Larry H. Ebbers

RETHINKING STUDENT RETENTION IN COMMUNITY COLLEGES

Student retention is critical to the community college environment. To understand student retention issues in community colleges, it is necessary to identify the retention goal of the institution, the criteria, definitions, and data needed to monitor progress toward the retention goal. Only then can a retention program be designed and implemented. A plan to establish a college-wide retention program is included. An overview of past and present research pertaining to student retention is provided.

Validating African American Students at Predominantly White Institutions

The purpose of this article is to provide a review of research and theory focusing on factors that have been cited as contributing to the retention and graduation of African-American students attending predominantly White institutions. The authors use recommendations cited in the literature to develop a model for predominantly White institutions to provide African-American students with positive learning experiences. While African-American students are the primary focus of this discussion, the model can be adapted to meet the needs of other minority students in higher education.

Background Factors Common among Outstanding Community College Presidents

A survey instrument requesting demographic and background information mailed to a population of 975 presidents of public two-year college elicited 718 responses. Based on peer selection, 622 respondents were classified as normative and 96 as outstanding. The authors compare responses from both groups, create a profile of an outstanding president, and discuss recommendations for practice and future research in light of that profile.

If I Knew Then What I Know Now: Using the Leadership Competencies Developed by the American Association of Community Colleges to Prepare Community College Presidents

Although much has been written about preparing community college leaders, little is known about how presidents believe they might have better prepared for the role. Using presidential narratives from a national study, this article describes how presidents perceive gaps in prior preparation and offers recommendations to support the professional development of future leaders.

The Leadership Institute for a New Century: LINCing Women and Minorities into Tomorrow's Community College Leadership Roles.

The Iowa Association of Community College Trustees, the Iowa Association of Community College Presidents, and Iowa State University Higher Education Program created a partnership to develop women and minorities for leadership roles in community colleges. The Leadership Institute for a New Century (LINC) program, which is in its eleventh year, uses a combination of national and state community college leaders, community leaders, trustees, and university faculty members to offer personal and professional development activities for participants. University credit that may be used as part of an academic degree program and for state licensure purposes is granted. Participants are nominated by their college; participate in monthly seminars; and complete projects related to local, state, and national issues. Nearly 70% of participants reported receiving a leadership promotion or advancement during or since their acceptance into the LINC program. The majority indicated that the program was very influential in the...The Iowa Association of Community College Trustees, the Iowa Association of Community College Presidents, and Iowa State University Higher Education Program created a partnership to develop women and minorities for leadership roles in community colleges. The Leadership Institute for a New Century (LINC) program, which is in its eleventh year, uses a combination of national and state community college leaders, community leaders, trustees, and university faculty members to offer personal and professional development activities for participants. University credit that may be used as part of an academic degree program and for state licensure purposes is granted. Participants are nominated by their college; participate in monthly seminars; and complete projects related to local, state, and national issues. Nearly 70% of participants reported receiving a leadership promotion or advancement during or since their acceptance into the LINC program. The majority indicated that the program was very influential in their advancement. With the predicted impending administrator shortage, more cooperative leadership development programs need to be developed. The future of our community college system depends on the development of leadership opportunities and an infusion of leadership.

Exploring the Persistence of Adult Women at a Midwest Community College

The purpose of this study was to describe, interpret, and analyze the educational experiences and factors contributing to the decision to persist for adult, female, part-time students currently enrolled at a community college in the Midwest. This study sought to expand the research on student retention by describing the perspectives of adult female students. It used the guiding framework of feminist standpoint theory to describe, interpret, and analyze the educational experiences of the adult female participants.

Hiring and Developing Quality Community College Faculty

There is a likely community college teacher shortage on the horizon. Thus, community colleges not only need to focus on hiring quality instructors who emphasize teaching excellence, but institutions need to invest time and resources developing quality faculty plans to address faculty needs and provide adequate faculty development programs. When Iowas community college licensure law was repealed in 2003, 15 area community colleges were left with the task of developing their own quality faculty plans. The Quality Faculty Plan design and one-year implementation is assessed.

Stress Factors and Community College Deans: The Stresses of Their Role Identified

Community college deans responded to a national survey about their perception of stress, using a 41-item stress inventory. Using principal components factor analysis, nine stress factors were identified. Detailed information about the items in each stress factor, including general characteristics, is included. Demographic characteristics of community college deans were identified.

Presidential Transition: The Experience of Two Community College Interim Presidents

The purpose of this case study was to understand the experiences of two community college interim presidents, their characteristics, and how they led institutions following an abrupt presidential departure. There were two fundamental questions framing this study: 1. How do two interim community college presidents lead community colleges during a presidential transition? 2. How is an interim community college presidents leadership perceived by faculty and staff during a period of presidential transition? There were two participating institutions in this study. The colleges, given the pseudonyms Urban Community College and Rural Community College District, were distinctly different. Urban Community College is a large community college in an urban setting, and Rural Community College District is a small multicollege district in a rural setting. While these colleges differed in size, they shared a common experience—an abrupt presidential departure. Data collection consisted of one-on-one interviews and a review of documents. Four shared themes that emerged from this research consisted of (a) repairing institutional morale, (b) establishing an effective relationship with the board, (c) making strategic decisions to move the college forward, and (d) dealing with budget challenges. There were also themes specific to the participating community colleges. At Urban Community College, a prevalent theme was the interim presidents role in rebuilding external relationships. At Rural Community College District, an important theme was the presidents emphasis on promoting openness, inclusiveness, and transparency. The study concludes with recommendations to future interim presidents and board members enduring an abrupt presidential departure.

Determining Community College Workforce Needs: Process Suggestions and Policy Issues.

In 1998, the Iowa Department of Education established the Community College Research Agenda Task Force in an effort to address the increasing data and research needs of the states 15 community colleges. The purpose of the task force was to identify and prioritize the data and research needs and seek out educational partners with the capabilities of meeting such needs. This article summarizes the results of the community college personnel survey, conducted through the combined resources of the Iowa Department of Education, Iowa State University, the community college presidents, and the community college trustees. This demonstration of the research initiative established an initial relationship linking the doctoral studies and research of Iowa State University to that of the Iowa Department of Education and the system of community colleges. The survey reported here can be easily replicated by other states.