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A
Matter
of
Facts
The North Carolina
Community College System
Fact Book
2006
North Carolina Community College System
A
Matter
of
Facts
The North Carolina
Community College System
Fact Book
2006
North Carolina Community College System
H. Martin Lancaster, President
Raleigh, North Carolina
Telephone 919/ 807- 7100
Fax 919/ 807- 7164
WWW URL http:// www. nccommunitycolleges. edu
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK PAGE— iii
Preface
The North Carolina Community
College System Fact Book
is an annual publication
providing authoritative data
on the status of the entire
System. Although the
target audience is primarily
decision- makers and planners
dependent on timely information
for the success of their
endeavors, the Fact Book
also serves as an excellent
reference and point of
entry for anyone researching the
N. C. Community College System.
Readers should keep in mind
the fl uid nature of data,
realizing that the Fact Book
is a snapshot taken once
annually. Any questions or
suggestions, concerning the content,
purpose, or format of the
Fact Book should be directed to
Timothy Mizelle,
Coordinator for Data Publication,
at 919- 807- 6993.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK CONTENTS— PAGE v
Section I: Introduction
Purpose ............................................................................................................................... ...... 2
Working Mission Statement ................................................................................................... 3
History ............................................................................................................................... ....... 4
Goals ............................................................................................................................... ..... 5
Programs ............................................................................................................................... .... 6
Governance..................................................................................................................... .......... 7
Funding ............................................................................................................................... ...... 9
NCCC Foundation ................................................................................................................... 10
Service Area Assignments ....................................................................................................... 12
Statewide Plan ......................................................................................................................... 16
Map............................................................................................................................ ............. 19
Section II: Program Briefs
Curriculum Programs .............................................................................................................. 22
Accrediting Agencies of Curriculum Programs ...................................................................... 25
Enrollment of High School Students in Community Colleges ................................................ 26
Basic Skills .............................................................................................................................. 27
Carl Perkins Act ...................................................................................................................... 28
Community Service ................................................................................................................. 29
Correctional Education ............................................................................................................ 30
Distance Learning ................................................................................................................... 31
Fire and Rescue Training Services .......................................................................................... 38
Focused Industrial Training Centers ....................................................................................... 39
BioNetwork ............................................................................................................................. 40
Human Resources Development Program............................................................................... 41
Work Station Occupational Skills Training Program ( fomerly In- Plant Training Program)... 42
New and Expanding Industries Training ................................................................................. 43
Occupational Continuing Education ....................................................................................... 44
Proprietary Schools Licensure ................................................................................................ 45
Small Business Centers ........................................................................................................... 46
Workforce Initiatives ............................................................................................................... 47
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK CONTENTS— PAGE vi
Section III: Finance/ Facilities/ Equipment
Overview of Community College Budget Process .................................................................. 50
Description of State Level Expenditures ................................................................................. 52
Regular Program Cost by Purpose .......................................................................................... 53
Average Cost Per FTE by Institution ...................................................................................... 54
Facilities/ Equipment ............................................................................................................... 56
Off- Campus Facilities ............................................................................................................. 57
Section IV: Student Data
Curriculum Enrollment by Program Area ............................................................................... 62
Continuing Education Enrollment by Program Area .............................................................. 62
Curriculum FTE by Program Area .......................................................................................... 63
Continuing Education FTE by Program Area ......................................................................... 63
Enrollment by Age Groups ...................................................................................................... 64
Enrollment by Employment Status .......................................................................................... 64
Enrollment by Race ................................................................................................................. 65
Enrollment by Gender ............................................................................................................. 65
Enrollment by Residency Status.............................................................................................. 66
Enrollment by Day/ Evening Status ......................................................................................... 66
Curriculum Enrollment by Credit Hours ................................................................................. 67
Student Completions by Programs .......................................................................................... 68
Curriculum Student Enrollment by College ( Unduplicated Headcount) ................................ 73
Continuing Education Student Enrollment by College ( Unduplicated Headcount) ............... 75
Annual FTE by College........................................................................................................... 77
Annual Unduplicated Headcount by Program Area and Total,
2000– 01 through 2004– 05 ................................................................................................ 80
Annual FTE by Program Area and Total,
2000– 01 through 2004– 05 ................................................................................................ 81
Annual Curriculum and Continuing Education Enrollment by Race, Gender, Day or
Night, Employment Status and Residency, 2000– 01 through 2004– 05 ............................ 82
Annual Curriculum Enrollment by Credit Hour Load,
2000– 01 through 2004– 05 ................................................................................................ 82
Student Financial Aid Summary for Undergraduate Students ................................................ 83
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK CONTENTS— PAGE vii
Section V: Staff/ Faculty Data
2005– 06 Full- Time System Totals by Position Category ........................................................ 88
2005– 06 Full- Time System Totals by Position Category by Gender ...................................... 88
2005– 06 Full- Time System Totals by Position Category by Race .......................................... 89
2005– 06 Full- Time System Totals by Position Category by Years of Service
at Current College .............................................................................................................. 89
2005– 06 Full- Time System Totals by Position Category by Education Level ....................... 90
2005– 06 Full- Time System Totals by Position Category by Months of
Employment..................................................................................................................... . 90
Appendixes
Glossary ............................................................................................................................... ... 92
State Board of Community Colleges ....................................................................................... 96
Community College Presidents ............................................................................................... 98
Community College System Office ....................................................................................... 100
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 1
INTRODUCTION PAGE
Purpose........................................................................................................................ .............. 2
Working Mission Statement ................................................................................................... 3
History ............................................................................................................................... ....... 4
Goals ............................................................................................................................... ..... 5
Programs ............................................................................................................................... .... 6
Governance ............................................................................................................................... 7
Funding ............................................................................................................................... ...... 9
NCCC Foundation ................................................................................................................... 10
Service Area Assignments ....................................................................................................... 12
Statewide Plan.......................................................................................................................... 16
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 develop-ment
of the Community College System. All of the institutions in the North Carolina Community College
System offer technical and occupational training and basic education to prepare adults for the job market.
In addition, each community college offers the first two years of a baccalaureate program.
The mission of the System has been defined in the North Carolina General Statutes ( 115D- 1):
. . . the establishment, organization, and administration of a system of educational institutions
throughout the state offering courses of instruction in one or more of the general areas of two-year
college parallel, technical, vocational, and adult education programs . . .
The law further states that:
. . . The major purpose of each and every institution operating under the provisions of this
Chapter shall be and shall continue to be the offering of vocational and technical education
and training, and of basic, high school level, academic education needed in order to profit from
vocational and technical education, for students who are high school graduates or who are
beyond the compulsory age limit of the public school system and who have left the public
schools. . . .
The statutory mission statement serves to keep the System focused on vocational and technical education.
It also specifically mandates provision of basic academic education for adults through the high school
level. These programs— vocational and technical education, and basic academic education for
adults— have priority status because of their specific place in the statutory mission statement.
The mission directs the System to serve adults and other people who have left the public schools and are
beyond compulsory school age. This definition provides the background for development of policies
governing the institutions' relationship to the public schools.
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 indus-trial
education centers focusing on technical and vocational education.
The need to coordinate these two post- high school education systems led Governor Terry Sanford to
appoint the Governor’s Commission on Education Beyond the High School ( Irving Carlyle, chair). In 1962,
this commission recommended that the two types of institutions be brought into one administrative organi-zation
under the State Board of Education and local boards of trustees. The resulting unified Community
College System would provide comprehensive post- high school education.
In May 1963, the General Assembly, in line with the Carlyle Commission report, enacted G. S. 115A ( later
changed to 115D), which provided for the establishment of a Department of Community Colleges under
the State Board of Education and for the administration of institutions in the Community College System.
There were then 20 industrial education centers, six community colleges ( three of which became four- year
schools in 1963), and five extension units.
By 1966, there were 43 institutions with 28,250 full- time equivalent ( FTE) enrollments. In 1969, there
were 54 institutions with 59,329 FTE. The System had grown rapidly, exceeding ten percent annually
nearly every year until the late 1970s. In 1974– 75, growth reached the 33 percent mark. The System
continues to grow in enrollments nearly every year, but by much more modest margins. The number of
colleges has not increased since Brunswick Community College became the 58th in 1979.
The original legislation placed the Community College System under the purview of the State Board of
Education and created a State Department of Community Colleges. In the early years of the System, the
State Board of Education Chair was Dallas Herring; David Bruton succeeded him in 1977.
In 1979, the General Assembly changed the state control of the System. Provision was made for a
separate State Board of Community Colleges. The Board was appointed and organized in 1980, and met
several times with the State Board of Education. The new Board assumed full responsibility for the
System on January 1, 1981. The Board’s first chairperson was Duke Power company executive Carl
Horn. He was succeeded in 1983 by John A. Forlines, president of the Bank of Granite and then William
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 5
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 with a highly
successful series of events, including a spectacular concert at the Kennedy Center in Washington, DC,
featuring Visiting Artists from the colleges. For the celebration of its 40th anniversary in 2003, the system,
with the support of the North Carolina Community Colleges Foundation, created the W. Dallas Herring
Leadership Development Institute.
In November of 1987, the State Board established the Commission on the Future of the North
Carolina Community College System. The 23- member, blue ribbon panel of business, civic and education
leaders was charged with establishing a systemwide agenda for policy and action over the next 25 years.
The resulting Commission on the Future report, released in 1989, outlined 33 recommendations for action
and change. These recommendations for action and change have served as the foundation of the System
planning process since 1989. The influence of the Commission on the Future report is evident in the 2003–
2005 System Strategic Plan goals and objectives.
STATE BOARD OF COMMUNITY COLLEGES
GOALS
1. Economic and Workforce Development: To support North Carolina businesses, industries
and citizens in growing the North Carolina economy and to enhance the level of workforce
technology by preparing competent workers.
2. Enrollment Management: To meet increasing diverse learners’ needs through innovative
non- traditional and traditional programs.
3. Accountability in the Use of Technology: To assess the effective and efficient use of
information technology.
4. Development of Resources: To account for and equitably distribute appropriations and to
continuously analyze and articulate resources necessary to fulfill the North Carolina
Community College System mission.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 6
PROGRAMS
The North Carolina Community College System offers a comprehensive range of educational programs to
meet the needs of local communities for workforce preparedness and higher academic education, basic
educational skills, job retraining, personal growth and development, and community and economic
development. These programs are organized under several broad categories.
Curriculum programs are made up of credit courses leading to certificates, diplomas, or associate degrees,
which range in length from one semester to two years. Most of the programs offered within the Commu-nity
College System are designed to prepare individuals for entry level technical positions in business and
industry with an associate of applied science degree. Each college also offers credit courses in the arts
and sciences leading to an associate degree designed for transfer at the junior level into a senior college
or university. Developmental education courses are available for students who need to improve their
skills so that they can perform at the level required for college transfer, certificate, diploma and associate
degree programs. Developmental education programs consist of courses and support services which
include, but are not limited to, diagnostic assessment and placement, tutoring, advising, and writing
assistance. These courses do not earn credit toward a degree, diploma or certificate but provide the
student with courses for academic readiness.
Another category of programs is continuing education. These non- credit courses may be occupational,
academic, or avocational in nature. Some are offered as a categorically- funded community service.
Others are designed to upgrade occupational skills and are funded through enrollment driven formulas
( see Finance). Each of the colleges also offers instruction in basic academic skills which include Adult
Basic Education ( K– 8 basic literacy skills), Adult High School and GED programs ( 9– 12 academic
preparation), Compensatory Education, and English as a Second 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 development 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 Development and Job Training Partnership Act
Programs provide services and training specifically targeted to the unemployed and disadvantaged. A
variety of other programs connects the colleges uniquely to the needs and aspirations of their communi-ties.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 7
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 Community Colleges.
