Transcript Document

Inspired to Excel
Dr. Dianne Van Hook
Flex Workshop ~ Feb. 2, 2012
“Inspired to Excel”
Now, more than ever, higher
education is being tested.
Dr. Dianne Van Hook, FLEX Workshop Feb.
2, 2012
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Working Within the New
Normal
(and then challenging it)
WHAT TRENDS WILL IMPACT OUR EFFORTS TO
PREPARE OUR STUDENTS FOR THE FUTURE?
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Trends Impacting Us Now
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Technology
Jobs of the Future
Achievement Gap
Decline of Manufacturing
Policy and Funding
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TECHNOLOGY
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Technology
• Technology has changed everything
• Remote access, instant access from virtually anywhere in
the world is at our fingertips
• Students no longer have to sit in a classroom to learn and
achieve goals
• The next generation of teaching and learning models will
provide students with more personalized paths to learning
• Technology will facilitate these experiences, offering
students direct access to learning content and
opportunities to build their knowledge and skills, while
simultaneously assessing performance, providing
immediate feedback, and storing and tracking student data
over time
• Technology is not the end game; it serves as a means to
enable this vision of innovation in education
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Technology
Today’s education is not located just in a building or in a traditional
classroom. Rich multi-media, social interaction and evolving technology
are morphing into a new age of the ‘evolving classroom.’ Creating
confidence in this connected world is more important than ever.” –
Ronald D. Partridge, Sr. Director, Public Sector, Symantec Corp.
“Advanced Technology allows instructors to develop engaging
multi-modal courses and create lively online social
experiences.” -- Converge Special Report, Vol 2, Issue 4
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Technology
The Evolving Classroom
• Student-Centric Learning
– Technology changed the traditional classroom
dynamic by putting the student and his or her
individual needs ahead of the class
– In the traditional classroom, students are receivers
of information provided by textbooks and
teachers who lecture from the front of the
classroom
– Everyone proceeds at the same pace
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Technology
• Whether the student is on campus or online—the
student’s learning needs are factored into an
individualized learning program
• Curriculum can be mastered based on what the
student needs to learn
– They participate and engage in social learning experiences
– Technology helps students in basic reading, writing and
math get it better and faster
– They can spend more time learning higher levels of
comprehension
– They can communicate and learn in multiple ways and
choose methods that fit them
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Technology
The Evolving Classroom
• That, in turn, builds
– Self confidence
– Self-esteem
– Pride
And leads to success.
Success Builds Success!
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JOBS OF THE FUTURE
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Jobs of the Future
California’s Workforce Challenges
• Demographic Changes in the labor market:
– California will need to replace 1.4 million baby
boomers with higher education in the next 10-15
years
– Baby boomers are better educated than the workers
replacing them
• Percentage of Californians Who have Associates
Degrees or Higher:
– Ages 45-64: 40.6%--14th among states
– Ages 35-44: 38.7%--25th among states
– Ages 25-34: 35.4%--29th among states
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Jobs of the Future: There are exponential differences.
Unemployment is more
than triple for people
who are high school
dropouts as for those
with an AA degree.
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Jobs of the Future
Changing traditional degrees to fit “new” jobs
The Most In-Demand Jobs of 2020
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Precision Toolmaker
Genetic Counselor
Elder Care Worker
Patent Lawyer
Cyber Security Specialist
Vertical Farmer
Statistician
Underwater Welder
Sustainability Professional
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Jobs of the Future
Where will these jobs come from?
• New job creation
• Worker retirements
• New Industries
• Global competition
• Things we don’t know about yet
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Jobs of the Future
What is it that businesses are really looking for today?
• Leadership
– In entry-level positions, most employers look for evidence of
leadership qualities-someone who recognizes what needs to be
done and is willing to do it
– Successful companies need self-starters who are not afraid to take
responsibility for doing the best job possible
– We need to challenge our students and help them learn how they
can guide and direct others to attain recognized objectives
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Jobs of the Future
What is it that businesses are really looking for today?
