A
Matter
of
Facts
The North Carolina
Community College System
Fact Book
North Carolina Community College System
2008
A
Matter
Of
Facts
The North Carolina
Community College System
Fact Book
2008
North Carolina Community College System
Dr. R. Scott Ralls, President
Raleigh, North Carolina
Telephone 919/ 807- 7100
Fax 919/ 807- 7168
WWW URL http:// www. nccommunitycolleges. edu
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK iii
Preface
The North Carolina Community
College System Fact Book is an
annual publication providing
authoritative data on the status
of the entire System. Although
the target audience is primarily
decision- makers and planners
dependent on timely information
for the success of their
endeavors, the Fact Book also
serves as an excellent reference
and point of entry for anyone
researching the
N. C. Community College System.
Readers should keep in mind
the fluid nature of data, realizing
that the Fact Book is a snapshot
taken once annually. Any
questions or suggestions,
concerning the content,
purpose, or format of the Fact
Book should be directed to
Terry Shelwood,
Director of Planning and Data
Coordination, at 919- 807- 6983.
Contents
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK v
INTRODUCTION ............................................................................................................................... ............................ 1
OUR PURPOSE ............................................................................................................................... ............................. 2
The Working Mission Statement ............................................................................................................................... 3
HISTORY ............................................................................................................................... ...................................... 4
GOALS ............................................................................................................................... ...................................... 5
PROGRAMS ............................................................................................................................... ................................. 6
GOVERNANCE ............................................................................................................................... ............................ 7
FUNDING ............................................................................................................................... ..................................... 9
THE NORTH CAROLINA COMMUNITY COLLEGES FOUNDATION, INC. ...................................................... 10
SERVICE AREA ASSIGNMENTS ............................................................................................................................ 12
STATE- LEVEL STRATEGIC PLANNING ............................................................................................................... 16
MAP ............................................................................................................................... .............................................. 19
PROGRAM BRIEFS ............................................................................................................................... ...................... 21
CURRICULUM PROGRAMS ............................................................................................................................... .... 22
ACCREDITING AGENCIES OF CURRICULUM PROGRAMS .............................................................................. 25
ENROLLMENT OF HIGH SCHOOL STUDENTS IN COMMUNITY COLLEGES ................................................ 26
BASIC SKILLS ............................................................................................................................... ........................... 27
CARL D. PERKINS CAREER AND TECHNICAL EDUCATION ACT OF 2006 .................................................... 28
COMMUNITY SERVICE ............................................................................................................................... ........... 29
CORRECTIONAL EDUCATION ............................................................................................................................... 30
DISTANCE LEARNING ............................................................................................................................... ............ 31
FIRE AND RESCUE TRAINING SERVICES ............................................................................................................ 37
FOCUSED INDUSTRY TRAINING .......................................................................................................................... 38
BIONETWORK..................................................................................................................... ..................................... 39
HUMAN RESOURCES DEVELOPMENT ................................................................................................................ 40
NEW AND EXPANDING INDUSTRY TRAINING .................................................................................................. 41
OCCUPATIONAL CONTINUING EDUCATION ..................................................................................................... 42
PROPRIETARY SCHOOLS LICENSURE ................................................................................................................. 43
SMALL BUSINESS CENTERS ............................................................................................................................... .. 44
WORKFORCE INITIATIVES ............................................................................................................................... .... 45
CUSTOMIZED INDUSTRY TRAINING ( CIT) ......................................................................................................... 46
FINANCE/ FACILITIES/ EQUIPMENT PAGE .......................................................................................................... 47
OVERVIEW OF COMMUNITY COLLEGE BUDGET PROCESS ........................................................................... 48
DESCRIPTION OF STATE LEVEL EXPENDITURES ( YEAR ENDED JUNE 30, 2007) ............................................. 50
REGULAR PROGRAM COST BY PURPOSE ....................................................................................................................... 51
AVERAGE COST PER FTE BY INSTITUTION ................................................................................................................... 52
FACILITIES/ EQUIPMENT/ BOOKS ......................................................................................................................... 54
STUDENT DATA ............................................................................................................................... ........................... 59
CURRICULUM ENROLLMENT BY PROGRAM AREA ......................................................................................................... 60
CONTINUING EDUCATION ENROLLMENT BY PROGRAM AREA ...................................................................................... 60
ANNUAL CURRICULUM FTE BY AREA .......................................................................................................................... 61
ANNUAL CONTINUING EDUCATION FTE BY AREA ....................................................................................................... 61
ENROLLMENTS BY AGE GROUPS ............................................................................................................................... .. 62
ENROLLMENT BY EMPLOYMENT STATUS ..................................................................................................................... 62
ENROLLMENT BY RACE ............................................................................................................................... ................ 63
ENROLLMENT BY GENDER ............................................................................................................................... ............ 63
ENROLLMENT BY RESIDENCY STATUS .......................................................................................................................... 64
ENROLLMENT BY DAY/ EVENING STATUS ..................................................................................................................... 64
CURRICULUM ENROLLMENT BY CREDIT HOURS ........................................................................................................... 65
STUDENT COMPLETIONS BY PROGRAM ......................................................................................................................... 66
CURRICULUM STUDENT ENROLLMENT BY COLLEGE ( UNDUPLICATED HEADCOUNT) .................................................. 69
CONTINUING EDUCATION STUDENT ENROLLMENT BY COLLEGE ( UNDUPLICATED HEADCOUNT) ................................ 70
Contents
vi NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK
ANNUAL FTE BY PROGRAM BY COLLEGE .................................................................................................................... 71
ANNUAL UNDUPLICATED HEADCOUNT BY PROGRAM AREA AND TOTAL, 2002- 03 THROUGH 2006- 07 ....................... 73
ANNUAL FTE BY PROGRAM AREA AND TOTAL 2002- 03 THROUGH 2006- 07 ............................................................... 74
ANNUAL CURRICULUM AND CONTINUING EDUCATION ENROLMENT BY RACE, GENDER, DAY OR
NIGHT, EMPLOYMENT STATUS, AND RESIDENCY 2001- 02 THROUGH 2006- 07* ........................................ 75
ANNUAL CURRICULUM ENROLLMENT BY CREDIT HOUR LOAD 2001- 02 THROUGH 2006- 07* .............. 75
STUDENT FINANCIAL AID SUMMARY FOR UNDERGRADUATE STUDENTS ..................................................................... 76
STAFF/ FACULTY DATA ............................................................................................................................... ............. 79
2007- 08 FULL- TIME SYSTEM TOTALS BY POSITION CATEGORY ................................................................................... 80
2007- 08 FULL- TIME SYSTEM TOTALS BY POSITION CATEGORY BY GENDER ............................................................... 80
2007- 08 FULL- TIME SYSTEM TOTALS BY POSITION CATEGORY BY RACE .................................................................... 81
2007- 08 FULL- TIME SYSTEM TOTALS BY POSITION CATEGORY BY YEARS OF SERVICE AT CURRENT COLLEGE ......... 81
2007- 08 FULL- TIME SYSTEM TOTALS BY POSITION CATEGORY BY EDUCATION LEVEL .............................................. 82
2007- 08 FULL- TIME SYSTEM TOTALS BY POSITION CATEGORY BY POSITION CATEGORY BY MONTHS OF
EMPLOYMENT ............................................................................................................................... ............................... 82
APPENDIX ............................................................................................................................... ..................................... 81
GLOSSARY ............................................................................................................................... ................................ 84
STATE BOARD OF COMMUNITY COLLEGES ..................................................................................................... 88
COMMUNITY COLLEGE PRESIDENTS ............................................................................................................................. 90
COMMUNITY COLLEGE SYSTEM OFFICE STAFF ............................................................................................................ 92
Section I - Introduction
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK 1
INTRODUCTION
OUR PURPOSE ............................................................................................................................... ............................. 2
The Working Mission Statement ............................................................................................................................... 3
HISTORY ............................................................................................................................... ...................................... 4
GOALS ............................................................................................................................... ...................................... 5
PROGRAMS ............................................................................................................................... ................................. 6
GOVERNANCE ............................................................................................................................... ............................ 7
FUNDING ............................................................................................................................... ..................................... 9
THE NORTH CAROLINA COMMUNITY COLLEGES FOUNDATION, INC. ...................................................... 10
SERVICE AREA ASSIGNMENTS ............................................................................................................................ 12
STATE- LEVEL STRATEGIC PLANNING ............................................................................................................... 16
MAP ............................................................................................................................... .............................................. 19
Section I – Introduction
2 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK
OUR PURPOSE
Support of economic growth and prosperity through education was the underlying concept in the
development of the Community College System. All of the institutions in the North Carolina Community
College System offer technical and occupational training and basic education to prepare adults for the job
market. In addition, each community college offers the first two years of a baccalaureate program.
The mission of the System has been defined in the North Carolina General Statutes ( 115D- 1):
. . . the establishment, organization, and administration of a system of educational institutions
throughout the state offering courses of instruction in one or more of the general areas of two year
college parallel, technical, vocational, and adult education programs . . .
The law further states that:
. . . The major purpose of each and every institution operating under the provisions of this Chapter
shall be and shall continue to be the offering of vocational and technical education and training, and
of basic, high school level, academic education needed in order to profit from vocational and
technical education, for students who are high school graduates or who are beyond the compulsory
age limit of the public school system and who have left the public schools. . . .
The statutory mission statement serves to keep the System focused on vocational and technical education. It
also specifically mandates provision of basic academic education for adults through the high school level.
These programs— vocational and technical education, and basic academic education for adults— have
priority status because of their specific place in the statutory mission statement.
The mission directs the System to serve adults and other people who have left the public schools and are
beyond compulsory school age. This definition provides the background for development of policies
governing the institutions' relationship to the public schools.
The " working mission statement" derives from the statutory mission. The State Board of Community
Colleges defines the working mission statement as part of its responsibility to focus system resources on
North Carolina's current and future educational, economic and societal needs. Within the requirements of
NC General Statute 115D, the working mission is dynamic, changing as needed, to reflect changing
priorities.
Section I - Introduction
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK 3
The Working Mission Statement
The mission of the North Carolina Community College System is to open the door to high- quality, accessible
educational opportunities that minimize barriers to post- secondary education, maximize student success,
develop a globally and multi- culturally competent workforce, and improve the lives and well- being of
individuals by providing:
 Education, training and retraining for the workforce, including basic skills and literacy education,
occupational and pre- baccalaureate programs.
 Support for economic development through services to and in partnership with business and industry
and in collaboration with the University of North Carolina System and private colleges and
universities.
 Services to communities and individuals, which improve the quality of life.
Adopted by the State Board of Community Colleges, October 1993; revised March 1994, April
1994; reaffirmed January 1998; revised and adopted June 1998; revised and adopted September
2006.
Section I – Introduction
4 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK
HISTORY
In the years following World War II, North Carolina began a rapid shift from an agricultural to an industrial
economy. With that change came awareness that a different kind of education was needed in the state.
People who did not desire a four- year baccalaureate education nevertheless had the need for more than a high
school diploma.
In 1950, the State Superintendent of Public Instruction authorized a study of the need for a system of tax
supported community colleges. The resulting report, by Dr. Allan S. Hurlburt, was published in 1952. It
proposed a plan for development of state- supported community colleges. In 1957, the General Assembly
adopted the first Community College Act and provided funding for community colleges.
The same ( 1957) General Assembly also provided funding to initiate a statewide system of industrial
education centers. These centers were to train adults and selected high school students in skills needed by
industry. By 1961, there were five public junior colleges emphasizing arts and sciences and seven industrial
education centers focusing on technical and vocational education.
The need to coordinate these two post- high school education systems led Governor Terry Sanford to appoint
the Governor’s Commission on Education beyond the High School ( Irving Carlyle, chair). In 1962, this
commission recommended that the two types of institutions be brought into one administrative organization
under the State Board of Education and local boards of trustees. The resulting unified Community College
System would provide comprehensive post- high school education.
In May 1963, the General Assembly, in line with the Carlyle Commission report, enacted G. S. 115A ( later
changed to 115D), which provided for the establishment of a Department of Community Colleges under the
State Board of Education and for the administration of institutions in the Community College System. There
were then 20 industrial education centers, six community colleges ( three of which became four- year schools
in 1963), and five extension units.
By 1966, there were 43 institutions with 28,250 full- time equivalent ( FTE) enrollments. In 1969, there were
54 institutions with 59,329 FTE. The System had grown rapidly, exceeding ten percent annually nearly
every year until the late 1970s. In 1974– 75, growth reached the 33 percent mark. The System continues to
grow in enrollments nearly every year, but by much more modest margins. The number of colleges has not
increased since Brunswick Community College became the 58th in 1979.
