Community Colleges

The utilization of trigger warnings in teaching Western literary texts within English classes is a subject of debate, with some advocating for their importance and others questioning their usefulness. Therefore, this paper aims to investigate the significance of employing trigger warnings within Iraqi English departments. This will be achieved through the administration of a questionnaire to students regarding their experiences with the literary texts they study. The results of the questionnaire will shed light on whether the use of trigger warnings, whether in oral or written form or integrated into the teacher's approach to introducing the subject, holds significance. Ultimately, the findings of this study aim to enhance the teaching of literature and foster more academically respectful environments for Eastern, predominantly Muslim students. By understanding the impact of trigger warnings, educators can better tailor their teaching methods to accommodate the diverse backgrounds and sensitivities of their students.

Unemployment remains one of the most pressing socioeconomic challenges in India, affecting millions of individuals and hindering sustainable economic growth. Despite demographic advantages, India struggles to harness its vast human resources productively. This chapter explores the multidimensional nature of unemployment in India and proposes comprehensive strategies to mitigate the issue. Emphasis is placed on skill development, education reform, entrepreneurship promotion, technological integration, and policy innovation to create inclusive and sustainable employment opportunities.

This article looks back to the 1998 special issue of WPA themed on collaborative administration and contrasts patterns in the articles in that issue—written almost entirely by four-year-college and university WPAs—with the particular conditions of one TYC writing program to argue that collaboration is equally valuable and vital in TYC programs but for different reasons than at other types of institutions. The specific material conditions of TYC writing programs—including diversity of disciplinary expertise among the faculty, and complex power dynamics—create a setting in which WPAs must build deep and wide collaborative structures that are both strong and radically inclusive. This article concludes with a list of design principles to guide the ongoing work of creating sustainable collaborative TYC writing programs.

Title IX’s legislation has been in place since 1972 and has affected female participation in a positive form towards gender equity. However many institution sill have difficulty complying with the standards mandated by Title IX. Gender equity is established by meeting substantial proportionality, continued expansion, or full accommodations prongs mandated by Title IX for an institution to be in compliance. The purpose of this study was to determine the perceptions of the athletic directors of the 15 public community and junior colleges in Mississippi regarding Title IX compliance and determine if their respective institutions are in compliance with the substantial proportionality (SP) prong of Title IX. The study identified the perceptions of the athletic directors regarding their institutions’ Title IX compliance, as well as the effective strategies and barriers toward meeting the requirements to comply with Title IX within their programs. In addition, the study revealed whether or...

