Bitter and Better Lessons Taken Together

One of the most interesting things about artificial intelligence is how quickly it can challenge our assumptions.

I recently sent my friend Todd McLees a video embedded in a blog post by Ethan Mollick, an AI researcher at the University of Pennsylvania whose work I follow regularly. The post, The Dot and the Swarm, explored the growing power of AI agents and featured a music video generated from a well-known 2019 essay by AI researcher Richard Sutton called The Bitter Lesson.

The video was fascinating. It was also a little unsettling. The core message seemed clear enough: throughout the history of AI, systems that leverage massive amounts of computation and data tend to outperform approaches that rely primarily on human-designed rules and expertise. As AI capabilities continue to improve, it is easy to conclude that human knowledge and judgment may become increasingly irrelevant. At least that’s how it initially struck me.

When I shared the video with Todd, he quickly responded with an important observation. Sutton’s original essay was written in 2019 for AI researchers and system designers, before any of us had access to large language models like ChatGPT, Claude, Gemini, Copilot, or Grok. It was a lesson about how to build better AI. The new video updated the message for 2026, but in doing so, it may also have broadened the audience in ways that made the lesson easier to misinterpret.

Thirty-six hours later, Todd sent me something unexpected. He had created his own response, called The Better Lesson, on his Substack. Rather than focusing on the growing power of AI systems, Todd’s video focuses on the growing importance of human direction and how to use AI more effectively. If AI increasingly provides access to vast amounts of knowledge, analysis, and content creation, then perhaps the most important skill is no longer possessing information. Perhaps it is learning to ask better questions, exercise sound judgment, establish meaningful goals, and direct intelligence toward outcomes that matter.

That distinction struck me as profoundly important for higher education. For generations, colleges have helped students gain access to knowledge. Increasingly, knowledge itself is becoming abundant. The challenge for educators may be less about delivering information and more about helping students develop discernment, judgment, curiosity, ethics, creativity, and purpose. These are competencies that formal education often develops indirectly, in ways that can be difficult to define and measure. The magnitude of such a shift is daunting to consider.

In short, the future may not belong to those who compete with AI. It may belong to those who learn to direct it effectively. In the face of what felt to me like an overwhelming transformation, that idea was empowering and reassuring. At least, that’s what I took away from Todd’s response.

Not the bitter lesson.

The better one.

If you’d like to explore both perspectives, I encourage you to start by reading Ethan Mollick’s The Dot and the Swarm and then watch Todd McLees’ thoughtful response, The Better Lesson. The contrast between them is where much of the learning resides.

If you’d rather take just eight minutes to watch the videos back-to-back, here are the links. I encourage you to watch Ethan’s Bitter Lesson first, then follow it with Todd’s Better Lesson. I’ll be curious to know whether you watch them more than once to let their messages sink in.

If you have any questions or comments on this post, please contact me directly at presblog@mvcc.edu

Looking Back to See Forward

One of the most difficult challenges in higher education today is making sense of the moment we’re in to guide our actions. Artificial intelligence is reshaping knowledge work. Demographic shifts are changing who attends college. Questions about affordability, value, and the future of work are challenging assumptions that have guided higher education for decades. The pace of change can feel overwhelming, making it difficult to distinguish temporary disruption from genuine transformation. But I think most would agree: this feels different.

Years ago, futurist Marina Gorbis of the Institute for the Future introduced me to the concept of “looking back to see forward” in her Thinking Like a Futurist article in Educause Review. The premise is simple: understanding historical patterns can help us better anticipate what comes next. That idea recently led me back to Neil Howe’s work on generational cycles and The Fourth Turning. Whether one embraces the framework fully or not, it provides an interesting lens for examining major periods of disruption and renewal in American society.

As I reflected on the history of higher education through that lens, two moments stood out. The first was the Morrill Act of 1862, which created the land-grant university system and dramatically expanded educational opportunity beyond the nation’s elite institutions. The second was the GI Bill following World War II. Combined with the rapid growth of community colleges, it democratized access to postsecondary education for millions of Americans and helped build the modern middle class.These transformational moments occurred 84 years apart: 1862 and 1946. Add another 84 years and you arrive at 2030. Coincidence? Perhaps. But it raises an intriguing question: If previous crises produced bold new models of educational access to align with a societal reset, what might emerge from the current one?