(cont’d)
• Employers also want students who exhibit multicultural
sensitivity and awareness
• There is possibly no bigger issue in the workplace than
diversity, and job-seekers must demonstrate a sensitivity
and awareness to other people and cultures
• But, most of all, employers want students who can read,
write, analyze and compute—think and act as effective
members of the team and are confident, capable
learners
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ACHIEVEMENT GAP
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Achievement Gap
The Challenge
• Persistence of the forgotten half
• A more demanding labor market
• Widening skill and opportunity gaps
• Setting the right targets
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Achievement Gap
The Persistence of the Forgotten Half--Our Goal
is to:
• Prepare people to lead productive and
prosperous lives
• Prepare young people with a solid foundation
of listening, numeracy, and thinking skills for
responsible citizenship, career development
and lifelong learning
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Achievement Gap
• We have slipped in our competiveness
– By middle of the 19th century the U.S. had the most educated
youth in the world
– At the turn of the 20th century-just as Europe was moving
ahead, the rapid speed of the U.S. moved us ahead. By 1940,
the typical 18 year old had a high school diploma-up 9% from
1910
– After WWII-the G.I. Bill helped us move ahead and usher in a
huge expansion of higher education
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Achievement Gap
– The members of the U.S. Baby Boomer generation
far surpassed their counterparts in education
attained
– The surge in education attained laid the
foundation for the staggering increase in wealth &
power that came to be known as the American
Century
– By 2000, per capita increase, adjusted for
inflation, was 5-6 times as large as it had been in
1900
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Achievement Gap
• Yet, as we enter the 21st century –there are troubling
signs
• The U.S. is now failing to meet its obligation to prepare
millions of young adults
– Education has never been more important
– The U.S. has fallen far behind, from 1st place to 13th place
in high school graduation
– Now, there is evidence of a “skills gap” in which many
young adults lack the skills and work ethic needed for
many jobs that pay a middle class wage
– At the same time, there has been a dramatic decline in the
ability of adolescents and young adults to find work
(lowest level since WWII)
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1988—Wm. T Grant Foundation
• A high school diploma was a passport to the
American Dream for millions of Americans
• 1973- 1/3 of nation’s 91 million people were
high school dropouts
• Another 40% had not progressed beyond a
high school degree
• People with a high school education or less
made up 72% of the nation’s workforce
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By 2007, the picture had changed
beyond recognition
• While the workforce had exploded 70%, the
154 million workers, those with a high school
education or less, had shrunk to just 41% of
the workforce
• The total number of jobs had grown by 63
million—the number of jobs held by people
with no post-secondary education had
decreased
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• Now workers with at least some college have
ballooned to over 58% of the work force – from just
28% in 1973
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The Message is Clear
• In 21st Century America education beyond
high school is the passport to the American
Dream
Yet, the gap is increasing
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Achievement Gap
Increase in Number of Un- and Underprepared Students
• In the CCCs, 70 to 90 percent of first-time students who take
an assessment test require remediation in English, math, or
both.
• In 2010, 79 percent of California’s 11th grade students who
took the Early Assessment Program (EAP) college readiness
test did not test “college ready.”
• The California High School Exit Exam (CAHSEE) measures
English and mathematics skills that are far below the
standards adopted for 11th and 12th grade curriculum. Thus,
many students have been led to believe that they are ready to
graduate and proceed on to colleges without actually having
met grade-level standards.
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College Level Readiness of Incoming
Students -- College of the Canyons
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Achievement Gap
The Challenge• Placement test results and subsequent enrollment in
English and math for first-time freshmen in Fall 2010
– Many first-time freshmen do not enroll in English or math courses during their
first semester. While the trend is the same as in prior years, the recent
reduction in sections coupled with first-time students being among the last to
register may restrict access to English and math courses.
– This especially is of concern given the analysis that the vast majority of
students place into remedial courses, reflecting skill levels below the college
level. Since language and mathematics skills are important in many other
disciplines, the lack of preparation impacts students’ ability to perform well in
other courses at the College. (Source: UST and USX referential files and MIS
placement test file)
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DECLINE OF MANUFACTURING
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Decline of Manufacturing
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Brain drain
Underprepared students
Lack of technical training
Lack of preparedness for students to compete
in math & science
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Decline of Manufacturing
Talent Drain
• The number of foreign students attending American colleges hit an all-time
high in 2011: 723,277
• A greater number of slots continue to be taken by foreign students who take
the knowledge they have gained in our colleges back to their countries
• This leaves the U.S. with an ever-growing number of underprepared and
undereducated population making less competitive in the global market
place
• Because our upcoming workforce is less trained in the highly technical
manufacturing and jobs of the future, American companies are choosing to
relocate overseas not just because of the low rates of labor but because of
the high rate of advanced education
http://www-cgi.cnn.com/video/#/video/us/2010/10/29/gps.gerstner.us.workers.cnn
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Decline of Manufacturing
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Asia
Europe
Latin America
Africa
Middle East
North America
Oceania
Total Students
64%
12%
9%
5%
6%
4%
1%
723,277
Source: Institute of International Education.
