Community College Economic Workforce Development Programs and Financial Insecurity

The financial cost of economic workforce development programs for community colleges is becoming unsustainable. Economic workforce development programs are experiencing changing demands from the community, declining government support, debates over function and purpose, and escalating competition from for-profit higher education institutions. Three models are proposed to policymakers as a potential policy response to this issue: Differential tuition, reallocation of resources, or funding from grants development and each were judged using two evaluative criteria: efficiency and political acceptability. It is recommended that community college policymakers and stakeholders utilize differential tuition as a policy strategy for managing the high cost of economic workforce development programs. Nevertheless, it is recommended that state community college policymakers and directors conduct a thorough and research-based policy study before moving forward considering any of the three most policy strategies mentioned here. The context and situation for all 50 states is likely unique, making this an excellent topic for a 50 state national study.     

Partnerships for Implementing School and Community Prevention Programs

The planning and implementation of prevention programs for families and children has shifted towards community-based, multi-component approaches that are rooted in partnerships among diverse stakeholders. We argue that values and partnerships should be central to the planning and implementation of this new approach to prevention programs. Following from these concepts,wepropose 6 steps that can guide educational and psychological consultants in the implementation of prevention programs in partnership with other stakeholders. For each step, we identify key tasks, processes, and challenges for consultants. To illustrate these steps, we include examples from our work in prevention initiatives for and with immigrant and refugee children and families.     

A Framework for Evaluating the Consequences Programs of Assessment

How can the enterprise of looking at the consequences of testing in America be moved forward? What are the responsibilities of the key actors? How can we accumulate the evidence that we need?     

A Framework for 21st-Century Career-Technical and Workforce Education Curricula

Increasingly, career-technical and workforce education professionals are challenged with determining the best ways to prepare people for work, when many of the jobs those people will perform do not exist yet. Twenty-first-century work is evolving rapidly, with some jobs going away, other types of work appearing, and many people working in jobs that do not maximize their potential. To remain relevant in this emerging landscape, a framework is needed that can structure and guide research and curriculum development in workforce preparation in an increasingly volatile and uncertain future. We examine three key components—career navigation, work ethic, and innovation—that can situate career-technical and workforce education curricula to anticipate rapid changes in workplace demands and ensure student outcomes that will be lasting and durable in the 21st-century workplace.     

美国社区学院伙伴关系研究

本文介绍了美国社区学院与私营部门发展伙伴关系的背景、策略、模式、利益和挑战,在此基础上提出了对我国大学与企业发展伙伴关系的启示。     

Metropolitan College: Building Community Value Through Education–Business Partnerships

Metropolitan College is a distinctive and innovative business–education partnership that provides educational opportunities to many Kentucky residents who would otherwise be unable to attend college. The program also provides significant, tangible benefits to the business and education partners, as well as to the local and statewide community. This article outlines the structure of the Metropolitan College, chronicles some measures of program impact, and briefly describes the values on which the program was founded and continues to operate.     

A Brief History of Workforce Education in Community Colleges

ABSTRACT

Over its 100-year plus history the community college has struggled to make clear its mission. As a comprehensive community college its mission has bounced around to focus on liberal arts, developmental, workforce, community, and general education. In today’s increasingly competitive society with shifting values and changes in power it is likely that workforce education/career and technical education will remain a foundational mission of the community college. Workforce education is strongly supported by state and federal legislators who demonstrate that support with billions of dollars. It is strongly supported by business and industry. And it is strongly supported by parents and students. This brief history captures many of the key issues and developments of the continuing evolution of workforce education in the community college.     

Content-driven Faculty Development in Community College Early Childhood Education Programs

Community colleges are key providers of early childhood teacher and paraprofessional education, and their programs include content knowledge that helps future educators work effectively with young children with and without disabilities in inclusive environments. In this article, we describe the Advancing Community College Efforts in Paraprofessional Training (ACCEPT) Project, a multi-year collaboration to infuse special education content into four North Carolina early childhood workforce education associate degree programs. The goals of the project included creating a climate that fostered and encouraged ongoing community college and university faculty collaboration around the planning, delivery, and assessment of special education content infused within multiple early childhood program courses. Project objectives are presented within the framework employed by Murray (1995, 1998, 1999, 2000) that includes climate, structure, connections with rewards, faculty ownership, colleague support, and perceived value by administrators. Implications for practice include the importance of content, project standards, and faculty ownership.     

