League Connections Logo
February 2005
Volume 6,Number 2
inside this issue
highlights

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 March 2005 issue of League Connections is March 14, 2005
Print League Connections

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

         
 

Opening General Session
Sunday, March 6, 2005
5:00 - 6:30 PM

  Mark David Milliron

Mark David Milliron Executive Director Education Practice SAS Institute Inc.

 
 
 
 

General Session
Monday, March 7, 2005
9:15 - 10:30 AM

Keynote Panel
Mary Spilde
Mary Spilde
President
Lane Community College
Eugene, OR
Moderator
Keynote Panelists
Martha A. Smith
 
Jerry Sue Thornton

Martha A. Smith
President
Anne Arundel Community College
Arnold, MD

 

Jerry Sue Thornton
President
Cuyahoga Community College
Cleveland, OH

Bernadine Fong
Bernadine Fong
President

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.
 

General Session
Tuesday, March 8, 2005
9:15 - 10:30 AM

 
 
 
 

Closing General Session
Wednesday, March 9, 2005
10:30 - 12:00 noon

 

Gay GilbertGay Gilbert
Administrator,
Office of Workforce Development, Education and Training Administration,
U.S. Department of Labor, Washington, D.C.

 
 
 
       

News You Can Use to Schmooze!

In anticipation of Innovations 2005, Horizon Wimba has created a voice message board that registrants and attendees can use during the conference. But you don't have to wait until you get to New York! This fun and useful resource is available right now. Simply click the link below, and you can already be making lunch plans, mapping logistics, and chatting with your fellow Innovations attendees around the country. Now, there's an innovation!

Horizon Wimba Logo

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

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LENs Program Receives Innovation Award

A major faculty development program initiated by Humber College Institute of Technology and Advanced Learning – Learning Exchange Networks (LENs) – recently received a 2005 Innovation Award from the Association of Colleges of Applied Arts and Technology of Ontario (ACAATO).

LENs has been a grassroots program from its inception. It's a familiar story. Most innovations begin simply – a promising idea proposed by one or more faculty members, the courage of a campus administrator to nurture the project, the visionary leadership of a campus executive to provide resources, and the commitment of an institution to sustain the work and ensure its success.

About a decade ago, Humber College Institute of Technology and Advanced Learning created the first version of LENs. For several years, this project thrived on the Humber campus. Five years ago, Humber staff presented their LENs program at a League for Innovation in the Community College conference. After discussions with three League Campus Representatives –Vice Presidents Roy Giroux (Humber), Dan Radakovich (Johnson County Community College) and Bill Tucker (Dallas County Community Colleges) – a proposal was developed to revise and significantly expand the materials.

And so the collaboration began. For the last four years, three faculty and staff from the three community colleges have worked together, each with specific responsibilities but sharing in each other's efforts: Pat Hedley (Humber), LENs Project Director and League Liaison; Allatia Harris (Dallas County Community Colleges), Director of LENs Facilitator Training Seminars and Workshops; and Walt Klarner (Johnson County Community College), LENs Editor and Principal Writer. The LENs resource materials were considerably enhanced and expanded through the partnership and today LENs has been adopted by colleges and universities throughout North America.

The LENs program, including six modules and related workshop materials, is available online through the League's iStream (www.league.org/iStream). For information on subscribing to iStream, contact Greg Luce at luce@league.org.

The partnership is continuing with the launch of the LENs Institute for Teaching Excellence, a League project managed by Humber and supported by Dallas and Johnson County's colleges. The Institute provides training and consulting support to assist colleges who plan to use the LENs materials within their institutions. For additional information about the LENs Institute, contact Janis Miller at Janis.miller@humber.ca or (416) 675-6622, ext. 4594.

