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As community colleges create or enhance their online learning programs, campus leaders must find ways to make these experiences equitable for all students, so that everyone has a fair chance at success. Colleges are using a wide array of innovative strategies to do this. These methods include designing online courses with inclusion in mind, providing a consistent experience for online students, and front-loading the skills required to excel in an online environment. To help faculty deliver more equitable online instruction, the Instructional Technology Council (ITC), an affiliated council of the American Association of Community Colleges, has developed an online professional learning course on this topic, and data reveal that students who complete the orientation succeed at higher levels.

Micro-credentials are short, highly focused programs designed to provide in-demand skills that help students quickly advance their career, often in just a single semester. They have emerged as a way for students-many of whom are adult learners looking to change jobs-to acquire and demonstrate a core set of skills that can jumpstart their entry into a new career. Both students and employers can benefit from this highly accelerated credentialing process, which is helping workers overcome the loss of jobs during the pandemic and pivot rapidly into new careers amid the Great Resignation. Yet, there are many challenges involved in creating effective micro-credentialing programs. For instance: (1) How can community colleges retool their existing processes to award fast career credentials without disrupting traditional degree and certification programs? and (2) How can they ensure that micro-credentials will have value for both students and employers? Pima Community College in Arizona rolled out its first "Fast Track" programs to prepare students for a career as an automotive service technician, automated industrial technician, carpenter, electrician, plumber, HVAC technician, computer user support specialist or emergency medical technician. in October 2021.

Spurred on in part by the labor shortages caused the pandemic, a growing number of employers are eliminating their degree requirements in favor of a skills-based approach to hiring. "Skills-based hiring" focuses on the actual skills and qualifications someone brings to the job instead of just the degree they've earned. For job seekers, this practice can open up many more possible career paths and make it easier to find work or change careers. For the companies that adopt this approach, it expands the pool of eligible candidates they can choose from, which can alleviate hiring challenges. And for community colleges--which have been laboring for decades to overcome assumptions that an associate degree or certificate is inherently inferior to a four-year degree--skills-based hiring could encourage employers to assign more value to the credentials they offer. It also opens more pathways to well-paying careers for minorities and low-income workers who disproportionately lack a four-year degree, reducing inequities and contributing toward a more diverse workforce.

Created in 1972, the Pell Grant program awards grants to low-income students to help pay for whatever accredited U.S. college they choose. Totaling $28.4 billion in 2019-20, the program is the most significant source of federal student aid for college. However, as the program turns 50 this year, many advocates are hoping to expand its reach and impact even further. They note that the size of Pell awards hasn't kept pace with the rising cost of a college education. This article discusses a campaign called Double Pell, which aims to double the size of Pell Grant awards.

Enrichment programs make up a small but significant part of a community college's offerings. In some cases, their impact can be enormous--especially in rural areas where a community college might be the only source of enrichment for residents. Community enrichment programs also can be challenging to administer. For instance, it can be hard to find and recruit skilled instructors, maintain high standards of quality, make people aware of enrichment programming, and even justify its value when budgets are tight. This article focuses on enrichment programs at the College of Southern Idaho (CSI) and SUNY Adirondack in upstate New York. Beyond the value they create for the colleges, these enrichment programs play an important role within the communities they serve.

Community college students often face more stressors than those at four-year institutions. Many are working adults with families. Some are homeless, food insecure or have financial instability. The pandemic has exacerbated these challenges. Community college leaders are employing a number of strategies to solve the mental health crisis, such as training faculty to recognize when students need help, outsourcing mental health services to private companies, and looking to community partners for assistance. These strategies are presented in this article.

Collaborative leadership, a management style in which leaders encourage employees to contribute their own ideas and work together to develop solutions for meeting institutional goals, is becoming more common in community colleges and other organizations. In leveraging the ideas of a broad range of people, collaborative leadership often leads to innovative methods. It also boosts employee morale, as team members feel a greater sense of satisfaction when they have a role in decision-making. This article spotlights examples of how some community colleges are engaging in collaborative leadership: earning buy-in; empowering employees; forging connections; establishing trust; and listening to needs.

