Judith M L Hansen

CCQ Press Conference

2010-11-13T20:56:00.000-08:00

CCQ courses ‘recognised world over’

By Ourouba Hussein

Dean Hansen and steering committee chair Ibrahim Saleh al-Nuaimi at the press briefing yesterday

The newly-established Community College of Qatar’s (CCQ) courses are internationally certified and will allow the students to join any university in Qatar or abroad to complete their bachelor degrees, a top CCQ official said yesterday.

Speaking to reporters, CCQ steering committee chair Ibrahim Saleh al-Nuaimi said that the college had three different programmes, an Associate in Sciences or Associate in Arts degree, Associate in Applied Sciences, as well as Work Advancement or Employment and Certificates or courses for training and personal development.

He explained that after obtaining the Associate in Science degree, students can further study to obtain their Associate in Applied Sciences degree, which now offered business and computer technology programmes.

“The associate in science or arts degree allows the students to register in any university in the world as a third year, while the associate in applied sciences degree allows them to go directly to work”, he said.

The third programme, he said, offered courses for employers to provide upgrading or improving the skills of their employees, or re-train for a totally different field.

“We are talking to Qatar Petroleum and RasGas and we will be visiting in October all corporations in Qatar to offer our services”, he added.

CCQ dean Judith Hansen said that the college was the outcome of two years of work to establish a place to improve the Qatari participation in the workforce to reach the 2030 vision.

“The college officially opened its doors for orientation last Sunday and the classes started on September 26”, she stated.

She explained that CCQ has begun its first academic year with 305 students.

“A total of 1,330 candidates had taken the placement test but two-thirds of them preferred afternoon and evening courses”, she said, adding “in January we are going to launch evening classes for the working students and we still have another 2,000 students on the waiting list, who still haven’t taken the placement test and need some orientation”.

Hansen explained that the college was accepting only Qatari students, however, the future plan was to include non-Qataris also.

“What is good about CCQ is that we have small classes, a comfortable personal relationship with professors, whereas every class has an average of 20 students, so they have an opportunity to learn”, she said.

CCQ Relies on COMPASS® for Student Placement

2010-09-29T12:31:00.000-07:00

http://www.act.org/activity/autumn2010/qatar.html

CCQ Pioneers

2010-09-28T19:21:00.000-07:00

Press Release from Qatar:

A total of 304 students, including 184 females, started their classes yesterday at the Community College of Qatar (CCQ), the first of its kind in the region.

The CCQ will provide three internationally-recognised degrees: Associate in Arts (AA), Associate in Science (AS), and Associate in Applied Sciences (AAS).

Associates degree holders will be able to either join the labour market or continue their university studies in one of the universities in Qatar or abroad in order to obtain a bachelor’s degree.

“The historic first day of the Community College of Qatar sets a new future for our Qatari students and Qatar,” Dean Dr Judith Hansen said.

She described the CCQ as the first nation-wide community college in the world, a global Qatari model of higher education success.

The first day showed commendable organisation and preparations which were reflected in the separation of male students from females at the entrance and the classrooms. Students’ names were listed and classrooms were numbered to achieve easy and comfortable opening.

“I have benefited from the lecture and I am enjoying the study and will complete all the curricula,” said Issa Abu Jassoum, a student who had just completed his first lesson in English language.

Abu Jassoum expected a bright future at the college as it provided educational opportunities that were not available anywhere else and prepared them to obtain a BSc degree. Abu Jassoum is interested in computer science studies.

Many other students shared Abu Jassoum’s opinion.

They expressed their appreciation to the teaching staff for their efforts and co-operation with them.

Munirah Ali al-Thani said: “The college provides a variety of educational options and helps us enhance our skills and abilities and increase our knowledge.”

Munirah said she had completed the secondary classes and obtained good results in the entry tests but did not meet the requirements of the university and was therefore unable to continue her studies.

She said that the CCQ’s flexibility made it the best solution for most of the students who are sitting at home without education.

Some students chose to attend the CCQ straight from high school while other students are working adults who take classes to advance in careers or to change fields.

To ensure graduation of qualified students, the SEC has signed a five-year partnership service agreement with Houston Community College where the latter will provide qualified staff and faculty, and develop a curriculum designed specifically for Qatari students.

CCQ classes to begin on September 26

2010-09-23T21:50:00.000-07:00

Gulf Times
07/09/2010

The Supreme Education Council (SEC) yesterday announced that the Community College of Qatar (CCQ) will begin its first class on September 26 at the West Bay Campus.

The CCQ has finalised the list of 300 full time students for the first batch based on the applications received. Orientation workshops are to be conducted between September 19 and 24.

“The first of its kind in Qatar and the region, the CCQ allows students to pursue a course of study that will prepare them to either enter the workforce or transfer to a four-year institution to complete a Bachelor’s degree” CCQ Steering Committee chair Dr Ibrahim al-Naimi said. “Students will be able to earn a certificate or two-year Associates degree in a select number of fields critical to Qatar’s economic growth,” he explained.

CCQ dean Dr Judith Hansen described the launch of the College as the opportunity of a lifetime for many to contribute to the thriving economic growth of Qatar toward Vision 2030.

The ultimate goal of the CCQ is to provide education for everybody therefore those students who were tested but not enrolled will be notified of waiting list for enrolment in subsequent semesters.

Those who signed up online and have not taken the ACT Compass test will be tested in October 2010. Students planning to take the test for the first time or retake the test are advised to visit the ACT Compass website – http://act.org/compass - for practice tests.

“More full time and part-time working students credentialed are ready for enrolment as we grow into our C-Ring Road Campus beginning January 2011,” added Dr. Hansen.

The CCQ will provide three internationally recognised degrees: Associate in Arts (AA), Associate in Science (AS), and Associate in Applied Sciences (AAS).

They will allow holders either to join the labour market or to continue their university studies in a university in Qatar or elsewhere in order to obtain a bachelor’s degree.

The 2-year AA Degree coursework includes core Social Sciences, Communications and Humanities courses with support Sciences and Math courses consistent with university freshman and sophomore coursework for majors in the Arts, Communications and Humanities.

The 2-year AS Degree coursework includes core Sciences and Math courses with support courses in Communications, Social Sciences and Humanities consistent with university freshman and sophomore course for majors in the Sciences and Math. CCQ is seeking articulation of the AS Degree curriculum for transfer of successful graduates to university studies as third year students.

Qatar Migration Background

2010-09-23T21:49:00.000-07:00

Hundreds attend orientation on the Community College of Qatar

2010-09-23T21:28:00.000-07:00

Supreme Education Council Press Release

Date: 19 September 2010

The Community College of Qatar held an orientation meeting for 309 new students including boys and girls at the presence of the Community teaching faculty and staff. The orientation meeting will continue until the 24th of September 2010 at the Community College at Dafna. The meeting aims to brief the students about the college, the curriculum, the staff, the courses, and the opportunities provided for them through their years of study. In addition, the college has provided the required guidance and direction for the students which will ensure their continuation in the college and maintain their success.

