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An effective partnership among university students and professors, school district administrators, teachers, elementary school students, and parents from the school community is described. Relationships originally formed through a Title VII Transitional Bilingual Education grant were strengthened through the development of the Sam Houston State University Center for Professional Development. The Center differed from many other partnerships in that college students (preservice teachers) attended classes at the elementary school site. Twenty-four college students majoring in education took three courses in elementary education and were required to work with a cooperating teacher during the methods course semester. Students spent between 3 and 7 hours a week in their assigned classrooms. They observed the classroom teachers and university teachers as they delivered model lessons, and then began to teach classes themselves. Preservice teachers, classroom teachers, and college faculty saw themselves as members of the community. In addition, the diverse nature of the student body promoted the development of a multicultural attitude among the preservice teachers. As the field-based experiences developed, the educational community began to reach out to parents, providing Saturday classes in English as a second language and computer skills. Field-based experiences of this type, given the right components, can work in any community. A key factor in the success of this program was that all partners saw themselves as significant components of the learning community. (Contains 1 table and 16 references.) (SLD)

A project was undertaken to create a community of caring, interdependent, intrinsically motivated learners among 21 freshmen students in a community college preservice teacher preparation seminar. Interviews with students at the beginning of the seminar had revealed that most viewed the classroom as individualistic, competitive, and threatening and that all students disagreed with the top-down hierarchical structure. Methods used to create the learning community included allowing students autonomy regarding covering the student syllabus; setting a schedule for student-instructor contacts outside of class for informal discussions, tutoring, and feedback; forming a student advisory committee to create a strong peer culture that perceived teaching as a shared enterprise; and developing collegiality and social skills through cooperative learning groups. To gauge student responses and the level of community formed, students were asked to keep journals and structured, open question interviews were conducted with all 21 students in the 12th session. Analysis of journals in the 6th and 12th sessions indicated that 6 out of 7 students recognized the transformation of the seminar into a community of learners. Similarly, journal entries and interviews revealed that all students felt empowered by the two-way communication system between themselves and the college through the advisory committee and instructor. A self-evaluation instrument, the syllabus, a reflection rubric, and a social skills checklist are appended. (KP)

The American Association of Community Colleges (AACC) is the primary advocacy organization for the nation's community colleges, representing nearly 1,200 two-year, associate degree-granting institutions and more than 11 million students. Founded in 1920, AACC is a 501(c)(3) nonprofit association. AACC is governed by a 32 member board of directors, elected for 3-year staggered terms. This paper presents several facts about AACC for 2011. [For "American Association of Community Colleges 2010 Fact Sheet," see ED513942.]

This article describes how to build a classroom community of learners, pre-service teachers, during the first days of the semester. This process not only creates a supportive learning environment, but it provides pre-service teachers with a model of how they can build a community of learners in their own classrooms.

In this three-part forum, part one explores the challenges immigrants face learning English in the current political climate. Part two shows the effect that policy change has on local immigrant learners by looking through the lens of one local community. The final forum demonstrates how teachers are navigating the current climate and building a safe space for their students to learn while teaching important lessons. This forum also discusses steps program administrators and adult education advocates can take to help ensure that support and resources are allocated to helping immigrants achieve success. Forum article titles include: (1) Immigrants Learning English in a Time of Anti-Immigrant Sentiment (Clarena Larrotta); (2) How Policy Changes Affect Local Immigrant Learners (Susan Finn Miller); and (3) Showing Up for Immigrant Learners (and Each Other) (Andy Nash). [Abstract modified to meet ERIC guidelines.]

21st Century Pioneers: Building a Community of Learners! dumped with WikiTeam tools.

21st Century Pioneers: Building a Community of Learners! dumped with WikiTeam tools.

