1. MATT KEMMIS APRIL 15, 2015 WEEK 7 DB ADDRESSING THE DIGITAL DIVIDE AT CLACKAMAS COMMUNITY COLLEGE

2. SECTION I: MISSION STATEMENT AND CURRICULUM Our Mission: To serve the people of the college district with high quality education and training opportunities that are accessible to all students, adaptable to changing needs, and accountable to the community we serve. (Clackamas Community College, 2015).

3. SECTION I: MISSION STATEMENT AND CURRICULUM CONTINUED Our Core Themes Academic Transfer : We provide education that results in successful academic transfer to a four-year institution. Career and Technical Education: We provide education and training that reflect the economic needs of the community and region and lead to successfully attaining employment. Essential Skills: We provide education that supports high school completion and learning English, and develops essential skills such as mathematics, reading and writing. Lifelong Learning: We provide special events, enrichment programs, and continuing education opportunities and develop strong partnerships with our community agencies. (Clackamas Community College, 2015)

4. STATEMENT OF ISSUE A larger number of non-traditional students are enrolling at our institution each semester. For many of these students the necessary technological understanding and requirements of their courses are becoming barriers to their success. CCC is unable to fulfill its mission if technological understanding and access are a primary issue for many students. Faculty members are unable to successfully deliver the curriculum to all students.

5. WHY NOW? It is imperative that the digital divide issue is addressed now as this is an ongoing concern that has a high impact on the functioning of our school. Non-traditional student enrollment is increasing at a rate of 8-10% per year since 2009. (Jesnek, 2012, p. 2) “Basic” computer skills and access to technology are required in higher education. Many non-traditional students do not own the necessary technology. (Jesnek, 2012) Lowers retention and graduation rates. To stay competitive as an institution.

6. FIGURES Community College Statistics (Pew Research Center, 2011)

7. MEASURES TO ADDRESS THE ISSUE Offering all incoming students the opportunity to take a basic skills course. Placement tests Loans of digital devices Access to computer lab with 24 hour technology support.

8. PLAN IMPLEMENTATION FRAMEWORK A Futures Council (Marx, 2006, p. 175) comprised of members from each educational department, student council members, the IT department, and select community members will be created to advise the college about the issue. The council will gather and analyze data from faculty and students. This data will help determine if the digital divide is more a function of access or literacy. Proposed actions will be presented to the college president and board of directors.

9. NECESSARY LEADERSHIP TRAITS Shifting the focus from the financial health of the university to the needs of the students. Keeping the issue a priority. Ensuring students and faculty members have the resources necessary to be successful.

10. ASSESSMENT OF PROGRESS The council will re-evaluate steps taken and assess how the changes are impacting students and the university. Survey data will be collected from students and faculty. Retention and graduation rates will be monitored.

11. REFERENCES Clackamas Community College. (2015). Our Purpose, Mission, Core Themes, and Code of Ethics Retrieved from http://www.clackamas.edu/Mission/www.clackamas.edu/Mission/ Jesnek, L. M. (2012). Empowering the non-traditional college student and bridging the digital divide. Contemporary Issues In Education Research, 5(1), 1-8. Marx, G. (2006). Future focused Leadership: Preparing schools, students, and communities for tomorrow’s realities. Alexandria, VA: Association for Supervision and Development. Pew Research Center. (2011). College students and technology. Retrieved from http://www.pewinternet.org/2011/07/19/college-students-and-technology/ http://www.pewinternet.org/2011/07/19/