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Community College Leadership and Management

Reframing Institutional Practices for Student Success

by Carlos Nevarez (Author) J. Luke Wood (Author)
©2020 Textbook XLII, 496 Pages
Series: Education Management, Volume 11

Summary

Community College Leadership and Management places emphasis on reframing college practices in order to advance student success. This calls for leaders to be well versed on promising strategies which have illustrated evidence in advancing academic success. Such practices include intrusive academic advising, exit interviews with dropouts and graduates, and the use of technology to supplement face-to-face academic counselor advising. These leaders are aware of and welcome the challenges and opportunities a changing student population presents to community colleges. The authors critically analyze and call for a deconstruction of conventional practices and the construction of new approaches to understand how student success is envisioned. For example, a redefinition of what constitutes student success is advanced. A redefinition of student success—as the attainment of an academic, vocational, career, or personal goal—is put forth. This broader perception, definition, and meaning of student success is not limited to or constrained by an accountability paradigm. It is driven by the need to capture a more complete picture of the trajectory of contemporary and traditional enrollees from increasingly diverse backgrounds: students whose goals do not fit solely and neatly into two traditionally dominant outcomes like graduation and transfer. It is the role of community college leaders to affirm, inculcate, and communicate this more nuanced definition, allowing it to guide the vision and mission, programs, policies, and practices of the institution. Carlos Nevarez and Luke J. Wood support their arguments through various models, frameworks, research findings, case studies, and presentation of self-reflective questions aimed at advancing reflective community college scholar-practitioners.

Table Of Contents

  • Cover
  • Title
  • Copyright
  • About the author
  • About the book
  • This eBook can be cited
  • Contents
  • List of Figures
  • List of Tables
  • Acknowledgment
  • Preface
  • Case Study Framework
  • Case Study Matrix
  • Section I Core Functions of Community Colleges: Past, Present, and Reframing the Future
  • Chapter 1 The Community College Vision and Mission
  • Chapter 2 Historical Legacy of Community Colleges
  • Chapter 3 Community College Demographic Trends
  • Chapter 4 Achievement Gap and the Role of Community Colleges
  • Chapter 5 Advancing Student Success in the Community College
  • Chapter 6 Community College Finance
  • Chapter 7 Community College Governance
  • Chapter 8 Community College Emerging Trends
  • Section II Leadership for Change in Community Colleges
  • Chapter 9 Leadership and Leadership Theory
  • Chapter 10 Ethical Leadership and Decision Making
  • Chapter 11 Community College Faculty
  • Chapter 12 Instructional Leadership and the Community College
  • Chapter 13 Leadership in Student Affairs
  • Chapter 14 Reframing Leadership Development in the Community College
  • Index
  • Series index

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FIGURES

PREFACE

Figure 1: Graphical Depiction of the Nevarez-Wood Leadership Case Study Framework

CHAPTER 1

Figure 1: Community College Core Principles Model

Figure 2: Community College Intention, Transfer, and Bachelor’s Degree Attainment Rates, 2015. Source: Community College Research Center (2015)

Figure 3: Percentage of Students First Enrolled in Remedial Courses in Public Two-Year Institutions by Race, 2003–2004. Source: Percentages of students first enrolled in remedial courses, public two-year institutions, by race, 2003–04, National Center for Education Statistics (Chen & Simone, 2016)

Figure 4: Community College Change Model

CHAPTER 2

Figure 1: Definitive Moments of the History of the Community College

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Figure 2: Total Number of Community College Institutions in the Origins Period. Source: Phillippe, K. A. & Sullivan, L. G. (2005). National profile of community colleges: Trends & statistics. Washington, DC: American Association of Community Colleges. American Association of Community Colleges (2009b). Fast facts. Washington, DC: Author

Figure 3: Total Number of Community College Institutions in the Origins Period. Source: Phillippe, K. A. & Sullivan, L. G. (2005). National profile of community colleges: Trends & statistics. Washington, DC: American Association of Community Colleges. American Association of Community Colleges (2009b). Fast facts. Washington, DC: Author

Figure 4: Total Number of Community College Institutions in the Credence Period. Source: Phillippe, K. A. & Sullivan, L. G. (2005). National profile of community colleges: Trends & statistics. Washington, DC: American Association of Community Colleges. American Association of Community Colleges (2009b). Fast facts. Washington, DC: Author.

