ACCT Fall 2008 by carol kincaid

Q&A: ACCT Congress Keynote Speakers | Higher Education Act: Access and Accountability

fall 2008

Pre-Congress Issue 2008

Access: The Final Piece of the

Puzzle Combating Poverty through Community College Education How the HEA will Help (and Hinder) Higher Education

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Board of Directors

2007-2008 Chair

Lynda Stanley Brunswick Community College (NC)

From the Chair The Best is Yet to Come

Chair-Elect Arthur Anthonisen Orange County Community College (NY)

Vice Chair Thomas M. Bennett Parkland College (IL)

Secretary-Treasurer Peter E. Sercer, Sr. Midlands Technical College (SC)

Immediate Past Chair Kitty Boyle Dallas County Community College District (TX)

Central Region Chair Dave Maguire Spoon River Community College (IL)

Northeast Region Chair James R. Perry Union County College (NJ)

Pacific Region Chair Gloria Guzman Cental Arizona College (AZ)

Southern Region Chair Greg Schuckman Northern Virginia Community College (VA)

Western Region Chair M. Thomas Perkins Western Nebraska Community College (NE) Lauren Baker Milwaukee Area Technical College (WI) Ken Bartlett Rose State College (OK) Jeanne-Marie Boylan Bunker Hill Community College (MA) Elizabeth Y. Chen Highline Community College (WA) Doris Dewton Colorado Mountain College (CO) Anita Grier City College of San Francisco (CA) James Polk Illinois Central College (IL) Talmadge Portis, Jr. Hinds Community College District (MS) Kathy Sellers-Johnson Louisiana Community and Technical College System (LA) Donald L. Singer San Bernardino Community College District (CA) Dorothy Smith State Center Community College District (CA) Jean Torgeson North Iowa Area Community College (IA) Carmie Lynn Toulouse Central New Mexico Community College (NM) Celia Turner Mott Community College (MI) Roberto Uranga Long Beach Community College District (CA) Nancy Watkins Hillsborough Community College (FL)

Although several months remain in my tenure as ACCT Board Chair, it is a bittersweet feeling to know that this will be my last Trustee Quarterly message as chair. I am truly proud of all that has been accomplished over the past year — and the best is yet to come with the 39th Annual ACCT Leadership Congress fast approaching. It is my privilege to preside over this year’s Congress in New York City, which is gearing up to be one of the best, and certainly one of the bestattended, in ACCT’s history. As I write this, we already have about 1,600 confirmed guests, with more than two months remaining before the Congress convenes. This pre-Congress issue of Trustee Quarterly features enlightening interviews with Congress keynote speakers, updates on ACCT programs, and an excerpt of an important new ACCT publication focusing on the issue of poverty — a complement to our Congress theme of the role community colleges play in combating poverty through education. Along with the great energy that has gone into planning this year’s Congress, ACCT’s board and staff have managed to accomplish a great deal more, as evidenced at the annual Board retreat in Baltimore, July 24–27. I would like to thank the hard-working board members who carved out time in their busy schedules to attend the retreat. It was a pleasure to get to know everyone better, and encouraging to witness the continued active involvement of the board in overseeing ACCT’s programs and services. The reports from ACCT’s Board Leadership Services, public policy and other program areas showed how hard ACCT’s staff works to provide services to community college trustees throughout the year, and how valuable those services are. It is also my pleasure to congratulate ACCT President and CEO J. Noah Brown not only for his great work steering and developing ACCT over the past two years, but also on the continuation of his contract for the next three years by a unanimous board vote. Noah’s vision for ACCT is clear, and under his leadership, I have no doubt that the Association will continue to refine and improve on the already outstanding services it has provided to community college trustees, professional board staff members, and chief executives for the past four decades. I could go on and on about my excitement over ACCT’s many accomplishments and the dynamic nature of the upcoming Congress. But this space might be better used to extend my sincere thanks to my fellow ACCT board directors, the Association’s staff, and all of the members and member colleges who work so hard toward our common goal of providing the best possible governance for community and technical colleges throughout the nation and beyond. I encourage everyone reading this to reserve a spot at the fall Congress if you have not already done so. With close to 90 sessions focusing on such pressing issues as socioeconomic equity, campus security, environmental sustainability, and much more, as well as the excitement of being in Times Square, the 2008 ACCT Leadership Congress is sure to be unforgettable. I look forward to seeing you in New York! LYNDA STANLEY BRUNSWICK COMMUNITY COLLEGE, NORTH CAROLINA

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Trustee

QUA R T ERLY

The Voice of Community College Leaders

From the President & CEO

Fall 2008

Editorial Team Managing Editor David Conner Marketing & Communications Specialist

Editor Mark Toner Editorial associate Kit Gray

Design & Production www.moirestudio.com – Washington, D.C. Your Opinion Matters contact:

David Conner Trustee Quarterly 866-895-ACCT (2228)

or E-mail to:

acctinfo@acct.org

The TRUSTEE QUARTERLY (ISSN 0271-9746) is published four times per year as a membership service of the Association of Community College Trustees (ACCT). ACCT is a non-profit educational organization of governing boards of public and private community, technical, and junior colleges. Membership is also open to state coordinating boards, advisory boards, and state associations. The purpose of ACCT is to foster greater understanding of and appreciation for community college boards; support boards in their efforts to develop public policies focusing on meeting community needs; help build board governance leadership and advocacy capacity through in- service education and training programs; and support boards through specialized services and programs. Opinions expressed are those of the authors and not necessarily those of ACCT. Non-members may subscribe to the TRUSTEE QUARTERLY for $60.00 a year and postage outside USA. Third-class postage paid at Washington, DC.

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New Congress, New Challenges The 39th Annual ACCT Leadership Congress is on the road to being one of the biggest and best we’ve done, with nearly 90 concurrent sessions focusing on issues of great importance and immediate relevance. Fittingly, the topics covered in this pre-Congress issue of Trustee Quarterly are equally timely and forward-looking. To coincide with the theme of bringing the power of education to bear on poverty, ACCT will soon issue a new publication that provides an overview of the socioeconomic issues facing community colleges. An excerpt is included here on pages 32-33. While poverty and the growing economic divide are priority areas of concern to community college boards, they are by no means the only ones. The newly passed Higher Education Reauthorization Bill will have a great impact on community college trustees and higher education. ACCT has diligently updated our members on every major progression of this bill by way of Latest Action in Washington E-Alerts and the Advocacy section of www.acct.org. If you are not receiving these updates, I encourage you to send an e-mail to publicpolicy@acct.org with “LAW E-Alert” in the subject line. ACCT has carefully reviewed the 1,100-plus page bill and identified its greatest benefits and shortcomings relevant to community college governance. In addition to ACCT Director of Public Policy Jee Hang Lee’s regular advocacy column, this issue of TQ includes an expanded section detailing important implications of the HEA reauthorization that you need to know. And of course, this year’s annual pre-Congress issue brings you information about the upcoming Leadership Congress, including insightful interviews with our esteemed keynote speakers, whose vast and varied experiences are sure to give us new ways of seeing and thinking about our work. Also featured are the last in a three-part series of articles on sustainability by Sherrie Negrea, an update on issues related to campus security from ACCT Corporate Council Ira Michael Shepard, a new case study by ACCT Vice President for Research, Education, and Board Leadership Services Narcisa Polonio, and much more. Finally, I would like to bring to your attention an important new ACCT initiative that will benefit community college trustees and presidents nationwide. Last month, ACCT sent surveys to community colleges throughout the country — but we need your participation to make this project work. “The Citizen Trustee” survey will gather demographic and professional information from college trustees and presidents to help us build an extensive profile of community college leaders and the first-ever longitudinal database of this information — data that can be used in innumerable applications (for more information, see page 9). If you already have completed the survey, thank you. If you have not, please contact your community college president to express your interest in participating. Preliminary results of the survey will be shared at the fall Congress. I look forward to seeing you there!

J. Noah Brown ACCT President and CEO

Contents

TRUSTEE QUARTERLY | Fall 2008

Departments 10 Advocacy The New Playing Field: More Reporting for Community Colleges Jee Hang Lee

12 Sustainability

Going Green with Bricks and Mortar Sherrie Negrea

32 Poverty Combating Poverty Through Community College Education Jessica Korf

34 legal Campus Security: The Legal and the

Practical Ira Michael Shepard

Features Higher Education Act: Access and Accountability

Mark Toner

Q&A: ACCT Congress Keynote Speakers

2008

Congress Preview: An American Promise, A Call to Action

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in every issue 1

From the Chair

20 Around the Regions

From the President & CEO

38 Searches and Retreats

News

41 Interface

Corporate Council News

44 Advisor

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Briefs In Massachusetts, A Free Education For All Massachusetts Education Secretary Paul Reville has recommended making tuition at every community college in the state free for every student with a high school diploma. “We want to increase access to higher education,” Reville told Capital News 9. “By making community colleges essentially free for students, that inevitably means that the number of students who are going to be able to have access will increase.” A school readiness finance commission is investigating the plan, which would be implemented over time.

LWTC to Offer BAM Lake Washington Technical College (LWTC) will partner with the City University of Seattle to bring the school’s newly developed Bachelor of Arts in management (BAM) degree to LWTC’s Redmond, Wash., campus. Current and former LWTC students will be able to transfer up to 90 credits into the BAM program, which will be held on the community college campus. CityU has developed similar programs with a number of regional community and technical colleges over the past 20 years.

Croudy Honored Mott Community College (MCC) Board of Trustees Chair Lenore Croudy received the Michigan Community College Association’s Distinguished Service Award. MCC Trustees James Bettendorf and Dr. John Snell were also recognized with Trustee Service Awards. Croudy has served on MCC’s board for more than 20 years and has been its chair since 1995. She has also served on ACCT’s Board of Directors and as the Central Region Chair. She is also the 2007-08 Chair of the Michigan Community College Association.

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News Community College Caucus Holds House Staff Briefing on Capitol Hill Representatives for various federal agencies presented and discussed funding opportunities for community colleges with House staff in August. The agencies included the Departments of Education, Labor, and Health and Human Services, as well as the National Science Foundation. Aaron Burnett, Legislative Assistant for Rep. Tom Latham (R-IA), Co-Chair of the House Community College Caucus, moderates the staff briefing.

12 Colleges Win Caregiving Grants Twelve community colleges nationwide have won grants for programs that train family members and professional caregivers to provide in-home care for older adults. Supported by the MetLife Foundation and the International Longevity Center-USA’s Caregiving Program for Older Americans, the 2008 Community College Caregiver Training Initiative grants were awarded to: • Brookhaven College (TX) • Capital Community College (CT) • Cincinnati State Technical and Community College (OH) • GateWay Community College (AZ) • Harford Community College (MD) • Johnson County Community College (KS) • Kapiolani Community College (HI) • Madison Area Technical College (WI) • Union County College (NJ) • Southeastern Community College (NC) • Southwestern Oregon Community College (OR) • Tulsa Community College (OK) “Community colleges are uniquely positioned to help recruit, train, and provide personal and professional development opportunities for caregivers,” says Sibyl Jacobson, president of the MetLife Foundation. “We’re pleased to support this initiative, which will introduce programs that can serve as models for other colleges interested in providing this important training.” The colleges will use the grants to help launch or develop home health care, nurse aide, hospice, and family caregiving training programs, as well as programs for dementia care, paraprofessional training, and certified nursing assistants. “We hope this initiative continues to highlight the important role community colleges can play in training our professional and family caregivers,” says Dr. Kenneth Knapp, project manager for the Caregiving Project and senior research analyst at ILC-USA.

KEYS to an Education

Front Row (L to R): Gordon Smith, Lincoln Land Community College (IL); Shauna Weatherby, Clover Park Technical College (WA); ACCT Diversity Committee Chair-Elect Ron Winthers, Trustee, Burlington County College (NJ); Carmie Lynn Toulouse, Central New Mexico Community College (NM); Back Row (L to R): Walter Howald, Coast Community College District (CA); Tonya Harley, ACCT; Irvin Homer, Pasco-Hernando Community College (FL); John Mandragon, Central New Mexico Community College (NM); ACCT Diversity Committee Chair James K. Polk, Board Chair, Illinois Central College (IL); Dorothy “Dottie” Smith, State Center Community College District (CA).

Central New Mexico CC Hosts Diversity Institute Reception ACCT would like to thank Central New Mexico Community College (CNM) for hosting the first-ever Governance Leadership Institute on Diversity reception this August in Santa Ana Pueblo, N.M. (See page 36 for more on the Institute).

Tribal Colleges Celebrate 40 Years When ground was broken at what would become Navajo Community College in 1968, it embarked a movement that celebrates its 40th anniversary this year. Now called Diné Community College, the Arizona school was the first tribal college in the United States. Key milestones came in 1971, when the Navajo Community College Act established a precedent for tribally controlled education; the creation of the American Indian Higher Education Consortium (AIHEC) in 1973; the Tribally Controlled Community College Assistance Act in 1978; the attainment of land-grant status in 1994; the 1996 Executive Order on Tribal Colleges and Universities; and a 2001 partnership with the National Science Foundation and NASA to increase the number of American Indians in science, technology, engineering, and mathematics studies. Now including 35 schools offering more than 600 courses, tribal colleges currently receive about $5,400 in overall funding per student, well below the national average of $11,000 per student, according to AIHEC. Many have entered articulation agreements with four-year colleges, and some have grown to offer their own bachelor degree programs. Moving forward, tribal community colleges aim to increase the amount of higher education research about American Indians conducted by American Indians. As is the case with community colleges nationwide, remediation for entering students remains a key challenge, and education and nursing programs have grown dramatically.

Pennsylvania is entering the third year of a program that requires adults who receive public assistance to enroll in one of the state’s 14 community colleges to earn an associate degree or certificate. Dubbed KEYS, or Keystone Education Yields Success, the program requires people using Temporary Assistance for Needy Families Benefits to enroll in the program, which provides child care, transportation credits, school registration fees, books and school supplies, test fees, clothing or uniforms needed for training, and other education-related costs. Participants are required to develop a service plan and turn in weekly paperwork to show they are meeting the program requirements, as well as maintain a 2.0 average. Credits earned at a community college can be transferred to a four‑year program. For more information, visit www.dpw.state.pa.us.

