Volume 4, Number 9
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October 2003 ISSUE
Due By... 10/13
FORCES FOR A CHALLENGING CENTURY
time for some of the greatest challenges and opportunities
that have ever faced community colleges, the League for Innovation
in the Community College and the American Association of Community
Colleges recently released a Statement of Cooperation. This
statement, far from mere lip service to mutual interests,
delineates and reasserts the spirit of teamwork and commitment
to the community college movement that have defined the two
eminent organizations. Following are excerpts from their Statement
we enter the second century of the community college movement,
our field has emerged as a major academic, workforce, and
community resource – an agent for positive change in
cities, states, and nations. As two of the key organizations
serving this sector, it is essential that we continually strive
to develop and foster a spirit of understanding and cooperation.
Our organizations are clear about the roles we each play,
and working together allows us to conserve scarce resources
and engage synergistic strategies, thus doing more to help
community colleges make a difference for a nation of learners.
The American Association of Community Colleges
(AACC) has served as the primary membership association
of American community colleges for more than 80 years, representing
through its membership 95 percent of all accredited two-year
colleges. The Association is dedicated to a mission of “building
a nation of learners by advancing America’s community
colleges.” AACC is the primary political voice and advocacy
organization for community colleges in the U.S., spearheading
ongoing efforts to promote greater national awareness of community
colleges and their issues. AACC monitors and promotes legislation,
shapes policy, and provides research into the educational,
economic, and social impact of its more than 1,100 member
institutions. Moreover, it is a lead professional organization,
providing networking and development opportunities for members.
The Association is guided by six strategic action areas: national
and international recognition and advocacy for community colleges,
learning and accountability, leadership development, economic
and workforce development, connectedness across AACC membership,
and international and intercultural education. AACC is the
point of contact for governments and individuals seeking information
about and interaction with American community colleges. Finally,
because of its leadership position, AACC plays a lead role
in identifying, exploring, and engaging and promoting work
surrounding key issues that affect the community college sector.
League for Innovation in the Community College (League)
is an international consortium of 19 Board Member and 750
Alliance Member colleges dedicated to “catalyzing the
community college movement.” For more than 35 years,
the League has developed innovative programs and fostered
best practice in teaching and learning, leadership, workforce
development, learning-centered education, information technology,
resource development, diversity, and student success. Furthermore,
the League works with a host of corporate partners, government
agencies, foundations, and other associations in its best
practice and program work. The League, as a matter of charter
and practice, does not play a state or national policy advocacy
role, nor does it strive to represent the broad interests
of the U.S. community college sector. The League is a catalyst
for positive change; it is a resource for community colleges
nationally and internationally. It seeks to serve any and
all policy and advocacy organizations by informing their efforts,
but, as previously stated, neither assumes nor aspires to
a state or national advocacy role.
the complementary roles that AACC and the League play in the
community college sector, it is not only appropriate, but
also essential that these leading organizations cooperate
and coordinate their efforts. With this in mind, both the
AACC Board of Directors and the League Board of Directors
direct their respective CEOs to promote and engage positive
and consistent dialogue on ongoing work. Moreover, they are
encouraged to partner in joint efforts where appropriate,
leveraging the quality skill sets and resources of both organizations.
Finally, the AACC and League Boards commit to developing and
fostering a positive and functional relationship between the
organizations to the end of supporting community colleges
nationally and internationally in their efforts to serve students
many of our most capable students – from honor students
to developmental students – are sometimes caught in a
system that overemphasizes linguistic or word-smart intelligence
or logical-mathematical number-smart intelligence.”
–René Díaz-Lefebvre, August
one-half of the approximately 1,200 community college presidents
retire in the next six years (600) and one-fourth of the chief
administrators, say three vice presidents, retire in the next
five years (900) that is 1,500 new leaders needed in the next
five to six years.”
