The Learning Edge

The Completion Agenda: More Questions than Answers

2011-06-28T10:45:00.009-05:00

On July 14, 2009, President Obama announced the American Graduation Initiative (AGI), which called for 5 million additional community college degrees and certificates by 2020. The Initiative was designed to develop a highly skilled workforce to meet the challenges of the 21st century economy and close the skills gap in the United States. As the American Graduate Initiative has gained national recognition, it has morphed into what many are now calling the “Completion Agenda.”

The “Completion Agenda” is a not a federal mandate with defined implementation parameters, but rather a call for post-secondary educators to focus on college completion as a way to begin to close the skills gap and positively impact the United States’ economy. As a former community college administrator and faculty member, I am in full support of college completion. However, as I research the “Completion Agenda,” I seem to have more questions than answers:

1) If community college educators have not been focused on helping students complete courses, programs, and degrees, exactly what have we been doing?

2) Will policymakers/educators establish a universal definition of completers/completion?

3) How will completion be measured for the “Completion Agenda?”

4) Will a common data system be developed for reporting and data mining?

5) Will funding be available for all states to develop statewide data systems?

6) By 2020, President Obama wants the U.S. to become the nation with the highest number of college graduates. Will getting a “degree” or “credential” prepare students for the jobs that will be in demand?

7) Is it realistic to think that we can achieve a 50 percent increase in completion which equates to 5 million additional community college graduates by 2020?

8) Should graduating with a degree or credential be the gold standard for completion? Many times, students accomplish their goals, but they do not receive a degree or credential.

9) Students must be advised in such a way that enables them to meet their individual goals while also supporting institutional completion goals. Do community colleges need to develop new, different, or more comprehensive advising services?

10) What additional strategies should community colleges implement that will result in higher completion rates?

11) Will community colleges be rewarded financially for completion? Many current funding models reward enrollment, but there are only a few states currently working on performance/outcome-based funding models.

12) What types of financial and human resources will colleges need to manage this “Completion Agenda?” Is this an unfunded mandate?

13) When can community colleges expect national policy that focuses specifically on completion?

14) Who will be accountable for tracking national “Completion Agenda” progress?

15) Who will be accountable if the “Completion Agenda” fails?

16) When the Presidential Administration changes, what will happen to this initiative?

Almost two years into the completion agenda conversation, I remain cautiously optimistic. Student success is my top priority, and I am guessing that holds true for most community college educators. It will take open communication, patience, strong partnerships, and a great deal of collaboration to make a positive difference for our students. I am up for the challenge. Are you?

Sheila Mauipin

CCLP Block #66

Completion Agenda: Is Your College Committed?

2011-06-28T10:32:00.015-05:00

I often say that community colleges will be the unsung heroes of tomorrow’s workforce and economic development in the United States. In the past, community colleges have served as the gateway to higher education for individuals who otherwise would not have enrolled in college. Open admissions and smaller class sizes make community colleges particularly appealing to students who harbor fear about the “college experience."

With the recent national attention that community colleges have received from the Obama Administration, it is no surprise that the expectations for increasing student persistence and graduation rates have become the primary focus for many colleges and national organizations. I can very vividly recall early in my career, when colleges were focused primarily on recruitment and retention; in fact, in the state of Texas, most public colleges and universities were required to submit a report detailing the results of “recruitment and retention-based” activities annually to the Texas Higher Education Coordinating Board. While the report may have been useful in identifying best practices in college recruitment and retention efforts state-wide, it did not include details related to graduation rates of the students enrolled.

President Obama’s American Graduation Initiative was the impetus behind a “Call to Action” for community colleges nationwide. The Completion Agenda serves as the springboard for community colleges to begin focusing [more heavily] on student graduation rates. National organizations such as the National Institute for Staff & Organizational Development, American Association of Community Colleges, League for Innovation in the Community College, Association of Community College Trustees, the Center for Community College Student Engagement, and Phi Theta Kappa, have all pledged their support for increasing student graduation and completion rates by 50% within community colleges. Approximately 60 community colleges throughout the nation have pledged their support of the completion agenda by signing the “Call to Action” pledge with AACC, and many of them are working diligently to develop programs, policies, and procedures that support students from the point of entry through graduation.

There are over 1,100 community colleges in the United States, and it is very disconcerting to learn that only 60 have actually signed the pledge. Where are the other 1,000 or so colleges? Are they not just as committed to seeing their students persist through graduation? Many colleges have expressed grave concern about the implications of increasing student graduation rates nationwide. Of the most noted, is the issue of student underpreparedness. What is the expectation of faculty and what is their role in ensuring students are successful in completing their coursework? Solution: water-down the curriculum, implement higher admissions standards, limit student enrollment—all recommendations as potential strategies for increasing completion rates among community college students; but are these really viable solutions for meeting the goal? I would think not!

Gone are the days of focusing solely on student “access." If community colleges are truly committed to the goal of college completion, they will need to reinvent themselves and start thinking of more creative solutions for addressing the college completion challenge. What better reward is there in the educational profession than seeing students successfully achieve their academic and career goals!

Shantay Grays

CCLP Block #66

Student Success Courses: First Impressions

2011-04-29T11:10:00.007-05:00

Freshman Experience, The First-Year Experience, Student Orientation…all of these titles are associated with courses aimed at transitioning and acclimating new students to college life. The course descriptions are different, but the general concept is the same. “Student success” is the term most often associated with these types of courses and is probably one of the better suited titles. I can vividly recall my first year as a college student at a rural four-year institution in Louisiana. The college was located in my hometown, and I had visited the campus on several occasions for social events and summer camps; however, I saw college from a completely different perspective once I was officially enrolled as a student. I was required to enroll in a Freshman Orientation class and much to my dismay, it lived up to my horrifying expectations. The class was held in a theater-style classroom that held approximately 75-80 students. The professor was stern and un-engaging, which occasionally caused the class to be disruptive. There was very little opportunity for me to interact on a personal level with the professor, and at times I felt intimidated and overwhelmed by the class. At the end of the semester, I knew little more about the university or what it took to be successful in college than when I first started.

Now, as a community college administrator, I often wonder about the impressions that students have about the student success course at my institution. Is the course intimidating? Is the instructor engaging or motivational? Are the learning objectives for the course clear to the students? I am a firm believer that a student success course should be both informative and engaging. It’s more than showing students where the library is or how to manage their time. I think the course is much more robust if it incorporates non-traditional components such as student life, athletics and recreational sports, student government, childcare, and job placement assistance. The “freshman student” at a community college is not the typical high school graduate; many of these students are between the ages of 26-35; some have families with small children, and many of them have full-time jobs. Therefore, it is imperative that student success courses incorporate elements that are most relevant to the students enrolled in the class. There is no (and should not be) a universal model for student success course delivery. In a recent visit to the Community College Leadership Program Block, Dr. Terry O’Banion challenged the group to be innovative by developing a “new educational architecture” for course delivery in community colleges. The basis of his recommendation is rooted in the ideology that traditional course delivery is the most accepted, yet inefficient way to teach students. Community college administrators and faculty must seek ways to ensure that students are successful, even if it means offering the course in a non-traditional format. Hybrid courses and learning communities are just a couple of innovative delivery methods that have been proven successful. If institutions are really committed to the concept of student success, it will be imperative that they be able to adapt to the needs of the students they are serving.

Shantay Grays

CCLP Block #66

Student Success Pathways: Smart Practices

2011-04-29T11:06:00.009-05:00

The Center for Community College Student Engagement (CCCSE) in a recently issued report focused on teaching and learning as the heart of student success. The Center’s report says, “we must use data as an effective practice to improve the educational experience for community college students and thus strengthen student learning, persistence, and completion.”

Most students cannot achieve success on their own; they need the institutional support necessary to thrive academically. Terry O’Banion in a presentation to the Community College Leadership Program outlined what institutional conditions must exist to create student success pathways that work. A core of key leaders is his first requirement on the list: trustees, presidents, top administrators, senate/union leadership, and top faculty leaders.

Even though funding for community colleges in Texas was cut by 20% this year, trustees must be able to keep funding focused where it is most critical—student success. Learning to do more with less is part of our future, but by focusing on institutional effectiveness, we can gather evidence needed to make more efficient choices. We do not have to sacrifice the integrity of our college communities and by extension the pathways open to student success.

Going back to Terry O’Banion’s ideas on creating student success pathways that work, I think there are several steps that we can take to achieve this goal of more with less. We can concentrate on where students are failing or dropping out and create systems of intervention to address those situations early and often. Isn’t this the most important area of focus?

We can also examine what programs and practices are evidentially proving to be powerful and integrate them more fully into the entire system. Do you have any ideas about smart practices at other community colleges?

At Austin Community College (ACC) (TX), one of our challenges for keeping these pathways open for every student is our ability to pull together data from our multiple campuses to inform our planning and budget committees for the Austin district as a whole. We need to realign current resources and identify new resources in terms of funds, people, facilities, and community support to achieve the overall goal of doubling the number of students who successfully complete a credential with market place value.

We are doing a lot of things right at ACC in the area of student success and one particular area of achievement has been our Faculty Coaching program. Dr. Steve Kinslow, President of ACC, was asked to report on this program at the recent meeting of the American Association of Community Colleges.

The Texas Higher Education Coordinating Board is releasing a report this month on best practices in improving student success entitled, Institutional Strategies for Increasing Postsecondary Student Success. It identifies the core components of programmatic policies and practices that promote student success. It also includes specific examples in Texas and other states’ programs that are replicable. Austin Community College is included in this report as a successful model!

Nan McCraven

CCLP Block #66

We Want to Hear from You!: What Are Your Beliefs Regarding Developmental Education

2011-04-20T11:28:00.005-05:00

I hope no one denies the need for adult developmental education in the United States. I do not have statistics in my back pocket, but because of my experience as a community college English instructor and my connections to peers across the country, I am aware that the need is undeniably present in every community in the U.S. To what extent? I’ll leave that detail to the institutional researchers. My purpose here is not to discuss the numbers, only the need. And I want to tackle the need from a philosophical point of view. I want to talk about beliefs—mostly by asking a number of questions.

Whose responsibility is it to teach adults who are placed in developmental education? Since these students did not get what they needed from elementary, middle, and high schools, should school districts be responsible for re-teaching them reading, writing, and math?

Since school districts are in the business of teaching children and not adults, does the responsibility fall to colleges and universities?

Because universities have their entrance requirements, should they offer pre-collegiate courses?

As institutions of higher education, should community colleges be offering pre-collegiate courses? Really?

Who should pay? Does the state “owe” this basic education to adults so that they can better navigate their communities or this brave new world? Or perhaps because students should take responsibility for their own achievements (or failures) - they should also be the sole bearers of the costs, right?

I have heard a colleague or two say, “Some people just aren’t college material.” Is this statement true? Do you believe it? Should colleges not give hope to students who have not mastered basic skills? Should colleges instead send them away and work only with those students who truly are “college ready?”

When you work with basic skills students or remedial students or developmental education students—whatever you want to call them—what is your attitude? Do they know that you believe they don’t belong? Or do you truly believe that they can succeed and earn a college degree? Can the students infer what your attitude is?

The purpose of this post is not to share what I think are the answers to these questions. I am just stirring the pot (or kicking a hornet's nest), pointing out some of the views on this topic. Rather than express my opinions, I am more interested in hearing what you think. I’ll repeat what I have heard: “Some people just aren’t college material.” Do you subscribe to this belief? Please post your comments.

Steven Reynolds

CCLP Block 66

The Placement Test: The End All to be All?

2011-04-20T11:11:00.005-05:00

I often wonder in spite of all of our efforts as community college educators, do we have the correct structures in place for today’s students to succeed in higher education? This leading question has me examining other community college issues that focus on the need to remain accessible, affordable, and relevant for students.

As students arrive on our campuses, we herd them through our processes to get them admitted and inputted into our systems in preparation for assessment and class registration. But how many of our colleges provide a pre-assessment or at best a “mini orientation” to the college placement test? Would a pre-assessment or a mini orientation help improve students’ test scores, thus resulting in fewer developmental courses to take? I don’t know, but maybe there is an “app” for that!

After our students are advised into which English and Math courses to take, do our colleges mandate a college success course in addition to developmental courses? If yes, is the college success course offered in multiple formats to address the learning styles of today’s students? Placement tests evaluate the college readiness skills of our students for English, reading, and math proficiencies, however the placement test is not the only element that should be considered when assessing students. Is the student motivated for college success, do they have test anxiety, are they confident, and how well do they manage their time? What other factors should educators consider about potential success? Should the course be offered as traditional terms in 16- or 18-week blocks. Should we offer the course in modules? Should we have a lab? Should we have it structured so that a student can move as fast or slow as they need, to develop proficiency in pre-college skills?

As educators I wonder if we are doing all we can to retain students in the course, helping students persist, pulling students forward using peer support, and helping students map out a plan for their college completion. Some of our college peers are doing things such as:

El Paso Community College has strong partnerships with independent school districts to move students through early college programs;

Mira Costa College has a long history of serving the needs of developmental students in Reading Writing and Special Education courses;

Amarillo College received the Texas Education coveted Star Award for its efforts in developmental math and transfer level math; and

Dr. Rebecca Goosen from San Jacinto College is serving as the President-elect for the National Association for Developmental Education (NADE).

There are countless other examples. The next step for us as community college educators is to identify how we capitalize on the local efforts and bring our successes to scale for the benefit of students.

Jeffrey Holmes

CCLP Block 66

Assessment Here, Assessment There, Assessment Everywhere!!!

2011-03-15T15:09:00.010-05:00

Last week, I spoke with a student in regards to one of his instructors. The student informed me that he was having a hard time learning from this particular instructor because of his unusual manner of teaching. I was curious as to what was so unusual about this instructor’s method of instruction, so I asked the student. He told me that, to him, it appeared that the instructor was trying too hard to make the students laugh during his lectures. Then he went on to inform me that he would rather have an instructor who concentrated more on passing on useful knowledge instead of trying to make his students laugh.