WHO ICF (International Classification of Functioning, 2001): Defines disability as the result of interactions between a person's health condition and contextual factors (environment and personal). Emphasises removing environmental barriers to enable full participation [1] . This biopsychosocial model underpins the need for supportive learning environments. Why Resource Rooms Are Essential (through-WHO-ICF lens) WHO-ICF frames disability across four linked dimensions: 1. Body functions/structures (impairments), 2. Activities (what a learner can do), 3. Participation (engagement in school life), A resource room is the school's engineered environment that modifies Context (assistive tech, pedagogy, space, supports) so that Activity and Participation improve despite underlying impairments. Samagra Shiksha explicitly calls for such resources, IEP-led supports, special educators, and equipment for resource centres to enable inclusion and better outcomes for CwD across stages (Foundational to Secondary). It also funds per-child supports, special educators, and non-recurring equipment for resource centres, with monitoring via UDISE+/SHAGUN. Rights of Persons with Disabilities, 2006): Asserts the right to inclusive education for all persons with disabilities. Article 24 mandates an inclusive education system at all levels, with reasonable accommodations and support services to facilitate effective education in mainstream settings [2] . Rights of Persons with Disabilities Act, 2016 (India): Mandates inclusive education as a right. All government-funded or recognised schools must provide inclusive education to children with 1 disabilities, ensuring they have access to free education in an appropriate environment until the age of 18 [3] . The Act requires accessible infrastructure and reasonable accommodations in schools. National Education Policy (NEP) 2020: Prioritises equitable and inclusive education. NEP 2020 categorises children with disabilities under Socio-Economically Disadvantaged Groups (SEDGs) and advocates for a "whole-school" approach to inclusion. [4] It endorses resourcing school complexes with resource centres , deploying special educators, adapting curricula, and integrating co-curricular activities (such as arts, sports, and vocational education ) to equip all learners (with and without disabilities) with 21st-century skills [5] . These frameworks collectively guide the vision and standards for inclusive resource rooms. II. Importance of Inclusive Resource Rooms Realising Rights & Policy Goals: Inclusive resource rooms operationalise the rights and mandates above by enabling children with disabilities to learn alongside peers in mainstream schools. They provide the necessary supports (special instruction, therapies, accommodations) within the school, fulfilling UNCRPD and RPwD Act commitments to education in the least restrictive environment [6] . Addressing Diverse Needs (ICF Perspective): In line with the ICF framework, resource rooms help bridge the gap between a student's impairments and full participation. They remove barriers through assistive technology, personalised teaching strategies, and an accessible setting, transforming the environment to support each child's functioning [1] . This ensures that a disability is not a hindrance to learning potential. Supporting Inclusive School Culture: A well-run resource centre benefits all students. It helps teachers become more responsive to individual learning styles and promotes empathy and collaboration among students. Children with special needs get targeted help but also join regular classes and activities, which reduces stigma and fosters peer understanding [7] . By participating in sports, arts, and daily school life together, students with and without disabilities learn from each other -building social skills and positive attitudes that echo the inclusive ethos of frameworks like NEP 2020. Improved Outcomes: Research and practice show that inclusive setups can improve academic outcomes for students with disabilities and also benefit non-disabled peers (through improved teaching methods and diversity of thought) [8] . Resource rooms play a critical role in this by providing remediation and enrichment that ultimately lead to better learning achievement and confidence among children with disabilities. They also help in retention -supporting students through difficulties so they stay in school and complete their education. III. Model Inclusive Resource Room: Structure & Key Components Key components for effective inclusive education, which a resource room brings together: from accessible infrastructure and learning materials to adapted teaching methods, assessments, and therapy support. An inclusive resource room/centre in a school is designed as a holistic support system catering to the varied needs of children with disabilities. It typically includes multiple integrated elements to ensure students can learn optimally alongside their peers. For example, the model covers physical accessibility, specialised pedagogy, assistive resources, and expert services in one place. In practice, this means the school environment, teaching process, and support services are all aligned to address individual needs within an inclusive setting. Key components include: Accessible Infrastructure: The school and resource room must be barrier-free and disability-friendly. This includes ramps and handrails for wheelchairs, wide doors and corridors, tactile pathways, and appropriate signage for the visually impaired, as well as adapted toilets for

We must create an inclusive learning design to make education enjoyable for all children so that education is inviting, learner-friendly, and helpful to them, and they feel a part of it rather than apart from it. Inclusion emerged as a viable solution to the problem of how to better teach these children. A good inclusive education permits all students to participate equally or nearly equally in all elements of the classroom. For the establishment of stronger and more inclusive schools, educators, parents, and community leaders must work together to solve the difficulties. The Indian government is working to enhance its education system by emphasizing an inclusive approach. India is no new to the concept of inclusiveness. In today's world, the emphasis is still on providing an inclusive atmosphere for all children. Inclusive education refers to the education of all children in conventional schools, including those with and without impairments. It is a method that considers each child's individual qualities, interests, abilities, and learning needs. In today's educational system, inclusive education is gaining traction. Inclusion without 'sufficient' general school preparation will not produce satisfactory results. The capacity for inclusive education must be built at the community level, with activities such as community involvement and mobilization being included. The Researcher has collected data from a variety of sources, including websites, journals, articles, e-books, reports, commissions, national education plans, and articles published in local, national, and worldwide publications. Secondary data sources for this review study include books, articles, libraries, reports, personal sources, journals, newspapers, websites, government documents, and online data, among others. This article delves into the notion of inclusive education, including its issues and challenges, requirements, significance, obstacles, implementation strategies, existing policies and future prospects in India. However it is an endeavor to address the individual requirements of each child, including those with disabilities. The current study contributes to a better understanding of the necessity of inclusive education in schools. There are numerous advantages to inclusive education. The goal of universal education is achieved by such inclusive education. When inhibitions and boundaries are removed, education's position is elevated. It has been concluded that the incorporating children with disabilities in education is a difficult endeavor that necessitates widespread community mobilization and participation as well as the provision of suitable answers to a wide range of learning needs of special children in both formal and non-formal contexts.

