Abstract
Given that community colleges serve a broad swath of students with a broad swath of goals, expectations, and outcomes, exploring what we know about teaching and learning in the community college – where putting inclusion at the center of pedagogical practice is essential – may help educators and practitioners at all types of institutions serve diverse populations of students more successfully. The following chapter provides an overview of the community college context, including a review of what is known about students and instructors in the modern community college. We then highlight key theories of learning and teaching that are most applicable to diverse classroom settings and focus on two key areas – distance learning and instructor professional development – where these theories and promising practices are applied in the community college context, including a discussion of a first-of-its kind statewide professional development network serving the North Carolina community colleges. By centering community colleges and offering action-oriented solutions and recommendations, this chapter aims to guide scholars and practitioners who are invested in improving teaching and learning in higher education toward impactful future research.
Aimee La Pointe Terosky was the Associate Editor for this chapter.
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Jaeger, A.J., Newhouse, K.N.S., Yilmaz, E., VanZoest, E.R. (2024). Inclusion at the Center: Teaching and Learning in the Community College Context. In: Perna, L.W. (eds) Higher Education: Handbook of Theory and Research. Higher Education: Handbook of Theory and Research, vol 39. Springer, Cham. https://doi.org/10.1007/978-3-031-38077-8_10
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