Thanks in no small part to the support of the host institution, Maricopa
Community Colleges, and the coordinating colleges, Estrella Mountain
Community College and Mesa Community College, this year's Innovations
conference attracted approximately 1,600 participants and a record
number of corporate partners exhibiting their products and services.
Innovations 2003 was complemented by a number of preconference events
that included the League's Learning Summit, the National Association of
Community College’s Teacher Program's national conference, the Homeland
Security and Civic Engagement Summit, the Community College
Baccalaureate Association conference, and National Institute for
Leadership Development's Leadership Succession Strategies for Women in
You can access the online version of Innovations by visiting http://www.league.org/i2003/online.
last recession, some 300,000 people in Southern California lost their
generally well-paying jobs in the aerospace and defense industries. Many
of these folks already had one or, in some cases, two college degrees,
often in technical fields. For the thousands of aerospace and defense
industry employees and others affected by the last recession,
educational needs for the emerging tech-based economy could be defined
by a set of four "C" factors: content, certification, convenience, and
“We’ve gone careening down the road to DotCom and we know now where that leads. There has to be a better way. Maybe it’s time to slow down, look around, and get on the road to DotCalm – a place where we can thoughtfully engage and explore all aspects of technology, good, bad, or indifferent; a place where we can move beyond love affairs with the new and novel to a passion for the essential and important; a place beyond frantic multitasking to a mindful focus on the people and passions that make life worth living. And let’s bring as many along with us as we can!”
-- Mark David Milliron
“…for those individuals and enterprises that learn how to enhance their knowledge-sharing capacity by an order of magnitude. This is not wishful thinking, nor does it require Star-Wars technology. Leading-edge enterprises and new innovators are already setting new benchmarks for leveraging knowledge. The signs are in plain view. Every enterprise aspiring to succeed in the 21st century global economy must make certain that it becomes both a reflective practitioner and an ardent student of e-knowledge.”
-- Donald Norris, Jon Mason, and Paul Lefrere,
“Students have multiple demands on their time and spend limited time on campus. Survey results indicate that most student-faculty interaction takes place in class; students report limited out-of-classroom interaction, and more than 80% of students do not participate in college-sponsored extracurricular activities. Therefore, the most powerful engagement strategies likely will center around the classroom and classwork.”
--From Engaging Community Colleges: A First Look. Community College Survey of Student Engagement (CCSSE) 2002 Findings. The complete report is available online.
The following article recently ran in Converge Magazine and shares the insights of the League’s President and CEO, Mark David Milliron.
This is a unique time for educators. Most of the people teaching and reaching students in our institutions are doing so using tools and techniques they never experienced as learners. Contrast this situation with 20 years ago, when the vast majority of educational professionals had the luxury of firsthand experience as students in the modes of instruction and methods of administration provided by their schools. Indeed, they could personally relate to the experiences that most of their students were having in the teaching and learning process. There was a sense of nostalgia in watching students stand in line at registration, flood into the bookstore, and find the wisdom of great minds in the library stacks. Not so today.
Today's educators are often in the uncomfortable position of exploring, engaging, and evaluating technology tools and techniques that are all at once compelling, confusing, and unfamiliar. With each new term, learners walk through our doors ever more comfortable in learning with technology; whereas most educators are only just building experience in the delivery side of the process. Indeed, instructors and administrators with five years or more of teaching or serving students with technology tools are veritably seasoned veterans. And instructors and administrators with more than five years of significant personal experience learning with these tools are a rare breed.
PROFESSIONAL DEVELOPMENT ABOUT AND WITH TECHNOLOGY
As the role of technology in education expands, many of us regularly have professional development experiences about technology. How to use the Internet, e-mail, and learning management systems are mainstays of today's teaching and learning centers. But probably equally as valuable and arguably as or more important are opportunities that help us learn with technology--allowing us to learn firsthand what it's like to wrestle with the pros and cons of technology-enabled instruction.
I first came to grips with this back in 1997. I had long used technology on the delivery side. First, I used it as a tool in course management in large lecture courses I taught at Arizona State University in the early 90s -- I was an early adopter of electronic TA software on DOS. Over the next four years, I became an early adopter of Freelance Graphics and PowerPoint to bring overheads to life, e-mail to connect with students, and Web sites to post syllabi and additional resources. While these experiences were valuable, an experience I would have next would be much more eye-opening.
