League for Innovation in the Community College tag:www.league.org,2014:/blog/ Mango 1.4.3 High School STEM Students Experience “Quirky” Path to Inventive Careers urn:uuid:0423711D-1422-1766-9A95A052E6C8BE89 2014-04-03T08:04:33Z 2014-04-08T10:04:00Z <p>Colfax High School students design, prototype, and test new product ideas with support from the Sierra College STEM Collaborative.</p> The League for Innovation in the Community College <p><img src="/publication/images/showcase.gif" alt="Innovation Showcase" /></p> <p>April 2014, Volume 9, Number 4</p> <table border="0" width="433" align="center"> <tbody> <tr> <td align="center"> <img src="/publication/leagueconnections/images/2014-4_Innovation_Pic1.jpg" alt="" width="432" /></td> </tr> <tr> <td align="center"> <p> <span style="font-family: arial; font-size:10px;">Colfax High School students who invented a ski sensor are learning the product design process via a review by Quirky.</span></p> </td> </tr> </tbody> </table> <p align="left"><em>By Karen Fraser-Middleton</em></p> <p align="left">While many people dream of turning their good idea into a bestselling product, Colfax High School engineering and design students are off to a quick start because their <a href="https://www.quirky.com/invent/945305/action/vote/query/sort=trending&amp;categories=all" target="_blank">Fast Forward ski sensor</a> idea is going through the design process with <a href="https://www.quirky.com" target="_blank">Quirky</a>. The New York based company makes invention accessible by reviewing as many as 4,000 ideas per week from inventors all over the world, and using a community selection and development process to bring the best ideas to market. A limited number of the ideas make it through the first stage so being chosen for evaluation by Quirky was a rare honor for these students.</p> <p>Colfax inventors and avid skiers, Hailey Elias (age 15), Autumn Turner (age 16), and Alec Cobabe (age 16) watched online as Quirky reviewed their product in front of a live audience including panel member, Bill Nye the Science Guy, at the South by Southwest Conference in Austin, TX, on March 8. The audience voted that the Fast Forward ski sensor prototype should go to the Quirky design team for more exploration. The Colfax students’ invention improves skiing style by attaching to a ski boot and vibrating when the skier is not leaning forward enough in the boot for ideal control. </p> <p>“It has been a great experience working with Quirky, and I was so excited when it went to the next stage of evaluation,” said Elias. “When Bill Nye clapped for it, I screamed out loud because I was so excited he approved of it. I remember watching him when I was little and I’m still a fan-girl.” </p> <p>Elias, Turner, and Cobabe have been learning about product development from their engineering teacher, <a href="https://sites.google.com/a/puhsd.k12.ca.us/colfax-career-tech-education/Home/johnathan-schwartz" target="_blank">Jonathan Schwartz</a>, at Colfax High School. The students collaborated to develop the idea into a design, produce prototypes on a 3D printer, wire the sensor, test it on ski boots, refine it, and produce a descriptive video for submission to Quirky. </p> <p>“When I heard the news that Quirky was going to send our product to expert review, I was so excited and proud,” said Turner. “The Quirky experience is inspiring and exciting. We are anxiously awaiting the moment when we can say that we are officially Quirky Inventors.”</p> <p>According to Garett Van der Boom, Head of International Distribution, Quirky is passionate about engaging students in product design. “Quirky removes the difficulties of turning an idea into a product for inventors, and we want to do the same thing for schools so it is easier for students to experience the design process,” said Van der Boom. </p> <p>“Quirky wants to nourish students’ creativity and get them excited about inventing. Through evaluation, they get feedback from consumers and professionals so they can make improvements. We’d like to lift up a community of students unafraid to fail quickly and keep coming back with new ideas.”</p> <p>With support from the <a href="http://sierraschoolworks.com/" target="_blank">Sierra College STEM Collaborative</a>, Jonathan Schwartz is developing Design Challenge curriculum using the Quirky model. “The students couldn’t have designed and tested the ski sensor prototype without the 3D Printer supplied by Sierra College STEM,” said Schwartz. “Seeing the Quirky evaluation process gave the students a new perspective. They applied their math, reasoning, writing, and critical thinking skills to define a problem and work toward a solution. They went through multiple iterations of designing and testing the prototype until it was perfected.” </p> <p>Don Elias, Hailey’s father, feels this project has made an impact on his daughter. "Hailey views the world differently now,” said Mr. Elias. “She sees problems from a solution oriented point of view and thinks ‘how can an invention help alleviate the situation?’"</p> <p>According to Carol Pepper-Kittredge, Director, <a href="http://sierracollegetraining.com/" target="_blank">Center for Applied Competitive Technologies</a>, Sierra College, Quirky brings the real world into the classroom. “High school programs participating in the Sierra STEM Collaborative are ready for this opportunity to design, prototype, and test new product ideas,” said Pepper-Kittredge. </p> <p>“At Colfax and seven other high schools in our region, we've worked with teachers to develop creative and innovative learning environments specific to manufacturing, product development, and engineering career pathways. With Quirky breaking down the barriers, STEM teachers engaging students in the design process and opportunities here at Sierra College for students to further their skills, we are building a future workforce of innovators who will be assets to employers and our nation’s economy,” said Pepper-Kittredge.</p> <p><strong>About Sierra College STEM Collaborative</strong><br /> The Sierra STEM Collaborative is funded by California Community College Chancellor’s Office to create a pipeline of students interested in technical careers. Students can pursue welding, mechatronics, engineering, energy technology, and drafting &amp; engineering support at <a href="http://www.sierracollege.edu/" target="_blank">Sierra College</a>. For information, go to <a href="http://www.sierraschoolworks.com">www.sierraschoolworks.com</a> or contact Carol Pepper-Kittredge, Sierra College, 916.660.7801.</p> <p><a href="/blog/post.cfm/innovative-partnerships-build-advanced-manufacturing-pathways">Click here</a> to read the March 2014 issue of <em>Innovation Showcase</em>, Innovative Partnerships Build Advanced Manufacturing Pathways, by Fraser-Middleton.</p> <p><em>Karen Fraser-Middleton is President of Marketing Action, Inc. and began working with the Sierra College CACT in 2003. Her role has included strategic planning, project management, and communication.</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> Trusteeship in Our Era of Accountability urn:uuid:FA4E028B-1422-1766-9A899F38AC7AE713 2014-04-02T10:04:20Z 2014-04-14T09:04:00Z <p>College success is contingent upon a sense of shared responsibility, trust, and understanding between college presidents and trustees.<strong> </strong></p> The League for Innovation in the Community College <p><img src="/publication/images/leadership_abstracts.gif" alt="Leadership Abstract" /></p> <p>April 2014, Volume 27, Number 4<br /><br /> <em>By James Kelly</em></p> <p>There is little doubt that community colleges are in an era facing increased accountability and improved outcomes. Discussions of various forms of accountability are ubiquitous in today's environment (e.g., AACC's Voluntary Framework of Accountability). Regulators, legislators, professional organizations, and others are struggling to develop appropriate measures, define success, and implement effective practices to improve outcomes. Moreover, these conversations are occurring despite the lack of a consensus on what defines success.</p> <p>One group noticeably absent from many of these discussions is the individuals who govern and theoretically represent the community in community colleges—namely, trustees. Trustees, whether appointed or elected, have resisted urgings to significantly engage in these issues. Although many factors contribute to this lack of involvement, two must be confronted and overcome prior to genuine trustee involvement in these issues. </p> <p>The first factor relates to trustees themselves. Specifically, community college trustees, frequently fearful of usurping the rightful roles of their presidents and senior administrators, are often reluctant to delve too deeply into data such as performance indicators, question outcomes, or consider the efficacy of their institutions and their programs. Collectively, trustees are urged to consider only the big picture, cautioned against getting into the weeds, and are coached to defer to the president, senior administration, and existing internal shared governance structures in all things academic related.</p> <p>The second factor relates to community college presidents. Presidents, for their part, are often reluctant to share excessive detail with their board, for fear of encouraging a breech in the careful demarcation between the trustee's governance role and the president's leadership and administrative roles. Additionally, an ostensible reluctance from the administration to provide performance outcome measures and similar data that might be misunderstood without appropriate context appears to exist.</p> <p>Our era of accountability demands more from both trustees and presidents. Clearly, there are external forces ready to define our success, quantify our contributions to our communities, and dictate our finances, as well as mandate policies. If our institutional communities are not fully engaged and prepared to proactively and collectively address demands for greater accountability, we may be abdicating our responsibility to others. </p> <p><strong>Roles for Trustees</strong></p> <p><strong>Trust and empower your president</strong>. You hired the president for a reason. Be supportive of initiatives that foster student success and enhance outcomes. Although easily said, be aware this may require reassessing budget priorities, mandating unpopular but necessary developmental courses, eliminating programs, or foregoing otherwise attractive programs and initiatives that do not directly contribute to these initiatives.</p> <p>Recognize that the emphasis on accountability and outcomes may mandate some tough decisions for which you will ultimately be responsible. For instance, with emphasis being placed on student completion, trustees should be aware that if completion comes to mean only a certificate, diploma, or successful transfer within a specified length of time, it could threaten our fundamental mission of being open access institutions. </p> <p><strong>Ask questions and help focus institutional priorities. </strong>Be aware of the importance of accountability and outcomes while fostering an environment that reflects these priorities. Question how programs and projects will be assessed, what their contributions are to student success and accountability, and what alternatives are being foregone in order to support these initiatives. Questioning will help your institution's administration hone their arguments and the rationale for projects and priorities for which your college will be answerable.</p> <p>Examine processes and services from the student's perspective. Ample research identifies a good number of the barriers students encounter and offer a number of techniques to address them. The trustees and president must possess the will, as well as the means, to implement them. This must be part of the focus.</p> <p><strong>Seek training and information. </strong>Issues involved in accountability and student success can be both simple and complex. For instance, understanding the connections between student engagement in extracurricular activities, student success, and ultimate accountability measures may not be so apparent at first. Additionally, it might not be entirely clear why students who endeavor to work while taking a class or two each year for several years could be deemed a failure in some scenarios. Take the opportunity to participate in conferences, learn from those who are knowledgeable, and improve your understanding of these issues. Such knowledge is critical for your success as well as that of your institution.</p> <p><strong>Advocate for your institution and community colleges.