believe it’s the UC administration’s fault for not coming to a resolution sooner, and for not ending this impasse,” said Assemblymember Ash Kalra, a Democrat from San José and chair of the Assembly committee on labor and employment.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>He and 11 other assemblymembers have signed a \u003ca href=\"https://calmatters.org/wp-content/uploads/2021/10/UC-AFT-Letter-1.pdf\">letter addressed to UC President Michael Drake\u003c/a> that went out Tuesday, urging him to “prioritize labor peace and job stability for lecturers.” Other lawmakers \u003ca href=\"https://calmatters.org/wp-content/uploads/2021/10/Sen-Pan-Letter-to-President-Drake.pdf\">have issued their own letters\u003c/a> with the same sentiment, such as Dr. Richard Pan, a former UC faculty member who’s now a Senate Democrat representing Sacramento.\u003c/p>\n\u003cp>But there may be limits to mutual understanding. The UC denies that lecturers are being pushed out of their positions to make way for cheaper instructors, a chief union allegation.\u003c/p>\n\u003cp>Asked whether lecturers leave of their own volition, Silas, the head of UC’s labor relations, said, “Yes, some do.” Does that imply most leave for other reasons, such as being pushed out? Silas didn’t directly answer that.\u003c/p>\n\u003cp>“The term ‘pushed out’ is a mischaracterization,” Silas said. “The university has proposed to continue the dialogue with the union … if there does appear to be an issue of a trend, and to address those things with the union.”\u003c/p>\n\u003ch3 id=\"h-how-did-we-get-here\">How did we get here?\u003c/h3>\n\u003cp>For more than two years UC-AFT, the union representing lecturers, has been at a standstill with the UC Office of the President over a new labor contract that provides them with greater job stability.\u003c/p>\n\u003cp>\u003ca href=\"https://calmatters.org/education/higher-education/2021/10/uc-workforce-lecturers/\">A CalMatters investigation\u003c/a> showed that a quarter of lecturers — instructors typically with doctorates who provide about a third of the instruction undergraduates at the UC receive — don’t come back annually. Though the data CalMatters obtained doesn’t show why lecturers churn at rates higher than other education workers, a key grievance among them is that the UC doesn’t offer continuous work. Instead, most lecturers have to reapply for their jobs every quarter or year and rarely know whether they’ll have a job after their short contracts expire.\u003c/p>\n\u003cp>Core to the union’s demands is a promise to have lecturers evaluated so that their bosses can make informed hiring and dismissal decisions. Such a review system doesn’t exist at the UC for most lecturers, though it does at the larger California State University.\u003c/p>\n\u003cp>For some students, the lack of an evaluation for lecturers is perplexing.\u003c/p>\n\u003cp>“I want my teacher to be someone that knows what they’re doing,” said Sofia Stuart, a second-year biology major at UCLA who took part in a protest organized by lecturers last week. Without lecturer reviews, the UC could just hire inexperienced lecturers or renew ineffective ones, she said.\u003c/p>\n\u003cp>Natalie Lim, another UCLA student at the protest, held a sign calling for multiyear contracts for lecturers. “I want my institution to have morals and it doesn’t really feel like that right now,” she said.\u003c/p>\n\u003cp>The letter from lawmakers zeroes in on the lack of an evaluation process.\u003c/p>\n\u003cp>“By refusing to evaluate lecturers or use a merit-based retention process, the University also fails to foster a skilled teaching faculty, instead punishing experience and letting excellent faculty go arbitrarily,” the letter said. “Sadly, UC students are being cheated of educational continuity and dependable mentorship.”\u003c/p>\n\u003ch3 id=\"h-job-stability-and-evaluations\">Job stability and evaluations\u003c/h3>\n\u003cp>The latest UC offer would go a long way to assuring more job stability for lecturers, but with key caveats. [aside tag=\"education\" label=\"Related coverage\"]\u003c/p>\n\u003cp>The system now proposes three types of contracts of increasing length that add up to six years: a one-year contract, then a two-year contract and finally a three-year contract. That’s more stability than the UC’s previous offer of two one-year contracts followed \u003ca href=\"https://ucnet.universityofcalifornia.edu/labor/news/2021/bargaining-update-for-non-senate-instructional-unit.html\">by two two-year contracts\u003c/a>. None of those came with any promise of evaluations.\u003c/p>\n\u003cp>The UC is also proposing a formal review before the three-year contract, the first such offer in these negotiations and a big win for lecturers. But UC is proposing just an “assessment” before the two-year contract. And the union doesn’t really know what that means. Lecturers don’t have clarity on the factors upon which a review would be based.\u003c/p>\n\u003cp>The UC’s summary of its latest offer last Monday mentioned a review process after three years but not after one.\u003c/p>\n\u003cp>Silas, the UC labor relations chief, disputes that lecturers after their first year wouldn’t get an evaluation based on their teaching ability. “I’ll have to say that that’s probably an oversight on my part,” she said, in response to a question about why the summary letter omitted a reference to a first-year review.