Community College Employee Wellness Programs

This paper describes the prevalence and characteristics of employee wellness programs in public community colleges accredited by the Southern Association of Colleges and Schools (SACS). A random sample of 250 public community colleges accredited by SACS was mailed a 46-item employee-wellness program survey. The survey solicited program information regarding funding, activities offered, program administration, participation rates, and incentives. The results indicated that the majority of the employee wellness program administrative bodies were either the health and physical education departments or wellness committees. The main coordinators of the wellness programs were either part-time directors within the institutions, wellness committees, or full-time directors within the institutions. Of the institutions surveyed, 27 out of 64 (42.2%) offered employee wellness programs. The findings indicate that the prevalence of employee wellness programs in public community colleges accredited by SACS is below previous research findings in community colleges and universities and do not meet the national health goals of employee health promotion prevalence set forth by the U.S. Department of Health and Human Services.     

县级社区学院的功能架构及其实现策略

县级社区学院应担当起三个层面上的八项功能：组织学习的基本功能（学历进修、培训学习）和指导引领的延伸功能（指导服务、科研实验）以及协助推动的代行功能（参谋策划、资源开发、项目管理、信息集散）,并以提升地位、授予权限、配强队伍、设置处室、制订规章、充足经费等策略,保障其有效实现。     

An Overview of Community College Programs for Elderly Texans

Abstract

This report presents a summary of the program presented by 16 Texas community and junior colleges for people over age 60 during the academic year 1974–1975. This program, funded by the Governor's Committee on Aging and administered by the Coordinating Board, Texas College and University System, supported demonstration projects to improve the quality of life of elderly Texans through innovative educational activities. The development of these programs and the kind of activities made available are described. The majority of these colleges have subsequently continued programs with local funds, based on their demonstration experiences. This pilot project has helped a number of colleges in Texas enter the field of late-life education and, in turn, is helping the older residents in these communities to have an educational program of their own.     

A Comprehensive Model for Developing and Evaluating Study Abroad Programs in Counselor Education

This paper introduces a model to guide the process of designing and evaluating study abroad programs, addressing particular stages and influential factors. The main purpose of the model is to serve as a basic structure for those who want to develop their own program or evaluate previous cultural immersion experiences. The model is based on the existing literature, actual experience in designing short-term programs, and on the theoretical evaluation principles of Appreciative Inquiry (Dunlap 2008) and Logic Models (Renger and Titcomb 2002).     

Liberatory Public Education: A Framework for Centering Community and Democracy in Public Education

In this conceptual article, the authors argue that diversity is an invitation to educators, youth, families, and community members to work together—a goal accomplished only by centering the local community rather than the local school—to educate youth and create a more just society. Based upon liberatory and emancipatory education, liberatory public education, an intersectional conceptual framework, brings together recent and current justice-oriented scholarship focused on youth development, curriculum and pedagogy, schooling, and community liberation, making a parallel case for justice-oriented family engagement in public schooling. The authors conclude with implications for teacher education, education policy, and family engagement scholarship.     

Nature and Status of Community College Leadership Development Programs

This study was conducted because of the paucity of research on community college leadership development programs. A mailed survey was used to gather data from a national sample of incumbent community college presidents with 286 out of 389 responding for a return rate of 74%. Of national and regional programs, the Chair Academy, the Executive Leadership Initiative, and the Future Leaders Institute had the highest percentages of participation by top-level community college administrators. Nearly 70% of presidents believe that there is a need to expand in-house development programs.     

Evaluating Classroom Assessment Training in Teacher Education Programs

What should training for teachers look like? Do our assessment practices align well with what we would like our students to do? How can you self-assess assessment training at your institution?     

Evaluating Teacher Education Programs Using a National Survey

Abstract

The authors used the National Survey of Teacher Education Program Graduates, developed by Freeman, Loadman, and Kennedy (1991), to evaluate the baccalaureate and master's of education (M.Ed.) teacher education programs at a major Carnegie I research university. The instrument's 4 measures—acting as proxies for teacher education graduate careers, quality of program, teaching skills, and teaching knowledge satisfaction—were compared with national norms from other teacher education programs across the country. The survey data from the class of 1996, consisting of 263 baccalaureate graduates and 171 M.Ed, graduates, suggested that they were generally very positive about their programs and careers. In general, the baccalaureate and M.Ed. graduate responses on all 4 measures were more alike than different. Both groups of 1996 graduates rated the measures more positively than the national norms.     

Workforce Education Models for K-12 STEM Education Programs: Reflections on,and Implications for,the NSF ITEST Program

Journal of Science Education and Technology - This article proposes a STEM workforce education logic model, tailored to the particular context of the National Science Foundation’s Innovative...     

A Conceptual Framework for Evaluating Supervision Effectiveness

The authors attempt to bridge the gap between the research literature on supervision and its application to evaluating individual supervisor effectiveness. A conceptual framework is presented for making decisions about evaluation. In this framework the decision maker is directed to consider three issues—the purpose of evaluation, the developmental stage of the counselor, and the focus of evaluation—in selecting measures of effectiveness. Within this context, some promising measures of supervision effectiveness are discussed, and methods for linking changes in supervisee functioning to supervisor interventions are considered.