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2. Minimum Qualifications for Faculty and Administrators in California Community Colleges. Second Edition.

Author

California Community Colleges, Sacramento. Office of the Chancellor. and Sheehan, Maria

Abstract

This booklet contains selected statutes, regulations, and policies dealing with the minimum employment qualifications for California community college faculty and administrators, including changes that resulted from a 1993 comprehensive review of the minimum qualifications regulations. Presented first are the relevant sections of the California Education Code, which was adopted by the Legislature in 1988 as part of Assembly Bill (AB) 1725, the community college reform bill. Significant amendments made in 1989, 1990, 1991, and 1993 are also included. Next, the report presents implementing regulations originally adopted into Title 5 of the California Code of Regulations by the Board of Governors in July 1989, with additions or amendments following in July 1990, September 1991, and June 1992, prior to the major amendments of September 1993. These regulations cover minimum qualifications, faculty interns, and Equal Opportunity Programs and Services Qualifications. Discipline lists are presented next, indicating which disciplines require the master's degree and which do not. These lists, used to implement the minimum qualifications for credit instructors, counselors, and librarians, were prepared and reviewed primarily by the Academic Senate for California Community Colleges. They were first adopted in July 1989, underwent minor revisions in 1990 and 1991, and were significantly amended in September 1993. Excerpts from AB 1725 such as legislative findings and declarations relating to minimum qualifications and hiring processes are also included. A list of 21 related resources concludes the report. (KP)

Published
1994

3. Affirmative Action Programs in the California Community Colleges, 1991-92: An Annual Report to the Board of Governors and the Legislature.

Author

California Community Colleges, Sacramento. Office of the Chancellor. and Sheehan, Maria C.

Abstract

Through Assembly Bill (AB) 1725, the California State Legislature provided two goals for staff diversity in the state's community colleges. The near-term goal was to achieve a 30% systemwide hiring rate of ethnic minorities during the 1992-93 fiscal year, and the long-term goal was to have a workforce in the community colleges that mirrored the demographic characteristics of the state's population by the year 2005. Figures on systemwide hires during the period between fall 1990 and fall 1991 indicate that: (1) the system has reached and exceeded a 30% hiring rate of ethnic minorities by the year 1992-93; (2) of the 291 executive, managerial, and administrative jobs, 106 (36.4%) were minorities; (3) of the 1,218 faculty hires, 381 (31.2%) were minorities; (4) of the 115 non-faculty professional hires, 38 (33.0%) were minorities; (5) 327 out of the 983 (33.3%) secretarial hires were minorities; (6) 142 out of 464 (30.6%) technical and paraprofessional hires were minorities; (7) 25 of the 92 (27.2%) skills crafts hires were minorities; and (8) 195 of the 391 (49.9%) service and maintenance hires were minorities. From 1984 through 1991, the percent of women who were full-time faculty increased by 27.3%, so that in 1991 41.4% of full-time faculty members were women. The participation rate of white faculty increased by 2.0%, so that in 1991 81.1% of full-time faculty were white. The total number of faculty grew by 7.9%. Extensive data tables are appended. (MAB)

Published
1993

4. What's Difficult about Chemistry? An Irish Perspective

Author

Childs, Peter E. and Sheehan, Maria

Abstract

This semi-longitudinal investigation identified the chemistry topics that the majority of Irish chemistry pupils/students find difficult, from Junior Certificate level (age 15/16 years) right the way through to University level (age 18+). Pupils/students completed a five point, Likert-type questionnaire listing the topics covered in the different chemistry courses, which asked them whether they found each topic difficult or easy. They were also asked to identify which five topics they found most difficult, ranked 1 to 5. This paper highlights the topics that Irish pupils/students find difficult in chemistry. Topics identified by Irish students are similar to results of studies carried out in the UK by Ratcliffe and in Scotland by Johnstone. This study indicates that a number of topics ranked high in terms of perceived difficulty in both the Leaving Certificate chemistry pupils and University chemistry students lists. These topics were Volumetric Analysis Calculations, Redox Reactions and Concentration of Solutions. The persistence of these topics being seen as difficult throughout the pupils/students experience of chemistry indicates that problems associated with these topics have never truly been addressed. Other findings indicate that the mathematical ability of the pupils/students has an effect on the topics pupils/students chose as difficult or very difficult. (Contains 17 tables and 6 figures.)

Published
2009
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7. Affirmative Action Programs in the California Community Colleges, 1990-91: An Annual Report to the Board of Governors and the Legislature.