The State Board has three major functions: ( 1) equitable distribution of funds and fiscal accountability,
( 2) establishing and maintaining state priorities, and ( 3) educational program approval and accountability.
Through the exercise of its authority in these areas, the State Board can recommit the System to existing
policies or alter the direction of the System through changes in policy.
As part of its administrative function, the System Office provides support services for the various pro-gram
offerings such as nursing, agriculture, and business. The System President's staff assists staff at the
colleges by helping to develop and implement curriculums and other programs and by providing technical
assistance in a range of areas. The System Office provides other services for the System that would be
difficult for an individual institution to initiate, such as statewide data
collection.
At the local level, each of the colleges operates under a board of trustees. Each board is composed of a
minimum of twelve citizens from the service area in which the college is located. The president or
chairman of the executive board of the student body serves as an ex officio member. Local board mem-bers
are appointed for staggered four- year terms. Four members each are elected by the local school
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 8
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 9
FUNDING
By law, the State Board of Community Colleges is responsible for providing funds to meet the financial
needs of the colleges in accordance with the policies and regulations of the Board. The State Board has
delegated authority to the local trustees to disburse the funds within these policies and regulations.
Sources of funding include state, federal, and local government as well as tuition. For 2005– 06 the tuition
rate is $ 39.50 per semester hour and $ 632.00 maximum tuition charge per semester for in- state students.
For out- of- state students, the tuition is $ 219.50 per semester hour and $ 3,512.00 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 2005– 06 are as follows:
State ................ 67.3%
Local ............... 13.5%
Tuition .............. 15.3%
Federal .............. 2.4%
Other ................. 1.5%
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 ex-pended
during that period revert to the general treasury and are available to the Legislature for reappro-priation.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 10
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 operat-ing
and capital investment funds. In the early years of the System’s history, traditional funding sources
were adequate. During the 1970s and 1980s, increased competition for state and local funds, inflation, the
need to update programs and equipment, and demographic changes eroded the System’s financial base of
support.
As the System matured, all 58 community colleges established foundations for the purpose of raising funds
from private sources to support a variety of activities and local projects.
The Community College System also realized a need to attract support from large companies and corpora-tions
whose presence in North Carolina is pervasive and not related to any particular college. Thus, the
NCCCF was established as an avenue to large donors who depend on the Community College System for
many of their employees. It is important to note that the NCCCF is not a competitor with local institutional
foundations. Rather it is a resource to be used in increasing local support. After several years of inactivity,
the Foundation was reorganized in 1998 under the leadership of a Board of Directors recruited from the
state’s top business, government, and education leaders.
The Foundation Purposes
The North Carolina Community Colleges Foundation, Inc. was chartered on September 11, 1986 as a
nonprofit charitable corporation and has a 501( c)( 3) designation by the Internal Revenue Service. A board
of directors manages the foundation.
The purposes of the foundation are to:
• Support the mission of the Community College System and to foster and promote the growth,
progress, and general welfare of the System.
• Support programs, services, and activities of the Community College System which promote the
mission of the System.
• Support and promote excellence in administration and instruction throughout the System.
• Foster quality in programs and encourage research to support long- range planning in the System.
• Provide an alternative vehicle for contributions of funds to support programs, services, and
activities that are not being funded adequately through traditional resources.
• Broaden the base of the Community College System’s support.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 11
• 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.
Foundation Activities
One of the most important activities of the Foundation is funding of fellowships to the W. Dallas Herring
Leadership Institute, which prepares outstanding senior executives in North Carolina’s community colleges
to become community college presidents.
The Foundation sponsors statewide awards, which include cash gifts, to recognize outstanding leadership
in the North Carolina Community College System, including:
• The Excellence in Teaching Award, presented by the State Board of Community Colleges and
endowed by RJ Reynolds.
• The Staff Person of the Year Award, endowed by BB & T.
• The President of the Year Award, endowed by Wachovia.
The Foundation also assists in funding special events involving the whole system, including the annual Day
of Recognition and the Academic Excellence Awards Luncheon honoring the top students from each
community college.
The Foundation manages a number of scholarship funds and from time to time awards grants for specific
purposes, including innovation and professional development, to individual community colleges.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 12
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
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 13
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 14
COLLEGE SERVICE AREA ( See Special Provisions 1– 7)
Mitchell CC ......................................................... Iredell 5
Montgomery CC ................................................. Montgomery
Nash CC .............................................................. Nash
Pamlico CC ......................................................... Pamlico
Piedmont CC ....................................................... Caswell, Person 3
Pitt CC ................................................................. Pitt
Randolph CC ....................................................... Randolph
Richmond CC ...................................................... Richmond, Scotland
Roanoke- Chowan CC.......................................... Bertie ( Townships of Colerain, Mitchells, Roxobel,
Snakebite, Whites, and Woodville), Hertford,
Northampton ( Townships of Jackson, Kirby,
Rich Square, Roanoke, and Wiccacanee) 1
Robeson CC ........................................................ Robeson
Rockingham CC .................................................. Rockingham
Rowan- Cabarrus CC ........................................... Cabarrus, Rowan 2
Sampson CC........................................................ Sampson
Sandhills CC ....................................................... Hoke, Moore
South Piedmont CC ............................................. Anson, Union 6
Southeastern CC.................................................. Columbus
Southwestern CC ................................................ Jackson, Macon, Swain
Stanly CC ............................................................ Stanly
Surry CC ............................................................. Surry, Yadkin
Tri- County CC .................................................... Cherokee, Clay, Graham
Vance- Granville CC ............................................ Franklin, Granville, Vance, Warren
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 15
Special Provisions
1. Bertie County is divided between Roanoke- Chowan CC and Martin CC as stated in the
service area assignments. In the case of offering courses within the town or township of
Windsor, Martin CC has exclusive authority for offering curriculum and adult basic
education courses, and both Martin CC and Roanoke- Chowan CC are authorized to offer other
continuing education courses.
2. Cabarrus County is assigned to Rowan- Cabarrus CC which is authorized to offer all courses.
3. Caswell County is assigned to Piedmont CC which is authorized to offer all courses in
Caswell County.
4. Davie County is assigned to Davidson County CC which is authorized to offer all courses in
Davie County.
5. Catawba Valley CC is authorized to continue offering the furniture training program at the
Iredell Prison Unit. This exception shall be re- examined periodically by the System
President with his findings reported to the State Board.
6. South Piedmont CC is a multicampus community college authorized to serve Anson and
Union Counties.
7. Martin CC is authorized to offer in Washington County all adult basic education, adult high
school/ GED, fire training, emergency medical training, and in- plant training.
Revised February 2002
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 16
STATE- LEVEL STRATEGIC PLANNING
The North Carolina Community College System maintains a biennial system- level strategic plan, approved
by the State Board of Community Colleges and developed with comprehensive environmental data and
substantive stakeholder input.
The NCCCS state- level plan sets the strategic direction for the System, supports the ongoing effectiveness
of individual NCCCS institutions, provides a framework for legislative budget requests, and is designed to
achieve several key purposes:
1. Identifying specific and critical issues and trends that have the potential to either prevent
or permit effective achievement of the NCCCS mission.
2. Developing conceptual and technical solutions to address the impact of identified critical
issues.
3. Acquiring adequate resources to support developed solutions.
After a January 2005 review of past and current planning processes, the NCCCS initiated several changes
aimed at improving the utility and timeliness of its planning efforts:
• Environmental scanning was broadened to include representatives from all internal as well
as external stakeholder groups.
• The planning calendar was adjusted and synchronized to take better advantage of the
Legislature’s budgeting cycle.
• A formal annual review cycle was instituted.
The first planning cycle utilizing these improvements was launched in March 2005. The State Board of
Community Colleges is set to approve the first NCCCS Strategic Plan developed under the improved
process in April 2006. Progress on the latest plan and a conceptual diagram of the revised process are
available at http:// www. nccommunitycolleges. edu/ Planning/ index. html .
COLLEGE- LEVEL PLANNING
While state- level planning supports the collective mission of all 58 NCCCS institutions, individual colleges
are responsible for developing planning and evaluation systems that support local interests and comply with
requirements established by the North Carolina General Assembly, the Southern Association of Colleges
and Schools ( SACS), and the State Board of Community Colleges, which include the following:
• Institutional Effectiveness Plan Mandate – North Carolina General Assembly:
In its 1989 session, the North Carolina General Assembly adopted a provision ( S. L. 1989;
C. 752; S. 80) which mandates that, Each college shall develop an institutional effec
tiveness plan, tailored to the specific mission of the college. This plan shall be
consistent with the Southern Association of Colleges and Schools criteria and
provide for collection of data as required by the ‘ Critical Success Factors’ list.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 17
• Principles of Accreditation – Commission on Colleges, Southern Association of
Colleges & Schools: Core Requirement 2.5 of the COC Principles of Accreditation
stipulates that colleges are to engage in ongoing, integrated, and institution- wide
research- based planning and evaluation process that ( a) results in continuing
improvement and ( b) demonstrates that the institution is effectively accomplishing its
mission.
In addition, Core Requirement 2.12 requires that all colleges seeking Reaffirmation of
Accreditation must engage in developing a Quality Enhancement Plan ( QEP), which is to
be a course of action for institutional improvement that addresses an issue critical to
enhancing educational quality and directly related to student learning and which is part of
ongoing planning and evaluation processes. [ Specific information on SACS Principles/
Philosophy of Accreditation, Core Requirements and Comprehensive Standards is located
at http:// www. sacscoc. org . Additional SACS- related information is also available on the
System Office Web site at: http:// www. nccommunitycolleges. edu/ SACS/ .
INSTITUTIONAL EFFECTIVENESS PLAN GUIDELINES
In 1999, the State Board approved Institutional Effectiveness Plan Guidelines establishing minimum
conditions for meeting the state and federal requirements outlined above. College compliance with these
approved guidelines is monitored by NCCCS Education Program Audit staff in conjunction with the annual
audit process. Auditors review college plans for general currency and to ensure that any special General
Assembly and State Board planning mandates are being observed. College plans are not evaluated for
total quality or content, responsibilities that instead are entrusted to individual colleges and the Southern
Association of Colleges and Schools.
The following Institutional Effectiveness Plan Guidelines outline the minimum requirements deemed
necessary by the State Board of Community Colleges to meet required state and federal mandates. Please
note that guidelines are intentionally general in order to allow maximum flexibility for colleges to develop
plans best suited for individual institutional situations. Likewise, colleges are encouraged to expand and
build upon these guidelines.
1. All colleges must develop and implement an annual planning process that results in an
institutional effectiveness plan. Colleges have the flexibility to develop biennial plans as
long as a process of annual review and revision is in place. It is expected that each
college will follow the principles of good planning.
2. College plans should address, where appropriate, System identified critical issues, goals
and objectives.
3. Colleges must address any special planning mandates of the General Assembly or the
State Board of Community Colleges in their plan unless other processes are developed by
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 18
4. Compliance with the institutional effectiveness plan mandate will be determined by the
Education Program Audit staff as part of the annual audit process. The audit staff will
determine the currency of the college’s plan and that colleges are responding to any
special planning mandates of the General Assembly and the State Board of Community
Colleges. The role of the audit staff will be to determine if the college has an ongoing
planning process in place and has addressed state mandates where required. The audit
staff will not analyze the plans for content or principles of good planning. This
responsibility lies with the college and with the Southern Association of Colleges and
Schools. Colleges will no longer be required to submit an institutional effectiveness plan to
the System Office.
