Ann Gamble December 2013
Volume: 16 Issue: 12
Count all 455
According to Dale Campbell, "strategic alliances allow the pooling of resources for innovation and the availability to transcend geographic or political boundaries" (n.d.). The Freshman Transition Program (FTP) is an exceptional example of how partnering together to adapt to the changing landscape has enabled the Community College of Baltimore County (CCBC) and Towson University to "use the power of leverages to become greater forces of good" (Crutchfield & McLeod-Grant, 2012).
Marcia Conston November 2013
Volume: 16 Issue: 11
Count all 456
Recently, the U.S. Census Bureau reported that 21.8 million veterans live in the United States (2013). The report also noted that 92 percent of veterans age 25 and older have at least a high school diploma, while only 26 percent have at least a college degree. Military persons returning home from Iraq and Afghanistan are as likely as civilians to be unemployed. According to the Bureau of Labor Statistics, the jobless rate for all veterans is 6.2 percent, compared with the civilian rate of 7.3 percent (2013). However, the unemployment rate for post 9/11 veterans is 7.2 percent.
Sylvia Garcia-Navarrete October 2013
Volume: 16 Issue: 10
Count all 454
Students are entering community college and four-year institutions of higher education unprepared to understand and apply much of the reading material presented to them in college-level classes. Further, they are often found to be lacking in the ability to communicate their thoughts in writing. Although students who enter college deficient in basic academic skills are encouraged to enroll in developmental reading courses, more than two thirds fail to do so.
Melissa Barragan, Maria Scott Cormier September 2013
Volume: 16 Issue: 9
Count all 377
High rates of remediation, low completion rates, and increasing demands for a skilled workforce have made developmental education reform a focus of many community college improvement efforts. The Community College Research Center, through our Scaling Innovation project, studied a range of colleges implementing innovative reforms.
Clark W. Dimond III, Randy Whitfield, Pat Phillips August 2013
Volume: 16 Issue: 8
Count all 457
David Gerkin July 2013
Volume: 16 Issue: 7
Count all 456
Learning communities, a growing movement in higher education for almost 40 years, are generally considered to be groupings of two or more courses that integrate course content, often around a unifying theme. One of the prominent features of a learning community is the building of relationships among students and between students and faculty (Smith, MacGregor, Matthews, & Gabelnick, 2004). Barefoot (2000) suggested that learning communities are especially helpful for first-year students because they enable students to engage with one another academically and socially.
Melanie Abts June 2013
Volume: 16 Issue: 6
Count all 454
The benefits of a community college education are many: a college educated population raises incomes and lowers poverty, creates opportunities and solves problems, reduces barriers, and elevates civic engagement (Kirwan, 2007; Rodgers, 2005). Community colleges are the largest and fastest growing sector of U.S. higher education, providing a crucial gateway to four-year institutions and addressing today's workforce needs. However, fewer than half of community college students complete their programs of study.
Georgia West Stacey May 2013
Volume: 16 Issue: 5
Count all 449
Over the past several years, the Community College Research Center (CCRC), housed at Teachers College, Columbia University, has conducted extensive research and generated dozens of publications on college readiness, online education, developmental education, student supports, and other issues relevant to community colleges. Of course, this research is more effective when it gets into the hands of the educators who are working every day to help students reach their goals.
Tara Ebersole, Rachele Lawton April 2013
Volume: 16 Issue: 4
Count all 455
The Global Education program at the Community College of Baltimore County (CCBC) began several years ago with a small group of individuals who embraced the increasing interconnectedness and diversity of the world and wanted to transform their students into global citizens who would be able to navigate that world. This required the development of a framework that would bring the world to CCBC's students. Today, Global Education is a collegewide initiative that encompasses many promising practices in teaching and learning.
Karen Powers Liebhaber March 2013
Volume: 16 Issue: 3
Count all 449
Discussion forums can be one of the best assets of the online classroom. However, many forums become a burden to both the student and instructor instead of a tool for encouragement, communication, variety, and learning.
John Squires February 2013
Volume: 16 Issue: 2
Count all 450
As course redesign sweeps across the nation's math classrooms and developmental math programs, it's time to take a second look at a landmark work on developmental education, Accent on Learning, by K. Patricia Cross (1976). From mastery learning to software-guided instruction and self-paced modules, the principles put forth in Accent on Learning are now being implemented at colleges throughout the nation, often with greater success than the traditional lecture system that, until recently, has been the primary mode of instruction in developmental math programs.
Velislava Karaivanova, Tammy Atchison January 2013
Volume: 16 Issue: 1
Count all 457
A feature of today's students is their strong educational orientation and desire to learn (Barnes, Marateo, & Ferris, 2007). As active seekers of information, they use a variety of sources to learn, such as interactive media, traditional and online lecture notes, and cooperative learning (Carlson, S., 2005). To be effective and to promote better learning, teaching should include exposing students to various teaching techniques and methods.
Patricia M. Konovalov December 2012
Volume: 12 Issue: 12
Count all 447
In order to best assist students, we must first be aware of the challenges they must overcome in order to achieve their higher education goals. Community college students are more likely than those at a four-year college or university to have completion risk factors for a myriad of reasons. They include lack of preparation, delayed entry to college after high school, first generation college participation, part-time college attendance, full time work while attending college, dependents at home, and single parenthood.
Sonya McCoy-Wilson, Laura Jones, Lauren Lopez, Gregory Chambers November 2012
Volume: 15 Issue: 11
Count all 446
In the foreword to Student Success in Community Colleges, John Nixon argues that our success in assisting students to discover their unique motivations is dependent upon our capacity to help them identify with the culture of higher education; with learning itself; and with faculty, staff, and other students (2010). Nixon suggests that the challenge of achieving identification is most effectively met at a college where programs and services are integrated across disciplines, and all faculty and staff are motivated by the mission of student success.
Rose Mince, Mel Berry, Linda De La Ysla, Michael Venn, Nancy Parker October 2012
Volume: 15 Issue: 10
Count all 446
Critical thinking is a term that may mean different things to different people and that may vary to some degree depending upon the learning situation. Many academic definitions include some aspect of analysis and evaluation; higher order thinking skills often need particular attention and scaffolding in order to be fully achieved by the typical community college student. The purpose of this abstract is to share innovative yet practical teaching strategies to enhance student success.