Developmental Education

Why Developmental Education

I believe that the success of a community college is in educating and graduating students.  Without either of them how could a CC exist?  I found the following definition on NADE website.  A field of practice and research in higher education that provides courses and academic support to students who are deemed to be academically and/or emotionally underprepared for college level courses (National Association of Developmental Education, 2010).  

Graduation Rates

Graduation rates at community colleges nationwide are shockingly low, currently 18% within three years of initial enrollment (Jaschik, 2011).  According to this information I believe the leadership of CC will have to plan and research to increase these rates.  I think students desire to complete their education.

Open Access

Due to the open-door policies of community colleges, i.e. only requiring a high school diploma or G.E.D. for admission, many students require developmental courses prior to being eligible to take credit-bearing courses (Boylan & Bonham, 2007).  

Community colleges have certain advantages over other colleges and universities, because the nature of the student body has dictated the necessity for including developmental education as part of the underlying or basic structure of education (Grubb, 2001).  There is also a strong commitment in community colleges to teaching.  According to Grubb, "Community colleges may have the greatest chance of doing it [remedial/developmental education] well" (p. 9).

The video below provides current data, suggestions, and changes for developmental education.

References

Boylan, H.R., & Bonham, B.S. (2007).  30 years of developmental education: A retrospective. Journal of Developmental Education, 30(3)2-4

(Community)  College Readiness.  (2014, December 14).  Retrieved February 21, 2015, from https://www.youtube.com/watch?v=Yb4Te7E2BfE

Grubb, W. (2001). From black box to Pandora's Box: Evaluating remedial/developmental education. New York: Teachers College, Columbia University, Community College Research Center.

Jaschik, S. (2011). Community colleges and graduation rates.  Inside Higher Ed. Retrieved from http://www.insidehighered.com/news/2007/03/22/ccdata

National Association of Developmental Education (2010).  About NADE: Mission and purpose. Retrieved from http://www.nade.net/aboutNADE.html

Access and Technology

Technology and Community College Access

 In a society increasingly shaped by technology, students who are constrained by time and place, or are otherwise disadvantaged, are being left behind (Matthews, 1999).  According to Moore (2002), “Access [to higher education] was originally thought of as the ability to gain entrance to an institution or program.  The concept gradually shifted from one of equity in admissions to equity in outcomes, or the ability of a student or group of students to succeed once admitted” (Moore, 2002).  

The Digital Divide Personified   

New users of technology usually exhibit four stages of readiness to access and use educational technology.  The first stage is recognizing that technology could enhance the efficiency, productivity, or quality of their personal and professional lives.  The second stage is becoming open to learning about information technology and learning to apply hardware and software to the task at hand.  In the third stage, users seek physical access to an appropriate technological infrastructure.  In stage four, users actively follow through on the decision to use technology (Watson, 2004).

Personal Thoughts

I think that we will see significant growth in distance education within the CC in the future.  I observe my grandchildren and how computer usage is being implemented in their learning process.  They should have an advantage to enroll in DE courses without any hinders.  I think of my children when they were in K-12 and how computers were not implemented in their education until junior high school.  They have a foundation to understand the basics, and an understanding on how to research required information.  As for my generation, the area of technology we were exposed to in high school was the electric typewritten.  Some of us are more at a disadvantage than others.  If we have not learned beyond what we learned in high school we will have access issues. 

Figure 1

Matthews, D. (1999).  The Origins of Distance Education and Its Use in the United
     States: Technological Horizons in Education Journal, 27(2), 54–67.

Moore, P. L. (2002).  Access and Success in Web Courses at an Urban Multicultural 
     Community College: The Student’s Perspective.  Unpublished research report,
     Northern Arizona University, (ED 465 402) 

Watson, L. (2004).  New Directions for Community Colleges: Access and 
     Technology. no. 128 (pp. 31-37).  doi: 10.1002/cc.172

A cartoonist's take on educational inequality! #SEN. (n.d.). Retrieved February 15, 2015,
     from http://www.mobypicture.com/user/TSfocus/view

21st Century Production Revolution -CC Access

Workforce Development and the Community College

Maintaining access will continue to be a key issue for two-year colleges.  They are the nation’s gateway to higher education and must remain committed to the open door policy, even as educational standards change and associated requirements increase.

Workforce development is commonly defined as an approach to community college education that focuses on providing a workforce that is educated to the specifications of the local labor market (Public/Private Ventures, 2001).  By developing curricula and training programs that are designed to meet the expressed needs of the local business community, community colleges can utilize a workforce development approach to education that provides a more direct link to a very lucrative customer-the business sector (Shaw & Rab, 2003).

Community Colleges have experienced space deficiency in past years which has had limited access to several course offerings.  The educational standards and requirements have increased in manufacturing, nursing, and automotive courses.  One step to counter this deficiency of space is that CC's have purchased off campus sites for utilization of space for specialized training that will prepare the students for employment in advanced manufacturing.

In addition, I hope the colleges’ goals are beneficial to
new and existing industry by creating potential well-trained workers in their
counties.  Building strong partnerships with local industry I believe is
necessary for success.

References

Shaw, K. M., & Rab, S. (2003).  Annals of the American Academy of Political and
    Social Science Vol. 586, Community Colleges: New Environments,
    New Directions, pp. 172- 193.  Published by: Sage Publications, Inc.