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New Publication Announcement

Tony ZeissTony Zeiss, a League Board Member, has written a new book published by Thomas Nelson Publishers that helps organizations strategize for success in spite of the looming labor shortage. America is facing the greatest labor shortage in its history. Our country is already experiencing critical shortages of skilled workers in the health professions and in public education. By 2011, our economy will need 10 million more workers than will be available. Colleges are not immune to this growing problem, and those who learn to attract, develop, and retain peak performers will do well. Zeiss' new book, Get ‘em While They're Hot!, will be important for all organizations and their leaders. To get the book, visit http://www.amazon.com.

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Clearly Quotable Image "In the future, an even greater premium will be placed on explicit evidence, rather than inferences, of achievements."

"If traditional ineffable intentions embedded in community and technical college missions are to persist in the economic accountability archetype, the academy itself must demonstrate that outcomes associated with those intentions are assessed and achieved."

"In addition to evaluating achievements, assessment can also be used to sustain areas of effective practice and address areas of ineffective practice."

"Assessing individual student success is much more complex than assessing institutional and program effectiveness, because student objectives and indicators of success are as varied as the students themselves."

AICAll quotes are from the forthcoming League publication, Assessment in Context: A Systems Approach to Educational Effectiveness, by Ronald L. Baker. The book will be released at Innovations, March 6-9, 2005.

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Decades of Partnership Will Yield a Lasting Legacy

Ted Feder Estate Shares $1.4 Million Bequest to Kirkwood;
Gift is Largest Such Memorial in College History

Ted FederIn life, Lillian and Ted Feder were enthusiastic, highly involved supporters of Kirkwood Community College (IA). With involvement on college boards and frequent donations, they often demonstrated their belief in the quality and value of the college.

Now, a posthumous bequest has dramatically illustrated the late couple's support. Kirkwood has received a bequest from the estate of the late Mr. Feder for just over $1.4 million.

College officials indicate that the $1,400,852 bequest is the largest single gift of its kind in Kirkwood's 39-year history. Under stipulations of the bequest, the funds will create the Theodore Feder Endowed Scholarship Fund, providing support for deserving students in all areas of study. The endowed fund will allow dozens of substantial scholarships for Kirkwood students in perpetuity.

Lillian Feder was a long-time member of the Kirkwood Facilities Foundation, the group charged with providing support and resources for the college's physical plant and properties. She passed away in 1998.

In addition to earlier gifts establishing scholarship funds, Kirkwood announced a $500,000 donation from Ted Feder in the fall of 2001. The college dedicated its performing arts wing of Cedar Hall as the Ted and Lillian Feder Music Center on Oct. 8, 2001. At the dedication ceremonies, then-Kirkwood President Norm Nielsen remarked that the college had “been blessed to have Ted and Lillian Feder as friends of the college….their love of music will live on as our students learn and hone their skills in this center.”

Ted Feder continued to be involved in Kirkwood philanthropy and college interests until his death in May 2003.

Kirkwood Vice President of Resource Development, Cheryle W. Mitvalsky remembered the Feders as “among the closest, most involved friends of Kirkwood” over the past three decades.

“This gift is simply amazing—and is totally in keeping with the care and zest for life that Ted and Lillian Feder brought to us all,” Mitvalsky said. “I still count Lillian Feder as one of the special friends of my life and a model supporter for any community college. Her classical training in music fueled a passion for the arts that never waned. She wanted future generations to also enjoy the arts, which the Feder Scholarship donations continue to do. Ted Feder's love of Kirkwood came from his lifelong wish to make education possible for people who otherwise would not have the opportunity. Ted was not able to complete a high school education himself, but he always valued learning. This bequest is going to ensure open doors for many, many students into the future.”

Kirkwood officials indicate that scholarship funds from the Theodore Feder Endowed Scholarships will begin student assistance as early as the fall of 2005.

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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.

NEW SPECIAL FOCUS!

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 simulation 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.”

For assistance or additional information, please email Ed Leach or call (480) 705-8200, x233.

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Learning Summit Header
Registration is now Open for
2005 Learning College Summit!

Registration is now open 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.

