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April 2006
Volume 7, Number 4
inside this issue
highlights
Register Now for the 2006 Learning College Summit!
The Cross Papers Fellowship 2006-2007
Call for Proposals: April 30 Deadline!
Executive Leadership Institute
Clearly Quotable

news and events
Learning Environment Case Studies – How Space Is Making A Difference At Community Colleges
Information Literacy Best Practices in Undergraduate Education
Getting Results Online Faculty Development Program Now Available!
inside the league
Community Colleges Involved in Preservice Teacher Education Invited to Join Pathways
The League is Proud to Announce Several New Presentations and Workshops
College and Career Transitions Initiative Update
Call for Manuscripts

member spotlight
MassBay Community College
Wellesley Hills, Massachusetts

League Connections wants to hear about your innovations! Share your college's best practice and catalyze ideas with thousands of readers in your field by contacting League Connections today!
Deadline for submissions for the May 2006 issue of League Connections is May 10, 2006.
Print League Connections
Highlights
 

Register Now for the 2006 Learning College Summit!

Registration is now open for the fourth Annual Learning College Summit, June 11-14, 2006, at the Sheraton Westport Lakeside Chalet in St. Louis, Missouri. The League's 2006 Learning College Summit is being hosted by St. Louis Community College. Special pricing for early registration is available through May 12, 2006.

Plans are fully under way for this exciting gathering, which brings together educators from around the nation and world who are committed to a deliberate, powerful focus on learning at their institutions. As an integral facet of the League's Learning Initiative, the Learning College Summit is designed to benefit colleges that are beginning the journey toward becoming more learning centered, as well as veteran learning-college institutions that are well on their way.

In a small conference-center setting, the 2006 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. This gathering of community college educators is designed to foster networking and collaborative opportunities among colleagues, and is a vehicle to investigate ways colleges have successfully undertaken significant organizational transformation to improve student learning.

The 2006 Learning College Summit offers participants opportunities to explore in depth five pressing topics in community college education as they relate to the Learning College concept in action:

  • Accreditation
  • Accountability
  • Learning Outcomes
  • Assessment
  • Professional Development

Each topic is the focus of deep examination during its own morning or afternoon session. Each session features a symposium, forums, and conversations about learning.

Symposium. Each half-day session begins with a plenary symposium focused on the topic for that session. Each symposium features a panel discussion by leaders and practitioners in the specific topic area, followed by a question-and-answer period involving summit participants. Participants are encouraged not only to ask questions of the panelists, but also to share brief descriptions of ways their colleges are working to make that aspect of their institution more learning centered.

Forums. Held concurrently, the forums for each half-day session follow the symposium and feature a team of two or three participants from a college presenting successful approaches to achieving educational transformation in the topic area. Presenters provide specific examples of successful strategies and practices used at their college.

Conversations About Learning. Each half-day session ends with conversations about learning designed to provide college teams the opportunity to regroup and reflect on their experiences at the summit and to begin discussing ways to apply their learning at their college. Teams may choose to use this time to meet with other college teams and/or individuals. For participants who are the sole representative from their institution, these conversations offer an opportunity to continue symposium and forum dialogues and to discuss challenges, obstacles, and successes with others. Individuals may also choose to use this time for meeting with specific college teams and/or individuals.

The 2006 Learning College Summit has the following goals:

  • Provide a comfortable setting for educators to share the successes and challenges of transforming institutions to become more powerfully focused on learning.
  • Increase understanding of the concepts of the Learning College as a framework and inspiration for affecting institutional change to improve student learning, performance, and success.
  • Provide a forum for the exchange of innovative processes and approaches to transforming undergraduate education and improving institutional student outcomes.
  • Facilitate participant interaction and development of new networks of colleagues who support Learning College concepts.

If you want to learn more about the process of transforming the structures, procedures, and practices of your institution to focus on producing meaningful and successful student learning, the 2006 Learning College Summit will give you an opportunity to share ideas, approaches, and experiences with colleagues in higher education. For more information, visit the Learning College Summit website, or contact Cynthia Wilson at wilson@league.org or 480-705-8200, ext. 238.

