League for Innovation in the Community College December 2018
Volume: 21 Issue: 12
Count all 232
This issue of Learning Abstracts is an excerpt from Untapped Leaders: Faculty and the Challenge of Student Completion, a report on the League for Innovation’s Faculty Voices Project. The project sought to engage community college faculty in the national conversation about student completion and to uncover faculty perspectives about what works in the classroom and across the college to facilitate student success and completion.
Tony Holland November 2018
Volume: 21 Issue: 11
Count all 420
The 1983 report, A Nation at Risk, initiated one of the largest K-12 educational reform movements in the history of the United States. An American Imperative (Wingspread Group on Higher Education, 1993) called for an overhauling of higher education in the U.S. to put students at the center of the educational enterprise. Building on these two landmark reports, the learning college became a popular and effective reform model for postsecondary education after publication of A Learning College for the 21st Century was written by Terry O’Banion in 1997.
Happy Gingras and Patricia Adams October 2018
Volume: 21 Issue: 10
Count all 571
As community college faculty ponder what to do with their newest batch of assigned courses, their thoughts may drift back to the lecture halls and classrooms of their own time in college. How many hours did they spend listening intently to the “sage on the stage” while scribbling notes as fast as they could write? How much time did they spend reviewing those notes, memorizing facts and figures, and completing study guides?
Elizabeth Zachry Rutschow September 2018
Volume: 21 Issue: 9
Count all 389
Many students enter community college underprepared in math and must take multiple semesters of developmental (remedial) classes. Far too few of these students ever enroll in—let alone pass—an introductory college-level math course, but without those credits, they cannot graduate. Among the many reforms practitioners are undertaking to try to improve students’ success, the use of math pathways, which diversify and accelerate students’ math course options to align with their career interests, is a popular approach.
Amelia Parnell, Darlena Jones, Alexis Wesaw, and D. Christopher Brooks August 2018
Volume: 21 Issue: 8
Count all 290
Higher education institutions in the United States have collected and analyzed data for decades. From mandatory reporting for state and federal compliance to ad hoc reporting for internal and external stakeholders, there are myriad business purposes for which administrators, staff, and faculty routinely gather data. As more colleges and universities have focused their strategic planning on improving student outcomes and invested in student success initiatives, it has become critical for functional units, departments, and divisions to develop and execute cross-functional data strategies.
Jennifer Zinth and Elisabeth Barnett July 2018
Volume: 21 Issue: 7
Count all 541
A substantial and growing body of research indicates that, all other factors being equal, students who dually enroll are more likely than their non-dually enrolling peers to finish high school, matriculate in a postsecondary institution and experience greater postsecondary success.1 Spurred by this, states are increasingly viewing dual enrollment as a strategy to promote postsecondary attainment and workforce readiness, and taking steps to broaden student access to dual enrollment coursework.
K. Patricia Bouweraerts June 2018
Volume: 21 Issue: 6
Count all 330
At a new Truckee Meadows Community College (TMCC) program that introduces middle school students to careers in technical science fields, a young teen and her friend lean in to each other, laughing excitedly that they are making a car honk remotely using a tablet. On the other side of the bay, another student eagerly volunteers to tighten lug nuts with an electric torque tool.
Bonnie Becker, Judy Boyle, Tim Davis, Dallas Dolan, Virginia Forster, Maura Hill, Colleen Kline, and William Osborne May 2018
Volume: 21 Issue: 5
Count all 314
In agriculture, a silo is a vertical structure with a very important function: storing and protecting grain. In academia, a silo is also a vertical structure, but one which organizes support and resources for the individuals—faculty, staff, and students—within its domain. Resources in a school can be better managed in silos than if each individual faculty member had to, for instance, arrange for administrative support services, coordinate transfer patterns, and evaluate students for support services.
John Neal April 2018
Volume: 21 Issue: 4
Count all 465
Combining quality education with an open-door policy has been at the forefront of the community college’s existence for years. This can be a challenging task because of characteristics unique to community colleges. These characteristics include
Allison Haughton Martin March 2018
Volume: 21 Issue: 3
Count all 672
Under-preparedness can pose significant roadblocks to success for students at the starting line of their higher education journey. Nationwide, more than two-thirds of all community college students place into at least one developmental education course in their first year (Complete College America, 2012). Because of frustration about their placement into remediation, “30% never show up for the first course or subsequent remedial courses” (Complete College America, 2012, p. 2). Others “waste valuable time and money in remedial classes for no credit” (p. 3).
Treca Stark February 2018
Volume: 21 Issue: 2
Count all 514
OneNote is a powerful application to facilitate lesson review, student engagement, digital learning, note-taking, collaboration, and assignment submission. Adopted at scale, the application can be very powerful beyond a single classroom (Armstrong, 2015). For example, some institutions have adopted the application to provide visibility into lessons covered in courses using the sharing feature, while other instructors have used the tool to facilitate lessons in a more engaging manner by integrating various multimedia, sometimes built directly from within the application.
Evelyn Seiler January 2018
Volume: 21 Issue: 1
Count all 359
Community colleges have long embraced the concept of learning communities to provide meaningful, engaged education for the students passing through their gates. Many colleges have been successful in instituting this educational strategy that “places small cohorts of students together in two or more thematically linked courses, usually for a single semester, with added support, such as extra advising or tutoring” (MDRC, 2012, para. 1). Other community colleges have struggled to maintain momentum in the development and sustainability of their learning community programs.
Cammy Wayne December 2017
Volume: 20 Issue: 12
Count all 446
One of the primary goals of community colleges is to provide education equality and opportunity through an open admission policy. This requires diligence on the part of both faculty and administrators to provide opportunity to all students, particularly those whose needs for assistance in learning are invisible.
John Fink, Davis Jenkins, and Takeshi Yanagiura November 2017
Volume: 30 Issue: 11
Count all 546
The number of high school students taking dual enrollment courses at community colleges has grown dramatically in the last two decades as students and their families have seized on the potential of these courses to give students a jump-start on college and to save money by finishing college faster.
Mark Dunneback October 2017
Volume: 20 Issue: 10
Count all 366
At a time when higher education faces a myriad of changes and challenges, a long proven model of success resurfacing within many community colleges might provide valuable insights. Instead of trying to reinvent the wheel of higher education, leadership might look to the wheelmakers—namely, apprenticeships within workforce development—for experience and guidance.