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Journal articles on the topic 'Community colleges'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

Dunn, Michael, and Arne L. Kalleberg. "Does College Focus Matter? Explaining Differences in Labor Market Outcomes among Community Colleges." Journal of Educational Issues 3, no. 1 (May 31, 2017): 189. http://dx.doi.org/10.5296/jei.v3i1.11093.

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The evolution of community colleges from their origins as junior colleges to institutions with dual missions to provide both academic and workforce preparation raises questions about the impact of a college’s mission focus on their students’ labor market success. We examine this question using the 58 colleges in the North Carolina Community College system as case study for community colleges nationally. We find that students from community colleges that specialize or focus on career objectives had higher labor market earnings; about one-fifth of the variation in students’ earnings across community colleges is due to the college’s mission focus. Other community college variables also enhance students’ earnings, such as institution size as well as having single-county service areas and low proportions of remedial students.

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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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Walz, Kenneth A., and Jon R. Christian. "Capstone Engineering Design Projects For Community Colleges." American Journal of Engineering Education (AJEE) 8, no. 1 (May 31, 2017): 1–12. http://dx.doi.org/10.19030/ajee.v8i1.9958.

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Capstone engineering design courses have been a feature at research universities and four-year schools for many years. Although such classes are less common at two-year colleges, the experience is equally beneficial for this population of students. With this in mind, Madison College introduced a project-based Engineering Design course in 2007. This paper explores Madison College’s experience over the past decade offering this class. Unique challenges and opportunities for engineering design courses at two-year colleges are discussed. Our findings include several recommended practices to benefit colleges and universities at any level that are creating new engineering design courses.

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4

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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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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6

RABER, LINDA R. "COMMUNITY COLLEGES." Chemical & Engineering News 87, no. 36 (September 7, 2009): 95–96. http://dx.doi.org/10.1021/cen-v087n036.p095.

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7

Lyon, Louise Ann, and Jill Denner. "Community colleges." Communications of the ACM 60, no. 12 (November 27, 2017): 24–26. http://dx.doi.org/10.1145/3152914.

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8

Hardy, David E., and Stephen G. Katsinas. "Classifying community colleges: How rural community colleges fit." New Directions for Community Colleges 2007, no. 137 (2007): 5–17. http://dx.doi.org/10.1002/cc.265.

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9

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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10

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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11

Ellenbaum, Charles, and Walter Packard. "Community Colleges Take Anthropology to the Community." Practicing Anthropology 8, no. 3-4 (July 1, 1986): 9. http://dx.doi.org/10.17730/praa.8.3-4.k230211201k11156.

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Some anthropologists are good researchers, others gifted Writers, others good teachers, and others good speakers. Relatively few people can excel in all these areas. Community colleges use teaching and communicating as prime qualifications for promotion and tenure, with mastery of the discipline's content expected for all. While community college faculty usually do not have to "publish or perish," many are strongly urged to do public speaking and to write for the general public on a regular basis. Given this situation, we believe that anthropologists at community colleges and non-research educational institutions should be in the forefront of efforts to promote the perspectives and values of anthropology. One of the most important areas in which to do this is at the precollege level, although other opportunities to enhance the image of anthropology should not be overlooked either.

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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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13

Dougherty, Kevin J., and Marianne F. Bakia. "Community Colleges and Contract Training: Content, Origins, and Impact." Teachers College Record: The Voice of Scholarship in Education 102, no. 1 (February 2000): 197–243. http://dx.doi.org/10.1177/016146810010200108.

