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• 1. [Article] Community college leaders : building community connections

  The study established how community college leaders establish connections with other community leaders. Connections that form broad and inclusive networks can be used to develop positive social capital ...

  Citation × Citation Citation Abstract Copy Title: Community college leaders : building community connections Author: York, Penny The study established how community college leaders establish connections with other community leaders. Connections that form broad and inclusive networks can be used to develop positive social capital in communities. Results showed that new community college leaders follow a pattern of community engagement including the identification of other leaders, making contacts, and extending relationships through community and personal activities. No particular set of personality characteristics is required for the development of community connections. Methods of developing community connections vary depending upon leader, college, and community characteristics. The development of connections is expedited by frequent attendance at events, membership in organizations, and the assistance of college staff. The development of community connections is based on sets of skills that can be learned. Skills learned in the development of community connections can be adapted and transferred from one setting to another. Community college leaders tend to define the results of their community connections by college outcomes rather than by community impact. Community college leaders tend not to have broad and inclusive networks that include informal and social service community leaders. New community college leaders and their staffs can use the results of this study to better prepare for the establishment and maintenance of leadership networks that build community. Title: Community college leaders : building community connections Author: York, Penny The study established how community college leaders establish connections with other community leaders. Connections that form broad and inclusive networks can be used to develop positive social capital in communities. Results showed that new community college leaders follow a pattern of community engagement including the identification of other leaders, making contacts, and extending relationships through community and personal activities. No particular set of personality characteristics is required for the development of community connections. Methods of developing community connections vary depending upon leader, college, and community characteristics. The development of connections is expedited by frequent attendance at events, membership in organizations, and the assistance of college staff. The development of community connections is based on sets of skills that can be learned. Skills learned in the development of community connections can be adapted and transferred from one setting to another. Community college leaders tend to define the results of their community connections by college outcomes rather than by community impact. Community college leaders tend not to have broad and inclusive networks that include informal and social service community leaders. New community college leaders and their staffs can use the results of this study to better prepare for the establishment and maintenance of leadership networks that build community. Close

• 2. [Article] Community leaders' perspectives of a rural community college's impact on community development

  The purpose of this qualitative research study was to examine the role a rural community college plays in the development of its community, using a holistic, community-based lens that considered college ...

