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Ahead of the release of my People First Education plan next week, I'm touring local universities and community colleges in New Hampshire and Iowa to hear from students and teachers about the issues that matter to them most. Stay tuned for the full release on Monday! https://t.co/y1FFgKpBHQ Source: https://twitter.com/JulianCastro/status/1125855532907225089 Uploader: Julián Castro

From Lewis & Clark Community College in Godfrey: A panel, including the President's daughter, Ivanka Trump, who serves as an advisor to the President, joins with Congressman Rodney Davis (R) and leaders in business and labor, to discuss the need to fill many jobs in the trades, as a wave of retirements is creating a labor shortage. We also hear from three students who share how the skills they gained from courses at Lewis & Clark, opened new careers for them.

From Lewis & Clark Community College in Godfrey: A panel, including the President's daughter, Ivanka Trump, who serves as an advisor to the President, joins with Congressman Rodney Davis (R) and leaders in business and labor, to discuss the need to fill many jobs in the trades, as a wave of retirements is creating a labor shortage. We also hear from three students who share how the skills they gained from courses at Lewis & Clark, opened new careers for them.

Perma.cc archive of https://www.insidehighered.com/news/2021/05/07/arizona-allows-community-colleges-offer-bachelors-degrees created on 2021-11-07 23:48:35+00:00.

Case name: Minnesota State Bd. for Community Colleges v. Knight Opinion filed: 1984-02-21 Docket No.: 82-898 Citations: • 79 L. Ed. 2d 299 • 104 S. Ct. 1058 • 465 U.S. 271 • 1984 U.S. LEXIS 28 Case holding summaries: • concluding that "[f]aculty involvement in academic governance has much to recommend it as a matter of academic policy, but it finds no basis in the Constitution" • stating that the Court has not recognized a First Amendment right of faculty to participate in academic policy- making • noting "[t]he Constitution does not grant to members of the public generally a right to be heard by public bodies making decisions of policy" • "[a]ppellees thus have no constitutional right as members of the public to a government audience for their policy views" • "Appellees may well feel some pressure to join the exclusive representation in order to give them . . . a voice . . . on particular issues. . . . Such pressure is inherent in our system of government; it does not create an unconstitutional inhibition on associational freedom" • "A person's right to speak is not infringed when government simply ignores that person while listening to others." • noting that nonmembers "are free to form whatever advocacy groups they like" and face "no different . . . pressure to join a majority party tha[n] persons in the minority always feel" • noting "[t]he Constitution does not grant to members of the public generally a right to be heard by public bodies making decisions of policy" • the First Amendment does not include the right to have government officials respond or listen to individuals’ communications on public issues • holding that state statute restricting public employer’s ability to confer with organizations other than those selected as exclusive representatives did not violate speech and associational rights of those who were not members of organization selected as exclusive representative • concluding that "[f]aculty involvement in academic governance has much to recommend it as a matter of academic policy, but it finds no basis in the Constitution" • stating that the Court has not recognized a First Amendment right of faculty to participate in academic policymaking • upholding statute prohibiting direct teacher involvement in academic governance • “Nothing in the First Amendment or in this Court’s case law interpreting it suggests that the rights to speak, associate, and petition require government policymakers to listen or respond to individuals’ communications on public issues.” • noting that there is "no constitutional right to force the government to listen to [one's] views" • upholding a provision of Minnesota Public Employment Labor Relations Act that precluded non-designated faculty representatives from bargaining directly with college employers • holding that faculty members do not have a constitutional right to participate in academic governance at public colleges and universities • policy decision by executive agency would be legislative action • policy decision by executive agency would be legislative action • stating that individuals “have no constitutional right as members of the public to a government audience for their policy views”

Del Mar College Interim Chief of Security Lauren White talks about concealed carry statutes for community colleges.

Del Mar College Interim Chief of Security Lauren White talks about concealed carry statutes for community colleges.

New Directions For Community Colleges 1984: Volume 12 , Issue Index. Digitized from IA1504521-03 . Previous issue: sim_new-directions-for-community-colleges_1983-12_11_44 . Next issue: sim_new-directions-for-community-colleges_1984-03_12_45 .

This item represents a case in PACER, the U.S. Government's website for federal case data. If you wish to see the entire case, please consult PACER directly.

This item represents a case in PACER, the U.S. Government's website for federal case data. If you wish to see the entire case, please consult PACER directly.

This item represents a case in PACER, the U.S. Government's website for federal case data. If you wish to see the entire case, please consult PACER directly.

This item represents a case in PACER, the U.S. Government's website for federal case data. If you wish to see the entire case, please consult PACER directly.