Figure 5: Total Number of Community College Institutions in the Equal Opportunity Period. Source: Phillippe, K. A. & Sullivan, L. G. (2005). National profile of community colleges: Trends & statistics. Washington, DC: American Association of Community Colleges. American Association of Community Colleges (2009b). Fast facts. Washington, DC: Author.

Figure 6: Total Number of Community College Institutions in the Accountability Period. Source: Phillippe, K. A. & Sullivan, L. G. (2005). National profile of community colleges: Trends & statistics. Washington, DC: American Association of Community Colleges. American Association of Community Colleges (2009b). Fast facts. Washington, DC: Author.

Figure 7: One-Stop Student Services Model

CHAPTER 3

Figure 1: Framework for Supporting Student Success by Informing the Leadership Decision-Making Process. Source: AACC competencies for community college leaders, 3rd ed. (American Association of Community Colleges, 2018); Demographics and the Demand for Higher Education (Grawe, 2018); Demographic Changes and the Demand for Higher Education (Hoover, 2017). Are Prospective Students about to Disappear? (Jaschik, 2018); Creating a Data-informed Culture in Community College: A New Model for Educators (Phillips & Horowitz, 2017)←viii | ix→

Figure 2: Number of Community College Institutions, 1900–1910. Source: Phillippe, K. A. & Sullivan, L. G. (2005). National profile of community colleges: Trends & statistics. Washington, DC: American Association of Community Colleges. American Association of Community Colleges (2009b). Fast facts. Washington, DC: AACC

Figure 3: Total Enrollment for Two-Year Colleges, 1963–2007. Source: Digest of Education Statistics. (2009). Table 189. Total fall enrollment in degree-granting institutions, by control and type of institution: 1963 through 2007. Washington, DC: National Center for Education Statistics

Figure 4: The Relationship between Community College Enrollment and the Economy. Source: Top of the mountain? Community college enrollment drops slightly but two-year institutions remain crowded after years of record growth. Inside Higher Ed. (Fain, 2011); Current term enrollment estimates spring 2018. (National Student Clearinghouse Research Center, 2018)

Figure 5: Enrollment Estimates by Sector. Source: National Student Clearinghouse Research Center, “Current Term Estimates—Fall 2015,” December 2015; National Student Clearinghouse Research Center, “Current Term Estimates—Fall 2016,” December 2016

Figure 6: Percentage Distribution of Public Community Colleges by Size, 2006. Source: U.S. Department of Education, (2007). National Center for Education Statistics, 2006–07 Integrated Postsecondary Education Data System (IPEDS), Enrollment component

Figure 7: Percentage Enrollment in Two-Year Colleges by Race/Ethnicity, 1976–2006. Source: Almanac. (2008–2009). College enrollment by racial and ethnic group, selected years. Washington, DC: Chronicle of Higher Education. Digest of Education Statistics. (1990). Table 190—Total enrollment in institutions of higher education, by type and control of institution and race/ethnicity of student: Fall 1976 to fall 1988. Washington, DC: National Center for Education Statistics. Almanac. (1996–1997). College enrollment by racial and ethnic group, selected years. Washington, DC: Chronicle of Higher Education. Almanac. (1999–2000). College enrollment by racial and ethnic group, selected years. Washington, DC: Chronicle of Higher Education

←ix | x→

Figure 8: Gender of Public and Private Two-Year Colleges by Five-Year Increments. Source: Digest of Education Statistics. (2008a). Table 196. Total fall enrollment in degree-granting institutions, by attendance status, sex of student, and type and control of institution: Selected years, 1970 through 2006. Washington, DC: National Center for Education Statistics