Author

California Community Colleges, Sacramento. Office of the Chancellor. and Sheehan, Maria

Abstract

Through Assembly Bill (AB) 1725, the California State Legislature provided two goals for staff diversity in the state's community colleges. The near-term goal was to achieve a 30% systemwide hiring rate of ethnic minorities during the 1992-93 fiscal year, and the long-term goal was to have a workforce in the community colleges that mirrored the demographic characteristics of the state's population by the year 2005. Figures on systemwide hires during the period between fall 1988 and fall 1990 indicate that: (1) of the 365 1988-89 and 326 1989-90 executive/administrative/managerial hires, 108 (29.6%) and 90 (27.6%) respectively were minorities; (2) of the 1,262 1988-89 and 1,228 1989-90 faculty hires, 337 (26.7%) and 381 (28.4%) were minorities; (3) of the 138 1989-90 and 124 1989-90 non-faculty professional hires, 54 (39.1%) and 42 (33.8%) were minorities; (4) of the 1,277 1988-89 and 1,312 1989-90 secretarial/clerical hires, 455 (35.6%) and 467 (35.5%) were minorities; (5) of the 113 1988-89 and 88 1989-90 skilled crafts hires, 34 (30.1%) and 29 (32.9%) were minorities; and (6) of the 579 1988-89 and 565 1989-90 service/maintenance hires, 301 (52%) and 301 (53.2%) were minorities. From 1984 through 1990, the participation rate of women in faculties increased by 4.3%, while the number of women faculty increased by 19.8%. The participation rate of white employees for the same period decreased by 3.2%, with the number of white faculty increasing by 2.7%. The total number of faculty grew by 6.7% during the period, with 72.4% of these positions being filled by ethnic minorities. (JMC)

Published
1991

8. Faculty and Staff Diversity Update. A Report.

Author

California Community Colleges, Sacramento. Office of the Chancellor. and Sheehan, Maria C.

Abstract

This quarterly report of the Faculty and Staff Diversity (FSD) Unit of the Chancellors Office of the California Community Colleges presents the 1988-89 objectives of the unit and the actions taken to meet them during the first quarter of the year. The objectives include: (1) the analysis of FSD expenditures by districts during 1988-89; (2) the review of district FSD/affirmative action plans; (3) the provision of technical assistance to districts; (4) the establishment of a nationwide marketing system to attract qualified educators and a statewide registry of applicants; and (5) the development of intersegmental liaisons and links with professional associations and other groups concerned with FSD. A section on the program's budget, indicating that of the $1.4 million budgeted for 1989-80, $1.1 million has been earmarked for local assistance, is followed by sections on program accountability and an awards program to recognize outstanding district achievements. A consultant's report on district progress toward the achievement of affirmative action goals is appended. Based on survey responses from 62 districts, the progress report provides information on FSD expenditures, increases in underrepresented group applicants and hires, colleges targeted for recruitment efforts, districts' self-evaluations of outcomes, ongoing funding requirements, and specific activities that did and did not have expected results. Concluding comments indicate that community college districts have launched widespread advertising and recruitment activities, conducted in-service training to emphasize staff diversity needs, reviewed and revised affirmative action plans, and established networks with minority and women's organizations to seek qualified candidates. The faculty and staff diversity fund assessment questionnaire for 1988-89 is provided. (AYC)

Published
1990

9. Additional file 1: of The oral health status, behaviours and knowledge of patients with cardiovascular disease in Sydney Australia: a cross-sectional survey

Author

Sanchez, Paula, Everett, Bronwyn, Yenna Salamonson, Redfern, Julie, Shilpi Ajwani, Bhole, Sameer, Bishop, Joshua, Lintern, Karen, Nolan, Samantha, Rajaratnam, Rohan, Sheehan, Maria, Skarligos, Fiona, Spencer, Lissa, Srinivas, Ravi, and Ajesh George

Subjects
body regions, nervous system, fungi
Abstract

Participant questionnaire. This file includes the questionnaire completed by participants in the study (PDF 269 kb)

Published
2019
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10. The oral health status, behaviours and knowledge of patients with cardiovascular disease in Sydney Australia: a cross-sectional survey

Author

Sanchez, Paula, primary, Everett, Bronwyn, additional, Salamonson, Yenna, additional, Redfern, Julie, additional, Ajwani, Shilpi, additional, Bhole, Sameer, additional, Bishop, Joshua, additional, Lintern, Karen, additional, Nolan, Samantha, additional, Rajaratnam, Rohan, additional, Sheehan, Maria, additional, Skarligos, Fiona, additional, Spencer, Lissa, additional, Srinivas, Ravi, additional, and George, Ajesh, additional

Published
2019
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11. Proposition 13: Its Effects on the Missions of the California Community College System Reviewed with Recommendations for the Future [and] Perceptions of the Management Rights Clause by Managers in CCC's [California Community Colleges]. Management Report, 1981-2/3.

