Redesigning America’s Community Colleges
Reflection Questions
https://www2.palomar.edu/pages/pd/files/2018/02/Redesigning-community-college-book-club_-SPR-2018-4.pdf
Chapter 1
How do your college’s current policies/processes/practices help students make informed/clear choices? (pg. 23-25, 34-38)
How do your college’s current policies/processes/practices help students avoid credit loss and taking unnecessary courses? (pg. 26-30)
How do your college’s current program designs help students understand the learning goals and sense of progress? (pg. 38-39)
To close equity gaps and increase student success and persistence, what might your college consider either continuing, stopping, changing, or starting?
Chapter 2
How do your college’s current policies/processes/practices in support services assist incoming students in choosing an appropriate program of study? (pg. 56-63, 68-69)
How do your college’s current policies/processes/practices in support services teach students how to use available resources? (pg. 63-67, 69-70)
How do your college’s current policies/processes/practices in support services track students’ progress and provide timely interventions? (pg. 61-64, 70-73)
To close equity gaps and increase student success and persistence, what might your college consider either continuing, stopping, changing, or starting?
Chapter 3
How do your college’s current policies/processes/practices support faculty in identifying and implementing pedagogical choices (knowledge transmission/learning facilitation)? (pg. 84-90)
How do your college’s current policies/processes/practices support faculty mapping and re-designing curriculum? (pg. 97-104)
How do your college’s current policies/processes/practices support faculty with an embedded time/space for a process of inquiry and faculty/counselor collaboration? (pg. 107-112)
To close equity gaps and increase student success and persistence, what might your college consider either continuing, stopping, changing, or starting?
Chapter 4
How do your college’s current policies/processes/practices support student’s ability to place in the correct English/Math course? (pg. 123-132)
How do your college’s current policies/processes/practices support faculty collaboration and creation of basic skill pathways? (pg. 132-139)
How do your college’s current policies/processes/practices support faculty partnerships with K-12? (pg. 139 – 142)
To close equity gaps and increase student success and persistence, what might your college consider either continuing, stopping, changing, or starting?
Chapter 5
How does your college’s current resource allocation process encourage funding “long term solutions’ or “short term justification”? (pg. 148-149)
How do your college’s current policies/processes/practices support the time and resources necessary for long-term cross-functional teams? (pg. 151-157, 162-165)
How do your college’s current policies/processes/practices support the time and resources necessary for adjunct faculty participation? (pg. 168-170)
To close equity gaps and increase student success and persistence, what might your college consider either continuing, stopping, changing, or starting?
Chapter 6
How do resource models support student persistence/completion at the state, district, and campus level? (pg. 176-181)
How do District policies/processes/practices support funding that does not penalize the “the large numbers of educationally and economically disadvantaged students”? (pg. 185-188)
To close equity gaps and increase student success and persistence, what might your college consider either continuing, stopping, changing, or starting?
Conclusion
You have now completed the book Redesigning America’s Community Colleges: A Clearer Path to Student Success. What is your top 10 list of opportunities your college has to increase student success?
