Intercollegiate Athletics in the Community College: Legal Issues to Consider

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Sports and education. For some, these words are related and others struggle to see the relationship between the two. Intercollegiate athletics is a dominate feature of many televisions and social media platforms across the United States. While many people are aware that many 4-year colleges and universities have intercollegiate athletic programs, less are aware of intercollegiate athletics in the community college.

Across the United States, community colleges have developed and provided the intercollegiate athletic experiences for many students. In fact, according to the National Junior College Athletic Association (n.d.), there are over 525 colleges in 24 regions in the association. While many community colleges may not have the resources for intercollegiate athletics, it is important for those colleges that have programs or are considering programs to realize that there are a lot of legal and ethical ideas to consider.

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As we all know, there are many legal issues relating to federal laws, compliance issues, discrimination, student-athlete privacy issues, injury and concussion issues, labor laws, and many other issues that are seemingly well known. While there are many legal issues facing community colleges with athletic programs, I would like to focus on some of the issues that are not as frequently cited. Some of these includes mission and vision support of the community college, recruiting in the community college, and legal issue with money and supporting athletics. There are many others,  but these are some takes that were not discussed as much in the literature. But, it is essential that administrators are are fully aware of all the possible issues that can arise. Everyone in the community college must become aware of policies and issues and strive to adhere to them throughout the development and support of these athletic programs.

Does the Development of Intercollegiate Athletics Programs meet the Mission and Vision of the Community College

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According to the National Junior College Athletic Association (n.d), the association strives to provide support and opportunities for athletic participation consistent with colleges mission, visions, and learning outcomes. The first thing a college needs to address is whether the development of athletic programs will fit the mission and vision of the college. While many community college's missions are vague, it is important that leaders and administrators ensure athletic programs will fall within its mission and if there is a need.

This can become a legal issue down the line if the college fails to understand the economic demand some athletic programs can place on colleges. It is essential that college administration and governing boards understand the cost of various programs. If money is taken away from academics or if academic standing is negatively affected, yet athletic programs are being developed, the college can face hardships and even legal issues from their local communities and even state governing boards.

Recruiting

Community colleges are traditionally colleges located in areas that serve their local communities. These could be rural communities or large urban colleges. Traditionally, these academic institutions are established to serve their local community. In fact, many community colleges cannot even advertise their programs outside of their own county due to interfering with other community colleges in their area. How would community colleges recruit? This could be difficult. In general, students in community colleges are members of the same community. Very few students attend a community college out of state or even out of county. While it is assumed that recruiting would be local, there could be legal issues that arise if competing colleges begin recruiting out of area students. According to Williams, Byrd, and Pennington (2008), community college athletics tend to mimic university athletics. This means that recruiting or funding can become problematic and lead to legal issues between programs and between colleges.

Federal Laws in Academics and Athletics

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In addition to some of the issues we have discussed above, there are many federal laws that colleges need to address within the athletic framework. College and academic administrator need to be versed in each federal law and how it can relate to athletics and academics. Many colleges need an experienced legal team to help them understand federal law and regulations within various governing bodies. In general, administrators have little understanding of these policies and within athletics they can changes from year-to-year. Community colleges may not have the funds to hire such teams or even train their current administration in the intricacies of sports law. 

Does it Support Academics?

In addition, community colleges need to ensure the development of their programs will promote academic success and promote access to the community college. According to Horton (2009), understanding the value of athletic programs in the community college is important. Many larger schools have programs that are defined as revenue-generating athletic programs. These programs directly support the academic side as well as the athletic side of many colleges and universities. Administrators in the community college will need to ensure that their programs are supporting academics. Many athletic programs in the community college are not considered revenue-generating programs. It is important that the community college establish valid reasons to create these programs.

Conclusion

While I am not an expert in athletics in the community college or even in sports law, I thought it would be interesting to take a look at some of the issues that colleges may face in developing or maintaining athletic programs in the community college.  The development and maintenance of athletic programs require a lot of support and legal understanding. It is essential a college is fully aware of the responsibilities these program carry and to ensure that the college is able to full-fill these requirements for their athletes and all students on campus.

Resources:

Horton, D. (2009). Class and cleats: Community college student athletes and academic success. New Directions for Community Colleges, 2009(147), 15-27.