On a long road trip home from a family visit over the holidays, I was pulled over on an empty California Highway at midnight for cutting across three lanes of traffic to access an exit. While I had a good reason for this seemingly erratic behavior -- my pregnant wife was in desperate need of a Wendy's frosty -- the amused police officer still gave me a ticket. According to California Law, I could get the ticket taken off my record if I either took a live traffic school course all day on a Saturday or over two evening sessions. Or I could take the course through a new service: www.trafficschool.com. Thus began my first online course.
While unhappy about the need for law enforcement to prompt my personal exploration of Web learning, through this process I discovered things I really liked about online learning along with things I didn't like at all. The convenience and content were nice, but the isolation and clumsy navigation were confounding. While going through the program at my own pace, during off hours, and over the course of two weeks, I began thinking of ways to improve the experience and expand the possibilities. In the end, learning with technology in this instance opened my eyes in a way delivering instruction through or learning about technology never could. It especially helped me see through the hyperbole about online education that seemed rampant during this time of "irrational exuberance."
While I have had technology-enabled learning experiences since, my most recent learning with experience has been in the hybrid model -- and it's been a kick. I have long been an avid fan of martial arts and was an early Kenpo student of Master Ray Fisher during my undergraduate years. However, because of graduate school, new jobs, and distance, my connection to this enjoyable part of my life slipped away. Recently, however, I've had the opportunity to re-engage with Master Fisher and his Arizona Chuan Fa Society. And in a bit of serendipity, what began as an attempt to help my younger brothers experience the value of martial arts has now become another opportunity for me to learn with technology.
Ever the innovative instructor, Master Fisher now has a complete Web site and a number of new resources that made getting back on track with learning martial arts possible for someone juggling the needs of family, work, and very extensive travel. The most valuable resources for me were the instructional CDs, with demonstration videos incorporated that correspond to detailed workbooks. I'm now able to train in person four or five times a month, but still keep on track and advance at a good pace using these asynchronous tools. With the CDs and manuals, I can take my training on the road and integrate this balancing, stress-relieving activity back into my life. In the last six months alone, I've lost 25 pounds, regained my prior Kenpo rank, caught up with the changes in technique and style now incorporated in the dojo, and once again learned more about technology in learning by learning with it.
Master Fisher is now looking into creating full Web courses that will bring together text, video, and interactive discussion to complement dojo training for advanced students. And while not useful or wanted by all students, these new tools will only enrich an already engaging learning experience for those whose wants and needs make them necessary.
Because of this personal experience, I'm an even bigger fan of the hybrid model and can see more applications in instruction and service. Moreover, I can see more clearly the wasteful segregation of many online and in-class experiences and asynchronous and synchronous resources in education. Finally, I can truly appreciate the courage and foresight of educators like Master Fisher, who teach in what many consider hands-on disciplines, but still explore and use new and innovative methods to make their instruction more accessible and engaging.
YOU DON'T NEED A KICK IN THE HEAD
It doesn't take a kick in the head to quickly see the value of professional development with technology in addition to our more traditional programs about technology. If you notice, both of the examples here describe learning experiences that were not about technology or education at all. Still, these experiences have been as useful or more to my understanding of technology in education as any Web development workshop or teaching with technology seminar.
Because many of us are in the unique position of providing education using tools and techniques we did not experience as learners, these kinds of experiences are invaluable. The more we have them, the more likely we are to be able to sift through the rhetoric of the zealots and the anger of the cynics; the more realistic we'll be in our application of these tools to the learning experience; the more reasoned we'll be in our critiques of the pros and cons; and the more creative we'll be with technology and learning. Moreover, the more we "walk our talk" with technology-enabled learning, the more empathy we'll have for our students.
We may not be able to look on with nostalgia as our students engage
their learning journeys; now they register online, buy their books
on Amazon.com, and browse the collective wisdom of great minds on customized
Web portals. But we can walk with them a bit on the road and model
the value of lifelong learning along the way. And there's nothing unique
about good educators doing that!
