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2004
North Carolina Community College System
H. Martin Lancaster, President
Raleigh, North Carolina
Telephone 919/ 807- 7100
Fax 919/ 807- 7164
WWW URL http:// www. ncccs. cc. nc. us
Facts
A
Matter
of
The North Carolina
Community College System
Fact Book
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK PAGE— iii
Preface
The North Carolina Community
College System Fact Book
is a yearly publication providing
authoritative data on the status
of the entire System.
The targeted audience is primarily
decision- makers and planners
dependent on timely information
for the success of their endeavors.
However, the Fact Book is an
excellent reference and point of
entry for anyone researching the
N. C. Community College System.
As stated, the Fact Book is an
annual, implying the flexible
nature of its content. Any
questions or suggestions,
concerning the content,
purpose, or format of the
Fact Book should be directed to
Brenda Splawn,
Coordinator for Information Dissemination,
at 919- 807- 6984.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK CONTENTS— PAGE v
Section I: Introduction
Purpose .......................................................................................................................... 2
Working Mission Statement ....................................................................................... 3
History........................................................................................................................ .. 4
Goals ......................................................................................................................... 5
Programs ....................................................................................................................... 7
Governance ................................................................................................................... 8
Funding ....................................................................................................................... 10
NCCC Foundation ...................................................................................................... 11
Service Area Assignments........................................................................................... 13
Statewide Plan ............................................................................................................. 17
Map ............................................................................................................................. 19
Section II: Program Briefs
Curriculum Programs .................................................................................................. 22
Accrediting Agencies of Curriculum Programs .......................................................... 25
Basic Skills .................................................................................................................. 26
Carl Perkins Act .......................................................................................................... 27
Community Service..................................................................................................... 28
Correctional Education ............................................................................................... 29
Distance Learning ....................................................................................................... 30
Fire and Rescue Training Services .............................................................................. 34
Focused Industrial Training Centers ........................................................................... 35
Human Resources Development Program .................................................................. 36
In- Plant Training Program........................................................................................... 37
New and Expanding Industries Training ..................................................................... 38
Occupational Continuing Education ........................................................................... 39
Proprietary Schools Licensure .................................................................................... 41
Small Business Centers ............................................................................................... 42
The North Carolina Center for Applied Textile Technology ....................................... 43
Workforce Initiatives ................................................................................................... 44
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK CONTENTS— PAGE vi
Section III: Finance/ Facilities/ Equipment
Overview of Community College Budget Process ..................................................... 46
Description of State Level Expenditures .................................................................... 48
Regular Program Cost by Purpose .............................................................................. 49
Average Cost Per FTE by Institution .......................................................................... 50
Facilities/ Equipment ................................................................................................... 52
Off- Campus Facilities ................................................................................................. 53
Section IV: Student Data
Curriculum Enrollment by Program Area ................................................................... 58
Continuing Education Enrollment by Program Area .................................................. 58
Curriculum FTE by Program Area .............................................................................. 59
Continuing Education FTE by Program Area ............................................................. 59
Enrollment by Age Groups ......................................................................................... 60
Enrollment by Employment Status ............................................................................. 60
Enrollment by Race..................................................................................................... 61
Enrollment by Gender ................................................................................................. 61
Enrollment by Residency Status ................................................................................. 62
Enrollment by Day/ Evening Status ............................................................................. 62
Curriculum Enrollment by Credit Hours .................................................................... 63
Student Completions by Programs .............................................................................. 64
Curriculum Student Enrollment by College ( Unduplicated Headcount) .................... 69
Continuing Education Student Enrollment by College ( Unduplicated Headcount) ... 71
Annual FTE by College .............................................................................................. 73
Annual Unduplicated Headcount by Program Area and Total,
1998– 99 through 2002– 03 .................................................................................... 76
Annual FTE by Program Area and Total,
1998– 99 through 2002– 03 .................................................................................... 77
Annual Curriculum and Continuing Education Enrollment by Race, Gender, Day or
Night, Employment Status and Residency, 1998– 99 through 2002– 03 ................ 78
Annual Curriculum Enrollment by Credit Hour Load,
1998– 99 through 2002– 03 .................................................................................... 78
Student Financial Aid Summary for Undergraduate Students .................................... 79
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK CONTENTS— PAGE vii
Section V: Staff/ Faculty Data
2003– 04 Full- Time System Totals by Position Category............................................ 84
2003– 04 Full- Time System Totals by Position Category by Gender .......................... 84
2003– 04 Full- Time System Totals by Position Category by Race.............................. 85
2003– 04 Full- Time System Totals by Position Category by Years of Service
at Current College .................................................................................................. 85
2003– 04 Full- Time System Totals by Position Category by Education Level ........... 86
2003– 04 Full- Time System Totals by Position Category by Months of
Employment........................................................................................................... 86
Appendixes
Glossary ...................................................................................................................... 88
State Board of Community Colleges........................................................................... 93
Community College Presidents................................................................................... 95
Community College System Office ............................................................................ 97
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 1
INTRODUCTION PAGE
Purpose........................................................................................................................ . 2
Working Mission Statement ....................................................................................... 3
History........................................................................................................................ .. 4
Goals ......................................................................................................................... 5
Programs ....................................................................................................................... 7
Governance ................................................................................................................... 8
Funding ....................................................................................................................... 10
NCCC Foundation ....................................................................................................... 11
Service Area Assignments........................................................................................... 13
Statewide Plan............................................................................................................. 17
Map ............................................................................................................................. 19
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 2
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 develop-ment
of policies governing the institutions' relationship to the public schools.
It is the statutory mission statement from which the " working mission statement" derives. It is
the working mission statement which focuses the Community College System's resources by
responding to contemporary societal issues. Legitimized by the State Board of Community
Colleges, the working mission dynamically mobilizes our abilities to concentrate on current
concerns.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 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 postsecondary education,
maximize student success, 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.
• Services to communities and individuals, which improve the quality of life.
Amended, effective August 1, 2000.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 4
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 an 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 educa-tion.
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 Commu-nity
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.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 5
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 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. In July 2001, Mr. James J. Woody was
elected chair. The Community College System Office has had six presidents: I. E. Ready ( 1963–
1970), Ben E. Fountain, Jr. ( 1971– 1978), Larry J. Blake ( 1979– 1982), Robert W. Scott ( 1983–
1994), Lloyd V. Hackley ( 1995– 1997), and H. Martin Lancaster ( July 1997– 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, recog-nizing
that in its first quarter century of service, the System had emerged as the nation's third
largest community college network. During its 39- year history, the North Carolina Community
College System has educated millions of students and employed thousands of faculty and staff.
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 Com-mission
on the Future report is evident in the 2003– 2005 System Strategic Plan goals and objec-tives.
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.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 6
3. Accountability in the Use of Technology: To assess the effective and efficient use of infor-mation
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 Com-munity
College System mission.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 7
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 aca-demic
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 techni-cal
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 occupa-tional,
academic, or avocational in nature. Some are offered as a categorically- funded commu-nity
service. Others are designed to upgrade occupational skills and are funded through enroll-ment
driven formulas ( see Finance). Each of the colleges also offers instruction in basic aca-demic
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 Lanaguage ( 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 develop-ment
of the community. The New and Expanding Industry Program, the Focused Industrial
Training Centers, and the Small Business Center Network all provide direct consulting and
custom training to business and industry to promote their success. The Human Resources Devel-opment
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.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 8
GOVERNANCE
The State of North Carolina has assigned the 58 public community colleges and the N. C. Center
for Applied Textile Technology 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 Commu-nity
Colleges.
The State Board has three major functions: ( 1) equitable distribution of funds and fiscal account-ability,
( 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
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 9
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 com-posed
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.
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.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 10
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 2003– 04 the
tuition rate is $ 35.50 per credit hour and $ 568.00 maximum tuition charge per semester for in- state
students. For out- of- state students, the tuition is $ 197.00 per credit hour and $ 3,152.00 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 2003– 04 are as follows:
State .............. 67.3%
Local ............. 13.4%
Tuition ........... 15.7%
Federal............. 3.2%
Other ................. .4%
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 Section 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
reappropriation.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 11
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 private foundations ( 503)( c)( 3)
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, govern-ment,
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.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 12
• 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.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 13
SERVICE AREA ASSIGNMENTS
Philosophy
Service areas were established in order to control 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 ( Section 2C. 0100, North Carolina Administrative Code).
COLLEGE SERVICE AREA ( See Special Provisions 1– 7, p. 16)
Alamance CC............................................... Alamance 3
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
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 14
COLLEGE SERVICE AREA ( See Special Provisions 1– 7)
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
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 15
COLLEGE SERVICE AREA ( See Special Provisions 1– 7)
Mitchell CC .................................................... Iredell 4, 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 3
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 2
Surry CC ........................................................ Surry, Yadkin
Tri- County CC ................................................ Cherokee, Clay, Graham
Vance- Granville CC ........................................ Franklin, Granville, Vance, Warren
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 16
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 educa-tion
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
COLLEGE SERVICE AREA ( See Special Provisions 1– 7)
Wake TCC ...................................................... Wake
Wayne CC ...................................................... Wayne
Western Piedmont CC ..................................... Burke
Wilkes CC ...................................................... Alleghany, Ashe, Wilkes
Wilson TCC.................................................... Wilson
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 17
STATEWIDE PLAN
On July 19, 2002, the State Board of Community Colleges adopted the North Carolina Commu-nity
College System 2003- 2005 Strategic Plan. In addition to being used in the development of
the 2003- 2005 biennial budget request, the plan sets the strategic direction for the System;
communicates the mission, goals and objectives of the System; and enhances the System’s ability
to achieve the commitment and support of major stakeholders.
The System has adopted a two- year planning cycle, with continuous review and evaluation
during the cycle. A System Planning Council, composed of State Board of Community College
members, local college trustees, college presidents, deans and other college representatives and
System Office staff, are responsible for the development of goals and objectives. The process
involves input from major stakeholders across the state. The plan undergoes extensive review
prior to being presented to the State Board for final adoption.
A copy of the 2003- 2005 Strategic Plan can be found on the System Office website at
www. ncccs. cc. nc. us.
College- Level Planning
Each community college is responsible for developing an annual institutional effectiveness plan
that complies with requirements established by the North Carolina General Assembly, the State
Board of Community Colleges, and the Southern Association of Colleges and Schools ( SACS).
As part of the local planning process, colleges are expected to address goals and objectives in the
System’s 2003- 2005 Strategic Plan, where appropriate. The System Office monitors college-level
planning as part of the annual educational program audit process.
More information on the institutional effectiveness plan guidelines can be found on the System
Office website at www. ncccs. cc. nc. us.
The Commission on Colleges ( COC) new Principles of Accreditation mandates that all colleges
seeking Reaffirmation of Accreditation from SACS must engage in developing a Quality En-hancement
Plan ( QEP). COC expects the QEP to be a course of action for institutional improve-ment
that addresses an issue critical to enhancing educational quality and directly related to
student learning. Core Requirement 2.12 stipulates that the QEP will be part of an ongoing
planning and evaluation process. Moreover, Core Requirement 2.5 requires colleges 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.”
More information on SACS new Principles/ Philosophy of Accreditation, Core Requirements and
Comprehensive Standards is located at http:// www. sacscoc. org.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 18
Critical Success Factors
The State Board of Community Colleges has adopted critical success factors to measure the
performance of the System. The five factors were developed by the System Planning Council
and include System and, where available, institutional level data. The five factors currently in
use are: Core Indicators of Student Success; Workforce Development; Diverse Populations
Learning Needs; Resources; and Technology. Data are being 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 under Publications on the System Office
website at www. ncccs. cc. nc. us.
