Running head: COMMUNITY COLLEGES

American Community Colleges: Past to Present

Courtney Brewer, Reiner Gall, Robin Hamilton, Zachary Holder,

Alex Johnson, and Kelsie Young

Missouri State University

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Running head: COMMUNITY COLLEGES

Introduction

According to the American Association of Community Colleges (AACC), by

definition a community college is “a regionally accredited institution of higher education

that offers the associate degree as its highest degree” (Vaughan, 2006, p.1). By beginning

to unpack the history, development, and structure of community colleges, student affairs

professionals can better understand the different institutional purposes that exist and the

type of student that will benefit. Through the lens of the NASPA and ACPA competencies

a better understanding of the importance of this institutional type will meet the needs of the

ever-changing student population, as well as equip professionals with how to effectively

enhance students overall education. The below information is just the beginning of

unpacking the culture, history, philosophy, and values of community colleges to better student

affairs professionals and the role they play in building the whole student.

Like many universities, community colleges have a distinctive framework by which

the institution is governed: the college president reports to the governing board, which

“approves budgets, programs, personnel appointments, campus development, long-range

plans, and other budgets that materially affect the operation of the college” (Vaughan, 2006,

p.23). In addition, community colleges have vice presidents, deans, department chairs,

committees, councils, forums, faculty, and staff that play a vital role in the institutional

makeup. Community colleges have their roots dating back to the Morrill Act of 1862,

otherwise known as the Land Grant Act, in which each state was given 30,000 acres of land

for each senator and representative in the House of Representatives so that these states could

then sell the land in order to create trust funds in order to finance educational programming.

This vast expansion allowed for individuals who had previously been denied access to college

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Running head: COMMUNITY COLLEGES

to attend. The second Morrill Act of 1890 (Agricultural College Act of 1890) also played a

large role in higher education and the creation of community colleges. Under this act,

agricultural and mechanical colleges were established in order to allow former slaves access

to college, as they were unable to gain entries to colleges for whites. The Morrill Act of 1890

led to the establishment of 17 historically black land grant colleges in the former Confederate

states (Safransky, 2010).

A Collaborative Effort at the University of Chicago

In 1901, president of the University of Chicago, William Rainey Harper, and several

other leading university presidents began to notice that the demand for post-secondary

education was growing considerably and that four-year institutions were under pressure to

admit larger freshman classes. Many of these students were not qualified for advanced

collegiate studies. On top of this, Harper and the others recognized that the first two years of

colleges were identical for students and the character of teaching was the same. Their

collaborative idea called for the creation of an intermediate institution, which would serve

two main purposes. First, this school would allow admittance to students who wished to

further their education but were not qualified for a bachelor’s degree. Second, it would

provide the general liberal arts curricula sought after by four-year institutions allowing the

students to transfer there after this was obtained. This collaboration also meant that these

four-year institutions would not need to continually expand their freshman admissions classes

(Ricketts, 2009).

This idea caught on quickly and a rationale was developed that the first two years of

college should be treated more like an extension of high school. Harper divided the

University of Chicago into a “junior college” and a “senior college” and created the

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Running head: COMMUNITY COLLEGES

“associate’s degree” as a diploma for graduates of the junior college. This college design was

meant to eliminate all but the talented and gifted for the senior college (Drury, 2003).

Community College Expansion

During the beginning of the 20th century, many social, economic, and political factors

played large roles in the creation and expansion of community colleges throughout the nation.

Society began to view schooling as a means of upward mobility, being part of the elitist

group, and contributing to society as a whole. Creating this social mobility for farm families

and shopkeeper’s children greatly influenced growth along with the sense of community

pride and belonging that came along with having a community college in the area as it was

known that education was available to everyone.

In 1920, the American Association of Junior Colleges (AAJC), now known as the

American Association of Community Colleges, was founded. The American Association of

Community Colleges was “designed to assist the presidents of the rapidly growing number of

junior colleges in advocating for the colleges, AAJC became a forum for community college

issues and a source of mutual support for its members” (Vaughan, 2006, p. 40). The leaders

of this organization, Leonard Koos and Walter Eells, introduced the ideas of guidance

counseling as a means of channeling students into vocational programs and using

standardized aptitude tests as a way of tracking the students into those programs (Drury,

2003).

The 1930s was a time of major growth and development for community colleges in

the United States. During the Great Depression, many young adults were left unemployed

and turned to college as a solution. From 1929-1939, community college enrollment leaped

from 56,000 to 150,000. Principal John Habeson of Pasadena Junior College hired full-time

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Running head: COMMUNITY COLLEGES

guidance counselors and built cooperative relationships with businesses in order to address

vocational needs. William Snyder of Los Angeles Junior college set out to determine

business needs for vocational educations. Chicago colleges provided programs for

occupational placement (Drury, 2003).

As World War II ended, community colleges saw yet another boom of growth. The

Serviceman’s Readjustment Act of 1944 (commonly G.I. Bill) provided financial

assistance for demobilized servicemen wanting to obtain a college education. This bill lifted

the economic obstacles and yet again community colleges were flooded with students wanting

a college education in hopes for a happy and comfortable life (Ricketts, 2009). The term

“community colleges” was really coined during this time in 1947 when the Truman

Commission Report called for the establishment of a network of public community colleges

that would charge little to no tuition, serve the community, provide a comprehensive

curriculum, and ultimately call for opportunity and equality for all (Drury, 2003).

In 1960, the W. K. Kellogg Foundation revealed a series of grants. These were going

to be used to create university centers to train and educate community college leaders. The

trainings lead to the credence and establishment of the community college model. The rapid

expansion and enrollment continued throughout the 1960’s and 1970’s as the baby boom

generation came of college age and economic-development activities were initiated under the

pretense that high technology would create job opportunities (Drury, 2003).

Community colleges embody the collegiate function envisioned by William Rainey

Harper at the beginning of the 1900’s for the fact that they provide the first two years of

general education credits for students who would not otherwise have the opportunity at a low

cost and close to home. 2001 marked the community college centennial and shortly after, in

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2004, the community-based job training grant was passed. This grant “is designed to

enhance the ability of community colleges to deliver high-quality job training programs in

high-demand fields” (Vaughan, 2006, p.48).