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The Cross Papers Fellowship 2006-2007
Call for Proposals: April 30 Deadline!

J. patricia crossIn recognition of the many valuable contributions K. Patricia Cross has made to community college teaching and learning, the League is pleased to announce the third annual Cross Papers Fellowship. Supported by an endowment from K. Patricia Cross, the fellowship builds upon the outstanding success and renowned usability of The Cross Papers. Each year, a practitioner/scholar of community college teaching and learning is named as The Cross Papers Fellow.

Since the release of the inaugural issue of The Cross Papers in 1997, community college educators have used these monographs as tools for stimulating discussion, for providing orientation and training to new faculty and staff, for rejuvenating veteran employees, and for designing successful practices and strategies for reaching the diverse groups of students who come through the open doors of community colleges every day. The League applauds the work of K. Patricia Cross and seeks through this endowment to continue her legacy of professional development focused on community college teaching and learning.

The 2006-2007 Cross Papers Fellow will write an issue of The Cross Papers using the general format established by K. Patricia Cross in the original Cross Papers. This format includes a review of literature on current teaching and learning theory as well as practical applications of current theory in contemporary learning environments. The Cross Papers Fellow will also conduct a Special Session on The Cross Papers topic at the League’s annual Innovations conference, with the session videotaped and posted on the League’s iStream. Following the session, The Cross Papers Fellow will be available to sign copies of the monograph.

The Cross Papers Fellow will receive a stipend of $2,000, complimentary registration to the Innovations conference at which the Fellow will present the work, travel expenses of up to $1,000 to attend the conference, a plaque commemorating the recipient’s designation as a Cross Papers Fellow, and 10 copies of the print edition of The Cross Papers issue the Fellow writes.

The 2005-2006 Cross Papers Fellow, Anneliese Homan of State Fair Community College (MO), has written The Cross Papers, Number 9, Constructing Knowledge Through Reflection, which was released at the League's Innovations conference last month in Atlanta. Copies of the monograph are available for purchase through the League Store (www.leaguestore.org). 

Guidelines for submitting proposals for the 2006-2007 Cross Papers Fellowship are available on the League website at http://www.league.org/crosspapersfellow/guidelines.html. The deadline for submitting proposals is April 30, 2006.

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Executive Leadership Institute

The Executive Leadership Institute (ELI) provides the opportunity for potential community college presidents or those in transition to review their abilities and interests, to refine their skills, and to participate in discussions on leadership with outstanding community college leaders from North America.

Applicants for ELI must have served in senior positions of leadership at community colleges and must be qualified for the presidency by their educational and experiential backgrounds.

The typical applicant will hold an advanced degree and will have three or more years' experience as a senior-level administrator at a community college, normally reporting to the CEO at the campus, college, or district level.

Participants are selected from qualified applicants by a committee of experienced presidents. Attendance at the institute is limited. The deadline for application is July 14, 2006.

ELI is designed primarily for those who have not yet served in a presidency. However, new community college CEOs and those contemplating a transition will find ELI extremely valuable as well. Participants do not need to be employed at League Alliance Member institutions, and international applications are welcome. Applications are encouraged from women and minorities.

For more information about ELI, visit http://www.league.org/eli.

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Clearly Quotable

"In the past, frustrated employers asked our schools to provide students who would simply show up on time. Our schools should and do expect much more of students. Curriculum, based on validated employer and postsecondary standards designed to effectively prepare students for postsecondary education or employment, must reflect the needs of each partner." Scott Hess. (2006). In Laurence J. Warford, Ed., Pathways to Student Success: Case Studies From the College and Career Transitions Initiative. Phoenix: League for Innovation in the Community College.

"The most sought-after labor commodity is no longer a muscular hand that can crank a wrench, but a pumped-up brain that can think creatively, critically, and out-of-the-box." Michael E. LeGault. (2006). Think! Why Crucial Decisions Can't Be Made in the Blink of an Eye. New York: Threshold Editions.