–Terry O’Banion and Jonathan Kaplan, September
get right to the point: There are successful, affluent, socially
powerful people who attempt to influence others to minimize
the role of technology in their lives.” –Steven
Lee Johnson and Douglas Allen
Digital Divide to Digital Democracy
on active learning techniques is neither a high-risk venture
in which all things familiar and comfortable about the traditional
classroom are abandoned, nor is it something to be introduced
spontaneously on a slow day to see what happens when the responsibility
for student learning is turned over to students.” –K.
Patricia Cross, Techniques
for Promoting Active Learning
UNIVERSITY LAUNCHES COMMUNITY COLLEGE LEADERSHIP PROGRAM
Distance Learning Ph.D. Program Addresses Senior Leadership
Gap in U.S. Community Colleges
University has announced a Ph.D. program in Community College
Leadership designed to equip community college administrators
and senior faculty nationwide with the knowledge, insight, and
perspective needed to lead the community college of the 21st
charter class of 35, including administrators from institutions
as diverse as Maricopa Community Colleges (AZ), Anne Arundel
Community College (MD), and Johnson County Community College
(KS), begins the approximately three-year distance-learning
program this month.
program, which will continue to admit students on a monthly
basis, is being launched at a time when the nation’s community
colleges are facing an “impending crisis in leadership,”
according to a recent survey of community college presidents
by the American Association of Community Colleges (AACC). The
AACC study indicates that although nearly half of all community
college presidents and many senior administrators plan to retire
by 2007, the number of advanced degrees awarded in community
college administration has dropped precipitously, some 80 percent
between 1983 and 1997 alone.
Walden curriculum and distance-learning model are designed for
independent, self-directed learners. Individualized and customized,
the program can be accomplished part time, so that students
can continue to manage their responsibilities in full-time administration
or teaching positions.
chart their own learning path according to their particular
career goals with the guidance of their faculty mentors, and
receive professional and academic support from fellow students
and professionals. Online courses, e-mail interaction and regular
face-to-face meetings of cohorts and faculty, called “residencies,”
keep students and faculty well connected.
1970, Walden University has offered busy professionals the opportunity
to earn high-quality degrees through distance learning. Today,
with more than 8,500 degree-seeking students, this comprehensive,
online university offers master’s and doctoral degrees
in education, management, psychology, and health and human services,
as well as bachelor’s degree completion programs in business.
Walden University is accredited by the Higher Learning Commission
and a member of the North Central Association, located in Chicago,
IL. The association is online
and can be reached at 312-263-0456.
is a subsidiary of Sylvan Learning Systems, Inc.
Through August and early September, the nation's schools reopen
following the traditional summer break. A recent edition of
Facts for Features celebrates students' and teachers' return
The number of U.S. residents enrolled in schools - from nursery
schools to colleges. About one in four residents age 3 and over
is a student.
Percentage of elementary and high school students who have at
least one foreign-born parent.
The number of school-age children (5 to 17) who speak a language
other than English at home. They make up nearly one in five
children in this age group. Most of these children (6.8 million)
speak Spanish at home.
Number of students 25 and over enrolled in college. Students
25 and over account for about half of all college students.
Percentage of college students who are women. Women have held
the majority status in college enrollment since 1979.
IN THE SCHOOLS
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.
taken from the U.S. Census Bureau website.
ANNOUNCING EARLY DEADLINE FOR THE 2004 COMPREHENSIVE PROGRAM
Fund for the Improvement of Postsecondary Education (FIPSE)
is announcing an early deadline for the Comprehensive Program
FY2004. The Comprehensive Program is the primary FIPSE grant
competition and supports innovative educational improvement
projects that respond to problems of national significance.
deadline is a couple of months earlier than last year's, and
has been moved in order for FIPSE to complete the review process
earlier in the summer and better accommodate fall start dates
for newly funded projects. The deadline for the FY2004 competition
is November 3, 2003.
FY2004 application guidelines are available on the FIPSE
also will consider applications that address other important
challenges in postsecondary education, besides those on the
year's priorities include the following:
Reform of Curriculum and Instruction;
More Cost-Effective Ways to Improve Instruction and Operations;
Improving Access, Retention, and Completion.
