Empirical Research
Solving the Problem: Improving Retention in Higher Education
Volume 8 Issue 1 - Feb 6, 2010 - 3:31:15 PM
By Marcia Heiman

As our nation looks ahead in this new century, an educated workforce is more important than ever. Yet college retention is a major problem. Last year, for the first time in 20 years, retention to the sophomore year dropped in the nation’s four-year colleges (Bushong, 2009). For minority students on predominantly white campuses – that is, most four-year colleges and universities – the graduation rate is unacceptably low. For example, less than half of black males graduate from four-year college programs within six years – 20 percentage points less than their white peers (Carey, 2008). And student persistence in community colleges is chronically low, circling at about 50% (Lederman, 2009).

Empirical Research
Conflict in the Community College Classroom.
Volume 8 Issue 1 - Feb 5, 2010 - 2:48:13 PM
By Will Carpenter

 

This manuscript displays the different types of conflicts that could, and sometimes do, arise in the community college classroom. Many people view college as an institution for higher learning, as well as they should; however, conflicts frequently arise in these classrooms among students. The manuscript will highlight how academic egos, social class, and high school locale can contribute or be the cause to conflict in the classroom. Also, suggestions to prevent and reduce these conflicts will be given.

Empirical Research
Dangerous Liaisons: Non-Western religious minority groups and American public education
Volume 8 Issue 1 - Feb 5, 2010 - 2:44:15 PM
By Steve Charbonneau

With diversity increasing amongst American students in the K-12 system, the need for cultural competency in public education has never been more important. In considering cultural competency, leaders in education must keep in mind that any knowledge gained regarding culture and cultural dynamics must be integrated into every facet of a school, program, or agency and leveraged to improve services to the unique subgroups being served. Staff must be trained to effectively utilize the knowledge gained (Olsen, Bhattacharya, & Scharf, 2006). More than this, educational leaders must develop policy that is responsive to the cultural diverse clientele being served. The bottom line is that institutionalized cultural knowledge can enhance an organization's ability to serve diverse populations, if something meaningful is done with it.

Empirical Research
Making the Most of Post-Tenure Review
Volume 8 Issue 1 - Feb 5, 2010 - 2:38:40 PM
By Don N. Smith

Post-tenure review has made little meaningful difference in higher education, perhaps mainly because it offers no more than a negative incentive. Proposed is an expansion of faculty ranks that could add genuine value to post-tenure review, offering recognition and reward for outstanding or consistently capable performance.

 

Empirical Research
Teachers, Never Stop Learning Journal Article for Academic Leadership
Volume 8 Issue 1 - Feb 5, 2010 - 2:32:54 PM
By Luanne Schnase

Amid the hours of instruction, personal attention to students, and piles of paperwork, how do teachers stay motivated, professionally challenged, and abreast of new research related to their field? As unrealistic as it may sound, they must become life-long learners. As adult learners, they will experience learning differently than when they were children or teenagers. As teachers, they will choose topics that inspire them and cause them to re-evaluate their practices. Understanding how adults learn, how learning theories benefit adult learning, and why teachers must remain learners will deflect boredom and stagnation and stimulate growth and job satisfaction.