2001—The Learning-Centered Conference, Scheduled February 28–March 3, Atlanta
The League’s 4th annual
Innovations Conference February 28–March 3, 2001, in Atlanta, Georgia, hosted by
Georgia Perimeter College with the
Georgia Department of Technical and Adult Education has sparked strong attendee response. The conference hotel room block at the Hyatt Regency Atlanta is already full, although additional rooms are still available at the Sheraton Atlanta Hotel. If you have not yet made your hotel reservations, you will want to do so immediately. Be sure to register for the conference prior to January 29 to receive the early conference registration discount; League Alliance member institutions receive an additional $50 discount off registration fees.
Make your plans without delay to join the most energetic professionals in community colleges as they come together to showcase their model programs, share lessons learned, and look to the future by exploring innovations in (1) learning and teaching, (2) leadership and organization, (3) workforce preparation and development, (4) student services and activities, (5) basic skills and developmental education, and (6) vendor solutions and
Keynote presenters include
Morris Dees, Cofounder and Chief Trial
Counsel, Southern Poverty Law Center;
Theodore J. Marchese, Executive Editor of Change Magazine and Vice President of the American Association for Higher Education;
Pat Mitchell, President and CEO, Public Broadcasting System;
Luke Barber, Professor of Philosophy, Richland College and author of Work Like Your Dog: Fifty Ways to Work Less, Play More, and Earn More;
Barbara Bollmann, Vice President of Instruction, Community College of Denver;
K. Patricia Cross, Senior League Fellow; Dianne Cyr, Dean, Center for Learning Outreach, Community College of Denver;
Steven Lee Johnson, Provost and Chief Operating Officer, Sinclair Community College;
John Roueche, Sid W. Richardson Regents Chair and Director, The Community College Leadership Program, The University of Texas at Austin;
Suanne D. Roueche, Senior Lecturer, Department of Educational Administration, Editor, National Institute for Staff and Organizational Development, The University of Texas at Austin;
Sanford C. Shugart, president, Valencia Community College; and
Alice Villadsen, president, Brookhaven
Two days prior to the conference, the 12 colleges participating in the League’s
Learning College Project will gather to share their institutional journeys toward becoming more learning-centered institutions. During the conference, these Vanguard Learning Colleges will be featured in a special poster session designed to illustrate their learning experiences as Learning College
Immediately following the conference, participants in the League’s
21st Century Learning Outcomes Project will convene for two days to discuss progress toward defining, delivering, and documenting students’ learning
An array of learning opportunities will engage participants in exciting, cutting-edge activities, such as
The Classroom of the Future, a showcase of the latest teaching and learning applications and services; over 300 Forums, Roundtables, and Special Sessions featuring model programs, lessons learned, and future opportunities; Learning Center Courses granting Continuing Education Units (CEUs) with in-depth coverage of leading-edge topics; 24-hour e-mail and Internet access; an extensive exhibition of educational resources and services from League corporate partners; and the
2nd annual Community College Orientation Course that provides fundamental background on and future directions of the community college for individuals new to the college. League Vice President
Gerardo E. de los Santos directs the
2001 Executive Leadership Institute Program Set
The League’s 14th annual weeklong
Executive Leadership Institute (ELI) is scheduled August 5-10 in Newport Beach, California. ELI is conducted by the League in cooperation with The University of Texas at Austin and the Institute for Community College Development at Cornell University. The purpose of the institute is to provide an opportunity for potential presidents or those in transition to review their abilities and interests, refine their skills, and to participate in discussions on leadership with outstanding community college leaders in North America. Over the past 13 years 420 community college leaders have participated in the institute, and nearly 160 have become presidents of community colleges. Approximately 35 participants will be selected for the 2001 program by a national review panel from among applicants who have served in senior leadership positions in community colleges and are qualified for the presidency by their educational and experiential backgrounds. Contact the League office for information about the 2001 institute, or
visit the ELI
Center for Formation in the Community College
Fetzer Institute of Kalamazoo, Michigan, will be
supporting the Dallas County Community College District (DCCCD)
in collaboration with the League for Innovation in a five-year
project to develop a national Center for Formation in the
Community College. The Center will support the renewal of
individuals and institutions through the concepts of
"formation" as articulated by Parker J. Palmer in works such as
The Courage to Teach
and Let Your Life
Center will offer opportunities for individuals and their
institutions to build awareness of formation work, to deepen
that learning, and to sustain those who have made a commitment
to formation and to the community college conviction that each
and every learner has inherent worth and potential. Resources
from Fetzer will be used to develop a program that can be
completely sustained by participating community colleges within
five years. The League for Innovation will provide ongoing
support and publicity for this work through its website,
conferences, and publications.