The original legislation placed the Community College System under the purview of the State Board of
Education and created a State Department of Community Colleges. In the early years of the System, the
State Board of Education Chair was Dallas Herring; David Bruton succeeded him in 1977.
In 1979, the General Assembly changed the state control of the System. Provision was made for a separate
State Board of Community Colleges. The Board was appointed and organized in 1980, and met several
times with the State Board of Education. The new Board assumed full responsibility for the System on
January 1, 1981. The Board’s first chairperson was Duke Power company executive Carl Horn. He was
succeeded in 1983 by John A. Forlines, president of the Bank of Granite and then William F. Simpson in
Section I - Introduction
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK 5
1989. In 1993, Lt. Governor Dennis A. Wicker was elected chair and served in this capacity until July of
1999. He was succeeded by retired community college president Dr. G. Herman Porter. Mr. James J.
Woody of Roxboro served as chair from 2001 until July 2005, when Progress Energy executive Hilda
Pinnix- Ragland succeeded him as chair. The North Carolina Community College System has had seven
presidents: I. E. Ready ( 1963- 1970), Ben E. Fountain, Jr. ( 1971- 1978), Larry J. Blake ( 1979- 1982), Robert
W. Scott ( 1983- 1995), Lloyd V. Hackley ( 1995- 1997), Martin Lancaster ( 1997- 2008) and Scott Ralls ( 2008-
present). Charles R. Holloman served in an acting capacity from September, 1978 to July, 1979.
In 1988, the North Carolina Community College System celebrated its 25th anniversary with a highly
successful series of events, including a spectacular concert at the Kennedy Center in Washington, DC,
featuring Visiting Artists from the colleges. For the celebration of its 40th anniversary in 2003, the system,
with the support of the North Carolina Community Colleges Foundation, created the W. Dallas Herring
Leadership Development Institute.
In November of 1987, the State Board established the Commission on the Future of the North Carolina
Community College System. The 23- member, blue ribbon panel of business, civic and education leaders
was charged with establishing a systemwide agenda for policy and action over the next 25 years. The
resulting Commission on the Future report, released in 1989, outlined 33 recommendations for action and
change. These recommendations for action and change have served as the foundation of the System planning
process since 1989. The influence of the Commission on the Future report is evident in the 2005– 2007
System Strategic Plan goals and objectives.
STATE BOARD OF COMMUNITY COLLEGES
GOALS
1. Economic and Workforce Development: To support North Carolina businesses, industries and
citizens in growing the North Carolina economy and to enhance the level of workforce technology
by preparing competent workers.
2. Enrollment Management: To meet increasing diverse learners’ needs through innovative non-traditional
and traditional programs.
3. Accountability in the Use of Technology: To assess the effective and efficient use of
information technology.
4. Development of Resources: To account for and equitably distribute appropriations and to
continuously analyze and articulate resources necessary to fulfill the North Carolina
Community College System mission.
Section I – Introduction
6 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK
PROGRAMS
The North Carolina Community College System offers a comprehensive range of educational programs to
meet the needs of local communities for workforce preparedness and higher academic education, basic
educational skills, job retraining, personal growth and development, and community and economic
development. These programs are organized under several broad categories.
Curriculum programs are made up of credit courses leading to certificates, diplomas, or associate degrees,
which range in length from one semester to two years. Most of the programs offered within the Community
College System are designed to prepare individuals for entry level technical positions in business and
industry with an associate of applied science degree. Each college also offers credit courses in the arts and
sciences leading to an associate degree designed for transfer at the junior level into a senior college or
university. Developmental education courses are available for students who need to improve their skills so
that they can perform at the level required for college transfer, certificate, diploma and associate degree
programs. Developmental education programs consist of courses and support services which include, but are
not limited to, diagnostic assessment and placement, tutoring, advising, and writing assistance. These
courses do not earn credit toward a degree, diploma or certificate but provide the student with courses for
academic readiness.
Another category of programs is continuing education. These non- credit courses may be occupational,
academic, or avocational in nature. Some are offered as a categorically- funded community service. Others
are designed to upgrade occupational skills and are funded through enrollment driven formulas ( see Finance).
Each of the colleges also offers instruction in basic academic skills which include Adult Basic Education ( K–
8 basic literacy skills), Adult High School and GED programs ( 9– 12 academic preparation), Compensatory
Education, and English as a Second Language ( ESL).
Because of the unique character of community colleges, student services programs play an especially
important role in the life of the colleges. Students receive academic, personal and career counseling services,
special assessment and placement assistance, help in transition to work and job development, and a variety of
other services which are essential to the success of the instructional programs.
Finally, there is a broad effort in specialized programming, often targeting the economic development of the
community. Customized Training and the Small Business Center Network provide direct consulting and
custom training to business and industry to promote their success. The Human Resources Development and
Job Training Partnership Act Programs provide services and training specifically targeted to the unemployed
and disadvantaged. A variety of other programs connects the colleges uniquely to the needs and aspirations
of their communities.
Section I - Introduction
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK 7
GOVERNANCE
The State of North Carolina has assigned the 58 public community colleges to the State Board of Community
Colleges. The Board has full authority to adopt all policies, regulations and standards it may deem necessary
for operation of the System. The North Carolina Community College System Office serves as a resource
agency and an administrative arm of the State Board. In 1999, the General Assembly officially changed the
System Office name from the Department of Community Colleges to the North Carolina Community College
System Office.
The State Board is responsible solely for the Community College System and is not under the domain of any
other board or commission. Members of the State Board are selected by the Governor and the General
Assembly. Members represent business, industry, education, and government.
The Board consists of 21 members. The Lieutenant Governor and the State Treasurer are ex officio
members. The Governor appoints 10 members, four from the state at large and one from each of the six
trustee regions. Four are elected by the Senate and four more by the House. The president or vice president
of the North Carolina Comprehensive Community College Student Government Association serves as an ex
officio member. Terms are staggered and expire every odd- numbered year. No person may be appointed or
elected to more than two consecutive terms of six years.
The Board meets at least ten times per year to evaluate the recommendations of the System Office, to set
policy for the System, and to oversee its operation. Members elect a board chair to serve as the Board's
leader, spokesperson, and presiding officer. The Chair is responsible for projecting the public image of the
Board and providing positive leadership.
The System Office, headed by the System President, provides state- level administration and leadership of the
Community College System under the direction of the State Board of Community Colleges.
The State Board has three major functions: ( 1) equitable distribution of funds and fiscal accountability, ( 2)
establishing and maintaining state priorities, and ( 3) educational program approval and accountability.
Through the exercise of its authority in these areas, the State Board can recommit the System to existing
policies or alter the direction of the System through changes in policy.
As part of its administrative function, the System Office provides support services for the various program
offerings such as nursing, agriculture, and business. The System President's staff assists staff at the colleges
by helping to develop and implement curriculums and other programs and by providing technical assistance
in a range of areas. The System Office provides other services for the System that would be difficult for an
individual institution to initiate, such as statewide data collection.
At the local level, each of the colleges operates under a board of trustees. Each board is composed of a
minimum of twelve citizens from the service area in which the college is located. The president or chairman
of the executive board of the student body serves as an ex officio member. Local board members are
appointed for staggered four- year terms. Four members each are elected by the local school board and the
board of commissioners of the administrative area of the institution. Four members are appointed by the
Governor.
Section I – Introduction
8 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK
The board of trustees sets local policy. The local board elects and the State Board approves selection of each
college's president. The president operates the college within state policies and policies adopted by the local
trustees. Administrative decisions, such as employment of faculty members, may be made by the president.
All personnel employed at the colleges are employees of the college and not of the State of North Carolina.
Section I - Introduction
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK 9
FUNDING
By law, the State Board of Community Colleges is responsible for providing funds to meet the financial
needs of the colleges in accordance with the policies and regulations of the Board. The State Board has
delegated authority to the local trustees to disburse the funds within these policies and regulations.
Sources of funding include state, federal, and local government as well as tuition. For 2007– 08 the tuition
rate is $ 42.00 per semester hour and $ 672.00 maximum tuition charge per semester for in- state students. For
out- of- state students, the tuition is $ 233.30 per semester hour and $ 3,732.80 maximum charge per semester.
State funds may be used by community colleges for current operating expenses, equipment, library books,
acquisition of land and capital construction.
Local funds must be used for operating and maintaining facilities or to supplement any state budget item.
The percentages of funding origination for 2007– 08 are as follows:
State.................. 70.7%
Local................. 12.8%
Tuition.............. 12.1%
Federal................ 2.3%
Other................... 2.1%
These funds are deposited into the State Treasury. The largest portion is allocated to the colleges based on a
formula adopted by the State Board. This formula is stated in Title 23 2D. 0300 of the North Carolina
Administrative Code ( APA). Other funds are appropriated by the legislature and federal government for
special purposes.
The State Board allocates the funds to the local boards of trustees which are responsible for using these funds
in accordance with State Board policies and state and federal laws and regulations.
It is the intent of the System to minimize the out- of- pocket expense to students. For that reason, tuition is
kept as low as possible. In addition, state and federal aid is provided by grants, loans, and scholarships.
Many private companies have established scholarship funds at the local and state level.
The Community College System Office audits the enrollment records of the colleges, and the State
Auditor's office audits their financial records.
North Carolina's fiscal year runs from July 1 to June 30. Unless otherwise specified, all funds not expended
during that period revert to the general treasury and are available to the Legislature for re- appropriation.
Section I – Introduction
10 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK
THE NORTH CAROLINA COMMUNITY COLLEGES FOUNDATION, INC.
The Need
The System relies primarily on state, local, and federal governmental units and tuition/ fees for both operating
and capital investment funds. In the early years of the System’s history, traditional funding sources were
adequate. During the 1970s and 1980s, increased competition for state and local funds, inflation, the need to
update programs and equipment, and demographic changes eroded the System’s financial base of support.
As the System matured, all 58 community colleges established foundations for the purpose of raising funds
from private sources to support a variety of activities and local projects.
The Community College System also realized a need to attract support from large companies and
corporations whose presence in North Carolina is pervasive and not related to any particular college. Thus,
the NCCCF was established as an avenue to large donors who depend on the Community College System for
many of their employees. It is important to note that the NCCCF is not a competitor with local institutional
foundations. Rather it is a resource to be used in increasing local support. After several years of inactivity,
the Foundation was reorganized in 1998 under the leadership of a Board of Directors recruited from the
state’s top business, government, and education leaders.
The Foundation Purposes
The North Carolina Community Colleges Foundation, Inc. was chartered on September 11, 1986 as a
nonprofit charitable corporation and has a 501( c) ( 3) designation by the Internal Revenue Service. A board
of directors manages the foundation.
The purposes of the foundation are to:
 Support the mission of the Community College System and to foster and promote the growth,
progress, and general welfare of the System.
 Support programs, services, and activities of the Community College System which promote the
mission of the System.
 Support and promote excellence in administration and instruction throughout the System.
 Foster quality in programs and encourage research to support long- range planning in the System.
 Provide an alternative vehicle for contributions of funds to support programs, services, and activities
that are not being funded adequately through traditional resources.
 Broaden the base of the Community College System’s support.
 Lend support and prestige to fund- raising efforts of the institutions in the System.
 Communicate to the public the System’s mission and responsiveness to local needs.
Section I - Introduction
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK 11
Foundation Activities
One of the most important activities of the Foundation is funding of fellowships to the W. Dallas Herring
Leadership Institute, which prepares outstanding senior executives in North Carolina’s community colleges
to become community college presidents.
The Foundation sponsors statewide awards, which include cash gifts, to recognize outstanding leadership in
the North Carolina Community College System, including:
 The Excellence in Teaching Award presented by the State Board of Community Colleges and
endowed by RJ Reynolds.
 The Staff Person of the Year Award, endowed by BB & T.
 The President of the Year Award, endowed by Wachovia.
The Foundation also assists in funding special events involving the whole system, including the annual Day
of Recognition and the Academic Excellence Awards Luncheon honoring the top students from each
community college.
The Foundation manages a number of scholarship funds, including the GSK North Carolina Teacher
Preparation Endowment. From time to time, the Foundation also awards grants for specific purposes,
including innovation and professional development, to individual community colleges.
