scholarly journals “We don't need a four‐year college person to come here and tell us what to do”: Community college curriculum making after articulation reform

2021 ◽  
Vol 2021 (195) ◽  
pp. 143-156
Author(s):  
Stephanie Sowl ◽  
Michael Brown
Keyword(s):  
Community College ◽  
College Curriculum ◽  
Curriculum Making ◽  
To Come

Using the International Negotiation Modules Project (INMP) to Build a Learning Community

2018 ◽  
pp. 652-666
Author(s):  
Rosalind Raby
Keyword(s):  
Community College ◽  
Learning Community ◽  
Collaborative Work ◽  
Approaches To Learning ◽  
International Negotiation ◽  
College Curriculum ◽  
Construction Of Knowledge ◽  
Online Simulation ◽  
Student Teams ◽  
Traditional Approaches

This chapter profiles a program that uses online simulation to internationalize the community college curriculum. For the past two decades the International Negotiation Modules Project (INMP) has had a particular effect on the construction of knowledge for community college students who often need non-traditional approaches to learning for their success. Through active learning and collaborative work on cross-disciplinary concepts, the simulation enhances overall student comprehension. In the process, the INMP helps to build a cohesive learning community that begins with student teams, continues with classroom learning, and transcends to multi-college classroom dialogue. This chapter explores how unique interactions inherent in INMP reinforce student engagement that, in turn, enhances overall student success.

scholarly journals “And Still We Rise…”: Microaggressions and Intersectionality in the Study Abroad Experiences of Black Women

2015 ◽  
Vol 26 (1) ◽  
pp. 209-230 ◽  
Author(s):  
Tasha Y. Willis
Keyword(s):  
Community College ◽  
Black Women ◽  
Study Abroad ◽  
African American Women ◽  
Students Of Color ◽  
Campus Climate ◽  
Racial Microaggressions ◽  
College Programs ◽  
To Come ◽  
Study Abroad Program

Racial microaggressions are racial slights and subtle insults aimed at people of color.  Such affronts, though often unintentional, have been documented to come at great psychic, emotional, and physical cost to the targeted individuals.  The term microaggression is also applied to women or other groups in society who experience oppression.  These insults have been documented in the context of education for years. Though it has been established that students of color often face racial microaggressions on their home campuses, this phenomenon has not been explored in the context of study abroad.  How this experience is further complicated by the intersection of gender, race, and other aspects of social identities was the premise of the following study that utilized the Black feminist construct of intersectionality to explore the experiences of 19 African American women who studied abroad through community college programs in three regions: the Mediterranean, West Africa and the British Isles.  Findings include experiences of microaggressions by U.S. peers, in-country hosts and in several instances, situations of sexual harassment.  Implications and recommendations for study abroad practitioners include discussion of the diversity of community college students, the extension of campus climate to the study abroad program, and the urgent need for critically reflexive staff and faculty equipped to respond effectively to microaggressions. 

Using the International Negotiation Modules Project (INMP) to Build a Learning Community

2014 ◽  
pp. 117-131
Author(s):  
Rosalind Raby
Keyword(s):  
Community College ◽  
Learning Community ◽  
Collaborative Work ◽  
Approaches To Learning ◽  
International Negotiation ◽  
College Curriculum ◽  
Construction Of Knowledge ◽  
Online Simulation ◽  
Student Teams ◽  
Traditional Approaches

This chapter profiles a program that uses online simulation to internationalize the community college curriculum. For the past two decades the International Negotiation Modules Project (INMP) has had a particular effect on the construction of knowledge for community college students who often need non-traditional approaches to learning for their success. Through active learning and collaborative work on cross-disciplinary concepts, the simulation enhances overall student comprehension. In the process, the INMP helps to build a cohesive learning community that begins with student teams, continues with classroom learning, and transcends to multi-college classroom dialogue. This chapter explores how unique interactions inherent in INMP reinforce student engagement that, in turn, enhances overall student success.

A Compilation of Biological SEM Sample Prepartion Techniques for Application to Outreach Programs

1999 ◽  
Vol 5 (S2) ◽  
pp. 512-513
Author(s):  
N.R. Smith ◽  
E. Duarte ◽  
C. Morgan ◽  
R.A. Quinta
Keyword(s):  
Community College ◽  
Sample Preparation ◽  
Undergraduate Students ◽  
Underrepresented Students ◽  
Pollen Grains ◽  
Outreach Program ◽  
Laboratory Manual ◽  
Outreach Programs ◽  
Biological Concepts ◽  
To Come

A partnership between California State University, Hayward and Ohlone College, Fremont, California resulted in a program to introduce undergraduate students to scanning electron microscopy (SEM) sample preparation procedures. Ten students enrolled in a biology major's course at the Ohlone Community College are selected each semester to participate in the program. In addition to these students, ten others from a Basic Skills Enhancement program for underrepresented students participate through a short course offered during the summer. The program, in effect for two years, resulted in the compilation of a laboratory manual describing basic sample preparation techniques that are appropriate for an outreach program. We select samples that are simple to prepare yet yield results that are germane to a biology student's curriculum. A selection of plants, pollen grains, bacteria, fungi, yeast, Drosophilia melanogaster, and various other invertebrates are typical samples that lend themselves to an outreach program that emphasizes biological concepts. Initially our program required the Ohlone College students to come to the Hayward campus to prepare their samples. External funding has allowed us to purchase sample preparation equipment for the community college.

The LRC's role in helping faculty internationalize the community college curriculum

1990 ◽  
Vol 1990 (71) ◽  
pp. 31-38
Author(s):  
Liz Bailey ◽  
Nancy E. Buchanan ◽  
Margaret Holleman
Keyword(s):  
Community College ◽  
College Curriculum

scholarly journals The Tie That Binds: Exploring Community College Curriculum Design

2016 ◽  
Vol 49 (03) ◽  
pp. 535-540 ◽  
Author(s):  
Bobbi Gentry ◽  
Christopher Lawrence ◽  
Erin Richards
Keyword(s):  
Community College ◽  
Community Colleges ◽  
General Education ◽  
Political Science ◽  
Curriculum Design ◽  
Core Curriculum ◽  
Science Curriculum ◽  
Two Year Colleges ◽  
College Curriculum ◽  
Four Year Institutions

ABSTRACTMore students are beginning their college careers at community colleges before completing degrees at four-year institutions. As enrollments swell at these two-year institutions, issues surrounding transfer and articulation agreements are increasingly important, and two- and four-year institutions must work together on the recruitment, retention, and transition of political science majors. Central to this collaboration is the curriculum. Building on conclusions from the 2011 Leadership Collaborative Core Curriculum and General Education track regarding a common curriculum in the discipline, this article examines the political science curriculum using data from 47 two-year colleges with separate political science departments. We examined similarities and differences among these programs and found sufficient commonality in curriculum to allow students to transfer credits to four-year institutions. The article also offers community colleges an indication of common curricular features and informs the wider profession about community college curriculum design.

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