03/26/2012 Community College Receives Top Honor

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how me the money.” That’s an apt mantra for the community college in its newly minted status as defender andpromoter of America’s competitive economic edge. Our two year colleges are perennially granted far less money per studentthan four year public institutions, they enroll large numbers of the less-prepared, and yet are often expected to be all things to all people.

So it was encouraging to read that President Obama is proposing a new $8 billion for career technical education. California’s CCChancellor Jack Scott said it would be “a real shot in the arm” and that the state’s 112 community colleges “would stand a great chance”of winning some of the money, reports Bloomberg.

Still, considering that $8 billion is only twice the amount the top hedge fund manager in the country made in 2009, perhaps it’s notthe largest investment the country could and should make in the workhorse of American higher ed. And then there is the question ofwhether both houses of Congress will say yes to that or any other proposal of President Obama.

Meanwhile, Education Secretary Arne Duncan is getting some bad press for sharing a conference stage with former DC schoolschancellor Michelle Rhee while DC schools are being investigated for a possible cheating scandal during her reign. Often controversial,Rhee raised a lot of eyebrows when she invited a TV camera crew to film her firing a DC teacher.

A study by Harvard researchers claims that students at private for-profits, the fastest-growing higher ed sector, are “more likely to beunemployed and earn less in the six years after graduation than their peers at community colleges,” reports Janet Lorin of Bloomberg News.

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TheRepublican presi-dential contendersare out on the hus-

tings killing each other while theincumbent, Barack Obama, is com-fortably taking it all in and tellinghis constituencies, particularlyLatinos, that his re-election is prac-tically in the bag.

It sounds a bit braggadocio, butit’s not that farfetched. TheRepublican contenders for theirparty’s nomination are doing sucha good job tearing each other downin their primaries that there mightbe little left to argue about anObama incumbency.

I know. You say the Republicansmight be fighting like feral cats, butit makes for beautiful kittens whenthey come together to take onPresident Obama in November.

It all depends, of course, fromwhich side you’re looking at this,but those cute little kittens aregoing to look awfully tattered.

I have witnessed or participatedin national campaigns since theKennedy/Nixon days, but I have neverseen political preliminaries with somuch pap that has turned theprocess into internecine scrimmages.

The Republican Party contendersfor president are throwing punchesfrom everywhere in every way withthe objective to knock each otherout, which is the intent in the pri-maries but sure to pollute the party’snominee in the general election.

In the process, they are doingmost of the preliminary work forObama and the Democrats waiting tosquare off against the GOP candidate.

Obama might not be doing aswell as we’d like running thenation’s affairs of state, but what’sto worry when Republicans withtheir inward politics are makinghim look good at his job.

At this juncture, it looks like MittRomney, who keeps bumbling alongwith political gaffes, is the best of aless than stellar GOP field, which, toparaphrase another bromide, hasmet the enemy and it is us.

Obama certainly thinks so whenhe considers Republican politicshis path to a second term.

In an interview with the Latinonational network, Univision,Obama said he’s looking forward toanother four years in which he willtake care of the issue that manyLatinos supposedly have been yam-mering for, immigration reform.

“First of all ... my presidency isnot over,” when asked why he hadnot gotten it done during his firstterm, as he said he would.

“I’ve another five years (sic)coming up. We’re going to get thisdone,” he said.

I would agree we are headed foranother Obama tenure, consideringthe way things are developing with thecurrent slate of Republican hopefuls– unless a celestial bolt rocks one ofthem into a possessed contender.

But getting it done with theirpolitical slugfest of “did too, didnot” or by taking shelter among thevarious social deities that has char-acterized the GOP primaries, well, Idon’t know.

The immigration issue playswell in this presidential electionand suits the Obama politics sinceeveryone knows that theRepublicans are supposedly againstaccommodating the illegal popula-

tion, predominately Latino, arhetoric that presumably energizesethnic voters against them.

I have written ad nauseamabout addressing the problem in ameaningful, palatable way thatmany consider unlikely to happen.

I have also said immigration isnot the principal issue driving theLatino constituency today as advocacygroups claim – and it does not haveLatinos voters waiting to pounce onany perfidious politico or party.

The Democrats and Obama never-theless are milking it for all its worth,and it may well be pivotal to a secondterm he is so confident of winning.

Obama said Romney would rejectthe DREAM Act, which gives a path-way to citizenship to children hereillegally if they attend college or jointhe military. Obama says he wouldmodify it to apply only to the illegalLatino youth who join the military.

Other than the immigrationargument, which is beginning tobore some people, Latinos includ-ed, there are no exclusive issuesthat define either party or that theGOP candidates have been able tocapitalize and are making do withthe generic problems like a wob-bling economy, education reformand entitlement programs.

The confrontations in theRepublican primary have also seizedon the Mormon religion, Catholicismand Newt Gingrich’s infidelities.

The Latino vote is the vote in the2012 elections, more than in 2008,and the Obama forces seem toknow this better and appreciate itmore than the Republicans.

Obama won 67 percent of theLatino vote in 2008 and with it thepresidency, and he looks to do justas well or better in 2012.

Latino political organizationspredict a record turnout of at least12.2 million Latinos in the 2012elections. The Latino vote will

increase 26 percent from 2008 andaccount for almost 9 percent of theoverall vote.

Latinos in the end gravitatetoward the Democratic candidate,except for the interludes of RichardNixon, Ronald Reagan and theBushes, which showed they can tiltRepublican when the Republicansseriously court them.

Currently, neither party has anyLatino politician with rock-star sta-tus to provide some wattage at theirnational convention to promote thebrotherhood and curry favor with anational ethnic audience.

Los Angeles Mayor AntonioVillaraigosa has been selected aschairman of the DemocraticNational Convention in Septemberin Charlotte, N.C. He could be amarquee attraction for someimpressionable Latinos, but likeNewt Gingrich, he comes with somemessy extramarital baggage.

The Republicans have Latinogovernors Brian Sandoval of Nevadaand Susana Martínez of New Mexico.Martínez has been mentioned as arunning mate largely because she isLatina and a woman.

Then there’s first-term GOP Sen.Marco Rubio of Florida, attractivebecause he’s a young handsomeCuban-American from a rich elec-toral-vote state – but the freshmanis still groping his way throughWashington’s political corridors.

In the end, it is PresidentObama who has the bully pulpitand, already into his re-electionbid, is using it well.

It’s Barack Obama,Stupid

PoliticalBeat

Carlos D. Conde, award-win-ning journalist and commentator,former Washington and foreignnews correspondent, was an aide inthe Nixon White House and workedon the political campaigns ofGeorge Bush Sr. To reply to this col-umn, contact [email protected].

by Carlos D. Conde


Page 8

Page 21

MAGAZINE®

CONTENTS

MARCH 26, 2012

Community Colleges: Back to the Future?Community Colleges for Hispanics by Mary Ann Cooper

8

Valencia College, No. 1 Nationwide, All About“Student Experience” by Michelle Adam

Tenure and America’s Community Collegesby Frank DiMaria

The Community College Squeeze:High Expectations,Less Funding and Students Pay More by Marilyn Gilroy

Key Findings of Latest CCSSE Report on StudentEngagement a Mixed Bag by Angela Provitera McGlynn

Community Colleges Raising the Bar as Hispanic-Serving Institutions by Jeff Simmons

13

16

18

21

24

Obama Pushes Colleges to Confront GrowingRecession in Civic Learning by Peggy Sands Orchowski

Budget Pressures Leading to Students Being ClosedOut of Community College Courses by Gary M. Stern

El Paso C.C.’s Early College High School an Award-Winning Success by Jamaal Abdul-Alim

28

30

To view this and other select articles online,go to our website: www.HispanicOutlook.com.

Online Articles


Page 24

Page 30

DEPARTMENTS

Cover photo courtesy of Valencia College

Political Beat by Carlos D. Conde

It’s Barack Obama, Stupid5

SScchhoollaarrss’’ CCoorrnneerr by Juan G. Berumen 23

Targeting Higher Education California Community Collegesby Gustavo A. Mellander (Online only)

FYI . . .FYI . . .FYI . . . 34

HHiissppaanniiccss oonn tthhee MMoovvee 36

PPrriimmiinngg tthhee PPuummpp...... by Miquela Rivera

Contingency Planning an Essential Skill for College-Bound Latino Teens

Back Cover

HO is also available in digital format; go to our website: www.HispanicOutlook.com.

HHiigghh SScchhooooll FFoorruummHHiigghh SScchhooooll FFoorruummIs Community College the Right Choice? by Mary Ann Cooper

32

IInntteerreessttiinngg RReeaaddss 37

Book Review by Mary Ann Cooper

Beyond the Latino World War II Hero – TheSocial and Political Legacy of a Generation

37


TOTALRANK INSTITUTION STATE ENROLLMENT TOTAL MEN WOMEN %

1. El Paso Community College TX 29,909 25,409 10,676 14,733 85%2. East Los Angeles College CA 35,100 22,668 9,692 12,976 65%3. Houston Community College TX 60,303 18,562 7,756 10,806 31%4. Mt. San Antonio College CA 29,064 14,422 6,587 7,835 50%5. Lone Star College System TX 54,412 14,395 5,807 8,588 26%6. Santa Ana College CA 31,377 13,194 6,922 6,272 42%7. Central New Mexico Community College NM 29,948 12,777 5,316 7,461 43%8. San Antonio College TX 25,269 12,332 5,101 7,231 49%9. Valencia Community College FL 41,583 12,122 5,019 7,103 29%10. Southwestern College CA 19,476 11,851 5,259 6,592 61%11. San Jacinto Community College TX 28,549 11,614 4,888 6,726 41%12. Pima Community College AZ 36,823 11,605 4,997 6,608 32%13. Cerritos College CA 22,142 11,391 4,894 6,497 51%14. Austin Community College District TX 44,100 11,090 4,801 6,289 25%15. Tarrant County College District TX 49,108 10,854 4,485 6,369 22%16. Long Beach City College CA 26,517 10,319 4,879 5,440 39%17. Pasadena City College CA 27,023 10,242 4,666 5,576 38%18. Fresno City College CA 23,902 10,117 4,737 5,380 42%19. Bakersfield College CA 19,569 10,093 4,298 5,795 52%20. Santa Monica College CA 31,118 9,833 4,322 5,511 32%21. Fullerton College CA 22,562 9,602 4,479 5,123 43%22. Laredo Community College TX 10,029 9,599 4,098 5,501 96%23. Chaffey College CA 19,469 9,312 3,736 5,576 48%24. El Camino Community College District CA 24,756 9,256 4,333 4,923 37%25. Rio Hondo College CA 22,457 9,192 4,869 4,323 41%26. Riverside Community College CA 20,585 9,075 3,870 5,205 44%27. Los Angeles City College CA 20,430 8,795 3,842 4,953 43%28. Los Angeles Valley College CA 20,667 8,759 3,683 5,076 42%29. CUNY/Borough of Manhattan Comm College NY 22,534 8,592 3,464 5,128 38%30. College of the Canyons CA 23,332 8,353 5,195 3,158 36%31. Palomar College CA 26,231 8,254 4,262 3,992 31%32. Los Angeles Mission College CA 11,357 8,043 2,950 5,093 71%33. Imperial Valley College CA 8,991 8,035 3,506 4,529 89%34. Northwest Vista College TX 15,921 7,938 3,494 4,444 50%35. Los Angeles Pierce College CA 21,368 7,754 3,360 4,394 36%36. Northern Virginia Community College VA 48,996 7,474 3,334 4,140 15%37. Reedley College CA 14,919 7,436 3,090 4,346 50%38. San Bernardino Valley College CA 13,822 7,373 3,113 4,260 53%39. San Diego City College CA 18,549 7,077 3,168 3,909 38%40. College of the Sequoias CA 13,470 6,977 3,014 3,963 52%41. CUNY/LaGuardia Community College NY 17,569 6,752 2,667 4,085 38%42. New Mexico State University-Dona Ana NM 9,923 6,698 2,823 3,875 67%43. Ventura College CA 13,711 6,513 2,744 3,769 48%44. CUNY/Bronx Community College NY 10,740 6,486 2,596 3,890 60%45. Citrus College CA 12,386 6,442 2,850 3,592 52%46. City Colleges of Chicago-Wilbur Wright IL 12,660 6,350 2,633 3,717 50%47. San Diego Mesa College CA 25,972 6,325 2,876 3,449 24%48. City College of San Francisco CA 32,966 6,258 2,892 3,366 19%49. San Joaquin Delta College CA 18,610 6,156 2,537 3,619 33%50. Modesto Junior College CA 18,492 6,148 2,670 3,478 33%

Community Colleges: Back to the Future?

by Mary Ann Cooper

While other institutions of higher education can trace their origin anddesign to European models, the one uniquely American institutionof learning is the community college. It was born in this country as

a response to economic downturns not unlike the recession of 2008.At the close of the 19th century, the Panic of 1894 occurred, tossing the

nation into a financial depression that would only be exceeded by the GreatDepression of 1929. Then, as now, financing of risky investments (thistime speculative railroad expansion) fueled bank closings that causedpanic. And that’s when the seeds of community colleges took root.

Baylor University president Rev. J. M. Carroll saw that poor economictimes were causing Baptist colleges in Texas to flounder because of lowenrollment and insufficient funding. Rather than close the Baptist colleges,he decided to turn them into two-year institutions that would feed studentsto Baylor University for their junior and senior years. It meant that theseschools could remain open with fewer students and lower operating costs.

Before that, however, partially in response to the Panic of 1873, in the1880s, Massachusetts created what were called Normal Schools as exten-sions of local high schools to provide a career path for women who want-ed to be teachers. Then, as now, when economic times were tough, highereducation found a way to train the workers of tomorrow – many of whomcame from immigrant families or were immigrants themselves.

Not surprisingly, community college enrollment has jumped during theRecession of 2008 as students postpone entry into an anemic workforce tohone their skills and better their chances to land a good job. But commu-nity colleges are also now havens for those students who are not the tradi-tional 18-22 age, but have gone back to school now because they’ve beensqueezed out of the workplace by cutbacks and lack of skills. This trendtoward more and more students of nontraditional age began in the mid-2000s when the economy first showed signs of slowing down.

According to 2011 statistics from the American Association ofCommunity Colleges (AACC), while students under the age of 21 represent39 percent of community college populations, the average age of a com-munity college student is now 28. Fifteen percent are over the age of 40,and 45 percent are 22 to 39. And of all community college students, 42percent are first-generation.

This year’s lists of community colleges with the most Hispanic enroll-ment, degrees granted and faculty, compiled from data provided by theNational Center for Education Statistics and its Integrated PostsecondaryEducation Data System database, suggest that community colleges areattracting minority and first-generation students on a grand scale to meetthe challenges of a fragile economy.

This year, El Paso Community College (EPCC) performed an impressivehat trick, topping all three lists – enrollment, degree completions andHispanic faculty and staff. While Laredo Community College (Texas) boastshigher percentages of Hispanics in enrollment, 96 percent, degrees grant-ed, 95 percent, and Hispanic faculty and staff, 88 percent – EPCC’s recordof 85 percent Hispanic enrollment, 86 percent degrees granted and 72

percent Hispanic faculty and staff can’t be discounted.Part of EPCC’s consistent success in attracting Hispanic students is its

geography (bordering Mexico), but also significant is its diverse approachto academic preparation and its embrace of cutting-edge information tech-nology and openness to career training.

EPCC offers more than 130 academic programs and more than 350personal enrichment/continuing education courses. In addition to servicesthat are now expected in community colleges, such as distance education,online courses and dual credit, EPCC offers unique learning opportunitiesthat include Student Technology Services (a student-run technology train-ing program), Early College High Schools (where students earn an associ-ate degree at the same time they are earning a high school diploma) and anew state-of-the-art model for delivering K-Gray education (including a 3-D holographic projection laboratory).

Dr. Ernst E. Roberts II, EPCC’s interim president, boasts, “Strong com-munity partnerships, customized employer training and other workforcedevelopment initiatives make EPCC the leading provider of training forlocal area business and industry.”

One of the partnerships EPCC developed early on that contributes to itssuccess is its association with Achieving the Dream: Community CollegesCount, a multiyear national initiative to help more community college stu-dents succeed. The initiative is particularly concerned about studentgroups that traditionally have faced significant barriers to success, includ-ing students of color and low-income students.

Achieving the Dream works on multiple fronts, including efforts atcommunity colleges and in research, public engagement and public policy.EPCC was in the first cohort of community colleges to participate in thisinitiative.

Schools like EPCC and others on the lists in this issue have demonstrat-ed a willingness and ability to return to the initial mission of communitycolleges: to train leaders of tomorrow to not only pursue a four-yeardegree, but to stand alone and train two-year students for successfulcareers, and target minorities, the most vulnerable in tough economictimes, to join their roster of students.

California leads the way in terms of attracting Hispanic enrollment,with 32 of its schools represented on that list. And the push is on in noless than 11 states, according to our list, to compete for the mostHispanic faculty and staff. And the schools on these lists are findingmore and more ways and programs to ensure that Hispanics completetheir studies and achieve an associate degree. Only five schools on thatlist granted associate degrees to less than 20 percent of their Hispanicstudents.

Finally, a word about Class 1, four-year schools, which have their ownlist of most associate degrees granted to their Hispanic students. The top15 schools are from five states, with nine Florida schools, two Texas andNew York schools and one Nevada and Illinois school. Miami Dade had themost Hispanic associate degree recipients by a large margin.

RANKINGS



1. El Paso Community College TX 29,909 25,409 10,676 14,733 85%2. East Los Angeles College CA 35,100 22,668 9,692 12,976 65%3. Houston Community College TX 60,303 18,562 7,756 10,806 31%4. Mt. San Antonio College CA 29,064 14,422 6,587 7,835 50%5. Lone Star College System TX 54,412 14,395 5,807 8,588 26%6. Santa Ana College CA 31,377 13,194 6,922 6,272 42%7. Central New Mexico Community College NM 29,948 12,777 5,316 7,461 43%8. San Antonio College TX 25,269 12,332 5,101 7,231 49%9. Valencia Community College FL 41,583 12,122 5,019 7,103 29%10. Southwestern College CA 19,476 11,851 5,259 6,592 61%11. San Jacinto Community College TX 28,549 11,614 4,888 6,726 41%12. Pima Community College AZ 36,823 11,605 4,997 6,608 32%13. Cerritos College CA 22,142 11,391 4,894 6,497 51%14. Austin Community College District TX 44,100 11,090 4,801 6,289 25%15. Tarrant County College District TX 49,108 10,854 4,485 6,369 22%16. Long Beach City College CA 26,517 10,319 4,879 5,440 39%17. Pasadena City College CA 27,023 10,242 4,666 5,576 38%18. Fresno City College CA 23,902 10,117 4,737 5,380 42%19. Bakersfield College CA 19,569 10,093 4,298 5,795 52%20. Santa Monica College CA 31,118 9,833 4,322 5,511 32%21. Fullerton College CA 22,562 9,602 4,479 5,123 43%22. Laredo Community College TX 10,029 9,599 4,098 5,501 96%23. Chaffey College CA 19,469 9,312 3,736 5,576 48%24. El Camino Community College District CA 24,756 9,256 4,333 4,923 37%25. Rio Hondo College CA 22,457 9,192 4,869 4,323 41%26. Riverside Community College CA 20,585 9,075 3,870 5,205 44%27. Los Angeles City College CA 20,430 8,795 3,842 4,953 43%28. Los Angeles Valley College CA 20,667 8,759 3,683 5,076 42%29. CUNY/Borough of Manhattan Comm College NY 22,534 8,592 3,464 5,128 38%30. College of the Canyons CA 23,332 8,353 5,195 3,158 36%31. Palomar College CA 26,231 8,254 4,262 3,992 31%32. Los Angeles Mission College CA 11,357 8,043 2,950 5,093 71%33. Imperial Valley College CA 8,991 8,035 3,506 4,529 89%34. Northwest Vista College TX 15,921 7,938 3,494 4,444 50%35. Los Angeles Pierce College CA 21,368 7,754 3,360 4,394 36%36. Northern Virginia Community College VA 48,996 7,474 3,334 4,140 15%37. Reedley College CA 14,919 7,436 3,090 4,346 50%38. San Bernardino Valley College CA 13,822 7,373 3,113 4,260 53%39. San Diego City College CA 18,549 7,077 3,168 3,909 38%40. College of the Sequoias CA 13,470 6,977 3,014 3,963 52%41. CUNY/LaGuardia Community College NY 17,569 6,752 2,667 4,085 38%42. New Mexico State University-Dona Ana NM 9,923 6,698 2,823 3,875 67%43. Ventura College CA 13,711 6,513 2,744 3,769 48%44. CUNY/Bronx Community College NY 10,740 6,486 2,596 3,890 60%45. Citrus College CA 12,386 6,442 2,850 3,592 52%46. City Colleges of Chicago-Wilbur Wright IL 12,660 6,350 2,633 3,717 50%47. San Diego Mesa College CA 25,972 6,325 2,876 3,449 24%48. City College of San Francisco CA 32,966 6,258 2,892 3,366 19%49. San Joaquin Delta College CA 18,610 6,156 2,537 3,619 33%50. Modesto Junior College CA 18,492 6,148 2,670 3,478 33%

Community Colleges by HispanicFull-Time Enrollment

Community Colleges by HispanicFull-Time Enrollment

Source: 2010 ED/NCES

HISPANIC ENROLLMENT

HISPANIC ENROLLMENT



1. El Paso Community College TX 3,117 2,666 853 1,813 86%2. Valencia Community College FL 6,303 1,470 587 883 23%3. Riverside Community College CA 2,577 1,029 356 673 40%4. San Joaquin Delta College CA 3,418 890 330 560 26%5. Houston Community College TX 3,285 790 222 568 24%6. Mt. San Antonio College CA 1,901 735 296 439 39%7. Southwestern College CA 1,129 707 254 453 63%8. San Jacinto Community College TX 2,142 690 236 454 32%9. CUNY/Borough of Manhattan Comm College NY 2,513 683 235 448 27%10. Lone Star College System TX 3,036 675 210 465 22%11. East Los Angeles College CA 1,070 668 218 450 62%12. Central New Mexico Community College NM 1,579 654 207 447 41%13. Santa Ana College CA 1,316 641 268 373 49%14. Pima Community College AZ 2,170 636 235 401 29%15. Del Mar College TX 1,110 626 214 412 56%16. Laredo Community College TX 623 589 199 390 95%17. Chaffey College CA 1,398 576 177 399 41%18. Tarrant County College District TX 3,284 570 194 376 17%19. San Antonio College TX 1,271 545 176 369 43%20. Hillsborough Community College FL 2,615 522 185 337 20%21. CUNY/LaGuardia Community College NY 1,717 513 180 333 30%22. Palomar College CA 1,734 506 208 298 29%23. Imperial Valley College CA 570 491 155 336 86%24. Palo Alto College TX 821 489 149 340 60%25. Rio Hondo College CA 757 469 201 268 62%

