Innovations Library

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Jill Channing December 2022
Volume: 25 Issue: 12
Count all 144
Corequisite English and mathematics courses were born in response to the low retention, success, and persistence rates among developmental English and mathematics students, most of whom never persisted successfully into credit-bearing gateway English and mathematics courses (Bailey et al., 2010).
Jill Channing, Benjamin Patterson, and Stephanie Horvath November 2022
Volume: 25 Issue: 11
Count all 246
Despite acts like the 1990 Americans with Disabilities Act (ADA) defining and shaping public perception of deafness and deafblindness as only ability statuses, many d/Deaf, d/Deafblind, and hard of hearing (DDBHH) individuals identify themselves as members of their own culture—complete with unique languages, beliefs, values, and customs (Aldalur et al., 2021; Best, 2016; Rose, 2020). Legislation like the ADA has undoubtedly increased access to and quality of educational opportunities for DDBHH students.
Michele M. Pratt, Anne Wooden Elias, and Reva Curry October 2022
Volume: 25 Issue: 10
Count all 1129
Community college libraries must keep pace with 21st century needs. Gone are the days when librarians shushed students and one could hear a pin drop in library spaces. Gone are the days when print periodicals and books were the only resources available. Today’s students come from all backgrounds and have diverse needs. Librarians are continually evaluating those needs and evolving library services and programs to meet them. Academic libraries—especially those at community colleges—need to meet the students where they are.
Terry O’Banion and Cindy L. Miles September 2022
Volume: 25 Issue: 9
Count all 1001
By accelerating changes already underway in the workforce and adding new options for how we learn, work, and live, the COVID-19 pandemic has renewed attention on a classic dilemma in education: Is the purpose of education to prepare students to make a good living or to live a good life? There are many unresolved educational issues, but this thorny one has cast a long shadow ever since humans struggled to make sense of the world.
Grant J. Matthews, Rita Ferriter, Susan Godwin, Jennifer Lee-Good, and Michael Morsches August 2022
Volume: 25 Issue: 8
Count all 296
In 2012, the developmental reading faculty at Moraine Valley Community College (MVCC) began to take an honest look at their students’ grades. This introspection followed key changes in department leadership and faculty membership.
Michelle Fischthal and Ingrid Greenberg July 2022
Volume: 25 Issue: 7
Count all 263
Community colleges across the U.S. report declining enrollment due to the pandemic, changing demographics, and temporary assessment policy changes (California Community Colleges Chancellor's Office, 2021; National Student Clearinghouse Research Center, 2021). In addition, 2019 data gathered by the National Center for Education Statistics (2021) showed that the percentage of students aged 22 or older, or adult learners, is increasing. 
Christopher Vidrine June 2022
Volume: 25 Issue: 6
Count all 195
Postsecondary institutions have long been expected to provide a quality education that entails both breadth and depth of knowledge and skills related to multiple aspects of life, such as workforce preparedness and the formation of well-informed citizens.
Philip Burge, Desta McCalla, and Dawn Macaulay May 2022
Volume: 25 Issue: 5
Count all 321
Accessibility as a cultural and societal responsibility has been gaining momentum, but perhaps by most standards, not fast enough. Twenty-two percent of Canadians 15 years of age or older have at least one disability (Statistics Canada, 2018). Among persons with disabilities, 60 percent report having a mental health-related disability (Statistics Canada, 2018). Persons with mental health and learning disabilities comprise the two largest groups of students who employ Accessible Learning services at Humber College Institute of Technology and Advanced Learning.
Leonor Calderon April 2022
Volume: 25 Issue: 4
Count all 232
Creating a sense of belonging in the classroom is imperative, particularly at community colleges. Most community colleges are commuter schools, where living on campus for the full college experience is not an option (Pannoni, 2015). In addition, the student population at community colleges is more diverse than at universities. The interactions of nontraditional students, including those who are older, supporting families, and/or in the workforce, for example, revolve around attending their courses rather than getting involved on campus (Pannoni, 2015).
Barbara Clarke and Jill Channing March 2022
Volume: 25 Issue: 3
Count all 182
Since the 1980s, developmental education has grown in response to relaxed admission standards of community colleges, which is itself a response to more competition from four-year universities to attract students (Cohen et al., 2014; Grubbs, 2020). The increased influx of varied levels of college prepared students to community colleges, and the loosened admissions requirements, result in many students being placed in developmental mathematics courses (Grubbs, 2020; Guy et al., 2015; Merseth, 2011).
Eddie Burkhead, Heather Ruttkofsky, and Jamie Vandenburgh February 2022
Volume: 25 Issue: 2
Count all 228
One of the most important measures of success for Jackson College’s occupational programs is a graduate’s ultimate return on investment. Enrolling in a college program requires a significant investment of time, money, and energy. Many students enter our occupational programs with the goal of improving their lives. They want to enter a new career or industry, and they measure their personal satisfaction with the education they receive based on the opportunities they receive after a program is completed.
League for Innovation January 2022
Volume: 25 Issue: 1
Count all 196
Three years ago, almost half of U.S. community college students responding to the #RealCollege survey conducted by the Hope Center for College, Community, and Justice (Hope Center) indicated that they had experienced food insecurity within 30 days of completing the survey (Goldrick-Rab et al., 2019).
Terry O'Banion and Cindy L. Miles December 2021
Volume: 24 Issue: 12
Count all 239
Two-year colleges are the democratic gateway to higher education in the U.S., welcoming the mainstream and the marginalized, accommodating the complex lives of its diverse array of students, and widening the road to economic and social mobility for those who might not otherwise have access to higher learning. General education (GE) curricula constitute at least half of most associate degrees and provide the foundational core for higher education as well as preparation for students to live well and responsibly in the world before them.
Carlos O. Turner Cortez and Michelle Fischthal November 2021
Volume: 24 Issue: 11
Count all 60
Joblessness is pervasive throughout the United States as the COVID-19 pandemic has extended from weeks to months and beyond. According to Weber Handwerker et al. (2020), “the magnitude of job loss in March and April 2020 had no precedent since the end of World War II” (para. 3) and there is no clear indication of how long it will take for the labor market to recover in full. Additionally, “lowest-wage workers suffered far greater employment losses than high-wage workers, and their employment rates have been much slower to recover” (Miller-Adams et al., 2021, p. 2).
Kentina R. Smith October 2021
Volume: 24 Issue: 10
Count all 296
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.

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