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Journal articles on the topic 'Community and college'

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Published: 4 June 2021

Last updated: 29 July 2024

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1

Lake, Silverius CJM. "Alternatif Pengembangan Pendidikan Berdasarkan “Nilai” Kebutuhan Khusus." Humaniora 6, no. 1 (January 30, 2015): 86. http://dx.doi.org/10.21512/humaniora.v6i1.3301.

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The Community College is a kind of higher education. It focuses on diploma degree (the Two Year College). The objectives of Community College are to educate and to train students for getting working skills for jobs. The Community College has competencies that are suitable with the working area and the local needs. To run the Community College goodly and truly, values is needed. Those values influence the mission of Community College. The question was why Indonesian Higher Education accepts the Community College as a model of higher education. The problem was related to some models of higher education that do not fulfill the demands of companies yet. Therefore the Community College becomes a choice to answer the demands of industries and etrepreneurship. The right references to learn about Community College are American Community Colleges such as Highline Community College (Seattle, WA) and Kapi’olani Community Collere (Honolulu, HI). Each of those Community Colleges has the best program for example Highline Community College in Business Management, then Kapi’olani Community College in Culinary Arts. This article used descriptive and argumentative method to show the importance of Commuity College in Indonesia.

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2

Crawford, Corinne, and Angela Jervis. "Community Colleges Today." Contemporary Issues in Education Research (CIER) 4, no. 8 (September 21, 2011): 29. http://dx.doi.org/10.19030/cier.v4i8.5884.

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Dr. Jill Biden, Vice President Joe Bidens wife, has been teaching in community colleges for the past 18 years. Dr. Biden believes that community colleges are uniquely American institutions where anyone who walks through the door is one step closer to realizing the American dream. This is an inspiring sentiment. However, of all the first time college students who enrolled in community college in 2003-2004, fewer than 36% earned a post-secondary credential within six years. In light of the low completion rate, one has to question whether community colleges are fulfilling their promise. In this article we will look at the recent demographics of community colleges, compare the role of community colleges to that of proprietary colleges in post secondary education and discuss promising research initiatives aimed at improving the community college system.

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3

Banks, Debra. "Community college strategies: Virginia community college system." Assessment Update 8, no. 2 (March 1996): 8. http://dx.doi.org/10.1002/au.3650080206.

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4

Clagett, Craig A. "Community college strategies: An outcomes typology for community colleges." Assessment Update 7, no. 4 (July 1995): 10–11. http://dx.doi.org/10.1002/au.3650070409.

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5

Wang, Wei-ni. "UCLA Community College Review: Community Education in the Community College." Community College Review 32, no. 3 (December 2004): 43–56. http://dx.doi.org/10.1177/009155210403200304.

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6

Tang, Cara. "COMMUNITY COLLEGE CORNERServing & supporting community college educators." ACM Inroads 7, no. 3 (August 17, 2016): 18–19. http://dx.doi.org/10.1145/2972955.

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7

Lin, Zelong. "“Internet + Community”." Advances in Social Sciences Research Journal 6, no. 9 (October 8, 2019): 379–85. http://dx.doi.org/10.14738/assrj.69.7141.

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After the implementation of complete credit system, colleges gradually lead the class students to individualization, which is consistent with the characteristics of individualization in the Internet age. And the trend of “Internet community” constructed by Internet, from the earlier micro-blog to the current WeChat group or Moments, also provides us with new ideas on how to carry out values education for "individualized" college students under the complete credit system. The promotion of complete credit system in colleges and the trend of the "Internet community" enable colleges to effectively carry out values education of college students through a new way. Hence, colleges should, on one hand, pay more attention to the implicit education, understand and master the dissemination rules of the network platform, as well as utilize the new carrier of values education innovatively. On the other hand, colleges are also encouraged to construct the "Internet community" type education mode from the three dimensions of perfecting the community structure, adjusting the group mentality and emphasizing the guidance of public opinion.

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8

Reed, Jared, and Janice Friedel. "Community Leaders' Perceptions of the Small, Rural Community College Contributing to Quality of life in a Rural Community." Theory & Practice in Rural Education 12, no. 1 (June 21, 2022): 65–82. http://dx.doi.org/10.3776/tpre.2022.v12n1p65-82.

