Veterans are entering the community college classroom as part of their transition from military to civilian life. This article explores what leaders of community colleges could do, and have done, in developing programs, implementing changes, and adopting policies to attract and accommodate the unique needs of student-veterans.

Using research focused on best practices, focus group information, and data analytics, the Title V: Focus on Student Success (FOSS) Grant created a model for the development, implementation, and evaluation of a summer bridge program. Results included increased academic performance indicators in first-year Hispanic college students. Validation for…

Summer bridge programs support post-secondary success by providing intensive, short-term academic and social resources while introducing college expectations and the cultural contexts of the institution. They typically are offered in the summer between high school graduation and the first term of college and vary in content, program size and…

A rural Community College evaluated their procedures for preparing students for online courses and determined they were not meeting the needs of the students. Through the use of the ADDIE Model of Instructional Design, a mandatory online orientation for first time online/hybrid students was developed and implemented. Results from the…

In 1996, Ohio's Terra Community College undertook a project to substantiate the need for a comprehensive orientation program and to develop such a program, including a pre-college session and a college orientation class. Information was gathered through a literature review, suggesting that orientation creates a bond between the student and the…

In order to help teachers and students assess the preferred cognitive styles of individual learners, Mount Hood Community College introduced and tested the use of cognitive mapping in its orientation program. A task force of managers, counselors, and instructors: (1) decided to use the Modified Hill Model to assess nine dimensions of student…

Mayland Community College, in North Carolina, established the following five goals for enhancing its 1995 fall orientation program: providing information about the infrastructure of the college, connecting students with faculty and staff, connecting students with other students, communicating college-level expectations, and inspiring students. To…

This resource guide provides practical information to educators directly involved with vocational education for the limited-English-proficient (LEP) population. Part I describes the nine major features of promising vocational education programs for LEP students: program approach, program duration, institutional support, staff commitment,…

This five-part report summarizes the development, implementation, and evaluation of an experimental advisement and registration process for new students at Glendale Community College. Part I examines the impetus for the new program in the college's desire to more effectively place students in need of developmental instruction and, then, outlines…

Interinstitutional collaboration can help educators in local communities identify and respond to the unique challenges they face. Student support services at high schools and community colleges can work together to design programs (e.g. new student orientations, counselor-to-counselor activities, staff development) to assist students in their…

In response to California State Assembly Bill (AB) 3, which requires the state's community colleges to implement orientations and other specified matriculation services, Fullerton College (FC) developed two orientation videos in 1989 for native speakers of English and English-as-a-Second Language (ESL) students. The videos were used by counselors…

In spring 1992, a group of faculty and staff at East Central College (ECC) in Union, Missouri, met to reconsider the school's orientation process, which had had limited success since its inception in 1987. The group developed a list of objectives for the orientation process and grouped them under the headings of skills, awareness, involvement, and…

The Educational Services Process Model described in this guide is made up of six interactive and interdependent elements functionally related to the common goal of student success. After part I traces the evolution of student services in the community college, part II presents 10 assumptions for planning, highlighting the need for staff…

Laney's Success Model for First-Year Students attempts to increase retention by accommodating students and encouraging learning. It requires an institutional commitment for student academic success and tries to dispel the forces of attrition: academic boredom, difficulty adjusting to college life, and academic underpreparedness. The first-year…