LeagueConnections

November 2003
Volume 4, Number 11

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DEADLINES FOR
December 2003
ISSUE

Submissions
Due By... 12/8

Post Date... 12/15

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Fall roses in AZ
- Laura Derrick, League for Innovation

In This Issue...

HIGHLIGHTS
INSIDE THE LEAGUE
 

Keynoters Selected for Innovations 2004 in San Francisco
Innovations 2004 College Pavilion
League Services Provide Curriculum Design Resources
Build Organizational Capacity Through Appreciative Inquiry
Project Sail: Can It Work for Your Community College?

NEWS & EVENTS NEW READS FOR THE NEW YEAR
 

MetLife Foundation Honors Four Colleges for Best Practices in Student Retention
Sinclair Web-Based Proposal and National Center Attracts Additional NSF Funding

 

Old Dog, New Tricks
California's Gold: Claiming the Promise of Diversity in Our Community Colleges
New Book on Integrated Marketing Available
The Workforce Partners Up!

PEOPLE IN THE SPOTLIGHT!    
    Bartkovich Named eBusiness Executive of the Year    


THE NATIONAL MASS FATALITIES INSTITUTE IN THE MAINSTREAM

Headquartered on the campus of Kirkwood Community College (IA), the National Mass Fatalities Institute (NMFI) began operations in October 2000 with funding from the Centers for Disease Control and Prevention. The institute recently announced continued CDC funding that enables it to continue offering training and support to communities, businesses, government, and disaster-response agencies across the nation to plan for and respond to a mass fatalities incident.

NMFI recently completed research among professionals across the United States and received very strong support for periodic and timely email communications about mass fatalities incident response.



NMFI Offers Exclusive, FREE On-line Course

The institute will soon offer a free online course that will provide an overview of mass fatalities incident response including a range of topics.

This free course will create awareness of the primary considerations in the development of a mass fatalities incident response plan and serve as a foundation for more intensive courses and advanced training offered by the institute.
* Incident Management Systems
* Morgue Site Operations
* Family Assistance Center
* Acute Traumatic Stress
* Disaster Site Operations
* Staff Processing Center
* Hazardous Materials Concerns

If you have questions or
would like to preregister, contact abates@kirkwood.edu or
call 1-866-623-6634.


Announcing Regional Training Programs
:
San Diego, January 26-30, 2004

Funding from the Centers for Disease Control and Prevention allows the institute to offer training programs to participants tuition free. (Lodging, meals, and transportation are not covered by the institute). Using a comprehensive curriculum, experienced instructors, and hands-on exercises, the institute will hold a series of regional multiday in-depth training programs tailored to meet needs of an array of responders:

The next scheduled training session will be January 26 - 30, 2004 in San Diego. Enrollment is limited to 50 participants.

* Emergency Management
* Funeral Directors
* Clergy
* Medical Practitioners
* Disaster Response Organizations
* Medical Examiners and Coroners
* Mental Health Professionals
* Fire and Police Officials
* Military

Contact abates@kirkwood.edu or
call 1-866-623-6634. Additional
sites and dates for this training program series will be
announced soon.


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CLEARLY QUOTABLE

Clearly QuotableThese working relationships start on a few small projects but are designed to evolve over time to address changing needs and market realities. They are tied to local and regional economic development goals and to the goal of expanding economic opportunity for less-skilled and lower-income workers.
Richard Kazis, “The Emergence of Regional Workforce Intermediaries and the Implications for Community Colleges

Employers have always asked for employees to hit the ground running. Capable employees bring usable skills and work readiness into the organization. Today the needs go beyond being ready to work to being ready to assume new responsibilities.
Diana Oblinger and Diana Carew,
Workforce Competencies for the 21st century

Community colleges today face a tremendous demand for responsive educational programs. But this pressure also provides the
greatest opportunity for change and innovation
in education since World War II.
Norm Nielsen and Dee Baird,
Building Opportunity Through Partnerships


All quotes are from chapters in the newly released Building a Workforce System Through Partnering, published by the League for Innovation and available through the League Store.


