League for Innovation in the Community College tag:www.league.org,2015:/blog/ Mango 1.4.3 Innovative Educators Webinar Schedule urn:uuid:626C5677-1422-1766-9AF40708EB9E56F2 2015-02-01T01:02:13Z 2015-02-26T09:02:00Z <p>View the current schedule of upcoming webinars from League partner Innovative Educators.</p> The League for Innovation in the Community College <p><a href="http://www.innovativeeducators.org/product_p/3319.htm"></a></p> <p> <strong>March 2015 </strong><br /><br /> <a href="http://www.innovativeeducators.org/product_p/3319.htm">3 </a><a href="http://www.innovativeeducators.org/product_p/3312.htm">Strategies For Developing &amp; Maintaining A Robust Student Ambassador Program</a> <br /><br /> 3 <a href="http://www.innovativeeducators.org/product_p/3311.htm">Online Teaching: Quick &amp; Easy Formative Assessment Strategies That Foster Student Success</a> <br /><br /> 4 <a href="http://www.innovativeeducators.org/product_p/3302.htm">Frontline Customer Service In Higher Education: 10 Key Responses To Diffuse Frustration &amp; Anger</a> <br /><br /> <a href="http://www.innovativeeducators.org/product_p/3302.htm">4 </a><a href="http://www.innovativeeducators.org/product_p/3313.htm">Enhancing Student Engagement With A Virtual Teaching Assistant &amp; Other Online Tools</a> <br /><br /> 5 <a href="http://www.innovativeeducators.org/product_p/3315.htm">Partnering With The Academic Library To Increase Enrollment &amp; Student Success In STEM Education</a> <br /><br /> 5 <a href="http://www.innovativeeducators.org/product_p/3324.htm">Strategies for Supporting Students with Asperger's Syndrome (Autism Spectrum Disorder)</a> <br /><br /> 6 <a href="http://www.innovativeeducators.org/product_p/3289.htm">Reflective Practice: Action-Based Skills For Personal &amp; Professional Development - Complimentary Webinar</a> <br /><br /> 6 <a href="http://www.innovativeeducators.org/product_p/3337.htm">Enrollment Management For Graduate Programs: Best Practices in Marketing, Recruitment &amp; Retention</a> <br /><br /> 10 <a href="http://www.innovativeeducators.org/product_p/3304.htm">Designing An Inclusive &amp; Comprehensive Professional Development Program</a> <br /><br /> 10 <a href="http://www.innovativeeducators.org/product_p/3327.htm">FERPA Regulations For The Online Environment: A Toolkit For Faculty &amp; Staff</a> <br /><br /> 12 <a href="http://www.innovativeeducators.org/product_p/3341.htm">Supplemental Instruction: Improving Student Engagement, Performance &amp; Course Completion</a> <br /><br /> 13 <a href="http://www.innovativeeducators.org/product_p/3323.htm">How To Create A Unique &amp; Memorable Campus Visit Experience</a> <br /><br /> 17 <a href="http://www.innovativeeducators.org/product_p/3326.htm">Strategies For Supporting Trans Students: Is Your Campus A Welcoming Place?</a> <br /><br /> 17 <a href="http://www.innovativeeducators.org/product_p/3329.htm">Addressing Title IX Compliance In The Online Environment</a> <br /><br /> 19 <a href="http://www.innovativeeducators.org/product_p/3333.htm">How To Provide Meaningful Feedback In An Online Environment</a> <br /><br /> 20 <a href="http://www.innovativeeducators.org/product_p/3301.htm">Practical Strategies For Facilitating Interaction In The Cross-Cultural Classroom</a> <br /><br /> 24 <a href="http://www.innovativeeducators.org/product_p/3340.htm">Off-Campus Student Life: Community Partnerships, Model Programs &amp; Best Practices</a> <br /><br /> 25 <a href="http://www.innovativeeducators.org/product_p/3342.htm">Student Organization Advising: Theory, Liability &amp; Risk Management</a> <br /><br /> 31 <a href="http://www.innovativeeducators.org/product_p/3334.htm">How Microlectures Can Increase Online Student Engagement, Motivation &amp; Success</a></p> <p><strong>April 2015</strong><br /><br /> 1 <a href="http://www.innovativeeducators.org/product_p/3344.htm">Understanding LGBT Gender Violence: Compliance, Procedures &amp; Prevention Efforts</a> <br /><br /> 8 <a href="http://www.innovativeeducators.org/product_p/3345.htm">Campus SaVE Act Compliance: How To Strategically Plan Your Educational Campaigns</a> <br /><br /> 9 <a href="http://www.innovativeeducators.org/product_p/3330.htm">Online Student Conduct: Procedures, Compliance &amp; Assessment</a> <br /><br /> 9 <a href="http://www.innovativeeducators.org/product_p/3350.htm">Intrusive Tutoring: Utilizing Advising, Coaching, &amp; Counseling Strategies To Enhance Tutoring Sessions</a> <br /><br /> 10 <a href="http://www.innovativeeducators.org/product_p/3335.htm">Strategies To Make Online Group Work More Manageable, Efficient &amp; Effective</a> <br /><br /> 15 <a href="http://www.innovativeeducators.org/product_p/3338.htm">How To Assess &amp; Improve Your Academic Advising Program</a> <br /><br /> 16 <a href="http://www.innovativeeducators.org/product_p/3331.htm">Using The What Works Clearinghouse Standards To Assess Student Programs &amp; Outcomes</a> <br /><br /> 22 <a href="http://www.innovativeeducators.org/product_p/3346.htm">Supporting Survivors: Sexual Violence Victimology &amp; Advocacy</a> <br /><br /> 23 <a href="http://www.innovativeeducators.org/product_p/3332.htm">Best Practices In Research Design: Power Calculations &amp; Sample Size</a></p> Creating Stories From the Margins: A Cultural Anthology by and for Students urn:uuid:32086F9B-1422-1766-9A082DCC9D9B207D 2015-02-01T12:02:57Z 2015-01-30T01:01:00Z <p>A community college project encourages student self-discovery and personalized cultural celebration through literature. </p> The League for Innovation in the Community College <p><img src="/publication/images/learning_abstracts.gif" alt="Learning Abstract" /></p> <p>February 2015, Volume 18, Number 2<strong></strong><br /><br /> <em>By Lisa Shaw</em><br /><br /> In <em>Pedagogy of the Oppressed</em> (1970), educator Paolo Freire criticized the traditional classroom dynamic of student-teacher as “banking education,” that is, the teacher “deposits” information to the student, who passively “banks” or stores it. He offers a list of teacher behaviors that ensure the status quo of teacher as subject and student as object. “The teacher thinks and the students are thought about…. The teacher teaches and the students are taught” (p. 73). This is often the case in literature courses: read, answer reading comprehension questions, discuss, analyze. This project discards that model in favor of the creative process even in an appreciation course. Apropos to my proposal is Freire’s claim that the banking concept is a tool to “annul the students’ creative power” (p. 73). This project attempted to counter this approach, focusing instead on creating a mining model: identifying, gathering, and celebrating the students’ creative power. </p> <p>I envisioned the empowerment of my students if they themselves wore the writer’s shoes. A profound truth about writing and self-discovery is that very often, until we reflect deeply on our experience, our surroundings, and our reactions, we do not fully meet ourselves. Reflective first person narrative is a potent tool for the deepest levels of self-awareness.</p> <p>According to my college’s Office of Institutional Research, students at North Campus rank the lowest among all Miami Dade College campuses in terms of socioeconomic levels. These students and their families confront complex barriers such as immigration (both legal and illegal), language, culture, finances, direction, and family structure, all pressures which erode self-esteem and strand people on the fringes of the larger society. The psychological conjecture here is that celebrating the struggle through story validates the struggler. In what are viewed as marginal populations, students often feel alienated from the standard literature canon; as second and third language speakers, immigrants, and the children of immigrants, they feel detached from materials to which they do not easily relate. We fail if we merely expect them to appreciate William Faulkner and Flannery O’Connor without a sociopolitical understanding of the South. Exposing them to additional literary selections which mirror their families’ struggles and linguistic style not only engages them, but inspires them to tell their own stories.</p> <p>As we see in light of the current speedway of curricular demands few institutions resist, literature and the arts have been displaced in favor of more “marketable” and “useful” workplace skill related courses. As priorities shift, basic writing skills deteriorate because students don’t recognize their urgency, and therefore, they invest little of themselves in these courses. However, when we provide a compelling forum, they experience an emotional impetus to write and grow devoted to both story and craft, taking proud ownership of their work.</p> <p>I specifically geared this project toward students whose primary interest remained outside the humanities. It was designed for STEM students to create linguistic objects, allowing them to honor and showcase their feelings and perspectives, and to discover abilities they didn’t know they possessed. </p> <p>The project had the potential to benefit the North Campus community as a whole. First, it could serve as an accurate demographic map of our population with anecdotal rather than statistical evidence. Useful as an ethnographic study for sociologists, anthropologists, ethnographers, it is a creative census of sorts. Most of all, I hoped the final project would emerge as a unique artistic representation of a specific community in a very specific place and time—one that could not be replicated. Politically, I had an agenda as well: This project and final product would be a testament to the value of arts during a politically-driven era of STEM and business priorities. The college itself could benefit from the final product, which would be a lively marketing tool as well as a national model for other community colleges who serve similarly diverse populations. It would help us remember the original purpose of the community college: to reach those in the working and underclasses who have limited, if any, access to higher education.</p> <p>The core of this literature project is the encouragement of student self-discovery and personalized cultural celebration through literature. The project sought to synthesize student reading and writing of creative biography and autobiography using poetry and creative nonfiction. </p> <p>The sixteen week course unfolded in four stages: </p> <ol> <li>Studying the autobiographical fiction and creative nonfiction of culturally diverse writers </li> <li>Using those works as models for student writing </li> <li>Applying skills and cultivating talent for students to write their own autobiographical journeys </li> <li>Compiling and publishing the results into an anthology that answers the question: Who is the Miami Dade North Campus student? </li> </ol> <p>The art of writing stands distinct from basic communication as practiced in the traditional objective analysis of a literary piece. This is a creative project, an entry into the literary arena for students as practitioners rather than as audience. Student engagement, especially in an English class which students perceive as unconnected to self, requires personal investment. By seeing their experiences in the writing of others, I hoped students would recognize the power of their own narratives, thus bolstering their self-image and self-esteem, introducing them to their own creative prowess, and allowing them to preserve, like a literary photograph, the struggles and victories of their families. I sought to give voice to the experience that often hides in the margins of the larger society.</p> <p>The premise also contrasted with standard composition practice; in the usual sequence of courses, primarily English Composition I and II, we discourage narrative in favor of objective analysis and expository writing. However, there exists a very visible paradox that remains unaddressed: Every freshman composition reader published includes a comprehensive chapter on narration. In fact, we often assign narrative readings, which our students see as models, but then forbid them from writing in the first person and rarely assign even third person narrative essay. In our literature courses, including the required Literature and Culture, we read narrative and autobiographical literature in the form of short story, essay, and poetry, but we usually limit our assignments to explication and analysis. We rarely, if ever, invite our students to use these selections as models for their own creations. Sheldon George (2012) developed a freshman writing course that uses this approach: “Beginning with personal narratives and moving on to analytic and research essays, it discusses the role of fact and fiction in the stories we tell (or embellish) about ourselves in our writing, and it seeks to enable students to adopt into their own writings literary strategies that allow them more consciously to manipulate, as they write, their relation to themselves, their text, and their audience” (p. 323). </p> <p>A secondary benefit of this project was to dispel the stereotypes found in professional anthologies that purport to be multicultural. Fernando Rodriguez-Valls (2009) claims that most adopted anthologies do precisely that, citing one California district that assigned literature in which “main Latino characters were either dishwashers or bullfighters (para. 6),” and which left students “unable to construct an accurate sense of pride in their own culture” (para. 6). By allowing my students to tell authentic stories for this project, I opened a wider gate, as the stories reflect human experiences that are only dressed in surface cultural garb; the core of the experience is both universal and compelling. These are just some of the threads of their stories:</p> <ul> <li>A wealthy Haitian girl who was the subject of a kidnap plot</li> <li>A Chinese grandfather sold as a child because his family couldn’t afford him</li> <li>A Puerto Rican pilot who miraculously survived an ocean plane crash</li> <li>A Cuban American student whose brother was imprisoned for protecting him during a robbery</li> <li>An African American woman who was abused by her mother’s white “sugar daddy”</li> <li>A Nicaraguan boy surprised by his mother’s reaction to his homosexuality </li> <li>A Jamaican lesbian trying to overcome her family’s disavowal of her lifestyle</li> </ul> <p>The students themselves worked in stages. They read and discussed the narratives of writers from diverse backgrounds, selected and wrote their own stories and family histories, and edited them. The final anthology answers the question, “Who Are We?” relative to the population of Miami Dade North Campus, situated between Opa-Locka and Hialeah.</p> <p>My work was completed in four phases. In the summer of 2013, I researched creative nonfiction, prepared a preliminary reading list, and revised the syllabus as the project unfolded. That fall, I taught the material, worked with students writing and editing each piece in class and in conferences. Some of the students visited me twice a week to review their work and just to chat. One of them was so enthralled by her storytelling that she announced, “Even though I am a medical student, now I think I will write for the rest of my life.” During the spring semester, I edited the material and secured consent-to-publish forms from all the students. Remarkably, each student in both of the classes had at least one publishable piece by the end of the semester. In the summer I compiled the anthology, solicited cover art from an award winning art student on our campus, and published the work as a Kindle e-book. It is currently available under the title, <em>The Secret in His Heart: Stories from the Margins</em>, by Miami Dade College Students.