Volume 6, Number 3
Proposal Deadline Extended: March 25, 2005
We've received a large number of requests from individuals asking to submit proposals past the deadline date due to Spring Break and other factors. Consequently, the deadline to submit proposals to present at the 2005 Conference on Information Technology (CIT) has been extended until Friday, March 25, 2005.
a reminder, the special focus of Track One for the 2005
CIT 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
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.
To submit your proposal for the 2005 CIT, please visit the following link:
For assistance or additional information, please email Ed Leach or call (480) 705-8200, x233.
The League for Innovation
is proud to announce the release of its latest publications,
Assessment in Context: A Systems Approach to Educational
Effectiveness, by Ronald L. Baker; and Increasing
Engagement for Online and Face-to-Face Learners Through Online
Discussion Practices, by Alice Bedard-Voorhees. Both
books were introduced at the recent Innovations conference
in New York.
Assessment in Context: A Systems Approach to Educational Effectiveness
by Ronald L. Baker
As higher education
continues to struggle with assessment, an impressive array
of tools is developing. Baker, takes
a streamlined and practical approach to the use of these tools
in this engaging monograph. The book is a must read for those
who want to increase institutional efficiency and economy
through assessment. It concludes with an invitation to take
part in an assessment of the book itself.
Increasing Engagement for Online and Face-to-Face Learners Through Online Discussion Practices, The Cross Papers, Number 8
by Alice Bedard-Voorhees
For years, K. Patricia
Cross enlightened community college professionals with her
instructive Cross Papers on teaching and learning. In 2004,
Cross and the League awarded the first Cross Papers Fellowship
to Alice Bedard-Voorhees. Continuing the tradition, Bedard-Voorhees
wrote Cross Paper Number 8 : Increasing Engagement for
Online and Face-to-Face Learners Through Online Discussion
Practices , a monograph that will be welcomed by practitioners
wishing to improve both their online and traditional classes
Tony 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.
| Asking learners to annotate sources for research
projects requires learners to internalize source content. Asking
learners to bring web sources to the class and explain how they
add to the course content or learning encourages research and
evaluation of the ever-growing number of reputable sites.
As faculty, we are also learners in the use of new technologies
and need to acknowledge and understand our own learning needs
Using what we know about learners adds to our understanding
of how needs and motivations of a class community inform the
development of class experiences.
All quotes are from the monograph, Increasing Engagement
for Online and Face-to-Face Learners Through Online Discussion
Practices, The Cross Papers, Number 8, by Alice Bedard-Voorhees now available through the League Store.
U.S. Department of Education's Office of Safe and Drug-Free
School (OSDFS) will host its national conference in Washington,
D.C. August 14-17, 2005. Please mark this date on your calendar.
In addition to addressing
broad-based issues related to alcohol, drug, and violence
prevention, the conference addresses issues related to crisis
planning; health, mental health, and physical education; civic
and character education; scientifically based programs; and
many other areas. Of special interest are proposals for sessions
that fall under the theme, Community Colleges: How They Can
Support K-12 Crisis Planning Efforts.
Further information will be forthcoming.
The OSDFS will post a conference website soon that will keep
you informed of updates and logistical information surrounding
this conference. In the meantime, to submit a proposal or
for additional information, contact Tara Hill at email@example.com.
Our most recent CEO Survey explored community college programs and services for older adults (50+). The response by college presidents in answer to our questions regarding programs and services for older adults was very positive. Take a look at some selected results below.
What types of targeted programs have you developed for older adults (50+)?
- 76% - Special noncredit program (e.g. “Senior College,” Lifelong Learning Institute)
- 4% - Special certificate programs
- 73% - Reduced or free tuition
- 6% - Leadership training programs
- 8% - Service learning programs
- 5% - Accelerated degree completion options
- 15% - Other
Have you developed programs that help adults to make the transition into retirement?
What types of programs do you provide?
60% - Life planning
25% - Employment
78% - Financial planning
27% - Civic engagement/service
11% - Leadership
56% - Health assessment/education
16% - Re-entry advising
6% - Targeted scholarships
5% - Other
University of San Diego School of Education has been selected
to house and coordinate programs and activities in partnership
with the Community College Leadership Development Initiatives
(CCLDI). The move to USD will enable CCLDI to work closely
with leadership programs currently in place at the university.
A not-for-profit corporation founded in 1998, the CCLDI
Foundation promotes leadership development for community
colleges in California, Hawaii, and the Pacific Islands.
The CCLDI offers programs designed to encourage talented
educators to assume leadership roles and provides support
systems for people in these roles.
Ofelia R. Arellano has been named Interim Executive Director
of the program. “The CCLDI Foundation Board is delighted to welcome Dr.
Arellano to this leadership position,” says Martha Kanter,
chair of the CCLDI Foundation and chancellor of the Foothill
De-An za Community College District. “With Dr. Arellano at
the helm, we are confident that CCLDI will move ahead to
achieve its community college leadership goals in the months
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.