</strong> Community colleges have received unprecedented attention of late. Perhaps like no other time, our country's President is being joined by governors, legislators, accrediting bodies, foundations, and other entities in calling for various models for assessing the effectiveness of our institutions. As representatives of their communities, trustees are extremely well positioned to help sway this public debate, frame the issues, and contribute to a meaningful and useful definition of success. Trustees must assist in efforts to educate legislators and others regarding the mission of the community colleges, as well as the unique niche we occupy in higher education. </p> <p><strong>Roles for Presidents</strong></p> <p><strong>Provide trustees with knowledge and context. </strong>Accountability is fraught with various nuances and can be challenging to the uninitiated. Provide opportunities for your trustees to learn about issues and their relevance to your institution. With the knowledge gained through appropriate and ongoing training, trustees will better understand the complexities of our new era of accountability and its application to your institution. Data will become more comprehensible as well as less likely to be misunderstood. As educators, we have a responsibility to use these skills to engage and educate trustees. </p> <p><strong>Trust and empower your trustees. </strong>Stories of trustees undermining their presidents, confusing their governance function with the role of the president, and the like abound. The rouge trustee of O'Banion (2009) is real and presidents can often cite examples. While such individuals exist, they do disservice to the public trust and you should not function as if it is the norm rather than the exception. Notwithstanding these outliers, trustees are more often dedicated, committed individuals working on behalf of their communities and institutions. Given the proper tools, and with knowledge gained through appropriate training, trustees can be trusted to act on behalf of your institution and be supportive of accountability efforts while also serving as valuable ambassadors to the community.</p> <p><strong>Appreciate questioning and be responsive.</strong> Once focused by means of knowledge and insight, value the questioning and constructive input of trustees. Assume good intentions and trust that questions do not reflect reservations about your performance or recommendations; rather seek greater understanding as well as fulfillment of the trustees' oversight role. Recognize as well that to the extent that you fear trustees will misconstrue or misuse data, you may have not fulfilled your educational responsibility to the trustees.</p> <p><strong>Moving Forward</strong></p> <p>The relationship between community college presidents and their trustees is critically important to their mutual success, and that of their institutions. All too often, though, there are undertones of mistrust, the lack of mutual respect, and the collegiality of reciprocally supportive relationships. In such instances, powerful allies to the community—the trustees—are left out of the discussions and planning for accountability and success initiatives. This is not a desirable or even sustainable model; nor does it bring to bear all of the institutional resources in a unified and effective manner.</p> <p>Trustees have a crucial role to play as others attempt to define and regulate the very institutions we are charged with governing. However, we must take steps to educate ourselves and understand the various measures of success and the variables that contribute to such assessments. Further, we need to appreciate our role and its boundaries, as well as those of the college president and administrators. And, our primary aim should be to support presidents in enhancing their colleges' performance to the extent that is necessary and desirable.</p> <p><strong>Bottom Line</strong></p> <p>A college's success is commonly determined by those unfamiliar with its unique characteristics and challenges with only minimal input from those charged with local governance. Trustees have a responsibility and obligation to join discussions about accountability and improved outcomes. Likewise, college presidents have a role in informing, educating, and empowering their college's trustees, and entrusting them with this crucial function. Neither should be willing to abdicate these roles—the stakes are too high as community colleges fulfill an extraordinary role within our communities and society.</p> <table border="0" cellspacing="0" cellpadding="0"> <tbody> <tr> <td> <p><span style="font-family: arial;"><strong>References</strong></span></p> <p><span style="font-family: arial;">American Association of Community Colleges. (2012). The voluntary framework of accountability: Developing measures of community college effectiveness and outcomes. Washington, DC: Author. Retrieved from http://vfa.aacc.nche.edu/Documents/VFAOutcomesReportWebFINAL.pdf </span></p> <p><span style="font-family: arial;">O'Banion, Terry. (2009). The rogue trustee: The elephant in the room. Phoenix, AZ: League for Innovation in the Community College. </span></p> </td> </tr> </tbody> </table> <p><em>James Kelly is a student in Ferris State University's Doctorate in Community College Leadership program. He also serves as an elected Trustee at a major mid-western community college.</em></p> <p><em>Opinions expressed in Leadership Abstracts are those of the author(s) and do not necessarily reflect those of the League for Innovation in the Community College.</em></p> <p> </p> <p class="MsoNormal"> </p> Active Learning Experiment Challenges Students urn:uuid:FA49BE19-1422-1766-9A9F37900BD59B2A 2014-04-02T10:04:05Z 2014-04-14T09:04:00Z <p>Peer teaching improves student understanding of course material.</p> The League for Innovation in the Community College <p><img src="/publication/images/learning_abstracts.gif" alt="Learning Abstract" /></p> <p>April 2014, Volume 17, Number 4<strong> </strong></p> <p><em>By Velislava Karaivanova and Tammy Atchison</em></p> <p>Active learning, as opposed to traditional lecture-style teaching, has captured the attention of more educators as it challenges students to think independently, thus producing improved learning outcomes. Learning comes from various sources, including lectures, interactive media, cooperative learning, and kinesthetic learning. Cooperative learning is a powerful tool yielding better results (Karaivanova &amp; Atchison, 2013). However, when a peer-teaching approach is applied, in which students present lecture material before the class, the challenge becomes how to motivate students. Offering extra credit is not always appropriate, as it may lead to grade inflation. Here, the authors employed an alternate approach to motivate students without offering extra credit. </p> <p><strong>Designing the Experiment</strong></p> <p>In fall 2013, the instructors devised an experiment to test the hypothesis that peer teaching activities without the benefit of extra credit points yield improved learning. Taking advantage of the small class sizes of chemistry and biology laboratories in a community college setting, the instructors were able to get to know students personally and to work with them individually. Students were guided in a manner that helped them to learn where to look, but not what to see. When necessary, instructors observed and directed students’ work immediately, asked them to demonstrate how they conducted experiments, made corrections, and provided individualized advisement. In doing so, successful professional relationships were built.</p> <p>The assistance and personal attention each student received helped to form the perception that students’ learning and success were very important to the instructors. Halfway through the semester, students were given confidential in-person progress reports in which their academic standing in the class was discussed and they were told precisely what grades they needed to earn through the end of the semester in order to achieve their grade goal in the class. Individual advice was given and strategy techniques were suggested to improve grade performance. The students perceived instructors as allies in their success.</p> <p>The successful professional relationships which were established created an atmosphere of mutual trust and respect. The academic foundation was ready for the next step: Students were asked to present a textbook chapter before the class. Each student received an individual part of the chapter to present. Students were encouraged to ask the class for help if they were unclear about a specific concept. Faculty explained to students that they would receive no extra credit for their presentation. It was stressed that the goal of the assignment was for the instructor to have the opportunity to witness the products of their learning and to make corrections if needed, thus ensuring that the material was understood and learned correctly. The objective was that each student would earn a higher grade on the upcoming test (Test 5) and meet his or her desired grade goal. The students’ chief motivation was the possibility of successfully learning the material and achieving their grade goal in the class.</p> <p><strong>Assessing the Results</strong></p> <p>The class consisted of forty students and a ten-point grading scale was used. Figure 1 shows the average class grade on Test 5 when the material was presented by the instructor (74 percent, bar A, baseline) compared to the average class grade as a result of student-presented material (78.6 percent, bar B). These baseline results were calculated for five academic years, from 2008 to 2012, and included a total of 186 students. These data indicate that the results on Test 5 were 6.2 percent higher when peer teaching was used as the method of instruction. Test 5 belonged to the group of more challenging chapter tests; to be successful, students needed advanced algebra skills. Student growth was obvious because their presentations demonstrated a logical flow, ordered ideas, and important concepts. When some students asked for clarification concerning a challenging concept, other students were able to respond and adequately explain it. Student confidence in their mastery of the topic was demonstrated in their presentation as well as test grades, with a few students earning the highest possible grade.</p> <p align="center"><strong>Figure 1</strong></p> <p align="center"><img src="/publication/leagueconnections/images/2014-4_learning_graph1.png" alt="" width="520" height="284" /></p> <p>Table 1 analyzes the academic programs of the students included in this experiment. The participants came from diverse academic pathways: associate of general education, associate of arts, associate of science, and special credit.</p> <p align="center"><strong>Table 1</strong> <br /> Analysis of student population by academic major</p> <div> <table border="1" cellspacing="0" cellpadding="0" width="372"> <tbody> <tr> <td width="180" height="45" valign="center"> <p align="center"><strong>Academic Program</strong></p> </td> <td width="180" valign="center"> <p align="center"><strong>Percent</strong></p> </td> </tr> <tr> <td width="180" height="65" valign="center"> <p align="center"><strong>Special credit</strong></p> </td> <td width="180" height="65" valign="center"> <p align="center">1</p> </td> </tr> <tr> <td width="180" height="65" valign="center"> <p align="center"><strong>Associate of General Education</strong></p> </td> <td width="180" height="65" valign="center"> <p align="center">65</p> </td> </tr> <tr> <td width="180" height="65" valign="center"> <p align="center"><strong>Associate of Arts</strong></p> </td> <td width="180" height="65" valign="center"> <p align="center">21</p> </td> </tr> <tr> <td width="180" height="65" valign="center"> <p align="center"><strong>Associate of  Science</strong></p> </td> <td width="180" height="65" valign="center"> <p align="center"><strong>12</strong></p> </td> </tr> </tbody> </table> </div> <p>The presented experimental data show that members of an academically diverse student population can be challenged to think for themselves by engaging in a peer-teaching experiment without the incentive of any quantifiable grade rewards. Thinking independently and learning from one another through student-led activities are powerful tools which can produce significantly better learning outcomes and academic success than traditional faculty-led instruction. This is in agreement with the reported finding that the learning retention in peer teaching is the highest among the participatory teaching methods (<a href="http://fitnyc.edu/files/pdfs/CET_TL_LearningPyramid.pdf" target="_blank">National Training Laboratories Learning Pyramid</a>). In addition to improved learning outcomes, learning from one another provides a possibility, to some extent, to cross over the gap between the grades students want and those they earn in class.