Norena Badway - Profile on Academia.edu (original) (raw)
Papers by Norena Badway
Extent, Quality and Access for Integrated Curriculum in Community Colleges
Journal of Vocational Education Research, 1998
Co-op seminars are a key component of the cooperative education (CE) program at LaGuardia Communi... more Co-op seminars are a key component of the cooperative education (CE) program at LaGuardia Community College in New York City. All LaGuardia students must enroll in CE and attend a series of co-op seminars that raise general issues about work, occupations in general, and the competencies required on the job. The seminars serve as a form of career exploration and a mechanism of connecting school-;,nd work-based learning. Three levels of generic and major-specific seminars are offered. Like LaGuardia's CE program, the seminars attempt to promote an approach to teaching called TAR (Teach-Apply-Reinforce) and include classroom exercises and fieldwork assignments. Over the past decade, the co-op seminar program has undergone numerous changes, including a movement toward more generic seminars, greater flexibility, and use of union-sponsored and union-supported tutoring in basic skills. The co-op seminars incorporate a range of classroom techniques, including traditional lecture, class discussion, simulations/role play, and faculty sharing of personal experiences. The co-op seminars have proved to be a successful strategy for linking school-and work-based learning and offer a number of lessons for other schools considering establishing similar connecting activities. (Contains 17 references.) (MN)
This paper argues that non-credit community college courses can reach more educationally and econ... more This paper argues that non-credit community college courses can reach more educationally and economically disadvantaged students and better serve them in their pursuit of short-term and long-term goals. The report suggests that these courses are more flexible, less impersonal and bureaucratic, and are more likely to be in community-based facilities, closer to where low-income students live. Non-credit community college education shares the dilemmas of community colleges in general: inadequate funding, over-use of adjunct faculty, and low respect. The paper argues that non-credit education in community colleges represents yet another form of the stratification within postsecondary education, with elite universities at the top, and short-term job training and adult education programs at the very bottom. The report stresses the need to confront and overcome the fundamental inequities in all of higher education, including non-credit programs. Stratification within the community colleges has been furthered through the over-employment of part-time faculty in non-credit programs. The report looked at programs in four community colleges--in one of those programs, there were 12 full-time instructors and 172 part-time or adjunct faculty. Funding issues come into play here. In California, for example, the funding per FTE student is 3,800perstudentforcreditcourses,whileitis3,800 per student for credit courses, while it is 3,800perstudentforcreditcourses,whileitis1,900 for non-credit students. (Contains 30 references.) (NB)
Student Learning Outcomes Assessment in Allied Health Education: Déjà Vu
The Journal of Faculty Development, May 1, 2008
This paper discusses the multiple factors that influence student learning outcomes assessment in ... more This paper discusses the multiple factors that influence student learning outcomes assessment in allied health programs. There is increasing emphasis on assessing student learning outcomes in higher education. To faculty in allied health programs this emphasis may seem ...
Focusing on nontraditional workforce, economic, and community development programs being develope... more Focusing on nontraditional workforce, economic, and community development programs being developed within community colleges, this monograph defines these efforts as "entrepreneurial colleges" within community colleges and reviews characteristics and trends related to these efforts. Following an executive summary and introduction, the first section provides definitions and examples of entrepreneurial community colleges, contrasting them with rcgrlar community colleges, describing difficulties in determining the success of entrepreneurial colleges, and providing data on enrollments in entrepreneurial colleges at seven community colleges. The second section discusses internal and external factors influencing entrepreneurial colleges, including college missions, faculty attitudes and activities, and local pressures, while the third section address the role of state policy in promoting workforce and economic development, focusing on issues related to funding, regulations, and balancing state and local initiatives. This section also highlights emerging concerns of state officials related to entrepreneurial college effectiveness, their coherence in state educational systems, and the effects of welfare reform initiatives. The fourth section examines potential tensions within comprehensive community colleges with the rise of these new programs. The fifth and final section presents conclusions and recommendations for promoting and integrating entrepreneurial colleges, developing new state and federal policies, and conducting further research. Contains 35 references. (BCY)
