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5. The Community College Presidency, 2001. Research Brief. Leadership Series.

Author

American Association of Community Colleges, Washington, DC., Weisman, Iris M., and Vaughan, George B.

Abstract

This is a report on the 2001 survey results of community college presidents, administered by the American Association of Community Colleges (AACC). The AACC utilized the George B. Vaughan Career and Lifestyle Survey (CLS) to gather information on these community college leaders. The study surveyed 936 presidents of public American community colleges and/or chancellors of multi-college districts who were members of the AACC. The study excluded interim presidents and presidents who had served less than one year. A total of 661 (71%) presidents responded to the survey. Results showed that: (1) the percentage of female presidents increased from 11% in 1991 to 28% in 2001; (2) 50% of the presidents had mentors; (3) 86% of the presidents were white; (4) the average age for the presidents was 56 years; and (5) 88% of the presidents held a Ph.D. or Ed.D. The report also states that 60% of the presidents had over five years experience. Internal college activities like administrative tasks and meetings were reported as being the most time consuming part of presidential duties. Community service, fundraising, business/industry contacts, legislative actions, professional conferences, and teaching were other important presidential duties discussed. (MKF)

Published
2002

7. Consultants' Report to West Virginia State College and Community and Technical College Study Commission: Observations and Recommendations.

Author

North Carolina State Univ., Raleigh., Boone, Edgar J., and Vaughan, George B.

Abstract

West Virginia State College entered into a contract with two professors from North Carolina State University to provide consultation and guidance to the West Virginia State College-Community and Technical College (WVSC-CTC) Study Commission. Findings and recommendations include: (1) the strengths of the CTC, as seen by its community, are the commitment and diversity of its faculty and staff, its ability and willingness to draw upon the resources of the entire institution, its commitment to open access, and its ability to prepare students for a job; (2) the CTC's weaknesses were that the college has a lack of a clear identity, an inability to respond to community needs in a timely fashion, no permanent provost to lead the college; and poorly treated faculty; (3) every effort should be put forth to clarify the relationship between WVSC and the CTC; (4) a comprehensive environmental scan that focuses on the workforce needs in WVSC-CTC's responsibility district should be completed as soon as feasible; (5) a critical assessment of the status of all associate degrees and all credit and noncredit offerings should be undertaken; and (6) a critical analysis should be made of the existing administrative structure to determine its capacity to respond quickly and effectively to the workforce needs in the community. (JA)

Published
2000

8. A Study of Selected Counties in Community College Service Areas.

Author

North Carolina State Univ., Raleigh., Boone, Edgar J., and Vaughan, George B.

Abstract

This is a study of selected counties in the Community College Service Areas of Beaufort County Community College, College of The Albemarle, Halifax Community College, Martin Community College, Roanoke-Chowan Community College, and Vance-Granville Community College in North Carolina. The purpose of this study was to provide an assessment of the community college programs offered and the service needs of citizens, provide realignment options in the six community college's service areas to maximize educational and training resources, and recommend realignment that would better serve the citizens in the seven counties. The methods used to obtain information include: (1) a comprehensive demographic study of Warren, Northampton, Bertie, Washington, Tyrrell, Gates, and Dare counties; (2) a study of the economies of the seven counties; and (3) an analysis and assessment of curriculum and continuing education courses and program offerings of the six community colleges in the seven counties. Recommendations include: (1) centers should be established where none exist in Gates, Northampton, Tyrrell, and Washington Counties; (2) the centers in Bertie and Warren counties should be upgraded; and (3) the General Assembly of North Carolina appropriate the funds required to build of upgrade these centers, as well as the campus in Dare County. Appended are data on county and colleges, maps, projections, schedules of meetings and public hearings, and service area study recommendations. (JA)

Published
2000

9. The Community College Presidency at the Millennium.

Author

American Association of Community Colleges, Washington, DC., Vaughan, George B., Weisman, Iris M., Vaughan, George B., Weisman, Iris M., and American Association of Community Colleges, Washington, DC.

Abstract

Based on a 1996 national study of community college presidents, this monograph presents a snapshot of presidents' personal and professional characteristics. A preface describes the purpose of the study and reviews methodology, indicating that the Career and Lifestyle Survey (CLS) was sent to 926 presidents, resulting in 680 responses, and that in-depth telephone interviews were conducted with 13 presidents. Chapter 1 presents background information on the CLS and reviews general characteristics of past presidents involved in the foundation of colleges in the 1960s and 1970s. Chapter 2 presents findings related to respondents' personal characteristics, including: (1) demographics; (2) educational and family background; and (3) lifestyle factors, such as geographic mobility, social affiliations, and leisure activities. Chapter 3 focuses on professional characteristics including work background, professional activities and attitudes, employment status, and plans to leave the presidency. Chapter 4 summarizes comments from the 13 presidents interviewed regarding the community college mission, available resources, and existing threats. Chapter 5 provides a comparison of presidential characteristics by race and gender and reviews issues related to increasing the representation of women and minorities in the presidency. Chapter 6 reviews respondents' techniques for establishing and maintaining relationships with college boards and faculty. Chapter 7 addresses issues facing college leaders in the next four or five years and respondents' strategies for preparing for the future. The CLS and telephone interview questions are appended. (BCY)

Published
1998

10. Presidents and Trustees in Partnership: New Roles and Leadership Challenges. New Directions for Community College, Number 98.

Author

ERIC Clearinghouse for Community Colleges, Los Angeles, CA., Weisman, Iris M., Vaughan, George B., Weisman, Iris M., Vaughan, George B., and ERIC Clearinghouse for Community Colleges, Los Angeles, CA.

