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Environmental Scan and Analysis of Grand Rapids Community

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					GRAND RAPIDS COMMUNITY COLLEGE


       Environmental Scan and Analysis


                       of the


              Eight Strategic Ends




   Prepared by Institutional Research and Planning

Send Inquiries to 616.234.4048 or mchampio@grcc.edu

                   April 16, 2003
                             Environmental Scan and Analysis of
                             Grand Rapids Community College’s
                                    Eight Strategic Ends

Grand Rapids Community College’s (GRCC) Strategic Ends have been in place now for three years. In a
rapidly changing world, it is imperative that we analyze current situations in order to know where we are.
However, it is just as important to project how changes in our world may affect who we are as an
institution and who we will be to the community we serve. An understanding of current and future
changes keeps us strategic in our thinking and enables us to mold a preferred future for Grand Rapids
Community College. Understanding the possibilities of future changes on the Eight Ends keeps us
anticipatory rather than reactionary in our thinking, our planning and most of all in our actions.

It is under the above premise that the Eight Strategic Ends have been analyzed. Supporting
documentation is available for all Eight Ends and can be made available to those wishing a more in depth
look at the forces of change affecting them by contacting Institutional Research and Planning.

This is also an interactive document. It is best viewed by bringing it up in Microsoft Word on a computer
that is logged into the Internet. In this way you can click on the links (cntrl-L mouse click) and see the
entire article. In some cases the article is restricted because of subscriptions or pay only options. If
you’d like to see any of the articles that are inaccessible contact IRP at 616.234.4048 or
mchampio@grcc.edu. Article(s) can be sent to you.

For the purposes of organization and readability, the following content outline will be used:

Opportunities and Threats Listed on the Basis of Current and Future Trends:                Page 2

Current Issues Facing Grand Rapids Community College                                       Page 3
CEO Perspectives on Community College Trends:                                              Page 4

ACCESS TO GRCC                                                                             Page 5
1. Developmental Education                                                                 Page 5
2. Diversity                                                                               Page 7

TEACHING AND LEARNING AT GRCC                                                              Page 11
1. Articulation and Transfer                                                               Page 11
2. Flexible Learning                                                                       Page 15
3. Lifelong Learning                                                                       Page 20
4. Workforce Development                                                                   Page 24

GRCC: THE COMMUNITY’S COLLEGE                                                              Page 44
1. Community Partnerships                                                                  Page 44
2. Community Outreach                                                                      Page 47

The Future’s Still Bright                                                                  Page 48

Resources                                                                                  Page 50

One of the most difficult things to do whether you are creating a vision, planing strategically or doing any
exercise where you are trying to prepare for an unknown future is to eliminate experiential and present
bias. Our present is perceived through our past experiences and our present perceptions. Therefore,
whether we like it or not, our visions and our plans for the future are based on the past and the present,
not the future. By examining the possibilities of the future and more importantly asking what is it that
future generations attending GRCC will want and need, we can more accurately prepare (vision, plan and
act) that college of the future. It is our hope that this document will help you envision the Grand Rapids
Community College of the future.
                 Opportunities and Threats to Grand Rapids Community College
                            Based upon Current and Future Trends

               Possible Opportunities                                  Possible Threats or Challenges
1. Large population from which to draw enrollment.             1. Possible collapse of the Grand Rapids Public School
                                                                  System
2. Increased opportunities to train new and existing           2. Declining manufacturing workforce base due to
    employees for high-skilled manufacturing workforce            increased globalization and technology.
    needed by lean and highly productive area
    manufacturers.
3. Aging population who will be living and working             3. For the first time in history it is possible that
    longer and will need lifelong learning life skills, work      students taking classes will be from four
    skills, and leisure opportunities.                            generations. The silent majority, the baby
                                                                  boomers, generation X and the dot com
                                                                  generation.
4. Signals from the science, engineering and health            4. Funding cuts in the Life Sciences Corridor.
    communities that biotechnology, nanotechnology                Reluctance of the area to change from a
    and other combined sciences will create the new               manufacturing based economy.
    economy.
5. Several sectors of education have embraced                  5. Increased competition from higher education
    continuous improvement as the model for meeting                proprietary schools and other public institutions of
    learner needs and securing their market share by               higher education for market share.
    always striving to improve. Community Colleges are
    at the forefront of this movement.
6. Brain research as well as educational research is           6. Accountability and standardized test movements in
    helping us to learn that learners are individuals and          this country are discounting new learning theories
    learn differently exhibiting a wide variety of learning        and the brain research that was done in the
    styles. Teaching and learning will be personalized             nineties and continues in this decade. This could
    in the future.                                                 leave many students who do not make the
                                                                   standardized cut behind.
7. Increased need for the community college, especially        7. An increased number of immigrants, non-English
    the urban community college to meet learners                   speakers, as well as an increased number of At-
    where they are. Flexibility in teaching                        Risk learners who have not previously been
    methodologies and strategies can now be leveraged              successful in educational institutions will look to
    to help make learners successful.                              the community college for guidance, learning and
                                                                   skills. Decreased funding available to learners for
                                                                   higher education will be a persistent problem.
8. Sixty percent of the jobs needed by 2025 have not           8. Community Colleges must be more agile than ever
    even been created yet.                                         when it comes to offering programs and skills for
                                                                   the future workforce. Systems for recognizing
                                                                   when program or skills have become outdated
                                                                   must be greatly improved.
9. Sixty percent of the jobs needed in the future will         9. Employers are looking for 10th or 11th grade
    require greater than a high school degree, but less            reading writing and math skills and only 50% of
    than a four-year degree.                                       graduating seniors have these skills. Employers
                                                                   continue to value employability or “soft” skills over
                                                                   technical skills.
10. Lifelong learning will become prevalent and will be        10. Formalized education will not be a lifelong
    needed post-high school by all ages. Most of these             learner’s only avenue for learning new concepts
    learners will have jobs and families and will need to          and skills. As technology improves, proprietary
    drop in and out of school for education and skill              vendors will modularize training and education so
    training.                                                      that a learner can take advantage of what they
                                                                   need anywhere anytime. Gen X and the Dot Com
                                                                   generations will have little difficulty learning to
                                                                   use technology to get what they need while
                                                                   circumventing the classroom.


 03/24/12                                                  1           Future End Statement Document
           Current Issues Facing Grand Rapids Community College

1. Budget deficits exacerbated by #2 and #3.
2. Declining State revenues.
3. Increasing expenses. (e.g. Building Maintenance, etc.)
4. Increasing Accountability demands exemplified by the increased number of State and Federal
    Reports.
5. Increased unemployment rates in the Grand Rapids MSA.
6. Maintaining and creating courses and programs that will train and retrain today and
    tomorrow’s workforce.
7. Phasing out courses and programs not meeting the need of the community.
8. Increasing enrollments without enough resources to meet the increased demand.
9. Increasing numbers of non-English-Speaking learners.
10. Increasing ethnic/racial, age, religious and socioeconomic diversity.
11. Challenge to keep up with rapidly changing technology. (e.g., in classroom, web-based
    learning, administrative systems.)
12. Maintaining quality and continuous quality improvement initiatives in the face of cutting
    expenses and raising revenues.
13. Inability to get accurate transfer data from four-year institutions. Such data would enable us
    to improve existing transfer courses.
14. Competition with for-profit educational institutions both physical and virtual.
15. Meeting the needs of an increasing number of At-Risk learners.




03/24/12                                          2                Future End Statement Document
STATS TO FIGURE
The following results from Alliance CEOs were acquired from the Key Trends in the Community
College Survey No. 22, published by the League in January, 2003. Responses reflect a three-year
window of opportunity at individual institutions. (League for Innovation in the Community
College)

   99% of survey respondents believe that supporting foundation efforts to raise funds to
    support instructional activities will become an increasing expectation from CEOs.
   94% of survey respondents believe that credit enrollment will increase over the next three
    years.
   79% of survey respondents foresee that dual-credit programs with local high schools will
    expand.
   71% of survey respondents assume that their institutions will replace at least part of their
    Student Information System, HR System, or Finance System.
   96% of survey respondents see a greater need for public service workers (e.g., teachers,
    nurses, police officers, EMTs) in their service areas.
   Due to budget cuts, 86% of survey respondents see that there will be program closures and
    redesigns.
   Better facilitating successful transitions between the college and other educational sectors,
    and between the college and the workplace, will be an increasing priority according to 97%
    of survey respondents.
   98% of survey respondents agree that helping foster a culture that can positively manage
    change will become essential within the next three years.
   93% of survey respondents believe their institutions will adopt strategies from the learning-
    centered education movement.
   76% of survey respondents agree that tuitions will significantly increase in the next three
    years.
   Workforce training will stand strong as a significant mission for most institutions, according to
    95% of survey respondents.




03/24/12                                         3                 Future End Statement Document
                                      ACCESS TO GRCC

Strategic Ends Addressed: Developmental Education and Diversity

                            I.      Developmental Education

                The most successful programs aimed at encouraging high-risk
                young people to attend college go beyond financial aid and often
                provide tutoring, offer mentors, and involve partnerships with
                higher-education institutions, a recent study suggests. (The
                Chronicle, March 3, 2003)

It is difficult to look at any of the ends as a single goal to be achieved. For example, in order to
prepare at-risk students for college, the above study suggests that Community Outreach and
Community Partnerships are key parts to success. The access and success of at-risk students will
not be achieved by developmental education alone.

That said, it is apparent that the number of learners underprepared for college work is
increasing. Last fall semester (2002), most developmental courses filled early and we had to turn
some students away.

Whether you believe that public schools should be addressing this problem or not, the fact
remains that underprepared students come to us and ask us to help them get up to speed with
reading, writing, math and study skills. This may be the older-learner returning to school or the
young high school dropout tired of flipping burgers. The community college’s hallmark of open
access applies to both and all that wish to turn to GRCC for help.

                Although 88% of 8th graders expect to participate in some form
                of POSTSECONDARY EDUCATION, many are being set up to
                fail, according to a new report from the Bridge Project at Stanford
                University. The report finds that current K-12 and postsecondary
                education systems are disconnected and send conflicting
                messages about what students need to know to succeed in
                college. http://bridgeproject.stanford.edu

The challenge is that there is a broad range of skills that describe underprepared. A learner may
be functionally illiterate when it comes to reading and writing, but is able to add, subtract,
multiply and divide without a problem. Good assessment becomes the key to placing the learner
where he/she belongs. GRCC has gone from paper and pencil assessment to computer entered
and scored assessment which quickly and effectively assesses a student’s ability to read write
and compute.

Although, these tests are not foolproof, they have improved GRCC’s ability to correctly place
students in developmental classes. Faculty and staff continue to research the results and
recommend more accurate tests. Some students do quite well while others do not pass
developmental courses. Further assessment is needed and if the student simply cannot read or
write a partnership with a community literacy agency is probably a good route to follow.

Exemplary Practices in Developmental Education
Much can be learned from other community colleges that have exemplary developmental
education programs.




03/24/12                                         4                Future End Statement Document
*Hebel, S. (1999, May 7). Community College of Denver wins fans with
ability to tackle tough issues. Chronicle of Higher Education, 45, A37-A38.

               The Community College of Denver (Colorado) is the most
               ethnically diverse higher education institution in Colorado; 60%
               of its students take remedial instruction. Physically disabled
               students make up 9% of the student population. Degree-seeking
               students taking remedial courses are more likely to graduate or
               transfer to a four-year institution than classmates who are not in
               remedial classes.

               Assessment: http://www.ccd.edu/test_cntr/TCbsat.html

               Math: http://ccd.rightchoice.org/Courses/mat.html

               English: http://ccd.rightchoice.org/Courses/eng.html

               ESL: http://ccd.rightchoice.org/Courses/esl.html

Using Learning Communities to Develop Basic Skills
Sue Raftery and Randall VanWagoner, September 2002, Volume 5, Number 9
League for Innovation in the Community College, World Wide Web Edition
http://www.league.org/publication/abstracts/learning/lelabs0209.htm

Metropolitan Community College (MCC) is the Omaha, Nebraska AIM (Academic
Improvement (AIM) for Success Program) offers students many advantages:

              A block schedule that requires students to enroll as a cohort in
               reading, writing, math, and personal and career development
               courses during a one-quarter program
              A campus-based team of professionals consisting of a counselor,
               faculty members, and tutors who provide a strong system of
               academic and counseling support
              Diagnostic testing
              Interdisciplinary approaches to teaching and learning
              Career exploration as well as cultural and extracurricular
               activities
              Access to learning center and tutoring services

*Miglietti, C. L., & Strange, C. C. (1998, Summer). Learning styles, classroom environment
preferences, teaching styles, and remedial course outcomes for underprepared adults
at a two-year college. Community College Review, 26, 1-19.

               Describes a study comparing the performance of 61 adult (age
               25+) and 95 traditionally aged (age 18-24) two-year college
               students in five remedial English and five remedial math courses.
               Indicates that age accounts for little variance in student
               expectations and that learner-centered classes had strong
               relationships with high grades. Contains 5 data tables and 32
               references.

*McCusker, M. (1999, Fall). ERIC review: Effective elements of developmental reading
and writing programs. Community College Review, 27, 93-105.



03/24/12                                       5                  Future End Statement Document
                Summarizes the literature on developmental reading and writing
                programs by discussing strategies for addressing remedial needs
                and obstacles to remediation. Presents the results of internal
                evaluations of developmental reading programs conducted at
                four colleges. Defines 16 strategies used by community colleges
                to implement effective remedial programs. Contains 23
                references.

*Wilson, C. D., Miles, C. L., Baker, R. L., & Schoenberger, R. L. (2000). Learning outcomes for
the 21st century: Report of a community college study Mission Viejo, CA: League for
Innovation in the Community College. (Available from the League for Innovation in the
Community College, 26522 La Alamedo, Suite 370, Mission Viejo, CA 92691). (ED 439 751)

                This booklet describes a study that helped clarify the current
                status of community college efforts in defining and documenting
                student acquisition of 21st Century Skills (general education
                skills). This study is traced through four stages: (1) an
                exploratory focus group involving presidents from ten U.S.
                community colleges recognized as leaders in the learning
                outcomes movement; (2) a follow-up focus group with
                representatives from 15 community colleges, including two
                Canadian representatives, to achieve consensus on what
                constitutes 21st Century Skills; (3) a survey of the status of 21st
                Century learning outcomes practices in U.S. and Canadian
                community colleges; and (4) two institutional narratives
                describing model community college approaches to 21st Century
                student learning outcomes, one at Cascadia Community College
                (Washington) and the other at Waukesha County Technical
                College (Wisconsin). Outcomes included: (1) there is widespread
                attention on improving the process for determining what
                students are learning in community colleges; (2) community
                colleges are more likely to use "general education core" or "core
                competencies" to refer to 21st Century Skills; and (3) the stages
                of developing and institutionalizing processes to define student
                learning outcomes do not necessarily follow a linear progression.
                Appendices include lists of focus group participants and the
                survey.