Alamance
Alexander
Alleghany
Anson
Ashe
Avery
Beaufort
Bertie
Bladen
Brunswick
Buncombe
Burke
Cabarrus
Caldwell
Camden
Carteret
Caswell
Catawba
Chatham
Chowan
Clay
Cleveland
Columbus
Craven
Cumberland
Currituck
Davidson Dare
Davie
Duplin
Durham
Forsyth
Franklin
Gates
Granville
Greene
Guilford
Halifax
Henderson Harnett
Hoke
Hyde
Iredell
Jackson
Johnston
Jones
Lincoln Lee
Macon
Madison Martin
Mecklenburg
Montgomery
Moore
Orange
Pamlico
Pasquotank
Pender
Perquimans
Person
Pitt
Polk
Randolph
Richmond
Robeson
Rockingham
Rowan
Rutherford
Sampson
Scotland
Stanly
Stokes
Surry
Swain
Transylvania
Tyrrell
Union
Vance
Warren
Washington
Wayne
Wilkes
Wilson
Yadkin
Wake
48
49
50
51
52
53
54
55
56
57
58
22
1
2
5
26 13
10
21
33 17
39
23
43
37
18
46
42
4
20
28
45
6
27 14
24
19
30
38
16
36
3
9
Onslow
15
Edgecombe
Northampton
MitchellYancey
25
Graham
Cherokee
Haywood
Mcdowell
Gaston
59
New
Hanover
31
44
11
40
7
34
47
12 Lenoir
2 9
Nash
35
Hertford
41
8
32
Watauga
North Carolina Community College System
21. Forsyth Technical Community College
2100 Silas Creek Parkway
Winston- Salem, NC 27103- 5197
( 336) 723- 0371
www. forsythtech. edu
22. Gaston College
201 Highway 321, South
Dallas, NC 28034- 1499
( 704) 922- 6200
www. gaston. edu
23. Guilford Technical Community College
Post Office Box 309
Jamestown, NC 27282
( 336) 334- 4822
www. gtcc. edu
24. Halifax Community College
Post Office Drawer 809
Weldon, NC 27890
( 252) 536- 4221
www. halifaxcc. edu
25. Haywood Community College
185 Freedlander Drive
Clyde, NC 28721
( 828) 627- 4500
http:// www. haywood. edu
26. Isothermal Community College
Post Office Box 804
Spindale, NC 28160
( 828) 286- 3636
www. isothermal. edu
27. James Sprunt Community
College
Post Office Box 398
Kenansville, NC 28349- 0398
( 910) 296- 2400
www. sprunt. com
28. Johnston Community College
Post Office Box 2350
Smithfield, NC 27577
( 919) 934- 3051
www. johnstoncc. edu
29. Lenoir Community College
Post Office Box 188
Kinston, NC 28502- 0188
( 252) 527- 6223
www. lenoircc. edu
1. Alamance Community College
Post Office Box 8000
Graham, NC 27253- 8000
( 336) 578- 2002
www. alamance. cc. nc. us
2. Asheville- Buncombe Technical
Community College
340 Victoria Road
Asheville, NC 28801
( 828) 254- 1921
www. asheville. cc. nc. us
3. Beaufort County Community College
Post Office Box 1069
5337 Highway 264 East
Washington, NC 27889
( 252) 946- 6194
www. beaufort. cc. nc. us
4. Bladen Community College
Post Office Box 266
Dublin, NC 28332
( 910) 879- 5500
www. bladen. cc. nc. us
5. Blue Ridge Community College
100 College Drive
Flat Rock, NC 28731
( 828) 694- 1700
www. blueridge. edu
6. Brunswick Community College
Post Office Box 30
Supply, NC 28462
( 910) 755- 7300
www. brunswick. cc. nc. us
7. Caldwell Community College
and Technical Institute
2855 Hickory Boulevard
Hudson, NC 28638
( 828) 726- 2200
www. cccti. edu
8. Cape Fear Community College
411 North Front Street
Wilmington, NC 28401
( 910) 362- 7000
http:// cfcc. net
9. Carteret Community College
3505 Arendell Street
Morehead City, NC 28557- 2894
( 252) 222- 6000
www. carteret. edu
10. Catawba Valley Community College
2550 Highway 70, Southeast
Hickory, NC 28602
( 828) 327- 7000
www. cvcc. edu
http:// www. ncccs. cc. nc. us - this site links to community colleges
Preparing North Carolina's World- Class Workforce
AN EQUAL OPPORTUNITY EMPLOYER
Printed on recycled paper
08- 2003
North Carolina Community College System
H. Martin Lancaster, President
( 919) 807- 7100
Caswell Building, 200 West Jones Street
Raleigh, NC 27603- 1379
( 919) 807- 7164 Fax
11. Central Carolina
Community College
1105 Kelly Drive
Sanford, NC 27330
( 919) 775- 5401
www. cccc. edu
12. Central Piedmont Community
College
Post Office Box 35009
Charlotte, NC 28235
( 704) 330- 2722
www. cpcc. edu
13. Cleveland Community College
137 South Post Road
Shelby, NC 28152- 6296
( 704) 484- 4000
www. clevelandcommunitycollege. edu
14. Coastal Carolina Community College
444 Western Boulevard
Jacksonville, NC 28546- 6899
( 910) 455- 1221
www. coastalcarolina. edu
15. College of The Albemarle
Post Office Box 2327
Elizabeth City, NC 27909- 2327
( 252) 335- 0821
www. albemarle. edu
16. Craven Community College
800 College Court
New Bern, NC 28562
( 252) 638- 4131
www. cravencc. edu
17. Davidson County Community College
Post Office Box 1287
Lexington, NC 27295
( 336) 249- 8186
www. davidson. cc. nc. us
18. Durham Technical Community College
1637 Lawson Street
Durham, NC 27703
( 919) 686- 3300
www. durhamtech. edu
19. Edgecombe Community College
2009 West Wilson Street
Tarboro, NC 27886
( 252) 823- 5166
www. edgecombe. edu
20. Fayetteville Technical Community
College
Post Office Box 35236
Fayetteville, NC 28303- 0236
( 910) 678- 8400
www. faytechcc. edu
Mail to: 5001 Mail Service Center, Raleigh, NC 27699- 5001
19
Alamance
Alexander
Alleghany
Anson
Ashe
Avery
Beaufort
Bertie
Bladen
Brunswick
Buncombe
Burke
Cabarrus
Caldwell
Camden
Carteret
Caswell
Catawba
Chatham
Chowan
Clay
Cleveland
Columbus
Craven
Cumberland
Currituck
Davidson Dare
Davie
Duplin
Durham
Forsyth
Franklin
Gates
Granville
Greene
Guilford
Halifax
Henderson Harnett
Hoke
Hyde
Iredell
Jackson
Johnston
Jones
Lincoln Lee
Macon
Madison Martin
Mecklenburg
Montgomery
Moore
Orange
Pamlico
Pasquotank
Pender
Perquimans
Person
Pitt
Polk
Randolph
Richmond
Robeson
Rockingham
Rowan
Rutherford
Sampson
Scotland
Stanly
Stokes
Surry
Swain
Transylvania
Tyrrell
Union
Vance
Warren
Washington
Wayne
Wilkes
Wilson
Yadkin
Wake
48
49
50
51
52
53
54
55
56
57
58
22
1
2
5
26 13
10
21
33 17
39
23
43
37
18
46
42
4
20
28
45
6
27 14
24
19
30
38
16
36
3
9
Onslow
15
Edgecombe
Northampton
MitchellYancey
25
Graham
Cherokee
Haywood
Mcdowell
Gaston
59
New
Hanover
31
44
11
40
7
34
47
12 Lenoir
2 9
Nash
35
Hertford
41
8
32
Watauga
North Carolina Community College System
30. Martin Community College
1161 Kehukee Park Road
Williamston, NC 27892
( 252) 792- 1521
www. martin. cc. nc. us
31. Mayland Community College
200 Mayland Drive
Post Office Box 547
Spruce Pine, NC 28777
( 828) 765- 7351
www. mayland. edu
32. McDowell Technical Community
College
54 College Drive
Marion, NC 28752
( 828) 652- 6021
www. mcdowelltech. cc. nc. us
33. Mitchell Community College
500 West Broad Street
Statesville, NC 28677
( 704) 878- 3200
www. mitchell. cc. nc. us
34. Montgomery Community College
1011 Page Street
Troy, NC 27371
( 910) 576- 6222
www. montgomery. cc. nc. us
35. Nash Community College
522 N. Old Carriage Road
Rocky Mount, NC 27804- 0488
( 252) 443- 4011
www. nashcc. edu
36. Pamlico Community College
Post Office Box 185
Grantsboro, NC 28529
( 252) 249- 1851
www. pamlico. cc. nc. us
37. Piedmont Community College
Post Office Box 1197
Roxboro, NC 27573
( 336) 599- 1181
www. piedmont. cc. nc. us
38. Pitt Community College
Post Office Drawer 7007
Greenville, NC 27835- 7007
( 252) 321- 4200
www. pitt. cc. nc. us
39. Randolph Community College
Post Office Box 1009
Asheboro, NC 27204- 1009
( 336) 633- 0200
www. randolph. edu
40. Richmond
Community College
Post Office Box 1189
Hamlet, NC 28345
( 910) 582- 7000
www. richmond. cc. nc. us
41. Roanoke- Chowan
Community College
109 Community College Road
Ahoskie, NC 27910- 9522
( 252) 862- 1200
www. roanoke. cc. nc. us
42. Robeson Community College
Post Office Box 1420
Lumberton, NC 28359
( 910) 738- 7101
www. robeson. cc. nc. us
43. Rockingham Community College
Post Office Box 38
Wentworth, NC 27375- 0038
( 336) 342- 4261
www. rockinghamcc. edu
44. Rowan- Cabarrus Community College
Post Office Box 1595
Salisbury, NC 28145- 1595
( 704) 637- 0760
www. rccc. cc. nc. us
45. Sampson Community College
Post Office Box 318, Hwy 24 West
Clinton, NC 28329- 0318
( 910) 592- 8081
www. sampson. cc. nc. us
46. Sandhills Community College
3395 Airport Road
Pinehurst, NC 28374
( 910) 692- 6185
www. sandhills. edu
47. South Piedmont Community College
Post Office Box 126
Polkton, NC 28135
( 704) 272- 7635
www. spcc. edu
48. Southeastern Community College
Post Office Box 151
Whiteville, NC 28472
( 910) 642- 7141
www. southeastern. cc. nc. us
49. Southwestern Community College
447 College Drive
Sylva, NC 28779
( 800) 447- 4091
www. southwesterncc. edu
50. Stanly Community College
141 College Drive
Albemarle, NC 28001
( 704) 982- 0121
www. stanly. cc. nc. us
51. Surry Community College
630 South Main Street
Dobson, NC 27017
( 336) 386- 8121
www. surry. cc. nc. us
52. Tri- County Community College
4600 East U. S. 64
Murphy, NC 28906
( 828) 837- 6810
www. tccc. cc. nc. us
53. Vance- Granville Community College
Post Office Box 917
Henderson, NC 27536
( 252) 492- 2061
www. vgcc. edu
54. Wake Technical Community College
9101 Fayetteville Road
Raleigh, NC 27603
( 919) 662- 3400
www. waketech. edu
55. Wayne Community College
300 Wayne Memorial Drive
Goldsboro, NC 27533- 8002
( 919) 735- 5151
www. wayne. cc. nc. us
56. Western Piedmont Community
College
1001 Burkemont Avenue
Morganton, NC 28655
( 828) 438- 6000
www. wp. cc. nc. us
57. Wilkes Community College
Post Office Box 120
Wilkesboro, NC 28697
( 336) 838- 6100
www. wilkescc. edu
58. Wilson Technical Community College
Post Office Box 4305
Wilson, NC 27893- 0305
( 252) 291- 1195
www. wilsontech. edu
59. North Carolina Center for Applied
Textile Technology
Post Office Box 1044
Belmont, NC 28012
( 704) 825- 3737
http:// www. nccatt. org
http:// www. ncccs. cc. nc. us - this site links to community colleges
Preparing North Carolina's World- Class Workforce
AN EQUAL OPPORTUNITY EMPLOYER
Printed on recycled paper
08- 2003
North Carolina Community College System
H. Martin Lancaster, President
( 919) 807- 7100
Caswell Building, 200 West Jones Street
Raleigh, NC 27603- 1379
( 919) 807- 7164 Fax
Mail to: 5001 Mail Service Center, Raleigh, NC 27699- 5001
20
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 21
PROGRAM BRIEFS PAGE
Curriculum Programs .................................................................................................... 22
Accrediting Agencies of Curriculum Programs ............................................................ 25
Basic Skills ................................................................................................................... 26
Carl Perkins Act ............................................................................................................ 27
Community Service ...................................................................................................... 28
Correctional Education ................................................................................................. 29
Distance Learning ......................................................................................................... 30
Fire and Rescue Training Services ................................................................................ 34
Focused Industrial Training Centers ............................................................................. 35
Human Resources Development Program.................................................................... 36
In- Plant Training Program ............................................................................................ 37
New and Expanding Industries Training....................................................................... 38
Occupational Continuing Education ............................................................................. 39
Proprietary Schools Licensure ...................................................................................... 41
Small Business Centers ................................................................................................. 42
The North Carolina Center for Applied Textile Technology......................................... 43
Workforce Initiatives .................................................................................................... 44
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 22
CURRICULUM PROGRAMS
The North Carolina Community College System offerings exceed twenty- five hundred curricu-lum
programs under more than two hundred ninety curriculum titles. Programs are offered at the
certificate, diploma and the associate of applied science degree levels.
Certificate programs range from 12 to 18 semester hour credits and can usually be completed
within one semester for a full- time student. Associate degree level courses within a certificate
program may also be applied toward a diploma or an associate of applied science degree.
Diploma programs range from 36 to 48 semester hour credits and can usually be completed
within two semesters and one summer term for a full- time student. Associate degree level
courses within a diploma program may also be applied toward an associate of applied science
degree.
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 communi-cations,
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
regular curriculum approval process for applications submitted by individual community col-leges.
Curriculums are designed and developed by the applying college with input from employ-ers
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.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 23
CC— COMMUNITY COLLEGE GENERAL
TCC— TECH. COM. COLL. EDUCATION CONTRACTS WITH COLLEGE
TI— TECHNICAL INSTITUTE ( A10300) SENIOR INSTITUTIONS TRANSFER
Alamance CC ü ü
Asheville– Buncombe TCC ü
Beaufort County CC ü ü
Bladen CC ü
Blue Ridge CC ü ü
Brunswick CC ü
Caldwell CC & TI ü
Cape Fear CC ü
Carteret CC ü
Catawba Valley CC ü ü
Central Carolina CC ü ü
Central Piedmont CC ü ü
Cleveland CC ü ü
Coastal Carolina CC ü ü
College of The Albemarle ü ü
Craven CC ü ü
Davidson County CC ü ü
Durham TCC ü ü
Edgecombe CC ü
Associate in Arts, Associate in Fine Arts, and Associate in Science
Community colleges offer college transfer programs through the associate in arts, associate in
fine arts, and associate in science degrees. The associate in arts, associate in fine arts, and the
associate in science programs are part of the Comprehensive Articulation Agreement ( CAA).
This agreement addresses the transfer of students between institutions in the North Carolina
Community College System and the constituent institutions of the University of North Carolina.
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 col-lege-
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 43 of the colleges.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 24
CC— COMMUNITY COLLEGE GENERAL
TCC— TECH. COMM. COLL. EDUCATION CONTRACTS WITH COLLEGE
TI— TECHNICAL INSTITUTE ( A10300) SENIOR INSTITUTIONS TRANSFER
Fayetteville TCC ü ü
Forsyth TCC ü
Gaston College ü ü
Guilford TCC ü ü
Halifax CC ü ü
Haywood CC ü ü
Isothermal CC ü ü
James Sprunt CC ü ü
Johnston CC ü ü
Lenoir CC ü
Martin CC ü ü
Mayland CC ü ü
McDowell TCC ü ü
Mitchell CC ü
Montgomery CC ü ü
Nash CC ü ü
Pamlico CC ü ECU– Greenville ü
Piedmont CC ü ü
Pitt CC ü ü
Randolph CC ü
Richmond CC ü ü
Roanoke- Chowan CC ü ü
Robeson CC ü ü
Rockingham CC ü ü
Rowan– Cabarrus CC ü
Sampson CC ü ü
Sandhills CC ü ü
South Piedmont CC ü ü
Southeastern CC ü
Southwestern CC ü ü
Stanly CC ü
Surry CC ü ü
Tri- County CC ü ü
Vance- Granville CC ü ü
Wake TCC ü ü
Wayne CC ü
Western Piedmont CC ü ü
Wilkes CC ü ü
Wilson TCC ü ü
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 25
ACCREDITING AGENCIES OF CURRICULUM PROGRAMS
Accreditation Review Committee on Education for Surgical Technology
American Association of Medical Assistants
American Association Radiologic Technology
American Association for Respiratory Care
American Bar Association
American Board of Funeral Service Education
American Board of Registration of EEG and EP Technologists
American Dental Association
American Health Information Management Association
American Institute of Banking
American Medical Association
American Occupational Therapy Association
American Physical Therapy Association
American Society of Cytology
American Society of Hospital Pharmacies
Association of Surgical Technologists
Automotive Service Excellence
Board of Nephrology Examiners, Nurses and Technologists
Commission on Accreditation of Allied Health Education Programs
Commission on Opticianry Accreditation
Committee on Veterinary Technician Education and Activities
Federal Aviation Administration
Joint Review Committee on Education in Cardiovascular Technology
Joint Review Committee on Education in Diagnostic Medical Sonography
Joint Review Committee on Education in Radiologic Technology
Joint Review Committee on Educational Programs for the EMT– Paramedic
Joint Review Committee on Educational Programs in Nuclear Medicine Technology
Joint Review Committee for Respiratory Therapy Education
National Accrediting Agency for Clinical Laboratory Sciences
National Automotive Technicians Education Foundation
National League for Nursing
North American Wildlife Technology Association
North Carolina Board of Examiners for Speech- Language Pathologists and Audiologists
North Carolina Board of Nursing*
North Carolina Criminal Justice, Department of Criminal Justice Standards Division
North Carolina Office of Emergency Medical Services
North Carolina Real Estate Commission
North Carolina Real Estate Licensing Board
North Carolina State Board of Cosmetic Arts
North Carolina State Board of Embalmers
North Carolina State Board of Mortuary Science*
North Carolina Substance Abuse Certification Board*
Society of American Foresters
Southern Association of Colleges and Schools
Southern Organization of Human Service Educators*
Technology Accreditation Commission/ Accreditation Board for Engineering and Technology
* Gives approval not accreditation.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 26
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 oppor-tunities
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 mental retardation who have
not had an education or who have received an inadequate one. The program requires specialized diagno-sis
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 pro-grams.
Students must be placed in these programs by a placement test.
ENROLLMENT
YEAR ESL ABE AHS GED CED HSG* TOTAL
1998– 99 30,469 63,102 13,349 27,095 6,299 4,646 144,960
1999– 00 35,850 63,502 12,674 26,397 6,236 6,603 151,262
2000– 01 40,378 74,968 11,102 24,669 ** 5,954 157,071
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
* 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.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 27
CARL D. PERKINS VOCATIONAL AND
TECHNICAL EDUCATION ACT OF 1998
The purpose of the Carl D. Perkins Vocational and Technical Education Act is to make the United
States more competitive in the world economy by developing more fully the academic, vocational
and technical skills of students who enroll in vocational 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 ad-vanced
society.