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Student Services: Removing Silos and
Creating Efficiency

What institution or office does not want to become more efficient, especially when serving college students? One primary concern is the creation of silos within our workplace that have now caused a lack of communication, an unwillingness to collaborate, and a lack of client services that support student access and success.

Manufacturing has conducted Lean Enterprise services for years and now the services of Continuous Improvement, Value Streaming and Process Mapping, and Office Simulations can be brought to your campus to create an atmosphere of efficiency and productivity.

The Review Process

The consultant designs customized services to meet your institution's specific needs:

  • Realigning resources
  • Creating a new student recruitment one-stop shop
  • Developing and implementing retention strategies custom designed for your institution
  • Improving processes and procedures
  • Becoming more efficient through Value Streaming and Process Mapping
  • Conducting focus groups
  • Using situational analyses to determine the institution's or department's strengths, weaknesses, opportunities, and threats (SWOT Analysis)
  • Developing Institutional Effectiveness Plans
    • Objectives
    • Key Strategies
    • Action Steps
    • Timelines
    • Assigning Responsibility
    • Evaluation Measures

Reporting Process

Reports are issued after each visit to provide the college leadership with ongoing results, observations, and recommendations. The final report is a collaboration of all reports as well as a review of recommendations and the assessment of those recommendations. Follow-up using electronic mail, telephones, or teleconferencing is conducted to determine the implementation of recommendations after the final site visit.

Are you interested in receiving a complete evaluation of your student services and their use of resources? Do you need to develop a department focused on student access and success? Should your office staff be continuously improving services to become more efficient in serving your students?

Best Practices in Enrollment Management

More and more colleges want to know how other colleges developed new strategies or implemented new programs. Too many presentations give you outcomes without the steps leading to those outcomes. Best practices presentations are custom designed for your institutional needs. Each presentation is a resource for implementation and includes key contacts for further information.

Presentation topics include

  • Marketing and Recruitment
  • Retention Programs
  • Early Alert
  • Online Student Services
  • Academic Advising for Student Success
  • Creating a Code of Student Conduct
  • Residence Life and Academic Collaborations
  • Student Leadership
  • Efficiency in the Workplace

To find out more about these exciting new offerings, email Ed Leach or call (480) 705-8200, x233.

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National Endowment for the Humanities: Workshops for Community College Faculty

National Endowment for the HumanitiesDuring the summer of 2005, the National Endowment for the Humanities (NEH) will offer professional development workshops for community college faculty. Landmarks of American History Workshops are week-long residence-based programs. Landmarks of American History Workshops are offered by the National Endowment for the Humanities to provide the opportunity for community college educators to engage in intensive study and discussion of important topics in American history. These academies will give participants direct experiences in the interpretation of significant historical sites and the use of archival and other primary historical evidence. Landmarks Workshops present the best scholarship on a specific landmark or related cluster of landmarks, enabling participants to gain a sense of the importance of historical places, to make connections between what they learn in the workshop and what they teach, to advance their own scholarship, and to develop enhanced teaching materials for their classrooms.

Participants will receive a stipend of $500, intended to help cover living expenses, books, and travel expenses to and from the workshop location. Travel supplements for those traveling long distances will be available and will be allocated after participants are selected. These projects are designed for faculty members at American community colleges. Adjunct and part-time lecturers as well as full-time faculty are eligible to apply. An applicant need not have an advanced degree in order to qualify.

For workshop topics, eligibility requirements, and application instructions, please see http://www.neh.gov/projects/landmarks-college.html. The website also contains the means to contact each workshop director. The postmark deadline for application is March 15, 2005.

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Space Affects Learning

Right behind funding for staff and faculty is the cost of the physical space on campus. Is this space, and big investment, enhancing learning? Likely not, as most spaces were established to support the Instruction Paradigm. The evolution to the Learning Paradigm requires new thinking about the physical setting.

Herman Miller, Inc., along with Terry Hajduk, architectural designer, collaborated with the League for Innovation in the Community College at the August Learning Summit to demonstrate a variety of settings that support the Learning Paradigm. The Summit participants were enthusiastic about the flexibility, comfort, lighting, and aesthetics of the room.