History of Community Colleges

Community colleges are publicly funded institutions that allow people to obtain a

college degree at a lower cost and closer to home. These learning centers offer a plethora of

certifications, degrees, and courses enabling millions of people to get better jobs they would

not otherwise have had the opportunity to get. Community colleges have their roots dating

back to the Morrill Act of 1862, otherwise known as the Land Grant Act, in which each state

was given 30,000 acres of land for each senator and representative in the House of

Representatives so that these states could then sell the land in order to create trust funds in

order to finance educational programming. This vast expansion allowed for individuals who

had previously been denied access to college to attend. The second Morrill Act of 1890

(Agricultural College Act of 1890) also played a large role in higher education and the

creation of community colleges. Under this act, agricultural and mechanical colleges were

established in order to allow former slaves access to college as they were unable to gain

entries to colleges for whites. The Morrill Act of 1890 led to the establishment of 17

historically black land grant colleges in the former Confederate states

(Safransky, 2010).

During the beginning of the 20th century, many social, economic, and political

factors played large roles in the creation and expansion of community colleges

throughout the nation. Society began to view schooling as a means of upward mobility,

being part of the elitist group, and contributing to society as a whole. Creating this social

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Running head: COMMUNITY COLLEGES

mobility for farm families and shopkeeper’s children greatly influenced growth along with the

sense of community pride and belonging that came along with having a community college in

the area as it was known that education was available to everyone.

Junior Colleges versus Community Colleges

The definition of junior college in 1925 was: “The junior college may, and is likely to,

develop a different type of curriculum suited to the larger and every-changing civic, social,

religious, and vocational needs of the entire community in which the college is located”

(Cohen & Brawer, 2008, p. 4). Much like today, junior colleges were first encouraged as a

way for young men and women to further their education in the community while

bettering themselves socially (Eells, 1939).

To the general public, it seems that identifying an institution as a junior college or a

community college makes a big difference. For example, the local Ozarks Technical

Community College is never mistaken for Ozarks Technical Junior College. The purpose for

institutions to use either “community” or “junior” in their name has simply changed and

phased out overtime. Once upon a time, the words gave an identity to those branch campuses

(Cohen & Brawer, 2008). Two-year institutions have historically been known as junior

colleges because they were generally lower divisions of private universities. Junior colleges

offered general education programs and university transfer programs. Over many years, the

name “junior college” has evolved to become “community college” (Duran, 2013).

Starting in the 1940s those private junior colleges were included in branch

campuses, parent campuses, and even in separate facilities (Cohen & Brawer, 2008).

State junior colleges were controlled by state funds (Cohen & Brawer, 2008). Cohen and

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Running head: COMMUNITY COLLEGES

Brawer identify (2008) the term community in community college with the “comprehensive,

publicly supported institutions” during the 1950s and 1960s (p. 4).

From 1950 to 1960, enrollment more than doubled at public two-year colleges (Thelin,

2011). There was obvious decline in private two-year colleges (junior colleges) and the

public institutions (i.e. community colleges) had changing missions during the decade. By

1970 most states followed behind California by changing the junior (two-year private)

colleges for the word community for a couple of reasons (Thelin, 2011 and Cohen &

Brawer, 2008).

After World War I these two-year institutions had to re-determine their purpose

(Thelin, 2011). The institutions still had to meet the needs of local high school graduates, but

there was also an influx on veterans coming home. Even at their best, four-year universities

could not handle this huge growth. The two-year schools were able to fulfill the needs of

these veterans and new high school graduates for two years before moving them on to a four-

year institution (Thelin, 2011).

The name change from junior to community was long time coming. During the time

of the change, terminology of head administrators matched more closely with today’s current

high school administrator. Then, head administrators were referred to as “superintendent”.

Faculty members were “instructors” not “professors” (Thelin, 2011, p 300). Funding also had

a hand in the change. “California junior colleges were funded largely through local

property taxes” (Thelin, 2011, 300). With the added mission and purpose of having students

transfer to four-year institutions, added programs to fit the community needs, and funding

coming more from state and local authorities this led to the name change from junior college

to “community college” (Thelin, 2011, 300).

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Running head: COMMUNITY COLLEGES

Today the history behind the junior college verses community college terminology is

almost lost. Finding the clear and defined reasons why institutions were categorized as junior

or community was a task. Today, community college is “any institution regionally accredited

to award the associate in arts or the associate in science as its highest degree” (Cohen &

Brawer, 2008, p. 5). This definition encompasses technical, two-year, public, and private

institutions. (Cohen & Brawer, 2008).

Faculty-Student Relationships at Community Colleges

The student services model that most community colleges follow is explained later;

however, the connections, relationships, and support students receive at two-year institutions

has a lot to do with his or her level of success. Hagedorn, Cypers, & Lester (2011) discuss a

research study done finding the factors that affect transfer students. Specifically, the research

answers what factors have an impact on urban community college students. The main

purpose of a community college “is to be an “access bridge to other levels of postsecondary

education” (Hagedorn, Cypers, & Lester, 2011, p. 213). Even with community college

students expressing high academia aspirations, transfer rates still tend to be low (Hagedorn et

al., 2011). The study unpacked many issues that surround specifically urban community

colleges. Underrepresented minority groups, lack of faculty involvement, insufficient

transfer policies, and poor advising are just naming some of the issue brought up in the

study.

Just like the study says, there can be and are many factors that affect the success of a

student. Two-year institutions also have to consider student development theories. Kolb’s

theory of experiential learning is defined as “the process whereby knowledge is created

through the transformation of experience” (Evans, Forney, Guido, Patton, & Renn, 2010).

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Running head: COMMUNITY COLLEGES

Schlossberg’s transition theory fits right in with community college attendees too.

Students at the community college level are transferring from high school, a professional

career, or just taking classes to learn. They might require extra help to ensure a smooth

transition during such a vital time in their life (Evans et al., 2010). Resources in academia is

an area which community colleges lack (Hagedorn et al., 2011).

The study concluded that “unlocking the transfer door, academics and academic

persistence are the keys” to success (Hagedorn et al., 2011). Faculty needs to be able to

meet the current landscape of students for them to be successful. For example, web based

advising or requiring a course for transfer students before they begin their first course

(Hagedorn et al., 2011).

Finally, those who wish to help students navigate the community college as a bridge to

transfer and the bachelor’s degree must acknowledge that community college is an academic

experience. While endeavors to assist students to be more engaged in college life and to

enjoy their experiences may be positive, they are hollow if not accompanied by intensive

academic support. (Hagedorn et al., 2011)

Community colleges must be the “access bridge” for students to attend a four-year

university (Hagedorn et al., 2011). For those students to achieve at community colleges, the

relationship between students and academia faculty must be strengthened. The student affairs

and academic sides need to find methods to complement the learning and needs to their

student populations.

