Bailey, T. R., Jaggars, S. S., & Jenkins, D. (2015). Redesigning America's community colleges: A clearer path student success. Cambridge, MA: Harvard University Press. 304 pp. US$35.00 (hardcover). ISBN 978-0-674-36828-6.How would we design the open-access community maximize the probability of student completion? Certainly not in the way most community colleges are organized today, according Thomas R. Bailey, Shanna Smith Jaggars, and Davis Jenkins in Redesigning America s Community Colleges: A Clearer Path Student Success. Drawing on thorough review of research, including many studies from Columbia University's Community College Research Center, they argue that the colleges are highly efficient at providing access courses in self-service or style that increased opportunity for postsecondary after World War II, but that thwarts the ambitions of students today and leaves the colleges ill prepared meet contemporary demands for increased degree completion. And although many wellintended initiatives, notably those undertaken through Achieving the Dream, have attempted increase completion rates, the authors point evidence that these projects have not substantially enhanced outcomes or-more significantly-altered the colleges' underlying organizational structures or cultures.Thus, the book's intent: provide framework for the wholesale redesign of the community college, freeing it from structures and of the college that fix the institution's gaze on enrollment and divert institutional attention from the goal of student development and success over the long term. At the heart of this redesign is revised curriculum, structured as parsimonious and easily understood set of rather than an overwhelming array of course offerings from which students, with minimal help from overworked advisers, must construct route the achievement of their educational goals. These guided pathways, described in Chapter 1, are not merely plans of detailing course requirements for transfer or degree. They are coherent, prescribed curricula developed by teams of faculty members and student affairs professionals. For students with definite career or transfer goals, these pathways consist of a default sequence of courses, each with clear learning outcomes that build across the curriculum into coherent set of skills, which in turn are aligned with requirements for successful transfer or career advancement (p. 22). For undecided students, the pathways are equally prescribed and rigorously thought out, but they are exploratory in nature, exposing students to educational and career options within broad fields or meta-majors (p. 22). Asking students select pathway puts immediately on well-defined curricular sequence without overwhelming with numerous course options.The authors also focus on complementary changes other practices (p. 50) in student guidance, instruction, and remediation (detailed in Chapters 2, 3, and 4, respectively). Here, Bailey and his colleagues show how each of these critical functions has been shaped by the self-service cafeteria framework in ways that impede completion. Student intake services such as orientation, in-person and online advising, and student success courses are well-meaning but disconnected from students' academic programs of study (p. 67), offered in many cases on an optional, self-service basis, and focused primarily on providing information without teaching students selfadvise over time. Instruction is undertaken by faculty members who work in isolation from others and simply transmit knowledge with the occasional support of professional development programs that emphasize instructional techniques rather than the instructor's growth as an educator. And remediation has, in most cases, served as an off ramp from programs (p. 51), at best delaying entry into college-level programs and, in many cases, simply diverting them from those programs entirely (p. …
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Jun 4, 2018
Alpino Susanto 
Open Access
