World Wide Web Edition
August 2003
Volume 4, Number 8

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September 2003

Due By... 9/15

Post Date... 9/22

- Paul Martinez

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In This Issue...


Innovations 2004 CFP is Announced
2003 CIT is on a Fast Approach!
Speakers Available for Fall Faculty-Staff Development Days
Energize Teaching and Learning at Your College
Realistic Assessment of Learning Outcomes


U of M Electronic Portfolio Software Now Open to Everyone
Appreciative Inquiry Facilitator Training
Integrative Learning: Opportunities to Connect
Questionmark Releases Blackboard Release 6 Connector

    Rio Salado College E-Learning Instructor Receives Educational Leadership Award
Barbara Viniar To Lead Cornell-Based Group Serving Community Colleges


Responding to the need for Homeland Security in the Philadelphia region, a Consortium of five community colleges and one university developed a comprehensive curriculum to address all aspects of safety, security, and emergency response.

The Collegiate Consortium for Workforce and Economic Development is a nonprofit Pennsylvania Corporation owned by the Community College of Philadelphia, Delaware County Community College, Bucks County Community College, Camden County College, Drexel University, and Montgomery County Community College. Working together, the colleges and university of the Consortium developed courses for

  • Incident Command and Control;
  • Facilities Security;
  • Disaster Emergency Management;
  • Terrorism;
  • Laws, Regulations, and Public Administration;
  • Hazardous Materials; and
  • IT Security Specialist.

Funded by the Commonwealth of Pennsylvania, the Homeland Security Project is a competency-based education and training program for career professionals responsible for public safety in time of emergencies. The program builds upon professional certifications and includes college certifications and Associates and Bachelors degrees.

This 80-hour training program for Network Professionals is designed to maintain the security and integrity of computers and computer networks. Completion of the program also prepares individuals to sit for the two nationally recognized IT security certification exams: Security Certified Network Professional (SCNP) and CompTIA Security+.

Visit the Collegiate Consortium for Workforce and Economic Development website for more information on the consortium. Find more information on the Homeland Security Project online, or call Rob Freese, Homeland Security Project Coordinator, at 1-888-282-5733.

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"It still holds true that man is most uniquely human
when he turns obstacles into opportunities."
-Eric Hoffer

"Little by little, one travels far."
-J.R.R. Tolkien

"Other service learning and civic engagement programs confirmed
the vital role community colleges play as conveners of our communities
during times of Homeland Security threat or response.
We are bridge builders."
-R. Thomas Flynn, Mark David Milliron, Gerardo E. de los Santos, and Cindy L. Miles
Homeland Security and the Community College: A Vibrant Present and Vital Future

"Education is the best provision for the journey to old age."

"You teach best what you most need to learn."
-Richard Bach

"Knowing what you cannot do is more important
than knowing what you can do."
-Lucille Ball

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Awards Full Ph.D. Scholarship to Tribal Community College President

As part of its commitment to the League Articulation Project, Capella University offers one full-ride scholarship each year to a member of a League Board or Alliance college. This year’s recipient is William Harjo LoneFight, President of Sisseton Wahpeton College (SD). More than 70 applications were received for this year’s scholarship, nearly double the first year’s. Read more about the scholarship and this year’s winner in the League’s latest online press release.

Visit Capella University’s website to learn more about the Capella scholarship winner, or to hear his acceptance address.

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“The Education and training that most Americans require to fully participate in our economy and society are not simply education credentials, but the specific knowledge and skill levels that the credential implies…. Multiple pathways do not imply multiple standards, but rather clear standards at various levels and many ways of moving toward the standards.”

In cooperation with Jobs for the Future, Pat Callan and Joni Finney have just released this thoughtful essay on the challenges facing postsecondary education due to the increased need for education beyond the high school: “Multiple Pathways and State Policy: Toward Education and Training Beyond High School".

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According to the U.S. Census Bureau...

2.4 million
The projected number of college degrees that will be conferred during this academic year.

Percentage of public schools with Internet access. As recently as 1995, the proportion was 50 percent. For every teaching computer connected to the Internet, there were seven students.

Average tuition, room and board (for in-state students) at the nation's four-year public colleges and universities for an entire academic year; that is up 75 percent from 1990.

