ACCT Trustee Quarterly | Spring 2011

Demand-Driven Credentialing | Trust Fund Board Grants | Facing a ‘3G Force’

spring 2011

HIGH STAKES During the 2011 NLS, trustees brought hope for consensus to a divided Capitol Hill.

ACCT 2011 AWARDS PROGRAM

ominees N

AND THE

REGIONAL AWARDS ★ Trustee Leadership ★ Equity

★ Chief Executive Officer ★ Faculty Member ★ Professional Board Staff Member

ASSOCIATION AWARDS ★ M. Dale Ensign Trustee Leadership ★ Charles Kennedy Equity ★ Marie Y. Martin CEO ★ William H. Meardy Faculty Member ★ Professional Board Staff Member

ARE...

ACCT’s awards program is designed to recognize and honor outstanding community college trustees, equity programs, presidents, faculty members, and professional board staff members at regional and national levels.

In order to be considered for an Association Award, you must first submit a nomination at the regional level.

The Awards committees will select and notified the Awards recipients prior to the ACCT Leadership Congress. ACCT’s Awards recipients will be honored at the 2011 Leadership Congress, October, in Dallas, Texas.

Visit www.acct.org for specific nomination criteria and to submit nominations online.

Call 202.775.4667 with any questions. All nominations must be received by June 24, 2011.

www.acct.org

NOMINATIONS DUE: JUNE 24, 2011

Board of Directors

2010-2011 Chair

Peter E. Sercer, Sr. Midlands Technical College, SC

Chair-Elect Roberto Uranga Long Beach City College, CA

Vice Chair Jean Torgeson North Iowa Area Community College, IA

Secretary-Treasurer John W. Sanders John A. Logan College, IL

Immediate Past Chair Thomas M. Bennett Parkland College, IL

Central Regional Chair Jean Torgeson North Iowa Area Community College, IA

Northeast Regional Chair LeRoy W. Mitchell Westchester Community College, NY

Pacific Regional Chair Rebecca Garcia Cabrillo College, CA

Southern Regional Chair David H. Talley Palm Beach State College, FL

Western Regional Chair Robert “Bob” Feit Southeast Community College, NE William E. Coleman, Jr. Mercer County Community College, NJ Colton J. Crane Central Wyoming College, WY Anita Grier City College of San Francisco, CA Jeffrey A. May Joliet Junior College, IL P. G. Peeples Kentucky Community & Technical College System, KY James R. Perry Union County College, NJ James K. Polk Illinois Central College, IL George Regan Robeson Community College, NC Roberta “Bobbi” Shulman Montgomery College, MD Dorothy “Dottie” Smith State Center Community College District, CA

From the Chair Honoring Great Leadership I have heard from many of my colleagues that the 2011 Community College National Legislative Summit (NLS) was the best ever convened. Participation was strong, with more than 1,100 community college trustees, presidents, and others in attendance; visits to Capitol Hill were numerous and well received; and our speakers, including Dr. Jill Biden, U.S. Secretary of Labor Hilda Solis, Meet the Press moderator David Gregory, Pulitzer Prizewinning Wall Street Journal reporter David Wessel, and many others, are truly committed to the community college mission. The closing keynote speaker, Majority Whip Kevin McCarthy — pictured on the cover of this magazine — is a former community college trustee who has maintained his commitment to our institutions throughout his political career. His remarks at the NLS confirmed that our collective mission is about people, not political parties, and that we are all in this together.

The advocacy and commitment of governing board members throughout the country — which includes you — are what helps our federal representatives understand the vital nature of what our colleges do every day for both students and the country.

I want to recognize one very special and outstanding community college trustee: 2010-2011 ACCT Vice Chair Celia M. Turner. Celia, a dear friend and colleague, and a longtime member of the Mott Community College Board of Directors in Michigan left our world too early at the age of 57 this February, after succumbing to a brain aneurysm. I encourage you to read our tribute to Celia on page 4 of this issue.

She was truly a great leader and a great person, and it is now our responsibility to carry on with the work to which she was so committed.

That work continues throughout the year, from the regional community college summits hosted by the U.S. Department of Education — all of which were attended by your ACCT representatives — to the new ACCT Governance Leadership and Governance Institutes for Student Success in Texas and Washington state, as well as the 2011 ACCT Leadership Congress this October 12-15 in Dallas, Texas.

I look forward to seeing and speaking with you this fall in Dallas. We have a lot to do, and I want to thank you in person for your hard work.

PETER E. SERCER, SR. MIDLANDS TECHNICAL COLLEGE, SOUTH CAROLINA

Robin M. Smith, Diversity Committee Chair Lansing Community College, MI Nancy Watkins Hillsborough Community College, FL Frederick “Fred” Whang Tacoma Community College, WA Roberto Zárate Alamo Colleges, TX

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Trustee QUA RT ERLY

The Voice of Community College Leaders

From the President & CEO

Spring 2011

Editorial Team EDITOR-IN-CHIEF J. Noah Brown President & CEO

Managing Editor David Conner Marketing & Communications Specialist

Editor Mark Toner CONTRIBUTING WRITERS Jee Hang Lee Director of Public Policy

Narcisa A. Polonio, Ed.D. Vice President, Education, Research & Board Leadership Services

Ira Michael Shepard ACCT Legal Counsel

EDITORIAL ASSOCIATES Julie Golder Alion Elizabeth Alvarado Kit Gray Bryce McKibben Laura Peters John Steinecke Design & Production www.moiremarketing.com – Washington, D.C. Your Opinion Matters contact:

David Conner (866) 895-ACCT (2228) dconner@acct.org

TRUSTEE QUARTERLY (ISSN 0271-9746) is published three or four times per year as a membership service of the Association of Community College Trustees (ACCT).

ACCT is a not-for-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 mission 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 do not necessarily reflect the opinions and values of the Association of Community College Trustees.

Non-members may subscribe to TRUSTEE QUARTERLY for $60.00 per year (plus postage for international subscriptions).

Third-class postage paid at Washington, D.C.

Preparation and Partnerships Will Keep Us on Track If you came to Washington this February for the 2011 Community College National Legislative Summit, you know that the event was a tremendous success—quite possibly the best ever. That success was the culmination of yearround planning, preparation, partnerships, and, most of all, thanks to you.

If you made it to Washington for last year’s NLS—either for the originally scheduled February event or the rescheduled March summit—you know that sometimes Mother Nature or other forces beyond our control can challenge our momentum, or even temporarily bring everything to a halt. We’ve seen this recently in one of the most progressive places in the world, Japan, after the tragic natural disasters that literally shook that country.

Likewise, the political and social turmoil in the Middle East has affected world trade. Both of these events and others are likely to have serious repercussions on the United States economy and our colleges. Ultimately, the extent to which our colleges will be affected will be in large part due to how well you, community college trustees, plan for the immediate and long-term future.

The past few years have been challenging. Yet despite financial setbacks, the community college movement has flourished. You have worked harder than ever before. Now we’ll need to work harder still. But if you were at this year’s NLS, you know that all the work is worth it. If you weren’t there, read the recap on pages 16-21 for an idea of the remarkable progress our colleges have made over a few short years.

This magazine is a reflection of your hard work, and it should serve as a tool to help get your work done. Strategic partnerships with the Bill & Melinda Gates Foundation, Lumina Foundation for Education, The College Board, Single Stop USA, and, of course, our sister association AACC all have been forged and continue to benefit our ultimate partnership and raison d’être—community college governing boards. Our ACCT Corporate Council members, including ACT and SunGard Higher Education, also continue to serve as thought partners, helping us address our completion and career readiness challenges, as seen in articles on p. 10 and p. 12. Despite current and future challenges, ACCT exists to advance effective governance through advocacy and education. Our success is due to our partners and, most of all, to you.

J. Noah Brown ACCT President and CEO

1233 20th Street, NW, Suite 301 Washington DC 20036 (202) 775-4667 FAX: (202) 775-4455 E-mail: acctinfo@acct.org www.acct.org

1-866-895-ACCT (2228) FAX: 1-866-904-ACCT (2228) 2

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Contents

TRUSTEE QUARTERLY | SPRING 2011

Departments 8

Advocacy The Future of the Federal Pell Grant Program Jee Hang Lee

42 LEGAL

8

28

Capital Construction Best Practices Ira Michael Shepard and William W. Warren

in every issue

HIGH STAKES Features

16 45

10

Retention Solutions: High-Tech and High-Touch — Fred Weiss

Addressing complex completion issues requires a holistic approach.

12

A Demand-Driven System — Jon Whitmore

Community colleges can be at the heart of a workforce credentialing system that focuses on the skills employers need and want.

16

2011 NLS: High Stakes — Mark Toner

With Washington divided by budgetary issues, trustees brought hope for consensus to Capitol Hill.

22

Spotlighting Our Colleges — Martha J. Kanter and Bryce McKibben

The U.S. Education Department keeps the White House commitment to community colleges with regional summits.

1

From the Chair

2

From the President & CEO

4

News

32 ACCT Lifetime Members 34 Around the Regions 38 Searches and Retreats 45 Interface 48 Advisor

COVER PHOTO BY KEITH WELLER

24 3G Force: Reinventing Higher Education Through Shared Leadership — Ann Hill Duin and Linda L. Baer

G 2011

Trustees play a key role in ensuring that their institutions are resilient in the face of change.

28

Trust Fund Board Grant — David Conner

ACCT’s Trust Fund Board Grant program has helped community colleges develop programs that improve governance — on their own campuses and across the nation.

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Cert no. SW-COC-001551

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News

New Diversity Institute Announced

In Memoriam: ACCT Vice-Chair Celia M. Turner, 57 ACCT and community colleges everywhere experienced a tremendous loss on February 27, 2011, when ACCT Vice-Chair Celia M. Turner, secretary of the Mott Community College (Mich.) Board of Directors, passed away a month after suffering a brain aneurysm.

“Celia was a leader,” ACCT President and CEO J. Noah Brown told Turner’s friends and family at her memorial service in Flint, Mich. “[She] inspired leadership from countless others she touched, including those who had the great privilege to call her colleague and friend.”

In addition to her service on the ACCT Board of Directors and several ACCT Board committees, Turner dedicated her life to the service of many organizations, including the NAACP, Big Brothers Big Sisters, UNCF An Evening of Stars, The Links, Incorporated, Delta Sigma Theta Sorority, and the Mott Community College Alumni Association.

In March, Mott Community College Foundation established the Celia M. Turner Endowment Fund “to keep Celia’s name and spirit alive for generations to come.” Donations can be made to “The Foundation of Mott Community College” and annotated in the “for” or “memo” line: “Celia M. Turner Memorial Fund.”

Donations should be mailed to: The Foundation of Mott Community College, 1401 E. Court Street, Flint, MI 48503.

Celia Turner will be missed by all. The contributions she made to ACCT and the community college movement will continue on well into the future.

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ACCT is pleased to announce a new Governance Leadership Institute on Diversity, to be held this November 10-12 in the Latin Quarter of Historic Ybor City in Tampa, Fla. This special two-anda-half day installment of the Governance Leadership Institute series, which comes in response to requests from trustees throughout the nation, will bring together trustees and presidents to focus on college-wide planning to foster diversity, inclusiveness, acceptance, and respect in a multi-cultural community.

This event is a unique opportunity for trustees and presidents to focus on proven practices that encourage engagement, examine values, promote respect, and celebrate differences — approaches that are imperative in today’s increasingly diverse community college settings. For more information, visit www.acct.org or e-mail Christina Sage at csage@acct.org.

ACCT and Single Stop USA Partner for Student Success ACCT is pleased to announce the signing of a new memorandum of understanding with Single Stop USA, a national not-for-profit organization that implements innovative solutions in order to help students and families move toward economic mobility. The agreement provides a unique multi-year collaboration between Single Stop USA and ACCT to create new programs at up to 25 colleges or college districts.

Single Stop USA recently received a $1.1 million grant from New Profits Inc. as part of the Social Innovation Fund, with funding provided by the Corporation for National and Community Service. The funding, which complements other funds that support Single Stop USA’s work at community college sites, will allow the organization to continue to grow and work with community colleges to assist in student persistence and completion.

Visit Single Stop USA at www.singlestopusa.org to learn more.

ACCT Trust Fund Board Awards Grant to Orange County Community College During its meeting at the 2011 Community College National Legislative Summit in February, the ACCT Trust Fund Board unanimously voted to award the 2011 ACCT Trust Fund Board Grant to Orange County Community College (SUNY Orange) in New York.

The goal of the funded project, titled “Trustee Success Track,” is to provide interactive online training to all 270 trustees who govern the 30 community colleges in New York. The project will be a joint effort of Orange County Community College (SUNY Orange) and the New York Community College Trustees (NYCCT).

The 2011 grantees will share more information about the project during a session at the 2011 Annual ACCT Leadership Congress, October 12-15, in Dallas, Texas.

For more information about past board grants, see the feature on pages 28-29.

We Want You to “Like” Us If you’re on Facebook, YouTube, Twitter, LinkedIn, or Flickr, you probably know what we’re talking about. If not, keep reading.

ACCT has been busy setting up our social networks, and we want to invite you to join us. If you aren’t sure what these networks are, here’s a quick overview:

ACCT Facilitates Wyoming Interactive Video Institute On March 14, 2011, ACCT joined the Wyoming Association of Community College Trustees (WACCT) to offer a Statewide Interactive Video Institute for Wyoming Community Colleges.

Even if you don’t have a Facebook account yet, you’re inevitably familiar with the name. Facebook is the world’s top social networking site, with more than 500 million active users. ACCT’s Facebook page is host to a great deal of information, including announcements, public policy alerts, and photos and videos from ACCT and related events. Most importantly, Facebook is a great way for ACCT’s staff to keep in touch with you. Visit ACCT’s Facebook page at www.facebook.com/CCTrustees, and be sure to “like” us to stay up to date with ACCT news and information.

ACCT posts videos from the Annual ACCT Leadership Congress, Community College National Legislative Summit, Annual Awards Gala, and other events on YouTube. These are embedded into relevant pages of the ACCT website, but you can also access an archive of all ACCT videos — and keep track of new additions — on YouTube. To access ACCT’s YouTube channel, visit www.youtube.com/user/ACCTvideo.

Twitter is one of the fastest ways to get ACCT news and information as it happens in real time. To track ACCT’s tweets, go to www.twitter.com/CCTrustees and click “follow.”

Utilizing the video conferencing technology already available at the state’s community colleges, the institute brought together the boards of Wyoming’s seven community colleges for a one-of-a-kind, unified board institute without having to travel. “In Wyoming, we’ve been

Get “linked” with ACCT on LinkedIn, the Internet’s prime professional networking website. It is a great opportunity to share information and network with professional colleagues and fellow ACCT members.

looking for ways to reduce the

If you are looking for high-resolution, print-quality photos from ACCT events, visit www.flickr.com/ photos/acctmarketing/, where you can view slideshows, choose the pictures you like best (maybe even pictures of you!), and download them for use in your college’s newsletter, with press releases, or for your own collection.

across the state could participate

(Note: Please notify ACCT before using photos from ACCT events in the media.)

tremendous distances between our community colleges, and video technology was an easy, inexpensive way for us to do that,” explains Steve Bahmer, WACCT’s executive director. “Delivering the institute via interactive video meant trustees from in a valuable educational program without leaving their hometowns.

And the results are promising — more trustees participated in our Interactive Video Institute than at our annual trustee education conference, largely because they did not have to drive for hours in difficult conditions to participate.”