The conversation around artificial intelligence often focuses on how students learn, how faculty teach, or how institutions operate. Those are important questions, but they may not be the most important ones. What if AI becomes the catalyst that fundamentally reshapes access to education itself?

Zooming out to consider where we are on the timeline of history made me wonder about larger cycles beyond the four turnings, perhaps even 500-year patterns. It turns out there may be something there. Throughout history, transformative periods have often involved shifts in who holds the keys to knowledge. With each transformation, the circle widened, and new possibilities emerged.

Today, AI places unprecedented amounts of information, expertise, and personalized guidance into the hands of anyone with an internet connection. The implications are profound. If the last century was about democratizing access to knowledge through college, could the next era be about democratizing access to learning itself?

I don’t pretend to know the answer. But as we move toward 2030, this feels like more than another cycle of technological change. It feels like a moment. While the stock market may see AI as the equivalent of the internet of the late 1990s, on the ground it feels more like the printing press, if not electricity — or, who knows, perhaps even fire itself, as Todd McLees of humanskills.ai has suggested.

I recently shared my thoughts with Todd because I knew he was pondering the same connection between 1862 and 1946 and the democratization of knowledge through public universities and community colleges. He took the information I shared on who has held the keys to knowledge over time, deepened the content, and extended its implications by creating a fascinating video — literally the day after I messaged him. The video offers one perspective on this long arc of history and how the keys to knowledge have shifted during periods of profound societal transformation.

As you watch, consider a simple question: What is the role of community colleges in this moment?

If you have any questions or comments on this post, please contact me directly at presblog@mvcc.edu

Learning to Learn AI

My ongoing work with various forms of artificial intelligence (AI) has me thinking a lot about the learning process. In my personal experience, I believe sports greatly enhanced my ability and grit to learn, while my time as a student at Mott Community College gave me the confidence and curiosity to keep learning.

I leaned into my capacity to learn while interviewing for my first professional role as a graduate intern at Oakland Community College. When the Director of Institutional Research asked about my qualifications for a research assistant position, I knew I had to sell it. I was a 23-year-old with a Communications degree, and my experience consisted mostly of high school jobs at a golf course and various non-research positions on campus as an undergrad (including the mail room and intramural coordinator). When he asked if I knew spreadsheets, I confidently said, “SURE!” His follow-up question, “What software?” was met with an equally confident “LOTUS 1-2-3” (yes, I’m so old that I was using computers before Microsoft Excel was invented.) While my responses had a confident tone, there was little substance behind them — the only spreadsheet I had ever created was to track my scores as a varsity golfer. He quickly responded, “If you know LOTUS, you’ll know Quattro Pro.”

I spent the next several months poring over the Quattro Pro manual like a page-turning mystery novel to learn what I needed for the job. Three years later, I had completed my master’s degree and landed a job as Director of Institutional Research and Planning at Red Rocks Community College. By that point, spreadsheets had become second nature for me.

I recognize that diving headfirst into the deep end of learning comes naturally to me. It fills my bucket — “Learner” is one of my top five Gallup Strengths. Whether it’s learning a new sport — from baseball to golf, racquetball to pickleball, bowling to cornhole, cross-country and downhill skiing to water skiing — learning stretches my brain to think differently and grow in new ways. These experiences have also helped me confront my inherent paranoia and skepticism with AI and become, as I said in my last post, “productively paranoid.” The more I use AI, the more I find myself using it on my terms.

For example:

• Rather than asking ChatGPT to write an entire speech, welcome remarks, or a PowerPoint presentation — tasks that still feel a bit uncomfortable for me — I ask it to provide five choices to help focus my remarks. I often iterate on one or two of its suggestions and ask for an outline, which I then adapt and refine before writing my own final version.
• I find myself using the ChatGPT app more than Google to search and answer both complex and trivial questions. I sometimes use Perplexity AI to explore more sources, but I can also ask ChatGPT follow-up questions to name its sources when needed.
• I once assigned ChatGPT the role of a Termite and Wood Structure Specialist and asked it to analyze a picture I took of some wood on a fallen tree, and it taught me about powderpost beetles.
• Perhaps my favorite experience thus far has been reproducing special memories. Using the MidJourney AI image generator, I created an image for which no photo exists but is forever etched in my mind. Recently, I delivered a keynote at Mid-Plains Community College in North Platte, Nebraska. I opened my presentation by sharing a story about how, 30 years ago, my wife and I drove past Exit 179 on I-80 during our honeymoon trip to Denver, Colorado, in her 1992 red Saturn coupe. After about 15 to 20 prompts and iterations, it produced the image I envisioned.