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Decline of Manufacturing
• Very few foreign students would like to stay in the U.S.
permanently—less than 50 percent!—according to a 2008 study
conducted by Duke University professor and Harvard researcher,
Vivek Wadhwa
• Chinese students, in particular, strongly feel the best employment
prospects lie in their home country—52 percent said their home
country has the best job opportunities versus 32 percent of Indian
respondents and 26 percent of European respondents.
• More respondents are more optimistic about their home country’s
economic future than the Unites States’. Only 7 percent of Chinese
students, 9 percent of European students, and 25 percent of Indian
students stated they believe the best days of the U.S. economy lie
ahead.
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Decline of Manufacturing
The result? Reverse brain drain is underway!
• People are taking their educations here, but:
– Now only 10% of Chinese students want to stay here.
– Growing R & D are developing and drawing students
here.
– Long established immigrants who have lived here are
going home leading new developments (quality and
quantity) overtake us.
– Those folks are taking what they learned and are/will
be competing with us.
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FUNDING & POLICY
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Funding & Policy
Proposed Cuts to Community Colleges
• While Governor Brown’s plan calls for a slight increase in
base funding to alleviate some of the funding deferrals
enacted in recent years, it presupposes California voters
will approve statewide tax increases placed on the
November ballot
• Without the increased revenue from taxes, community
colleges would again be subjected to automatic mid-year
cuts. The proposed cuts total $482.3 million
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Funding & Policy, Cont’d
The Potential Impact of Continued Cuts
• If community college spending is reduced again in 201213, it would mark the third time in four years that
California has chosen to disinvest in higher education
• Between 2009 and now, California Community Colleges
have been cut by a total of $1 billion
• At COC, our share has been $10.6 million
• Another round of cuts in 2012-13 will mean a drop in
revenue of the $3.5 million for COC. Another cut of this
magnitude will directly impact our ability to meet
student needs at a time of surging enrollment
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Funding & Policy, Cont’d
What it Means for Our Students
• Put in more concrete terms, $10.6 million equals 2,322
full-time equivalent students (FTES) or 774 course
sections each capable of serving 30 students
• These courses are needed now more than ever as our
students seek affordable options to retrain for new
careers, or compete the classes they need to transfer
• In the last 3 years, we have seen a 28 percent increase in
the number of new students applying to COC, yet we are
turning away thousands of students
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Funding & Policy, Cont’d
What it Means for Our Students
• While 63 percent of COC students were to get classes in
Fall 2008, that percentage declined to 42.5 percent in Fall
2011
• Of the new students who applied to COC in Fall 2011,
5,650 were not able to register for any classes
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Funding & Policy, Cont’d
What it Means for Our Students
• The college had 10,024 waitlisted student
enrollments in Fall 2011
– This represents almost 22 percent of the total
enrollment
– In other words, we would have to increase the
number of sections we offer by more than 20
percent to meet the needs of those on our
waitlists!
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Funding & Policy, Cont’d
Student Success Task Force Recommendations
• Adopt system-wide enrollment priorities reflecting core mission of
community colleges
• Require students to begin addressing Basic Skills deficiencies in their first
year
• Support the development of alternatives to traditional basic skills
curriculum
• Direct professional development resources toward improving basic skills
instruction and support services
• Set local student success goals, consistent with statewide goals and
monitor progress
• Implement a student success score card
• Develop and support a longitudinal student record system
• Encourage categorical program streamlining and cooperation
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HOW CAN WE AS EDUCATORS INSPIRE OUR
STUDENTS NOW, AND HELP THEM UNDERSTAND
THE IMPORTANCE OF LIFELONG LEARNING?
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The 12 Year Put-Down
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You Can
• Help them confront reality – see the big
picture
• Implement new models
• Help them develop a growth mindset
• Help them to stop caring about things that
don’t matter
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Confront Reality: Barriers to College
• Used to be:
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Lack of financial aid
Availability of child care
Distance to college
GPA
• Now:
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Not being prepared to succeed
Not enough transfer slots
Not enough seats at the Community College level
Lack of ability (for some) to start new programs due to
the lack of facilities and equipment
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Confront Reality: Why are students
underprepared to succeed?
