Securing a College Prep Curriculum for All Students

Presents a case study of community organizing for school reform by Los Angeles' Community Coalition: how its intergenerational campaign for college preparatory classes shaped leadership development, district policy, school capacity, and student outcomes

Growth and Development of a Wildcat

Daniel Endicott discusses student engagement at Linfield College with regard to his involvement in various community service and leadership roles on campus.https://digitalcommons.linfield.edu/inauguration2019_students/1007/thumbnail.jp

Community Builders and Campus Bureaucrats: Student Leadership on College Campuses

Most universities provide many opportunities for students to be leaders. By placing students in these positions there exists the potential to create a unique set of challenges. This research focused on the challenges associated with leading peers on a university campus. The primary research question was, “In what ways are student leaders able to identify and describe their experiences leading their peers?” This was a case study, collecting data through focus groups and interviews, where participants discussed the experiences of leading peers. Four types of student leaders participated: Sports Team Captains, Resident Assistants, Academic Mentors and SGA Officers. The data revealed that these groups of leaders aligned into two categories: Community Builders and Campus Bureaucrats

Communities of leadership in FE

This working paper highlights the significance of multiple communities as crucial conditions, processes and consequences of FE leadership. Our research suggests that in (almost) all their activities FE colleges engage communities. They make important, but frequently under-estimated contributions to the local community and economy. This is the case within colleges (e.g. students and employees), between colleges and their multiple-partners (e.g. in the local community and economy) and between different colleges (e.g. professional networks and associations between Principals). The paper argues that in the FE sector communities and leadership are inextricably-linked, sometimes in mutually-reinforcing, but also in potentially contradictory ways. These communities are not only both internal and external to colleges themselves, they are also multiple and diverse, frequently shifting, interacting and impacting in complex, simultaneous ways. Our working paper: 1. Outlines (some of) the multiple communities served by FE colleges. In particular, we explore the FE college as: a learning community, a socially inclusive community, an inclusive learning community and a provider of adult and community learning. 2. Examines some of the important challenges for those occupying FE leadership positions in seeking to engage with these multiple communities. Our research findings suggest that on-going attempts to engage diverse communities constitute a crucial challenge for effective FE leadership. 3. Suggests a different way of understanding the nature of FE leadership. This indicates that a ‘blended leadership’ (Collinson and Collinson 2005c) approach may be particularly effective in engaging multiple, shifting communities in sustainable ways. 4. Suggests that the community contribution of FE colleges is frequently neglected and/or under-estimated. Many of the staff we have interviewed argue that important aspects of colleges’ community engagements remain invisible or undervalued, particularly by those who evaluate per

The Entrepreneurial President: Proceedings from the Conference “The Entrepreneurial President”

[Excerpt] Each year, the Institute for Community College Development offers a leadership program on critical issues for community colleges. In August 2005, the issue was entrepreneurship. The Entrepreneurial College was a great success, but when it ended, the participants agreed that “if entrepreneurship education is going to succeed at community colleges, presidents need to hear this message.” Therefore, we held a similar program for CEOs, The Entrepreneurial President, in February 2006. What follows are highlights of the presentations and small group discussions from the CEO conference, with some additional materials from the August 2005 program. In this time of increased competition for scarce resources, entrepreneurial community colleges will have an edge. We hope you will use the ideas in this publication, generated by your colleagues, to support entrepreneurship on your campus. The possibilities are limitless, from certificate and degree programs, to business incubators, to “Entrepreneurship Halls of Fame.” The rewards include improved economic opportunities for the community, new donors for campus initiatives, and increased enrollment

And None for Gretchen Weiners

In the four years I’ve spent at Gettysburg College, it’s safe to say that my experience has been largely influenced by my membership in Greek Life. I’ve developed a personal leadership style and feel accomplished by the strong relationships I built with other women. But this year, I developed a stronger understanding of the inequities that exist within the Greek community. [excerpt

Crisis and Opportunity: Aligning the Community College Presidency with Student Success

