Risk management in the community college setting

Purpose: This research sought to determine if the gendered discourse on community college leadership has changed since Amey and Twombly published their analysis of community college literature in 1992. Argument: More women now lead 2-year colleges than ever before, and conceptions of leadership have evolved over time; but has the language used to discuss gender and leadership in leading community college journals changed as well? This research entailed a discourse analysis of 148 journal articles published between 1990 and 2015 to identify gendered language in literature focusing on community college leadership. The language used in the scholarly examination of leadership is a reflection of the ground realities of the community college setting and provides insight into the persisting gendered constructions of leadership at 2-year colleges. Conclusion: Four main findings emerged from this research. First, masculine-normed leadership approaches remain unquestioned in the literature. Second, participatory leadership rhetoric emerged as a trend at the turn of the century. Third, women do the bulk of the writing about women leaders. Finally, ideal worker norms still prevail. The roots of authoritative leadership retain a strong hold in community colleges and intentional actions are required to achieve real change in constructions of leadership.

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Teaching Emotional Intelligence Online: The Sociology of Discussion Boards

The Northwest eLearning Journal ◽

10.5399/osu/nwelearn.1.1.5609 ◽

2021 ◽

Vol 1 (1) ◽

Author(s):

Velda Arnaud ◽

Yongsheng Sun

Keyword(s):

Community College ◽

Emotional Intelligence ◽

Online Courses ◽

Online Communication ◽

Lessons Learned ◽

Online Discussions ◽

Communication Effectiveness ◽

Discussion Boards ◽

College Setting

Student engagement in an online class has always been a challenge to faculty. We all know that online courses can be difficult for some students, and online discussions do not always turn out as planned. How do we maximize our online communication effectiveness? In a case study of an Emotional Intelligence course in a community college setting, we looked at this through a sociological lens and built on the perspective of socialization theories and conceptions to see students quickly become engaged in discussions with their classmates and openly share their concerns. Data was analyzed and lessons learned.

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Views of Technology Importance for Developmental Students at the Community College Level

Diverse Learning Opportunities Through Technology-Based Curriculum Design - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-5519-3.ch009 ◽

2019 ◽

pp. 196-216

Author(s):

Michael S. Dillard

Keyword(s):

Community College ◽

Developmental Education ◽

Supplemental Instruction ◽

Developmental Students ◽

College Level ◽

University Administrators ◽

Policy And Practice ◽

Program Manager ◽

Future Policy ◽

College Setting

This qualitative study examined the perceptions of nontraditional developmental education students in a community college setting. This study describes adult, nontraditional students' perceptions of their experiences, college supports, and best teaching practices which helped them to succeed. Interview data were obtained from four students, a supplemental instruction leader, and a program manager. Participant responses included themes about the conditions and challenges which the students face, as well as recognition of the intentional engagement practices on the part of the college infrastructure which students perceived to be most helpful and supportive to them. This data can provide valuable information to university administrators, college advisors, and classroom faculty, as well as inform future policy and practice.

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Fulfilling the Democratic Mission of the Community College Through Student Civic Engagement

The Proper Role of Higher Education in a Democratic Society - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-7744-8.ch002 ◽

2021 ◽

pp. 21-39

Author(s):

Jennifer Englert-Copeland

Keyword(s):

Community College ◽

Community Colleges ◽

Civic Engagement ◽

Change Agents ◽

College Education ◽

Local Communities ◽

High Impact ◽

Community College Education ◽

College Setting ◽

Access Policies

Community colleges are inherently democratizing institutions. Through their open access policies, immersion in their local communities, and mission of preparing students for transfer or the workforce, they are positioned to produce graduates who have the skills to become change agents in their communities. Incorporating civic engagement within the community college setting often presents steep challenges as a result of funding models, a national narrow-focus on completion and credential production, and the barriers their own students face. Yet despite these challenges, community colleges across the country are increasingly focusing on methods of encouraging the civic engagement of their students and are participating in high-impact practices. Research confirms that students who are engaged civically do better academically. By assessing their civic programming, community colleges can shine light on the value of civic engagement as a fundamental outcome of a community college education. Only then will these institutions fully realize their mission as America's democracy colleges.

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Learning Disabilities Referrals, Eligibility Outcomes, and Services in Community Colleges: A Four-Year Summary

Learning Disability Quarterly ◽

10.2307/1511327 ◽

1993 ◽

Vol 16 (3) ◽

pp. 199-218 ◽

Cited By ~ 7

Author(s):

Daryl F. Mellard ◽

Mark Byrne

Keyword(s):

Community College ◽

Learning Disabilities ◽

Community Colleges ◽

Ethnic Groups ◽

Future Research ◽

Older Students ◽

Referral Patterns ◽

Filipino Students ◽

And Gender ◽

College Setting

This study examined access to LD services in California's 103 community colleges. The data describe the pattern of referrals for LD, eligibility decisions, and students served according to age, ethnic, and gender groupings. Referrals in these settings are self-initiated and decisions on who receives state-supported classes and services are based on a statewide eligibility model. While the nature of students judged eligible and served as LD was similar to the referral patterns, the initial referrals themselves did not reflect the proportional groupings of the colleges' age, gender, and ethnic groups; besides, year-to-year fluctuations were noted. Fewer referrals were observed from some age and ethnic groups; the most notable differences included lower percentages of older students and Asian and Filipino students. These differences may be associated with such factors as the students' goals, self-attributions, and social influences. Of particular interest in future research is examination of influences on students' decisions to seek assistance in the community college setting.

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