• America’s high schools are obsolete
– Do not teach kids what they need to know
– Do not have the latest equipment
– Do not meet the needs of the 21st century
• As a result, the U.S. has one of the highest drop-out rates in
the industrialized world
– Only half who enter high school go on to post-secondary
education or training
– Most jobs that allow a person to support a family require postsecondary education or training
– Only ½ of all students who enter high school today will get a job
that enables them to support a family
– Without college, they will earn $25,000 a year (for a family of 5,
that’s the poverty line)
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Confront Reality: What Happens to Those
Who Drop Out?
– Only 40% have jobs
– They are 4 times more likely to be arrested
– They are more likely to have children in their teens
– One in four turn to welfare or government
assistance
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We Must Implement a New Model:
Empower Them
• OLD Mindset– You can train an educated workforce
by sending only half the students to college. The
others CAN’T do college work, or don’t need to.
• NEW Mindset – All students CAN do vigorous work,
and for everyone’s sake, they need to be inspired to
do so.
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The Other Three R’s
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Reasoning
Resilience
Responsibility
2-year pilot study funded James S. McDonnell
Foundation
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The Other
Three R’s
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The Other Three R’s
Purpose
• How to get students engaged in order to
increase academic achievement.
• Studied the effect of learning on academic
achievement and life skills.
• Based on the premise that a student’s success
in academics is augmented by strong problemsolving skills.
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Reasoning
• Thinking that uses explicit and/or implicit
rules, focusing on effective problem-solving,
particularly in regard to academic challenges.
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Resilience
• Competently overcoming challenges, both
inside and outside of school.
• Challenges are normal – we all have them.
• Includes:
– Persistence
– Keeping things in perspective
– Seeing challenges as opportunities for learning
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Responsibility
• Being accountable for one’s own actions and
inactions and the consequences of both.
• Personal Responsibility
– “If I want to learn, it is up to me”
– “How I act matters”
– “No one will do it for me”
• Social Responsibility
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Concern for the common good
Concern about what is good for all of us, not just me
“I will help you”
“I need help”
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LEADERS Create Mindsets
• Mindsets can be changed
• People are more for believing that their
capabilities are fixed – to believing they can
“get smart”
• The consensus among human brain
researchers is that not only is the brain adding
new cells – but the connections between brain
cells are being made
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A Growth Mindset is predicated on your ability
to stop doing certain things to yourself.
When you stop chasing the wrong things you
give the right things a chance to catch you.
As Maria Rollins said – Nobody can go back and
start a new beginning. (It is what it is) but
ANYONE can start today and make a new
ending!
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Help Them Develop a Growth Mindset
(Carol S. Diveck)
• Human Qualities—such as intellectual skills– can be
cultivated through efforts
• Struggles, mistakes, perseverance are part of the picture
• Those with a growth mindset understand that no one has
ever accomplished great things—not Mozart, Darwin, or
Michael Jordan—without years of passionate practice
and learning
“It’s not always the people who start out the smartest who end up the
smartest”-Carol S. Diveck, Stanford University Psychologist
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How Does it Differ from The Fixed
Mindset?
The Fixed Mindset
• Creates an urgency to prove oneself over and
over—in the classroom, in your career, in your
relationships
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In a Fixed Mindset, Every Situation is
Evaluated
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Will I succeed or fail?
Will I look smart or dumb?
Will I be accepted or rejected?
Will I be a winner or a loser?
Then there is the growth mindset
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What is a Growth Mindset?
• Based on the belief that your basic qualities can
be cultivated through efforts
• Although people may differ in every which way—
initial talent and aptitude, interest,
temperament—EVERYONE can GROW through
application and experience
• People with a growth mindset believe that a
person’s true potential is unknown (unknowable)
that it is impossible to foresee what can be
accomplished with years of passion, toil and
training
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People with a Growth Mindset
Have a Passion for Learning
A growth mindset:
• Believes desirable qualities can be developed and
will create a passion for learning in each person
• Questions why would you waste time proving
over and over how great you are—when you
could be getting better?
• Asks why hide deficiencies instead of trying to
overcome them?
• Asks why you look for friends who will just shore
up your self-esteem instead of challenging you to
grow?
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• Challenges you to not seek out the tried-andtrue, but instead relish experiencing what will
stretch you
• Asks you to develop the passion for stretching
yourself and sticking to it, even (or especially)
when it is not going well, as that is the
hallmark of the growth mindset
THIS is the mindset that allows people to thrive
during some of the most challenging times in
their lives
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What else can we do?
Commit to outcomes:
• Declare that all students graduate from college ready to
transfer, or work, and be an active citizen.
• Publish data that show our progress to that goal.
