AMERICAN ASSOCIATION OF COMMUNITY COLLEGES (AACC)
2003 CONVENTION FORUM
“THE LEARNING COLLEGE – PROGRESS AND PROSPECT”
The Learning College idea emerged at the end of the 20th Century in response to the failure of traditional education reform efforts to improve on student success. Reflecting an institution-wide response to the “new Learning Paradigm,” the Learning College aims to place learning first in every institutional policy, program, and practice. Hundreds of community colleges have embraced the idea of the Learning College, and two colleges, dubbed among 12 Vanguard Learning Colleges by the League for Innovation, reviewed the progress they have made, the challenges they have encountered, and their prospects for the future at the AACC 2003 Annual Convention in Dallas, Texas.
These colleges, the Community Colleges of Baltimore County and Cascadia Community College in their Web site have further addressed the key issues and questions raised at the AACC Forum.
Following is the list of questions and the links to the appropriate sections that address or expand on the key issues and questions raised at Cascadia.
Key Issues and Questions
As the president of the college, why did you first commit your institution to becoming a Learning College?
Please visit our Vanguard Web site to become familiar with who we are what formed our thinking in the development of our culture, curriculum and our organizational systems
Research conducted by the President informed the principles for the design of the college as a Learning Organization and a Learning College.
How was the idea of the Learning College initially presented to the faculty and staff? How did you begin the journey?
Everyone who applied to work at Cascadia came because they believed in the Learning College initiative, and wanted to be part of the creation and development of such a college.
What 3 major barriers did you first encounter as the idea began to take hold?
To understand this question first one needs to understand who we are:
As such, the 3 major barriers that we have encountered are:
- Applying old mental models to the new environment Strategies for Success
- Arduous workload for all employees due to the start-up mode of creating and building while at the same time providing service to students Birth of a Learning College
State and federal regulations that inhibit creative and innovative approaches to learning and to organizational structures. Each institution is required to adopt rules that govern our activities under the Washington Administrative Code.
Cascadia’s Washington Administrative Code Rules
College Policies and Procedures
In addition to our own rules that appear in the college policies and procedures, the college has to adhere to the Washington Administrative Code rules pertaining to higher education, personnel, etc. (example: Washington State Ethics Rules; Higher Education Personnel Rules; State Board for Community and Technical College Rules)
In addition, we also have to comply with a series of regulations under the Revised Code of Washington: Revised Code of Washington Title 28B - Higher Education
This is just to mention and note a few.....
Are those barriers the same today, and, if not, what 3 major barriers does your college currently face?
The first two barriers (discarding old mental models and excessive workloads) continue today and will probably continue for another 2-3 years, or until we move away from a start-up mode and into a more stable mode.
The third barrier (being over-regulated) represents an obstacle that most institutions face and we all have learn to work within those boundaries.
What major changes have occurred in the role of faculty members as you have become more learning centered?
The best way to highlight this effort is through the tenure process which has been developed. The founding faculty and staff of Cascadia Community College collaboratively developed a tenure process that is learner-centered and based on the college's core values and college-wide learning outcomes. By design, it also encourages professional development, personal growth, the enhancement of teaching and learning, and institutional and community service. In adherence to the Board Policy on tenure, this process is designed to provide optimum learning and growth experiences to the faculty candidates for tenure.
The tenure process emphasizes a strong commitment on the part of all involved to work with others in order to achieve quality outcomes within the desired community culture established at Cascadia and outlined in the college's vision. The process also advances professional exchange with others, whereby the sharing of diverse viewpoints through a functional process culminates in the production of valuable, enlightened outcomes of the highest quality.
The ultimate goal of the tenure process is to continually expand and share knowledge and skills so that all - students, staff, administration, and faculty - can participate in an optimum environment as a community of learners.
All who participate in the tenure process value having the freedom to explore and discover creative ways of learning and teaching on the way to becoming master learners and teachers. The process has been designed so that each faculty candidate for tenure is guided in this exploration by a group of peers and others who will help maintain a healthy flexibility within a process that also ensures consistency and achievement of the expected and/or anticipated outcomes.
The process values periodic assessment of the faculty candidates' strengths and also identifies potential areas for personal and professional growth in an environment of support and commitment towards successful growth, and achievement of established outcomes.
The tenure process values highly faculty candidates' collaboration with others and contribution to their knowledge and skills in unique combinations of activities designed for the college's learners, to the institution's systems and processes, and to the communities in which the college exists.
The tenure process provides an environment where exploration, growth and excellence can be achieved in an atmosphere of encouragement and collaboration
Other glimpses at our faculty and college processes and activities can be found in:
To what extent does your board of trustees understand and support the idea of the Learning College?
The Board of Trustees was the first to bring this idea to the forefront as they began dreaming of this new college. The Board is not only fully aware of this principle but through the vision, mission and values, support it and maintain it.
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Do you have better evidence of student success today than you had 3 years ago? Do you see anything in the evidence to suggest that your students are improving and expanding their learning as a result of the Learning College idea?
We currently have data from our first college-wide assessment from fall of 2002 that indicates that students are thriving in this kind of environment. We also have data from our transfer institutions in the state of Washington that show our students achieving excellent GPA.
How have you been able to become a Learning College without additional financial resources?
It is a matter of priorities, and we have placed a high priority on this; therefore the budget and the strategic planning process of the college reflects this focus.
In addition, through the creation of the Employee Learning Institute and the Teaching and Learning Academy, as well as our all college retreats and convocations we continue to emphasize our learning college philosophy and culture.
On a scale of 1 to 10, with 10 being high, where is your college on the journey to becoming a Learning College?
We believe we are between a 6 and a 7. Michelangelo is quoted as saying: “Ancora Imaparo” (I am still learning).
We hope that as a college we will continually be on the path of discovery and learning so that we are always responsive to our students and the communities we serve.
Michelangelo Buonarroti
Painter, sculptor, architect and poet
Caprese 1475-Rome 1564
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