</p> <table border="0" cellspacing="0" cellpadding="0"> <tbody> <tr> <td> <p><span style="font-family: arial;"><strong>References</strong></span></p> <p><span style="font-family: arial;">Karaivanova, V., &amp; Atchison, T. (2013). Active learning and student success. Learning Abstracts, 16(1). Phoenix, AZ: League for Innovation in the Community College. Retrieved from <a href="/blog/post.cfm/active-learning-and-student-success" target="_blank">http://www.league.org/blog/post.cfm/active-learning-and-student-success </a></span></p> <p><span style="font-family: arial;">National Training Laboratories. (n.d.). Learning Pyramid. Retrieved from <a href="http://fitnyc.edu/files/pdfs/CET_TL_LearningPyramid.pdf" target="_blank">http://fitnyc.edu/files/pdfs/CET_TL_LearningPyramid.pdf </a></span></p> </td> </tr> </tbody> </table> <p><em>Velislava Karaivanova and Tammy Atchison are faculty in the Science Department at Pitt Community College in Greenville, North Carolina. The authors appreciate the valuable suggestions of Fanette Entzminger.</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: South Louisiana Community College urn:uuid:FA5185C2-1422-1766-9ACB0ABF31CE7FA3 2014-03-25T10:03:42Z 2014-03-27T09:03:00Z <p>SLCC fills growing healthcare industry need with new registered nursing program.</p> The League for Innovation in the Community College <p><strong>SLCC's New RN Program: A True Community Partnership </strong></p> <table border="0" width="433" align="center"> <tbody> <tr> <td align="center"> <img src="/publication/leagueconnections/images/2014-4_Member_Louisiana.jpg" alt="" width="432" /> </td> </tr> <tr> <td align="center"> <span style="font-family: arial; font-size:10px;">From left: Brett Mellington, LEDA Manager, Business Development and LCTCS Board member; Bud Barrow, CEO, Our Lady of Lourdes Regional Medical Center; Kathy Bobbs, CEO, Regional Medical Center of Acadiana and Women's &amp; Children's Hospital; Laurie Fontenot, Dean of Nursing, Allied Health, and Safety, SLCC; David Callecod, President/CEO, Lafayette General Health; Dr. Natalie Harder, Chancellor, SLCC </span> </td> </tr> </tbody> </table> <p> A new program at <a href="http://www.solacc.edu/" target="_blank">South Louisiana Community College</a> (SLCC) will help fill a growing need within Acadiana’s healthcare industry. SLCC administrators, along with the Lafayette Economic Development Authority and CEOs from Lafayette General Medical Center (LGMC), Our Lady of Lourdes Regional Medical Center, and Regional Medical Center of Acadiana and Women’s and Children’s Hospital, recently announced a new registered nursing program. </p> <p>Nursing continues to be the largest healthcare profession in the country and there’s a substantial need for RNs to meet current healthcare demands,” said Dr. Natalie J. Harder, SLCC chancellor. “Part of SLCC’s mission is producing an educated workforce and this new RN program will help fill healthcare needs in our community and state.”</p> <p>The Louisiana Board of Nursing officially approved the program in 2013. SLCC has hired four faculty members, who are now developing curriculums and policies, and will host a site visit from the nursing board soon. The projection date for enrollment is fall 2014.</p> <p>The Louisiana Workforce Commission ranks registered nursing as a top-demand occupation in the state. This year, registered nursing will see the largest shortage among high-demand occupations. "As the demand for health care continues to rise, the demand for registered nurses will be even greater," said David L. Callecod, FACHE, President/CEO of Lafayette General Health. "Lafayette General is committed to helping SLCC be a community leader in producing RNs for our region."</p> <p>LGMC, Our Lady of Lourdes Regional Medical Center, and Regional Medical Center of Acadiana and Women’s and Children’s Hospital are each contributing $150,000 to the program for faculty salaries and state-of-the-art equipment. “We need graduates who are well-prepared using the latest equipment and technology and who’ve received instruction from well-educated faculty,” said Kathy Bobbs, CEO of Regional Medical Center of Acadiana and Women’s and Children’s Hospital. “Training should be conducted in labs and suites that match hospital facilities and capabilities. Our contributions will help create these learning environments for students.”</p> <p>SLCC’s already-established programs in allied health, including Clinical Laboratory Technician, Medical Assistant, Nurse Assistant, Patient Care Technician, Practical Nursing, and Surgical Technology, will also benefit from the RN program and its facilities and equipment. “This contribution from Lourdes and these other hospitals is an investment in healthcare and our community,” said Bud Barrow, CEO of Our Lady of Lourdes Regional Medical Center. “We are glad to partner to fill the needs of our industry.”</p> <p>The RN program will anchor the school’s new Health and Sciences building proposed for the Lafayette campus. At full capacity, the proposed facility will graduate 60 RNs per year. With an average salary of $65,933 in Acadiana, the region will see an additional $3.9 million in annual incomes.</p> <p>The number of graduates in SLCC’s already-established allied health programs is expected to double with this additional facility. These programs will produce 272 healthcare professionals annually, representing more than $5 million in salaries in the Acadiana economy. “Both the RN program and the new facility will have quite an impact on the local and regional economies,” said Gregg Gothreaux, CEO of LEDA. “Investing in education and growing the community college helps this area attract companies and add to a strong workforce.” The college is investigating other possible healthcare programs including Ophthalmology Technician, Radiology Technology, and Veterinary Technician for the 63,400 square-foot building. </p> <p>Outside of healthcare, the facility will house the Lafayette Parish School System’s (LPSS) Early College Academy (ECA). Currently, ECA enrolls 220 students in grades nine through 12. These students, upon graduation, earn a high school diploma and an associate’s degree. LPSS and SLCC agree that ECA can grow to 1,000 students with added space in the new building. The college is currently raising money for a required state match to fund the construction. The total estimated cost of the new building is $17 million. </p> Announcement: John & Suanne Roueche Excellence Awards urn:uuid:FA4D3B25-1422-1766-9A1D19B5CF6EF230 2014-03-25T10:03:21Z 2014-03-27T08:03:00Z <p>Participating Alliance college presidents/chancellors will receive Excellence Awards materials.</p> The League for Innovation in the Community College <p align="center"><br /><img src="/publication/leagueconnections/images/2014-04_ExcellenceAwardBanner.jpg" alt="" width="450" /></p> <p>In recognition of the long tradition of excellence in community college teaching and leadership, the League established the John &amp; Suanne Roueche Excellence Awards in 2012. These awards are open to <a href="/membership/allimembers.cfm" target="_blank">League Alliance member</a> institutions to celebrate outstanding contributions and leadership by community college faculty and staff. Recipients are recognized in a series of activities and promotions, and honored at special events at the League's <em>Innovations</em> conference each spring.</p> <p>Over 400 people from 125 Alliance member colleges were awarded 2013 Excellence Awards. More than half of the recipients were able to attend <em>Innovations</em> 2014 in Anaheim, CA, to receive their medallions and the acknowledgement they so richly deserve. Special Excellence Awards activities, including a kick-off event and the closing ceremony, were well attended, and awardees were applauded wherever they went. The League is proud to have had so many awards recipients at this conference, and hope to see many more <a href="/i2015/" target="_blank">in Boston</a> next year.</p> <p>The League will send all 2013 Excellence Awards certificates, as well as remaining medallions and programs, to participating college presidents/chancellors in mid-April. College leaders will distribute these items of recognition to recipients according to the preferences of individual institutions. <br /> <br /> <a href="/exawards/recognition/" target="_blank">Click here</a> to find out more about how recipients are recognized. </p> TCC Worldwide Online Conference: April 22-24, 2014 urn:uuid:FA4C427E-1422-1766-9A27679F5D7EF537 2014-03-25T10:03:57Z 2014-03-31T09:03:00Z <p>Join League Friend, Teaching, Colleges &amp; Community, for their 19th annual online conference.</p> The League for Innovation in the Community College <p>TCC’s Technology, Colleges and Community online conference is a worldwide event attended by university and college personnel including faculty, academic support staff, counselors, student services personnel, students, and administrators.</p> <p>TCC runs on a real-time schedule and includes activities such as live presentations and discussion sessions that begin and end at set times throughout the day. The conference theme revolves around current trends and issues related to technology for teaching and learning.</p> <p><a href="http://2014.tcconlineconference.org/" target="_blank">Click here</a> for more information and to register.</p> Faculty Engagement and Development: Effective and Innovative Practice urn:uuid:FA4B1971-1422-1766-9A53DB4142C05EC5 2014-03-25T10:03:45Z 2014-03-31T09:03:00Z <p>League Partner, EDUCAUSE Learning Initiative, hosts its 2014 spring focus session April 1-3.</p> The League for Innovation in the Community College <p align="center"><img src="/publication/leagueconnections/images/2014-4_Educause_logo.png" alt="" width="225" height="57" /></p> <p><em>Spring Focus Session</em></p> <p>More than any other core mission in higher education, teaching and learning is the locus of change, innovation, and strategic re-imagining at the institutional level. As new teaching and learning options proliferate almost daily, faculty engagement and development is of fundamental importance to institutional success. Faculty development improves practice and manages change by enhancing individual strengths and abilities, as well as organizational capacities and culture.<br /><br /> On April 1, 2, and 3, EDUCAUSE Learning Initiative hosts its Spring Focus Session 2014, <em>"Faculty Engagement and Development: Effective and Innovative Practice"</em> inside an Adobe Connect learning environment where you’ll exchange ideas and collaborate interactively with the teaching and learning community—all without leaving your institution.<br /> <br /> <a href="http://www.educause.edu/events/online-spring-focus-session-faculty-engagement-and-development" target="_blank">Click here</a> to learn more and to register.</p> Higher Education Leadership Platform Launched urn:uuid:099CB04A-1422-1766-9AFADC337138DB7E 2014-03-25T09:03:13Z 2014-03-28T01:03:00Z <p>The League for Innovation partners with Open Doors Group and SoftChalk on a leadership skills development initiative.</p> The League for Innovation in the Community College <p>Open Doors Group (ODG), the League for Innovation in the Community College, and SoftChalk LLC recently announced a scalable, technology-driven platform to address the pending leadership crisis in higher education.<br /> <br /> The Higher Education Leadership Platform (HELP) includes webinars, cohort-based online training, coaching, consulting, and mentor matching that will accelerate the careers of entry- and mid-level managers on both the academic and business sides of colleges and universities. </p> <p>Open Doors Group will drive the initiative. The League is offering its membership the pilot project, and SoftChalk is contributing leading edge technology for the online training part of the initiative. Products from Instructure, Inc., MentorCloud, Inc., Google, AcademicPub, Citrix, and other firms are also used in the program.</p> <p>Community College Careers Accelerated Paths (CCCAP), the pilot program for the League, is a unique eight-week, cohort-based skills development initiative highlighted by a midpoint intense interactive workshop at the League’s <a href="/innovatorspotlight2014/" target="_blank"><strong>Innovator Spotlight</strong></a> online conference on <strong>September 24, 2014</strong>.</p> <p><a href="http://www.prlog.org/12302108-higher-education-leadership-platform-launched.html" target="_blank">Click here</a> to read this article online.