Participants discussed the roles of the board and the president; assessed the obligations, commitment, and unity of the

Deadline Reminders

board; and reviewed standards of good practice and ethical conduct.

Institute participants also worked on

June 24

September 16

case studies focused on policy and

ACCT Awards Nominations

ACCT Leadership Congress

communication. Overall, the institute

Hotel Registration Deadline

was successful and paved the way for

Director-at-Large Nominations

November 1

using interactive video technology for

Amendments to ACCT Bylaws

Application to Serve as an Associate

Submitting Senate Resolutions

Committee Member in 2012

July 1

future meetings.

For more information on ACCT’s

August 11

interactive video institute services,

ACCT Leadership Congress

please contact Narcisa Polonio at

Early Registration Discount

npolonio@acct.org or 202-276-1983.

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News ACCT Hosts Reception for AACC President and CEO Walter Bumphus

In February, ACCT President and CEO J. Noah Brown hosted a reception to welcome Dr. Walter Bumphus as the new President and CEO of the American Association of Community Colleges (AACC). The reception was held on February 2 at the Hotel Palomar adjacent to Dupont Circle, the location of the National Center for Higher Education, in Washington, D.C. Dr. Bumphus assumed the stewardship of AACC in January following a distinguished career, which included serving as professor of the Community College Leadership Program and chair of the Department of Educational Administration at the University of Texas at Austin, president of the Louisiana Community and Technical College System (LCTCS), chancellor of the Baton Rouge Community College, and president of Brookhaven College in the Dallas County Community College District.

During the reception, President Brown and President Bumphus were each presented with a plaque by Northern Virginia Community College (NOVA) President Robert Templin, commemorating President Obama’s signing of the historic H.R. 4872, the Health Care and Education Reconciliation Act of 2010. ACCT, AACC, and our respective members were instrumental in the development of this legislation.

ACCT looks forward to working with Dr. Bumphus and AACC to advance the student success and completion agendas.

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Three Community Colleges Win Prize for Innovation The Community College Futures Assembly (CCFA) has announced that Sinclair Community College (Ohio), Prince George’s Community College (Md.), and Houston Community College (Texas) were this year’s winners of the prestigious Bellwether Awards, which recognize outstanding and innovative programs in community college education. The winners were announced on February 1 at the CCFA annual meeting in Orlando, Fla. Sinclair Community College (SCC) won in the Instructional Programs and Services category, which recognizes programs and services that foster or support teaching and learning in community colleges. SCC’s presentation, titled Pioneering Online Science Labs, described the successful development of an online science curriculum delivered using lab simulations. The strategies and technologies SCC used ensure that online students meet the same learning outcomes as traditional students. Learn more about SCC’s online science programs at www.sinclair.edu/online/.

Prince George’s Community College (PGCC) won in the Planning, Governance, and Finance category, which recognizes programs or activities that improve efficiency and effectiveness in community colleges. Titled Engaging Students and Empowering a Community: A Campus-based Community Organization, PGCC’s presentation discussed the college’s Community Financial Center, which supports the economic improvement of county residents through its Finance 411 education program, the yearround free Volunteer Income Tax Assistance (VITA) program, and a financial information network. Through the involvement of students, faculty, and community volunteers, PGCC provides needed financial resources, education, residential support, and assistance. For more information, visit www.pgcc.edu.

Houston Community College (HCC) received top honors in the Workforce Development category, which recognizes strategic alliances that promote community and economic development. The HCC presentation, titled Exporting Houston Community College, detailed the development of fully American-accredited associate degree programs now offered in Vietnam, a pioneering consortium partnership in Brazil, and multiple projects in the Middle East. Through international partnerships, HCC has reassessed and redefined its service community to educate adaptable and resilient students prepared for the global economy. To learn more about HCC’s attempts to “think local and act global,” visit www.hccs.edu/portal/site/hccs.

ACCT Seeks Community College Posters ACCT has opened an annex Washington, D.C., office suite to accommodate its expanding Government Affairs Office. The office is seeking posters from community colleges like yours to represent colleges throughout the country. If you would like your college to be represented in the ACCT headquarters, send your poster to: ACCT, 1233 20th Street NW, Suite 301, Washington, DC 20036.

Community and Technical College Partnerships to Support Entrepreneurship in the Broader Middle East and North Africa Higher Education for Development (HED), in cooperation with the U.S. Department of State, the U.S. Agency for International Development (USAID), and the U.S. Department of Education, have announced six higher education partnerships selected to participate in the Broader Middle East and North Africa (BMENA)- U.S. Community College Entrepreneurship Proposal Development Grants competition.

The awards, of up to $60,000 each for a six-month period, will support collaborating institutions in developing long-term partnerships of not less than three years to strengthen the capacity of BMENA partner institutions through the promotion of entrepreneurship.

The selected U.S. institutions and their partnering institutions are:

• Central Community College (Neb.) / Bahrain Polytechnic (Bahain): Bahrain Entrepreneurship Project • Middlesex Community College (Mass.) / Bristol Community College (Mass.) / Ecole Normale Supérieure de l’Enseignement Technique de Rabat / Ecole Normale Supérieure de l’Enseignement Technique de Mohammedia (Morocco): Linkages for Entrepreneurship Achievement Project (LEAP) • Washtenaw Community College (Mich.) / William Davidson Institute at the University of Michigan / Al Quds College (Jordan): Integrated Entrepreneurship Training • Nassau Community College (N.Y.) / Monroe Community College (N.Y.) / North Country Community College (N.Y.) / Onondaga Community College (N.Y.) / Al Kafaat University Europa School of Technology (Lebanon): SUNY Community College Consortium • Gateway Technical College (Wisc.) / Ecole Superieure de Technologie, Oujda / Université Mohammed I Oujda (Morocco): Collegiate Entrepreneurship and Collaborative Strategies • Eastern Iowa Community College District / Tulsa Community College (Okla.) / Sana’a Community College (Yemen): Economic Empowerment Through Entrepreneurship

This joint initiative is a response to recent administration development goals for the BMENA region. In June 2009, USAID, the U.S. Department of State, and the U.S. Department of Education sponsored a two-day conference in Amman, Jordan, focusing on community and technical colleges as an important model for facilitating the school-to-work transition in the BMENA region. ACCT President and CEO J. Noah Brown was invited to represent community college trustees at the conference. During a major speech in June 2009 in Cairo, Egypt, President Obama highlighted the importance of entrepreneurship in fostering economic opportunity and community development.

For more information about the BMENA initiative, go to: www.hedprogram.org/ tabId/77/itemId/228/Community-and-Technical-College-Partnerships-to-Su.aspx.

Let the LAW work for you Timing is everything when it comes to advocacy, but not everyone has time to pay attention to pending legislation day in and day out.

ACCT’s Latest Action in Washington (LAW) Alerts do the work for you.

Since 2008, over 1,400 new people have signed up to receive ACCT’s LAW Alert e-mails — brief summaries of legislative actions e-mailed to subscribers as legislation happens, giving community college trustees, presidents, and other leaders and advocates time to contact their representatives and exert influence before it’s too late.

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 e-mail publicpolicy@acct.org with “LAW Alert” in the subject of the e-mail.

For more information about ACCT’s advocacy services, visit www.acct.org/advocacy.

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advocacy

The Future of the Federal Pell Grant Program

by Jee Hang Lee

D

The tenor of the political debate in Washington, D.C., has generated increased interest in reducing federal spending, which was a common theme during last year’s mid-term elections. In turn, this has placed significant pressure on Congress and the Administration as they work to finalize the federal government’s FY 2011 appropriations bill and create the FY 2012 appropriations bill.

In this contentious political environment, the Federal Pell Grant Program has gained increased visibility, as its funding needs continue to grow at the same time as other federal discretionary programs, including other education programs, endure major funding reductions. At the time of this writing, Congress is wrangling with the question of to what extent it should fund the program. One of the major sticking points in negotiations is how Congress and the Administration will deal with an accumulated Pell shortfall and the program’s need for overall funding level increases.

Earlier this year, the House Republicans passed their signature funding bill, H.R. 1, which included $100 billion in reductions from President Obama’s FY 2011 budget request and reduced the maximum Pell award by $845. Such a cut would result in an estimated 9.4 million students seeing their award levels significantly reduced. A last-minute deal that averted a government shutdown in April maintained the maximum Pell award of $5,550 for the 2011-12 academic year, but eliminated year-round, or “Summer Pell” funding.

The Federal Pell Grant Program has seen exponential growth in the number of total student participants, the 8

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maximum award level, and the total cost of the program to taxpayers. As recently as the 2008-09 academic year, the total number of students participating in the program was 6.2 million, including almost 2 million community college students, and the Pell Grant maximum award level was set at $4,731. By 201011, 8.9 million students participated in the program, including almost 3 million community college students, and the Pell Grant maximum award level was set at $5,550. In total, costs for the program more than doubled for the federal government between FY 2007 and FY 2011, from $16 billion to $36.6 billion.

Given the ever-rising levels of student participation, it now appears that the Pell

Grant program will cost roughly $35 to $40 billion each year moving forward.

The program’s explosive growth has raised concerns about its long-term sustainability. The U.S. Department of Education estimates that 9.6 million students will participate in the program during the 2012-13 academic year (the Congressional Budget Office estimates 9.9 million students), and it will cost the federal government over $40 billion (including mandatory funds) for that year alone. In the Student Aid and Fiscal Responsibility Act (SAFRA) of 2010, Congress included $13.5 billion in mandatory funds to address funding concerns with the program.

In comparison, the non-Pell Grant

tim teebken

Funding Gridlock

discretionary education funding request from the Administration totals $46 billion for FY 2012. But it now appears that even with the additional mandatory funding, the Pell Grant Program will require additional funds to meet next year’s shortfall. Also complicating matters is the $20 billion total funding gap the Pell Grant Program faces for FY 2012. If this funding shortfall is not addressed, the maximum will dip to around $2,900.

Growth in the Pell Grant Program Since the inception of the Federal Pell Grant Program (originally known as the Basic Educational Opportunity Grant Program) over 40 years ago, it has been the most critical federal needs-based financial aid program for post-secondary education. The Federal Pell Grant Program has garnered strong bipartisan and presidential support over the past four decades. With the current Pell Grant maximum award level set at $5,550, the growth of the program can be attributed to a number of factors.

As outlined by the U.S. Department of Education’s budget request for FY 2012, the following four major factors have expanded participation and consequently increased the program’s overall cost: 1. Demographic changes and increases in the number of eligible students (accounting for 40 percent of the increase). Maintaining this mix and number of applicants will cost an estimated $24.0 billion in 2012-13.

2. Increases to the maximum award (22 percent). Between 2008 and 2009, the discretionary maximum Pell Grant grew by $619, from $4,241 to $4,860. Maintaining this increase will cost an estimated $4.4 billion in 2012-2013.

3. Second Pell (21 percent). This benefit was originally projected to cost about $300 million per year, but due to extraordinary take-up, the projected annual cost will be about $4.2 billion in 2012-13.

4. Need analysis changes (16 percent).

Maintaining these changes, such as changes to income protection allowances and to the income at which a student automatically qualifies for a full Pell award, will cost an estimated $3.2 billion in the 2012-13 award year.

All of these changes now portent that the program will reach 10 million students very shortly and bring escalating yearly costs. It is widely expected that once the economy grows stronger, the total number of students participating in the program will decrease due to students leaving college to take jobs and increased estimated family contributions. However, it is very likely that the cost of the program will still exceed $30 billion each year.

The Way Forward The Obama Administration, in its FY 2012 budget request, outlined four major changes to reduce postsecondary education spending to support Federal Pell Grant Program funding, all of which would require congressional legislation to proceed.

Most importantly for community colleges, the Administration agreed as part of its budget deal in April to eliminate “year-round” Pell, which is estimated to cost almost $50 billion over 10 years. Congress may also look to alter the needs analysis for participation in Pell or other similar mechanisms that may limit the program’s growth. In last year’s budget request, the Administration proposed moving the entire Federal Pell Grant Program to the mandatory side of the budget, but as the funding was not offset with other cuts, it was largely ignored by Congress.

Given the current political dynamics, the chances that Congress and the Administration will be able to draft, pass, and implement these provisions in a timely manner seem remote.

Unfortunately, the alternative is that the Pell Grant will be seriously underfunded,

which would subject millions of students to the prospect of reduced Pell Grant awards or no awards at all.

Additional Funding in Jeopardy In the Congressional Budget Office’s summary of H.R. 1, one item in the Federal Pell Grant Program was noted to have major implications in future years.

According to the legislative language in SAFRA, if Congress does not fund the discretionary Federal Pell Grant Program maximum level at $4,860 in FY 2014, it would endanger up to $66.4 billion in mandatory funding for the program. If this were to occur, it would reduce the Pell Grant maximum award level by an additional $690 starting in FY 2014. If Congress does reduce the Federal Pell Grant Program maximum award level in the near future, it would necessitate future Congresses to pass a sizeable infusion of discretionary funds into the program to preserve mandatory funding levels in FY 2014 and beyond. Essentially, Congress would be kicking the can down the road, but it would still need to address the issue at another time.

Raise Your Voice The Federal Pell Grant Program is facing a critical time in its history as Congress and the Administration work to deal with the funding and legislative issues related to the program. Now is the time for you and your institutions to support the students in your communities. Without your advocacy, many of our students will face dramatically lower Pell Grant awards, which may force them to forgo their pursuit of higher education.

We encourage you to utilize ACCT’s online Policy Center to communicate with your members of Congress and follow federal legislative updates through the Latest Action in Washington e-mail alerts.

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.

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High-Tech and High-Touch

By Fred Weiss

Addressing complex completion issues requires a holistic approach.

Completion has joined access as a top priority for community colleges — and for good reason. According

challenge. This article identifies key issues that trustees should consider as they develop policy and assess their administration’s progress in addressing retention and completion issues.

to ACT Inc., only about 56 percent of students who attend

A 360-Degree View

community colleges continue on to their second year.

That retention rate is improving each year, but it needs to increase at an accelerated rate if community colleges are to shine by helping increase the nation’s ranks of degree and certificate holders. Retention and completion rates should be top priorities as college trustees review and guide policies and strategies to optimize the balance between access, student success, and cost.

Improving retention and completion rates is an incredibly complex challenge arising from a portfolio of intertwined academic, financial, and social problems. These problems, in turn, require custom — but holistic — solutions assembled from a portfolio of high-touch and high-tech products and services. The starting point is to establish strategic goals and clear ownership for the retention/completion

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There are varying levels of student retention: in a course, in a program of study, and through institutional completion.

Since one level builds to the next, colleges must analyze and measure success within the parts as well as the whole. Customer Relationship Management (CRM) software provides the data and capabilities to gain a 360-degree view of the student experience, from the first inquiry by prospective students to their academic trajectory once enrolled, and all the way through their annual campaign donations as alumni.

CRM software can help boost a college’s retention and completion rates by: • Providing a complete picture of the student life cycle; • Analyzing data to help identify at-risk students; and • Freeing up human resources to help at-risk students.

In order to provide a 360-degree view, CRM capabilities must cross departmental boundaries and persist through each phase of the student life cycle. Using CRM software that integrates tightly with the student system, degree-audit system, and other enterprise applications, colleges can engage students and alumni more holistically and cost-effectively. By providing this comprehensive view, CRM enables institutions to break down silos and improve the efficiency of outreach efforts to better recruit, engage, retain, and cultivate students as long-term constituents.

