<p> The time has come for community colleges to realize the potential of alumni private funding gifts. While some community colleges have developed alumni associations with success as a source for private fundraising, there are many that have not been successful. Today leaders are still perplexed as to the strategies and factors that contribute to the success of alumni fundraising in the community college environment. Alumni associations can be a funding source and alumni can be advocates, volunteers, and recruiting ambassadors for the colleges. Many community colleges do not know how to engage former students as alumni or begin the process of grooming current students for their role as alumni. Community colleges must begin to realize how its alumni can be a source to address the needs of the college. </p><p> The purpose of this study is to analyze the literature to determine the most effective strategies to create successful alumni associations. Evidence based research was be used to analyze how community colleges can identify and engage former students as alumni, what the role of the community college president and chief development officer is in establishing successful community college alumni associations, and what factors are important in developing successful alumni programs to realize the potential of private fundraising gifts. Invest, communicate, engage, and then make the ask! This study will contribute to the community college literature and provide community college leadership with the strategies and factors for success in creating alumni associations to assist with the needs for additional funding sources and to utilize alumni as advocates, volunteers, and recruiting ambassadors for the colleges</p>

<p> Adding technology to the classroom has been an instructional strategy used by many higher-education institutions to increase student success, but merely adding computers, multimedia devices, and other technology to the classroom with pedagogical arbitrariness has proven to have little effect. The purpose of this study was to determine if using the adaptive learning technology (ALT) tool, LearnSmart, in seated introductory business courses would result in a statistically significant difference in unit exam scores, to analyze changes in exam performance through different time increments used of the ALT, and to investigate correlations between the student&rsquo;s metacognition in the ALT module and his or her performance on the unit exam. The population of this study consisted of students in nine sections of introductory business courses at three large community colleges in the Midwest. The first group of students did not use LearnSmart before the exam, the second group of students completed a 20-minute LearnSmart module for each chapter before the exam, and the third group of students completed a 40-minute LearnSmart module for each chapter before the exam. From the data collected and analyzed in this study, there was a statistically significant positive difference in exam scores of students in an introductory business course who completed the 40-minute LearnSmart modules prior to the exam compared to students who did not use LearnSmart. There was also a statistically significant correlation between a student&rsquo;s metacognitive score and his or her exam score.</p>

<p> This study investigated the attitudes and perceptions of faculty who use service learning as a teaching method at the American Samoa Community College. Service learning plays an important role for community colleges, offering a unique opportunity for students and faculty to provide tangible services to public, nonprofit agencies, and organizations. The instrumentation selected for this mixed-method study was a faculty self-reported survey including a Likert scale, ranking scale, and open-ended questions. </p><p> The general agreement of respondents with the choices provided on the use of service learning shows a general positive attitude and perception of service learning. As a brief recommendation, I think there should be further research to establish a clear relationship between the reason of faculty use of service learning and their attitudes and perceptions. As an implication, this study has shown that most faculties at American Samoa Community College, who took part in the survey, have positive attitudes and perceptions towards the use of service learning. Therefore it is only wise that we conclude that future studies on this subject should consist of larger samples to get a truer reflection of the relationships examined here.</p>

<p> Given the significant projected percentages of retirements of community college senior officers, forecasted workforce shortages, and the difficulty of attracting employees to rural community colleges, a qualitative study was undertaken to understand the learning experiences of seven senior officers in developing the competencies to lead at a rural community college. Through the interviews, the senior officers redirected the conversations to describe how they develop the next generation of rural community college leaders. Findings included the descriptive concepts of (a) rural legacies, (b) developing pragmatic competence, and (c) reciprocal development. A grounded theory model provided guidance on preparing the next generation of leaders at rural community colleges.</p>