\u003c/p>\n\u003cp>Because the average duration for a lecturer at the UC is two years, having job security earlier in their tenures would likely go a long way to lowering lecturer churn.\u003c/p>\n\u003cp>The formal offer’s language on a review after the first year “doesn’t even come close to the robust evaluation after the third year,” said Mia McIver, president of the lecturer union and herself a lecturer.\u003c/p>\n\u003cp>But even the new review process after three years comes with asterisks that alarm the union. One says that a lecturer who passes their evaluation and is owed a three-year contract can still be hired for just a year if the department thinks the class the lecturer is teaching won’t be around the following year.[pullquote size=\"medium\" align=\"right\" citation=\"Natalie Lim, UCLA student\"]\"I want my institution to have morals and it doesn’t really feel like that right now.\"[/pullquote]\u003c/p>\n\u003cp>McIver said that may look fair, but what happens if the department decides to keep the class anyway? The lecturer still won’t be able to have the class back, she added.\u003c/p>\n\u003cp>There’s less movement on matters of pay. The union wants bigger raises than what the UC is offering, which is about 4% in the first year of the five-year contract and 3% annually thereafter. Other lecturers would get additional bumps and extra merit pay. The lecturers say the UC can offer more across the board, citing the 5% increase in state support the recent state budget sent the UC’s way.\u003c/p>\n\u003cp>The UC argues it offers some of the best pay to lecturers among top research universities. “In October 2019, UC systemwide’s average salary on an annualized basis was $71,068 for pre-six lecturers and $92,693 for continuing lecturers,” wrote Ryan King, a UC spokesperson.\u003c/p>\n\u003ch3 id=\"h-the-uc-offer-on-pay\">The UC offer on pay\u003c/h3>\n\u003cp>But that number is misleading: More than half of lecturers are part-time, according to a CalMatters review of UC data the lecturer union shared, meaning most lecturers don’t get that annualized pay. And many lecturers work one term but not the next. A CalMatters analysis of wage data shows that lecturers on average make close to $33,000, while more permanent academic faculty make three to six times as much.\u003c/p>\n\u003cp>Another major issue is how much a lecturer is paid per class. Basically, lecturers get paid a percentage of an annual salary based on the “workload” of each class. The union is upset that the same classes can be counted as, for example, one-seventh of full-time work or one-ninth depending on the campus. They want consistency throughout the system.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://e.infogram.com/b34052e0-5e52-48fd-b580-dc706277d01d?src=embed\" title=\"UC professor pay\" width=\"800\" height=\"1051\" scrolling=\"no\" frameborder=\"0\" style=\"border:none;\" allowfullscreen=\"allowfullscreen\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>For lecturers, those fractions matter: For one, the higher the percentage of full-time work, the greater the pay. Also, health benefits can kick in at around 44% or 50% of full-time work, depending on how many hours a lecturer works in the year. So every extra fraction of workload goes a long way to determining whether a lecturer has health insurance through the UC.\u003c/p>\n\u003cp>“The University of California should be a responsible employer and provide accessible, affordable, quality health benefits and a living wage for all of its employees so that no UC employee must rely on public assistance,” wrote Sen. Pan. His letter noted that some UC lecturers rely on Medi-Cal because they’re ineligible for UC health insurance.\u003c/p>\n\u003ch3 id=\"h-will-lecturers-strike\">Will lecturers strike?\u003c/h3>\n\u003cp>McIver, the union president, doesn’t know whether lecturers will strike. She said they’d rather have a settled contract. “The things that we need to cross the finish line of this contract are not onerous for our employer,” McIver said. As far as the union is concerned, the ball is in UC’s court.\u003c/p>\n\u003cp>Friday’s bargaining meeting with the UC “is a positive step,” McIver said. But the union’s lecturers will decide whether they like the offer the UC is presenting, so it’s impossible to gauge how close to a resolution both sides are.\u003c/p>\n\u003cp>“We need our lecturers,” Silas said. “We appreciate and value our lecturers.”\u003c/p>\n\u003cp>No strike about the contract terms can happen until a state-led labor mediation process runs its course. Both sides are in mediation, but Friday’s meeting is independent of that state-led process.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"Lecturers said they would strike in the fall if they don't see their contract goals met, and hundreds of tenured and tenure-track professors of the UC have pledged to cancel classes in solidarity.","status":"publish","parent":0,"modified":1634926831,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":true,"iframeSrcs":["https://e.infogram.com/b34052e0-5e52-48fd-b580-dc706277d01d"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":41,"wordCount":1896},"headData":{"title":"Pressure Mounts on UC System to Reach Agreement with Lecturers as Strike Looms | KQED","description":"Lecturers said they would strike in the fall if they don't see their contract goals met, and hundreds of tenured and tenure-track professors of the UC have pledged to cancel classes in solidarity.