League Connections
World Wide Web Edition October 2002 Volume 3, Number 7

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Laura Derrick/League for Innovation

Welcome to the October 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. 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 new features in the segments that follow and in each month to come. Feel free to forward 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...

Walls to Windows
Alliance+ National Internet-in-Education Program
The Inside Track: Customers of Alma Mater?
BCC Spaceport Center Expands Learning with Launch Site
Substance: A Look at the Latest in Resources
Conference on Information Technology Update
QUICK STATS: A Look at Hispanics and the Digital Divide
Executive Mentoring Available
The Microsoft IT Academy - Not Just Networking Anymore
2002 CIT Pre Conference Luncheon Seminar



So many community colleges, built as they are under daunting budget constraints, have campuses that belie the gardens of intellectual, cultural, and personal growth that flower inside their buildings. In rural areas, they can look like drab barns or rambling toolsheds, while in cities they take on the cold uniformity of the office strip or the corporate park. Institutional. Sterile. Orwellian in their slablike devotion to walls.

But at Moraine Valley Community College in Palos Hills, Illinois, something there is that doesn’t mind a challenge. In 1999, Moraine’s collegewide Task Group for Art on Campus confronted the campus’ walls and began planting the seeds for a more beautiful learning environment.

Although the group acknowledged that the Fine and Performing Arts Center was an excellent example of the college’s commitment to the arts, other areas of the campus were notably free of cultural uplift. “The walls of the campus, both interior and exterior, looked industrial,” admits MVCC Vice President Mary Kay Kickels. “We’re a Vanguard Learning College, and we needed and wanted a Vanguard College learning environment.”

The Task Group started by going from department to department, asking questions of students and faculty and developing a plan to beautify the campus, beginning with Building L, which faces a parking lot. In the Spring of 2000, they had succeeded with Phase One, a poster project. Each committee member purchased and framed a poster of a recognized artwork and donated it to the college. Seven posters, including prints by Klee, Hockney, Mapplethorpe, and Chagall, were approved to hang on the building’s north wall. The cost, according to a memo sent by Art on Campus group, was “nothing beyond the services we would request from Campus Operations to hang the posters.”

Next, the group initiated the “Stairwell Project,” which entailed the placement of inspirational quotes on the walls around the campus. The quotes ranged from the classical (Walt Whitman’s Leaves of Grass) to the urgently contemporary, such as this one from Nelson Mandela: “Your playing small doesn’t serve the world.”

The walls began to sprout wisdom, beauty, and the occasional literary mischief. Suddenly there was Shakespeare:

To thine own self be true, and it must follow as the day the night, thou canst not then be false to any man.

Good old Anonymous popped up:

No man is a failure who is enjoying life.

And Gertrude Stein twined her way in as well:

There ain’t no answer. There ain’t going to be any answer. There never has been an answer. That’s the answer.

This year, between the artwork and the wordwork, Moraine Valley can count itself among the beauties of community college campuses. The artification project has been a true community effort, involving everyone on campus, and it continues to transform the environment for students and faculty alike.

“We have some beautiful artwork from faculty, too,” says Kickels. “The executive leadership has contributed more money for art, and we have more quotes going up all the time.

“It’s a real celebration of Moraine Valley’s learning environment,” she adds, “just a wonderful way to invite all of the campus in on externalizing the spirit of the college.”

The quotes, Kickels says, “challenge the students and the faculty to think outside the boundaries of the classroom.”

Challenged by walls, the Task Group for Art on Campus made windows, and the result has been a broadening of vision for everyone.

Or, as Margaret Mead sings from the concrete of one campus structure:

Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has.

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This fall marks the fifth anniversary of the five-year, $9.3 million, U.S. Department of Education-funded Technology Innovation Challenge Grant to the League and its partners for the Alliance+ project. Alliance+ is a professional development activity that prepares teachers to integrate technology into the curriculum in innovative ways that enhance student learning and support higher levels of achievement. The project has been implemented in Cleveland (OH), Phoenix (AZ), and Miami (FL) using a train-the-trainer model in which faculty from Maricopa Community College District, Cuyahoga Community College, and Miami-Dade Community College District participate in special institutes that prepare them to train mentor teachers from their corresponding local school districts. These mentor teachers, in turn, use project resources to provide training for colleagues in their home schools.