The College and Career Transitions Initiative (CCTI), funded by the Office of Vocational and Adult Education, U.S. Department of Education, is opening its new online Toolkit. The CCTI Toolkit contains information to help community colleges and high schools develop Career Pathways. The Toolkit has been designed to showcase career pathway templates that can be replicated or modified to suit a particular college or high school. Career Pathways can assist in easing the transition from high school to college, reducing remediation, and increasing the success of students. In addition to the templates, the Toolkit contains case studies, implementation plans, and success stories. The Toolkit can be accessed at www.league.org/ccti.
Expansion of business partnerships can bring major resources and benefits to colleges. Each year, colleges find that they have decreasing resources and increased demands from their students and the communities they serve. Assuring that each member of your staff has the skills to successfully work with businesses and build strategic partnerships is essential for today's successful college.
Expanding and developing business partnerships provides benefits for all concerned. Through Business Partnerships, colleges have a resource for
- Student referrals,
- Jobs for graduates,
- Advisory committee members,
- Potential funding partners for special projects and scholarships, and
- Business resources and contacts.
Benefits for your business partners include
- A source of educated and trained employees with skills needed for the 21st century,
- A resource for business-related problems and consultants to assist the business in maximizing profits, and
- Use of college resources for meetings and contacts within the community.
This workshop is designed to assist staff in learning essential skills:
- Working in the business community,
- Building solid and trusting partnerships, and
- Developing long-term sustainable projects.
Roadmap to Success: The collegE Business plan
A business plan is a roadmap for success, whether for community colleges, divisions within colleges, or partners of colleges in their communities.
This interactive presentation outlines
- The benefits of a business plan,
- How it can affect the success of the organization, and
- Specific tools needed to develop the plan.
The workshop is designed to help your staff understand
- Each component of a business plan,
- Financial projections, and
- Budgetary issues.
The workshop is also designed to develop a strategy to move the college or division toward its mission and goals.
To find out more, email Ed Leach or call (480) 705-8200, x233.
Does your website or mission statement make reference to your college's learning-centered philosophy? If so, what makes this believable to students? If you believe the old adage ‘form follows function', is your physical space also learning centered? Or is the physical space getting in the way of optimal success?
Students + Faculty + Classrooms =
Learning, Right? Of course not, so efforts are constantly
under way to change the learning experience for students and
faculty. However, other than some technology integration,
little has changed in most classrooms or lecture halls over
the last half century.
The physical form of the classroom has been driven by the industrial model and efficiencies, rather than by learning. Studies have shown that retention with lecture is approximately 5 percent; adding some audio-visual moves it to 20 percent. Going beyond 20 percent requires actively doing something—whether it is discussion, small group work, or presentations—which is nearly impossible in the typical classroom on campus.
The next few years will see the largest concerted effort to renovate or build new learning spaces. With this flurry of activity, choices and options must be pursued to further the ideals of a learning- centered institution rather than perpetuating the status quo learning spaces. Whether one classroom is being changed, or a whole new building is being constructed, do not submit to conventional classroom planning. Physical space can be a strategic tool toward the realization of learning-centered goals.
A learning-centered college requires a new vocabulary not only to describe this strategic approach, but also to articulate the accompanying expectations for the physical attributes of the learning spaces. Using the following attributes as expectations can create a meaningfully different environment:
is a metaphor for an alternative to the traditional classroom
described above; think TV studio, artist's studio, architect's
studio, or music studio. A learning studio is intended to
be a dynamic place that supports people engaged not only in
delivering and receiving information, but also creating, collaborating,
exchanging, researching, contemplating and renewing. The qualities
of a learning studio support diverse learning and teaching
styles. A studio is multipurpose and flexible by design.
To put it in the
terms used by Robert B. Barr and John Tagg, the mission is
to “produce learning with every student by whatever
means work best.” The learning studio is what it needs
to be for all of the users, creating effectiveness, not simply
During any project in which you are planning physical space, seize the opportunity to make choices and ask questions about the space's impact on learning. The kinds of spaces you create throughout your campus will make a difference. They have the power to influence culture, attitude, and the effectiveness of faculty and students. They can enhance and support teaching and learning. They can attract students and faculty and reflect a college's spirit and image. The quality of space can improve learning. The right space does not guarantee success, but the wrong space can make success toward learning-centered goals unlikely.
Terry Hajduk, independent
architectural designer, has instilled the concepts of the
learning paradigm in a new generation of higher education
learning environments. Terry and Herman Miller, Inc. collaborated
to simulate some of the ideals of a learning studio in a learning
space at the Innovations 2005 conference.
To learn more, visit us online at http://www.hermanmiller.com/education or contact us at LearningEnvironments@HermanMiller.com.
Herman Miller, Inc. is a Sustaining Partner of the League for Innovation.
