League for Innovation in the Community College tag:www.league.org,2014:/blog/ Mango 1.4.3 The Cross Papers, Number 18, Fellowship Recipient Announced urn:uuid:879C1E10-1422-1766-9A06954F04E4E767 2014-10-06T01:10:43Z 2014-10-06T02:10:00Z <p>Karen Hattaway, Distinguished Professor at San Jacinto College North in Texas, is the recipient of The Cross Papers Fellowship for 2014-2015.</p> The League for Innovation in the Community College <p>According to the 2014-2015 recipient of The Cross Papers Fellowship, Karen Hattaway, community college faculty can identify what works and develop new engagement strategies for all students, including those who are struggling with content and concepts, through intentional and expert observation of their students as they learn. In Number 18 of <em>The Cross Papers</em> series, Hattaway will explore ways faculty inquiry groups can help novice and veteran instructors learn more about learning by using daily interactions with students, and in the process improve both their own teaching and their students' learning. </p> <p>In her proposal, Hattaway, who is a Distinguished Professor at San Jacinto College North, used the example of student interaction with traditional and new-media texts, arguing that to become successful learners, students must not only manage these texts in many disciplines, but also create their own texts to master and apply concepts in all their courses. Faculty inquiry groups provide opportunities for instructors to research, collaborate, develop, and evaluate ideas and practices designed to help students engage meaningfully with subject matter in the courses they take.</p> <p><em>The Cross Papers</em> began in 1997 as a resource to provide community college faculty with practical, effective instructional techniques based in educational theory and research. "For almost 18 years, community college educators have used <em>The Cross Papers</em> to stimulate discussion among new and veteran faculty," said Gerardo de los Santos, League President and CEO. "<em>The Cross Papers</em> are a great resource for faculty to design teaching and learning activities that meet the needs of the diverse groups of students who fill their classes every day."</p> <p>The format for <em>The Cross Papers</em> monographs was established by K. Patricia Cross, who wrote the first seven issues. After retiring, she ensured continuation of the series by working with the League to establish <em>The Cross Papers</em> Fellowship. With her generous support, the League is able to continue providing this important professional development resource for community college faculty.</p> <p>"I am excited and honored," said Hattaway. "I have read and incorporated many of <em>The Cross</em> <em>Papers</em> into my own teaching. My goal is to contribute to this tradition by offering sound ideas that can translate productively into engaged teaching and learning."</p> <p>In addition to writing the 18th issue of <em>The Cross Papers</em>, Hattaway will present her work during a Special Session at the League's <a href="/i2015/" target="_blank">2015 <em>Innovations</em> conference</a> in Boston. She will be available to sign copies of the monograph during the conference's opening reception.</p> <p><em>The Cross Papers</em> Fellowship includes a stipend of $2,000 to support research and writing, complimentary registration to the 2015<em> Innovations</em> conference, travel expenses up to $1,000 to attend the conference, a plaque commemorating the recipient's designation as a <em>Cross Papers</em> Fellow, and ten copies of the print edition of <em>The Cross Papers</em> issue. </p> <p>Each January, the League invites community college practitioners and scholars to submit proposals for <em>The Cross Papers</em> Fellowship. Proposals are due in April and recipients are notified by mid-summer. Announcements are made in the League's newsletter, <em><a href="/leagueconnections/current">League Connections</a></em>.</p> <p>To purchase copies of past issues of <em>The Cross Papers</em>, visit the <a href="/store" target="_blank">League Store</a>. Number 18 will be available in March 2015. All issues of <em>The Cross Papers</em> are available in digital form through <a style="font-weight: normal;" href="/istream" target="_blank">iStream</a>, the League's web-based, multimedia portal for faculty, staff, administration, and students.</p> Member Spotlight: Tidewater Community College urn:uuid:B35B7065-1422-1766-9AC8AF7CCF03A86F 2014-10-06T01:10:43Z 2014-10-06T02:10:00Z <p>Tidewater Community College’s Academy for Nonprofit Excellence supports local nonprofit organizations.<strong></strong></p> The League for Innovation in the Community College <p><strong>Academy for Nonprofit Excellence a Local Gem</strong></p> <p>Every time she attends a class at <a href="http://www.tcc.edu/" target="_blank">Tidewater Community College’s</a> Academy for Nonprofit Excellence, Melia Trost has another “aha” moment. </p> <table border="0" width="189" align="left"> <tbody> <tr> <td width="183"><img src="/publication/leagueconnections/images/2014-10_MemberSpotlight_Tidewater_Pic1.jpg" alt="" hspace="7" align="left" /></td> </tr> </tbody> </table> <p>Whether it’s a marketing recommendation, website help, or advice on event planning, Trost takes back practical recommendations she can implement at Samantha Makes It a Little Easier, Inc., a nonprofit she started in 2012 that provides needy children with medical equipment.</p> <p>“I love the classes; they’re wonderful,” Trost said. “I knew enough about being a volunteer, but not the nitty-gritty. It’s a business.”</p> <p> Trost completed her Certificate in Nonprofit Management at the Academy, founded 10 years ago by the Hampton Roads Community Foundation in collaboration with Tidewater Community College. Students range from executives in the field to entire nonprofit staffs to others seeking to refresh their resumes. They can take one class or several or work toward the certificate, which requires successful completion of 10 continuing education units (CEUs). Five CEUs must be earned from each of the Academy’s five core areas: Board Development, Human Resources, Fund Development and Communication, Financial Management, and Organizational Planning, Management and Evaluation. </p> <p> </p> <p>In some areas, the CEUs can be applied to professional certification. For example, the American Society of Fundraising Professionals will recognize an upcoming fundraising class for that purpose.</p> <table border="0" width="189" align="Right"> <tbody> <tr> <td><img src="/publication/leagueconnections/images/2014-10_MemberSpotlight_Tidewater_Pic2.jpg" alt="" hspace="7" align="left" /></td> </tr> </tbody> </table> <p>“I’ve got my certificate, but I’m not done,” Trost said. “There’s always a reason to go back.”</p> <p>Trost lauds the networking opportunities, particularly for small nonprofits like hers, and the expertise of the instructors, whom Academy Coordinator Lisa Peterson touts as “stellar practitioners in their chosen fields.” The list includes Keith Curtis, founder of The Curtis Group, who has spent more than 30 years working with philanthropic organizations; Amy Coates Madsen, Director of the Standards for Excellence Institute; and published author Ron Barrett, Vice President of Nonprofit Services at National Corporation Research, LTD.</p> <p>The Academy earned a 2013 Exemplary Program Award from the National Council on Workforce Education in October 2013 with Lillian Bailey, founding Director of the Academy, in attendance to receive it at a Milwaukee reception. In September, the Academy will receive the National Council for Continuing Education &amp; Training (NCCET) 2014 National Exemplary Program Award for Continuing Professional Education.</p> <p>Ninety-four people have earned certificates, including 23 in the last year. Since 2005, more than 1,200 nonprofit professionals affiliated with over 500 nonprofits have taken Academy classes.</p> <p>Skip Wallace, pastor at King’s Grant Church, and his staff appreciate the training specific to volunteerism. “We ended up really enjoying the classes and taking some of the principles and implementing them at the church,” he said. </p> <p>This fall’s offerings range from <a href="http://tccworkforce.org/non-profit-management/34-non-profit-management/104-courses#difference" target="_blank">Can You Really Prove That You’re Making a Difference?</a> to <a href="http://tccworkforce.org/non-profit-management/34-non-profit-management/104-courses#employment" target="_blank">Employment Law: An Introduction</a> to a five-part series on building great organizations.</p> <table border="0" width="189" align="left"> <tbody> <tr> <td width="183"><img src="/publication/leagueconnections/images/2014-10_MemberSpotlight_Tidewater_Pic3.jpg" alt="" hspace="7" align="left" /></td> </tr> </tbody> </table> <p>One-day classes are $65, and two-day classes are $85. All classes are held at the Tidewater Community College Center for Workforce Solutions alongside the James River in northern Suffolk.</p> <p>“It’s a retreat-like atmosphere,” Peterson said.</p> <p>Peterson foresees a future that will keep the Academy current with the evolving times and technological changes affecting nonprofits. She has also started a lending library to benefit professionals and encourages others to share books on relevant topics. </p> <p>“I want us to be the first choice for relevant nonprofit professional development for the nonprofit sector,” she said.</p> <p>Rosalind Cutchins, Executive Director of the Children’s Center in Franklin, believes the Academy has already achieved that. “A lot of times this is training you’d find at a national conference,” she said. “This is a local gem.”</p> <p>Interested in taking a class or working toward a certificate? Contact <a href="mailto:LPeterson@tcc.edu">Lisa Peterson</a> at 757.822.1170. </p> Sierra College STEM Collaborative Releases Literature Review: Should Art Be Added to STEM? urn:uuid:B35F107C-1422-1766-9A36131B5BD7E498 2014-10-06T01:10:43Z 2014-10-06T02:10:00Z <p>A Sierra College white paper explores the evidence in support of adding the arts to STEM.<strong> </strong></p> The League for Innovation in the Community College <p><img src="/publication/images/showcase.gif" alt="Innovation Showcase" /></p> <p>October 2014, Volume 9, Number 10 </p> <p><em>By Karen Fraser-Middleton </em></p> <p>To gain insight on how educators can better prepare students for advanced manufacturing and STEM careers, the <a href="http://sierraschoolworks.com/" target="_blank">Sierra College Science, Technology, Engineering &amp; Math (STEM) Collaborative</a> engaged Elizabeth Dayton, Ph.D., to conduct a literature review on the value of adding the arts to STEM, making it STEAM. The resulting white paper, <em>Exploring STEAM: Science, Technology, Engineering, Arts, and Mathematics</em><strong> </strong>(Dayton, 2014),<strong> </strong>is now available on the <a href="http://sierraschoolworks.com/section/articles/reports/" target="_blank">Sierra School Works website</a>.</p> <table border="0" cellspacing="0" align="Center"> <tbody> <tr> <th scope="col"><img src="/Publication/Leagueconnections/images/2014-10_InnovationShowcase_Pic1.jpg" alt="" /></th> </tr> </tbody> </table> <p>Requests from manufacturing advisory committee members for graduates who are innovative and critical thinkers led Sierra College to conduct the research on the role of art in STEM education, explained Carol Pepper-Kittredge, CACT Director, <a href="http://sierracollegetraining.com/" target="_blank">Sierra College Center for Applied Competitive Technologies</a> (CACT).  </p> <p>“In addition to developing STEM skills, students must know how they can be applied in innovative ways to improve products, solve problems and meet changing customer demand,” said Pepper-Kittredge. “To fill the skills gap identified by businesses, the Sierra STEM Collaborative became interested in art as a vehicle to inspire design thinking and create a pipeline of students in the Sacramento region prepared for work in technical fields, especially advanced manufacturing.”</p> <table border="0" cellspacing="0" align="Center"> <tbody> <tr> <th scope="col"><img src="/Publication/Leagueconnections/images/2014-10_InnovationShowcase_Pic2.jpg" alt="" /></th> </tr> </tbody> </table> <p>Dayton’s review considers a wide range of research on the impact art can have on students. “There is striking evidence of the demand for more creativity and innovation in the American economy” (p. 2), writes Dayton (2014). “Both in looking backward to STEM successes in recent history, and in looking forward to what educators and employers see ahead, a convincing case can be made for the value of arts and innovation alongside strong STEM education” (p. 3).