Abstract

Based on the premise that an effective relationship between community college governing boards and presidents is crucial, this volume explores the professional needs, challenges, and roles of college presidents and governing board members and the influence of these factors on the board-president team. The following articles are provided: (1) "Selected Characteristics of Community College Trustees and Presidents" (George B. Vaughan and Iris M. Weisman); (2) "The Community College Presidency: Qualities for Success" (David R. Pierce and Robert P. Pedersen); (3) "Orientation and Professional Development of Trustees" (Gary Davis); (4) "Board-President Relations: A Foundation of Trust" (Norm Nielsen and Wayne Newton); (5) "When Boards Change: Presidential Response" (George R. Boggs and Cindra J. Smith); (6) "Opportunities and Challenges for Boards in Times of Change" (Montez C. Martin, Jr.); (7) "When a Crisis Occurs: A President's Perspective" (Sean A. Fanelli); (8) "When a Crisis Occurs: A Trustee's Perspective" (Phyllis Gutierrez Kenney); (9) "At the Millennium" (Fred Gaskin); and (10) "Sources and Information: Community College Leadership" (Lucy Lee). (BCY)

Published
1997

11. Community-Based Programming: The Community College as Leader and Catalyst.

Author

Southern Association of Community, Junior, and Technical Colleges. and Vaughan, George B.

Abstract

No institution is better positioned to address the problems facing today's communities than the community college. The colleges are community-based and, through community-based programming (CBP), can place themselves at the center of the organizations and institutions, and collaborate with formal or informal leaders devoted to resolving community issues. CBP envisions a cooperative process in which the community college serves as the leader and catalyst in effecting collaboration among the members of its community. This not only helps bring about community renewal, but brings benefits to the colleges as well. CBP allows for a rational process for making decisions and helps institutions deal with long term choices, instead of merely focusing on day-to-day problems. CBP also provides an ongoing process for evaluating the college mission, which can often be pulled in many directions and misunderstood by the college community or the community at large. By providing a means for building broad-based support, CBP ensures that there will be more people working to obtain resources for the college, and also allows the community to use its resources more effectively and efficiently. Also, CBP provides the means for individual and community renewal by placing the responsibility and authority for renewal with the individual, thereby placing the individual citizen in charge of his or her own fate. Finally, CBP assists communities in utilizing their resources more effectively through working with other organizations, helping the colleges ensure that the door remains open to virtually all segments of society. (MAB)

Published
1993

12. Fostering a Climate for Faculty Scholarship at Community Colleges.

Author

American Association of Community and Junior Colleges, Washington, DC., Palmer, James C., Vaughan, George B., Palmer, James C., Vaughan, George B., and American Association of Community and Junior Colleges, Washington, DC.

Abstract

Endorsing a broader definition of scholarship and increased recognition of faculty and administrator scholarship in two-year colleges, this collection of seven articles examines the role of leadership in changing institutional attitudes and values; the connection between scholarship and teaching; and the professional obligations of community college educators. The articles include: (1) "Scholarship and the Culture of the Community College," by George B. Vaughan, which reviews aspects of community college culture that inhibit scholarship, and discusses ways to encourage cultural changes that support it; (2) "The Role of the Community College President in Promoting and Rewarding Faculty Scholarship," by Karen A. Bowyer, which presents the results of a nationwide survey of 117 community college presidents; (3) "Scholarship and the Academic Dean," by Betty Duvall, which offers recommendations to deans seeking to encourage faculty scholarship; (4) "Empowering Faculty as Teacher-Researchers," by Keith Kroll, which reviews a number of classroom research models and their implications; (5) "Scholarship, the Transformation of Knowledge, and Community College Teaching," by James L. Ratcliff, which argues for engagement with the literature of the disciplines to enrich teaching and stimulate a culture of inquiry; (6) "The Scholarly Activities of Community College Faculty: Findings of a National Survey," by James C. Palmer; and (7) "Additional Resources on Faculty Scholarship at Community Colleges," by Diane Hirshberg. An appendix reviews the sampling methodology used for the study described by Palmer. (PAA)

Published
1992

13. Institutions on the Edge: America's Community Colleges.

Author

Vaughan, George B.

Abstract

To understand the elusive nature of the community college, one must understand the process of assimilation that constantly reshapes its mission. Assimilation refers to the process of identifying educational solutions to ever-emerging, broad-based social issues and problems and incorporating these solutions into the community college's mission as new programs and courses. The community college's commitment to open access and curricular comprehensiveness, working in concert with the process of assimilation, provides the reason for and the means by which the community college constantly move to the edge of its mission. This movement is critical, for it is at the edge of the mission that the college intersects with the larger society, discovering new constituents with new needs. However, it is stability at the educational core of the institution that offers the community college the luxury of decentralizing its mission by constantly discovering new challenges and opportunities on the periphery. The tension generated from the dual focus of the mission on the core (e.g., transfer and vocational education) and the edge (e.g., developmental education and ties with business/industry) can become quite intense when community colleges do not know where their efforts should be placed. There are dangers and benefits associated with operating on the edge. Among the dangers are the potential for devoting too many resources to the periphery to the detriment of the educational core, the college's concept of its own mission, and the community college's place within traditional higher education. The most important benefits from operating on the edge are the vibrancy resulting from always discovering new worlds to conquer, the ability to respond to identified needs with few delays, and the flexibility to experiment. The most successful colleges will operate from a relatively stable core and from the edge of their mission, recognizing that the community college is an educational institution uniquely qualified to offer educational solutions to society's complex problems. (AYC)

Published
1991

14. Enhancing Teaching and Administration through Scholarship. New Directions for Community Colleges, Number 76.

Author

ERIC Clearinghouse for Junior Colleges, Los Angeles, CA., Vaughan, George B., and Palmer, James C.