This Act provides federal resources to support programs and activities that strengthen student
skills, promote integration of academic and vocational instruction, expand the use of technology,
provide professional development, and increase opportunities for special populations 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 vocational 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 popula-tion
( persons with disabilities, economically disadvantaged persons, individuals preparing
for non- traditional training and employment, single parents, displaced homemakers, and
individuals with other barriers to educational achievement including individuals with limited
English proficiency).
• Provides greater accountability by requiring the measurement of student achievement against
established core indicators of performance.
• Maintains funding for Tech Prep through Title II of the Act.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 28
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 effective-ness
plan, which is submitted annually to the System Office.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 29
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 2002– 03, 48 community colleges offered instruction to students in a prison setting.
CORRECTIONAL EDUCATION ENROLLMENT
1998– 99 1999– 00 2000– 01 2001– 02 2002– 03
Continuing Education:
Headcount ( Duplicated) 35,635 39,038 45,695 47,557 43,864
FTE 3,433 3,740 4,060 4,371 4,241
Curriculum:
Headcount ( Duplicated) 20,821 20,519 21,337 21,192 18,624
FTE 2,753 2,604 2,716 2,803 2,386
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 correc-tional
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 popula-tion
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.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 30
DISTANCE LEARNING
The North Carolina Community College System utilizes distance learning technologies, including tele-courses,
interactive video and Web- based courses, to provide students across the state with increased
access to training and education.
Advantages of Distance Learning Technologies
These technologies enable community colleges to:
• Share courses among themselves.
• Increase college access to students.
• Participate in interactive telemeetings, thereby saving on travel expenses.
• Share expertise in order to improve productivity.
• Cooperate in the use of facilities and equipment.
• Realize savings through the “ wholesale” 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.
ENROLLMENT IN DISTANCE LEARNING COURSES, 2002- 03
COURSES CURRICULUM CONTINUING
EDUCATION
Internet Courses 72,065 14,093
( Online)
Telecourses 13,808 672
( Broadcast- Cablecast-
Video Cassette)
Two- Way Video Courses 8,642 86
( NC Information Highway)
Tele- Web Courses 742 507
( Telecourse + Internet)
Other Courses 3,289 730
Total 98,546 16,088
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 31
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 PBS and other producers. 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
Still often called the N. C. Information Highway ( NCIH), the N. C. Integrated Information Network
( NCIIN), as of May 2003, provided two- way video and data connectivity for 39 community colleges and
the System Office. The total number of sites was 47, because some colleges have more than one site on
the same campus or a site at a satellite campus. The map on page 33 identifies the location of the com-munity
colleges that have NCIIN video sites in each county.
Colleges that do not have NCIIN interactive video sites are connected to the internet via " Anchor Net,"
which connects them to the internet at T- 1 speed. This network provides high- speed data access and the
ability to run interactive video sessions using the H. 323 video protocol. Community colleges throughout
the state have the ability to connect to other colleges using a variety of communications protocols and
networks, including the NCIH network, NC- REN ( North Carolina Research and Education Network), and
private H. 323 ( video over IP) networks.
The Virtual Learning Community— Web- based Courses
The North Carolina Community College System Virtual Learning Community is based on a collaborative
model of colleges working jointly to provide quality instruction through Web- based technology. The
Common 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 Common Course Library course offerings.
The ITFS Project
When completed, the ITFS 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. It may also provide a revenue stream that could be used to develop more courses. Plans are
being made to provide wireless connectivity for the remaining colleges utilizing other transmission
modes.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 32
The National Guard Project
The North Carolina National Guard ( NCNG) has a goal of having all of their personnel in the state, both
military and civilian, within easy driving distance of a distance learning or telecommunications class-room.
Rather than placing these facilities in NCNG Armories, they have chosen to place them in commu-nity
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 10 such facilities in community colleges. There will be a National
Guard network over which most of their 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
Since participation in the summer 2001 Distance Learning Alliance Conference was down by nearly 20
percent compared to the 2000 conference, primarily due to state budgeting constraints, the conference
planners decided to organize a ” virtual conference” that was held during the week of January 21- 30, 2003
( http:// www. dlalliance. org/). The conference was a success providing 22 virtual staff development
sessions via Blackboard, Inc., the course management system used by the majority of North Carolina
community colleges. Virtual conference attendees were able to participate in every conference session.
Attendance in the " virtual conference" was 502 with attendees from 26 states, Taiwan, and Austrailia.
The conference returned to traditional face- to- face sessions during March 10- 12, 2004. However, the
conference continued to push the technology envelope by adopting “ blended delivery” of eight confer-ence
sessions including three keynote addresses. This involved digitizing and streaming audio/ video
recorded in live sessions and making them available over the Internet. Thus, many more educators across
the state were able to participate in the conference without incurring travel expenses.
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, and public and private colleges and universities. The conference truly is a profes-sional
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.
Production of Programming
Teleconferences or telemeetings are produced and delivered to all 58 community 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 origina-tor
can either share their computer desktop and associated PC applications with ( up to) 10 individuals or
broadcast to hundreds.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 34
FIRE AND RESCUE TRAINING SERVICES
In 2002– 03 the North Carolina Community College System provided training to 143,448 stu-dents
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 man-agement
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. Over thirty 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 FTE
1998– 99 114,216 1,989
1999– 00 124,325 2,326
2000– 01 128,112 2,159
2001– 02 137,447 2,294
2002– 03 143,448 2,411
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 35
FOCUSED INDUSTRIAL TRAINING
North Carolina, not unlike a significant number of states throughout the nation, is facing a serious chal-lenge,
now and in the future, to rebuild and strengthen its business and industrial economics. The job
losses and plant closures that the State’s textile, furniture, tobacco, and other manufacturing industries
have experienced are creating and will continue to create a devastating effect on the overall economy.
Picture if you will a state where people are genuinely excited about where they live and work, and where
the worker productivity rate has been among the highest in the country. Then in a two- to- three- year
period, unemployment and layoffs begin to occur not just in North Carolina, but throughout the nation
and a once reasonably healthy manufacturing economy shows real signs of serious trouble.
As the State’s remaining businesses and industries strive 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 interna-tionally.
The Focused Industrial Training ( FIT) Program is designed to respond and assist in fulfilling
the training requirements.
Traditionally, FIT projects and training programs have been primarily directed toward veteran or incum-bent
workers in manufacturing industries who desire or need to renew their skills and technical knowl-edge;
training assistance is jointly planned by a sponsoring community college and the participating
industry to assure that the activities are focused on the reality of the identified needs. Instruction is
customized to focus on the specific training needs and may consist of small classes that cannot be facili-tated
with regular program funds.
This program was initiated in the l980s and has grown for nearly a quarter of a century to a level of
activity serving an annual average of 695 companies and 11,383 North Carolina employees; these statis-tics
are based upon Focused Industrial Training Annual Evaluation Report data from Fiscal Year 1997-
1998 through Fiscal Year 2002- 2003.
In 2002- 2003 the System had 37 FIT Centers and four Consortiums that were awarded an annual allot-ment
of funds averaging $ 80,277. Allotments ranging from $ 5,000 to $ 12,500 were also distributed to
colleges that did not have a designated FIT Center. The System Office maintains a small reserve “ Bal-ance-
Of- State” Fund during the fiscal year that may be allotted for unmet training needs when a college
exhausts all of its regular FIT budget. FIT Centers are staffed with a director who works closely with
local business and industry personnel in reviewing and assessing specific training needs and then devel-ops
training programs customized or tailored to those needs. The director conducts and analyzes surveys
within companies, designs and develops pre- and post- methods to evaluate the skills of the workers,
determines skill levels and knowledge content of the jobs, organizes the content into a learning sequence
and then jointly plans training that cannot be addressed through other existing occupational programs.
# OF FIT # OF TOTAL # TOTAL # OF
YEAR CENTERS COMPANIES OF TRAINEES SKILLS CLASSES
1998– 99 38 676 14,841 1,178
1999– 00 39 705 12,186 1,196
2000– 01 40 630 13,404 1,519
2001– 02 40 754 10,488 1,100
2002– 03 40 834 8,438 955
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 36
HUMAN RESOURCES DEVELOPMENT PROGRAM
Human Resources Development ( HRD) is a state- funded program administered by the North Caro-lina
Community College System. HRD focuses on the development of basic workplace skills by
providing skill assessment services, employability skills training, and career development counsel-ing
to unemployed and underemployed adults. 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 insur-ance.
Graduates of the program are helped in their search for a job or receive career and educational
counseling as needed. There is an HRD Program in all 58 community colleges.
The HRD Program is student- centered. Participants are taught to focus on healthy perceptions,
optimism, creative choices, and positive expectations. Instead of perceiving themselves as victims,
participants learn to reconstruct their attitudes/ behaviors and become more open to new experi-ences.
HRD 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) aware-ness
of the impact on information technology in the workplace.
Performance indicators for the program are positive:
Since 1975, the program enrolled 313,504 students. During 2002- 03, the program enrolled 52,736
students.
Within the last five years, student enrollment has increased by 48 percent from 25,077 to 52,736.
HRD statistics show that on average 73 percent of people who enrolled in HRD were unemployed.
Of those employed, 50 percent only worked part- time. Student placement rates are great— approxi-mately
70 percent of the students exiting the program are placed in further training and/ or on a job.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 37
IN- PLANT TRAINING PROGRAM
The In- Plant Training Program enables the colleges to assist manufacturing, service, and/ or
governmental organizations with inservice training of their employees. This occupational exten-sion
training includes involvement in five areas: industry, business, health, government and
agriculture. Training occurs in the facilities or at the site in which an organization normally
operates and at the employee’s assigned work station. This method of delivering skills training
works very well for companies where it is not feasible to duplicate the training environment in an
institutional setting.
Production industries continue to benefit most from in- plant training. On- the- job training contin-ues
to be utilized in all sectors for training of new hires and in the retraining of veteran workers.
YEAR # OF ORGANIZATIONS SERVED # OF TRAINEES
1998– 99 32 2,047
1999– 00 29 1,215
2000– 01 31 1,327
2001– 02 10 613
2002– 03 9 685
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 38
NEW AND EXPANDING INDUSTRIES 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 expand-ing
businesses in 1958, and continues to be one of the nation’s most recognized state customized
job training services. In it’s November issue, Site Selection magazine chose North Carolina as
the nation’s top state for doing business in its 2003 rankings. The designation is North Carolina’s
third consecutive top ranking and its fourth in five years. In addition, Expansion Management
Magazine named the New and Expanding Industry Training Program ( NEIT) as one of the top
three programs nationally in the October 2003 issue and consistently is recognized as such. 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 jobs in
any one community in North Carolina during 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 2002- 03, North Carolina Community Colleges provided free customized training to 131 new
and expanding companies in the state and trained 10,610 North Carolinians with the skills neces-sary
for successful new employment, economic recovery and growth.
# OF TOTAL # OF AVG. COST
YEAR PROJECTS EXPENDITURES TRAINEES PER TRAINEE
1998– 99 193 $ 7,614,677.69 19,960 $ 381.50
1999– 00 197 $ 7,247,885.47 20,256 $ 357.81
2000– 01 203 $ 7,024,819.47 24,068 $ 291.87
2001– 02 155 $ 5,391,598.35 14,771 $ 365.01
2002– 03 131 $ 4,005,104.75 10,610 $ 377.48
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 39
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, bilingual training for the work-place,
and urgent public health- related training. Course fees remain relatively low. The maxi-mum
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 1,400 approved courses— recent course additions include for example
Workplace Computer Security, Lean Manufacturing, ISO Quality Management Standards
and Physical Therapy Aide.
Training Demand— 2002– 03
College workforce continuing education enrollments reached 569,372* in 2002- 03. Enrollments
were clustered predominately in health & safety ( 25%), public safety ( 41%) and education,
agriculture/ natural resources and business/ industry skills training ( 34%).
• Approximately 48,736 trained in Information Technology- related training.
• 26,831+ enrollments in OSHA, Safety and Codes/ Inspections training.
• Over 13,000 trained in Certified Nurse Aide I training.
• More than 19,000 trained in business management, leadership and supervision skills.
• Over 18,000 trained in construction, electrical, and mechanical and manufacturing skills.
• Colleges generated more than 14 million membership hours in workforce continuing
education with more than 1.3 million hours in computer science applications, 1.8 million
hours in emergency medical services and 1.3 million hours in health & safety occupa-tions.
• Enrollments generated a total of 20,605 FTE.
• Community colleges trained 95% of the State’s firefighters and more than 80% of the
State’s law enforcement officers.
* Duplicated headcount
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 40
More than two- thirds of the workforce continuing education students worked while attending
training. The average age for workforce continuing education students was 36.
Customer Profile
Students enroll in workforce continuing education courses to develop skills for a job or to im-prove
their skills for their current job. Seventy- nine percent ( 79%) of students enrolled in 2002
were between the ages of 25 and 49; Seventy- one percent ( 71%) were employed full- time; eight
percent ( 8%) were employed part- time; and twenty- one percent ( 21%) were unemployed.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 41
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 and approval. After preliminary approval, the applicant is
notified to complete the final application process. 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, ( 3)
A license site visit is conducted to review the physical facility, ( 4) 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 recommenda-tion
for approval to the State Board of Community Colleges. A renewal license is effective beginning July
1 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 News
and Information/ Proprietary Schools section on the System Office website at www. ncccs. cc. nc. us.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 42
YEAR COUNSELING* REFERRALS TOTAL ALL CLIENTS
1998– 99 4,310 10,092 61,658
1999– 00 17,003 4,060 64,254
2000– 01 18,818 7,130 73,455
2001– 02 21,528 6,930 74,322
2002– 03 14,723 3,113 66,627
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
$ 66,000.
Educational Opportunities— Seminars/ workshops and courses on the how- to of business operations
including business planning, management, finance, computers/ software, communications, taxes, behav-ioral
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 exist-ing
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 accessi-bility;
Internet access; and teleconference capability.
YEAR # OF CENTERS SEMINARS/ WORKSHOPS PARTICIPANTS
1998– 99 58 3,034 47,256
1999– 00 58 2,911 43,191
2000– 01 58 2,945 47,507
2001– 02 58 2,793 45,864
2002– 03 58 3,038 48,791
* Counseling figures include face to face, telephone and email.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 43
THE NORTH CAROLINA CENTER FOR APPLIED TEXTILE TECHNOLOGY
The North Carolina Center for Applied Textile Technology ( NCCATT) was established in 1943 as the
first post- secondary technical institution in the state. In 1991, NCCATT became the 59th institution in
the North Carolina Community College System.
The Center specializes in technical assistance, product analysis and development, market research, and
customized extension instruction designed for the textile industry. It is the only institution of its kind in
North Carolina. Located in Belmont, the Center sits in the middle of the largest concentration of textile
manufacturing plants in the world. Unlike its community college counterparts, the Center’s service area
is not restricted to a surrounding county. The Center serves the entire state. Customers and students
come from all over North Carolina, from other states and even foreign countries.
The Center provides opportunities for North Carolina citizens and others to enroll in educational training
programs either for occupational preparation or skills upgrading specific to the textile and related indus-tries.