Trustee Surveys Stress Value of Professional Training Recently, the Chronicle of Higher Education released the results of its survey of college and university trustees. Among the highlights of the responses from 1,478 trustees representing 1,082 colleges and university systems: • Professional development for board members remains a pressing issue. • Fewer than 15 percent of trustees felt “very well prepared” when they joined their board, and those feeling least prepared were new or young board members. ACCT provides a range of services addressing training and leadership issues, including presidential searches, board retreats, leadership services, publications, and other professional development tools tailored for 2-year college trustees. This summer, ACCT issued surveys to community college trustees and presidents. The survey is expected to yield the most comprehensive demographic and professional data about community college leadership ever collected. ACCT encourages your cooperation in completing surveys, as the results will help us better understand and support your needs. For more information, see page 9. T R U S T E E Q U A RT E R LY F A L L 2 0 0 8

Oregon Community Colleges Receive Challenge Grant Oregon’s 17 community colleges have received a $1.5 million challenge grant from the James F. and Marion L. Miller Foundation, prompting each school to raise new money for scholarships over the next year. The Miller Foundation challenge is expected to help meet a key goal of the state’s Business Plan, which says that 40 percent of Oregon adults should hold a bachelor’s degree. Currently, only 28 percent of Oregonians have earned a BA, and the state’s community colleges are seen as a key avenue to help increase the number of four-year graduates.

Lake Land Board Sets Milestone The Lake Land College (IL) Board of Trustees held its 500th meeting in early August, a milestone that’s been more than four decades in the making. The college has had 35 board members and 34 student trustees over its history.

News California Community Colleges Reap $70 Million Grant In May, the Foundation for California Community Colleges received a $70 million grant from the Bernard Osher Foundation. One of the largest gifts ever to a community college system, will be used, in part, to endow and fund 1,250 scholarships across the state’s 110 community colleges, starting in September 2009. Another $25 million challenge grant from the Osher Foundation promises to match funds raised by California’s community colleges. The grant “is really bringing philanthropy up many notches in the minds of community colleges,” Kerry Wood, vice president of resource development at the Foundation for California Community Colleges, told the San Francisco Business Times. “It’s also bringing up the need for infrastructure for fundraising and resources.” Some California community colleges have had fundraising arms in place for some time, including City College of San Francisco, which hired its first full-time fundraiser in 2000 and has seen the school’s endowment grow to $20 million. Others are starting from scratch, while the Foundation for California Community Colleges, founded 10 years ago, now provides $35 million to the state’s colleges — an amount it hopes to increase to $100 million by 2011.

Helping Combat Veterans Return To help support veteran students returning from active duty, Pasadena City College (PCC) will offer a new class this fall to help them readjust to the world of academia. With 85 percent of veterans in California attending the state’s community college system, the PCC course will examine such issues as combat grief, substance abuse, communication, self-esteem, and post-traumatic stress disorder (PTSD). “With so many Americans serving in our armed services returning from war zones, we want to reach out and help in some small way to provide assistance and a welcoming place for our veterans at PCC,” says President Paulette J. Perfumo. “Speaking from personal experience, I have seen the toll combat takes on our men and women.” The “Counseling 12: Personal Growth & Development for Returning Veterans” course will be taught by Harold Martin, a Vietnam veteran who enrolled in college after returning home and wrote a thesis on how people change in the military.

Pictured (L to R) are ACCD Chancellor Dr. Bruce Leslie, ACCD Board Member Dr. Gene Sprague, ACCT Vice President Narcisa Polonio, ACCD Board Member James A. Rindfuss, a member of the Palo Alto College Mariachi Palomino, ACCD Board Chairman Denver McClendon, and ACCD Board Member Roberto Zárate.

Alamo CC District Hosts ACCT GLI Reception ACCT would like to thank Alamo Community College District (TX) for graciously hosting the Governance Leadership Institute reception this April in San Antonio, Tex.

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Retirement to Shrink Ranks of CC Presidents A survey of community college presidents released in July found that more than three-quarters will retire within four years, creating a potential leadership void. Researchers at Iowa State University surveyed 415 community college presidents, representing 38 percent of the nation’s community colleges. Some 79 percent of respondents said they intend to retire by 2012. By 2016, 84 percent of those surveyed plan to retire. “The bottom line is we need to have

the leadership in the community colleges better reflect the [demographics] of the students they serve,” Duree told Diverse magazine. “Increasing the number of community college presidents from minority groups in the leadership pipeline would serve as positive role modeling for underrepresented students [and] ensure organizational structures are not creating barriers that discourage the advancement of underrepresented populations into leadership positions in the future.”

A Trustee Honor: Duffy Drive John Duffy, who has served on the Elgin Community College (IL) Board of Trustees since 1975, had a new road named in his honor on the Elgin campus. Duffy has served ECC for 33 years, longer than any board member in Illinois Community College District 509 history. After receiving a petition from ECC, the city of Elgin passed a resolution permanently naming the new road Duffy Drive. Duffy also served on the ACCT Board from 1983 to 1989, chairing the Central Region, the Future Directions Committee, and the AACC/ACCT Joint Commission on Federal Relations. He was honored with the ACCT Central Region Trustee Award in 1991. “He has continued to be a valued mentor and colleague over my nearly 12 years of service to ACCT,” said J. Noah Brown, ACCT President & CEO. “John is a true champion in the cause of community college governance.”

Institutions Focus on 50-Plus Learners Fifteen community colleges will participate in a three-year initiative to develop innovative programs to reach out to students over 50 years old. Funded by a $3.2 million grant from the Atlantic Philanthropies and led by AACC, the Plus 50 Initiative will help colleges reach the 78 million Americans approaching retirement age. “It’s clear that ‘retirement’ has a whole new meaning, and our Plus 50 courses offer new pathways and adventures for people whose lives are changing direction,” says Dr. Stephen Scott, president of Wake Technical Community College (NC), which will offer courses in such areas as nonprofit organization certification, naturopathic therapies, culinary programs, and retirement planning as part of the initiative. Participating colleges include Wake Tech, Cape Cod Community College (MA), Central Florida Community College (FL), Century College (MN), Chaffey Community College (CA), Clark College (WA), Clover Park Technical College (WA), Community College of Spokane (WA), Joliet Junior College (IL), Luzerne County Community College (PA), Northern Virginia Community College (VA), Richland College (TX), Santa Fe Community College (FL), St. Louis Community College (MO), and Western Dakota Technical Institute (SD).

Model Standards of Good Practice for Trustee Boards In Support Of Effective Community College Governance, the Board Believes: n

That it derives its authority from the community and that it must always act as an advocate on behalf of the entire community;

That it must clearly define and articulate its role;

That it is responsible for creating and maintaining a spirit of true cooperation and a mutually supportive relationship with its CEO;

That it always strives to differentiate between external and internal processes in the exercise of its authority;

That its trustee members should engage in a regular and ongoing process of in-service training and continuous improvement;

That its trustee members come to each meeting prepared and ready to debate issues fully and openly;

That its trustee members vote their conscience and support the decision or policy made;

That its behavior, and that of its members, exemplify ethical behavior and conduct that is above reproach;

That it endeavors to remain always accountable to the community;

That it honestly debates the issues affecting its community and speaks with one voice once a decision or policy is made.

Student Loans Still Available — But Often at a Cost While significant numbers of community college students have discovered that their lenders are leaving the college loan market, only 1 to 2 percent of college students nationwide have been unable to secure new loans, according to experts. However, many of those new loans carry with them increased interest rates or fees. “It’s not that you’re having tons of students unable to attain refinancing,” Mark Kantrowitz, publisher of FinAid.org, told the Philadelphia Inquirer. “They just have to hunt around for another lender.” Private student loans for both four-year and community colleges have grown from 5 percent of all undergraduate borrowing during the 1996–97 school year to 27 percent in 2006–07, according to the College Board.

High-profile exits from the loan market have continued through the summer, with Wachovia announcing in August it would exit the undergraduate loan market altogether. Federal legislation guaranteeing student loans passed in May, but the law expires next spring, prompting concerns that more banks may back out. But political action has helped reverse some lending decisions. After Citizens Bank told Delaware County Community College (PA) it would stop offering loans to community colleges because of students’ 7 percent default rate, U.S. Rep. Paul Kanjorski (D-Pa.) wrote the bank a letter urging it to “serve students of all types, including those students who attend community colleges.” The bank reversed its decision.

Adopted by the ACCT Board of Directors, October 2000. * The term “board” refers to a community college board of trustees or appropriate governing authority.

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Corporate Council News American College Testing Inc. and Ferrilli Information Group Join ACCT Corporate Council

The Association of Community College Trustees Corporate Council

American College Testing Inc. Allsteel

ACCT welcomes American College Testing Inc. (ACT) and the Ferrilli Information Group (FIG) to the ACCT Corporate Council. ACT’s and FIG’s participation as Corporate Council members will provide the companies with a unique opportunity to assist the Council in developing and framing solutions to real-world challenges and to exchange ideas on national and global public-policy issues. ACT is an independent, not-for-profit organization that provides more than 100 assessment, research, information, and program management services in the broad areas of education and workforce development. In 2005, ACT began offering multimedia services appropriate for the classroom, homeschool students, business and industry, and on-the-job instruction at its Office for Distance Learning Resources. Each year, ACT serves millions of people in elementary and secondary schools, colleges, professional associations, businesses, and government agencies, nationally and internationally. ACT has offices across the United States and throughout the world. Visit www.act.org for more information. FIG specializes in administrative higher education business processes and software. The company’s mission is to partner with institutions of higher education and support them by using FIG’s knowledge and expertise to create automative, efficient, and self-service business processes that maximize utilization of their software environment. Visit www.figsolutions.com for more information about the company. ACCT looks forward to the contributions that ACT and FIG will make to the Corporate Council, benefiting community colleges and trustees nationwide. For more information about ACCT’s Corporate Council, go to www.acct.org/membership/corporate.

Jon Alexiou ACCT Corporate Council Chair

CampusWorks Inc. EMSI/CCbenefits CollegeNet Datatel Educational Testing Service Ferrilli Information Group Global Financial Aid Services Inc. Jacobs Carter Burgess Parsons SunGard Higher Education The College Board TIAA-CREF

If your company is interested in becoming a member of ACCT’s Corporate Council, please contact Noah Brown at nbrown@acct.org, or by phone at 202-775-4667.

Why Support Trustee Quarterly? Trustee Quarterly covers the critical issues, challenges, and opportunities central to the effective trustee leadership of community colleges — America’s fastest-growing higher education sector. By showing your support of community college governance in TQ, you will connect directly with nearly 7,000 opinion leaders in the higher education field. Community college trustees and presidents make decisions about what products and services are worthy of purchasing to serve their students, faculty, administration, and campus infrastructure. TQ readers make financial, technological, educational, and community-based decisions that affect more than 1,200 colleges and over 11 million students annually. Showing your support for ACCT in the pages of Trustee Quarterly is not only a wise business decision, but a worthy one. If you are interested in taking out an advertisement to show your support of TQ, contact Managing Editor David Conner at dconner@acct.org.

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Have you seen this?

The Citizen Trustee: Profile in Leadership

The Citizen Trustee: Profile in Leadership is a study conducted by the Association of Community College Trustees in order to develop a comprehensive database providing a wide range of information about community college trustees. This survey will ultimately yield the most comprehensive demographic and professional data about community college trustees and presidents ever collected — which we will share with you and use to refine our programs and services to meet your needs as best as possible.

We are counting on you to make this a success! If you are a trustee and you have not seen the survey pictured here, ACCT strongly urges you to contact your college’s president and make sure he or she received it. If you need any help obtaining or completing the survey, please contact Dr. Narcisa Polonio at 202.276.1983 or npolonio@acct.org, or Carole Kraemer at 202.775.4667 or ckraemer@acct.org.

For more detailed information about the Citizen Trustee Survey, visit www.acct.org.

advocacy

The New Playing Field: More Reporting for Community Colleges

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the various reporting deadlines for each report and what type of information should be disclosed. With an average tuition of $2,361, the largest concern community colleges face is whether the cost and complexity of complying with the large number of new reporting requirements could potentially jeopardize their reputation as the best buy in higher education.

The List of Lists Foremost on the list of new reporting requirements are the “College Affordability and Transparency Lists,” which will be broken down by sectors of higher education — in our case, two-year public institutions. The transparency lists will identify the institutions with the highest tuition and net price, the largest increase in tuition and net

price, and the lowest tuition and net price. The institutions with the largest percentage increases will be required to report why the increase came about and how the institution is working to address the problem. The lists will be published on a Department of Education Web site. There are two other major provisions of note for colleges and administrators as they work to comply with the law: • The Act requires each institution to provide information that will be posted on the Department of Education’s College Navigator Web site (http://nces. ed.gov/collegenavigator). Institutions participating in Title IV will need to provide 26 pieces of data. Some of this information will be easy for colleges to provide, such as the institution’s mission statement, number of undergraduate

Travis Foster

Congress recently passed the long-anticipated reauthorization of the Higher Education Act, putting a burden of documentation even more heavily on institutions of higher education. While lawmakers debated the bill, there was significant political discourse about the rising cost of higher education. College cost has served as a bipartisan political piñata, and Congress’s action closely follows the theme set forth by the Spellings Commission on the Future of Higher Education by focusing on increasing accessibility, affordability, and accountability — the “three As” in higher education. Many of the major provisions in the bill, such as year-round Pell Grants and maintenance of effort, represent lawmakers’ attempts to effectively deal with these three As. HEA also makes clear the intent of Congress to require a host of reporting provisions as the means to ensure transparency, clamp down on college costs, and increase access. After years of discussing the rising cost of higher education, Congress moved to address the issue by including major provisions holding colleges responsible for containing costs and states responsible for maintaining funding (see story, page 16). Congress has also enacted an array of new provisions and regulations intended to make institutions more accountable and transparent. In all, there are 24 new categories and 100 new reporting requirements. The list of new reporting requirements is exhaustive, from disclosing a college’s mission and peer-to-peer file sharing policy to information about textbooks and textbook costs. In fact, the breadth of the new reporting requirements is so extensive that the Department of Education will need to create a calendar that lists

by Jee Hang Lee

News Latest Action in Washington E-Alerts: Sign Up Today! students, percentages of male and female students, and the number of first-time, full-time, degree or certificate seeking students. Overall, the information will provide a broader picture for students and families, but not necessarily a clearer one. • Institutions must report graduation rates in 48 categories, including by gender and racial or ethnic group. Institutions also will need to provide students with information about graduates’ placement in employment and the types of employment held by graduates of degree and certificate programs. The Act requires the Secretary of Education to convene a meeting and make recommendations on the reporting and calculation of information in this section for community colleges. HEA also puts in place a code of conduct in the colleges’ interaction with student loan providers. Most importantly, it does not limit the ability of trustees to serve on a board of a lender or guarantor (or a lender or guarantor to be a board member), so long as the institution has a conflict of interest policy in place which calls for trustees to recuse themselves from decisions regarding any decision related to education loans at the institution.

