Community College Online

In this report we find that the majority of Americans enrolling in higher education today do not match the mainstream image of recent high school graduates leaving home for the first time to settle into dorm life at a residential university campus. In 2012, only 12 percent of college students lived on campus. In fact, over four in ten college students in this country attend community colleges. In the fall of 2012, the public two-year sector enrolled 6.8 million undergraduates at over 1,000 institutions nationwide, more than any other higher education sector.This report indicates that often overlooked in conversations about college that tend to focus on elite, residential, four-year schools, community colleges occupy a critical space in higher education. Community college students not only make up a greater proportion of the college-going population than typically recognized, but they differ markedly in their demographic composition compared to the public four-year and private nonprofit sectors of higher education. Community college students are more likely to be older, commute to school, and care for dependents. They are also much more likely to attend part time and need remediation. In terms of racial and socioeconomic demographics, community college students are more diverse and lower-income than their four-year counterparts

City and Islington College (FEFC inspection report; 75/97 and 31/01)

Comprises two Further Education Funding Council (FEFC) inspection reports for the periods 1996-97 (75/97), and 2000-01 (31/01). The FEFC has a legal duty to make sure further education in England is properly assessed. Inspections and reports on each college of further education are conducted according to a four-year cycle. "City and Islington College is a large general further education college in the London borough of Islington. It is highly successful in widening participation in further education within the community. The college provides extensive educational opportunities for young and adult students, many of whom are from minority ethnic groups. Many students progress to higher education." - Page 1

Dunstable College (FEFC inspection report; 07/94 and 02/00)

Comprises two Further Education Funding Council (FEFC) inspection reports for the periods 1993-94 (07/94), and 1999-2000 (02/00). The FEFC has a legal duty to make sure further education in England is properly assessed. Inspections and reports on each college of further education are conducted according to a four-year cycle. "Dunstable College is the smallest of the four colleges of further education in Bedfordshire. The college draws its students mainly from the Luton and Dunstable conurbation. In addition to the courses provided at the college a developing range of courses are provided at 15 community-based locations throughout Dunstable, Luton and the surrounding area." - Page 1

East Durham Community College: report from the Inspectorate (FEFC inspection report; 12/94 and 61/98)

East Durham Community College is situated in Peterlee, in the Easington district of County Durham. In 1995, the college changed its name from Peterlee College. This record comprises two Further Education Funding Council (FEFC) inspection reports for the periods 12/94 (as Peterlee College) and 61/98

Improving Student Success by Strengthening Developmental Education in Community Colleges: The Role of State Policy

Outlines the need to strengthen community college students' basic English and math skills as required for college courses in order to meet workforce needs. Describes promising approaches to improving developmental education and recommends state policies

College of San Mateo Mathematics and Science Teacher Education Program: A Bay Area Collaborative for Excellence in Teacher Preparation with San Jose State University and San Francisco State University

The College of San Mateo (CSM), a community college serving the San Mateo County area of California, is part of a collaborative effort in the San Francisco Bay Area to improve mathematics and science teacher preparation. With funding mainly through the National Science Foundation, the project is locally referred to as the MASTEP Project (Math and Science Teacher Education Program). MASTEP partners include two California State Universities (San Jose State University and San Francisco State University), four community colleges (College of San Mateo, City College of San Francisco, Evergreen Valley Community College, and San Jose City College), selected K-12 schools, and a number of informal educational institutions and local industries. Activities at CSM include recruitment of future math and science teachers through an active future teachers club; tutoring, mentoring and advising through the activities of an integrated science center; and professional development activities and financial support for science and math faculty resulting in their significant involvement in curriculum reform. As a community college, CSM plays a major role in identifying and supporting future teachers and providing these students with courses that are models of effective teaching

The STCC Science Teaching Intern Project

The Springfield Technical Community College (STCC) Science Teaching Intern Project was implemented as a pilot study to give community college students an opportunity to experience science teaching. At the same time, it provided seventh graders in inner city middle schools opportunities to interact with college students and to take advantage of science resources not usually available to them. Interns attended weekly meetings and participated in an all-day science field trip at the college. Most participants also made observations in a middle school science classroom and presented a science activity in the classroom. Not only did the project provide a partnership between STCC and two Springfield public schools, but it also involved interaction with the University of Massachusetts School of Education, since a doctoral candidate provided expertise in education methodology and in evaluation of the project. The project was evaluated by the interns, the two K-12 teachers, the seventh graders, and by the doctoral candidate. There was clear enthusiasm for the project provided by all the sources. The conversion of this project into a one-credit course is currently under development

Perspectives on Time Commitment to Fundraising by Community College Presidents

All types of higher education institutions have come to rely on some element of revenue diversification, and fundraising from private sources has become increasingly common and popular among community college presidents. Yet despite the growth in attention to fundraising, community colleges collectively only garner 2% of all philanthropic support to higher education. With the growing demand for private funds, community college presidents must understand how they are using their time for fundraising, and ultimately, the consequence of these fundraising efforts. The current study explored the time commitment of college presidents, finding that they spend as much as 30% of their workplace time each month on development related activities

Community colleges and economic mobility

This paper examines the role of community colleges in the U.S. higher education system and their advantages and shortcomings. In particular, it discusses the population of community college students and economic returns to community college education for various demographic groups. It offers new evidence on the returns to an associate's degree. Furthermore, the paper uses data from the National Survey of College Graduates to compare educational objectives, progress, and labor market outcomes of individuals who start their postsecondary education at community colleges with those who start at four-year colleges. Particular attention is paid to the Federal Reserve's Eighth District, the geographic area served by the Federal Reserve Bank of St. Louis.Community colleges ; Education