President Obama’s America’s College Promise proposal has brought renewed attention to community colleges’ capacity to connect the college and career aspirations of today’s undergraduates. Despite this capacity, however, community colleges have historically offered students two distinct educational pathways: a liberal education transfer-oriented program or a terminal vocational program. In the face of this long-standing and ideological divide, some community college instructors have taken to integrating students’ liberal and vocational learning in individual courses, an act that requires a willingness to define “liberal” and “vocational” learning in broad terms. Through a preliminary qualitative case study and content analysis of students’ assignments, this research explores the nature and impacts of said integration in two spring 2015 sections of Introduction to Sociology at Queensborough Community College of the City University of New York.
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