Governmental Influence: Laws, Policies, and Regulations

Community colleges, just like large universities, often have a chancellor or president,

governing board of trustees, and a relationship with government entities. However, that

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Running head: COMMUNITY COLLEGES

governmental relationship is the basis for one major factor that sets community colleges apart

from other institutions. While private institutions report primarily to donors and board

members and public institutions are accountable to state governments, community colleges

have a closer relationship with local governments. Although community colleges are still

recognized by and work with state and federal governments, they have a much closer

relationship to local (city, county, etc.) governments than do larger public or private

institutions. This is apparent in the fact that community colleges receive nearly 17% of their

operational funding from local appropriations (American Association of Community

Colleges, 2013A).

Despite a less-direct relationship with federal government, community colleges still

face issues regarding higher education policy. In the past, the “community college idea” of

providing education for all was popularly accepted. Because community colleges were able

to provide affordable higher education, they became quite popular. However, in recent

years, the work force has begun to demand more thoroughly-educated students and

higher graduation rates. Because of this focus on students graduating with 4-year degrees,

community colleges that can only provide a two-year education are starting to feel more

pressure, and “Community colleges foresee a day when access to all is no longer the norm but

the exception” (Gonzalez, 2012). The federal government, as a supporter of the movement

towards higher graduation rates, is promoting higher education policy that benefits 4-year

institutions more so than community colleges. Community colleges have taken note of this,

as shown when “…the Association of Community Colleges sounded the alarm on how the

national completion agenda is starting to affect community colleges (Gonzalez, 2012). This

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movement towards degree completion, combined with public demand and public opinions,

poses a very significant problem for community colleges.

Operational Funding for Community Colleges

As with any institution of higher education, one of the most important factors

impacting the operation of community colleges is the funding of that institution. Facets of

this topic include sources of funding and the uses of that funding. While community

colleges face many of the same issues that other higher education institutions face, there are a

few factors that are specific to the realm of community colleges.

The funding for public community colleges (PCC’s) comes from similar sources as it

does for public universities. According to the American Association of Community colleges,

state and local government appropriations account for nearly 55% of the total funding

for PCC’s (American Association of Community Colleges, 2013A). Other sources of funding

contribute in similar proportions as they do for public universities, with 20% coming from

tuition and fees, 14% from federal, state, and local grants and contracts, and the remaining

11% from various other operations and sources.

As with all institutions of higher education, community colleges regularly face budget

cuts as they relate to government appropriations. However, due to the sources of funding for a

PCC versus those for a public university, PCC’s face a more difficult challenge with budget

cuts. According to Jamilah Evelyn (2005), public universities have other reliable sources of

funding when government appropriations are cut. These four-year institutions can reasonably

rely on grants and private donations. In contrast, PCC’s cannot typically turn to these

alternative sources of funding (Evelyn, 2005). This situation that is unique to community

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colleges has challenged their ability to adjust to budget cuts and maintain the same level of

success.

Financial Aid in Community Colleges

Financial aid in the community college also has various similarities and differences to

financial aid at other higher education institutions. Although community college students may

still apply for and receive federal aid such as Pell grants, the various other forms of financial

aid are different in a community college setting.

The body of financial aid found through scholarships is vastly different in the

community college setting. Because there are no donors are major benefactors, community

college students cannot usually apply for donation-based or privately funded scholarships.

Also, because community colleges do not have as large of an operational budget

(supplemented by donations) with which to work, community colleges cannot offer a wide

range of institution based scholarships (such as the Board of Governors scholarship at

Missouri State University) (Financial Aid, 2013).

In contrast, though, community colleges are able to offer alternative forms of financial

aid depending on specific settings. Many community colleges are able to offer scholarships

funded through local or regional programs in cooperation with government entities and/or K-

12 education systems. The state of Missouri provides an excellent example of such a program.

The A+ Schools program is scholarship program used in the state of Missouri. This

unique program provides community college students with an alternative form of

financial aid.

The program was created as a result of legislation passed by the state in 1993

(Missouri Department of Elementary & Secondary Education, 2012). The program was

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Running head: COMMUNITY COLLEGES

created with the intention of serving as incentive for Missouri high school graduates and to

ensure that they “…are well prepared to pursue advanced education and/or employment”

(Missouri Department of Elementary & Secondary Education, 2012). The program requires

that students meet or maintain various requirements before they graduate from high school.

The students must also sign a contract committing to the program (Missouri Department of

Elementary & Secondary Education, 2012). If all the criteria are met, then the student

qualifies for scholarship reimbursement tuition and general fees if that student attends “…a

participating public community college or vocational/technical school, or certain private two-

year vocational/technical schools” (Missouri Department of Higher Education, n.d.). This

program has had a significant impact on the college choice of many Missouri students.

The option of essentially free tuition for four years drew a large number of students away

from the four year institutions around the state. This trend was so strong that some of the four

year institutions have begun to offer scholarships to students that are A+ certified. These

scholarships are not funded out of the A+ schools program; rather, the four year institutions

are sacrificing funds to provide a small scholarship in the hope that students will then pay four

years of tuition at that four year institution, rather than attend the community college for free.

Programs like this that are specific to community colleges provide a very strong recruiting

tool for those institutions.

Current Issues for Community College Students

Students obtaining college degrees, whether from a community college or a four-year

institution, share a common goal: to find a job placement. To fully understand the purposes

for which community colleges were created, it is necessary to research the career placement

options available to community college students, as opposed to students graduating from four-

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year institutions. In addition, it is important to observe the benefits and drawbacks of

obtaining a degree from a community college as in relation to the current state of the job

market and attributes for which employers look in new professionals.

Community College Curriculum and Training Programs

Community colleges today also take on many forms, from curriculum to training,

and developing from community colleges to state colleges. The broad term of “community

college” is sometimes used to refer to technical colleges, junior colleges, and community

colleges. All of these institutions serve the purpose of awarding no more than a two-year

degree. Some institutions are created for the purpose of training students for certain careers,

while others are established to prepare students to transfer to four-year institutions. Micropia

Community College is an example of the latter. According to Micropia Community

Colleges’ graduation requirements, to obtain an Associate in Arts degree, a student would

need to complete at least “60 semester credits in courses level 100 and above” (2012-2013

Associates in Arts, 2012).