</p> <table border="0"> <tbody> <tr> <td><span style="font-family: arial; font-size:9px;"> <p><strong>References</strong></p> <p>Auten, J. (2012). Teaching as text--the pedagogy seminar: LIT 730, teaching composition. <em>Composition Studies</em>, <em> 40</em>(1), 95-112.</p> <p>Freiere, P. (2006). <em>Pedagogy of the oppressed</em>. New York, NY: Continuum.</p> <p>George, S. (2012). The performed self in college writing. <em>Pedagogy</em>, <em>12</em>(2), 319-341.</p> <p>Matrix. Merriam-Webster.com/dictionary/matrix</p> <p>Rodriquez-Valls, F. (2009). Culturally relevant poetry: creating esperanza (hope) with stanzas. <em>Multicultural</em><br /> <em>Education</em>, <em>17</em>(1), 11-14. Retrieved from<a href="http://www.freepatentsonline.com/article/Multicultural-Education/217433049.html" target="_blank"> http://www.freepatentsonline.com/article/Multicultural-Education/217433049.html</a></p> </span></td> </tr> </tbody> </table> <p><em>Lisa Shaw is an English professor at Miami Dade College North Campus.</em></p> <p><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></p> Prior Learning and STEM: Ingredients for Student Success urn:uuid:3209EA15-1422-1766-9AF402A93D7FF910 2015-02-01T12:02:57Z 2015-01-30T02:01:00Z <p>Prior learning assessments are particularly beneficial for returning student veterans.<strong> </strong></p> The League for Innovation in the Community College <p><img src="/publication/images/showcase.gif" alt="Innovation Showcase" /></p> <p>February 2015, Volume 10, Number 2<br /><br /> <em>By Kent Seaver</em><br /><br /> Having spent the last 16 years working in metropolitan community colleges, I have had the opportunity to see all types of students: new-to-college eighteen year olds, fifteen year old non-driving dual credit students, and returning students who would rather not divulge their ages. All bring with them the sum of their life experiences. But one group that brings a set of experiences and skills like no other is returning student veterans. Because of the nature of the service, these men and women are arriving on our college campuses with more technical knowledge than most generations of students that came before them. This knowledge can be measured by us in academia via Prior Learning Assessments, or PLAs. </p> <p>Trish Paterson, Executive Director for College Access Initiatives for the University System of Georgia, states that</p> <blockquote> <p>Prior learning isn’t just giving students credit for life experience. Colleges that choose to offer the credit measure what students know, review how that corresponds with courses students are required to take, and determine whether their knowledge merits college credit. We are honoring what a student knows even if we are not the reason why they know it. (qtd. in Diamond, 2012)</p> </blockquote> <p>PLAs can be broken down into four basic types, with the first being evaluation of previous coursework. Often, this coursework comes from the corporate or military world. The American Council on Education (ACE) has reviewed and provided academic credit recommendations for more than 35,000 courses, examinations, and certifications offered by employers, federal agencies, professional associations, apprenticeship programs, online education providers, and other organizations. Their National Guide to College Credit for Workforce Training contains ACE credit recommendations for formal courses or examinations offered by various organizations, from businesses and unions to the government and military (American Council on Education, 2014). ACE’s College Credit Recommendation Service (CREDIT) connects workplace learning with colleges and universities by helping adults gain access to academic credit for formal courses and examinations taken outside the traditional classroom.</p> <p>Since 1945, ACE’s Military Evaluations program has evaluated formal military training in terms of academic credit, allowing thousands of soldiers and veterans to earn credit for college-level learning acquired in the military. The results of these evaluations, along with learning outcomes, course descriptions, and recommendations for the type and amount of credit that may be awarded, are gathered from the veteran’s Joint Services Transcript (JST) (United States Army, 2014). A military transcript, the JST lists military coursework and occupations in terms of equivalent college credits as evaluated by ACE. The primary purpose of the JST is to assist soldiers in obtaining college credit for their military experience (American Council on Education, 2014).</p> <p>Portfolios, or written narratives describing a particular training, provide another method for assessing prior learning at the college level. A portfolio is not a traditional college paper, nor is it solely a listing of job experiences. It is a thoughtful, well crafted, and focused document designed to convince a faculty evaluator that a student has gained knowledge, abilities, and skills outside the classroom that are, at a minimum, equivalent to the knowledge gained by students who have completed college-level coursework. The student must demonstrate 70 percent mastery to receive credit and is graded on a credit/no credit basis, which does not affect the student’s grade point average. To protect the academic integrity of the awarding of college credit for portfolios, the required supporting documentation for submission to earn equivalent college credit is extremely high, usually containing five or more pieces of documentation detailing experience (Zalek, 2013).</p> <p>The next method of prior learning used at the collegiate level is the Course Challenge Exam, sometimes called the departmental exam. It is designed for the individual who may already know the material covered in an introductory level course offered at a college or university. The Course Challenge Exam provides an alternative to traditional classroom course work and is written by course instructors or academic departments, which directly relates the tested material to the course being challenged. Such exams are used to determine student competency in a specific course of study. Each department determines the specific credit award and the acceptable passing grade, which must be C or above. </p> <p>Another form of prior learning assessment, the DANTES Subject Standardized Tests (DSST), offer students a cost-effective, time-saving way to use knowledge acquired outside of the classroom--perhaps from reading, on-the-job training, or independent study--to accomplish their educational goals. The DSST  audience has changed over the years, but since 2006, DSST exams have been available to anyone seeking college credit outside the traditional classroom, including college students, adult learners, high school students, and military personnel. Over 2,000 colleges and universities recognize the DSST program and award college credit for passing scores. Colleges, universities, and corporations throughout the United States and in some other countries administer tests year-round.</p> <p>The test fee to take a DSST is as low as $80 at many institutions, and administering schools may charge a modest test administration fee according to their school policy. Several upper- and lower-level courses are available in a variety of subjects, from social sciences and history to business. Because the cost of classes per credit hour can reach into the hundreds of dollars, DSST exams offer a steep cost savings compared with a typical $700-750 three-credit class. DSST exams can not only save students money, but can also accelerate degree completion. The <strong>American Council on Education’s CREDIT </strong>has evaluated and recommended college credit for all 30+ DSST exams (Prometric, 2014).</p> <p>The College-Level Exam Program (CLEP) is a well-known provider Of prior learning assessment. According to the College Board’s CLEP website (2014), over 1,700 college test centers administer CLEP exams, which are accepted at roughly 2,900 colleges and universities. Approximately 176,000 CLEP exams were administered in the 2013-2014 academic year, with well over seven million exams taken by students since the inception of CLEP exams in 1967. This credit-by-examination program serves a diverse group of students, including adults, nontraditional learners, and military service members; of the 176,000 exams taken in the 2013-2014 academic year, approximately 60,000 were taken by military service members. Not only does the program serve a broad-based cohort, but it also validates knowledge learned through independent study, on-the-job training, or experiential learning, and it translates that learning into college credit that is commonly recognized. The 33 CLEP exams are organized into five general categories: history and social sciences, business, composition and literature, science and mathematics, and foreign languages. Much like the DSST, the cost of the exam (also $80), when compared to credit hours, books, and fees, make CLEP a very economically friendly alternative to unnecessary classes. </p> <p>Amy Sherman, Associate Vice President for Policy and Strategic Alliances at the Council for Adult and Experiential Learning (CAEL), sums up what others in the education field view as the value of prior learning. She states,</p> <blockquote> <p>Many people come to higher education with learning that has taken place…outside of the traditional higher education structure. Think of all the learning that takes place at employer training facilities, in jobs, in the military, through a lifetime of self-study or volunteer work. Some of that experiential learning is equivalent to what takes place in the classroom, and the learning outcomes are measurable. That’s important to remember: this is not simply giving credit for experience, but for the learning outcome. (Advisory Committee on Student Financial Assistance, 2012) </p> </blockquote> <p>At Montclair State University in New Jersey, this measuring of outcomes as they relate to the STEM classroom has been set in motion. Montclair has created a Checklist for Inclusive Teaching in STEM Disciplines that begins with a system titled Accurate Problem Definition. It functions as an inclusive teaching framework for science, technology, engineering, and math. Simply put, it clearly identifies goals, rationales, starting conditions, appropriate design, and principles of implementation to achieve optimal learning outcomes (Reddick, Jacobson, Linse, &amp; Yong, 2007). This process is, then, expanded at Montclair by the inclusion of Accurate Solution, a sort of part II in regard to the inclusive teaching model. Accurate Solution identifies problem-solving procedures as goals and creates exams that focus on recall of detailed facts. By establishing students’ prior knowledge and skills coming into a course, Montclair’s STEM curriculum has successfully been able to bridge any gap between recognized prior learning skills and classroom/curriculum needs. </p> <p><strong>CLEP Research and Student Success</strong></p> <p>While the Montclair model is certainly thought provoking, I wanted to see what outcomes would occur in regard to my own test takers at <a href="http://www.northlakecollege.edu/Pages/default.aspx" target="_blank">North Lake College</a> (NLC). In the fall of 2011, 67 NLC students tested via CLEP and were placed into at least one of the following introductory STEM classes: college algebra, pre-calculus, calculus, chemistry, and biology.</p> <div> <table border="0" cellspacing="0" cellpadding="0"> <tbody> <tr> <td width="319" valign="top"> <p align="center"><strong>Retention Rate From</strong><br /> <strong>Fall 2011 to Fall 2013</strong></p> <div> <table border="1" cellspacing="0" cellpadding="0"> <tbody> <tr> <td width="156" valign="top"> <p>PLA/STEM Students</p> </td> <td width="42" valign="top"> <p align="center">85%</p> </td> </tr> <tr> <td width="156" valign="top"> <p>Non-PLA Students</p> </td> <td width="42" valign="top"> <p align="center">58%</p> </td> </tr> </tbody> </table> </div> </td> <td width="319" valign="top"> <p align="center"><strong>Average GPA</strong><br /> <strong>After Two Years</strong></p> <div> <table border="1" cellspacing="0" cellpadding="0"> <tbody> <tr> <td width="156" valign="top"> <p>PLA/STEM Students</p> </td> <td width="42" valign="top"> <p align="center">3.23</p> </td> </tr> <tr> <td width="156" valign="top"> <p>Non-PLA Students</p> </td> <td width="42" valign="top"> <p align="center">2.78</p> </td> </tr> </tbody> </table> </div> </td> </tr> </tbody> </table> </div> <p>By the fall of 2013, when many students were preparing to graduate, transfer, or complete a certificate program, 57 (85 percent) had been retained. By contrast, the retention percentage of 439 non-PLA students who took the same STEM courses that semester was only 58 percent. In addition, after two years, the average GPA of the retained 57 PLA/STEM students was 3.23, while the overall GPA for the non-PLA/STEM students was 2.78.</p> <p>After two years, the average GPA of the retained 57 PLA/STEM students was 3.23, while the overall GPA for the non-PLA/STEM students was 2.78. This improved grade point average applied to the students who took not only the introductory STEM courses, but also advanced STEM courses, thus demonstrating that PLA student success.</p> <p><strong>PLA, STEM, and the Workforce</strong></p> <p>We, in education, have read numerous articles detailing how the number of new scientists and engineers graduating from U.S. universities is significantly declining. The coinciding current shortage of scientists and engineers in the U.S. and flux of technically-trained servicemen departing the military offers an important opportunity for U.S. employers, including the Tennessee Valley Corridor’s (TVC) former Non-Traditional Emerging Workforce in Science, Technology, Engineering, and Mathematics (NEW-STEM) Initiative<sup><span style="font-family: arial; font-size:10px;"> 1 </span></sup>. TVC’s website notes, “Due to their maturity, technical training, and hands-on experiences, these individuals separating from the military in the next five years provide an excellent near-term source of potential engineers for the country” (Tennessee Valley Corridor, 2013). Returning student veterans offer multiple benefits to federal agencies and private sector companies, including, but not limited to, access to experienced, skilled workers with active security clearances, and the opportunity to grow their pool of experienced engineers from a nontraditional population, thus increasing the overall number of scientists and engineers in the region. Finally, a contractual relationship and service agreement with participants who accept the terms of the NEW-STEM program can create a lasting, meaningful relationship between the veteran workforce and the TVC.</p> <p>In today's climate of decreased funding, lower retention and graduation rates, and increased scrutiny from a government perspective, it is time we in higher education use all of the tools in our arsenal to create strong veteran student success in those increasingly valuable STEM fields, and allow that group to achieve the dream of a college education. Prior learning assessment is such a tool. </p> <table border="0"> <tbody> <tr> <td><span style="font-family: arial; font-size:9px;"> <p><strong>References</strong></p> <p>Advisory Committee on Student Financial Assistance. (2012). <em>Pathways to success: Integrating learning with life to increase national college completion</em>. Washington, D.C.: Author. Retrieved from <a href="http://www2.ed.gov/about/bdscomm/list/acsfa/ptsreport2.pdf" target="_blank">http://www2.ed.gov/about/bdscomm/list/acsfa/ptsreport2.pdf</a> </p> <p>American Council on Education. (2014). Adult learners: Using your ACE credit recommendations. Retrieved from <a href="http://www.acenet.edu/news-room/Pages/Adult-Learners-Using-Your-ACE-Credit-Recommendations.aspx" target="_blank">http://www.acenet.edu/news-room/Pages/Adult-Learners-Using-Your-ACE-Credit-Recommendations.aspx</a></p> <p>College-Level Examination Program. (2014). Retrieved from <a href="http://clep.collegeboard.org/" target="_blank">http://clep.collegeboard.org/</a></p> <p>Diamond, L. (2012, July 9). Out of class learning equals college credit. <em>Atlanta Journal and Constitution</em>. Retrieved from <a href="https://www.valdosta.edu/academics/amp/documents/amp-in-ajc.pdf" target="_blank">https://www.valdosta.edu/academics/amp/documents/amp-in-ajc.pdf</a></p> <p>Prometric. (2014). About DSST. Retrieved from <a href="http://getcollegecredit.com/about/" target="_blank">http://getcollegecredit.com/about/</a></p> <p>Reddick, L. A., Jacobson, W., Linse, A., &amp; Yong, D. (2007). An inclusive teaching framework for <br /> science, technology, engineering, and math. In M. Ouellett (Ed.), <em>Teaching inclusively: Diversity </em><br /> <em>and faculty development</em>. Stillwater, OK: New Forums Press.