</p> Member Spotlight: Bellevue College urn:uuid:040052CE-1422-1766-9A7A418ABA84BA5C 2014-03-25T07:03:27Z 2014-03-27T07:03:00Z The League for Innovation in the Community College <p><strong>A Program as Unique as Its Students </strong></p> <p>On the second floor of an otherwise unassuming office building in Bellevue, WA, Donna Hudson is leading a lecture on environment and community. It’s the type of scene you’d expect to see in a movie depicting college life: The professor asks a question of the class and in short order, a lively discussion is underway that quite possibly brings up more questions than are asked. It’s the kind of student-teacher rapport most of us rarely get to experience—let alone on a regular basis. <br /><br /> As class progresses, however, it becomes clear that this class is more than just a picture-perfect college experience. This class is preparing students to look beyond the coursework and establishing how the topics at hand can parlay into the big picture: how the students affect the environment around them and how the environment then informs their actions. <br /><br /> <img src="/publication/leagueconnections/images/2014-4_Member_Bellevue2.jpg" alt="" hspace="12" width="241" height="160" align="left" />The unique program of study to which these students belong is called Occupational Life Skills (OLS)—an associate degree program at <a href="https://www.bellevuecollege.edu/">Bellevue College</a> for adults with cognitive disabilities. The program offers scaffolded instruction to teach and prepare students to become self-determined, contributing citizens and successful employees. Twenty-first century skills are infused into the curriculum focusing on critical and social thinking and self-determination. During the four-year program, students develop a career pathway, expand interpersonal skills, take part in service learning, and participate in internship experiences. </p> <p> OLS students are what Program Director, Marci Muhlestein, calls tweeners. They are adults who are often overlooked as potential college students. Some take a couple of college courses elsewhere, but drop out because the traditional college classroom doesn’t work for their learning style, while others are in a pattern of being hired and fired because they may not fit in to the work culture. <br /><br /> “Many of our students are those who have previously fallen through the cracks in the higher ed system,” said Muhlestein. “Everyone (in the program) has different disabilities, but they all have the desire to be in college—to pursue a degree—and move forward.” <br /><br /> Most OLS students have multiple learning disabilities and have difficulty concentrating, remembering, or making decisions, which interferes with their ability to learn in a traditional college environment. And the majority of students have multiple diagnoses, which may include a significant learning disability, sight impairment, attention deficit hyperactivity disorder, an autism spectrum disorder, or traumatic brain injury. <br /><br /> Once accepted into the OLS program, students are placed in a cohort of 12. This cohort then learns together during the four-year, 90-credit program—experiencing their highs and lows together as a community and serving as a tight-knit support network for one another. <br /><br /> Demand for the program is high and as such, OLS is home to a geographically diverse student body, attracting students from as far away as Florida and Hawaii. Some students spend upwards of two hours commuting to campus each day. Muhlestein hopes this program will grow over the years to meet this demand, increasing new cohorts from 12 to 24 students. <br /><br /> <strong>It Takes a Village</strong></p> <p> The start of what became OLS at Bellevue College began over a decade ago when a group of eastside parents, frustrated over the lack of choices afforded their children, came together with Bellevue College Continuing Education to create personal enrichment classes in which students developed a toolkit for working and socializing at work and at home. With each passing year, these enrichment classes grew in popularity and within four years, organizers took the necessary steps to create an accredited program. <br /> By December 2006, a 90-credit associate degree in occupational and life skills began recruitment for the following fall. And by the following year, OLS as it is known today came into its own and has been thriving ever since. </p> <p><strong>Addressing the Employment Gap</strong><br /><br /> People with disabilities are three times less likely to have a job than people without disabilities, and if they are employed they tend to be paid less, according to a report released by the United States Census Bureau (2013). More than half of workers with disabilities earn less than $25,000 a year. <br /><br /> <img src="/publication/leagueconnections/images/2014-4_Member_Bellevue1.jpg" alt="" hspace="12" width="211" height="159" align="left" />To address this disparity, OLS at Bellevue College courses incorporate service learning in the community with local businesses such as Youth Care, Little Bits, and the Ronald McDonald House as a way to help students employ new skills outside of the classroom. Students create a career pathway over a three-year period that is specific to their skills, strengths, and passions. This career pathway translates into a 200-hour internship completed during a student’s last two quarters. Often, these mutually beneficial internships translate into jobs post-graduation and most students are employed in their career pathway within three months after graduation.<br /><br /> Katie Lynn Fournier, a current OLS student and brain injury survivor, plans to go into rehab counseling to work with similarly effected people in the community. “Right now I'm volunteering with The Brain Injury Association of Washington, and in January I'm going to start interning there,” she said.</p> <blockquote> <p>OLS was the best choice for me, because they go further than just teach you. They help you grow, and realize what you’re worth, and where you want to go in your life. Then in your final year they help you find, and place you in an internship in the career of your choice.</p> </blockquote> <p>In King County, the number of people ages 18 to 64 with a cognitive disability is just over 50,000, with only 25 percent of those employed in any capacity. In contrast, 85 percent of OLS program graduates are employed, with an average pay of over $11 per hour compared to most persons with disabilities, who are paid minimum wage if they are employed at all. <br /><br /> “One of our main goals here is to see all our graduates gainfully employed, making a livable wage, and contributing financially and socially to their communities,” said Muhlestein. “We’re providing a space where they can learn more about something they are passionate about so that they become agents in their own lives.” <br /><br /> <strong>Taking It on the Road</strong><br /><br /> Muhlestein says the aha moment that the OLS program was really on to something came during a poster presentation at an AHEAD Conference, a professional organization focused on the development of policy and in the provision of quality services to meet the needs of persons with disabilities in higher education. During her session, she found herself swarmed by colleagues wanting to know how they could implement something similar: They all wanted a piece of what’s made this program so successful.<br /><br /> So, with several years of successful programming under their belt and positive feedback from the BC Board of Trustees, Muhlestein and the OLS program staff developed best practices curriculum and systems that has been packaged to share with other higher education institutions around the country. In the past year, they’ve met with several community and technical colleges. Five of these meetings have led to partnerships in which OLS staff will begin the process of moving toward replication on these campuses. <br /><br /> “We want to educate as many people as possible to help to elevate the employment rate for adults with cognitive disabilities and really help them move forward in a life where they are happy and can contribute to their communities,” said Muhlestein.</p> <table border="0" cellspacing="0" cellpadding="0"> <tbody> <tr> <td> <p><span style="font-family: arial;"><strong>Resources</strong></span></p> <p><span style="font-family: arial;">U.S. Census Bureau. (2013, March). Workers with a disability less likely to be employed, more likely to hold jobs with lower earnings, Census Bureau Reports. <em>Newsroom</em>. Washington DC: Author. Retrieved from <a href="http://www.census.gov/newsroom/releases/archives/american_community_survey_acs/cb13-47.html" target="_blank">http://www.census.gov/newsroom/releases/archives/american_community_survey_acs/cb13-47.html</a></span></p> </td> </tr> </tbody> </table> <h2> </h2> Innovative Partnerships Build Advanced Manufacturing Pathways urn:uuid:4AAA653E-1422-1766-9A801761950B8D0D 2014-03-03T06:03:35Z 2014-03-03T05:03:00Z <p>Sierra College partnerships spur innovation, encourage entrepreneurship, prepare students, and meet workforce demand in the advanced manufacturing sector. </p> The League for Innovation in the Community College <p><img src="/publication/images/showcase.gif" alt="Innovation Showcase" /></p> <p>March 2014, Volume 9, Number 3</p> <p><em>By Karen Fraser-Middleton</em></p> <p>The energy and passion is palatable to anyone who tours Sacramento Hacker Lab, a place where entrepreneurs, hobbyists, students, artists, retirees, and corporate employees mix, inspire, and produce in incubator offices and hands-on fabricating space. Models, custom parts, video game characters, and aquaponics system components are being made on a professional level 3D printer thanks to the <a href="http://sierracollegetraining.com/" target="_blank">Sierra College Center for Applied Competitive Technology</a> (CACT), based in Rocklin, CA. </p> <p>The Sierra Community College District covers Placer, Nevada, and parts of Sacramento County, and stretches from Roseville, where companies such as Hewlett Packard are located, over 50 mostly rural miles to Lake Tahoe. The CACT serves the Sacramento Metropolitan region and Northern California.</p> <p>Working with Sacramento Hacker Lab is just one of many <a href="http://www.sierracollege.edu/" target="_blank">Sierra College</a> partnerships that are spurring innovation, encouraging entrepreneurship, preparing students, and meeting workforce demand in the advanced manufacturing sector in Northern California. Carol Pepper-Kittredge, CACT Director, Sierra College, credits building customer-driven relationships with college faculty, high school teachers, manufacturing companies, and regional organizations. “Working collaboratively, we’ve found customized sustainable solutions to developing an advanced manufacturing workforce in Northern California,” said Pepper-Kittredge.</p> <p>“This is not a cookie-cutter approach,” said Pepper-Kittredge. “We listen keenly to the needs of industry and educators to bring a network of resources to the table to transform education and prepare students for engineering and design, and manufacturing and product development pathways.”</p> <p>The Sierra College CACT and <a href="http://www.sierraschoolworks.com" target="_blank">Science, Technology, Engineering and Math (STEM) Collaborative</a> are funded through the Workforce and Economic Development program of the California Community College Chancellor’s Office. In addition, Sierra College has benefited from National Science Foundation funding. The CACT also provides training to manufacturers and businesses in process improvement, lean manufacturing methods, project management, and many other business skills.</p> <p><strong>Hacker Lab Partnership Inspires Inventive Relationships</strong></p> <p>The Sacramento Hacker Lab partnership works because it complements community colleges and strengthens Sacramento’s regional economy, according to Pepper-Kittredge. Sierra College placed a Stratasys Dimension 3D Printer and soldering kits at Hacker Lab.</p> <table border="0" width="246"> <tbody> <tr> <td> <p align="left"><img src="/publication/leagueconnections/images/2014-03_Innovation_Pic1.jpg" border="0" alt="Description: C:\Users\kelly\Documents\2014_03 Innovation Showcase_Photo 4.jpg" width="246" height="179" /></p> </td> </tr> <tr> <td height="62"> <div><span style="font-family: arial; font-size:10px;">Sacramento Hacker Lab member shows a prototype made on the 3D printer provided by Sierra College CACT. Photograph taken by Pero Petricevic, Hacker Lab, for Sierra College; used with permission. </span></div> </td> </tr> </tbody> </table> <p> "Students can work all night on a project at Hacker Lab while benefiting from the advice of members with industry experience. Once entrepreneurs are introduced to product development at Hacker Lab, they may want to enroll at community college to gain in-depth skills, certificates, and degrees. Businesses may be able to expand their product lines or improve methods as a result of experimentation and interaction with other creative people at Hacker Lab,” said Pepper-Kittredge. </p> <p>Eric Ullrich, Co-Founder/COO, Sacramento Hacker Lab, believes that the partnership is ideal because both Hacker Lab and Sierra College share an interest in education, technology, and innovation. “We believe that technology can change the world and the starting point is education,” said Ullrich.