</p> <p>Since 2008, Sierra College has supported projects that both inspire and prepare students for advanced manufacturing careers, explained Pepper-Kittredge. “Sierra College as well as Placer and Nevada County middle and high schools participating in the Sierra STEM Collaborative have had success in integrating curriculum, such as math and welding, to develop students’ skills,” said Pepper-Kittredge. “Based on this report, adding an art component could enrich students’ educational experience and enable them to develop skills they’ll need during their careers.”</p> <p>“We’ve also seen through our partnership with <a href="http://hackerlab.org/" target="_blank">Sacramento Hacker Lab</a> that collaboration among artists, designers, manufacturers and engineers results in innovation and entrepreneurship,” said Pepper-Kittredge. “This report by Elizabeth Dayton has reinforced our interest in encouraging the integration of art with science, technology, engineering and math education. Adding an art strand will enhance students’ knowledge and better prepare them for highly paid technical careers with manufacturers and technology companies in Northern California.”</p> <table border="0"> <tbody> <tr> <td><span style="font-family: arial; font-size:9px;"> <p><strong>References</strong></p> <p>Dayton, E. (2014). <em>Exploring STEAM: Science, technology, engineering, arts, and mathematics</em>. Rocklin, CA: Sierra College STEM Collaborative.</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> </span></td> </tr> </tbody> </table> <p>Opinions expressed in Innovation Showcase are those of the author(s) and do not necessarily reflect those of the League for Innovation in the Community College.</p> Trustees and the Looming Leadership Vacuum urn:uuid:B36107D6-1422-1766-9ACE05415ABBC57A 2014-10-06T01:10:43Z 2014-10-06T02:10:00Z <p>Trustees can prepare now to address the pending shortage of college presidents.</p> The League for Innovation in the Community College <p><img src="/publication/images/leadership_abstracts.gif" alt="Leadership Abstract" /></p> <p>October 2014, Volume 27, Number 10</p> <p><em>By James Kelly</em></p> <p>A recent <em>Leadership Abstracts </em>article discussed the relationship between community college presidents and their trustees in our new era of accountability (Kelly, 2014). There is, however, another issue that also requires the attention of trustees if they are to govern their institutions successfully into the future: the need to have a sufficient pool of suitable candidates from which to recruit their colleges’ presidents.</p> <p>As stated by the Association of Governing Boards (2014), a basic function of any college’s governing board is to “recruit, appoint, support, and evaluate the chief executive officer to lead the institution” (para. 3). Recruitment of a suitable candidate is perhaps the trustees’ most consequential action and one that sets the tone and direction of their individual colleges.</p> <p>According to Tekle (2012), 75 percent of current community college presidents report that they anticipate retiring within the next 10 years. The practicality of such a large departure of existing leaders is that a large number of institutions and their trustees will be called upon to make important presidential hiring decisions and that it will be done in a period of increased competition for the most qualified candidates.</p> <p>The aging and pending retirements of community college leadership are not limited to presidents and CEOs. The pipeline of potential well-qualified replacements—people presently occupying other positions of senior leadership within community colleges—is experiencing similar transitions. As Bumphus stated (2013), “the pool of potential applicants to fill those CEO positions who possess the requisite skills to ‘hit the ground leading’ is shrinking” (para. 4).</p> <p><strong>What Will We Want in Our Leaders?</strong></p> <p>Pedersen and Pierce (1997) have stated that “three qualities deserve consideration as prerequisites to a successful community college presidency: personal adaptability, role flexibility, and sound judgment” (p. 13). In <em>Crisis and Opportunity</em> (2013), the Aspen Institute and Achieving the Dream reported the findings of their research on the “core qualities present in highly effective community college presidents (p. 5)” as a ”deep commitment to student access and success” (p. 5); ”willingness to take significant risks to advance student success” (p. 6); ”ability to create lasting change within the college” (p. 7); ”having a strong, broad, strategic vision for the college and its students, reflected in external partnerships” (p. 8); and an ability to “raise and allocate resources in ways aligned to student success” (p. 9).</p> <p>Likewise, this report summarized the “factors community college trustees prioritize as they interview and hire new presidents” (p. 11). These included fiscal management ability, fundraising capacity, external relationship-building skills, communications skills, and ethical and risk-averse behavior.</p> <p>In addition, the American Association of Community Colleges (2005) has identified organizational strategy, resource management, communication, collaboration, community college advocacy, and professionalism as the key competencies for community college leadership.</p> <p><strong>Where Will They Come From?</strong></p> <p>Although colleges are increasingly considering potential presidents and other senior leaders from outside the community college sector, Jackson and Jones (2013) found that “a large majority of community colleges hire presidents who have extensive community college insider experience” (p. 91). According to their research, “of the 102 new public community college presidents hired between 2010 and 2012, 92.16% had college experience in their work history, some as much as 30 plus years” (p. 94). Clearly, trustees most often hire people from within the existing community college ranks for presidencies. </p> <p><strong>Implications for Trustees</strong></p> <p>The coming decade will see a large number of vacancies in community college presidencies  and other senior leadership positions. Since one of the most important tasks of community college trustees is the hiring and retention of exceptionally qualified leaders, this situation has the potential to present an unprecedented challenge for trustees, as well as their institutions and communities.</p> <p>Thus, it is incumbent upon trustees and their current presidents to heed the axiom, <em>to be forewarned is to be forearmed,</em> by taking concrete actions to engage on this issue and deliberate actions to mitigate the potential crisis. What follows is this trustee’s view of what some of those deliberate actions might include.</p> <ul> <li>Participate in strategic planning for your institution in order to clarify the college’s vision and direction for the future. Without such clarity, it will be difficult to envision and enumerate the characteristics needed in your future president and other senior leaders.</li> <li>Facilitate the succession planning process, engaging with your existing president as well as other stakeholders to develop a profile of what your college will need in its next president. What specific needs will your college have? What are the particular requirements of your community? What specific characteristics are desirable in your next president? Is the need for a change agent anticipated, or will you be seeking a more consistent continuation of the existing administration’s policies and practices? Is your focus on a different approach?</li> <li>Encourage your current president to work with the board, senior staff, and other stakeholders on succession planning. Are there internal candidates, with or without the need for further development, who may desirable? What is being done to retain, prepare, or develop them for such a possible transition?</li> <li>Encourage your president to foster an environment of leadership development and provide the resources to support such practices. Also, provide specific opportunities for senior staff to nurture their personal development, interact with the board of trustees, and otherwise grow in their positions.</li> <li>Support the professional development of your institution’s personnel. Encourage participation in ongoing education, research, and publication, as well as involvement in professional organizations and other activities that contribute to growth and knowledge.</li> <li>As trustees, work on your personal development in order to enhance your understanding of your community, your institution, and the shifting parameters of community colleges within the context of future leadership needs. </li> </ul> <p><strong>Proactive Measures</strong></p> <p>Perhaps the most impactful decision any community college trustee will make involves the hiring of a new college president. In the coming decade, a large number of trustees and the majority of their institutions will be confronting this issue. The increased demand for community college presidents and other senior leaders should be of concern to trustees as they enter this era of increased competition for exceptional leaders. However, there are specific actions that trustees can undertake now to be prepared and they should engage in this issue with the urgency it demands and merits.</p> <table border="0"> <tbody> <tr> <td><span style="font-family: arial; font-size:9px;"> <p><strong>References</strong></p> <p>Achieving the Dream &amp; The Aspen Institute. (2013). Crisis and opportunity: Aligning the community college presidency with student success. Retrieved from <a href="http://www.aspeninstitute.org/sites/default/files/content/docs/pubs/CEP_Final_Report.pdf" target="_blank">http://www.aspeninstitute.org/sites/default/files/content/docs/pubs/CEP_Final_Report.pdf</a><br /><br /> American Association of Community Colleges. (2005). Competencies for community college leaders. Retrieved from <a href="http://www.aacc.nche.edu/Resources/competencies/Documents/compentenciesforleaders.pdf" target="_blank">http://www.aacc.nche.edu/Resources/competencies/Documents/compentenciesforleaders.pdf<br /> </a><br /> Association of Governing Boards. Governance Briefs: Board Responsibilities. Retrieved from <a href="http://agb.org/knowledge-center/briefs/board-responsibilities" target="_blank">http://agb.org/knowledge-center/briefs/board-responsibilities</a><br /><br /> Bumphus, W. (2013). [Press release]. Six community college organizations team up to address leadership crisis. Association of Community College Trustees. Retrieved from <a href="http://www.acct.org/news/6-community-college-organizations-team-address-leadership-crisis" target="_blank">http://www.acct.org/news/6-community-college-organizations-team-address-leadership-crisis<br /> </a><br /> Jackson, D., &amp; Jones, S. (2014). Do community colleges hire their own? Community College Journal of Research and Practice, 38(1), 91-95.<br /><br /> Kelly, J. (2014). Trusteeship in our era of accountability. Leadership Abstracts, 27(4). Chandler, AZ: The League for Innovation in the Community College.<br /><br /> Pedersen, R. P., &amp; Pierce, D. R. (1997). The community college presidency: Qualities for success. New Directions for Community Colleges, 98, 13-20. doi: 10.1002/cc.9802<br /><br /> Tekle, R. (2012). Compensation and benefits of community college CEOs: 2012. Washington, DC: American Association of Community Colleges. Retrieved from <a href="http://www.acct.org/news/6-community-college-organizations-team-address-leadership-crisis" target="_blank">http://www.aacc.nche.edu/AboutCC/Trends/Documents/CEOCompensationResearchBrief.pdf</a> </p> </span></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 Midwestern 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> Special Certiport Offer for League Members urn:uuid:B3641533-1422-1766-9AD102E3608AA787 2014-10-06T01:10:43Z 2014-10-06T02:10:00Z <p>Exclusive offer for League Alliance members from Certiport.</p> The League for Innovation in the Community College <p align="center"><img src="/publication/leagueconnections/images/2014-10_CertiportLogo.jpg" alt="" width="550" /></p> <p align="center"> </p> <p><strong>Special Offer for League Alliance Members</strong></p> <p>Are your students ready to compete in the job market? Do they have the credentials to succeed? </p> <p>Giving your students the opportunity to get certified helps them earn more than just a grade; it gives them an<strong> industry-recognized credential</strong> to show on resumes, applications, and in interviews. </p> <p>Certiport is partnering with the League to give <a href="/membership/allimembers.cfm">Alliance members</a> an <strong>exclusive offer on </strong><a href="http://ww2.certiport.com/lp/mta/2014/leaguemta2014.html" target="_blank">Microsoft Technology Associate</a> <strong>and </strong><a href="http://ww2.certiport.com/lp/mta/2014/the_league/hptheleague2014.html" target="_blank">HP Accredited Technology Associate</a> <strong>certifications</strong>. You can receive free practice exams, a free certification exam and study materials; <strong>an over $140 value</strong>! This offer allows instructors to obtain the certification themselves and evaluate for course alignment at no cost. </p> <p>Still have questions? Email <a href="mailto:hannah.davis@pearson.com" target="_blank">hannah.davis@pearson.com</a> for more information. </p> <p><a href="http://www.certiport.com/" target="_blank">Click here</a> to learn more about Certiport, a League for Innovation Platinum Corporate Partner.