A special session promoting awareness of the formation concept and the work of the Center will be held at the League’s
Innovations 2001 conference, March 3, in Atlanta. Several formation retreat opportunities are planned for 2001, including individual and team retreats in collaboration with the
Community College of Aurora’s Heart of the Teacher workshops
as well as introductory and facilitator training opportunities offered by the Center. For additional information, contact co-directors
Sue Jones and Ann Faulkner
or Bill Tucker, Vice Chancellor for Planning and Development Affairs, and Project Manager, DCCCD, at (214) 860-2463.
Releases Five New Publications at Conferences
Two new monographs were released at the November 2000 Conference on Information Technology:
Adding Up the Distance: Critical Success Factors for Internet-Based Learning in Developmental Mathematics by
Rob Foshay and Stella Perez, a report on the PLATO-on-the-Internet Project, and
A Collection of Practices from the League's Conference on Information
Technology, edited by Edward J. Leach and including over 140 practices highlighted at recent League technology conferences.
In addition, three new publications are scheduled for release at
2001: Motivation: Er...Will That Be on the Test? by
K. Patricia Cross, Number 5 in The Cross Papers series;
Access in the Information Age: Community Colleges Bridging the Digital
Divide, edited by Gerardo E. de los Santos, Alfredo G. de los Santos
Jr., and Mark David Milliron, with chapters contributed by community college practitioners in the U.S. and Canada; and
The Leading Edge: Competencies for Community College Leadership by
Carolyn Desjardins and Sheila Huff, a report from the National Institute for Leadership Development.
The PBS O’Banion Prize Winner to Be Announced at Innovations 2001
PBS Adult Learning
Service, in cooperation with the League for Innovation, will announce the winner of the PBS O’Banion Prize on February 28 at the Opening General Session of the
conference taking place in Atlanta. Named in honor of Terry
O’Banion, Senior League Fellow and President Emeritus of the League, the award is given annually to recognize the individual or college that best exemplifies the ideas and characteristics of a learning college. The winner will be featured in PBS AGENDA and the
PBS Learning College Project website.
onference on Information Technology Delivers Exciting Speakers and Robust Format
By all accounts, the 2000 Conference on Information Technology was a spectacular success. The nearly 3,700 conference participants were treated to hands-on computer labs, approximately 500 breakout sessions, and an exhibition of resources and services from over 120 corporate partners and Friends of the League. Keynote Sessions and several Special Sessions from the 2000 conference are
available via Webcast. Preparations are under way for the
2001 Conference on Information Technology to be held in Minneapolis, MN, November 14-17. The deadline for Call for Proposals for the 2001 conference is April 13, and the
online submission form is now available. Contact conference director
Leach for additional information.
League Transformational Learning Connections (TLC) Connects Community Colleges with Innovative Solutions Through Online Services
Growing external demands and shrinking college resources create an escalating need for access to information about successful programs and practices. With support from
FIPSE, the League has developed LeagueTLC as a web-based exchange of proven innovations and implementation experiences, including lessons learned, obstacles, and successes.
LeagueTLC creates opportunities to replicate versus reinvent the best experiences of program development and proven innovations in community colleges across the globe. We invite you to join us and tap the power of resource sharing and collaboration through
As you explore LeagueTLC, if there are ideas and experiences you wish to share with colleagues and highlight as part of the League website, please contact
Perez, Director of League Online.