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Inside the League

Community Colleges Involved in Preservice Teacher Education Invited to Join Pathways

League for Innovation and the National Association of Community College Teacher Education Programs (NACCTEP) members are invited to join Pathways, a U.S. Department of Education-sponsored project focusing on community college preparation of preservice teachers.

What is Pathways?

Pathways’ objective is to improve the way preservice teachers learn science, mathematics, language arts, and education and education technology content by providing community college faculty members with tools and resources to model effective, technology-based teaching in their courses. The overall goal of the project is to improve the way preservice teachers in community colleges teach when they are in their own K-12 classrooms. Community colleges selected for participation are required to provide the support necessary to ensure the full participation of their four faculty members. The benefits to and commitments of selected colleges are detailed on the application.

Why Join Pathways?

Faculty teams participating in the training learn to develop and use unique and compelling internet-based instructional resources that promote critical thinking and effective learning for students via a 26-hour blended mode faculty development program called Savvy Cyber Professor. As a result of the Savvy Cyber Professor course, community college students who are preservice teachers learn how to bring relevant, pertinent, dynamic, and real-world data into the learning environment. Another key benefit is access to a growing library of Real World Learning Objects (RWLOs), discrete units of instructional content that use internet-based real-time data or primary source information.

Savvy Cyber Professor

Savvy Cyber Professor is a proven, 26-hour, eight-part, blended-mode faculty development program that includes face-to-face hands-on instruction, as well as asynchronous, online experiences culminating in each participant’s development of a peer-reviewed RWLO. Savvy Cyber Professor sessions include

  1. Unique and Compelling Educational Resources,
  2. Understanding RWLOs,
  3. Planning Your RWLO,
  4. Assembling Instructional Content and Creating Your RWLO,
  5. Integration and Implementation: Challenges and Solutions,
  6. Completing Your RWLO,
  7. Finalizing and Submitting Your RWLO to the Library, and 
  8. Showcasing Your RWLO.

Savvy Cyber Professor begins with a full-day, hands-on workshop on October 21, 2006, in Charlotte, NC, preceding the League’s Conference on Information Technology. The full-day, hands-on workshop is a mandatory component for all four faculty team members from each selected college.

To date, 17 community colleges throughout the U.S. have sent teams of four faculty members each to participate in Savvy Cyber Professor, and we are now inviting another 18 community colleges to participate in this excellent faculty development opportunity. We encourage your college to apply for one of the 18 openings by returning a completed application by April 28, 2006.

Should you have any questions or wish to discuss Pathways in more detail, please contact Beth McGrath (Project Director) at bmcgrath@stevens.edu or (201) 216-5037.

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The League is Proud to Announce Several New Presentations and Workshops

Teaching Critical Thinking Skills for Life: A Necessary Skill
Education is hard work. Educators are tired of doing the thinking for the students, as are many employers. Teachers can demonstrate and require students to use strategies that enhance their ability to think well. Engaging students in the art and practice of thinking critically must be a major component in the success and retention of students in education. (More information.)

Proactive Leadership: Creating a Vision for the Future
A Workshop for Administrators, Team Leaders, and Department Chairs
Leading is one of the most important tasks you can be called to do. As a leader, you set the direction, create the reason or interest people should follow, provide a road map of how to get to the destination, and coach them during the journey. (More information.)

Team Building: Using Our Strengths to Work Effectively Together
This workshop is designed to help participants understand individual preferences for the way the mind brings in information and makes decisions. Being an effective team member means more than just being present at meetings and working together on projects. (More information.)

Authentic Leadership
Authentic Leadership develops Parker Palmer’s work for community college faculty and applies it to community college faculty, presidents, and administrators. Authentic Leadership retreats incorporate reflective dialogue and conversation to regain a sense of spirit, inner guidance, and authentic voice to assist in generating even more creative and vital institutions. (More information.)

Using Technology to Connect With the i-Pod Generation
Technology is here to stay. Just as the printing press and the spoken word guided previous generations, new technologies guide today’s students. Email, music, video, instant messaging, podcasting, web access, blogging, and other technologies are just a few of the many ways that students access information. (More information.)

To have these new offerings and other topics delivered on your campus, email Ed Leach or call (480) 705-8200, x233.