COLLEGE SERVICE-LEARNING GROUP ANNOUNCES NAME CHANGE
Campus Compact National Center for Community Colleges, established
in 1990 to support the development and civic engagement activities
at community and technical colleges, has changed its name to
the Community College National Center for Community Engagement
(CCNCCE). With the new name comes a new mission to be a leader
in advancing programs and innovations that stimulate active
participation of institutions in community engagement for the
attainment of a vital citizenry.
The change is the result of a national survey of community colleges,
conducted by the Center, which indicated a growing need for
more services, a forum for information sharing, and fiscal support
for program initiation and enhancement, according to Thomas
D. Sepe, chair of the CCNCCE board of directors and president
of the Community College of Rhode Island. The refocused Center
will operate as an organization independent of the National
Campus Compact, with which it was previously affiliated. It
will continue to be affiliated with and receive support from
the Maricopa Community College District.
The Center has been assisting community colleges in incorporating
service learning into the curriculum for more than a decade
through training, published resources, and conferences. In fact,
CCNCCE remains the only organization that hosts a national service
learning conference specifically geared to the needs of community
colleges. More than 250 individuals from across the country
and Cambodia attended the organization’s 12th annual conference
CCNCCE has a record of obtaining financial support for its services
and providing assistance directly to community colleges. It
is currently involved in soliciting funds for collaborative
upcoming projects from a number of public and private funding
sources with the assistance of community college and national
organization representatives. In 2002-2003, the Center submitted
proposals totaling $1.8 million. It recently received a $399,460.00
grant from the Corporation for National and Community Service
to support service learning and civic engagement within Homeland
Security and Domestic Preparedness programs. Request for Proposals
will be available at the end of September.
Center will continue to provide training and technical assistance
onsite, regionally, and nationally to community college faculty,
administrators, and staff. In addition, CCNCCE publishes resources
specifically designed for community colleges; hosts an annual
conference; presents at various forums; partners with numerous
national organizations that support the Center’s mission;
and serves as a referral service to anyone requesting information
on various topics related to service learning and civic engagement.
You may contact the CCNCCE staff at 480-461-6280 or visit their
19-22: 2003 CIT IS IN MILWAUKEE, WI
Conference on Information Technology (CIT) is the largest
community and technical college conference in the nation and
the premier instructional technology conference for two-year
institutions. Reserve a place in the Learning
Center Course(s) of your choice. Hotel reservations can
be made via the online travel
3D HoloProjection Demonstrations
Back by popular demand, demonstrations of 3D HoloProjection
technology will be provided during the conference on Monday
and Tuesday. The possibilities 3DH holds for education will
immediately become clear once you see and experience a live
demonstration of an image created and displayed using this technology.
If a picture is worth a thousand words, then the 3DH live demonstrations
are worth millions!
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
discuss curriculum, internships, academic models, successful
business plan elements, program design options, available resources,
and professional development paths.
Provided by recognized leaders, Special Sessions provide in-depth
coverage of current topics in information technology such as
the state of computing and IT in American higher education,
a very successful faculty-driven team approach to technology
selection, a strategic overview for colleges that are starting
or thinking about starting a nanotechnology program, a professional
development program that engages faculty in unique and compelling
internet applications to create dynamic and interactive teaching
and learning environments through use of real-world data and
global telecollaboration projects, and many more.
The reception and Special Session for first-time attendees of
the conference provide valuable tips on using the information
in the registration packets, finding sessions that fit your
needs, and applying newly found knowledge.
The exhibition of hardware, software, and services provided
by League Corporate Partners is among the most exciting components
of CIT. This year's exhibition once again features corporations
serving the community college market.
to SEPTEMBER 26, 2003
the 2003 CIT!
