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This chapter provides critical insights into transformative leadership, a leadership approach guided by equity, social justice, and emancipatory education, based on the practices of eight Asian American women in community college administration. The authors engaged in critical narrative inquiry and conducted semi‐structured interviews with each leader. The study findings revealed leadership practices that center the democratic mission of the community college, social justice, community, and activism. Themes of the Asian American woman identity, intersectionality, and multiplicity also emerged from the narrative data. The chapter serves to underscore the assets these leaders bring to their educational institutions and debunk negative stereotypes of Asian American leadership. [ABSTRACT FROM AUTHOR]

As students increasingly experience barriers that hinder their educational success in times of uncertainty and racial injustice, it is imperative for leaders to possess equity and social justice-oriented competencies that are tailored to our times. Part I focuses on equity-driven and social justice-oriented leadership from the perspective of community college executives (Section Ia), faculty and administrators (Section Ib), and students (Section Ic). Equity-driven and social justice-oriented leadership in community colleges. [Extracted from the article]

This article reports findings from a study of laboratory-styled humanities undergraduate research (UR) programming designed to increase access to this high-impact practice, better reaching historically excluded students and less visible institutions. The Humanities Collaboratory (HLAB) is a ten-week summer research program that emerged from the partnership of a research university and the area community college system. Aimed at actively addressing educational inequity, and the more specific lack of access humanities students have to impactful UR opportunities, HLAB offers an intensive humanities research experience to first-generation students, low-income students, and Students of Color currently enrolled in two-year colleges, HBCUs, MSIs, and HSIs. Since the program's creation in 2018, qualitative data collected from 50 participating students over three years of self-evaluations illustrates why HLAB presents a significant learning opportunity for students and highlights the critical importance of relationship-building in UR. Analyzing students' responses through the heuristic of communities of practice provides insight into a community-focused UR pedagogy that emphasizes relationality among students, mentors, and institutions. Students detail the importance of collaborative skill-building, opportunities for peer support, networking connections, and possibilities for more holistic personal growth in UR experiences. Our findings describing the benefits of relational UR signal the need for cooperative programming designs that increase access to undergraduate research for humanities students across institutions of higher education. [ABSTRACT FROM AUTHOR]

To counter tuition and textbook costs for degree-seeking students, a specific pathway to a bachelor's degree in Leadership was developed. The pathway, comprised of partnerships with the high school Leadership Academy at a public high school, community college, and Old Dominion University (ODU), reduced tuition and textbook costs, allowing the completion of the Leadership major textbook-free using Open Educational Resources (OER). The three partners established the infrastructure necessary to expand the delivery of textbook-free courses, by recruiting and providing OER training for faculty and teachers. Eight high school teachers and eighteen ODU faculty participated in OER training. In addition, ODU developed supplemental OER training to support their faculty. Since Summer 2017, the Leadership Academy enrolled 364 high school students with 207 completing 349 dual- enrolment courses with many of the students enrolled in multiple courses. While the Leadership Academy and CC students have not yet matriculated, the Leadership major has already gained noted success for students. Within three semesters, students saved approximately $113,000 (based on 936 course registrations), in textbook costs for the Interdisciplinary Studies (IDS) major in Leadership. At the high school, students taking dual-enrolment courses with a community college saved approximately $230,640 in tuition costs. As the program matures it will have a direct and profound impact on first-generation, low-income, and underrepresented students in the Commonwealth. For students who earn a bachelor's degree through this pathway, it is possible that the full tuition for the degree could be as low as $16,725. The textbook costs for students through this pathway could be reduced from an average cost of $5,000 to zero. [ABSTRACT FROM AUTHOR]

According to John Carver (1990), no single relationship in an organization is as important as that between the board and its chief executive officer. That relationship, well‐conceived, can set the stage for effective governance and leadership. However, the line between governance and administration in community colleges is not always as clear as the experts define it, and this lack of clarity sometimes leads to significant issues for boards and their CEOs. This chapter relates some cases, based upon observations of the author, on the types of dilemmas that occur in the real world and how trustees and CEOs have dealt with them. The lessons learned from these examples can serve to strengthen the relationship between CEOs and boards and inform the important work they do. [ABSTRACT FROM AUTHOR]