Trains Teachers to Use Internet
The five-year, U.S. Department of Education-funded
Alliance+ Internet-in-Education project is now well into its third year. The project is a teacher professional development program in which faculty from
Cuyahoga, Maricopa, and Miami-Dade Community Colleges work with national project partners to prepare K-12 teachers in Cleveland, Phoenix, and Miami to integrate technology into the curriculum in innovative ways that enhance student learning and support higher levels of achievement. The project model was recently disseminated to participants at the 2000 Conference on Information Technology via a professionally produced CD-ROM, the League's second multimedia effort. The Alliance+ Project CD-ROM is being used to share information and testimonials about the project with schools and colleges interested in adopting the model, and to orient participating teachers. This project is directed by
Leach, Vice President for Technology Programs.
League/Microsoft Community College Advisory Council Meets to Review Products and New Services
The 2000 League/Microsoft Community College Advisory Council held its fall meeting at the Microsoft Corporate Campus, Redmond (WA). Council members represent a cross section of community college personnel—faculty, CEOs, senior leaders, instructional technologists, network and academic computing directors—and serve to facilitate business/education partnerships and communication and to help Microsoft better address the needs of higher education. In the fall meeting, Advisory Council members met with members of Microsoft’s Higher Education Group, toured several Microsoft facilities, and participated in reviews of new products and services under development. The League helped found and contributes to facilitating the program with Microsoft.
Terry O’Banion Student Technology Awards to Be Announced at
Innovations 2001 Conference
Invitations to participate in the Microsoft-sponsored Terry O’Banion Student Technology Awards have been mailed to League board member colleges. The two awards—each in the amount of $5,000, plus copies of Microsoft software programs—will be presented to two students with special talent and interest in a career in technology who also demonstrate a need for financial assistance in meeting their career goals. Award winners are designated as Microsoft Student Technology Champion and Student Developer Champion. The Student Developer Champion award will be presented to a student with a career focus toward software development. Results of the competition will be announced at the Opening General Session of the
Innovations 2001 conference in Atlanta on February 28.
League Articulation Agreements with the University of Phoenix Under Discussion
League Corporate Partner
University of Phoenix
(UOP) presented a Special Session at the 2000 Conference on Information Technology about its new Bachelor of Science in Management program designed in cooperation with the League for Innovation. The Bachelor of Science in Management program is specifically designed for students who complete associate degrees and are interested in transferring to
UOP. Discussions continue between League and UOP staff about developing a consortium-level articulation that can serve as an umbrella for specific articulation between interested community and technical colleges and UOP to help facilitate transfer for students who complete associate degrees and wish to transfer to
UOP. Discussions also continue between the League and two other major online universities, U.S. Open University and Western Governors University, to develop national articulation agreements for interested League community colleges.
Docent Learning Commits Profits to Online Learning Scholarships
Inc., one of the League’s newest Distinguished Partners, announced at CIT its commitment to donating five percent of their Higher Education
profits to the League to endow an online learning scholarship program for League member community colleges. The program will deliver scholarship grants to institutions on a competitive basis annually, beginning in one year. Further details about the program application process will be available soon.
League for Innovation Alliance member CEOs were recently surveyed about foundations. Some highlights of the findings include:
- 96% of colleges have a foundation and 85% of those foundations operate with a staff of 5 or less
- 96% of colleges have a foundation board distinct from their college board of trustees, yet almost 70% of community college boards of trustees also serve as foundation board members
- 57% of community college foundation funds are restricted, 28% unrestricted
The most effective fundraising method cited was private donor solicitation, followed by corporate solicitation, and special events. Individuals not associated with community colleges were cited as contributing the most to community college foundations, followed by foundation board members and trustees, and community college employees. The top five most frequently used foundation management and/or alumni development software programs were Blackboard’s Raiser’s Edge, Donor Perfect, Paradigm, Donor II, and PeopleSoft.
View the complete findings of this survey.
“The heart is as important as the head in learning.”