Key Questions Most colleges track historical data on retention and completion rates, but too often have little insight into the drivers behind the numbers. Administrators need access to these leading indicators to help identify at-risk students earlier. Performance-management solutions turn data into information to help answer critical questions such as: • Who is at risk and why?

• What are our retention and completion rates?

• Which programs are doing the best job at achieving student completion?

• How effective are the college’s retention programs and intervention strategies?

• How do student indicators like preparation, class participation, and community involvement affect performance?

• What trends should the college track semester to semester and year over year?

An effective performance management solution includes tools — scorecards, dashboards, charts, and reports — to help aggregate, analyze, and account for available data. For example, colleges can identify markers of students who historically do not perform well and then create programs to help incoming students with similar risk factors. Performance management software also can help measure engagement and track student success performance against a college’s retention and completion goals.

Intervene Early It is a generally accepted fact that early intervention improves retention. But how early is early? Most colleges — 53 percent, according to a recent SunGard study of our higher-education customer institutions — do not have a systematic way to identify at-risk students early enough in the semester to impact their performance that same semester.

Because of the importance of early intervention, one software solution deserves special mention. SunGard Higher Education’s Course Signals program can determine whether a student is at risk of failing or withdrawing from a course as early as the second week of the semester or quarter. Metropolitan Community College in Kansas City, Mo., has been using the software to help with

its early intervention efforts. Course Signals pulls data from the college’s administrative systems into a predictive model that is driven by an algorithm specific to the courses in which it is used.

Based on the data fed to Course Signals, the program displays a signal for each student — red for a high likelihood of failing, yellow for a potential problem, and green for a high likelihood of success. Students view the signal within the institution’s learning management system and receive e-mail notifications, which may include resources and recommend actions. In a pilot of the system conducted at another institution, 78 percent of students who were “red-lighted” improved their efforts and grades. Anecdotal information to date suggests that institutional retention improves for students who have been enrolled in a class that uses Course Signals.

The Big Picture Of course, retention is a factor of many elements at an institution.

The right academic advising, transfer articulation, and degree-audit solutions to engage students and faculty directly are all musts, as is an overall retention/completion strategy. Unfortunately, only about 60 percent of community colleges have identified someone to lead retention efforts, according to ACT’s 2010 report, What Works in Student Retention (available online at www.act.org/research/policymakers/reports/retain.html).

When addressing retention and completion-related initiatives, trustees should ask, “Who owns retention at my institution?”

Colleges traditionally have thought about the retention problem in terms of one-on-one engagements. But ubiquitous contemporary high-tech tools, in combination with high-touch individualized help, provide a broader, holistic approach that is both more effective and more efficient.

For more information, download the SunGard Higher Education white paper on Retention and Student Success: Staying on Track with Early Intervention Strategies, available online at http://bit.ly/g7qcGA.

Fred Weiss is senior vice president of strategy and portfolio management for SunGard Higher Education. He can be reached at Fred.Weiss@SunGardHE.com.

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Community colleges can be at the heart of a workforce credentialing system that focuses on the skills employers need and want.

A Demand-Driven System

By Jon Whitmore

Our nation is dealing with one of the most profound economic shifts in its history. As many industries become more dependent on the skills of their workers, numerous reports are sounding the alarm bell that our current workforce crisis is reaching a critical point of no return. Is there a solution, or at least a pathway toward reaching a solution?

At ACT, we think so. We envision a national workforce credentialing system — a system that includes clearly defined career pathways and credentials. A system that certifies workers using a common, shared system based on solid data. A system that serves all stakeholder interests.

The transformation resulting from such a system would be remarkable. That day is not yet here, but it is on the horizon and within our grasp. And we believe our nation’s community colleges can help create this new workplace reality.

Colleges’ Central Role The workforce trends we face today are critical and well known: a widening middle-skills gap, dismal high school completion rates, widespread calls for at least some postsecondary training for all, increasing competition from abroad, millions of baby boomers retiring from the workforce, and millions more needing to upgrade skills to retain employment or find work as the recession eases.

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Given these trends, our vision for this national workforce credentialing system relies on one key assumption: as the largest provider of postsecondary education in the nation, community and technical colleges are the ideal engines to build — and to certify — workforce skills. And because community colleges touch many of the individuals who are starting or restarting their educational journey in search of a degree or certificate, they are perfectly suited to be the linchpins of a national credentialing system.

This unique positioning certainly supports President Obama’s recent call for public-private partnerships to strengthen community colleges as they prepare the American workforce to compete in the new century. In short, community colleges are ideally situated to play a central role in fulfilling the functions required to sustain a national credentialing system.

A Demand-Driven System Historically, our nation has relied on traditional and sometimes vague entry-level job requirements for hiring, based loosely on industry-recognized licensure, credentials, or degrees — “we require a bachelor’s degree in marketing” or “you will need an LPN license for this position,” for example. This approach implies that the only clear way to gain a sense of labor “supply” — and therefore skill sets — is to quantify it by the number of degrees, certificates, and the like.

What we need is a more tightly aligned demand-driven system reflecting the specific skills that employers need and want.

While we have recognized that standardized systems of degrees or credentials are essential, we have not, as a nation, had clear discussions about foundational skills or come to any conclusions about what competencies are important and why.

So how do we get from where we are to where we need to

be — and quickly? First, we must codify skill sets nationally, beginning with the competencies inherent in foundational skills.

This leads to the need for layered workforce credentialing systems with a standard methodology for “upskilling” the U.S. workforce.

The Manufacturing Institute has led the way in systemic credentialing through the design and deployment of the National Association of Manufacturers (NAM)-Endorsed Manufacturing Skills Certification System. Other examples of skills certification systems include those from trade organizations like the National Center for Construction Education and Research (NCCER) and the Center for Energy Workforce Development (CEWD).

The NAM, NCCER, and CEWD systems share a common structure: a layered set of credentials beginning with a single foundational credential — the National Career Readiness Certificate — with increasingly more-targeted occupational and job-specific skills credentials “stacked” on top.

Six Key Elements Regardless of the industry or the job level within an industry, skill certification systems should share a minimum of six principal elements: 1. Common language so workers, employers, educators, and public and private workforce systems all know how to interpret competencies associated with job requirements.

2. Portability so certification holders may take their certificate wherever they may transition, and employers — no matter their location — will have confidence when accepting the certification as a hiring or promotion requirement.

3. Employer-driven systems that rely on employer expertise to connect requisite skills and competencies for any position.

4. Foundational to advanced training and education to accommodate not only entry-level competencies, but also the skills needed at intermediate and professional levels. This also creates an open, inclusive system that permits individuals to enter at their current level of readiness and progress from there.

5. A strong connection to regional labor market demands to provide flexibility on a local and regional level to address the skill sets needed by area employers and facilitate business growth.

6. A basis in industry standards that are grounded in the real nature of work.

Leading the Way Is this sort of credentialing system close to really happening anywhere? Are any community and technical colleges on board with programs in operation now? Yes. There are many promising beginnings from coast to coast. Here are two: On any given day, around 30,000 Tennessee residents are on the 27 Tennessee Technology Center (TTC) campuses, enrolled in one of more than 70 occupational programs to earn a certificate or diploma. Programs average 12 to 18 months and are taught by experienced practitioners in each occupation. Full-time students must commit to a minimum of 30 hours per week on campus until they graduate. Each student also must complete a Technology Foundations “co-requisite” to train for and earn a National Career Readiness Certificate. The model is working well for Tennesseans — the average program completion rate is 75 percent, and the average placement rate in students’ fields of study is a remarkable 83 percent.

So how does the TTC model stack up against the six elements described above?

1. Employers, educators, workforce-development offices, and job seekers all recognize the certificate and view the problem-solving and critical-thinking skills measured across several content domains as a common language of workplace competency.

2. TTC graduates know their National Career Readiness Certificate is truly portable, meaning that it has equal value across Tennessee and throughout the nation.

3. Local employers serve on advisory committees to help guide each program’s curriculum. TTC instructors are expected to hold current professional certifications in their occupational area, and they spend time with relevant local employers to refresh their knowledge of current technology and the skills needed to be successful. Program requirements are truly employer driven.

4. Individuals can use their National Career Readiness Certificate and TTC credentials to enter a new line of work or to progress to new levels of professional development within the same career field.

5. The TTC programs offered at each campus are largely determined by the employers in that region and the job opportunities available locally.

6. Industry standards guide the curriculum in each TTC program; the National Career Readiness Certificate is a bonus that predicts workplace performance, giving employers greater confidence in the individuals they hire.

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A similar program can be found in Winston-Salem, N.C., where Forsyth Technical Community College was selected by The Manufacturing Institute as one of four pilot locations for its NAM-Endorsed Manufacturing Skills Certification System.

Currently, four credit programs are involved: machining technology, mechanical engineering technology, welding, and industrial systems technology. All students earn a National Career Readiness Certificate to document their foundational skills, and they also earn one or more nationally recognized credentials from relevant organizations, such as the National Institute of Metalworking Skills (NIMS), the Manufacturing Skill Standards Council (MSSC), and the American Welding Society (AWS).

For each of these credit programs at Forsyth, The Manufacturing Institute has worked with the college to identify the educational pathway, the certification pathway, and the career pathway (see chart below).

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This alignment provides a clear view of the education levels and certifications it will take to progress to new titles and higher salaries. For example, an industrial systems technology student at Forsyth can visualize the pathway to progress from an entrylevel operator position to a position as a mechanical, maintenance, or plant engineer. And once again, this approach matches all six criteria of a skills certification system with stackable credentials.

(See chart on the previous page.)

A national workforce credentialing system, while a significant undertaking, is possible. Community and technical colleges are poised to lead the way. Decades of evidence-based research

by ACT and the development of the National Career Readiness Certificate provide a critical foundational layer for the new system. The need is intense. The time is now. Let’s make it happen.

Jon Whitmore is chief executive officer of ACT Inc.

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ACCT has an extensive registry of retired presidents.

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With Washington divided by budgetary issues, trustees brought hope for consensus to Capitol Hill.

High Stakes

BY MARK TONER

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community college

national Legislative Summit

2011

Sixteen Cents on the Dollar

KEITH WELLER

As community college leaders arrived in Washington D.C., in February for the 2011 Community College National Legislative Summit (NLS), they quickly became immersed in the budget deliberations that would soon threaten to shut down the federal government. And they quickly learned that those deliberations focused on just 16 percent of overall federal spending, the portion of the budget left over after entitlements and defense spending.

“Congress is only looking at one slice of the pie, but that’s the slice that affects you,” Illinois Sen. Richard J. Durbin (D-Ill.), told members of his state’s delegation.

In recent years, the NLS has brought trustees and presidents to Washington, D.C., at pivotal moments in legislative history, including the endgame of the $787 billion American Recovery and Investment Act in 2009 and last year’s battle over healthcare reform. So, it was only fitting that this year’s NLS convened the same morning that the Obama administration released its proposed budget for the 2012 fiscal year, as lawmakers were speaking in cautious terms about the possibility of a government shutdown.

“The mindset on both sides of the aisle is knowing that the crunch is about to hit us,” Rep. Kevin McCarthy (R-Calif.), the majority whip in the U.S. House of Representatives, told summit

attendees. McCarthy was part of a broad bipartisan spectrum of lawmakers and Washington insiders who cautioned the nearrecord turnout of community college leaders that the legislative focus had changed.

“My sense is that it’s going to be very difficult in this climate to have a thorough and logical discussion that starts with the needs of the people in your communities,” Meet the Press Moderator David Gregory of NBC News told attendees during a Monday general session. “It’s not just a debate about numbers and policy.

It’s a debate about leadership in Washington.”

But over those three days in February, community college leaders helped place their own signature on that debate by framing their institutions as engines of economic recovery. “You couldn’t be here at a better time,” ACCT President and CEO J. Noah Brown told attendees. “What you do over the next few days will have a profound impact on securing scarce resources for your community.”

Common Ground Lawmakers from both sides of the aisle decried the partisan nature of the budget deliberations — “we’re going through a detox right now” is how McCarthy characterized the climate on Capitol Hill. But at the same time, both Republicans and

Opposite page: L - Sen. Jeff Merkley (D-Ore.) is presented with a certificate from Chemeketa Community College; Sen. Max Baucus (D-Mont.) accepts the 2011 National Education Service Award; Sen. Tom Harkin (D-Iowa) with Iowa Community College leaders. Above: L- Sen. Richard Burr (R-N.C.) with the North Carolina delegation; Former Rep. Michael Castle (R-Del.), co-recipient of the 2011 National Education Service Award; Second Lady Dr. Jill Biden makes a special appearance during the 2011 National Education Service Awards dinner. Pictured (L to R): AACC President and CEO Walter Bumphus, ACCT President and CEO J. Noah Brown, ACCT Chair Peter E. Sercer, Sr., and Dr. Biden.

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Keynote speaker Hilda L. Solis, U.S. Secretary of Labor

Rep. Fred Upton (R-Mich.) meets with Michigan community college representatives.

Keynote speaker David Wessel, bureau chief, The Wall Street Journal

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Democrats agreed that economic realities would ultimately lead to common ground — with community colleges as a potential cornerstone for consensus.

“Commonality is going to happen around jobs,” said McCarthy, whose political career began in 2000 when he was elected to serve as trustee of the Kern Community College District. “If we don’t get America working again, we’re never going to get anywhere. I believe we have the opportunity to do something.”

That belief was buttressed by representatives from the business community. “Community colleges are the link that connects the aspirations of American students with the needs of American business in the 21st century,” said Penny Pritzker, chair of Skills for America’s Future, which aims to foster partnerships between businesses and community colleges by sharing best practices, identifying sources of funding, and “playing matchmaker” for prospective partners. The Obama administration’s call for 22 million new college graduates and 5 million new workers with post-secondary certifications represents “a tall order,” Pritzker said, “which is why the president is so pleased that community colleges have taken on his completion challenge.”

Representing the Obama administration at the NLS, U.S. Secretary of Labor Hilda L. Solis and Second Lady Dr. Jill Biden acknowledged the financial challenges ahead while reiterating the president’s ongoing commitment to community colleges.

“President Obama is committed to community colleges because he knows, as we all do, that community colleges are critical to getting the economy back on track,” Biden told attendees. “They are the key to the president’s goal of having the most competitive workforce in the world.”

Solis said that her own experience as a community college trustee helped prepare her for the financial decisions the administration now faces. “One thing I learned is that you have to be adaptable and flexible in hard times,” she said. “And now is no different. We are faced with some very tough decisions and economic challenges.”

With 14 million people out of work — and more than half of those unemployed for six months or more — community colleges must mirror the administration’s focus on putting people back to work, Solis said. “You must be able to provide training that is transferable to a job,” she said. “The criteria isn’t a certificate anymore, but to cultivate your relationships with businesses to [ensure] a smooth transition. Most of you in this room have those relationships. Now it’s about moving a little further and thinking about the opportunities in 15 or 20 years.” As the economy continues to improve, Solis urged community college leaders to help meet the workforce needs of employers who are “coming back online,” as the automotive industry has already begun to do.

Solis also touted the $2 billion Community College and Career Training Grant Program (CCCTG), which recently accepted applications for $500 million in grants in its first year. “This money will help you in terms of building capacity,” she said, urging community college leaders to collaborate with businesses, nonprofit organizations, and each other to maximize the reach of the program — and to emphasize results in conversations with lawmakers. “The money is there for a short time — and money

doesn’t last for a long time here in Washington,” she said. “I can tell you we have to make the case that your programs work and can provide the best training for employers.”

