Planning for the Future in
Community Colleges
Prepared for Tarrant County College District
December 2013
In the following report, Hanover Research reviews challenges facing community colleges
and identifies specific strategies for addressing these challenges.
Hanover Research | December 2013
TABLE OF CONTENTS
Executive Summary and Key Findings ............................................................................... 3
Introduction ...........................................................................................................................3
Key Findings ...........................................................................................................................3
Section I: Future Issues Facing Community Colleges .......................................................... 5
Increasing Enrollment ............................................................................................................5
Decreasing Funding ...............................................................................................................6
Performance-Based Funding Models ....................................................................................6
College Readiness ..................................................................................................................7
Student Stratification .............................................................................................................8
Data-Driven Decision Making ................................................................................................8
Technology Integration..........................................................................................................9
Instructional Delivery...........................................................................................................10
Leadership............................................................................................................................10
Section II: Planning for the Future .................................................................................. 11
Tools for Future Planning ....................................................................................................11
Innovation ........................................................................................................................11
Strategic Planning ............................................................................................................11
Funding ................................................................................................................................12
College Readiness ................................................................................................................13
Data-Driven Decision Making ..............................................................................................14
Technology Integration........................................................................................................15
Instructional Delivery...........................................................................................................15
Leadership............................................................................................................................16
Section III: Case Profiles ................................................................................................. 17
Elgin Community College (Elgin, IL) .....................................................................................17
Piedmont Technical College (Greenwood, SC) ....................................................................18
Chattanooga State Community College (Chattanooga, TN) ................................................19
El Paso Community College (El Paso, TX).............................................................................20
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EXECUTIVE S UMMARY AND KEY FINDINGS
INTRODUCTION
Community colleges are seen in many ways as the future of the American postsecondary
education system. They currently enroll almost half (45 percent) of all postsecondary
students and that number is slated to grow in the coming years. 1 In fact, community
colleges are expected to account for 63 percent of the new degrees needed to reach the
Obama administration’s goals for postsecondary graduation rates by 2020. 2 However,
community colleges face a number of issues that could potentially stand in the way of
meeting this challenge. 3
Issues facing community colleges include decreasing budgets and increasing enrollment,
evolving technologies, and changing student needs. Institutions must find ways to adapt
now and plan for the future. This report begins with a review of several issues facing
community colleges currently and in the near future. The second section follows with
recommendations to address these strategies, based on secondary literature and evidence
from other two-year institutions. Finally, the third section presents profiles of four two-year
institutions that have effectively innovated in an effort to plan for the future.
KEY FINDINGS
§
Community colleges are seeking new sources of funding. As state funding has
generally decreased, community colleges increasingly turn to organizations like
major foundations and the federal government for grant opportunities. Many
community colleges must also implement tuition increases in the coming years.
§
Collecting and analyzing data effectively is increasingly essential. Faculty and staff
can use data to improve their students’ performance during a semester or year or
institutions can track the impact of programs on student success to refine for future
efforts. Accurate data also has important implications for performance-based
funding models.
§
In the interest of student success, community colleges are strengthening
partnerships with school districts, four-year colleges, businesses, and community
organizations. Respectively, these initiatives can help students enter college better
prepared, transition to bachelor’s programs more easily, and enter the workforce
more fluidly.
1
“Bridging the Higher Education Divide: Report of The Century Foundation Task Force.” The Century Foundation,
2013, p. 3. http://tcf.org/assets/downloads/20130523-Bridging_the_Higher_Education_Divide-REPORT-ONLY.pdf
2
Ibid., p. 3.
3
Ibid., pp. 3-4.
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§
Community colleges must approach technology integration systematically. Some
colleges have addressed this by developing a leadership team or group dedicated to
technology, in order to identify strengths, gaps, and national and local trends.
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SECTION I: FUTURE ISSUES FACING COMMUNITY
COLLEGES
This section reviews key challenges facing community colleges, including decreasing budgets
and increasing enrollment, evolving technologies, and changing student needs.
INCREASING ENROLLMENT
Community colleges have experienced a pattern of enrollment growth in the past decade,
particularly in 2008-2009.5 As “individuals have increasingly recognized the benefits of more
education,” they have increasingly
Figure 1.1: Actual and Projected Enrollment,
applied to college. 6 During the same
Public Two-Year Colleges
period, costs of four-year colleges have
increased, leading to an increase in
National
Texas
applications to two-year community
8,214
10,000
7,218 7,633
colleges. 7 Interestingly, since 2010
8,000 5,697 6,184
enrollments in community colleges have
6,000
declined slightly. 8
4,000
2,000
0
448.0 566.1 743.3 772.5 822.0
Community colleges are still poised for
enrollment growth, but at a slower pace
2000 2005 2010 2015 2020
than the previous decade. Similar to the
Actual
Projected
national landscape, public two-year
4
colleges in Texas will continue to see Source: NCES and Texas Higher Education Coordinating Board
enrollment increases, but at a slower pace than the previous decade (Figure 1.1). In general,
future growth will be fueled by rising college costs, existing education gaps, the need for
skilled employees, and the Obama administration’s goals for educational attainment. 9
4
[1] “Projections of Education Statistics to 2021: Table 24.” National Center for Education Statistics.
http://nces.ed.gov/programs/projections/projections2021/tables/table_24.asp?referrer=list
[2] “Enrollment Forecast 2013-2020.” Texas Higher Education Coordinating Board, January 2013, p. 4.
http://www.thecb.state.tx.us/reports/PDF/2964.PDF?CFID=4806218&CFTOKEN=70378379
5
Baum, S., K. Little, and K. Payea. “Trends in Community College Education: Enrollment, Prices, Student Aid, and Debt
Levels.” College Board, 2011, p. 3. https://trends.collegeboard.org/sites/default/files/trends-2011-communitycolleges-ed-enrollment-debt-brief.pdf
6
Zeidenberg, M. “Community Colleges Under Stress.” Issues in Science and Technology, Summer 2008, p. 53.
http://ccrc.tc.columbia.edu/media/k2/attachments/community-colleges-under-stress.pdf
7
Ibid.