</p> Member Spotlight: College of the Albemarle urn:uuid:B3651452-1422-1766-9AEF57A393AA4CB1 2014-10-06T01:10:43Z 2014-10-06T02:10:00Z <p>North Carolina Community College System recognizes College of the Albemarle’s collaborative efforts with Distinguished Partners in Excellence Award.<strong> </strong></p> The League for Innovation in the Community College <p><strong>COA and Currituck County Receive Prestigious Distinguished Partners in Excellence Award</strong> </p> <p align="center"><img src="/publication/leagueconnections/images/2014-10_Member_Albemarle.jpg" alt="" width="250" height="222" /></p> <p>Dr. Linwood Powell, Chair of the State Board of Community Colleges, presented the Distinguished Partners in Excellence Award to representatives of <a href="http://www.albemarle.edu/" target="_blank">College of The Albemarle</a> (COA) and Currituck County at a Board of Trustees meeting in spring 2014. This prestigious North Carolina Community College System award recognized the college’s and county’s collaborative efforts and vision in building the Regional Aviation and Technical Training Center in Currituck County.  </p> <p>“This honor is affirmation that the college and Currituck County have engaged in a significant opportunity for workforce and economic development on both a local and statewide level,” said Dr. Kandi Deitemeyer, COA President. “This partnership award distinguishes us among our community college partners and should be celebrated by all of us in Northeastern North Carolina.”</p> <p>“As you consider the previous winners of this award, it is extremely exciting that the efforts of a municipal government and a small/medium size college can and have competed for this honor,” continued Deitemeyer.<br /> <br /> Established in 2005, this State Board award honors an exemplary employer, business, or industry group that has demonstrated decisive involvement and a firm commitment to the professional development of its employees and/or to the development of North Carolina's workforce through its partnership efforts with one or more of the 58 community colleges.<br /> <br /> “This is the first time, in the board’s 33-year history, that we have selected a partnership between a college and a county government,” said Dr. Linwood Powell, Chair of the State Board of Community Colleges. “This is an unprecedented example of how two groups came together for the good of the communities and businesses they serve.” </p> <p>Previous winners of this award include Gaston College, Randolph Community College, and Duke Energy; Wake Technical Community College and Wake Med Health and Hospitals; and Asheville Buncombe Technical Community College and Volvo Construction Equipment.</p> <p>COA and Currituck County’s partnership began in 2011 as they focused on creating training and educational opportunities that would advance the technical skills of citizens throughout the college’s seven-county service area. “Currituck has a long standing commitment to education, and the partnership with COA to provide technical education was a logical next step in preparing our students for the future,” said S. Paul O’Neal, Currituck County Commissioner and COA Board of Trustees member.</p> <p>Dan Scanlon, added, “We are thankful for the partnership we have forged with COA and their willingness to be integrated into the economic development vision of Currituck County and Northeastern North Carolina. College of The Albemarle serves as a vital partner in the county’s ongoing endeavor to provide our students, residents, and workforce with marketable skills for a competitive, evolving economy.” </p> <p>Dr. Scott Ralls, North Carolina Community College System President, lauded the collaboration between COA and the county. “The work and commitment that resulted in this center is an investment that will directly and positively impact the future of economic and workforce opportunities in the region.” Everyone—Dr. Deitemeyer, the county commissioners, COA Board of Trustees, faculty, and staff—must be commended for this monumental undertaking that means so much to the community and will be a model for the state and the nation.”</p> <p>“To say that I am proud of our collective efforts would not capture the magnitude of the significance of this partnership,” said Deitemeyer.</p> <p>J. Fletcher Willey, Chair, COA Board of Trustees, shares the board’s excitement for the project.</p> <blockquote> <p>I applaud the vision and commitment of the Currituck County Commissioners in their partnership with the college. The Board of Trustees are proud to have been a part of this project and know that the region and its citizens will reap significant benefits from the education and training opportunities offered at the Regional Aviation and Technical Training Center.</p> </blockquote> <p>The result of the support of Currituck County and the stewardship of the college, the Regional Aviation and Technical Training Center (RATTC) is situated in a 600-acre business and industrial campus and is adjacent to the Currituck County Regional Airport. The RATTC is a 37,000 square-foot facility unique in its design and appearance. As the college’s fourth campus location, the center offers programs focused on training students in Aviation Systems Technology (an FAA certified program), Architectural Technology, Computer Integrated Machining, and Mechanical Engineering.  </p> <p>The design of the facility is centered on the hangar with aviation support labs—sheet metal, avionics, power plant, and composites—along the periphery. The key to the building’s innovative design is that the team was able to capitalize on creating transparency throughout the building. Glass walls between the hangar, the avionics lab, and the entrance lobby provide immediate visual contact for the programs inside the facility.</p> <p>The COA Regional Aviation and Technical Training Center is one of the first schools in the United States to run an entire overhaul facility. It will be visited by colleges and industries from across the country because of its programs and unique approach to student-centered active learning environments.</p> Innovation Challenge urn:uuid:E6123CE1-1422-1766-9A39D30540146335 2014-10-06T01:10:43Z 2014-10-06T02:10:00Z <p>NSF invites community college teams to propose innovative STEM-based solutions for real-world problems.</p> The League for Innovation in the Community College <!-- .Red { color: #F00; } --> <p align="center"><img src="/publication/leagueconnections/images/2014-10_NSF_pic.png" alt="" width="624" height="75" /></p> <p><strong>Who:</strong> Teams of community college students, a faculty mentor and a community or industry partner.</p> <p><strong>What:</strong> Teams proposing innovative STEM-based solutions for real-world problems they identify within one of the following themes: Big Data, Infrastructure Security, Sustainability (including water, food, energy, environment), Broadening Participation in STEM, Improving STEM education.</p> <p><strong>When:</strong> September 15, 2014 to January 15, 2015</p> <p><strong>Where:</strong> Submit entries at <a href="http://www.nsf.gov/CCchallenge" target="_blank">www.nsf.gov/CCchallenge</a>. </p> <p><strong>Why:</strong> To foster the development of crucial innovation skills.</p> <table border="0" width="283" align="Center"> <tbody> <tr> <td> <div> <h1><a class="Red" href="http://www.nsf.gov/cgi-bin/goodbye?https://communitycollege.skild.com/skild2/CommunityCollege/registerLeader.action" target="_blank"><strong>Enter Today</strong></a></h1> </div> </td> </tr> </tbody> </table> <p>More questions? Get updates on Twitter at #CCIChallenge or contact the team at <a href="mailto:InnovationChallenge@nsf.gov">InnovationChallenge@nsf.gov</a>.</p> <p><a href="http://www.nsf.gov/index.jsp" target="_blank">Click here</a> to learn more about the National Science Foundation, a League for Innovation Bronze Corporate Partner.</p> Community College Voices in the National Completion Conversation urn:uuid:E73D5E05-1422-1766-9A95E87043E16FF1 2014-10-06T01:10:43Z 2014-10-07T03:10:00Z <p>Participants at the League's 2014 Learning Summit discuss the Completion Agenda and pose questions about the current emphasis on college completion.</p> The League for Innovation in the Community College <p><img src="/publication/images/learning_abstracts.gif" alt="Learning Abstract" /></p> <p>October 2014, Volume 17, Number 10<strong> </strong></p> <p><em>By Participants in the League's 2014 Learning Summit</em></p> <p>Last summer, some 300 community college educators convened in Chandler, Arizona, to focus on learning. As participants in the League’s Learning Summit, these faculty, staff, and administrators engaged in roundtable discussions about the current national emphasis on college completion – the Completion Agenda. Facilitated by League Vice President for Learning and Research, Cynthia Wilson, the groups discussed definitions of completion, issues and challenges surrounding completion, and the promise of the Completion Agenda, and they posed questions about the current emphasis on completion. They recorded their conversations on flip chart paper, and this issue of <em>Learning Abstracts </em>presents the themes that emerged from the conversation records.</p> <p>This article presents an informal snapshot of themes identified in the collected responses of Learning Summit participants, with themes organized by the four questions asked during the session, and it may help stimulate similar discussions at local community colleges. The League’s <a href="/facultyvoices">Faculty Voices</a> project sponsored the session at the Learning Summit, and is one way for community college educators to become involved in the national conversation.<br /><br /> <strong>What Does Completion Mean to You?</strong><br /><br /> After a brief overview of the national completion focus, participants were asked four questions, the first of which was, “What does completion mean to you?” In their definitions of “completion,” two particularly strong themes emerged: (a) <em>students fulfilling their own goals</em>,and (2) <em>students earning credentials</em>. <br /><br /> <em>Students Fulfilling Their Own Goals. </em>The emphasis on individual student goals included broad comments such as “establishing educational goals and attaining them,”  “students accomplish what they came to do,” and “fulfill student’s holistic purposes, whatever that is.” Some definitions went further, providing specific examples: “academic and real work skills, personal growth,” “good grades, passed class, transfer,” “degree, experience, certificate,” and so on. One group broke down the list into components of the student experience, with completion points at ever step in the process: “students completing academic goals, with success at each increment: enrollment process, advisement, course completion, degree/certification, career” while others mentioned options such as learning a language or seeking education for career advancement. Since community colleges provide a wide variety of educational opportunities to a diverse student population, the focus on meeting individual student goals is not surprising. <br /><br /> <em>Students Earning Credentials. </em>The second major theme, students earning credentials, is fairly straightforward, with completion of a certificate or degree program and transfer to a four-year institution as the most frequently cited examples. For some participants, employment was also seen as a defining element in completion. These groups mentioned “employment in the field,” “gaining suitable employment,” “completion of program and gets the job,” “workforce preparedness,” and “employability,” in their definitions of completion.<br /><br /> <em>Other Approaches. </em>Some groups took different approaches, exploring distinctions in the meaning of completion by various stakeholder groups or considering the definition more philosophically. For example, given the prompt, “What does completion mean to you?” one group responded, “What Does Completion Mean to US?” with a list of 10 one-word answers: </p> <div> <table border="0" width="279"> <tbody> <tr> <td width="140">Fulfillment</td> <td width="129">Satisfaction</td> </tr> <tr> <td>Success</td> <td>Results</td> </tr> <tr> <td>Accomplishment</td> <td>Achievement</td> </tr> <tr> <td>An End</td> <td>Proud</td> </tr> <tr> <td>Recognition </td> <td>Triumph</td> </tr> </tbody> </table> </div> <p><strong>What Issues and Concerns Do You Have About the Completion Agenda?