</p> <p>“Sierra College has an excellent reputation and already we’re learning from each other and developing friendships with faculty who want to share their creativity and passion. To attract students, we offer discounted membership and want to work with campus clubs.”</p> <p>Willy Duncan, President, Sierra College Joint Community College District, is enthusiastic about the collaboration. “Deans and faculty across several disciplines have already toured Hacker Lab,” said Duncan. “Hacker Lab offers students the opportunity to engage with others in a real world environment. They can gain skills and experiences that will propel their education and career plans toward exciting, growing sectors of the economy.”</p> <p>Hacker Lab launched 16 new businesses in 2013 and is advantageous to established corporations as well, reported Ullrich. “One of our corporate partners, VSP Global, is using 3D printers to develop new designs,” said Ullrich. “They benefit from collaborating with our community of designers and engineers who use the 3D printers.”  </p> <p>“Technology and advanced manufacturing businesses can benefit from Sierra College’s collaboration with Hacker Lab and ultimately that means more career opportunities for students prepared with in-demand technical skills,” said Pepper-Kittredge.</p> <p><strong>Outreach to Feeder High Schools Attracts STEM Students</strong></p> <p>To encourage innovation with education partners, the Sierra STEM Collaborative has also used grant funding to modernize high school and college Career Technical Education labs, provide faculty professional development, arrange instructor externships with industry partners, and facilitate career exploration in middle and high schools.</p> <p>According to Jonathon Schwartz, Colfax High School math and engineering instructor, the rural school located between Sacramento and Lake Tahoe has benefited from a 3D printer, CNC machines, and a laser cutter as well as teacher training in industry-standard software. But he says that Sierra STEM provides much more. “Improving our labs has enhanced our programs, but it is the way Carol Pepper-Kittredge and the Sierra STEM Collaborative works with us that is innovative,” said Schwartz. “The Sierra STEM team believes in what we are doing at Colfax High School to spark an interest in our students and prepare them to be future entrepreneurs, inventors, designers, and engineers.”</p> <p>With Sierra STEM’s support and encouragement, the Career Technical Education teachers at Colfax High School created a Tech Essentials course that introduces all freshmen to the wood, metal, media, photography, and engineering labs. Students build an amplifier that works with MP3 players. The new curriculum introduces students to tools in the tech labs, reinforces applied academics, and teaches problem solving. In addition, the project allows student customization, requires career exploration, and appeals to male and female students.</p> <table border="0" width="246"> <tbody> <tr> <td> <p align="center"><img src="/publication/leagueconnections/images/2014-03_Innovation_Pic2.jpg" border="0" alt="Description: C:\Users\kelly\Documents\2014_03 Innovation Showcase_Photo.jpg" width="246" height="185" /></p> </td> </tr> <tr> <td height="62"> <div><span style="font-family: arial; font-size:10px;">Sierra College Mechatronics faculty hosted a hands-on event to attract girls to the program. Participants use digital multimeter to test components. Photo taken by Karen Fraser-Middleton for Sierra College; used with permission. </span></div> </td> </tr> </tbody> </table> <p align="left">More Colfax students, especially girls, now go on to take engineering and Career Technical Education advanced coursework that prepares them to pursue mechatronics, engineering, welding, energy technology, and drafting and engineering support at Sierra College and other postsecondary institutions. The Tech Essentials program is now a model being adopted throughout the Placer Union High School District, creating a more direct path to Sierra College and regional employment with manufacturers and technology companies. In addition, the STEM Collaborative connects Colfax students to employers though manufacturing tours and design challenges where students get direct feedback from industry product development experts though regular video conferences. </p> <p><strong>Grants Support Faculty Innovation at Sierra College</strong></p> <p>At Sierra College, labs have been modernized, 3D printers are inspiring students, faculty have received industry-specific training and gone on employer externships, and new connections have been made with local industry as a result of support from the California Community Colleges Chancellor’s Office and National Science Foundation grants.</p> <p>Sierra College students in the Art &amp; Innovation club are using the on-campus 3D printer provided through the STEM Collaborative to make a model to show prospective corporate sponsors. The mix of engineering, mechatronics, art, and design students are building a people-powered kinetic vehicle that must work on land and in the water for the three-day Kinetic Grand Championship on California’s northern coast.</p> <p>With CACT support, Sierra College mathematics faculty went on externships to the Northstar California Resort to learn how maintenance technicians who operate the ski lifts use math on the job. To attract more students to STEM careers, they need math skills, explained Katie Lucero, Math Department Chair at Sierra College. “Through this experience, instructors gathered examples of how mathematics is applied at a ski resort,” said Lucero.  “By making math relevant, students are likely to be more engaged and persist in taking the courses they need to complete degrees and secure well-paid technical careers.”</p> <table border="0" width="246"> <tbody> <tr> <td> <p align="center"><img src="/publication/leagueconnections/images/2014-03_Innovation_Pic3.jpg" border="0" alt="Description: C:\Users\kelly\Documents\2014_03 Innovation Showcase_Photo 3.jpg" width="258" height="196" /></p> </td> </tr> <tr> <td height="62"> <div><span style="font-family: arial; font-size:10px;">Sierra College Math faculty participate in a solar externship to identify math applications to incorporate into curriculum. Photo taken by GRID Alternatives for Sierra College; used with permission. </span></div> </td> </tr> </tbody> </table> <p> An innovative community partnership made possible through CACT enabled Sierra College mathematics faculty to bring solar power to two single mothers in need while participating in an externship with the nonprofit GRID Alternatives. Vicki Day, Sierra College Mathematics faculty member, spent two days in the field installing solar for two Habitat for Humanity households and identifying real-world math applications. “Applied math problems appeal to students’ curiosity. By igniting a spark of interest, we hope students will continue to take the math they need to complete degrees and go onto exciting STEM Careers,” said Day.</p> <p> </p> <p>Through CACT’s national relationships, Sierra College mathematics faculty have also partnered with the welding department on the Sierra College IGNITE (Infusing GeN-ed Into Technical Education) project that was developed in partnership with West Virginia University at Parkersburg (WVUP) and funded by the National Science Foundation. </p> <table border="0" width="246"> <tbody> <tr> <td> <p align="center"><img src="/publication/leagueconnections/images/2014-03_Innovation_Pic4.jpg" border="0" alt="Description: C:\Users\kelly\Documents\2014_03 Innovation Showcase_Photo 2.JPG" width="265" height="174" /></p> </td> </tr> <tr> <td height="62"> <div><span style="font-family: arial; font-size:10px;">Bill Wenzel, Welding Department Chair at Sierra College, unveils the mobile Welding Lab at Weld Expo event. Photo taken by Karen Fraser-Middleton for Sierra College; used with permission.</span></div> </td> </tr> </tbody> </table> <p>Sierra College Welding Department Chair Bill Wenzel worked with Lucero to develop new infused-math-in-welding curriculum and test it in two classes. While welding classes have always included some math, results showed that incorporating math lessons tied to a student project significantly improved students’ math skills. Now, Sierra College welding students are better prepared for employment because the critical math skills sought by industry are being overtly integrated into class projects.</p> <p>The Sierra College Welding Department also created the only community college mobile training center for welding in Northern California and one of a handful in the United States with CACT and Career Technical Education Perkins funding. The mobile welding training center will train the next generation welders, explained Wenzel. </p> <p>“With the new technology in the mobile lab, students’ speed of travel, amperage, and voltage will be tracked and graphed as they weld, giving them detailed feedback to improve their technique,” said Wenzel. “Combining computers with welding technology will give Sierra College students an advantage in securing the skills needed for employment.” </p> <p>The mobile training center will also visit high schools, explained Pepper-Kittredge. “This lab will bring new equipment and tools into the hands of high school students. It will make them aware of Sierra College’s certificate and degree programs, as well as career opportunities in welding, fabrication, and advanced manufacturing,” said Pepper-Kittredge.  </p> <p>The mobile training center will also benefit employers. “The CACT can provide specialized industry training, using cutting edge technology, to our local companies,” said Pepper-Kittredge.</p> <p><strong>Business Partners are Key to Preparing Students for Employment</strong></p> <p>To identify opportunities to support business innovation, Sierra College CACT has developed relationships with manufacturers through direct outreach, contract education, advisory meetings, and participating in business organizations such as the Continuous Improvement Network and Society of Manufacturing Engineers Sacramento Valley Chapter, according to Pepper-Kittredge.</p> <p>“The key to working with employers is to listen carefully to their needs, respond quickly, and provide solutions that address their concerns and add value to their businesses,” said Pepper-Kittredge. “For example, we offer lean and process improvement training to local companies in partnership with the Continuous Improvement Network. Participants report that employee innovation using lean tools has resulted in cost savings and increased productivity that make their businesses more competitive.”</p> <p>“With the U.S. Zero Waste Business Council (USZWBC), Sierra College CACT is co-sponsoring training to prepare companies to become certified as zero waste businesses,” said Pepper-Kittredge. “Sierra College also supported the development of the new USZWBC Zero Waste Business Handbook. Sierra Nevada Brewing Co. is hosting the training and giving tours to show how the firm’s zero waste program avoided $5,398,470 in disposal costs and generated $903,308 in revenue.”</p> <p><strong>Community College Innovation Works as a Result of Collaboration</strong></p> <p>Just as Sacramento Hacker Lab brings together a robust group of people with a shared interest in learning and creating, Sierra College CACT connects the college to high schools and businesses. “Sierra College CACT and STEM Collaborative have been successful in transforming education because we provide the opportunities for the most innovative educators and business representatives to work together, share concerns, and implement new programs,” said Pepper-Kittredge. “This innovative collaboration is producing engaged students prepared to join our workforce in advanced manufacturing.”</p> <p><em>Karen Fraser-Middleton is president of Marketing Action, Inc. and began working with the Sierra College CACT in 2003. Her role has included strategic planning, project management, and communication. </em></p> <p><em>Opinions expressed in</em> Innovation Showcase <em>are those of the author(s) and do not necessarily reflect those of the League for Innovation in the Community College.</em></p> PIVOT: Valencia College’s Leadership Development Series urn:uuid:4AAC1117-1422-1766-9AE92FAC8595630C 2014-03-03T06:03:35Z 2014-04-08T10:04:00Z <p>Valencia College’s leadership initiative develops internal talent and employee leadership potential.