League Connections Logo
January 2005
Volume 6, Number 1
inside this issue

news and events
inside the league

member spotlight

League Connections wants to hear about your innovations! Share your college's best practices, publish events, and catalyze ideas with thousands of readers in your field by contacting League Connections today!
Deadline for submissions for the February 2005 issue of League Connections is February14, 2005
Print League Connections

Learning Summit Header
2005 Learning College Summit Now Accepting Proposals!

Proposals are now being accepted for the 2005 Learning College Summit. Now in its third year, the League's Learning Summit has joined with the successful Vanguard Learning College Conference, held last year in Toronto, to form the Learning College Summit. Plans are fully under way for this exciting new gathering, to be held June 11-14, 2005, at the Oak Brook Hills Resort in Oak Brook, Illinois. The 2005 Summit is being hosted by Moraine Valley Community College (IL) and Maricopa County Community College District (AZ).

As an integral facet of the League's Learning Initiative, the Learning College Summit is a gathering of innovative community college educators who are committed to a deliberate, powerful focus on learning at their institutions. With an exciting new program, the 2005 Learning College Summit is designed to help both colleges that are beginning the journey toward becoming more learning centered and veteran learning-college institutions that are well on their way.

In a small conference center setting, the 2005 Learning College Summit will serve as a working retreat for college teams or for individual representatives from colleges to connect with colleagues and to share experiences, discuss issues, and explore strategies for overcoming obstacles and meeting challenges. The 2005 Learning College Summit has been designed as an interactive experience for participants, and whether you come with a team from your college or by yourself, the Summit has something for you!

The program is designed around five topics - organizational culture, staff recruitment and development, learning outcomes, student engagement, and technology - derived from the institutional objectives in the League's Learning College Project. The 2005 Learning College Summit offers a variety of opportunities for teams and individuals to learn, share, and reflect on their Summit experiences. Learn more about the Learning College Summit.

The League is now accepting proposals for Forums on the following topics: organizational culture, staff recruitment and development, learning outcomes, student engagement, and technology. Read the proposal guidelines and submit a proposal online. The deadline for submitting proposals for the 2005 Learning College Summit is February 7, 2005.

Registration for the 2005 Learning College Summit will begin February 1, 2005.

back to the top

Announcing Imagine Cup 2005: 
Instructors please inform your students!

Calling all IT students...

Microsoft Imagine CupThe third annual Imagine Cup, a worldwide student technology competition sponsored by Microsoft, launches in January 2005. This year, the Imagine Cup is adding an IT category in search of the sharpest student minds in the U.S.  The first round requires only 30 minutes of time to see how students compete against the rest of the country.  Top scorers will move on to become Imagine Cup Semifinalists and compete for a spot at the world finals in Yokohama, Japan.  It's all about competing, innovating, and, or course, winning. Tens of thousands of dollars in prizes will be awarded to IT students with the brightest minds.  The theme for this year's competition is, “Imagine a world where technology dissolves the boundaries between us.”

Who:  Imagine Cup 2005 is open to college and high school students 14 and older who are actively enrolled in an accredited education institution.

What:  Choose from nine invitationals, including  IT (demonstrate proficiency in the science of networks, database, and servers as well as analysis and decision making) and Technology Business Plans (create a compelling, sustainable business model that uses technology to bridge the digital divide).

Where:   Competition for each invitational takes different forms and may include online quizzes, phone presentations, and regional and national live events.  Imagine Cup 2005 will culminate in the world finals in Yokohama, a city where ancient meets new and simple meets complex.  How appropriate for a competition that challenges boundaries and brings together such a compelling mix of ideas.

When:   The IT competitions begin January 10, 2005.  Register now!

Encourage your students to get more information and register at http://imaginecup.com/us.

back to the top

Join the most innovative community college professionals as they come together to improve student and organizational learning through innovation, experimentation, and institutional transformation.

Be a part of Innovations 2005, March 6-9 at the New York City Marriott Marquis. The 2005 conference is hosted by Monroe Community College and Queensborough Community College.

