Community College Environment Research Articles

Learning Community and Nonlearning Community Students in a Midwestern Community College

The research on learning communities has focused primarily on students at four-year colleges and universities. There is a dearth of studies that examine learning communities in community colleges. The purpose of this comparative study was to conduct an analysis of learning community and nonlearning community students in a community college located in the upper Midwest. An online survey instrument was developed to collect data on a number of dimensions including background characteristics, perception of the community college environment, academic experience and level of engagement, academic involvement, overall knowledge, and satisfaction. This article reports quantitative findings that are the first phase of a multiphase study. The descriptive comparative study highlights results of learning community and nonlearning community students. The findings suggest differences between the two groups on a number of dimensions. The authors conclude the article by addressing implications for practice, policy, and future research.

<em>A Balancing Act: Impacting and Initiating the Success of African American Female Community College Transfer Students in STEM into the HBCU Environment</em>

IntroductionHistorically Black Colleges and Universities (HBCUs) play a critical role in the educational experiences of African Americans. Of the top 20 leading producers of African American bachelor's degrees in science, technology, engineering and mathematics (STEM) fields, all but three are HBCUs (Borden & Brown 2004). In 2010, HBCUs were the source of 17.6% of all bachelor's degrees to African Americans but 19.2% of the bachelor's degrees to African Americans in STEM fields. HBCUs are also a relatively more important source of STEM degrees for African American women than African American men. According to the National Science Foundation (NSF, 2013), 15.8% of all science and engineering bachelor's degrees awarded to African American women in 2010 were from HBCUs, compared to only 14.5% of bachelor degrees in STEM fields awarded to African American men. Coupled with these findings is the large number of African American women enrolled in our nation's community colleges. According to NSF (2013), there has been almost a 50% increase of African American females at community colleges. This insinuates that a large portion of African American female STEM talent will be entering the HBCU environment through the community college environment. For the purpose of this study Black and African American will be used interchangeably throughout.Given the aforementioned statistics on the underrepresentation of African American females in math- and science-related areas, and the role of community colleges and HBCUs in the success of African American females, it is surprising that the literature is bleak regarding the representation of African American female community college transfer students who are enrolled at HBCUs and their overall experiences as a transfer student in STEM. In fact, Hawkins (2013) asserted that according to the Association of American Community Colleges and the Center for the Study of Community Colleges data on the number of community college students who transfer to HBCUs aren't tracked (para. 13). With a large representation of African American students entering four-year HBCUs through the community college environment, examining and exploring the experiences of this population will assist in highlighting factors that positively impact their successful transfer from the community college into the four-year HBCU environment. This study draws attention to a very unique population-African American female community college transfer students in STEM disciplines at a four-year HBCU.The literature is explicit regarding the need to increase the representation of students of color in STEM in the United States. This urgency emerges from the current shortage of competent individuals in math- and science-related fields. The projection that minorities will represent about half of the resident United States population by 2050 (Ortman & Guameri, 2009) makes this population a viable option for fulfilling many of the jobs in the STEM workforce. Even with this urgency, completion rates for African-American, Hispanic, Native American and low-income students are lower than the overall numbers in STEM-related areas (Bailey & Alfonso, 2005, p. 5). This indicates that we are losing a very talented population of students of color at every educational level and in many STEM content areas. Additionally, the National Science Foundation revealed that female and minority students are behind compared to their male and race majority counterparts in achieving degrees in the STEM areas (NSF, 2013). More specifically, female participation in engineering and computer science remains below 30% and since 2000, the representation of underrepresented minorities has remained flat in the physical sciences and has dropped in mathematics (NSF, 2013).Using the Triple Quandary Theory (Boykin & Toms,1985) and its interplay among three tenets: (a) mainstream experience, (b) Black cultural socialization and (c) the minority socialization experience; the purpose of this study is to explore the experiences of seven African American community college female transfer students who are currently enrolled at an HBCU in a STEM bachelor's degree program. …

KM Practice in Malaysia Community College: KMS to Support KM Framework

Knowledge Management (KM) is a new concept, especially in a community college environment, where knowledge has yet been captured, collaborated and managed systematically. Realizing the value and importance of KM approach, the researcher attempted to identify several goals to be achieved to provide for a viable KM framework that will support the current activities of knowledge transfer and sharing in a community college environment. Five different techniques were used including observation, small talk, interview, field notes & survey and experimental. Yet this study also covered the KMS development for CMS technology as stated in the framework. This study focuses how to create a framework that works for community colleges since they are looked upon as the lifelong learning and training center in the country. The finding has shown that the KMS (prototype) makes the KM framework visible and possible to be implemented in Malaysia community colleges. Coinciding community colleges act as agents for the Malaysian government to develop the local communities’ socioeconomic through knowledge transfer and knowledge sharing and also as a part of the higher learning institution.

