Engaging Inclusive Excellence

It is the role of community college leaders to guide their campuses in assessing outcomes for students. Additionally, the diversity of our students requires institutions to significantly improve their effectiveness in educating students who have been underrepresented in higher education. Community colleges must more systematically examine their practice in terms of how students experience the campus and how we can intervene to improve student outcomes. Campus initiatives promoting cultural competence, equity, and social justice cannot be delivered to students in isolation. Faculty and staff diversity must increase, and employees must engage in self-reflection to examine their own assumptions and have courageous conversations about race and ethnicity in higher education. The impetus for these initiatives must come from leadership and be articulated at all levels of the organization. This chapter describes the process used to raise cultural awareness, increase cultural competence, and create an equity mindset at a community college.

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ACADEMIC REDESIGN: ACCOMPLISHING MORE WITH LESS

Online Learning ◽

10.24059/olj.v8i1.1836 ◽

2019 ◽

Vol 8 (1) ◽

Author(s):

William H. Graves

Keyword(s):

Higher Education ◽

Community College ◽

Community Colleges ◽

Technology Management ◽

Learning Outcomes ◽

Support Services ◽

Academic Productivity ◽

Administrative Process ◽

College Leaders ◽

Service Redesign

Community colleges are under persistent pressure to spend more on technology. In lieu of bolting technology onto essential academic and administrative process at additional net cost, savvy community college leaders are planning and implementing academic service redesign strategies to achieve measurable outcomes constituting gains in academic productivity. This paper presents case studies of four higher education institutions that contracted with Collegis for a range of planning, marketing, student recruiting, academic, and technology management and support services. To be able to accomplish more with less, three strategies are discussed: (1) redesigning individual course sections to increase learning and convenience, (2) redesigning common courses to decrease costs and increase learning outcomes, and (3) redesigning program delivery to participate in flex markets.

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Convergence of Adult Learners, STEM Programs, and Promise Programs in Community Colleges

Community Colleges and Workforce Preparation in the 21st Century - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-4123-4.ch003 ◽

2021 ◽

pp. 59-73

Author(s):

Deirdre Conway ◽

David Deggs ◽

Kelyn Rola

Keyword(s):

Higher Education ◽

Community College ◽

Community Colleges ◽

Adult Learners ◽

College Campuses ◽

Degree Programs ◽

American Higher Education ◽

Stem Programs ◽

College Leaders ◽

Recommendations For Practice

American higher education is currently experiencing a convergence of three trends: a rise in adult learners as the largest population of students on college campuses, an increased focus on academic STEM degree programs and credentials, and the proliferation of promise programs that provide financial assistance to students. Community colleges as open access institutions are at the nexus of where these three trends converge and thrive. This chapter provides an overview of these three trends with recommendations for practice to guide community college leaders and faculty who are charged with management of these three trends during this unique time in higher education.

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Transforming The Institution from the Inside: Creating the Brave New Community College of the Future

Journal of Transformative Leadership & Policy Studies ◽

10.36851/jtlps.v5i1.479 ◽

2015 ◽

Vol 5 (1) ◽

pp. 25-36

Author(s):

Jim Riggs

Keyword(s):

Higher Education ◽

Community College ◽

Economic Development ◽

Community Colleges ◽

Student Learning ◽

Wide Spread ◽

Learning And Development ◽

College Leaders ◽

Improving Student Learning ◽

New Community

With rising and wide spread expectations that commu-nity colleges will become stronger forces throughout the nation, the stage is now set for these institutions to become even bigger players in the landscape of higher education, economic development and social justice by helping to create a more inclusive, well-educated and engaged citizenry. This article looks inward at what com-munity college leaders, faculty and student services pro-fessionals need to do to transform their institutions into colleges that are truly ready to meet these rapidly grow-ing expectations and to be able to take full advantage of these new opportunities. Four key areas at the institution-al level are discussed that must be addressed in order for community colleges to make substantial and necessary improvements in student learning and development. These include: (1) expanding the definition and under-standing of what leads to student learning and success; (2) realigning and tightly coupling every function and activity at the college to better support student learning and success; (3) confronting the myth that community colleges are innovative and flexible institutions; and (4) instituting a new kind of leadership that is focused firmly on improving student learning and success. There are enormous opportunities waiting for community colleges that will require dramatic transformation and change throughout the organization.