The current research aims to shed light on the impact of employee motivation on organizational citizenship behavior and to demonstrate the latent effect of motivation in voluntary work that may be shown by workers and represented by organizational citizenship behavior for males compared to female workers in the service educational organization in the College of Administration and Economics, in order to find out whether employee motivation affects On organizational citizenship behavior, the research relied on the analytical descriptive approach. As for the field side, it represented the research community working in the College of Administration and Economics. The opinions of 195 employees working in the college were surveyed to determine the appropriate form of motivating workers of both sexes to form appropriate organizational citizenship behavior and provide the best service to the beneficiaries. One of the educational services in the college and providing an addition that we hope to share, trying to answer an important question is why there is a discrepancy in the form of incentives for males compared to females to motivate them towards altruism and volunteering in providing educational service? Assuming that that stimulus does not differ significantly between them statistically at the level of significance less than or equal to 0.05. The research adopted the questionnaire as a main tool to obtain the required data, and a set of statistical methods were adopted to analyze the data and test hypotheses. The research reached a set of conclusions, that incentives affect the increase in altruism to a greater degree in males because of informal relationships, friendship and clusters. Among all working groups at all levels of the organization, it improves organizational citizenship behavior among employees and helps the organization achieve its goals. [ABSTRACT FROM AUTHOR]

Although diverse patterns of college enrollment have gained attention in recent years, few studies have looked at students who take courses at four-year and two-year colleges simultaneously. Using a propensity score matching approach to compare outcomes of four-year college students who earned up to 10 credits at two-year colleges, termed "supplemental enrollment," with four-year college students who did not supplementally enroll, we find that supplementally enrolled students had higher bachelor's degree attainment, and better employment outcomes. Subgroup results suggest that supplemental enrollment may improve STEM degree attainment outcomes, particularly for low-socioeconomic-status and female students. [ABSTRACT FROM AUTHOR]

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The ethical decision‐making style of community college leaders affect students. Therefore, it is important to understand how the resulting bureaucratic college procedures impact students' college‐going decisions. [ABSTRACT FROM AUTHOR]

Within a rapidly changing higher education landscape, there is an increased need for universities to look beyond their ‘ivory towers’ and into their surrounding communities in preparing students for the ‘real world’. Findings from an Irish case study explore a children's choral university-community initiative within an urban area of socio-economic disadvantage. The choral initiative involved 14 student volunteers and 150 children. Qualitative research, carried out over two years, involved student focus group interviews and reflective surveys. The research illuminates the multifaceted nature of the learning experience for students and examines to what extent such an initiative can build choral leadership capacity to work in school and community settings. [ABSTRACT FROM AUTHOR]

Objective: Beyond understanding whether first-year student success interventions in community colleges are effective—for which there is mixed evidence in the literature—this study’s purpose was to uncover how they work to realize observed outcomes, including at times unanticipated undesirable outcomes. Method: This qualitative multiple case study used cultural historical activity theory (CHAT) to unpack interactions and tensions among programmatic-level features and individual-level experiences and actions. We conducted classroom observation, document analysis, and interviews with instructors and students in four student success courses across diverse contexts. Results: Regardless of particular designs and course emphases, we found in all cases a blurring of activity elements, wherein learning tools and learning goals were often coterminous, or instructors effectively took on the role of learning tools themselves, in the form of object lessons and mediators, for instance. Courses had a distinctive character as rehearsal for college that simultaneously created a welcoming peer environment but an uncertain learning and assessment environment. Contributions: Because of their nature as metacourses—college courses about college-going—success courses’ means and ends ultimately may be functionally inseparable, thus helping to explain their continual evolution and contested roles. Whereas such courses are typically justified as means to teach college skills, we found this utilitarian rationale to be insufficient to describe the experiential dimensions of social learning that participants reported. Instead, we found these courses reveal how college-going is an emergent social literacy, one that a single course is insufficient to fully realize. [ABSTRACT FROM AUTHOR]

