An opportunity to do an internship at the Community College of Baltimore County (CCBC) with Nicole Baird, Dean of Student Development Enrollment and Student Services assured great insight. Although, two years I worked for CCBC as an adjunct professor, and presented at one of CCBC conferences, this internship experience gave me an aerial lookout on CCBC as it relates to the community college’s mission.
On the cutting edge, CCBC made strides as a forerunner within the Maryland Association of Community College system (MACC). Thus, MACC touts that CCBC is ranked among the number one providers of undergraduate education, workforce development, technology training, and lifelong learning/life enrichment in the Baltimore Metropolitan area. Nationally recognized as a leader in innovative learning strategies, CCBC educates nearly 65,000 people each year, including more than half of all Baltimore County residents attending undergraduate college, as well as serving more than 100 employers annually with customized employee development training.
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In addition, faculty advisors need requirements to help with the completion agenda if community colleges are to succeed in its mission (Allen, & Smith, 2009; Young-Jones, Burt, Dixon, & Hawthorne, 2013). Researchers indicate that intrusive advising and faculty advising are a part of the success of ensuring that students are properly advised. Therefore, a convenient response to the recurrent problems of student frustration with academic advising is to simply to say that the faculty needs to do more and improve advising (Fowler, & Boyland, 2010). Although faculty complain about advising in some instances, best practices indicated that faculty should be a part of improved academic advising solutions (Allen, & Smith, 2009; Young-Jones, et al., 2013). This is not the case at