– More than 8,000 associate degrees have been awarded at COC
in the past 10 years.
– In 2009-10, COC awarded 1,201 degrees/certificates, the highest
number ever in the history of the college.
– More than 6,60 students have transferred to a UC or CSU
campus in the past 10 years.
– From 2000-2010, the number of COC students who transferred
to UC and CSU has increased 98% and 26%, respectively.
• Revitalize what we do so our students can learn better.
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10 Things to Encourage our Students to Stop
Caring about Today
Every day is a new beginning. But sometimes you have to stop
before you can truly begin.
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Stop caring about everyone’s opinion of you
Stop caring about censoring yourself
Stop caring about looking a certain way
Stop caring about what everyone else wants for you
Stop caring about the boundaries others set up
Stop caring about what others have
Stop caring about the imaginary state of perfect
Stop caring about being right all of the time
Stop caring about mistakes
Stop caring about things you can’t control
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To get beyond this, since doubt is a very
contagious disease, you must remain
positive, not focus on past failures, and
preset opinions of others NO MATTER
WHAT the circumstances are.
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For faculty, the questions are
• How do we
– Adapt our mission and deliver our educational
products to our community in response to the
new realities
– Keep the instruction delivered in the classrooms
relevant to the needs of students and
communities of the future
– Help students experience success
– Realize that success is different for everyone
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WHAT DO YOU NEED TO KNOW IN
ORDER TO INSPIRE YOUR STUDENTS &
COLLEAGUES
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Inspiring Today’s Students: Mission Possible
• In challenging times, our duty as educators to inspire our
students is more important than ever
• Students need something to believe in, and something to
strive for
• And those who want to achieve have a duty to do the
work to be the best
– Their success is defined by the effort and flexibility each student
is willing to invest in their own future
– Truly, a world of possibilities awaits those who are inspired
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But you may ask, “What is so important about
learning how to inspire people or having
leadership skills when I am here to teach a
specific subject?”
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EVERYTHING
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Today, more than ever, it’s imperative that
instructors inspire their students &
demonstrate what true leadership brings
We do that by
– Defining a classroom’s micro audiences
– Honing your style to “speak” to today’s students in a
language they understand
– Implementing/working with the top 10 game changers
affecting educational institutions today
– Preparing students for success through goal setting
– Becoming an Inspiration!
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Micro Audiences in the Classroom
• Generational styles
•
– Traditional
• Born 1925-1945
• evolution, not revolution
– Baby Boomers
• Born 1946-1964
• how they can make an impact
– Gen X
• Born 1965-1980
• autonomy and honest feedback
– Gen Y
• Born 1981-2003
• coaching and collaboration
Time spent “up front” on you learning who comprises your “audience” will enhance
on-going communication
http://www.interactcom.com/foothill_discussion_points.pdf
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Once we have determined “who” is in the classroom, we must learn
to compete with the external noise that keeps students from
hearing the message
Time
pressures &
constraints
Perceived
relevancy of
course work
Access to
financial aid
Technological
distractions
student
Competition
to get classes
Economic
distractions
Course value
Class
availability
Family/kids
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To determine what their language even is, we
must learn to think like marketers
• Marketers and advertisers spend thousands of dollars studying socioeconomic groups like those represented on our campus
– To determine what makes them tick
– To figure out what actual words will get through the clutter and make an
impact on behavior and thoughts
• They then use this information to finely craft a message that resonates
with each slice of their target audience, i.e., the classroom
• Like a marketer selling a single product to multiple audiences, an
instructor must determine what message will get through to each
student sub-group so the end result is understanding across the board
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This type of segmentation is a tall order for sure but,
students respond to—and are inspired by—instructors
who
• Take the time to LISTEN
• Prepare learning materials relevant to the social group
• Provide understandable feedback
Listen
Understanding
Feedback
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Relevant
Materials
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How Can We Do That?
How are You Doing That?
• Set standards for excellence
– Expect people to achieve them
– Allow people to achieve them
• What does that do to a person’s inspiration?
– It sets it on FIRE!
– Sets up a paradigm for successful communication
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Being Resourceful
•
•
•
•
•
•
•
•
Knows no bounds
Generates networks
Inspires providence in others
Brings unlikely partners together
Opens new doors
Enables things to happen that wouldn’t happen otherwise
Creates possibilities
Causes things to happen in exponential ways
There is little we cannot live down—rise above and overcome.
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WHAT DOES LEADERSHIP HAVE TO
DO WITH INSPIRING PEOPLE?
