Tag: Community

  • A Pa. community college campus closes in-person programs

    A Pa. community college campus closes in-person programs

    Butler County Community College is discontinuing credit-bearing, in-person programs at its LindePointe campus in response to enrollment troubles and the looming demographic cliff in Pennsylvania. The programs are scheduled to continue through the spring semester and shut down in August.

    Enrollment at the LindePointe campus has fallen sharply, from 300 students in fall 2014 to 45 in fall 2024, with a particularly steep drop during the pandemic, according to a news release from the college Tuesday.

    “Our numbers simply have not rebounded to a sustainable level,” Joshua Novak, vice president for student affairs and enrollment management, said in the release.

    College leaders estimate ending in-person programs will save approximately $450,000 annually.

    Students in Mercer County, where the LindePointe campus is located, will still be able to take online classes and participate in dual-enrollment and workforce training programs, including training in emergency medical and fire services at a local fire department. The college has promised to create degree-completion plans for each student, which may include online courses or classes taught at its five other locations. All the other campuses continue to offer in-person courses for credit. It’s unclear what will happen to LindePointe faculty and staff, though the college plans to “explore opportunities” for them, including potential reassignments, according to the release.

    The move comes after the college previously considered but didn’t ultimately move forward with plans to teach its LindePointe courses and programs at Pennsylvania State University at Shenango as part of a potential partnership between the two institutions.

    “While we looked at potential partnerships and alternative models, we could not identify a solution that was feasible long term,” Megan Coval, the college’s interim president, said in the release.

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  • Nassau Community College punishes students, but won’t tell them why

    Nassau Community College punishes students, but won’t tell them why

    Email Nassau Community College now and tell them due process is not optional

    If actions speak louder than words, then Nassau Community College has made its stance crystal clear: it is not a fan of the First Amendment. This New York institution has an astounding track record of disregarding the rights of students and faculty, but even FIRE was shocked by the brazen lawlessness of NCC’s recent actions against two student leaders.

    The students, NCC Board of Trustees student member Jordon Groom and Academic Senate student chair Grant Peterson, were punished for alleged discrimination and harassment. While these are serious charges, the college fatally undermined the credibility of its sanctions by violating the most basic tenets of due process in doling out its discipline. 

    Groom and Peterson both found themselves embroiled in NCC’s broken disciplinary system late last year. NCC administrators initially told them that other students filed complaints against them for “discrimination” and “harassment,” but did not provide any further information. Now both students are left with no recourse, as they wonder how their due process rights could have been so badly violated by their local community college. 

    Last November, Peterson received formal notification of two complaints against him from NCC. But “formal” doesn’t mean it gave him any idea of what he allegedly did wrong — NCC just told him that complaints existed.

    Peterson was left to use his imagination about the substance of the allegations until Dec. 2, when he met with an NCC administrator, who finally allowed him to see the complaints. The complaints cited a number of instances of Peterson using strong language — like telling another student, “You have no idea what you’re talking about, once again,” or calling an administrator an “idiot.” Doing so was alleged to have been discrimination and harassment.

    Importantly, however, the college forbade Peterson from obtaining a copy of the complaint. NCC expected him to review the complaint — one that cited numerous alleged instances and charged him with high-stakes policy violations — and provide a substantive response to those allegations in the same meeting. There was no opportunity to provide a written defense or conduct a substantial review of the complaint. This was the sum total of Peterson’s “hearing.”

    Due process protections, when properly followed, ensure fairness in proceedings and outcomes that can be trusted by all participants in the justice system. 

    Groom never received formal notification of any complaints. He got an inkling that something was amiss only when he was asked to leave a meeting of the Nassau Board of Trustees in December because of an active investigation—which was news to him.

    Days later, he met with the same administrator as Peterson. Only this time, the administrator told Groom the complaint against him had been found meritless and had been closed, without offering any specifics. Great news, right? Wrong.

