ABSTRACT With their open access mission and the diverse students served, community colleges are poised to lead equitable student success efforts in the academy. Research demonstrates, however, that many community colleges fail to support the success of Students of Color. Equitable student success efforts have become even more challenging due to anti‐DEI rhetoric, actions, and legislation from federal and many state governments. Equity‐mindedness as conceptualized and developed for higher education by Dr. Estela Bensimon provides the framework and tools community colleges need to serve all their students and close racialized disparate student outcomes. This article offers equity‐minded strategies being utilized by community college leaders as they serve students and advance institutional missions.
ABSTRACT Community colleges have a strong rationale for engaging in global education and internationalization, given the benefits of these opportunities to students, the institution, and the local community. This article focuses on two common student mobility‐related strategies, often housed in the same office or department: enrolling international students, that is, students attending the community college on a temporary visa that allows for academic work, and facilitating study abroad programs. Given the rise in virtual exchange programming during the pandemic and its potential as a lower‐cost alternative to study abroad, we also include virtual exchange offerings in our discussion on study abroad. The article draws on two qualitative research projects by the authors to highlight innovative practices and strategies for engaging in this work. Our recommendations are starting points to creating robust internationalization efforts at community colleges, allowing this sector of higher education to engage in global activities with a local impact.
ABSTRACT Statewide community college associations are membership organizations that support governance, professional development, and advocacy, yet they have received limited scholarly attention. Using document and qualitative content analysis of publicly available webpages, reports, and federal tax filings, this study examines the governance, organizational capacity, and publicly articulated functions of 33 statewide community college associations across 28 states. Findings show differences in governance and in the staffing and financial resources available to support their work. Despite these differences, associations perform common functions centered on advocacy and public representation, statewide coordination and collaboration, and professional learning and development. The findings position statewide community college associations as important intermediary organizations that connect community colleges and their leaders with one another, policymakers, and other external stakeholders. The findings provide a comparative organizational portrait of statewide community college associations and establish a foundation for future research examining their roles in leadership, policy, and practice.
ABSTRACT This article explores student veteran services in community colleges, focusing on policies, programs, and best practices that support academic, social‐psychological, and career success. Grounded in an asset‐based approach, the authors identify distinctive characteristics of community college student veterans and highlight culturally affirming support strategies that build on their strengths. Drawing on a critical synthesis of prior studies and exemplary programs implemented at urban and rural community colleges, the article offers essential insights and pragmatic recommendations to improve access, retention, and outcomes for veteran learners in 2‐year institutions.
ABSTRACT In this article, we synthesize enrollment trends and research on online learning in community colleges to argue that student success depends on integrated, relationship‐rich support systems. We review Holistic Student Supports and Guided Pathways models alongside the Community of Inquiry framework to demonstrate how teaching, social, and cognitive presences can be operationalized across student support services. We analyze persistent barriers, such as complex navigation, basic‐needs insecurity, and limited digital literacy, and highlight exemplars, including unified virtual one‐stop hubs, proactive case management, and synchronous help. We propose a playbook for institutions seeking to strengthen online student support. Key actions include aligning modality with task, implementing equity‐focused intake, enabling risk‐responsive coaching and course‐mix planning, investing in professional learning that fosters presence, and utilizing a one‐page scorecard for rapid‐cycle improvement. We argue that integrating technology with human connection can enhance engagement, persistence, and completion in online and hybrid community college settings.
