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.