Establishment of a Nationwide Plasma Science and Fusion Energy Certification and Apprenticeship Programs

Minority Serving Institutions (MSIs) have the potential to increase access, persistence, and completion of students who have historically been marginalized. In this chapter, we explore the ways MSIs serve the needs of students of color in the community college sector. Specifically, we explore MSIs from the community college sector since much of the MSI literature focuses on four-year MSIs.To better comprehend the policies that promote student success from local and global perspectives, this chapter addresses the following points: 1) understanding current policies in place that support domestic minority students and international students; 2) examining how federal macro policies promote or hinder access of international students to MSI community colleges; and 3) presenting ways in which MSI community colleges can serve local and global needs. It is critical that educators better understand how two-year MSI institutions serve the needs of their various constituencies, including DACA students. The combined micro college and macro federal and state policy implications and recommendations are explored to help promote positive outcomes for students of color and marginalized communities at the local, national, and international levels.

Objective: This study examines whether Louisiana’s performance-based funding (PBF) implementation in 2011 impacts various academic outcomes at community colleges, and whether the impact varies for institutions with higher proportions of underrepresented students. Method: Using institutional-level panel data between 2006 and 2016, I employ difference-in-differences to estimate the average treatment effect of the Granting Resources and Autonomies for Diplomas (GRAD) Act on credential production, retention, and graduation rates of Louisiana’s community colleges. I also examine how this effect differs between minority-serving-institutions (MSI) and non-MSIs, as well as between low-income-student-serving institutions (LSI) and non-LSI by calculating difference-in-difference-in-differences (DDD) estimates. Results: The findings indicate that PBF implementation is positively related to community colleges’ certificate production and graduation rates in Louisiana, but it has no impact on associate degree production or retention rates. Due to PBF implementation, LSIs grant fewer associate degrees than comparable non-LSI institutions. No disparate impact is found between MSIs and comparable non-MSIs. Contributions: Given the prevalence of PBF in the nation, this study examines the overall impact of PBF implementation on academic outcomes of community colleges in Louisiana, and it further disaggregates the community colleges by institutional characteristics, providing evidence for researchers and policymakers to support broad access and student success at MSIs and LSIs under PBF.

This chapter reflects on the mission of community colleges and spotlights what it means to be a culturally responsive leader within a Hispanic-Serving Institution (HSI) community college. HSIs are Minority-Serving Institutions (MSIs) like Historically Black Colleges and Universities (HBCU) and Tribal Colleges and Universities (TCU). However, unlike HBCUs and TCUs that were explicitly created to serve those populations and designated as MSIs in 1992, most institutions that become HSIs were not founded with a specific mission to serve Hispanic students but rather become HSIs as a result of enrollment shifts over time. It takes muchas ganas, vision, reflection, collaboration, desarrollo, commitment, and intentionality to lead toward change within HSI community colleges. The researchers point out that HSI community colleges are more attractive to Latino students than non-HSI because they tend to have more Latino faculty who can serve as role models and mentors.

Many argue that the California Master Plan for Higher Education is no longer effective in meeting the needs of students. This policy analysis assesses the impact of California higher education policy on the state’s community colleges that are considered minority-serving institutions (MSIs). Using longitudinal data to determine how the metrics have changed over time, we focus on three public policies that are manifestations of the master plan: (1) transfer between the California Community Colleges and California State University segments, (2) state funding for each segment, and (3) enrollment quotas for the California State University and University of California segments. We assess enrollment, finance, transfer, persistence, and completion measures to answer our primary research questions. While we find challenges for MSI students advancing to the completion of a 4-year degree, our findings also demonstrate that MSI community colleges can encourage minority student retention and associate’s degree and certificate completion. By centering MSIs in the state policy context, this study brings to light the growing interrelated relationship between federal and state efforts to reduce racial inequality in higher education.

Despite a plethora of research examining campus dating and sexual violence (DSV) risk and protective factors, little of this research has been conducted at non-traditional institutions such as minority-serving institutions (MSIs), community colleges, or non-predominantly white institutions. A review of research on statistically significant protective and risk factors for campus perpetration or victimization at non-traditional institutions resulted in 12 articles. The inclusion criteria for the study were that the article was in English, in a peer-reviewed journal, and published between 2010 and 2021. Keyword searches identified 1,160 articles on campus DSV, which were then screened to ensure the quantitative research was conducted at a non-traditional institution. Significant perpetration and victimization factors, characteristics of the samples and institutions of these studies, and the research design were extracted. Few studies included in the review investigated DSV at MSIs, commuter campuses, or community colleges. Also, studies more commonly examined victimization, risk factors, and sexual violence, as opposed to perpetration, protective factors, or dating violence. Cross-cutting factors for both dating and sexual violence included alcohol and drug use, demographics, and prior abuse. Cross-cutting factors for both victimization and perpetration included personality characteristics, alcohol and drug use, demographics, and history of abuse. Future research should investigate DSV at non-traditional institutions to increase our understanding of risk and protective factors at these rarely studied institutions.

