Perhaps the most effective means is the placement in all college buildings of a series of three framed posters that display our learning-centered vision and mission and the framework of our strategic plan. The development of a strategic plan infused with learning-centered language ensures that learning is a basis of many plans. A third effective strategy is the Strategic Learning Initiative, a management-labor partnership that involves many faculty and is centered on learning-centered ideals. All of these strategies are district-wide in scope.

2. What creative processes are being used to build on existing cultural values, beliefs, assumptions, and customs to foster buy-in to the Learning College concept at your college? What existing cultural elements have been identified as working against acceptance of the Learning College concept at your college?

From the beginning, the learning-centered concept has been presented as a natural extension of tendencies already in place at Lane. Our vision statement incorporated phrases from our 1988 strategic plan. The statement was developed by a widely-representative group and not imposed by college leadership. The Strategic Learning Initiative builds on directions already established at Lane. A cultural element that works against acceptance is earlier adoption of a number of fads - e.g., quality circles - that were short-lived and not successful. Some at Lane still see the learning-centered approach as yet another fad.

3. What strategies are being used at your college to engender ownership among all stakeholders (administrators, faculty, staff, contractors, trustees, students) for student learning and success?

Ownership comes through direct involvement. Widespread involvement of staff in the Strategic Learning Initiative, the Students First! project, and strategic planning has been a powerful technique. A strategic conversation with our Board of Education on the Vanguard Project is helping with Board acceptance of the project.

4. In what ways is your college asking and answering the two guiding questions of the Learning College: How does this action expand and improve student learning? How do we know?

In an effort to answer "How do we know?", Lane is focusing additional effort on outcomes assessment through the development of Student Outcomes Assessment Plans (SOAP's). The English faculty will examine student outcomes in writing courses and courses throughout the curriculum where writing is required to learn if we are adequately preparing students for the writing tasks necessary for success in college.

5. What collaborative processes are being used to promote learning-centered principles at your college?

The most powerful process is the Strategic Learning Initiative. With many faculty involved, and many projects underway, the SLI is fostering collaboration around such learning-centered projects as learning communities, faculty orientation, service learning, on-line courses, and a faculty journal.

6. How is your college cultivating widespread awareness of the value of changing organizational structures to promote student learning while honoring institutional history and tradition?