AND TRAVEL Information...
additional information about the 2003
CIT Conference online, or contact Ed
INQUIRY IS A NEW WAY OF LEADING POSITIVE CHANGE
a new way of leading positive change without resistance. Appreciative
Inquiry (AI) is a new way of leading positive change on
your campus that can be rapid, sustainable, and transformative.
To learn how to facilitate AI, participate in a four-day Appreciative
Inquiry Facilitator Training especially designed for community
college leaders at fees that are affordable for educators.
leaders are welcome: administrators, faculty, students, support
staff, and trustees. We encourage you to participate in a team
of at least two people from your campus. Fees range from $840
to $1,000 per person. Register your campus leadership team now
for a four-day training in Orlando, Portland, Houston, Baltimore,
Seattle, Minneapolis, Denver, British Columbia, or Ontario,
ON A BUDGET: TRANSFORMING YOUR COLLEGE WHILE ALIGNING VALUES,
MISSION, AND DIMINISHING DOLLARS
The increasing focus on learning and accountability has many
community colleges looking for ways to become more learning
centered and to demonstrate to local, state, and regional
stakeholders that learning is indeed occurring on their campuses.
transformational efforts often seem to require additional
resources to be effective, colleges that are renewing their
focus on learning are finding that they can do so on existing
or even diminishing budgets. This presentation provides an
overview of fundamental principles of the Learning College,
with examples of ways community colleges across the country
are using the focus on learning not only to allocate increasingly
scarce resources, but also to identify and develop nontraditional
find out more about how the League can help you transform
your college while aligning values, mission, and diminishing
dollars, email Ed
Leach or call (480) 705-8200, x233.
WORKSHOP SCHEDULED AS CIT PRECONFERENCE EVENT!
miss this special opportunity to attend a League for Innovation
LENs (Learning Exchange Networks) Facilitator Development Workshop!
workshop will be held October 18-19, 2003,
in Milwaukee, just prior to the League’s Conference on
Information Technology (CIT).
workshop is designed for representatives from colleges that
anticipate or are already using the LENs faculty development
program. Participants will meet with current users and explore
the variety of delivery models and learning environments that
can be created once academic leaders are familiar with the LENs
workshop will be led by a team of experienced LENs facilitators
from Humber College Institute of Technology and Advancement (ON), Johnson
County Community College (KS), and Dallas County Community College
workshop begins at 8:00 a.m. Saturday, October 18, and concludes
at noon Sunday, October 19, and will be held in the Juneau Room
on the 5th floor of the Hilton in Milwaukee.
register, contact Judy
Greenfield or call (480) 705-8200, ext. 100. Cost of the
workshop, which includes continental breakfast on both days
and lunch on Saturday, is $150.
League for Innovation in the Community College, with support
from the Alfred P. Sloan Foundation, has launched Project
SAIL (Specialty Asynchronous Industry Learning), a national
marketplace promoting access, exchange, and dissemination of
industry-driven programs anywhere and anytime.
SAIL is distinguished by three key objectives:
Targeting Specialty Asynchronous Industry Learning content
Providing access to proven and successful programs and degrees
Developing a model curriculum and content-exchange system
This extraordinary exchange system offers an array of customized
purchase, trade, and lease options that allow participating
SAIL partners to enrich current occupational and industry programs,
add specialty courses, and impact workforce demands within a
semester timeframe and without development dollars. For an overview
of courses, programs, and content models, please visit the project
CARIBE CALL FOR PAPERS!
The Sedona Conferences and Conversations have traditionally
analyzed technology so that we can better understand the effects
that the technology revolution has had on individuals and general
society. Many countries are worried about keeping pace to avoid
being left behind in the new digital economy. This perception
is real for some countries that do not have a diversified and
robust information-based economy. Moreover, colleges, government,
and businesses are concerned about laying out enormous infrastructure
costs to provide the needed technological edge for their workers
shorthand question comes down to who gets left behind and who
stays ahead of an exceedingly complex process and related circumstances.