More Paperwork in the Works Among the other major reporting requirements that colleges will need to address: Textbook Information: “To the maximum extent practicable” and “in a manner of the institution’s choosing,” colleges must disclose — if available, and when practical — the International Standard Book Number (ISBN) or the author, title, publisher, and copyright date and retail price information of required and recommended textbooks, as well as supplemental materials for each course

listed in the course schedule. If the information is not available or practical, an institution may state that the information is to be determined. (Section 112) Peer-to-Peer File Sharing: Colleges will provide students an annual disclosure that states unauthorized peer-to-peer file sharing may subject them to civil and criminal liability; a summary of the penalties for violation of federal copyright laws; and a description of the institution’s policies governing unauthorized peer-topeer file sharing, including disciplinary action. (Sections 488 and 493) Certification Regarding the Use of Certain Federal Funds: Colleges may not use funds provided under the auspices of HEA to pay any person to influence or attempt to influence an officer or employee of any federal agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with any federal action related to federal contracts, grants, loans or cooperative agreements. No student aid funds provided through HEA may be used to hire a registered lobbyist or pay any person or entity for securing an earmark. Colleges will be required to certify they have met the requirements of this section each year with the Secretary of Education. (Section 119) Transfer-of-Credit Policy: Colleges will disclose their transfer-of-credit policies, including any established criteria regarding the transfer of credit earned at other institutions and a list of institutions with which they have established articulation agreements. (Section 488) ACCT Director of Public Policy Jee Hang Lee can be reached by e-mail at jhlee@acct.org or by phone at 202-775-4667.

ACCT is happy to announce that members can now sign up for a Latest Action in Washington (LAW) E-Alert, which delivers up-to-date information on federal legislative actions as they happen, directly to your e-mailbox. Recent LAW E-Alerts have focused on the Higher Education Act reauthorization, and those signed up for LAW E-Alerts received daily or near-daily updates every step of the reauthorization process, from the House and Senate’s passing of the bill to President Bush’s signing. ACCT Public Policy Director Jee Hang Lee is diligent about zooming in on the parts of legislation that are most pertinent to community colleges and community college trustees, and getting summaries of these legislative developments and actions to you while there is still time to take action. ACCT’s LAW E-Alerts are the easiest way for you to get the information you need to know about the latest legislative action in Washington affecting your college. Please encourage your fellow trustees, presidents and colleagues to stay up to date about legislation that affects their community colleges by joining the LAW E-Alert network. To join, simply email publicpolicy@acct.org with LAW E-Alert in the subject of the e-mail.

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Sustainability

Going Green with Bricks and Mortar by Sherrie Negrea

By December, the Los Angeles Community College District, one of the largest two-year college systems in the country, will become completely energy independent, relying on a combination of solar, wind, and geothermal technology to power its nine colleges. As it approaches this milestone, the district is constructing 30 environmentally sustainable buildings, all of which will be equipped with recycled carpeting and furniture, and has plans for 14 more. The example set by the Los Angeles district is being embraced by two-year colleges across the country. As they renovate or expand older campuses, community colleges are championing sustainable development in response to demands from environmentally savvy students, faculty, trustees, and community leaders. “I think a common story for many of the colleges is that they had not seen any action for the last 30 or 40 years,” says Larry Eisenberg, executive director for facilities planning and development with the Los Angeles district. “We got into a serious catch-up and maintenance mode. And the common cry for higher education at about the same time was sustainability.” Although sustainable development has been more prevalent at four-year colleges, which can use private donations to fund green projects, community colleges are following close behind in adopting environmentally friendly development. Like four-year institutions, community colleges view green building practices as a way to save energy and demonstrate their commitment to the sustainability movement. “The trend driving community colleges now is the idea of these green-collar jobs. There’s an economic driver for students 12

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coming through community colleges to be part of the sustainability economy,” says Don Hensley, a principal with the SHW Group, a Plano, Tex.-based architectural firm that specializes in higher education. “Some community colleges are looking to their campuses to become working labs that will allow students to apply their skills and training directly to projects on campus. All that is driving the architecture at those campuses to have sustainable values.” Another factor spurring the growth of sustainable development at community colleges is the decline in costs associated with green construction. In the past five

years, the additional investment required for sustainable development in higher education has dropped, in part due to competition among manufacturers of materials ranging from recycled carpet to energy efficient windows. The extra costs involved in green building depend on what features are included and whether the college wants the project to qualify for LEED (Leadership in Energy and Environmental Design) certification, a ranking system developed by the United States Green Building Council, a nonprofit organization dedicated to sustainable building design and construction. For

example, a building certified at silver — the lowest ranking — could incur additional costs of 4 to 6 percent, according to Jeff Sharpe, a project designer and architect with the SHW Group. At the next level — gold — the price tag could run 6 to 9 percent higher, and at the highest level — platinum — it could be 10 to 12 percent higher. These percentages apply to general classroom buildings, Sharpe notes, adding that laboratories and food preparation facilities, which involve more sophisticated ventilation systems, would be more expensive. “Some of LEED is almost a marketing thing,” Sharpe says. “You like to have that plaque and say, ‘We’ve done it.’ That’s important to some institutions and not others. But what’s overriding that are good environmental solutions.” Hillsborough Community College (FL) decided to pursue gold LEED certification for its new $17 million South Shore campus, which will open for classes this fall. Among its green features are raised floors that allow heat to rise naturally to the top of the classrooms; a 300,000gallon lagoon to collect rainwater that will be pumped back into the building to flush toilets; and classroom lighting programmed to dim in the presence of natural light. “We knew that it was going to cost more,” says Gwendolyn Stephenson, the college’s president. “But down the road, it would not only allow us to conserve energy for future generations, but it will also allow us to save money in the long run in energy costs, which is very important in the state of Florida.” While the sustainable features of the new campus cost an additional 8 to 10 percent, they are expected to save 26 percent in energy costs each year. By

To take an older building and adapt it to a new use, you save brick and steel — all of the things that would go into building the shell of the building. It’s really an important planning concept for communities.

comparison, a new campus for the St. Louis Community College System, which opened in the fall of 2007 and also received LEED gold certification, cost an additional 3 to 5 percent to construct, and is projected to save 30 percent in energy costs annually. Less glamorous changes in energy management systems can also make buildings more efficient. Johnson Controls Inc., a company that specializes in facilities management, completed a project in July at Tallahassee Community College (FL) that will reduce energy costs by 18 percent, or $380,000 a year. The savings will result from retrofitting interior and exterior lighting, upgrading the air conditioning, heating and electrical systems, and installing software that reduces the amount of energy powering the 2,200 computers on campus. If there is a shortfall in the annual projected savings, Johnson Controls will refund the difference, under an 11-year

performance contract the company signed with the college. “Essentially, that means that they can take the savings and pay for the projects,” says Davis Gandees, the higher education manager for Johnson Controls in Florida. As enrollment at community colleges increases, an environmentally friendly solution to meet the demand for additional space is the adaptive reuse of existing buildings, which can save construction costs and help revitalize communities. HACC - Central Pennsylvania Community College (PA) spent $17 million to convert a former press building, built in downtown Harrisburg in 1919, into a training center for such trades as carpentry and plumbing, as well as engineering and computer networking. Designed with skylights for optimal natural light and an energy-efficient heating and air-conditioning system, the refurbished building opened its doors to 700 students in the fall of 2007. “Adaptive reuse is one of the strongest and lowest-cost energy solutions you can do,” says Hensley, who has designed projects for three community colleges in Texas. “To take an older building and adapt it to a new use, you save brick and steel — all of the things that would go into building the shell of the building. It’s really an important planning concept for communities.”

Sherrie Negrea is a writer for the Institute for Community College Development at Cornell University in Ithaca, N.Y. She can be reached at ICCD@cornell.edu. T R U S T E E Q U A RT E R LY F A L L 2 0 0 8

Sustainability

Going Green in IT A Checklist of Energy-Saving Ideas for Your Campus

When college officials think about ways to reduce their environmental footprint, they typically think first about facilities, and then about paper and container recycling programs. But opportunities also exist for colleges to “go green” in IT. For example, one tactic with a big potential impact is server virtualization, which combines multiple systems into one. Doing so allows for better use of server storage, improved efficiency of server administration, reduced energy costs, and overall better use of technology capital. Virtualization has been referred to as the poster child for sustainable business technology. By employing server virtualization, colleges can significantly reduce energy, weight, and cooling consumption without impacting services to students, faculty, and staff. One of the institutions SunGard Higher Education serves, a two-year college in the Midwest, achieved significant savings by taking advantage of virtualization, including reductions of: • 4,267 watts of constant energy consumption • 1,154.3 pounds in constant weight consumption • 1.2 tons of cooling consumption • $37,500 total cost avoidance in replacement hardware • $12,400 total cost avoidance in energy Consultants with SunGard Higher Education recently held brainstorming sessions on the campuses of some of our client institutions to share ideas on how to conserve energy, reduce carbon footprints, and reduce operating expenses by going green in IT. What emerged from those sessions is a checklist of ideas that trustees might want to consider and 14

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by Ed Nadworny

By employing server virtualization, colleges can significantly reduce energy, weight, and cooling consumption without impacting services to students, faculty, and staff.

discuss with members of their boards, administration, and IT staff. • Decrease travel between campuses by using virtual meeting tools, like GoToMeeting (www.gotomeeting.com). If you must travel, consider carpooling. • Recycle or donate computers no longer being used. The Electronics Take Back Coalition (www. computertakeback.com) and National Center for Electronics Recycling (www. epa.gov/epaoswer/osw/conserve/ plugin/wv-ncer2.htm) are two good resources to find homes for unused computers, freeing up storage space in the process. • Have IT staff monitor the temperature in server rooms. Since servers generate a lot of heat, server rooms may not require heating during the cold months. • Implement power conservation software for all PCs on campus. • Replace CRT monitors with lower energy LCD screens. • Eliminate desktop printers. Not only will this save energy, but it will greatly decrease the amount of routine printing — and paper usage. • Replace older computers with

newer, more powerful, and more energy efficient machines. On average, a refreshed PC can decrease power consumption by up to 20 percent, resulting in significant cost savings and environmental benefit. • Replace copper cabling. While many colleges removed copper wiring when they upgraded their networking infrastructure to a newer standard, the copper may still be sitting idle in a storage area. Rather than take up precious storage space, the copper can be taken to a recycling vendor, which will issue your college a nice check. • Remind employees to turn off their computers when they go home for the day. One institution estimated that turning off every computer each night will save more than $100 per computer per year. Another implemented a program that forces an automatic shutdown of PCs left on after business hours. During our week of hosting these discussions on campus, we saw that most people want to make a difference when it comes to saving energy and protecting the environment. But the issue needs executive leadership behind it before an entire campus will truly start changing its habits. Going green in IT is an excellent opportunity for trustees to take the lead in reducing the environmental footprints of their campuses, as well as to cut costs.

Ed Nadworny is president of SunGard Higher Education’s managed services group. He can be reached at ed.nadworny@sungardhe.com.

Recession Insurance Policy T h e C i t y U n i v e r s i t y o f N e w Yo r k | w w w . s u p p o r t c u n y. o r g

This policy is issued by The City University of New York, the leading public higher education institution in New York City. CUNY hereby furnishes recession insurance to students enrolled at its six community colleges: Borough of Manhattan Community College, Bronx Community College, Hostos Community College, Kingsborough Community College, LaGuardia Community College, and Queensborough Community College. In case of a downturn in the economy, students will receive the provisions that follow, subject to all of the requirements, terms, and conditions previously described by insurer and its agents. However, should the City of New York elect to decrease coverage, student coverage may vanish.

COV E R AG E Educational Opportunity……………………………………………………………………..Included in premium Policyholders must be CUNY students, including the current enrollment of more than 230,000 degreeseeking students, 79,000 of whom are community-college students across the five boroughs. Career and Workforce Training……………………………………………………………...Included in premium Almost 90% of 2005-06 graduates of career and technical programs at CUNY community colleges were employed within six months of graduation. Each year, CUNY produces thousands of graduates in health care, public administration, and social services.

NEED ART FOR CASE STUDY

Employment Security………………………………………………………………………….Included in premium Almost 90% of CUNY community college graduates are employed within six months of earning the associate degree, and over 94% are either employed or enrolled for additional education. Of those who are employed, 93% work in New York City. Increased Earnings…………………………………………………………………………….Included in premium For every 30 credits completed, community college students earn about 5% more than high school graduates. On average, those who have attended a community college earn about $5,000 more per year than high school graduates City Council Vallone Scholarship Option Students from New York City schools who maintain a “B” average are eligible for Vallone Scholarships. In 2006-07, about 12,000 CUNY students received these awards. Since the program’s inception in 1998, over 117,000 awards have been made to CUNY students. Adult and Continuing Education Option Those already in the workforce may want to avail themselves of CUNY’s adult and continuing education programs, an important resource during periods of elevated unemployment. Since 1999, continuing education enrollments at CUNY—currently at over 230,000—have increased by more than 40%. Premium to be de termined by the Office of the Mayor of Ne w York City and the Ne w York City Council.

Recently, the City University of New York (CUNY) made lemons into lemonade by issuing a “Recession Insurance Policy.” In the policy, CUNY points out the great value of community college education to students during an economic recession. Citing notable statistics, such as the fact that “almost 90% of 2005-6 graduates of career and technical programs at CUNY community colleges were employed within six months of graduation,” the policy is an example of a community college system taking a unique approach to promoting its value and good works to the public. The policy was issued at a hearing of the New York City Council Higher Education and Finance Committees in May, and was used to advocate for greater attention to the power of community college education. CUNY’s Recession Insurance Policy is a stellar example of a community college system thinking outside of the box to advocate for and promote the value of community colleges.

HIGHER EDUCATION ACT

Access: The Final Piece of the

Puzzle By Mark Toner

Six years in the making, the 441-page reauthorization of the Higher Education Act promises to improve access to education — but at a hefty price. Talk about a long-delayed commencement: The reauthorization of the Higher Education Act, approved by Congress in the waning hours of July 31, was nearly six years in the making — just enough time for an ambitious student to get a bachelor’s and master’s degree. “For students and parents who continue to face soaring college costs amidst rough economic times, these reforms could not come soon enough,” says U.S. Rep. George Miller (D-Calif.), chairman of the House Education and Labor Committee. Weighing in at 441 pages, the Higher Education Act (HEA) is considerably longer than the average master’s thesis, and that’s just the beginning of the documentation it will generate through a host of new reporting requirements colleges will be required to follow. “The current stack of federal rules for higher education is nearly as tall as I am,” says Sen. Lamar Alexander (R-Tenn.), a former U.S. Secretary of Education, “and this bill more than doubles it, creating 24 new categories and 100 new reporting requirements.” While Alexander called the reauthorization bill “a well-intended contraption of unnecessary rules and regulations that waste time and money that ought to be spent on students and improving quality,” it was approved by both chambers of Congress just days after different versions of the bill cleared a joint conference charged with reconciling the House and Senate versions. President George W. Bush signed the reauthorized HEA into law in August.

illustration by Bruno Budrovic T R U S T E E Q U A RT E R LY

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“Funding for new articulation agreements between community colleges and four-year institutions will encourage more of these students to continue and complete their degrees.