The Future of Developmental Education
A review of the literature shows that appropriate assessment and placement into the correct level
of remedial education for reading, math and English can improve retention and ultimately lead to
success. Further research shows that the use of individual learning styles matched with the
appropriate teaching strategies can improve performance in remedial courses. Finally, relatively
new, but becoming used more frequently in the community college setting are learning
communities. Blocks of remedial courses where instructors co-teach a group of students that
remain together throughout all the courses building relationship with teachers and each other,
and gaining the self-confidence to learn the basic skills necessary to become successful in
community college and beyond.

Though current methods vary, the fact remains that offering developmental education to
underprepared students is part of the mission of a majority of community colleges. GRCC like
many other community colleges is on the forefront of developing general learner outcomes. (See
21st Century Learner Outcomes, http://www.league.org/league/projects/pew/index.htm)


03/24/12                                         6                Future End Statement Document
Defining community college learner outcomes is key to recognizing what level of learning is
necessary to be successful in the community college.

As more and more educational research and brain research is applied and given practical
application, better assessment and diagnosis of learning disabilities will be forthcoming. (See
THE BRAIN/MIND LEARNING PRINCIPLES, http://cainelearning.com/brain/)
New technologies will play a part in the improvement of assessment, diagnosis, and teaching
strategies in the near future. (See 'The End Of Handicaps'
http://www.kurzweilai.net/news/frame.html?main=news_single.html?id%3D1792) or (concept
that allows computers to pay attention to their users’ needs,
http://qnc.queensu.ca/story_loader.php?id=3e89a0eed6e29)


                                      II.      Diversity

The challenge of increasing diversity in our learner population has been met strongly by GRCC.
The Diversity Lecture Series, increased English as a Second Language (ESL) courses, and safe
zone training are only a few of the programs and initiatives on campus. Failure to recognize
diversity is a failure to provide access to learners wishing to come to GRCC for education and
training.

Exemplary Practices in Diversity
Exemplary practices are noted below and most strategies cover race/ethnicity and the “digital
divide” which has identified that those in minority race/ethnicity and/or lower socioeconomic
status have decreased or nonexistent access to computers and the Internet.

Diversity Data Base, The Metropolitan Community Colleges of Kansas City Missouri,
http://kcmetro.edu/diversity/one.htm

Survival Strategies for African-American Women in Community Colleges, Terri J.
Hackett, Volume 5, Number 11, November 2002
http://www.league.org/publication/abstracts/learning/lelabs0211.htm

                Since it is clear that African-American women are entering higher
                education in greater numbers (Wilds & Wilson, 1998),
                community colleges could better serve members of this group if
                more explicit interventions were in place in early stages of the
                programs these women enter. Although many activities can and
                do provide support for African-American women to improve their
                persistence in higher education, institutional strategies for
                improving the success rates of these women should be
                systematic, comprehensive, and sustained. Social, cultural, and
                personal support is as important as academic and financial
                assistance. The 10 recommendations that follow were drawn
                from interviews and focus groups with African-American women
                students and support services staff in community colleges.

Brother-to-Brother: Enhancing the Intellectual and Personal Growth of
African-American Males, Edward J. Leach, Volume 14, Number 3, June 2001
http://www.league.org/publication/abstracts/leadership/labs0601.html

                Community colleges have established a strong reputation for
                fulfilling their mission to encourage and provide wide access to
                higher education, especially for underrepresented and

03/24/12                                        7                Future End Statement Document
               disadvantaged citizens. Building on this record, some community
               colleges are achieving still more success by initiating programs
               that focus on specific underrepresented groups, helping students
               and potential students overcome class and social barriers that
               can impede academic participation and achievement. Brother-to-
               Brother, initiated as a special program at St. Petersburg College
               (FL) in 1998, helps African-American males identify and
               overcome common and significant stumbling blocks on an often
               difficult path toward college entrance and academic success.

From Digital Divide to Digital Democracy,
Gerardo E. de los Santos, Alfredo G. de los Santos, Jr. and Mark David Milliron
Volume 15, Number 3, March 2002
http://www.league.org/publication/abstracts/leadership/labs0302.html
                The forthcoming book From Digital Divide to Digital Democracy
                is one of many League efforts aimed at inspiring community
                college educators to champion information technology access
                and instruction for a growing number of underserved and
                economically challenged populations. In this book, we once
                again engage community college educators to share with us
                their research, strategies, and model programs around
                technology access and instruction to give readers a flavor of
                what the major issues are and what shape possible solutions
                might take.

               This publication, however, marks a clear shift from the
               preliminary discourse about hardware, software, and Internet
               access issues to more in-depth and varied explorations from
               multiple perspectives. Specifically, we designed the publication
               to explore technology access and literacy from the perspective of
               (1) urban community colleges, (2) rural community colleges, (3)
               suburban community colleges, (4) tribal colleges, (5) African
               American students, (6) Hispanic students, and (7) female
               students. Of course there are many other angles we could have
               taken; nonetheless, these perspectives shed considerable light
               on emerging issues and helped us take the next step in our
               equity, diversity, and technology initiatives.

Touching Students in the Digital Age: The Move Toward Learner Relationship
Management (LRM), Mark David Milliron, Volume 4, Number 1, January 2001
http://www.league.org/publication/abstracts/learning/lelabs0101.htm
               Among surveys of incoming traditional-age freshman in higher
               education, more than 75 percent report significant experience
               with information technology. Don Tapscott calls this cohort the
               NetGeneration, the post-baby boom echo of young people who
               bring their expectations for digital access to work, play, and
               school. In addition, many older students are returning to college
               expressly to gain technology skills to improve their career
               options, gain access to information and services in the digital
               economy, and, sometimes, to keep up with their children.
               Adding to these trends are pressures from government, business
               and industry, and other sectors of education to equip our
               organizations and students for life in the Digital Age.



03/24/12                                      8                Future End Statement Document
Community Colleges Bridging the Digital Divide,
Alfredo G. de los Santos Jr. and Gerardo E. de los Santos, Volume 13, Number 1, February 2000
http://www.league.org/publication/abstracts/leadership/labs0200.htm
                 America’s digital divide is fast becoming a "racial ravine." It is
                 now one of America’s leading economic and civil rights issues
                 and we have to take concrete steps to redress the gap between
                 the information haves and have nots. – Larry Irving, Assistant
                 Secretary of Commerce for Telecommunications, August 1999

                Advances in information technology continue to astound us. As a
                society, we have unparalleled access to information,
                communication capacities that look and feel like science fiction,
                and tools for business productivity that are raising Wall Street
                numbers to all time highs. Breakthroughs in hardware, software,
                and communications are also driving change at often-
                disconcerting speeds. These rapidly evolving opportunities and
                challenges mark our place in the Digital Age, where almost all
                new jobs require some level of information technology skill and
                the ability to adapt to rapid change. However, these advances
                also point to our place in the Digital Divide, where this
                technology hyperbole is increasingly realized on only one side of
                the "racial ravine." Data from multiple sources make it clear: the
                Digital Age is disproportionately distant from minority and
                economically challenged populations, and the distance across
                the divide is increasing.

Technology in Education: Striving for Excellence and Equity,
Willard R. Daggett, Volume 11, Number 2, February 1998
http://www.league.org/publication/abstracts/leadership/labs0298.htm
                Every day, innovations in technology are revolutionizing life and
                work in the United States. Educators at all levels face two
                monumental challenges with respect to technology: how to use
                technology to achieve excellence and how to ensure equity of
                access for all students. With their appeal to a broad diversity of
                students, community colleges must give careful consideration to
                these issues.


The Future of Diversity
However, there are several other categories of increasing diversity that will become more
prevalent in the future. The Futurist, January-February 2003, notes three categories of diversity.
Perhaps GRCC can create an exemplary practice in one of these areas.

Race/Ethnicity: In many states and areas of states, minority populations could become
majority populations. This has already occurred in California, Texas, Florida. In Kent County the
Hispanic population was projected to double from 1990 to 2000. It actually tripled and continues
to grow rapidly. The African-American population doubled in Kent County during the same time
period. Increasing numbers of Asians and European refugees continue to populate our area.
Kent and its surrounding counties have a declining Caucasian population. GRCC will continue to
experience an increase in the race/ethnicity of the learner population and will need to continue to
develop new strategies to cultivate sensitivity to others in this ever-increasingly-diverse
environment.




03/24/12                                         9                Future End Statement Document
Age: Age diversity is an area of diversity that few people think about. However, in the near
future, there will be more people over 50 years old than under that age. It will also be the first
time where four generations may be attending GRCC at the same time. We are just seeing the
first of the Dot Com generation (those born double-clicking) entering classes, we also have a
large number of Generation X students taking courses. In addition, Baby Boomers going through
career changes are coming to us for new skills. They may already have a Bachelor or Master’s
degree, but need new skills to stay marketable in today’s workplace. Increasingly older Boomers
and the Silent Majority will look for leisure education or due to employee shortages in the near
future may come back to gain new skills. Four generations means four very different world views
and sensitivity to these differing views will need to be cultivated.

Religious: Along with increased race and ethnicity come differing forms of belief. Also, many
have Americans have abandoned the Judeo-Christian religions, finding Eastern religions or other
forms of spirituality more appealing. With tensions high between Muslims and Christians,
continued tensions between Israel and Palestine, we are bound to see more conflict and the need
for strategies to diffuse that conflict in GRCC’s population. Time must be spent cultivating others
to respect different forms of belief, those presently at GRCC and those that will come in the
future.

In addition to the above forms of diversity, college population will need to expect an increase in
one more type of diversity.

Socioeconomic: As GRCC gets better at reaching out to different parts of the community we
may see an increasing mix of socioeconomic backgrounds. From those in generational poverty to
those in the upper middle class culture and norms can be extremely diverse. What is acceptable
for one socioeconomic background might be offensive to another. This will be another area that
GRCC will need to cultivate sensitivity and understanding in the future.

Some futurists predict that race and gender will become invisible to future generations.
Although this is probably true for many Gen Xers and Dot Commers, we also see scattered
evidence of hate crimes among these groups. Also, inability to reach certain socioeconomic goals
has in the past and may in the future cause envy, disagreement and hatred between the haves
and the have-nots. Grand Rapids Community College has the opportunity through the provision
of education and training as well as through its various public forums to increase the
understanding and sensitivity of the community, thereby assisting the greater Grand Rapids area
to make a smooth transition, as it becomes more diverse.




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                        TEACHING AND LEARNING AT GRCC

Strategic Ends Addressed: Articulation and Transfer, Flexible Learning, Lifelong Learning and
                             Workforce Development

                           I.       Articulation and Transfer
Articulation
Generally, articulation is a term used to describe the agreements between a high school and a
college that ease the transition or improve the standing of a student going to the college. Many
agreements award college credit for proven competencies in courses offered at the college. Our
K-MAP agreements are an example of this type of articulation.

In the past ten years, an increasing number of high school students are taking community
college courses from us either on campus or at their home school with an onsite instructor or via
distance learning. The high school student’s district pays for the class, but the student earns
actual credit toward an Associate degree. This has given many students in our district a
jumpstart on college and overall has been largely successful. The increasing number of high
school students utilizing this option probably has roots in some of the recent studies that have
described the senior year of high school as the “great wasteland.”

                The senior year of high school seems to be a lost opportunity: a
                year where we have a significant drift and disconnection. I have
                heard too many college leaders describe the senior year of high
                school as a "wasteland."

                Many high school seniors check out, others spend more time
                working than going to school, and too many young people do
                not get the help they need to make well-informed judgments
                about life after high school.

                U.S. Secretary of Education Richard W. Riley
                January 17, 2001, http://www.ed.gov/Speeches/01-
                2001/010117.html

See also, http://www.commissiononthesenioryear.org/Report/Press_Release.pdf and
http://www.commissiononthesenioryear.org/

The reports seem to indicate that the senior year is wasted when it could be used to prepare
students for postsecondary education. Such findings are of course reflected in the number
developmental students coming to GRCC’s doors.

Presently, research shows a disconnect between what is needed to be successful in
postsecondary education and what learners get in high school. Dialogue in our area between
GRCC and the KISD has been above average. However, reforms and real systemic change
appears to be tied to Federal and State funds that cause program reforms to come and go with a
changing of the guard in DC or Lansing. Declining revenues are also a problem, but the biggest
problem seems to be having to change programs or strategies before we know if the last
program or strategy worked. Sustainability of reform has been elusive to say the least.

It has been 20 years since the Bell Report, “A Nation at Risk” and though there are pockets of
change, there has been no systemic change in our K-12 system. Some students make it through
and succeed, many flounder and finally find their way to GRCC, but many fail to receive a high
school diploma or if they do are underprepared for postsecondary education or the today’s

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workforce. The disconnect is not only a serious educational problem, but a serious economic
problem as it has been demonstrated repeatedly that workers with at least some postsecondary
education will earn more than those without. The more postsecondary education one has the
more earning potential one secures.

Transfer
Transfer is the term generally used for going from community college to a four-year institution.
Transfer in Michigan is aided by the MACRAO agreement that allows students with an
Associate degree at the community college transfer without difficulty to most four-year
institutions in Michigan with junior status.

However, in practice tracking transfer is much more difficult than it seems. Listed below are
several reasons the transfer picture is blurred.

   Students usually take longer than two years to complete an Associate degree.
   A student may start and stop going to community college depending upon other life
    obligations. (e.g., family, work)
   Students transfer without getting an Associate degree.
   Students attend GRCC and four-year institutions simultaneously.
   Students transfer from one community college to another.
   Students may transfer to a different four-year institution before receiving a degree from the
    one they attended first.
   Many more students are attending GRCC after they have completed a postsecondary degree
    (reverse transfer) and do not even come to get a degree, but come instead attend to obtain
    practical skills that will assist them in obtaining employment.


Two recent articles in The Chronicle of Higher Education illustrate one problem and one success
in the area of transfer.
         BROKEN CONNECTIONS: Online colleges are frustrated that many traditional
         institutions do not accept their credits when students wish to transfer.
         http://chronicle.com/free/v49/i08/08a03501.htm?cct

        STELLAR STUDENTS: Smith College is one of a handful of elite institutions that
        foster community-college transfers.
        http://chronicle.com/weekly/v49/i25/25a03601.htm?cct

Exemplary Practices in Articulation and Transfer
At this time there are pockets of success as noted above, but specific examples have not been
widely recorded.

The best wisdom is summed up in this recent abstract from “The Chronicle of Higher Education.”