Author

Association of California Community Coll. Administrators., Shenk, Edward, and Sheehan, Maria Cristina

Abstract

These two reports present information and considerations to help California community college administrators in planning ahead. First, Edward Shenk discusses the effects of Proposition 13 (California's tax reform initiative) on community college funding and missions. He provides an overview of the changes brought about within the community colleges by Proposition 13 and discusses strategies developed by administrators to deal with the cutbacks. Shenk then examines the implications of cutbacks on community college mission and argues that though there has been a loss of local orientation and control, other key missions, such as no tuition and equality of access, are likely to be maintained given continued state funding. Finally, he recommends managing the decline in resources through improved accountability; utilization of cost-effective measures; better public relations; and a reexamination of missions. The second report, by Maria Cristina Sheehan, discusses the use of management rights clauses in collective bargaining to specify administrative prerogatives and outlines the advantages of a longer form of clause, which enumerates specific rights, over a short form, which merely reserves these rights. Sheehan then reviews the benefits of using particular phrases to protect management rights and examines the use of such clauses in eight California community college districts. Finally, she makes recommendations on the best use of rights clauses. (HB)

Published
1981

12. Oral health and cardiovascular care: Perceptions of people with cardiovascular disease

Author

Sanchez, Paula, primary, Everett, Bronwyn, additional, Salamonson, Yenna, additional, Ajwani, Shilpi, additional, Bhole, Sameer, additional, Bishop, Joshua, additional, Lintern, Karen, additional, Nolan, Samantha, additional, Rajaratnam, Rohan, additional, Redfern, Julie, additional, Sheehan, Maria, additional, Skarligos, Fiona, additional, Spencer, Lissa, additional, Srinivas, Ravi, additional, and George, Ajesh, additional

Published
2017
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13. Identification of difficult topics in the teaching and learning of Chemistry in Irish schools and the development of an intervention programme to target some of these difficulties

Author

Childs, Peter, Sheehan, Maria, Childs, Peter, and Sheehan, Maria

Abstract

non-peer-reviewed, The purpose of this investigation was to identify the topics in Chemistry that the majority of Irish pupils find difficult from Junior Certificate level right through to Third Level. It was then hoped to determine the reasons why pupils find these topics difficult. Finally it was intended to develop, implement and evaluate materials and strategies that aimed to alleviate difficulties in the learning and understanding of these topics for pupils studying Chemistry in Ireland. There were three distinct phases in this investigation. Phase one involved the development of four questionnaires: for pupils at Junior Cycle, Leaving Cycle, Leaving Certificate Chemistry teachers and third level science and engineering students. These questionnaires consisted of a list of the different Chemistry topics studied at each level attached to a Likert scale, which asked pupils to give their opinion on the level of difficulty of the Chemistry topics. The views of practicing Chemistry teachers were also sought as to the topics they think students find most difficult. Findings from this phase of the investigation indicate that pupils have difficulty with the majority of topics in the different Chemistry courses, and that these difficulties persist from Junior Certificate level right through to third level education. Phase two of this investigation involved the development and implementation of instruments that would determine why those studying Chemistry find these topics difficult. The instrument was a pen and paper tool and was fashioned to assess the cognitive development of Irish pupils and also to determine the type of chemical misconceptions Irish pupils possess about the difficult Chemistry topics identified in phase one of the investigation. The literature has identified the areas of cognitive development and alternative conceptions (misconceptions) as having a major effect on how easy or difficult pupils find Chemistry topics. Results from phase two indicate that the majority of

14. Identification of difficult topics in the teaching and learning of Chemistry in Irish schools and the development of an intervention programme to target some of these difficulties

Author

Childs, Peter, Sheehan, Maria, Childs, Peter, and Sheehan, Maria

Abstract

non-peer-reviewed, The purpose of this investigation was to identify the topics in Chemistry that the majority of Irish pupils find difficult from Junior Certificate level right through to Third Level. It was then hoped to determine the reasons why pupils find these topics difficult. Finally it was intended to develop, implement and evaluate materials and strategies that aimed to alleviate difficulties in the learning and understanding of these topics for pupils studying Chemistry in Ireland. There were three distinct phases in this investigation. Phase one involved the development of four questionnaires: for pupils at Junior Cycle, Leaving Cycle, Leaving Certificate Chemistry teachers and third level science and engineering students. These questionnaires consisted of a list of the different Chemistry topics studied at each level attached to a Likert scale, which asked pupils to give their opinion on the level of difficulty of the Chemistry topics. The views of practicing Chemistry teachers were also sought as to the topics they think students find most difficult. Findings from this phase of the investigation indicate that pupils have difficulty with the majority of topics in the different Chemistry courses, and that these difficulties persist from Junior Certificate level right through to third level education. Phase two of this investigation involved the development and implementation of instruments that would determine why those studying Chemistry find these topics difficult. The instrument was a pen and paper tool and was fashioned to assess the cognitive development of Irish pupils and also to determine the type of chemical misconceptions Irish pupils possess about the difficult Chemistry topics identified in phase one of the investigation. The literature has identified the areas of cognitive development and alternative conceptions (misconceptions) as having a major effect on how easy or difficult pupils find Chemistry topics. Results from phase two indicate that the majority of