5. The Planning and Research Section of the North Carolina Community College System
Office will continue to provide technical assistance to the colleges in the area of planning
when requested.
6. These guidelines will be implemented in the 1999- 2000 academic year.
CRITICAL SUCCESS FACTORS
The State Board of Community Colleges has adopted a set of five Critical Success Factors with 42 related
performance measures, which assess the overall performance of the System. The 1989 General Assembly
mandate requiring Institutional Effectiveness Plans stipulates that colleges develop plans that provide for
collection of Critical Success Factors data.
1. Core Indicators of Student Success
2. Workforce Development
3. Diverse Populations Learning Needs
4. Resources
5. Technology
System and college- level data are collected on 42 measures of progress toward success as indicated by
the factors. An initial report, presenting five years of data, was presented to the State Board of Commu-nity
Colleges and the General Assembly in April 1990. The current Critical Success Factors report can be
found at: http:// www. nccommunitycolleges. edu/ Publications/ docs/ Publications/ csf2005. pdf .
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 19
North Carolina Community College System
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
Mitchell
Yancey
25
Graham
Cherokee
Haywood Mcdowell
Gaston
59
New
Hanover
31
44
11
40
7
34
47
12 Lenoir
29
Nash
35
Hertford
41
8
32
Watauga
1. Alamance Community College
Post Office Box 8000
Graham, NC 27253- 8000
( 336) 578- 2002
http:// www. alamance. cc. nc. us
2. Asheville- Buncombe Technical
Community College
340 Victoria Road
Asheville, NC 28801
( 828) 254- 1921
http:// www. abtech. edu
3. Beaufort County Community College
Post Office Box 1069
5337 Highway 264 East
Washington, NC 27889
( 252) 946- 6194
http:// www. beaufort. cc. nc. us
4. Bladen Community College
Post Office Box 266
Dublin, NC 28332
( 910) 879- 5500
http:// www. bladen. cc. nc. us
5. Blue Ridge Community College
180 West Campus Drive
Flat Rock, NC 28731
( 828) 694- 1700
http:// www. blueridge. edu
6. Brunswick Community College
Post Office Box 30
Supply, NC 28462
( 910) 755- 7300
http:// www. brunswick. cc. nc. us
7. Caldwell Community College
and Technical Institute
2855 Hickory Boulevard
Hudson, NC 28638
( 828) 726- 2200
http:// www. cccti. edu
8. Cape Fear Community College
411 North Front Street
Wilmington, NC 28401
( 910) 362- 7000
http:// www. cfcc. edu
9. Carteret Community College
3505 Arendell Street
Morehead City, NC 28557- 2894
( 252) 222- 6000
http:// www. carteret. edu
10. Catawba Valley Community College
2550 Highway 70, Southeast
Hickory, NC 28602
( 828) 327- 7000
http:// www. cvcc. edu
11. Central Carolina
Community College
1105 Kelly Drive
Sanford, NC 27330
( 919) 775- 5401
http:// www. cccc. edu
12. Central Piedmont Community
College
Post Office Box 35009
Charlotte, NC 28235
( 704) 330- 2722
http:// www. cpcc. edu
13. Cleveland Community College
137 South Post Road
Shelby, NC 28152- 6296
( 704) 484- 4000
http:// www. clevelandcommunitycollege. edu
14. Coastal Carolina Community College
444 Western Boulevard
Jacksonville, NC 28546- 6899
( 910) 455- 1221
http:// www. coastalcarolina. edu
15. College of The Albemarle
Post Office Box 2327
Elizabeth City, NC 27909- 2327
( 252) 335- 0821
http:// www. albemarle. edu
16. Craven Community College
800 College Court
New Bern, NC 28562
( 252) 638- 4131
http:// www. cravencc. edu
17. Davidson County Community College
Post Office Box 1287
Lexington, NC 27295
( 336) 249- 8186
http:// www. davidson. cc. nc. us
18. Durham Technical Community College
1637 Lawson Street
Durham, NC 27703
( 919) 686- 3300
http:// www. durhamtech. edu
19. Edgecombe Community College
2009 West Wilson Street
Tarboro, NC 27886
( 252) 823- 5166
http:// www. edgecombe. edu
20. Fayetteville Technical Community College
Post Office Box 35236
Fayetteville, NC 28303- 0236
( 910) 678- 8400
http:// www. faytechcc. edu
21. Forsyth Technical Community College
2100 Silas Creek Parkway
Winston- Salem, NC 27103- 5197
( 336) 723- 0371
http:// www. forsythtech. edu
22. Gaston College
201 Highway 321, South
Dallas, NC 28034- 1499
( 704) 922- 6200
http:// www. gaston. edu
23. Guilford Technical Community College
Post Office Box 309
Jamestown, NC 27282
( 336) 334- 4822
http:// www. gtcc. edu
24. Halifax Community College
Post Office Drawer 809
Weldon, NC 27890
( 252) 536- 4221
http:// www. halifaxcc. edu
25. Haywood Community College
185 Freedlander Drive
Clyde, NC 28721
( 828) 627- 2821
http:// www. haywood. edu
26. Isothermal Community College
Post Office Box 804
Spindale, NC 28160
( 828) 286- 3636
http:// www. isothermal. edu
27. James Sprunt Community
College
Post Office Box 398
Kenansville, NC 28349- 0398
( 910) 296- 2400
http:// www. sprunt. com
28. Johnston Community College
Post Office Box 2350
Smithfield, NC 27577
( 919) 934- 3051
http:// www. johnstoncc. edu
29. Lenoir Community College
Post Office Box 188
Kinston, NC 28502- 0188
( 252) 527- 6223
http:// www. lenoircc. edu
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 20
North Carolina Community College System
41. Roanoke- Chowan Community College
109 Community College Road
Ahoskie, NC 27910- 9522
( 252) 862- 1200
http:// www. roanokechowan. edu
42. Robeson Community College
Post Office Box 1420
Lumberton, NC 28359
( 910) 272- 3700
http:// www. robeson. cc. nc. us
43. Rockingham Community College
Post Office Box 38
Wentworth, NC 27375- 0038
( 336) 342- 4261
http:// www. rockinghamcc. edu
44. Rowan- Cabarrus Community College
Post Office Box 1595
Salisbury, NC 28145- 1595
( 704) 637- 0760
http:// www. rowancabarrus. edu
45. Sampson Community College
Post Office Box 318, Hwy 24 West
Clinton, NC 28329- 0318
( 910) 592- 8081
http:// www. sampsoncc. edu
46. Sandhills Community College
3395 Airport Road
Pinehurst, NC 28374
( 910) 692- 6185
http:// www. sandhills. edu
47. South Piedmont Community College
Post Office Box 126
Polkton, NC 28135
( 704) 272- 5300
http:// www. spcc. edu
48. Southeastern Community College
Post Office Box 151
Whiteville, NC 28472
( 910) 642- 7141
http:// www. sccnc. edu
49. Southwestern Community College
447 College Drive
Sylva, NC 28779
( 800) 447- 4091
http:// www. southwesterncc. edu
50. Stanly Community College
141 College Drive
Albemarle, NC 28001
( 704) 982- 0121
http:// www. stanly. edu
51. Surry Community College
630 South Main Street
Dobson, NC 27017
( 336) 386- 8121
http:// www. surry. edu
52. Tri- County Community College
4600 East U. S. 64
Murphy, NC 28906
( 828) 837- 6810
http:// www. tricountycc. edu
53. Vance- Granville Community College
Post Office Box 917
Henderson, NC 27536
( 252) 492- 2061
http:// www. vgcc. edu
54. Wake Technical Community College
9101 Fayetteville Road
Raleigh, NC 27603
( 919) 662- 3400
http:// www. waketech. edu
55. Wayne Community College
Post Office Box 8002
Goldsboro, NC 27533- 8002
( 919) 735- 5151
http:// www. waynecc. edu
56. Western Piedmont Community
College
1001 Burkemont Avenue
Morganton, NC 28655
( 828) 438- 6000
http:// www. wpcc. edu
57. Wilkes Community College
Post Office Box 120
Wilkesboro, NC 28697
( 336) 838- 6100
http:// www. wilkescc. edu
58. Wilson Technical Community College
Post Office Box 4305
Wilson, NC 27893- 0305
( 252) 291- 1195
http:// www. wilsontech. edu
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
Mitchell
Yancey
25
Graham
Cherokee
Haywood Mcdowell
Gaston
59
New
Hanover
31
44
11
40
7
34
47
12 Lenoir
29
Nash
35
Hertford
41
8
32
Watauga
30. Martin Community College
1161 Kehukee Park Road
Williamston, NC 27892
( 252) 792- 1521
http:// www. martincc. edu
31. Mayland Community College
200 Mayland Drive
Post Office Box 547
Spruce Pine, NC 28777
( 828) 765- 7351
http:// www. mayland. edu
32. McDowell Technical Community College
54 College Drive
Marion, NC 28752
( 828) 652- 6021
http:// www. mcdowelltech. edu
33. Mitchell Community College
500 West Broad Street
Statesville, NC 28677
( 704) 878- 3200
http:// www. mitchellcc. edu
34. Montgomery Community College
1011 Page Street
Troy, NC 27371
( 910) 576- 6222
http:// www. montgomery. edu
35. Nash Community College
522 N. Old Carriage Road
Rocky Mount, NC 27804- 0488
( 252) 443- 4011
http:// www. nashcc. edu
36. Pamlico Community College
Post Office Box 185
Grantsboro, NC 28529
( 252) 249- 1851
http:// www. pamlico. cc. nc. us
37. Piedmont Community College
Post Office Box 1197
Roxboro, NC 27573
( 336) 599- 1181
http:// www. piedmontcc. edu
38. Pitt Community College
Post Office Drawer 7007
Greenville, NC 27835- 7007
( 252) 321- 4200
http:// www. pittcc. edu
39. Randolph Community College
Post Office Box 1009
Asheboro, NC 27204- 1009
( 336) 633- 0200
http:// www. randolph. edu
40. Richmond Community College
Post Office Box 1189
Hamlet, NC 28345
( 910) 582- 7000
http:// www. richmondcc. edu
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 21
PROGRAM BRIEFS PAGE
Curriculum Programs ................................................................................................................. 22
Accrediting Agencies of Curriculum Programs ......................................................................... 25
Enrollment of High School Students in Community Colleges .................................................. 26
Basic Skills ............................................................................................................................... . 27
Carl Perkins Act ......................................................................................................................... 28
Community Service .................................................................................................................... 29
Correctional Education .............................................................................................................. 30
Distance Learning ...................................................................................................................... 31
Fire and Rescue Training Services ............................................................................................. 38
Focused Industrial Training Centers .......................................................................................... 39
BioNetwork ............................................................................................................................... 40
Human Resources Development Program ................................................................................. 41
Work Station Occupational Skills Training Program ( formerly In- Plant Training Program) .... 42
New and Expanding Industries Training .................................................................................... 43
Occupational Continuing Education .......................................................................................... 44
Proprietary Schools Licensure ................................................................................................... 45
Small Business Centers .............................................................................................................. 46
Workforce Initiatives .................................................................................................................. 47
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 22
CURRICULUM PROGRAMS
The North Carolina Community College System offerings exceed twenty- two hundred curriculum pro-grams
under more than two hundred fifty 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 communications, humanities/ fine arts, social/ behavioral
sciences and natural sciences/ mathematics.
New programs are established as a response to local and regional labor market needs and student demand.