This paper reports on an on-going action research project that attempts to establish a science education learning community. A pluralistic theoretical perspective influenced by post-critical theory, postmodernism/poststructuralism, and feminism is used in the examination of the challenges in developing a learning community among student teachers, classroom teachers, and university faculty. One prominent research outcome in the findings is the recognition of the need to address the "sacred stories" of university practice which contributes to maintaining the established power/knowledge relationships and maintaining the master narratives in teacher education. Contains 33 references. (Author/JRH)

This document describes the American Association of Community Colleges (AACC), its new mission and vision statements, and a recommended set of strategic action areas deemed essential to creating the future described in the mission and vision statements. The proposed AACC mission statement reads: "building a nation of learners by advancing America's community colleges." AACC core values, representing the set of beliefs upon which all its actions and policies are premised, include integrity, excellence, leadership, learning, diversity, commitment, and connectedness. AACC intends to act as a bold leader in creating a nation where all have access to the learning needed to participate productively in their communities and in the economy. AACC intends to be an agile, aggressive leader promoting better understanding of community colleges as essential resources for the nation's vitality. Proposed strategic action initiatives are concentrated in five areas: (1) national recognition and advocacy for community colleges; (2) economic and workforce development; (3) leadership development; (4) learning and accountability; and (5) connectedness across AACC membership. (PGS)

Educators throughout the northwest are striving to ensure that all students have opportunities to learn rigorous mathematics and science. State standards that define high quality, challenging, mathematics and science education programs for all students are in place. The science and mathematics education community is engaged in the task of translating those standards into effective teaching and learning practices. The complexities of implementing a standards-based system are explored and analyzed in a variety of educational research projects and settings. An important insight that emerges from this research is the impact of a culture that nurtures and supports continuous improvement for students and teachers alike. Schools and classrooms where this culture is the norm are often designated as learning communities. This document offers readers a variety of strategies and resources for creating such an organization. Reasons why the classroom environment is important, changing the classroom environment, three models of designing a learning community, and establishing classroom norms are also discussed. (Contains 66 references.) (ASK)

The American Association of Community Colleges (AACC), a 501(c)3 not-for-profit organization, serves as the primary advocacy organization for the nation's community colleges. AACC's programs and services are at the forefront of change in education, including programs that address student access and success, acute shortages of health-care professionals, the growing need to reengage millions of adult learners to strengthen the workforce, and acute shortages of students in science, technology, and math fields. This paper presents several facts about AACC for 2010.

This handbook is designed to guide readers in developing a local assessment of the community's progress toward the National Education Goals. It is organized around those questions that the National Education Goals Panel has used to measure national and state progress in its 1991 report. Information in the introduction includes the history of the National Goals and Goal Reports, reasons why local communities should develop a local goals report, and the characteristics that reports should incorporate. Listed in the handbook are the various parts that make up the format of reports. The six goal sections begin with the actual wording of each goal, followed by its objectives. Next are the questions for each community to consider in developing a local goal report. Data useful in measuring attainment of the goal are presented next, followed by suggestions on how to gather similar data for local reports. Finally, at the end of each chapter is a list of sources and contacts that can provide more information on specific topics. This handbook serves as a starting point for the development of a clear vision of where the community stands in relation to achieving the six National Education Goals. (RR)

This handbook is designed to guide readers in developing a local assessment of their community's progress toward achieving the National Education Goals. It is organized around those questions that the National Education Goals Panel has used to measure national and state progress. The introduction includes a history of the National Education Goals and information about the 1991 and 1992 Goals Reports. There are five characteristics that are useful for local community goal reports: outcome orientation, world-class standards comparison, use of broad indicators, progress over time, and decade-long progress. The guide is organized around the six National Education Goals. Each section is devoted to one of the six goals, beginning with the goal statement and objectives. These are followed by appropriate questions to ask in assessing progress toward that goal. Next is a section titled "Measures To Use," in which each question is taken up individually, with answers provided that were developed in the 1992 National Education Goals Reports, the pages on which the data appear in the report, and suggestions on how to answer them in a local report. At the end of each goal section is a list of sources that can provide more information on specific goal areas. (JPT)

This handbook is designed to guide readers in developing a local assessment of their community's progress toward achieving the National Education Goals. It is organized around those questions that the National Education Goals Panel has used to measure national and state progress. The introduction includes a history of the National Education Goals and information about the 1991 and 1992 Goals Reports. There are five characteristics that are useful for local community goal reports: outcome orientation, world-class standards comparison, use of broad indicators, progress over time, and decade-long progress. The guide is organized around the six National Education Goals. Each section is devoted to one of the six goals, beginning with the goal statement and objectives. These are followed by appropriate questions to ask in assessing progress toward that goal. Next is a section titled "Measures To Use," in which each question is taken up individually, with answers provided that were developed in the 1992 National Education Goals Reports, the pages on which the data appear in the report, and suggestions on how to answer them in a local report. At the end of each goal section is a list of sources that can provide more information on specific goal areas. (JPT)