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This phenomenological study investigated community leaders’ perceptions of the small, rural community college contributing to quality of life. Guided by the Community Capitals Framework (Flora & Flora, 2013), six focus group interviews were conducted across three communities in the Midwest that included 39 participants selected through key informant sampling. The study found that community leaders perceive the small rural community college contributing to quality of life through three major themes: a) providing access and opportunity, b) economic and workforce development, and c) partnerships. Findings suggest that small, rural community colleges contribute to quality of life by increasing human and social capital through the themes. Implications for practice include increasing student support services resources at community colleges, increasing service learning through partnerships, and developing a framework for self-assessment to further develop the small, rural community college understanding of its impact on developing human capital and social capitals.

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9

Mandal, Ram Babu. "Public Participation in Governance of Community College." Academic Voices: A Multidisciplinary Journal 6 (June 4, 2018): 37–42. http://dx.doi.org/10.3126/av.v6i0.20107.

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The purpose of this study was to explored public participation in governance of the community college. The local people established college in their community of their active participation. Community colleges help for the access of higher education in rural area but not being able to fulfill desire of the local people. The study focuses on public participation in governance of community college. The study was carried out in a qualitative paradigm in which a case study facilitated access to in-depth feelings, views, and opinions of community members and educators regarding their participation in providing education. Data were generated through in-depth interview with parents of children in the college, College Management Committee (CMC) members, and the college chief. Data were transcribed and analyzed manually through the cut and paste technique. The study found out that public participation in governance of community colleges is of various types it may be involvement through sending their children to the college and providing fees and stationery, involvement through contributions of physical things & donations from the very beginning of the establishment of the college, involvement through attendance in programs and meetings conducted by the college, participation in real decision making etc. Further, parents financed college budgets, and were involved in college governance.Academic Voices Vol.6 2016: 37-42

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10

Spence, David. "State college readiness initiatives and community colleges." New Directions for Community Colleges 2009, no. 145 (December 2009): 95–101. http://dx.doi.org/10.1002/cc.358.

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11

Denning, Jeffrey T. "College on the Cheap: Consequences of Community College Tuition Reductions." American Economic Journal: Economic Policy 9, no. 2 (May 1, 2017): 155–88. http://dx.doi.org/10.1257/pol.20150374.

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This paper examines the effects of community college tuition on college enrollment. I exploit quasi-experimental variation from discounts for community college tuition in Texas that were expanded over time and across geography for identification. Community college enrollment in the first year after high school increased by 5.1 percentage points for each $1,000 decrease in tuition, which implies an elasticity of —0.29. Lower tuition also increased transfer from community colleges to universities. Marginal community college enrollees induced to attend by reduced tuition have similar graduation rates as average community college enrollees. (JEL H75, I22, I23, I28)

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12

Kelly-Kleese, Christine. "UCLA Community College Review: Community College Scholarship and Discourse." Community College Review 32, no. 1 (July 2004): 52–68. http://dx.doi.org/10.1177/009155210403200104.

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13

Copeland, Jacqueline Marie, Carmen L. McCrink, and Gerene K. Starratt. "Development of the Community College Internationalization Index." Journal of Studies in International Education 21, no. 4 (March 13, 2017): 349–74. http://dx.doi.org/10.1177/1028315317697541.

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To address the shortage of skilled workers in the 21st century, shifting demographics, competition for education funding, and the need to better serve underrepresented student populations, colleges and universities in the United States seek to increase internationalization efforts. While a number of instruments exist for measuring internationalization at the university level, few instruments are designed for measuring campus-level institutionalization, particularly at public community colleges. Moreover, current community college instruments are based on outdated literature or make use of qualitative tools that are not necessarily applicable in all settings. This study utilized an exploratory sequential mixed-method design to construct a quantitative instrument to measure institutional-level internationalization in public community college settings. Qualitative data were used to develop a theory of community college internationalization, from which the Community College Internationalization Index was developed. The CCII will be valuable for tracking public community colleges’ progress in internationalization efforts.

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14

Iloh, Constance, and William G. Tierney. "Understanding For-Profit College and Community College Choice through Rational Choice." Teachers College Record: The Voice of Scholarship in Education 116, no. 8 (August 2014): 1–34. http://dx.doi.org/10.1177/016146811411600808.