8
[1] “Report: Current Term Enrollment Report – Spring 2013.” National Student Clearinghouse Research Center,
Spring 2013. http://nscresearchcenter.org/currenttermenrollmentestimate-spring2013/
[2] “National Postsecondary Enrollment Trends: Before, During, and After the Great Recession.” National Student
Clearinghouse Research Center, July 2011, p. 6. http://files.eric.ed.gov/fulltext/ED536112.pdf
9
“Bridging the Higher Education Divide: Report of the Century Foundation Task Force,” Op. cit., p. 3.
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DECREASING FUNDING
Coinciding with increasing enrollment, community colleges also have seen decreasing
budgets over the past years. Community colleges typically cannot rely on tuition and fees or
on endowment funds that four-year institutions can often draw from.10 State funding, one
of the primary sources of funding for community colleges, “fluctuates as economic and
political conditions change, and community college leaders increasingly complain that they
are not receiving enough state support even to keep up with inflation and enrollment
increases.” 11 Indeed, recently many states have seen not just fluctuations, but have
experienced “drastic budget cuts.” 12 These can lead to reductions in course offerings,
eliminations of entire programs, or reductions of “non-essential” services like student
services, which provide guidance, counseling, and career path advice. 13
Looking to the future, however, many community colleges expect to see an increase in state
funding in coming years. According to an annual survey of state community college directors
conducted by the University of Alabama’s Education Policy Center, only six out of 50 states
saw mid-year appropriation cuts during FY 2012-2013. 14 For the coming fiscal year, 34 state
directors predict an increase in state funding, seven foresee no change, and five expect a
decrease in state appropriations. 15
PERFORMANCE-BASED FUNDING MODELS
The tightening fiscal environment has led to
Figure 1.2: PBF Activity by State
increased competition for state funds. These
PBF ACTIVITY
# OF STATES
budget cuts come at a difficult time, when
PBF in Place
22
community colleges are expected to make
Transitioning to PBF
7
improvements in student success. Some
Formal Discussions of PBF
10
No Formal PBF Activity
12
states have started to adopt performancebased or adequacy-based funding models Source: The University of Alabama Education Policy Center
that award community colleges funding based on contributions to positive student
outcomes or students’ educational needs, along with other more traditional criteria (such as
full-time equivalent enrollment). In fact, 22 states currently have some form of performance
10
Zeidenberg, Op. cit., p. 56.
Ibid., p. 55.
12
“Bridging the Higher Education Divide: Report of The Century Foundation Task Force,” Op. cit., p. 53.
13
[1] Zeidenberg, Op. cit., p. 56.
[2] “Eight Important Questions for Eleven Community College Leaders: An Exploration of Community College Issues,
Trends & Strategies.” SOURCE on Community College Issues, Trends & Strategies, May 2011, p. 10.
http://www.wgu.edu/wgu/8_questions_report.pdf
[3] “Bridging the Higher Education Divide: Report of The Century Foundation Task Force,” Op. cit., p. 53
14
Katsinas, S. et al .“Halfway Out of Recession, But a Long Way to Go: The 2013 National Survey of Access and Finance
Issues.” The University of Alabama Education Policy Center, November 2013, p. 2.
http://www.uaedpolicy.ua.edu/uploads/2/1/3/2/21326282/sdr_11-6_final_web_embargo.pdf
15
Ibid., p. 5.
11
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based-funding (PBF) in place, with many more states planning to transition to this higher
education funding model in the near future (Figure 1.2). 16
In performance-based funding models, such as the Student Success Points Model in Texas,
states generally allocate a portion of funding based on points awarded to institutions for
various student success indicators. Student success indicators vary by state, but typically
include “end-point” events such as degree completion or transfer as well as intermediate
achievements such as course completion or acquiring a certain number of credit hours. 17 An
institution then receives funding based on the total number of points its students earn in a
given year. 18
So far, evaluations of the effectiveness of performance-based funding models have returned
mixed results. For example, the Washington State Board for Community and Technical
Colleges (SBCTC) launched such a program in 2007, which the Community College Research
Center (CCRC) reviewed in 2012.19 The report found that the initiative supported student
achievement as measured by points and from a qualitative perspective it was “viewed as a
helpful way to focus collective efforts on student progression and publicly account for
college performance.” 20 However, research into the impact of funding received through this
model was less conclusive. 21 Researchers generally agree that PBF will likely have little
effect on student success unless significant state funds are earmarked for the program. 22
COLLEGE READINESS
Redefining student success to include intermediate milestones can help recognize the
accomplishments of students who often are not prepared for college-level coursework.
Students entering community college are “farther behind and have greater education
needs” than their counterparts at four-year institutions. 23 For instance, “in the fall of 2000,
42% of first-year students at two-year public schools enrolled in at least one remedial
course, compared to 20% at public four-year schools and 12% at private four-year
schools.” 24 Other researchers estimate that “more than 60 percent of community college
students receive some developmental/remedial education, at an estimated cost for $2
billion per year.” 25 This presents challenges to community college faculty and
16
Figure adapted from: Friedel, J. et al. “Performance-Based Funding: The National Landscape.” University of Alabama
Education Policy Center, September 2013, p. 1.
http://www.uaedpolicy.ua.edu/uploads/2/1/3/2/21326282/pbf_9-17_web.pdf
17
“Student Success Points: An Overview.” Texas Success, April 2013, p. 1.
http://www.tacc.org/documents/Snapshot1_1_001.pdf
18
“‘Success Points’ Outlined.’” Texas Community College Teachers Association Blog, July 2013.
http://tccta.typepad.com/main/2013/07/success-points-details-outlined.html
19
Jenkins, D., J., Wachen, C. Moore, and N. Shulock. “Washington State Student Achievement Initiative Policy Study:
Final Report.” Community College Research Center, December 2012.
http://ccrc.tc.columbia.edu/media/k2/attachments/student-achievement-initiative-final-report.pdf
20
Ibid., p. 36 and p. iv.