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College and Career Transitions Initiative Update

The College and Career Transitions Initiative is accepting applications from colleges that are working to ease transitions between high school, college and work; reduce remediation; and increase persistence. If these are some of your goals, join more than 100 current member colleges throughout North America to share successful strategies by clicking on http://www.league.org/ccti/networkapplication.

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Call for Manuscripts

The League maintains an open call for manuscripts for its monthly digital publications, Leadership Abstracts, Learning Abstracts, and Innovation Showcase. The editorial staff invites community college educators to share effective, innovative practices, processes, strategies, and programs with the field through the brief articles (1,500 to 2,000 words) featured in these publications. Click on the publication links below to access the guidelines for prospective authors:

  1. Leadership Abstracts
  2. Learning Abstracts
  3. Innovation Showcase

If you have questions, please contact Cynthia Wilson at wilson@league.org or (480) 705-8200, ext. 238.

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News and Events

Learning Environment Case Studies – How Space Is Making A Difference At Community Colleges

Can space make a difference in teaching and learning on the campuses of today’s community college? That’s a question that many higher education leaders are asking. Two schools clearly say yes to this question: Estrella Mountain Community College and Kirkwood Community College.

Effective learning spaces enable new teaching and learning styles rather than forcing teaching and learning to conform to the space itself.  Such space also promotes student engagement, student success and student/faculty interaction.

Herman Miller is committed to helping community college leaders use their current and future spaces to create great places to teach, learn and grow.  What follows are two case studies (found on HermanMiller.com) that demonstrate how two community colleges worked with Herman Miller to meet their goals.

Estrella Mountain Community College

Herman miller image 1What will the classroom of the future look like?  Estrella Mountain Community College (EMCC), a member of the Maricopa Community College District, the nation’s largest, may have a head start on defining that vision.

EMCC recognizes the need to keep pace with regional growth and serves an increasingly diverse student population. EMCC also is committed to improving the educational experience. Significant issues were the support of new ways of learning, supporting new, flexible technologies, and allowing for a high level of flexibility and ease of change.

Learn more about their drive to create radical flexibility in their learning spaces,
enabling faculty and students to push the envelope in order to see what could be.

Take a look at the following link for more details…
http://www.hermanmiller.com/hm/content/case_studies/pdf_full/CS_EAZ_FULL.pdf

Kirkwood Community College

Herman miller 2Kirkwood Community College (KCC) is the third largest college in Iowa. Its main campus is in Cedar Rapids and has 10 satellite centers throughout the state.

Competition is keen among community colleges; attracting and retaining students is essential to their ongoing success. At the same time, they recognize the importance of creating a community of faculty and students mutually committed to effective teaching and learning. KCC recognizes the impact that space has both on current and potential students. 

This case study highlights KCC’s Cyber Café – a space that is part social in function as well as a collaborative learning space. The goal was to create a comfortable space that would support the efforts of KCC students while also supporting the school’s attraction and retention goals and enabling teamwork, collaboration, and new ways of learning.

Take a look at the following link for more details…
http://www.hermanmiller.com/hm/content/case_studies/pdf_full/CS_KCC_FULL.pdf

These are just two examples of how Higher Education leaders are responding to the changes on today’s campus by creating new learning spaces that enable and support their objectives. We invite you to take a look at these case studies by linking to our website (www.hermanMiller.com/education). We also encourage you to learn more by contacting Marianne Rogers (Marianne_Rogers@HermanMiller.com) or calling her at 616.654.8142 for more information.

About Herman Miller…

Herman Miller, Inc.
Sustaining Partner of the League for Innovation in the Community College
Please visit us at http://www.HermanMiller.com/education to learn more about our design approach to learning.

At Herman Miller, our research-based, problem-solving approach to design directs how we find answers to these questions and many more. We use our knowledge to help higher education customers create great places to teach, learn, and grow.

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Information Literacy Best Practices in Undergraduate Education

ACRL/TLT Group Online Workshop   May 16, 23, and 30, 2006  3-4 pm EDT

Asynchronous discussion forum and archives are also provided.