Section I – Introduction
12 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK
SERVICE AREA ASSIGNMENTS
Philosophy
While service areas were established in order to regulate the offering of courses by a community college in
specific geographic areas, the assignments do not regulate or establish attendance areas. Citizens may enroll
in any course at any college they choose.
Purpose
The purpose of service area assignments is to assign specific geographic areas for all colleges, thereby
assigning the authority and responsibility for providing courses in a county other than the one in which the
college is located. The assignments also include a coordination procedure, whereby a college may offer
courses in another college's service area when there is mutual consent and written agreement ( Title 23
2C. 0107 of the North Carolina Administrative Code).
COLLEGE SERVICE AREA ( See Special Provisions 1– 7, p. 16)
Alamance CC ....................................................... Alamance
Asheville- Buncombe TCC ................................... Buncombe, Madison
Beaufort County CC ............................................ Beaufort, Hyde, Tyrrell, Washington 7
Bladen CC ............................................................ Bladen
Blue Ridge CC ..................................................... Henderson, Transylvania
Brunswick CC ...................................................... Brunswick
Caldwell CC & TI ................................................ Caldwell, Watauga
Cape Fear CC ....................................................... New Hanover, Pender
Carteret CC .......................................................... Carteret
Catawba Valley CC .............................................. Alexander, Catawba 5
Central Carolina CC ............................................. Chatham, Harnett, Lee
Section I - Introduction
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK 13
COLLEGE SERVICE AREA ( See Special Provisions 1– 7, p. 16)
Central Piedmont CC ........................................... Mecklenburg
Cleveland CC ....................................................... Cleveland
Coastal Carolina CC ............................................ Onslow
College of The Albemarle .................................... Camden, Chowan, Currituck, Dare, Gates
Pasquotank, Perquimans,
Craven CC ............................................................ Craven
Davidson County CC ........................................... Davidson, Davie 4
Durham TCC ........................................................ Durham, Orange
Edgecombe CC .................................................... Edgecombe
Fayetteville TCC .................................................. Cumberland
Forsyth TCC ........................................................ Forsyth, Stokes
Gaston College ..................................................... Gaston, Lincoln
Guilford TCC ....................................................... Guilford
Halifax CC ........................................................... Halifax, Northampton ( Townships of Gaston,
Occoneechee, Pleasant Hill, and Seaboard)
Haywood CC ....................................................... Haywood
Isothermal CC ...................................................... Polk, Rutherford
James Sprunt CC .................................................. Duplin
Johnston CC ......................................................... Johnston
Lenoir CC ............................................................ Greene, Jones, Lenoir
Martin CC ............................................................ Bertie ( Townships of Indian Woods,
Merry Hill), Martin, Washington 1, 7
Mayland CC ......................................................... Avery, Mitchell, Yancey
McDowell CC ...................................................... McDowell
Section I – Introduction
14 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK
COLLEGE SERVICE AREA ( See Special Provisions 1�� 7, p. 16)
Mitchell CC .......................................................... Iredell 5
Montgomery CC .................................................. Montgomery
Nash CC ............................................................... Nash
Pamlico CC .......................................................... Pamlico
Piedmont CC ........................................................ Caswell, Person 3
Pitt CC .................................................................. Pitt
Randolph CC ........................................................ Randolph
Richmond CC....................................................... Richmond, Scotland
Roanoke- Chowan CC .......................................... Bertie ( Townships of Colerain, Mitchells, Roxobel,
Snakebite, Whites, and Woodville), Hertford,
Northampton ( Townships of Jackson, Kirby,
Rich Square, Roanoke, and Wiccacanee) 1
Robeson CC ......................................................... Robeson
Rockingham CC ................................................... Rockingham
Rowan- Cabarrus CC ............................................ Cabarrus, Rowan 2
Sampson CC ........................................................ Sampson
Sandhills CC ........................................................ Hoke, Moore
South Piedmont CC .............................................. Anson, Union 6
Southeastern CC................................................... Columbus
Southwestern CC ................................................. Jackson, Macon, Swain
Stanly CC ............................................................. Stanly
Surry CC .............................................................. Surry, Yadkin
Tri- County CC ..................................................... Cherokee, Clay, Graham
Vance- Granville CC ............................................. Franklin, Granville, Vance, Warren
Section I - Introduction
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK 15
COLLEGE SERVICE AREA ( See Special Provisions 1– 7, p. 16)
Wake TCC ........................................................... Wake
Wayne CC ............................................................ Wayne
Western Piedmont CC .......................................... Burke
Wilkes CC ............................................................ Alleghany, Ashe, Wilkes
Wilson CC ............................................................ Wilson
Special Provisions
1. Bertie County is divided between Roanoke- Chowan CC and Martin CC as stated in the service area
assignments. In the case of offering courses within the town or township of Windsor, Martin CC has
exclusive authority for offering curriculum and adult basic education courses, and both Martin CC
and Roanoke- Chowan CC are authorized to offer other continuing education courses.
2. Cabarrus County is assigned to Rowan- Cabarrus CC which is authorized to offer all courses.
3. Caswell County is assigned to Piedmont CC which is authorized to offer all courses in Caswell
County.
4. Davie County is assigned to Davidson County CC which is authorized to offer all courses in Davie
County.
5. Catawba Valley CC is authorized to continue offering the furniture training program at the
Iredell Prison Unit. This exception shall be re- examined periodically by the System President with
his findings reported to the State Board.
6. South Piedmont CC is a multicampus community college authorized to serve Anson and Union
Counties.
7. Martin CC is authorized to offer in Washington County all adult basic education, adult high
school/ GED, fire training, emergency medical training, and in- plant training.
Revised February 2002
Section I – Introduction
16 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK
STATE- LEVEL STRATEGIC PLANNING
The North Carolina Community College System maintains a biennial system- level strategic plan, approved by the
State Board of Community Colleges and developed with comprehensive environmental data and substantive
stakeholder input.
The NCCCS state- level plan sets the strategic direction for the System, supports the ongoing effectiveness of
individual NCCCS institutions, provides a framework for legislative budget requests, and is designed to achieve
several key purposes:
1. Identifying specific and critical issues and trends that have the potential to either prevent or permit effective
achievement of the NCCCS mission.
2. Developing conceptual and technical solutions to address the impact of identified critical issues.
3. Acquiring adequate resources to support developed solutions.
After a review of past and current planning processes, the NCCCS initiated several changes aimed at improving
the utility and timeliness of its planning efforts in 2005. Environmental scanning was broadened to include
representatives from all internal as well as external stakeholder groups, the planning calendar was adjusted and
synchronized to take better advantage of the Legislature’s budgeting cycle, and a formal review cycle was
instituted.
2007- 09 Strategic Plan: Approved by the State Board of Community Colleges in April 2006, the primary
components of the 2007- 09 NCCCS Strategic Plan include a set of Critical Issues gleaned from a comprehensive
set of planning assumptions. These components are described below are accessible at the URLs provided:
Planning Assumptions: Developed after a comprehensive literature review of environmental trends combined with
input from internal and external experts- in- field, the Planning Assumptions provide context and set the tone for
the 2007- 09 Strategic Plan by projecting what future trends and issues NCCCS institutions can expect.
http:// www. nccommunitycolleges. edu/ Planning/ docs/ strategic_ plan_ docs/ Planning_ assumptions_ final. pdf
Critical Issues: Culled from the Planning Assumptions by a representative Planning Council of key internal and
external stakeholders, the 2007- 09 Strategic Plan identifies five Critical Issues that have potential for affecting the
ability of the System Office and NCCCS institutions to achieve effectively their collective missions: Changing
Demographics, Fiscal Resources, Human Resources, Technology, and Increasingly Competitive Market.
http:// www. nccommunitycolleges. edu/ Planning/ docs/ strategic_ plan_ docs/ 2007_ 09_ draft_ NCCCSplan. pdf
2009- 11 Strategic Plan: Preparation of the 2009- 2011 Strategic Plan is slated to commence pending an
organizational review by incoming NCCCS President, Dr. Scott Ralls.
COLLEGE- LEVEL PLANNING
While state- level planning supports the collective mission of all 58 NCCCS institutions, individual colleges are
responsible for developing planning and evaluation systems that support local interests and comply with
requirements established by the North Carolina General Assembly, the Southern Association of Colleges and
Schools ( SACS), and the State Board of Community Colleges, which include the following:
 Institutional Effectiveness Plan Mandate – North Carolina General Assembly: In its 1989 session,
the North Carolina General Assembly adopted a provision ( S. L. 1989; C. 752; S. 80) which mandates that,
each college shall develop an institutional effectiveness plan, tailored to the specific mission of the
college. This plan shall be consistent with the Southern Association of Colleges and Schools criteria and
provide for collection of data as required by the ' Critical Success Factors' list.
Section I - Introduction
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK 17
 Principles of Accreditation – Commission on Colleges, Southern Association of Colleges &
Schools: Core Requirement 2.5 of the COC Principles of Accreditation stipulates that colleges are to
engage in ongoing, integrated, and institution- wide research- based planning and evaluation process
that ( a) results in continuing improvement and ( b) demonstrates that the institution is effectively
accomplishing its mission.
 In addition, Core Requirement 2.12 requires that all colleges seeking Reaffirmation of Accreditation
must engage in developing a Quality Enhancement Plan ( QEP), which is to be a course of action for
institutional improvement that addresses an issue critical to enhancing educational quality and
directly related to student learning and which is part of ongoing planning and evaluation processes.
( Specific information on SACS Principles/ Philosophy of Accreditation, Core Requirements and
Comprehensive Standards is located at http:// www. sacscoc. org. Additional SACS- related
information is also available on the System Office Web site at the following URL:
http:// www. ncccs. cc. nc. us/ SACS/.)
INSTITUTIONAL EFFECTIVENESS PLAN GUIDELINES
In 1999, the State Board approved Institutional Effectiveness Plan Guidelines establishing minimum
conditions for meeting the state and federal requirements outlined above. College compliance with these
approved guidelines is monitored by NCCCS Audit Services staff in conjunction with the annual audit
process. Auditors review college plans for general currency and to ensure that any special General Assembly
and State Board planning mandates are being observed. College plans are not evaluated for total quality or
content, responsibilities that instead are entrusted to individual colleges and the Southern Association of
Colleges and Schools.
The following Institutional Effectiveness Plan Guidelines outline the minimum requirements deemed
necessary by the State Board of Community Colleges to meet required state and federal mandates. Please
note that guidelines are intentionally general in order to allow maximum flexibility for colleges to develop
plans best suited for individual institutional situations. Likewise, colleges are encouraged to expand and
build upon these guidelines.
1. All colleges must develop and implement an annual planning process that results in an institutional
effectiveness plan. Colleges have the flexibility to develop biennial plans as long as a process of annual
review and revision is in place. It is expected that each college will follow the principles of good
planning.
2. College plans should address, where appropriate, System identified critical issues, goals and objectives
as set forth in the NCCCS Strategic Plan. Information about the most recent System- level Plan is
available at http:// www. nccommunitycolleges. edu/ Planning/ index. html.
3. Colleges must address any special planning mandates of the General Assembly or the State Board of
Community Colleges in their plan unless other processes are developed by the System Office to meet
those mandates. Currently planning mandates are in place for Technology and Diversity Plans.
4. Compliance with the institutional effectiveness plan mandate will be determined by the Audit Services
staff as part of the annual audit process. The audit staff will determine the currency of the college's plan
and that colleges are responding to any special planning mandates of the General Assembly and the State
Board of Community Colleges. The role of the audit staff will be to determine if the college has an
Section I – Introduction
18 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK
ongoing planning process in place and has addressed state mandates where required. The audit staff will
not analyze the plans for content or principles of good planning. This responsibility lies with the college
and with the Southern Association of Colleges and Schools. Colleges will no longer be required to
submit an institutional effectiveness plan to the System Office.
5. The Planning and Research Section of the North Carolina Community College System Office will
continue to provide technical assistance to the colleges in the area of planning when requested.
6. These guidelines will be implemented in the 1999- 2000 academic year.
CRITICAL SUCCESS FACTORS
The State Board of Community Colleges has adopted a set of five Critical Success Factors with42 related
performance measures, which assess the overall performance of the System. The 1989General Assembly
mandate requiring Institutional Effectiveness Plans stipulates that colleges develop plans that provide for
collection of Critical Success Factors data.
 Core Indicators of Student Success
 Workforce Development
 Diverse Populations Learning Needs
 Resources
 Technology
System and college- level data are collected on 42 measures of progress toward success as indicated by the
factors. An initial report, presenting five years of data, was presented to the State Board of Community
Colleges and the General Assembly in April 1990. The current Critical Success Factors report can be found
at the following URL:
http:// www. nccommunitycolleges. edu/ Publications/ docs/ Publications/ csf2006. pdf.