The reporting requirements are considerable (see story, page 10), but the effects of the HEA will be far-ranging. Community colleges, in particular, stand to gain from expansions of federal aid programs and other services for non-traditional and low-income students. Based on their low costs, they also received at least a minimal exemption from the most visible reporting requirement — the so-called “transparency lists,” which identify colleges that significantly increase costs. What follows is a look at selected provisions of the law that present opportunities and challenges for community colleges.

The Opportunities: Access and Articulation Pell Grant authorizations — The bill increases the authorization level for the Pell Grant Maximum over six years to a maximum level of $8,000 — a significant increase for the 5.8 million students expected to use them in 2008, and well above ACCT’s longstanding goal of increasing the maximum to $5,100 before President Bush leaves office. Pell Grants can also be used for certificate programs and by part-time students, though students receiving Pell Grants for the first time after July 1 cannot receive the grants for more than 18 semesters, or the equivalent of 18 semesters for part-time students. However, there’s a difference between authorization and actual funding for the program, as Congress must vote on how much to appropriate each year. Year-round Pell Grants — Providing year-round Pell Grant scholarship aid will make college more affordable and flexible for non-traditional and low-income students — two key constituencies served by community colleges. “For community college students, year-round Pell is huge,” says Jee Hang Lee, ACCT’s director of public policy. Streamlining the financial aid process — A key provision involves simplifying the FAFSA (Free Application for Federal Student Aid) process, including the creation of a simple, two-page FAFSA-EZ form for low-income families. The Act also “encourages” the Secretary of Education to halve the number of questions on the FASFA over the next five years. Creating a new federal program to support states to develop articulation agreements for public institutions — The reauthorization bill creates a program to encourage states to develop “comprehensive” articulation agreements over the next two years, with the federal Education Department charged with providing technical assistance. It also requires institutions to fully disclose all transfer-of-credit policies to both current and prospective students. “Funding for new articulation agreements between community colleges and four-year institutions will encourage more of these students to continue and complete their degrees,” says Rep. David Wu (D-Ore.), who as co-chair of the House

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Community College Caucus led the push to include the articulation agreements in the reauthorization. “These agreements will make the transition between two-year schools seamless, letting students readily transfer their class credits, financial aid, and administrative paperwork — and ultimately, complete their degree.” Expansion of academic competitiveness grants — which now include part-time students and certificate students, two key constituencies served by community colleges. Programs focused on helping community college students in need of remedial coursework and non-traditional students with academic and career goals — Among these programs are a strengthening of the TRIO and GEAR UP college readiness and support programs for low-income and firstgeneration students; support of dual enrollment programs with high schools; establishing new sources of college aid and support for veterans and military families, and expanding Pell Grant eligibility and other need-based aid to students with disabilities. The HEA also encourages reforms in the student loan industry, provides additional resources for colleges that serve minority students, and adds support programs and loan forgiveness for a variety of high-need professions, including teachers, firefighters, and law enforcement officers. Overall, Sen. Barbara Mikulski (D-Md.), who took over as acting chairwoman of the Senate Health, Education, Labor, and Pensions Committee from Sen. Edward M. Kennedy (D-Mass.) in June, says the bill will improve access to education for struggling families. But, she adds, it “is just the beginning.” “We still need to do more to help middle-class families afford college and give our students the freedom to achieve. We need to double Pell Grants, we need to make sure student loans are affordable, and we need a bigger tuition tax credit for families stuck in the middle who aren’t eligible for Pell Grants, but still can’t afford college,” Mikulski says. “We need to give students freedom to achieve in order to create a world-class workforce. That means making college education affordable.” Another key point of the HEA reauthorization is what it prohibits the federal government from doing. It specifically bans the Secretary of Education from defining how colleges define student learning standards or efficiency for the purposes of accreditation — a charge led by Senator Alexander, who called such oversight “the additional federalizing of our 6,000 autonomous institutions.”

The Challenges: Transparency and Accountability Transparency lists — With controlling college costs one of the ongoing themes of the long reauthorization process, the end

These agreements will make the transition between two-year schools seamless, letting students readily transfer their class credits, financial aid, and administrative paperwork — and ultimately, complete their degree.” - Rep. David Wu (D-Ore.)

result will be a series of lists published by the Department of Education on what the HEA’s sponsors call a “user-friendly Web site.” Those lists, backers say, will “hold colleges accountable for their tuition hikes by requiring them to report their reasons for tuition increases.” What that will mean in practice is that colleges will be expected to calculate their tuition and fees as well as a “net price” — the total cost of attendance. Those figures will be used by the Department of Education to create six “transparency lists” that will be housed on its Web site. Those lists include: 1. The top 5 percent of colleges with the highest tuition and fees; 2. The top 5 percent of colleges with the highest net price; 3. The top 5 percent of colleges with the largest percentage increase in tuition and fees; 4. The top 5 percent of colleges with the largest percentage increase in net price; 5. The top 10 percent of colleges with the lowest tuition and fees; and 6. The top 10 percent of colleges with the lowest net price. If a college is included on either list 3 or 4, which reflect the highest percentage gains in tuition and fees or net price, their work isn’t over. Those colleges will be required to prepare a report explaining what costs have increased and why, as well as the ways in which the college plans to help reduce costs. In with the problematic provision, though, is an acknowledgement that community colleges are the lowest-cost providers of higher education. The reporting requirements for lists 3 and 4 don’t kick in until costs increase $600 over a three-year period — “a specific acknowledgement of community college needs,” says ACCT’s Lee. With full-time community college tuition under $1,000 at some institutions, a modest $100 tuition increase could otherwise have potentially triggered the reporting requirements. Maintenance of effort (MOE) — Intended to pressure states into providing a constant level of funding for public institutions of higher education, the MOE provision requires states to maintain an equal or greater level of funding than the previous five-year academic average for that state. “We have to be realistic,” Senator Mikulski said during discussion of the bill on July 31. “Congress is doing its part by increasing Pell Grants, and [with MOE], families can be assured that as the federal government increases its commitment to colleges, funds will not be offset by the states.” States that fail to meet the MOE provision may lose funds from a newly created program funded for two years at $66 million, the federal Challenge Grants, though the Secretary of Education has the ability to grant waivers. This provision was

strongly opposed by governors and state legislators. The National Association of Governors went on record as opposing the bill, stating: “Governors must balance their budgets in both good and bad economic times. This mandate means that states will be unable to make major increases or invest one-time surpluses in higher education during good times, because they will be penalized if forced to reduce spending during difficult times. MOE undermines governors’ authority and guarantees that students and their families will be writing larger, not smaller, tuition checks in the future.” Alexander explains the problem succinctly. “What members of Congress seem to be missing is that the principal reason state support [for higher education] is down is because Congress gives states so many unfunded mandates that there is not much left for higher education,” the Tennessee Senator says. Peer-to-peer file sharing — Student use of college computer networks to illegally download and share copyrighted works such as movies and music has long been a concern of Congress. While the HEA does not impose a one-size-fits-all rule on colleges, it does require them to report policies, offer alternatives to illegal downloads, and report procedures they have put into place to address and deter infractions. Textbook provisions — High textbook prices have also been a favorite target of lawmakers, and the HEA requires publishers to “unbundle” such pricey supplemental materials as DVDs, CDs, and workbooks, as well as provide full pricing information to colleges and faculty members before they decide which materials to use. While the brunt of the textbook regulations is directed at publishers, colleges will be required to list the prices of course materials and textbooks with course schedules before registration — “to the maximum extent possible.” Taken together with the tuition “transparency lists,” these requirements, says Rep. Miller, “will empower America’s college consumers — students and families — by providing them with comprehensive information on tuition and textbook prices and key financial protections when paying for a college degree.” Because of the HEA’s long-delayed approval, many provisions will not go into effect until the 2009-10 school year — after the arrival of a new administration, which will decide how to implement the law. Many observers expect that Congress will need to tinker with the reauthorization next year through a technical corrections process to address conflicting or erroneous provisions currently in the Act. One of the focuses of the 2009 National Legislative Summit, to be held Feb. 9–11 in Washington, D.C., will be on the HEA’s implementation and regulation. For more information, visit www.acct.org/events. n

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Around Regions the

central Region The Minnesota State Colleges and Universities System launched its Board of Trustees Accountability Dashboard, an online tool allowing employers and prospective students to rate the performance of schools in the system. The dashboard displays such indicators as net tuition and fees as a percentage of median income, student persistence and competition, related employment of graduates, licensure exam pass rates, percent change in enrollment, and condition of facilities. Another four indicators are under development for the dashboard, which is available at www.mnscu.edu. The Missouri Community College Association held its annual Trustee Department Conference in May. Organized by Dr. Joann Ordinachev, president of the Trustees Division, the conference was attended by representatives of all 12 state community colleges, representing 19 campuses and numerous off-campus centers. The Wisconsin Technical College District Boards Association worked with state board members, college presidents, faculty, and student leaders to

develop the “Next Generation Workforce” initiative for the 2009-11 legislative session and state budget process. The initiative seeks additional funding for local and regional college offerings in advanced manufacturing, renewable energy, and health occupations, as well as cross-program investments to better serve dislocated workers returning to school. The initiative also seeks funding to maintain the state’s 100 percent tuition remission for military veterans and increase need-based state financial aid.

NORTHEAST Region New Jersey Governor Jon S. Corzine formed a 12-member task force to examine the New Jersey Student Tuition Assistance Rewards Scholarship (NJ STARS). Comprised of legislators, policy experts, and leaders from community and four-year colleges, the task force will develop recommendations to improve the scholarship program’s eligibility standards and control costs. The majority of courses and programs offered by Pennsylvania community colleges have been approved

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for economic development funding. Sixty-eight percent of the 1,340 credit programs leading to a degree, certificate, or diploma offered in 2007‑08 were approved for state reimbursement under the program. Diploma programs focusing on specific occupational skills represent the largest percentage of approved programs (83 percent), followed by certificate programs (75 percent) and degree programs (62 percent).

Pacific Region For the upcoming legislative session, Oregon Community Colleges intends to map out for lawmakers what it will take for the state to make clear progress toward the governor’s goal of dramatically increased post-secondary participation by 2025. The system plans a threepronged approach by expanding capacity for transfer students who want to pursue a baccalaureate degree, tailoring professional technical programs to meet industry demands, and improving outreach and support for adult learners who are not “college ready.” Appropriation requests will include operating funds, capital investments, and increased financial aid for part-time and first-time college attendees.

California Community Colleges will hold its first Green California Community Colleges Summit Oct. 8-9 in Pasadena. To help educate the 40 million Americans who will be needed for the renewable energy and energy efficiency industries by 2030, the summit will focus on colleges’ efforts to produce a green workforce, as well as building, operations, and purchasing issues. For more information, visit www. green-technology.org/ccsummit. To meet the growing demand for healthcare workers, the Washington State Board for Community and Technical Colleges (SBCTC) awarded five community and technical colleges hospital employee education and training grants. Administered in partnership with SEIU Healthcare 1199W and the Health Work Force Institute, the grants were part of a $1.5 million allocation by the state legislature for labor, management, and college partnerships to identify and fund innovative training programs leading to careers in nursing and other high-demand healthcare fields for current hospital workers.

Southern Region The South Carolina Technical College System launched a

Web-based service allowing students to search for online courses offered at any of the state’s technical colleges. The Centralized Online Course Database (COCD) lists nearly 2,000 online courses in dozens of fields of study, and is available at www.sctechsystem.ed/cocd. “Before now, if someone wanted to see all the online courses at all the colleges, they’d have to visit each college’s Web site individually,” says Darlyn Caldon, the system’s instructional technology program coordinator. The system also hired three fulltime apprenticeship consultants for its Apprenticeship Carolina workforce-development program. Created in 2007 to help guide the development of registered apprenticeship programs around the state, Apprenticeship Carolina will grow with the consultants making contact with businesses and industries most suitable for apprenticeship opportunities and helping create and register

new apprenticeship programs. “We now have the people in place on the ground who can give employers anywhere in the state the information and assistance they need to create their own apprenticeships,” says Ann Marie Stieritz, director of Apprenticeship Carolina. “Apprenticeships are win-win opportunities for both employers and employees, and they’re another example of how our technical college system reaches out to business partners to meet the state’s workforce development goals.”

western Region Since discussions began last year, the newly founded Community College Association

of Texas Trustees (CCATT) has had 109 of the 150 state representatives and 26 out of 31 state senators join its newly founded Texas Legislature Community College Caucus. CCATT was founded to help with advocacy and trustee professional development. It is planning a large reception and meeting for caucus members before the next legislative session begins in January 2009 and is in the process of obtaining office space close to the state capitol in Austin. Trustees from approximately 20 community colleges have expressed a desire to join the CCATT. All trustees in the state’s community college districts will be officially invited to join by early fall. CCATT’s founding officers include Chair Roberto Zárate of the Alamo Community College District; Vice Chair Kitty Boyle of the Dallas County Community College

District; Secretary Chris Adler of Del Mar Community College; and Treasurer Allen Kaplan of the Austin Community College District. Bismarck State College in North Dakota has partnered with Fox Valley Technical College in (WI) to establish two new training programs to meet the needs of high-demand energy careers in Wisconsin and Upper Michigan. Students will earn an associate degree in computer control engineering technology, with an emphasis on power plant technology or process plant technology. Since founding the nation’s first power plant program in 1976, BSC has been a leader in energy education and developed partnerships with other community colleges. “With forecasted increases in energy demand, this is an industry on the cusp of change and in need of skilled workers,” says Bruce Emmil, associate vice president for energy technology programs at BSC.

