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From Food Pantry to CARE Center in a Rural College: Our Journey

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Title: From Food Pantry to CARE Center in a Rural College: Our Journey
Language: English
Authors: Carmen Shurtleff
Source: New Directions for Community Colleges. 2024 (208):37-44.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 8
Publication Date: 2024
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Two Year Colleges
Descriptors: Food Service, Rural Colleges, Community College Students, Hunger, Student Needs, Social Work, Community Colleges, Small Colleges, Student Personnel Services, Holistic Approach, COVID-19, Pandemics
Geographic Terms: Texas
DOI: 10.1002/cc.20650
ISSN: 0194-3081
1536-0733
Abstract: Research consistently describes the large percentage of community college students who struggle to meet their basic needs such as food and housing. These challenges may be exacerbated for students in rural communities. At the same time, we are also learning more about the connection between addressing students' basic needs and improving their educational outcomes. Food pantries are a way community colleges have been responding to food insecurity, and recent trends include expansion of food pantries into basic needs hubs. This article walks through lessons learned in how a faculty member who teaches social work at Northeast Texas Community College, a small, rural college, developed their campus food pantry into a more holistic CARE Center, and did so in the middle of the COVID-19 pandemic.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1457858
Database: ERIC
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  Value: <anid>AN0183980793;0yg01dec.24;2025Mar26.05:36;v2.2.500</anid> <title id="AN0183980793-1">From Food Pantry to CARE Center in a Rural College: Our Journey </title> <p>Research consistently describes the large percentage of community college students who struggle to meet their basic needs such as food and housing. These challenges may be exacerbated for students in rural communities. At the same time, we are also learning more about the connection between addressing students' basic needs and improving their educational outcomes. Food pantries are a way community colleges have been responding to food insecurity, and recent trends include expansion of food pantries into basic needs hubs. This article walks through lessons learned in how a faculty member who teaches social work at Northeast Texas Community College, a small, rural college, developed their campus food pantry into a more holistic CARE Center, and did so in the middle of the COVID‐19 pandemic.</p> <p>Keywords: community college; faculty; food insecurity; rural community college; students' basic needs; wellness</p> <hd id="AN0183980793-2">Introduction</hd> <p>College leaders and faculty are continually learning more about the large number of college students whose basic needs are compromised (Breuning et al. [<reflink idref="bib2" id="ref1">2</reflink>]; Broton and Cady [<reflink idref="bib1" id="ref2">1</reflink>]; McArthur et al. [<reflink idref="bib13" id="ref3">13</reflink>]; Nazmi et al. [<reflink idref="bib15" id="ref4">15</reflink>]) and the importance of addressing their basic needs in improving educational outcomes (Goldrick‐Rab et al. [<reflink idref="bib8" id="ref5">8</reflink>]). In a recent survey of over 70,000 community college students, 29% reported food insecurity (Center for Community College Student Engagement [CCCSE] [<reflink idref="bib6" id="ref6">6</reflink>]). Research also indicates that rural communities have layers of distress and unique challenges in addressing food insecurity (Blagg et al. 2017; Centers for Disease Control and Prevention [CDC] 2021; U.S. Department of Agriculture 2017). We know that the major issues impacting rural community college students include internet access, funding, and basic needs (Rush‐Marlow [<reflink idref="bib18" id="ref7">18</reflink>]). In addition, the pandemic disproportionally impacted marginalized populations (Gracia 2020), including many community college students, and exacerbated students' basic needs issues. As colleges have been working to address students' basic needs, food pantries have been a common response. However, a new trend at colleges is the expansion of pantries into basic needs hubs. As Swipe Out Hunger reports:</p> <p>With almost half of campus pantries opening in only the past five years and as campus pantry offerings extend far beyond food and basic supplies, there is a growing need to support these essential resources in their support of students and their broader community. Campus pantries have shown they are progressive in their creative and innovative methods of serving students. (Schweitzer et al. [<reflink idref="bib19" id="ref8">19</reflink>] April, 20)</p> <p>In 2019, the League for Innovation in the Community College engaged two rural colleges in finding innovative solutions to food insecurity and addressing healthy eating challenges for students and their families (Beyond the food pantry). Northeast Texas Community College was one of the colleges and this is the story of how, with limited resources and during the Covid‐19 pandemic, a dedicated faculty member and her students transformed a small food pantry into a more holistic CARE (Concern, Assess, Respond, Evaluate) Center.</p> <hd id="AN0183980793-3">Background</hd> <p>Northeast Texas Community College in Mount Pleasant, Texas, enrolls approximately 3000 students; the majority are under 25, female, first‐generation, White, and in low‐ to middle‐income brackets. Many students are living in poverty, with the average annual median household income between $40,227 and $50,196 per year (U.S. Census Bureau n.d.) and their families access some type of public assistance. In addition to academic and workforce programs, the college has a well‐regarded athletic department with a soccer program that recruits players from around the world. NTCC also houses two K‐12 outreach programs, Communities in Schools and Upward Bound, which support what I call "at‐hope" (as opposed to the term "at‐risk") students.