Role of the University in Community College In-Service Education

Abstract

Of concern to many educators is in-service education of community college faculty. Some two-year colleges have looked to themselves for in-service programs and activities; many have turned to the university for this. A study was conducted among community college leaders and university professors involved in community college education to determine the current status of in-service education in the community college. Opinions related to this topic as well as the role of the university in in-service education of community college faculty were also sampled.     

Socio-Political-Cultural Foundations of Environmental Education

Abstract

This research project identified concepts from the social sciences that are prerequisite for understanding or analyzing environmental issues. Concepts were identified through a review of social science textbooks and educational materials and through interviews with social scientists. A list of 57 concepts was sent to a validity panel to rate each concept for clarity, acceptability to environmental education, and importance to environmental education. Means and standard deviations were calculated. Results showed that the panelists generally thought the concepts were acceptable and important to environmental education. Concepts were then revised and 6 were added based on panelists' comments.     

Adjunct Faculty in Social Work Education

ABSTRACT

Adjunct faculty are growing in numbers and time spent instructing courses in social work programs. This paper describes one school's approach in working with and involving adjunct faculty as significant stakeholders in the overall educational program. The described program incorporates a number of ongoing activities to encourage adjunct faculty to contribute to the academic community beyond the instruction of one course. The paper also identifies additional strategies a social work program may consider to further strengthen the adjuncts? role in academia. The paper concludes with questions for social work educational programs and the Council on Social Work Education's Commission on Accreditation to recognize and define the position and function of adjunct faculty in social work education.     

Technological Education for the Rural Community (TERC) Project: Technical Mathematics for the Advanced Manufacturing Technician

ABSTRACT

Hopkinsville Community College’s Technological Education for the Rural Community (TERC) project is funded through the National Science Foundation Advanced Technological Education (NSF ATE) division. It is advancing innovative educational pathways for technological education promoted at the community college level serving rural communities to fill highly technical positions. Deficiencies in mathematics preparation and access to meaningful math program content were identified as barriers to educational attainment for the technician. Math courses were hybridized to deliver material in class with an online component. Didactic content was employed using portable media that students without Internet could use outside of class. Materials were contextualized using problem-based learning focusing on curriculum requirements relating to industry-specific problem solving with relevant examples that are of use to the technician. Interdepartmental and industrial collaborations were conducted to incorporate hands-on content from math, engineering, and technician fields.     

Innovating Education Through the Use of New Technologies: Reflections from the Field (Part 1)

Abstract

A series of in‐depth interviews was conducted with a sample of 65 experts on the challenges and opportunities of introducing Information and Communications Technology (ICT) into education. Interviewees were chosen for their expertise in the field, and the interviews reflect mainstream ideas and concerns on learning and learning support of the future, challenges and emerging changes at the organizational level of the educational institution, and new tasks and responsibilities for educational policy makers.     

Integration and Cross‐ Modular Activity on BEC Courses

Abstract

This paper describes a university action research project which is developing culturally relevant courses for families of Asian heritage in East Lancashire. The authors describe the process of do, review and re‐application of new insights as courses are developed bilingually in the community and in the mother tongue, followed by more recent efforts to foster appropriate guidance and accreditation strategies which respect different culture values. The authors emphasise the importance of the first community based, non accreditation phase of the project in making links and building up mutual understanding of the issues involved. The focus throughout the courses is on ensuring a cultural perspective which is promoted by role model tutors and development staff who respond to a wide range of learner motives and starting points in order to facilitate progression and curriculum change in the mainstream.

The second phase adopts strategies which will enable closer links with mainstream provision. This is done by adopting a holistic approach to educational guidance, selecting sympathetic university staff to become involved in assessment procedures for new Foundation and Certificate level modules and also a whole family project which links schools, families and the university. The latter is in the form of a shared course between schools, university and participants to explore myths and expectations about university education. Whilst this activity is not in itself an accredited course, it is devised as a form of educational guidance activity but with the continued ethos of focusing on community concerns and relating to families on their terms through role models and culturally relevant activities. The paper concludes by emphasising the need for continuity of communication with communities if progress is to be made. The development of a ‘black’ perspective in mainstream accredited provision requires credibility, both in the community and in the university, and can only be achieved slowly over time.     