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"Leaders aren't born they are made. And they
are made just like anything else, through hard
work. And that's the price we'll have to pay to
achieve that goal, or any goal."
-Vince Lombardi
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Become a Leader Among Your
Peers
Leadership is a Relationship.
• Tenet #1: To lead, you must have followers.
• Tenet #2: Followers must be willing to follow the
leader.
• Tenet #3: Leaders influence followers to embrace
the leader’s vision of the future as their own.
The times do not allow anyone the luxury of waiting
around for others to lead. All can lead and ought to be
invited to do so.
Matthew Fox
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• There are no short cuts, no easy solution to being
an inspirational leader
• Leadership is the most studied subject in the
world
• And the least understood
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Functional Leadership
• All organizations and working groups are unique with
each evolving its own distinctive group personality
• Yet all share a common set of three overlapping and
interacting areas of need
Team
Task
Individual
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Team
•
•
•
Task
Individual
The need to achieve the common task
The need to be held together as a complete unit (or
team)
The needs that individuals bring with them into the
group, by virtue of being human beings
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Characteristics of a Successful
Leadership Style
•
•
•
•
•
•
•
•
•
Choose to lead
Be the person others choose to follow
Provide vision for the future
Inspire others
Help other people feel inspired and appreciated
Live your values – behave ethically
Establish an environment of continuous approval
Provide opportunities for people to grow
Care and act and with compassion
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Universal Leadership Virtues
• Enthusiasm-state of extreme readiness and interest in a
prospective action – willing to be involved with gusto, verve and
exuberance
• Integrity-moral soundness or excellence; undeviating adherence
to a core of values. Implies trustworthiness and incorruptibility
– Inspires trust in others
• Warmth-positive emotions indicating sincere interest in or
affection for others; aligned to humanity, should have basic
attributes such as kindness and consideration
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Universal Leadership Virtues
• Courage-firmness if needed & spirit and in the face of
danger or extreme difficulty; the capacity to be a risk-taker.
• Judgment-the mental process that lead to sound decision
making and problem-solving & the estimates of people
• Tough but fair – being especially to oneself, realistic and
unsentimental, strong or firm but flexible, being even
handed, not having favorites
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Key Leadership Functions
• Planning
– Seeing all available relevant information
– Delegating the group task, goals and objectives
– Making a workable plan (in context of a decisionmaking framework)
• Initiating
– Bringing the group a plan
– Explaining why as well as who, how, what, when,
where and why
– Allocating subtasks and performance standards
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Key Leadership Functions
• Informing
– Clarify task and plan
– Giving new information to the group
– Keep team in the picture
– Receiving information for the group
– Summarizing discussions accurately
• Evaluating
– Checking feasibility
– Testing the consequences of a proposal
– Evaluating for performance
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Get Comfortable with Doing Your Homework and
Getting Prepared
•
•
•
•
Don’t assume.
Don’t follow traditional route.
Avoid falling into existing structure.
Form follows function—rate of change. Richard Riley,
former Secretary of Education for President Clinton
recently said: “The top 10 jobs forecast for 2010 did not
exist in 2004.“
• Ask “why,” and decide “how” to move forward.
• Don’t waste time reinventing the wheel.
• All of it requires courage—the glue and fuel that holds it
all together!
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We are not Born into Leadership, We
Convert!
• Very few natural-born leaders turn up in the
workplace. People become leaders.
• Organizational change begins with leaders who walk
the talk by transforming themselves, and then invite
everyone in the organization to lead alongside them.
• Strange as it sounds, great leaders gain authority by
giving it away.
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The Key to Successful Leadership
Today is Influence, not Authority.
• In a healthy organization, rewards come by
empowering others, not by climbing over them.
• We can lead, and we can follow. An important
aspect of leadership is knowing when to do
which.
• Leadership is not about making yourself more
powerful. It’s about making people around you
more powerful.
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Ask your subordinates
• Do you want to develop others?
• Are you committed to helping others succeed?
• Are continual improvement and learning
personally important to you?
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How inspired colleagues behave
Use emotion – the DNA of Inspiration
• Creating stretch goals
– Create Vision and Direction
– Communicate powerfully
– Develop People
– Be a good team player
– Foster innovations
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Use emotion – It is the DNA of
inspiration
• They are highly contagious!