Walla Walla Community College WA 571 469 197 272 82%26. CUNY/Bronx Community College NY 870 468 154 314 54%27. Cerritos College CA 1,014 460 170 290 45%28. Northern Virginia Community College VA 3,852 455 203 252 12%29. New Mexico State University-Dona Ana NM 752 454 154 300 60%30. Pasadena City College CA 1,649 453 177 276 27%31. Fresno City College CA 1,369 437 174 263 32%32. Ventura College CA 953 430 165 265 45%33. Northwest Vista College TX 972 415 145 270 43%34. Bergen Community College NJ 1,867 413 173 240 22%35. El Camino Community College District CA 1,295 402 154 248 31%36. Skagit Valley College WA 502 402 144 258 80%37. Nassau Community College NY 2,577 385 149 236 15%38. Central Texas College TX 2,472 384 207 177 16%39. College of the Sequoias CA 834 377 144 233 45%40. Citrus College CA 959 375 153 222 39%41. Bakersfield College CA 962 372 121 251 39%42. Southwest Texas Junior College TX 453 356 104 252 79%43. Oxnard College CA 486 351 129 222 72%44. Mt. San Jacinto Community College District CA 1,475 349 121 228 24%45. Santa Monica College CA 1,409 346 121 225 25%46. CUNY/Hostos Community College NY 582 331 74 257 57%47. Allan Hancock College CA 891 329 102 227 37%

Suffolk County Community College NY 2,680 329 118 211 12%48. CUNY/Queensborough Community College NY 1,388 324 141 183 23%49. Los Angeles Valley College CA 870 316 107 209 36%50. Austin Community College District TX 1,369 310 131 179 23%

St. Philip's College TX 695 310 133 177 45%


1. El Paso Community College TX 3,010 2,168 930 1,238 72%2. Houston Community College TX 6,272 933 410 523 15%3. Lone Star College System TX 7,032 886 346 540 13%4. Laredo Community College TX 902 794 400 394 88%5. Central New Mexico Community College NM 2,141 616 278 338 29%6. San Antonio College TX 1,573 607 250 357 39%7. Austin Community College District TX 3,383 550 265 285 16%8. Valencia Community College FL 2,834 473 195 278 17%9. CUNY Hostos Community College NY 989 457 209 248 46%10. CUNY LaGuardia Community College NY 2,104 450 189 261 21%11. CUNY Bronx Community College NY 1,418 403 208 195 28%12. St. Philip's College TX 998 400 186 214 40%13. Southwestern College CA 1,328 388 152 236 29%14. Tarrant County College District TX 3,380 380 175 205 11%15. CUNY/Borough of Manhattan Comm College NY 2,429 373 169 204 15%16. Mt. San Antonio College CA 1,842 372 170 202 20%17. Palo Alto College TX 694 370 159 211 53%18. Northwest Vista College TX 969 363 169 194 37%19. Santa Ana College CA 1,308 359 151 208 27%20. East Los Angeles College CA 1,168 355 175 180 30%21. Hillsborough Community College FL 2,542 338 142 196 13%22. Rio Hondo College CA 829 321 128 193 39%23. New Mexico State University-Dona Ana NM 809 311 134 177 38%24. Cerritos College CA 1,111 287 116 171 26%25. Alamo Comm Coll District Central Office TX 429 281 104 177 66%26. Fresno City College CA 1,473 264 106 158 18%27. Pasadena City College CA 1,468 258 125 133 18%28. Imperial Valley College CA 527 247 122 125 47%29. Palomar College CA 1,590 245 119 126 15%30. Long Beach City College CA 1,508 234 97 137 16%31. Chaffey College CA 1,133 210 67 143 19%32. CUNY Kingsborough Community College NY 2,135 209 106 103 10%33. Suffolk County Community College NY 2,849 198 76 122 7%34. Passaic County Community College NJ 1,065 197 92 105 18%35. Otero Junior College CO 406 190 35 155 47%36. Reedley College CA 823 188 75 113 23%37. Riverside Community College CA 1,015 185 89 96 18%38. Luna Community College NM 254 180 83 97 71%39. Portland Community College OR 4,273 177 69 108 4%40. Citrus College CA 766 171 83 88 22%41. Montgomery College MD 2,750 168 70 98 6%42. City Coll of Chicago-Richard J Daley Coll IL 624 166 70 96 27%43. Essex County College NJ 1,102 164 45 119 15%44. West Hills College Coalinga CA 287 162 27 135 56%45. Triton College IL 1,296 160 80 80 12%

El Centro College TX 1,023 160 51 109 16%46. CUNY/Queensborough Community College NY 1,664 158 74 84 9%47. College of the Sequoias CA 738 157 63 94 21%48. San Diego City College CA 1,024 156 67 89 15%49. Elgin Community College IL 1,096 155 69 86 14%50. Bakersfield College CA 817 151 51 100 19%

Glendale Community College CA 1146 151 73 78 13%

Community Colleges byHispanic Faculty

Community Colleges byHispanic Faculty

Source: 2010 ED/NCES

HISPANIC FACULTYHISPANIC FACULTY


Community Colleges forHispanics Awarding Associate

Degrees (2-Year Schools, Class 2)

Community Colleges forHispanics Awarding Associate

Degrees (2-Year Schools, Class 2)


1. El Paso Community College TX 3,117 2,666 853 1,813 86%2. Valencia Community College FL 6,303 1,470 587 883 23%3. Riverside Community College CA 2,577 1,029 356 673 40%4. San Joaquin Delta College CA 3,418 890 330 560 26%5. Houston Community College TX 3,285 790 222 568 24%6. Mt. San Antonio College CA 1,901 735 296 439 39%7. Southwestern College CA 1,129 707 254 453 63%8. San Jacinto Community College TX 2,142 690 236 454 32%9. CUNY/Borough of Manhattan Comm College NY 2,513 683 235 448 27%10. Lone Star College System TX 3,036 675 210 465 22%11. East Los Angeles College CA 1,070 668 218 450 62%12. Central New Mexico Community College NM 1,579 654 207 447 41%13. Santa Ana College CA 1,316 641 268 373 49%14. Pima Community College AZ 2,170 636 235 401 29%15. Del Mar College TX 1,110 626 214 412 56%16. Laredo Community College TX 623 589 199 390 95%17. Chaffey College CA 1,398 576 177 399 41%18. Tarrant County College District TX 3,284 570 194 376 17%19. San Antonio College TX 1,271 545 176 369 43%20. Hillsborough Community College FL 2,615 522 185 337 20%21. CUNY/LaGuardia Community College NY 1,717 513 180 333 30%22. Palomar College CA 1,734 506 208 298 29%23. Imperial Valley College CA 570 491 155 336 86%24. Palo Alto College TX 821 489 149 340 60%25. Rio Hondo College CA 757 469 201 268 62%

Walla Walla Community College WA 571 469 197 272 82%26. CUNY/Bronx Community College NY 870 468 154 314 54%27. Cerritos College CA 1,014 460 170 290 45%28. Northern Virginia Community College VA 3,852 455 203 252 12%29. New Mexico State University-Dona Ana NM 752 454 154 300 60%30. Pasadena City College CA 1,649 453 177 276 27%31. Fresno City College CA 1,369 437 174 263 32%32. Ventura College CA 953 430 165 265 45%33. Northwest Vista College TX 972 415 145 270 43%34. Bergen Community College NJ 1,867 413 173 240 22%35. El Camino Community College District CA 1,295 402 154 248 31%36. Skagit Valley College WA 502 402 144 258 80%37. Nassau Community College NY 2,577 385 149 236 15%38. Central Texas College TX 2,472 384 207 177 16%39. College of the Sequoias CA 834 377 144 233 45%40. Citrus College CA 959 375 153 222 39%41. Bakersfield College CA 962 372 121 251 39%42. Southwest Texas Junior College TX 453 356 104 252 79%43. Oxnard College CA 486 351 129 222 72%44. Mt. San Jacinto Community College District CA 1,475 349 121 228 24%45. Santa Monica College CA 1,409 346 121 225 25%46. CUNY/Hostos Community College NY 582 331 74 257 57%47. Allan Hancock College CA 891 329 102 227 37%

Suffolk County Community College NY 2,680 329 118 211 12%48. CUNY/Queensborough Community College NY 1,388 324 141 183 23%49. Los Angeles Valley College CA 870 316 107 209 36%50. Austin Community College District TX 1,369 310 131 179 23%

St. Philip's College TX 695 310 133 177 45%Source: 2010 NCES IPEDS data for 2 year ( Class 2, as designated by NCES) schools granting associate degrees

HISPANICHISPANIC


TOP 15 Four-Year Schools (Class 1)Awarding Associate Degrees

TOP 15 Four-Year Schools (Class 1)Awarding Associate Degrees


1. Miami Dade College FL 9,090 5,893 2,272 3,621 65%2. South Texas College TX 1,828 1,703 563 1,140 93%3. Broward College FL 4,903 1,409 526 883 29%4. The University of Texas at Brownsville TX 1,021 927 264 663 91%5. Keiser University-Ft. Lauderdale FL 3,162 723 200 523 23%6. Palm Beach State College FL 3,245 648 230 418 20%7. Monroe College-Main Campus NY 955 516 144 372 54%8. College of Southern Nevada NV 1,801 339 124 215 19%9. Santa Fe College FL 2,952 337 153 184 11%10. Seminole State College of Florida FL 2,004 311 119 192 16%11. Florida National College-Main Campus FL 316 283 85 198 90%12. Edison State College FL 1,876 269 105 164 14%13. Robert Morris University Illinois IL 931 245 69 176 26%14. Indian River State College FL 1,886 225 81 144 12%15. CUNY/New York City College of Technology NY 933 211 95 116 23%

Source: 2010 NCES IPEDS data for 4 year (Class 1, as designated by NCES)

HISPANICHISPANIC

Adiscussion of schools awarding the most associate degrees to Hispanics would not be complete withouta nod to four-year schools that have continued to award an impressive number of these degrees toHispanics. They have embraced this legacy, rather than focus their full attention on awarding bachelor’s

and graduate degrees.

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COMMUNITY COLLEGES/LEADERSHIP

Valencia College, No. 1Nationwide, All About“Student Experience”

by Michelle Adam

Twelve years ago, Dr. Sanford Shugart took the helm at ValenciaCollege. This school of 70,000-plus students in Orlando, Fla., mighthave seemed like any other community college nationwide. But

Shugart’s reason for being there, and the change this college was about toundergo, was anything but ordinary.

Shugart became president of Valencia College at a crucial time in itshistory. Before his arrival, the school had begun a process called “CampusConversations” whereby individuals gathered at hundreds of meetingscampuswide to determine how to renew their college culture and vision.

“When I arrived, I noticed about 150 people were deeply involved inthis process of change, but they were at the margins of the institution. Myjob was to bring them into the center of the college,” explained Shugart.“They created a fertile ground for change. The goal was to capture thatenergy for change and funnel it into systems for everything students experi-enced. It’s the reason I came here.”

That very reason became the push that Valencia needed to achieve topcommunity college status. Last year the school was selected among 120 “top”colleges in the nation by Aspen Institute, an institute dedicated to annuallyhonoring the best community college for its achievements in student perfor-mance and graduation, based on data collected by the U.S. Department ofEducation (This year was the first year for the prize). Valencia Collegereceived the Aspen Prize for Community College Excellence, and $600,000, atthe National Press Club in Washington, D.C., in the presence of such notablesas second lady Jill Biden and Secretary of Education Arne Duncan.

“A lot of people have admired our work over the years, but we’ve takeneverything in stride. Then, when Aspen selected us at first, we thought that wasgreat,” said Shugart. “I didn’t know we were a winner, though, until everyoneelse knew in Washington, D.C. It was thrilling! We have big TV screens on ourcampuses and students gathered throughout campus cheering.”

What exactly made Valencia College stand out among all other commu-nity colleges this past year? What had Shugart and many others on his sixcampuses done to achieve such success?

Valencia’s achievements, recognized by Aspen Institute, have beennumerous. First of all, more than half of the school’s full-time students grad-uate or transfer within three years of entering Valencia, a rate substantiallyhigher than the national average (51 percent compared to 39 percent). Also,the college has experienced rising graduation rates among all students,including minorities, despite data showing an increasing number of studentsnationwide unprepared for college-level work and the U.S. dropping to 12thglobally in the percentage of young adults with at least a bachelor’s degree.

These graduation successes have been especially evident amongHispanics and African-Americans, who, among other minorities, make upalmost half of Valencia’s population (and many are low-income).Graduation rates for college-ready Hispanic students have jumped from38.7 percent to 45.5 percent in the past decade at the school, and from15.4 percent to 44.3 percent for African-Americans during the same timeperiod. These numbers compare to the national average of under 40 per-cent at most community colleges (Hispanics make up 41 percent of theschool’s Osceola Campus, 27 percent of its East Campus, 23 percent of itsWest Campus and 19 percent of its Winter Park Campus.)

Beyond graduation rates, Aspen judges also recognized that Valenciagraduates “are employed at rates higher than graduates from any of theother 10 Aspen Prize finalists. This is especially impressive given theregion’s unusually high unemployment rate and low job growth rate.” (Forexample, 95 percent of Valencia’s Associate of Science and certificate grad-uates were placed in jobs, according to the latest data from FETPIP.)

All of these accomplishments exist despite the fact that a large percentageof Valencia students arrive on campus in need of remedial work, and a sig-nificant number come from low-income households. These students adjustwell to campus life. Two-thirds return for their second year of school, greatlyincreasing the odds of their graduation and postgraduation successes.

In addition to the Aspen Prize, Valencia has achieved other accolades.The Carnegie Foundation for the Advancement of Teaching named its ESLprofessor James May the 2011 Florida Professor of the Year. He was select-

ed among 27 state professors to represent the most outstanding under-graduate instructors in the country.

In 2009, the college won the inaugural Leah Meyer Austin InstitutionalStudent Success Leadership Award for helping minorities succeed. In2007, The New York Times named Valencia one of the nation’s leadingcommunity colleges. In addition, Valencia was chosen in 2001 by Timemagazine as one of the nation’s best schools at helping first-year studentsexcel, and it is second in the number of associate degrees awarded toHispanics nationwide (first for all students).

For all of Valencia’s achievements, whether most recently or in the past10 years, little has been accomplished without vision or effort. For everystudent success, there’s a program, an intention and a commitment thathas made that possible. And much of this happened after Shugart took thehelm and implemented grand changes.

In 2000, he and his college created a strategy that listed the first ofseven goals as that of “Learning First.”“The most important first idea was thatanyone can learn anything under the rightconditions. The key is finding with themthe right conditions for learning. Weneeded to think about what conditionswere right for every learner and createthose conditions and partner with thelearners, because they’re the ones thatcreate the conditions,” said the president.“If what we did didn’t improve studentlearning, we weren’t interested in it.”

As part of this first goal, Valenciadecided to ensure that every one of its70,000-plus students had a “connectionand a direction” at the onset of their col-lege life. The school had already developedLife Map, a program that touches uponeverything the students do once they enterschool, but now could expand it further.

“From their first contact with us untilgraduation,” said Shugart, “Life Map is apart of this. Before, a lot of students cameand left without connecting with anyoneor knowing why they were there to beginwith. We needed to lead our students.”

Launched in 1998, Life Map was created to help students charter theirown path through college to achieve career and life goals, through connec-tions with advisors, faculty, staff and interactive tools. This programbecame a part of the school’s second major goal in its strategic planning:to “Start Right.”

“Almost all of the failure begins for students at the front door. So,where we needed to invest our energy was at the front door,” said Shugart.

That front door begins with the enrollment process, one that Valenciachanged so it would improve student success in the long run.

“Most colleges drive decision-making around enrollment and maximiz-ing enrollment, and not around student success. So we created a realapplication deadline and enforced it. This gave time for students to beaccessed, advised and oriented before their first class,” said the president.“We did away with late registration, and now we don’t add a course oncethe class numbers have been met. The students who show up last minutedon’t succeed – they fail – so we created new Flex Start Classes, which

start a month later. Now even these students get a Right Start experience[with assessment, advising and orientation before class].”

“We’ve created a lot of structure for incoming students, and we’ve givenreal clarity about prerequisite courses,” said Shugart. “If a person doesn’tplace in college-level reading, most colleges will still allow students to takea social studies course (which requires a lot of reading!). Out of fear oflosing enrollment, they don’t require prerequisite courses. But we do.”

Students who need additional support during the beginning of collegealso participate in the school’s Bridges to Success program. Through thisprogram, about 500 disadvantaged high school students annually areoffered free tuition if they enroll in Valencia immediately after high schoolgraduation, keep their grades up, and participate in Bridges activities.

Once students have been properly oriented and Valencia knows what cours-es they need to take, the next step is making sure they do well in their classes.

“We came to believe that the most powerful predictor of student gradu-ation was success on first attempt at thefirst five classes. So we began to look atgateway courses that had high failure andwithdrawal rates,” said Shugart. “Weteach over 700 courses and reforming allof them is a Herculean task. But 20classes make up the front-door classes.And we had at least five math coursesthat were critical and had high failurerates. Now we are having success here.”

While Shugart and his team deter-mined where gateway courses failed stu-dents, they had to take specific measuresto turn these courses around. This iswhere the third strategic plan, “Learningby Design,” was enacted. “At that time, itmeant we needed to continue to invest inlots and lots of faculty development thatis peer-driven,” said the president. “Thismeant widespread adoption of high-engagement teaching (teaching methodsproven to be effective). It meant a lot lesslecture than before, and a lot more prob-lem-solving, clinical learning, groupwork and experimental work.”

According to Shugart, “A lot of col-leges underestimate the value of having a culture in their faculty that islearning centered – where my job teaching isn’t to cover the material, butto cause learning to occur. The faculty here really lead us on that and tellus what we need to do to keep practices going.”

Revamping gateway courses was only the beginning of an ongoingprocess of faculty development and improvement. Another important stepwas developing assessment measures and gathering evidence of what stu-dents had learned in a meaningful way. “We continue to look at evidenceand see how to close the gaps that we see,” said Shugart.

In response to this evidence, Valencia has invested in supplementalinstruction and rich tutorials. “For minority students, we’ve offered a lot ofsupplemental instruction (where peers take a course again in order tocoach other students in how to be successful in it). We pay them a stipend.They are a coach to other students to make sure they show up every day,help with studying, with taking tests, etc.,” said Shugart. “We have 7,000 to8,000 students doing this in gateway courses.”


Dr. Sanford Shugart, president, Valencia College,accepting Aspen Award

Valencia has also created learning in communities. A content areacourse is paired up with a student success course, and faculty integrate thecontent. This approach includes team teaching in which faculty work moreclosely with students.

When it came to changing classroom teaching, Valencia especiallyaddressed the needs of Hispanics and other minority students (one ofValencia’s campuses, Osceola, is a Hispanic-Serving Institution, with 41percent Hispanics on campus).

“We want to be able to show success rates in gateway courses forHispanics, African-Americans, Asians and other minority groups. Thatmeant when we were choosing criteria to implement change, we needed tolook at these students first,” explained Shugart. “Many of these studentscome from high-context cultures (especially Hispanics and African-Americans), where learning in communities is especially impactful. So wechose strategies that would be effective for minority students.”

Due to changes targeting minority students,gaps between majority and minority studentshave virtually disappeared in five of Valencia’s sixgateway courses. Hispanics are the highest-per-forming group in two of these classes. “I am stillnot as encouraged as I’d like to be with Blackmales, but with Hispanics and Black females, thesuccess has been enormous,” said Shugart.

While diverse groups of students are graduat-ing Valencia with two-year degrees in greaternumbers than ever before, many more are con-tinuing their education at four-year-institutions.Uniquely, students who graduate from this com-munity college are guaranteed entrance into theUniversity of Central Florida (UCF). They benefitfrom an agreement called DirectConnect made in2005 between Valencia and UCF, a highly selectiveuniversity with a site on Valencia’s campus.

“We finally recognized that very few peoplewake up in the morning thinking, ‘I’d love to getan AA from Valencia.’ They really want a bache-lor’s degree. So we decided to be the bestbridge in the world and guarantee students getto the other side instead of trying to be the endall,” said Shugart.

“Now Valencia is the largest producer of transfer students in the world,and UCF is the largest receiver. We tell our students, ‘you will be admitted ifyou graduate from here.’”

Beyond higher education agreements, Valencia’s outreach and enroll-ment efforts in its surrounding communities are equally great. “We are highin terms of the number of students that enroll at Valencia, compared tothose that enroll at other colleges,” said Jessica Morales, director of transi-tion and enrollment services. “The 2010 Market Share Data show that forthe entire service area, we get 31.2 percent of graduates. It’s huge!”

Valencia goes into high schools and middle schools and begins by“sending out the message that college is a possibility.”

“Our community has a lot of first-generation students and people whohave not received degrees for the workforce. So, our primary objective isto increase enrollment to postsecondary education,” explained Morales.“We work within Orange and Osceola counties, where there is a diversecommunity. We have pockets of African-American populations, and withinOsceola we have a higher Hispanic population. Most of the events we do

target high populations of Hispanics.”When it comes to Hispanic recruitment, Morales has discovered it’s a

true family affair. “We do find that with the recruitment of Hispanics in gen-eral, many of their family members are involved in the recruiting process.Students definitely rely on their family input, and when they come on cam-pus they come with their families in larger rates than other ethnicities,” saidMorales. “We have done bilingual presentations and provide parent nights.They need to know that college is an option for their child, because manytimes these parents don’t see it as an option. Many of them are low-incomestudents, and some of them don’t know financial aid is an option for them”and that Valencia College costs 40 percent less than a university tuition.

These Hispanic, low-income, or first generation students do finallyembark on the Valencia experience, and achieve much more than theycould have imagined. They graduate with university options and often findwork, thanks to the school’s excellent relationship with local industry.

Two Hispanic students, Kristian Ocasio andPamela García, both graduated from Valenciaand are currently working at local companies.Ocasio, who graduated with an associate degreein electronic engineering technologies in 2010, iscurrently working at Gooch and Housego, a com-pany that makes medical instruments for mea-suring light. García is now a laser technician forNorthrup Grumman after graduating in 2008.

“Valencia gave me exactly what I needed. Itgave me the education I needed for the work-force,” said Ocasio, who joined the militaryafter high school so he could afford his collegeeducation. “The only reason I got hired was thefact that I got my education from Valencia andbecause of my military background. It shows Ihave the discipline to learn the job.”

Ocasio expected Valencia to be like so manycolleges – a party center. But he was pleasantlysurprised to find that students there were morefocused on their classes. “The focus was on theacademic. And the teachers were great there. Ihad one teacher who got me into the laserfield. He helped me step by step get the classesI needed,” he said. “The counselors also made

sure that whatever degree I had in mind, they’d help me create a degreeplan. That way I didn’t miss a class or waste time.”

