Community Colleges, as contemporary educational institutions, are best understood by elucidating their legitimacy needs in a technological society. The nature of a technological society has been most clearly articulated in the work of Jacques Ellul. The growth of the technological society is inextricably tied to a vision of reality centered upon the empirical world and its manipulation by humans. This capacity to manipulate becomes so compelling that reality is virtually ex hausted of anything that cannot be objectively verified (...) and subject to manipulation. Within this framework, precise quantitative measures and manipulation be come the sole form of legitimacy. The community college is caught in this predicament and in compliance mutates into a pseudo-laboratory of interventions on its objects. The proposed trajectory of said institutions is one that is incapable of providing the fertile soil for the development of character or the discovery of meaning. (shrink)

Given the extremely tight job market for professional philosophers, more Ph.Ds. are beginning to consider jobs at the community college level. There are good reasons for considering this avenue: if you enjoy teaching, the job focus is on teaching, and you evaluation and tenure depend primarily on your performance in the classroom; if the prospect of working with a very diverse student body, both in terms of background and skill set, appeals to you; if the location in which you (...) live is large part of job satisfaction, there is a far greater ability to get a job in an urban area via the community college track. However, to get a job at a community college, one thing is prized above all: teaching experience. Yet this is where the newly minted graduate student may well be at a disadvantage in the community college hiring process. In this article I seek to address the issue of how to become a strong candidate for a community college position right out of graduate school. (shrink)

As of 2017, colleges in the state of Texas in the United States of America are transitioning to a corequisite model where students take developmental and traditional mathematics classes concurrently. Using a self-efficacy framework, this qualitative study aimed to explore the perceptions of four mathematics instructors of color at two community colleges in Texas that have adopted the corequisite model mentioned above. Semi-structured interviews were used to inquire how instructors perceived to best support students through this new (...) model. Using thematic analysis, five overarching themes emerged: feelings of encouragement, vulnerability, and empathy, challenges in supporting students’ development of self-efficacy, relatedness to students. The instructors voiced many challenges in helping students. However, most of the instructors also displayed some level of attending to their student’s social and emotional needs to overcome these challenges. In many ways, instructors expressed that they have to be vulnerable with their students to overcome challenges and open themselves up so students are more willing to learn. Instructors discussed instances in which they have been oppressed, which have shaped their educator identity, influenced their current practice, and impacted their relatedness with students. Furthermore, instructors expressed constantly trying to form connections with their students. These instructors discussed how their similar social identities, such as language, race, national origin, and mathematical experiences, are an important middle ground that connects them to their students. Through relatedness and vulnerability, instructors discussed getting students to open up and become more receptive to learning, achieving the necessary outcomes to succeed. The five themes discussed in this paper foreground (a) instructors’ ability to provide student encouragement, typically through vulnerability, (b) challenges that negatively influence students’ self-efficacy and (c) relatedness and empathy to help students succeed, resulting in a higher perceived self-efficacy in their students’ part. (shrink)

This book proposes a philosophical framework, based on the work of John Dewey, to develop a new model for community colleges in the 21st century.

The community college movement has been eager to embrace the accelerating changes brought about by global capital and facilitated by information technology. Leadership for the community college role in globalization has been cultivated by the American Association of Community Colleges and the League for Innovation in the Community College. As the administrators of publicly funded community colleges view themselves as managers and CEOs in a competitive market for education, the colleges look to (...) private industry for funding. Meanwhile, the voice of the community college is nearly silent with regard to environmental destruction and human rights abuses e xacerbated by globalization. This article will focuse on the role of community colleges in facilitating and cheerleading the corporate global economy while attenuating dissenting world views that would promote a more just and sustainable future. (shrink)

Insightful essays from community college leaders provide an interesting introspective on the importance of international education, while providing examples and advice for creating and improving programs at community colleges. Topics include developing ESL and study-abroad programs, partnerships abroad, curriculum development, faculty development, and funding sources.

Drawing on the transformative potential of critical-theoretical learning grounded in the CHAT framework of recognizing the bi-directional relationship between learning and development, the present paper is an investigation of how nine American community college students participating in a critical learning community (Peer Activist Learning Community) make sense of and position themselves towards the pursuit of higher education. The paper has two key findings: (1) students primarily draw on vocational discourse paired with a conceptualization of learning as rote (...) learning (i.e. memorization and acquisition of skills) in making sense of their pursuit of higher education, and (2) students embody a transitional positioning toward the community college, which poses the ontological challenge of belonging to an academic institution while seeking to negate this belonging. The findings are framed and discussed in particular through the lens of the transformative activist stance (Stetsenko) with an emphasis on the recognition of education as the process of becoming human as well as with a focus on the transformative potential of meaningful learning experiences. I conclude by suggesting the need for transforming the aim of retention studies as well as put forward the suggestion of re-conceptualization the concept of belongingness in educational psychology in light of the CHAT framework. (shrink)