Abstract

This collection of essays examines the importance of scholarship to the community college and suggests approaches that community college leaders can take to promote a sense of professionalism built around scholarly work. In Chapter 1, "Scholarship and the Community College Professional: Focusing the Debate," George B. Vaughan suggests a broad definition of scholarship and examines the antipathy of the prevailing institutional culture to scholarly work beyond classroom teaching. In Chapter 2, "False Dichotomies," Jonathan Block examines the origins and implications of the false dichotomy between teaching and research. In Chapter 3, "Scholarship in the Community College: A President's Perspective," Robert E. Parilla discusses the role of the president in promoting scholarship on campus. In Chapter 4, "Presidential Scholarship and Educational Leadership in the Community College," Robert G. Templin, Jr., notes the importance of scholarship to the president's own leadership effectiveness. In Chapter 5, "Scholarship and the Academic Dean," James R. Perkins reviews the contributions that academic deans can make to the community college's scholarly endeavors. In Chapter 6, "Scholarship in the Humanities," Barbara Viniar and Libby Bay discuss the value of faculty scholarship to the teaching of the humanities. The final chapter, "Nurturing Scholarship at Community Colleges," by James C. Palmer, reviews major themes which need to be addressed in nurturing scholarship at the community college. (JMC)

Published
1991

15. Pathway to the Presidency: Community College Deans of Instruction.

Author

American Association of Community and Junior Colleges, Washington, DC., Vaughan, George B., Vaughan, George B., and American Association of Community and Junior Colleges, Washington, DC.

Abstract

Written to enhance the understanding of administrators, faculty members, and board members regarding the position of community college dean of instruction, this book reports and analyzes study findings on the background, preparation, and roles of people in this position. The book draws from a national survey of the careers and lifestyles of current deans; separate surveys of female, Black, and Hispanic deans; and interviews with 15 deans of instruction from 13 different states. The nine chapters of the book focus on the following: (1) the dean of instruction's role as the institution's chief academic officer; (2) profiles of current deans of instruction, including both family and educational background; (3) the career pathway to the position of dean of instruction; (4) frustrations and satisfactions experienced by female deans of instruction; (5) experiences of Black deans; (6) experiences of Hispanic deans; (7) deans' views on leadership as compared to the views of community college presidents; (8) advice for those aspiring to the dean of instruction position, and for those deans aspiring to the community college presidency; and (9) conclusions and recommendations, including suggested ways of improving the relationship between the dean of instruction and college president. The questionnaires used in the study are appended. (WJT)

Published
1990

17. Positioning the Community College for Community Leadership.

Author

League for Innovation in the Community Coll., Boone, Edgar J., and Vaughan, George B.

Abstract

The Academy for Community College Leadership Advancement, Innovation, and Modeling (ACCLAIM) at North Carolina State University is working with state community college systems in Maryland, North Carolina, South Carolina, and Virginia to develop and implement a process that positions the community college to play a major role in resolving community issues. In the ACCLAIM model, community colleges are seen as a moving force in promoting greater collaboration among community-based organizations, formal and informal leaders, and citizens in seeking resolution to major and complex issues. The model consists of a series of tasks: (1) the community college critically examines its mission, philosophy, goals, and structure to assess its readiness to assume the role of a community-based institution; (2) the college increases its knowledge of the social, cultural, economic, and political environments of its service area; (3) the college then establishes a mechanism for scanning its external environment; (4) issues identified by environmental scanning are ranked and confirmed by community leaders; (5) the college analyzes, identifies, and maps the publics within its service region directly affected by each issue; (6) the college initiates dialogue and forms a coalition among community leaders and other stakeholders in a given issue; (7) the college leads the coalition in developing, coordinating, carrying out, and evaluating a plan for addressing the community problem; (8) coalition leaders report to their respective constituencies on progress and results; and (9) the plan elements to which the college has committed resources must be incorporated into the college's planning and budgeting processes. If a new issue emerges, the process begins anew. (ECC)

Published
1993

18. The Community College Story. Third Edition

Author

American Association of Community Colleges, Washington, DC., Vaughan, George B., Vaughan, George B., and American Association of Community Colleges, Washington, DC.

Abstract

This concise history of community colleges touches on major themes, including open access and equity, comprehensiveness, community-based philosophy, commitment to teaching, and lifelong learning. The third edition includes revised text as well as updated statistical information, time line, reading list, and Internet resources. In the more than a decade since "The Community College Story" was first published, higher education in general and community colleges in particular have faced an array of new challenges. Broad demographic shifts across the nation, urgent and changing workforce needs, and the need to respond to both business and societal needs in what is now a global economy and a world culture are key among them. During this decade of dramatic change, community colleges have not only met these challenges effectively but they have also continued to progress in the midst of growing enrollments and declining resources. What sustains the continued success of community colleges even while the landscape has shifted is that the fundamental mission has not changed: Community colleges continue to offer open, affordable access to higher education, regardless of the vagaries of the economy; provide comprehensive services that benefit not just the individual student but also whole communities; and, foremost, maintain an unswerving commitment to teaching and learning. In the first six chapters of this new edition, readers will again find a concise overview of what community colleges are and what they do, along with updated demographic, enrollment, and financial statistics. In the all-new concluding chapter, "Facing the Challenges Ahead," readers will also find an analysis and forecast of the most salient issues that the colleges must face now and into the future. As it has been for more than four decades, American Association of Community Colleges (AACC) is proactively engaged in anticipating and addressing issues and conditions to advance the work of the colleges. Following a foreword, this book is organized into seven chapters: (1) The Community College; (2) The Mission; (3) Implementing the Mission; (4) Students and Faculty; (5) Funding and Governance; (6) A History of Innovation; and (7) Facing the Challenges Ahead. Also included are: (1) Milestones in Community College History; (2) References; and (3) Resources. (Contains 5 tables and 5 figures.) [For the second edition of this book, see ED437086.]

Published
2006

19. How to Keep Open Access in Community Colleges

Author

Vaughan, George V.

Abstract

Nothing is dearer to community colleges than the belief that they can and should serve all eligible people who seek admittance. For decades, the "open door" community college has been an often-used, much-revered metaphor for equal opportunity in higher education. In this article, the author emphasizes that open access to community colleges is worth preserving and believes that open access can be saved only if community-college leaders abandon the idea that their mission is to serve practically everyone who shows up. In light of today's limited resources and demands, still, it is possible to do so depending on how community-college leaders interpret their institutions' commitment to open access and how they fulfill that commitment.