García also graduated with the tools needed to work in the laser tech-nology field. She moved to Florida from Puerto Rico during her highschool years and chose to go to the Valencia because it was close to home.Now she’s working and taking classes at UCF, thanks to the transfer agree-ment between her community college and the university.

García and Ocasio are definite success stories from a school that hasgraduated an increasing number of Hispanic students. But, as Shugart putit, “There are no silver bullets in how this works. Many people ask us totell them three things that they can do that we have done. But that’s liketaking a palm tree from Florida and trying to replant it in Michigan.”

The key to achieving these kinds of results requires much more com-prehensive change and work. “We have had to change our culture, andnow we have fostered a culture committed to student success,” saidShugart. “It’s about genuine learning. The college is about what the stu-dents experience, and that is all.”


Pamela García, recent Valencia graduate, is now a laser technician and UCF student.

Tenure and America’s Community CollegesA

merica’s colleges and universities havebeen moving slowly but steadily away fromtenure over the past decade. Community

colleges are no exception. The AmericanFederation of Teachers reports that America’scommunity colleges have seen a 22 percentincrease in the number of instructional staffbetween 1997 and 2007. During that 10-yearspan, the percentage of community college fac-ulty that were full-time tenured or on a tenuretrack dropped from 21 percent to 18 percentwhile the contingent or adjunct faculty grewfrom 79 percent to 82 percent.

The U.S. Department of Education reportedin the fall of 2009 that 16 percent of communitycollege faculty members were employed full timewith tenure or were on a tenure track, 16 per-

cent were full-time and not on tenure track, anda full 69 percent were part-time.

“The proportion of faculty off the tenuretrack has been growing in community colleges,as in other types of institutions, over the last sev-eral decades. For example, in 1993, 21 percentwere tenured or tenure-track, 15 percent werefull-time nontenure-track, and 64 percent werepart-time,” says John W. Curtis, director ofresearch and public policy at the AmericanAssociation of University Professors (AAUP).

John Roueche, Ph.D., director and Sid W.Richardson Regents Chair in Community CollegeLeadership, University of Texas-Austin, says that

over the next five to 10 years the notion of tenureas a lifetime expectation is going to change dra-matically as fewer and fewer schools will offertenure – “because it locks in faculty for a longtime and, given the great uncertainty of enroll-ment, it locks the organization down. For example,if you have a strong business program with astrong faculty locked in and all of a sudden enroll-ment drops, and people are moving into, say,allied health, you’re left with faculty that you haveto either retool, retrain or you’ll have very lowclass sizes, which will threaten the financial stabili-ty of the institution,” says Roueche. Institutions aresatisfied with hiring senior lecturers who are “atwill” employees and will have an appointment foras long as there is a need for their services.Community colleges are no exception.

Whether the move away from offering tenuredpositions affects the quality of the community col-lege student’s education is up for debate. Curtismakes the same tenure argument that the AAUPhas been making for nearly the past century.Tenure, he says, first and foremost protects acad-emic freedom and allows tenured faculty mem-bers to feel secure in the knowledge that they willnot lose their jobs simply for raising a controver-sial issue in one of their classes or for challeng-ing their students to perform at higher levels.This academic freedom, according to Curtis, canexpose students to new ideas and challenge themto do more than they thought might be possible,which is especially important for first-generationand low-income students who might not havebenefited from resource-rich learning environ-ments in their prior schooling.

Added job security means that tenure-trackfaculty are not constantly scrambling to negotiateand sign their next contract and have time tofocus on their students. In addition, he argues,tenure allows professors to build stronger rela-tionships with their students. “Because they aremore likely to be in their positions longer for alonger period of time, tenured faculty memberscan develop a mentoring relationship with theirstudents that goes beyond the confines of a sin-gle class,” says Curtis. “Since community col-leges serve a larger proportion of first-genera-tion and low-income students, it’s particularlyimportant that their faculty members be giventhe full support they need to bring a first-rateeducational experience to those students.”

Roueche, however, disagrees and says thatwhether or not a professor has tenure has littleeffect on the quality of a student’s education inAmerica’s community colleges. At the dawn ofthe 20th century, tenure was necessary to protectfree speech and the ability for faculty membersto speak the truth as they see it, he says. But job

security is beyond question today.“You’ve got the AAUP, the Civil Rights

Commission; you’ve got all kinds of organiza-tions that would intervene in a heartbeat if a fac-ulty member was being dismissed for politicalreasons or ideological reasons,” says Roueche.

What differentiates community colleges fromfour-year institutions like Duke, UCLA and theUniversity of Texas – all of which Roueche hastaught at – is that these schools take tenureappointments very seriously. “Our college justwent through tenure and promotion reviews anda number of our best and brightest young folkscoming up for tenure were denied it, and theyhave to leave, whereas in the community collegethere is nowhere near the intense scrutiny andevaluation you find in division one major

research universities,” says Roueche.Almost every professor hired by a community

college that offers tenure eventually gets tenure,he says. In some ways, it is like a rite of passage.“Tenure was never envisioned to be somethingthat all employees qualify for; it was a way ofidentifying your best faculty, your best teachersand inviting them to be with you for the longrun,” says Roueche.

There are a number of reasons why tenureappointments at community colleges are so rare.Chief among them is a severe lack of resources.When the American economy heads south, insti-tutions have to determine how sustainable a sys-tem like tenure will be, given the uncertainty of

COMMUNITY COLLEGES/REPORTS


John Roueche, Ph.D., director and Sid W.Richardson Regents Chair in Community

College Leadership, University of Texas-Austin

Jean Goodnow, Ph.D., president of Delta College

future resources. Community colleges have beenthrough about seven or eight years of burgeoningenrollment while at the same time their financialresources have dwindled. “Almost all the growthin the last 10 years has been at community col-leges as well as in the proprietary schools,” saysRoueche. Yet state appropriations and local taxsupport of America’s community colleges hasbeen woefully inadequate to support them.

“So you have more students and fewer andfewer resources with which to operate the insti-tutions. So they have no choice but to hire moreand more adjunct faculty members because theydon’t have the resources to staff with full-timefaculty,” says Roueche.

Community colleges have what Roueche calls a“mission impossible.” Open enrollment at com-munity colleges means that their populations oftencomprise a large number of students who needmore tutoring, more support, more counselingand more financial aid. Division one schools, onthe other hand, have far fewer students with suchneeds. But they have more financial resources tocarry out their mission, says Roueche.

Community colleges have the added missionof training their students to compete in the cur-rent workplace. As a result, the curriculum atcommunity colleges is dynamic. Historically therole of America’s community colleges has beento offer job training for the careers that are mostin demand, based on the economy. As jobs inmanufacturing and textiles – once the backboneof the American economy – are shipped over-seas and replaced with jobs in health care andpharmaceuticals, community colleges mustmodify their curriculum to offer the most cur-rent courses in these fields. Roueche says thatcommunity colleges must be leaner, more nim-ble and faster moving than the country’s majoruniversities. And they stay that way by hiringadjuncts who are not on the tenure track.

But as tenure becomes less and less popularat American community colleges, there is oneschool moving in the opposite direction andbucking the trend. Delta College, a two-yearinstitution in Michigan, has moved to make all ofits full-time faculty positions either tenured ortenure-track. That means about 55 instructors atDelta have the option of replacing their one-yearrenewable contracts with tenure-track status.

Delta is a mid-sized community college thathad an enrollment of 11,495 students in the fallof 2011 and 225 full-time faculty, 55 of whomhave been off the tenure track. Jean Goodnow,Ph.D., president of Delta College, says that notmany community colleges have a system of facul-ty rank/tenure like Delta’s, a practice that theschool adopted as part of its early culture.

“We value our promotion and tenure system.It is a part of our unique shared governancestructure,” she says. To attain tenure, Delta pro-fessors must demonstrate evidence of profes-sional growth, teaching effectiveness and colle-giality. “I believe that our tenure process con-tributes to a culture of teaching and learningexcellence,” says Goodnow.

Delta’s move to a tenure-track/tenure institu-tion speaks to the core of the institution’s valuesand those of the academic enterprise, and is avisible demonstration of the administration’scommitment, respect and value of its full-timefaculty, says Goodnow.

The word that best describes Delta’s movetoward tenure is engagement. Goodnow calls theschool’s decision to move to a tenure system a

commitment to its students and a way to ensurethat the school provides the best educational expe-rience it can from an engaged and involved faculty.Delta’s tenure system will allow its students greateraccess to professors who will be engaged both inand out of the classroom, she says.

Delta’s tenure-track faculty members partici-pate in a rigorous peer evaluation-based tenureprocess. They write curriculum, serve on com-mittees, are advisors in clubs and organizationsand volunteer and participate in the school’sunique shared governance structure. “Theseengaged faculty members help to create an envi-ronment in which all students can connect with

the culture of our college and have a rewardingeducational experience,” says Goodnow.

Aside from Delta’s 225 full-time faculty, theschool also employs 324 part-time adjunct pro-fessors, without whom, Goodnow says, theschool would not be able to serve the number ofstudents it does. Delta has set up an office areadedicated to the support and development of itsadjunct faculty. Delta adjuncts have access tooffice support, workspace, technology and theschool’s Faculty Center for Teaching Excellence.

“We support professional development for ouradjuncts through adjunct faculty grants, adjunctacademy workshops, one-on-one assistance andthrough the availability of on-campus workshopsthat focus in the areas of pedagogy and technology.Outstanding adjuncts are also recognized througha special achievement award at our employeerecognition banquet each year. Adjuncts are anintegral part of our college,” she says.

Goodnow insists that Delta’s decision tomake all full-time faculty positions tenuredand/or tenure-track will not affect the importantrole that the school’s adjunct faculty membersplay in the education of its students. The recentdecision simply means a conversion of alreadyexisting full-time faculty positions. Convertingfull-time faculty positions to tenure-track/tenured will result in no additional costs tothe college, and Goodnow believes that this deci-sion will enhance the school’s opportunity torecruit high-quality professors in the future.

“Our rigorous tenure process establishes themutual expectations for the continued pursuit ofexcellence on the part of both the faculty mem-ber and the institution. I believe that this deci-sion will positively affect the experience of ourstudents,” she says.

Curtis agrees that offering tenure does enhancethe ability of a college to attract and retain themost effective faculty members, especially since italso represents an institutional commitment toprovide support for quality instruction and schol-arship. He calls Delta’s move to offer tenure a stepin the right direction and in line with a recommen-dation in AAUP’s 2010 report Tenure andTeaching-Intensive Appointments. However, heis still concerned that it does not address the situa-tion of a much larger group – part-time faculty.

“We hope that the faculty and the administra-tion can continue to work on policies that willimprove working conditions and secure academicfreedom for part-time faculty members, as well,”says Curtis. He says that Delta’s move to offertenure proves that converting appointments to thetenure line does not have to be expensive, and itstrengthens teaching and faculty stability, impor-tant goals that faculty and administrators share.


Tenure and America’s Community Colleges by Frank DiMaria

John W. Curtis, director of research and publicpolicy, American Association of University

Professors (AAUP)

The Community College Squeeze: High Expectations, Less Fundingand Students Pay MoreC

ommunity colleges are touted as the gatewayfor the educational aspirations of millionsas well as the key to the country’s economic

future and college completion agenda. Indeed,they are the place in which the majority of low-income and first-generation students enroll, andthey have become the centers for retooling olderworkers and the unemployed.

Two-year schools also have retained theiroriginal mission of providing career programsand transfer opportunities for those who want tobegin their education at a community collegebefore continuing on for a bachelor’s degree. Asa result of these multiple functions, communitycolleges have emerged as a primary piece of theeducation marketplace. In fall 2011, communitycolleges enrolled more than eight million stu-dents, a 21.8 percent increase since fall 2007,according to the latest report from the AmericanAssociation of Community Colleges (AACC).

But ironically, praise from politicians and themedia extolling the value of community colleges

has not yielded the financial support needed tocarry out the sector’s expanding roles. In reality,community colleges are doing more with lessand are being forced to cut programs, capenrollments and enact hiring freezes.

In addition, students and their families arepaying a larger share of costs as tuition rises sig-nificantly in response to decreased state andlocal funding and increased headcounts. Highereducation policymakers say tuition hikes couldaffect access and completion rates for students,especially Hispanics, who now enroll at recordnumbers in community colleges. Nationally, 50percent of Hispanics start at a community col-lege, and many come from low-income families.

Enrollments Rise, Budgets ShrinkDespite all of their successes, public two-

year colleges, now the single biggest higher edu-cation sector nationwide, have had their fundingslashed by state and local governments. This hasput huge strains on campuses across the country

and forced tuition prices to rise much fasterthan family incomes. According to the CollegeBoard, tuition and fees at public two-year col-leges this year averaged $2,963, which is 8.7percent higher than in 2010-11. And financialaid programs, such as Pell Grants, have not keptpace with these growing costs.

While students are forced to absorb increas-es in the cost of higher education, communitycollege leaders are finding that doing more withless has become the norm.

A study conducted by the CampusComputing Project for AACC, the 2011Community Colleges and the Economy Survey,revealed that more than two-thirds of campuspresidents experienced increases in head-counts coupled with operating budgets thatwere cut 5 percent or more. Many presidentsreported double-digit cuts that have led to sig-nificant reductions in budgets for operationaland instructional resources.

“These data document the continuing chal-lenges that confront the nation’s community col-leges,” says Walter G. Bumphus, president andCEO of the American Association of CommunityColleges. “During the current economic down-turn, the nation’s community colleges have beencalled upon to serve many more students and todo so with significantly less resources.”

And there is no end in sight. Almost all statescontinue to reduce appropriations for highereducation. The California community collegesystem, with its 112 campuses and more than2.6 million students, is among the hardest hit. Itwas forced to turn away 140,000 students in2009-10 due to capacity problems. This year,the system had its $5.9 billion budget cut by$502 million. Officials say more cuts couldcome with Gov. Jerry Brown’s proposed budgetfor fiscal 2012-13. The cost of attending com-munity college in the state has increased 77percent in the last decade, even as programsand services decline.

“Where students are really going to feel theimpact of the continuous reductions in state

COMMUNITY COLLEGES


100

90

80

70

60

50

40

30

20

10

0

percentage of community college presidents

reporting budget cuts, winter 2009-2011

Budget Cuts, 2009-2011

ALLINSTITUTIONS LOCATION HEADCOUNT ENROLLMENT

Metropolitan Rural under 1K 1-5K 5-10K over10K

2009 2010 2011

Source: Kenneth C. Green, The Campus Computing Project, 2011

funding is in the area of student support ser-vices,” said system Chancellor Jack Scott. “Mostof our campuses have fewer part-time faculty,counselors, advisors, tutors, financial aid offi-cers and others that are critical to helping ourstudents accomplish their educational goals.”

Without adequate support and guidance, itwill be much more difficult for many students tograduate, transfer, earn a degree or get jobtraining in a timely manner, said Scott.

Additional impacts that will be felt by stu-dents include course section reductions rangingfrom 5 percent to 15 percent, longer wait lists,average class sizes increasing from 29 to 31 stu-dents, transfer and career centers that are openonly during parts of the academic year, andreduced access and response time on accommo-dations requests for students with disabilities.

Other community college leaders also arefeeling the pinch and seeing similar effects asdemand outstrips resources.

Stephen Scott, president of Wake TechnicalCommunity College in North Carolina, recentlydiscussed the impact of state funding trends oncampus.

“Our funding per student has been cut 25percent in the last three years,” he said in a NewYork Times interview.

Scott said the reductions have led to anincrease in class size and a waiting list of 6,000students because the college does not have theresources to offer more courses.

The effect of the economic downturn oncommunity colleges was documented in a reportreleased last year by the Delta Project onPostsecondary Education Costs, Productivity andAccountability.

The report – Trends in College Spending1999-2009: Where Does the Money ComeFrom? Where Does It Go? What Does It Buy? –examines national college spending and revenuetrends in the years leading up to and includingthe beginning of the current recession. Theauthors analyzed the relation between tuitionand state funding, showing that tuition increases

were entirely fueled by revenue shifts, ratherthan increases in spending. The report says bud-gets have eroded and community colleges sawabsolute declines in spending, down by nearly2.5 percent per student in 2009.

“Community colleges bore the brunt of thedownturn in higher education spending in2009,” states the report, adding that the sec-tor suffered across-the-board cuts in nearly allcategories.

The reductions have continued for the pasttwo years as public revenues lag and federalstimulus funds that were allocated have beenspent. Meanwhile, community colleges haveshouldered most of the increase in highereducation enrollments over this same period.But when current dollars are adjusted forinflation, they now have no more money tospend toward educating each student thanthey did 10 years ago.

Consequently, students are paying a greater

share of the costs. Most community collegeshave had no choice but to shift the bill for pay-ment of higher education to students. Thismeans tuition is becoming the largest source ofrevenue in many community college budgets. St.Charles Community College in Missouri is typi-cal: tuition now accounts for 43 percent of rev-enue compare to 36 percent two years ago.

Tuition Increases Could Affect AccessThe National Center for Public Policy and

Higher Education recently issued a policy alertraising concerns about college affordability, par-ticularly as it impacts minorities who often startin community colleges and then transfer to com-plete a bachelor’s degree. Many areas of thecountry have large concentrations of minoritypopulations and first-generation students, so it iscritical to keep the community college pathwayopen and affordable. States such as Arizona, inwhich more than two-thirds of Hispanic students


The Community College Squeeze: High Expectations, Less Fundingand Students Pay More by Marilyn Gilroy

100

90

80

70

60

50

40

30

20

10

0

The Competitive Environmentpercentage of presidents who agree/strongly agree

• Continuing pressures from for- profits, plus state pressure to consolidate and collaborate

• Presidents searching for new sources of revenueUnder Pressure

from State toDevelop

CollaborativePrograms

Under Pressurefrom State toConsolidatePrograms

Developing NewPrograms to

Generate NewRevenues

IncreasedCompetition from

For-ProfitColleges

2009 2010 2011

Source: Kenneth C. Green, The Campus Computing Project, 2011

are enrolled in community colleges, and Illinois,in which 65 percent of Hispanic students attendcommunity colleges, are clearly the entry pointfor transfer and degree completion.

As the center’s 2011 policy brief states:“Raising the rates of educational attainment ofstudents from these racial and ethnic groups iscentral to the larger objective of maintaining awell-educated population and workforce.Because these students begin higher educationat a community college, ensuring an affordableand efficient path for those who aspire to a bac-calaureate degree or higher must be a key goalfor state higher education policy.”

Many fear that rising college costs and stag-nant incomes will put college out of reach forHispanics who on average spend a greater shareof median household income on higher educa-tion than non-Hispanic White families. Theadvocacy group League of United LatinAmerican Citizens contends that rising collegetuition and cuts in student aid will force thou-sand of Hispanic students to forego higher edu-cation or drop out because they can no longerafford it.

Students have been fighting the cuts andtuition increases at rallies in various states. Lastyear, students from Connecticut’s communitycolleges demonstrated at the state’s capitol whenthe Legislature proposed cutting $36 millionover a two-year period from community collegebudgets. The cuts would have meant double-digittuition increases, reduction in faculty and loss ofabout 716 classes. Many of the demonstratorswere younger students who feared their upper-level courses required for graduation would notbe available. But there were also older studentssuch as Ramón Birones, 44, who went back toschool to pursue a nursing degree.

“This is a gateway for second chance older

students,” Birones told the Norwich Bulletin ofConnecticut. “Without community college, Iwouldn’t have been able to afford to go back.”

In a political compromise, the cuts wereultimately reduced to $13.2 million for the nexttwo years. That still left college administratorsfacing budget deficits and considering a possi-ble end to the open admissions policies becausethey can no longer accommodate the growingenrollment. Connecticut community collegeshave experienced a 50 percent enrollmentincrease since 1998.

Similar rallies occurred last year in statecapitols of Washington, Pennsylvania and NewJersey as well as on individual community col-lege campuses. Despite the protests, many col-leges were still handed reduced funding, forcingadministrators and governing boards to raiserevenues through tuition increases, often dou-ble-digit ones, as was the case in California.

A 2011 survey of state directors of communi-ty colleges by the Education Policy Center at theUniversity of Alabama concludes that “tuitionincreases remain the predominant method bywhich public access institutions make up forshortfalls in state appropriations for budgets.”The report Access and Funding in PublicHigher Education – the 2011 National Surveyalso documented the squeeze on students andtheir families, especially first-generation stu-dents, who now need more loans to cover thecost of education.

Coping with the SqueezePresidents, chancellors and state directors of

community colleges interviewed for both theUniversity of Alabama report and the AACC sur-vey were asked about strategies for dealing withthe current economic setbacks and rising enroll-ment. While there were regional differences,

some of the more common responses included:Capping enrollment – states with the fastest-

growing enrollment, including Louisiana,Virginia, North Carolina, Washington andCalifornia, are more likely to have current capac-ity problems and already have capped enrollmentor might have to do so in the coming years.

Continuing to add online courses – four-fifths (82 percent) of the presidents in the AACCsurvey reported rising enrollments in onlinecourses at their institutions. Similarly, 46 per-cent of presidents report rising enrollments inonline degree programs and 39 percent citeenrollment gains in online certificate programsover the past year.

Developing programs – CEOs report pres-sure from states to develop collaborative pro-grams or consolidate existing programs. But avast majority (93 percent) in the AACC surveyalso report that their institutions are develop-ing new programs that will generate additionalrevenues.

Charging differential tuition – many institu-tions already tack on high fees for programsthat are more costly to run, such has healthcare, engineering and information technology.These programs often have low student-teacherratios and need expensive facilities and equip-ment for training. Now colleges are charging a10 percent to 30 percent tuition premium forthese programs. Aims Community College inColorado charges $67 per credit general tuitionbut $118 for fire science and $128 for radiolog-ic tech and aviation.

Delaying capital expenditures, renovationsand new construction – Presidents in both sur-veys identified facilities funding, often one of thefirst items to be eliminated during budget cuts,as a significant challenge and major contributorto the capacity problem.


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Key Findings of LatestReport on StudentEngagement a Mixed Bagby Angela Provitera McGlynn

“Now is the time to build a firmer, stronger foundation for growththat will not only withstand future economic storms, but one thathelps us thrive and compete in a global economy. It is time to

reform our community colleges so that they provide Americans of all agesa chance to learn the skills and knowledge necessary to compete for thejobs of the future.” Those were President Obama’s words at The WhiteHouse Summit on Community Colleges held in 2010. They build on hisAmerican Graduation Initiative presented in July 2009.

Community colleges must meet new challenges to fulfill their mis-sions. There are increased expectations for quality, performance andaccountability demanded not only by the general public but also by gov-erning boards, state and federal government agencies, and accreditingorganizations.

