League Connections
World Wide Web Edition
January 2003
Volume 4, Number 1

elcome to the January 2003 edition of LeagueConnections, one of the best ways to stay connected with ongoing League for Innovation in the Community College projects, activities, and events.

LeagueConnections is published monthly, alternating with new editions of LeagueTLC, Leadership Abstracts, and Learning Abstracts. All of these League publications are electronic for the convenience and easy accessibility of our readers. That means more up-to-date information more often! You'll find lots of interesting new features in the segments that follow and in each month to come.

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Laura Derrick/League for Innovation

In This Issue...

OLN Awards $2.1 Million for Healthcare Degrees
Cuyahoga Alumna Named Professor of the Year
New Microsoft® Office Specialist Benefits for Microsoft IT Academies
Plato Learning and ETS Partner to Offer a Web-Based Preparation Program for Paraprofessionals
2003 Conference on Information Technology Costs Negate E-Learning Returns
Sinclair Students Named to Talent Roster
Macromedia Accessibility Project: Ideas for solutions


Applications are now being accepted to participate in 10 CCTI site partnerships. The League for Innovation (League) has entered into a cooperative agreement with the U.S. Department of Education, Office of Adult and Vocational Education to lead the CCTI Consortium of site partnerships.

Through its collaboration, the CCTI Consortium will identify, develop, and refine strategies and programs of study that help students move effectively from high school to college and to careers by better aligning and improving the quality of secondary and postsecondary programs in high-demand career areas. The League will work closely with project partners: the American Association of Community Colleges, the Center for Occupational Research and Development, The Chauncey Group International, the Community College Survey of Student Engagement, and an impressive array of eminent national figures who have agreed to serve as the Advisory Working Group.

Community and technical colleges and their partners interested in applying for CCTI site partnerships can find application requirements, additional information, and frequently asked questions on the CCTI project homepage online, by emailing Linda Kerr, CCTI Project Support, or calling 480-705-8200, ext. 243. Application deadline is February 28, 2003.

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The Microsoft Corporation and League for Innovation invite you to nominate two outstanding community college technology students for the Terry O’Banion Student Technology Awards. The winners of these awards will be determined through a national search of nominations from the League member institutions. The 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 of software development.

Community college faculty or staff members are invited to nominate student candidates by returning the attached nomination form accompanied by a 500-word letter of recommendation. One nomination for Student Technology Champion and one nomination for Student Developer Champion will be accepted from each League Member Institution. Eligible student nominees must be

1) Currently enrolled in a League for Innovation Member Institution,
2) Pursuing a career in technology, and
3) In need of financial assistance for further education.

Application forms must be completed and returned with a letter of recommendation prior to Friday, February 14, 2003.

Microsoft Corporation’s Higher Education Group will make the selections, and award winners will be announced at the League’s Innovations 2003 Conference, March 16-19, in Phoenix.

Please note: One nomination for Student Technology Champion and one nomination for Student Developer Champion will be accepted from each League member institution. In multicollege districts, each separate college accredited by one of the six regional accreditation associations is allowed one nominee for each student award (Student Technology Champion and Student Developer Champion). Single, multicampus community colleges accredited by one of the six regional accreditation associations are allowed one nominee for each student award.

Please email Ed Leach or call (480) 705-8200 for an application form or additional information.

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Register now for Innovations 2003, March 16-19 at the Phoenix Civic Plaza. The host, Maricopa Community Colleges, and coordinators, Estrella Mountain Community College and Mesa Community College, are dedicated to making this conference the best yet!

Confirmed keynote speakers include Kweisi Mfume, President and CEO of the National Association for the Advancement of Colored People (NAACP); David Ward, President of the American Council on Education; Harry Pachon, President of the Tomàs Rivera Policy Institute; Renate Nummela Caine, Ph.D., Professor Emerita of Education, California State University; Geoffrey Caine, LL.M., Author and Consultant on Learning Communities; and Steve Benson, Pulitzer Prize-Winning Political Cartoonist, The Arizona Republic, Phoenix, Arizona.