Each program is approved by the State Board of Community Colleges following a regular curriculum
approval process for applications submitted by individual community colleges. Curriculums are designed
and developed by the applying college with input from employers and advisory committee members.
Many programs being offered are of regional interest and may be offered by only one or a small number
of colleges within the System.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 23
CC— COMMUNITY COLLEGE GENERAL
TCC— TECH. COM. COLL. EDUCATION COLLEGE
TI— TECHNICAL INSTITUTE ( A10300) TRANSFER
Alamance CC
Asheville– Buncombe TCC
Beaufort County CC
Bladen CC
Blue Ridge CC
Brunswick CC
Caldwell CC & TI
Cape Fear CC
Carteret CC
Catawba Valley CC
Central Carolina CC
Central Piedmont CC
Cleveland CC
Coastal Carolina CC
College of The Albemarle
Craven CC
Davidson County CC
Durham TCC
Edgecombe CC
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 empha-sis
on personal interest, growth and development. The two- year general education program provides
students opportunities to study English, literature, fine arts, philosophy, social science, and science and
mathematics at the college level. All courses in the program are college- level courses. Many of the
courses are equivalent to college transfer courses; however, the program is not principally designed for
college transfer. The associate in general education degree is offered by 44 of the colleges.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 24
CC— COMMUNITY COLLEGE GENERAL
TCC— TECH. COMM. COLL. EDUCATION COLLEGE
TI— TECHNICAL INSTITUTE ( A10300) TRANSFER
Fayetteville TCC
Forsyth TCC
Gaston College
Guilford TCC
Halifax CC
Haywood CC
Isothermal CC
James Sprunt CC
Johnston CC
Lenoir CC
Martin CC
Mayland CC
McDowell TCC
Mitchell CC
Montgomery CC
Nash CC
Pamlico CC
Piedmont CC
Pitt CC
Randolph CC
Richmond CC
Roanoke- Chowan CC
Robeson CC
Rockingham CC
Rowan– Cabarrus CC
Sampson CC
Sandhills CC
South Piedmont CC
Southeastern CC
Southwestern CC
Stanly CC
Surry CC
Tri- County CC
Vance- Granville CC
Wake TCC
Wayne CC
Western Piedmont CC
Wilkes CC
Wilson TCC
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
ENROLLMENT OF HIGH SCHOOL STUDENTS IN COMMUNITY COLLEGES
Role Statement
The community colleges and public schools of North Carolina collaborate to provide flexible, seamless,
student- centered educational opportunities for all North Carolina high school students, which maximize
the use of resources and educational opportunities not otherwise accessible.
Purpose and Objectives
Cooperative programming efforts between public and non- public agencies responsible for providing
educational programs and services are intended to foster the effective utilization of available resources
and to provide for more comprehensive educational opportunities. Such programming is intended to
enhance educational choices for high school students. Cooperative program agreements between commu-nity
colleges and high schools have been developed in accordance with this premise, and the resulting
plans for offering courses reflect this philosophy.
Cooperative programming is accomplished through a wide array of articulation initiatives that facilitate
effective and appropriate planning for the enrollment of high school students authorized initially by the
Huskins Bill, the State Board of Community Colleges’ concurrent enrollment policies, and Intellectually
Gifted and Mature Students policies and procedures. In 2004- 2005, the North Carolina Community
Colleges provided courses to 7,390 dual enrolled students and 14,500 Huskins students.
The objectives of these programs are:
( 1) to provide an opportunity for high school students to participate in college courses not
otherwise available;
( 2) to enhance the motivation and achievement of high school students;
( 3) to encourage high school students to utilize post secondary opportunities as a means for
pursuing lifelong educational and training goals; and,
( 4) to maximize the use of State resources while not duplicating course offerings.
Currently, NC community colleges are working collaboratively to provide Early College High School on
higher education campuses to assist with high school reform. Promising high school students with poten-tial
to master college level work are selected to attend. Twenty- nine ( 29) community colleges have
planning or implementation grants to operate 32 sites for 2005- 2006. These high schools receive assis-tance
from the Bill and Melinda Gates Foundation through the North Carolina New Schools Project under
the leadership of the NC Education Cabinet.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 27
BASIC SKILLS
The mission of the Basic Skills program is to assist adults to become literate and obtain the knowledge
and skills necessary for employment and self- sufficiency, assist adults who are parents to obtain the
educational skills necessary to become full partners in the educational development of their children, and
assist adults in the completion of a secondary school education. The system provides educational 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 stu-dents
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
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
2003– 04 36,708 77,509 7,661 16,774 ** 2,237 140,889
2004– 05 36,883 77,708 7,090 16,543 ** 1,795 140,019
* 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 28
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 occu-pational
skill competencies needed to work in a technologically advanced society.
This Act provides federal resources to support programs and activities that strengthen student skills,
promote integration of academic and vocational instruction, expand the use of technology, provide profes-sional
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. A Tech Prep program combines
two years of secondary education with a minimum of two years postsecondary education in a
nonduplicative, sequential course of study. The program integrates academic and vocational
instruction, utilizes work- based learning, builds student competence in math, science, reading,
writing, communications, economics, and workplace skills, and leads to an associate or
baccalaureate degree, postsecondary certificate, and/ or placement in appropriate employment
or further education.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 29
COMMUNITY SERVICE
Community service programs are designed to provide courses, seminars and activities that ( 1) contribute
to the community’s overall cultural, civic and intellectual growth; and ( 2) assist adults in the development
of new personal or leisure skills or the upgrading of existing ones.
Community Service Courses— Community Service courses consist of single courses, each complete in
itself, that focus on an individual’s personal or leisure needs.
Cultural and Civic Activities— The cultural and civic, and intellectual growth component of this pro-gram
meets community needs through lecture and concert series, art shows, the use of college facilities by
community groups, providing speakers to community organizations, and providing visiting artist activities
for college communities. Visiting artists may be provided an opportunity to work as artists in residence to
enhance local arts resources and promote the various visual, performing and literary arts in communities
throughout North Carolina.
Each college must address community service programs in the colleges’ institutional effectiveness plan,
which is submitted annually to the System Office.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 30
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 2004– 05, 47 community colleges offered instruction to students in a prison setting.
CORRECTIONAL EDUCATION ENROLLMENT
2000– 01 2001– 02 2002– 03 2003– 04 2004– 05
Continuing Education:
Headcount ( Duplicated) 45,695 47,557 43,864 43,332 42,716
FTE 4,060 4,371 4,241 4,175 4,340
Curriculum:
Headcount ( Duplicated) 21,337 21,192 18,624 19,747 20,133
FTE 2,716 2,803 2,386 2,633 2,746
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 31
DISTANCE LEARNING
The North Carolina Community College System ( NCCCS) utilizes distance learning technologies,
including telecourses, interactive video and Web- based courses, to provide students across the state with
increased access to training and education.
Distance learning ( DL) enrollments have risen geometrically over the past 8 years - since online course
delivery began to augment telecourse and videoconference courses. Moreover, an increasing number of
community colleges prefer distance learning courses as the following chart indicates.
Growth and Importance of Distance Learning
Currently, all 58 NC community colleges provide distance learning courses in an attempt to meet the
growing needs for instructional delivery in their service areas. In the past six years, across the North
Carolina Community College System, distance learning course delivery has grown to the current level of
15% of all curriculum registrations.
In 2004- 05, NCCCS distance learning delivery totaled 180,924 enrollments. These were composed of
online instruction ( 76.5%), videoconferencing ( 5%), telecourses/ teleweb ( 9.5%), and hybrid courses, a
blend of face- to- face and online instruction ( 9%). Most colleges also provided web supplements for
traditional courses. Enrollments totaling 54,327 were recorded in web- supplemented or assisted courses.
Similar growth rates have been identified in Occupational and Continuing Education online courses. The
following table shows the distance learning registrations and rate of growth for curriculum and continuing
education courses in the NCCCS.
CURRICULUM DISTANCE LEARNING COURSE REGISTRATIONS
Year 1999- 00 2000- 01 2001- 02 2002- 03 2003- 04 2004- 05
DL Registrations 40,392 60,742 90,337 121,356 155,556 182,249
Rate of Growth 51.40% 50.4% 48.7% 34.3% 28.2% 17%
Source: NCCCS Data Warehouse
( An enrollment is one student taking a 3- hour semester course.)
OCCUPATIONAL AND CONTINUING EDUCATION DISTANCE LEARNING COURSE REGISTRATIONS
Year 2002- 2003 2003- 2004 2004- 2005
Number of Students 16,088 18,900 26,548
Rate of Growth 17% 40.5%
Source: NCCCS Data Warehouse
Distance learning courses are in great demand as they provide a tremendous benefit to adult learners in
North Carolina. Distance learning provides learning opportunities directly to students at home or at work.
Statistically, the typical distance learner is a working parent with job and family responsibilities. Remov-ing
scheduling, travel, and babysitting responsibilities increases the opportunities for education and the
likelihood those students can enter and complete programs of study. Current registration data suggest a
trend is emerging whereby students are migrating to online and/ or hybrid courses or a combination of
online/ hybrid and traditional courses.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 32
CURRICULUM UNDUPLICATED HEADCOUNT BY COURSE METHOD OF INSTRUCTION
YEAR DISTANCE LEARNING ONLY DISTANCE LEARNING & TRADITIONAL TRADITIONAL ONLY OTHER
ENROLLMENT CHANGE ENROLLMENT CHANGE ENROLLMENT CHANGE ENROLLMENT CHANGE
2001- 02 8,213 39,794 203,793 5,512
2002- 03 10,566 + 28.60% 46,308 + 16.40% 200,818 - 1.50% 9,252 + 67.90%
2003- 04 14,086 + 33.30% 57,122 + 23.40% 192,565 - 4.10% 10,756 + 16.30%
2004- 05 22,795 + 61.80% 74,543 + 30.50% 169,584 - 11.90% 7,501 - 30.30%
Source: NCCCS Data Warehouse
Numbers are individual students taking curriculum courses
Advantages of Distance Learning Technologies
These technologies enable community colleges to:
• Expand educational opportunities to all students, in every program, in every community.
• Share courses among themselves.
• Increase college access to students.
• Participate in videoconferences for meetings, training, etc., thereby saving on travel expenses.
• Share expertise in order to improve productivity.
• Cooperate in the use of facilities and equipment.
• Realize savings through the enterprise purchase of licenses for programs and services.
• Offer computer- based courses that are not time- bound or place- bound.
• Complement traditional courses with online resources
• Offer “ hybrid” courses that blend traditional instruction with distance learning technology– resulting
in reduced face- to- face hours and classroom space requirements.
Centralized Purchase of Programming and Services— Telecourses
The North Carolina Community College System has developed a cost- effective process to centralize or
“ wholesale” the purchase and licensing of telecourses produced by PBS and other producers. These
results in a savings of 50 to 65 percent compared to what the cost would be if each college purchased its
own licenses.
Interactive Video— The N. C. Integrated Information Network
Formerly know as the N. C. Information Highway ( NCIH), the N. C. Integrated Information Network
( NCIIN), now provides videoconferencing technology to 47 community colleges and the System Office.
There are a total of 53 sites, as some colleges have more than one site on the same campus or a site at a
satellite campus. Three additional sites are planned in 2006- 07. The map on page 37 identifies the
location of the community colleges that have NCIIN video sites in each county.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 33
The Data and NCIH Consolidation Project
Expansion of the NCIIN has been made possible by the Data and NCIH Consolidation Project, which is
currently in the final stages of completion. The purpose of the Consolidation Project was to: ( 1) maxi-mize
the effectiveness of available funding supporting NCCCS data and videoconferencing services; ( 2)
improve the data capacity at each college; and ( 3) prepare for expansion of video services across the state.