Section I – Introduction
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK 19
Section I – Introduction
20 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK
Section II – Program Briefs
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK 21
PROGRAM BRIEFS
CURRICULUM PROGRAMS ............................................................................................................................... .... 22
ACCREDITING AGENCIES OF CURRICULUM PROGRAMS .............................................................................. 25
ENROLLMENT OF HIGH SCHOOL STUDENTS IN COMMUNITY COLLEGES ................................................ 26
BASIC SKILLS ............................................................................................................................... ........................... 27
CARL D. PERKINS CAREER AND TECHNICAL EDUCATION ACT OF 2006 .................................................... 28
COMMUNITY SERVICE ............................................................................................................................... ........... 29
CORRECTIONAL EDUCATION ............................................................................................................................... 30
DISTANCE LEARNING ............................................................................................................................... ............ 31
FIRE AND RESCUE TRAINING SERVICES ............................................................................................................ 37
FOCUSED INDUSTRY TRAINING .......................................................................................................................... 38
BIONETWORK..................................................................................................................... ..................................... 39
HUMAN RESOURCES DEVELOPMENT ................................................................................................................ 40
NEW AND EXPANDING INDUSTRY TRAINING .................................................................................................. 41
OCCUPATIONAL CONTINUING EDUCATION ..................................................................................................... 42
PROPRIETARY SCHOOLS LICENSURE ................................................................................................................. 43
SMALL BUSINESS CENTERS ............................................................................................................................... .. 44
WORKFORCE INITIATIVES ............................................................................................................................... .... 45
CUSTOMIZED INDUSTRY TRAINING ( CIT) ......................................................................................................... 46
Section II – Program Briefs
22 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK
CURRICULUM PROGRAMS
The 58 colleges in the North Carolina Community College System offer a collective total of more than 1,000
curriculum programs under more than two hundred fifty curriculum titles. Programs are offered at the
certificate, diploma and the associate degree levels.
Certificate programs range from 12 to 18 semester hour credits and can usually be completed within one
semester by a full- time student.
Diploma programs range from 36 to 48 semester hour credits and can usually be completed within two
semesters and one summer term by a full- time student. In addition to technical/ major course work, diploma
programs require a minimum of six semester hour credits of general education. General education
requirements include course work in communications.
Most curriculum programs lead to an associate of applied science degree. Associate of applied science
degree programs range from 64 to 76 semester hour credits. A full- time student can typically complete one
of these programs within two years. In addition to technical/ major course work, associate of applied science
degree programs require a minimum of 15 semester hour credits of general education. General education
requirements include course work in communications, humanities/ fine arts, social/ behavioral sciences and
natural sciences/ mathematics.
New programs are established as a response to local and regional labor market needs and student demand.
Each program is approved by the State Board of Community Colleges following a curriculum approval
process for applications submitted by individual community colleges. Curriculums are designed and
developed by the applying college with input from employers and advisory committee members. Many
programs being offered are of regional interest and may be offered by only one or a small number of colleges
within the System.
Section II – Program Briefs
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK 23
Associate in Arts, Associate in Fine Arts, and Associate in Science
Community colleges offer college transfer programs through the associate in arts ( AA), associate in fine arts
( AFA), and associate in science ( AS) degrees. Either the AA, AS, or the AFA is approved to be offered at all
of the 58 colleges.
The associate in arts and the associate in science programs are part of the Comprehensive Articulation
Agreement ( CAA) that addresses the transfer of students in the North Carolina Community College System
and the constituent institutions of the University of North Carolina and provides guidance for students
seeking an associate in fine arts degree. These programs are also part of the Independent Comprehensive
Articulation Agreement ( ICAA) that addresses the transfer of students in the North Carolina Community
College System and many of the institutions of the North Carolina Independent Colleges and Universities.
Associate in General Education
General education programs are designed for individuals wishing to broaden their education, with emphasis
on personal interest, growth and development. The two- year general education program provides students
opportunities to study English, literature, fine arts, philosophy, social science, and science and mathematics
at the college level. All courses in the program are college- level courses. Many of the courses are equivalent
to college transfer courses; however, the program is not principally designed for college transfer. The
associate in general education degree is offered by 54 of the colleges.
CC— COMMUNITY COLLEGE GENERAL
TCC— TECH. COM. COLL. EDUCATION COLLEGE
TI— TECHNICAL INSTITUTE ( A10300) TRANSFER
Alamance CC  
Asheville– Buncombe TCC 
Beaufort County CC  
Bladen CC  
Blue Ridge CC  
Brunswick CC  
Caldwell CC & TI  
Cape Fear CC  
Carteret CC 
Catawba Valley CC  
Central Carolina CC  
Central Piedmont CC  
Cleveland CC  
Coastal Carolina CC  
College of The Albemarle  
Craven CC  
Davidson County CC  
Durham TCC  
Edgecombe CC  
Section II – Program Briefs
24 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK
CC— COMMUNITY COLLEGE GENERAL
TCC— TECH. COM. COLL. EDUCATION COLLEGE
TI— TECHNICAL INSTITUTE ( A10300) TRANSFER
Fayetteville TCC  
Forsyth TCC  
Gaston College  
Guilford TCC  
Halifax CC  
Haywood CC  
Isothermal CC  
James Sprunt CC  
Johnston CC  
Lenoir CC 
Martin CC  
Mayland CC  
McDowell TCC  
Mitchell CC  
Montgomery CC  
Nash CC  
Pamlico CC  
Piedmont CC  
Pitt CC  
Randolph CC  
Richmond CC  
Roanoke- Chowan CC  
Robeson CC  
Rockingham CC  
Rowan– Cabarrus CC 
Sandhills CC  
Sampson CC  
South Piedmont CC  
Southeastern CC  
Southwestern CC  
Stanly CC  
Surry CC  
Tri- County CC  
Vance- Granville CC  
Wake TCC  
Wayne CC  
Western Piedmont CC  
Wilkes CC  
Wilson CC  
Section II – Program Briefs
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK 25
ACCREDITING/ APPROVING AGENCIES
Accreditation Council for Occupational Therapy Education of the American Occupation Therapy Association
American Bar Association
American Board of Funeral Service Education
American Culinary Federation
American Institute of Banking
American Society of Health System Pharmacists
American Veterinary Medical Associates, Committee on Veterinary Technician Education and Activities
Commission on Accreditation of Allied Health Education Programs
Commission on Accreditation in Physical Therapy Education
Commission on Accreditation for Health Informatics and Information Management
Commission on Dental Accreditation of the American Dental Association
Commission on Opticianry Accreditation
Federal Aviation Administration
National Accrediting Agency for Clinical Laboratory Sciences
National Association for the Education of Young Children/ Associate Degree Accreditation
National Automotive Technicians Education Foundation
National League for Nursing Accrediting Commission, Incorporated
North American Wildlife Technology Association
North Carolina Board of Barber Examiners
North Carolina Board of Funeral Service
North Carolina Board of Massage and Bodywork Therapy
North Carolina Board of Nursing
North Carolina Criminal Justice Education and Training Standards Commission
North Carolina Real Estate Commission
North Carolina Real Estate Appraisal Board
North Carolina State Board of Cosmetic Arts
Partnership for Air- Conditioning and Refrigeration
Southern Association of Colleges and Schools
Technological Advisory Council
Section II – Program Briefs
26 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK
ENROLLMENT OF HIGH SCHOOL STUDENTS IN COMMUNITY COLLEGES
Role Statement
The community colleges and public schools of North Carolina collaborate to provide flexible, seamless,
student- centered educational opportunities for all North Carolina high school students, which maximize the
use of resources and educational opportunities not otherwise accessible.
Purpose and Objectives
Cooperative programming efforts between public and non- public agencies responsible for providing
educational programs and services are intended to foster the effective utilization of available resources and to
provide for more comprehensive educational opportunities. Such programming is intended to enhance
educational choices for high school students. Cooperative program agreements between community colleges
and high schools have been developed in accordance with this premise, and the resulting plans for offering
courses reflect this philosophy.
Cooperative programming is accomplished through a wide array of articulation initiatives that facilitate
effective and appropriate planning for the enrollment of high school students authorized initially by the
Huskins Bill, the State Board of Community Colleges’ concurrent enrollment policies, and Intellectually
Gifted and Mature Students policies and procedures. In 2006- 2007, the North Carolina Community
Colleges provided courses to 9,236 concurrently enrolled students and 17,365 Huskins Bill students.
The objectives of these programs are:
1) to provide an opportunity for high school students to participate in college courses not otherwise
available;
2) to enhance the motivation and achievement of high school students;
3) to encourage high school students to utilize post secondary opportunities as a means for pursuing
lifelong educational and training goals; and,
4) to maximize the use of State resources while not duplicating course offerings.
Currently, NC community colleges are working collaboratively to provide Early College High School on
higher education campuses to assist with high school reform. Promising high school students with potential
to master college level work are selected to attend. In the 2007- 08 school year, 42 Learn and Earn Early
College High Schools were open, serving nearly 5,200 students. Additionally, thanks to the leadership of
Governor Mike Easley and the NC General Assembly, North Carolina public high school students can earn
college credits through a special initiative called Learn and Earn Online. Qualified students in participating
public high schools can take a variety of online college credit courses at no cost to them or their families.
Students earn both high school and college credit for completed courses. These high schools receive
assistance from the Bill and Melinda Gates Foundation through the North Carolina New Schools Project
under the leadership of the NC Education Cabinet.
Section II �� Program Briefs
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK 27
BASIC SKILLS
The mission of the Basic Skills program is to assist adults to become literate and obtain the knowledge and
skills necessary for employment and self- sufficiency, assist adults who are parents to obtain the educational
skills necessary to become full partners in the educational development of their children, and assist adults in
the completion of a secondary school education. The system provides educational opportunities for adults to
improve their reading, writing, mathematics, and communication skills through five major program
components.
Adult Basic Education ( ABE)— A program of instruction designed for adults who lack competence in
reading, writing, speaking, problem solving, or computation at a level necessary to function in society, on a
job or in the family.
General Educational Development ( GED)— A program of instruction designed to prepare adult students to
pass the GED tests that lead to a high school diploma equivalency.
Adult High School ( AHS)— A program of instruction offered cooperatively with local public school
systems to help adults earn an Adult High School Diploma.
English Literacy/ English as a Second Language ( ESL)— A program of instruction designed to help adults
who have limited English proficiency achieve competence in the English language.
Compensatory Education ( CED)— A program to compensate adults with intellectual disabilities ( formally
called mental retardation) who have not had an education or who have received an inadequate one. The
program requires specialized diagnosis and consists of a specially designed curriculum.
The main emphasis of the Basic Skills program is helping all individuals gain the competencies and skills
they need to function effectively in society; therefore, even students who have a high school diploma may
enroll in Basic Skills. Students with a high school diploma are allowed to enroll in Adult Basic Education
( ABE) if their skills are below high school level. A limited number of adults who score at the high school
level may also be served, especially in workplace or family literacy classes. HSG* ( High School Graduate)
is the designation for students with a high school diploma who enroll in AHS or GED programs. Students
must be placed in these programs by a placement test.
ENROLLMENT
YEAR ESL ABE AHS GED CED HSG TOTAL
2001– 02 41,672 82,294 9,554 23,569 ** 5,125 158,658
2002– 03 37,448 77,382 8,350 17,437 ** 3,886 144,503
2003– 04 36,708 77,509 7,661 16,774 ** 2,237 140,889
2004– 05 36,883 77,708 7,090 16,543 ** 1,795 140,019
2005– 06 35,258 75,793 6,772 16,258 ** 1,811 135,892
2006– 07 37,280 73,359 6,720 16,549 ** 1,412 135,320
* High School Graduate ( HSG) is the designation for students with a high school diploma who enroll in AHS
or GED programs.
** Compensatory Education ( CED) while still a program is no longer considered an educational functioning level in
Basic Skills. Students enrolled in the CED program are tested and placed in one of the other programs/ levels shown.
Section II – Program Briefs
28 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK
CARL D. PERKINS CAREER AND TECHNICAL EDUCATION ACT OF 2006
The purpose of the Carl D. Perkins Career and Technical Education Act is to make the United States more
competitive in the world economy by developing more fully the academic, career, and technical skills of
students who enroll in career and technical education programs. This is achieved through concentrating
resources on improving educational programs and services that lead to academic and occupational skill
competencies needed to work in a technologically advanced society.
