American Association of Community Colleges

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A holistic perspective of leadership competencies

The AACC competencies were initially developed to help provide guidance in developing community college leaders because of predictions of a leadership crisis in the two-year college sector. Since their creation, the competencies have been used to direct topics in leadership development programs and to guide future leaders about what skills are critical to master. Yet scant research exists on the use of the competencies in practice or on analysis of the competencies within the changing higher education climate. This issue provides a review of the research on the competencies in the field and posits several strategies for the future use of the competencies and potential changes to the competencies. This is the 159th volume of this Jossey-Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today\u27s open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.https://scholarworks.wm.edu/educationbookchapters/1030/thumbnail.jp

ESL programs at U.S. community colleges: a multistate analysis of placement tests, course offerings, and course content

When U.S. English learners (ELs) attend college, they are more likely to enroll in 2‐year community colleges than in 4‐year colleges. Prior research points to the tension between English as a second language (ESL) programs providing support to ELs and lengthy ESL programs acting as barriers to ELs seeking access to mainstream college coursework. Nevertheless, community college ELs and ESL programs remain understudied. The researchers investigated community college ESL placement, course sequence length, and types of ESL courses offered across the United States by examining the 2017–2018 catalogs of community colleges in nine states. Two hundred seventy‐two community college catalogs were analyzed. Findings include that 81% of colleges reported offering some ESL‐specific coursework and that ESL course sequences varied on average from 2.3 to 4.7 semesters in length across states. For most states studied, ESL courses were solely structured around skills‐based instruction. Furthermore, although general English placement information was accessible and often standardized within states, ESL placement information was rarely available and sometimes out of date. Based on these findings, the authors recommend that community college ESL programs implement valid placement procedures, award college credit for ESL coursework, and streamline student access to discipline‐specific academic and vocational content.Accepted manuscrip

Looking forward: Strategies for inclusivity

This final chapter draws together the ways in which intersectionality occurs for a range of stakeholders regarding constructions of gender in community colleges and provides tactics for increasing equity.https://scholarworks.wm.edu/educationbookchapters/1032/thumbnail.jp

Best Practices in Researching Service-Learning at Community Colleges

In recent years, an increasing number of community colleges have integrated some form of service-learning into their programs or courses with the idea that it will promote civic engagement, increase student satisfaction with their courses and college experience as a whole, and improve learning outcomes. There is a good amount of research published on service-learning programs and outcomes conducted at four-year institutions, though there is a dearth of studies available on service-learning at community colleges. Because community colleges serve a purpose unique from that of four-year colleges and universities, both in their mission and often in the students they serve, research on service-learning at community colleges should also be distinct from investigations at the four-year level