Dr. Ibrahim Al-Naimi, the chairman of the Community College Steering Committee welcomed the students informing them that the meeting represents a remarkable and unique milestone in the history of Qatar. He congratulated the students on their enrollment into the Community College which plays a major role in the development of the nation.

Al Naimi reiterated that the college offers 2-year degree courses and three accredited diplomas in Humanities, Science, and Technical applications like communications, administration, engineering, and banking. He added that the diploma holders may join the labor market or continue further in higher education in the best universities in Qatar or abroad.

The college offers short training certificates and programs to meet specialized labor and industry requirements. This, he said, will enhance the sustained development of the country and achieve the Qatar national vision 2030. Dr. Naimi stressed on the importance of accurate attendance by the students and urged them to maintain their timetable, accept the challenge, and be reliable. He confirmed that without the support of His Highness the Emir, the college would not have been established. He also praised Qatar University and all the institutions which helped in the existence of the college.

In addition, Al Naimi mentioned the partnership between the Community College of Qatar and Houston Community College (HCC) which will provide educational opportunities in accordance with international standards. HCC curricula has been created to suit the educational requirements of Qatari students. The partnership will enhance excellent opportunities and broaden the educational options for the students who will benefit from international experiences.

He confirmed that the college will achieve a group of objectives for the students like continuing their higher education in a number of US universities, Qatar university, and the Education City Universities.

On her part, the Community College Dean, Dr. Judith Hansen also welcomed the students and praised their educational excellence and their will to continue education.

"I am proud of you and we are here to achieve the vision of His Highness the Emir and Her Highness Sheikha Mozah Bint Nasser Al-Misnad."

She also praised the support of H.E. the Minister of Education, Secretary general of the SEC which he extended for them to achieve their objectives. She explained the courses the college will offer and hoped that all students will have opportunities to join the college.

The College academic advisers and directors gave presentations about the importance of identifying their visions and objectives and become self reliant and responsible.

In an interview with the students to measure their satisfaction with the college, they jointly agreed that the orientation meeting was satisfactory for them and they praised the officials at the college for their efforts. Some ladies considered the college a bright future for them with its flexible system as it has saved them from worrying about passing the TOEFL and IELTS tests which were obstacles in joining university education. One parent said the college is the dream of every Qatari family wishing their children to study among their families and in their own country.

Community College in admission pledge

2010-09-11T23:37:00.000-07:00

Gulf Times
June 10, 2010

The Community College of Qatar (CCQ) will accommodate all applicants willing to study at the college regardless of the initial plans to admit only 300 students in the first year.

“Our plan is to meet the educational needs of all categories of students and we are ready to offer admission to anyone who knocks at our door,” the college’s dean Judith Hansen and project director Ibrahim al-Naimi told Gulf Times in an interview yesterday. Hansen said that the institution had received thousands of applications during the open house held recently, but said that about 1,000 had signed up to take part in the placement tests and orientation programme

CCQ to start registering students for fall semester

2010-09-11T23:33:00.000-07:00

The Community College of Qatar (CCQ) will start registering the first 300 students into its courses for the fall semester by notifying all applicants of their status by SMS and e-mail starting from July 18.

CCQ students will be required to submit an original Qatar ID, official high school diploma/certificate and a health certificate to the Information Centre on the first floor of the Supreme Education Council building in Al Dafna to begin their registration process.

Orientation for students joining in the fall will take place beginning from September 19.

The time and location will be announced in the next several weeks, it said.

All students who complete the Compass Placement test will be notified of waiting list for enrollment in subsequent semesters.

Some working students on the waiting list will begin classes part-time in January, scheduled in the afternoons from Sunday through Wednesday.

“We are heartened by the enormous interest in the CCQ and we congratulate the students in our inaugural class and look forward to enrolling all eligible students over the next several years. All they need is to be patient,” CCQ project director Ibrahim al-Naimi said.

CCQ dean Judith Hansen said: “The CCQ offers an educational path for learners of all ages, backgrounds and interests. Our college goal is to ensure quality university transfer education and career pathways for students towards achievement of the Qatar National 2030 Vision.”

The CCQ is the first-ever community college in the region.

It fills a unique educational gap in Qatar by offering higher education to anyone who is interested. It also benefits the country by playing a critical role in helping Qatar develop a highly trained and competitive workforce.

The CCQ recently announced that student applications to take Compass Placement tests will be accepted again after the CCQ opens on September 26.

Testing times will be scheduled every week at the college for interested students.

Those planning to take the test for the first time or retake the test are advised to improve their mathematics skills by studying high school worksheets, go online for math tutoring, and improve English skills by attending English courses during summer, reading English newspapers, magazines and websites and watching more English television programmes; e-mail friends and mentors in English.

“Most importantly, they should also visit the ACT Compass website - http://act.org/compass for practice tests.”

Hansen: providing education to all تحت الأضواءCCQ to admit ‘all interested applicants’

2010-09-11T23:20:00.000-07:00

June 10, 2010

By Noimot Olayiwola

Staff Reporter

The Community College of Qatar (CCQ) will accommodate all applicants willing to study at the college regardless of the initial plans to admit only 300 students in the first year.

“Our plan is to meet the educational needs of all categories of students and we are ready to offer admission to anyone who knocks on our door,” the college’s dean Judith Hansen and project director Ibrahim al-Naimi told Gulf Times in an exclusive interview yesterday.

Hansen disclosed that the institution had received thousands of applications during the open house held recently, but said that about 1,000 have signed up to take part in the placement tests and orientation programme.

“Out of this lot, we will be selecting the best 300 students who have excelled in Math and English language in the placement exam. At the same time, we will be finding opportunities for all the students who want to come to CCQ by telling them when to enroll as our ultimate goal is to provide education for everybody approaching us and showing interest in the college,” she explained.

The dean reiterated that more students would be invited in January when the institution would begin its part-time courses and then in June, adding that many students had expressed their desire to study part-time.

To why the college has chosen to administer Act Compass, a different set of tests, she said: “We have chosen this because it is a special test particularly for students who have not used English as their first language. So Act Compass will be administering English to them as a second language.”

She explained that it was not a pass-fail test, as the college would not turn down anyone based on their test scores.

“The test is being viewed as a placement test that helps us to identify studies that suit students , because we want them to be successful and pass their courses and cope with their pursuit of degrees later on,” she maintained.

The college will begin offering two-year courses in three different degrees, namely associate degrees in Arts, Science and Applied Sciences by the academic year starting in September.

However, the college has extended the dates for signing up for its placement tests and orientation until July 7.

The placement test to be held from 8am to 12noon and from 1pm to 5pm at the Qatar University’s Foundation Programme (Men and women) building has four areas: Mathematics, English as Second Language (ESL), Listening, Reading and Essay.

Asked about the most sought after degree, she maintained that equal number of students have shown interests in all the three courses.

“We have not yet added up all of their interests though, but based on our interactions with some of the applicants, there are equal number of students enrolling in the associate degrees which will have combined core courses in English, Math, Communication, Social Sciences and the Humanities,” she mentioned.

