ERIC ED435427: Community College Exemplary Initiatives, Volume X, 1998-1999.

243 Pages·1999·3.7 MB·English

by  ERIC

DOCUMENT RESUME
JC 990 678
ED 435 427
Goss, Donald, Ed.; Goss, Susan, Ed.
AUTHOR
Community College Exemplary Initiatives, Volume X,
TITLE
1998-1999.
American Association of Community Colleges, Washington, DC.
INSTITUTION
National Council of Instructional Administrators.
1999-00-00
PUB DATE
242p.; For Volume IX, see ED 434 697.
NOTE
Tel:
NCIA, P.O. Box 210040, Nashville, TN 37221-0040 ($15).
AVAILABLE FROM
800-879-2270 (Toll Free).
Descriptive (141)
PUB TYPE
Books (010)
Reports
MF01/PC10 Plus Postage.
EDRS PRICE
*Awards; Change Strategies; *Community Colleges; Educational
DESCRIPTORS
Change; *Excellence in Education; *Improvement Programs;
*Professional Recognition; Program Evaluation; School
Effectiveness; Two Year Colleges
Exemplary Schools
IDENTIFIERS
ABSTRACT
This volume contains four sections corresponding to the four
categories in which programs were originally submitted to the National
Council of Instructional Administrators for its Annual Exemplary Initiatives
Awards presented at the annual American Association of Community Colleges
"Award for Exemplary
held in April 1999, at Nashville, Tennessee. Section 1,
Initiatives in the Classroom, states that Mercer County Community College
(New Jersey) was honored for its "International Business Practice Firm," a
Richard J. Daley College
high-tech simulated business learning environment.
(IL) was honored for the "Keystone to Student Learning," a program designed
to improve student performance in remedial mathematics. Section 2, "Award for
Exemplary Initiatives in the Use of Technology," conveys that Butler County
Community College (Kansas) was honored for the "Technology Enrichment
Cooperative," a 1-week computer training institute for students who go on to
Section 3, "Award for Exemplary
provide technology support for the college.
Initiatives in Partnerships and Linkages," relaysthat Montgomery College
(Maryland) was honored for "Future Focus: A Model Community College-School
Northeast Iowa Community
District Partnership to Improve College Readiness."
"Partnership Writing Seminar: Community College and
College was honored for
"Award for Exemplary
Section 4,
High School Writers Collaborate program."
Initiatives in Changing the Campus Climate and Culture," states that
Fayetteville Technical Community College (North Carolina) was honored for
"Changing the Campus Climate and Culture with Quality Curriculum Infusion."
Each section also describes the programs at one or two colleges receiving
honorable mentions, and presents the submissions from all colleges. A total
of 129 programs are described.
(RDG)
Reproductions supplied by EDRS are the best that can be made
from the original document.
N
Community College
Exemplary Initiatives
Volume X
1998-4999
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
D.
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
U.S. DEPARTMENT OF EDUCATION
Improvement
Office of Educational Research and
INFORMATION
EDUCATIONAL RESOURCES
CENTER (ERIC)
$ This document has been reproduced as
organization
received from the person or
originating it.
(1-
Minor changes have been made to
improve reproduction quality.
0
in this
Points of view or opinions stated
document do not necessarily represent
official OERI position or policy.
The National Council of
Instructional Administrators
An Affiliated Council of the AACC
BEST COPY AVAILABLE
2
Community College
Exemplary initiatives
Volume X
1998 -1999
A Publication of
the
National Council
of Instructional
Administrators
An Affiliated Council
of the AACC
3
ACKNOWLEDGMENTS
The National Council of .Instructional Administrators
wishes to
thank the
individuals
their
following
assistance
for
the
in
.
preparation of this volume:
At College of Du Page:.
Sharon Bradwish-Miller
Director of Awards
At NCIA Office in Nashville:
Donald Goss
Editing, Publication
Susan Goss
Editing, Proofing
INTRODUCTION
Community College Exemplary Initiatives, 1998-1999
is the tenth annual volume of
outstanding campus initiatives published by the
National Council of Instructional
Administrators (NCIA).
This present volume contains four sections
corresponding to the four categories in
which programs were originally submitted
to NCIA for its Annual Exemplary
Initiatives Awards. These awards
were presented at the annual AACC convention
held in April at Nashville, Tennessee.