The cooperative education program at LaGuardia Community College, New York, incorporates seminars... more The cooperative education program at LaGuardia Community College, New York, incorporates seminars that integrate school-and work-based learning. In the seminars, students examine issues related to work in general, the organizations in which they are placed, and the ways in which their academic preparation is applied at the work site. The cooperative education program, which is mandatory for all full-time students, includes the following: a course that prepares students for their first co-op placement; planning sessions with a faculty advisor; three internships or placements; and three distinct levels of seminars taken in conjunction with each internship. The first and third levels may be specific to a student's chosen area of study or, may be generic, focusing on common workplace issues. All students take the second seminar, "Fundamentals of Career Advancement," which focuses on using the workplace to gain information about skills and personal requirements for upward mobility. Seminars allow students to explore careers, master skills and competencies common to all jobs, and explore social, ethical, political, and moral themes associated with working. Instructional methods in seminars are traditional lecture, class discussion, simulations, role-play, and faculty sharing of personal experiences. Seminar effectiveness depends on these factors: instructor background, training, and understanding of the seminar's purpose; instructional methods; and integration of the program into the larger college curriculum. The work-based component must become central to the educational purposes of the institution. (Contains 18 references.) (YLB)
Honored but Invisible: An Inside Look at Teaching in Community Colleges (Paperback) - Taylor & Francis
This paper explores the impact of the Personal Responsibility and Work Opportunity Reconciliation... more This paper explores the impact of the Personal Responsibility and Work Opportunity Reconciliation Act (PRWORA) of 1996 on the work training being provided to welfare recipients by community colleges. This bill changed the approach for addressing poverty from a human capital perspective, which emphasizes the need for training and education to achieve self-sufficiency, to a "work first" conception, which stresses immediate employment as the path to self-sufficiency. The authors conducted interviews with state officials administering community colleges who were involved with welfare reform; observed exemplary local programs over a period of 2 years to see what effective efforts looked like; and drew on a survey of ten states in the process of reforming their workforce development systems. Among their findings were the following: (1) the role for community colleges in welfare reform varies dramatically by state, with some having no role at all, and colleges in other states providing training programs that can last as long as 5 years; (2) program development is being coordinated at the local, rather than at the state, level; and (3) several new models of practice are emerging, including short-term job training, flexible delivery options, customized programs, and opting out. A discussion of emerging problems and future directions is also included. (Contains 24 references.) (CAK) Reproductions supplied by EDRS are the best that can be made from the original document.
Journal of dental education, 2007
Caries management by risk assessment (CAMBRA) represents a paradigm shift in the management of de... more Caries management by risk assessment (CAMBRA) represents a paradigm shift in the management of dental decay. It treats dental caries as an infectious disease that is curable and preventable. The science supporting CAMBRA has been present for quite some time; however, its clinical adoption, until recently, remained slow. This article analyzes the Western CAMBRA Coalition, a special collaboration of diverse groups of independent organizations based in the western region of the United States. This coalition, which has formed an interorganizational collaborative (IOC), has evolved over four years and has led to significant progress in the clinical adoption of CAMBRA. Theoretical perspectives of reasons and the conditions that drive organizations to collaborate will be applied to the CAMBRA model, concluding that IOCs offer great benefits in promoting CAMBRA as well as future innovations in dental treatments.
Tempered Radicals: Faculty Leadership in Interdisciplinary Curricular Change Authors
Community College Journal of Research and Practice, 2015
Information Needs Perceived as Important by Leaders in Advanced Technological Education: Alignment with Community College Program Improvement Initiatives
Community College Journal of Research and Practice, 2010
The purpose of this study was to analyze what leaders of Advanced Technological Education (ATE) p... more The purpose of this study was to analyze what leaders of Advanced Technological Education (ATE) programs funded by the National Science Foundation believe are their most important needs for research information. Data was collected through a Delphi process, and results were analyzed through frameworks associated with program improvement initiatives for community colleges. In several ways, the information needs of the
Engaging Faculty for Innovative STEM Bridge Programs
Community College Journal of Research and Practice, 2014
Community College Innovations in Workforce Preparation: Curriculum Integration and Tech-Prep
National Center for Research in Vocational Education, Berkeley, CA.; National Council for Occupat... more National Center for Research in Vocational Education, Berkeley, CA.; National Council for Occupational Education, Inc., Wausau, WI.; League for Innovation in the Community Coll. ... Office of Vocational and Adult Education (ED), Washington, DC. ... Help ERIC expand online access to ...
