The Road to the Baccalaureate

International students are increasingly enrolling in U.S community colleges as a starting point to their higher education. However, limited research examines the factors contributing to their successful transfer to a 4-year institution and bachelor degree attainment. Utilizing longitudinal transcript data from a large community college district in Texas, this study uses hierarchical logistical regression to compare college experiences and transfer outcomes based on region of origin. Findings demonstrate that while Sub-Saharan African students have a significantly higher probability of transfer than Asian and Latin American students, the majority of bachelor degree recipients were Asian students graduating in STEM fields. Delayed enrollment into college and academic preparedness in math were negatively associated with transfer for Latin American and Caribbean students.

Student-to-Student Support in Developmental Mathematics Courses

During the Fall of 2015, faculty and staff at a large community college district with an enrollment of 55,000 in the Southwest United States were encouraged to apply for Innovation Challenge Grants. The goal of these grants was to allow faculty and staff an opportunity to create, innovate, and share ideas, so that the college could strive to be one of the best organizations by developing an environment for students to learn and grow. The funding of this grant came from the district president allowing 5% of the budget from each division to be funneled into a pool of money, from which faculty and staff could apply for a grant. A committee would review each grant request and make recommendations as to whether to approve the funding. For developmental mathematics (DM), a group of three faculty members got together to brainstorm ways these innovation funds could be used to assist students enrolled in DM courses. The meeting focus was directed to students taking weekend DM courses as part of the Weekend College Program. The colleges' Weekend College Program offers alternative scheduling for those unable to attend college during a traditional time frame, desiring to augment a traditional class schedule, or add classes to their day, evening or online schedules.

BUSINESS MODELS FOR ONLINE EDUCATION

Nine institutions—Colorado State University, Dallas County Community College District (DCCCD), Duquesne University, Georgia Institute of Technology, University of Central Florida, The University of Illinois at Springfield, University of Massachusetts Lowell, University of Michigan, University of Georgia—share information about their business models.

Crossing the Chasm

Due to the ongoing trend of increased higher education costs, state and federal strategies have been implemented in an effort to lower students' cost of college. One such strategy gaining nationwide attention is the implementation of open educational resources (OER) to lower the cost of textbooks. This chapter describes how a higher education institution can support and scale the diffusion of OER adoption by presenting a framework based on Everett Rogers's diffusion of innovation theory, with a focus on engaging the “early majority” in this process to sustain the innovation. The development of the framework and a case study of its implementation and evaluation within a community college district are presented to guide other higher education institutions in the scaling of OER adoption. The chapter also considers influences on the framework that constrain, accelerate, or support OER adoption, and presents implications and recommendations based on lessons learned.

Planning as strategy for improving Black and Latinx student equity: Lessons from nine California community colleges

In 2014, California policymakers passed the Student Equity Plans (SEP) policy to address disparities in the community college system. The reform effort formalized a campus-wide planning effort that required institutions to examine their data for disparities, develop goals and strategies to mitigate identified inequities, and use new fiscal resources to realize their plans. In recent years, there has been an increase in the enactment of state-level higher education policies, but few, if any, have focused on the notion of equity or explicitly named racial and ethnic groups as policy beneficiaries. This study examines nine student equity plans in the state’s largest community college district. Drawing upon critical policy analysis, we place a focus on understanding if, and how, the planning process was used to address inequities facing Black and Latinx students. Based on our analysis we found several themes on how plans identified and address barriers facing Black and Latinx students. After examining 178 equity activities, we found only 28 promising activities that explicitly targeted Black and Latinx students with culturally relevant, data-driven, evidence-based strategies. These findings have compelling implications for policymakers seeking to develop reform efforts and institutions using policy to address current and historic inequities faced by Black and Latinx students. The use of planning for improvement is commonplace in educational policy, but we find that more training and capacity-building efforts are necessary to use planning as an opportunity to address racial inequity in community college.

Impact of Organizational Trauma on Workplace Behavior and Performance

Research suggests, according to Branch, Ramsay, and Barker (2013), that a significant number of people are exposed to persistent abusive treatment within the workplace, with the majority of studies within Europe indicating that between 10% and 15% of the workforce are exposed to workplace bullying (Zapf, Escartin, Einarsen, Hoel, & Vartia, 2011), with North American research reporting similar prevalence rates. This is a significant, ongoing dilemma for researchers and practitioners, for which an agreed resolution would be useful because of legal and policy implications. Hence, the purpose of this chapter is on the impact of organizational trauma on workplace behavior and performance based on workplace bullying. The chapter is based on a case study regarding a program that is funded by the Department of Education within a community college in the State of California. The community college is one of four community colleges under the same community college district.

Impact of Organizational Trauma on Workplace Behavior and Performance

Research suggests, according to Branch, Ramsay, and Barker (2013), that a significant number of people are exposed to persistent abusive treatment within the workplace, with the majority of studies within Europe indicating that between 10% and 15% of the workforce are exposed to workplace bullying (Zapf, Escartin, Einarsen, Hoel, & Vartia, 2011), with North American research reporting similar prevalence rates. This is a significant, ongoing dilemma for researchers and practitioners, for which an agreed resolution would be useful because of legal and policy implications. Hence, the purpose of this chapter is on the impact of organizational trauma on workplace behavior and performance based on workplace bullying. The chapter is based on a case study regarding a program that is funded by the Department of Education within a community college in the State of California. The community college is one of four community colleges under the same community college district.