Crafting a Caring and Inclusive Environment for LGBTQ Community College Students, Faculty, and Staff

This article provides a framework for understanding and supporting lesbian, gay, bisexual, and transgendered students in community colleges. It should be noted that many of the understandings and structural supports often apply to lesbian, gay, bisexual, transgender, and questioning (LGBTQ) faculty and staff as well. The study is based upon several assumptions: First, environments play a key role in supporting attitudes, beliefs, and behaviors; therefore, attending to environmental influences is critical in institutional life and change. Second, people possess unique and diverse identities at the same time. Understanding the range of a student's identities, as well as the depth of them, is core to understanding students and their behavior. Also, there is a common core set of beliefs, generally acknowledged to be true, concerning student retention in higher education. By examining the community college environment, identity, human development over time, and retention, this article provides not only a theoretical basis for LGBTQ inclusion, but a source of practical information for those wishing to craft a more inclusive environment on community college campuses.

Faculty issues in rural community colleges

AbstractThis chapter reviews the literature regarding the issues and challenges facing rural community colleges in their efforts to attract qualified candidates for full‐time faculty vacancies. It discusses factors related to the socialization of faculty into the rural community college environment and provides recommendations for policy and practice.

The focused client care experience: preparing for entry–level practice

This article briefly describes the development of an Associate Degree Nursing Focused Client Care experience in the Community College setting. Discussion follows of a method for introducing the senior level nursing student to a “real life” clinical environment. The purpose of the focused client care experience is to assist the students to transition into an entry–level practice by providing a clinical experience that simulates the entry–level work experience. The article discusses the development of an eight week experience that includes a personal and professional development plan, a reflective journal, and specific objectives and topics for discussion each week. Best practices for faculty, administration and students are presented with discussion of the need to provide an enhanced clinical experience outside of the traditional preceptor model. This model has enjoyed success in this Community College and should be adaptable to other Community College environments.

Reconcilable Differences: Conflict and Collegiality in a Unionized Community College Environment

Faculty unions are a prominent, though a comparatively recent, feature of American higher education. Today, a vast majority of community colleges have a unionized faculty. A number of researchers in the 1970s speculated that the presence of unions signaled the end of collegial shared governance and that interactions between administrators and unions would become increasingly adversarial. Subsequent experience suggests that the dire predictions were overblown. However, little institution-level research has been done to understand how unionization has affected academic governance. This study examines the governance system at a large, urban community college. The findings indicate that though at times relations are contentious, there are levels of conflict. Further there are a number of factors that tend to mitigate conflict and allow for collegial decision making. These include utilizing personal ties between members of the administration and the union, sharing data openly and also working together to collectively make sense of “the facts” before discussing possible resolutions to the presenting issue, and establishing an institutional norm that values finding solutions rather than scoring political points.

Expanding Opportunities for Undergraduate Research through Recent NSF Awards to CUR

Collaborative student−faculty research is one of the proven engaged forms of learning that can transform the educational experiences of undergraduates and enhance their learning. With the support of two recent grants awarded by the National Science Foundation, the Council on Undergraduate Research intends to address the critical national need for continued and more comprehensive dissemination of effective practices for initiating and sustaining undergraduate faculty−student collaborative research. One project, funded by the Course, Curriculum, and Laboratory Improvement (CCLI) Phase II program, will focus on the unique challenges of the community college environment. The second initiative, with support from a CCLI Phase III award, will use a comprehensive and collaborative approach to address the undergraduate research challenges facing faculty and administrators at colleges and universities drawn from state systems, private consortia, and mission-similar institutions.

Preparing Community College Leaders: The AACC Core Competencies for Effective Leadership & Doctoral Education

Community colleges in the United States face shortages of leaders prepared to assume administrative positions in the 21st century. To respond to this shortage, graduate programs are emerging with a specific emphasis on community college leadership; other graduate programs offer broader curricula focused on educational leadership, policy, or higher education. The community college environment is distinct from other types of higher education and requires specific leadership skills. The American Association of Community Colleges has identified six core competencies for essential leadership in today's community college. Using the core competencies as a framework, this study analyzed California community college leaders' perceptions of these competencies, including those which they believe can be acquired and developed through doctoral studies. Respondents also identified additional competencies that could be addressed in doctoral programs.