When students apply to a four-year college or university directly from high school, they know they want to earn at least a bachelor's degree. Not all students who enroll in community colleges have the same clarity about their future. This lack of clarity about their educational goals is one of many hurdles that community colleges face in helping students successfully transfer to a four-year institution. A new initiative that the American Association of Community Colleges has developed in partnership with the American Association of State Colleges and Universities and the Association of Public and Land-grant Universities could help community colleges solve this puzzle. Called the Equity Transfer Initiative (ETI), this two-year grant program aims to help colleges increase transfer rates among underrepresented students in particular, such as Black, Latinx, adult, and first-generation learners along designated degree pathways. Participating community colleges and their four-year partner institutions are using the grant resources to forge agreements that will make it simpler to transfer credits and otherwise ease the transition for students who want to earn a four-year degree. The lessons they're learning could inform the work of other colleges in this area.

The federal Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant program, which provided nearly $2 billion over four years to help community colleges meet employers' needs more effectively was a response to the 2008 recession. Distributed by the U.S. Department of Labor, the original TAACCCT funding brought colleges and businesses together to solve key workforce needs. The program resulted in large-scale, systemic reforms whose impact continues to be felt today. Grant recipients agree the changes they made would not have been possible without the TAACCCT support they received. As the pandemic continues to disrupt industries and create a demand for professional reskilling, Congress has considered reviving the TAACCCT program to address a new set of challenges. As colleges and industries grapple with the effects of the pandemic, many institutions believe a renewed TAACCCT program makes sense. This article examines the effects the original TAACCCT grant program on community colleges nationwide.

The pandemic has affected different industries in different ways. Some have seen huge job losses; others have continued to thrive. But one common thread across nearly all industries is that trainers and hiring managers are reevaluating the skills employees will need moving forward--and community college leaders will have to work with their industry partners to understand these changes. Even before the pandemic, rapidly evolving technologies were disrupting both jobs and the skills they require. The pandemic has intensified this challenge, forcing companies and employees to figure out how to adapt on the fly to changing circumstances--this article discusses how community colleges can play a key role in this reskilling process.

Individual trustees are often looking for different qualities in a community college president, and it can be challenging for a diverse group of stakeholders to agree on what they want. Boards that function most effectively work together to establish a clear set of criteria at the outset of the hiring process, and they share this list with candidates so there are no secrets. While the standards can vary widely from one college to another, trustees are generally looking for high-character leaders who communicate well, who are authentic and transparent, and who put the needs of the college community first. These qualities not only make presidents more likely to succeed as leaders of their institution; they can also help presidents forge effective working relationships with the boards who oversee them. In this article, board members reveal key priorities when they are hiring.

Facing significant enrollment challenges as a result of the pandemic, community colleges nationwide have had to be highly strategic in how they market themselves to prospective students. Recapturing students while reaching new prospects requires creative solutions for meeting students' most urgent needs, such as shorter-term, more flexible options and supplemental aid programs. Enrollment at community colleges was already trending downward before the pandemic started, but COVID-19 has only intensified the problem. Community colleges tend to serve populations who are most vulnerable to the effects of the pandemic, such as single parents whose children are now learning from home and students who rely on jobs in the service industry and other hard-hit sectors to make ends meet. Current and prospective students have to know programs to help them resume their studies exist before they can take advantage--and that's where effective marketing campaigns can help.

Many college leaders watched the disturbing video of George Floyd's murder at the hands of law enforcement officers in spring 2020 and the wave of protests that followed nationwide. That event prompted the question: What can colleges do to create more equitable systems of education for "all" students at our institutions? While the act of releasing a statement condemning the incident and the systemic racism behind it was appropriate, a statement devoid of action is just a publicity stunt. Moving from statements to action can be challenging. This article discusses how Louisiana Community and Technical College System (LCTCS), Community College of Baltimore County (CCBC), and Rockland Community College in New York have managed to do so successfully--and the lessons they have learned can inform the work of other colleges.