This Act provides federal resources to support programs and activities that strengthen student skills, promote
integration of academic and technical instruction, expand the use of technology, provide professional
development, and increase opportunities for special population students.
Key elements of the Act:
 Requires 85% of the available funds be allocated to local community colleges by a formula
based upon the number of Pell Grant recipients in a college as a percentage of such recipients in
the System.
 Places major emphasis on providing strong academic and career and technical competencies,
integrating instruction, providing professional development, and expanding the use of
technology in the classroom.
 Maintains emphasis on providing services for students who are members of a special population
( persons with disabilities, economically disadvantaged persons, individuals preparing for non-traditional
training and employment, single parents, displaced homemakers, and individuals with
limited English proficiency).
 Provides greater accountability by requiring the measurement of student achievement against
established core indicators of performance at both state and local levels.
 Maintains funding for Tech Prep through Title II of the Act. A Tech Prep program combines
two years of secondary education with a minimum of two years of postsecondary education in a
non- duplicative, sequential course of study. The program integrates academic and career and
technical instruction, utilizes work- based learning, builds student competence in math, science,
reading, writing, communications, economics, and workplace skills, and leads to an associate or
baccalaureate degree, and/ or placement in appropriate employment.
Section II – Program Briefs
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK 29
COMMUNITY SERVICE
Community service programs are designed to provide courses, seminars and activities that ( 1) contribute to
the community’s overall cultural, civic and intellectual growth; and ( 2) assist adults in the development of
new personal or leisure skills or the upgrading of existing ones.
Community Service Courses— Community Service courses consist of single courses, each complete in
itself, that focus on an individual’s personal or leisure needs.
Cultural and Civic Activities— The cultural and civic, and intellectual growth component of this program
meets community needs through lecture and concert series, art shows, the use of college facilities by
community groups, providing speakers to community organizations, and providing visiting artist activities
for college communities. Visiting artists may be provided an opportunity to work as artists in residence to
enhance local arts resources and promote the various visual, performing and literary arts in communities
throughout North Carolina.
Each college must address community service programs in the colleges’ institutional effectiveness plan,
which is submitted annually to the System Office.
Section II – Program Briefs
30 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK
CORRECTIONAL EDUCATION
Correctional education includes classes offered by the North Carolina Community College System ( NCCCS)
to inmates in Department of Correction ( DOC) prisons, federal prisons and local jails.
In 2006– 07, 49 community colleges offered instruction to students in a prison setting.
CORRECTIONAL EDUCATION ENROLLMENT
2002- 03 2003- 04 2004- 05 2005- 06 2006- 07
Continuing Education:
Headcount ( Duplicated 43864 43332 42716 44349 44181
FTE 4241 4175 4340 4283 4384
Curriculum:
Headcount ( Duplicated) 18624 19747 20133 20541 20261
FTE 2386 2633 2746 2783 2802
Community College Education in North Carolina's Correctional Facilities
In September 1994, the State Board adopted “ A Plan for Appropriate Community College Education in
North Carolina's Correctional Facilities” ( now called the Correctional Education Plan or CEP). The plan
addressed the specific legislative concerns of high inmate mobility and low student completion rates.
The cornerstone of the CEP is the matrix classification system, a joint North Carolina Community College
System/ Department of Correction initiative designed to increase student completion rates by ensuring that
course and program lengths are appropriate for the inmate population at any given prison unit.
Under the matrix system, the Department of Correction assigns each unit to one of five matrix categories
which define educational programming options at the units. Local college and prison officials use a prison’s
matrix category to guide course planning. The State Board of Community Colleges and DOC officials use
the matrix categories as the first criterion when considering course approvals for a correctional facility.
Correctional education is defined as follows:
Correctional education provided through the NCCCS shall be for the purpose of providing appropriate basic
skills, occupational continuing education, and vocational, technical and post- secondary academic education
that enables inmates to enhance and maintain their personal growth and development in order that they
function effectively in prison and upon returning to the community. All courses and programs provided
through the NCCCS shall be appropriate to these purposes and shall not be designed for population control,
therapy, recreation, production processes of the enterprise operations of the correctional facility, or other
purposes which may be legitimate objectives of DOC program efforts.
Section II – Program Briefs
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK 31
DISTANCE LEARNING
The North Carolina Community College System ( NCCCS) utilizes distance learning technologies, including
telecourses, interactive video and Web- based courses, to provide students across the state with increased
access to training and education.
Distance learning ( DL) enrollments have risen significantly since online course delivery began to augment
telecourse and videoconference courses. Moreover, an increasing number of community colleges prefer
distance learning courses as the following chart indicates.
Growth and Importance of Distance Learning
Currently, all 58 North Carolina community colleges provide distance learning courses in an attempt to meet
the growing needs for instructional delivery in their service areas. In 2006- 07, NCCCS distance learning
delivery totaled 328,621 duplicated registrations. These were composed of online instruction,
videoconferencing, telecourses/ teleweb, and hybrid courses ( a blend of face- to- face and online instruction).
In addition, most colleges also provided web supplements for traditional courses. Similar growth rates have
been identified in Occupational and Continuing Education online courses. The following tables show the
distance learning registrations and rate of growth for curriculum and continuing education courses in the
NCCCS.
CURRICULUM DISTANCE LEARNING COURSE REGISTRATIONS
Year 1999- 00 2000- 01 2001- 02 2002- 03 2003- 04 2004- 05* 2005- 06* 2006- 07
DL
Registration 40,392 60,742 90,337 121,356 155,556 198,541 262,049 328,621
Rate of
Growth 51.31% 50.38% 48.72% 34.34% 28.18% 27.63% 31.99% 25.45%
* Data reported in previous years have been adjusted.
Source: NCCCS Data Warehouse ( Duplicated Registrations)
OCCUPATIONAL AND CONTINUING EDUCATION DISTANCE LEARNING COURSE REGISTRATIONS
Year 2002- 2003 2003- 2004 2004- 2005 2005- 2006* 2006- 2007
Number of Students 16,300 18,389 26,452 33,755 45,198
Rate of Growth 12.82% 43.85% 27.61 33.90%
* Data reported in previously have been adjusted.
Source: NCCCS Data Warehouse
Distance learning courses are in great demand as they provide a tremendous benefit to adult learners in North
Carolina. Distance learning provides learning opportunities directly to students at home or at work.
Statistically, the typical distance learner is a working parent with job and family responsibilities. Removing
scheduling, travel, and babysitting responsibilities increases the opportunities for education and the
likelihood those students can enter and complete programs of study. Current registration data suggests a
trend is emerging whereby students are migrating to online and/ or hybrid courses or a combination of
online/ hybrid and traditional courses.
Section II – Program Briefs
32 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK
CURRICULUM UNDUPLICATED HEADCOUNT BY COURSE METHOD OF INSTRUCTION
Year DL Only DL & Traditional Traditional Only Unknown
2001- 02 8,213 39,794 203,793 5,512
2002- 03 10,566 46,308 200,818 9,252
2003- 04 14,086 57,122 192,565 10,756
2004- 05 22,795 74,543 169,584 7,501
2005- 06 31,769 82,726 146,690 7,236
2006- 07 27,268 76,137 156,249 36,875
Source: NCCCS Data Warehouse
Numbers are individual students taking curriculum courses.
Advantages of Distance Learning Technologies
These technologies enable community colleges to:
 Expand educational opportunities to all students, in every program, in every community.
 Share courses among themselves.
 Increase college access to students.
 Participate in videoconferences for meetings, training, etc., thereby saving on travel expenses.
 Share expertise in order to improve productivity.
 Cooperate in the use of facilities and equipment.
 Realize savings through the enterprise purchase of licenses for programs and services.
 Offer computer- based courses that are not time- bound or place- bound.
 Complement traditional courses with online resources
 Offer “ hybrid” courses that blend traditional instruction with distance learning technology– resulting
in reduced face- to- face hours and classroom space requirements.
Centralized Purchase of Programming and Services— Telecourses
The North Carolina Community College System has developed a cost- effective process to centralize or
“ wholesale” the purchase and licensing of telecourses produced by independent vendors. This results in a
savings of 50 to 65 percent compared to what the cost would be if each college purchased its own licenses.
Interactive Video— The N. C. Integrated Information Network
Formerly known as the North Carolina Information Highway ( NCIH), the N. C. Integrated Information
Network ( NCIIN), now provides videoconferencing technology to 47 community colleges and the System
Office. There are a total of 76 sites, as some colleges have more than onsite on the same campus or a site at
a satellite campus. The map on page 37 identifies the location of the community colleges that have NCIIN
video sites in each county.
The Data and NCIH Consolidation Project
Expansion of the NCIIN has been made possible by the Data and NCIH Consolidation Project, which is
currently in the final stages of completion. The purpose of the Consolidation Project was to: ( 1) maximize
the effectiveness of available funding supporting NCCCS data and videoconferencing services; ( 2) improve
the data capacity at each college; and ( 3) prepare for expansion of video services across the state. To
accomplish these objectives, two existing funding streams were consolidated. The Consolidation Project was
made possible by migration to the new industry standard for videoconferencing and updating data routing
Section II – Program Briefs
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK 33
equipment. The migration to the H. 323 videoconferencing industry standard and upgrade of equipment has
enabled NCCCS institutions to continue expansion of data and video services at an affordable rate. As ITS
continues to work on behalf of the NCCCS to improve data infrastructure, costs of bandwidth become more
economical.
Project Results and Outcomes:
As of July 1, 2005, the following results were realized:
 47 sites migrated to H. 323 videoconferencing – 100% of former H. 320 sites
 13 new videoconferencing sites have been proposed
 33 colleges and the System Office ( 56% of college sites) have upgraded data service
 18 colleges realized a 40% increase in usable bandwidth through migration to H. 323
Legislation Promoting Distance Learning
New legislation is making a significant impact on the NCCCS distance learning program. This remarkable
and visionary legislation has ( 1) established the importance of e- learning infrastructure, and ( 2) promoted
collaboration among all North Carolina distance learning and e- learning providers that was not possible
before.
The North Carolina E- Learning Commission
Established by Senate Bill 1052 ( G. S. 115C- 102.15), the Business Education Technology Alliance ( BETA)
created the North Carolina E- Learning Commission to address infrastructure, policy, instruction, and
legislation requirements to enhance e- learning across North Carolina. NCCCS staff members have
participated with the NC E- Learning Commission to draft recommendations that address important areas for
improvement; establishing a broadband data infrastructure, adopting standards- based learning technology,
and supporting migration to scaleable, consortium solutions to providing pre- K through 20 e- learning.
Senate Bill 622 ( S. L. 2005- 276)
The 2005 session of the North Carolina General Assembly enacted into law S. L. 2005- 276 as follows:
“ SECTION 9.5. Funds appropriated in this act to The University of North Carolina and the North Carolina
Community College System for the UNC- NCCCS 2+ 2 E- Learning Initiative shall be used to fund further
development of online courses for 2+ 2 programs. Based on a mutually agreed upon decision by the State
Board of Education Chairman, the President of the North Carolina Community College System, and the
President of The University of North Carolina as to the areas of greatest need, funds are available to support
joint technology development, systems to track student progress and articulation between a North Carolina
community college and a University of North Carolina campus, and to develop technology to support online
courses and 2+ 2 programs.”
Funds in the amount of $ 1 million ( recurring) were allocated to the North Carolina Community College
System ( NCCCS) to implement this e- learning initiative. A matching amount of $ 1million ( non- recurring)
funds was allocated to the University of North Carolina. A committee of staff from both systems has
collaboratively developed the strategies and scope of work.
Section II – Program Briefs
34 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK
Production of Programming
Teleconferences ( tele- meetings) and videoconferences are produced and delivered to all 58community
colleges, either by the NCIIN or satellite. In addition, new services from the North Carolina Office of
Information Technology Service will complement and expand access to videoconferencing technology. The
first service makes possible digitizing and streaming of live teleconferences to anyone with a PC across the
state or nation. A second service provides archiving of those digitized teleconferences enabling viewing of a
teleconference on demand. A third service provides “ collaboration” applications by which an instructor or
event originator can either share their computer desktop and associated PC applications with ( up to) 10
individuals or broadcast to hundreds.