Published
2004

20. Leadership Development: The Role of the President-Board Team.

Author

Vaughan, George B. and Weisman, Iris M.

Abstract

Discusses issues surrounding the community college presidency and the necessity to have leadership development programs in place to assist in their training. Emphasizes the unique responsibilities of the college president and outlines specialized training programs that will assist in their development. Recommends that college presidents and trustees take an active role in the development of a presidential leadership development team. (Contains 13 references.) (JS)

Published
2003
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22. The Community College Story. Second Edition.

Author

American Association of Community Colleges, Washington, DC., Vaughan, George B., Vaughan, George B., and American Association of Community Colleges, Washington, DC.

Abstract

This book offers a brief overview of the history and the important role of community colleges in the U.S. and describes some of the political and societal influences that prompted their development. Various themes relating to the community college mission are discussed, including access and equity, comprehensive services, community needs, and lifelong learning. This work examines the programs and curricula common to community colleges, provides an overview of funding sources and governance, and profiles students and faculty. Chapter 1, The Community College, provides a brief overview (contains 2 tables). Chapter 2, The Mission, contains subsections titled Open Access and Equity, Comprehensiveness, Community-Based, Teaching and Learning, and Fostering Lifelong Learning. Chapter 3, Implementing the Mission, discusses College Transfer Programs, Occupational-Technical Programs, Developmental Education, and college services (contains 3 tables, 1 figure). Chapter 4, Students and Faculty, contains seven figures. Chapter 5, Funding and Governance, contains one figure. Chapter 6, A History of Innovation, describes the rise of community colleges in the past 100 years. Chapter 7, A New Century, discusses future roles, trends, and expectations. Appendices include milestones in community college history, 22 suggested readings, and 13 Internet resources. (RDG)

Published
2000

23. Balancing the Presidential Seesaw: Case Studies in Community College Leadership.

Author

American Association of Community Colleges, Washington, DC., Vaughan, George B., Vaughan, George B., and American Association of Community Colleges, Washington, DC.

Abstract

This work, commissioned by the Presidents Academy of the American Association of Community Colleges (AACC), presents a variety of case studies illustrating the types of sensitive situations in which community college presidents may find themselves and offers advice on how best to prepare for and resolve such situations. It addresses some of the questions that emerged in discussions with the Presidents Academy executive committee, members of the AACC board of directors, and presidents from across the nation regarding the community college presidency. Examples include: what kinds of activities do some presidents engage in that are guaranteed to get them into trouble? when facing a difficult issue, what constructive actions can presidents take to resolve the issue? how can presidents analyze what mistakes they made in dealing with a given situation? and what lessons have presidents learned from dealing with a specific problem that might be of value to other presidents? There are a number of activities that are sure ways for a president to lose his or her balance in the office such as lying to or misleading the governing board, faculty, other members of the college community, or the public; and asking for reimbursement of funds without legal justification. (JA)

Published
2000

24. The Local College Board: A Commitment to Service.

Author

Vaughan, George B.

Abstract

Although local community boards are not part of the governing structure of the Virginia Community College System (VCCS), local boards help presidents respond to the unique needs of their communities. Describes the structure of VCCS, why college boards are important to VCCS, and the contributions of college board members. (VWC)

Published
1999

25. Issues for Community College Leaders in a New Era. First Edition.

Author

Vaughan, George B. and Vaughan, George B.

Abstract

Developed to aid community college leaders in considering what changes in governance, curriculum and student services are needed to keep their institutions vital and responsive to contemporary needs, this book suggests ways of responding to major issues facing community colleges. George Vaughan's introductory essay, "Community Colleges in Perspective," examines forces influencing the historical development of the community college. Part 1, on students served by community colleges, includes "Serving Today's Diverse Students," by Dorothy Knoell; "Keeping the Door Open for Disadvantaged Students," by Robert Templin, Jr.; and "Changing Status of Women," by Billie Wright Dziech. Part 2, on the special functions of community colleges, presents "Providing Remedial Education," by Donald Barshis and Thomas Guskey; "Reformulating General Education Programs," by Chester Case; "Strenthening Transfer Programs," by Alexander Astin; and "Redirecting Student Services," by Paul Elsner and Clark Ames. Part 3, on managing community colleges, includes "Leading the Educational Program," by Arthur Cohen; "Building Commitment to the Institution," by Richard Richardson, Jr. and William Rhodes; "Population Trends and Need for Diversity," by J. Wade Gilley; "Establishing Alliances with Business and Industry," by Harold Hodgkinson; and "New Concepts for Community Colleges," by Robert McCabe and Suzanne Skidmore. (LAL)

Published
1983

26. Better Information for Student Choice. An Analysis of MECC's Participation in FIPSE's National Project One.

Author

Mountain Empire Community Coll., Big Stone Gap, VA., Elosser, Bonnie, and Vaughan, George B.

Abstract

This document describes the efforts of Mountain Empire Community College to develop better ways of informing students of college opportunities, and reviews the philosophical and ethical concerns underlying the need for better educational consumer information. Analysis indicated that students needed better information about the nature of college programs and on the types of jobs or potential for success at transfer institutions that graduates could expect. In particular, detailed information on entry-level salaries and salary ranges, opportunities for advancement, aptitude requirements, associated life styles, and local, state, and national job outlooks for each occupational program were required. Follow-up survey instruments for employed and transferred graduates and for employers of graduates had to be revised to gather necessary data, and faculty had to produce carefully detailed course and program descriptions. Outside editorial assistance was required to produce the 15 program brochures resulting from the project. Ways in which the project benefitted the college as well as the students, general areas of concern, and specific problems encountered (such as dealing with faculty, survey administration, and dealing with unflattering information) are discussed. Recommendations for other institutions developing consumer information products and copies of the data-gathering instruments complete the document. (JDS)

Published
1977

27. Consumerism Comes to the Community College. Topical Paper No. 55.

Author

ERIC Clearinghouse for Junior Colleges, Los Angeles, CA. and Vaughan, George B.