  Citation × Citation Citation Abstract Copy Title: Community leaders' perspectives of a rural community college's impact on community development Author: Thomas, Reine M. The purpose of this qualitative research study was to examine the role a rural community college plays in the development of its community, using a holistic, community-based lens that considered college and community context, interactions and results to answer the question: How does the rural community college impact the development of the rural community? While the community college's connection to the local community is largely inherent, a full understanding of community college-community interaction and the impact of those interactions on the community as a whole is often difficult to articulate. Given the context of today's education accountability requirements, it is advantageous to develop a more comprehensive understanding of the community college with regard to community impact and public benefit -- for community college practitioners, the public, and state and local policy-makers. A social constructivist research perspective, a case study research strategy, and a single case design were employed in this study. The case for this study was a rural Northwest community and the community college within it. The community college was classified as a small, rural-serving college by the Carnegie Classification of Colleges and Universities. A logic model design guided the study. Study participants included: elected officials; business and industry executives; and health, education and human services leaders. A combination of document review, participant observation, and interviews was used to answer the research questions: (a) What is the context of this community and this community college? (b) In what ways do the college and the community interact and engage? (c) What are the results of the college-community engagement? Examination of the data revealed several major themes and five significant findings: 1. The community defines itself through a regional, rural lens and is characterized by an interconnectedness of its people to the land and to the history of the region. 2. The college and the community invest in reciprocal relationships and collaborate on mutually beneficial pursuits. 3. An improved regional economy and skilled-up workforce are identified as positive community changes – and the community college’s contributions to those positive changes are cited as a public benefit. 4. A community leadership network with increased confidence in collaboration, understanding of community assets, and efficacy in community development is recognized as a positive community change -- and the community college's contributions to those positive changes are cited as a public benefit. 5. An enhanced community image and an optimistic community outlook are identified as positive community changes -- and the community college’s contributions to those positive changes are cited as a public benefit. When these findings are taken into account with the related literature, this study offers considerations for practice and further research among community college, civic, and policy leaders.   Title: Community leaders' perspectives of a rural community college's impact on community development Author: Thomas, Reine M. The purpose of this qualitative research study was to examine the role a rural community college plays in the development of its community, using a holistic, community-based lens that considered college and community context, interactions and results to answer the question: How does the rural community college impact the development of the rural community? While the community college's connection to the local community is largely inherent, a full understanding of community college-community interaction and the impact of those interactions on the community as a whole is often difficult to articulate. Given the context of today's education accountability requirements, it is advantageous to develop a more comprehensive understanding of the community college with regard to community impact and public benefit -- for community college practitioners, the public, and state and local policy-makers. A social constructivist research perspective, a case study research strategy, and a single case design were employed in this study. The case for this study was a rural Northwest community and the community college within it. The community college was classified as a small, rural-serving college by the Carnegie Classification of Colleges and Universities. A logic model design guided the study. Study participants included: elected officials; business and industry executives; and health, education and human services leaders. A combination of document review, participant observation, and interviews was used to answer the research questions: (a) What is the context of this community and this community college? (b) In what ways do the college and the community interact and engage? (c) What are the results of the college-community engagement? Examination of the data revealed several major themes and five significant findings: 1. The community defines itself through a regional, rural lens and is characterized by an interconnectedness of its people to the land and to the history of the region. 2. The college and the community invest in reciprocal relationships and collaborate on mutually beneficial pursuits. 3. An improved regional economy and skilled-up workforce are identified as positive community changes – and the community college’s contributions to those positive changes are cited as a public benefit. 4. A community leadership network with increased confidence in collaboration, understanding of community assets, and efficacy in community development is recognized as a positive community change -- and the community college's contributions to those positive changes are cited as a public benefit. 5. An enhanced community image and an optimistic community outlook are identified as positive community changes -- and the community college’s contributions to those positive changes are cited as a public benefit. When these findings are taken into account with the related literature, this study offers considerations for practice and further research among community college, civic, and policy leaders.   Close

• 3. [Article] Coordination and cooperation between community colleges and community schools in selected community college districts

  The most important purposes of this study were to: (1) determine the extent of cooperation and coordination that currently exists in selected community colleges which have community school programs in ...

