Ashley J. Gess June 2011
Volume: 14 Issue: 6
Count all 445
The American Community College finds itself in a unique position: to bridge the gap that exists for many students between high school and baccalaureate education. In the wake of recent findings that undergraduates are "drifting through college without a clear sense of purpose" (Arum, 2011) and evidence that American students exiting from high school are lacking in overall scientific literacy (Katehi, 2009), the community college must re-evaluate its effectiveness in facilitating student learning in the STEM disciplines.
Eric Sentell May 2011
Volume: 14 Issue: 5
Count all 450
According to the Virginia Community College System (VCCS) Developmental Education Task Force (DETF), half of the system's entering students must enroll in at least one noncredit developmental course (4). Unsurprisingly, Northern Virginia Community College (NOVA) identifies increasing noncredit developmental course completion as a crucial measurement of student success, the number one priority of its strategic vision (3). However, the DETF argues that developmental education has become a barrier to student success (4).
Lisa DuRose, Laura Funke, Joan Costello April 2011
Volume: 14 Issue: 4
Count all 442
The Minnesota State Colleges and Universities System (MnSCU), like higher education nationally, has recognized the need to provide more students access to higher education while ensuring the opportunity to succeed. With its strategic focus on access and opportunity, MnSCU is providing resources to support this goal. Inver Hills Community College is the recipient of funding from MnSCU and several local foundations to help the college redesign the classroom environment for student success.
Judith V. Boettcher March 2011
Volume: 14 Issue: 3
Count all 444
When faculty are first assigned to teach an online course, they often have little knowledge regarding how to get started. Some novice online faculty may have the good fortune of first team-teaching an online course, teaching an online course that has already been developed, or completing an online training program.
Michelle Thomas January 2011
Volume: 24 Issue: 1
Count all 452
Meeting the needs of immigrant students has always been an issue in education. A more recent higher education challenge has been to meet the educational needs of immigrants who arrive in this country with degrees in hand (Ingash, 2000). A new program at Miami Dade College is designed to do just that. Funded by a Title V grant from the U.S.
Alicia B. Harvey-Smith December 2010
Volume: 13 Issue: 12
Count all 453
The issues of accountability and outcomes are critical to improving student success and retention in higher education. As a result of targeted efforts to address ongoing retention declines, Baltimore City Community College (BCCC) has a renewed optimism and is successfully reversing this trend through an innovative model, the Performance Alert and Intervention System (PAIS).
Laurance J. Warford, Marsha VanNahmen November 2010
Volume: 13 Issue: 11
Count all 447
Community colleges are in the national spotlight today due in part to President Obama's agenda calling for a 50 percent increase in student completion rates at community colleges. Major educational foundations are embracing the completion agenda, with countless state and national initiatives mobilizing to advance efforts nationwide. This spotlight on community colleges, while mostly positive, does present challenges that may underscore chronic concerns community colleges share with employers and other segments of education across the country.
Maria Harper-Marinick, Eric Leshinskie September 2010
Volume: 13 Issue: 9
Count all 454
The Maricopa County Community College District (MCCCD), located in the Phoenix metropolitan area, is one of the largest community college districts in the United States. Serving more than 250,000 students, the Maricopa Community Colleges, comprised of ten colleges and two skill centers, are dedicated to educational excellence and to meeting the needs of the citizens of Maricopa County.
Susan L. Kendall, Connie Strain August 2010
Volume: 13 Issue: 8
Count all 449
Teaching online courses presents many of the same conundrums as teaching face-to-face classes. Participation in class, whether online or face-to-face, is traditionally difficult to encourage and to assess. Does just showing up or logging in count? What if a student is present, yet silent? What if a student raises a hand or makes a posting simply to gain the incremental peg count toward full participation points?
William Wade July 2010
Volume: 13 Issue: 7
Count all 446
Colleges that have been offering online courses for a while are running into a new wave of challenges: changing student needs and static online course content. West Kentucky Community and Technical College (WKCTC) in Paducah, Kentucky, began offering courses via computer modem in 1991 and moved to the Internet in 1996. From 1996 to 2006, the college used seven different course management systems (CMS). The systems were of increasing complexity and the configuration of each required mastering a steep learning curve.
Celeste Fenton, Brenda Watkins June 2010
Volume: 13 Issue: 6
Count all 444
An old adage, "Necessity is the mother of invention," was certainly found to be true for the authors of Fluency in Distance Learning. In 2007, Celeste Fenton and Brenda Watkins were preparing for a presentation and workshop to help postsecondary faculty acquire skill in teaching online. Their research turned up a dearth of literature devoted to the history of distance learning, and a paucity of information on how to teach online.
Sinclair Community College May 2010
Volume: 13 Issue: 5
Count all 453
Pairing College Mentors With High School Participants Benefits Education, the Arts, and the Community of DaytonA "wicked" partnership between Sinclair Community College's Theatre Department and a professional theatrical company, The Victoria Theatre Association (VTA), produced the 10-Minute Playwriting Festival, Changed for Good. The festival was held in conjunction with the area premiere of the popular musical, Wicked. The goal of the workshop was to partner local high school students with Sinclair theatre majors to write and produce new plays.
Barry Bailey April 2010
Volume: 13 Issue: 4
Count all 447
The concept of institutional repositories is frequently thought of as an exclusive implement of universities (1) and other "Publish or Perish" four-year colleges. If this were the limit and scope of valuable repositories, the implication would be that they are the only entities that create scholarship worth preserving and sharing. Fortunately, a few community colleges have stepped up to reserve space within the Web's global scholarly community.
Anne Colby, Thomas Ehrlich, Elizabeth Beaumont, Jason Stephens, Lee S. Shulman March 2010
Volume: 13 Issue: 3
Count all 451
During the twelve years we have spent at the Carnegie Foundation, we have co-authored several books that attempt to capture what we have seen in a number of different areas of higher education. Each one builds on the good work of educators throughout the country and also points to the barriers that need to be addressed if the thoughtful practices we have seen are to become the norm rather than the exception.
Debbie Bouton February 2010
Volume: 13 Issue: 2
Count all 446
Much discussion and speculation has taken place recently concerning the role of part-time faculty in the community college and the practical and ethical responsibilities of the institutions to support them. Such attention is warranted, given that the number of part-time faculty in higher education increased 422 percent between 1970 and 2003 (Schuster, J.H. & Finkelstein, M.J., 2006). Indeed, for community colleges, part-time instructors now make up approximately 70 percent of the faculty (Schuster, J.H. & Finkelstein, M.J., 2006).