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Pressure Mounts on UC System to Reach Agreement with Lecturers as Strike Looms","datePublished":"2021-10-21T23:48:10.000Z","dateModified":"2021-10-22T18:20:31.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"11893226 https://ww2.kqed.org/news/?p=11893226","disqusUrl":"https://ww2.kqed.org/news/2021/10/21/pressure-mounts-on-uc-system-to-reach-agreement-with-lecturers-as-strike-looms/","disqusTitle":"Pressure Mounts on UC System to Reach Agreement with Lecturers as Strike Looms","source":"CalMatters","sourceUrl":"www.calmatters.org","nprByline":"Mikhail Zinshteyn","path":"/news/11893226/pressure-mounts-on-uc-system-to-reach-agreement-with-lecturers-as-strike-looms","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>With the threat of multiple strikes this fall that could cancel instruction for a third of undergraduate students, the University of California has inched closer to meeting some demands of its more than 6,000 lecturers. It’s a move that coincides with increased pressure from state lawmakers to resolve the labor dispute that has been going on for more than two years.\u003c/p>\n\u003cp>The lecturers say the \u003ca href=\"https://calmatters.org/wp-content/uploads/2021/10/LS-ltr-to-IX-unit-re-AFT-proposal_101221_FINAL.pdf\">UC’s latest offer from last Monday\u003c/a> — which promises increased job security — is a step in the right direction. But they’re not pleased yet because it falls way short of the salary bumps they seek and includes other loopholes they find troubling. Chief among them? The new job stability provisions would kick in next summer, creating the possibility for mass dismissal of current lecturers, the union representing lecturers said.\u003c/p>\n\u003cp>There’s no “ulterior motive,” said Letitia Silas, head of labor relations for the UC, the state’s third-largest employer, in an interview with CalMatters.\u003c/p>\n\u003cp>But now there may be signs of resolution for the two sides. On Friday, for the first time since June, the lecturer union and UC officials will meet, to discuss the latest contract proposal. \u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11796182","label":"Related coverage "},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We believe that our comprehensive package proposal is fair and competitive, including our proposal on wages,” said Silas, adding that the UC’s latest offer “does respond to the issues that the union has raised.”\u003c/p>\n\u003cp>It’s a meeting lecturers have sought since last week and threatened to strike over if they had not gotten it. Still, another strike may occur later in the fall if the lecturer union doesn’t get the contract terms it wants. Hundreds of tenured and tenure-track professors of the UC have pledged to cancel classes in solidarity with lecturers.\u003c/p>\n\u003cp>“I do believe it’s the UC administration’s fault for not coming to a resolution sooner, and for not ending this impasse,” said Assemblymember Ash Kalra, a Democrat from San José and chair of the Assembly committee on labor and employment.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>He and 11 other assemblymembers have signed a \u003ca href=\"https://calmatters.org/wp-content/uploads/2021/10/UC-AFT-Letter-1.pdf\">letter addressed to UC President Michael Drake\u003c/a> that went out Tuesday, urging him to “prioritize labor peace and job stability for lecturers.” Other lawmakers \u003ca href=\"https://calmatters.org/wp-content/uploads/2021/10/Sen-Pan-Letter-to-President-Drake.pdf\">have issued their own letters\u003c/a> with the same sentiment, such as Dr. Richard Pan, a former UC faculty member who’s now a Senate Democrat representing Sacramento.\u003c/p>\n\u003cp>But there may be limits to mutual understanding. The UC denies that lecturers are being pushed out of their positions to make way for cheaper instructors, a chief union allegation.\u003c/p>\n\u003cp>Asked whether lecturers leave of their own volition, Silas, the head of UC’s labor relations, said, “Yes, some do.” Does that imply most leave for other reasons, such as being pushed out? Silas didn’t directly answer that.\u003c/p>\n\u003cp>“The term ‘pushed out’ is a mischaracterization,” Silas said. “The university has proposed to continue the dialogue with the union … if there does appear to be an issue of a trend, and to address those things with the union.”\u003c/p>\n\u003ch3 id=\"h-how-did-we-get-here\">How did we get here?\u003c/h3>\n\u003cp>For more than two years UC-AFT, the union representing lecturers, has been at a standstill with the UC Office of the President over a new labor contract that provides them with greater job stability.\u003c/p>\n\u003cp>\u003ca href=\"https://calmatters.org/education/higher-education/2021/10/uc-workforce-lecturers/\">A CalMatters investigation\u003c/a> showed that a quarter of lecturers — instructors typically with doctorates who provide about a third of the instruction undergraduates at the UC receive — don’t come back annually. Though the data CalMatters obtained doesn’t show why lecturers churn at rates higher than other education workers, a key grievance among them is that the UC doesn’t offer continuous work. Instead, most lecturers have to reapply for their jobs every quarter or year and rarely know whether they’ll have a job after their short contracts expire.