Showing papers in "The Community College Enterprise in 2006"

Community College Faculty: At Work in the New Economy

Abstract: Community College Faculty: At Work in the New Economy by John S. Levin, Susan Koter, and Richard L Wagoner New York, NY: Pu/grave Macmillan, 2006,198 pages. ISBN 1 403966672. Hardcover: 139.95^sup USD^ ON THE POSITIVE SIDE, Community Coilege Faculty is a well researched book that should be owned by anyone interested in the debates and issues facing community college faculty in the latter half of the 20lh, and the early part of the 21st century. On the negative side, the prose is rather strained and the structure sometimes unclear, thus resulting in a much more difficult read than is necessary. The authors are supremely credentialed: Levin is a Professor of Higher Education at North Carolina, Kater is Director of Institutional Planning at Maricopa Community College, and Wagoner is Visiting Assistant Professor at Texas Tech University. However, it is possible that the attempt to blend these three voices caused the difficulty with the writing style. Chapter 3, "The Scholarly Literature, the Theoretical Bases, and Research Methods" (the other chapter titles are just as literally descriptive) provides an example of both the strengths and weakness of the book. Within the twenty pages of the chapter, there are 166 citations, demonstrating the breadth of research. Unfortunately, by attempting to combine virtually every academic debate related to faculty development with their research on-and analysis of-globalization and neo-liberalism, the authors try the patience of the reader rather quickly. Chapter 3 is recommended only for those who have a strong stomach for such discussion. The overall stated goal of the book is to gain a clearer understanding of the behavior and identity of community college faculty. This is achieved through the examination of four different dimensions that greatly affect community college faculty, identified in the titles of Chapters 4, 5, 6, and 7: management and governance, the use of technology and distance learning, the role of part-time faculty, and values and meanings of work. In addition, the examination is embedded within the political/economic analysis which the authors describe at various times as, "the new economy," "neo-liberalism," "globalization," and the "nouveau college." The nouveau college, as you may have guessed, is the college that embraces the new economy. The new economy is the economy that embraces the current form of globalized capitalism where education is at the service of industry, faculty are used to promote the economic identity of the college, and many part-time faculty are mere temporary labor used to promote capitalistic ends. If this all seems a bit confusing, it is because I am mirroring the way these ideas are presented in the book. …

Small-Group Learning in the Community College Classroom

Abstract: Community colleges-institutions that serve disproportionate numbers of poor, working-class, first-generation, non-traditional, and minority students-are uniquely positioned to provide liberating educational experiences to a diverse spectrum of society. Cross (2000) aptly describes the current interest in cooperative and/or collaborative learning with a metaphor: "a swelling river of interest...with four identifiable streams of thought" (pp. 5-6). These streams, undeniably grounded in changes in society, are the Stream of Belonging, the Stream of Career Preparation, the Stream of Deep Learning, and the Stream of Diversity. The article borrows Cross' metaphor to examine the need for and effectiveness of various small-group learning activities within community colleges. Finally, the authors discuss potential obstacles to implementation of these activities. Introduction and review of literature In Pedagogy of the Oppressed, Paulo Freire (1972) suggested that teachers should not lecture, but continually pose questions and encourage students to be researchers, co-investigators, and critical thinkers, thereby facilitating their personal and social liberation. Graduates of higher education who are literate, productive, and socially conscious best personify such emancipation. Students' holistic development involves the ability to choose freely and act independently of outside influences, as well as the ability to freely recognize dependence on and obligations to others (Cross, 1992). Community colleges - institutions that serve disproportionate numbers of poor, working-class, first-generation, non-traditional, and minority students-are uniquely positioned to provide liberating educational experiences across a diverse and inclusive spectrum of society. Due in large part to their founding mission and purpose, community colleges are especially interested in serving any group that has been underrepresented in higher education in the past (Cross, 2000). Additionally, these institutions are actively interested in workforce development and global connections. Traditionally, the college professor has used - or perhaps worn out - the lecture method as a teaching tool that identifies him or her as sole arbiter of knowledge and students as passive recipients who must retain that knowledge (Cross, 1999; Stein & Hurd, 2000). Gardiner (1998), who reviewed and synthesized the research literature, found that "between 70 and 90 percent of professors use the traditional lecture as their primary instructional strategy" (p. 76). Osborne, Browne, Shapiro, and Wagnor (2000) describe faculty sharing of classroom authority as "trading ownership for student success" (p. 128). For example, Cross (2002) has remarked that "discussion [as opposed to lecture only] is uniquely designed to encourage students to strengthen their intellectual muscle and practice their strategic moves. It can be a very powerful and useful teaching and learning strategy" (p. 8). As students move from spectators to active participants, they are able to speak the language of critical, academic discourse. To matriculate as information-literate members of society, students need active engagement - that which transcends rote memorization and regurgitation of facts - and frequent and repeated opportunities to demonstrate capaciousness and comfort in using higher-order critical thinking skills. Hatfield and Hatfield (1995) proclaim that cooperative learning experiences are an important part of a student's intellectual and personal growth. Moreover, they contend that these learning experiences can have a profound impact on a learner's future and career. Beyond simply meeting the needs of the labor market, smallgroup learning provides structured opportunities for students to interact with diverse learners from other racial/ethnic groups (Kagan, 1992). Increasingly diverse student populations, both in terms of culture and language, make cooperative learning an essential consideration for community colleges. …