The Community College Survey of Student Engagement (CCSSE) wasdeveloped in 2001 to help community colleges meet their challenges.CCSSE was a project of the Community College Leadership Program at theUniversity of Texas-Austin and partners with NSSE, a survey instrumentestablished in 1998 that focuses on four-year colleges and universities.NSSE, directed by Alexander McCormick and housed at Indiana University,originated in response to concerns about the quality of higher education inAmerica, especially in terms of student learning.

Student engagement, that is, the amount of time and energy studentsinvest in meaningful educational practices, has been found by researchersto be the essential ingredient for college success. Assessing studentengagement involves delving into students’ relationships with college facul-ty and staff, with other students, and with subject matter.

The latest student essays representing students from across the nationin an essay competition administered by Community College Week andNISOD 2010 show the importance of faculty dedication in promoting stu-dent success. The common thread through students’ essays is that theyattribute their academic success to instructors who made them believe inthemselves, instilling confidence. The winning essays are compelling nar-ratives; “Hear Their Voices” can be found in the Dec. 12, 2011, issue ofCommunity College Week.

Student engagement seems to be closely aligned with “sense of belong-ing.” Research shows higher retention and graduation rates for studentswho experience a sense of community at their institution. The higher thelevels of student engagement, the more likely students are to learn and tobe successful in college as measured by graduation rates.

A decade of survey material provides information about best practicesin community colleges. More and more community colleges rely on CCSSEdata to promote improvements in student learning and student persistenceat their institutions. The goal of CCSSE is to inform decision making at

community colleges so as to improve learning and retention; the surveyattempts to assess student engagement as a measure of institutional quality.

The director of the Center for Community College Student Engagement,Kay McClenney, in a November 2010 news release, said: “While summitsare clearly important, policy papers are critical, and changes in institution-al culture are fundamental, graduation rates simply will not increaseunless we attend with equal urgency to what goes on between teachers andtheir students.”

The CCSSE survey asks students questions that assess institutional prac-tices and their own student behaviors that are highly correlated with stu-dent learning and retention. A versatile research instrument, CCSSE hasmultiple purposes. It is used as a benchmarking instrument, a tool thatestablishes national norms on educational practice and performance bycommunity and technical colleges. It is also used as a diagnostic tool,identifying areas in a college that can enhance students’ engagement andeducational experiences. Thirdly, CCSSE can be used as a monitoringdevice, documenting and enhancing institutional effectiveness over time.

The latest report, known as 2011 CCSSE Cohort, is based on a three-year cohort running from 2009 through 2011, using data from 699 insti-tutions in 48 states and the District of Columbia, five Canadian provinces,Bermuda and the Mariana Islands. The institutions range from smallcommunity colleges serving fewer than 4,500 students through extra-large institutions that serve upwards of 15,000. Participating communitycolleges also represent urban, suburban and rural settings. The 2011results are based on close to half a million surveys – 443,818 usablesurveys, to be precise.

The established CCSSE benchmarks emphasize institutional practicesand student behaviors that promote student engagement – practices andbehaviors that are positively correlated with student learning and persis-tence. The five benchmarks include: Active and Collaborative Learning,Student Effort, Academic Challenge, Student-Faculty Interaction, andSupport for Learners.

Key findings from CCSSE 2011 respondents reflect some good news andsome bad news. On the positive side, the majority of students report thatthey often, or very often contribute to class discussions (65 percent).Seventy-one percent say they have made a class presentation. Almost half(48 percent) say they have worked with other students during class oftenor very often, and another 40 percent say they have done so at least some-times. Half of the respondents say they have discussed ideas from class ortheir reading assignments outside of class often or very often, and 38 per-cent say they have done so at least sometimes.

The not-so-good news is that much smaller numbers of students reportworking with other students outside of class or in their communities. Less

COMMUNITY COLLEGES/REPORTS


than a quarter of community college students (23 percent) say they haveworked with classmates outside of class often or very often to prepare forclass assignments. Nearly three-quarters of community college respon-dents (73 percent) say they have never tutored or taught other students, afinding that is disheartening given the research showing that teachingsomeone else what you know is an effective learning and retention strategy.

More not-so-good news: More than three-quarters of respondents (77percent) say they have never participated in a community-based project aspart of a regular course.

Another benchmark involves student behavior – time on task – howmuch effort do students put into their own academic success? This can beassessed by analyzing responses regarding completing reading assign-ments, working on papers and doing multiple drafts before submittingthem, utilizing peer or other tutoring services, using skill laboratories,using computer labs, and doing additional pleasure reading. Lastly, howmany hours do students spend preparing for class by studying, reading,writing, rehearsing, or doing other relevant activities related to their pro-grams of study?

The key findings are once again a mixed bag. On the positive side, 62percent of respondents say they often or very often work on a paper orproject that requires integrating ideas or information from varioussources, and half say they often or very often prepare two or more drafts ofa paper before submitting it. The flip side of that coin is that 20 percentnever do more than one draft of a paper.

It is promising to note that nearly two-thirds (63 percent) of respon-dents say they use a computer lab sometimes or often.

But when it comes to measurements of student effort, many of the keyfindings are discouraging:• Only 34 percent of student respondents never come to class withoutcompleting readings or assignments while 13 percent do so often or veryoften• Nearly half (46 percent) rarely or never use peer or other tutoringresources• Only 40 percent sometimes or often use a skills lab• And 29 percent say they haven’t read any books for personal enjoymentor academic enrichment

In the recently released book Academically Adrift: Limited Learningon College Campuses (2011), authors Richard Arum and Josipa Poksaclaim that a majority of four-year college-educated students are not makingstrides in learning or in the development of critical-thinking skills. Theyfault the lack of rigor of many college courses or student avoidance of thecourses that are rigorous. Additionally, their research shows that on aver-age, four-year college students study between 12 and 14 hours per week.For many undergraduates, the authors write, “drifting through collegewithout a clear sense of purpose is readily apparent.”

The great majority of community college students, who most often havemore on their plates in terms of jobs and family responsibilities than four-year college students, spend at least some time preparing for class,according to CCSSE 2011, but the hours they do put in leave much to bedesired: 40 percent of community college respondents spend between oneand five hours studying outside of class, 30 percent spend six to 10 hoursstudying, and only 29 percent of respondents prepare eleven or morehours per week.

To address the benchmark, academic challenge, the survey taps intothe nature and amount of assigned academic work, the complexity of cog-

nitive tasks required of students, and the standards faculty use to assessstudent performance.

The key findings related to academic challenge show that most respon-dents report using complex critical-thinking skills in their coursework,that is, analyzing, synthesizing, organizing material in creative ways, andmaking judgments about the value or soundness of information, argumentsor methods.

Similarly, the majority (58 percent) say their courses emphasize apply-ing theories or concepts to practical problems or in new situations. Sixty-three percent say their courses emphasize information they have read orheard to perform a new skill.

Forty-one percent say their courses require between one and fourassigned books, and another 31 percent say their courses require betweenfive and 10 books. Also positive is the finding that nearly three-quarters(74 percent) say their college puts quite a bit or very much emphasis onspending significant amounts of time studying. Sixty-eight percent say thattheir exams challenge them to do their best work.

The downside of this benchmark is that 9 percent of student respon-ders report never having to write papers for their courses, and nearly one-quarter of students responded neutrally about whether their exams chal-lenge them to do their best work.

Faculty-student interaction, certainly one of the key benchmarks interms of academic success, is not as encouraging as one would hope. Atthe community college level, students often come to campus just for class-es and leave for work or family obligations, and this might account forsome of the findings.

The majority of students have communicated with instructors throughe-mail and received prompt feedback from their teachers on their academ-ic performance.

Most students, however, report that they have not had meaningful com-munications with their instructors outside the classroom. Seventy percentof respondents say they have never worked with instructors on activitiesother than coursework.

And while more than half (54 percent) of respondents say they havediscussed an idea from their readings or classes with an instructor outsideof class, 46 percent say they have never done so. About a quarter (24 per-cent) say they have talked about their career plans with an instructor oradvisor often or very often, but 29 percent say they have never done so.

The message of these results is that in addition to what is now calledintrusive advisement, instructors must find more ways to interact with stu-dents outside of class.

Key findings for the fifth benchmark, support for learners, show anoth-er mixed bag of results. The majority of respondents (73 percent) believethat their colleges provide the support they need to help them succeed,and yet smaller numbers of students actually use those support services.On the positive side, the results show:• 50 percent of respondents say that their college puts quite a bit or verymuch emphasis on encouraging contact among students from various eco-nomic, social, and racial/ethnic backgrounds• 51 percent say their college puts quite a bit or very much emphasis onproviding the financial support they need to afford their education• 58 percent use academic advising services sometimes or often

On the negative side, the results show:• 40 percent say their college puts very little emphasis on helping them


cope with nonacademic responsibilities• 27 percent say that their college puts very little emphasis on offeringsupport for them to thrive socially• 23 percent of respondents say their college puts very little emphasis onproviding financial support• 34 percent say they rarely or never use academic advising services

Interpreting CCSSE results from 2011 is a matter of seeing the glass ashalf empty or half full. There is no doubt that the CCSSE survey over the lastdecade has made a difference in directing community colleges on the fac-tors related to student success. Last July, in J. Jacob’s article in

Community College Spotlight titled “An Impossible Dream?” KayMcClenney said: “We are beginning to see examples of community collegesthat, through focused effort sustained over time, are ‘moving the needle’on student progress and success indicators.”

Angela Provitera McGlynn, professor emeritus of psychology, is anational consultant/presenter on teaching and learning and theauthor of several related books.


As an undergraduate at Berkeley, I would seek comfort sitting at the steps of the Campinelle lateat night, with the campus dormant and, on certain nights, the illuminated outline of the Golden GateBridge in clear view. I remember the night before graduation: I visited these steps, sat there aloneand realized for the first time the feat I had just accomplished. I could finally exhale. However, Icould not fully rejoice as I started thinking about the countless others who were equally as talentedand deserving, and yet for numerous reasons, could not continue and further their education.Unfortunately, not much has changed.

It is no secret to any of us, the persistent education crisis in our community and its detrimentalconsequences. Yes, we have success stories. Currently, we have more doctors, lawyers, CEOs and, ofcourse, graduate students and faculty than at any time in United States history. We hold some of themost powerful posts in this country and the world, exemplified by Supreme Court Justice SoniaSotomayor. These accomplishments act as daily affirmations of our vast potential.

Yet, we also continue to have one of the worst academic records. How much potential have welost as a result of systemic inequities, and shall we continue to endure? The current neo-conserva-tive assault on our communities is a reminder that we cannot rest and find comfort in past achieve-ments. Now more than ever, as recent policies terrorize and tear our communities apart, the words of César Chávez have become ever so prominent,“we cannot seek achievement for ourselves and forget about progress and prosperity for our community. ... our ambitions must be broad enough toinclude the aspirations and needs of others, for their sakes and for our own.”

With these words as inspiration and others like them, I pursue a doctoral degree in education policy, realizing the urgency of finding innovativebest practices, pedagogies and policies for our students in the P-16 pipeline. Research can take a strategic lead in averting the condemnation of theLatino community to the lowest echelons of an intensely stratified U.S. economy. I believe in this potential as I study the Latino educational experi-ence and help gain a better understanding of the problems our youth face.

With organizations like the American Association of Hispanics in Higher Education (AAHHE) that have proved to be a vital component in a largermovement of uplifting our communities, I know that I am not alone in heeding Chávez’s call for communal responsibility and

collective action. AAHHE has an exemplary track record of successfully bringing together both aspiring and establishedscholars and cultivating the next generation of Latino faculty; it has already played a vital role in helping me achieve my

goals. As a graduate fellow last year, I became part of a community comprised of advocates and change agentsfor our community. Knowing this has helped nourish my commitment and honor those who have done soin the past – vital, considering our community is depending on us, for their sakes and our own.

BByy JJuuaann GG.. BBeerruummeennDoctoral Candidate, Education Policy Studies, Indiana University

SScchhoollaarrss’’ CCoorrnneerr

Community Colleges Raising the Bar as Hispanic-Serving Institutionsby Jeff Simmons

President Barack Obama’s State of the Unionspeech in January offered welcome newsfor community colleges across the nation.

Confronted with a stubbornly high nationalunemployment rate and legions of Americansfalling below the poverty line, the presidentvowed to train two million Americans with skillsthat will pave their way into the workforce.

“Now you need to give more community col-leges the resources they need to become com-munity career centers – places that teach peopleskills that local businesses are looking for rightnow, from data management to high-tech manu-facturing,” the president said.

The president outlined ideas to “restore aneconomy where everyone gets a fair shot,” aim-ing to narrow a skills gap that separates thelong-term unemployed from businesses thathave jobs waiting to be filled. And, he urged col-leges and universities to ensure tuition costs stay

low so that financial obstacles do not deter thosewith higher education aspirations.

Community college leaders and higher edu-cation experts said the president’s words spoketo his recognition that two-year public collegesare a worthy investment in the future of thecountry’s economic prosperity.

“Definitely community colleges have gotten a lot

more attention in the last three years than they hadpreviously,” said Deborah Santiago, vice presidentfor policy and research at Excelencia in Education,a Washington, D.C.-based organization endeavoringto help Hispanic students by focusing on improvingpolicies and practices. “This is much more positivethan the limited attention they got in the past.”

“To me, this is the right way to go,” addedTerry Kinzel, director of Title V Grants at BigBend Community College in Moses Lake, Wash.“You have to reflect your community, and youhave to look at what your community needs are,the pathways that work in our communities sowe can engage the people where they are andthen move them forward.”

The speech also represented an acknowl-edgement that community colleges are educatinggreater numbers of Hispanic students, leadingmany of those institutions to edge beyond thethreshold to become Hispanic-ServingInstitutions, or HSIs.

During the 2009-10 academic year, therewere 293 Hispanic-Serving Institutions acrossthe nation, and 137 of them – or 47 percent –were community colleges, Santiago said. Thepercentage of HSIs that are community collegeshas remained consistently level, but their overallnumbers continue to grow each year.

“When I look at emerging Hispanic-ServingInstitutions, institutions that are at 24 percentand don’t hit the enrollment threshold to be eli-gible yet, there are 83 institutions that fit thatband,” she said. That 83 percent represents 41percent of emerging HSIs overall.

With changing student demographics oncommunity college campuses often come shift-ing priorities, recasting a college’s agenda toconcentrate on retention and beef up studentsupport services.

Additionally, colleges that reach this levelbecome eligible to apply for federal dollars tobuttress their programs and offerings. The U.S.Department of Education’s Hispanic-ServingInstitutions Program provides grants to helpHSIs with expanding educational opportunitiesfor Hispanic students and enable the colleges toexpand and enhance academic offerings, pro-grams and institutional stability.

The department’s Title V Program doesn’t pre-certify institutions as HSIs. Instead, they must meeteligibility requirements, primarily that Hispanicsmust represent more than a quarter of their

undergraduate full-time equivalent enrollment.The Hispanic Association of Colleges and

Universities, or HACU, in 1992 led the successfuleffort to convince Congress to formally recognizecampuses with high Hispanic enrollment as fed-erally designated HSIs and begin targeting feder-al appropriations to those schools.

HACU, which has seen its membership growfrom 18 in 1986 to more than 400 today, and itsallies subsequently urged Congress to appropriatemoney specifically for HSIs. In 1995, $12 millionin federal resources were granted. That numberhas grown. Last year, $104.3 million were appro-priated for the HSI undergraduate program underTitle V of the Higher Education Act.

“The main benefit is the opportunity foradditional funding targeted for Hispanic-ServingInstitutions by the federal government,” saidAntonio R. Flores, HACU president and CEO.

“One of the persistent challenges for

Hispanic-Serving Institutions in general, not justfor community colleges, is their underfundingrelative to other universities and colleges. Theyonly get about 66 cents for every dollar that therest of higher education receives annually perstudent from all federal sources.”

With this smaller pool of money, many of thesetwo-year institutions are educating the neediest

COMMUNITY COLLEGES


Antonio R. Flores, HACU president and CEO René Willekens, dean of planning, research andeffectiveness, Estrella Mountain C.C.

students in the country. So federal support, such asTitle V, allows them to “undertake and improveand expand their capacity to assist these students.”

In addition to exceeding the 25 percentthreshold, not less than 50 percent of all of acollege’s students must be eligible for need-based Title IV aid for the college to become eli-gible for Title V. Further funding is availableunder the Title III, Part A, program, whichauthorizes the Strengthening Institutions,American Indian Tribally Controlled Collegesand Universities, and Alaska Native and NativeHawaiian-Serving Institutions Programs.

Institutions that receive grants then can applytheir funding in myriad ways. For instance, theycan furnish scientific or laboratory equipmentfor teaching; construct or renovate instructionalfacilities, bolster faculty development, academictutoring and counseling programs; or, improvedistance-learning academic instruction.

The government’s investment continues. InSeptember 2010, 99 new five-year grant grantsamounting to $60.1 million were awarded toenhance colleges that enroll a high percentageof Hispanic students. With grants from the$49.7 million Developing Hispanic-ServingInstitutions Program, 78 institutions have sincebeen able to expand educational opportunities

for Hispanic students.An additional $10.4 million from the

Promoting Post-baccalaureate Opportunities forHispanic Americans Program went to support 21institutions that offer a post-baccalaureate cer-tificate or degree to help Hispanic Americansenroll and succeed in graduate study, a level ofeducation in which they are underrepresented.

“We advocate continually for them and ontheir behalf with the U.S. Department of Educationfor better services and more importantly withCongress for better funding opportunities,” Floressaid. “Money is approved by Congress, and so farit has not allocated enough money for every eligi-ble Hispanic-Serving Institution to get funding, sothey have to compete amongst themselves for lim-ited resources,” he said. “The majority of themhave some sort of grant, but unfortunately, manydo not. There is not enough money allocated byCongress on an annual basis.”

HACU reports somewhat higher numbers ofHSI community colleges, indicating that 164 ofthe 311 institutions certified by the U.S.Department of Education as HSIs are two-yearcolleges. Additionally, HACU reports that thereare 242 emerging HSIs, 98 of which are commu-nity colleges. Whatever the exact numbers are,they speak to the same growth.

HACU reports that, geographically, the stateswith the highest numbers of Hispanic-servingcommunity colleges are California (70), Texas(28) and New Mexico (15). There are stateswithout any, and others with low numbersinclude Washington (two), Florida (two), andKansas and Massachusetts (each with three).However, Flores notes that Florida’s Miami Dadeis the largest HSI in the nation.Big Bend Community College, tucked in

an extremely rural area in Washington, is oneexample of parlaying Hispanic growth intoaccess to federal support.

Terry Kinzel, director of Big Bend’s Title VGrants, successfully wrote and landed threeHispanic-Serving Institution Title V grants –amounting to $11.1 million – in the past threeyears: a Cooperative Lead in 2009, IndividualTitle V in 2010, and an HSI STEM in 2011.

“We cover 4,600 square miles and are very

rural and remote. We sit in the middle of threecounties we serve, and it’s 70 miles to the northand 70 miles to the south,” she said, “and thecommunities that are predominately Latino arelocated further from the campus than two largernon-Latino communities.”

That posed a challenge: how to capture andeducate those Hispanic students who lived fur-


Community Colleges Raising the Bar as Hispanic-Serving Institutions

Dr. Joyce C. Romano, VP of student affairs,Valencia Community College

Deborah Santiago, vice president for policy andresearch at Excelencia in Education

Terry Kinzel, director, Title V Grants, Big BendCommunity College

ther away and sought to attend college, butfound distance – and funding – too daunting toovercome. So Big Bend explored ways tostrengthen its distance-learning program.

Big Bend’s involvement, actually, began whenHeritage University, a four-year private school,invited the community college to partner in acooperative five-year grant in 2005. At the time,Big Bend’s student population was less than aquarter Hispanic – 19 percent – although itsservice area was 47 percent Hispanic.

As a result, Big Bend was able to look intro-spectively at its strengths and weaknesses, andbetter define a vision to broaden diversity at theinstitution. “The grant helped us to think moreclearly about how we might reach out to thegreater needs in our area,” Kinzel said.

It was during the Heritage collaboration thatBig Bend crossed the 25 percent threshold andbegan to examine how it, too, could seek federalfunding. The school subsequently received theCooperative Partnership Grant in 2009, whenenrollment was 29 percent Hispanic.

In this instance, Big Bend became the leadinstitution and partnered with Heritage, which isabout 40 miles away. The collaboration hasforged a strong pipeline for students to continuetheir higher education studies.

“We have the ability to have a wider range ofaccess because all of the community colleges inthe state share costs of distance-learning innova-tions,” Kinzel said. “Where Heritage was weakwas in technology, Big Bend was able to ‘mentor’that, so to speak. On our end, we lacked a cul-tural inclusion, and they were very good at that.It was a great match-up for us.”

Funding allowed the school to do a muchbetter job connecting with students in the far

reaches of its region. “Most of our Latino stu-dents were a long way from campus, andtrapped in jobs that were low wage, and theydidn’t have access to – or didn’t feel comfort-able borrowing – money to go school,” she said.

Big Bend, for example, revamped its ChildStudies Program, improving its academic offer-ings so that students could progress to a four-year college program and earn a bachelor’sdegree. Additionally, thanks to one of the federalgrants, Big Bend was able to create a better path-way for students pursuing technological studies.

“Our data suggested that Latino students didnot transfer well, and we had a higher failurerate than that of our Anglo students,” Kinzel said.“We emphasized transfer, and were able to builda student success center that provided moretransparent information for new students.”

In fall 2010, Big Bend enrolled 2,132 stu-dents, of whom 663 were Hispanic. The campusenrollment included about 80 percent first-gen-eration college attendees, and among Hispanicstudents, the percentage of first-generationattendees was at 94 percent.

However, the school encountered many stu-dents – 91 percent – who were underpreparedfor college in at least one area, in math orEnglish. Of the Hispanic students, 95 percentwere underprepared.

“So it was the Latino students who neededextra support when they came in the doorbecause they were often the first in their familyto enter college as well,” she said. “That meantthey usually didn’t have anyone at home whocould guide them through the expectations andsupport available at the community college.”

Federal support for the community collegeallowed it to experiment, and “pilot withoutpenalty,” Kinzel said.

“The grants allow you to pilot new practicesand, if they don’t work you can fix that and do itagain,” she said. “The grants are critical. Thereis a huge ability to stimulate change.”Valencia Community College in Orlando,

Fla., sees community colleges as incredibly impor-tant to the country’s future. Valencia, founded in1967, runs six campuses and centers in CentralFlorida’s Orange and Osceola counties, offeringcredit and continuing education programs. Its Eastand Osceola campuses are federally designatedHispanic-Serving Institutions with more than 27percent of enrollment being Hispanic.

Of the college’s 59,018 credit students in theacademic year 2010-11, 29.2 percent wereHispanic, the largest minority group in the system.

Valencia’s graduation rate for Hispanics istwice that of similar, large urban community col-leges as defined by the U.S. Department ofEducation. College-ready Hispanic student gains ingraduation rates at Valencia over the last decadehave outpaced all students, increasing from 33.7percent to 45.5 percent in the last decade.

