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Descriptors:
Part Time Faculty; Outcomes of Education; College Faculty; Higher Education; Intellectual Disciplines; Mentors; Accreditation (Institutions); Pretests Posttests; Adjunct Faculty; Community Colleges; Two Year Colleges; Evaluation

Abstract:
Part-time faculty need to be brought into the student learning outcomes assessment loop not only to help accreditation, but because they, like full-time faculty, can benefit from assessment. When part-time faculty are not participating in assessment, a sizable percentage of courses are being less effectively taught than they could be. In an attempt to increase part-time faculty in discipline-level assessment at Norco College, we experimented with several assessments that required varied levels of effort by part-time faculty. This piece discusses our experience. We found that peer mentoring and communication were better predictors of part-time faculty participation than stipends, adaptable assessment prompts, or administrative pressure. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Student Needs; Community Colleges; National Surveys; Higher Education; Bachelors Degrees; Enrollment; Two Year Colleges

Abstract:
This study utilized original survey data and a national sample of community college baccalaureate (CCB) institutions to examine how offering baccalaureate programs impacts these colleges and the students they serve. An increasing number of these colleges plan to offer their baccalaureate programs online, and programs in technology are projected to experience the greatest growth. The data suggest that student needs, and not institutional revenue or prestige, are the primary motivation for offering bachelor's degrees. The challenges experienced when establishing the CCB programs were more likely to come from external than internal factors. Collectively, thousands of students have already graduated from these programs. Results from this study can be used by policymakers and college administrators to make data-driven decisions regarding baccalaureate programming at the community college. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Achievement; Student Attitudes; Classroom Environment; Second Language Learning; English Language Learners; Nursing Education; Community Colleges; College Students; Interviews; Phenomenology; Guidelines; Urban Areas; Power Structure; Qualitative Research; Inclusion; Educational Experience

Abstract:
This qualitative study explored the lived experiences of students as English language learners in the nursing classroom. Employing interpretive phenomenological methodology, participants at an urban community college in the Northeast engaged in open-ended interviews that yielded new understandings of everyday concerns that impacted their academic success. Four themes emerged and included the ways students made adjustments, overcame doubts, demonstrated determination, and co-created community in the college classroom. A critical theoretical framework applied during data analysis revealed student perceptions and experiences in the classroom environment as uneven and unequal. Students shared that some faculty fostered student learning while others did not. Traditional and monocultural practices, representing acts of power and dominance, thwarted learning and possibly contributed to lack of academic progress. Despite these challenges, participants also articulated examples of gains in learning. This study concludes with recommendations for faculty, administrators, students, and researchers for creating inclusive classrooms. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Community Education; Vocational Education; Foreign Countries; Criticism; Community Colleges; Institutional Mission; Comparative Education; Colleges; Case Studies; Economic Development; Educational Change

Abstract:
Long seen as adaptive, responsive, and flexible higher education institutions in the face of educational, economic, and social changes, the American community college model has been adapted in many parts of the world. However, the extent to which the American community college model could be successfully adapted and implemented depends on the political, educational, and socioeconomic contexts of each country. Therefore, to better understand how the American community college model has been adapted by other countries requires critical analysis of these systems case by case. This article aims to critically analyze how American community college models are adapted in other countries, particularly focusing on the systems in Taiwan and Turkey. The article starts with a literature review on the community college systems around the world and the accompanying challenges that these countries face in the adaptation process. Before presenting the Taiwanese and Turkish community college models in detail, their American counterparts are introduced to provide a theoretical/conceptual context for understanding international case studies. This article concludes with discussions on the commonality and differences of this form of higher education in Taiwan and Turkey and highlights emerging themes that draw attention to community college researchers, practitioners, and policy makers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Community Colleges; Sustainability; Two Year Colleges; Higher Education; Rural Schools; Case Studies; Change Agents; Access to Education; Organizational Change; Economic Development

Abstract:
This assessment considers the sustainability of initiatives begun as a result of participation in the Rural Community College Initiative (RCCI). Case studies were conducted at eight community colleges, and quantitative data was gathered from the U.S. Census, the Department of Labor, and the Integrated Postsecondary Education Data System (IPEDS). Elements that helped the colleges sustain initiatives beyond the funding cycle are discussed. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Resistance (Psychology); Self Determination; Mexican American Education; Indigenous Knowledge; Ethnic Studies; Community Colleges; Student Needs; Two Year College Students; Ideology; Instruction; Epistemology; Praxis