The theme of this inaugural serial issue is "Building a Community of Learners." The serial has been designed to address school restructuring and reform and the roles of teachers, administrators, and parents. The first essay, "Constructing Communities of Cooperation" by Anne Turnbaugh Lockwood examines structural change in schools and what is meant by a communally organized school. In addition to certain restructuring reforms, school size is found to be critical to student achievement gains and an equitable distribution of these gains across socioeconomic status. "City Park Secondary School: Community, Collaboration, Commitment," drawn from "Teacher Engagement and Real Reform in Urban Schools" by Karen Seashore Louis (1994), describes a school in the process of restructuring. "The Stories of Two Communally Restructuring Schools" by Anne Turnbaugh Lockwood considers two additional urban schools working toward restructuring for a sense of community. A final section, "Becoming a Community of Learners: Emerging Leadership Practices," presents questions to help practitioners reflect on leadership and the growth of school community. These questions reflect the commonalities in the experience of the three featured schools. A nine-item selected bibliography is included. (Contains 11 references.) (SLD)

Seventeen scholarly papers and twelve abstracts comprise the content of the twentieth annual Brick & Click Libraries Conference, held annually at Northwest Missouri State University in Maryville, Missouri. The twentieth Brick & Click Libraries Conference was held virtually. The proceedings, authored by academic librarians and presented at the conference, portray the contemporary and future face of librarianship. The 2020 paper and abstract titles include: (1) From the Wild West to Teamwork: Faculty Driven Acquisitions (Randyn Heisserer-Miller, Stephanie Hallam, and Brad Reel); (2) Student Engagement: Exploring Primary Sources in the Library of Congress in an Online Course (Peggy Ridlen); (3) Object Oriented vs Functional Programming - Library Instruction in a Bite-Sized Functional Model (Billy Moore); (4) When People Count: Leveraging Internal Resources to Develop a Program for Tracking Building Usage (Terra Feick); (5) Interactive Introductions for International Students: Reworking How We Teach Information Literacy Skills (Kelly Hovinga); (6) Fostering Success for New Faculty Librarians (Karen Bleier); (7) We Did It, You Can Do It, Too: In-House Digital Preservation (Samantha Henning); (8) Stacking it Up: A Textbooks on Reserve Program (Katharine Baldwin and Jenise Overmier); (9) Teaching into the Gray Areas: Designing Learning Activities That Encourage Higher Order Thinking and Research Skills (Virginia L. Cairns); (10) Building a Teaching Strategy Toolkit to Engage Learners (Courtney Mlinar); (11) Cracking the Code: Building an Assessment Plan with Student Discussion Boards (Anthony Rodgers and Courtney Strimel); (12) Making the Most of LibApps (Kayla Reed); (13) Neither Rain, Nor Sleet, Nor Gloom of Night: Maintaining Library Services During a Medical State of Emergency (Rob Withers); (14) Psychological Safety and Building Effective Teams (Kara Whatley, Deborah Caesar, Amanda Watson, and Molly Nystrom); (15) Summer in the Stacks: A Weeding Experience Between Faculty and Library (Kayla Reed and Hong Li); (16) Puppies and Kitties Oh My!: Partnering with a Local PETPALS Organization (Leila June Rod-Welch and Jordan A. Newburg); (17) Unlocking Online Escape Rooms for Library Instruction (Sean Cordes); (18) Spectral Tales: Lessons Learned from Being Ghosted by Faculty (Tammi M. Owens, Meghan Salsbury, and Heidi Blackburn); (19) The Librarian's Guide to Zines for Classroom and Community (Claire Du Laney, Monica Maher, and Amy C. Schindler); (20) Professionalizing Student Employment: The Library Associates Program at Hendrix College (Janice Weddle); (21) Making It Easy to Read Harder: Implementing a Reading Challenge at Community College (Amy Fortner, Anthony Rodgers, and Gwen Wolfe); (22) Beyond the Humanities: Archives Instruction for Science and Medicine (Laurinda Weisse); (23) Library Collaboration with the Smithsonian: World War I Lessons and Legacies Exhibit (Leila June Rod-Welch and Julie Ann Beddow); (24) The Genesis of a Conduct Policy in a Medium-Sized Academic Library (John Baken); (25) Universal Design and Accessibility: A Checklist for LibGuides and Online Tutorials (Courtney Mlinar); (26) Anti-vaxxers, Sasquatch DNA and Other "Scientific" Findings: Actively Engaging Distance Students in Media Literacy (Joanna Nemeth); (27) All Good Things Must Come to an End: When Library Staff Pass Away (Rob Withers); (28) If "They" Build it, "They" Will Come (Martha Allen); and (29) Save the Earth - Earth Day Game Drive: Small Steps, Big Impact (Leila June Rod-Welch). [For the 2019 proceedings, see ED600185.]