“The big surprise to us however, was that there are many working students who wanted to take courses in applied sciences in order to improve their businesses and promote technologies. It was a surprise to us because we think that would make a difference in their businesses and help improve Qatar’s economy.”

Hansen added the college would contribute to Qatar’s economy and help achieve the Qatar National Vision 2030 by producing students who see learning as a way to improve themselves and their country.

“Any CCQ student who is successful in their associate degrees will be eligible for transfer to any university’s third year class provided their core courses tally with the university’s requirements,” she said mentioning that the college would soon hold meetings with senior officials at Qatar University and the Education City to discuss how CCQ students could be transferred to courses offered by these institutions.

Education Minister announces the launch of the Community College of Qatar

2010-09-11T23:08:00.000-07:00

Date: 10 May 2010

The Supreme Education Council (SEC) today held a media briefing at the SEC building in Dafna to announce the launch of the Community College of Qatar. When the new college opens its doors in September 2010, 300 students will take advantage of a new educational opportunity. Students will be able to earn a certificate or a two-year Associates degree in a select number of fields critical to Qatar’s economic growth. The first of its kind in Qatar and the region, the CCQ allows students to pursue a course of study that will prepare them to either enter the workforce or transfer to a four-year institution to complete a Bachelor’s degree.

“The launch of the Qatar Community College comes within the framework of sound scientific planning to meet the country’s educational needs as it is aligned with one of Education for a New Era’s goals of an integrated, student centered education system aimed at catering to the needs of individual students from kindergarten to university,” said HE Saad bin Ibrahim Al Mahmoud, Minister of Education and Higher Education and Secretary General of the Supreme Education Council (SEC). “The inauguration of the college also embodies H.H the Emir’s vision of creating a knowledge-based economy by investing in Qatar’s human resources through enrolling in the college thus enables the country to compete effectively in a rapidly changing world.”

HE Al Mahmoud continued to say, “I appreciate the role played by the CCQ steering committee members who turned a vision into a reality. I thank everyone who contributed in the establishment of this college that will play a leading role in advancing sustainable development in the country.” Beginning in June, students will be able to begin registration for testing and orientation on a first come, first serve basis. With an initial enrollment of 300 students, the CCQ plans to grow to 1,000 students in three years to meet the demand for students needing college degrees and workers needing certificates.

Pursuit of a national community college is an outgrowth of Qatar’s economic expansion and educational investments in its citizens. It fills a unique role in Qatar – it offers higher education to anyone who is interested and offers an educational path for learners of all ages, backgrounds, and interests.

Some students will attend CCQ straight from high school while others students will be working adults who take classes to advance in a career or to change fields. Still other high school students may take courses known as dual enrollment classes, to earn high school and college credit at the same time. Other students who did not go to university straight from high school and now wish for a chance to qualify can begin at CCQ. For Qataris, enrollment in CCQ will be free.

The CCQ offers specialized courses, and training programs to meet the needs of a particular sector of the labor market and industry. Many students can study technical or trade programs to gain specialized skills before or after entering the workforce.

The CCQ Steering Committee chaired by Dr. Ibrahim Saleh Al Naimi spearheaded the efforts to translate the vision of a community college into reality. Dr. Al- Naimi appreciated the unlimited support offered by the chair, vice chair and members of the board of the SEC, the executive committee members, HE Al Mahmoud and the steering committee.

“The steering committee members worked hard to achieve the reality of a community college in Qatar,” said Dr. Al- Naimi. “The college will provide a recognized certificate; expand academic options; groom students to enter the labor market or continue their study to obtain a bachelor degree. It also provides short intensive and specialized training courses to meet labor market needs. The college has a supportive learning environment, provides interactive learning, has a flexible admission policy and is free for Qataris.

Initially, the CCQ will offer two-year university transfer and technical Associate degree programs. These programs are not available at any other institution in Qatar. After the first year, the school will begin offering Associate Degrees in fields such as construction engineering, surveying, technology, finance and communications/media. For students seeking a Bachelor’s degree, credits can be transferred to a four-year university, such as Qatar University and Education City universities. “The CCQ will provide world class opportunities for Qatari students, parents and families with a dream to attend college,” said Dr. Judith M. L. Hansen, the newly appointed dean of the CCQ. “The CCQ responds to the educational need of our rapidly growing economy with the community college model of access to learning for all. I am excited to be working with the SEC, HE Al Mahmoud, Dr. Naimi, the CCQ steering committee and educational professionals towards the opening of the college in September.”

Dr. Hansen brings a career of community college leadership and recognition to the CCQ. A graduate of Iowa State University, she received her Bachelor Degree in Sociology, Master’s Degree in Counseling and Ph.D. in Higher Education. She was previously president at Southwestern Oregon, Independence and Olney Central Community Colleges; executive director at Shoreline Community College, executive vice president at Waubonsee Community College and dean at Crowder College. Dr. Hansen was recognized for Shirley B. Gordon Phi Theta Kappa Presidential Leadership, U.S. Department of Education Exemplary Community College for Career Pathways and by Kansas Governor and now U.S. Secretary of Health and Human Services, Kathleen Sebelius for service to Kansas Higher education.

Counselors Hear About CCQ

2010-09-11T23:04:00.000-07:00

HEI/CCQ organize awareness workshop for counselors
Supreme Educaiton Council

Date: 28 May 2010

The Higher Education Institute recently hosted an awareness workshop for secondary school counselors that was organized simultaneously with the SEC's announcement of the opening of the Community College of Qatar in the academic year 2010-2011, to update them on the recent developments that the project has been witnessing. More than seventy counselors from independent and private schools, Qatar University attended the event in addition to the Acting Director of HEI and other staff.

Dr. Ibrahim Al-Naimi, Chairperson of CCQ steering committee gave a presentation that highlighted the vision, mission, and fields of study, degrees and future prospects of the college. During his presentation, Dr. Al-Naimi clarified that the CCQ aims to provide higher education and diverse opportunities for lifelong learning and will respond effectively to the education and training needs of the Qatari community meeting the evolving needs of the nation as it strives to realize the goals of Qatar National Vision 2030.

Dr. Judith Hansen, dean of the CCQ explained the concept of the “two-year” community college and its provisions for students. She said the college would provide a smooth transition for students from the secondary to the university level assuring at the same time that the CCQ will also examine and may adopt key innovations that will suit the educational ethos of Qatar.

It has been decided that the CCQ will begin accepting applications from interested students at HEI Open House on June 14-15, 2010 that will be held at the Four Seasons Hotel.

A lot of questions were raised at the end of the workshop that reflected the interest of the larger community in the CCQ. Thanking every one for his/her participation in the workshop, Mr. Ahmad al-Janahi, Acting Director of the HEI at the end emphasized that HEI will continue its support and cooperation with the CCQ.

It is worth mentioning in this respect that the HEI held two similar workshops about CCQ last year.