Figure 9: Enrollment intentions by percentage of community college students, 2003–2004. Note: Participants could choose more than one category. Source: Provasnik, S. & Planty, M. (2008). Community colleges: Special supplement to the condition of education 2008—Statistical analysis report. Washington, DC: National Center for Education Statistics

Figure 10: Percentage Distribution of Full-Time Faculty and Instructional Staff in Public Two-Year Colleges by Age and Selected Years, 1987, 1992, 1998, 2003. Source: Digest of Education Statistics (2008b). Full-time and part-time faculty and instructional staff in degree-granting institutions, by type and control of institution and selected characteristics. Washington, DC: National Center for Education Statistics

Figure 11: Percentage Distribution of Full-Time Faculty and Instructional Staff in Public Two-Year Colleges by Gender and Selected Years, 1987, 1992, 1998, 2003

Figure 12: Percentage Distribution of Full-Time Faculty and Instructional Staff in Public Two-Year Colleges by Race/Ethnicity and Selected Years, 1987, 1992, 1998, 2003. Source: Digest of Education Statistics (2008d). Full-time and part-time faculty and instructional staff in degree-granting institutions, by type and control of institution, and selected characteristics. Washington, DC: National Center for Education Statistics

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Figure 13: Percentage Distribution of Full-Time and Part-Time Faculty in Two-Year Public Colleges, 1987 and 2007. Source: Digest of Education Statistics (1987/2007). Employees in institutions of higher education by primary occupation, employment status, sex, and by type and control of institution. Washington, DC: National Center for Education Statistics

Figure 14: Percentage Distribution of Community College Instructional Staff, by Select Years. Source: U.S. Department of Education (1987/2007). National Center for Education Statistics, Integrated Postsecondary Education Data System, Fall Staff Survey Data File, Various Years

Figure 15: Age Distribution of Community College Presidents, 2004. Source: American Association of Community Colleges (2004). AACC membership database (data file). Washington, DC: Author. Cited in Phillippe, K. A. & Sullivan, L. G. (2005). National profile of community colleges: Trends and statistics. Washington, DC: American Association of Community Colleges

Figure 16: The Most Common Reasons Community College CEOs Leave. Source: Wheelhouse Center for Community College Leadership and Research, 2016

Figure 17: Full-Time Executive, Managerial, and Administrative Employees in Public Two-Year Colleges by Gender, 1987–2007. Source: Digest of Education Statistics (1990–2008b). Employees in degree-granting institutions, by employment status, sex, control and type of institution, and primary occupation. Washington, DC: National Center for Education Statistics

Figure 18: Executive, Administrative, and Managerial Employees in Public Two-Year Colleges by Race/Ethnicity, 1995–2007. Source: Digest of Education Statistics (1990–2008c). Employees in degree-granting institutions, by race/ethnicity, sex, employment status, control and type of institution, and primary occupation. Washington, DC: National Center for Education Statistics

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CHAPTER 4

Figure 1: ACGR for Public High School Students, 2015–2016, by Race. Source: Adjusted Cohort Graduation Rate for public high school students, 2015–2016, by race, U.S. Department of Education, Office of Elementary and Secondary Education, Digest of Educations Statistics 2017

Figure 2: Educational Attainment of Adults Aged 25 or Older, by Percent, Race, 2014. Source: Musu-Gillette et al. (2017). Educational attainment of adults aged 25 or older, by percent and race, 2014

Figure 3: Points of Attrition. Source: U.S. Census Bureau (2008). Current Population Survey, Annual Social and Economic Supplement

Figure 4: Public Two-Year-College Graduation Rates by Race/Ethnicity, 2002. Source: U.S. Department of Education (2000). National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), Graduation Rates component. Note: Graduation rate based upon completion in 150% normal time (3 years), U.S. Department of Education, 2000

Figure 5: Distribution of Degrees Awarded by Type, Institution, Student Race, Gender, 2013–2014. Source: Status and trends in the education of racial and ethnic groups 2017 (NCES 2017–051). U.S. Department of Education, Musu-Gillette et al., 2017.

