FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W140654330> ?p ?o ?g. }

• W140654330 abstract "The lackluster manner in which American high school is teaching students, combined with selective admission programs at a number of post-secondary institutions, combine to give majority of American students an important option: community college. Furthermore, rising wave of conservatism right wing ideology can best be countered if these two-year institutions became liberation laboratories, emphasized humanities sciences, with emphasis on critical reading, critical writing critical thinking, This paper outlines how such an emphasis, pedagogy curriculum could be established at nation's two-year Matthew C. Stelly Doctoral student, University of Wisconsin-Milwaukee Michel Payne Student, Metropolitan Community College Cynthia Jackson Instructor, Atlanta Art Institute While numbers are difficult to come by, an April 6, 1995 article discussed how American Association of Community Colleges represents than 1,100 institutions 10 million students across country (National 'Endowment Humanities Media Relations, 1995: 1). There is, however, another national entity called American Association of Community Junior College. In December of 1991, a report by American Council on Education reported that enrollment higher was still going up, but that lower-priced community junior colleges were doing better than four-year schools. Bill Reinhard, a spokesman American Association of Community Junior Colleges, said two-year enrollment generally has gone up rapidly in periods of economic distress (Korea Herald, 1991: 9). Because current job market requires advanced knowledge skills, chance to attend is recognized as gateway to this American dream, The nation's community colleges, which enroll more than five million students, are core representation of this value. By offering students of limited means an opportunity to achieve a higher education, community provides a major new pathway to a degree to nation's growing professional managerial classes (Bissett, 1995: 36). The roll of community in baccalaureate is traditionally associated with first two years of college. State policies articulation agreements have focused on connecting a prescribed sequence of lower-division courses at community with upper-division courses at four-year institutions (Kintzer & Wattenbarger, 1985). The underlying assumption of this focus is that students will follow a two-plustwo path, completing an associate's degree at community then bachelor's degree at a four-year institution (Palmer, Lugwig, & Stapleton, 1994). In 1994 American Association of Community Colleges (AACC) reported that of all Hispanic students in higher education, fifty-six percent were enrolled at a community college. Evidently, many Latinos, path to higher at a university leads through a community college. Admission policies are much less restrictive at many community colleges, average cost is half that of four-year institutions, students with high school grade point averages too low university admissions criteria can build up their GPA's at a community (Menard, 1996). Put another way: Narrowly defined institutional self-interest must give way to a more enlightened broadly based view of opportunities available to students. As an example, spiraling cost of higher in America makes community alternative increasingly attractive to families with modest means. It also is a route whereby less academically well-prepared students may find a foothold on path to bachelor's degree beyond (Zuker, 1996: 68). While dreams of additional brass ring might dance in dreams of many, I believe that community is key because it can serve as perfect counter-elitist training laboratory. Bissett (1995) talks about how community is a bastion of educational equity low-income students: The community mission philosophy represent a drive equality promote goal of equal net welfare all individuals. Built upon this egalitarian theory of justice, two-year illustrates fair distribution of resources. Those people in greatest need of an are afforded opportunity. Social inequities are eliminated individuality of each member of society is recognized (Bissett, 1995: p. 36). I call this a liberation laboratory a number of reasons and, if an entity that is funded by system has potential to expose perhaps prepare students combating inequities, community junior technical is perfect place, in my view. It provides an equal playing field students, thereby eliminating classism often found on four-year campuses. Put another way, A major aspect of community college's mission, known as the open door policy, originated with passage of GI Bill of Rights was actualized in 1960s when baby boomers were entering higher in record numbers. In essence, community mission removes academic, financial, social, geographic barriers to achieving a has its greatest impact on disadvantaged. As such, two year has been labeled people's college, opportunity, and democracy's college as well as Ellis Island of higher education (p.36). As a student scholar in field of Black Studies, I also see this liberation laboratory to be more than just an enclave of students who have been, whatever reason, cast aside; I see potential mass revival of conscience. Since low-income are in a similar location seeking a similar goal, what better situation can there be for consciousness-raising, as it were? Henry (1994) gives an idea of power of students on campus how trends can be drawn from even created by student power, where he writes, . . . [Curriculum has shifted from being what professors desire to teach to being what students desire to learn. Nowadays colleges have to hustle students by truckling trendily. If students want media-studies programs so they can fantasize about TV anchors, then media studies will abound. There are in any given year some 300,000 students enrolled in undergraduate communications courses (p.65). Granted, community is more committed to basics with technical schools more committed to vocational education. But all of them have liberal arts, general studies humanities departments. And these are areas where we could interject such courses as ethnic studies, African American studies, women's studies, multicultural education, intercultural communication (such as program I wrote proposed to MATC's General Education department in 1987) or even a social movements curriculum. Such a training ground would prepare students more than just academically; to paraphrase Carter G. Woodson, before students can be educated at four year schools, they must first be socially trained at two year institutions. Presenters Matthew C. Stelly Doctoral Student, University of Wisconsin-Milwaukee Michel Payne Student, Metropolitan Community College Cynthia Jackson Instructor, Atlanta Art Institute. Cynthia received her Master of Education from University of Minnesota in 1998 her B.A. from University of Wisconsin in 1994." @default.