This year's conference continues the tradition of providing an array of learning opportunities for participants:

  • Engaging keynote speakers discussing critical issues facing community college educators
  • Forums and Special Sessions supported by state-of-the-art presentation technology
  • Roundtable Discussions offering a personal setting for exchanging ideas
  • Poster Session Presentations primarily delivered in the form of visual displays
  • Learning Center Courses: Three-hour and six-hour intensive workshops granting Continuing Education Units (CEUs)
  • Convenient E-Mail and Internet Lab
  • The 4th annual Community College Orientation Course
  • The opportunity to exchange ideas with hundreds of colleagues during receptions, coffee and refreshment breaks, and after-hours gatherings

Visit the Innovations website for more information and to register for the conference.

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Community college leaders from around the U.S. are invited to a warm climate to discuss hot topics. Community Colleges for International Development (CCID) has set the organization's annual conference for Tucson, Arizona February 15-18, 2003.

"Shaping New World Prospects through Education" is the theme of the group's 26th annual conference. Undeniable forces are transforming social, economic, and political life globally. Representatives of CCID member colleges will share ideas and hear from international education, business, and industry leaders on topics of cooperation, partnership, and learning around the globe.

CCID Executive Director John Halder emphasized the value of his organization and the conference to the international college community. "Without education, there is little chance for countries or regions to develop. This conference focuses on core community college initiatives—promoting economic development of nations through education and training—and how these reflect on our instructional strategies and curricula," Halder said.

Scheduled speakers and presenters for the February CCID conference:

  • Mark Milliron, President and CEO, League for Innovation in the Community College
  • Marlene Johnson, Executive Director and CEO of NAFSA
  • Judy Irwin, Director of International Programs and Services for the American Association of Community Colleges
  • Katie Tremper, Senior Program Officer for Fulbright Programs of the Council for International Exchange of Scholars/Institute for International Education
  • Al Koller, Executive Director of Aerospace Programs at Brevard Community College, Florida
  • Peter Teahen, Director of the National Mass Fatalities Institute of Iowa
  • Barry Bannister, Managing Director, Technical and Further Education College International, Western Australia

Keynote speaker presentations will blend with 30 concurrent sessions and small-group discussions in the four-day conference held at Tucson's Westward Look Resort. Pima County Community College District is the host institution for the February CCID conference. More information on the CCID annual conference is available at the conference website.

Community Colleges for International Development, Inc. is a consortium of over 100 colleges from around the globe. The group is U.S.-based, with membership in Japan, Korea, England, Australia, Mexico, and others. CCID was established in 1976 for the main purpose of cooperating with others in developing a world-class workforce and vocational education programming. CCID and its affiliate colleges have undertaken projects on all the inhabited continents, and especially take pride in their constructive roles in developing nations.

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The League for Innovation is accepting proposals to present at the 2003 Conference on Information Technology (CIT). The 19th annual showcase of the use of information technology to improve teaching and learning, student services, and institutional management is being hosted by the Wisconsin Technical College System and will take place on October 19-22 in Milwaukee, Wisconsin.

The deadline for submitting proposals is Monday, March 24. All proposals can be submitted online.


Each year, Track 1 has a special focus on identifying breakthrough ideas, programs, hardware, software, and policy and legal issues, while also providing insights into their impact and long-term implications for educators. For the 2003 CIT, the special focus for Track 1 is "Nanotechnology and Possible Directions for Educators." Proposals targeted toward this focus area should encourage an exchange of ideas regarding how community colleges can anticipate and meet future educational and training needs in this emerging field.

Although nanotechnology is the special focus of Track 1 at the 2003 CIT, other proposal topics related to the use of information technology in higher education that are likely to have long-term consequences for educators are strongly encouraged.