While the potential negative impact on humanity — and the sci-fi apocalyptic scenarios coming to life — has secured more real estate in my mind than I’d like, setting those fears aside to create space for learning has allowed me to imagine how to use AI in creative ways that have made me more efficient, effective, and productive. The more I experiment with it, the more useful I find it to be.

I fully acknowledge that my “Learner” strength looks different than it does for others with the same strength, and that there are many combinations and themes within strengths that will manifest differently in each of us. However, given the rapid pace at which AI technology is evolving and the myriad ways it can impact us, I hope that everyone — both professionally and personally — takes the time to reflect on the roles AI is playing in their life and considers how to take agency and ownership of its impact.

Right now, I feel like I’m in my second week on the job, devouring that Quattro Pro manual. My brain is on fire, my heart is racing, and the possibilities and challenges all simultaneously seem endless. I’m running as fast as I can — skinning my knees and picking myself back up again — as I race toward some level of competency with this technology before it outpaces me. If you haven’t already, I encourage you to venture on your own learning journey and develop your AI skills at your own pace. AI is here, and it's moving quickly.

If you have any questions or comments on this post, please contact me directly at presblog@mvcc.edu

More Thoughts on Artificial Intelligence

The pace of AI is accelerating, and it’s a bit exhausting. 

Last spring I wrote a blog post titled, I Am a Prompt Engineer. I was so proud to have completed an 18-module online course to build my prompting skills for Artificial Intelligence (AI). Just three months later, OpenAI launched ChatGPT-4 Omni with conversational prompting. Now I start many of my ChatGPT sessions with, “Please refine the following prompt to maximize your response to…” and my original single-sentence prompt comes back to me as a fully flushed-out three- to four-sentence beauty that is far beyond anything I could have crafted on my own. It writes my prompts for me! Just like that, I’m obsolete and my career as a prompt engineer has ended. Additionally, the conversational power of GPT-4o is pretty incredible. I’ve had multiple 10- to 20-minute conversations with it to gain insight or explore issues and situations in ways that expand my thought processes beyond what I could do if I were to continue talking to myself while thinking things through.

I don’t consider myself “Pro-AI.” Rather, I consider myself “productively paranoid.” AI is happening, and it’s happening so fast that it sometimes makes my head spin. I have fun creating images for presentations, but the pace of development coupled with the scale and variety of uses can be overwhelming. This complexity and pace are why I wanted Todd McLees to join us at the College’s Fall Opening. I think his message — embracing AI to advance human flourishing — is important in these early stages, as it encourages us to create more positive-use cases that will hopefully outnumber the inevitable negative ones. I’ve seen multiple articles about the Manhattan Project costing $23B in current dollars and its creators forming an advisory board to create guardrails minimizing the technology’s potential dangers. In contrast, companies are currently spending $230B (10 times that amount!) on AI, with no advisory board or guardrails whatsoever.

We may not be able to influence what the “Big Tech” companies are doing with AI — they are unleashing it into the wild, and its impact is inevitable, whether we want it or not. If we simply ignore AI or fail to develop good habits with it, we run the risk of succumbing to its downsides, much like how social media’s downsides have negatively influenced society. I suppose that can be an individual choice; however, if we collectively ignore AI, MVCC might struggle to remain relevant. Relevancy is what is driving the paranoia I feel, and I’m trying to use that feeling productively by personally engaging with AI.

Recently, the College Senate and Cabinet collaborated to create and launch an AI task force to develop recommendations for a Board Policy on AI at the request of the MVCC Board of Trustees. We’ll also have a small group participate in a 30-Day Challenge led by Todd McLees to develop useful AI habits through daily engagements over 30 days. These actions are all in an effort to stay connected to the blinding pace of inevitable change that now includes SUNY adding artificial intelligence as a requirement under the information literacy core competency of the general education degree requirements.