Cam & Co Weekday Talk Show Covering Second Amendment-Related Issues Hosted by Cam Edwards, Cam & Co features news and views of the Second Amendment and other freedom-related issues. Tune in for interviews with NRA leaders, newsmakers, politicos, journalists and congressional leaders. It's in-depth commentary and analysis you won't find anywhere else. Cam & Co airs at 4:30 p.m. CT/5:30 p.m. ET on NRATV.com. The show is also available on demand on iHeartRadio and iTunes. Antonia Okafor: Blatant Attempt to Ban Campus Carry at Texas Community Colleges Cam & Co Sponsored by Nosler The Southwest regional director says that concealed carry takes place around people of all ages.

Joe Rust from the Counselor and Transfer Center from American River College discusses transfer pathways from California Community Colleges as well as First Year Free Programs For more information about Folsom Cordova's College Fair, please visit: http://www.fcusd.org/collegefair ---- Learn more at - http://secctv.org/ Follow us on Twitter - https://twitter.com/secctv Follow us on Facebook - https://www.facebook.com/SECCEducationaltv/ For more information about Folsom Cordova USD - http://www.fcusd.org/

Joe Rust from the Counselor and Transfer Center from American River College discusses transfer pathways from California Community Colleges as well as First Year Free Programs For more information about Folsom Cordova's College Fair, please visit: http://www.fcusd.org/collegefair ---- Learn more at - http://secctv.org/ Follow us on Twitter - https://twitter.com/secctv Follow us on Facebook - https://www.facebook.com/SECCEducationaltv/ For more information about Folsom Cordova USD - http://www.fcusd.org/

This item represents a case in PACER, the U.S. Government's website for federal case data. If you wish to see the entire case, please consult PACER directly.

This item represents a case in PACER, the U.S. Government's website for federal case data. If you wish to see the entire case, please consult PACER directly.

This journal presents a cross-section of current ideas about leadership and diversity and articles on programs and practices in the State University of New York's community college system. The 1993 issue includes the following: (1) "Pluralism and Diversity: The Journey toward Commitment," by Cora W. Wilder; (2) "The Organizational Development Consultant: An Asset to the College Community," by Alison Noonan; (3) "Teaching Criminology: The Role of Higher Education in Creating and Maintaining Inequality in Crime and Justice," by Marie Henry and Vicky Dorworth; (4) "Program Designs To Support Welfare Recipients," by John Kucij; (5) "The Role of Faculty at Community Colleges as Retention Facilitators," by Mary E. McMann; (6) "Diversity and Safety Concerns," by Kathryn B. Sullivan; (7)"School/College Partnership: Writing Across the Curriculum, Grades 9-14," by Patricia Bernadt Durfee; (8) "Revitalizing Professionalism through Leadership," by Robert J. Mullin; (9) "Portfolio Assessment as a Reflection of Transactive Learning in College Development Reading Classes," by Jian Zhang; and (10) "Suffolk's Easter Campus Retention Program," by Randolph H. Manning. (MAB)

Although faced with declining revenues and increasing enrollments, community colleges have also traditionally provided expensive support services for nontraditional students and maintained costly technological capacities to respond to the training needs of business. Financial decision-makers face unsettling questions as they attempt to achieve financial stability while maintaining vital programs, questions which can only be answered through effective planning. Planning efforts must take into account issues of systemic, substantive, programmatic, procedural, and fiduciary accountability. In addition, types of budget cuts (i.e., short- or long-term) must be considered based on an assessment of college mission and should distinguish between factors that the institution cannot control, such as service area demographics and federal subsidies, and those that it can control, such as admissions standards and determining unit costs. Existing programs should be examined with respect to their essentiality to the college, quality, need, demand, location advantage, cost-revenue relationship, and costs associated with maintaining or changing the program's role. While cuts are almost always a necessary short-term solution to solve budget problems, alternatives include improving student retention through more comprehensive services, improving the campus climate and tightening standards to enhance the institution's reputation and attract more students, and attracting new sources of revenue. (Contains 30 references.) (KP)

This paper, which focuses on access and enrollment at community colleges, is part of a series published by the Center for Community College Policy, designed to support state and local policymakers, as well as educational leaders who are interested in policy issues related to the two-year postsecondary sector. While some students plan on earning a terminal associate degree and others plan to transfer to a four-year institution, there are other students for whom the community college represents their last best hope for postsecondary education. Community colleges offer these students an opportunity to start over and improve their employability by learning specific skills. Ideally, community colleges serve as a vehicle leading to self-sufficiency for those on welfare or otherwise in need of support. The "open door" policy of community colleges is threatened due to declining investments and concurrent rising enrollment. Some of the policy recommendations explored in this paper address enrollment, student outcomes, funding policies, remedial education, and restricting enrollment in favor of those students who do not already possess a degree. Information about contacting specific community colleges cited as examples in this document are included along with references. (Contains 10 references.) (AF)