  Citation × Citation Citation Abstract Copy Title: Coordination and cooperation between community colleges and community schools in selected community college districts Author: Weiss, Marvin Wesley The most important purposes of this study were to: (1) determine the extent of cooperation and coordination that currently exists in selected community colleges which have community school programs in their college districts, and (2) clarify the multi-roles of community schools and of community education in community colleges. Other purposes of the study were to: (1) examine the present educational philosophy regarding community schools and community colleges, (2) determine if duplication of programs exists, and (3) encourage educational administrators to develop a realistic plan for cooperation and coordination between community schools and community colleges. Procedures A. questionnaire with 46 items was developed to obtain opinions from educational administrators regarding organization, administration, finance, instruction and the level of cooperation between community schools and community colleges. The questionnaire was sent to community school directors or coordinators and community college administrators who supervised adult, community or continuing education. Five states were selected for this study--Oregon, Washington, California, Michigan and Florida. Each community college selected had at Least one community school program operating in the college district. Seventy respondents (35 community college and 35 community school administrators) participated in the study by reacting to the 46 items which were assigned values of one to five on a Likerttype scale with one being strong disagreement and five being strong agreement. All items on the returned questionnaire were analyzed by utilizing the analysis of variance technique. Selected Findings Selected findings were: 1. Fifteen items (32. 6%) showed significant differences among mean score responses for community college and community school personnel. 2. Except for three items, no differences existed between mean score responses among states. 3. Except for four items, no interaction effect differences existed in mean responses between college/schooLs and states. 4. The greatest number of rejected items (71. 4%) were found in the section on instruction. 5. The finance section had 66% of its items rejected. 6. There were no significant differences in the responses on all items in the general question section. 7. Of the 35 community schools surveyed, the length of time these schools were in operation varied from one to seven years. Thirteen of the schools were in operation just one year. 8. The greatest number of community schools in one college district was 25. Conclusions and Recommendations The following selected conclusions were based on a review of literature, the questionnaire and results of statistical analysis. They are: 1. There is an urgent need for cooperation and coordination between community colleges and community schools in college districts. 2. State laws do not prevent the community colleges and community schools from cooperating in the five states surveyed in this study. 3. State certification and qualifications of instructors in community colleges and community schools were issues which did not prevent cooperation and coordination between those two institutions. 4. Considerable disagreement exists between community colleges and community schools with regard to whether or not the community college should pay part of the community school director's salary. 5. Competition for tax dollars by community colleges and community schools is not the reason for the lack of cooperation between these institutions in the five states surveyed. 6. Community college and community school personnel must come to an agreement regarding who should be responsible for coordinating community education in a community college district. 7. Much disagreement was found between community schools and community colleges in the areas of instruction and finance. 8. A need exists for a "model" for cooperation and coordination between community schools and community colleges. The following recommendations are made: 1. Have the community college develop a training program for community school para-professionals, directors/ coordinators and other related personnel. 2. Develop formal guidelines for cooperation and coordination between community schools and community colleges. 3. Further delineate the role and function of the multiplicity of agencies providing community education in a community college district. 4. Develop a "model" for cooperation and coordination between community schools and community colleges. Title: Coordination and cooperation between community colleges and community schools in selected community college districts Author: Weiss, Marvin Wesley The most important purposes of this study were to: (1) determine the extent of cooperation and coordination that currently exists in selected community colleges which have community school programs in their college districts, and (2) clarify the multi-roles of community schools and of community education in community colleges. Other purposes of the study were to: (1) examine the present educational philosophy regarding community schools and community colleges, (2) determine if duplication of programs exists, and (3) encourage educational administrators to develop a realistic plan for cooperation and coordination between community schools and community colleges. Procedures A. questionnaire with 46 items was developed to obtain opinions from educational administrators regarding organization, administration, finance, instruction and the level of cooperation between community schools and community colleges. The questionnaire was sent to community school directors or coordinators and community college administrators who supervised adult, community or continuing education. Five states were selected for this study--Oregon, Washington, California, Michigan and Florida. Each community college selected had at Least one community school program operating in the college district. Seventy respondents (35 community college and 35 community school administrators) participated in the study by reacting to the 46 items which were assigned values of one to five on a Likerttype scale with one being strong disagreement and five being strong agreement. All items on the returned questionnaire were analyzed by utilizing the analysis of variance technique. Selected Findings Selected findings were: 1. Fifteen items (32. 6%) showed significant differences among mean score responses for community college and community school personnel. 2. Except for three items, no differences existed between mean score responses among states. 3. Except for four items, no interaction effect differences existed in mean responses between college/schooLs and states. 4. The greatest number of rejected items (71. 4%) were found in the section on instruction. 5. The finance section had 66% of its items rejected. 6. There were no significant differences in the responses on all items in the general question section. 7. Of the 35 community schools surveyed, the length of time these schools were in operation varied from one to seven years. Thirteen of the schools were in operation just one year. 8. The greatest number of community schools in one college district was 25. Conclusions and Recommendations The following selected conclusions were based on a review of literature, the questionnaire and results of statistical analysis. They are: 1. There is an urgent need for cooperation and coordination between community colleges and community schools in college districts. 2. State laws do not prevent the community colleges and community schools from cooperating in the five states surveyed in this study. 3. State certification and qualifications of instructors in community colleges and community schools were issues which did not prevent cooperation and coordination between those two institutions. 4. Considerable disagreement exists between community colleges and community schools with regard to whether or not the community college should pay part of the community school director's salary. 5. Competition for tax dollars by community colleges and community schools is not the reason for the lack of cooperation between these institutions in the five states surveyed. 6. Community college and community school personnel must come to an agreement regarding who should be responsible for coordinating community education in a community college district. 7. Much disagreement was found between community schools and community colleges in the areas of instruction and finance. 8. A need exists for a "model" for cooperation and coordination between community schools and community colleges. The following recommendations are made: 1. Have the community college develop a training program for community school para-professionals, directors/ coordinators and other related personnel. 2. Develop formal guidelines for cooperation and coordination between community schools and community colleges. 3. Further delineate the role and function of the multiplicity of agencies providing community education in a community college district. 4. Develop a "model" for cooperation and coordination between community schools and community colleges. Close

