Publication date:
07 November 2017Length of book:
132 pagesPublisher
Rowman & Littlefield PublishersISBN-13: 9780810896017
From Board Rooms to Classrooms analyzes the emerging body of scholarly research on student success in an accessible and readable way that community college leaders will find both interesting and relevant. To further illustrate the connections between research and practice, case studies are drawn from community colleges that are engaging in reform.
Morest offers a three-pronged approach for community college leaders seeking to improve the success of their students. First, community college leaders need to look around at the technological transformation that has occurred in other service sectors and import some of these ideas to student services. Second, community college leaders need to explicitly socialize their students to become college students and to bond with their community college. Finally, improving the quality of teaching is particularly important with regard to developmental education, where students are attempting to master material that they have ostensibly been taught in the past.
Morest offers a three-pronged approach for community college leaders seeking to improve the success of their students. First, community college leaders need to look around at the technological transformation that has occurred in other service sectors and import some of these ideas to student services. Second, community college leaders need to explicitly socialize their students to become college students and to bond with their community college. Finally, improving the quality of teaching is particularly important with regard to developmental education, where students are attempting to master material that they have ostensibly been taught in the past.
This book does an excellent job of laying out the major issues that face students as they move through the community college and of thoughtfully assessing the state of evidence on noteworthy solutions that are being offered to address these issues. The discussions of retention, developmental education, occupational education, transfer, and organizational change are sophisticated and yet very clear. Vanessa Morest brings a unique combination of skills and experiences to the analysis of the community college as both a well-established researcher and a senior administrator at a community college. This book is very solidly grounded both in research and theory and in concrete experience.