We live and thrive in a global society and economy where education and training is essential to a nation’s competitiveness and to the standard of living of its people. Opening the doors of higher or further education beyond the enrollments in elite or select universities has become a greater necessity. This has spawned a movement to develop or expand institutions that are more affordable, accessible, flexible, and tied to business and industry. Take a look at the systems that have been (...) developed in 20 countries worldwide that were designed to meet these needs. Historical development of each system, as well as the strategies for addressing national mandates for preparing a workforce for the global economy, are described throughout each chapter. (shrink)

In Hong Kong, transfer students encounter different challenges unfolding in their transition from community college to university study. However, limited research has been conducted to explore their discipline-specific challenges. To address this gap, in this study three engineering and science faculties were selected from which to collect data through 35 in-depth interviews with transfer students, followed by a thorough thematic analysis. With the concept of in-betweenness, three main themes were identified: “shifted the focus of study” academic excellence in (...) class='Hi'>community college; future career in the university; and university life); “encountered challenges in the transition” non-matching program articulation; heavy study workload and its associated consequences; and non-specific administration arrangement and support from university); and “students’ voices to enhance learning experiences” modify the study duration; improve program articulation; improve social adjustment; and overseas exchange). The results of this study indicate the challenges faced by transfer students in their transition from community college to university and have implications for universities to design and implement appropriate strategies to prepare for the future. (shrink)

This book explores what motivates net-generation community college students to complete their degrees. By emphasizing relationships, personal growth, and support systems, the author’s research will empower educational institutions to increase retention and foster success.

Escalation behavior occurs when individual decision-makers repeatedly invest time, money, and other resources into a failing project. A conceptual model of escalation behavior based on project, organizational, social and psychological forces was developed, and a 75-item measurement instrument was constructed to assess the various dimensions. The model was tested using data collected from a random sample of North Carolina Community College administrators. A LISREL measurement model analysis provided support for the four escalation forces. Two structural models were tested, leading (...) to support for a mediational model for escalation behavior. The most important contributor to Escalation was the Psychological force. (shrink)

Examine how community college faculty in science, technology, engineering, and mathematics partnered with K–12 teachers to mentor community college science and math students and open their minds to pursuing a career in K–12 teaching. This report outlines the lessons learned by the community colleges that participated in AACC’s Teaching Scholar Partnerships, an initiative supported by the National Science Foundation.

This article presents results from a self-report survey of misconduct behaviours and the stress students (n = 916) experienced at one Canadian community college. Results showed that students engaged in a variety of contract cheating behaviours, and experienced a myriad of stressors both in and outside the college context, including traumatic life events. Those who engaged in commercial contract cheating and inappropriate sharing behaviours experienced significantly higher levels of stress. This result differed by type of stress suggesting that not (...) all stress may lead to violation behaviour. Results also suggest that some students are exposed to more stress than others, which could put them at higher risk for engaging in contract cheating. Understanding contract cheating using the stress process framework draws our attention to how a student’s location in the social institutions of work, family, and school, how their positions of advantage or disadvantage, and their involvement in social relationships may produce stress which we have found to be associated with contract cheating. Seeing stress in this way allows post-secondary institutions to address the structural conditions which lead to stress through the development of policy, procedure, and supports for students as they navigate academic integrity throughout their programs. (shrink)

This article presents a qualitative case study that explores how faculty and administrators at one community college conceptualized and experienced academic community within their institution and how that conceptualization helped shape the part-time faculty work environment. Using a combined framework of academic community and care ethics, this study utilizes data from 55 interviews with full-time and part-time faculty and administrative leaders from a large community college. Findings from this study indicate that defining membership, a sense of (...) belonging, and shared mission and goals are key components to their understanding of academic community. From these three components, the study found that when participants included adjunct faculty as members of their academic community, they also reported a sense of responsibility or obligation to supporting them. (shrink)

Examine the first-year student experience as so rarely seen from the community college perspective and increase the odds of the new-to-college students’ success. For three decades, U.S. higher education has paid increasing attention to the beginning college experience—to ensure that entering students make a successful transition to college. Yet, much of the extant research and practice literature focuses on the experience of first-year students entering four-year colleges and universities. Fulfilling the Promise of the Community College is an (...) insightful publication that provides a thought-provoking, idea-inspiring look at the unique characteristics of the community college and its students. In addition, it explores the barriers to success these students face as well as strategies for ensuring that their higher education goals can be achieved. Authors describe successful adaptations of faculty development initiatives, first-year seminars, common reading programs, academic and career advising, learning communities, and STEM initiatives in the community college setting. (shrink)

This work is an introduction to logic, covering what is most commonly taught in the first term of a two-term sequence in logic at four-year colleges and universities. It is designed for use by community college students who plan to transfer credits to four-year institutions. The material covered seeks to maintain logic's place in philosophical thought systems, and avoids political examples in order to appeal to reason and study rather than ill-conceived jokes that often offend students' varying policitcal (...) beliefs. This work concludes with studies in proof constructions and rules and provides explanations of various grading decisions commonly made in logic courses, a unique feature helpful to students and teachers alike. (shrink)