                The most successful programs aimed at encouraging high-risk
                young people to attend college go beyond financial aid and often
                provide tutoring, offer mentors, and involve partnerships with
                higher-education institutions, a recent study suggests. (The
                Chronicle, March 3, 2003)


03/24/12                                         12                   Future End Statement Document
Current Issue: Availability of Transfer Data
As mentioned in the table above. Grand Rapids Community College has had difficulty obtaining
accurate and consistent data on GRCC learners when they transfer to four-year institutions. The
need to know where students go and how they perform has become even more important as the
college attempts to collect data and information that will help it to continuously improve its
classes and therefore the performance of its students and four-year schools. Although, recently
mandated by law, the fifteen public 4 years in Michigan have refused to share this information in
a systematic way with the community colleges of Michigan. Although some institutions cooperate
by sharing some of the information in the aggregate, it has been almost impossible to get
information at the course or transcript level. This is the information that will truly tell us if we are
preparing our learners for the transition to the university.

GRCC has been able to receive better transfer information from a service called the National
Student Clearinghouse (formally the National Student Loan Clearinghouse.) This pay-for service
allows us to track where a student has transferred if anywhere after they have left GRCC. With
the complexity of transfer, however, even this data does not always paint a clear picture. (See
bullet list above.) Also, this data does not give us any performance data so we have no way of
knowing how a student performed was they go to that institution.

The Future of Articulation and Transfer

Articulation
The future of articulation between K-12 remains to be seen. The recent KISD guarantee state
that if an employer is unsatisfied with the academic abilities of an employee coming from one of
the high schools in the ISD, then the ISD will remediate the student at no cost to the employer or
the student. This could decrease the number of developmental students coming to GRCC,
however, the offer assumes two things:

        1. the employer will identify the student,
        2. the student will be willing to remediate


Futurists such as university professor, James Rosenbaum forecast unlimited avenues for good
paying jobs if a high school graduate can read, write and compute at the ninth to tenth grade
level. Having solid employability skills such as dependability, good attitude, flexibility and
communications skills enhances their chances of finding a job. Dr. Rosenbaum believes that such
jobs right out of high school can give the graduate time to develop maturity and examine their
options. After which they may want to follow their interests at a community college and beyond.
(The Futurist, “Success without College,” Coles, C, January-February 2003)

The above may well be true, but some think tanks and government labor bureaus predict that
60% of the jobs of the future will require some sort of education beyond a high school degree.
Community colleges should be prepared to tell this story over and over to high school counselors
and potential students and their parents coming from high school. GRCC needs to be prepared
to offer the skills these high school graduates will need.

However, to Irving Buchen, a totally different K-12 will develop over the next 25 years.

                 The driving force in education in the next 25 years will be choice,
                 fueled by changing roles for teachers, administrators, students,
                 and entire communities. (Buchen, 2003)




03/24/12                                          13                 Future End Statement Document
Students in the future will no longer be limited by the choice between public, private or parochial
schooling. Indicators of increasing choices abound. Home school and charter school enrollments
continue to increase. Private educational management companies have increased the
competitive environment of education. Private companies are offering K-12 curriculum on-line.
Electronic offerings also provide advanced placement, language and special study courses. In
short, education in 2025 will be totally decentralized with parents and their children choosing
from several of the options above or some option we have not yet imagined.

Principals will have new roles or be eliminated altogether in order to bring teachers focused on
the “core business,” learning, into empowered positions This will allow them to change
curriculum, integrate current educational and brain research and explore new ways of teaching
and assessment. Parents in existing public schools will take a more assertive role, raising
substantial funds and being directly involved in their child’s learning process.

Business will play and ever increasing role in K-12 education. New learning spaces open to
young and old will become available. Student led classes with adult leadership mentors.
Technology will improve enough to allow more time for learning without increasing the time
spent by teachers teaching. (The Futurist, “Education in the Next 25 Years,” Buchen, I. H.,
January-February 2003.)

All this to say, that many students will come to GRCC out of high school, knowing how to learn
and knowing what they want. The challenge for GRCC will be to transform set programs and
courses into dynamic ones that meet individual student needs. Since the cost of higher
education will probably continue to increase, it may be necessary to plan a learner’s education in
chunks. For example, the learner will go to school for a semester or a year, receive tangible
proof that he/she has certain cognitive and/or occupational skills that employers will recognize.
The learner works for awhile and then returns to GRCC either to continue on the same path only
at a higher level or may decide to change directions completely. Portfolios will replace
articulation agreements and students will enter GRCC in cycles as the need arises rather than the
traditional 18-19 year old pipeline. (See Learning Abstract: From Pipelines To Cycles: Changing
The Way We Think About Learning And Learners, John Quinley and Melissa Quinley,
Volume 1, Number 2, November 1998.
http://www.league.org/publication/abstracts/learning/lelabs9811.html

Transfer
Not much has been written on the future of transfer to the academy. Several predictions have
been made about technology’s impact on the university. Most notably is that of Peter Drucker,
who boldly predicts the demise of higher education as we know it.

                            Peter Drucker and Higher Education

                Thirty years from now the big university campuses will be relics.
                Universities won't survive. It's as large a change as when we
                first got the printed book.

                Do you realize that the cost of higher education has risen as fast
                as the cost of health care? And for the middle-class family,
                college education for their children is as much of a necessity as
                is medical care-without it the kids have no future. Such totally
                uncontrollable expenditures, without any visible improvement in
                either the content or the quality of education, means that the
                system is rapidly becoming untenable. Higher education is in
                deep crisis.



03/24/12                                        14                Future End Statement Document
                 It took more than 200 years (1440 to the late 1600s) for the
                 printed book to create the modern school. It won't take nearly
                 that long for the big change.

                 Already we are beginning to deliver more lectures and classes
                 off campus via satellite or two-way video at a fraction of the
                 cost. The college won't survive as a residential institution.
                 Today's buildings are hopelessly unsuited and totally unneeded.

Robert Lenzner and Stephen Johnson, "Seeing Things as They Really Are: An
Interview with Peter Drucker," Forbes, March 10, 1997, pp. 122-128.

As information technology continues to be more pervasive and more accessible, brick and mortar
schools will need to find their niche or they will cease to be needed.

As education and educational choice becomes more decentralized, it will be highly unlikely that as
many learners will want to or even need to follow the path from high school to the University or
from high school to community college and then to the university. There is an interesting
movement in the United States currently for 2-year colleges that become accredited as
baccalaureate institutions; however this is occurring in states that have fewer four-year
institutions. The number of four-year institutions in Michigan both public and private coupled
with the University Center movement would only cause duplication if GRCC were to follow this
path. Offering 4-year degrees is not a change that will occur in community colleges of Michigan
in the near future.

Many authors have questioned the value of the baccalaureate and its role in future society. With
an increasing number of employers needing workers, who have high technical skills that are well
documented through awarded certificates; the baccalaureate will not be the only avenue for
education and training. Whatever, the mode of delivery, those educational entities that can
guarantee learner outcomes and produce quality knowledge workers will thrive in the next 10
years or less.

It is believed that a smaller percentage of learners may follow the traditional path through
universities in order to obtain needed professional degrees while others will pick and choose from
community colleges, proprietary vendors and Internet vendors for their technical training and
educational needs. However, there is no guarantee that any higher education entity will survive
unless it can compete in a highly competitive market.


                                  II.      Flexible Learning

When one thinks of flexible learning today, immediately thoughts go to technology, distance
learning and the Internet. However, simply put flexible learning is teaching and learning
strategies that adapt and change depending on the learner’s needs. Also, using technology or
other methods to assist the learner in gaining easier access to the process of learning is seen as
an important component of flexible learning. Finally, flexibility is summed up in these
statements: To make the learning process available to the learner 24/7, and that means anyone,
anywhere, anytime using the appropriate teaching and learning strategies.

Since technology greatly enhances GRCC’s ability to reach this end, let’s start with the topic of
technology. Also, since putting technology in place, maintaining and updating technology and
finding adequate funding for it are key issues in flexible learning, let’s begin by asking the right
questions.


03/24/12                                          15                Future End Statement Document
Consider the Leadership Abstract, “Technology in Tough Times,” by John O’Brien at
http://www.league.org/publication/abstracts/leadership/labs0203.htm

               Can technology save us money?

               How can we better understand the costs of technology
               before we consider budget changes?

               How can we better understand the value of technology
               before we consider budget changes?

               Truth is, the most compelling arguments for technology
               investments are the least tangible:

              The Value of Innovation. It is intuitively understood but hard to
               measure the way that investments in new technology can make
               possible creative approaches to teaching and learning that make
               a concrete difference in the classroom. These investments can
               range from providing one faculty member the software to
               integrate Flash animation in a course to providing an entire
               geography department a site license to GIS software.
               Technology investments are a crucial way that colleges express
               visibly their commitment to cutting-edge innovation, and this
               value can’t be understated.

              The Value of Competitiveness. It’s hard to measure how much
               technology improves a college’s recruitment and retention
               efforts, but very few are thrilled about learning the hard way.
               Research data gathered by the Minnesota State Colleges and
               Universities system shows that current students as far back as
               1999 picked “up-to-date computers and technology" as a top
               draw (ranked 4.3/5); in fact, these surveyed students ranked
               their college's access to technology resources on the same level
               as the ability of graduates to "get good jobs in their fields."
               Anyone who doubts that something like bandwidth is a
               contributing factor in a campus’s competitiveness hasn’t watched
               an 18-year-old clicking through Web pages at the speed of light
               and simply moving on if a page doesn’t load fast enough.

              The Value of Avoiding Risk. Scaling back certain types of
               technology investments can be extremely risky. Cutting security
               budgets, for example, at a time when colleges are being sued
               for data privacy breaches is inviting trouble. College computing
               networks are vulnerable thanks to the relatively open
               environment faculty and students expect for a learning
               organization, and colleges are at risk of being sued for damages
               resulting from their computers or computer network being used
               as a launching point for Internet attacks. In addition to adequate
               staffing, aggressive training to create a culture around security
               standards is both critical and costly. Before trimming security
               training budgets, campus leaders may want to check some
               random workstations to see how many passwords can be found
               on Post-its stuck on monitors or under keyboards.




03/24/12                                      16                Future End Statement Document
               How Does        Technology      Promote      the    Institutional
               Mission?

               How Does Technology Serve Students?

               How can partnerships and shared services reduce costs?


               References

               “Budget Shortfalls: Strategies for Closing Spending and Revenue
               Gaps.” December 2002,
               http://www.nasbo.org/Publications/PDFs/shortfallstrategies-
               3rd.pdf.

               “Bush 2004 Budget Calls for $53 Billion for ED, but $144.5
               Million in Cuts for Ed Tech.” eSchool News Online, February 4,
               2003.

               Ehrmann, Stephen. “Asking the Right Question: What Does
               Research Tell Us About Technology and Higher Learning?”
               Annenberg/CPC.

               John O’Brien is Associate Vice Chancellor for Instructional
               Technology and Deputy Chief Information Officer for the
               Minnesota State Colleges and Universities system.


Although technology is and will in the future drive flexible learning, there is another
more important component to flexible learning. This is meeting the learners where
they are at. That could be and probably is different for each student. You can put a
computer in front of a student, but if that’s not where they’re at, that’s not where they’ll
learn. GRCC has many fine programs to do this, not the least of which is the new
Wealthy Street project. However, if GRCC is to succeed in the increasingly competitive
environment of teaching and learning, it must be willing to see each student as an
individual and use existing and emerging strategies to engage that learner at the level
and style he/she learns best.

These methods include face-to-face instruction when it may not conveniently fit in the
operating hours of the college. It may involve diagnosing learning style and developing
materials that will particularly suit that student’s learning style. Technology can help us
do all these things, but for the disengaged, the unengaged and the at-risk learner there
is nothing that will work better than the one-on-one personal touch. This is what John
Naisbitt in Megatrends called “High-Tech, High Touch.” Using technology to enhance
the ability to be personally engaged with the learner and his/her learning is a perfect
example of “High-Tech, High Touch.”

Exemplary Practices in Flexible Learning
               AHA! MAKING THE CONNECTION BETWEEN THE INTERNET
                                 AND LEARNING
                              Mark David Milliron and Cindy L. Miles




03/24/12                                       17                 Future End Statement Document
                Leadership Abstract: World Wide Web Edition         January
                             2000 Volume 3, Number 1

             http://www.league.org/publication/abstracts/learning/lelabs0001.htm

           We experience it ourselves. We relish seeing it happen to our
           students. Indeed, many faculty point to it specifically as the charge
           that keeps them going in their profession--that moment when the
           storm passes, the clouds part, and the answer appears. We are
           charged with the exhilaration of discovery as the sun breaks
           through on what moments before was hidden in a storm of
           uncertainty. For the in-class instructor, it's the instant when
           learning can be seen on the face of a student struggling to make a
           connection. Online instructors must be more attentive to witness
           the event, but even they can see the signs of learning.
           Technology Clouds
           For at least the last thirty years, advocates have been touting the
           power of technology tools to promote this "aha" experience. From
           self-guided film strips, to interactive television, to CD-ROMs, to
           mediated learning systems, the power of technology to enrich
           curricula and improve learning has been the rationale for spending
           millions of dollars and hundreds of hours on staff development
           programs. If we take a hard look at some of the large-scale
           educational technology efforts during this 30-year time frame, we
           have a hard time saying that higher education has not given these
           tools the "college try."
           Even as proponents of new technology extolled its virtues, few
           technology tools beyond the overhead projector achieved what
           industry calls "significant market penetration."

