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After being the centerpiece of the education platform of a winning presidential campaign, community colleges have stayed at the forefront of higher education discussions for many months now. Our conversation this month explores current topics at community colleges including enrollment, faculty recruitment and, of all things, a situation comedy. The expert this month is Shirley Robinson Pippins, Senior Vice-President of Programs and Services, American Council on Education (ACE) and former President, Suffolk County Community College and Thomas Nelson Community College. Dr. Pippins brings both the practical experience of being on several community college campuses as well the policy implications of being part of a leading higher education association.

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Hibel, HigherEdJobs.com: How has the utopian community college changed over the past 20 years?

Pippins, American Council on Education: The self-perception, local perception and national perception and the roles have changed. Community colleges are increasingly seen as a great place to start and transfer to the institution of an individual's choice; and as a wise choice for a financially savvy individual or family - as opposed to an institution you attend because you have no choice. The technical role has always been emphasized. Now community colleges are more flexible, responsive partners with business and industry. And they are also prepared to customize training to meet changing needs. The one constant - community colleges are still committed to leadership and service to the community.

Hibel: For better or worse, NBC has a new situation comedy premiering this fall based on academic life at a fictitious community college.¹ While it is interesting to see a major network show focus on a study group at a community college, what do you think it reflects on the public's current and past perceptions of community colleges and its hopes for the community college of the future?

Pippins: Twenty years ago community colleges were less of a reality for the average individual. The fact that a sitcom is based on some fiction and some reality at a community college indicates the heightened presence of community colleges as an option in the every day lives of Americans. It is important in the context of national attainment goals that the value and role of community colleges in transforming lives are accurately portrayed. I understand that AACC is scheduling discussions with the production teams to help provide background and comments. ACE will support AACC's efforts to ensure that community colleges are portrayed appropriately. As a nation, we cannot afford to disparage this valuable resource.

Hibel: Considering Community Colleges are experiencing resurgence in mainstream America and the enrollment numbers, boosted by the current administration's vocal support, are trending upwards,² how do you see institutions compensating for the increased faculty workload?

Pippins: The current situation is exacerbated by years of reductions in state support in many areas of the country. The good news is that faculty at community colleges care. They have chosen to work at community colleges because they want to teach and make a difference. They will do what they can within professional limits to make the situation work to benefit the students. Most institutions do not have the resources to compensate for increased workloads.

Hibel: Historically, the percentage of Community College faculty that is full-time has gradually dropped, to 37 percent in 2003.³ Do you see institutions reversing this trend or increasing the ranks of part-time faculty to support the expected influx of students in 2009-2010?

Pippins: Fortunately, we do find many excellent adjuncts at community colleges. The problem is the availability of adjuncts to provide advising and support for students, and to play an active role in the life of the college and community. Given the current economic environment, I can only see the number of part-time faculty increasing. This will put more pressure on the full-time faculty and department chairs to recruit, orient, support, manage and provide professional development opportunities for part-time faculty.

Hibel: There is, at some Community Colleges, already a reported shortage of seats in many key classes.⁴ If institutions do not choose to increase capacity either by increasing the workloads of existing faculty or by hiring new faculty, what do you see as the impact this will have on the current growth in Community College enrollment? Could the growing trend be slowed or reversed if students do not perceive that the necessary classes will be available when they need them?

Pippins: I don't know that it is actually a simple matter of choice. Values and resources do play a role in this challenging situation. If institutions find it educationally unsound to further increase faculty workloads or class size and cannot afford to hire new faculty, we will deny access and opportunity to more students at the same time we seek to meet challenging attainment goals. Enrollment levels will either grow at a slower rate or become frozen - what a tragedy for students, families and America.

Hibel: The U.S. Department of Health and Human Services (HHS) has opened up $200 million dollars⁵ to support the education of more health care professionals. Are Community Colleges positioned to take advantage of these monies and effectively increase the number of trained healthcare professionals?

Pippins: Because of the strong relationship between community colleges and organizations that deliver healthcare, community colleges are well positioned to work with the healthcare community to tailor offerings to meet regional needs. It is important to keep in mind, that while programs in healthcare are increasingly needed, they are also very expensive. Significant investments in professional staff and equipment will be needed to make these programs successful over time.

Hibel: There appears to be competition for students between traditional Community Colleges and the for-profit Colleges. Even states are debating how to support students who choose to attend a for-profit versus a traditional Community College.⁶ How do you see the relationship between Community Colleges and for-profit Colleges changing during this surging growth in career college enrollment?