find information on the Call for Papers, visit the homesite,
click on Announcing Sedona Caribe – January 2004
(beneath the flash introduction) and follow the links to Call
Subject: Implications of the New Digital
Economy on Both the Developed and Developing World: Defining
Faculty and Leadership Roles
January 8-9, 2004
Ocho Rios, Jamaica
JUNIOR, AND TECHNICAL COLLEGE LIBRARY ARTICLES REQUESTED
Community & Junior College Libraries is seeking
innovative, creative librarians, faculty, and administrators
to write articles. Libraries and learning resource centers
in community, junior, and technical colleges have changed
dramatically in recent years and offer resources and services
in many formats for campus-based and distance students. New
research, cooperative programs, information literacy projects,
and plagiarism are some of the topics of interest for the
journal. Recent articles include “Information Superhighway:
The Community College and the Real World;” “The
Online College Library: An Exploration of Library Services
to Distance Education Students;” and “7 Solutions
to Problems That No One Seems to Have.”
& Junior College Libraries is a refereed journal.
Its focus is on the “distinctive, dynamic nature of
learning resource centers in two-year colleges and the various
professional contributions being made by these colleges.”
The journal is published quarterly by Haworth Press, and is
issued in print and online.
Anderson, Editor, for information about submitting articles.
Short and long articles are considered.
CONFERENCE ON COMMUNITY COLLEGES RESCHEDULED
China-US Conference on Community Colleges is rescheduled
for July 5-8, 2004. This conference of U.S. and China leaders
provides an opportunity to build and expand our relationships
with China. It will also provide opportunities to sustain relationships
and to establish an Institutional Partnership to continue the
conversations and dialogues beyond our July experiences.
about the Conference, the Call for Papers, and applying for
Institutional Partnerships are all available online.
The Call for Papers deadline is November 3,
and Program Design;
Faculty, and Staff Development;
College Governance, Policies, Organization, and Accreditation.
INTO THE NEW MEXICO WORKFORCE CONNECTION
a true community partnership, San Juan College (NM) is working
with several nonprofit agencies to form the Farmington One
Stop Career Center, a resource for jobseekers and businesses
funded through the Workforce Investment Act (WIA). The center,
dubbed the New Mexico Workforce Connection, brings together
all the agencies involved with helping people find jobs
and the businesses targeting the people to fill available
Seven agencies are already working out of the One Stop Center,
with the potential for seven more to move in over the next
few months. Agencies meet needs ranging from independent
living for people with disabilities or adults who are legally
blind, teens needing job training, members of the Navajo
tribe who have disabilities and need to return to work,
low-income individuals who need training to get jobs, and
others whose lives are sometimes so complicated that just
one agency can’t solve their problems.
private company, Serco, has been subcontracted to manage
the center and also was awarded the grant to administer
the WIA program for the northern region of New Mexico.
people into jobs is not as easy as matching up businesses
who are hiring with people who are looking. People who really
need jobs also may need a safe place to live, responsible
child care, transportation, or help paying bills. The workforce
center can get those problems resolved by matching people
up to appropriate resources – all in one building.
more information on the New Mexico Workforce Connection,
contact Meridee Walters at 505-566-3253.
purpose of the New Mexico Workforce Connection is to contribute
to the local region’s economic vitality and design
ways to connect job seekers and employers by
Understanding the customers and their needs;
Providing them with resources, support and guidance;
Linking them to training opportunities; and
Matching employer needs with job seekers for sustained employment.
ON THE PROMISE OF OPENCOURSEWARE
2001, at a time when businesses and universities caught in the
dotcom frenzy were trying to cash in on distance education,
MIT announced that it would make the materials used in the teaching
of almost all its undergraduate and graduate courses available
on the web, free of charge, to any user anywhere in the world.