Administration officials are also following up on ideas generated during the White House Summit on Community Colleges last October and subsequent regional summits (see p. 22), according to Biden, who stressed that the administration will continue to advocate for education needs as lawmakers turn their attention to financial issues. “We know we will face some tough choices in the future, but we are working hard to build consensus about what we must do to provide a world-class education, both for K-12 and higher education,” Biden said. “Every American should have the opportunity to take advantage of a community college education.”

“Workers are quickly discovering what you have known for decades — that education is the ticket to the middle class,” added Sen. Max Baucus (D-Mont.), who along with former Rep. Michael Castle (R-Del.) were named recipients of the 2011 National Education Service Awards during the NLS.

Keynote speaker David Gregory, moderator of NBC’s Meet the Press

Tough Choices Community college leaders got a sense of the tough decisions faced by lawmakers during their review of legislative priorities, with potential reductions to the Pell Grant program and the possible use of funds intended for the $2 billion CCCTG to offset existing Trade Adjustment Assistance (TAA) programs as the two most significant legislative issues facing community colleges.

“We have dueling proposals from a Democratic president and a Republican House majority to see which one can cut Pell Grants more,” Wall Street Journal bureau chief David Wessel told NLS attendees. “If you need any stronger reminder of the stakes you face, I can’t think of one.”

With the number of Pell Grant recipients having grown by 64 percent at the same time as the maximum award grew to $5,550, overall funding for the program has doubled over the past three years, making it a highly visible target for reductions. “Part of it has to do with the economy, part of it has to do with the fact that community colleges are becoming first responders,” ACCT Director of Public Policy Jee Hang Lee said of the increase.

The Pell program has “grown bigger than most state budgets,” added David Baime, AACC senior vice president for government relations and research. “As the economy has tanked and students have come to our doors in record numbers, the program has come under immense financial strain.”

In part due to the aggressive advocacy of community college leaders, the maximum award was maintained at $5,550 for the 2011-12 academic year in a budget compromise that staved off a government shutdown in April. At the same time, yearround, or “summer” Pell was eliminated, and continued trustee advocacy will be necessary as the program’s costs continue to grow (see Advocacy, p. 8). Robert L. Moran, director of federal relations and policy analysis for the American Association of State Colleges and Universities, also warned NLS attendees

Keynote speaker Penny Pritzker, Chairman/CEO, Pritzker Realty Group and Chair, Skills for America’s Future

Rep. Kevin McCarthy (R-Calif.) meets with California representatives in his Capitol Hill office.

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she said. “These programs... are where the money is — and where it will be disappearing from if you don’t make the case for community colleges.”

Speakers urged community college leaders to focus on results in their discussions with lawmakers. “You don’t need rhetoric — you need money, and you need to convince people you’re doing something that makes sense,” said Wessel, encouraging community college leaders to emphasize the returns on investment yielded by retraining and remedial and developmental education. At the same time, community colleges must not lose sight of their mission to help lift the underserved out of poverty, Wessel stressed. “If you close that door, you don’t deserve to exist,” he said to applause from the audience.

Looking Forward Community college trustees and presidents convene to determine the 2011 community college legislative priorities.

ACCT Director of Public Policy Jee Hang Lee (at lectern) discusses legislative priorities. Also pictured (L to R): AACC Sr. Vice President for Government Relations and Research David Baime, ACCT Public Policy Associate Bryce McKibben, AACC Director of Government Relations Jim Hermes, and AACC Legislative Associate Laurie Quarles.

that the Pell program could someday be impacted by metrics involving college costs and completion.

Other legislative priorities included grants, institutional aid, workforce development programs, funding for science, technology, engineering, and math (STEM) provided through a National Science Foundation initiative, and making the American Opportunity Tax Credit, extended for two years as part of the extension of the Bush tax cuts, permanent.

Reauthorization of the Workforce Investment Act, TAA reauthorization, improvements to the Elementary and Secondary Education Act, reconsideration of the DREAM Act and programs to help community colleges serve veteran students rounded out the priorities.

Making the case for existing programs such as these has become even more important because of the limited opportunities for earmarks in the current fiscal climate, AACC Legislative Associate Laurie Quarles told attendees. “Without your help this year, we’re going to see some pretty draconian cuts,”

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As they listened to speakers and visited lawmakers on the Hill, NLS attendees kept revisiting the same painful truth — that to date, all cuts have come from the 16 cents on the dollar that represents discretionary non-defense spending, which also happens to be the slice of the pie that represents all federal support for community colleges. McCarthy predicted that this focus will change as attention shifts to the 2012 presidential elections — a prediction that has already been borne out by recent proposals by both President Obama and the House Republicans. “Everything needs to be on the table,” McCarthy told NLS attendees. “That will go into play in the presidential campaign, [and] that will be healthy.”

Despite the many challenges, NLS speakers remained upbeat about the future. “Our number-one priority is getting people back to work, and community colleges are positioned to help us do just that,” said Pritzker. “Putting our resources into training and development is one of the best investments we can make as a country. It could not be clearer that community colleges are in the right place at the right time. The country has never needed you more.”

“We are entering a period of big, big challenges,” ACCT’s Brown said. “But I would submit to you we have big, big opportunities. I am confident today that we’re up to the task of meeting these big opportunities. Without you and the nation’s community colleges, this nation will not be the nation it has been up until this point in history. It’s up to you.”

To be sure, much work remains to be done. While lawmakers demonstrated bipartisan support for community colleges by maintaining the Pell maximum in April’s last-minute FY 2011 budget agreement, scores of other programs impacting community colleges — from TRIO and GEAR UP to Perkins Career and Technical Education grants to the Green Jobs and Career Pathways Innovations Funds and Workforce Investment Act (WIA) programs — all saw cuts or were eliminated. Such programs also face a challenging road ahead as lawmakers struggle for consensus for the FY 2012 budget and beyond.

It’s for that reason that as the NLS drew to a close following three days of Hill visits by trustees and community college presidents, ACCT leaders reminded attendees of the importance of making advocacy a year-round effort. “Our work does not end today,” said ACCT Chair Peter E. Sercer, Sr., a trustee at Midlands Technical College, S.C.

Rep. Paul Ryan (R-Wis.) meets with community college leaders from Wisconsin.

Sen. Roy Blunt (R-Mo.) meets with delegates from Missouri.

House Assistant Democratic Leader Rep. James Clyburn (D-S.C.) with the South Carolina delegation.

Across the Aisle

Community college leaders found what have become rare examples of bipartisan support during their visits on the Hill.

To get a sense of how community colleges continue to receive bipartisan support in even the most trying of times, look no farther than Illinois, where longtime Democratic Senator Richard J. Durbin looked up during his annual National Legislative Summit meeting with the state’s community college leaders as his newly elected Republican counterpart walked into the room.

“If you expected fireworks, I’m going to disappoint you,” Sen. Mark Kirk (R-Ill.) said as he greeted trustees. “A lot of what I just heard I agree with Sen. Durbin.”

A similar scene greeted North Carolina’s community college trustees, where Republican Sen. Richard Burr scheduled a joint meeting for community college leaders with his Democratic colleague, Sen. Kay R. Hagan. Thanks to the ongoing advocacy of community college leaders and their work supporting the Community College Caucus, which has grown to 162 members in the House and 29 in the Senate, NLS attendees were warmly greeted by representatives from both sides of the aisle. Even lawmakers who have earned national reputations as take-noprisoners deficit hawks, such as Rep. Paul Ryan (R-Wis.) and Sen. Jim DeMint (R-S.C.), greeted trustees warmly as they made Hill visits during the Summit.

In turn, community college leaders acknowledged the current fiscal realities but stressed their institutions’ importance as job-creation engines that can help underserved populations. “We are the portal for the most economically needy students,” Kalamazoo Valley Community College President Marilyn J. Schlack told Rep. Fred Upton (R-Mich.) “We know cuts are coming, but we would want to preserve what we can for our neediest students.”

“We recognize that the deficit has to be reduced and that we have to live within our means,” added Dr. Greg Rutherford, president of York Technical College, while visiting the office of Rep. James E. Clyburn (D-S.C.) “We just don’t want it to happen on the backs of our students.”

Sen. Jeff Merkley (D-Ore.) emphasized the importance of the Pell Grant program while meeting with Oregon trustees, calling recent increases in the maximum award “a real victory.”

“I hope we can keep it from moving backwards,” Merkley said. “I tell people we’re facing the first generation whose kids will be less educated. That’s not acceptable.”

Community college leaders also stressed the potential of the Community College and Career Training Grant Program (CCCTG) to bring about systemic change. Members of the Missouri Community College Association told Sen. Roy Blunt (R-Mo.) and members of his staff that a consortium had already been created to develop coordinated statewide plans with an emphasis on developing programs for health services and sciences, a focus that was identified through collaboration with the state’s economic development department. The program “gave us the opportunity to get us thinking in a transformational way,” said executive director Zora Mulligan. “It’s a cliché to call it out of the box, but that’s what it is.”

“You have a really good story to tell, and I intend to help you tell it,” Blunt said, while at the same time cautioning community college leaders that there will be “some shared pain” — an assessment other lawmakers discussed with their NLS visitors.

“There’s full agreement that where we are is unsustainable,” Burr told North Carolina trustees. “We need to focus on where we are going. Otherwise, we put future students at risk, and your populations are the most vulnerable.”

Lawmakers also urged community college leaders to continue advocating for their institutions and students. “I think there are critical investments we can continue to make, and education is one of them,” Durbin told Illinois trustees. “We’ve got a tough time ahead of us, and we’ve got to be smart and strategic about talking about education as an investment.”

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The U.S. Education Department keeps the White House commitment to shine a spotlight on community colleges by holding regional summits.

Spotlighting our

Colleges

S

ince the first-ever White House Summit on Community Colleges convened in 2011, the U.S. Department of Education has continued to shine a spotlight on community colleges by hosting four regional community college summits designed to help institutions meet President Obama’s goal of producing the highest proportion of college graduates in the world by 2020.

These summits, titled “Challenges, Solutions, and Commitments,” have provided an opportunity for a variety of higher education stakeholders to focus on the vital role that community colleges play in workforce development and improving student completion.

Each of the four summits covered areas of opportunity for community colleges across the nation. Secretary of Education Arne Duncan, Under Secretary of Education Martha Kanter, and Secretary of Labor Hilda Solis kicked off the first regional summit in late February at the Community College of Philadelphia, Pennsylvania. The Philadelphia summit focused on transitioning adult learners into community colleges and the workforce. March summits at the Lone Star College System in Houston, Texas, and Ivy Tech Community College in Indianapolis, Indiana, focused on successful baccalaureate transfer programs and business and philanthropy partnerships, respectively. The last summit was held at San Diego Community College District and highlighted 22

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programs for veterans, military members, and their families. A virtual symposium that reviewed the major themes and results from the four summits was held as a webcast on April 27.

A broad spectrum of attendees attended the four summits, including trustees, educators, business and philanthropy leaders, students, and policymakers from across the country. In addition to keynotes and panels, participants exchanged innovative ideas for institutional, state, and federal practices during breakout sessions on five topics: transitions to and within postsecondary education, developmental education innovation, business partnerships to improve graduation and employment, college affordability, and developing college completion goals.

A summary document following the symposium will detail the ideas and solutions exchanged during the regional summits.

Consistent themes identified during the summits will likely become the basis for future future Department of Education priorities for community college completion. ACCT continues to work with the White House and Department of Education and will keep members apprised of updates as they occur. For more information, visit ACCT’s website or e-mail publicpolicy@acct.org.

A Special Message from Martha J. Kanter

April 15, 2011 Dear Colleagues, Last October, President Obama and Dr. Jill Biden convened the first White House Summit on Community Colleges to highlight the growing role community colleges must play in preparing students for success in the 21st century knowledge economy and society. Soon after taking office, President Obama proposed that by the year 2020 the United States should once again have “the best educated, most competitive workforce in the world.” To accomplish the President’s 2020 goal, community colleges must help 5 million more students than expected graduate over the next decade. Put simply, that means community colleges must dramatically increase the number of Americans with degrees and certificates who enter or re-enter the workforce, and support them as they continue their education as lifelong learners and active participants in their communities.

Over the past six months, the U.S. Department of Education hosted four regional Community College Summits and one virtual symposium to build awareness, partnerships, and recommendations to guide community colleges to better serve the nation’s students.

The response was tremendous; hundreds of people from 45 states participated in the summits.. The challenge now is to translate an excellent start into sustained momentum to support and improve community colleges across the country. Leaders at the federal, state, and local level — higher education, business, labor, philanthropy, and government — must work in partnership and take action to strengthen community colleges.

At the federal level, our Education Department will be taking additional steps to shine a spotlight on evidence-based, high-impact practices that simultaneously bolster the quality of a community college education while also increasing retention, persistence, and completion of degrees and certificates. We also plan to bring the experiences, stories, and recommendations of the community college summits to a broader audience to promote greater understanding of the critical role of community colleges and build support and resources to scale what works. Case studies, data, and illuminating research can all underscore how community colleges are meeting current challenges to help students succeed. The information and guidance provided by community colleges will prove invaluable in formulating and responding to legislative proposals and considering policy changes to the Higher Education Act (HEA) in the months and years ahead.

At the state level, the Department has prepared and distributed a novel College Completion Toolkit. It contains recommendations on actions state leaders can take to support community colleges and their higher education, K-12, adult education, and career-technical education partners to increase quality, better connect these important sectors, and ultimately help more students earn certificates, degrees, and transfer to universities and the workforce.

Yet in many respects, the most important actions to take today and tomorrow are in the hands of community college leaders. At the local level, community college trustees, presidents, faculty, and staff need to seize this moment in time and the special opportunity to elevate the role of community colleges, even in the face of ongoing fiscal challenges.

Direct lending, Pell grants, FAFSA simplification, and $500 million in community college grant funds available through a new Department of Labor–Education partnership are enabling community colleges to take unprecedented steps to improve the quality, alignment, and capacity of their courses, programs, delivery systems, K-12 and university articulation, transfer, developmental education, and technology. The return on these investments will be determined by the achievements of community college students as we work together to meet the 2020 goal.

We urge you to leverage these federal resources — be courageous and think big about educating our next generation of learners.

Community colleges have the steadfast support of the administration and the enduring gratitude of millions of students who walked through the open door of community colleges and came out transformed.

Community colleges must not only continue to flourish but succeed ever more broadly and robustly. Our students and our nation are counting on community colleges to help America meet the challenges of the 21st century.

Best wishes,

Martha Kanter Under Secretary U.S. Department of Education

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Trustees play a key role in ensuring that their institutions are resilient in the face of change.

3G

By Ann Hill Duin and Linda L. Baer

force:

Reinventing Higher Education Through Shared Leadership 24

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Ann Hill Duin University of Minnesota

Linda L. baer The Bill & Melinda Gates Foundation

Dr. Ann Hill Duin is committed to excellence in higher education through engagement and shared leadership. Currently Dr. Hill Duin serves as Associate Vice President and Associate CIO in the Office of Information Technology at the University of Minnesota (UMN). She has spearheaded system-wide partnerships in previous associate provost, vice provost, and senior associate dean positions, and she facilitates inter-institutional teams in the design of sustainable partnerships.