Abstract

As interest on the part of federal and state agencies increases, and legislation is enacted to prevent consumer abuse in higher education, institutions must recognize that students, as well as taxpapers, are consumers of higher education, and that the educational marketplace must concern itself with fair practices, much as business and industry have done in the past several years. The first section of this paper is a philosophical overview of the effect of consumerism in the community college. Some reasons for the development of consumer problems in community colleges are outlined, and a rationale for committing institutional resources to deal with them is given. The second and third sections deal with constructive suggestions of student affairs specialists at two community colleges (one rural and one urban institution) for facing the problems that consumerism presents to post-secondary education. Focuses include: the need for quick action; the need to gather accurate, relevant, and useful data concerning job descriptions and future job opportunities; the need to present both positive and negative information about the college facilities and atmosphere; and the need to explore various means of dispersing such information to interested members of the community. (Author/NHM)

Published
1976

28. Questioning the Community College Role. New Directions for Community Colleges, Number 32.

Author

ERIC Clearinghouse for Junior Colleges, Los Angeles, CA. and Vaughan, George B.

Abstract

These nine articles question the community college's fulfillment of its educational and social roles. George Vaughan summarizes the writings of prominent critics of the community college and suggests that two-year college educators analyze and profit from their criticisms. Burton Clark reconsiders the community college's "cooling out" function and even less desirable alternatives, such as preselection and guaranteed graduation. After recapping the major points made in "Dateline '79," Arthur Cohen plots trends for the 1980's. Richard Johnston considers the negative social impacts charged to the community college and proposes an alternative system of postsecondary education. William Neumann and David Riesman present a profile of the "community college elite," that is, those community college transfer students who graduate from selective, independent senior colleges. David Breneman and Susan Nelson look at the way the community college mission is affected by patterns of public financing. Robert Templin, Jr. and Ronald Shearon discuss two theories of the relationship between social stratification and education, and review studies providing evidence in support of and against charges that community colleges support the status quo. Steven Zwerling considers the influence of growing numbers of adult, part-time students on the community college. An ERIC bibliography on the community college mission concludes the monograph. (AYC)

Published
1980

29. Works Having a Significant Impact on the Development of the Community College in America.

Author

Vaughan, George B. and Ross, Robert A.

Abstract

A study was conducted to determine: (1) whether there is a recognized body of literature dealing with the development of American community colleges, and (2) what relationship exists between those who authored the works in this body of literature and those who are recognized as leaders of the community college movement. A selected group of community college presidents, instructors, and journal editors were asked to rank order the books and articles they felt were significant to the field. The top 15 works were then listed on a second questionnaire that was sent to 874 community college presidents and 63 university professors. They were requested to rank order the ten works which they felt had had the greatest impact. Space was provided to add works that were not on the list. The authors of the works that were considered significant by both surveyed groups were sought on lists of community college leaders that were the results of previous studies. Study results, based on responses from 166 presidents and 46 professors, revealed that 12 of the 15 works obtained a median rating of tenth place or higher; none of the 52 titles that had been written in received a sufficient number of high rankings to be included in the top ten works. Only three of the 12 most highly rated works were by authors not included in a list of community college leaders. The report lists all works investigated and compares the responses of both survey groups. (JP)

Published
1978

30. The Community College in America: A Pocket History. AACJC Pocket Reader, 4.

Author

American Association of Community and Junior Colleges, Washington, DC. and Vaughan, George B.

Abstract

This booklet provides a brief historical outline of the development of community and junior colleges in the United States. After a discussion of the philosophical basis of community college education, the booklet considers the origins of the community college movement, tracing its history from the Morrill Act of 1862 which led to the creation of land grant colleges; discussing legislation passed in California in the early 20th Century to develop and fund junior colleges in the state; and reviewing the development of the American Association of Community and Junior Colleges from its creation in 1920. Next, the significance of the 1944 GI Bill and the 1947 Truman Commission on Higher Education are discussed in relation to the mission of community colleges in the post World War II period. The boom years of community college growth from 1960 are then discussed with reference to key events and figures; the rise of statewide systems and state support; the growth of the open door concept and the increases in student financial aid during this period; the role of leadership in the era of growth and in the future; the position of student services and the increase in part-time students; and the changing mission of community colleges. Finally, an outline of the community college today discusses changes in college governance, methods of maintaining leadership, the changing political context, and the development of a body of literature on the community college. (HB)

Published
1982

31. The Community College in America: A Short History. Revised.

Author

American Association of Community and Junior Colleges, Washington, DC. and Vaughan, George B.

Abstract

A historical overview is provided of the development of community and junior colleges in the United States. Following introductory comments on the influences affecting the character and growth of the two-year college, the origins of the community college are traced. Emphasis is placed on the Morrill Act of 1862, views of 19th and early 20th Century educational leaders, the contributions of William Rainey Harper, California legislation, the founding of the American Association of Junior Colleges, and early writings on the junior college. Next, historical events influencing the establishment of the community college mission are highlighted, including the 1944 GI Bill of Rights, the 1947 President's Commission on Higher Education for American Democracy, and the postwar leadership of Jesse P. Bogue. Next, the boom years of the community colleges are discussed in terms of the rise of statewide systems and state support in the 1960's and 1970's; the advent of the open door philosophy; student aid legislation; changes in leadership and mission; and new services and clientele. The final chapter analyzes the current status of the community college, focusing on changing patterns of governance, the role of the Association of Community College Trustees, the Presidents Academy, political influences, the evolving mission, enrollment trends, faculty characteristics, the development of a body of literature on community colleges, the role of the ERIC Clearinghouse for Junior Colleges, the influence of Dale Parnell on the two-year college field, and future concerns. (LAL)

Published
1985

32. Maintaining Institutional Integrity. New Directions for Community Colleges, Number 52.

Author

ERIC Clearinghouse for Junior Colleges, Los Angeles, CA., Puyear, Donald E., and Vaughan, George B.