    On Jan. 22, NCC informed both Peterson and Groom they had both been found responsible for discrimination and harassment. The college suspended Peterson from all club and organizational leadership roles for the remainder of the academic year — including from his role as student chair of the NCC Academic Senate. Whatever it was Groom did, he was required to complete a training module. There was no mention of an appeals process.

    Obvious and basic principles of due process include:

    • Timely and adequate written notice of charges
    • A hearing process that includes the right to present evidence in your defense
    • A right to appeal

    NCC’s failure to provide even these basic requirements doesn’t even pass the “laugh test.” Sitting Peterson down for the first time with a stack of allegations and demanding he defend himself, now, is manifestly unjust. Groom didn’t even get to see the allegations against him before being found guilty, and was given outright misleading information to boot.

    FIRE wrote NCC on Feb. 7, explaining how badly the college compromised its disciplinary process by neglecting the basic tenets of due process: 

    Simply put, NCC’s procedural abuses have now muddied the waters so severely that they have adversely affected everyone even peripherally involved in the case except NCC administrators. NCC subjected the complainants’ concerns to a broken process. It subjected Peterson and Groom to disciplinary measures without any chance to properly respond to the substance of the complaints — without any due process.

    Accusations of discrimination and harassment are supposed to be taken seriously. This kind of total neglect of basic standards screams that it’s not being taken seriously at NCC.

    The college responded to us two weeks later, effectively declining to substantively engage with our concerns. With no appeals process available, Peterson and Groom have no internal recourse for this discipline. 

    Due process protections, when properly followed, ensure fairness in proceedings and outcomes that can be trusted by all participants in the justice system. Someone needs to tell that to NCC. As we told the college in our letter, “NCC’s failure is comprehensive and total.” The damage this will do to the college and its students down the road still remains to be seen.

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  • Community College Leader Dr. Walter Bumphus to Step Down After Transformative Era

    Community College Leader Dr. Walter Bumphus to Step Down After Transformative Era

    Dr. Walter G. BumphusAfter steering America’s community colleges through unprecedented challenges and opportunities, Dr. Walter G. Bumphus announced he will retire as president and CEO of the American Association of Community Colleges (AACC) at the end of 2025, capping a remarkable 15-year tenure that helped reshape higher education access nationwide.

    The announcement marks the end of a chapter for community colleges that saw dramatic shifts in workforce development, educational technology, and the role of two-year institutions in American society. Under Bumphus’s leadership, community colleges strengthened their position as essential providers of affordable education and workforce training, working closely with four presidential administrations to advance their mission.

    “When you look at the landscape of higher education today, you can see Dr. Bumphus’s influence everywhere,” said Dr. Sunita Cooke, who chairs AACC’s board of directors and serves as superintendent/president of MiraCosta College. “He understood that community colleges needed to be at the table for every major conversation about America’s future workforce and educational opportunities.”

    Bumphus’s career, spanning more than five decades, coincided with community colleges’ emergence as critical players in addressing skills gaps and workforce needs. His expertise led to appointments on several high-profile national committees, including the American Workforce Policy Advisory Board and the Department of Homeland Security’s Academic Advisory Council.

    Beyond his policy work, colleagues say Bumphus’s greatest legacy may be the network of educational leaders he helped develop. As the A. M. Aikin Regents Endowed Chair at The University of Texas at Austin, he mentored hundreds of administrators who went on to leadership positions at community colleges across the country.

    His achievements have been widely recognized, including receiving the ACCT Marie Y. Martin CEO of the Year Award and the 2021 Baldridge Foundation’s Award for Leadership Excellence in Education. In 2013, Bumphus was awarded the Diverse Champions award by Diverse: Issues In Higher Education. 

    But Bumphus maintains that the real measure of success lies in the millions of students who have benefited from community college education during his tenure.

    “Every time I meet a graduate who tells me how community college changed their life, I’m reminded of why this work matters so much,” Bumphus said in his retirement announcement. “These institutions are the backbone of opportunity in America, and I’m confident they’ll continue to evolve and serve students for generations to come.”

