IN THE SECOND HALF of the twentieth century, both the number of two-year institutions and the proportion of all college students enrolled in community colleges expanded rapidly (Kerr 1991). From 1950 through 1975, student enrollment in community colleges rose from just over a million students to nearly four million. By the mid-1990s, community colleges employed over a third of this country's faculty (Lucas 1996). The number of four-year institutions has increased in a relatively linear fashion since 1920. In contrast, the number of twoyear institutions grew from 1920 through 1940, stayed relatively constant through 1960, and then increased rapidly thereafter, particularly in the decade of the 1960s. In 1920, less than five percent of institutions were two-year colleges. By 1960, this proportion was up to 26 percent, jumping to nearly 35 percent by 1970, and surpassing 40 percent by the 1990s. Student enrollment increased accordingly. In 1950, the enrollment in four-year institutions was nearly ten times that in two-year institutions. By 1990, nearly 40 percent of all college and univer-sity students were enrolled in two-year institutions; the proportion reached 44 percent by 2002 (U. S. Census 1975;2005).In 1999, the ASA appointed a Task Force on Articulation to examine issues related to articulation between two and four-year institutions. The final report of this group notes that "almost half of all sociology credit hours are taught in the community college" (Zingraff 2002:1). Despite this growth in the scope of community colleges, little systematic attention has been focused upon sociology in two-year institutions. Data collected by the American Sociological Association in 2000-2001, for example, cover Baccalaureate and Graduate Programs in sociology, but not two-year institutions (Spalter-Roth and Erskine 2003). This research note provides some basic information about the courses that are typically offered in community colleges, and whether these courses have prerequisites.As higher education becomes more accessible to the general public, community colleges have received more students. Furthermore, an increasing number of students
Purpose The purpose of this paper is to describe an approach to developing a makerspace assessment plan. This approach focuses on connecting organizational and service point mission statements with outcome-based assessment plan goals, strategies, methods, and success measures. Design/methodology/approach This paper will outline the steps taken by an academic research library to design an outcomes-based assessment plan that monitors the human ecology of a makerspace. The paper includes a history of the space, the role of the library within the campus makerspace environment, the connection between mission statements and assessment plans, and how that connection can facilitate and drive space and service design. Findings Designing assessment plans that are centered on a makerspace mission statement can ensure that progress toward fulfilling the mission, values, and goals of the space is constantly monitored. Originality/value Academic library makerspace assessment literature is still in its infancy. This paper seeks to contribute to the literature on academic library makerspace management and stewardship.
One way to approach the creation of social justice metrics for academic libraries is to start at the institutional level. Assessment planning best practices generally include working from broader institutional goals to the more specific goals of the program you are trying to assess so that everything aligns. For academic libraries, this often means focusing on campus-wide initiatives and aligning library goals to them. By starting with institutional goals to devise academic library social justice measures, we can ensure that we are communicating our efforts to local audiences in a meaningful way. In this mini-paper I will discuss the very preliminary steps I have taken as part of the social justice metrics discussion group to investigate how these kinds of measures might best be developed at my own library. This top-down approach to devising library metrics at the local level focuses more on investigating how to operationalize social justice metrics than on the theory behind them.
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