</p> The League for Innovation in the Community College <p><img src="/publication/images/leadership_abstracts.gif" alt="Leadership Abstract" /></p> <p>March 2014, Volume 27, Number 3</p> <p><em>By Becky Gallup</em></p> <p>In four years, <a href="http://valenciacollege.edu/" target="_blank">Valencia College</a> in Orlando has taken one leadership academy and developed it into a multi-tiered, robust program designed to develop and strengthen leadership skills at all stages of an employee’s career. Each program in the series, branded as PIVOT, aligns with Valencia’s supervisor and employee competencies for the purpose of developing internal talent and leadership potential at all levels. </p> <p><strong>Early Stages</strong></p> <p>In 2009, Valencia’s American Association for Women in Community Colleges (AAWCC) Chapter founded and launched a leadership academy as a benefit to its 90 members. Rooted in AAWCC’s mission to “champion women and maximize their potential,” this cohort-based academy consisted of 11 all day sessions. The curriculum included a strong focus on personal introspection, a deep reading component, and topics designed to develop transferable leadership skills regardless of position title. After managing the program for two years, AAWCC’s chapter volunteer board handed over the reins in 2011 to the college’s human resources department with the goal of expanding it into a scalable program of learning and transformational change. </p> <p><strong>Program Content</strong></p> <p>Valencia’s Human Resources department was able to grow the college’s leadership development offerings by expanding the AAWCC Leadership Academy into a comprehensive leadership development system known as PIVOT. Currently, PIVOT includes four distinctly focused leadership development programs: </p> <ul> <li><strong>Pivot 1</strong> is an online, individual self-paced leadership program open to any full-time or part-time Valencia employee. Its purpose is to provide a foundation for successful performance in any position at the college. To help build essential leadership skills, the curriculum is aligned with Valencia’s four employee competencies of communication, adaptability, self-management and awareness, and alignment, . Participants complete a minimum of 10 hours of focused instruction in leadership fundamentals and submit a personal leadership development plan.</li> <li><strong>Pivot 5</strong> is a 32-hour certificate program for full-time supervisors built around Valencia’s five supervisor competencies of communication, collaboration, manage performance, create a culture for employee success, and planning. While initially offered as an optional program for any supervisor, this program is now a keystone in the onboarding process for any employee being hired into or transitioning into a supervisory role. The curriculum is accessible via a combination of online and face-to-face learning.</li> <li><strong>Pivot 180</strong> (the original AAWCC Leadership Academy) is aligned with Valencia’s four employee competencies. Built on a strong foundation of personal introspection and development, its aim is to develop self-efficacy and self-regulation through curriculum that includes self-assessment, peer appraisals, coaching, mentoring, and person and team reflections. Consisting of 11 one-day sessions, this cohort-based program is application-based and each member develops transferable leadership skills such as managing conflict, developing a trusting environment, embracing change, and learning to navigate within Valencia. Participants are selected from each employee classification by a group of peers through a blind-review process to enhance the diversity and inclusivity of the program and to ensure that participants are selected based on the quality of the application. Two graduates of the program are chosen as facilitators of the next year’s program, providing a continued opportunity for individual development.  </li> <li><strong>Pivot 360</strong> is an academic leadership program for deans, directors, and administrators focused on transferring knowledge about the unique culture and working theories of Valencia’s large, multi-campus, and complex organization. Designed to deepen the understanding of a learning-centered and collaborative institution, the program is designed for participants to develop mastery in seven dimensions of academic leadership based on the research of Heck, Johnsrud, and Rosser (2000) and Greicar (2009). The seven dimensions are (1) visions and goal setting; (2) management of the unit; (3) develop and maintain interpersonal relationships with faculty, staff, and students; (4) communication skills; (5) maintain and pursue professional development, research, and institutional endeavors; (6) quality and education in the unit; and (7) supporting and advancing diversity. Session topics include governance, assessment, state and national issues in higher education, crucial conversations, and planning, among others. Participation in this 10-month program is nomination-based and required for all new administrators. This program is facilitated by the Vice President, Organizational Development and Human Resources, and a completer of the previous year’s Pivot 360 program. </li> </ul> <p><strong>Funding and Management</strong></p> <p>These programs, along with a host of other individual online and in-person seminars, are managed by the five person Employee Development office in the division of Human Resources. The launch of the series has been gradual, with PIVOT 180 offered since 2009, PIVOT 5 since 2011, PIVOT 360 in 2013, and PIVOT 1 in 2014. Funding for the PIVOT leadership development program has been committed by college leadership, demonstrating the value the institution places on career development. The series provides intentional focused support for new and developing leaders at no cost to them as individuals.</p> <p><strong>Results</strong></p> <p>The result of the PIVOT series has been an intentional alignment of leadership development offerings with employee and supervisor competencies that are linked to desired observable behaviors. The expanded offerings and unified curriculum has made leadership development accessible to every Valencia employee, resulting in increased demand for participation. To date, close to 200 Valencia employees have participated in one or more of the offerings.</p> <p><strong>Benefits</strong></p> <p>The benefits to this type of investment include an identified pipeline of talent being developed and made available for replacement and succession planning. This promising bench strength of future leaders is providing thoughtful, ongoing support and tactical knowledge to prepare them to take on new and expanded roles and responsibilities. </p> <p>The internally developed curriculum, based on solid academic research, ensures that Valencia’s unique culture of learning centeredness, collaboration, and innovation is preserved and transferred to the next generation of leaders. The who, what, and why of Valencia is deeply communicated as a foundation for each participant to more effectively navigate and lead in a large, dynamic environment. </p> <p>Completers emerge with expanded skills and competencies, making them better prepared to take on new challenges. They leave the program with an internal network of colleagues to collaborate with and tap into for support and resources. Continued development is afforded to completers when they are asked to step up to facilitate the next cohort coming through the program. </p> <p>The onboarding process has improved for new supervisors and administrators, ensuring a focus on learning centeredness through the institution. Being learning centered doesn’t just apply to students, but to all employees as well. </p> <p>The PIVOT leadership program embodies Goal 3 of Valencia’s Strategic Plan: Invest in Each Other. Employee engagement is enhanced through the realization that the college is dedicated to and invested in its people and their development.</p> <p><strong>Conclusion</strong></p> <p>The PIVOT leadership program at Valencia College has been a purposeful initiative and investment to develop talent from within. The college’s deep commitment to developing leaders is evidenced by its customized curriculum built on a foundation of Valencia competencies and linked to observable behaviors. The value proposition of such a program is that it has created and identified a talent pool of future leaders; accelerated their development; equipped leaders with the knowledge and skills for successful results; and engaged employees through relevant, Valencia-specific content. The natural result has been a deeper engagement of talent and development of high performance leaders at all levels of the college. </p> <p>By establishing and supporting the PIVOT leadership program, Valencia College is investing in and transforming its employees, one leader at a time. </p> <table border="0"> <tbody> <tr> <td><strong><span style="font-family: arial; font-size:9px;"> <p><strong>References</strong></p> <p>Greicar, M. B. (2009). <em>The professional preparation of academic deans</em> (Doctoral dissertation). Retrieved from https://etd.ohiolink.edu/</p> <p>Heck, R. H., Johnsrud, L. K., &amp; Rosser, V. J. (2000). Administrative effectiveness in higher education: Improving assessment procedures. <em>Research in Higher Education, 41</em>(6), 363-384.</p> </span></strong></td> </tr> </tbody> </table> <p><em>Becky Gallup is the conferencing and college events director at Valencia College. </em></p> <p><em>Opinions expressed in Leadership Abstracts 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: Houston Community College urn:uuid:4AAD119E-1422-1766-9A2DBEAB18E0D552 2014-03-03T06:03:35Z 2014-03-03T05:03:00Z <p>Houston Community College collaborates with the local business community to foster economic growth and vitality.</p> The League for Innovation in the Community College <p><strong>Growing Entrepreneurs and Small Businesses</strong></p> <p><em>By Maya Durnovo</em></p> <p>In 2009, the Northwest College of <a href="http://www.hccs.edu/" target="_blank">Houston Community College</a> (HCC) proposed the development of a Center for Entrepreneurship in response to local business leaders who requested assistance in reviving an economically declining area of town. The leaders sought ways to create jobs and revitalize the local business community. Seven key strategies were developed to address this challenge:</p> <ol> <li>The creation of strategic partnerships with key economic drivers: management districts, chambers, Community Development Financial Institutions, Greater Houston Partnership, Houston Minority Supplier Development Council, Small Business Administration and local Small Business Development Centers;</li> <li>Sponsorship of an annual Business Plan Competition; </li> <li>Development of business workshops and business plan boot camps;</li> <li>Development of a vibrant website: <a href="http://www.hccbizconnect.org/" target="_blank">BIZCONNECT</a></li> <li>Creation of Entrepreneurial Certificates;</li> <li>Partnership with continuing education to mirror business workforce courses; and</li> <li>Development of a dynamic advisory board composed of business leaders.</li> </ol> <p>A $100,000 initial Innovation Grant enabled the staff members­—one full-time, one part-time—to develop the framework for the program. In the first year, the Business Plan Competition was developed, two entrepreneurial certificates were approved, the website went live, and workshops and seminars attracted over 1,500 participants. </p> <p>The staff realized with some surprise and delight that they were onto something new and vitally important! The strategies developed by the Center for Entrepreneurship established an important foundation for the college to partner in a new and creative way with the business community. It also laid an innovative platform within the college community that has mushroomed into increased business instruction, community linkages, and funding opportunities we never dreamed possible.