Abstract:
This paper builds upon the edict for self-determination in El Plan de Santa Barbara: a Chicano plan for higher education (1969), which calls for "strategic use of education," by placing value on needs of the community (La Causa, p. 9). For me, this passage translates into valuing needs of community-college students entering my classes and life. I believe it is my obligation, as an educator, to problematize ways in which knowledge has been defined, framed, presented, and researched by dominant ideologies informing institutions of learning at all levels. In essence, this work is a meditation allowing readers to witness how I am weaving together various strands of myself including the personal, emotional, professional, intellectual, and spiritual. It captures how my participant-observation of MAS-Tucson educators, while describing their use of barrio pedagogy and critically compassionate intellectualism, has been enhanced by my re-reading of Elena Avila's (2000) "Woman who Glows in the Dark: A Curandera Reveals Traditional Aztec Secrets of Physical and Spiritual Health." This paper represents an ongoing epistemological exercise about my own teaching and scholarship, resulting in an emergence of my own modality as an apprenticing practitioner of Chicano-Indigenous pedagogy. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Veterans; College Students; Academic Advising; Student Motivation; Career Development; Social Support Groups; Mental Health; Disabilities; Community Colleges

Abstract:
In one important way, student-veterans are like all other students. They need supportive relationships to achieve their academic goals. Serving these students well means learning their stories and helping them succeed. In the process, some of these people may change one's life. In this article, the author shares the touching stories of some of the many student-veterans she has served and provides a list of recommendations for those who share her commitment to this special population of students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Persistence; Student Financial Aid; Community Colleges; Two Year College Students; College Freshmen; Part Time Students; Graduation; School Holding Power; Higher Education; Financial Aid Applicants; Need Analysis (Student Financial Aid); Paying for College; Predictor Variables; Demography; Cultural Capital; Social Capital; Multivariate Analysis; Regression (Statistics)

Abstract:
In 2007-2008, approximately 42% of community college students who were eligible to receive Pell grant funding did not file the Free Application for Federal Student Aid (FAFSA). Using data from the Beginning Postsecondary Student Study, this study examined the relationship between FAFSA filing status and persistence from the fall to spring semesters among first-year community college students. Results indicate that when controlling for other relevant predictors of persistence, filing a FAFSA was associated with higher odds of within-year persistence among all students and was particularly strong for the restricted sample of students enrolled part time. The implications of these findings are discussed in light of the national completion agenda and recent calls to improve the utilization of financial aid among community college students. (Contains 2 tables, 1 figure and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Faculty; Community Colleges; Community Programs; Empathy; Teacher Attitudes; Higher Education; Interviews; Professional Development; Cooperation; Teamwork; School Holding Power; College Students; Job Satisfaction

Abstract:
A study was undertaken to determine how teaching in learning communities (i.e., courses that are linked or intentionally integrated in terms of learning objectives and shared assignments) affects the perspectives and work of community college faculty members. Interviews with 14 faculty members who taught in learning communities at a Midwestern community college indicated that the benefits of participation included greater empathy for and awareness of students, the development of authentic relationships with students, enhanced engagement in the larger campus community, and active collaboration and professional development with faculty colleagues across disciplines. Study limitations and implications are discussed. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Community Colleges; Internet; Video Technology; Protocol Analysis; Usability; Higher Education; Two Year Colleges; Web Sites; Vocational Education; Careers; Enrollment; College Students; Testing; Evaluation; Interviews; Disadvantaged Youth; Minority Group Students; Educational Attainment; Graduation; Student Personnel Services

Abstract:
This study explored whether community college websites are a useful medium for providing knowledge relevant to degree completion. Ten community students used one of three community college websites to answer 10 questions about occupational degree programs. A facilitator asked participants to think aloud while using the website to answer these questions; their responses were video-recorded and coded in terms of correctness of answers and types of usability problems encountered. The findings suggest that participants frequently encountered problems with finding and understanding information needed to understand degree selection and completion. The content analysis of these problems yields several suggestions for improving the usability of community college websites for answering common questions about degree completion. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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