21
Ibid., p. iv.
22
: Friedel, J. et al. “Performance-Based Funding: The National Landscape.” Op. cit., p. 9.
23
“Bridging the Higher Education Divide: Report of The Century Foundation Task Force,” Op. cit., p. 21.
24
Zeidenberg, Op. cit., p. 53.
25
“Bridging the Higher Education Divide: Report of The Century Foundation Task Force,” Op. cit., p. 21.
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administrators, as they must serve unprepared students who may need more support, in
addition to the fact that it also “may result in students leaving college earlier than they
otherwise would have.” 26 As discussed previously, community colleges are operating at
reduced budgets, often having to cut student support funding, and overall spending “far less
per pupil than four-year institutions” on students with greater needs. 27
STUDENT STRATIFICATION
Another issue is the increasing racial and economic stratification between students in twoand four-year institutions. From a racial and ethnic perspective, community colleges have a
higher proportion of African American and Hispanic students than four-year colleges, and
the pattern reverses at four-year colleges, which have a much higher proportion of white
students, with the most extreme difference at the most selective institutions. 28 The trends
are similar for socioeconomic status, where in 2006 “high-SES students outnumbered lowSES students by 14 to 1 in the most competitive four-year institutions, yet low-SES students
outnumbered high-SES students in community colleges by nearly 2 to 1.” 29 This
stratification, as the Century Foundation Task Force report refers to it, has increased in
recent years.30 Because of the differences in funding and student outcomes between twoand four-year institutions, these trends have significant impact on equality in education. 31
DATA-DRIVEN DECISION MAKING
The ability to measure and track data is necessary for identifying trends in student
outcomes achievement. For example, data management plays an integral role in
performance-based funding models (such as the Student Success Points Model).
Additionally, robust data sets provide faculty and staff with timely feedback and information
about student outcomes, which allows them to alter or enhance instructional programs and
support services. 32 This has been called a “culture of evidence” by some, and it can be a
challenge to know how to use this information well. 33 That is, it is not enough to collect
data, but colleges must know how to analyze and use the data to make “informed decisions
in the classroom, in student services, [and] in human resources.” 34 Community colleges may
strive to collect several kinds of data: 35
26
Zeidenberg, p. 55.
“Bridging the Higher Education Divide: Report of The Century Foundation Task Force,” Op. cit., p. 21.
28
Ibid., p. 18.
29
Ibid.
30
Ibid., p. 19.
31
Ibid.
32
“Eight Important Questions for Eleven Community College Leaders: An Exploration of Community College Issues,
Trends & Strategies,” Op. cit., p. 11.
33
Ibid., p. 16.
34
Ibid., p. 12.
35
Ewell, P. “Data Collection and Use at Community Colleges.” United States Department of Education, pp. 89-90.
http://www2.ed.gov/PDFDocs/college-completion/13-data-collection-and-use-at-community-colleges.pdf
27
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§
Longitudinal data: cohort-based databases with various student demographic
information
§
Performance and outcome measures: end-point data (e.g., degree completion,
transfer, employment) and intermediate indicators of success (completion of
remedial programs, entry-level course completion, credit hour milestones, course
pass rates)
§
Non-credit programs and population: data on adults basic education, GED courses,
and occupational/vocational training
TECHNOLOGY INTEGRATION
In a related vein, community colleges are increasingly aware of the benefits of incorporating
technology into classroom instruction and institutional administration. These include
technologies that have been around for a while, like presentation technologies and
“classroom response systems,” as well as newer technologies, “such as remote labs,
simulations, games, e-portfolios, social media,” and more. 36 In terms of the older
technologies, Powerpoint has been dominant in education “for about a decade,” providing
the foundation for most “course enhancement materials.” 37 Classroom response systems
(CRS) used to involve the use of ‘clickers’ to gather information from a class in real-time,
such as “true/false and multiple-choice questions,” but in recent years CRS has become
more accessible for community colleges, as “hardware that users already have in class” like
smartphones can be used in lieu of ‘clickers’ that need to be purchased specifically. 38 The
newer technologies mentioned above have proven even more revolutionary for community
colleges, as web resources and software have allowed students access to new learning
opportunities. For example, students can now “gain remote access to expensive lab
equipment and educational materials associated with lab experiments.”39 Because colleges
do not have to invest in hardware or equipment for such resources, it has opened up new
possibilities in the types of courses that can be offered by community colleges.40 Another
benefit of such technology-driven learning is the ability to collect and track student data,
allowing new insights about “the learner, the learner’s knowledge state and learning
process.” 41 All of these applications of technology in the community college classroom are
promising, but empirical studies of effectiveness tend to lag slightly behind, making it
difficult for colleges to evaluate them accurately. 42
36
st
“21 -Century Commission on the Future of Community Colleges: Working Briefs.” American Association of
Community Colleges, pp. 83. http://www.ilcccp.org/sites/default/files/pictures/aacc_briefs.pdf
37
Ibid., p. 83.
38
Ibid., p. 83.
39
Ibid., p. 83.
40
Ibid., p. 83.
41
Ibid., p. 86.
42
Ibid., p. 84.
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INSTRUCTIONAL DELIVERY
While technology is a valuable asset in the classroom, its impact on instructional delivery
has also proven transformative. Increasingly, community colleges are offering online
formats for classes. 43 Indeed, “online education has become an integral part of the growth
of community colleges,” 44 as it appeals to many students, with more flexibility to continue
working while studying or take classes at institutions geographically remote from them.45
However, there is conflict in the research about the effectiveness of such learning formats.
Some research has shown that students perform better in online class compared to
traditional instruction, whereas other research has shown that students in online classes
were “more likely to fail or withdraw” compared to students in traditional courses and that
online classes “may negatively impact students’ grades.” 46 In addition to these unresolved
issues, such courses can pose a challenge for faculty, who often must develop the course
themselves. 47
LEADERSHIP
Finally, amidst all of this upheaval, community colleges are facing a shortage of leadership.
