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Governor Rell Announces $31.7 Million Expansion January/February 2006 • Volume 16, Number 1 Marketing and Public Relations Office Staff and Faculty Newsletter Available online: tunxis.commnet.edu Governor Rell Announces $31.7 Million Expansion master development plan and marks the first new construction on campus in 13 years. The new construction will provide some breathing room and pleasing enhancements to study, studio and social space on campus. “This long-awaited expansion will enable Successful Alumnus Tunxis to serve thousands of additional Knows Value of Tunxis students from the Farmington Valley well into this century,” Governor Rell said. “Connecticut’s Community Colleges are Barry J. Cunningham, principal of BJC experiencing unprecedented growth because Valuation Services in Simsbury, knows the higher learning is invaluable in today’s world. value of Tunxis. I am committed to providing our students The Simsbury resident attended Tunxis and faculty with the best facilities possible. from 1996-1997 to complete the courses Investments in our state colleges and he needed towards his bachelor’s degree, Tunxis Community College has for many universities are investments in our future.” which he had begun at Pennsylvania State years had the smallest footprint (assignable Phase 1 will include construction of a new University in the 1980s. He was driving by space per student) of any college in New library, science & technology building, larger Tunxis, and decided then and there to England. On 12/2/05, Governor M. Jodi Rell Academic Support Center, dental hygiene pursue finishing his degree by enrolling in visited Tunxis to announce a commitment of lab/classrooms, art and graphics studios, cafe, “Philosophy 101” at the College. $31,704,000 in state bond funding to support general purpose classrooms, exhibition “That started me on the path of a campus enhancement of Tunxis.The funding space, individual study areas and walkway. a major change in my life,” explained was approved at the state Bond Commission Tunxis now serves nearly 5,000 credit Cunningham, whose real estate and meeting on 12/9/05 and continuing education students each consulting firm heavily emphasizes tax and The project will add 104,000 square feet academic year, a growth of 20 percent in the litigation consulting. to the current campus, more than doubling last seven years. the size of the College’s facilities.The funding Cunningham An official groundbreaking ceremony will –continued on p. 5 will complete the first phase of the College’s be scheduled as soon as possible. I In Memory of 258 Scott Swamp purchased Dr. George Dursthoff 1937-2005 From an obituary that appeared in The Bristol Press on 9/7/05— George H. Dursthoff, 68, of New Hartford died Thursday,Sept. 1, as the result of a boating accident. George was a graduate of On 6/16/05,Tunxis CC Foundation purchased 258 Scott See the Tunxis Campus Swamp Road, anad it will make this property available to Columbia University with a doctorate in the College.The two-story, 2,258 sq. foot brick Cape was Expansion unfold! education. He taught for 30 years at Tunxis built in 1952 and sits on almost seven acres Visit tunxis.commnet.edu, Community College in Farmington, where of land. Helen Zebrowski, who passed away in 11/05, he was a trusted adviser, teacher, friend and her sister Genevieve were the former owners. and click off the home page Dursthoff–continued on p. 11 for regular updates Education That Works For a Lifetime tunxis.commnet.edu by Cathryn L. Addy, Ph.D. Assessing Effectiveness Requires Comprehensive Approach That Encompasses Institutional Mission Consideration Necessary in Defining and Balancing Educational Outcomes with Student Goals, Employer and University Requirements Thirty-five years ago, a young, inexperienced, teacher entered a community college classroom to face her first college-level classes—four freshman composition sections and one Introduction to World Literature. She had just completed a master’s degree in English with an emphasis in Contemporary American Literature; absolutely nothing in her own academic background, other than two years of teaching in a large city high school, prepared her for what she was assigned to do. Everything was trial and error as she tried to stay one or two days ahead of the Lit class in the reading assignments and then lecture nervously from notes prepared the night before. She was no more at ease in the composition classes, teaching from a text she hadn’t chosen full of essays and short stories she had never read and trying to get her students to write cogent essays themselves on assignments that were developed more on instinct than on sound theory. She shared an office with two other members of the department but the department chair was located in another building and was busy with his own issues.The only mentoring she received,therefore,was from her office mates or from occasional conversations with other faculty. She was given no information about writing syllabi (What? Let the students know what was expected of them?) or creating a plan for where she wanted/needed to be pedagogically by the end of the semester, or what the expectations were of her students—or of her, for that matter. Evaluation consisted of someone visiting a class at some designated period and then writing up a subjective description of what had been observed.There were office hours to be kept, but otherwise she had no responsibility to be involved in any aspect of the institution other than her own classes and students. Finally, she was assigned 25 advisees, all Early Childhood majors, a program about which she had absolutely no information or interest and no guidance other than what she read in the catalog along with the advisees. The point of this little vignette (yes, I am describing my own experience) is to illustrate how much has changed, and is changing, in community college education.The circumstances under which I started my community college career do not exist at Tunxis, thankfully. We have become much better at orienting and guiding new faculty; we have become more definitive about what is expected in the classroom and what materials the students are to have to help them succeed in any course; we have spent enormous time and energy testing and placing students so that only those prepared for college-level work actually are allowed to enroll in college-level classes; we have codified evaluation within an inch of its life; we have spent time and money getting technology of all kinds infused into the educational processes; we have agonized over admissions and registration processes and had “elimination of waiting in line” one of our Holy Grail; and we have figured out that academic advising really is important, after all. In essence, we have spent the past 35 years refining many of the processes and measurements that have defined us as an institution of higher education, and we have taken seriously the responsibility of teaching effectively. Ah, but we are not yet done.The one area we have paid but scant attention is defining what we want our students to be when they leave Tunxis.We know precisely what scores they must have on Accuplacer to get in our college-level classes, and we know the numerical value of the grades on the grading scale and the grade point average required for graduation or continuation of financial aid, and we know which courses will transfer and which ones will not. But, do we honestly know how to define “The Tunxis Student” and who that person is as a result of his or her experiences with us? Do we really know how, or if, everything we have spent years creating is really working? What good is it to have general education outcomes if we don’t have a way of assessing them? How does it help us to revise existing curricula or create new programs if we have no way of determining whether or not the changes are meeting our goals? And, by the way, what are our educational goals for our students? What are our students’ educational goals for themselves? How do we match student goals with Tunxis goals and with university and employer demands? What is the best way to balance them, should they differ? Finally, who are the students we see before us in this relatively new century? They really are getting younger, and we really are getting older! Are we as prepared as we need to be to face this generation of students, in spite of our constant attention to their preparation? It would be so much easier if we could just put up a bumper sticker like the one seen on trucks (“Hi! How is my driving? Call 1-800- Watch-Out”). I don’t think that NEASC, or DHE, or the Legislature-From-Whence–Cometh-All-Funding would be very amused, however. Thus, we might as well do our assessment of our effectiveness as thoroughly as we have done everything else over the years. It is time to put that last piece in place. However, we need also to be patient:Tunxis was not created overnight, nor will change occur overnight. It does seem realistic, though, to project that five or six years from now, we will be able to answer the questions not only about who the Tunxis students are but also how much progress we have made toward closing the remaining gap between what we think we are doing and what we can prove we are doing. At that point we will accurately be able to say we are a student-centered College. I January/February 2006 2 Tunxis Trains the Knowledge Worker, says Stephen R.
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