A Changing World and Changing Community College
Bibliographic record
Abstract
Although community colleges are called by various names around the world, they all tend to serve as an alternative pathway that offers options for university overflow, adult learners, displaced workers, bright students from low-income families, and therefore, a "second chance" for nontraditional students to gain a basic education that accommodates the educational needs of the communities they serve (Raby and Valeau 2009). These institutions are increasingly called upon as "first responders" to retool displaced workers and meet regional medium-term labor requirements in high-demand occupations (Levin 2001). Increasingly, courses offered at these colleges represent the only avenue for postsecondary education for many students, especially from underprivileged backgrounds. Student enrollment underscores the crucial role of community colleges worldwide as 900,000 full-time and 1.5 million part-time students attend over 900 Canadian community colleges, and 44 percent of all US students attend over 1,177 community colleges (see Raby and Valeau 2009; Eisner, Boggs, and Irwin 2008 for cross-country comparisons). While its core multipurpose mission (Cohen 2009) has not changed appreciably in almost 50 years, economic and sociopolitical globalization has forced community colleges worldwide to reprioritize their central focus and expand their mission.KeywordsCommunity CollegeTransformational LeadershipStudent EnrollmentChange WorldStudent ServiceThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.000 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".