This study investigates the factors influencing employability readiness among final-year postgraduate management students in Tamil Nadu. A sample of 420 students from Alagappa and Manonmaniam Sundaranar Universities was surveyed using a structured questionnaire, with strong reliability and validity established through pilot testing and factor analysis. The results show that personal attributes, institutional support, and policy awareness significantly shape students' perceptions of skill development, which in turn strongly determine their adoption of employability strategies. These strategies emerged as the most powerful contributors to employability readiness, highlighting the active role of student engagement beyond academic learning. However, challenges including financial constraints, digital limitations, and language barriers reduced participation, particularly among rural and low-income students. Gender differences favoured female students, while no significant differences were observed between universities. Overall, the findings emphasize the mediating role of perceptions and the systemic nature of employability barriers in Tamil Nadu's higher education context.

Post-graduation decisions of BSc graduates shape both individual careers and the workforce landscape of Chennai, a city known for its strong academic and industrial ecosystem. This study examines the pathways chosen by BSc graduates after completing their undergraduate degrees, focusing on MSc programs, MBA programs, and immediate employment. Drawing from surveys of leading BSc colleges, college placement records, and national trends, the research highlights stream-specific preferences, influential factors, and emerging trends in postgraduate choices. Findings indicate that the majority of graduates pursue MSc programs, while a notable portion opts for MBA courses or enters the workforce directly, reflecting the city's balance of academic and professional opportunities.

Higher education institutions (HEIs) have embarked on a journey of innovation by adopting learning analytics (LA) in their operation, offering a more sustainable and innovative technological tool to increase student retention and graduation rates in US HEIs. LA, an emerging academic and technological tool, equips HEIs to gather, analyze, and interpret their students’ data. Since the publication of the first (conceptual) framework by Burke (2019), LA has matured into a research focus and practice, implemented in several institutional contexts at different scales and disciplinary/pedagogical contexts. This study explored the impact of the use of LA on student retention and graduation rates. The study was focused on individual demographic characteristics, gender, and race/ethnicity to explore the trends in the data for student retention and six-year graduation rates of a sample of 20 US HEIs collected from IPEDS from 2009 to 2022. This study is relevant to the higher education institution (HEI) research field because it is one of the few research projects that provided quantitative and scientific methods as evidence of LA’s success in helping HEIs increase student retention and graduation rates. When conducting the regression discontinuity for these HEIs, it was found that most variables that showed positive trends after implementing LA/PLA were not statistically significant. The line graphs for 8 of the 20 US HEIs in the sample for this study showed statistically significant changes in six-year graduation rates by gender and race/ethnicity: Bowling Green State University, Virginia Commonwealth University, University of South Alabama, Robert Morris University, Salisbury University, University at Albany, Washburn University, and Auburn University.

Social challenges tear at the fabric of the African American family, revealing complexities that identify a de facto leader, the African American woman. She exists in a chasm of overt circumstances which heavily influences her successes. The purpose of this study is to identify factors that motivated seven female African American community college graduates to persist throughout crisis and to ultimately reach their academic goals and graduate. Using a qualitative narrative design, the study involved semi structured interviews with seven African American women who employed community colleges and other support strategies to accomplish appropriate responses to crises, identify practical support mechanisms, and achieve professional advancement in order to attain professional success. Findings provide a clearer picture of the elements these participants feel foster and enhance their abilities to stay enrolled, to persist and to graduate from college. The study findings illustrate the importance students place on their family's support, the support of their faith and the support of college faculty and staff. The Bates Model for the Initial Creation of a Community College Counseling / Crisis Intervention Center is presented to foster the development of a support service center which will allow community colleges to better meet the needs of these non-traditional students. vi TABLE OF CONTENTS TABLE OF TABLES .

With the shift to the Competency-Based Curriculum in Uganda, an increasing number of Advanced Level (A-level) students are opting for science subjects a promising trend for innovation, socioeconomic development, and self-reliance. However, unless science instruction under this paradigm becomes genuinely hands-on, practical, and aligned with industry and community needs, there is danger that graduates will emerge disillusioned, under-employed, and ill-equipped. Universities must anticipate this shift and adapt curricula, infrastructure, faculty training, and partnerships so as to convert this potential into real development. This article examines the opportunities, challenges, and strategies for Uganda's higher education system in preparation for the 2027 cohort.