According to a 2012 survey by the American Association of Community Colleges (AACC), 42
percent of community college leaders plan to retire by 2017.48 The AACC identifies three
specific challenges regarding leadership that community colleges must address in the
coming years:
§
§
§
The pool of current leaders is graying and approaching retirement.
The pool of potential presidents is shrinking.
The continuous rotation and recomposition of governing boards means that at any
given a significant number of board members are relatively new to their
responsibilities.49
43
“Eight Important Questions for Eleven Community College Leaders: An Exploration of Community College Issues,
Trends & Strategies,” Op. cit., p. 8.
44
“Eight Important Questions for Eleven Community College Leaders: An Exploration of Community College Issues,
Trends & Strategies,” Op. cit., p. 8.
45
Halsne, A. and L. Gatta. “Online Versus Traditionally-delivered Instruction: A Descriptive Study of Learner
Characteristics in a Community College Setting.” Online Journal of Distance Learning Administration, 5;1,
Spring 2002. http://www.westga.edu/~distance/ojdla/spring51/halsne51.html
46
st
[1] “21 -Century Commission on the Future of Community Colleges: Working Briefs,” Op. cit., p. 83. [2] Summary of
Jaggars, S. “Online Learning in Community Colleges.” Community College Research Center, December 2012.
http://ccrc.tc.columbia.edu/publications/online-learning-community-colleges.html
47
“Eight Important Questions for Eleven Community College Leaders: An Exploration of Community College Issues,
Trends & Strategies,” Op. cit., p. 8.
48
As reported in: “Crisis and Opportunity: Aligning the Community College Presidency with Student Success.” The
Aspen Institution and Achieving the Dream, 2012, p. 3.
http://www.aspeninstitute.org/sites/default/files/content/docs/pubs/CEP_Final_Report.pdf
49
Bulleted points taken verbatim from: “Reclaiming the American Dream…” Op. cit., p. 17.
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SECTION II: P LANNING FOR THE FUTURE
This section reviews specific strategies that community colleges may use to address each
challenge identified in this report. First, the section identifies two broad tools, innovation
and strategic planning, that help community colleges to plan for the future across a variety
of challenges and issues. Next, the section identifies initiatives or strategies that target
specific challenges.
TOOLS FOR FUTURE PLANNING
INNOVATION
One of the key ways an organization can address future issues is through innovation. The
League for Innovation in the Community College gives “Innovation of the Year” awards to
innovative projects within applicant institutions. 50 In a survey of 117 previous award
recipients, some patterns emerge. 51 According to this set of respondents, teamwork is very
important to innovation in community colleges. 52 Because of this, the report suggests that
“administrators would be wise… to create policies and practices to encourage more
teamwork and collaboration around the innovative process.” 53 The support of innovators’
“own department or division” was most often ranked as the most important source of nonfinancial support, and the innovating team’s “enthusiasm and perseverance” was the most
important factor in the success of the innovation. 54 Finally, the authors of the report were
surprised that more respondents did not indicate that their primary source of financial
support was from the college. 55 While it was within the top three most ranked items, they
expected it to be higher. The other two top responses were that the innovating team did
not receive any financial support or that they received external grants and contracts. 56
STRATEGIC PLANNING
Another tool for change, improvement, and planning the future is strategic planning. This
approach originated in business and has been adopted by educational institutions in the
past decades. As part of the strategic planning process, typically a planning team is
assembled from a variety of stakeholders that will determine a mission, a vision, beliefs, and
goals for the institution. 57 This provides a framework for the college to direct resources
towards these established goals. (Certainly, innovation can be both a process and outcome
of the strategic planning process.) The Achieving the Dream (AtD) initiative, which aims to
50
“Innovation of the Year Awards.” The League for Innovation in the Community College.
http://www.league.org/league/competitions/innovations/
51
“The Nature of Innovation in the Community College.” The League for Innovation in the Community College, 2010.
http://www.league.org/league/projects/nature_of_innovation/files/Nature%20of%20Innovation%20Report.pdf
52
Ibid., p. 10.
53
Ibid.
54
Ibid., pp. 12-13.
55
Ibid., pp. 11-12.
56
Ibid.
57
Kim, Y. “Program Evaluation for Strategic Planning and Resource Management.” KJEP, 8:2, 2011, p. 304
Citing Johnson, G., and K. Scholes. Exploring corporate strategy. Hemel Hempstead, UK: Prentice Hall, 1989.
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Hanover Research | December 2013
help “more community college students succeed” by working with over 200 community
colleges, has established a list of 10 essentials for colleges that have made progress with
AtD. 58 Included in this is strategic planning, as it supports two of the essentials on this list. 59
The first is “broad and continuous faculty/staff/student/community engagement and
collaboration in support of a student success agenda;” strategic planning is one of the ways
that colleges have achieved this, as it is a process that allows these stakeholders to “create a
shared vision,” talk more openly, and take “shared ownership of the problem.” 60 The other
essential on the list refers to the integration of a college’s student success agenda with
“other significant initiatives such as accreditation, strategic planning, Title III and Title V.”61
Similar to the point above, strategic planning benefits colleges and their improvement
efforts because “the will to decide and the discipline to focus make a significant difference
in colleges making progress” – strategic planning formalizes that will.62 In short, strategic
planning is valuable in the way it can engage stakeholders in shared goals; the ways that
institutions go about achieving the goals created in the strategic planning process are what
will determine its impact on student success.
FUNDING
In response to decreasing budgets, community colleges have begun to look for other
sources of funding. One source of such funding is from foundations, which have “recognized
the critical role of community colleges in serving less-advantaged populations.” 63 The
federal government (e.g., National Science Foundation) also provides community colleges
with various grants. 64 However, getting these grants can be a challenge, as “there is not
much bandwidth to take on grant writing and grant proposals” at some colleges where
budgets are tight, much less hire experienced staff. 65 One suggested solution is to “conduct
workshops and training sessions, on a voluntary basis, that would alert and inform faculty of
where support resources might exist.” 66Others suggest that community colleges are likely to
increase tuition and fees to address state funding cuts. In fact, tuition rates at community
colleges nationwide have been increasing at a rate more than double the rate of inflation. 67
The American Association of Community Colleges urges community colleges to embrace the
diversity of their mission and student base when budgeting:
58
[1] “About Us.” Achieving the Dream. http://www.achievingthedream.org/about
st
[2] “21 -Century Commission on the Future of Community Colleges: Working Briefs,” Op. cit., pp. 53-54.