           So why the recurrent plateau after the innovator and early adopter
           camps crested, when innovation diffusion studies predicted that
           growth in these early user groups would be followed by more
           widespread acceptance? Were the administrators unsupportive?
           The faculty unwilling? The students unprepared? Was the culture
           of higher education simply too resistant to change, too selfishly
           entrenched to make modifications that might benefit student
           learning? All these causes have been factored into formula after
           formula to explain technology's disappointing results in higher
           education.
           The Internet Breaks Through
           These hypothetical causes, however, were challenged in 1994
           when a technology-enhanced learning tool emerged that would
           break through the innovation adoption plateau into the
           mainstream of educational use in only four short years. Led by
           consumer products such as Netscape and Internet Explorer, the
           essence of this innovation was the power of the Internet as
           navigated by the World Wide Web and brought to life by search
           engines, e-mail, listservs, threaded discussions, chat rooms, and
           other tools.
           K.C. Green's 1999 Annual Campus Computing Survey and
           other recent reports reveal that Internet-based learning
           applications have exploded from single digit use in the early 1990s


03/24/12                                    18                Future End Statement Document
              to their current state, one in which 50 percent of higher education
              classes use e-mail, 40 percent take advantage of other Internet
              resources, and more than 70 percent of all students and faculty
              access the Internet each day. Moreover, since 1994, the use of
              these tools to enable online learning has taken the distance
              learning field by storm. Every day we hear of another "virtual"
              college or consortium of colleges that is coming online.
Integrating Instructional Technology Across the Campus
Catherine Ayers and Bill Doherty
Volume 16, Number 1, January 2003

Preserve And Transform: Integrating Technology Into Academic Life,
Steven W. Gilbert
Volume 12, Number 5, October 1999

Seven Practices To Prepare Our Students For Success In The Digital Age,
Beth Richardson
Volume 11, Number 10, December 1998

What if they Learn Differently: Applying Multiple Intelligences Theory in the
Community College,
Rene Diaz-Lefebvre, Nancy Siefer, and Tessa Martinez Pollack
Volume 11, Number 1, January 1998

              Multiple Intelligence
              http://eduscapes.com/tap/topic68.htm
              In his 1983 book called Frames of Mind, Howard Gardner of
              Harvard University identified seven intelligences we all possess.
              Because our understanding of the brain and human behavior is
              constantly changing, the number of intelligences is expanding.
              Two to three new intelligences had been added recently.
              Gardner claims that we all have all the intelligences, but that no
              two people are exactly alike.

              Originally, Gardner developed the list as a theoretical model
              about the psychology of the mind, rather than a practical way to
              address individual differences. However, by understanding a
              student's strengths and weaknesses in each intelligence, we can
              help students become more successful. He also notes that
              integrating multiple intelligences into the classroom involves
              changing our idea about teaching and learning. It requires
              addressing individual differences and providing a range of
              activities and experiences to facilitate learning.

              Technology can be used to facilitate learning in each intelligence
              area. There is no "right way" to integrate intelligences or
              technology into the classroom. The key is to provide the most
              effective learning environment for students.




03/24/12                                      19                Future End Statement Document
                 Currently, Howard Gardner has identified nine intelligences. Click
                 on each intelligence below to learn more about it and technology
                 tools that support classroom activities.
       Verbal-Linguistic                                      Musical/Rhythmic

       Logical/Mathematical                                   Intrapersonal

       Visual/Spatial                                         Interpersonal

       Bodily/Kinesthetic                                     Naturalist

       Existentialist


The Future of Flexible Learning
It is obvious that the proper use of new and emerging technologies will help us to extend our
reach to learners that cannot come to campus. It will improve access for learners with families
and learners that work full-time or those that do both. And it will adapt to learning styles so that
learners will learn more in a shorter period of time. But what will flexible learning look like in the
future?

Flexible learning has the potential to look much different in as little as five years from now.
Technological advances are increasing at a blinding rate. Wireless networks and the convergence
of phone, personal digital assistant, and the Internet will put information and the means for
learning at the fingertips of many learners. For the most part, education will be less about the
content of the curriculum and more about how to use and synthesize that content to create
practical solutions for problems or create new knowledge. This will be the essential skill of the
knowledge worker. (See Workforce Development below)

Avatars, artificial intelligence and computer implants are but a few of the technologies that
learners of this century may have access to. In addition to technology, learners of the future will
have large open spaces available for learning. People of all ages will come to these spaces to
learn. The will learners from each other, from resources available instantaneously and from
holographic images projected from around the world. In this century, we could see true cross
generational learning that draws upon the knowledge and experience of all. From this, new
knowledge and new solutions to old problems will ultimately emerge.


                                  III.     Lifelong Learning

Lifelong learning is a phrase that is used and maybe even overused, but just what is
meant by the phrase? Why is it now necessary to learn throughout our lives and hasn’t
that been happening throughout time eternal, even if it was in an informal environment?

Lifelong Learning: A Funding Priority, Larry J. Warford, Volume 15, Number 4, April 2002
http://www.league.org/publication/abstracts/leadership/labs0402.html

                 Need for Lifelong Learning
                 Based on testimony from a number of hearings, the 21st
                 Century Workforce Commission has suggested that one of
                 the keys to successfully keeping the nation's workforce
                 competitive in the global market is to expand continuous
                 learning. The commission found that access to lifelong

03/24/12                                          20                Future End Statement Document
              learning is the public's single biggest worry about higher
              education. It also found that "many witnesses expressed
              concern that existing funding resources are still geared to
              a traditional postsecondary experience and are not
              particularly relevant to short-term skills training required
              for continuous learning." The commission heard testimony
              that traditional loans and grants require participants to be
              enrolled in degree programs, essentially eliminating federal
              student aid for short-term and continuous learning.

              The National Center for Education Statistics
              estimates that there are 90 million adult learners
              most in non-degree, noncredit programs in the
              United States. That number compares with 15
              million in traditional enrollments in higher
              education and an estimated 43 million in K-12. Yet
              public spending on adult learning in the U.S. is
              minimal in contrast with spending for the K-12 and
              traditional higher education systems.

The truth is that technological change is occurring so fast, that a large amount of the
knowledge learned during a two or four year degree becomes obsolete before a learner
graduates. There is just no way to keep up with the demands of the workforce and/or
everyday life if we do not teach students how to learn to learn. In addition, the large
portion of the population, the baby boomers is getting older. We are approaching the
first time in history where there will be more people over 50 than there are under 50.
Of this population, there will be three groups; the retired, the semi-retired and the
never-retired. GRCC must be prepared to offer learning opportunities to all three
groups.

Lifelong Learning Exemplary Practices
New Hampshire’s University System offers The College of Lifelong Learning.
http://www.cll.edu/

              Welcome to the College for Lifelong Learning, The College
              for Adults. At CLL, our campus is the State of New
              Hampshire. We offer classes at more than 50 convenient
              locations across the state as well as online.


The University of Colorado at Boulder is working on the high tech approach.

              The Center for Lifelong Learning and Design (L3D) is
              part of the Department of Computer Science and
              the Institute of Cognitive Science at the University
              of Colorado at Boulder. The mission of the center is
              to establish, both by theoretical work and by
              building prototype systems, the scientific
              foundations for the construction of intelligent


03/24/12                                   21             Future End Statement Document
                 systems that serve as amplifiers of human
                 capabilities.

                          For additional information please see:
       Short introduction to L3D

       Contact information


Community College of Rhode Island




                 Learning at a community college is more than a matter
                 of degrees!

                 An increasing number of people are turning to colleges to give
                 them the skills they need to get a better job, or the knowledge
                 they want to live a more fulfilling life. They are not necessarily
                 looking for a college degree. In fact, they may already have one
                 or more. CCRI, like community colleges across the nation knows
                 that college can be much more than the traditional credit
                 programs of study leading to an associate degree.



In the Dallas County Community College District.
                            Richland College Emeritus Program

           Richland is the place to stretch your body and challenge your mind with new
           ideas as you make stimulating new connections and experience the richness
           gained by life-long learning. Our program, designed especially for senior adult
           learners, provides affordable educational, cultural and social opportunities
           with a selection of classes all held at Richland College.

http://www.rlc.dcccd.edu/ce/cetoc.htm




03/24/12                                         22                Future End Statement Document
A little closer to home: Henry Ford Community College

         Welcome to The Center for Lifelong Learning Webpage
                 Dear Friends and Neighbors,

                 Welcome to the HFCC Center for Lifelong Learning(CL2)
                 Website. Navigating this site is as easy as a click or two.
                 Check out the What’s New at CL2 page for a list of over 50
                 new classes and workshops. We have something for
                 everyone whether you are interested in upgrading your job
                 skills, having some fun with new friends, or enriching your
                 child’s life with our Kids@hfcc program.

                 The Center for Lifelong Learning (CL2) offers personal
                 enrichment and professional development classes and
                 seminars to the community we serve. Our mission is to
                 offer classes that provide the opportunity for personal
                 and/or professional growth in a variety of ways.

The Future of Lifelong Learning
Lifelong learning will be tied to many of the examples discussed above in Flexible Learning.
However, there are a couple of trends that indicate why learners of all ages will be looking for
educational opportunities.

As stated above the older population of the near future will be greater than the younger
population. This means less people will be entering the workforce. In fact, so few younger
people will enter the workforce that older workers will be valued and hired to fill the gap. Older
adults and their employers will establish creative relationships that allow older adults flexibility in
the workplace. This flexibility may be in the form of, but certainly not limited to part-time
employment, working at home, job sharing and most importantly paying for the education and
training older adults will need to remain competitive in the age of the knowledge worker.

The second trend that may come to fruition in about 2015 is that of increased travel and leisure.
Some predict this trend will be characterized by hedonism. However, since it will be mostly the
baby boomers on the leading edge of demanding more opportunities for travel and leisure, there
will probably be a demand for “value-added” travel and leisure. What is meant by this is that
activities will be more appealing if they are augmented with an educational component such as
learning about new cultures, tasting foreign cuisines or even learning to prepare them in the
country they originated. Travel to Asia will open up to the U.S. and Europe making it one the
biggest destinations for the travel and leisure class. Opportunities for GRCC to offer enriching
travel and leisure experienced coupled with lifelong learning will abound.

Yes, there is one more interesting thing about boomers reported in the NY Times. It has been
noted that the baby boom generation has been and is less likely to invest in the stock market.
This means that much of their wealth is tied up in more conservative, but liquid assets and they
tend to be hanging onto more of that money than previous generations. What this means is that
boomers will have the means to participate in continuing education and and will become a
priority niche’ market that GRCC should not miss.




03/24/12                                          23                 Future End Statement Document
                                        IV.     Workforce Development

Last in GRCC’s learning ends is workforce development. However, it is last only because the
ends in this section are alphabetized. Given the employment shortages described above coupled
with the low preparedness of high school graduates for today’s high tech workforce, training and
retraining of the workforce will be a core business of GRCC for a longtime to come. However, if
we are to be successful, we must make careful decisions about what we offer and what we do
not offer. Programs, courses, and workshops must be cutting edge and outcomes based to be of
value to the employee and the employer. Above all they must be cutting edge because there will
not be time to teach what will not be useful on the job.

                            Drucker states that "the most important, and indeed the truly
                            unique, contribution of management in the 20th century was the
                            fifty-fold increase in the productivity of the 'manual worker' in
                            manufacturing. The most important contribution management
                            needs to make in the 21st century is similarly to increase the
                            productivity of 'knowledge work' and the 'knowledge worker.'
                            The most valuable assets of a 20th-century company were its
                            production equipment. The most valuable asset of a 21st-
                            century institution, whether business or non-business, will be its
                            knowledge workers and their productivity."

(Management Challenges for the 21st Century, Drucker, P., HarperBusiness, 2001)



The Graying of the Workforce
The population of Kent and Allegan counties is getting older. As baby
boomers age the mean age of Kent and Allegan counties will increase.

                                  Allegan/Kent Age Comparison

                 140,000

                 120,000

                 100,000                                                       2000
    Population




                                                                               1990
                  80,000

                  60,000

                  40,000

                  20,000

                        0
                                          er
                                            s




                                           s

                                           s

                                           s

                                           s

                                           s

                                           s

                                           s

                                           s
                                           s
                                         ar




                                         ar

                                         ar

                                         ar

                                         ar

                                         ar

                                         ar

                                         ar

                                         ar
                                        ar




                                       ov
                                      ye




                                      ye

                                      ye

                                      ye

                                      ye

                                      ye

                                      ye

                                      ye

                                      ye
                                      ye




                                     d
                        5




                                  19

                                  24

                                  34

                                  44

                                  54

                                  64

                                  74

                                  84
                                   9




                                  an
                     er

                             to

                               to

                               to

                               to

                               to

                               to

                               to

                               to

                               to


                                s
                  nd




                             ar
                            5

                            10

                            15

                            25

                            35

                            45

                            55

                            65

                            75
                 U




                           ye
                        85




                                                    Age




03/24/12                                                   24                Future End Statement Document
       Implications: As baby boomers age and move toward retirement it
       appears that not as many workers will be entering the workforce. The
       number of Gen X and Dot.Commers entering the job market will not
       equal the number that can potentially leave due to retirement. This has
       the potential to cause worker shortages.

       There are several possibilities given this situation. Retirement age may be
       moved up or those at retirement age will be encouraged to stay in the
       workforce. Younger workers may leave or skip post-high school preparation for
       the job market choosing instead “nontraditional” ways of learning. A third
       possibility would be the importation of skilled labor from abroad. Any one
       scenario or all three scenarios could be possible. In contrast to the Kent-Allegan
       workforce development board scan in 2000, Manufacturing jobs have decreased
       in both Kent and Allegan Counties over the last 2 years.

       Manufacturing “Where Art Thou”
       A downturn in manufacturing sector related to the automobile and
       furniture industries led to the types of manufacturing jobs lost in the
       two counties. If long-term trends are examined, the loss of
       manufacturing jobs is not a new phenomenon and in fact the
       percentage of jobs in manufacturing has been and will continue to
       decrease.



                             GRMSA Employment in
                                Manufacturing

                     50.0%   45.0%
                                     40.0%
                     40.0%
                                               33.0%
                                                        28.0%               1970
           Percent




                     30.0%
                                                                            1980
                     20.0%                                                  1990
                                                                            2000
                     10.0%

                     0.0%
                                           Years


       Source: Bureau of Labor Statistics (www.bls.gov)
       Adapted from information summarized from Seidman Business Services, GVSU,
       2002


       On the more positive side the GRMSA has lost less jobs in manufacturing than Michigan
       (1970, 44.2%; 2000, 20.1%) and than the United State as a whole (1970, 34.5%; 2000,
       14.12 %.) However the percent employed in manufacturing in the U.S. is expected to
       decline to around 7% in the next 20 years. Based on what we have seen in the
       manufacturing sector in the GRMSA 2001-present it is likely that the area will not be
       immune to such job losses.



03/24/12                                       25               Future End Statement Document
Workforce Development Exemplary Practices
National Skill Standards Can Meet Local Needs, Susan Faulkner
Volume 5, Number 3, March 2002
http://www.league.org/publication/abstracts/learning/lelabs0203.html
               For more than a decade, representatives from industry and labor
               organizations, educators, training providers, and community-
               based and civil rights organizations in the United States have
               been developing a voluntary system of nationally recognized
               industry-validated     skill   standards,    assessments,       and
               certifications. The underlying premise is that clear articulation of
               skills and knowledge required by front-line workers in high-
               performance environments can serve as a benchmark that
               workers and businesses can use to maintain a competitive
               advantage.
                The National Skill Standards Board (NSSB) is the U.S. authority
                on developing this system of skill standards. The NSSB has
                established a Common Framework and Language, which
                includes skill standards, assessments, and certifications. The
                NSSB's broad goals for the system, created by the National Skill
                Standards Act of 1994, are to (a) help businesses compete more
                effectively in the global economy, (b) help workers secure a
                firmer economic future and achieve higher standards of living,
                and (c) help educators create better and more up-to-date tools
                and curricula to teach future workers what they need to know to
                succeed in the working world.