Recipients of veteran benefits at community colleges in Hawaii comprised 24 percent of the spring 1975 enrollees. The proportion varied by campus from 15 percent at Kapiolani to 31 percent at Leeward and Kauai. Veterans differ from the student body as a whole in terms of credit load carried and educational objectives; this may be a result of the conditions upon which veteran benefits are granted: veterans must have definite educational goals and receive stipends depending upon the credit loads carried. Sixty-seven percent of the veterans, compared to 56 percent of all students, were full-time. While veteran part-time students carried heavier credit loads (7.3 compared to 6.3), full-time veteran students carried slightly lighter credit loads (13.5 compared to 14.1). The 45,826 Student Contact Hours generated by the veterans comprised 26 percent of the total SCH recorded for the spring semester. Ninety-five percent sought associate degrees, one percent sought certificates, and only four percent were unclassified (compared to 11 percent unclassified for the student body). Fifty-two percent of the veterans were liberal arts majors and 44 percent were vocational majors. Veterans were predominantly male, married, older, and residents of the area near the college they attended. A table of data is appended. (Author/DC)

Two reports are presented in this document prepared for the Colorado State Legislature. The first, a zero-base budget review, presents a summary of the characteristics of the student population served by Colorado's 11 junior colleges. The summary includes statistics on age range, state of residence, gender, ethnic background, types of financial aid received, and credit hour enrollment. Summary budget data are presented for the state system including a description of the budgetary status of the system for fiscal year (FY) 1978-79, and a list of summary conclusions based on the zero-base budget review reports submitted by the individual colleges. The second document, a budget overview for FY 1978-79, consists of an introduction and six narrative sections dealing with: (1) the development of the comprehensive community junior college in general and its specific development in Colorado; (2) the role, mission, goals, and objectives of the Colorado state system of community colleges; (3) a description of systemwide organization and operation; (4) an account of systemwide accomplishments; and (5) a discussion of budgeting in general as well as a description of the zero-base budget review process as it operates within the Colorado system. Several exhibits in the form of charts, tables, and maps accompany the reports. (DR)

A study of the status of physical education and athletics programs in two-year colleges was part of a followup to an earlier national study conducted in 1971. Questionnaires were sent to a national sample of 300 institutions; 174 (58 percent) were returned. Data on the size of physical education departments, type of school governance, size of college communities, and the training and experience of the faculty were collected. All institutions surveyed were coeducational, and 90 percent were public. A majority of the colleges had liberal arts and vocational-technical curricula, and the physical education departments offered activity or service classes to the student body as a whole. In addition to information on the scope of programs offered, the study sought to examine current policies, practices, and procedures used in the administration, organization, and conduct of the programs, and the use of available facilities. Results indicate that, over the past 10 years, there has been a decrease in the number of years required of students in the service program. Methods of program evaluation were investigated as well as the status of athletic coaches and their opportunities to gain tenure. Responses indicate that the majority of athletic administrators felt no significant impact from Title IX. (JD)

The articles in this collection identify and discuss challenges facing community colleges as they attempt to implement the new microcomputer technology for instructional and administrative purposes. The collection includes: "The Microcomputer Revolution and Its Impact on Community Colleges," by Donald A. Dellow and Lawrence H. Poole; "Microcomputers in Science Education," by Laurence D. Spraggs; "Behavioral Science Applications of Microcomputers," by Clifford Roger Dillmann; "The Microcomputer in Business Education," by David R. McKay; "Computer-Assisted Writing," by Robert L. Levin; "A Microcomputer-Based Computer Science Program," by Larry D. Compeau; "Microcomputer Applications for Community College Administrators," by Dale O'Daniel; "Application of Micros in Libraries and Learning Resource Centers," by Eleanor M. Carter; "Computer-Assisted Adult Learning and the Community College Response," by Barry Heermann; "The Use of Microcomputers in the Continuing Education of Community and Professional Constituencies," by James E. Garmon; "Choosing a Microcomputer for Use as a Teaching Aid," by Cheryl Visniesky and Joan Hocking; "The Future of Microcomputers in Community Colleges," by Dale F. Campbell and William L. Ballenger; and "Sources and Information: Microcomputers," by Jim Palmer. (LAL)