Register Now for Innovations 2005

FEBRUARY 4, 2005


Hotel rooms are filling up fast so visit the Innovations 2005 travel page for the most up-to-date hotel and travel information.

Online registration for Innovations 2005, which includes an exciting selection of informative Learning Center Courses, is available at the link below! Early registration helps ensure that you reserve a place in the Learning Center Courses of your choice and that you take advantage of early registration discounts of up to 30 percent.

REGISTRATION IS AVAILABLE AT: http://www.league.org/i2005/reg/

Read here about our new student discounted registration rate.

Innovations 2005 is an opportunity for colleagues around the world to showcase their model programs, to share lessons learned, and to look to the future by experiencing a wide array of learning opportunities. Join the most energetic community college professionals as they work together to improve student and organizational learning by exploring innovations in (1) Learning and Teaching; (2) Leadership and Organization; (3) Workforce Preparation and Development; (4) Student Services and Activities; (5) Basic Skills and Developmental Education; (6) Resource Development and Foundation Management; and (7) Research, Assessment, and Accountability.


  • Engaging keynote speakers discussing critical issues facing community college educators
  • Forums, Special Sessions, Roundtable Discussions, and Poster Sessions
  • A special series of College and Career Transition Initiative forums focused on improving student transitions and academic performance
  • The Community College National Center for Community Engagement's Disaster Preparedness Summit: How Do You Prepare Your Community for Disaster?
  • Learning Center Courses: three-hour and six-hour intensive workshops granting continuing education units (CEUs)
  • 24-Hour Gateway Email and Internet Lab
  • An extensive exhibition featuring educational products and services
  • The opportunity to exchange ideas with hundreds of colleagues during receptions and coffee and refreshment breaks

If you would like additional information about Innovations 2005, please contact Judy Greenfield at greenfield@league.org or visit http://www.league.org/i2005/

  Keynote Panel
Women in the Community College
Mary Spilde
Mary Spilde
Lane Community College
Eugene, OR
Keynote Panelists
Martha A. Smith
Jerry Sue Thornton

Martha A. Smith
Anne Arundel Community College
Arnold, MD


Jerry Sue Thornton
Cuyahoga Community College
Cleveland, OH

Bernadine Fong
Bernadine Fong

Foothill College
Los Altos Hills, CA

James ZullJames Zull
Author, The Art of Changing the Brain: Enriching the Practice of Teaching by Exploring the Biology of Learning

Professor of Biology and Director of the University Center for Innovation in Teaching and Education, at Case Western Reserve University.

  Hillary Rodham Clinton
Hon. Hillary Rodham Clinton
U.S. Senate
New York


Mark David MillironMark David Milliron
Executive Director
Education Practice
SAS Institute Inc.


back to the top
Clearly Quotable Image “The effectiveness and value of assessment can be enhanced by balancing an existing knowledge and skill in how to assess with a clearer understanding of the environment in which assessment is conducted.”

“While the academic community has long been the primary adjudicator of educational quality and effectiveness, that role has diminished in recent years due in part to a decrease in public confidence in the academy's ability to deliver on its promises.”

“Community and technical colleges deserve partial credit and bear partial responsibility for the current emphasis on evidence.”

“Although educational quality and effectiveness are two of higher education's most deeply held values, and assessment of educational quality and effectiveness is a topic of considerable interest, assessment and evaluation criteria are neither easily identified, clearly understood, nor universally accepted.”

All quotes are from a forthcoming League monograph, Assessment in Context: A Systems Approach to Educational Effectiveness by Ronald L. Baker, consultant on learning outcomes and effective community college practice.

back to the top

Bristol Community College English professor
named national Outstanding Professor of the Year

BCC LogoFor the third time in seven years, a Bristol Community College English professor has been chosen as the top professor of the year.

Howard Tinberg of Pawtucket, RI, was chosen as the 2004 Outstanding Community College Professor of the Year by the Council for Advancement and Support of Education (CASE) and The Carnegie Foundation for the Advancement of Teaching. Bristol Community College (BCC) is one of only four institutions of higher education in the history of the program that has had more than one of its professors recognized with this prestigious award. Nearly 300 professors nationwide were nominated for this year's program.