Broadening the Definition of At-Risk Students

Abstract: Community colleges are uniquely positioned to support at-risk students, including students who have challenges in reading, writing, and technology A complete definition of the at-risk student is a necessary first step in conducting research that covers the characteristics of students who need support in today's community colleges Through a review of extant literature on the topic, researchers critique current research including literature on the at-risk online student Broadening the definition of "at-risk student" involves incorporating background characteristics (including technology proficiency), internal characteristics, and environmental factors into a set of variables which may be used in quantitative and qualitative research COMMUNITY COLLEGES have historically included services and programs for a diverse student population Elliott, in The Urban Campus, asserts that "to their everlasting credit, it was these institutions-the junior and community colleges-that first embraced the New Majority populations and worked diligently to meet their needs" (1994) Given the needs of many New Majority students-displaced workers, single parents, immigrants, first generation or older than 18-24 year old students-community colleges must understand the variety of people they serve to create effective programs and services Community colleges enroll almost half of all first-time freshmen According to the American Association of Community Colleges, thirteen million students with an average age of 29 attend 1,157 US community colleges Some are adults preparing for work, displaced workers, some are high school noncompleters who have fallen out of the normal developmental progression and need training, or require basic education or ESL training (Creighton & Hudson, 2002) A large percentage (53%) of low income, adult students attend community colleges and are single parents compared to 21 % of middle- to upper-income adult students Many of them work full time (57%) compared to 33% of traditional 18-24 aged students, causing 45% of them to enroll half time or less (NCES, 1992; Kazis 2002) Community colleges serve the needs of a diverse student population through vocationaltechnical, continuing education, academic transfer, developmental education, and community service (Cohen & Brawer, 2003) The at-risk student is becoming a significant part of the community college mission for a variety of reasons The present economy is plagued with lay-offs, both in private companies and public organizations such as municipalities The largest impact of the economic changes is on laborers in industrial centers such as Michigan At the same time, competition for highskill jobs has become greater since workers may be found all over the world (Friedman, 2005) American workers must continually learn new skills to compete Lifelong learning is now a necessity Community colleges, with their mix of program offerings, are uniquely positioned to support workforce development for the at-risk population At-risk student research gives insight into an important segment of the workforce No longer does the term "at-risk" simply mean race and class; it encompasses a variety of limitations to learning The higher education literature defines "at-risk" as a term with origins in K-12 education meaning students that "are poorly equipped to perform up to academic standards" (Quinnan, 1997, 31) The following discussion presents research that identifies three categories of definition for the at-risk student: background characteristics, internal characteristics, and environmental factors Also, the researchers will address literature on the lack of technology skills as a defining characteristic of at-risk students It is important to note that the definitions are not discrete Most often, students fall into several categories of the definitions For example, a student may be low-income, academically underprepared, and lacking technology skills …

Supplemental Instruction in Developmental Mathematics.

Abstract: Mirroring the changing demographics of the nation, the community college student population continues to grow in size and diversity. Almost half of all students who enter these institutions need at least one remedial course-which is often developmental mathematics. Developed in 1973, Supplemental Instruction (SI) has quickly gained recognition as an academic support program used to aid student performance, retention, and academic success. Still in its infancy, SI positively influences student achievement Preliminary findings from descriptive research at Valencia Community College, Orlando, Florida, encourage these researchers to further examine the utility of SI in creating a climate of achievement for learners in developmental mathematics courses. Introduction Community colleges continue to play an indispensable role in providing underrepresented populations access to higher education. Pioneers in "the paradigm shift from a focus on teaching to improvement of student learning" (Arendale, 1998) and in implementation of the learning college (O'Banion, 1997), these institutions face the daunting task of offering instruction in developmental courses to a growing number of students. Concurrently, in an age of accountability, community colleges are mindful of the ever present need to maintain academic standards and improve student retention. While perplexed by burgeoning enrollments, increasing student diversity, and limited resources, community colleges are simultaneously challenged to provide greater evidence of student achievement (Warren, 2003). Since the formalized inception of American higher education at Harvard in 1636, postsecondary education has changed from serving an elite homogenous group of students (restricted by class, gender and race) to serving a more heterogeneous group (characterized by variation in student academic readiness) (Hodges, 2001). In the wake of these noticeable shifts in student demographics, community colleges have given considerable attention to multiculturalism and diversity as they correlate to retention and academic success for all students (Levin, 2000). Almost half of all students who enter these institutions need at least one remedial course (Schuetz, 2002), which is often mathematics. National data indicates that large numbers of students enrolling in two- or four-year institutions are underprepared in mathematics. Thus, having completed K-12 education, high school graduates and returning students are enrolling in Pre-Algebra, Beginning Algebra, and Intermediate Algebra, all of which are regarded as precollege level and/or college preparatory mathematics. Historically, the community college has provided open access to diverse populations at relatively low cost (Harbour, Middleton, Lewis & Anderson, 2003). While "students 'at-risk' were at one time considered a special group needing specialized help, current definitions of the student 'at-risk,' however, describe the majority of students in American community colleges" (Perez, 1998, p. 63). In this setting, a fundamental part of the institution's founding mission is to explore retention strategies that sort, support, connect, and transform students (Perez, 1998). Thus, "at-risk" students will have greater probability of successfully matriculating on community college campuses without dilution in academic standards (Burmeister, 1996). Over the years, numerous programs have been used to assist students having academic difficulties (Boylan, 1999; Simpson, Hynd, Nist & Burrell, 1997). Jarvi (1998) contended that academic support and assistance programs, while common on college and university campuses, have not always been warmly received. These programs, which are designed to increase the success rates of students, have included orientation seminars, tutorial sessions, discipline-specific help, learning assistance centers (LAC), learning labs, and/or individualized learning programs. Adding to the list is a recent educational innovation, which originated in the early seventies-Supplemental Instruction (SI). …

