Running head: EVOLVING NEEDS OF COLLEGE STUDENTS1 EVOLVING NEEDS OF STUDENTS7 Evolving Needs of Community College Students Students Name Institutional Affiliation Evolving Needs of Community College Students Introduction Community colleges were created with the sole purpose of providing an educational value to the students who could not make it to university. Most community colleges were built around a mission to allow those students that may not make it to other primal facilities of higher learning (O'Banion, 2019). In as far as the higher education system is concern in the United States, Community Colleges have played a major part in serve the greater part of the population. They are geared at providing very intrinsic value to the business environment. Community college enables students to acquire hands-on experience that allows them to operate in a very versatile economic environment. Some of the students that attend community colleges do not have enough money because they may be from disadvantaged backgrounds or fail to win a scholarship to university. Stakeholder roles Internal stakeholders are faculty members, students, staff, the board of trustees, and professors who form and implement the students’ curriculum. These stakeholders are responsible for formulating and designing the lesson plans and designing frameworks that enable the overall learning to add value to the student. To a greater extent community colleges have been able to stay at par with other universities and colleges not only in the United States, but also across the world. It is tailor-made to suit specific needs in the job markets and allow the students to be innovative and inventive within their learning capabilities. The most immediate results are the ability to gain a competitive edge in the workforce and also provide innovative solutions. Other stakeholders are parents, business owners, and teachers. External stakeholders include the state. Funding model There are various ways through which community colleges get resources in the form of capital to facilitate their operations. Community colleges get their most significant funding through state funding. Budget allocation for higher learning by the state dictates how much comprehensive community colleges get. It is based on certain factors such as the economic state of the country. There had been significant budget cuts after the global recession to community colleges that compromised the quality of education in the sector (Remington & Remington, 2012). The second source is tuition revenue, which is also significant. The local property tax revenue is also a source of funding for community colleges. Community college facilities require a high level of financial support to function effectively. Any decline of the financing gravely affects the quality of education. Curriculum and Programs During the recession in 2008, most programs in community colleges were shut down. Also, many facilities were consolidat.

1. Running head: EVOLVING NEEDS OF COLLEGE
STUDENTS1
EVOLVING NEEDS OF STUDENTS7
Evolving Needs of Community College Students
Students Name
Institutional Affiliation
Evolving Needs of Community College Students
Introduction
Community colleges were created with the sole purpose of
providing an educational value to the students who could not
make it to university. Most community colleges were built
around a mission to allow those students that may not make it to
other primal facilities of higher learning (O'Banion, 2019). In as
far as the higher education system is concern in the United
States, Community Colleges have played a major part in serve
the greater part of the population. They are geared at providing
very intrinsic value to the business environment. Community
college enables students to acquire hands-on experience that
allows them to operate in a very versatile economic
environment. Some of the students that attend community

2. colleges do not have enough money because they may be from
disadvantaged backgrounds or fail to win a scholarship to
university.
Stakeholder roles
Internal stakeholders are faculty members, students, staff, the
board of trustees, and professors who form and implement the
students’ curriculum. These stakeholders are responsible for
formulating and designing the lesson plans and designing
frameworks that enable the overall learning to add value to the
student. To a greater extent community colleges have been able
to stay at par with other universities and colleges not only in the
United States, but also across the world. It is tailor-made to suit
specific needs in the job markets and allow the students to be
innovative and inventive within their learning capabilities. The
most immediate results are the ability to gain a competitive
edge in the workforce and also provide innovative solutions.
Other stakeholders are parents, business owners, and teachers.
External stakeholders include the state.
Funding model
There are various ways through which community colleges get
resources in the form of capital to facilitate their operations.
Community colleges get their most significant funding through
state funding. Budget allocation for higher learning by the state
dictates how much comprehensive community colleges get. It is
based on certain factors such as the economic state of the
country. There had been significant budget cuts after the global
recession to community colleges that compromised the quality
of education in the sector (Remington & Remington, 2012). The
second source is tuition revenue, which is also significant. The
local property tax revenue is also a source of funding for
community colleges. Community college facilities require a
high level of financial support to function effectively. Any
decline of the financing gravely affects the quality of education.
Curriculum and Programs
During the recession in 2008, most programs in community
colleges were shut down. Also, many facilities were