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ECAR PUBLISHES STUDY ON INFORMATION SECURITY


The EDUCAUSE Center for Applied Research (ECAR) has released a major research study on Information Technology security, "Information Technology Security: Governance, Strategy, and Practice in Higher Education."

The study examines how higher education is coping with the growing cost of IT security and with the tensions between preserving confidentiality, ensuring data integrity, and maintaining an academic environment in which information is easily available to authorized users.

Grounded in the results of a quantitative survey of 435 higher education institutions as well as interviews with 42 technology executives, managers, and faculty members at 18 institutions, "Information Technology Security" looks closely at strategies that at once try to sustain a culture of open access while implementing enhanced security environments with technical, social, legal, and risk-management implications. It examines the measures that colleges and universities have taken to secure their networks, computers, and information resources, as well as their management practices, policies, and plans for the future. In addition, the study identifies and compares leading IT security practices within higher education, industry, and government, and provides an assessment of higher education's capacities to protect against the growing number of highly destructive threats facing it.

Companion publications to this ECAR study include case studies on incident management and IT security at Georgia Tech, Indiana University, MIT, the University of Montana, The University of Texas at Austin, and the University of Washington.

 

A summary of findings from this research is available in PDF format.

The complete research study and companion case studies are only accessible to ECAR subscribers.

 

ECAR is the only organization dedicated exclusively to conducting applied research on the management, use, and application of information technologies in higher education. In 2003, ECAR is publishing a total of six research studies, 25 research bulletins, and more than 10 case studies. Go online or information on ECAR subscriptions, research products, and activities..

**********************
EDUCAUSE is a nonprofit association whose mission is to advance higher education by promoting the intelligent use of information technology. The current membership comprises nearly 1,900 colleges, universities, and education organizations, including more than 170 corporations. EDUCAUSE has offices in Boulder, Colorado, and Washington, D.C. Learn more about EDUCAUSE online.


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Just the Stats!
JUST THE STATS!

On the Labor Force -
Today, workers over 55 make up 13 percent of the total workforce, but by 2020, they will comprise 20 percent of the workforce. As workers retire, many of the skills they hold will go with them

On Diversity -
The number of White non-Hispanics will decrease from the current level of 73 percent of the total workforce to only 53 percent in 2050. The Hispanic working population will increase from 11 percent today to 24 percent by 2050. The number of working African Americans will grow from 12 percent to 14 percent, and the number of Asian workers will swell from 5 percent to 11 percent by 2050.

On Training -
Employers estimate that 39 percent of their current workforce and 26 percent of new hires will have basic skill deficiencies. ... Seventy-five percent of the American workforce will need to be retrained merely to retain their jobs.

The statistics above have been borrowed from the League's November Leadership Abstract written by Senator Tom Harkin (IA).


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THE CENTER FOR ACADEMIC TRANSFORMATION BEGINS SECOND PHASE

The Center for Academic Transformation announces the second phase of its Program in Course Redesign (PCR). Its goal is to build on the successes achieved by the 1999-2003 Pew-funded grant program that is drawing to a close. The second phase is designed to have several components for which the center is seeking funding partners. These components include (1) a series of state-based initiatives to replicate the national Pew-funded program at the state level in partnership with systems of higher education and state governments; (2) a leadership development effort to share knowledge about what redesign techniques lead to increased success rates for underprepared students; (3) a series of program initiatives that focus on redesign techniques for small liberal arts institutions and for community colleges; and (4) a new program, the Roadmap to Redesign (R2R), that will establish a more efficient means of spreading the ideas and practices that have come out of the PCR to additional institutions.

R2R has received substantial funding from the Fund for Improvement of Post Secondary Education (FIPSE) and will begin on February 1, 2004. The center will test a new model – the academic practice – that partners experienced, successful institutions with new institutions and relies on best practices and learning materials with a proven track record in particular disciplines. It will test a streamlined redesign methodology that continues to emphasize evaluation of both learning outcomes and institutional costs. The goal is to accelerate institutional adoption by simplifying the redesign process, making it as close to turnkey as possible while allowing for institutional individuality in the adoption process.