Dr. Linda L. Baer is a senior program officer for the Bill & Melinda Gates Foundation, where she works to improve college student completion. Before joining the foundation, she was the senior vice chancellor for academic and student affairs for the Minnesota State Colleges and Universities system. She was the senior vice president and interim president at Bemidji State University in Minnesota. She has chaired the Internet System for Education and Employment Knowledge (ISEEK), a statewide resource for information about careers, education, jobs, and business.

Dr. Hill Duin is also a professor in the Department of Writing Studies in the College of Liberal Arts at UMN. Her publications include books and journal articles on the social construction of knowledge, success indicators for partnerships, and change in higher education. Current publications (all coauthored) include “Shared Leadership for a Green, Global, and Google World” (2010, Planning in Higher Education), “Using the PAIR-up Model to Evaluate Active Learning Spaces” (2009, Educause Quarterly), and “Smart Change” (2008, Planning in Higher Education). Her ongoing goal is to serve as a catalyst for leveraging technology to advance and support extraordinary education, breakthrough research, and dynamic public engagement.

Her recent publications and presentations focus on building successful partnerships and alliances with K-12 and industry and the dynamics and dimensions of smart change in higher education.

She currently provides leadership in the delivery of workshops on smart change in higher education and the development of action analytics for improved student success.

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Shared leadership principles, when applied to the major foundational initiatives of sustainable environments, global opportunities, and technological support, can provide a powerful roadmap for leaders and institutions seeking to reinvent themselves.

with planning in higher education to foster shared leadership Higher education is clearly in the midst of a new era. throughout all levels of the organization as a means to meet the Given the extreme economic challenges facing nearly all sectors challenges and opportunities in our Green, Global, and Google of higher education, many refer to this as a “crisis” era. In its “2020 (3G force) world, and by so doing, reinvent higher education.

Forecast: Creating the Future of Learning,” the Knowledge Works The 3G force begins with “green,” which represents Foundation and Institute for the Future (2010) note that “system the need for ongoing attention to sustainability. “Global” shocks and disruptions in the arenas of energy, finance, climate, highlights the expanding global market for higher education and health care are key forces of destabilization in this century,” and the evolution of approaches to global education, and adding that institutions must build “resilience into their systems.”

“Google” denotes the increasing use of “cloud” resources What role should community college trustees play in ensuring in place of local computing that their institutions’ systems resources. Each “G” force are resilient?

3G Force represents a complex issue Community colleges must demanding shared leadership. be resilient as we face vastly The world is changing, and with it comes new challenges In this article, we articulate increased expectations for for leaders in three key areas: a roadmap that includes sustainable environments, a robust development in global focus, and technological Green analytics, risk management, support. The speed of the Attention to sustainability has become an and predictive modeling. If response to these expectations ongoing and long-term need for organizations an agenda of reinvention ultimately depends on shared of all kinds. is to be sustained, we vision, shared agreement, must seek shared insight and shared accountability.

Global from short-term decisions, Scholars emphasize that speed Both the market for higher education and mid-term commitments, of response comes through approaches to learning are shifting as the and long-term strategies for shared leadership. Speed of world becomes increasingly interconnected. the future. response to environmental To remain relevant in pressures that are today Google a 3G world, community far more turbulent than in The “cloud” technology that has made Google colleges must be seen as the past is now a striking a technology powerhouse has the potential living, dynamic systems of organizational reality — of transforming entire institutions and interconnected relationships. especially since the global their infrastructure.

They must be ready to financial crisis. Organizations change in smart ways to meet can no longer wait for and exceed new expectations and demands. Such dynamic leadership decisions to be pushed up to the top for action. systems require new models of leadership. These new models Instead, leadership has to be more evenly shared across the “conceptualize leadership as a more relational process, a shared organization to ensure faster response times to environmental or distributed phenomenon occurring at different levels and demands. (Pearce, Manz, and Sims, Jr., 2009) dependent on social interactions and networks of influence.”

“Shared leadership entails broadly sharing power and influence (Fletcher and Kaufer, 2003) among a set of individuals rather than centralizing it in the hands Sustainability and success in higher education require of a single individual who acts in the clear role of a dominant shared leadership in reimagining the enterprise. Leaders superior.” (Pearce, Manx and Sims, Jr., 2009) For shared leadership must share leadership to design multiple approaches/ to be successful, there must be balance of power, shared purpose scenarios for the future; to articulate the flexible and and goals, shared responsibility for work, respect for each person, adaptable organizations required for resiliency in the “new and willingness to work together on complex issues. normal;” to join with all stakeholders to create new visions In our article, “Shared Leadership in a Green, Global and of sustainability, competencies, and affordability; and to use Google World” (available online at www.scup.org/blog/ analytics and risk assessments to determine when and how to scuplinks/2011/03/shared-higher-ed-leadership-for-a-greenlaunch and sustain an agenda of reinvention. global-and-google-world), we challenged all those engaged 26

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For shared leadership to be successful, there must be balance of power, shared purpose and goals, shared responsibility for work, respect for each person, and willingness to work together on complex issues.

In a speech at the 2009 annual meeting of the Society for College and University Planning, George Pernsteiner, chancellor of the Oregon University System, challenged the audience with an address titled “Are We Wasting a Perfectly Good Crisis?”

Pernsteiner called for institutional leaders to engage faculty, staff, students, community partners, and business leaders in reinventing themselves and how they do business in order to improve student learning, increase degree production, refocus research and innovation, and reduce costs. This was a call for reinvention in the way higher education conducts the fundamental business of the day. It was also a wake-up call, indicating that what we have now is not sustainable. Shared leadership principles, when applied to the major foundational initiatives of sustainable environments, global opportunities, and technological support, can provide a powerful roadmap for leaders and institutions seeking to reinvent themselves.

Institutional leaders need to join with all stakeholders in developing this shared vision of sustainability, competencies, and affordability.

The following are five directions for leaders to use in developing roadmaps for reinventing higher education for both resilience and relevance in the 21st century: 1. Locate identifiers that indicate your institution’s understanding of the transforming forces underway and the importance of attending to 3G work.

What green initiatives are underway, such as recycling, videoconferencing to reduce travel expenses, increases in telecommuting, and/or compliance with green standards?

2. Determine the level of commitment to 3G work.

Is your institution a signatory of the American College and Universities Presidents Climate Commitment? What level of shared leadership is evident in your institution’s international memoranda of understanding? Are boards being educated in technologies, sustainability practices, and globalization trends so that they can understand decisions made on behalf of the college and make their own informed decisions?

3. Embed commitment to 3G in curricular and overall institutional planning and development, evaluation, and accountability initiatives.

How are cloud computing resources such as Google being identified and used to provide greater efficiency and effectiveness? How are ongoing faculty and student advisory groups involved in prioritizing the uses of these resources? How has your board examined existing policies and updated them as necessary to take into account the changing landscape of higher education?

4. Seek public and private partners to leverage 3G actions.

How are community and advisory groups integral to the initiatives? How might resources be leveraged and expanded through shared leadership? How is the board supporting and encouraging the president to identify and implement these partnerships?

5. Communicate, foster, and promote commitment to shared leadership.

How do the initiatives underway represent a focus on building understanding, expanding presence through partnership, and/or positioning the campus or region to increase relevance in the global economy? What are incentives for shared leadership? (Duin and Baer, 2010) As community college board members, we must call upon multiple approaches and scenario-based planning as we strive for best-preferred futures within the 3G landscape. The organizational culture of higher education requires us to share leadership as we work in this new normal. The constant cycle of budgetary uncertainty further forces us to build on core foundational efforts and claim value-added measures from such work. In fact, we contend that fostering shared leadership is the most critical asset for building and sustaining resilience as we face these challenges and, in so doing, reinvent higher education.

References • Baer, L. L., A. H. Duin, and J. Ramaley. 2008. Smart Change. Planning for Higher Education 36 (2): 5–16.

• Duin, A.H. and L. L. Baer. 2010. Shared Leadership in a Green, Global and Google World. Planning for Higher Education, October-December 2010, 30-38.

• Duin, A. H., L. L. Baer, and D. Starke-Meyerring. 2001.

Partnering in the Learning Marketspace. EDUCAUSE Leadership Strategies Series, vol. 4. San Francisco: Jossey-Bass.

• Knowledge Works Foundation and Institute for the Future 2010. 2020 Forecast: Creating the Future of Learning — Platforms for Resilience (Systems). Retrieved July 6, 2010, from the World Wide Web: www.futureofed.org/driver/ platforms-for-resilience.aspx.

• Pearce, C. L., C. C. Manz, and H. P. Sims, Jr. 2009. Where Do We Go From Here?: Is Shared Leadership the Key to Team Success? Organizational Dynamics 38 (3): 234–38.

• Pernsteiner, G. P. 2009. Are We Wasting a Perfectly Good Crisis? Presentation at the annual meeting of the Society for College and University Planning, Portland, Ore. T R U S T E E Q U A RT E R LY

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Funding Trust B y

D a v i d

C o n n e r

ACCT’s Trust Fund Board Grant program has helped community colleges develop programs that improve board governance — on their own campuses and across the nation.

I

n the face of changing fiscal realities, educating new trustees about the finer points of governance and strengthening boards’ ability to be effective

advocates for their campuses have become more important than ever. For the last four years, an ACCT program has helped community colleges develop effective trustee training

 Recognition for ACCT member institutions that have demonstrated a specific interest in and support of community college board programs and activities; and  To enrich ACCT’s service to trustees through the contribution of new ideas that can be shared with our community college trustee membership.

In 2008, Dallas County Community College District (DCCCD) was awarded the first ACCT Trust Fund Board Grant to develop Board Briefs, a series of governanceoriented newsletters. Since that time, DCCCD has not only continued to publish Board Briefs, but has also found new uses for the newsletters, which include packaging them as a set and providing the volumes to new board members as an orientation tool.

“Our intent was to create a program of study for new trustee orientation and for veteran trustees’ continuing professional development,” said Kathryn Tucker, executive director of board relations for DCCCD. The district had a three-part goal for the end product, said Tucker:

programs with the potential to be shared and replicated throughout the country.

In 2007, the ACCT Trust Fund Board created a new grant

 To develop content relevant to policy and fiduciary responsibilities of trustees;  To deliver information in “small chunks over a period of months rather than out of a fire hose in a day or a week”; and  To create content that is easy to update.

program to fund projects that focus on initiatives of national

Illustration: curtis Parker

interest to ACCT member boards and individual trustees. The objectives of the ACCT Trust Fund Board Grant are to offer: 

Financial support for projects that initiate, enrich, or support innovative programs or activities created for the specific purpose of engaging and improving community college governance;

“Soon after Dr. Wright Lassiter became our chancellor in 2006, we discussed the board’s desire to improve our methods of training new trustees and reaffirming the district’s policies and goals for the board in general,” DCCCD Trustee Kitty Boyle explained. “What we were doing was not working. I am immensely proud of the results of this project, which has and will be of great benefit to our board. Our hope is that colleges across the nation will benefit from the result. This was an excellent investment on everyone’s part.”

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Dallas County Community College District Executive Director of Board Relations Kathryn Tucker (at lectern), Chancellor Wright Lassiter, and Trustee Kitty Boyle discuss DCCCD’s “Board Briefs” newsletter at the 2010 ACCT Leadership Congress in Toronto, Canada.

Representatives from the South Carolina Association of Technical College Commissioners discussed the impact of webinar-based training modules at the 2010 ACCT Congress in Toronto.

Under the auspices of the ACCT Trust Fund Grant-funded project, DCCCD published a series of 24 six-page newsletters between June 2008 and May 2010. A second updated series is now underway, with 10 newsletters having been published between June 2010 and March 2011. “As hoped, they have proven to be updateable with much less time and effort than was required to create the original issues,” Tucker explained.

So far, SCATCC has completed two modules. The initial module, The History of the SC Technical College System, features the evolution of technical and community colleges in the Palmetto State. The history of community colleges nationwide is also addressed to provide a historical perspective. The second module focuses on effective board governance. A third module, currently in production, will teach trustees how to be effective advocates. Like the earlier modules, it taps resources from ACCT. “A trustee can be effective if he/she is provided with clear expectations, an avenue of education, and monitoring of their efforts,” Phelps noted. “Training will improve decision-making by the board members, increasing the performance of the board itself.”

“What we were doing was not working. I am immensely proud of the results of this project, which has and will be of great benefit to our board. Our hope is that colleges across the nation will benefit from the result. This was an excellent investment on everyone’s part.”

— DCCCD Trustee Kitty Boyle Meanwhile, the 2010 Trust Fund Board Grant recipient, the South Carolina Association of Technical College Commissioners (SCATCC), is midway through its project, a series of educational webinars intended to provide online trustee training on issues of governance, advocacy, and the fiduciary obligations of technical and community college boards within the state of South Carolina.

“The training will refresh long-serving trustees and provide a foundation to new trustees,” explained SCATCC Executive Coordinator Jennifer Phelps. “The virtual delivery of instruction eliminates travel and location costs, while also accommodating the busy schedules of those who serve on the board.”

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Challenges and Results Both DCCCD and SCATCC experienced hiccups and found it necessary to adapt some elements of their original plans. The greatest challenge for DCCCD, said Tucker, has involved ensuring that content selected for the Board Briefs is “pertinent to the policy-making and fiduciary responsibilities of trustees.”

In South Carolina, the webinar modules required additional “time and financial support” from the systems’ technical colleges, according to Phelps, who added that the resources provided by the colleges “are ensuring that the modules produced are of exceptional quality.” SCATCC also had to change its original marketing plan as it encountered firewalls and other server security issues that prevented some intended recipients from receiving information. “The solution,” Phelps said, “was to post the training modules on the association’s website.”

Surveys conducted pre- and post-training in South Carolina concluded that the SCATCC training has provided growth in knowledge, as trustees’ scores increased on post-training surveys. Jennie Johnson, vice-chair of Greenville Technical

College and executive director of Liberty Fellowship, participated in the training. “As I had a lot of experience on non-profit boards,” she said, “I did not expect to learn much. I was wrong. Both modules were informative and useful.”

Phelps detailed other benefits, including increased exposure of trustees to additional functions of economic development, greater engagement on the part of college administrators, and increased pursuit of lifelong learning and continuing education by trustees, who are also encouraging their colleagues to participate in the modules and other continuing education.

“The trust fund grant training provides supplemental training to create a foundation for all trustees statewide, as each institution has a similar mission to educate and serve the citizens of the state,” said Dr. Mary Thornley, president of South Carolina’s Trident Technical College.

In Dallas, the updated Board Briefs have become a staple of trustee education.

“The charter program of study has become a desk reference for DCCCD’s chancellor, board relations staff, and some of the veteran trustees,” said Tucker.

DCCCD is presently test-driving Board Briefs as a tool for new trustee orientation with a trustee elected in May 2010.

“Initially, our impression is that there is value to having the regularity and focus of the monthly newsletters for him,” Tucker said, adding that a number of the new trustee’s questions were addressed by the newsletters.

“We are also finding that Board Briefs is filling gaps in information for some of our veteran trustees.”

Certain issues of Board Briefs have been adopted internally for new employee orientation and staff development. Externally, the chancellor uses selected newsletters to advocate on behalf of community colleges with chambers of commerce, donors, and elected officials. He also uses Board Briefs when guest lecturing doctoral students aspiring to careers in higher education administration and for the League for Innovation’s annual Executive Leadership Institute.