The three pandemic relief bills passed by Congress since March 2020 collectively provide about $75 billion for U.S. colleges--as well as the students they serve. The legislation has brought three waves of funding to community colleges, known as Higher Education Emergency Relief Funding (HEERF) I, HEERF II, and HEERF III. Colleges must spend a certain portion of the money on emergency financial aid grants to students, and the remainder can be used for institutional priorities related to the pandemic. Colleges must spend the money within one year of receiving it. The funding gives colleges a unique opportunity to make a significant investment in their community. This article discusses the various ways in which colleges are spending HEERF funding.

As the pandemic reaches the one-year mark in the United States, college presidents reflected on the impact the prolonged crisis has had on their institutions, their communities-- and themselves. The past year has seen not only the rampant spread of the novel coronavirus, but also social and political unrest. All of these issues have affected poor and marginalized communities more than others--groups directly served by community colleges. Although it's been a very difficult year for everyone, and college presidents have been tested like never before, they've also found inspiration in how their campus communities have come together in the face of these challenges.

There tends to be a belief that community colleges are focused on the needs of their immediate communities. However, employers everywhere are looking for a more globally competent workforce. Even if that means to be an informed citizen who can help solve complex problems is changing, with challenges such as climate change or the coronavirus outbreak reaching well beyond national boundaries. As a result, there is growing awareness among community college leaders that putting students on a path toward success means preparing them to be effective global, as well as local, citizens. Teaching global competence can be especially challenging for community colleges, which serve many nontraditional students who have other priorities in their lives such as working full time and having families. Trying to squeeze international experiences into the curriculum during their two short years at the institution can be difficult. This article examines the community colleges that are doing this effectively. They all share some key characteristics: (1) They're intentional about bringing international experiences into the classroom; (2) They seek to engage faculty in creative ways; (3) They leverage partnerships with other institutions wherever they can; and (4) They look to make it as easy as possible for both faculty and students to participate.

Fueled by exponential advances in technology, the world will change more in the next few decades than in all of human history, futurist Thomas Frey says. Community college leaders will have to think beyond traditional structures such as semester-length courses and two-year degree programs, designing micro-learning experiences that better match learners' needs. If they don't, their institutions might not survive. By the year 2030, "over half of traditional colleges will have collapsed," Frey predicts. Fortunately, community colleges are well-positioned to succeed in an uncertain future: They already have extensive experience in innovating and quickly designing new programs to meet emerging workforce demands. This article highlights the belief of Frey and other experts that if community colleges are to thrive over the next decade and beyond, their leaders must create highly personalized experiences that meet the community's needs. They should be willing to reinvent traditional educational structures to better serve their communities. And, they should look for opportunities to stand out by teaching essential skills that are currently overlooked.

"Green" jobs that contribute to preserving the environment are among the fastest-growing careers in the U.S., according to the Bureau of Labor Statistics. With the rising need for workers to fill these positions, and surging interest among students in environmental careers, community colleges are creating new courses, certifications and degree programs to meet the demand. However it's not just curricula that are changing. Colleges are changing their practices as well. They're hiring sustainability managers, applying energy-saving measures and taking a leadership role in educating their communities about the importance of sustainability. This article highlights how community colleges throughout the United States are "going for the green."

Community college leaders have very demanding jobs. They are pulled in many directions, both professionally and personally--and they're responsible for the welfare of hundreds or even thousands of students, faculty and staff. But, as the safety instructions on an airplane imply, those in positions of authority have to take care of themselves before they can effectively tend to the needs of others. This article examines college administrators who have embraced a healthier, more balanced approach to life and work have found that it not only makes them happier individuals--it makes them better leaders.

Amid the global pandemic, community colleges nationwide found themselves challenged like never before. More than 21 million Americans lost their jobs in March and April. How would this economic collapse affect college revenue streams, or fall semester enrollment? Would campuses even be open in the fall? Would students continue to register for classes, or would fears of the coronavirus keep many from attending? Community college leaders who are well versed in financial matters say the keys to budgeting effectively in periods of such uncertainty include being prepared to weather a crisis, being flexible in planning, staying well informed and maintaining a laser-like focus on the priorities that matter most. Focusing on strategic priorities not only ensures that the programs necessary to fulfilling the college's mission get the resources they need, even as other budget items might have to be cut.