All 2,346 graduates of Hawaii community colleges 1975-76 were surveyed in September 1976 using a two-part questionnaire intended to elicit from students both general information and a general evaluation of the students' college experience. The evaluation section requested a rating of importance of 11 educational goals and 12 expectations, and a rating of the degree to which goals and expectations were fulfilled. A response rate of 65% was achieved. Analysis of the system-wide data showed: (1) 40% of the graduates were employed, 22% were enrolled in school and employed, and 9% were enrolled in school; (2) of those attending school, 48% were liberal arts majors, 65% were part-time students, and 63% were seeking bachelor's degrees; (3) of those employed, 71% were working full-time, 41% felt their course work was very relevant to their jobs while 32% felt their course work was somewhat relevant, and 36% felt that their present jobs were the type in which they would probably make their career; and (4) in terms of evaluating their college experience, 90% considered being educated for an occupation as very important, approximately 75% felt that their very important goals had been attained, and 79% considered having been able to choose from a large curriculum as being very important. Analyses of the survey data for each campus are included as are tabular data displaying survey responses. The survey instrument is appended. (JDS)

Designed as a resource for individuals who plan, manage, support, and use information technology (IT) in community colleges, this paper presents a model for strategic planning, termed the "Learning Action Plan" model. Section 1 provides an introduction to strategic planning and the Learning Action Plan model. Section 2 describes the Learning Action Plan for information technologies strategic planning, which is conceived as an ongoing process of alignment, shared vision, strategic principles, IT organizational structure, and process reengineering, operating within a context defined by the organizational culture, customer communities, and current technology base. Section 3 suggests strategies for developing a Learning Action Plan within the IT organization at a community college, along with examples of some community colleges' implementation of this new planning process. This section covers: (1) identifying organizational cultures and determining strategies based on culture types; (2) identifying customer communities; (3) identifying the current technology level of the organization; (4) identifying key organizational goals for alignment; (5) developing and communicating a shared vision; (6) developing strategic principles; (7) dealing with organizational structure issues; (8) identifying and prioritizing processes for reengineering; and (9) developing processes for continuous feedback for the planning processes. Appendixes include a survey on organizational culture; evaluation guidelines for institutional IT resources; sample statements of mission, values, purpose; and strategic principles and success factors. (KP)

This study examines the ways that student support services in community colleges inadvertently perpetuate and legitimate disadvantage. Using interview data from students at two colleges in the northeast, we find that although support services are open to all students, only those who come to the college with pre-existing social and cultural resources can take advantage of them. However, because they are presented as open-access, students not able to make use of support services interpret their failure to progress toward a degree as personal, rather than structural. (Contains 2 tables.)

Community colleges have begun offering baccalaureate (BA) degrees in fields such as education, health and technology, which raises a host of concerns. Unsurprisingly, these new programs have generated mixed reactions. The majority of community college officials, as well as industries and employers, welcome this addition. Some established institutions and state officials, however, express concern that community colleges are not prepared to embark on this new mission. Even proponents of community colleges fear that adding a BA degree will dilute the traditional community college mission and generate conflict with existing baccalaureate institutions. Baccalaureate degrees at community colleges also provide opportunities for students who have obtained associate degrees and are comfortable staying in the community college environment, and for older students who may be uncomfortable attending four-year institutions that enroll predominantly younger students. In addition, community colleges provide a conduit to higher education for students from low-income and rural communities. The community college BA has evolved at three types of institutions: (1) the community college that continues to offer primarily associate of arts (AA) degrees, but includes a few BA degree programs; (2) the community college that morphs into a four-year college and is renamed, even though it may continue to offer AA degrees; and (3) the four-year institution that offers BA degrees in partnership with a community college, with classes on the community college campus. This overview discusses community colleges that independently offer BA programs in education without a four-year university partnership.

This report finds that enrollment growth pressures, fee increases, and recent budget cuts in the California Community Colleges are having significant detrimental effects on student access and program quality. The report also provides recommendations for creating improvements that build from the state policy context and from existing promising practices within the community colleges. (Contains 22 figures and 8 footnotes.) [Preface by Patrick M. Callan and postscript by Nancy Shulock. This report was prepared for the William and Flora Hewlett Foundation.]

After 40 years of efforts, the first bill authorizing the establishment of community colleges in the state of Ohio was finally adopted in June 1961. Before and after the passage of the act, attempts had been made to create a comprehensive community college system in Ohio, but all of them failed. A 1970 study by the Ohio Board of Regents (OBOR), for example, found that a lack of coordination among universities, technical schools, and community colleges led to a duplication of efforts and recommended the creation of comprehensive community colleges to better serve their communities. Public and private four-year universities, however, were against the recommendation fearing negative effects on enrollments. In 1992, a task force was created to suggest ways to improve the effectiveness and efficiency of the state's public higher education system, recommending restructuring the two-year campuses and again advocating a comprehensive community college system. The task force also found that the public were often confused about the services available at community colleges. In response, while not establishing comprehensive systems, the OBOR established service expectations for all two-year colleges and regional campuses. While these expectations represent a possible starting point, attempts to create a comprehensive community college system in Ohio have so far failed because of political pressure from influential interest groups, including private colleges, proponents of vocational and technical education, and state four-year universities. (TGI)