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Over the last three decades, most community colleges have broadened their economic development role to include contracting with employers to train current or prospective employees in job and academic skills. This article describes the main contours of the community college's involvement in contract training, explains how this involvement arose, and analyzes its impact on the community college. This analysis is based both on national data on the general prevalence and form of contract training and on case studies of the forms it takes in twenty community colleges in five states servicing five quite different industries. Contract training is sometimes quite elaborate, as in the case of the entry-level training of skilled workers in auto manufacturing, auto repair, and construction. Here the training often involves multiyear apprenticeships, combining both classroom and on-the-job training, with labor unions exercising a major role. But contract training often is much briefer and dominated by the wishes of companies. The origins of contract training lie in a combination both of business pressure and of initiative by community colleges and government bodies pursuing interests and values of their own. Contract training has broadly affected community colleges in such areas as enrollments, revenues, external relations, governance, internal relations, curriculum and pedagogy, and institutional mission. It has brought more students, revenues, and political clout, but also greater business involvement in community college governance and possibly a major redefinition of institutional mission away from education (especially transfer education) toward training.

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Rosenbaum, James E., and Janet Rosenbaum. "Beyond BA Blinders: Lessons from Occupational Colleges and Certificate Programs for Nontraditional Students." Journal of Economic Perspectives 27, no. 2 (February 1, 2013): 153–72. http://dx.doi.org/10.1257/jep.27.2.153.

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Postsecondary education mostly focuses on the four-year BA degree. Community colleges are often promoted as the first step toward the ultimate goal of a four-year degree. However, community colleges have extremely poor degree completion rates. There is evidence suggesting better results for their private, two-year counterparts—particularly for certificate completion. We will focus on occupational colleges—private accredited colleges that offer career preparation in occupational fields like health care, business, information technology, and others. These institutions challenge many of our preconceptions about college. They are less wedded to college traditions, which raises some interesting questions: Do private colleges offering certificates or AA degrees use different procedures? Should community colleges consider some of these procedures to reduce student difficulties and improve their completion rates? For many community college students, earning a more likely, quick sub-BA credential—perhaps followed by a four-year degree in the future—will be preferable to the relatively unlikely pathway from a community college program directly to a four-year BA. In sum, this paper suggests that nontraditional colleges and nontraditional credentials (certificates and AA degrees) deserve much closer attention from researchers, policymakers, and students.

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Martirosyan, Nara M. "American Community Colleges: The International Student’s Guide." Journal of International Students 8, no. 2 (April 1, 2018): 1264–66. http://dx.doi.org/10.32674/jis.v8i2.146.

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As a former international student, I never thought of an American Community College as being a choice to start undergraduate education in the United States. This is also true for many prospective international students who explore study opportunities in the United States. American community colleges (also called 2-year colleges) offer diverse higher education opportunities with comparatively lower tuition costs. Moreover, unlike in many other foreign countries, American community colleges are often the best pathway to a bachelor’s degree through transfer agreements that exist between community colleges and 4-year institutions.

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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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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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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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19

Miner, J. C. "America's Community Colleges." Science 335, no. 6075 (March 22, 2012): 1409. http://dx.doi.org/10.1126/science.1219366.

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20

Foote, Elizabeth. "RURAL COMMUNITY COLLEGES." Community College Journal of Research and Practice 19, no. 5 (September 1995): 475–78. http://dx.doi.org/10.1080/1066892950190509.

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21

Woods, Jimmy L. "LOUISIANA'S COMMUNITY COLLEGES." Community College Journal of Research and Practice 20, no. 6 (November 1996): 539–44. http://dx.doi.org/10.1080/1066892960200606.

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22

Knoell, Dorothy M. "CALIFORNIA COMMUNITY COLLEGES." Community College Journal of Research and Practice 21, no. 2 (March 1997): 121–36. http://dx.doi.org/10.1080/1066892970210204.

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Kreider, Paul E. "OREGON'S COMMUNITY COLLEGES." Community College Journal of Research and Practice 21, no. 2 (March 1997): 159–72. http://dx.doi.org/10.1080/1066892970210207.

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24

Fechter, Clay M. "WYOMING COMMUNITY COLLEGES." Community College Journal of Research and Practice 21, no. 2 (March 1997): 173–84. http://dx.doi.org/10.1080/1066892970210208.

