Community College Leader Bulletin, Fall 2008, Vol. 1, Issue 3

Newsletter produced by the Iowa Department of Education, Community College unit. This report has information about staff, grants, statistical data, requirements and more.

Community College Leader Bulletin, Spring 2009, Vol. 2, Issue 2

Newsletter produced by the Iowa Department of Education, Community College unit. This report has information about staff, grants, statistical data, requirements and more.

Community College Leader Bulletin, Summer 2009, Vol. 2, Issue 3

Newsletter produced by the Iowa Department of Education, Community College unit. This report has information about staff, grants, statistical data, requirements and more.

Community College Leader Bulletin, Fall 2014, Vol. 4, Issue 4

Newsletter produced by the Iowa Department of Education, Community College unit. This report has information about staff, grants, statistical data, requirements and more.

Community College Leader Bulletin, Winter 2013, Vol. 3, Issue 1

Newsletter produced by the Iowa Department of Education, Community College unit. This report has information about staff, grants, statistical data, requirements and more.

Community College Leader Bulletin, Summer 2014, Vol. 3, Issue 3

Newsletter produced by the Iowa Department of Education, Community College unit. This report has information about staff, grants, statistical data, requirements and more.

Community College Leader Bulletin, Winter 2015, Vol. 5, Issue 1

Newsletter produced by the Iowa Department of Education, Community College unit. This report has information about staff, grants, statistical data, requirements and more.

Transfer Behavior Transfer Among Iowa Community College Students and Post-college Earnings of Iowa Community College Students, May 15, 2007

Iowa State Board of Education issued a five-year strategic plan to meet accountability goals of Iowa Community Colleges through well defined and articulated performance indicators. More specifically, the fifth strategic goal stated that “the community colleges of Iowa [would] recruit, enroll, retain to completion or graduation persons of underrepresented groups in all programs. Data were obtained to examine the transfer behaviors of the 2002 cohort of Iowa community college award recipients and non-award recipients. Three data files containing demographic information, educational records, enrollment data and fiscal year 2002 degree award files were merged to analyze transfer behavior in the state of Iowa.

Community College Leader Bulletin, Winter 2009, Vol. 2, Issue 1

Newsletter produced by the Iowa Department of Education, Community College unit. This report has information about staff, grants, statistical data, requirements and more.

Community College Leader Bulletin, Fall 2015, Vol. 5, Issue 3

Newsletter produced by the Iowa Department of Education, Community College unit. This report has information about staff, grants, statistical data, requirements and more.

Community College Leader Bulletin, Summer 2015, Vol. 5, Issue 2

Newsletter produced by the Iowa Department of Education, Community College unit. This report has information about staff, grants, statistical data, requirements and more.

Economic Returns & Career Transitions for Iowa Community College Students, May 2010

The Iowa Department of Education and Iowa Workforce Development partnered to combine educational and workforce data. The collaboration led to the establishment of the Training and Employment Outcomes System (TEOS) which combines wage data with education records for community colleges. This report summarizes results on four areas: Descriptive wage summaries; the returns to education; transitions for program majors to the workforce; and the five-years in-state retention rate of community college graduates.

Audit report on Indian Hills Community College in Ottumwa, Iowa for the year ended June 30, 2015

Audit report on Indian Hills Community College in Ottumwa, Iowa for the year ended June 30, 2015

Community College Leader Bulletin, Winter 2016, Vol. 5, Issue 4

Newsletter produced by the Iowa Department of Education, Community College unit. This report has information about staff, grants, statistical data, requirements and more.

A speculative systems model of the dynamic interaction among students, faculty and administration in the community college, with particular reference to intrinsic motivation and the teacher-administrator interface

The challenge the community college faces in helping meet the needs of the living open system of society is examined in this study. It is postulated that internalization student outcomes are required by society to reduce entropy and remain self-renewing. Such behavior is characterized as having an intrinsically motivated energy source and displays the seeking and conquering of challenge, the development of reflective knowledge and skill, full use of all capabilities, internal control, growth orientation, high self-esteem, relativistic thinking and competence. The development of a conceptual systems model that suggests how transactions among students, faculty and administration might occur to best meet the needs of internalization outcomes in students, and intrinsic motivation in faculty is a major purpose of this study. It is a speculative model that is based on a synthesis of a wide variety of variables. Empirical evidence, theoretical considerations, and speculative ideas are gathered together from researchers and theoretici.ans who are working on separate answers to questions of intrinsic motivation, internal control and environments that encourage their development. The model considers the effect administrators·have on faculty anq the corresponding effect faculty may have on students. The major concentration is on the administrator--teacher interface.For administrators the model may serve as a guide in planning effective transactions, and establishing system goals. The teacher is offered a means to coordinate actions toward a specific overall objective, and the administrator, teacher and researcher are invited to use the model to experiment, innovate, verify the assumptions on which the model is based, and raise additional hypotheses. Goals and history of the community colleges in Ontario are examined against current problems, previous progress and open system thinking. The nature of the person as a five part system is explored with emphasis on intrinsic motivation. The nature, operation, conceptualization, and value of this internal energy source is reviewed in detail. The current state of society, education and management theory are considered and the value of intrinsically motivating teaching tasks together with "system four" leadership style are featured. Evidence is reviewed that suggests intrinsically motivated faculty are needed, and "system four" leadership style is the kind of interaction-influence system needed to nurture intrinsic motivation in faculty.