Students’ Perspectives on Juggling Work, Family, and College
Lisa Matus-Grossman and Susan Gooden, Volume 15, Number 12, December 2002
http://www.league.org/publication/abstracts/leaderab_main.htm
        An important public policy challenge of the 21st century is how to
        increase opportunities for career mobility and wage progression among
        low-wage workers. Community colleges have the potential to play an
        important role in addressing this challenge, since receiving an associate’s
        degree or vocational certificate is related to higher earnings.
        All levels of government are grappling with how to provide low-wage
        workers, or the working poor, with opportunities for career advancement
        and wage progression. Since the passage of the Personal Responsibility
        and Work Opportunity Reconciliation Act (PRWORA) in 1996, increasing
        numbers of current and former welfare recipients have been joining the
        low-wage workforce, so that career mobility is an important concern for
        welfare-to-work efforts as well. There is a strong correlation between
        college credentials and higher earnings, and community colleges offer
        low-wage workers opportunities to increase their earnings and improve
        their families’ overall economic well-being by enhancing their marketable
        job skills with advanced education and training. Yet many low-wage
        workers do not capitalize on the opportunities offered by community
        colleges.

        Through the Opening Doors to Earning Credentials initiative, the
        Manpower Demonstration Research Corporation (MDRC) is exploring
        ways to increase community college access and retention for
        nontraditional students, including low-wage workers. The first publication
        from the project, co-published with the National Governors Association,

03/24/12                                        26                Future End Statement Document
       is titled Opening Doors: Expanding Educational Opportunities for Low-
       Income Workers. It presented promising state and local practices and
       policy changes that might improve postsecondary enrollments and
       completion rates.


A View from the Outside In: Community Colleges as Entrepreneurial Community Learning Centers
Zane Tarence, Volume 15, Number 11, November 2002
http://www.league.org/publication/abstracts/leadership/labs1102.html
               Community colleges are seeking ways to increase revenue and
               become less dependent on traditional state revenue sources.
               Increasingly, college presidents and trustees are finding empty
               pockets and depleted state coffers, despite the effort and hours
               spent lobbying legislatures for funding to support three- to five-
               year strategic plans. With no clear path to funding, essential
               academic facilities, staffing, technology, and other strategic
               projects are being put on hold. This reduction in resources
               occurs at the exact time when community college enrollments
               are increasing at a dramatic rate. In an attempt to generate
               funds, creative administrations are beginning to pursue public-
               private partnerships wrapped around the very attractive
               educational services market.

               Many community colleges are discovering that they have a
               distinct, competitive position in this lucrative market, and they
               are poised to profit because of several comparative advantages,
               including credibility as proven educators and strong corporate
               and community relationships. Innovative institutional leaders are
               detailing how to benefit handsomely from this market space and
               how to outmaneuver the aggressive and hungry for-profit
               companies. Community colleges find themselves in the enviable
               position of being able to organize and choreograph the
               distribution of training, content, instructional technology, and
               services around the needs of the educational consumer, offering
               a new and compelling value proposition for this rapidly growing
               market.




03/24/12                                      27                Future End Statement Document
Skills Certifications and Workforce Development: Partnering with Industry and Ourselves,
Jeffery A. Cantor, Volume 15, Number 1, January 2002
http://www.league.org/publication/abstracts/leadership/labs0102.html
                Rapidly changing workplace technology requirements have
                increased the burden on workers and employers to maintain
                workplace skills and to document worker competencies.
                Community colleges have long been recognized for providing
                vital workforce training to meet the needs of local business and
                industry, for cost-effective services, and for geographic
                accessibility. Now community colleges are playing a distinct role
                by offering credentials in particular occupations, combined with
                the broader education that is part of a well-rounded degree
                program. The challenges now posed to the community college to
                fulfill this mission have become manifest: to document individual
                student competencies, identify meaningful benchmarks of
                student success, and maintain program relevance.

                One way to meet these challenges is through the use of a new
                dimension in workforce education, industry worker certification,
                which serves as a resource and benchmark for state-of-the-art
                curriculum and program development, a tool for marketing
                program effectiveness and portability to students as well as
                employers, and a competency-based bridge between noncredit
                continuing education and degree programs.

                All too often, however, certification is separated, even
                segregated, by curriculum planners. For certification to reach its
                full potential for work and training, we must end this separation
                and partner not only with industry, but with ourselves.


New Game, New Rules: The Workforce Development Challenge,
Larry J. Warford and William J. Flynn, Volume 13, Number 2, April 2000
http://www.league.org/publication/abstracts/leaderab_main.htm
                As state and federal governments devise new initiatives,
                programs, and mandates concerning workforce development,
                community college leaders may feel they are drowning in a sea
                of acronyms: WIB, WIA, ETP, ITA, FERPA, ALX. These and other
                programs appear faster than colleges can develop plans, hire
                staff, and implement initiatives that at first glance may seem to
                have no place in our mission statement. Still, we accept the new
                responsibilities, write the grants, implement the programs,
                develop the curricula, hire the staff, and somehow manage to
                stay above the rising tide of increased workload, expanded
                mission, and endless paperwork. The following model of a
                strategic approach to dealing with the emerging workforce
                development movement provides an alternative to the typical
                response community colleges have to the growing number of
                federal and state programs.




03/24/12                                       28                Future End Statement Document
The Future of Workforce Development
The following link leads to the Michigan Labor Market Information site and projects the high-
growth and fastest growing occupations by educational level that will be needed in the Grand
Rapids MSA through 2008. This list is due to be updated soon and it will be interesting to see
what happens to the projections for manufacturing-related occupations. Based the economic
downturn in especially the furniture business but also in small tool and die companies related to
the auto industry, the projections for occupational growth in these jobs will more than likely
decrease. The projections at the link were made in 1998, a relatively robust time in the GR
MSA’s economy. Also, the Bureau of Labor Statistics and the MI Labor Market Information site
do not collect information on new and emerging jobs so many jobs in the tech and biotech
industry are buried in other categories, because there is no category for them.
http://www.michlmi.org/userdocs/outlook2008/grandrap.pdf

The following is an abstract from Future Survey a publication from the World Future Society. It is
probably the preamble to the way we ought to think about effective change at GRCC:
Leading the Revolution. Gary Hamel (Woodside CA; Founder and Chairman of Strategos;
Visiting Prof, London Business School). Boston: Harvard Business School Press, Sept
2000/333p/$29.95.

               Co-author of Competing for the Future (HBS, 1994;
               FSA96/13719), on strategy to stake out new competitive space,
               proclaims that the age of progress is over. It began in hope and
               is ending in anxiety, as employees find themselves working
               harder and harder to achieve less and less. We now stand at the
               threshold of a new age of revolution--"an age of upheaval, of
               tumult, of fortunes made and unmade at head-snapping speed."
               Change has changed: it is no longer additive, but discontinuous,
               abrupt, seditious. Rather than a new economy, it is a new
               industrial order, where it's the insurgents vs. the incumbents, the
               revolutionaries vs. the landed gentry. "Industry revolutionaries
               don't tinker at the margins; they blow up old business models and
               create new ones." The revolutionaries will take your markets,
               your customers, your best employees, and your assets. Chapters
               describe thriving in the age of revolution ("in a nonlinear world,
               only nonlinear ideas will create new wealth"), business concept
               innovation (e.g.: Internet telephony, IKEA, Hotmail, Monster.com,
               etc.), the problem with visionaries (they don't stay visionaries
               forever; few can put their hands on a second vision), the new
               innovation agenda (continuous improvement and nonlinear
               innovation), the revolution of rising expectations for investors
               (soon to hit the wall of diminishing returns), creating new
               business concepts (an example is a "cyber B-school" called the
               Global Leadership Academy, sketched in a 4-page scenario),
               problems of forecasting and scenario planning (they are not
               proactive: "companies fail to create the future not because
               they fail to predict it but because they fail to imagine it"),
               the need to search out underappreciated trends and transcendent
               themes (exemplars include Paul Saffo, Faith Popcorn, and John
               Naisbitt), being a heretic ("heretics, not prophets, create
               revolutions"), how companies continue to get blindsided by the
               future (despite CEOs embracing change, the principles of activism
               are not found in every employee), how to start an insurrection
               (build a point of view, write a manifesto, create a coalition, pick


03/24/12                                        29               Future End Statement Document
               your targets and your moments, win small and early, etc.), and
               design rules for innovation (unreasonable expectations, elastic
               business definition, listening to new voices, low-risk experiments,
               etc). [NOTE: A sophisticated pep talk sprinkled with many
               examples and arresting McLuhanesque graphics. Similar to The
               Circle of Innovation by Tom Peters (Knopf, 1997; FS
               20:6/273), but Hamel is less frenetic and more highbrow.] (new
               age of revolution ahead)

The thoughts above may sound a little radical, but as the manufacturing workforce in the GR
MSA declines we are going to need radical means to create a new economy. An area economist
once lamented the fate of Flint, MI. He said, “When all the GM jobs were gone, there was
absolutely nothing to replace them. AutoWorld was a failure and there was no alternative
economy.” On a clear day the only thing you could see was the unemployment line.

Grand Rapids and the surrounding areas have a lot going for them. They have strengths and
opportunities for new economies with good paying jobs. A workforce which understands
manufacturing and has a strong work ethic are but two of those strengths. The presence of the
Van Andel Institute is one of those opportunities. Alternative energy is another opportunity for
the GR-MSA. We must merge our strengths with our opportunities and GRCC must not only be
involved in this, it must be catalytic.

With the above in mind, what are the jobs of the future and what kind of work world should we
prepare our present and future students for?

The Future of Manufacturing
With low skill manufacturing jobs being replaced by developing countries and the automation of
the manufacturing process, it is certain that only highly skilled employees will be hired by the
auto and office furniture manufacturers of the future. The main theme in manufacturing is
productivity. Make more at a lower cost which translates do more with less labor. Grand Rapids
has been exemplary in this area. The GR-MSA has actually been the only area in Michigan that
has had any growth in manufacturing in the past decade; however the repercussions of
productivity have come back in the form of unemployment. True some of the lay-offs have been
due to lack of demand for the product, especially in the furniture industry, but this is not nearly
as true in the auto industry and many of these jobs will not exist once the economy takes off
again. When news reports say ‘the jobless recovery” continues they mean that productivity is up,
but unemployment is still high.

Why is this happening? Take the following extreme example of this factory of the future present.

ARCHIVE :: JANUARY 2003 :: BIG BUSINESS
Humans Need Not Apply
'Lights Out' Factories run on Their Own, Without Any Workers
BY TIMOTHY AEPPEL-- SPECIAL TO THE WALL STREET JOURNAL
        It’s the stuff of fairy tales: Every morning, workers at a Connecticut
        plastics plant arrive to find boxes filled with gears that were made
        overnight as they slept.

        Of course, elves have nothing to do with it. Fourteen giant injection-
        molding machines worked in the dark, forming gears used in such things
        as lawn sprinklers and computer printers, and dropping them into boxes
        waiting on conveyor belts. In the morning, workers at ABA-PGT come in,
        collect the finished parts and prepare them for delivery.


03/24/12                                        30               Future End Statement Document
        Something similar happens at Evans Findings in East Providence, R.I.,
        where metal-stamping machines that make parts, such as the tiny
        cutting devices mounted on dental-floss containers, run without people
        for one shift each day. There, the company’s goal is do as much as
        possible with no labor.

        Science Fact
         Faced with the need to raise productivity to survive—especially against
        low-cost competitors in such nations as China—more companies are
        pushing toward so-called lights-out manufacturing. Once a science-
        fiction dream, the phenomenon is emerging in plants and factories
        throughout the U.S. as machines become more reliable in making
        flawless parts on their own. New computer technologies also have
        broadened possibilities by linking plant equipment to the Internet where
        supervisors can check operations at any time and from any place; even
        do repairs from a distance.

        Air Products & Chemicals, an industrial-gas maker in Allentown, Pa., calls
        its lights-out system, “unattended operation with remote access.” The
        company no longer needs full-time operators at its many small plants
        that produce gases fed directly into larger, neighboring factories, such as
        steel mills. Instead, the company’s machines send a signal to alert
        operators miles away when a motor overheats or a valve sticks. Safety
        systems automatically shut the plant down if a problem poses imminent
        danger.

To a certain extent this type of automation is occurring in every factory. Manufacturers
automate, decrease their workforce and increase productivity. Automation of the factory
continues across the U.S. in order for manufacturers to stay competitive. So where will the jobs
of the future come from? Will future generations have to take lower wage service jobs?

Grand Rapids Business Journal, January 13, 2003
In an especially economically challenging time, manufacturers like Gentex, Alticor, Universal
Forest Products, Wolverine World Wide and Hastings Manufacturing (among others) not only
realized profits but also invested in and booked expansions.

              Upjohn Institute Senior Economic Analyst George Erickcek
              last week told his Holland business audience that this
              region, with a manufacturing work force that’s twice the
              national average, is forecast to decline 0.8 percent this
              year after decreasing 2.2 percent in 2002. Goods-
              producing employment will then rise 0.8 percent in 2004,
              Erickcek forecast.

              Business Journal staff writer Mark Sanchez reported that
              the 2002 decline in manufacturing employment, driven by
              deep job cuts in the ailing office furniture industry which
              trimmed 3,100 jobs in the Grand Rapids-Holland-
              Muskegon region from October 2001 to October 2002,
              would have been far deeper had it not been for the area’s
              “remarkable” manufacturing strength and diversity,
              according to Erickcek.



03/24/12                                        31                Future End Statement Document
  As the (GR) World Turns April 15, 2003
Grand Rapids Business Journal this week lays out the facts of the auto world as West Michigan
knows it (or will know it). Much has changed in the technology-rich industry, but nothing so
much as is described in a thorough analysis by The Right Place Inc. GRBJ

    Auto Production Going And Going … April 15, 2003
GRAND RAPIDS — North American automotive production maintained a strong pace during the
first quarter. GRBJ

   Info Flow Critical To Auto Suppliers April 15, 2003
Bob Belmonte argues that because Harmon, Lynch & Young Inc. is lean, it can offer attractive
prices for auto supplier software. GRAND RAPIDS — Communication is central to any company,
but to automotive suppliers it makes the difference between being a supplier and not being a
supplier. GRBJ

   Office Furniture Takes Hit April 15, 2003
GRAND RAPIDS — The office furniture industry, lacking a rebound in capital spending, is now
facing its third straight year of sharply declining sales. GRBJ


Sweat the Small Stuff, It’s All Small Stuff
A wise man once said, “show me the money.” If you look at where venture capitalists put their
money, and where small company research and development is being channeled, you can’t miss
the immensity of some very small products. Also if you look at state and federal dollars spent,
you will find a consistent theme: Bio-Technology and Nanotechnology. These are the buzz
words of the new economy. However, overused or hyped these fields are, the fact remains this
is where the money is going because this is where the promise of a new economy and new
products that will affect every aspect of our lives.