Additionally, Valencia ranks first among thenation’s two-year institutions for the total num-ber of associate degrees awarded and second inthe number of degrees awarded to Hispanics.

Dr. Joyce C. Romano, Valencia’s vice presidentof student affairs, said Valencia’s Hispanic studentpopulation began to consistently exceed 25 per-cent about a dozen years ago, a testament to theregion’s steadily increasing Hispanic population.

“Our growth has been because we’ve beenable to keep pace with the diversification of ourarea high schools,” Romano said. “We have apopulation base that’s very rich in the Hispanicculture, particularly with many Puerto Ricans,Cubans and Caribbean Islanders in our area.”

Valencia has helped pave the way by connect-ing with Hispanic students and their parents tobridge the gap to higher education. “Family inparticular holds a very high value in the Hispanicculture, and in some ways that makes communi-ty colleges more attractive,” she said, indicatingthat for many students local campuses allowthem to remain close to home. “They want thebest of both worlds; they continue to be part ofthe family network and also go to college.”

The college’s mission and priorities evolvedover the years, and in the face of troubling lowcompletion and progression rates amongHispanics, it started to pursue grant offerings tobuild initiatives to reverse those trends.

“One of the ways the Hispanic-serving desig-nation was useful for us was that we became eli-gible for different pots of dollars, such as TitleV,” Romano said. “We were able to get resourcesto do some of the innovative work to improvestudent results.”


Big Bend

Community

College, tucked in

an extremely rural

area in Washington,

is one example of

parlaying Hispanic

growth into access

to federal support.

“We’re alwaysworking to helpstudents expand

their view of what ispossible forthemselves.”

Dr. Joyce C. Romano, VP of student affairs,Valencia Community

College

As a result of its Title V funding, Valenciafocused on entry points and courses that stu-dents take early on in their higher educationschooling. Valencia designed better facultydevelopment initiatives and strategies as well asimproved academic support systems.

“The intention was to design something thatyou will be able to sustain,” she said.

Valencia’s efforts have included SupplementalLearning, which bolsters traditional courses withsmall-group study sessions, led by a student whoalready successfully took the class. Since 2006,almost 32,000 students have taken SupplementalLearning courses – one of the largest scalelearning experiments to ever take place in acommunity college in the nation.

Additionally, the Bridges to Success programoffers disadvantaged high school students freetuition if they enroll in Valencia right after highschool graduation, keep their grades up and par-ticipate in Bridges activities. And, DirectConnectto UCF, the University of Central Florida, hasstreamlined the admissions, financial aid, advis-ing and transfer processes for Valencia studentscontinuing their education at UCF.

“We found that the idea of ‘learning commu-nities’ was really important to students who werenot traditionally successful in higher education,”Romano said. “Feeling that there is a social con-nection is important to putting in the effort oneneeds to be able to learn.”

Community colleges, she said, help studentsclarify a purpose and pathway. “We are alwaysworking to do that better,” she said. “We’realways working to help students expand theirview of what is possible for themselves.”

Valencia now has much to boast about. Thecampus has experienced steady increases in itsgraduation rates for Hispanic students.

In December, Valencia won the inauguralAspen Prize for Community College Excellence.Aspen officials pointed out that over half of thecollege’s full-time students graduated or trans-ferred within three years of entering the school,a much higher rate than the national average.

“It was very humbling. We were thrilled,”Romano said. “We feel especially proud becauseit was really an award based on what our stu-dents had achieved.”

Student achievement is a key focus atEstrella Mountain Community College inAvondale, Ariz. Since opening in 1992, Estrellahas worked to create a “sense of place” thatexpresses the historical and cultural values ofthe surrounding communities.

Located in the fastest-growing region of thecounty, Estrella Mountain enrolls approximately13,000 for-credit students annually, a far cry fromthe 2,376 annual students that were served in the

1992-93 academic year. Overall, including itsSouthWest Skill center, enrollment swells to 15,000.More than half of its student population is minority.

“I was glad to see a focus on community col-leges, particularly in a way to get people back towork as quickly as possible,” René Willekens,dean of planning, research and effectiveness,said of President Obama’s remarks. “Communitycolleges are able to adapt quickly to the chang-ing needs in the environment.”

Estrella has witnessed steady growth in itsHispanic student population. More than adecade ago, the college had a 30 percent

Hispanic student population. Today, that numberstands at 40 percent.

Estrella students “are a reflection of the com-munity, how the local community changesimpacts the demographics of our students. Weanticipate continued increases in the Hispanicstudent population because 53 percent of ourfeeder high school students are Hispanic.”

As a result of its HSI status, Estrella was eligi-ble to apply for federal funding. Estrella appliedfor Title V funding to strengthen its science, tech-nology, engineering and mathematics – or STEM– offerings, said Jonathan Robles, Title V director.

“That was a real effort to increase the num-ber of Hispanic students going into STEMcareers,” he said. As a result, Estrella estab-lished a NASA tutoring center, which providesfree tutoring, computers and study space for stu-dents in science and math courses.

Then, in 2008, Estrella was awarded a sec-ond Title V grant, as well as receiving furthermonies from National Science Foundation grantsto fund STEM initiatives.

The funding has allowed Estrella, like othercommunity colleges, to forge better allianceswith schools in their surrounding areas servingkindergarten through 12th-grade students, andidentify areas where they can partner with theirfaculty on academic initiatives involving mathe-matics, for instance.

Estrella has visited schools in its surroundingwestern areas within Maricopa County and host-ed math summits. And is looking at replicatingthis effort with English and reading.

“These efforts aren’t based on playing ablame-game, but working to align the curricu-lum between the feeder schools and college andpartnering with high schools to offer facultydevelopment,” he said.

Estrella has faced similar challenges, withmany students arriving needing developmental,or remedial, assistance or remediation. Roughly80 percent of its full-time students who arriverequire some sort of developmental course.

“This is pretty substantial,” Willekens said.“If you’re in a developmental course, you’veadded one or two semesters to graduation.”

Willekens would like to spend more of thefederal support on strengthening connectionswith feeder schools. “There are sometimes limi-tations within the grants of not being able towork with our feeder populations,” he said.

Added Robles: “When you get one grant, itenables you to leverage that and go forth and getother grants. Getting that first federal grant helpsbuild a foundation and gives you credibility soyou can keep going forward.”

HACU expects to see greater things on thehorizon, as the Hispanic population builds bothoff-campus and on.

“We hope for the future that we continue to seeconsistent growth in Hispanic-Serving Institutionsthat emerge because of the population growthacross the country, and we see in those stateswhere we don’t have HSIs but will have them, suchas Georgia, North Carolina, South Carolina andother parts of the south,” Flores said.

“We also see a greater awareness on the partof Congress and state legislatures about theimportance of these institutions to educate newgenerations of Latinos for high-skilled jobs thatthe economy requires to improve the standard ofliving in this country,” Flores said. “Obviouslythey tend to be at the cutting edge of training andretraining new workers and keeping up to sup-port the demands for jobs in the economy.

“There will always be challenges, but I thinkthe future is bright. I see a tremendous futurefor community colleges, and particularly forHispanic-Serving Institutions.”


“There aresometimes

limitations within thegrants of not beingable to work with

our feederpopulations.”

René Willekens, dean ofplanning, research andeffectiveness, Estrella

Mountain C.C.

Budget Pressures Leading toStudents Being Closed Out ofCommunity College Courses by Gary M. Stern

Cutbacks in community college budgets are leading to a reductionin classes, which is having an adverse effect on students, particu-larly Latinos.A Harris Interactive online Community College Survey of more than 1,400

U.S. students attending two-year colleges, sponsored by the PearsonFoundation in 2011, revealed that 32 percent of students were unable to enrollin certain classes because courses had been cancelled due to budget cuts.

But minority students face an even toughertime. In fact, 55 percent of Latino students saiddifficulty enrolling in classes was discouragingthem from attending two-year colleges. Of thosesurveyed, 15 percent of students said budgetcutbacks at community colleges were makingthem reconsider pursuing higher education.

Nearly one in three community college stu-dents is being closed out of classes – a “seri-ous threat to access,” says Walter Bumphus,president of the American Association ofCommunity Colleges (AACC). He points out thatenrollment in community colleges from 2008to 2010 increased by more than a million stu-dents. Because community colleges are playingan increasing role as an entry point to highereducation, two-year colleges need to expandcourse offerings, not reduce them, to meet theneeds of a growing population and help createjobs as alternatives to stagnant unemployment.

Budget cuts are happening at the worstpossible time for community colleges. “Accessfor students is in our DNA, and now we’redoing a better job of focusing on student suc-cess,” Bumphus adds.

Mark Nieker, president of the PearsonFoundation, noted, “Community colleges arepivotal in the Obama administration’s plans to increase the number of U.S.college graduates.”

Having 55 percent of Latino students closed out of community collegesclasses, which is affecting their ability to stay in college, presents seriousramifications for the American economy. It affects the ability of Latino stu-dents “to move into the middle class. And it has serious implications forachieving a qualified workforce,” Bumphus says. It’s ironic that this com-munity college budgetary shortfall is happening at the same time thatAmerican businesses are clamoring that they require a workforce with req-uisite skills to stay competitive in a global marketplace.

Moreover, closing out students doesn’t just affect two-year colleges but hasconsequences for the graduation rates and success levels of four-year colleges.When community college budgets are reduced, “you cut off many students’ability to transfer. Many students start in community college, have success andthen transfer into four year colleges or obtain certification to train them fornew jobs,” asserts Bumphus. Cutting off access to community colleges can onlyheighten the unemployment rate of minority and other students.

Eloy Oakley, the president of Long BeachCity College, has seen the effects of state bud-get cuts on enrollment at his college over thelast three years. The college has an enroll-ment of 26,568 students, of whom 41 per-cent are Hispanic; 22 percent, White; 15percent, African-American; and 16 percent,Asian-American. Its budget has been cut 21percent overall from 2008 to 2011, andgiven inflation, that entails about 10 percentreductions annually.

“Our enrollment has been lowered to1999-2000 levels,” Oakley says. The collegehas a waiting list of more than a thousandstudents for many core courses. At the sametime, local California high schools are grad-uating classes with the largest number ofstudents in the last decade. “It’s almost aperfect storm,” he says.

Minority students are feeling the painmore than majority students, Oakley sug-gests. Many are required to take pre-colle-giate or remedial courses, and those coursesare cut the most. In fact, 90 percent of LongBeach City College’s incoming students takeat least one remedial course, and Oakleynotes that most two-year colleges in

California have 70 percent to 90 percent of students enrolled in developmen-tal classes. Because minority students are often the least prepared to navigatethe complex enrollment procedures, they often enroll late, and by that timecourses are closed. At Long Beach, after the first day of fall enrollment, 96percent of classes were filled to capacity.

Hence, Oakley says these cuts result in “disproportionately displacingLatino students at a time when the workforce is becoming increasinglydependent on Hispanic workers.” He says the economy is being delivereda blow because the U.S. won’t be able to compete in a global environmentunless the members of our fastest-growing population are being educated.

COMMUNITY COLLEGES


Walter Bumphus, president, American Association of Community Colleges (AACC)

Not admitting Latino students to courses will result in fewer Latinos hired,lower tax revenues, and less funding for higher education, creating avicious downward spiral.

Since junior colleges in California rely on the state for 85 percent oftheir funding, there’s little flexibility once state revenue is reduced. But, asa maxim says, crisis brings opportunity. Given its reduced budget, LongBeach City College has been rethinking its mission and how it educates itsstudents. Oakley says it’s been relying more on data to figure out whichprograms are most essential and which students it wants to target.Previously, community colleges offered open access to all students, regard-less of academic levels, but that is slowly changing. Long Beach is trying toreach students at earlier points to strengthen their academic skills, pre-pare them for college, lessen the need for remediation and determinewhich students are best and least prepared.

High-achieving students interested in Ivy League schools are providedwith reams of information to prepare them for the application process.“Why can’t we do the same thing for the least-prepared students?” Oakleyasks rhetorically.

Partnering with businesses has been a way to generate funds to offsetsome of the state cutbacks. Long Beach City College offers programs in entre-preneurship, small businesses and has a partnership with Goldman Sachs.Called the “10,000 Small Businesses” initiative,the partnership targets small businesses locatedin the greater Los Angeles area. These busi-nesses are given access to course work, includ-ing an 11-session business entrepreneurshipprogram, business advising and other servicesthat can help them grow.

Applying for grants from Lumina, Gatesand Carnegie foundations, major higher edu-cation funders, is another way to generatefunds. But Oakley emphasizes that grants areoften temporal, lasting two to three years, andcan’t begin to replace the major state funding.

The survey also revealed that 61 percent ofcommunity college students have taken atleast one online course. Two-year colleges are“doing more with online learning. They’re try-ing to be as creative and innovative to reachout to students and offering pathways for themto obtain their education,” says Bumphus.

But Oakley notes that California communi-ty colleges have contracts with faculty that dic-tate how many students can be taught in aclass, whether online or in a classroom,hence teaching online classes isn’t any morecost effective than offering traditional courses.

Closing out Latino and minority studentsfrom community college courses has dire implications for America’sfuture. “Regardless of where students come from and how they got here,they’re our future workforce. And we need to train them. We’re fundingprisons, but not community colleges,” Oakley says in wonderment.

Why did the Pearson Foundation sponsor this survey? “We try to surfacethe voices of students and educational stakeholders,” explains Adam Ray,who heads communication for the Pearson Foundation and is based in MillValley, Calif. Too many surveys focus on educators and administrators, buteliciting reactions from students directly leads to “issues becoming moreconcrete,” he says.

The survey also reveals that the first year of community college servesas a critical juncture in the lives of most students. “This is the point wheremost students fall out of the system,” Ray says. Responses by communitycollege students warrant follow-up in several key areas (which the PearsonFoundation will be doing in a second survey) including college readiness,transition from high school, facing the influence of economic issues whenstudents have to pay tuition, and issues of student engagement.

Nearly 25 percent of students who were having problems adjusting tocommunity college or fulfilling coursework failed to ask for help. Ray saysthat community colleges might consider early warning systems, which cluethem in on which students are having problems. Finding ways to get juniorcollege students more involved in their own postsecondary education iscritical. That might entail assigning counselors, peer-to-peer advising ortutoring or a mentor. Other students might be more effectively reached dig-itally, so providing online assistance might appeal to them.

Ray also emphasized that community colleges, unlike many large four-year public colleges, revolve around local concerns. “Community collegesare the most locally specific part of the education system,” he says. Itspresidents usually work closely with local businesses, help meet theirworkforce needs, respond to changing pressures and provide internships.Having businesses play a larger role in community colleges could be one

way to alleviate some of the pressures onthem.

Community colleges are a centerpiece inPresident Obama’s plan to increase gradua-tion rates and keep the country competitive.To reach that goal, Obama said the U.S.needs to make college affordable by increas-ing financial aid and student loans and“helping students complete their courses toensure graduating students are prepared toturn diplomas into paychecks,” he said.

Asked what specific actions he would liketo see, Bumphus noted that more philan-thropic gifts to community colleges fromfoundations would be one way to offset theloss of state funding. And more work/studyprograms would boost interest from poten-tial community college students. Many havebeen cut due to budget limitations.

Oakley suggested increasing resources tocommunity colleges with large Latino popu-lations that show verifiable results, improvedoutcomes and larger graduation rates. Healso said that community colleges need moreflexibility to direct funds for specific activitiessuch as access. Difficulty in enrolling inclasses created frustration, but the survey

also confirmed what most seasoned educators know – the major reasonwhy students drop out of community colleges stems from family and workobligations and difficulty paying for courses.

The majority of students who were on the cusp of dropping out weremale, worked full time and attended college after or before work. Andoften had to take remedial English or math courses.

Encouraging students to become more involved in their own educationby reaching out to counselors, tutors and mentors can help them solveissues when community colleges budgets get squeezed, says Pearson’sAdam Ray.


Eloy Oakley, president, Long Beach City College

Nineteen-year-old Andrea Magana graduatedfrom college back when she was still inhigh school, and now she’s about to start

working on her Ph.D.Her story sounds like a chronological impos-

sibility, but Magana’s tale is not one of convention.Magana is a graduate of the Early College

High School program at El Paso CommunityCollege. Through the program, she earned anAssociate of Arts degree with a major in psychol-ogy while she was still a junior at Mission EarlyCollege High School in El Paso, Texas.

She finished the associate degree programearlier than expected, so high school graduationcame after her college graduation.

“A lot of people, when I tell them how youngI am, they say, ‘Wow,’” Magana said in an inter-view with The Hispanic Outlook. “But I’ve beenaround people that are doing exactly as I’mdoing and are just as far ahead as I am.”

And Magana is still on a higher educationroll. Last December, she graduated from collegeagain, this time with a Bachelor of Science inpsychology/pre-med and a minor in biologyfrom the University of Texas-El Paso.

“I’ve had a graduation every year for the pasttwo years, so it doesn’t seem any different,”Magana said of graduating with a four-yeardegree. She plans to start her Ph.D. programnext year.

While others are surprised that she’s com-pleted so much college so fast, she and her fel-low students in the Early College program wereexpected to make this kind of postsecondaryprogress, she says.

That is one of the reasons that the EarlyCollege High School program at El Paso wasrecently recognized by a national organizationthat advocates for Hispanic higher educationissues as an “Example of Excelencia.”

“We recognized the Early College HighSchool at El Paso Community College becausethis effort has evidence of effectiveness in creat-ing a college-going and college-completing cul-ture for a population that is predominatelyHispanic, low-income, and potentially first-gen-eration college-going,” explained Deborah A.Santiago, vice president of policy and researchfor Excelencia in Education, a Washington, D.C.-based organization that works to accelerate

higher education attainment for Latino students.The organization recognized the Early

College High School at El Paso CommunityCollege as one of it 2011 “Examples ofExcelencia” at the associate degree level.

“Early college high schools blend highschool and college in a rigorous yet supportiveprogram, compressing the time it takes to com-plete a high school diploma and the first twoyears of college,” Santiago said. “This can beeffective in communities who previously had nei-ther the awareness or programs available thatcreated this college-going opportunity.”

Studies have consistently found that early col-lege schools tend to enroll higher proportions ofunderrepresented students than would otherwisebe the case.

One of the latest to reach such a conclusionis a March 2011 report prepared by Jobs For theFuture (JFF), a Massachusetts-based organiza-tion that develops and promotes education andworkforce strategies to make the United Statesmore globally competitive.

The report is titled Making the Grade:Texas Early College High Schools Prepare


INNOVATIONS/PROGRAMS

El Paso C.C.’s EarlyCollege High School anAward-Winning Success

El Paso C.C.’s EarlyCollege High School anAward-Winning Successby Jamaal Abdul-Alim

Students for College.Among other things, the JFF report found that

87 percent of graduates at Mission Early CollegeHigh School – the first Early College High Schoolat El Paso and the one where Magana was in thefirst cohort – and 86 percent of Collegiate HighSchool graduates enrolled immediately in col-lege, whereas only 57 percent of high schoolgraduates statewide enrolled in college.

“The achievements of early college schoolsare even more impressive given that they arebeing accomplished by students who have tradi-tionally not performed well in school – includ-ing Hispanic youth, those who are economicallydisadvantaged, and first-generation collegegoers,” the JFF report states. “One of the keychallenges of increasing educational attainmentin Texas is that some of its fastest-growinggroups are underrepresented in college.

“Because early college schools serve thesepopulations, they are crucial to helping Texasincrease the competitiveness of its workforce.”

Not only are the students entering college, butthey are doing so ready to do college-level work.

“Several community college faculty membersreported that they were initially concerned abouthaving high school students in their classes butfound that the students were well prepared andorganized,” the JFF report states.

The need for programs that achieve suchresults is well-known. A 2011 College Boardreport, for instance, found that 19.2 percent ofLatinos age 25-34 had attained an associatedegree or higher – less than half the nationalaverage of 41.1 percent.

For Magana, word of the opportunity tobecome part of the trend to turn things aroundcame from Armando Aguirre, principal ofMission Early College High School.

“He came to my middle school, which wasWalter Clarke here in El Paso, and he just intro-duced the school,” Magana said of Mission EarlyCollege High School. “He said if it doesn’t workout, you’d have to go back to high school.”

Magana said that initially, the only thing thatreally attracted her to the program was that stu-dents who enrolled would be given free laptops.

“I was like, ‘Ooh, free laptop,’” Maganarecalled.

Being attracted to a free laptop has led to somuch more for Magana and hundreds of otherstudents who’ve gone through the Early CollegeProgram at El Paso Community College.

As of October 2011, 1,707 students from sixarea high schools in El Paso were enrolled in the

Early College program, and 367 of them hadalready earned their associate degrees, accord-ing to data furnished by the Early College HighSchool program.

The annual budget for the program is$405,705 in local money and $119,852 in feder-al money. The total number of employeesinvolved in the initiative is 188. The college getsto bill the state for “contact hours” with the stu-dents but does not charge tuition.

Program officials say the initiative has exceed-ed their expectations in a number of ways.

“When we first thought about an EarlyCollege High School, we thought we would focuson those that want to become teachers, criminaljustice, general education or liberal arts,” saidDr. Dennis Brown, vice president of Instructionat El Paso Community College. “But once westarted the school,” he said, students expressedinterest in a lot of different subjects – “psycholo-gy, pre-med, pursuing a law degree.”

Magana is among such students. Her interestin psychology was driven in part by the plight ofa relative who suffers from schizophrenia.

Students who enter the Early College HighSchool are given preparation for the experience.Specifically, as freshmen, they start in a five-week summer “boot camp” designed to teachstudy skills and enable the students to getinstruction in areas where they might be lacking.

“Typically, they’ll do a lot of work in readingduring the summer before they begin freshmanyear,” Brown said. “We’re focused pretty heavilyon the reading. During freshman year and some-times into sophomore year, we’re working moreheavily in mathematics and writing.”

The preparation only goes so far. Maganarecalls a little social awkwardness being ateenager in a classroom with adults.

“You can really point out the 15-year-olds,”Magana said. “Even our voices were like littlekids. That was hard.”

Some teachers noted that the teenagers keptto themselves, and rearranged the classroom sothat they were scattered throughout the class.

Magana says she ended up between two 25-year-old girls, and “all they talked about was sexand drinking and stuff. Then you have me, a 15-year-old. ... it was a wake-up call.”

Her father advised her not to wear shortskirts.

“Personally, I kept away from the guys,”Magana said. “I was intimidated by being witholder guys, not knowing half the things they wouldtalk about or how they would see things. I went to

class, took notes, did what I had to do and left.”One benefit that definitely stood out was that

college was free. That’s because Early College HighSchool students do not have to pay college tuitionduring the time that they are in high school.

“My parents didn’t pay anything,” Maganasaid of her associate degree-level courses.

