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Pub Date: |
2012-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Community Colleges; Institutional Mission; College Transfer Students; Articulation (Education); Outreach Programs; Honors Curriculum; Research Reports; Educational Opportunities; Educational Practices; Academically Gifted; College Programs
Abstract:
The community college mission has been the subject of considerable review and commentary since its conception. Based on traditional concerns of access, a consensus has largely been reached regarding the inclusion of transfer, career, developmental, and community foci within a comprehensive community college. While concerns regarding access and affordability have largely driven mission, community colleges have also begun to reach out to other groups of students, including international students and honors students, raising questions about mission. Community colleges have addressed this latter group through honors sections and programs. As with four-year colleges, community colleges have also begun to institute honors colleges as a way to recruit and serve high achieving students who might otherwise go elsewhere. Based on a case study of one college's efforts to establish an honors college, we suggest a contingent model for development of honors colleges at the community college. The ultimate determinations as to whether the honors college is true to the community college mission lies in the composition of honors college participants. Districts that can use honors colleges to attract diversity in terms of underrepresented groups to their colleges may fulfill the promise of the traditional community college mission by making the transition from the community college to a selective four-year institution less onerous. The enhanced confidence, success, and social capital obtained in such an honors college simultaneously meets the egalitarian and meritocratic aims of the community college.
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Author(s): |
Treat, Tod |
Source: |
New Directions for Community Colleges, n154 p5-15 Sum 2011 |
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Pub Date: |
2011-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Community Colleges; Team Training; Planning; Technology Integration; Holistic Approach; Knowledge Management; Educational Technology; Teamwork; Computer Mediated Communication; Access to Information; Organizational Climate; Institutional Environment; Administrator Role
Abstract:
The effective integration of planning to include bricks, bytes, brains, and bandwidth (the 4Bs) represents an opportunity for community colleges to extend their capacity as knowledge-intensive organizations, coupling knowledge, technology, and learning. Integration is important to ensure that the interplay among organizations, agents within them, and technology result in enhanced global performance within the organization rather than localized improvement that creates new difficulties elsewhere. Enhanced roles for chief information officers should include people-enhancing processes, such as learning, coaching, mentoring, and team development; attention to learning architectures that include the 4Bs; and a strategic emphasis on developing organizational intelligence through transformation of data into working knowledge.
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Author(s): |
Treat, Tod |
Source: |
Community College Journal of Research and Practice, v34 n1-2 p111-135 2010 |
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Pub Date: |
2010-00-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Foreign Countries; Community Colleges; Administrative Organization; Models; Teaching Methods; International Programs; Case Method (Teaching Technique); Professional Development; College Administration; Status; Program Development; College Outcomes Assessment
Abstract:
The development of the U.S. community college concept for increasing access, success, and transition in both transfer and career programs has been well documented (Cohen & Brawer, 2003). With such success has come increased international interest in both the organizational model of the community college and the instructional approaches taken to meet student needs in very diverse classrooms. Using a case method approach, this study explores an evaluation of individual, institutional, and organizational learning in a professional development program intended to aid improvement in the Egyptian Technical College system. The program was sponsored by the U.S. Department of State Bureau of Educational and Cultural Affairs (DoS ECA). Community Colleges for International Development (CCID) delivered the program through five geographically distributed community colleges. Egyptian faculty and administrators spent two months in an intensive English program, followed by seven months on individual campuses. Despite considerable cross-cultural impediments, the findings point to individual transformation in both philosophy and approach for Egyptian faculty and administrators. Individual institutions have learned to address a variety of professional development concerns, ranging from living arrangements to mentoring to program development and implementation. Organizationally, CCID has built enhanced capacity to both partner with funding agencies and international educational agencies and to utilize member colleges' expertise to leverage program goals. In doing so, CCID has created a model for international professional development that can be adopted by additional countries interested in the U.S. community college. (Contains 5 tables and 3 figures.)
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Pub Date: |
2005-06-00 |
Pub Type(s): |
Journal Articles; Reports - General |
Peer Reviewed: |
Yes |
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Descriptors:
Technical Education; Learning Strategies; Community Colleges; Distance Education; Instructional Effectiveness; Career Education; Comparative Analysis; Student Motivation
Abstract:
Community colleges are actively involved in distance-learning programs in Career and Technical Education (CTE). Over 76% of community colleges offer some form of distance learning in CTE. Over the years, only a few isolated studies have compared the effectiveness of distance CTE courses to traditional face-to-face courses. Typically, the findings of previous studies indicate no significant differences between the two methods. This study was designed to address the lack of systematic studies of this question. It also examines how student motivation and learning strategies differ for campus-based and online students. Finally, it investigates how online and campus-based courses differ in terms of course interaction, content organization, student support, and transactional distance (i.e., feelings of closeness to the instructor and the program).
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Pub Date: |
2004-08-00 |
Pub Type(s): |
Reports - Evaluative |
Peer Reviewed: |
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Descriptors:
Technical Education; Assignments; Distance Education; Career Education; National Surveys
Abstract:
This study builds on a recent national survey that determined the current status and future trends associated with distance learning in postsecondary career and technical education (Johnson, et al., 2003). The primary goal of this study was to explore, in detail, the effectiveness of distance learning via the Internet as a strategy for providing skill-based education and training to students enrolled in postsecondary career and technical education (CTE). Emphasis in this study was placed on (a) examining the differences between online and campus-based delivery models in terms of student achievement (i.e., assessment of content knowledge gain and the quality of student assignments and projects) and (b) describing the course structure and environment created to help students gain CTE skills. The study also compared variables such as interaction within the course, course structure, and student support across the two different course delivery formats. To accomplish the research goals, a series of quasi-experimental studies were designed using equivalent online and campus-based CTE courses that varied only in their delivery format. The combination of the earlier national survey of distance learning in postsecondary CTE programs and these experimental comparison studies help to establish a baseline for distance and online technology use and practice in postsecondary career and technical education. These studies enable researchers, practitioners, and policy makers to make informed decisions about future trends and uses of distance learning in postsecondary CTE. (Contains 17 tables and 1 figure.)
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