3. consolidated, and the faculty staff was reduced to fit the new
state funding allocations. These moves gravely affected the
curriculums and program, mostly offered at the colleges (Beach,
2011). Many students ended up with less quality of return on
their investment, and they struggled in the job markets. Besides,
the closure of some lab facilities affected how useful the
learning tools were and how applicable the theoretical
framework served the needs of the students. An increase in
funding from 2012 corrected this situation, but still more needs
to be done to ensure that students get their return on investment.
Personnel
Personnel in a community college also need to ensure that they
keenly follow up with students to identify the challenges that
they experience (Gaulee, 2018). The quality of personnel and
experience within a college has a significant impact in the
quality of education that the students receive from said
educational institution. Most university personnel are not
sensitive to the needs of the students and do not follow up with
the social and cultural needs of the students. For instance,
bullying in community colleges is very rampant, and prejudice
may make learning extremely difficult for some students. Some
students are parents, while others are of different family set-ups
or religions, and this results in stigmatization that needs to be
addressed by the colleges. Student affairs personnel may also be
well informed on the particular needs that are presented by the
students that require to be discussed further.
Novel needs in the business world
It is paramount for the funding in community colleges to be
tailor-made to the new age of technology. The use of artificial
intelligence in manufacturing and even in business has made it
very difficult for some skills to survive the job market. In
addressing this challenge over the next ten to twenty years,
curriculums should incorporate artificial intelligence even in
their learning. Community colleges should ensure that they can
adapt to the new needs of the business world, and the teaching
models should always be updated (Remington & Remington,

4. 2012). This move aims to reduce redundancy in the job market
and to make sure that the students remain relevant.
Personalization and authenticity is another new evolution in the
business models. If one needs a specific product, nowadays they
are easily customizable to suit the needs of the customer. A
personalized touch is added to the product marketing model, and
therefore one-size-fits models cannot work for students at the
community colleges. The evolution of customer care is an
essential feature in marketing and should be incorporated within
the teaching models in the business. Awareness of the needs of
the business environment is critical. For instance, the
emergence of social media marketing and digital presence is
necessary for almost every business.
Physical locations are becoming less popular, and over time
everything will be accessible online.
Flexibility in learning is also a vital part when designing the
curriculum for the next twenty years. Flexibility addresses the
needs of models like distance learning. Flexibility is essential to
the learner because, as time goes on, the students have to define
a model within which they can work and study. Besides, it
accommodates students who are not physically able to attend
the class or have other location challenges. The curriculum
needs to accommodate all these needs of the student so that
learning becomes more appealing to the students. Education
delivery models have to adapt to these needs of the students.
Impacts
The most apparent impact of refusing to evolve into the new
world is redundancy. Redundancy is evident where college
students from community colleges fail to join the workforce and
remain unemployed for years after leaving college. It does not
make logical sense educating thousands of students who at the
end of the day will not be able to obtain permanent employment
and hence fend for themselves. Consequently, they may end up
in the field completely different from what they studied for in
school to survive. The students do not feel like their time in
college allowed them the opportunity to fend for themselves and

5. live a quality life. They end up viewing colleges as a waste of
time. They aspire to never take their children to such an
institution in the future. It is, therefore, going to affect the
overall mission and vision of the college in driving change and
impacting society.
Lack of innovation is another result of a lack of flexibility. The
workforce is very stretched out and requires some level of
innovation to adapt to economic versatilities. Community
college education models should develop skillsets within the
students that enable them to innovate where there is a gap in
their professional lives (Beach, 2011). The skill sets acquired
should provide up to date solutions fo0r the various sectors that
the students engage in and should ensure that they are
enlightened in problem-solving and deriving solutions.
Resultantly, the students remain relevant and are retained at
their places of work for longer.
Conclusion
Comprehensive community colleges play a huge role in society
and the impact on how culture thrives by providing relevant
education to students. Community colleges need to be
continuously updated by revising their curriculum often and
ensuring that the students get the maximum return on
investment. Some of the ways through which community
colleges obtain funding include state funding which is highly
dependent on the economic state the region the college is
located. Budget cuts and the most recent global recession have
had a significant impact in the funds allocated to community
colleges. The students must add value to the sectors in which
they serve and remain valuable. Funding should be geared
towards making sure that the changing nature of education is
made to suit the needs of the students as well as the business
models.
References