Section I includes the description of the
two programs which shared the
award for
Exemplary Initiatives in the Classroom. An
honorable mention is also contained
as well as edited versions of all other entries.
Section II includes the description of the
program which won the award for
Exemplary Initiatives in the Use of
Technology and the program which
was
awarded and honorable mention. Edited
versions of all other entries
are also
included.
Section III includes the description of
two programs which won awards in the
category, Exemplary Initiatives in Partnerships
and Linkages. One honorable
mention is also included as well
as edited versions of all other entries.
Section IV includes the description of the
program which won the award for
Exemplary Initiatives in Changing the
Campus Climate and Culture and the
two programs which won honorable mentions.
Edited versions of all other entries
are also included.
In all, 129 programs
are described herein.
Each program cites the institutional
contact person, the college address and phone
number and the name of the CEO. An "Index
of Participating Colleges" is contained
at the end of the book.
Programs were nominated as exemplary by
the participating colleges. Each college
determined the category or categories in
which to compete. Program narratives
were
restricted to a maximum 1000 words. For
this volume some editing for style
and
length has been done.
Programs submitted were required to address
three criteria in their narrative:
Must identify how the program is innovative
1.
and creative.
2.
Must provide measures of
program success.
3.
Could be adopted/adapted by other
two-year colleges.
In certain instances, colleges chose
to address each of the criteria in turn within
their narratives. In other instances
colleges generally covered the criteria, but with
no direct reference to them.
ll
Beyond presenting its awards, the National Council
of Instructional Administrators
makes no judgment on the merit of individual
programs, but is pleased to include
programs as submitted. Program evaluators were selected
by the NCIA Executive
Board.
The Council is pleased to provide,
as part of its membership services, copies of this
publication to institutional members. On
a periodic basis the Council publishes
other materials of interest to academic
administrators. A quarterly Newsletter is
also
distributed to all NCIA members.
Additional copies of this publication
are available for $15 each. Orders may be sent
to NCIA, P.O. Box 210040, Nashville, TN
37221-0040. Checks should be made
payable to NCIA. Discounts
are available for orders of more than five copies.
CONTENTS
Section I
Exemplary Initiatives in the Classroom
Award Winners
The Internationl Business Practice Firm
Mercer County Community College
1
Mathematics: Keystone to Student Learning
Richard J. Daley College
3
Honorable Mention
Creating Win-Win Capstone Projects
Anson Community College
6
All Other Entries in Category I
(Alphabetical by College)
9
Section II
Exemplary Initiatives in the Use of Technology
Award Winner
Technology Enrichment Cooperative (TEC-Es)
Butler Enrichment Community College
70
Honorable Mention
Diversity Link
Holy Cross College
72
All Other Entries in Category II
(Alphabetical by College)
74
Section III
Initiatives
Partnerships
in
and
Exemplary,
Linkages.
Award Winners
Future Focus: A Model Community College/School District
Partnership to Improve College Readiness
Montgomery College
100
Partnership Writing Seminar: Community College and High School
Writ6rs Collaborate
Northeast Iowa Community College
103
iv
Honorable Mention
The Environment Project
Catonsville College
106
All Other Entries in Category
III
(Alphabetical by College)
108
Section IV Exemplary
Initiatives in Changing
the
Campus Climate and Culture
Award Winner
Changing the Campus Climate
and Culture with
Quality Curriculum Infusion
Fayetteville Technical Community
College
186
Honorable. Mentions
Liability? Or Gifts and Blessings
Chemeketa Community College
188
Lining People up for
Success: The New Faculty
Institute
College of Lake County
190
All Other Entries in
Category IV
(Alphabetical by College)
193
Index of Participating
Colleges
232
SECTION I
EXEMPLARY INITIATIVES
IN THE CLASSROOM
PROGRAM AWARD
WINNER
The International Business
Practice Firm
Mercer County Community
College
1200 Old Trenton Road
Trenton, NJ 08690
[phone]
C.E.O.: Dr. Thomas D.
Sepe
Contact Person: Carol L.
Weber
Mercer County Community
College is the first
community college in
the United
States to employ the
International Business Practice
Firm (IBPF) model
to educate
today's students to
successfully participate in
the international
business arena.