Rubrics for Teacher Education in Community College

Abstract: Traditional assessment techniques may not afford all students the opportunity to demonstrate their knowledge and skills. Rubrics may help students reach the objectives of an assignment. In this study, two rubrics were introduced to 55 community college students in two sections of an undergraduate education class. The first rubric was used to grade an assignment after completion of the project. The second rubric was distributed to the students before they completed an assignment. Student response to the experience is surveyed. Most students preferred to have the rubric in advance and reported that the rubric helped clarify the assignment. Three instructors used the rubric to re-grade anonymous term papers. Inter-rater reliability patterns seem to indicate that rubrics may increase objectivity in grading. Introduction The need for alternative assessments has been well documented (Wiggins, 1992; Brualdi, 1998; Browder, Spooner & Algozzine, 2003; and Byrnes, 2004). Soon after the 1983 landmark publication by the National Commission on Excellence, A Nation at Risk, it was recognized that " ... most of our present testing programs are poor instruments for improvement or maintenance of standards" (Resnick & Resnick, 1985, p.17). Lewis (1997) found that changes in assessment lead to changes in curriculum. Standardized tests are severely criticized for their questionable reliability and validity (Popham, 1999; Worthen, White, Fan & Sudweeks, 1999; and Steeves, Hodgson & Peterson, 2002). There is an ongoing debate over the use of standardized measures for high stakes decisions (Kleinhart & Kennedy, 1999; Sacks, 2000, Nezavdal, 2003; and Baines & Stanley, 2004). Using performance tasks has been proposed as either an alternative or a supplemental assessment. It is imperative that we attempt to standardize criteria and scoring as much as possible (O'Neil, 1992). To this end, educators have begun using rubrics as an in-class, school, district, city, and even statewide tool. It is suggested that future teachers need hands-on experience with rubrics as part of their training. The current research asks several questions: Will teacher education students and faculty find rubrics useful, helpful, clear, and easy to use? Will teacher education students and faculty be interested in using rubrics in the future? Will instructors' grades be similar when using rubrics? Background and literature review The University of Minnesota Institute for Learning Disabilities introduced curriculum-based measurement (CBM) in the 1980s under the direction of Stanley L. Deno and Phyllis Mirkin. Increasing the reliability and validity of CBM procedures was the goal (Deno, 1987). "CBM has been portrayed as more than a measurement system, however, and as a commitment to a problem-solving model of resolving educational challenges" (Shinn, Nolet and Knutson, 1990). It is believed that performance tasks help educators gain information about the abilities and knowledge of learners of English as a second language (Warren & Goodwin, 1990). Alternative assessment techniques were introduced to be used with the increasing culturally and linguistically diverse school population. A common claim is that standardized tests, by their nature, include cultural bias (Wilson & Martin, 2000; Solano-Flores & Trumbull, 2003). As multi-cultural representation in American school systems grows, educators need more reflective methods of assessment, as well as teaching strategies. These theories extend to the education of students with disabilities (Meltzer, 1992). Fuchs and Fuchs (1995) state that CBM can be used with a class-wide orientation for low, average, and high achieving students; but for students with learning disabilities, CBM needs to focus on individuals. Currently, the trend in the nation to raise academic standards in schools, while including students with special needs in general education classes, is evidenced by recent legislation in the No Child Left Behind Act, 2001, and the Individuals with Disabilities Education Improvement Act, 2004. …

Non-Traditional Transfer Student Attrition.

Abstract: Current literature focuses on traditional student attrition and on transfer transition, but little information is available on the non-traditional transfer student experience The following study explores the process of non-traditional transfer student attrition through an investigation that illustrates the importance of past student experiences, personal issues, institutional fit, academic integration, and institutional communication and procedures An understanding of how students actually make meaning of their transfer and departure experiences may allow institutions to modify marketing efforts to be more coherent with institutional practice, manage student expectations to enhance post-secondary experiences for today's students in higher education, and eventually introduce functional, non-traditional student retention efforts AMONG THE issues facing American higher education, questions concerning admission, transfer, retention and attrition remain central Several studies have sought to develop, test and modify models dealing with the patterns of "traditional students"-full time, post secondary students between the ages of 18 and 24 Conversely, very few studies have addressed the needs of "non-traditional" students such as transfer students, older adult learners, commuters, part-time students, graduate students, women, students with disabilities, and minority students (Andres and Carpenter, 1997) Early models of retention and attrition of traditional students do provide an understanding that can be broadly applied to non-traditional students However, they do not adequately explain the changes resulting from demographic shift in either student population, nor do they provide an understanding of the complexity and processes by which students make meaning of their experiences at an institution, which ultimately leads to their leaving Theoretical models Numerous theoretical models employed over the past 25 years to explain post-secondary student retention and attrition have examined student variables, institutional variables, and themes such as integration of students in order to help explain the student-institution "fit" Early bodies of work, primarily descriptive in nature, failed to explain the variation in student attrition (Tinto, 1975; Pascarella ck Terenzini, 1980) Psychological models were the earliest attempts to build theories of retention, including Fishbein and Ajzen's (1975) psychological model based on student intentions In their model, attrition is seen as a result of weakened intentions The variable of intention has become important enough for Tinto to add it to his revised model of retention and attrition (Andres L Tinto, 1975, 1982; Pascarella, 1980) These models set out to examine variables affecting the compatibility of students and institutions Tinto, perhaps the most recognized researcher in student retention and attrition, applied exchange theory to Durkheim's theory of suicide According to Tinto (1975), students apply the exchange theory in determining their academic and social integration, interpreted as goals and levels of commitment to the institution If the benefits outweigh the costs, students remain in college; if other activities are believed by the student to have higher rewards and less cost, the student will drop out Numerous variables affect the strength of the student-institution match Students enter with background characteristics such as parental values, socioeconomic status, race, gender, pre-college education, all of which combine to affect the initial commitment to the institution and the ultimate goal of graduating …