Focus on Technology for Learning

Recent findings from the Student Impact Study (SIS) suggest that Alliance+ teachers across the country are effectively using information technology to promote student learning. Alliance+ is an Internet-in-education professional development program developed by the Center for Improved Engineering and Science Education at Stevens Institute of Technology in Hoboken, NJ, and implemented through three community colleges and public and parochial K-12 schools in Cleveland, Miami, and Phoenix. Harcourt Educational Measurement conducted the study in collaboration with Alliance+ staff and participating teachers in the project’s three main sites.

The study was designed as a demonstration project, as part of the evaluation of the Alliance+ Project. The rationale for the study was to document and assess how the Alliance+ Project has impacted on Alliance+ teachers and the educational experience they are able to provide for their students. Alliance+ teachers were observed using a variety of technology tools and resources, including the Alliance+ Internet-based curriculum materials, to motivate and engage students in projects involving learning objectives in science, mathematics, and other core curriculum subjects.

Students in Alliance+ classrooms were observed working individually or in groups using technology tools to conduct inquiry-based investigations, enhance their understanding of science, communicate via e-mail with students from other schools, post their findings on collaborative and real-time data projects to the schools’ websites, and present their findings to the school and the community at large. Student products include journals, models, narratives and reports, posters and photographs, PowerPoint presentations, and Web pages.

“My personal accomplishment was to allow the students to take the lead,” one Cleveland teacher commented on her SIS experience. “Initially, it was difficult to let second-graders direct their own learning because they may not always do what you want or do it in the time frame that you may expect. But afterwards, I felt the experience would allow the students to retain knowledge and develop skills better than if they had followed my step-by-step directions. I have always agreed that learning should be student centered, but it is difficult to let students decide which activities to participate in or to what extent. This project seemed to give the students a feeling of their work, not mine. I hope that this experience will show them what they are capable of achieving, and encourage them to set even higher goals next time.”

Alliance+ Family Workshop Series Pilot is a Success

This past spring, the Cleveland area site, in collaboration with the Polaris Career Center and the High Tech Academy, developed and piloted an Alliance+ Family Workshop Series. The series, consisting of four two-hour Saturday workshops, was targeted toward the parents of High Tech Academy students and was designed by a team consisting of Lani Ritter (Polaris Career Center), and Jerry Bell and John Perrin, Cuyahoga Community College. The purpose of the A+ Family Workshop Series was to acquaint parents of Cleveland Municipal School District students with basic computer skills, unique and compelling applications of the Internet, basic Web page design, and information on Cuyahoga Community College programs and services. High Tech Academy students were interviewed, and 13 were hired and trained for positions as Teaching Assistants. Sixteen parents participated in the series and were instructed by Lani Ritter, Jerry Bell, and the Teaching Assistants. Analysis of the workshop evaluations completed by the participants clearly indicated that workshop objectives were achieved and that the parents developed computer skills, an appreciation for unique and compelling applications, and personal Web pages of which to be proud.

The Family Workshop concept has been adapted into a train-the-trainer session, offered this past August, with the intention of creating a cadre of Alliance+ Family Workshop instructors and Teaching Assistants, and offering workshops throughout the Cleveland area.

Savvy Teachers, 21st Century Students

Miami-Dade Community College (MDCC) is preparing K-16 students in mathematics, science, and technology skills necessary for the 21st Century through the Alliance+ Grant. The Florida college’s goal is to complete SavvyCyber Teacher™ training in Miami-Dade County Public Schools and the Archdiocese of Miami. During the coming year, math, science, and education faculty who have specialized in SavvyCyber materials will provide support to these teachers in the implementation of telecollaborative and real-time data projects. Another goal is to create an awareness of the needs teachers face in the implementation of technology by providing seminars to school administrators to strengthen the support in their schools.

In addition to working with teachers at the K-12 level, Miami-Dade Community College will provide professional development to faculty not currently trained in the SavvyCyber materials. These faculty members will have the opportunity to participate in a workshop specifically designed to promote new and interesting ways of teaching using the Internet and modeling educational reform practices that engage preservice education majors in the field of mathematics, science and technology. These practices were developed from the SavvyCyber materials and focus on use of the Internet

» to access real-time data;
» as a communication tool;
» to access primary sources.




