I-Search Final Draft
The Community’s College?
By
Amy E. Cross

>

English 101, College Composition
May 5, 2006
John A. Goldfine

ii

TABLE OF CONTENTS

Summary iii

Introduction 1
Why I’m Writing 2
What I Know 3
The Search 4
Answers 4
Conclusion 8
Annotated Bibliography 9

iii

SUMMARY

I chose the topic of the community college tour of duty because I feel that there are some important issues facing this community college that affect not only my experience with the school and with higher education but future students as well. I thought that if a dialogue was opened and issues brought forth, it might usher in discussion about these important problems facing our community’s college.

INTRODUCTION

Making the decision to return to college was and continues to be a big deal for me. I am of the mind that a degree will say something about me if nothing more than to indicate effectively my ability to see a goal to fruition. Aside from the monetary differences that studies have clearly shown in the salaries of a college graduate and a high school graduate, my reasons were personal. My decision to begin at a community college, however, was forced. Too many years between my present and my past credits to accommodate any real view of the student that I might be to the University of Maine brought me to the doors of Eastern Maine Community College.

This was not my first sojourn into the halls of community college academia. Just out of high school, I decided on a community college for its size and proximity to my home in North Carolina. Pitt Technical Institute had just become Pitt Community College. Included with my starter package was a letter indicating that this change had just transpired and assured me that they were trying to make this transition as seamlessly as possible especially for liberal studies students. They were careful when we signed up to make certain that they understood what our plans were and that our courses would work towards our ultimate goals. At 18, I probably did little more than skim over the letter and tuck it back into the packet. After three semesters, as far as I could tell the transition was smooth. I never felt any resentment from the technical side of the college nor did I take any courses that wouldn't follow me into my future.

The second community college that I was involved with was in Columbus, Ohio a few years later. They were right smack in the middle of their transition. I was one of the first liberal studies students to enroll. Again, the courses were transferable and advise relevant to my intended course of study. Granted, I attended only one semester but as far as I was concerned, we were all students of the community college whether our courses of study were in the liberal or technical end of the halls.

I expected when I started Eastern Maine Community College that it would be the same. I knew that the school had been a technical college for a long time. I also knew that they had been a community college for a few years. The transition, based on my experience should have been long since acclimated and the wrinkles, if any being ironed out. Unfortunately, nothing could be further from the truth. It only took a few weeks of the semester to see that their transition was still anything but smooth and they were 3 years into it.

I knew that there were required courses that I would need and decided that it would be best for me to concentrate on these general requirements at EMCC. My admissions advisor, well intended though she might have been, understood little about the courses that I would need in order to reach my ultimate goal of obtaining my doctorate in physics. Very little emphasis was given either to the transferability of courses or to my capabilities. As far as I can discern, the placement test at the beginning and the application were the only tools available to us (my advisor and myself) to wade through the necessities of my desired program. What I didn’t know was that some of the courses that I was taking were not going to transfer to the University of Maine. Others would not transfer at their full credit. All of my previous experience with the community college system was that the courses were designed to match the University level courses so that the transition would be an easy one. I wasn't aware of this until I was well into the semester, passed the add/drop period.

At the same time another issue was starting to boil over: the disbursement of financial aid. Returning to school at the age of 42 meant some financial discomfort for my family and myself. It meant that my income would stop altogether and there would be some additional expenses. I decided to take advantage of the low interest rates and applied for student loans. I paid close attention to my statement from the school on StudentOne and to the website of the bank issuing the funds. The grant and scholarship monies were credited to my account on October 5, 2005. The loan funds were credited on October 14. I wondered why I was not receiving any of this money. After contacting several administrative departments, student accounts, financial aid and finally the president’s office I was given such a wide array of excuses that my patience was worn to a tattered string and I demanded a check. They offered me a loan against my financial aid, which 8 weeks into the semester I accepted.

It was at this point that my research really began though I didn’t know I was researching. I had to find out what was happening with the transfer issues. I needed to know that each semester was not going to be filled with the horrible wait for financial aid. I wanted someone to accept responsibility for these issues and to take steps to make certain that we students were being well served by our community’s college. Having 25 years of business experience, I headed straight for President Hedlund’s office. I’ll get to that meeting later.