Community College Presidents' Perceptions of Intercollegiate Athletics

Abstract: The study examines community college presidents' perceptions about two-year college intercollegiate athletics. Presidents in six states were surveyed about their perceptions of whether community college athletics: (a) enhances pride in the institution among various constituencies, (b) increases enrollment and augments student recruitment, (c) has appropriate financial and administrative procedures, and (d) supports the mission of the community college. Findings indicate the presidents believe athletics promote pride in the institution among students and the general community and promote community interaction with the campus. There was general agreement among leaders of institutions with and without athletic teams that the athletics budget process and procedures for establishing new teams are not well understood by institutional leaders. Finally, there was significant disagreement among leaders about whether intercollegiate athletics supports the mission of the community college. More than any other force, athletics has tended to distort the values of college life and to increase its emphasis upon the material and the monetary. Indeed, at no point in the education process has commercialism of college athletics wrought more mischief than in its effect upon the American undergraduate. Howard J. Savage (1929) FEW ENDEAVORS in higher education create more excitement, debate, and controversy than intercollegiate athletics. There seems to be a connection between athletic teams and a number of university-related activities including student recruitment and retention, fund-raising, alumni relations, scholarship, student life, and community relations (Toma &. Cross, 1998). In the past few years, several studies have examined the role that intercollegiate athletics plays in a four-year institution's campus community (Shaul, 2001; Shulman &. Bowen, 2001; Suggs, 2004). These studies have questioned whether athletics at the university level (a) affect pride in the institution among various constituencies such as students, faculty and staff, and the general community, (b) influence enrollment and student recruitment, (c) determine financing and administrative procedures related to athletics, and (d) support the mission of higher education. These studies have also examined myths and perceived problems related to college sports (Shulman &. Bowen, 2001), usually with an eye on Division One athletic programs at nationally-recognized universities. They have presented data showing how intercollegiate athletics affect these institutions of higher education and their missions. High profile athletic programs draw a great deal of scrutiny by the media, the public, and researchers. Even Ivy League universities and selective liberal arts colleges are included in some studies (Shulman &. Bowen, 2001). Athletic programs at two-year institutions, however, have not been thoroughly examined. While intercollegiate athletics has a long tradition at community colleges in several states, two-year institutions in some states are investigating whether to initiate or expand intercollegiate athletic programs (Hines, 2005). Several of the same questions that are commonly raised concerning athletics at four-year institutions could be raised with regard to community colleges. For example, are athletics diluting or contributing to the mission of the community college? Does the existence of an intercollegiate athletic program enhance a community college's enrollment and the diversity of the students who enroll? Is there adequate funding for intercollegiate athletics at most community colleges, and are appropriate administrative procedures in place to establish, support, and evaluate the benefit of athletic teams? It has been said that a university's athletic teams are its most visible links to the public-building alumni, donor, and community relations as well as student pride in the institution (Holbrook, 2004). …