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Carpenter, Don A. "UTAH'S COMMUNITY COLLEGES." Community College Journal of Research and Practice 21, no. 2 (March 1997): 229–40. http://dx.doi.org/10.1080/1066892970210211.

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Burke, Doyle W., and Paul A. Elsner. "ARIZONA'S COMMUNITY COLLEGES." Community College Journal of Research and Practice 21, no. 2 (March 1997): 261–78. http://dx.doi.org/10.1080/1066892970210213.

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Evans, Eliza D., Daniel A. McFarland, Cecilia Rios-Aguilar, and Regina Deil-Amen. "Community (in) Colleges." Community College Review 44, no. 3 (May 5, 2016): 232–54. http://dx.doi.org/10.1177/0091552116646852.

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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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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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J. Potter, Sharyn, Nicole Fox, Delilah Smith, Nora Draper, Elizabeth A. Moschella, and Mary M. Moynihan. "Sexual Assault Prevalence and Community College Students: Challenges and Promising Practices." Health Education & Behavior 47, no. 1_suppl (April 6, 2020): 7S—16S. http://dx.doi.org/10.1177/1090198120910988.

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Recently, much research has been dedicated to understanding how to prevent and address the aftermath of sexual assault (SA) on traditional 4-year college and university campuses in the United States. However, less scholarly attention has been paid to 2-year institutions, commonly known as community colleges. This review illuminates the different situational contexts faced by community college students, compared with students at 4-year colleges. These differences are shaped by community college characteristics, student demographics, and geographic location of their students. Community colleges enroll a higher percentage of women, first-generation students, and low-income students than 4-year colleges. Furthermore, community colleges are academic homes to the most racially and ethnically diverse student population, with higher numbers of African Americans, Latinos, immigrants, and nonnative English speakers. These populations (e.g., women, racial minorities, first-generation, low-income) are at a greater risk for SA; yet, 2-year institutions have less funding and resources available to address SA on their campuses. Thus, this article reviews the problem of campus SA on community colleges and highlights the challenges that 2-year institutions face in comparison with those that 4-year institutions face when implementing SA prevention and response strategies. Then, a case study of a 3-year project on one nonresidential and seven community colleges is presented, which illustrates how 2-year institutions can forge relationships with community professionals to address SA on their campuses.

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Dougherty, Kevin. "The Community College at the Crossroads: The Need for Structural Reform." Harvard Educational Review 61, no. 3 (September 1, 1991): 311–37. http://dx.doi.org/10.17763/haer.61.3.k764030285230560.

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Community colleges offer many students an alternative route to achieving a baccalaureate degree. In this article, Kevin Dougherty analyzes data on these institutions to see how effective they are in helping students transfer to and succeed in four-year colleges. After controlling for differences in family background, high school record, and educational aspirations of students entering two- and four-year colleges, the author finds that community college entrants receive fewer bachelor's degrees. While finding a strong case for reform, Dougherty argues that present reformers need to keep in mind the comprehensive nature of the community college and be sure that their reform proposals will preserve rather than diminish the services it offers students. Dougherty then discusses two sweeping reforms: transforming community colleges into four-year colleges, and converting them into two-year branches of state universities.

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Phillips, Demetrice, and Karina Kasztelnik. "The International Descriptive Study of Effective Methods for the Recruitment and the Retention of Faculty in the United States." Business Ethics and Leadership 5, no. 2 (2021): 21–58. http://dx.doi.org/10.21272/bel.5(2).21-58.2021.

