Innovations Library

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Monroe Community College's Civility Campaign
Rebecca Herzog August 2011
Volume: 14 Issue: 8
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The Enough is Enough campaign is a critical collaboration designed to create a new paradigm for peace and safety on the nation's campuses by addressing the societal hostility that has contributed to unprecedented violence in some of the very places our students should feel most safe (http://www.naspa.org/enough/default2.cfm).
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Engage and Learn with Next Generation Learning Challenges this Summer
Carie Page July 2011
Volume: 14 Issue: 7
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This summer, you're invited to join your colleagues and Next Generation Learning Challenges (NGLC) for a "Summer Learning Series"--a schedule of webinars dedicated to the transformative role that technology can play in fostering student success and improving college completion. NGLC is a collaborative, multiyear initiative that was created to address the barriers to educational innovation and tap the potential of technology to dramatically improve college readiness and completion in the United States.
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The Learning Community: A Framework for Integrative STEM Education in the American Community College
Ashley J. Gess June 2011
Volume: 14 Issue: 6
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The American Community College finds itself in a unique position: to bridge the gap that exists for many students between high school and baccalaureate education. In the wake of recent findings that undergraduates are "drifting through college without a clear sense of purpose" (Arum, 2011) and evidence that American students exiting from high school are lacking in overall scientific literacy (Katehi, 2009), the community college must re-evaluate its effectiveness in facilitating student learning in the STEM disciplines.
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Bringing out the Best Results in the Most Challenged Students
Eric Sentell May 2011
Volume: 14 Issue: 5
Count all 450
According to the Virginia Community College System (VCCS) Developmental Education Task Force (DETF), half of the system's entering students must enroll in at least one noncredit developmental course (4). Unsurprisingly, Northern Virginia Community College (NOVA) identifies increasing noncredit developmental course completion as a crucial measurement of student success, the number one priority of its strategic vision (3). However, the DETF argues that developmental education has become a barrier to student success (4).
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The Classroom as a Center for Student Academic and Personal Development
Lisa DuRose, Laura Funke, Joan Costello April 2011
Volume: 14 Issue: 4
Count all 442
The Minnesota State Colleges and Universities System (MnSCU), like higher education nationally, has recognized the need to provide more students access to higher education while ensuring the opportunity to succeed. With its strategic focus on access and opportunity, MnSCU is providing resources to support this goal. Inver Hills Community College is the recipient of funding from MnSCU and several local foundations to help the college redesign the classroom environment for student success.
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Developing Skills and Expertise for Teaching Online: Simple and Practical Pedagogical Tips for Four Phases of a Course
Judith V. Boettcher March 2011
Volume: 14 Issue: 3
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When faculty are first assigned to teach an online course, they often have little knowledge regarding how to get started. Some novice online faculty may have the good fortune of first team-teaching an online course, teaching an online course that has already been developed, or completing an online training program.
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Title V Project ACE Program
Michelle Thomas January 2011
Volume: 24 Issue: 1
Count all 452
Meeting the needs of immigrant students has always been an issue in education. A more recent higher education challenge has been to meet the educational needs of immigrants who arrive in this country with degrees in hand (Ingash, 2000). A new program at Miami Dade College is designed to do just that. Funded by a Title V grant from the U.S.
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Seamless Performance Alert and Intervention System
Alicia B. Harvey-Smith December 2010
Volume: 13 Issue: 12
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The issues of accountability and outcomes are critical to improving student success and retention in higher education. As a result of targeted efforts to address ongoing retention declines, Baltimore City Community College (BCCC) has a renewed optimism and is successfully reversing this trend through an innovative model, the Performance Alert and Intervention System (PAIS).
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Faculty Voices Are Critical in Significant Discussions
Laurance J. Warford, Marsha VanNahmen November 2010
Volume: 13 Issue: 11
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Community colleges are in the national spotlight today due in part to President Obama's agenda calling for a 50 percent increase in student completion rates at community colleges. Major educational foundations are embracing the completion agenda, with countless state and national initiatives mobilizing to advance efforts nationwide. This spotlight on community colleges, while mostly positive, does present challenges that may underscore chronic concerns community colleges share with employers and other segments of education across the country.
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Infusing Sustainability Into the Curriculum
Maria Harper-Marinick, Eric Leshinskie September 2010
Volume: 13 Issue: 9
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The Maricopa County Community College District (MCCCD), located in the Phoenix metropolitan area, is one of the largest community college districts in the United States. Serving more than 250,000 students, the Maricopa Community Colleges, comprised of ten colleges and two skill centers, are dedicated to educational excellence and to meeting the needs of the citizens of Maricopa County.
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Connecting With Online Students and Assessing the Connection
Susan L. Kendall, Connie Strain August 2010
Volume: 13 Issue: 8
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Teaching online courses presents many of the same conundrums as teaching face-to-face classes. Participation in class, whether online or face-to-face, is traditionally difficult to encourage and to assess. Does just showing up or logging in count? What if a student is present, yet silent? What if a student raises a hand or makes a posting simply to gain the incremental peg count toward full participation points?
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Changing Styles, Meeting Needs
William Wade July 2010
Volume: 13 Issue: 7
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Colleges that have been offering online courses for a while are running into a new wave of challenges: changing student needs and static online course content. West Kentucky Community and Technical College (WKCTC) in Paducah, Kentucky, began offering courses via computer modem in 1991 and moved to the Internet in 1996. From 1996 to 2006, the college used seven different course management systems (CMS). The systems were of increasing complexity and the configuration of each required mastering a steep learning curve.
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Fluency in Distance Learning
Celeste Fenton, Brenda Watkins June 2010
Volume: 13 Issue: 6
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An old adage, "Necessity is the mother of invention," was certainly found to be true for the authors of Fluency in Distance Learning. In 2007, Celeste Fenton and Brenda Watkins were preparing for a presentation and workshop to help postsecondary faculty acquire skill in teaching online. Their research turned up a dearth of literature devoted to the history of distance learning, and a paucity of information on how to teach online.
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The 10-Minute Playwriting Festival
Sinclair Community College May 2010
Volume: 13 Issue: 5
Count all 453
Pairing College Mentors With High School Participants Benefits Education, the Arts, and the Community of DaytonA "wicked" partnership between Sinclair Community College's Theatre Department and a professional theatrical company, The Victoria Theatre Association (VTA), produced the 10-Minute Playwriting Festival, Changed for Good. The festival was held in conjunction with the area premiere of the popular musical, Wicked. The goal of the workshop was to partner local high school students with Sinclair theatre majors to write and produce new plays.
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ScholarSpace @ JCCC
Barry Bailey April 2010
Volume: 13 Issue: 4
Count all 447
The concept of institutional repositories is frequently thought of as an exclusive implement of universities (1) and other "Publish or Perish" four-year colleges. If this were the limit and scope of valuable repositories, the implication would be that they are the only entities that create scholarship worth preserving and sharing. Fortunately, a few community colleges have stepped up to reserve space within the Web's global scholarly community.
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