Community College and Current Job Market

In the rapidly changing workplace of today, employers are looking not necessarily at

students’ majors, but rather at the broad skills they can bring to a job, according to the

Association of American Colleges and Universities (AACU) (American Association of

Community Colleges, 2013B). AACU (2013) gives a top ten list of things employers look for

in new college graduates: 1)The ability to work well in teams—especially with people

different from yourself; 2)An understanding of science and technology and how these subjects

are used in real-world settings; 3)The ability to write and speak well; 4)The ability to think

clearly about complex problems; 5)The ability to analyze a problem to develop workable

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Running head: COMMUNITY COLLEGES

solutions; 6)An understanding of global context in which work is now done; 7)The ability to

be creative and innovative in solving problems; 8)The ability to apply knowledge and skills in

new settings; 9) The ability to understand numbers and statistics; 10)A strong sense of ethics

and integrity. This list is derived from a national poll conducted by Peter D. Hart Research

Associates (2006), which also states that employers line up overwhelmingly with the notion

that students who have had “real-world” experience related to their field of interest are more

desirable employees.

The increasing need for results and adaptability as a requirement for new employees is

a repeated theme in 2013, as noted by the Wall Street Journal in November, 2012 (Mantell,

n.d.). Clear communication, personal branding, flexibility, and productivity improvement are

all on the top of employers lists as “...the ability to learn new skills is of top importance”

(Mantell, n.d., p. 1). The results of NACE’s Job Outlook 2013 survey also emphasize

employers’ interests in candidates who are excellent communicators and team players (The

Skills and Qualities Employers Want in their Class of 2013 Recruits, 2012). In this survey,

“The ability to verbally communicate with persons inside and outside the organization”

scored a 4.63 on a scale of 5, and was the highest-ranked skill employers look for. The

question then, is whether or not community colleges provide students with a chance to fully

comprehend and practice these new skills?

According to Debt.org (21st Century Job Market New Jobs for Changing Times, 2012),

jobs for new professionals are emerging that have never been considered popular in the past.

The following jobs are expected to expand in the next decade: car mechanics, cell phone

developers, respiratory therapists, personal finance advisors, and transportation

specialists, to name a few (Debt.org, 2013). These new job markets are emerging as a result

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of new technologies and higher demand for services. Forbes (2013) provides a list of top jobs

for 2013, including human resources specialists, computer and network specialist,

accountants, market research analysts, and software developers -- all occupations which have

experienced a significant growth in the past year (Top 10 Jobs for 2013, n.d.).

Debunking the Myth of a “Second Class Education”

The next step is to find the relationship between the popular job markets of today and

the opportunities community college degrees offer. The American Association of Community

Colleges (AACC) estimated that about 11 million students were enrolled in community

colleges in 2008 (Chen, 2008). “According to surveys conducted by the AACC, 95% of all

businesses that employ graduates of community college give high recommendations for the

training and education given in community colleges” (Community College Review, 2008).

This high ranking for community college students speaks against the myth of a “second-

class education” being had by community college students. The same survey also reflects

the amount of community college graduates who are “dominating certain professional fields,”

such as healthcare professionals (53% from community colleges), homeland security (80%

from community colleges, and dental hygienists (43% from community colleges). In fact, new

research shows that when it comes to earning “big bucks” right after graduation, community

college students have an edge over four-year institution graduates, according to Forbes

(2012).

Part of this statistic has to do with the increasing need and popularity for the fastest

growing job markets today. These markets require only a two-year degree, so newly

graduated students have opportunities directly after graduation. This, coupled with the

appealing lower cost of community colleges, has it benefits for students. Student loan debt in

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America now exceeds credit card debt at $1 trillion (Forbes, 2012). This is making college

students and recent high school graduates rethink a pathway to success. Forbes (2012) also

acknowledges the common perception of schooling vs. earnings: The more schooling one has,

the more money he or she will make, as a rule. But even then, 28% of associate’s degree

holders buck the trend by outearning their bachelor’s degree counterparts over the life

of their careers.

On the high end of the job spectrum for associate’s degree holders, relating to

earnings, are air traffic controllers, who average a salary of $108,000. In this economy,

students are looking to gain the most return on their investments at a faster rate. Even with

these statistics, there are several myths surrounding community colleges and their students.

Community College

Review (2013) attempts to debunk these myths using combative facts. The above information

about salaries and growing career paths debunks the first myth: Obtaining a community

college degree is not as useful as obtaining a four-year degree. Another myth is that

community college students cannot make it in a four-year institution (Community College

Review, 2013). The fact is, research demonstrates that community college students tend to

earn a higher GPA than students who begin their academic careers at a four-year university.

For example, according to the UNLV Institutional Analysis and Planning, transfer students

from community college maintain a higher GPA in comparison to first-year students

(Community College Review, 2013). In fact, recent statistics have shown increases in

“reverse transferring” (Gonzalez, 2012). That is, of the students who transfer from four-

year institutions, more than half (51.9%) transfer to public two-year colleges. Stakeholders,

especially State Higher Education Commissions, think it is the community college’s role, not

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the four- year institution’s role, to offer remediated classes. Thus, underprepared students are

increasingly being structured to attend community colleges before transferring to four-year

institutions.

Integration of Student Affairs and Four-Year College Collaboration

The majority of community colleges operate using a student services model and/or

approach, one of three institutions of higher education (IHE) models. When considering

student affairs, traditional community colleges have practitioners who also serve as

administrators. Having these dual roles increases their responsibility for providing quality

services to students in nonacademic functional areas (Schuh, Jones, Harper, & Associates,

2011). However, it should be noted that there has been an increase in student affairs

practitioners, who serve as administrators and have these dual roles, also being involved in

their related academia area and functioning in an academic setting. Most will serve as adjunct

faculty members, and depending on the size of the institution, some may take on multiple

classes that exceed the adjunct faculty member status. Essentially, community colleges utilize

the student services approach and take on these multiple roles to support students and foster

success at the post-secondary education level.

From a historical perspective, the student services model that most community

colleges use aligns with the Student Personnel Point of View written by the American

Council on Education (1937) in that the student personnel services serves as an umbrella for

this approach. The approach here indicates the philosophy that selecting and admitting

students; orienting them into the college environment; and providing adequate services (e.g.

food, financial aid, part-time employment, academic diagnostics, etc.) (American Council on

Education, 1937) all play a role to ensure students have the proper resources needed to excel

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as a student. Furthermore, the Williamson (1949) suggests that services in mental health,

developmental and remediation, counseling for married students, and opportunities for self-

help through summer employment and internships create avenues for student success. These

type services, specifically remediation services, support the vast amount of students who may

enter community colleges and may not be as academically prepared to enter a college course.