The free tuition helps to drastically defray theoverall cost of higher education because stu-dents have a shorter time to a four-year degreeor an associate degree in hand by the time theygraduate from high school.

Lessening the financial burden of higher edu-cation is particularly helpful within the Hispaniccommunity, Brown said, because family obliga-tions often lead students to quit school in orderto work.

“This really has opened up doors,” saidBrown, to students who may not have been ableto go to college.

Magana said the Early College High School ini-tiative has made a dramatic difference in her life.She and her parents are originally from Mexico.The family fled Mexico after her father was kid-napped and later freed. The kidnappers contin-ued to threaten the family, so they left for theUnited States. Her father, who had worked at apharmaceutical company in Mexico, now worksat a recycling firm. Her mother runs a spa. Heryounger sister, who recently turned 13, aspires tobe a veterinarian and plans to attend MissionEarly College High School in the footsteps ofMagana, the first in her family to attend college.

Brown said the Early College High School ini-tiative is the most exhilarating project he’s beeninvolved with during his entire career.

“I’ve been in higher education for 36 years;there has never been an initiative that I have beeninvolved in as exciting and as powerful in termsof getting students not only through their highschool education, but through their first years ofcollege and to work on a baccalaureate level,”Brown said. “Our goal is, because we’re nevergoing to have enough Early College high schoolsto serve every student, to take lessons learnedand best practices and see how we can integratethose into the more traditional high school.”

Doing so might not lead to all the same out-comes as the Early College High School initiative,Brown said, but it will get regular high schoolsto have greater participation in higher educa-tion, with more students getting certificates,associate degrees and, hopefully, baccalaureateand graduate degrees.


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Is Community College the RightChoice?by Mary Ann Cooper

Asmuch energy and treasure is invested ingetting students to graduate highschool, just as much attention needs to

be devoted to shaping where these students landafter leaving 12th grade. For many, the choicecould be community college, but why? Forty or50 years ago, community college was often therefuge of students who couldn’t quite competeacademically in a four-year school. Financialconsideration was another factor. Today the pic-ture looks quite different.

Not Your Father’s (or Mother’s)Community College

There is no doubt that community collegesstill represent the most accessible gateway tohigher education for minority, low-income,Hispanic and first-generation postsecondaryeducation students. According to the AmericanAssociation of Community Colleges (AACC),since 1985, more than half of all community col-lege students have been women. In addition, themajority of Black and Hispanic undergraduatestudents in this country study at these colleges,which are more than 1,100 in number (mem-bers of AACC), awarding nearly one milliondegrees and certificates each year.

But community colleges have taken on agreater importance in today’s society. They arenow seen as a common and reasonable step inthe progression from high school to college aswell as from unemployment, underemploymentor low-paying dead-end careers to a higher rungon the ladder of economic prosperity. AACCreports that half of the students who receive abaccalaureate degree attend community collegein the course of their undergraduate studies.Community colleges are also a place where eth-nic and social enrichment programs abound –from ESL skills to cultural and communityenrichment programs.

The leap to community college, therefore, isnot just the prerogative of the freshly mintedhigh school graduate; it is also the destinationfor nontraditional students who are workingwhile they are enrolled in classes. Fully two-

thirds of community college students attend parttime. And community college is increasinglyhome to high school students taking advancecourses to make them college ready upon grad-uation or to enter a global workforce where thecompetition for well-trained and educated work-ers is fierce. AACC reports that “the majority ofnew jobs ... created by 2014 will require somepostsecondary education. In addition, the demo-graphics of the workforce are changing. As aresult, employers increasingly rely on the verystudents who currently are least likely to com-plete their education.”

Community colleges, arguably, are more nim-ble and better equipped than four-year institu-tions to move quickly to satisfy those employers.And the boom in community colleges has anoth-er positive aspect. It brings an economic boost tothe town and community where it is based.

Biggest Bang for the BuckMake no mistake, there are hurdles to jump

to get into community college, stay there andemerge with a career path intact. Much has beensaid about the high cost of four-year collegesand universities, but community colleges, thoughless expensive, still require some careful finan-cial planning. Nearly half (46 percent) of stu-dents attending community college receive someform of financial aid, according to AACC’s analy-sis of The College Board’s Trends in StudentAid: 2010. And those who are not receiving aidare looking at an average annual tuition and fees(2010-11) for public in district community col-leges of $2,713 as opposed to the average annu-al tuition and fees for public in state four-yearcolleges of $7,605.

This is especially important since many com-munity college students come from the ranks ofminorities and the poor. Students who want tobe part of the 46 percent who receive financialaid should be counseled and fill out the FAFSA,or the Free Application for Federal Student Aid,the major application for any form of federalaid but also for most forms of state and institu-tional aid.

Students can be intimidated and uneasyabout the FAFSA paperwork, so it is up to thecounselor to be sensitive and supportive aboutthis process. One note of encouragement can befound in pursuing Stafford Loans. They are fed-eral student loans available to college and uni-versity students to supplement personal and fam-ily resources, scholarships, grants and work-study. Nearly all students are eligible to receiveStafford Loans, regardless of credit issues.Stafford Loans might be subsidized (available toU.S. citizens or eligible noncitizens enrolled half-time or more in an accredited academic pro-gram, who have completed the FAFSA, highschool or equivalent (e.g., GED), and not indefault or delinquent on any existing federalloan by the U.S. Government or unsubsidized (afederally guaranteed loan not based on financialneed). Interest will accrue from the time theloan is disbursed to the school.

Students with these loans are not required tomake interest or principal payments until sixmonths after graduation, or six months after theydrop below a halftime status, depending on thestudent’s need. Yes, it is a loan that might alarmsome students and their families, but what isnotable about these loans are the low interestrates charged and the opportunity to reducesome or eliminate the entire loan obligationthrough loan forgiveness, loan deferment orloan forbearance.

Federal Stafford Loan Forgiveness,Deferment, Forbearance

In specific instances, the federal governmentwill “forgive,” i.e., cancel, all or part of an edu-cational loan. To qualify, you must either per-form military service, volunteer work, or teachor practice medicine in designated communities.

Loan deferment refers to a temporary periodwhen a borrower is not required to make pay-ments for an eligible reason. For SubsidizedStafford Loans, the interest that accrues on theloan during the deferment is paid by the federalgovernment. For Unsubsidized Stafford Loans,the interest that accrues during a deferment


must be paid by the borrower during or after thedeferment period.

Forbearance allows borrowers to temporarilypostpone or reduce payments for a period oftime. This typically takes place because the bor-rower is experiencing financial difficulty, but canalso be because of reasons such as partial dis-ability. Forbearance is different from a defermentin that the lender must approve forbearance.

Make a Plan, Follow a PathEven before a student’s finances are in order,

there needs to be a plan for what that studentwants to achieve in community college. Goingback to the original question, community collegeshould be a deliberative choice, not “any port inthe storm.” This is definitely not a time to “wingit” and see how it goes. Choose community col-lege because of its path to a trade or career orbecause it’s a gateway to a four-year degree.

Choose which path and follow it.If the idea is to attend community college to

later transfer to a four-year school and get anundergraduate degree, the planning has to beginbefore that student sets foot in the school.Counselors should make every effort to align stu-dents in their charge with an adviser at the com-munity college of the student’s choice to helpcreate a game plan and timeline for getting intothat four-year school of the student’s choice.That involves making sure that the communitycollege credits are transferable to that school,for example. Students should be made aware ofany “articulation” agreements that the communi-ty college of their choice might have with thefour-year school of their choice. These agree-ments outline what courses community collegestudents must take to successfully transfer to thatfour-year school. In Florida, transferring is eveneasier. Anyone who earns an associate degree

there is guaranteed admission, as a junior, into apublic university degree program in the state.

U.S. News & World Report notes that stu-dents who have no desire to attend a four-yearcollege can transition into a promising careerwith an associate degree. More and morecareers require specialized training limited totwo years. Registered nurses trained in commu-nity college can take the national nursing certifi-cation exam with an associate degree. Otherfields open to community college graduatesinclude veterinary technology, computer pro-gramming, law enforcement, and a variety oftechnology-related positions in the allied healthprofessions.

What it all boils down to is that community col-leges are all-encompassing institutions that serve adiverse and essential set of needs. A successful andvibrant community college system benefits not onlythe individual, but society as well.


Theory into PracticeTheory into Practice

The high school juniors and seniors in your charge might be confused about what a community college can do for them. The College Board has puttogether some key points to inform and persuade high school students about the merits of going to a community college.

1. Start with the BasicsMake sure your students understand that community colleges are not one-size-fits-all institutions. They’re not just for students seeking a four-year

degree eventually. On the other hand, they’re not just career-training schools preparing students for jobs. They are both, and their ability to cater to bothtypes of students gives enrollees who are unsure about their career path an opportunity to grow and learn and switch paths, if necessary. You can exploredifferent subjects before committing to a program. Many community colleges offer intensive counseling that can help you assess your abilities, interestsand education options.

2. Address the “F” Word – FinancingDon’t let your students become intimidated by a loan and grant process that at times feels like an IRS audit. Reach out to the student’s family and do

what you can to make sure that they understand their role in the process. Explain that tuition and costs at community colleges are usually low, and finan-cial aid is available for those who can work their way through a maze of paperwork. The Federal Pell Grant, for example, is open to students attendingany accredited postsecondary institution. You can even qualify if you go part time.

3. Give the Best Selling Points of Attending Community CollegeRather than concentrate on the deficiencies of community colleges when compared to four-year schools, focus on their advantages. Aside from saving

money, being able to transfer to a four-year college and fast-tracking them on a career requiring two years or less in training, remind them that mostcommunity colleges have an open admission policy. As the College Board notes, “This means that you can go to college even if your high school gradesaren’t strong. A community college is also a good option if you’re not sure you’re ready for college. You’ll have a chance to challenge yourself and see ifcollege is right for you.” Stress the flexible nature of community colleges. They can attend full time or part time and fit courses into a work schedule. Butremember, open admission is a double-edged sword. Sometimes students hear “Open Admission” and assume that they can relax and phone in the restof their high school work. They don’t see the value of working hard when everyone gets admitted into community colleges. The College Board offers thisargument: “In order to succeed in college, you need a solid foundation in reading, writing and math skills. Unless you build them in high school, you mayhave to take remedial, or catch-up, courses when you arrive at a community college. They are also called developmental or basic skills courses. Thesecourses don’t count toward your degree, so graduating will take you longer and cost you more if you’re not prepared.”

ED Invites Higher EducationCommunity to Share What Works inHelping Students Complete HigherEducation

WASHINGTON, D.C.

Continuing its commitment to helpingAmerica once again lead the world in col-lege graduates, the U.S. Department ofEducation (ED) has invited the higher edu-cation community to share best practicesthat have proved to help students success-fully complete postsecondary education,and convened some of the leadingresearchers to develop a toolkit for institu-tions to reference.“Our task now is to brainstorm more

creative ideas and scale up those practicesthat are most successful in making sure thatall students – regardless of income, race or

background – are crossing the finish line,”said Arne Duncan, U.S. education secretary,at an ED college completion symposium inJanuary.“We know that answers for improving

quality and completion will come from pro-fessors, deans and leaders in the field whohave firsthand knowledge about what worksto keep students in school and help themsucceed,” said Martha Kanter, U.S. under-secretary of education, who also spoke atthe event. “Our goal is to highlight strategiesthat have had the greatest impact on stu-dents’ success without saddling them withunnecessary costs or debt.”As part of these efforts, the department

has published a notice in the FederalRegister calling for information aboutpromising practices and activities that haveimproved rates of postsecondary progress,transfer and graduation. A special focus is

on strategies that emphasize the quality ofwhat students learn and timely or accelerat-ed attainment of degrees or certificates,including industry-recognized credentialsthat lead to employment outcomes. Thedepartment has begun posting submittedmaterial on its website so that schools andpractitioners working to boost college com-pletion can benefit from the information ina timely way.Titled “Evidence-Action-Innovation,” the

college completion symposium convened 50of the nation’s leading researchers, policyexperts and practitioners from postsec-ondary institutions around the country. Thediscussions focused on best practices thatsupport students’ academic transitionsthrough accelerated programs, learningcommunities and bridge programs, as wellas advising, coaching and mentoring.

Access to Higher EducationMatters, Says AACC Policy Brief

WASHINGTON, D.C.

Access to higher education matters and isthreatened today, says a new policy briefissued last month by the American Associationof Community Colleges (AACC). The policybrief, Why Access Matters: The CommunityCollege Student Body, is available on AACC’swebsite at www.aacc.nche.edu.Community colleges provide access to

higher education for nearly half of allminority undergraduate students and morethan 40 percent of undergraduate studentsliving in poverty. The policy brief paints apicture of today’s diverse and expansive

community college student body, whileexpanding on education access for all.But the open-door philosophy found at

community colleges is not being rewardedby policymakers focused on completionrates and success indicators buoyed byenrollment data that do not accurately cap-ture what community colleges do and whomthey serve, according to AACC.Eighty-four percent of community col-

lege students work while going to school,and more than half (60 percent) of themwork more than 20 hours a week. Workingwhile going to college can increase the like-lihood that students do not complete theircourses of study and earn degrees.“Community colleges offer higher educa-

tion access to anyone who wants to learn,

regardless of their income, status in life, ageor ethnicity,” said Walter G. Bumphus, pres-ident and CEO of AACC. “We fear that suc-cess indicators focused on degree comple-tion only will lead to restricting collegeaccess to those who are the most likely tosucceed, not those who need it the most.”“America cannot afford an educational

system of haves and have-nots that does notmeet its employment or educational needs.Revising success indicators to reflect thepopulation community colleges serve andincentivizing colleges to meet those bench-marks is what is needed,” noted Bumphus.The policy brief was funded in part by

Lumina Foundation.

The Hispanic Outlook In Higher Education www.hispanicoutlook.com March 26, 2012


New Report Outlines Trends in U.S.Global Competitiveness in Scienceand Technology

ARLINGTON, Va.

The United States remains the globalleader in supporting science and technology(S&T) research and development, but onlyby a slim margin that could soon be over-taken by rapidly increasing Asian invest-ments in knowledge-intensive economies.So suggest trends released in a new reportby the National Science Board (NSB), thepolicymaking body for the National ScienceFoundation (NSF), on the overall status ofthe science, engineering and technologyworkforce, education efforts and economicactivity in the United States and abroad.“This information clearly shows we must

re-examine longheld assumptions about theglobal dominance of the American scienceand technology enterprise,” said NSF DirectorSubra Suresh of the findings in Science andEngineering Indicators 2012. “And we musttake seriously new strategies for education,workforce development and innovation inorder for the United States to retain its inter-national leadership position,” he said.Suresh oversees NSF’s $7 billion budget,

which is awarded to the federal agency byCongress and funds basic research and edu-cation across all fields of science and engi-neering, including some 15 percent of fed-erally supported basic research conductedat America’s colleges and universities.According to the new Indicators 2012,

the largest global S&T gains occurred in theso-called “Asia-10” – China, India,Indonesia, Japan, Malaysia, Philippines,

Singapore, South Korea, Taiwan andThailand – as those countries integrate S&Tinto economic growth. Between 1999 and2009, for example, the U.S. share of globalresearch and development (R&D) droppedfrom 38 percent to 31 percent, whereas itgrew from 24 percent to 35 percent in theAsia region during the same time.In China alone, R&D growth increased a

stunning 28 percent in a single year (2008-09), propelling it past Japan and into sec-ond place behind the United States.“Over the last decade, the world has

changed dramatically,” said José-MarieGriffiths, chair of the NSB committee that over-sees production of the report. “It’s now aworld with very different actors who have madeadvancement in science and technology a toppriority. And many of the troubling trends we’reseeing are now very well established.”

APLU Joins 26 Organizations to Callfor U.S. Higher Education toDemonstrate Student Learning

WASHINGTON, D.C.

U.S. colleges and universities mustensure that college degrees reflect a highlevel of student achievement and commit topublicly reporting evidence of student learn-ing. These principles are the centerpiece ofa new publication, endorsed by theAssociation of Public and Land-grantUniversities (APLU) and 26 national highereducation organizations, that calls on col-leges and universities to ask and answer thequestion, “Are students learning?” at theirinstitutions.Committing to Quality: Guidelines for

Assessment and Accountability, publishedby the New Leadership Alliance for StudentLearning and Accountability, guides collegesand universities in improving the quality of acollege degree. It asks colleges to takeresponsibility for assessing and improvingstudent learning – to set clear goals for stu-dent achievement, regularly gather and useevidence that measures performance againstthose goals, report evidence of studentlearning and continuously work to improveresults. It was released recently at theCouncil for Higher Education Accreditation’s(CHEA) Annual Meeting in Washington, D.C.“The endorsement of these guidelines by

national organizations sends a clear mes-sage that higher education will speak withone voice and embrace evidence-basedimprovement of student learning,” said

David Paris, executive director of theAlliance. “We urge all those in college anduniversity communities – presidents andchancellors, faculty members, academicand student affairs administrators – to shareand discuss these principles and, ultimately,to put them into practice.”APLU says that U.S. higher education

must focus on both quantity and quality –increasing graduation rates and the learningrepresented in the degree. Awarding moredegrees will only be meaningful if thosedegrees reflect a high level of studentaccomplishment. Those granting education-al credentials must assure that students havedeveloped the requisite knowledge, skills,values and attitudes that prepare them forwork, life and responsible citizenship.

The Hispanic Outlook In Higher Education www.hispanicoutlook.com March 26, 2012



Cabrera Named Sixth President ofGeorge Mason University

The George Mason University (Va.) hasselected Dr. Angel Cabrera to be the institu-tion’s next president.Cabrera is currentlypresident of theThunderbird School ofGlobal Management, aleading school ofinternational business,a position he’s heldsince 2004. Prior tojoining Thunderbird,Cabrera was professor and dean at IE BusinessSchool in Madrid, Spain. IE is often listed bythe international media as among the topEuropean business schools. A native of Spain,he has a BS and MS in engineering fromMadrid Polytechnical University and an MS andPh.D. from Georgia Institute of Technology,which he attended as a Fulbright Scholar.

Ortega Awarded Mexico’s HighestHonor

Julio Ortega, professor of Hispanic studiesat Brown University (R.I.), has been honoredby the government ofMexico with the Orderof the Aztec Eagle, thehighest decorationawarded by Mexicoto foreign citizens.Arturo Sarukhan,ambassador of Mexicoto the United States,bestowed the honoron behalf of President Felipe Calderón in aceremony at the Mexican Cultural Institute inWashington, D.C., in December. Born in Peru,Ortega studied literature at UniversidadCatólica in Lima. At Brown, he has served aschair of Hispanic studies, director of theCenter for Latin American Studies and cur-rently is the director of the TransatlanticProject, an academic initiative dedicated tothe history of cultural exchange betweenSpain, Latin America and the United States.

Gómez Receives InternationalHonor

The Organization of the Americas forEducational Excellence (ODAEE), throughtwo universities – theCollege of GraduateStudies of Mexico Cityand the CatholicUniversity of Cuenca inEcuador – has con-ferred a Doctor HonorisCausa/Honorary Degreeupon Jaime Gómez,interim dean of theSchool of Education and Professional Studiesand the Graduate Division at EasternConnecticut State University. Gómez was pre-sented with the honorary degree “in recogni-tion of his great contribution in the develop-ment of the sciences, arts and letters.” Healso received a Special Recognition Diplomafor his “outstanding research and educationin the areas of information communicationtechnology (ICT) in the field of education.”

CHLI Announces Gómez as NewExecutive Director

The Congressional Hispanic LeadershipInstitute (CHLI) recently welcomed Mary AnnGómez as its new exec-utive director. Gómezjoins CHLI with awealth of experiencein the nonprofit andcorporate sectors. Shepreviously served asthe executive directorof the NationalAssociation of HispanicPublications, worked as a marketing managerfor Coors Brewing Company and McDonald’sCorporation and represented PhRMA as aNational Alliance Development Consultant. Shehas a BA in communications from theUniversity of the Pacific and an MBA from St.Mary’s College.

Díaz Named One of CentralFlorida’s Influential Hispanics

Leticia M. Díaz, dean of the BarryUniversity Dwayne O. Andreas School of Law(Fla.), was listed asone of 25 influentialHispanics in CentralFlorida in the currentissue of Visión maga-zine, a publication ofthe Hispanic Chamberof Commerce of MetroOrlando. Díaz was thefirst Cuban-Americanfemale to hold the position of dean at an ABA-accredited law school when she was appoint-ed to the position in 2007. She has taken aleadership role on Hispanic issues and serveson the advisory committee for the ABACommission on Hispanic Legal Rights andResponsibilities.

Giménez Smith Wins 2011American Book Award forNonfiction Work

New Mexico State University (NMSU) assis-tant professor of English Carmen GiménezSmith received a 2011American Book Awardfrom the BeforeColumbus Foundationfor her memoir, BringDown the Little Birds:On Mothering, Art,Work, and EverythingElse. Published in2010, her book is anexploration of the many faces of motherhoodfrom her own experience as a mother and hermemories of her own mother, who was diag-nosed with a brain tumor and Alzheimer’s dis-ease. Giménez Smith is the editor-in-chief ofNMSU’s literary journal Puerto del Sol and apublisher of Noemi Press.

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Ata time when the United States is wind-ing down wars fought on the otherside of the globe, much attention is

being paid, justifiably so, to returning veter-ans. That is what makes this volume so timelyand relevant to today’s reader. A lot has beenwritten and said about the GreatestGeneration, but until now less has been saidabout Mexican-Americans who contributed somuch in blood and treasure to preserve free-dom here and abroad. As the editors charge,even the definitive Ken Burns 2007 documen-tary on World War II managed to exclude thecontributions of Latinas and Latinos. Hence, the seeds of this book weresown. This omission is particularly vexing to the editors because of thelegacy of Mexican-American men who participated in World War II. Up to750,000 Mexican-American men served in World War II, earning moremedals of Honor and other decorations in proportion to their numbersthan any other ethnic group.

Before this volume, Maggie Rivas-Rodríguez edited Mexican Americans& World War II, which brought forth stories that added to the growingacknowledgment of Mexican-American patriotism as a meaningful forcewithin the Greatest Generation. In this latest anthology, Rivas-Rodríguez andhistorian Emilio Zamora team up with scholars from various disciplines toadd new insights to the increasing body of evidence that makes their case.Beyond the Latino World War II Hero focuses on home-front issues andgovernment relations, delving into new areas of research and blending inoral histories to add faces and personalities to the history being revealed.

The human stories told are timeless. The tales of post-traumatic stressdisorder and its effects on veterans’ families could be ripped from today’sheadlines. Special attention is paid to Mexican-American women of thisera. They have their own Rosie the Riveter fighting spirit. And like strongwomen who had to take the place of men who went off to war, these strongwomen became an inspiration for their daughters, many of whom becameChicana activists of the 1960s and 1970s. Other topics include the powerof radio as a medium during the war and postwar periods, the participa-tion of Mexican nationals in World War II, and intergovernmental negotia-tions involving Mexico and Puerto Rico.

