“Student Needs are Academic Needs” and the Theological Library

Trends in the Association of Theological Schools and at the presenters’ seminary indicate increasing diversity of backgrounds and shifting student needs. A 2019 study by ITHAKA S+R of community college students, a population with substantial diversity, indicates a wider variety of student needs than what have traditionally been considered “academic needs.” It makes the case that all student needs are academic needs, many of which can be supported by the library. This aligns with the presenters’ view of their students’ needs and the library’s potential role. A discussion followed of the ways libraries can contribute with “service models” that respond to changing student needs.

Feasibility of Delivering and on-Campus Food Distribution Program in a Community College Setting: A Mixed Methods Sequential Explanatory Investigation

Despite community college students experiencing food insecurity there has been a dearth of research conducted on the feasibility of providing a program designed to increase access to fruits and vegetables among community colleges. This study used a mixed methods sequential explanatory design to examine the feasibility of delivering an on-campus food distribution program (FDP) to community college students and to examine the association between FDP and food insecurity and dietary intake. The study also explored the student’s experiences related to barriers and facilitators of program utilization. In phase one, the FDP occurred for eight months and students could attend twice per month, receiving up to 60 pounds of food per visit. Online questionnaires were used to collect students’ food security and dietary intake. Among the 1000 students offered the FDP, 495 students enrolled, with 329 students (66.5%) attending ≥1. Average attendance = 3.27 (SD = 3.08) [Range = 1–16] distributions. The FDP did not reduce food insecurity nor improve dietary intake. In phase two, a subsample of students (n = 36) discussed their FDP experiences through focus groups revealing three barriers limiting program utilization: program design and organization, personal schedule and transportation, and program abuse by other attendees. Facilitators to greater program utilization included: the type of food distributed and welcoming environment, along with allowing another designated individual to collect food. To maximize program use, it is suggested that reported barriers be addressed, which might positively influence food insecurity and dietary intake.

Synergistic Interaction of LSAMP Alliances to Improve the Graduation and Transfer of Community College Students in New Jersey United States

The Garden State-LSAMP (GSLSAMP) alliance works collaboratively with the Northern New Jersey-Bridges to the Baccalaureate (NNJB2B) to greatly improve the graduation of community college students from underrepresented minority (URM) groups in STEM and their transfer rate to 4-years STEM programs. This is accomplished through several areas of enrichment. The two alliances sponsor joint activities to encourage a supportive community of 2-years and 4-years students. Community college students conduct research in the labs of mentoring faculty at 4-years programs where they interact with 4-years college students. A cross-campus near-peer mentoring program pairs recently transferred GSLSAMP mentors with mentees from the mentor’s community college of origin that eases and facilitates the graduation and transfer of mentees. In addition, the NNJB2B has adopted five proven high impact practices from GSLSAMP for their students. The results are that the graduation rate of the NNJB2B increased an average of 24.0% annually over the first 5 years of the program and the transfer rate improved 151.0% over the 2012 baseline. Four GSLSAMP 4-years institutions were especially active in the program and experienced an average increase of 62.9% over the 2012 baseline transfers from NNJB2B community colleges.

Student Alienation in Higher Education Under Neoliberalism and Global Capitalism: A Case of Community College Students’ Instrumentalism in Hong Kong

Objective: In view of the values of individualism and competition embedded in neoliberalism and global capitalism, this paper seeks to illustrate empirically students’ instrumentalism in higher education, and to explore how far such instrumentalism could be conceptualized as student alienation. Method: The illustration relies on experiences of community college students from an ethnographic study of students studying in a liberal-arts oriented community college in Hong Kong. The study begun in 2005 to 2006, continued in 2009, and followed up in 2010 to 2011. Eighty-five students in total were recruited and interviewed; 39 of them were interviewed twice. The interviews were analyzed together with the author’s observations and participation as a lecturer of that community college. Results: Against an intensely competitive environment, community college students were rather instrumental in their studies. Their alienation was also manifested in the following aspects: being instrumental about their career planning, preferring surface and strategic learning to deep learning in their studies, and being strategic or even manipulative in dealing with their classmates or teachers. Conclusion: This study provides a nuanced analysis of different aspects of student alienation. Student alienation is worrying, not simply because students are not learning what is required for becoming the educated workforce or citizens, but arguably because throughout the course of their studies, students acquire qualities that may make competitive employees for the cruel business world but do not necessarily make caring or critical citizens.