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This qualitative descriptive study explored what community college administrators and faculty described as being effective recruitment and retention methods for faculty at community colleges in the Northeastern United States. This study answered two research questions: what recruitment methods do administrators and American faculty at community colleges describe as being effective in the recruitment of American faculty? Also, what retention methods do administrators and American faculty at community colleges describe as being effective in the retention of American faculty? The researcher applied critical race theory to form a framework for best practices in recruiting and retaining American faculty. Data were obtained by interviewing six American faculty and surveying seven community college administrators employed at Massachusetts community colleges who were selected using purposive sampling and community college online staff directories. Using MAXQDA data analysis software, the researcher initiated data analysis using thematic analysis. Data were organized and analyzed to identify codes, categories, and themes. Data analysis resulted in six themes: hiring processes, faculty diversity, recruitment strategies, work environment, student and faculty relationships, and retention strategies. The findings of this study can benefit community college personnel by recommending recruitment and retention strategies to effectively recruit and retain American faculty. There was limited research and data available related to the recruitment and retention of African American male faculty at community colleges. The faculty and administrator participants of this study provided rich data on effective recruitment and retention methods for African American male faculty at community colleges. The critical race theory theoretical framework was summarized. Theoretical and practical implications emerged. Based on the data and new insights, implications for future research were discussed.

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Bratko, M. "PUBLIC (COMMUNITY) COLLEGES AS A COMPONENT OF HIGHER EDUCATION SYSTEMS IN THE USA." Pedagogical education: theory and practice. Psychology. Pedagogy, no. 30 (2018): 53–60. http://dx.doi.org/10.28925/2311-2409.2018.30.5360.

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The article describes the features of public (community) US colleges as a part of the US system. This reference provides some aspects of the community college in America. The mission of America’s community colleges is focused on three areas of commitment: access, responsiveness to community need, and equity. It is found that US community colleges are focused primarily on meeting the needs of the local community and cooperation with it, providing training for local organizations and businesses. They offer a wide range of educational programs for the training specialists who are prepared directly for work in the workplace and continuing education (academic (associate degree), labor and vocational (vocational and occupational education) programs; programs in adult education and continuing education, ensuring the implementation of the concept of “life-long learning” corporate training programs for the needs of a particular company or organization, etc.), as well as providing correction a previous level of education and, in some cases, providing a complete secondary education. Community colleges in the United States have a considerable popularity, which is growing every year. Community colleges serve the region where they are located, usually a city and district. College students often study in various forms of education (day, evening, distance form) and have the opportunity to work during the day. The commitment to access is exemplified by the open admissions policies of community colleges and the multiple ways colleges remove financial, physical, and academic barriers to entry. That access has resulted in entry into higher education by first generation, low-income, minorities, dropouts, working adults, and others who lacked the financial, academic, time, or location means to participate in traditional higher education systems. The author summarizes the experience of public (community) US colleges through the prism of the feasibility of its implementation in the domestic educational practice. A special interest of educational manager of Ukrainian colleges is paid on issues concerning governance, financing, access into higher education and cooperation with employers at community colleges. This article will be valued by everyone interested in the past, present, and future of the community college in America.

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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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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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Honeyman, David S., and Michael D. Sullivan. "Recreating America's Community Colleges: Critical Policy Issues Facing America's Community Colleges." Community College Journal of Research and Practice 30, no. 2 (February 2006): 177–82. http://dx.doi.org/10.1080/10668920500433769.

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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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38

Wahl, Mary. "Library Liaison Services in US Community Colleges." Journal of Library Outreach and Engagement 1, no. 2 (September 13, 2021): 58–77. http://dx.doi.org/10.21900/j.jloe.v1i2.807.

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Library liaison services have been shown to be a valuable component of higher education in the US. Despite this established value, however, liaison services specific to community colleges are rarely discussed in the scholarly literature, while such services from universities and research institutions are well researched. Though it is understandable that liaison services at universities and community colleges would have similarities such as collaboration and outreach with students and faculty, it is only logical that they would also have differences due to the differences in user groups they serve. However, performing any reasonable comparison is difficult due to the absence of scholarly discourse regarding liaison services at community colleges. This article fills this gap by presenting survey data on the state of liaison services in community college libraries in the US. The data shows that a range of liaison work is being performed by community college librarians; A number of opportunities for further inquiry are also identified.