• 4. [Article] The wonderful missions of the community college: a hermeneutic analysis of the first hundred years of the colleges’ community engagement

  The community college, now over 100 years old, began with the singular mission of preparing students for transfer to the university. Throughout the 20th century, the community college has expanded its ...

  Citation × Citation Citation Abstract Copy Title: The wonderful missions of the community college: a hermeneutic analysis of the first hundred years of the colleges’ community engagement Author: Nadolny, Raymond A. The community college, now over 100 years old, began with the singular mission of preparing students for transfer to the university. Throughout the 20th century, the community college has expanded its missions to serve increasingly complex and comprehensive community needs. Through a textual analysis of community engagement within seven seminal texts on the community college written at different times during the past century, the study reexamined the evolution of community college mission. The result was an increased appreciation of the community college as a unique social institution that contributed to the development of democracy in America through a history of community engagement, commitment to access, and multiple missions. Title: The wonderful missions of the community college: a hermeneutic analysis of the first hundred years of the colleges’ community engagement Author: Nadolny, Raymond A. The community college, now over 100 years old, began with the singular mission of preparing students for transfer to the university. Throughout the 20th century, the community college has expanded its missions to serve increasingly complex and comprehensive community needs. Through a textual analysis of community engagement within seven seminal texts on the community college written at different times during the past century, the study reexamined the evolution of community college mission. The result was an increased appreciation of the community college as a unique social institution that contributed to the development of democracy in America through a history of community engagement, commitment to access, and multiple missions. Close

• 5. [Article] Exploring Community Resources and Readiness in Relation to Childhood Obesity Prevention in Rural Western America

  Childhood obesity is a nationwide concern of which rural, urban, and suburban communities must be aware in order to take action. The goal for the research project, GROW Healthy Kids and Communities (GROW ...

  Citation × Citation Citation Abstract Copy Title: Exploring Community Resources and Readiness in Relation to Childhood Obesity Prevention in Rural Western America Author: John, Deborah, Kunkle, Deanna Childhood obesity is a nationwide concern of which rural, urban, and suburban communities must be aware in order to take action. The goal for the research project, GROW Healthy Kids and Communities (GROW HKC), is to prevent childhood obesity in rural communities through the use of participatory action research and the HEAL MAPPS™ tool. The HEAL MAPPS™ tool allows community members to examine experiences they’ve had in terms of supports and barriers to eating healthy and being physically active within their own communities. This provides a resident-informed profile for their specific rural environment. The result is a community report that evaluates and scores each community based on six dimensions of community readiness to approach the issue of weight healthy environments for childhood obesity prevention: Available Resources, Community Efforts, Knowledge of the Efforts, Knowledge of the Issue, Community Climate, and Leadership. GROW HKC focuses on rural communities due to the likelihood of those communities being under-resourced. Rural communities face unique challenges that more urban communities do not face. Preston, a rural community in Idaho, is no exception and is lacking basic resources that would make physical activity and healthy eating more accessible to community members, such as sidewalks and healthy food retailers. Preston, ID community members do recognize where efforts have been made to provide resources for eating healthy or being physically active in their community but see a need for improvement. Once community readiness is determined evidence-based strategies are used to promote healthy eating and increased physical activities resulting in lower body mass indexes for rural children. Title: Exploring Community Resources and Readiness in Relation to Childhood Obesity Prevention in Rural Western America Author: John, Deborah, Kunkle, Deanna Childhood obesity is a nationwide concern of which rural, urban, and suburban communities must be aware in order to take action. The goal for the research project, GROW Healthy Kids and Communities (GROW HKC), is to prevent childhood obesity in rural communities through the use of participatory action research and the HEAL MAPPS™ tool. The HEAL MAPPS™ tool allows community members to examine experiences they’ve had in terms of supports and barriers to eating healthy and being physically active within their own communities. This provides a resident-informed profile for their specific rural environment. The result is a community report that evaluates and scores each community based on six dimensions of community readiness to approach the issue of weight healthy environments for childhood obesity prevention: Available Resources, Community Efforts, Knowledge of the Efforts, Knowledge of the Issue, Community Climate, and Leadership. GROW HKC focuses on rural communities due to the likelihood of those communities being under-resourced. Rural communities face unique challenges that more urban communities do not face. Preston, a rural community in Idaho, is no exception and is lacking basic resources that would make physical activity and healthy eating more accessible to community members, such as sidewalks and healthy food retailers. Preston, ID community members do recognize where efforts have been made to provide resources for eating healthy or being physically active in their community but see a need for improvement. Once community readiness is determined evidence-based strategies are used to promote healthy eating and increased physical activities resulting in lower body mass indexes for rural children. Close