</strong><br /><br /> Learning Summit participants were asked to list issues, challenges, and concerns they had related to the national emphasis on completion. Responses were more varied in this and later questions, with major themes emerging around academic rigor and relevance, and student support. Other themes included student funding, institutional funding, employability, student preparedness, completion goals, data, and college-level challenges. These themes are briefly outlined below.<br /><br /><em>Academic Rigor and Relevance</em>. Participants expressed concern that the emphasis on completion would lead to a “degrading” of academic standards, particularly a “fear of compromising rigor so that more students will succeed,” or “decreasing standards perhaps to meet a goal.” Related to this concern was hastening students through programs, resulting in a “loss of personalized attention…just to get students through” and a “cycle of pushing students through the system.” The emphasis on completion also raised curriculum issues, including the relevance of classes; the possible narrowing of the curriculum; a reduction of the value of “human enrichment” and a concern that “lifelong learning is in conflict with completion”; the “integration of credit and non-credit”; a “fear of moving toward a high-stakes testing model” and “'teach to the test’ attitudes,” distinctions between training and education; and a question of completion “pushing higher education to a business model.”<br /> <em></em></p> <p><em>Student Support</em>. Participants were interested in ensuring that students receive adequate support as they pursue postsecondary education to completion, emphasizing guided pathways to help students set reasonable goals and provide assistance in attaining them throughout the student experience. Participants were also interested in the role of access in the push toward completion, listing among their concerns the need to reduce barriers and create bridges to access and completion; provide meaningful and sufficient advisement; offer flexibility in course options and scheduling; and provide sufficient training and support for students in online learning courses.<br /><br /><em>Student Preparedness</em>. The challenges faced by students who are underprepared for college-level classes were among the concerns listed by participants, stated by one group as, “We really need to figure out developmental education.” Participants raised issues of student costs, increased time to completion, the large number of students in developmental education, “moving students from developmental education into core classes,” and “problems with rushing students through.” One group asked, “Where’s the personal accountability—being prepared, committed?” <br /> <em></em></p> <p><em>Student Funding</em>. Concerns in this area primarily surrounded the affordability of higher education for community college students and prospective students, described by one group thus: “The reality of education and cost fights against the promise of the Completion Agenda.” Concerns were expressed about the availability of financial aid and the “huge debt burden [that] diminishes the value of a degree.” </p> <p><em>Institutional Funding</em>. Participants expressed concern about ways funding is tied to completion as well as the definition of completion used in funding models. One group noted there is “more concern over the colleges’ numbers or ‘bottom line’ than the students’ goals.” Concern was also expressed about a college rating system based on completion that would be used to determine funding.</p> <p><em>Employability</em>. Participants listed among their concerns the availability of jobs for students who complete certificate or degree programs, particularly as the number of graduates increases. They noted a disconnect between employer needs and the skills graduates possess, and that the pressure to find a career “ASAP” left “no room [for] exploration.”<br /><br /> <em>Driving the Agenda</em>. Some concern was expressed about the postsecondary education agenda being driven by external organizations that may be pushing their own agendas. Participants mentioned a lack of alignment between policy makers and implementers.<br /><em></em></p> <p><em>Defining Terms</em>. Some concern was expressed about the inconsistency of the definition for completion used by various stakeholders in the national completion conversation. Some groups expressed concern about a lack of consideration for the “relationship between completion and success” and the limitations in the definition if “success=completion.”<br /><br /> <em>Completion Goals</em>. Participants raised questions about the goals associated with the Completion Agenda, expressing concern that failure to increase completion rates “adds to internal stress by increasing demands” and “gives incentives to pressure students into degree programs.” Comments in this theme echo others concerning a need to focus on student goals and the distinctions between community college and four-year institution missions and students. Participants expressed concern that “completion rates focus on available data, not long-term success”; “completion does not necessarily focus on retention”; and that the postsecondary experience will mirror the “same pressure that K-12 has experienced.” One group asked if completion is, “Panacea or more complex problem?”</p> <p> <em>Data</em>. Learning Summit participants included data in their lists of issues and concerns, focusing on the importance of designing ways to quantify and track completion that consider student intent, student learning, appropriate metrics, the definition of completion in the community college context, and the ethics surrounding efforts “to make statistics look better” at the expense of helping students. </p> <p> <em></em></p> <p><em>College Challenges</em>. Groups identified issues and concerns at the college level, including pressure by administration and governing boards to move students through programs; consistency and competition among campuses in a multi-campus system; cultural changes with the shift to an emphasis on completion; lack of sufficient orientation and training for new employees; differing department goals; and practices and procedures that slow student progress or inhibit student success, such as cancelled classes and class size. <span style="text-decoration: underline;"></span><br /><br /> <strong>What Promise Do You See in the National Focus on Completion?</strong><br /><br /> Participants were asked to identify what they consider the promise of the Completion Agenda—what promise does it hold for students, educators, colleges, and communities? One group began by posting a pointed second question, “Why are we doing this if there are no promises?” Overall, responses focused on the promise at both national and local levels, with benefits for the students, colleges, communities, and the entire country.<strong></strong><br /><br /> <em>The National Conversation</em>. Responses in this theme reflect the overall national-to-local flavor of  answers, ranging from “regain international stature” to “has brought attention to the community colleges and all they offer.” One group noted that “the national conversation demonstrates interest in the topic.” Another response expressed this interest a little differently: “It’s good that people care about student success.”<br /> <em></em></p> <p><em>Collaboration</em>. Participants saw opportunities for collaboration as a promise of the completion conversation, including collaboration within colleges and across education sectors. Descriptions ranged from “allows for greater collaboration across college functions” and “encourages collaborative ‘system-wide’ thinking across community college systems” to “The Completion Agenda has prompted conversations among all levels of institutions,” and “aligning curriculum from early childhood education to ‘completion’ of college.” <br /><br /> <em>Retention</em>. Groups indicated that the Completion Agenda is “raising awareness of noncompletion,” and “beginning with the end in mind,” while causing “more proactive student/institution communication” and “more focus on goal development.” <br /><br /> <em>Benefits for Students</em>. In terms of promise for students, participants turned to the career opportunities and accompanying financial benefits related to earning a college credential. One group explained, “Students with a degree are absolutely in a better position to gain employment. The completion emphasis forces colleges to reach more students and help them succeed.” Others cited increased lifetime earnings, having “an edge in the global marketplace,” “better way of life,” and “gainful employment.” One response connected completion, as “an opportunity to bring people out of poverty,” with stabilizing the national economy. Not all responses focused on financial rewards, though, as others noted “improved student success and satisfaction” and college personnel “rallying around the students to help them complete.”<br /><br /> <em>Benefits for the Community</em>. As with benefits for students, benefits for the community included economic matters. From students being better trained to enter the workforce and the consequent attraction of more higher-wage jobs, participants saw local economic development as a promise of the Completion Agenda. Other benefits of an educated population were also included in responses, such as decreased crime rates and increased civic engagement. One group responded that completion “can ‘equalize’ the playing field for all social classes.”<br /><br /> <em>Benefits for the College</em>. On campuses, conversations about completion are, according to one participant group, “opening up dialogue to innovation in our approaches/strategies.” Other groups had similar comments focused on being “at the table” for the completion conversation, whether in internal college conversations or external discussions with communities, business and industry, workforce development, and other education sectors. The promise of the Completion Agenda also included improving processes and policies that impede student success; using resources more efficiently and meaningfully; and “redefining our role in society.” Professional development was also identified with the promise of the completion emphasis, with the need for more staff and new roles for staff, along with “greater focus on pedagogy” and “improved quality in services and programs.” Participants also indicated that, “National discussions on completion may provide more funding and programs” from government agencies and foundations.<br /><br /> <strong>What Are the Big Questions You Have Regarding Student Success and Completion?</strong><br /><br /> Finally, participants were asked to identify their own big questions about the completion conversation, and the groups responded with scores of questions. Most questions fell into five major themes, including (a) the definition of completion; (b) engaging and supporting students to completion and careers; (c) employability and a living wage; (d) joining the conversation; and (e) college needs. In this section, a few examples of questions are listed below each theme.<br /><br /> <em>The Definition of Completion</em></p> <ul> <li>Why must there be universal agreement on the definition of completion?</li> <li>What if a student only wants to focus on specific skills? </li> <li>What if the national definition does not match the institution's? Are differing ideas accommodated?</li> <li>Are student success and completion the same thing?</li> <li>Whose definition matters?</li> </ul> <p><em>Engaging and Supporting Students to Completion and Careers</em></p> <ul> <li>What resources and motivations do we (college) provide to help students get the degree? </li> <li>What types of career counseling are students getting? Can it be made mandatory?</li> <li>How do we prepare students for specific job duties, with broad skills so they can be adaptable to change?</li> <li>What are the barriers that prevent our students from succeeding (including the ones we create)?</li> <li>How do student learning outcomes connect to student completion and student “success”?</li> </ul> <p><em>Employability and a Living Wage</em></p> <ul> <li>Will they (completers) have jobs? </li> <li>Is our society ready to handle the number of college graduates? Are we over-saturating the market?</li> <li>Will debt swamp the economy?</li> </ul> <p><em>Joining the Conversation</em></p> <ul> <li>How can we impress upon leadership the importance of inviting front line staff and support personnel to these conversations and training?</li> <li>What will happen when the new administration is in place, a new president? Who drives the conversation when politics change?<strong></strong></li> <li>Will we (government, foundations, education) stay focused on this or move to another initiative? How do we get past the “flavor of the day” approach?</li> <li>Do people still see the same value in education they once did?</li> <li>Will this conversation lead to effective actions?