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Background/Context Scarce research has been conducted examining why students choose to attend higher priced for-profit institutions over community colleges. The authors suggest that increased national concern over proprietary higher education warrants an in-depth comparative case study of the choice factors utilized by for-profit and community college students. Research Question The research questions guiding this analysis are: (a) Why and how do students choose to attend for-profit colleges and community colleges? (b) What factors were important in their decision? (c) What implications do these results have for rational choice and college choice theory? Setting Data were collected at one community college and one for-profit college in California that had similar vocational programs. Subjects A total of 137 for-profit and community college students (75 for profit, 62 community college) enrolled in a vocational nursing or surgical technician associate's degree program agreed to participate. Research Design The authors examine student college choice factors through a case study. The findings were developed from interviews, surveys, and focus groups. Findings The authors found that for-profit and community college students held varying conceptions of costs and benefits as they pertained to college choice factors. Three particular dimensions were highlighted in student responses—short-term and long-term gains, risks, and uncertainty. Conclusions This study illuminates the nuanced factors and goals that informed student college choice decisions. Understanding these distinct college choice considerations could help researchers, practitioners, and institutional leaders develop measures for institutional effectiveness and student success.

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15

Soria, Krista M., and Amish B. Smith. "Food and housing insecurity among community college student‐veterans." New Directions for Community Colleges 2024, no. 206 (June 2024): 53–62. http://dx.doi.org/10.1002/cc.20625.

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AbstractIn this manuscript, the authors examined the rates of food and housing insecurity experienced by student‐veterans enrolled at community colleges in fall 2020. The results of a multi‐institutional survey of student‐veterans at 113 community colleges suggested that 37.6% of community college student‐veterans experienced food insecurity and 52.5% of community college student‐veterans experienced housing insecurity. Additionally, 17.8% of community college student‐veterans experienced homelessness in the past year. The results also suggest that community college student‐veterans who experienced food and housing insecurity had lower grade point averages, higher rates of clinically significant generalized anxiety disorder, and higher rates of clinically significant major depressive disorder. Examples of strategies to support community college student‐veterans experiencing food and housing insecurity are included.

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16

Jenrette, Mardee S., and J. Q. Adams. "Community college contexts for diversity: Miami-dade community college and joliet junior college." New Directions for Teaching and Learning 1992, no. 52 (1992): 115–25. http://dx.doi.org/10.1002/tl.37219925211.

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17

Carlson, Diane E. "Critical Social Justice Leadership: Putting “Community” Back in Community College." Journal of Transformative Leadership & Policy Studies 5, no. 1 (September 1, 2015): 37–50. http://dx.doi.org/10.36851/jtlps.v5i1.478.

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This article proposes that connecting to and understand-ing the experiences of the communities and students served must become a priority of community college work at all levels. Findings add to the understanding of social justice issues in relation to community colleges and include medium-high to high positive correlations between accuracy of knowledge of social justice issues impacting students and communities and the valuing of social justice practices. These strategies culminate in what the author calls a new model of leadership: Criti-cal Social Justice Leadership (CSJL). Recommendations include stronger social justice training for leaders in edu-cational leadership programs and Boards of Trustees, the incorporation of social justice understandings into accreditation standards, as well as the collection of broader and deeper data to more fully understand and address student outcomes. Through an examination of litera-ture and data from interviews with ten California com-munity college leaders, this article explores the rhetoric of achievement (and now student success) in relation to social justice realities and community college leadership. The article then shifts to exploring the Critical Social Jus-tice Leadership model as a way to illuminate the connec-tion between the systemic social justice realities impact-ing the communities served by community colleges and the kinds of leadership strategies that might more thor-oughly and effectively address issues relating to student success.

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18

Moore, William S. "Community College strategies: Assessment in washington state community and technical colleges." Assessment Update 6, no. 6 (November 1994): 10–11. http://dx.doi.org/10.1002/au.3650060610.

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19

Talamantes, Efrain, Carol M. Mangione, Karla Gonzalez, Alejandro Jimenez, Fabio Gonzalez, and Gerardo Moreno. "Community College Pathways." Academic Medicine 89, no. 12 (December 2014): 1649–56. http://dx.doi.org/10.1097/acm.0000000000000438.