This qualitative descriptive study explored how graduates of a dual credit program describe their experiences with the motivation components of achievement, affiliation, and power as influencing their ability to simultaneously earn a high school diploma and an associate degree at a community college in Southeast Texas. Framed by McClelland's Theory of Motivation, the study examined the psychological underpinnings of student persistence and success in accelerated educational pathways. Findings revealed that a strong desire for affiliation—characterized by building relationships, seeking collaboration, and contributing to the community—served as a significant motivator, supported by opportunities for social interaction and recognition. Resilience and determination were found to be crucial components in students' ability to persevere, with the motivation component of power enabling students to take control of their educational journey, set ambitious goals, and persist through challenges. As dual credit programs are cost-effective and yield substantial returns for both individuals and society, this research provides educational leaders and policymakers with insights for scaling successful dual credit models while ensuring equitable access and outcomes. In an era of rising college costs, persistent equity gaps, and increasing workforce demands for postsecondary credentials, this study offers a roadmap for transforming dual credit from a promising but underutilized opportunity into a powerful engine for educational equity and excellence.

Keywords: Dual credit, dual enrollment, motivation, achievement, affiliation, power, McClelland's Theory of Motivation, community college, higher education, student persistence

Report 1 establishes the foundational relationship between human
capital and productivity, presenting a conceptual framework that
informs the entire series. It examines how the development of
human capital contributes systematically to productivity growth.

Canada’s lagging productivity is rooted in a variety of factors, ranging
from weak capital investment and a lack of a competitive business
environment to an increasing gap between supply and demand of
the competencies required to perform the jobs in the economy. [...] The solution is a reimagination of Canada’s human
capital system.

Author Team:
Dr. David Finch, Mount Royal University
Janet Lane, Canada West Foundation
Dr. Sharon McIntyre, New Cottage Industries
Dr. Nadège Levallet, University of Maine
Dr. Stephen Murgatroyd, University of Alberta
Jeff Griffiths, Canada West Foundation

The Productivity Project is a collaboration of a multidisciplinary team of experts from academia, industry, and policy. Together, they address a pivotal question: How can human capital drive Canada’s productivity?

Series 1: Productivity and People delivers actionable insights through six research studies. For additional information on future publications, please visit ProductivityProject.ca

Educational attainment beyond high school has been established as a crucial factor in a successful transition to adulthood. A college education is strongly associated with employment prospects and increased earning potential. In addition to serving as a pathway to economic self-sufficiency, higher levels of education are associated with better self-reports of health, decreased participation in risk behaviors, and increased civic engagement.

This essay examines the significance of college education in shaping students’ professional, academic, and personal lives. It also argues that obtaining a college degree leads to higher salaries and broader career opportunities, while also equipping students with essential skills such as discipline, teamwork, and financial literacy. Beyond individual benefits, college education forms social responsibility and community engagement, as graduates are more able to support charitable initiatives and societal development. The study concludes that college education is not only a pathway to personal success but also a foundation for collective progress and humanity at large.

Keywords

college education; higher education; career opportunities; financial benefits; discipline; teamwork; community engagement

This report describes activities and achievements of a project that examined state policies linking new accountability demands with improvements in college teaching and learning. Major activities included: (1) meetings and national forums to explore state and public concerns about the quality and results of undergraduate education; (2) two commissioned papers and 10 case studies on state policy initiatives supporting improvements in teaching and learning through the development of performance indicators; and (3) wide dissemination of the project's findings and continued involvement of the Education Commission of the States (ECS) in the development of performance indicators for higher education. The state-level case studies provide in-depth examinations of formulation, planning, implementation, and reviews of policies and practices related to the assessment of education effectiveness in Colorado, Florida, Illinois, Kentucky, New York-SUNY (State

A survey commissioned by the National Education Association studied how state legislators, especially those in leadership positions, view the current landscape for higher education in their states. The findings are based on in-depth, one-on-one telephone interviews conducted from July 2000 through February 2001 with 64 house and senate education leaders, representing the legislatures of all 50 states. When asked to identify their state's most important strategic needs, state legislators highlighted three key roles for higher education: (1) strengthen and diversity the economy; (2) prepare and train a high-skills, high-wage workforce; and (3) raise the level of educational attainment of the state's population. Legislative priorities and strategies mentioned by legislators are designed to address two major challenges that higher education faces in meeting state needs: improving the responsiveness of the higher.education system and accommodating changing demands for access to higher education. State appropriations for higher education operating funds have increased on average 7% annually for the past 3 years, but legislators generally believe that these funds are not adequate. As state budgets tighten, higher education's long-standing role as a "budget balancer" makes it particularly vulnerable to cuts. How higher education will fare in the changed economic environment is difficult to predict. Three appendixes contain a discussion of research methodology, the interview protocol, and a state data table. (Contains 9 figures, 1 table, and 26 endnotes.) (SLD)