At Innovations 2005, Herman Miller will transform a conference meeting space into a dynamic learning setting, a Learning Studio. If a hotel meeting room can be transformed into an effective learning setting, think of the possibilities for your classrooms.


Space affects learning, adapting to the pedagogy and the people

Find out more about Herman Miller at Innovations 2005 by linking to:

http://www.HermanMiller.com/Innovations2005Invitation

If you would like to meet with a Herman Miller representative at the show or would like more information about Herman Miller products and services, send an email by clicking LearningEnvironments@HermanMiller.com.

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Rochester Institute of Technology Selects Desire2Learn to Power eLearning Institution-wide

Desire2Learn Inc., a world-leading provider of enterprise learning systems, has announced that the Rochester Institute of Technology (RIT), an internationally recognized leader in professional and career-oriented education, has selected the Desire2Learn Learning Platform to serve its 20,000 users.

RIT will replace its existing learning management system with the Desire2Learn Learning Platform, a complete suite of easy-to-use teaching and learning tools for course development, delivery, and management. All of RIT's existing courses will be converted to the Desire2Learn Learning Platform as part of the implementation. The agreement also includes the Desire2Learn Learning Object Repository (LOR), an easy-to-use, fully integrated standards-based learning-object repository enabling the storing, sharing, and tracking of learning objects, which seamlessly integrates with the Desire2Learn Learning Platform.

RIT was looking for a highly intuitive course management system that would allow faculty the use of tools to enhance teaching as well as integrate and leverage its existing campus authentication system and the register's course and enrollment information for the 3,000 to 4,000 courses it offers each quarter to students in the U.S., Croatia, Kosovo, Dominican Republic, and other international sites. The full rollout is scheduled to be completed by fall 2005.

“We look forward to working with Desire2Learn,” said Joeann Humbert, director of online learning at RIT. “The product will allow faculty and students at RIT to make use of some excellent features which could benefit the teaching and learning process.”

“We are pleased that RIT selected Desire2Learn, and we look forward to building upon the collaborative relationship that evolved during the evaluation period,” said Daryl Hemingway, Desire2Learn vice president of global business development. “We anticipate that RIT's excellent staff and innovative programs will provide an impressive showcase of D2L's next-generation eLearning technology that improves the overall educational experience for faculty, staff, and students.”

About Desire2Learn Inc.

Desire2Learn, Inc. is a leading provider of enterprise learning systems that empower education to build teaching and learning environments that reflect their vision and objectives. Its clients include colleges, universities, schools, and other education providers, as well as associations and organizations. There are more than two million users of the Desire2Learn enterprise eLearning technology worldwide. Founded in 1999, Desire2Learn is headquartered in Kitchener-Waterloo, Ontario. For more information, please visit: http://www. Desire2Learn.com.

About Rochester Institute of Technology (RIT)

Rochester Institute of Technology (NY) is internationally recognized as a leader in computing, engineering, imaging technology, fine and applied arts, and education of the deaf. More than 15,300 full- and part-time students are enrolled in RIT's 340 career-oriented and professional programs, and its cooperative education program is one of the oldest and largest in the nation.

For well over a decade, U.S. News and World Report has ranked RIT among the nation's leading comprehensive universities. The Princeton Review recognizes RIT as one of America's Most Wired Campuses, and the university is also featured in The Fiske Guide to Colleges and Barron's Best Buys in Education. For more information, visit http://www.rit.edu.

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TCC 2005 Worldwide Online Conference
Tenth Anniversary Edition!
April 19-21, 2005
Preconference Dates: April 5-6, 2005

LOOKING BACK TOWARDS THE FUTURE?

TCC, or Technology, Colleges, and Community, is a worldwide online conference designed for university and college practitioners including faculty, academic support staff, counselors, student services personnel, students, and administrators.

