Community College Research Articles

Critical Rural Theory: A Decade of Influence on Rural Education Research☆

AbstractRural education researchers have long been interested in the impact of increasing urbanization, with its attendant shifts in policy, culture, and capital mobility, on rural people and communities, but their findings have existed largely to the side of “mainstream” research examining urban and suburban populations. With the publication in 2011 of Critical Rural Theory: Structure, Space, Culture, scholars acquired a new theoretical tool for inquiring into processes of place‐making, identity formation, curricular design, and policy implementation. This article establishes key elements of the theory as they have been applied in both K‐12 and higher education research, giving attention to current gaps in the literature as well as future directions for theoretical elaboration. Essential areas of focus include critical rural theory's applications in K‐12 curricula and policy studies as well as research on community capitals, college transitions, and intersectional identity in higher education contexts.

Increased Pre-Lecture Reading and Greater Attendance at a Community College Gateway Science Course

Increased Pre-Lecture Reading and Greater Attendance at a Community College Gateway Science Course

Visualization of Guimaras State University Community Extension Services: Basis for Expansion

The Study Visualization of Guimaras State University Community Extension Services: Basis for Expansion was conducted to visualize the dataset of the GSU Extension Services office to serve as basis for the unit to expand its scope towards the number of communities to be adapted, number of training to be conducted, number of communities adapted vs number of communities that are not adapted and the number of programs implemented in every community cluster. To visualize such, the researcher made use of Tableau Public in which, a descriptive component was used in the study to determine the effectiveness of the visualized information. Visualization was conducted and respondents of the study agreed that the visualized information is effective that can serve as the basis for the GSU Extension Services to expand its present services so that more communities to be adapted and uplift their quality of life.

Timeliness and Continuity in Academic Ethics. The New Framework-code of University Ethics

In this paper, we will make a brief introduction regarding the elements of novelty and continuity brought by the new Framework-code of University Ethics and Deontology approved by the Government of Romania on April 4, 2024 and published in Monitorul Oficial on April 9, 2024. There will be made a series of observations regarding the name of the document (framework-code), the objectives of this normative act, its applicability, the constitutive and operational ethical values of the university activity legislated by this Code, as well as regarding the novelty elements that this code brings with regard to Romanian academic ethics. In this presentation, we seek to debate a series of concepts used by the legislator in this Code. We will also briefly present the principles applicable to university ethics and deontology contained in the ethics Framework-Code, insisting on the principle of independence from any moral, scientific, religious, political, economic influence or of any other nature, in the didactic or scientific activity, as well as and on the principle of respecting the rights and freedoms of the members of the university community.

A retrospective of 50 years of NDCC publication: Advancing perspectives over time

AbstractWhen Arthur Cohen launched New Directions for Community Colleges (NDCC) in 1973, the focus was on sharing updates and practical advice for those leading and working in community colleges. At the time, scant attention was given to these institutions as most research centered on 4‐year colleges and universities. The context of community colleges matters in how finance and governance occur and in how leaders help their institutions navigate a constantly changing external environment that requires flexibility in meeting workforce needs. Fifty years have passed since the initial issue of NDCC was published, and this retrospective draws connections on three topics over time. First, this article reviews how finance and governance evolved, taking note of how the expansion of the sector and the complexity of operations altered operations. Second, a look at career and technical education (CTE) and workforce development occurs. The historical roots of vocational education in community colleges translate to new approaches to developing a skilled workforce to address employer demand. Finally, a review of leadership since the first issue was published shows how ideas of leadership have expanded and help identify new challenges leaders face.

Navigating the skill‐first economy: The evolving role of lifelong learning and career services at community colleges

AbstractThe rapid pace of technological change is revolutionizing every sector of the economy, transforming how value is created and delivered to consumers through technologies like robotics, virtual reality, artificial intelligence, and the Internet of Things. This transformation underscores the need for a diverse workforce as the new skills valued and essential to employers are changing. In this context, community colleges are thrust into the national debate around the best options for educating skilled employees, given their historical role in preparing a significant portion of the national workforce and employers’ reliance on them as primary providers of middle‐skills training. A vital aspect behind this debate is elevating accountability calls from policymakers, parents, and students who question the value of a college degree and expect a return on investment in employment outcomes. Another aspect of this debate is the growing employers’ concerns about the readiness of graduates, which affects the ability of companies to implement new products, services, or business technologies. For many, there is a gap between the supply and demand of skilled workers and community colleges are not serving the needs of their students, employers, and communities. The article suggests two strategies to address the challenges associated with a skilled‐first economy and employee skills mismatch: (1) developing different approaches to credentialing by embracing lifelong learning, and (2) strengthening the collaboration between career services and employers to effectively support lifelong learning.