Abstract

This collection of articles addresses ways in which community colleges can maintain institutional integrity while at the same time adapting the colleges' mission to a changing environment. The following articles are included: (1) "The Search for Mission and Integrity: A Retrospective View," by Jennings L. Wagoner, Jr.; (2) "Maintaining Open Access and Comprehensiveness," by George B. Vaughan; (3) "General Threats to Institutional Integrity," by Gordon K. Davies; (4) "Part-Time Faculty: Integrity and Integration," by Judith L. McGaughey; (5) "Maintaining Faculty Vitality," by Thelma C. Altshuler and Suzanne L. Richter; (6) "Maintaining Integrity in a State System," by Donald E. Puyear; and (7) "Sources and Information: Maintaining Institutional Integrity," by Jim Palmer and Diane Zwemer. (LAL)

Published
1985

33. Balancing the Presidential Seesaw. Southern Association of Community and Junior Colleges Occasional Paper Volume 4, Number 2.

Author

Southern Association of Community and Junior Colleges. and Vaughan, George B.

Abstract

Fulfilling the role of the community college president requires that a balance be maintained between internal constituents (e.g., students, faculty, administrators, and support staff) and external constituents (e.g., politicians, members of coordinating agencies, business leaders, trustees, alumni, and special interest groups). When the president sees that this balance has been lost, he/she must apply the proper amount of pressure and exert a positive and countervailing force to right the balance as quickly, as efficiently, and as painlessly as possible. The president must also keep in mind that imbalance between internal and external constituents may be caused by positive activities, as well as negative ones. Potential dangers to institutional balance include: (1) lack of an environment in which routine matters and minor problems are handled efficiently; (2) complacency on campus as reflected by a prolonged state of institutional inactivity in areas such as governance, construction, and teaching and learning improvement; (3) the tendency of groups on either side to band together to increase their influence, thereby presenting the president with continually shifting coalitions to either pacify or render less powerful; and (4) the possibility that various constituencies will crossover to other categories or otherwise act in an unexpected manner. A classic example of the president's role in maintaining balance relates to the issue of quality versus open access, which involves not only educational questions, but political, social, and economic factors as well. In this case, as in all others, the president must ensure balance, for without it, the college can never reach its full potential. (EJV)

Published
1986

34. General Education: The Community College's Unfulfilled Agenda.

Author

Vaughan, George B.

Abstract

Community colleges have always embraced general education in principle, but have largely failed to deliver a meaningful program of general studies. Definitions of general education stress the importance of teaching the common knowledge, cultural and environmental understanding, skills, values, and attitudes needed by each individual to be an effective family and community member, worker, citizen, and consumer. If these goals continue to be ignored, the majority of the people of this country will find themselves technologically and civically illiterate, while a small cadre of specialists will control knowledge and thus the decision-making processes. Why then, given the importance of general education and the risks inherent in ignoring it, have most community colleges fared so poorly in providing it? First, most technical curricula require so many credit hours that there is little time to devote to general education. Second, most community colleges have accepted a distribution model of general education that fails to build bridges between the disciplines. Third, most administrators are reluctant to devote the necessary time to restructuring the curriculum. Fourth, the colleges' heavy reliance upon part-time faculty has hurt attempts to bring coherence to the curriculum. And finally, too often general education is confused with the liberal arts, and especially the humanities. Steps that can be taken to develop a meaningful program of general education include the following: (1) campus leaders must believe that general education is critical to the well-being of the campus, community, nation, and world; (2) every campus should devise its own definition of general education and develop and publish a plan for putting that definition into operation; (3) leaders should involve all segments of the college, including the governing board, in curriculum development; (4) colleges should obtain external funding; and (5) colleges ought to work with four-year institutions to ensure that the general education program articulates with their undergraduate requirements. (ALB)

Published
1989

35. Scholarship and the Community College Professional: Mandate for the Future.

Author

Vaughan, George B.

Abstract

The failure to include scholarship in the community college philosophy is a flaw that diminishes the colleges' status within higher education. A commitment to scholarship by community college professionals requires a broader definition of the term to include not only research that results in published articles, but any systematic pursuit of a topic, objective, or rational inquiry that involves critical analysis. Given this definition, the majority of community college professionals should be engaging in scholarship. Community colleges have given too little attention to scholarship for reasons that include the following: (1) in their zeal to call attention to the community college as a teaching institution, its supporters have failed to acknowledge the vital link between teaching and scholarship; (2) community colleges have rarely recognized and rewarded scholarly activities; (3) presidents and deans of instruction have generally failed to emphasize scholarship in their own roles; (4) many community college professionals do not realize that their obligation to the profession goes beyond their obligation to the job; and (5) faculty and administrators have rarely engaged in systematic approaches to the evaluation and improvement of teaching that extend beyond individual classrooms. Community colleges must overcome these barriers and demonstrate their ability to critically review and analyze the issues facing them if they are to receive community support, funding, and ultimately, students. Including scholarship as an important part of a college's rewards, tenure, promotion, and release time is an obvious first step in enhancing scholarship. Faculty and administrators should take the scholarship of teaching seriously. In so doing, they will enhance the standing and respectability of community colleges. (ALB)

Published
1989

36. Advice for Those Who Would Be President.

Author

Southern Association of Community and Junior Colleges. and Vaughan, George B.