Home page: http://tcc.kcc.hawaii.edu

The University of Hawai'i Kapi'olani Community College, Honolulu USA in association with Osaka Gakuin University, JAPAN and in partnership with LearningTimes.org, produces this worldwide annual event.

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Roaring Penguin Software Releases CanIt-PRO 3.0
Anti-Spam Solution

Roaring Penguin SoftwareThe fight against spam is easier for campuses, ISPs, and large enterprises to win today, as Roaring Penguin Software Inc. has released version 3.0 of its CanIt-PRO server-side anti-spam solution. Renowned for its combination of global filtering policy management with superior per-user control, CanIt-PRO 3.0 makes it even easier for individuals to manage spam filtering through an attractive new interface.

“CanIt-PRO 3.0 enhances individual users' ability to opt in to spam filtering and to manage the details of their personal filters using an attractive, efficient new user interface,” said David Skoll, Roaring Penguin's president and CEO. “At the same time, CanIt-PRO 3.0 improves upon some of its most valuable core features, including greylisting and optional outbound mail scanning.”

Greylisting, one of CanIt-PRO's most important measures against spam, has been refined for greater efficiency, Skoll said. “Greylisting eliminates a significant portion of spam from the mail stream even before it reaches the mail server. In version 3.0, we have refined this important feature to minimize administrative involvement with CanIt-PRO.”

CanIt-PRO includes the option to filter outbound email, an important feature for many organizations to protect the reputation of their domains. With CanIt-PRO 3.0, administrators can now easily identify what mail will and will not be filtered – including mail leaving one's own domain as well as mail circulating within a domain. This is important in the fight against zombie spamming machines and other threats.

All current CanIt-PRO customers will receive the 3.0 upgrade as part of Roaring Penguin's standard support.

CanIt-PRO is the industry's most complete and flexible antispam and antivirus solution, combining global filtering policies with exceptional end-user control. In use at organizations such as the University of North Carolina, Ithaca College, and the IEEE, CanIt-PRO can be deployed in any enterprise email environment, including on all Linux and UNIX servers. As a stand-alone gateway appliance, CanIt-PRO can protect email environments running non-UNIX servers such as Microsoft Exchange, Lotus Notes, and Novell Groupwise. A trial version of CanIt-PRO can be obtained at http://www.roaringpenguin.com/anti_spam/get_canit_request.php.

About Roaring Penguin

Founded in 1999, Roaring Penguin Software Inc., specializes in email filtering. The company focuses on fighting spam at the mail server, with the acclaimed MIMEDefang and CanIt product lines. Today, Roaring Penguin develops, deploys, and supports its spam- and virus-fighting products for customers that include campuses, ISPs, web hosts, large enterprises, and government offices. For more information, visit http://www.roaringpenguin.com.

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Community College Leaders Bring About
Collaboratively Developed Changes

Three hundred eighty-five community college leaders are bringing about collaboratively developed, strengths-based changes on their campuses. One of those 385 leaders, Zach Hodges, president at Houston Community College Northwest (TX) and a team of others at the college used Appreciative Inquiry (AI) at the college's Spring 2004 Convocation. In just half a day, over 100 faculty and staff members (1) celebrated successes and had fun, (2) recognized excellence from the past and present that the college wanted to carry into the future, (3) discovered that positive questioning leads to positive change, and (4) reminded themselves of the power of the question so they could take this power into their classrooms and offices. The Inquiry into the college's past and present strengths resulted in a collaboratively created vision statement for the college's preferred future, called a Provocative Proposition. “Unwavering in our quest for excellence, we who work and learn at Northwest College set high expectations for ourselves and each other, support each other's achievements, and make time to recognize and celebrate both individual and collective successes.”

As a result of the Inquiry, the college then used the key elements of the Provocative Proposition – Learning, Serving, Excelling – to report the “State of the College” at the Fall 2004 Convocation. Time was set aside for sharing and celebrating individual and group successes, progress, and accomplishments. The college also created a place on its portal for the ongoing sharing of success stories and began using a bumpersticker version of the Provocative Proposition – Learning, Serving, Excelling: Northwest College – a proud community – as a graphical element in all official college communication.