As the coronavirus forced businesses and colleges to shut down this past spring, several funders responded with grants to help nonprofit organizations dole out aid to those who were affected. Now that the initial shockwave created by the pandemic is over, foundations are shifting their focus. Instead of providing emergency aid, many are now funding longer-term projects that respond to newly emerging needs and priorities. From getting people advanced skills so they can reach financial security, to closing access gaps between different racial groups and economic classes, to rethinking instruction for a new era of learning, the coronavirus pandemic has laid bare a number of critical challenges. Funders are looking at this global crisis as an inflection point, an opportunity to reshape the higher-education landscape to address systemic problems once and for all--and community colleges are at the forefront of this work.

Employers across a wide variety of industries say the so-called "soft" skills such as problem solving, critical thinking, communication and collaboration have grown in importance as rapid advancements in technology have transformed their operations. According to a survey from the National Association of Colleges and Employers, problem solving and the ability to work well in a team are the attributes that employers most desire among new hires. Yet, these are often the skills that employers struggle the most to fill. As these skills continue to grow in importance, employers are looking to community colleges for help in teaching and assessing them.

A risk manager's job is to assess what could go wrong on campus, how likely this is to happen, and what the consequences would be--and then take action to protect the college, its people, and its assets. These steps might include introducing new policies and procedures, training stakeholders, instilling a culture of safety, and making sure the college has sufficient insurance to guard against liability. Assessing and managing risk plays a vital role on community college campuses. While some accidents or injuries may be unavoidable, regardless of how safety-conscious an institution is, effective risk management can limit unfortunate incidents to a minimum. On the other hand, failure to implement sound risk management practices could be costly. Every dollar spent on liability claims, property damage and high insurance premiums is money diverted from supporting the core mission of teaching and learning. And the human toll of injuries to staff or students can be devastating. This article examines how effective risk management can improve safety and save money at community colleges.

Community colleges have made great strides in advancing student success and completion during the last decade. But not all students have benefited from these efforts equally. According to the Lumina Foundation, the postsecondary attainment rate for adults in the United States is around 40 percent. Yet, there are still large gaps in attainment between various student populations. For instance, just 27 percent of African American adults have a college degree or certificate. For Native American and Latinx adults, the numbers are even smaller: 23 percent and 20 percent, respectively. To identify these gaps and support all students having an equal chance at success, Association of American Community Colleges (AACC) has launched a new national initiative called Unfinished Business. Unfinished Business is not about identifying every obstacle to success, according to the president and CEO of the AACC, but is about "having the tools to identify equity issues and achievement gaps and understanding the barriers that create them. We will strive to develop tools and ways of thinking that will arm our college presidents with powerful and meaningful ways to ensure that all students have a clear pathway to attaining their goals." This article describes Unfinished Business and how campus leaders have committed to equity in student outcomes.

Community colleges have evolved a lot over the decades, but as much as they've changed over the years, they've remained true to their core mission of serving their community's needs. They have done so as they always have--by being highly responsive to shifting priorities. This calls to mind the old saying: The more things change, the more they stay the same. Community colleges have been able to evolve successfully while remaining true to their mission because of their agile and highly responsive nature. Community colleges have the ability to morph into what their community needs very quickly while Universities are based in tradition, and while they are good at what they do, community colleges need to remain nimble to facilitate change along with the private sector.

Trust and fairness are essential components in building strong, positive relationships with union representatives. Although negotiating contracts with faculty and employee unions can be challenging, it's easier and less contentious when the two sides approach the process not as adversaries, but as partners in improving education. Even with strong relationships in place, contract talks between administrators and campus unions can be fraught with challenges. College presidents often feel caught in the middle as they try to balance the needs of employees with the financial health of their institution. This new landscape calls for a different approach to negotiating. With funding for higher education failing to keep pace with inflation in many states, today's college leaders must be creative problem solvers.