State, Province, and Territory Coordinators Network: Linking You to ACCT ACCT’s State, Province, and Territory Coordinators Network is the link between the Association and its member boards. Articles included in “Around the Regions” largely come from Network members who stay plugged into their local communities and their regions. The Network is spearheaded by ACCT’s Vice Chair, who works with five Regional Chairs and State, Province, or Territory Coordinators, who serve as the voice and face of ACCT in their areas, and who keep ACCT’s Board up to date on the needs of their local boards. ACCT encourages all trustees to work with their respective Coordinators to ensure their needs are being recognized and addressed by ACCT. To find out who currently serves as

your area’s Regional Chair and State, Province or Territory Coordinator, go to ACCT’s Web site (www.acct.org/governance/ state/current-state.php). ACCT’s State, Province, and Territory Coordinators Network currently has open seats in the following areas: Alabama, Alaska, American Samoa, Bermuda, Colorado, Connecticut, Georgia, Indiana, Kentucky, Nevada, North Dakota, Republic of Palau, Tennessee, Puerto Rico, West Virginia, Wisconsin, Virgin Islands, and Commonwealth of the Northern Mariana Islands. If you are interested in filling one of these positions, please contact Quinn Jennings Berry at qberry@acct.org.

Around the Regions provides an opportunity to share what’s happening in the states and around the regions. This section focuses on state legislative and budgetary issues, economic development, and finance. Please e-mail items from press releases or newsletters to ACCT at dconner@acct.org. Fax submissions to 202-223-1297. T R U S T E E Q U A RT E R LY F a l l 2 0 0 8

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An American Promise,

A Call to Action By Mark Toner

With the theme “The American Promise,” the 39th Annual ACCT Leadership Congress will bring together trustees from across the nation in New York City — a place where countless generations have gone to pursue their dreams. But the focus of this year’s Congress is not the bright lights of Broadway, where the Oct. 29–Nov. 1 conference will be held at the New York Marriott Marquis.

Instead, this year’s Congress will focus on the persistent poverty that still exists in big cities and rural pockets throughout the nation — and on the power of education to help people escape it. Community college trustees must “help to assure that the historical commitment to affordability, accessibility, and accountability is firmly cemented throughout college programs and services,” says Lynda Stanley, Chair of ACCT’s Board of Directors and the Brunswick (NC) Community College Board of Trustees.

A Call to Action Appropriately entitled “A Call to Action,” a Town Hall meeting on Oct. 30 will allow participants to discuss the role community colleges play in fighting poverty amid a growing number of socioeconomic challenges, including the

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growing economic gap, the “digital divide” limiting access to technology, the “missing minority male,” and the growing need for remedial education. ACCT will also release at the Congress a publication providing an overview of the issues facing community colleges as they work to address poverty (see pages 32-33 for an excerpt). Combating poverty and increasing opportunities for education requires effective governance in a wide range of areas, and throughout the Congress, nearly 90 sessions will explore pressing issues in five tracks: • Student access and educational success • Workforce development and economic vitality • Addressing the equity gap • Institutional quality and the campus of the future • Effective governance

These themes will also be emphasized by keynote speakers throughout the Congress, including Hilary Pennington, director of special initiatives for U.S. programs at the Bill & Melinda Gates Foundation; College Board President and former West Virginia Governor Gaston Caperton; U.S. Equal Opportunity Commission Commissioner Stuart J. Ishimaru; the Ford Foundation’s Alison R. Bernstein, vice president of the Knowledge, Creativity and Freedom Program, and Gregory M. Anderson, higher education policy program officer; and Philip A. Berry, managing principal of Berry, Block and Bernstein LLC, a global management consulting, executive coaching, and training practice, and formerly vice president for global workplace initiatives for Colgate-Palmolive. (See pages 24-31 for interviews with the keynote speakers.) In addition, special interactive opportunities bookend the Congress, with pre-Congress Academies and Saturday’s roundtable discussions and focus group providing opportunities for attendees to learn from and discuss critical issues with colleagues from across the country.

Pre-Congress Academies and Session On Wed., Oct. 29, four pre-Congress Academies will focus on key areas of interest to trustees: • ACCT’s Governance Leadership Institute offers a one-day primer on building leadership teams. An abbreviated version of the Institute’s acclaimed training sessions, “The Crucial Leadership Role of the Chair and the Executive Committee of the Board” provides an opportunity for board leadership, including the chair, vice chair, other officers, trustees, and the president, to share a leadership training experience. Focusing on the “Eight Principles of Effective Boards,” the primer focuses on techniques for team building, board/CEO relationships, the characteristics of highly functioning boards, dealing with differences, and a toolkit for being an effective board chair. • What Trustees Need to Know About Presidential Contracts and Conducting the Presidential Evaluation focuses on the key role trustees play in hiring and evaluating community college presidents, as well as ensuring that contracts strike the proper balance between protecting the interests of the institution and those of its top executive. The session will provide information on preparing contracts, the components of an effective contract, and the process for renewing contracts, as well as how these necessary functions can help strengthen the relationship between a board and the CEO. • Effective Board Governance: Policy Governance, Traditional Models, and Adaptations focuses on governance issues unique to community colleges. Speakers will focus on elements of effective governance, including the Policy Governance model, which helps boards focus on the end goals of their organization instead of the means by which

to get there. Traditional models and other alternatives will also be explored, with an emphasis on agendas, policy manuals, bylaws, and operating procedures. • Pre-Congress Session: Crisis Preparedness and Response will discuss issues related to campus security, including the arming of campus police officers, the National Incident Management System (NIMS), which was unveiled in 2004 as a national framework for crisis situations, and the policy implications for trustees seeking to ensure a safe campus environment. Participants are encouraged to sign up for the pre-Congress Academies in advance. More information is included on the Congress registration form (available at www.acct.org/events/ annualcongress/08/forms.php).

Wrapping Up By Interacting The Congress wraps up Saturday with opportunities for attendees to interact with their peers in small groups and learn more about how to get involved with ACCT. During the morning roundtable discussions, resource leaders will lead discussions among small groups of attendees, who will move from table to table every 30 minutes to explore topics including: • An awards program developed by the Minnesota State Colleges and Universities Board of Trustees to recognize outstanding teaching; • Strategies for hiring the best president and/or chancellor; • Planning for professional board staff succession; • Minority male mentoring; • Creating a “virtual hospital” to assist nursing students, a tactic employed by Queensborough Community College (NY) to increase funding from area businesses and hospitals, as well to as improve communication and safety for its nursing students, threequarters of whom were born outside of the United States; and • Choosing a “Generation X” president, as the Warren County Community College (NJ) board did when it hired a 33-year-old president in 2003. Along with the roundtables, a focus group discussion will explore “How to Get Involved with ACCT: ACCT Staff Working for You.” During the discussion, attendees will learn key ways of becoming involved with the Association, including becoming an associate committee member or board member, submitting Congress proposals, nominating someone for an ACCT award, or taking advantage of the many services offered by ACCT’s Board Leadership Services department. Following the final keynote speech, the annual changing of the guard will introduce ACCT’s incoming chair, Arthur Anthonisen, trustee at Orange County Community College (NY), who will take the gavel as Congress attendees return to their colleges nationwide, reenergized and ready to tackle the challenges facing them and their peers. n

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ACCT LEADERSHIP CONGRESS KEYNOTE SPEAKERS SET THE STAGE FOR CRITICAL DISCOURSE

Leadership Learning & Gregory M. Anderson

Alison R. Bernstein

Philip A. Berry

The Honorable Gaston Caperton

Stuart J. Ishimaru

Hilary Pennington

One is a former governor who helped turn around his stateâ&#x20AC;&#x2122;s education system. Another worked to bring talented people of all backgrounds to a former Fortune 500 company. One has pushed a federal agency to renew its efforts on race discrimination issues, while others work with two of the premier foundations that help to advance education and access to it by minorities and disadvantaged people. In the pages that follow, the keynote speakers of ACCTâ&#x20AC;&#x2122;s 39th Annual Leadership Congress share insights on the role of community colleges in a changing world, the top issues facing trustees, and ways to improve both access and outcomes for impoverished and minority students. These remarkable leaders have been asked to address issues in higher education to foster discourse. We appreciate their candid, engaging, and sometimes-provocative opinions introduced within these pages and continued at Congress. Let the dialogue begin.

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Alison R. Bernstein, Ford Foundation Bernstein has served as vice president of the Ford Foundation’s Knowledge, Creativity, and Freedom Program since 1996. She provides leadership for the foundation’s work in the U.S. and internationally in the fields of education and scholarship, arts and culture, media, religion, and sexuality. Bernstein co-authored Melting Pots and Rainbow Nations: Conversations about Difference in the United States and South Africa in 2002 and is recognized as an authority on issues related to students who transfer from community colleges to four-year institutions, access to higher education for women and minorities, diversity on campus, and the impact of women’s studies on society. She has served on the board of trustees of Vassar College and currently serves as a trustee at Bates College. During the ACCT Congress general session luncheon, Bernstein will be joined by Gregory M. Anderson, higher education policy program officer, Ford Foundation. Anderson oversees research on access, equity, and affordability in the U.S., and is responsible for the Institute for International Education’s fellowship program.

You have an extensive history working with minorities and the disadvantaged. What would you say are the most pressing issues facing these groups when it comes to higher education? First and most important is transferability into four-year colleges. For many who want to attain a baccalaureate degree, this is an arduous and often frustrating journey. For me and the Ford Foundation, nothing could be more important than eliminating roadblocks, bureaucracy, and barriers that make that transition difficult. Articulation agreements in which courses are uniformly numbered would help, and there are some state models that do that. We need to look at this more carefully. I’d also say that financial aid opportunities for students who want to transfer into four-year colleges are very problematic, because a lot of community college students are unprepared and spend a lot of their financial aid allocation on remedial courses, and by the time they are able to go to a four-year college, they’ve used up all their money. That’s true for all who are economically disadvantaged, but especially true for minority students.

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The Ford Foundation’s Knowledge, Creativity, and Freedom Program Web page states that “there is a profound desire to better understand the world, to connect more deeply with others, to come to terms with multiple and conflicting values, and to find more meaningful ways to participate fully as citizens.” What can community colleges do to address these needs? The great advantage of a community college education is its responsiveness to community — and by that I mean its location, its understanding that it’s there to serve students from [local] communities. That advantage can be a great disadvantage…it may result in a homogenized education. For me — and I know this will probably be provocative — I’d argue that community colleges not only have to serve communities of their own, but also help students to understand communities that are different from their own — communities from different points of view geographically, religiously, that have different cultural norms. There’s a tendency at community colleges — because students are only on campus for as long as it takes to take a course — that they don’t get this experience of difference in the ways that students who are on campus for a greater period of time would. I think community colleges must be much more intentional in exposing students to each other.

How is the growing economic divide affecting education?

There is still a tremendous gap between the poorest students’ opportunities to go on to higher education and those of the wealthiest. That hasn’t changed; it’s plateaued. Students in the lowest 20 percent socioeconomically are seven times less likely to go to college than students in the highest 20 percent.

Based upon your experience and knowledge, what would you say are the priority areas for those who govern community colleges? The number-one priority community college [boards] should focus on is accountability to students — making sure that the institution that enrolled them doesn’t leave them hanging. Second most important is service to community: recognize what needs are not being met in the community and work with students to help meet [them] — not by offering programs which are dead ends from a workforce point of view, but by helping students get a rung on the ladder of economic independence.

“Going to community college gave me advantages that i never would have had otherwise.” Philip A. Berry, Berry Block and Bernstein LLC

Philip A. Berry, Berry Block and Bernstein LLC, vice chairman of the board of trustees, City University of New York

governing boards. What do you perceive as the greatest challenges and opportunities faced today by higher education trustees?

The community college gave me an excellent foundation for the skills, knowledge, and languages that I use — I learned Spanish and French in community college, which helped me from a global standpoint. I got an associate’s degree in marketing, which helped when I went on to get a BA in sociology, and then a master’s in social work. I grew up in Brooklyn, in a predominantly African-American neighborhood called Crown Heights. Going to a community college in Manhattan gave me more exposure to other races and cultures. I came from a working-class community, and going to community college gave me advantages that I never would have had otherwise.

Finances are a top priority — how to finance the rising cost of living, how to finance a number of programs that we want to put in place and still make public education available. This issue is compounded by the political and social pressures on government. How do you get money for colleges? One oftenoverlooked answer is that you need to get alumni involved, just like the larger private schools do. The biggest challenge in doing this is to develop giving programs. Innovation and sustained relevance is a major concern. If a college doesn’t offer viable services, then it shouldn’t exist. Colleges and courses need to be vibrant and meet the needs of students; colleges have to have mechanisms to meet those needs. Community colleges are right for that — mandated to be immediately practical and relevant to people. Community colleges are part of the community and therefore should do things to involve the community and meet its needs. For example, can the college open up the pool to the community so it’s not just sitting there over the summer? How about extending hours at night to fit more people? The primary purpose of community colleges is to graduate individuals [who] meet the professional demands of their community or industry. I’ve been surprised that the graduation rate of community colleges is not that high — for several reasons — and I think that’s appalling. We have to find a way to re-attract people who have left; we need to find out why people have left and find a way to bring them back to graduate. I’d like to see the educational system change so community colleges wouldn’t have to do so much remedial education. We need to partner with public schools to ensure their efficacy; providing remedial education is a drain on resources that could be better used. And the community college’s reputation as a remedial educator makes the degree less competitive. American community colleges are a novel concept in that we provide practical skills for individuals to do things. On the other hand, we need to realize that community colleges don’t need to do all things for all people, while still keeping standards high.

As vice chair of the City University of New York’s board of trustees, you know firsthand the opportunities and challenges that affect educational

All your experience has culminated in your current role as a global management consultant specializing in diversity, innovation, team building,

Philip A. Berry is the managing principal of Berry Block and Bernstein LLC (B3), a global management consulting, executive coaching, and training practice. B3 specializes in leadership training, global talent management, global diversity, innovation, team building, corporate social responsibility, employee relations effectiveness, and affirmative action compliance. He previously served as vice president of Global Workplace Initiatives for Colgate-Palmolive, where he focused on enhancing Colgate’s efforts to attract and retain the best people from a diverse and broad base of global talent, and to create an inclusive work environment. Prior to joining Colgate, Berry acquired broad human resources expertise at Procter & Gamble, at Digital Equipment, and the Triborough Bridge and Tunnel Authority. Berry was appointed to the Business Leadership Council of the City University of New York (CUNY), and is on the Mayor’s Panel for Education Policy. He also serves as vice chairman of the board of trustees for City University, which has responsibility for the 23 colleges within the New York City area, and as acting chairman of the CUNY Construction Fund.

You hold an associate’s degree from Manhattan Community College. How did your community college experience factor into your subsequent achievements?