</p> <p>The NEW-STEM Program. (2013, August 12). Retrieved from <a href="http://tennvalleycorridor.org/" target="_blank">http://tennvalleycorridor.org/</a></p> <p>United States Army. (2014). Military training evaluated for credits. Washington, D.C.: Author. Retrieved from <a href="https://www.goarmyed.com/public/public_programs_services-college_credit_for_mos.aspx" target="_blank">https://www.goarmyed.com/public/public_programs_services-college_credit_for_mos.aspx</a></p> <p>Zalek, S. (2013, May 2). <em>Achieving dreams: Results from a survey of students using LearningCounts portfolios to earn college credit</em>. Council for Adult and Experiential Learning.Retrieved from <a href="http://www.cael.org/pdfs/pla-surveyreportfinal" target="_blank">http://www.cael.org/pdfs/pla-surveyreportfinal</a></p> </span></td> </tr> </tbody> </table> <p>Kent Seaver is Director of Learning Resources at North Lake College in Irving, Texas.</p> <p><em>Opinions expressed in Innovation Showcase are those of the author(s) and do not necessarily reflect those of the League for Innovation in the Community College.</em></p> <p> <span style="font-family: arial; font-size:9px;"><sup> 1 </sup>According to the Tennessee Valley Corridor, <a href="http://www.boeing.com/boeing/" target="_blank">Boeing</a> now manages the NEW-STEM Program, and program information has been removed from the TVC website.</span></p> Breaching the Perimeter: The Role of Social Engineering in Cyber Breaches urn:uuid:320ACC46-1422-1766-9AD1E8F48D96E673 2015-02-01T12:02:57Z 2015-01-30T03:01:00Z <p>Explore the role that social engineering plays in allowing those with malicious intent to breach the defenses of a computer system.</p> The League for Innovation in the Community College <p><img src="/publication/images/leadership_abstracts.gif" alt="" /></p> <p>February 2015, Volume 28, Number 2<br /><br /> <em>By Jane LeClair</em><br /><br /> In the society that we currently live and work in, we are frequently connected to the technology of computers and the Internet. We utilize the convenience of technology and the Internet for much of our daily living, including shopping, communicating, education, Web surfing, social media, business, financial transactions, and a host of other activities that we are hardly aware of. Many of us think nothing about purchasing with the swipe of a card or sharing our lives on social media.</p> <p> With this great convenience has come the loss of security that we were accustomed to in the past. Before the advent of current technology, we employed checkbooks or paid with cash for our purchases, used landline telephones, wrote letters, and knew the security of a bank account for our savings. Now, we rely on technology to guard our finances and personal activities on the Internet.</p> <p>Sadly, history has shown us that wherever there is money to be easily had, nefarious individuals will find a way to acquire it illegally. In the case of technology, despite efforts to secure data, cybersecurity often fails to do the job it is advertised to do. The recent breaches at Target, Home Depot, the Post Office, PF Chang's, SONY, and even the White House, point to security inadequacies. It is estimated that the annual loss to cyber crime currently tops $400 billion dollars and every indication is that the trend is going to continue and escalate in intensity.<br /><br /> <strong>Threat Vectors</strong><br /><br /> There are five primary avenues that those with malicious intent follow in their attempts to breach the security of a digital network.</p> <ul> <li>Breaches through a wired communication pathway between the digital network and the Internet.</li> <li>Breaches through a wireless communication pathway between the digital network and the Internet.</li> <li>Breaches through the connection of a portable media device (e.g., flash drive, smartphone) or other computing device to the digital network.</li> <li>Breaches through physical access (authorized or unauthorized) to the digital network.</li> <li>Breaches through the supply chain via hardware and software provided by a vendor.</li> </ul> <p>Many of the attacks on the digital systems can often be thwarted to some degree by identifying vulnerabilities, applying defensive barriers with properly configured hardware and software, and with diligent monitoring of network activities by system administrators. However, those actions, no matter how diligent, are lacking in their ability to control the weakest link in the security system: humans.<br /><br /> <strong>Social Engineering</strong><br /><br /> Social engineering is defined as an action or activity that manipulates or influences a member of an organization to violate or ignore set procedures; the consequences of these actions is to expose the digital system to someone with malicious intent.</p> <p>Humans are simply <em>humans, </em>and they make mistakes because they are inherently trusting, can be manipulated, and are easily taken advantage of. Malicious people, or bad actors, prey on human weaknesses and, with their practiced talents, are very skilled at getting people to bypass procedures. They may misrepresent themselves as people with authority, as someone seeking assistance, or as a delivery or repair person. <br /><br /> <em>Scenario</em>: Martha, a newly hired administrative assistant, receives a call from Bill Smith in the IT department who asks her if she has set up her corporate password. If she responds ‘yes,’ Mr. Smith informs her that it was not properly done and a great deal of problems could occur because of it; but not to worry, as this often happens with new hires. He offers his assistance in establishing her new system password and she, due to her new status, complies with his authority. If Martha responds ‘no,’ Mr. Smith has another well-rehearsed dialogue to apply to her situation. In either case, someone from outside (or inside) the organization has now gained access to the company's network with a valid password.<br /><br /> Essentially, social engineers are just old-fashioned con artists wrapped in new technology. Social engineering can take many forms as these bad actors prey on individuals or members of an organization. They may try to gain information via social media by friending an unsuspecting person and using tidbits of information to gain greater access. Likewise, they may send an 'official' company email asking for information, drop a flash drive with a malicious piece of software near the entrance to the building, or act as a flower delivery person on Valentine's Day with a huge gift that needs to be placed on a desk. All of these tricks can, and have, been used by skilled social engineers.<br /><br /> <strong>Countering Social Engineering</strong><br /><br /> Human performance errors are not a new problem in the working world. For generations managers have been seeking remedies to employees doing things one way, incorrectly, when they know they should be doing things another way, correctly. The two important keys to success are training and creating a culture of security. The nuclear industry is an excellent example of this concept. In that unique industry, there is no room for error. Employees are constantly drilled, trained, and educated on safety, which has created a firmly grounded culture of safety. Using that as an extreme example, organizations need to initiate cybersecurity training programs that result in a culture with a high awareness of the dangers of cyber threats, especially social engineering. This training can come in many forms, including that supplied by skilled trainers, cybersecurity coursework, and low-cost or free support from government agencies and nonprofit programs. <br /><br /> The first step, however, is for the leaders in an organization to realize how important cybersecurity is, to become enlightened, and to act on the issue before it is too late. The facts are startling for businesses; research indicates that</p> <ul> <li>75 percent of breaches are caused by human error</li> <li>85 percent of breaches occur at small businesses, and</li> <li>60 percent of businesses that are breached go out of business in a short time period.</li> </ul> <p>Since resources should be applied to where the greatest need exists, clearly the issues revolving around human performance errors and social engineering should be addressed. This is not a problem that can be overcome overnight, but through diligent training and carefully crafting a culture focused on cybersecurity, defenses against cyber breaches by those with malicious intent can be strengthened.<br /> <table border="0"> <tbody> <tr> <td><span style="font-family: arial; font-size:9px;"> <p><strong>References</strong></p> <p>Freeman, E. Q. (2014, September 23). <em>10 lessons learned from major retailers' cyber breaches</em>. New York, NY: Property Casualty 360. Retrieved from <a href="http://www.propertycasualty360.com/2014/09/23/10-lessons-learned-from-major-retailers-cyber-brea" target="_blank">http://www.propertycasualty360.com/2014/09/23/10-lessons-learned-from-major-retailers-cyber-brea</a><br /><br /> McAfee. (2014). <em>Net losses: Estimating the global cost of cyber crime</em>. Santa Clara, CA: Author. Retrieved from <a href="http://www.mcafee.com/us/resources/reports/rp-economic-impact-cybercrime2.pdf" target="_blank">http://www.mcafee.com/us/resources/reports/rp-economic-impact-cybercrime2.pdf</a><br /><br /> McCann, E. (2014, May 19). <em>Keylogger hack at root of HIPPA breach</em>. Healthcare IT News. Retrieved from<a href="http://www.healthcareitnews.com/news/keylogger-hack-root-hipaa-breach" target="_blank"> http://www.healthcareitnews.com/news/keylogger-hack-root-hipaa-breach</a><br /><br /> News Agency Partners. (2014). Cyber Data Breach – Is Your Company Ready? Retrieved from <a href="http://www.newagencypartners.com/wp-content/uploads/2014/09/New-Agency-Partners-Cyber-Liability-Infographic-Printable.pdf" target="_blank">http://www.newagencypartners.com/wp-content/uploads/2014/09/New-Agency-Partners-Cyber-Liability-Infographic-Printable.pdf</a></p> Withers, P. (2104). Information Security Threat Vectors.  Retrieved from <a href="https://www.isaca.org/chapters5/Virginia/Events/Documents/Past%20Pres%202011-03%20Threat%20Vectors.pdf" target="_blank">https://www.isaca.org/chapters5/Virginia/Events/Documents/Past%20Pres%202011-03%20Threat%20Vectors.pdf </a></span></td> </tr> </tbody> </table> <br /> Dr. Jane LeClair is Chief Operating Officer at the National Cybersecurity Institute at Excelsior College, in Washington, DC.<br /><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> Watchful Eyes: A Comparative Look at Online Test Proctoring Models urn:uuid:3205FA77-1422-1766-9A79F33475E467F5 2015-02-01T12:02:13Z 2015-01-30T03:01:00Z <p>Software Secure offers a complimentary copy of <em>Watchful Eyes: A Comparative Look at Online Test Proctoring Models</em>.</p> The League for Innovation in the Community College <p align="center"><strong><a title="'Software Secure, Inc.' t " href="http://marketing.softwaresecure.com/acton/form/10395/0012:d-0001/0/www.softwaresecure.com" target="_blank"><img src="/publication/leagueconnections/images/2015-02_SoftwareSecurePic.jpg" border="0" alt="http://league.org/publication/leagueconnections/images/2015-02_SoftwareSecurePic.jpg" /></a></strong></p> <p>As the demand for online education increases, institutions are being challenged by how to effectively verify the validity and quality of their online programs.<br /><br /> Proctoring exams is a key component of establishing a credible online education program; when a program's assessments are secure, institutions can trust that student performance on exams is an accurate representation of learning and not the result of cheating.<br /><br /> This white paper will investigate the pros and cons of live and on-demand online proctoring technologies. <br /><br /> <a href="http://marketing.softwaresecure.com/acton/form/10395/0012:d-0001/0/index.htm" target="_blank"><strong>Click here</strong></a><strong> to order your complimentary copy of </strong><strong><em>Watchful Eyes: A Comparative Look at Online Test Proctoring Models</em></strong><strong>.</strong></p> <p> </p> Developmental Education: A Policy Primer urn:uuid:BBA7F2C1-1422-1766-9A65517E7D3B61F1 2015-01-04T12:01:40Z 2015-01-05T01:01:00Z <p>As a tribute to Bob McCabe, the League republishes his February 2001 <em>Leadership Abstracts</em> article, Developmental Education: A Policy Primer.</p> The League for Innovation in the Community College <p><img src="/publication/images/leadership_abstracts.gif" alt="" /></p> <p>January 2015, Volume 28, Number 1<br /><br /> <em>From the editor: With great sadness we learned of the passing of a giant in the higher education field, our dear friend and colleague, Robert H. McCabe, on December 23, 2014. Bob served on the League for Innovation Board of Directors from 1980 to 1995 and as Board Chair in 1987. He was a major voice for community colleges, and his work in developmental education has been fundamental to reform efforts in that area. As a tribute to Bob McCabe, this month we republish his February 2001 </em>Leadership Abstracts<em> article, “Developmental Education: A Policy Primer.” The article reports on findings from the </em><em>National Study of Community College Remedial Education</em><em>, which he led.