Abstract

Individuals who wish to become community college presidents should take the following steps to prepare for the presidency: (1) get their doctorate; (2) get into the academic pipeline running from the classroom to the division chair, the dean of instruction, and the presidency; (3) find a good mentor; (4) establish a peer network; (5) assume leadership roles on campus; (6) be willing to move to a new town; and (7) be willing to accept a position in a less than ideal locale. When applying for the presidency of a college, the applicant should be sure to follow all directions; submit a typed, letter-perfect application; prepare a letter of application specifically for the position; pay careful attention to the profile developed for the position; avoid unexplained gaps in employment history; list a current supervisor as a reference or explain why not; keep the letter of application concise; and be selective about applying for positions. During the interview, the applicant should refrain from criticizing his/her current president, be him/herself, be a good listener, avoid condescension, and be prepared to take the position if it is offered. Though following these suggestions will not guarantee that the applicant gets the position, they may help him/her avoid making needless errors. (AJL)

Published
1989

37. The Presidential Team: Perspectives on the Role of the Spouse of a Community College President.

Author

American Association of Community and Junior Colleges, Washington, DC. and Vaughan, George B.

Abstract

The articles in this collection analyze the roles, opinions, and views of the spouse of the community college president. After an introductory overview, the following essays are presented: (1) "Opening the Debate," by George B. Vaughan, which discusses conflicting perceptions of the spouse's role; (2) "The Spouse's Role in Perspective," by Roberta H. Ostar, which considers the interpretations of the spouse's role at four-year and two-year colleges; (3) "The Impact of the Women's Movement on the Spouse's Role," by Muriel Kay Heimer, which focuses on the relationship of the male spouse to the presidency; (4) "A Trustee's Perspective on the Spouse's Role," by Sheila Korhammer, which discusses what trustees and spouses can and do expect from each other; (5) "The Career Spouse: Playing the Daily Double," by Peggy A. Vaughan, which looks at ways of successfully juggling multiple career and family roles; (6) "I Don't Have a Bouffant," by Bonnie P. McCabe, which offers the experiences of a presidential spouse in promoting the college to internal and external constituents; (7) "The Male Spouse," by Colin S. Shaw; (8) "The Spouse as a Volunteer," by Pat Goodpaster, which discusses the rewards of the role of community volunteer; (9) "A Moving Experience," by Ginger Crawford, in which the joys and frustrations of relocating are considered; (10) "The Presidential Team: President and Spouse," by Carol Parker Thompson; and (11) "Observations and Recommendations," by George B. Vaughan. (LAL)

Published
1987

38. Doctorate of Arts in Community College Education.

Author

George Mason Univ., Fairfax, VA., American Association of State Colleges and Universities, Washington, DC., and Vaughan, George B.

Abstract

The Doctor of Arts in Community College Education program is administered by the Center for Community College Education at George Mason University, Virginia. Coursework leading to the degree is designed to enable existing community college faculty to become more effective community college teachers and to educate prospective community college teachers. It emphasizes a broad knowledge base in the teaching field and courses in research and the history and philosophy of the community college. The program allows the student to select academic courses from designated university departments or from other departments where appropriate coursework is available. Students entering the program develop contracts that formalize their programs of study. Admission criteria include experience or a career objective in community college teaching, a personal statement, a writing sample if English is the applicant's knowledge area, and an interview. A minimum of 55 hours beyond the master's degree are required, including 24 in the teaching field, 10 core curriculum hours, 3 hours of internship, and 9 hours of doctoral project. The center also offers graduate certificates and additional courses in community college education. (MSE)

Published
1989

39. Scholarship: The Community College's Achilles' Heel. Virginia Community Colleges Association Occasional Paper Series, Number 1, Fall 1989.

Author

Virginia Community Colleges Association. and Vaughan, George B.

Abstract

Scholarship -- or, rather, the lack of it -- is a major weakness of the American community college. The most immediate problem the community colleges face in this area is that of developing a clear and meaningful definition of scholarship. Community colleges have paid little attention to scholarship for a number of reasons: (1) community colleges take pride in their commitment to effective teaching, setting off endless debates over research versus teaching; (2) two-year colleges have been unwilling to recognize and reward scholarly activities; (3) community college presidents and deans of instruction fail to emphasize and promote scholarly activities for themselves; (4) community college professionals have failed to realize that thinking in terms of the job rather than of the profession, with its inherent obligation to scholarship, results in neglect of scholarship; and (5) faculty and administrators have rarely engaged in regular and systematic approaches to the evaluation and improvement of teaching that extend beyond individual classrooms. The most obvious way to enhance scholarship in the community college setting is to include scholarship as an important part of the rewards system. In addition, each college should institute a forum devoted to scholarship, and ensure released time, summer employment and study, and other avenues for scholarly pursuits. Ultimately, presidents and deans of instruction must lead the way in establishing a climate on campus that promotes scholarship. (JMC)

Published
1989

40. After the Open Door: An Approach to Developmental Education.

Author

ERIC Clearinghouse for Junior Colleges, Los Angeles, CA., Vaughan, George B., and Puyear, Donald E.

Abstract

Based on the learning theories of Benjamin S. Bloom, the program described in this report aims to help students develop basic skills for success in college work. The program, created for Virginia Highlands Community College, centers around English and mathematics learning laboratories. All students can enroll in regular college level courses, but those with weak academic backgrounds or low entrance examination scores also participate in one or more laboratories. There the student can master the course objectives at his own rate and with the help of a variety of instructional aids. Advantages of this program include: (1) the students using the labs were not segregated from other students; (2) the lab students were given a clear diagnosis of their learning problems and the measurable objectives which they had to master; and (3) lab students received academic credit toward their graduation rather than having to take non-credit "remedial" courses. In general, students using the labs, either for one term or for the whole first year, had higher GPA's at the end of the year. The statistical information given, however, is used to illustrate trends and not to document conclusions. (LP)

Published
1972

41. Learning in Transit at Mountain Empire Community College.

Author

Mountain Empire Community Coll., Big Stone Gap, VA. and Vaughan, George B.

