Innovations Library

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Larry Johnson, Jr. September 2017
Volume: 20 Issue: 9
Count all 360
National discourse centered on student success has become increasingly important, as funding metrics—established by local and federal governments—have reinforced accountability from colleges and universities. Student retention and completion have become daily topics among internal and external stakeholders. Tinto (2006) asserts that higher education institutions once employed a pathology of blame in that colleges or universities viewed student retention through a “lens of psychology” (p. 2).
Brad Bostian August 2017
Volume: 20 Issue: 8
Count all 324
By fall 2016, all 58 of North Carolina’s community colleges were using a multiple measures placement hierarchy. This represents a fundamental change in how students are placed in North Carolina, and results clearly show that the approach is working. But placement testing, which the new policy was designed to replace, was still used to place large numbers of students—about 48 percent in fall 2016 at Central Piedmont Community College (CPCC) in Charlotte.
Michael Passer July 2017
Volume: 20 Issue: 7
Count all 398
The cost of textbooks has been increasing far faster than the rate of general inflation (Bureau of Labor Statistics, 2016) and poses a significant financial barrier to students. These costs contribute to reduced enrollment and persistence, particularly for community college students, who are often reliant on financial aid. For example, at Grand Rapids Community College (GRCC) in Grand Rapids, Michigan, the book portion of a full-time student financial aid budget is $1,222, which is over one-third of the cost of in-district tuition and fees.
Erica Moore June 2017
Volume: 20 Issue: 6
Count all 255
Native American students have the lowest enrollment, retention, and graduation rates of any student population, even though their enrollment numbers have continued to increase over the past 40 years (National Center for Education Statistics, 2013; Thompson, Johnson-Jennings, & Nitzari, 2013). Additionally, most Native American students are enrolled in community colleges or tribal colleges (Mendez, Mendoza, & Malcolm, 2011).
Richard Felder and Rebecca Brent May 2017
Volume: 20 Issue: 5
Count all 408
Welcome to the college; here’s what you’ll be teaching next semester. Good luck!
Susan Kater, Robert Soza, and Lisa Young April 2017
Volume: 20 Issue: 4
Count all 368
The number of students who enroll in U.S. community colleges tends to be inversely related to the economy. When the economy is good and jobs are plentiful, potential (and enrolled) students may put off their education in order to work. When the economy is not strong and jobless rates are higher, students may take the opportunity to learn new skills and continue their education. So the community college enrollment decline that we are seeing across the United States is in part a result of this cyclical pattern.
Terry U. O'Banion March 2017
Volume: 20 Issue: 3
Count all 442
In the list of high impact practices championed by several organizations as programs and practices that will work to achieve the goals of the Completion Agenda, the first-year experience is highly recommended. And, rightly so. A growing body of research over the past three decades reports universally positive findings on the impact of the first-year experience on increases in persistence, performance, engagement, and student satisfaction.
Community College Research Center February 2017
Volume: 20 Issue: 2
Count all 302
Community colleges are known for their wide-open doors, providing educational opportunity for students who have not been well served by K-12 schools and a second chance for people whose college education was derailed. But for their many students who plan to transfer to a four-year college, there too often is no clear path through the thicket of choices at the community college and across the divide to the four-year school. Though as many as 80 percent of new community college students want to get a bachelor’s degree, only about 14 percent transfer and graduate within six years.
Cynthia Wilson January 2017
Volume: 20 Issue: 1
Count all 227
For three years, the League for Innovation’s Faculty Voices initiative has sought to engage community college faculty into the national conversation about student success and completion.
Tags: Innovations
Jim Brinson December 2016
Volume: 19 Issue: 12
Count all 257
Students who serve active duty in the United States Military, especially those who are deployed internationally, and their spouses and/or dependents, offer a unique set of challenges within higher education.
Brendan Perry November 2016
Volume: 19 Issue: 11
Count all 392
Community college completion is perhaps the most cost effective way individuals can increase chances of employment and higher earnings. Despite the high rate of return on completion, only 38 percent of community college students earn a certificate from a two- or four-year institution within six years after enrollment (Shapiro and Dunbar, 2015).
Terry U. O'Banion October 2016
Volume: 19 Issue: 10
Count all 485
On October 14, 2009, Jamie Merisotis, President of the Lumina Foundation, gave the Howard R. Bowen Lecture at Claremont Graduate University titled “It’s the Learning, Stupid” (2009). His speech was a signal that the foundation would become a leading advocate of all things learning, and the foundation soon began to convene a number of national leaders for conversations related to learning.
Peggy Heinrich September 2016
Volume: 19 Issue: 9
Count all 430
The facts are sobering. According to Jobs for the Future (2016), there are 93 million adults nationwide with basic or below basic literacy levels. Thirteen percent of adults ages 25-64 have less than a high school credential, and 29 percent have a high school credential but no college education. By 2018, only 36 percent of jobs will require workers with a high school diploma or less.
Carmen Ray Allen August 2016
Volume: 19 Issue: 8
Count all 714
In many ways, the college student’s learning experience is much like navigating a tightrope between a sometimes tentative and fearful beginning to the end goal of success and graduation. Nowhere is the influence on student success more crucial than in the classroom, where students spend most of their educational journey. “For community college students, the classroom is the primary connecting point to everything the college offers…” (McClenney & Arnsparger, 2012, p. 48).
Lindsey Dippold July 2016
Volume: 19 Issue: 7
Count all 325
This article highlights a growing program targeted to orient, train, and further develop relatively new adjunct faculty within the Maricopa County Community College District (MCCCD). Now approaching its third year, the Adjunct Faculty Academy continues to expand its scope as well as the depths of the collaborative relationships that have been formed each semester.

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