Objective: With both policy pressures from state governments, including states’ funding behaviors, and the logic of the institution deeply ingrained over decades, community colleges face considerable challenge in reconciling conflicting values and requirements. Yet, as organizations they adapt to survive, and outcomes of adaptation may lead to an alteration of mission and identity. The purpose of this field methods research investigation is to explore and explain three states’ policies (California, Washington, and Hawai’i) and the variance in three community colleges’ organizational responses to these policies in the period of 2000-2014. Method: Data include observations, policy documents, organizational documents, and interviews of administrators and faculty at three community colleges. Results: Findings indicate that the policies and practices of these three states pushed economic, political, and social agendas onto their respective community colleges and imposed liberal market ideals and businesslike behaviors on these institutions. Individual colleges responded to external pressures from the state both by compliance with state requirements and through actions to adjust to state funding reductions. However, in so doing, community colleges endeavored to adhere to the institutional logic of the community college, which in some cases resulted in a blending of logics, the logic of the community college and the logic of neoliberalism. Contributions: This investigation holds implications for community college scholarship and for policy makers: Individual state characteristics need to be taken into consideration in research on community colleges and for the design of education policies. [ABSTRACT FROM AUTHOR]

This essay explores the professional challenges and prejudices faced by faculty with master’s degrees who teach communication at two-year institutions. Teachers with master’s degrees are qualified to teach at two-year institutions, yet the field of communication studies often overlooks their professional development and their specific labor issues. While facing considerable professional challenges, faculty at two-year institutions are at the forefront of changes in higher education, including changes in student demographics. Their unique position presents opportunities to reimagine and revitalize the role of the basic course in civic education. A case study of one teaching program proposes how these challenges and opportunities might be met. [ABSTRACT FROM AUTHOR]

This study analyses the perspectives of four stakeholder groups towards Applied Baccalaureate (AB) degrees in the United States. Perspectives towards AB degrees that are held by community college personnel, university personnel, employers and student participants are analysed using the Policy Narrative Framework. Findings show the stakeholder groups hold common as well as contrasting perspectives on the contributions of AB degrees to college access, completion and progression to employment. Community college AB degree participants, the preponderance of whom represents historically underserved student groups, appreciate the flexible scheduling, applied learning and workforce relevance of these degrees, and they perceive that community colleges are advocates, or heroes, in helping them obtain AB degrees that will get them a good job. However, community college and university personnel view AB degrees differently, with community college personnel seeing them as having reasonable costs and wide benefits and universities seeing them as having high costs and narrow benefits. Employers have limited understanding of AB degrees yet tend to view them favourably, including the benefit of encouraging local economic and community development. Despite these perceived benefits, the authors conclude that AB degrees remain a contested second-order change to higher education that is yet to demonstrate results to improving the educational attainment and social mobility of undeserved students. [ABSTRACT FROM PUBLISHER]

The Spokane Community College English Department received the 2015 Diana Hacker Award for Fostering Student Success. In this report, the authors describe the features of their award-winning program. [ABSTRACT FROM AUTHOR]

The article discusses the authors' view on the dual credit in the U.S. higher education. One author notes that the community college, or university, awarding the credit sees more benefits than they let on. Another author stresses that inhouse or outsourced method will occur when it comes to dual-credit courses. Another author emphasizes the importance of credentialing dual-enrollment teachers.