</p> <p>Like many community colleges, NTCC has taken steps to address students' basic needs. The Eagle Pantry, the college's food pantry, was created in 2018 by social work students, and initially it served fewer students than the data suggested may be in need. However, during the pandemic the pantry went from serving an average of 40 students a month to 300, with curbside‐only pickup. NTCC extended its pantry services to include a CARE Peer Mentor program to address basic‐needs issues as the team found that students were more likely to be open about struggles among peers than with faculty or staff. The CARE acronym is based on my educational experience in social work and embraces a helping process through a concern, a mutual assessment and action plan, and an evaluation process. The success of the program resulted in the creation of a new position, the CARE Mentor at the Eagle Pantry. CARE Mentors are Social Work interns in a partnership with the Texas A&M University‐Commerce Social Work department. The CARE Center is a safe and inclusive place where students experience compassion, comfort, and connection. Within the CARE center are the food pantry, hygiene closet, cook nook, EatBetter4Less educational program, peer support group, mentors, and community resources. The CARE Center has also teamed up with the Student Success program to offer workshops for students to develop self‐advocacy and time management skills and wellness programs. Students and their families can access the center through walk‐ins, faculty and staff email referrals, and early alert retention software. Faculty and staff professional development opportunities and Diversity Equity Inclusion seminars are also provided through the CARE Center.</p> <p>At most colleges certain individuals manage to find ways to support students despite bureaucratic or other hurdles they encounter. Lipsky ([<reflink idref="bib11" id="ref9">11</reflink>]) coined the term "street‐level bureaucrats" (xi) in public policy research to describe individuals who achieve what others cannot by overcoming red‐tape obstacles in ways that may involve creative, discretionary application of organizational rules. They are key personnel in community colleges as Levin ([<reflink idref="bib10" id="ref10">10</reflink>]) notes "the worth of an institution depends upon what it has added or altered for its participants and constituents" (<reflink idref="bib199" id="ref11">199</reflink>) and creating change in the bureaucracy of community colleges is not easy. The CARE Center was the result of the passion and commitment of a faculty member who saw a need and found a solution, despite layers of bureaucratic policies and processes. Because context matters, here is some of my story as the street‐level bureaucrat behind the creation of the CARE Center.</p> <hd id="AN0183980793-4">My Story</hd> <p>I have worked at NTCC for 19 years as a faculty member teaching in the Social Work program. It was "the pathway that chose me" and my story provides some background into my passion for the food pantry and CARE Center initiatives at the college. I was born and raised in Mt. Pleasant. My father was a blue‐collar worker, and my mother was a stay‐at‐home mother for most of my life. Both graduated from high school but did not attend college. My parents were candidates for college as my father was offered an athletic scholarship and my mother was a good student; however, they did not have the guidance or the financial means to attend. They married young and started a family.</p> <p>Like many families, we struggled financially, and going to college was not a priority. I can't remember having discussions about college at home or in high school, even though I was on an advanced diploma plan and had a solid academic record. By sheer luck and personal determination, I landed at NTCC with a scholarship that paid for the first 2 years of college solely because I graduated from Mt. Pleasant High School. My parents had no financial means to pay for me to attend college, so in addition to the scholarship I worked two jobs while enrolled. With little guidance on what I wanted and how to do it and limited finances and transportation, my outlook was grim.</p> <p>In the fall of 2004, I returned to my alma mater, taking on a position with Communities in Schools (CIS). For the next four years, I dedicated myself to working at a local high school under the CIS program. This experience allowed me to positively impact the lives of many students, supporting their academic and personal growth. After my tenure at the high school, I was offered a position at NTCC as the Director of Student Activities. In this role, I had the incredible opportunity to engage with a diverse student body, organizing and overseeing a variety of programs and events that enriched the campus experience. This position allowed me to develop a deep understanding of the needs and interests of our students, fostering a vibrant and inclusive community. Since then, I have transitioned to a full‐time faculty position at NTCC. This move has allowed me to further immerse myself in the academic environment, where I continue to explore new opportunities and contribute to the growth and development of our institution. My journey at NTCC has been both rewarding and enriching, providing me with a unique perspective and a profound connection to our campus community</p> <p>Many of the barriers that exist today are those I faced as a low‐income, first‐generation college student 20 years ago. Today, food insecurity affects millions of people, including community college students and their families (CCCSE [<reflink idref="bib6" id="ref12">6</reflink>]). Financial hardship is related to food insecurity and disproportionately affects students from low‐income families and those who are first‐generation students and students of color. College students' food insecurity correlates with poor sleep quality, disordered eating behaviors, lower breakfast and home‐prepared meal consumption, lower physical and mental health status, and decreased academic performance (Morris et al. [<reflink idref="bib14" id="ref13">14</reflink>]). My experiences in a rural, poor community have put faces to the statistics. I was the student I now serve; I am the statistic showing education as the bridge out of poverty.</p> <p>My experiences in a rural, poor community have put faces to the statistics. I was the student I now serve; I am the statistic showing education as the bridge out of poverty. As a faculty member, I have had the opportunity to apply real‐world social work principles in the classroom, driven by my own background and discipline. This approach has enabled me to support and inspire students who face similar challenges. My personal experiences and dedication to my discipline have motivated me to make a difference in the lives of my students. By integrating my knowledge and background into my teaching, I strive to provide practical solutions and hope for students facing adversity. This effort underscores the significant role that individual faculty members can play as change agents within the academic community. The concept of "the power of one" is pivotal to my perspective. It highlights how my efforts can have a profound impact on many lives. I will revisit this idea in the conclusion, reinforcing the importance of individual contributions in driving collective progress and fostering a supportive, transformative educational environment.