This statistical report offers statewide and college-by-college data on enrollment at Mississippi's 15 public community and junior colleges, focusing primarily on data for fall 1997. The following nine tables are provided: (1) a statewide enrollment summary for fall 1997; (2) a comparison of fall 1996 and fall 1997 enrollment for academic, technical, vocational, and non-credit courses; (3) full- and part-time credit headcount enrollment in academic, technical, and vocational curricula by college and campus for fall 1997; (4) full- and part-time credit and non-credit headcount enrollment by college for fall 1997; (5) non-credit headcount enrollment by program (e.g., adult basic education, general equivalent diploma, high school vocational, industrial training, Job Training Partnership Act, and literacy) by college for fall 1997; (6) credit headcount enrollment by race and resident alien status by college for fall 1997; (7) change in enrollment by college between 1996 and 1997; (8) total fall 1997 enrollment by Mississippi county; (9) credit enrollment numbers and percentages by age by college for fall 1997; and (10) composite scores on American College Testing placement tests by college for fall 1997. (BCY)

This document consists of nine consecutive issues of the quarterly newsletter of the Western Association of Schools and Colleges' Accrediting Commission for Community and Junior Colleges (ACCJC). Major articles appearing in these issues are: (1) Eligibility Requirements Revisions Completed; (2) New Accreditation Standards Adopted; (3) ACCJC Policy Changes Will Impact Colleges; (4) Policy Issues Dominate ACCJC June Meeting; (5) Council for Higher Education Accreditation Sets Priorities; (6) ACCJC Policy Changes; (7) ACCJC Hawaii and Pacific Member/Colleges; (8) Assessment: What's It All About?; (9) Gaining Accreditation: Exciting, Challenging, Demanding....and Fun. (SEP)

This paper describes a few of the more important national characteristics of community colleges and state community college systems, the latter in three "snapshots" taken at different times in the 20th century. This paper is divided into the following topics of discussion: state coordination and governance structures, mission evolution, and state funding and state control. This paper begins the historical narrative of the community college system national "movement" with a discussion of S. V. Martorana's 1963 first national study of state systems of community colleges. By the late 1990s, five models of state-level coordination/governance had emerged: State Board of Education, State Higher Education Board or Commission, Statewide Community College Coordinating Board, State Community College Governing Board, and State Board of Regents. In the past decade, economic and workforce development have emerged as high-priority community college functions that rival college-transfer and vocation-technical commission components in importance in many states. Today, in terms of actual decision making, "local autonomy is alive and well...in state community college systems." Included at the end of this paper is a table of changes in state-level coordinating structures for public junior and community colleges from 1963-1999. (Contains 28 references.) (VWC)

The document provides information on revenue generated from tuition, fees, and other related financial sources relating to Iowa community college. Findings include: (1) the average annual full-time Iowa community college tuition increased $714 (49%) from fiscal year 1993 to 2002; (2) the average annual full-time Iowa community college tuition for academic year 2001-2002 increased $224 (12%) to $2,162; (3) the difference in annual tuition cost among Iowa community colleges decreased from $626 in 1993 to $270 in 2001 and in fiscal year 2002 the difference increased to $360; (4) in 1980, tuition and fees generated 24% of the total operating funds of Iowa community colleges, but in fiscal year 2001, 39% of the total operating funds of Iowa community colleges was generated through tuition and fees; (5) Iowa community college average tuition is 54% above the national average; (6) Iowa ranks fourth in tuition when compared with surrounding states; (7) in fiscal year 2000, Iowa community colleges collected $121 million from tuition and fees; and (8) the average community college semester hour tuition rate in the fall term of the year 2001 was $72.05. The appendix provides specific tuition and fees information for every Iowa community college as well as a breakdown of revenue sources for all Iowa community colleges, from 1980 to 2001. (MKF)

In 1996-1997, the Illinois Community College Board (ICCB) made an administration rule change relative to concurrent enrollments and credit-hour grants. The change allows community colleges offering dual-credit courses to secondary school students in Illinois to receive funding regardless of whether secondary schools were receiving average daily attendance (ADA) funding. (Dual-credit courses are defined as college courses offered to high school students who enroll and receive college credit and credit toward secondary school graduation.) This research brief presents the key findings of a survey conducted in the summer of 2000 with the 48 public community colleges in Illinois, all of which responded. Seventy-seven percent of the colleges indicated that dual-credit courses had increased since the ICCB rule change on funding. All 48 colleges offered some dual-credit courses or program options during 1999-2000. Survey highlights include: (1) 26 colleges offer courses in the secondary school setting; (2) 12 colleges offer dual-credit courses via the Internet, and 16 offer them via two-way interactive distance learning; (3) there was a 240 percent increase in secondary school involvement in dual credit since the funding change; and (4) significant growth in the dual-credit program is expected in most colleges. (MDP)

