League for Innovation in the Community College tag:www.league.org,2014:/blog/ Mango 1.4.3 Member Spotlight: McHenry County College urn:uuid:B9EF5021-1422-1766-9AEED1D7CEFB0DDA 2014-07-01T01:07:03Z 2014-06-30T09:06:00Z <p>Partnerships and a proactive approach have helped McHenry County College tackle college and career readiness with promising results.<strong></strong></p> The League for Innovation in the Community College <p><strong>An Emergency in Higher Education: College Students Who Aren’t Ready for College</strong></p> <p>There’s a little-known crisis occurring across the nation; a problem not many are aware of or would expect. Unless you’re an educator. Specifically, a college educator facing a new class of freshmen. Because, it turns out that 66 percent (Complete College America, 2011), or about two-thirds, of your students, all of them recent high school graduates, are not going to be ready for what you are about to teach them.<br /><br /> What does this mean? It means that those students, instead of jumping feet first into freshman year, will spend extra hours and dollars taking remedial courses in math and English just to get them ready for college-level work. Certainly, it’s not unusual for some students to be lacking in some educational skills, but two-thirds? And of those students, how many of them are going to get discouraged and quit altogether?<br /><br /> According to state figures, only 14 percent of full-time community college students who begin college with developmental courses graduate in three years. And it’s not cheap for taxpayers either. In 2007, Illinois community colleges spent $120.8 million, and public universities spent $5.2 million, on remedial courses. Nationally, it costs over $1 billion to fund developmental education.<br /><br /> <a href="http://www.mchenry.edu/" target="_blank">McHenry County College</a> (MCC), an institution with approximately 7,000 students in Crystal Lake, IL, is facing the issue head on and fast becoming a model for other community colleges through innovative college and career readiness partnerships with local high schools that reduce the need for high school graduates to take developmental courses in college.<br /><br /> In McHenry County, the figure is not quite two-thirds, but is still “a scary number,” said Tony Capalbo, Associate Dean of College and Career Readiness at MCC. “When we all met in 2010 with our Board of Control, they were shocked to hear that number, and they said, ‘What are we going to do about this?’ So we devised our College and Career Readiness teams.”<br /><br /> The four teams are made up of high school counselors and MCC administrators, high school and college faculty in math and English, and high school and college administrators. A fifth team featuring STEM faculty and administrators is in the works. The teams meet at least once a semester, Capalbo said, adding that “faculty participation has been crucial, because they can go into more detail about actual class content and lesson plans to reach common academic goals.”<br /><br /> The program outline includes four objectives with corresponding action teams that address curriculum alignment, career goals, increased college and career access and awareness for students and parents, and intervention strategies for standardized testing. <br /><br /> Core tactics cover 15 initiatives including literacy workshops for instructors (“reading across the curriculum”), dual-credit expansion, and a new fourth-year high school math course aligned to the Common Core Standards. The teams are also implementing ACT prep and high-stakes testing strategies for placement tests, eighth grade summer math academies, and innovative outreach to parents focused on cultivating a college-going culture, and an understanding of college resources and the college process.<br /><br /> “Since 2010, it’s really made a difference—a positive impact on our high school students,” Capalbo said.</p> <p> The partnerships are paying off as more graduating students are allowed to skip the COMPASS placement exam and place into college-level courses, especially math. For example, 62 percent of high school graduates enrolled in developmental courses at MCC in 2010, compared to 48 percent in 2012.<br /><br /> MCC showcased their efforts in college and career readiness programming at the 2013 Association of Community College Trustees (ACCT) Leadership Congress in Seattle. Event attendees included 1,500 community college trustees, presidents, and senior staff of community colleges from around the country. <br /><br /> The presentation, Ready or Not, Here We Come! Innovations in College and Career Readiness, highlighted MCC’s engagement with all 14 McHenry County high schools to decrease the need for high school graduates to take remedial math, reading, and writing courses in college. <br /><br /> "Every high school participates, because all of us have the same goal—to reduce the amount of developmental coursework that high school students need to take at the college level," Capalbo said.<br /><br /> "The key to this progress is the partnerships between the college and the high schools," Capalbo said. He added that early intervention, which includes MCC’s STEM-focused Kids and College program (some of these classes have a waiting list this summer) and dual-credit program for high school students, also strongly contribute to college and career readiness success.<br /><br /> "The partnership between Woodstock School District 200 and MCC enables us to work together to develop a seamless transition for our students to post-high school education and job preparation," said George Oslovich, Assistant Superintendent for Middle and High School Education at Woodstock Community Unit School District 200. "MCC now receives students from us who are better prepared to accept the rigor and challenges of a college level course.”<br /><br /> “I wish I could take all the credit,” Capalbo said, “but it takes a village, and it’s all the partnerships with our high school teachers and administrators, plus the superintendents and college instructors, and the administrators at the college…The support for this is coming from the top down, and that is key too. It takes a village, and I’m happy to be a part of it.”<br /><br /> <a href="http://www.mchenry.edu/board/13_14/presentations/112113collegereadiness.pdf" target="_blank">Click here</a> to learn more about MCC’s College and Career Readiness Initiative.</p> <p><strong>References</strong></p> <p>Complete College America. (2011). Complete College America Illinois 2011. Washington DC: Author. Retrieved from <a href="http://www.completecollege.org/docs/Illinois.pdf" target="_blank">http://www.completecollege.org/docs/Illinois.pdf</a></p> Gap Advising: Maintaining a Presence in Common Areas of the College During the Semester urn:uuid:B58CA0D7-1422-1766-9A890BC435C9AA65 2014-07-01T01:07:07Z 2014-06-30T09:06:00Z <p>Gap advising lowers students’ threshold for seeking help by making advisors visible and instantly accessible.</p> The League for Innovation in the Community College <p><img src="/publication/images/learning_abstracts.gif" alt="Learning Abstract" /></p> <p>July 2014, Volume 17, Number 7</p> <p><strong></strong></p> <p><em>By </em><em>D. Brent Barnard</em><strong> </strong></p> <p>Many who serve in higher education have heard inspirational stories of groundskeepers and maintenance personnel befriending students, thereby forming strong relationships which boost retention and encourage students to persist. Why do these employees succeed in an area so at odds with their job descriptions? They succeed because they care, andbecause they work in public areas among the students. The rest of the staff care as well, but spend less time in campus common areas. </p> <p>Academic advisors belong to this latter group. They are typically stationed in offices rather than at open desks in the hallways and dining areas of the college, so students rarely come across them by chance. During the semester, they often frequent common areas only when they are on their way to a meeting or running some other errand. When they do appear in these locations, they may be swarmed by students at the very moment when there are other activities on their minds. Advisors, then, can tend to avoid these chance encounters, particularly when they are perceived as interruptions. </p> <p>Of course, advisors should be eager to engage students at anytime, anywhere. However, the situation surely calls for a more intentional approach. The solution? Gap advising, or intentionally placing advisors at tables set in spots where contact with students is inevitable at a time when exposure is maximized, such as during lunch or in the intervals—gaps—between classes.<br /> <br /> <strong>Gap Advising vs. Intrusive Advising<br /> </strong> <br /> A high percentage of students register for classes at the last minute. Thus, they see advisors at their busiest when they have very little time to delve deeply into student concerns. Of course, a common corrective has been intrusive advising. Advisors can call or email students during the semester to guide and inspire. Some schools even obligate students to visit advisors at this time. This approach definitely has its advantages, and normally students don’t do optional, but by its nature, intrusive advising involves contacting students when there is no felt need on the students’ part. This can lead to a less-than-ideal advising session, and the advisor-student relationship is not necessarily strengthened. Gap advising, on the other hand, provides students with a lighthearted advisor interface involving zero obligation. They approach advisors for fun or with felt needs, and if the advisors are good, a relationship is forged around the exchange. Thus, gap advising can round out advising offices which use intrusive advising.</p> <p><strong>Lowering the Threshold for Seeking Help</strong><br /> <br /> All students have a particular threshold which must be reached before they take the trouble to visit the advising office, sign in, and wait to bring a problem or question to the attention of a professional. With gap advising, this threshold drops precipitously because students can approach advisors on a whim, with no effort. As they pass by an advisor’s table in the hallway, they simply stop and talk. This is invaluable because many concerns which seem slight to them can, in actuality, be critical. At El Centro College’s West Campus, students have casually mentioned the classes they are taking and their intended major, and gap advisors have perceived that the two do not match. Other important questions are posed: “Oh I’ve been meaning to ask you…when is the last day to apply for graduation?” Another: “You know, it’s too late for me to pass two of the classes I’m taking. When is the last day to drop them?” Critical, time-sensitive questions are spontaneously brought to the attention to advisors only because they have purposefully made themselves visible and instantly accessible. </p> <p><strong>Other Advantages<br /> </strong> <br /> Gap advising also shows students how sincere the institution is in its desire to ensure the quality of the collegiate experience. It says to the student body that staff and administrators are not merely doing their duty—the bare minimum—and then hiding away in various departments behind closed doors; instead, college personnel are actively seeking contact with students and want to know how they are faring day by day. This is a message institutions cannot send too often. </p> <p>Additionally, gap advising helps the staff keep its collective finger on the pulse of the semester. If students primarily sit alone, never congregating or conversing with fellow students, this can indicate that the student body as a whole is isolated, needing more opportunities to interact. (Perhaps the Office of Student Life should be notified.) Conversely, gregarious students forming groups and interacting with each other can signify a college’s success in fostering relationships. Furthermore, if the hallways become steadily emptier as the semester progresses, this can convey the haunting absence of student engagement long before final grades are due. For these reasons, administrators may wish to join advisors at the tables to get a grounded sense of the state of the institution.