Surprisingly few empirical studies examine the experience of veterans as they transition into community college. Using Schlossberg’s transition model and 4S framework—situation, self, supports, and strategies—this article portrays a subset of findings from a qualitative study involving recent military veterans transitioning into community college. Findings comprise biographical vignettes of two female veterans entering their first year of community college. Although the findings align with some existing research, this study illustrates the complex and nuanced issues that veteran students face, including strained finances and lack of familiarity with college structure. For female veterans, these issues are often further complicated by circumstances such as motherhood and marriage.
The article presents a case study on institutional change within the context of an online improvement initiative. As part of its quality enhancement plan (QEP) improvement process in support of accreditation reaffirmation, Wake Technical Community College (Raleigh, NC) implemented a multistage change process to engage the college in data‐driven change resulting in the eLearning preparedness initiative (EPIC). EPIC targeted student success in online courses by improving both student and faculty preparedness for online learning and teaching. The article first describes the need for change, provides an overview of the change initiative, then describes the transformational change process and lessons learned. The article closes with guiding questions for community college leaders and online learning change‐agents to consider when planning for and implementing strategies for improving the student experience and supporting online student success.
For years, football and basketball players at Prestige University were earning college credit for classes that never existed. The students were enrolled in fake courses, known as "ghost classes," with no formal instruction or required meeting times and requiring only a single term paper. Faculty, staff, and administrators were complicit in quietly providing student athletes in revenue-generating sports academic credit for coursework they did not complete. However, the scandal became nationwide news, forcing Prestige to reconsider its key values and mission and placing the integrity of the university's academic and athletics programs in jeopardy.
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