Rivas-Rodríguez is associate professor of journalism at the University ofTexas-Austin and in 1999 founded the U.S. Latino & Latina World War IIOral History Project. The project has interviewed more than 650 men andwomen of the WWII generation and has multiple components, includ-ing a photographic exhibit, a play, three books, and educationalmaterials.

Zamora is associate professor of history at theUniversity of Texas-Austin and author of TheWorld of the Mexican Worker in Texas.

Reviewed by Mary Ann Cooper

Beyond the Latino World War II Hero– The Social and Political Legacy ofa Generationby Maggie Rivas-Rodríquez and Emilio Zamora2009. 256 pgs. ISBN: 978-0-292-72115-9. $50.00 cloth. Universityof Texas Press, www.utexas.edu/utpress

IInntteerreessttiinngg RReeaaddss

Diverse Millennial Students in CollegeEdited by Fred A. Bonner, Aretha F. Marbley and Mary F. Howard

Hamilton

This book is addressed primarily to college and univer-sity administrators and faculty members who seek greaterdepth and understanding of the issues associated withdiverse Millennial college student populations.

2011. 307 pgs. ISBN: 978-1-57922-447-9. $29.95paper. Stylus Publishing (703) 661-1504. www.Styluspub.com

Oranges & Peanuts for SaleBy Eliot Weinberger

This book contains 28 essays from Weinberger rangingin topics from the politics of the Iraq war to tales from clas-sical China. Weinberger is the first literary writer to receiveMexico’s Order of the Aztec Eagle.

2009. 272 pgs. ISBN: 978-0-8112-1834-4. $16.95 paper.New Directions Publishing, (800) 233-4830. www.ndpublishing.com

Seven NightsBy Jorge Luis Borges

Originally published in 1984, this is a collection ofseven lectures taped in 1977 in Buenos Aires, Argentina,discussing the Divine Comedy, The Thousand and OneNights, The Kabbalah and Buddhism with wit and humor.

2009. 128 pgs. ISBN: 978-0-8112-1838-2. $12.95 paper.New Directions Publishing, (800) 233-4830. www.ndpublishing.com

Tiempos Lejanos – Poetic Images from the PastBy Nasario García

In the author’s first book of poetry, he revisits Ojo DelPadre, where he spent his childhood in the 1940s and1950s. This small village of 50 residences in Northern NewMexico has since gone through a transformation and is nowcalled Guadalupe.

2004. 152 pgs. ISBN: 978-0-8263-3301-X. $18.95paper. The University of New Mexico Press, (505) 277-2346. www.unm-press.com.




The School of Pharmacy, University of Kansas, located inLawrence, KS, invites applications for the position of AssociateDean for Academic Affairs. This position will oversee curricu-lar changes in the professional program, chair the CurriculumAssessment and Student Outcomes Committee and the Catalogand Scheduling Committee. Applicants should possess a degreein Pharmacy, along with teaching and administrative experi-ence. Both tenured and clinical professionals are encouraged toapply. We are particularly interested in candidates who willcontribute to the University's innovative, collaborative, andmultidisciplinary initiatives to educate leaders, build healthycommunities, and make discoveries that will change the world.See http://provost.ku.edu/planning/.Salary is commensurate with experience. Review of applicationscontinues as long as needed to collect a qualified pool of applicants. For more information and to apply, go tohttps://jobs.ku.edu and refer to position # 00005462. ContactInformation: [email protected].

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3536 Butte Campus Drive,Oroville, CA 95965(530) 895-2400

(530) 895-2836 fax

Butte College5885 Haven Avenue, Rancho Cucamonga, CA 91737

Chaffey College has administrative openings for:

DEAN, MATHEMATICS AND SCIENCEand

DEAN, SOCIAL AND BEHAVIORAL SCIENCESApplication Deadline: March 29, 2012 4:00pm

For complete job descriptions, qualifications, and the application process, please visit our website at: http://apptrkr.com/237260 or call 909-652-6528.

www.chaffey.eduEOE

Academic DivisionDean of Science

and Health SciencesRevised and Extended

Available July 2012Brookdale Community College seeks applica-tions for an Academic Division Dean responsiblefor managing the affairs of the Science and HealthSciences Division.

Please visit our Web site for detailedinformation and instructions to apply online

www.brookdalecc.eduClick on �HR & Intranet� then �View EmploymentOpportunities Online,� or call (732) 224-2739.

Position closes on April 20, 2012(Please note that previous applicants need not reapply -

credentials still under full consideration)An Equal Opportunity/Affirmative Action Institution

BROOKDALE COMMUNITY COLLEGE


V i r g i n i a C o m m o n w e a l t hU n i v e r s i t y

VCUTRANSFER ADVISOR

Position Number: FA3280

Hire Date: 05/10/2012

Application Deadline: 04/10/2012

The University College of Virginia Commonwealth University invitesapplicants for an exciting opportunity as a Transfer Advisor. Thesuccessful candidate for this position will possess a dedication to customerservice while providing transfer credit information, referrals and supportto transfer students through the transcript evaluation process, pre-admission and transition advising. As a vital addition to a team ofqualified professionals within the Transfer Center, it is crucial that thisperson create and maintain positive working relationships within thedepartment and with other areas within the University.

Master’s degree required in Higher Education Administration, CollegeStudent Personnel, or related field. Demonstrated experience working inand fostering a diverse faculty, staff and student environment orcommitment to do so as a faculty member at VCU required.

For more information and to apply, go to http://www.pubinfo.vcu.edu/facjobs/facjob.asp?Item=4503

Virginia Commonwealth University is an equal opportunity/affirmativeaction employer. Women, minorities, and persons with disabilities are

encouraged to apply.

A Great Place to Work!

The Maricopa Community Colleges are fast-growing, lifelong learning institutions with great facilities, full bene�ts, and glorious weather.

Job opportunities exist in faculty positions (part-time and full-time), management, technology, support staff, facilities, and other areas.

The Maricopa Community Colleges are EEO/AA Institutions.

All applications and employment opportunities are posted online at:www.maricopa.edu/jobs

Maricopa Community Colleges District Office2411 W. 14th Street, Tempe, Arizona 85281

480.731.8444

All APPLICATIONS MUST BE SUBMITTED ONLINE.

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WESTCHESTER COMMUNITY COLLEGE

ADMINISTRATOR &FACULTY POSITIONS

Westchester Community College is committed to hiring innovativeadministrators, staff and faculty members. Women, minorities and thosededicated to diversity and multiculturalism are stronglyencouraged to apply. Full-time positions include excellent bene�ts.

AdministratorDirector of Program Development 1 (Institutional Advancement)

Full-time Faculty positionChemistry Instructor position to start Fall 2012. Requires Masters plusone-year related experience.

Adjunct Faculty(Summer and Fall 2012 openings). Specify day/evening/weekendavailability.

Credit adjuncts (Masters and one-year related experience requiredunless otherwise indicated on website): Anthropology, Art History,Chemistry, Cisco Networking, Computer Information Systems (day only),Economics, English, Fashion (Garment Construction, Patternmaking),Finance (Personal Finance), Geography, Health Education, Mathematics,Painting and Drawing, Photography (Digital), Political Science, SocialWork, and Sociology.

Non-Credit adjuncts (Bachelors required): Classes for lifelong learnersmay include children, adults, and seniors in various locations with day,evening and weekend options. Also interested in those with corporatetraining backgrounds and those with ESL teaching experience and ideasfor new classes especially in health and �tness. Visit website forinformation and to submit proposals for new classes; do not submit aresume without a class proposal.

For details, visit www.sunywcc.edu/jobs. Applications are accepted until positionsare �lled. Resumes to Human Resources, Westchester Community College,75 Grasslands Road, Valhalla, NY 10595; fax 914-606-7838; email Worddocuments to [email protected]. Please indicate position of intereston envelope or in email “subject” �eld. AA/EOE.

Associate Provost for Academic Programs and Resource Planning

Lesley University, a private liberal arts university located in Cambridge, MA, is seekinga dynamic leader to join its academic leadership team. Reporting directly to the Provost,theAssociate Provost is a member of theAcademicAffairs leadership team and representsthe office on a number of university committees. This position is heavily involved inplanning efforts related to academic programs, academic resources, student success,faculty evaluation and faculty well-being. The Associate Provost is responsible forensuring the quality and market feasibility for proposed new programs.

Qualifications:• Earned terminal degree from a regionally accredited university• Substantial experience in the academy as a faculty member or

educational administrator at the department, school, or university level• Substantial experience conducting educational research, analyzing

complex data sets, and writing quantitative and narrative reports• Demonstrated experience developing and implementing new academic

degree/certificate programs• Ability to function effectively in a data-informed management environment• Mastery of technology and software to facilitate administrative,

instructional, and research processes

Salary will be commensurate with qualifications and experience. Review of applicationswill begin on April 2, 2012.

How to apply:To review the complete position description and qualifications and submit yourcredentials, go to www.lesley.edu/jobs. All applications must be submitted on-line andinclude a cover letter, resume/CV, and three references including contact information.

Lesley University is an Affirmative Action/Equal Opportunity Employer,and is committed to increasing the diversity of the university

community and the curriculum. Candidates who believe they cancontribute to this goal are encouraged to apply.


Founded in 1956, the University of South Florida is a public research universityof growing national distinction. The USF System is comprised of memberinstitutions; USF Tampa, the doctoral granting institution which includes USF

Health; USF St. Petersburg; USF Sarasota-Manatee; USF Polytechnic, located inLakeland, separately accredited by the Commission Colleges of the SouthernAssociation of Colleges and Schools (SACS). USF is one of only four Florida publicuniversities classified by the Carnegie Foundation for the Advancement of Teaching inthe top tier of research universities. More than 47,000 students are studying on USFcampuses and the University offers 228 degree programs at the undergraduate,graduate, specialty and doctoral levels, including the doctor of medicine. USF is amember of the Big East Athletic Conference. And, USF is listed in the PrincetonReview as one of the nation's 50 "Best Value" public colleges and universities.

The university is currently recruiting for the following positions; the number inparentheses represents the number of positions available to that specific title:

Administrative Positions:Director, Counseling Center (Student Affairs)Director of Housing Facilities (Student Affairs)Dean of Students (Sarasota/Manatee Campus)

Director of Development (University Advancement)Director of Development (Health Development)Assitant Vice President Student Services (COM)

Faculty Positions:College of Arts and Sciences EngineeringAssistant/Associate Professor (1) Assistant Professor (6)

Assistant Professor (4)

College of Medicine BusinessAssistant/Associate Professor (2) Assistant/Associate Professor (2)

Assistant Professor (5) Dean (1)

Assistant/Associate/Full Professor (1) Associate/Full Professor (1)Associate Professor (1)

Education College of ArtsAssistant Professor (1) Dean (1)

Divising of Administration PharmacyAssistant/Associate Professor (1) Assistant/Associate Professor (1)

Sarasota College of NursingAssistant Professor (1) Assistant/Associate Professor (1)

Nursing Faculty (2)Associate to Full (1)

St. Petersburg Campus Academic Affairs

Associate/Associate/Full Professor (1) Director&FacultyAdministrator (1)

Associate Professor or Full Professor (1)

For a job description on the above listed positions including department,disciple and deadline dates: (1) visit our Careers@USF Web site athttps://employment.usf.edu/applicants/jsp/shared/Welcome_css.jsp; or(2) contact TheOffice of Diversity and Equal Opportunity, (813) 974-4373; or(3) callUSF job line at 813.974.2879.

USF is an equal opportunity/equal access/affirmative action institution,

committed to excellence through diversity in education and employment.

www.usf.edu • 4202 E. Fowler Ave,Tampa, FL 33620


3345 Redwood HighwayGrants Pass, OR 97527

Josephine and Jackson Counties, OregonRogue Community College invites applications for thefollowing full-time (100%) faculty positions. RCC is athree-campus community college serving two countiesin beautiful southern Oregon. Offering lower divisiontransfer, adult basic education, and professional/technical programs with an annual enrollment of6201.91 FTE.

MATH INSTRUCTORResponsible for organizing and carrying out structuredlearning processes for students in mathematics and relatedcourses. A Master’s Degree in Mathematics (or anyMaster’s Degree with equivalent advanced mathematicscourse work) required. A minimum of two years’documented, successful teaching experience required.

SCIENCE INSTRUCTORResponsible for organizing and carrying out structuredlearning processes for students in chemistry and generalscience with possible assignments in astronomy, biologyor oceanography. A master’s degree in chemistry,biochemistry or related field required. See job postingfor experience requirements.

SOCIAL SCIENCE /HUMAN SERVICES INSTRUCTOR

Responsible for organizing and carrying out structuredlearning processes for students in the Human Servicesprogram and related courses such as Psychology. Amaster’s degree or higher in psychology or humanservices-related discipline is required, with courseworkin two or more of the following areas: psychology,substance abuse, counseling, social work, humanservices. Teaching experience at the community collegelevel in one or more of the subject areas listed above isrequired. A minimum of two years’ clinical experience;professional certification, licensure or equivalent, suchas LPC, NBCC, CADC I, LCSW, or MAC required.

HUMANITIES (FOREIGN LANGUAGE)INSTRUCTOR

Responsible for organizing and carrying out structuredlearning processes for students in Spanish as the primaryinstruction, with instruction in a second foreignlanguage possible. A Master’s degree in Spanish,Applied Linguistics, or a subject area related to theduties of the position is required. A minimum of threeyears’ foreign language teaching experience at thecollege level required. The ability to teach a secondforeign language is a preferred qualification.

COUNSELOR (2 POSITIONS)Provides students and prospective students withinformation about careers, college programs, andlearning resources. A Master’s Degree in Counseling,Social Work, Psychology, or other directly related fieldsrequired. Current licensure with National CertifiedCounselor (NCC), Licensed Professional Counselor(LPC), or Licensed Clinical Social Worker (LCSW)preferred; eligibility for and significant progress toward,such certification required. At least two years (withinpast five) of counseling experience with majorassignment in educational advising and career workrequired. Spanish language skills preferred.

APPLICATION PROCESS: closing date: Monday,April 16, 2012. For job posting, salary information, &RCC’s online application system instructions (onlyonline applications are accepted), visit our website athttps://jobs.roguecc.edu/ EOE

Assistant Dean/Campus DirectorOrange County, CA

www.spfldcol.eduPlease visit our website at:

Springfield College School of Human Services is a growing, multi-campus program with established campuses in New England, the mid-Atlantic region, California, Florida, Wisconsin, and Texas. Our mission is to provide broadly accessible higher education in the human services field to adult learners, supported by the principles of community partnership and academic excellence to achieve social and economic justice. Courses are offered on weekends to students seeking either BS or MS degrees in Human Services. The interdisciplinary curriculum focuses on the development of social analysis, critical thinking, communication skills, and leadership skills. The Orange County campus is scheduled to open on September 1, 2012.

The Springfield College School of Human Services invites applications for the position of Assistant Dean/Campus Director at its new Southern California Campus in the Santa Ana/Tustin area of Orange County. Successful candidates are dynamic, multi-talented, detail-oriented individuals who respond to the mission with passion; enjoy and are skilled in working with and recruiting adult learners; and appreciate the importance

and complexity of working with diverse populations. Reporting to the Dean of the School of Human Services, this position provides leadership and coordination of all campus activities, including: overseeing marketing, recruitment, and admissions; supervising academic support services; faculty recruiting, supervision and development; create academic schedule and assign faculty; develop and maintain budget; involvement in community relations to establish collaborative academic relationships and form a community advisory board.

Qualifications: a passionate response to the mission of the School; an earned doctorate; a minimum of 5 years of administrative experience in higher education with a minimum of 3 years of college-level teaching, ideally in teaching adults from diverse backgrounds; content expertise in at least one area within the human service or social science field. Preference will be given to the candidate who has a record of active and consistent involvement in human services in Orange County, California. Travel and weekend work are required.

Springfield College is committed to enhancing diversity and equality in education and employment.

Please forward letters of intent/application, current resume, curriculum vitae, and the names and phone numbers of three professional references to: Dr. Robert Willey, Dean, School of Human Services, Springfield College, 263 Alden Street, Springfield, MA 01109-3797.


LOOK NO FURTHER...We are here to help you reach over 125,000

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For more information call: 201-587-8800 ext-102 or 106or visit our Web site at: www.hispanicoutlook.com

E-mail your ads to: [email protected]

LOOKING FOR A DIVERSE GROUPOF APPLICANTS?

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VCCCD is an Equal Opportunity Employer.

Ventura, CA

Chancellor Posting Number: 0601700 Closing Date: 04-16-2012

Serves as Chief Executive Officer responsible for administration of Ventura County Community College District (VCCCD) in accordance with the California Education Code, accreditation standards, and the policies established by the Board of Trustees. Reports directly to Board of Trustees and is delegated authority for overall operation of the District, including all programs and services involving educational development, student learning, human resources, facilities planning, business services, fiscal affairs, and legislative relations. Provides policy recommendations to the Board of Trustees, engages in strategic planning, provides educational leadership, and supports District policies with state and local constituencies.

Minimum Qualifications Master’s Degree or equivalent from accredited college or university AND senior leadership and/or administrative experience in progressively responsible positions.

For confidential inquiries about the position, please contact Community College Search Services.

John RomoPhone: 805-698-7987Email: [email protected]

Jim WalkerPhone: 805-279-0009Email: [email protected]

For more information and to apply, visit http://apptrkr.com/235759

FCC offers a generous benefits package which includes two medical insurance plans, dental and vision plans, waiver of FCC tuition for employee and eligible dependents, tuition reimbursement, generous leave benefits, retirement plans, and more! With record enrollments, a tremendous campus environment, and a growingly diverse and eclectic mix of students and employees, Frederick Community College is an ideal place to work. The campus is about an hour outside Washington, D.C., and Baltimore, MD, in a community heralded for its top-notch schools, rich history, beautiful parks and vibrant arts community. You’ll be part of a learning community that puts students first. We look forward to hearing from you.

Frederick Community College, an equal opportunity employer, values campus diversity in students and staff and encourages members from historically under-represented groups to apply.

Positions to start August 1, 2012.Applications accepted exclusively online at http://jobs.frederick.edu

For more information on how to apply contact 301.846.2672.

Frederick Community College was recently named the 24th fastest growing community college in the nation for its size. Whatever your discipline, and whether you teach in the classroom or serve students in other ways, we invite you to join our friendly campus. We are always looking for outstanding, dynamic and talented professionals to join our workforce. Please consider the following full-time openings:

Assistant Professor, Construction Management/Building Trades (#01357)Assistant Professor, English Composition (#01356)

Assistant Professor/Program Manager, Human Services (#01359)Assistant Professor, Reading (#01353)

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V i r g i n i a C o m m o n w e a l t hU n i v e r s i t y

VCUWRITING CENTER

COORDINATORPosition Number: FA2120

Hire Date: 05/10/2012

Application Deadline: 04/01/2012

The University College of Virginia Commonwealth University invitesapplicants for an exciting opportunity as a Writing Center Coordinator. TheWriting Center Coordinator supports the Director in implementing student-centered writing assistance programs. The Coordinator handles day to dayoperations including scheduling, supervision, training and evaluation ofconsultants, as well as oversight for Writing Center specialty programs. Asa vital addition to a team of qualified professionals within the UniversityCollege, it is crucial that this person create and maintain positive workingrelationships within the department and with other areas within theUniversity.

Master’s degree in English, Composition, or related area required.

For more information and to apply, go to

http://www.pubinfo.vcu.edu/facjobs/facjob.asp?Item=4504

Virginia Commonwealth University is an equal opportunity/affirmativeaction employer. Women, minorities, and persons with disabilities are

encouraged to apply.

POSITIONSARIZONAMaricopa Community Colleges 42CALIFORNIAButte College 41Chaffey College 41Long Beach Community College District 47Merced College 43Rio Hondo College 45Springfield College 44Ventura County Community College District 45FLORIDAUniversity of South Florida 43INDIANAIndiana Wesleyan University 44KANSASUniversity of Kansas 40MARYLANDFrederick Community College 45MASSACHUSETTSLesley University 42MICHIGANWayne State University 43NEW JERSEYBrookdale Community College 41NEW YORKWestchester Community College 42OREGONRogue Community College 44VIRGINIAVirginia Commonwealth University 42; 47

INSTITUTIONALBorough of Manhattan Community College/CUNY NY 41Broward College FL 38El Paso Community College TX 39Essex County College NJ 39Lone Star Community College District TX 39Rio Hondo College CA 41Salisbury University MD 38San Antonio College TX 40Santa Ana College CA 40

A D V E R T I S I N G I N D E X

INSTRUCTIONAL SPECIALIST,MATH SUCCESS CENTER

Minimum Qualifications:• Master’s in mathematics or applied mathematics OR Bachelor’s in either of

the above and Master’s in statistics, physics, or mathematics education ORhold a valid credential to teach in the discipline OR meet equivalentqualifications established by the District, AND

• Evidence of sensitivity to and understanding of the diverse academic,socioeconomic, cultural, disability, and ethnic backgrounds of communitycollege students.

CONDITIONS OF EMPLOYMENTSalary range of $56,267 - $87,452 is commensurate with academic preparation andexperience. The District provides medical, dental, and vision insurance for the employeeand eligible dependents and life insurance for the employee.

The deadline to apply is 4:00 p.m., Friday, March 30, 2012. Application materials mustbe electronically submitted on-line at http://hr.lbcc.ed/jobs.cfm. Incomplete applicationsand applications submitted by mail will not be considered.

CULINARY ARTS CHEF INSTRUCTOR

Minimum Qualifications:• Bachelor’s degree and two years of experience in the Culinary Arts; OR,• Associate degree and six years of experience in the Culinary Arts; OR,• Valid credential to teach in the Culinary Arts; OR,• Equivalent qualifications established by the District AND appropriate

certificate to practice or licensure or its equivalent, if available• Evidence of a sensitivity to and understanding of the diverse academic,

socioeconomic, cultural, disability, and ethnic backgrounds of communitycollege students.

CONDITIONS OF EMPLOYMENTSalary range of $47,581.00 - $74,311.00 is commensurate with academic preparationand experience. The District provides medical, dental, and vision insurance for theemployee and eligible dependents and life insurance for the employee.


SPEECH COMMUNICATION INSTRUCTOR

Minimum Qualifications:• Master’s degree in speech, speech broadcasting, telecommunications, rhetoric,

communication, communication studies, speech communication, ororganizational communication from an accredited institution, OR a Bachelor’sdegree in any of the above AND Master’s in drama/theater arts, masscommunication, English OR the equivalent OR possession of a validCalifornia Community College Supervisory Credential, AND

• Evidence of sensitivity to and understanding of the diverse academic,socioeconomic, cultural, disability, and ethnic backgrounds of communitycollege students.