I appreciate the innovators and early adopters who are engaging with AI and working to guide and support their peers with what they’re learning. I also value the perspectives of the cautious and concerned among us. I share many of their sentiments and believe it is important to include these voices as we look to find our way through this wave of intense change. However, avoiding AI now would be like avoiding the internet in the 1990s. In my opinion, one of the things that makes MVCC special is the constructive sharing of perspectives on complex and disruptive issues. Rather than avoid the hard stuff, I believe MVCC does an amazing job of engaging in meaningful conversations to understand the forces of change and find ways to adapt and evolve our programs, services, and operations to remain relevant. AI may be our greatest challenge yet, but I’m confident we can figure it out together.

*Note: Not a single word of this post was generated by AI. I claim every word in this post as my own.

If you have any questions or comments on this post, please contact me directly at presblog@mvcc.edu 

Prompt Engineering – It’s a real thing

I’m a Prompt Engineer! Well, that’s an overstatement, but I did successfully complete the course, “Prompt Engineering for ChatGPT.” It served a two-fold purpose for me. First, it provided a valuable opportunity to deepen my knowledge and understanding of artificial intelligence (AI) as I’m curious about how it will continue to disrupt learning and other aspects of our daily lives. Secondly, I found the class on Coursera, the largest Massive Open Online Course (MOOC) provider that offers more than 7,000 courses to more than 100 million students globally (19 million in the U.S. alone) in a variety of languages.

My prompt engineering course was taught by the Computer Science Department Chair at Vanderbilt University, and he was great. I was intrigued by the business model of charging just $49 per month until I completed the course. Initially, I had high hopes of completing the six-module course in one month; however, as is often the case for so many students, life got in the way, and the course took me two months to complete.

Given that most of my formal education occurred prior to the Internet (for real), I never considered myself an “online learner” and stayed away from pursuing any online offerings. However, I’ve been closely observing MOOCs for the past decade, witnessing their remarkable appeal to millions of people around the world. I was pleased with the convenience of blocking out an hour here and there on weekends to watch the video lectures, do the assigned readings, take notes, and complete the assessments.

It was interesting to assign prompt and audience “personas,” such as the role of a travel agent crafting a vacation itinerary, a 7-year-old requesting a bedtime story, a woodpecker learning to survive an Upstate New York winter, or an organization like MVCC reflecting on aspirations and apprehensions regarding its trajectory over the next five years. The practice of submitting prompts and asking ChatGPT to suggest improvements for those prompts also proved to be unexpectedly enlightening. It’s a strategy I hadn’t previously considered, but it sure makes sense and works quite well!

Some assignments were more interesting than others. I enjoyed the Few-Shot prompt pattern where I had to describe the input (such as a student needing to drop and add a class), instruct ChatGPT to “think” (for instance, securing the student identification number), and then direct it to take “action” (such as entering the student ID, securing the class schedule, and executing the drop/add process). With little effort, I essentially surfaced the basic programming behind an AI-enabled scheduling bot. This is why I love the slightly trick question — “What is the most important programming language for AI?” — the answer being “English.” It’s all about phrasing and leveraging the prompts to achieve the desired outcome.

The course went on to teach several different prompt patterns, including Game Play, Template, Recipe, Chain-of-Thought, Ask for Input, and Outline Expansion. My favorite, however, was the “Alternate Approaches” prompt pattern where I provided some context and asked for alternative perspectives or strategies. I thought of an AI career coach and described myself as a young college graduate interested in a 40-year career with distinct goals in a chosen field and asked for two to three job titles in four- to five-year increments throughout the 40 years. ChatGPT came back with four or five questions to clarify my interests, then provided an informative outline of three different career paths complete with relevant job titles to consider at each stage of my fictional career. Fascinating.

I still have a lot to learn about artificial intelligence — we all do. Its impact on our world is already palpable, and I believe it will only continue to accelerate disruption in ways that are hard to comprehend right now. Here’s an interesting opinion piece about AI (it may have the NYTimes firewall) and the importance of human skills in an uncertain future. While some people fear the potential negative possibilities of AI and others are excited about it (including investors in the stock market these days), I’m trying to stay tethered somewhere in the middle to see the pros and cons more clearly. Given all the unknowns with AI, one thing I do know is that I need to take responsibility for my own learning and continue finding ways to “muck around” in the messiness, building my understanding and honing my skills to successfully navigate an AI-enabled future. I hope you do the same.