</li> </ul> <p><em>College Needs</em></p> <ul> <li>Are we staffed to address concerns? Where are trained teachers to meet demand? </li> <li>How do we improve our tracking? How do we know when someone has completed? </li> <li>Where are the established resources in place at other institutions we can utilize? </li> <li>How do we get the public to recognize the worth and value of community colleges? </li> <li>Will resources exist to help us move to a culture of completion? Will colleges change what we do and/or should be doing to chase funding? </li> </ul> <p> </p> <p><em>Content for this issue of </em>Learning Abstracts <em>came from participants in the League's 2014 Learning Summit symposium on Faculty and Staff Engagement, held June 10, 2014, in Chandler, Arizona. Responses were compiled by League staff. Contact: <a title="wilson@league.org" href="mailto:wilson@league.org" target="_blank">Cynthia Wilson</a>, Vice President, Learning and Research, League for Innovation in the Community College.</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.<br /></em></p> <ul> </ul> Digital Storytelling: Power to the People urn:uuid:1800A262-1422-1766-9AC0CBE2365A4658 2014-09-01T08:09:35Z 2014-09-25T11:09:00Z <p>Digital storytelling allows students to tell their stories using a variety of online programs.<strong> </strong></p> The League for Innovation in the Community College <p><img src="/publication/images/learning_abstracts.gif" alt="Learning Abstract" /></p> <p>September 2014, Volume 17, Number 9<strong> </strong></p> <p><em>By Sandy Brown Jensen</em></p> <p>I am a writing instructor at Lane Community College in Eugene, Oregon, who has fallen in love with digital storytelling. Definitions of digital storytelling vary, but in education the concept is that with the technology revolution, ordinary folks can tell their own real life stories. And while that doesn’t automatically mean the stories are from the heart, overwhelmingly, that is the case. </p> <p>Joe Lambert began the influential <a href="http://storycenter.org/" target="_blank">Center for Digital Storytelling</a> (CDS) in the 1990s, to promote the use of technology to share first-person stories. CDS, a nonprofit, community-oriented center, partners with organizations all over the world to teach people how to write, narrate, record, and create a one-to-five minute video about something that happened to them. The immersive process of telling a key life story of abuse, healing, early pregnancy, being a deaf teenager in Tanzania—whatever the story—is again and again shown to be profoundly life-changing for both the storytellers and for their communities.</p> <p>CDS teaches digital storytelling as a short, self-narrated video. Technology used includes cell phones, tablets, and video editing software to combine recorded audio narration, video clips, and music. I received my initial training at CDS, and think very highly of its workshops. I was the only educator in my workshop, but hundreds of educators attend for training using their professional development funds (if they are lucky!).</p> <p>In education, the <a href="http://digitalstorytelling.coe.uh.edu/" target="_blank">University of Houston</a> is known to have one of the most comprehensive digital storytelling websites in the world, capably curated by Bernard Robin. This fall, Dr. Robin, along with a co-instructor, will be guiding a Coursera class on digital storytelling, titled <a href="https://www.coursera.org/course/digitalstorytelling" target="_blank">Powerful Tools for Teaching and Learning: Digital Storytelling</a>. This free class will teach participants to use <a href="https://www.wevideo.com/" target="_blank">WeVideo</a>, the excellent, free online editing software, to develop the now-traditional three-minute, self-narrated video story.</p> <p>The literacies addressed by teaching a unit in digital storytelling such as this comprise a virtual laundry list (Brown, Bryan, &amp; Brown):</p> <ul> <li><strong>Digital Literacy</strong>: the ability to communicate with an ever-expanding community to discuss issues, gather information, and seek help;</li> <li><strong>Global Literacy</strong>: the capacity to read, interpret, respond, and contextualize messages from a global perspective;</li> <li><strong>Visual Literacy</strong>: the ability to understand, produce, and communicate through visual images;</li> <li><strong>Technology Literacy</strong>: the ability to use computers and other technology to improve learning, productivity, and performance; and</li> <li><strong>Information Literacy</strong>: the ability to find, evaluate, and synthesize information.</li> </ul> <p>A second educational model of digital literacy, <a href="http://ds106.us/" target="_blank">ds106</a>, is the brainchild of Jim Groom out of the University of Mary Washington, in cahoots with Web wonder, Alan Levine. This open online course can be used dynamically by any teacher anywhere in the world. Student blogs can be aggregated into the website; students tag their blog posts with ds106 and the posts show up on the site for other students worldwide to read and comment on.</p> <p>The ds106 site is loaded with content in the form of:</p> <ul> <li>an <a href="http://assignments.ds106.us/" target="_blank">assignment bank</a> where students can choose to make any digital thing, from an animated GIF to fanfic, then add their creation to the examples of that kind of assignment;</li> <li>a <a href="http://ds106rad.io/listen/" target="_blank">web-based radio station</a> that any class can use to broadcast class-grown radio shows (think <a href="http://themoth.org/" target="_blank">The Moth</a>); and</li> <li>a daily creativity challenge called <a href="http://tdc.ds106.us/" target="_blank">The Daily Create</a>. </li> </ul> <p>The ds106 conception of digital storytelling is much broader and more free-wheeling. As a Faculty Technology Specialist teaching digital storytelling and social media to the Lane Community College community, I have found the ds106 site to be a useful, flexible, foundational Web presence.</p> <p>In <a href="https://vimeo.com/102803115" target="_blank">this digital story</a>, I emphasize the first-person narrative aspect of digital storytelling. If I had made literally a digital story about digital storytelling, it would have looked like a mini-documentary or infomercial. That isn’t the point. The point is the intimacy of the first-person narration, the progression of an actual story; the point is the folk art, low-tech look as I combine cell phone shots of my journal and a certificate on the wall with my own photos and video, as well as video edited in from another source.</p> <p>At Lane, student teachers are making digital stories about a book that changed their thinking about something—perhaps reading itself. An Adult Basic Education teacher has the whole class collaborate to make one digital story that reflects their multiple points of view on one topic. Locally, <a href="https://www.facebook.com/pages/The-Trauma-Project/249222445101726" target="_blank">The Trauma Project</a> has an annual film festival featuring stories by trauma victims. </p> <p>Suffice it to say that digital storytelling is being used at every educational level, from kindergarten to postdoc. Stories are being made in neighborhood community centers and have infiltrated businesses, hospitals, and even the military. Stories have always been the lingua franca of the peeps, and now the peeps have the power of multimedia creation in their hands: Power to the People!</p> <table border="0"> <tbody> <tr> <td><span style="font-family: arial; font-size:9px;"> <p>References</p> <p>Brown, J., Bryan, J., &amp; Brown, T. (2005). Twenty-first century literacy and technology in K-8 classrooms. Innovate, 1(3). Retrieved from <a href="http://citeseerx.ist.psu.edu/viewdoc/summary?doi=" target="_blank">http://citeseerx.ist.psu.edu/viewdoc/summary?doi=</a></p> </span></td> </tr> </tbody> </table> <p><a href="http://www.google.com/url?q=http%3A%2F%2Fcourseweb.lis.illinois.edu%2F~jevogel2%2Flis506%2Fresearch.html&amp;sa=D&amp;sntz=1&amp;usg=AFQjCNH41JrOpELW04bdS2O_iVPFAOInQQ" target="_blank">Learn more about research supporting Digital Storytelling here.</a></p> <p><em>Sandy Brown Jensen is a writing instructor and Faculty Technology Specialist at Lane Community College in Eugene, OR, and a blogger for the </em><a href="http://www.google.com/url?q=http%3A%2F%2Fwww.nmc.org%2F&amp;sa=D&amp;sntz=1&amp;usg=AFQjCNFQL12nRY4yLK7F72CRDkzqFr7weQ" target="_blank"><em>New Media Consortium</em></a><em> on the topic of digital storytelling.</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> Back to Our Future: The Opportunity for Pure Learning urn:uuid:17F8D265-1422-1766-9A7C9B2DBC57254F 2014-09-01T07:09:00Z 2014-09-25T11:09:00Z <p>Community colleges have an opportunity to create a future honoring past success while expanding future capabilities with competency-based education.<strong> </strong></p> The League for Innovation in the Community College <p><img src="/publication/images/leadership_abstracts.gif" alt="Leadership Abstract" /></p> <p>September 2014, Volume 27, Number 9<br /><br /> <em>By </em><em>Allen Goben</em><br /><br /> Peter Drucker said, "The best way to predict the future is to create it." Amidst unprecedented societal change, early 21st century educators have an equally unparalleled opportunity to create a future honoring past success while expanding future capabilities. For faculty and administrators, this means that together we must implement the current success agenda to further our time-honored mission of access and excellence. Emerging opportunities include competency-based education (CBE). There are three major factors college leaders must consider when developing their CBE approach. </p> <p>First, we need to understand the history. Competency-based approaches are not new. In fact, modern efforts have been around for decades and earlier approaches for millennia. Liberal arts CBE efforts are more recent. I recall 1990s training as a history teacher regarding outcomes-based education (OBE). OBE was the dreaded acronym of the time, enticing us to reinvent curriculum to clearly demonstrate learning outcomes. For some, it was the beginning of a new journey; for others, a continuation or maturation of prior efforts. </p> <p>In many respects, it is an attempt to quantify something nearly unquantifiable. The magical moment of transformational learning defies definition. Just ask any faculty member who thrives on these moments. Or, ask any student who has experienced them as we all have. Transformational learning does not reside in a box or sit on a shelf to be observed and calculated. However, as modern educators refine competencies and learning outcomes definitions, we find that outcomes contributing to the magical, transformational moments we relish can be documented. It is a modern attempt to solve an age-old challenge, but it is not the current, fundamental standard that quantifies learning. That would be the credit hour. </p> <p>Carnegie Foundation president, Anthony Bryk, explained, "The Carnegie Unit helped standardize course requirements. But it was never intended to measure the quality of teaching and learning, and it isn't well equipped to do so" (DiSalvio &amp; Journal Staff, 2013). It was created to provide a standard for teacher pensions. The unit was opposed by faculty because it does little to measure learning, though it was eventually adopted and enculturated. It was considered an imperfect, temporary solution but was never replaced as faculty assessed college readiness from disparate high schools and planned workloads. </p> <p>Considering this backdrop, the second thing leaders must understand is that our talented faculty must fully engage and guide an agenda of progress,including competency-based approaches for them to succeed. The credit-hour structure functions because faculty eventually adopted it and found ways to make it work. Faculty members typically love to teach. Competency-based approaches, when not fully understood, might appear to diminish the teachers' role. This causes fear about job security and the value placed upon teaching itself. As faculty members delve deeper into CBE, many find that the faculty role is actually elevated in some respects. As students master competencies, they do not disappear or stop learning. They move on to more challenging material. Teachers give up some control of the procedural learning structure, but they gain an opportunity to engage in a myriad of learning moments with students rather than preparatory material leading to a few of those moments. </p> <p>This leads us to the third major consideration, understanding that CBE is not the only method, nor is it always the best. It is one approach in our arsenal to create magical learning moments of personal transformation. The delivery methods used to get there are becoming more varied, but traditional assessments, such as tests, quizzes, papers, projects, portfolios, and so forth, are still what measure learning. </p> <p>With modern credentialing moving swiftly toward the use of badges and stackable certificates that make up degrees, most of us feel a bit uneasy as the ground moves beneath our feet. We can best predict the future, though, by creating it together. Perhaps we can collectively define learning outcomes—competencies—so well that stackable learning outcomescan lead to badges, certificates, and degrees mapped to careers and advanced degrees. What a fascinating challenge we have upon us to get back to our future, where CBE is used to allow faculty/student interaction characterized by a steady diet of pure, transformational learning moments! I'll sign up for that class! </p> <table border="0"> <tbody> <tr> <td><span style="font-family: arial; font-size:9px;"> <p>References</p> <p>DiSalvio, P., &amp; Journal Staff. (2013). New directions for higher education: Q &amp; A with Carnegie Foundation president Anthony Bryk about the credit hour. The New England Journal of Higher Education, April 29. Retrieved from <a href="http://www.nebhe.org/thejournal/new-directions-for-higher-education-interview-with-carnegie-foundation-president-anthony-bryk-about-the-credit-hour/" target="_blank">http://www.nebhe.org/thejournal/new-directions-for-higher-education-interview-with-carnegie-foundation-president-anthony-bryk-about-the-credit-hour/</a></p> </span></td> </tr> </tbody> </table> <p>This article first appeared in the July 2014 issue of <a href="http://www.ferris.edu/HTMLS/administration/academicaffairs/extendedinternational/ccleadership/alliance/documents/Perspectives_July2014/index.html" target="_blank"><em>Perspectives: Community College Leadership for the 21st Century</em></a>, published by the Alliance for Community College Excellence in Practice at Ferris State University. It is used here with permission.