And while SCATCC is still in the pilot phase of its project, the modules “have provided a common framework by setting clear expectations of trustees, which creates open and more meaningful dialogue in the board setting,” Phelps says. “The

positive results of the project are measurable by the involvement of trustees during annual board evaluations and assessments, in addition to board meetings.”

Replicating What Works A panel of South Carolina representatives at ACCT’s Annual Congress in Toronto introduced the webinar delivery model to attendees, and several other state and international associations have expressed interest in the approach. That is exactly the intended result of the ACCT Trust Fund Board Grant program, which was designed to encourage the creation of sustainable program models that can be adapted to meet the needs of community colleges nationwide.

DCCCD has also considered how its Board Briefs could be replicated by other institutions. “Two issues may be universally usable — community college history and legal issues. Several require very little adaptation — educational quality, accreditation, trustees’ advocacy role,” said Tucker.

“At the other end of the spectrum, a few are highly idiosyncratic — DCCCD’s history is an example.

However, each issue can be treated as a template with topics that may be adapted for local conditions.”

The newsletters are freely available (without copyright) at www.acct.org and www.dcccd.edu.

Phelps points out that SCATCC’s online distribution model for its webinars is also easily replicable. While “content of the modules is generalized for the statewide system…board governance for the South Carolina system can be adapted to address other state’s specific nuances such as elected vs. appointed trustees, regional accreditation requirements, and their own historical and structural differences,” she adds.

The ACCT Trust Fund Board awarded its 2011 grant to Orange County Community College (SUNY Orange) in New York. The college’s “Trustee Success Track” project will use a series of live webinars to educate all 270 New York community college trustees. Project leaders will present a session during the 2011 ACCT Leadership Congress this October 12-15 in Dallas, Texas to discuss the progress of the project and lessons learned to date.

Be sure to keep an eye out for the 2012 ACCT Trust Fund Grant request for proposals this summer.

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ACCT LIFETIME MEMBERS

Edward “Sandy” Sanders, AR Dick Trammel, AR Donald Campbell, AZ Gloria Guzman, AZ Fred Harcleroad, AZ Debra Pearson, AZ Linda B. Rosenthal, AZ Esther D. Tang, AZ Jane Gregory, BC Chuck Ayala, CA Lewis S. Braxton, CA Lois Carson, CA Carole Currey, CA Denise Ducheny, CA Isobel Dvorsky, CA Dorothy Ehrhart-Morrison, CA Paul Fong, CA Paul J. Gomez, CA Walter Howald, CA Worth Keene, CA Bruce Ketron, CA Brenda Knight, CA Marie Y. Martin, CA William H. Meardy, CA Carl Robinson, CA Herbert Roney, CA Armando Ruiz, CA Evonne Seron Schulze, CA Pete Tafoya, CA Leslie Thonesen, CA David Viar, CA John Dent, CO John Giardino, CO George Boggs, DC Ken Burke, FL Jody T. Hendry, FL Nancy Watkins, FL Kenneth R. Allbaugh, IA

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Harold Brock, IA* Robert Davidson, IA Joyce Hanes, IA B. A. Jensen, IA Kirby Kleffmann, IA Wayne Newton, IA Wanda Rosenbaugh, IA Linda Upmeyer, IA Mark Fazzini, IL Raymond Hartstein, IL Patricia Jones, IL James Lumber, IL Judith Madonia, IL Robert McCray, IL Michael Monteleone, IL David Murphy, IL Rich Nay, IL Therese G. Pauly, IL Franklin Walker, IL Jerry Wright, IL Robert Burch, KS James D. Hittle, KS Jo Ann Huerter, KS Dick Klassen, KS Ed Nicklaus, KS Jo Ann Sharp, KS Darrell Shumway, KS Lauren A. Welch, KS Mary Beth Williams, KS M. W. “Bill” Wyckoff, KS Joan Athen, MD Daniel Hall, MD Nancy M. Hubers, MD Robert Lawrence, MD Brad W. Young, MD William C. Warren, ME Frank S. Gallagher, MI Robert E. Garrison, MI* David W. Hackett, MI

S p r i n g 2 0 1 1 T R U S T E E Q U A RT E R LY

Fred Mathews, MI Shirley Okerstrom, MI George Potter, MI David Rutledge, MI Celia M. Turner, MI* Denise Wellons-Glover, MI James B. Tatum, MO Troy Holliday, MS James Stribling, MS John Forte, NC Hugh Lee, NC George Little, NC Helen Newsome, NC* Kathleen Orringer, NC Raymond Reddrick, NC C. Louis Shields, NC Lynda Stanley, NC Alwin Arce, NJ Angelo Cortinas, NJ Clara Dasher, NJ Nino Falcone, NJ William T. Hiering, NJ Donald Loff, NJ William McDaniel, NJ* Virginia Scott, NJ Charles Tice, NJ Barbara Wallace, NJ Ronald Winthers, NJ Beatrice Doser, NM Gloria Lopez, NM Robert Matteucci, NM Nancy R. Rosasco, NV Arthur C. Anthonisen, NY David Mathis, NY Donald M. Mawhinney, NY Jean M. McPheeters, NY Richard N. Adams, OH Maureen Grady, OH

Rebecca L. Redman, OH Victor F. Stewart, Jr., OH Ken Bartlett, OK Norma Jean Germond, OR Doreen Margolin, OR* Jim Voss, OR Gene P. Ciafre, PA Morrison Lewis, PA Gene E. McDonald, PA Elizabeth Rocklin, PA Betty K. Steege, PA John Wright, PA E. Stewart Blume, SC Sheila Korhammer, SC Montez C. Martin, Jr., SC William O. Rowell, SC James Smith, SC Elmer Beckendorf, TX Manuel Benavidez, Jr., TX* Kitty Boyle, TX Don Coffey, TX Bennie Matthews, TX Carla McGee, TX Della-May Moore, TX Pattie Powell, TX Lydia Santibanez, TX W. L. “Levi” Smallwood, TX J. Pete Zepeda, TX M. Dale Ensign, UT Frank Mensel, UT Marilyn Blocker, VA Robert W. Harrell, Jr., VA Melanie L. Jackson, VA Ruthann Kurose, WA Naomi Pursel, WA Vaughn A. Sherman, WA Joan Jenstead, WI* Dennis Christensen, WY * Deceased

They deserve more than just a gold watch.

ACCT LIFETIME MEMBERSHIP Do you have board members getting ready to retire?

Are you looking for ways to recognize them for their hard work and dedication?

Don’t let them go without an ACCT Lifetime Membership!

7 REASONS TO BESTOW A LIFETIME MEMBERSHIP

1 Giving outstanding and retiring board members a Lifetime Membership to ACCT is a way to thank them for their service, recognize them among their peers, and ensure their ongoing interest in your college.

2 3

Lifetime Members receive complimentary registration to all ACCT meetings, including the Annual Leadership Congress and the National Legislative Summit, after retiring from their local boards.

Lifetime Members receive all of ACCT’s award-winning publications, including Trustee Quarterly magazine, and the Advisor and From the Desk of ACCT newsletters.

4 Lifetime Members are recognized publicly in Trustee Quarterly, on the ACCT Web site, and elsewhere.

5 The Lifetime Membership program supports and promotes ACCT’s continuing trustee education and professional development.

6 Colleges that purchase Lifetime Memberships can deduct the expense from taxes to the fullest extent allowed by law.

7 It’s just a nice thing to do — and haven’t your most exceptional trustees earned it?

For applications or assistance, go to www.acct.org/membership/lifetime/honor-trustee.php, contact the ACCT Membership Department by phone at (202) 775-4667, or e-mail acctinfo@acct.org.

Around Regions the

central Region During the U.S. Department of Education’s regional conference held at Ivy Tech Community College in Iowa, United Parcel Service announced that it will join President Obama’s Skills for America’s Future initiative and establish a new workforce advisory board to help develop skills and career options for students at community colleges.

Illinois Lt. Governor Sheila Simon embarked on a statewide tour to increase college completion rates. Simon’s goal for the state’s 48 community colleges is to increase the proportion of working-age adults with college degrees and certificates from 41 to 60 percent by 2025.

The Illinois Green Economy Network collaboration between the state’s 48 community colleges has resulted in six sustainability centers and continues to build shared support through college centers, campus green policies, and coordinated curriculum developments that supply the state’s growing workforce needs.

To help target workforce retraining, Macomb Community College in Michigan completed a

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report focused on the workforce needs of the emerging southeast Michigan defense sector. The information supports the ongoing training development the college has undertaken as part of a three-year, $4.9 million grant from the U.S. Department of Labor.

The State of St. Louis Workforce Report event in Missouri, cosponsored by St. Louis Community College, drew nearly 400 business, economic development, and education leaders. The report provided information used to address regional workforce needs.

Wisconsin trustees will gather to celebrate Wisconsin Technical Colleges’ centennial, which will take place in July at Gateway Technical College, the first institution founded under the state’s groundbreaking 1911 legislation creating the nation’s first technical college system.

The legislation also established local governing boards, a practice that continues a century later.

NORTHEAST Region Baltimore City Community College in Maryland will eliminate and consolidate 14 degree programs to streamline coursework, require fewer credit hours for

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degree completion or transfer, and promote the student success agenda. BCCC will refocus these funds to expand high-demand degrees, such as cyber technology and nursing.

support the school’s animal advocacy program. HVCC will use the money to create the Bob Barker Advocacy Fund, which will be used for animal law courses.

The University of Massachusetts-Amherst will partner with the state’s two-year community colleges.

Gov. Deval Patrick and UMass-Amherst Chancellor Robert C. Holub announced that community college students with a GPA of 2.5 or better will be guaranteed admission, and those with a GPA of 3.0 or better will not have to pay tuition.

Pennsylvania’s community college presidents and trustees penned an open letter to incoming Gov. Tom Corbett on his first official day in office.

The letter, published in the main newspaper for the region, offered support and invited the governor to “embrace community colleges as a means to confront [state] challenges.”

Three New Jersey community colleges — Cumberland County College, Passaic County Community College and Raritan Valley Community College — have joined Achieving the Dream, the national student success program. The colleges will become regional centers to offer assistance to the state’s 16 other community colleges.

New York City College of Technology held Community College Advocacy Day on March 8. More than half of the state’s 30 community colleges sent delegations to meet with state legislators in a coordinated effort to advocate for community college funding.

The long-time host of “The Price is Right,” Bob Barker, has given Hudson Valley Community College in New York a $100,000 donation to

AdvancePA: Community Colleges Leading the Way is a statewide campaign calling on policymakers to make community colleges an economic priority in Pennsylvania. Community college leaders and supporters advocate for what role these institutions can and should play in strengthening the economy and quality of life throughout the state.

Pacific Region Arizona’s community colleges developed a strategic plan to improve Arizona’s economy, including access to education and training, improved student

retention, and greater degree and certificate completion.

The Maricopa Community College District Board adopted a resolution to increase by 50 percent the number of students who complete degrees and certificates by 2020.

match them with job openings to lower the unemployment rate. The measure allocates $350,000 to the College of Southern Nevada and $60,000 to Truckee Meadows Community College to assess skills and determine necessary training.

The Community College League of California convened the Commission on the Future to examine what could be done in the next 10 years to increase graduation rates and success in community colleges.

The Commission yielded 17 recommendations focused on four key areas: leadership and accountability, intensive student support, teaching and learning, and finance and affordability.

Washington’s 34 community and technical colleges and their former students add $11 billion annually to Washington’s economy.

The education and training encourages new business, global competition, and long-term economic growth.

Every dollar of public spending on community and technical colleges yields an annual return of $18.70 in avoided social costs and added income.

About 250 administrators from California universities and community colleges traveled to Sacramento in April to ask lawmakers and Gov. Jerry Brown to avoid further cuts to the state’s higher education budget.

Already, the state’s community colleges face $400 million in cuts, while fees have increased by $10 a unit. Chancellor Jack Scott told The Sacramento Bee that further cuts could force the state’s community colleges to turn away as many as 400,000 students.

Nevada’s Senate cleared a bill to evaluate the skills of unemployed workers and

Southern Region The 28 public community colleges in Florida are doing well despite budgetary constraints across the state, according to college leaders.

Because many institutions are adding baccalaureate

programs, the state association has changed its name to the Association of Florida Colleges (AFC), and it is undergoing a marketing campaign around the new AFC name and logo.

Hillsborough Community College in Florida, along with eight co-sponsor schools and several business partners, recently held its fourth Black, Brown & College Bound Conference.

Attendees traveled to the conference from 28 states around the country.

Reflecting the importance of the poultry industry to North Carolina’s economy and its workforce, Richmond Community College officials cut the cost of bachelor’s degrees focused on that industry in half by signing an agreement with North Carolina State University that guarantees RCC graduates admission into N.C. State’s poultry science department.

Northeastern Technical College in South Carolina received a Paragon Award from the National Council of Marketing and Public Relations for its “Be College Prepared” campaign. NETC’s campaign includes marketing pieces that encourage high school juniors and seniors to prepare for college by pursuing dual enrollment at NETC.

western Region The governor of Nebraska has proposed no cuts for postsecondary education and a slight increase in the second year of the upcoming biennial budget. The governor also proposed incentives for internships with funding from the state’s Department of Economic Development.

Houston Community College in Texas is hosting 10,000 Small Businesses, a program to help business owners gain practical skills and knowledge to grow their businesses and create new jobs in their communities.

RENEW (Revolutionizing Nursing Education in Wyoming), a partnership including community colleges and health care organizations throughout the state, aims to enhance the quality of nursing by developing a competencybased statewide curriculum.

Prospective nurses would be able to earn an associate’s or BSN degree (or higher) at UW or a community college.

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.

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For Trustees and Presidents

GLI DIVERSITY +

Governance Leadership Institute

November 10-12, 2011 Latin Quarter of Historic Ybor City in Tampa, Fla.

Fostering Leadership, Awareness, and Communication to Enable Trustees to Commit Further to an Educational Environment of Inclusiveness

AGENDA Thursday, November 10th 11:00 a.m. - 2:30 p.m.

2:45 p.m. - 4:00 p.m.

Orientation and Program Overview College-Wide Diversity Planning

Friday, November 11th 8:30 a.m. - 12:15 p.m.

• The American Story from Different Eyes • The Role of the Board in Fostering Diversity • Board/CEO Relationship Working Lunch Developing an Institutional Diversity Plan The Lasting Legacy: The African American, Latino, Asian and Pacific Islander, and Native American Experience Reception & T-shirt Exchange

12:15 p.m. - 1:30 p.m.

1:30 p.m. - 2:45 p.m.

3:00 p.m. - 4:15 p.m.

5:30 p.m. - 7:30 p.m.

In response to requests from trustees throughout the nation, ACCT will host a two and a half day leadership institute for trustees and presidents on fostering diversity and inclusiveness.

A unique opportunity for trustees and presidents to focus on proven practices that encourage engagement, as well as strengthen and help trustees carry out their leadership roles.

GOALS — The institute will equip trustees with the knowledge to: • Examine the complexity of a multi-cultural environment; • Determine institutional effectiveness in serving historically underserved populations; • Ensure that students will succeed in an increasingly diverse world community; • Promote respect for all.

Saturday, November 12th 9:00 a.m. - 12:00 p.m.

1:30 p.m. - 2:30 p.m.

2:45 p.m. - 4:00 p.m.

Team Building & Planning: Strategies That Work and Best Practices Elements of a Leadership Diversity Plan and Reporting Out Group Consultation and Planning

WHO SHOULD ATTEND? A must-attend for trustees and presidents committed to learning, promoting, examining, and sharing their perspectives on diversity-related issues.