</em><br /><br /> <em>By Robert H. McCabe</em></p> <p> Few educational programs are more misunderstood and less appreciated than community college developmental education. Both legislatures and colleges afford it a low priority, yet it is essential to our nation's well being. Developmental education can be cost effective and productive, and it is easily one of the most important services provided by community colleges. With these high-yield programs already established in most community colleges, the question to ask may be, "Why aren't we paying more attention to developmental education?" As institutions examine ways to better meet the needs of their communities, community college trustees and presidents would serve their constituents well by focusing on developmental education programs. This abstract reviews the need for developmental education and the success of developmental education programs in community colleges. It concludes with steps trustees and presidents can take to ensure that developmental education is a priority at their institutions. <br /><br /> <strong>Developmental Education: A Growing Need for a Changing Nation</strong> <br /><br /> America is in a period of amazing change. We enjoy unprecedented prosperity and wondrous technology. Yet on the cusp of a new century, with all the opportunities and advancements, our nation still faces daunting challenges. To remain competitive in the global economy, we must reverse the growth of what seems to be a permanent underclass and we must develop a highly skilled workforce. The task of raising the competencies of our citizens falls on the educational system, and community colleges have a particularly important role. They educate the most deficient students, those who would otherwise be lost to our society, and prepare them for employment and personal advancement. <br /><br /> In his inaugural address, President Bush described the grandest of our ideals as the promise "that everyone belongs, that everyone deserves a chance, that no insignificant person was ever born." That belief in the value of every human being and the commitment to fully develop the talents of all of our citizens sets us apart from other nations. It is our greatest strength, and in the information-rich America of the 21st Century, fulfilling that commitment demands universal access to postsecondary education. It redefines the mission of American education, and it can be achieved through reinvention of the K-12 system and effective community college developmental and remedial education. <br /><br /> <strong><em>Business, Industry, and Work. </em></strong>In the global economy, business and industry operate wherever costs are lowest, and the trend among manufacturers moving from the U.S. to countries with lower wage structures is expected to continue. Sustaining America's future will depend on innovations in the knowledge industries and on developing a more productive workforce. Brainpower and technology can multiply individual productivity to compensate for our higher wages and help America retain economic leadership. The countries that remain competitive in the 21st Century will be those with the highest overall literacy and educational levels and those with a strong bottom third of the population, such as Germany and Japan. <br /><br /> The workplace of tomorrow will be quite different from that of today-the result of both revolutionary and evolutionary changes. Revolutionary changes will occur as new jobs require markedly different and higher competencies. Existing jobs will continue to evolve, requiring different behaviors and job skills from those that employees now possess. Simple jobs will become high-performance jobs that require workers to reason through complex processes rather than follow rote instructions or complete the discrete steps of larger processes. These workers will need higher-order information skills as a foundation for lifelong learning. <br /><br /> It is forecast that 80 percent of new jobs will require postsecondary education. Our educational system is falling far short of matching that requirement. As young Americans enter adulthood, only 42 percent have the skills to begin college work. Throughout the country, businesses report underskilled workers and shortages of competent job applicants. They have pressured Congress to allow the importation of 300,000 highly skilled foreign workers each year to fill jobs for which Americans are not prepared. <br /><br /> <strong><em>Changing Demography. </em></strong>As the United States grows older, its population grows more diverse. By the year 2050, the nation will be nearly half minority, and the shift will be most dramatic among youth. For education, these changes are profound. Poverty has the highest correlation with educational underpreparation, and minorities, especially immigrants, have disproportionately high poverty rates. Tragically, at a time when schools are struggling to raise learning expectations, a greater number of less prepared young people will begin school. <br /><br /> Ethnicity is not the only demographic force at work, however. The graying of America will be equally important. Today, we are experiencing the impact of the post-World War II baby boom as 76 million Americans prepare to retire. Through 2030, the number of Americans in their prime work years is expected to remain constant at 160 million, while the number of individuals over 65 will increase from 33.5 million to 69.3 million. To support the growing elderly population, all Americans in their prime work years must be highly skilled and increasingly productive. <br /><br /> <strong><em>Lack of Progress for Minorities. </em></strong>Minorities have made some educational progress in recent years, but the achievement gap between minority and majority students is still troubling. Among Hispanic Americans, African Americans, and white non-Hispanic Americans, for example, Hispanic Americans comprise approximately 14 percent of the 15- to 19-year-old population, but they earn only 7 percent of the associate degrees and 6 percent of the bachelor's degrees. African Americans are approximately 16 percent of the 15- to 19-year-old population, but earn only 10 percent of the associate degrees and 9 percent of the bachelor's degrees. White non-Hispanics comprise 70 percent of the 15- to 19-year-old population and earn 83 percent of the associate degrees and 86 percent of the bachelor's degrees. Hispanic Americans and African Americans lose ground at every step of the educational ladder, from high school graduation and college enrollment to earning degrees and certificates. These results are unacceptable. They are contrary to America's fundamental goals and represent a great loss of talent that our nation desperately needs. <br /><br /> <strong><em>The Need for Education Reform. </em></strong>With the recent aggressive efforts in many states, the school reform movement, which began in the 1980s, is finally showing some progress. The current Bush administration and Congressional initiatives will provide additional momentum; however, the task of preparing all young Americans for universal access to postsecondary education is monumental. Even with reform, our secondary schools will not be able to do it all. Currently, only 64 percent of youth earn a standard high school diploma (another 18 percent earn an alternate diploma at an average age of 25) and a significant gap exists between current high school graduation standards and the competencies needed to begin college. Given the projected demographic changes, if there are no improvements in the schools, the 42 percent of young Americans who possess the competencies to begin college work will decrease to 33 percent. <br /><br /> <strong>A Path to Success: Community College Developmental Education</strong> <br /><br /> The evolving educational pattern is a continuum that includes college entry. Four of five Americans will need some postsecondary education and most will return for upgrading, retraining, or personal growth. The majority will enroll in community colleges. Nearly half of all entering community college students have some basic skills deficiency. Community college enrollment will skyrocket and even more students will lack academic preparation. They will depend on community college developmental education as the lifeline to their future. <br /><br /> <strong><em>Results for </em></strong><strong><em>Underprepared </em></strong><strong><em>Students. </em></strong>Although the majority of underprepared students are white non-Hispanics, two-thirds of the seriously academically deficient are minorities; nearly half are 24 years of age or older. The nature of deficiencies is dramatic: one-third are deficient in all basic areas, one-third in two of the three basic areas, and one-third in only one area. Approximately half of the academically deficient students successfully complete remediation. Those who succeed do as well in standard college classes as those who began without deficiencies. One-sixth earn academic associate and baccalaureate degrees and one-third earn occupational associate degrees and certificates. Successfully remediated students become constructive contributors to society. Ten years after beginning developmental courses, 98 percent are employed and 90 percent are in above minimal level jobs. Nearly two-thirds are in new technical and office careers-the areas of greatest growth. They commit less than one-third the number of felonies than other Americans with similar demographics. Half are continuing their education. <br /><br /> <strong><em>Cost of Developmental Education Programs. </em></strong>Contrary to common belief, developmental education programs are cost effective. They serve one million students a year and successfully remediate half that number for an expenditure of only one percent of the national higher education budget and four percent of federal student financial aid. The average academically deficient student enrolls in developmental courses for the equivalent of approximately one-fourth of an academic year. In a community college with an annual FTE cost of $6,000 and student fees at 25 percent of cost, the public cost per student for remediation would be $1,125. Considering the constructive future of successfully remediated students, the cost and benefit are exceptional. <br /><br /> <strong><em>Meeting Student Needs. </em></strong>Developmental programs are frequently given a low priority by both legislatures and colleges and are typically underfunded. As productive as these programs are, they should and can be successful with more students. To succeed, academically deficient students need personal support, which requires more resources than standard college course work. The community colleges that are most successful have integrated programs involving classes, counseling, learning laboratories, and other support services. In addition, they work closely with secondary schools to increase the percentage of entering students who are academically prepared. <br /><br /> Mandatory assessment and mandatory placement are essential. Students must have the appropriate competencies for the classes in which they enroll. Permitting students to enroll in classes for which they are underprepared results in high rates of failure or decreased expectations at the expense of college standards. For this reason, developmental education is essential to achieving college excellence. These services prepare half of our students for academic success and permit colleges to establish and maintain high standards. Dramatically stated, the students who will enroll in developmental education courses are not only half of the students entering college, they are half of America's future high-skill workforce. <br /><br /> <strong>What</strong><strong> </strong><strong>Can</strong><strong> </strong><strong>Community College</strong><strong> </strong><strong>Trustees and Presidents Do?</strong> <br /><br /> Excellent developmental education programs exist only in colleges where a priority is clearly established by the trustees and the president. Trustees and presidents can take several important steps toward ensuring a focus on strong, effective developmental education programs at their institutions: </p> <ul> <li>Gain an understanding of the role of community college developmental and remedial education, including the reasons these programs are needed, the costs and benefits of these programs, and the contributions these programs make to our society. </li> <li>Support developmental education as a priority for the institution. Quality developmental programs exist only where the board and president are clearly supportive in words and deeds. </li> <li>Be sure that your college establishes close working relationships with the K-12 school system, particularly assisting with programs designed to prepare students for college.  </li> <li>Help members of your community understand the function and importance of developmental education programs. </li> <li>Advocate to your legislators for appropriate support and policies. </li> <li>Be well informed and knowledgeable about the college developmental education program. </li> <li>By board policy, state a clear position in support of the developmental education program. </li> </ul> <p>America has no one to waste. Our nation's future depends upon communities recognizing the importance of developmental education and raising it to the priority it needs and deserves. Community college trustees and presidents can begin this process at their own institutions, thereby ensuring that members of their communities have opportunities to thrive in a vibrant economy rather than stagnate in a desolate wasteland.</p> <p><em>Opinions expressed in </em>Leadership 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> Partners Unite to Build Petroleum Processing Pilot Plant at Del Mar College urn:uuid:5DA62B67-1422-1766-9A03F7187A7D5629 2015-01-04T07:01:46Z 2015-01-05T06:01:00Z <p><strong>Partners Unite to Build Petroleum Processing Pilot Plant at Del Mar College</strong></p> The League for Innovation in the Community College <p><img src="/publication/images/showcase.gif" alt="Innovation Showcase" /></p> <p>January 2015, Volume 10, Number 1</p> <p><em>By Michael Bratten</em><br /><br /> An unprecedented public-private partnership is bringing a petroleum processing pilot plant to <a href="http://www.delmar.edu/" target="_blank">Del Mar College</a> that will be used to train technicians for well paying careers in burgeoning industries. Essentially a working model of a distillation unit like those at the petrochemical plants and refineries that dot the landscape near the Port of Corpus Christi, the facility arrives during a perfect economic storm.<br /><br /> “There are multi-million dollar industrial expansions going on here and workers are retiring, so the increase in demand for a skilled workforce is exponential,” said Lenora Keas, Del Mar Vice President of Workforce Development and Strategic Initiatives. “Thirty-eight billion dollars in direct foreign investment is coming into the region due to the low price of natural gas and the stability of the government. This is a boom.”<br /><br /> On Oct. 20, 2014, all the major partners—education, industry and government—gathered at Del Mar’s West Campus to give oversized, gold-painted wrenches a heave in the same direction, symbolically powering up the pilot plant. <br /><br /> “I wish this would ignite other areas in Texas,” said state Rep. Todd Hunter, a guest speaker at the ceremony.<br /><br /> <strong>Hands-On Experience</strong><br /><br /> When it’s installed next spring on the West Campus, the pilot plant will distill glycol from water in the same way gasoline is distilled from crude oil at full-scale facilities. It will be operated by an array of electronic instrumentation indoors—process control systems—that connect to the business-end apparatus outside, including a 32-foot-tall distillation tower. <br /><br /> “With the pilot plant we can give students more hands-on experience versus theory in the classroom,” said Denise Rector, Associate Professor of Process Technology at Del Mar. “They will have to climb and communicate with each other by radio, just like in the industry. It will be very lifelike.”</p> <p>Graduates will still have to go through normal hiring processes when they apply for jobs, but the pilot plant will help make them “road ready” for the workplace, Rector said.<br /><br /> Del Mar received a $1.3 million grant from the Corpus Christi Business and Job Development Corp. to build the pilot plant. Also known as the Type A Board, they help oversee economic development projects for the City of Corpus Christi with funding from a 1/8-cent sales tax.