</p> <p><em>Allen Goben is the </em><em>President of Tarrant County College - Northeast Campus, in Hurst, Texas.</em></p> <p><em>Opinions expressed in</em><strong><em> </em></strong>Leadership Abstracts<strong><em> </em></strong><em>are those of the author(s) and do not necessarily reflect those of the League for Innovation in the Community College.</em><strong></strong></p> Electrical Engineer Ariana Hargrave Shares Expertise at Del Mar College urn:uuid:1804DA72-1422-1766-9A92730E58002DB8 2014-08-27T08:08:12Z 2014-09-02T08:09:00Z <p>While most engineering fields are still dominated by men, times are changing, and the participation of women continues to increase.</p> <p> </p> The League for Innovation in the Community College <p>September 2014, Volume 9, Number 9</p> <p><em>By Michael Bratten</em></p> <table border="0" width="377" align="center"> <tbody> <tr> <td><img src="/publication/leagueconnections/images/2014-09_InnovationShowcase_Pic1.jpg" alt="" width="400" /></td> </tr> <tr> <td height="34" align="center"><span style="font-family: arial; font-size:10px;">Ariana Hargrave teaches Transformer Protection Relay at Del Mar College's Center for Economic Development </span></td> </tr> </tbody> </table> <p>Ask just about anyone associated with the engineering profession and they’ll tell you it’s traditionally been a man’s field. But times are changing, albeit slowly. Women are increasingly finding a place among those who speak the math- and science-heavy language that may as well be Greek to some of us. </p> <p>Case in point: Ariana Hargrave, P.E., a 28-year-old electrical engineer who taught a two-day course July 15-16 titled Transformer Protection Relay at Del Mar College’s Center for Economic Development. “I’ve always liked power,” she said. “It’s important to be able to turn the lights on but keeping them on is really complicated. It’s very interesting to see how it happens behind the scenes.”</p> <p>Hargrave, who works for Schweitzer Engineering Laboratories (SEL), specializes in electrical power and related equipment such as relays and transformers. From her office outside of San Antonio, she travels the country teaching electrical engineers, technicians, and other tradespeople about new products and developments in the industry.</p> <p>She came with a colleague to Del Mar College to teach about SEL’s latest relay, a box-like device that protects electrical transformers from harmful conditions. Protection is a key word in Hargrave’s field.</p> <p><strong>A Man’s World</strong></p> <p>At one time, Hargrave was her company’s only female protection application engineer in the United States, she said. Five years later, she thinks there is one more. But that’s not because female engineers are frowned upon. “Women just don’t go into protection or engineering in general,” she said. “It probably seems like it’s a man’s world, like you have to go to these big plants and work with big equipment. There’s no reason women can’t do this.”</p> <p>Hargrave credits her father with instilling in her a sense of self-reliance and fearlessness. He taught her how to solder by age seven, how to change the oil in her car, and even how to build her own personal computers. “On the Fourth of July, I disassembled a rear differential on a Ford F-150,” she said with a smile.</p> <p>There are rarely women in the classes Hargrave teaches, she said. Her Del Mar class was comprised of 13 men and one woman. When she walks into a room and the participants see a young woman instructor, she usually feels she has to prove herself.</p> <p>“If a guy was teaching the class, everybody would assume he knows what he’s talking about,” she said. “One time a man from another culture came up to me and said, ‘This protection stuff is very hard for me, so I can just imagine how hard it is for you.’ That’s always going to stick with me. Maybe it’s a good thing because it keeps me on my toes.”<br /> <br /> <strong>Nontraditional Role</strong></p> <p>Nevertheless, the majority of people she meets are happy to see a woman in her role, Hargrave added. “I was pleasantly surprised that she’s the instructor,” said Nina Sadighi, an electrical engineer from Houston and the sole woman who attended the class at Del Mar. “I’ve been to construction sites, and I know females have to establish respect in this industry.”</p> <p>Most engineering disciplines were dominated by men until about 20 years ago, said John Novak, a sales representative with KD Johnson Inc., a company that represents electrical manufacturers. He coordinates courses that Hargrave teaches in South Texas and has known her almost five years. “There was a concerted effort beginning in the 1980s to get more women in the field,” Novak said. “There are more ladies doing it now, but it’s still pretty uncommon to see them teaching electrical engineering.” </p> <p>Drew Smith, a switch gear technician from Tampa, said Hargrave is the first female teacher he’s had since high school. “When you get an instructor who can explain how to do something instead of just the concept, it’s easier to understand. This is one of the better classes I’ve been to.”</p> <p><strong>Rising Numbers</strong></p> <p>The number of women receiving engineering bachelor’s degrees has risen from 17.8 percent in 2009 to 19.1 percent in 2013, according to the American Society for Engineering Education. Females accounted for 23.9 percent of engineering master’s degrees in 2013, an all-time high but just a two-percentage-point increase over 2004. Women earned 22.4 percent of engineering doctoral degrees in 2013, a growth of almost 5 percent since 2004.  </p> <p>Hargrave, a native of San Antonio, holds a bachelor’s degree from St. Mary’s University and a master’s from Texas A&amp;M University, both in electrical engineering.</p> <p>The future is promising for young electrical engineers, particularly females, said Richard Pittman, P.E., whose firm, Corpus Christi-based Bath Engineering, co-sponsored Hargrave’s course with KD Johnson Inc. “Our country is dependent on electrical power. Anyone who can understand power systems and the modern equipment we have today is going to be in high demand. Power companies, refineries, consulting firms, anybody involved with power flow is going to want them.” </p> <p>It’s difficult to get kids in general interested in math and science, Pittman added. He believes an interest must be developed and stoked at an early age. </p> <p>The media is partly responsible for the scarcity of women in the engineering field, Hargrave said. “I think for girls the media focuses on superficial things. Women are dissuaded at a young age from going into math and science. I would tell them, ‘It doesn’t matter what is popular. You should do what you like.’ For me, it’s protection and power.”</p> <p><em>Michael Bratten is a Communications Specialist at Del Mar College in Corpus Christi, Texas.</em></p> <p><em>Opinions expressed in</em><em> </em>Innovation Showcase<em> </em><em>are those of the author(s) and do not necessarily reflect those of the League for Innovation in the Community College.</em></p> Member Spotlight: Great Falls College MSU urn:uuid:17EE9ECA-1422-1766-9A7A01581923B9DC 2014-08-27T07:08:51Z 2014-09-02T08:09:00Z <p>Great Falls College MSU uses technology to provide students with practical, hands-on training regardless of their location.<strong></strong></p> The League for Innovation in the Community College <p><strong>Bringing College to Students Wherever They Are</strong></p> <p><em>By Teresa Rivenes</em></p> <p><a href="http://www.gfcmsu.edu/" target="_blank">Great Falls College MSU</a>, located in rural big sky Montana, has been working hard to bring unique educational opportunities and skills to students across Montana and the nation. According to Dr. Heidi Pasek, Chief Academic Officer, “This is a changing world, and we need to adapt to the needs of our students using all of the resources at our disposal.” Great Falls College MSU has demonstrated adaptation through three truly unique opportunities—the SIM Hospital, NANSLO remote science lab, and SWAMMEI program.</p> <p><strong>Simulated (SIM) Hospital</strong></p> <p><img src="/publication/leagueconnections/images/2014-09_GreatFalls_Pic1.jpg" alt="" hspace="12" width="173" height="178" align="left" />Great Falls College MSU is extremely proud of its nursing and healthcare programs. In fact, Great Falls College MSU students have a 100 percent pass rate on national exams such as the NCLEX-PN (National Council of Licensing Exams-Practical Nurse). At least a small part of this success is due to the wonderful technology and real world experience that Great Falls College MSU students are able to access. The school’s pride and joy is the simulated hospital, where students practice skills in a simulated working environment. The SIM hospital is Montana’s only fully functioning simulated hospital set up to show the journey a patient (programmable manikin) can take all the way from the mobile or stationary ambulance, to the emergency room, surgery suite, intensive care suite, imaging suite, therapy suite, and, then, to home health care. Faculty can program the environment, and manikins, for a wide variety of scenarios and students get to practice hands-on skills in a medical setting all before working with actual patients in clinical experiences. All scenarios are computer aided and may be recorded for post scenario reflection and processing. This project was funded through a grant and with the assistance of generous hospitals in the local community, making it a true partnership.    </p> <p><strong>North American Network of Science Labs Online (NANSLO)</strong></p> <p align="center"><img src="/publication/leagueconnections/images/2014-09_GreatFalls_Pic2.jpg" border="0" alt="" width="277" height="96" /></p> <p>Great Falls College MSU is home to one of only three online science labs in North America (British Columbia, Colorado, and Great Falls). The Great Falls NANSLO node is expected to come online this fall and will be revolutionary in nature. NANSLO is part of an international network of science labs that uses remote, web based technologies to allow students the opportunity to perform real science experiments, with actual lab equipment they control, remotely. Students use VoIP software and video to control lab equipment in real time. Being able to manipulate the equipment distinguishes the remote labs from conventional simulations. Voice and text options will allow students to work collaboratively from wherever they are. STEM degrees and allied health programs are more needed than ever, but it can be difficult to give rural online students experience with the equipment utilized in the field. The NANSLO lab changes all of that. For the 50 percent of Great Falls College MSU students who are taking online classes at any one time, this means a competitive edge in a demanding market. More importantly, by giving students real world skills in a high tech environment, it prepares them for employment in these kinds of industries. </p> <p><strong>Strengthening Workforce Alignment in Montana’s Manufacturing and Energy Industries (SWAMMEI) </strong></p> <p><img src="/publication/leagueconnections/images/2014-09_GreatFalls_Pic3.jpg" alt="" hspace="12" width="218" height="146" align="left" />The Strengthening Workforce Alignment in Montana’s Manufacturing and Energy Industries (SWAMMEI) collaboration is a $25 million Trade Adjustment Assistance Community College and Career Training (TAACCCT) Round III grant. The grant is led by Great Falls College MSU with 12 other colleges in the state serving as co-grantees. The grant is designed to serve dispersed and under-employed populations utilizing the best faculty and best curriculum delivered to wherever the student is located. Great Falls College MSU will be taking the lead on the welding portion of the grant. Students will take classes online and will then have the hands-on portions delivered to their local school by faculty. This means that a student 300 miles away can take classes in welding online, after which the traveling lab will come to the students’ local school to deliver a hands-on experience, even though welding may not be offered at the local college. Likewise, Great Falls College MSU students will be able to earn a Diesel Tech certificate through a partner institution since Great Falls College MSU does not offer this certification. This is just one unique way that schools across rural Montana are sharing programs to give students a wide variety of options with limited resources, and Great Falls College MSU is proud to be part of this effort.