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20

Cross, K. Patricia, and Elizabeth F. Fideler. "Community College Missions." Journal of Higher Education 60, no. 2 (March 1989): 209–16. http://dx.doi.org/10.1080/00221546.1989.11775022.

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21

Hawthorne, Elizabeth K. "Community college corner." ACM SIGCSE Bulletin 41, no. 4 (January 18, 2010): 16–17. http://dx.doi.org/10.1145/1709424.1709432.

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22

Waller, Lee, Herlinda M. Glasscock, Ronnie L. Glasscock, and Patsy J. Fulton-Calkins. "COMMUNITY COLLEGE FUNDING." Community College Journal of Research and Practice 30, no. 5-6 (June 2006): 443–61. http://dx.doi.org/10.1080/10668920500519633.

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23

Hawthorne, Elizabeth K. "Community college corner." ACM SIGCSE Bulletin 40, no. 4 (November 30, 2008): 20–21. http://dx.doi.org/10.1145/1473195.1473205.

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24

Tollefson, Terrence A. "Community College Review." Community College Review 17, no. 4 (April 1990): 5. http://dx.doi.org/10.1177/009155219001700401.

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Tollefson, Terrence A. "Community College Review." Community College Review 18, no. 3 (December 1990): 6. http://dx.doi.org/10.1177/009155219001800302.

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26

Tang, Cara. "COMMUNITY COLLEGE CORNERCyber2yr2020." ACM Inroads 11, no. 2 (May 12, 2020): 8–11. http://dx.doi.org/10.1145/3388862.

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27

Hawthorne, Elizabeth K. "Community college corner." ACM SIGCSE Bulletin 41, no. 2 (June 25, 2009): 76–77. http://dx.doi.org/10.1145/1595453.1595472.

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28

Feder, Toni. "Community College Physics." Physics Today 56, no. 8 (August 2003): 29. http://dx.doi.org/10.1063/1.4797121.

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29

Stewart, Martin D. "Community‐college comment." Physics Teacher 32, no. 8 (November 1994): 453. http://dx.doi.org/10.1119/1.2344075.

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30

Foote, Elizabeth. "COMMUNITY COLLEGE SCHOLARSHIP." Community College Journal of Research and Practice 22, no. 4 (January 1998): 455–59. http://dx.doi.org/10.1080/1066892980220411.

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31

Skari, Lisa Ann. "Community College Alumni." Community College Review 42, no. 1 (December 2013): 23–40. http://dx.doi.org/10.1177/0091552113510172.

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32

Kolb, Marcus M. "Community College Connection." Assessment Update 31, no. 5 (September 2019): 12–13. http://dx.doi.org/10.1002/au.30188.

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33

Seybert, Jeffrey A. "Community college strategies." Assessment Update 4, no. 4 (July 1992): 13–15. http://dx.doi.org/10.1002/au.3650040410.

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34

Haney, L. Richard, and Debralee McClellan. "Frederick Community College." New Directions for Student Services 2009, no. 127 (June 2009): 21–28. http://dx.doi.org/10.1002/ss.324.

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35

Jones, Karen Kitchens. "Isothermal Community College." New Directions for Student Services 2009, no. 127 (June 2009): 29–36. http://dx.doi.org/10.1002/ss.325.

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36

Abushakrah, Jan, and Michael A. Faber. "INTEREST GROUP SESSION—COMMUNITY COLLEGE: THE ROLE OF COMMUNITY COLLEGES IN WORKFORCE DEVELOPMENT AND TRANSFER WITHIN GERONTOLOGY." Innovation in Aging 3, Supplement_1 (November 2019): S240. http://dx.doi.org/10.1093/geroni/igz038.898.

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Abstract This symposium will highlight how innovative and often non-traditional Community College Gerontology students are motivated to seek career shifts and intentional training and comprehensive education. Understanding and applying this approach allows students to build on their prior skills, especially caregiving experience, to advance to more professional roles in the field of Gerontology. During this symposium we will focus on the Applied Gerontology aspect of Community College programs, including short-term certificates and other approaches related to and informed by the rapidly evolving workforce development in the field of aging. Selected Community College and University representatives, who understand and are leaders in the field of Applied Gerontology, will highlight models of existing Community College and University partnerships/collaboration that work, as well as provide models of other applied approaches. In addition, there will be an opportunity for robust dialog between Community Colleges and four-year Colleges and Universities – both on developing other effective Applied Gerontology approaches, and on creating even better partnerships and collaboration. This symposium will appeal to professionals working in both two and four-year systems of higher education. Colleges and Universities desiring to develop or enhance relationships with area Community Colleges will find this session especially helpful.