Focusing on nontraditional workforce, economic, and community development programs being develope... more Focusing on nontraditional workforce, economic, and community development programs being developed within community colleges, this monograph defines these efforts as "entrepreneurial colleges" within community colleges and reviews characteristics and trends related to these efforts. Following an executive summary and introduction, the first section provides definitions and examples of entrepreneurial community colleges, contrasting them with rcgrlar community colleges, describing difficulties in determining the success of entrepreneurial colleges, and providing data on enrollments in entrepreneurial colleges at seven community colleges. The second section discusses internal and external factors influencing entrepreneurial colleges, including college missions, faculty attitudes and activities, and local pressures, while the third section address the role of state policy in promoting workforce and economic development, focusing on issues related to funding, regulations, and balancing state and local initiatives. This section also highlights emerging concerns of state officials related to entrepreneurial college effectiveness, their coherence in state educational systems, and the effects of welfare reform initiatives. The fourth section examines potential tensions within comprehensive community colleges with the rise of these new programs. The fifth and final section presents conclusions and recommendations for promoting and integrating entrepreneurial colleges, developing new state and federal policies, and conducting further research. Contains 35 references. (BCY)
The Annals of the American Academy of Political and Social Science, 2003
This paper argues that non-credit community college courses can reach more educationally and econ... more This paper argues that non-credit community college courses can reach more educationally and economically disadvantaged students and better serve them in their pursuit of short-term and long-term goals. The report suggests that these courses are more flexible, less impersonal and bureaucratic, and are more likely to be in community-based facilities, closer to where low-income students live. Non-credit community college education shares the dilemmas of community colleges in general: inadequate funding, over-use of adjunct faculty, and low respect. The paper argues that non-credit education in community colleges represents yet another form of the stratification within postsecondary education, with elite universities at the top, and short-term job training and adult education programs at the very bottom. The report stresses the need to confront and overcome the fundamental inequities in all of higher education, including non-credit programs. Stratification within the community colleges has been furthered through the over-employment of part-time faculty in non-credit programs. The report looked at programs in four community colleges--in one of those programs, there were 12 full-time instructors and 172 part-time or adjunct faculty. Funding issues come into play here. In California, for example, the funding per FTE student is 3,800perstudentforcreditcourses,whileitis3,800 per student for credit courses, while it is 3,800perstudentforcreditcourses,whileitis1,900 for non-credit students. (Contains 30 references.) (NB)
Extent, Quality and Access for Integrated Curriculum in Community Colleges
Journal of Vocational Education Research, 1998
Co-op seminars are a key component of the cooperative education (CE) program at LaGuardia Communi... more Co-op seminars are a key component of the cooperative education (CE) program at LaGuardia Community College in New York City. All LaGuardia students must enroll in CE and attend a series of co-op seminars that raise general issues about work, occupations in general, and the competencies required on the job. The seminars serve as a form of career exploration and a mechanism of connecting school-;,nd work-based learning. Three levels of generic and major-specific seminars are offered. Like LaGuardia's CE program, the seminars attempt to promote an approach to teaching called TAR (Teach-Apply-Reinforce) and include classroom exercises and fieldwork assignments. Over the past decade, the co-op seminar program has undergone numerous changes, including a movement toward more generic seminars, greater flexibility, and use of union-sponsored and union-supported tutoring in basic skills. The co-op seminars incorporate a range of classroom techniques, including traditional lecture, class discussion, simulations/role play, and faculty sharing of personal experiences. The co-op seminars have proved to be a successful strategy for linking school-and work-based learning and offer a number of lessons for other schools considering establishing similar connecting activities. (Contains 17 references.) (MN)
This paper argues that non-credit community college courses can reach more educationally and econ... more This paper argues that non-credit community college courses can reach more educationally and economically disadvantaged students and better serve them in their pursuit of short-term and long-term goals. The report suggests that these courses are more flexible, less impersonal and bureaucratic, and are more likely to be in community-based facilities, closer to where low-income students live. Non-credit community college education shares the dilemmas of community colleges in general: inadequate funding, over-use of adjunct faculty, and low respect. The paper argues that non-credit education in community colleges represents yet another form of the stratification within postsecondary education, with elite universities at the top, and short-term job training and adult education programs at the very bottom. The report stresses the need to confront and overcome the fundamental inequities in all of higher education, including non-credit programs. Stratification within the community colleges has been furthered through the over-employment of part-time faculty in non-credit programs. The report looked at programs in four community colleges--in one of those programs, there were 12 full-time instructors and 172 part-time or adjunct faculty. Funding issues come into play here. In California, for example, the funding per FTE student is 3,800perstudentforcreditcourses,whileitis3,800 per student for credit courses, while it is 3,800perstudentforcreditcourses,whileitis1,900 for non-credit students. (Contains 30 references.) (NB)
Student Learning Outcomes Assessment in Allied Health Education: Déjà Vu
The Journal of Faculty Development, May 1, 2008
This paper discusses the multiple factors that influence student learning outcomes assessment in ... more This paper discusses the multiple factors that influence student learning outcomes assessment in allied health programs. There is increasing emphasis on assessing student learning outcomes in higher education. To faculty in allied health programs this emphasis may seem ...
