Rethinking community colleges to serve 21st‐century students and communities: Lessons from research on guided pathways

2021 ◽  
Vol 2022 (197) ◽  
pp. 107-120
Author(s):  
Davis Jenkins ◽  
Hana Lahr ◽  
John Fink
Keyword(s):  
Community Colleges ◽  
21St Century

Community Colleges and Workforce Preparation in the 21st Century

2021 ◽  
pp. 115-131
Author(s):  
Carlos Lopez
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Workforce Development ◽  
21St Century ◽  
Modern Trend ◽  
High Tech ◽  
Workforce Preparation ◽  
The Right

This chapter addresses the modern trend in community colleges and their evolving mission to serve as one of the significant contributors to workforce development in our nation. There are many challenges community colleges face today. One of those challenges is to be one of the main suppliers of skilled professionals for the workforce. Therefore, it is crucial to understand the role of community colleges, their mission, and how they will develop programs to train people with the necessary skills to meet the demands of the workforce. For community colleges to achieve that goal, they have to go from adding and/or restructuring curricula to making sure they have the right personnel to teach special and high tech courses that will prepare students with the right skill set and knowledge to join the workforce after getting their degree, diploma, or certification at the community college.

scholarly journals iMakerSpace Model: Shaping the 21st Century Workforce

2020 ◽  
Author(s):  
Ismail Fidan ◽  
Stephen Canfield ◽  
Vahid Motevalli ◽  
George Chitiyo ◽  
Mahdi Mohammadizadeh
Keyword(s):  
Higher Education ◽  
Community Colleges ◽  
Engineering Education ◽  
Workforce Development ◽  
Extracurricular Activities ◽  
21St Century ◽  
Job Market ◽  
Success Stories ◽  
Remote Laboratories ◽  
The Impact

Innovations in engineering education are undergoing a noticeable transformation. Higher education institutions are practicing distance education, remote laboratories, studio pedagogies and several other approaches in order to increase their students’ retention, success, and preparedness for the job market. In engineering education, maker spaces have become popular in the last ten years in universities as well as community colleges, high-schools and community innovation hubs. A large number of engineering colleges have allocated significant spaces, and at some universities entire buildings as maker spaces to be used for curricular and extracurricular activities. Success stories of these types of spaces are well documented. This paper describes the activities and programs held at Tennessee Tech University’s maker space called ‘iMakerSpace.’ These accomplishments include several workforce development activities. The impact and effectiveness of the iMakerSpace is evaluated through analysis of survey data.

scholarly journals Democracy’s College: The American Community College in the 21st Century: Framing the Issue

2013 ◽  
Vol 21 ◽  
pp. 14
Author(s):  
Amelia Marcetti Topper ◽  
Jeanne M. Powers
Keyword(s):  
Higher Education ◽  
Community College ◽  
Community Colleges ◽  
21St Century ◽  
Research Practice ◽  
Special Issue ◽  
Research Papers ◽  
Individual Contributions ◽  
Background History ◽  
The Individual

In this manuscript, the guest editors of the EPAA Special Issue on “Democracy’s College: The American Community College in the 21st Century”: a) introduce the background, history, and context of community colleges in the larger higher education landscape; b) summarize the three research papers and two video commentaries that were peer-reviewed and selected for inclusion in this special issue; and, c) discuss the individual contributions and major themes across the selected papers. Their importance is discussed in terms of each paper’s insights for the general research on this topic and each paper’s potential to inform community college research, practice, and policy.

Integrating Professional Skills in the 21st Century Engineering and Technical Curriculum

2008 ◽  
Author(s):  
John Birch ◽  
Paola Jaramillo ◽  
Karen Wosczyna-Birch ◽  
Ronald Adrezin ◽  
Beth Richards
Keyword(s):  
High School ◽  
Community Colleges ◽  
Undergraduate Students ◽  
21St Century ◽  
Design Education ◽  
Technical Writing ◽  
Integrated Design ◽  
Interdisciplinary Teams ◽  
Project Based Learning ◽  
Professional Skills

The Engineering Challenge for the 21st Century Program was initially based on concepts from the Transferable Integrated Design Engineering Education (TIDEE) model. The TIDEE model was developed in the mid 1990s to focus on continuous improvement of engineering design education. The primary thrust of the TIDEE model focuses on team-based activities that allow students to effectively develop the necessary skills to become qualified, productive, and successful engineers and technologists of the future. The Engineering Challenge Program focuses on project based learning in a team environment and targets two important educational groups: underrepresented students as well as faculty from high schools and community colleges in Connecticut. In order to further develop the students’ interpersonal and organizational skills, the Engineering Challenge Program expands on the TIDEE model through development of technical writing and professional skills including project management, teamwork skills, understanding behavioral diversity using DISC behavioral profiles, and personal accountability. Interdisciplinary teams of high school teachers and college faculty work with a CT-based management consultant group to deliver the program by “teaching teachers” effective methods to assess and coach teamwork in the classroom and labs. The Engineering Challenge Program has impacted over 250 students composed of high school and undergraduate students from community colleges and to a lesser degree four-year universities. By targeting underrepresented student participants, the program has been effective in engaging its participants in pursuing education and careers in STEM-related disciplines. Approximately 35% of the participants have been females and 53% of the participants’ non-Caucasian.

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