League Connections
World Wide Web Edition August 2002 Volume 3, Number 5

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elcome to the August 2002 edition of LeagueConnections, one of the best ways to stay connected with ongoing League for Innovation in the Community College projects, activities, and events. LeagueConnections is published monthly, alternating with new editions of LeagueTLC, Leadership Abstracts, and Learning Abstracts. And with this issue the League inaugurates its White Paper, a look in depth at significant community college issues, written by experts in innovation. All of these League publications are electronic for the convenience and easy accessibility of our readers. That means more up-to-date information more often! You'll find lots of interesting features in the segments that follow and in each month to come. Feel free to send this message to your all-college listservs. To join the list of innovative educators receiving LeagueConnections directly via e-mail, subscribe today.

In This Issue...

The League’s White Paper Series: A Closer Look

Responding to Terrorism: Challenges for Democracy

eArmyU Takes Off!

Earn Graduate Credits While Attending the 2002 CIT

Sinclair Gets Delivery of General Aviation Trainer

Quick Stats: A Look at Transfer and Articulation Figures

Cyber Security Summit in Conjunction with the 2002 CIT

Want to Jumpstart Your College’s Learning Outcomes Efforts?

LeagueTLC August Update

Experience the Digital Publications Library Free during September
Teacher Association Conference Dovetails with Innovations 2003

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The League works hard to put "innovation at your fingertips." Through our conferences, monographs, abstracts, and increasingly through our digital services, we strive to inject ideas and insights into the community college mix to help catalyze our movement. This White Paper series is a new strategy that we hope will allow a closer look at vital issues, a view with more of a research base. We hope you find these White Papers useful in your continuing work to make a difference in the lives of students. 

Frank L. Greenagle came to writing about “The Illusion of e-Learning” from 15 years as CEO of three multimillion-dollar divisions of very large, public corporations (Litton Industries, VNU nv), a college professor (University of Minnesota, University of Colorado), an industrial psychologist, textbook & reference publisher (VanNostrand, Aretê) and, for the last 18 years, a courseware developer/consultant. He was the driving force behind the development of the first online encyclopedia (Academic American Encyclopedia, later called Groliers) in 1980, and created a variety of technology-based learning programs for clients such as the American Red Cross, Foxwoods Casino, Northwestern Mutual Life, Toshiba and UPS. For almost 20 years, Greenagle has been a Trustee of Raritan Valley Community College (NJ), an institution repeatedly recognized by Yahoo as a “most wired” college. Since 1983 Greenagle has been Managing Director of Guided Learning Strategies, a learning development consultancy. “If there is a bias here,” Greenagle remarks about the article, “it reflects that of a teacher wholly committed to offering the best possible technology-based learning experience for students.”


White Paper No. 1:

The Illusion of e-Learning

E-learning can change the way we learn in dramatic ways, but not if developers and vendors continue to ignore measures of learning effectiveness. The e-learning industry continues to emphasize cost savings and ROI, but risks ultimate indifference by end users (trainees) because the e-learning experience is seen as puerile, boring, and of unknown or doubtful effectiveness. The effectiveness of the course is less dependent upon the enabling technology than on the skill with which the developer uses the available technology to construct learning experiences, appropriate to the trainee and to the topic, which are solidly grounded in models of how adults learn.

From “The Illusion of e-Learning: Why We’re Missing Out on the Promise of Technology,” by Frank L. Greenagle. Read the complete White Paper.

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Responding to Terrorism: Challenges for Democracy

The Choices for the 21st Century Education Program at Brown University’s Watson Institute for International Studies has developed a curriculum resource that addresses the range of issues arising in the wake of the September 11 attacks on the World Trade Center and the Pentagon.  

The resource was created to help teachers raise the issue of terrorism in a constructive context, providing necessary background to the issues involved, and to promote open dialogue about future policy direction. Although originally designed for high school teachers, the course can easily adapt to the community college setting. 

Unit features in the curriculum include: 

Additional resources will be added to the curriculum as appropriate. 

At the core of the unit is a framework of four distinct policy options that allows students to consider a range of alternatives. By exploring these options, students gain a deeper understanding of the values underlying specific policy recommendations and the tradeoffs that accompany each.

The one-week, reproducible unit can be ordered online at http://www.choices.edu for $15 or downloaded in PDF for $12. For additional information, call the Choices Program at 401-863-3155.

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Read the New York Times article detailing the successes of the eArmyU initiative—One of the largest e-learning endeavors in history—which includes several prominent community colleges.  See how community college online learning is serving those who serve us!  