In Phoenix, Bridging the Digital Disconnect

Maricopa Community Colleges in the Phoenix area have trained over 2,000 teachers in 67 school districts with a goal of 2500 trained teachers by 2003. The SavvyCyber Teacher? course is part of the teacher education pre-service program at Grand Canyon University and is accredited by Arizona State University. A multicultural, 45-hour version of the course is also being offered. In the past two years Phoenix Alliance+ has been awarded 10 Fast Track grants of $10,000 each by the Arizona K-12 Center. Evaluation results from the 2001 grants of teachers who successfully completed the SavvyCyber Teacher course and who documented classroom implementation of an Internet-based real-time or collaborative project were as follows:

  • Teachers became more comfortable with technology and gained a better understanding of how the Internet can impact instruction.
  • Students were motivated and engaged in learning using Internet-based projects.
  • Teachers were excited and enthusiastic about Internet-enhanced instruction.
  • Administrators rated the classrooms of the SavvyCyber teachers as having more effective teaching results from the use of the Internet.

In a recent article, a Washington Post writer cited a study by the Pew and American Life project. “Middle and high school students in the United States say they are increasingly frustrated by the way the Internet is being used or more aptly is not being used by teachers in the classroom.” As suggested by the Fast Track evaluation, Phoenix Alliance+ is bridging that digital disconnect.

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The Sloan-C listserv includes diverse perspectives on challenges facing higher education. In June of this year, member Frank Mayadas posed a general question to the listserv: “What exactly is offensive about the idea of calling students customers?” The following is a synthesis of the conversation generated by that question.

The passionate response—97 listserv postings—shows that the question is centrally important. Because online delivery is easing place-bound constraints, prospective learners can easily shop programs to compare curricula, services, flexibility, scheduling, price, personalization, responsiveness, and more.

When learners do not find what they seek in one school, they can easily transfer to another. Thus, customer satisfaction becomes an important factor in institutional planning, and from an administrative perspective, viewing students as customers seems prudent.

Market forces such as Amazon, Hotmail, Napster, AOL, and employer-sponsored online learning undoubtedly shape student expectations. Interactive technology offers people immediacy through instant feedback, games, peer-to-peer semantic Webs, innovative pedagogies, and targeted marketing. Students may understandably think of themselves as customers who hold faculty accountable for providing paid-for results, life-enhancing skills, and knowledge. Certainly, schools are developing more convenient support services in response to demand, but are similar transformations occurring in learning services?

While faculty may be willing to think of themselves as mentors in addition to their traditional roles as professors, content experts, and certifiers of competence, most faculty surely do not want to be thought of as edutainment salespeople: "If we give learners what they want, it is construed as entertainment, but if we give them what we think they need, then it is education." Thus, thinking of students primarily as customers rather than as learners deprofessionalizes faculty.

Far from being dominated by consumerism, online education does offer the potential for sustaining the faculty role of public intellectual and nurturer of learning, and for affirming the time-honored designation alma mater. The nurturing mother provides what the child needs, not just what the child wants.

In fact, technology can facilitate individual learning success for more people than ever before. When courses are clearly tagged for prerequisites, using self-testing to assure entrance competencies; when courses are designed for learning styles, with links explaining the organic logic of the curriculum, online education can demonstrate that the learning project drives the learning. In such projects, the professor is clearly an expert learner, participating coordinator, and coach. Such highly coordinated learning needs sage figures to model the ways that purpose drives the acquisition of knowledge and skills.

Learning is not the sole domain of educational institutions; learning permeates everyday life. A function of the information revolution is that education has become less a preparation for life than a lifelong need. The information society is a learning society. The goals of both are reflected in the descriptions we regularly use as fundamental to learning: knowledge creation that is active, collaborative, problem-centered, inquiry-based, constructivist, and outcomes-oriented.

Online programs are at the intersection of major changes in higher education, emphasizing a new commitment to serving all students with pedagogies suited to this learning society.

If we believe that learning-theory principles will ultimately prevail over consumerism and that online education has the potential to offer much more than it does now, we ought to seek the opportunities to improve learning for upcoming generations. As a consortium, we need to consider how to build the learning-system-after-next, fully enabled with infrastructures to do things we couldn't do before. It will take enormous effort, time, and people networks to place old traditions and new technologies in the service of learning community.

Reprinted by permission from the Sloan-C View.

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In the continuing effort to provide technician training for the nation's aerospace industry, Florida’s Brevard Community College (BCC) Spaceport Center will obtain use of a launch pad and support facilities for education purposes, courtesy of the 45th Space Wing and the Florida Space Authority.

BCC will be provided access to launch facilities at Complex 47 and will use Building 7800 at Cape Canaveral Air Force Station to enhance Spaceport training programs. The launch pad comes complete with a small block house and will provide opportunities for hands-on experience for qualified SpaceTECÔ students in launch procedures and standards, as well as test, repair, and maintenance activities. The college is the lead agent for SpaceTECÔ, a National Center of Excellence funded by a grant from the National Science Foundation. BCC is working with eight other colleges across the country to validate the curriculum and industry-based national skills standards that will assure their graduates possess the competencies needed for entry-level positions in aerospace and related technical fields.