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social responsibility, and affirmative action compliance. What advice can you offer to community college trustees in these areas? It’s important for boards of trustees to understand and develop a mission statement — sometimes we’re driven by budgets. It is important not to lose sight of our mission, to adhere to it. I feel that boards should include diversity that mirrors the marketplace — Asians, Hispanics, Women, African-Americans, sometimes even clergy. When boards have that representation, it allows them to address the needs of the community. Ultimately, a board is a team. It works well or it doesn’t work well. How do you ensure that the decision-making mechanisms are more effective? Boards must concentrate on dynamics between board members in order to be effective. We should think about how we can innovate. Organizations sometimes talk about keeping things going, not keeping things fresh. Colleges also need to think about their brand. This will affect the marketplace and the degree that people leave with — they will leave with pride because that school represents something. Social responsibility is more than just “going green” — colleges should take leadership, whether it has to do with energy savings, providing education, or other important social responsibilities. [Doing so] makes it possible for community colleges to serve as a beacon within the community, and also to show that big ideas are coming out of community colleges. Many people look at affirmative action and say, “let’s produce a report.” Affirmative action programs should provide an opportunity to evaluate staff and faculty, as well as the mechanisms to attract, recruit, develop, and promote people of diverse backgrounds where they otherwise would not be. How can we improve diversity and offer truly equal opportunities to everyone? The board should ask this question, and on more than just an annual basis.

Gaston Caperton, The College Board Gaston Caperton is the eighth president of the College Board, a not-for-profit membership association that consists of 5,400 of the nation’s leading schools, colleges, and universities. As the College Board’s president since 1999, Caperton has led efforts to update the SAT, elevate the importance of writing, expand low-income

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student access to academic rigor, promote college affordability, and increase opportunities for all students to achieve college success. As governor of West Virginia from 1989 to 1997, Caperton transformed the state through his ambitious education reform agenda. Under his leadership, the state invested more than $800 million in school construction and modernization, and West Virginia’s average teacher salary jumped from 49th to 31st in the country. Caperton’s vision for educational technology earned national acclaim, including top rankings in Education Week and the Computerworld Smithsonian Award for Education.

What unique challenges would you say face community colleges today?

I believe that community colleges are one of the most important and valuable institutions in the United States — not just one of the most important educational institutions, but one of the most important institutions overall. Nevertheless, they face some difficult challenges. The College Board recently convened a national commission on community colleges, composed of community college leaders throughout the country. Its recently released report expressed these challenges well. First, a serious mismatch exists between the many jobs community colleges are expected to do and the resources provided to get those jobs done. Community colleges have the broadest mission of all higher education institutions, but they also need adequate resources to continue to do this work effectively. Second, community colleges’ commitment to student access must be matched with a commitment to student success and completion. Although one of the defining characteristics of community colleges is its open admissions policy — a policy that no other higher education segment can claim — we must also be sure that the students we bring through this open door have access to the courses and services they will need to complete their educational objectives. Finally, policymakers are often not fully aware of the effectiveness of community colleges because current methods for measuring higher education productivity do not capture well the work of these institutions or the students that attend them. Moreover, “success” on current accountability measures is defined as the completion of a degree or certificate, or transfer to a four-year institution, yet the educational goals of community college students vary widely. For example, some individuals

“Trustees need to be cognizant of how life around them has changed and how that affects the programs that colleges offer.” Stuart J. Ishimaru, U.S. Equal Employment Opportunity Commission (EEOC)

enroll at a community college for a single course to upgrade a specific job skill, perhaps to earn a promotion; others enroll for personal enrichment alone. The College Board is working with ACCT and AACC on a project to define a set of metrics that may be helpful to community colleges in better reflecting the important work that these institutions are doing.

What advice can you offer to community college trustees that will help to overcome these challenges? Boards of trustees are pivotal players in advancing the success of community colleges. They develop the strategic direction for their campuses and provide an important external perspective. Given that most trustees are leaders within their states and communities, they are in an influential position to inform legislators, governors, and other policymakers about the important role that community colleges play in the economic and cultural health of their regions. But trustees also serve their colleges by highlighting how political leaders and the public view community colleges. For example, trustees are in a perfect position to provide a reality check to campus faculty and staff about how the [accountability] debate might influence their work, while also working with them to craft useful ways to respond.

The College Board has made significant efforts to ensure that the SAT and other standardized tests are fair to culturally, ethnically, economically, and otherwise diverse students. What specific lessons have you learned in this process that you think could benefit community college governing boards? The SAT is one of the most rigorously researched and tested tests in the world, and all SAT questions undergo an extensive review process to ensure that they are fair for all students. A foundation of our work is that there are no shortcuts when it comes to serving diverse groups of students. In the same way the SAT program is able to take those important steps necessary to ensure fairness and be inclusive, community colleges must have the financial support to allow them to take the necessary steps to assure success among the diverse populations they serve.

What should higher education governing boards do to ensure student access to community college education, especially for students with minimal financial resources?

Trustees should continue to keep their colleges open to as many students as possible. A recent report from Jobs for the Future noted that for the U.S. to keep its competitive edge, we will need to increase the rate at which we produce AA and BA graduates by 37 percent. The only way we will meet that goal is if we reach students who have been underrepresented or underserved in higher education. Community colleges are in a perfect position to help our country by training many students who might not otherwise have access to a college education.

Stuart J. Ishimaru, U.S. Equal Employment Opportunity Commission Stuart Ishimaru has been a commissioner of the U.S. Equal Employment Opportunity Commission (EEOC) since 2003. As a member of the Commission, he participates in matters including the development and approval of enforcement policies, authorization of litigation, and approval of agency regulations. Additionally, he issues Commissioner’s charges of discrimination. Ishimaru has worked with his colleagues in pushing the Commission to focus on large, systemic cases and in reinvigorating the agency’s work on race discrimination issues. He was instrumental in the Commission’s adoption of groundbreaking guidance on gender discrimination against workers who have caregiving responsibilities. He opposed the Commission’s actions to weaken age discrimination protections and suppress collection of full data on workers of two or more races, as well as efforts to outsource and reorganize key EEOC functions. He previously served as deputy assistant attorney general in the Civil Rights Division of the U.S. Department of Justice, as the acting staff director of the U.S. Commission on Civil Rights, and on the professional staffs of the House Judiciary Subcommittee on Civil and Constitutional Rights and two House Armed Services Subcommittees of the U.S. Congress.

Why do you think it’s so important to take a large, systemic view of diversity issues? I came to the EEOC as a longtime civil-rights lawyer, and I see civil rights as being interconnected on so many levels, such as ensuring equal opportunities in housing, education, and employment — areas in which there has been discrimination

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in the past. Community colleges really are a fundamental part of our educational system, especially for minorities, women, and students from low-income backgrounds. For many people, community college is the entry point into the larger system, and the beginning of the education they’re going to need to succeed in the system.

How do you think community colleges can address diversity issues institutionally? It’s always important to look at whether you’re serving your actual constituency: people in your community. A good question to ask is [whether] you are responding to what students need and what employers are demanding in the workplace. Good community colleges do that. But in some cases, the same old stuff is being offered, rather than the college being responsive to what people really need. This might be driven by budget and other real limitations, but in order to make sure the college lives up to its potential, you have to understand and know what the constituencies want.

A lot of people are talking about how the increasingly global economy is affecting and affected by higher education. How do you think community colleges fit into this dialogue, considering cultural differences and workforce needs?

Having had a long run of prosperity, we as a country don’t fully understand how to adapt. We need to be open to learning new languages and learning about other cultures. Community colleges are a key part of letting people dabble in or explore new areas of interest — languages, technology, ways of thinking. We can take classes that enable us to explore new ideas and think in new ways. The globalization phenomenon may mark a fundamental change in how we provide education in this country and to people who come here specifically to study. This raises interesting possibilities for community college students as student bodies change and they are able to welcome people from different parts of the world.

How can they do that?

They can ask. You need to ask in order to make sure it’s not just a top-down operation. You have to be responsive and listen to students, employers, or any other end user, and then you have to ask how you meet specific needs of specific communities with limited budgets and other resources.

How do you think community college governing boards can expand opportunities for disadvantaged students and help make overall progress in social equity? I think the first step should be to make sure you know your constituency. So many places around the country have seen tremendous changes…new people move into the community who bring different backgrounds, cultures, languages, and some may not speak English as a first language. Trustees need to be cognizant of how life around them has changed and how that affects the programs that colleges offer. There may be people who are hidden in plain sight, who are there but not necessarily seen by people in the community. Trustees have the task of ensuring that these people have educational

resources provided to meet their needs, and not just the standard menu of options. But the first step is to know the needs of the community.

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Hilary Pennington, Bill & Melinda Gates Foundation As the director of special initiatives, U.S. Programs, at the Bill & Melinda Gates Foundation, Hilary Pennington leads a new effort to focus on one-time opportunities and respond to unique challenges and unanticipated events in the United States. The Bill & Melinda Gates Foundation has an endowment of over $37 billion. Pennington previously served as a senior fellow at the progressive think tank the Center for American Progress and vice-chair of Jobs for the Future (JFF), a research and policy development organization she co-founded.

Education is one of the primary goals of the Bill & Melinda Gates Foundation — education for “all students, all schools, everywhere,” as the foundation Web site puts it. How do two-year technical and community colleges figure into this equation? The guiding principle that drives Bill and Melinda’s philanthropy is a simple one: “All lives have equal value.” Here

in the United States, we believe the greatest avenue toward reducing inequity and increasing opportunity is to expand access to a high-quality education. After eight years of investing, we know that just as a high school education is no longer enough, neither is access sufficient — we need college completion. Therefore, as our high school work will continue to focus on increasing the number of young people who graduate from high school and preparing them for college, our new work will focus on increasing the number of young people who go on to actually complete college. Community colleges award about 250,000 post-secondary degrees and credentials to low-income students each year. That’s fantastic, but it’s not enough. Every year hundreds of thousands of young people enroll in a community college to earn a degree, and then they earn a few credits and drop out. Many community colleges have set enrollment and degree completion targets for their institutions. We want to build on the breakthrough work that is already underway, and add to the momentum by identifying where our support can do the most good.

While community colleges offer lower-cost and geographically convenient general education to many students who ultimately transition to four-year schools, they also provide primary education for the majority of firefighters, law enforcement officers, EMTs, nurses, and other new healthcare workers who are credentialed at community colleges. Given the increasing demand for these qualified workers, is the foundation doing anything to support students who want to get into these industries? You make an important point that isn’t widely understood. For about three-quarters of all students, community college isn’t a gateway to another educational institution; it’s the primary educator. Employers have a clear interest in the success of community college students, and there’s a lot that employers can do to ensure students complete their credentials. That’s why a core part of our strategy is to increase employer involvement with community college degree programs, particularly in high-growth industries where employers have trouble filling job vacancies — health care and law enforcement are prime examples. We hope to test, evaluate, and scale ideas that help students balance work, family, and school obligations so students can complete their degrees within a reasonable time frame.

What challenges and opportunities do you anticipate facing in the near and long-term future?

We need to work together to bust the myths about current performance that keep this country complacent. Whether it’s on the national, state, or local level, we won’t have success in changing policies without first changing opinions. Ultimately, we will need to create a national dialogue about a crisis few people understand. In recent focus groups we held with a cross-section of Americans, everyone immediately recognized that a college degree is critical for success in today’s economy. Yet despite the widely understood importance of higher education, the United States continues to fall behind. A generation ago, we led the world in postsecondary attainment. Today, we’re in the middle of the pack. If current trends continue, the next generation of U.S. workers may be less educated than the baby boomers they’ll replace, with potentially devastating consequences.

Based upon your experience, what advice can you give community college trustees, presidents, and professional board staff members on how they can better address poverty and access to opportunity? Bill and Melinda recognize that education is one of the most significant predictors of life outcomes for adults, and it’s the single strongest predictor for their children. So when community colleges help young people escape poverty, they aren’t only improving their students’ lives, they’re also building a better future for their children and grandchildren. As community colleges continue to strive to fulfill their promise, we encourage their leaders to look at existing problems in a new way. We must all be relentless in pushing for more information and facts as we work together to build an evidence base of what works in getting more students to and through college. This includes setting clear, measurable goals, investing in data systems to track student progress, continuously mining data to measure progress and results, seeking formal and informal feedback, and perhaps most importantly, taking time to learn from the data and evaluation and adapting our approaches as needed. Until we commit to a rigorous approach to improvement, none of us is doing enough to expand access to opportunity. n

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Combating Poverty through Community College

Education by Jessica Korf

Community colleges have long been viewed as catalysts for change. Whether as the stepping stone from a post-secondary environment to a four-year institution, the place to gain critical English language skills, or the mid-career stop where job skills are honed to get a boost up the career ladder, a community college education is often the foundation for future academic and career success. Though the motivations for enrolling in the community college setting vary widely, economic advancement is usually the desired outcome. And with good reason — data show that workers with an associates degree earned $8,653 more per year, on average, than their counterparts with only a high school diploma or GED in 2006 (see chart). Adults with a higher level of education are more likely to be fully employed, rely less on social services, and contribute more to the U.S. tax revenue base. With nearly 2 million students enrolled full-time in two-year colleges, it is clear that community colleges not only advance the economic well being of the students they serve, they are also helping drive the U.S. economy. Community colleges combat poverty by serving students at the bottom of the income scale, where an incremental increase in educational attainment can yield enormous financial dividends. In fact, slightly over half of all community college students nationwide are from the bottom half of the income scale, compared to 9 percent of all students attending four-year institutions. How have community colleges managed to attract an even distribution of students along the economic scale? By offering competitive and cutting-edge educational opportunities at an affordable tuition, community colleges are able to do what four-year institutions cannot: convince high school graduates and older workers alike to forgo current earned wages in return for increased future earnings. With a lower opportunity cost in terms of both tuition and time commitment, disadvantaged students are more likely to view a community college education as an affordable and worthwhile investment.

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“First Responders” To Economic Instability As the resource centers for skill building and job training, community colleges serve a vital role in periods of economic downturn. When high unemployment levels cause middle-skilled workers to take lower-skilled jobs, the lowest-skilled workers become especially vulnerable. As dynamic actors with in-depth knowledge of local workforce trends, community colleges are uniquely positioned to respond to variability in the economy. Training and specialization, particularly in high-need industries and technology-driven fields, can prove invaluable to workers struggling to distinguish themselves from the thousands of American workers in similar economic distress. A community college that is attuned to the needs of its community can also tap into training resources for new and up-and-coming local industries, providing the skill advancement necessary for workers to overcome periodic economic setbacks and escape the cycle of poverty. The responsibility to serve the those at the bottom rungs of the career ladder has led many community colleges to take steps to recruit, retain, counsel, and graduate students who are economically disadvantaged.