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Antioch University McGregor offers graduate courses that incorporate your 2002 CIT activities into their course requirements. Attend conference sessions that are relevant to you and use this information as a basis for further study and reflection once you return to your campus. Study individually or in groups. Use your pre-approved McGregor Professional Development Scholarship to save on tuition. Courses apply to the community college management track of Antioch University McGregor's master of arts in management degree. 

You can register for the following Antioch University McGregor courses in conjunction with the 2002 CIT:

  • EDH 590 Current Issues in Community College Management

  • EDH 592 Current Issues in Student Development

  • EDH 593 Current Issues in Community College Teaching and Learning

  • EDH 595 Current Issues in Workforce Development

  • EDH 596 Current Issues in Faculty and Professional Development

  • IS 590 Current Issues in Administrative Technology

  • IS 591 Current Issues in Instructional Technology

As a 2002 CIT attendee, you qualify for an Antioch University McGregor Professional Development Scholarship.  Receive a 10 percent discount on tuition for any courses taken in conjunction with the 2002 CIT. 

To learn more about graduate education opportunities, visit http://www.mcgregor.edu/ccm/partners/league.

To see the course syllabi, click on http://www.mcgregor.edu/ccm/syllabi.

To register for any of the above courses, go to http://www.mcgregor.edu/reg-ccm

For additional information about Antioch University McGregor's graduate professional development courses and the community college management track in their master of arts in management program, click on http://www.mcgregor.edu/ccm or contact an enrollment services officer at admiss@mcgregor.edu

To learn more about Antioch University McGregor's educational services to community college faculty and staff, visit Booth #608 at the 2002 CIT.

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Sinclair Gets Delivery of General Aviation Trainer

Aviation students at Sinclair Community College (OH) will get a better taste of the real thing now that the school’s Engineering and Industrial Technologies division has taken delivery of a GAT-II® General Aviation Trainer manufactured by Environmental Tectonics Corporation of Southampton, Pennsylvania (Amex: ETC).

Sinclair is now offering the GAT-II as part of its Aviation Technology Program that offers courses in pilot training for Private, Instrument, Commercial, Multi-Engine, and Flight Instructor ratings. 

Sinclair will use the GAT-II to increase student pilot retention and expand its training curriculum for student and experienced pilots. A benefit of utilizing the GAT-II will be to provide training in the hazards associated with spatial disorientation during flight.  According to Steve Harper, Chair of Automation & Control Technology & Aviation Technology, “The GAT II will significantly strengthen Sinclair’s flight education curriculum, increasing the safety and value of our aviation technology program.

Spatial disorientation training emphasizes the physiological hazards that pilots could experience. FAA statistics show that when spatial disorientation is involved in a mishap, nine out of 10 of those mishaps are fatal. Sinclair is first in Ohio to offer this type of advanced pilot training. According to Harper, “This state-of-the-art, full-motion flight training device underscores Sinclair’s commitment to provide high-quality aviation training for the Dayton communitythe birthplace of aviation.”

“The addition of a GAT-II to Sinclair’s aviation training program will significantly complement their pilot training curriculum,” says Glenn King, ETC’s Aircrew Training Systems Applications Manager.  ETC recently introduced the GAT-II family of General Aviation Trainers. GAT-IIs are available in single-engine, multi-engine, helicopter and regional jet versions.

Each GAT-II supports Spatial Disorientation (SD) training. The motion platform provides roll, pitch, and yaw in response to pilot input. The visual display provides a photorealistic terrain database and accurate modeling of major cities and terrain features. Features include selectable meteorological conditions, instructor selectable malfunctions, and various map views and contains all FAA-listed airports and navigation aids.

ETC also designs, develops, installs, and maintains aircrew training systems, process simulation systems (sterilization and environmental), clinical hyperbaric systems, environmental testing and simulation systems, public entertainment systems, and related products for domestic and international customers. 

For more information, contact Steve Harper at (937) 512-2242, steve.harper@sinclair.edu, or view ETC’s website at http://www.etcusa.com.