\u003c/p>\n\u003cp>Core to the union’s demands is a promise to have lecturers evaluated so that their bosses can make informed hiring and dismissal decisions. Such a review system doesn’t exist at the UC for most lecturers, though it does at the larger California State University.\u003c/p>\n\u003cp>For some students, the lack of an evaluation for lecturers is perplexing.\u003c/p>\n\u003cp>“I want my teacher to be someone that knows what they’re doing,” said Sofia Stuart, a second-year biology major at UCLA who took part in a protest organized by lecturers last week. Without lecturer reviews, the UC could just hire inexperienced lecturers or renew ineffective ones, she said.\u003c/p>\n\u003cp>Natalie Lim, another UCLA student at the protest, held a sign calling for multiyear contracts for lecturers. “I want my institution to have morals and it doesn’t really feel like that right now,” she said.\u003c/p>\n\u003cp>The letter from lawmakers zeroes in on the lack of an evaluation process.\u003c/p>\n\u003cp>“By refusing to evaluate lecturers or use a merit-based retention process, the University also fails to foster a skilled teaching faculty, instead punishing experience and letting excellent faculty go arbitrarily,” the letter said. “Sadly, UC students are being cheated of educational continuity and dependable mentorship.”\u003c/p>\n\u003ch3 id=\"h-job-stability-and-evaluations\">Job stability and evaluations\u003c/h3>\n\u003cp>The latest UC offer would go a long way to assuring more job stability for lecturers, but with key caveats. \u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"tag":"education","label":"Related coverage "},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The system now proposes three types of contracts of increasing length that add up to six years: a one-year contract, then a two-year contract and finally a three-year contract. That’s more stability than the UC’s previous offer of two one-year contracts followed \u003ca href=\"https://ucnet.universityofcalifornia.edu/labor/news/2021/bargaining-update-for-non-senate-instructional-unit.html\">by two two-year contracts\u003c/a>. None of those came with any promise of evaluations.\u003c/p>\n\u003cp>The UC is also proposing a formal review before the three-year contract, the first such offer in these negotiations and a big win for lecturers. But UC is proposing just an “assessment” before the two-year contract. And the union doesn’t really know what that means. Lecturers don’t have clarity on the factors upon which a review would be based.\u003c/p>\n\u003cp>The UC’s summary of its latest offer last Monday mentioned a review process after three years but not after one.\u003c/p>\n\u003cp>Silas, the UC labor relations chief, disputes that lecturers after their first year wouldn’t get an evaluation based on their teaching ability. “I’ll have to say that that’s probably an oversight on my part,” she said, in response to a question about why the summary letter omitted a reference to a first-year review.\u003c/p>\n\u003cp>Because the average duration for a lecturer at the UC is two years, having job security earlier in their tenures would likely go a long way to lowering lecturer churn.\u003c/p>\n\u003cp>The formal offer’s language on a review after the first year “doesn’t even come close to the robust evaluation after the third year,” said Mia McIver, president of the lecturer union and herself a lecturer.\u003c/p>\n\u003cp>But even the new review process after three years comes with asterisks that alarm the union. One says that a lecturer who passes their evaluation and is owed a three-year contract can still be hired for just a year if the department thinks the class the lecturer is teaching won’t be around the following year.\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"\"I want my institution to have morals and it doesn’t really feel like that right now.\"","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Natalie Lim, UCLA student","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>McIver said that may look fair, but what happens if the department decides to keep the class anyway? The lecturer still won’t be able to have the class back, she added.\u003c/p>\n\u003cp>There’s less movement on matters of pay. The union wants bigger raises than what the UC is offering, which is about 4% in the first year of the five-year contract and 3% annually thereafter. Other lecturers would get additional bumps and extra merit pay. The lecturers say the UC can offer more across the board, citing the 5% increase in state support the recent state budget sent the UC’s way.\u003c/p>\n\u003cp>The UC argues it offers some of the best pay to lecturers among top research universities. “In October 2019, UC systemwide’s average salary on an annualized basis was $71,068 for pre-six lecturers and $92,693 for continuing lecturers,” wrote Ryan King, a UC spokesperson.\u003c/p>\n\u003ch3 id=\"h-the-uc-offer-on-pay\">The UC offer on pay\u003c/h3>\n\u003cp>But that number is misleading: More than half of lecturers are part-time, according to a CalMatters review of UC data the lecturer union shared, meaning most lecturers don’t get that annualized pay. And many lecturers work one term but not the next. A CalMatters analysis of wage data shows that lecturers on average make close to $33,000, while more permanent academic faculty make three to six times as much.