"We expect to be able to use LOKI and Super LOKI rockets which can achieve altitudes in excess of 200,000 feet carrying a variety of payloads," said Dr. Al Koller, executive director of BCC's Spaceport operations. "All BCC launches will be accomplished with the direct involvement of the Florida Space Authority and launch support organizations at the Cape who serve regular launches."

Building 7800 provides 4,400 square feet of space that will be used to house rocket engines of various types on which students will work. The BCC Spaceport Center began technician training last year, and 28 of its 60 students are in the second year of a two-year A.S. degree program. Upon completion of this unique course of study, graduates can expect to find employment at any launch support facilities in the world.

For more information on the Aerospace Technician Program, contact Juanita Curtis at 321-449-5060 or visit the Space Center or SpaceTec.

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Robert A. Sevier, Building a Brand That Matters: Helping Colleges and Universities Capitalize on the Four Essential Elements of a Block-Buster Brand

LeagueConnections brings you resources of interest and innovation, brief glances at the latest and most thought-provoking materials for community college professionals. Feel free to send your suggestions for our review of books and products to Boo Browning.

“I didn’t even think of going there.”

Those are words likely to leap to the minds of most higher education professionals at the decidedly unletterish suggestion of college branding. Who, after all, trudged the long and arduous academic path to leadership just to end up branding the beloved college as though it were a quarter-pounder, a computer, a sack of cheese squiggles?

Exactly: “I didn’t even think of going there.”

But hold on. That’s not college leadership Robert Sevier is quoting here. That’s a student, or more accurately, a prospective student. A former prospective student who passed your college by, simply because its name didn’t ring any bells on the ever-oscillating enroll-0-meter.

Such is the sobering starting point for Robert A. Sevier’s Building a Brand That Matters, a book determined to show you why a college that refuses to recognize the size and ply of the haystack will remain just another needle, come enrollment or fundraising time. “There are 3,600 two- and four-year colleges in the United States,” Sevier points out. “Even as a member of the academy, how many can you name?”

Sevier isn’t out to depress you, however. He’s all about answers in this 240-page book, and most of those answers are straightforward, engaging, and illuminating in a very aha way. The strength of the book, besides its solid, step-by-step advice, is how it drives home the argument that branding is less a necessary capitalist evil than a commonsense reflex to life in an age of information swamp. There’s just so much to remember. These days even celebrities, who commit a lifetime to self-branding, are down to about 13 minutes of fame apiece.

The author of Building a Brand That Matters has a Ph.D in Policy Analysis and Higher Education Administration from The Ohio State University (that’s capital T, remember?) and a masters in journalism from the University of Oregon. He is fond of waxing Socratic now and then (“A great brand knows itself”), and often sits comfortably in the pop psychologist’s chair, emphasizing personal involvement and, for example, the “almost pathological devotion” that Texas A&M students and alumni have for their institution.

In spite of his name, Sevier can be witty in the service of a dead-on illustration. He gleefully relates the story of how Reno’s Community College of Southern Nevada used billboard placement to make branding impact. “Ten billion served,” shouted one arrow on the sign. “How to avoid a life of serving them,” read another arrow pointing the opposition direction, while the college’s name ran below.

“This billboard was strategically placed,” Sevier observes drily. “One arrow pointed across the street to a fast-food restaurant. Another pointed to the college campus.”

It’s the rare academic who will fall in love with the idea that branding has become crucial to the health and well-being of higher education. But if you are a college professional slowly coming around to the importance of name recognition and retention in a hurtling, logo-loco world, Sevier has written a most appealing primer that covers the territory well.

You might even think of going there.

(Contact Strategy Publishing, P.O. Box 186, Hiawatha, IA 52233 for ordering information, or email Robert W. Sevier directly.)

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Early Registration for the 2002 CIT Ends October 25!
Early registration for the 2002 CIT, which includes an exciting selection of informative Learning Center Courses, ends October 25. Early registration helps ensure that you reserve a place in the Learning Center Course(s) of your choice and that you take advantage of early registration discounts of up to 30 percent.

