Innovations Library

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Learning Options and Readiness: High School Partnerships In the 21st Century
Susan Lindahl February 2002
Volume: 5 Issue: 2
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Today's jobs call for skill sets that employers and advisory boards often cite as lacking in new graduates, and recent surveys and other data support the need for specific programming that connects high school curriculum choices to the world of work. Responding to these reports and to other research about underprepared students and college entry, Johnson County Community College (JCCC) initiated a partnership program with area high schools to explore options related to careers and the linkage with academic readiness.
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Reading, Learning, and Thinking Seminars: A Template For Faculty Training
Harriet L. Shenkman January 2002
Volume: 5 Issue: 1
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Developmental instruction is often confined to a limited period at the start of a student's college career with the expectation that once the student has passed the initial course, tutorial, or standardized skills test, he or she will be on an educational par with the student who entered the college fully prepared. Because students who are underprepared usually have less than adequate language facility, background knowledge, and academic learning strategies, they often need to be bolstered over a more extended period of time.
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Brother-To-Brother: Enhancing The Intellectual And Personal Growth Of African-American Males
Edward J. Leach November 2001
Volume: 4 Issue: 6
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Community colleges have established a strong reputation for fulfilling their mission to encourage and provide wide access to higher education, especially for underrepresented and disadvantaged citizens. Building on this record, some community colleges are achieving still more success by initiating programs that focus on specific underrepresented groups, helping students and potential students overcome class and social barriers that can impede academic participation and achievement. Brother-to-Brother, initiated as a special program at St.
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College Conversations On Learning
Terry O'Banion, Mark David Milliron September 2001
Volume: 4 Issue: 5
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Learning is the most popular word in education today. In less than five years, it has become the touchstone in book and article titles, project descriptions, speeches, conference themes, and national policy statements. The word learning has emerged to frame a whole new set of constructs: learning organizations, learning communities, learning audits, learning outcomes, learning-based funding, e-learning, and learning colleges. The League for Innovation formally launches a Learning Initiative. Palomar College sponsors an annual conference on the Learning Paradigm.
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Advancing Learning-Centered Education at the State or Provincial Level
Michael Skolnik, Roy Giroux June 2001
Volume: 4 Issue: 4
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In January 2000, the League for Innovation initiated the Learning College Project to assist community colleges around the world to become more learning centered. Thus far, efforts to advance learning-centered education in the community college have been conducted primarily at two levels: the institutional level and the national or international level. At the institutional level, the Vanguard Learning Colleges and many other community colleges in the United States and Canada have introduced numerous reforms intended to make them more learning centered.
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Evaluating Individual Student Learning: Implications from Four Models of Assessment
Mary Hjelm, Ronald L. Baker May 2001
Volume: 4 Issue: 3
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Historically, judging the achievement of institutional and student learning outcomes for higher education was the province of colleges and universities. More recently, however, higher education's role as sole adjudicator of institutional effectiveness and student learning achievement is eroding, due in part to a decrease in public confidence regarding the ability of colleges and universities to authenticate the achievement of explicit outcomes.
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Learning From the Learning Colleges: Observations Along the Journey
Kay McClenney March 2001
Volume: 4 Issue: 2
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In January 2000, the League for Innovation launched The Learning College Project to assist community colleges around the world to become more learning-centered institutions. Twelve Vanguard Learning Colleges (VLCs) were selected by an international advisory committee to help develop model programs and best practices in learning-centered education with a specific focus on five key areas: organizational culture, staff recruitment and development, technology, learning outcomes, and underprepared students.
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Touching Students in the Digital Age: The Move Toward Learner Relationship Management (LRM)
Mark David Milliron January 2001
Volume: 4 Issue: 1
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Among surveys of incoming traditional-age freshman in higher education, more than 75 percent report significant experience with information technology. Don Tapscott calls this cohort the NetGeneration, the post-baby boom echo of young people who bring their expectations for digital access to work, play, and school. In addition, many older students are returning to college expressly to gain technology skills to improve their career options, gain access to information and services in the digital economy, and, sometimes, to keep up with their children.
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Documenting Critical Life Skills: A Transcript of Learning
Miki Martin-Erschnig November 2000
Volume: 3 Issue: 6
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Keeping its commitment as a student learning-centered college, Waukesha County Technical College (WCTC) has developed a process to document student learning from multiple experiences in a competency-based transcript that expands upon traditional measurements of grades and credits.
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Thoughts About True Learning
Greg Sarris March 2000
Volume: 3 Issue: 2
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In this issue of Learning Abstracts, Greg Sarris sets the stage for answering the central question of his Innovations 2000 keynote speech, "Where Do We Go From Here? Teaching and Learning in the Next Millennium." Sarris's conceptual focus on the learner's interaction with content is a departure from the applied orientation of most previous Learning Abstracts and adds a new voice and perspective to our continuing conversations on learning.
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Aha! Making the Connection between the Internet and Learning
Mark David Milliron, Cindy L. Miles January 2000
Volume: 3 Issue: 1
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We experience it ourselves. We relish seeing it happen to our students. Indeed, many faculty point to it specifically as the charge that keeps them going in their profession--that moment when the storm passes, the clouds part, and the answer appears. We are charged with the exhilaration of discovery as the sun breaks through on what moments before was hidden in a storm of uncertainty. For the in-class instructor, it's the instant when learning can be seen on the face of a student struggling to make a connection.
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Promising Prospects: An Inner London Approach to 21st Century Skills
Wendy Forrest November 1999
Volume: 2 Issue: 7
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When Learning Abstracts was introduced last year, we at the League for Innovation sought to foster "continuing conversations on the Learning Revolution." Thus far, the discussion has been limited to voices from the United States; however, with this issue we welcome the first international author in the Learning Abstracts series. Wendy Forrest presents one U.K. Further Education College's response to the challenges it faces on its journey toward becoming more learning centered.
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Launching LearningFirst At The Community College Of Baltimore County
Irving Pressley McPhail September 1999
Volume: 2 Issue: 6
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When the Community College of Baltimore County (CCBC) began its journey toward becoming a learning-centered institution last year, the college started with a new strategic plan, LearningFirst, designed to create a learning community dedicated to student success. This initiative also addressed lingering challenges faced by this recently consolidated single college, multi-campus institution.
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Putting Learning First At Sinclair Community College
Karen Wells July 1999
Volume: 2 Issue: 5
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In A Learning College for the 21st Century (1997), O'Banion suggests that a learning college is a place that has overhauled the traditional architecture of education and placed learning as the primary mission and outcome of education.
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What The Learning Paradigm Means For Faculty
George R. Boggs June 1999
Volume: 2 Issue: 4
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The new focus on student learning in higher education promises positive change. First introduced in the early 1990s, the ideas behind this "learning paradigm" or "learning revolution," as some have called it, do not seem to be a passing fad. Articles, books, and even national conferences are bringing more clarity to the tenets of the learning paradigm and how it is being implemented. Yet in these discussions I frequently hear voices of hostility from members of the teaching faculty.
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