</p> <hd id="AN0183980793-5">Creating a Food Pantry From the Ground Up</hd> <p>NTCC's food pantry journey started in Fall 2018 during a 16‐week Social Work academic cooperative class. The class provided an opportunity for hands‐on experience for developing professional and personal skills in Social Work. It was a relatively new course, and my mission was to create a class outcome that would impact the students and college campus. The class was small but full of highly motivated students who wanted to make a difference on campus. We had discussions about creating a food pantry, and the students were eager to dive in. We began by reviewing the research, which helped us understand the broader impacts on learning and retention.</p> <p>Funding was a concern, but it did not stop the students from planning a food pantry; with an anticipated opening by the end of the semester, we had much work ahead. Lack of physical space was the initial roadblock and I discovered that space was like gold on campus, and everyone fought to secure it. We identified potential locations on campus but were turned down multiple times. We expanded our scope to our campus partners, and without hesitation, we were given a small classroom by Wesley Ministries, a national faith‐based college organization. The location was not ideal as it was not central to campus, but it was a start. We searched for unwanted shelves and started our food drive to stock the pantry. We had our grand opening in December 2018, at the end of the semester, leaving little time to promote the new resource before everyone left campus for the holidays. But we were open!</p> <p>As the 2018 fall semester ended, our small team embarked on a mission that would stretch our limits. Our operation began with high hopes and a 5 × 8 room that seemed cozy at first glance. Little did we know that this space would soon become a battleground of logistics and cramped quarters. Our project aimed to provide essential resources to students, but as word spread and donations poured in, our tiny room could scarcely contain the burgeoning piles of goods. The generosity of our community was overwhelming, yet our physical capacity was sorely lacking. Each week, the space became a maze of mismatched shelves and an unreliable old freezer that became the bane of our existence. The team, a tight‐knit group bound by a shared vision, found ourselves in a constant dance of dodging each other and the precarious stacks of donations. Our meetings, once filled with enthusiasm, now often veered into discussions on how to navigate these logistical hurdles. Accessibility, or the lack thereof, became our next great challenge. Positioned a half‐mile from the campus heartbeat, our pantry stood isolated. The distance seemed physical and psychological; students remained distant, unaware, or uninterested in the resources we had painstakingly gathered.</p> <p>In 2019, we had been in operation for over six months when I was approached by the Executive Vice President of NTCC, who recognized the growing impact and potential of our food pantry and shared an opportunity to write a proposal to participate in a grant‐funded food insecurity project from the League for Innovation in the Community College that would help NTCC students and their families who were facing food insecurities. Without any thought, I wrote the proposal and submitted it without any expectations. After much anticipation, we were notified that we were one of the two community colleges in the nation to participate in the project. The excitement was overwhelming with ideas for expansion, promotion, and opportunities to help our students and their families.</p> <hd id="AN0183980793-6">Then, the Pandemic</hd> <p>We started the League project work in January 2020 with multiple leaders from our campus and community. Everyone sat around tables and talked about ideas to help our students and community remove barriers to food insecurity. Little did we know that this would be the first and last time we met in person, as a month later we were engaged in lock‐down and moving classes and college operations online due to COVID‐19. At the food pantry, we knew we could not sit by while families were getting sick, losing jobs and income, and facing food insecurity—many for the first time in their lives.</p> <p>Working with student leaders, we implemented a system to provide our students and their families with the ability to receive food from the pantry via curbside and home delivery options. According to Coleman‐Jensen et al. ([<reflink idref="bib4" id="ref14">4</reflink>]), operating a food pantry during COVID‐19 presented unique challenges. First and foremost were concerns over student privacy; many college students hesitate to use pantries because they want to avoid peers or faculty members knowing about their financial hardship while risking breaching distancing measures. One method we used was making food boxes based on family size, labeling the box with the last four digits of the student identification, and assigning a time slot for pickup. This arrangement allowed students to collect their boxes of food and supplies without having to disclose any personal information or attend to any personal matters. This ensured their privacy and dignity were respected while they received the support they needed. The streamlined process made it more convenient and comfortable for students, fostering a welcoming environment that prioritized their well‐being and confidentiality.</p> <p>In addition, we made snack packs with essential needs to help support our campus and community partners. We quickly went from serving 15–20 families in a two‐week period to over 100 in the same time period. The ability to source food was challenging because grocery stores were limiting purchases or had limited or no stock. But the most promising act of kindness was from NTCC employees. A record number of individuals donated to the pantry, with gifts ranging from several pounds of chicken to a hundred bottles of water. We also teamed up with one of our county's food pantries and received thousands of pounds of food through that partnership during the first year of the pandemic.</p> <p>Although we provided on‐the‐ground services, we felt that was not enough and explored the possibility of reaching more individuals safely. One initiative launched during COVID was a free online educational system, EatBetter4Less (<ulink href="http://www.eatbetter4less.com/">http://www.eatbetter4less.com/</ulink>), with short educational videos posted on Facebook on budgeting, exercise, food for your mood, and gardening. Creating the website and videos in a timely manner posed a considerable challenge. After launching the website, another hurdle was getting people to create an account and take a course. Even though our educational videos were short, it was hard to compete with TikTok. While we received good feedback on the content and website, the number of users was low. We made several attempts to market the program by teaming up with local non‐profits to embed the EatBetter4Less in the offerings for the people they served. In addition, we hosted free community events with live demos of the online content, along with free giveaways, and these increased the number of users.