After the student left, I couldn’t help but wonder what was wrong with using humor as a tool of instruction. More often I get the complaint from students that they have professors whose lectures are dry and boring. To me, trying to get a laugh or two from your students shows that at the very least the instructor is willing to have some sort of friendly interaction with his class which could lead to more meaningful discussions. However, one cannot live on “laughter alone!” There needs to be a well-balanced combination of creating a welcoming atmosphere within a class and knowledge that is clear and beneficial to the students.

When assessing students in regards to college level readiness, as an advisor, I look at assessment scores and transcripts a lot to see if the student needs to take remediation and/or developmental courses prior to taking college-level courses. But what tools can a student use when assessing professors? I am well aware that many students rely heavily on sites such as “Pick a Prof” or “Rate your Professor” when selecting classes for the upcoming semesters. However, how reliable are these ratings? Particularly if these ratings give high marks to instructors who are quick to give an “A” without much effort put forth by students, and low marks to those instructors whose course load is heavy and more challenging than most.

I know that there is not an assessment device that is completely perfect. Whether it is assessing the college readiness of students or the methods of instruction by professors, it is best to use a variety of sources when making a well-rounded assessment. I am confident however that in the realm of community colleges, at least, we are beginning to use communication avenues such as Blackboard to better assist in the evaluation of both faculty and students. It’s a step in the right direction, and I look forward to what is still to come!

Ray P. Sandoval

CCLP Block #66

Perspective from a Trustee Member: Assessment and Student Success

2011-03-15T14:54:00.012-05:00

I have been on the Austin Community College District’s Board of Trustees since 2002 and have also been involved with the College as an adjunct professor and member of the Foundation Board. Student success has just recently come into my vocabulary. Frankly, the financials and facilities of the College have been my focus. It was not until Austin Community College (ACC) became part of the Achieving the Dream initiative, and I became a Community College Leadership Program (CCLP) doctoral student that I realized how important student assessment and student success were to our students and our institution. We can’t help students succeed and progress if we don’t know where they are in their learning process. Student assessment is a complex issue. Assessing course-related knowledge and skills, learner attitudes, value, and self-awareness is not easy. For the student, being assessed usually means taking a test. This can give you a limited picture of a student’s abilities. Today, many institutions are using alternative assessments (non-standardized test efforts) to try and determine a student’s potential. Because it is such a necessary tool for decision-making, it is extremely important that we carefully and constantly consider how students are assessed, what measures are used, and how they are interpreted.

Returning students like myself often need help getting back knowledge that they have already learned. I have never enjoyed tests, probably because I have never felt like the results were a fair evaluation of my knowledge, abilities, or more importantly my potential.

Last fall, Dr. Jon Alexiou and Dr. Tom Van Essen gave a presentation to CCLP Block #66 that provided an overview of ETS (Education Testing Service). They addressed the concerns of many test critics like myself, and admitted that test scores should not be the only criteria for assessment. Their presentation led me to brainstorm. What are the other evaluating measures that we can use to form a clearer picture of a student’s potential? I think that acknowledging cultural sensitivity, and an individual's limitations in response to the testing environment are good ideas. I also think that ongoing teacher testing and evaluation are important. I think that being completely transparent about what will be on a test is only fair so that students can prepare. What other ideas do you have?

For ACC, two areas that have needed the most attention in recent years are Developmental Education and English-as-a-Second Language. Both of these areas call for improvements in student success. Better diagnostics through testing and prep classes may be part of the answer to increased completion in these areas. What I think we must remember though, as we continue to test incoming students, is that our overall goal must be authentic assessment. And, therefore, student assessment must include measures that help us recognize and propel each student toward his or her potential for the future.

Nan McRaven

CCLP Block #66

What Really Contributes to Student Success?

2011-02-22T13:56:00.007-06:00

Recently, I had the opportunity to serve as an evaluator for the third annual Community College Week—NISOD Student Essay Contest. Students were asked to respond to the following writing prompt: Describe your most rewarding learning experience with a faculty, staff, or administrator at your college.

As I opened my packet of essays, I remember thinking that I would be reading about effective classroom teaching strategies as characterized by students. Because I am a community college instructor who has been out of the classroom for several years, I was really interested in reading about what I have been missing!

Much to my surprise, the particular essays that I read were less about specific classroom learning strategies and more about compassion, connectivity, encouragement, commitment, engagement, passion, pride, self-esteem, accomplishment, concern, relationships, and authenticity. Each student was truly moved by the care, concern, and compassion that the nominee exhibited. Learning experiences were characterized in a variety of ways, but ultimately, the overarching theme was that students succeeded because someone (a faculty, staff, or administrator) took a special interest and believed in them when they were finding it difficult to believe in themselves.

As a first generation college student, I understand how daunting college can be. My first experience with higher education was in a community college. I had never been so intimidated and yet so excited about the possibilities. Because of the instructors and administrators who took a special interest in me and challenged me to live up to the potential that I did not even know that I possessed, a whole new world of opportunities was opened to me.

My mentors’ encouragement and commitment to my success led me to pursue and receive my bachelors, masters, and specialist degrees. The impression that my mentors made on my life gave me the desire to do for others what had been done for me, and I spent ten wonderful years working with students in very community college that gave me a start.

I could identify with the students who wrote the essays because I, too, owe a great debt of gratitude to all of the educators who inspired and helped me to reach higher than I ever thought possible. Kudos to those educators honored in the essays and to the students who recognized the profound, life-changing “learning experiences” that they were extremely fortunate to have been a part of.

Shelia Mauppin

CCLP Block 66

Students' Perspectives: Strategies that Contribute to Their Success

2011-02-09T11:43:00.008-06:00

Community colleges are open access institutions, which take on the mission of democratizing higher education; therefore, student success is synonymous with a successful community college. Students’ success is not always easy to define for community colleges, since many students attend for various reasons—to transfer credits, to learn a skill for their job, to earn a degree, or for personal enrichment. Because of the pressure for accountability, community colleges, state governments, trustees, and administrators try to quantify student success by completion and retention rates. Community Colleges are inherently at a disadvantage, since student goals vary so greatly. This does not, however, get us off the hook. How do we define student success? I would define student success as the advancement of the student in meeting his/her needs for further education, the workforce, or personal enrichment. It is our mission as educators, through sound pedagogy and mentorship, to help all students meet their potential so that they can better reach their life goals. This is no easy task, but it is our mission.

So what contributes to student success? After teaching for 18 years and talking to countless students and reading essays written by students about what has contributed to their success (as an evaluator in the 2010-2011 Community College Week—NISOD Student Essay Contest), the one theme that comes to the forefront is a connection or relationship with a teacher.

In the National Football League, the most important player is the quarterback because he touches the ball more than anyone on the field. If you do not have a good quarterback, the team will not be a Superbowl contender. Teachers typically interact with the student at community colleges more than anyone else, so this should not be a surprise. Teachers (or student success coordinators or staff) are the quarterbacks and they have the potential, more than anyone besides the students, to help that student succeed.

What can teachers do? Students often recount how a teacher “believed” in them and used positive reinforcement to encourage their success. This belief in the student’s potential and the use of positive reinforcement cannot be overstated. Each student is an individual, and teachers must find the strengths of each student to build a foundation for future success. The old adage about praising in public and criticizing in private should be applied when dealing with students. If students are told that they can and are constantly given support and positive reinforcement, then the chances of students succeeding increase exponentially.

The relationship between teachers and students is sacred, and it is this relationship that can be the difference between a human being reaching his/her potential.

Lane Nevils

CCLP Block 66

New Year’s Resolutions

2011-01-26T11:12:00.005-06:00

Another year already? Happy New Year. Seems as though I just finished sweeping up the confetti from last year’s celebration. OK, I’m lying. I swept it up ages ago. Have you written down your resolutions for the coming year—the behaviors you intend to change, the diet you want to start, the bad habits you want to give up, and the promises to yourself that you will break before you get halfway to Valentine’s Day?

Funny. I stopped making resolutions back in high school. I couldn’t keep them then, and I can’t stick to them now. Resolutions are promises that are too easily broken. I wonder why that is. People probably lose their resolve because they are not accountable to anyone but themselves. If they give up on the effort and revert to old bad habits, who is going to know?

When a person makes a promise to someone else, that’s a different story. No one wants to let another person down. Sure, people break their promises to others, but to do so takes a tougher emotional toll on the soul. Oh, the guilt. Oh, the shame.

Breaking a promise to another puts the relationship in jeopardy. Maybe not permanent jeopardy—it depends on what was promised.

If you feel that you need to change something in your life, maybe you should approach making resolutions from this two-point perspective. First, don’t make a promise to yourself; make it to someone else. Resolve that you will treat that person better, or resolve that you will forgive them and remove that grudge that you have been carrying. That’s right. Make it a promise that affects another person, not just yourself. You’ll be more likely to keep it.

Second, get professionally serious with your resolution’s format. Go completely formal. Start with a bunch of Whereas statements, and then finish with your Resolved statement.

This is, of course, the NISOD blog, so maybe I should provide an example that’s wrapped around a community college issue. Here goes:

WHEREAS, I usually eat my lunches in my office so that I can get some work done;

WHEREAS, students will eat their lunches in the cafeteria;

WHEREAS, students will be more engaged in their schoolwork if they have opportunities to engage with their teachers outside the classroom;

And WHEREAS, engaged students are more successful;

Therefore be it RESOLVED, that I will eat my lunch in the cafeteria at least once each week and that I will chat with students during that lunch break.

This may not sound like a big-deal resolution, but since my track record with resolutions is pretty weak, I thought I had better start with a behavior in which I have a good chance of being successful. Besides, I need to see what the world is like outside my office.

Steven W. Reynolds

CCLP Block 66

This Educator’s New Year’s Resolutions

2011-01-07T13:39:00.018-06:00

This is the season of reflection and renewing. I look to improve myself, by adding new things, shedding old things, checking off progress sheets, and pulling things out from the bucket list.

This year, I will become more understanding of the demands that my students face. Times are a-changing, and the world is very different from when I was a first- or second-year college student. We have a world of digital natives now, who are texting and communicating through social media. Sometimes my ideas of communicating with students and even my colleagues may be outdated. For this year, I will ensure that I will work to understand the diversity of communication styles.

In these days of declining resources, I will look to toot the horn of my institution because community colleges are the best kept secret. We have wonderful faculty, students, programs, and services, and I want everyone to know it. I also want everyone to know how they can help sustain our exemplary academic and workforce programs and services for students. I will inform the community about possible in-kind opportunities to support.

Also, I want to make certain that this year my institution stands out from the crowd. I will look to post blogs and possibly submit innovative practices for publication. I am certain to find more opportunities to resolve in my personal life, as well. Have a Happy New Year!

Jeffrey Holmes

CCLP Block 66

Is it Becoming Harder to Engage Students?

2010-12-09T11:49:00.006-06:00

I moderated a webinar in early November about student engagement techniques, but there was one issue we just did not have enough time to discuss—Is it becoming harder to engage students? We talked around the topic quite a bit, but we never just came out and addressed the issue. I personally fear that it is becoming increasingly harder to engage students for several reasons, but the main reason is based on what I know about myself as a student. Here’s just an example.

On a typical Wednesday, I have class from 1:00-4:00 p.m. and 7:00-10:00 p.m., and it is the one day of the week that I do not work. So, I usually head to campus around noon. On my way, I stop and grab a bite to eat and check email. I head to the parking garage, park, and then check my email again while walking to my first class of the day.

Once in class, I set up my computer and silence my phone. Then for the next three hours, I float in and out of the conversation, adding my thoughts or asking questions when the mood strikes me—all while checking emails, seeing who has updated what on Facebook, reading The New York Times and The Huffington Post, and googling the topic of the class discussion when something is mentioned that I am not familiar with or if it is something that I want to know more about. When I am not doing those things, I am thinking about what I need to accomplish at work on Thursday, making sure to mail my best friend’s birthday card, or deciding what I am going to have for dinner in between classes. So just in that three-hour window of time, I am focused on a lot more than my higher education policy class. So I question, how much am I really engaged in the class? Ironically, I like the course, enjoy the professor and what he brings to the table with regards to his work in higher education policy, and I typically look forward to class discussions. So why do I struggle to sit for three hours and engage in my class and nothing else? Even more confusing, why is this not a problem in my evening class, where I never even turn on my computer and my phone remains turned off?

A recent article about kids today and how they are world wired for distraction, may hold some answers. But I did not grow up in a very tech-based world, so I cannot totally get behind that theory. On the other hand, I did stop to check email three times while writing this blog. So, I am not sure why it is happening, but I do know it is harder for me to stay engaged and focused in classes. A quick glance around the classroom last week, and I noticed several other students quietly typing or appearing to read something on their computers. I cannot help but think staying engaged might be an issue for them, as well.

Mia Leggett

CCLP #65

To Engage or Not to Engage: That is the Question

2010-12-09T11:38:00.006-06:00

Prior to my days in higher education as a student and employee, I looked at the term engagement from a military sense. I thought it meant to fight your opponent on the field of battle. To engage your enemy, you had to always be on the alert (on the defensive). You had to be willing to sacrifice yourself for the good of the nation.

After boot camp, I still looked at engagement as a term that dealt with sacrifice and always being on the alert. However, I quickly learned about the amount of preparation, discipline, and commitment that is also associated with such a word. I had to be prepared to follow orders. I had to be physically, mentally, and emotionally disciplined to do what it took to complete a mission. And, perhaps most importantly, I learned the importance of having team commitment.

Honestly, I have never really thought of myself as a team player. It’s not that I wanted all the glory and praise for myself. I was more concerned with trust. It’s difficult to trust someone, especially with your life. I didn’t serve during a time of war, so I was never put in a live combat situation in which the amount of trust within my squad would have been truly tested.