– Tune into your own emotions and they impact on
how you communicate
– Pay attention to the emotions of others
– Become more extroverted
– Display your emotions with greater amplitude and
frequency
– Physically act the part
– Set the tone
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Communicate
•
•
•
•
•
•
Be flexible
Communicate with one another
Be leaders
Recognize opportunities
Get ready ahead of time
Do what’s good for students even if it’s not your personal
preference
• If you don’t know, ask
• If you have an idea—share it, and keep doing so until
someone listens
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We Can’t Do It as Lone Rangers
• The hyper fast-moving, wired-up reengineered, qualityobsessed organization will succeed or fail on the strength
of the trust that its managers place in the folks working
on the front line.
• The major job is getting everyone to understand and
believe that they have something within their personal
power to contribute—something that no one else could
contribute.
• Victory is much more meaningful when it comes not just
from the efforts of one person, but from the joint
achievements of many. The euphoria is lasting when all
participants lead with their hearts, winning not just for
themselves, but for one another.
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• Hire the best people, trust them, and then delegate
with abandon.
• The ultimate test for a leader is not whether he or
she makes smart decisions and takes decisive action,
but whether he or she teaches others to make smart
decisions and take decisive action.
• Every opportunity counts. When your people come
to you for leadership, they’re giving you another
chance to help them grow into leaders themselves.
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Form a Team—Teamwork
• Build focus, learn trust, and work credibility
into your organization
• Clarify expectations and goals
• Develop people and you will greatly enhance
capability and responsibility
• Pull together and experience the
extraordinary outcomes that no one could do
alone
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Teamwork – Key components
 Be specific so the goals and desirable results are clear to
everyone.
 Define how you will know if you have gotten to your goals.
 Be realistic, yet stretch. (Know your resources.)
 Connect the relevance and honest motive to be the bigger
picture.
 Be clear on timelines.
If you don’t know where you’re going, any road will take you
there. Chinese Proverb
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Teamwork
 Treat one another with dignity
 Put the team first
 Share team information openly
 Be part of the solution
 Seek first to understand
 Respect others’ opinions
 Ask and encourage questions
 Make rational decisions
 Eliminate internal competition.
 Be accountable for your
actions
 Accept mistakes and learn
from them
 Learn continuously
 Promote interdependence
 Be patient and persevere
 Pull the weeds
 Build trust with integrity
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Develop Meaningful Relationships
•
•
•
•
People matter.
We don’t get it done alone.
We need followers and leaders.
When all is said and done, it is the
relationships, the memories of time with
others that we will hold onto that will
motivate us.
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Empowerment
• A self-leader realizes that empowerment is
not something that is done to you, it is
something you do for yourself. You will find
the power in empowerment when you:
–
–
–
–
–
Take risks and gain insight
Take responsibility and achieve freedom
Take initiative and create opportunity
Take your own counsel and discover wisdom
In a world crying out for effective leadership, you need to
begin with the most obvious source—YOU!
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Everyone Needs to Lead. . .
• The function of leadership is to produce more
leaders, not more followers.
• Good leaders surround themselves with good
people, who in turn become good leaders.
• What makes a company great is the quality of its
innumerable everyday people.
• Everyone has a purpose.
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Organizations either adapt
(change) or die.
--Leaders help organizations adapt.
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The three signposts of leadership
• Qualities – what you are
• Situational – what you know
• Functional – what you do
What have you led lately?
Why did it or didn’t it work?
(group activity)
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HOW CAN YOU BE AN
INSPIRATION?
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The Importance of Inspiration
“Leadership is based on a spiritual quality, the
power to inspire.”
Vince Lombardi
Leadership of ourselves is a
precursor to our success
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Inspiration
•
•
•
•
•
Is a powerful component of the repertoire
Works as a catalyst
Is seldom “one thing”
Uses various techniques
Is best when it has an end goal/purpose –
student success
• Is highly contagious
• Has role power
• Is driven by human emotion
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How Do You Inspire Others?
• Encourage students to stick with what they like to do
- What they are passionate about
• Help them think BIG and have Noble goals – Do not
undercut their dreams.
• Be Expressive
• Practice what you preach - Be a role model
• Keep an open door
• Offer a guiding hand
• Be consistent
• Stay Positive
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Stick with what you love…
• Continue to persevere – no matter how many
times it doesn’t work
• Pay more attention to what you want to do
then to those who say you can’t do it
• That love, desire, and passion will protect you
from failures
• Your keeping after it will inspire others
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Think BIG and Noble
• How many can you inspire through your
special niche?