15. Identification of difficult topics in the teaching and learning of Chemistry in Irish schools and the development of an intervention programme to target some of these difficulties

Author

Childs, Peter, Sheehan, Maria, Childs, Peter, and Sheehan, Maria

Abstract

non-peer-reviewed, The purpose of this investigation was to identify the topics in Chemistry that the majority of Irish pupils find difficult from Junior Certificate level right through to Third Level. It was then hoped to determine the reasons why pupils find these topics difficult. Finally it was intended to develop, implement and evaluate materials and strategies that aimed to alleviate difficulties in the learning and understanding of these topics for pupils studying Chemistry in Ireland. There were three distinct phases in this investigation. Phase one involved the development of four questionnaires: for pupils at Junior Cycle, Leaving Cycle, Leaving Certificate Chemistry teachers and third level science and engineering students. These questionnaires consisted of a list of the different Chemistry topics studied at each level attached to a Likert scale, which asked pupils to give their opinion on the level of difficulty of the Chemistry topics. The views of practicing Chemistry teachers were also sought as to the topics they think students find most difficult. Findings from this phase of the investigation indicate that pupils have difficulty with the majority of topics in the different Chemistry courses, and that these difficulties persist from Junior Certificate level right through to third level education. Phase two of this investigation involved the development and implementation of instruments that would determine why those studying Chemistry find these topics difficult. The instrument was a pen and paper tool and was fashioned to assess the cognitive development of Irish pupils and also to determine the type of chemical misconceptions Irish pupils possess about the difficult Chemistry topics identified in phase one of the investigation. The literature has identified the areas of cognitive development and alternative conceptions (misconceptions) as having a major effect on how easy or difficult pupils find Chemistry topics. Results from phase two indicate that the majority of

16. Disney World on our own

Author

Sheehan, Maria

Subjects
Walt Disney World -- Description and travel, Fashion and beauty
Published
1982

18. Identification of difficult topics in the teaching and learning of Chemistry in Irish schools and the development of an intervention programme to target some of these difficulties

Author

Childs, Peter and Sheehan, Maria

Subjects
education, chemistry, Ireland
Abstract

non-peer-reviewed The purpose of this investigation was to identify the topics in Chemistry that the majority of Irish pupils find difficult from Junior Certificate level right through to Third Level. It was then hoped to determine the reasons why pupils find these topics difficult. Finally it was intended to develop, implement and evaluate materials and strategies that aimed to alleviate difficulties in the learning and understanding of these topics for pupils studying Chemistry in Ireland. There were three distinct phases in this investigation. Phase one involved the development of four questionnaires: for pupils at Junior Cycle, Leaving Cycle, Leaving Certificate Chemistry teachers and third level science and engineering students. These questionnaires consisted of a list of the different Chemistry topics studied at each level attached to a Likert scale, which asked pupils to give their opinion on the level of difficulty of the Chemistry topics. The views of practicing Chemistry teachers were also sought as to the topics they think students find most difficult. Findings from this phase of the investigation indicate that pupils have difficulty with the majority of topics in the different Chemistry courses, and that these difficulties persist from Junior Certificate level right through to third level education. Phase two of this investigation involved the development and implementation of instruments that would determine why those studying Chemistry find these topics difficult. The instrument was a pen and paper tool and was fashioned to assess the cognitive development of Irish pupils and also to determine the type of chemical misconceptions Irish pupils possess about the difficult Chemistry topics identified in phase one of the investigation. The literature has identified the areas of cognitive development and alternative conceptions (misconceptions) as having a major effect on how easy or difficult pupils find Chemistry topics. Results from phase two indicate that the majority of pupils/students in this study were operating at the concrete operational stage of cognitive development and that they possessed many Chemical misconceptions relating to fundamental Chemistry topics such as the Mole and the Particulate Nature of Matter. Phase three of this investigation involved the development, implementation and evaluation of teaching strategies, activities and materials to alleviate difficulties pupils have with some of the identified difficult topics. This took the form of the ???ITS Chemistry??? intervention programme, which addressed the Particulate nature of Matter and the Mole concept. Evaluation of the intervention programme ???ITS Chemistry??? showed that, within the limitations of the evaluation, it did indeed have some positive effects on the cognitive development of participating pupils. It was also shown to have a positive effect in the reduction of the number of chemical misconceptions held by pupils. The results suggest that such a research-based intervention strategy can alleviate, at least partially, some of the factors that make Chemistry topics difficult.

Published
2010

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