WHY I’M WRITING

What I've uncovered after a couple of semesters here is that there is a general dis-ease between what EMTC was and what EMCC aspires to be. Liberal studies students comprise 32% of Maine’s community college’s population. Our monies are coming in. Apparently, only minimum work has been done to facilitate the additional requirements brought on by this "golden goose" population.

I’m writing on this topic because I believe that we, as students, as the consumers have a right to know what’s being done to assure that we are getting our money’s worth and that this community college is serving the community of liberal studies/non-technical/transfer students as it purports.

§ What distinguishes a technical institute from a community college?
- Are there standards set by the industry?
- Who is responsible for implementing the changes required for the change to a community college?

§ Have the courses been modified to adequately describe the college as a transfer college to a liberal studies student walking through the door?
- What % of students are transfer students (transferring to a 4 year degree program?

§ Has the change to a community college served the community as was intended?
- Is this an issue that other community colleges around the country deal with as well?

WHAT I KNOW

I was invited by President Hedlund to be a student member of the College Senate. The College Senate for EMCC is a committee comprised of administrative, faculty and student representatives. We are charged with setting policy and procedure for the school, which is made part of the official language of the official policy and procedure handbook. When I was offered this position I felt I had an opportunity to open some REAL dialogue between the school and the people that it meant to serve. Although that hope has faded, I did learn quite a bit about what happens beyond the classroom environment.

Eastern Maine Community College's Goals with Strategies Report adopted by the College Senate for fiscal years 2007 - 2009 states that [the college] "has a mandate to provide an educated work force for the state of Maine. The mission of the college is to provide the highest quality technical, career and postsecondary transfer education and to serve as a dynamic community resource." The report goes on to list several ways that this mission is to be carried out.

The College Senate spent a lot of time going over the grammar and punctuation and the placement of words when adopting this report. Still it is vague and offers no real means to accomplish the goals as set forth. After each point, I wanted to ask "how?" So much of the reports and philosophies of the college are mired in tired rhetoric that I'm not sure anyone understands much less has the know how required to implement these ethereal notions. I felt more as though they were offering a pacifier rather than a solution or even a goal. Too lofty a notion is worse sometimes than no notion at all.

There is an undercurrent of mistrust on each side of the halls. The technical doorways wonder why their part of the additional funds from the golden geese aren't trickling down to their classrooms. Where are the new computers, where is the new equipment necessary to bring the technical facilities in line with the businesses that will be asked to employ the graduates of the technical programs. I see them eyeball us liberal students as though we were feasting on lobsters while they have peanut butter and jelly sandwiches.

The faculty wonders at our presence as well. We are grouped into various categories based on our ages and at which transition we happen to be in.

Administration meanwhile seems to cower between the two, though never really revealing their presence unless there is some new honor or program to unveil. I suspect that their reasons are valid. I have a feeling that they've let both sides down and, at this point have little idea which direction to go in order to facilitate change in the right direction. I would imagine that the right direction is as murky an idea as there ever was.

THE SEARCH

The biggest part of my research was done on the Internet. I was surprised to find that mine was a topic being discussed in several forums, through several independent studies and by our own government. I've also been paying special attention to the debates regarding higher education presented in the Bangor Daily News. It seems I'm not the only one more than curiously interested in the debate over technical college versus community college.

I decided that I should take my questions to the college itself as well. I asked faculty, students and administration about their experiences and ideas. What surprised me most in this area of my research was the fact that most interviewed agreed to be interviewed only after I assured them of their anonymity. The battle in this particular institute was in the shadows. Most came in whispered tones for fear of retribution. Frankly, I had to keep checking my address to remind myself that I was still in the United States. Aren't we meant to have a free exchange of ideas?

I decided against using a good portion of the interviews that I conducted. I didn't feel it right, according to the original purpose of my research to include transcripts that couldn't be "backed up". I included the overall "air" of the interviews but have kept the details to a minimum, offering only the express views of those that allowed me to include their names.

ANSWERS

What is it that distinguishes a technical institute from a community college?

My research indicates that’s the most distinguishing feature of the community college is its transfer program for liberal studies students. A community college offers an associates degree in areas that the technical institute does not. A technical institute offers programs specifically limited to particular areas (automotive, welding, heating and air, etc.) The new community college would expand the course offerings and at the same time would bring in additional funds for the technical side of the college. (Chronicle)

Are there standards set by the industry?