For example, community colleges will provide a student to take a pre-intermediate algebra

course even before taking intermediate algebra that should prepare the student for college

algebra. At a typical four-year institution, they may only offer the intermediate option.

Another example to consider is the services offered to non-traditional students. These

students can included, but are not limited to veterans, adults who have been in the workforce

prior and returning to the classroom, or those students seeking a technical trade or degree.

Community colleges are unique in that it provides academic, career, and professional services

to a wide range of individuals; hence, the name “community.” Additionally, if a student has a

certain time limit to obtain further education and training, community college’s technical

programs provide conducive services to meet the needs of these types of students. Hence,

community colleges’ focus and general student typology includes vocational, transfer, and

lifelong learners.

There are a plethora of services that community colleges offer to its students. These

services include a less selective admissions process (i.e. open-access), financial aid,

counseling, health services, orientation, childcare, etc. In fact, there are community

colleges within the US that even offer housing options, such as Arkansas State University-

Beebe. These colleges are typically located in small rural areas (Cohen and Brawer, 2008),

rather than suburban and metropolitan areas. When considering the dynamic of community

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colleges, most of the service areas are in place and charged with providing resources to

students, so that they can “concentrate on and excel in academic pursuits” (Schuh et al., 2011,

p. 38).

According to Cohen and Brawer (2008), the academic and instructional areas of

community colleges were historically supported by ancillary activities, commonly referred to

as student services. There is no concrete time frame, per the literature, in which student

services actually became a stand-alone entity of community colleges; however, its founding

rationale originated from the community college’s need to monitor students’ activities outside

the classroom. Additionally, the overall student personnel profession (i.e. student affairs)

came into being because presidents of community colleges needed assistance with regulating

the behavior of students. It was here that faculty members were delegated to serve as advisors

for students and deans of students. Counseling of students was also an earlier developed core

area of student services in addition to faculty serving as advisors and deans. Centers were

created to assist students understand what skills and insight was need to be a successful

student in the class but also in life. Another rationale for having student services was to

positively support student development at community colleges (Cohen and Brawer, 2008).

Student affairs professionals currently serve in that capacity to not only monitor

student success at the community colleges, but to address challenges of the needs of the

students enrolled. Their roles are complex in that they must understand various student

cultures, backgrounds, and what are the individual needs of the students. In order to carry out

the role of a student services leader, student affairs professionals “must be efficient

administrators, effective problem solvers, and sensitive handlers of crisis” (Cohen and

Brawer, 2008, p. 222). They must be able to carry out recruitment, orientation, advising, and

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Running head: COMMUNITY COLLEGES

retention of students. Assessing and evaluating counseling and advising services, student

activities, financial aid structure, and group specific services (e.g. veterans, LGBT,

underrepresented students) is also important for these professionals at community colleges.

From an analytical framework and perspective, student affairs can often time have

challenges with getting students engaged at community colleges. Per a lecture by Dr. Gilbert

Brown (personal communication, April 22, 2013), he suggest that professionals at community

colleges apply at Aston’s I-E-O Model when determining where a student is at community

colleges and how they connect to the institution. The input portion of the model will allow

professionals to consider students family, work life, academic background, economic status,

etc. when designing plans to engage students. The environment portion of Aston’s model

could be beneficial if student affairs and in this case academic affairs use the classroom to

develop students in order to impact their lives. Typically, community college students are

commuters so having engagement in the academic setting will still allow professionals to

build a learning community to enhance students’ growth. Each of these approaches will

create positive outcomes; hence, fostering and developing the whole student at community

colleges. Furthermore, it will prepare students for four-year institutions if they are interested

in pursing the bachelors degree route after receiving their associates.

Community colleges traditionally “represent an alternative route to the bachelor’s

degree or higher, by means of transferring to a four-year institution” (Wang, 2012, p. 851).

With this, most community colleges typically provide its students with the general education

courses needed to support the academic foundation the students will need when they enter a

four-year college or university. For the students, the benefit of taking the general education

courses will provide them with an associate of the arts degree, which in many cases is all the

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Running head: COMMUNITY COLLEGES

degree attainment some students may prefer. However, for those students who do desire a

bachelors degree, the community college general education courses will allow them to enter

their selected major upon entrance into their baccalaureate program.

Several states have academic programs, in addition to student services programs, to

facilitate this transition for students. In fact, programs such as A+ in the state of Missouri

provide students with financial assistance to cover the cost of education if students choose to

attend a community college prior to a four-year school. Aside from the financial benefit,

collaborations between two year and four year schools exist to support students as they

transfer from a less selective to perhaps a more selective college or university. For most

states, articulation agreements between community colleges and four-year institutions are in

place to facilitate students academic transition. Meaning, if students attend the community

college and take the appropriate courses needed for their particular major at the four-year

school, their admissions into the four-year school is somewhat guaranteed. This level of

guarantee is true for Florida public community and state colleges as students transition to a

Florida public four-year institution, pending all requirements are meet for the desired four-

year degree.

It should be noted that articulation agreements amongst two-year and four-year

colleges are typically governed by state education codes, governing boards, and policies, and

has historical roots. Essentially, they are agreements that have common courses, rooted in a

liberal arts base, that are accepted by both community colleges for associate of the arts degree

purposes, but also grants admissions into four-year institutions. These courses are typically

negotiated between the two institutions and are done so often so that curriculum is current

(Cohen and Brawer, 2008). This collaboration between the two institutions benefit those

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students who want to transfer academically; however, it also supports that students in non-

academic areas to increase overall retention of students, something that both schools

consistently seek ways to improve.

Retention and Graduation for Community Colleges

The discussion of retention and graduation within institutions of higher education is an

ongoing hot topic that is important when measuring student success. Additionally, it is what

determines how effective colleges and universities are when developing students for the

workforce and their future academic and professional career, according to the federal higher

education act (Fike & Fike, 2008). Because public state and government funding support

most community colleges, retention and graduation also measures institutional

accountability. Furthermore, “from the institution's perspective, the retention of students is

necessary for financial stability and to sustain academic programs” (Fike & Fike, 2008, p. 1).