Important Dates

A two-stage application process will require new associate applicants to assess their readiness to participate in the program and to develop a plan for redesign in one of the four disciplines. Prospective new associates will be supported as they develop their redesign plans through a workshop that will teach participants how to use the program’s streamlined tools and techniques and through individualized consultations with core academic practice teams and center staff.

  • February 1, 2004 Publication of competition guidelines
  • April 1, 2004 Competition preliminary application deadline
  • April 15, 2004 40 institutional teams invited to workshop
  • June 2004 Workshop for potential new practice associates
  • August 1, 2004 Competition final application deadline
  • August 15, 2004 20 new practice associates selected
  • September 1, 2004 20 new redesign projects begin
To add your name to the center’s listserve, which ensures that you will receive updates and information about this new initiative, send an email message with subject line left blank. In the body
of the message, type
SUB LFORUM-L your name.


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. .

KEYNOTERS SELECTED FOR INNOVATIONS 2004 IN SAN FRANCISCO

Innovations 2004 is an opportunity for colleagues around the world to showcase their model programs, to share lessons learned, and to look to the future by experiencing a wide array of learning opportunities. Join the most innovative community college professionals as they come together to improve student and organizational learning.

This year’s keynoters include an impressive slate of educators, industry leaders, and innovators:

The early
registration DEADLINE
is
January 27, 2004

Register online today.

 


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INNOVATIONS 2004 COLLEGE PAVILION

League Board and Alliance Member Colleges are invited to participate in the Innovations 2004 Exhibition, February 29-March 2, a great opportunity to promote a new curriculum, recruit for open positions, or showcase a special program or project. Packages begin at $1,000, and include one full-conference registration, a carpeted 10x10 booth with one draped table, two chairs, and identification sign. To secure exhibition space or for additional information, please contact Greg Luce at (480) 705-8200, ext. 237. Act quickly: Exhibition space is limited.


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LEAGUE SERVICES PROVIDES CURRICULUM DESIGN RESOURCES

In collaboration with the Worldwide Instructional Design System (WIDS), the League’s Service Division now offers curriculum-design software, training, and consulting services to facilitate the process of course and program development at community and technical colleges.

Through this partnership, community college educators have access to advanced tools and personal support to facilitate the development of effective learner-centered curriculum for any discipline or delivery mode.

WIDS, a nonprofit division of the Wisconsin Technical College System Foundation, Inc., offers expertise and cutting-edge methodology and technology in the design of learning and assessment.

Services available through the WIDS-League partnership include

  • Curriculum-design software;
  • Online and face-to-face multilevel training designed to provide hands-on experience in curriculum design, with learners ultimately becoming trained to lead their own curriculum-design workshops at their home campuses; and
  • Consultants who facilitate the development of statewide or college alignment programs, online offerings, or program redesigns.

Through the WIDS-League partnership, community college educators can learn how to design effective learner-centered curricula for online or face-to-face delivery. Learn how to create curricula that

  • Tracks competencies within courses and programs;
  • Helps educators stay up to date with course materials and changing technology;
  • Can be designed from DACUM occ upational analysis information;
  • Links external standards to outcomes; and
  • Allows customization of reports, including outcome summaries, learning and teaching plans, performance assessment tasks, syllabi, occupational analyses, and program profiles.

To find out more
about the League’s curriculum design,
training and
consulting services
please email Ed Leach or
call (480) 705-8200, x233.


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PROJECT SAIL: CAN IT WORK FOR YOUR COMMUNITY COLLEGE?
  • Are you looking for different ways to expand your college-program workforce development offerings and student enrollments without course-development dollars?
  • Are you interested in supporting your FTE enrollments while offering successful and proven online courses from other colleges and institutions?
  • Is your college interested in promoting nontraditional and underrepresented workforce development efforts for a more diverse student population?