Factors Affecting Transfer of "Traditional" Community College Students

Abstract: While increasing demands on time and resources compete for attention with the transfer function of community colleges, the goal of providing the first two years of education on the pathway to a baccalaureate degree is still an important mission. The research reported here examines the determinants of successful traditional transfer students. The findings indicate that student socioeconomic status (SES), initial full-time enrollment at the community college, high school and college grades, high school peer influence, and obtaining an associate's degree prior to transfer are all significant to the transfer process. Policy implications of these findings affect issues of funding, state educational priorities, and building bridges between two- and four-year institutions to ease transfer for students. Introduction Research (Brint, 2003) demonstrates that obtaining a college degree -particularly a four-year degree -translates to more lifetime income potential. As costs for a four-year college education continue to rise, community colleges become more attractive to students who seek a baccalaureate degree. In particular, students and families with the greatest economic need are attracted to the affordability of community colleges. Moreover, two-year colleges offer access to students who may not meet enrollment requirements for four-year college admissions and allow for decreased living expenses since commuting students can live at home and also continue working. Indeed, community colleges serve as the gateway to postsecondary education for 45% of incoming college freshmen (National Center for Education Statistics, 2002). Contemporary issues facing institutions of higher education - providing greater outreach for community stakeholders, aiding in economic development opportunities, increasing grant writing capabilities to augment budgets reduced by state and federal funding cuts, addressing student learning outcomes - all present a backdrop against which community colleges provide transfer opportunities for students. The traditional focus of community colleges on the tripartite mission of transfer, community development, and vocational education (Cohen &. Brawer, 2003; Hutcheson, 1999) has shifted over time from an emphasis on transfer to an emphasis on community development and vocational education. The quick and responsive nature of community colleges to external needs has created a demand-response scenario often based on a profit motive (Gumport, 2003), with increasing reliance on work-force development (Grubb, Badway, Bell, Bragg, & Russman, 1997). Nonetheless, the academic goals of transfer still remain a mission for community colleges, especially in light of tuition increases at four-year institutions and the rapid increase in students under age 25 attending institutions of higher education (National Center for Education Statistics, 2002). Community colleges are viewed by large numbers of students as the most practical option for beginning college because of lower cost; extensive student services; typically flexible course schedules; alternative delivery options; and proximity to work, home, and family responsibilities (Cohen & Brawer, 2003; Hutcheson, 1999). Approximately half of all undergraduates attend two-year institutions, with fully 45% of first time freshmen beginning their college careers at two-year colleges (National Center for Education Statistics, 2002). Of those students who begin at a community college, 28.9% of first time students age 19 or younger transfer to a four-year college within four years of first entering community college (Dougherty & Kienzl, 2003). Estimates for transfer range from 20% to 30% depending on the data set used for analysis, the time frame of reference, and the definitions of the transfer variable (Grubb, 1991). State governmental leaders across America place high expectations and demands on community colleges and currently invest $28. …

Factors Associated with Student Withdrawal from Community College

Abstract: Research was designed to identify commonalities of personal, enrollment, withdrawal, and evaluative factors as they relate to student withdrawal from community college. The study sought to identify interrelationships between identified reasons for student withdrawal and the variables of gender, race, classification status, degree sought, plans for re-enrollment, and age. A descriptive analysis of the variables reported frequencies and percentages for each. One thousand one hundred ninety-six surveys completed by students at the time of withdrawal from the college provide the data source for the study. Introduction Community colleges offer a wide range of educational programs and services for students and in several states account for the greater proportion of higher education enrollment. In order to meet the needs of a diverse student population and to assist students in completing their education, the curricular offerings at community colleges have proliferated (Bragg, 2001). Similar to larger four-year institutions, two-year colleges have an acute awareness of their need to increase their rates of program completion. Nationally, approximately one-third of all entering full-time students complete their programs of study (Tinto, 1994). The reality that two-year institutions face is a retention problem which affects individuals on both the micro and the macro levels (Walters, 2003). Research about retention in junior/community colleges remains relatively limited, with much of the research occurring after the early 1990s. In a study on retention at selected two-year colleges, Wyman (1997) points out that research on retention lacks volume, scope, and usability. At the same time, the significance of retention increases as it is identified as an indicator of college effectiveness. At most institutions of higher learning, evaluation of institutional effectiveness is mandated for accreditation. Careful study of student retention rates continues to be a central component in the measurement and evaluation of institutional effectiveness. The open admissions policies of community colleges make student retention challenging. The average community college freshman is considered to be academically unprepared for higher education. Therefore, community colleges work to overcome academic deficits and retain these students (Mahon, 2003). The current study describes data collected from voluntary surveys completed by students at a community college in southern Mississippi at the time they withdrew from the college. The study describes the commonalities found among selected personal, enrollment, withdrawal, and evaluative factors as they relate to student withdrawal, and the interrelationships between them. Review of related literature The declining retention rate in institutions of higher learning is not a new problem but is clearly one that needs exploration to determine possible variables that influence student retention. Umoh and Eddy (1994) state that student withdrawal from college has been recognized as a major problem for colleges and universities. Astin, Korn, and Green (1987) identify student retention and satisfaction with colleges as being urgent, complex issues that administrators must face. According to El-Khawas (1986), the intense focus on student retention is most prevalent in community colleges. Summers (2003) reports high student withdrawal rates in community colleges consistently across several decades. As Umoh and Eddy (1994) further note, the withdrawal carries with it significant social, economic, as well as educational implications. Historically, the problem of student attrition has gained attention because of the negative effect it has on institutional revenues (Polansky, Horan, & Hanish, 1993). According to Drawer (1996), studies that investigate retention and attrition of students attending community colleges gather data to identify the typology of students who are more likely to remain in school and students who are considered to be at a higher risk of dropping out. …