Seminars and short courses are also taken off campus to manufacturing sites or other community
colleges. The Center provides these opportunities through cooperative arrangements with other institu-tions
and agencies in the state through training programs, continuing education, technical assistance and
business support.
The Center’s role in educating North Carolina’s major industry is dynamic and ever changing. The
Center currently has an ambitious electrical and construction trade program in Gaston County designed to
prepare high school graduates for direct entrance to the workforce. This year’s program attracted over
170 high school sophomores, juniors and seniors, who have received extensive hands- on training both on
campus and at live site locations.
Services
· Technical Assistance and Services · Yarn and Fabric Testing · Market Research
· Product Analysis and Development · Employee Assessments · Sample Processing
· Customized Training Programs
Enrollment
YEAR CURRICULUM CONTINUING EDUCATION TOTALS
1998– 99 274 3,355 3,629
1999– 00 313 3,019 3,332
2000– 01 525 3,132 3,657
2001– 02 494 3,088 3,582
2002– 03 351 3,522 3,873
Faculty/ Staff
Total Staff: 26
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 44
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
30+ colleges that serve as sites for local JobLink Career Centers.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION III— PAGE 45
FINANCE/ FACILITIES/ EQUIPMENT PAGE
Overview of Community College Budget Process ........................................................ 46
Description of State Level Expenditures ....................................................................... 48
Regular Program Cost by Purpose................................................................................. 49
Average Cost Per FTE by Institution............................................................................. 50
Facilities/ Equipment ...................................................................................................... 52
Off- Campus Facilities .................................................................................................... 53
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION III— PAGE 46
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 essen-tial
elements of this process are outlined below:
• One student who takes 16 hours of class work for one semester ( or 16 weeks) generates 256
hours. If this same student attends classes for one year, the student would generate 688 hours
which is equivalent to one annual FTE.
One fall or spring semester FTE = 16 hours x 16 weeks = 256 hours
One summer term FTE = 16 hours x 11 weeks = 176 hours
In order for a college to generate budget, approximately 18 FTEs must be generated before an
instructional unit can be allocated. Each year the dollar amount for curriculum ( credit) and
extension ( 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, sup-plies
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 ( 90%) is 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 semes-ter,
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.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION III— PAGE 47
• 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 utilities ( including telephone) or plant 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.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION III— PAGE 48
DESCRIPTION OF STATE LEVEL EXPENDITURES ( Year ended June 30, 2003)
• 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, and Board of Education Liaison.
• Administration— The funds expended in this area include Vice President's Office,
Telecommunications, Planning and Research, Information Resources and Technology,
Information Services, Program Auditing, and Library Resources.
• Business and Finance— The funds expended in this area include Business and Finance
Administration, Budgeting and Accounting, and Administrative and Facility Services.
• Academic and Student Services— The funds expended in this area include Academic and
Student Services Administration, Curriculum and Student Services, Program Services, Tech
Prep, School- to- Work, Vocational Education, Basic Skills, EvenStart Family Literacy, Special
Populations Training, Literacy Resource Center, Grants and Assessment, and Professional
Development.
• Economic and Workforce Development— The funds expended in this area include Economic
andWorkforce Development Administration, Continuing Education, Regional Training,
Small Business, HRD, and Workforce Initiatives.
• 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, Diploma Nursing, GED Scoring, Networking,
Systemwide Projects, and NC Live.
• Books— The funds expended represent payments at the state level for 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.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION III— PAGE 49
PERCENT
PURPOSE DESCRIPTION BUDGET EXPENDITURES BALANCE EXPENDED
1XX INSTITUTIONAL SUPPORT
110 Executive Management $ 37,404,936 $ 37,148,549.70 $ 256,386.30 99.31%
120 Financial Services 23,198,075 23,033,954.05 164,120.95 99.29%
130 General Administration 46,728,609 45,129,612.13 1,598,996.87 96.58%
140 Information Systems ( Admin.) 16,199,273 16,024,040.27 175,232.73 98.92%
150 Staff Development 542,457 511,991.84 30,465.16 94.38%
Total Institutional Support $ 124,073,350 $ 121,848,147.99 $ 2,225,202.01 98.21%
2XX CURRICULUM INSTRUCTION
210 Certificate Programs 21,451,074 20,863,898.12 587,175.88 97.26%
220 Associate Degree Programs 310,163,086 2 99,736,759.58 10,426,326.42 96.64%
230 Diploma Programs 35,633,157 34,038,314.23 1,594,842.77 95.52%
240 Transitional Programs 9,155,717 8,589,552.84 566,164.16 93.82%
Total Curriculum Instruction $ 376,403,034 $ 363,228,524.77 $ 13,174,509.23 96.50%
3XX CONTINUING EDUCATION
310 Occupational Eduction Instr. 37,537,078 35,399,175.26 2,137,902.74 94.30%
311 Occupational Support 11,809,161 11,493,286.68 315,874.32 97.33%
321 Adult Basic Education/ ESL 35,922,920 33,190,000.83 2,732,919.17 92.39%
322 Adult High School & GED 13,249,171 12,086,492.20 1,162,678.80 91.22%
323 Compensatory Education 7,422,532 6,773,876.90 648,655.10 91.26%
331 Community Service 1,314,476 1,185,113.85 129,362.15 90.16%
350 Human Resource Devel. 3,934,064 3,717,178.41 216,885.59 94.49%
361 New & Expanding Ind. Training 5,838,618 3,351,349.93 2,487,268.07 57.40%
362 New & Expanding Ind. Train. HB275 1,706,529 935,612.39 770,916.61 54.83%
363 Small Business Centers 3,958,627 3,849,322.20 109,304.80 97.24%
364 Focused Ind. Trng.- St. Apprp. 1,931,681 1,868,478.60 63,202.40 96.73%
365 Worker Training Trust Funds 1,696,086 1,641,795.34 54,290.66 96.80%
366 Focused Ind. Training- HB275 368,757 257,438.87 111,318.13 69.81%
Total Continuing Education $ 126,689,700 $ 115,749,121.46 $ 10,940,578.54 91.36%
4XX ACADEMIC SUPPORT
410 Library/ Learning Center 20,846,496 20,596,821.47 249,674.53 98.80%
421 Curriculum 26,130,290 25,840,549.18 289,740.82 98.89%
422 Continuing Education 22,438,958 22,062,310.28 376,647.72 98.32%
423 CED Special Allotment 1,007,419 919,784.00 87,635.00 91.30%
430 Information Systems ( Academic) 6,418,635 6,303,350.53 115,284.47 98.20%
440 Tech Prep 933,670 733,520.15 200,149.85 78.56%
450 Technology- HB275 119,767 95,877.69 23,889.31 80.05%
Total Academic Support $ 77,895,235 $ 76,552,213.30 $ 1,343,021.70 98.28%
5XX STUDENT SUPPORT
510 Student Services 50,920,771 50,272,219.24 648,551.76 98.73%
530 Child Care 2,012,887 1,923,016.64 89,870.36 95.54%
Total Student Support $ 52,933,658 $ 52,195,235.88 $ 738,422.12 98.61%
6XX OPERATION & MAINTENANCE OF PLANT
690 Plant Operation & Maintenance 887,877 887,872.46 4.54 100.00%
Total Operation & Maint. Of Plant $ 887,877 $ 887,872.46 $ 4.54 100.00%
TOTAL CURRENT EXPENSE $ 758,882,854 $ 730,461,115.86 $ 28,421,738 96.25%
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM
STATEMENT OF STATE- WIDE COST BY PURPOSE
CURRENT OPERATING
Year Ended June 30, 2003
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION III— PAGE 52
FACILITIES
Building Gross Square Footage .............................. 18.4 million
Number of Buildings ............................................. 1,047
Building Value ( Replacement) ................................ $ 1.7 billion
Campus Acreage ................................................... 6,249 acres
( Does not include off- campus facilities)
State Appropriations, Capital Improvement
1999– 00 .......... $ 14.5 million
2000– 01 ........ $ 600.0 million1
2001– 02 ............$ 0.0 million
2002– 03 ............$ 0.0 million
2003- 04 .............$ 0.0 million
EQUIPMENT
State Equipment Inventory ( Cost Over $ 1,000) ... $ 280.3 million
State Appropriations
1999– 00 ......... $ 26.2 million2
2000– 01 ......... $ 33.0 million3
2001– 02 ......... $ 32.8 million4
2002– 03 ......... $ 15.3 million
2003- 04 .......... $ 15.3 million
BOOKS
Learning Resource Center Book Volumes ............... 2.3 million5
1Authorized from a $ 600 million statewide bond referendum.
2Includes $ 10 million appropriated receipts from HB 275.
3Includes $ 15.6 million first and second quarter appropriated receipts from HB275.
4Includes $ 16.5 million first and second quarter appropriated receipts from HB275.
5Learning Resource Center Book Volumes data is collected by UNC- GA and reported in the Statistical
Abstract of Higher Education in North Carolina.
FACILITIES/ EQUIPMENT/ BOOKS
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION III— PAGE 53
OFF- CAMPUS FACILITIES
The following list shows those community colleges which have State Board approved off- cam-pus
centers or an additional campus. Not included are the numerous facilities throughout the
state which have been made available for community college use.
CAMPUS/ CENTER TOWN
Alamance CC ............................................................ Graham
Burlington Center .................................................. Burlington
Asheville- Buncombe TCC ......................................... Asheville
Enka Center .......................................................... Enka
Madison County Center ......................................... Marshall
Bladen CC ................................................................. Dublin
Kelly/ East Arcadia Center ...................................... Kelly
Blue Ridge CC ........................................................... Flat Rock
Transylvania County Center ................................... Pisgah Forest
Brunswick CC ........................................................... Supply
Job Link Center .................................................... Supply
Leland Center ....................................................... Leland
Southport Center ................................................... Southport
Caldwell CC & TI ..................................................... Hudson
Adm. Support/ Basic Skills Center ( Watauga County) ..... Boone
Watauga County Continuing Ed. Center .................. Boone
Watauga County Campus ....................................... Boone
Cape Fear CC ............................................................ Wilmington
Burgaw Center ( Pender County) ................................. Burgaw
Hampstead Center ( Pender County) ............................ Hampstead
North Campus ( being developed) ................................ Wilmington
Carteret CC ............................................................... Morehead City
Davis Center ( not being used) .................................... Davis
Catawba Valley CC ................................................... Hickory
Alexander County Center ...................................... Taylorsville
Central Carolina CC ................................................. Sanford
Chatham County Campus ...................................... Pittsboro
Harnett County Campus ......................................... Lillington
School of Telecommunications Center .................... Sanford
Siler City Center ( Chatham County) ............................ Siler City
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION III— PAGE 54
CAMPUS/ CENTER TOWN
Central Piedmont CC ................................................ Charlotte
North Campus ....................................................... Huntersville
Northeast Campus ( being developed) .......................... Charlotte
South Campus ....................................................... Matthews
Southwest Campus ( being developed) ......................... Charlotte
West Campus ( being developed) ................................. Charlotte
West Center ( Allegany Street)..................................... Charlotte
College of The Albemarle .......................................... Elizabeth City
Chowan County Center .......................................... Edenton
Dare County Campus ............................................ Manteo
Riverside Ext. Center ............................................ Elizabeth City
Craven CC ................................................................ New Bern
Havelock/ Cherry Point Center ................................ Havelock
Davidson County CC ................................................. Lexington
Davie County Center ............................................. Mocksville
Durham TCC ............................................................ Durham
Northern Durham Center ....................................... Durham
Edgecombe CC .......................................................... Tarboro
Rocky Mount Campus ........................................... Rocky Mount
Fayetteville TCC ....................................................... Fayetteville
Firefighting Facility Center .................................... Fayetteville
Horticulture/ Landscape Mgt. Tech. Center .............. Fayetteville
Spring Lake Center ............................................... Spring Lake
Forsyth TCC ............................................................. Winston- Salem
Carver Road Center ............................................... Winston- Salem
Kernersville Center ............................................... Kernersville
West Center .......................................................... Winston- Salem
Gaston College .......................................................... Dallas
Lincoln County Campus ........................................ Lincolnton
Guilford TCC ............................................................ Jamestown
Aviation Center ..................................................... Greensboro
Greensboro Campus .............................................. Greensboro
High Point Center ................................................. High Point
Small Business Center ........................................... Greensboro
Haywood CC ............................................................. Clyde
Continuing Education Center ................................. Clyde
Dayco Retirees Center ........................................... Waynesville
High Tech Center .................................................. Waynesville
Human Resource Dev. Center ................................ Clyde
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION III— PAGE 55
CAMPUS/ CENTER TOWN
Isothermal CC ........................................................... Spindale
Polk County Center ............................................... Columbus
Lenoir CC ................................................................. Kinston
Aviation Center ..................................................... Kinston
Greene County Center ........................................... Snow Hill
Jones County Center .............................................. Trenton
Walstonburg Center ( Greene County).................................. Walstonburg
West Boundary Street Center ................................. LaGrange
Martin CC................................................................. Williamston
Bertie County Center ............................................. Windsor
Mayland CC .............................................................. Spruce Pine
Avery County Center ............................................. Newland
Yancey County Center ........................................... Burnsville
McDowell TCC.......................................................... Marion
Marion Center ....................................................... Marion
Mitchell CC ............................................................... Statesville
Mooresville Center ................................................ Mooresville
Pamlico CC ............................................................... Grantsboro
Bayboro Center ..................................................... Bayboro
Piedmont CC ............................................................. Roxboro
Caswell County Center .......................................... Yanceyville
Randolph CC ............................................................ Asheboro
Archdale Center .................................................... Archdale
Richmond CC............................................................ Hamlet
Continuing Education Center ................................. Rockingham
James Nursing Bldg. ............................................. Hamlet
Scotland County Center ......................................... Laurinburg
Robeson CC ............................................................... Lumberton
Emergency Training Center ................................... Lumberton
Lumberton Extension Center .................................. Lumberton
Pembroke Extension Center ................................... Pembroke
Rowan- Cabarrus CC................................................. Salisbury
Cabarrus County Campus ...................................... Concord
Cloverleaf Plaza Center ......................................... Kannapolis
Corban Center ( Cabarrus County) .......................................... Concord
Sampson CC.............................................................. Clinton
Courthouse Annex ( not being used) ............................ Clinton
Multi- Purpose Center ( not being used) ........................ Clinton
Sandhills CC ............................................................. Pinehurst
Hoke County Center .............................................. Raeford
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION III— PAGE 56
CAMPUS/ CENTER TOWN
South Piedmont CC ( East Campus) ................................ Polkton
Continuing Education Center ( Union County) .................. Monroe
Wadesboro Center ................................................. Wadesboro
West Campus ( Union County) ................................................ Monroe
Southeastern CC ....................................................... Whiteville
Business/ Industry Trng. Center ( not being used) .......... Whiteville
Southwestern CC ...................................................... Sylva
Macon County Center ............................................ Franklin
Swain County Center ............................................. Bryson City
Stanly CC .................................................................. Albemarle
Western Stanly Center ........................................... Locust
Surry CC ................................................................... Dobson
Yadkin County Center ........................................... Yadkinville
Tri- County CC .......................................................... Murphy
Graham County Center .......................................... Robbinsville
Vance- Granville CC .................................................. Henderson
Franklin County Campus ....................................... Louisburg
Granville County Campus ...................................... Creedmoor
Warren County Center ........................................... Warrenton
Wake TCC................................................................. Raleigh
Adult Education Center ......................................... Raleigh
Health Sciences Campus ........................................ Raleigh
Northeast Campus ( being developed) .......................... Raleigh
Wayne CC ................................................................. Goldsboro
Aviation Center ..................................................... Goldsboro
Western Piedmont CC ............................................... Morganton
North King/ West Meeting Street Center .................. Morganton