Average tuition, room and board at the nation's four-year private colleges and universities for an entire academic year; that is up 84 percent from 1990.

Percentage of the nation's adults 25 and over with at least a high school diploma.

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One goal of FEMA is to encourage and support the dissemination of hazard, disaster, and emergency management-related information to U.S. colleges and universities. FEMA believes that future emergency managers in government, business, and industry will have a degree in emergency management. FEMA also believes that in order to build disaster-resistant and resilient communities, a broad range of college students and professionals need courses that introduce them to hazards and disasters, and to what to do about them.

In support of this effort, the Emergency Management Institute has undertaken several projects to promote college-based emergency management education for future emergency managers and other interested personnel, including developing courses that are engaging and scholarly and ready to be downloaded and implemented on college campuses. Each course consists of an instructor guide sufficient in detail to enable an informed instructor to teach the course with a minimum of additional preparation other than becoming familiar with the course materials. Also available from the Emergency Management Institute is a prototype curriculum for an Associate Degree in Emergency Management that can be used as is or adapted by community colleges.

FEMA Higher Education Project

For an annotated listing of colleges and universities offering emergency management and homeland security courses, certificates, and degree programs, as well as program descriptions and contact information, visit The College List.

For additional information, please visit EMI Higher Education Project or contact Barbara L. Johnson.

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The National Center for Educational Statistics (NCES) used the Postsecondary Education Quick Information System (PEQIS) to provide current national estimates on distance education at two- and four-year Title IV-eligible, degree-granting institutions. In this latest report, distance education was defined as education or training courses delivered to remote (off-campus) sites via audio, video (live or prerecorded), or computer technologies, including both synchronous (i.e., simultaneous) and asynchronous (i.e., not simultaneous) instruction.

Data were collected on a variety of topics related to distance education, including

  • the number and proportion of institutions offering distance education courses during the 2000–2001 12-month academic year,
  • distance education enrollments and course offerings,
  • distance education degree and certificate programs,
  • distance education technologies,
  • participation in distance education consortia,
  • accommodations in distance education courses for students with disabilities,
  • distance education program goals, and
  • factors that keep institutions from starting or expanding distance education offerings.

Visit the NCES Electronic Catalogue for the entire study.

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A call for proposals has gone out! The deadline for all presentation proposals is September 12, 2003 for the 2004 Innovations Conference, being held in San Francisco, CA.

Mark your calendar 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 student and organizational learning through innovation, experimentation, and institutional transformation.

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Celebrating 19 years of excellence, the League for Innovation's annual Conference on Information Technology is the largest community and technical college conference in the nation and the premier instructional technology conference for two-year institutions. CIT features the latest applications of information technology that improve teaching and learning, student services, and institutional management in community and technical colleges.


Now Available!

Early online registration helps ensure that you reserve a place in the Learning Center Courses of your choice and that you take advantage of discounts of up to 30 percent.
Group registration discounts are also available!
These courses require an additional registration fee, and enrollment is limited, so register today!


Saturday, October 18

The Cybersecurity Summit will begin at 1:00 p.m. (103C in the Midwest Airlines Center).
Continuing the very successful discussions started at the 2002 CIT about the development of a nationally recognized curriculum of certifications and associate degrees in the field of Cybersecurity and Information Assurance, a consortium of community colleges led by Miami-Dade College is hosting a Cybersecurity Summit to discuss topics of curriculum, internships, and faculty development.

2003 CIT

Deadline for
Early Registration

Discounted hotel rates for CIT expire SEPTEMBER 17th


  • Lovina McMurchy
  • Diana Oblinger
  • Jack Uldrich
  • Patricia Donohue,
    Ray Fisher
    Mark David Milliron
    and Kathy Sigler

while Attending the 2003 CIT!

FIRST TIMERS’ Reception and Special Session

HOTEL AND TRAVEL Information...


Find additional information about the 2003 CIT Conference online, or contact Ed Leach today.

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Need an experienced, dynamic, and interactive speaker to help make your fall faculty-staff development day successful? Let League Services provide a recognized expert to inform, inspire, and enthuse your back-to-school gathering. Representing a wide assortment of topics, our experienced speakers will tailor workshops to meet your organization's specific needs. If you don't see the topic you are interested in, let us know!