Now, as a student and employee at institutions of higher education, I still identify words such as preparation, discipline, and commitment with engagement. Perhaps it is not appropriate to associate combat with the education of a student. But then again, maybe it is. As a student, you still need to come prepared to the classroom. You still have to be disciplined to do your homework and put in the time it takes to learn the material being taught. Team or group commitment is also important particularly when you have group assignments that need to be turned in.

From an employee perspective, whether as a professor in the classroom or staff member in one of the offices of student services, you still need to come prepared to serve the needs of your students. You need to be disciplined in patience and understanding that each student comes to us at different levels of academic readiness and comprehension. We also must understand that although we might not come together as a squad entering into a combat zone, we still need to be committed to joining forces for the success of a student. As the saying goes, “It takes a village to educate a child.”

So, should we engage or not engage? My drill instructors during basic training use to say, “One shot, one kill.” This meant we always had to make the most of our ammunition. Well, as educators, student support specialists, and students, we also have to make the best of our resources, as well. No, we are not at war in an educational sense. People do not have to die in order for a student to be successful. But we all have to be prepared, disciplined, and committed to a common purpose. In the simplest of answers, “I am ready to be engaged if you are!”

Ray P. Sandoval

CCLP #66

Balancing Your Motivation and Theirs!

2010-11-16T16:17:00.004-06:00

I started my career in higher education nine years ago this fall as a graduate teaching assistant. To this day, I am not sure how much students in my two sections of freshmen composition improved their writing skills that semester. If nothing else, I do feel certain they learned how to use the MLA Handbook and correctly format a Word document. For that, I am sure their English instructors the following semester were grateful.

Looking back on that experience, having taught many classes since then, I now realize what I thought were my barriers to “getting it right” were not my biggest downfalls. Yes, my age of 22, compared to my students being right out of high school, was not ideal. The fact I was a communications major and only minored in English as an undergrad, and was much more competent writing a press release than an actual academic paper, left something to be desired. However, the biggest hurdle I faced, and still face today in the classroom, is balancing my personal motivations with my students’ motivations in order to create a supportive, engaged learning environment.

As a student, I am not motivated by a need for achievement, perfection, or being the best at anything. Left to my own accord, I am not a goal setter, list maker, or someone who knows where I am going to be three weeks from now at noon. I also believe that grades are not an accurate reflection of what one really learns from a course. As a result, early on in my teaching career, I designed courses by what motivated me—freedom, choices, and ambiguity. I also thought everyone pursued higher education for the “college experience” and wanted to learn for learning’s sake. Much to my surprise, I was wrong!

I quickly realized that while I was comfortable with TBD on a syllabus and not always providing minimum or maximum page numbers for assignments, many students were not. More importantly, I learned that students’ reasons for going to college vary as much as the students themselves. That was a huge struggle for me then. Today, it is what I love about education, particularly working at a community college. I love that I can have one student who is all about the grades so he can get into the nursing program while another student is just trying out a class to see if she wants to return to school. It is what I love about the work I do every day, but it also makes it a challenge.

Creating, structuring, and teaching a course to such varied individuals with such varied motivations is a tough job. In my opinion, it may be the toughest job on campus. Learning how to engage students where they are at, rather than where you think they are or want them to be, takes a great deal of time, forethought, and effort. I think really great faculty find a way to master this. I say all of this, not as a faculty member, but as someone from the staff side of the house who finds one to two courses a year is all I can handle. So, to those faculty members who step up and meet the challenge year and year again, course after course, I have no idea if what motivates you is what motivates me. My guess is that our motivations are more alike than not; regardless, if you do it for the money (joke!), the desire to make a difference in a student’s life, or if it is a career you fell into and somehow cannot now imagine doing anything else. On behalf of students everywhere, I say thank you for doing what you do.

Mia Leggett

CCLP Block 65

Motivating Students: Lessons Learned from a Teacher

2010-11-16T16:11:00.005-06:00

In an ideal world, students would walk into the classroom highly motivated with a love of the subject matter and ready to learn. Anyone who has spent any time in a classroom quickly learns that this is typically not the case. I remember when I first started teaching, and how extremely disappointed I was when right in the middle of what I thought was a dynamic lecture on the causes of the American Revolution, a student let out a loud yawn. I thought how could the students not be wanting to jump out of their seats when they are learning the causes of the American Revolution. It did not take long to understand that not all students shared the same love of history that I do. To empathize with the uninterested students, I had to think about my own experiences taking required subjects in which I had no interest. This is difficult to do, yet important for teachers to master in learning how to motivate their students.

As a young faculty member, I used to say to myself that it was up to the students to be motivated. Of course, this is largely true, but soon I began to view motivating students as part of the challenge of teaching. I looked back on my military experiences as a soldier and was expected to motivate the troops in my charge. If your soldiers were not motivated, then you failed to motivate them. How does one motivate other people? I can only impart some of my own strategies in the classroom and discuss a little of what has been successful for me.

One of the cardinal rules for teaching is to always be you. Students of all ages are very perceptive and any affectation is immediately noticed. Teachers have to find their own way of teaching and inspiring students. Remember, no one has had your life experiences, and your experiences are what make you who you are, so why be someone else? I say this because when I began, I would try to be like the teachers I liked, but it never worked. Each teacher is an individual, and that individuality should be showcased while teaching.

Each student is an individual, as well, and a major key to motivating students is to know your students. One of the most effective techniques is positive reinforcement. Many community college students may be nervous, suffer from low confidence, or are tired from working and taking care of their children, and it is incumbent upon faculty to understand this. Positive reinforcement may simply mean telling students that they are outstanding individuals or finding their strengths and pointing them out in front of the class or privately. It has to be real. As mentioned earlier, students can see through pretentious and patronizing comments, but faculty who have a love of their students can always find a student’s strength.

Students are motivated in different ways. I have had students in my community college classes who were brilliant and could have been successful in any educational setting. These students are often motivated by a challenge. If there is not an honors program at a community college, it is important to motivate these students by ensuring that they are not bored in the regular classroom. These students may need extra reading assignments, be allowed to present something of interest to the class, or be encouraged to tutor other students.

There are pedagogical techniques that motivate and encourage, as well. Immediate feedback is one. Students respond well when they receive graded/corrected work or tests the following class period. Waiting two to three weeks for a corrected exam or homework lowers classroom morale and is detrimental to keeping the students interested.

Another motivating tool is changing the mode of instruction during class. Most people have an attention span of about ten minutes. It is a good idea to teach material in different ways—even the same material. Lecture, multimedia, collaborative work, and student presentations may help in keeping students interested and motivated. It is even appropriate to change the subject sometimes when you find that you have lost students’ interests—e.g., you will find that students perk up, you have their attention, and soon they can get back on task.

There are many ways to motivate students, but teachers must find their own strategies that work for them and their students. The most important part of teaching is to understand that to be effective one must know his/her students and oneself. Teaching is an art, and a successful teacher is truly an artist.

Lane Nevils

CCLP Block #66

Community College Athletics. . . It's your Call!

2010-10-19T15:30:00.009-05:00

People who know me well, and in some cases people who have only known me for a brief period of time, know that I am usually not without an opinion on most matters, including trivial things such as who should be the next Bachelor to much more important issues like where I stand on the Dream Act. So, when a colleague recently asked me how any community college could justify having an athletics program, particularly at a time when student success and college completion are under the national spotlight, I realized for the first time in a long time, I really do not have a clear cut opinion on the matter. Four days later, I am still not sure where I fall on the issue, but here’s what I think, know, and wish were true.

I think the most important thing a community college can do is to provide educational opportunities to create an educated workforce for its service area. I do not think athletics are needed to make this happen. That being said…

As a former student-athlete and coach (Ok, so I am not sure coaching basketball to five and six year-olds at the YMCA counts, but the point is still the same), I know some of the greatest lessons I have learned were on the court, field, or in the rink—such as teamwork, practice, work ethic, and a commitment to always give it your best. I also know these values can be taught and learned in other ways as well.

I wish we lived in a world where people logged on to The Chronicle and Inside Higher Ed like they do ESPN. I know that currently we do not.

I think people are more likely to donate money to college athletics than college academics. I wish that was not the case.

I think student athletes often get a bad rep, sometimes with cause, and other times without.

I also know there are great athletes who participated at the community college level and have gone on to be quite successful, and more importantly have given back to the community—Nolan Ryan, Deion Branch, and my personal favorite, Bubba Watson. Non-athletes do the same. Can you say Bill Gates?

I know athletics provides some students the opportunity to go to college when otherwise it would not be an option. But should the ability to hit or catch a ball really be the measuring stick for educational opportunity?

Do I think now is the best time for a community college to start an athletic program? Probably not. On the other hand, I am not suggesting colleges should end their athletics programs either. In all honesty, I think there are some great programs out there doing great things for students and the community.

So here is my big conclusion to my colleague’s question about whether or not community colleges should offer athletic programs. It is not a straightforward answer. It all depends…It depends on the community. It depends on the college. It depends on a whole variety of issues that cannot be answered by a blanket yes or no. In essence, I still do not have an opinion I am willing to die on the hill for. I can see and support both sides.

Finally, to my colleague, next time you ask me about something related to community colleges, how about sticking to subjects that I have very strong opinions about—mandatory new student orientation, articulation agreements, dual enrollment, placement testing, and developmental education.

Mia Leggett

CCLP Block 66

"I feel smarter"- Community College Athletics

2010-10-18T13:20:00.009-05:00

Recently I have been asked by different people on different occasions why a community college would want to have an athletic program. One person even posed the question as a challenge: “Explain to me why a community college should spend so much of its budget on athletics.” I was quick to respond.

Athletics is a perfect program for community colleges. Many students complete their high school athletic careers without being recruited to play for four-year institutions like Clemson or UT Austin, yet they still carry that desire to play. Community colleges can and should capitalize on that desire for a few reasons:

· The open access policies of community colleges give student athletes an opportunity to extend their athletic careers past their senior year of high school.

· Because young adults are still developing physically past their high school years, community colleges provide time for student athletes to improve their abilities and increase the opportunities for them to be recruited by the four-years.

· Athletics helps create college identity, culture, community,

and pride. (Go Eagles!)

And my favorite reason—

· Community college athletics may attract students to college who otherwise don’t think of themselves as college material.

As a classroom instructor, some of my most memorable moments involve student athletes. The basketball player—he never did his homework, failing the class, and losing his spot on the team; he shared with me how disappointed he was in himself and how he realized the only way to attain a goal is to work hard and avoid all slacking. The baseball player—on the final exam he wrote how much the unit on Feminism changed his perspectives on women, respect, and dignity; and he argued that every student should engage the same material. The volleyball player—she lacked confidence in her ability to learn but confided at the end of the semester, “Ifeel smarter.”

College is life-changing. Athletics are important to community colleges because they open the door for a particular type of student; and once that student steps inside, he or she receives the complete college experience with all its benefits. Of course, it helps if the coaches and the classroom faculty work together as a team supporting each other to provide that complete experience. I believe we have that at College of the Siskiyous.

Steven Reynolds

CCLP Block 66

Athletics and Colleges

2010-10-18T13:04:00.013-05:00

Just in case you have not kept pace with the recent moves in college sports, the National Collegiate Athletic Association (NCAA) member institutions are re-aligning athletic conferences in historic ways. This shift will affect some of the most notable athletic conferences such as the Big XII, Big 10, and PAC-10. These conferences make great sums of money through sport, and then distribute that money to the Division 1 university member schools to sustain championships, programs, and services for the association.

Next year, the University of Nebraska will migrate to the Big 10 conference and another former Big XII school, University of Colorado, will join the PAC-10 Conference along with theUniversity of Utah (Mountain West). So in the near future, the Big 10 will have 12 member colleges, the Big XII will have 10 member colleges, and the PAC-10 will become the Pac-12 and have 12 member colleges. All of the shifts or future potential shifts are clearly a result of the sport of football, television coverage and sponsorship, and conference goals. One could speculate a decade from now that there will be just a few "super conferences.”

Since the enactment of eligibility standards for community college transfers, many student athletes have not had the ability to transfer to some universities and participate in athletics. Some universities do not readily accept transferring student athletes, and many transfer student athletes do not obtain a four-year degree. Many student athletes, particularly from California schools, transfer to smaller division schools.

The core course requirements are more stringent at Division 1 schools for transfer student athletes from community colleges—even in the wake of community college student transfersperforming as well or better academically to students who began at the university level. The purpose of the core course requirements is to ensure satisfactory degree program completion at member institution schools which have been under public scrutiny for two decades regarding the retention and graduation rates in the sports of football and men's basketball (also known as the revenue generating sports). Over the past ten years, the National Junior College Athletic Association and the California Community Colleges Athletics Association have made significant strides in improving graduation rates for transferring student athletes.

The National Collegiate Athletic Association has mandated Academic Progress Rates (APR), which in summary tracks cohorts of student athletes by sport, conference, and university for academic success. Universities are then monitored by the NCAA, and either penalized for not achieving benchmarks or placed on improvement plans. Although much work is ahead, the NCAA should be commended for its efforts to improve communication with two-year colleges to ensure academic equity for student athlete transfers. The process can only improve.

With the concept of schools merging in and out of athletic conferences, one can only wait to see if the academic success of transferring student athletes will be a factor. It will be interesting to see how many student athletes transferring in the next few years have had an opportunity to pursue a four-year degree in a super conference; or, if student athletes transferring from the two-year colleges will be tracked at the four-year for graduation.

What will make the news? The transferring student athlete who graduated with a four-year degree or the transfer student athlete who helped the team win a championship and did not graduate?

J Holmes

CCLP Block 66

Looking to transfer? Find your special K!