Figure 6: Nevarez & Wood’s Community College Achievement Gap Model

Figure 7: Achievement Gap Action Model

CHAPTER 5

Figure 1: The Community College Student Success Model

CHAPTER 6

Figure 1: Framework for Supporting the Financial Sustainability at Community Colleges. Source: Perlmutter (2018 ). “Administration 101: Learn How to Follow the Money.” The Chronicle of Higher Education. April 29, 2018

Figure 2: Categorized Revenue Streams by Origin of Funds, 2005–2006. Source: Digest of Education Statistics (2008a ). U.S. Department of Education, National Center for Education Statistics, 2003–04 through 2005–06 Integrated Postsecondary Education Data System, Spring 2004 through Spring 2007. Washington, DC: National Center for Education Statistics

←xii | xiii→

Figure 3: Distribution of Community College Revenue by source: 2008–2009 to 2014–2015. Source: AACC (2017a) analysis of Integrated Postsecondary Education Data System (IPEDS) 2008–2015 Financial Survey Data Files, U.S. Department of Education, National Center for Educational Statistics, June 2017

Figure 4: Distribution of Two- and Four-year Institutions utilizing Performance-based funding, 2015. Source: AACC (2017b) analysis of National Conference of State Legislatures, “Performance-Based Funding for Higher Education,” July 2015

Figure 5: Student Tuition and Fees by Public Institution Type in Constant Dollars, 1977–2007. Source: Digest of Education Statistics (2008c). U.S. Department of Education, National Center for Education Statistics, Higher Education General Information Survey (HEGIS), “Institutional Characteristics of Colleges and Universities” surveys, 1965–66 through 1985–86; “Fall Enrollment in Institutions of Higher Education” surveys, 1965 through 1985; and 1986–87 through 2007–08 Integrated Postsecondary Education Data System, “Fall Enrollment Survey” (IPEDS-EF:86–99), “Institutional Characteristics Survey” (IPEDS-C:86–99), Spring 2001 through Spring 2006, and Fall 2000 through Fall 2007

Figure 6: Mean Income for People 18 and Older by Race/Ethnicity and Gender, 2007. Source: U.S. Census Bureau (2007). Table PINC-04. Educational Attainment: People 18 Years Old and Over, by Total Money Earnings in 2007, Work Experience in 2007, Age, Race, Hispanic Origin, and Sex. Washington, DC: Author

CHAPTER 7

Figure 1: Conceptual Model of Community College Governance

←xiii | xiv→

CHAPTER 8

Figure 1: Framework for Institutional Success in Community Colleges

Figure 2: Level of Educational Attainment. Source: U.S. Bureau of Labor Statistics (2017, 2018)

CHAPTER 9

Figure 1: Benefits of Theory

CHAPTER 10

Figure 1: The Five Ethical Paradigms

CHAPTER 11

Figure 1: Total Number of Community College Faculty, 1987 to 2007. Source: Digest of Education Statistics (1990–2008). Employees in institutions of higher education, by primary occupation, employment status, sex, and by type and control of institution. Washington, DC: National Center for Education Statistics

Figure 2: Distribution of Full-Time and Part-Time Faculty by Number of Credits Taught, 2003. Source: U.S. Department of Education (2004). National Center for Education Statistics, National Study of Postsecondary Faculty (NSOPF: 04). Note: Data presented in the 2008 Digest

Figure 3: Full-time Faculty & Instructional Staff in Two-Year Public Colleges by Highest Degree. Source: Digest of Education Statistics (2008). Table 252. Full-time and part-time faculty and instructional staff in degree-granting institutions, by type and control of institution and selected characteristics: Fall 1992, fall 1998, and fall 2003. Washington, DC: National Center for Education Statistics

Figure 4: Average Salary for Full-Time Faculty, 2007–2008. Source: Almanac (2008–2009c). Average salaries of full-time faculty members, 2007–08. Washington, DC: Chronicle of Higher Education