59
st
“21 -Century Commission on the Future of Community Colleges: Working Briefs,” Op. cit., pp. 55-57.
60
Ibid., p. 56.
61
Ibid., p. 57.
62
Ibid.
63
Zeidenberg, Op. cit., p. 56.
64
“Eight Important Questions for Eleven Community College Leaders: An Exploration of Community College Issues,
Trends & Strategies,” Op. cit. p. 13.
65
Ibid.
66
Ibid.
67
Katsinas, S. et al. “Halfway Out of a Recession…” Op. cit., p. 6.
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The leaders of community colleges should plan for a future in which the many
dimensions of diversity in clients and missions continue to dominate the strategic
environment. This suggests that a variety of efforts, from the education of
individuals with disabilities to the support services required to serve an aging
student client base, should be incorporated into the core budgeting and funding of
institutions. 68
COLLEGE READINESS
Another major issue for community colleges is the level of student preparation. Remedial
instruction is one way that institutions have typically helped students prepare for college
level coursework. 69 However, students dislike taking remedial courses, feeling they should
be ready for college-level work, and the effectiveness of such courses is not necessarily
proven. 70 Research suggests that “less than 25 percent [of developmental education
students] earn a degree or certificate within eight years of enrollment. 71
One alternative suggestion is to “improve coordination between high schools and colleges,”
so that students enter community colleges more prepared. 72 In fact, some point to the poor
alignment between K-12 public education and the postsecondary system as the reason
many students arrive to college unprepared. 73 One report recommends establishing
collaborations between K-12 districts and community college in the interest of “developing
a college-going culture, building students’ college success skills, and expanding
dual/concurrent enrollment and other strategies for accelerating the progress of students
on the college pathway.” 74 As K-12 districts adopt the Common Core State Standards and
“revamp their curricular pathways,” it would likely benefit community colleges to find ways
to sync higher education expectations with these reforms.75
In the further interest of student success, it is also important that community colleges
create strong links between two- and four-year colleges. The majority of community college
students (81.4 percent) aim to complete a bachelor’s degree by transitioning to a four-year
college, but within six years only 11.6 percent of them do so. 76 This disproportionately
affects “Hispanic, Black, Native American, and low-income students.” 77 By solidifying
connections between two- and four-year colleges, community colleges can improve student
68
Merisotis, J. and Wolanin, T. “Community College Financing: Strategies and Challenges.” American Association of
Community Colleges. http://www.aacc.nche.edu/Resources/aaccprograms/pastprojects/Pages/ccfinancing.aspx
69
Zeidenberg, Op. cit., p. 53.
70
Ibid., pp. 53-55.
71
st
“21 -Century Commission on the Future of Community Colleges: Working Briefs.” American Association of
Community Colleges, p. 43. http://www.ilcccp.org/sites/default/files/pictures/aacc_briefs.pdf
72
Ibid., p. 55.
73
st
“21 -Century Commission on the Future of Community Colleges: Working Briefs,” Op. cit., p. 43.
74
“Reclaiming the American Dream: Community Colleges and the Nation’s Future.” American Association of
Community Colleges, 2012, p. 26. http://www.aacc.nche.edu/AboutCC/21stcenturyreport/21stCenturyReport.pdf
75
“Eight Important Questions for Eleven Community College Leaders: An Exploration of Community College Issues,
Trends & Strategies,” Op. cit. p. 4.
76
“Bridging the Higher Education Divide: Report of The Century Foundation Task Force,” Op. cit., p. 3.
77
“Reclaiming the American Dream,” Op. cit., p. 9.
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outcomes and possibly impact the student stratification and achievement gaps discussed in
the previous section. 78
The Century Foundation Task Force recommends steps that states and four-year institutions
can take to facilitate this, such as ‘guaranteed transfer’ policies and clear pathways for
transfer, respectively. 79 For community colleges, they suggest “blending elements of twoand four-year colleges in one setting – such as by creating bachelor’s degree programs that
are delivered jointly by two- and four-year institutions and require only a single point of
entry in the freshman year.” 80
While many community college students intend to transfer to a four-year institution to
complete a bachelor’s degree, others are looking for a direct path to the workforce. 81 In
order to best prepare students for jobs, community colleges can forge partnerships with
“small and big businesses for the development of employee training programs.” 82 In such
partnerships, businesses can inform the college of what skills they are looking for in a
potential employee, even tailored to the particular geographic area. 83 In one example,
Gatorade opened a new facility in West Virginia that used new technologies. Gatorade and
the local community college worked together “to train new employees in industrial
maintenance, and hundreds of people now have jobs because of their partnership.” 84 While
there are fears of “turning community colleges into corporate training venues,” the modern
workforce requires that employees have both an academic background as well as vocational
training. 85 It seems navigating this line while still adequately preparing students for the
workforce will be essential for community colleges in the future.
DATA-DRIVEN DECISION MAKING
In order to measure the impact of programs intended to improve student success, experts
highlight the need for community colleges to foster “a culture of evidence.” 86 By collecting
and using research and data effectively and accurately, community colleges can better make
improvements for the future. Institutions can identify programs or methods that positively
what impact student success and explore ways to enhance those programs or methods. In a
78
“Bridging the Higher Education Divide: Report of The Century Foundation Task Force,” Op. cit., p. 8.
Ibid., p. 8.
80
Ibid.
81
[1] “Eight Important Questions for Eleven Community College Leaders: An Exploration of Community College Issues,
Trends & Strategies,” Op. cit. p. 7.