• Share ideas and allow them to grow
• Let others inform the conversation and move
them forward with you
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Thinking BIG is about inspiring people and
the impact you have on each person
• Learn to inspire in many ways
• If you present and promote a hundred ways
and they only take one – you have still made a
difference
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Use emotion – It is the DNA of
inspiration
• They are highly contagious!
– Tune into your own emotions and they impact on
how you communicate
– Pay attention to the emotions of others
– Become more extroverted
– Display your emotions with greater amplitude and
frequency
– Physically act the part
– Set the tone
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Develop People
•
•
•
•
•
They are more likely to stay
Satisfaction and confidence increase
They are better at what they do
They produce better work
It is a fundamental human need
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How have you done that?
(group exercise here)
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Stay Positive-Avoid Naysayers
The process of inspiring others comes with the challenge of
negative naysayers.
• Those who do not believe that people can change
• Those who are afraid to change themselves and don’t want
you to do so
• Those who don’t / won’t trust others; work to undermine –
manipulate and underscore others
• Those who will criticize you behind your back and
gossip/miscommunicate your efforts and actions versus
having the courage to talk with you directly
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• Stop:
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
Spending time with the wrong people
Running from your problems
Lying to yourself
Trying to be someone you are not
Holding on to the past
Berating yourself for old mistakes and being willing to make mistakes
Looking only to others and not yourself for happiness
Being idle – if idle is stuck!
Getting involved in relationships for the wrong reason
Competing with everyone else
Holding grudges
Wasting time explaining yourself to others
Overlooking the beauty of small moments
Acting like everything is fine if it isn’t
Trying to be everything to everyone
Focusing on what you don’t want to happen
Being ungrateful
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Be Expressive
Passion is something you must have and be willing to
express if you really want to inspire others. You can
gain in others if:
• You publicly express that you are passionate and
excited
• You make it harder to inspire if you are being
unenthusiastic
• Expressive passion is contagious because of the
curiosity it stirs in others
• Some of them will investigate what you are saying
and take the timeDr. Dianne
to learn
about it
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Keep an Open Door
• Maintain open invitation
• Personally welcome people in (many students
are afraid of you!)
• Listen to their needs
• Maintain healthy (honest, respectful, genuine)
line of communication
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Offer a Guiding Hand
The best part of inspiring others is to have interest in what you
do and recognizing your students and colleagues. Have an
opportunity to see them grow and change as well.
• Share personal stories
• Teach them what you have learned along the way
• Talk about your failures and achievements
• Ask them questions about themselves and their progress
• Help them avoid mistakes you have made
• Maintain a positive outlook about their forward progress and
ability to learn
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Be Consistent
Consistency in actions, information, and normal
standards is extremely important.
• People want to see and associate your ideas
with a reliable plan they can follow
• Compliment your actions with inspirational
stories
• Story telling allows you to reproduce
important past experiences as a means to
guide and inspire
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Keys to Inspiring Communication
• Communicating powerfully is one of the behaviors behind the
ability to inspire:
–
–
–
–
–
–
–
–
–
–
–
–
Seek opportunities to communicate in all ways
Expand the frequency and volume
Go for the big picture
Keep it positive
Ask more questions – give fewer directions (if you trust your staff, you
will let them go)
Share the spotlight (It is not all about you!)
Step in to the listener’s shoes
Make it 2-way
Use multiple venues (dialogs and meetings)
Tell relevant stories
Follow up
Dianne Vanand
Hook, enthusiasm
FLEX Workshop Feb.
Communicate with Dr.
passion
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2, 2012
Group activity
Q: What’s the most motivating story you
were ever told? Or have told?
Q: What will you do next?
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Resources
Books
• “The Inspirational Leader: How to motivate, encourage and achieve success” by John Adair, 2009
Kogan Page Limited
• “Mindset: The new psychology of success” by Carol S. Dweck, Ph.D., 2008 Ballantine Books Trade
Edition
• The Inspiring Leader: Unlocking the secrets of how extraordinary leaders motivate” by John H.
Zenger/Joseph R. Folkman, 2009 McGrawHill
Reports
• “2011-12 Santa Clarita Community College District-College of the Canyons Annual Report”
• “Advancing Student Success in the California Community Colleges”-California Community Colleges
Student Success Task Force Report
• “Pathways to Prosperity”-Report issued by VCCA Workforce Education Committee; Dec. 9, 2011
Links
http://www.interactcom.com/foothill_discussion_points.pdf
http://www-cgi.cnn.com/video/#/video/us/2010/10/29/gps.gerstner.us.workers.cnn
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