NJCAA. (n.d.). Mission. Retrieved March 18, 2018, from http://www.njcaa.org/about/mission/Mission_statement

Williams, M. R., Byrd, L., & Pennington, K. (2008). Intercollegiate athletics at the community college. Community College Journal of Research and Practice, 32(4-6), 453-461.

On-Campus Housing and the 2-Year College

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On-campus housing at community colleges may be a new idea to some, but many people do not realize that, according to American Association of Community Colleges (2016), that 28% of community colleges have on-campus housing options.

While the number of students in community college housing is only a small fraction of the overall population, many community colleges are finding ways to provide living communities in community colleges. Having on-campus housing can be a benefit to many students who made need it, but it does have its limitations. 

Positives for On-Campus Housing in Community Colleges

There are several important benefits for providing housing in community colleges. These positives have been shown to help students not only find affordable housing but also build relationships within their community and the community college they are a part of. 

Low-Cost Housing

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Low-cost housing for students can be an important factor in providing students access to a college education. Whether the student is in a rural community college or in a community college located in a major city, low-cost housing is a big issue for many students. According to Bekurs (2007), low-cost housing for students can open the door to student success by removing the burden of high housing costs. Anytime we can reduce living costs and expenses for students, the better chances the student has to succeed. 

Student Support and Access

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In addition to the need for low-cost housing, more students can be supported on a continual basis if they live on campus. According to Belfield and Bailey (2011), community colleges can provide more support to individual students through their residential support staff. This can help strengthen student study skills and build better communication skills between students. According to Moeck, Hardy, and Leech (2007), community colleges offer housing as a way to improve student development instead of reasons relating to finances for low cost education. It is also important to note that on campus housing can provide better access and connection to resources through college provided services. This helps with access in addition to helping students with cost.

The Downside of On-Campus Housing in the Community College

There are a couple of downsides to offering housing in the community college. Most of it is related to issues affecting the community college and its funding. Colleges have a hard time funding the high cost associated with developing dorms and programs for live in students. 

Cost

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While it can help students with low-cost housing, it can create problems for the community college and its funding. With budgets already slashed at many community colleges, it is virtually impossible to find funding for dorms, programs, and residential staff. According to Bekurs (2007), is it too costly for most colleges to establish these living spaces. In fact, Bekurs (2007), states that colleges may result in outsourcing their housing just like they outsource their bookstores and dining facilities. This does not lower costs for students and only works to minimize costs for the college. In the end, the cost increases for students and can defeat reason housing was needed in the first place. 

Programs

In addition, the cost for hiring residential staff can be too much for many colleges. The development of campus programs and support is challenging enough, but will only get more complicated as live-in programs and residential staff will cost more, in addition to living on campus. 

Conclusion 

In the end, low-cost, on-campus housing can be beneficial to students, it can be too cost restrictive to the community college. Each community college must decide on how the benefits will work for them, while limiting the burden of cost without sacrificing low-cost living and effective programs for students. Perhaps some solutions can be worked through if federal funding for students increase or if more grants provide funding for on-campus housing in our nations community colleges. 

Just a few things to think about. 

References:

American Association of Community Colleges (2016). On-Campus Housing. Data Points, 4(23).

Bekurs, G. (2007). Outsourcing student housing in American community colleges: Problems and prospects. Community college journal of Research and practice, 31(8), 621-636.

Belfield, C. R., & Bailey, T. (2011). The benefits of attending community college: A review of the evidence. Community College Review, 39(1), 46-68.

Moeck, P. G., Hardy, D. E., Katsinas, S. G., & Mark Leech, J. (2007). On-campus housing at rural community colleges. Community College Journal of Research and Practice, 31(4), 327-337.

The Open-Door Community College and the Importance of Developmental Course Work

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If you read this blog in any capacity, this is a topic that comes up rather frequently. The importance of access and the role of the community college to be a source for all students in our communities. It is important that community colleges provide access to education and training opportunities for students. It is not enough to just provide an affordable education, the community college must provide opportunities for students to learn from a variety of educational backgrounds.

The community college has long been established as providing an open-door policy to all students. This means that the community college is charged with bringing educational opportunities to everyone. A part of this model is that prospective students are not turned away. For this model to work, the community college must train and provide instruction to bring students to the collegiate level. This means that instead of turning students away because they do not meet a minimum requirement, the community college system works to bring all students up to the academic level that is required for the student to be successful in their chosen program.

