Innovations Library

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Survival Strategies for African-American Women in Community Colleges
Terri J. Hackett November 2002
Volume: 5 Issue: 11
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African-American women are entering community colleges in greater numbers each year, but apart from general information about enrollment trends among all African-American students, very little research has been conducted on success factors among this growing group of women who attend our institutions. Research indicates that academic and social fit between individuals and the institution is an important factor in determining persistence among African Americans in higher education.
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Making Distance Education More Personalized and Student-Friendly
Jonathan Kaplan, Vi To October 2002
Volume: 5 Issue: 10
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As online learning goes, Walden University is something of an eminence gris. Established in 1970, the university is accredited by the North Central Association of Colleges and Schools, and has graduated students from all 50 states and 30 countries. It offers graduate degrees at a distance in education, business, public health, and the social and behavioral sciences, as well as bachelor's degree completion programs in business administration and information systems.
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Using Learning Communities to Develop Basic Skills
Sue Raftery, Randall VanWagoner September 2002
Volume: 5 Issue: 9
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Across the country, colleges and universities are facing the challenge of serving increasing numbers of students with basic academic skill deficiencies. The issue is so widespread that over the past two decades many community colleges have come to include developmental education in math, reading, and writing as part of their institutional mission.
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Focus on Learning Emerges from Participatory Strategic Planning
Belinda Miles, Cynthia Nelson-Angell, Dan O'Connor, Alex Johnson August 2002
Volume: 5 Issue: 8
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Ongoing strategic planning can contribute to the advancement of a college by serving as a foundation for the introduction of cutting-edge initiatives. This conclusion epitomizes the strategic planning history on the Metropolitan Campus in the Cuyahoga Community College (CCC) district in Cleveland, Ohio. During the past decade, the campus has benefited from a participatory strategic planning process for strengthening its traditional programs and launching innovations.
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Leadership for Learning
Cynthia Wilson July 2002
Volume: 5 Issue: 7
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The community college is entering its second century in the sweep of a learning-centered movement that reaches beyond the classroom to encompass the entire institution. In the midst of this reform effort, administrators and faculty who joined the community college movement during its 1960s boom are fulfilling predictions of turnover waves at their institutions. This exodus of pioneers committed to the principles of open access and community service leads to challenges for today's community colleges.
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Reconstructing the College Curriculum
Ruth Stiehl, Les Lewchuk June 2002
Volume: 5 Issue: 6
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The most challenging task [in creating learning colleges] is also the most essential task: defining, assessing, anddocumenting student learning outcomes--clearly, substantial and important work needs to be done in this arena.
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Innovations in Online Learning: The New Pacesetters
Carol A. Twigg May 2002
Volume: 5 Issue: 5
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The vast majority of online courses are organized in much the same manner as their campus counterparts: developed by individual faculty members, with some support from the IT staff, and offered within a semester or quarter framework. Most follow traditional academic practices: here's the syllabus, go off and read or do research, come back and discuss. And most are evaluated using traditional student-satisfaction methods. The new pacesetters, however, are those who have moved further along the continuum toward greater individualization for students.
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National Skill Standards Can Meet Local Needs
Susan Faulkner March 2002
Volume: 5 Issue: 3
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For more than a decade, representatives from industry and labor organizations, educators, training providers, and community-based and civil rights organizations in the United States have been developing a voluntary system of nationally recognized industry-validated skill standards, assessments, and certifications. The underlying premise is that clear articulation of skills and knowledge required by front-line workers in high-performance environments can serve as a benchmark that workers and businesses can use to maintain a competitive advantage.
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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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