Track 7: Math, Science, Allied Health, and Vocational Education Given special consideration are proposals that explore innovative approaches to improving career and technical education leading to improved student achievement in vocational areas. This track also aims to facilitate the dialogue among mathematicians, scientists, health care professionals, engineers, and technologists in academia and industry who use computer technology in scientific and engineering research and education programs at all levels.

Diana G. Oblinger, Executive Director, Higher Education, Microsoft Corporation

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

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The League's Service Division can help your institution implement or expand its international development efforts, especially in vocational and technical education and training, nonformal education, and workforce development.

Consultation and advice to colleges regarding their international programs

Colleges may be developing their international programs for the first time or expanding existing programs. The League's Service Division can provide a highly experienced international educator who will visit your institution, evaluate your existing or proposed programs, and make recommendations.

Advice to colleges on international accreditation issues
Colleges are increasingly facing the opportunity to become involved in international programs in which their students can study overseas and receive college-level credit for those activities. These types of international activities require colleges to address a large variety of accreditation issues. The League's Service Division consultants are available to visit and discuss the legal and other issues that may complicate this arena if care is not taken.

Advice to colleges on international entrepreneurship issues
During times of tight budgets, colleges often consider international activities and their many different forms as a way to increase revenue. The League's Service Division consultants, with their wealth of experience in international programs, are available to walk you through the ramifications of the various types of activities, and to assist in determining which might work best for your institution.

To find out more about how the League can assist you in preparing a new generation of global citizens through international education, email Ed Leach or call (480) 705-8200, x233.

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Peggy Falkenstein, recently retired Dean of Distance Learning at Sinclair Community College (OH), has been chosen to receive a Lifetime Achievement in Distance Education award from the Instructional Technology Council, an affiliate council of the American Association of Community Colleges.

Falkenstein will receive her award at the Telelearning 2003 conference in Orlando, Florida in February. She was chosen from a record number of nominees. As Dean, Falkenstein has been responsible for “TV Sinclair”, “Sinclair Electronic College”, courses offered on WPTD-TV Channel 16 and area cable television systems, and other distance education programs conducted by the college. Distance learning accounts for more than 5,000 registrations per academic quarter.

A tenured sociology professor, Falkenstein has taught full or part-time at Sinclair since 1970. She was director of “TV Sinclair” from 1984 to 1995 and was named Dean of Distance Learning in 1995.

Falkenstein is a past chair of the Instructional Technology Council and past vice chair of the Ohio Post-Secondary Telecommunications Council. Falkenstein is also past vice president of the Dayton chapter of the International Television Association and a member of the United States Distance Learning Association.

For the past four years she has been actively involved with the Ohio Learning Network (OLN) where she has served on the Academic Outreach Committee and the Degree Completion Committee.

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The Educause Center for Applied Research (ECAR) has just published two new comprehensive research studies on Enterprise Systems and Distance Learning.

"The Promise and Performance of Enterprise Systems," by Robert B. Kvavik of the University of Minnesota and senior fellow of ECAR, Richard N. Katz, Educause vice president and ECAR director, and ECAR associates, incorporates nearly 500 college and university survey responses, and over 100 interviews with suppliers and leaders. The study evaluates why institutions invested heavily to renew systems between 1997 and 2002, what affected the outcomes of these projects, implementers' levels of satisfaction, the role these systems will play in future campus IT architectures, and how they will enhance institutional performance.

"Strategies for Supporting Off-Campus Growth," by Adam Newman, Abigail Callahan, and Sean Gallagher of Eduventures, analyzes strategies for establishing and evaluating distance learning programs by campus-based colleges and universities. Based on qualitative interviews, the study covers four critical elements: mission, financial goals, market reach and brand, and institutional competencies for success. Extensive case studies illustrate successful strategies and competencies.

These two studies join two previous research studies, 24 biweekly research bulletins, and private research by Eduventures on a variety of IT topics critical to higher education as subscriber benefits of the inaugural 2002 ECAR research year. The 2003 research agenda has been established and is well under way.