* Hansen to lead SCC Office of Advancement: Tuesday, January 05, 2010

2010-09-11T22:36:00.000-07:00

On Campus

With state support for higher education facing a continuing threat, President Lee Lambert says Shoreline Community College must take more control of its financial future.

“We have to reduce our reliance on state dollars. Tuition hikes just shift the burden to students who are already seeking financial aid in record numbers,” Lambert said. “However, we can help ourselves with a more vigorous and planned pursuit of grants, contracts and private giving.”

To that end, Lambert said he has appointed Judith Hansen as Interim Executive Director – College Advancement to head the Office of Advancement. Lambert made the announcement at the Tuesday, Jan. 5, 2010, College Council meeting.

“Judith came to us this past fall quarter as part-time grants administrator and her work is already starting to pay off,” Lambert said, adding that the college had gone with out a grants administrator for a number of years. “With her background and experience, Judith is a good fit for the Office of Advancement.”

Lambert said that Hansen will continue with her work on grants, take a leadership position with the foundation and oversee efforts in PIO. The move will put the Office of Advancement in a stronger position to pursue a variety of revenue opportunities, Lambert said.

Hansen said she’s looking forward to the opportunity at Shoreline.

“It quickly became apparent that Shoreline has a culture of truly valuing students,” Hansen said. “That culture, combined with the vision that this institution is working toward, make Shoreline a very exciting place to be.”

One of Hansen’s first chores will be to outline a three-year plan for Advancement at the Jan. 27, Board of Trustees meeting. Also at that meeting, Lambert said he’d ask the trustees to consider funding Hansen’s position from the board’s fund. “This would be a strong investment in the college,” Lambert told the Council members.

Hansen comes with plenty of community college experience, most recently serving as president at Southwestern Oregon Community College, in Coos Bay. Ore., for three years. While her time in Oregon ended in resignation, college board members there praised Hansen for her work in carrying the college’s message into the community and building new programs. “Judith’s strengths at Southwestern are exactly what we need here at Shoreline,” Lambert said.

Before Southwestern, Hansen was president at Independence Community College, Independence, Kan., for eight years and also served as president at Olney Central Community College, Olney, Ill. Hansen began her community college career teaching ABE, GED and ESL classes. She has also taught and counseled at Iowa Western Community College, Iowa State University, University of Arkansas, Crowder College, Pittsburg State University and Independence Community College.

Hansen served as executive vice president at Waubonsee Community College and Dean at Crowder College. She served on the National and Oregon Campus Compact, American Student Advocacy Council Board, American Association of Community Colleges Board of Director and Executive Board.

Committed to community involvement, Hansen served on the Coos Art Museum and South Coast Development Council while in Oregon. Since moving here, she has joined the Kirkland Rotary. She enjoys outdoor sports, gardening and spending time with her children Erik, Andy and Sarah and their families.

The Office of Advancement was created in April, 2008, by combining the Public Information Office and the Shoreline Community College Foundation. Since its inception, however, the office has not had a person in the leadership position. The office has been operated cooperatively between Jim Hills, interim special assistant to the president for communications, marketing and government relations, and Ritva Manchester, interim director of the foundation and director of community and alumni relations. Both Hills and Manchester will continue with the Office of Advancement.

First CCQ Inservice Convocation Welcome

2010-09-11T22:18:00.000-07:00

FIRST CCQ CONVOCATION WELCOME
Judith M. L. Hansen, Ph.D.

September 2, 2010

Asalaam Alekum! Good Morning! Marjaba! Welcome!

Wow! What a day! We are making history each day at the Community College of Qatar:

This day marks the first day of setting CCQ traditions, traditions that will succeed our service and time in Qatar and extend to all future CCQ faculty and staff members. Our work and roles this first year of CCQ will include both commitment to quality higher education and the joy of setting the template, the tone, the personality and the passion for a national institution: joy, surprise, anchored professionalism, commitment to purpose, energy and embrace of our students and community.

Our collective passion for the community college mission of access to higher education for successful futures has been chosen by Qatar to transform national workforce potential for global economic leadership. And since Qatar holds the single largest natural gas field in the world, the second largest natural gas resources in the world, and the largest per capita income in the world, the access to educational opportunity is the only limiting factor for Qatar Global Economic Leadership. I have now enjoyed five months of working with the most intelligent, visionary and committed professionals in one place that I have worked with in my lifetime: Qatar leadership. They are counting on us to link their knowledge, commitment and vision to all Qataris through CCQ.

With experience, I have come to rely on understanding that our life paths, while maybe seemingly serendipitous at times, put us at the right place at the right time. Our paths today have brought each of us together at this right place and right time to set a direction for our Qatari students and community.

We have come to a deeply spiritual, Islamic country at a very spiritual time, Ramadan. I have found, and I believe you will to, that the energy and contemplative spirit of Ramadan touches our college. Our students are in many ways like students we have known in the US: hungry for opportunity: a hunger equal to the end of each day during Ramadan for Breaking Fast: Iftar. So the beginning of CCQ comes at the end of Ramadan, just as Eid al Fitr celebration begins, a metaphor for an educational beginning and recommitment that CCQ can bring to our students, the same way Qatar is celebrating spiritual recommitment.

You will hear this morning about the beginnings of the Community College of Qatar journey from each of us. My beginning, as many of you have heard, came at a time when I was seeking new meaning for a career in community college leadership. The opportunity provided to me by the vision of His Highness, direction of Her Highness, Sheikha Mozah, leadership of The Supreme Education Council, commitment of Minister of Education HE Saad Al Mahmoud and guidance of Dr. Ibrahim Al Naimi and the Community College Steering Committee has been the most rewarding in my lifetime. We are indeed at the right place at the right time, together, to build the new Community College of Qatar

CCQ Press Remarks

2010-09-11T22:05:00.001-07:00

THE COMMUNITY COLLEGE OF QATAR

REMARKS TO PRESS

10 MAY 2010

JUDITH M. L. HANSEN, PH.D.

DEAN

GOOD MORNING AND THANK YOU FOR THE OPPORTUNITY TO EXPRESS MY APPRECIATION TO HER HIGHNESS SHEIKHA MOZAH BINT NASSER AL MISSNED WHO DREAMED OF A COMMUNITY COLLEGE OF QATAR; HIS EXCELLENCY SAAD BIN IBRAHIM AL-MAHMOUD MINISTER OF EDUCATION AND HIGHER EDUCATION , SECRETARY GENERAL OF THE SUPREME EDUCATION COUNCIL (SEC) WHO HAS LEAD THE SEC DREAM OF A COMMUNITY COLLEGE OF QATAR, TO PROJECT DIRECTOR DR. IBRAHIM S. AL-NAIMI WHO MADE THE COMMUNITY COLLEGE OF QATAR DREAM A REALITY ALONG WITH THE COMMUNITY COLLEGE STEERING COMMITTEE MEMBERS.