Patricia Cross, Motivation: Er...Will That Be on the
Test?, The Cross Papers, Number 5, February 2001 (to be released at the
“The world has changed from a time when institutions were fairly stable, highly reliant upon tradition, and had a leader who alone defined the questions and knew the answers. Today’s community college presidents still must fathom the important questions that need to be asked and find the best ways to come up with answers. But, our research indicates that the complexities of keeping a community college viable and determining how best to prepare for tomorrow’s challenges require more specialized knowledge than any one person could possibly hope to possess.”
Carolyn Desjardins and
Sheila Huff, The Leading Edge: Competencies for Community College Leadership in the New Millennium, 2001 (to be released at the
Innovations 2001 conference)
“By 2006, nearly half of all U.S. workers will be employed in industries that produce or intensively use information technology products and services.”
Representatives of the Community College of Spokane at the
Innovations 2001 conference
League’s National Study of Community College Remedial Education, Phase Two Under Way
With ongoing support from
The Pew Charitable Trusts, the League is undertaking a number of activities to advance the findings from its 2000 National Study of Community College Remedial Education. This second grant is targeted to develop a guide for community college developmental education and advocacy work with community college educators and policymakers (legislators and state boards) regarding remedial education.
Senior League Fellow and project director,
McCabe, leads these activities. Findings from the National Study of Remedial Education have been published in book form,
No One to Waste: A Report to Public Decision-Makers and Community College Leaders by AACC
and as a commentary in the Center for Public Policy and Higher Education’s state-by-state report card on higher education,
Measuring Up 2000.
An advisory committee for this ongoing dissemination and advocacy work has been formed, and League corporate partner, The College Board, is working with the project team to develop a diagnostic placement assessment instrument. A guide for developmental education programs is being developed, and interested community college educators are asked to contribute their recommendations and viewpoints by participating in online discussion forums via the project website
Several project activities target awareness building for community college trustees to promote understanding of the issues related to and findings from the national remediation study. In addition to sharing copies of the study report with trustees, a number of colleges have hosted trustee forums focused on developmental education. A special 20-minute video and abstract of findings from the remedial education study targeting the trustee audience are slated for release later this spring. For additional information, contact
Welcomes 19 New Alliance Members
community and technical colleges have joined the more than 700
League Alliance Members since September 2000:
Blackhawk Technical College, WI
Centre for Curriculum, Transfer & Technology, BC, Canada
Coconino Community College, AZ
College of Eastern Utah, UT
Gavilan College, CA
Community College, London, England
Hopkinsville Community College, KY
McLennan Community College, TX
New Brunswick Community College, Saint John, NB, Canada
New Mexico State University - Grants Branch, NM
Pratt Community College, KS
Queensborough Community College, CUNY, NY
Randolph Community College, NC
Technical College, GA
South Louisiana Community College, LA
St. Paul Technical College, MN
Tarrant County College District, TX
Umpqua Community College, OR
United States Open University, DE
Three community college leaders responded to our question, “Who were your most significant personal and professional mentors?”
“One of my earliest mentors was my junior and senior high school English teacher,
Lynch, who taught me through her example that it was possible to have high expectations and yet care about people. Mrs. Lynch was a demanding teacher, but it was she who inspired and prodded me, a first generation college student, to apply for college admission. I still remember the day that she drove me to a metal parts factory, tracked down the supervisor, and informed him that I needed a part-time job in the evenings to earn money for college.
A second important mentor was Ernie
Matlock, who served as vice president for instruction at Butte College. In the wake of Proposition 13 (the property tax limitation initiative) in California, it was Ernie who time and again was called upon by the college president to inform the faculty and staff of bad news and to explain unpopular, tough decisions. Yet, in contrast to the president, the faculty and staff came to respect and trust Ernie because of his competence, straightforward nature, and integrity.
A third mentor and valued colleague is
Roueche. John is an articulate spokesperson for and keen observer of America’s community colleges. Through his research, publications, and presentations, he has consistently identified and influenced our most important issues. He has built an exemplary community college leadership program and has helped to place graduates in leadership positions throughout the United States and beyond.
I should also mention my parents, neither of whom completed high school, who taught their children always to meet commitments, to persist in times of adversity, and to be honest and ethical. They were models of self-sufficiency, and we learned that through creative thinking we could use limited resources to keep worn farm and household equipment working and to accomplish what needed to be done as my sister and I learned values that would serve us well throughout our lives.”