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Financial challenges in higher education: community college leadership style and ranking

Community College Journal of Research and Practice ◽

10.1080/10668926.2015.1069226 ◽

2015 ◽

Vol 40 (6) ◽

pp. 508-522 ◽

Cited By ~ 1

Author(s):

Phillip D. Price ◽

Douglas K. Schneider ◽

Linda A. Quick

Keyword(s):

Higher Education ◽

Community College ◽

Leadership Style ◽

Community College Leadership ◽

College Leadership ◽

Education Community ◽

Financial Challenges

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DEVELOPMENT OF THE CULTURAL COMPETENCE OF HIGH SCHOOL TEACHING STAFF

The Educational Discourse a collection of scientific papers ◽

10.33930/ed.2019.5007.25(7-8)-3 ◽

2020 ◽

pp. 38-47

Author(s):

Viktoriia Levchenko ◽

Inna Forostiuk

Keyword(s):

Higher Education ◽

Cultural Competence ◽

Cultural Awareness ◽

Teaching Staff ◽

Sacred Values ◽

School Teaching ◽

High School Teaching ◽

Personal Qualities ◽

Personal Research

Components of cultural awareness: linguistic; intercultural; socio-cultural; personal. Research of the state of the development of teachers’ cultural awareness (50 respondents) from ten institutions of higher education of Ukraine, which are the representatives of different directions and specialties. The study revealed a significant role of the subjectivepersonal component in the development of cultural competence. The conditions which promote development of cultural competence are defined as next: 1) orientation to preservation of sacred values; 2) eco-social and psychologically safe space; 3) support from higher education institutions; 4) presence of personal qualities, such as openness, communication, flexibility, tolerance, readiness for uncertainty, the desire for self-realization.

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Critical Challenges of Cultural Competence Professional Development

World Journal of Educational Research ◽

10.22158/wjer.v7n1p194 ◽

2020 ◽

Vol 7 (1) ◽

pp. p194

Author(s):

Karen Sinclair

Keyword(s):

Professional Development ◽

Cultural Competence ◽

Cultural Sensitivity ◽

Cultural Awareness ◽

Local Community ◽

Aboriginal People ◽

Early Years ◽

Doctoral Study ◽

Self Reflection ◽

Transmission Modes

Driven by increasing inequities in health, education and social outcomes for Aboriginal people, cultural competence professional development has become more commonplace in many organizations. There are hundreds, possibly thousands, of cultural awareness, cultural sensitivity, or cultural competence professional development workshops held throughout Australia each year. However, there is an uncertainty about whether some professional development approaches improve one’s knowledge, skills and attitudes towards diverse cultures. This article presents one of the key findings of a doctoral study which explored early years educators’ understandings of cultural competence and presents several viewpoints towards professional development. This article calls for approaches to professional development that move beyond passive transmission modes of learning towards localized, participatory models that encourage engagement with local community to privilege a diversity of voices and that also inspires critical self-reflection.

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Community Colleges as Gateways and Gatekeepers: Moving beyond the Access "Saga" toward Outcome Equity

Harvard Educational Review ◽

10.17763/haer.77.4.1233g31741157227 ◽

2007 ◽

Vol 77 (4) ◽

pp. 407-419 ◽

Cited By ~ 38

Author(s):

ALICIA DOWD

Keyword(s):

Higher Education ◽

Community College ◽

Community Colleges ◽

Institutional Effectiveness ◽

Institutions Of Higher Education ◽

College Leaders ◽

Higher Education Accountability ◽

Outcome Equity ◽

Education Accountability ◽

Multiple Missions

Community colleges are essential – though often overlooked – institutions of higher education. In this essay, Alicia C. Dowd draws attention to the challenges facing community colleges as they seek to balance their roles as both gateways and gatekeepers with their multiple missions, which include meeting the diverse needs of students at the postsecondary level and responding to the changing educational and economic needs of U.S. society. Using research from the California Benchmarking Project, Enhancing Institutional Effectiveness and Equity, Dowd offers insights about the ways community college leaders, staff, and partners might navigate these dual and often divergent roles. Her essay raises important questions about the nature of higher education accountability in the context of community colleges and the way these institutions are used, managed, and evaluated.

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Inclusive Excellence in Kinesiology Units in Higher Education

Kinesiology Review ◽

10.1123/kr.2021-0042 ◽

2021 ◽

pp. 1-8

Author(s):

Matthew T. Mahar ◽

Harsimran Baweja ◽

Matthew Atencio ◽

Harald Barkhoff ◽

Helen Yolisa Duley ◽

...

Keyword(s):

Higher Education ◽

Student Engagement ◽

Case Studies ◽

Student Development ◽

Cultural Awareness ◽

Institutional Support ◽

Community Partnerships ◽

Diversity And Inclusion ◽

Inclusive Excellence ◽

Principles Of Justice

The aim of this paper is to emphasize the value of developing cultural awareness in kinesiology students to prepare them to enter the workforce in a world where the principles of justice, equity, diversity, and inclusion are evolving. The authors provide examples of sustained and impactful practices from three kinesiology units in higher education that have been recognized with the American Kinesiology Association Inclusive Excellence Award. The case studies demonstrate that institutional support for inclusive excellence is instrumental in development of sustainable experiences. Kinesiology leaders can demonstrate commitment to inclusive excellence by supporting faculty who conduct teaching, research, and service activities that meet their institution’s inclusive excellence goals. Other areas where kinesiology units can influence student development include curriculum, student engagement activities, university and community partnerships, and leadership for inclusive excellence.

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