In recent years, Americans have awakened to the profound connection between community college student success and the strength of our nation.That community colleges matter deeply is clearfrom a few simple facts:They educate over 7 million degree-seeking students, more than 40 percent of the U.S. college population.They have in recent years been growing at four times the rate of four-year colleges.They enroll a disproportionately large share of the rapidly expanding number of college students of color and first-generation students.Today, though, not enough community college students succeed. This reality was boldly acknowledged in a recent report by the American Association of Community Colleges (AACC): "What we find today are student success rates that are unacceptably low, employment preparation that is inadequately connected to job market needs, and disconnects in transitions between high schools, community colleges, and baccalaureate institutions."?Focusing exclusively on the challenges facing the entire sector, however, obscures an important fact: Many community colleges have been engaged in difficult work on their campus to achieve improved rates of completion, higher levels of student learning and job preparedness, and more equitable outcomes for students of color and others who have historically been left behind in public education.The organizations that prepared this report, Achieving the Dream and the Aspen Institute, work with many institutions that are in fact demonstrably improving student success.What we have learned through our work is that while strong leadership can be exercised by people throughout an institution, every high-performing community college has a first-rate president. The best leaders across the country have a special set of qualities and know-how that enable them to lead institutions to high and improving levels of student success. This report presents a unified vision of who these leaders are and what they do, so that everyone involved in hiring and preparing community college presidents -- trustees and leaders of state systems, universities, and associations -- can consider the extent to which their assumptions and practices ensure that strong presidents are chosen and effectively trained to lead colleges in ways that meet the aspirations of every student as well as the critical goal of significantly improving student outcomes

A report on the ULTRLAB's development of online components in NCSL programmes

This report is one of two produced by ULTRALAB forthe National College of School Leadership (NCSL). Here we discuss the research and development of online components of two NCSL programmes. The other report looks at the Talking Heads project, an online community for Headteachers in England. This report considers our work on two NCSL programmes. The new model National Qualification for Headship (NPQH) had its first cohort of learners in March 2001. ULTRALAB was involved in consultancy with the DfES, the writers of the programme materials and the ten regional training providers, in setting up the online elements from September 2000. The online community aspects of NPQH were established using think.com software, with the name Virtual Heads chosen for the overarching national community. The pilot for the Certificate of School Business Management started in February 2002. Our involvement here was to develop the online community and support the tutors in its use.The online community aspects were established using think.com software, with the name Bursars’ Count chosen for the overarching national community

Pell Grants as Performance-Based Scholarships? An Examination of Satisfactory Academic Progress Requirements in the Nation's Largest Need-Based Aid Program

The Federal Pell Grant Program is the nation’s largest need-based grant program. While students’ initial eligibility for the Pell is based on financial need, renewal is contingent on meeting minimum academic standards similar to those in models of performance-based scholarships, including a grade point average (GPA) requirement and ratio of credits completed compared to those attempted. In this study, we describe federal satisfactory academic progress (SAP) requirements and illustrate the policy’s implementation in a statewide community college system. Using state administrative data, we demonstrate that a substantial portion of Pell recipients are at risk for Pell ineligibility due to their failure to meet SAP GPA or credit completion requirements. We then leverage the GPA component of the policy to explore the impacts of failure to meet standards on early college persistence and achievement, earning a credential, and transferring to a four-year college using two methodological approaches: regression discontinuity (RD) and difference-in-differences (DD). Our results across the two approaches are mixed, with the RD providing null estimates and the DD indicating some statistically significant impacts, including a negative effect on early college persistence. We conclude by discussing the implications for future research.Educational Leadership and Polic

STEMpowerment

IMPACT. 1: Program developers based their pilot program on the findings of Bob Moses, a noted civil rights activist, and founder of the Algebra Project. His book Radical Equations describes the power of youth movements, and necessity of access to STEM knowledge. -- 2. Much of this years' work is on developing the identity of the Ohio State learning community and the youth connection to the Mansfield community through youth/student voices while maintaining a focus on empowerment access, change, and leadership. -- 3. STEMpowerment students shared an overview of innovative STEMpowerment outreach and revealed early survey results of its effectiveness at the Ninth Annual Conference on Sustainability in Hiroshima, Japan.OSU PARTNERS: Office of First Year Experience; Office of Student Life; Faculty from: College of Education and Human Ecology; College of Arts and SciencesCOMMUNITY PARTNERS: Mansfield City SchoolsPRIMARY CONTACT: Terri Bucci ([email protected])STEMpowerment is a student-empowered learning community. The faculty provides guidance and instruction in the areas of our expertise and within the frame of empowerment of, by, and for youth. Faculty and community leaders work with STEMpowerment students in areas of leadership development, academic insights, understanding, knowledge creation, and advising for academic, research, and community organizing