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In the United States, 1,200 community colleges enroll over ten million students each year—nearly half of the nation’s undergraduates. Yet fewer than 40 percent of entrants complete an undergraduate degree within six years. This fact has put pressure on community colleges to improve academic outcomes for their students. Redesigning America’s Community Colleges is a concise, evidence-based guide for educational leaders whose institutions typically receive short shrift in academic and policy discussions. It makes a compelling case that two-year colleges can substantially increase their rates of student success, if they are willing to rethink the ways in which they organize programs of study, support services, and instruction. Community colleges were originally designed to expand college enrollments at low cost, not to maximize completion of high-quality programs of study. The result was a cafeteria-style model in which students pick courses from a bewildering array of choices, with little guidance. The authors urge administrators and faculty to reject this traditional model in favor of “guided pathways”—clearer, more educationally coherent programs of study that simplify students’ choices without limiting their options and that enable them to complete credentials and advance to further education and the labor market more quickly and at less cost. Distilling a wealth of data amassed from the Community College Research Center (Teachers College, Columbia University), Redesigning America’s Community Colleges offers a fundamental redesign of the way two-year colleges operate, stressing the integration of services and instruction into more clearly structured programs of study that support every student’s goals.
Community colleges are a cornerstone of higher education and serve the unique needs of the communities in which they reside. In 2019, community colleges accounted for 41 percent of all undergraduate students in the United States. Community college librarians are engaged in meaningful work designing and delivering library programs and services that meet the needs of their diverse populations and support student learning. The Community College Library series is meant to lift the voices of community college librarians and highlight their creativity, tenacity, and commitment to students. The Community College Library: Assessment explores the research, comprehensive plans, and new approaches to assessment being created by community college librarians around the U.S. Chapters include sample activities and materials and cover topics including assessing student learning while shifting from Standards to Framework; investigating and communicating library instruction's relationship to student retention; and building librarian assessment confidence through communities of research practice. This book demonstrates the innovative and replicable ways community college librarians are measuring, evaluating, and reflecting on the services they provide, and how to use these assessments to demonstrate the value and impact of library services and advocate for resources.
Since it was first published in 1982 The American Community College has become the primary resource that faculty, administrators, trustees, and researchers look to for a comprehensive analysis of the most recent findings and up-to-date information on the American community college. Throughout this important book, Arthur M. Cohen and Florence B. Brawer describe how community colleges fit into the American educational system, the services they provide, and the effects they have on the community. This completely revised and updated edition contains information about recent changes in the community college landscape, including consolidation of faculty power, mandatory testing and placement of students, the greater prominence of developmental education, and the attention given to state-level directives regarding institutional functioning and funding. The authors also present the current information on a number of other topics, including student flow, instruction, student services, and curricular functions. In addition, The American Community College includes updated tables and graphs that reflect the most current data and incorporate new examples of the services that colleges provide.
This groundbreaking volume is the first to concentrate specifically on the experiences, challenges, and triumphs of immigrant-origin community college students. Drawing on data from the Research on Immigrants in Community College Study (RICC), chapters highlight the unique needs of these students, the role of classrooms and campus settings, out-of-class time spent on campus, the importance of relationships, expectations versus outcomes, and key recommendations for policy and practice. The text integrates an array of important topics, including developmental challenges, language learning, the undocumented student experience, microaggressions, counseling center use, and academic engagement. Above all, this book looks at what community colleges can do to better help this growing population of new Americans succeed. “This book is a gift of hope and possibility to all of us who know that community colleges are the pathway to educational opportunity and equity for the students who, in the not too distant future, will be the face of America.” —Estela Mara Bensimon, director of the Center for Urban Education, USC Rossier School of Education “Offers detailed analysis and concrete recommendations on how community colleges could better serve students from immigrant backgrounds. It is a must-read for policymakers and practitioners in the field.” —Randy Capps, Migration Policy Institute Contributors: Cynthia M. Alcantar, Stacey Alicea, Saskias Casanova, Janet Cerda, Natacha Cesar-Davis, Monique Corral, Tasha Darbes, Sandra I. Dias, Edwin Hernández, Heather Herrera, Juliana Karras Jean-Gilles, Dalal Katsiaficas, Guadalupe López-Hernández, Margary Martin, Alfredo Novoa, Olivia Osei-Twumasi, McKenna Parnes, Sarah Schwartz, Sukhmani Singh, Cecilia Rios-Aguilar, Carola Suárez-Orozco, Marcelo Suárez-Orozco, Robert Teranishi
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America’s community colleges are experiencing the most creative and substantive period of transformation in their 118-year history. There has never been so much research, so much support from foundations, and so much commitment from national leaders to reimagine community colleges for today and for the future. 13 Ideas that Are Transforming the Community College World, edited by Terry U. O’Banion, is the seminal work that captures the major ideas faced by community college leaders in this period of transformation. The book includes 23 authors representing 12 national organizations, perhaps the most significant and substantive list of individuals ever to participate in an edited book on the community college. Each author is a nationally-recognized authority on his or her chapter, and all have played major roles as leaders of national organizations.
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
This book brings together a collection of chapters with different research designs that explore the research, practice, and policies of community colleges. The chapters in this book are the result of the graduate students and their faculty mentor's scholarly work, and a rigorous special issue's peer review process. Furthermore, this book offers recommendations on how to mentor graduate students, in the absence of research and mentorship on how to publish for graduate students and practitioner-scholars, as well as recognizing that graduate programs and professional associations are important on the socialization of practitioner-scholars. Each book chapter addresses the implications for practice and future research, policy for community colleges, and recommendation for change indicated by the research results. Five broad research themes, higher education policy, leadership practices and roles, network community, student success, and technology, emerged from the empirical articles and critical reviews. A final chapter shares advice and lessons learned from the 30 authors and mentors. With the exception of Chapter 14, the chapters in this book were originally published as a special issue of the Community College Journal of Research and Practice.
To improve community college success, we need to consider the lived realities of students. Our nation's community colleges are facing a completion crisis. The college-going experience of too many students is interrupted, lengthening their time to completing a degree—or worse, causing many to drop out altogether. In The Costs of Completion, Robin G. Isserles contextualizes this crisis by placing blame on the neoliberal policies that have shaped public community colleges over the past thirty years. The disinvestment of state funding, she explains, has created austerity conditions, leading to an overreliance on contingent labor, excessive investments in advisement technologies, and a push to performance outcomes like retention and graduation rates for measuring student and institutional success. The prevailing theory at the root of the community college completion crisis—academic momentum—suggests that students need to build momentum in their first year by becoming academically integrated, thereby increasing their chances of graduating in a timely fashion. A host of what Isserles terms "innovative disruptions" have been implemented as a way to improve on community college completion, but because disruptions are primarily driven by degree attainment, Isserles argues that they place learning and developing as afterthoughts while ignoring the complex lives that define so many community college students. Drawing on more than twenty years of teaching, advising, and researching largely first-generation community college students as well as an analysis of five years of student enrollment patterns, college experiences, and life narratives, Isserles takes pains to center students and their experiences. She proposes initiatives created in accordance with a care ethic, which strive to not only get students through college—quantifying credit accumulation and the like—but also enable our most precarious students to flourish in a college environment. Ultimately, The Costs of Completion offers a deeper, more complex understanding of who community college students are, why and how they enroll, and what higher education institutions can do to better support them.