</p> <p>In the fall of 2020, our perseverance paid off when we were granted a larger space within the old, forgotten fitness center on campus. With double the space, our hopes soared. Despite our location on campus, students wandered in confusion, unable to locate us. The anticipated foot traffic of curious students never materialized, leaving our new space just as quiet as the old. Undeterred, we continued our mission, and our persistence caught the administration's eye. In a turn of events that felt like a triumph, we were allocated a full classroom right in the heart of the campus. The move, our third, was more than just a change of location; it signaled we had a home.</p> <hd id="AN0183980793-7">Finding a Campus Home</hd> <p>The transition to physically be on the main campus began in the spring of 2021. This marked a significant milestone in our journey. Throughout the spring and summer of 2021, extensive preparations were made to ensure a smooth relocation and setup on the main campus. The new campus space was transformed, with renovations breathing life into its neglected corners. By the fall of 2021, we officially opened our doors on the main campus, ready to welcome students and faculty into the new environment. This timeline highlights the critical phases of our relocation and establishment on the main campus, showcasing the efforts and dedication involved in this transition. As we settled in, the change was palpable. The once elusive student engagement surged as if our new home had opened a floodgate. Our pantry became a beacon, now in the vibrant center of student life. The fall of 2021 marked a new chapter as we embraced a new identity when we became the CARE Center. Our mission evolved to encompass physical nourishment and emotional and communal support. Connection, comfort, and compassion became our pillars, guiding us as we endeavored to create a haven for students.</p> <p>The expansion in the scope of our mission was driven by multiple factors, including the increased demands brought about by the COVID‐19 pandemic. As the pandemic unfolded, it became clear that we needed more space and better access for our students to meet the growing needs of our community. The influx of donations from many generous individuals exceeded the capacity of our existing ministry facilities, highlighting the necessity for expansion. In response, we actively engaged subsequent classes of students in the ongoing work of the ministry. Although the initial core group of social work students who founded the food pantry had since transferred to the university, their legacy continued. Many of these pioneering students are now employed in the community or the metro area, contributing to society in various capacities. Their foundational efforts paved the way for new students to volunteer and become involved in our mission. At that time, the course Social Work 2389 had not yet been embedded into the CARE Center, but student engagement remained robust. Volunteers from different cohorts stepped up to fill the gaps, ensuring the continued operation and growth of our services. This collective effort underscored the community's commitment to supporting our mission and the well‐being of our students and neighbors. The CARE Center became more than a place; it was a community where students found solace and strength. Our journey, filled with challenges and changes, taught us the true meaning of resilience and the power of a community united by compassion.</p> <hd id="AN0183980793-8">Our Steps in Developing the Food Pantry</hd> <p>Here are some steps we took based on best practices (College and University Food Bank Alliance [CUFBA] [<reflink idref="bib5" id="ref15">5</reflink>].; Schweitzer et al. [<reflink idref="bib19" id="ref16">19</reflink>] April; Thompson and Umaña [<reflink idref="bib21" id="ref17">21</reflink>]) for establishing our food pantry:</p> <p></p> <hd1 id="AN0183980793-9"> • Step 1: Needs Assessment and Planning </hd1> <p></p> <ulist> <item> <emph>Gather data and statistics about food insecurity among students in your college</emph>. Conduct surveys or interviews to understand their specific needs and challenges related to food access. Work to gain insights into their preferences, dietary restrictions, and suggestions for the food pantry. Use the feedback to shape the pantry's offerings and services.</item> <p></p> <item> <emph>Form a planning committee</emph>. Assemble a diverse group of stakeholders, including college staff, students, community members, and potential partner organizations. Establish clear roles and responsibilities within the committee.</item> <p></p> <item> <emph>Do your research</emph>. Learn about existing resources and programs in your community to avoid duplication and identify potential partners.</item> <p></p> </ulist> <hd1 id="AN0183980793-10"> • Step 2: Setting Up the Food Pantry </hd1> <p></p> <ulist> <item> <emph>Secure funding</emph>. Identify potential funding sources, such as grants, donations, or college budget allocations. Develop a budget that includes initial startup costs and ongoing operational expenses.</item> <p></p> <item> <emph>Choose a location</emph>. Select a convenient and accessible location on campus for the food pantry. Ensure the space meets health and safety standards.</item> <p></p> <item> <emph>Stock the pantry</emph>. Establish relationships with local food banks, grocery stores, and suppliers to secure steady sources of food. Consider nutritional balance and dietary preferences when selecting items. Set up storage shelves, refrigeration, and hygiene protocols to maintain food quality.</item> <p></p> <item> <emph>Recruit and train volunteers</emph>. Recruit college staff, students, and community members who are willing to volunteer their time. Provide training on food safety, pantry operations, and interacting with pantry users. Creating sustainable change requires reliance on help provided by volunteers who want to make a difference in others' lives; you will find these individuals among students and employees at the college. Consider teaming up with a course that allows service learning or a required student service outcome.</item> <p></p> </ulist> <hd1 id="AN0183980793-11"> • Step 3: Implementing and Operating the Food Pantry </hd1> <p></p> <ulist> <item> <emph>Develop operating procedures</emph>. Create a comprehensive set of policies and procedures for the food pantry's day‐to‐day operations. Include guidelines on eligibility criteria, hours of operation, distribution methods, and record‐keeping.