Much of the research and discussion of Historically Black Colleges and Universities (HBCUs) focuses on four-year institutions, impeding the significance of their two-year counterparts. Using extant literature and data from the National Center for Education Statistics’ Integrated Postsecondary Education Data System (IPEDS), this paper elucidates Historically Black Community Colleges (HBCCs). By providing nuanced perspectives on this group of community colleges, we situate these institutions in their unique context. The paper provides a historical background of HBCCs, a review of relevant literature, and a descriptive profile of HBCCs’ organizational characteristics. Finally, we discuss topical and theoretical recommendations for future research. This paper is a call for further research situated in the distinctive context of HBCCs, and carries both scholarly and practical significance for HBCCs, as well as other HBCUs, Minority Serving Institutions (MSIs), and community colleges.

ABSTRACTMuch of the research and discussion of Historically Black Colleges and Universities (HBCUs) focuses on four-year institutions, impeding the significance of their two-year counterparts. Using extant literature and data from the National Center for Education Statistics’ Integrated Postsecondary Education Data System (IPEDS), this paper elucidates Historically Black Community Colleges (HBCCs). By providing nuanced perspectives on this group of community colleges, we situate these institutions in their unique context. The paper provides a historical background of HBCCs, a review of relevant literature, and a descriptive profile of HBCCs’ organizational characteristics. Finally, we discuss topical and theoretical recommendations for future research. This paper is a call for further research situated in the distinctive context of HBCCs, and carries both scholarly and practical significance for HBCCs, as well as other HBCUs, Minority Serving Institutions (MSIs), and community colleges.

Dewey, Implementation, and Creating a Democratic Civic University

The executive summary provides an overview of some of V&C's key recommendations regarding next steps in the effort to mobilize the biology community. It is, in essence, a call for national service. A publication discussing these recommendations and action items in more depth will be available later this year. Meanwhile, we highly recommend reading the Executive Summary of V&C, the NAS report (NAS, 2010), and a seminal article by Labov et al. (2010) summarizing the synergy created by these several reports on the changing nature of studies in biology and concomitant need to change biology education. Then, take action! Our hope is to see the formation of a community of biologists, similar to that forming in geology (Manduca et al., 2010): one that will advance biology undergraduate education so it truly reflects the discipline it serves.

Recent progress(1) in plasma science of the Spherical Tokamak (or Spherical Torus, ST)(2) has indicated relatively robust plasma conditions in a broad number of topical area including strong shaping, stability limits, energy confinement, self-driven current, and sustainment. This progress has enabled an extensive update of the plasma science and fusion engineering conditions of a Component Test Facility (CTF)(3), which is potentially a necessary step in the development of practical fusion energy. The chamber systems testing conditions in a CTF are characterized by high fusion neutron fluxes n > 4.4 1013 n/s/cm2, over sizescale > 105 cm2 and depth-scale > 50 cm, delivering > 3 accumulated displacement per atom (dpa) per year(4). Such chamber conditions are calculated to be achievable in a CTF with R0 = 1.2 m, A = 1.5, elongation ~ 3, Ip ~ 9 MA, BT ~ 2.5 T, producing a driven fusion burn using 36 MW of combined neutral beam and RF power. The ST CTF will test the life time of single-turn, copper alloy center leg for the toroidal field coil without an induction solenoid and neutron shielding, and require physics data on solenoid-free plasma current initiation, ramp-up, and sustainment to multiple MA level. A newmore » systems code that combines the key required plasma and engineering science conditions of CTF has been prepared and utilized as part of this study. The results show high potential for a family of relatively low cost CTF devices to suit a range of fusion engineering science test missions.« less

Dual enrollment participation promotes college attendance following high school, and college administrators view the program as a valuable student recruitment opportunity. Yet, less than one-third of participants choose to matriculate with the host institution, especially at a community college. The literature contains minimal information regarding how dual enrollment participation serves as a context in college choice. Using Perna’s college choice model, this qualitative study explored how dual enrollment participation shaped students’ choice to attend the host institution the semester after high school graduation. Through semi-structured interviews, field notes, and a document review, I answered the following question: How does participation in technical and transfer dual enrollment programs shape students’ choice to enroll as degree-seeking with the host institution? Participants included 14 former dual enrollment students in both technical and transfer dual enrollment programs from Appalachia Community College (ACC), who opted to enroll as degree-seeking with ACC the semester after high school graduation. I used descriptive and pattern coding to identify themes. The findings suggest that the technical and transfer dual enrollment participants held similar reasons for enrolling as degree-seeking with ACC. The dual enrollment experience exposed the students to ACC characteristics that they ultimately found appealing. Students particularly appreciated the supportive faculty. Additionally, the participants selected ACC because of the environment, ability to save money, location, the gained momentum towards a degree, and the available programs and transfer opportunities. The study’s findings add to the dual enrollment literature and provide insight for community college administrators seeking to recruit former dual enrollment participants.