If you have any questions or comments on this post, please contact me directly at presblog@mvcc.edu 

The Fourth Turning is Here

I apologize. I think this post might seem like a book report, but I can’t help it. I’ve been sitting on this since August, as my big summer read last year, “The Fourth Turning is Here” by Neil Howe, has stayed with me throughout these subsequent months. All 560 pages captivated me for weeks on rainy summer days and most every night before I closed my eyes. I’m sure my wife is exhausted listening to me weave it into any social conversation that lasts more than three minutes, but she's too kind to say so.

I first heard about the four turnings last June at our Strategic Horizon Network convening in Omaha that focused on the multi-generational workforce, and I made a pre-order for the July release. I opened the book expecting to gain additional understanding into the multiple generations in the workplace today — Silent (1928-45); Baby Boomer (1946-64); Gen X (1965-1980); Millennial (1981-1996); and Gen Z (1997-TBA) — but what I found was a completely new lens on how to examine U.S. history through generational archetypes.

The author opens with a clinical description of the highly divided and politicized current state of our nation and rationalizes it in a way that provides an odd feeling of comfort by normalizing current events as part of the “ancient Roman saeculum,” which says generally stable societies experience a repeating sequence of four turnings, each of which occurs on average every 20 to 25 years — or the general length of a long life. The four turnings repeat a continuous cycle of a High (generally good times defined by strong public institutions and high levels of conformity), followed by an Awakening (generally exciting, yet disruptive times defined by a weakening of public institutions and a shift from conformity to the individual), followed by an Unraveling (increasingly concerning times defined by an acceleration in the weakening of public institutions and an amplification of individualism), followed by a Crisis (stressful times of division where the public institutions are overwhelmed by the tribal fissures of individualism). The Crisis reaches a climax and is resolved by a restoration of strong public institutions and a shift to conformity that was required to successfully resolve the Crisis.

The four turnings are driven by four generational archetypes (4-minute video summary) that come of age in each turning. The “Artist” generation comes of age during the High (think of the Silent generation during the post-World War II 1950s). The “Prophet” generation comes of age during the Awakening (think of the Boomers in the 1960s). The “Nomad” generation comes of age during the Unraveling (think of the Gen Xers in the 1980s and ’90s). The “Hero” generation comes of age during the Crisis (think of the Greatest Generation during World War II and Millennials today). If you go back 80 years from today, you have World War II; 80s years prior, the Civil War; “Four score and seven years” prior, the American Revolution (or as the author describes it, our first Civil War when thinking about the Rebels and the Loyalists). Howe takes the pattern in the Anglo-American timeline back to the War of the Roses in England, circa 1455! He shows how the Gen Xers are the same Nomad archetype as Hemingway’s “Lost” generation at the turn of the last century and how the Boomers share the same “Prophet” characteristics of turning away from public institutions as the Pilgrims of 1620. He even spotlights how pop culture is reflected in these themes through movies, books, and music.

I consider myself a bit of a history buff, and if I liked reading in college as much as I do now, I probably would have declared it as my major. As much as I like to think I know about U.S. history, the four turnings opened an entirely new way to understand the dynamics and connectivity throughout history. The author draws some connection to the saeculum and the extent it does or doesn’t apply to European, African, and Latin American countries, as well as India, Russia, and China, but most of the book is centered on the United States. In 1991, Howe and William Strauss co-authored the book “Generations,” where they were the first define the term “Millennials.” In 1997, they collaborated again on “The Fourth Turning,” writing that based on historical patterns, the U.S. was likely going to transition from the Unraveling turning that began in 1984 to a new Crisis turning around 2008. At the time, they didn’t know what it would be, but forecasted (based on patterns) that it would be something big … and the Great Recession was pretty big.