2010-09-20T15:57:00.001-05:00

Every community college needs one. Every student hopes he or she somehow manages to land one. Every four-year college or university admissions representative hopes to form a great working relationship with one. And, every advisor hopes to either become one, or at the very least have one on speed dial. So what is it that all these folks so desperately need? It is what I like to call the Special K.

Special K is the nickname I affectionately call Suzanne Kaylor my former colleague at Craven Community College. Officially, Kaylor’s title is the Director of Transfer Advising and English Instructor*. Unofficially, I call Kaylor the advising guru I always wanted but never had—a friend, mentor, the Felix to my Oscar, and the kind of educator I hope to one day become.

Kaylor is everything you want in transfer advisor. Really, she is everything you want in any kind of advisor. She is a thorough, detail-orientated, big picture person who never loses sight of the often small but almost always significant nuances or exceptions to the rule. She has high expectations, and people rise to meet them. Her work ethic does not stop, even on semester breaks. Kaylor is patient with students and does not rush through advising sessions, even if that means her 11-hour-day turnsinto a 12-hour-one, and it is for the fifth time that day she finds herself explaining theNorth Carolina Comprehensive Articulation Agreement. More than anything though it is Kaylor’s uncanny ability to never lose sight of what is best for students. It is one of the things I like and respect about her most. OK so maybe it is one of the top three reasons I like her so much. Her dry sense of humor is only rivaled by a mere few.

So, to everyone out there. Go ahead, and try to find your Special K. I hope you already have one, if not many on your campus. If not, here is to your search to find that someone who is as special as Suzanne Kaylor.

Mia Leggett

CCLP Block 65

*Kaylor has been widely recognized by colleagues and students for her efforts in the classroom, as well. She is a previous Craven Community College Faculty Member of the Year, previous North Carolina Community College System Faculty Member of the Year Award finalist, and a NISOD Excellence Awards recipient.

Transferring students from two year to four year

2010-09-20T15:56:00.001-05:00

Community colleges across the nation are faced with the awesome task of educating a variety of students to achieve a variety of goals. For example, students enroll in a community college to attain:

· An associate’s degree or certificate;

· Continuing educational objectives based on personal enrichment;

· Industry and career education goals to prepare students for immediate entry into the workforce or augment existing skills for their workplace;

· Pre-requisite skills for those students who may not be academically prepared to enroll in college level courses;

· Proper units to transfer from the community college to a four-year college or university to pursue a bachelor’s degree.

Lets talk more in depth about transferring from community colleges to four-year colleges and universities.

National organizations and individual community colleges work diligently to ensure that students receive accurate and timely information related to transfer by developing articulation agreements with four-year colleges and universities. Students meet with counselors and develop education plans that keep the student focused on courses that prepare them for transfer. Course selections are made to create direct pathways to the students’ academic major of choice.

Academic counselors often serve as liaisons between the community college and the four-year colleges and universities when developing articulation agreements to ensure a course-to-course correlation to eliminate duplication of class enrollments. Many institutions have an advantage of having access to statewide databases for articulating courses from one college to another such as in Florida and Illinois.

With the combination of informed decision making by faculty and well crafted policy initiatives, community colleges can provide greater support to students who wish to transfer. Hopefully, more comprehensive studies can be conducted to also ensure that transfer-related policies are equitable and accessible for students. How is your college working to help students transfer from community colleges?

J Holmes

CCLP Block #66

Orientation-Right from the Start

2010-08-18T10:12:00.039-05:00

President Eric Reno and the staff at Northeast Lakeview College near San Antonio have the mantra of right from the start.In considering how to introduce students to your campus, orientations are a great way for community colleges to develop the critical relationships necessary to ensure student engagement and success right from the start.

Orientation programs have evolved on many campuses from a printed flyer listing services with a campus map to a day-long team-building session; as well as many points between. Although an orientation is meant to allow students a chance to adapt to a new academic environment and feel more comfortable, there are specific questions community college leaders can address in order to make the orientation process more meaningful and helpful.

1) Should orientations be mandatory? Maui College and Virginia Highlands are just a few organizations where orientation is mandatory. Lansing Community College strongly encourages attendance, but it is not required. There are pros and cons to making such sessions mandatory, particularly in adult student populations where transportation and work/family obligations may interfere with a daytime offering. Cape Cod Community College and other schools have a variety of dates and times available in order to make attendance more convenient for all students.

2) Should orientations be given online? With the popularity of online courses, it would be hard to ignore the lure of putting orientation online in order to serve a maximum amount of students. For rural campuses or campuses experiencing a large online student population, like Rio Salado College, it makes sense to put orientation online. It also allows the college to tutor online students in basic computer applications so they may be more successful before beginning their online learning. Some colleges, like Washtenaw Community College and Tacoma Community College, offer a mix of online and on-site orientations in order to appeal to all students. Inver Hills Community College offers an online orientation, which includes modules on life skills, such as time and money management.

3) Should orientations include assessment and course scheduling? Columbia State Community College’s Right Start orientation allows for an online and on-ground orientation, which includes the administration of COMPASS and ASSET skills assessment tests, as well as a course planning session. Normandale Community College orientation features a three-part system of online orientation, followed by assessments, and on-campus advising and registration. This comprehensive approach allows for a seamless transition for entering students. Although this type of approach typically requires increased staff and manpower hours at the outset, time may be saved later from students who are incorrectly registered for courses and/or have not taken the necessary assessments prior to entering the classroom.

4) Should orientations involve parents? Montgomery County and Westchester Community Colleges host individual information sessions/orientations for parents as well as students. This may help in situations where the student is the first generation to attend college and may assist the family in transitioning through this life change. It also allows students to feel a higher level of support when parents understand the expectations which will be placed upon them in regards to academic progress and in achieving transfer opportunities.

5) Should orientations involve an international focus? Leeward Community College hosts a special session for international students in order to help them assimilate not only to campus, but to participate more fully in social activities and understand the services available to them.

6) Should facilities and campus safety staff be more fully aligned into the orientation process? Orientation is an all-campus effort–everyone can work collaboratively to ensure students feel safe and productive during their time on campus. By keeping trash to a minimum, having clear and large-print signage around the parking lots and buildings, and having a campus security presence visible, orientation and first-time visitors feel welcomed and at home in their learning environment. Orientation planning involves involvement from all levels of the organization, not just student services personnel.

Beyond orientation—Survey of Entering Student Engagement

The Survey of Entering Student Engagement (SENSE) helps community and technical colleges focus on the “front door” of the college experience. Grounded in research about what works in retaining and supporting entering students.

SENSE collects and analyzes data about institutional practices and student behaviors in the earliest weeks of college, inclusive of orientation practices. These data can help colleges understand students’ critical early experiences and improve institutional practices that affect student success in the first college year.

SENSE is administered during the fourth and fifth weeks of the fall academic term to students in courses randomly selected from those most likely to enroll entering students. Students respond to the survey in class, and member colleges receive survey reports including data and analysis they can use to improve their programs and services for entering students. Specifically, SENSE data should be useful in improving course completion rates and the rate at which students persist beyond the first term of enrollment.

Additionally, NISOD's other sister organizations, the Center for Community College Student Engagement (CCCSE), in cooperation with the Community College Leadership Program (CCLP), and Achieving the Dream (ATD), will host the 2011 Entering Student Success Institute on March 27-29, 2011, in Santa Fe, NM. College that participate in the Survey of Entering Student Engagement (SENSE) have the special opportunity to send teams (composed of three to five individuals) to the fourth Entering Student Success Institute (ESSI). During the two-and-a-half days, each team will work with data, learn about strategies that can help improve the entering student experience and formulate an action plan for initiating appropriate strategies.

For more information about the Survey of Entering Student Engagement (SENSE) or the Entering Student Success Institute (ESSI), please contact senseinfo@ccsse.org or (512)475-6526.

Dana M. Sendziol

CCLP Block 64

Orientations for the Adult Learners

2010-08-18T09:53:00.028-05:00

College orientation is more than a superficial introduction to a campus. Schools should keep in mind the variety of needs that can occur with a diverse student population. Many orientations can seem to focus on essential services for all students. Some orientations focus on a campus tour. Some may focus on targeted populations like athletics or Health fields. Other orientations may focus on age specific topics such as those at Santa Rosa Junior College and Cerritos College.

One growing population that colleges may want to consider is the seasoned adult that is re-entering education. These crafty veterans may have raised a family, been recently dislocated from work, are looking to change careers, going back to school to accomplish a life long dream of being a college graduate, or just taking courses because they want to learn how to salsa. Whatever the motive, colleges should include orientations that keep the 21+ populations in mind.

Some colleges invest in care packages with vendors, which may be tough in harsh economic times. Many colleges build care packages in collaboration with corporate partners to hand out to students during the first week of classes to get the student engaged with campus life.

Many of these “care packages” are cheesy (e.g., coupons from banks for credit offers, bags of candy, video game discounts, and tips for teens) and do absolutely nothing for baby boomers, which may be on a college campus for the first time. Some useful care packages include college-branded planners, trail mixes, water containers, pens and pencil sets, testing forms, t-shirts and hats, and socks. College care packages should always include a “cheat sheet” of popular campus resources like financial aid, student health, class schedule updates, and the like.

Additionally colleges may want to offer orientations in a series throughout the term to focus on particular programs, services, or any activities the campus may offer. A general orientation could be offered during the beginning of a major term to provide an overview of what to expect as a new college student. Then a follow-up orientation could be offered for specific academic programs or student services.

Some educators use collaborative programs to provide orientations to a course. Even better faculty can offer a mini orientation in the context of a course to give students practical experience in using the tutoring lab or library services. So how does your college or university conduct orientations? What tips would you like to share?

J Holmes

CCLP Block 66

New Student Orientation

2010-08-17T09:44:00.014-05:00

Most of my girlfriends have reached the point in their lives where engagement, marriage, and children seem to be the hot topics of most discussions these days, so it was not too shocking when my best friend called me recently to talk about her relationship that happens to be on the rocks. Because she is not married yet, I had a pretty good idea where the conversation was headed, but I waited until she said the actual word. About halfway through our conversation, the two words that no one in a relationship likes to hear finally reared its head—DEAL BREAKER. As in something that happens in a relationship that leads one to say no dice, not going to work, this is so not going to happen.

As we continued to talk, I got to thinking about all different types of relationships, particularly that of students and colleges. Apparently, a deal breaker for one of my exes was that I was always thinking about work. Maybe he was right, but I digress.

When a student decides to enroll at a college, he or she is essentially entering into a relationship with that institution. While the student may be seeking strong academic programs and supportive faculty, rather than long walks on the beach or a great sense of humor, this relationship starts off just like any other one. So, here’s my question. Why would any student want start a relationship with a college without knowing much about the institution? More importantly, why would any college create a system that allows this to happen? I just don’t get it. Would you enter into a relationship with someone without the obligatory first date—coffee, drinks, or dinner? I certainly would not, so why we would want any less for our students?

The reality is, most colleges already have the first date to trump all first dates, and it is called New Student Orientation. Use it! Flaunt it! Make that all important first impression! It is your time to show students what you are all about! Even more specifically, mandate that students attend.

According to Dr. Kay McClenney, Director, Center for Community College Student Engagement (CCCSE), “From the research we've seen, and from the students we've heard in focus groups, the verdict is in: college orientation should be a personal experience, and it should be MANDATORY. Why? Because students don't do optional!"

So, I am just going to say it. Students—If the college you are thinking about attending does not mandate new student orientation, then you might just want to reconsider starting a relationship with them. It might be the deal breaker that ends the relationship even before it begins.

Colleges—Don’t let something like New Student Orientation, which many of you are offering, but might not be mandatory, be the deal breaker for students. Go ahead. Require that first date. There are lots of great students out there looking for someone just like you!

Mia Leggett

CCLP Block 65

Making A Bridge for Success: Summer Programs that Fill the Gap

2010-07-22T09:27:00.011-05:00

Into the “dog days” of summer, and many colleges begin their annual summer bridge programs. El Paso Community College (EPCC) is a unique example in that President Richard Rhodes, Vice President Dennis Brown, and Richard Jarvis (Provost of the University of Texas at El Paso) developed a College Readiness Consortium in fall of 2005.

The Consortium focuses on students graduating from high school who have completed the required curriculum and passed TAKS test and are ready to “enter postsecondary institutions with the need for developmental reading, writing, or math courses.” This allows students to enter EPCC with a clear goal in mind, saves time and money, and encourages students to engage and achieve

Leadership and collaborative partnerships are a key component of successful bridge programs. With shrinking federal funding for TRIO and other critical programs, administrators and faculty are called to partner with 4-year public and private institutions to fill the gap in meeting student needs for access and effective completion.

What are some of your ideas for summer bridge programming? Please share tactics that have worked for you, or ask questions that your colleagues may be able to answer. For more information on building a College Readiness Consortium like the one at El Paso Community College, please read The Creative Community College: Leading Change through Innovation, edited by John E. Roueche and friends.

Dana M. Sendziol

CCLP Block 64

Summer is Not Just for Vacations!

2010-07-22T09:21:00.014-05:00

There was a time when summers were filled with family vacations, road trips, summer sports programs, visits to the local swimming areas, or just hanging out with friends for the last summer before teens officially “grow up.” Summers are still fun; however, the fun comes through learning and sharing experiences with others who are making the daunting transition from teen to adulthood. Pasadena City College assists students through this transition with First Year Experience (FYE) programs, Teaching and Learning Communities, and partnerships with NASA. The transitions from high school to postsecondary education for some students can be challenging whether because of the “unknowns,” not having encouragement to continue their education, or being exposed to so many new opportunities.