Wikis in Education: Social Construction as Learning

Abstract: THE USE OF WIKIS in education has increased dramatically over the last two years. Web entries and conference sessions abound, but there is still a lot of confusion about what Wikis are and how to use them. In a short amount of space, I can't possibly provide all that you might want to know about Wikis, but I can say emphatically that they are effective tools for educators. The most familiar Wiki is Wikipedia, a "Webbased free-content multilingual encyclopedia project. It is... a website that allows any visitor to freely edit its content" (Wikipedia, 2006). Although Wikipedia has been the subject of a few scandals over inaccuracies-an accepted risk of the format-a peer review of several articles found Wikipedia's accuracy is similar to the Encyclopaedia Britannica (Giles, 2005). As such, it can be a good starting point for research. The good news is that Wikipedia, as a product (and with all of its flaws) is not the subject I want to cover. Rather, I would like to share the ways in which Wikis-as a process tool -can be used by educators. The real promise of Wikis, and what makes them such a powerful educational technique, is the fact that Wikis facilitate group collaboration. Another important educational feature is the Wiki's ability to keep track of the history of a document as it is revised. At a glance, a reader can see how the document evolved, who made alterations, and whether they were substantive. If the need arises, users can "roll back" the document to a previous version. Wikis must be well thought out and integrated into a rigorous assessment plan. As with other well-designed group assessments, the following specific elements have proven very important in effectively using Wikis: 1. Identifying the task that students are to perform. 2. Identifying and defining the composition of the group and the way the group is formed. 3. Identifying the way that the task is distributed within and among groups. 4. Identifying the mode(s) of interaction. 5. Identifying the timing of the phases (Dillenbourg, 1999). The first educational Wiki that I saw was a comparison of two Shakespeare plays. The instructor started with two statements-something such as, "The Tempest is a Shakespearean tragedy about two star-crossed lovers. It is very different from Macbeth, which is a historical account of legendary Danish Prince Amleth." The students then collaboratively altered and built on the statements until there was a well-cited 10-page paper. According to the instructor, the quality surpassed anything that an individual student had ever done in her classes. As an interesting side note, this instructor also used a Wiki to build a shared list of student and instructor responsibilities for each class section. In addition to group authoring, Wikis also have many other uses in education-and in the "real world" workplace. According to Mader (2005), educators, scientists, and employees worldwide are using Wikis to build courseware, develop papers, track projects, and review classes and teachers. Some examples that I have seen include: * Building courseware. …

Rural Community Colleges Developing Perceptions of Self-Identity

Abstract: Rural America, in direct competition with growing suburban and urban America, has struggled to maintain a high quality of life. Rural out-migration levels are high, as are poverty and illiteracy rates. Rural community colleges have worked to defend and expand opportunities in rural settings, yet face their own challenges tied to resources, business partners, and secondary education quality. An unexplored area that rural community colleges may find useful to consider is their role in formulating personal identity development. The current study explores how three case study institutions in the mid-south influenced the identity development of youth, college students, alumni, business and industries and their leaders, and college faculty. The findings support the contention that rural colleges do play a major role in helping students and community members learn to question their assumptions about others and their own life choices. A WIDE VARIETY of stakeholders and constituents have an interest in the performance, behavior, and activities of community colleges. The success of community colleges depends significantly on their ability to connect with their communities, whether public agencies or students looking for job training. The connection is often obviously economic or educational, but it can be closely interconnected with societal progress. Community colleges can be important mechanisms in improving a locale's quality of life and how communities view themselves. Through the provision of resources and opportunities-both educational and social-community colleges can be an integral part of community success. Their role is particularly important for rural America, where the out-migration of the rural population has been over 15% during the past decade. Additionally, rural America has struggled to keep up with the economic pace of suburban and urban areas on many fronts including employment opportunities, wealth creation, and business growth (Annie casey Foundation, 2004). Rural America has been further challenged by the exportation of many manufacturing jobs and the rise of corporate farming industries that diminish the need for labor in rural settings (Drabenstott, 2005). About one-fifth of the United States population lives in what could be defined as a rural location, even though 85% of U.S. geography is defined as rural. A recent report by the Annie casey Foundation (2004) highlighted the choices rural Americans make to live close to relatives, feel safe and secure, and continue their heritage. In 1993, there were over 56 million people living in rural areas and by 2003, that number had dropped by 16% to 48 million, with the balance moving to metropolitan areas which have a total population of over 232 million. These 48 million rural Americans have had a higher poverty rate than their metropolitan counterparts for the past 40 years (currently 14% compared to 11%), they have a lower per capita income ($17,884 compared to $24,069), and they have a lower median household income ($33,601 compared to $45,219). Rural Americans are also less likely to hold a college degree (15% compared to 27% in metropolitan areas), are less likely to have graduated from high school (70% compared to 82%), and are less likely to have access to a variety of services including dedicated telephone lines, computing access, and other amenities (for these and additional figures related to the state of rural America, see the Rural Policy Research Institute at www.rupri.org). Despite general agreement that higher education can positively influence a community's livelihood, there has been little exploration of the transformational power an institution can exert on a community. Although there have been a number of economic impact studies reporting high returns on investment for college involvement in community businesses (Caffrey 6k Isaacs, 1971; Brooks, 1996), there has been no effort to explore the social impact of colleges and universities on the individual, particularly the individual's sense of self. …

State College as an Answer to Rural American Education Needs.