This article addresses how developing caring relations with students at a community college effectively supports students' needs and ultimately success. At the same time, I discuss my own personal dilemmas while creating relationships that focus on students' needs. I use Nel Noddings' ethic of care theory to discuss how her ideas and the idea of others have challenged me to think about and develop an ethic of care enriched by my own teaching and interactions with my students. In this paper, I use three vignettes to illustrate: the profound difference caring can have on one student; sometimes one's caring will lead a student to remove herself from academe; and the power of caring in terms of community. I conclude cautiously, knowing that the demands involved in developing caring relations is complicated by the needs of many: the students', my own and the institutions'. [ABSTRACT FROM AUTHOR]

This article describes a qualitative study examining factors influencing the decision-making processes of traditional-age students living in rural, southeastern Kentucky as they progress toward acquiring a bachelor's degree using the community college as a steppingstone. Specifically, this study explored students' perspectives of the factors that serve as barriers and as sources of encouragement, impacting decision making at critical steps of students' academic pathways. Our research team divided this project into three key transition points: (a) high school seniors' decisions to attend a community college as a means to acquire a bachelor's degree, (b) community college students' decisions that promote persistence to the transfer point, and (c) community college students' decisions in choosing a specific transfer university. Three areas of conflicting demands that impact students' decision making about academics and place them at risk for long-term success emerged: (a) a need for one-on-one attention and support vs. a need for self-reliance, (b) the push of family encouragement vs. a pull of family responsibilities, and (c) a desire to stay in the region vs. a desire to leave. Recognition of these tensions can guide efforts of community college leaders to help students, shaped by their Appalachian culture and other defining traits, to build the skills necessary to complete this leg of their educational journeys. [ABSTRACT FROM AUTHOR]

The article discusses the challenges of developing effective future leaders of community colleges. It argues that leaders must embody managerial values differing from existing paradigms associated with instructional student-focused leadership to address the transformational influences. The author suggests that organizations need to be proactive in seeking leadership potential and developing them within the organization, rather than leaving it on simple succession planning strategies.

The topic of budgeting and financial resources often strikes fear in the hearts of community college administrators and faculty, as they believe it is an arcane and complex art understood only by accountants and financial specialists. This chapter attempts to demystify the basic concepts involved in budgeting and addresses approaches to budgeting, cost allocation, and using budgets for planning and control. [ABSTRACT FROM AUTHOR]

A variety of policies and practices, including those developed by local boards and administrations, as well as those mandated by state and federal governments, affect budgets and finances at community colleges. Examples include tuition policies, fee structures, performance-based funding, and personnel policies. This chapter explores some of the reasons for policy changes and provides a framework for incorporating effectiveness into the community college mission, thereby avoiding unintended negative consequences for students or the fiscal viability of the institution. [ABSTRACT FROM AUTHOR]

The article offers comments from Maria Brandt regarding the essay "Creative Writing at the Community College: Creating Opportunity and Community" by Kris Bigalk, that was published within the issue of the journal. She mentions the success of Bigalk in establishing a creative writing program at Monroe Community College (MCC) due to the support of the institution. Meanwhile, Bigalk also comments on an article by Brandt on the essential role of writers and professors of creative writing at MCC.

The article discusses the capability of a community college to improve retention while fostering supportive communities of student and faculty writers by growing creative writing courses. It outlines the academic rigor of creative writing which refers to the mastery of craft techniques where students begin developing the confidence they need to succeed. The role of community college creative writing program in providing unique leadership opportunities to students is also tackled.

The article explores the nationwide emphasis of the Monroe Community College (MCC) in New York on job-readiness programs by focusing on studying creative writing and outlining a plan for engagement strategies in the development of a two-year creative writing degree. It mentions the primary approach of MCC to lay the foundation for a program that emphasizes critical engagement. The efforts of MCC to fortify collaborative relationships both on and off campus that can benefit students are tackled.

Recruitment, socialization, and development of new professionals are critical to the ongoing success, continuous improvement, and advancement of community colleges. The varied experiences and preparation of student services professionals create a complexity of needs that provide challenges to effectively and efficiently help them transition and flourish in their colleges. This chapter includes examples of effective practice in educating, transitioning, and developing new student affairs professionals, and implications for individuals, colleges, and graduate preparation faculty. [ABSTRACT FROM AUTHOR]