[2] “What Does it Really Mean to be College and Work Ready?” National Center on Education and the Economy, May
2013, p. i.
82
“Eight Important Questions for Eleven Community College Leaders: An Exploration of Community College Issues,
Trends & Strategies,” Op. cit. p. 7.
83
Slack, M. “Building the Workforce of the Future at Community Colleges.” The White House Blog, March 2012.
http://www.whitehouse.gov/blog/2012/03/28/building-workforce-future-community-colleges
84
Ibid.
85
st
“21 -Century Commission on the Future of Community Colleges: Working Briefs,” Op. cit., p. 77.
86
“Securing the Future: Retention Models in Community Colleges.” The College Board, 2012, p. 13.
http://advocacy.collegeboard.org/sites/default/files/community-college-security-future-retention-models5875.pdf
79
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survey of leaders from 236 nationwide community colleges, over half of responding
institutions reported they were using data to a great extent “to support assertions about
what works in campus discussions on promoting student success.”87 Having institutional
researchers “who have the experience required for conducting these analyses, as well as the
assigned task of doing so,” is integral to the success of such efforts. 88 The larger institutions
tend to have more such employees. 89 Regardless of the number of employees, all
institutions in the survey reported “analyzing student outcomes – retention rates, transfer
rates, and degree or certificate completion rates – once a year or more.”90
TECHNOLOGY INTEGRATION
It will be important for community colleges to embrace technology. While it is becoming
widely accepted that this is necessary, it is important to do so intelligently. That is, simply
putting technology into classrooms is not sufficient; instead, the use of technology should
indicate a “fundamental change in the way teaching and learning experiences are
developed, delivered and improved year after year.” 91 Some colleges have addressed this by
developing a leadership team or group dedicated to technology, in order to identify
strengths, gaps, and national and local trends. Trends include exploring devices other than
the computer, such as tablets and smartphones, to encourage access to content and
information. 92
INSTRUCTIONAL DELIVERY
This extends to effective instructional delivery, as well. While more and more colleges are
developing their virtual presence and offering online courses, it is important that
institutions do so purposefully and thoughtfully. Offering a course online can represent
significant work for a faculty member on an individual level. Thus, new models are
emerging, such as the “systematic integrated approach,” in which a basic online course is
developed by experts in content and technology, and then faculty teach this course with
capabilities to augment or personalize it as needed. 93 In such a model, if more sections of a
class are needed, additional faculty can be brought on to use the same basic course,
whereas previously, another individual faculty member may have created his own course.
87
Ibid., p. 19.
Ibid.
89
Ibid.
90
Ibid.
91
st
“21 -Century Commission on the Future of Community Colleges: Working Briefs,” Op. cit., p. 82.
92
Ibid., p. 8.
93
Ibid., p. 9.
88
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LEADERSHIP
Given the predicted dearth of community college leadership in the next decade,
professional development may help toward solving this issue.94 Professional development
can help align potential leaders “with the priorities and strategies of a student success
agenda,” helping colleges make the transitions needed to achieve those types of goals.95
Currently, the path to becoming a leader of a community college is a “rigid” one; by
developing a professional development program, community colleges may be able to
develop leaders internally, instead of hiring externally. 96 Another suggestion is to develop
an “administrator internship program,” which would allow prospective leaders to develop
“important administrative skills before they take on full blown administrative
assignments.” 97
94
Ibid., p. 16.
st
“21 -Century Commission on the Future of Community Colleges: Working Briefs,” Op. cit., pp. 56-57.
96
Riggs, Op. cit., p. 2.
97
Ibid., p. 2.
95
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SECTION III: CASE PROFILES
This section profiles a selection of four community colleges. They each have addressed an
issue from the previous sections: aligning with K-12 districts, budget concerns, workforce
development, and data and technology. Three of these colleges were the winners of the
2013 Bellwether Award. This award is given by the Community College Futures Assembly to
“outstanding and innovative programs and practices that are successfully leading
community colleges into the future.” 98 Applicants are selected based on their submission,
their fit with the conference theme, and identified critical issues. 99 The fourth college was a
2013 Bellwether Finalist; while it was not selected to win the award in its category, the
program for which it was nominated is very robust and provides a strong example of future
planning.
ELGIN COMMUNITY COLLEGE (ELGIN, IL)
Elgin Community College (ECC) is a community college outside of Chicago, IL, that enrolls
over 11,000 students annually. 100 It is a part of District 509, which is one of 39 other
community college districts in Illinois. 101 The district draws from 11 public high schools and
four private high schools.102 The majority of students (69.3 percent) attend on a part-time
basis. 103
ECC was picked as the winner among other finalists in the Instructional Programs and
Services category of the 2013 Bellwether Awards. It won for its “Alliance for College
Readiness” initiative, which has the motto “One school can do so little; together we can do
so much.” 104 This initiative is a “collaborative partnership between ECC and the public
school districts in College District 509.” 105 The goal is to prepare students for college-level
courses so that all students “can experience success after high school.” 106
Approximately 250 faculty and staff from ECC and the public school districts work in teams
“to establish a common understanding of college and career readiness, to better align
curriculum and instruction and to foster effective communication systems between
students, educators, and parents.” 107 In addition to their work on the instruction side to
98
“Bellwether.” Community College Futures Assembly. http://education.ufl.edu/futures/bellwether-history/
Ibid.
100
“Elgin Community College.” National Center for Education Statistics.
http://nces.ed.gov/collegenavigator/?q=elgin+community+college&s=IL&id=144944
101
“District 509.” Elgin Community College. http://elgin.edu/aboutus.aspx?id=56
102
Ibid.
103
Ibid.
104
[1] “ECC is a Bellwether Award Winner.” Elgin Community College.
http://elgin.edu/news.aspx?id=18953&terms=bellwether [2] “CCFA Bellwether Awards Fete Top Community
College Innovators.” University of Florida College of Education. http://education.ufl.edu/news/2013/01/30/ccfabellwether-awards-fete-top-community-college-innovators/
105
“Alliance for College Readiness.” Elgin Community College. http://elgin.edu/community.aspx?id=2664
106
Ibid.
