A key economic factor that led to the election of Donald Trump is the decadeslong decline of U.S. manufacturing jobs and the subsequent displacement of thousands of workers concentrated in Midwestern and Rust Belt states. A cursory look at the electoral map reveals entire communities that were devastated by the loss of production work.
I have been working in community colleges for 57 years and have met many presidents and chancellors during that time. As president and CEO of the League for innovation in the Community College for 23 years, I have known, up close and personal, over 100 of the nation’s most outstanding chancellors and presidents.
Nov. 9 was a bleak morning. Rain pelted the streets and dark skies matched the sad ache of my broken heart. The night before, I felt the color rise and drain from faces of Brookdale Community College’s students and faculty at the Election Night party hosted by the Political Science Department.
As major transitions in the community college world are transpiring, institutional leaders require broader and deeper connections to their communities, including building relationships with small businesses, corporations, chambers of commerce, philanthropic organizations, and the media.
I often speak of leaders who “hit the ground running,” meaning that some leaders are so experienced or so well matched to a position they can take on the new challenge with confidence and immediate success.
In 2008, the Post- 9/11 GI Bill expanded educational benefits for veterans, and college enrollment of veterans has since doubled. Most institutions now dedicate a significant amount of personnel and resources to enhancing the success of military-connected students.
Finding ways to secure adequate funding to support both college operations and student needs has almost always been a challenge for community college leaders. Today’s calls for improvements in student outcomes have made resource development even more urgent.
I have been studying the education reform ideas of the 18th Century French philosopher, Condorcet, and their relation to the ideas of Plato, Cicero, Seneca, and Epictetus. It is invigorating to read well-considered writing about the value of education.
College Presidents Must Take Active Role in Leveraging Today’s Technology
“Information technology (IT) is already a commodity, like electricity,” said Purdue University CIO Gerry McCartney at the annual Campus Technology event back in 2011. “It’s essential but not strategic. You’re penalized heavily if you’re not there, and there’s no benefit if you are there.
But something remarkable is happening in Arkansas. A new study reports an astonishing 62 percent among a cohort of lowincome, under-prepared students, who qualified for public welfare assistance when enrolled in college in 2008, have since graduated...
Is there any educator, parent, legislator, pastor, entertainer, farmer, housekeeper or industrialist who will disagree with the statement “We want an education that will help our students make a good living and live a good life”? No one really disagrees with the common sense captured in this statement.
Her impromptu promise elicited a round of applause from the group of community college faculty members watching the film at the 38th Annual International Conference on Teaching and Leadership Excellence staged by NISOD, the National Institute for Staff and Organizational Development and held in Austin, Texas.
For the last three years, I have had the opportunity to work with a committee of the National Academy of Sciences (NAS) and National Academy of Engineering (NAE) that focused on the barriers students face as they pursue degrees and credentials in the STEM fields: Science, Technology, Engineering and Math (STEM).
Almost everyone in the United States understands that education beyond high school simultaneously promises individual students hope for a brighter economic future and contributes to the security and competitiveness of our nation.
Regional accreditation began more than 100 years ago in American higher education, with its core mission of quality assurance enduring now and into the future. For those of us who worked in the growth years of community colleges, quality was always a focus in measuring success.
Eighty percent of entering community college students want to transfer in pursuit of baccalaureate degrees; yet across the nation, only 14 percent of students who enter a community college have transferred to a baccalaureate institution and earned a bachelor’s degree within six years.
Fortunately for community colleges, the best strategies for closing student achievement gaps are the same strategies that can diversify student populations, increase enrollment, improve retention and completion rates and boost the financial viability of the college.