• W140654330 created "2016-06-24" @default.
• W140654330 creator A5003223657 @default.
• W140654330 creator A5030130374 @default.
• W140654330 creator A5084513661 @default.
• W140654330 date "2002-01-01" @default.
• W140654330 modified "2023-09-26" @default.
• W140654330 title "The Community College as a Liberation Laboratory: Toward New Visions, Values and Vigor" @default.
• W140654330 hasPublicationYear "2002" @default.
• W140654330 type Work @default.
• W140654330 sameAs 140654330 @default.
• W140654330 citedByCount "0" @default.
• W140654330 crossrefType "journal-article" @default.
• W140654330 hasAuthorship W140654330A5003223657 @default.
• W140654330 hasAuthorship W140654330A5030130374 @default.
• W140654330 hasAuthorship W140654330A5084513661 @default.
• W140654330 hasConcept C133979268 @default.
• W140654330 hasConcept C144024400 @default.
• W140654330 hasConcept C17744445 @default.
• W140654330 hasConcept C19165224 @default.
• W140654330 hasConceptScore W140654330C133979268 @default.
• W140654330 hasConceptScore W140654330C144024400 @default.
• W140654330 hasConceptScore W140654330C17744445 @default.
• W140654330 hasConceptScore W140654330C19165224 @default.
• W140654330 hasLocation W1406543301 @default.
• W140654330 hasOpenAccess W140654330 @default.
• W140654330 hasPrimaryLocation W1406543301 @default.
• W140654330 hasRelatedWork W1914523596 @default.
• W140654330 hasRelatedWork W1968687836 @default.
• W140654330 hasRelatedWork W2025061428 @default.
• W140654330 hasRelatedWork W2061128371 @default.
• W140654330 hasRelatedWork W207667808 @default.
• W140654330 hasRelatedWork W2087465827 @default.
• W140654330 hasRelatedWork W2160395654 @default.
• W140654330 hasRelatedWork W2316701077 @default.
• W140654330 hasRelatedWork W2470713 @default.
• W140654330 hasRelatedWork W2566178170 @default.
• W140654330 hasRelatedWork W2595631428 @default.
• W140654330 hasRelatedWork W2599707559 @default.
• W140654330 hasRelatedWork W2758668276 @default.
• W140654330 hasRelatedWork W2769391223 @default.
• W140654330 hasRelatedWork W287847364 @default.
• W140654330 hasRelatedWork W309992622 @default.
• W140654330 hasRelatedWork W3121970367 @default.
• W140654330 hasRelatedWork W844969724 @default.
• W140654330 hasRelatedWork W925581418 @default.
• W140654330 hasRelatedWork W1863166231 @default.
• W140654330 isParatext "false" @default.
• W140654330 isRetracted "false" @default.
• W140654330 magId "140654330" @default.
• W140654330 workType "article" @default.