\u003c/p>\n\u003cp>Another major issue is how much a lecturer is paid per class. Basically, lecturers get paid a percentage of an annual salary based on the “workload” of each class. The union is upset that the same classes can be counted as, for example, one-seventh of full-time work or one-ninth depending on the campus. They want consistency throughout the system.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://e.infogram.com/b34052e0-5e52-48fd-b580-dc706277d01d?src=embed\" title=\"UC professor pay\" width=\"800\" height=\"1051\" scrolling=\"no\" frameborder=\"0\" style=\"border:none;\" allowfullscreen=\"allowfullscreen\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>For lecturers, those fractions matter: For one, the higher the percentage of full-time work, the greater the pay. Also, health benefits can kick in at around 44% or 50% of full-time work, depending on how many hours a lecturer works in the year. So every extra fraction of workload goes a long way to determining whether a lecturer has health insurance through the UC.\u003c/p>\n\u003cp>“The University of California should be a responsible employer and provide accessible, affordable, quality health benefits and a living wage for all of its employees so that no UC employee must rely on public assistance,” wrote Sen. Pan. His letter noted that some UC lecturers rely on Medi-Cal because they’re ineligible for UC health insurance.\u003c/p>\n\u003ch3 id=\"h-will-lecturers-strike\">Will lecturers strike?\u003c/h3>\n\u003cp>McIver, the union president, doesn’t know whether lecturers will strike. She said they’d rather have a settled contract. “The things that we need to cross the finish line of this contract are not onerous for our employer,” McIver said. As far as the union is concerned, the ball is in UC’s court.\u003c/p>\n\u003cp>Friday’s bargaining meeting with the UC “is a positive step,” McIver said. But the union’s lecturers will decide whether they like the offer the UC is presenting, so it’s impossible to gauge how close to a resolution both sides are.\u003c/p>\n\u003cp>“We need our lecturers,” Silas said. “We appreciate and value our lecturers.”\u003c/p>\n\u003cp>No strike about the contract terms can happen until a state-led labor mediation process runs its course. Both sides are in mediation, but Friday’s meeting is independent of that state-led process.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11893226/pressure-mounts-on-uc-system-to-reach-agreement-with-lecturers-as-strike-looms","authors":["byline_news_11893226"],"categories":["news_18540","news_8"],"tags":["news_18565","news_30107","news_379","news_794","news_206"],"featImg":"news_11893312","label":"source_news_11893226"},"news_11851182":{"type":"posts","id":"news_11851182","meta":{"index":"posts_1591205157","site":"news","id":"11851182","score":null,"sort":[1608074952000]},"guestAuthors":[],"slug":"uc-to-launch-its-first-bachelors-program-in-prison","title":"UC to Launch Its First Bachelor's Program in Prison","publishDate":1608074952,"format":"audio","headTitle":"KQED News","labelTerm":{"site":"news"},"content":"\u003cp>UC Irvine and the state prison system have reached a deal to create the first University of California bachelor’s degree program behind bars.\u003c/p>\n\u003cp>Since California opened the door for community colleges to teach in prisons in 2014, some 2,000 incarcerated men and women across the state have earned associate degrees, said Brant Choate, director of rehabilitative programs for the California Department of Corrections and Rehabilitation. But opportunities to earn more advanced degrees are largely limited to correspondence courses of sometimes questionable quality.\u003c/p>\n\u003cp>[aside postID='news_11775030,news_11797314' label='higher education in prison']\u003c/p>\n\u003cp>Choate argues changing that is in everyone’s interest.\u003c/p>\n\u003cp>“We know that people with bachelor's degrees just don't come back to prison,” Choate said, noting the plan's potential cost savings through reduced recidivism.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.rand.org/pubs/research_reports/RR564.html\" target=\"_blank\" rel=\"noopener noreferrer\">major study \u003c/a>commissioned by the U.S. Department of Justice found that inmates who participate in educational opportunities behind bars are more than 40% less likely to return to prison.\u003c/p>\n\u003cp>Through the UC Irvine pilot project, an initial cohort of up to 25 men at the Richard J. Donovan Correctional Facility in San Diego will take courses toward a degree in sociology. The program relies on an existing transfer agreement between Southwestern College — a community college that runs an associate degree program inside the facility — and UC Irvine’s sociology department. The deal grants automatic admissibility to any Southwestern student who has completed the prerequisites for the major with a minimum 3.5 GPA.\u003c/p>\n\u003cp>“Taking this step brings us closer to fulfilling the central goal of the \u003ca href=\"https://www.ucop.edu/institutional-research-academic-planning/content-analysis/academic-planning/california-master-plan.html\">state’s Master Plan for Higher Education\u003c/a> — that anyone from anywhere can earn a college degree,” said UCI associate professor Keramet Reiter, founding director of \u003ca href=\"https://prisoneducation.uci.