Minutes 04/11/1995

GOVERNING BOARD
APRIL 11, 1995
MINUTES

An executive session convened at 5:30 p.m., pursuant to A.R.S. [[section]]38-431.02, notice having been duly given.

A special meeting and a work study session of the Maricopa County Community College District Governing Board were scheduled to be held at 6:30 p.m. at the District Support Services Center, 2411, West 14th Street, Tempe, Arizona.

PRESENT

GOVERNING BOARD
Roy C. Amrein, President, Donald R. Campbell, Secretary, Ed Contreras, Member, Linda B. Rosenthal, Member, Nancy Stein, Member

ADMINISTRATION
Paul A. Elsner, William Waechter, Alfredo G. de los Santos Jr., Ron Bleed,Rufus Glasper, Janice Bradshaw, Raul Cardenas, Larry Christiansen, John Cordova, Art DeCabooter, Stan Grossman,Anna Solley for Homero Lopez, J. Marie Pepicello, Phil Randolph,Arnette Ward, Linda Thor, John Waltrip

ABSENT
STATE BOARD
Jim Ullman

CALL TO ORDER
The meeting was called to order at 5:30 p.m. by President Roy C. Amrein.

EXECUTIVE SESSION
President Amrein called for a motion convening an executive session, notice having been previously given.

MOTION NO. 8381
Linda B. Rosenthal moved that an executive session be convened. Motion carried 5-0.

The meeting recessed at 5:31 p.m.

The strategic conversation reconvened at 6:38 p.m.

(II) STRATEGIC ISSUES ASSOCIATED WITH NON-TRADITIONAL EDUCATION - The outcome was to explore educational opportunities of the future. Linda Thor, President of Rio Salado Community College introduced the discussion. Pat Case, Rio Salado Community College faculty member reviewed the agenda, commented on the world today, the seven top problems facing the nation, technology, rethinking the workplace, current trends in business, employer obligations, implications for education, and the most important contribution the community college can make to the community.

Group Reaction to Video Information:
Inclusion of minorities
Inclusion of women
Portable technology workplace
Classes
Technology for all - haves and have nots
Differential
Global education
Connecting
More translators and mediators
Students will be smarter
How will faculty keep up with the change?
Revolution - split between haves and have nots

Year 2020
Confidence + responsibility for students
Adjunct faculty gets computers
Complex to survive
Who will be using this technology?
Vertical integration of education common theme

Four questions were discussed in small groups: 1) Who will be the students of the 21st Century and what will their needs be? 2) What will students of the 21st Century need to learn? 3) Where and how should learning take place in the 21st Century? and 4) What will the role of the instructor in the 21st Century be?

Group One: Who will be the students of the 21st Century and what will their needs be?

Daycare;Headstart
Financial Aid
Strengthening articulation, improve the transition
Adult care
Flexible schedules
In-home learning
Strengthened, affordable information superhighway
We need to educate the new generation on how to access information
Flexible schedules
Textbooks will not be in paper
Faculty will need to train staff to do necessary
Opportunity to structure their own learning experience
Support system: flexible structure
Fewer academic degrees, more training, professional certificates, specialized

Needs:
They will need a different calendar: 24 hour, 12 months
Distance learning
Different facilities
Connected by technology to information
Different curriculum that will fit diversity in classroom
Access to technology
English
Multilingual
Students will need a community
Access to what they need
Computers available to those who cannot afford them
Information: relevant
Displaced workers
Part-time student, full-time jobs
Global classroom
Foreign students in foreign countries
Independent learners
Financially poorer
Students with different cultures, values, languages
With new and exciting expectations

Everybody
1/3 30% people of color
Older
Reentry to improve skills
High school graduates
Continuing students throughout lifetime
Immigrants
Prisoners

Issue Bin:
Role of students will change facilitator

Group Two: What will students of the 21st Century need to learn?
Abilities (instead of content)
Interconnected + integrated knowledge
Personal awareness and responsibility
Lifelong learning (value)
Eco-global awareness
Adaptive/Flexible
Ethics/values