Abstract

This proposed program at Mountain Empire Community College (MECC, Virginia) is designed to teach credit courses to students while they are traveling to and from college. About 86% of the potential student population at MECC will spend from one to over three hours a day commuting. Six adequately equipped buses would facilitate a productive use of this time by offering individualized instruction in transit. It would decrease transportation cost and offer educational and cultural opportunities to more people. Stable classrooms for those who cannot travel, mobile counseling vans, and trips to concerts and other cultural offerings are other services these buses would provide. Related topics discussed are the college's stance on instruction and instructional accountability, evaluation of the program, preparation of the instructors to mobilize learning, "block" scheduling, student obligations, and the reasons MECC was chosen for the project. (RN)

Published
1972

42. Some Philosophical and Practical Concepts for Broadening the Base of Higher Education in Virginia.

Author

ERIC Clearinghouse for Junior Colleges, Los Angeles, CA. and Vaughan, George B.

Abstract

This topical paper is a record of the events leading to the creation of a statewide system of publicly supported comprehensive community colleges for Virginia. Commission and legislative reports are reviewed, as are contributions made by influential state legislators, educational leaders, and outside consultants. The plan finally enacted provided for: (1) comprehensive institutions, and (2) a statewide master plan for the establishment of community colleges. This study is a historical record for Virginia, but it can also serve as a model for other states to document the development of their community college plans. (CA)

Published
1971

43. Why Scholarship?

Author

Vaughan, George B.

Abstract

Asserts that a renewed commitment to scholarship should be made a top priority of the Virginia Community College System (VCCS). Defines and presents the benefits of scholarship for the system. Identifies some of the roles to be played by the chancellor, the college presidents and administrators, the faculty, and VCCS's new publication, Inquiry. (VWC)

Published
1997

44. Selected Characteristics of Community College Trustees and Presidents.

Author

Vaughan, George B. and Weisman, Iris M.

Abstract

Presents results from national surveys of public community college presidents and trustees, focusing on differences and similarities in characteristics. Provides data on the following: race, ethnicity, gender, age, education, political party, community college attendance and teaching experience, and level of stress. Discusses implications for the board-president relationship. (AJL)

Published
1997
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45. Community College Trustees: Leading on Behalf of Their Communities.

Author

Association of Community College Trustees, Washington, DC., Vaughan, George B., Weisman, Iris M., Vaughan, George B., Weisman, Iris M., and Association of Community College Trustees, Washington, DC.

Abstract

Based on a national study of community college trustees, this book describes the role of trustees in college operations and provides data on trustee characteristics and attitudes. Introductory materials describe the purpose and methodology of the study, indicating that three distinct questionnaires were sent to 505 college presidents, 505 board of trustee chairs, and 1,063 non-chair trustees. Chapter 1 provides a historical overview of governing boards in American higher education and reviews the role of trustees in community colleges. Chapter 2 presents a profile of trustee characteristics based on responses from 618 trustees and compares chair and non-chair trustees, male and female trustees, and White trustees to those from other ethnic groups. Chapter 3 explores the president-trustee team, describing methods for building teams, trustees' perceptions of presidents, and presidents' perceptions of trustees, while chapter 4 discusses trustees' activities on the job and their perceptions of those activities. Chapter 5 focuses on trustees' relationships with their communities, and chapter 6 presents trustees' comments regarding the satisfactions they receive by serving. Chapter 7 offers trustee perceptions of what constitutes the ideal college president, as well as presidents' perceptions of the ideal trustee. Chapter 8 considers the influence of board expectations, goals, and assessment on trustees' roles and presents strategies for improving effectiveness. The final chapter summarizes findings from the study and offers recommendations. Contains 20 references. (BCY)

Published
1997

46. Paradox and Promise: Leadership and the Neglected Minorities.

Author

Vaughan, George B.

Abstract

Describes the paradox that the diversity found in community college students is not reflected among college leaders. Discusses common career pathways taken by college presidents. Provides recommendations for increasing the number of minorities in leadership positions, emphasizing encouragement from presidents and trustees and the creation of an appropriate institutional climate. (AJL)

Published
1996
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47. Educating Future Community College Leaders as Skilled Writers: Focusing the Debate.

Author

Vaughan, George B. and Scott, Barbara

Abstract

Argues that effective writing skills are essential for future community college leaders. Describes writing skills that should be expected of graduates of higher education programs, including the ability to anticipate audience's needs and employ appropriate grammar and syntax. Argues that professors of higher education should set and enforce clear standards. (AJL)

Published
1996
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48. The Community College Presidency: Current Status and Future Outlook.

Author

American Association of Community Colleges, Washington, DC., Vaughan, George B., Mellander, Gustavo A., and Blois, Beverly

Abstract

This book, published by the American Association of Community Colleges, contains valuable information about the nation's community college presidents. The authors provide a comprehensive profile of these leaders, highlighting different characteristics most presidents hold in common as well as important differences that emerge when data are cross-tabulated according to age, gender, and race. The findings on the risk and stress levels of the presidency could be used to encourage (or discourage) interested individuals to pursue the presidency as a career choice, and could be used by leadership training institutes to advise students about career choices and chances of success. The book contains a foreword by David R. Pierce, and chapters include: (1) "The State of the Presidency"; (2) "Family Background"; (3) "Pathways to the Presidency"; (4) "Assuming the Presidency: Routines and Relationships"; (5) "On the Job: Worldviews and Aspirations"; (6) "Views from the Trenches: Seven Presidents Speak Out"; (7) "Looking to the Future: More Views from the Trenches"; and (8) "The Presidency in Transition." The appendix contains the survey instrument. A subject index is also included. (Contains 27 references.) (CB)

Published
1994

50. ACCLAIM: A Model for Leading the Community.

Author

Vaughan, George B. and Gillett-Karam, Rosemary

Abstract

Advocates an approach to community college leadership based on community-based programming. Describes North Carolina State University's Academy for Community College Leadership Advancement, Innovation, and Modeling (ACCLAIM) and its components (i.e., continuing education, fellows program, information development/dissemination, and university involvement). (MAB)

Published
1993

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