</item> <p></p> <item> <emph>Promote the pantry</emph>. Launch a marketing campaign advertising the availability of these resources through brochures distributed in class and social media platforms that can tap into students who need help but may not be aware that the food pantry exists. Consider embedding information into the LMS or student portal. Advertise often.</item> <p></p> <item> <emph>Establish a distribution system</emph>. Design a system for students to access food discreetly and with dignity. Consider appointment‐based, walk‐in, or mobile pantry options. Maintain records of pantry usage for evaluation purposes and ensure controls are in place to protect privacy.</item> <p></p> <item> <emph>Evaluation</emph>. Regularly assess the pantry's impact through surveys and feedback from students. Track data on the number of users, types of food distributed, and any changes in food insecurity rates among students.</item> <p></p> </ulist> <hd1 id="AN0183980793-12"> • Step 4: Building Community Partnerships </hd1> <p></p> <ulist> <item> <emph>Identify partners</emph>. Seek partnerships with local food banks, community organizations, businesses, and government agencies. Collaborate with these partners to secure additional food resources, funding, or volunteers.</item> <p></p> <item> <emph>Networking</emph>. Attend community meetings and events to establish connections and raise awareness about the food pantry. Explore opportunities for joint initiatives or fundraising efforts.</item> <p></p> <item> <emph>Sustainability</emph>. Work on long‐term sustainability plans to ensure the food pantry's continued operation. Seek multi‐year funding commitments and strengthen community partnerships (CUFBA [<reflink idref="bib5" id="ref18">5</reflink>].; Schweitzer et al. [<reflink idref="bib19" id="ref19">19</reflink>] ; Thompson and Umaña [<reflink idref="bib21" id="ref20">21</reflink>]).</item> </ulist> <p>Others seeking to start a campus food pantry or care center can use these steps to develop and implement plans to create a rural community college food pantry that addresses the specific needs of the campus student population while fostering community engagement and support. Regular evaluation and collaboration with students and partners will help ensure the pantry's effectiveness and sustainability. The process is a learning experience, unique to each college. It is important to create a safe place of comfort for students—and to celebrate that it is just the beginning.</p> <hd id="AN0183980793-13">Expanding the Scope of Basic Needs Support</hd> <p>During our work creating the food pantry, it became obvious that there was a need for services beyond food insecurities. Many students came to the pantry seeking help with rent, transportation, basic needs, and mental health services. At a macro level, food and other basic‐needs challenges arise from a complex web of issues students face: rising tuition and other college costs that leave little room for other essential expenses, the inadequacy of financial aid, and larger societal structures that limit access to resources for marginalized communities. These challenges are then compounded when students encounter stereotypes and biases on campus, especially when they are harbored by college employees (Nikolaus et al. [<reflink idref="bib17" id="ref21">17</reflink>]). Picture a student, already grappling with the strain of hunger, walking into an administrative office for help only to face judgment based on preconceived notions about who "deserves" assistance. These biases, whether overt or subtle, add emotional weight to the student's existing heavy burden and can deter them from seeking available resources or persisting in their academic journey. Over time and with repeated incidence, this kind of experience not only widens the gap between those who attain a college education and those who do not, but also sows seeds of disillusionment and mistrust in a system meant to uplift and empower.</p> <p>Our team recognized the broader challenges and knew we had to expand to help our students with other unmet needs. As logistical solutions made food resources more accessible and as vaccines and other COVID‐19 healthcare measures became more widely available, we reevaluated our purpose, took a closer look at student needs through a campus assessment, and identified existing barriers to student access to basic needs. We reached a major turning point in the midst of the pandemic when we saw the severity of existing barriers. We placed the barriers into four categories: cultural, academic, social, and financial.</p> <hd id="AN0183980793-14">Cultural</hd> <p>Some of our students reported struggling with barriers such as being the first in their family to attend college, which can dramatically impact success. Others lacked family support because in going to college, they were seen as trying to be "better than" the rest of the family. Some students had been told by members of their family and in school that they were not good enough for college and would never obtain a degree. Other students reported that their responsibility to younger siblings prevented them from attending classes and completing assignments on time. The most common theme in these discussions with students, however, was their role as income contributors to the family and the pressure they felt filling that role. Many students were not prepared for the challenges of trying to balance work and school, and unfortunately found that many of their professors were not sympathetic to these situations.</p> <hd id="AN0183980793-15">Academic</hd> <p>For many students, low expectations of educational attainment in their public schooling diminished any strong desire to attend college. For students who were also income providers for their family, the choice was clear: the immediate family need superseded the delayed benefit of and desire for postsecondary education. One student who worked two jobs to help supplement the household income explained the obligation to remain a member of the household because of the significant impact the loss of income would have on other family members. The student said the expectation to work was the number one priority. Another theme that emerged concerned college readiness. Some students felt unprepared for college enrollment and noted this as a barrier. One student reported that high school experiences made them feel like they were not college material, so they had no thoughts about pursuing a college education.</p> <hd id="AN0183980793-16">Social</hd> <p>Students also reported a lack of a sense of belonging on or within the college campus. The significant role of a sense of belonging in student success is a growing area of research (Garza et al. [<reflink idref="bib7" id="ref22">7</reflink>]; Martinez and Munsch [<reflink idref="bib12" id="ref23">12</reflink>]; Newman, Wood, and Harris [<reflink idref="bib16" id="ref24">16</reflink>]; Strayhorn [<reflink idref="bib20" id="ref25">20</reflink>]). Our discussions supported findings that when students felt they did not fit in at college, it was a barrier to enrollment and persistence, particularly for self‐identified first‐generation students. Students also reported that they were unable to find support for going to college from family and friends, and they indicated an impersonal experience with staff and faculty.