Applying the College Completion Agenda to Practice: New Directions for Community Colleges, Number 167
September 2014, Jossey-Bass
- Changing academic content
- Student support services
- And other critical components of community colleges.
This is the 167th volume of this Jossey-Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
EDITORS’ NOTES 1
Katherine L. Hughes and Andrea Venezia
1. Redesigning Arithmetic for Student Success: Supporting
Faculty to Teach in New Ways 5
Susan Bickerstaff, Barbara Lontz, Maria Scott Cormier, Di Xu
This chapter describes a promising new approach to teaching developmental arithmetic and prealgebra, and presents research findings that demonstrate how a faculty support network helped instructors adopt new teaching strategies and gain confidence in teaching the reformed course.
2. Steps and Missteps: Redesigning, Piloting, and Scaling a
Developmental Writing Program 15
Peter Adams, Donna McKusick
This chapter tells a story of course reform, describing in a fresh and candid way the steps taken toward change and the results achieved. The authors emphasize that instructors need considerable support in order to teach differently, as well as underscore the need to consider scalability of reform even at the pilot stage.
3. The California Acceleration Project: Reforming
Developmental Education to Increase Student Completion of
College-Level Math and English 27
Katie Hern, with Myra Snell
This chapter describes how the authors are using data and
professional learning to mobilize change in developmental English
and mathematics curricula and pedagogy across multiple community
4. Strategies for Integrating Student Supports and Academics
Mina Dadgar, Thad Nodine, Kathy Reeves Bracco, Andrea Venezia
This chapter defines the integration of academics and student support services and offers examples of models and strategies from colleges nationally.
5. Providing Transparent Information to Empower
Students’ Decision Making and Develop Institutional Capacity
This chapter describes the University of Hawaii’s work to develop an online navigational tool that helps students develop and execute their educational plans, and assists colleges with ensuring that they have the capacity to meet students’ needs.
6. Strengthening Program Pathways Through Transformative
Lenore Rodicio, Susan Mayer, Davis Jenkins
This chapter reports on a major college-wide effort to smooth students’ paths as they enter the college, choose a program, and progress to a credential. Leadership, inclusiveness, and communication have been central to the success of the effort.
7. State-Level Reforms That Support College-Level Program
Changes in North Carolina 73
R. Edward Bowling, Sharon Morrissey, George M. Fouts
This chapter describes the concurrent reforms occurring in North
Carolina—both campus-level changes focused on such issues as
developing structured programs of study and state-level reforms
supporting the campus-level efforts.
8. What We’ve Learned About Supporting Faculty,
Administrator, and Staff Engagement 87
Alison Kadlec, Isaac Rowlett
This chapter focuses on how colleges can increase faculty, administrator, and staff engagement in reform processes, with the message that large-scale change is not merely technical work; there is a powerful human dimension that can make or break a reform.
9. Putting the Pieces Together: Lessons Learned for Future
Andrea Venezia, Katherine L. Hughes
This chapter summarizes the main lessons learned throughout the volume and highlights common needs with any large-scale reform along with common strategies.