The award was presented at a ceremony on Thursday, November 18, in Washington, D.C. Dr. Tinberg was introduced by Lin Morley Gautie, a senior at Wellesley and graduate of BCC who wrote one of the letters of support for Dr. Tinberg. Lin started her studies at Bristol Community College intending to become an accountant. After working in the Writing Lab with Dr. Tinberg, she was inspired by him to become an English teacher, the goal she is pursuing at Wellesley.

“Dr. Tinberg is a worthy recipient of this national award,” said Dr. John J. Sbrega, president of Bristol Community College. “He epitomizes what community colleges champion – the role of excellent teaching and research in the development of the learning process for our students.”

The U.S. Professors of the Year program, created in 1981, is the only national initiative specifically designed to recognize excellence in undergraduate teaching and mentoring. This year's winners were selected from a pool of nearly 300 nominees. Campus provosts and academic vice presidents nominated them for the honor, and current and former students, colleagues, and peers from other institutions sent letters of support. Nomination materials included the professors' teaching logs and course descriptions, as well as personal statements describing their teaching and mentoring techniques, courses or curricula they created, or their impact on teaching on their campuses and beyond.

In his personal statement as part of his nomination, Tinberg reflected on his growth as a teacher. “Over time…I have come to realize that teaching well derives from reflexive practice, the ability to frame questions about my teaching, seek possible answers, and to enact in the classroom what I have learned. Moreover, while I once saw students as passive recipients of the knowledge that I would transfer to them, I now regard students as active agents in their own learning - indeed, as researchers themselves, fully capable, if given the opportunity, to make new knowledge and to achieve expertise. We are on this journey together, my students and I.”

Tinberg has taught English at BCC since 1987 and has been director of the college's writing lab since 1993. As editor of the journal Teaching English in the Two-Year College and as an active member of the National Council of Teachers of English, Tinberg has worked to foster communication among teachers of English across all levels. At BCC, he teaches courses in developmental and standard composition as well as British literature, and he created a course on the Holocaust in literature and history. He also created and teaches a course on tutoring writing and works as a writing tutor himself. Tinberg is the author of Border Talk: Writing and Knowing in the Two-Year College and Writing with Consequence: What Writing Does in the Disciplines. He earned bachelor's and master's degrees in English from the University of California at Los Angeles and a Ph.D. in English from Brandeis University. He lives in Pawtucket RI, with his wife, Toni, and his children, Miriam and Leah.

As one of his teaching techniques, Dr. Tinberg places ethnographic research at the core of his composition and literature classes, involving students in researching the use of literacy in their families and communities. At BCC, he was instrumental in creating the college's Writing Lab, where students from any discipline can get assistance on writing assignments from faculty members in those disciplines as well as student tutors. He also contributed to the development of the college's Lash Center for Teaching and Learning, where both full- and part-time faculty members receive support and training in strengthening classroom teaching.

In 1999, Assistant Professor of English Ellen Olmstead was named Outstanding Community College Professor of the Year. The program also recognizes winners in 46 states; Bristol Community College Professor of English William Kelly was chosen as the Massachusetts Professor of the Year in 1997.

Only Bristol Community College, Williams College, Rutgers University, and University of North Carolina-Charlotte have had more than one national winner. Each year, four winners are chosen to represent a community college, a baccalaureate college, a doctoral and research university, and a master's university and college.

John Lippincott, president of CASE, said the national and state winners embody what is best in undergraduate education. “For our award-winning state and national Professors of the Year, teaching is not a job, it is a calling. They are as dedicated to their students as they are to their disciplines, and they are exceptional in their ability to engage students in the learning process,” he said. Commenting on Tinberg, he said, "Howard Tinberg has been successful as a teacher and role model because of his enthusiasm for his subject and his dedication to community colleges and to community college students. Dr. Tinberg is remarkable for the obvious joy he takes in sharing what he has learned about the craft of teaching with his colleagues, as he graciously does through Bristol Community College's Center for Teaching and Learning and his role as editor of the journal Teaching English in the Two-Year College. Dr. Tinberg's classes are places of humor and compassion, where students are encouraged to make connections between their lives and what they are learning. He brings to the educational process a zest for learning - both his own learning and that of his students."

