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This chapter describes the process and challenges of implementing a civic engagement graduation requirement at Kingsborough Community College. [ABSTRACT FROM AUTHOR]

This article describes practical steps taken in the planning of an integrated information literacy instruction linked to a course assignment for community health majors at Kingsborough Community College of the City University of New York. The library sessions integrated the Association of College and Research Libraries Framework for Information Literacy for Higher Education and were based on faculty-librarian collaboration. A course outline was designed to support a step by step course project. Tools to collect evidence of student learning were designed and adjustments to the course plan and activities were made based on those assessments. Suggestions for using these tools in an iterative design process are made. [ABSTRACT FROM AUTHOR]

Abstract:Community colleges play a vital role in higher education, enrolling more than one in every three postsecondary students. While their market share has grown over the past 50 years, students’ success rates remain low. Consequently, community college stakeholders are searching with mounting urgency for strategies that increase rates of success. We evaluate the effects of one such strategy, learning communities, from a randomized trial of over 1,500 students at a large urban college in the City University of New York (CUNY) system. We find that the program's positive effects on short-term academic progress (credit accumulation) are maintained seven years after random assignment. We find some limited evidence that the program positively affected graduation rates, particularly for those students without remedial English needs, over this time period. While there is not clear evidence that the program improved economic outcomes, this article concludes by offering sobering reflections on trying to detect the effects of higher education interventions on future earnings. [ABSTRACT FROM AUTHOR]

The article offers the authors' insights regarding the practice of faculty conversation as a significant assessment of learning communities at Kingsborough Community College in Brooklyn, New York. The authors' state that the Opening Doors Learning Communities program offered by Kingsborough has developed student retention and achievement. They relate that the own understanding of faculty to their students has been a valuable account for official institutional planning, research, and evaluation.

The Center for Economic and Workforce Development (CEWD) at Kingsborough Community College is currently working on a workforce development project that contains innovative teaching tools that proved successful in overcoming issues of academic isolation. [ABSTRACT FROM AUTHOR]

The article offers the authors' insight on the administration system in Kingsborough Community College and its relationship to City University of New York (CUNY) system. They tackle globalization which is referred to contemporary world's transformations on the logical and social contradictions. They mention that globalization theorists argued that their relationship as professors in the economic forces and contemporary technology were restructured to time and space's traditional constraints.

The Find Your Classroom Voice Program has been offered at Kingsborough Community College for the past three years. Its purpose is to enable students who are consistently inactive in class discussions (and who might be called"classroom-specific social phobic") to develop the ability to take a more active rote in the classroom. With Its success, the Program hat attracted the attention of faculty members who hove expressed interest in learning how to conduct the Program in their own classes. The Program's Originator, with nearly two decades of experience as a practicing psychologist, has developed a five-session training program for interested faculty members. In the following article, he presents that training program along with the psychological principles upon which the Find Your Classroom Voice Program is based. [ABSTRACT FROM AUTHOR]

Presents information on Trash Ecology, a hands-on activity designed for Kingsborough Community College in Brooklyn, New York Science and Technology Entry Program to expand the scientific knowledge and research experiences of students. Advantages of the activity to instructors; Procedures; Steps in doing field activity; Data analysis.

Focuses on the Science, YES! program developed at Kingsborough Community College of the City University of New York. Primary goal of the program; Plan and rationale for the development of the program; Dilemmas faced by teachers regarding their values and assumptions about teaching and learning.

Describes how the Kingsborough Community College in Brooklyn, New York, enhanced the lives of older adults in an academic setting. Background of the community college; Significance of educational activities to older adults; Psychological and physical impact of educational activities.

The article discusses the Learning Community (LC) Programs of Kingsborough Community College of the City University of New York. It states that the Opening Doors Learning Communities, the largest of Kingsborough's LC programs have been taught for five semesters. In their LC, students explore the world of modern art and the impact Adolf Hitler had on artists in Germany.

The article discusses a teacher's experience of learning the truth about Lesbian, Gay, Bisexual, and Transgender (LGBT) issues through a transsexual student at the Kingsborough Community College in Brooklyn, New York City. The author explains how one of her students named Jonathan attempted to reveal his predicament as a transsexual through a creative essay. She notes how Jonathan's essay helped her to understand the deep need of LGBT students to overcome self-loathing and move towards acceptance.

A correction to the article "A Random Assignment Evaluation of Learning Communities at Kingsborough Community College—Seven Years Later" that was published in the 2014 issue is presented.