William E. Piland

Multiculturalism and Diversity in the Community College Curriculum.

There is evidence of college efforts to address multiculturalism and diversity in the curriculum, but lack of a specific, pooled base of information on the subject is deterring greater strides in this area. This national study of 220 community college chief academic officers investigated (a) the level of activity in community colleges in incorporating multiculturalism/diversity into the curriculum, (b) staff development activities in place to aid faculty in learning about multiculturalism /diversity and incorporating it into the curriculum, (c) perceived barriers to diversifying the curriculum, and (d) future plans for infusing multiculturalism/diversity into the curriculum. Study results suggest that community colleges are active in addressing the issue of multiculturalism; yet huge numbers of community college students are not exposed to multiculturalism/diversity issues and content. Absence of knowledge and lack of a high priority for multiculturalism are barriers inhibiting development. Infusion of mu...

FACULTY PERCEPTIONS OF SHARED GOVERNANCE IN CALIFORNIA COMMUNITY COLLEGES

After a 5‐year study and review, the first serious reform of the California Master Plan for Higher Education came about with the passage of AB 1725 in 1988. This legislation codified the ultimate control, authority, and responsibility of the State Board of Governors and the local governing boards, and it increased the governance activities and responsibilities of the faculty through the actions of the Academic Senates. This study was designed to ascertain the facultys perceptions of (a) a working definition of shared governance, (b) the division of responsibilities between faculty and administrators in a shared governance setting, (c) the shared governance environment at their respective colleges, (d) the combinations of governing bodies possessing final decision‐making power in selected areas, and (e) the influences of selected institutional and demographic variables on faculty opinions. Faculty responses indicate a general trend toward a strong faculty involvement in all aspects of institutional decisi...

Impact of Learning Communities in Developmental English on Community College Student Retention and Persistence.

This investigation was a case study to measure the retention and persistence effects of a learning community in developmental English at an urban community college. The study used student demographic and course outcome data to quantify the extent to which learning community participation could contribute toward remedying the historically low retention and persistence rates among a diverse student population in community colleges. The learning communities in this study consisted of developmental reading and writing courses linked in pairs at the same level, considered to be either one or two levels below college level English. Findings revealed a relationship between learning communities and improved retention in developmental writing courses for all ethnic groups. In addition, retention and persistence was improved for Latino students. The study also revealed that learning communities were most effective when utilized at the higher developmental English level courses compared to the lower level courses.

The Changing Face of the California Presidency

Descriptive research on California community colleges indicates that women and minorities have been underrepresented in the presidency (Winter, 1964). The research described in this report investigated demographic changes in the presidency at 71 California community college districts and 42 campuses in multicollege districts (the authors compared data from the states community college directories for 1975, 1985, and 1995). Between 1985 and 1995, the percentage of women holding the presidency almost tripled, and the percentage of minorities had more than doubled. For women, increases in upper level administrative positions that can lead to the presidency have paralleled the increase in presidencies held by women.

Impact of the Campus Physical Environment on Older Adult Learners.

Many colleges have established programs specifically designed for older adult learners, with classes held on and off campus. This study investigated the impact of the campus physical environment on older adult learners. Study results indicate different perceptions among respondents. However, the study did find better access, comfort, and convenience for students attending special adult programs off campus than at the main campus. The location of classes and other educational services provided to seniors must be carefully considered by college leaders.

IMPACT OF CAMPUS PHYSICAL ENVIRONMENT ON OLDER ADULT LEARNERS

The demographics of the community college student population in Southern California reflect the trend occurring nationally with an increase in older adult learners who typically attend college on a part‐time basis. Some colleges have established programs specifically designed for older adult learners with classes held on and off campus. This study investigated the impact of the campus physical environment on older adult learners. A questionnaire was administered to 197 older adult learners Cover age 55) attending on a main campus and in satellite centers to determine physical access to classrooms, access within classrooms, comfort levels within classrooms, and physical safety considerations. Differences were determined on the basis of demographic variables of gender, age, educational level, and campus attended. Overall, the statistical results of the study reflect better access and greater comfort and convenience for students attending the special adult programs off campus rather than at the main campus. ...

Learning Communities' Impact on Student Success in Developmental English.

Recent efforts to improve developmental education have included references to learning communities as examples of effective practices in basic skills education. The study “Basic skills as a foundation for student success in California community colleges” (2007) cited research from Tinto that suggested that learning communities and collaborative learning activities were effective in improving academic performance and persistence of developmental students. The improvement is because “students encounter learning as a shared experience rather than isolated experience,” and that learning communities “emphasizing collaborative learning have a positive impact on student attitudes toward learning” (Tinto, 1997b, cited in “Basic skills as a foundation for student success in California community colleges,” 2007, p. 58). The problem under investigation in this study was whether learning communities were effective in improving student success in community college developmental English courses, and whether there were differences in learning community outcomes among gender and racial/ethnic groups. Student success was defined, for the purpose of this study, as successful course completion. This study of the impact of a learning community on success in developmental English in an urban community college demonstrated that learning communities are effective in assisting students to succeed in higher level developmental English courses. This level of success was not demonstrated in the lowest level developmental English courses, however.

MULTICULTURAL EDUCATION IN THE CLASSROOM

Diversity among students at community colleges is increasingly prevalent in this country. This diversity is very complex, consisting of individuals from different cultural backgrounds, including those with differences in ethnicity, religion, native language, social class, physical limitations, and sexual orientation. How are these differences recognized in community college classrooms? Using a multicultural education framework developed by Sleeter and Grant, this study of California community college faculty investigated (a) the approaches in the framework being utilized to provide multicultural/diversity education, (b) teaching strategies used to provide this education, (c) the multicultural/diversity issues included in community college courses, and (d) how multicultural/diversity content is incorporated in course structures. A questionnaire completed by faculty and a review of course syllabi and related materials provided the information for this study. Whereas the goal of faculty for multicultural edu...

Reform in Community College Governance: The California Story.

Californias community colleges have been under fire since 1982 when calls for reform were initiated by a new governor and other state officials. Falling transfer rates, institutional financial exigencies causing some districts to require legislative bailouts, faculty unrest, curricular concerns and matriculation woes led to the formation of a Commission for the Review of the Master Plan for Education. The Commission studied the community college system intensively with resulting recommendations forming the framework for an omnibus reform bill introduced in the legislature. Assembly Bill 1725 contains legislation pertaining to mission, governance, funding, personnel practices, curriculum and instruction, and local district governance and operations. Its far‐reaching aspects were surveyed among local trustees, district chief executive officers, and campus presidents to ascertain the level of congruence of opinion regarding the critical elements of the legislation.

Academically Gifted Students and the Community College Experience.

Comprehensive community colleges do enroll academically gifted students. These students have special educational needs and wants . While they generally are pleased with the quality of education they receive attending community colleges without special programs, gifted students desire the educational experiences typically associated with honors programs. These findings resulted from a study of 295 academically gifted students enrolled in four community colleges located in a midwestern state. A questionnaire adapted from a previous study of students enrolled in community college honors programs was used to collect data. There were some similarities and many notable differences between student demographic characteristics, high school backgrounds and present educational states of students in honors programs and those attending community colleges without honors programs. Since there is a core of academically gifted students who attend community colleges, special educational experiences offered within the frame...