</p> <p>Most advisors who are stationed at a public table will not have the same resources, such as forms and manuals, they have when stationed in their offices. Moreover, they will not have the same privacy should sensitive subjects arise. However, another strength of gap advising is that it boosts office visits. Again and again, West Campus staff members have seen gap advising motivate students to immediately schedule advising appointments. These appointments might never have been made without the advisor-student relationships that were bolstered through gap advising. </p> <p><strong>Logistics<br /> </strong> <br /> Instituting such a policy is straightforward and requires no budget whatsoever. However, there are a few factors to bear in mind. Advisors selected for this role should be exceptional—friendly, with high energy and at the top of their game. Their role will be to engage passersby, greeting most of them, and conversing with those who stop. Good advisors can even introduce advisees to other students the advisors may know, particularly if the gap advising takes place in a dining area or other locale where students gather. This requires an interpersonal skill set that not everyone possesses, so gap advisors should be chosen with care. </p> <p><strong><em>Choose gap advisors with care</em></strong><strong>. </strong>Advisors at such posts should absolutely not allow themselves to be distracted by cell phones, laptops, books, etc. Eye contact with passing students is fundamental. There should also be signs at the advisors’ tables which say something like, “Got questions about college? Please ask!” Naturally, this will encourage students to ask questions outside the advisors’ realm of expertise, such as issues pertaining to the finer points of financial aid, but the session is still a success if advisors connect students to the resources they need.</p> <p><strong><em>Keep sessions short</em></strong><strong>. </strong>Gap advising should ideally take place in short bursts of about fifteen minutes. This allows advisors to maintain high energy for the entire time period. If the advisor is stationed at a post for a much longer period of time, the law of diminishing returns comes into play because few people can remain enthusiastic, happily greeting dozens of people, for hours at a time. One exception to this brief scheduling might be the lunch hour, but this should probably constitute the only exception. </p> <p><strong><em>Be attentive to gap-advising times and locations</em></strong><strong>. </strong>An advisor who is preparing to leave the office for a gap advising session may wish to forego the activity temporarily if a student stops by and asks for a one-on-advising session. High-quality, relational one-on-one advising sessions are always priority. It is also helpful to schedule gap advising during those particular intervals between classes when consequential numbers of students actually appear. If the schedule indicates that classes dismiss at a set time, but there never seem to be students around as expected, the gap-advising assignment should be altered so that advisors are not simply staring at walls in abandoned corridors. Assignments should also be modified if there is a marked decrease in attendance as the semester proceeds; halls which were bustling with students in September or February can become relatively abandoned in late November or April.</p> <p><strong><em>Create awareness of gap advising among other college personnel</em></strong><strong>. </strong>One unexpected challenge that can arise is that the advisors’ time can be monopolized by faculty and other staff members who stop by to chat. This is understandable; faculty members—particularly adjuncts—often work in a social vacuum and need to connect with the few colleagues they encounter. However, a gentle college memo might suggest to all personnel that conversations with on-duty gap advisors be kept relatively brief. </p> <p><strong><em>Be prepared to respond to a variety of student concerns</em></strong><strong>. </strong>Because gap advising makes advisors so accessible, they will hear students expressing dissatisfaction with instructors as well as college policies and procedures more often than they otherwise would. Opening lines of communication is an excellent practice, but advising offices should have a clear policy on how to handle such concerns so that advisors will know how to respond. </p> <p><strong>Maintaining a Presence<br /> </strong> <br /> Students’ exposure to advising can often swing on a pendulum—from high exposure prior to the semester to almost total obscurity during the semester. Intrusive advising may help, but it can lack the spontaneity which is characteristic of great relationships. Gap advising complements the intrusive approach, a cogent argument that institutions are 100 percent invested in students’ welfare. It is absolutely free, it further disseminates information that students need, and it strengthens the relationship between advisors and students. It can be administered spontaneously or with regimented organization. All in all, it constitutes an excellent addition to any administrator’s tool kit. </p> <p><em>D. Brent Barnard</em><em> is an Enrollment Specialist at El Centro College in Dallas, Texas. </em></p> <p><em>Opinions expressed in</em> Learning Abstracts <em>are those of the author(s) and do not necessarily reflect those of the League for Innovation in the Community College.</em></p> Creating Administrative Teams: A Discussion With Community College Presidents urn:uuid:B5172C53-1422-1766-9AE10C0A6476AC63 2014-07-01T01:07:54Z 2014-06-30T09:06:00Z <p>Community college presidents discuss three facets of creating leadership teams.<strong> </strong></p> The League for Innovation in the Community College <p><img src="/publication/images/leadership_abstracts.gif" alt="Leadership Abstract" /></p> <p>July 2014, Volume 27, Number 7</p> <p><em>By </em><em>Steve Nunez</em></p> <p>As community college budgets become tighter and accountability becomes more paramount, community college leaders are faced with some of the toughest challenges ever. At the same time, many of the most experienced leaders in higher education are planning to retire soon, leaving a leadership and experience void in colleges throughout the nation. In fact, some predict that up to 75 percent of community college presidents will retire within the next decade. Certainly, the creation of effective leadership teams that can navigate the difficult waters of leadership turnover, dwindling budgets, and increased accoutability is most critical to the survival of community colleges.</p> <p>In an effort to understand how community college leaders are dealing with these issues, the author interviewed five community college presidents in the fall of 2013. Most commonly, discussions centered on three facets of leadership: building effective leadership teams; providing leadership training to current team members; and hiring the right people to serve as administrative team members.</p> <p><strong>Building Effective Teams</strong></p> <p>The presidents were very concerned with building close-knit, trustworthy, hardworking teams. One said, “Without [effective] relationships, I can’t get anything else done.” He went on to indicate that when academic leaders think they make all of the decisions, it is a “big mistake.” Another said, “You are as good as your executive team.” In order to build effective teams, it’s important to “pay attention to the little things” in fostering those relationships, be accessible to everyone, and be open to others’ views. Building effective relationships is about “listening more and talking less,” which builds trust and team unity. As one president noted, “The most important stuff is people stuff, paper can wait.” </p> <p><strong>Providing Leadership Training</strong></p> <p>Providing leadership training and empowering employees is critical to creating and maintaining efficient leadership teams. One president indicated that he works individually with each of his team members to build their leadership skills and expects them to do the same with their own staff members. Therefore, leadership skills are passed down through the ranks. Other presidents host more formal leadership academies. These leadership academies often result in the discovery of new campus leaders, which may lead to their promotion. Other presidents encourage team members to expand their skills, knowledge, and networking by attending conferences and enrolling in graduate programs. Continuous professional development is critical to providing and maintaining leadership momentum.</p> <p><strong>Hiring the Right People</strong></p> <p>Certainly, hiring the right people is as important as enhancing the ones already there. In <em>Monday Morning Leadership</em> (2002), author David Cottrell emphasizes that good leaders must hire people who will fit with their leadership style, can articulate their vision, will work efficiently and effectively, and will be life-long learners. Cottrell states that in order to hire the right people, job interviews should be conducted multiple times to determine if the person is the best fit for the organization. Essentially, if an employee is important to the institution, then the hiring process should reflect this importance. Many of the community college presidents who were interviewed reiterated these thoughts in their own way.</p> <p>The presidents referred to using traditional techniques when hiring a new team member. Standard fare included using hiring committees composed of a wide swath of employee types (i.e., staff, faculty, and administration) to get a broad perspective on which candidate fits best with the institution. Conducting deep reference checks was another. However, the outliers proved to be more interesting than the norm.</p> <p>One president uses a lengthy interview process to evaluate candidates for his administrative team. The process includes a full day of on-campus interviews where the potential employee meets with the president, his leadership team, and others at the college, including faculty and staff. He concludes the interview process by taking each candidate out to dinner to observe interactions with other team members in a more social, less structured situation. Seeing candidates in a casual setting can be as enlightening as a formal interview, he said. Is the person collegial? Is the person polite to the wait staff? Is the person curious? Can this person fit in with the rest of the team? After the president has evaluated each candidate closely and has gathered feedback from others, he makes his choice about whom to hire. Cottrell (2002) believes that hiring the right people is one of the most important jobs of leaders and that the process should be laborious in order to find the right fit. This president is a clear practitioner of that creed. </p> <p>One president believes that a potential new team member must have an excellent understanding of the community college mission before he or she is hired. She is, therefore, clearly focused on finding not only the right skill set in the new team member, but also the right values. She builds teams and hires people by “looking for the values of the heart, looking for people who are compassionate, not here to equip their ego or résumé ,and [who] know that we are here to equip our students for life.” Certainly these attributes are needed traits of a community college leader who deals with students where they are and understands the transformative role of a community college.</p> <p>Other presidents were more focused on professional and cultural diversity. Teams should be a combination of new people, hired from outside the organization, and those who are promoted from within. Hiring from outside the organization is risky because, “if you don’t learn the culture [of an organization quickly], you can’t get things done,” but “new blood” brings fresh ideas and energy to an organization. Also of importance is hiring culturally diverse team members, as this creates cultural competence. “You may not be a member of an underrepresented group, but you need to work with, appreciate, and not just tolerate the diversity of the community,” said one president. The combination of mixing new and old blood and cultural diversity can create a unique melting pot that helps an institution respond more effectively to changing conditions.</p> <p>Another president, who expects his leadership team to be very action oriented, said he hires individuals who are “players.” He is looking for people who are decision makers and people of action and participation. Interview questions center on major decisions that they have made professionally. He also asks a number of questions about what activities, outside their main duties, they been involved in. Have they been involved in community outreach, strategic planning, or hiring other employees? He wants an individual who gets outside of his or her comfort zone, works within the institution as a whole, and can operate outside traditional silos. This would be especially true for team members working in small colleges where they are often required to wear many hats. These make the best leaders because they are willing to “get things done.”