GLI held at Ybor City Campus of Hillsborough Community College Lodging Hilton Garden Inn 1700 E. 9th Avenue Tampa, FL 33605

Transportation to the institute will be provided

Sponsored by ACCT Diversity Committee | Hosted by Hillsborough Community College

***To register and make hotel reservations visit http://acct.kma.net/Institute-on-Diversity or www.acct.org*** For registration and hotel questions contact Christina Sage at 202.775.4462 or csage@acct.org 36

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For additional information contact Dr. Narcisa Polonio at 202.276.1983 or narcisa_polonio@acct.org or Tonya Harley at 202.775.4460 or tharley@acct.org

2011 Governance Leadership Institute

2011 Governance Leadership Institute attendees participate in the traditional T-shirt exchange.

Attendees participated in roundtable discussions to strengthen their governance knowledge and skills.

Leadership Matters march 16 -18

ACCT 2011 Governance Leadership Institute, Las Vegas

This March, 62 community college trustees and their presidents convened at the University of Nevada, Las Vegas to take part in the 2011 ACCT Governance Leadership Institute. The annual gathering, led by ACCT Vice President Dr. Narcisa A. Polonio, was designed to strengthen the board/president relationship and allow community college leaders to network with others from across the country and beyond. This year, GLI participants came from 13 states, including Arizona, Arkansas, California, Idaho, Illinois, Maryland, Michigan, Nevada, New York, North Dakota, Ohio, Oregon, and Washington, as well as from Canada, Micronesia, and Palau.

ACCT will host two specialized Governance Leadership Institutes in 2011: a Governance Leadership Institute for New Trustees August 3-5 in Washington, D.C., and a Diversity Governance Leadership Institute November 10-12 in Tampa, Fla. For more information on these events, go to www.acct.org/events/institute or e-mail narcisa_polonio@acct.org.

“Excellent workshop, good content!”

“This experience allowed me to learn very pertinent and useful information that will allow me to perform my duties as a trustee in a much better manner.”

AGENDA • Key Indicators of an Effective Board • The Board/President Relationship • Running Effective Meetings and Parliamentary Procedures • Effective Strategies and Tools for Addressing Financial Constraints • Working with the Media • Understanding Accreditation • What Trustees Need to Know About Outcomes, Quality, and Student Success

Participants had ample opportunities to ask questions and network.

• Board Self-Assessment as a Leadership Tool

The 62 community college trustees and presidents at the 2011 Governance Leadership Institute came from more than a dozen states and from as far away as Micronesia and Palau.

“The presenters were wonderful.”

“A lot of good interaction on a lot of subjects we as trustees deal with all the time.”

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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.

Umpqua Community College, Ore. Dr. Joseph Olson President Former Vice President for Military, Community, and Economic Development Copper Mountain College, Calif.

“We had an excellent pool of candidates, so it made choosing the best of the best a challenge. We believe we’ve found someone with great experience and skills who is excited about our community. Dr. Joe Olson will promote our vision and strategic plan and guide Umpqua Community College through difficult economic times.”

— Betty Tamm, Board Chair

Dr. Don Woodburn President Former President Coffeyville Community College, Kan. “The appointment of Dr. Woodburn as the president of Dodge City Community College and Area Technical Center has had a truly positive influence on the community. The feeling that the college is moving forward in a positive manner has permeated the college and the community.

We are thankful for the innovative and creative measures implemented as a result of Dr. Woodburn’s leadership.”

— Dr. Morris Reeves, Trustee; Chair, President Search Committee

St. Louis Community College, Mo.

San Joaquin Delta College, Calif.

Dr. Myrtle Dorsey Chancellor

Dr. Jeff Marsee Superintendent/President

Former Chancellor

Former President/Superintendent

Baton Rouge Community College, Louisiana Technical and Community College System, La.

College of the Redwoods, Calif.

“I would like to thank ACCT and Narcisa Polonio for bringing the search committee a strong pool of potential candidates.

Dr. Myrtle Dorsey brings an abundance of administrative-level experience as well as a recognition that students are at the center of all we do.”

— Denise R. Chachere, Board Chair “With the depth and breadth of higher education experience that Dr. Dorsey brings to her role as new chancellor of St. Louis Community College, she is the right person to take STLCC to the next level as a premiere institution among its peers at the local, state, and national level.”

— Melissa Hattman, Vice Chair; Chair, Chancellor Search Committee

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Dodge City Community College and Area Technical Center, Kan.

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“All the trustees at San Joaquin Delta College are enthusiastic that Dr. Jeff Marsee joined us as our new superintendent/president. Dr. Marsee’s prior experience in California community colleges and financial background will be particularly important during this time of severe cutbacks to higher education in California.”

— Teresa Brown, Board Chair

Mesalands Community College, N.M.

Eastern Iowa Community College District, Iowa

Dr. Mildred Lovato President

Dr. Donald Doucetter Chancellor

Former Vice President of Student Services

Former Senior Vice President and Provost

Bakersfield College, Kern Community College District, Calif.

Ivy Tech Community College of Indiana

“In my opinion, Dr. Lovato’s knowledge on state legislation, her background in finance and business, and the fact that she is a native of New Mexico, makes her an exceptional leader that will continue to grow the college in the future. There’s no doubt in my mind that she will be a great president for Mesalands Community College.”

— J. Bronson Moore, Board Chair

Board SELF-ASSESSMENTS and PresidentIAL Evaluations ACCT would like to thank the following colleges, which have taken advantage of our Board and/or President Evaluation Services.

Belmont Technical College, Ohio Crowder College, Mich.

Houston Community College System, Texas Niagara County Community College, N.Y. Solano Community College, Calif.

“His extensive experience, particularly in a district with multiple colleges and a statewide college system, make him especially suited for the Eastern Iowa Community College District and its three colleges.”

— Dr. Robert H. Gallagher, Board Chair

Board Retreats ACCT would like to thank the following colleges, which have taken advantage of our Retreat Services.

Belmont Technical College, Ohio Black Hawk College, Ill. Houston Community College System, Texas Luzerne County Community College, Pa. Nebraska Community College Association, Neb. Niagara County Community College, N.Y. Prince George’s Community College, Md.

Should you need information, assistance, or just have a question about presidential searches, services for trustees, or general questions on board operations and procedures, contact ACCT Vice President for Research, Education & Board Leadership

San Joaquin Delta Community College, Calif.

Solano Community College, Calif.

Wyoming Association of Community College Trustees, Wyo.

Services, Dr. Narcisa Polonio, at 202.775.4670 (office), 202.276.1983 (mobile), or e-mail narcisa_polonio@acct.org.

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Vice Presidential Searches ACCT’s Board Leadership Services is now providing assistance to chancellors and presidents looking to identify a new member of the executive leadership team for the college or district. We are pleased to announce the completion of the following searches for provosts and vice presidents.

Lone Star College-Tomball, Texas

Lone Star College-Tomball, Texas

Dr. Lee Ann Nutt

Ann Johnson

Vice President of Instruction

Vice President of Student Success

Former Vice President of Instruction

Associate Vice President of Student Affairs

North Central Texas College

College of Southern Nevada

“Lone Star College-Tomball is pleased to announce Dr. Lee Ann Nutt as the Vice President of Instruction and Ms. Ann Johnson as the Vice President of Student Success. As highly accomplished professionals, Dr. Nutt and Ms. Johnson will complement the existing array of talented administrators in the Lone Star College System. We look forward to these exceptional individuals joining us in June 2011.”

— Dr. Susan Karr, President

Looking for a

Vice President, Provost, or Vice Chancellor?

ACCT’s services have been expanded to work with chancellors and presidents to identify the most outstanding candidates for vice presidential positions at your college. ACCT Board Leadership Services will recruit a strong pool of candidates.

For more information on ACCT’s expanded services to assist with the placement of vice presidents, provosts, and vice chancellors, please contact Narcisa Polonio at npolonio@acct.org or 202-276-1983.

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2011 new trustee academy

New Trustees Learn the Ropes february 13

at ACCT’s New Trustee Academy, Washington, D.C. More than 50 community college trustees and their presidents convened in Washington, D.C., the day before the 2011 Community College National Legislative Summit for a one-day primer on the basics of board leadership.

Participants lauded the quality of the speakers, saying, “I wish I had done this sooner…it should be mandatory

“Helped me to clarify my role as a trustee.”

“Touched on all the right topics.” for new trustees.” Community college leaders in attendance came from Arizona, California, Florida, Idaho, Illinois, Iowa, Maine, Maryland, Massachusetts, Michigan, Missouri, Nebraska, New Jersey, North Carolina, Ohio, Oklahoma, Pennsylvania, South Carolina, Texas, Wisconsin, and Wyoming. In response to demand, ACCT will host an expanded two-anda-half day Governance Leadership Institute for New Trustees this August 3-5 at the National Center for Higher Education in Washington, D.C.

New trustees from throughout the country received a primer on community college governance.

“…can advance the effectiveness of new trustees.”

“Should be mandatory for new trustees.”

“I wish I had done this sooner.”

AGENDA • Boardsmanship 101 — the fundamentals of being a good board member • Understanding the budget, financial documents, and capital projects • Education advoacy — reflections from inside the halls of Congress • Public speaking and handling the media • What new trustees need to know about outcomes, quality, and student success • The board-CEO relationship: an interactive discussion

Academy attendees spent the day learning about the basics of board leadership, including advocacy, public speaking, and board-CEO dynamics.

For more information on the New Trustees Governance Leadership Institute this August 3-5 in Washington, D.C., go to www.acct.org and click Events.

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legal

Capital Construction Best Practices Careful planning can save colleges money and legal headaches.

With a little extra time, money, planning, and strict adherence to business and legal best practices on the front end, most construction project owners, including community colleges, can save up to 10 percent of budgeted costs on the back end.

Such discipline will also virtually eliminate costly, time-consuming, and wasteful litigation and arbitration claims, which most often occur as a result of poorly planned projects, poorly written contract documents, or failure to disclose and discuss project contingencies and challenges.

Community college boards are in the business of educating a diverse array of students. While trustees across the nation continue to pride themselves on doing the most with scarce resources and overseeing the efficient administration of education

dollars, multi-million dollar construction projects are not any board’s day-to-day specialty. At the same time, turning such projects over to construction managers and contractors, no matter how astute and honest they may be, is not the answer to managing the expenditure of millions of taxpayer dollars.

Following Best Practices Following disciplined best practices in the pre-construction phase will bear fruit in terms of significant dollar savings, risk protection, overall efficiency, on-time completion, and elimination of litigation and arbitration claims.

First and foremost, the community college’s designated business lead — generally the CFO — should implement a

“Tell me you kept the box and receipt.”

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rigorous pre-construction analysis for all capital construction projects of $5 million or more. This review should be done in coordination with a construction industry legal specialist from an outside law firm.

Working together, the CFO and legal specialist should adhere to the checklist of pre-construction planning on the following page, some elements of which may be required by state or local laws involving bidding and related processes.

Once the issues involved in the checklist have been addressed, the CFO and legal specialist should continue to work together as follow-through supervisors, sorting out any conflict or questions among construction managers, architects, contractors, suppliers, and the like until the project is complete.

©THE NEW YORKER COLLECTION 2009. SIDNEY HARRIS FROM CARTOONBANK.COM. ALL RIGHTS RESERVED.

W

by Ira Michael Shepard and William W. Warren

The Bottom line Each year, community By following these pre-construction best practices and remaining proactive, a college’s business/legal supervisory team can ensure resolution of unforeseen questions and conflicts throughout the life of the project. This should all result in on-time construction project completion and enhance the college’s ability to add transparency to the process. It will also serve colleges’ need to act in the community’s best interests in effective and efficient project completion.

Ira M. Shepard is ACCT’s general counsel and practices law at Saul Ewing, LLP, in Washington, D.C. He specializes in higher education law and all issues affecting higher education institutions.

William W. Warren practices law at Saul Ewing, LLP, in Harrisburg, Pa., and specializes in construction law as it impacts public state and local subdivisions and public construction project owners.

The authors have over 20 years of experience in providing pre-construction business/ legal planning and follow through project advice and counsel on public construction projects ranging from $5 to $500 million in construction contract costs.

This article was developed from a legal seminar presented by Shepard and Warren at the 2011 ACCT National Legislative Summit in Washington, D.C.

Pre-Construction checklist q Analyze and review bidding procedures, documents, disclosures, ranking procedures, and projectdelivery strategies. q Perform risk management review. q Take into account engineering and design review analysis and recommendations. q Factor in environmental and permit review analysis. q Review construction documents and contracts, and look over recommendations on procedures, requirements, and negotiation strategy.

colleges spend billions of dollars collectively on capital infrastructure projects to improve and rehabilitate campuses and physical plants consistent with the fulfillment of their education mission.

Every dollar saved enhances the college’s mission of maximizing its ability to use its resources on education and the student body.

q Identify and select professional service providers for design and construction.

Planning and adherence

q Review owner disclosures and on-site access procedures.

best practices enables

to capital construction

q Review early monitoring and intervention procedures related to work scheduling and extra work issues/disputes.

a board to ensure that

q Evaluate and consider recommendations for ‘hidden’ risks and inefficiencies.

without the distraction

q Put in place procedures related to mandatory change orders and alternative dispute resolution for all claims by contractors, vendors, suppliers, and consultants.

these projects are completed on time and expense of litigation.

Make sure your business/ legal team is aware of these best practices.

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A Crucial Learning Opportunity for New Trustees In response to requests from trustees and presidents, ACCT is proud to present an opportunity in 2011 for new trustees to gain a crucial orientation to board governance.

August 3-5, 2011 National Center for Higher Education One Dupont Circle NW | Washington, D.C.

S U M M E R I N T H E N AT I O N ’ S C A P I TA L

TOPICS • Trustee roles and responsibilities • Board meetings and procedures • Understanding leadership and group/ team dynamics • Board/CEO relations • Understanding the budget and financial documents

• Dealing with the media • The dynamics associated with being “the new kid on the block” • Parliamentary procedures

Agenda Wednesday, August 3, 2011 3:00 p.m.

6:30 p.m. - 7:30 p.m.

Registration Opens Reception - Opening Exercises, Orientation, and Review of Agenda

Thursday, August 4, 2011 7:30 a.m. - 8:30 a.m.

8:30 a.m. - 9:45 a.m.

Registration, Breakfast, and Networking Boardmanship 101 — Focus on the Fundamentals of Being an Effective Trustee 10:00 a.m. - 12:00 p.m. Gaining Acceptance and Becoming an Effective Voice 12:00 p.m. - 1:00 p.m. Working Lunch and T-Shirt Exchange 1:00 p.m. - 2:00 p.m. What New Trustees Need to Know About Accreditation 2:00 p.m. - 2:15 p.m. National Priority: Student Success and Completion 2:15 p.m. - 3:15 p.m. The Board - CEO Relationship 3:30 p.m. - 4:30 p.m. Understanding the Budget, Financial Documents, and Capital Projects 4:30 p.m. - 5:00 p.m. Robert’s Rules of Order and Operational Procedures

Friday, August 5th, 2011 8:00 a.m. - 8:30 a.m.

8:30 a.m. - 9:30 a.m.

