Leading in the middle

Understanding Community Colleges provides a critical examination of contemporary issues and practices and policy of community colleges. This contributed volume brings together highly respected scholars as well as new scholars for a comprehensive analysis of the community college landscape, including management and governance, finance, student demographics and development, teaching and learning, policy, faculty, and workforce development. Written for students enrolled in higher education and community college graduate programs, as well as social sciences scholars, this provocative new edition covers the latest developments in the field, including trends in enrollment, developmental education, student services, funding, and shared governance. At the end of each chapter, the Questions for Discussion section helps to bridge the gap between research and practice.https://scholarworks.wm.edu/educationbookchapters/1036/thumbnail.jp

Seeking Academic Redemption: The Reconstruction of Learner Identity Among “Underprepared” Adults

A desire to promote learning for personal development and change dominates much of research and practice in adult and higher education. Few studies, however, have attempted to describe how participating learners experience developmental programs, or how they make sense of these programs in the their particular life contexts. In this study, we describe the re-making of a “learner” identity, as narrated by underprepared adults enrolled in a developmentally-oriented community college program

Teacher Beliefs and Subject Matter Boundaries: The Struggle for Curricular Transformation Among Teachers of Adults

Teachers of adult learners in formal settings are increasingly exploring more integrated approaches to curriculum and teaching. One location for such work is the community college. Among these teachers, however, who are traditionally content experts, an integrated approach often represents a paradigmatic shift in their understanding of what is most worth knowing. Little is known about how these teachers\u27 beliefs influence, change, and are changed by participation in such curriculum efforts. This study reports on the beliefs and meaning and perspectives of one group of teachers attempting to bring about more curricular coherence and integration within four different disciplines of developmental education

Crossing Boundaries Creating Community College Partnerships to Promote Educational Transitions

Community college partnerships with institutions in other educational sectors (including schools and universities) are important and strategic ways of meeting the educational needs of college constituents and maximizing resources to achieve local and state economic development goals. Understanding what is required for effective partnerships is important in determining when and how to engage in these collaborative, but sometimes costly, arrangements. This article presents a model of partnership development that emphasizes the role of social and organizational capital in the formation of partnership capital that contributes to the long-term success of collaborative efforts

Women in Leadership: They Persist

This Spotlight Presentation features the expertise of higher education leaders at different stages of their career. These individuals pursued unique professional pathways within different educational contexts and been exposed to opportunities and challenges calling for a range of problem-solving skills. They will share experiences, what it means to advocate for oneself as a leader, for others, and how to create conditions for sustainable change supporting inclusivity within the complex, shifting landscape of higher education

New directions for community colleges

Publ. comme no 139, fall 2007 de la revue New directions for community collegesIndexBibliogr. à la fin des texte

Acceso y oportunidad de las mujeres en educación superior: hacia el siglo veintiuno

Este texto analiza el exceso y oportunidad de las mujeres en la educación superior. A partir del año 1960 en Europa, Norteamerica, América Latina y otros países del mundo, ha habido un aumento sustancial en el número y porcentaje de mujeres en la educación superior

ASHE-ERIC Higher Education Report

Publ. comme no. 5, 1993 de la revue, ASHE-ERIC Higher Education ReportBibliogr.: p. 97-111Index: p. 113-11

Session T1A SYSTEMIC REFORM IN UNDERGRADUATE ENGINEERING EDUCATION: THE ROLE OF COLLECTIVE RESPONSIBILITY

value their autonomy. But their home department has a set of collective responsibilities involving other departments in the college, the university, and external constituent groups. Consider the following scenario. In a certain department faculty are judged individually to be very well qualified. Each person’s academic and other scholarly achievements can clearly be documented as meritorious. However, the collective activities and achievements of these individuals fall measurably short of their department’s collective responsibilities. More specifically, an individual might bring highly innovative concepts into an existing engineering course that are highly valued by external funding agencies, by peer institutions, and by the employers of the department’s graduates. Yet these innovations are lost once this person is no longer the course instructor. This paper examines the relationships among faculty autonomy, the collective responsibility of the department faculty, and systemic reform in undergraduate engineering education. Index Terms ⎯ Teaching and learning models, faculty autonomy, collective responsibility, systemic reform