Book Review: Staley, C. (2010). Focus on Community College Success. Boston: Wadsworth

Staley, C. (2010). Focus on Community College Success. Boston:DOI: 10.1177/0091552109337254Focus on Community College Success sets out to provide students with the tools to help them through the community college process and into their careers. The textbook style of this book brings the reader through 13 chapters of basic but vital skills ranging from getting the right start (chapter 1) to your future (chapter 13). Constance Staley, the author of Focus on Community College Success, skillfully integrates the knowledge she gained from more than 30 years of teaching into 13 case studies that give essential tools to aspiring and new community college students.Staley features diverse community college students in case studies that exemplify the real-world topics covered in each chapter. Each chapter is structured in a similar pattern, beginning with a list of objectives and then moving on to a readiness quiz (a short quiz that examines the reader's previous knowledge of the chapter content), an introduction to the students and the case study, questions about the case study, advice from the author on pertinent content contained in the chapter, and a reality check quiz (a short quiz that examines knowledge of the chapter content after it has been read). Chapters 1 through 5 explore issues related to starting on the community college path, setting goals, becoming aware of learning styles, managing time and energy, and thinking critically. Chapters 6 through 10 focus on developing technology skills and doing research; engaging, listening, and taking notes in class; developing memory; honing reading and study skills; and learning test-taking skills. Chapters 1 1 through 13 consider the processes of building relationships, choosing a major and career, and creating a future.Focus on Community College Success incorporates online resources and technology. Students are encouraged to download mp3 -format audio summaries of each chapter at a specific Web link provided at the end of the chapter. Throughout the text, students also are guided to an online resource center for online assessments, chapter practice quizzes, and video introductions to students featured in each chapter.The text covers many topics related to surviving the academic and personal aspects of attending college. Regarding academics, students are given guidance in understanding the course syllabus, studying for tests, and taking effective lecture notes. However, the text also includes topics that consider the student holistically, such as motivation and monitoring physical and spiritual health. Key topics designed for the young adult reader include fiscal responsibility, choosing a career path, and advice for noncompleters. Other topics relevant to a young adult authence include technological advances that shape students' college experiences (e.g., online social communities such as Facebook and appropriate management of text messaging).Current and prospective community college students are often first-generation students who may have difficulty finding the guidance and advice needed to feel engaged and successful in the community college environment (Horwedel, 2008; McConnell, 2000). Research has reported that 61% of students entering community colleges are first-generation students (Calkins, 2005). Increasing students' awareness of programs offered on campus opens opportunities for students to use the programs available to them. For example, students are often drawn to the community college mission of access and low cost, and they may benefit from programs such as financial aid and on-site daycare programs. But too often these students are unfamiliar with the process of obtaining assistance in these areas. Focus on Community College Success provides answers to frequently asked financial aid questions as well as contact information for the federal student aid information center. Moreover, the author illuminates how to obtain a free copy of the U. …

Creating Quality Assurance in Curriculum: Theory and Practice at a Canadian Community College

Quality Assurance in Curriculum is a customized solution to the problems of assuring curricular quality in a dynamic community college environment. It was designed by Red River College, a large, comprehensive community college in Western Canada, to address academic cross-jurisdictional issues in establishing and verifying curriculum. It is a system based on current theory in educational quality, and it uses a three-stage methodology incorporating a variety of survey, planning, and consultation techniques. Benchmarked data figure prominently in assuring academic program curricular conformance is measured according to accepted college mission and accepted standards. Initiated in 2000, each stage of the Quality Assurance in Curriculum strategy has moved from initial concept to preliminary trials through acceptance to full implementation across all academic faculties of the community college.

