Academic journal article Community College Review

Editor's Note

Academic journal article Community College Review

Editor's Note

Article excerpt

One obvious goal of the Community College Review is to provide new insights into the experiences of community college students and faculty members. The articles in this issue offer intriguing views into aspects of the community college enterprise that have received relatively little attention in the literature.

First, Peter Riley Bahr describes a quantitative analysis of lateral student transfer in California, examining student movement between community colleges. Among other findings, his data show significant variations in lateral transfer across different student groups, reinforcing the importance of calculating associate's degree attainment rates on a system-wide basis that accounts for student movement across community colleges rather than on an institutional basis that examines degree attainment at one institution only.

The next article, by Michael A. Gallo and Michael Odu, details a study examining the relationship between course scheduling and student success in college algebra courses. Controlling for several variables, their findings suggest that student learning in algebra is greater in classes that meet frequently (i.e., three times each week on Monday, Wednesday, and Friday) than in classes that meet less frequently (i.e., once each week on Saturdays). This difference, if replicated in other studies, may need to be factored into course scheduling decisions and weighed against the preferences of many students who might favor infrequent class meetings as a way of limiting the number of times they need to commute to the college campus.

John R. Gibson and John P. Murray then broach the question of how full-time art instructors at community colleges balance their work as artists on the one hand and their work as teachers on the other. Drawing on a survey of a stratified random sample of art instructors at community colleges in Texas, Gibson and Murray suggest that those who see themselves more as artists than as educators--or who see themselves equally as artists and as educators--tend to be more successful at balancing art with teaching than are instructors who see themselves more as educators than as artists. Their findings raise intriguing questions about the impact of faculty member's professional identities on his or her work lives.

Finally, this issue concludes with Linda Serra Hagedorn's review of Minding the Dream: The Process and Practice of the American Community College, by Gail O. Mellow and Cynthia Heelan. This 2008 book offers a comprehensive look at the American community college, examining administrative processes and curricular functions from the perspective of experienced community college leaders. It is one of the few broad texts on the community college authored by community college educators themselves as opposed to university researchers.

A Note of Thanks to External Reviewers

The success of any scholarly journal rests largely on the work of those who review manuscripts. Reviewers do more than determine the suitability of manuscripts for publication. They also provide thoughtful comments that help authors see their work from a different perspective. This is an essential starting point for the rethinking and revising that help authors communicate with readers.

I am grateful to the following colleagues for their work as reviewers during 2008:

Linda Allen, Hawkeye Community College, Waterloo, Iowa

Lois A. Alves, Middlesex Community College, Lowell, Massachusetts

Marilyn Amey, Michigan State University, East Lansing, Michigan

David F. Ayers, University of North Carolina at Greensboro, Greensboro, North Carolina

Elisabeth A. Barnett, Teachers College, Columbia University, New York, New York

Debra Bragg, University of Illinois at Urbana-Champaign, Champaign, Illinois

Kurt R. Buttleman, South Seattle Community College, Seattle, Washington

Dale Campbell, University of Florida, Gainesville, Florida

Brent Cejda, University of Nebraska-Lincoln, Lincoln, Nebraska

Charles R. …

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