In a day when
community colleges are raising the standards in educating the masses, it
seems that academia is finally seeing method to the two-year institutions
as well. When most four-year institutions are being hit with lowering
attendance and higher maintenance costs, two-year institutions are seeing
an increase in enrollment and activities like never before.
The League for Innovation introduces a new way to experience innovations with 24/7 accessibility. Join us for the introduction of the Online Innovations Conference, a virtual opportunity to connect with the professionals, partners, and leaders of community college innovations and programs from around the world. The conference highlights include video streamed keynotes by Kweisi Mfume, President and CEO of the NAACP, and David Ward, President of the American Council on Education.
In addition to these distinguished keynote presentations, The Online Innovations Conference includes:
selected presentations with narrated and audio-streamed PowerPoint
Online conferencing offers college faculty and staff, as well as those institutions with tightening staff development and training budgets, greater access to professional experiences, successful innovations, and connections with innovators, without the travel and lodging costs. Join the Online Innovations Conference for the convenience, the content, and the connections!
Don’t miss the premier showcase of the use of information technology to improve teaching and learning, student services, and institutional management.
The 2003 CIT, hosted by the Wisconsin Technical College System, will be held October 19-22 at the Midwest Express Center in Milwaukee, Wisconsin.
Although online conference registration is not yet available, individuals interested in registering for the 2003 CIT prior to the end of this fiscal year can download a hard copy of the conference registration form and return it to the League office via mail or fax.
GROUP REGISTRATION DISCOUNTS ARE AVAILABLE
Institutions wishing to take advantage of special group rates should submit their registrations using the conference registration form. For additional information about group discounts, contact Judy Greenfield at email@example.com or (480) 705-8200, x200.
NEW SPECIAL FOCUS!
For the 2003 CIT, the special focus for Track 1 is Nanotechnology and Possible Directions for Educators.
EXPANDED CONFERENCE TRACK!
Track 7 (Math, Science, Allied Health, and Vocational Education) aims to facilitate the dialogue among mathematicians, scientists, health care professionals, engineers, and technologists in academia and industry.
CONFIRMED KEYNOTE SPEAKERS
G. Oblinger, Executive Director, Higher Education, Microsoft Corporation
The League for Innovation in the Community College and Distinguished Partner Microsoft Corporation are pleased to announce the selection of Sean Dennis, Inver Hills Community College (MN), and Andria Travis, York County Technical College (ME), as the 2003 Terry O'Banion Student Technology Champions. In honor of the League for Innovation’s 35th anniversary, a special third award was added to the annual awards of Student Technology Champion and Student Developer Champion. Danny Hall, Edison Community College (OH) has been named recipient of the special third award. Microsoft sponsors the awards in honor of Terry O'Banion, Senior League Fellow and President Emeritus of the League.
The students selected for this year's awards demonstrated a special talent and interest in a career in technology and a need for financial assistance in meeting their career goals. "Sean’s passion, energy, and scholarship make him the outstanding candidate for this annual award," said Microsoft's Diana Carew, Manager, Workforce Development and Community College Relations. "Andria’s skills and commitment are desperately needed in the workforce today, and it is our hope that the honorarium will help her continue her studies and achieve her degree and career goals." Danny's outstanding commitment to education and his tenacious spirit, combined with overcoming adversity, his personal achievement, and his passion for technology, are inspirational.
winning students are designated as Student Technology Champion (Travis),
Student Developer Champion (Dennis), and League 35th Anniversary Student
Technology Champion (Hall). The winning students each receive $5,000
plus a variety of software products from Microsoft. The winning letters
of nomination were read during the League's recent Innovations 2003
conference, and Microsoft will produce a video of this year's winners
to show at the 2003
Conference on Information Technology, October 19-22
in Milwaukee, Wisconsin. Announcements of the winning scholars will also be
made on Microsoft's
League Board and Alliance Member Colleges are invited to participate in the CIT Exhibition, a great opportunity to promote a new curriculum, recruit for open positions, or demonstrate your technology capabilities. Special packages are available, which include a furnished 10x10 booth in which to exhibit information. To secure exhibition space or additional information, please contact Greg Luce at (480) 705-8200, ext. 237. Act quickly, exhibition space is limited.