Current important content
1) Wide variety everything
2) Value education and how to use tools of future technology
3) Access information
4) Relevancy to work
5) Survival skills
6) Synthesizing and guiding pride and techniques
7) Learn to research and select
8) Problem solving
9) Writing/Communication
10) Humanities, arts
11) Integrated education
12) Global /awareness/language
13) Ecological awareness
14) Adaptability
15) Career self-managment
16) Self-management (life)
17) Interdependency and Independency
18) Expanded literacy
19) Flexibility
20) Strong work ethic
21) Ethics/values/morality
22) Learning to learn
23) Desire and love learning
24) Open to asking questions
25) Teaching reinforcement
26) Teaching how to teach
27) Make connections
28) Life skills/family

Group Three: Where and how should learning take place in the 21st Century?
Anywhere
Any way

In homes
In elementary, high schools
In community centers
In Park
At students' conveneience
At work sites
On internet
At virtual work sites (as training centers) Different connections to outside world through technology and to interaction with each other and reflect
In classroom
Social gatherings
Civic organizations, clubs
Block watch groups
We may no have separate "learning times" integrated, continuous, transparent
Jails
In ways we can't even imagine now.
Knowledge implants: Who knows?
How is this different than now?
What is learning?
Learning as described above seems more pragmatic-driven than "education" of the past
More small structured learning situations, but individually tailored?
Less mass instruction and will be more immediately productive
Maybe a caution about when learning is too learner-driven that it is too narrow in focus/scope
More participation in solving big problems by students/schools
How do you validate/substantiate, certify learning in the context that our definition of learning may be different?
What do you certify when job knowledge changes so fast?
Industry will have a role in evaluating this
Knowledge flows so fast
Learning as a growth pattern upward and outward instead of recreating from scratch
Body of knowledge and scope and practice will be integrated
Public instruction of cultural stuff that used to be in families

SUMMARY:
Learning will take place at time and place (amount and depth of learning) convenient to the learner.
There will be many sources of information and instruction, including formal education, both public and private, informal and formal.
Certification will become employer responsibility, based on competency rather than an outside agency verification (of schooling).

Group Four: What will the role of the instructor in the 21st Century be?
Facilitator
Facilitator of knowledge
Communicator
Help students learn to evaluate information sources
Continuing student
The media competition for focus of the customer will push the skills of the instructor toward entertainer
Resource for where to find information
Marketers of change
Technology user
An instructor will be an expert, a craftsman, a facilitator, a guide, a co- learner
Coach
Connecting link to community
Instructor will need a combination of real world contacts, academic (scholarship) skills, and technical skills
Help student analyze and synthesize
To assist higher education to develop non-traditional instructor training

Resource facilitator
Co-learner
Mentor
We will not only have to drive values, but help people realize theirs

Resource builders--we will have to be able to refer students to a myriad of information sources
Instructor will be a facilitator/resources; show way to knowledge; help if student has problems
I would like to learn more about alternative evaluation methods, i.e.. portfolio
Comprehensive reader
Enabler, encourager
More emphasis on training rather than instructing
Challenge student to self discover
Less fact-based instruction
Developer of classes/programs based on student's needs
Versatile
To act as a counter balance to other sources of values, such as advertisers, peers, mass media, gangs, etc.
Pseudo mother/father, psychologist, mentor, leader, role model, educator

Act as resource person
Competence in process and technology
Integrate technology with education

Qualities of the teacher
mediator
facilitator
personal skills
mentor
communicator
entertainer
control manager
scholar
technician
referee

Report Out and Final Comments:
Definition of nontraditional
Questions Change
Type and distribution of materials
Exponential compounding
Community integration with education
Letting go
Workplace definition of worker--collaboration to help define
Student needs
Learning environment
Everybody counts
Community input in different ways
Mobile
Already happening
Outreach to community
Changing the future
Doom/gloom vs optimism and opportunity
Post-modern
Day of dialogue for others to reflect on what we have said
Day of dialogue for the community--disseminate this information to the public
Refreshing to hear new ideas--need to keep taking
Educators, students, public, educators from K-12 to discuss and look at what we have done today
Broaden the group--salt and pepper, more current people
Symposium on Changing the Future 12-4 next Thursday
Need partnership with business and education
Make higher education more real to the young people

+
Good discussion
Good food
Good facilitators
Students to participate
Community guests
Beginning thoughts (must (continue)
Technology

[[Delta]]

Not enough of the community
Need to go into the community
Glue chairs to floor
Difficult to hear
Program connected to the campuses
Discussions were too short

ADJOURNMENT
The meeting adjourned at 8: 15 p.m.

_____________________________
Donald R. Campbell
Secretary

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4/12/95