</p> <hd id="AN0183980793-17">Financial</hd> <p>Our understanding of the compounding challenges related to food insecurity on college campuses has increased in recent years (CCSSE [<reflink idref="bib6" id="ref26">6</reflink>]; Goldrick‐Rab et al. [<reflink idref="bib8" id="ref27">8</reflink>]). Many colleges have established campus‐based food pantries to address this issue to provide free or low‐cost groceries to needy students. However, several systemic barriers can prevent these programs from reaching their full potential. One barrier is the lack of coordination between college and community resources. Many colleges are struggling with mainstreaming efforts to provide a one‐stop shop of campus and community resources. This lack of centralization of student support services is a struggle our college has experienced many times over.</p> <hd id="AN0183980793-18">From Food Pantry to CARE Center</hd> <p>With a fuller understanding of the challenges our students faced, in fall 2021 we rebranded our food pantry into a more inclusive center for students to receive help outside the classroom. The center's goal was to create a safe and inclusive space for students. Now in our third year at the CARE Center, it has exploded into more than we could have imagined. We provided services around essential needs along with hands‐on, impactful awareness activities focused on critical issues surrounding community college students. Some activities are more serious and reflective, while others are light‐hearted; collectively, they bring students together to help instill a sense of belonging.</p> <p>The CARE Center operates year‐round and is maintained through NTCC's social work program, which usually has 10–15 students per semester, and partnerships with external organizations such as Texas A&M Commerce, which provides a social work intern as well as AmeriCorps, from which we have been able to host a VISTA member for the past three years. Most volunteers and activities are embedded into the Social Work program's academic cooperative college course that requires students to complete 48 h of observational and hands‐on learning. At the CARE Center, students gain the required hours while benefiting the campus through high‐need, critical services for our students and their families. Our partnership with Texas A&M University‐Commerce's social work program gives us access to bachelor's and master's‐level student interns, enabling us to provide case management to our higher need students and their families. The students are able to fill a crucial role on campus with no cost to the college, and in turn they receive real‐world, practical social work experience. We also partner with Hunger Free America's AmeriCorps Vista program, which provides a full‐time volunteer to aid with capacity building and recruitment of volunteers. Our AmeriCorps Vista volunteers have been major contributors in the operation expansion of the center. This year‐round position allows stability for our campus and volunteers. The shift from food pantry to CARE Center resulted in a number of successes but was not without challenges along the way.</p> <hd id="AN0183980793-19">Challenges</hd> <p>The start of any new initiative means facing challenges. The efforts in launching the CARE Center are no exception. Following are some of the challenges and successes we have faced.</p> <p></p> <ulist> <item> <bold> Online Platform </bold> . One challenge was the attempt to use an online learning platform to help students gain knowledge about healthy eating. While technology can be a useful tool, in our case it did not effectively engage students. Creating accounts and participating in non‐mandatory online courses proved to be a hurdle, highlighting the limitations of this approach for such initiatives.</item> <p></p> <item> <bold> Key Personnel </bold> . Another significant challenge was relying on one individual to support and maintain the food pantry. We quickly realized this approach was unrealistic and unsustainable and would lead to burnout. To address this issue, we realized we needed to distribute responsibilities among a dedicated team or provide additional support to prevent overburdening one person.</item> <p></p> <item> <bold> Mental Health </bold> . The lack of mental health services presented another challenge. Many students with mental health issues sought assistance at the food pantry, which we were not staffed or prepared to provide. (See the article by Latz in this issue about supports for student mental health issues.)</item> <p></p> <item> <bold> Transportation and Housing </bold> . Some students faced difficulty accessing the food pantry due to transportation issues. The initiative also uncovered student housing insecurity challenges, such as homelessness or unstable living conditions. The food pantry was ill‐equipped to address these transportation and housing issues with students who needed assistance.</item> </ulist> <hd id="AN0183980793-20">Successes</hd> <p></p> <ulist> <item> <bold> Students </bold> . The NTCC college food pantry proved to be a successful initiative, primarily due to the active involvement and passion of our students. I could not do any of this work without students, students are everything. They were the driving force behind its development and management. This student‐led approach fostered a strong sense of ownership and campus engagement.</item> <p></p> <item> <bold> Partnerships </bold> . One of the critical successes was establishing partnerships with outside community agencies. Collaborating with these organizations helped alleviate food insecurity by expanding the pantry's reach and resources. These connections provided and still provide a sustainable food supply and created a support network that extended beyond the college campus and reached more families.</item> <p></p> <item> <bold> Social Work Academic Cooperative </bold> . Another critical success was embedding the food pantry into a Social Work Academic Cooperative college course for credit, a creative move for sustainability. This ensured that the pantry remains viable with a supply of students participating in its operation as part of their academic journey. This integration created a win‐win situation, where students gain practical experience while contributing to a meaningful cause. Forging a partnership with the university's Social Work program provided internships that added significant value.