2 votes
I disagreeWhy is the discussion including only community colleges? Why not include the other non-profit 2 year colleges? We always seem to be forgotten, but we too support our students in their quest for a baccalaureate degree or a better career.
35 votes
I disagreePlease include Adjunct Faculty in this policy discussion. We account for the vast majority of the faculty at all community colleges. We are no less qualified -- I have a Masters from Yale -- and no less committed!
-12 votes
I disagreeI really think that the schools need to drop the high school dual enrollment program. All of the students that I have met that have been in the program were extremely bright when it comes to academics, but have absolutely no common sense or social skills. I really think that the schools are doing the kids a disservice by taking them away from their peers and putting them in a social situation with people they cannot relate ...more »
I really think that the schools need to drop the high school dual enrollment program. All of the students that I have met that have been in the program were extremely bright when it comes to academics, but have absolutely no common sense or social skills. I really think that the schools are doing the kids a disservice by taking them away from their peers and putting them in a social situation with people they cannot relate to. Teenagers need to learn how to deal with people their own age before they are put in a position where they have to communicate and interact with people who are older and more experienced than they are.
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0 votes
I disagreeI suggest you...consider adding a BSN program at the community college level. It would the government more money and decrease the expense for students. In the long run, it would provide more tax revenue for the State of California because Nurses with a BSN make more money than the ADN. I have a BS degree but I chose to go to City College because it is more affordable and they have faculty with diverse backgrounds, MA's, ...more »
I suggest you...consider adding a BSN program at the community college level. It would the government more money and decrease the expense for students. In the long run, it would provide more tax revenue for the State of California because Nurses with a BSN make more money than the ADN. I have a BS degree but I chose to go to City College because it is more affordable and they have faculty with diverse backgrounds, MA's, are very approachable, and make learning fun even with the rigors of coursework and labs. I am very happy with what I have experienced in the City College Nursing Program.
Thanks Dr. Biden for opening up this dialog,
Paula Dionne
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29 votes
I disagreeFederal TRiO programs are critical in supporting community college students who are first generation, low income, or students with a disability. Just as Federal Pell grants help low income students with financial burdens get into college, Federal TRiO programs help students prepare academically, help students overcome class, social, and cultural barriers, and help students stay in college to earn their degrees. Many ...more »
Federal TRiO programs are critical in supporting community college students who are first generation, low income, or students with a disability. Just as Federal Pell grants help low income students with financial burdens get into college, Federal TRiO programs help students prepare academically, help students overcome class, social, and cultural barriers, and help students stay in college to earn their degrees. Many community colleges host TRiO Talent Search, Upward Bound, Upward Bound Math Science, TRiO Veterans Upward Bound, TRiO Educational Opportunity Centers, and TRiO Student Support Services, yet the President must press forward in financially supporting more TRiO programs in order to achieve his 2020 college completion goal. TRiO programs are proven, effective college access and completion programs.
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31 votes
I disagreeDear Dr. Biden, Education Secretary, Arne Duncan and White House Officials Hope this reaches you in high spirits. My ultimate objective: Creating a non-profit organization that offers grants and aid to promising individuals like me who earn an income that is above poverty level but not enough to finance a college education. I am asking Dr. Biden who is the spearhead of this summit for guidance and assistance with ...more »
Dear Dr. Biden, Education Secretary, Arne Duncan and White House Officials
Hope this reaches you in high spirits.
My ultimate objective: Creating a non-profit organization that offers grants and aid to promising individuals like me who earn an income that is above poverty level but not enough to finance a college education. I am asking Dr. Biden who is the spearhead of this summit for guidance and assistance with continuing my college education as well as that of others who fit this profile.
I am a single, financially independent woman. My short-term goal is to graduate with highest honors receiving a Bachelor of Arts Degree in Mass Communications with a focus on French. I am having a difficult time finding financial resources to fund my college education. Although I am ineligible for the PELL Grant because of my income, I am being unduly challenged because I do not have any children or make below the poverty level income requirements. Currently, I only qualify for student loans. How can one factor in a college education making $25,000 yearly? This has not kept me from pursuing my goals. I am tremendously grateful for two scholarships provided by Oakland Community College which have helped defray costs significantly.
At Oakland Community College, I have maintained a 3.96 GPA while working full-time, attending school part-time and tutoring part-time. Tuition at the school is now $66.70 per credit hour. This is an 11% increase in tuition rates. I am managing about 6-8 credit hours a semester; however, I wish I could maintain a full academic load, but I must also earn an income.
I constantly see online advertisements touting, "Single Mom's Go To School for Free." I wish our government would announce, "Single persons, with no children--Free Education!" It is very difficult to do well in school when I have to worry each semester how tuition, books and transportation are going to be covered. As you can see, repaying loans, limited income potential, lack of grants and my single-person status are keeping me from realizing my academic goals.
Please send me some information on how I can participate at the Summit on Community Colleges on October 5th at The White House. Dr. Biden, I very much look forward to your response, and I thank you for your attention to this issue that affects so many people like me.