Spoiler alert — based on historical patterns, Howe states that we are likely to see the current Crisis turning climax sometime around 2030. He mentions that unlike previous Crisis turnings, this is the first time we are moving toward a climax of the Crisis with the existential threat of global destruction. Indeed, that is true; however, I find it curious that in the last two cycles, the Crisis turning has strengthened public higher education. As the society transitioned from a Crisis turning of weak public institutions to a High turning of strong public institutions, the U.S. government passed the Morrill Act that created our land-grant colleges and universities in 1862 (in the midst of the Civil War) and the GI Bill in 1946 (immediately following WWII) that served as a tremendous catalyst for community colleges. Both historic legislative acts greatly increased access and changed the public higher education landscape over the following decade. While I’m certainly curious to see how this current Crisis turning reaches its climax and resolves itself into a new High turning, I’m even more curious and hopeful to see if a generational idea like the Morrill Act or GI Bill is realized to make the 2030s a transformational decade for public higher education.

If you have any thoughts or questions on this post, please email me directly at presblog@mvcc.edu.

Principles of Improv as Reminders for Modern Life

I’ve been a huge fan of Saturday Night Live since I was a teenager. I also love learning about parts of movies that were improvised, like most with Robin Williams, or the Anchorman comedies, or, as I more recently learned, classics like Casablanca and Jaws in which the actors were encouraged to create dialogue in the moment. 

Improvisation is underappreciated for its value when applied to the modern workplace. During my 30+ years working in community colleges, I’ve interviewed more than 500 job candidates, including a few who were formally trained in the principles and techniques of improvisation. Some candidates were more direct than others in surfacing their improv training to my questions, but I often reflect on the principles I learned through these conversations to remind myself of good habits necessary to thrive in the VUCA environment we experience on a regular basis. A few candidates gave great responses when I asked about their experience on a team and how that made them a good team member. Each described their training in these five principles and perfectly outlined the attributes of a great team member!

If you’re not familiar with improvisation, it revolves around several core principles that guide all who are trained in the field:

1. “Yes, and ... :” Accepting what’s presented and building upon it (Embrace Community)
2. Active Listening: Staying attentive to your scene partner (Model the Way)
3. Commitment: Fully engaging in the moment without hesitation (Model the Way)
4. Embracing Mistakes: Seeing errors as opportunities (Inspire Confidence)
5. Support and Collaboration: Working together to create a cohesive scene or narrative (Encouraging Excellence)

I think about the extent to which these five principles apply to how people show up for work each day. I’d say they describe most of us on our best days — working with what we have and finding a way to “yes,” actively listening to our co-workers, staying fully engaged and committed, seeing mistakes as opportunities, and focusing on support and collaboration with others to find a way forward in any situation. Our challenge is to remember these principles when we’re having an “off” day, when life may temporarily divert us from being our best selves.

As I reflect further on these five principles of improv, I can see MVCC’s Core Values inherently reflected in interesting ways. I see our Core Value of Model the Way in both “Active Listening” and “Commitment.” Embracing mistakes is all about our Core Value and the ability to Inspire Confidence, and being “Supportive and collaborative” is at the heart of our Core Value of Encouraging Excellence.

Finally, I think my favorite improv principle is “Yes, and …” To me, accepting what is presented and building upon it is a wonderful way of capturing our Core Value of Embrace Community, whether it be accepting our students for who they are and where they are in their journey and building upon that, or embracing our colleagues in the same way — finding ways to say “Yes, and …” — what an interesting and useful principle to carry with us each day we show up for the work in front of us in these disruptive and complex times.

If you have any questions or comments, please contact me directly at presblog@mvcc.edu

A Million Reasons Why Sports Can Change Lives

Growing up near Flint, Michigan, sports were what got me out of bed every day. Gym was my favorite class in school; I would have loved to have it for all seven periods — learning math through statistics and writing stories about sports for English class.

When I got my first car, I turned the trunk into a locker filled with my golf clubs; a basketball; baseball glove, bat, ball, and cleats; tennis racket and balls; a good leather football and a nerf football to play in the lake or a friend’s pool; bowling ball; and a wiffle ball and bats — just in case. I never knew when friends might call to play something, but I was always ready. I played varsity golf and basketball in high school, and as graduation approached, I knew I wanted to play golf in college.