Book Review: Hellmich, D. M. (Ed.). (2007). Ethical Leadership in the Community College: Bridging Theory and Daily Practice. San Francisco: Jossey-Bass

Hellmich, D. M. (Ed.). (2007). Ethical in the Community College: Bridging Theory and Practice. San Francisco: Jossey-Bass.DOI: 10.1177/0091552108319540Hellmich has assembled an excellent team of 13 authors who, with himself, offer varied cultural perspectives about ethics, trust, tolerance, morality, respect, power, fairness, integrity, purpose, culture, humanity, decision making, and leadership in the community college. Though the various articles often reference the president or trustees as traditional leaders, much of what is offered has tremendous applicability to nearly everyone in the community college.From the faculty, to department chairs, to supervisors at any level, to virtually all employees, this text is a must read. Many of the authors note the scarcity of ethics research that has been undertaken to date. Indeed, a few authors traveled back in time to Plato's Republic to look for touchstones on ethical behavior. It is interesting that, over the years, a clear and unifying definition of ethics has been somewhat elusive. Although not directly stated, it seemed that the authors' consensus in defining ethics is similar to defining love: I'll know it when I see it.This book is quite timely for community colleges in that what used to be understood as ethical behavior has begun to blur in our contemporary society. There is far less black and white clarity and increasing levels of gray in decision making and in the subsequent justification of actions taken. One of the most daunting challenges noted by many of the authors was the potential variation in judgment made by individuals considering the same dilemma. Matters of training, education, experience, and culture can often lead to differences in approach, decision making, and action.To elucidate the difficulty faced by leaders today, a few authors include multiple scenarios and sample cases of real-life situations. These vignettes are often followed by a series of questions leading readers to question not only the decisions they would make but also the criteria used in the decisions. Rightfully, readers are prompted to consider any biases or experiences that may have led to proposed actions for the various case studies. The case studies are most useful in that they ground key points made by the authors.The value of Ethical in the Community College is strengthened in two other ways. First, because both the text and the case studies are expressly focused on community college issues, the reader is not left to apply principles based on other institutional contexts to 2-year college structures, unique challenges, or mission. second, the subject breadth of the volume is commendable. In particular, the two-part construction of the book, Foundations of Ethical Leadership and Daily Practice of Ethical Leadership, provides a rich resource for both current and aspiring community college leaders. The no-nonsense approach to a grounded understanding of ethics, followed by the practical realities of leadership, makes this a vital handbook for readers.The book further demonstrates its utility by grounding the reader first in the origins and theoretical constructs of ethics and connecting these constructs to the early application of ethics in a community college environment. …

Nursing the hybrid wave

This article briefly describes the development of an Associate Degree Nursing (ADN) hybrid program in the community college setting. Discussion follows for integrating the hybrid learner into the ADN program and solving some distance-learning concerns. Best practices for faculty, administration, and students are presented with discussion of the need to increase the pool of RNs by providing nontraditional learning alternatives for motivated learners. This model has enjoyed success in this community college and should be adaptable to other community college environments.

Interpreting the Influence of Community College Attendance Upon Baccalaureate Attainment

National quantitative studies examining the impact of community college attendance upon educational attainment conclude that initial attendance at a community college (as opposed to a 4-year institution) reduces the likelihood of attaining a bachelor's degree. Yet these studies, which suggest that initial attendance at a community college is not a rational choice for those seeking the baccalaureate, do not typically consider many of the legitimate reasons students have for enrolling in the community college. In addition, future studies will need to factor in recent developments in the community college environment, such as the emergence of the community college baccalaureate, growth in residence halls, and the development of honors programs.

CHANGING COMMUNITY AND TECHNICAL COLLEGE CURRICULA TO A LEARNING OUTCOMES APPROACH

Manifestations of evolutionary processes are often quite dramatically different, as for example, when the caterpillar metamorphoses into a butterfly. These changes are not sudden, but involve long, careful processes of constant transformation. Learning often has the same character. Individuals become aware of new insights and then wonder why it took so long to see the obvious (McNiff, 2000). This article reviews timely concerns associated with restructuring curricula to match today's competency requirements and includes three components. First, the need is identified for changing curricula from focusing on instruction to providing learning in community and technical college environments. Second, three models are presented to provide faculty with a starting point for implementing change to a more learning-centered atmosphere. Finally, models are discussed for assessing community and technical colleges that are on their journey to formulating student learning outcomes approaches (SLOA). The author has been a community college administrator for 15 years, a university professor for 4 years, and has recently returned to community college administration. It has been a journey from constant creation with little time for reflection, to a current state of metacognitive reflective thinking and expression. Sharing with other educators who are interested in the past, present, and future of the current transformative trends in community colleges has become a principal mission for this author. One particular trend involves changing community college curricula to outcome-centered learning.