This paper presents the 1999-2000 report published by the Connecticut Board of Trustees of Community-Technical Colleges. It includes the following items: (1) a statement of mission and statutory responsibility of Connecticut's community colleges; (2) a description of the public services rendered by Connecticut's community colleges; (3) an outline of the 1999-2000 improvements/achievements of the community colleges, which includes a look at data and information management, community services, academic and student affairs, communication, labor relations--human resources, facilities, partnerships with state agencies and with business and industry, and instructional technology; (4) a statement about reducing waste; (5) a discussion on the Connecticut community-technical colleges system's strategic plans; (6) an outline of information reported as required by state statute, which includes the Labor/Management Committee's review of the Minority Fellowship Program, actions taken by the Chancellor and the Affirmative Action Officer, efforts of the ADA Task Force, training provided to college personnel by the Labor Relations and Affirmative Action staff, and a look at Community Study Circles on Race Relations; (7) a list of names, locations, and presidents of the 12 Connecticut community colleges; and (8) a list of the members of the Board of Trustees as of June 30, 2000. (VWC)

Employment and training programs in the United States have evolved through several legislative incarnations since the early 1960s. The Workforce Investment Act (WIA), signed by the President on August 7, 1998, made dramatic changes in the way employment and training services are delivered, creating a new governance structure consisting of state and local workforce investment boards, a streamlined one-stop delivery system, and the replacement of local contracting with Individual Training Account/vouchers (ITA) to deliver training services. The vocational education, adult education and literacy, and vocational rehabilitation programs, however, all remain separately authorized and funded, although the legislation does provide for their linkage to the new one-stop delivery system and authorizes states to submit unified plans for the programs. The adult education and literacy program now appears as Title II of the WIA. Candidates for training services must now meet additional tests, often making training a service of last resort. It is important that community colleges become familiar with new requirements for providing training under WIA. The legislation requires that (with three exceptions) training services be provided through the use of ITAs, which will in essence, function as vouchers. ITAs will offer opportunities as well as challenges for community colleges. (NB)

This manual documents procedures for implementing and maintaining LONESTAR, a computerized student tracking and follow-up system for Texas public community colleges. The system is designed to provide reports on the instructional effectiveness of each institution and on the effectiveness of remediation as a primary access point to higher education; and to collect accurate information on student retention, persistence, and enrollment behavior to support local planning. System specifications include: (1) a common method for defining and identifying the types of students to be tracked; (2) common procedures for determining how individual student tracking records should be constructed, handled, and maintained; (3) a set of commonly defined and coded data elements; and (4) common analytical procedures for producing reports. In addition to describing the basic design parameters of the system, the manual outlines procedures for assembling required data from existing institutional records, establishing longitudinal tracking files, and updating files. The manual also describes each report produced by the tracking system, including institutional reports designed to provide policy and planning guidance and state reports designed to communicate statistics on cohort progress and the effectiveness of remediation. These reports are described in terms of layout and required calculations. Finally, brief guidelines are presented for interpreting and analyzing tracking data for institutional purposes. (AJL)

In 1990, Moraine Valley Community College conducted a study of writing centers at community colleges belonging to the League for Innovation in the Community College. The survey was designed to gather information on the staffing, facilities, services, operations, budget, and evaluation of writing centers. Questionnaires were sent to and returned by 15 colleges, with 2 college districts returning more than one survey. Major findings of the survey were as follows: (1) 13 colleges reported that their campus had a writing center; (2) directors of writing centers were faculty members at six and administrators at two institutions; (3) more than half of the writing centers employed full-time faculty (69%) and student tutors (62%), while less than half were staffed by part-time faculty (46%) and para-professional tutors (39%); (4) all writing centers offered assistance with writing or revising term papers or research projects, and the majority offered help with word processing (63%) or computer usage (54%); (5) writing centers served an average of 47 students daily; (6) the average salary for a writing center director was $25,823 a year, while para-professional staff earned an average of $8.26 per hour and tutors earned an average of $4.73 per hour; (7) all writing centers notified instructors if a student used a writing center to complete a writing assignment; (8) respondents reported that the availability of a writing center did improve the quality of student writing; and (9) plans to improve writing centers included moving to a larger or better location; increasing the number of staff, computers, or equipment; and the development of a writing across the curriculum program. A directory of writing centers and the questionnaire are attached. (JMC)