Why opt for a League Services speaker for your fall event? Here are just a few reasons:

We are committed to providing high-quality, affordable speakers.
We specialize in community colleges, so we speak your language.
Our speakers have years of experience in community college education.
Speakers cover topics ranging from preparing for accreditation to becoming more learning centered to evaluating your institution’s workforce development efforts.
We offer customized programs to meet your institution's specific needs, from campuswide events to interactive small-group sessions.
When developing a program, our speakers meet with institutional leaders to solicit input that ensures the maximum possible benefit.

League speakers are now accepting engagements for fall events. Email Ed Leach to schedule your speaker now!

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The League can provide your faculty with an energizing and informative presentation or staff development workshop that will send your faculty back to the classroom eager to use the many strategies for energizing and enhancing instruction that they acquired. Facultywide participation can positively affect the academic, social, and emotional climates on your campus.

Brain research has led to dramatic findings about the nature of learning. Almost every week we see in the media exciting new information about learning coming from the explosion of scientific research on the brain. The challenge for educators today is to understand this research and translate these findings into research-based practices in the classroom.

Keynote addresses, presentations, and workshops are available on The Brain and Learning geared to your needs and suitable for the entire faculty. A speaker with community college teaching experience and cognitive neuroscience research experience will bridge the gap between brain research and education for your faculty.

If you would like to arrange for a Brain and Learning talk or workshop, please contact Ed Leach at (480) 705-8200, x233.

A workshop will enable your faculty to

teach more effectively by working with the brain’s natural learning mechanisms;
provide students with strategies that will make learning easier and more enjoyable;
acquire principles based on brain research that they can apply when designing their curriculum and methods;
learn new strategies that can be applied immediately;
experience the energy, motivation, and pleasure of brain-compatible learning strategies as they participate in interactive activities;
explore strategies for addressing learning differences and multiple intelligences in the classroom;
positively affect the social and emotional climate; and
energize their teaching practices.

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Interested in benefiting from over five years of collaborative thinking by hundreds of faculty on many different campuses who have worked to identify learning outcomes at the institution, program, and course levels; revise curriculum planning templates; create capstone assessment tasks and assessment tools; and map programs to establish stronger relationships between courses? League consultants can help bring clarity to the whole notion of outcomes-based curriculum and learning assessment at your community college.

Using principles from organic science and systemic thinking, League consultants help community college faculty build their own capacity to initiate and sustain the renewal process across all programs and disciplines, as well as help faculty think outside the classroom to create learning experiences for students that make a difference in the rest of their life. League consultants don't arrive on campus with all of the answers, but instead help colleges build the capacity with their own staff to initiate and sustain a curriculum change process that makes a difference for students.

Some colleges begin the process by working on institutional outcomes and assessment. Others want to talk about whether or not outcomes are just another fad. Most colleges find it best to work exclusively on individual program outcomes and assessment for their initial exposure. On still other campuses, faculty want to begin by redesigning one or two courses, just to see what difference it might make, before investing too heavily in the concept.

While League consultants can help, the process of defining learning outcomes and appropriate assessment strategies must be owned by the faculty. There is no other way real curriculum change can happen. League consultants work as facilitators and listen carefully to what faculty say to find a place where the work can begin. Where the work has been most successful, the consultants visit every few months to gather more information, move the process along a little further, and help sustain commitment.

If your college is looking for assistance in moving the whole college toward the identification of learning outcomes and effective assessment strategies, email Ed Leach or call (480) 705-8200, x233.

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OPSIAn idea hatched at the University of Minnesota (U of M) Duluth that lets U of M students continually update their electronic identity for advisors, instructors, and prospective employers is now open to the world.

Open Source Portfolio Initiative has announced the release of version 1.0, meaning anyone can download the software and use it for any purpose at no cost. This is the first portfolio system produced under an open-source arrangement. Open Source Portfolio (OSP) lets students gather, store, and distribute personal information selectively and electronically.

“This is great news for the education community," said Kari Branjord, Director, Enterprise Application and Web Development at the University of Minnesota. “Educational institutions all over the world stand to benefit from the free exchange of ideas and open sharing of the source code."

More information and OSPI’s organizational structure are viewable on their website.