Community college leaders, including trustees, CEOs, administrators, faculty, support staff, and students, can learn about the philosophy of AI and how to use AI processes to bring about positive change. Participate in one of the four-day Appreciative Inquiry Facilitator Training workshops cosponsored by the League for Innovation in the Community College; the National Council for Staff, Program, and Organizational Development; and Company of Experts.net being held throughout the U.S. For information about the workshops, go to http://CenterforAppreciativeInquiry.net.

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2005 Illinois Online Conference for
Teaching and Learning

Please join hundreds of K-20 education professionals at the 2005 Illinois Online Conference for Teaching and Learning. As a special guest of the League and LearningTimes, you will enjoy a 25 percent discount on the regular registration price of $100. The third annual edition of this very exciting event will take place completely over the internet February 16-18, 2005. The theme is “Innovation, Education, Technology, and You.” The 2005 conference website is: http://www.ilonlineconf.org.

he entire event will take place in a LearningTimes online conference community, affording many opportunities for collaboration, learning, and networking. The League and LearningTimes are pleased to offer a special discount price of $75 to friends and colleagues. Registration includes unlimited access to the conference community, presentations, and materials for one year after the event. Please use this private link to take advantage of the discount: http://tinyurl.com/4v99g.

For more information contact: john@learningtimes.net.

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Arkansas Association of Two-Year Colleges Marks Continuing Success with the Statewide Implementation of the Kuder® Career Planning System

Arkansas students and two-year colleges have been experiencing the benefits of a statewide collaboration to provide the Kuder® Career Planning System to all students, Grades 7-14. In 2003, the Arkansas Association of Two-Year Colleges (AATYC), in partnership with the Speaker of the Arkansas House of Representatives and Arkansas Departments of Workforce Education, General Education, and Higher Education, implemented this initiative as a way to create a consistent approach to career planning aligned to 16 career clusters. The objective was to improve student retention, high school and college completion rates, and parental involvement in education and career planning while also facilitating program and curriculum development at two-year colleges and economic development statewide.

The foremost goal of the initiative was to assist Arkansas students, and indeed, thousands of students are seeing the positive results of the system on personal and curricular levels. Now in its third year of implementation, the Kuder system is provided on the campuses of all 22 two-year colleges and the University of Arkansas-Fort Smith, as well as to more than 500 middle schools and high schools throughout Arkansas, at no cost to students or school districts. To date, 84,000 students have participated by taking career-interest assessments. As early as their seventh-grade year, students begin to develop an awareness of their own interests, skills, and work values and to consider what role those characteristics will play in their education and career choices. Students also have the opportunity to create an online career portfolio and résumés that will be available to them throughout their lives. This self-understanding and goal development can lead to improved student retention and success rates. Additionally, after completing the assessments and using the system, students are better prepared for a successful post-high school transition.

Teachers and counselors are making use of the Kuder system as well. By reviewing the results of students' work-values assessments, they can tailor their curriculum to better accommodate the varied learning styles of the students in their classrooms. Moreover, they can provide better guidance as students select courses and make decisions about their continuing education and future careers. Many secondary schools plan to introduce the Develop Your Future® curriculum, which supplements the Kuder Career Planning System with additional classroom activities. Secondary schools that participate in training sessions to be held this spring will receive the curriculum at no cost, as part of the statewide funding of the initiative.

Implementation of the Kuder Career Planning System has been an asset to Arkansas' two-year colleges as well, by increasing contact with students and staff at secondary schools, by allowing more targeted marketing to prospective students, by supporting more informed academic advising, and by guiding program and curriculum development. The colleges have been charged with coordinating the implementation of the system in their regions; thus, college contacts work side by side with the secondary schools to continue training and provide personnel or technology resources. The increased communication and cooperation only serves to strengthen the ties between secondary and postsecondary institutions. Based on assessment results, colleges are able to recruit students to specific programs for which the students are best suited by interests and skills. Furthermore, through the customized Arkansas Career Planning website powered by Kuder (http://ark.kuder.com), student assessment results automatically feature information about Arkansas' community colleges. From their first assessments and use of the system, students learn about the opportunities available to them locally as well as nationwide. And when students enroll in an Arkansas two-year college, the system results are used to guide them in course and major selection.