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  • Data show that students transfer in numerous directions: traditional transfer (two- to four-year college), reverse transfer (four- to two-year college), and lateral transfer (two- to two-year college, four- to four-year college). Traditional transfer accounts for 30% of first transfer activity (NCES, 1999).
  • Roughly half of students who started college in 1989 had enrolled at more than one institution by 1994, with 33% attending two institutions and 12% attending three or more schools (NCES, 1999).
  • Over 5.4 million students enroll for credit in the nation’s more than 1,100 community colleges. These students represent 44% of the total number of undergraduates and 46% of first-time college students (American Association of Community Colleges, 2000).
  • At the time of enrollment, 10% of community college entrants plan to earn a certificate or less, 12% aim for an associate degree, 42% plan to obtain a bachelor’s degree and 37% aspire to a post-baccalaureate degree (National Postsecondary Student Aid Study, 1996).
  • 26% of transfer students who entered community college in 1989 obtained a bachelor’s degree by 1994; 44% were still enrolled in a four-year school at that time. This adds up to a 70% persistence rate, a rate equivalent to the persistence rate of students who begin at four-year schools or transfer between or among four-year schools (Educational Testing Service, The American Community College Turns 100: A Look at Its Students, Programs, and Prospects, 2000).
  • 47% percent of students from families with incomes less than $10,000 attend community colleges, compared with only 8.6% of students from families with incomes more than $100,000 (U.S. Department of Education, Access Denied, February 2001).
  • In 1997-98, average tuition and fees at community colleges was $1,582. The comparable figure at four-year colleges was $6,329 (AACC, National Profile of Community Colleges: Trends and Statistics, 2000).
  • 41% percent of Whites between the ages of 18 and 24 enroll in some kind of postsecondary education, but only 30% of African Americans of the same age, and 22% of Hispanics of the same age, join them (Racial Divide: A New National Survey Explores Attitudes Toward Higher Education, Spring 2000).
  • Twenty-one states, through statutes, board policies, or institutional agreements, have comprehensive dual/concurrent enrollment programs in which high school students can take college courses while earning credit toward high school graduation. An additional 26 states have more limited programs that allow high school students to enroll but enforce academic credit or eligibility restrictions (ECS, Postsecondary Options: Concurrent/Dual Enrollment, July 2001).
  • A recent survey found that from 1994-95 to 1997-98 the number of distance education programs grew by 72%. An additional 20% of the institutions surveyed planned to establish distance education programs within three years. The survey estimated that more than 1.6 million students were enrolled in distance education courses in 1997-98 (NCES, December 1999).

Reprinted with permission from the Education Commission of the States (ECS) Issue Site "Transfer/Articulation" Quick Facts published by ECS, 700 Broadway, Suite 1200, Denver, Colorado, 80203-3460, 303.299.3600. Copyright 2002 from ECS Web site www.ecs.org. All rights reserved.

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Cyber Security Summit in Conjunction with the 2002 CIT

Recognizing that colleges, universities, and other organizations across the country are developing and providing degree programs and certifications related to Cyber Security and Information Assurance, the time is right for community colleges to take these efforts to the next level. A consortium of community colleges led by Miami-Dade Community College is hosting a Cyber Security Summit to discuss the development of a nationally recognized curriculum of certifications and associate degrees in the field of Cyber Security and Information Assurance. 

These curricula would be based on competencies that meet the needs of stakeholders in business, government, and beyond; focus on two-year or less curricula that lead to jobs in this growing field; and encompass shorter programs for specific aspects of Cyber Security and Information Assurance that build into associate's degrees, all resulting in curricula and certification assessments validated by a nationally recognized organization. The objective of this summit is to present the initial ideas, receive feedback on the information provided, and develop a plan of action for completing the identified tasks. 

The Cyber Security Summit will be held on Saturday, November 16 from 2:00 to 5:30 p.m. at the Long Beach Convention Center.

There is no charge to participate in the Cyber Security Summit.

RSVP to gordon@league.org.

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Want to Jumpstart your College's Learning Outcomes Efforts?

Our consultants teach skills and strategies that increase the capacity of community colleges to define and document student achievement of learning outcomes necessary for success in the workplace, in transfer education, and in today’s society.

Step One of the process entails meeting with your president's cabinet and other key campus members to increase awareness and understanding of the fundamental principles related to collegewide assessment, increase awareness and understanding of the advantages and challenges associated with collegewide assessment, explore ways in which your college is already employing assessment, identify areas in which your college could better employ assessment, and create a preliminary action agenda for formally beginning the journey to effective collegewide assessment. 