In today's highly-skilled economy, rewarding career pathways are available to those who acquire technical skills by enrolling in certificate and associate degree programs in a community or technical college. Such programs are often more costly to offer than liberal arts and sciences programs that prepare students to transfer to four-year institutions to pursue bachelor's degrees, due to the need for smaller class sizes and specialized equipment and facilities. Many of the higher-cost career and technical education (CTE) programs are in fields and industry sectors that are important to economic growth in most states and regions, such as nursing, allied health, various engineering technologies, and alternative energy. Consequently, it can be challenging for colleges, and the states that fund them, to maintain these programs. When hard fiscal decisions result in diminished offerings of programs that are valuable to students and communities, no one is well-served. The California Community Colleges (CCC) are facing this problem now, particularly in the aftermath of several years of budget-cutting during the recession. College officials have had to stretch fewer dollars across their program offerings in order to try to meet enrollment targets. Since colleges receive one set dollar amount per full-time-equivalent student (FTES), there is a fiscal disincentive to maintain high-cost programs. There is much anecdotal evidence, and some empirical evidence, that CTE offerings have been disproportionately reduced in recent years. This is troubling to those who recognize the value of technical education to students, to regions, and to the California economy. This policy brief reports findings of a 20-state study of strategies that may help colleges provide students with access to valuable workforce-oriented programs despite some higher costs. It is intended to help education leaders and policymakers in California continue to work toward realizing the vast potential of the CTE mission of the college system to contribute to student success.

The Iowa Department of Education collects enrollment information from all 15 community colleges. This report summarizes several aspects of community college enrollment as reported for the 2018 fall semester/quarter. Some highlights of this report include: (1) Fall 2018 enrollment decreased less than one percent to 89,894 students; (2) Part-time enrollment remained larger than full-time enrollment and reached an all-time high of 63.3 percent of total fall enrollment; (3) Minorities comprised 22.6 percent of fall enrollment; (4) Total credit hours registered decreased 1.3 percent to 772,764 credit hours; (5) Average course load for full-time students is 13.9 which is slightly higher than last fall, and average course load for part-time students remained unchanged; (6) Students with no program of study comprised 37.6 percent of total fall enrollment, followed by college parallel programs (32.9 percent) and Career Technology Education (CTE) programs (27.6 percent); (7) Number of high school students participating in joint enrollment grew 2.9 percent to 35,943 students; and (8) The majority of high school students (98.1 percent) participated in joint enrollment through contracted courses between high schools and community colleges.

A changing economy and rapid advancements in technology have resulted in mismatches between employers' needs and workers' skills in a number of fields -- and are likely to continue to generate new ones. Many people in postsecondary education and workforce development see community college career and technical education (CTE) as a way to fill shortages in the labor market while providing a pathway to economic mobility for many Americans. CTE provides occupational preparation and training that often culminates in shorter-term credentials such as certificates; it may or may not provide credits that can be used for college degrees. One important question about CTE programs at community colleges is: Are they equipped to provide those pathways to economic mobility equitably (that is, regardless of individuals' races, ethnicities, genders, socioeconomic backgrounds, or geographic regions, or the intersection of these characteristics)? In 2019, MDRC's Center for Effective CTE conducted a scan of notable community college CTE programs across the country to identify promising practices and common challenges. During the conversations held as part of the scan, it became evident that as CTE programs try to address skill gaps in the labor market, many have also already begun to address equity in creative ways. MDRC's scan revealed that community college CTE programs are increasingly committed to achieving equity goals. It also revealed some common promising practices they are adopting to increase opportunity and reduce equity gaps (that is, differences in outcomes between social groups). These practices apply to various points along the education pathway, from outreach and recruitment to postemployment support. This brief discusses factors that can contribute to inequities in community college CTE programs and then provides examples of strategies that the colleges in MDRC's scan are using to try to address those factors. Where applicable, the brief also draws on evidence from the field. In the absence of clearer evidence specific to nontraditional students and students of color in community college CTE programs, evidence that shows positive effects on all students in a variety of community college programs is used.

Capstone engineering design courses have been a feature at research universities and four-year schools for many years. Although such classes are less common at two-year colleges, the experience is equally beneficial for this population of students. With this in mind, Madison College introduced a project-based Engineering Design course in 2007. This paper explores Madison College's experience over the past decade offering this class. Unique challenges and opportunities for engineering design courses at two-year colleges are discussed. Our findings include several recommended practices to benefit colleges and universities at any level that are creating new engineering design courses.

An estimated 1.1 million students were homeschooled in the United States in spring 2003, according to the U.S. Department of Education's National Center for Education Statistics (2006). This figure represents a sizeable increase from the homeschooling rate of 1.7 percent--or 850,000 students--in 1999. With the popularity of homeschooling strengthening, particularly homeschooling at the secondary level, the prevalence of homeschoolers attempting to enter higher education is escalating. Despite this trend, many college admission officers across the U.S. seem unprepared in evaluating these candidates for admission. This article describes an empirical research which provides a general overview of the collegiate performance of homeschoolers and highlights the perceptions of college and university staff members now serving this growing population. (Contains 3 tables.)