Focusing on nontraditional workforce, economic, and community development programs being develope... more Focusing on nontraditional workforce, economic, and community development programs being developed within community colleges, this monograph defines these efforts as "entrepreneurial colleges" within community colleges and reviews characteristics and trends related to these efforts. Following an executive summary and introduction, the first section provides definitions and examples of entrepreneurial community colleges, contrasting them with rcgrlar community colleges, describing difficulties in determining the success of entrepreneurial colleges, and providing data on enrollments in entrepreneurial colleges at seven community colleges. The second section discusses internal and external factors influencing entrepreneurial colleges, including college missions, faculty attitudes and activities, and local pressures, while the third section address the role of state policy in promoting workforce and economic development, focusing on issues related to funding, regulations, and balancing state and local initiatives. This section also highlights emerging concerns of state officials related to entrepreneurial college effectiveness, their coherence in state educational systems, and the effects of welfare reform initiatives. The fourth section examines potential tensions within comprehensive community colleges with the rise of these new programs. The fifth and final section presents conclusions and recommendations for promoting and integrating entrepreneurial colleges, developing new state and federal policies, and conducting further research. Contains 35 references. (BCY)
The cooperative education program at LaGuardia Community College, New York, incorporates seminars... more The cooperative education program at LaGuardia Community College, New York, incorporates seminars that integrate school-and work-based learning. In the seminars, students examine issues related to work in general, the organizations in which they are placed, and the ways in which their academic preparation is applied at the work site. The cooperative education program, which is mandatory for all full-time students, includes the following: a course that prepares students for their first co-op placement; planning sessions with a faculty advisor; three internships or placements; and three distinct levels of seminars taken in conjunction with each internship. The first and third levels may be specific to a student's chosen area of study or, may be generic, focusing on common workplace issues. All students take the second seminar, "Fundamentals of Career Advancement," which focuses on using the workplace to gain information about skills and personal requirements for upward mobility. Seminars allow students to explore careers, master skills and competencies common to all jobs, and explore social, ethical, political, and moral themes associated with working. Instructional methods in seminars are traditional lecture, class discussion, simulations, role-play, and faculty sharing of personal experiences. Seminar effectiveness depends on these factors: instructor background, training, and understanding of the seminar's purpose; instructional methods; and integration of the program into the larger college curriculum. The work-based component must become central to the educational purposes of the institution. (Contains 18 references.) (YLB)
Honored but Invisible: An Inside Look at Teaching in Community Colleges (Paperback) - Taylor & Francis
This paper explores the impact of the Personal Responsibility and Work Opportunity Reconciliation... more This paper explores the impact of the Personal Responsibility and Work Opportunity Reconciliation Act (PRWORA) of 1996 on the work training being provided to welfare recipients by community colleges. This bill changed the approach for addressing poverty from a human capital perspective, which emphasizes the need for training and education to achieve self-sufficiency, to a "work first" conception, which stresses immediate employment as the path to self-sufficiency. The authors conducted interviews with state officials administering community colleges who were involved with welfare reform; observed exemplary local programs over a period of 2 years to see what effective efforts looked like; and drew on a survey of ten states in the process of reforming their workforce development systems. Among their findings were the following: (1) the role for community colleges in welfare reform varies dramatically by state, with some having no role at all, and colleges in other states providing training programs that can last as long as 5 years; (2) program development is being coordinated at the local, rather than at the state, level; and (3) several new models of practice are emerging, including short-term job training, flexible delivery options, customized programs, and opting out. A discussion of emerging problems and future directions is also included. (Contains 24 references.) (CAK) Reproductions supplied by EDRS are the best that can be made from the original document.