To accomplish these objectives, two existing funding streams were consolidated. The Consolidation
Project was made possible by migration to the new industry standard for videoconferencing and updating
data routing equipment. The migration to the H. 323 videoconferencing industry standard and upgrade of
equipment has enabled NCCCS institutions to continue expansion of data and video services at an
affordable rate. As ITS continues to work on behalf of the NCCCS to improve data infrastructure, costs
of bandwidth becomes more economical.
Project Results and Outcomes:
As of July 1, 2005 the following results were realized:
• 47 sites migrated to H. 323 videoconferencing – 100% of former H. 320 sites
• 13 new videoconferencing sites have been proposed
• 33 colleges and the System Office ( 56% of college sites) have upgraded data service
• 18 colleges realized a 40% increase in usable bandwidth through migration to H. 323
Legislation Promoting Distance Learning
New legislation is making a significant impact on the NCCCS distance learning program. This remark-able
and visionary legislation has ( 1) established the importance of e- learning infrastructure, and ( 2)
promoted collaboration among all North Carolina distance learning and
e- learning providers that was not possible before.
The North Carolina E- Learning Commission
Established by Senate Bill 1052 ( G. S. 115C- 102.15), the Business Education Technology Alliance
( BETA) created the North Carolina E- Learning Commission to address infrastructure, policy, instruction,
and legislation requirements to enhance e- learning across North Carolina. NCCCS staff have participated
with the NC E- Learning Commission to draft recommendations that address important areas for improve-ment;
establishing a broadband data infrastructure, adopting standards- based learning technology, and
supporting migration to scaleable, consortium solutions to providing pre- K through 20 e- learning.
Senate Bill 622 ( S. L. 2005- 276)
The 2005 session of the North Carolina General Assembly enacted into law S. L. 2005- 276 as follows:
“ SECTION 9.5. Funds appropriated in this act to The University of North Carolina and the North
Carolina Community College System for the UNC- NCCCS 2+ 2 E- Learning Initiative shall be used to
fund further development of online courses for 2+ 2 programs. Based on a mutually agreed upon decision
by the State Board of Education Chairman, the President of the North Carolina Community College
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 34
System, and the President of The University of North Carolina as to the areas of greatest need, funds are
available to support joint technology development, systems to track student progress and articulation
between a North Carolina community college and a University of North Carolina campus, and to develop
technology to support online courses and 2+ 2 programs.”
Funds in the amount of $ 1 million ( recurring) were allocated to the North Carolina Community College
System ( NCCCS) to implement this e- learning initiative. A matching amount of $ 1 million ( non- recur-ring)
funds was allocated to the University of North Carolina. A committee of staff from both systems
has collaboratively developed the strategies and scope of work.
Production of Programming
Teleconferences ( telemeetings) and videoconferences 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 originator can either share their computer desktop and associated PC applications
with ( up to) 10 individuals or broadcast to hundreds.
The Virtual Learning Community— Web- based Courses
The North Carolina Community College System Virtual Learning Community is based on a collaborative
model of colleges working jointly to provide quality instruction through Web- based technology. The
Combined Virtual Course Library ( CVCL) contains courses developed using a model that ensures both
quality and flexibility while limiting course duplication. The CVCL consists of Internet- based courses
that have been collaboratively developed by faculty from member colleges. The CVCL courses are based
on a course template design model that includes competencies and content but allows flexibility in
tailoring the courses to meet local needs. Any member college may access and adapt any CVCL course
following the same policies that govern the Combined Course Library course offerings.
The Educational Broadband Service ( EBS) Project
During the summer of 2005, the FCC resolved to support educational use of ITFS frequencies and
established the Educational Broadband Service to update use of these valuable frequencies to accommo-date
wireless Internet services supporting the educational sector across the United States. When com-pleted,
the EBS network will provide broadband wireless connectivity to the Internet for 39 community
colleges. This network will provide a means of delivering the courses of the Virtual Learning Commu-nity.
Contract negations are currently underway to solidify this network.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 35
The National Guard Project
The North Carolina National Guard ( NCNG) and the North Carolina Community College System have a
distance learning partnership that began in 1999. This partnership facilitates the NCNG’s goal of having
all of their personnel in the state, both military and civilian, within easy driving distance of a distance
learning or telecommunications classroom. Rather than placing these facilities in NCNG armories, they
have chosen to place them in community colleges where the facilities can be used by the community
colleges and other local, state, and federal agencies. The NCNG pays for state of the art video and
computer equipment, installation, and any needed room renovations. There are nine ( 9) such facilities in
community colleges throughout the State. 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
The N. C. Distance Learning Alliance Conference is now in its eleventh year. Originally called the NC
Community College Distance Learning Conference, the conference merged with several related distance
learning organizations to emerge as a K- 20 resource for distance learning instructors, staff, and adminis-trators.
Staff from community colleges and the System Office continue to assist the Distance Learning Alliance’s
leadership in planning and implementation. The Distance Learning Alliance represents public schools,
community colleges, public and private colleges and universities, and the NC Virtual Public School. The
conference is a professional development activity that focuses on the utilization of all telecommunica-tions
or information technologies as a means of enhancing instructional services to the citizens of North
Carolina.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 36
NCCCS Strategic Distance Learning Plan
In July 2003, System Office staff began to develop a system wide strategic plan in reaction to the explo-sive
growth of distance learning enrollment at North Carolina community colleges. Enrollment projec-tions,
based on four previous years of growth consistently over 30% in distance learning courses, sug-gested
immediate need for effective planning efforts to target distance learning expansion and support for
the entire system.
The Plan was also needed to articulate a common vision and set of goals and objectives to facilitate the
efforts of hundreds of distance learning instructors, support staff, and administrators. The resulting Plan
involved the participation of community college Presidents, System Office staff, and dozens of commu-nity
college personnel.
The Vision for distance education within the North Carolina Community College System:
The North Carolina Community College System will assist its colleges in serving students
who would otherwise be unserved, expanding learning opportunities, making instruction
accessible, and using technology to supplement classroom instruction.
The Virtual Learning Community, supported by Learning Technology Systems, will provide
hardware, software, content, and training to administrators and faculty within the North
Carolina Community College System for their use in providing their students with Web-based
courses, telecourses, interactive video courses, and hybrid courses.
This plan expands upon the concepts of the Virtual Learning Community to include: Web- based course
development; telecourse acquisition and publishing; interactive video course brokering; hybrid course
development; hybrid course faculty training; and consortium purchasing and resource sharing.
The NCCCS Strategic Distance Learning Plan was approved by the North Carolina Community College
Presidents’ Association, January 2004 and the North Carolina State Board of Community Colleges,
February 2004. It is found at the following URL:
http:// www. nccommunitycolleges. edu/ Distance_ Learning/ docs/ DL% 20Strategic% 20Plan. pdf.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 37
1 1
1
1*
1
1
1
1
1
2
3
1
1
1
1 1
1
1
North Carolina Community College System
NC Integrated Information Network Sites
1
1
1
1
1
1
2
1
1
1
1
1
2
1
1
1
1
1
1
1
1
1
2
1
1
1
2
1
1
2
* Graham County site is operated by Tri- County Community College.
NCIIN Sites ( as of 3/ 13/ 06)
NCCCS Office ( 1)
Alamance CC
Asheville- Buncombe TCC
Beaufort County CC
Bladen CC
Blue Ridge CC
Brunswick CC ( 2)
Caldwell CC & TI
Catawba Valley CC ( 2)
Central Piedmont CC
Coastal Carolina CC
College of The Albemarle ( 2)
Davidson CC ( 2)
Edgecombe CC
Fayetteville TCC ( 3)
Forsyth TCC
Gaston College
Guilford TCC ( 1)
Halifax CC
Haywood CC
James Sprunt CC
Johnston CC
Lenoir CC
Martin CC
Mayland CC ( 3)
McDowell TCC
Mitchell CC
Montgomery CC
Pitt CC
Robeson CC ( 2)
Rowan- Cabarrus CC ( 3)
Sampson CC
South Piedmont CC
Southeastern CC
Southwestern CC
Stanly CC
Surry CC ( 2)
Tri- County CC ( 2)
Vance- Granville CC ( 3)
Wake TCC ( 2)
Western Piedmont CC
Wilkes CC
** Numbers shown on map indicate number of sites in counties.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 38
FIRE AND RESCUE TRAINING SERVICES
In 2004– 05 the North Carolina Community College System provided training to 162,508 students who
serve as both paid and volunteer fire fighters and members of rescue squads in the state. This training
serves to improve the fire fighters’ skills and education in areas such as basic firefighting and rescue to
advanced management training. Service certification is provided in the areas of basic firefighting skills,
public education, driver– operator, hazardous materials, arson investigation, rescue, fire officer, and
instructional techniques. Several programs are now offered in specialty areas such as advanced rescue
techniques, incident command, leadership and management training.
Training is delivered in local fire departments and community colleges. Classes are conducted during the
day, evenings and on weekends to meet varying student needs. Numerous regional training seminars were
offered by various community colleges where classes are provided during a weekend for the accessibility
of volunteer fire and rescue personnel.
All training is provided without fees to members of local fire departments and rescue squads.
YEAR STUDENTS ENROLLED* FTE
2000– 01 128,112 2,159
2001– 02 139,827 2,352
2002– 03 143,469 2,412
2003– 04 148,070 2,553
2004– 05 162,508 2,681
* duplicated headcount
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 39
FOCUSED INDUSTRIAL TRAINING
North Carolina is continuing to face a serious challenge now and in the future to rebuild and strengthen its business
and industrial economies. The job losses and plant closures that the State’s textile, furniture, tobacco, and other
manufacturing industries have experienced are still having a concerning effect on the overall economy.
As the State’s remaining businesses and industries attempt to survive, work to recover, and take advantage of any
new or evolving technology, many of them are looking to the North Carolina Community College System for
assistance in training and/ or retraining their workers in the new or evolving technologies. This training is critical in
order for North Carolina’s industries to remain competitive domestically and globally. The Focused Industrial
Training ( FIT) Program is designed and dedicated to being creative and innovative in its role as a training provider
to the State’s existing businesses and industries.
This program was initiated in the l980’ s and has developed for nearly a quarter of a century to a level of activity
serving an annual average of 709 companies and 11,252 trainees. These statistics are based upon Focused Industrial
Training Annual Evaluation Report data from Fiscal Year 1997- 1998 through Fiscal Year 2004- 2005. Consultations
between the business/ industry community and the FIT Directors average 1,928 per year for fiscal years 2002- 2003,
2003- 2004, and 2004- 2005.
In fiscal year 2004- 2005 the System had 36 FIT Centers and 9 Consortiums that were funded an average of $ 81,609
each. FIT Centers are staffed with a director who works closely with local business and industry personnel to review
and to assess specific training needs and to develop training programs customized or 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 jointly plans training that cannot be addressed through other existing occupational programs.
Fiscal Year 2004- 2005 businesses and industries slowly began to increase production activity and some facility
expansions were noted. The Community College System in an effort to maintain and assure economic prosperity
throughout the State continues to play a vital role in developing and maintaining a diverse and well educated
workforce.