Based on recent economic crisis, institutions of higher learning have become an easy target to

cut funding. This funding typically comes from academic programs; hence, some community

colleges begin to loose academic and vocational programs. It becomes a ripple effect,

because the loss of programs also decreases students’ interest in attending a particular

community college. Additionally, a lack of funding will prohibit students from attending

because much of the student population who attend community colleges will not have the

financial means to receive an education without financial support (i.e. financial aid). These

state and government financial sponsors of community colleges then become forced to create

limitations and constraints for funding by creating a filtering process. Much of this process

will determine what institution gets more funding than others to support its students, staff, and

administrators. If graduation numbers and statistics have an upward increase, it can contribute

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Running head: COMMUNITY COLLEGES

to the outcome of positive retention efforts from the institution.

Other efforts that support student retention at community colleges are creating

learning communities in the academic setting. As indicated earlier, most student affairs

professionals take on multiple roles at these colleges, by serving as administrators and

occasionally adjunct faculty members. Because the experience that professionals have with

integrating students between curricular and co-curricular involvement, it is beneficial to

capitalize on this approach within the classroom in order to increase retention. Moreover, it

continues the bridge building between academia and student affairs in general.

As student affairs professionals, students happiness with their college experience is

critical. Before retention becomes an issue within community colleges, that will eventually

affect graduation rates, it is imperative to create intervention programs, assessments, and

evaluations to examine why students choose to leave the institution. It is important to

consider the typology of the students attending and why they choose to enroll, as well as

their characteristics and background (e.g. academically, financially, etc.) of the student.

As mentioned earlier, community colleges tend to be open-access and admit a much larger

population of underrepresented students. With this in mind, student affairs professional must

recognize that student attrition represents huge potential losses to the individuals, their

families, and society as a whole; thus, proper programming and level of advising will enhance

retention and graduation at these institutions (Fike & Fike, 2008).

Integration of Community Colleges and ACPA/NAPSA Competencies

The approach of a community college utilizing a student service approach provides a

direct service to support the academic mission; providing services in admissions, advising,

and financial aid assistance (Schuh et al., 2011). At these institutions the main focus is

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Running head: COMMUNITY COLLEGES

making education accessible so that individuals can obtain a degree, there is are very basic

services outside of the classroom. Most community colleges have limited programming, live-

on opportunities, or sporting events limiting the out of the classroom engagement to provide

those areas of growth. Through the lens of developmental ecology the student has a

decreased investment in the environment as the “context [is] understood as a critical location

for interactions between the individual and the environment” (Evans, Forney, Guido, Patton,

& Renn, 2010, p. 162). However, students at a community college has greater context in their

mesosystems as the learning takes place between two or more settings (Evans et al., 2010).

Community colleges connect with the goals of making education accessible to all, the

demographics of a community college are vast (Quigley, M., & Bailey, T. W., 2003).

“Ensuring the institutional policies, practices, facilities, structures, systems, and technologies

respect and represent people’s diverse abilities, beliefs, and characteristics” (Weiner,

Neishem, Guentzel, and Kellogg, 2010, p. 13) is important as students come from different

socioeconomic statuses, education levels, and age ranges. Utilizing resources to address the

individual’s needs and enhance the community to celebrate the difference amongst individuals

will help ensure equity, diversity, and inclusion (Weiner et al., 2010).

Ethical professional practice at a community college level needs to have established

programs to ensure the best quality of education for the student. Ensuring those working in

the unit or division adhere to identified ethical guidelines and appropriately resolve disparities

is important. Not having programs developed to make sure each individual is prepared for

their goals of study could result in their failure. There is a balance that needs to be made

between the needs of the individuals and the university. For example having a student placed

in a program where they are not at a sufficient reading level without proper resources is not a

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Running head: COMMUNITY COLLEGES

very ethical practice. The preparatory programs many community colleges have established

to transition students into a college level course are important for the success of students.

Looking at the concepts of the Student Learning Imperative (1994) “the more students

are involved in a variety of activities inside and outside the classroom the more they gain”

(American College Personnel Association, 1994) a community college focus often is limited

in meeting these needs with their primary missions focus on getting students to “take

seriously their responsibilities for fostering learning and personal development” (American

College Personnel Association, 1994). Community colleges “suggests that providing quality

services to students allows them ultimately to concentrate on and excel in academic pursuits”

(Whitt et al., 2008). This practice is fostered in the Advising and Helping competency set by

NASPA and ACPA. It is important to utilize the service in an area of advising to keep

students on track with their educational goals (Weiner et al., 2010) by maintaining

communication and assist students in continuing on course. However, the nature of a

community college has professionals wearing multiple hats. Community College requires a

specific knowledge of referral sources (e.g., other offices, outside agencies, knowledge

sources), and the ability to exhibit referral skills in seeking expert assistance (Weiner et al.,

2010). The community college setting often requires professional to have rather

advanced skills in advising in helping to ensure the success of the students.

As community colleges have transitioned and worked toward addressing the current

demographics of college students it wouldn’t be successful without successful assessment,

evaluation, and research. It requires the ability to “Lead a comprehensive communication

process to the campus community of the relationship of institutional AER processes to

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Running head: COMMUNITY COLLEGES

learning outcomes and goals at the student, department, division, and institution level”

(Weiner et al.,

2010, p. 11). This helps justify and articulate the History, Philosophy, and Values

competency

in explaining the importance of the student services on a campus and the collaboration of

academic and student affairs (Weiner et al., 2010). This provides insight into the roles of the

faculty and the student affairs educators change from institution to institution based on the

needs and the resources of the department.

Community colleges need strong competencies within human and organizational

resources. This includes the “knowledge, skills, and attitudes used in the selection,

supervision, motivation, and formal evaluation of staff; conflict resolution; management of

the politics of organizational discourse; and the effective application of strategies and

techniques associated with financial resources, facilities management, fundraising, technology

use, crisis management, risk management, and sustainable resources” (Weiner et al., 2010, p.

18). This is important to provide the best service to ensure the success of meeting the

students’ needs. The struggle is due to those limited resources and funding because of the

state and federal laws, policies, and governance community colleges have to be strategic in

making the most of those individuals.