• 6. [Article] Characterization of community capacity in a forest-dependent community : the case of the Haut-St.-Maurice

  In recent years, economic, social, technological, and environmental changes have all imposed challenges on forest-based communities. This has revived interest in studying these communities to understand ...

  Citation × Citation Citation Abstract Copy Title: Characterization of community capacity in a forest-dependent community : the case of the Haut-St.-Maurice Author: Nadeau, Solange, 1967- In recent years, economic, social, technological, and environmental changes have all imposed challenges on forest-based communities. This has revived interest in studying these communities to understand their ability to tackle these challenges. This study is built around a case study of an industrial forest-based community and aims at characterizing the community's ability to deal with change. A review of the literature documented the evolution of the frameworks used to examine forest communities and guided the choice of a framework. This case study analysis focuses on community capacity and the research follows two avenues: documenting the evolution of community capacity over time, and assessing residents' opinions on major issues challenging their community's capacity. A mix of qualitative and quantitative research methods was used to address these questions. Interviews were used to document the evolution of community capacity. They reveal how community capacity was built through community empowerment with regard to social capital and infrastructure development. They also shed light on the constraining effects that stagnant human capital and institutional management arrangements for public lands had on this capacity. The interviews identified issues challenging the current capacity of the community. A series of questions about these issues was then presented to local residents by means of a mail survey. The survey assessed residents' attitudes and provided information about the degree of agreement within the community on issues associated with community capacity. It reveals the responsiveness of groups within the community, and highlights concerns expressed by specific groups regarding the hurdles faced either by the community or by themselves in building community capacity. Title: Characterization of community capacity in a forest-dependent community : the case of the Haut-St.-Maurice Author: Nadeau, Solange, 1967- In recent years, economic, social, technological, and environmental changes have all imposed challenges on forest-based communities. This has revived interest in studying these communities to understand their ability to tackle these challenges. This study is built around a case study of an industrial forest-based community and aims at characterizing the community's ability to deal with change. A review of the literature documented the evolution of the frameworks used to examine forest communities and guided the choice of a framework. This case study analysis focuses on community capacity and the research follows two avenues: documenting the evolution of community capacity over time, and assessing residents' opinions on major issues challenging their community's capacity. A mix of qualitative and quantitative research methods was used to address these questions. Interviews were used to document the evolution of community capacity. They reveal how community capacity was built through community empowerment with regard to social capital and infrastructure development. They also shed light on the constraining effects that stagnant human capital and institutional management arrangements for public lands had on this capacity. The interviews identified issues challenging the current capacity of the community. A series of questions about these issues was then presented to local residents by means of a mail survey. The survey assessed residents' attitudes and provided information about the degree of agreement within the community on issues associated with community capacity. It reveals the responsiveness of groups within the community, and highlights concerns expressed by specific groups regarding the hurdles faced either by the community or by themselves in building community capacity. Close