107
[1] “Alliance for College Readiness,” Op. cit. [2] “ECC is a Bellwether Award Winner,” Op. cit.
99
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facilitate the transition between high school and college, these teams have produced
presentations and handouts aimed at parents to inform them on helping their children. 108
ECC introduced this program in 2006. 109 Since then, they have seen a six percent increase,
from 24 to 32 percent, in the proportion of high school graduates who arrive at ECC
“completely college-ready.” 110 Moreover, the percentage of high school graduates enrolling
at ECC in need of remedial coursework “has decreased 8 percent overall, and 10 percent in
mathematics.” 111
PIEDMONT TECHNICAL COLLEGE (GREENWOOD, SC)
Piedmont Technical College (PTC) is a two-year technical college serving seven counties in
South Carolina. It enrolls over 6,000 students annually, with the majority attending parttime (57 percent). 112 It offers a variety of “career studies” programs as well as a transfer
curriculum. 113
PTC won the 2013 Bellwether Award for Planning Governance and Finance for “LEAN in
Higher Education: How it Continues to Change Our Culture.” 114 LEAN is a “methodology
designed to increase efficiency, to decrease waste, and to use empirical methods to
redesign processes to produce maximum value.” 115 It has been applied through the private
sector, made famous by Toyota, but education is “somewhat new territory for the
methodology.” 116 PTC chose to implement LEAN in 2008, as their leadership was “working
to determine how to continue to deliver high quality programming in a time of declining
revenue.” 117 They have truly embraced the methodology, applying it across the institution,
and also now offering classes in LEAN to their students and holding summits for other
community colleges on how to apply it. 118
With LEAN, the goal is to “get better instead of entering into a downward cycle of
retrenchment and cutting.” 119 It is a democratic process, giving all faculty and staff at PTC to
108
“College Readiness Presentations & Handouts.” Elgin Community College.
http://elgin.edu/community.aspx?id=3912
109
“ECC is a Bellwether Award Winner,” Op. cit.
110
Ibid.
111
“CCFA Bellwether Awards Fete Top Community College Innovators,” Op. cit.
112
“Piedmont Technical College.” National Center for Education Statistics.
http://nces.ed.gov/collegenavigator/?q=piedmont+technical+college&s=SC&id=218520
113
“About.” Piedmont Technical College. http://www.ptc.edu/about
114
“CCFA Bellwether Awards Fete Top Community College Innovators,” Op. cit.
115
“PTC Wins Prestigious Bellwether Award.” Piedmont Technical College. http://www.ptc.edu/news/ptc-winsprestigious-bellwether-award
116
[1] “PTC Wins Prestigious Bellwether Award,” Op. cit. [2] “5 Reasons to Implement LEAN in Higher Education.”
Piedmont Technical College Blog. http://www.ptc.edu/blog/5-reasons-implement-lean-your-institution
117
“PTC Wins Prestigious Bellwether Award,” Op. cit.
118
[1] “Lean Training.” Piedmont Technical College. http://www.ptc.edu/continuing-ed/training-businesses/leantraining [2] “Higher Ed Summit Shared PTC’s LEAN Initiative.” Piedmont Technical College.
http://www.ptc.edu/news/higher-ed-summit-shares-ptc%E2%80%99s-lean-initiative
119
“PTC Recognized for Lean Implementation for Second Year.” Piedmont Technical College.
http://www.ptc.edu/news/ptc-recognized-lean-implementation-second-year
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“drive change.” 120 LEAN trainers teach all employees about the methodology through a
process that has been refined over time.121 As issues are identified, teams are assembled to
apply LEAN methodology to problem-solve.122
The LEAN in Higher Education blog shared success stories where the methodology has been
applied in effective ways – letting PTC improve performance or cut costs without any extra
expenditure. For example, a team of faculty and staff were assigned to an issue around wait
times in the financial aid office. During peak times, the wait to get assistance with financial
aid needs became considerable, and it was regardless of the complexity of their request. 123
Using LEAN principles, the assigned team developed a “triage method of assisting students.”
Students coming to the financial aid office sign in and identify what they need resolved.
Students with “simpler needs,” such as picking up a form, are served first, while students
with “more complex needs” wait for an available counselor. 124 Wait time has been reduced,
student satisfaction has increased, and staff now have more time to work with the students
who need them most.125 LEAN techniques were also applied to the issue of gown rentals for
faculty for graduation ceremonies.126 There were inefficiencies of cost and distribution in
the current process; analysis showed that purchasing the gowns would reduce both of these
issues. 127
CHATTANOOGA STATE COMMUNITY COLLEGE (CHATTANOOGA, TN)
Chattanooga State Community College (CSCC) is a community college in Chattanooga, TN. It
enrolls around 10,000 students annually, over half on a part-time basis.128 It offers both
transfer and career programs.129
CSCC received the 2013 Bellwether Award in Workforce Development for their Wacker
Institute initiative. 130 Established in 2012, the Wacker Institute represents a partnership
between Chattanooga State and Wacker Polysilicon, North America. 131 The goal of the
institute is to “offer programs of study that will produce the best educated and trained
technicians in the chemical manufacturing industry through a unique and rigorous
120
Ibid.
“Continuous Improvement: ‘Leaning’ Lean.” Piedmont Technical College.
http://programs.ptc.edu/lean/2013/10/08/continuous-improvement-leaning-lean/
122
“Success Story: Financial Aid Wait Time.” Piedmont Technical College.
http://programs.ptc.edu/lean/2013/11/05/success-story-financial-aid-wait-time/
123
Ibid.
124
Ibid.
125
Ibid.
126
“Success Story: Faculty Gowns.” Piedmont Technical College. http://programs.ptc.edu/lean/2013/08/21/successstory-faculty-gowns/
127
Ibid.