</p> <p>The results included:</p> <ol> <li>A successful Annual Business Plan Competition that has grown and evolved into an extraordinary opportunity for potential business owners. Local banks and strategic partners fund the prize money, and competition contestants discover that owning a business is not for everyone. However, everyone gains vital information through an intensive training program with mentors who provide tangible experience and a realistic grasp of what it takes to run a successful business. </li> <li>Two hundred students are working on Entrepreneurial Certificates. Ten students completed at least one certificate. </li> <li>Since the Center for Entrepreneurship opened, 980 students have enrolled in two core entrepreneurship classes at HCC. </li> <li>Over 2,500 individuals enrolled in business seminars and workshops to learn more about operating a business. It is well understood that running a business demands a solid idea or product or service coupled with a fierce dedication, grueling hours of work, and a passionate commitment. </li> <li>HCC won the coveted Goldman Sachs 10,000 Small Businesses Initiative based on the college’s strong business partnerships and outstanding business faculty. As of December 15, 2013, 99 percent, or 265, small businesses have graduated. Of these, 70 percent have grown in revenue and 40 percent have created new jobs. </li> <li>HCC partnered with the Young Entrepreneur Academy and is now offering entrepreneurial training to 24 underrepresented high school students who otherwise would never have such an opportunity. </li> <li>HCC created a systemwide department with a Chief Entrepreneurial Officer position in Feb 2013 to foster collegewide entrepreneurial initiatives. </li> <li>HCC won an MBDA grant from the Department of Commerce to host a Minority Business Development Agency. The agency opened on November 18, 2013, with a Director, two Business Advisors, and an office manager, and will serve 70 minority owned businesses in the first year. </li> </ol> <p>HCC has proudly become a vital economic driver in the Houston community. Through MOUs with local organizations and collaborations designed to foster economic growth and vitality, the college is making a noteworthy contribution to the economy. And, a wonderful side note, college staff and faculty have become entrepreneurial and innovative. It’s a win-win!</p> <p>For more information, contact <a href="mailto:maya.durnovo@hccs.edu">Maya Durnovo</a>, Chief Entrepreneurial Officer, Houston Community College, at 713-718-8267, or <a href="mailto:Zachary.hodges@hccs.edu">Zachary Hodges</a>, President, Northwest College, at 713-718-5720.</p> Member Spotlight: Midland College urn:uuid:4AAE2E09-1422-1766-9A13AAA6367D9B89 2014-03-03T06:03:35Z 2014-03-03T05:03:00Z <p>Early college high school in Texas improves success rate for underserved student population. </p> The League for Innovation in the Community College <p><strong>Early College High School at Midland College</strong></p> <p align="center"><img src="/publication/leagueconnections/images/2014-03_member_midland_Pic2.jpg" alt="" hspace="12" width="327" height="191" align="middle" /></p> <p align="left">In May 2013, over 70 students in the first class of <a href="http://www.midlandisd.net/Page/14527" target="_blank">Early College High School at Midland College</a><strong> </strong>(ECHS@MC) received associate degrees during Midland College’s (MC) 40th commencement ceremony. A week later, in a separate ceremony, the 17- and 18-year-old college graduates received high school diplomas when ECHS@MC observed its first high school graduation ceremony at the Al G. Langford Chaparral Center on the MC campus located in Midland, Texas.</p> <p><img src="/publication/leagueconnections/images/2014-03_member_midland_Pic3.jpg" alt="" hspace="12" width="172" height="115" align="left" />ECHS@MC is a joint educational commitment by Midland College and the Midland Independent School District (MISD). The majority of students attending the high school located on the college campus include underserved minority, low-income, and potential first-generation college students who often lack family resources and experiences with higher education.</p> <p>In the fall of 2009, the first cohort of more than 100 ninth-grade students were admitted into ECHS@MC. Four years later, 73 percent of those students graduated from Midland College and transferred to four-year universities. This means that these students have the potential of graduating with baccalaureate degrees by the time they are 20! When a sample of ECHS@MC students were surveyed about plans after obtaining bachelor degrees, three out of five stated that they wanted to return to Midland, mainly because the community provided such generous scholarships and educational resources. They want to reside in Midland in order to work, raise families, and give back to the community.</p> <p>MISD Superintendent, Dr. Ryder Warren, said,</p> <blockquote> <p>One of the shining examples of success from the partnership between Midland ISD and Midland College is Early College High School at Midland College. Through the support of our two organizations, charitable foundations, business leaders, and our community as a whole, we have developed a culture of excellence at ECHS@MC in which hundreds of young men and women not only earn high school diplomas from MISD, but also earn an associate's degree from Midland College. Their success is a true testament to the nature of giving and support that Midland gives its children.</p> </blockquote> <p>The early college high school philosophy is not unique to Midland; however, the first graduating class of ECHS@MC had one of the highest percentages of students receiving both associate degrees and high school diplomas in the state. In addition, since its opening in 2009, ECHS@MC has always had the highest state test scores in MISD, as well as the best discipline and attendance reports.</p> <p><img src="/publication/leagueconnections/images/2014-03_member_midland_Pic1.jpg" alt="" hspace="12" width="172" height="115" align="left" />In January 2014, Midland College and Midland Independent School District officials were notified that ECHS@MC had received the Texas Comptroller’s 2013 Texas Honors Circle Award. This prestigious award recognizes campuses that achieve academic success through cost-effective operations. Award recipients achieve strong academic performance while spending relatively less in comparison with their fiscal peers.  </p> <p>“Early College High School at Midland College is closing the achievement gaps among different demographic groups,” stated MC President Dr. Steve Thomas. “Because of this successful partnership between MC and MISD and the support that both entities are able to give these students, they are successful in their high school classes as well as their college courses. We set the standards high, and ECHS@MC students have not disappointed us.”<strong></strong></p> <p>For more information, contact <a href="mailto:rbell@midland.edu">Rebecca Bell</a>, Dean, Community Relations &amp; Special Events,<br /> Midland College.</p> <p> </p> Developmental Education: Relevant or Relic? urn:uuid:4FB84DEF-1422-1766-9A6FDC0768B9E1B6 2014-03-03T06:03:35Z 2014-03-03T05:03:00Z <p>Systemic transformation and concomitant shifts in perspective, structure, and pedagogy will ensure the future of developmental education at community colleges.<strong> </strong></p> The League for Innovation in the Community College <p><img src="/publication/images/learning_abstracts.gif" alt="Learning Abstract" /></p> <p>March 2014, Volume 17, Number 3<strong> </strong><br /><br /> <em>By Pamela Lau </em></p> <p>In recent times, community colleges have attracted unprecedented levels of public attention. The Obama administration has positioned community colleges to play a primary role in the nation's economic recovery and expansion. The president has envisioned two-year colleges as the vehicle to deliver job training programs that will impart skills to Americans enabling them to compete with workers from other nations. This vision is strategically tied to his bold pronouncement that our nation's community colleges will have five million more graduates by 2020. </p> <p><strong>Developmental Education: A Broken System</strong></p> <p>At the same time we face this daunting challenge for additional graduates, the light of public scrutiny has turned to community college developmental education programs. The ensuing press has been critical. In a scathing report, Complete College America (CCA), a private advocacy body, described developmental education as higher education's "bridge to nowhere" (Complete College America, 2012). Developmental education, conceived as the academic bridge between inadequate high school preparation and college readiness, is a broken bridge. Too many students start in remediation; too few ever cross the bridge into college programs and reach the destination of credential attainment. Less than 10 percent who begin college with developmental course work graduate within three years. CCA argues that the very structure in which remediation takes place is inherently flawed. Putting students in noncredit courses to build basic academic skills is a major stumbling block to graduation.<br /> <br /> State policy makers over the last decade have been questioning the need for programs that are designed to teach skills that should have been learned in high school. One prominent strand of criticism arises from the cost of remediation. States that support public institutions often have to pay twice for the same preparation. High attrition rates combined with minimal graduation rates make this expenditure a particularly poor return on investment. Placement in developmental education is also costly to students who have to pay tuition and fees, or use financial aid resources, for courses that will not count towards college graduation (Levin &amp; Calcagno, 2007). </p> <p>Developmental education also drains substantial resources from budget-conscious institutions as they serve academically underprepared students in the name of access and the democratization of higher education. At Parkland College in Champaign, Illinois, for example, more than $250,000 a year is allocated to maintain an enviable learning support center whose student clients have a wide range of academic needs and learning challenges. It has been estimated that annual expenditures to support developmental education in public colleges total between one and two billion dollars. Some states have responded with legislative action to push the responsibility for college preparation back to the K-12 system. In Florida, recent high school graduates have been declared college ready by legislative fiat. Starting in 2014, they will not be required to take placement tests for college. In Connecticut, legislation mandating the reconfiguration of developmental education allows no more than one semester of stand-alone remediation for the lowest performing students. Most students needing remediation will be directly placed in credit-bearing college-level classes and receive embedded support. </p> <p><strong>Developmental Education: Reform for Relevance</strong></p> <p>Despite calls to eliminate or minimize remedial programs, the demise of developmental education is not in sight—at least not in the foreseeable future. Several reasons stand out. First, developmental education programming arises out of deep-seated principles of equality and social equity. As long as community colleges hold dear the mission of access to serve populations traditionally underserved in higher education—low-income students, minority students, returning adults, incumbent workers needing skill improvements and industry-recognized credentials—there will continually be a need for programs to empower successful transitions into college-credit programs (Myran, 2009). These democratic ideals are intertwined with economic and pragmatic motivations. For a nation upgrading its workforce to meet the demands of the 21st century, there is, in the words of Robert McCabe (2000), no one to waste. Even the academically underprepared must have the opportunity to receive some level of postsecondary training (p. 23). McCabe argues that community colleges need to place a high priority on remedial education programs not only because remediation is inseparable from the mission of access, but also because the nation cannot afford to lose potential workers. Eighty percent of jobs in the 21st century require at least some postsecondary training. Almost one third of high school graduates are underprepared for higher education (p.vii). For these adults, developmental education in community colleges is the primary bridge to "continued education, constructive employment, and full participation in society" (p. 48). Arguably, developmental education lays the essential foundation for the nation's future economic well-being.