Hotel and Accomodations at Hotel Palomar 2121 P Street, NW Washington, DC 20037

Breakfast What New Trustees Need to Know About Fundraising and Advocacy 9:30 a.m. - 10:15 a.m. Board Self-Assessment and Presidential Evaluation 10:30 a.m. -11:30 a.m. Dealing with the Media 11:30 a.m. - 12:00 p.m. Guidance and Tips for Working with Board Support Staff 12:00 p.m. - 1:30 p.m. Lunch 1:30 p.m. - 2:15 p.m. Planning and Next Steps 2:30 p.m. - 4:00 p.m. Strategies and Conclusion

Registration and Hotel Information Contact Christina Sage at 202.775.4462 or csage@acct.org

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For additional information contact Dr. Narcisa Polonio at 202.276.1983 or narcisa_polonio@acct.org

NETWORK NEWS SPRING 2011

INTERFACE

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

Professional Board Staff Member 2010-2011 Executive Committee OFFICERS Terri Grimes, President Executive Assistant to the President/Board Highland Community College, Ill. terri.grimes@highland.edu Sherri Bowen, Vice-President Executive Assistant to the President Forsyth Technical Community College, N.C. sbowen@forsythtech.edu Wendy Dodson, Secretary Executive Assistant to the President Sandhills Community College, N.C. dodsonw@sandhills.edu BJ Marcil, Immediate Past-President Assistant to the President/Board of Trustees North Arkansas College, Ark. bjmarcil@northark.edu MEMBERS-AT-LARGE CENTRAL REGION Joan Tierney Administrative Assistant Joliet Junior College, Ill. jtierney@jjc.edu NORTHEAST REGION Sean Fischer Executive Assistant to the President and Director of Board of Trustee Services Atlantic Cape Community College, N.J. sfischer@atlantic.edu PACIFIC REGION Robin Lewison Executive Assistant to the Chancellor San Diego Community College District, Calif. rlewinson@sdccd.edu SOUTHERN REGION Wanda Brown Executive Assistant Randolph Community College, N.C. wcbrown@randolph.edu WESTERN REGION Debbie Novak Assistant to the College President Colorado Mountain College, Colo. dnovak@coloradomtn.edu

Meet Your Executive Committee Over the past couple years, immediate past-president BJ Marcil and I have had the opportunity for you to get to know us through these articles. In the last issue of Trustee Quarterly, I introduced you to Sean Fischer, the first male member of the PBSN Executive Committee. Now I would like you to get to know some of the other Executive Committee members.

Wendy Dodson began her term on the PBSN Executive Committee last fall when she was elected secretary. After moving to North Carolina from Maine, where she was a reading recovery teacher, Wendy began her career at Sandhills Community College in 2007 as Executive Assistant to the President and Assistant Secretary to the Board. She has also recently been asked to take on the role of interim Human Resources Director in the wake of the current director’s retirement this July. Wendy is currently working on her master’s degree in public administration with a concentration in human resources at East Carolina University. In her spare time, Wendy enjoys golfing, cake decorating, reading, scrapbooking, and gardening.

Debbie Novak serves as the Western region member-at-large. She has been a member of the PBSN Executive Committee since October 2006. Debbie joined Colorado Mountain College in 2005 as Executive Assistant to the Vice President of Student Affairs before she began her current position as the Senior Executive Assistant to the President and the Board of Trustees, a position she has held since 2006. Originally from Chicago, Debbie has previous experience as co-owner of two businesses, where she did all the bookkeeping, as well as a wide array of other duties. In her spare time, Debbie is working on a degree in visual arts. She loves to be outdoors, and you can often find her skiing, ATVing, jet skiing, or hiking.

Serving as the Southern region member-at-large is Wanda Brown. Like Wendy, this is Wanda’s first year on the PBSN Executive Committee. She began working with the North Carolina Community College System in 1982 after completing 17 years in the financial industry. She has served in the role of Executive Assistant to the President and Board of Trustees at Randolph Community College in Asheboro, N.C., since 1988 and has served with three different presidents.

Wanda has been an active member of PBSN since 2002. In 2008, she was recognized as the recipient of the Southern region’s Professional Board Staff Member Award. In addition to watching her grandsons play baseball, basketball, and football, Wanda enjoys traveling, baking desserts, and playing the piano for her church, which she has done for 50 years.

In the next issue of Trustee Quarterly, we will feature Central region member-at-large Joan Tierney and current Vice President and President-Elect Sherri Bowen. Former Pacific region member-at-large Robin Lewison has resigned as member-at-large. Previously the Executive Assistant to the Chancellor in the San Diego Community College District, Robin has accepted a new position in employee relations in the district’s human resources department. We will miss Robin’s energy and enthusiasm, but we wish her the best of luck in her new position.

Congratulations, Robin!

TERRI GRIMES HIGHLAND COMMUNITY COLLEGE, IL

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INTERFACE When the White House Calls

Learn what must be done when the President decides to visit your campus.

By Sherri Weddle Bowen

Most of the time, when you have someone coming to tour your campus, you follow a set routine. But when you get a call from the White House, the process escalates tremendously.

On Tuesday, November 30, 2010, I received a forwarded message on my answering machine from another employee on campus. I listened to the message and sat in stunned disbelief. I called Dawn Mitchell, Executive Secretary to Forsyth Tech’s President, Dr. Gary M. Green, into the office and played the message for her. We looked at each other in shock, wondering “could this actually be happening to us again?” Just eight years after a visit by President George W. Bush, who came to talk about workforce development, President Obama would be visiting to discuss the importance of community colleges, highlighting our leading biotechnology program.

Tick, tick, tick…. from Wednesday, December 1 to Monday, December 6, my life was a whirlwind of meetings and desicions. An abbreviated timeline follows: Wednesday, December 1 9:00 a.m. – White House team with Secret Service tour Main

and West Campus.

4:00 p.m. – White House team revisits Bob Greene

Hall auditorium.

5:00 p.m. – Video conference between Dr. Green and Forsyth

Tech team to brief him on upcoming activities.

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Friday, December 3 10:00 a.m. – White House staff begin meeting with

vendors and college maintenance staff

to prepare the West Campus gymnasium

with stage, seating, lighting, and

additional power.

11:00 a.m. – Dr. Green meets with White House staff and Secret Service to tour the biotechnology labs.

4:00 p.m. – White House Staff and Secret Service

determine seat count for the gym.

6:00 p.m. – Six Forsyth staff selected to work the weekend;

the “weekend six” will contact individuals

attending the “remarks event.”

photo: Forsyth TCC

Dawn Mitchell (left) and Sherri Browen on the day of the historic visit.

Thursday, December 2 9:00 a.m. – White House staff, Forsyth Tech team members,

Secret Service, and local law enforcement meet at the

Bob H. Greene Hall Auditorium to discuss plans for

the President’s remarks. Measurements were taken,

removal of seats initiated, projectors removed, etc.

10:59 a.m. – Scratch all plans. Go with the flow, because

“it's what we do!”

11:00 a.m. – The President’s remarks are moved to our West Campus

Gym. The President will be touring two campuses, and

more White House and Secret Service staff will be

needed, along with local law enforcement.

12:00 p.m. – Meet with White House staff, Forsyth Tech team

members, Secret Service, and local law enforcement

to discuss minimizing the visit’s impact on our

students. We did our best, but could only minimize

the impact to a point. We completely shut down our

West Campus for President Obama’s remarks and

ended up shutting down classes in one Main Campus

building to allow the President to tour two

biotechnology labs.

12:30 p.m. – Forsyth Tech maintenance crews begin covering the

West Campus gymnasium floor. Detail cleaning,

landscaping, and painting begins.

2:30 p.m. – Meet with office staff to begin the volunteer list.

4:00 p.m. – Dr. Green returns to campus to meet with White House

staff and Secret Service.

NETWORK NEWS SPRING 2011

INTERFACE

Saturday, December 4 10:00 a.m. – The weekend six meet on Main Campus to begin

pulling the list of audience names; White House

staff prepare the gymnasium and the entrance to

the building containing the biotechnology labs

with curtains to shield outside visibility for security purposes.

2:00 p.m. – Initiate seating lottery for full-time employees.

Those drawn are invited to the special

event on Monday.

2:30 p.m. – I interview with Channel 14 News in North Carolina.

2:45 p.m. – Interview with Channel 2 News in Greensboro

canceled; we were trumped by an unexpected

inch of snow (we are in the South, so an inch of

snow is a lot to us).

9:00 p.m. – The weekend six go home to get some rest. Thank

goodness for a husband and in-laws who are

keeping the kids…

photo: Forsyth TCC

Sunday, December 5 12.00 p.m. – The weekend six meet at West Campus to help

the White House staff hang signs, continue

contacting audience members, and hand out tickets.

3:00 p.m. – Ticket distribution begins.

5:00 p.m. – Forsyth Tech volunteers train for tomorrow’s

event. Tours are taken through the West

Campus gymnasium and around the campus to

show exact parking locations, media locations,

the VIP entrance, etc.

11:00 p.m. – Home sweet home!

Monday, December 6: The President Arrives 8:00 a.m. – Report to Main Campus for carpool to

West Campus (local law enforcement has the

campus surrounded, so there is no way to park in

front of my office building).

9:00 a.m. – All volunteers report to West Campus to

begin staffing our stations.

10:00 a.m. – Doors to the West Campus are opened.

President Barack Obama at Forsyth Technical Community College.

11:45 a.m. – President Obama arrives on Main Campus

and begins biotechnology labs tour.

12.00 p.m. – Secret Service positions me for eye contact

with the head of Secret Service to “uninvite”

anyone who is out of line.

12:15 p.m. – President Obama arrives on West Campus and makes remarks.

12:45 p.m. – I stand in a holding room, waiting to have

my picture taken with President Obama.

1:00 p.m. – The visit ends! Volunteers return to Main

Campus, enjoy lunch, and discuss our remarkable experience.

Following the President’s visit, Kathy Proctor, one of our biotechnology students, was invited to Washington to attend the State of the Union Address. President Obama took time to mention her story as well as the college. This was an unforgettable experience for Kathy and the entire Forsyth Tech family. It was a great honor to be the first community college mentioned in a State of the Union Address. This entire experience has been one that will not soon be forgotten.

PBSN Vice President Sherri Weddle Bowen is the executive assistant to the president at Forsyth Technical Community College in Winston-Salem, N.C.

T R U S T E E Q U A RT E R LY s p r i n g 2 0 1 1

47

advisor 2011 Candidates for THE ACCT Board of Directors

Nominations for Director-at-Large

Regional Director

DIRECTOR-AT-LARGE

Deadline For Receipt Is July 1, 2011

(1) Three-year term in Each Region.

(1) Two-year partial-term in Central Region.

(1) One-year partial-term in Northeast Region.

The following is the slate of nominees:

(3) Three-year terms.

Nominations will be accepted until July 1, 2011. The following is the slate of nominees received to date:

You are encouraged to submit your nomination via e-mail to nominations@acct.org.

Central Region — Vernon Jung Moraine Park Technical College, WI

Jim Harper Portland Community College, OR

Northeast Region — Bakari Lee Hudson County College, NJ

Clare Ollayos Elgin Community College, IL

Pacific Region — Mary Figueroa Riverside Community College District, CA

Clemon Prevost College of the Mainland, TX

Southern Region — George Regan Robeson Community College, NC Western Region — Roberto Zárate Alamo Colleges, TX

• A special election will be held to fill a two-year partial term in the Central Region due to the passing of ACCT Vice-Chair Celia M. Turner.

• A special election will be held to fill a one-year partial term in the Northeast Region due to the retirement of Bobbi Shulman from the Montgomery College Board of Directors, effective June 30.

2011 Candidates for THE ACCT diversity committee (1) Two-year term in each region.

The following is the slate of nominees: Central Region No candidate has been declared for the Central Region.

Southern Region No candidate has been declared for the southern region.

Northeast Region Hector Ortiz Harrisburg Area Community College, PA

Western Region John Mondragon Central New Mexico College, NM

Pacific Region Shauna Weatherby Clover Park Technical College, WA

Note: All candidates received the support of their respective regional nominating committees.

Nominations will be accepted from the floor on all elections.

48

S P R I N G 2 0 1 1 T R U S T E E Q U A RT E R LY

Nominations for Director-at-Large positions will be accepted at the ACCT office until July 1, 2011. Each member of the Board of Directors at the time of election must be a member of a Voting Member. Voting Members are defined as governing and advisory boards of accredited community-based postsecondary educational institutions that primarily offer programs other than baccalaureate, graduate, and professional degrees, including boards of state systems that include such institutions. According to the ACCT Bylaws, no more than one (1) member from any member board may serve as an elected member on the ACCT Board of Directors at the same time.

If you wish to run for a Director-at-Large seat in Dallas during the 2011 Annual Community College Leadership Congress, you are required to notify the ACCT President at the Washington, D.C., office in writing of your intention to run. Your notification must be received with a postmark date of July 1, 2011, or by electronic mail (preferred method) by close of business on July 1, 2011.

The President will send candidate information received within the prescribed postmarked deadline to the ACCT Membership in September.

Official notification from candidates shall consist of: • A letter of declaration to run for office; • A letter of support from the individual’s board; • A one-page resume that should focus on community college-related service and other civic activities, and may include brief information on education and occupation; • A narrative statement, not to exceed 150 words, on qualifications (electronically preferred, for inclusion in voting materials to be printed); • A 5”x7” head-and-shoulders photo, preferably color (photos will not be returned), or an electronic image (preferred) – 300 dpi or higher resolution; • An optional single letter of support from an ACCT member board. This letter of support must be limited to one page.

You are encouraged to submit your nomination online.

Please e-mail to: nominations@acct.org. ACCT will respond to your submission via return e-mail within three working days. Please contact J. Noah Brown, President and CEO, at nbrown@acct.org if you do NOT receive a response within three working days. Nominations will also be accepted via standard mail (return receipt requested). Mail nominations to: ACCT President, 1233 20th Street, NW, Suite 301, Washington, DC 20036.

Images Courtesy of Apple

WIN AN iPAD!

YOUR CHANCES OF WINNING JUST GOT BETTER! ACCT is excited to announce that five lucky member trustees will win a new iPad during the 2011 ACCT Leadership Congress in Dallas, Texas, this October 12-15. One winner will be selected from each of ACCT’s five regions (Central, Northeast, Pacific, Southern, and Western). It’s our way of thanking you for the hard work you do all year long.

Cut here

By E-mail

HOW TO ENTER To enter, simply send us an e-mail with iPAD SWEEPSTAKES in the subject line, or a postcard with the information below to the address at right by Friday, September 16, 2011*. The drawing will be held during the 2011 ACCT Leadership Congress. Only trustees from ACCT member institutions are eligible to win**.

Name college name trustee since (month & year) Preferred mailing address *Preferred phone (REQUIRED) *email address (REQUIRED) *Note: A valid e-mail address and phone number are required to ensure that the winner is notified. **Only trustees from ACCT member institutions are eligible to win. ACCT staff and Board of Directors are ineligible.

Send an e-mail to acctinfo@acct.org with IPAD SWEEPSTAKES in the subject line and the information below in the body of the message.

By Mail Send the information below to: ACCT IPAD SWEEPSTAKES 1233 20th Street NW Suite 301 Washington, DC 20036

www.acct.org 1233 20th Street, NW

Suite 301

Washington, D.C. 20036 202.775.4667 866.895.2228

INFORMATION IS POWER FOSTERING SUSTAINABILITY & STUDENT SUCCESS

REGISTER TODAY AT WWW.ACCT.ORG

ACCT LEADERSHIP CONGRESS | OCTOBER 12 – 15, 2011 | DALLAS, TEXAS