</item> </ulist> <p>In summary, our success in opening the food pantry and expanding it into the CARE Center is rooted in the active involvement of students, community and university partnerships, and integration into coursework. These combined efforts enabled us to overcome the staffing, programming, and referral challenges we initially faced. Moreover, the power of an individual faculty member played a crucial role in this journey. My own work and passion for the initiative significantly contributed to its success. By championing the cause, writing grants, and coordinating efforts, I was able to help drive the project forward and inspire others to join in. This experience demonstrates that faculty members have the potential to be powerful change agents within their institutions. I hope my involvement and the achievements of the CARE Center encourage other faculty to recognize their ability to make a meaningful impact and inspire positive change in their communities.</p> <hd id="AN0183980793-21">Implications for Practice</hd> <p>Helping remove barriers to student success is an increasingly integral part of the community college's open‐access role. Adopting a holistic approach to higher education that recognizes the fundamental relationship between access to basic needs and academic achievement is crucial. Supporting students outside the classroom is part of the relationship to be fostered by both staff and faculty. In addition, faculty are often the main contact with students and can be leaders in implementing new strategies to support students. Leadership must engage with evidence‐based recommendations from current literature regarding students' basic needs. For example, research findings on food insecurity positively correlate poverty and lack of access to healthy nutrition with negative consequences affecting mental health and academic success (Cady [<reflink idref="bib3" id="ref28">3</reflink>]). Colleges can take specific steps to help students connect with resources they need to support themselves, their families, and their educational pursuits.</p> <p>First, campus‐based food pantries are emergency relief but not a long‐term solution for food insecurity among college students. Combatting the root causes of food insecurity is a much larger societal issue that ultimately can improve the situation for our students. Among the less daunting tasks to help students is reducing the stigma that often surrounds seeking assistance, a stigma that can create emotional hurdles and dissuade students from seeking help when they need it. Efforts to destigmatize asking for help can improve access not only to on‐campus food pantries, but also to community and government resources that can sustain students through their educational programs and ultimately into the family‐wage employment that removes the need for such support.</p> <p>Advocating for policy change that improves social justice for students can include lobbying legislators to include students in eligibility requirements for nutrition assistance programs; supporting efforts to improve living wage laws; granting leniency to students with basic needs insecurities and unpaid university fees; establishing or increasing allocations to help relieve student basic needs insecurities.</p> <p>To combat food insecurity effectively, we need an all‐encompassing effort built around improving affordable access rather than simply providing temporary solutions such as food pantries that may not be accessible year‐round. As institutions whose traditional value is wrapped in a societal expectation that further education improves people's lives, colleges ideally would help reduce poverty as a crucial driver of basic needs insecurities affecting their students.</p> <p>On a complementary path, nonprofit organizations are critical in addressing social, environmental, and economic issues, particularly those affecting underrepresented demographics often served by community colleges. Embedding connections with these organizations into college courses could provide valuable opportunities for both students and nonprofits alike. For example, institutions may include a nonprofit organization's financial literacy module in a first‐year experience course focused on college success skills such as time management, communicating with faculty, or career search and preparation. Integrating a nonprofit organization into a college‐level course can provide students with hands‐on experience working on real‐world issues while building tangible skills, as NTCC's partnership with Hunger Free America has done. This approach can create a more engaged, empathetic, and socially conscious workforce by providing students with real‐world opportunities to learn about critical social issues and how nonprofits address them while developing valuable skills that will serve them well in their future careers.</p> <p>The emotional toll of taking on social injustices is not for everyone. The fight can be a challenge, especially when it seems the battle is already lost or when others do not acknowledge that the struggle even exists. To navigate these challenges, I have focused on building a supportive network and celebrating each milestone, no matter how small. Emphasizing self‐care and seeking support from colleagues and the community have been essential in maintaining resilience. Additionally, witnessing the tangible benefits and positive changes resulting from our efforts has provided a powerful antidote to burnout, continuously fueling my passion and commitment to this vital work. Just as compassion fatigue can deplete the strength needed to continue this work, reminders of progress in the effort can replenish and reinvigorate. Street‐level bureaucrats use their role to effect transformation because they know the impact of changing systems from within. When those on the inside recognize the inequities and work to remove them, barriers come down as former outsiders are welcomed and supported. That is our work as change agents, as street‐level bureaucrats, as community college educators impact those outside the system.</p> <ref id="AN0183980793-22"> <title> References </title> <blist> <bibl id="bib1" idref="ref2" type="bt">1</bibl> <bibtext> Broton, K. M., and C. L. Cady, eds. 2020. Food Insecurity on Campus: Action and Intervention. Baltimore : Johns Hopkins University Press.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref1" type="bt">2</bibl> <bibtext> Bruening, M., S. Brennhofer, I. van Woerden, M. Todd, and M. Laska. 2016. " Factors Related to the High Rates of Food Insecurity among Diverse, Urban College Freshmen." Journal of the Academy of Nutrition and Dietetics 116, no. 9 : 1450 – 1457. https://doi.org/10.1016/j.jand.2016.04.004.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref28" type="bt">3</bibl> <bibtext> Cady, C. L. 2014. " Food Insecurity as a Student Issue." Journal of College and Character 15, no. 4 : 265 – 272. https://doi.org/10.1515/jcc‐2014‐0031.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref14" type="bt">4</bibl> <bibtext> Coleman‐Jensen A., M. Rabbit, C. Gregory, and A. Singh. 