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37

Ocean, Mia, John Cronin, and Joshua Granat. "Doing it the Community College Way: Community College-Specific Programming." Community College Journal of Research and Practice 43, no. 9 (September 19, 2018): 622–24. http://dx.doi.org/10.1080/10668926.2018.1521350.

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38

Arnold, Jennifer. "The Community College Conundrum: Workforce Issues in Community College Libraries." Library Trends 59, no. 1-2 (June 2010): 220–36. http://dx.doi.org/10.1353/lib.2010.a407815.

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39

Chhetri, Ashmita Dahal. "Practices of Teachers' Motivation in Community College." Nepalese Journal of Management Research 2, no. 1 (September 9, 2022): 27–36. http://dx.doi.org/10.3126/njmgtres.v2i1.48261.

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This paper entitled, "Practices of Teachers’ Motivation in Community College” was conducted in Chitwan district of Nepal. Exploring what practices are enacting while motivating the teachers in community colleges from an unexplored context provides important and critical information for scholars. In this context, this study explored the motivational practices for teacher’s motivation in community colleges in Nepal. Three out of twelve community colleges of Chitwan district were selected for this study. Teachers were taken as the respondents for the study. This study adapted focused interview design of qualitative approach. The verbal data or information generated from different respondents using semi-structured and open-ended interview questionnaires were analyzed and interpreted with reference to Herzberg's dual factor theory and Stacy Adams equity theory. Finding of the study, revealed that community college in Nepal are attempting to motivate their teachers to adopt widely used good practices as in other organizations of similar nature. However, they are unable to implement those practices as per the expectations of their teachers due to insufficient resources and lack of systematized procedures. Those college are seeking more support from their affiliating universities, University Grand Commission and also from the state, province and local government.

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Floyd, Deborah L., Angela M. Garcia Falconetti, and Michael R. Hrabak. "Baccalaureate Community Colleges: The New Florida College System." Community College Journal of Research and Practice 33, no. 2 (December 30, 2008): 195–202. http://dx.doi.org/10.1080/10668920802590233.

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41

L Eddy, Pamela, and Regina L Garza Mitchell. "Preparing Community College Leaders to Meet Tomorrow's Challenges." Journal for the Study of Postsecondary and Tertiary Education 2 (2017): 127–45. http://dx.doi.org/10.28945/3884.

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Aim/Purpose: This article reviews the leadership development literature and posits that a learning centered approach will best support the development of community college leaders. But, it is important to recognize that community colleges have differing needs due to size, location, and the communities they serve. Background: American community colleges have received a great deal of attention over the last decade as institutions poised to contribute to the education of the workforce and to increase the number of citizens who possess a certificate or degree. Concurrently, community colleges also received attention due to the warnings about a pending presidential leadership crisis in the sector. As more and more sitting leaders retire, the demands of the job increase, and fewer individuals seek out top-level leadership positions, it is important to address how to develop community college leaders. Contribution: The review of leadership development literature provides the backdrop for creating new programs to develop community college leaders. A multi-faceted approach is required in which succession planning occurs, graduate programs are revamped, and both individuals and organizations engage in the development of community college leaders. Findings: It is important to recognize that community colleges have differing needs due to size, location, and the communities they serve. Graduate doctoral programs targeting community college leadership and national training programs can help prepare leaders, but they need curricular and program alignment targeting development of authentic leadership and ways to bridge theory with practice. Establishing succession planning can build a robust leadership pipeline that supports networked leadership and nurtures contextual competencies. Impact on Society: Understanding better how to prepare leaders to face the challenges now facing community colleges requires questioning current practices and building different leadership development programs.

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42

Dominik, Michael Thomas, and Devika Banerji. "US community college entrepreneurship educator practices." Journal of Small Business and Enterprise Development 26, no. 2 (April 23, 2019): 228–42. http://dx.doi.org/10.1108/jsbed-06-2018-0174.