The Virtual Learning Community— Web- based Courses
The North Carolina Community College System Virtual Learning Community ( NCCCS VLC) is based on a
collaborative model of colleges working jointly to provide quality instruction through Web- based
technology. The Combined Virtual Course Library ( CVCL) contains courses developed using a model that
ensures both quality and flexibility while limiting course duplication. The CVCL consists of Internet- based
courses that have been collaboratively developed by faculty from member colleges. The CVCL courses are
based on a course template design model that includes competencies and content but allows flexibility in
tailoring the courses to meet local needs. Any member college may access and adapt any CVCL course
following the same policies that govern the Combined Course Library course offerings.
The Educational Broadband Service ( EBS) Project
During the summer of 2005, the FCC resolved to support educational use of ITFS frequencies and
established the Educational Broadband Service to update use of these valuable frequencies to accommodate
wireless Internet services supporting the educational sector across the United States. When completed, the
EBS network will provide broadband wireless connectivity to the Internet for 39 community colleges. This
network will provide a means of delivering the courses of the Virtual Learning Community. Contract
negations are currently underway to solidify this network.
The National Guard Project
The North Carolina National Guard ( NCNG) and the North Carolina Community College System have a
distance learning partnership that began in 1999. This partnership facilitates the NCNG’s goal of having all
of their personnel in the state, both military and civilian, within easy driving distance of a distance learning
or telecommunications classroom. Rather than placing these facilities in NCNG armories, they have chosen
to place them in community colleges where the facilities can be used by the community colleges and other
local, state, and federal agencies. The NCNG pays for state of the art video and computer equipment,
installation, and any needed room renovations. There are nine such facilities in community colleges
throughout the State. There will be a National Guard network over which most of the military training will
be done by military personnel. Career enhancement training, for both military and civilian personnel of the
NCNG, will be done over the state network ( NCIIN). As soon as security issues can be solved, the two
networks can be interconnected.
N. C. Distance Learning Alliance Conference
The N. C. Distance Learning Alliance Conference is now in its twelfth year. Originally called the NC
Community College Distance Learning Conference, the conference merged with several related distance
learning organizations to emerge as a K- 20 resource for distance learning instructors, staff, and
administrators.
Section II – Program Briefs
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK 35
Staff, from community colleges and the System Office, continue to assist the Distance Learning Alliance’s
leadership in planning and implementation. The Distance Learning Alliance represents public schools,
community colleges, public and private colleges and universities, and the NC Virtual Public School. The
conference is a professional development activity that focuses on the utilization of all telecommunications or
information technologies as a means of enhancing instructional services to the citizens of North Carolina.
NCCCS Strategic Distance Learning Plan
In July 2003, System Office staff began to develop a system wide strategic plan in reaction to the explosive
growth of distance learning enrollment at North Carolina community colleges. Enrollment projections, based
on four previous years of growth consistently over 30% in distance learning courses, suggested immediate
need for effective planning efforts to target distance learning expansion and support for the entire system.
The Plan was also needed to articulate a common vision and set of goals and objectives to facilitate the
efforts of hundreds of distance learning instructors, support staff, and administrators. The resulting Plan
involved the participation of community college Presidents, System Office staff, and dozens of community
college personnel.
The Vision for distance education within the North Carolina Community College System:
The North Carolina Community College System will assist its colleges in serving students who would
otherwise be unserved, expanding learning opportunities, making instruction accessible, and using
technology to supplement classroom instruction.
The Virtual Learning Community, supported by Learning Technology Systems, will provide hardware,
software, content, and training to administrators and faculty within the North Carolina Community
College System for their use in providing their students with Web based courses, telecourses,
interactive video courses, and hybrid courses.
This plan expands upon the concepts of the Virtual Learning Community to include: Web- based course
development; telecourse acquisition and publishing; interactive video course brokering; hybrid course
development; hybrid course faculty training; and consortium purchasing and resource sharing.
The NCCCS Strategic Distance Learning Plan was approved by the North Carolina Community College
Presidents’ Association, January 2004 and the North Carolina State Board of Community Colleges, February
2004. The plan is currently under review. It is found at the following:
URL: http:// www. nccommunitycolleges. edu/ Distance_ Learning/ docs/ DL% 20Strategic% 20Plan. pdf.
Section II – Program Briefs
36 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK
Section II – Program Briefs
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK 37
FIRE AND RESCUE TRAINING SERVICES
In 2006- 07 the North Carolina Community College System provided training to 153,331 students who serve
as both paid and volunteer fire fighters and members of rescue squads in the state. This training serves to
improve the fire fighters’ skills and education in areas such as basic firefighting and rescue to advanced
management training. Service certification is provided in the areas of basic firefighting skills, public
education, driver– operator, hazardous materials, arson investigation, rescue, fire officer, and instructional
techniques. Several programs are now offered in specialty areas such as advanced rescue techniques,
incident command, leadership and management training.
Training is delivered in local fire departments and community colleges. Classes are conducted during the
day, evenings and on weekends to meet varying student needs. Numerous regional training seminars were
offered by various community colleges where classes are provided during a weekend for the accessibility of
volunteer fire and rescue personnel.
All training is provided without fees to members of local fire departments and rescue squads.
YEAR STUDENTS ENROLLED* FTE
2001- 02 139,827 2,352
2002- 03 143,469 2,412
2003- 04 148,070 2,553
2004- 05 162,508 2,681
2005- 06 160,000 2,887
2006- 07 153,331 2,764
* duplicated headcount
Section II – Program Briefs
38 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK
FOCUSED INDUSTRY TRAINING
As the State’s remaining businesses and industries attempt to survive, work to recover, and take advantage of
any new or evolving technology, many of them are looking to the North Carolina Community College
System for assistance in training and/ or retraining their workers in the new or evolving technologies. This
training is critical in order for North Carolina’s industries to remain competitive domestically and globally.
The Focused Industry Training ( FIT) Program is designed and dedicated to being creative and innovative in
its role as a training provider to the State’s existing businesses and industries.
This program was initiated in the l980’ s and has developed for nearly a quarter of a century to a level of
activity serving an annual average of 704 companies and 10,288 trainees. These statistics are based upon
Focused Industry Training Annual Evaluation Report data from fiscal year 2002- 2003 through fiscal year
2006- 2007.
In fiscal year 2006- 2007 the System had 36 FIT Centers and 9 Consortiums that were funded an average of
$ 88,100 each. FIT Centers are staffed with a director who works closely with local business and industry
personnel to review and to assess specific training needs and to develop training programs customized or 2,
tailored to those needs.
Year FIT Centers Companies Trainees Skills Classes
2001- 02 40 754 10,488 1,100
2002- 03 40 834 8,438 955
2003- 04 37 701 10,559 1,071
2004- 05 36 797 11,159 1,205
2005- 06 36 623 10,557 1,074
2006- 07 36 563 10,728 603
Section II – Program Briefs
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK 39
BIONETWORK
BioNetwork is the system- wide strategy for meeting the specialized workforce development needs
of the growing biomanufacturing and pharmaceutical industry in North Carolina. Working together
as the North Carolina Biomanufacturing and Pharmaceutical Training Consortium ( BPTC), UNC
and NCCCS provide an integrated system of workforce training and educational opportunities to
prepare North Carolina’s workforce for employment in the biomanufacturing, pharmaceutical, and
related industries.
The availability of a qualified, skilled workforce is one of the most critical factors biomanufacturing
companies consider in deciding where to locate or expand. Manufacturers place more emphasis on
an area's entry and mid- level workforce, which is much less mobile, than the more advanced
positions that can be recruited from out of state. North Carolina's displaced workers from
manufacturing and agriculture already have a proven work ethic and experience in the workforce.
They are a unique resource for biotechnology/ life science manufacturing. BioNetwork provides a
mechanism to react swiftly to market demands by deploying expertise, curricula, and
equipment/ facility enhancement resources directly to local community colleges necessary for
workforce education and training.
BioNetwork networks community colleges across North Carolina offering specialized
biotechnology related training sharing curricula, innovations, information, and resources.
Curriculum Programs
Industry Specific Fields
( unduplicated count)
Enrollment
2002- 2003 2003- 2004 2004- 2005 2005- 2006 2006- 2007
Biotechnology 144 297 492 514 536
Bioprocess Technology 56 73 43 111 124
Industrial Pharmaceutical
Technology 92 96 94 88 86
Chemical Process Technology 7 6 8 7 8
Chemical Technology 29 29 26 29 22
Laboratory Technology 3 10 19 39 43
Nanotechnology N/ A N/ A 3 6 11
Clinical Trials Research Associate 48 70 75 75 72
Biomedical Equipment Technology 132 141 114 72 92
Agriculture Biotechnology * * * * 15
Annual Total 511 722 874 941 1,009
Continuing Education Program ( duplicated count)
BioWork: Process Technician Training 274 761 559 903 1,085
BioNetwork Capstone Center Course * * * 253 367
Section II – Program Briefs
40 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK
HUMAN RESOURCES DEVELOPMENT
The Human Resources Development ( HRD) program provides skill assessment services, employability skills
training, and career development counseling to unemployed and underemployed adults. Its courses address
six core components: ( 1) assessment of an individual’s assets and limitations; ( 2) development of a positive
self- concept; ( 3) development of employability skills; ( 4) development of communication skills; ( 5)
development of problem- solving skills; and ( 6) awareness of the impact of information technology in the
workplace.
The goals of the program are to enhance and develop participants’ employability skills; assist participants in
obtaining meaningful employment and/ or training opportunities; increase participants’ economic self-sufficiency;
and reduce participants’ dependency on government assistance benefits— welfare, food stamps,
and unemployment insurance.
HRD programs offer short- term training classes, usually 4 to 10 hours; in addition to their traditional
employability skills courses that are offered from 40 – 96 hours. Course offerings include topics such as:
“ Quick” Job Search Workshops, Surviving a Layoff, Career Assessment and Planning, Overcoming Barriers
to Employment, and Computer Literacy for the Workplace. HRD programs continue to link their traditional
employability skills training courses with Occupational Extension courses/ programs in areas such as Clerical
Skills, Customer Service, Health- related Occupations, Construction, and Transportation. In addition, for
students who cannot attend the traditional offerings, a number of HRD programs have established HRD
Employability Labs where instruction is designed to be self- directed, self- paced, and structured on an open-entry,
open- exit basis to meet the customized needs of individuals.
Career Start Program
As a requirement for receiving food stamps from the Department of Social Services ( DSS), many individuals
are required to participate in either an employment placement or educational training program. Career Start
is an innovative approach to helping individuals meet these requirements. The program helps bridge the gap
between the educational needs and job skills essential for participants to succeed in this ever- changing
workforce. It integrates the services of the community colleges’ Human Resources Development ( HRD)
Program and the job placement services from the Employment Security Commission. While the partnership
between the two agencies has been long standing, the framework of Career Start requires them to provide
services to participants simultaneously instead of sequential.
Currently, there are 31 colleges participating in the Career Start Program, and during 2006- 2007, those
colleges enrolled 11,242 individuals in a Career Start workshop
Human Resource Development
Year Enrollment
2001- 02 46,970
2002- 03 52,736
2003- 04 63,573
2004- 05 67,694
2005- 06 80,766
2006- 07 84,310
Section II – Program Briefs
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK 41
NEW AND EXPANDING INDUSTRY TRAINING
Attracting and training a skilled and motivated workforce— it’s the number one concern most companies face
when starting or expanding a business site. No educational system has more experience helping companies
with these issues than the North Carolina Community College System ( NCCCS). North Carolina pioneered
free, customized job training for new and expanding businesses in 1958, and continues to be one of the
nation’s most recognized state customized job training services. The NEIT Program’s value and importance
in the economic recovery and development of North Carolina is of paramount importance to the state’s
economic vitality.
With decades of experience, the community colleges have provided free customized training to literally
thousands of new and expanding companies, meeting a wide variety of training needs. Services are made
available to companies that create 12 or more new production- related full- time jobs within a one- year period
over and above their previous three- year maximum employment level. The extent of services provided is
based on the number of new jobs created, their skill levels, and the level of total capital investment.
Companies that are eligible for new and expanding industry programs include manufacturing, technology-intensive
( ex: software, biotech), regional or national warehousing or distribution centers, customer service
or data processing services, and air courier services. Training services provided to these companies include
instructors and training program development, video and other customized media programs, instructor travel
costs and other training- related expenditures such as temporary training facilities, equipment, materials, and
supplies.
In 2006- 2007, North Carolina Community Colleges provided free customized training to 208 new and
expanding companies in the state and trained 19,380 North Carolinians with the skills necessary for
successful new employment, economic recovery and growth.