LeadersSusan Ariew, University of South Florida, and Ilene Frank, University of South Florida. 

For the past several years, seminar leaders Ariew and Frank, along with members of the ACRL's Institute for Information Literacy's Best Practices Project Team, have been working with colleagues in the field on criteria for developing, assessing, and improving information literacy programs in undergraduate education, and identifying categories and case studies of best practices in undergraduate information literacy (IL) programs.

This workshop, co-sponsored by ACRL and the TLT Group, will introduce a variety of related resources, present the findings of the best-practices team, describe key elements of model programs, invite feedback and discussion, and engage participants in activities to help them advance the work of their own information literacy programs. The seminar has both synchronous and asynchronous components.

Collaboration involving librarians, faculty, and others emerged as characteristic of many successful information literacy programs. Consequently, while some of the activities and resources developed for this workshop will be focused on the needs and capabilities of librarians, others will be directed at interdepartmental teams that also include faculty, technology professionals, administrators, professional development experts, and others.

Participants will reflect, discuss, plan, and begin to apply what they've learned to their programs at their own institutions. They will

  • identify the difference between bibliographic instruction and information literacy and be able to explain the difference to colleagues, faculty, and others; 
  • become familiar with the current status of the library instruction/information literacy movement in the information professions;
  • understand the characteristics of IL programs that illustrate best practices and then to reflect on their own successes and where they may be able to start improving their programs; and 
  • outline a plan of action to begin or improve an IL program at their own institutions.

All of the TLT Group’s online offerings include use of low-threshold tools, examination of controversial issues, options for participants with a range of experience, and suggestions for assessment as you integrate what you’ve learned into your repertoire.    

Workshop Registration prices:  Click HERE to register for this three-part workshop.   

A $15 discount per registrant will be applied to participants registering from the same institution (first registrant pays full fee).

If you have any questions or comments, please feel free to contact Joanna Beiter at mailto:beiter@tltgroup.org.

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Getting Results Online Faculty Development Program Now Available!

WGBH-TV and the League for Innovation in the Community College are pleased to announce the launch of Getting Results multimedia professional development modules for training community college faculty. The modules focus on the teaching of science, technology, engineering, and mathematics, specifically in Advanced Technology Education classrooms. The videos accompanying the modules include real teachers and students in real classroom settings across the country, representing a range of fields, institutions, programs, and subject areas.

Suitable for self-study, face-to-face training, or other formats of online and onsite use, Getting Results gives faculty members strategies for deepening teaching and learning. Extensive curriculum, including downloadable PDF versions of web-based text, is now available online at no charge (http://www.league.org/gettingresults). A CD-ROM version that does not require internet access is being developed and will be available for purchase ($29 price includes standard shipping) from the League later this year.

Getting Results begins with an orientation video followed by six modules. Each module features classroom videos illustrating classroom practice; background information about the teacher and class; activities for learners; readings; downloadable, printable PDF versions of web-based text content; customizable PowerPoint slide shows; and suggestions on how to incorporate the strategies into users’ own classrooms. The module topics are

  • Creating a Community of Learners,
  • Planning for Outcomes,
  • Active Teaching and Learning,
  • Moving Beyond the Classroom,
  • Teaching with Technology, and
  • Assessing Teaching and Learning.

Funded by the National Science Foundation’s Advanced Technology Education (ATE) Program, Getting Results was produced by WGBH-TV, PBS’s flagship station, in association with the League for Innovation in the Community College. Getting Results draws on research about best practices in adult learning. It is currently being piloted at 13 community and technical colleges, and the Community College Survey of Student Engagement (CCSSE) at The University of Texas at Austin is conducting a formative and summative evaluation through 2007.

Getting Results advisors include Lynn Barnett, American Association of Community Colleges; John D. Bransford, University of Washington, Seattle; Lynn Cadwallader, Lesley University; Elaine L. Craft, Florence-Darlington Technical College Education; Mary Ann Haley Research for Better Teaching; Allatia Harris, Dallas County Community Colleges; Ellen Hause, American Association of Community Colleges; Donald E. Jones, J & G Consultants; Norman R. Nelson, Avaya Communication; Ruth Stiehl, The Learning Organization; Cynthia Wilson, League for Innovation in the Community College; and Jim Woodell, North Shore Community College.