Said Lee S. Shulman, president of The Carnegie Foundation, of all the winners, “These U.S. Professors of the Year have distinguished themselves in their profession by their commitment to advancing knowledge and to motivating, inspiring, and empowering their students. Through their contribution to excellence in teaching and extraordinary dedication to their students, they have dignified and elevated the profession of teaching and created a legacy of knowledge and practice that others can build upon. In honoring them, we not only recognize the individuals but also maintain the importance of teaching to our nation's future.”

The award provides the recipients with a $5,000 prize. The other national winners are:

  • Outstanding Baccalaureate College Professor: Robert Bell, professor of English, Williams College, Williamstown, Massachusetts.
  • Outstanding Doctoral and Research University Professor: Carl Wieman, professor of physics, University of Colorado, Boulder, Colorado.
  • Outstanding Master's University and College Professor: Rhona Campbell Free, professor of economics, Eastern Connecticut State University, Willimantic, Connecticut.
back to the top

Just the Stats Image

What Do CEOs Want to Know about Leadership Development?

From the quarterly CEO survey distributed by the League for Innovation.

Forty-eight percent of CEOs reported that their districts provide opportunities for leadership development activities for employees.

The following leadership development activities were rated in importance for employees at the institutions.

  • National workshops/institutions - 80% (moderate to high need)
  • Mentoring programs - 90% (moderate to high need)
  • Doctoral programs - 76% (moderate to high need)
  • Internships - 69% (moderate to high need)

Forty-eight percent of CEOs report that their institutions are within commuting distance of a university that provides a quality program in community college leadership.

Additionally, 26 percent of CEOs report that, while they do not have a university program in community college leadership within commuting distance, the university does make special arrangements for employees to access courses from a distance.

back to the top

2005 Conference on Information Technology

DEADLINE!Proposal Deadline: March 18, 2005

The League for Innovation is accepting proposals to present at the 2005 Conference on Information Technology (CIT), October 23-26 at the Wyndham Anatole Hotel in Dallas. The League invites you to join your colleagues in a dynamic learning community to discover how information technology is transforming the educational enterprise.

CIT offers a diverse program and cutting-edge exposition exploring the intelligent application of information technology in community and technical colleges. Celebrating 21 years of excellence, CIT features a technologically sophisticated and topically diverse program that helps educators explore, expand, and improve their use of technology.

Dallas offers visitors a distinctive blend of Southwestern warmth, cosmopolitan flair, Old West charm, and modern sophistication. Come see why it's the #1 leisure and business destination in Texas! The Wyndham Anatole Hotel is just minutes from several of Dallas' entertainment centers, including the West End and Deep Ellum, as well as world-class shopping at North Park Mall and the Galleria.


Each year, Track One focuses on an emerging technology believed to be of particular interest to educators. For the 2005 CIT, the special focus for Track One is Gaming and Simulations and Their Implications for Community Colleges. As increasing numbers of faculty members use games and simulations to support learning and more and more community colleges create gaming and simulations academic programs, what are the pros and cons educators should consider? Proposals targeted toward this focus area should encourage an exchange of ideas about how community colleges can anticipate and meet future educational, training, and organizational needs related to gaming and simulations. Although gaming and simulations are the special focus of the 2005 CIT, other proposal topics related to the use of information technology at community and technical colleges are strongly encouraged.

What participants of last year's conference have to say:

  • “I've attended several national conferences and CIT was by far the best. I came home with an overwhelming amount of information.”
  • “This was my first League conference and I was extremely pleased.”
  • “EXCELLENT conference! I packed in a lot of very usable information and techniques in a short amount of time!”
  • “I thoroughly enjoyed the conference. My head is stuffed with new ideas and plans for our institution.”
  • “One of the best conferences I have attended in recent years.”
  • “It was good to rub shoulders with others who love learning and are committed to excellence in higher education, especially in the area of technology.”