Download the summary of findings (PDF 104 KB) for the enterprise systems study.

Download the summary of findings (PDF 128 KB) for the distance learning study.

Read the original announcement of the formation of ECAR.

Visit their website for information on ECAR subscriptions, research products, and activities, or email them.

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Ohioans seeking degrees and licensure in healthcare fields soon will be able to meet those needs with a click of a mouse. Colleges and universities also will be better equipped to impact a growing shortage of allied health professionals in the state, thanks to a series of grants offered by the Ohio Learning Network (OLN).

OLN awarded a total of $2.1 million in grants for 12 health-care education programs. The funding will help the institutions increase the accessibility of their programs by making those programs available online. More Ohioans will then be able to obtain degrees and take the courses through e-learning. The following is a list of funded projects:

  • Columbus State Community College ($299,829): Alternative Associate Degree in Nursing is designed with a primary target audience of persons who already have bachelor's degrees in other areas.
  • Medical College of Ohio ($239,528): A Technology-Enhanced, Multi-Institutional Master of Public Health Program that will offer required coursework for a Master of Public Health from several institutions including Bowling Green State University, Medical College of Ohio, and the University of Toledo, available to online learners who are seeking flexible, self-paced, and accessible education.
  • The Ohio State University ($155,631): Improving School Health: Extending Educational Opportunities For Ohio's School Nurses Through OnLine Learning will transition courses needed for licensure to an online format, which will increase the number and quality of licensed school nurses, especially in traditionally difficult or underserved areas of the state.
  • Ohio University-Zanesville ($30,155): Portable Content Delivery for the Mobile Nursing Student: Part II. By combining personal digital assistants (PDAs) with nursing education, this project serves a dual purpose: preparing future nurses for technology literacy in their field and providing the ability to carry course content in their pockets.
  • Otterbein College ($286,338): Teach and Reach: Rural Access to an Accelerated RN to MSN Program will provide undergraduate and graduate courses at a distance to 60 nurses from 20 counties in rural central and Appalachian Ohio through online methodology, thus increasing health care services to as many as one million people.
  • Owens Community College ($122,442): The Owens and Sinclair Community College Consortium LEARNS! On-Line Physical Therapy Assistant (PTA) Degree is collaboration between Owens and Sinclair that will produce an Associate in Applied Science degree in physical therapist assistant technology with all classroom curricular activities strictly online.
  • Shawnee State University ($67,450): Web-Based Credentialing for Clinical Instructors in Physical Therapist and Physical Therapist Assistant Education. This project will develop a Web-based approach that will allow individuals to become credentialed in collaboration with the American Physical Therapy Association as a clinical instructor for physical therapists or physical therapist assistants.
  • Sinclair Community College ($80,495): Online Radiologic Technology Modules. The goal of this project is to develop and offer online professional development modules that are available and acceptable to those seeking college credit, noncredit professional development, and secondary education in the field of radiologic technology.
  • Sinclair Community College ($85,286): Virtual Radiography and Positioning With 3-D Animation. Sinclair, in cooperation with Raymond Walters College (University of Cincinnati) and Hocking Technical College will focus on the largest component of the radiological program, medical imaging, and make it accessible to radiologic technology students throughout Ohio.
  • University of Toledo ($259,641): Online Health Information Management Bachelor of Science Degree Completion Program will develop and coordinate an online, Web-based, Bachelor of Science degree program that will allow persons from certified health information technology programs to obtain a bachelor's degree in health information management.
  • Wright State University ($221,435): Developing Nursing Diversity Through Graduate Online Entry. This project proposes to develop a mechanism for persons of color to enter the nursing profession at the graduate level by partnering with Ohio's two historically black universities to develop 16 graduate-credit online anytime-anywhere courses leading to licensure as a registered nurse and a Master of Science degree in nursing.
  • Youngstown State University ($245,562): Asynchronous Distance Learning Bachelor of Science in Applied Science (BSAS)/Certificate Programs for Health Professions will create 16 Web-based courses, targeted to incumbent and underemployed workers, that will lead to a degree or certificate in a bachelor of science in applied science in either allied health completion program or in community health education, or to a certificate in community health education.