George Boggs, President, American Association of Community Colleges
“Mentors are strange things: sometimes both of you know you are in a mentoring relationship and sometimes neither of you is aware of the impact that is happening. I had an early unplanned mentor—my choral director,
Pritchett. At Hueytown High School, he chose me when I was 13 to sing with the senior choir and the madrigal singers. Elated and challenged, I learned from him the value of creating something beautiful as a part of a group; the love of both classical and contemporary music—the place of oldness and newness; the value of not being afraid to feel deep emotions and express them; the importance of working hard toward achieving the closest thing that we can to perfection, the perfection of musical quality that Mr. Pritchett held in his head; the significance of finding the perfect word to express an expectation; and the essentialness of each individual's contribution to the perfect whole.
My latest mentoring relationship was between myself, a new president within the Dallas County Community College District, and my chancellor,
Wenrich. For my first year, Bill came to Brookhaven once a week, spending a full hour—sometimes more—with me. Planned and purposeful, this hour with Bill taught me practical things that made my life simpler, and we had wide-ranging discussions that gave me grounding for the work ahead. But most of all, he gave a gift of time which still amazes.”
Alice W. Villadsen, President, Brookhaven College
“In 1971, when I was just 25 years young, I started working as the Director of Programs and Services at San Jose State University (SJSU). I had people on my staff who were easily twice my age, and I was new to higher education administration.
Sakamoto, associate dean of student affairs, was my immediate supervisor. When I was experiencing some difficulties with some of my staff, who did not appreciate having a ‘child’telling them what do, Paul was there for me with input on how I could get these staff members to be more accountable. While this was going on I was in the middle of my third year of tenure review. To my surprise Paul took another job and left me to learn the real sting of the tenure review process. Although Paul moved on, he was always there to help me get through the growing pains of higher education administration. He gave me the confidence to stand by what I felt was right, even when it hurts.
In 1991 Jim
Harrison, superintendent, Monterey Unified High School District, called me and told me about a doctorate program that he was involved with at the University of La Verne in California. At the time I had a full-time job and a family, was very involved in the local community, and wasn't sure I even wanted a doctorate degree. It turned out to be one of the most significant decisions in my career. When it became time to start my dissertation, I asked Jim to chair my dissertation committee. I reminded Jim of the phone call that got me into the doctorate program and how it was his responsibility to get me out of the doctorate program. Jim was always there coaching, guiding and prodding until he signed off on my dissertation. Jim always asked the question, ‘What’s your plan?’ He insisted that the doctorate students he worked with understand the relationship of planning to leadership.”
Robert Griffin, Vice President, De Anza College
21st Century Learning Outcomes Project Kicks Off to Define and Assess Student Outcomes
The 21st Century Learning Outcomes
Project, funded by The Pew Charitable
Trusts, kicked off with a series of workshops with the 16 participating colleges this past fall. The colleges are creating project plans that will be featured along with other project activities on their respective websites and linked to the League website.
At the Innovations 2001 conference, the four project facilitators will conduct the Learning Center Course
"21st Century Learning Outcomes: Identifying, Delivering, and Assessing What Students Need to Know." The facilitators will lead participants in a series of activities to explore and experience processes for defining and assessing student learning outcomes. For more information, visit
Sixteen college project teams will come together for the first time at a seminar on March 3 and 4 in Atlanta.
McClenney will provide opening and closing remarks at the seminar. The 16 participating colleges are
Community College (KS),
Community College (NC),
College (OH), Foothill
College (CA), Hocking
College (OH), Inver
College (MN), Johnson
College (KS), Kingsborough
Community College (NY),
College (AZ), Midlands
Technical College (SC),
Montgomery College (TX),
Miramar College (CA),
Community College (FL),
Schoolcraft College (MI),
College (WA), and
Technical College (WI). For more information about this project, contact
Community College Leaders Are Reading
“For business I just read,
Learning As a Way of Being
Vaill. Peter is one of the great nonlinear thinkers in leadership literature. Here he argues for surrendering our institutional assumptions about learning and instead embracing a new set of learning centered values as vital to leading in an age of ‘permanent white water.’