</p> <p>Community college presidents find administrative team building to be their most important responsibility. However, building a quality team is a twofold process. First, leaders already on campus must have regular leadership training and professional development. Second, vacancies in the organization must be filled with the highest quality individuals who fit with the personality and leadership style of the president and the culture of the institution. Building these effective teams should help community colleges navigate the difficult waters ahead. </p> <table border="0"> <tbody> <tr> <td><span style="font-family: arial; font-size:9px;"> <p><strong>Resources</strong></p> <p>Cottrell, D. (2002). <em>Monday morning leadership: 8 mentoring sessions you can't afford to miss</em>. Dallas, TX: Cornerstone Leadership Institute.</p> <p><em>Steve Nunez is Dean of Instructional Research and Planning at Sauk Valley Community College in Dixon, Illinois.</em><br /> <em>Opinions expressed in</em><em> </em>Leadership Abstracts<em> </em><em>are those of the author(s) and do not necessarily reflect those of the League for Innovation in the Community College.</em></p> </span></td> </tr> </tbody> </table> <p> </p> Simplifying Complexity in the Student Experience: A Tool to Help Colleges Devise and Implement Relatively Low-Cost Solutions urn:uuid:B51615B5-1422-1766-9A4263572C1AC6BA 2014-07-01T01:07:56Z 2014-06-30T09:06:00Z <p>The Community College Research Center releases a practitioner packet to help colleges support academic decision making on the part of students.</p> The League for Innovation in the Community College <p><img src="/publication/images/showcase.gif" alt="Innovation Showcase" /></p> <p>July 2014, Volume 9, Number 7</p> <p><em>By Shanna Smith Jaggars and Jeffrey Fletcher</em></p> <p>Community colleges serve a huge variety of students—traditional and nontraditional, daytime and evening, part-time and full-time, as well as career- and academic transfer-oriented. To meet the wide-ranging needs of their student population, they offer a complex variety of programs and courses. This vast range of choices can be confusing for students, and can result in students making unexamined decisions that may waste their time and money or divert them from a promising academic or career path. </p> <p>Community colleges want to better help students navigate the wide range of choices they face, yet because they operate within significant financial constraints,  they often have student-counselor ratios that exceed 1,000:1. In response to this dilemma, the <a href="http://ccrc.tc.columbia.edu/" target="_blank">Community College Research Center</a> (CCRC) has recently released a practitioner packet, <a href="http://ccrc.tc.columbia.edu/publications/simplifying-complexity-student-experience.html" target="_blank"><em>Simplifying Complexity in the Student Experience</em>.</a> This packet is designed to help colleges identify areas where students struggle due to excessive complexity in the process of intake, orientation, and course selection, and devise and implement relatively low-cost solutions that can improve the student experience.</p> <p>The practitioner packet is based on work CCRC conducted at and with Macomb Community College, a large comprehensive suburban community college outside of Detroit. In 2011, Macomb leaders—suspecting that overly complex intake and registration systems were hindering students from making optimal course, program, and transfer choices—embarked on a redesign effort to help simplify academic decision-making for students. </p> <p>The packet breaks down the process of exploratory research, reform implementation, and refinement so that other colleges can undertake similar redesigns. Part one describes data-gathering methods colleges can use to help them understand how students experience intake, orientation, registration, advising, and the overall process of academic decision-making. Part two illustrates how colleges can use these data to identify areas of confusion, and engage stakeholders in devising and implementing solutions. Part three explains how to evaluate redesigned processes and procedures in order to assess their impact and further refine them. Part four is an appendix that includes data collection and project management materials. Throughout the packet, Macomb Community College is referenced to demonstrate how this process played out in a real community college setting.</p> <p>CCRC hopes that this packet will give colleges both a vision of the possible, and the tools they need to embark on changes that can significantly improve the efficiency and effectiveness of the academic decision-making process for students. In a companion <a href="http://ccrc.tc.columbia.edu/publications/redesigning-student-intake-information-provision-processes.html" target="_blank">report</a>, CCRC examines additional possibilities for low-cost improvements to help students navigate college, including simplifying program and transfer structures, more explicitly teaching students how to self-advise, and leveraging online e-advising tools to make advisors’ work more in-depth, effective, and efficient.</p> <p><em>Shanna Smith Jaggars is the Assistant Director and Jeffrey Fletcher is a Senior Research Assistant at Community College Research Center, Teachers College,<strong> </strong>Columbia University.</em></p> <p><em>Opinions expressed in</em><em> </em>Innovation Showcase<em> </em><em>are those of the author(s) and do not necessarily reflect those of the League for Innovation in the Community College.</em></p> PATHS Program Addresses Leadership Crisis in Higher Education urn:uuid:B51441F1-1422-1766-9AC634BFFCBAE46E 2014-07-01T01:07:48Z 2014-06-30T09:06:00Z The League for Innovation in the Community College <p>Open Doors Group (ODG), the League for Innovation in the Community College, and SoftChalk LLC today announced that registration is open for PATHS, an eight-week online program designed to accelerate career paths for higher education professionals. PATHS will address the pending leadership crisis by providing a unique, career-boosting opportunity for college and university employees who have started their management careers or aspire to leadership positions.<br /> <br /> Designed and led by a cadre of successful leaders and other experts, PATHS will offer nine hours of self-paced online training from September 8 – October 21, 2014 plus a three-hour, <em>Live Highlight Session</em> webinar from 2pm-5pm EDT on Wednesday, September 24. The PATHS program will focus on what it takes to become a leader in today’s higher education environment. The curriculum will be presented in three modules: Becoming a Higher Education Leader, Mindful Leadership, and Evaluating the Landscape: Operating in a Changing Environment. In addition, an extensive mentor-matching program tailored to the career aspirations of each participant will be available for the first 50 people who register for PATHS by August 1st. "It is a privilege to work with ODG and SoftChalk on this vital, long-awaited program that will prove to be essential for aspirants in education to take on leadership roles," said Chris Hennessey, Marketing Director, League for Innovation in the Community College.<br /> <br /> Affordable and convenient, PATHS is egalitarian in admissions, and elitist in content and results. Visit the <a href="/paths/" target="_blank">http://www.league.org/paths/</a> website for more information.</p> <p><a href="http://www.prlog.org/12333266-paths-program-addresses-leadership-crisis-in-higher-education.html" target="_blank">Click here</a> to read the full article online.</p> Member Spotlight: Peninsula College urn:uuid:B512762C-1422-1766-9A0471A07C087067 2014-07-01T01:07:24Z 2014-06-30T10:06:00Z <p>Peninsula College leads the way in the development of composite recycling training.</p> The League for Innovation in the Community College <p><strong>Leading the Way in Training for Recycling Composites</strong></p> <p>The proliferation of composite materials used in our aerospace, transportation, infrastructure, and recreation sectors is creating a growing need for waste management and sustainable practices. Couple this with current and pending legislation, and it becomes clear why businesses need to focus on new recycling technologies. Although many companies have extensive research and development efforts underway, including both reclamation and re-use of composite materials, training people for careers that utilize recycling technologies is new for educational institutions.</p> <p> One college helping to lead the way is Peninsula College (PC) in Port Angeles, WA. Located on the Olympic Peninsula of Washington State, PC has long been a forerunner in developing workforce training programs that meet local and regional industry needs. Thus, it is no surprise that PC should also be breaking new ground in the development of composite recycling training and working with industry and other educational partners to do so.</p> <p><img src="/publication/leagueconnections/images/2014-07_PeninsulaCollege_Pic1.jpg" alt="" hspace="8" vspace="8" width="321" align="left" />In partnership with the Center of Excellence (COE) for Marine Manufacturing and Technology at Skagit Valley College, also in Washington State, and the University of Alabama at Birmingham (UAB), PC is engaged in a multiyear composite material recycling project focused on technical training. The training seeks to expose students to the challenges and opportunities involved in the reclamation and reuse of composite materials, coupling fabrication and design with lifecycle studies and research.</p> <p>With funding from COE, PC offered an introductory course on recycling composites during the 2012-2013 academic year. Dr. Brian Pillay, professor of materials science and engineering at UAB’s Materials Processing and Applications Development Center, traveled to Port Angeles to conduct a seminar with PC students during the spring quarter.  </p> <p>After the introductory seminar, PC instructor Norm Nelson took over the course and continues to collaborate with Dr. Pillay and UAB graduate students on course content.  Curriculum includes composite material lifecycle analysis, a survey of re-use innovations and university research, and a case study on an Olympic Peninsula company that is the largest domestic producer of snowboards and skis and an industry leader in the use of sustainable materials.  </p> <p>The initial course was the outgrowth of collaborative efforts by the American Composites Manufacturers Association and its Green Composites Council (GCC), which helped facilitate national conversations on composite recycling challenges. PC is a member of GCC and the only two-year institution on the council, providing it with a unique opportunity to align workforce training with current and future industry needs. </p> <p>Other partners include Janicki Industries (Sedro Woolly, WA), Angeles Composite Technologies Inc. (Port Angeles), and New World Yachts (Anacortes, WA). The port of Port Angeles also plays an important role as an advocate for economic development and a leader in the Advanced Composites Center initiative, a statewide partnership of business, government, and educational organizations focused on supporting the composites industry.  </p> <p>With continued funding from COE, PC offered an expanded course during spring quarter of 2014, which included multiple visits to industry manufacturing sites.  During these visits, PC students assessed waste stream production and collected scrap materials for analysis and processing in collaboration with UAB. By combining PC’s workforce training expertise with UAB’s research capabilities, students will continue to learn practical and theoretical issues and be exposed to engineering breakthroughs redefining work environments. This combination is invaluable for students seeking to understand where the industry is headed, while simultaneously seeking a place within it.  </p> <p>Contact instructor <a href="mailto:nnelson@pencol.edu">Norm Nelson</a> for additional information about PC’s <a href="http://pencol.edu/proftech/composites-technology" target="_blank">Composites Technology program</a>. </p> Community Colleges and Public Health: Prototype Curricular Models Available for Public Comment urn:uuid:5DF72BE4-1422-1766-9AE0CE6108A64659 2014-06-02T12:06:47Z 2014-06-05T10:06:00Z <p>From June 3 through July 15, 2014, a set of draft prototype curricular models for associate degree and certificate programs in public health will be available for vetting by community college and public health educators, public health professionals, and other interested parties.</p> The League for Innovation in the Community College <p>A set of draft prototype curricular models for associate degree and certificate programs in public health is now available for vetting by community college and public health educators, public health professionals, and other interested parties. The models are intended to assist community college educators and their public health partners in developing courses and programs in public health for community college students seeking credentials and careers in public health. All are invited to review and comment on the draft models in an online process at <a href="/ccph/" target="_blank">www.league.org/ccph</a> through July 15. <br /><br /> Development of the prototype curricular models represents the second phase of the Community Colleges and Public Health (CC&amp;PH) Project, established by the <a href="http://www.asph.org/document.cfm?page=1184" target="_blank">Framing the Future: The Second 100 Years of Education for Public Health</a> Task Force convened by the <a href="http://www.aspph.org/" target="_blank">Association of Schools and Programs of Public Health (ASPPH)</a>. The League for Innovation in the Community College is leading the Community Colleges and Public Health Project in partnership with ASPPH.<br /><br /> In the project's first phase (2012-2013), an expert panel representing community colleges, public health programs at colleges and universities, and public health professions developed a report consisting of foundational and consensus statements and recommendations concerning the role of community colleges on the continuum of education for public health. The report was vetted among community college and public health educators and public health professionals, and feedback was incorporated into the revised interim report. See the Phase 1 Interim Report at <a href="/ccph/" target="_blank">www.league.org/ccph</a>. <br /><br /> In September 2014, the prototype curricular models will be submitted to the Task Force for possible inclusion in its final report, anticipated for release in advance of the 100-year anniversary of the famous Welch-Rose report that launched graduate education for public health in the U.S.<br /><br /> The prototype curricular models were developed in cooperation with organizations representing public health education and practice, including the Association of State and Territorial Health Officials (ASTHO), National Association of County and City Health Officials (NACCHO), Society for Public Health Education (SOPHE), Association of University Programs in Health Administration (AUPHA), and Association of Environmental Health Academic Programs (AEHAP). The prototype curricular models will be revised based on feedback obtained through the current vetting process. <br /><br /> The second phase of the project is supported by a $45,000 grant awarded under a cooperative agreement from the Centers for Disease Control and Prevention (CDC) through the Association of Schools and Programs of Public Health (ASPPH) Grant Number 5U36OE000002.<br /> <br /> For additional information on the Community Colleges and Public Health Project, see <a href="/ccph/" target="_blank">www.league.org/ccph</a>.</p> New Website Could Help Millions of U.S. Students Attain Their College Degree urn:uuid:48A0566A-1422-1766-9A126567B528FD1C 2014-05-29T08:05:28Z 2014-05-30T08:05:00Z <p>Free NROC Project website offers a personalized learning experience for remedial math students.</p> The League for Innovation in the Community College <p align="center"><img src="http://www.league.org/publication/leagueconnections/images/2014-06_Nroc_Edready.jpg" alt="" height="150" /></p> <p>Each year about half of U.S. high school graduates who begin college are forced to take remedial math before they can take college courses for credit. For most, this remediation requirement is unexpected and a substantial barrier to earning a college degree. Only 22% of students who face math remediation are able to finish college. EdReady.org, a free website for all learners, was launched this Spring to help solve this problem. EdReady is the brainchild of The NROC Project (NROC), a national, non-profit effort funded by the Bill &amp; Melinda Gates Foundation, The William and Flora Hewlett Foundation, and sustaining institutional members. Nearly six years of research and development guided by educators from leading academic institutions nationwide has led to the creation of a novel approach to math education that gives each student a personalized learning experience.</p> <p>“As we designed and built EdReady, we realized that when learning is tailored to the specific needs of the individual, the whole concept of ‘remediation’ becomes flawed,” explained Gary Lopez, Founder of The NROC Project. “Since EdReady creates a custom course of study using a student’s individual math learning needs in combination with the specific math requirements of the school or certificate they are pursuing, the learning experience is really the first step along the path to their college degree, not an unexpected hurdle to starting college.”</p> <p>Early evidence suggests that a personalized learning experience changes a student’s mindset about college math readiness. "The dropout rate for the traditional approach to math remediation was very high," said Judy Lowe, Assistant Vice President at Chattanooga State College. “With EdReady, students are inspired to stick with it, improve their math skills, and pursue their degrees.”</p> <p><a href="http://www.thenrocproject.org/press-release-edready-may-22/" target="_blank">Click here</a> to read the full article online.</p> <p><a href="http://www.thenrocproject.org/" target="_blank">Click here</a> to learn more about The NROC Project, a League for Innovation Platinum Corporate Partner. </p> Member Spotlight: New Mexico State University Alamogordo urn:uuid:3E5C3C3C-1422-1766-9AA9A1E16335DFF5 2014-05-27T08:05:33Z 2014-06-02T07:06:00Z <p>New Mexico State University Alamogordo ensures quality online course design with Quality Matters.</p> The League for Innovation in the Community College <p><strong>Quality Assurance of Online Classes</strong></p> <p>An anonymous person stated, “eLearning doesn't just ‘happen’! It requires careful planning and implementation.” <a href="http://nmsua.edu/" target="_blank">New Mexico State University Alamogordo </a> (NMSU-A) understands this statement and is working diligently to become an institution known for the quality of its online instruction. <br /> <br /> Online education began at NMSU-A in the late 1990s. In the early 2000s, interest in online education began to grow among a small but significant percentage of the faculty, primarily as a means of providing greater access to students in NMSU-A’s 6,627 square mile service area. The number of courses offered online went from 14 (3.86 percent of course offerings) in spring 2004 to 195 (39.6 percent of course offerings) in spring 2012, and from 4.5 percent to 51.9 percent of total credit hours. With this snowball effect of online offerings, NMSU-A recognized that it was time to restructure its distance education program to ensure effectiveness and quality. <br /><br /> Best practices confirm that substantial professional development activities must be provided to help faculty acquire the level of instructional design skills necessary to develop quality online courses. Faculty must be given tools that will enable them to design, develop, and teach successful online courses. After reviewing best practices and exploring various methods, NMSU-A determined that the principles, standards, mission statement, and rubric of the <a href="https://www.qualitymatters.org/" target="_blank">Quality Matters™ Program </a> (QM) was the best option to achieve and maintain a high level of quality assurance for online classes. QM is a nationally known and respected program that is directly based on best practices and focuses on course design.<br /><br /> A NMSU-A online quality assurance plan was developed using Quality Matters as one of the foundations of restructure. A full-time faculty member was reassigned to oversee online education and to provide consistency in applying QM standards and NMSU-A online teaching protocols. This position, Director of Online Quality Assurance, remains a faculty position to instill the need for a peer focused review system.<br /><br /> An Online Quality Assurance Team, led by the Director of Online Quality Assurance and made up of QM certified faculty peer reviewers, leads internal course reviews according to QM standards, recommends policy changes pertaining to online education, and works closely to help train faculty who teach online courses. The team designed a template based on several QM standards that is now used by all faculty.</p> <p> NMSU-A is currently in the process of taking all existing courses through QM standards-based internal peer review process within a three-year period. Courses will be scheduled for review at the rate of at least one-third of existing courses each year. Before a new course can be taught online, the course design must be complete and approval given by the peer review team. Each semester, some of the courses approved by the internal review team are submitted for official QM peer review.<br /><br /> All faculty teaching online or hybrid courses have completed the Applying the Quality Matters Rubric course. New faculty members are trained in QM standards, online pedagogy, and the NMSU-A learning management system before teaching distance education courses.  <br /><br /> Professor Kathy Roark-Diehl believes utilizing QM standards is making a difference. </p> <blockquote> <p> As a faculty member, I have always been proud of my assignment design, but working through QM showed me that my instructions were not always as clear as I believed them to be. Gaining a better understanding of course navigation online has added new depth and clarity to the way I design all elements of a course, be it online or face-to-face. This new clarity is already paying off, making my role that of a facilitator of learning, and not facilitator of instructions.</p> </blockquote> <p> NMSU-A is excited about the opportunity to truly invest in the overall quality of online education. As the first year of the plan comes to a close, the effects can already be seen. A student in a Quality Matters-approved course stated, “In the last 3 years of college that I have had, I have never had such a well-structured organized course nor have I had such a prompt, efficient, and dedicated instructor.”  <br /><br /> NMSU-A is demonstrating that quality online education really does matter by working to improve student success with engaging, well-designed courses taught by caring and responsive faculty. <br /><br /> <a href="http://nmsua.edu/quality/" target="_blank">Click here </a> for more information about distance education at NMSU-A.<br /><br /> Contact: <a href="mailto:swheeler@nmsu.edu">Sherrell Wheeler</a>, Director of Online Quality Assurance, New Mexico State University Alamogordo, 575.439.3668. </p> <p> </p> Member Spotlight: San Jacinto College urn:uuid:3E586A0B-1422-1766-9A931DF6CF0C4325 2014-05-27T08:05:26Z 2014-06-02T07:06:00Z <p>Local K-12 students benefit from Vision for Life See to Succeed event at San Jacinto College.</p> The League for Innovation in the Community College <p><strong>Local Children Fitted for Free Glasses at See to Succeed Event</strong></p> <p>This year's Kid’s Vision for Life See to Succeed event at San Jacinto College impacted approximately 1,133 school children from the Pasadena Independent School District (PISD).</p> <p>Out of those who visited the college for free eye examinations, 96 percent were issued eye glasses, and 154 received medical referrals for further eye care treatment. This is See to Succeed's third year in delivering free eye glasses to PISD children in need.</p> <p>"The beauty of this partnership is that our students are able to receive the tools they need to become successful," said Renea Ivy, associate superintendent of Pasadena ISD. "A whole new world opens up for a child when he or she can finally see. It is a drastic change that impacts so many things they can do."