The New England Association of Schools & Colleges Commission on Institutions of Higher Education sets the standards for accreditation for the Maine Community College System. There are 11 very specific standards set forth for every one of the community colleges accredited with mandates for self governance, responsibility to faculty and students, and academic oversight. (neacs)

Who is responsible for implementing the changes required for the change to an accredited community college?

“Adherence to the Standards is periodically reviewed through peer evaluations that are preceded by self-studies directed toward demonstrating that the institution meets the Standards and that it has effective means to ensure institutional improvement”. (neacs)

The Standards clearly state that “Self Governance” is an integral part of the accreditation process. From my interviews with administration, though not given a clear answer, my best determination is that the responsibility falls on the College Senate. (Hedlund)

Have the courses been modified to adequately describe the college as a transfer college to a liberal studies student walking through the door?

In my meeting with Joyce Hedlund, president of the college I asked what the goals were when making the change to a community college. She said that there was a need in the community to offer a transfer-based program into the universities. The liberal studies program was meant to fill this gap. Unfortunately, by her own admission, there was not a lot of involvement with the universities that these transfer students would be going once their time with Eastern Maine was complete. The AdvantageU program meant to fill this need was sorely under researched. Many of the courses that were offered through the liberal studies program would not in fact transfer though the university would recognize the two-year degree. This was more rhetoric hidden in obscure language.

The issue of transferring credits has affected most of the students that I spoke with. (JC)(DS) Some were extremely concerned as they were completing their Associates degree and found out at the last minute that a good many of their courses would NOT transfer. These courses would have to be retaken at additional expense to the student. This is something that every student entering these doors should be made aware.

Admissions counseling should be an integral part of every interview with a prospective student. There are resources available to the student that the college still does not offer up to us. I found the transfer equivalency tool (umaine) provided by the University of Maine on my own. I reported the tool to the administrative personnel responsible for student transfers and, to date, see no publication of this information to the student body.

In that same meeting with President Hedlund I asked what courses were modified to accommodate the transfer students. In my own case I pointed out that the physics classes had not gone to the calculus based physics as required by most four year universities (University of Maine included) though a curriculum had been written and faculty in place to teach. Why were there not more classes to fulfill more needs of the liberal studies students that the community college was now catering to according to the technical programs? If the additional monies were not being put into the liberal studies and not into the technical programs, where was this additional money being filtered? The answer did not come. She seemed surprised that I asked at all. (Hedlund)

My next meeting was with John Fitzsimmons of the Maine State Community College. As was true with President Hedlund, he seemed surprised that I asked any of the questions that I did and was not prepared to answer them. I came away from that meeting feeling as I do when I read the murky reports. I had more questions rather than any definitive answer. What I read into this is that there is no answers at least not as far as their offices can collaborate between them. (Fitzsimmons)

What % of students are transfer students (transferring to a 4 year degree program)?

The only information that I could find on this point was from the Maine Community College Systems website which stated only that “the number of Community College students transferring to Maine's seven Universities increased 25 percent in the past three years”. (mccs) As I am uncertain of the up FROM figure, this meant little to my overall question.

Has the change to a community college served the community as was intended?

There is a lot of talk about the community college's role in the communities that it serves. The mission statement is filled with all of the right words though there seems to be little being done to follow through with the promises made to the students, at least to the liberal studies students. (emcc)

One of the biggest issues facing community colleges (as well as universities) around the country is the issue of funding. According to the allocation of most funding for schools comes from the governor of our state. He ultimately has the decision of appropriation and, though the image of the community college has broadened, George Bush referred to the importance of community colleges in his state of the union address the funding has not come.

I propose larger Pell grants for students who prepare for college with demanding courses in high school. (Applause.) I propose increasing our support for America's fine community colleges, so they can -- (applause.) I do so, so they can train workers for industries that are creating the most new jobs. By all these actions, we'll help more and more Americans to join in the growing prosperity of our country. Job training is important, and so is job creation.

Community colleges must rely more heavily on adjunct faculty and cannot provide the services for the students that they hope to serve. This leads to the sort of faulty admissions procedures, lack of student guidance and the lack of transferable credits so evident at EMCC.