To help meet the surging demand for medical care as veterans returned home from World War II, Mississippi Gulf Coast Community College (MGCCC) created its first nursing program back in 1944. Since that time, the college has become a leader in local health care education--and a brand-new Nursing and Simulation Center will help further this legacy. Given the college's long history of providing nursing education, it seems fitting that the facility should be located in a community called Tradition. In fact, the center is a perfect example of how tradition and innovation come together at the college to offer a unique experience for the citizens of the Mississippi Gulf Coast students. As MGCCC continues to embrace those aspects that have always been its strengths--such as partnerships with local employers that have been in place for decades--the college is also building on these aspects with new programs and activities that bring it to the forefront of 21st-century education.

With state funding and student enrollment on the decline, community colleges are looking for creative ways to grow revenue. To meet this challenge, community colleges are becoming more entrepreneurial in nature. Successful colleges understand their strengths, recognize the needs of their community and develop programs that marry these for everyone's benefit. This article examines examples of how community colleges are raising revenues.

Community college leaders would be hard pressed to find a federal statute that has had such a tremendous impact, yet is as widely misunderstood--even reviled--as Title IX of the Education Amendments of 1972. Simply put, the law states that any educational program or activity receiving federal funding cannot discriminate on the basis of gender. While Title IX is most often associated with high school and college athletics, having paved the way for millions of women to participate in competitive sports, it also prohibits discriminatory practices in academics and all other aspects of education. This includes ensuring a campus environment that is free from sexual harassment or assault. Although fewer than half of community colleges have intercollegiate sports programs, and most don't have on-campus housing, Title IX should still be a focus area on community college campuses. College leaders say compliance with the law requires ongoing communication, training and establishing the right campus culture. Nearly 50 years after Title IX was enacted, there is still confusion about what it requires. According to Good Sports, the law follows the same general approach as all civil rights legislation by requiring equal access to athletic programs and equal treatment of those who participate. To address access, there is a three-part test that gives institutions three different ways to comply. Colleges only need to meet one of these three requirements: (1) Ensure participation in athletics for women and men at rates that are proportional to their enrollment; (2) Show that opportunities have been added for the underrepresented sex as their interests and abilities have evolved; and (3) Offer every team for which there is sufficient interest and ability, as well as sufficient competition in the geographic areas where the college normally competes.

Cutting programs and laying off staff is one of the hardest parts of a community college president's job. Not only is it emotional for everyone involved, but the political fallout can be damaging as well. How campus leaders arrive at the difficult choice to cut staff and programs, and how they communicate their decision to stakeholders, can make a big difference in how well the news is received, those who have gone through the experience say. While the process is never easy, community college leaders can soften the blow by having a good reason for their decision, being open and honest with stakeholders, and not hiding from criticism.

A rise in racial tensions nationwide has heightened the need for community college leaders to have candid conversations about race on their campuses. "Dialogue is the only path to creating community," says Joseph Grenny, co-author of "Crucial Conversations: Tools for Talking When Stakes Are High." But talking about race, gender, religion, sexual orientation and other issues of identity is difficult, because it can make people feel deeply uncomfortable. While there are no easy solutions, community college leaders can learn from colleagues at institutions that have made a strong commitment to equity and diversity and have experience in fostering conversations about race in their communities. Examples from Oakton Community College in Illinois, Austin Community College in Texas, and Portland Community College in Oregon show how to lead candid conversations about issues of identity.

Across the nation, community colleges are serving an increasing number of adults who are trying to learn new skills or return to the workforce. Some of these students offer particular challenges, such as newly released prisoners, older adults and veterans transitioning to civilian life. While each of these nontraditional populations has its own unique challenges, they all can be served more effectively with a coordinated effort that involves wraparound services and extra attention to their specific needs. In this article, the author describes how Bates Technical College (WA), Jefferson State Community College (AL), and Coastline Community College (CA) are preparing nontraditional students for the workforce through creative thinking and attentiveness to their needs.