</p> <p>“Because of the boom we’re experiencing, giving kids coming out of school training opportunities that will help them get jobs and stay here in town is something we have to take advantage of,” said homebuilder Bart Braselton, President of the Type A Board. <br /><br /> <strong>Seeking Support</strong><br /><br /> Obtaining buy-in from the Type A Board may have been the easy part for Keas, the driving force behind the project. She also needed support from companies operating refineries and plants locally, such as Flint Hills Resources, CITGO, Valero, DuPont, and Occidental Petroleum Corp., who would be hiring Del Mar’s graduates. <br /><br /> For a year, Keas played the role of pied piper, leading each industry partner to envision reduced costs for on-the-job training and high-quality applicants trained with state-of-the-art equipment. <br /><br /> “It was a hustle,” she said with a smile. “We knocked on doors. We did presentations. The community needs it. Industry needs it. In the end, no one said ‘No.’” <br /><br /> Houston-based Cheniere Energy was an early advocate for a training facility, Keas said. The company, currently planning to build a $12 billion liquefied natural gas plant on the north side of Corpus Christi Bay, chipped in $250,000 for the pilot plant, plus professional support. <br /><br /> “This project offers an opportunity for people to further their skill set in the booming energy industry at a time when the industry needs well-trained technicians and operators,” said Pat Outtrim, Vice President of Government and Regulatory Affairs for Cheniere. “These are good jobs people can support families with.” <br /><br /> When complete, Cheniere’s plant will bring more than 200 permanent jobs to the area, Outtrim added.<br /><br /> <strong>Earning Power</strong><br /><br /> It’s not uncommon for a graduate with a two-year technical degree to earn $57,000 per year, Keas said, and a plant operator with technical experience can earn up to $80,000 or $90,000 per year.<br /><br /> To help students get an early start on these career paths, industry partners like Cheniere have helped develop curriculum for high school courses that count toward associate in applied science degrees at Del Mar. These dual credit courses, currently offered in two area school districts, align with industry needs and also meet Texas Education Agency standards.<br /><br /> For years, Del Mar has worked with industry representatives on an advisory committee to ensure the college’s programs provide graduates the skills they need for employment. The pilot plant is a cherry on top of those efforts.<br /><br /> “We as a college could have developed programs for oil drilling jobs, but we chose to focus on long-term industries such as liquefied natural gas and liquefied petroleum gas,” Keas said. “Production will ebb and flow, but the processing jobs don’t go away.”<br /><br /> <strong>Job Incubator</strong><strong> </strong><br /><br /> As the region transforms into a virtual job incubator, Del Mar is seeing an influx of students in its Process and Instrumentation Technology programs. More students enrolled this fall than in the past 20 years, said Hugh Tomlinson, Del Mar professor of Electronics and Communications Service at Del Mar, and he expects the number to continue rising.</p> <p>The search is on for additional qualified instructors, Tomlinson added, but finding people from the industry who are willing to teach isn’t easy.</p> <p> “Every semester I graduate students with a two-year degree who end up making more money than I do with a master’s,” he said. “One guy who graduated in the spring with an associate’s is making $135,000 a year at a local refinery. Some of these companies are paying above average because they want to attract quality employees who will stay with them.”<br /><br /> <em>Michael Bratten is a Communications Specialist at Del Mar College, Corpus Christi, Texas.</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> A Guide to Climate Resiliency & the Community College urn:uuid:5DA8B4A0-1422-1766-9A2D53EE92517BA7 2015-01-04T07:01:46Z 2015-01-05T10:01:00Z <p>Community colleges belong at the heart of the climate resiliency narrative.<strong> </strong></p> The League for Innovation in the Community College <p><img src="/publication/images/learning_abstracts.gif" alt="Learning Abstract" /></p> <p>January 2015, Volume 18, Number 1<strong> </strong><br /><br /> Editor’s note: This issue of <em>Learning Abstracts</em> is the Executive Summary from the American Association of Community Colleges publication, <a href="http://theseedcenter.org/ClimateResiliencyGuide" target="_blank"><em>A Guide to Climate Resiliency &amp; the Community College</em></a><em>.</em></p> <p><em>By Sarah White and Todd Cohen</em></p> <p>Resiliency is the word of the hour, a potent but ill-defined term of art in climate and community development circles. At its most fundamental, resiliency indicates a community’s ability to withstand a shock — economic, environmental, social. It encompasses a community’s work to avert, prepare for, respond to, and recover from a disaster. It is invoked, most commonly, in the aftermath of droughts, storms, wildfire, or floods — the kinds of cataclysm that annually cost billions of dollars to the US economy and untold suffering to its citizens. But resiliency is not the sad story of national decline. Nor can it be reduced to tales of episodic heroism in the face of hostile and impersonal forces of nature. It is, rather, a vision of municipalities around the country reinventing themselves as economically and environmentally vibrant centers of community self-reliance. America’s community colleges belong at the heart of this narrative. This <em>Guide </em>aims to put them there.</p> <p><strong>A Missing Link</strong></p> <p>Hundreds, if not thousands, of cities, states, and regions have developed climate adaptation or resiliency plans; few have consulted community colleges in developing them. Most plans call for improvements in education and training, and connection to local economic development, but none of dozens that we reviewed offer a concrete agenda for local workforce development. The major missing piece in these resiliency initiatives? The community college.</p> <p>Community leaders and elected officials, along with planners and scientists and other resiliency principals, should be calling on local colleges to help mobilize the community and train its workers.</p> <p>Public engagement in resiliency will turn on livelihoods, not science. Post-disaster redevelopment efforts aimed at public safety need to think also about economic prosperity, which shores up a community as much as sound bridges and reliable transportation. Jobs matter. As high-level resiliency planning pours millions and even billions (as in the case of post-Sandy efforts) of dollars into local redevelopment, who will ensure that the jobs go to local residents in impacted communities, and who is going to train them to do the work? Resilience requires updating the educational infrastructure to meet the technical demands of rebuilding — and preferably reinventing — the country’s physical infrastructure. This cannot be done without the active participation of its community and technical colleges.</p> <p>Wherever local decision-makers fail to see the importance of skill delivery in building resilient communities, college presidents and trustees should make this case. And every community college needs to pay close attention to emerging opportunities in community resilience planning. Because every college is sitting at the center of a community that is already or soon will be facing challenges from economic and climatic shifts. Each college should be asking itself: How can we add value and voice to the response network, investing in joint initiatives to draw in federal and philanthropic support? How many technical occupations for which we are already educating and training will be impacted by how our region takes shape over the next decade in response to climate change? This <em>Guide </em>points the way to some answers.</p> <p><strong>Into Action: Building Resilience</strong></p> <p>This <em>Guide </em>is designed to help college and community<strong> </strong>leaders establish a framework for dialogue and action<strong> </strong>on local climate resiliency.</p> <p>The Introduction <em>(Chapter 1) </em>links the goals of 21stcentury community college — equity, access, completion — to the emerging national movement to build resilient communities. Here we explore the scope of the challenge, including the sobering economics of extreme weather, and offer a glossary of related but often confusing terms — mitigation, adaption, vulnerability. And we ask:</p> <p>What does it mean, exactly, to build resilience? What are its determinants? The answer lies in many factors, some elusive: Critical intangibles like social cohesion, for example, and concrete imperatives like a functional communications infrastructure.</p> <p>The term climate resilience tends to invoke conversations about infrastructure. We are inundated with images of submerged houses, washed out roads, downed power lines, collapsed bridges. And it’s common knowledge that this country needs to repair its crumbling built environment, disaster or not. So the energy around resiliency puts a welcome focus on infrastructure — not just rebuilding it, but reinventing it through greener transit and power and building; sturdier substations, sewer systems, and cell towers — the new bones of an innovative, adaptive America.</p> <p>Beyond bricks and mortar (or swale and dune), we should also think of resilient infrastructure in terms of more efficient and effective systems for skill delivery, health care, food production, and emergency response.</p> <p>And there are other matters, equally important.</p> <p>Building resilience is something more than building sea walls (projected to be a $9B industry in the next decade) and raising roads. Resiliency relies on <em>social cohesion</em>. At its most basic, this means the ability to rely on one’s neighbors, which of course runs headlong into this country’s potent culture of self-reliance. On a more sophisticated level, however, social cohesion can reflect — and demand — shared power and opportunity, another classic American ideal. Locally, cohesiveness is a function of trust and respect, and is built through informal networks in civil society — congregations, classrooms, neighborhoods, family. Building an individual’s or community’s <em>social</em> <em>capital </em>— measured in part by the extent of their networks — leads to a sense of <em>agency</em>, of power, of some measure of control over decisions that affect their lives and livelihoods. Which is why building resilience requires <em>community</em> <em>engagement</em>.</p> <p>A city or state can enhance its physical resilience to climate change by upgrading material infrastructure and improving management of natural capital. A society becomes resilient through improvements in median income, education, health, and wealth, and equal opportunity to participate in and benefit from the activity that produces them. If opportunity, then, is a primary adaptive strategy, community colleges are clearly positioned to play a leading role.</p> <p><strong>Resources and Opportunities: How Local Colleges Can Engage in a National Dialogue</strong></p> <p>Indeed, while this report is about changing weather, it is not about weathering change. The point is not to bounce back, but — particularly in low-income communities already battered by high unemployment, chronic disease, and environmental decay — to leap forward. So while we write about disaster preparedness, response, and recovery, we are at the same time addressing demands for something larger: vision and leadership and empowerment. Hence the critical role of community colleges — in related curriculum and career pathways, in community leadership and networking, in campus creativity and practice.</p> <p>Institutions and communities around the country are joining together to create local food systems, urban forests, solar gardens; to redefine land use, integrate transit, green infrastructure, and improve community health networks; to reinvent education by building career pathways that move workers of all skill levels into family sustaining jobs while improving the climate resilience of the neighborhoods in which they live.</p> <p>In and around this local activity runs an emergent national dialogue on resilient systems. Inquiry and investment have begun to flow in earnest from federal agencies and local governments, philanthropy and academia, labor, business, and non-profit organizations with concerns ranging from environmental justice to national security. In particular, the past few years have witnessed a wave of serious attention to cities as centers of innovation.</p> <p>This resiliency conversation — and the useful tools it is generating for officials, planners, industries, and activists (including, e.g., adaptation plans, risk assessments, policy recommendations, and engagement strategies) — inevitably, at some point, raises or begs the question of jobs and training. And inevitably stops short of details.</p> <p>Community colleges have the answers. Some are already at the table; more need to be.</p> <p><em>Chapter 2 </em>sets the table, looking at the state and local openings where colleges can enter this conversation, and lifting up opportunities emerging nationally in sectors as diverse as energy, water, housing, hazard mitigation, and healthcare. It also describes, for community leaders in public and private sectors, the critical role of community and technical colleges in building local resilience. The community college model offers a unique combination of practical, applied education and nimble, interdisciplinary, learning. It is here, in this very American institution, that we are most likely to design a new way of working that brings resilience into a community-focused future. And it is here, in a system founded on principles of local empowerment, that we can find an institutional basis for social cohesion. On a more tactical level, community colleges are ideally situated to be community leaders in the resiliency space: they can and do disseminate reliable information on the social and economic impacts of climate change, help communities prioritize their needs in the context of resiliency, and provide critical material support in times of crisis.</p> <p><strong>Leadership, Innovation, and Resilience: A Practical Framework for Transformative Change</strong></p> <p><em>Chapter 3 </em>dives into what all of this means for the individual community college, with particular attention to jobs and economic development.</p> <p>Adaptation to global climate disruption, in the U.S. and around the world, will involve job creation and dissolution, as well as a concomitant shift in skills across the economy. While we don’t know exactly what this looks like, we do know that it demands a cross-sectoral approach — all occupational and educational programs need to determine which elements of work and learning contribute to resiliency — and a holistic one, in which colleges splice resiliency and whole-systems thinking into the very DNA of the institution and its programs of study. It is less a matter of teaching engineers to build green vs. grey infrastructure than of adjusting the entire way that the nation’s problem-solvers are taught to think. It is about creating the educational environment that fosters expansive and imaginative new approaches to solving the infrastructure challenges of tightly interconnected systems. Resiliency will not demand eponymous technicians. It will, however, require technically-trained experts of every sort: front-line workers in health and construction, urban planners and civil engineers, landscape designers and installers, farmers and food system entrepreneurs. Training for a resilient future will be benchmarked in large part by technical diplomas, apprenticeships, and associates and applied bachelor’s degrees. Public services, community health, urban infrastructure, emergency response — these are industry sectors in which a preponderance of workers are trained in community colleges.