Summer bridge programs can be residential on-campus or off-campus “vacation” programs. Many programs are two-week residential summer camps like those at University of California San Diego and University of California at Berkeley. The programs are generally designed to provide real-world context tothe culture through practical, meaningful, applied activities designed to engage the student. Other “vacation” opportunities may be geared towards low-income youth. Regardless of the summer vacation opportunities, summer bridge programs are designed to improve students’ preparation for college-level courses. Opportunities occur to improve academic skills and confidence through a combination of interactive learning, group learning, workshops, one-on-one tutoring, individual instruction, and workshops on study skills, test taking strategies, and problem solving.

J Holmes CCLP Block #66

Summer Bridge Programs—They're Not Just for Students Anymore!

2010-07-22T09:19:00.007-05:00

As we roll into the hot and steamy months of the year, summer bridge programs across the nation will be taking place to help support and guide students as they transition from high school to college. Sometimes mandatory, and other times not, these programs are all about student success. It recently dawned on me though, I have been a student in a summer bridge program for the past few weeks at work, and I did not even know it.

You may or may not know, but Christy Lewis, Partnership Coordinator at NISOD, is expecting her first child this summer meaning she will be on maternity leave this fall. While she will be at home spending time with her husband and new little boy, I will be taking on some of her job duties. I think I am more scared than she is about all of this, and here is why.

For the past year, I have worked at NISOD sitting in a cubby right outside of Christy’s office. I know she is kind, thoughtful, funny as she is smart, and has the ability to remain unflappable in the most stressful of situations, one of the characteristics I admire about her most. She is health conscience only drinking protein smoothies and water, no diet coke for her. Lastly, I know she is really good at her job. That being said, I really have no idea what all her job entails. I am reminded of our students, who come to college knowing about athletics, student life, and filled with stories from friends and family members about college life, but how much do students really know about how to “do” college? For me, that is the genius of summer bridge programs. Those transitional weeks allow a student to learn what it means to be a college student.

Luckily for me, Christy has created a training schedule to make sure I know what to expect and what I will be doing for the next few months in her absence. In essence, she is teaching me how to “do” her job. Did I mention she is very organized? For the past few weeks, Christy has spent every Thursday afternoon laying out for me how to accomplish all that will need to be done. I am starting to feel like I might be able to pull this off, and I know when I am not feeling quite so confident, Christy will be there to support and guide me through the process.

These past few weeks have reaffirmed for me the importance of helping our students as they transition from one world to another, but it has also made me think about how important it is for us to provide that same support and guidance to faculty, staff, and administrators as they transition. On a personal note, I have learned that Christy is going to be a wonderful mother and great teacher to her little boy, Ivan.

Mia Leggett CCLP Block 65

My NISOD Conference Experience

2010-06-22T09:44:00.006-05:00

I have been to a lot of conferences over my years as both a student and educator, and for the most part, I have enjoyed all of them. I have been fortunate to have teachers and bosses who have supported my development and encouraged my attendance and participation at various types of conferences. However, as much as I have enjoyed all of them, whether it was attending a great session where I thought, “Wow! I can incorporate elements of this at my campus,” or exploring a new city at night after a long day of learning, or even presenting for the very first time, I cannot say I have ever enjoyed a conference as much as I enjoyed the annual NISOD International Conference on Teaching and Leadership Excellence in 2009 where I volunteered for three days.

I know. I know. That is pretty hard to believe, and no one at NISOD solicited me to write about the conference from this angle, but it really was the most fun I have ever had at a conference, and I did not attend even one session. During my three-day stint, from sun up to sun down, in which all of the Community College Leadership Program students complete over the course of their studies, I was reminded, even though I had not forgotten, why I love being part of the community college world. People were nice and friendly. Many attendees were honored as Excellence Awards recipients for their commitment to teaching and leadership excellence. Overall, there was just great spirit and energy celebrating all that is right and good with higher education. Rather than go on and on about everything, here’s a quick rundown of what still sticks out in my mind.

1. My first official two-step at the Monday night buffet.

2. Meeting an automotive instructor who was attending his first ever out-of-state conference, and he was proudly wearing his Excellence Awards medallion every time I saw him.

3. Getting to don an English instructor with her Excellence Award medallion.

4. Tearing up watching the Excellence Awards video at the closing session on Wednesday.

5. Enjoying Starbuck’s very early each day. Hey, there are a few perks (selfish perks) to being a volunteer.

By the time this post goes live, I will have two NISOD conferences under my belt and many more coffees. I am sure I will have enjoyed a wonderful experience again this year, so check back next year to hear about my new favorite experiences at the 2010 NISOD Conference!

Mia Leggett

CCLP Block 65

No Surprise! Leadership is Alive and Well in Community Colleges

2010-06-15T10:10:00.006-05:00

With the continuing financial drain on community colleges throughout this great land, it would be easy to believe that NISOD Conference attendance would be dramatically lower this year than in the past. To our delight, presidents, chancellors, and executives from community colleges have proven us wrong. In fact, many have contacted us to share comments along these lines…

“Budgets are horrendous. But, it’s important to see our Excellence Award recipients recognized.”

“I had to cut travel expenses this year, but I wasn’t going to have faculty suffer.”

“NISOD is one of the only times of year that I can get away and know that I’ll be back amongst friends.”

“NISOD Conference? Yes, I’ll be there. It’s the only one I kept in the budget!”

“My faculty and staff look forward to this every year--I was not going to let them down.”

“I am paying my own registration and hotel bill out of my own pocket, but it’s worth it to recognize my faculty and staff who have done well.”

“I took a pass this year so that my staff could attend.”

These comments, and others like them, have made an impact that was evident at the 2010 NISOD Conference. The fact that so many leaders are willing to support the development of their faculty and staff speaks volumes about the mission of NISOD, but also about the capacity of leadership in our ranks, which guides and inspires. True leaders usually happen to be generous, visionary, and tend to engender excellence because that is the example they set for those they serve. And that is no more apparent than in the case of Dr. John E. Roueche.

In fact, this year marks the 40^th anniversary of Dr. John E. Roueche leading the Community College Leadership Program at The University of Texas at Austin, of which NISOD is the service arm and outreach vehicle. Dr. Roueche is unarguably a leader in the community college field, not only for his numerous publications, widely renowned scholarship, continuous interaction with major initiatives at the foundation level, and capacity for innovation, but for his leadership excellence and his unselfish giving of himself to the evolution of the community college movement.

It would stand to reason that many community college leaders and NISOD members would put the interests of their college and their faculty and staff first--it is a tenet upon which Drs. John E. and Suanne D. Roueche founded NISOD upon and which continues to impart a legacy of leadership in which we can all be inspired by and work to emulate in our own organizations.

Before you start getting ready for summer vacations, download this article which Drs. John E. and Suanne D. Roueche wrote for Celebrations, entitled “The Art of Visionary Leadership: Painting a Face on the Future,” which is a membership benefit and can be found in the NISOD publications area of the website www.nisod.org or by visiting http://www.nisod.org/password/celebrations/ArtofLeadershipJER_SDR.pdf

In these trying times, know how much your leadership means to those YOU serve. We are proud to have you as a NISOD colleague and were delighted to welcome you to the conference this past month. Thank you for your continued encouragement and support.

Dana M. Sendziol

CCLP Block 64

My Love/Hate Relationship with Graduation

2010-05-12T10:30:00.005-05:00

One of my favorite childhood pictures was taken at my preschool graduation. I am sitting up on stage. My elbows are propped up on my knees. My hands are resting on my closed fists. And, in the true lady-like fashion I am known for, I am slightly flashing the crowd in my, no doubt, monogrammed dress. I am from the South, what can I say? While I do not remember that day in the least, that picture represents for me an event I have come to possess over the years—a love/hate relationship with graduation.

As a student, I hate attending graduation. It’s hot. It’s traditional. It’s boring. Parking’s always a nightmare. I meet my fellow classmates’ family members, many who I will never see again, and they have to endure meeting my parents, something I like to save for the really special people in my life. Trust me, it can be a bit much. For me, it finalizes a part of my life and marks the beginning of something new. As someone who relishes in the uncertainty of ambiguity, graduation makes things seem so clear cut. Overall, it is just an uncomfortable experience for me.

Ironically, as an educator, I love graduation. Yes, it is still hot, traditional, boring, and parking remains a nightmare, but I have a really great sense of pride in the students and their accomplishments. Funny, but for some reason I do not feel the same thing about myself when I am one of those students. I love meeting the families of my students. It is wonderful to see their spouses, children, parents, and grandparents. They are all so proud of their graduate. Taking staged photos is fun, when I am not the graduate. Maybe I am just more comfortable when it is about somebody else.

I hope to endure my final graduation as a student, or at least what my parents hope will be my final graduation, in the next year or so. I joke, but the reality is my parents have been so very gracious to help finance every degree I have ever earned, and I am very thankful. As I think about transitioning from a student to a graduate of the Community College Leadership Program at The University of Texas at Austin, I am a bit excited, and dare I say looking forward to the hot, summer day when my mother and father will find themselves seated in the stands watching their baby girl graduate with a doctoral degree. I will for a brief moment, enjoy the boring, traditional, time-honored ceremony, and this time, I promise to be a bit more lady like!

Mia Leggett

CCLP Block 65

Does graduation matter?

2010-05-11T08:30:00.010-05:00

Standing in line waiting, I look to the center aisle where students pass; one in ten or so is mine! I have been teaching at a community college for 20 years now. Twenty times, I have donned the cap and gown to take my part in the ritual. As I watch the students pass through the gymnasium, faculty and administrators forming a line on either side of them, almost everyone is smiling and happy, yet they maintain a certain decorum. They all seem to be taking stock of where they are and the significance of this moment in their lives. I catch the eye of each of my students when they are looking my way; I smile and mouth “congratulations” without speaking. They beam back at me. My heart is full for them. I am proud for them, proud for their families. It is a time of well-deserved celebration. The last of the students pass through to their seats; we turn and follow. Again flanking the students, faculty are seated on either side of the central seating area of the floor. Only an aisle between us, and something inside tells us that we are passing from one relationship to another. No longer will they be our students. They have taken what we have offered and are most likely moving on to a new job or a new school. All are dressed alike, all observing tradition. Families are gathered in the bleachers on both sides of the gym. The building is at its full capacity.

I don’t know if students are hearing what is said during the commencement speech. I think that they are primarily focused on the time when their names will be called, and it will be their turn to walk up onto the stage.

After the ceremony, marching to the processional, students file out, then the dignitaries, and then the faculty follow. I pass through the hall and enter the student center that is abuzz with laughter and loud talking. Everyone is simultaneously consumed with pride for the graduates. All attention is on them, as it should be. What a wonderful celebration. I stop and congratulate my students, their families, and their loved ones. They are genuinely glad to see me and are happy that I have stopped to talk with them. The crowd begins to thin as people are off to dinners, quiet gatherings, parties, or daily duties. I take my cap and gown off and put them under my arm. I walk down the hall past the gym that just a few moments ago was full of applause. I step in (as I do every year after graduation is over). I stand silently. I feel very good about what I do, understand its importance, and reflect on what was and what is to come.

Each of these students heard his/her name called. All walked across the stage and were presented with their degrees to the sound of applause. What stepping-stones have we laid for future work, future successes? We don’t know; we can only imagine. This mystery, in a way, is the beauty, the beauty of endless possibilities. We imagine that this success will breed more successes in the lives of our students, as it has in so many that have come before them. We hope for them, pray for them, imagine for them, swell with pride for them, and commit ourselves to the next group of students that will pass through our hallways.

Graduation matters.

David Hinds

CCLP Block 65

Graduation Day—Your Opportunity

2010-05-11T08:23:00.006-05:00

Graduation season looms once again on the college campus, bringing a well-deserved accolade to the students who have achieved their degree or completed a certificate program. With shrinking budgets, it is sometimes hard to find extra funding, personnel, and energy to enhance this celebratory time. However, this may be just the time to invest for success!

Here are some ideas to increase visibility, raise awareness, and celebrate graduates:

Parents and friends of the graduates will be visiting your campus. What better opportunity to showcase all you have to offer at a time when the community is physically on-site?

Invest in extra landscaping in high-traffic areas. Ensure that parking lots and auditoriums/gyms are well lit and clean. Minimize confusion during graduation activities by hiring extra security, or pay students who are police trainees to act as ambassadors and also troubleshoot. Ensure that signage in and around the campus is clearly marked and easy for visitors to navigate and understand. Check that restrooms and entrances/exits meet ADA compliance codes. Have ample copies of your summer and fall programming guides at entrance/exit points for easy access. Phi Theta Kappa students may wish to act as greeters and ushers. Focus on fostering a welcoming, clean environment.

Many students in your institution may be first-generation college completers. This is a moment of pride for their families and friends. Consider giving them a lasting, positive impression.

Make it extra-special by hosting a family reception with the president to thank parents for supporting their son or daughter in this significant journey. This reception may be held after graduation or before and scheduled after working hours, so parents may attend. It may be a great opportunity to also extend an invitation to faculty and staff members who have had a connection with the students. This also represents a chance to hear firsthand stories of what students in your institution from this demographic have encountered on campus. In this way, you become more informed at the grassroots level of struggles your students may face. It is also a great way to celebrate the successes of students, and you may find that they are willing to share their story of inspiration and hope on your website or in school publications. This is also an excellent way to engage your board of trustee members in understanding the struggles faced by first-generation students in college completion.

Show students that faculty care. Encourage their participation in graduation.

In recent years, many faculty members have taken a more active role in participating in graduation activities and events, and this is a positive trend. Make it easier and lead by example…pay for rentals of faculty graduation apparel, show your appreciation for faculty who attend graduation by sending a follow-up thank you email, or recognize them in an internal newsletter. Although not required for tenure, noting faculty attendance at such events in their permanent human resources file adds to a positive impression when tenure decisions are considered. Consider having a faculty member who is a NISOD Excellence Awards recipient or has experienced other positive accolades this year as your commencement speaker.

Alumni giving starts now.

