Steven D. Krause teaches writing classes at Eastern Michigan University. In this blog post, he offers up an instructor’s perspective on MOOCs factoring in to degree programs, criticizing institutions such as Duke for offering MOOC courses for credit at other institutions – but not their own. The blog also questions what share of the market MOOC courses will occupy.

What do professors think of massive online open courses? While many find them valuable, that value might not always be seen as worthy of college credit. A recent survey by The Chronicle of Higher Education, asking 103 MOOC professors for their opinions on the online courses, resulted in a “worth the hype” response for 79 percent of those polled, while 72 percent did not feel students deserved college credit. Read on for additional responses and statistics.

Inside Higher Ed outlines Coursera’s recent announcement that five of its online college courses have been approved as credit worthy by the American Council on Education. While predicting this could be the “widest pathway yet” for students to cash in on MOOCs for college credit, this article also explores some challenges, including how to proctor online tests to ensure their integrity, and how to address a key element missing from online learning: human interaction.

This Inside Higher Ed article covers the practices and challenges around reverse transfer in various states. Tennessee’s private colleges, for example, are cited as having recently developed a program in which community college transfer students can earn an associate’s degree at private colleges. To address the challenge of coordinating such a program, Tennessee’s legislator passed a bill to ease the transfer of credits. Read on for further information on reverse transfer work being done, state to state.

The US has made a serious commitment to “college for all,” and community colleges are a primary vehicle for expanding college access. Yet as community colleges have succeeded in opening access to broad populations, their degree completion rates are low. Community colleges have retained many traditional procedures that are counter-productive for disadvantaged students and inappropriate for new labor market demands. Some colleges, however, have devised alternative procedures that are better adapted to real student needs.

This video chronicles a roundtable discussion between national community college leaders, at the White House, in September, 2011. These particular leaders – for excellence in providing students with pathways to completion and to the jobs of the future – are being praised as “Champions of Change” (a program where the White House honors Americans who are making a difference). Listen in on the conversation about their goals, in light of a national focus on dramatically improving graduation rates.

How much autonomy should community college leaders have in defining their own missions? In Massachusetts, state and business leaders are advocating for more input into community college goals – specifically around job training. College leaders, however, say they are already producing work-ready graduates.  Read on for to find out how Governor Deval Patrick’s goals align with the ideals of leaders at community colleges such as Mount Wachusett and Roxbury.