Respectfully,
Diamond L. Johnson
French Tutor/Student Ambassador
Oakland Community College
Orchard Ridge Campus
Academic Support Center
27055 Orchard Lake Road
Farmington Hills, MI 48334
248-522-3435
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8 votes
I disagreeVeterans now get four complete years of education at a rate that pays for nearly every school in the nation, yet we still flock to community colleges. As a community college student and a veteran, I speak from experience when I say that we do it because of both the great assistance programs like Combat-2-College and the perception that cc is easier. Now it is true that community college's professors are more available ...more »
Veterans now get four complete years of education at a rate that pays for nearly every school in the nation, yet we still flock to community colleges. As a community college student and a veteran, I speak from experience when I say that we do it because of both the great assistance programs like Combat-2-College and the perception that cc is easier. Now it is true that community college's professors are more available and everyone is willing to bend over backwards to ensure student sucess at completing an Associates, but Veterans are not in school to stop at the Associates level. This is where the short falls of community college come in, they just dont sync well with 4 year schools, and students are left frustrated with not knowing exactly what credits transfer. This leads to having to spend more time in community college taking excessive courses and wasting time and space. If state schools and community colleges could commit to set degree plans that spell required courses out clearly, and minimize changing those plans once published, it would help all students, but would especially help Veteran students with our draw towards order, stability and clear objectives.
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19 votes
I disagreeI am an administrator at a state university which is committed to reaching out to community colleges all over America. These partnerships are what build communities and ultimately makes America stronger. We need every type of degree to keep this country great; not just math and science. Below is an article which I published last year in Academic Leadership on the transformational nature of community colleges. Academic ...more »
I am an administrator at a state university which is committed to reaching out to community colleges all over America. These partnerships are what build communities and ultimately makes America stronger. We need every type of degree to keep this country great; not just math and science. Below is an article which I published last year in Academic Leadership on the transformational nature of community colleges.
Academic Leadership
Community College: The Chameleon of Higher Education
By Louis Lamont Fletcher, PhD Aug 10, 2009
A perceived dichotomy in higher education frames the relationship between four-year universities and community colleges. The four-year university thrives on publishing research as much as it does on administering curriculum leading to a degree. The community college is focused on instruction which could lead to a degree, certificate, or other outcome that serves the needs of the community. The four-year university serves the traditional student who typically attends the institution full-time and is a recent product of secondary education. The community college serves the non-traditional student who typically attends the institution part-time and often has already entered the world of work. Although both types of institutions are necessary, the community college is more agile at adapting to societal trends, economic shifts, and changing demographics.
The community college is often maligned as a finishing school for the “slow starters” and “late comers” in higher education. The latter characterization of the community college, as a remediation agent, is actually one legitimate function of community colleges; however, this does not represent the full spectrum of the community colleges’ program of instruction. Community colleges lead higher education in evaluating and adopting trends in instruction that reduce cost and increase efficiency. According to the National Center for Educational Statistics “community colleges also have the greatest number of enrollments in distance education courses with 48% (1,472,000 students), while public four-year institutions enroll 31%” (Akroyd, Jaeger, Jackowski, & Jones, 2004, p. 40). Community colleges led four-year institutions by necessity in the transition to distance education because expanding access for commuter students, who balance work and family, benefits both the individual and the institution.
The agility of the community college also extends to the course offerings because “with less bureaucracy, community and junior colleges can often respond to marketplace changes and update curriculum much more rapidly than four-year programs” (Di Meglio, 2006, p. 3). This adaptability includes offering certificate programs in computer software engineering and traditional vocational programs like auto mechanics. The degree track courses also benefit from small class sizes and part-time faculty that are often full-time practitioners of the subject matter they teach. Undoubtedly the ability to adapt instructional trends to align with community requirements is a vital gap that community colleges aptly bridge.
A free-market economy is also a powerful engine which drives multiple industries and institutions. Higher education is not immune to volatile shifts in a nation’s economy. Access to higher education can become more cost prohibitive during economic shifts to the downside. Studies extol the virtues of a four-year degree but “rarely acknowledge that the option of attending a full-time residential college is not available to the vast majority of people matriculating in community colleges” (Cohen, 2005, p. 59). Many students are opting to attend community college for two years and then transferring to four year institutions based on the cost savings.
At Johnson County Community College in Overland Park, Kansas,
residents pay $63 per credit hour-$945 per semester or $1,890 per
academic year for full-time students-which is typical. At four-year
colleges, even public ones such as the University of Texas, Austin,
residents can pay more than $7,000 for a full academic year (Di Meglio,
2006, p. 2).
Ultimately students whom opt to continue their education at four-year institutions receive the same baccalaureate diploma as their counterparts who spent the entire four years on campus.