Undoubtedly, the public spoke in the bond issue set before them November of 2005. In that bond additional monies were requested from the public for building repairs. The bond did not pass. It seems that this should send a message to the administrators of Maine's higher education facilities, namely the community college systems that the public is not so convinced that they are serving the purpose that they are meant to serve in this community. Perhaps more consideration needs to be given to what is happening inside the doors as opposed to the doors themselves. Maybe if they were asking for additional monies to be put into the education, the equipment, the faculty and student services the public would have responded. As it was, the public responded in a manner befitting the condition, I believe. (usm)

The Maine Community College System website boasts an overall 42% increase in students over the last three years. Is it a coincidence that it was three years ago that EMTC became EMCC? With the name change came a responsibility to the students that were to be served by the liberal studies program of the college. We are led there believing that our credits will transfer seamlessly into our programs of study at the university level. We depend on that from the time we arrive until the time we graduate or, as in my case, move on to the university before receiving our associates' degrees. (mccs)

Is this an issue that other community colleges around the country deal with as well?

The Chronicle of Higher Education offered an interesting look into the issue of community colleges as a whole and their roles in the communities to which they belong. The guest speaker, Jamilah Evelyn is a staff reporter at The Chronicle and, in the articles that I read had only a little to say on the change from a technical institute to a community college. When asked about the ability of a community college to serve such diverse purposes (the technical aspect and the liberal studies) she acknowledged the gap between but offered not even the theoretical solution. (chronicle)

I expected when I pulled up the American Welding Society web page that I would find a definitive vote for the technical institute. I've heard so many of the welders complain that they were required to take so many "liberal studies courses" I just assumed that their collective voice would resound loudly in favor of the technical institute. This wasn't the case. (aws)

An instructor of the courses and one that had been involved in the industry stated that it wasn't enough anymore for the welder to know nothing more than "laying a good bead”. Proper education included the intricacies of the math involved, the speaking skills in order to understand and relay instructions and the ability to sit for a test. Even some students of welding fell on the side of the community colleges more liberal courses of study. 80% hands on training to 20% lecture was the hoped for ratio though according to their studies, was not actually practiced. (aws)

What I learned in my research barely scratches the surface of a debate that's been going on for years and leads, ultimately back to the entire system of higher education. Finding a stopping point was the most difficult part. The deeper I went into it, the more I realized its depth.

CONCLUSION

Perhaps changing to a community college was not the direction that EMTC should have taken. It seems to me that as a technical college it did fulfill its promises to students, faculty and to the businesses that supported its efforts. Until such time that the college addresses the issues regarding its liberal studies students and makes real changes, obvious and clear in regards to the promises associated with that student population this college will not serve this community responsibly.

The image of the community college having a less than stellar student population will not change until the community colleges take responsibility for their actions denoting such an image. If they continue to pit the technical end against the liberal studies end, dabbling in both though committing to neither, that image will fester for both them and the students that walk their hallways. The future doesn't look good for EMCC as far as I can tell. There is nothing in my contact with the school that indicates that they're looking for a feasible resolution. There are a lot of meetings, a lot of committees but little effort towards promoting change.

What comes next depends on the administration and, I suppose the efforts of future students. For my part, it's over. I'm days away from completing my stay with Eastern Maine Community College and, frankly, not a minute too soon. The atmosphere here, the tensions that seem to breath in the hallways, the discontent and hostility from those that I have offended in my struggles here have taken their toll on me.

What I've remembered about my college experiences up till now has been particular courses, the faculty and the other students in the colleges that I've attended. Predominately, what will stand out in my mind with EMCC is the disillusionment that I feel as I'm leaving. Though the teachers were some of the best that I've known, though the academic support unequalled, the administrative aspect has spoiled what would otherwise have been a brilliant step into my future. For now my future lies in the laurels of the university that I will attend and EMCC will be a blip on my resume. As for me, my future lies at the university. I won't look back on my experience here as being a boost to my ultimate goals other than through the efforts of dedicated faculty. I spent much more time here fighting for my rights as a student than enjoying them.