Seventeen scholarly papers and twelve abstracts comprise the content of the twentieth annual Brick & Click Libraries Conference, held annually at Northwest Missouri State University in Maryville, Missouri. The twentieth Brick & Click Libraries Conference was held virtually. The proceedings, authored by academic librarians and presented at the conference, portray the contemporary and future face of librarianship. The 2020 paper and abstract titles include: (1) From the Wild West to Teamwork: Faculty Driven Acquisitions (Randyn Heisserer-Miller, Stephanie Hallam, and Brad Reel); (2) Student Engagement: Exploring Primary Sources in the Library of Congress in an Online Course (Peggy Ridlen); (3) Object Oriented vs Functional Programming - Library Instruction in a Bite-Sized Functional Model (Billy Moore); (4) When People Count: Leveraging Internal Resources to Develop a Program for Tracking Building Usage (Terra Feick); (5) Interactive Introductions for International Students: Reworking How We Teach Information Literacy Skills (Kelly Hovinga); (6) Fostering Success for New Faculty Librarians (Karen Bleier); (7) We Did It, You Can Do It, Too: In-House Digital Preservation (Samantha Henning); (8) Stacking it Up: A Textbooks on Reserve Program (Katharine Baldwin and Jenise Overmier); (9) Teaching into the Gray Areas: Designing Learning Activities That Encourage Higher Order Thinking and Research Skills (Virginia L. Cairns); (10) Building a Teaching Strategy Toolkit to Engage Learners (Courtney Mlinar); (11) Cracking the Code: Building an Assessment Plan with Student Discussion Boards (Anthony Rodgers and Courtney Strimel); (12) Making the Most of LibApps (Kayla Reed); (13) Neither Rain, Nor Sleet, Nor Gloom of Night: Maintaining Library Services During a Medical State of Emergency (Rob Withers); (14) Psychological Safety and Building Effective Teams (Kara Whatley, Deborah Caesar, Amanda Watson, and Molly Nystrom); (15) Summer in the Stacks: A Weeding Experience Between Faculty and Library (Kayla Reed and Hong Li); (16) Puppies and Kitties Oh My!: Partnering with a Local PETPALS Organization (Leila June Rod-Welch and Jordan A. Newburg); (17) Unlocking Online Escape Rooms for Library Instruction (Sean Cordes); (18) Spectral Tales: Lessons Learned from Being Ghosted by Faculty (Tammi M. Owens, Meghan Salsbury, and Heidi Blackburn); (19) The Librarian's Guide to Zines for Classroom and Community (Claire Du Laney, Monica Maher, and Amy C. Schindler); (20) Professionalizing Student Employment: The Library Associates Program at Hendrix College (Janice Weddle); (21) Making It Easy to Read Harder: Implementing a Reading Challenge at Community College (Amy Fortner, Anthony Rodgers, and Gwen Wolfe); (22) Beyond the Humanities: Archives Instruction for Science and Medicine (Laurinda Weisse); (23) Library Collaboration with the Smithsonian: World War I Lessons and Legacies Exhibit (Leila June Rod-Welch and Julie Ann Beddow); (24) The Genesis of a Conduct Policy in a Medium-Sized Academic Library (John Baken); (25) Universal Design and Accessibility: A Checklist for LibGuides and Online Tutorials (Courtney Mlinar); (26) Anti-vaxxers, Sasquatch DNA and Other "Scientific" Findings: Actively Engaging Distance Students in Media Literacy (Joanna Nemeth); (27) All Good Things Must Come to an End: When Library Staff Pass Away (Rob Withers); (28) If "They" Build it, "They" Will Come (Martha Allen); and (29) Save the Earth - Earth Day Game Drive: Small Steps, Big Impact (Leila June Rod-Welch). [For the 2019 proceedings, see ED600185.]