In his 2009 State of Union Address, President Obama challenged every American to commit to attending at least one year of college as means to global The President even offered to support individuals to complete college and meet a new goal: By 2020, America will once again have highest proportion of college graduates in world. The President backed that up with a series of speeches and, in fall 2010, White House held its first Summit on Community Colleges. The summit brought together community colleges, businesses, philanthropies, federal and state policy leaders, and students to discuss how community colleges can meet job training and education needs of nation's evolving workforce. At summit, President announced new initiatives to help community colleges, as well as partnerships with such organizations as Bill & Melinda Gates Foundation, Aspen Institute, Joyce and Lumina foundations, and charitable foundations of Bank of America and JP Morgan Chase. These messages and initiatives heartened many in education community, signaling importance of higher education and making clear that a college education is not only possible, but imperative for an individual's economic well - being and for nation's global competitiveness. The latest entry into this debate came earlier this spring with publication of Path - ways to Prosperity (Harvard Graduate School of Education, 2011) by Robert Schwartz, who criticizes move to have all high school students participate in a college preparatory curriculum. Schwartz argues that United States is the only developed nation that depends so exclusively on its higher education system as sole institutional vehicle to help young people transition from secondary school to careers, and from adolescence to adult - hood. Schwartz identifies recommendations that revolve around giving students opportunities to choose a career education path. College for all isn't working for most students, says report. Young people need alternative paths to adulthood, including better counseling, high - quality career education, apprenticeships and job training based at community colleges. Those who lack academic skill or motivation to earn a bachelor's degree should know about 'middle - skill jobs' that pay middle - class wages. Pathways specifically recommends providing multiple pathways during and beyond high school, including rigorous career and technical training, career counseling, apprenticeship programs, work - based learning, and smoother routes to community college. While I understand Schwartz' point, we know that academic rigor is greatest predictor of college success. For this reason alone, we need to offer a core curriculum for all students. We have to remember that comprehensive high school, as designed by James Conant, was intended to provide educational opportunity to all while ensuring that such schools also identified and supported finite talented students. So, high school was created to have a tiered system providing college for some while most students would end their education after receiving a high school diploma. Since this iconic institution was designed with that principle in mind, tracking became part of its foundation. …

Aim/Purpose: This article reviews the leadership development literature and posits that a learning centered approach will best support the development of community college leaders. But, it is important to recognize that community colleges have differing needs due to size, location, and the communities they serve. Background: American community colleges have received a great deal of attention over the last decade as institutions poised to contribute to the education of the workforce and to increase the number of citizens who possess a certificate or degree. Concurrently, community colleges also received attention due to the warnings about a pending presidential leadership crisis in the sector. As more and more sitting leaders retire, the demands of the job increase, and fewer individuals seek out top-level leadership positions, it is important to address how to develop community college leaders. Contribution: The review of leadership development literature provides the backdrop for creating new programs to develop community college leaders. A multi-faceted approach is required in which succession planning occurs, graduate programs are revamped, and both individuals and organizations engage in the development of community college leaders. Findings: It is important to recognize that community colleges have differing needs due to size, location, and the communities they serve. Graduate doctoral programs targeting community college leadership and national training programs can help prepare leaders, but they need curricular and program alignment targeting development of authentic leadership and ways to bridge theory with practice. Establishing succession planning can build a robust leadership pipeline that supports networked leadership and nurtures contextual competencies. Impact on Society: Understanding better how to prepare leaders to face the challenges now facing community colleges requires questioning current practices and building different leadership development programs.

Economic returns to community and four-year college education

In Virginia, the availability of dual enrollment classes for high school students has varied, depending on the interest of the local school division and the community college's president in whose service region the school division is located. HB 1184, which passed in the 2012 session of the Virginia General Assembly, stipulates that the opportunity must be available for all high school students throughout the Commonwealth to be able to participate in dual enrollment and either receive a Uniform Certificate of General Instruction or an associate degree. Utilizing data from 2006 dual enrollment students, this study's purpose was to determine if there is a relationship between the wealth of the locality in which each student's school division is located and the rate of dual enrollment participation in community colleges serving Virginia school divisions. Utilizing the composite index of local ability-to-pay, calculated every biennium by the Virginia Department of Education as a measure of local wealth to determine the state and local shares of mandated expenditures for K-12 public education, research questions measured whether local wealth influenced participation in dual enrollment. The relationships between local wealth and dual enrollment rate in urban, suburban, and rural school divisions respectively were examined. Finally, local wealth was analyzed to determine if it was a statistically significant predictor of the rate of dually enrolled students who subsequently enrolled in a community college or in a four-year institution. For the predictive models calculated, a linear relationship was not established between local wealth and dual enrollment participation. In addition, local wealth did not predict enrollment in a Virginia community college in the fall after the student's spring graduation from high school. There was a moderate relationship between local wealth and subsequent enrollment of dual enrollment students in a public or private four-year institution in the fall following spring graduation. Local wealth's moderate relationship to enrollment in a four-year institution after high school graduation indicates that some uniform model of cost-sharing between community colleges and local school divisions, and the state and local funding streams that support them, should be investigated.