Recovering sustainability in the Brazilian Amazon: an analysis of engineering courses from the perspective of innovation and sustainability

Purpose This study aims, from the perspective of the recovery of sustainability, to develop a framework on sustainability and innovation in the formation of engineers in the courses of Engineering in the Brazilian Amazon. Design/methodology/approach For this work, a quantitative approach was adopted in the research process. A survey instrument was developed from the main evidence in the literature, the electronic instrument in Google Forms, was sent in the period from November 2022 to February 2023 to engineering students from public institutions in the Brazilian eastern Amazon, who had 80% of the course completed and graduates. Findings Of the students and graduates who responded to the survey, 58% are male and 42% female, with an average age of 24 years, 72% who have the 8th semester, 28% graduates. As for the practices, they stand out with the highest average degree of agreement in the innovation aspect formation of partnerships and fostering creativity and innovation; in the sustainability aspect the study of sustainability helps to understand the environmental, social and economic challenges and importance of training for sustainability and innovation; in the sustainable recovery aspect, the interaction between university and local community and new research can contribute to the recovery of sustainability and in the SDGs 6 and 8. Originality/value This paper presents the perceptions of engineering students and graduates from the Brazilian Amazon, which is considered one of the most strategic regions for the country and internationally in terms of environmental challenges. The main evidence shows that there is a need to adapt academic curricula, seeking to focus on projects that promote participation and the creation of trends aimed at social problems and the current demands of the society in which they are inserted.

The role of career and technology dual enrollment programs in facilitating student postsecondary transition

AbstractStates have introduced a range of strategies and legislative policies aimed at increasing college matriculation through readiness strategies and initiatives that offer strong collaboration between secondary and postsecondary education. Early college high school (ECHS) models are one‐way that colleges, primarily community colleges, can serve underrepresented students in their journey to postsecondary opportunities. Additionally, pathways in technology (P‐TECH) models further connect students' academic experience to workforce opportunities and the acquisition of relevant skills. This article highlights the benefits connected to dual enrollment, the design of ECHS and P‐TECH models, and provides recommendations for strategy considerations when implementing these opportunities for students.

Building community college capacity to enhance student success and equity in dual enrollment

AbstractThis article uses Austin Community College (ACC) as a case study to illustrate how community colleges can build institutional capacity to provide dual enrollment. First, the manuscript synthesizes background literature on the growth of dual enrollment and implications for community colleges. Then, drawing on interviews from relevant stakeholders and institutional data, the authors describe how ACC reorganized internally to streamline dual enrollment structures and processes. In turn the college was able to strengthen partnerships with the school districts, manage growing enrollments, improve the student experience, and prioritize equity.

The California Community Colleges dual enrollment student journey: An equitable journey from participation to matriculation?

AbstractAcross the nation, community colleges have expanded dual enrollment programs to increase college enrollment and completion, particularly among historically underserved populations. The California Community College system—the largest system in the nation—is no different and recently expanded its dual enrollment programming to include College and Career Pathways Partnerships, in addition to Middle College High School and Early College High School. This article presents an original analysis of California Community Colleges Chancellor's Office system data to understand the dual enrollment student journey and any equity gaps that might exist in participation and outcomes, including college‐level math and/or English participation and completion, award attainment, and postsecondary matriculation. Though dual enrollment programs can be strategy to support equity, the authors find racial and regional equity gaps persist in both students’ access to these programs and their success. However, practitioners can take action to ensure it is an equitable journey at their school or college.

Exploring the dynamics of concurrent enrollment in rural spaces through the narrative of a small community college

AbstractThis article describes the narrative of one small rural community college's concurrent enrollment program, seeking to highlight and make sense of the particular dynamics of operating this type of programing in rural spaces. Dual or concurrent enrollment options can offer students increased access to postsecondary options in rural education deserts, as well as contribute to the economic health of the region through workforce development. However, the same challenges and benefits of rural life also comprise the dynamics within which this programing must operate. The manuscript concludes with recommendations for practice, research, and policy, relevant to both concurrent enrollment program operation and the broader college mission of rural community development.