Wilkes CC ................................................................. Wilkesboro
Alleghany County Center ...................................... Sparta
Ashe County Center .............................................. West Jefferson
Wilson TCC............................................................... Wilson
Police Academy Center .......................................... Wilson
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION IV— PAGE 57
STUDENT DATA PAGE
Curriculum Enrollment by Program Area .................................................................... 58
Continuing Education Enrollment by Program Area ................................................... 58
Curriculum FTE by Program Area ............................................................................... 59
Continuing Education FTE by Program Area .............................................................. 59
En
Object Description
Description
| Title | Matter of facts : the North Carolina Community College System fact book. |
| Other Title | North Carolina Community College System fact book |
| Date | 2004 |
| Description | 2004 |
| Digital Characteristics-A | 1.2 KB; 111 p. |
| Digital Format | application/pdf |
| Pres Local File Path-M | \Preservation_content\StatePubs\pubs_borndigital\images_master\ |
| Full Text | 2004 North Carolina Community College System H. Martin Lancaster, President Raleigh, North Carolina Telephone 919/ 807- 7100 Fax 919/ 807- 7164 WWW URL http:// www. ncccs. cc. nc. us Facts A Matter of The North Carolina Community College System Fact Book NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK PAGE— iii Preface The North Carolina Community College System Fact Book is a yearly publication providing authoritative data on the status of the entire System. The targeted audience is primarily decision- makers and planners dependent on timely information for the success of their endeavors. However, the Fact Book is an excellent reference and point of entry for anyone researching the N. C. Community College System. As stated, the Fact Book is an annual, implying the flexible nature of its content. Any questions or suggestions, concerning the content, purpose, or format of the Fact Book should be directed to Brenda Splawn, Coordinator for Information Dissemination, at 919- 807- 6984. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK CONTENTS— PAGE v Section I: Introduction Purpose .......................................................................................................................... 2 Working Mission Statement ....................................................................................... 3 History........................................................................................................................ .. 4 Goals ......................................................................................................................... 5 Programs ....................................................................................................................... 7 Governance ................................................................................................................... 8 Funding ....................................................................................................................... 10 NCCC Foundation ...................................................................................................... 11 Service Area Assignments........................................................................................... 13 Statewide Plan ............................................................................................................. 17 Map ............................................................................................................................. 19 Section II: Program Briefs Curriculum Programs .................................................................................................. 22 Accrediting Agencies of Curriculum Programs .......................................................... 25 Basic Skills .................................................................................................................. 26 Carl Perkins Act .......................................................................................................... 27 Community Service..................................................................................................... 28 Correctional Education ............................................................................................... 29 Distance Learning ....................................................................................................... 30 Fire and Rescue Training Services .............................................................................. 34 Focused Industrial Training Centers ........................................................................... 35 Human Resources Development Program .................................................................. 36 In- Plant Training Program........................................................................................... 37 New and Expanding Industries Training ..................................................................... 38 Occupational Continuing Education ........................................................................... 39 Proprietary Schools Licensure .................................................................................... 41 Small Business Centers ............................................................................................... 42 The North Carolina Center for Applied Textile Technology ....................................... 43 Workforce Initiatives ................................................................................................... 44 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK CONTENTS— PAGE vi Section III: Finance/ Facilities/ Equipment Overview of Community College Budget Process ..................................................... 46 Description of State Level Expenditures .................................................................... 48 Regular Program Cost by Purpose .............................................................................. 49 Average Cost Per FTE by Institution .......................................................................... 50 Facilities/ Equipment ................................................................................................... 52 Off- Campus Facilities ................................................................................................. 53 Section IV: Student Data Curriculum Enrollment by Program Area ................................................................... 58 Continuing Education Enrollment by Program Area .................................................. 58 Curriculum FTE by Program Area .............................................................................. 59 Continuing Education FTE by Program Area ............................................................. 59 Enrollment by Age Groups ......................................................................................... 60 Enrollment by Employment Status ............................................................................. 60 Enrollment by Race..................................................................................................... 61 Enrollment by Gender ................................................................................................. 61 Enrollment by Residency Status ................................................................................. 62 Enrollment by Day/ Evening Status ............................................................................. 62 Curriculum Enrollment by Credit Hours .................................................................... 63 Student Completions by Programs .............................................................................. 64 Curriculum Student Enrollment by College ( Unduplicated Headcount) .................... 69 Continuing Education Student Enrollment by College ( Unduplicated Headcount) ... 71 Annual FTE by College .............................................................................................. 73 Annual Unduplicated Headcount by Program Area and Total, 1998– 99 through 2002– 03 .................................................................................... 76 Annual FTE by Program Area and Total, 1998– 99 through 2002– 03 .................................................................................... 77 Annual Curriculum and Continuing Education Enrollment by Race, Gender, Day or Night, Employment Status and Residency, 1998– 99 through 2002– 03 ................ 78 Annual Curriculum Enrollment by Credit Hour Load, 1998– 99 through 2002– 03 .................................................................................... 78 Student Financial Aid Summary for Undergraduate Students .................................... 79 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK CONTENTS— PAGE vii Section V: Staff/ Faculty Data 2003– 04 Full- Time System Totals by Position Category............................................ 84 2003– 04 Full- Time System Totals by Position Category by Gender .......................... 84 2003– 04 Full- Time System Totals by Position Category by Race.............................. 85 2003– 04 Full- Time System Totals by Position Category by Years of Service at Current College .................................................................................................. 85 2003– 04 Full- Time System Totals by Position Category by Education Level ........... 86 2003– 04 Full- Time System Totals by Position Category by Months of Employment........................................................................................................... 86 Appendixes Glossary ...................................................................................................................... 88 State Board of Community Colleges........................................................................... 93 Community College Presidents................................................................................... 95 Community College System Office ............................................................................ 97 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 1 INTRODUCTION PAGE Purpose........................................................................................................................ . 2 Working Mission Statement ....................................................................................... 3 History........................................................................................................................ .. 4 Goals ......................................................................................................................... 5 Programs ....................................................................................................................... 7 Governance ................................................................................................................... 8 Funding ....................................................................................................................... 10 NCCC Foundation ....................................................................................................... 11 Service Area Assignments........................................................................................... 13 Statewide Plan............................................................................................................. 17 Map ............................................................................................................................. 19 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 2 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 develop-ment of policies governing the institutions' relationship to the public schools. It is the statutory mission statement from which the " working mission statement" derives. It is the working mission statement which focuses the Community College System's resources by responding to contemporary societal issues. Legitimized by the State Board of Community Colleges, the working mission dynamically mobilizes our abilities to concentrate on current concerns. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 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 postsecondary education, maximize student success, 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. • Services to communities and individuals, which improve the quality of life. Amended, effective August 1, 2000. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 4 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 an 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 educa-tion. 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 Commu-nity 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. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 5 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 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. In July 2001, Mr. James J. Woody was elected chair. The Community College System Office has had six presidents: I. E. Ready ( 1963– 1970), Ben E. Fountain, Jr. ( 1971– 1978), Larry J. Blake ( 1979– 1982), Robert W. Scott ( 1983– 1994), Lloyd V. Hackley ( 1995– 1997), and H. Martin Lancaster ( July 1997– 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, recog-nizing that in its first quarter century of service, the System had emerged as the nation's third largest community college network. During its 39- year history, the North Carolina Community College System has educated millions of students and employed thousands of faculty and staff. 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 Com-mission on the Future report is evident in the 2003– 2005 System Strategic Plan goals and objec-tives. 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. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 6 3. Accountability in the Use of Technology: To assess the effective and efficient use of infor-mation 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 Com-munity College System mission. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 7 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 aca-demic 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 techni-cal 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 occupa-tional, academic, or avocational in nature. Some are offered as a categorically- funded commu-nity service. Others are designed to upgrade occupational skills and are funded through enroll-ment driven formulas ( see Finance). Each of the colleges also offers instruction in basic aca-demic 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 Lanaguage ( 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 develop-ment of the community. The New and Expanding Industry Program, the Focused Industrial Training Centers, and the Small Business Center Network all provide direct consulting and custom training to business and industry to promote their success. The Human Resources Devel-opment 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. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 8 GOVERNANCE The State of North Carolina has assigned the 58 public community colleges and the N. C. Center for Applied Textile Technology 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 Commu-nity Colleges. The State Board has three major functions: ( 1) equitable distribution of funds and fiscal account-ability, ( 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 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 9 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 com-posed 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. 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. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 10 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 2003– 04 the tuition rate is $ 35.50 per credit hour and $ 568.00 maximum tuition charge per semester for in- state students. For out- of- state students, the tuition is $ 197.00 per credit hour and $ 3,152.00 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 2003– 04 are as follows: State .............. 67.3% Local ............. 13.4% Tuition ........... 15.7% Federal............. 3.2% Other ................. .4% 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 Section 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 reappropriation. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 11 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 private foundations ( 503)( c)( 3) 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, govern-ment, 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. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 12 • 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. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 13 SERVICE AREA ASSIGNMENTS Philosophy Service areas were established in order to control 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 ( Section 2C. 0100, North Carolina Administrative Code). COLLEGE SERVICE AREA ( See Special Provisions 1– 7, p. 16) Alamance CC............................................... Alamance 3 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 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 14 COLLEGE SERVICE AREA ( See Special Provisions 1– 7) 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 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 15 COLLEGE SERVICE AREA ( See Special Provisions 1– 7) Mitchell CC .................................................... Iredell 4, 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 3 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 2 Surry CC ........................................................ Surry, Yadkin Tri- County CC ................................................ Cherokee, Clay, Graham Vance- Granville CC ........................................ Franklin, Granville, Vance, Warren NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 16 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 educa-tion 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 COLLEGE SERVICE AREA ( See Special Provisions 1– 7) Wake TCC ...................................................... Wake Wayne CC ...................................................... Wayne Western Piedmont CC ..................................... Burke Wilkes CC ...................................................... Alleghany, Ashe, Wilkes Wilson TCC.................................................... Wilson NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 17 STATEWIDE PLAN On July 19, 2002, the State Board of Community Colleges adopted the North Carolina Commu-nity College System 2003- 2005 Strategic Plan. In addition to being used in the development of the 2003- 2005 biennial budget request, the plan sets the strategic direction for the System; communicates the mission, goals and objectives of the System; and enhances the System’s ability to achieve the commitment and support of major stakeholders. The System has adopted a two- year planning cycle, with continuous review and evaluation during the cycle. A System Planning Council, composed of State Board of Community College members, local college trustees, college presidents, deans and other college representatives and System Office staff, are responsible for the development of goals and objectives. The process involves input from major stakeholders across the state. The plan undergoes extensive review prior to being presented to the State Board for final adoption. A copy of the 2003- 2005 Strategic Plan can be found on the System Office website at www. ncccs. cc. nc. us. College- Level Planning Each community college is responsible for developing an annual institutional effectiveness plan that complies with requirements established by the North Carolina General Assembly, the State Board of Community Colleges, and the Southern Association of Colleges and Schools ( SACS). As part of the local planning process, colleges are expected to address goals and objectives in the System’s 2003- 2005 Strategic Plan, where appropriate. The System Office monitors college-level planning as part of the annual educational program audit process. More information on the institutional effectiveness plan guidelines can be found on the System Office website at www. ncccs. cc. nc. us. The Commission on Colleges ( COC) new Principles of Accreditation mandates that all colleges seeking Reaffirmation of Accreditation from SACS must engage in developing a Quality En-hancement Plan ( QEP). COC expects the QEP to be a course of action for institutional improve-ment that addresses an issue critical to enhancing educational quality and directly related to student learning. Core Requirement 2.12 stipulates that the QEP will be part of an ongoing planning and evaluation process. Moreover, Core Requirement 2.5 requires colleges 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.” More information on SACS new Principles/ Philosophy of Accreditation, Core Requirements and Comprehensive Standards is located at http:// www. sacscoc. org. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 18 Critical Success Factors The State Board of Community Colleges has adopted critical success factors to measure the performance of the System. The five factors were developed by the System Planning Council and include System and, where available, institutional level data. The five factors currently in use are: Core Indicators of Student Success; Workforce Development; Diverse Populations Learning Needs; Resources; and Technology. Data are being 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 under Publications on the System Office website at www. ncccs. cc. nc. us. Alamance Alexander Alleghany Anson Ashe Avery Beaufort Bertie Bladen Brunswick Buncombe Burke Cabarrus Caldwell Camden Carteret Caswell Catawba Chatham Chowan Clay Cleveland Columbus Craven Cumberland Currituck Davidson Dare Davie Duplin Durham Forsyth Franklin Gates Granville Greene Guilford Halifax Henderson Harnett Hoke Hyde Iredell Jackson Johnston Jones Lincoln Lee Macon Madison Martin Mecklenburg Montgomery Moore Orange Pamlico Pasquotank Pender Perquimans Person Pitt Polk Randolph Richmond Robeson Rockingham Rowan Rutherford Sampson Scotland Stanly Stokes Surry Swain Transylvania Tyrrell Union Vance Warren Washington Wayne Wilkes Wilson Yadkin Wake 48 49 50 51 52 53 54 55 56 57 58 22 1 2 5 26 13 10 21 33 17 39 23 43 37 18 46 42 4 20 28 45 6 27 14 24 19 30 38 16 36 3 9 Onslow 15 Edgecombe Northampton MitchellYancey 25 Graham Cherokee Haywood Mcdowell Gaston 59 New Hanover 31 44 11 40 7 34 47 12 Lenoir 2 9 Nash 35 Hertford 41 8 32 Watauga North Carolina Community College System 21. Forsyth Technical Community College 2100 Silas Creek Parkway Winston- Salem, NC 27103- 5197 ( 336) 723- 0371 www. forsythtech. edu 22. Gaston College 201 Highway 321, South Dallas, NC 28034- 1499 ( 704) 922- 6200 www. gaston. edu 23. Guilford Technical Community College Post Office Box 309 Jamestown, NC 27282 ( 336) 334- 4822 www. gtcc. edu 24. Halifax Community College Post Office Drawer 809 Weldon, NC 27890 ( 252) 536- 4221 www. halifaxcc. edu 25. Haywood Community College 185 Freedlander Drive Clyde, NC 28721 ( 828) 627- 4500 http:// www. haywood. edu 26. Isothermal Community College Post Office Box 804 Spindale, NC 28160 ( 828) 286- 3636 www. isothermal. edu 27. James Sprunt Community College Post Office Box 398 Kenansville, NC 28349- 0398 ( 910) 296- 2400 www. sprunt. com 28. Johnston Community College Post Office Box 2350 Smithfield, NC 27577 ( 919) 934- 3051 www. johnstoncc. edu 29. Lenoir Community College Post Office Box 188 Kinston, NC 28502- 0188 ( 252) 527- 6223 www. lenoircc. edu 1. Alamance Community College Post Office Box 8000 Graham, NC 27253- 8000 ( 336) 578- 2002 www. alamance. cc. nc. us 2. Asheville- Buncombe Technical Community College 340 Victoria Road Asheville, NC 28801 ( 828) 254- 1921 www. asheville. cc. nc. us 3. Beaufort County Community College Post Office Box 1069 5337 Highway 264 East Washington, NC 27889 ( 252) 946- 6194 www. beaufort. cc. nc. us 4. Bladen Community College Post Office Box 266 Dublin, NC 28332 ( 910) 879- 5500 www. bladen. cc. nc. us 5. Blue Ridge Community College 100 College Drive Flat Rock, NC 28731 ( 828) 694- 1700 www. blueridge. edu 6. Brunswick Community College Post Office Box 30 Supply, NC 28462 ( 910) 755- 7300 www. brunswick. cc. nc. us 7. Caldwell Community College and Technical Institute 2855 Hickory Boulevard Hudson, NC 28638 ( 828) 726- 2200 www. cccti. edu 8. Cape Fear Community College 411 North Front Street Wilmington, NC 28401 ( 910) 362- 7000 http:// cfcc. net 9. Carteret Community College 3505 Arendell Street Morehead City, NC 28557- 2894 ( 252) 222- 6000 www. carteret. edu 10. Catawba Valley Community College 2550 Highway 70, Southeast Hickory, NC 28602 ( 828) 327- 7000 www. cvcc. edu http:// www. ncccs. cc. nc. us - this site links to community colleges Preparing North Carolina's World- Class Workforce AN EQUAL OPPORTUNITY EMPLOYER Printed on recycled paper 08- 2003 North Carolina Community College System H. Martin Lancaster, President ( 919) 807- 7100 Caswell Building, 200 West Jones Street Raleigh, NC 27603- 1379 ( 919) 807- 7164 Fax 11. Central Carolina Community College 1105 Kelly Drive Sanford, NC 27330 ( 919) 775- 5401 www. cccc. edu 12. Central Piedmont Community College Post Office Box 35009 Charlotte, NC 28235 ( 704) 330- 2722 www. cpcc. edu 13. Cleveland Community College 137 South Post Road Shelby, NC 28152- 6296 ( 704) 484- 4000 www. clevelandcommunitycollege. edu 14. Coastal Carolina Community College 444 Western Boulevard Jacksonville, NC 28546- 6899 ( 910) 455- 1221 www. coastalcarolina. edu 15. College of The Albemarle Post Office Box 2327 Elizabeth City, NC 27909- 2327 ( 252) 335- 0821 www. albemarle. edu 16. Craven Community College 800 College Court New Bern, NC 28562 ( 252) 638- 4131 www. cravencc. edu 17. Davidson County Community College Post Office Box 1287 Lexington, NC 27295 ( 336) 249- 8186 www. davidson. cc. nc. us 18. Durham Technical Community College 1637 Lawson Street Durham, NC 27703 ( 919) 686- 3300 www. durhamtech. edu 19. Edgecombe Community College 2009 West Wilson Street Tarboro, NC 27886 ( 252) 823- 5166 www. edgecombe. edu 20. Fayetteville Technical Community College Post Office Box 35236 Fayetteville, NC 28303- 0236 ( 910) 678- 8400 www. faytechcc. edu Mail to: 5001 Mail Service Center, Raleigh, NC 27699- 5001 19 Alamance Alexander Alleghany Anson Ashe Avery Beaufort Bertie Bladen Brunswick Buncombe Burke Cabarrus Caldwell Camden Carteret Caswell Catawba Chatham Chowan Clay Cleveland Columbus Craven Cumberland Currituck Davidson Dare Davie Duplin Durham Forsyth Franklin Gates Granville Greene Guilford Halifax Henderson Harnett Hoke Hyde Iredell Jackson Johnston Jones Lincoln Lee Macon Madison Martin Mecklenburg Montgomery Moore Orange Pamlico Pasquotank Pender Perquimans Person Pitt Polk Randolph Richmond Robeson Rockingham Rowan Rutherford Sampson Scotland Stanly Stokes Surry Swain Transylvania Tyrrell Union Vance Warren Washington Wayne Wilkes Wilson Yadkin Wake 48 49 50 51 52 53 54 55 56 57 58 22 1 2 5 26 13 10 21 33 17 39 23 43 37 18 46 42 4 20 28 45 6 27 14 24 19 30 38 16 36 3 9 Onslow 15 Edgecombe Northampton MitchellYancey 25 Graham Cherokee Haywood Mcdowell Gaston 59 New Hanover 31 44 11 40 7 34 47 12 Lenoir 2 9 Nash 35 Hertford 41 8 32 Watauga North Carolina Community College System 30. Martin Community College 1161 Kehukee Park Road Williamston, NC 27892 ( 252) 792- 1521 www. martin. cc. nc. us 31. Mayland Community College 200 Mayland Drive Post Office Box 547 Spruce Pine, NC 28777 ( 828) 765- 7351 www. mayland. edu 32. McDowell Technical Community College 54 College Drive Marion, NC 28752 ( 828) 652- 6021 www. mcdowelltech. cc. nc. us 33. Mitchell Community College 500 West Broad Street Statesville, NC 28677 ( 704) 878- 3200 www. mitchell. cc. nc. us 34. Montgomery Community College 1011 Page Street Troy, NC 27371 ( 910) 576- 6222 www. montgomery. cc. nc. us 35. Nash Community College 522 N. Old Carriage Road Rocky Mount, NC 27804- 0488 ( 252) 443- 4011 www. nashcc. edu 36. Pamlico Community College Post Office Box 185 Grantsboro, NC 28529 ( 252) 249- 1851 www. pamlico. cc. nc. us 37. Piedmont Community College Post Office Box 1197 Roxboro, NC 27573 ( 336) 599- 1181 www. piedmont. cc. nc. us 38. Pitt Community College Post Office Drawer 7007 Greenville, NC 27835- 7007 ( 252) 321- 4200 www. pitt. cc. nc. us 39. Randolph Community College Post Office Box 1009 Asheboro, NC 27204- 1009 ( 336) 633- 0200 www. randolph. edu 40. Richmond Community College Post Office Box 1189 Hamlet, NC 28345 ( 910) 582- 7000 www. richmond. cc. nc. us 41. Roanoke- Chowan Community College 109 Community College Road Ahoskie, NC 27910- 9522 ( 252) 862- 1200 www. roanoke. cc. nc. us 42. Robeson Community College Post Office Box 1420 Lumberton, NC 28359 ( 910) 738- 7101 www. robeson. cc. nc. us 43. Rockingham Community College Post Office Box 38 Wentworth, NC 27375- 0038 ( 336) 342- 4261 www. rockinghamcc. edu 44. Rowan- Cabarrus Community College Post Office Box 1595 Salisbury, NC 28145- 1595 ( 704) 637- 0760 www. rccc. cc. nc. us 45. Sampson Community College Post Office Box 318, Hwy 24 West Clinton, NC 28329- 0318 ( 910) 592- 8081 www. sampson. cc. nc. us 46. Sandhills Community College 3395 Airport Road Pinehurst, NC 28374 ( 910) 692- 6185 www. sandhills. edu 47. South Piedmont Community College Post Office Box 126 Polkton, NC 28135 ( 704) 272- 7635 www. spcc. edu 48. Southeastern Community College Post Office Box 151 Whiteville, NC 28472 ( 910) 642- 7141 www. southeastern. cc. nc. us 49. Southwestern Community College 447 College Drive Sylva, NC 28779 ( 800) 447- 4091 www. southwesterncc. edu 50. Stanly Community College 141 College Drive Albemarle, NC 28001 ( 704) 982- 0121 www. stanly. cc. nc. us 51. Surry Community College 630 South Main Street Dobson, NC 27017 ( 336) 386- 8121 www. surry. cc. nc. us 52. Tri- County Community College 4600 East U. S. 64 Murphy, NC 28906 ( 828) 837- 6810 www. tccc. cc. nc. us 53. Vance- Granville Community College Post Office Box 917 Henderson, NC 27536 ( 252) 492- 2061 www. vgcc. edu 54. Wake Technical Community College 9101 Fayetteville Road Raleigh, NC 27603 ( 919) 662- 3400 www. waketech. edu 55. Wayne Community College 300 Wayne Memorial Drive Goldsboro, NC 27533- 8002 ( 919) 735- 5151 www. wayne. cc. nc. us 56. Western Piedmont Community College 1001 Burkemont Avenue Morganton, NC 28655 ( 828) 438- 6000 www. wp. cc. nc. us 57. Wilkes Community College Post Office Box 120 Wilkesboro, NC 28697 ( 336) 838- 6100 www. wilkescc. edu 58. Wilson Technical Community College Post Office Box 4305 Wilson, NC 27893- 0305 ( 252) 291- 1195 www. wilsontech. edu 59. North Carolina Center for Applied Textile Technology Post Office Box 1044 Belmont, NC 28012 ( 704) 825- 3737 http:// www. nccatt. org http:// www. ncccs. cc. nc. us - this site links to community colleges Preparing North Carolina's World- Class Workforce AN EQUAL OPPORTUNITY EMPLOYER Printed on recycled paper 08- 2003 North Carolina Community College System H. Martin Lancaster, President ( 919) 807- 7100 Caswell Building, 200 West Jones Street Raleigh, NC 27603- 1379 ( 919) 807- 7164 Fax Mail to: 5001 Mail Service Center, Raleigh, NC 27699- 5001 20 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 21 PROGRAM BRIEFS PAGE Curriculum Programs .................................................................................................... 22 Accrediting Agencies of Curriculum Programs ............................................................ 25 Basic Skills ................................................................................................................... 26 Carl Perkins Act ............................................................................................................ 27 Community Service ...................................................................................................... 28 Correctional Education ................................................................................................. 29 Distance Learning ......................................................................................................... 30 Fire and Rescue Training Services ................................................................................ 34 Focused Industrial Training Centers ............................................................................. 35 Human Resources Development Program.................................................................... 36 In- Plant Training Program ............................................................................................ 37 New and Expanding Industries Training....................................................................... 38 Occupational Continuing Education ............................................................................. 39 Proprietary Schools Licensure ...................................................................................... 41 Small Business Centers ................................................................................................. 42 The North Carolina Center for Applied Textile Technology......................................... 43 Workforce Initiatives .................................................................................................... 44 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 22 CURRICULUM PROGRAMS The North Carolina Community College System offerings exceed twenty- five hundred curricu-lum programs under more than two hundred ninety curriculum titles. Programs are offered at the certificate, diploma and the associate of applied science degree levels. Certificate programs range from 12 to 18 semester hour credits and can usually be completed within one semester for a full- time student. Associate degree level courses within a certificate program may also be applied toward a diploma or an associate of applied science degree. Diploma programs range from 36 to 48 semester hour credits and can usually be completed within two semesters and one summer term for a full- time student. Associate degree level courses within a diploma program may also be applied toward an associate of applied science degree. 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 communi-cations, 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 regular curriculum approval process for applications submitted by individual community col-leges. Curriculums are designed and developed by the applying college with input from employ-ers 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. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 23 CC— COMMUNITY COLLEGE GENERAL TCC— TECH. COM. COLL. EDUCATION CONTRACTS WITH COLLEGE TI— TECHNICAL INSTITUTE ( A10300) SENIOR INSTITUTIONS TRANSFER Alamance CC ü ü Asheville– Buncombe TCC ü Beaufort County CC ü ü Bladen CC ü Blue Ridge CC ü ü Brunswick CC ü Caldwell CC & TI ü Cape Fear CC ü Carteret CC ü Catawba Valley CC ü ü Central Carolina CC ü ü Central Piedmont CC ü ü Cleveland CC ü ü Coastal Carolina CC ü ü College of The Albemarle ü ü Craven CC ü ü Davidson County CC ü ü Durham TCC ü ü Edgecombe CC ü Associate in Arts, Associate in Fine Arts, and Associate in Science Community colleges offer college transfer programs through the associate in arts, associate in fine arts, and associate in science degrees. The associate in arts, associate in fine arts, and the associate in science programs are part of the Comprehensive Articulation Agreement ( CAA). This agreement addresses the transfer of students between institutions in the North Carolina Community College System and the constituent institutions of the University of North Carolina. 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 col-lege- 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 43 of the colleges. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 24 CC— COMMUNITY COLLEGE GENERAL TCC— TECH. COMM. COLL. EDUCATION CONTRACTS WITH COLLEGE TI— TECHNICAL INSTITUTE ( A10300) SENIOR INSTITUTIONS TRANSFER Fayetteville TCC ü ü Forsyth TCC ü Gaston College ü ü Guilford TCC ü ü Halifax CC ü ü Haywood CC ü ü Isothermal CC ü ü James Sprunt CC ü ü Johnston CC ü ü Lenoir CC ü Martin CC ü ü Mayland CC ü ü McDowell TCC ü ü Mitchell CC ü Montgomery CC ü ü Nash CC ü ü Pamlico CC ü ECU– Greenville ü Piedmont CC ü ü Pitt CC ü ü Randolph CC ü Richmond CC ü ü Roanoke- Chowan CC ü ü Robeson CC ü ü Rockingham CC ü ü Rowan– Cabarrus CC ü Sampson CC ü ü Sandhills CC ü ü South Piedmont CC ü ü Southeastern CC ü Southwestern CC ü ü Stanly CC ü Surry CC ü ü Tri- County CC ü ü Vance- Granville CC ü ü Wake TCC ü ü Wayne CC ü Western Piedmont CC ü ü Wilkes CC ü ü Wilson TCC ü ü NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 25 ACCREDITING AGENCIES OF CURRICULUM PROGRAMS Accreditation Review Committee on Education for Surgical Technology American Association of Medical Assistants American Association Radiologic Technology American Association for Respiratory Care American Bar Association American Board of Funeral Service Education American Board of Registration of EEG and EP Technologists American Dental Association American Health Information Management Association American Institute of Banking American Medical Association American Occupational Therapy Association American Physical Therapy Association American Society of Cytology American Society of Hospital Pharmacies Association of Surgical Technologists Automotive Service Excellence Board of Nephrology Examiners, Nurses and Technologists Commission on Accreditation of Allied Health Education Programs Commission on Opticianry Accreditation Committee on Veterinary Technician Education and Activities Federal Aviation Administration Joint Review Committee on Education in Cardiovascular Technology Joint Review Committee on Education in Diagnostic Medical Sonography Joint Review Committee on Education in Radiologic Technology Joint Review Committee on Educational Programs for the EMT– Paramedic Joint Review Committee on Educational Programs in Nuclear Medicine Technology Joint Review Committee for Respiratory Therapy Education National Accrediting Agency for Clinical Laboratory Sciences National Automotive Technicians Education Foundation National League for Nursing North American Wildlife Technology Association North Carolina Board of Examiners for Speech- Language Pathologists and Audiologists North Carolina Board of Nursing* North Carolina Criminal Justice, Department of Criminal Justice Standards Division North Carolina Office of Emergency Medical Services North Carolina Real Estate Commission North Carolina Real Estate Licensing Board North Carolina State Board of Cosmetic Arts North Carolina State Board of Embalmers North Carolina State Board of Mortuary Science* North Carolina Substance Abuse Certification Board* Society of American Foresters Southern Association of Colleges and Schools Southern Organization of Human Service Educators* Technology Accreditation Commission/ Accreditation Board for Engineering and Technology * Gives approval not accreditation. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 26 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 oppor-tunities 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 mental retardation who have not had an education or who have received an inadequate one. The program requires specialized diagno-sis 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 pro-grams. Students must be placed in these programs by a placement test. ENROLLMENT YEAR ESL ABE AHS GED CED HSG* TOTAL 1998– 99 30,469 63,102 13,349 27,095 6,299 4,646 144,960 1999– 00 35,850 63,502 12,674 26,397 6,236 6,603 151,262 2000– 01 40,378 74,968 11,102 24,669 ** 5,954 157,071 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 * 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. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 27 CARL D. PERKINS VOCATIONAL AND TECHNICAL EDUCATION ACT OF 1998 The purpose of the Carl D. Perkins Vocational and Technical Education Act is to make the United States more competitive in the world economy by developing more fully the academic, vocational and technical skills of students who enroll in vocational 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 ad-vanced society. This Act provides federal resources to support programs and activities that strengthen student skills, promote integration of academic and vocational instruction, expand the use of technology, provide professional development, and increase opportunities for special populations 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 vocational 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 popula-tion ( persons with disabilities, economically disadvantaged persons, individuals preparing for non- traditional training and employment, single parents, displaced homemakers, and individuals with other barriers to educational achievement including individuals with limited English proficiency). • Provides greater accountability by requiring the measurement of student achievement against established core indicators of performance. • Maintains funding for Tech Prep through Title II of the Act. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 28 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 effective-ness plan, which is submitted annually to the System Office. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 29 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 2002– 03, 48 community colleges offered instruction to students in a prison setting. CORRECTIONAL EDUCATION ENROLLMENT 1998– 99 1999– 00 2000– 01 2001– 02 2002– 03 Continuing Education: Headcount ( Duplicated) 35,635 39,038 45,695 47,557 43,864 FTE 3,433 3,740 4,060 4,371 4,241 Curriculum: Headcount ( Duplicated) 20,821 20,519 21,337 21,192 18,624 FTE 2,753 2,604 2,716 2,803 2,386 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 correc-tional 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 popula-tion 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. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 30 DISTANCE LEARNING The North Carolina Community College System utilizes distance learning technologies, including tele-courses, interactive video and Web- based courses, to provide students across the state with increased access to training and education. Advantages of Distance Learning Technologies These technologies enable community colleges to: • Share courses among themselves. • Increase college access to students. • Participate in interactive telemeetings, thereby saving on travel expenses. • Share expertise in order to improve productivity. • Cooperate in the use of facilities and equipment. • Realize savings through the “ wholesale” 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. ENROLLMENT IN DISTANCE LEARNING COURSES, 2002- 03 COURSES CURRICULUM CONTINUING EDUCATION Internet Courses 72,065 14,093 ( Online) Telecourses 13,808 672 ( Broadcast- Cablecast- Video Cassette) Two- Way Video Courses 8,642 86 ( NC Information Highway) Tele- Web Courses 742 507 ( Telecourse + Internet) Other Courses 3,289 730 Total 98,546 16,088 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 31 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 PBS and other producers. 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 Still often called the N. C. Information Highway ( NCIH), the N. C. Integrated Information Network ( NCIIN), as of May 2003, provided two- way video and data connectivity for 39 community colleges and the System Office. The total number of sites was 47, because some colleges have more than one site on the same campus or a site at a satellite campus. The map on page 33 identifies the location of the com-munity colleges that have NCIIN video sites in each county. Colleges that do not have NCIIN interactive video sites are connected to the internet via " Anchor Net," which connects them to the internet at T- 1 speed. This network provides high- speed data access and the ability to run interactive video sessions using the H. 323 video protocol. Community colleges throughout the state have the ability to connect to other colleges using a variety of communications protocols and networks, including the NCIH network, NC- REN ( North Carolina Research and Education Network), and private H. 323 ( video over IP) networks. The Virtual Learning Community— Web- based Courses The North Carolina Community College System Virtual Learning Community is based on a collaborative model of colleges working jointly to provide quality instruction through Web- based technology. The Common 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 Common Course Library course offerings. The ITFS Project When completed, the ITFS 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. It may also provide a revenue stream that could be used to develop more courses. Plans are being made to provide wireless connectivity for the remaining colleges utilizing other transmission modes. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 32 The National Guard Project The North Carolina National Guard ( NCNG) has a goal of having all of their personnel in the state, both military and civilian, within easy driving distance of a distance learning or telecommunications class-room. Rather than placing these facilities in NCNG Armories, they have chosen to place them in commu-nity 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 10 such facilities in community colleges. There will be a National Guard network over which most of their 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 Since participation in the summer 2001 Distance Learning Alliance Conference was down by nearly 20 percent compared to the 2000 conference, primarily due to state budgeting constraints, the conference planners decided to organize a ” virtual conference” that was held during the week of January 21- 30, 2003 ( http:// www. dlalliance. org/). The conference was a success providing 22 virtual staff development sessions via Blackboard, Inc., the course management system used by the majority of North Carolina community colleges. Virtual conference attendees were able to participate in every conference session. Attendance in the " virtual conference" was 502 with attendees from 26 states, Taiwan, and Austrailia. The conference returned to traditional face- to- face sessions during March 10- 12, 2004. However, the conference continued to push the technology envelope by adopting “ blended delivery” of eight confer-ence sessions including three keynote addresses. This involved digitizing and streaming audio/ video recorded in live sessions and making them available over the Internet. Thus, many more educators across the state were able to participate in the conference without incurring travel expenses. 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, and public and private colleges and universities. The conference truly is a profes-sional 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. Production of Programming Teleconferences or telemeetings are produced and delivered to all 58 community 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 origina-tor can either share their computer desktop and associated PC applications with ( up to) 10 individuals or broadcast to hundreds. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 34 FIRE AND RESCUE TRAINING SERVICES In 2002– 03 the North Carolina Community College System provided training to 143,448 stu-dents 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 man-agement 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. Over thirty 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 FTE 1998– 99 114,216 1,989 1999– 00 124,325 2,326 2000– 01 128,112 2,159 2001– 02 137,447 2,294 2002– 03 143,448 2,411 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 35 FOCUSED INDUSTRIAL TRAINING North Carolina, not unlike a significant number of states throughout the nation, is facing a serious chal-lenge, now and in the future, to rebuild and strengthen its business and industrial economics. The job losses and plant closures that the State’s textile, furniture, tobacco, and other manufacturing industries have experienced are creating and will continue to create a devastating effect on the overall economy. Picture if you will a state where people are genuinely excited about where they live and work, and where the worker productivity rate has been among the highest in the country. Then in a two- to- three- year period, unemployment and layoffs begin to occur not just in North Carolina, but throughout the nation and a once reasonably healthy manufacturing economy shows real signs of serious trouble. As the State’s remaining businesses and industries strive 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 interna-tionally. The Focused Industrial Training ( FIT) Program is designed to respond and assist in fulfilling the training requirements. Traditionally, FIT projects and training programs have been primarily directed toward veteran or incum-bent workers in manufacturing industries who desire or need to renew their skills and technical knowl-edge; training assistance is jointly planned by a sponsoring community college and the participating industry to assure that the activities are focused on the reality of the identified needs. Instruction is customized to focus on the specific training needs and may consist of small classes that cannot be facili-tated with regular program funds. This program was initiated in the l980s and has grown for nearly a quarter of a century to a level of activity serving an annual average of 695 companies and 11,383 North Carolina employees; these statis-tics are based upon Focused Industrial Training Annual Evaluation Report data from Fiscal Year 1997- 1998 through Fiscal Year 2002- 2003. In 2002- 2003 the System had 37 FIT Centers and four Consortiums that were awarded an annual allot-ment of funds averaging $ 80,277. Allotments ranging from $ 5,000 to $ 12,500 were also distributed to colleges that did not have a designated FIT Center. The System Office maintains a small reserve “ Bal-ance- Of- State” Fund during the fiscal year that may be allotted for unmet training needs when a college exhausts all of its regular FIT budget. FIT Centers are staffed with a director who works closely with local business and industry personnel in reviewing and assessing specific training needs and then devel-ops training programs customized or tailored to those needs. The director conducts and analyzes surveys within companies, designs and develops pre- and post- methods to evaluate the skills of the workers, determines skill levels and knowledge content of the jobs, organizes the content into a learning sequence and then jointly plans training that cannot be addressed through other existing occupational programs. # OF FIT # OF TOTAL # TOTAL # OF YEAR CENTERS COMPANIES OF TRAINEES SKILLS CLASSES 1998– 99 38 676 14,841 1,178 1999– 00 39 705 12,186 1,196 2000– 01 40 630 13,404 1,519 2001– 02 40 754 10,488 1,100 2002– 03 40 834 8,438 955 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 36 HUMAN RESOURCES DEVELOPMENT PROGRAM Human Resources Development ( HRD) is a state- funded program administered by the North Caro-lina Community College System. HRD focuses on the development of basic workplace skills by providing skill assessment services, employability skills training, and career development counsel-ing to unemployed and underemployed adults. 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 insur-ance. Graduates of the program are helped in their search for a job or receive career and educational counseling as needed. There is an HRD Program in all 58 community colleges. The HRD Program is student- centered. Participants are taught to focus on healthy perceptions, optimism, creative choices, and positive expectations. Instead of perceiving themselves as victims, participants learn to reconstruct their attitudes/ behaviors and become more open to new experi-ences. HRD 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) aware-ness of the impact on information technology in the workplace. Performance indicators for the program are positive: Since 1975, the program enrolled 313,504 students. During 2002- 03, the program enrolled 52,736 students. Within the last five years, student enrollment has increased by 48 percent from 25,077 to 52,736. HRD statistics show that on average 73 percent of people who enrolled in HRD were unemployed. Of those employed, 50 percent only worked part- time. Student placement rates are great— approxi-mately 70 percent of the students exiting the program are placed in further training and/ or on a job. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 37 IN- PLANT TRAINING PROGRAM The In- Plant Training Program enables the colleges to assist manufacturing, service, and/ or governmental organizations with inservice training of their employees. This occupational exten-sion training includes involvement in five areas: industry, business, health, government and agriculture. Training occurs in the facilities or at the site in which an organization normally operates and at the employee’s assigned work station. This method of delivering skills training works very well for companies where it is not feasible to duplicate the training environment in an institutional setting. Production industries continue to benefit most from in- plant training. On- the- job training contin-ues to be utilized in all sectors for training of new hires and in the retraining of veteran workers. YEAR # OF ORGANIZATIONS SERVED # OF TRAINEES 1998– 99 32 2,047 1999– 00 29 1,215 2000– 01 31 1,327 2001– 02 10 613 2002– 03 9 685 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 38 NEW AND EXPANDING INDUSTRIES 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 expand-ing businesses in 1958, and continues to be one of the nation’s most recognized state customized job training services. In it’s November issue, Site Selection magazine chose North Carolina as the nation’s top state for doing business in its 2003 rankings. The designation is North Carolina’s third consecutive top ranking and its fourth in five years. In addition, Expansion Management Magazine named the New and Expanding Industry Training Program ( NEIT) as one of the top three programs nationally in the October 2003 issue and consistently is recognized as such. 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 jobs in any one community in North Carolina during 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 2002- 03, North Carolina Community Colleges provided free customized training to 131 new and expanding companies in the state and trained 10,610 North Carolinians with the skills neces-sary for successful new employment, economic recovery and growth. # OF TOTAL # OF AVG. COST YEAR PROJECTS EXPENDITURES TRAINEES PER TRAINEE 1998– 99 193 $ 7,614,677.69 19,960 $ 381.50 1999– 00 197 $ 7,247,885.47 20,256 $ 357.81 2000– 01 203 $ 7,024,819.47 24,068 $ 291.87 2001– 02 155 $ 5,391,598.35 14,771 $ 365.01 2002– 03 131 $ 4,005,104.75 10,610 $ 377.48 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 39 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, bilingual training for the work-place, and urgent public health- related training. Course fees remain relatively low. The maxi-mum 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 1,400 approved courses— recent course additions include for example Workplace Computer Security, Lean Manufacturing, ISO Quality Management Standards and Physical Therapy Aide. Training Demand— 2002– 03 College workforce continuing education enrollments reached 569,372* in 2002- 03. Enrollments were clustered predominately in health & safety ( 25%), public safety ( 41%) and education, agriculture/ natural resources and business/ industry skills training ( 34%). • Approximately 48,736 trained in Information Technology- related training. • 26,831+ enrollments in OSHA, Safety and Codes/ Inspections training. • Over 13,000 trained in Certified Nurse Aide I training. • More than 19,000 trained in business management, leadership and supervision skills. • Over 18,000 trained in construction, electrical, and mechanical and manufacturing skills. • Colleges generated more than 14 million membership hours in workforce continuing education with more than 1.3 million hours in computer science applications, 1.8 million hours in emergency medical services and 1.3 million hours in health & safety occupa-tions. • Enrollments generated a total of 20,605 FTE. • Community colleges trained 95% of the State’s firefighters and more than 80% of the State’s law enforcement officers. * Duplicated headcount NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 40 More than two- thirds of the workforce continuing education students worked while attending training. The average age for workforce continuing education students was 36. Customer Profile Students enroll in workforce continuing education courses to develop skills for a job or to im-prove their skills for their current job. Seventy- nine percent ( 79%) of students enrolled in 2002 were between the ages of 25 and 49; Seventy- one percent ( 71%) were employed full- time; eight percent ( 8%) were employed part- time; and twenty- one percent ( 21%) were unemployed. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 41 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 and approval. After preliminary approval, the applicant is notified to complete the final application process. 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, ( 3) A license site visit is conducted to review the physical facility, ( 4) 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 recommenda-tion for approval to the State Board of Community Colleges. A renewal license is effective beginning July 1 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 News and Information/ Proprietary Schools section on the System Office website at www. ncccs. cc. nc. us. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 42 YEAR COUNSELING* REFERRALS TOTAL ALL CLIENTS 1998– 99 4,310 10,092 61,658 1999– 00 17,003 4,060 64,254 2000– 01 18,818 7,130 73,455 2001– 02 21,528 6,930 74,322 2002– 03 14,723 3,113 66,627 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 $ 66,000. Educational Opportunities— Seminars/ workshops and courses on the how- to of business operations including business planning, management, finance, computers/ software, communications, taxes, behav-ioral 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 exist-ing 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 accessi-bility; Internet access; and teleconference capability. YEAR # OF CENTERS SEMINARS/ WORKSHOPS PARTICIPANTS 1998– 99 58 3,034 47,256 1999– 00 58 2,911 43,191 2000– 01 58 2,945 47,507 2001– 02 58 2,793 45,864 2002– 03 58 3,038 48,791 * Counseling figures include face to face, telephone and email. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 43 THE NORTH CAROLINA CENTER FOR APPLIED TEXTILE TECHNOLOGY The North Carolina Center for Applied Textile Technology ( NCCATT) was established in 1943 as the first post- secondary technical institution in the state. In 1991, NCCATT became the 59th institution in the North Carolina Community College System. The Center specializes in technical assistance, product analysis and development, market research, and customized extension instruction designed for the textile industry. It is the only institution of its kind in North Carolina. Located in Belmont, the Center sits in the middle of the largest concentration of textile manufacturing plants in the world. Unlike its community college counterparts, the Center’s service area is not restricted to a surrounding county. The Center serves the entire state. Customers and students come from all over North Carolina, from other states and even foreign countries. The Center provides opportunities for North Carolina citizens and others to enroll in educational training programs either for occupational preparation or skills upgrading specific to the textile and related indus-tries. Seminars and short courses are also taken off campus to manufacturing sites or other community colleges. The Center provides these opportunities through cooperative arrangements with other institu-tions and agencies in the state through training programs, continuing education, technical assistance and business support. The Center’s role in educating North Carolina’s major industry is dynamic and ever changing. The Center currently has an ambitious electrical and construction trade program in Gaston County designed to prepare high school graduates for direct entrance to the workforce. This year’s program attracted over 170 high school sophomores, juniors and seniors, who have received extensive hands- on training both on campus and at live site locations. Services · Technical Assistance and Services · Yarn and Fabric Testing · Market Research · Product Analysis and Development · Employee Assessments · Sample Processing · Customized Training Programs Enrollment YEAR CURRICULUM CONTINUING EDUCATION TOTALS 1998– 99 274 3,355 3,629 1999– 00 313 3,019 3,332 2000– 01 525 3,132 3,657 2001– 02 494 3,088 3,582 2002– 03 351 3,522 3,873 Faculty/ Staff Total Staff: 26 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 44 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 30+ colleges that serve as sites for local JobLink Career Centers. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION III— PAGE 45 FINANCE/ FACILITIES/ EQUIPMENT PAGE Overview of Community College Budget Process ........................................................ 46 Description of State Level Expenditures ....................................................................... 48 Regular Program Cost by Purpose................................................................................. 49 Average Cost Per FTE by Institution............................................................................. 50 Facilities/ Equipment ...................................................................................................... 52 Off- Campus Facilities .................................................................................................... 53 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION III— PAGE 46 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 essen-tial elements of this process are outlined below: • One student who takes 16 hours of class work for one semester ( or 16 weeks) generates 256 hours. If this same student attends classes for one year, the student would generate 688 hours which is equivalent to one annual FTE. One fall or spring semester FTE = 16 hours x 16 weeks = 256 hours One summer term FTE = 16 hours x 11 weeks = 176 hours In order for a college to generate budget, approximately 18 FTEs must be generated before an instructional unit can be allocated. Each year the dollar amount for curriculum ( credit) and extension ( 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, sup-plies 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 ( 90%) is 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 semes-ter, 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. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION III— PAGE 47 • 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 utilities ( including telephone) or plant 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. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION III— PAGE 48 DESCRIPTION OF STATE LEVEL EXPENDITURES ( Year ended June 30, 2003) • 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, and Board of Education Liaison. • Administration— The funds expended in this area include Vice President's Office, Telecommunications, Planning and Research, Information Resources and Technology, Information Services, Program Auditing, and Library Resources. • Business and Finance— The funds expended in this area include Business and Finance Administration, Budgeting and Accounting, and Administrative and Facility Services. • Academic and Student Services— The funds expended in this area include Academic and Student Services Administration, Curriculum and Student Services, Program Services, Tech Prep, School- to- Work, Vocational Education, Basic Skills, EvenStart Family Literacy, Special Populations Training, Literacy Resource Center, Grants and Assessment, and Professional Development. • Economic and Workforce Development— The funds expended in this area include Economic andWorkforce Development Administration, Continuing Education, Regional Training, Small Business, HRD, and Workforce Initiatives. • 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, Diploma Nursing, GED Scoring, Networking, Systemwide Projects, and NC Live. • Books— The funds expended represent payments at the state level for 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. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION III— PAGE 49 PERCENT PURPOSE DESCRIPTION BUDGET EXPENDITURES BALANCE EXPENDED 1XX INSTITUTIONAL SUPPORT 110 Executive Management $ 37,404,936 $ 37,148,549.70 $ 256,386.30 99.31% 120 Financial Services 23,198,075 23,033,954.05 164,120.95 99.29% 130 General Administration 46,728,609 45,129,612.13 1,598,996.87 96.58% 140 Information Systems ( Admin.) 16,199,273 16,024,040.27 175,232.73 98.92% 150 Staff Development 542,457 511,991.84 30,465.16 94.38% Total Institutional Support $ 124,073,350 $ 121,848,147.99 $ 2,225,202.01 98.21% 2XX CURRICULUM INSTRUCTION 210 Certificate Programs 21,451,074 20,863,898.12 587,175.88 97.26% 220 Associate Degree Programs 310,163,086 2 99,736,759.58 10,426,326.42 96.64% 230 Diploma Programs 35,633,157 34,038,314.23 1,594,842.77 95.52% 240 Transitional Programs 9,155,717 8,589,552.84 566,164.16 93.82% Total Curriculum Instruction $ 376,403,034 $ 363,228,524.77 $ 13,174,509.23 96.50% 3XX CONTINUING EDUCATION 310 Occupational Eduction Instr. 37,537,078 35,399,175.26 2,137,902.74 94.30% 311 Occupational Support 11,809,161 11,493,286.68 315,874.32 97.33% 321 Adult Basic Education/ ESL 35,922,920 33,190,000.83 2,732,919.17 92.39% 322 Adult High School & GED 13,249,171 12,086,492.20 1,162,678.80 91.22% 323 Compensatory Education 7,422,532 6,773,876.90 648,655.10 91.26% 331 Community Service 1,314,476 1,185,113.85 129,362.15 90.16% 350 Human Resource Devel. 3,934,064 3,717,178.41 216,885.59 94.49% 361 New & Expanding Ind. Training 5,838,618 3,351,349.93 2,487,268.07 57.40% 362 New & Expanding Ind. Train. HB275 1,706,529 935,612.39 770,916.61 54.83% 363 Small Business Centers 3,958,627 3,849,322.20 109,304.80 97.24% 364 Focused Ind. Trng.- St. Apprp. 1,931,681 1,868,478.60 63,202.40 96.73% 365 Worker Training Trust Funds 1,696,086 1,641,795.34 54,290.66 96.80% 366 Focused Ind. Training- HB275 368,757 257,438.87 111,318.13 69.81% Total Continuing Education $ 126,689,700 $ 115,749,121.46 $ 10,940,578.54 91.36% 4XX ACADEMIC SUPPORT 410 Library/ Learning Center 20,846,496 20,596,821.47 249,674.53 98.80% 421 Curriculum 26,130,290 25,840,549.18 289,740.82 98.89% 422 Continuing Education 22,438,958 22,062,310.28 376,647.72 98.32% 423 CED Special Allotment 1,007,419 919,784.00 87,635.00 91.30% 430 Information Systems ( Academic) 6,418,635 6,303,350.53 115,284.47 98.20% 440 Tech Prep 933,670 733,520.15 200,149.85 78.56% 450 Technology- HB275 119,767 95,877.69 23,889.31 80.05% Total Academic Support $ 77,895,235 $ 76,552,213.30 $ 1,343,021.70 98.28% 5XX STUDENT SUPPORT 510 Student Services 50,920,771 50,272,219.24 648,551.76 98.73% 530 Child Care 2,012,887 1,923,016.64 89,870.36 95.54% Total Student Support $ 52,933,658 $ 52,195,235.88 $ 738,422.12 98.61% 6XX OPERATION & MAINTENANCE OF PLANT 690 Plant Operation & Maintenance 887,877 887,872.46 4.54 100.00% Total Operation & Maint. Of Plant $ 887,877 $ 887,872.46 $ 4.54 100.00% TOTAL CURRENT EXPENSE $ 758,882,854 $ 730,461,115.86 $ 28,421,738 96.25% NORTH CAROLINA COMMUNITY COLLEGE SYSTEM STATEMENT OF STATE- WIDE COST BY PURPOSE CURRENT OPERATING Year Ended June 30, 2003 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION III— PAGE 52 FACILITIES Building Gross Square Footage .............................. 18.4 million Number of Buildings ............................................. 1,047 Building Value ( Replacement) ................................ $ 1.7 billion Campus Acreage ................................................... 6,249 acres ( Does not include off- campus facilities) State Appropriations, Capital Improvement 1999– 00 .......... $ 14.5 million 2000– 01 ........ $ 600.0 million1 2001– 02 ............$ 0.0 million 2002– 03 ............$ 0.0 million 2003- 04 .............$ 0.0 million EQUIPMENT State Equipment Inventory ( Cost Over $ 1,000) ... $ 280.3 million State Appropriations 1999– 00 ......... $ 26.2 million2 2000– 01 ......... $ 33.0 million3 2001– 02 ......... $ 32.8 million4 2002– 03 ......... $ 15.3 million 2003- 04 .......... $ 15.3 million BOOKS Learning Resource Center Book Volumes ............... 2.3 million5 1Authorized from a $ 600 million statewide bond referendum. 2Includes $ 10 million appropriated receipts from HB 275. 3Includes $ 15.6 million first and second quarter appropriated receipts from HB275. 4Includes $ 16.5 million first and second quarter appropriated receipts from HB275. 5Learning Resource Center Book Volumes data is collected by UNC- GA and reported in the Statistical Abstract of Higher Education in North Carolina. FACILITIES/ EQUIPMENT/ BOOKS NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION III— PAGE 53 OFF- CAMPUS FACILITIES The following list shows those community colleges which have State Board approved off- cam-pus centers or an additional campus. Not included are the numerous facilities throughout the state which have been made available for community college use. CAMPUS/ CENTER TOWN Alamance CC ............................................................ Graham Burlington Center .................................................. Burlington Asheville- Buncombe TCC ......................................... Asheville Enka Center .......................................................... Enka Madison County Center ......................................... Marshall Bladen CC ................................................................. Dublin Kelly/ East Arcadia Center ...................................... Kelly Blue Ridge CC ........................................................... Flat Rock Transylvania County Center ................................... Pisgah Forest Brunswick CC ........................................................... Supply Job Link Center .................................................... Supply Leland Center ....................................................... Leland Southport Center ................................................... Southport Caldwell CC & TI ..................................................... Hudson Adm. Support/ Basic Skills Center ( Watauga County) ..... Boone Watauga County Continuing Ed. Center .................. Boone Watauga County Campus ....................................... Boone Cape Fear CC ............................................................ Wilmington Burgaw Center ( Pender County) ................................. Burgaw Hampstead Center ( Pender County) ............................ Hampstead North Campus ( being developed) ................................ Wilmington Carteret CC ............................................................... Morehead City Davis Center ( not being used) .................................... Davis Catawba Valley CC ................................................... Hickory Alexander County Center ...................................... Taylorsville Central Carolina CC ................................................. Sanford Chatham County Campus ...................................... Pittsboro Harnett County Campus ......................................... Lillington School of Telecommunications Center .................... Sanford Siler City Center ( Chatham County) ............................ Siler City NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION III— PAGE 54 CAMPUS/ CENTER TOWN Central Piedmont CC ................................................ Charlotte North Campus ....................................................... Huntersville Northeast Campus ( being developed) .......................... Charlotte South Campus ....................................................... Matthews Southwest Campus ( being developed) ......................... Charlotte West Campus ( being developed) ................................. Charlotte West Center ( Allegany Street)..................................... Charlotte College of The Albemarle .......................................... Elizabeth City Chowan County Center .......................................... Edenton Dare County Campus ............................................ Manteo Riverside Ext. Center ............................................ Elizabeth City Craven CC ................................................................ New Bern Havelock/ Cherry Point Center ................................ Havelock Davidson County CC ................................................. Lexington Davie County Center ............................................. Mocksville Durham TCC ............................................................ Durham Northern Durham Center ....................................... Durham Edgecombe CC .......................................................... Tarboro Rocky Mount Campus ........................................... Rocky Mount Fayetteville TCC ....................................................... Fayetteville Firefighting Facility Center .................................... Fayetteville Horticulture/ Landscape Mgt. Tech. Center .............. Fayetteville Spring Lake Center ............................................... Spring Lake Forsyth TCC ............................................................. Winston- Salem Carver Road Center ............................................... Winston- Salem Kernersville Center ............................................... Kernersville West Center .......................................................... Winston- Salem Gaston College .......................................................... Dallas Lincoln County Campus ........................................ Lincolnton Guilford TCC ............................................................ Jamestown Aviation Center ..................................................... Greensboro Greensboro Campus .............................................. Greensboro High Point Center ................................................. High Point Small Business Center ........................................... Greensboro Haywood CC ............................................................. Clyde Continuing Education Center ................................. Clyde Dayco Retirees Center ........................................... Waynesville High Tech Center .................................................. Waynesville Human Resource Dev. Center ................................ Clyde NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION III— PAGE 55 CAMPUS/ CENTER TOWN Isothermal CC ........................................................... Spindale Polk County Center ............................................... Columbus Lenoir CC ................................................................. Kinston Aviation Center ..................................................... Kinston Greene County Center ........................................... Snow Hill Jones County Center .............................................. Trenton Walstonburg Center ( Greene County).................................. Walstonburg West Boundary Street Center ................................. LaGrange Martin CC................................................................. Williamston Bertie County Center ............................................. Windsor Mayland CC .............................................................. Spruce Pine Avery County Center ............................................. Newland Yancey County Center ........................................... Burnsville McDowell TCC.......................................................... Marion Marion Center ....................................................... Marion Mitchell CC ............................................................... Statesville Mooresville Center ................................................ Mooresville Pamlico CC ............................................................... Grantsboro Bayboro Center ..................................................... Bayboro Piedmont CC ............................................................. Roxboro Caswell County Center .......................................... Yanceyville Randolph CC ............................................................ Asheboro Archdale Center .................................................... Archdale Richmond CC............................................................ Hamlet Continuing Education Center ................................. Rockingham James Nursing Bldg. ............................................. Hamlet Scotland County Center ......................................... Laurinburg Robeson CC ............................................................... Lumberton Emergency Training Center ................................... Lumberton Lumberton Extension Center .................................. Lumberton Pembroke Extension Center ................................... Pembroke Rowan- Cabarrus CC................................................. Salisbury Cabarrus County Campus ...................................... Concord Cloverleaf Plaza Center ......................................... Kannapolis Corban Center ( Cabarrus County) .......................................... Concord Sampson CC.............................................................. Clinton Courthouse Annex ( not being used) ............................ Clinton Multi- Purpose Center ( not being used) ........................ Clinton Sandhills CC ............................................................. Pinehurst Hoke County Center .............................................. Raeford NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION III— PAGE 56 CAMPUS/ CENTER TOWN South Piedmont CC ( East Campus) ................................ Polkton Continuing Education Center ( Union County) .................. Monroe Wadesboro Center ................................................. Wadesboro West Campus ( Union County) ................................................ Monroe Southeastern CC ....................................................... Whiteville Business/ Industry Trng. Center ( not being used) .......... Whiteville Southwestern CC ...................................................... Sylva Macon County Center ............................................ Franklin Swain County Center ............................................. Bryson City Stanly CC .................................................................. Albemarle Western Stanly Center ........................................... Locust Surry CC ................................................................... Dobson Yadkin County Center ........................................... Yadkinville Tri- County CC .......................................................... Murphy Graham County Center .......................................... Robbinsville Vance- Granville CC .................................................. Henderson Franklin County Campus ....................................... Louisburg Granville County Campus ...................................... Creedmoor Warren County Center ........................................... Warrenton Wake TCC................................................................. Raleigh Adult Education Center ......................................... Raleigh Health Sciences Campus ........................................ Raleigh Northeast Campus ( being developed) .......................... Raleigh Wayne CC ................................................................. Goldsboro Aviation Center ..................................................... Goldsboro Western Piedmont CC ............................................... Morganton North King/ West Meeting Street Center .................. Morganton Wilkes CC ................................................................. Wilkesboro Alleghany County Center ...................................... Sparta Ashe County Center .............................................. West Jefferson Wilson TCC............................................................... Wilson Police Academy Center .......................................... Wilson NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION IV— PAGE 57 STUDENT DATA PAGE Curriculum Enrollment by Program Area .................................................................... 58 Continuing Education Enrollment by Program Area ................................................... 58 Curriculum FTE by Program Area ............................................................................... 59 Continuing Education FTE by Program Area .............................................................. 59 En |
| OCLC number | 26385437 |
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