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Appreciative Inquiry Facilitator Training (AIFT) is an innovative leadership development opportunity for leaders of change in community colleges--administrators, faculty, and support staff. To find out more about Appreciative Inquiry,

visit Case Western Reserve University's website;
register for an AIFT already scheduled by visiting the Center for Appreciative Inquiry online; or
find out how to host an AIFT on your campus by emailing nancy@sonic.net.

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To identify campuses that have made significant progress in promoting integrative learning and are committed to extending that work in new ways and contexts, The Carnegie Foundation for the Advancement of Teaching and the Association of American Colleges and Universities (AAC&U) announce a call for campus participation in a new three-year collaborative project.

Campuses interested in creating new resources, networks, models, and evidence-based arguments to strengthen integrative work are invited to submit a proposal online.

Applications must be received by October 10, 2003.

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Perception Assessments Link With the Blackboard Learning System

Questionmark, providers of testing and assessment software, and Blackboard Inc., the leading software company for e-Education, have announced the release of a software connector that links the Blackboard Learning System™ (Release 6) to the Questionmark™ Perception™ assessment platform.

Using the Blackboard Release 6 connector, students and instructors seamlessly link to Perception from within the Blackboard Learning System. This means institutions can maintain student and instructor profiles within one system while taking advantage of the powerful assessment features of Perception. Assessments can be scheduled from within Blackboard, with instructors viewing assessments that pertain to each particular course.

"Our clients continue to benefit significantly from the ongoing collaboration between Questionmark and Blackboard," said Dan Cane, Senior Vice President at Blackboard. "Through our Building Blocks program applications like Questionmark Perception are easily integrated with the Blackboard Learning System, offering our clients great flexibility to choose applications that meet their specific education requirements."

Find more documentation about Questionmark's Blackboard Release 6 connector online today.



About Questionmark:
Questionmark has been producing testing and assessment software since 1988, enabling educators and trainers to write, administer, and report on tests and surveys securely using individual PCs, local networks, the internet, and intranets. Typical applications include exams, quizzes, study aids, diagnostic tests, precourse skills assessments, and course evaluations. Complete information is available online.

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Inside the League
People in the Spotlight!
. .


Laura HelminskiLaura Helminski, Faculty Chair for Communication and Reading at Rio Salado College (AZ), recently won the Faculty Award from the Association of Community College Trustees (ACCT) for the Pacific Region. Helminski was nominated by the Governing Board of the Maricopa Community Colleges specifically for her abilities to create both real-time and e-learning experiences for students.

The award is presented to a full-time instructor of an ACCT member two-year postsecondary institution. The criteria include excellence in teaching, innovation, college service on a local and regional level, and demonstrated leadership in solving challenges to postsecondary education.

Helminski’s nomination letter, signed by Ed Contreras, president of the Maricopa Governing Board, stated, “Her work is always creative, original, fun, and full of learning….She stays current in her discipline and she is constantly researching and implementing new pedagogical approaches. Laura is a tremendously talented faculty member who is a leader of educational transformation and a mentor of other faculty members.”

Her nomination also cites Helminski’s leadership efforts to redefine faculty and learner roles throughout her 26 years as an instructor within the Maricopa Community College District. She is considered to be a pioneer and innovator in teaching the working adult student who requires convenience and flexibility, particularly through the use of online courses.

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Barbara Viniar became active as the new executive director of the Institute for Community College Development (ICCD) at Cornell University, School of Industrial and Labor Relations (ILR), Extension Division, on July 21, 2003.

The institute was created in 2001 to help community colleges worldwide meet societal needs for training and education and provide valuable education and professional development for community college administrators and faculty members. Founded through an agreement between the State University of New York (SUNY) and Cornell, ICCD originally was housed in Cornell's College of Agriculture and Life Sciences Department of Education. It moved to ILR's Extension Division, the outreach and public service arm of the school, in the summer of 2002.

"We are delighted to have someone of Barbara's caliber as executive director of the institute, said Carl Haynes, president of Tompkins Cortland Community College and chair of the board of directors of ICCD. “She brings with her a rich background of experiences that will contribute immeasurably to the ongoing success of the institute's mission."

In her new position, Viniar plans to work with ICCD's board to define and strengthen the institute's niche among community college education and leadership programs, identify new partners and audiences, and develop programs to meet emerging needs.

Viniar replaces Peter Spina, who will remain affiliated with ICCD as a consultant. Find more information on ICCD online.

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