WGBH Boston is America’s pre-eminent public broadcasting producer, the source of fully one-third of PBS's prime-time lineup, along with some of public television’s best-known lifestyle shows and children's programs and many public radio favorites. WGBH is the number-one producer of websites on pbs.org, one of the most trafficked dot-org websites in the world. WGBH is a pioneer in educational multimedia and in technologies and services that make media accessible to the 36 million Americans who rely on captioning or video descriptions. WGBH has been recognized with hundreds of honors: Emmys, Peabodys, duPont-Columbia Awards, and even two Oscars. In 2002, WGBH was honored with a special institutional Peabody Award for 50 years of excellence. For more information, visit www.wgbh.org.

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Member Spotlight

Radiologic Technology (RT) Program Fills Health Care Need

MassBay Community College
Wellesley Hills, Massachusetts

Nearly 30 years ago, MassBay Community College (MassBay) recognized a need in the field of radiologic technology (RT) and became the second community college in the Commonwealth of Massachusetts to offer an associate’s degree in this field.
  
Today, MassBay’s RT Associate Degree program, located at the college’s Health, Human Services, and Education Institute in Framingham, is one of 10 accredited programs in the commonwealth. Faced with an even greater demand for RTs and a limited number of clinical sites, the RT program is adding patient simulation to its instructional tools this year. Thanks to a grant of nearly $50,000 from the Metrowest Community Health Care Foundation, students will have the opportunity to demonstrate required competencies on the PIXY™ Full Body Phantom (PIXY), a patient simulator designed specifically for radiologic technology that exhibits normal human tissue response to x-ray procedures.

Because of the risks associated with repeated exposure to x-rays, students are prohibited from taking x-rays on live subjects in the laboratory. With PIXY, this limitation is removed. “The PIXY behaves like a real-life patient,” according to Micheal Glisson, Department Chair of MassBay’s Radiologic Technology program. “With PIXY, students will be able to assess the quality of the images produced, learning will be accelerated, and they will have increased confidence transitioning to the clinical environment,” says Glisson. “Students will create a portfolio of their work, complete required competencies, and develop confidence in their performance in realistic situations, without risks to themselves or patients, before beginning clinical internships.”
  
Radiologic technology is one of the fastest growing specialties in health care. RTs are essential members of the health care team and work in a variety of settings, such as emergency rooms, pre- and post-surgical suites, and community-based health care centers. According to a 2002 employment survey by the American Hospital Association, there was a 15.3 percent vacancy rate for radiologic technologists; nearly one out of seven jobs for RTs can’t be filled.
  
Patient simulation is one of many approaches MassBay has taken to address the shortage of RTs. Three years ago, the college implemented an evening flex option, in which students attend lectures for RT courses one evening per week and laboratory sessions on Saturday. “This option helps us accommodate nontraditional students who are working full time and taking care of families,” says Carole M. Berotte Joseph, President of MassBay Community College. “The flex option helps us accomplish our mission to provide greater access to students.”    
  
Another initiative MassBay has undertaken is a collaboration with Mount Wachusett Community College to provide spots in MassBay’s RT program to qualified Mount Wachusett students. Located 50 miles from MassBay in the central part of the state, Mount Wachusett does not have an RT program. Thanks to this collaboration, Mount Wachusett students complete general education and science courses at their home campus, clinical affiliations at a nearby hospital, and their RT courses at MassBay. 
    
Radiologic Technology is one of MassBay Community College’s many success stories. More than 90 percent of MassBay’s RT graduates pass their licensure exams on their first attempt, and many have obtained additional certifications in specialty areas such as mammography, nuclear medicine, and CT scanning. The college prides itself on excellence in education and on its role in preparing students of all ages to enter the workforce.


If your institution would like to submit a story for the Member Spotlight section of League Connections, please contact Wendy Neil, Director, Membership Services, at neil@league.org for article requirements.

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