"These grants create many winners for our state," said Kate M. Carey, OLN executive director. "Ohioans can find certificate and degree programs they seek. People want the flexibility e-learning courses offer as they balance life, work, and professional development. Health care providers around the state can look to Ohio's colleges and universities to meet work force needs. And Ohio can have a brighter economic future with a well-trained workforce."

The Ohio Learning Network helps Ohioans find educational programs that meet their needs, works with colleges and universities using technology to improve teaching and learning, and helps build partnerships among higher education, schools, businesses, and communities. OLN is a consortium of Ohio's public and independent colleges and universities and is an initiative of the Ohio Board of Regents. Find more online.

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Thirty-two years after graduating from Cuyahoga Community College (OH), Dorothy Salem has been named Ohio Professor of the Year by the Council for the Advancement and Support of Education (CASE). Salem now teaches African-American history at her alma mater.

The CASE Professor of the Year program salutes the most outstanding undergraduate instructors in America, those who excel as teachers and influence the lives and careers of their students.

“I am just one of many teachers here at Tri-C who live their professional lives by the slogan Where Futures Begin,” Salem said after receiving the prestigious award. “We all have a wonderful opportunity to influence the direction of people’s lives so that our students can become what their potential will allow.”

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Microsoft Office Specialist Certification is now available as a part of the Microsoft IT Academy Program 2003. The recent announcements below offer even more reasons to consider becoming an IT Academy and taking advantage of the Microsoft Office Specialist benefits.

  • Reimbursement for Veterans. Veterans and their dependents can now be reimbursed for Microsoft Office Specialist Certification! (Pass or Fail) This is a great way to attract potential students to your IT training and workforce development programs.
  • ACE Recommendation for College Credit. Office Specialist Certifications for Microsoft Word 2002, Excel 2002, PowerPoint 2002, Access 2002, Outlook 2002 and Microsoft Project 2002 have each been recommended for one semester hour of lower division college credit by the American Council on Education (ACE). The Project 2002 exam is also recommended for upper division credit.
  • Microsoft Office Specialist Meets ISTE NETS Standards. The International Society for Technology in Education (ISTE) has developed NETS Standards as a way to measure educational technical standards. Microsoft Office Specialist certification meets these standards.

Visit the Microsoft Office Specialist site for more information about desktop certification. You can also apply today and learn more about the Microsoft IT Academy Program. Registrations are now open for calendar year 2003.

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Plato Learning, Inc. has today announced a partnership with Educational Testing Service (ETS) that will allow the company to offer the Plato ParaPro Preparation Package, a Web-based instructional support and test preparation program designed to assist paraprofessional personnel in school districts across the country to prepare for the ETS ParaPro Assessment.

ETS developed the ParaPro Assessment in response to the 2001 No Child Left Behind (NCLB). The law requires that paraprofessionals have one of the following: an Associate of Arts degree, two years of college, or a passing score on a test that measures reading, writing, and mathematics, and the ability to assist in the instruction of reading, writing, and mathematics. The choice of test or tests to satisfy the third option is left to the discretion of states and districts.

“The continuation of our partnership with ETS allows us to offer our Teachmaster Professional Services for paraprofessional training, which addresses a crucial element of the No Child Left Behind legislation,” said John Murray, President and CEO of Plato Learning. “It provides us with another instructional tool to assist school districts with the challenges they face in meeting the requirements of NCLB and further strengthens our partnership with ETS.”

ETS and Plato Learning’s partnership will provide a support program that allows paraprofessionals who need to pass the test a comprehensive learning system consisting of a skills assessment; instruction in reading, writing, and mathematics; and instructional assistance skills. In addition, the program will include a simulated version of the ParaPro Assessment that paraprofessionals can use to practice for the actual assessment. The Plato ParaPro Preparation Package, to be known as P5, will be delivered via the Plato Web Learning Network and will be available in the first quarter of 2003.