THANK YOU FOR YOUR VISION. THANK YOU FOR YOUR STRENGTH OF MISSION. THANK YOU FOR YOUR DRIVE TOWARD THE COMMUNITY COLLEGE OF QATAR GOAL. THANK YOU FOR THE GIFT YOU PROVIDED ME TO WORK WITH YOU ALL TOWARD A WORLD’S FIRST NATION-WIDE COMMUNITY COLLEGE FOR THE PEOPLE OF QATAR, THE CCQ. AS A PROFESSIONAL WHO HAS TAUGHT AT COMMUNITY COLLEGES AND UNIVERSITIES AND PROVIDED LEADERSHIP FOR COMMUNITY COLLEGES FOR OVER THIRTY YEARS, I CONGRATULATE YOU ON BRINGING A DREAM TO REALITY IN QATAR.

OUR CCQ WILL USE THE MISSION OF THE COMMUNITY COLLEGE TO MEET QATAR EDUCATIONAL NEEDS: THE NEED FOR STUDENTS WHO HAVE NOT TESTED WELL ENOUGH FOR UNIVERSITY ENTRANCE, BUT CAN STUDY FOUNDATION COURSEWORK IN ENGLISH OR MATH ALONG WITH COLLEGE COURSES FOR UNIVERSITY ENROLLMENT AFTER TWO YEARS. THE NEED FOR STUDENTS WHO HAVE DROPPED OUT OF UNIVERSITY BUT WOULD LIKE ANOTHER CHANCE BY TAKING COLLEGE COURSEWORK FOR TWO YEARS AND THEN ENROLLING AT THE UNIVERSITY. THE NEED FOR STUDENTS TO ENROLL IN COLLEGE TECHNICAL DEGREE PROGRAMS FOR A BETTER JOB WITHOUT GOING TO UNIVERSITY. THE NEED FOR WORKING STUDENTS TO ADVANCE IN THEIR PROFESSION BY GOING TO COLLEGE. THE NEED FOR COLLEGE GRADUATES AND PROFESSIONALS TO ENROLL IN COURSES FOR NEW KNOWLEDGE IN THEIR JOB. OUR CCQ IS DESIGNED TO MEET THE WORKFORCE QATARIZATION CHALLENGES STILL FACING OUR STATE BY PROVIDING ALTERNATIVE UNIVERSITY PREPARATION, TECHNICAL SKILL DEGREES AND COMMUNITY EDUCATION FOR OUR PROFESSIONALS AND CITIZENS.

OUR COMMUNITY COLLEGE OF QATAR WILL PROVIDE ASSOCIATE IN SCIENCE AND ASSOCIATE IN ARTS DEGREES FOR ARTICULATION TO UNIVERSITY; ASSOCIATE IN APPLIED SCIENCE DEGREES FOR GRADUATES TO GO TO WORK; AND CERTIFICATES AND SPECIALIZED COURSES FOR SHORT-TERM INFORMATION AND PROFESSIONAL UPDATE.

HOW CAN THE CCQ PROVIDE DEGREES AND PROGRAMS SO QUICKLY FOLLOWING THE ANNOUNCEMENT OF OUR DREAM ONLY A FEW YEARS AGO? WE HAVE CONTRACTED WITH HOUSTON COMMUNITY COLLEGE (HCC) IN AMERICA FOR EDUCATIONAL, OPERATIONAL AND ACCREDITATION SERVICES DURING THE FIRST FIVE YEARS OF CCQ. THE ACCREDITATION THAT WE WILL BE SEEKING WITH PARTNER COLLEGE HCC IS THE SAME ACCREDITATION ALSO BEING SOUGHT BY QATAR UNIVERSITY, THE SOUTHERN ASSOCIATION OF COLLEGES AND SCHOOLS (SACS), AND CURRENTLY HELD BY HCC. WITH THE ACCREDITED ASSOCIATE IN ARTS AND ASSOCIATE IN SCIENCES DEGREES FROM HCC, CCQ INTENDS FOR GRADUATES TO ARTICULATE THE DEGREES, OR TRANSFER TO ANY UNIVERSITY AS A THIRD YEAR STUDENT, WITHOUT TAKING ADDITIONAL COURSES. DR. IBRAHIM AND I HAVE BEEN VISITING WITH OUR UNIVERSITY COLLEAGUES ABOUT CCQ ARTICULATION WITH QATAR UNIVERSITY AND UNIVERSITIES IN EDUCATION CITY. TEXAS A & M HAS EXPRESSED THAT THEY ALREADY ARTICULATE THEIR COURSES WITH HCC AND WILL WELCOME THOSE GRADUATES WHO COMPLETE THE ARTICULATED CCQ PROGRAMS OF STUDY.

THIS FIRST YEAR CCQ PLANS TO FOCUS ON THE ASSOCIATE IN ARTS AND ASSOCIATE IN SCIENCES DEGREES FOR TRANSFER TO UNIVERSITY UPON GRADUATION AND THE ASSOCIATE IN APPLIED SCIENCES DEGREE TECHNICAL PROGRAMS IN BUSINESS AND FINANCE AND COMPUTER TECHNOLOGIES.

CCQ STUDENTS WILL TAKE THE ACCUPLACER TEST THAT WILL PROVIDE RECOMMENDATIONS FOR PLACEMENT IN CLASSES THAT MATCH THEIR ABILITY. DIFFERENT THAN UNIVERSITIES, CCQ STUDENTS WILL TAKE BOTH FOUNDATION COURSES AND UNIVERSITY-LEVEL COURSES AT THE SAME TIME, IF THEIR ACADEMIC TESTS RECOMMEND THEIR ABILITY TO DO SO.

THE CCQ WILL OPEN IN SEPTEMBER 2010 IN OUR BEAUTIFUL, NEWLY REMODELED COLLEGE BUILDING ON C-RING ROAD ACROSS THE ROAD FROM AMERICAN HOSPITAL AND NEXT DOOR TO THE MOSQUE. IN TWO WEEKS WE WILL BE SPEAKING WITH COUNSELORS ABOUT HOW TO ENROLL STUDENTS AT THE CCQ AND IN JUNE WE WILL ATTEND THE SEC STUDENT DEVELOPMENT OPEN HOUSE TO PROVIDE MORE INFORMATION TO STUDENTS.

CCQ WILL BE THE NEW FACE OF EDUCATED QATAR: WE WILL BE ACCEPTING APPLICATIONS FROM STUDENTS AND ALSO FROM QATARI CITIZENS WHO WISH WORK AT CCQ. MY POSITION AS DEAN OF THE COMMUNITY COLLEGE OF QATAR WORKING WITH THE SUPREME EDUCATION COUNCIL PROVIDES LEADERSHIP TO START OUR NEW COLLEGE THAT WILL SOON PROUDLY EMPLOY ONLY QATARI CITIZENS PROVIDING COLLEGE EDUCATION FOR THE QATAR OF TOMORROW

CCQ Announcement

2010-09-11T22:00:00.000-07:00

CCQ classes to begin on September 26

GULF TIMES
SEPTEMBER 10, 2010

The Supreme Education Council (SEC) yesterday announced that the Community College of Qatar (CCQ) will begin its first class on September 26 at the West Bay Campus.

