Utilizing an academic capital framework and student perspectives, this chapter provides insight into the ways that programs and services can help students develop the skills needed to succeed in college.

This chapter illustrates the value of formative assessment as the key to better understand students who struggle with classroom learning. The authors present ways in which professional development, classroom assessment, and student services can come together with the common goal of building a community focused on the student learning experience…

In this chapter, we discuss how the workforce development mission has evolved over the past 10 years, how the mission plays out at community colleges today, what it may look like in the future, and questions that need to be considered.

This chapter describes and documents anticipated areas of federal community college advocacy. Changes in Congressional behavior are described with specific illustrations of federal legislation, specifically the Higher Education Act. Discussion on the role of the college president and CEO in advocacy focuses on the role of the president and the…

This chapter describes the ways in which civic learning and democratic engagement are incorporated into community colleges' missions and strategic plans, professional development, curricula, and extracurricular programming.

This chapter describes community college STEM programs, including transfer-oriented science and engineering (S&E) programs and workforce-oriented technician programs, and the characteristics and educational pathways of the students who enroll in these programs.

This chapter argues that increasing human capital through a combination of university and community college education promotes greater economic growth in developing countries.

This chapter explores ways that the civic and workforce missions of community colleges might be better integrated in practice, using Minneapolis Community and Technical College as an example.

This chapter provides a summary of the aforementioned chapters and includes implications for policy and practice and lessons for the future as it relates to CTE programs and STEM education.

This chapter provides an overview of community colleges in mainland China, addressing briefly the recent history of community college development, defining these institutions, detailing various models with examples, and discussing challenges faced by these institutions and recommendations for future development.

This chapter outlines the birth and growth of a veterans' program in Salt Lake City, Utah, and discusses next steps in spurring additional innovations and advancements to improve service for student veterans in community colleges.

By using a reconstructionist and critical theory approach, a review of student development theories demonstrates the problematic nature of such ideas as they continue to be used to shape student affairs practice in community colleges.

This chapter describes the multifaceted history and future trajectory of community colleges in India and considers implications for policy and practice.

This chapter draws on a longitudinal study about women faculty, work-family, and career advancement in community colleges. The study found that the participants, though highly satisfied with their careers and qualified for administration, are largely uninterested in moving to more senior administrative positions.

This chapter describes the expansion of postsecondary or tertiary education throughout the world, the motivations for the expansion, and the commonalities and differences in the systems.