Promoting Community College Student Successes

Paper Summary:

This paper provides a review of the current, relevant peer-related and scholarly literature to identify a set of best practices that can promote the success of community college students. A discussion of the programs and strategies considered to be most appropriate for Hispanic students' success is followed by supporting rationale. A summary of the research is provided in the conclusion.

Outline:
Review and Discussion
Conclusion

From the Paper:

"Both community colleges involved in the transfer program maintain (a) high profile transfer advising programs, (b) actively seek out innovative arrangements with a variety of institutions and institutional types, (c) invite a variety of campus recruiters to visit, (d) visit a variety of campuses themselves, and (d) invest resources in advertising themselves to potential and current students as being places that facilitate transfer. In sum, the transfer program helps Smith diversify its student body while providing minority students with the opportunity to attend a four-year college they might not have otherwise considered. For example, For Smith, "It is helpful for the academic image of the community colleges involved to be able to say they send students to four-year institutions such as Smith."

Sample of Sources Used:

• Bulakowski, C., Jumisko, M., & Weissman, J. (1998). A Study of white, black and Hispanic students' transition to a community college. Community College Review, 26(2), 19.
• Cohen, A. M., & Brawer, F. B. (1996). The American community college, 3rd edition. San Francisco: Jossey-Bass.
• Maxwell, W. E. (2000). Student peer relations at a community college. Community College Journal of Research and Practice, 24(3), 207-17.
• Morphew, C. C., Twombly, S. B., & Wolf-Wendel, L. E. (2001). Innovative linkages: Two urban community colleges and an elite private liberal arts college. Community College Review, 29(3), 1-2.
• Nora, A., & Rendon, L. (1996). Hispanic student retention in community colleges: Reconciling access with outcomes. In C. Turner, M. Garcia, A. Nora, & L. I. Rendon (Eds.), Racial and ethnic diversity in higher education (pp. 269-280). Needham Heights., MA: Simon & Schuster Custom Publishing.

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