Academic Requirements and the Community College

 

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I often get asked by a variety of individuals (especially those that are unfamiliar with the community college model) about how students are accepted to the college. I have heard statements where some individuals assume a prospective student can get into college without even graduating from high school. This is not true. The community college has a role to provide education to all students, regardless of educational background. It does not mean it accepts students without demonstrating some background. In fact, many students come to the community college without a GED or high school diploma. Instead of turning a prospective student away, the community college will work to help the student earn their GED or high school credential through various programs. Once that is complete, we will guide the student through their program or training they are seeking.

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It is the job of the community college to do more than offer a degree; the model is more than just
providing a degree. According to Boggs (2011), community colleges provide more than an opportunity to learn. This means that the community college is there to teach students what they need to know to make them learners and critical thinkers. Is is essential to do more than provide access, the community college builds a foundation that guides students to success. This can take many forms, for some it may be basic skills, resume writing, or etiquette training for job placement. For others it could be access to education through GED training and then on through college. The role of the community college is to help students every step of the way no matter how many steps the student may have.

Instruction

 

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Much of this is achieved through a variety of instructional approaches. There are instructional faculty and staff in a variety of programs. GED and high school diploma program faculty help bring students up to the minimum admission criteria, developmental courses provide instruction to help meet the needs of students in their collegiate and training programs. Many students just need a helping hand to get them up a few steps of the higher education ladder in order to earn a degree or certification in an area to obtain a job or continue their education.  This instruction is essential to the open-door policy of the community college. If we do not provide both access and then the road-map to success, the community college would not be the open-door educational opportunity for many individuals in the community.

Much research into how community colleges can best achieve success for its students has been conducted, implemented, and reformed. According to Zeidenberg, Jenkins, and Calcango (2007), despite the changing models and approaches, developmental courses and programs are allowing student success. While much of the reasearch is focused on developmental courses, some includes student success courses as well. Courses focusing on study skills, acedemic writing, and other college level skills, in addition to developmental courses, are helping students move from access to success in their communities. This would not happen if students were turned away due to the lack of certain academic requirements. Part of the process is providing instruction and training to open the door to the path to success.

Are There Challenges?

 

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Of course there are challenges. That will always be something that community colleges have to address when providing students opportunities to enter higher education. Community college faculty and staff are skilled at finding new instructional approaches and being creative in order to help all of their students. Sometimes, challenges arise that stifle that creativity and hard work. Sometimes funding and state policies can create a hardship for these open-door approaches. According to Hendrick, Hightower, and Gregory (2006), cuts in state budgets have begun to threaten the open-door policy of many community colleges. Some of these policies can have serious side effects on access and success for some students. Some funding contingencies have made it difficult to ensure students are receiving adequate development instruction while completing a degree. Some suggestions of moving from funding based on student enrollment to funding based on "on-time" completion, have made it difficult for many colleges to see how they can provide the appropriate development education and collegiate education if students are required to complete a program in a cookie-cutter time frame. Many of these policies are centered around the "2-year degree" time frame. Unfortunately, many students do not enter the community college fully ready for their program. This means the "traditional 2-year degree plan" does not work for everyone. The fact that there are up to 4 courses in development Reading/Writing and 6-8 levels of developmental mathematics in some colleges (also required by the same states with the 2-year completion expectation) creates a hardship not only on the student, but also the instructors trying to help their students succeed. While different states have different approaches, each can have their own limitation can can challenge developmental education and the community college's open door policy.

Conclusion

 

The key is to remember that developmental instructions, academic preparation, and building students up are all key to providing an open-door approach to education. While some challenges can arise, it is important to realize that not all students passing through the door of the community college have the same needs, background, preparation, and opportunities. These means that there is not a "traditional completion time" for students. Not only do we not want to turn students away, we do not want to place more hardship on students who need a little extra training in order to prepare then for their future. Developmental education is key to many students' success and this instruction and training is key to access in the open-door community college model.

Resources:

Boggs, G. R. (2011). The American community college: From access to success. About Campus, 16(2), 2-10.

Hendrick, R. Z., Hightower, W. H., & Gregory, D. E. (2006). State funding limitations and community college open door policy: Conflicting priorities?. Community College Journal of Research and Practice, 30(8), 627-640.