Public/Private Ventures (2001). States of change: Policies and programs to promote
     low-wage workers' steady employment and advancement. Philadelphia:
     Public/Private Ventures

21st Century Production Revolution. (n.d.). Retrieved February 14, 2015, from                                          http://www.youtube.com/watch?v=ktx2_Dzy3tM

The video below is an example of the transitions in manufacturing worldwide.

Friday, January 16, 2015

The community college is an institution of higher learning that train and educate students for their dream job or for an even higher education.  The students served are adult learners who choose their educational goals. CC tuition is cheaper than attending a 4 year university.

CC funding is considered by its full-time equivalent (FTE), which is based on the students served the prior year.  FTE funding is generated from the state and is distributed for staff and faculty salaries.  State funds also support program offerings.  Another funding source is from the county the CC is in.  This funding pays the salary of campus security, housekeeping, and maintenance staff.  . 

Developmental courses are provide for students who may not be prepared for higher learning courses.  Math and English are typically what these developmental courses are.  After completing these courses the student should be prepared to be enrolled in college level course. 

CC’s have a curriculum and continuing education department.  The curriculum department offers diplomas, certificates, or degrees to potential students.  Continuing education is for lifelong learners who seek training for a new job or enhance the skills they already have.  Courses for leisure and recreation are also offered in CE. 

Most faculty and staff of the curriculum department have their master’s degree.  While in continuing education it is contingent on the course that is taught. 

First Generation College Students

First Generation College Students

The goal of academic integration for first-generation students may be a crucial aspect of academic achievement (Ivan L. Harrell II & Beverly L. Bower, 2011).  The multiple regression analyses also found that academic integration had the highest positive contribution to academic achievement than any other variable among FGS.  Researchers have found that one of the most important predictors of persistence among college students is the educational levels of their parents (Nunez, A. M. & Cuccaro-Alamin, S., 1998).  How do we define FGS?  The broadest definition, and the one least used, is that neither parent has completed a college degree.  This definition could include one or more parents who have completed a year or more of college, or one or more parents who hold an associate's but not a bachelor's degree.  The most restrictive definition, and second most frequently used, is that a student must be the first member of the family to attend college.  The definition of first-generation students that is most frequently used is that their parents have no college experience. (Choy, S., 2001).  I have read job announcements in the local newspaper and on the internet that want potential hires to have a degree or specific training.  At the extent of societal change, further learning requirements are mandated.  We have to use some type of technology daily that requires knowledge.  First-generation students could overcome possible barriers of employment by seeking higher education.  Daily survival skills have gone far beyond what it was ten years ago.  How we pump gas, pay for bills, and talking on the telephone are just a few of these necessary skills.  Finally, I believe survival in the future will weigh heavily on having an education beyond high school for American citizens to live above the poverty level.

https://www.youtube.com/watch?v=m9DSHLc08Oc 

Choy , S. ( 2001 ). Essay: Students whose parents did not go to college: Postsecondary access,                  persistence, and attainment . Washington , DC : National Center for Educational Statistics. 

     (ERIC Document Reproduction Service No. ED448899)

Nunez , A. M. & Cuccaro-Alamin , S. ( 1998 ). First generation students: Undergraduates                      whose parents never enrolled in postsecondary education (NCES 98-082). U.S.    

     Department of Education, National Center for Educational Statistics, Washington , DC :           

     U.S. Government Printing Office .

Ivan L. Harrell II & Beverly L. Bower (2011) Student Characteristics That Predict Persistence in            Community College Online Courses, American Journal of Distance Education, 25:3, 178-      

    191, DOI: 10.1080/08923647.2011.590107

First Generation Film Official Trailer. (n.d.). Retrieved January 31, 2015, from                      https://www.youtube.com/watch?v=m9DSHLc08Oc

In-Service Training

            One issue facing community college faculty is in-service training.  Many colleges have developed elaborate, continuing professional development activities and nearly all have some sort of new faculty orientation program.  I think this is beneficial for the faculty and that every CC should work towards having this.  Perhaps having a new graduate instruct a training session occasionally would be helpful. I believe that they could provide present-day information that would benefit CC faculty or staff.  The new graduate should be able to provide up-to-date information about students, teaching methods, trends, etc.  This is my second at LRU and I have learned valuable information that helps enhance what I currently do on my job.  I see instructors as valuable employees of the CC because I think they help add strength and value to the students served.  Bottom-line they are the foundation of the students CC experience.  New staff members bring in fresh and innovative methods, but they may lack the experience of working with adult learners.  Should an instructor decide to be lifelong learners at the start of their careers?  I think so because new students arrive on our college campuses every year.  They are coming with up-to-date skills in technology and with fresh ideas.  If a CC lacked in-service training for their faculty, would they become stale and unproductive in the classroom?

The Changing Profession

Professors today are facing a growing array of changing roles and responsibilities that will require them to engage in ongoing professional growth. Faculty developers in our study described faculty members as being in the midst of transformational changes to their traditional roles and tasks, and identified several fundamental challenges facing faculty and their campuses.

Successful Community College Professional Development Models

         Professional Day, a faculty-run and attended event offered once in the spring of each year, is another venue for professional development for faculty and professional staff.  

Cohen, A., & Brawer, F. (2008). The American community college (5th ed.). San Francisco:         Jossey-Bass.

Faculty Development: The Challenge Going Forward. (2007, October 2). Retrieved February 8,   2015, from http://www.aacu.org/publications-research/periodicals/faculty-development-           challenge-going-forward

Faculty Development: The Challenge Going Forward. (2007, October 2). Retrieved February 8,   2015, from http://www.aacu.org/publications-research/periodicals/faculty-development-           challenge-going-forward