6. Beach, J. M. (2011). Gateway to opportunity? A history of the
community college in the United States. Sterling, Va: Stylus
Pub.
Gaulee, U. (2018). Global adaptations of community college
infrastructure.
O'Banion, T. (2019). 13 ideas that are transforming the
community college world.
Remington, N., & Remington, R. (2012). Alternative Pathways
to the Baccalaureate: Do Community Colleges Offer a Viable
Solution
to the Nation's Knowledge Deficit?. Sterling: Stylus Pub.
Community Teaching Work Plan Proposal
Planning and Topic
Directions: Develop an educational series proposal for your
community using one of the following four topics:
1. Bioterrorism/Disaster
2. Environmental Issues
3. Primary Prevention/Health Promotion
4. Secondary Prevention/Screenings for a Vulnerable Population

7. Planning Before Teaching:
Name and Credentials of Teacher:
Estimated Time Teaching Will Last:
Location of Teaching:
Supplies, Material, Equipment Needed:
Estimated Cost:
Community and Target Aggregate:
Topic:
Identification of Focus for Community Teaching (Topic
Selection):
Epidemiological Rationale for Topic (Statistics Related to
Topic):
Teaching Plan Criteria
Your teaching plan will be graded based on its effectiveness and
relevance to the population selected. This assignment uses a
rubric. Please review the rubric prior to beginning the

8. assignment to become familiar with the expectations for
successful completion.
Nursing Diagnosis:
Readiness for Learning: Identify the factors that would indicate
the readiness to learn for the target aggregate. Include
emotional and experiential readiness to learn.
Learning Theory to Be Utilized: Explain how the theory will be
applied.
Goal: Healthy People 2020 (HP2020) objective(s) utilized as the

9. goal for the teaching. Include the appropriate objective number
and rationale for using the selected HP2020 objective (use at
least one objective from one of the 24 focus areas). If an
HP2020 objective does not support your teaching, explain how
your teaching applies to one of the two overarching HP2020
goals.
How Does This HP2020 Objective Relate to Alma Ata’s Health
for All Global Initiatives
Develop Behavioral Objectives (Including Domains), Content,
and Strategies/Methods:
Behavioral Objective
and Domain
Example – Third-grade students will name one healthy food
choice in each of the five food groups by the end of the
presentation. (Cognitive Domain)
Content

10. (be specific)
Example – The Food Pyramid has five food groups which are….
Healthy foods from each group are….
Unhealthy foods containing a lot of sugar or fat are….
Strategies/Methods
(label and describe)
Example – Interactive poster presentation of the Food Pyramid.
After an explanation of the poster and each food category, allow
students to place pictures of foods on the correct spot on the
pyramid. Also, have the class analyze what a child had for lunch
by putting names of foods on the poster and discussing what
food group still needs to be eaten throughout day.
1.
1.
1.
2.
2.
2.
3.

11. 3.
3.
4.
4.
4.
Creativity: How was creativity applied in the teaching
methods/strategies?
Planned Evaluation of Objectives (Outcome Evaluation):
Describe what you will measure for each objective and how.
1.
2.

12. 3.
4.
Planned Evaluation of Goal: Describe how and when you could
evaluate the overall effectiveness of your teaching plan.
Planned Evaluation of Lesson and Teacher (Process
Evaluation):
Barriers: What are potential barriers that may arise during
teaching and how will those be handled?

13. Therapeutic Communication
4.2 Communicate therapeutically with patients.
How will you begin your presentation and capture the interest
of your audience? Describe the type of activity will you use
with your audience to exhibit active listening? Describe how
you applied active listening in tailoring your presentation to
your audience? How will you conclude your presentation? What
nonverbal communication techniques will you employ?
© 2019. Grand Canyon University. All Rights Reserved.
4
Rubic_Print_FormatCourse CodeClass CodeAssignment
TitleTotal PointsNRS-428VNNRS-428VN-OL191Benchmark -
Community Teaching Plan: Community Teaching Work Plan
Proposal100.0CriteriaPercentageUnsatisfactory (0.00%)Less
Than Satisfactory (80.00%)Satisfactory (88.00%)Good
(92.00%)Excellent (100.00%)CommentsPoints
EarnedContent80.0%Planning and Topic30.0%The chosen topic