Equity in Action in Community College Leadership

Equity in action starts with a leader’s critical consciousness in relation to their identities, ideologies, and positionalities. In this essay, the following factors: ideologies, identities, and positionalities are explained and emphasized as they are essential factors that impact equity work. Leaders who center equity must explore their own critical consciousness through an equity lens so that they prioritize equity at the forefront while leading, collaborating, and making decisions in their leadership positions. The positionality of leaders is also critical on how they use their power to influence their community and amplify the voices of the underrepresented. One subset of the findings, Equity in Action, from my dissertation, Asian American Community College Presidents: The Power of Identities, Ideologies, and Positionalities is included in this essay. To set the foundation of the dissertation, the SEL framework, also known as the shared equity leadership framework (Kezar et al., 2021) is used to analyze how leaders build their own capacity in equity work. In addition, my positionality and development as an equity leader are reflected in this essay.

Considering the Impact of Standardized Testing on Workforce Diversity

Today, we revisit our initial stance of eliminating standardized test scores from the college admissions process to improve equity and student diversity. With refreshed data about test-optional admissions, we address the import of institutional responsiveness to redress persistent equity gaps that impact our state’s workforce diversity and hiring challenges. Leveraging data to inform advocacy is representative of the skillset cultivated in the CANDEL program for evidence-based decision-making. Moreover, the pre-pandemic position over standardized testing exemplifies how CANDEL encouraged us to explore novel approaches to address persistent and troublesome equity issues. With leadership roles in the community college and the University of California systems and a particular emphasis on workforce development, we reflect on the CANDEL ethos of scholar-practitioner leadership in our practice areas to promote equitable educational and career outcomes.

Structural equation modeling analysis of health belief model-based determinants of COVID-19 preventive behavior of academic staff: a cross-sectional study

IntroductionDespite COVID-19 being highly contagious and spreading to several countries, the university community has overlooked prevention measures. For more than five decades, the Health Belief Model (HBM) has been a widely used conceptual framework in health behavior. structural equation modeling(SEM) analysis is an advanced statistical method capable of rectifying failures of the basic models and showing complex relations Thus this study aimed to determine the magnitude of COVID-19 prevention behavior and identify its associated factors using HBM and SEM analysis.MethodAn institutional-based cross-sectional study was conducted among academic staff of the University of Gondar in Ethiopia from April 10 to May 10/2021. Daniel Soper’s sample size calculator was used to determine the sample size. Proportional allocation to each campus followed by a simple random sampling technique was employed to select study subjects. A pre-tested, structured questionnaire was used to collect the data. Structural equation modeling analysis was employed to show the relationship between health belief model constructs and their effect on preventive behavior.ResultA total of 602 academic staff participated. The magnitude of good COVID-19 preventive behavior was 24.8%. The HBM explained 55% of the variance in preventive behavior. Perceived barriers (β = -0.37, p < 0.05), self-efficacy (β = 0.32, p < 0.05), perceived susceptibility (β = 0.23, p < 0.05), and perceived benefit (β = 0.16, p < 0.05) were the direct significant predictors of COVID 19 prevention behavior.Conclusiononly a quarter of the academic staff have good COVID-19 preventive behavior. The HBM explained a great amount of variance in preventive behavior and Perceived barriers, benefits, susceptibility, and self-efficacy significantly associated with prevention behavior. Carefully planned intervention that considers those significant perceptions should be designed and implemented to raise COVID-19 prevention behavior.

The Benefits of Empowering Community College Geoscience Faculty

Creating spaces and partnerships tailored to 2-year-college faculty can improve perceptions of how they fit into the geoscience community and boost diversity in the discipline more broadly.

Building and Patching a Pipeline: Establishing Viable Pathways from 2-Year Institutions to Graduate School for Aspiring Mental Health Professionals

Students at 2-year colleges who wish to enter the mental health professions, particularly students of color in urban community college environments, often lack opportunities for internships and experience-building programming relevant to their field. Some programs targeting such students do exist, but little research has been performed on these models. In addition, while pipeline programs in 2-year college settings often focus on successful transitions to senior colleges, many students in such programs also seek to eventually enter graduate school. The purpose of this case study is to bridge this research gap by focusing on a community college-based peer support and psychoeducational outreach program in the northeastern United States, serving as a career development internship for aspiring mental health professionals. Qualitative data in the form of student participant feedback was analyzed to determine the impact of the program on their experiences later in their educational careers. Results from this qualitative analysis indicate the substantial importance of such a program to the successful academic progress of its student participants, providing insights into how pipeline programs can accommodate student preparation and support, not only toward successful senior college transition, but also specific to graduate school program entry.