</p> <p>In addition to considering the necessary response of community colleges to the job and training impacts of resiliency in specific industry sectors, this chapter looks at the role of the college as community leader and campus innovator. It includes a framework for action in each of these spaces. Not simply theoretical, this framework — a practical resiliency agenda — considers jobs, economic development, training partnerships, and evolving programs of study in case studies of five areas: energy efficiency, emergency response, green infrastructure, healthcare, and cross-sector planning for student success. Each tells the same story: college presidents, administrators, and faculty need to assess the relevance of coursework and campus initiatives, and, more importantly, step into their role as community leaders on climate resilience.</p> <p>Finally, in Conclusion, the <em>Guide </em>outlines critical next steps, including:</p> <ul> <li>Resiliency leadership training for community college presidents and trustees</li> <li>A resiliency prioritization and planning rubric for community and technical colleges</li> <li>A framework and action plan to connect community and college resiliency efforts</li> </ul> <p><strong>Towards a Resiliency Agenda for the 21st-Century Community College</strong></p> <p>The initiatives described in this <em>Guide </em>only hint at the rich field of action and possibility for community colleges willing to engage the great work before us: building resiliency. The resiliency conversation, while urgent, is young. This paper intends only to frame the subject, not forge a set of clear and comprehensive answers. Community colleges, we hope, will in fact rewrite the questions. In the meantime, a few lessons emerge, suggesting directions for engagement.</p> <p><em>In Programming</em></p> <ul> <li>Integrate resilient systems-thinking into every program of study, and develop curricula responsive to the particular skill implications of local climate adaptation and mitigation initiatives.</li> <li>Update existing coursework in emergency response, public service, urban planning, engineering, information technology, landscape, water, construction, environment, health, and transportation programs; and seek interdisciplinary opportunities between them.</li> <li>Pay attention to emerging opportunities nationally and regionally (including, e.g., 111(d), ACA, and the Administration’s Climate Action Plan) as policy changes open doors for collaboration, action, and funding.</li> <li>Build <em>climate resilience </em>through education and training: Review local and regional adaptation plans and populate the vague sections on workforce development with an actual agenda for skill delivery.</li> <li>Build <em>community resilience </em>through economic opportunity: Work with local industry partnerships, high schools, and community programs (e.g. pre-apprenticeship, adult literacy, English language learning, and employment readiness) to align education with demand, establish or expand stackable credentials, and build career pathways to actual jobs.</li> <li>Join labor-management partnerships in training incumbent workers for advancement; seize the resiliency dialogue as an opportunity to improve college relationships with labor unions and other worker institutions.</li> <li>Define climate resiliency for your region; work with local government, workforce intermediaries, and industry partnerships to assess emerging labor market demand and skill needs driven by climate resiliency initiatives.</li> <li>Explore new partnerships in customized training for incoming and incumbent city and county workers, particularly in environmental services, engineering, urban planning, transportation, emergency response, and public health.</li> <li>Above all, hew to the college’s core mission, and share it with all community stakeholders: <strong>Post-secondary success leads to economic opportunity, and initiatives to advance it should thus be a keystone strategy in the architecture of community resilience.</strong></li> </ul> <p><em>On Campus</em></p> <ul> <li>Become a living laboratory of resilience; use the campus as a demonstration and teaching asset for engaging students and the community, modeling, for example, stormwater management or renewable energy systems.</li> <li>Fortify and expand sustainability work — both mitigation and adaptation initiatives — already happening across campuses; use existing college sustainability committees to initiate and expand the resiliency conversation.</li> <li>Align college adaptation and hazard mitigation planning, which colleges are already required to do, with local and regional efforts.</li> <li>Establish the campus as a safe haven — whether this is because of high ground, microgrids, or weaponfree zones — and a stable, reliable operations center for times of crisis.</li> <li>Enhance campus awareness and preparedness through education, training, and simulations; develop an all-hazards response plan that engages and supports the different capacities for resilience of individuals on campus: administrators, faculty, staff, and students.</li> <li>Insert resiliency conversations into campus planning on green initiatives; and also work to embed resiliency in institutional strategic planning at every level.</li> <li>Build on the last decade’s advances in sustainability education to prepare students to help their own communities mitigate and adapt to the most severe impacts of climate change.</li> <li>Assess vulnerability and prepare adaptive responses in collaboration with other community colleges around the country: <strong>Join the Alliance for Resilient Campuses </strong><strong><em>(see page 13 [of the report])</em></strong><strong>.</strong></li> </ul> <p><em>With Community</em></p> <ul> <li>Colleges are anchor institutions and community assets that can serve as regional catalysts in the movement to build resilient places. Prepare campuses not only to be an operations base during a disaster, but to serve as an operational base for quotidian community transformation.</li> <li>Use the bully pulpit to explore resiliency — its imperatives and its possibilities — with a broad audience.</li> <li>Provide educational resources on climate change and adaptation to the community at large.</li> <li>Partner with community groups; mediate conversations to ensure that outsiders bearing resilience plans build up and onto local projects and priorities — which may or may not go under the formal title of “resilience.”</li> <li>Broker conversations. Adaptation strategies developed in rooms dominated by scientists and environmentalists tend to seek technical solutions to social problems; community groups will return the resiliency dialogue to community health and economic inclusiveness.</li> <li>Practice local workforce development in new ways — work with cities and transit authorities and regional planning bodies in addition to individual employers.</li> <li>Include all voices. Community activists and environmental justice groups need to share power with economic development and employer interests; colleges have the clout to keep everyone at the big table — where the investment decisions are made — when some seek to busy the more plebeian voices with tangential “community” conversations.</li> <li>Convene scientists, industry and community leaders, and policy-makers to shape climate action plans and determine workforce implications; <strong>Make the college visible as an essential partner in any resiliency planning process. </strong></li> </ul> <p><em>Sarah White is a Senior Associate at the </em><a href="http://www.cows.org/" target="_blank"><em>Center on Wisconsin Strategy</em></a><em> (COWS). Todd Cohen is the Director of American Association of Community College’s </em><a href="http://theseedcenter.org/default.aspx" target="_blank"><em>Sustainability Education and Economic Development</em></a><em> (SEED) Center.</em><br /><br /> <em>Opinions expressed in</em><strong> </strong>Learning Abstracts<strong> </strong><em>are those of the author(s) and do not necessarily reflect those of the League for Innovation in the Community College.</em><strong> </strong></p> Member Spotlight: Bellevue College urn:uuid:5DA9CC0A-1422-1766-9A7EF120726EE54B 2015-01-04T07:01:46Z 2015-01-05T10:01:00Z <p>Bellevue College’s RISE Institute enhances and expands the college’s undergraduate research program.<strong></strong></p> The League for Innovation in the Community College <p><strong>Bellevue College: Bringing Research to Undergraduates</strong></p> <p>Not long ago, it was rare for an undergraduate student to become involved in scientific research. These days, however, most graduate school-bound undergraduates do laboratory or field work beyond what's required. Undergraduate research gives students a taste of what a career in science would be like and an edge in applying for graduate schools and jobs. But the edge isn't what it used to be, because many graduate schools and employers have come to expect it.</p> <p>In a move to ensure that <a href="http://www.bellevuecollege.edu/" target="_blank">Bellevue College</a> students are school- and work-ready, campus leaders are working to develop the Bellevue College RISE (Research, Innovation, Service and Experiential Learning) Institute and have named Dr. Gita Bangera as Dean of Undergraduate Research. In this newly created position, Bangera will support campus undergraduate research efforts through grant-funded projects, curriculum development, faculty support, and partnerships with other research labs, industry, and community organizations.  </p> <p>“This position is designed to enhance and further the college’s existing program in undergraduate research, pioneered by Dr. Bangera, including the creation and oversight of a new RISE Institute, which will have a campus-wide approach to infusing research experiences into a wide variety of curriculum,” said Bellevue College President Dr. David Rule. “Our own data, which is strongly supported by information received from local employers and national organizations such as the National Science Foundation, show that this type of hands-on, original research is one of the best ways to significantly improve student success and retention.”</p> <p>Bangera will develop RISE from the ground up—including physical planning, coordinating faculty research projects, coordinating and developing undergraduate research projects, developing curriculum to support undergraduate research classes and programs, and identifying funding and partnership opportunities on both the local and national level. Bangera will also serve as the college's primary liaison with the National Science Foundation.</p> <p>“The idea is to empower students to take control of their educational experience—to understand that learning is so much more than sitting in a lecture and that sometimes your teacher doesn’t know the answer—but that you can find one (or many) together,” Bangera said.  </p> <p>In addition to her new role, Bangera is a prolific genomics researcher and the driving force behind Bellevue College’s current participation in the Community College Genomics Research Initiative (ComGen), which <em>Science</em> magazine identified as one of the pioneering community college research projects in the nation. In this course, students perform original research by sequencing the genome of a bacterium that fights a wheat fungus. They also analyze primary research articles and interact frequently with scientists. Bangera also participates in CURE-NET, a nationwide faculty consortium developing classroom-based undergraduate research experiences. </p> <p>The establishment of RISE on the Bellevue College campus comes as Dr. Rule joined President Obama, the First Lady, and Vice President Biden, along with hundreds of college presidents and other higher education leaders, on Dec. 4, 2014, to announce new actions to help more students prepare for and graduate from college during The White House College Opportunity Day of Action.  <br /> <br /> Through this event, Bellevue College committed to creating more opportunities for students to engage in STEM education and pursue careers in STEM-related fields. </p> <p>In addition to the RISE Institute, Bellevue College is constructing of a state-of-the-art 70,000-square-foot health sciences building, and putting further resources into robust programming in healthcare careers, including three bachelor’s degrees, six associate’s degrees, and numerous certificates.</p> <p>“STEM education is vital to our future—the future of our country, the future of our region, and the future of our children,” Dr. Rule said. “The U.S. Labor Department predicts the 10 fastest growing occupations from 2008-2018 to be STEM-related and with median salaries that will help fuel our economy. At Bellevue College, we’ve taken these trends to heart; we’re actively working to meet these current and future needs and the RISE Institute is one of the main ways in which we plan to do just that!” </p> Member Spotlight: TCC Offers First Textbook-Free Degree urn:uuid:5DB44F6A-1422-1766-9AF4E87A49B88BC2 2015-01-04T07:01:46Z 2015-01-05T06:01:00Z <p>Tidewater Community College is the first accredited U.S. institution to offer an entire degree program with no textbook cost.<strong> </strong></p> The League for Innovation in the Community College <p><a href="http://www.tcc.edu/" target="_blank">Tidewater Community College</a> (TCC) became the first institution of higher learning to launch its associate of science in business administration as a textbook-free degree program in 2013. Known as the Z-Degree—z for zero textbook cost—the program eases the pain of soaring textbook costs for college students by allowing students to complete the degree and spend no funds on textbooks and course materials.</p> <p>Students in the program use high-quality open textbooks and other open educational resources (OER), which are freely accessible, openly licensed materials specifically designed for teaching, learning, assessment, and research. It is estimated that a TCC student who completes the business degree through the textbook-free initiative saves a student $2,400 on the cost of college.</p> <p>TCC partnered with <a href="http://www.lumenlearning.com/" target="_blank">Lumen Learning,</a> a Portland, Oregon-based company that helps educational institutions integrate OERs into their curricula.</p> <p><img src="/publication/leagueconnections/images/2015-01_MemberSpotlight_Tidewater.png" alt="" hspace="10" vspace="0" width="260" height="212" align="left" />Although many colleges offer OER courses, TCC is the first regionally accredited institution in the United States to offer an entire degree in which students pay nothing for required textbooks. TCC’s textbook-free pilot project launched in the 2013-2014 academic year and continues this academic year.</p> <p>Z-Degree courses have resulted in higher student satisfaction, retention, and achievement of learning outcomes, preliminary data show.</p> <p>“Our use of OER is changing the conversation about student success and learning outcomes as we measure results and identify what are the best resources to teach a particular outcome,” said Daniel DeMarte, TCC’s Vice President for Academic Affairs and Chief Academic Officer. “That is the real power of open educational resources.”</p> <p>TCC’s President, Edna V. Baehre-Kolovani, described the initiative as a significant step toward making higher education more accessible and affordable. “We won’t stop working with our bookstore partner to provide options like used books, rentals, and e-texts, but neither will we stop our bold experiment to improve teaching and learning through free resources.”</p> Win a Scholarship for The New School in New York City urn:uuid:5DB5E00B-1422-1766-9A91672C06E82B81 2015-01-04T07:01:46Z 2015-01-05T06:01:00Z The League for Innovation in the Community College <p align="center"><a href="http://www.finishatthenewschool.com/?utm_source=Scholarship%20Points&amp;utm_medium=listing&amp;utm_campaign=Public%20Engagement%20Competition%202015" target="_blank"><img src="/publication/leagueconnections/images/2015-01_BlogPost_Sqore.png" alt="" height="125" /></a></p> <p>For the second year in a row, <strong>The New School</strong> is providing students with a unique opportunity to use their skills and knowledge to <strong>win a scholarship</strong> to complete or resume unfinished studies at The New School for Public Engagement. <br /><br /> <strong>Two scholarships</strong> for the <strong>Bachelor's Program for Adults and Transfer Students</strong> at The New School for Public Engagement will be awarded in total (one full- and one partial-tuition scholarship). </p> <p><strong>Who can enter the competition?