Community colleges can take a theoretical approach by utilizing the Student

Learning and Development competency. As community colleges change from addressing

the direct needs of their individual community to a standardized form of education there still

remains the need to address the specific students of the institution. This is done through

“design[ing] programs and services to promote student learning and development that are

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Running head: COMMUNITY COLLEGES

based on current research on student learning and development theories” (Weiner et al., 2010,

p. 26). The individual courses need to “construct effective lesson plans and syllabi” (Weiner

et al., 2010, p. 26) that fits the specific learning outcomes of the course. Kolb’s experiential

learning theory can be adapted to enhance the learning experience. If the course is teaching a

technical skill or a concept utilizing the styles of concrete experience, reflective observation,

abstract conceptualization and/or active experimentation (Evans et al., 2010) can build on the

skills the individual already has to continue their educational growth. The demographic at

community colleges vary from traditional aged college students to non-traditional, full time to

part time students, as well as a variety of socioeconomic status which creates a variety of

students at different developmental levels within Chickering’s vectors, each experiencing a

transition in their lives. These are important to keep in mind to ensure the success of the

students as some may not have developed the competencies or may have forgotten the basic

math, English, and writing skills to be successful in a college level course. Having programs

implemented to filter and adjust to the needs of these students is important. The challenge is

presented when a student may not agree with the assessment of their competency levels and

could even struggle with managing their emotions which could prevent them from committing

to their education or challenge the individual’s self-perception making them feel incompetent

(Evans et al., 2010). This connects to Schlossberg’s transition theory as an unanticipated

event for the student causing their educational timeline to be offset from what they thought it

would be (Evans et al., 2010). The other struggle is for other parts of the student

demographic similar to many colleges students enrolling maybe experiencing a sense of

freedom. This is a time for them to gain emotional independence the “freedom from

continual and pressing needs for reassurance, affection, or approval from others” (Evans et al.,

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Running head: COMMUNITY COLLEGES

2010) as they must make choices on their own. This approach can be continued through

“articulating how differences of race, ethnicity, nationality, class, gender, age, sexual

orientation, gender identity, disability, and religious belief can influence development during

the college years” (Weiner et al., 2010, p. 26).

Conclusion

Community Colleges, as publicly funded institutions that allow people to obtain a

college degree at a lower cost and closer to home, have continued to be redefined throughout

the years. Once serving the needs of specific communities, these colleges strive to align with

standardized education. These institutions continue to provide opportunities for individuals to

earn degrees to meet the needs of the job market in two year or technical degrees, as well as

serving as a foundation for students to gain competencies before moving on to four-year

institutions. As a student affairs professional it is important to have a good understanding of

the ACPA and NASPA competencies in regards to community colleges as well as to

understand the difference between a student service, student development, and the student

learning model. This understanding will help assess where students are developmentally and

what they have experienced to better address the individual. While being able to refer

students to an alternative to continue their education when the current institution may not be a

fit for the individual for personal, financial, or other reasons. A better understanding of the

different institutions allow for a collaborative effort to address the overall needs of the

community in which the institutions are serving. Several law, policies, and governances have

shaped the community colleges in their ability to provide access as these changes continue to

affect funding and educational standards. This includes partnering with four-year institutions

to encourage continuing educations.

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The ability to unpack the development of community colleges would supersede the

limit given for this historical to modern day analysis. However, it is important to note that

these colleges have been influential to all types of students, diverse communities, and higher

education in general. These institutional types have served as one of the main academic

frameworks for general education course work and vocational training programs.

Additionally, the unique part of community colleges that allow its open-access approach,

make it easier to provide a better future for American citizens. Community colleges are

becoming the modern day education choice, as described by President Barack Obama.

Hence, it is imperative that student affairs professionals consider the above overview of the

structure of the community college, finance and governing principles, and services that will

assist in better serving all students.

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References

2012-2013 Associates in Arts. (2012). Maricopa Community Colleges. Retrieved from

http://www.maricopa.edu/academic/ccta/curric/viewAllDegrees.php

21st Century Job Market New Jobs for Changing Times. (n.d.). America's Debt Help

Organization. Retrieved from http://www.debt.org/jobs/21st-century/

American Association of Community Colleges. (2013A). Comunity colleges past to present.

Retrieved from: http://www.aacc.nche.edu/AboutCC/history/Pages/pasttopresent.aspx.

American Association of Community Colleges. (2013B). Public community colleges revenue

by source. Retrieved from:

http://www.aacc.nche.edu/AboutCC/Trends/Pages/publiccommunitycollegerevenueby

source.aspx.

American College Personnel Association (1994). Student learning imperative: Implications

for student affairs. Retrieved from ACPA website:

http://www.acpa.nche.edu/sli/sli.htm

American Council on Education (1937). The student personnel point of view. Retrieved from

NASPA website: http://www.myacpa.org/pub/documents/1937.pdf.

Chen, G. (2008). Careers after community college. Community College Review. Retrieved

from http://www.communitycollegereview.com/articles/12

Cohen, A. M., & Brawer, F. B. (2008). The American community college (5th ed.). San

Francisco: Jossey-Bass.

Drury, R. L. (2003). Community colleges in america: A historical perspective. Inquiry. 8(1).

Retrieved from: http://www.vccaedu.org/inquiry/inquiry-spring2003/i-81-drury.html.

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Duran, A. (2013). Junior or community college: What is the difference? Retrieved from:

http://www.americancommunitycolleges.com/isg_articles/junior-communitycollege-

whatsdifferent.php.

Eells, W. C. (1939). Implications of the junior college movement. The High School Journal.

22(4). p. 137 - 144.

Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student

development in college: theory, research, and practice (2nd ed., pp. 66-71). San

Francisco, CA: Jossey-Bass

Evelyn, J. (2005). Community colleges seek their share. The Chronicle of Higher Education.

51(32). Retrieved from: http://chronicle.com/article/Community-Colleges-Seek-

Their/16958/.

Fike, D.S. and Fike, R. (2008). Predictors of first-year student retention in the community

college. Community College Review. 36(2).

Gonzalez, J. (2012). A third of students transfer before graduating. The Chronicle of Higher

Education. Retrieved from

http://chronicle.com/article/A-Third-of-Students-Transfer/130954/

Gonzalez, J. (2012). Education for all? 2-year colleges struggle to preserve their mission. The

Chronicle of Higher Education. 58(34). Retrieve from: http://chronicle.com/article/2-

Year-Colleges-Fight-to-Save/131608/.

Hagedorn, L. S., Cypers, S., & Lester, J. (2011). Looking in the rearview mirror: factors

affecting transfer for urban community college students. In S. R. Harper& J. F.

Jackson (Eds.), Introduction to American higher education (pp. 213-228). New York,

NY: Routledge.

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Henderson, J. M. (2012). Forget four more years: why community college could be your

ticket to financial success. Forbes. Retrieved from

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why-community-college-could-be-your-ticket-to-financial-success/

Mantell, R. (n.d.). Must-have job skills in 2013. The Wall Street Journal. Retrieved from

http://online.wsj.com/article/SB10001424127887324735104578118902763095818.ht

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McPhail, C. J. (2005). Establishing & sustaining learning-centered community colleges.