    His 15-year leadership of AACC stands as the second-longest in the organization’s history. As he prepares for retirement, Bumphus remains characteristically focused on the future: “The work of expanding educational opportunity never ends. I’m grateful to have played a part in it.”

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  • A California community college begins to heal: The Key

    A California community college begins to heal: The Key

    The No. 1 lesson about disaster relief Ryan Cornner would give college presidents is: do scenario training. 

    The president of Glendale Community College said he and his team were working on emergency preparedness training with new managers when the L.A. wildfires started. 

    “We were actually planning a tabletop exercise for spring, and boy, did we get a tabletop exercise. It was just real,” Cornner said in the latest episode of The Key, Inside Higher Ed’s news and analysis podcast. 

    GCC serves 24,000 students from its campus about five miles from where the Eaton fire burned. Dozens of the college’s students and employees lost their homes, and many more were displaced for more than a week. GCC has expanded its efforts to provide access to basic needs for its students and has recognized that its part-time adjunct faculty need the most support. 

    While providing food and housing support or giving students laptops has been a general principle of the community college system, Cornner says a new need in this emergency is coming from employees. 

    “As an employer, we think that the real focus is making sure that the workplace has what it needs and making sure people feel supported in their work. But when someone has just lost their home, it brings an added element of ‘what should we do as a community?’”

    Inside Higher Ed reported on GCC’s immediate emergency response in January and wanted to reach out to the institution again to check in on its recovery. 

    Cornner said institutions can support their communities by investing in the future workforce of first responders and by providing a safe campus for secondary school students whose schools were destroyed in the fires.

    Listen to this episode of The Key here, and click here to find out more about The Key.

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  • The Common App welcomes community colleges

    The Common App welcomes community colleges

    The Common App allows students to submit applications to more than 1,100 higher ed institutions. But until now, none of its members were community colleges focused on granting associate degrees.

    The organization announced a first-of-its-kind partnership with the Illinois Community College Board last week, adding Sauk Valley Community, Rend Lake, Carl Sandburg and Black Hawk Colleges to its ranks. Three more two-year institutions will join next admissions cycle: Lincoln Land Community, Oakton and Triton Colleges.

    When the Common App launched 50 years ago, it offered high school students a streamlined application path to 15 private institutions. Since then, hundreds of others have signed on, most of them fairly selective four-year colleges and universities. The new move raises a question: What do open-access institutions, which accept all students, stand to gain from joining the application platform?

    Brian Durham, executive director of the Illinois Community College Board, said most importantly, it boosts their visibility.

    Starting this year, the Common App is partnering with the Illinois Board of Higher Education to support its direct admissions program to eight public universities in the state. As a part of the partnership, eligible high school students who apply to any college through the Common App will be notified of their direct admissions offers from these universities. Durham wants those students to receive notice about their local community college choices, too.

    “We want to make sure that community colleges are seen as an option on that list”—even “potentially a first choice for students,” Durham said. “It’s ultimately about exposing them to that as an option.” He added that students who gain admission to universities sometimes realize later that “they can’t afford it, or it’s not right choice for them.” This way, if they come to that conclusion after filling out the Common App, they’ll know which community colleges are “right there” and ready to serve them.

    Research suggests the move could offer community colleges an enrollment bump. The National Bureau of Economic Research published a paper in 2019 that found that institutions that joined the Common App enjoyed on average a 12 percent increase in admissions compared to the years before they joined, according to an analysis of Common App data from 1990 to 2015.

    Durham hopes that eventually all 45 of the state’s public two-year colleges offer a Common App application route in addition to their in-house application systems.

    A Decade-Long Effort

    Jenny Rickard, president and CEO of the Common App, said that the organization has been working toward representing a broader swath of higher ed institutions for a decade.

    In 2014, the organization stopped requiring member colleges to use a “holistic admissions” process—assessing students beyond test scores—in order to open up the platform to more institutions. The Common App also got rid of its requirement that applications include essays and recommendations. Then, in 2018, the organization launched a new application for transfer students applying to four-year universities.

