APRIL 11, 1995
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.
Roy C. Amrein, President, Donald R. Campbell, Secretary, Ed Contreras, Member, Linda B. Rosenthal, Member, Nancy Stein, Member
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
CALL TO ORDER
The meeting was called to order at 5:30 p.m. by President Roy C. Amrein.
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
Technology for all - haves and have nots
More translators and mediators
Students will be smarter
How will faculty keep up with the change?
Revolution - split between haves and have nots
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?
Strengthening articulation, improve the transition
Strengthened, affordable information superhighway
We need to educate the new generation on how to access information
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
They will need a different calendar: 24 hour, 12 months
Connected by technology to information
Different curriculum that will fit diversity in classroom
Access to technology
Students will need a community
Access to what they need
Computers available to those who cannot afford them
Part-time student, full-time jobs
Foreign students in foreign countries
Students with different cultures, values, languages
With new and exciting expectations
1/3 30% people of color
Reentry to improve skills
High school graduates
Continuing students throughout lifetime
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)
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
10) Humanities, arts
11) Integrated education
12) Global /awareness/language
13) Ecological awareness
15) Career self-managment
16) Self-management (life)
17) Interdependency and Independency
18) Expanded literacy
20) Strong work ethic
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?
In elementary, high schools
In community centers
At students' conveneience
At work sites
At virtual work sites (as training centers) Different connections to outside world through technology and to interaction with each other and reflect
Civic organizations, clubs
Block watch groups
We may no have separate "learning times" integrated, continuous, transparent
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
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 of knowledge
Help students learn to evaluate information sources
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
An instructor will be an expert, a craftsman, a facilitator, a guide, a co- learner
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
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
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
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
Report Out and Final Comments:
Definition of nontraditional
Type and distribution of materials
Community integration with education
Workplace definition of worker--collaboration to help define
Community input in different ways
Outreach to community
Changing the future
Doom/gloom vs optimism and opportunity
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
Students to participate
Beginning thoughts (must (continue)
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
The meeting adjourned at 8: 15 p.m.
Donald R. Campbell