Figure 5: Average Salary of Full-time Instructional Faculty, by Academic Rank, 1993–1994 through 2013–2014. Source: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), “Salaries, Tenure, and Fringe Benefits of Full-Time Instructional Faculty Survey” (IPEDS-SA: 93–99); and IPEDS Winter 2001–02 through Winter 2011–12, Spring 2013, and Spring 2014, Human Resources component, Salaries section, as cited in Kena et al., 2015

←xiv | xv→

CHAPTER 12

Figure 1: Leadership in Diversity Continuum Model (LDCM)

←xvi | xvii→

TABLES

CHAPTER 1

Table 1: Two-Year-College Intention Rates vs. Bachelor’s Degree Attainment Rates, 1995–1996 to 2001

CHAPTER 3

Table 1: Changes in Fall Enrollment, Two-Year Public Institutions, by gender and enrollment status

Table 2: Changes in Fall Enrollment, Two-Year Public Institutions, by Age

Table 3: Changes in Fall Enrollment, Two-Year Public Institutions, by Gender and Enrollment Status

Table 4: Changes in Fall Enrollment, Two-Year Public Institutions, by Age

Table 5: Estimated Enrollment for Two-Year Public Title IV Institutions, by Age, 2016–2017

Table 6: Total Postsecondary Fall Enrollment, by Year and Level of Education

Table 7: Percentage Distribution of Public Community Colleges by Community Type, 2006

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Table 8: Distribution of Fall Undergraduate Enrollment at Degree-Granting Two-Year Institutions by Race, 2014

Table 9: Percent Enrollment by Age in Two-Year Colleges, 1987–2007

Table 10: Total Postsecondary Fall Enrollment, by Year and Level of Education

Table 11: Percentage Distribution of Full-Time Faculty and Instructional Staff in Public Two-Year Colleges by Gender, Year

Table 12: Full-time faculty in degree-granting postsecondary institutions, by race and academic rank, 2011

Table 13: Full-time faculty in degree-granting postsecondary institutions, by race and academic rank, 2015

Table 14: Pros and Cons of Decreasing Full-Time and Tenured/Tenure-Track Faculty

CHAPTER 4

Table 1: National Assessment of Educational Progress Scores in 2005, by Race/Ethnicity

Table 2: National Assessment of Educational Progress Scores in 2017, by Race/Ethnicity

Table 3: National Assessment of Educational Progress Scores in 2015, by Race/Ethnicity

Table 4: High School Student Graduation Rate in 2015–2016, by Race/Ethnicity

Table 5: Average Number of High School Credits Earned, by Race/Ethnicity

Table 6: Educational Attainment of the Population 18 Years and Over, by Age, Sex, Race, and Hispanic origin, 2008

Details

Pages
XLII, 496
Year
2020
ISBN (PDF)
9781433174469
ISBN (ePUB)
9781433174476
ISBN (MOBI)
9781433174483
ISBN (Softcover)
9781433174452
DOI
10.3726/b16189
Language
English
Publication date
2020 (September)
Published
New York, Bern, Berlin, Bruxelles, Oxford, Wien, 2020. XLII, 496 pp., 55. b/w ill.,. 40 tables.

Biographical notes

Carlos Nevarez (Author) J. Luke Wood (Author)

Carlos Nevarez, Ph.D. is Chair of Graduate & Professional Studies in Education and Professor of the Doctorate in Educational Leadership at California State University, Sacramento. Recently, Nevarez served as the Executive Editor for the Journal of Transformative Leadership & Policy Studies. Nevarez is passionate about studying institutional change and the role leaders’ play in advancing student success. His productivity with this line of scholarship has afforded him opportunities to regularly share his research with a regional, state, national, and international audience. J. Luke Wood, Ph.D. is Associate Vice President for Faculty Diversity and Inclusion and Distinguished Professor of Education at San Diego State University (SDSU). Formerly, Wood served as the Ed.D. Program Director in Community College Leadership at SDSU. Wood also serves as the Co-Director of the Community College Equity Assessment Lab (CCEAL), a national research and practice center that partners with community colleges to support their capacity in advancing outcomes for underserved students of color.

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