Abstract: Rural America struggles as a socioeconomic entity. While the community college has been an essential response to some of the needs of rural American higher education, the community college mission is not comprehensive enough to provide complete higher education needs. Four-year degree options are necessary for rural America to progress in economic growth. The answer to the need could be the state college as defined in this article. EDUCATION AS THE KEY TO SUCCESS reverberates throughout American culture. People with higher levels of education statistically earn a higher level of income and therefore arguably a higher quality of life. Today, some training beyond high school is needed for almost every occupation, even at entry levels. McDonald's has its own university. Certification requirements are common for most trades. Higher education offers some certification programs as do trade organizations themselves. Degrees, including the associate, bachelor, master, and doctorate, are viewed as essential for success. But, is access to higher education available to everyone? Theoretically, it should be, but... realistically, is it? Unfortunately, for many people in rural America it is not. The present article focuses on one aspect of inequality in access to higher education. It addresses changes that could alleviate a few barriers and addresses possible solutions that could increase opportunities for higher education in rural America. Background and literature Demographics Rural America continues to face cultural changes that threaten its stability, changes that have a direct bearing on the challenges in rural American education. In the 1950s, the demographics of rural America were much different than today. Four out of every 10 rural people lived on a farm, and almost a third of the nation's rural workforce was engaged directly in agriculture. At that time, public policy related to agriculture was a dominant force shaping rural farm life. Today, commodity-based farm policies do not fully address the complexities of rural economies and populations. Farms are larger and more efficient, farm households depend more on off-farm income, and rural communities look for non-farm sources of economic growth. In current rural America, less than 10 percent of people live on a farm, and only 14 percent of the rural workforce is employed in farming (Whitener, 2005). Diversity and the results of changing cultures have also affected rural America. Growing numbers of Hispanics settling in rural America account for over 25 percent of non-metro population growth during the 1990s (Labor & Education, 2006). With a younger population and higher fertility rate, Hispanics are the fastest growing racial/ethnic group in rural America. In many areas, new Hispanic settlement patterns are contributing to the revitalization of small towns. Yet, the younger age, lower education, and large family size of many Hispanic households suggest increased demands for social services, including prenatal care, child care, and education programs. The influx of Hispanic populations into rural America creates additional concerns. Typically, Hispanic immigrants are less educated than their rural American counterparts which throws the pendulum of education disparity even further in the wrong direction. However, through higher education strategies, rural America could begin to generate new employment and income opportunities, develop local human resources, and build or expand critical infrastructure that holds the most promise for enhancing the economic well-being of rural America (Labor &. Education, 2006). Some rural communities have changed dramatically due to increased population from urban areas, shifts in age and ethnic composition, and economic and industrial restructuring. Increasing competition from abroad and categorical shifts in employment present further challenges in a worldwide economy. An overall rural American population growth increase started in the 1990s. …

Two Sides of the Same Coin: Authentic Assessment.

Abstract: Dr. Jon Mutiler is a professor of Psychology at North Central College in Naperville, Illinois. Dr. Paula Harris is a professor in the Department of Lan guage, Literature, and Arts at Jackson Community College in Jackson, Michigan. Interview with Jon Mueller Berg: Thank you for talking to us about assessment. What is the big concern about assessment today? Mueller: It is interesting how we have been giving a lot of attention to assessment at the K-12 level for a number of years, but it is really starting to hit the college level more recently. Primarily that is coming from the increased desire for accountability. And so colleges are feeling the heat from accrediting agencies to demonstrate that students are actually getting something from their education. You need to measure it and assess it and provide evidence that students are meeting these outcomes. We are being told that we are to start doing what we should have been doing all along - identify the student learning outcomes, the important things that we value, that we think that students should come away with. And then find effective ways to measure outcomes to demonstrate that students are actually getting this value from their education. Berg: Don't grades do that? They can show that a certain percentage of students passed a class and a certain percentage didn't. Mueller: That has been the argument for years - that we assess and we identify within our classes what our outcomes are and grade based upon that. But I think a lot of the push comes from all these surveys where we find that graduates or adult Americans are lacking in many skills and certain areas of knowledge, so people have questioned whether seat time in a class is really a good measure of this; can we really be confident that students are getting the value added in education or acquiring the knowledge and skills that they need for work and life just because they passed and received that diploma? So many people are questioning and want more direct evidence showing that they can actually do these things and know these things rather than just a transcript. Berg: As I am sure you're aware, on the day this interview is taking place, secretary of Education Margaret Spellings is having a press conference dealing with some of these issues. We don't have access to what she is going to say. But I would like to know what the people who are pushing assessment at the national level are asking educators to do that they are not already doing? Mueller: They are asking us to do very reasonable things that, in fact, many of us as faculty have not been doing -at least not systematically. And that is, first of all, spelling out and articulating clearly what my goals are for my students, both across the curriculum and across the college, both within my individual discipline and even within my individual courses. Unfortunately, if you ask many faculty to show you a list of their student learning outcomes for their course or for their department, many will not be able to present those to you; they haven't been articulated sufficiently yet. So that is the first step we are being asked to do. It is a reasonable step. We should be able to articulate exactly what it is we want students to know and to do once they graduate. Berg: Is there anything else? Mueller: Then they are asking us to come up with meaningful measures which will demonstrate that students have met these particular outcomes or goals we have written. Don't just tell me "Here is the way I grade them." Directly tie your assessment to the outcomes. Show me that if students did well on these particular assessments that will provide good evidence that they have met those particular outcomes. Berg: I could see someone say that we have course objectives. Aren't the clear goals our course objectives? Mueller: They can be. And in some cases they are. For years, some faculty have spelled out course objectives or goals or whatever they have called them. …