The CCQ has finalised the list of 300 full time students for the first batch based on the applications received. Orientation workshops are to be conducted between September 19 and 24.

“The first of its kind in Qatar and the region, the CCQ allows students to pursue a course of study that will prepare them to either enter the workforce or transfer to a four-year institution to complete a Bachelor’s degree” CCQ Steering Committee chair Dr Ibrahim al-Naimi said. “Students will be able to earn a certificate or two-year Associates degree in a select number of fields critical to Qatar’s economic growth,” he explained.

CCQ dean Dr Judith Hansen described the launch of the College as the opportunity of a lifetime for many to contribute to the thriving economic growth of Qatar toward Vision 2030.

The ultimate goal of the CCQ is to provide education for everybody therefore those students who were tested but not enrolled will be notified of waiting list for enrolment in subsequent semesters.

Those who signed up online and have not taken the ACT Compass test will be tested in October 2010. Students planning to take the test for the first time or retake the test are advised to visit the ACT Compass website – http://act.org/compass - for practice tests.

“More full time and part-time working students credentialed are ready for enrolment as we grow into our C-Ring Road Campus beginning January 2011,” added Dr. Hansen.

The CCQ will provide three internationally recognised degrees: Associate in Arts (AA), Associate in Science (AS), and Associate in Applied Sciences (AAS).

They will allow holders either to join the labour market or to continue their university studies in a university in Qatar or elsewhere in order to obtain a bachelor’s degree.

The 2-year AA Degree coursework includes core Social Sciences, Communications and Humanities courses with support Sciences and Math courses consistent with university freshman and sophomore coursework for majors in the Arts, Communications and Humanities.

The 2-year AS Degree coursework includes core Sciences and Math courses with support courses in Communications, Social Sciences and Humanities consistent with university freshman and sophomore course for majors in the Sciences and Math. CCQ is seeking articulation of the AS Degree curriculum for transfer of successful graduates to university studies as third year students.

PITCH for SUCCESS

2009-06-19T16:34:00.000-07:00

Congratulations to the 2007 Nursing graduates, family members, faculty, community members and college colleagues! Your attendance here today marks the greatest drive we have seen on our Southwestern Oregon Community College campus: a 100% graduation and 100% pass rate on nursing exams for your class! Your drive toward success clearly results from Personal pursuit, Intentional Tenacity and Compassionate Healing:

PITCH, not that dark tar substance, or a certain musical tone, but your action of reaching out and sending forth… of your caring and concern… in the ball game of life

· In Personal pursuit, each of you set your aim high on a medical field that requires an ever-increasing knowledge base, lengthening program of study and tightening window of professionalism. I was not here at Southwestern when you began your General Studies pre-requisite for our Associate Degree Nursing Program application, since this is my second year as President. But I know that many of you are completing a dream begun a decade, maybe even two decades ago. Your ability to balance your personal pursuit with your personal life; family obligations, educational background, lifestyle, residence, and financial resources; set you on this path toward success.
· Intentional Tenacity, not occasional tenacity or accidental tenacity but intentional tenacity kept you on the path toward your profession in nursing while some fellow students wavered, winds of change blew and days grew into long nights. You not only set your own tenacious course, but visibly modeled that intentional tenacity for others; setting the academic bar in biology and chemistry classes, assuring that your families needs did not go unmet amidst your long hours of study and dragging those stacks of books and resource manuals around on your back, in that suitcase or on top of the luggage carrier. Your intentional tenacity set watermarks even higher than you thought you could reach for your own ability to go without sleep, respond with new knowledge, work with new teams of health professionals.
· Your capacity for Compassionate Healing was tested early in your Nursing studies as we shared a medical emergency on our own campus. Your concern not only for our deceased adult student Nancy Douglas, but for each other, demonstrated the very core of your learning- the importance of humanity in our profession of service. Your focus on your fellow students’ health and wellbeing following that horrific event and long before you were expected to have the experience to do so demonstrated to all of us that you have the right PITCH:

The right Personal pursuit, the Intentional Tenacity and the capacity for Compassionate Healing that marks your graduation.

Congratulations, Nurses, you are the best, and Southwestern Oregon Community College is proud to call you one of our own!

College Presidencies Aren't for Sissies

2009-06-16T19:26:00.000-07:00

College Presidencies are Not for Sissies!
Coos Bay ZONTA Club
September, 2007

My fifteen years of experiences as a college president confirm current data about community college presidents, especially women in that position. The 2007 American Council on Education (ACE) of “The American College President” states that changes for presidents in the higher education landscape over the last twenty years result from changes in the diversity, conduct, and mindset of students, parents, faculty, external forces and personal life.

Students today are more diverse in age and thought but more similar in their needs. Similarly, ‘helicopter’ parents are becoming more common, hovering over their students children, young and old alike. The concept of ‘in loco parentis’, college responsibility for students on their campus as in K-12 institutions, has not existed for colleges and universities since the 1800’s. By law and practice college students are adults, protected by unique privacy laws that prevent colleges from communicating student performance even to parents, unless a legal waiver is signed. Therefore, the new student and parent realities fly in the face of college legal requirements, causing significant leadership conflicts.

Faculty members’ diversity, once very singular in perspective, now match the increasing diversity of our students and society; requiring more sensitivity, finesse and understanding for all leaders amidst the gender and cultural differences and perspectives.

Increasing awareness of and expected accountability for the communities we serve require increasing amounts of presidential time. Public accountability and leadership expectations have slowly increased since the 1970’s and now take up over 50% of a college president’s time, once totally internally focused.

Amidst all of this change in higher education diversity of culture and thought, diversity of community college presidents has also increased. When I accepted my first community college presidency in 1991, the percentage of women in community college presidencies was lowest of all types, 14%, with doctorate- and masters-granting institutions slightly higher. At that time only baccalaureate degree granting institutions documented female presidents in over 20% of their institutions, but primarily because of the number of nuns in those positions in private, church-based institutions. In 2007, Associate Degree granting institutions boast the largest proportion of female presidents (26.7% of new presidents and 28.8 of all presidents); with Baccalaureate (26.2% and 23.2%), Masters (23.4% and 21.5%) and Doctoral (17.9% and 13.8 %) right behind. The total number of female presidents in all American higher education institutions is now 23%. It is noted in the 2007 study that women continue to be hired into presidencies at a rate significantly below percentages of women represented in higher education administration and senior faculty. Minority presidents only total 13.5%: 11.4% for Doctoral, 12.9% for Masters, 13.1% for Baccalaureate and 13.9% for Associate degree granting institutions.

So what does all of this mean? One short answer lies in a brief expression I heard over a decade ago “It does not pay women to be in a field which is predominantly female, because the wages are always higher in predominantly male fields.” So the good news for women in higher education is that we are paid as well as men in our field for our investment in the futures of the students in communities we serve.

However, sacrifices for all presidents have increased as a result of increased campus diversity and expectations on- and off-campus. The conclusion in the 2007 ACE study is that presidents have no personal life. My experience has been that the way in which a president’s personal life has been defined in the past; opportunity to anonymously relax away from the job within the community; has been lost for those who work in my field due to increased accountability in our electronic real-time world. In other words, I live in a fish bowl.