A Path Worth Taking: The Development of Social Justice in Outdoor Experiential Education

This article examines the influences promoting social justice in the field of outdoor experiential education. The philosophical foundations of outdoor adventure including the work of John Dewey and Kurt Hahn are considered in light of social justice education. The historical evolution of social justice activism within the professional community is analyzed. Other influential trends including the development of outdoor programs sensitive to social justice concerns, the cross fertilization from other related fields, and the demographic and economic imperatives to transform the field are described. The methodological fit between outdoor experiential education and social justice education is the final influence presented. The article concludes that potentials for social justice education within the outdoor experiential education field create an imperative for inclusion.     

Regular education teachers’ concerns on inclusive education in China from the perspective of concerns-based adoption model

ABSTRACT

Teachers’ concerns have been regarded as one of the key variables closely associated with successful implementation of innovative educational changes. China has initiated educational reform toward inclusive education since 1980s. Research related to inclusive education is very limited and teachers’ concerns remain unclear and are seldom investigated. The purpose of this study is to investigate the levels of Chinese regular education teachers’ concerns towards inclusive education by utilising Concerns-Based Adoption Model as a framework. The Stages of Concern Questionnaire was refined to conform to the Chinese educational context and administered for data collection in Beijing from a sample of 425 regular education teachers. The result indicates that regular education teachers make decisions on whether or not to implement inclusive education based on what they know about inclusive education and how effective it is to be. Regular education teachers demonstrate a ‘Multiple Peak User Profile’ in the Stages of Concern model, and that their concerns vary according to a few demographic factors. The results inform educational leaders’ decision making in improving programmes for teachers’ professional development for inclusion.     

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.     

Some Influences of On-line Distance Learning on US Higher Education

Distance education issues affect nearly all participants in higher education, whether or not they are planning to offer (or to take) on-line courses. These issues are affecting business-university interactions as well as the relationship between faculty mem bers and their institutions. This article discusses an assortment of concerns in the USA and many other Western nations related to the nexus between on-line distance education and the traditional classroom, including intellectual property, evaluation and equity. These matters are being heavily influenced by the emerging international market for higher education offerings and by heightened competition from for-profit institutions. Discourse on distance education issues is likely to stimulate thinking about the nature of higher education, especially on the part of students who are being presented with an increasing array of educational options. Faculty members are facing issues of critical importance (especially in the realm of intellectual property rights), issues that will shape the nature of higher education as an entity.     

News in Special Education

ABSTRACT

India has accorded a mission status to ‘Education for All’ over the past decade. Since Independence this goal remains elusive, due to certain disadvantaged groups remaining out of the fold of education. One such group is the ‘disabled’, within which those with severe learning difficulties (SLD) pose even more problems. This paper highlights the need to implement a community‐based model of integration for the SLD, and strongly advocates a holistic, community‐responsive educational approach. The model views the primary school as an integral part of the community environment, placing equal importance on other organizational structures. The role of the community as an active and vital partner in planning and implementation of education and support services seems to hold the key to success in achieving integration and education for all by the year 2000.     

A Feminist Perspective on Moral Education

Abstract

I argue that the just community approach is the best available values education programme in the high schools for meeting the primary goal of feminism, the elimination of injustices due to sexism. In order to eliminate sexism, I suggest we look beneath educational policies and practices to the social and value structures of schools as institutions. Through excerpts from interviews with students, I describe the social and value structures of a democratic community which form the basis of the just community programme.     

Myths of Environmental Education

Abstract

A review of environmental education literature reveals a paucity of constructivist-based research. To support the case for this approach, the author reviews theoretical aspects of science education research of this type. It first situates different approaches to educational research in relation to different epistemologies and then reviews constructs used in constructivist science education research. Issues associated with the adoption of this epistemology—topics deemed worthy of research, importance given to the learner's pre-instructional knowledge, and perspectives on learning and understanding—are considered. The article concludes with proposals for constructivist research in environmental education across the educational commonplaces.     