Inc., a world-leading provider of enterprise learning
systems, has announced that The Ohio State University, the
nation's premier research institution, has selected the Desire2Learn
Learning Platform, to be used to complement traditional
on-campus and distance education courses institutionwide for
over 58,000 students and over 35,000 employees. The decision
follows an extensive and in-depth evaluation period of competitive
The university 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,
assessment, communication, learning management, and much more.
The agreement also includes the Desire2Learn Learning Object
Repository (LOR), an integrated standards-based
learning object repository enabling the storing, sharing,
and tracking of learning objects and educational material
within and across different departments and campuses. Ohio
State, in addition, will become a key research and development
partner helping to guide the creation and development of future
Seventy-seven percent of all Ohio
State students across six campuses use the current course
management system. That percentage is expected to increase
with the implementation of the Desire2Learn system beginning
"The Ohio State University has invested significant energy
in identifying the most suitable technology for their eLearning
initiatives," said John Baker, Desire2Learn President and
CEO. "It is our belief that our e-learning platform will
enable the university to lead the way in delivering the best
possible learning experience for their students. We are excited
to be working with the university, and look forward to helping
them achieve their vision for teaching and learning."
for the Advancement of College Teaching and Learning, in
St. Paul, Minnesota, invites proposals from college and
university faculty, staff, and students for concurrent sessions
for its November 18-19, 2005 conference, Diversity Here
and Now: Holistic and Sustainable Approaches to Multicultural
Proposals are due April 15. For more information, visit www.collab.org or contact Marla Amborn at: 651-646-6166 or firstname.lastname@example.org.
"Integrating Grades 9 Through
14," by Nancy Hoffman and Joel Vargas of Jobs for the Future (JFF), identifies
the policy challenges encountered in implementing early college
high schools, which, because they blend secondary and postsecondary
education, require two incompatible systems to work collaboratively.
Early college high schools are designed to help students currently
underrepresented in higher education achieve a high school
diploma and an Associate degree or two years of transferable
college credit within four to five years. Through the Early
College High School Initiative, which JFF coordinates, over
180 of these schools will open nationally over the next four
To download INTEGRATING GRADES 9 THROUGH 14, go to:
President at the Auburn Hills Campus of
Oakland Community College in Michigan, says about Appreciative
Inquiry (AI). Sharon completed an Appreciative Inquiry Facilitator
Training (AIFT©) cosponsored by the League; the National
Council for Staff, Program, and Organizational Development;
and Company of Experts.net. As one example of how Sharon is
facilitating AI, last fall she held a half-day team-building
session for the 13 members of her leadership team. She began
the session by facilitating a discussion about the difference
between managing and leading. Then, team members inquired
into the topic of Total Teamwork, what they wanted to create
more of, which resulted in a Provocative Proposition, or vision,
for how the team would work together during the coming year:
have a vibrant campus community that fosters positive change,
promotes cross-group interaction and builds morale, using
teamwork and communication while working toward common goals."
They then developed initiatives, both as a group and as individuals,
for realizing the Provocative Proposition. Sharon had the
Provocative Proposition printed and framed and distributed
to each team member for them to place in their office as a
reminder of what they as a group wanted to create more of
OF THE INQUIRY: Sharon said that, since the Inquiry, "The
group has taken the team concept seriously and work together
to help the campus develop new initiatives or resolve campus
information about a dozen AIFTs that currently are scheduled
throughout the U.S. and Canada this spring and summer, go
Lurleen B. Wallace (LBW) Community
College is the lead college for the Alabama College System
Microelectronics Consortium, formed in 2000 as a resource
for Alabama's economic initiative to recruit new industries
and increase the value of existing industries. Comprised of
17 two-year community and technical colleges located throughout
the state, the consortium has raised over $2 million to fund
student scholarships, provide faculty professional development,
purchase equipment, create new curriculum to support emerging
advanced technologies, and build articulation linkages between
K12 systems, consortium colleges and universities.
The university articulation agreements have resulted in block
transfer of lower-division credits into the universities and
up to nine credit hours of upper-division course credit for
work completed in technical programs at consortium colleges.
Currently, the consortium is developing
an expansion of curriculum in advanced technologies to support
Alabama industry needs for technicians in manufacturing and
engineering fields. This effort is supported by an $815,000
Advanced Technological Education grant awarded to LBW Community
College by the National Science Foundation. Named the ACETEA
Project (Alabama Colleges for Electronic Technology Education
Advancement), the grant combines the efforts of the Microelectronics
Consortium with six university partners, eight state economic
development organizations, and over 200 industries to develop
new curriculum for technician education in robotics, wireless
communications, computer-integrated manufacturing, automated
process controls, microelectronics, and advanced electromechanical
systems. Summer camps for secondary students and dual enrollment
and early college enrollment programs have been established
to accelerate the transition of secondary school students
into technology careers and engineering degree programs.
LBWCC President Edward Meadows is president
and chair of the consortium, LBWCC Dean of Development Peggy
Linton is secretary for the consortium and coordinator for
the consortium's U. S. Department of Labor grant, and John
Reutter is director for the consortium's National Science
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