ETS’s ParaPro Assessment reflects the most current research standards pertaining to reading, writing, and mathematics expectations for paraprofessionals and the professional judgment and experience of paraprofessionals and teachers. The test content was developed with the assistance of an advisory committee composed of paraprofessionals and teachers who work with paraprofessionals from 13 states. The direct involvement of both paraprofessionals and supervising teachers in the test development process reinforces the relevance of the test content to the actual reading, writing, and mathematics instructional responsibilities of paraprofessionals.

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E-learning systems, cited in a recent study as yielding great returns on investment (RIO), may not be so great after all. Learning officers at two Fortune 500 companies last week pointed out a gotcha that can negate the returns cited in the September report: vendors' insistence on applying per-seat licensing contracts to companies with large numbers of potential end users.

In the study, Massachusetts-based Nucleus Research analyzed thousands of corporate IT projects and found that e-learning and e-business integration were the technologies that yielded the highest returns. But the findings may not have told the whole story.

Per-seat licensing of e-learning applications "remains a bone of contention between customers and vendors," said Peter M. Jones, vice president of e-learning at J.P. Morgan Chase & Co. in New York. When investing in the technology, Jones said, "you don't know if every single potential end user is going to use the system or whether they might use just a portion of it."

As with other types of software investments in which usage rates are uncertain, using back-end reporting tools to determine usage levels on e-learning systems can be a handy option, said Pauline Morris, vice president of human resources, learning, and development at New York-based Axa Financial Services. But, she added, "we don't want to be the testing police."

Morris and Jones spoke with Computerworld last week prior to participating in a panel discussion on corporate training strategies and the potential RIO of e-learning systems. The discussion was hosted by MetroSet, a user association focused on training technology that is open to learning officers in the New York area.

E-learning vendors need to understand that "you're not just selling a library of courses," said Rhoda Cahan, president of MetroSet and vice president of learning services at Computer Generated Solutions Inc. in New York.

"You need to have a strategic sales approach that benefits the customer's organizational structure," said Cahan, adding that some vendors are becoming more flexible with their e-learning software licensing.

Jones said that one way to resolve the issue of per-seat pricing versus a contract based on the content provided is to work under the assumption that “a certain number of people are going to use the course, and see if the vendor is flexible about scaling the contract cost up and down, depending on how many people actually end up using the system".

He speaks from experience. Two years ago, prior to its merger with J.P. Morgan, Chase Manhattan contracted with San Francisco-based DigitalThink to develop a customized e-commerce course for employees in 50 countries. Jones said he doesn't blame DigitalThink for the structure of the multimillion-dollar licensing arrangement, because per-seat pricing was the norm then. But the investment "didn't achieve the ROI that we expected," he said.

Though there are obvious cost savings that e-learning investments can produce, such as reduced travel expenses, the ROI of such projects can be hard to determine, said Morris.

"For us, the focus has been on cost avoidance," she said. "But we need to look at all aspects of the employee's relationship to learning and the impact on the bottom line." That includes weighing job satisfaction rates and other measurements against the e-learning courses that workers are taking, Morris said.

Permission was granted by Computerworld to reprint this article. Visit their site for the full story.

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Twenty-one Sinclair Community College (OH) students have been recognized in the Talent Roster of Outstanding Transfer Students from Community Colleges.

The College Board’s Talent Roster program provides national recognition to exceptionally talented community college transfer students. Students are nominated by their community college based on their grade point average, which must be at least a 3.0, and their intent to pursue a baccalaureate degree.