This report describes activities and achievements of a project that examined state policies linking new accountability demands with improvements in college teaching and learning. Major activities included: (1) meetings and national forums to explore state and public concerns about the quality and results of undergraduate education; (2) two commissioned papers and 10 case studies on state policy initiatives supporting improvements in teaching and learning through the development of performance indicators; and (3) wide dissemination of the project's findings and continued involvement of the Education Commission of the States (ECS) in the development of performance indicators for higher education. The state-level case studies provide in-depth examinations of formulation, planning, implementation, and reviews of policies and practices related to the assessment of education effectiveness in Colorado, Florida, Illinois, Kentucky, New York-SUNY (State

A survey commissioned by the National Education Association studied how state legislators, especially those in leadership positions, view the current landscape for higher education in their states. The findings are based on in-depth, one-on-one telephone interviews conducted from July 2000 through February 2001 with 64 house and senate education leaders, representing the legislatures of all 50 states. When asked to identify their state's most important strategic needs, state legislators highlighted three key roles for higher education: (1) strengthen and diversity the economy; (2) prepare and train a high-skills, high-wage workforce; and (3) raise the level of educational attainment of the state's population. Legislative priorities and strategies mentioned by legislators are designed to address two major challenges that higher education faces in meeting state needs: improving the responsiveness of the higher.education system and accommodating changing demands for access to higher education. State appropriations for higher education operating funds have increased on average 7% annually for the past 3 years, but legislators generally believe that these funds are not adequate. As state budgets tighten, higher education's long-standing role as a "budget balancer" makes it particularly vulnerable to cuts. How higher education will fare in the changed economic environment is difficult to predict. Three appendixes contain a discussion of research methodology, the interview protocol, and a state data table. (Contains 9 figures, 1 table, and 26 endnotes.) (SLD)

For many years, community colleges have been involved in workforce preparation and economic development in the form of the occupational education of students. But in the last two decades, community colleges have greatly broadened their economic development role to include contract training, small-business development, and local economic planning. These new activities promise to take the community college in a new direction: from an institution focused on educating students to one centered on meeting the needs of business and the local economy. This Brief analyzes the new role of the community college vis-a-vis five different industries: auto manufacturing, apparel-making, construction, banking, and auto repair. For each industry, we studied at least four community colleges with wellknown programs serving that industry. Information was drawn from interviews, site visits, and analysis of documents.

Extant research on scholarship programs provides foundational knowledge on student enrollment patterns, different types of programs and their students, and outcomes for scholarship recipients in different sectors of higher education. Despite this growing body of research, however, looming questions remain about the measurable impact of scholarship funding. in this study, we use an experimental research design a to estimate the impact of a race-conscious scholarship program for Asian American and pacific islander (AApi) students attending three Asian American and Native American pacific islander-Serving institution (AANApiSi) community colleges: City College of San Francisco, De Anza College, and South Seattle College. Our primary goal was to understand the lived experiences of AApi students attending community college and the relative impact of the funding on their educational experiences and academic achievement. a We employed a randomized controlled trial to compare scholarship recipients and non-recipients in order to isolate the impact of the scholarship on students' educational experiences.

Collective impact is an increasingly popular approach to addressing persistent social problems. It takes a place-based systems approach to social change and compared with other forms of collaboration is meant to be more structured and strategic. Such an approach is intuitively appealing, and it has the support of stakeholders at the local level, the state level, and even the White House. 1 However, engaging in strategic, cross-sector collabora-

Years of effort along various lines have done little to alleviate disparities in educational and economic success in the United States. To be sure, some individual programs, interventions, and institutions have produced some small-scale improvements. But these have not translated into a systemic reduction in the gaps that exist in rates of college matriculation, postsecondary attainment, and family-sustaining employment across racial/ethnic and socioeconomic groups. In recent years, communities around the country have begun to embrace a new model of educational and social intervention called collective impact. Collective impact aims to shift responsibility for improvement in outcomes from individual organizations to entire systems that affect the lives of people in a particular location. This place-based approach addresses the interconnected challenges of poverty, education, and economic independence, and recognizes that single organizations cannot solve these problems by themselves. Collective impact engages an array of stakeholders within a community and challenges them to work together to create a coherent organizational structure in which they are all driven by the same shared outcome goals (OMG Center for Collaborative Learning, 2013). What makes collective impact different from other forms of collaboration is its emphasis on a centralized "civic infrastructure" made up of committed community partners, its emphasis on shared measurement of indicators and outcomes across organizations, and its focus on continuous communication within a community StriveTogether, n.d.). A collective impact initiative is typically managed by a backbone organization that facilitates, convenes, and builds relationships among partners (OMG

Years of effort along various lines have done little to alleviate disparities in educational and economic success in the United States. To be sure, some individual programs, interventions, and institutions have produced some small-scale improvements. But these have not translated into a systemic reduction in the gaps that exist in rates of college matriculation, postsecondary attainment, and family-sustaining employment across racial/ethnic and socioeconomic groups.