With the new trend in fundraising on the community college campus, graduation is an ideal time to start a donor relationship with new graduates. Some presidents host a brunch or work together with the foundation director to plan a fun outing or event on campus, such as a graduation celebration "fun fair" with barbeque. Students are officially welcomed to the alumni society and given a small token, such as a key chain, pen, t-shirt, or mug. This activity should be followed up within two weeks of graduation with a small postcard to confirm the students’ current contact information. This will assist in building a comprehensive alumni database as some students may relocate or move. Periodic emails and events with the college foundation will ensure a higher rate of engagement (and hopefully giving!) over time.

Take time to appreciate staff.

Graduation festivities take a toll on members of the executive and administrative staff, but also those in maintenance, security, operations, customer service, and clerical positions. Reward their extra efforts with a “late start Monday” the week following graduation, an ice cream social with the president, or some other visible means of appreciation. It is important for executive and administrative staff to acknowledge these unsung heroes.

Dana M. Sendziol

CCLP Block 64

Starting Something New? Look No Further Than HGTV.

2010-04-14T09:41:00.004-05:00

Whenever I find myself at home looking for an excuse to spend time unwisely, I typically end up watching way too much HGTV. So, I thought it would be worthwhile to justify the 30 minutes I recently spent watching Divine Design by Candice Olsen, a show that follows the interior designer as she redesigns and decorates rooms making the old feel new again. As I got to thinking, in the world of community colleges, we are always doing something new or at the very least trying to update a program, service, initiative, or space, and I would argue as educators in an ever-changing world, we would be foolish not to do this. So, below are Olsen’s design tips, and while she is speaking about spaces I can only dream of affording one day, it might serve us well if we took some queues from her, whether we are creating something entirely new or we are just putting a new spin on something tried and true.

Before you hire a designer, find out what you like.

We may not all have access to a “Candice Olsen-type” when looking to start a new project. If you can afford a consultant, great. If not, there is no need to worry. Do-it-yourself projects can be the best kind. Besides, we know what we like already—student success. So, ask yourselves this, how can we best meet the needs of student. Make sure this is what your designer is asking as well.

Create a sample board.

Prior to creating any new space, place, or plan, put everything down in a format that everyone can really see. It does not have to be pretty with lots of toile patterns and finishes, but it should create a clear picture of what is in your head. Don’t like what you see? Then go back to the drawing board. Time spent on this part of the design will make things go much more smoothly as you progress.

Be open to a room swap.

Ok, this is a hard one to justify, but I am going to see if I can make the case for it. First, if you are talking about an actual space redesign or new design, this might be an option. If not, here’s an example. I recently talked to a student affairs leader, and she noted that they are getting ready to create a one-stop within the college’s one-stop. The idea of a one-stop is to create a space and place where students can do everything from admissions to advising in one place. Right now, this space and place is a building, meaning students still have to make many stops. The swap taking place is creating a new space within the current space, so students do not have to traipse around the entire building. It may not be a traditional swamp, but this new space might make all the difference in the new one-stop’s success.

Look to commercial buildings for inspiration.

Whether we want to admit it or not, there are lots of great ideas we can borrow from the business world. Been to an Apple Store lately? The level of customer service and the layout take the store to an entirely new level. Fly Southwest? It’s motto is about doing the right thing. I know, I know. It can be hard a times to look to the business world, so if that does not work for you, scoop out what other colleges are doing. Finding something that works and make it your own.

Regardless of what is new at your college, planning and implementation are key. These tips may not work for you, but come up with a short manageable list of what will guide you though the successful process of creating something that leads to a new positive experience for students.

Mia Leggett

CCLP Block 65

A New Experience for an Experienced Educator

2010-04-13T11:35:00.004-05:00

Just this week I received an e-mail from a full-time faculty member in the mathematics department where I have taught part-time for 25 years. The e-mail went out to the more than 40 part-timers in our department. In his query, he asked if there was anything the department could do to support our classes. I replied that I needed some money on my printer card so that I could print out materials for my large lecture hall class. The e-mail was a very simple question, and my need was a basic need of faculty members.

The truly special part of this gesture was that in 25 years, I have never been asked if there was anything I needed for my classes. After all, I am just a part-timer. Nonetheless, I have given great thought to what it takes to create a community environment at a service-oriented college. I do teach full-time at another college and wondered when was the last time we asked our part-timers what they needed.

Temporary employees, even when they are given a contract from year to year, enjoy being acknowledged. They appreciate when faculty and administrators care about improving the learning taking place on campus by reaching out their hands in support. There is something warm and welcoming when everyone feels that they are part of a team—a united force committed to helping those they serve. For those of us who are in the trenches helping students, we tirelessly believe in our cause.

Supporting, encouraging, and engaging students is a way of giving a piece of our heart and passion to students. Teaching is rewarding, and faculty members do it oftentimes without being thanked. Each semester, each year, they return to share wisdom and tweak their lectures to reach more students. They know that it is about giving.

Asking what might help make my job easier puts a smile on my face and a sense of contentment in my heart. I do not know the faculty member, but I will not forget him, either. Maybe we can make a concerted effort to recognize those people who dedicate their lives to students, but are often unseen because they arrive on campus after the sun sets and stay until the campus is closed. Reaching out to faculty and thanking them for their service, commitment, and passion makes all the difference. It may be a new gesture for many of us on both the giving and receiving end, but as an experienced educator, I can tell you, it is never to late to try something new.

Rachel Winston

CCLP Block 65

Trends and Such for Spring 2010

2010-04-13T11:24:00.009-05:00

As it is often said, spring is the season of new beginnings…new life…a time to launch new initiatives and to provide the best service for students.

An article from U.S.News and World Report is currently featured on The University of Texas at Austin College of Education website entitled “4 Things You Should Know About Community College.” It speaks to the general public about the community college and what to be aware of in terms of 1) financial payments; 2) transfer agreements; 3) academic planning for success; and 4) job prospects for those looking to attain an associate’s degree.

This raises an interesting point in the sense that oftentimes, we don’t consider the basics in what we are trying to accomplish. Sometimes in the flurry of activity that accompanies a typical workday and the accompanying obligations therein, we forget the basic services we have always provided:

· Helping students to finance their education

· Investigating what educational objectives meet their needs

· Planning ahead for successful transfer

· Identifying degree completion and job hunting techniques in a specialty area.

In a time when finances are tight and budgets are dwindling, it is hard to justify new programming and to engage faculty and staff. Instead, during this spring season take an opportunity to focus on what is being done well from a student services perspective. Some ideas include:

· Meet with new student enrollees and ascertain improvements that can be made;

· Spend an afternoon in the student services area observing processes for students making payments or academic planning;

· Make a commitment to award those staff and faculty members who are doing excellent work with a special lunch or breakfast with the president or a small token of appreciation; and,

· From a community relations perspective, have your marketing department submit an informational piece about your college to your local districts’ quarterly newsletter—this is a great way to meet those who interact with citizens on a regular basis and to communicate to district tax-payers that a quality education is not far away nor grossly expensive.

Please let us know if you have other ways to not only refine student services, but also to communicate the value of the community college to the district you serve. These are simple, but effective means to build for the future, despite current financial strains. And, a great way to focus on the positive jumpstart created with the coming of spring!

Dana M. Sendziol

CCLP Block 64

The result of engaging new students? It could end in marriage.

2010-03-09T13:31:00.010-06:00

Nick, one of my former students, recently facebooked me. I have not thought about him in several years. Much to my surprise, he sent me a message saying he was thinking about the summer enrichment academy he attended before the start of his fall semester of college. Since I headed up the program and worked very closely with the students that summer, he was just seeing if I was on Facebook. Of course, I accepted his requested, and quickly noticed his profile mentioned that he recently married another student who also attended the academy. While I could not be happier for both students, I really started thinking about student engagement and unintended consequences.

As an educator, I know the importance of engaging entering students. I know connections matter. I know having a supportive and positive relationship with a faculty member can make all the difference in the world. That was the impetuous of the summer academy. Hook ’em early and see what happens. With research on our side, getting students connected to other students, the campus, and faculty members should prove successful.

While I cannot speak for my former colleagues, my goal was retention, student success, and ultimately graduation, not lifelong relationships and marriage. Looking back that makes me quite sad. While I was thinking about relationships as a way to keep the students at the college, I gave very little thought to how those relationships would impact students far beyond their years on campus. Funny, seeing as how my own relationships with other students from college are what matter more to me than anything I ever learned inside the classroom.

All too often, I find myself so focused on creating opportunities for engagement and knowing how important it is that I forget what that can mean to a student well beyond the time I will know them. We become tied to data. We want to create programs that promote success for all. We know it matters, but sometimes I feel we can get lost in it.

While I never lose site of any individual student, I am guilty of thinking about the masses and the greatest impact for all. Nick’s email made me stop and regroup. While student engagement matters, and the sooner we do it the better, it can mean so much more for a student than a diploma, certificate, or degree. It can mean finding a new friend, mentor, and even in some cases a spouse. Those are outcomes you really cannot measure.

So, thanks Nick for reminding me of why I wanted to become an educator in the first place. I wanted to be a part of students making decisions that will positively impact their lives for years to come. Earning a degree will certainly do that, but so will marriage.

Nick, I see that you and Mariah are both teachers now. From one educator to another, keep in mind that connecting with new students is very important, but you may never know the unintended, positive impact of your actions. And that is one of the coolest things about being an educator.

Mia Leggett

CCLP, Block 65

Catching the Spring Chicken—Focus on New Student Retention through Engagement

2010-03-09T13:21:00.010-06:00

According to AACC, fall 2009 enrollments were up by nearly 17% over fall 2007. But how many of the fall 2009 entering students returned for the spring term? If history is any indicator, nearly a third of those students have already dropped out of college. Further, roughly half will not return for their second year. For colleges and states determined to rise to the challenge of the national American Graduation Initiative, a focused and rigorous improvement agenda must be a critical priority.

Many colleges have turned their attention away from exclusive emphasis on enrollment—an important priority in the interests of both student access and FTE-based funding—to include an emphasis on student retention. Helped by the efforts of Achieving the Dream, Foundations of Excellence, and the Center for Community College Student Engagement (which pioneered benchmarks of effective community college practice in 2003), some institutions are focusing on understanding and meeting the needs of entering students, affirming that their concern for access is matched by their commitment to retain the students they enroll. Even so, most colleges continue struggling with where to target improvement efforts to retain and graduate more students. The best advice for these colleges? Focus up front.

MAKING SENSE OF THE ENTERING STUDENT EXPERIENCE

Emerging evidence suggests that if colleges can help their students succeed through the equivalent of the first semester (12 to 15 credit hours), those students’ chances of ultimately attaining certificates and degrees are greatly enhanced. The Survey of Entering Student Engagement (SENSE), an initiative of the Center for Community College Student Engagement (CCCSE), asks critical questions about students’ initial college experiences to help institutions understand where students are thriving and where they are struggling early on—from the time they first think of attending college and through the first three weeks of their first fall term of enrollment. In a related project, the Center’s Initiative on Student Success has conducted dozens of focus groups with entering students, creating a richer understanding of their experiences in their own words.

If there is a recipe for helping the nation’s first-year community college students finish what they start, data collected from more than 70,000 entering students suggests that recipe must include six powerful ingredients. The Center has established the six SENSE Benchmarks of Effective Practice with Entering Students (announced with the spring 2010 release of findings from the first national administration of SENSE) to make these ingredients accessible to all colleges. The benchmarks, standards for measuring quality, enable colleges to undertake a systematic comparison of their processes and practices, through the process of “benchmarking,” to gauge their performance and focus on what matters most to entering student success. Benchmarks measure such attributes as the importance of students making early connections, having high expectations and aspirations, establishing a clear academic plan, as well as engaged learning. Together, these measurements and accompanying survey data provide a rich picture of the first year community college student and the importance of engaging and moreover, retaining, this high-risk group.

This spring provides a perfect opportunity to consider how SENSE may assist your institution in this critical area. Please contact CCCSE for more information at www.ccsse.org .

You may also consider attending the 2010 CCCSE Workshop, which will be held on June 1, 2010, at the Four Seasons Hotel Austin. This year, CCCSE is pleased to welcome Dr. Elizabeth F. Barkley, author of Student Engagement Techniques: A Handbook for College Faculty (Jossey-Bass, 2010), for a special luncheon & extended plenary session “Terms of Engagement: Understanding and Promoting Student Engagement in Today’s College Classroom." She will also have a book signing at NISOD’s Conference. Held concurrently with the annual NISOD Conference, the CCCSE Workshop is free for CCCSE and SENSE-member college personnel ($50 for non-members). Pre-registration required.

Dana M. Sendziol

Block 64

Special thanks to Angela Oriano-Darnall (SENSE), contributor of material used in this article.

Are You Creating a Kodak Moment?

2010-03-09T13:15:00.010-06:00

Some students walk the campus as if they are old pros and are comfortable in their environment. Then there are the new students, students who have never been to college, students who are looking for a new start in a new career, or students who are coming back after a long hiatus. Regardless of the students’ reasons for attending college, there is a need to connect with them early on with regards to their academic pursuits. Our ability to connect with students may be the key to their returning next semester and finishing their program.

We all know the importance of connecting with students. The earlier we connect with students the greater the opportunity we have to provide the necessary direction and guidance students need to be successful and persistent in their academic journey. With the exponential growth that is occurring on all of our campuses with new and returning students, it is even more important to make sure students are given direction.

It is very easy to provide the basic information. Go here for financial aid. Talk to your advisor. Pay your tuition. The list goes on and on. What about this is memorable? What type of lasting impression does this leave on students? And I mean in a good way. A student’s first impression of the college and connection to campus should be memorable. We all know first impressions last a lifetime, good or bad. So let’s take the time and make a great first impression and connection with students.

At the University of Houston, we make that connection the first Saturday in the semester and require all new students attend. We have found that Saturday is the best time for our students. Orientation is a day filled with information, activities, and relationship building. Yes, relationship building is a part of our program.