Recruitment and Outreach Increasingly, community colleges are reaching out into underserved areas to encourage prospective students to make an educational investment in their future. Strategies include:

Education Pays

• Scholarship and financial aid. New and Career Counseling Total Average Earnings for People exciting partnerships — with public Whether graduating students are looking Ages 18 and Over in the U.S., 2006 school systems, local businesses, local to their first full-time job or their twentieth, and state governments, and foundations community colleges can provide assistance High School Dropout: $20,901 — have made available competitive that makes the difference in a successful High School Graduate/GED: $31,071 scholarships and financial aid, as well career transition. Services include: Associates Degree: $39,724 as exposed prospective students to the • One-on-one help. Community college 4-Year College Degree: $56,788 career-building options that a postpersonnel can offer hands-on help by secondary education provides. providing individualized job counseling Source: U.S. Census — Annual Social and Economic (ASEC) Supplement, 2006. • Outreach to disadvantaged and assistance. Career path counseling, communities. Improved outreach to mock interviews, and resume reviews are targeted subgroups with the highest especially helpful for students looking to rates of poverty has had an enormous impact. Immigrant their next move after the community college experience. populations, the homeless or formerly homeless, the • Job placement opportunities. Proactive colleges can serve as formerly incarcerated, young dropouts, and the disabled are intermediaries between employers and graduating students, at the highest risk of falling below the poverty line — and helping to serve the dual need of a skilled workforce for therefore have the most to gain by enrolling in a community employers and meaningful employment for students. A robust college. Specialized outreach to these populations, either career office is a must. Just as important, however, is the through personalized visits, presence at career fairs, or college’s role in facilitating internships and apprenticeships at native language outreach material can help recruit these local businesses. high-need populations. • Reactionary outreach. When a factory closes or massive Graduating layoffs occur, no entity is better suited to react than a An associates degree or certificate is the gateway to employment or community college. By advertising skill enhancement a bachelors degree, but graduation can also be a challenge for highduring economic downturns, community colleges can help need students who face many obstacles. Proactive strategies include: alleviate unemployment and improve future earnings for the • Encouraging graduation. Although enrolling in community community as a whole. college coursework is a valuable investment in the future, the return on investment is much higher when a degree or certificate is obtained. Encouraging students to graduate is one Retention of the principal responsibilities of a proactive college, and the As any community college trustee, administrator, or faculty goal should be emphasized by trustees, administrators, faculty, member can attest, enrollment is only the first step to lifting a and counselors alike. student out of poverty. With so many pressures on students — • Transition assistance. Very often, students lack the selfincluding finding childcare or juggling part- or full-time jobs confidence to take the next step in their education. Making — fighting to retain high-need students can be an uphill battle. available co-enrolled courses at a four-year institution can Successful approaches include: help assuage students’ fear of the requirements of a college or • Flexibility. Understanding these pressures and providing university, and ultimately persuade them to pursue additional flexibility in how students meet program requirements are the courses. Furthermore, articulation agreements with selected keys to retaining high-need students. For example, proactive institutions can help students to obtain a bachelors degree community colleges may opt to create an individualized more efficiently and with less financial burden. plan for students with extenuating circumstances or Helping students meet their academic and professional goals provide supportive services such as counseling, mentoring, is deeply embedded in each and every community college’s and childcare for students. Part-time programs, multiple mission, and combating poverty at the local level is one outcome campuses, and online courses can help make an associates of these efforts. By employing strategies like the ones listed degree or certificate program accessible for all students, above, proactive community colleges can bring the power of regardless of circumstance. education to bear on poverty, benefiting their students and the • Intervention. Retaining high-need students also requires community as a whole. vigilance on the part of administrators and faculty. If a Excerpted from Combating Poverty through Education: The Role student begins to slip in coursework or attendance, it is of Community College Trustees, an upcoming ACCT publication. critical that administrators or faculty meet with the student The full publication will be available at the ACCT to determine the source of the problem. They can also help Community College Leadership Congress in New York, students find their niche within the college, setting them on an October 28 - November 1, 2008. appropriate track to successful and fulfilling employment.

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legal

Campus Security: The Legal and the Practical

The safety of students, faculty, staff, and the public has always been a preeminent concern for governing board trustees. Shootings at higher education institutions in all corners of our country in recent years have led to a wide debate and reexamination of traditional campus safety issues. Trustees should continue to revisit this area in a proactive fashion, asking for periodic preparedness updates. It is also crucial that the administration periodically review existing security and safety plans and update them annually so they reflect the ever-changing best practices. This article will review some of the developments, both legal and practical, in the area of campus security.

Orientation and Training In April, the International Association of Campus Law Enforcement Administrators published the IACLEA Blueprint for Safer Campuses. Intended to reflect the best thinking in the wake of the Virginia Tech tragedy, the group recommended that colleges “orient” or “train” students, faculty, and staff members in how to respond to a wide range of campus emergencies. Since that time, several DVD orientation programs have been created by different organizations, and they are useful tools as part of overall (but separate) orientations for faculty, students, and staff. While such orientations are difficult to put together given the delicacy of the issues involved, good and thoughtful training should be the rule of the day and will bear dividends should such a contingency arise.

FERPA and Disclosure Many believe that the Family Educational Rights and Privacy Act (FERPA), the federal 34

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by Ira Michael Shepard ACCT General Counsel statute which restricts the disclosure of student records and information, prevents college administrators, faculty, and staff from disclosing student statements or behaviors that raise concern about the safety of students and others. In reality, FERPA is not a significant obstacle to appropriate or desirable communications intended to protect student, campus, or public safety. While FERPA includes all student information records, the act permits disclosure “to appropriate parties” if such knowledge is necessary to “protect the health or safety of the student or other individuals.” For example, if a student sends an e-mail to his Resident Assistant saying that he has just been diagnosed with a highly contagious disease, the institution could alert the student’s roommate and perhaps others with whom the student has come into close contact. Safety concerns warranting disclosure could include suicidal statements, unusually erratic or angry behaviors, or conduct that others would reasonably see as posing a risk of serious harm. Campus police or security personnel should be alerted to any concern that a student may engage in violent behavior towards him or herself or others and that threat appears to be imminent. When circumstances reasonably permit, the staff or faculty should consult with on-campus professionals or others capable of assessing the potential threat, identifying resources for the student, and providing information that could assist in deciding an appropriate course of action. FERPA also does not present obstacles to contacting family members, an appropriate off-campus resource, or others. The Department of Education

distributed a published “guidance” on balancing student safety against student privacy rights in October 2007, which is available online at www.ed.gov/policy/ gen/guid/fpco/brochures/postsec.html.

Police Partnerships and Guns on Campus At the recent annual convention of the National Association of College and University Attorneys held in New York City, New York City Police Commissioner Raymond Kelly emphasized the importance of the development of true partnerships between campus security personnel and local police departments. When asked whether members of the academic community should be allowed to carry arms as a preventative measure, Kelly stated unequivocally that he thought that such an approach would lead to more, not less, uncontrolled violence. While the issue of gun control continues to be an emotional and controversial one within the United States, most of the published analyses of the Virginia Tech tragedy and its aftermath stand steadfastly behind Kelly, arguing against allowing guns on campus. The prevailing wisdom is that institutions of higher education should be areas which continue to thrive on a free discourse of speech and thought as opposed to becoming centers where students and faculty are armed, thereby adding to the potential of accidental or intentional violence. Ira Michael Shepard is co-managing partner with the law firm of Saul Ewing, LLP, in Washington, D.C., and ACCT’s general counsel.

ACCT’s Governance Leadership Institute | Washington, D.C. | June 20–22, 2008

you are a first-time or seasoned president, “Whether the Governance Institute provides

professional development that enhances your knowledge of group dynamics, providing you with a better understanding of the type of support Board of Trustee members need to optimally contribute to the college. I enjoyed the experience very much.

—Dr. Edward Meadows, President, Pensacola Junior College, FL

”

An Insightful Experience On The Agenda • Key Indicators of an Effective Board • Understanding Leadership and Group/Team Dynamics • The Role of the Leadership Team of the Board • Board/CEO Relations • Public Speaking Techniques • Handling the Media During a Crisis • Board Protocols for Handling the Media • Running Effective Meetings • Code of Ethics • Avoiding Common Traps • Parliamentary Procedures • Board Self-Assessment as a Leadership Tool • Presidential Assessment • Succession Planning

Participants gain new insights about effective board leadership at the Governance Leadership Institute in Washington, D.C.

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ACCT’s Governance Leadership Institute on diversity

ACCT’s First Governance Leadership Institute on Diversity Declared:

An Outstanding Experience ACCT’s Diversity Committee asked the Association staff to organize a Governance Institute that would focus on contemporary issues related to diversity. Originally planned as a pilot program for some 30 people, more than 50 individuals attended and participated in the rich and unique exchange and learning experience. Participants included a diverse group of trustees and presidents, representing many aspects of the wide spectrum of cultures, and ethnic and racial backgrounds that make up contemporary America. The experience provided trustees and boards with the tools to determine how to assess the board’s commitment to diversity and how to empower their colleges to undertake the development and implementation of a diversity plan. To prepare for the Institute, trustees and presidents participated in a series of exercises that challenged them to identify and understand their own levels of diversity awareness and attitudes. Attendees participated in candid and sensitive discussions that proved in many instances to be revelatory, sometimes controversial, and which ultimately will serve as the foundation for ongoing and expanded attention to diversity back on their campuses. ACCT extends warm thanks to Central New Mexico Community

f a l l 2 0 0 8 T R U S T E E Q U A RT E R LY

College for hosting the Diversity Institute, and commends all attendees for coming in with open minds, speaking candidly about highly sensitive issues, contributing to a priority dialogue in contemporary culture at large as well as on the community college front, and for making the commitment to provide inclusive, equal opportunities for community and technical college students, staffs, trustees, presidents, and the community as a whole. ACCT would also like to recognize the members of the Diversity Committee who attended the pilot Diversity Institute, including Diversity Committee Chair James Polk, Trustee, Illinois Central College; who brought greetings on behalf of the committee, as well as Diversity Committee Chair-Elect Ron Winthers, Trustee, Burlington County College (NJ); and African-American Trustees Chair Harold Williams, Trustee, Portland Community College (OR). ACCT Vice President for Education, Research, and Board Leadership Services Dr. Narcisa Polonio did a masterful job of facilitating the Institute with the assistance of ACCT Executive Coordinator to the President & CEO/Board of Directors, Tonya Harley. Both have provided staff support to the Diversity Committee and took this project on as a labor of love and commitment to the Committee’s mission.

Santa Ana Pueblo, NM | August 3–5, 2008

my expectations “ Exceeded and expanded my knowledge and comfort with discussing diversity.

”

The program was informative and“challenged all of us to assess our feelings about diversity. ”

Above: Top left: Richard Barr, Central New Mexico Community College; James Polk, Illinois Central College; Bottom left: Arthur Tyler, Houston Community College (TX); Walter Howard, Coast Community College District (CA).

made me aware of how “Itmuch more work needs

”

to be done at our college. On The Agenda • The American Story from Different Eyes • Developing an Institutional Diversity Plan • The Lasting Legacy of Slavery and the Impact of the Civil Rights Movement • Team Building, Planning & Strategies • Strategies That Work and Best Practices • Elements of a Leadership Diversity Plan

goals • Examine the complexity of a multi-cultural community • Determine institutional effectiveness in serving historically underserved groups • Prevent and remedy prejudicial, discriminatory, or racist behaviors and policies

(L to R): Gordon Smith, Lincoln Land Community College (IL); Tonya Harley, ACCT; John Mandragon, Central New Mexico Community College; Shauna Weatherby, Clover Park Technical College (WA); James K. Polk, Board Chair, Illinois Central College; Carmie Lynn Toulouse, Central New Mexico Community College; Dorothy “Dottie” Smith, State Center Community College District (CA).

• Ensure that students will succeed in an increasingly diverse world community • Promote respect for all, regardless of race, color, religion, gender, national origin, sexual orientation, disability, age, or socioeconomic status

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PRESIDENTIAL SEARCHES The Board Leadership Services staff and consultants of the Association of Community College Trustees are pleased to have assisted in the search for the following community college chief executive officers.

Eastern Wyoming College (WY)

BOARD RETREATS & PRESIDENTIAL EVALUATIONS

Dr. Thomas Armstrong President Former Vice President for Instructional Services Otero Junior College (CO) “The Board of Trustees unanimously voted to offer Dr. Armstrong the EWC Presidency based upon our belief that he will be an excellent fit for both our College and our community. He comes from a rural community college where he established a reputation for fairness and principled decision making. We are thrilled that Dr. Armstrong and his wife Jean will join our EWC family. As always, we appreciated the support EWC received from ACCT.”

ACCT would like to thank the following colleges who have recently taken advantage of our Retreat and/or Board and Presidential Evaluation Services. ■

Baltimore City Community College (MD)

■

Clatsop Community College (WA)

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City College of San Francisco (CA)

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Henry Ford Community College (MI)

■

Houston Community College System (TX)

Hennepin Technical College (MN)

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Independence Community College (KS)

Dr. Cecilia Cervantes President

■

New Mexico Junior College (NM)

■

North Arkansas College (AR)

Former President

■

Ohlone College (CA)

■

Riverside Community College (CA)

■

San Joaquin Delta College (CA)

— Sherri Lovercheck, EWC Board of Trustees President

College of Alameda (CA) “Dr. Cervantes was selected from an especially strong field of candidates. With her impressive credentials and well-articulated vision, she is a good match for Hennepin Technical College, which is a national leader in many of its program areas.” — Ruth Grendahl, Vice Chair, Board of Trustees, and Chair of the Human Resources Committee

CEO Search Services Looking for a new president or chancellor? ACCT Board Leadership Services brings over 30 years of history and experience to every executive search. We have assisted more than 300 colleges and governing boards in successfully fulfilling the responsibility of selecting a new president or chancellor. Our Strengths: • We understand the needs of the community colleges. • We find and cultivate high-caliber talent. • We build a unique pool of candidates for each search to “fit” the college. • We have extensive contacts with women and minorities poised to advance. • We have the advantage of the ACCT membership as a source of contacts. ACCT Leadership Services will hold your hand every step of the selection process. 38

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Interim President Placement Board Leadership Services is pleased to have assisted in the following interim placement.

College of the Mainland (TX) Dr. Larry Durrence Interim President Former President Polk Community College (FL)

NEED A PRESIDENT TO PROVIDE LEADERSHIP DURING A PERIOD OF LEADERSHIP TRANSITION? ACCT maintains an extensive file of retired presidents and chancellors available to assist your institution. Our Commitment to You: • Smooth Transition — ACCT’s Interim President Service’s goal is to help your college’s smooth transition to a new permanent chief executive officer. • Technical Assistance — ACCT Board Leadership Services will work closely with the interim president and provide technical assistance to the college. • Expert Advice — ACCT will provide guidance on presidential searches to your governing board. • Communication Strategies — ACCT will design a transparent and fair process for the selection of interim leadership.

