Innovations Library

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Lori Sundberg December 2013
Volume: 26 Issue: 12
Count all 437
In the next 10 years, the community college sector will witness a significant exodus of seasoned community college presidents through retirements. In the aftermath, there will be a great need for senior leaders to step up to the challenge of a presidency. As a current sitting president, I can honestly say there are few greater privileges than serving one of our nation's community colleges. Community colleges have a power and a reach that is unparalleled in their ability to serve America's higher education needs.
Bernie Ronan November 2013
Volume: 26 Issue: 11
Count all 434
The lasting legacy of the commission convened by President Harry Truman in 1947 to study the role of higher education in America was the creation of a national system of community colleges. These colleges were designed to bring higher education to America's communities, by making college accessible to the vast majority of America's people. The report further states that:
Encarni Trueba, Bunmi Babarinde-Hall, Tara Ebersole October 2013
Volume: 26 Issue: 10
Count all 403
The Community College of Baltimore County (CCBC) embarked on its journey into global education just over four years ago. The goal was to change the world--or at least how its students viewed the world. During this time period, the initiative has gained momentum and has resulted in the establishment of a number of programs and projects geared toward improving and increasing global knowledge and perspectives, as well as intercultural competencies for all members of the CCBC community.
Laura Taddei September 2013
Volume: 26 Issue: 9
Count all 435
The idea of collaboration as an integral part of faculty development is not new. Faculty collaboration has been a part of faculty development for many years; two examples are faculty learning communities and faculty inquiry groups. Faculty development is connected to institutional effectiveness (Randall, 2008). Institutions, students, and the community benefit when faculty are engaged, motivated, and interested in innovative ways to improve teaching and learning. Faculty development opportunities can encourage innovation and improvements in teaching and learning.
Michael Rivera, Karen Duker August 2013
Volume: 26 Issue: 8
Count all 431
"Man is by nature a social animal," was the starting point of a study Aristotle conducted on human interaction in Politics (350 B.C.E.). Most of us have had the experience of working within a team, and have formed opinions as to the usefulness and importance of working in a team environment. Not surprisingly, these opinions differ from one person to another, and individuals change their opinions based on their experiences.
Jamie Justice July 2013
Volume: 26 Issue: 7
Count all 497
A global recession of large scale proportion, skyrocketing energy costs, and other economic and social issues have had a significant impact on America. As a result of these and other factors, a new learning climate is emerging that places demands on all levels of education. Educators must consider how practical solutions that address these changes can and should be included in both secondary and higher education curricula. Seven components of this new learning climate directly affect colleges and schools:
Patricia Konovalov, Roberta C. Teahen June 2013
Volume: 26 Issue: 6
Count all 436
"Keep learning. Volunteer to take on tasks you haven't done before; be creative; be confident; never be afraid of asking the hard questions; make the hard decisions, and stand behind them." These are a few of the many suggestions offered by one community college president who participated in a 2012 survey of community college leaders in the Midwest.      
Adrianna Kezar, Daniel Maxey May 2013
Volume: 26 Issue: 5
Count all 436
Leaders in community colleges are being challenged to graduate and transfer more students. Many national projects and initiatives are aimed at supporting this effort, including Achieving the Dream, Completion by Design, Next Generation Learning Challenges, and Global Skills for College Completion. As a result, student success and completion are among the top priorities of institutional leaders. Often, campus efforts focus on support programs, supplemental instruction, and new models of remediation, and tend largely to emphasize the roles of staff and student affairs professionals.
Terry O'Banion, Cynthia Wilson April 2013
Volume: 26 Issue: 4
Count all 441
In the past decade, the policy of late registration--allowing students to continue registering during the first week (or more) of class--has come under scrutiny in the community college field. Advocates for late registration have argued for continuing this decades-old aspect of community college culture based on access and revenues. By keeping the doors open one more week beyond the deadline, colleges increase opportunities for more students to enroll in college, and more students mean more revenue from increased FTE or ADA.
Denise Reading, Gerardo E. de los Santos, Andrew L. Meyer March 2013
Volume: 26 Issue: 3
Count all 443
Community colleges have a long tradition of providing programs and services for what are commonly known as the four segments of the workforce: emerging workers, transitional (dislocated) workers, entrepreneurial workers, and incumbent (current) workers. The emerging workforce comprises individuals who are typically 22 years of age or younger who are preparing to enter full-time employment for the first time.
Claire Phillips February 2013
Volume: 26 Issue: 2
Count all 432
The 2012 STEMtech conference fulfilled its promise by showcasing innovative practices designed to spur improvements in STEM education at all levels. One example of collaboration was a well-attended Sunday morning session, during which an audience, primarily composed of community college STEM leaders, shared experiences and described significant challenges STEM students face, as well as pilot programs intended to overcome those challenges.
Susan Bickerstaff, Nikki Edgecombe January 2013
Volume: 26 Issue: 1
Count all 433
Scaling Innovationis a project led by researchers at the Community College Research Center, Teachers College, Columbia University, studying the implementation of developmental education reforms at community colleges across the country. In the course of this research, we have observed that when colleges enact such reforms, new opportunities emerge for faculty to engage in instruction-focused professional development. The reform process allows faculty to try new things in the classroom and to work with colleagues to refine and improve curriculum and pedagogy.
Brad Bostian December 2012
Volume: 25 Issue: 12
Count all 441
Traditional placement testing currently places the majority of community college students into developmental classes. The tests are inexpensive, typically costing less than $10 per student, and they take about one hour and forty minutes to complete. The real costs of the tests come from their weakness as predictors of student performance in college, and the fact that only a minority of students will complete their prescribed developmental sequences. One solution might be to do what researchers and test publishers have long advised: use multiple measures to place students.
Terry O'Banion November 2012
Volume: 25 Issue: 11
Count all 432
If community colleges are to meet the goals of the Completion Agenda, they will need strong leadership from college presidents, other key leaders, and trustees. The 21st Century Commission on the Future of the Community College concluded, "Change cannot be achieved without committed and courageous leaders.... Community colleges have been developing leaders to maintain the inherited design. They need now to develop leaders to transform the design" (American Association of Community Colleges, 2012, p. 17).
Louise Yarnall October 2012
Volume: 25 Issue: 10
Count all 432
Due to trends to accelerate workforce training and meet higher student completion goals set by government and foundation funders, community college presidents need new ways to coordinate the development and delivery of instructional resources while keeping a sharp eye on student, faculty, and program performance.

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