Year FIT Centers Companies Trainees Skills Classes
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
2003- 04 37 701 10,559 1,071
2004- 05 36 797 11,159 1,205
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 40
BIONETWORK
BioNetwork is the statewide NCCCS initiative with the management team located within the Economic and
Workforce Development Division. As the system- wide strategy for meeting the specialized workforce development
needs of the growing biomanufacturing and pharmaceutical industries, BioNetwork has obtained recurring state
appropriations. Working together as the North Carolina Biomanufacturing and Pharmaceutical Training Consortium
( BPTC), the UNC System and NCCCS continue to provide an integrated system of workforce training and educa-tional
opportunities to prepare North Carolina’s workforce for employment in the biomanufacturing, pharmaceutical,
and related industries. BioNetwork’s portion was $ 8.7 million of startup funding for early implementation.
The availability of a qualified, skilled workforce is one of the most critical factors biomanufacturing companies
consider in deciding where to locate or expand. Manufacturers place more emphasis on an area’s entry and mid- level
workforce, which is much less mobile, than the more advanced positions that can be recruited from out of state.
North Carolina’s displaced workers from manufacturing and agriculture already have a proven work ethic and
experience in the workforce. They are a unique resource for biotechnology/ life science manufacturing. BioNetwork
provides a mechanism to
react swiftly to market demands by deploying expertise, curricula, and equipment/ facility enhancement resources
directly to local community colleges necessary for workforce education and training.
BioNetwork networks community colleges across North Carolina offering specialized biotechnology related training
sharing curricula, innovations, information, and resources.
Curriculum Programs
Industry Specific Fields
( unduplicated count)
2002- 2003 2003- 2004 2004- 2005
Biotechnology 144 297 492
Bioprocess Technology 56 73 43
Industrial Pharmaceutical Technology 92 96 94
Chemical Process Technology 7 6 8
Chemical Technology 29 29 26
Laboratory Technology 3 10 19
Nanotechnology N/ A N/ A 3
Clinical Trials Research Associate 48 70 75
Biomedical Equipment Technology 132 141 114
Annual Total 511 722 874
BioWork: Process Technician Training 274 761 559
Enrollment
Continuing Education Program ( duplicated count)
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 41
HUMAN RESOURCES DEVELOPMENT PROGRAM
The Human Resources Development ( HRD) program provides skill assessment services, employability skills
training, and career development counseling to unemployed and underemployed adults. Its courses address six core
components: ( 1) assessment of an individual’s assets and limitations; ( 2) development of a positive self- concept; ( 3)
development of employability skills; ( 4) development of communication skills;
( 5) development of problem- solving skills; and ( 6) awareness of the impact of information technology in the work-place.
The goals of the program are to enhance and develop participants’ employability skills; assist participants in obtain-ing
meaningful employment and/ or training opportunities; increase participants’ economic self- sufficiency; and
reduce participants’ dependency on government assistance benefits— welfare, food stamps, and unemployment
insurance.
HRD programs offer short- term training classes, usually 4 – 10 hours; in addition to their traditional employability
skills courses that are offered from 40 – 96 hours. Course offerings include topics such as: “ Quick” Job Search
Workshops, Surviving a Layoff, Career Assessment and Planning, Overcoming Barriers to Employment, and Com-puter
Literacy for the Workplace. HRD programs continue to link their traditional employability skills training
courses with Occupational Extension courses/ programs in areas such as Clerical Skills, Customer Service, Health-related
Occupations, Construction, and Transportation. Also, for students who cannot attend the traditional offerings,
a number of HRD programs have established HRD Employability Labs where instruction is designed to be self-directed,
self- paced, and structured on an open- entry, open- exit basis to meet the customized needs of individuals.
Career Start Program
As a requirement for receiving food stamps from the Department of Social Services ( DSS), many individuals are
required to participate in either an employment placement or educational training program. Career Start is an
innovative approach to helping individuals meet these requirements. The program helps bridge the gap between the
educational needs and job skills essential for participants to succeed in this ever- changing workforce. It integrates
the services of the community colleges’ Human Resources Development ( HRD) Program and the job placement
services from the Employment Security Commission. While the partnership between the two agencies has been long
standing, the framework of Career Start requires them to provide services to participants simultaneously instead of
sequential.
Career Start has been implemented in 31 community colleges, serving 33 counties. The goal is to expand it to all
community colleges by the end of 2006.
Year Enrollment
2000- 2001 33,381
2001- 2002 46,970
2002- 2003 52,736
2003- 2004 63,573
2004- 2005 67,694
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 42
WORK STATION OCCUPATIONAL SKILLS TRAINING PROGRAM ( FORMERLY IN- PLANT
TRAINING PROGRAM)
The Work Station Occupational Skills Training Program enables the colleges to assist manufacturing, service, and/ or
governmental organizations with in- service training of their employees. This occupational extension 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 work station occupational skills training. On- the- job training
continues to be utilized in all sectors for training of new hires and in the retraining of veteran workers.
YEAR # OF ORGANIZATIONS SERVED # OF TRAINEES
2000– 01 31 1,327
2001– 02 10 613
2002– 03 9 685
2003– 04 6 334
2004– 05 6 507
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 43
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 expanding businesses in 1958, and continues to be one of the nation’s most recognized state
customized job training services. The NEIT Program’s value and importance in the economic recovery and develop-ment
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 2004- 05, North Carolina Community Colleges provided free customized training to 164 new and expanding
companies in the state and trained 12,398 North Carolinians with the skills necessary for successful new employ-ment,
economic recovery and growth.
# OF TOTAL # OF AVG. COST
YEAR PROJECTS EXPENDITURES TRAINEES PER TRAINEE
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
2003– 04 121 $ 3,841,225.22 10,117 $ 379.68
2004– 05 164 $ 5,484,063.55 12,398 $ 442.33
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 44
OCCUPATIONAL CONTINUING EDUCATION
In North Carolina one strategy for meeting the challenge to provide a skilled workforce is through the community
college system’s workforce continuing education training programs. These programs are a primary tool for providing
skill development opportunities for North Carolina’s workforce. Short- term skill training courses are offered at each
of the community colleges across the state to train, retrain, and upgrade individuals for current or future job skills.
Flexible Low- Cost Offerings - Courses can be offered on demand and customized for specific training needs and are
often the first response for meeting critical training needs in communities. Colleges partner with businesses, industry
and public/ private agencies to develop and implement immediate training to address retraining for dislocated
workers, public safety and disaster readiness needs and public health- related training. Course fees remain relatively
low. The maximum fee for any course is currently $ 65.
. Short- term occupational training or retraining is available statewide.
. Skill training courses are offered at a low cost of $ 50 to $ 65.
. There are over 1,200 approved courses.
Training Demand - 2004- 2005
College workforce continuing education enrollments reached 623,971* in 2004- 05. Enrollments were clustered
predominately in public safety ( 40%), health sciences ( 25%), business ( 13%), and employability skills ( 11%).
Enrollments generated a total of 22,552 FTE.
Customer Profile - Students enroll in workforce continuing education courses to develop skills for a job or to
improve their skills for their current job. More than two- thirds of workforce continuing education students worked
while attending training. The average age for workforce continuing education students was 36.
* Duplicated headcount
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 45
PROPRIETARY SCHOOLS LICENSURE
Proprietary schools are for- profit educational institutions that are privately owned and operated by an
individual owner, partnership, or corporation. They offer classes for the purpose of teaching a program of
study, several courses or subjects needed to train and educate North Carolina residents for employment.
Under Article 8 of the North Carolina General Statutes 115D- 87- 97, the State Board of Community
Colleges is charged with the responsibility of licensing proprietary schools in North Carolina. The charge
was transferred from the State Board of Education by action of the General Assembly in 1987.
The licensing process consists of the following steps: ( 1) The Office of Proprietary Schools receives an
inquiry from a prospective applicant; ( 2) the prospective applicant submits a preliminary application to the
Office of Proprietary Schools for review; if a license is found to be required after preliminary review, the
applicant is notified to complete the final application process; ( 3) the final application is submitted to the
Office of Proprietary Schools for review and evaluation of program quality as set by state and national
standards; ( 4) a license site visit is conducted to review the physical facility; and ( 5) the Office of Propri-etary
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 Web site at
http:// www. nccommunitycolleges. edu/ Proprietary_ Schools/ index. html
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 46
YEAR COUNSELING* REFERRALS TOTAL ALL CLIENTS
2000– 01 18,818 7,130 73,455
2001– 02 21,528 6,930 74,322
2002– 03 14,723 3,113 66,627
2003– 04 18,493 5,831 68,799
2004– 05 20,090 5,310 70,393
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
2000– 01 58 2,945 47,507
2001– 02 58 2,793 45,864
2002– 03 58 3,038 48,791
2003– 04 58 2,979 44,475
2004– 05 58 2,931 44,993
* Counseling figures include face to face, telephone and email.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 47
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 deliv-ery”
is the integration of programs, services and governance structures. In North Carolina, this system is
referred to as “ JobLink Career Centers.” There are 28+ colleges that serve as sites for local JobLink
Career Centers.
NC STARS ( North Carolina State Training Accountability and Reporting System)
The North Carolina State Training Accountability and Reporting System ( NC STARS), is the eligible
training provider system for WIA. This electronic database system, in partnership with the North Caro-lina
Community College System, North Carolina Employment Security Commission, North Carolina
Department of Commerce, Division of Employment and Training, and the 24 local workforce develop-ment
boards, captures specific training information from both public and private training providers in
North Carolina. Workforce development boards make on- line approval decisions concerning eligibility of
the training providers’ programs to receive WIA funds for customer training.
New Opportunities for Workers ( NOW) Program
The New Opportunities for Workers ( NOW) program is an entrepreneurial training program for dislo-cated
workers who may want to start a micro- enterprise. NOW is funded by the N. C. Department of
Commerce’s Division of Employment and Training ( DET) through its statewide Workforce Investment
Act ( WIA) funds. NOW is a joint venture of the N. C. Rural Center, the N. C. Small Business Center
Network of the N. C. Community College System, and NC REAL Enterprises; individuals from each of
these organizations comprise the program design team.
Career Readiness Certification
North Carolina’s Career Readiness Certificate certifies core employability skills required across multiple
industries and occupations. The Career Readiness Certificate is a portable credential that promotes career
development and skill attainment for the individual, and confirms to employers that an individual pos-sesses
basic workplace skills in reading, applied math, and locating information – skills that most jobs
require.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION III— PAGE 49
FINANCE/ FACILITIES/ EQUIPMENT PAGE
Overview of Community College Budget Process ..................................................................... 50
Description of State Level Expenditures .................................................................................... 52
Regular Program Cost by Purpose .............................................................................................. 53
Average Cost Per FTE by Institution .......................................................................................... 54
Facilities/ Equipment ................................................................................................................... 56
Off- Campus Facilities ................................................................................................................. 57
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION III— PAGE 50
OVERVIEW OF COMMUNITY COLLEGE BUDGET PROCESS
Community colleges are funded by the General Assembly based on the average number of full- time
equivalent students ( FTE) for the year which is converted to dollars by formula. The essential elements
of this process are outlined below:
• One curriculum student who takes 16 hours of class work for one semester ( or 16 weeks) generates
256 hours. If this same student attends classes for two semesters, the student will generate 512 hours,
which is equivalent to one annual curriculum FTE. A student who attends non- curriculum classes for
two semesters and summer term will generate 688 hours, which is equivalent to one annual
non- curriculum FTE.
One fall and spring semester curriculum FTE = 16 hours x 16 weeks x 2 semesters = 512
hours.
One fall, spring, and summer semester non- curriculum FTE = 16 hours x 16 weeks x 2
semesters + 16 hours x 11 weeks = 688 hours.
In order for a college to generate budget, approximately 16.5 FTEs must be generated before an
instructional unit can be allocated. Each year the dollar amount for curriculum ( credit) and non-curriculum
( no- credit) changes depending on funds available.