Step Two focuses on identifying and celebrating your college's assessment activities and placing those activities into a context that is appropriate for your college's history and culture. The format is a series of Conversations About Assessment beginning with a presentation by a leading figure about assessment in the community college. Campus participants are then engaged in a discussion of issues identified by your college's personnel. The next Conversation examines the status of assessment at your college and begins with an overview of the role of organizational culture in implementing assessment collegewide; it continues with a series of small group activities in which college personnel identify ways in which your college uses assessment. Conversation Three asks, "How Do We Know?" In this conversation, college personnel identify formal and informal ways they know that student learning, individual and collective, has improved and expanded (What evidence of learning exists for an individual student, a course, a program, a campus, the institution as a whole?). The final Conversation asks, "What Does Campuswide Assessment Mean for Your Institution?" This conversation begins with an exploration into how your institution defines collegewide assessment. Working from fundamental principles of assessment and your college's history and culture, college personnel, individually and collectively, begin to define collegewide assessment in your college's context.  

Throughout the day, records of the conversations are kept and an initial report celebrates the progress your college has made on the journey so far. The report includes ways your college is already employing assessment and ideas about what collegewide assessment means for your institution. This report can then serve as a launching point for additional Conversations About Collegewide Assessment and plans for continuing the journey. 

For additional information about employing League Services to assist your college in adopting a competency-based learning approach to accelerate student achievement, contact Ed Leach at leach@league.org or 480-705-8200.

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As we gear up for Back to SchoolLeagueTLC focuses on e-Learning Solutions in Higher Education. This month, North Shore Community College shares experience, expertise, and challenges in the development of innovative service solutions for nontraditional students. 

Please review the article, forward it to colleagues, and ask Gary Ham, CIO, North Shore Community College, specific questions through the TLCForum. And LeagueTLC sends out a special thanks to Robert Griffin for his lively active participation and information exchange through the TLCForum.

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Experience the Digital Publications Library Free during September

The League’s Digital Publications Library is the most innovative faculty development tool available. Be the next institute to take advantage of all that the Library has to offer! 

  • Valuable League publications
  • Unlimited personalized accounts
  • Customizable features

Your school can have free unrestricted access to the Digital Publications Library for the entire month of September. The League and Lulu Press are providing total access to the Library for all interested League schools. To sign up today, please contact: 

David Spain

919/678-9900 ext 114


You can also visit the Digital Publications Library information page at http://league.lulupress.com/about.html.

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The National Association of Community College Teacher Education Programs (NACCTEP) will present its inaugural conference, Blazing the Trail: Pioneering Community College Teacher Education Programs. The national event will be held in Phoenix March 14-16 at the Hyatt Regency in conjunction with the League’s Innovations 2003 Conference.

Highlights of the Teacher Education conference include a Grants Showcase and panel discussion sharing quality programs for teacher preparation nationwide. Breakout sessions will highlight quality teacher preparation programs and program development, online programs, a Teacher Education Issues Panel discussing nationwide policy issues, certification issues, state standards, and recruitment and retention issues. Poster sessions will provide colleges with an opportunity to share quality programs from each state. A call for proposals and conference pre-registration information will go out in August, with information posted at http://www.league.org.

The National Association of Community College Teacher Education Programs (NACCTEP) is an organization of community colleges; community college staff involved in teacher education; community college students in teacher education programs; and those in universities, professional associations, and industry who work as partners with community college teacher education programs.

NACCTEP supports these institutions and individuals and serves as a voice for community colleges in national discussions about teacher education. It works to enhance current community college teacher education programs and to serve as a resource for those looking to develop innovations. NACCTEP facilitates connections between and among community college teacher education programs and community college teacher education faculty. It acts as home to a network of these programs and the professionals and students connected to them.

The NACCTEP goals are:

  • To advocate for and represent at the national level the interests of community colleges in teacher preparation
  • To promote programs, services, and activities that enhance the role and effectiveness of community college teacher education programs including professional development for pre-service and in-service pre-K-12 teachers and community college teacher educators
  • To provide connections among community college professionals and others interested in teacher preparation
  • To provide resources for models of teacher education programs for community colleges involved in teacher preparation

A critical need exists for well-trained, high-quality teachers across the country. In many states a majority of students who are preparing to become teachers are beginning their college careers in community colleges. Community colleges are responding by developing creative and innovative transfer programs in teacher education.

The NACCTEP mission is to promote the community college role in the recruitment, preparation, retention, and renewal of diverse pre-K-12 teachers and to advance quality teacher education programs in the community college.

NACCTEP has more than 125 members from 20 states. Partners in the development of the association include Maricopa Community Colleges, Cerritos Community College, the League for Innovation in the Community College, the American Association of Community Colleges, and the Education Commission of the States.

For more information about NACCTEP, contact Cheri St. Arnauld at (480) 731-8726.

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LeagueConnections is published monthly by the League for Innovation in the Community College. For information, contact Boo Browning, Managing Editor.

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