    All those moves “opened the door for us to be able to welcome two-year and four-year public institutions into the membership,” Rickard said. She noted that, as of the 2022–23 application cycle, 77 percent of current Common App members admitted over 50 percent of their fall first-year applicants, a sign that the organization has moved away from serving only more selective institutions.

    The Common App also set a “moonshot” goal in 2023 to substantially increase its applicants from low- and middle-income communities, Rickard said. The organization aims to bring in 650,000 additional applicants from those backgrounds by 2030.

    Rickard said teaming up with community colleges is the organization’s most recent step toward diversifying both its member institutions and its applicant pool.

    “Bringing a greater diversity of college and university members into the Common App helps us pursue that mission, and it also helps students from all different backgrounds be able to see the great diversity of institutions in the United States and the world,” she said. “Most students go to more open-access and less selective institutions,” yet too often “we focus on the places that nobody can get into.”

    Durham agreed that the move could expand the Common App’s “footprint,” given applicants to community colleges are disproportionately low-income and first-generation students.

    “More underserved students are naturally going to go to community college for all the reasons we know: affordability, location,” he said. So, working with community colleges offers the Common App a new “opportunity to reach those students.”

    Steps for the Future

    As much as Durham would like to see more community colleges join the Common App’s ranks, he believes the platform will need to change to serve community colleges at a larger scale.

    Currently the platform is designed for high school students, he said, but many community college applicants are adult learners or attend college part-time. Those types of students are more likely to enroll directly at a college rather than find themselves on the Common App platform like high school seniors applying to multiple institutions with guidance from college counselors.

    “How do you get a 34-year-old guy who wants to go into welding to go through that application?” Durham said. For now, he expects participating Illinois community colleges will maintain their own “parallel” application systems “until we can work that out down the road.”

    Rickard acknowledged the organization has work to do to optimize its platform for a more diverse set of institutions. She hopes that onboarding this initial cohort of community colleges will help the Common App figure out its blind spots.

    “We know that we need to learn more about how our platform can continue to evolve to meet their needs more effectively,” she said.

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  • Community college to reconsider removed DEI materials

    Community college to reconsider removed DEI materials

    Des Moines Area Community College is planning to reintroduce to its website some materials related to diversity, equity and inclusion that it had removed in anticipation of anti-DEI legislation, The Iowa Capital Dispatch reported.

    The college first removed information about DEI on Jan. 25 in response both to President Trump’s executive order banning DEI “preferences, mandates, policies, programs, and activities” and to a state bill that would have prohibited DEI offices at community colleges. That bill was later tabled.

    The institution’s president, Rob Denson, told the Board of Trustees that the institution is now reviewing what information can be returned to its website. “What can come back, will come back,” he said.

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  • After FIRE lawsuit, California community colleges will not enforce DEI mandate in classroom

    After FIRE lawsuit, California community colleges will not enforce DEI mandate in classroom

    FRESNO, Feb. 10, 2025 — After a lawsuit from the Foundation for Individual Rights and Expression challenged regulations mandating the evaluation of professors based on their commitment to “diversity, equity, inclusion, and accessibility” (DEIA), the California Community Colleges system and a community college district attested in court that the regulations do not require community college professors to teach and endorse the state’s pro-DEIA views in the classroom.

    In March 2023, the California Community College system amended its tenure and employee review guidelines to “include diversity, equity, inclusion, and accessibility standards in the evaluation and tenure review of district employees.” The new regulations stated that faculty members “shall employ teaching, learning, and professional practices that reflect DEIA and anti-racist principles” and mandated they “promote and incorporate culturally affirming DEIA and anti-racist principles.”

    That August, FIRE filed suit against California Community Colleges and the State Center Community College District on behalf of six Fresno-area community college professors who oppose the highly politicized concepts of “DEIA” (more often called “DEI”) and “anti-racism” and thus did not want to incorporate them into their teaching.