</p> <p>These are just some of the great ways that Great Falls College MSU has accessed technology and is reaching more students, with more real life application, than ever before. In the works are opportunities for online students in healthcare fields to access the remote NANSLO microscopes to view actual pathogens. Students at Great Falls College MSU are learning, practicing, and understanding the actual items, regardless of their location. In the end, Great Falls College MSU students leave well prepared for transfer to a four-year institution or a career in trade or healthcare industries. Rural, yes. Outdated, never.</p> Member Spotlight: Volunteer State Community College urn:uuid:17C0C7EE-1422-1766-9A0A7F70D961D18D 2014-08-27T06:08:40Z 2014-09-02T08:09:00Z <p>Volunteer State Community College faculty and students develop and distribute emergency planning kits to local child care centers to meet new state requirement.<strong></strong></p> <p align="left"> </p> The League for Innovation in the Community College <p><strong>Volunteer State Classes Launch Emergency Planning Kits for Child Care Centers</strong></p> <table border="0" width="377" align="center"> <tbody> <tr> <td><img src="/publication/leagueconnections/images/2014-09_VolenteerStateCC_Pic1.jpg" alt="" height="250" /></td> </tr> <tr> <td height="34" align="center"><span style="font-family: arial; font-size:10px;">Linda Boyers with Gallatin Day Care Center will be using the emergency plan with her staff and children.</span></td> </tr> </tbody> </table> <p>Emergency planning has become a part of institutional life in America. Schools and community centers regularly prepare and practice what to do in an emergency. <a href="http://www.volstate.edu/" target="_blank">Volunteer State Community College</a> (Vol State) students and faculty have taken part in a two-year project to help particularly vulnerable organizations: child care centers. State law requires that child care centers have emergency plans. But it’s tough for a small business or nonprofit to find the time or expertise needed to develop a plan. Vol State classes have prepared and distributed emergency planning kits for child care centers in Sumner County. Vol State instructor, Penny Duncan, led the effort with her Early Childhood Education students.</p> <p>“It’s designed to be tailored to each individual center,” said Duncan. “Child care directors can put in their own maps and their own emergency contact lists. The new standards that just became required last year by the state include reunification plans, getting kids back with their parents, evacuation procedures, and how to work with children with disabilities.”</p> <p>“We went to visit several day cares and preschools to see if they had a plan and only a few did,” said Vol State student Tamara Tuckson of Nashville. “The project has been very enlightening for us and we hope it can help child cares be ready, especially when it comes to helping children with special needs, which was the part I worked on.”</p> <p>Holding safety drills with young children can be especially difficult. The plan includes ways to make such activities part of the curriculum and appropriate for the age group. Gallatin Day Care Center Executive Director Linda Boyers is also a Vol State student who worked on the project.</p> <p>“You always think, it’s not going to happen to me,” said Boyers. “But you’ve got to know how to react and you need training to do that. If everyone is on the same page, the chances of everyone surviving an emergency safely are much higher, and that’s important to me as a director, and as a parent and grandparent.” </p> <table border="0" width="377" align="center"> <tbody> <tr> <td><img src="/publication/leagueconnections/images/2014-09_VolenteerStateCC_Pic2.jpg" alt="" height="250" /></td> </tr> <tr> <td height="34" align="center"><span style="font-family: arial; font-size:10px;">Volunteer State students show the plan to child care managers; left to right: student Debbie Dominguez, student Tamara Tuckson, and Donna Gregory and Gaye Hurt with College Heights Child Care.</span></td> </tr> </tbody> </table> <p>The project is part of what is called Vol State Service Learning. The student work is directly tied to their class curriculum. Three faculty members and more than fifty students in several Vol State classes worked on the project. Students in Computer Information Systems worked on a phone app as part of the project. The Early Childhood Education students coordinated with students in Criminal Justice to put together the plan. </p> <p>“The Criminal Justice students provided all of the emergency plans, the evacuation plan, the reunification plan,” said James Brown, Criminal Justice instructor. “The education students prepared the process, to make sure the kids don’t get scared and they have activities to keep them occupied during an emergency. The most important part for the education students was probably the training plan. Without proper training, staff won’t know what to do in an emergency.”</p> <p>The plan is available for any interested child care operator in Tennessee to download and print for free. Visit the <a href="http://www.volstate.edu/EarlyChildhood" target="_blank">Vol State Early Childhood page</a> and click on Childcare Emergency Plan.</p> Innovative Educators Webinar Schedule urn:uuid:626C5677-1422-1766-9AF40708EB9E56F2 2014-08-01T01:08:13Z 2014-10-06T08:10:00Z <p>View the current schedule of upcoming webinars from League partner Innovative Educators.</p> The League for Innovation in the Community College <p><strong>October 2014</strong><br /><br /> 7 <a href="http://www.innovativeeducators.org/product_p/3211.htm">Investigating The Drunken Hook-Up: Policy Development Concerning Sexual Assault, Incapacitation &amp; Risk Management</a> <br /><br /> 7 <a href="http://www.innovativeeducators.org/product_p/3230.htm">Providing Comprehensive Student Support Services Online</a> <br /><br /> 8 <a href="http://www.innovativeeducators.org/product_p/3233.htm">Enhancing Outcomes-Based Assessment For Student Affairs: A 3-Part Series - Part 3</a> <br /><br /> 9 <a href="http://www.innovativeeducators.org/product_p/2199.htm">Responsive Leadership: Developing An Intentional Strategy That Addresses Future Challenges &amp; Succession Planning</a> <br /><br /> 10 <a href="http://www.innovativeeducators.org/product_p/3234.htm">Strategic Enrollment Management: Developing &amp; Implementing An Integrated, Results-Driven Plan - Part 1</a> <br /><br /> 14 <a href="http://www.innovativeeducators.org/product_p/3238.htm">Creating An Effective Faculty Advising Program: How To Improve Student Success: A 2-Part Series - Part 1</a> <br /><br /> 15 <a href="http://www.innovativeeducators.org/product_p/3248.htm">Understanding ADA Compliance, Accommodations &amp; Resources: Fast Facts For Faculty</a> <br /><br /> 15 <a href="http://www.innovativeeducators.org/product_p/3234.htm">Strategic Enrollment Management: Developing &amp; Implementing An Integrated, Results-Driven Plan - Part 2</a> <br /><br /> 16 <a href="http://www.innovativeeducators.org/product_p/3235.htm">Sexual Misconduct &amp; Title IX: Addressing Advocacy, Safety &amp; The Support Needs Of Survivors &amp; The Accused</a> <br /><br /> 16 <a href="http://www.innovativeeducators.org/product_p/3239.htm">How To Increase Retention, Satisfaction &amp; Performance In The Online Classroom - 3-Part Webinar Series Package</a> <br /><br /> 17 <a href="http://www.innovativeeducators.org/product_p/3236.htm">Strategic Enrollment Goal-Setting: A Data-Driven Model For Resource Allocation &amp; Results</a> <br /><br /> 21 <a href="http://www.innovativeeducators.org/product_p/3238.htm">Creating An Effective Faculty Advising Program: How To Improve Student Success: A 2-Part Series - Part 2</a> <br /><br /> 21 <a href="http://www.innovativeeducators.org/product_p/3246.htm">The Jones Campaign: How To Dramatically Increase Visits To Your Learning Center</a> <br /><br /> 22 <a href="http://www.innovativeeducators.org/product_p/3231.htm">How Faculty Can Manage Difficult Conversations With Students</a> <br /><br /> 23 <a href="http://www.innovativeeducators.org/product_p/20132.htm">Leveraging Technology to Support Students, Faculty &amp; Staff (Free Online Conference)</a> <br /><br /> 24 <a href="http://www.innovativeeducators.org/product_p/20132.htm">Leveraging Technology to Support Students, Faculty &amp; Staff (Free Online Conference)</a> <br /><br /> 28 <a href="http://www.innovativeeducators.org/product_p/3258.htm">Copyright &amp; Fair Use: Compliance Guidelines For Faculty &amp; Staff</a> <br /><br /> 28 <a href="http://www.innovativeeducators.org/product_p/3242.htm">How To Achieve Exceptional Front-Line Customer Service In Higher Education</a> <br /><br /> 29 <a href="http://www.innovativeeducators.org/product_p/3243.htm">Removing Suicidal Students From Campus: The Significance Of Recent Changes In Federal Policy</a> <br /><br /> 30 <a href="http://www.innovativeeducators.org/product_p/3240.htm">How To Observe &amp; Evaluate Faculty In The Online Classroom - 3-Part Webinar Series Package</a></p> <p><strong>November 2014</strong><br /><br /> 4 <a href="http://www.innovativeeducators.org/product_p/3244.htm">The Autism Spectrum: Helping Students Transition &amp; Succeed</a> <br /><br /> 4 <a href="http://www.innovativeeducators.org/product_p/3251.htm">Improving Student Outcomes: Using Causal Analysis To Determine Which Interventions Actually Work</a> <br /><br /> 5 <a href="http://www.innovativeeducators.org/product_p/3250.htm">Federal Changes In Policy Concerning Suicidal &amp; Dangerous Students: A Review Of Three Legal Cases</a> <br /><br /> 5 <a href="http://www.innovativeeducators.org/product_p/3252.htm">It Takes A Campus: How Student &amp; Academic Affairs Can Partner To Retain &amp; Graduate Men Of Color</a> <br /><br /> 6 <a href="http://www.innovativeeducators.org/product_p/3201.htm">Student Retention: Maximizing Student &amp; Parent Satisfaction Using Customer Value Management</a> <br /><br /> 6 <a href="http://www.innovativeeducators.org/product_p/3241.htm">Simplifying Copyright: Fair Use &amp; Ownership In The Online Classroom - 3-Part Webinar Series Package</a> <br /><br /> 13 <a href="http://www.innovativeeducators.org/product_p/3260.htm">Helping Students Cope With Loss Using Social Media: Risks, Benefits &amp; Ethical Issues</a> <br /><br /> 13 <a href="http://www.innovativeeducators.org/product_p/3264.htm">Improving Student Learning Through Assessment: Creating An Approach To Engage Students, Faculty &amp; Staff</a> <br /><br /> 14 <a href="http://www.innovativeeducators.org/product_p/3249.htm">The Most Successful Student Retention Strategies: A 2-Part Series - Part 1</a> <br /><br /> 18 <a href="http://www.innovativeeducators.org/product_p/3254.htm">Cheating In An Online Environment: How To Prevent, Detect &amp; Deter Dishonesty</a> <br /><br /> 18 <a href="http://www.innovativeeducators.org/product_p/3255.htm">Effective Classroom Observations: An Alternative Approach That Supports Faculty &amp; Improves Student Success</a> <br /><br /> 19 <a href="http://www.innovativeeducators.org/product_p/3253.htm">Using Technology To Foster Critical Thinking In The Classroom: Online Tools, Strategies &amp; Resources</a> <br /><br /> 20 <a href="http://www.innovativeeducators.org/product_p/3270.htm">Embracing Technology To Promote Exceptional Student Services In Higher Education</a> <br /><br /> 21 <a