128
“Chattanooga State Community College.” National Center for Education Statistics.
http://nces.ed.gov/collegenavigator/?s=TN&zc=37343&zd=25&of=3&id=219824
129
“Academic Programs.” Chattanooga State Community College.
https://www.chattanoogastate.edu/academics/index.html
130
“Chattanooga State Honored with the Prestigious Bellwether Award.” Chattanooga State Community College.
http://www.chattanoogastate.edu/pressreleases/?p=1302
131
Ibid.
121
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educational collaborative.” 132 Upon completion of the program, graduates can receive
either an “associate of applied science degree (A.A.S.) in Engineering Technology or an
embedded certificate in other technical areas of emphasis.” 133 CSCC’s Engineering
Technology program has also formed partnerships to establish other institutes, such as the
Volkswagen Academy and the Building and Construction Institute of the Southeast. 134
The Wacker Institute was established through the partnership of these two organizations.
Wacker Polysilicon donated $3 million dollars “toward the construction of a state-of-the-art
chemical training plant for the Institute.” 135 This training plant mimics an actual plant of the
company. Training from the Institute incorporates both “theory and hands-on experiences”
in the 25,000 square foot Institute. 136
The Wacker Institute does not guarantee employment with Wacker Polysilicon, but
graduates are “highly competitive for employment consideration” and have the skills to
work “in other manufacturing facilities in the region.” 137
EL PASO COMMUNITY COLLEGE (EL PASO, TX)
El Paso Community College (EPCC) is a community college in El Paso, serving El Paso and
Hudspeth counties with five campuses.138 It enrolls over 32,000 students annually, the
majority (68 percent) attend part-time. 139 It offers both career and transfer programs. 140
EPCC was recognized as a 2013 Bellwether Finalist for a program it called “Math Emporium
Redesign: Using the Force of High-Technology for the Good of High-Touch Teaching and
Learning.” 141 In 2009, EPCC received funding to redesign its developmental education (DE)
math courses. 142 Based on an earlier pilot, a ‘math emporium’ model was developed, which
is an on-campus lab in which students use software that allows them to have a more
individual experience and “accelerate their experiences in DE math.” 143 Math emporiums
132
Ibid.
Ibid.
134
“Partnerships.” Chattanooga State Community College. http://www.chattanoogastate.edu/engineeringtechnology/partnerships/
135
“Wacker Institute.” Chattanooga State Community College. http://www.chattanoogastate.edu/engineeringtechnology/partnerships/wacker-institute/index.html
136
“Chattanooga State Honored with the Prestigious Bellwether Award,” Op. cit.
137
“Wacker FAQs.” Chattanooga State Community College. http://www.chattanoogastate.edu/engineeringtechnology/partnerships/wacker-institute/faqs.html
138
“Math Emporium Redesign.” El Paso Community College, pp. 5-6.
http://www.epcc.edu/VicePresidentofInstruction/Documents/Math_Emporium_Redesign_Jan_2013.pdf
139
“El Paso Community College.” National Center for Education Statistics.
http://nces.ed.gov/collegenavigator/?q=El+paso+community+college&s=TX&id=224642
140
“Prospective Students.” El Paso Community College.
http://www.epcc.edu/prospectivestudents/Pages/default.aspx
141
“2013 Bellwether Finalists.” University of Florida College of Education. http://education.ufl.edu/futures/2013bellwether-finalists/
142
“Math Emporium Redesign,” Op. cit., p. 12.
143
[1] “Math Emporiums Initiative.” El Paso Community College.
http://www.epcc.edu/VicePresidentofInstruction/Documents/Math_Emporiums.pdf [2] Milliron, M. “Online
133
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are based around what EPCC refers to as “high-technology learning resources,” which
enable students to “self-accelerate their work” and get help and instruction when needed
(called “‘just-in-time’ teaching”). 144 This means that students have the option of completing
more than one course each semester, thus moving more quickly from development
education to college credit courses.145 In support of this goal, math emporiums also feature
“high-touch teaching and learning,” including 12:1 student-to-teacher ratios, in-class tutors,
pre-exam reviews and interventions, and “clear expectations with accountability.” 146
The “Developmental Education Mathematics Standing Committee” at EPCC led the research
and restructuring of math emporiums. 147 This included reviewing expert research,
evaluating software programs, and analyzing student outcome data. 148 The redesign was
piloted first at two campuses in 2010 and has since been adopted by the other three
campuses as well. 149 EPCC used funding from the National Center for Academic
Transformation towards the redesign of developmental education courses in
mathematics. 150 Funds for the technology used in math emporiums were provided by the
Developmental Education Initiative at EPCC, which had received monies from the Bill and
Melinda Gates Foundation. 151
The collection of data was important to the redesign efforts, but it has also been important
in tracking the success of the initiative. 152 Since the redesign, EPCC has seen promising
results in student outcomes. After the pilot in 2010, EPCC’s initial goal was to “offer the
math emporium sections to only 30% of the total DE Math student enrollment by August
2012.” 153 Demonstrated student success has encouraged the college to renovate facilities at
all five campuses and to double the goal to 60 percent of total DE Math enrollment. 154 Thus
far, EPCC has seen higher fall-to-fall retention rates for students in math emporium courses
compared to traditional courses. 155 Additionally, a higher proportion of students in math
emporium sections overall have enrolled in college level math within two years compared
to those in traditional DE math courses. 156
Education vs. Traditional Learning: Time to End the Family Feud.” The Chronicle of Higher Education, October
2010. http://chronicle.com/article/Online-vs-Traditional/125115/
144
“Math Emporium Redesign,” Op. cit., p. 16.
145
“Math Emporiums Initiative,” Op. cit.
146
“Math Emporium Redesign,” Op. cit., pp. 15-18.
147
Ibid., pp. 10-13.
148
Ibid., p. 13.
149
“Math Emporiums Initiative,” Op. cit.
150
“Math Emporium Redesign,” Op. cit., p. 12.
151
Ibid., p. 14.
152
Ibid., p. 10.
153
“Math Emporiums Initiative,” Op. cit.
154
Ibid.
155
“Math Emporium Redesign,” Op. cit., p. 28.
156
Ibid., p. 29.
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