14. is not one of four approved topics. The epidemiologic rationale
is omitted.The teaching plan is based on an approved topic. The
epidemiological rational contains significant inaccuracies.The
teaching plan is based on an approved topic. The
epidemiological rational is unclear. There are some
inaccuracies.The teaching plan is based on an approved topic.
The epidemiological rational needs some detail for accuracy or
clarity.The teaching plan is based on an approved topic. The
epidemiological rational is well-supported and relevance to the
topic is demonstrated.Effectiveness of Teaching Plan
Criteria40.0%Two or more of the assignment criteria are
omitted.More than one of the assignment criteria are omitted.
Overall, the teaching plan is vague. Significant information is
needed.One of the assignment criteria is omitted or, multiple
criteria are incomplete. The teaching plan can be effective, but
more information or rational is needed.All assignment criteria
are adequately completed. Some rational is needed for support
or clarity. Overall, the teaching plan is effective.All assignment
criteria are thoroughly completed. Rational and detail is
provided throughout.Therapeutic Communication (C 4.2
Communicate therapeutically with patients.)10.0%Therapeutic
communication approach is omitted. Therapeutic approach is
not demonstrated.The teaching plan attempts to communicate
with an activity; the activity is not appropriate for the teaching
plan. It is unclear if active listening techniques were used to

15. connect with the audience. A partial summary of how the
interaction of the audience is presented.It is unclear if
nonverbal techniques were employed. More information is
needed.The teaching plan is communicated with an activity that
generally uses active listening techniques to connect with the
audience. A summary of how the attention of the audience was
captured and how the presentation was concluded is presented.
The teaching plan indicates that some nonverbal techniques
were employed.The teaching plan is communicated with an
activity that uses active listening techniques to connect with the
audience. How the attention of the audience was captured and
how the presentation was concluded is presented. The teaching
plan indicates that the use of nonverbal techniques was
employed.The teaching plan is communicated with an activity
that uses clear active listening techniques to connect with the
audience. A clear description of how the attention of the
audience was captured and how the presentation was concluded
is presented. The teaching plan thoroughly describes nonverbal
techniques that were employed, such as eye contact, appropriate
dress for the setting, facial expressions, and voice
intonation.Organization and Effectiveness15.0%Organization of
Proposal, Paragraph Development, and
Transitions10.0%Organization of proposal is disjointed.
Paragraphs and transitions consistently lack unity and
coherence. There are no apparent connections between ideas.

16. Transitions are inappropriate or lacking.Some degree of
organization is evident. Some paragraphs and transitions may
lack logical progression of ideas, unity, coherence, or
cohesiveness.Paragraphs are generally competent, but ideas may
show some inconsistency in organization or in their
relationships to each other.A logical progression of ideas
between paragraphs is apparent. Paragraphs exhibit a unity,
coherence, and cohesiveness.Proposal is well-organized and
logical. Ideas progress and relate to each other. Paragraph and
transition construction guide the reader.Criteria 2Mechanics of
Writing (includes spelling, punctuation, grammar, language
use)5.0%Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction is used.Some degree of organization is
evident. Some paragraphs and transitions may lack logical
progression of ideas, unity, coherence, or cohesiveness.
Frequent and repetitive mechanical errors distract the reader.
Inconsistencies in language choice (register), sentence
structure, or word choice are present.Some mechanical errors or
typos are present, but they are not overly distracting to the
reader. Correct sentence structure and audience-appropriate
language are used.Prose is largely free of mechanical errors,
although a few may be present. A variety of sentence structures
and effective figures of speech are used.Writer is clearly in
command of standard, written, academic

17. English.Format5.0%Paper Format (use of appropriate style for
the major and assignment)2.0%Template is not used
appropriately or documentation format is rarely followed
correctly.Template is used, but some elements are missing or
mistaken; lack of control with formatting is apparent.Template
is used, and formatting is correct, although some minor errors
may be present.Template is fully used; There are virtually no
errors in formatting style.All format elements are
correct.Documentation of Sources (citations, footnotes,
references, bibliography, etc., as appropriate to assignment and
style)3.0%Sources are not documented.Documentation of
sources is inconsistent or incorrect, as appropriate to
assignment and style, with numerous formatting errors.Sources
are documented, as appropriate to assignment and style,
although some formatting errors may be present.Sources are
documented, as appropriate to assignment and style, and format
is mostly correct.Sources are completely and correctly
documented, as appropriate to assignment and style, and format
is free of error.Total Weightage100%
#12111
Type of service:Writing from Scratch
Work type:Question-Answer

18. Format:APA
Pages:4 pages ( 1100 words, Double spaced)
Academic level:Undergrad. (yrs 3-4)
Subject or discipline:Nursing
Title:Community Teaching Plan
Number of sources:0