</p> <p>For fourth-grader, Angelina Guerrero, getting a new pair of glasses will help her get back on track in the classroom. "My glasses broke a month ago," said Guerrero. "I have been having to go up to the board to see what the teacher writes in class."</p> <p>See to Succeed helps children across the Houston metroplex to receive the vision care they need free of charge. The initiative is coordinated by the Houston Department of Health and Human Services. Collaborative partners include San Jacinto College, University of Houston (UH) College of Optometry, Essilor Vision Foundation, Walmart, Berkeley Eye Center, and Luxottica One Sight Foundation.</p> <p>According to the Kid’s Vision for Life See to Succeed program, one in four children have an uncorrected vision problem. Fifty percent of children who fail school eye screenings never see an eye doctor. Children who can’t read by third grade are more likely to drop out, to earn 50 percent less annually as adults, and to be incarcerated.</p> <p>Debra Clarke, San Jacinto College eye care technology program director, said the rate of identifying students in schools, who need further eye care, is increasing. "After implementing this program, we are seeing that the prescreening being conducted out in the schools is working," said Clarke.</p> <blockquote> <p>Last year, we had an averaged 88 percent capture rate on the number of students we were able to identify in needing eye care assistance. Now, we are seeing a averaged 93 percent rate. Also, being in our third year, we are noticing how students are becoming more relaxed with the idea of receiving eye examinations, and that is a huge improvement for their overall health.</p> </blockquote> <p>For more information about San Jacinto College, call 281.998.6150, visit <a href="http://www.sanjac.edu" target="_blank">www.sanjac.edu</a>, or follow the college on <a href="http://www.facebook.com/SanJacintoCollege" target="_blank">Facebook</a>. </p> Mobile Supports for Community College Students: Fostering Persistence Through Behavioral Nudges urn:uuid:3E55FB8F-1422-1766-9AB66C0354DE98AC 2014-05-27T08:05:33Z 2014-06-02T07:06:00Z <p>Behavioral nudges via the Persistence Plus platform improve Middlesex Community College student retention rates.<strong> </strong></p> The League for Innovation in the Community College <p><img src="/publication/images/learning_abstracts.gif" alt="Learning Abstract" /></p> <p>June 2014, Volume 17, Number 6</p> <p><em>By Adrienne Maslin, Jill Frankfort, and Margaret Jaques-Leslie</em></p> <p>Between juggling coursework, family, and 30 hours a week at a job, many community college students struggle with time and motivation. But for students at <a href="http://mxcc.edu/" target="_blank">Middlesex Community College</a> in Connecticut this semester, one solution for managing time and boosting motivation came from a source they frequently use already: their cell phones. A cohort of over 300 students at Middlesex are enrolled in Persistence Plus, a mobile support platform that provides research-based behavioral nudges to foster positive study habits, enhance motivation, and increase goal commitment. Of the student cohort enrolled in Persistence Plus at Middlesex, early results show a 7-percentage point fall-to-spring retention rate increase over the general population—a significant indicator that reaching students at the right time with the right message can impact their commitment and persistence.</p> <p><strong>Finding New Ways to Reach Students</strong></p> <p>Founded in 1968 in central Connecticut, Middlesex Community College serves 3,000 students across two main locations in Middletown and Meriden. In 2012 and 2013, it was selected as a "Great College to Work For" by <em>The Chronicle of Higher Education</em> (2012, 2013). Middlesex Community College offers 50 degree and certificate programs, with the largest number of students pursuing general studies, criminal justice, human services, and accounting majors. In the full student population, 56 percent receive financial aid and 29 percent are students of color. Seventy percent of students are employed, and the average age is 26. In spring 2014, the institution had a 2.5 percent enrollment increase and welcomed a record spring-semester high of 1,627 full-time equivalent students (Plake, 2014). Part of this rise has taken place in online courses, which are up 25 percent, and in full-time students, which are up 5.7 percent. Middlesex Community College President Anna Wasescha welcomed the challenge of increased and shifting enrollments, saying, "We are delighted that enrollment is up this year and we're determined to keep enhancing the student experience so that more and more students succeed at realizing their dreams and ambitions by earning a college degree from Middlesex. We knew that reaching them in creative ways would be hugely important in achieving this goal." After careful research, Middlesex leadership began the collaboration with Persistence Plus.</p> <p><strong>Nudges: Format, Function, and Behavioral Research</strong><strong> </strong></p> <p>Persistence Plus uses behavioral research to develop personalized "nudges"—delivered via text message or through a smartphone app—to foster behaviors and attitudes associated with student achievement, persistence, and retention. Nudges are tailored based on student demographics and data, and vary in format. For example, before key exams and registration deadlines, Persistence Plus asks students to identify a time and place to study or sign up. Research shows that committing to a specific date and time to perform a task increases the likelihood that the task will be completed (Koestner, Lekes, Powers, &amp; Chicoine, 2002). Other nudges promote help-seeking behavior and encourage students to take advantage of campus resources. They provide students with real-time, relevant information such as, "Get ready for your math test. The CLC and the Meriden Center offer math tutoring on Tuesday morning. Students who have gone have found this support valuable." Studies have found that just-in-time nudges (Castleman &amp; Page, 2013) and social norming levers ("Other students have...") are powerful means of motivating individuals to participate in a specific activity (Goldstein, Cialdini, &amp; Griskevicius, 2008). Steele and Aronson (1995) have shown that student fears about confirming a negative stereotype about their group can be harmful to academic performance. Some nudges are designed to minimize stereotype threat or change other mindsets that can prevent students from succeeding. The platform also delivers "LifeBits," nudges that present real vignettes from students of similar backgrounds who overcame specific college challenges. LifeBits are based on growing evidence of positive academic benefits from showing first-generation students and students of color stories of students like them encountering and overcoming issues in colleges (Walton &amp; Cohen, 2011).</p> <p>At Middlesex Community College, one of the most replied-to nudges asks students to rate how they are feeling at particular points in the terms. These mobile check-in nudges provide additional data from which to personalize future nudges based on the inputs students share via texting or responding through the app, along with their responses to other question nudges: The more a student responds to questions, the more adept the system becomes in supporting and motivating that particular student. But nudges can have powerful impact even without active interaction from the student. A 28-year-old female first-generation general studies major at Middlesex Community College who hadn't responded to nudges explained, saying "When you are feeling bad, it motivates you. It helps you see how you are doing and how you can get through challenges…The stories of other students are motivating because it makes you think that you can do it too." This student observation dovetails with behavioral research on seemingly small nudges that have had substantial effects. For example, hotel guests who were told that the majority of the guests in the room they are staying in have reused their towels had significantly higher rates of towel reuse than guests who are simply told about the environmental benefits (Goldstein et al., 2008). By providing nudges that offer context for success and foster behaviors correlated with persistence, the Persistence Plus platform has the capacity to reach students nimbly and at scale. </p> <p><strong>Connecting Students to Resources</strong></p> <p>Middlesex Community College, like many community colleges, offers a wide variety of resources, including career counseling and tutoring, but sometimes found that the students who need them do not access them. So, to encourage positive academic traits such as resiliency and helpful behaviors such as taking advantage of free campus tutoring, Persistence Plus sends nudges that explain how other students benefit from resources. For a 19-year-old female first-generation student at Middlesex, this kind of framing helped motivate her to pursue extra help: "…[I] never knew that about 80% of students who get good grades wind up using the tutoring center. [That nudge] made me not feel like a loser—but yeah, like everyone else is struggling with the same stuff." </p> <p>Struggling students are also triaged by the Persistence Plus platform to in-person high-touch supports. Students who share they are having trouble or who respond with a low rating to a check-in question receive a response that asks more about their general state and any obstacles they are facing. If the situation seems right, Persistence Plus may ask the student, "Can we connect you with a helpful Middlesex Community College staffer?" and then pass the student's contact information to Middlesex Community College's retention specialist. This kind of close partnership between Persistence Plus and Middlesex Community College allows retention specialist Judy Mazgulski to engage with struggling students weeks before their struggles might otherwise be noticed. </p> <p><strong>Cohort Population </strong></p> <p>The Persistence Plus cohort is comprised of approximately 300 Middlesex Community College students who signed up through an in-person registration drive on campus in fall 2013. Each participating student receives approximately one nudge per school day. Figure 1 shows the demographics of the cohort.</p> <p align="center"><strong>Figure 1. Demographics of Persistence Plus Cohort</strong></p> <div> <table border="1" cellspacing="0" cellpadding="0" align="center"> <tbody> <tr> <td colspan="2" width="384" valign="top"> <p align="center">Middlesex Community College Persistence Plus Cohort</p> </td> </tr> <tr> <td width="192" valign="top"> <p>First-Generation</p> </td> <td width="192" valign="top"> <p>31 percent</p> </td> </tr> <tr> <td width="192" valign="top"> <p>Female</p> </td> <td width="192" valign="top"> <p>51 percent</p> </td> </tr> <tr> <td width="192" valign="top"> <p>Age 25 and Older</p> </td> <td width="192" valign="top"> <p>18 percent</p> </td> </tr> <tr> <td width="192" valign="top"> <p>Students of Color</p> </td> <td width="192" valign="top"> <p>41 percent</p> </td> </tr> </tbody> </table> </div> <p>Student populations that have historically lower rates of college completion have been among the most active users of the Persistence Plus platform. During the fall term, the most active Persistence Plus users at Middlesex Community College were 23 percent more likely to be part-timers, 20 percent more likely to be Hispanic, 18 percent more likely to be students of color, and 13 percent more likely to be older students. While more research is needed, it seems possible that the private support that Persistence Plus offers makes potentially at-risk students more comfortable sharing challenges and seeking help.