Collective impact is an increasingly popular approach to addressing persistent social problems. It takes a place-based systems approach to social change and compared with other forms of collaboration is meant to be more structured and strategic. Such an approach is intuitively appealing, and it has the support of stakeholders at the local level, the state level, and even the White House.1 However, engaging in strategic, cross-sector collaboration is challenging. This brief draws on the experiences of five committed collective impact communities participating in the Ford Foundation’s Corridors to College Success initiative to expose some of the practical challenges of translating the theory of collective impact into action.2

Calls to increase the number of undergraduate STEM credential recipients have largely failed to differentiate between sub-baccalaureate and four-year credentials at the undergraduate level, which is problematic for workforce development. In this paper, the authors develop a classification system for sub-baccalaureate STEM credentials that is incorporated into an analysis of administrative data from the Virginia Community College System. The authors first describe sub-baccalaureate STEM students and then examine the relationships between STEM matriculation and short-term outcomes for six cohorts. The authors use Mincerian regressions to estimate the earnings associated with completing a STEM credential four years after initial enrollment. In addition to confirming that students with career-oriented credentials drive shortterm STEM earnings benefits, and that full-time students are more likely to complete credentials than their part-time peers, this study also finds relative homogenei...

ing a community college in the United States free, with the federal government paying 75% of the costs and states paying 25% of two years of community college. To qualify for this benefit, students must maintain a 2.5 GPA, and community colleges must adopt evidence-based institutional reforms to improve student outcomes, including reforms to student services. President Obama’s plan to strengthen community colleges and bring education to more students has the potential to bolster and bring more attention to the value community colleges offer. But what about those community colleges that are also minority serving institutions and their students? Does the proposal adequately address their needs?

Collective impact is an increasingly popular approach to addressing persistent social problems. It takes a place-based systems approach to social change and compared with other forms of collaboration is meant to be more structured and strategic. Such an approach is intuitively appealing, and it has the support of stakeholders at the local level, the state level, and even the White House. 1 However, engaging in strategic, cross-sector collabora-

Special thanks to my parents, Kenneth and Gloria Babin, who supported me emotionally and financially. You have always been there for me no matter what my endeavor or circumstance. Mama and Daddy, I could never repay you for all you have done for me, Travis and the children. I am forever in your debt. Special thanks to my brother, Michael Babin, for always being there for me no matter what my request. Thanks to my uncle, Louis Bellina, for his support and encouragement during this journey. Special thanks to my aunt and uncle, Karen & Charles Radcliff, for their prayers and support. Thanks to "my girls", Alex Davis, Dana Sweeney, Rachelle Richard, Kacey Tambling, Shanna Lavin and Emily Souvinette for encouraging me and helping me stay focused while providing comic relief and entertainment so I would not completely lose my mind. Thanks to my wonderful step-children, Stormi and Shade, who always understood when I told them I could not watch a movie or play a game with them because I was working on my school stuff. You were my motivation for finishing this project so that I could be a good role model to you. I also wanted you to know that nothing is impossible if you set your mind to it, no matter what obstacles life throws your way or how long it takes you. And above all, the greatest thanks to God. I firmly believe that through him ALL things are possible. I also would like to thank God for bringing Travis, Stormi and Shade into my life at the beginning of this journey which was the stimulus for me becoming interested in the topic of work-family balance in higher education. Co-worker Satisfaction .

