Community College Workforce Development in the Student Success Era

D’Amico, Mark M.

doi:10.1007/978-3-319-26829-3_5

Cited by 10 publications

(6 citation statements)

References 118 publications

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“…Emphasizing a localized approach to the disbursement of federal funds to state and local governments, WIOA explicitly incentivized workforce education‐to‐labor market alignment (Campbell & Love, 2016). WIOA included key performance indicators to encourage alignment, with strong emphases placed on addressing local labor market demands, credentialing, and student wages (D'Amico, 2016). This approach recognizes that the labor market needs of individual communities are unique (Molly et al., 2011) and allows flexibility and autonomy for a localized, needs‐based approach to federal spending (Campbell & Love, 2016).…”

Section: The Changing Economic and Policy Landscapementioning

confidence: 99%

Community college responses to align career and technical education programs with changing labor markets

Atwell

Ecton

Klein

et al. 2021

New Drctns Community Coll

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A new wave of federal legislation is drastically affecting how community colleges create and deliver programs in career and technical education (CTE). A key focus area shared by these federal policy changes is program‐to‐labor market alignment in which community colleges must utilize local labor market data to tailor their CTE programs to meet the needs of local businesses and industry. This article presents an overview of the rapidly shifting economic and policy environments, and offers three exemplars of community colleges in rural, suburban, and urban service areas that have successfully aligned CTE programs with local labor market demand. In all, this article highlights innovations and best‐practices offered by these exemplars as the federal government makes alignment a top priority for the 21st century community college.

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Section: The Changing Economic and Policy Landscapementioning

confidence: 99%

Community college responses to align career and technical education programs with changing labor markets

Atwell

Ecton

Klein

et al. 2021

New Drctns Community Coll

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show abstract

“…Scholarship on CCBs largely focuses on the justification for these degrees at community colleges, the adoption of policies approving these degrees within a state, and the implementation of these programs at a college (D’Amico, 2016). The justification for these programs reveals the purposes from the perspective of different stakeholders.…”

Section: Review Of the Literaturementioning

confidence: 99%

“…Increasing baccalaureate attainment rates within a state is another stated purpose of CCBs (Russell, 2013). A few studies have examined the effectiveness of CCB policies in degree production (D’Amico, 2016), but impacts have not been conclusive. Some studies have shown a positive relationship between offering CCBs and degree production in nursing across several states (Daun-Barnett, 2011) and within Florida (Daun-Barnett & Escalante, 2014).…”

Section: Review Of the Literaturementioning

confidence: 99%

See 1 more Smart Citation

Promoting Access and Equity for Underrepresented Racial Minorities? An Examination of Policies and Practices in Community College Baccalaureate Programs

Cuellar

Gándara

2020

Community College Review

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Objective/Research Question: The purpose of this study was to examine the extent to which programs offering community college baccalaureates (CCBs) address access and equity for underrepresented racial minorities (URMs). The study first aimed to understand how administrators described the purpose of CCBs with regard to advancing equity for URMs. Next, the study explored how CCB programs incorporate policies and practices advancing access and success of URM students. Method: The study employed a multiple-case study design by focusing on three states offering bachelor’s degrees at several community colleges. Interviews with administrators were conducted at two colleges offering CCB programs in each state. Colleges differed in demographic composition and in the number and type of CCB programs offered. Results: Administrators described how CCBs advanced socioeconomic mobility, which promoted equity, particularly for low-income students. Findings suggested that only some attention was placed on providing access to URMs, which was largely contingent on the representation of URMs in the surrounding community and feeder programs. Few outreach efforts and support services specifically targeted URMs. Conclusion/Contributions: Given that URMs are largely concentrated at community colleges and significant gaps exist between URMs and non-URMs in college completion, CCBs might serve as an educational policy to reduce those gaps. As CCBs are primarily framed as essential to meeting workforce needs, increased opportunities for URMs may be limited without intentional efforts to outreach and support URMs.

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“…Technical education has played a prominent role in community colleges and is taking on even more importance. Technical education is increasingly seen as a profitable resource for community colleges, states, and the private sector, as well as a solution for boosting degree completion (e.g., D'Amico, 2016;Harrison, et al, 2006;Robinson & Christophersen, 2008) and a stimulus for the economy (D'Amico, Morgan, Katsinas, & Friedel, 2015;U.S. Department of Education, 2012).…”

Section: Technical Educationmentioning

confidence: 99%

An Examination of Instructional Approaches in Online Technical Education in Community Colleges

Horvitz

Garcia

Mitchell

et al. 2019

OLJ

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Technical education programs in community colleges prepare students for many science and engineering-based jobs in the United States. An increasing number of technical education programs in community colleges are using online learning tools to teach courses. However, little is currently known about the ways these programs are integrating online learning in their coursework. This study examined fifteen National Science Foundation funded technical education programs that use online learning to partially or entirely deliver their courses. We conducted semi-structured interviews with key personnel from each project. Through analysis of this data, we found that technical education programs used a variety of instructional delivery approaches that can be categorized as follows: (a) a hybrid or blended course with asynchronous online lectures; (b) a hybrid or blended course with synchronous lectures; (c) a hybrid or blended course with a combination of asynchronous and synchronous lectures and discussions; or (d) a course that is fully online. We also found that online or hybrid technical education programs used a variety of different methods to give students experience in their field of study that can be categorized as follows: (a) pre-recorded video; (b) live video; (c) simulations; (d) equipment at home; (e) equipment in lab; and (f) professional site experience. We recommend that future research examine how well these approaches are working, incorporate student perceptions, and incorporate the views of employers of these programs’ graduates.

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Community College Workforce Development in the Student Success Era

Cited by 10 publications

References 118 publications

Community college responses to align career and technical education programs with changing labor markets

Community college responses to align career and technical education programs with changing labor markets

Promoting Access and Equity for Underrepresented Racial Minorities? An Examination of Policies and Practices in Community College Baccalaureate Programs

An Examination of Instructional Approaches in Online Technical Education in Community Colleges

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