From genetically modified food to decreasing the amount of sludge at a sewer plant to possible
cures for cancer, products are being created at the cellular and atomic levels. Although many of
these technologies are controversial, (which suggests the need for a bioethics course) the
advances are moving at a rapid pace. Hear are some examples:

The Future of Food: Biotechnology Markets and Policies in an International Setting.
Edited by Philip G. Pardey (IFPRI). Washington: International Food Policy Research Institute, Dec
2001/316p/$19.95pb. (Distrib. by Johns Hopkins U Press.)

                "The ramifications of the market and policy choices taken now
                regarding agricultural biotechnologies will reverberate for decades
                to come," according to Per Pinstrup-Andersen (Director General,
                IFPRI). By early 2001, more than 187 crop events involving nine
                basic phenotypic (physical) characteristics have been deregulated
                or approved for planting, feed, or food use in at least 1 of 13
                individual countries and the EU. These revised papers from a
                January 2001 workshop in Adelaide, Australia, discuss scenarios
                of the global economic effects of GMOs depending on planting
                and import policy in Europe, intellectual property policies and
                practice, evidence of biotechnology impacts, regional
                perspectives (Latin America/Caribbean, Asia, US), and
                biotechnology policy issues. Of particular interest is the essay
                by Per Pinstrup-Andersen and Marc Cohen on rich and poor
                country perspectives on biotechnology, pointing to many


03/24/12                                       32                Future End Statement Document
                potential benefits for poor people: achieving needed productivity
                gains, resistance to pests and diseases, reduced reliance on
                pesticides, addressing the scourge of micronutrient malnutrition
                by developing vitamin A- and iron-rich crops, conserving
                biodiversity, and protecting fragile ecosystems. This is reflected in
                a 1998 international poll of adults asking if benefits of using
                biotechnology in food crops are greater than risks; responses
                were India 77%, China 73%, Mexico 67%, US and Canada 63%,
                Japan 43%, Germany 39%, UK 37%, and France 32% (high-
                income countries that rely heavily on agricultural exports for
                foreign exchange have stronger support for the technology). Low-
                income people in developing countries often spend 50-80% of
                their total disposable income on food, in contrast to 10-15%
                spent in rich countries. The authors insist that each country
                should     make     its   own      decisions  regarding      modern
                biotechnology: "attempts by wealthy countries, population
                groups, and advocacy groups to decide for poor farmers and
                consumers are paternalistic and unethical." (GM crops)


Why Nanotechnology Will Arrive Sooner Than Expected, Jack Uldrich (Deputy Director,
Minnesota State Office of Strategic and Long Range Planning), The Futurist, 36:2, March-April
2002, 16-22. (Longer version in Futures Research Quarterly, Spring 2002.)

                In 1959, physicist Richard Feynman gave a legendary lecture
                arguing that the laws of physics do not limit the ability to
                manipulate individual atoms and molecules, In 1974, Norio
                Taniguchi coined the term nanotechnology to describe
                machining in the range of 0.1 to 100 nanometers. In 1986, Eric
                Drexler published Engines of Creation, which broadly outlined
                the long-term potential for nanotechnology and its possible
                impacts. In 1989, researchers at IBM arranged 35 xenon atoms
                on a nickel surface to spell out a nanoscale logo--the first
                deliberate moving of atoms to create something.

                As Feynman noted in 1959, "the problems of chemistry and
                biology can be greatly helped if our ability to see what we are
                doing, and to do things at the atomic level, is ultimately
                developed." That is what is happening today, which gives us
                good reason to believe the Age of Nanotechnology will arrive
                sooner than many skeptics think. The number-one reason is the
                development of sensitive new tools such as the scanning probe
                microscope (invented in 1981 by IBM), the atomic force
                microscope (also developed by IBM), the nanomanipulator
                (developed at the U of North Carolina and produced by a
                company called 3rdTech), physical vapor synthesis, molecular
                beam epitaxy (that could lead to new and vastly higher-
                functioning products), and supramolecular chemistry (designing
                molecules that bind to one another in a specific fashion).

                Other    influences   fueling    the    rapid   advances    in
                nanotechnology: 1) scalable production (what was once
                considered impossible or impracticable is now possible and will
                soon become inevitable); 2) public money from the National
                Nanotechnology Initiative in the US ($422 million was

03/24/12                                        33                Future End Statement Document
               provided in 1999, followed by $487 million in 2001); Japan,
               China, Israel, Australia, South Korea, Britain, Canada, and Russia
               are investing another $1 billion/year in nanotech R&D; 3) new
               research centers at top national labs in the US and many major
               universities; 4) cross-fertilization of ideas (nanotech is at the
               center of many cross-breeding areas of science); 5) push from
               entrepreneurs and venture capital; 6) the push from competition
               (major corporations are investing in nanotech: e.g. Lucent,
               Dupont, Kodak, 3M, Dow, and Hitachi); 7) push from more
               powerful computers and more sophisticated software; 8) push
               from better understanding: the increased recognition that
               nanotechnology can completely transform industries.
               (nanotechnology research accelerating)


The Virtual Cell: Biology and Engineering are Beginning to Cross Paths, Gary Taubes,
Technology Review, 105:3, April 2002, 62-70.

               In the past three years, new departments and entire research
               institutes have been founded to pursue in silico biology at
               Stanford, Caltech, Harvard, UC-Berkeley, the U of Washington,
               etc. All have the explicit goal of uniting biologists with physicists,
               engineers, mathematicians, and computer scientists to create
               computer simulations that probe the outstanding problems of
               biology and medicine. Forcing this in silico revolution is the
               sequencing of a host of complete genomes and the
               accompanying explosion in genomics technology. This has
               produced a shift in emphasis from intensive analysis of individual
               components of complex biosystems to a focus on how these
               components work together in networks and entire cellular
               systems. These cellular systems are extremely complex, and it is
               within this complexity that a host of human diseases begin as
               simple wiring errors or failures in redundancy. Comprehending
               this complexity is far beyond the capacity of the unaided human
               brain. But with a little computer power, the situation may soon
               change dramatically. "By modeling these systems on the
               computer," says Adam Arkin (Prof of Bioengineering, UC-
               Berkeley), "our ability to design drugs, engineer tissues, build
               new organs, or even design bacteria for industrial uses is going
               to get a lot more rational." An ambitious trajectory, perhaps
               another decade or so in the making, is the Digital Human
               Project, an inchoate national initiative now taking shape in
               Washington funding agencies. The idea grew out of DARPA (the
               Defense Advanced Research Projects Agency), with the eventual
               goal of a fully functional model of an entire human body, from
               intercellular and tissue levels to organ and whole-body
               functioning. Such a model would require as much effort as the
               Human Genome Project, and might cost $1 billion or more/year
               to build. (Digital Human Project ahead?)

Here are types of work that will be done on the human genome in the next 5 years.




03/24/12                                        34                 Future End Statement Document
New Goals for the U.S. Human Genome Project: 1998-2003, Francis S. Collins (National
Human Genome Research Institute, NIH, Bethesda MD; fc23a@nih.gov), et al., Science (Special
Section), Vol 282, 23 Oct 1998, 682-689.

               "The HGP is fulfilling its promise as the single most important
               project in biology and the biomedical sciences--one that will
               permanently change biology and medicine." Having now
               established the complete genome sequences of several
               microorganisms, the door has opened on the era of whole
               genome science. "The ability to analyze entire genomes is
               accelerating gene discovery and revolutionizing the breadth and
               depth of biological questions that can be addressed in model
               organisms." The HGP has successfully completed all the major
               goals of its current 5-year plan (1993-1998). A new plan is
               presented, outlining eight major goals for the next 5 years: 1)
               The Human DNA Sequence: completing a complete, high-
               quality sequence of the human genome by the end of 2003 (two
               years sooner than previously predicted); finish one-third of the
               sequence by the end of 2001 (about 6% of the sequence has
               been completed thus far); achieve at least 90% of the genome
               in a working draft by the end of 2001; 2) Sequencing
               Technology: increase automation, miniaturization, and
               integration of approaches currently in use, while continuing to
               increase throughput and reduce cost; 3) Human Genome
               Sequence Variation: develop technologies for rapid, large-
               scale identification and/or scoring of sequence variants; 4)
               Technology: develop technology for comprehensive analysis of
               gene expression and for global protein analysis; 5)
               Comparative Genomics: the complete mouse genome
               sequence will be a crucial tool for interpreting the human
               sequence; 6) Ethical, Legal, and Social Implications:
               examination of these important implications is "an integral and
               essential component of the HGP"; 7) Bioinformatics and
               Computational Biology: develop better tools for data
               generation and capture; improve content and utility of HGP
               databases; 8) Training: new kinds of scientific specialists are
               needed who can be creative at the interface of biology and other
               disciplines such as computer science, engineering, social
               sciences, etc. [NOTE: The change in the HGP plan, to decode
               the entire genome by 2003 instead of 2005, responds to private
               efforts to decode in only three years. The official US project now
               seeks to match this pace "and deliver comparable results just as
               fast" (Science, 18 Sept 1998, p1774). ALSO SEE The Next
               Genome Project by Antonio Regalado (Technology Review,
               June 1998, 51-53) on HGP as precursor to a great Human
               Protein Project or protein genomics, revealing the 50 billion
               possible protein combinations of the 100,000 proteins produced
               in the human body (the big payoff could come in finding new
               drug targets).] (US Human Genome Project: next 5 years)




03/24/12                                      35                Future End Statement Document
Grand Rapids is at the western end of Michigan’s Life Science Corridor. Ongoing talks with the
Van Andel Institute need to take place so that we can assess what courses and what programs
they will need in the future. How do we prepare the future generations for the new economy.
These are the Core Research Labs at the VAI Research facility:


Cytogenetics & Genotyping - Laboratory

Monoclonal Antibody - Laboratory

Microarray Technology - Laboratory

Imaging & Microscopy - Laboratory

Bioinformatics - Laboratory

NOTE: Threat - Proposed State budget cuts to the Life Science Corridor will
significantly inhibit the growth of the biotech industry in Michigan. VAI
stands to take a huge cut in funding. GRCC should be concerned with such
cuts because a stalled biotech industry will mean a stalled future economy.
Many community colleges around the country have started biotech and bio-manufacturing
programs. The following links point to sites that have information about biotechnology at
community colleges.
www.cccbiotech.org              www.bio-link.org           www.bio.org


  Perrigo Seals Generic Claritin Deal February 3, 2003
ALLEGAN — The first six months of fiscal 2003 were the best ever for Perrigo Co., despite a 1
percent decline in sales growth.

   Saint Mary’s Expands Medical Reach April 15, 2003
EdemaGRANDVILLE — A new medical building planned near the RiverTown Crossings Mall will
give Saint Mary’s Mercy Medical Center an expanded presence on the rapidly growing southwest
side of Kent County.

   VAI Researcher Lands On Council March 10, 2003
GRAND RAPIDS — The American Association for Cancer Research has appointed a Van Andel
Institute researcher to its Associate Member Council.

   Life Sciences Cuts Run Deep 3/17/03
State budget cuts would severely curtail further development of Michigan's emerging life sciences
sector, says an industry organization that wants to work with state leaders to find new ways to
fund the initiative designed to diversify the state's economy.

Other areas that will be job growth areas include:

A Practiced Eye on the Future: Five Questions for Joseph F. Coates, Lynnley Browning,
The New York Times, Sun, 6 Jan 2002, BUS5.

                An interview with Joseph F. Coates, now a consulting futurist
                after recently retiring as president of Coates & Jarratt in
                Washington. Questions posed concerned changes after 9/11, the
                biggest changes ahead, changes in life at home, breakthroughs


03/24/12                                        36              Future End Statement Document
               in energy, and technologies that "give you the most confidence."
               Some resulting forecasts: 1) After 9/11: the main change is
               that business and government can no longer give casual
               acknowledgment to being part of a larger system; they will be
               forced to acknowledge it; 2) Greenhouse Warming: "in the
               next couple of years, we'll see overwhelming public and political
               acknowledgment that greenhouse warming is real. And we'll see
               massive programs that will affect home building and industrial
               processes--and with that a movement to massive conservation";
               3) Molecular Biology: the most interesting thing that's
               beginning to unfold at an increasing pace is molecular biology
               and molecular genetics: people will be pressured to get tested,
               and "diagnostics will be quick, cheap and very important, and
               out of that will come the growth of genetic counseling
               …prevention and treatment will follow much more slowly;" 4)
               Brain Technology: "within the decade, schizophrenia and
               psychotic depression will be history"; 5) Much More Work at
               Home: companies will see that people going to work is a
               tremendous waste of resources; videoconference screens will be
               fine enough so you can read the body language of colleagues;
               6) Home Equipment: by the end of the decade, the typical
               [new?] home will have 7 to 8 flat-panel screens for the
               "electronic home work-study center," and home schooling will
               continue to grow; 7) Energy Consumption: we may see a
               significant number of fuel-cell automobile models over the next
               five years, and a new generation more favorable to nuclear
               energy will emerge, as the generation that waged war against
               nuclear power ages and dies off. [ALSO SEE the Joe Coates
               Sampler of 27 selected FS abstracts from the 1990s (FS
               23:9/450).] (Coates forecasts)


5 Patents to Watch (Cover Feature), TR Editors, Technology Review, May 2001, 41-46.

               It is difficult to say which of the 182,223 patents issued last year
               by the US Patent and Trademark Office will be the most
               significant in the long run. Undaunted, the editors of TR
               established criteria to make the task manageable: the patents
               had to be at the cutting edges of important fields, and they had
               to represent technological trends with the potential to transform
               existing businesses or create new industries. "Each of the final
               five is at the center of a current technology hotbed," and each is
               given a one-page summation: 1) Collective Computing: the
               idea of "distributed computing" isn't new, but the proliferation of
               home and office computers, along with the speed of the
               Internet, is heightening interest in exploiting today's multitude of
               machines (e.g., the SETI@home program at UC-Berkeley [see
               23:8/400], which engages local computers when a user's screen
               saver kicks on); in August 2000, IBM won an apparently broad
               patent on a way to broker many large computing tasks;
               2) Edible Vaccines: ProdiGene, based in College Station TX, is
               working to bring edible vaccines to the marketplace in corn,
               bananas, and tomatoes; in October 2000, the company received
               a patent covering any viral vaccine produced in any plant; the


03/24/12                                       37                Future End Statement Document
              company will test an E. coli vaccine in humans this year and a
              hepatitis B vaccine early next year (a number of academic
              groups are developing edible vaccines for humans, but
              ProdiGene is the only company pushing ahead with human
              clinical trials); such vaccines could be especially helpful in poor
              countries where barriers to immunization include the cost of
              vaccines and needles, lack of health care workers, and difficulty
              in refrigerating relatively expensive doses; 3) An All-Optical
              Internet: Lucent Technologies' Bell Labs have developed a new
              generation of optical amplifiers that take advantage of an effect
              called Raman scattering; the new Raman amplifiers to boost
              light signals are key to building an Internet with ample
              bandwidth to accommodate expected needs; 4) Tissue
              Engineering: the art of taking a sample of cells and "growing"
              them to form tissue could be used to repair birth defects, replace
              lost joint cartilage in people with arthritis, or even grow whole
              organs (the U of Mass Medical Center in Boston has tested the
              method on a rat spinal cord); 5) Molecular Memory: a
              Hewlett-Packard patent describes a memory device built from
              crossbar arrays of nanowires; an integrated circuit using
              molecules instead of silicon makes possible "tiny supercomputers
              or memories with a million times the storage density of today's
              semiconductor chips." (TR's Top Five Patents of 2000)


Untangling the Future and Headlines From Tomorrow: 2002-2020, Paul Saffo and Bob
Parks (both Institute for the Future, Menlo Park CA), Business 2.0, June 2002, 72-80.