ANNOTATED BIBLIOGRAPHY

American Welding Society, Forum, Topic: Technical school vs Community College: By Lawrence On 22-Jul-05 15:37

http://www.aws.org/cgi-bin/mwf/topic_show.pl?id=7382#34327

I probably spent more time on this site than I did on any other. The forum had several instances of community college study. I was pleasantly surprised to find that so many that commented were concerned that welders be well educated in more than just welding specific courses.

The Chronicle of Higher Education "The Identity of Community Colleges" Section: Community Colleges; Volume 51, Issue 10, Page B1, October 28, 2004 http://chronicle.com/colloquylive/2004/10/cc/

This online magazine bills itself as a “…source of news, information, and jobs for college and university faculty members and administrators.” It was a very interesting site to explore with several articles on community colleges as well as universities. There was an area for students as well that included scholarship competitions and student news. I found it to be a good resource.
Cramer, Jessica. Personal Interview. Bangor, Maine, March 15, 2006.

Jessica and I have talked many times over the two semesters about the courses that she is taking that will not transfer fully to Husson. She has also had issues with admissions counseling.

DS Student. Personal Interview. Bangor, Maine, Feb 2006.

D.S. is a fellow student at EMCC. We talked at length about his problems with transfer credits. He graduated in December 2005 and was transferring to UMO. At his admission interview he learned that though he would be going in as a junior through the AdvantageU program, he would have to repeat courses for credits.

Eastern Maine Community College, About EMCC, Mission Of The Maine Community College System And Eastern Maine Community College

http://www.emcc.edu/aboutemcc.htm

I specifically went to the site looking for the wording of the mission statement. I did find it interesting that so much of the language is directed at the Liberal Studies student but not much shows up in the areas of course offerings for transfer.

EMCC Goals With Strategies Fiscal Years 2007 – 2009 Adopted by College Senate, 3/2005

This is a document that was adopted by Eastern Maine Community College, College Senate in March of 2006. There are 2 major goals with several sub-strategies and activities. The basic premise is to focus on the student experience at Eastern Maine Community College.

Fitzsimmons, John. Personal Interview. Bangor, Maine, Nov 12, 2005.

I met with President Fitzsimmons after my meeting with Joyce Hedlund. We spent only a few minutes together and I did not leave with the feeling that he understood or shared my concerns about the issue of the transferability of credits or the overall administration of the college.

Hedlund, Joyce. Personal Interview. Bangor, Maine, Nov 1, 2005.

I met with President Hedlund for approximately 1.5 hours. We spoke of financial aid issues, transfer credits and administration issues. I found her to be very open in her mindset during the meeting and was pleased with the changes we discussed regarding financial aid. I do however feel that more should and could be done about the transferability of credits.

Maine Community College Systems, About MCCS, Key Facts, History

http://www.mccs.me.edu/about/mccshistory.html

I found the site easy to use though it seemed incomplete in its scope. The press releases included only the “good news” from the Bangor Daily and none of the articles that I’ve read over these months that were in any way negative.

Mainstream Online Magazine, University News, Maine Voters Say Yes and No, Fall/Winter 2005

http://www.usm.maine.edu/mainestream/unews02.html

I found this site while looking for information on the bond issue November 2005. It is a small publication with a few areas of interest though I was mostly looking for the article.

New England Association of Schools and Colleges, Inc., Commission on Institutions of Higher Education, Standards for Accreditation

http://www.neasc.org/cihe/standards2005.htm

I went to this site specifically to find the accreditation standards for community colleges. Which has been referenced. I did find the site easy to use and well laid out.

University of Maine; Office of Student records, Transfer Equivalency Search

http://studentrecords.umaine.edu/transfer/transfercourses.asp

This is an excellent resource for anyone planning to transfer to the University of Maine. It is an easy to use search engine that will evaluate your credits based on the courses that they offer. This is a free service with no student standing required.

The White House, News and Policies, State of the Union Address, Jan 2004, United States Capitol, Washington, D.C., President George Bush

http://www.whitehouse.gov/news/releases/2004/01/20040120-7.html

I went to this site specifically for President Bush’s State of The Union Address in regards to his comments on community colleges. George Bush is the first president to allude to community colleges as higher education in a state of the union address. Of course the funding that he spoke of hasn’t come to fruition.