Neither of my parents attended college, but they were supportive of my dreams. I quietly wished I could go to the University of Michigan, but I certainly didn’t try hard enough to get the grades I needed. I heard about older kids from my school playing sports at four-year colleges, so I visited those campuses and was able to talk to the golf coaches. I learned that these small private colleges couldn’t give athletic scholarships because they were (what I later learned) NCAA Division III. I was good enough to make their teams, but the tuition was much more than my family could afford. I spoke with the coach at Michigan State who told me I was good enough to make the practice squad and get the “gear,” but I’d never play in a real Big 10 match. I thought my dream of extending my athletic career was dead, and I wasn’t as excited to go to college like most of my friends.

Toward the end of my senior year of high school, my golf coach encouraged me to talk to Stan Gooch, the golf coach at Mott Community College, a member of the National Junior Athletic Association (NJCAA). Coach Gooch said I could play in every match, get a full-tuition scholarship, and, if I worked on my game, I could probably walk-on at a four-year college. I grew up 11 miles away from Mott and had never heard of it. I didn’t know the difference between Mott and Michigan State. I spent that summer quietly avoiding conversations about where I was going to college because all my friends were going to universities.

From my very first class, I loved Mott. I loved every teacher and every class. The faculty knew my name and took an interest in my success by encouraging me to do well in my classes. I loved Coach Gooch and enjoyed playing on the golf team. In late December, I got a call from Mott’s basketball coach asking me to try out for the team based on a referral from Coach Gooch. The team had lost several players due to semester grades and other issues. We were down to six players, and I got to play almost every minute of every game for the second half of the season. It was an amazing experience.

Coach Gooch encouraged me to transfer to Oakland University, where I was able to walk-on the golf team and secure a scholarship for my junior and senior seasons. As a communications major at Oakland, I wasn’t sure about my career path. I told a mentor about the profound impact my experience at Mott Community College had on my life, and he encouraged me to pursue a career in community college education.

Motivated by this newfound purpose, I applied to the higher education program at the University of Michigan with an emphasis in community college administration. I started work as a research analyst at Washtenaw Community College when I was 23 years old, finished my Ph.D., and have spent the last 30-plus years working in community colleges and living life way beyond my wildest expectations.

I often tell people that many of the skills I use every day in my role as MVCC President were honed on the golf course and basketball courts in high school and college. My time at Mott Community College altered the trajectory of my life. The opportunity to be an NJCAA student-athlete was the driving force in my college choice, which set that trajectory in motion. For that, I am forever grateful.

I encourage you to donate $1 to the “Million Reasons Why” campaign — not just because of the ways that NJCAA athletics changed my life, but for the millions of student-athletes they’ve supported over the years and those they’ll continue to support in the future.

If you have any questions or comments, please contact me directly at presblog@mvcc.edu

The Multi-Generational Workplace – This Year’s Core Workshop

We often take for granted that we have four different generations working side by side in the modern workplace. It’s an element that, if overlooked, can contribute to friction, miscommunication, and issues that reduce the vibrancy and positive energy in a culture. To address these dynamics, the multi-generational workplace will be the focus of this year’s MVCC Core Workshop, an element of our Employee Enrichment Program.

The years sometimes vary by experts, but the generations are generally labeled as Baby Boomers (1946-1964); Generation X (1965-1980); Millennials (1981-1996); and Generation Z (1997-2012). While individuals certainly have their own unique characteristics, there are general attributes, preferences, and styles that can be applied to each generation based on shared experiences and the context in which they were raised. With the acceleration of technology, some preferences between generations have become more distinct; however, each generation has wonderful assets and perspectives that add to the diversity and productivity of the workplace.

Our summer Strategic Horizon Network colloquium was titled “Engaging the Multi-Generational Workplace.” MVCC joined teams from eight other colleges in Omaha, Nebraska, to hear from the Gallup Organization and Quantum Workplace about the three million workplace surveys they conduct annually. We then visited Mutual of Omaha, Union Pacific Railroad, Nebraska Medicine Health System, and the Omaha Public Power District to learn about their strategies and insights on the topic.

