Instruction and education are irrevocably linked.

Instruction is, in fact, the pivotal

term in the definition of education, and many thesauruses list the words as synonyms for
each other. Even before the written word, people had to instruct in order to educate.
While human beings are born with certain innate abilities, one may argue that specific
guidance and direction is essential to the mastery of particular skills. The advent of the
written word, however, necessitated a formal approach to education, and instruction
evolved into the paradigm exhibited today. The combination of recent technological
advancements and the globalization of the world compel community colleges to rethink
instructional processes and practices. Community colleges face several critical issues as
the institutions prepare to advance in the 21st century.
One crucial issue barring potential instructional progress is the power of inertia
among community college faculty (Cohen et al., 2014). While change may be inevitable,
it is not always greeted with enthusiasm. Inertia is often preferred to change, and many
people are content with the status quo. The faculties of community colleges are not
immune to this syndrome. Furthermore, instructional reform often involves an increase
in the workload for faculty members, which makes their resistance to change
understandable. However, instructional change can have profound effects on student
engagement. According to authors Umback and Warwrzynski (n.d.) in the report Faculty
Do Count, college campuses where faculty employ active and collaborative learning
techniques have students who [are] more engaged (p.13). In this report the authors
demonstrate a positive correlation between innovative teaching styles and student
engagement (Umback & Warwrzynski, n.d). Faculty should be challenged to consider
new and inventive instructional practices in order to foster connections with students. In
doing so a community college can overcome the power of inertia.
The progress of distance and online education is also pressuring community
colleges to break free from the constraints of dormancy. Cohen et al. (2014) states, over
6.1 million postsecondary students were taking at least one online course in the fall of
2010 (p. 193). Community colleges should respond to the expanding demand for online
instruction, and many have done so. The inherent design of distance and online courses
has driven a reform of the traditional lecture and classroom method of instruction. To
stay competitive, community colleges must proactively design instructional processes
that are suited for distance learning.
Inertia is a threat to the assessment of instruction, as well. The current
instructional system has served for centuries, and many would prefer not to fix what is
not broken. While the system might not be broken, room for improvement always exists,
and such improvement is often predicated by the implementation of systematic reform.
In order to pinpoint the particular changes necessary for improvement, an assessment is
essential. Correspondingly, an assessment of instruction is vital if community colleges
wish to succeed, and the institutions should pioneer new methods for the assessment of
instruction.
The threat of inertia is not the only issue for community colleges. The diverse
approaches to instruction also present a potential impediment for the institutions. Over
recent decades several methods of instruction, such as Writing Across the Curriculum,
Supplemental Instruction, Mastery Learning, Competency-Based Instruction, and
Learning Communities, have emerged. Community colleges are faced with the challenge
of deciding which, if any, of these instructional techniques should be incorporated into

the overall teaching styles of its faculty. Each of the styles has its proponents, and some
community colleges have implemented one or more of the practices. However, many
community colleges are struggling with which approach is best for their campus.
As noted previously, student engagement is directly connected to active and
collaborative teaching styles (Umback & Warwrzynski, n.d). Each of these instruction
practices embodies the philosophy of active and collaborative instruction. Some of the
approaches work better with certain subject matters, while others work better with certain
types of students. Community colleges can address the issue of which style to implement
through a thorough understanding of their faculty and students. It is critical for
community colleges to begin integrating these varied instructional approaches in order to
actively engage students.
In addition, several of these instructional strategies pair well with the distance and
online learning environment. For instance, Writing Across the Curriculum asks students
to complete writing assignments in courses other than English composition (Cohen et al.,
2014). Writing assignments allow students to demonstrate an understanding of the
course material (as is the case in this course). Since traditional instructional tools can
often not be used in an online setting, this is one instructional method that can aid both
students and instructors who are engaged in online coursework. Community colleges can
utilize these diverse instructional methods to meet the needs of distance and online
learners.
The problem of varied approaches to instruction as it relates to the assessment of
instruction is an especially thorny one. Cohen et al. (2014) states, that no method can be
shown to be consistently superior to another(p. 202). It is difficult to evaluate the
effectiveness of any one method because multiple instructional methods are used within
community colleges. Another consideration is the question of what exactly proves the
success of an instructional practice. Is it a demonstration of content knowledge, or the
practical application of knowledge gained? Content knowledge is inherently easier to
ascertain, but isnt practical application just as valid? Assessment of instruction might be
complicated by the implementation of the aforementioned instructional methods, but
neither the use of these instructional practices nor the assessment of them should be
abandoned.
An additional issue confronting community colleges today is the rise of distance
and online education. Students are demanding the capability to receive a degree online,
as mentioned earlier in this essay. This presents community colleges with several hurdles
to overcome, as the institutions must tailor instructional methods to this environment. The
areas of student engagement and assessment of instruction are especially impacted by the
surge in popularity on distance and online learning.
It is difficult to foster student engagement in an online or distance course. The
sense of community is often lost in an online environment, and the online world can be
said to encourage a sense of depersonalization. However, many colleges are generating
successful methods that promote student involvement in an online setting. Even though it
can be hard to cultivate student participation with online and distance programs, it is
essential for community colleges to continue building the offerings available in this
sector.
Distance and online courses provide a further challenge to the assessment of
instruction. All of the previously mentioned obstacles to assessment apply to the online

situation. In addition, online and distance learning programs have added large numbers
to the rolls of community colleges. The sheer number of students and course sections
makes the assessment of instruction a cumbersome task. As stated earlier, however, the
assessment of instruction is a pivotal tool, which community colleges must cultivate to
ensure success.
Community colleges face a number of issues as the institutions forge ahead in the
st
21 century. If the colleges wish to thrive, the schools must acknowledge these potential
impediments and search for creative solutions. While the traditional classroom
instruction method has not fallen completely by the wayside, it is undergoing some
radical transformations. The effective community college will be proactive in its
response to the issues surrounding instructional practices.
References:
Cohen, A. M., Brawer, F. B., & Kisker, C. B. (2014). The American Community College
(6th ed.). San Francisco: Jossey-Bass.
Umback, P. D., & Warwrzynski, M. R. (n.d.). Faculty do matter: The roll of college
faculty in student learning and engagement. Retrieved June 24, 2014, from
http://nsse.iub.edu/pdf/research_papers/faculty_do_matter.pdf