</p> <p><strong>Retention Results and Considerations for Future Usage </strong></p> <p>The Persistence Plus cohort at Middlesex show a 7-percentage point higher fall-to-spring retention rate compared to the general population. For an institution serving 3,000 students, this difference could mean an additional 210 students retained per year. Ever more striking is that the retention rate of first-generation college-goers in the Persistence Plus cohort—a population that has, on average, twice the rate of attrition compared to students who are not first in their family to attend college (Chen, 2005)—was 78 percent. Determined to engage students and guide them to their goals, the Middlesex administration is encouraged by these early results and eager to reach more students through the Persistence Plus platform. </p> <p>These early data from Persistence Plus and Middlesex Community College demonstrate promising correlation between timely mobile behavioral nudges and student persistence. As a college degree continues to be the primary path to upward economic mobility, and as learners enter and return to college in greater numbers than ever, higher education faces the growing challenge of supporting students from orientation to graduation. Higher education needs new ideas in learner support, achievement, and retention; close partnership between Middlesex Community College and Persistence Plus shows the particular promise of mobile behavioral interventions to reach students with the right message at the right time. </p> <table border="0"> <tbody> <tr> <td><span style="font-family: arial; font-size:9px;"> <p><strong>References</strong></p> </span><strong><span style="font-family: arial; font-size:9px;"> <p>Castleman, B. L., &amp; Page, L. C. (2013). <em>Summer nudging: Can personalized text messages and peer mentor outreach increase college going among low-income high school graduates?</em> EdPolicyWorks Working Paper Series No. 9. Charlottesville, VA: University of Virginia.</p> </span></strong> <p><strong><span style="font-family: arial; font-size:9px;"> Chen, X. (2005). <em>First-generation students in postsecondary education: A look at their college transcripts</em>. Washington, DC: National Center for Education Statistics. </span></strong></p> <p><strong><span style="font-family: arial; font-size:9px;"> The Chronicle of Higher Education. (2012). Great colleges to work for 2012. Washington, DC: Author. Retrieved from <a href="http://chronicle.com/article/Great-Colleges-to-Work-For/133333/#id=big-table" target="_blank">http://chronicle.com/article/Great-Colleges-to-Work-For/133333/#id=big-table</a></span></strong></p> <p><strong><span style="font-family: arial; font-size:9px;"> The Chronicle of Higher Education. (2013). Great colleges to work for 2013. Washington, DC: Author. Retrieved from <a href="http://chronicle.com/article/Great-Colleges-to-Work-For/133333/#id=big-table" target="_blank">http://chronicle.com/article/Great-Colleges-to-Work-For/133333/#id=big-table</a></span></strong></p> <p><strong><span style="font-family: arial; font-size:9px;"> Goldstein, N. J., Cialdini, R. B., &amp; Griskevicius, V. (2008). A room with a viewpoint: Using social norms to motivate environmental conservation in hotels. Journal of Consumer Research, 35(3), 472-482.</span></strong></p> <p><strong><span style="font-family: arial; font-size:9px;"> Koestner, R., Lekes, N., Powers, T. A., &amp; Chicoine, E. (2002). Attaining personal goals: Self concordance plus implementation intentions equals success. Journal of Personality and Social Psychology, 83(1),</span></strong></p> <p><strong><span style="font-family: arial; font-size:9px;"> Plake, R. (2014, February 19). MxCC announces record high for spring 2014 full time equivalent enrollment [Web log post]. Retrieved from <a href="http://mxcc.edu/blogs/mxcc-announces-record-high-for-spring-2014-full-time-equivalent-enrollment/" target="_blank">http://mxcc.edu/blogs/mxcc-announces-record-high-for-spring-2014-full-time-equivalent-enrollment/ </a></span></strong></p> <p><strong><span style="font-family: arial; font-size:9px;"> Steele, C. M., &amp; Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personal and Social Psychology, 69(5), 797-811.</span></strong></p> <p><strong><span style="font-family: arial; font-size:9px;"> Walton, G. M., &amp; Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes among minority students. Science, 331, 1447-1451. </span></strong></p> </td> </tr> </tbody> </table> <p> <em>Dr. Adrienne Maslin is Dean of Students and Chief Student Affairs Officer at Middlesex Community College in Connecticut. Jill Frankfort is President and Co-Founder of Persistence Plus. Margaret Jaques-Leslie is a current master's student in Higher Education at the Harvard Graduate School of Education and a fellow at Persistence Plus.</em></p> <p><span><em>Opinions expressed in</em><em> </em>Learning Abstracts<em> </em><em>are those of the author(s) and do not necessarily reflect those of the League for Innovation in the Community College.</em></span></p> Honoring Innovators and Their Achievements: The 2014 Innovation of the Year Awards urn:uuid:3E4CAF5B-1422-1766-9AEFCD152874B1AB 2014-05-27T08:05:34Z 2014-06-02T07:06:00Z <p>2014 Innovation of the Year Award winners highlight community college initiative and creativity.</p> The League for Innovation in the Community College <p><img src="/publication/images/showcase.gif" alt="Innovation Showcase" /></p> <p>June 2014, Volume 9, Number 6</p> <p><em>From the League</em><br /><br /> Congratulations to the faculty, staff, and administrators who are this year’s recipients of the League’s Innovation of the Year Award!</p> <p> The League initiated the award over thirty years ago to recognize local community college projects and initiatives that reflect extraordinary achievement and the spirit of innovation and experimentation on which the League was founded. The competition provides an opportunity for member colleges to showcase their innovative programs, practices, policies, partnerships, and resources; to celebrate the dedicated educators who are responsible for such exceptional work; and to promote a culture of innovation at their institutions.</p> <p> Forty-four League Alliance member colleges participated in the 2014 Innovation of the Year Awards. Selection is based on established criteria of quality, efficiency, cost effectiveness, replication, creativity, and timeliness. Award winners are determined through a nomination and selection process at individual member colleges. The League presents Innovation of the Year Award certificates to each participating college’s winning innovation team, who are offered opportunities to present at League conferences and to share their stories through League publications. In addition, winners are recognized by their colleges through award ceremonies, press releases, articles, and Web announcements.</p> <p> <a href="/league/competitions/innovations/display/mdisplay/?ioy=2014" target="_blank">Click here</a> to see the full list of 2014 Innovation of the Year Award recipients, and to:</p> <ul> <li>Learn about member college innovations that have improved student success, retention, and persistence.</li> <li>Find out how institutions are implementing systems for institutional accountability, tracking graduates, and improving online education.</li> <li>Read about service learning experiences that are integrating real-world training with public service provision.</li> <li>Review what colleges are doing to ensure hands-on, relevant workforce training in simulation labs and similar active learning environments.</li> <li>Discover how colleges are reorganizing and combining programs, courses, and curriculum to better serve today’s community college students. </li> </ul> <p>To learn more about the Innovation of the Year competition and how your college can participate, contact <a href="mailto:elmore@league.org">Lee Anna Elmore</a> at 480.705.8200, ext. 234.</p> Human Relations Coaching: Under the Radar urn:uuid:3E482F09-1422-1766-9AEF9907B1A962AB 2014-05-27T08:05:11Z 2014-06-02T07:06:00Z <p>The ombudsman of a large community college district shares her experiences with human relations memos.</p> The League for Innovation in the Community College <p><img src="/publication/images/leadership_abstracts.gif" alt="Leadership Abstract" /></p> <p>June 2014, Volume 27, Number 6 </p> <p><em>By </em><em>Bettie Tully</em></p> <p>El Centro College was one of the first community colleges to establish the office of Ombudsman as a dispute resolution and problem solving service for students. The position of College Ombudsman was established by Dr. Wright Lassiter, who became President of El Centro College at a time when student issues were numerous and volatile. </p> <p>The Ombudsman position was crafted and defined in collaboration with Dr. Bettie Tully, an experienced and well-respected Counseling Faculty member, who also agreed to be the first person to serve as the College Ombudsman. </p> <p>The Ombudsman service was designed primarily for the purpose of providing students with access to an expeditious, informal, confidential, mode of problem solving and conflict resolution. It was based on the assumption that all members of the college community, if given the tools and the opportunity, would prefer to settle differences peacefully through the use of civilized dialogue and facilitated no-fault negotiation. To maintain necessary objectivity, it was decided that the Ombudsman would report to the College President rather than a specific department. This arrangement allowed for prudent discussion of general problems and trends, but did not permit discussion of confidential information. For obvious reasons, the Ombudsman was also given the license to cross all organizational lines when seeking solutions. </p> <p>After several years of success with students, the Ombudsman service was made available to college faculty, staff, and administrators. The goal was to provide a human relations teaching/learning experience that could help members of the college community master better strategies for resolving issues that appeared to be intractable. </p> <p>In 2007, when Dr. Lassiter became Chancellor of the Dallas County Community College District, he expanded the College Ombudsman role to include serving as the Chancellor’s Office Ombudsman. The charge remained the same except access was extended to all DCCCD College Presidents and other members of the Chancellor’s staff. At the same time, the Ombudsman was assigned to be the Chancellor’s problem solving agent for random complaints received in his office.</p> <p>In an attempt to have a small part of the Ombudsman human relations learning experience become more accessible to all employees within DCCCD, it was decided to explore other means of making new connections. </p> <p>A subtle effort was begun to engage the entire college community in a common reading experience that consists of a series of human relations memos based on Ombudsman responses to anonymous but real life, real time issues. The memos generally were in coaching mode, offering suggestions related to self-awareness, organizational dynamics, and relationship skills. They are spontaneous, non-threatening, very informal, and very relevant to the academic workplace. In essence, this continuing series of memos has become an under-the-radar human relations primer for all who wish to participate. </p> <p>The memo formats may vary, depending on the content. A few are lists of principles or behaviors that seem to work for improved collegiality and collaboration. Others are specific recommendations for dealing with the stresses and ambiguities of organizational life. Some are simply suggestions that might make work life a little brighter. </p> <p>The memos are composed and transmitted in a personal and relational style. Since they are based on true and timely organizational issues, the readers appear to enjoy and learn from them. Some readers apply them personally while others report more subliminal positive effects in the midst of daily activity. Unsolicited email and personal responses from readers indicate that the memos are often useful reminders as well as vehicles for providing new insights for improving work relationships. </p> <p>The writer is presenting some of her favorite human relations memos sent from the Ombudsman Office by email to hundreds of DCCCD faculty, staff, and administrators over the past few years. Based on responses received, they also appear to be the favorites of readers. </p> <p><strong>Please and Thank You</strong></p> <p>Based on my experiences this week, there are about 25 topics I could choose to address. I have learned, however, that when issues and problems are too complex or overwhelming, the best move is to retreat into simplicity. So, today, I offer this paraphrase of a quote by Maya Angelou: The most underused words in our vocabularies are ‘please’ and ‘thank you’ and our humanity suffers from such negligence. What a difference it makes in the quality of our requests to others, and the conclusions to our many transactions/interactions with students, co-workers, supervisors, even family members. Whether I am giving or receiving the sentiments, both of these civilized