Time to degree completion, unit accumulation, and transfer attainment are all indicators of student success in higher education. These measures have served as dials of success for decades (e.g., . The Student Transfer Achievement Reform Act of 2010 (SB 1440) was passed with the goal to enhance the intersegmental coordination of the transfer process for California Community College (CCC) students seeking to transfer to a California State University (CSU) (California Legislative Information, 2010). This legislation engineered a transfer process that allows CCC students seeking a 4-year degree to have a seamless transition into the CSU system. Beneficiaries of transfer degrees earn a guaranteed admission into a CSU and are provided with a clear pathway for completion with legal guidelines for the number of units that can be required for degree attainment. Many community college students embark their academic journey with a goal of transferring to 4-year institution, but only a small percentage are retained after their first term, and even a smaller percentage realize their transfer goal . Moreover, recent data projections indicate that by the year 2025 more jobs in the state of California will require some form of college attendance or training than the jobs that do not . This study seeks to identify the impact of Transfer Degrees on retention, progression and completion. Additionally, the last question seeks to identify equity metrics for disproportionately impacted students. The four questions are as follows: 1. What is the comparison in time to degree conferral between ADT degree earners, Associate degree earners, and Transfer Prepared (non-degree seeking) students?

Job demands are those physical, social, or organizational aspects of the job that require sustained physical or mental effort. Analysis on job demands remains relevant for organizations today since they aim to systematically quantify and evaluate the physical, cognitive, and environmental demands of a task or job. This is necessary in determining the compatibility between a worker and the requirements of a specific job. The job demands-resources (JD-R) model was used as a framework to study the relationship between job demands and intention to leave. The JD-R model considers the impact of job demands and job resources on employee outcomes. This study adopted positivism research philosophy and cross-sectional research design. The sample for the study consisted of 412 academic and non-academic staff from 30 public universities in Kenya. The regression results also showed that job demands were responsible for а significant proportion of the variance in Kenyan public universities staff's intentions to leave their jobs, with R 2 values of 0.484. This implies that the model explains 48.4% of the variation in the data of the respondents' intention to leave their jobs. The study recommends that universities should assign staff roles that are aligned to their needs since untenable job demands have been shown to contribute negatively to staff's intention to leave. This should be accompanied by continuous support and rewarding of staff in line with the duties they perform.

This study utilizes an extensive panel data set spanning 15 years (2004)(2005)(2006)(2007)(2008)(2009)(2010)(2011)(2012)(2013)(2014)(2015)(2016)(2017)(2018) and 752 public community colleges to investigate operating costs and persistent cost efficiency at public community colleges in the United States. We employ a generalized true random effects (GTRE) regression model that takes into account spatial correlation of costs among community colleges, to estimate cost efficiency via stochastic frontier analysis (SFA). The results reveal a positive relationship between operating costs and associate degrees and certificates as well both human (part-and full-time faculty) and financial resources (local, state and federal funding and tuition revenue), controlling for other variables. Furthermore, with an average persistent (long-term) efficiency of 87%, few institutions are relatively cost inefficient. Moving forward, campus leaders and policy makers alike may consider yearly data and efficiency calculations to develop strategic plans and funding alternatives. With 40 percent of first-time students transferring at least once within six years and over half of those students transfer from a community college, future research may study cost efficiency of community colleges while accounting for student transfers as an output.

This study utilizes an extensive panel data set spanning 15 years (2004)(2005)(2006)(2007)(2008)(2009)(2010)(2011)(2012)(2013)(2014)(2015)(2016)(2017)(2018) and 752 public community colleges to investigate operating costs and persistent cost efficiency at public community colleges in the United States. We employ a generalized true random effects (GTRE) regression model that takes into account spatial correlation of costs among community colleges, to estimate cost efficiency via stochastic frontier analysis (SFA). The results reveal a positive relationship between operating costs and associate degrees and certificates as well both human (part-and full-time faculty) and financial resources (local, state and federal funding and tuition revenue), controlling for other variables. Furthermore, with an average persistent (long-term) efficiency of 87%, few institutions are relatively cost inefficient. Moving forward, campus leaders and policy makers alike may consider yearly data and efficiency calculations to develop strategic plans and funding alternatives. With 40 percent of first-time students transferring at least once within six years and over half of those students transfer from a community college, future research may study cost efficiency of community colleges while accounting for student transfers as an output.

Some stories enhance life; Others degrade it. So we must be careful About the stories we tell, About the ways we define Ourselves and other people. --Burton Blatt (1987, p.142) A plethora of political volleyball regarding the use of specific derogatory terms (e.g., the retarded) recently made headlines throughout the United States. Often movies are made without concern for their portrayal of persons with disabilities using stereotypes and stigma supporting language in the script. Many of us in special education, as well as individuals with disabilities, are dismayed at the lack of sensitivity surrounding the use of such terminology and might be wondering whatever happened to the people-first language movement. Although the movement may have had a positive effect on a generation of individuals associated with persons with disabilities, it appears as if our work is not yet done. This paper reviews people-first language, its beginnings, its current status, and how we can promote it and...