Ohio's decision to let community colleges award four-year degrees is part of a growing national trend. When this article went to press, more than 90 community colleges across 19 states offered active four-year degree programs. Counting New York's Fashion Institute of Technology, which technically is a community college, but offers degrees as high as doctorates, then at least one community college has had the authority to confer four-year degrees since the mid-70s. It wasn't until the 1990s, however, when campus leaders began to recognize a growing need for applied baccalaureates in their communities, that the practice really took off. Some two decades later, the idea that community colleges should be able to confer four-year degrees is still controversial. Many of the objections that people have are rooted in misunderstandings about what this practice means. These are not liberal arts degrees; they are applied baccalaureate degree programs that meet a key workforce need. One compelling reason for a community college to offer a four-year degree program is because there is nowhere else for students to earn that credential within the area. Another is that local universities cannot produce enough graduates to meet employers' demands by themselves, as might be the case with programs such as nursing or IT. With their focus on local workforce development, their ability to adapt quickly to changing workplace needs, and their close relationship with employers, community colleges are a natural fit to fill the void in applied bachelor's degrees.

The universe of objects containing microprocessors or embedded sensors capable of communicating and transmitting information across networks is called the Internet of Things, and it has enormous implications for community colleges. Already, many colleges are saving time and money by monitoring and controlling "smart building" features online, and the Internet of Things is shaping the curriculum at community colleges as well. But there is a downside to this burgeoning technology trend. For instance, campus leaders will have to consider its impact on student and data privacy, as well as network security. Then, too, there's the issue of bandwidth. In preparing for the impact of the Internet of Things on their campus, community colleges leaders must address the strain it will place on their networks.

Many people are not aware of how significant a role two-year institutions play in training emergency first responders. Community colleges play a key role in training the nation's police officers and other public safety employees, such as firefighters and emergency medical technicians (EMTs). The demand for these programs is high. There is a constant need for workers to fill the public safety pipeline, and once they are hired, public safety employees must continue to receive skills training and recertification, often on an annual basis. Much of this training takes place outside the classroom, in role-playing exercises and other simulations that thoroughly prepare students for what they are apt to encounter in the field. Some of these situations involve live actors. Others involve sophisticated technologies, such as immersive virtual environments or even "burn buildings" that can replicate different kinds of fires. This article discusses how training programs in Florida, South Carolina, and New York have evolved to meet the changing needs brought about by new technologies.

Ongoing professional development is critical even for the very top executives at community colleges. While many community college systems focus on the onboarding of new presidents, professional learning should be a never-ending process. The best institutions recognize this and devote time and resources to the continuing development of their leaders. This article highlights the professional development available to the community college presidents of the Los Rios Community College District in California, the Virginia Community College System, Virginia Highlands Community College, and Minneapolis Community and Technical College.

When Crystal Bridgeman joined the Siemens Foundation as senior director of workforce development programs in 2014, she pored over research and led conversations about what kind of projects the foundation should invest in to have the biggest impact. Her findings suggested there were a growing number of job opportunities in fields such as advanced manufacturing and health care that required more than a high school diploma, but less than a four-year degree. "It became pretty clear that we wanted to focus on supporting these middle-skill STEM initiatives," she says. Citing a 2013 report from the Brookings Institution that says these jobs averaged $53,000 per year, she adds: "Middle-skill jobs provide economic security but also are attainable." The efforts of Bridgeman and her colleagues at the Siemens Foundation have resulted in more than $5 million in funding commitments through 2017 that will directly impact community colleges and their students. For instance, the foundation has partnered with various organizations to fund initiatives that seek to identify and scale effective training models, eliminate the stigma often associated with middle-skill careers, and raise awareness of these job opportunities among teens and young adults. The Siemens Foundation certainly isn't alone in focusing its generosity on programs that reach community college campuses. In fact, community colleges are situated in somewhat of a "sweet spot" for corporate, public and private philanthropy.

Successful dual enrollment programs begin with strong, collaborative partnerships between community colleges and their local K-12 school systems. They also require clearly articulated agreements that spell out what each entity's responsibilities. For example: Who's going to teach the courses? Will the instruction take place at the high school or at the community college? What courses will be offered for dual enrollment, and what credit will be given? How will the costs be shared? Will the students have to pay tuition--and if so, at what rate? This article describes how successful dual enrollment programs have addressed these questions.