words brighten up the moment, and add some warmth to my environment. Try it, you’ll like it! <br /> <br /> <strong>Self-Righteousness: The Ultimate Communication Barrier </strong></p> <p>As human beings, we are very clever when it comes to creating communication barriers. We do this out of self-defense and against our better judgment…but fear of losing often manages to trump our common sense. The ultimate communication barrier arises from self-righteous decision making and related behaviors. If I am right, then you must be wrong, and I will not be open to considering your constructive feedback. Sadly, a self-righteous person does not have authentic, trusting relationships; she can only have relationships with those who agree fully with her perspectives and positions on debatable issues. As members of a learning organization, it would seem that we might want to abandon our self-righteous attitudes and instead, respectfully learn from the different opinions/observations of our many colleagues. Our work lives would immediately become more interesting, to say the least. </p> <p><strong>Choosing My Behavior</strong></p> <p>In a large, bureaucratic organization such as the DCCCD, there are many opportunities for things to go wrong. If I am feeling empowered, valued, and appreciated, I can probably have some positive influence on helping the best path to emerge, rather than forcing my version of the best path…causing resentment and resistance in the process. </p> <p>Empowerment is not the result of a gift from a supervisor or a colleague. It is a state of mind that I assume when my confidence, relationships, and recent experiences combine to help me feel competent and assertive. </p> <p>If I don’t feel empowered, it is so tempting to blame fate or circumstances or another person for whatever causes me to be unhappy or uncomfortable with my workplace life. This attitude allows me to be a victim with no accountability for making things better. It also helps to maintain the mistaken belief that I can somehow cause other people to behave differently and more in line with how I think they should be doing their jobs, providing leadership, relating to me, or whatever. This kind of magical thinking almost always leads to disappointment, wasted energy, and offended colleagues. </p> <p>Attempting to change another person’s behavior through criticism and cynicism is a sure way to alienate co-workers, and certainly does not inspire or engage. Likewise, the aggressive action of challenging someone with hostile questions does not contribute to problem solving; nor does it change his/her behavior. It only diminishes the aggressor in the eyes of all present. </p> <p>The bottom line is that I am the only person who has control over my behavior, and I have absolutely no control over anyone else’s behavior. Hopefully, I will use my time and energy wisely in the pursuit of my empowerment, and try to help others do the same for themselves. The result could be solidarity and community. </p> <p><strong>Trustworthiness </strong></p> <p>A trustworthy person is one who makes and keeps commitments. I can’t remember where this definition originated, but I really find it meaningful. It says it all, in terms of reliability, dependability, and honesty, the attributes we usually assign to someone we trust. If I want my friends, colleagues, and classmates to trust me, then I must be able to generously but prudently make commitments of time, energy, and attention to their needs. I must be able to see outside of myself and to think about the greater good of the person, work group, learning group, or other community. If I don’t keep commitments once I make them, then my reputation for trustworthiness quickly diminishes. Most of us will make mistakes occasionally, and have to renege on a commitment, but if that becomes a habit, no one will rely on us for anything of significance. That brings us to the other side of the trustworthiness coin. We must be able to forgive and to give second or third chances to anyone who appears to have violated our trust. We are, after all, the same frail human beings who typically misjudge, misinterpret, misperceive, and overestimate about 50 percent of the time. It is also very likely that organizational or bureaucratic dictums might intrude to cause unanticipated changes in personal commitments. Knowing this, our generosity must also come into play when assessing another person’s trustworthiness. In the end, if we freely share information, respond honestly to questions, and acknowledge the imperfections of ourselves and of our organization, then we should be able to build and maintain trusting relationships in our workplaces. </p> <p><strong>Affirmative Civility </strong></p> <p>Several years ago, Studs Terkel wrote a brief essay about his concept of affirmative civility. I don’t have a copy of the actual essay, but I remember the essence. To paraphrase from memory, Studs said that the main thing a person wants from other people is acknowledgement of his/her existence<em>.</em> If we do that in a positive way for one another, it sets the stage for a civil relationship. On the other hand, if our first encounter with a person leaves one of us feeling isolated, demeaned, insulted, or chastised, then the likelihood of a good or productive relationship is diminished. </p> <p>There is a very simple but elegant way to begin creating an environment where our DCCCD students and staff could feel less alone and more open to positive relationships. We could all try to take the initiative in extending friendly overtures to those who pass us in the halls, ride with us in the elevators, stand with us in lines, sit beside us in meetings/classes, and confront us with problems at our counters, in our offices, in our classrooms. We can smile, nod, shake hands, ask a friendly question, high-five, or offer a verbal greeting of some kind. </p> <p>The key to affirmative civility is that each of us is willing to assume responsibility for making the first move—not waiting for someone else to speak first or smile first. Another important step is to overcome the shyness or fear associated with extending ourselves to people who look angry, won’t make eye contact, or who are totally immersed in their iPods or cell phones. It is such a nice surprise to see a person who looks unfriendly or even surly, suddenly come to life when we insist on acknowledging his/her presence. </p> <p>The most difficult part of being affirmatively civil is that we must choose to behave this way without expecting anything in return. This is the only way it will work. Imagine how our commitment to affirmative civility could impact the behavior of students and colleagues who share our learning environment. </p> <p>Simple but elegant. Try it, you’ll like it.</p> <p><strong>Good Service</strong></p> <p>What are we to do when a client, student, or coworker comes in with an arrogant, supercilious attitude, and demanding immediate and sometimes unreasonable service? First, I would want to resist my initial impulse, which would be to tell the rude person that he/she should go home to mama, learn some manners, and come back later with a new attitude. Then, I would remind myself that everyone who enters this office is deserving of my attention and assistance, in spite of his/her personality or negativity. Short-term transactional relationships do not require the same kind of balance, equity, and power-sharing that, hopefully, characterize our long-term, healthy relationships. In fact, the objective should probably be to serve the client/student/coworker with aplomb and patience, modeling for everyone our high levels of interpersonal competence. Never allow yourself to sink to the level of the offending person, or you will have become one of them. Personal dignity goes a long way toward blunting bully behavior. One last point about facing a supercritic is to see the merit of adhering to the principle, in every criticism received, there is usually at least a grain of truth. If our egos allow us to look at these grains, we can often improve our service, without sacrificing any self-esteem. </p> <p><strong>Being Fully Present </strong></p> <p>At DCCCD, we like to claim that all of us are leaders within our spheres of influence, and that most of us know a lot about leadership principles and practice. The problem is that knowing about leadership means little or nothing unless those whom we hope to lead have confidence in our integrity. Being labeled as charismatic means nothing unless the people we are trying to lead can see our own real commitments to good and meaningful work. Giving a pep talk about teamwork, collegiality, and mutual support is a futile exercise unless our colleagues and students can see that we are genuinely concerned about their welfare above our own. One simple way to show our genuine concern about and interest in colleagues and students is to be <em>fully present</em> when talking and interacting with them. In our multitasking, impersonal society, it is becoming increasingly more difficult to allow ourselves and others this luxury. </p> <p><strong><em>Being fully present </em></strong>is a very real, very pragmatic, essential condition for developing and maintaining quality relationships in the workplace and in the classroom. If we don’t “get” this concept and practice the behavior, then we might as well forget about making any public commitment to building trust and community. </p> <p><strong><em>Being fully present </em></strong>is more than paying attention, more than listening, more than responding. It is an intentional, observable behavior that trumps environmental distractions, preoccupations, lack of focus, and lack of interest. It requires total concentration on the person(s) with whom we are interacting at that time. It requires that we forget about our personal apprehensions and refrain from thinking about how this person’s behavior might be affecting each of us. </p> <p><strong><em>Being fully present </em></strong>is the only way to truly empathize with another person’s experience. </p> <p><strong><em>Being fully present </em></strong>is a powerful statement about the worth we assign to the person(s) with whom we are interacting and to the value of the relationship itself.<strong></strong></p> <p><strong>Quiet: An Essential Condition for Repairing Relationships </strong></p> <p>Whether we are faculty members, administrators, or professional support staff persons, we will occasionally experience undue stress or tension in our work relationships. The fast pace, high standards, and ambiguous expectations of our workplaces can pile on to our natural personal differences, creating the perfect storm for escalation of arguments or accumulation of resentments. Most of these storms are minor, and by using common sense and forgiveness, we manage to work things out in a way that ultimately not only repair, but even improve relationships. Some, however, spiral downward to a point of no return. </p> <p>To avoid this unhealthy outcome, I am suggesting today that we consider allowing “quiet” to become our first line response to any perceived slight, insult, neglect, or inequity. By no means am I suggesting a lack of assertiveness on anyone’s part; to the contrary, I am suggesting quiet as a way to remember the tenets of assertiveness. Quiet time can be a temporary holding cell for our fight or flight impulses. A brief period of quiet gives our common sense time to emerge. A few seconds of quiet will give us the opportunity to be totally curious about our antagonists, perhaps seeing causes or reasons for their behavior. A moment of quiet will help us recall and act on our relaxation mantras, if we have them. Most importantly, quiet, when applied to voice tone—or, in the case of email, word tone—enables us to confront differences in very civil, respectful ways. If we cannot do this as we go along in our daily interactions, there is little hope of rebuilding and maintaining damaged work relationships.</p> <p>So, why not experiment with a pause, some quiet, and a realistic hope for reconciliation?</p> <p><strong>Expectations and Norms</strong></p> <p>We are very fortunate to be working for an organization that has allowed and continues to encourage the evolution of a culture that is both egalitarian and relationship-intensive. As students and staff, we all have the right to be treated respectfully, and we are all expected to treat others with respect. The quality relationships that we develop in our classrooms and workplaces provide the foundation for trust and collaboration, and certainly add to the pleasure of our vocations.