    Forced to defend the regulations in court, the state chancellor and district quickly disclaimed any intention to use the state guidelines or the district’s faculty contract to police what professors teach in the classroom or to punish them for their criticism of DEI. 

    Specifically, the Chancellor’s Office “disavowed any intent or ability to take any action against Plaintiffs” for their classroom teaching. The district likewise confirmed that none of the plaintiffs’ “proposed future actions” for their courses violate the rules or the faculty contract. It added that plaintiffs are not “prohibited from presenting” their “viewpoints or perspectives in the classrooms” and will not “be disciplined, terminated, or otherwise punished for doing so.” 

    In particular, the Defendants denied they would punish Plaintiffs for any of their proposed speech, including “assigning certain literary works, such as Martin Luther King Jr.’s Letters from Birmingham Jail,” using “methodologies and course materials in their classroom” intended to encourage debate and discussion about the merits of DEI viewpoints, criticizing concepts like “anti-racism,” or supporting a color-blind approach to race in their self-evaluations. 

    On Jan. 28, U.S. District Judge Kirk E. Sherriff relied on those assurances to hold as a legal matter that because of the college officials’ disavowals, the professors had not suffered a harm sufficient to challenge the regulations’ constitutionality. In dismissing the lawsuit, Judge Sherriff emphasized that neither the DEI Rules nor the faculty contract “mandate what professors teach or how any DEIA principles should be implemented.”

    “FIRE filed suit to prevent California’s community colleges from evaluating our faculty clients on the basis of their classroom commitment to a political ideology, and that’s exactly the result we’ve achieved,” said FIRE attorney Daniel Ortner. “As a result of our suit, the state and the district promised a federal judge they won’t interfere with our clients’ academic freedom and free speech rights. The classroom is for discussion and exploration, not a top-down mandate about what ideas must take priority. We’ll make sure it stays that way.”

    “FIRE will be watching like a hawk to ensure that the state chancellor and district live up to their word,” said FIRE attorney Zach Silver. “If they force any professors to parrot the state’s DEI views, or punish them for criticizing the state’s position, we’ll be ready to stand up for their rights.”

    COURTESY PHOTOS OF PLAINTIFFS FOR MEDIA USE

    Despite unobjectionable-sounding labels, “diversity, equity, and inclusion” and “anti-racism” frameworks often encompass political topics and ideology that are contested and controversial. The glossary of DEI terms put out by California Community Colleges, for example, stated that “persons that say they are ‘not a racist’ are in denial,” while denouncing “colorblindness” as a concept for “perpetuat[ing] existing racial inequities.”

    DEI requirements are also highly controversial within academia. FIRE’s most recent faculty survey indicated that half of faculty think it is “rarely” or “never” justifiable for universities to make faculty candidates submit statements pledging commitment to DEI before being considered for a job (50%) or to be considered for tenure or promotion (52%).

    Since FIRE filed its lawsuit in 2023, many top universities and university systems have voluntarily moved away from mandatory DEI, including Harvard, the Massachusetts Institute of Technology, and the University of Arizona system. Most recently, the University of Michigan dropped the use of diversity statements in hiring and firing in December 2024 following a viral New York Times article that detailed how the school’s DEI practices stifled academic freedom and discourse at the school.

    FIRE sued on behalf of six professors, James Druley, David Richardson, Linda de Morales, and Loren Palsgaard of Madera Community College, Bill Blanken of Reedley College, and Michael Stannard of Clovis Community College. (Professors Stannard and Druley withdrew from the case in 2024 upon retiring from teaching.)

    “Wherever you stand on the debate over DEI, the important thing is there is a debate in the first place,” said Palsgaard. “I’m happy that thanks to our lawsuit, we know that debate will continue in California, both inside and outside the classroom.”