If you answered yes to any of the above, please take a moment to reflect on these statistics:

The demand for environmental workers and operators is constant, and even in today’s tightened economy, the demand far surpasses the ability of postsecondary education to supply an adequately trained workforce.

Ninety percent of the American population spends 90 percent of their time in a controlled environment. Existing national energy crises have only exacerbated the dearth of HVACR technicians, and there are currently 60,000 unfilled positions, with the U.S. Department of Labor predicting the shortage to increase over 20 percent each year in the next five years.

More women engage and succeed in online courses, yet they make up only a small percentage of students enrolled in industry training courses.

If you answered yes to any of the questions, or if these statistics came as a surprise, we invite you to participate in Project SAIL (Specialty Asynchronous Industry Learning).

Project SAIL is a national marketplace of proven and specific content available for dissemination and delivery with college partners across the country. The enclosed Project SAIL catalog details the courses and programs that can compliment and potentially cultivate your local workforce community. Through Project SAIL, you can initiate the first steps toward new courses, certificates, and degree programs without the time, investment, and expense of development.

Download the 2003 SAIL Course Catalogue here!

 

 

For more information,
go online or
contact Stella Perez
at your convenience.


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BUILD ORGANIZATIONAL CAPACITY THROUGH APPRECIATIVE INQUIRY

Create a better future for your college by building your organizational capacity for positive change through Appreciative Inquiry (AI). You can go online to learn about and register for one of a dozen four-day trainings to be held in 2003-2004: Arizona, California, Colorado, Maryland, Michigan, Minnesota, and Washington State; and British Columbia and Ontario, Canada. Especially designed for community college leaders (CEOs, administrators, faculty, support staff, students, and trustees), these trainings are affordable for educators. To learn how to host a training at your campus, contact Nancy E. Stetson.

Here's what Cindy Miles, Vice President of Learning and Academic Affairs at the Community College of Denver, had to say about AI in a recent Leadership Abstract:

"...AI (is) a process that replaces classic problem-based analysis of institutional deficiencies with large-scale collaborative exploration of what is working well within an organization. Based on a philosophy of positive change, AI contends that the most rapid, systemic way to improve a human system is to build connections between its members, its positive core of capabilities, achievements, and wisdom, and its vision of a preferred future."


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. .

METLIFE FOUNDATION HONORS FOUR COLLEGES FOR BEST PRACTICES

Four community colleges have been named as recipients of the MetLife Foundation Best-Practice College Awards for 2003-2004. The awards honor community colleges for exemplary performance in student retention. The recipients are LaGuardia Community College (NY); Muskingum Area Technical College (OH); Northwest Vista College (TX); and Skagit Valley College (WA).

Each award-winning college receives a cash award of $10,000. Following a series of student focus groups to be conducted at each of the colleges, the institutions’ success stories will be summarized and disseminated through a series of Best Practice Highlights, a publication that will reach community and technical college presidents, administrators, faculty, staff, and state directors across the country.

Selection of the colleges was based on the institutions’ performance on the retention index from the Community College Survey of Student Engagement (CCSSE). Colleges with the top retention index scores were identified as semifinalists. Each institution was then invited to submit further information, including updated data on student retention and a description of strategies for student retention employed by the college. Selection of colleges to receive the MetLife Foundation awards was based on blind review of college portfolios by a panel of community college experts.

Kay McClenney, director of the project at The University of Texas at Austin, says, “The success of community college students matters a great deal, both to them as individuals and to our society. We welcome this opportunity to celebrate the achievement of colleges where the evidence shows that they are gaining ground in promoting student retention.”

Eight other community colleges were selected as semifinalists for the MetLife Foundation Best-Practice College Awards: Cascadia Community College (WA); Isothermal Community College (NC); Johnson County Community College (KS); Louisiana Delta Community College; Mountain View College (TX); New Hampshire Community Technical College – Berlin; North Harris Montgomery Community College District (TX); and Phoenix College (AZ). All exhibited innovative practices that support student retention.

