Craig T. Follins June 2016
Volume: 19 Issue: 6
Count all 761
Alamo Colleges, an Achieve the Dream Leader College, awarded a record number of degrees and certificates (9,778) in 2015. Collectively, stakeholders within the five Alamo Colleges are doing great work to advance overall student success. However, we knew that we could do more, particularly in the area of distance education. We wanted to explore how we could become the best in the successful delivery of distance education. Thus, the chancellor charged me to collaborate with our stakeholders in exploring what it would take for us to become “best in class” in distance education.
Ralph Murphy II April 2016
Volume: 19 Issue: 4
Count all 1165
Community colleges are being challenged to produce five million graduates by 2020, in addition to redesigning students’ educational experiences, reinventing institutional roles, and resetting the system to better promote student success (AACC, 2014; AACC, 2012). The onus is upon community college and secondary school district leaders to strategically offer dual enrollment opportunities for adolescent students.
Erin Landers March 2016
Volume: 19 Issue: 3
Count all 1365
Community colleges throughout the United States serve students from a variety of backgrounds. Many of these students need assistance to successfully navigate the course enrollment and financial aid processes, and to complete their chosen degree or certification programs. Strong academic advisement is essential to students’ abilities to navigate course requirements, financial aid requirements, and degree expectations (Strayhorn, 2015).
Clint McElroy, Pat Nash, and Marcia Conston February 2016
Volume: 19 Issue: 2
Count all 210
In 2004, Central Piedmont Community College’s Enrollment and Student Services (ESS) unit initiated a formal assessment program, specific to ESS, in order to foster a culture of evidence within the unit and to engage a broader range of staff in the assessment process. Prior to that point, most assessment of ESS activities had come in the form of student satisfaction surveys, which provided some indication of perceived quality but virtually no specific data on the actual quality or efficacy of specific services provided.
Anne McIntosh January 2016
Volume: 19 Issue: 1
Count all 40
If you are planning for a year, sow rice;If you are planning for a decade, plant trees;If you are planning for a lifetime, educate people.
- Chinese proverb
A scholar-quality program where faculty receive release time to set up and conduct original research studies that benefit students and the discipline is the mission of the College Fellows program at Central Piedmont Community College.
George R. Boggs 2016
Volume: 19 Issue: 5
Count all 4139
In its most recent reports, Reclaiming the American Dream: Community Colleges and the Nation’s Future (2012) and Empowering Community Colleges To Build the Nation’s Future: An Implementation Guide (2014), the American Association of Community Colleges (AACC) has laid out an ambitious agenda for improvement that requires strong college leadership and institutional transformation. The reports are a critical analysis of the colleges and a call on college leaders to be more accountable for student success outcomes.
Larry Johnson, Jr. December 2015
Volume: 18 Issue: 12
Count all 45
What happens to a dream deferred?Does it dry uplike a raisin in the sun?Or fester like a sore—And then run?Does it stink like rotten meat?Or crust and sugar over—like a syrupy sweet?Maybe it just sagslike a heavy load.Or does it explode?
Adrianna Kezar and Daniel Maxey November 2015
Volume: 18 Issue: 11
Count all 33
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.
Sasha Thackaberry October 2015
Volume: 18 Issue: 10
Count all 17
The rise of massive open online courses (MOOCs), combined with a recent renewed interest in both competency-based education and the escalation of adoption of open educational resources (OER), have resulted in an environment ripe for “Unbundling 2.0,” a secondary Great Unbundling of higher education supported by technology (Wiley & Green, 2012; Daniel, 2012; Beaven, Comas-Quinn, & Lewis, 2014; Thornton, 2013).
Terry O’Banion September 2015
Volume: 18 Issue: 9
Count all 36
Data are beginning to come in on reform efforts related to the Completion Agenda, which has a goal of doubling, by the year 2020, the number of students who achieved a certificate or an associate’s degree, or who transferred to a university. According to Policy Meets Pathways (Couturier, 2014), a report by Jobs for the Future, “A decade of interventions and improvements have fallen short” (para. 1).
Barbara Bouthillier August 2015
Volume: 18 Issue: 8
Count all 516
Have you heard faculty make the following comments or, perhaps, made them yourself?Sam doesn't even try. He shows up for class every day but never picks up a pen, never does any homework, and never asks any questions. What am I supposed to do?Stefanie failed the first test and then just gave up. She doesn't come to class anymore and won't respond to any emails I send. What am I supposed to do?
Trey Mireles July 2015
Volume: 18 Issue: 7
Count all 459
Whether studying before coming to class or reflecting after class, learners who actively engage with content outside of class better retain the content they are studying. So what can we do to ensure our learners are engaging with the material outside of class?
Eugenia Paulus June 2015
Volume: 18 Issue: 6
Count all 477
The U.S has occupied a premier position in the world in part because of its prominence in education and innovation. For the U.S. to remain a competitive leader, particularly in science and engineering, it must engage its students and prepare its next generation of professionals for global competition. This matter of great urgency will require the adoption of a variety of approaches to prepare future students to maintain U.S. eminence both educationally and economically.
Lee Edwards May 2015
Volume: 18 Issue: 5
Count all 482
What does an employer want to see in a college graduate? The Chronicle of Higher Education and American Public Media's Marketplace conducted a survey in 2012 of 50,000 employers who hire recent college graduates to understand employer perceptions of the role of colleges and universities in career preparation.
Kristen Lems, Jason Stegemoller April 2015
Volume: 18 Issue: 4
Count all 463
This article is a follow-up to a workshop we presented at the League's 2013 STEMtech conference entitled Unpacking the Language of STEM for English Language Learners. We chose this topic because, in our roles as co-directors of the ESL STEM Success Grant (a five-year national professional development grant from the Office of English Language Acquisition, U.S. Department of Education), we have been exploring ways that teachers across grade levels can rise to the challenge of more effectively teaching English language learners (ELLs) in the STEM disciplines.