Finding work after college has always been a big problem for universities and society as a whole. The problem of graduates from higher vocational schools having a hard time finding work is especially noticeable. COVID-19 has slowed down China's social and economic growth in the last few years; things are not looking good for the national economy, which directly leads to the dire state of jobs. The number of college students in higher vocational colleges is growing every day, as is the number of graduates. At the same time, the job market is getting more and more competitive, and there is still a gap between the skills of college students in higher vocational colleges and the skills that are needed in the job market-this has made it harder for college students in higher vocational colleges to find jobs. Thus, making college students in higher vocational schools more employable by developing their overall skills and helping them become more competitive for jobs have become important tasks for higher education and pressing problems that need to be fixed. Based on a comprehensive analysis of existing research, this paper proposes four strategic suggestions: building a talent training model based on employability factors, strengthening the construction of high-quality vocational education characteristic courses, giving full play to the role of practical teaching in cultivating employability, and building a high-quality employment service system for higher vocational colleges. This aims to provide a reference for improving the employability of graduates from higher vocational colleges.

The purpose of this study was to determine whether Latino/a students at Rowan University felt as though they mattered. The subjects in this study consisted of undergraduate, full-time and part-time students at Rowan University enrolled during the 2014 Spring semester. Data were collected using the College Mattering Inventory, which consisted of 29 Likert scale items. The findings of this study revealed that Latina/o students at Rowan University generally have positive attitudes toward mattering in the subscales. Latina/o students at Rowan University reported the lowest levels of mattering in the general college mattering sub-scale and the Mattering to Students sub-scale. Overall there were only marginal differences in the mean scores of the study of Rowan University business transfer students by Johnston (2014), Rowan University residential students by McGuire (2012) and those of Rowan University Latina/o students

A grosso modo, el lector encontrará una breve semblanza de 24 años de vida universitaria, que corresponde a los  años de 1995 a la presente fecha, enfocado fundamentalmente a la expansión académica de la máxima casa de estudios de Campeche en tres distintas vertientes: el administrativo y sus servicios; las carreras universitarias e investigación, además de las dinámicas culturales, académicas y deportivas; todos estos aspectos enclavados en un espacio temporal caracterizado por un sello muy particular que lo convierte en único en relación a los decenios preliminares, o dicho en otros términos, ubicados en la alternancia de una etapa gradualmente competitiva a otra de mayores proporciones signados por los parámetros de una educación de perfil global.

Program assessment is not a straightforward task. However, when conducted systematically—that is when the program goal is defined clearly and measured appropriately as well as the population selected correctly—the information obtained can be invaluable.

The emerging research review suggests that successful teachers get to understand their learners so as to meet their educational aspirations. In line with afore prelude, this is a well-summarized inscription, identifying salient features and educational implications of the seven (7) traditional disabilities mostly considered in Zambia’s education system.

Dalam mengukur keupayaan kemahiran pelajar semasa Latihan Industri, penilaian tahap kompetensi kemahiran praktikal menjadi penting dalam membentuk kesediaan bekerja pelajar. Kajian ini bertujuan menguji impak kemahiran praktikal terhadap kesediaan bekerja pelajar dari empat program sijil di Kolej Komuniti Chenderoh yang baru menamatkan Latihan Industri pada semester akhir tahun 2023. Responden kajian terdiri daripada 114 pelajar dari program Sijil Kulinari, Sijil Operasi Perhotelan, Sijil Teknologi Elektrik, dan Sijil Seni Visual Kreatif. Analisis deskriptif digunakan untuk menilai keberkesanan latihan praktikal, sementara analisis regresi digunakan untuk menguji hipotesis H1 dan analisis ujian t sampel tidak bersandar digunakan untuk menguji hipotesis H2. Dapatan kajian menunjukkan adanya kesan signifikan latihan praktikal terhadap kesediaan bekerja, serta perbezaan dalam kesediaan bekerja antara pelajar lelaki dan perempuan. Hasil kajian ini dapat memberikan panduan kepada pihak pengurusan kolej dan industri untuk meningkatkan serta memperbaiki kurikulum latihan industri pelajar, dengan tujuan meningkatkan persediaan mereka untuk memasuki dunia pekerjaan.