Washington, DC: Community College Press.

Missouri Department of Elementary & Secondary Education. (2012). About A+ schools

program. Retrieved from:

http://dese.mo.gov/divimprove/aplus/proginfo/abtaplus.html.

Missouri Department of Higher Educaiton. (n.d.). A+ information for participating

postsecondary schools. Retrieved from:

http://dhe.mo.gov/ppc/grants/aplusscholarship.php.

Financial Aid. (2013). Scholarships for freshmen. Retrieved from:

http://www.missouristate.edu/FinancialAid/scholarships/Freshman.htm.

Quigley, M., & Bailey, T. W. (2003). Community college movement in perspective: Teachers

College responds to the Truman Commission. Lanham, Md.: Scarecrow Press.

Peter D. Hart Research Associates. (2006). How should colleges prepare students to succeed

in today's global economy?Washington D.C.: The Association of American Colleges

and Universities. Retrieved April 16, 2013 from

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Peters, G., & Woolley, J. T. (2013). Harry S. Truman: Statement by the President Making

Public a Report of the Commission on Higher Education. The American Presidency

Project. Retrieved, from http://www.presidency.ucsb.edu/ws/?pid=12802.

Ricketts, G. (2009). Community colleges: A brief history. Educational News. Retireved from:

http://www.educaitonnews.org/articles/community-colleges-a-brief-history.html.

Schuh, J. H., Jones, S. R., Harper, S. R., & Associates (2011). Student services: A handbook

for the profession. (5th ed.). San Francisco: Jossey-Bass.

State funding for community colleges: A fifty-state survey. (2000). Denver, CO: Center for

Community College Policy, Education Commission of the States.  Retrieved from

http://faccc.org/research/FTEspending_bystate.pdf

The Skills and Qualities Employers Want in Their Class of 2013 Recruits. (2012). The

National Association of Colleges and Employers. Retrieved from

http://www.naceweb.org/s10242012/skills-abilities-qualities-new-hires/

Top 10 Jobs for 2013. (n.d.). Forbes. Retrieved from

http://www.forbes.com/pictures/efkk45mkkh/no-1-software-developers-applications-

and-systems-software/

Vaughan, G. B. (2006). The community college story (3rd ed.). Washington, D.C.: American

Association of Community Colleges.

Wang, X. (2012). Factors contributing to the upward transfer of baccalaurette apsirants

beginning at community colleges. The Journal of Higher Education. 83(6)

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analysis of professional standards expected for student affairs practitioners. Georgia

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Whitt, E. J., Neishem, B.E, Guentzel, M.J. & Kellogg, A. H. (2008, May/June)"Principles of

Good  Practice" for Academic and Student Affairs Partnership Programs. Journal of

College Student  Development, 49(3), 235-249.

Williamson, E.G. et al. (1949). The student personnel point of view. Retrieved from NASPA

website: http://www.myacpa.org/pub/documents/1949.pdf

Assignment Five75 points

Rubric

Paper 50

Presentation 25

Dimensions Excellent5

Good3pts

Problematic2 pts.

Section AContent20 pts.

Identified a watershed individual whose impact on higher education transcends historical eras.Identified a highly effective institution or institutional tier associated with retention and graduation of undergraduates who typically have low graduation rates at traditional selective public or private institutions.

Unpacked the transformational impact of a philosophical school of thought on institutional development.

Identified a watershed individual whose impact was limited to a specific historical era in higher education.Identified an effective institution or institutional tier associated with retention/graduation of students who typically have had low graduation rates at selective public and private institutions

Analyzed the conditional impact of a philosophical school of thought on institutional development.

Developed an important thinking outside of the box project that blends historical, curricular,

Identified an individual whose accomplishments have been more myth than reality.Identified an institution or institutional tier that has had unsatisfactory success in fostering students with specific characteristics graduation from the institution.

Provided inadequate evidence from multiple sources about the impact of philosophical school of thought on

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Developed an exemplary thinking outside box project that blends historical, curricular, and philosophical element.

Unpacked the importance of your project to higher education and student affairs.

and philosophical element.Examined the importance of the project to either higher education or student affairs.

institutional development.

Developed a project within existing frameworks and models that inadequately blends historical, curricular, and historical element.Inadequate focus on implication of the project for higher education and student affairs.

Used a descriptive an analytical framework15pts

Employed an autobiographical with multiple sources approach to understanding institutional developmentUsed an institutional case analysis approach that help identify the salience of the university mission and position in the higher education market.Employed a Distinctive Institutional framework to examine the institution.

Used a Critical Race Framework to understand institutional development

Employed an autobiographical approach with fewer sources for understanding institutional development.Used an institutional case analysis approach that offered some insight into the salience of the university position and position in the higher education market.Uneven used a distinctive institutional framework to examine an institution.Use of sense-making frameworks was uneven in the paper.

Unsatisfactory effort to identify the impact of the watershed leader on institutional development throughout the eras.

Institutional case analysis approach inadequately examined the distinctive characteristics of the institution.

Inadequate use of distinctive institutional framework to examine an institution.

Unsatisfactory use of conceptual framework to understand the institution.

Paper length (30 double-spaced pages excluding

Exemplary content that aligns with the paper length.

Good paper content that partially aligns with the project requirements.

Project content and the project length do

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references),Structural issuesParagraphs, Headings, and Grammar. Effective use of APA Style.15pts.

Minimal Structural problems in the project.

not support each other.

Peer group evaluationFive pts.

High performer member, who provided vision, completed assigned task, collaborated well other team members.

Team member who completed assigned tasks and collaborated with other team members.

Team member who failed to completed assigned tasks. This person performance undermined the group paper presentation.

Implications for higher education & student affairsFive pts.

15 5

Presentation15

Connects paper to presentation and includes all five areas and provides a full understanding of material. Visual presentation with handouts or other interactive materials. One page executive summary written concisely. Time is managed well. All members of group participate.

10 pts. Presentation does not cover the paper material in its entirety. Visually not stimulating. Handouts (or interactive piece of presentation) or one page summary is missing.

5 pts. Only some of the material is covered and presentation does not include summary, visual aids, and interactive piece or handouts.

Total points:70/75

Comments:Very good paper! The paper’s strengths:History of the institutionsMission overviewDemographicsStudent Affairs model

ConcernsPaper needed more close editing.

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Using Thelin’s Horizitional and Vertical perspective would have helped bump up your insights about Community Colleges.

39