September 2003
Volume 4, Number 9

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October 2003

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Post Date... 10/20

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In This Issue...


October 19-22: 2003 CIT Is In Milwaukee, WI
Appreciative Inquiry Is A New Way Of Leading Positive Change
Learning On A Budget
LENs Facilitator Workshop Scheduled Prior To CIT
Project SAIL Launched


Sedona Caribe Call For Papers!
Community, Junior, And Technical College Library Articles Requested
AACC China-Us Conference On Community Colleges

Plug Into The New Mexico Workforce Connection
MIT Delivers On The Promise Of Opencourseware (OCW)
A New Link To College Access And Success
CCNCCE Accepting Articles For The Journal For Civic Commitment

    SLCC-Forest Park President Loses Battle With Lung Cancer
De Anza College Administrators Assume Interim Roles
Start Of School Year Ushers In New Era At Sinclair
Charles Mcclain Directs Community College Leadership Academy


In 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 of Cooperation.

As 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.

The 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.

Given 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 and communities.

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“Too 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 Learning Abstracts

“If 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 Leadership Abstracts

Quotes“Let’s 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
in From Digital Divide to Digital Democracy

“Embarking 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

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Distance Learning Ph.D. Program Addresses Senior Leadership Gap in U.S. Community Colleges

Walden 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 century.

A 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.

The 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.

The 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.

Students 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.


About Walden University

Since 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.

Walden University is a subsidiary of Sylvan Learning Systems, Inc.

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Just the Stats!

*Back to School
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 to school.

73.2 million
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.

9.8 million
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.

8.2 million
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.

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.

*Statistics taken from the U.S. Census Bureau website.

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The 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.

This 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.DEADLINE November 3, 2003

The FY2004 application guidelines are available on the FIPSE website. FIPSE also will consider applications that address other important challenges in postsecondary education, besides those on the right.


This year's priorities include the following:

  • Improving K-12 Teaching;
  • Promoting Reform of Curriculum and Instruction;
  • Designing More Cost-Effective Ways to Improve Instruction and Operations; and
  • Improving Access, Retention, and Completion.

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The 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 last spring.

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.

The 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 website.

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The 2003 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 page.


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!

Cybersecurity Summit
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.

Special Sessions
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.

1st Timers’ Orientation
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.

Early Registration

to SEPTEMBER 26, 2003

2003 CIT Keynoters

while attending
the 2003 CIT!

HOTEL AND TRAVEL Information...


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

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Learn 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.

Appreciative Inquiry (AI)All 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, Canada.

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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.

Although 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 revenue streams.

To 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.

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Don’t miss this special opportunity to attend a League for Innovation LENs (Learning Exchange Networks) Facilitator Development Workshop!

The workshop will be held October 18-19, 2003, in Milwaukee, just prior to the League’s Conference on Information Technology (CIT).

The 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 learning modules.

The 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 District (TX).

The 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.

To 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.

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The 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.

Project 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 website.

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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 and citizens.

The shorthand question comes down to who gets left behind and who stays ahead of an exceedingly complex process and related circumstances.

To 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 for Papers.

Paper submission deadline:
DEADLINE October 10, 2003October 10, 2003!

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

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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.”

Community & 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.

Contact Susan Anderson, Editor, for information about submitting articles. Short and long articles are considered.

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The AACC 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.

Information about the Conference, the Call for Papers, and applying for Institutional Partnerships are all available online. The Call for Papers deadline is November 3, 2003.

Topic areas are

  • Economic Development;
  • Curriculum and Program Design;
  • Administrative, Faculty, and Staff Development;
  • Technology Transformation;
  • Community Building;
  • and College Governance, Policies, Organization, and Accreditation.

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In 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 jobs.

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.

A 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.

Getting 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.

For more information on the New Mexico Workforce Connection, contact Meridee Walters at 505-566-3253.


The 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.

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In 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.

Over 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 Ukrainian.

The 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 profound.

A Special Session about the MIT OCW Project will be presented at the 2003 CIT!

For more information, email MIT OCW Communications Manager Jon Paul Potts
or call (617) 452-3621.

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An 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.

Visit 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.

Feedback is important! Use the Contact Us section to offer your suggestions or questions about Lumina Foundation for Education.

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The 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 guidelines.

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Inside the League
People in the Spotlight!
. .


Patricia 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.

Nichols 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.

Board 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.”

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Three 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.

The 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.

Interim 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.

Miner 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.

Interim 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.

Hired 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.

Interim 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 of Colorado.

In 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.

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A 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.

Perhaps 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.

Johnson, 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.

Aiding 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 Moore.

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.

In 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.

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The 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).

On 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.

He 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.

"The 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."

McClain's 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.

For more information about the professorship, call Charles McClain at (314) 516-6528.

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Peter Thompson Diana Oblinger Jack Uldrich Patricia Donohue Ray Fisher Mark David Milliron Kathy Sigler