The Forgotten Minority: Exploring Deficiencies in Access to Education and Technology in Rural America

ABSTRACT

Rural Americans often face challenges in education and, as a result, long-term economic stability due to a deficiency in access to digital resources, minimal opportunities for advanced education, and a lack of community support and value placed on educational achievements. This article explores these deficiencies through the theoretical framework of social cognitive career theory (SCCT). Further, by focusing on a literature review of current studies as well as nationally published news articles, potential solutions are discussed, including increased attention from educational institutions, fostering family engagement and support, funding and grants, and technology access and support.     

The Role of External Professionals in Education about Sexual Orientation−towards good practice

Throughout England, young people in schools are entitled to a comprehensive programme of sex education as part of Personal, Social and Health Education (PSHE). Current debate about the content of such a programme is informed by new government guidance on sex and relationship education as well as pre-existing concerns about homophobic bullying, sexual health and mental health. In an English local authority, an externally funded Young Gay and Bisexual Men's Development Worker provided educational activities to address sexual orientation and identity issues to four schools. An evaluation sought to identify whether successes had been achieved and why. A further aim was to identify useful learning about the role of external professionals in carrying out effective education about sexual orientation with young people in schools. The evaluation was developed within the context of a number of 'real-world' limitations. Nevertheless, a significant number of project successes (and areas for development) were documented. Successes included raising awareness of key issues among pupils and supporting teachers engaged in PSHE. Key factors contributing to success included: adequate preparation of teachers and pupils in schools; an appropriately skilled and experienced project worker; and a considered approach to building partnerships with schools and working with young people.     

Cultural Humility in Physical Education Teacher Education: A Missing Piece in Developing a New Generation of Socially Just Physical Education Teachers

ABSTRACT

The increased pluralism in today’s United States society, including our public school student population, has called for physical education teacher education (PETE) programs to train teachers who can respond to the educational needs of students from diverse backgrounds. However, concerns have been raised with educator preparation programs’ ability to prepare teachers to address diversity in our schools. Therefore, the purpose of this article is to discuss the movement toward teaching for social justice in PETE with focus on preparing teachers for cultural diversity; this includes special attention to cultural humility as a missing component in physical education teacher preparation. We discuss the current state of diversity in PETE, leading to a discussion of social justice as a theme in teaching and teacher education in physical education. Next, we detail the underpinnings of social justice pedagogies in physical education and the need for infusing cultural humility in PETE.     

Future Directions for Research on Online Technical Education

ABSTRACT

Most research on online learning in higher education has been focused on general education at four-year institutions. There is a need for more research that focuses on online and hybrid education at community colleges in technical education fields. This issue includes articles from eight National Science Foundation funded projects doing innovative work on the use of online and hybrid learning in technical education. Examination of these articles suggests several potential directions for future research in this area including the following: how to choose between fully online and hybrid course delivery; how technical education programs can successfully partner with industry; how to examine and select specific online educational strategies to enhance online technical education; how to sustain innovative online educational programs after grant funding is complete; and how to support nontraditional students in online or hybrid technical education programs.     

Inclusive Education for Disabled Refugee Children: A (Re)Conceptualization through Krip-Hop

Abstract

Inspired by Hip-Hop pedagogy and the Krip-Hop movement, this paper aims to address the limits of inclusive education for disabled migrant students, by drawing on the community event “I am Hip-Hop” that took place in June 2019 in Italy. Through this community intervention, migrant and disabled migrant youth were provided a creative platform to reflect critically about their identity and journey. Ultimately, this paper offers teachers recommendations to anchor disabled migrant culture in educational practices.     

The Role of the Community College in Community Development

Abstract

Multipurpose community colleges have a special opportunity for distinction through one of their missions—community development. One southern community college has assessed the similarities and differences of the perceptions of selected community leaders and of the college professional staff concerning the role of the college in community development.

The opinions of both groups were very similar, but the community leaders showed more variation in perceptions. Both groups believed the college should be involved in community development activities, but that the college could meet the needs of individuals better than it could meet community-wide needs. The college professional staff was more opposed to granting academic credit for community development activities such as work experiences of students and continuing education courses than were the community leaders.

As a philosophical approach to community development, both groups preferred the college's approaching community improvement through the organization of a wide spectrum of people concerned with democratic processes, self-help, and educational objectives. This process approach requires professional staff members with organizational, research, survey, and teaching skills to assist the community in working to solve problems.