2021. Statistical Supplement to Household Food Insecurity in the United States in 2020. September 2021. https://<ulink href="http://www.ers.usda.gov/webdocs/publications/102072/ap‐091.pdf?v=462">www.ers.usda.gov/webdocs/publications/102072/ap‐091.pdf?v=462</ulink>.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref15" type="bt">5</bibl> <bibtext> College & University Food Bank Alliance. n.d. Running a Campus Food Pantry: Student Government Toolkit. https://studentsagainsthunger.org/wp‐content/uploads/2017/10/NSCAHH_Food_Pantry_Toolkit.pdf.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref6" type="bt">6</bibl> <bibtext> Center for Community College Student Engagement [CCCSE]. 2022. Mission Critical: The Role of Community Colleges in Meeting Students' Basic Needs. <ulink href="http://www.cccse.org/NR22">www.cccse.org/NR22</ulink>.</bibtext> </blist> <blist> <bibl id="bib7" idref="ref22" type="bt">7</bibl> <bibtext> Garza, T., M. Huerta, H. Garcia, and J. Lau. 2021. " Exploring Sense of Belonging, Socioacademic Integrative Moments, and Learning Communities Related to ELs' Persistence Based on Reenrollment Decisions in Community Colleges." Community College Review 49, no. 1 : 30 – 51. https://doi.org/10.1177/0091552120964873.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref5" type="bt">8</bibl> <bibtext> Goldrick‐Rab, S., C. Baker‐Smith, V. Coca, E. Looker, and T. Williams. 2019. College and University Basic Needs Insecurity: A National #RealCollege Survey Report. April 2019. https://hope4college.com/wpcontent/uploads/2019/04/HOPE_realcollege_National_report_digital.pdf.</bibtext> </blist> <blist> <bibl id="bib9" type="bt">9</bibl> <bibtext> Goldrick-Rab, S., J. Richardson, J. Schneider, A. Hernandez, and C. Cady. 2018. " Still Hungry and Homeless in College." Wisconsin HOPE Lab. https://hope4college.com/wp-content/uploads/2018/09/Wisconsin-HOPE-Lab-Still-Hungry-and-Homeless.pdf.</bibtext> </blist> <blist> <bibtext> Levin, J. 2007. Non‐Traditional Students and Community Colleges: The Conflict of Justice and Neo‐Liberalism. London, United Kingdom : Palgrave Macmillan.</bibtext> </blist> <blist> <bibtext> Lipsky, M. 2010. Street‐Level Bureaucracy: Dilemmas of the Individual in Public Services. London, United Kingdom : Russell Sage Foundation.</bibtext> </blist> <blist> <bibtext> Martinez, E. F., and P. Munsch. 2019. " Developing a Sense of Belonging in Community College Students." About Campus: Enriching the Student Learning Experience 24, no. 5 : 30 – 34. https://doi.org/10.1177/1086482219896044.</bibtext> </blist> <blist> <bibtext> McArthur, L. H., E. Ball, and K. Danek. 2018. " The Prevalence of Food Insecurity among Students at a Mid-Sized Southern University." Journal of American College Health 66, no. 5 : 360 – 369. https://doi.org/10.1080/07448481.2018.1431901.</bibtext> </blist> <blist> <bibtext> Morris C. J., T. E. Purvis, K. Hu, and F. A. Scheer. 2016. " Circadian Misalignment Increases Cardiovascular Disease Risk Factors in Humans." Proceedings of the National Academy of Sciences 113, no. 10. https://doi.org/10.1073/pnas.1516953113.</bibtext> </blist> <blist> <bibtext> Nazmi, A., S. M. Martinez, M. A. Grandner, E. R. Canedo, and L. D. Ritchie. 2019. " Food Insecurity among California's Public University Students: Correlates of Undernutrition and Obesity." Journal of Hunger & Environmental Nutrition 14, no. 1-2 : 1 – 18. https://doi.org/10.1080/19320248.2018.1512925.</bibtext> </blist> <blist> <bibtext> Newman, C. B., J. L. Wood, and F. Harris III. 2015. " Black Men's Perceptions of Sense of Belonging With Faculty Members in Community Colleges." Journal of Negro Education 84, no. 4 : 564 – 577.</bibtext> </blist> <blist> <bibtext> Nikolaus, C. J., L. E. Brenner, J. M. E. Brenner, and S. M. Eicher‐Miller. 2020. " Food Insecurity among College Students in the United States: A Scoping Review." Advances in Nutrition 11, no. 2 : 327 – 348. https://doi.org/10.1093/advances/nmz019</bibtext> </blist> <blist> <bibtext> Rush‐Marlowe, R. 2021. Strengthening Rural Community Colleges: Innovation and Opportunities. https://acct.org/files/Strengthening Rural Community Colleges 2021.pdf.</bibtext> </blist> <blist> <bibtext> Schweitzer, Z., C. Tonhu Nguyen, R. Sumekh, and M. Wang. 2022. " College Campus Food Pantries: Learnings From a 2021 Survey." Swipe Out Hunger. https://<ulink href="http://www.swipehunger.org/wp‐content/uploads/2022/04/College‐Campus‐Food‐Pantries‐Learnings‐from‐a‐2021‐Survey.pdf">www.swipehunger.org/wp‐content/uploads/2022/04/College‐Campus‐Food‐Pantries‐Learnings‐from‐a‐2021‐Survey.pdf</ulink>.</bibtext> </blist> <blist> <bibtext> Strayhorn, T. L. 2019. College Students' Sense of Belonging, 2nd ed. Routledge Taylor & Francis Group. https://doi.org/10.4324/9781315297293.</bibtext> </blist> <blist> <bibtext> Thompson, D., and P. Umaña. 2021. Beyond the Food Pantry: Guide to Building an Effective College Student Basic Needs Webpage. September, 2021. https://hope.temple.edu/sites/hope/files/media/document/BFP%20Guide%20to%20Building%20a%20Basic%20Needs%20Webpage_The%20Hope%20Center%202022.pdf.</bibtext> </blist> </ref> <aug> <p>By Carmen Shurtleff</p> <p>Reported by Author</p> </aug> <nolink nlid="nl1" bibid="bib13" firstref="ref3"></nolink> <nolink nlid="nl2" bibid="bib15" firstref="ref4"></nolink> <nolink nlid="nl3" bibid="bib18" firstref="ref7"></nolink> <nolink nlid="nl4" bibid="bib19" firstref="ref8"></nolink> <nolink nlid="nl5" bibid="bib11" firstref="ref9"></nolink> <nolink nlid="nl6" bibid="bib10" firstref="ref10"></nolink> <nolink nlid="nl7" bibid="bib199" firstref="ref11"></nolink> <nolink nlid="nl8" bibid="bib14" firstref="ref13"></nolink> <nolink nlid="nl9" bibid="bib21" firstref="ref17"></nolink> <nolink nlid="nl10" bibid="bib17" firstref="ref21"></nolink> <nolink nlid="nl11" bibid="bib12" firstref="ref23"></nolink> <nolink nlid="nl12" bibid="bib16" firstref="ref24"></nolink> <nolink nlid="nl13" bibid="bib20" firstref="ref25"></nolink>
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  Data: Research consistently describes the large percentage of community college students who struggle to meet their basic needs such as food and housing. These challenges may be exacerbated for students in rural communities. At the same time, we are also learning more about the connection between addressing students' basic needs and improving their educational outcomes. Food pantries are a way community colleges have been responding to food insecurity, and recent trends include expansion of food pantries into basic needs hubs. This article walks through lessons learned in how a faculty member who teaches social work at Northeast Texas Community College, a small, rural college, developed their campus food pantry into a more holistic CARE Center, and did so in the middle of the COVID-19 pandemic.
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