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Ryu, Wonsun, Lauren Schudde, and Kim Pack. "Constructing Corequisites: How Community Colleges Structure Corequisite Math Coursework and the Implications for Student Success." AERA Open 8 (January 2022): 233285842210866. http://dx.doi.org/10.1177/23328584221086664.

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States and broad-access colleges are rapidly scaling corequisite coursework—a model where students concurrently enroll in college-level and developmental coursework—in response to dismal completion rates in traditional “developmental” sequences. At community colleges, evidence suggests that corequisite reforms can dramatically improve students’ completion of required college-level courses, but colleges often implement new programing and sequences with limited information. We analyzed administrative data from Texas community colleges implementing a statewide corequisite mandate. Our results illustrate (a) how colleges structured corequisite courses in response to the statewide mandate and (b) how corequisite coursework characteristics predicted student outcomes. Our results suggest that some corequisite coursework elements—including mixed-ability college-level classes, higher credits for the developmental education (dev-ed) corequisite support course, and using the same instructor across both the college-level and dev-ed course—improve students’ probability of passing college-level math, though these course design elements do not appear to predict long-term outcomes like persistence in college.

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Young, Jerry W. "Community Economic Development Through Community Colleges." New Directions for Higher Education 1997, no. 97 (1997): 74–83. http://dx.doi.org/10.1002/he.9707.

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May, Rachel. "Beth Anish on how Rhode Island's community college is increasing student opportunities with work‐based learning." Dean and Provost 25, no. 10 (May 23, 2024): 1–5. http://dx.doi.org/10.1002/dap.31361.

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Ten years after the launch of the Guided Pathways program that offers reforms for community colleges, a new study by Columbia University's Community College Research Center assesses whether or not “guided pathways practices implemented at 62 community and technical colleges in three states—Tennessee, Ohio, and Washington—are associated with improvements in student outcomes during the first year of college.”

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PHUYAL, Pradeep. "STATUS, LEADERSHIP, AND ADMINISTRATIVE PRACTICES OF COMMUNITY COLLEGE IN NEPAL." Вища освіта України, no. 2 (August 31, 2023): 109–19. http://dx.doi.org/10.32782/npu-vou.2023.2(89).14.

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Community colleges in Nepal, subsidized by the local community, have been preparing students to be productive members of the nation's futu re. The role of community colleges seems crucial in contributing in the field of Nepali academia from the date of its establishment. The pu rpose of this paper is to present the cu rrent status of Nepal Community College comparing to other Asian countries. This review study intends to provide a solution to the question of when Nepal's community college will have sufficient endowment to meet the needs of students and other stakeholders with a direct or indirect connection to the institution. It also explores if community campus leadershi p and supervision practices are sufficient to produce competent students who may be employable in Nepal and beyond. This article seeks to identify certain leadershi p and management approaches, as well as the growth of community colleges. Additionally, this material is based on years of experience obtained while working as a community college instructor.

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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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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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Sáenz, Victor B., Carmen De las Mercédez, Sarah G. Rodriguez, and Claudia García-Louis. "Latino Men and their Fathers: Exploring How Community Cultural Wealth Influences their Community College Success." Association of Mexican American Educators Journal 11, no. 2 (December 20, 2017): 89. http://dx.doi.org/10.24974/amae.11.2.351.

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Academic scholarship has demonstrated the importance of father engagement in fostering early educational success of their children, but little exploration in this area has focused on the role that fathers play in the college success of their Latino male sons. The purpose of this qualitative study was to understand the role of fathers in the educational success of Latino men attending community colleges. Using community cultural wealth as a lens for this study, the experiences of 130 Latino men at community colleges in Texas were highlighted. Results demonstrated how fathers provided support, consejos (advice), and encouragement to their sons. Nonetheless, fathers also expected their sons to work and contribute to the family finances. These complications influenced the way in which Latino men viewed the college-going process and interacted with their fathers.

