Are applied and workforce baccalaureate degrees offered by community colleges a natural extension of their mission to provide relevant educational programs to their constituents? Or is this emerging emphasis on offering baccalaureate degrees a radical deviation from the tried–and–true mission of comprehensive community colleges? In short, is this movement more evolutionary or revolutionary?
This issue does not take sides, but provides a deeper understanding of this movement from the perspectives of practitioners and scholars alike. The opportunities and challenges associated with offering these new baccalaureate degrees is illustrated with institutional examples.
This is the 158th volume of this Jossey–Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today′s open–door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
EDITORS NOTES 1Deborah L. Floyd, Rivka A. Felsher, Angela M. Garcia Falconetti
1. Applied and Workforce Baccalaureate Models 5Deborah L. Floyd, Angela M. Garcia Falconetti, Rivka A. Felsher
This chapter presents models and terminology defi ning applied and workforce baccalaureates.
2. Articulation to and from the Applied Associate Degree: Challenges and Opportunities 13Jan M. Ignash
This chapter identifies the opportunities and challenges presented in articulating associate degree programs with applied and workforce baccalaureates.
3. Washington State s Model and Programs: Applied Baccalaureate Degrees at Community and Technical Colleges 25Christy England–Siegerdt, Michelle Andreas
This chapter describes the development and current status of applied baccalaureate degrees in the state of Washington.
4. The Evolution of Workforce Baccalaureate Degrees in Florida 35Judith Bilsky, Ian Neuhard, Mary G. Locke
This chapter highlights the history of workforce baccalaureate degrees in Florida, documents the growth of these programs across the state, and provides a framework for the designation of various degree types and academic requirements.
5. The Applied and Workforce Baccalaureate at South Texas College: Specialized Workforce Development Addressing Economic Development 47Juan E. Mejia
The impact of two bachelor of applied technology degrees of South Texas College on higher education access for predominately Hispanic students serves as an example of how such degrees increase participation rates for minority students.
6. The Work Experience Component of an Ontario College Baccalaureate Program 57Marguerite M. Donohue, Michael L. Skolnik
This chapter describes the results of case study research on the transfer of learning from the classroom to the cooperative education workplace and includes recommendations for curriculum changes to improve the transfer of learning.
7. Why Applied Baccalaureates Appeal to Working Adults: From National Results to Promising Practices 73Debra Bragg, Collin Ruud
This chapter presents lessons learned from a national study of adult learner enrollment in applied baccalaureate programs.
8. Institutional Challenges of Applied and Workforce Baccalaureate Programs 87Richard L. Wagoner, Carlos Ayon
This chapter presents some of the challenges to the mission of the community college that critics of the applied and workforce baccalaureates assert.
9. Graduate Education Issues and Challenges: Community College Applied and Workforce Baccalaureates 95Deborah L. Floyd, Rivka A. Felsher, Linda Catullo
This chapter discusses the articulation of community college applied and workforce baccalaureates to graduate education.