The Community College Leadership Program (CCLP) at The University of Texas at Austin is recognized internationally as a leading program in the preparation of educational leaders in the community college sector. Affiliated with CCLP is the Community College Survey of Student Engagement (CCSSE), funded by The Pew Charitable Trusts and the Lumina Foundation for Education.

 

MetLife Foundation, established in 1976 by MetLife Insurance Company, supports health, education, civic, and cultural programs throughout the United States.


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SINCLAIR WEB-BASED PROPOSAL ATTRACTS ADDITIONAL NSF FUNDING

The National Center for Manufacturing Education (NCME), headquartered at Sinclair Community College (OH), has received a $299,947 two-year grant from the National Science Foundation for the development and testing of a distributed-hybrid instructional delivery process.The primary outcome of the grant is to evaluate the effectiveness of the delivery method as a means to increase the number of students in manufacturing-related programs by providing institutions, companies, and students a way to work together both on site and online in a cost-effective, practical way.

The project has two partners: Seminole Community College (FL) and the Social Science Research and Evaluation Corporation in Burlington, Massachusetts. Additional industry test sites are being developed as part of the project, effective winter 2004.

Colleges, companies, and individuals interested in participating in pilot or dissemination activities are encouraged to contact Jim Houdeshell or at (937) 512-2835.

Additionally, NCME has received a $1.5 million, three-year grant from the National Science Foundation to expand on the its resource center and technical assistance roles.

The NCME Resource Center has three primary roles: (1) publications, (2) resource center and clearinghouse, and (3) professional development and consulting. This NSF grant will provide funding to expand upon all three roles.

The NCME’s clearinghouse role includes developing the website as a primary national provider for exemplary manufacturing education materials and information. Materials will be selected by a peer-review process, categorized, and incorporated into a searchable database. The site will have links to other internet sites, professional societies, college and university manufacturing education programs, and announcements.

The project partners include the University of Dayton; the Center on Education and Training for Employment (CETE) at The Ohio State University (which operates the ERIC Clearinghouse on Adult, Career, and Vocational Education); the Society of Manufacturing Engineers; the Computer Integrated Manufacturing in Higher Education (CIM/HE) consortium representing five community colleges; and 18 universities in 12 states.

For more information, contact Monica Pfarr or at (937) 512-2219.


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Highlights
Inside the League
News & Events
New Reads for the New Year
. .

BARTKOVICH NAMED EBUSINESS EXECUTIVE OF THE YEAR

Jeffrey P. Bartkovich, vice president, Educational Technology Services at Monroe Community College (MCC), received the Executive of the Year Award for Government/Academia/Nonprofit given by the eBusiness Association.

Bartkovich is MCC’s chief information officer responsible for all technology, including instructional and online learning technologies, communications, network services, and technology training. He serves on the State University of New York Learning Network Advisory Council and is a founding and current board member of the SUNY Council of Information Officers.

Bartkovich has a Ph.D. in Higher Education Administration from the University of Virginia, Charlottesville. He has a master’s degree in Library and Information Science from The University of Texas, Austin, and holds a Bachelor of Arts degree in English from Western Connecticut State University.

Bartkovich was instrumental in implementing MCC’s SUNY Learning Network (SLN) online learning program. The SLN initiative, which began in 1997 serving 31 students in four online courses, has grown to include over 5,000 annual online enrollments in over 100 courses. Bartkovich is a leader on several SUNY committees that work to improve alternative and technology-rich learning environments for students.

Criteria for the annual award, which honors local eBusiness practitioners, is based on business or market impact, leadership, strategies, innovation, change agency, cost savings or return on
investment.


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Highlights
Inside the League
News & Events
People in the Spotlight!
. .

OLD DOG, NEW TRICKS

Have you been working like a dog? Richland College (TX) philosophy professor and popular League keynote speaker Luke Barber sure hopes so. His new book, Dogs Don't Bite When A Growl Will Do: What Your Dog Can Teach You About Living A Happy Life, is an insightful, engaging, and witty guide to how we can all benefit from becoming a little more canine in our human interactions. Learn more about the book at online.


