Thus is life at a college catering to commuters, non-traditional students, returning adults, yes, all the Sacred Causes.  But verily, such students ought to have the option, indeed their colleges ought to offer the preferential option of a chance to deal with a faculty member who has a meaningful stake in the institution.
It’s not surprising, then, to learn that community colleges that rely heavily on part-time faculty have higher attrition rates and lower graduation rates — part-time faculty have (even) fewer opportunities to engage with students. In short, student engagement with other students and faculty on a community college campus promotes retention and academic success.

One of my students described the importance of classroom-based interaction in a course evaluation. “My mindset was that it was just going to be another English class, and I was not going to try my hardest or get much out of it.  I was taking it as a class that I needed to get out of the way for my program of interest.  As time went on I realized how into teaching you were and that the people in the classroom really wanted to learn and to get something out of the class.  I then decided that maybe I should apply myself and that was the best choice I made the whole semester.”

It’s highly unlikely this student would have had a similar realization in an online course that offered no face-to-face interaction.
There is, apparently, a frontier beyond which attempts to appear customer-friendly, or student-centered, becomes counter-productive.
Community college students often state they take courses online for the sake of convenience and/or because of a harried life -- two reasons accepted without debate -- in order to get done with school as quickly as possible. The course becomes merely an obstacle on the path to accumulating credits.

And community colleges -- driven by convenience, economics, and, ironically enough, the completion agenda -- are quick to respond to “customer demand” by offering more and more online courses.

But instead of promoting an online model of education, community colleges should be doing more to keep faculty and students on campus and to foster a classroom and campus-based culture built upon a sense of academic engagement and community.  That may sound outdated and unfashionable, but it’s a model of education that, as research supports, actually increases community college students’ chances of being academically successful.
Put another way, higher education involves effort on the part of both the student and the professor, and to neglect the role of either is to fail to educate.  It's particularly encouraging to read an essay originating from a community college, as the lowering of standards at the comprehensives and mid-majors has too often been in a misguided attempt to mimic the convenience of the for-profits and the most retention-obsessed two-year colleges.

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