href="http://www.innovativeeducators.org/product_p/3249.htm">The Most Successful Student Retention Strategies: A 2-Part Series - Part 2</a></p> <p><strong>December 2014</strong><br /><br /> 2 <a href="http://www.innovativeeducators.org/product_p/3261.htm">Developing A Comprehensive First-Year Experience Program: Strategic Support, Foundational Framework &amp; Campus Buy-In</a> <br /><br /> 2 <a href="http://www.innovativeeducators.org/product_p/3267.htm">Partners For Success: Developing An Effective Peer Mentoring Program To Support First-Generation College Students</a> <br /><br /> 3 <a href="http://www.innovativeeducators.org/product_p/3262.htm">Building A Stronger Retention Plan: How To Identify &amp; Address The Most Common Causes Of Student Attrition</a> <br /><br /> 4 <a href="http://www.innovativeeducators.org/product_p/3257.htm">Addressing The Food Allergy Epidemic In Higher Education: Clinical Definitions, Legal Implications &amp; Practical Steps</a> <br /><br /> 4 <a href="http://www.innovativeeducators.org/product_p/3263.htm">Building Community In The Online Environment: Essential Strategies For Today’s Instructors</a> <br /><br /> 5 <a href="http://www.innovativeeducators.org/product_p/3259.htm">Maximizing Community College Enrollment Efforts: How To Optimize Planning, Strategies &amp; Change Efforts - Part 1</a> <br /><br /> 10 <a href="http://www.innovativeeducators.org/product_p/3229.htm">Addressing The Unique Needs Of Undocumented Students: How Recent Policy Changes Affect College Access</a> <br /><br /> 11 <a href="http://www.innovativeeducators.org/product_p/3259.htm">Maximizing Community College Enrollment Efforts: How To Optimize Planning, Strategies &amp; Change Efforts - Part 2</a> <br /><br /> 12 <a href="http://www.innovativeeducators.org/product_p/3237.htm">Program Innovation &amp; Renewal: Developing &amp; Implementing An Integrative Model For Academic &amp; Enrollment Planning</a> <br /><br /> 17 <a href="http://www.innovativeeducators.org/product_p/3266.htm">Retaining International Students: Designing Support Services To Meet Their Needs</a></p> Adaptability and Authenticity as a Product of Courage urn:uuid:878A35FC-1422-1766-9A82FA283E6444EF 2014-08-01T06:08:33Z 2014-08-26T02:08:00Z <p>Adaptability and authenticity are essential traits for leaders in the ever changing landscape of the 21st century.</p> The League for Innovation in the Community College <p><img src="/publication/images/leadership_abstracts.gif" alt="Leadership Abstract" /></p> <p>August 2014, Volume 27, Number 8</p> <p><em>By Michael Rivera</em></p> <p>Thousands of books have been written on the topic of leadership. To wade through the volumes of information, research, and insights on the topic would be a monumental task, and to separate the quality theory from the rest would be equally daunting. In addition, the ever changing landscape of the 21st century requires that we constantly evaluate and adapt our thinking about what constitutes strong leadership. We have developed an overwhelming acceptance of our past definitions of good leadership and an over reliance on static models that reflected the older and slower business environment of the 19th and 20th centuries. This can no longer be our standard. Our definition of good leadership must evolve just as quickly as the shifting 21st century landscape. We must begin thinking about leadership in a much more situational way, one in which good leadership is defined as much by the character of the leader—the virtues of his heart and mind—as by the possibilities and realities that create this new situational context. We must design a road map for leadership based on adaptability and authenticity, for in the absence of these behaviors we cannot hope to change.</p> <p>Global development and increased international interdependence have brought our business and social environments to the point where change is now the new watchword. This change is often synonymous with progress, but it does not happen by chance. As leaders, we must be prepared to brave this road of continuous change, because it is our strong leadership that facilitates progressive changes. The task of those in leadership is to move something from what it is to what it could be and to do so in a timely fashion. The creation of a guiding vision is the responsibility of a leader, and that vision is the future that could, or should, be. The risk lies in the actions taken to make a vision a reality (Bender, 1997). Those actions require courage.</p> <p>Two recurring themes that experienced leaders describe when explaining what traits are required to be a strong leader in the 21st century are adaptability and authenticity; both result from leaders drawing on inner courage. These traits derive from the major paradigm shift that leadership has undergone in the recent past; a shift from a strong top-down perspective to one that recognizes the value of all members of an organization and draws on the leader’s <em>authenticity</em> to motivate members and <em>adaptability</em> to synthesize multiple perspectives to achieve the best outcome. These traits require openness, others-centeredness, and an acknowledgement that all members provide value to the team. Research has shown that these leadership traits enhance morale and improve outcomes. However, it takes a special leader to be able to cultivate these traits within herself in addition to the visionary and decision-making roles that are a given in her position. In short, the ability to adapt to changes in the team, new ideas, or even changes in the market and the ability to be an open and authentic leader with others requires a deep inner courage—courage to let down walls that traditionally separate the hierarchy of an organization and courage to open oneself to new and better ideas and methods. In the absence of courage, a leader will be simply unable to respond to constantly shifting realities and new possibilities, to take the risks required in order to facilitate meaningful change. The absence of courage leads to both the absence of adaptive behavior and the failure to create and nurture the authentic and transparent relationships necessary to successfully move something from the desired to the actualized.</p> <p>Winston Churchill said, “Courage is the first of human qualities as it is the quality that guarantees all others.” The single most important quality that will determine the success or shortcomings of any effort will be a leader’s ability to act courageously and guide his or her vision through the inevitable challenges that will appear. Leaders will require courage in order to stand firm, even in the face of opposition, on a position that they know to be right or true. They will require courage to achieve the vision and its predetermined goals even in the face of challenges. They will require courage in order to be the lone voice that defends what is right. More often than not, though, such courage is not easily summoned. It can come slowly, and it might need to be drawn out of us, for when we find ourselves in a position to act courageously we are usually confronting something outside of our predetermined comfort zones. It is courage that will help leaders accomplish the smaller pieces, the everyday actions and decisions that will ultimately accumulate into a change effort. </p> <p>The need for courage is often due to the presence of fear. Peter Bender’s book, <em>Leadership from Within</em> (1997), defines fear as being a negative vision of the future. If we become too overwhelmed with negative visions, they can block any positive visions and feelings from our awareness (Bender, 1997). We need to summon courage in order to push past these feelings, as a negative vision is seldom, if ever, the vision we want to pursue. However, the fear of taking risks often impacts decision making. It is typically low achievers who avoid risks due to fear and who hold back from making courageous decisions in pursuit of a positive vision. High achievers, on the other hand, see the potential results and thus do not succumb to the more imminent fear of risk, and as a result, they are more likely to pursue their courageous vision. In other words, to be adaptive and authentic leaders, it is important that we accept and take risks. Taking risks ensures the presence of courage. Bender (1997) further describes risk taking as the creation of actions that will produce results. Improved results, then, are the evidence that courageous risks produced the desired outcomes. By taking risks, we also elevate our sense of self-efficacy and, over a period of time, we increase the probability of success (Bender, 1997).</p> <p>According to C.S. Lewis, “Courage is not simply one of the virtues, but the form of every virtue at the testing point.” To confirm this, we need look no further than the industry’s leading voice on change. In 1996, John Kotter published <em>Leading Change</em>, which is widely accepted as some of the best foundational research on successful change, providing an eight step model for leading change. However, instead of just looking at the eight-stage process of leading change as a whole, or dissecting its series of individual steps, we can also look at the process through a lens of courage, one that demonstrates how and why courage is such an important prerequisite for adaptive and authentic leadership. At all eight stages, from establishing a sense of urgency to anchoring new approaches in the culture, the absence of courage will likely slow the process to a halt. Stage one requires an examination of the market and competitive realities, along with identifying and discussing crises while looking for opportunities (Kotter, 1996). This requires that leaders possess a high level of both honesty and transparency—key qualities of authentic leadership—in order to accept and adapt to challenges and changes. The subsequent stages of change leadership—assembling a guiding coalition, the development of a vision and strategy, and empowering broad-based action—require a leader of strong character who is able to combine authentic open leadership with visionary adaptive strategy.</p> <p>In 2001, business researcher Jim Collins released his well-known work, <em>Good to Great</em>, on successful leadership, a book that quickly became a must read for anyone seeking to understand what exemplary leadership should involve. A separate monograph, <em>Good to Great and the Social Sectors</em> (2005), followed as a supplement, and offered its own specific definition of authentic and adaptive leaders. Collins called such persons Level 5 Leaders, proposing that leadership is not about being soft or purely inclusive. It is also not simply about building consensus. “The whole point of Level 5,” he wrote, “is to make sure the <em>right</em> decisions happen—no matter how difficult or painful—for the long-term greatness of the institution and the achievement of its mission, independent of consensus or popularity” (Collins, 2005). This truth, offered by one of the leading voices on the subject of exceptional leadership, can itself be interpreted as a meaningful definition of what courage looks like. Level 5 Leaders possess the courage necessary to pursue even the most difficult adaptive work, not for superficial reasons, but out of an authentic sense of virtue that manifests itself in devotion to the organization and its mission.</p> <p>The 21st century leader will be navigating a landscape that is changing more rapidly than ever before. The realities of leadership in the 21st century will require new approaches in order to find success and meaning. Change will be so constant as to become the new normal, and only adaptable and authentic leaders will be capable of guiding their organizations through that unpredictable environment. Meaningful decision making will be the product of both the mind and the heart, as leaders learn to decipher a new, situational context while remaining grounded in their own strengths and genuine ideals. In order to navigate this new world with success, the 21st century leader must have the courage to drive adaptation and the courage to be authentic.</p> <table border="0"> <tbody> <tr> <td><span style="font-family: arial; font-size:9px;"> <p>References</p> <p>Bender, P. U. (1997). <em>Leadership from within</em>. New York: Stoddard Publishing.</p> <p>Collins, J. (2001). <em>Good to great</em>. New York: Harper Collins Publishing.</p> <p>Collins, J. (2005). <em>Good to great and the social sectors</em>. New York: Harper Collins Publishing.</p> <p>Kotter, J. P. (1996). <em>Leading change</em>. Boston: Harvard Business Press.</p> </span></td> </tr> </tbody> </table> <p><em>Michael Rivera is the Assistant Vice President of Academic Affairs at Montgomery County Community College.</em></p> <p><em>Opinions expressed in</em><em> </em>Leadership Abstracts<em> </em><em>are those of the author(s) and do not necessarily reflect those of the League for Innovation in the Community College.</em></p>