Directions for Community College Educators

Nanotechnology is expected to permeate many areas of science and industry outside of electronics in the years ahead. Nowhere is this being felt more strongly today than in the biotechnology and pharmaceutical industries (Source: Directorate for Education and Human Resources). To this end, Salt Lake Community College, the National Workforce Center for Emerging Technologies, and the League are hosting a two-hour meeting to begin exploring how community colleges can anticipate and meet future educational and training needs in the emerging nanotechnology field.

There is no charge to participate in the meeting, which will be held at 3:30 - 5:30 p.m., Monday, November 18, at the Hyatt Regency Long Beach, Shoreline A/B.

For more information, email Bill Laney or call (801) 957-3111.

World Organization of Webmasters to Present Cyber Security and Certified Apprentice Webmaster Courses at 2002 Conference on Information Technology

The World Organization of Webmasters (WOW) and the League will provide Web education and community building activities at the 2002 CIT for educators who work in Internet-related roles. This collaboration demonstrates the strength and legitimacy of Web-related careers, while reinforcing the League's commitment to build relevant communities and educational courses for attendees.

“The Conference on Information Technology is the ideal venue for WOW to further its mission of fostering professional standards, providing communication and education, as well as stimulating the continued growth of the Web,” said Bill Cullifer, Executive Director for the World Organization of Webmasters.

WOW’s Cyber Security course will cover topics ranging from current and future technology vulnerabilities found on the Internet, local area networks, servers, and workstations, to tips on protecting one's personal and institution data and information. The Certified Apprentice Webmaster course covers essential competencies for aspiring or practicing Webmasters, including Internet basics, Web graphics and multimedia, website design and management, Web marketing, and Web accessibility and other Web-related legal issues, all of which makes individuals who successfully complete the Certified Apprentice Webmaster course eligible to take the WOW CAW Certification Exam.

For additional information about these and other exciting Learning Center Courses available at the 2002 CIT.

Cyber Security Summit in Conjunction with the 2002 Conference on Information Technology

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.

There is no charge to participate in the Cyber Security Summit, which will be held on Saturday, November 16 from 2:00 to 5:30 p.m. at the Long Beach Convention Center.

To RSVP, email Rochelle Gordon or call (480) 705-8200, x232.

Click here for all of the latest updates on the 2002 Conference on Information Technology.

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Projections: Hispanic High School Graduation and College Enrollment

The number of Hispanics who will graduate from college is projected to increase over the next decade, from 218,358 in 1995-96 to 517,746 by the academic year 2011-12. By 2012, Hispanics will represent 18.7 percent of all high school graduates, compared with the 13.4 percent that African Americans will comprise that year (WICHE).

In some states, such as Arizona and New Mexico, the number of Hispanic high school graduates will exceed that of White non-Hispanics by 2012. That year in Arizona, for example, 21,980 Hispanics are projected to graduate from high school, compared with 21,468 White non-Hispanics (WICHE).

The number of Hispanic students enrolling in college will increase from 1.4 million in 1995 to 2.5 million in 2015. These 1.1 million additional Hispanic students represent a 73 percent increase. By 2006, Hispanic students are expected to outnumber African Americans enrolled in college (Carnavale, 2000, pp. 22-23).

Hispanics and the Digital Divide: Defining the Problem

Generally, there are two gauges for the Digital Divide: whether a household has a computer at home, and whether a household has access to the Internet. By both measures, Hispanics made some progress from 1998 to 2000, but they still lagged behind the total population.

In 2000, more than one-third (33.7 percent) of all Hispanic households had a computer at home, compared with more than half of all households. These numbers contrast with 25.5 percent and 42.1 percent, respectively, in 1998. So, there was a slight narrowing of the gap in 2000 (NTIA, p. 30).

While the number of Hispanic households with access to the Internet almost doubled (from 12.6 percent in 1998 to 23.6 percent) in 2000, the gap between Hispanic households and all households was 17.9 percentage points, compared with 13.6 percentage points in l998 (NTIA, p. 31).

Hispanic households made significant progress from 1998 to 2000, but the Digital Divide holds in the number of households with computers, and has expanded in regard to Internet access (NTIA, pp. 30-31).

Alfredo G. de los Santos Jr., Ramon Dovalina, and Gerardo E. de los Santos, from the forthcoming From Digital Divide to Digital Democracy.

Executive Mentoring Available

The League's Service Division can help community colleges retain top talent, improve leadership performance, and support senior executives. Executive Mentoring is a service provided by the League to assist community colleges in the creation and cultivation of top-level administrators. Our Executive Mentors and your top-level administrators work together for the purpose of addressing professional or personal issues, identifying personal and institutional goals, and creating viable solutions.

