Community College of Allegheny County (CCAC) was quick to modify college operations in response to the COVID–19 pandemic to ensure both academic continuity and the safety of students, faculty, and staff. With the closure of all facilities, hundreds of credit courses were converted from face-to-face to online or alternative delivery formats—an enormous undertaking and a collaborative effort by individuals across the college that was accomplished in a relatively short period of time. Since March 25, every student has been attending classes remotely through a computer or device.
Students of color, males in particular, face significant challenges in higher education. African American male students, on average, are less successful than other racial/ethnic groups, including African American women. Compared to Asian/Pacific Islander or White/Non-Hispanic students, they are less likely to succeed in both developmental and college-level coursework and are more likely to drop out. Latino students are the least likely of all racial/ethnic groups to transfer. African American students and Latino males have the lowest persistence rates (Elgin Community College, 2010).
Teaching and learning are viewed mainly as cognitive endeavors focused on building content knowledge and technical skills and assessing mastery levels. However, teaching and learning environments also involve social, emotional, and behavioral components rooted in culture. Culture affects how faculty teach and students learn and is reflective of the lens through which we filter information and judge others (Thomas, 2014). Communication and interactive practices that focus on awareness and inclusion of diverse cultures are, therefore, essential to student development. This article highlights...
Since early 2020, higher education has grappled to ensure academic continuity amidst the COVID-19 pandemic, a challenge many experts believe will inform the future use of instructional technologies (Morales, 2019, 2020a). The pandemic necessitated a change of instructional location coupled with measures to transition millions of students from face-to-face classrooms to technology-mediated e-learning environments at a pace never before anticipated or experienced (Hodges et al., 2020). The only prior experiences remotely comparable were “acts of God,” including hurricanes and forest fires,...
Like many newcomers to Canada, Malvika Mahajan immigrated to Toronto to find a better life for her family. She was anxious about restarting her career in a new country, despite having many years of experience as a supply chain specialist in India, including work for a large multinational corporation. To create a roadmap that would land her a professional role in Canada, Malvika joined the Supply Chain Management bridging program at Humber College Institute of Technology and Advanced Learning in January 2020, eager to learn as much as possible about how her field operates in Canada and to...