The Important Role of Community Colleges in Undergraduate Biology Education

Abstract

In 2007, the American Association for the Advancement of Science (AAAS) and the National Science Foundation (NSF) initiated a series of conversations with faculty members, administrators, and other stakeholders, seeking input on ways to improve undergraduate biology education to better prepare all students for the biology-related challenges of the twenty-first century (http://visionandchange.org/files/2010/03/VC-Prelimary-Reports-from-Conversations1.pdf). These were followed by a meeting (July 2009) to discuss the implications of information gathered during those conversations (http://visionandchange.org/files/2010/03/VC_report.pdf). Participants included faculty representing the diverse set of institutions that constitute higher education in this country: community colleges, four-year liberal arts institutions, state colleges and universities, and research-intensive universities. A document summarizing these findings is due to be released late this year or early in 2011. The deliberation and summation process emphasized the importance of community college contributions to undergraduate biology education and provided the impetus to undertake this article. As reported by President and CEO of the American Association of Community Colleges (AACC), George Boggs, “From relatively modest beginnings at the turn of the 20th century, community colleges now enroll 43% of all U.S. undergraduates” ( Boggs, 2010 ). This article is meant to: Help readers better understand the structure and mission of community colleges and their increasing importance in the higher education enterprise; Encourage greater cooperation between community colleges and other institutions of higher education and initiate dialogs among them to find ways of easing student transitions, and Increase awareness of funding opportunities to support innovative undergraduate biology educational approaches on community college campuses. COMMUNITY COLLEGES: INSTITUTIONS, FACULTY, AND STUDENTS Institutions There is a paucity of information concerning the teaching of biology at community colleges. This is not unexpected, considering that publication of scholarly work is not generally anticipated in the reward and/or tenure structure for community college faculty. Therefore, educational practices at these institutions are understudied when compared with their four-year college counterparts. The national picture for community colleges is also difficult to ascertain as these institutions are very diverse. For example, the foci of biology education on many community college campuses range from preparing students for transfer as majors to four-year institutions, to preparing students for careers in allied health positions, to preparing students for positions as technicians in areas such as biotechnology or environmental technology. Each community college responds individually to local needs. Local community response can differ substantially from campus to campus in community college systems. Community colleges typically offer programs leading to the associates of arts or sciences degree as well as a variety of vocational and technical programs offering both degrees and certificates not often found at a four-year school. These institutions also offer a wide range of continuing education courses, contract education courses that serve local industry, and community-focused activities. Some institutions have expanded their programs to include baccalaureates in applied fields, such as teacher education, and nursing ( Boggs, 2010 ), and some now offer postbaccalaureate programs such as certificates in biotechnology for students who already hold a four-year degree. Because these colleges are typically open-access and low cost they tend to serve a highly diverse cross-section of the population. Biology education at the community college is often divided into an “academic track” and a “workforce access track,” although there can be a great deal of overlap and synergy between the two. Faculty may teach courses that serve either the workforce or the academic programs. Not only is this an efficient use of staff, particularly in smaller institutions, but it also helps keep the entire life science–related faculty current with both industry practices and advances in the discipline.