              New technologies don't always arise in a linear fashion. When
              cutting-edge fields of knowledge come into contact, new
              disciplines can be spawned, and progress can go zooming off in
              unexpected directions. Some of the most significant tech trends
              of the future are likely to begin at the intersection of disciplines
              that are just now beginning to flourish. "The advances of the
              next 20 years will present opportunities no one can
              imagine today. But the imagining has to start
              somewhere--and this is as good a place as any to begin."

              A map is provided, representing the current thinking of IFF as to
              where these interactions might occur. Cutting-edge research is
              broken into four main areas--Infotech, Materials, Bioscience,
              Energy--each with its subspecialties. Saffo's diagram suggests
              ways in which many of the subspecialties could merge in the
              future, giving rise to new disciplines like bionics, cognitronics
              (brain-computer interfaces), combinatorial science (managing
              huge amounts of data), biointeractive materials, genotyping,
              quantum nucleonics, molecular manufacturing, and biofuel
              production plants or fuel farming.

              A companion 3-page fold-out timeline by Parks provides
              suggestive headlines to 2020 and a brief description of the new
              technology: 1) Infotech: "2004: Software Warns of Disease
              Outbreaks" (a new package pinpoints viral hot zones as soon as
              they appear); "2005: Soldiers Wear Sensors to Detect
              Bioweapons" (troops are issued small clip-on biosensors

03/24/12                                      38                Future End Statement Document
                connected to a wireless alert system); 2) Materials: "2002:
                Nanotech Becomes Big Business" (worldwide public and private
                investment tops $4 billion), "2008: First Targeted Nanomedicine
                Takes on Prostate Cancer" (a molecule acts as a dispenser for
                medicine released when tumor-specific proteins are detected);
                3) Bioscience: "2005: Price of DNA Chips Falls to $25"
                (enabling personalized genetic profiles to become part of basic
                family medical practice); "2010: Spray Soap Eliminates Food
                Stains Without Washing" (Procter & Gamble releases an aerosol
                detergent with a natural enzyme that eats food stains from the
                surface of a fabric); 4) Energy: "2005: Super Steel Creates
                Cleaner Power" (advanced, heat-resistant steel is used for coal-
                fired plants that operate at high temperatures and reduce
                pollutants); "2007: Fuel-Cell Car Becomes Soccer Chauffeur "
                (Chrysler's new minivan runs for 300 miles on 45 gallons of
                laundry soap, with fuel cells generating hydrogen from a solution
                of sodium borohydride); "2010: Genetically Engineered Fuel
                Grows Like Wildfire" (geneticists perfect fuel-wood trees that
                grow quickly in Brazil's Amazon climate [see 24:6/258]); "2012:
                Japan Ends Reliance on Oil :" (technicians use an organic catalyst
                to create liquid methanol out of crystal methane hydrate found
                frozen on the ocean floor). (new disciplines and inventions)


Other very viable jobs of the future include those related to:

     Materials manufacturing (composites, super-strong materials and ceramics) which would
      be a logical extension of our plastics program.

     Logistics which is the science of getting packages from one place to another. UPS is a
      large employer of our students. As mail order and web purchases rise, more shipping
      will be needed. Ferris State University has a certificate program in logistics, but we may
      be able to work out a partnership or articulation with our business/computer application
      departments.


                  Logistics Roundtable Gains Visibility February 10.2003
               GRAND RAPIDS — The Western Michigan Council of Logistics
               Management (CLM) Roundtable is a lot more visible today since
               teaming with two other Michigan roundtables.
               The WMR awards two $1,000 scholarships a year to logistics
               students who demonstrate strong academic achievement.

               The national organization has always had a strong commitment to
               college and university students and to education, so student
               involvement has been a CLM roundtable mission since the
               beginning, Ferrin said.

               Roundtable involvement can offer students practical insights into
               real world problems and real world solutions, he added.

               Ferrin said it’s not unusual to see university educators in the
               logistics discipline involved with CLM roundtables across the
               country.



03/24/12                                         39              Future End Statement Document
             Educational involvement is a formally institutionalized part of the
             roundtable structure, he noted, and the basic structure includes
             an education position on the executive board. BJX


    Packaging of products for shipping appears to be an expanding area due to increased
     Internet, phone and catalog orders. Reading the article below, this industry is strongly
     related now to biotech solutions, new materials manufacturing, and even environmental
     concerns.

Thinking Outside the Box: A Systems View of Packaging, Daniel Imhoff (Watershed
Media, Healdsburg CA), Whole Earth (Cover Feature), #110, Winter 2002, 8-21.

              Packaging is an easy symbol of our industrial consumer culture
              running on a collision course with our planet's life-support
              systems. In the form of waste and litter, it is a critical feature of
              the physical landscape. "About one-third of the gross weight and
              half of the volume of America's municipal waste stream is
              packaging material--at least 300 pounds per person per year."
              This figure probably does not include the 400 million virgin wood
              transportation pallets used once or twice and then sent to
              landfills--enough material to frame 300,000 houses. Despite
              widespread attention to the impacts of packaging, it continues to
              grow. Between 1990 and 1997, plastic packaging grew five times
              faster by weight than plastic recovered for recycling. During the
              1990s, production of paperboard folding cartons increased by
              30% in the US. Each year more than 150 billion single-use
              beverage containers are sold in the US, in addition to 125 million
              take-out cups used daily by US coffee drinkers.

              Over the past decade, some researchers have pursued Life Cycle
              Analysis of packaging materials. But this relatively narrow
              approach is best combined with a broad systems approach that
              looks not only at the life cycle of the package, but the
              manufacturing and distribution system, the geographic and
              political arenas in which it functions, and the actual product that
              is packaged. A great variety of alternative approaches must be--
              and are being--tried. Some of the most promising: 1) extended
              producer responsibility and product take-back laws (the
              most draconian measures were initiated in 1991 in Germany; in
              1994, the EU issued its own Packaging Directive; the US remains
              a major holdout in EPR legislation); 2) using the marketplace
              with third-party certification and eco-labels (EU paper
              mills have shifted to Totally Chlorine Free pulping technologies);
              3) source reduction (lightweighting, dematerialization, design
              for reuse); 4) new materials (bioplastics made from plant
              materials that naturally break down, degradable one-way
              containers, edible packaging); 5) closing local resource loops
              (mini-mill systems to make paper and paperboard for local
              markets); 6) new designs (no-label refillable glass bottle with
              a squat neck to reduce wasted volume, molded fiber to custom-
              produce packaging forms that work like egg cartons, the
              "GeoCup" that ends the need for Styrofoam); 7) changing
              consumer habits (promoting bioregionalism to minimize
              transport). [NOTE: Lots of small technologies may add up to

03/24/12                                       40                Future End Statement Document
                something big. Excerpted from Unwrapping Packaging: The
                Necessary Evil That (Almost) Nobody Wants by Dan Imhoff
                et al. (April 2003; <www.watershedmedia.org>).] (packaging
                technology: systems view)

 Alternative energy involvement. World events have accelerated the race for alternatives to
  oil dependency. Shortly after 9-11, official reports stated that we would not be able to have
  widely used hydrogen fuel cell powered automobiles until 2050. Some reports now are
  predicting that hydrogen powered vehicles will be used widely by 2007. Yesterday, GM and
  BMW announced that they would work jointly on solving the problems of creating a hydrogen
  delivery system and a hydrogen infrastructure by 2015. Infrastructure is necessary for
  fueling and refueling if hydrogen vehicles are going to be mass-produced. Wind and Solar
  energy advances are making these alternative energies much more attractive.


  Outlining Energy Opportunities April 15, 2003
GRAND RAPIDS — West Michigan business leaders can gain some insight late this
month on commercialization opportunities in alternative energy technologies.

   Fueling The Hydrogen Cell Debate February 24,2003
GRAND RAPIDS — The hottest promise in environmental manufacturing is the creation
of a hydrogen fuel cell that would first power our vehicles, eventually heat our homes
and offices, and ultimately change the marketplace — but not pollute.

   Nature Is Firm’s Model February 24,2003
GRAND RAPIDS — Viewing nature as the low-cost producer that leaves no waste
behind, the largest maker of textiles to the office furniture industry has taken another
step forward in sustainable manufacturing with the introduction of a new product made
entirely from recycled materials.

  West Michigan: Alternative Fuel Capital? February 24, 2003
West Michigan is on its way to becoming the alternative fuel capital of the world.

  AWRI Eyes Biodiesel’s Marine Uses February 24,2003
MUSKEGON — Grand Valley State University’s Annis Water Resources Institute (AWRI) is working
on a biodiesel conversion project that could have far-reaching implications for both air and water
pollution in the Great Lakes.

   Biodiesel Project Motors Ahead February 24,2003
More than 500 gallons of used commercial fryer oil is being recycled into 200- and 400-gallon
batches of biodiesel as part of a project Grand Rapids launched last fall.GRAND RAPIDS — Grand
Rapids will soon become the first city in Michigan to actually try out biodiesel in the field, using
biodiesel fuel blends in selected diesel engines in its fleet. More than 500 gallons of used
commercial fryer oil collected from a half dozen local restaurants is being recycled into 200- to
400-gallon batches of biodiesel as part of a city project launched last fall. The first batch was
produced a couple weeks ago.




03/24/12                                         41               Future End Statement Document
   MEMS or Micro-electro-mechanical Systems are ready for big time use. More and more
    applications will be found for these tiny devices.

May the Micro Force Be With You, Ivan Amato, Technology Review, 102:5, Sept-Oct 1999,
74-82.

               After a decade of hype, microelectromechanical systems (MEMS)
               are poised to make many major changes. In the early 1980s,
               researchers first realized that silicon chips could be as useful for
               making very small mechanical parts as they were for making
               electronic circuits. Today, according to consultant Roger Grace
               (San Francisco), there are some 10,000 scientists working on
               MEMS at 600 universities, government labs, big companies, and
               tiny startups. Dot-sized motion sensors are now used in most
               automotive air bags, and ultrathin silicon membranes measure
               blood pressure inside human hearts. Some coming attractions:
               1) tiny mirrors that can switch light between optical fibers to
               greatly enhance the efficiency and reliability of optical
               communications; 2) resonators that can shrink wireless
               communication, making "Dick Tracy" wrist phones a reality; 3) a
               microjet being built at MIT that runs on hydrogen and can power
               a 15 cm.-long airplane (a fleet of tiny surveillance air vehicles
               can help military intelligence); 4) microturbine gas engines
               as an alternative to batteries for supplying portable
               power (according to Alan Epstein of the MIT gas turbine
               lab, a microturbine fueled by a tiny aluminum tank of
               hydrocarbon fuel could supply 20 to 30 times the energy
               of a conventional battery; laptop computers would thus
               feel more like pads of paper); 5) intelligent tires that sense
               pressure (under development by Goodyear). [ALSO SEE: FS
               19:10/459 on MEMS, which "could eventually have an impact as
               profound as the microchip."] (MEMS devices coming)
NOTE: Such advances may put the energizer bunny out of work.

Community Colleges business and technologic incubator
This next workforce development opportunity combines known facts, trends and the
need for innovation.

Generation X and dot-com are the most entrepreneurial generations in history. (The
Futurist, “Trends Shaping the Future,” Cetron & Davies, Jan-Feb 2003.

   Our community needs innovation.
   Entrepreneurs have thrived in the GR-MSA.
   Most businesses in our area are considered small businesses.
   Various community colleges across the country have opened innovation centers.

Putting these elements together, consider the following abstract.




03/24/12                                       42                Future End Statement Document
A View from the Outside In: Community Colleges as Entrepreneurial Community
Learning Centers Zane Tarence, Volume 15, Number 11, November 2002.


             Community colleges are seeking ways to increase revenue and
             become less dependent on traditional state revenue sources.
             Increasingly, college presidents and trustees are finding empty
             pockets and depleted state coffers, despite the effort and hours
             spent lobbying legislatures for funding to support three- to five-
             year strategic plans. With no clear path to funding, essential
             academic facilities, staffing, technology, and other strategic
             projects are being put on hold. This reduction in resources
             occurs at the exact time when community college enrollments
             are increasing at a dramatic rate. In an attempt to generate
             funds, creative administrations are beginning to pursue public-
             private partnerships wrapped around the very attractive
             educational services market.

             Many community colleges are discovering that they have a
             distinct, competitive position in this lucrative market, and they
             are poised to profit because of several comparative advantages,
             including credibility as proven educators and strong corporate
             and community relationships. Innovative institutional leaders are
             detailing how to benefit handsomely from this market space and
             how to outmaneuver the aggressive and hungry for-profit
             companies. Community colleges find themselves in the enviable
             position of being able to organize and choreograph the
             distribution of training, content, instructional technology, and
             services around the needs of the educational consumer, offering
             a new and compelling value proposition for this rapidly growing
             market.
             Community colleges are especially positioned to mediate
             educational services transactions between producers and
             consumers, creating value for both parties. Innovative leaders
             are beginning to leverage the opportunity to consolidate the
             fragmented educational services markets by organizing sellers
             (suppliers of training, technology, content) and buyers (end
             users, corporations, governmental agencies, K-12 school
             districts, not-for-profits) in a rich, value-added environment. As a
             result, new market efficiency is being created by aggregated
             demand for suppliers and aggregated supply for customers, all
             intersecting with the community college as the nexus for
             aggregated services. In this model, the community college
             becomes the trusted point of entry for educational services by
             reducing the search and evaluation costs for the end consumer.
             The business opportunity is significant as community colleges
             artfully connect millions of learning consumers to thousands of
             suppliers of learning and technology in a context that is created,
             owned, and controlled by the community colleges.




