Learning Resources

Abstract: Continuing its efforts to provide engaging spaces for students and promote collaborative education, Southwestern Michigan College had a new vision for what the campus library should be. An interior renovation of the existing library created an inviting atmosphere that is more conducive to today’s active learning. A new space plan encourages social interaction and group activities while providing dedicated areas for quiet study and tutoring. New finishes and updated furnishings revitalized the outdated facility with a warm, contemporary aesthetic. The design team worked closely with the college administration and library staff to achieve their goals within a short time frame and with limited resources.

Abstract: Introducing housing on a community college campus will affect several areas of campus life including dining, security, recreation, and student programming. Unlike four-year institutions, community colleges have limited activity after a certain hour with the exception of library and recreational facilities. Additional programs and services will be needed to support a 24-hour operation, which will have an impact on the overall operating costs of the college. This article is intended to identify the direct and indirect costs involved and assess the overall financial impact of operating student housing.

Abstract: This article focuses on the ways in which community colleges contribute to their local and regional economies, assumptions that may or may not be true about the extent to which they can and do remain up-to-date regarding the expectations and needs of business and industry, and sources of data and information to assess effectiveness and guide decisions. The expectation of the Obama administration that community colleges will play a lead role in preparing the nation’s workforce and retraining workers has put this aspect of the community college mission into the national spotlight.

Abstract: The number of individuals receiving a U.S. doctorate degree continues to grow; however, we know little about the precise factors that affect wages for recent doctorate recipients over time. Using data from approximately 10,000 respondents who completed the Survey of Doctorate Recipients, the study presented in this article examines factors contributing to wage growth over the time period 1999–2008. Findings show wage benefits for degree recipients over the decade, but also show significant differences by gender, race, discipline, and other characteristics. Findings have strong implications for individuals who may consider doctorate or other advanced training, for academic planners, and for policies in graduate education.

Abstract: To meet enrollment management and accountability needs, Maryland’s 16 community colleges monitor the degree progress of their students through the Maryland Model of Community College Student Degree Progress. Implemented in 2005, the model addressed many of the flaws in the completion metrics in use at that time and incorporated developmental education status as a key variable. Using a behavioral definition of degree-seeking, the model also included interim measures of success to account for the slower pace dictated by the life circumstances of many community college students. Findings for seven cohorts are analyzed, and results are compared to graduation rates at four-year institutions. Reform efforts in developmental education prompted by the findings of the model are described.

Abstract: While universities recognize the need for change, establishing an environment conducive to change requires time and movement through stages. In this article, I examine different tools and processes that can pave the way for innovation or change. These processes became evident in my research on the emergence of an interdisciplinary policy school jointly established on two campuses where previous models did not exist. The change came about because there was a confluence of forces that promoted it; these factors were strong enough to negate the barriers. There were key actions undertaken by the universities that promoted the change, including systematic program review, university-wide integrated planning, the appointment of an executive sponsor who had social and political capital, and the establishment of a “grassroots” working committee comprising faculty who were passionate about the initiative. However, there were equally important practices and policies that hindered the movement forward; these included institutional procedures that required multiple levels of approval in a lock-step process and the many facets of resistance to change. For universities contemplating a change agenda, the implementation of some of these processes and tools could potentially be beneficial in moving forward.