Leadership Development for Success Equity


  • SSI Highlights FY 2014
  • Reclaiming the American Dream: Community Colleges and the Nation’s Future, the American Association of Community Colleges
    A Report From the 21st-Century Commission on the Future of Community Colleges
  • Field Guide for Improving Student Success 
    This guide provides an overview of Achieving the Dream’s institutional improvement framework for increasing student success. It includes examples of what Achieving the Dream institutions have done to transform themselves into more effective institutions. The guide is designed for college leaders who are considering having their colleges join Achieving the Dream, and thus making the necessary commitment to change college policies and practices in ways that enhance student success on a substantial scale.

CC Leadership

  • AACC Competencies of CC Leaders
  • Community College Leadership: A Multidimensional Model for Leading Change
    Two-year colleges are facing major change. The majority will undergo a turnover in college presidencies in the next ten years, at a time when they are being asked to be engines for economic growth, enable more students--and a greater diversity of students--to gain 21st century qualifications, and provide a pathway to higher degrees, all with reduced state and local funding. Recognizing that future community college leaders--at all levels--will manage increasingly complex organizations, and face very different challenges than their predecessors, this book provides a multidimensional model of leadership suited to these new demands and environments. The model addresses issues of leader cognition, race and gender, the importance of culture, and the need for more collaborative modes of communication and decision making to frame and implement change. It recognizes that there is no longer any one way to lead, and that the next generation of leaders will be more diverse, possess experience and qualifications from a wider variety of careers, and follow new pathways to their positions. Leaders in the future will possess a cultural competency that is fostered by being lifelong learners. Through over 75 individual interviews with leaders and campus members, Eddy is able to provide examples of the model's components in practice and to illuminate which experiences proved the most relevant for these leaders on their route to upper administration. She shows how her model intersects with the leadership competencies defined by the American Association of Community Colleges, and proposes strategies for future leadership development. This book is intended for anyone considering a leadership position, at any level, in a community college; for college administrators and boards responsible for leadership development programs; and for individuals in corresponding organizations who conduct training programs for aspiring leaders. Likewise, those employed at four-year universities may find value in the model as a developmental tool.
  • Community College Leadership and Administration: Theory, Practice, and Change
    his textbook serves as a tool in traning the 21st-century community college leader and administrator.
  • Enhanced Learning Communities
    An ACC Student Success Initiative PowerPoint Presentation.
  • What Have We Learned About Learning Communities at Community Colleges?
    In July 2012, MDRC and the National Center for Postsecondary Research released two reports on the effectiveness of learning communities, a popular strategy that places small cohorts of students together in two or more thematically linked courses, usually for a single semester, with added support, such as extra advising or tutoring.

    The theory behind learning communities is that they give students a chance to form stronger relationships with each other and their instructors, engage more deeply with the integrated content of the courses, and access extra support, making it more likely they’ll pass their courses, persist from semester to semester, and graduate with a credential. 
  • Learning Communities (National Center for Postsecondary Research)
    Led by researchers from MDRC, NCPR is evaluating learning communities, in which groups of students enroll together in two or more courses. The evaluation is being conducted at six community colleges around the country, with some colleges' programs focused on developmental math, others focused on developmental English or reading, and one with a career focus. These courses are linked with student success courses, other developmental courses, or college content courses in different configurations across the sites. Transcript-level data are being used to evaluate the impact of assigning students to a learning community, using a number of outcome measures that include progress through developmental education, credit accumulation, and persistence.
  • Learning Communities. U.S. News & World Report College Ranking Lists
    At some schools, such as those below, students typically take two or more linked courses as a group and get to know one another and their professors especially well. The idea is to keep the discussions going after class ends. In spring 2013 we invited college presidents, chief academic officers, deans of students and deans of admissions from more than 1,500 schools to nominate up to 10 institutions with stellar examples of learning communities. Colleges and universities that were mentioned most often are listed here, in alphabetical order.
  • Assessing Developmental Assessment in Community Colleges
    For many students entering community colleges, the first stop on campus is at an assessment center. More than half of these students will be placed into developmental education as a result of their scores on reading, writing, and mathematics entry assessments, yet there is little evidence that this improves student outcomes. 

    This paper examines alternative perspectives on the role of assessment and how it is best implemented, reviews the validity of the most common assessments, and discusses emerging directions in assessment policy and practice. It concludes with implications for policy and research.