We have student organizations participate in orientation and provide a stipend to the organization based on the number of student volunteers. These volunteers are facilitators for all of the events. They assist with student check-in during the morning and throughout the day. The students are there to answer questions and provide excitement. And yes, this works for our older students, too.

We start the morning with a healthy breakfast as students go through the check-in-process. In general conversation, students discuss the importance of eating healthy and how it will keep them alert during the different lectures today and all semester long. This gets everyone talking. The questions really start flowing. Why mandatory orientation on a Saturday? Do you like going to school here? What’s your major? The volunteers respond with the importance of being at the session, how beneficial the workshops are, and how much fun students will have throughout the day and at the college.

After registration, we have the opening session where an alumnus provides the keynote address and motivational speech. The speaker talks about his or her educational experiences making sure to note the importance of utilizing resources, asking for help, and talking to professors and advisors. WOW! How exciting to get this information from an alumnus, someone who knows first hand about enrolling and graduating!

Students rotate between the different workshops. There are morning and afternoon breakout sessions. Representatives from the student organizations and alumni conduct the majority of the breakout sessions and check students in using an electronic ID scanner to track attendance. Each of the workshops lasts about 45 minutes, allowing 15 minutes to move to the next session. There are five to eight concurrent workshops being conducted per hour. Students will attend every workshop before the day is completed.

The morning and afternoon sessions are broken up with lunch. Current students serve and cook hamburgers and hotdogs. This allows for informal student interaction and Q&A. During lunch, we observe students becoming relaxed and comfortable in their new environment. At the end of day, we have everyone bring their families for BBQ and games. Students participate in scavenger hunts locating all the important offices on campus, play volleyball, cards, and much, much more.

First impressions are everything. Make yours a Kodak moment.

Leslie Coward

CCLP, Block 65

P-16 Partnership??? I would just settle for a second date.

2010-02-10T08:30:00.003-06:00

I love the term P-16 and what it is all about. As someone new to Texas, I find this topic at the center of many conversations, and I now find myself looking for ways to engage other educators about alignment, partnerships, collaboration, and the like. More often than not, these conversations leave me feeling better informed, and dare I say, hopeful about the future of education. So recently, when I found myself at a luncheon seated across the table from a fellow doctoral student whose focus is K-12 leadership, I was excited to say the least. Unfortunately, by end of the lunch, I felt like I had just been on blind date with someone I knew would never call me again.

Lunch started off fine. It was the typical dialogue exchange we all have at these types of functions—What do you do? How long have you been at that school? What brought you education?—You know the drill. You cover all the safe basics first in order to build on to a more interesting conversation. So things were going pretty well during the information exchange, and then it happened. He asked me the first date equivalent of “So, how many kids do you want?” Everyone knows that you do not ask that on a first date. Granted, K-12 guy did not ask me nearly anything quite that personal, but I could not have been more taken aback when he said, “How does one become licensed to teach at a community college?” I am pretty sure he could see the shock on my face.

Are you kidding me? How do you not know that? I do not work in K-12, but I feel pretty certain I know what happens there, and the level of education one needs to become a teacher. Granted, it is the place I spent the majority of my childhood learning, but still, that is not the point. Ok, I know I am being a bit hard on K-12 guy, but seriously if we do not even know that kind of basic information about one another’s world, how are we ever going to move on to bigger issues like articulation and achievement gaps?

By the end of lunch, we covered several topics. I explained credentialing for community college instructors, and he spent lots of time explaining acronyms I was not familiar with. All and all, it could have been worse, but I doubt we will be rushing to sit next to one another if our paths cross again.

So, in thinking about P-16 partnerships and the work that must be done, I am coming to realize, if we approach it like dating, we might learn a thing or two. So remember, first dates are really just about getting to know someone. Do not go in looking for a commitment right off the bat. Second, date around. Find someone that is right for you. And lastly, dating is the only way a relationship will ever get off the ground. So, K-12 guy if you are out there and reading this, I am open to meeting for coffee and discussing the merits of dual enrollment vs. AP credit. We owe it to our students.

Mia Leggett, CCLP Block 65

Tips for a Successful P-16 Partnership

2010-01-28T15:03:00.007-06:00

As many of you have found, partnerships with school districts can be mutually beneficial to students and institutions. Let’s consider ways that P-16 partnerships are a great idea:

1) Easier transition of student credits and transfers: Your school districts are often a source of qualified AP level students who want to advance their education. An understanding of what these students desire in furthering their educational goals can go a long way in encouraging them to take courses on your campus for credit.

2) Increase classroom and building space: Space constraints continue to be an issue for many districts, and funding is at a standstill for many states in construction of new buildings, particularly in the most underserved areas of the country. By partnering with district institutions, you increase your classroom capacity and can provide access in those districts that are geographically dispersed.

3) Streamline the educational pipeline: With an increased focus on the high expense of college, traditional students are more apt to stay closer to home and complete coursework at a local entity rather then incur debt. By keeping positive relations with your local area superintendents, you provide a bridge to success for those students who may not otherwise have an opportunity to complete coursework critical to matriculation.

4) Plant the seed for future interactions with elementary students and their parents: The community college becomes more accessible to children when they are exposed to campus early on. Additionally, engaging parents of elementary-aged children can also prove effective. In an era of lay-offs and retraining, parents who are familiar with the many services and offerings of the community college are more likely to become students and advocates.

Clearly, partnerships are a great idea and provide a variety of benefits for all. Here are some tips to get started on developing quality relationships with your district superintendents:

1) Target communications between elementary and high school administrators for optimal results. You may wish to have a group of principals at the elementary level to lunch prepared by your culinary students. It would be best to offer primary educators the opportunity to tour the campus and to encourage classroom visits of students just prior to their high school matriculation. Hosting local parent receptions and campus open houses is also a great way to spread the word on summer courses and camps for children in this age group.

2) Breakfast works best for superintendents. High school district superintendents appreciate the opportunity to be invited to your campus, and early morning breakfast meetings typically work best for this audience. Engage faculty in providing information on courses that are well-attended and unique to your campus. Make the meetings no longer than 45 minutes. Provide a light and positive atmosphere and allow staff members a chance to shine. This provides a great opportunity to network, showcase program offerings, and relate any matters of interest to the districts in a relaxed setting.

3) Relationships matter. Some schools provide superintendents with ongoing, annual VIP privileges, such as parking passes to the executive parking lot and season tickets to sporting events. Principals can be placed on an annual mailing list for birthday and seasonal greetings. A personal touch means so much as many local principals experience long tenure within their given school.

4) Spread the news. Work together with your respective marketing staffs to place articles on your partnership activities in the local newspaper and on your website. This speaks to the community in a unified way.

5) Knowledge is power. Develop a monthly or bi-monthly President's Letter, highlighting college happenings, any accreditation or programming updates, and the like. Try to engage superintendents one-on-one at least once on an annual basis in a social setting. Encourage positive sharing of information whenever possible.

Dana Marie Sendziol, CCLP Block 64

It is No Longer the Blame Game

2010-01-28T14:52:00.012-06:00

It’s overwhelming to look at our society as a whole, but when I do, I think that sometimes we’re just getting ahead of ourselves—but maybe getting ahead of ourselves keeps us moving in the right direction. This P-16 concept, a concept that I don’t understand fully, is one of those areas that I think that we’re getting ahead of ourselves. Across the United States, students, who have graduated high school, are entering college without being college ready. Most of us agree that there are problems at every level of schooling, but will a P-16 initiative help our failing schools?

If Universities are blaming community colleges for unprepared students, and community colleges are blaming high schools for unprepared students, and high schools are blaming the middle schools, and middle schools are blaming the elementary schools, I’m afraid that we are just giving elementary schools a scapegoat with this new kindergarten preparatory pre-school. Of course, the blame usually ends with the parent, but in this blame game in education there is one thing that we must stop doing: blaming.

P-16, a collaborative tool for communication across grade levels and schools, allows for all constituents to sit at the same table. They no longer have to blame one another; they have to find a solution. They need to look each other in the eye and say, “in order to better prepare our students, x,y, and z needs to be accomplished.” Then each constituent can see their part in the solution rather than the others’ faults of the problem.

We all know the benefits of education, so it seems to make sense that we begin to view education as a continuum instead of stepping stones. That continuum requires a lot of time and commitment, but I know that educators are some of the most dedicated characters in the world. Yes, we will have to address many aspects of educating students at all levels and ways that we can all improve, but at least all the players are at the table now.

Cat Jones, CCLP Block 65

Hello 2010!

2010-01-21T15:48:00.003-06:00

Going into 2010, and with an entire decade of the 21^st century almost behind us, I know this is going to be a good year for enrollment in community colleges. Not only do we read this every day in the journals and papers, but also our actual numbers are proving that students are flocking to our classrooms to gain skills and knowledge that will make them more marketable in the workforce. Community colleges are the American dream; anyone who wants to be successful has the opportunity through the open access of our institutions. We offer the foundations for what this country was founded on; with hard work and perseverance, a person can be anything he or she wants to be. Reflecting on my own life, I have a community college and a few really great, caring professors who took an interest in me to thank for my successes in life. I bet you can remember the ones who shaped you, too.

Every year, I set goals, both personal and professional. These are not vague like “I am gonna eat right and exercise” resolutions (which I used to proclaim at the first of every year to only drop the health club membership by March). These are attainable, measurable, outcome-driven goals that I can review throughout the year and ascertain my effectiveness. I do this in my classes, too, looking to grow programs that have dropped enrollment over the years. Teaching vocational marketing and management classes, I am constantly recruiting students. Intentionally, in early January, I work the registration periods with the counselors and division chairs, with hopes there will be students who may want more information about the programs. I am the only one who knows how exciting my classes will be (at least that is how I see it), so they need me there as a spokesperson. You would be surprised how many students I advise who are undecided and may not plan to do a traditional route, but with a little selling, they give my classes a try. I love my subject matter, so telling students about the different jobs that are associated with marketing, like sales, retailing, advertising, and public relations or management is fun. I have kept a spreadsheet since I started working at Texarkana College in 2004 with the enrollment of my students. Every year, the goal is to grow the programs with more students, and they have. As professors, we have to get involved. We have to care enough to go the extra mile for students. Have you received a letter recently from a student who said you changed his or her life? Have you received an invitation to a student’s wedding lately or a birth announcement? If you can answer yes to any of those questions, then you are still making the difference that changes lives. I know I have teachers to thank.

With shrinking budgets in colleges across the nation, our responsibility is even greater. I see college as the place where students “find themselves.” No longer making choices that Momma and Daddy made because that is the way they always did things, students should be challenged to determine their own voices, what drives them, and who they are as adults. As community college professors, we are their hope, their lessons, and their role models. The job we have is one we do because we love students and watching them succeed. Make 2010 the year you recommit to putting students and their successes first. The rewards are priceless. Happy New Year, and stay away from fad diets and gyms that want one-year memberships!

Robin Court, CCLP Block 65

2010...Are you Listening?

2010-01-21T15:33:00.007-06:00

It is that time of year again when I vow to eat less and workout more. In theory, this is a good idea. In reality, it never lasts. So, this year I am going to commit to something that I think will work both in theory and practice. This year, I am going to become a better listener. Why, you ask? The answer is pretty simple. As educators, we spend a lot of time talking about student success, academic integrity, articulation, and many more topics than I can name in this short little piece, but how much time do we really listening, especially when we are not the one talking?

If you are like me, listening is not as easy as it sounds (no pun intended). As soon as another person starts talking, questions start to pile up in my head. How much am I really taking in what the other person is saying if all I can focus on are the questions I want to ask? This happens all the time, and I am sure it happens to others as well. I see it meeting after meeting, conversation after conversation, time and time again. My guess is you see it, too, or you might be the guilty party like me. Either way, now is the time to practice the following on your quest to be a better listener:

· Challenge yourself to go an entire meeting without asking one question.

· If you cannot do that, make sure everyone else has spoken before you add anything to the conversation.

· Focus on the other person and not what you want to add or interject into the conversation.

· Pay attention to body language.

· Keep you mouth shut!

So, regardless of what you vow to do more of or less of this year, make sure you listen to the student who needs your help, the colleague who wants your opinion, or the community member who just wants to tell you how much he or she enjoyed being on campus. You may be surprised by what you hear, but more importantly what you learn.

Mia Leggett, CCLP Block 65

Student Success…Care to Elaborate?

2009-11-25T15:07:00.006-06:00

I am not in the market for a full-time job, but during my free time, which is quite limited these days, I peruse HigherEdJobs.com to see what community college positions are popping up across the nation. In recent months, I have noticed an increase in jobs that contain the words student success. Ranging from coordinator to vice president positions, student success is quickly becoming all the rage in higher education. But the one question I always want to know is—what is student success?

We talk about student success all the time, and I know of no educator that would dare argue that it is not at the heart of what we do, but how do we know when a student is indeed successful? Is it finishing one course? Is it finishing a degree, certificate, or diploma? Is it the college graduate who cannot find a job but has a degree? Is it the person who completed just one welding course but can now secure a job making enough money to support his or her family? What is student success?

The answer is, I do not know. I have given much thought to this question, and I still cannot define, without reservation, student success. Ironically, I have investigated several positions at colleges responsible for student success, and while one college has a person in charge of student success, there is not a definition of student success to be found on the college’s website. How can a person be in charge of something the college has yet to define? Talk about having a difficult job.

In my recent quest to define student success, I had the great pleasure to attend a presentation by Dr. Bill Law, President, Tallahassee Community College (TCC). While TCC has outlined student success as the number one goal in the college’s strategic plan, Dr. Law simply defines student success as “Students Finish What They Start.” It is the best definition I have heard, and more importantly from an organization standpoint, it is one people can remember. It is easy to keep that in mind as you think about student success.