With the official launch of the MIT
Opencourseware (OCW) site this month — offering 500
subjects from all five MIT schools — what started as a
vision has become reality. A visit to the site reveals a showcase
of educational materials: lecture notes, problem sets, multimedia
simulations, and a sample of video lectures. The goal is to
publish virtually all of MIT’s courses on the web by 2008.
the last year, the MIT OCW pilot website received more than
110 million hits from around the world, and generated 7,500
emails. Those emails tell us that community college faculty
in Nevada are incorporating MIT OCW learning objects into their
pedagogy, while internationally, MIT materials have been translated
into at least 10 languages, including Spanish, Mongolian, and
vision is that by setting an example, MIT will inspire other
institutions — from high school systems to community colleges
to universities — to openly share their educational materials.
In establishing a model and standards, we hope others will be
able to follow MIT’s example, and maybe even do it better.
The impact of a worldwide network of opencoursewares could be
Special Session about the MIT
OCW Project will be presented at the 2003
more information, email MIT OCW Communications Manager Jon
or call (617) 452-3621.
A NEW LINK
TO COLLEGE ACCESS AND SUCCESS
education beyond high school has never been more important for
individuals or for American society. Lumina
Foundation for Education’s website offers information
for anyone engaged in improving postsecondary access and success.
the home page frequently to link to new Foundation research
and research from other sources concerning postsecondary access
and success. Lumina also links to the latest news about Access,
Success, Adult learners, and stories about the foundation's
work in these areas.
is important! Use the Contact
Us section to offer your suggestions or questions about
Lumina Foundation for Education.
ACCEPTING ARTICLES FOR THE JOURNAL FOR CIVIC COMMITMENT
Community College National Center for Community Engagement is
accepting articles on Service Learning and Civic Engagement
for the second issue of the Journal for Civic Commitment.
The theme is "Geographic Perspectives on Service-Learning."
Preference will be given to authors from community colleges.
For more information, see the journal
Inside the League
People in the Spotlight!
PARK PRESIDENT LOSES BATTLE WITH LUNG CANCER
W. Nichols, 63, president of St. Louis Community College at
Forest Park (MO) died September 11, 2003, after a five-month
battle with lung cancer. Nichols had been president of the Forest
Park campus since July 16, 2001.
began her college career at Forest Park as a professor of counseling
during the years (1968-1979) when the campus was newly built.
Under her leadership, the Forest Park campus increased its enrollment
an average of 6 percent per year, constructed a $5 million parking
garage in a partnership agreement with the City of St. Louis,
and increased its emphasis on global education and student success.
of Trustees President Joann Ordinachev remembered Nichols’
deep concern for eliminating obstacles to student success. “She
truly was a champion for the youth of St. Louis,” said
Ordinachev. “As a counselor and administrator, and later
as president, she never forgot that students are the heart and
soul of the institution.”
ANZA COLLEGE ADMINISTRATORS ASSUME INTERIM ROLES
longtime De Anza College administrators have been appointed
to top-level interim positions at the Cupertino campus. The
interim president and interim vice president of instruction
will carry out their responsibilities through the spring quarter
of 2004. The interim vice president of finance and colege services
will serve for about four months during an extensive search
and selection process to fill that position permanently.
shift in management is the result of two significant promotions
within the Foothill-De Anza Community College District. Martha
J. Kanter, De Anza's president for the past decade, was appointed
chancellor of the district and assumed her new duties July 1.
Mike Brandy was named vice chancellor of business services that
same month. He served as the acting vice chancellor of business
services during the past year, and was De Anza's vice president
of finance and college services since early 1997.
president: Judy Miner has held several leadership positions
at the college for the past 15 years, as well as teaching history
for some of that time. From January 1999 until her current appointment,
she served as vice president of instruction.
has worked in the California Community Colleges for 23 years.