An instructional television training program was held at the University of Kentucky Television Center. It was divided into two week-long phases with concurrent workshops held in the outlying community colleges. The primary purpose was to broaden faculty use of instructional television (IVT), to promote interaction between the various faculties, to identify curricula areas where television might be most appropriate, to apply new findings in communications and linguistics to the disadvantaged student and to relate these to the medium of television. Basic equipment operation instruction was provided for those unfamiliar with television equipment. The participants in the program by and large expressed positive interest in ITV. The director felt that the program could have been better publicized and promoted. (MC)

Three documents are presented that deal with planning for the community college system in Vermont. "Central Vermont Regional Site Planning" discusses the populations to be served, geographic location, program emphasis, and interagency linkages. Goals, operational responsibilities, action steps, evaluation, staff responsibilities, and a time frame are covered for each of the four topics. Program priorities are listed as introduction to learning, career choices, contracting for a degree, personal effectiveness, and personal growth. In "Planning, 1973-1974, Northeast Kingdom Site," the following are discussed: (1) size of student body, (2) geographic location and expansion, (3) interagency linkage, (4) target population, and (5) educational approach. Appendices concern techniques to reach the target population; activities with interagency contacts; and student, teacher and learning support systems. "Southeast Site, 1973-74 Goals" deals with: (1) limits on the size of CCV student body; (2) vacation; (3) geographic location and expansion; (4) interagency institutional linkages; (5) the population to be served; (6) overall educational approach; and (7) commitment to instructional objectives, credits, competency-based education/documentation. (KM)

The major portion of this book consists of the background study papers for the 1973 meeting of the AACJC. These chapters are: (1) "A Futuristic Look at Training" by William A. McClelland and David S. Bushnell; (2) "Staff Development; A Priority on Persons" by Terry O'Banion; (3) "Governmental Actions Affecting Staff Development" by Louis W. Bender; (4) "College Environment as a Determinant in Staff Development" by Charles C. Collins; (5) "Differentiated Staffing Patterns and Potentials" by Ervin L. Harlacher and Eleanor Roberts; (6) "Work Experience as a Means of Preparation and Renewal" by Arden L. Pratt; (7) "Staff Development: A New Promise to the New Student?" by Connie Sutton; (8) "Staffing to Meet the Needs of Spanish-Speaking Students" by Alfredo G. de los Santos, Jr.; (9)"Native American Staff: A Prerequisite to Successful Indian Education" by P. E. Azure; (10) "Developing Special Teaching Degrees" by Arthur M. Eastman; and (11) "A Role for the Discipline Organizations" by Michael F. Shugrue. The 1973 Assembly Report comprises the final chapter. Names of Steering Committee members and assembly participants are appended. (KM)

The Community/Junior College Committee of the National Association for Foreign Student Affairs (NAFSA) sponsored a study on junior and community college enrollments of foreign students in the U. S. The report consists of a series of tables: a national summary report by NAFSA region and regional reports by state. These tables indicate the total number of community colleges and their total enrollments within each region or state; the number of colleges reporting in the survey, their total enrollments, and their foreign student enrollments by number and percentage of total enrollment. Total foreign student enrollment (F-1 Visa, Other Non-Resident, and Immigrant) ranges from .84 percent to 2.75 percent; the average is 2.36 percent. Data was obtained in part from Community and Junior College Directory: 1974 (AACJC, Washington, D.C., 1974). (MJK)

Regulations of the Florida State Board of Education require that each community college district board of trustees provide placement services and maintain followup studies. This document provides the guidelines for these activities. Each college shall designate an officer who shall be responsible for providing placement services and for maintaining placement statistics. Services shall be made available for 3 years to every student who completes a certificate or degree program, and on a one-time basis for students who leave school having completed two terms as a full-time student. In order to ascertain the effectiveness of programs, followup studies shall: (1) identify program goals and objectives; (2) devise and utilize assessment instruments and procedures; (3) draw conclusions relative to the adequacy of program goals and objectives and make changes as are appropriate; and (4) draw conclusions relative to the effectiveness of the several components of the programs, including support programs, in meeting goals and objectives and make such changes as are appropriate. Reports shall also be made to the board concerning students who have declared their educational objectives and leave prior to their attainment. Report writing guidelines and questionnaire forms are appended. (Author/MJK)

At the present time, there is wide diversity among the 50 states with respect to state level coordinating and control agencies for junior colleges. To provide an overview of the composition of these agencies, the authors compiled summary data from 27 states having staffs that deal exclusively or primarily with the problems of coordinating and controlling junior colleges. In addition, the report contains brief descriptions of the existing (as of mid-1969) state level organizational patterns in each of the 50 states. (BB)