<p> This qualitative research was performed with a deep multiple case study design to inquire the best practices of the faculty of Nursing and Social Work Programs at the University of Puerto Rico at Humacao. Those practices have become effective in sustaining the professional accreditation for more than twenty years. Also, to determine if their organizational culture of evaluation is according to the collaborative leadership principles. The studied phenomenon was the organizational culture of evaluation of professional or programmatic accreditation, and the study were focused on: higher education institutions, professional accreditation, faculty leadership and collaborative leadership. The research questions were: Which are the best practices related to the regulatory and procedural aspects, the characteristics of programs, academic and administrative faculty styles that are contributing to the sustained professional accreditation?; Which are the characteristics of the organizational culture of evaluation of programs that contribute to sustained professional accreditation and the influence of the collaborative leadership of its faculty?; and, What are the best practices of the academic programs under study that results effective to achieve and maintain the professional accreditation?. Data were collected through focus group, semistructured interview, document review and field notes techniques. The study had two focus groups, one per program, and eight semistructured interview with academic and administrative leaders. Twenty professors with experience in professional accreditation participated in this study. The data were organized according to the research questions, were analyzed with the method of &ldquo;Miles and Huberman&rdquo;, and a cross-case analysis was done. It was found that the most effective practices instituted in both Programs were the leadership of the department director and faculty, teamwork, the program&rsquo;s culture of assessment, comprehensive planning for reaccreditation, continuous faculty development, a system to collect evidence, and continuous communication between professors and leaders. It was concluded that the most effective strategies to keep the accreditation in both Programs were professor leadership and their teamwork. Participants recommend to others higher education institutions the same practices that have been proven effective to them, in addition, the commitment of the professor and institutional support. Both Programs have a culture of external evaluation of professional accreditation.</p>

<p> In community colleges, over 70% of faculty members are adjuncts, and over 52% of these adjuncts are women. Community colleges have been celebrated as institutions that include women in their philosophy of equity, openness, and democracy (Bailey, 2008). Women may be more likely to work at community colleges where the minimum requirement is a master&rsquo;s degree for employment, compared to 4-year institutions that require doctorates, and allow them to balance their work and personal lives (Cohen &amp; Brawer, 2008; Wolf-Wendel &amp; Ward, 2006). </p><p> This study examines the work-life balance of female adjunct instructors working at the community college level and utilizes the work-life balance theory to help understand the identity, relational style, motivation and drive, adaptive style, and strategies for these women. This study utilized a phenomenological, qualitative approach by having female adjunct faculty participate in one semi-structured interview; 20 women participated. Findings showed that the participants were often first generation college students, which resulted in the majority of the women having goals of achieving a different education level than their family members. Relationships also played an important role in helping participants balance work and family life. Most participants were very driven and have high motivation to pursue career goals and to become a full-time faculty member. Female adjunct faculty also demonstrated high levels of adaptability due to the inconsistent nature of being an adjunct faculty and having schedules that fluctuated and changed on a semester-to-semester basis. </p><p> In community colleges, over 70% of faculty members are adjuncts, and over 52% of these adjuncts are women. However, there is a significant lack of research regarding these women and their experiences. Due to the sheer number of women faculty members represented in community colleges, it would be assumed that this would be a highly researched group (Townsend, 1995a, 1995b). However, there is a paucity of research on women faculty, particularly female part-time faculty, in community colleges. The topic of women within the community college level is an area that has been severely overlooked and under researched within higher education literature (Townsend, 1995a, 1995b; Twombly, 1993; Wolgemuth, Kees, &amp; Safarik, 2003).</p>

<p> Success through education for women was vastly limited before the passage of Title IX, which guarantees equal access to programs in higher education. Eliminating sexual discrimination through this legislation had the potential to open new worlds for America&rsquo;s women as opportunities blossomed at the collegiate level which led to a host of new career paths. Women successfully entered higher education and are represented in every field. </p><p> Unfortunately, the prevalence of sexual assault incidents in colleges proved to be a detriment to accessibility, and Title IX served as a tool to help create a safe learning environment for all students. The novelty of creating policies and procedures in this new arena led to many problems for colleges and universities as they sought to comply with Title IX mandates. As a result, the Office of Civil Rights issued a Dear Colleague Letter in 2011 to explain sexual assault and provide resources to bridge the complex divide between old and new notions of discrimination. The purpose of this study was to examine the effects of the Dear Colleague Letter of 2011 on the implementation of Title IX at community and technical colleges in Louisiana. Policy analysis was used to determine if the policy and procedures recommended were established at all twelve of the institutions. Title IX Coordinators were interviewed to provide a more in-depth picture of the implementation process and what challenges the institutions may have encountered. The findings indicate that Title IX Coordinators were knowledgeable about the Dear Colleague Letter of 2011, but the policies did not reflect this understanding. The implications resulting from this study can be used to inform and assist higher education leaders in maintaining compliance with Title IX.</p><p>