Journal of dental education, 2007
Caries management by risk assessment (CAMBRA) represents a paradigm shift in the management of de... more Caries management by risk assessment (CAMBRA) represents a paradigm shift in the management of dental decay. It treats dental caries as an infectious disease that is curable and preventable. The science supporting CAMBRA has been present for quite some time; however, its clinical adoption, until recently, remained slow. This article analyzes the Western CAMBRA Coalition, a special collaboration of diverse groups of independent organizations based in the western region of the United States. This coalition, which has formed an interorganizational collaborative (IOC), has evolved over four years and has led to significant progress in the clinical adoption of CAMBRA. Theoretical perspectives of reasons and the conditions that drive organizations to collaborate will be applied to the CAMBRA model, concluding that IOCs offer great benefits in promoting CAMBRA as well as future innovations in dental treatments.
Tempered Radicals: Faculty Leadership in Interdisciplinary Curricular Change Authors
Community College Journal of Research and Practice, 2015
Information Needs Perceived as Important by Leaders in Advanced Technological Education: Alignment with Community College Program Improvement Initiatives
Community College Journal of Research and Practice, 2010
The purpose of this study was to analyze what leaders of Advanced Technological Education (ATE) p... more The purpose of this study was to analyze what leaders of Advanced Technological Education (ATE) programs funded by the National Science Foundation believe are their most important needs for research information. Data was collected through a Delphi process, and results were analyzed through frameworks associated with program improvement initiatives for community colleges. In several ways, the information needs of the
Engaging Faculty for Innovative STEM Bridge Programs
Community College Journal of Research and Practice, 2014
Community College Innovations in Workforce Preparation: Curriculum Integration and Tech-Prep
National Center for Research in Vocational Education, Berkeley, CA.; National Council for Occupat... more National Center for Research in Vocational Education, Berkeley, CA.; National Council for Occupational Education, Inc., Wausau, WI.; League for Innovation in the Community Coll. ... Office of Vocational and Adult Education (ED), Washington, DC. ... Help ERIC expand online access to ...
Focusing on nontraditional workforce, economic, and community development programs being develope... more Focusing on nontraditional workforce, economic, and community development programs being developed within community colleges, this monograph defines these efforts as "entrepreneurial colleges" within community colleges and reviews characteristics and trends related to these efforts. Following an executive summary and introduction, the first section provides definitions and examples of entrepreneurial community colleges, contrasting them with rcgrlar community colleges, describing difficulties in determining the success of entrepreneurial colleges, and providing data on enrollments in entrepreneurial colleges at seven community colleges. The second section discusses internal and external factors influencing entrepreneurial colleges, including college missions, faculty attitudes and activities, and local pressures, while the third section address the role of state policy in promoting workforce and economic development, focusing on issues related to funding, regulations, and balancing state and local initiatives. This section also highlights emerging concerns of state officials related to entrepreneurial college effectiveness, their coherence in state educational systems, and the effects of welfare reform initiatives. The fourth section examines potential tensions within comprehensive community colleges with the rise of these new programs. The fifth and final section presents conclusions and recommendations for promoting and integrating entrepreneurial colleges, developing new state and federal policies, and conducting further research. Contains 35 references. (BCY)
The Annals of the American Academy of Political and Social Science, 2003
This paper argues that non-credit community college courses can reach more educationally and econ... more This paper argues that non-credit community college courses can reach more educationally and economically disadvantaged students and better serve them in their pursuit of short-term and long-term goals. The report suggests that these courses are more flexible, less impersonal and bureaucratic, and are more likely to be in community-based facilities, closer to where low-income students live. Non-credit community college education shares the dilemmas of community colleges in general: inadequate funding, over-use of adjunct faculty, and low respect. The paper argues that non-credit education in community colleges represents yet another form of the stratification within postsecondary education, with elite universities at the top, and short-term job training and adult education programs at the very bottom. The report stresses the need to confront and overcome the fundamental inequities in all of higher education, including non-credit programs. Stratification within the community colleges has been furthered through the over-employment of part-time faculty in non-credit programs. The report looked at programs in four community colleges--in one of those programs, there were 12 full-time instructors and 172 part-time or adjunct faculty. Funding issues come into play here. In California, for example, the funding per FTE student is 3,800perstudentforcreditcourses,whileitis3,800 per student for credit courses, while it is 3,800perstudentforcreditcourses,whileitis1,900 for non-credit students. (Contains 30 references.) (NB)