• The actual dollar amount paid to each college by the state for each FTE earned is determined by the
amount of money appropriated by the General Assembly for this purpose. Therefore, it varies from
year to year. It is also different for FTEs earned by students in curriculum ( degree or certificate)
programs and continuing education or extension programs. ( If the Legislature fails to increase
funding as enrollments increase, the institutions do not receive funds for the full number of FTE
credits earned.)
• FTE funds are to be used for current operating expenses such as instructional salaries, supplies and
travel, administration, clerical and fiscal support, counselors, librarians, financial aid, placement and
other personnel performing services for students. An average of 90– 92 percent of these funds is used
for salaries.
• The majority of funds ( 92%) 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 Educa-tion
funds are based on FTE earned in the previous spring semester, summer term, and fall semester
or the latest three- year average whichever is greater. Continuing Education programs include Occu-pational
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 Pro-grams
do not generate budget FTE.
NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION III— PAGE 51
• 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 formu-la
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 | 2006 |
| Description | 2006 |
| Digital Characteristics-A | 858 KB; 117 p. |
| Digital Format | application/pdf |
| Pres Local File Path-M | \Preservation_content\StatePubs\pubs_borndigital\images_master\ |
| Full Text | A Matter of Facts The North Carolina Community College System Fact Book 2006 North Carolina Community College System A Matter of Facts The North Carolina Community College System Fact Book 2006 North Carolina Community College System H. Martin Lancaster, President Raleigh, North Carolina Telephone 919/ 807- 7100 Fax 919/ 807- 7164 WWW URL http:// www. nccommunitycolleges. edu NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK PAGE— iii Preface The North Carolina Community College System Fact Book is an annual publication providing authoritative data on the status of the entire System. Although the target audience is primarily decision- makers and planners dependent on timely information for the success of their endeavors, the Fact Book also serves as an excellent reference and point of entry for anyone researching the N. C. Community College System. Readers should keep in mind the fl uid nature of data, realizing that the Fact Book is a snapshot taken once annually. Any questions or suggestions, concerning the content, purpose, or format of the Fact Book should be directed to Timothy Mizelle, Coordinator for Data Publication, at 919- 807- 6993. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK CONTENTS— PAGE v Section I: Introduction Purpose ............................................................................................................................... ...... 2 Working Mission Statement ................................................................................................... 3 History ............................................................................................................................... ....... 4 Goals ............................................................................................................................... ..... 5 Programs ............................................................................................................................... .... 6 Governance..................................................................................................................... .......... 7 Funding ............................................................................................................................... ...... 9 NCCC Foundation ................................................................................................................... 10 Service Area Assignments ....................................................................................................... 12 Statewide Plan ......................................................................................................................... 16 Map............................................................................................................................ ............. 19 Section II: Program Briefs Curriculum Programs .............................................................................................................. 22 Accrediting Agencies of Curriculum Programs ...................................................................... 25 Enrollment of High School Students in Community Colleges ................................................ 26 Basic Skills .............................................................................................................................. 27 Carl Perkins Act ...................................................................................................................... 28 Community Service ................................................................................................................. 29 Correctional Education ............................................................................................................ 30 Distance Learning ................................................................................................................... 31 Fire and Rescue Training Services .......................................................................................... 38 Focused Industrial Training Centers ....................................................................................... 39 BioNetwork ............................................................................................................................. 40 Human Resources Development Program............................................................................... 41 Work Station Occupational Skills Training Program ( fomerly In- Plant Training Program)... 42 New and Expanding Industries Training ................................................................................. 43 Occupational Continuing Education ....................................................................................... 44 Proprietary Schools Licensure ................................................................................................ 45 Small Business Centers ........................................................................................................... 46 Workforce Initiatives ............................................................................................................... 47 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK CONTENTS— PAGE vi Section III: Finance/ Facilities/ Equipment Overview of Community College Budget Process .................................................................. 50 Description of State Level Expenditures ................................................................................. 52 Regular Program Cost by Purpose .......................................................................................... 53 Average Cost Per FTE by Institution ...................................................................................... 54 Facilities/ Equipment ............................................................................................................... 56 Off- Campus Facilities ............................................................................................................. 57 Section IV: Student Data Curriculum Enrollment by Program Area ............................................................................... 62 Continuing Education Enrollment by Program Area .............................................................. 62 Curriculum FTE by Program Area .......................................................................................... 63 Continuing Education FTE by Program Area ......................................................................... 63 Enrollment by Age Groups ...................................................................................................... 64 Enrollment by Employment Status .......................................................................................... 64 Enrollment by Race ................................................................................................................. 65 Enrollment by Gender ............................................................................................................. 65 Enrollment by Residency Status.............................................................................................. 66 Enrollment by Day/ Evening Status ......................................................................................... 66 Curriculum Enrollment by Credit Hours ................................................................................. 67 Student Completions by Programs .......................................................................................... 68 Curriculum Student Enrollment by College ( Unduplicated Headcount) ................................ 73 Continuing Education Student Enrollment by College ( Unduplicated Headcount) ............... 75 Annual FTE by College........................................................................................................... 77 Annual Unduplicated Headcount by Program Area and Total, 2000– 01 through 2004– 05 ................................................................................................ 80 Annual FTE by Program Area and Total, 2000– 01 through 2004– 05 ................................................................................................ 81 Annual Curriculum and Continuing Education Enrollment by Race, Gender, Day or Night, Employment Status and Residency, 2000– 01 through 2004– 05 ............................ 82 Annual Curriculum Enrollment by Credit Hour Load, 2000– 01 through 2004– 05 ................................................................................................ 82 Student Financial Aid Summary for Undergraduate Students ................................................ 83 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK CONTENTS— PAGE vii Section V: Staff/ Faculty Data 2005– 06 Full- Time System Totals by Position Category ........................................................ 88 2005– 06 Full- Time System Totals by Position Category by Gender ...................................... 88 2005– 06 Full- Time System Totals by Position Category by Race .......................................... 89 2005– 06 Full- Time System Totals by Position Category by Years of Service at Current College .............................................................................................................. 89 2005– 06 Full- Time System Totals by Position Category by Education Level ....................... 90 2005– 06 Full- Time System Totals by Position Category by Months of Employment..................................................................................................................... . 90 Appendixes Glossary ............................................................................................................................... ... 92 State Board of Community Colleges ....................................................................................... 96 Community College Presidents ............................................................................................... 98 Community College System Office ....................................................................................... 100 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 1 INTRODUCTION PAGE Purpose........................................................................................................................ .............. 2 Working Mission Statement ................................................................................................... 3 History ............................................................................................................................... ....... 4 Goals ............................................................................................................................... ..... 5 Programs ............................................................................................................................... .... 6 Governance ............................................................................................................................... 7 Funding ............................................................................................................................... ...... 9 NCCC Foundation ................................................................................................................... 10 Service Area Assignments ....................................................................................................... 12 Statewide Plan.......................................................................................................................... 16 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 develop-ment of the Community College System. All of the institutions in the North Carolina Community College System offer technical and occupational training and basic education to prepare adults for the job market. In addition, each community college offers the first two years of a baccalaureate program. The mission of the System has been defined in the North Carolina General Statutes ( 115D- 1): . . . the establishment, organization, and administration of a system of educational institutions throughout the state offering courses of instruction in one or more of the general areas of two-year college parallel, technical, vocational, and adult education programs . . . The law further states that: . . . The major purpose of each and every institution operating under the provisions of this Chapter shall be and shall continue to be the offering of vocational and technical education and training, and of basic, high school level, academic education needed in order to profit from vocational and technical education, for students who are high school graduates or who are beyond the compulsory age limit of the public school system and who have left the public schools. . . . The statutory mission statement serves to keep the System focused on vocational and technical education. It also specifically mandates provision of basic academic education for adults through the high school level. These programs— vocational and technical education, and basic academic education for adults— have priority status because of their specific place in the statutory mission statement. The mission directs the System to serve adults and other people who have left the public schools and are beyond compulsory school age. This definition provides the background for development of policies governing the institutions' relationship to the public schools. 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 indus-trial education centers focusing on technical and vocational education. The need to coordinate these two post- high school education systems led Governor Terry Sanford to appoint the Governor’s Commission on Education Beyond the High School ( Irving Carlyle, chair). In 1962, this commission recommended that the two types of institutions be brought into one administrative organi-zation under the State Board of Education and local boards of trustees. The resulting unified Community College System would provide comprehensive post- high school education. In May 1963, the General Assembly, in line with the Carlyle Commission report, enacted G. S. 115A ( later changed to 115D), which provided for the establishment of a Department of Community Colleges under the State Board of Education and for the administration of institutions in the Community College System. There were then 20 industrial education centers, six community colleges ( three of which became four- year schools in 1963), and five extension units. By 1966, there were 43 institutions with 28,250 full- time equivalent ( FTE) enrollments. In 1969, there were 54 institutions with 59,329 FTE. The System had grown rapidly, exceeding ten percent annually nearly every year until the late 1970s. In 1974– 75, growth reached the 33 percent mark. The System continues to grow in enrollments nearly every year, but by much more modest margins. The number of colleges has not increased since Brunswick Community College became the 58th in 1979. The original legislation placed the Community College System under the purview of the State Board of Education and created a State Department of Community Colleges. In the early years of the System, the State Board of Education Chair was Dallas Herring; David Bruton succeeded him in 1977. In 1979, the General Assembly changed the state control of the System. Provision was made for a separate State Board of Community Colleges. The Board was appointed and organized in 1980, and met several times with the State Board of Education. The new Board assumed full responsibility for the System on January 1, 1981. The Board’s first chairperson was Duke Power company executive Carl Horn. He was succeeded in 1983 by John A. Forlines, president of the Bank of Granite and then William NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 5 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 with a highly successful series of events, including a spectacular concert at the Kennedy Center in Washington, DC, featuring Visiting Artists from the colleges. For the celebration of its 40th anniversary in 2003, the system, with the support of the North Carolina Community Colleges Foundation, created the W. Dallas Herring Leadership Development Institute. In November of 1987, the State Board established the Commission on the Future of the North Carolina Community College System. The 23- member, blue ribbon panel of business, civic and education leaders was charged with establishing a systemwide agenda for policy and action over the next 25 years. The resulting Commission on the Future report, released in 1989, outlined 33 recommendations for action and change. These recommendations for action and change have served as the foundation of the System planning process since 1989. The influence of the Commission on the Future report is evident in the 2003– 2005 System Strategic Plan goals and objectives. STATE BOARD OF COMMUNITY COLLEGES GOALS 1. Economic and Workforce Development: To support North Carolina businesses, industries and citizens in growing the North Carolina economy and to enhance the level of workforce technology by preparing competent workers. 