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Purpose The purpose of this paper is to descriptively characterize the demographic profiles of entrepreneurship educators (EE) in US community colleges, and include descriptive and inferential examination of their pedagogical modalities, attitudes toward online modality, and use of teaching materials, tools and techniques, with resulting impacts and outcomes on students. Design/methodology/approach This paper analyzed data collected by the National Association for Community College Entrepreneurship on the national landscape of community college entrepreneurship education. The useable sample included 568 responding participants from 270 US community colleges, all of whom self-identified as faculty members who teach entrepreneurship. To enhance the understanding of the findings, a small panel of EE experts was solicited to offer perspective and future study suggestions. Findings Ten distinct findings are offered. These include EE teaching materials, teaching modalities, use of e-learning and alternative techniques, and their relation to modalities; and examination of five distinct entrepreneurial educational outcomes and their relationship to educator use of pedagogical materials, tools and techniques. Originality/value Understanding effective entrepreneurship educational practices is important to globally advancing entrepreneurship education. This paper concentrates on the profiles and practices of educators in the significant but under-researched domain of US community colleges, and offers an incremental contribution and awareness of effective entrepreneurship education teaching methods.

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43

Hart, Beth Ann. "Hanging In, Stopping Out, Dropping Out: Community College Students in an Era of Precarity." Teachers College Record: The Voice of Scholarship in Education 121, no. 1 (January 2019): 1–30. http://dx.doi.org/10.1177/016146811912100105.

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Background/Context Sociologists of education have documented community college students’ high postsecondary aspirations and low persistence and college completion rates. Recent research suggests that community colleges can improve student outcomes by developing structural reforms: streamlining curricula, expanding vocational programs, and improving advising. The emphasis on structural reform overlooks the ways in which community college students—who are disproportionately disadvantaged—are constrained from benefiting from even the most progressive structural reforms. This research builds on structural models by examining both the conditions and constraints under which students endeavor to succeed in the community college. Research Question The research questions guiding this analysis are: (a) What keeps students from moving in smooth and uninterrupted ways through community college? (b) Do structural reform efforts alone make sense for community college students in general and a more diverse student body in particular? Research Design This study draws on in-depth interviews with 45 community college students at two California community colleges. Students represent a range of racial/ethnic groups, ages, and traditional and nontraditional backgrounds. Findings/Results The findings revealed that forms of institutional instability identified in previous research interact with unpredictability in students’ lives, leading students to engage in “security work” (Cooper, 2014) intended to accommodate their educations to precarious circumstances. Students engage in security work across two dimensions: managing income flow (including paid work and financial aid) and managing care of families, food, housing, and transportation. Conclusions/Recommendations Findings revealed a feedback loop between precarity in community colleges and precarity in students’ lives. This article contributes to theories of student persistence by arguing that the framework of precarity importantly complements structural explanations for student outcomes in community colleges.

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44

Crawford, Corinne, and Colin Persaud. "Community Colleges Online." Journal of College Teaching & Learning (TLC) 10, no. 1 (December 24, 2012): 75. http://dx.doi.org/10.19030/tlc.v10i1.7534.

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Presently, community colleges are bursting at the seams. In 2011, community colleges turned away more than 400,000 prospective students. In the next six years, 63 percent of all U. S. jobs will require postsecondary education. Twenty two million new workers with postsecondary degrees will be needed by 2018. Community colleges are turning increasingly to online technology to increase capacity in order to meet the surging demand for higher education attainment. In this article we will look at the role of online education in the community college setting.

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45

Mountjoy, Jack. "Community Colleges and Upward Mobility." American Economic Review 112, no. 8 (August 1, 2022): 2580–630. http://dx.doi.org/10.1257/aer.20181756.

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Two-year community colleges enroll nearly half of all first-time undergraduates in the United States, but to ambiguous effect: low persistence rates and the potential for diverting students from four-year institutions cast ambiguity over two-year colleges’ contributions to upward mobility. This paper develops a new instrumental variables approach to identifying causal effects along multiple treatment margins, and applies it to linked education and earnings registries to disentangle the net impacts of two-year college access into two competing causal margins: significant value added for two-year entrants who otherwise would not have attended college, but negative impacts on students diverted from immediate four-year entry. (JEL I23, I26, I28, J24, J31)

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46

Kurlaender, Michal, and Matthew Larsen. "K–12 and Postsecondary Alignment: Racial/Ethnic Differences in Freshmen Course-taking and Performance at California’s Community Colleges." education policy analysis archives 21 (February 25, 2013): 16. http://dx.doi.org/10.14507/epaa.v21n16.2013.

