Eco-Friendly Innovations: Green California Community College Summit

Each day, 36 individuals in the United States die from drunk driving, and another 700 are injured. In 2019 alone, nearly 10,500 individuals died in alcohol-impaired accidents, equivalent to one-third of all traffic accident deaths in total, according to the Centers for Disease Control and Prevention.

The college student population, unfortunately, accounts for a disproportionate amount of these tragic statistics. In 2001 alone, more than 1,700 college students were killed in alcohol-involved incidents, and 80% of these cases involved drunk driving. In the same year, more than 31% of college students admitted to drinking and driving, according to AAA of Southern California.

Thankfully, community colleges are playing an important role in reducing and preventing instances of drunk driving. Through various substance awareness programs, informative classes, and even volunteer designated driving programs, community college students are being commended for their role in the fight against drunk driving.

This video illustrates some of the drunk driving training a community college can offer.

The initiatives at Eastern Iowa Community Colleges

The initiatives which the Eastern Iowa Community Colleges have put in place are fairly typical of the initiatives other colleges have taken to make their communities aware of substance abuse programs. From their website: "It is our intent and obligation to provide a drug-free, healthful, safe, and secure campus environment in order to promote an optimum learning environment.

The college recognizes drug abuse

While mixing religion with education was once reserved for private schools, some community colleges have created faith-based programs for their campuses. These community colleges hope to provide the right environment for students who desire a comprehensive spiritual and educational experience.

However, many school leaders cautiously question how the more spiritually-minded community colleges will fare amidst a diverse population of “faith-based” and non-practicing students nationwide.

“Faith-Based” Models in Higher Education Institutions

Religious denominations underpin over 1,200 higher education institutions, but each “faith-based” school can function uniquely. For example, as College View further reveals,

“The opportunities for spiritual growth vary from school to school—as do the requirements for participation. At some schools, religious services and classes are offered…at other schools, participation is required or at least expected.”

Students often decide on the underlying religious denominations and how strictly these religious beliefs structure the campus environment. Students considering a “faith-based” school can choose from several types of structural options, including:

• Schools that celebrate a religious history dating back to the school’s founders. However, these schools may or may not include the particular origin of religion as a major part of their modern-day instruction or campus functions.
• Schools are dedicated to traditional evangelical values, wherein the campus structures its conduct guidelines based on religious beliefs and values. For example, some community colleges affiliate with Southern Baptist, Mennonite, and other Reformed Denominations.
• Schools open to non-evangelical beliefs, wherein colleges adhere to the values of Catholicism, the Seventh Day Adventist Church, Judaism, or other religions.

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With the weak economy, nationwide job cuts, and a more competitive workforce, community colleges have experienced a tremendous enrollment boom. As Inside Higher Ed reveals, community college enrollment rates have been increasing at a steady pace for the past two school years. In fact, experts predict that the 2009 fall semester will result in record breaking enrollment counts.

To accommodate the enrollment boom, community colleges have been forced to balance their available resources with the immense demands of new students. In fact, due to the rising student enrollment rates, “Some community colleges are exploring innovative ways to serve their growing student bodies, make better use of facilities and attract new professors.”

The Community College Boom: The Impact on Campus

Campuses in nearly all states are experiencing various degrees of enrollment hikes. Some theorize that the growth in enrollment is due to the recession’s effect on job cuts and lay-offs; many unemployed workers are finding themselves unskilled to compete in today’s aggressive job market.

Adding to this, many schools have noticed a “Marked increase in the number of students looking to transfer to a four-year institution.” As community colleges allow students to earn college credit much more affordably, many financially savvy students are attending a local community college prior to a more expensive four-year university or private institution. For example, one New York school located in Syracuse, Onondaga Community College (OCC), has experienced a tremendous surge in the enrollment

With the H1N1 spreading across college campuses from Washington to Massachusetts, community colleges are taking action to shelter their students from any potential outbreak. As reported by CNN, according to a presidential advisory panel, the potential spread of the virus could contribute to as many as 90,000 U.S fatalities this season. Expected to break out in the fall, experts estimate that 30 to 50 percent of the U.S. population may become infected.

Advisors further predict that schools and shared community areas pose the greatest threats for contamination and contagiousness. To prepare for an array of plausible H1N1-related challenges, community college leaders are avidly planning to confront the virus on campus.

Community College Preparation for the H1N1 Virus

As reported by the Gazette News, Prince George Community College (PGCC), located in Largo, Maryland, is one of many community colleges making preparations against the H1N1 virus. Since Prince George Community College enrolls more than 40,000 students, leaders are concerned that the large number of students enclosed in shared common areas can lead to rapid virus outbreaks. To proactively address the H1N1 threats, “The college has a pandemic team in place composed of about nine people from different departments.”

PGCC has developed guidelines to help the school employ specific responses for an array of potential H1N1 campus issues. For example, the leaders have established regulations for when and if the campus should shut down amidst an H1N1 outbreak and how many students should have confirmed cases before