Hotel, travel, and registration information will be available soon. For assistance or additional information, please email Ed Leach or call (480) 705-8200, x233.

back to the top

Attract, Serve, and Retain a Culturally
Diverse Campus Community

A culturally rich and diverse campus must begin with equipping your entire enrollment and admissions team with the skills and confidence to recruit, serve, and retain a culturally diverse student body. With your recruiting and admissions staff most often being the first point of contact for students at your college, it is critical that all team members be proficient at interacting with a diverse potential and on-campus student population.

The workshop is designed to empower all of your admissions and enrollment personnel with

  • Strategies to increase multicultural enrollment and retention rates,
  • Cross-cultural interview and recruitment insights and skills, and
  • A total framework for understanding the complex factors that interact to shape cross-cultural attitudes and behaviors.

Establish and Sustain a Diversity-Friendly Campus Community

You need not look far on your campus to find examples of students and staff who are devalued by others simply for who they are, what they look like, where they come from, or what they believe. Our ever-shifting cultural landscape is the backdrop for college and university administrators striving to establish and sustain a diversity-friendly environment.

Safe to Relate presentations and workshops are designed to equip your campus community with the skills, strategies, and insights to feel safe around and relate better to cross-cultural differences. Offerings include

  • Staff training,
  • Freshman orientation,
  • Student cross-cultural sensitivity workshop,
  • Cross-cultural retreats,
  • Conference Speakers, and
  • Cross-cultural recruitment and retention workshop.

To find out more, email Ed Leach or call (480) 705-8200, x233.

back to the top

JobNet Header JobNet – Opening the Door to the Future

If you are looking to fill an open position…

JobNet will help you advertise to a targeted international audience. With more than 10,000 visitors to the League website each month, JobNet is an excellent venue for filling open positions.

If you are searching for a new employment opportunity…

JobNet provides free access to job listings for colleges and partner corporations throughout the country. Whether you are looking for a position in education or in corporate America, JobNet provides an array of opportunities.

Click here to search the posted positions.

For more information, please contact Wendy Neil at neil@league.org or (480) 705-8200 x234.


Announcing the 2005 NCSD Awards

Each year, The National Council on Student Development (NCSD) recognizes commendable programs and individuals for their work with students in the community college by awarding the Exemplary Practice and Achievement of Excellence awards; a third award, Dissertation of the Year, is under review during 2005. NCSD invites you to consider your colleagues, associates, and programs you are familiar with and that are ideal candidates for these awards.

The Exemplary Practice award celebrates a program promoting the aims of student development in community colleges. The program may be a service, project, course, workshop, activity, or combination. The program will be exemplary because it is highly innovative and a model of best practices in the field and demonstrates evidence of effectiveness. Recipients of the award are asked to attend the NCSD National Conference during October 2005 in Indianapolis to compete for the Terry O'Banion Shared Journey Award.

The Achievement of Excellence award is presented to an individual or group of individuals who have made significant contributions toward furthering the aims of student development in community colleges. The recipient may have made contributions through publications, research, service, practice, leadership, teaching, or a combination of these endeavors. The award honors either a singular achievement of exceptional impact or an achievement of superior quality sustained over many years.

The deadline for nominations is February 20, 2005. Programs and individuals receiving awards will be notified by March 4, and are invited to attend the NCSD business meeting during the AACC annual conference April 10.

Additional information about these awards can be found on the NCSD website:

back to the top

Sinclair Celebrates Successful Launch of
Changing Lives

Changing Lives CampaignHundreds of donors and invited guests celebrated the successful launch of the Sinclair Foundation's $12 million Changing Lives campaign December 16 at Sinclair Community College (OH). The fundraising effort is the first of its kind in Sinclair's 117-year history.

Changing Lives is a fundraising campaign for endowment and programs with the proceeds directly assisting Sinclair students. The focus of the campaign is “The Three R's.” Readiness is to assure that high school and incoming students are ready for success in college. Resources are to provide funds for scholarships, grants, and assistance with other educational costs such as tools, equipment, uniforms, and child care. Retention is to help students to succeed and stay once they have begun their college career at Sinclair.