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">UCI’s LIFTED\u003c/a>, the university’s prison education initiative.\u003c/p>\n\u003cp>Reiter has been developing the pilot program for more than two years. “It's been a dream of mine to see the UCs involved in higher education in prisons,” she said. [ad fullwidth]\u003c/p>\n\u003cp>Bachelor's programs are relatively rare in prisons across the country, and public ones even more so; most are run by small private schools. \u003ca href=\"https://prisoneducationproject.utah.edu/research/the-research-collaborative-on-higher-education-in-prison/\" target=\"_blank\" rel=\"noopener noreferrer\">National estimates\u003c/a> put the number of colleges teaching in prisons at around 200, and a majority of those are community college associate degree programs.\u003c/p>\n\u003cp>“Part of my excitement about this is figuring out how to make this a public university model that's scalable,\" Reiter said.\u003c/p>\n\u003cfigure id=\"attachment_11851186\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11851186 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/12/Screen-Shot-2020-12-15-at-9.15.06-AM-800x500.png\" alt=\"\" width=\"800\" height=\"500\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/12/Screen-Shot-2020-12-15-at-9.15.06-AM-800x500.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/12/Screen-Shot-2020-12-15-at-9.15.06-AM-1020x638.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2020/12/Screen-Shot-2020-12-15-at-9.15.06-AM-160x100.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2020/12/Screen-Shot-2020-12-15-at-9.15.06-AM-1536x960.png 1536w, https://ww2.kqed.org/app/uploads/sites/10/2020/12/Screen-Shot-2020-12-15-at-9.15.06-AM-2048x1280.png 2048w, https://ww2.kqed.org/app/uploads/sites/10/2020/12/Screen-Shot-2020-12-15-at-9.15.06-AM-1920x1200.png 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">CDCR Secretary Kathleen Allison, UC Irvine Chancellor Howard Gillman and UCI associate professor Keramet Reiter at the signing ceremony commemorating the bachelor's program agreement reached between the two institutions.\u003c/figcaption>\u003c/figure>\n\u003cp>At a ceremony commemorating the pioneering agreement, U.S. Sen. Cory Booker, D-New Jersey, a longtime champion for criminal justice reform, sent a video message in support of the program.\u003c/p>\n\u003cp>“The urgency of the work you’re doing is so, so real,” he said. “We have to understand the sheer truth that investing in the education of folks who are behind bars actually helps them flourish when they get out.”\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation='Brant Choate, CDCR director of rehabilitative programs']'Let’s start with the cohort of 30. Maybe a few years from now we’ll have a cohort of 3,000'[/pullquote]\u003c/p>\n\u003cp>The UC Irvine pilot is expected to roll out fully in 2022, with professors teaching four courses per semester at the prison. The project has received some grant funding to support administrative costs, but Reiter expects most students will be eligible to have their tuition covered through UC’s \u003ca href=\"https://admission.universityofcalifornia.edu/tuition-financial-aid/types-of-aid/blue-and-gold-opportunity-plan.html\" target=\"_blank\" rel=\"noopener noreferrer\">Blue and Gold Opportunity Plan\u003c/a>, which extends aid to students whose families earn less than $80,000 per year.\u003c/p>\n\u003cp>Reiter's goal is for the pilot to lay the groundwork for other UC campuses to create similar programs. This summer, the University of California Academic Senate endorsed a set of principles to guide the system in developing educational programs for incarcerated students.\u003c/p>\n\u003cp>Choate is heartened by the momentum. “Let’s start with the cohort of 30,\" he said. \"Maybe a few years from now we’ll have a cohort of 3,000.”\u003c/p>\n\u003cfigure id=\"attachment_11797376\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11797376 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/01/inmates-BA-program.042-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/01/inmates-BA-program.042-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/01/inmates-BA-program.042-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2020/01/inmates-BA-program.042-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2020/01/inmates-BA-program.042.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Incarcerated men at California State Prison, Los Angeles County — a maximum security facility in Lancaster — attend class as part of a bachelor's degree program run by Cal State Los Angeles. \u003ccite>(J. Emilio Flores/Cal State LA)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For now, the only public bachelor's degree program offered in a California prison is run by California State University, Los Angeles at a \u003ca href=\"https://www.kqed.org/news/11775030/a-college-education-in-prison-opens-unexpected-path-to-freedom\">men's maximum security facility in Lancaster\u003c/a>.