Zeidenberg, M., Jenkins, D., & Calcagno, J. C. (2007). Do Student Success Courses Actually Help Community College Students Succeed? CCRC Brief. Number 36. Community College Research Center, Columbia University.

Community College Access: What We Do and How We Can Improve

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Community colleges are well known for their open-door, come-as-you-are mission. Many times, community colleges are stepping stones for students to a university. For other students, they are places for training in specific skills or jobs.

The community college has a challenge in meeting the needs for a variety of students in many different situations. The community college is tasked with training and preparing students for their futures.

What Community Colleges Already Do

Many times, students seek the community college due to financial reasons. In this way, the community college offers the same quality education, for a fraction of the cost of many universities. Providing low cost education to help students get their training for a job or even the first two years of college out of the way is a great way to provide access to many students who may be denied opportunities due to financial reasons.  In addition, community colleges are part of almost every community across the United States. If there is not a community college close to someone's home, there may be a branch (or a second campus) extended into a community needing access. This means that access is available for students who may not be near a college, university, or training center.

According to Bragg (2001), community colleges may be the closest option to training or education outside of high school. This means that students can still live in their community and possibly save money on relocating to another area to attend universities or training opportunities.

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In addition, community colleges are providing access through technology. Many communities may be facing challenges with access to technology and the community college model is leading the way with providing access to the broader world with technology. This is especially true in rural communities. According to Watson (2004), best practices start with planning and looking at ways to provide access through technology. Community colleges are constantly working to improve access through technology and were among the first at providing fully integrated access with technology. Community colleges are higher-education institutions that work hard with their community to develop plans and address the needs of everyone in the community.

Community Colleges are also leading the way with providing access to students who may be first-generation college students. Many students are the first in their family to attend college. Community colleges help play a role in preparing students for the future. According to Everett (2015), students with college-educated parents are at an advantage, while first-generation students may not even know where to start. In fact, some first-generation college students may not have support at all. The open-admissions policies of the community college, faculty and staff willingness to help and guide students, and geographical location of community colleges help make it possible to provide access to first-generation college students or any other student that may need extra care and support as they transition into the academic setting.

How We Can Improve

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With all the great access community colleges provide, there are always things that can be done to improve access to students.

While community colleges work hard to keep that open door policy and to meet the needs of all students that come through the door, there are some weaknesses and even challenges the colleges face.

Providing a low-cost education is one of the biggest draws to the community college. It is one of the most important parts of access for our students. While this is a strength of the community college, there are some issues that can create barriers for students. Students still face financial issues and challenges that, despite the low cost, still limit students. While low-cost education is essential, many students in community college still have families to support, full-time jobs, and other challenges that need to be addressed. It is not enough to provide low-cost education. Community colleges need to improve on cost associated with tutoring or other services that students may need. Flexibility in the times classes are offered to help students meet the needs of their work and family lives factor into the low-cost issue. According to Bragg (2001), community colleges must develop low-cost developmental programs, establish community centers for classes and training opportunities, and create work-based learning opportunities to train students beyond the classroom. Providing access is more than low-cost tuition. It includes course design and formats, facilities, and assistance with the working, adult learner in mind. Cost for students extends beyond the doors of the business office and community colleges need to include that in the low-cost plan for students.

In addition, access with regard to technology is also a problem. While community colleges lead the way with technology, sometimes that use of technology can be limiting. While I have addressed this issues specifically in my last blog post, there are things that the community college can do better.  Technology plans are not enough. Understanding the lack of access to various types of technology must extend beyond the classroom and the doors of the college. Online and distance programs can provide access to some students, while also limiting access to others. This means careful planning of programs and options for students to have access outside of normal "college hours" is essential.

Conclusion

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While this blog does not provide any straightforward answers to issues regarding access in the community college, it does provide some talking points and issues. Some community colleges are great at addressing cost and access to college despite some student hardships, while others are better at providing access through training and technology. The key is that all community colleges are different and facing different issues. Each community college must work with its community, its students, faculty, and staff to find solutions. Keep the open-door policy by allowing open communication from all members of the college and the community. Solutions come easier when the issues are addressed, discussed, and work out through a team effort.

In essence... start the conversation and keep it going.

Resources:

Bragg, D. D. (2001). Community college access, mission, and outcomes: Considering intriguing intersections and challenges. Peabody Journal of Education, 76(1), 93-116.