03/24/12                                     43                Future End Statement Document
                        GRCC: THE COMMUNITY’S COLLEGE

Strategic Ends addressed: Community Involvement and Community Outreach

                              I. Community Partnerships

MARKET AND MISSION: Colleges and states must collaborate to harness competitive forces
in ways that serve society, write Frank Newman, who directs the Futures Project at Brown
University, and Lara Couturier, associate director of the project.
  --> http://chronicle.com/weekly/v49/i08/08b01301.htm?cct

What's more, our nation can't afford to wait. There is real danger that higher education will move
hopelessly far from its public purposes unless we act now. Consider these facts, examples of
public needs that already aren't being met:

* Only 7 percent of low-income students who begin college immediately after high school
graduate by the time they are 24 years old.

* Fully 29 percent of African-Americans and 31 percent of Hispanics leave college before
completing their first year.

* Since 1980, the average cost of four-year colleges has increased at a rate of more than 110
percent over inflation.

* Nine out of 10 college graduates reported that their degrees were useful in getting a job, but
did not prepare them for the workplace.

Article stresses the importance of reestablishing and renewing the public trust for community
colleges so that mission and values are aligned with state goals for public education.

This next abstract stresses the need for the above partnerships. As competition from the for-
profit and virtual sectors heats up and state revenues to colleges continue decline, collaboration
with government, philanthropic organizations and the employment community will become
increasingly important.

THE DISAPPEARING STATE: Public colleges that think their appropriations will
rebound after the recession should think again. -->
http://chronicle.com/free/v49/i25/25a02201.htm?cct

Exemplary Practices
This next excerpt is reports of a project in Kansas at Johnson County Community College. The full
text can be found at: http://www.league.org/publication/abstracts/leadership/labs0902.html

Leading the Way to Connect Community to the College
Charles J. Carlsen (mailto:ccarlsen@jccc.net) President of Johnson County Community College,
Overland Park, Kansas, September 25, 2002

                Recent reading on a futurist listserv on the Web reveals,
                Employers are increasingly frustrated by workers deficiencies in
                fundamental reading, writing, and math skills. The labor
                shortage is complicated by the difficulty in finding people who
                are qualified to work or at least trainable. Insufficient basic
                education makes training considerably more challenging.


03/24/12                                        44               Future End Statement Document
                Lifelong learning is no longer a choice for people in the 21st
                century. It’s a necessity. And because that learning must take
                place constantly and continuously, it has to occur both in and
                out of the traditional classroom. The format may change, or the
                schedule, or the location. Moreover, the focus may be different -
                in addition to degrees, students will be looking for certification or
                other documentation of skills training.

                Community college leadership that focuses on the many facets
                of lifelong learning includes not only the requisite knowledge but
                also passion and commitment. At Johnson County Community
                College (JCCC), the passion and commitment were there, but
                some questions about 21st century workforce education
                remained unanswered. Early in 2001, JCCC initiated a
                campuswide audit of externally validated certification programs,
                along with an informal survey of Kansas City area CEOs, to
                identify the needs of local employers in terms of workforce and
                economic development. At about the same time, the League for
                Innovation in the Community College extended an invitation to
                community college presidents to attend colloquia addressing the
                complexities of multiple workforce certification and licensure
                programs.

Here is an example of a philanthropic partnership that could impact at-risk learners as well as
decrease the need for developmental education.

THE BILL & MELINDA GATES FOUNDATION announced on Wednesday that it will award $9-
million to the California Community Colleges to create 15 "early college" high schools throughout
the state. SEE http://chronicle.com/daily/2003/04/2003040307n.htm

                The early colleges are small institutions in which high-school-age
                students earn two years of college credit or an associate degree
                at the same time they are working toward their high-school
                diplomas. The early colleges' targets are low-income and
                minority students who are not engaged by traditional high
                schools.

Consider again the Leadership Abstract, “Technology in Tough Times,” by John O’Brien at
http://www.league.org/publication/abstracts/leadership/labs0203.htm

                HOW CAN PARTNERSHIPS AND SHARED SERVICES
                REDUCE COSTS?
                Most colleges have already sought out partnerships and other
                arrangements to leverage limited resources, but now the
                imperative is greater than ever. Before technology budgets are
                cut outright, due diligence should be given to opportunities for
                pooled purchases or leveraging discounted prices through multi-
                institutional, regional, or national consortia (MICTA, for example
                - http://www.mictaservice.com/). Minnesota is an active
                participant in the Midwestern Higher Education Commission,
                http://www.mhec.org/ and this organization has, for example,
                created an opportunity for aggregated purchases of Novell
                products, providing discounts to participating campuses as well


03/24/12                                         45                Future End Statement Document
                as building regional cooperation. In addition, the opportunity for
                sharing technology services with other institutions should also be
                explored thoroughly to avoid losing services entirely.

The last exemplary practice is an example of the fact that GRCC is committed to partnerships,
and open access for community learners.

Higher Ed Cooperates For Adults By Katy Rent-April 15, 2003
Grand Rapids Business Journal Express
             GRAND RAPIDS — It has been said that it takes a village to raise
             a child, but apparently it takes 13 higher education institutions
             to create a student.
                In an effort to promote higher education as a whole, instead of
                one particular institution, Aquinas College, Central Michigan
                University, Cornerstone University, Davenport University, Ferris
                State University-Grand Rapids, Grand Rapids Community
                College, Grand Valley State University, ITT Technical Institute,
                Michigan State University, Northwood University, Spring Arbor
                University, University of Phoenix and Western Michigan
                University are working together this time.

                Their aim is to make it easier for the nontraditional student to
                get back into the educational swing.

                The 13 schools have created GRAHEN, or Grand Rapids Area
                Higher Education Network, to recruit students and offer them
                any major or area of interest they desire.


The Future of Community Partnerships
To paraphrase an old cliché, the community is your oyster. Even in tough economic times there
are partners that want to work toward an educated community, a highly trained workforce,
and/or any idea that will make the greater Grand Rapids Area a better place to live for all.

Since this is an area where we can create our own future, I will list a few opportunities. I trust
that in the near future you will come up with even more ideas. The critical step in creating
partnerships is the active pursuit of partnership opportunities.

   The nursing shortage is real. Partner with area hospitals to provide stipends for at risk
    learners so that the clinical portion of the program which takes them away from their
    families for long hours will not take money out of the budget for basic needs.
   Health Occupational programs are expensive. Negotiate partnerships with the area
    hospitals and clinic we supply with students and eventually with graduates to create and
    fund an endowed teaching chair at GRCC. (Indian River Community College, Florida,
    http://www.ircc.cc.fl.us/atircc/commout/foundation/endowed.html)
   Manufacturing equipment is expensive. Continuation of Perkins funding for capital
    expenditures is in question. Create partnerships with the Manufacturers Council and/or
    area manufacturers to gain access to the most advanced techniques in manufacturing.
   Actively discuss with the VAI Research Institute, their present and future needs. Create
    courses and short programs under their guidance. Partner with them to provide the
    necessary faculty and equipment. (Note: Life Science Corridor funding is in jeopardy of
    being cut. Form partnerships to lobby against such cuts.)




03/24/12                                         46                Future End Statement Document
                              II. Community Outreach

GRCC in some ways has some very unique and energetic community outreach projects,
primarily done by students with help from faculty and staff. These include:

   Service Learning Projects
   Phi Theta Kappa Honors Society Projects
   Community plight awareness activities such as camping out overnight in the boxes
    as the homeless do.

In addition several offices serve a community outreach function

     The Older Learner Center
     The Ford Field House Fitness offering and other events
     The Northhoek Academy
     Testing Services
     The Diversity Learning Center
     The Art Gallery

Exemplary Practices
The following web sites can be used as a data source for other opportunities in
community outreach and give some examples of outreach potential for GRCC.
Community Research Institute http://www.gvsu.edu/philanthropy/cri/

Welcome to the new web Community Research Institute's site. CRI's mission is to assist
nonprofit organizations with acquisition of information and technical skills that will help
them to understand the evolving needs of the community, plan programs, solve
problems, and measure outcomes.

Regional Trends

Neighborhood Profiles

Indicator Projects

Research & Publications

Data & Maps

Education: Universities Learn Value of Neighborliness
NYT By TAMAR LEWIN - March 12, 2003
Tensions between town and gown stretch from the Middle Ages, but more and more, universities
are trying to forge bonds with the communities that surround them.
Full Story: http://www.nytimes.com/2003/03/12/education/12CITI.html?tntemail0
 (Comment: Universities try to be more like community colleges.)

Indian River Community College in Florida has combined community service with business
partnerships to provide a variety of services to the community.
http://www.ircc.cc.fl.us/atircc/commout/foundation/commserv.html




03/24/12                                     47              Future End Statement Document
Community Outreach, Lansing Community College Outreach,
http://www.lcc.edu/about/community_outreach.shtml

The Future of Community Outreach
Some of the projects and events that GRCC carries out in the community may have been missed
in the introductory section. Now that the web is a major communication piece used to inform our
community, it might be advantageous to pull all of the community outreach we do into one web
page. The Indian River Community College and the Lansing Community College web pages serve
as examples of the kind of pages that say: “Yes, community outreach is an important part of our
mission.” This is a way the community can see just how visible we are in the community without
actually identifying us when we are working in the community.

The community has many needs and GRCC has always been an institution that steps up to the
plate when it is needed. However, in this age of instant communication the community also has
to no what we can do and are willing to do. A Community Outreach web page would assist us in
delivering that message.



                                 The Future’s Still Bright

Despite a few clouds lately, the future of Grand Rapids Community College is still bright. There
are tremendous opportunities in the areas of teaching and learning for anyone that can catch a
vision from the above information. Yes, there are challenges, but rising to them is a must in this
competitive business of education.

   Higher Ed ‘Critical’ To Economy February 17,2003
GRAND RAPIDS — Higher education plays a critical role in Michigan’s ability to “burn off the
gloomy economic fog,” University of Michigan President Mary Sue Coleman believes. GRBJ

   Innovation Will Fuel Recovery March 10, 2003
The "news" from the furniture industry last week was regarded much the same as the lion-like
start of the month of March. A continued pattern of chilling effect, but one that all know will
change. GRBJ

Change will be essential. We must truly assess what we are doing and whether we want to
continue doing it. We must decide in which directions we will go for program development. We
must create easily accessible programs that offer learners and employers an indication of what
the learner is capable of once a program, a block of courses and/or a single course is completed.
As has been said, “W can be all things to some people.” And “we can be some things to some
people.” The reality of resource limits, (money, personnel and energy) limits us from “being all
things to all people.” As we seek to serve this community with the best educational programs,
keeping our ends in mind, we will continually become the community’s college.

The concluding article comes to us from the Grand Rapids Business Journal. The most
interesting thing about this article is that realignment took place in the “Best of Times” for the
“Best of Reasons” the ability to position the company for further growth by anticipating what will
happen to its market and it products in that future. Could they be wrong? Yes, however, it is a
good bet that they will readjust again before any harm can come to the company.

Most businesses realign during a crisis. Although it is probably necessary, mistakes in judgment
can be made because the company, industry or school is under intense pressure to make things




03/24/12                                        48               Future End Statement Document
better. Realignment for GRCC must continue to occur now and in the future if we are going to
be secure and relevant in what we provide for the greater Grand Rapids Community.

                  Cascade Engineering Realigns April 7, 2003
               GRAND RAPIDS — One of the leading developers and makers of
               injection-molded products recently completed its first
               realignment in six years.
               The reorganization follows a year that saw Cascade Engineering
               Inc. raise its sales by a reported 11.2 percent and top $230
               million in total sales revenue. But despite a banner sales year,
               the best in the firm’s 30-year history, Cascade executives felt
               structural changes had to be made and the realignment effort
               took a year to finalize.

               “We realized that we needed added focus around our
               understanding of markets and our competitors and we needed
               to invest further in external resources in selling, marketing and
               product development,” said Michael Valz, Cascade president and
               COO.

               “That is one of the main reasons for realigning the company,
               with an eye to the future,” he said last week.

               Cascade serves four markets — automotive, container, home
               and office — and the realignment will not remove any of those.

               But the change will add an enhanced marketing and concept
               team to its Solutions Groups and the groups have been reduced
               — from four to three — and restructured.

               Cascade Vice President of Business Services Mike Goldman told
               the Business Journal that the automotive acoustic and
               automotive trim Solution Groups were combined into a single
               Automotive Solutions Group; the container, home, and office
               groups were merged into an Industrial Solutions Group; and an
               Emerging Solutions Group was created. GRBJ




03/24/12                                      49               Future End Statement Document
                                          Resources

The Brain/Mind Learning Principles, http://cainelearning.com/brain/
The Commission on the Senior Year, http://www.commissiononthesenioryear.org/
The Community College of Rhode Island, http://ccri.cc.ri.us/lifelong
The Community Research Institute, http://www.gvsu.edu/philanthropy/cri/
ECS e-CONNECTION, Education Commission of the States, http://www.ecs.org/ecs/e-connection
The Daily Chronicle, The Chronicle of Higher Education, http://.chronicle.com/daily
Demographic Profile-Grand Rapids MSA, 2002, Seidman School of Business, Grand Valley State
        University
Eduscapes, Multiple Intelligences http://eduscapes.com/tap/topic68.htm
Futuredition, http://www.arlingtoninstitute.org/futuredition/index.html
Future Survey Magazine, http://www.wfs.org
The Futurist Magazine, http://www.wfs.org
The Futurist Update, http://www.wfs.org
The GRBJ Express, Grand Rapids Business Journal, http://www.grbj.com
GRBJ Book of Lists 2003, Grand Rapids Business Journal, 2003
League for Innovation in the Community College, http://www.league.org
Megatrends, John Naisbitt, Warner Books, Inc., 1982
The Michigan Labor Market Information Department, http://www.michlmi.org
MILIVE, The Grand Rapids Press http://www.milive.com/grpress
New Hampshire’s University System, The College of Lifelong Learning.
        http://www.cll.edu/
The New York Times on the Web, The New York Times, www.nytimes.com
Richland College Emeritus Program, DCCCD, http://www.rlc.dcccd.edu/ce/cetoc.htm
The University of Colorado at Boulder, http://www.cs.colorado.edu/~l3d/index.html




03/24/12                                        50               Future End Statement Document

				
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