Housing insecurity and homelessness is an ever-increasing issue within higher education. In this chapter, the authors highlight the ways that one program is responding to students' needs.

For numerous reasons, it can be difficult for foster youth to succeed in postsecondary education. This chapter offers insight into state-level policies and programs, community college programs dedicating to supporting foster youth, and a framework for creating a structured support system to increase student success.

This chapter describes the individual and institutional factors leading to greater civic outcomes among students at four The Democracy Commitment (TDC) colleges in California.

This chapter describes the process and challenges of implementing a civic engagement graduation requirement at Kingsborough Community College.

This chapter describes the ways in which civic learning and democratic engagement are incorporated into community colleges' missions and strategic plans, professional development, curricula, and extracurricular programming.

This chapter describes fears that may lead to faculty resistance to civic engagement and suggests approaches to conquering these fears in order to further develop the civic capacities of our students and institutions.

This chapter outlines the birth and growth of a veterans' program in Salt Lake City, Utah, and discusses next steps in spurring additional innovations and advancements to improve service for student veterans in community colleges.

This chapter describes how the authors are using data and professional learning to mobilize change in developmental English and mathematics curricula and pedagogy across multiple community colleges in California.

This chapter describes the concurrent reforms occurring in North Carolina--both campus-level changes focused on such issues as developing structured programs of study and state-level reforms aimed at supporting the campus efforts.

This chapter describes the University of Hawaii's work to develop an online navigational tool that helps students develop and execute their educational plans, and assists colleges with ensuring that they have the capacity to meet students' needs.

This chapter describes a promising new approach to teaching developmental arithmetic and prealgebra, and presents research findings that demonstrate how a faculty support network helped instructors adopt new teaching strategies and gain confidence in teaching the reformed course.

This chapter tells a story of course reform, describing in a fresh and candid way the steps taken toward change and the results achieved. The authors emphasize that instructors need considerable support in order to teach differently, as well as underscore the need to consider scalability of reform even at the pilot stage.

The goal of community colleges and athletics programs should not be to maintain watered-down expectations to give the illusion that student athletes are truly being successful. Rather, the goal should be to set expectations that challenge and enable individuals to do their best at becoming the best student, athlete, and citizen they are capable of…

An effective faculty is essential to student success, and faculty development programs help sustain that effectiveness. Central to the faculty development programs at Hillsborough Community College (HCC) in Tampa, Florida, is the philosophy that they should lead to strengthened teaching and learning and, ultimately, improved student success. At…

Student success is at the heart of both institutional effectiveness and the community college mission, yet measuring such success at community colleges is problematic. This article highlights three efforts to grapple with this problem--a multistate work group of system- and state-level policymakers to create an improved set of student success…