Economic downturns also historically correlate with an increase in community college enrollments (Zeiss, 2008). The current high unemployment rate, resulting from the contracting economy, should likewise inspire an increased desire to attend community colleges. This is due to the need for displaced workers to attain new skills to become eligible for sparse employment opportunities. Despite tight family finances continuing education becomes a de facto requirement to align skills with the changing job market. This becomes the real stimulus package because “it is our community colleges' ability to produce more and higher-skilled workers that is critical for economic recovery” (Zeiss, 2008. p. 12). Furthermore, traditional students could be bound for community college due to the fact that; “financial aid is in for a big hit, which might make it impossible for many students to continue their education” (Galuszka, 2008, p. 16). The traditional student could opt to help support their families financially through this crisis by decreasing the cost of their education through living at home while attending community college.
The types of instruction sought at community colleges are also impacted by shifts in the state of the economy. “When the economy is good, enrollment in credit classes decreases because people are working and do not see a need to seek a college degree” (Frentzos, 2005, p. 94). They will instead take non-credit courses that are focused on leisure activities or certificates that enhance their status at work. When the economy is bad the converse is true, because a college degree is perceived as a mechanism to maximize earning potential and outpace the competition in pursuit of scarce employment opportunities. Many non-credit leisure classes will be seen as frivolous and certificates will only be pursued to the extent that they directly correlate with immediate employment or job advancement. Community colleges that have the vision to recognize that economic shifts are barometers for prioritizing course offerings will be successful stewards of community needs.
Community colleges empower people, enrich communities, and act for the common good where they are located. Although national statistics would portray community colleges as predominantly (67.6%) white, the proportions change based on local demographics. “For example, 94% of the students at Laredo Community College in Texas are Hispanic; 100% of the students at Lawson State Community College in Alabama are African American” (Cohen, 2005, p. 53). This means that community colleges in one location may be more focused on cultural diversity while those in another may be focused on linguistic diversity. Adult learning is familiar territory for community colleges; therefore, they are also better equipped to act as cultural and linguistic liaisons for higher education for diverse adults than traditional four-year institutions. Unquestionably to truly serve the local population community colleges must be thoroughly embedded in the culture and immersed in the language of their potential customers.
Regardless of the specific local demographics, the institution must bridge the diversity gap, foster the integration of diverse populations, and enable access to higher education for all. Pierce (1996), Seidman (1995), and the National Center for Education Statistics (2003) state “programs which support persistence-to-degree among diverse student populations, particularly important for community colleges because more than 50% of all full-time, first time students begin their education at community colleges” (Watson, Williams, & Derby, 2005, p. 79). The administration at the local community college may not endeavor to generalize diversity lessons learned outside of the institution. However the lessons learned may be invaluable to the community college population; therefore, the answer for many community colleges lies not in published research, but rather in grassroots activities in their own back yards.
Community college and four-year university students both face challenges in pursuit of educational goals. “Research has consistently found that college students, especially freshmen, are not independent, self-regulated learners” (Cukras, 2006, p. 194) and success in college may depend on an adaptable environment. Community colleges are more amenable to evaluating and adopting educational trends like distance education which enhances student access to education. These institutions are also more sensitive to economic shifts and are also agile enough to tailor offerings to meet changing community needs. The economics of the first two years of higher education can be mitigated through attendance at a community college before transferring to a four-year institution. The latter strategy can also be a hedge against the current economic downshift and prove a feasible venue for matriculation during a recession. Ultimately, community colleges must champion their community’s needs and foster learner success. The community college is a vehicle of transcendence which opens the door to employment or continued higher education. Without a doubt, community colleges adapt to instructional trends, economic shifts, and diverse demographics to empower the community by bringing higher education to their front doors.
References
Akroyd, D., Jaeger, A., Jackowski, M., & Jones, L. C. (2004). Internet access and use of the web for instruction: A national study of full-time and part-time community college faculty. Community College Review, 32(1), 40-51. Retrieved July 21, 2006, from ProQuest Database.
Cohen, A. M. (2005). UCLA community college review: Why practitioners and researchers ignore each other [even when they are the same person]. Community College Review, 33(1), 51-62. Retrieved July 20, 2006, from ProQuest Database.
Cukras, G-A. G. (2006). The investigation of study strategies that maximize learning for underprepared students. College Teaching, 54(1), 194-197. Retrieved July 20, 2006, from ProQuest Database.
Di Meglio, F. (2006). Junior colleges get some respect [Electronic version]. Business Week Online. 1-4. Retrieved August 1, 2006, from http://www.businessweek.com/bschools/content/jul2006/bs20060727_186321.htm?chan=search
Frentzos, D. (2005). Credit and non-credit community college enrollment and the economy. The Community College Enterprise, 11(1), 93-103. Retrieved July 20, 2006, from ProQuest Database.
Galuszka, P. (2008). Drastic measures for difficult times, Diverse Issues in Higher Education; 25(22), 16-18.
Watson, L. W., Williams, F. K., & Derby, D. C. (2005). Contemporary multicultural issues: Student, faculty, and administrator perceptions. The Community College Enterprise, 11(1), 79-92. Retrieved July 20, 2006, from ProQuest Database.
Zeiss, T. (2008). Innovation overhaul, Community College Journal; 79(1); 12-13.
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