Pippins: The relationships probably won't change very much, though competition will more likely be heightened. Budget cuts will make it even harder for community colleges to compete. Marketing, which is generally underfunded at community colleges, is often one of the first areas cut during the budget review process. Similarly, community colleges will have less money for equipment, capital investment and placement opportunities. Programs requiring expensive equipment will be most heavily impacted. The decisions students make are becoming increasingly important given how quickly job and career opportunities change. Students must be prepared to support a lifetime of learning. Getting saddled with a huge loan to prepare for your first job will be a problem in the short and long term. The impact of fewer marketing dollars will impede the ability of community colleges to help students make informed decisions.

Hibel: It can be said that philanthropists want to see some positive results for their donations. The Community College Times recently reported⁷ that two-year institutions are having an easier time raising funds including major gifts that previously often went to four-year institutions. Some have attributed this to donors seeing the practical good that these colleges bring to their local communities. In your experience, what do you think is a driving motivation for these donors to give to smaller, more local institutions?

Pippins: It can be a pragmatic focused choice when you help a community college student. The benefit of an investment is multi-dimensional. You help the student, his/her family, his/her community, the community college and the range of four-year institutions to which many of the students transfer. Students attending community colleges tend to stay in their communities even when they transfer, so they continue to enrich their communities. Over forty percent of students in higher education are enrolled in community colleges. These investments by the philanthropic organizations are also in line with national attainment goals.

Hibel: Last March, we asked Dr. David King of Harvard's Kennedy School of Government the following question:

"In light of the recent populist rage towards financial institutions, how likely is this political environment to enact legislation that requires a standardized truth-in-lending (or maybe a truth-in-purchase) type regulation for all college enrollments?"

Dr. King did not think it was likely. What are your thoughts on this type of accountability in light of the investment that students (and therefore taxpayers) are making in their education?

Pippins: The focus on accountability is a growing trend - a trend that cannot be ignored. What is important is that educators participate in defining accountability and the range/nature of the tools used to monitor and evaluate performance. Costs must be put in context, for example, what impact does the consistently declining level of state support have on the cost of tuition for the average family?

Hibel: You touched on the subject on the burden of student loan debt earlier. How do you think community colleges would fare in a truth-in-lending system?

Pippins: Community colleges are already very transparent institutions in terms of programs and finances. They are required to be so through accrediting bodies, and the state and local governments which generally fund and monitor them. An appropriately designed truth-in-lending system would clarify many aspects of the actual costs of higher education and provide an opportunity to compare costs for acquiring similar levels of knowledge and skill.

Hibel: What is your best advice to a higher education professional looking to further his or her career today?

Pippins: The same advice I would give to any individual, identify and prepare for a career consistent with your abilities and passions. As a former boss of mine often noted, luck, and I would add opportunity, favor the prepared. Do your research, know the facts. Participate in the professional development activities of the associations connected with the types of institutions you are exploring. Network. Network. Network. Look at every challenging experience as an opportunity to enhance your skills. Everything I've ever done, including being a Girl Scout, prepared me for my leadership opportunities.

Hibel: Over the course of history, gradually the percentage of Community College faculty that holds a doctorate has increased. However, not until after 2003 did that number rise above 20 percent.⁸ Is it necessary for the modern higher education professional to hold a doctorate?

Pippins: Yes and no. In some of the technical areas, doctoral programs simply do not exist. In the liberal arts/transfer areas, increasingly a doctorate is preferred or required. The degree is relevant for accrediting bodies as well as student transfer opportunities.

Hibel: For the higher education professional that might be faced with a choice between a traditional Community College setting and a for-profit College, what advice do you have?

Pippins: Again, do your homework, identify and follow your passions. Talk with individuals who have worked in both settings. For me, work which allowed me to address my commitment to transforming lives and transforming communities was important, so a natural choice was a community college setting.

Hibel: As institutions grow, sometimes that growth takes them in a new direction. How should a faculty member react to an institution's changing focus?

Pippins: Change is a reality today regardless of where you work. At a community college, faculty would play an important role in the development of a change agenda, so they would likely be committed to an agenda they helped develop. In that context, they would use their research, knowledge and skills to move the agenda forward.

Hibel: What are things one should look for regarding the different work environments and job satisfaction rates among the different types of schools?

Pippins: One should look for a match with the interests, abilities and factors that bring them personal and professional joy. Look for the connection between your values and the institution you choose. It is also important to talk with individuals working in the different teaching/learning environments under consideration. Association events also provide excellent opportunities for exploring issues around work environment and job satisfaction in different types of settings.