<p>Oh wow, this is just what I would expect as a classic College Confidential posting. How could I expect community colleges to get a fair shake on this site, when I read countless messages about how Cornell isn’t an acceptable choice, because it, “isn’t really an Ivy”!</p>
<p>Kain, your post is so ignorant of both the student and faculty populations of community colleges, it makes me sincerely hope that your post was more of a ‘■■■■■’ posting, as opposed to an attempt for serious dialogue. On the other hand, I taught at big universities and small 4-year colleges for several years before teaching at a community college for over 10 years. I have been a community college administrator for the last 10 years, so I think I know that I am talking about.</p>
<p>It is true that the average high school grades for incoming students are lower than that for most baccalaureate institutions; this should hardly be surprising, as admission is not competitive. However, just because most community colleges are easy to get into, that does not imply that they are easy to get out of (i.e. graduate with a transfer degree). Students who graduate from my college (Everett Community College, Everett, WA) and transfer to Washington State 4-year programs out-perform the ‘native’ (been there all 4 years) students, in terms of average GPA as Juniors and Seniors. My college is not unique in this regard, and you will see similar statistics across the nation. This too should not be terribly surprising, as only students who have proved that they are successful at college successfully transfer to universities.</p>
<p>It is also true that CC instructors’ academic credentials are not as impressive, compared to their counterparts at 4-year colleges. However, how does that necessarily imply that course quality or rigor is somehow inferior? As I have already noted, our transferring students out-perform native university students, and many of them report back to us that they were better-prepared than their native peers. I have found this to be particularly true in the ‘hard’ science and technology disciplines, such as physics, mathematics, chemistry and engineering. Let’s just take Calculus as an example. A typical CC calculus teacher has 10-20 years of experience teaching calculus, and class sizes rarely exceed 30 students. Oh yes, there are a bunch of full professors with Math PhDs at our universities, but do you think that they deign to teach something as mundane and pedestrian as calculus? Oh no, that job is left to graduate student teaching assistants, many of whom have never taught a course in their entire lives, and to a class of students that numbers in the hundreds. And, at least in the experience of many of my ex-students, English was the second (or third) language of the majority of those grad students, so just trying to figure out what their teacher was trying to say has been a major challenge for math students.</p>
<p>I can hardly even begin to address the elitist, borderline racist, and insulting comments regarding “…many of the students there are from either rural or inner-city areas, and display the attitude that comes with it”. And what attitude would that be? I’d like to see further explication of the details regarding this ‘attitude’. Are we talking about Poor White Trash and Gang Bangers? And, when you refer to, “…a lower chance at a community college to make connections with your own peer group, just as there is a lower chance of social mobility through personal connections”, are you implying that Biff and Muffy will not be able to find sufficient acquaintances of high enough standing to attend the D</p>