</strong><br /><br /> Until April 1, 2015, adult and transfer students interested in continuing undergraduate studies beginning fall 2015 are able to enter The New School for Public Engagement <strong>scholarship competition</strong>.<br /><br /> <strong>Here's how it works:</strong></p> <ol> <li><a href="http://www.finishatthenewschool.com/?utm_source=Scholarship%20Points&amp;utm_medium=listing&amp;utm_campaign=Public%20Engagement%20Competition%202015" target="_blank">Register for the competition</a>.</li> <li>Answer the multiple-choice questions.</li> <li>Submit a video where you "Tell Your Story".</li> <li>Apply to The New School for Public Engagement by April 1, 2015.</li> </ol> <p>Applicants will be judged according to their performance in the quizzes as well as the quality of their video presentations. The winning submission will be awarded a full-tuition scholarship; second prize winner will win a partial-tuition scholarship. <br /><br /> Deadline: April 1, 2015<br /><br /> <a href="http://www.finishatthenewschool.com/" target="_blank">Click here</a> to apply to the scholarship competition now.<br /><br /> <a href="http://sqore.com/" target="_blank">Click here</a> to learn more about Sqore, a League for Innovation Silver Corporate Partner.</p> The League Partners With Syndio Social and Ithaka S+R to Learn How Social Network Mapping Can Help Higher Education Leaders urn:uuid:06D6388D-1422-1766-9A93B9C697C31247 2014-12-01T10:12:02Z 2014-12-01T04:12:00Z <p>The League, Syndio Social, and Ithaka S+R have partnered to explore what social network analysis can tell us about the adoption of innovative practices in higher education.</p> The League for Innovation in the Community College <p><img src="/publication/images/leadership_abstracts.gif" alt="Leadership Abstract" /></p> <p>December 2014, Volume 27, Number 12</p> <p><em>By </em><em>Rebecca Griffiths</em></p> <p>Social network analysis has been used to predict and influence the spread of behaviors from smoking to weight loss to adoption of new technologies. Researchers have found that personal relationships have a huge impact on how we act, and that people play different roles in social networks: brokers transmit information across groups; sensors control which information permeates a group; and key influencers drive opinions and set agendas. Furthermore, the structure of communities can help us understand where silos exist and which groups are more influential than others in the transfer of knowledge. What can this method tell us about the diffusion of innovative educational practices and adoption of emerging technology in colleges and universities? Can social network maps be used as tools for top administrators to launch new initiatives with more success?</p> <p>The League for Innovation has partnered with <a href="https://syndiosocial.com/" target="_blank">Syndio Social</a>, <a href="http://www.sr.ithaka.org/" target="_blank">Ithaka S+R</a>, and the <a href="http://www.aascu.org/">American Association of State Colleges and Universities</a> to explore these questions, with funding from the Bill and Melinda Gates Foundation.* The effort began in February 2014 with a deep look into eight community colleges and eight comprehensives in order to understand their social network characteristics. The partners conducted on-site interviews with senior administrators and then built social network maps of each institution based on survey data from faculty members and staff. The maps are currently helping the institutions’ leaders in several ways. First, leaders are using the maps to identify and empower rising stars and foster connections across groups. Second, the maps highlight communication gaps and organizational silos, and help leaders develop data-driven strategies to close these gaps. Finally, the maps can help leaders understand why some institutions are more successful at innovation than others and help them spread innovations within their institutions. </p> <p>The second phase of the project, launched in October, aims to survey a broader set of top institutional leaders to learn more about the role that influential individuals play in advancing adoption of online learning innovations, such as personalized learning technologies, across higher education. The resulting institutional influencer network will allow community college leaders to understand the higher education universe in a new way — through relationships and channels, not just institutions and segments. Furthermore, it will provide audiences of this work the ability to target information dissemination and facilitate strategic conversations about how higher education can better meet the needs of key constituents, such as low-income, first-generation college students. </p> <p>The first phase of the project revealed some striking findings. In our sample of institutions, attitudes towards the potential for technology to improve education are generally very high, though less so among key groups such as faculty and library staff. In addition, the diffusion of new practices and technologies is impeded by long lines of communication; ideas and information must travel through many steps to reach those who interact directly with students. This leads to noise in the knowledge transfer process and decreases the likelihood that innovations will be adopted successfully. Social network maps may help leaders devise strategies to engage faculty more directly and foster more cross-departmental collaboration. </p> <p>We look forward to sharing findings from the cross-institutional survey with our community.  Please direct questions about the project to <a href="mailto:kate.wulfson@ithaka.org">Kate Wulfson</a> at Ithaka S+R or <a href="mailto:allison@syndiosocial.com">Allison Zuzelo</a> at Syndio Social.</p> <table border="0"> <tbody> <tr> <td height="34"><span style="font-family: arial; font-size:9px;">*Syndio Social, a company that grew out of research on social network analysis at Northwestern University, will provide expertise and tools for collecting and analyzing data on social networks. Ithaka S+R, a not-for-profit research and advisory service, helps academic, publishing, and cultural communities make the transition to the digital world.</span></td> </tr> </tbody> </table> <p><em>Rebecca Griffiths</em><em> is the Online Learning Program Director at Ithaka S+R.</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> NSF’s Community College Innovation Challenge Participants’ Guide urn:uuid:D2E1D5E2-1422-1766-9AA0976B2845501A 2014-12-01T08:12:01Z 2014-12-01T09:12:00Z <p>The National Science Foundation outlines its Community College Innovation Challenge participant guidelines.</p> The League for Innovation in the Community College <p><img src="/publication/images/showcase.gif" alt="Innovation Showcase" /></p> <p>December 2014, Volume 9, Number 12</p> <p><em>From the National Science Foundation</em></p> <p align="center"><br /> <img src="/publication/leagueconnections/images/2014-12_Innovation_NSF_Logo.jpg" alt="http://www.nsf.gov/images/logos/nsf1.jpg" width="96" /></p> <p> <strong>DESCRIPTION</strong><br /> Scientific progress is the hallmark of a dynamic society and the United States leads the world in scientific discoveries. An important aspect of scientific progress is the education of future scientists. Improvements in science, technology, engineering and mathematics (STEM) curricula, particularly changes that engage students in the process of research and discovery, have become a focal point for attracting more students into science. Undergraduate research is a significant strategy for improving undergraduate STEM education.</p> <p>Community colleges prepare technicians who will become an integral part of research efforts and students who will continue their educations at four-year institutions. Further, they play a significant role in the preparation of underrepresented groups in science. Community colleges have long recognized the importance of mentoring students and have a history of success in educating underrepresented students for successful careers in STEM. Thus, community colleges play an important role in workforce development in their states and local communities. Industry frequently looks to community colleges to provide an educated and technologically up-to-date workforce. The National Science Foundation’s thrust of incorporating research into the traditional teaching mission of the community college is a relatively new expansion of its mission. This challenge furthers NSF’s mission by enabling students to discover and demonstrate their capacity to use science to make a difference in the world, and to transfer knowledge into action.</p> <table border="0" width="535"> <tbody> <tr> <td width="76"><strong>Who:</strong></td> <td width="535">Teams of three to five community college students, a faculty mentor, and a community or industry partner.</td> </tr> <tr> <td valign="top"><strong>What:</strong></td> <td> <p>Teams proposing innovative STEM-based solutions for real-world problems they identify within one of the following themes: </p> <blockquote> <p><strong>Big Data </strong> <br /> <strong>Infrastructure Security</strong><strong>Sustainability (including water, food, energy, environment)</strong><br /> <strong> Broadening Participation in STEM</strong><br /> <strong>Improving STEM Education</strong></p> </blockquote> </td> </tr> <tr> <td><strong>When: </strong></td> <td>Sept. 15, 2014, to Jan. 15, 2015</td> </tr> <tr> <td><strong>Where:</strong></td> <td> <p>The challenge's online platform, www.nsf.gov/CCchallenge, where you can learn more about the challenge, access resources, register and submit your written entry and 90-second video.</p> </td> </tr> <tr> <td><strong>Why: </strong></td> <td> <p>To foster the development of crucial innovation skills.<strong></strong></p> </td> </tr> </tbody> </table> <p><strong>ELIGIBILITY CRITERIA</strong></p> <ul> <li>All entries must be received during the competition submission window, from Sept. 15, 2014, to Jan. 15, 2015.</li> <li>Each team must have three to five student members, a faculty member who will function as a mentor to the team and a community/industry partner. If the team is chosen to participate in the Innovation Boot Camp, the mentor must accompany the team to the Boot Camp and the partner will be encouraged to attend. </li> <li>All student team members must be enrolled in a two-year, associate degree-granting institution in the U.S., its territories or its possessions at the time of entry (e.g., the fall 2014 semester or the spring 2015 semester).</li> <li>Student team members must be in good standing with their academic institution.</li> <li>Teams may consist of members from multiple institutions.</li> <li>Student team members are limited to participating in one team project for this challenge.</li> <li>Student and faculty mentor team members must be U.S. citizens, nationals or permanent residents. </li> <li>All team members must be at least 18 years of age by Jan. 15, 2015.</li> <li>A faculty member may serve as a mentor for one or more teams.</li> <li>Faculty mentors will be required to sign a certificate stating that the entry is original and has been independently developed by the student members of the team.</li> </ul> <p><strong>ENTRY GUIDELINES</strong></p> <p>A complete entry consists of two components, a written entry and a video entry, described below. Teams should review the entry form on the online platform for more details about the submission requirements and process.</p> <p><span style="text-decoration: underline;">Written Entry </span><br /> The written entry will be submitted on the challenge platform in the three sections detailed below. Each section has a 1,600-character limit, including spaces.</p> <ul> <li><strong>The Problem. </strong>Clearly and succinctly define the problem of interest. Provide relevant background information and identify the context of the problem (i.e., who is affected, how long has the problem existed). Indicate why it is important that this problem be solved, as well as the impact if the problem were to continue without intervention. </li> <li><strong>The Solution. </strong>Describe your team’s innovative solution. What science and/or technology underlie the solution? What challenges or barriers must be overcome to make the solution a reality? </li> <li><strong>Impacts and Benefits.</strong> Describe how your team would measure the impact and benefits of your solution, if implemented. The benefits for science, industry, society, the economy, national security and/or other applicable areas must be addressed. </li> </ul> <p><span style="text-decoration: underline;">Video Entry </span><br /> The video entry should consist of a single, 90-second video.</p> <ul> <li>The video should be used to clearly articulate the problem, what could happen if the problem is not resolved and your team’s proposed solution. The video entry should have a unified voice, vitality and energy, and should emphasize new methods and insights not provided in the written entry to create a novel presentation while telling a compelling story. A successful entry will be visually striking and will be captured and edited to a high standard. The video entry should also deliver clear and understandable messages using non-technical language. </li> <li>Videos do not have to include credits, but if they do, these will be included in the 90-second time limit.</li> <li>Teams must upload video submissions to YouTube and provide a link to the video on the entry form. Teams advancing to the semifinal round will be required to submit their video file (an MOV file recorded in HD at a minimum resolution of 1280x720) via the online challenge platform to be displayed on the challenge website for public viewing.</li> </ul> <p><strong>THE PROCESS AND PRIZES</strong></p> <ol> <li>All entries will be screened for compliance with the rules.</li> <li>Each entry will be evaluated anonymously based on the stated criteria and will be assigned a numerical score by each judge. Judges will score each of the four criteria on a 5-point scale. The four scores will then be combined for a total possible score of 20 points.</li> <li>Up to 10 highest scoring entries in each of the five themes will become semifinalists (no more than 50 semifinalist teams total). If insufficient entries are received, NSF reserves the right to adjust the ratios of semifinalists. The semifinalists’ videos will be posted on the competition website for public viewing.</li> <li>A separate panel of judges will evaluate all semifinalist entries based on the same judging criteria used in the first round. Up to 10 highest scoring entries will selected for the final round (two per theme, unless insufficient entries are received). All finalist teams will receive feedback from the judges to help them improve their projects for the Innovation Boot Camp. </li> <li>Finalist teams will be invited to attend a three day Innovation Boot Camp, a professional development workshop on innovation and entrepreneurship. The Innovation Boot Camp will provide professional development sessions on a variety of basic entrepreneurial skills relevant to innovation in both the private and public sectors. Sessions will include information applicable to commercializing ideas, using technology for social applications, communicating with stakeholders and creating a business strategy, among other topics. Some details about the Innovation Boot Camp are below – more detailed instructions will be provided to finalist teams: <ul> <li>Student and mentor team members will have all travel, room and board costs associated with attending the Innovation Boot Camp paid on their behalf. Community/industry partners are encouraged to attend the Boot Camp at their own expense.