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In a time of great social and political change, what are the major challenges and opportunities that community colleges and their leaders will face in the coming decade? How can leaders lead through changes involving enrollment, shifts in populations, new funding models, new student success definitions, and accountability measures?

Tennessee now offers free community college education for many traditional and returning students. Several community colleges in the state are pioneers in developing successful guided pathways models. Presenters will also review the research that is helping them to learn how they can improve their cutting-edge statewide programs.

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Educators can connect life to learning to transform the classroom experience using contextual teaching and learning strategies and assignments such as open educational resources, service learning projects, active learning labs, practical technological applications, and collaborative assignments.

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Are you seeing a decline in your population of adult students? Are you wondering how to reach, enroll, engage, and retain these students? This interactive session will present a framework for recruiting adult students and will give participants an opportunity to develop their own adult student recruitment and retention plans.

Learn how to expand online offerings and to move from being regional institutions to being national and international institutions. We will discuss how to create plans involving student services, marketing, and academics to develop course and program offerings, to obtain reciprocity agreements, and to market these programs successfully.

Since the late 1990s, community colleges have changed strategies to enhance student success, moving from a traditional faculty-focused teaching model to a student-focused learning paradigm using O'Banion's 6 college learning principles to define and guide the learning college model. However, it is unclear how much the model is being used by community colleges or shared with stakeholders. The learning college model, supported by transformational language research on decision making and innovative thinking, provided a conceptual framework for this discourse analysis study. The purpose of this study was to discover the extent to which the language of the learning college model is present on publicly available community college webpages. The 17 website samples were drawn from colleges officially identified as elite learning colleges. Linguistic coding facilitated by applying the 27 discourse analysis questions developed by Gee to encompass O'Banion's 6 college learning principles provided evidence of student-focused learning as a goal at community colleges. Results indicated that learning college principles were presented by all 17 colleges in the study, represented on different pages of their websites. Determining transparent and accessible evidence of the learning college on community college websites provided colleges with a starting point to consider their procedures and the experiences of their students when determining which school is best for them to attend. Students at colleges with a clear learning college mission have the opportunity to collaborate in their learning experiences and to construct knowledge in ways that enhance student success and goal completion, so identifying the presence of such schools can change students' college outcomes.

The student population of the Southern California community college used for this study was just over 10,000 students in 2011. While retention rates for all community college students are a matter of concern, retention rates for Basic Skills students are particularly alarming. The college used for this study reports that 97% of their students assessed into developmental education courses. Currently, California community colleges are working towards implementing several types of intervention strategies with the objective of positively influencing Basic Skill student persistence. Summer bridge programs are one of these strategies. Students completing summer bridge programs are showing signs of immediate academic improvement. However, there is a gap in knowledge regarding the continuing retention rates for students participating in the programs and the motivational factors that influenced the students to participate in, and complete, the programs to begin with. This study focused on student retention and motivational factors through the lens of Self-Determination Theory. While external motivation factors are sometimes viewed as a means to an end and not necessarily conducive to long-range success, Self-Determination Theory supports the concept that extrinsic motivation factors can merge into intrinsic motivation and can therefore be productive. Researchers have suggested summer bridge programs should be evaluated over a longer period of time and should incorporate additional measures rather than relying solely on pre-test/post-test data. With this in mind, this study examined one summer bridge program over a four-year period and focused on student survey data and interview data, which asked students to self-report their motivational influences for attending one of four summer bridge programs. Using the lens of Self-Determination Theory, the researcher analyzed the data looking for intrinsic and extrinsic motivational factors. One of the significant outcomes of the study is that the researcher was able to identify motivational factors relating specifically to one summer bridge program. Some eternal factors reported included retaking the assessment test, receiving school supplies, and meeting the requirements of specific scholarships. Intrinsic motivational factors focused on building relationships and improved academic competence. Finally, continued research regarding intrinsic and extrinsic motivational factors can also expand to the larger community college student body since motivation in higher education is a multilayered concept.