    The Foundation for Individual Rights and Expression (FIRE) is a nonpartisan, nonprofit organization dedicated to defending and sustaining the individual rights of all Americans to free speech and free thought — the most essential qualities of liberty. FIRE recognizes that colleges and universities play a vital role in preserving free thought within a free society. To this end, we place a special emphasis on defending the individual rights of students and faculty members on our nation’s campuses, including freedom of speech, freedom of association, due process, legal equality, religious liberty, and sanctity of conscience.

    CONTACT:

    Alex Griswold, Communications Campaign Manager, FIRE: 215-717-3473; media@thefire.org

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  • Higher Education Inquirer : Community College Meltdown: Can It Get Worse?

    Higher Education Inquirer : Community College Meltdown: Can It Get Worse?

    The National Center for Education Statistics (NCES) has documented the decline in community college enrollment for more than a decade.  And the Higher Education Inquirer has been reporting on the decline for much of that time.  

    The question we are asking now is, where is the floor for the community college meltdown?  The answer, from what we gather, is not clear. Folks should not assume the bottom has already been felt, even if there are signs of a rebound. 

    The downward path for community colleges is likely the result of several factors related to economics (including the economics of individual states and counties), demographics, and consumer choices.  And we do not see these variables, in general, improving in the near future. Especially in states with declining youth and young adult populations. 

    If state-level austerity lies ahead for many states, the floor could be lowered, even though these community colleges provide job training at a fraction of the cost of state universities.  Working class folks, in particular, would have to change the way they think about themselves and their perceptions of community colleges. And community colleges would need to provide stronger returns on investment for those who attend. 

    There are some bright spots, including the use of College Promise (low-cost college) in many states and proposed increases in funding in California.  Community colleges have also shored up these declines with dual enrollment (high school students taking courses).  

    (Source: US Department of Education, IPEDS)

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  • Common App adds first community college members

    Common App adds first community college members

    Common App is adding its first ever community college members, the organization announced in a press release Thursday. 

    The seven new partner institutions are all members of the Illinois Community College system. Four of them—Sauk Valley Community, Rend Lake, Carl Sandburg and Black Hawk Colleges—are joining the platform immediately; another three institutions, Lincoln Land Community, Oakton and Triton Colleges, will join next admissions cycle. 

    Common App has a few members that technically include community colleges, like Miami-Dade College in Florida, but those institutions also offer baccalaureate degrees. The new members offer associate degree programs only. 

    In the press release, Common App CEO Jenny Rickard said she hoped the move would help promote college access and ease struggling community colleges’ recruitment efforts. 

    “To close the gap in low- and middle-income students applying, we need to expand the types of institutions students can connect with,” she wrote.

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  • N.C. community colleges launch program modeled on CUNY ASAP

    N.C. community colleges launch program modeled on CUNY ASAP

    The North Carolina Community College System is launching NC Community Colleges Boost, a new program to move students into high-demand careers in the state. The program is modeled after the City University of New York’s Accelerated Study in Associate Programs, or CUNY ASAP, known for offering extensive wraparound supports for low-income students to increase their completion rates, including personalized academic advising and covering various college costs.

    The program will launch at eight community colleges across the state in 2025 and at seven more colleges the following year, with the help of the CUNY ASAP National Replication Collaborative, which has helped other institutions create their own versions of the heavily studied and rapidly spreading program. Participating North Carolina students will have to be in fields of study that lead to high-demand careers in the state, among other eligibility criteria.

    The CUNY ASAP model is “the gold standard for increasing completion in higher education,” North Carolina Community College System president Jeff Cox said in an announcement Wednesday. “In the NC Community Colleges Boost implementation, we have taken that model and aligned it with North Carolina’s workforce development goals as specified in the PropelNC initiative,” the system’s new funding model intended to better align funding with workforce needs.

    The effort is supported by a grant of about $35.6 million from the philanthropy Arnold Ventures, the largest private grant ever received by the North Carolina Community College System.

    “This program has increased graduation rates, reduced time to graduation, and lowered the cost per graduate across many individual colleges in several states,” Cox said of CUNY ASAP. “Here in North Carolina, we have every reason to expect similar results.”

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