On the surface, the fish bowl is exciting and filled with opportunities:
· This morning we kicked off a new transportation program with twenty South Coast Trucking Firm owners.
· Our many dinners and events at the new Culinary Institute connect me with hundreds of community members with great ideas for new initiatives.
· I have learned that Jerry Livingston, a college employee, grew up in my home which has afforded me a chance to learn more about the college connections to both my home and the community.
· My next door neighbor expressed in a casual conversation her concern about not modeling the right image for her daughters because she is staying at home to raise them. I answered, I live next door… your daughters see a professional women every day and know very well they can achieve careers of their dreams.
· And of course, the opportunity to speak with you today about women in higher education provides a significant entrée for community and college interface.

Personally, the fish bowl requires that I, like you, work very hard to carve out the time with my families, with colleagues and for personal rejuvenation. It also seems for professional that the time required for personal rejuvenation, requisite for effective work with our families and colleagues, increases over time.

I am here to tell you to schedule that personal time, to value and protect the time for yourself as much as you value and protect that time for your family and job, and make sure that the personal time does not come at the expense of sleep and exercise, but in addition to a healthy lifestyle.

My life and the lives of my female colleagues are just like yours: full. Make sure you treat yourself as the professional others value in you!

Cultural Chasm Classroom

2009-06-16T19:10:00.000-07:00

Asia Retrospective
The World Newspaper
November, 2006

A quick look at election returns on the Tokyo airport television, following an early morning flight from Shanghai to Tokyo, reminded me of the drastic dissonance among our cultures. The televised American election commentary amidst countrysides of hand-shocked rice fields and state-mandated college curriculum underscored the contrasts in our basic freedoms evident amidst my visit to Korea and China. While Korean citizens experience significant personal freedom, the mere economic gaps in our cultures limit their ability of pursuit. Chinese citizens privately contrast current economic progress with the Revolutionary days under Mao, but still maintain a central political influence over personal pursuit foreign to our American experience.

Cultural contrasts were most evident on my last day in China which began with an ancient river city tour and ended in Shanghai. The two-tunnel city entrances over the river, initially one for women and one for men, were designated by Mao as worker and government official entrances. My young hosts, all English-speaking Chinese professors, insisted with laughter that I use the government official entrance, much to the consternation of the older gentlemen workers entering with me. Once in Shanghai, we viewed the Yangtze River traffic from the Oriental Pearl Tower: ancient barges rowed by singular oarsmen amidst sleek schooners mounted with full electronic advertising screens. The sight reminded me of similar contrasts downtown Seoul as I viewed skyscrapers above the ancient Emperor’s Castle compound.

A beautiful Oregon sunrise above the clouds greeted me as our jet arrived at the U.S. coast. News of big rains on the Northwest Coast welcomed me home as I shook the China smog and Seoul dust from my clothes. Despite the cultural contrasts, both Hyejeon College and Changzhou Institute of Technology presidents and I agreed to common intercultural education opportunities for Southwestern and our sister colleges in Korea and China: Exchange chefs, Exchange interpreters; English Language Institute at Southwestern for Korean and Chinese students; and Service Learning opportunities in Korea and China for Southwestern students to complement Current Student Scholarship and Faculty Exchange initiatives. Both Hyejeon and Changzhou were most excited about the Chef Exchange. They each plan to send a chef and interpreter within the next year to provide short-term coursework for students and community alike at our Oregon Coast Culinary Institute in exchange for a similar visit from our chefs to their institutions.

As I returned, Secretary of Education Spellings announced plans to visit China to develop relationships for American colleges and universities. The announcement confirmed for me that the vision Southwestern Oregon Community College has embraced for intercultural education exchange leads national pursuits. I feel exceptionally proud to lead Southwestern’s dreams for our citizens and students.

Pacific Rim Economic Development

2009-06-02T11:35:00.000-07:00

JORDAN COVE ENERGY
LAND USE HEARING
August 28, 2007
JUDITH M.L. HANSEN, PRESIDENT
SOUTHWESTERN OREGON COMMUNITY COLLEGE

Good afternoon Coos county Planning Department Members. I am Judith Hansen, Southwestern Oregon Community College president. Today I request your consideration of the major positive impact that the land use proposed by the Jordan Cove Energy project will provide for the Oregon South Coast economy. Economic Development through new workforce opportunities, new tax revenues for continued student access to education, training for our rapidly changing workforce needs and expanded opportunities for our families will result from Jordan Cove industrial land use through increased training, employment, salaries and spin-off businesses.

This year, Southwestern Oregon Community College announced start-up funding for nine new careers in Allied Health, Alternative Energy, Golf Course Horticulture, Construction Technology, Hospitality and Tourism, Transportation, Marine Fire Science, and Manufacturing Technology to train workers for the new South Coast economies represented by the land use proposed for Jordan Cove Energy . Without the local tax base that Jordan Cove will provide for continued training in these nine new fields, funding for our new programs may not continue.

In a recent state-wide Economic Impact Study, it was found that past Southwestern Oregon Community College students contribute 12% of the total salary incomes on the South Coast. We can improve on that percentage by increasing the number of graduates who can afford to stay and work on the South Coast following their education at Southwestern. In that same Oregon Economic Impact Study, it was found that over $1,000,000/year in medical, welfare and crime costs in Coos, Curry and Douglas Counties are saved through your investment in our students’ education. We can increase the social benefit of higher education and reduction of the costs of crime through increased numbers of employees trained for work on the South Coast. And finally, 19.3% of our tax payers’ investment is returned to you through the education of our students at Southwestern Oregon Community College. You will not find a better return on your dollar and Southwestern can continue that rate of return for every tax dollar generated by Jordan Cove Energy Corporation.

The opportunities provided by Jordan Cove for employment, training, increased tax revenues and related economic benefits for our Bay Area will return to our Bay Area an increased quality of life. A healthy economic future for the Oregon South Coast is in our hands, ladies and gentlemen: an economic future with the help of Jordan Cove Energy Corporation that will repay your investment through new family wage jobs for decades to come.

Plea for Federal Railroad Support!

2009-06-02T11:33:00.000-07:00

SURFACE TRANSPORTATION BOARD
STB Docket No. AB-515 (Sub-No.2)
August 21, 2008
CENTRAL OREGON AND PACIFIC RAILROAD, INC. – ABANDONMENT AND DISCONTINUANCE OF SERVICE – IN COOS, DOUGLAS AND LANE COUNTIES
STB Finance Docket No. 35160
OREGON INTERNATIONAL PORT OF COOS BAY- FEEDER LINE APPLICATION- COOS BAY LINE OF THE CENTRAL OREGON AND PACIFIC RAILROAD, INC.
JUDITH M.L. HANSEN, PRESIDENT
SOUTHWESTERN OREGON COMMUNITY COLLEGE

Good afternoon board Members. I am Judith Hansen, Southwestern Oregon Community College president. Today I add my support for continued central oregon and pacific railroad (CORE) service from eugene to coquille, oregon, because of the devastating economic impact that lack of rail service would have on the Oregon International Port of Coos Bay and the Oregon South Coast. The increased training, employment, salaries and spin-off businesses that will result from industrial land use will create Economic Development through new job opportunities, new tax revenues, educational opportunities, training for our rapidly changing workforce needs and even more opportunities for our families.