</p> <ul> <li>Our egalitarian culture invites all of us to speak honestly, listen from the heart, and respectfully use our influence to achieve personal, workgroup, college, and district goals.</li> <li>Our culture invites us to clearly define and negotiate expectations that we have for one another.</li> <li>Our culture expects us to seriously consider suggestions from students and workgroup members, knowing that in the end, the teacher/leader/supervisor is accountable for classroom or workgroup success.</li> <li>Our culture expects us to support and be willing to try a leader’s way of getting things done, even if I’m sure that my way is better.</li> <li>Our culture invites us to practice fairness, equity, kindness, and helpfulness with all of our colleagues and students.</li> </ul> <p>I am really proud of our culture and our people at DCCCD, so I probably have neglected important discussions about the shadow side of egalitarianism. I recently talked with a couple of young people, however, who had been disappointed by what they saw as unilateral or arbitrary decision-making in their workplaces. Here are reminders about some erroneous assumptions that could emerge from our culture.</p> <p>An egalitarian and relationship-intensive culture is sometimes misperceived as being a democracy, wherein every decision is voted on by all stakeholders, and the majority rules. This is not a realistic expectation, and will never be the case in our organization. When defining expectations, there are always a few non-negotiable items.</p> <p>An example of a non-negotiable expectation is the fact that DCCCD leaders and supervisors have the prerogative, and indeed, the obligation to set parameters and create ground rules. Successful leaders with common sense will surely consult with everyone involved, but if consensus does not occur, then final authority rests with the teacher/leader.</p> <p>Another common misperception in a relationship-intensive organization is that if a colleague or supervisor really listens to my idea or suggestion, then surely it will be implemented. Listening fully does not translate into agreement or commitment. It simply means that you were heard by the listener.</p> <p>We really have a good thing going with our DCCCD culture, so let’s enjoy it fully, and try not to set ourselves up for disappointment by having unrealistic expectations.</p> <p><em>Bettie Tully is a member of the Counseling Faculty at El Centro College, and the DCCCD Chancellor’s Staff Ombudsman.</em></p> <p><em>Opinions expressed in</em><em> </em>Leadership Abstracts<em> </em><em>are those of the author(s) and do not necessarily reflect those of the League for Innovation in the Community College.</em></p> Innovative Educators Webinar Schedule urn:uuid:626C5677-1422-1766-9AF40708EB9E56F2 2014-05-01T01:05:13Z 2014-07-10T09:07:00Z <p>View the current schedule of upcoming webinars from League partner Innovative Educators.</p> The League for Innovation in the Community College <p><strong>July 2014</strong><br /><br /> 8 <a href="http://www.innovativeeducators.org/product_p/2180.htm">The SaVE Act &amp; Clery: What You Need To Know About Reporting &amp; Compliance</a></p> <p>8 <a href="http://www.innovativeeducators.org/product_p/2184.htm">Creating A First-Year Transition Program For Transfer Students</a></p> <p>9 <a href="http://www.innovativeeducators.org/product_p/2189.htm">Identifying &amp; Supporting Students In Distress: An Innovative Approach</a></p> <p>9 <a href="http://www.innovativeeducators.org/product_p/2170.htm">Best Practices In Alcohol Education: 10 Core Concepts To Teach College Students</a></p> <p>10 <a href="http://www.innovativeeducators.org/product_p/2162.htm">Assessing The Effectiveness Of Programs For At-Risk Students: Strategies That Work</a></p> <p>10 <a href="http://www.innovativeeducators.org/product_p/2195.htm">Developing &amp; Providing Integrated Student Services In Higher Education: Creating The "One Stop Shop” For Students</a></p> <p>15 <a href="http://www.innovativeeducators.org/product_p/2190.htm">Federal Changes In Policy Concerning Suicidal &amp; Dangerous Students: A Review Of Three Legal Cases</a></p> <p>15 <a href="http://www.innovativeeducators.org/product_p/2191.htm">How To Build The Skills You Need To Support &amp; Grow A Successful Student Affairs Staff</a></p> <p>16 <a href="http://www.innovativeeducators.org/product_p/2186.htm">Driving Student Success Through A Culture Of Evidence</a></p> <p>16 <a href="http://www.innovativeeducators.org/product_p/2196.htm">How To Achieve Exceptional Front-Line Customer Service In Higher Education</a></p> <p>17 <a href="http://www.innovativeeducators.org/product_p/2183.htm">Helping Faculty To Recognize &amp; Manage Student Mental Health Issues</a></p> <p>17 <a href="http://www.innovativeeducators.org/product_p/2194.htm">Developing &amp; Implementing A Web-Based Early Alert System - 2-Part Webinar Series Package</a></p> <p>22 <a href="http://www.innovativeeducators.org/product_p/2192.htm">Understanding The Battle Mind: Creating A “One Stop” Support Center For Veterans On Campus</a></p> <p>22 <a href="http://www.innovativeeducators.org/product_p/2188.htm">Utilizing Data: How Prior Learning Assessments Can Increase Retention In STEM Programs</a></p> <p>23 <a href="http://www.innovativeeducators.org/product_p/2187.htm">Effective Online Advising: Best Practices For Improved Communication &amp; Connection</a></p> <p>31 <a href="http://www.innovativeeducators.org/product_p/2197.htm">How To Design &amp; Build A One Stop Shop For Student Services: Recommendations, Resources &amp; Models For Success</a></p> <p>31 <a href="http://www.innovativeeducators.org/product_p/2193.htm">Student Success Courses: Developing Common Learning Outcomes That Improve Consistency &amp; Effectiveness</a><br /> <br /> <strong>August 2014</strong><br /><br /> 5 <a href="http://www.innovativeeducators.org/product_p/3209.htm">How to Provide A Unique And Effective Orientation For Your Student Veterans</a></p> <p>5 <a href="http://www.innovativeeducators.org/product_p/3204.htm">When Social Media &amp; Title IX Collide: What Colleges Need To Know About Gossip Sites, Free Speech &amp; Proactive Policies</a></p> <p>6 <a href="http://www.innovativeeducators.org/product_p/2199.htm">Innovative, Responsive Leadership: Developing An Intentional Strategy That Addresses Future Challenges</a></p> <p>6 <a href="http://www.innovativeeducators.org/product_p/3213.htm">Therapy Vs. Comfort Animals On Campus: How To Implement ADAA Compliant Policies</a></p> <p>7 <a href="http://www.innovativeeducators.org/product_p/2198.htm">Comprehensive Student Advising: An Integrated College-Wide Approach To Facilitating Student Success</a></p> <p>7 <a href="http://www.innovativeeducators.org/product_p/3214.htm">Using Case Management To Support Campus Safety: Policy Development, Reporting Structures &amp; Best Practices</a></p> <p>8 <a href="http://www.innovativeeducators.org/product_p/2166.htm">Institutional Pride &amp; Its Effects On Retention &amp; Persistence Complimentary Webinar</a></p> <p>12 <a href="http://www.innovativeeducators.org/product_p/3203.htm">Managing Disruptive Classroom Behavior: Strategies For Creating A Safe &amp; Dynamic Learning Environment - Flexible Date</a></p> <p>12 <a href="http://www.innovativeeducators.org/product_p/3202.htm">Noncognitive Assessment: Achieving Diversity in Recruiting, Admissions &amp; Post-Matriculation Programs</a></p> <p>13 <a href="http://www.innovativeeducators.org/product_p/3208.htm">The Power Of Peer Mentorship: Benefits, Challenges &amp; Student Success</a></p> <p>13 <a href="http://www.innovativeeducators.org/product_p/3212.htm">How To Manage, Supervise &amp; Energize Difficult Staff: A Proactive Approach - Flexible Date</a></p> <p>14 <a href="http://www.innovativeeducators.org/product_p/3207.htm">Early Alert &amp; Student Retention: Assessing Need, Development &amp; Outcomes - 2-Part Webinar Series Package</a></p> <p>14<a href="http://www.innovativeeducators.org/product_p/3201.htm">Student Retention: Maximizing Student &amp; Parent Satisfaction Using Customer Value Management</a></p> <p>19 <a href="http://www.innovativeeducators.org/product_p/3205.htm">Training Front Office Staff: Handling Difficult &amp; Disruptive Behaviors - Flexible Date</a></p> <p>20 <a href="http://www.innovativeeducators.org/product_p/3210.htm">Hazing On Campus: Prevention Research, Strategies &amp; Programming</a></p> <p>21 <a href="http://www.innovativeeducators.org/product_p/3220.htm">7 Common Title IX Mistakes: How To Train Faculty On Sexual Harassment Compliance - Flexible Date</a></p> <p>21<a href="http://www.innovativeeducators.org/product_p/3206.htm"> Understanding Post Traumatic Stress Disorder: How To Improve The Academic Success Of Student Veterans On Your Campus </a></p> <p>26 <a href="http://www.innovativeeducators.org/product_p/3200.htm">Student Affairs Assessment: Using Logic Models For Program Planning &amp; Evaluation</a></p> <p><strong>September 2014</strong></p> <p>9 <a href="http://www.innovativeeducators.org/product_p/3215.htm">Strategies For Developing &amp; Maintaining A Robust Student Ambassador Program</a></p> <p>10 <a href="http://www.innovativeeducators.org/product_p/2174.htm">Keeping LGBTQ Students Safe: 10 Strategies For Reducing Targeted Violence On Campus</a></p> <p>12 <a href="http://www.innovativeeducators.org/product_p/3221.htm">Reflective Judgment: Teaching Students To Think Critically In A Time Of Information Overload</a></p> <p>17 <a href="http://www.innovativeeducators.org/product_p/3218.htm">Student Motivation: Practical Strategies That Will Increase Engagement, Learning &amp; Persistence</a></p> <p>17 <a href="http://www.innovativeeducators.org/product_p/3219.htm">Adult Learners: Creating A Comprehensive Support Program To Address Needs &amp; Increase Retention</a></p> <p>18 <a href="http://www.innovativeeducators.org/product_p/3212.htm">How To Manage, Supervise &amp; Energize Difficult Staff: A Proactive Approach - Flexible Date</a></p> <p>19 <a href="http://www.innovativeeducators.org/product_p/2169.htm">It’s Complicated: How To Identify &amp; Resolve Unhealthy Relationship Issues In College</a></p> <p>23 <a href="http://www.innovativeeducators.org/product_p/3205.htm">Training Front Office Staff: Handling Difficult &amp; Disruptive Behaviors - Flexible Date</a></p> <p>24 <a href="http://www.innovativeeducators.org/product_p/3203.htm">Managing Disruptive Classroom Behavior: Strategies For Creating A Safe &amp; Dynamic Learning Environment - Flexible Date</a></p> <p>26 <a href="http://www.innovativeeducators.org/product_p/3220.htm">7 Common Title IX Mistakes: How To Train Faculty On Sexual Harassment Compliance - Flexible Date</a></p> <p>30 <a href="http://www.innovativeeducators.org/product_p/3217.htm">The Violence Against Women Act: Developing Educational Programs For Compliance</a></p> <p>30<a href="http://www.innovativeeducators.org/product_p/3206.htm"> Understanding Post Traumatic Stress Disorder: How To Improve The Academic Success Of Student Veterans On Your Campus Flexible Date </a></p> <p><strong>October 2014</strong></p> <p>7 <a href="http://www.innovativeeducators.org/product_p/3211.htm">Investigating The Drunken Hook-Up: Policy Development Concerning Sexual Assault, Incapacitation &amp; Risk Management</a></p> Science360: Free NSF App for iPad urn:uuid:AE34D2AF-1422-1766-9A1FD8F6BD6C98CF 2014-04-29T08:04:22Z 2014-05-05T01:05:00Z <p>Science360 is a free National Science Foundation app for iPad.</p> The League for Innovation in the Community College <p>The National Science Foundation’s (NSF) Science360 for iPad provides easy access to engaging science and engineering images and video from around the globe, and a news feed featuring breaking news from NSF-funded institutions. Content is produced by NSF or gathered from scientists, colleges and universities, and NSF science and engineering centers.</p> <p> <br /> Features include:</p> <ul> <li>Spectacular images from NSF-funded institutions available for download </li> <li>Fun and engaging streaming video on a wide range of topics </li> <li>Breaking stories in scientific discovery as they happen </li> </ul> <p><a href="https://itunes.apple.com/app/science360-for-ipad/id439928181?mt=8?MNC1=MSCHOOLS2&amp;WT.mc_id=email|GD|MSCHOOLS2|Split0|none" target="_blank">Click here</a> to learn more and to download this app.</p> <p><a href="http://www.nsf.gov/" target="_blank">Click here</a> to learn more about the National Science Foundation, a League for Innovation Silver Corporate Partner.</p>