RETHINKING STUDENT RETENTION IN COMMUNITY COLLEGES

Student retention is critical to the community college environment. To understand student retention issues in community colleges, it is necessary to identify the retention goal of the institution, the criteria, definitions, and data needed to monitor progress toward the retention goal. Only then can a retention program be designed and implemented. A plan to establish a college-wide retention program is included. An overview of past and present research pertaining to student retention is provided.

ERIC Review: What Community Colleges Should Do to Assist First-Generation Students

In the years since World War II, institutions of higher education have been called upon to educate an increasing number of diverse students with a wide variety of backgrounds and needs. From 1984 to 1994, for example, the total number of White undergraduates in institutions of higher education increased by 5.1 %. During the same period, the number of Asian American, Hispanic, African American, and Native American undergraduates increased by 61 % (Pascarella & Terenzini, 1998). Not only have these institutions been challenged to serve an increasingly diverse student body, they also have increasingly been held accountable for the success of these students. Educators are attempting to understand the students who are coming to college in order to help them be successful. One group of students that educators are trying to understand better than in the past are those students who are the first in their family to attend college. These first-generation students, who do not tend to experience the academic success of their peers, made up 45 % of all undergraduates in 1995-96 and are of particular interest to community college leaders. In 1994, 55 % of all first-generation students attended public two-year colleges (ERI & IHEP, 1997). The purpose of this review is to answer the global question: What should community colleges do to help first-generation students be successful? The review is based on an examination of the literature relating to first-generation college students. The sources cited include studies of students at both two-year and four-year institutions; the majority of these are public, but a few are private. The studies span the years from 1982 to 1999. They include case studies that involve both students and institutions, small samples of students at two- and four-year institutions, focus groups, longitudinal studies, and research using national-level data. Four questions are addressed in this paper: How is first-generation student defined? Do first-generation students differ from their peers prior to college enrollment? Do first-generation students differ from their peers after college enrollment? What should colleges do to help first-generation students? The paper concludes with a discussion of whether the recommendations made by researchers for improving the success of first-generation students, which are often based on data gathered from four-year institutions, are relevant in the community college environment. How Is First-Generation Defined? Based upon the works cited in this review, the term first-generation has several definitions. Most researchers have defined first-generation in one of three general ways. The broadest definition of first-generation, and the one used least in the studies cited, was that neither parent had completed a college degree (Chaney & Associates, 1998; U.S. Department of Education, 1996; Willett, 1989). The most restrictive definition of first-- generation, and the one used second most frequently by the authors cited in this study, was that a student must be the first member of the family to attend college (Hellman & Harbeck, 1997; Inman & Mayes, 1999; Terenzini & Associates, 1994; Ting, 1998; York-Anderson & Bowman, 1991). The definition of first-generation students used most frequently was that their parents had no college experience. This definition, or a variation thereof, was used by eight of the researchers cited (Billson & Terry, 1982; Brooks-Terry, 1988; McGregor & Associates, 1991; NCES, 1998; Pratt & Skaggs, 1989; Riehl, 1994; Terenzini & Associates, 1996; Williams, 1998). Do First-Generation Students Differ from Their Peers Prior to College Enrollment? Research indicates that first-generation students differ from their peers in many ways prior to college enrollment, including their demographic characteristics, the importance they place on college, their aspirations, their perceived level of family support for attending college, their institutional choice and commitment, their pre-college knowledge and behaviors, and their entering academic skills and confidence levels. …

Interviewing to Hire Competent Community College Faculty

The author focuses on improving the interview process as a critical step in hiring new faculty who will thrive and prove to be effective in the community college environment. Necessary considerations for preplanning, establishing an interview protocol, and developing interview questions are defined based on a review of the literature about effective faculty characteristics and interviewing techniques. The author recommends using critical incident interview techniques such as storytelling to elicit an applicant's responses to key situations.

Sexual Harassment Policies and Computer-Based Training

After summarizing the concepts and legislation involved in the need for a well-stated sexual harassment policy in a community college environment, the author links computer-based training to successful policy implementation and provides an overview of software designed to instruct employees about an institution's sexual harassment policies.

The Changing Role of Community College Faculty: Implications in the Literature

After discussing major environmental forces for change in higher education, the author draws upon organizational theory to analyze the community college environment with a focus on faculty as the technical core of educational organizations. Based on her analysis, she predicts a change to a more complex and less centralized organizational structure than colleges currently use and an accompanying change in the role of community college faculty from that of instructor-worker to that of learing process manager.