This year, Southwestern Oregon Community College announced the addition of nine new career programs in Allied Health, Alternative Energy, Golf Course Horticulture, Construction Technology, Hospitality and Tourism, Transportation, Marine Fire Science, and Manufacturing Technology to train workers for the new South Coast job opportunities that would be created by the land use proposed by Jordan Cove Energy. Without the local tax base that Jordan Cove will provide for continued training in these nine new fields, funding for our new programs may not continue.

In a recent state-wide Economic Impact Study, it was found that past Southwestern Oregon Community College students contribute 12% of the total salary incomes on the South Coast. We can improve on that percentage by increasing the number of graduates who can afford to stay and work on the South Coast following their education at Southwestern. In that same Oregon Economic Impact Study, it was found that over $1,000,000/year in medical, welfare and crime costs in Coos, Curry and Douglas Counties are saved because of your investment in our students’ education. We can increase the social benefit of higher education and reduce the costs of crime by training more potential employees for work on the South Coast. And finally, 19.3% of our tax payers’ investment is returned to you through the education of our students at Southwestern Oregon Community College.

The opportunities provided by continued rail service to the Oregon south coast and Oregon International Port of Coos Bay for employment, training, spin-off businesses and increased tax revenues – in the form of income taxes from new family-wage jobs and property taxes from increased local home ownership – will result in a better quality of life for all Oregon families. A healthy economic future for the Oregon South Coast is in the hands of the Federal Surface Transportation Board hands, ladies and gentlemen: an economic future with the help of continued rail service to the Oregon South Coast that will repay your investment through new American family wage jobs for decades to come.

New Campus!

2009-06-02T11:31:00.000-07:00

DETAILED DEVELOPMENT PLAN TESTIMONY
CITY OF BROOKINGS CITY COUNCIL
AUGUST 5, 2008
Judith M. L. Hansen, President
Southwestern Oregon Community College

The Southwestern Oregon Community College Detailed Development Plan submitted to the Brookings Planning Commission commits our college to a sustainable and environmentally conscious construction of our new Curry Campus for effective higher educational opportunities. The new Curry Campus will provide a full Associate Degree program, Practical Nursing licensure and Community Education opportunities on-site, as well as distance connectivity for Associate Degree Nursing and Baccalaureate and Graduate programs through the Southwestern University Center.

Tonight marks an historic moment for Southwestern and for our Curry County citizens. Thanks to the magnanimity of U.S. Borax, represented this evening by Burton Weast; tenacity of Curry Campus staff members, lead in the beginning by Peggy Goergen and continuing with Jason Wood; loyal Curry Campus Advisory Committee members, many of whom are in attendance here this evening; the Oregon legislature, lead by Representative Wayne Krieger; former Southwestern President Steve Kridelbaugh and our Southwestern Board of Education, represented here tonight by Board Vice-Chair and Curry County citizen Cherie Mitchell; emerging collaboration with Curry General Hospital, under Bill McMillan's leadership; and thousands of patient Curry County citizens, we come to this moment of land use request before the Brookings Planning Commission for a full-service college campus in Curry County.

Our Southwestern land use request for a new Curry Campus represents true community collaboration that has resulted from decades of increasing resources and ability to provide quality higher education services. The new Curry Campus will build on the face-to-face courses, distance nursing, degree programming and community opportunities currently available throughout Curry County. With completion, citizens will be able to complete a full Associate Degree at the new campus, a new Practical Nursing program of study and continued distance Associate Degree Nursing offerings, as well as take advantage of new community meeting and performance spaces. The planning, construction and operation of the new campus also reflects the physical and educational commitment to sustainability consistent with the values of the Oregon South Coast.

Southwestern Oregon Community College thanks you, Curry County and the City of Brookings, for your patience and continued commitment to opportunity that brings this moment to reality.

Confessions of a Community College President

2009-05-18T16:01:00.000-07:00

Waiting for a flight home at DIA on the weekend following election of President Barak Obama, I visited with a fellow traveler about the recent events. Invigorated by the national election discussion, I volunteered that my career was set with my first teaching position in Virginia Beach, Virginia, three years after landmark Civil Rights legislation.The fellow traveler responded that his family had moved to the Chesapeake Bay area from New Jersey during the same time period I taught Virginia History there 1968-70. He described his amazement at placement in a ‘Black’ school because of his Jewish heritage. I asked him if he remembered the 1952 Virginia History textbook used sin the 1960's that highlighted arrival of the first slaves as a significant economic event. He revealed that he was now a consultant with the U.S. National Parks and that the Virginia History text to which I referred had finally been rewritten in the 1990's following decades of use.I reminisced with the fellow traveler about the excitement of my first teaching assignment following college graduation and move to the East Coast for my husband's Viet Nam-era deployment. Because of the Baby Boom, classes had swollen to almost-forty students. More importantly, most of the African-American students had been placed in Special Education due to their separate and not equal educational experiences. In that 1960’s world of fresh integration rules and large classes to accommodate rapid social change, the vocational education legislation of the 1970’s was yet to come; so Special Education students were assigned vocational classes in high school.Only one African American student, whose academic skills did not match his ability or age, attended my history class; and I was worried about his high school completion. At my first parent-teacher conference I was committed to recommending to his mother that she give permission for her son to transfer into Special Education/Vocational Education classes, rather than risk dropping out of school. With true determination, the mother, who picked kale to support her family, countered my well-meaning recommendation: “Mrs. Hansen, Jerome is the smartest of my 17 children. I want just one of my children to go to regular school”. What a mom! Of course, Jerome continued to go to ‘regular school’. Jerome's mom taught me ro embrace the resilience of human intellect and spirit which had eluded our county for over two centuries.To keep his mom's lesson alive, I kept for years the first paragraph Jerome wrote for me: sentences ending in periods, some capitals, phonetically-spelled words, and a clear effort toward communication of thought within his limited writing knowledge. In the intervening four decades I wondered what happened to Jerome. Did he graduate? Could I have passed him on the street? Did I know his children or grandchildren?My casual airport conversation about teaching Virginia History in the 1960’s with a fellow traveler less than a week after election of Barak Obama renewed my poignant memories of Jerome. I realized that millions of global citizens who could be ‘Jerome’ have graduated from high school, college, professional schools since then; I have passed thousands who could be a ‘Jerome’ on the street; and I have known thousands of students who might have called ‘Jerome’ their father and/or grandfather. While Jerome is a real person with a real life, he represents millions whose lives were forever changed by a new opportunity just a few short decades ago: the opportunity for all of our citizens to dream of becoming President.