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Mykerezi, Elton, Genti Kostandini, and Bradford Mills. "Do Rural Community Colleges Supply Unique Educational Benefits?" Journal of Agricultural and Applied Economics 41, no. 2 (August 2009): 411–17. http://dx.doi.org/10.1017/s1074070800002881.

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Community colleges likely draw to college individuals who would otherwise not attend due to their low costs and open admission requirements. This is labeled as the democratization effect. They may also divert individuals away from 4-year to terminal 2-year college degrees (the diversion effect). This study estimates democratization and diversion effects separately for nonmetropolitan and metropolitan youth using nationally representative data and models that account for endogenous institution selection. We find the democratization effect to exceed the diversion effect of community colleges for both metro and nonmetro youth. The democratization-diversion ratio is slightly higher for urban youth.

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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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Roksa, Josipa, and Juan Carlos Calcagno. "Catching up in Community Colleges: Academic Preparation and Transfer to Four-Year Institutions." Teachers College Record: The Voice of Scholarship in Education 112, no. 1 (January 2010): 260–88. http://dx.doi.org/10.1177/016146811011200103.

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Background/Context Transfer from community colleges to four-year institutions remains a contentious issue in higher education, with proponents showing that students do indeed transfer to four-year institutions and opponents arguing that starting in community colleges hinders baccalaureate degree attainment. One particularly salient issue in this debate is academic preparation. Although virtually all studies of transfer control for academic preparation, there is a dearth of research focusing on whether and how academically unprepared students can catch up in higher education. Research Questions We address two research questions: To what extent do academically unprepared students transfer to four-year institutions? And, can successful completion of intermediate outcomes, such as passing college-level math and writing courses, meeting specific credit thresholds, and earning an associate's degree, diminish the role of initial preparation and increase the probability of transfer? Research Design Using event history techniques, we estimate the likelihood of transfer from community colleges to four-year institutions. Analyses include 20,900 first-time degree-seeking students who enrolled in Florida community colleges in the fall of 1998. Student enrollment is tracked through the summer of 2003. Results Community colleges can indeed serve as an alternative road of access to four-year institutions, even for academically unprepared students: Almost 20% of students in our sample who entered community colleges unprepared for college-level work made the transition to four-year institutions. Moreover, we found that successful completion of intermediate outcomes, such as passing college-level math and writing courses, meeting specific credit thresholds, and earning an associate's degree, enhances the probability of transfer. However, the ability of community colleges to mitigate the negative effects of inadequate academic preparation on transfer is limited; regardless of the intermediate outcome completed, academically unprepared students continued to lag substantially behind their more prepared counterparts. Conclusion Community colleges can serve as a democratizing force in higher education; however, their ability to overcome inadequate academic preparation with which some students enter higher education is limited. Improving academic preparation in K–12 is thus a crucial component of enhancing transfer.

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Gupton, Jarrett T. "Campus of Opportunity: A Qualitative Analysis of Homeless Students in Community College." Community College Review 45, no. 3 (March 29, 2017): 190–214. http://dx.doi.org/10.1177/0091552117700475.

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Objective: Community colleges are gateways of access to higher education for many underrepresented students. One group that has received little attention in the community college research literature is homeless youth. The objective of this research is to address the following research questions: (a) What might be learned from the narratives of homeless youth and their experiences in postsecondary education? and (b) How might community colleges promote interpersonal and institutional resilience for homeless students? Method: Utilizing qualitative research techniques, this article reviews the experiences’ of homeless youth attending community college and explores the ways in which community colleges might serve as sites for fostering resilience and stability in the lives of homeless students. Results: The results of this empirical work suggest that although homeless students do benefit from enrolling in community college, some of the benefits are not salient to them and they are unable to take full advantage of institutional resources. Contributions: The findings from this study contribute to the literature on low-income students’ experiences in community college and add the voices and experiences of homeless youth.

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Cummings, M. "Resources for Community Colleges." Choice Reviews Online 53, no. 03 (October 20, 2015): 352. http://dx.doi.org/10.5860/choice.53.03.352.

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