Can your institution benefit from having interim expertise assist your leadership team? Contact us to explore short-term engagements from 3 months to a year.

Contact ACCT Vice President of Research, Education, and Board Leadership Services Dr. Narcisa Polonio at 202-775-4670 (office) or 202-276-1983 (mobile).

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Board Self-Assessments & Presidential Evaluations ACCT’s evaluation services enable both boards and presidents to identify strengths and future priorities. Evaluations provide an opportunity for the board to take stock of its contributions and strengthen the board/CEO partnership. ACCT’s role is to provide impartial expert advice to boards and presidents as they strive to best serve their institutions, grow professionally, and communicate effectively. What Makes ACCT’s Evaluation Services Unique? • Innovative Process • Confidentiality and Integrity • Impartial and Fair Reporting • Independent “Third Voice” Expertise • Specialized Dedication to Serving Community Colleges Results: • Your board and president will be energized, and an informed dialog can move everyone along to a higher level. • Your stakeholders will have confidence that the process has been impartial and the results productive. • We will help you establish goals for future assessment.

Retreats & Workshops ACCT’s Retreat & Workshop Services are designed to meet the professional development needs of governing boards. Why choose ACCT to design a retreat to meet the needs of your board? • Retreats strengthen communication and understanding of the unique role of board members, which can lead to a stronger, more effective working group. • All retreats are customized to meet the needs of your board. • We are flexible in scheduling the retreat and are able to scale (up or down) our services to offer your board excellent value. • We understand the distinct governance structure of public and private community college boards.

Great boards invest in learning together!

Contact ACCT Vice President of Research, Education and Board Leadership Services Dr. Narcisa Polonio at 202-775-4670 (office), 202-276-1983 (mobile) or npolonio@acct.org; or contact BLS Project Management Associate Justin Sanders at 202-775-4470 or jsanders@acct.org.

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NETWORK NEWS FALL 2008

INTERFACE

A publication of the Community College Professional Board Staff Network in cooperation with the Association of Community College Trustees

Professional Board Staff Network 2007–2008 Executive Committee Officers Pam Perkins, President Administrative Assistant to the President Seward County Community College, KS pam.perkins@sccc.edu Carol Gregory, Vice-President Executive Assistant to the President/Board Rose State College, OK cgregory@rose.edu B.J. Marcil, Secretary Administrative Assistant to President/Board of Trustees North Arkansas College bjmarcil@northark.edu Gloria Smith, Immediate Past President Governing Board Assistant Maricopa Community College District, AZ gloria.smith@domail.maricopa.edu Members-at-Large Central Region Terri Grimes Executive Assistant, President/Board Highland Community College, IL terri.grimes@highland.edu Northeast Region Brittany Williams Executive Assistant to the President & Director for Board Services Atlantic Cape Community College, NJ bwilliam@atlantic.edu Pacific Region Gail Patton Executive Assistant to the President and District Governing Board Arizona Western College Southern Region gail.patton@azwestern.edu Southern Region Sherri Bowen Executive Assistant to the President Forsyth Technical Community College, NC sbowen@forsythtech.edu Western Region Debbie Novak Assistant to the College President Colorado Mountain College dnovak@coloradomtn.edu

Heading to the Big Apple, in Record Numbers PBSN registrations are at an all-time high for the 39th Annual ACCT Leadership Congress in New York City. Your Executive Committee has been making preparations since returning home from San Diego last year. We are pleased to have Donna Shank, Chair of the Kansas Board of Regents, as our keynote speaker for a segment of the Oct. 30 PBSN workshop. Her presentation will focus on The “Broad” Perspective: Women in Higher Education Leadership. Other workshop highlights include Member-at-Large Debbie Novak’s presentation on Leadership Development; Iowa PBSN members Kathy Coffelt, Sheryl Cook, Denise Dunn, and Sherry Zeller’s presentation on How Networks Foster Positive Working Relationships; Member-at-Large Brittany Williams and PBSN Secretary BJ Marcil’s presentation on National Legislative Trends in Higher Education and Their Impact on Board Office Professionals, and Past President Linda Peltier’s review of the results of our July 2008 PBSN survey. One statistic that surfaced in the PBSN survey is striking: Of the 190 PBSN members that completed the survey, 114 are 51 years of age or older. This fact in itself may be an indication of the importance of succession planning for professional board staff members. New Mexico PBSN members Ronnie McComb and Christy Butler will lead a roundtable session on Nov. 1 entitled A Proactive Approach to Change — Planning for the Professional Board Staff Succession. Our annual business meeting and elections will be held on Friday, Oct. 31. In her article on page 42, Vice President Carol Gregory will enlighten you on what it is like to be an executive committee board member. I invite you to read her article and consider serving. A special — and impressive — note: The 16 individuals who’ve been instrumental in developing the PBSN-related activities at ACCT’s Congress this year have over 216 years of accrued working experience in or for ACCT community colleges throughout the country. I close with a “thank you” — to the members of PBSN who elected me as secretary three short years ago, supported me, and had faith in me to lead this professional organization; to the executive committee for their tireless work, suggestions, professional advice, and cheerleading; to my President, Dr. Duane Dunn, and Board Chair Jo Ann Sharp for encouraging me to run for a position on the executive committee and for their continued support, as well as my Board’s; to my husband Chris, who gave up so many hours on the weekends to my PBSN work; and to God, who faithfully answered my prayers and jumpstarted my brain the many times I needed His wisdom. God bless and see you in NYC!

Pamela M. Perkins Seward County Community College Liberal, Kansas

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NETWORK NEWS FALL 2008

INTERFACE Serving on the Executive Committee: The Experience of a Lifetime By Carol Gregory

It will soon be time to pack our bags (or bag, for those who are flying) for the Annual Congress in the Big Apple. I always tell myself, “I am going to pack lighter than the last time,” and with the new airline regulations, it looks as though this year I will actually have to do that. The annual PBSN business meeting will be held at 9:45 a.m. on Friday, Oct. 30. During the meeting, PBSN officers will rotate as outlined in the bylaws, available at www.acct.org/ membership/pbsn/charter.php. The current President moves to Immediate Past President; the Vice President to President; and the Secretary to Vice President. The new Secretary and a member-at-large from each region are elected at the meeting, and one member-at-large is then elected as the designee to move up to Secretary should a vacancy in the officer positions occur during the year. We encourage PBSN members to attend the business meeting and consider having someone nominate you for a position at the meeting. You may be asking yourself why you’d want to do such a thing. Below are comments from current PBSN officers that may give you food for thought as you consider becoming more involved in your organization.

“Serving on the PBSN Executive Committee has been the most enriching professional development experience I have undertaken in my lifetime. Not only has it put me in touch with well over 500 experienced board staff members as additional resources for my position, but it has also given me the opportunity and gift of lifelong friendships that I otherwise would not had the blessings of receiving.” — Pam Perkins President, PBSN

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“I was reluctant to serve on the Executive Committee… However, I must say that I am so grateful someone prodded me into serving. It has been the most amazing and rewarding experience I have had in my 38 years in higher education.” “As for my experience on the Executive Committee, I found it to be a tremendous time of professional and personal growth that included working with a wonderful team of board professional staff members and the ability to learn how others accomplish their assignments with different types of technology and work methods.” — Gloria Smith Immediate Past President

“Being part of the Executive Committee has kept me in touch with others in PBSN all year long. I feel more connected than when I only hear from or talk to others once or twice a year.” — Debbie Novak Western Region Member‑at‑Large and Member‑at‑Large Designee for 2007-08

NETWORK NEWS FALL 2008

INTERFACE

“I ran for a member-at-large position on the Executive Committee of PBSN last fall because I felt it was a way I could give back to the organization that has provided so much to me for the last 10 years in terms of learning opportunities, new ideas, networking, and (of course) friendships!” — Terri Grimes Central Region Member-at-Large

“Serving on the PBSN Executive Committee has been the most The Executive Committee of the Professional Board Staff Network Front: BJ Marcil, Pam Perkins, Gloria Smith, and Carol Gregory. Back: Sherri Bowen, Gail Patton, Brittany Williams, Terri Grimes, and Debbie Novak.

enriching professional development experience I have undertaken in my lifetime. ”

“Being a member of the Executive Committee has given me the opportunity to gain valuable knowledge from my peers. I have been able to use this knowledge to improve board relations. I believe that by being a member of the Executive Committee, I have helped others in my region when questions were asked of me. The PBSN is a great organization, and I hope that the PBSN members from my state (North Carolina) and region will become more involved locally and nationally with one another.”

I was reluctant to serve on the Executive Committee because I was considering retirement in a few years and didn’t want to make a commitment I wasn’t sure I’d be able to fulfill — plus the fear element crept in. However, I must say that I am so grateful someone prodded me into serving. It has been the most amazing and rewarding experience I have had in my 38 years in higher education. I have had to stretch myself at a time when I was ready to sit back and just enjoy. And you don’t do the job by yourself; everyone helps each other and passes on knowledge and experience as others move up the officer ladder. Again, I encourage you to consider serving.

— Sherri Weddle Bowen Southern Region Member‑at‑Large

CAROL GREGORY ROSE STATE COLLEGE OKLAHOMA

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advisor

Fall 2008

2008 Candidates for ACCT Board of Directors Regional Director

DIRECTOR-AT-LARGE

(1) Three-year term in each region. The following is the slate of nominees:

(3) Three-year terms. The following is the slate of nominees as of July 1, 2008.

Central Region — Thomas M. Bennett* Parkland College (IL)

– Denise Chachere* St. Louis Community College (MO)

Northeast Region — James R. Perry* Union County College (NJ)

– William E. Coleman, Jr.

Pacific Region — Rebecca Garcia* Cabrillo College (CA)

– LeRoy W. Mitchell

Southern Region — Peter E. Sercer, Sr.* Midlands Technical College (SC)

– James K. Polk* Illinois Central College

Western Region — Diane Olmos Guzmán* Houston Community College (TX)

– Lawrence E. Porter

Mercer County Community College (NJ) Westchester Community College (NY)

Sinclair Community College (OH)

– Carmie Lynn Toulouse* Central New Mexico Community College

2008 Candidates for ACCT DIVERSITY COMMITEE (1) Two-year term in each region unless otherwise stated. The following is the slate of nominees:

Pacific Region – Walter G. Howald Coast Community College District (CA)

Central Region – Robin M. Smith* Lansing Community College (MI)

Southern Region – Harriett Gardin Fields Midlands Technical College (SC)

– Jody Wadhwa* Oakton Community College (IL)

– Vacant One-Year Partial Term**

Northeast Region – Cid Wilson* Bergen Community College (NJ)

Western Region – Yolanda Navarro Flores Houston Community College (TX)

*Received support of their respective Nominating Committee. **ACCT

Diversity Committee Seeks Candidates for the Southern Region

Georgia Jacques Lewis, trustee from Central Piedmont Community College (NC), resigned from the ACCT Diversity Committee this summer. Lewis holds a Southern Region seat on the Committee that expires in 2009. In accordance with the ACCT Bylaws, a special election will take place to fill the remainder of the term (one-year) at the Southern Regional Meeting and Caucus, October 30, 3:30 – 5 p.m. Note: Nominations will be accepted from the floor on all elections. Nominations must be made by a Voting Delegate from each candidate’s respective institution. The Voting Delegate making the nomination must make the nomination on behalf of the member board and provide a letter affirming the member board’s support at or before the nomination.

F A L L 2 0 0 8 T R U S T E E Q U A RT E R LY

ELECTION OF REGIONAL NOMINATING COMMITTEE MEMBERS Regional Nominating Committee elections will take place during the 2008 ACCT Community College Leadership Congress at the Regional Caucuses and Meetings on Thursday, October 30. Based on the ACCT Regional Nominating Committee structure, each committee consists of five members elected for two-year staggered terms. No more than one member shall be from the same state. The following seats need to be filled for the 2009-10 term: CENTRAL REGION Three (3) positions will be available to members from the following states: Indiana, Illinois, Iowa, Kentucky, Minnesota, Ohio, and Wisconsin. NORTHEAST REGION Two (2) positions will be available to members from the following states: Connecticut, Delaware, New Hampshire, New Jersey, and New York. PACIFIC REGION Two (2) positions will be available to members from the following states: Alaska, California, Hawaii, Idaho, Nevada, Oregon, Guam, and the Commonwealth of the Northern Mariana Islands. SOUTHERN REGION Two (2) positions will be available to members from the following states: Arkansas, Bermuda, Louisiana, South Carolina, Virginia, and Virgin Islands. WESTERN REGION Two (2) positions will be available to members from the following states: Colorado, Kansas, Montana, New Mexico, North Dakota, and Texas.

ACCT VOTING DELEGATES FOR ELECTIONS In September, ACCT’s President and Chief Executive Officer will send detailed information to the board chairs of each ACCT voting member district outlining how many voting delegates the college district governing board is entitled to under ACCT’s Bylaws. The number of delegates will be based on fall headcount enrollment of those students taking courses for credit. Each member board should decide who will serve as the voting delegate(s) for the Congress. Voting members may designate for each voting delegate an alternative who may serve as the voting delegate in the absence of any voting delegate from the same voting member. ACCT does not need to be notified. Upon arrival at the Congress, the delegate(s) will need to sign in at the appropriate desk to receive voting credentials.

ACCT Trust Fund Board Grant Opportunity

Call for Proposals The Association of Community College Trustees (ACCT) announces its second annual Trust Fund Board Grant request for proposals. One or more proposals will be awarded grants from a fund totaling $10,000 in 2008 to support community college activities created for the purpose of supporting orÂ improving college governance programs and activities.

Funding Priorities All ACCT members and those in partnership with or sponsored by ACCT member colleges are eligible for consideration. The grant will be awarded to the proposed project or projects that best support trustee education. Special consideration will be given to projects that have national implications.

Examples of proposed projects that have received consideration in the past include topical publications developed to enhance trustee education and involvement; series of educational briefings on board governance; and technology literacy trainings. ACCT encourages creative approaches to proposed work.

The Trust Fund Board was established by the Board of Directors of the Association of Community College Trustees for the purposes of financing projects pertaining to the education and training of community college and technical institution governing board members.

All proposals due by December 19, 2008.

Go to www.acct.org for more information and to download your application today!

www.acct.org 1223 20th Street, NW

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2009

KEYNOTE SPEAKER: Bob Schieffer, Face the Nation

February 9-11, 2009 Marriott Wardman Park Hotel | Washington, D.C.

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national Legislative Summit

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