\u003c/p>\n\u003cp>In his initial budget proposal this year, Gov. Gavin Newsom \u003ca href=\"https://www.kqed.org/news/11797314/california-looks-to-expand-bachelors-programs-behind-bars\" target=\"_blank\" rel=\"noopener noreferrer\">set aside funding to help expand CSU's bachelor's programs\u003c/a> to several more prisons around the state, but the pandemic put an end to that for the foreseeable future. Still, Choate of CDCR says he’s confident in the governor’s commitment to the goal and expects funding to be made available when the economy allows.\u003c/p>\n\u003cp>In the meantime, Choate said, Sacramento State and Fresno State are still moving ahead with their own prison bachelor's programs, which he expects will launch in the coming months.\u003c/p>\n\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Through the UC Irvine pilot project, an initial cohort of up to 30 men at the Richard J. Donovan correctional facility in San Diego will take courses toward a degree in sociology. The program is expected to fully roll out in 2022.","status":"publish","parent":0,"modified":1608146001,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":874},"headData":{"title":"UC to Launch Its First Bachelor's Program in Prison | KQED","description":"Through the UC Irvine pilot project, an initial cohort of up to 30 men at the Richard J. Donovan correctional facility in San Diego will take courses toward a degree in sociology. The program is expected to fully roll out in 2022.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"UC to Launch Its First Bachelor's Program in Prison","datePublished":"2020-12-15T23:29:12.000Z","dateModified":"2020-12-16T19:13:21.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"11851182 https://ww2.kqed.org/news/?p=11851182","disqusUrl":"https://ww2.kqed.org/news/2020/12/15/uc-to-launch-its-first-bachelors-program-in-prison/","disqusTitle":"UC to Launch Its First Bachelor's Program in Prison","audioUrl":"https://traffic.omny.fm/d/clips/0af137ef-751e-4b19-a055-aaef00d2d578/ffca7e9f-6831-4[…]f-aaef00f5a073/a816eb9c-4b68-4f02-b9f3-ac930120caa6/audio.mp3","path":"/news/11851182/uc-to-launch-its-first-bachelors-program-in-prison","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>UC Irvine and the state prison system have reached a deal to create the first University of California bachelor’s degree program behind bars.\u003c/p>\n\u003cp>Since California opened the door for community colleges to teach in prisons in 2014, some 2,000 incarcerated men and women across the state have earned associate degrees, said Brant Choate, director of rehabilitative programs for the California Department of Corrections and Rehabilitation. But opportunities to earn more advanced degrees are largely limited to correspondence courses of sometimes questionable quality.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"news_11775030,news_11797314","label":"higher education in prison "},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Choate argues changing that is in everyone’s interest.\u003c/p>\n\u003cp>“We know that people with bachelor's degrees just don't come back to prison,” Choate said, noting the plan's potential cost savings through reduced recidivism.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.rand.org/pubs/research_reports/RR564.html\" target=\"_blank\" rel=\"noopener noreferrer\">major study \u003c/a>commissioned by the U.S. Department of Justice found that inmates who participate in educational opportunities behind bars are more than 40% less likely to return to prison.\u003c/p>\n\u003cp>Through the UC Irvine pilot project, an initial cohort of up to 25 men at the Richard J. Donovan Correctional Facility in San Diego will take courses toward a degree in sociology. The program relies on an existing transfer agreement between Southwestern College — a community college that runs an associate degree program inside the facility — and UC Irvine’s sociology department. The deal grants automatic admissibility to any Southwestern student who has completed the prerequisites for the major with a minimum 3.5 GPA.\u003c/p>\n\u003cp>“Taking this step brings us closer to fulfilling the central goal of the \u003ca href=\"https://www.ucop.edu/institutional-research-academic-planning/content-analysis/academic-planning/california-master-plan.html\">state’s Master Plan for Higher Education\u003c/a> — that anyone from anywhere can earn a college degree,” said UCI associate professor Keramet Reiter, founding director of \u003ca href=\"https://prisoneducation.uci.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">UCI’s LIFTED\u003c/a>, the university’s prison education initiative.\u003c/p>\n\u003cp>Reiter has been developing the pilot program for more than two years. “It's been a dream of mine to see the UCs involved in higher education in prisons,” she said. \u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Bachelor's programs are relatively rare in prisons across the country, and public ones even more so; most are run by small private schools. \u003ca href=\"https://prisoneducationproject.utah.edu/research/the-research-collaborative-on-higher-education-in-prison/\" target=\"_blank\" rel=\"noopener noreferrer\">National estimates\u003c/a> put the number of colleges teaching in prisons at around 200, and a majority of those are community college associate degree programs.\u003c/p>\n\u003cp>“Part of my excitement about this is figuring out how to make this a public university model that's scalable,\" Reiter said.