This chapter presents research and evaluation results on the SAGE 2YC project's intentional focus on a cycle of change rooted in modeling evidence-based pedagogies and facilitating change in teaching and leadership among faculty peers on multiple levels. Based on five years of qualitative and quantitative data involving 40 community colleges and…

This chapter reviews social and organizational theories that influence governance to contextualize new ways to think about the roles of boards of trustees. This chapter discusses how various organizational theories help define the roles of boards of trustees, the CEO, and other stakeholders with respect to governance. Using this backdrop, reforms…

This article reviews a virtual professional development program for STEM faculty conducted in 2020 in which, due to COVID, faculty participants had to adjust their teaching practices. The study found that the program's structure, focus, and ability to foster community helped sustain faculty members. Participants shared lessons learned through…

This chapter describes research on a four-year National Science Foundation grant project that supported instructional, organizational, and professional change made by geoscience faculty change agents. The faculty change agents participated in sustained professional development, led regional workshops, and engaged in college-, program-, and…

This chapter provides a portrait of rural community college leaders and identifies leadership priorities and career plans. Findings highlight the differences between rural and urban leaders regarding leadership development, areas of job foci, and career pathways.

This final chapter draws together the ways in which intersectionality occurs for a range of stakeholders regarding constructions of gender in community colleges and provides tactics for increasing equity.