Everett, J. B. (2015). Public Community Colleges: Creating Access and Opportunities for First-Generation College Students. Delta Kappa Gamma Bulletin, 81(3).

Watson, L. W. (2004). Access and technology. New Directions for Community Colleges, 2004(128), 31-38.

Technology and the Rural Community College: What Can I Do to Help?

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There are so many things that limit or hinder the success of community college students. In many cases these risks are entangled so much, it is hard to distinguish them as separate issues.  I have discussed these issues in detail in many forums and classroom settings, but it is a topic that I believe individuals, at many levels, can work to provide solutions for our students. Many students in community colleges have unique needs. Some of the student population are made up of at-risk students in under-served communities. 

All community colleges have at-risk students and each of these groups have different needs. Sometimes needs can be addressed by the community college and sometimes it is outside of the college's control. Some community colleges are housed in very remote locations with unique challenges due to the location and availability of resources. This not only means that the community college may have limited resources, but the rural community college student is a unique population that has needs that must be addressed. One of this issues is technology and connectivity.

Technology and Connectivity

Connectivity can be a big issue in the community college and students in the rural community college

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face this issue daily. There are many reasons that connectivity is an issue in these areas. Rural communities tend to have many socioeconomic issues that affect access to internet and the technology needed to use the internet. Because of these issues, the rural community college faces challenges that is difficult to overcome. According to Hardy and Katsinas (2007), the budgets of these community colleges are typically less than half of other community colleges, despite the fact that rural community colleges make up more than half of student enrollments across the United States. Not only does it limit students from taking distance education courses and learning from home, but it limits students in filling out applications and getting started in the college system. The students have to come to the college in order to get basic issues taken care of (such as registration, enrollment, financial aid, etc.). This becomes even more of a hardship due to jobs and conflicting work hours with the college hours. Less money with more hardships.

In addition, even if this population can afford all of the technology and access to the internet that they need, some of these areas do not have the ability to be connected. According to Cejda (2007), some areas serviced by the rural community colleges do not have connection availability due to location. The connectivity may be available at the college, but not in the homes in the community. Technology companies deem it too expensive to bring these services in to the community. According to Cejda (2007), more than 25% of individuals do not have “connectivity” due to this issue alone. With the large portion of distance education being delivered through the internet, this creates a greater problem for at-risk students in these community colleges because access is limited and an entire category of educational opportunity is not even an option.

What Can We Do?

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Studies have shown the value of online and hybrid instruction in student success and completion. According to Shea and Bidjerano (2014), students who have access and complete courses in an online setting are more likely to succeed and graduate. This is important because options and opportunity provide avenues for success. A problem that can arise is that students, including those in rural communities, may be excluded from these options and opportunities. In many cases, the rural community college do not have the resources to branch out into the community and the student is limited due to socioeconomic issues and/or physical location. While not everyone cannot provide community-wide or even college-wide solutions, there are some things that an individual (faculty or staff) member can do to help students in different situations.

One thing that faculty and staff can do is create access in the classroom. Use technology and technology stations to familiarize students with the technology. While this does not solve the problem of access at home, it can prepare the student for when that access may become available. Faculty can send reading and assignments home, while creating technology-based assessments in the classroom.

A little can go a long way to help provide access where it is available. Faculty can also invite student service members to their classroom to discuss options. While this cannot be done often because of the need for instructional time, having some time set aside to reach out to students in the face-to-face environment can help student services pin-point need. Sometimes the lack of access for students can create a hardship that the student does not have an avenue (including time) to find help for their problems. This can open the door for the student and potentially help student services see more of the need that is in the college community.

Wrap Up

While providing technology in the classroom and rethinking how instructors use that technology is not a overall solution to lack of resources or access, it does provide a foundation where we can start the process of helping students. This is not an end-all solution to problems that students face, but it is a start of the process. If we build help into our course design and our instruction, we provide another resource for students to succeed. Small steps can really go a long way toward success.


Resources 
Cejda, B. D. (2007). Connecting to the larger world: Distance education in rural community colleges. New directions for community colleges, 2007(137), 87-98.

Hardy, D. E., & Katsinas, S. G. (2007). Classifying community colleges: How rural community colleges fit. New Directions for Community Colleges, 2007(137), 5-17.

Shea, P., & Bidjerano, T. (2014). Does online learning impede degree completion? A national study of community college students. Computers & Education, 75, 103-111.