REFLECTIONS ON VALUES,VISION, AND VITALITY: PERSPECTIVES FOR THE 21ST CENTURY

Participants at a recent Futures Assembly urged a reassessment of values when establishing perspectives for direction of community college development in the new century. The author affirms that there are five fundamental values that have given guidance in the past and can serve well in future decision-making: (1) People: This is the beginning point and the continuing point of reference. All aspects of what is done and how it is done derive from the people who are in the community; (2) Learning: The learning college will be part of a learning community. Learning must be perceived as an educational enterprise that extends beyond the schools and colleges to all people in the community during the span of their lives; (3) Connections: Community colleges do not do it alone. They need to connect in two ways. First with the conditions in the community that bear upon the lives of the people there, and second, when relating to other community organizations; (4) Opportunity: Former community college students declare that ''the college was the door to my future.'' The times in which we live require more than ever that colleges offer learning experiences described by students as essential to what they have become; and (5) Better lives: Better lives are what learners in community colleges are seeking and the way to what they want is through learning.     

BETTER COLLEGE INFORMATION FOR STUDENTS: THE ROLE OF THE STATE TWO‐YEAR COLLEGE AGENCY

Prospective two‐year college students often lack adequate information on the range of educational alternatives available to them. Increasingly, state level agencies are playing a role in responding to that need. This article reports on a. national study of state two‐year college agencies to determine the extent and comprehensiveness of the postsecondary educational information they provide to students. Results indicate that most states have information they send to prospective students, but it varies widely in quality and often overlooks information students say they want to know. States with model information are identified.     

THE CHANGE FROM TRANSFER TO CAREER EDUCATION AT COMMUNITY COLLEGES IN THE 1970s

For most of the twentieth century, up until the 1970s, the transfer curriculum, which prepared two‐year students for continuing their education at a four‐year school, was dominant in the community college; the ratio of enrollment in transfer programs to enrollment in occupational or career programs varied only between 2:1 and 3:1. In the 1970s, a dramatic shift occurred. Students began abandoning the transfer curriculum for the career curriculum in record numbers, and fewer decided to transfer to four‐year schools. This phenomenon has been widely quoted as fact, yet little has been done to document it, with actual figures from individual states. This paper first presents difficulties posed by this area for the researcher. Second, it examines the rise of career education and the decline of transfer education on a state‐by‐state basis. Finally, it concludes with a call for future researchers to study the repercussions of this change on the community college as a whole.     

Effectiveness of Summer Bridge Programs in Enhancing College Readiness

An alarmingly high percentage of recent high school graduates are not prepared to succeed in college-level courses, and the impact of this educational shortcoming is substantial. Underprepared college students incur a monetary cost of enrolling in remedial courses, and states and taxpayers subsidize much of the overall cost of developmental education. In addition, underprepared students are less likely to graduate from college, thus impacting their earning potential and the nation's economic need for a more highly educated workforce. One approach to reducing the need for developmental education is high school bridge programs. These programs, which usually take place on a college campus, provide interventions that help targeted students aspire to, prepare for, and achieve college enrollment. This article reports on the effectiveness of bridge programs at Texas colleges in the summer of 2007; it covers two community college programs that demonstrated the highest pre- to postprogram student achievement gains of the participating institutions. Findings from this study and previous research suggest that effective bridge programs (a) have very strong relationships with their partner school districts; (b) provide professional development to all program staff; (c) conduct preprogram orientation sessions and closing ceremonies; (d) provide bus transportation; (e) involve parents in the program; (f) provide students with labs to support classroom instruction; (g) provide academic advising and other support services; and (h) implement both formative and summative evaluation methods.     

Learning Together: A Family-Centered Literacy Program

ABSTRACT

Blue Ridge Community College in Flat Rock, North Carolina serves a rapidly growing Hispanic population through its Family-Centered Literacy Program. The Hispanic population in the region has been increasing at a staggering rate of 50% per year, most of which is in-migration. These newcomers frequently face challenges adjusting to their jobs, schools, and living environment. The Family-Centered Literacy Program is teaching new skills to new residents to minimize the “culture shock”, and to make community immersion a less difficult process. The program offers evening classes 2 nights a week for parents and their children. Parents attend classes in basic and conversational English and General Education Development (GED) preparation; school-age children receive tutoring and help with homework; and preschool children learn from fluency-building games and activities. The college also provides Spanish instruction for school personnel who want to better communicate with Hispanic students and their parents. The program currently operates in 5 elementary schools. Each school has taken on the role of “community center” for Hispanic families.     

Cultures of (Un)happiness: teaching,schooling, and light and dark humor

The author explores humor during a time of increasingly hostile accountability measures directed toward educators. Drawing on incongruity and other theories of humor, he explores both light and dark humor and some aspects of the educational potential and power of humor. Noting how humor is related to creativity and problem management, the argument is that humor has an important place not only in producing educator well-being but for student learning and school renewal.     

The way of openness: Moral Sphere Theory,education, ethics,and classroom management

Noting the challenges of radical pluralism and uncertainty to ethics and education, the author describes, then explores Moral Sphere Theory (MST) developed by the philosopher Robert Kane and in relationship to insights drawn from American pragmatism. The argument is that MST offers fresh ways for thinking about education and the profound obligation of educators to support and sustain worthy forms of life.