“The successful launch of the quiet phase of our Changing Lives campaign has been a real team effort,” said Tom Suttmiller, Sinclair Foundation Chair. “It began with the heartwarming support of over 350 Sinclair Community College employees and has since mushroomed. College and foundation board members have contributed over $3.4 million, and the Sinclair Alumni Association has also made a special gift. This generous support is augmented by that of many community-minded individuals, corporations, and foundations which have stepped forward in this first phase of the campaign.”

The four Changing Lives campaign co-chairs are led by John N. Taylor, Jr. and include Sinclair President Emeritus Ned J. Sifferlen, past Foundation Board Chair and current member Judy Wyatt, and former College Board Chair and current member Jerry Tatar.

To date, Sinclair employees have donated or pledged more than $700,000 in current and planned gifts. Among the major gifts to the campaign is a $2.5 million grant from the Mathile Community Fund. The grant will address Sinclair's new emphasis on helping Dayton-area high school students become better prepared to obtain good grades and graduate from college.

The privately backed Changing Lives campaign was initiated, in part, by the stagnant student enrollment subsidy in Ohio. The college's primary sources of support include state funding pegged to full-time equivalent enrollment, plus a 2.5- mill levy in Montgomery County, and student tuition. After nearly a decade without a tuition increase, the Sinclair board has been forced to successively raise tuition in recent years.

“All of the efforts by our volunteer campaign co-chairs, Sinclair Foundation staff members, and others have been magnificent,” said Sinclair President Steven Lee Johnson. “While we are celebrating the successful launch of the Changing Lives campaign, we recognize that the college must continue its vigorous efforts to fund initiatives to make a college education accessible and affordable for all of our area's residents.”

For more information about the Changing Lives campaign and the Sinclair Foundation, contact Marianne Gorczyca, Foundation Director, at (937) 512-2510 or marianne.gorczyca@sinclair.edu.

back to the top

Sofia Pilot Publishes Eight Open Courses

sofia LogoContent for eight courses is now available online for free through the Sofia open-content initiative, thanks to the joint contributions of faculty, The William & Flora Hewlett Foundation, and Foothill-De Anza Community College District, and can now be accessed at the Sofia Course Gallery: http://sofia.fhda.edu/gallery/.

The pilot-grant open-content initiative, Sofia (Sharing of Free Intellectual Assets), was initiated in March 2004 at Foothill College under the leadership of Vivian “Vivie” Sinou, dean of distance and mediated learning. Open content refers to material that is freely available for use by faculty, students, and self-learners.

The Sofia finalists include the following content contributed by faculty from five California Community Colleges: Creative Typography, by Carolyn Brown, Foothill College; Introduction to Java Programming, Steven Gilbert, Orange Coast College; Elementary Statistics, by Susan Dean and Barbara Illowsky, De Anza College; Physical Geography, by Allison Lenkeit, Foothill College; Musicianship, by Don Megill and Dave Megill, Mira Costa College; Enterprise Network Security, by Sukhjit Singh, De Anza College and Mike Murphy, Foothill College; Web Page Authoring, Jo Anne Howell, Gavilan College; and Macromedia Flash, by Marcia Ganeles, Foothill College.

The Sofia project has been a valuable learning process for those who were involved as administrators, authors, reviewers, instructional designers, and technologists. The methodology used in the Sofia pilot consisted of four phases: solicitation, review, conversion, and publication. Sofia sought to answer fundamental questions regarding the publication of open-course materials: Is there available online content? Is it interactive and of high quality? Are faculty willing to share it freely? What content conversion processes must take place to make the materials reusable by others?

There are no final answers to these questions, though the project shed light on the challenges and barriers of publishing content for wide use. Three major challenges were addressed in the publication process: attaining universal usability (relevance beyond the author’s students); redeploying content in a consistent presentation format; and removing campus- and instructor-centric references.

A question remains regarding receptivity and use of the open content. Will faculty adopt the Sofia course materials? Will students use them? Unlike other experimental efforts with content repositories, the published Sofia courses have been offered at the respective colleges for years, serving hundreds of students successfully. Similar to any adoption of an innovative effort, the community college market must be introduced to the concept of open content, educated as to its potential for teachers, students, and independent learners. Sources of ongoing revenue must be found in order to sustain an open publication process. Adding to the publication costs, the published content must be updated regularly to remain fresh and current.