During the Omaha program, I learned about the four turnings of history and recently finished reading “The Fourth Turning is Here” by Neil Howe. The author provides an update on his previous research that identifies four generational archetypes (Hero, Prophet, Nomad, and Artist) that have appeared over the past 500 years in the Anglo-American historical pattern. These archetypes influence the ancient Roman belief in the saeculum — a natural cycle of civilization that occurs in four turnings (High, Awakening, Unraveling, and Crisis) over the period of a long life, roughly 80 to 100 years.

While one can identify shortcomings and certainly challenge parts of the framework, I do find it fascinating — just think about 80 years ago (World War II), and 80 years prior (U.S. Civil War), and 80 years prior (rethink the American Revolution as more of a Civil War between those loyal to the King and those of the rebellion). Here’s an eight-minute video where the author describes the four turnings and the generational influence in shaping them.

More directly related to the modern workplace, research from employee engagement surveys conducted by the Gallup Organization and Quantum Workplace has found that despite the differences between generations, individuals want the same things regardless of their age or generational grouping:

• Reasonable and fair compensation
• Flexibility
• Connection between their daily work and greater purpose
• Recognition for a job well done
• Opportunities to learn and grow

As a public community college committed to student success and community development, we strive to provide these five elements to the greatest extent possible. MVCC’s Core Workshop represents a unique opportunity for each of us to learn and grow. It’s a chance to have a shared experience with common information — usually just 60 to 90 minutes — with colleagues we may not interact with on a regular basis. I look forward to the conversations that come from this year’s workshop.

If you have any questions or comments, please contact me directly at presblog@mvcc.edu

Reimagine | Redesign | Restore: A framework for an educated, skilled, and talented workforce in the Mohawk Valley

The Mohawk Valley region is a wonderful combination of urban and rural: left, right, and in-between; pervasive agriculture and semiconductor manufacturing; state-of-the-art healthcare and cybersecurity; inspiring professional sports and arts; the bedrocks of finance and insurance; storied history and the promise of refugees and immigrants. Our history is as alive as it is varied, and it will serve as the foundation of our future. The momentum in the Mohawk Valley is palpable, and many would say the future is as bright as it’s ever been for the region. Delivering on the promise and potential, however, will require an educated, skilled, and talented workforce for the future.

Creating the workforce for the future involves an increasingly individualized experience through a new educational model that clarifies options throughout extended career pathways with multiple on- and off-ramps for people to integrate education, learning, upskilling, and work more easily. In light of the demographic drought that explains workforce shortage challenges in most every industry throughout the country, it’s critically important to find more intentionally designed and inclusive educational program solutions for everyone to more easily find their way into skilled jobs with career potential.

It is within this context that Mohawk Valley Community College has developed a three-level framework to provide our region with a comprehensive workforce solution, offering abundant pathways for individuals to enter into sustainable, well-paying careers. By embracing the “Big Blur” framework from Jobs For the Future, MVCC is partnering with the Oneida-Herkimer-Madison (OHM)-BOCES and their component school districts to “Reimagine” the transition from high school to college. With new agreements related to more intentionally shared professional development and educational programming, as well as an innovative partnership for alternative education students, students will benefit from the blurring of lines between high school, college, and work.

The second level of the framework involves redesigning the student experience — a journey of organizational transformation that MVCC has been pursuing since 2018. From remapping curriculum to rethinking developmental education and moving from traditional academic advising to case management advising with wrap-around holistic supports and other disruptive strategies, MVCC has intentionally and effectively redesigned our programs, systems, and processes for a more individualized, efficient, and meaningful student experience.

Finally, restoring the promise of education is the final component to this framework for the future. For the past 40 years, societal norms in this country have fostered a collective narrative that attending college was the singular path to prosperity. While annual income data may reflect this to a certain level, the messaging became narrowly myopic in selling a four-year degree as the primary form of college when multiple options and pathways can yield similar results. Restoring the promise of education requires disrupting our assumptions about who has access to postsecondary education; what they need to learn; how the programming is delivered and paid for; and the pace and rhythm by which education is accessed across varying durations.

The Reimagine | Redesign | Restore framework is intended to serve as a guide for Mohawk Valley Community College and our partners to push ourselves and continue to disrupt our approach to education, learning, and workforce development in the region. This conceptual white paper provides more details for you to consider as we evolve our thinking to bring these elements to life in the years to come.

If you have any questions or comments, please contact me directly at presblog@mvcc.edu