A resident of San Francisco, she began her educational career
in admissions and records at two- and four-year colleges. She
earned her B.A., summa cum laude, in history and French at Lone
Mountain College; her M.A. in history at that same college;
and her Ed.D. in organization and leadership from the University
of San Francisco.
vice president of Instruction: Until her recent appointment,
Christina Espinosa-Pieb was the college's dean of academic services
for four years. The Cupertino resident began her academic career
at De Anza, where she completed more than 100 units in general
studies. She earned her B.S. in Business Administration and
Management from the University of Phoenix, Northern California
campus, and her M.A. in International and Multicultural Education
at the University of San Francisco.
at the college in 1982, Espinosa-Pieb worked as a staff assistant
and a program coordinator in Disabled Students Services and
Programs for more than a dozen years.
vice president of Finance and College Services: For
the past four years, Letha Jeanpierre has been the dean of business
and computer systems, one of the largest academic divisions
at the college. Jeanpierre, who describes herself as a team
builder, was awarded her B.S. and M.B.A. from the University
1987, she was hired as an accounting instructor at De Anza,
and from 1996 to 1999, she served as chairperson of the accounting
department. Before her career in education, Jeanpierre held
several accounting jobs in industry.
OF SCHOOL YEAR USHERS IN NEW ERA AT SINCLAIR
number of new developments are underway at Sinclair Community
College (OH) as an estimated 23,000 students either begin or
continue their education September 15 at Ohio’s largest
two-year college campus.
the most significant development at Sinclair is a change in
leadership of the 116-year-old institution. On September 1,
Steven L. Johnson took over as president. He came to Sinclair
in 2000 to serve as provost and chief operating officer to President
Ned J. Sifferlen, who retired August 31 after a 38-year career
at the College.
41, brings a youthful enthusiasm to the position and 21 years
of higher education experience at other two and four-year colleges
and universities in Arkansas, Florida, Iowa, Texas, and Wisconsin.
President Johnson in leading is a team of five vice presidents,
four of whom have been appointed to their posts during Dr. Johnson’s
three-year tenure as provost. They include Vice President for
Business Operations Deirdre L. Delaney; Vice
President for Student Services Hank Dunn; Vice
President for Instruction Jeanne F. Jacobs;
Vice President for Administration Stephen Jonas;
and Vice President for Information Technology Kenneth
Johnson has used the months since being named Sinclair’s
fifth president to meet with a variety of individuals and groups
in Montgomery County, throughout Ohio, and abroad. He recently
made a fact-finding trip to meet with officials at Tresham College,
Sinclair’s sister college in Kettering, England. While
abroad, Johnson initiated contact with other higher education
officials at North Highland College in Scotland, ancestral home
of Sinclair founder David A. Sinclair.
the coming months, Johnson will work to further cement Sinclair’s
close relationships with the National Science Foundation and
the American Association of Community Colleges, and to meet
with staff at the U.S. Department of Education and the Department
of Labor. He will also be planning for a site visit and reaffirmation
vote by the League for Innovation in the Community College.
Sinclair is one of 19 League members, having been invited to
join the League in 1990.
MCCLAIN DIRECTS COMMUNITY COLLEGE LEADERSHIP ACADEMY
man who led Truman State University to national prominence as
one of the best public universities in the Midwest and later
headed higher education in Missouri is directing a new program
at the University of Missouri-St. Louis (UMSL).
August 15, Charles McClain was appointed interim Endowed Professor
in Community College Teaching, Administration and Leadership
Academy at UMSL. The professorship puts McClain in command of
UMSL's Community College Teaching and Leadership Academy.
will teach, develop curriculum, and promote the academy, established
this summer to increase learning opportunities for community
college faculty and administrators. A collaborative effort between
the university and the Missouri Community College Association,
it is a professional education association comprised of 12 community
college districts and 17 campuses.
idea behind the professorship and academy is that UMSL will
become the recognized institution of leadership training for
community colleges," McClain said. "We want community
college administrators and faculty throughout the Midwest to
know that UMSL is leading the way."
resume includes six years as Commissioner of Missouri Higher
Education. He was president of Truman State University in Kirksville,
Missouri, from 1970 to 1989, and in 1963, he became the first
employee of what is now Jefferson College in Hillsboro (MO),
where he served as president until 1970.
more information about the professorship, call Charles McClain
at (314) 516-6528.
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