Bacteriological Assessment of Ready-To-Eat Foods Sold in Baze University Student Cafeteria

Although foods can be easily contaminated by naturally occurring microbes or pathogens by any means possible, safe eating is considered as a basic human right. In this study, the bacteriological quality of ready-to-eat (RTE) foods sold within the Baze University campus were assessed. Ready-to-eat food samples including spaghetti, fried rice, jollof rice, yam and moi-moi were bought from different major food vending sites to the student and staff community within the university. The Bacterial species were isolated from food samples and the isolates were identified using standard microbiological procedures. The ability of the isolates to produce hemolysins and lyse blood cells was investigated with hemolysis test and the antibiotic susceptibility pattern of the isolates was determined with the following antibiotics: Amoxicillin, Ampicillin, Tetracycline, Ciprofloxacin, Erythromycin and Gentamicin. The sensitivity and resistance of the isolates to these antibiotics were observed and recorded. A total of six (6) different bacterial species including Corynebacterium spp. (31.6%), Staphylococcus spp. (26.3%), Streptococcus (10.5%), Micrococcus spp. (10.5%), Lactobacillus spp. (15.8) and Micrococcus varians (5.3%) were isolated and identified. The isolates also showed varying reactions to hemolysis and some were highly resistant to common antibiotics, signaling their tendency to initiate foodborne illness. The study concluded that while these sites are necessary in meeting the needs of the university community, it is important that adequate safety measures be enforced to reduce the spread of pathogenic bacterial contaminants in RTE foods and enhance the wellbeing of consumers.

Knowledge Management in the COVID-19 Era

The pandemic has been a watershed in the knowledge management that is carried out in Higher Education Institutions (HEIs). Studies on vulnerability and resilience risks highlight material, financial and human resources as the central axis of the knowledge network, although research on stigma indicates that mistrust prevails between decision makers and those who carry them out. Therefore, the objective of this work was to contrast the hypotheses related to knowledge management as a regulatory process of trust relationships between the parties involved. A cross-sectional, exploratory, and correlational study was carried out with a sample of 10 professional practitioners and social workers involved in COVID-19 care. The results show that a structure of nodes prevails that begins with innovation, continues with competitiveness and ends with efficiency as central, unifying and structural axes of information translation and knowledge transfer. The results are not extensive to the university community, although they are innovative because they highlight trust as the guiding principle of knowledge management.

Readability and Higher Education Access: Exploring Community College Admissions Information on Websites

ABSTRACT Although United States community college enrollment rose in Fall 2023, the community college sector as a whole has contracted by 37% since 2010, representing over 2.6 million students. As a result, community college practitioners, specifically, those working in admissions and enrollment management should ensure that admissions instructions are simple enough so that students can read and comprehend how to apply for admission to community college. However, research at the four-year institutional level has found that admission information for prospective students is complex, often written above the 14th-grade English reading comprehension level. Here, this study gathered admissions application instructions from 949 community colleges in the United States to evaluate the grade-level readability of these instructions. The results suggest that the average readability level of community college admission information is near the 14th-grade level, with negligible differences between institutional sectors. Implications for practice and community college student access are addressed.

Enhancing Education Sector Collaboration: the Contributions of Community Colleges

This study investigates the pivotal role of community colleges in enhancing collaboration within the education sector. Despite the recognized importance of collaboration, the specific contributions of community colleges remain underexplored. Employing a mixed-method research approach, the study utilizes a sequential exploratory design to comprehensively examine the roles, benefits, challenges, and strategies related to collaboration facilitated by community colleges. Data were collected through qualitative semi-structured interviews and quantitative surveys in places where community colleges exist. Findings indicate that community colleges serve as intermediaries, offering flexible education programs and contributing to workforce development, thereby fostering partnerships and cooperation among diverse stakeholders. While collaborative initiatives yield benefits such as enhanced student success and increased educational access, challenges such as resource constraints and communication barriers persist. Strategies to enhance collaboration effectiveness include building strong relationships, investing in capacity building, and establishing clear communication channels. These findings underscore the significance of recognizing and leveraging the unique contributions of community colleges to promote collaboration and address systemic issues within the education sector. The study concludes with recommendations to strengthen partnerships, allocate resources, implement capacity-building programs, and further research to explore additional factors influencing collaboration.