# OF TOTAL # OF AVG. COST
YEAR PROJECTS EXPENDITURES TRAINEES PER TRAINEE
2001– 02 155 $ 5,391,598.35 14,771 $ 365.01
2002– 03 131 $ 4,005,104.75 10,610 $ 377.48
2003– 04 121 $ 3,841,225.22 10,117 $ 379.68
2004– 05 164 $ 5,484,063.55 12,398 $ 442.33
2005– 06 197 $ 8,382,557.35* 23,799 $ 352.22
2006– 07 208 $ 8,980,238.63** 19,380 $ 463.38
* Total expenditures do not include Media Development expenditures of $ 320,598.65. This amount is not calculated
into the " average cost per trainee."
** Total expenditures do not include Media Development expenditures of $ 494,154.58. This amount is not calculated
into the " average cost per trainee."
Section II – Program Briefs
42 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK
OCCUPATIONAL CONTINUING EDUCATION
In North Carolina one strategy for meeting the challenge to provide a skilled workforce is through the
community college system’s workforce continuing education training programs. These programs are a
primary tool for providing skill development opportunities for North Carolina’s workforce. Short- term skill
training courses are offered at each of the community colleges across the state to train, retrain, and upgrade
individuals for current or future job skills.
Flexible Low- Cost Offerings - Courses can be offered on demand and customized for specific training needs
and are often the first response for meeting critical training needs in communities. Colleges partner with
businesses, industry and public/ private agencies to develop and implement immediate training to address
retraining for dislocated workers, public safety and disaster readiness needs and public health related
training. Course fees remain relatively low. The maximum fee for any course is currently $ 65.
. Short- term occupational training or retraining is available statewide.
. Skill training courses are offered at a low cost of $ 50 to $ 65.
. There are over 1,200 approved courses.
Training Demand - 2006- 2007
College workforce continuing education enrollments reached 726,260* in 2006- 07, and generated a total of
24,517 FTE.
Continuing Education had the highest percentage growth in FTE ( 4%) in relation to Curriculum and Basic
Skills.
Public safety training programs ( Fire, EMS, and Law) generated the highest enrollment. Health- related
training programs generated the highest FTE.
* Duplicated headcount
Section II – Program Briefs
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK 43
PROPRIETARY SCHOOLS LICENSURE
Proprietary schools are for- profit educational institutions that are privately owned and operated by an
individual owner, partnership, or corporation. They offer classes for the purpose of teaching a program of
study, several courses or subjects needed to train and educate North Carolina residents for employment.
Under Article 8 of the North Carolina General Statutes 115D- 87- 97, the State Board of Community Colleges
is charged with the responsibility of licensing proprietary schools in North Carolina. The charge was
transferred from the State Board of Education by action of the General Assembly in 1987.
The licensing process consists of the following steps: ( 1) The Office of Proprietary Schools receives an
inquiry from a prospective applicant; ( 2) the prospective applicant submits a preliminary application to the
Office of Proprietary Schools for review; if a license is found to be required after preliminary review, the
applicant is notified to complete the final application process; ( 3) the final application is submitted to the
Office of Proprietary Schools for review and evaluation of program quality as set by state and national
standards; ( 4) a license site visit is conducted to review the physical facility; and ( 5) the Office of Proprietary
Schools makes a recommendation to the State Board of Community Colleges for granting of a license.
To be licensed, the proprietary schools must pay an initial licensing fee and a renewal fee each year
thereafter, and meet requirements for licensing including standards for program and course offerings,
personnel, financial stability, and operating practices. Each renewal is subject to review and
recommendation for approval to the State Board of Community Colleges. A renewal license is effective
beginning July1 of each fiscal year. Newly licensed and existing schools are audited annually to determine
the school’s status and verify that all requirements of the license are being met.
Licensing is an ongoing process. For an updated listing of licensed proprietary schools, refer to the link at
the System Office Web site at: http:// www. nccommunitycolleges. edu/ Proprietary_ Schools/ index. html
Section II – Program Briefs
44 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK
SMALL BUSINESS CENTERS
The North Carolina Community College Small Business Center Network ( SBCN) consists of a small
business center at each of the state's 58 community colleges. These centers provide a wide variety of
seminars and workshops, one- on- one counseling, a library of resources, and referrals to other sources of help
to owners and operators of small businesses.
The mission of each SBC is to help the many small businesses within its service area survive, prosper, and
contribute to the economic well- being of the community and the state. This service, supported exclusively
with state funds, began with eight centers in 1984. Since then, it has grown gradually; the last five colleges
joined the network in 1995. Today, each center receives an annual grant of approximately $ 77,000.
Educational Opportunities— Seminars/ workshops and courses on the how- to of business operations
including business planning, management, finance, computers/ software, communications, taxes, behavioral
needs, and specialty ( technical and targeted market) needs. The SBCN also offers the Export READY
Program, which is designed to walk North Carolina companies through the export process, step- by- step, with
real life examples and current detailed information. Plus, OSHA Regulations training; IRS Small Business
Tax Information; Government Purchasing and Contracts; and a Business Start- up series taught in Spanish for
the Hispanic population.
Business Counseling— Small Business Centers provide free, confidential counseling for new and existing
businesses. The counselor serves as a sounding board for ideas and concerns and will help find solutions to
challenging business questions.
Resource and Information Center— Printed and audiovisual materials; computer and software
accessibility; Internet access; and teleconference capability.
Small Business Centers
Year # of
Centers
Seminars/
Workshops
Seminar/
Workshop
Participants
Number of
Individuals
Counseled*
Referrals Total Clients Served
2001- 2002 58 2,793 45,864 21,528 6,930 74,322
2002- 2003 58 3,038 48,791 14,723 3,113 66,627
2003- 2004 58 2,979 44,475 18,493 5,831 68,799
2004- 2005 58 2,931 44,993 20,090 5,310 70,393
2005- 2006 58 2,219 51,312 6,117 4,873 76,893
2006- 2007 58 3,521 55,526 5,333 4,365 80,146
* Counseling figures include face to face, telephone and email, and were adjusted in 2005- 2006 to " exclude"
telephone and short- term counseling.
Section II – Program Briefs
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK 45
WORKFORCE INITIATIVES
The Workforce Initiatives Unit within the Economic and Workforce Development Division has the primary
responsibility for developing partnerships and workforce policies with other state workforce agencies for the
implementation of the Workforce Investment Act of 1998.
The Workforce Investment Act ( WIA) was implemented in North Carolina in January 2000. The purpose of
WIA is to prepare youth, adults and dislocated workers for employment or further education and training
through core, intensive, and training services. The cornerstone of this workforce investment system is “ One-
Stop” service delivery, which unifies numerous training, education and employment programs into a single,
customer- friendly system. The underlying principle of “ One- Stop service delivery” is the integration of
programs, services and governance structures. In North Carolina, this system is referred to as “ JobLink
Career Centers.” There are 28+ colleges that serve as sites for local JobLink Career Centers.
NC STARS ( North Carolina State Training Accountability and Reporting System)
The North Carolina State Training Accountability and Reporting System ( NC STARS), is the eligible
training provider system for WIA. This electronic database system, in partnership with the North Carolina
Community College System, North Carolina Employment Security Commission, North Carolina Department
of Commerce, Division of Employment and Training, and the 24 local workforce development boards,
captures specific training information from both public and private training providers in North Carolina.
Workforce development boards make on- line approval decisions concerning eligibility of the training
providers’ programs to receive WIA funds for customer training.
New Opportunities for Workers ( NOW) Program
The New Opportunities for Workers ( NOW) program is an entrepreneurial training program for dislocated
workers who may want to start a micro- enterprise. NOW is funded by the N. C. Department of Commerce’s
Division of Employment and Training ( DET) through its statewide Workforce Investment Act ( WIA) funds.
NOW is a joint venture of the N. C. Rural Center, the N. C. Small Business Center Network of the N. C.
Community College System, and NC REAL Enterprises; individuals from each of these organizations
comprise the program design team.
Career Readiness Certification
North Carolina’s Career Readiness Certificate ( CRC) certifies core employability skills required across
multiple industries and occupations. The Career Readiness Certificate is a portable credential that promotes
career development and skill attainment for the individual, and confirms to employers that an individual
possesses basic workplace skills in reading, applied math, and locating information – skills that most jobs
require.
During FY 2006- 2007, the CRC initiative continued the process of statewide implementation with the
website ( www. crcnc. org) and the statewide database in full operation. There are 46 sites which have issued
over 11,000 certificates, signed by Governor Easley. The successful implementation was accomplished as a
Partnership between the 24 local workforce development boards, the local JobLink Career Centers, the local
community colleges and the North Carolina Department of Commerce, Division of Workforce Development.
Others partners include the NC Employment Security Commission and the Division of Vocational
Rehabilitation.
Section II – Program Briefs
46 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK
CUSTOMIZED INDUSTRY TRAINING ( CIT)
The Customized Industry Training ( CIT) Program offers programs and training services as new options for
assisting business and industry to remain productive, profitable, and within the State. The program provides
the flexibility to meet the retraining needs for existing business organizations in North Carolina’s
communities. It augments the services of the New and Expanding Industry Training ( NEIT) and Focused
Industrial Training ( FIT) Programs when their current guidelines do not apply.
Customized Industry Training Program ( CIT)
Year # of Projects Total Expenditures # of
Trainees
Avg. Cost Per
Trainee
2005- 2006 12 $ 101,126.79 297 $ 343.86
2006- 2007 19 $ 1,113,155.66 1,253 $ 888.39
The CIT program was initiated March 6, 2006, and had obligated $ 1,187,679 by June 30, 2006
Section III – Finance/ Facilities/ Equipment
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK 47
FINANCE/ FACILITIES/ EQUIPMENT PAGE
OVERVIEW OF COMMUNITY COLLEGE BUDGET PROCESS ........................................................................... 48
DESCRIPTION OF STATE LEVEL EXPENDITURES ( YEAR ENDED JUNE 30, 2007) ............................................. 50
REGULAR PROGRAM COST BY PURPOSE ....................................................................................................................... 51
AVERAGE COST PER FTE BY INSTITUTION ................................................................................................................... 52
FACILITIES/ EQUIPMENT/ BOOKS ......................................................................................................................... 54
Section III – Finance/ Facilities/ Equipment
48 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK
OVERVIEW OF COMMUNITY COLLEGE BUDGET PROCESS
Community colleges are funded by the General Assembly based on the average number of full- time
equivalent students ( FTE) for the year which is converted to dollars by formula. The essential elements of
this process are outlined below:
 One curriculum student who takes 16 hours of class work for one semester ( or 16 weeks) generates
256 hours. If this same student attends classes for two semesters, the student will generate 512
hours, which is equivalent to one annual curriculum FTE. A student who attends non- curriculum
classes for two semesters and summer term will generate 688 hours, which is equivalent to one
annual non- curriculum FTE.
One fall and spring semester curriculum FTE = 16 hours x 16 weeks x 2 semesters = 512
hours.
One spring, summer, and fall semester non- curriculum FTE = 16 hours x 16 weeks x 2
semesters + 16 hours x 11 weeks = 688 hours.
In order for a college to generate budget, approximately 16.5 FTEs must be generated before an
instructional unit can be allocated. Each year, the dollar amount for curriculum ( credit) and non-curriculum
( no- credit) changes depending on funds available.
 The actual dollar amount paid to each college by the state for each FTE earned is determined by the
amount of money appropriated by the General Assembly for this purpose. Therefore, it varies from year
to year. It is also different for FTEs earned by students in curriculum ( degree or certificate) programs
and continuing education or extension programs. ( If the Legislature fails to increase funding as
enrollments increase, the institutions do not receive funds for the full number of FTE credits earned.)
 FTE funds are to be used for current operating expenses such as instructional salaries, supplies and
travel, administration, clerical and fiscal support, counselors, librarians, financial aid, placement and
other personnel performing services for students. An average of 90– 92 percent of these funds is
used for salaries.
 The majority of funds ( 92%) are allocated to the colleges based on applicable FTE formulas.
Current operating funds are allotted based on FTE generated in the curriculum programs for the
preceding academic year ( fall, spring) or the latest three- year average whichever is greater.
Continuing Education funds are based on FTE earned in the previous spring semester, summer term,
and fall semester or the latest three- year average whichever is greater. Continuing Education
programs include Occupational Extension and Basic Skills Education. Funds for Community
Service Programs are allotted as a block grant and can only be used for community service
programs. Community Service Programs do not generate budget FTE.
