2013 SHEEO Higher Education Policy Conference: Getting to 2025

Dr. Gail O. Mellow, President, LaGuardia Community College

August, 2013

Holding Up the Sky: Community Colleges Present & Future

Community Colleges

4-year Colleges

Fall 2005 Credit / Undergraduate Enrollment by States

Source: IPEDS, Enrollment Survey, 2005

% Who Transferred from and Casually Used

Community Colleges

BA Degrees Granted (Academic Year 2004-05)

Source: IPEDS, Enrollment Survey, 2005

Total Baccalaureate Awards/Degrees Conferred by States (Academic Year 2004-2005)

88 Million of 150 Million in Labor Force

Need College & Have at Least 1

Educational Barrier

Source: Anthony P. Carnevale and Jeff Strohl, “How Increasing College Access Is Increasing Inequality,

and What to Do about It,” in Rewarding Strivers: Helping Low-Income Students Succeed in College, ed.

Richard D. Kahlenberg (New York: Century Foundation Press, 2010), 137, Figure 3.7.

The Report of The Century Foundation Task Force on Preventing

Community Colleges from Becoming Separate and Unequal

The Report of The Century Foundation Task Force on Preventing

Community Colleges from Becoming Separate and Unequal

The Report of The Century Foundation Task Force on Preventing

Community Colleges from Becoming Separate and Unequal

The Report of The Century Foundation Task Force on Preventing

Community Colleges from Becoming Separate and Unequal

Student Success in

Community Colleges

The Challenges?

•Poverty

•Homelessness

•Mental Illness

•Criminal Justice Involvement

•Racism

•Child Care

•Academic Under-

preparedness

Aligning Academic Affairs &

Student Affairs:

a 4 year journey

Investing

In

High-Value

Teaching

Faculty

Student Success in Community

Colleges

E-Portfolio’s to Deepen

Learning

(video)

Eng. Prof, Kentucky: Participating in GSCC this year has helped me to be more

reflective in every single action. I constantly analyze how each session went… GSCC

gave me the tools to think about every minute detail of a classroom. Tagging the

lessons helped me to see how each choice; action and event had a purpose and role in

the students’ success. I truly believe (and hope) that this reflective action will follow me

for the rest of my teaching career.

Eng Prof, CO: GSCC is worth far more to me personally and professionally than any

single professional development activity in which I have participated in many years.

Of course this make sense because GSCC was significantly more substantial than

most PD in which we engage.

Math Prof, NJ: I think the continual self-evaluation and reflection allowed us to work

together to brainstorm improvements and positive tweaks to be more purposeful in our

classrooms as opposed to just randomly reaching in the dark for ideas and techniques

in HOPE of success.

Adjunct Math Prof, Mississippi: Prof 4: Speaking as an adjunct, I also have valued

the chance to share my teaching and get ideas from others. I can honestly say that

this experience has been a life-line of sorts this year. In a “magic wand” instructional

setting, I’d wish for the kind of honest, respectful and professionally challenging

discussions we have in Classroom Notebook at weekly staff meetings.

Math Prof, Springfield, MO: My feet have left the ground and there is no turning back! Equipped with

knowledge, skills and confidence GSCC has given me, I have new and excitement about teaching. I am

ready to go out there and help every single student who will let me. I feel empowered to make a real

difference in the lives of my students, and I can’t wait for next semester so I can get into a classroom

and start the work of becoming an even better math instructor!

Why is Classroom Notebook

embraced and not resisted by faculty?

Changing Funding Structures?

•Straw and

expecting spun

gold?

•Baccalaureate and

community college

systems developed

separately and

unequally,

•Tenuous points of

integration

Making the simple complicated is commonplace. Making the

complicated simple, awesomely simple, that’s

creativity. Charles Mingus