</li> <li>Six weeks before attending the Innovation Boot Camp, finalists will receive detailed instructions on how to prepare for the camp. Mentors of finalist teams will receive $500 to distribute to the team to further develop their idea and to design a presentation for the final round of judging at the Boot Camp. </li> <li>Teams will be encouraged to refine and improve upon their original entry over the course of the Boot Camp.</li> <li>The final round of judging will consist of a five-minute, live presentation before a distinguished panel of judges at the end of the Boot Camp. <ul> <li>Teams will present their solutions and explain how they plan to move forward to accomplish their goals. Presentations should be informative and entertaining. Materials used for the presentation may include videos, computer programs, models, prototypes, graphics, displays, etc. </li> <li>Cash prizes: each student member of the first-place team will receive $3,000, second-place student team members will receive $2,000 each, and third-place student team members will receive $1,000 each.<strong> </strong></li> </ul> </li> </ul> </li> </ol> <p><strong>JUDGING ROUNDS</strong></p> <p>Preliminary Round: Jan. 29 – Feb. 19<span style="text-decoration: underline;"></span></p> <p>Semifinal Round: March 5 – March 19<span style="text-decoration: underline;"></span></p> <p>Final Round at Innovation Boot Camp: June 15-19, 2015</p> <p><strong>JUDGING CRITERIA</strong></p> <p>Judges will equally weigh the following criteria when scoring the entries:</p> <ol> <li><strong>Innovation and impact.</strong> An assessment of the proposed solution’s use of science to address the problem, potential impact (potential to be transformative) and uniqueness (how the proposed solution differs from existing efforts in its use of novel concepts, methods and/or instrumentation).</li> <li><strong>Scientific accuracy.</strong> An assessment of the application of scientific laws and theory and an evaluation of the methods used to research the topic and test the proposed solution.</li> <li><strong>Feasibility.</strong> An assessment of the likelihood that the solution will work as presented based on relevant economic, political and social issues, etc. Evaluation of the team’s recognition of potential barriers and suggestions for ways in which these barriers may be surmounted.</li> <li><strong>Clarity of communication.</strong> An assessment of the team’s adherence to the entry guidelines (written and video entries), as well as grammar, structure, organization of the facts and data, etc. The entry should have a clear, consistent message.</li> </ol> <p><strong>SUMMARY OF RULES</strong></p> <ul> <li>A contest entry constitutes an agreement to adhere to the rules and stipulations set forth by the contest sponsors.</li> <li>Any entrant or entry found in violation of any rule will be disqualified.</li> <li>Each team entrant certifies, through submission to the contest, that the entry is their own original creative work and does not violate or infringe the creative work of others, as protected under U.S. copyright law or patent law.</li> <li>By entering the contest, the entrants agree to hold harmless, NSF for all legal and administrative claims to include associated expenses that may arise from any claims related to their submission or its use.</li> <li>All judges’ decisions are final and may not be appealed.</li> <li>Entrants retain all copyright and equivalent rights but give NSF nonexclusive rights to use their names, likenesses, quotes, submissions or any part of the submissions for educational publicity and/or promotional purposes. This includes, but is not limited to, website display, print materials and exhibits.</li> <li>NSFwill not be responsible for any claims or complaints from third parties about any disputes of ownership regarding the ideas, solutions, images or video.</li> <li>Winners are responsible for all taxes or other fees connected with the prize received and/or travel paid for by the sponsoring organization.</li> <li>Employees, contractors, officers or judges of the sponsoring organizations are not eligible to enter the competition.</li> <li>If for any reason, including but not limited to an insufficient number of qualified entries is received, NSF reserves the right to modify or cancel the competition at any time during the duration of the competition.</li> <li>Should NSF decide to bring winning contestants to Washington, D.C., or to any other location for promotional and other purposes, expenses paid by NSF will be within the limits set forth in law according to federal travel regulations. </li> <li>All contestants agree that they, their heirs and estates shall hold harmless the United States, the employees of the federal government, and all employees of NSF for any and all injuries and/or claims arising from participation in this contest, to include that which may occur while traveling to or participating in contest activities. </li> <li>NSF has the final say on any point not outlined in the entry rules.</li> </ul> <p>This content for this issue of <em>Innovation Showcase</em> was provided by the National Science Foundation. <a href="http://www.nsf.gov/CCchallenge" target="_blank">Click here</a> for more information about the Community College Innovation Challenge.</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> Making the Most of Advising and Planning Technologies: A Tool for Colleges urn:uuid:D2EC7ED5-1422-1766-9A979A3A6C91C0CE 2014-12-01T08:12:01Z 2014-12-01T08:12:00Z <p>Community College Research Center researches and assists colleges with the implementation and adoption of integrated planning and advising service technologies.<strong> </strong></p> <p> </p> The League for Innovation in the Community College <p><img src="/publication/images/learning_abstracts.gif" alt="Learning Abstract" /></p> <p>December 2014, Volume 17, Number 12<strong> </strong><br /><br /> <em>By Melinda Mechur Karp</em><br /><br /> There is a growing consensus across the country that college students need more support to help them reach their academic and career goals. Integrated Planning and Advising Service technologies (IPAS)—with their capacity to leverage big data and create more coherence and coordination among services—are increasingly viewed by colleges as an efficient means to address this challenge.</p> <p>IPAS technologies enable students to better plan their path through college, and allow faculty and advisors to monitor and reach out to individual students if they go off track. With such capacity, IPAS holds the promise of improving rates of student retention, persistence, and completion. However, <a href="http://ccrc.tc.columbia.edu/research-project/integrated-planning-and-advising-services.html" target="_blank">ongoing research</a> by Community College Research Center (CCRC) into IPAS implementation and use indicates that most colleges have not spent sufficient time envisioning what they hope to achieve with the technology, and how exactly they hope to achieve it.</p> <p>Technology by itself is never a silver bullet: It is merely a tool that can be used to achieve larger aims. In the case of IPAS, this larger aim is a more effective and efficient system of advising. Colleges hoping to benefit from IPAS must, therefore, broaden their focus from mere <em>implementation—</em>getting the technology deployed and available for use—to the more challenging work of <em>adoption—</em>the process of getting people to incorporate the technology into their day-to-day work. Successful adoption requires colleges to develop a shared understanding of their larger reform goal, the role technology will play in achieving that goal, and the structures and work processes that must change to best leverage IPAS in the context of the reform. </p> <p>For example, imagine that a college decides that it needs a more personalized advising system. The college might conclude that an IPAS case management system—which allows faculty and advisors to record and access all student-faculty or student-advisor interactions in a single electronic case file—is the best tool to help them achieve this goal.</p> <p>The next step should be for stakeholders to think through what other changes must occur in order to make the best use of the technology. For instance, the college would henceforth want to assign each student to a specific advisor with whom they meet throughout their time at the college. The advisors would need to change their daily practice so that instead of meeting with a student cold and spending valuable time gathering basic information, they would review the student’s case file prior to the meeting, allowing them to immediately zero in on the student’s particular issues. After the meeting, advisors would record what had transpired for reference at the next meeting.</p> <p>Another college may adopt an IPAS system as part of a guided pathways reform. Thinking through how the technology should be used to further the aims of this larger reform, the college might decide that students changing majors should be required—via an alert and registration freeze—to see an advisor. The advisor could then use IPAS to minimize credit loss, by showing the student which alternate majors would accept most of their classes.</p> <p>This kind of deliberate articulation of how IPAS will be used to help a college achieve larger goals has been rare at the institutions we have studied; instead, the focus has been on the nuts and bolts of getting IPAS systems off the ground. While a focus on the technical aspects of reform is not unusual, colleges need to push themselves to do the harder work of adoption.</p> <p>To aid colleges in these efforts, CCRC has recently released a new <a href="http://ccrc.tc.columbia.edu/publications/evaluating-your-colleges-readiness-for-technology-adoption.html" target="_blank">self assessment tool</a> that colleges can use to gauge their readiness for technology adoption. This tool is based on a <a href="http://ccrc.tc.columbia.edu/publications/adopting-new-technologies-for-student-success.html" target="_blank">readiness framework</a> CCRC released in May, which delineates four areas of readiness to address when investing in IPAS systems: technological, organizational, project, and motivational.</p> <p>CCRC’s self assessment tool is designed to push stakeholders from across the college to talk about what they expect to happen when IPAS is implemented. Such conversations can enable a consensus about the problem being addressed, and the approach to solving it. CCRC research suggests that without a shared vision of benefits, IPAS adoption is unlikely to result in transformational change. College leaders, faculty, and advisors must together articulate what they hope to achieve and how, so that they can work together to bring their goal to fruition.</p> <p><em>Melinda Mechur Karp is the Assistant Director for Staff &amp; Institutional Development at the Community College Research Center, Teachers College, Columbia University.</em></p> <p><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></p> Member Spotlight: Chandler-Gilbert Community College urn:uuid:D2F84EA4-1422-1766-9ADFE5B6B890E386 2014-12-01T08:12:01Z 2014-12-01T08:12:00Z <p>Chandler-Gilbert Community College’s Coyote Center offers academic, athletic, enrollment, and student services in one location.<strong></strong></p> The League for Innovation in the Community College <p><strong>CGCC's New Coyote Center Strives to Impact Student Success</strong></p> <table border="0" cellpadding="20" width="377" align="center"> <tbody> <tr> <td align="bottom" valign="bottom"><img src="/publication/leagueconnections/images/2014-12_Member_CGCC_Pic2.png" alt="" hspace="0" width="223" height="133" align="bottom" /></td> <td> </td> <td align="bottom"><img src="/publication/leagueconnections/images/2014-12_Member_CGCC_Pic1.png" alt="" width="196" height="186" align="bottom" /></td> </tr> </tbody> </table> <p><a href="http://www.cgc.maricopa.edu/Pages/Default.aspx" target="_blank">Chandler-Gilbert Community College</a> (CGCC) recently celebrated the grand opening of the Coyote Center, a new multi-functional facility serving as the front door of CGCC's Pecos Campus. The new 74,859-square-foot center is one of just a few buildings in the nation to innovatively blend academics, athletics, enrollment services, and student affairs into one location.</p> <p>The building was designed around a new model of student service that eliminates inefficiencies, like waiting in multiple lines. By combining most administrative resources under one roof and training staff to handle a broader range of services, students can address things like registration, financial aid, and other enrollment service matters in one location.</p> <p>The innovative Coyote Center design also creates efficiencies by maximizing the utility of each physical space. Many of the spaces can be easily reconfigured to adapt to the ever-changing needs of higher education. For instance, a daytime student waiting area becomes the lobby for an athletics game in the evening. Classrooms transform into a group fitness space or a hospitality suite for an athletics game.</p> <p>“Students and what they need to succeed are at the heart of our design process and the Coyote Center impacts the student experience from the first time they walk in the door,” said Linda Lujan, President of Chandler-Gilbert Community College. “We want to respect students' time and provide them with the most efficient process possible to complete the administrative side of attending college so they can focus on their studies.”</p> <p>Athletics has been greatly impacted with the addition of the Coyote Center on campus, allowing the centralization of all nine athletic teams and their coaching staff to one campus. A new gymnasium, located in the center of the building, is now the largest gathering space for athletic, college, or community events, with bleacher seating for 1,000. This area also includes six new locker rooms, a 4,000-square-foot fitness center featuring state-of-the-art equipment, and a new outdoor turf field. <br /> <br /> "We feel the Coyote Center will be a difference-maker in our pursuit of local student athletes," said Ed Yeager, Athletic Director at CGCC. "Not only will our athletes have access to latest and greatest athletic and fitness equipment, but they will also have access to the new Human Performance Office and Lab which offers a variety of support to student athletes as they pursue their academic and athletic careers at CGCC." </p> <p>The Coyote Center was also designed to meet the needs of the college's ongoing commitment to environmental stewardship and sustainability. The building incorporates many sustainable operations that make it certifiable LEED Gold rating. Examples of sustainable operations include the use of a sophisticated climate and lighting control system, the reuse and retention of rain water, a solar heating system, and the use of LED technology. The facility was completed on time and under budget with the full cost of $28.6 million coming from the public's approval of the 2004 General Obligation Bond Funds.</p> <p>The official grand opening event for the Coyote Center was held on September 24, 2014, and featured more than 150 guests including Maricopa County Community College District speakers, elected officials, the Coyote Center architects, and construction company, college and student representatives.  </p> <p><a href="http://www.cgc.edu/coyotecenter" target="_blank">Click here</a> to learn more about Coyote Center.</p>