So, I challenge you, your department, and your college to define student success. Figure out what it means at your institution. Get a handle on your students and what you think their success should mean. Once you have done that, and if you are starting to feel particularly brave, try to measure student success.

For now, and until I find my own definition, I am sticking with TCC’s definition—Students Finish What They Start. It is simple, to the point, and it can be measured. To me, that is a successful definition of student success!

Mia Leggett

CCLP Block 65

It is Always the Season for Teaching

2009-11-25T14:55:00.001-06:00

I don’t know about you, but the Holiday Season means pretty much two things to me: grading and more grading. As a developmental English teacher, grading takes up the majority of my time at the end of the semester, and is also my least favorite aspect of begin an educator. I do it, though, because I understand the importance of student success. Part of the learning process requires struggle. Students struggle with their ideas, brainstorming, organizing, drafting, and polishing their essays. Grades help students understand where they stand as far as mastering the material, so grades help students succeed.

I understand that some students resent sitting in my class. I teach a subject that most people feel is not their strength, so I’m left leaping over hurdles before I can get to the meat, the content. I don’t mind those hurdles, though, because great things come from working hard.

One assignment that brings my students to see the importance of writing is when I connect the content of the class with real world experience. This assignment requires students to advocate for themselves in writing to an outside entity. Students write letters about so many different issues, from the mistreatment of animals, to offering pumpkin-spice flavoring ALL year round, to letters to my dean arguing that they should not have to write letters. Students turn in their letters with a stamped, addressed envelope, and I send the letters.

One student wrote the CEO of her cell phone company saying that she had been a loyal customer for four years, but to upgrade her plan, it would cost over $200 (the phone included). She referred her boyfriend to the same company a couple of months earlier, and because he was new customer, he’d received the same plan she wanted for free. Her letter was to tell them that she felt their policies were not fair. The CEO wrote her back and personally called her. He thanked her for her letter (went so far as to say that she should receive an “A” for the assignment), and she received a free phone and upgrade. Further, he credited over $50 to her account. Another student received a free iPod for her efforts, and yet another had a gift card to a major corporation. None of these students wrote letters asking for money; instead, they wrote because they were passionate about what they had to say, and were willing to advocate for themselves. They changed their world from what they learned in a community college class.

As employees of community colleges, we are making this world a better place for others and for future generations. Our students, after one class or after only one semester, are changed for the better—for the rest of their lives.

Great gifts are usually ones that you can touch or see with your eyes: family ties, gratitude, friendship, and education. Remember this during this holiday season, you—faculty, staff, students, and the community of contributors—have changed our world through the work that you do.

Almost exactly one year ago, I was in horrible car accident, so bad that I evaluated my purpose in this world. I was left recovering in a wheelchair, and my son’s neck was broken. I thought about what would have happened had that day been my last. If it weren’t for the letters of my students after that accident, I don’t know if I would still in be in community college work today. Those letters reminded me of the work that I did to change their lives; and attending a community college changed their lives. Let me pay that gift of gratitude forward to you, dear reader, by thanking you for the work that you do, for dedicating your work to the universal access and success of community college students across the nation. Happy Holidays and we’ll see you in 2010.

Catherine Jones

CCLP Block 65

Part-Time Faculty and Students: Potential for Success

2009-11-25T13:31:00.004-06:00

The experiences of part-time students are very different than for students who attend community colleges on a full-time basis. The one thing that these students have in common is that part-time faculty are teaching most of their classes. There is an abundance of research that indicates that the more engaged students are with faculty, the more likely they are to learn at higher levels.

Time is of essence for part-time faculty. Adjunct faculty members move from campus to campus, from highway to byway, teaching many classes while earning very little income. Usually, there is a limited amount of time to conduct office hours, let alone time to meet with a student after class to discuss grades, career plans, or general conversations regarding the subject being taught.

It is not surprising that community colleges are turning to part-time faculty to teach courses on evenings and weekends, as some full-time faculty prefer to teach during the day. Part-time students tend to take more evening and weekend courses as they work to support themselves and their families, meaning that part-time faculty with less time are teaching part-time students who also have less time. Here are a couple of tips to engage part-time faculty and part-time students:

1. Reward part-time faculty with stipends for attending trainings and advising students (these folks are not receiving benefits, so a stipend would definitely help).

2. Provide activities that encourage part-time students to attend activities so that they are involved with the college and feel connected.

3. Develop a mentorship program to ensure that part-time students and faculty are successful. This will reaffirm the college’s interest in both part-time students and faculty.

Is there a successful program at your college that engages part-time faculty or part-time students?

Marie J. Sesay

Doctoral Student

CCLP-Block 64

The University of Texas at Austin

Sun, Service, and South Beach

2009-11-17T13:48:00.002-06:00

I recently logged into Facebook and much to my horror, I was tagged in a spring break photo. After closer glance and much to my relief, I realized the picture was taken from an alternative spring break trip I took students on a few years back. I have not thought about that trip or those students in quite a while, but looking at those pictures brought back some great memories.

While working at a small private college, a colleague and I were recruited to take students on a weeklong, working adventure to Florida to participate in hurricane relief cleanup. While other students planned to soak up the sun and indulge in fruity drinks during spring break, this particular group of students planned to pay their own way to stay in a hostel for the week and work. Inspired by their willingness to commit their time and energy, coupled with the idea of a sun-filled week away form the office, how could I pass on this opportunity?

As we prepared for our excursion, we engaged in lots of dialogue regarding service. As our college was embarking on a full-blown service learning initiative hiring an AmeriCorps Member and working with Campus Compact, this trip, along with others like it taking place that week in various parts of the country, served as a great kickoff. The College had a history of providing service opportunities for students, but it had yet to really tie that to a strong academic or classroom focus.

When the time finally came for us to depart for the week, I still had some concerns, but the students were phenomenal. They worked hard and played hard throughout the week, getting up early, working all day, cooking dinner, and participating in group reflections nightly. Working at such a fast pace allowed them time for some relaxation toward the end of the week. We even made it to South Beach one day (I do not recommend driving a 15 passenger van there—ever!).

For me, I am still amazed by those students, but what is more amazing is what I was able to witness them do. Beyond pulling together to work hard and really put forth an effort they were proud of, it was a week of firsts for some of the students that I recall now: first time flying, first time traveling outside of North Carolina, first time seeing the Atlantic Ocean, first time eating alligator, and the first time staying in a hostel. And now for the first time, it is all available for the world to see on Facebook!

Mia Leggett

CCLP Block 65

Learning While Serving—That’s My Kind of Style

2009-10-31T14:02:00.012-05:00

Service learning is an excellent method for engaging students, faculty members, and the community. Across the country, students from all academic levels from elementary school to college are involved in many different kinds of service learning projects. I have valued its impact since my first service learning experience in college!

A requirement for admittance to Michigan State University Teacher Education Department/Special Education Program during the late 1970s furthered my interest in this topic. Students and teachers were engaged in various projects in Lansing, Michigan, including working in the special needs classrooms from different elementary schools. These experiences taught me the value of serving, and learning by doing while observing various teachers. And, Michigan State University still provides this type of learning experience by continuing to offer service learning projects in its courses.

In my role as a department chairperson of the Environmental, Design, and Building Technologies (EDBT) Department at Lansing Community College (LCC), I encouraged faculty members to utilize service learning across the curriculum. The faculty members and I worked to create a handbook for use throughout the department. The goal of this project was for the EDBT Department faculty members to create worthwhile service learning projects for students to perform within the communities in Mid Michigan. Our plan was to bring together faculty members, advisory committee representatives from departmental programs, community leaders, and students to conduct high-quality service learning activities. To date, several programs are engaged with service learning!

If you are interested in learning about organizations who can partner with your community college to provide service learning opportunities, visit the American Association for Community College’s website.

JaNice Marshall, CCLP Block 65

How to Help Students Learn From SERVICE LEARNING

2009-10-31T13:46:00.006-05:00

Service learning is an opportunity to expose young people in how to become engaged in community service projects to benefit their community or a community in another part of the world. Service learning can be an interesting way to tie in classroom projects or topics that your students are learning. Service learning is not limited to one academic subject area. It can be applied to a variety of subjects and grade levels.

Service learning projects can lead to increased class participation and engagement from your students, increased attendance in school and mold social responsibility. It encourages students to use what they have learned about a subject to creatively solve the problems related with that topic in a real world way. Locally students can learn about economic hardships of certain parts of their city to the economic hardships of entire countries. Service learning ties academic perspectives to human realities.

There are numerous organizations that are happy to work with student groups. For example, the Bay Area Houston Alumnae chapter of Delta Sigma Theta Sorority Inc. in Houston, Texas, has adopted a school of 450 students in Sierra Leone, West Africa. Their goal is collect over 400 new shoes for each child within the school. According to the President, Alicia Jones, they would be “more than happy to work with any group of students interested in helping students in need in Africa.”

St. Theresa Primary School is Sierra Leone, West Africa

Below are a few tips for faculty to engage student in service learning project:

1. Link a topic that you are discussing with a service-learning event in the community. Class participation within the community can foster a sense of caring for others.

2. Discuss educational conditions for students in the same age group as your students in a particular country. Ask the students to come up with creative ways to help them. This may help them understand the variation in education around the world, help them appreciate their education, and can nurture problem solving skills.

3. Start an inexpensive pen pal program with students from your class with students in another country. This encourages them to write, read, and share their experiences with others.

In this era of “I” a true sense of “WE” can be instilled in our students early if we just take the time to do it. Not only will your students grow personally as people, they will learn the subject at hand and may have fond memories of their service learning project at the same time.

Which service learning projects have you conducted or participated in as a student? Did those projects build your commitment to service?

Marie J. Sesay

Doctoral Student

Community College Leadership Program-Block 64

The Library...The times, they are a changing...

2009-10-01T13:16:00.009-05:00

The library ranks in my top five favorite things of all time right behind Diet Coke, antique shops, Spanx, and my dog. So, when a classmate of mine recently declared his intent to complete his Ph.D. without ever stepping foot inside of Perry-Castañeda Library, my first, second, and third response were something like— “Are you kidding me?” The more I really processed his idea though, the more I started to see how this could potentially work.

As much as I love libraries and think they should be visited at least once a week, I cannot say I have done much research in libraries over the past several years. Gone for me are the days of pulling microfilm and microfiche. No longer do I spend tons of time scanning CD after CD to find that one elusive article. This semester alone, I can access one of my textbooks, pull research articles weekly, and explore dissertation topics by reading one dissertation a week—all via the Internet—and all while logged on to the library from the convenience of my home computer. Maybe my friend is on to something, but what about those books you just cannot find online?

My solution is quite simple. One of my new favorite things to do is scour the web in search of the best deal I can find on books I need for research or class. I am not sure if it is the bargain hunter in me or the challenge of seeing what I can find, but I can spend hours searching for a great deal on a book. That being said, I am still not sold on going an entire degree and not stepping foot in side of the library.

At The University of Texas at Austin alone, I can attend a face-to-face training on how to use Endnote (which I hear will make its way into my top five list soon), how to research from home, and how to use the new 6^th edition of APA—and what I enjoy most about these sessions is that I am able to ask my questions in person.

My friend may be successful in his attempt, but for me, I will continue to utilize the library, the one with bricks and mortar, to browse for books I need for my book club or those I just cannot bring myself to buy; find a good place to take a nap from time to time; and enjoy it as much as I did back when I was five, and my mother took me to the library twice a week. When it comes time to do some research though, I will gladly sit back, relax, and work from the comfort of my couch.

Mia Leggett, CCLP Block 65

Digital Alternatives

2009-10-01T12:39:00.020-05:00

The door to community colleges appears to be open, but barriers exist from the moment students enter. One of the obstacles is the spiraling cost of textbooks, which more often than not either deters students from entering or prevents them from succeeding. According to the National Association of College Stores, “nearly 60 percent of students nationwide choose not to buy all the course materials.” With the sheer volume of discussion regarding retention, part of the challenge in student success can be attributed to the fact that students cannot complete their readings and homework without the required materials. In this age when current research, provocative articles, and graphically enhanced audio, video, and written content are being made available each day, digital course lectures and readings may enhance the learning process and engage students without the high cost that prevents students from entering our doors and succeeding in our classes.

Students are keenly aware that the cost of textbooks each year exceeds the cost of a computer and printer combined. According to Educause Quarterly, “A typical college student spends up to $1,000 per year on textbooks, and many students don’t buy textbooks at all because they’re too expensive.” Students, faculty, and administrators could blame publishing companies, but this will not change the cost of books. On the other hand, if students urged their professors to use digitized course materials, put their lectures and materials online, and draw their reading assignments from web sources, costs could be significantly reduced. Handouts could be placed on the web and saved on student laptops and assignments could be sent digitally or printed from a computer as needed. At a time when college students have access to computers either via libraries, class computer stations, or their own computer, the answer to college and student cost cutting measures may be found in digital course content.

Social networking sites and e-learning platforms provide convenient and centralized focal points for educational content. These web-enhanced portals also allow for greater student interaction through discussion threads on issues posted by the instructor or hosted by student-directed dialogue, thereby enhancing critical thinking and comprehension. Faculty could engage students in general weekly topics, and then subtopics could illuminate innovative solutions to problems or ways of thinking about an issue. Students studying various disciplines with eclectic interests would make the course fresh each semester with innovative ways of viewing the weekly issue or idea. These posts may generate new course content in an evolutionary, multidisciplinary way that could be published outside of the college. The resulting posts may transcend department or institutional halls to spawn an even wider take on the topic in hubs on other campuses.

Initiatives are cropping up on the national level with the passage of the Higher Education Reauthorization Act in 2008--e.g., textbook rental programs, open source initiatives, digital textbooks, and the availability of Kindle/Sony E-Reader materials. The creative integration of digital content can counteract the rising cost of textbooks and remove one more barrier to student success.

Rachel Winston, CCLP Block 65