</p> <p>Further, developmental education embodies the quintessentially American belief that everyone deserves a second chance. Anyone who did not receive adequate secondary preparation, regardless of reason, gets the chance to try again. Last, the research conducted by Attewell, Lavin, Domina, and Levey (2006) indicates that gaps in college graduation are due more to skill gaps carried over from high school into college than to placement in developmental coursework in college. The lack of adequate academic preparation in high school may play a larger role in the current developmental education crisis than the requirement of remedial coursework at college. That said, it is true that developmental education as it is currently structured is flawed. If programs for the academically underprepared are not merely to remain in existence but to move center stage as being effective in fulfilling the Completion Agenda, reform is not optional. </p> <p>At a minimum, three interrelated reform strands are needed. Reforms begin with a change in perspective. Traditionally, developmental education has been viewed through the lens of the retrospective deficit model. A student whose placement score falls below a certain level is seen as deficient in reading, writing, and/or math skills and must be retaught what should have been learned in high school. The emphasis on student deficits has translated into the need to elevate test scores on standardized tests. Unfortunately, this has devolved into a focus on discrete drills and skills that are typically decontextualized from the actual college-level work and the occupational world—all for the sake of making the cut score. This deficit approach does not encourage deep learning in students; worse, it has unwittingly caused developmental education to become a barrier to student success (Grubb, 2012; Holschuh &amp; Paulson, 2013). </p> <p>Developmental educators should instead adopt a forward-looking perspective, using a transitional model in which the emphasis is on building learning bridges so that skills acquired can be successfully transferred into the college classroom (Perin, 2013). The transitional perspective has encouraged recent shifts in developmental math curriculum and pedagogy. Instead of making students relearn all or most of high school Algebra II, the focus is now on equipping students to succeed in the required college math course in their academic program (G. Griffiths, personal communication, January 28, 2014). In the field of reading, there is a growing recognition that developmental reading is not a practice of isolated skills, like identifying main ideas and memorizing definitions to increase vocabulary, but rather, the process of acquiring academic literacy and textual engagement skills needed to function in the specialized discourse of college disciplines (Holschuh &amp; Paulson, 2013). The negative reduction-of-deficits approach is replaced by a positive emphasis on developing the student as learner in college.</p> <p>Reform necessitates structural changes. To become relevant in meeting the challenge of improving success, developmental education classes need to emerge from the margins of college programming where they mostly exist in isolation as stand-alone classes. They must be reconfigured as essential and relevant foundations for the clear and coherent pathways that community colleges are called to create for students. In recent times, partly in response to public criticism and partly as a consequence of program evaluation, developmental education has seen a range of structural changes (Perin, 2013). These changes include the creation of learning communities to link developmental courses with college-credit classes and the embedding of upper-level developmental writers in college composition classes using a co-requisite model. In developmental mathematics, some colleges have adopted format changes to allow the pace and length of developmental math sequences to be adapted to the skill-level of students. Other colleges have employed the emporium model, which allows students to work only on their math skill deficiencies with the support of individualized learning assistance provided through state-of-the-art technology. Structural adaptations such as these have attracted attention as best practices to boost developmental completion rates. </p> <p>However, if these structural changes are conducted in isolated developmental programs and not integrated with larger efforts to delineate meaningful educational pathways for all students, their relevance to the overall Completion Agenda is diluted. Efforts to break down silos so developmental education programs become integral components of guided pathways to student success are imperative. Silo deconstruction may well present opportunities to foster partnerships between developmental faculty and their peers who teach college-level content classes so that reading and writing skills acquired in developmental classes can be reinforced by discipline faculty.</p> <p>Lastly, structural reform calls for complementary pedagogical changes in developmental classes. The effectiveness of developmental education is ultimately measured not in standardized test scores and grade distribution curves, but the degree to which students exiting from basic skills classes can competently transfer skills acquired into college coursework (Perin, 2013). Also, the instructional practices of many developmental classrooms has been described by Hunter Boylan (2002) as "dull and monotonous," and rightly so. Teaching practices that dwell predominantly on the technical aspects of grammar and punctuation, comprehension strategies, and math computations not only diminish the transferability of discrete academic skills and the nurture of essential critical thinking skills, but worse, sap the motivation of students. </p> <p>A student's ability to transfer skills, and the degree to which that student is motivated, impacts learning, persistence, and completion. Dolores Perin's research points to contextualization of instruction as a pedagogical practice that promises to both enhance transfer as well as increase student motivations. In developmental reading, for example, this means situating teaching within the context of textual engagement and study strategies needed in a student's declared major or program of study. Initial data indicate that contextualized instruction has the potential to effectively address both the cognitive dimension of skill transfer and retention of information and the affective dimension of intrinsic motivation. When students perceive that what they learn is pertinent to their academic aspirations, they are more motivated to make choices and expend effort to stay the academic course (Perin, 2011; Perin 2013).</p> <p>Contextualization of instruction indeed captures all three strands of the envisioned reform. Its use of authentic practice in the teaching of reading, writing, and/or math grows out of the forward-looking transitional perspective of developmental education: Basic skills classes are not intended to make up gaps from high school so much as to impart the foundation for success in college classes. Also, implementation of contextualized instruction encourages a fuller integration of developmental education into community college operations. Integration opens opportunities for developmental faculty to be exposed to the academic literacies that students must acquire in their journey to credential attainment, whether a transfer degree, an occupational certificate, or a career-focused applied degree. Lastly, contextualization promises to be the teaching practice that speaks to both the cognitive and affective dimensions of improved student outcomes in developmental education: skill transfer and motivation.</p> <p>Developmental education can and should have a vital role to play in the future of community colleges. However, the shape of that role depends on the receptiveness of the movement to this call for systemic transformation and the concomitant shifts in perspective, structure, and pedagogy.</p> <p> </p> <table border="0" cellspacing="0" cellpadding="0"> <tbody> <tr> <td><span style="font-family: arial; font-size:10px;"><strong>References</strong><br /><br /> Attewell, P., Lavin, D., Domina, T., &amp; Levey, T. (2006). New evidence on college remediation. <em>The Journal of Higher Education, 77 </em>(5), 886-921. <p>Boylan, H. (2002). <em>What works: A guide to research-based best practices in developmental education.</em> Boone, NC: Continuous Quality Improvement Network and the National Center for Developmental Education, Appalachian State University.</p> <p>Complete College America. (2012). <em>Remediation: Higher education's bridge to nowhere.</em> Retrieved from <a href="http://www.completecollege.org/docs/CCA-Remediation-summary.pdf" target="_blank">http://www.completecollege.org/docs/CCA-Remediation-summary.pdf</a></p> <p>Holschuh, J. P., &amp; Paulson, E. (2013). <em>The terrain of college developmental reading</em>. Milwaukee, Wisconsin: College Reading and Learning Association. Retrieved from <a href="https://www.crla.net/docs/TheTerrainofCollege91913.pdf" target="_blank">https://www.crla.net/docs/TheTerrainofCollege91913.pdf</a></p> <p>Levin, H. M., &amp; Calcagno, J. C. (2007). <em>Remediation in the community college: An evaluator's perspective</em> (CCRC Working Paper No. 9). New York: Community College Research Center, Teachers College, Columbia University.</p> <p>McCabe, R. H. (2000). <em>No one to waste: A report to public decision-makers and community college leaders</em>. Washington, DC: Community College Press.</p> <p>Myran, G. (2009). A new open-door model for community colleges. In G. Myran (Ed.), <em>Reinventing the Open Door</em> (pp. 1-11). Washington, DC: Community College Press.</p> <p>Perin, D. (2011). <em>Facilitating student learning thorough contextualization</em> (CCRC Working Paper No. 29). New York: Community College Research Center, Teachers College, Columbia University.</p> <p>Perin, D. (2013). Teaching academically underprepared students in community college. In J. S. Levin &amp; S. T. Kater (Eds.), <em>Understanding Community</em> <em>Colleges</em>. New York, NY: Routledge.</p> </span></td> </tr> </tbody> </table> <p><em>Pamela Lau is Dean of Academic Services at Parkland College, Champaign, IL.</em></p> <p><em>Opinions expressed in</em> Learning Abstracts <em>are those of the author(s) and do not necessarily reflect those of the League for Innovation in the Community College.</em></p> The American Community College, 6th Edition urn:uuid:4FBCDEBC-1422-1766-9A1D69B067D44128 2014-03-03T06:03:35Z 2014-03-03T05:03:00Z <p>The newest edition of <em>The American Community College</em> provides up-to-date information and statistics about community colleges.</p> The League for Innovation in the Community College <p align="center"> </p> <p align="center"><img src="/publication/leagueconnections/images/2014-03_WileyLogo.png" alt="Description: Wiley" width="176" height="37" /></p> <p>Community colleges have become a frequent subject of discussion in recent years, both among educators and philanthropists seeking to improve access and success in higher education for all groups, and increasingly among lawmakers and the general public responding to tuition increases at four-year institutions, a high unemployment rate and need for worker retraining, and pressure for all young people to obtain a postsecondary degree or certificate. Much of the buzz has been positive, with community colleges cast as the nexus of national efforts to prepare a highly skilled workforce, as well as the lynchpin in the K-20 education pipeline. Millions of federal and philanthropic dollars have been poured into the community college sector via initiatives such as the Trade Adjustment Assistance Community College and Career Training Grant Program, Achieving the Dream, and Compete to Complete, and community colleges across the nation have responded with efforts to improve job training and workforce development programs, reforms intended to boost student progress and completion rates, and collaborations with K-12 and university personnel to improve articulation and transfer among the sectors. <br /> <br /> For thirty years, <a href="http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118449819.html" target="_blank"><em>The American Community College</em></a> has provided up-to-date information and statistics about community colleges and has been widely used both in graduate courses on community colleges, and as reference material by community college scholars and practitioners (many of whom are entering doctoral programs in order to advance in the administrative ranks). The sixth edition includes an entirely new chapter focused on community college outcomes and accountability, as well as new sections dealing with the rise of for-profit colleges; vertical expansion, including dual enrollment and community college baccalaureates; cross-sector collaboration; student characteristics and enrollment patterns; the effects of part-time faculty; leadership and administrative challenges; revenue generation and state allocation patterns, including performance-based funding; distance learning; statewide efforts to improve transfer and articulation; and, finally, a response to contemporary criticisms of the institution.<br /> <a href="http://www.wiley.com/WileyCDA/" target="_blank"></a></p> <p><a href="http://www.wiley.com/WileyCDA/" target="_blank">Click here</a> for more information about Wiley.</p>