The students are:

Cathy Crabtree (Waynesville 45068) Dustin Ferguson (Miamisburg 45342)
Carrie Burger (Tipp City 45371) Jerrod Fraley (Vandalia 45377)
Roderick Jones (Dayton 45405) Elizabeth Mack (Dayton 45406)
Tyronda Kelly (Dayton 45406) Carolyn Groesser (Dayton 45410)
Jessica Dills (Dayton 45414) Nicholas Ferralli (Dayton 45414)
Nataliya Vozlova (Dayton 45415) Dennette Small (Huber Heights 45424)
Matthew Niekamp (Kettering 45429) Linda Schock (Beavercreek 45434)
Chastity Sterling (Kettering 45440) Alexander Gamber (Dayton 45449)
Diane Ritter (Centerville 45458) Elaine Klarquist (Centerville 45458)
Mary Pizza (Centerville 45459) Kimberly Sharp (Centerville 45459)
Scott Champion (Vista, CA)  

Over 6,400 community college students were recognized as Talent Roster recipients for the 2002-03 program year. The names of the students are listed in a publication of outstanding community college students, which has been released to colleges and universities to encourage them to seek out these talented students as potential candidates for admission.

Founded in 1900, the College Board is a nonprofit membership association of schools, colleges, and other educational organizations. The College Board’s mission is to prepare, inspire, and connect students to college and opportunity, with a commitment to excellence and equity.

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For some students and staff at Kirkwood Community College (IA), it's a fairytale story with a new storybook chapter. The college's International Studies department has received a grant to take a multicultural production to a new public venue.

Humanities Iowa has awarded Kirkwood $3,150 in grant support to assist in the production and May 6th presentation of its African Cinderella production. The comic drama will be one of the first cultural presentations at the new African American Museum and Cultural Center in Cedar Rapids. A cross-cultural version of Cinderella will be followed by a panel discussion and a fashion show of costumes from around the world that show how different ethnic groups understand the Cinderella story.

Kirkwood International Studies Director Connie Mays says the grant will support a project that already has engaged students and audiences alike. "For the past several years we have produced and performed different cultural takes on the Cinderella story, as part of the college's Diversity Days programs,” Mays said. Several hundred area elementary students have joined our campus community in viewing the plays. This grant will help with the production of the third in this series, weaving the Cinderella tale through African cultural backgrounds and beliefs." The play will also be presented on the Kirkwood campus as part of its continuing diversity programs.

Humanities Iowa is a private, nonprofit state affiliate of the National Endowment for the Humanities, whose mission is to enhance the civic life, culture, and identity of Iowans. Drawing on history, literature, philosophy, law, and other humanities fields, it fosters lifelong learning, critical thinking, and community connections.

Humanities Iowa is particularly interested in supporting projects that stimulate meaningful community dialogue, attract diverse audiences, are participatory and engaging, and invite discovery of the humanities in interesting and exciting ways. Grants are awarded twice annually to not-for-profit organizations that serve an Iowa public. The next deadline for applications is May 1, 2003. Guidelines and applications are available on the group's website or call (319) 335-4153 to request a copy.

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One out of five Americans age 16 and over has a disability of some kind. Whether through visual, hearing, cognitive, or motor impairment, students with disabilities comprise 11 percent of pre-K-12 and 7.2 percent of beginning postsecondary students. Within the overall pool of college students, a greater percentage of students with disabilities attend two-year schools than four-year schools, compared with their nondisabled peers.

In June of 2001, President Bush affirmed his commitment to Americans with disabilities and signed new implementation policies and state mandates for Section 508 standards, especially as they relate to computers, communication devices, and the availability of assistive technologies. By broad definition, Section 508 standards state, “Accessibility features are required to be built in, or be compatible with assistive technology devices.”

In June of 2002, Macromedia Inc., the League for Innovation, and Pima Community College (AZ) initiated a collaborative venture to explore the questions and challenges of implementing accessibility standards in online developmental math courses in community colleges. The newly released Macromedia Accessibility Project (MAP) monograph offers ideas and solutions for community college faculty and online course developers in designing accessible websites.

Link directly to the free MAP monograph on Macromedia's site or on the League's site.

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