The benefits of this collaborative approach to career planning have already been far-reaching, and sponsoring agencies anticipate continued success of the program. Statewide implementation of the Kuder Career Planning System benefits the students, the schools, and the economy of Arkansas.

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Questionmark Word Authoring Templates Help Faculty
Create Survey, Quiz, and Test Questions

Testing and assessment software provider Questionmark has unveiled a new tool that makes it easy for subject-matter experts to produce questions for use in Questionmark™ Perception™ quizzes, tests, and exams.

Questionmark Word Authoring Templates provide a familiar and easy-to-use authoring environment for teachers, trainers, and subject-matter experts (SMEs). The templates enable an SME using Microsoft Word to produce questions that can be delivered, tracked, and managed with Questionmark Perception. The templates provide an excellent solution for SMEs who may lack easy or direct access to Perception. Plus, this new tool empowers nontechnical SMEs – those who might lack the confidence or desire to create computerized assessments – with the ability to author online tests, quizzes, surveys, and exams.

The Questionmark Word Authoring Templates can be freely distributed by a Questionmark Perception licensor to any number of SMEs. Each SME uses a special Word toolbar to select the type of question to create. The page then displays a form that the author fills in with the question's stimulus, choices, score, and feedback. A single document can contain numerous questions. When finished, the author sends the Word file to the appropriate gatekeeper, who, at the press of a button, can publish the questions into QML for direct importing into Perception.

For more information about Questionmark Word Authoring Templates visit http://www.questionmark.com/us/perception/authoring_word.htm or call 800-863-3950.

About Questionmark

Questionmark has been producing testing and assessment software since 1988. Questionmark Perception allows people to create question files without programming experience or knowledge of HTML. Powerful reports help instructors track individual and class performance and provide diagnostic information that can be used to improve both instruction and assessments. Some 2,000 businesses, government agencies, and educational institutions in more than 50 countries use Perception. Complete details are available at http://www.questionmark.com.

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Member Spotlight

Institutional Planning for Student Success At Sinclair Community College

Hank Dunn, Vice President, Student Services and Anna Mays, Director
of Student Success Services

Sinclair Community College (OH) researched various models to improve students' persistence rates, goal attainment, and success. This research and support from collegewide constituencies led to the abolishment of late registration. President Steven Lee Johnson led the college paradigm shift emphasizing not only access, but also student success. This laid the foundation for the development of the Student Success Plan, a comprehensive approach to increase at-risk student persistence, success, and graduation rates. It includes the Individual Learning Plan (ILP) as part of a holistic counseling and intervention system.

At-risk students who participate in the Student Success Plan process have a customized action plan that is documented on a web-based record management and reporting system. This internally developed system won the Educause Excellence in Information Technology Solutions 2004 national award.

New degree- or certificate-seeking students are screened after placement testing based on risk criteria and assigned to a Student Success Services counselor. The ILP counselor assesses the students in a multidimensional manner. Based on assessment results, the student is assisted with choosing a career goal, planning for educational expenses and financial aid, identifying services, reviewing strategies to improve learning skills, and registering. Currently enrolled at-risk students are referred for various causes for the same services.

By January 2005, a total of 3,604 students were served through the Student Success Plan. ILP students consistently had higher retention rates than non-ILP students or than new degree-seeking students in general. ILP students compared favorably to the average of all new degree-seeking students in terms of grade-point average and successful course completion. The process is mitigating the barriers to educational persistence and success for at-risk students.

For more information about Sinclair Community College's Student Success Plan, go to http://www.sinclair.edu/organizations/ssp/index.cfm

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