Widening access to more learners is
fundamental to the evolution of online higher education and essential for
its success. Online programs have evolved from an emphasis on providing
access to courses to recognizing that access is an enterprisewide issue. A
fundamental challenge is how to enable prospective learners to be aware of
and evaluate available learning opportunities. As practices for providing
access evolve, measuring the quality of access helps practitioners better
determine how best to improve access for the learners they serve.
Community and technical colleges comprise the largest sector of higher education and are considered a critical link in preparing the number of skilled Information Technology (IT) workers needed by business and industry to remain globally competitive. Starting this summer, the Working Connections IT Faculty Development Institute will provide advanced professional development training for IT faculty at 10 regional locations in the United States. (Visit Working Connections for additional information.)
Innovative community colleges are
invited to apply for the 2004 MetLife Foundation Community College
Excellence Awards. The awards will recognize colleges that are breaking
ground in helping underserved youth and adults succeed in postsecondary
education. Two winning colleges will each receive a $30,000 award and
2003 NATIONAL HIGHER EDUCATION LAW AND POLICY INSTITUTE: TRENDS AND STRATEGIES
FOR UNIVERSITIES AND COMMUNITY COLLEGES
In these tough economic times, you can't afford to make costly legal mistakes. Learn how to help your campus avoid unnecessary exposure.
request registration materials or additional information,
The Presidential Search Committee at Sinclair Community College has announced the names of four finalists for a successor to current President Ned J. Sifferlen, who has announced his retirement effective August 31, 2003.
The four finalists include:
The finalists were chosen from a pool of applicants and formal inquiries from over 30 individuals. Dates have been finalized for the four candidates to meet with the Presidential Search Committee, vice presidents, deans and department directors, faculty and staff senates, academic department chairs, and student government. Members of the community will have the opportunity to attend open forums where each candidate will interact with the audience. Finalists will also meet with the eight-member Sinclair Board of Trustees.
A leading international education group
Kirkwood Community College its highest annual honor. The American
Council on International and Intercultural Education (ACIIE) presented
Kirkwood with the 2003 Intercultural Achievement Award at the
organization's annual conference in Dallas on April 3rd. The group cited
Kirkwood's current enrollment of over 500 students from over 90 nations.
ACIIE officials also noted the college's many efforts to involve the
international students in special activities and the general campus
culture. They praised Kirkwood's commitment to supporting these
international students by devoting an office and several staff members to
serve their academic and personal needs.
Networks, a developer of innovative systems and software to protect,
manage, and enhance wireless networks, has announced that its
award-winning Vernier Networks System will be one of the featured Wireless
LAN (WLAN) security and management products demonstrated in the nine-stop
nationwide workshop tour. The workshop, which will cover many issues such
as WLAN security topology, user rights and authorization services,
inherent security threats to WLANs, and deploying multiple layers of WLAN
security, will feature the award-winning Vernier Networks IS 6500 Series
in a live 802.11 lab. The IS 6500 combines centralized security
configuration and management with enterprisewide mobility for 802.11
Council for Advancement and Support of Education (CASE) has announced the
winners of the CASE Commonfund Institutionally Related Foundation Awards.
Kirkwood Community College Vice President of Resource Development, Cheryle
W. Mitvalsky is one of three national honorees for the top annual CASE
Sinclair Community College President Ned J. Sifferlen has been named the recipient of a local award from United Way of the Greater Dayton Area and a national award from Phi Theta Kappa, an honor society for two-year colleges. Sifferlen announced his retirement last fall, effective August 31, 2003.
Locally, United Way has awarded Sifferlen the Smith-Moore Human Services Award that honors “exceptional community service by a business or government leader.” The award is presented each year to a local executive “who has made a difference in the quality of life in the Miami Valley through volunteer involvement, commitment, and leadership in the health and human services arena.”
Phi Theta Kappa has awarded President Sifferlen its prestigious Michael Bennett Lifetime Achievement Award. It was presented to Sifferlen for his “unflagging support of the Society.” He is one of four recipients of the PTK award in 2003.
LeagueConnections is published monthly by the League for Innovation in the Community College. For information, contact Laura Derrick, Technology Assistant.
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