\u003c/p>\n\u003cfigure id=\"attachment_11851186\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11851186 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/12/Screen-Shot-2020-12-15-at-9.15.06-AM-800x500.png\" alt=\"\" width=\"800\" height=\"500\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/12/Screen-Shot-2020-12-15-at-9.15.06-AM-800x500.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/12/Screen-Shot-2020-12-15-at-9.15.06-AM-1020x638.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2020/12/Screen-Shot-2020-12-15-at-9.15.06-AM-160x100.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2020/12/Screen-Shot-2020-12-15-at-9.15.06-AM-1536x960.png 1536w, https://ww2.kqed.org/app/uploads/sites/10/2020/12/Screen-Shot-2020-12-15-at-9.15.06-AM-2048x1280.png 2048w, https://ww2.kqed.org/app/uploads/sites/10/2020/12/Screen-Shot-2020-12-15-at-9.15.06-AM-1920x1200.png 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">CDCR Secretary Kathleen Allison, UC Irvine Chancellor Howard Gillman and UCI associate professor Keramet Reiter at the signing ceremony commemorating the bachelor's program agreement reached between the two institutions.\u003c/figcaption>\u003c/figure>\n\u003cp>At a ceremony commemorating the pioneering agreement, U.S. Sen. Cory Booker, D-New Jersey, a longtime champion for criminal justice reform, sent a video message in support of the program.\u003c/p>\n\u003cp>“The urgency of the work you’re doing is so, so real,” he said. “We have to understand the sheer truth that investing in the education of folks who are behind bars actually helps them flourish when they get out.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'Let’s start with the cohort of 30. Maybe a few years from now we’ll have a cohort of 3,000'","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Brant Choate, CDCR director of rehabilitative programs","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The UC Irvine pilot is expected to roll out fully in 2022, with professors teaching four courses per semester at the prison. The project has received some grant funding to support administrative costs, but Reiter expects most students will be eligible to have their tuition covered through UC’s \u003ca href=\"https://admission.universityofcalifornia.edu/tuition-financial-aid/types-of-aid/blue-and-gold-opportunity-plan.html\" target=\"_blank\" rel=\"noopener noreferrer\">Blue and Gold Opportunity Plan\u003c/a>, which extends aid to students whose families earn less than $80,000 per year.\u003c/p>\n\u003cp>Reiter's goal is for the pilot to lay the groundwork for other UC campuses to create similar programs. This summer, the University of California Academic Senate endorsed a set of principles to guide the system in developing educational programs for incarcerated students.\u003c/p>\n\u003cp>Choate is heartened by the momentum. “Let’s start with the cohort of 30,\" he said. \"Maybe a few years from now we’ll have a cohort of 3,000.”\u003c/p>\n\u003cfigure id=\"attachment_11797376\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11797376 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/01/inmates-BA-program.042-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/01/inmates-BA-program.042-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/01/inmates-BA-program.042-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2020/01/inmates-BA-program.042-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2020/01/inmates-BA-program.042.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Incarcerated men at California State Prison, Los Angeles County — a maximum security facility in Lancaster — attend class as part of a bachelor's degree program run by Cal State Los Angeles. \u003ccite>(J. Emilio Flores/Cal State LA)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For now, the only public bachelor's degree program offered in a California prison is run by California State University, Los Angeles at a \u003ca href=\"https://www.kqed.org/news/11775030/a-college-education-in-prison-opens-unexpected-path-to-freedom\">men's maximum security facility in Lancaster\u003c/a>.\u003c/p>\n\u003cp>In his initial budget proposal this year, Gov. Gavin Newsom \u003ca href=\"https://www.kqed.org/news/11797314/california-looks-to-expand-bachelors-programs-behind-bars\" target=\"_blank\" rel=\"noopener noreferrer\">set aside funding to help expand CSU's bachelor's programs\u003c/a> to several more prisons around the state, but the pandemic put an end to that for the foreseeable future. Still, Choate of CDCR says he’s confident in the governor’s commitment to the goal and expects funding to be made available when the economy allows.\u003c/p>\n\u003cp>In the meantime, Choate said, Sacramento State and Fresno State are still moving ahead with their own prison bachelor's programs, which he expects will launch in the coming months.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11851182/uc-to-launch-its-first-bachelors-program-in-prison","authors":["11276"],"categories":["news_18540","news_6188","news_8"],"tags":["news_1629","news_20013","news_3930","news_379"],"featImg":"news_11851237","label":"news"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. 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You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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