The League's Executive Mentors do not fix a problem executive, but rather help successful executives continue on in their success. Our Executive Mentors can help participants work on rough edges that need to be ironed out, but most often, the Executive Mentor is a sounding board for the executive and an honest and direct reflection back to executives about how their behavior affects others in their surroundings. Simply put, Executive Mentoring consists of a series of structured, one-on-one, confidential interactions between a Mentor and an executive aimed at enhancing the executive's job performance. The consistency of working with a high-level Executive Mentor on a confidential and regular basis helps to identify and clear roadblocks, unlock potential, cement new skills, and fill in gaps between where leaders are and where they would like to be.

The League's Executive Mentors can assist with such things as:

  • Identifying and finding solutions for campus or personal problems
  • Making strategic decisions regarding goals
  • Prioritizing actions and projects
  • Creating loyalty within teams, departments, and institutions
  • Managing work and personal lives for balance
  • Identifying, developing, and managing talent within an institution
  • Effectively turning around a difficult situation
  • Improving personal and institutional creativity and productivity
  • Increasing communication skills
  • Increasing morale
  • Decreasing conflict and stress

Participants communicate regularly with their Executive Mentors on the telephone, via e-mail, or, when possible, through personal visits. The majority of participants will enjoy the convenience and personal touch of telephone mentoring sessions. Since Executive Mentors have ongoing personal contact with their executives, they are capable of helping them continually set higher standards for themselves over time. In addition, our services are 100 percent confidential. This allows participants to share information with their Executive Mentors at a level that they may find difficult to reach within their institution. When our Executive Mentors are hired by your institution, the final level of confidentiality is determined jointly by the executive, the institution, and the Executive Mentor.

To find out more about how the League can assist you in finding an Executive Mentor, email Ed Leach or call (480) 705-8200, x233.

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Expanding on the success of the 2002 Microsoft® IT Academy Program, Microsoft IT Academies in 2003 can offer a technology training solution for every student, with the addition of desktop and developer skills.

Desktop skills are basic to nearly every job today, and the addition of Microsoft Office Specialist (formerly known as MOUS) to the Microsoft IT Academy Program fully addresses workforce development needs. Through courseware and certification exam discounts, Microsoft Office Specialist supports the delivery of basic computer skills training that improves a student’s proficiency and productivity in the classroom and beyond.

In addition, a new certification, Microsoft Certified Application Developer (MCAD), helps schools provide software development students with the training they need to build the broadest range of applications. This is the first certification to recognize developers for their expertise in applications built using Microsoft Visual Studio® .NET and the .NET Framework. Comprehensive curriculum and student roadmaps are available to Microsoft IT Academies to support the delivery of courses in the MCAD track as a stand-alone certification.

These are just two of many exciting additions to the IT Academy for the 2003 program year and worldwide launch. Applications for the 2003 Microsoft IT Academy Program begin in November. Visit the Microsoft IT Academy to find out more.

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2002 CIT Pre Conference Luncheon Seminar

Achieving Return on Your Technology Investments:
How Higher Education Executives are Doing More With Less

Pre Conference Luncheon Seminar
Saturday, November 16, 2002, Long Beach, CA

Join your colleagues as Dr. Kenneth Green of the Campus Computing Project, Dr. Bill Graves of Collegis and Dr. Lynn Cundiff, President of Salt Lake Community College share their expertise and insight on how to do more with less and capitalize on your technology investment. We hope this informative half-day small group discussion with other higher education executives leaves you saying what one of our recent attendees, a Midwest community college president expressed: “This seminar was more valuable than many I’ve paid to attend.”

Each participant in this discussion will receive:

  • A bound copy of just-released survey results revealing the key technology initiatives and challenges of more than 430 Presidents, Chief Academic Officers and Chief Financial Officers
  • A list of specific questions you can ask your staff to help identify ways to decrease costs
  • A score card with specific metrics you can use to measure technology ROI for your institution
  • An interactive forum with other higher education executives to exchange ideas and strategies for measuring the success of technology at your institution

Sponsored by the Campus Computing Project, Salt Lake Community College, League for Innovation, the Leadership Alliance and Collegis, this promises to be an informative event.

There is no additional charge to attend this lunch seminar, held 11:30am – 5:30pm at the Long Beach Convention Center on Saturday, November 16. However, seating is limited so make your reservation today. To register online, go to www.collegis.com/execseminar or for more information contact Kris McAuliffe, Collegis’ Director of Marketing Programs, at 919.376.3432, kmcauliffe@collegis.com.

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