The IBPF, a high-tech
simulated business learning
environment addresses
four
areas that American business
leaders have found
to be lacking in the
college
curriculum: curricular
relevance to business,
application to technology,
soft skills,
and international
experience. In addition,
the IBPF serves
as a model that
supports the call in higher
education for students to
become more responsible
for
their own learning and
thereby develop the skills
needed to be life-long
learners.
The IBPF is a simulated
business that mirrors the
real world. It is
a company set
up by students with the
assistance of faculty in
a classroom environment;
Each
IBPF conducts all operations
necessary to run a business and
each is equipped
with financing,
purchasing, marketing,
and human
resources departments.
Students conduct business
in an authentic office
environment using the
latest
technologies including
networked computers equipped
with software such
as C U
See Me, Windows NT;
Internet; e-mail, video
cameras for teleconferencing,
scanners, and faxes. Producing
a profitable bottom line
motivates and melds the
students into functional
teams.
Mercer's "company"
conducts business
transactions with other
student -run.
"companies" in a closed
world-wide network.
Modeled on the IBPF
program in
existence in European
schools for the last
30 years, Mercer's
IBPF course
simulates the operation
of an actual business
in real time. By
combining hands-
on business experience in
a protected environment
with the opportunity
to
develop critical thinking
and problem-solving
skills, students
are prepared to
compete effectively in the
world of business.
Business misjudgments
in the
protected environment
of the classroom
do not bear disastrous
consequences;
instead they become
teaching opportunities.
This concept requires
active
participation of both students
and teachers. The IBPF
is a perfect capstone
for the global
course
aspect of business
curricula, a beneficial
ingredient in
an
entrepreneurial program of
study, or a vehicle for
adult retraining.
Consequently,
Mercer is beginning
to infuse the IBPF into
the business curriculum.
Each course
and program is being
evaluated to determine
how the IBPF
can strengthen and
support the current offerings.
1
The innovative components of this
program are many:
The teacher role
is one of facilitator. The faculty member becomes
a
"manager" of student learning. The methodology used in this
classroom
requires an instructor who is willing to take risks; the instructor often
learns
along with the students.
The students assume responsibility for much of their learning; personal
goals
and objectives are written and then evaluated at the end of the
semester.
As a capstone program, the students are able to "put to the test" the
textbook
theory they have learned in their other classes.
On a daily basis, the students have direct contact with students around the
world.
There are no "assigned" textbooks for the coursethe
use of the Internet,
daily newspapers, business people in the community, and other students
become the sources for learning.
There are no written "tests"students become responsible for making the
business successful; they are evaluated as team members by their
peers and
evaluated as "employees" by the teacher.
The classroom is an exemplary model of collaborative learning initiatives.
The
students must work together to make the "business" successful.
Business partners in the community become active participants in the
classroom as they provide guidance in the IBPF's development.
Mercer's president, Dr. Thomas D. Sepe, is actively working to disseminate the
information regarding this concept throughout community colleges in the United
States and to create a U.S. network of practice firms
across the country.
Administrators and faculty from Mercer have presented the concept
at national
and international conferences and meetings. An orientation session
was hosted at
Mercer in December 1998. Fifty faculty members and administrators from Puerto
Rico to Texas attended this daylong session to learn about the
concept and to find
out how it could be started at their institutions. The session
was very successful
as many of the institutions in attendance indicated a very real desire to implement
the program. There will be a two-day training session in April 1999,
and
community colleges have begun to register their faculty members. As
a part of this
training session, each college will receive a documentation manual, which will
include everything needed to get the program off to
a successful start at each
college. In addition to assisting with the training, Mercer has established the
Center for Simulated Business Services. This Center will coordinate all of the
activities of the collegiate practice firms in the U.S. In addition
to guidance,
curricular material, training and support, the Center will provide the business
context for economic functions including banking, customs, taxes, and the
open
market.
The International Business Practice Firm at Mercer County Community College is
completing its second year. Student assessments and testimonials indicate the
incredible success of this program. Several students verbalized the desire
to have
other courses offered in the format and environment of the IBPF.
In addition, a recent survey mailed to all students who completed the
program
asking specifically what were the advantages of enrollment and completion of the
course, they pointed unanimously to the following:
Enhanced qualifications for employment
Improved business technology skills
I kJ