CONDITIONS OF EMPLOYMENTSalary range of $50,555 - $78,574 is commensurate with academic preparation andexperience. The District provides medical, dental, and vision insurance for the employeeand eligible dependents and life insurance for the employee.


APPLICATION PROCESSSubmit application on-line athttp://hr.lbcc.ed/jobs.cfm.

OR visit our lobby to submit applications on-line atLong Beach Community College District-Human Resources

4901 E. Carson Street, Long Beach, CA 90808

H I S P A N I C O U T L O O K • 0 3 / 2 6 / 2 0 1 2

P.O. Box 68 Paramus, NJ 07652-0068

CHANGE SERVICE REQUESTED

Unhappiness is something we are never taught about; we aretaught to expect happiness, but never a Plan B to use when the hap-piness doesn’t arrive. – Doug Coupland, Canadian novelist

Formal planning does not come easy to many adolescents, includingLatinos. For some teens, deciding which movie to view on the week-end seems hard enough sometimes; setting target goals and devel-

oping plans to reach them might almost seem impossible. Regardless,Hispanic teens need to take it even a step further and plan for contingen-cies. Developing Plan B to respond to unforeseen events is crucial forLatino teens preparing for higher education since many factors canderail them from reaching that goal.

Ask a Hispanic teen who is planning for college to imagine thatwhich might happen.

What if financial aid doesn’t come through?What if my parents need my help?What if I don’t get the classes I need?What if I hate my major?What if I fail?While we promote optimism among adolescents to help build a posi-

tive outlook on the future, it is fair and realistic to teach them that, whenlife does not go as planned, you switch to Plan B. Or C. Or D. You learnto review and switch approaches when you must.

Contingency planning is not intended to outline detailed responses toevery possible event or outcome. It is meant to help people considerthose things most likely to cause events to go awry. This is not to pro-mote worry; it is to advance preparedness.

Whether Latino teens are working on a class project, playing footballor applying for college, there are key questions to help them raise just incase things don’t go as desired:

What unexpected event might happen that I will need to respond to?Teens need to know that not every issue requires a response, but someabsolutely do. If they can learn that early, they will save grief in manyareas of life, from love and marriage to work and career.

What is the worst thing that canpossibly happen? A teen can consid-er a full range of outcomes, only tofind that almost none will bring absolute doom. This question can helpteens realize that, even if things don’t go well, they can keep going. Theycan also learn that catastrophic events might be possible, but not highlyprobable.

What would cause these terrible, disruptive events to occur? Mostthreatening events that teens worry about never come to pass. Instead,students with insight, introspection and a good sense of honesty mightadmit that their own procrastination could result in missing deadlines orfailing exams. That is preventable; just do what needs to be done welland on time.

The gift that teens ultimately discover in contingency or “what if”planning is that it causes them to be ready for the little bumps and bigholes in the road that they might encounter. Planning ahead preparesthem to act in alternative ways while keeping their eye on the ball –completing higher education. Instead of fear, they will feel more confi-dent knowing that they have thought of many things that could affect howthey achieve their dream, but that those disruptions are part of theprocess.

Many Latino teens are skilled contingency planners. Those who areself-determined and goal-directed but have faced financial, familial orsocial barriers impeding their progress have already been forced to fig-ure out Plan B to do what they want. For the less important things,“making do” with what they have might suffice. In other instances, itmight be learning to substitute one thing for another. Families some-times pitch in to cover unforeseen events. And sometimes it means wait-ing. But waiting – as long as you stay on track – is another opportunityto exercise Plan B to one’s own advantage. Waste no time or opportunity.Latino teens who have faced adversity alone or with others understandthe basic reason for contingency planning: No te dejes. Si se puede.¡Siga! Figure out another way, but don’t give up.

CONTINGENCY PLANNING AN ESSENTIAL SKILL FOR

COLLEGE-BOUND LATINO TEENS

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Miquela Rivera, Ph.D., is a licensed psychologist withyears of clinical, early childhood and consultativeexperience. She lives in Albuquerque, N.M.

These articles appearedonline only in the

03/26/12Issue


California

Community Colleges

California

Community Collegesby Gustavo A. Mellander

Irecently read that twice as many California community college studentswere unable to enroll in the courses they wanted than the national aver-age. That is not the only crack in the educational armor built over many

decades – just the most recent one. Since the vast majority of Hispanics inCalifornia begin their higher education journeys at a community college,changes there are of importance to us.

There was a time when California led the nation with its exceptionalcommunity college system. Today that system encompasses nearly 120 col-leges – all devoted to their local communities.

It all began with an ambitious post-World War II higher education mas-ter plan. California was the first state to not only recognize the potential ofcommunity colleges but to embrace them.

Three SegmentsThe master plan addressed higher education in three segments. At the

pinnacle was the elite University of California network. It would offer high-quality education and conduct strategic research. Aside from societal bene-fits and personal enrichment goals, it was also hoped that these quality insti-tutions would serve as magnets to attract flourishing industries to California.

The desire to shake off the nation’s disdain for higher education institu-tions not “born and bred” in the Northeast was evident in the many plan-ning discussions hosted throughout the state. Pride, coming of age wereimportant underpinnings in the creation of the master plan.

The second tier, the California State University system, would servehigh-quality students but not focus on research.

Finally, it was decided that public higher education should be availableto everyone. Thus they should be inexpensive, “within an easy daily com-mute” and “accessible to all who want to study.”

Those noble goals would be the guiding principles of California’s com-munity college system. For decades, tuition was zero and fees were keptvery low. As late as the early 1980s, tuition was only five dollars a credit.

Not to be held back while waiting for bricks and mortar, courses wereoffered long before the campuses were built. Local high schools frequentlyhosted evening and weekend programs. Although the emphasis was on col-lege-transfer programs, nonacademic credit offerings exploded. Theyaddressed virtually every local community need or desire. In meeting thosewishes, the colleges built close emotional service ties to their particularcommunities. Thus it became easy to secure local support for new cam-puses and programs.

College boards of trustees were elected, not appointed, so local inter-ests could be better represented. Many budding politicians cut their teethby being elected to their local community college board. The present gov-ernor, Jerry Brown, who was also governor a few decades ago, got his startin politics by being elected to the Los Angeles Community College Board ofTrustees. (The fact that his father had been a popular governor did nothurt his election chances.)

Fresh OpportunitiesThe community college open admissions policy meant that it was no

longer necessary for a student to have been a stellar high school student oreven to have graduated from high school to attend college.

“Open admissions” meant just that. Late bloomers, housewives dis-placed or otherwise, those seeking a second career or those brushing upon their present line of work – and in fact everybody and anybody was wel-come to come.

The philosophy, adopted nationwide, was nurtured in part by the factthat many veterans had volunteered to serve before finishing high school.Other non-high school graduates had been drafted. There was a wide-spread feeling spearheaded by President Truman that veterans should beafforded an opportunity to seek a college education regardless of theiracademic record. It was the American way, at least the new American way.

California adopted those egalitarian premises with passion and commit-ment. It built a community college system second to none and open to all.

Millions began their higher education adventures at their local commu-nity college. Far more succeeded than failed. Yet many did fail or drop out.And that justifies open admissions; it does not mean guaranteed gradua-tion. It’s an opportunity.

Community colleges were the first segment of higher education to devel-op strategies and programs to meet the needs of “nontraditional students.”

At first, other colleges still mired in their “sink or swim” philosophysneered at the new modalities. But with time and seeing the myriad suc-cesses, they began to adopt community college ideas and practices.

Other states, encouraged by California’s successes, established theirown systems. Some were very good; others were not.

A salubrious offshoot has been that millions of Americans previouslyunderserved now believe they have a right to go to college. And, secondly,they know institutions exist that will accept them regardless of their formerexperiences.

But time marches on, and there have been a number of changes. The

TARGETING HIGHER EDUCATION

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glory years began to fade in the late 1980s. Why? Two reasons come tomind. Many needs had been met. Some who benefited from a secondopportunity, from low tuition, etc., were now less inclined to support high-er taxes to help other generations.

People began to say that those who benefited the most from collegeshould pay more of the freight. Ergo higher tuition and fees were justifiedin the public’s mind.

That retrogressive stance might not have gained much support had notmany states entered an era of shrinking resources. It helped change themindset about education. Who should receive it? Who should pay for it?

Potential students, particularly those who needed education the most,were not represented at those discussions.

The tendency to take community colleges for granted and to underfundthem is not limited to California. It has become prevalent nationwide.

As the pie shrank in California, new strategies were developed.Strangely enough, the governor and the legislature supported solutions thatmoved more students into community colleges. Observers hoped thatmeant that powerful people were finally recognizing the worth and contri-butions of community colleges. But that wasn’t the reason at all.

By raising tuition and fees at the universities, more students went tocommunity colleges. But the reason the state supported that policy was thatthe subsidy the state paid to community colleges per student was muchlower than that paid to the universities.

It was economic, not education driven.Today there are interesting wrinkles. A new survey underscores the fal-

tering economy’s impact on California students. As California’s budgetshave been pared, students are finding fewer courses available at their localcommunity colleges. They are competing with greater numbers of theirpeers for fewer classroom slots.

Almost one out of every three California community college studentsexperienced difficulty enrolling in courses that they needed during the fall2010 semester. That compares unfavorably to one out of six students in therest of the nation.

The Pearson Foundation Community College Student Survey, conductedonline in the fall of 2010, sought to better understand the keys to successfor community college students. Its findings could be an important step toimprove education quality and opportunities for all.

The survey found that almost twice as many California students (47percent) compared to the rest of the U.S. (28 percent) have been unableto enroll in courses because they were full. About four in 10 California stu-dents surveyed (41 percent) enrolled in fewer courses than they had origi-nally planned on taking. That compares to about three in 10 students fromthe rest of the U.S. (28 percent).

Students in California and across the country generally cited theirstruggles with courses or their difficulty in balancing academic study withfamily and work obligations, but more California community college stu-dents placed an emphasis on course availability as a key to success – 19percent in California versus 8 percent in the rest of the country.

Similar to community college students from the rest of the U.S., aboutone in 10 California community college students surveyed had dropped outor had seriously considered dropping out of school.

As the report notes: “This survey gives voice to the student populationat the center of this effort and helps us all to better understand their needs,and their frame of mind, as they begin their college careers.”

Online LearningThe survey also underscored the growing demand among California

students for online learning: Close to 60 percent of the community collegestudents surveyed had taken at least one course online, and 36 percentsaid they would like to take all of their courses online.

Yet students in California community colleges are more likely than therest of the U.S. to take their courses in person (64 percent vs. 54 percent).

Students agree that while online courses can be convenient (81 per-cent), they can also be more difficult than in-person courses (61 percent).

One has to wonder if the typical community college student, who his-torically has needed additional services and nurturing to succeed, is agood fit for distance-learning programs. Many, of course, can and will suc-ceed, but since so many on-campus students have dropped out or simplyfailed, one has to wonder if enough intervention assistance will be avail-able for online students.

Among other key California findings: students are more likely to valuehaving access to academic advisors (65 percent in California, 55 percentof students in the rest of the U.S.). Is this because they need them, or werespecific counselors recommended, or is it that a very pro-active system hasbeen established at most colleges? Probably a combination of all three.

Also, students in California also place more value on establishing rela-tionships with other students (41 percent in California, 31 percent in therest of the country). Why? I’m not sure.

NationwideThe weak job market of the past few years has brought a greater wave

of applicants to community colleges in search of job training and lower-cost higher education. Some are fresh out of high school, others are work-ers who have lost their jobs and are trying to prepare for new careers. Butas noted, community college students are having trouble gaining access tocourses because classes are full.

The Pearson survey also reported on the widespread concern amongstudents about their college readiness. More than half of community col-lege students who are recent high school graduates (52 percent) felt theirhigh school did not properly prepare them for college-level studies. That’sa high percentage. Most students believe their high schools could havedone more by placing greater emphasis on basic skills (48 percent). Theyfeel they should have offered more courses (52 percent), and more chal-lenging ones (49 percent). I wonder if they complained when they werehigh school students.

Interestingly, 71 percent of recent high school graduates note they areworking harder in community college than they did in high school. Thatview was particularly prevalent among those who say their high school dida fair or poor job of preparing them for college-level courses.

TechnologyCommunity college students are wired. Many are computer literate. The

survey found rapid growth in ownership of tablet devices, which has tripledsince 2010. Nearly 10 percent of community college students own a tablet.

Students regularly use technology to support their academics: two-thirds of tablet owners (64 percent) use them at least sometimes whenstudying or doing homework, and two out of five Smartphone owners (42percent) use their phones for the same purposes.

Bottom line: Something has been lost over the years, but much morehas been gained. Hopefully those who succeeded because of their commu-nity college years will support the colleges that got them on the right track.

Dr. Mellander was a university dean for 15 years and a college pres-ident for 20.

Obama Pushes Colleges to Confront

Growing Recession in Civic Learningby Peggy Sands Orchowski

Most people know that public confidence in all pubic institutions isdecreasing in the United States. Only around 10 percent of Americansapprove of the way Congress is handling its job. The U.S. ranks 139th

in the world in voter participation in elections; even in popular presidential

elections, fewer than 50 percent of eligible voters actually vote.For years, educators and policymakers have been tracking these down-

ward trends, exacerbated by the deep divides, incivility and hyper-polariza-tion that increasingly characterize political discussion in the media and inthe political arena. It all continuously diminishes Americans’ opportunitiesfor civic alliances and thoughtful discourse, they say.

In 1998, a report warned that “In a time that cries out for civic action,we are in danger of becoming a nation of spectators.” In 2000, RobertPutnam warned in his book Bowling Alone that there was an increasingdecline in “bridging capital” – the social capital that is defined as thecapacity to work across differences. In 2010, the president of the KetteringFoundation, David Matthews, wrote: “Events ‘are moving us toward whatcannot be – a citizenless democracy.’”

“Democracy is dependent on an ecosystem not only of legislative bod-ies and executive agencies, but also of civil alliances, social norms anddeliberative practices that empower people to work together,” saysMatthews. “Every sector and every person can contribute to this civicenterprise, including all of the education sector, where education fordemocracy and civic responsibility needs to be a bedrock expectation.”

On Jan. 10, the White House hosted a “National Call to Action” to U.S.institutions of higher education “to invest on a massive scale in its capacityto renew the nation’s social, intellectual and civic capital.” Its report, ACrucible Moment, produced by a national task force of education leadersand stakeholders, calls on all of higher education’s public and private, two-and four-year institutions and its entire community “to embrace civic learn-ing and democratic engagement as an undisputed educational priority.”

“We are facing a civic recession as well as an economic one,” MarthaKanter, under secretary of the U.S. Department of Education, said at thereport’s launch at the White House. “We need to deepen civic identificationin our educational system.”

“Getting a college degree cannot just be about training for a career,”said Carol Schneider, president of the American Association of Collegesand Universities (AAC&U), in a personal interview. Schneider was the des-ignated coordinator of the Call to Action report and the meeting at theWhite House.

“College at any level is more than workforce training. It also has to beabout learning knowledgeable citizenship. Postsecondary education mustincorporate the three C’s of education: college, careers and citizenship.They need not be separate or competing; they all should be priorities. It’snot a zero sum game.”

White House officials are in full agreement. Valerie Jarrett, senior advi-sor and assistant to the president for intergovernmental affairs and publicengagement and arguably the president’s closest advisor, encouraged theeducators at the White House report launch to focus on students’ civicresponsibilities as well as their academic ones. She reminisced aboutworking for years with Michelle Obama, before she was the first lady, in

CONFERENCES/CONVENTIONS


“College at any level is morethan workforce training. It also

has to be about learningknowledgeable citizenship.”

Carol Schneider, president, AACU

outreach projects at a Chicago hospital. “We took, then and now, civicresponsibility very seriously. We were always organizing the students andstaff to do volunteer work,” she told the report launch audience.

Many student volunteer projects are cited in the Crucible Momentreport. But it also points out that “community service is not necessarily thesame as democratic engagement with others across different areas to col-lectively solve public problems. While service does not always establish areciprocal partnership, it often can be the first step toward a more fullydeveloped set of civic commitments,” according to the report. “The chal-lenge of colleges and universities in the next decade is to make suchopportunities pervasive rather than random across the institution.”

Framework for Civic LearningA four-part framework for civic learning and democratic engagement is

presented in the report. It includes a suggested continuum for knowledge,skills, values and collective action. The framework aspects are comprehen-sive and global rather than specific and national. For instance, among theelements suggested in the “civic knowledge continuum,” the frameworksuggests “familiarity with key democratic texts and universal democraticprinciples ... in the U.S. and other societies; historical and sociologicalunderstanding of several democratic movements in both the U.S. andabroad; and knowledge of the diverse cultures, histories, values and con-testations that have shaped U.S. and other world societies.”

Collecting multiple sources of evidence informed by multiple perspec-tives and across differences are elements suggested for coverage in theskills set. Also included: the ability to communicate in multiple languages.The suggested “values” curriculum includes respect for freedom andhuman dignity, empathy, open-mindedness, tolerance, equality, ethicalintegrity, justice and responsibility to a larger good. Collective action skillsinclude moral discernment and behavior, public problem solving withdiverse partners, compromise, civility and mutual respect.

These (highlighted) elements of civic learning are somewhat differentfrom those measured in the annual “civic literacy” exams that theIntercollegiate Studies Institute (ISI), a nonprofit organization, has beengiving to some 30,000 freshman and senior students in the U.S. andreporting on annually for over a decade. The ISI emphasis is on studentknowledge of American history, political thought and institutions, as wellas fields of learning referred to as “America in the World” and the “MarketEconomy.” In 2006 and 2007, the ISI found that among 14,000 collegeseniors, the average score on a civic literacy exam was just over 50 percent– an “F” grade, in its estimation. A recent report found that many collegestudents could not name the vice president of the United States, their sena-tors or their state representatives.

These failings are noted in the Crucible Moment report. “Perhapsmost discouraging of all, civil discourse and taking seriously the perspec-tives of others remain largely unpracticed arts, if political talk shows andtown hall meetings are any indication, according to A Crucible Moment. Italso cites a growing pressure by some U.S. organizations such as theNational Governors Association (NGA) for higher education institutions tofocus all their resources on “degrees for jobs.” In its 2011 report, the NGAdescribes higher education’s function and future funding as dependentsingly on promoting “economic goals,” “workforce preparation” and“competitive advantage.”

“This rejects the value of what has differentiated U.S. higher educationand has made it an intellectual powerhouse – an economic driver,” Call to

Action supporters point out. “It openly challenges higher education’s his-toric commitment to provide students with a broad, liberal arts education.”

“To reinforce the collective commitment of liberal education” is thegoal of the AAC&U. According to the organization’s mission statement, “Aliberal education is more important than ever in providing essential learn-

ing outcomes to prepare all college students for socially valued work, per-sonal growth and civic leadership in their society. Among their educationalgoals are supporting civic, ethical, intercultural and global learning.

“In the end, however, the most important goal is to provide a way tosolve problems. People are desperate to solve problems, as opposed toattacking,” said Schneider. “This can only come through civil civic engage-

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“We are facing a civicrecession as well as an

economic one.”

Martha Kanter, under secretary, U.S.Department of Education

ment. The old definition of civic learning as about learning solely aboutAmerican government and U.S. democracy is still essential, but far fromefficient for problem solving. Today a full knowledge of civic participationneeds to look at all opportunities for problem solving across the board ofdiversity inside and outside the country.”

But it’s not just more knowledge about democracy and civic engage-ment that the writers of the report urge colleges to provide. It’s practice.

At the White House report launch, many representatives from highereducation institutions throughout the country presented and were recog-nized for successful projects on civic engagement many had been doing fora decade. Some of the “best practices” involved reaching back into historyand renewing an original charge. “Historic agriculture universities wereamong the first state- and community-supported colleges in America. Theyused to be called democracy colleges,” said Molly Jon of the University ofWisconsin-Madison. “The land-grant tradition was literally committed tothe concept of ‘agrarian democracy.’”

That ideal certainly contained the seed for the development of thatunique American educational institution, the community (used to be called“city”) college. Today many minority, immigrant and first-generation col-lege students as well as increasing numbers of foreign students are utiliz-ing the community college system for their higher education needs. “Aspolicymakers increasingly turn to community colleges to be the front lineof new career training, retraining and continuing education, it is vital thatthey also incorporate democracy and civic engagement learning as a prior-ity,” said Schneider.

“Now we are seeing the idea of democracy learning civic engagementspreading throughout the Middle East,” pointed out Azar Nasifi, author ofReading Lolita in Tehran. “America was not admired for its militarymight, the Iranian exile told a hushed audience at the White House. “It isevolved for its culture of democracy. That is what threatens the tyrants, notmilitary might.”

Four Key RecommendationsThe Crucible Moment report lays out four recommendations for higher

education institutions to implement for successful democracy learning andcivic engagement. The first is to foster a civic ethos across all parts of campus.This includes making sure a full range of civic learning and action activitiesare incorporated into every student’s experience, according to the report.

The second is to make civic literacy a core expectation for all students.

That includes such activities as intergroup and deliberative dialogue andcollective civic problem solving. The third is to practice civic inquiryacross all fields of study. Here the concept of civic history and civic ethicsare included especially in the sciences.

The fourth key recommendation is to advance civic action throughtransformative partnerships at home and abroad. “We encourage each col-lege and university to construct its own civic investment plan,” includingimplementation and recognition aspects. “Education for democratic citi-zenship should be a shared enterprise for the 21st century,” the section onhigher education responsibilities concludes.

Panelists pointed out that participating in civic engagement practicesnot only cements a student’s habit of “doing” civic democracy. It also wasfound to enhance college completion. Students engaged in civic communi-ty/career enhancing activities were found to be much more likely to com-plete their degrees, as well as to obtain skills prized by employers anddevelop habits of social responsibility and civic participation, according tothe report.

In many ways, President Obama reflected these themes in his State ofthe Union speech on Jan. 24. Especially at the end of his talk, Obamaturned to the issue of civic behavior. Nothing can happen in Congress, hesaid, “unless we lower the temperature in this town. We need to end thenotion that the two parties must be locked in a perpetual campaign ofmutual destruction; that politics is about clinging to rigid ideologiesinstead of building consensus around common-sense ideas. ... We shouldall want a smarter, more effective government. And while we may not beable to bridge our biggest philosophical differences this year, we can makereal progress. When we act together, there is nothing the United States ofAmerica can’t achieve.”

“As long as we’re joined in common purpose, as long as we maintainour common resolve, our journey moves forward, our future is hopefuland our union will be strong,” the president concluded.

“Often the tendency of educators is to do ‘democracy light,’” warnedKettering Foundation President Matthews. “But we have to ask in every-thing we do, what is the problem of democracy here? We need to envisionwhat role citizens are to play in whatever we do.” That is the hard role ofdemocracy learning and civic engagement.


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03/26/2012 Community College Receives Top Honor