Customized Internet Assessment for Students and Educators

Abstract: The average age of students at Lake Michigan College (LMC) is twenty-eight years old. In the current study, the application of customized internet assessment for Chemistry 101, Introductory College Chemistry, from 2001 to 2005 is compared with traditional assessment from 1996 to 2000. The authors describe the ways in which computerized assessment empowers a student, makes teaching efficient and helps the instructor to monitor progress and intervene when necessary. Customized assessment does not require any computer programming knowledge on the instructor's part, nor computer classes for the student. Introduction Angelo and Cross (1993) in Classroom Assessment Techniques: A Handbook for College addressed questions about learning by students and effectiveness of teaching. When a community college teacher is faced with a wide range of responsibilities-including research supervision, committee participation, college-wide meetings and a full teaching load-these two questions are critical. The authors have tried to address the questions with the help of advances in software technology. A typical community college student is a twenty-eight year old, employed female. At Lake Michigan College, which serves 5300 students each year, more than 60% of students in the last decade have been minorities and/or female; more than 25 % receive financial aid. Unlike students at a large research university, the average community college student does not use instant messaging, bulletin boards, community websites, streaming videos, and sometimes not even e-mail. Many community college instructors teaching science courses belong to the Baby-boomer generation and do not know HTML programming. In the past, Wagner (2001) described the use of "Customized Internet Assessments." He discussed problems of interactive online assessment, a technology that enables instructors to create their own online assessment with complete control over the content and structure of questions. However, within the last five years, the programs moodle.org, Web CT, and Blackboard have become available and an educator without any HTML programming training can use such assessments. While meeting only ninety hours in a term for a college chemistry course, we have added twenty hours of testing using internet assessment. The resulting savings in testing time is devoted to teaching and other learning activities like peer-oriented guided inquiry learning (POGIL) as described by Spencer (1999). Cognitive and classroom research provided Spencer with a basis for developing new pedagogies. The staples of instruction in the past have been based on a behaviorist model, but new pedagogy shifts to a constructivist model. Active involvement of the student in the classroom and laboratory creates a significant change in the traditional roles of both student and instructor. What worked in the past may not work today. Students come to a community college with different learning styles. The learning environment and classroom activities play important roles in student comprehension of chemistry, but such teaching methods demand additional time. In 2001, the authors introduced computerized testing for assessment in Chemistry 101, Introductory College Chemistry, using the Blackboard software. The impact of the change on classroom performance is analyzed and compared with traditional classroom assessment. Applications of technological resources with many unique features have made it possible to monitor student learning through computerized assessment. Weekly chapter quiz and chapter test assessment is done through the Lake Michigan College (LMC) Assessment Center. Computerized grading keeps an electronic record for each student. Students can check the result of the quiz or chapter test as soon as they click a "submit" button on the computer screen and can check their semester grades at any time using "Student Tools." Methods and techniques For customized internet assessment, the authors found Blackboard software superior to other available resources such as moodle. …

A Short Take on: Teaching Strategies for Workplace Skills.

Abstract: THE AMERICAN workplace needs a workforce competent in a trade area and proficient in communication skills, group interaction skills, computer skills, and critical thinking skills. Many may argue that it is not possible to teach a technician all these skills in just two years-hence the need for new teaching strategies. Trade skills As inclusion of general education courses increases, the time allocated for learning trade skills is being reduced. With new technology entering the workplace, trade teachers feel they have to teach more subject matter content in a shorter span of time. Education in trades requires allocating at least half of the time for practical lab/shop work. Yet many teachers are decreasing lab time in order to cover the increased theory material. Taking away from lab/shop time is not in the interest of quality vocational education. Instead, we have to find more efficient ways of covering theory. One technique I use is to have students pre-read theory material that is to be covered in class the next day. Motivating technical or community college students to pre-read theory can be difficult. A simple five-minute quiz over material to be discussed that day each time the class meets may be the only way most teachers can prompt students to pre-read material. The class discussion following the quiz can then become a dialog rather than the usual teacher monolog. The students will have questions on the material leading to deeper, more significant learning (Tootoonchi and Lyons, 2002). Faculty can also use Classroom Assessment Techniques (CAT) at the end of the class to stimulate learning. CAT includes two questions: What are 2 or-3 of the most important things you learned in class today? and What questions still remain uppermost in your mind? (Steadman, 1998). Responses can be used to gauge student understanding of the material and guide review in the next class for what they did not understand. Later assessment can include allowing students to retake tests and thus restudy material they were unsuccessful mastering earlier. In one college that allows retesting, students can retake the test only once; the maximum score they receive the second time they take a test is seventy percent, even if they score higher than that. Improving student learning is, after all, our ultimate goal. Helping promote retention of marginal students by giving them a second opportunity to improve their grade can stimulate learning. Communication and group interaction skills Recognizing in vocational education the need for better communication skills in today's information society has led to additional time allocated for general education courses. Frequently, courses have been added to programs in response to employer requests (Tucker and McCarthy, 2001). The technical student generally sees the courses as a waste of time. Some trade teachers sympathize with the students because they feel the courses take time away from trade instruction. To convince students and skeptical trade teachers of the value added by general education courses, they must be made more useful and interesting. For example, an English class might have an electronics student write a paper on basic electronics and the automotive student write a paper on basic car maintenance. The class could then facilitate group interaction so that the automotive technician knows more about electronics which are integral parts of automobiles, and the electronics technician knows more about basic maintenance of the car he/she drives to school every day. A second example is to have students interview a veteran of World War II, the Vietnam War, or the Gulf Wars and present the key elements of a comprehensive interview in a three- to five-page report. Not only does the student gain contact with a person who took part in an historical event, but he also gains experience interviewing and presenting an interview-in short, development of good communication skills. …