As demand for e-learning courses and programs by traditional and nontraditional learners continues to grow, a community content effort like Sofia is a sure way for institutions to leverage their resources and offer high-quality web-based course materials to learners and faculty who can then build upon them for their local needs.

To learn more about the effort or to tour the courses, go to: http://sofia.fhda.edu.

back to the top

Herman Miller: Creating Great Places to Teach,
Learn, and Grow

HermanMiller LogoHerman Miller works with clients to leverage their physical space as a strategic tool to enhance learning and teaching. With a long-standing history of focus on problem-solving research and design, the company develops innovative solutions to emerging needs.

The following research summary, “A View of the Changing Campus: How Learning Environments Can Support Changes in Higher Education,” highlights the connections between physical space the challenges facing institutions.

The buildings that form a campus help to create the legacy of that institution. They make impressions. Buildings that are centuries old may communicate tradition and an established lineage of alumni. Contemporary facilities may communicate a spirit of growth and a sense of optimism for the future.

The leaders of the country’s universities and colleges have learned that image is critical in attracting and retaining students. Businesses have discovered the importance of building brand and image in their ability to increase market share. Higher education is no different in this respect.

Campus construction or renovation is not taken lightly. It requires a significant investment of money, either through private contribution, tax dollars, tuition hikes, or often a combination of the three. It also requires a significant investment of time: Facilities are planned to last 30 to 50 years. That requires careful planning for the myriad of changes a campus will experience over that time.

The changes experienced in higher education institutions today are significant. Changing patterns of behavior, learning, and instruction; increasing competition for students and faculty; and aging facilities have coalesced to present the leaders of this country’s universities and colleges with both challenges and opportunities.

Click the following link for more information on this study and others http://www.hermanmiller.com/research/changingcampus, or feel free to visit us at HermanMiller.com.

Herman Miller is a Sustaining Partner of the League for Innovation.

back to the top
Member Spotlight
Patrick Henry Community College
Martinsville, Virginia

Patrick Henry Community College (PHCC) has had to be quite innovative over the past few years in order to meet the needs of its service region. Located in Martinsville, Virginia, this college serves an area founded in the textile and furniture industries that is now burdened with one of the state’s highest unemployment rates because of plant downsizings and closings. With unprecedented enrollment growth resulting from displaced workers seeking retraining through the Trade Act, PHCC officials were scrambling to put students in programs that could put them back to work.

Car BlurWith the popular Martinsville Speedway nearby, the one local industry that continued to thrive was motorsports.  engin repairRecognizing a distinct opportunity, PHCC President Max Wingett guided the college in setting up a motorsports program, which has developed through the past few years to include three specializations: high-performance race engines, race-car fabrication, and motorsports management and marketing.  Students get hands-on experience and training through agreements with Arrington Manufacturing and Martinsville Speedway and have the opportunity to meet drivers and race teams. 

SunFor the less technically-inclined, more artistic types, the college offers seven programs in crafts. Taking a cue from the Appalachian folk art movement, the college entered into an international network of 14 colleges called CraftNet. Network members develop artisan-based strengths in to a sustainable growth sector of each region. Situated in the foothills of the Appalachian Mountains, the college's service region is prime territory for creative enterprises like crafts. At PHCC, students can learn skills and entrepreneurship in stained glass, pottery, weaving, woodworking, metalworking, quilting, and decorative painting.

In addition to the traditional programs (general education and transfer, nursing, computer technology, occupational and technical), other programs that have been started to help students displaced from factory jobs include the hospitality industry, equestrian studies, interior design, and geographical information systems management. The growing hardships on the tobacco farming industry promise to keep PHCC on its toes and searching for ever newer and more exciting program opportunities.

back to the top

Print League Connections

Feel free to forward this message to your all-college listservs. To join the list of innovative educators receiving League Connections directly via email, subscribe today.

League Connections is published monthly by the League for Innovation in the Community College.
For information, contact Matthew T. Milliron.

Copyright © 1995 - League for Innovation in the Community College. All rights reserved.

Close Window