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In this paper we focus on California high school students’ transition to community colleges. Our unique dataset tracks five cohorts of California high school juniors into their freshmen year at in-state community colleges. We evaluate the extent to which high school achievement tests (currently not utilized by community colleges in course placement decisions) are useful for predicting academic success at community college. In addition, given persistent disparities in college attainment by race, we explore whether this fundamental relationship between high school achievement, college course-taking, and performance differs for students from different racial/ethnic backgrounds.

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47

Schnee, Emily. "Speaking Back to the Neoliberal Community College." Radical Teacher 122 (April 28, 2022): 84–93. http://dx.doi.org/10.5195/rt.2022.893.

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This article explores the complexities and contradictions of neoliberal policy reforms on fifteen Black and Latino male community college students who participated in a qualitative, longitudinal study at Urban Community College. Though the conventional wisdom on community colleges assumes that more and better neoliberal policies will lead to improved outcomes and greater equity for educationally disenfranchised students, this study illustrates how the policies that are at the heart of the college completion agenda, such as continuous full-time enrollment, on-time graduation, and guided curricular pathways, were implicated in the study participants’ academic challenges.

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Zhou, Qidi, Zhihui Yang, and Jinghao Gao. "Practice and Prospect: the Time Value and Future Path of the Backbone Training Mechanism of the Party and League Branches of College Student Associations." Journal of Higher Education Research 3, no. 3 (July 2, 2022): 290. http://dx.doi.org/10.32629/jher.v3i3.879.

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College Students' associations are the main positions of college young students' activities. The party and League branches of College Students' associations are an important guarantee for college young students' activities. The backbone of the party and League branches of college associations is the vanguard force of college young students' activities and even this group. The establishment and efficient operation of its training mechanism occupies an important position in the work of the Communist Youth League in Colleges and universities. This paper intends to combine the actual work of the community with the work practice of the party and League branches of the community, better design the training of the party and League branches of the community in Colleges and universities, implement the education and management of the party members and League members in the community, maintain and enhance the Progressiveness of the party members and League members, and give full play to the role of the party and League branches of the community, so as to further strengthen the management of the community and improve the development level of the community.

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McFarland, Jenny, and Pamela Pape-Lindstrom. "The pipeline of physiology courses in community colleges: to university, medical school, and beyond." Advances in Physiology Education 40, no. 4 (December 2016): 473–76. http://dx.doi.org/10.1152/advan.00141.2016.

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Community colleges are significant in the landscape of undergraduate STEM (science technology, engineering, and mathematics) education (9), including biology, premedical, and other preprofessional education. Thirty percent of first-year medical school students in 2012 attended a community college. Students attend at different times in high school, their first 2 yr of college, and postbaccalaureate. The community college pathway is particularly important for traditionally underrepresented groups. Premedical students who first attend community college are more likely to practice in underserved communities (2). For many students, community colleges have significant advantages over 4-yr institutions. Pragmatically, they are local, affordable, and flexible, which accommodates students' work and family commitments. Academically, community colleges offer teaching faculty, smaller class sizes, and accessible learning support systems. Community colleges are fertile ground for universities and medical schools to recruit diverse students and support faculty. Community college students and faculty face several challenges (6, 8). There are limited interactions between 2- and 4-yr institutions, and the ease of transfer processes varies. In addition, faculty who study and work to improve the physiology education experience often encounter obstacles. Here, we describe barriers and detail existing resources and opportunities useful in navigating challenges. We invite physiology educators from 2- and 4-yr institutions to engage in sharing resources and facilitating physiology education improvement across institutions. Given the need for STEM majors and health care professionals, 4-yr colleges and universities will continue to benefit from students who take introductory biology, physiology, and anatomy and physiology courses at community colleges.

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Yang, Po. "UCLA Community College Review: Reverse Transfer and Multiple Missions of Community Colleges." Community College Review 33, no. 3-4 (April 2006): 55–70. http://dx.doi.org/10.1177/009155210603300304.

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