<p> To improve community college student success outcomes, accountability has shifted from the student to the institution. Institutions now must identify potential barriers to student success and take action to improve completion outcomes. One plausible way to begin an investigation of the factors that lead to student success is to examine the extent to which placement into developmental education impacts completion. The purpose of this correlational study was to examine the extent to which students placed into developmental English or Math, succeeded in their developmental coursework within one year, progressed in college-level coursework within two years, and graduated within three years. </p><p> This study examined the records of 1478 students at a large multi-campus community college located in the Northeast. Frequencies were employed to ascertain whether students placed in developmental-level courses were successful in those courses within one year. Phi coefficient tests examined the relationship between success in developmental English or Math in one year, success in the college-level English or Math courses within two years, and success in developmental education and degree completion within three years. A supplemental analysis, utilizing binary logistic regressions, was conducted to determine whether success in developmental English or Math predicted of graduation within three years. </p><p> The results indicate that students in the program under review graduated at higher rates than the national average. Transfer data improved both institutional performance and student success outcomes by 8 percent. Success in developmental education within one year was an important indicator of success in a college-level (gatekeeper) course within two years and progress towards degree completion within three years. Students who were successful in developmental education were more likely to graduate than those who were not successful in developmental education. Finally, the binary logistic regression results showed that success in developmental English and Math were significant predictors of student graduation within three years.</p><p>

<p> Degree completion has been a topic of debate in higher education institutions. Although efforts have been made to raise the rate of completion, the number of students completing college remains low. Low rates may lead to wasted time and money as students often take unnecessary coursework as a result of not having a well-developed plan for completion. To combat this problem, programs have been implemented at community colleges that are designed to meet student needs, develop tailored educational plans, and help students set goals. One such program is the Central Valley Promise (CVP) program, which offers a solution that could meet the specific needs students of the Central Valley of California. Upon meeting the entrance requirements, students are eligible to receive free tuition for one semester and the promise of support to completion for all students. Because CVP has the potential to affect many incoming students, it was important to examine whether it is achieving its goal. This study sought to gain understanding of student transition and career readiness. A survey was given to 402 CVP students during their first semester of college. A comparison group of 112 students also received the survey. All participants were incoming community college freshmen. Also, observations were conducted during three CVP events. Findings included an increased satisfaction and confidence level in academic performance, social life, and choosing a college major among CVP students. Recommendations include continued support for students, adding a mentorship component, and hiring faculty to exclusively work with CVP students. </p><p>

Higher education institutions in Ghana are challenged in providing access to affordable education to accommodate all qualified students for postsecondary education. Most Ghanaian students seek skills and knowledge to prepare them for a global workforce. The study's purpose was to investigate the adaptation of the U.S. community college's 2-year model for training students in Ghana's higher education system to participate in high skilled employment in business and industry, using a conceptual framework drawn from Becker's theory of human capital. The research questions focused on what support students need to participate successfully in Ghana's higher education system, and what concerns stakeholders have regarding higher education in Ghana that might be addressed by the U.S. community college model. This qualitative study included individual and focus group interviews with 11 participants, including college students, faculty, staff, the registrar, and community business partners. Data were analyzed to find emerging codes and themes. Results showed that participants perceived a variety of challenges that limited their access to and participation in higher education including: financial issues, lack of preparation in critical thinking, inadequate academic facilities, and inequitable distribution of education subsidies. Participants expressed the need for campus-based career development programs, partnerships with community business organizations, and employable skills and work experience. Findings may contribute to positive social change by encouraging entrepreneurship education that might help create wealth to break the cycle of poverty. Higher education administrators may be encouraged to provide practical education to address the problem of youth unemployment.