• 7. [Article] Promotion Strategy for Fishery Community Involvement: lesson learned from Baan Bang-rong, Talang district, Phuket

  Research Paper

  Citation × Citation Citation Abstract Copy Title: Promotion Strategy for Fishery Community Involvement: lesson learned from Baan Bang-rong, Talang district, Phuket Author: Laowapong, Amporn Research Paper Title: Promotion Strategy for Fishery Community Involvement: lesson learned from Baan Bang-rong, Talang district, Phuket Author: Laowapong, Amporn Research Paper Close

• 8. [Article] Integrating Fishing Communities into Fishery Management: The Influential Economics of Organization

  Research Paper

  Citation × Citation Citation Abstract Copy Title: Integrating Fishing Communities into Fishery Management: The Influential Economics of Organization Author: Hanna, Susan Research Paper Title: Integrating Fishing Communities into Fishery Management: The Influential Economics of Organization Author: Hanna, Susan Research Paper Close

• 9. [Article] Public trust / private interest : practical and philosophical issues for community colleges and their contract education programs

  Community colleges are being pressured to increase their direct support of the economic development agendas of their communities, their states, and even the nation. These pressures develop both externally ...

  Citation × Citation Citation Abstract Copy Title: Public trust / private interest : practical and philosophical issues for community colleges and their contract education programs Author: Lindstrom, Eric L. Community colleges are being pressured to increase their direct support of the economic development agendas of their communities, their states, and even the nation. These pressures develop both externally and internally, and are exacerbated when increased demands for access to community college education must be met with chronically flat-lined or underfunded community college budgets. In order to deal effectively with these pressures, community colleges may have to increase the considerable degree to which they already collaborate with the private interests within their communities. Contract education programs are one of the more powerful collaborative devices available to community colleges. But increasing their emphasis on contract education presents practical and philosophical issues for community colleges, and may even put their traditionally comprehensive missions at risk. This study suggests that the degree to which a community college is able to resolve those issues and maintain a comprehensive mission is heavily dependent upon the ability of the top leadership to balance the values and interests of the multiple organizational cultures that make up the community college and its immediate environment. Title: Public trust / private interest : practical and philosophical issues for community colleges and their contract education programs Author: Lindstrom, Eric L. Community colleges are being pressured to increase their direct support of the economic development agendas of their communities, their states, and even the nation. These pressures develop both externally and internally, and are exacerbated when increased demands for access to community college education must be met with chronically flat-lined or underfunded community college budgets. In order to deal effectively with these pressures, community colleges may have to increase the considerable degree to which they already collaborate with the private interests within their communities. Contract education programs are one of the more powerful collaborative devices available to community colleges. But increasing their emphasis on contract education presents practical and philosophical issues for community colleges, and may even put their traditionally comprehensive missions at risk. This study suggests that the degree to which a community college is able to resolve those issues and maintain a comprehensive mission is heavily dependent upon the ability of the top leadership to balance the values and interests of the multiple organizational cultures that make up the community college and its immediate environment. Close

• 10. [Article] Engaging Minds, Building Community : Facilitating community engagement in the Rubenstein School of Enviornment and Natural Resources

  Handout included: Communication Document from the Office of Experiential Learning.

  Citation × Citation Citation Abstract Copy Title: Engaging Minds, Building Community : Facilitating community engagement in the Rubenstein School of Enviornment and Natural Resources Author: Westdijk, Kate Handout included: Communication Document from the Office of Experiential Learning. Title: Engaging Minds, Building Community : Facilitating community engagement in the Rubenstein School of Enviornment and Natural Resources Author: Westdijk, Kate Handout included: Communication Document from the Office of Experiential Learning. Close