And for pleasure I enjoyed,
The Once and Future King
by T.H. White. I always thought I wanted to be a king. Now I'm not so sure, but the opportunity to learn through being changed by Merlyn's wizardry into a variety of other animals seems a powerful parable. The world looks very different through the eyes of a fish or a badger; perhaps it also does through the eyes of a student, a working mother, a registration assistant,....”
Sanford Shugart, President, Valencia Community College
“I was on sabbatical this past Fall Quarter while I was teaching a graduate course at Stanford University, ‘The Community College as an Agent for Educational
Equity.’ One of the books I assigned my students would have particular appeal to administrators,
Core Indicators of Effectiveness
for Community Colleges, 1999. However, the one that will blow all of our socks off is a Merrill Lynch publication,
The Knowledge Web (May 2000) by Michael Moe. It is so engaging that we gave free copies to all attendees at Microsoft’s CEO Technology Institute. This book predicts a $2+ trillion business in the distance learning market and has compelling statistics that should make all educators realize that we have major private sector competitors in the use of technology for education.
I recently spent two weeks in Hawaii and caught up on all of my fun reading. The one book that made me have lots of afterthoughts because it was so provocative was
It starts out a little slow, but then is absolutely engaging. That's all I want to say so I don't give the plot away! The other recent book is John Grisham's
The Testament. It is also pretty engaging.”
Bernadine Chuck Fong, President, Foothill College
Vanguard Learning Colleges’ Websites Showcase Valuable Resources
Vanguard Learning College (VLC) project websites are
now live and can be accessed via the League project
page. The websites feature college project plans, including activities to move the colleges forward on their journeys toward becoming more learning centered as well as the challenges they face along the way.
In addition to links to VLCs, the site will feature a resource directory that will include a primer on the Learning College, as well as references to resources in each of the five project objective areas: organizational culture, staff recruitment and development, technology, learning outcomes, and underprepared students.
Representatives from VLCs facilitated a Learning Center Course on technology at the 2000 CIT that was well attended. VLC representatives are coordinating five Learning Center Courses—one for each project objective area—at
Innovations 2001 for faculty and staff from Learning College Champion institutions. In addition, at
Innovations 2001 the 12 Vanguard Learning Colleges will hold a public poster session, where representatives from the colleges will share their experiences on their Learning College journeys. The 12 project teams will attend a seminar February 26-28 in Atlanta and another in June in Scottsdale, AZ. For more information, visit the
project website or contact
A recent study on community college remediation found that “students who are successfully remediated become productively employed. Almost 16 percent become professionals; 53.7 percent obtain midlevel, white-collar, or technical positions; 19.8 percent become high-skill, blue-collar workers; and only 9.2 percent remain in unskilled or low-skill jobs.”
No One to Waste: A Report to Public Decision-Makers and Community College Leaders, by
Robert H. McCabe, 2000. Findings from this report will be presented by McCabe at the
Innovations 2001 conference February 28–March 3 in Atlanta.
“Seventy-six percent of colleges participating in The National Survey of Information Technology in U.S. Higher Education provide online undergraduate applications, up from 69.5 percent in 1999 and 55.4 percent in 1998. Over four-fifths (83.1 percent) make the course catalog available online, compared to 77.3 percent last year and 65.2 percent in 1998. And 55.5 percent of the participants in the 2000 Campus Computing Survey report that their institution currently offers one or more full college courses online via the Web, up from 46.5 percent last year.”
Kenneth C. Green, The Campus Computing Project, 2000,
“In a recent survey of white-collar workers, 48 percent stated that reducing stress would be their 2001 New Year’s Resolution if they were to make one. Other resolutions included losing weight (32 percent) and quitting smoking (13 percent).”
SelfHelpLive.com as quoted in
USA Today, January 16, 2001
LeagueConnections is published three
times a year by the League for Innovation in the Community College, edited
by Nancy Italia, Vice President of Planning