A recent brief from the Community College Research Center reviewed the current community college student success literature and found four primary non-academic mechanisms of increasing student success at community colleges: creating social relationships, clarifying aspirations and enhancing commitment, developing college know-how, and making college life feasible.
We’ve been observing the student experience at Greendale Community College for two years now, and we think the administration should examine these non-academic mechanisms as they seek to improve student outcomes. Note: Greendale Community College is the fictional college campus setting for the NBC sitcom Community. Season Three premieres tonight on NBC. While it’s true that the author of this post is a big fan of the show, it also turns out that Greendale could learn a lot from some of the community colleges featured on Accelerating Achievement.
Creating social relationships. From the CCRC brief: “Meaningful social relationships promote persistence by helping students feel comfortable in college and by providing them access to important information. Promoting social relationships is particularly important for nontraditional students, who often have fewer opportunities to create them on their own due to competing demands on their time.”
Despite having hosted five school dances in one year, Greendale’s administration has done little to formally encourage social relationships. One study group formed spontaneously and has continued studying together for two years. While these students motivate each other and overcome hurdles together, they are also an exclusive clique, refusing to let others join on multiple occasions, even when offered delicious kettle corn. Greendale should examine ways to create social connections for all students that last for more than a semester. Many colleges offer learning communities to create bonds within cohorts of students and to integrate learning across courses. One notable model comes from Kingsborough Community College, where the learning community model incorporates Student Development Case Managers who “serve as advisors, counselors, instructors, and student advocates.” These managers provide an ongoing connection to the college for students.
Clarifying aspirations and enhancing commitment. From CCRC: “Helping students crystallize their goals and understand how college can help them achieve these goals may increase the likelihood that they will persist and earn a credential.”
Many Greendale students are lacking in a clear educational plan, and even those who are enrolled in a credential program are sometimes unclear about career opportunities. Greendale should enhance its advising system and provide opportunities for students to connect their academic studies with career-focused education. The I-BEST model in Washington provides structured pathways for students by combining basic skills instruction with workforce training.
Developing college know-how. From CCRC: “To navigate college, students must understand the unwritten rules of the postsecondary environment…In postsecondary education, this includes knowing how to ask for help, how to participate in class appropriately, and how to navigate bureaucratic systems to access resources, such as financial aid.”
Some students at Greendale are lacking in proper classroom decorum. We’ve seen students make impromptu speeches about personal relationships during class and get in verbal and physical confrontations with professors. Greendale should explore ways to familiarize students with expected behavior and campus resources when they first enroll. The Choice Scholars Summer Institute at Harper College “attempts to demystify college expectations, forge relationships among faculty and students, acclimate students to the campus, and help them transition seamlessly from high school to college during the critical first semester.”
Making college life feasible. From CCRC: “Community college students often experience unanticipated challenges involving conflicts between the demands of work, family, and school. Services that aid students in overcoming these challenges help ensure that students’ educational pursuits are not compromised.”
During her first year at Greendale, single mother-of-two and aspiring small-business-owner Shirley struggled to create a class schedule that would allow her to spend time with her children. While she was finally granted priority registration (at the conclusion of an epic campus-wide paintball game), Greendale could address similar needs by offering courses at a variety of times (no night classes are currently offered) and providing on-site daycare. Many community colleges integrate delivery of student services, including education and training, income supports, and financial services. A learning visit to Central New Mexico Community College, where “students who receive integrated supports are 3 to 4 times more likely to reach a major economic goal such as finishing a degree or credential and landing a job”, would be a good starting point.
Alyson Zandt is a Program Associate at MDC.
Other studies also show the importance of "connection" between students, with faculty, and their college as it relates to persistence. As a Counselor at a community college in Arizona, I have had students tell they are surprised at how hard it is to meet new people. Without students living on campus, forcing interaction if you will, most come to class and leaving right after. Some effort is needed to entice students to join clubs and organizations.
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