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CALIFORNIA'S GOLD: CLAIMING THE PROMISE OF DIVERSITY IN OUR COMMUNITY COLLEGES

By Blaze Woodlief, Catherine Thomas, Graciela Orozco
and Carol Dowell (editor)

California’s community colleges comprise the largest and most diverse system of higher education in the world. For Californians who have traditionally faced barriers to schooling – communities of color, immigrants, low-income and first-generation college attendees – the system is the main gateway to higher education. People of color make up 55 percent of the student body, and immigrants, 25 percent. What do they have to say about how the colleges are fulfilling their historic mission of access for all? What supports and barriers do these students encounter, and how are they doing? What do the teachers, administrators, and counselors of the colleges have to say about the challenges of serving diverse students well?

California’s Gold, a major new study from CT, reveals the answers to these questions and more:

  • Who California Community College students are, why they come to college, and how they balance work, family and higher education
  • Students’ experiences as people of color and immigrants in colleges that still grapple with challenges of equity and inclusion
  • Promising practices and recommendations for the classroom, campus, system and state policy levels

"California’s Gold should be read by all those who care about crafting sound educational policy. It will be invaluable to all who teach, counsel, and work with and for the students whose voices are in this book."
-Linda Collins, Past President of the Academic Senate for California Community Colleges

"California Tomorrow is one of the few organizations that has the political will and social consciousness to raise the important issues that make a difference in our lives."
-Regina Stanback-Stroud, Vice President of Instruction, Skyline College

For more information please go online.


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NEW BOOK ON INTEGRATED MARKETING AVAILABLE

An Integrated Marketing Workbook for Colleges and Universities
By Robert A. Sevier

Written for college presidents, administrators, and faculty who want to write an integrated marketing plan to help them more effectively build an image, recruit students, and raise dollars, the book begins by exploring such important questions as

  • What is integrated marketing?
  • How do I know if integrated marketing is right for our institution?
  • What is the relationship between integrated marketing, integrated marketing communications, brand marketing, and strategic planning?
  • How can I build internal support for integrated marketing on my campus?
  • How long will it take to develop a plan and how much will it cost?

The book outlines a step-by-step integrated marketing planning process that will help move a planning team from initial goal creation through the major components of a marketing plan, including audience identification, the definition of target markets, the creation of vivid descriptors, and the completion of integrated marketing action plans.

Designed as a workbook, each chapter concludes with a series of discussion points and questions that reinforce key themes and clarify decisions. The book’s 250 pages also include a detailed chapter on budgeting and a comprehensive integrated marketing planning checklist.

  • The author is a Senior Vice President at Stamats, one of the nation’s oldest and most experienced higher education research, planning, integrated marketing, and consulting companies. A frequent speaker and writer on integrated marketing, brand marketing, and planning, Sevier works with more than two dozen college clients each year and conducts nearly 20 board and staff retreats. This is Sevier’s sixth book.

For more information about An Integrated Marketing Workbook for Colleges and Universities, to download a sample chapter, or to review the table of contents, please go online.


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THE WORKFORCE PARTNERS UP!

Never before have disruptive events, economic uncertainties, and rapidly changing demographics come together for such explosive effect on the workforce. And never before has the community college been better positioned to respond to the challenges presented on the dramatically shifting workforce landscape.

The League for Innovation in the Community College has called on college leadership, faculty, and staff at institutions in the U.S. and Canada to address these new challenges, and to share how they are building a new workforce infrastructure through partnering. Building a Workforce System Through Partnering includes chapter contributions from representatives of Jobs For the Future and the Department of Labor, as well as a foreword by Senator Tom Harkin. More than 20 case studies give readers a practical look at how community colleges are already meeting the tests for a workforce whose future has arrived.

Building a Workforce System Through Partnering, is published by the League for Innovation and available through the League Store.


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. .

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