The COVID-19 pandemic caused an abrupt change in educational programs worldwide, including workforce development education in community colleges. Given the hands-on requirements of these programs, considerations for changes included if and how instructors and students could maintain academic continuity during the pandemic. This article focuses on…

Given an impending shortage of geographers, and a lack of diversity in the field, the American Association of Geographers (AAG) has worked to expand the number of geography majors, in part by outreach to community college faculty and students.

This chapter describes the importance of students' conceptualizations of race, defined as the abstract ideas that students have about race as well as how they express these ideas as influencing their own experience or that of the social identity group(s) to which they belong. Empirical findings from a study of racial conceptualization among Latino…

This article describes the Catch the Next Ascender model, developed under the aegis of the Texas Higher Education Coordinating Board as a corrective to increase persistence and completion rates among the Texas Latinx college population.

Authors in this volume presented numerous examples of pathways that provide opportunity for more successful transfer especially for racially minoritized students. They describe processes for enacting partnerships between community colleges and universities along with the opportunities and challenges encountered in advancing more equitable…

This chapter describes a long-term successful transfer partnership between Pikes Peak Community College (PPCC) and the University of Colorado-Colorado Springs (UCCS). The Best Choices program provides clearly defined pathways for students planning on transferring from PPCC to UCCS, including overall transfer plans that extend from start to finish.

This chapter makes the case for the urgency to address the racial transfer gap that pervades the vertical transfer function involving community colleges and universities. Lessons from research on high-performing transfer partnerships lay a foundation for transfer policies and practices described in other chapters in this volume of New Directions…

Institutional pairs of community college-sending institutions and university-receiving institutions are associated with significant variation in college completion outcomes, with such variation being especially pronounced for underserved transfer students of color. Higher performing institutional pairs tend to enroll a predominantly White student…

This chapter examines how postsecondary practitioners are encouraged to work collaboratively with child welfare agencies and other community-based organizations to identify and implement culturally responsive supports for former foster youth to promote early academic achievement.

This chapter explores the importance of developing spaces on campus that serve students experiencing homelessness. The authors recommend identifying a single point of contact in order to facilitate access to services.

Using an original representative national survey, data were gathered on the ways colleges have responded to student hunger through the provision of campus-based food banks.

Housing insecurity and homelessness is an ever-increasing issue within higher education. In this chapter, the authors highlight the ways that one program is responding to students' needs.

This issue of "New Directions" provides an overview of the increasing numbers of students who are experiencing homelessness, housing insecurity, and food insecurity. College presidents are in a unique position to lead campus efforts to identify students in need and to develop strategies for supporting this increasing, often invisible,…

Students in postsecondary education experience housing and food insecurity in increasing numbers. Their particular needs as students make it difficult for them to use traditional shelters. This chapter describes how two students from University of California, Los Angeles, created a shelter designed for students from the university and from Santa…

This chapter describes how contextualizing academic integrity to the personal lives and professional expectations of students opens up space for meaningful engagement between students and faculty and fosters an affirming approach to preventing, rather than policing, academic integrity issues.