Section III – Finance/ Facilities/ Equipment
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK 49
 Funds allotted for educational equipment and library books are based on a weighted FTE formula.
The previous calendar year's actual FTE ( spring, summer, and fall) are used in determining the fund
distribution.
 Other State- Aid funds are distributed based on either project proposal or some modified FTE
formulas.
 FTE funds may NOT be used for plant operation or maintenance. These costs must be paid from
local sources.
 Recreational courses must be offered as self- supporting unless they are required as part of a
particular curriculum.
Section III – Finance/ Facilities/ Equipment
50 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK
DESCRIPTION OF STATE LEVEL EXPENDITURES ( Year ended June 30, 2007)
 Executive Division— The funds expended in this area include the President's Office, the Executive
Vice President and Chief Operating Office, External Affairs, Legal Affairs, Governmental Relations,
Personnel Services, Audit Services, and State Board of Community Colleges.
 Administration— The funds expended in this area include Vice President's Office, Learning
Technology, Planning and Research, Information Resources and Technology, and Information
Services.
 Business and Finance— The funds expended in this area include Business and Finance
Administration, System Accounting, State Aid Accounting, System Office Accounting and
Administrative and Facility Services.
 Academic and Student Services— The funds expended in this area include Academic and Student
Services Administration, Jobs for the Future, Curriculum and Student Services, Program Services,
Tech Prep, Vocational Education, Basic Skills, Special Populations Training, Literacy Resource
Center, GED, Grants and Assessment, and Foundation Support& Alumni Affairs.
 Economic and Workforce Development— The funds expended in this area include Economic and
Workforce Development Administration, Continuing Education, Regional Training, Fire & Law
Training, Small Business, HRD, Career Start Program, Workforce Initiatives, Biotechnology, Project
H. E. A. L. T. H, and Career Readiness.
 Unallotted Expenses— The funds expended represent payments at the state level for the benefit of
the colleges and include: Workers' Compensation, Adult Basic Education– Special Allotment,
Liability Insurance, GED Scoring, Networking, Systemwide Projects, NC Live, Unemployment
Compensation Benefits, and freight on books sent to the colleges.
 Indirect Costs— Indirect costs are computed on direct current operating expenses allowable under
the various federal grants. The funds received for indirect costs are reverted to the State.
Section III – Finance/ Facilities/ Equipment
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK 51
Regular Program Cost by Purpose
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM
STATEMENT OF STATE- WIDE COST BY PURPOSE
CURRENT OPERATING
Year Ended June 30, 2007
PURPOSE DESCRIPTION BUDGET EXPENDITURES BALANCE EXPENDED
1XX INSTITUTIONAL SUPPORT
110 Executive Management $ 47,306,590 $ 47,086,719.59 $ 219,870.41 99.54%
120 Financial Services 31,421,558 31,277,910.03 143,647.97 99.54%
130 General Administration 62,341,491 61,683,774.93 657,716.07 98.94%
140 Information Systems ( Admin.) 23,471,077 23,102,717.07 368,359.93 98.43%
150 Staff Development 504,547 491,234.94 13,312.06 97.36%
Total Institutional Support $ 165,045,263 $ 163,642,356.56 $ 1,402,906.44 99.15%
2XX CURRICULUM INSTRUCTION
210 Certificate Programs 20,538,651 20,087,390.58 451,260.42 97.80%
220 Associate Degree Programs 420,835,100 417,010,840.68 3,824,259.32 99.09%
230 Diploma Programs 41,853,792 41,172,104.45 681,687.55 98.37%
240 Transitional Programs 10,693,409 10,559,784.69 133,624.31 98.75%
Total Curriculum Instruction $ 493,920,952 $ 488,830,120.40 $ 5,090,831.60 98.97%
3XX CONTINUING EDUCATION
310 Occupational Education Instr. 54,898,912 53,181,414.90 1,717,497.10 96.87%
311 Occupational Support 18,139,901 17,859,190.68 280,710.32 98.45%
321 Adult Basic Education/ ESL 45,931,231 44,652,647.17 1,278,583.83 97.22%
322 Adult High School & GED 13,508,035 13,053,898.39 454,136.61 96.64%
323 Compensatory Education 9,450,492 9,220,411.65 230,080.35 97.57%
324 General Education Development 3,319,474 3,055,813.31 263,660.69 92.06%
331 Community Service 1,114,011 1,081,615.51 32,395.49 97.09%
351 HRD Career Start 3,015,110 2,851,562.36 163,547.64 94.58%
361 New & Expanding Ind. Training 12,307,820 8,306,588.56 4,001,231.44 67.49%
362 New & Expanding Ind. Train. HB275 1,242,183 1,049,141.49 193,041.51 84.46%
363 Small Business Centers 5,633,037 5,543,761.24 89,275.76 98.42%
364 Focused Ind. Trng.- St. Apprp. 3,951,051 3,916,821.45 34,229.55 99.13%
365 Worker Training Trust Funds 348,010 332,532.91 15,477.09 95.55%
367 Bionetwork Innovative 724,723 621,173.58 103,549.42 85.71%
368 Customized Industrial Training 2,088,861 1,113,155.66 975,705.34 53.29%
369 Bionetwork- Golden Leaf 2,606,309 2,215,952.35 390,356.65 85.02%
370 Military Business Center 1,531,674 1,045,080.49 486,593.51 68.23%
371 NC Research Campus at Kannapolis 804,564 783,254.04 21,309.96 97.35%
Total Continuing Education 180,615,398 169,884,015.74 10,731,382.26 94.06%
4XX ACADEMIC SUPPORT
410 Library/ Learning Center 24,685,232 24,512,049.26 173,182.74 99.30%
421 Curriculum 36,750,812 36,571,313.01 179,498.99 99.51%
422 Continuing Education 29,015,367 28,572,245.19 443,121.81 98.47%
423 CED Special Allotment 1,118,619 1,082,994.54 35,624.46 96.82%
430 Information Systems ( Academic) 7,727,838 7,644,093.93 83,744.07 98.92%
440 Tech Prep 764,199 672,447.21 91,751.79 87.99%
450 Technology- HB275 138,109 138,109.06 ( 0.06) 100.00%
Total Academic Support $ 100,200,176 $ 99,193,252.20 $ 1,006,923.80 99.00%
5XX STUDENT SUPPORT
510 Student Services 74,559,468 73,469,946.31 1,089,521.69 98.54%
530 Child Care 1,913,086 1,846,620.30 66,465.70 96.53%
Total Student Support $ 76,472,554 $ 75,316,566.61 $ 1,155,987.39 98.49%
6XX OPERATION & MAINTENANCE OF PLANT
690 Plant Operation & Maintenance 1,765,293 1,765,235.04 57.96 100.00%
Total Operation & Maint. Of Plant $ 1,765,293 $ 1,765,235.04 $ 57.96 100.00%
TOTAL CURRENT EXPENSE $ 1,018,019,636 $ 998,631,546.55 $ 19,388,089 98.10%
Section III – Finance/ Facilities/ Equipment
52 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK
Average Cost Per FTE by Institution
North Carolina Community College System
Average Cost Per FTE Analysis
Current Operating/ 112 Report Expenditures
Year Ended June 30, 2007
Institutional Curriculum Continuing Academic Student Operation &
Support Instruction Education Support Support Maintenance
Community College ( Note 1) ( Note 2) Plant
Alamance CC $ 792.13 $ 3,121.68 $ 3,371.38 $ 536.79 $ 294.29 $ 0.00
Asheville‐ Buncombe TCC 681.08 3174.31 3386.85 506.67 323.23 ‐
Beaufort CC 1147.27 3574.22 3378.55 504.47 471.50 ‐
Bladen CC 1389.56 3473.08 4065.15 503.68 378.65 17.91
Blue Ridge CC 1414.09 3331.58 3639.95 323.80 355.93 ‐
Brunswick CC 1090.90 3482.24 3033.09 509.08 313.84 ‐
Caldwell CC & TI 1036.05 3211.57 2901.40 365.80 429.54 ‐
Cape Fear CC 804.85 3317.73 2823.02 467.59 328.21 ‐
Carteret CC 1134.69 3513.92 3099.05 584.88 313.68 ‐
Catawba Valley CC 756.12 3236.13 3461.09 779.14 351.35 ‐
Central Carolina CC 810.10 3287.31 3335.47 550.13 306.13 ‐
Central Piedmont CC 717.90 2763.33 3253.23 535.20 548.04 ‐
Cleveland CC 796.43 3133.22 3984.64 534.39 243.48 ‐
Coastal Carolina CC 749.46 3398.79 2519.25 548.25 336.18 ‐
College of the Albemarle 988.69 3315.81 3457.78 535.50 443.36 102.77
Craven CC 980.10 3282.43 3620.35 606.39 486.34 ‐
Davidson County CC 1023.49 3437.30 2973.62 410.07 452.79 ‐
Durham TCC 753.59 3422.96 3362.52 477.95 390.92 ‐
Edgecombe CC 975.12 3493.66 3976.94 674.02 464.98 52.61
Fayetteville TCC 557.30 3097.81 3485.01 400.83 364.59 ‐
Forsyth TCC 794.37 3138.06 2732.00 506.81 384.80 ‐
Gaston College 818.06 3235.45 4322.04 737.54 439.84 77.20
Guilford TCC 694.55 2892.02 3582.30 370.52 322.18 ‐
Halifax CC 1154.99 3960.52 3638.97 666.78 460.71 ‐
Haywood CC 1124.77 3377.04 3429.82 518.59 403.78 ‐
Isothermal CC 926.53 3307.98 2851.17 771.06 386.55 87.52
James Sprunt CC 1470.90 3997.72 2936.72 635.62 474.90 ‐
Johnston CC 878.59 3323.14 3506.46 449.64 364.95 ‐
Lenoir CC 902.77 3637.20 3679.50 423.90 348.11 ‐
Martin CC 1373.15 3741.01 4004.63 624.18 412.63 ‐
Mayland CC 1016.32 3492.59 3207.85 329.74 337.63 39.32
McDowell TCC 1253.78 3953.93 3691.98 445.92 470.00 ‐
All averages ( except as noted) are based on annualized average FTE earned with the exception of Self Supporting FTE.
NOTE 1: Averages based on Curriculum FTE only.
NOTE 2: Averages based on Continuing Education FTE ‐ including Non‐ Budget FTE.
Section III – Finance/ Facilities/ Equipment
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK 53
North Carolina Community College System
Average Cost Per FTE Analysis
Current Operating/ 112 Report Expenditures
Year Ended June 30, 2007
Institutional Curriculum Continuing Academic Student Operation &
Support Instruction Education Support Support Maintenance
Community College ( Note 1) ( Note 2) Plant
Mitchell CC 975.03 3133.29 3486.49 549.74 450.00 ‐
Montgomery CC 1344.71 3636.33 3106.95 426.79 500.68 ‐
Nash CC 816.57 3387.45 3022.65 399.73 399.81 ‐
Pamlico CC 1821.40 3253.36 3803.00 1029.96 555.52 ‐
Piedmont CC 850.13 3315.89 3632.79 620.37 317.75 ‐
Pitt CC 642.84 2980.93 4053.24 563.79 384.96 ‐
Randolph CC 984.05 3,471.86 3,478.52 518.02 380.33 ‐
Richmond CC 1,019.15 3,670.57 3,205.88 449.91 424.43 39.47
Roanoke Chowan CC 1,555.10 4,251.10 3,555.79 525.69 496.87 ‐
Robeson CC 794.23 3,193.29 3,182.41 386.20 336.71 66.56
Rockingham CC 1,004.94 3,566.74 3,508.39 392.67 433.12 ‐
Rowan‐ Cabarrus CC 825.54 3,667.49 3,960.16 617.54 389.03 ‐
Sampson CC 1,043.09 3,677.68 2,898.23 485.00 407.36 ‐
Sandhills CC 884.38 3,431.44 3,798.89 463.64 380.66 ‐
South Piedmont CC 1,284.51 3,190.25 3,520.29 413.12 486.64 ‐
Southeastern CC 956.77 3,064.07 3,430.95 570.48 371.44 ‐
Southwestern CC 1,019.32 3,320.01 3,041.96 569.85 322.08 75.84
Stanly CC 1,122.74 3,167.73 3,451.54 312.73 375.99 ‐
Surry CC 730.30 3,454.48 3,853.58 667.51 354.76 ‐
Tri County CC 1,868.75 4,305.90 3,032.28 472.04 373.60 ‐
Vance‐ Granvi