2. Enrollment Management: To meet increasing diverse learners’ needs through innovative non- traditional and traditional programs. 3. Accountability in the Use of Technology: To assess the effective and efficient use of information technology. 4. Development of Resources: To account for and equitably distribute appropriations and to continuously analyze and articulate resources necessary to fulfill the North Carolina Community College System mission. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 6 PROGRAMS The North Carolina Community College System offers a comprehensive range of educational programs to meet the needs of local communities for workforce preparedness and higher academic education, basic educational skills, job retraining, personal growth and development, and community and economic development. These programs are organized under several broad categories. Curriculum programs are made up of credit courses leading to certificates, diplomas, or associate degrees, which range in length from one semester to two years. Most of the programs offered within the Commu-nity College System are designed to prepare individuals for entry level technical positions in business and industry with an associate of applied science degree. Each college also offers credit courses in the arts and sciences leading to an associate degree designed for transfer at the junior level into a senior college or university. Developmental education courses are available for students who need to improve their skills so that they can perform at the level required for college transfer, certificate, diploma and associate degree programs. Developmental education programs consist of courses and support services which include, but are not limited to, diagnostic assessment and placement, tutoring, advising, and writing assistance. These courses do not earn credit toward a degree, diploma or certificate but provide the student with courses for academic readiness. Another category of programs is continuing education. These non- credit courses may be occupational, academic, or avocational in nature. Some are offered as a categorically- funded community service. Others are designed to upgrade occupational skills and are funded through enrollment driven formulas ( see Finance). Each of the colleges also offers instruction in basic academic skills which include Adult Basic Education ( K– 8 basic literacy skills), Adult High School and GED programs ( 9– 12 academic preparation), Compensatory Education, and English as a Second 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 development 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 Development and Job Training Partnership Act Programs provide services and training specifically targeted to the unemployed and disadvantaged. A variety of other programs connects the colleges uniquely to the needs and aspirations of their communi-ties. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 7 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 Community Colleges. The State Board has three major functions: ( 1) equitable distribution of funds and fiscal accountability, ( 2) establishing and maintaining state priorities, and ( 3) educational program approval and accountability. Through the exercise of its authority in these areas, the State Board can recommit the System to existing policies or alter the direction of the System through changes in policy. As part of its administrative function, the System Office provides support services for the various pro-gram offerings such as nursing, agriculture, and business. The System President's staff assists staff at the colleges by helping to develop and implement curriculums and other programs and by providing technical assistance in a range of areas. The System Office provides other services for the System that would be difficult for an individual institution to initiate, such as statewide data collection. At the local level, each of the colleges operates under a board of trustees. Each board is composed of a minimum of twelve citizens from the service area in which the college is located. The president or chairman of the executive board of the student body serves as an ex officio member. Local board mem-bers are appointed for staggered four- year terms. Four members each are elected by the local school NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 8 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 9 FUNDING By law, the State Board of Community Colleges is responsible for providing funds to meet the financial needs of the colleges in accordance with the policies and regulations of the Board. The State Board has delegated authority to the local trustees to disburse the funds within these policies and regulations. Sources of funding include state, federal, and local government as well as tuition. For 2005– 06 the tuition rate is $ 39.50 per semester hour and $ 632.00 maximum tuition charge per semester for in- state students. For out- of- state students, the tuition is $ 219.50 per semester hour and $ 3,512.00 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 2005– 06 are as follows: State ................ 67.3% Local ............... 13.5% Tuition .............. 15.3% Federal .............. 2.4% Other ................. 1.5% 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 ex-pended during that period revert to the general treasury and are available to the Legislature for reappro-priation. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 10 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 operat-ing and capital investment funds. In the early years of the System’s history, traditional funding sources were adequate. During the 1970s and 1980s, increased competition for state and local funds, inflation, the need to update programs and equipment, and demographic changes eroded the System’s financial base of support. As the System matured, all 58 community colleges established foundations for the purpose of raising funds from private sources to support a variety of activities and local projects. The Community College System also realized a need to attract support from large companies and corpora-tions whose presence in North Carolina is pervasive and not related to any particular college. Thus, the NCCCF was established as an avenue to large donors who depend on the Community College System for many of their employees. It is important to note that the NCCCF is not a competitor with local institutional foundations. Rather it is a resource to be used in increasing local support. After several years of inactivity, the Foundation was reorganized in 1998 under the leadership of a Board of Directors recruited from the state’s top business, government, and education leaders. The Foundation Purposes The North Carolina Community Colleges Foundation, Inc. was chartered on September 11, 1986 as a nonprofit charitable corporation and has a 501( c)( 3) designation by the Internal Revenue Service. A board of directors manages the foundation. The purposes of the foundation are to: • Support the mission of the Community College System and to foster and promote the growth, progress, and general welfare of the System. • Support programs, services, and activities of the Community College System which promote the mission of the System. • Support and promote excellence in administration and instruction throughout the System. • Foster quality in programs and encourage research to support long- range planning in the System. • Provide an alternative vehicle for contributions of funds to support programs, services, and activities that are not being funded adequately through traditional resources. • Broaden the base of the Community College System’s support. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 11 • 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. Foundation Activities One of the most important activities of the Foundation is funding of fellowships to the W. Dallas Herring Leadership Institute, which prepares outstanding senior executives in North Carolina’s community colleges to become community college presidents. The Foundation sponsors statewide awards, which include cash gifts, to recognize outstanding leadership in the North Carolina Community College System, including: • The Excellence in Teaching Award, presented by the State Board of Community Colleges and endowed by RJ Reynolds. • The Staff Person of the Year Award, endowed by BB & T. • The President of the Year Award, endowed by Wachovia. The Foundation also assists in funding special events involving the whole system, including the annual Day of Recognition and the Academic Excellence Awards Luncheon honoring the top students from each community college. The Foundation manages a number of scholarship funds and from time to time awards grants for specific purposes, including innovation and professional development, to individual community colleges. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 12 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 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 13 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 14 COLLEGE SERVICE AREA ( See Special Provisions 1– 7) Mitchell CC ......................................................... Iredell 5 Montgomery CC ................................................. Montgomery Nash CC .............................................................. Nash Pamlico CC ......................................................... Pamlico Piedmont CC ....................................................... Caswell, Person 3 Pitt CC ................................................................. Pitt Randolph CC ....................................................... Randolph Richmond CC ...................................................... Richmond, Scotland Roanoke- Chowan CC.......................................... Bertie ( Townships of Colerain, Mitchells, Roxobel, Snakebite, Whites, and Woodville), Hertford, Northampton ( Townships of Jackson, Kirby, Rich Square, Roanoke, and Wiccacanee) 1 Robeson CC ........................................................ Robeson Rockingham CC .................................................. Rockingham Rowan- Cabarrus CC ........................................... Cabarrus, Rowan 2 Sampson CC........................................................ Sampson Sandhills CC ....................................................... Hoke, Moore South Piedmont CC ............................................. Anson, Union 6 Southeastern CC.................................................. Columbus Southwestern CC ................................................ Jackson, Macon, Swain Stanly CC ............................................................ Stanly Surry CC ............................................................. Surry, Yadkin Tri- County CC .................................................... Cherokee, Clay, Graham Vance- Granville CC ............................................ Franklin, Granville, Vance, Warren NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 15 Special Provisions 1. Bertie County is divided between Roanoke- Chowan CC and Martin CC as stated in the service area assignments. In the case of offering courses within the town or township of Windsor, Martin CC has exclusive authority for offering curriculum and adult basic education courses, and both Martin CC and Roanoke- Chowan CC are authorized to offer other continuing education courses. 2. Cabarrus County is assigned to Rowan- Cabarrus CC which is authorized to offer all courses. 3. Caswell County is assigned to Piedmont CC which is authorized to offer all courses in Caswell County. 4. Davie County is assigned to Davidson County CC which is authorized to offer all courses in Davie County. 5. Catawba Valley CC is authorized to continue offering the furniture training program at the Iredell Prison Unit. This exception shall be re- examined periodically by the System President with his findings reported to the State Board. 6. South Piedmont CC is a multicampus community college authorized to serve Anson and Union Counties. 7. Martin CC is authorized to offer in Washington County all adult basic education, adult high school/ GED, fire training, emergency medical training, and in- plant training. Revised February 2002 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 16 STATE- LEVEL STRATEGIC PLANNING The North Carolina Community College System maintains a biennial system- level strategic plan, approved by the State Board of Community Colleges and developed with comprehensive environmental data and substantive stakeholder input. The NCCCS state- level plan sets the strategic direction for the System, supports the ongoing effectiveness of individual NCCCS institutions, provides a framework for legislative budget requests, and is designed to achieve several key purposes: 1. Identifying specific and critical issues and trends that have the potential to either prevent or permit effective achievement of the NCCCS mission. 2. Developing conceptual and technical solutions to address the impact of identified critical issues. 3. Acquiring adequate resources to support developed solutions. After a January 2005 review of past and current planning processes, the NCCCS initiated several changes aimed at improving the utility and timeliness of its planning efforts: • Environmental scanning was broadened to include representatives from all internal as well as external stakeholder groups. • The planning calendar was adjusted and synchronized to take better advantage of the Legislature’s budgeting cycle. • A formal annual review cycle was instituted. The first planning cycle utilizing these improvements was launched in March 2005. The State Board of Community Colleges is set to approve the first NCCCS Strategic Plan developed under the improved process in April 2006. Progress on the latest plan and a conceptual diagram of the revised process are available at http:// www. nccommunitycolleges. edu/ Planning/ index. html . COLLEGE- LEVEL PLANNING While state- level planning supports the collective mission of all 58 NCCCS institutions, individual colleges are responsible for developing planning and evaluation systems that support local interests and comply with requirements established by the North Carolina General Assembly, the Southern Association of Colleges and Schools ( SACS), and the State Board of Community Colleges, which include the following: • Institutional Effectiveness Plan Mandate – North Carolina General Assembly: In its 1989 session, the North Carolina General Assembly adopted a provision ( S. L. 1989; C. 752; S. 80) which mandates that, Each college shall develop an institutional effec tiveness plan, tailored to the specific mission of the college. This plan shall be consistent with the Southern Association of Colleges and Schools criteria and provide for collection of data as required by the ‘ Critical Success Factors’ list. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 17 • Principles of Accreditation – Commission on Colleges, Southern Association of Colleges & Schools: Core Requirement 2.5 of the COC Principles of Accreditation stipulates that colleges are to engage in ongoing, integrated, and institution- wide research- based planning and evaluation process that ( a) results in continuing improvement and ( b) demonstrates that the institution is effectively accomplishing its mission. In addition, Core Requirement 2.12 requires that all colleges seeking Reaffirmation of Accreditation must engage in developing a Quality Enhancement Plan ( QEP), which is to be a course of action for institutional improvement that addresses an issue critical to enhancing educational quality and directly related to student learning and which is part of ongoing planning and evaluation processes. [ Specific information on SACS Principles/ Philosophy of Accreditation, Core Requirements and Comprehensive Standards is located at http:// www. sacscoc. org . Additional SACS- related information is also available on the System Office Web site at: http:// www. nccommunitycolleges. edu/ SACS/ . INSTITUTIONAL EFFECTIVENESS PLAN GUIDELINES In 1999, the State Board approved Institutional Effectiveness Plan Guidelines establishing minimum conditions for meeting the state and federal requirements outlined above. College compliance with these approved guidelines is monitored by NCCCS Education Program Audit staff in conjunction with the annual audit process. Auditors review college plans for general currency and to ensure that any special General Assembly and State Board planning mandates are being observed. College plans are not evaluated for total quality or content, responsibilities that instead are entrusted to individual colleges and the Southern Association of Colleges and Schools. The following Institutional Effectiveness Plan Guidelines outline the minimum requirements deemed necessary by the State Board of Community Colleges to meet required state and federal mandates. Please note that guidelines are intentionally general in order to allow maximum flexibility for colleges to develop plans best suited for individual institutional situations. Likewise, colleges are encouraged to expand and build upon these guidelines. 1. All colleges must develop and implement an annual planning process that results in an institutional effectiveness plan. Colleges have the flexibility to develop biennial plans as long as a process of annual review and revision is in place. It is expected that each college will follow the principles of good planning. 2. College plans should address, where appropriate, System identified critical issues, goals and objectives. 3. Colleges must address any special planning mandates of the General Assembly or the State Board of Community Colleges in their plan unless other processes are developed by NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 18 4. Compliance with the institutional effectiveness plan mandate will be determined by the Education Program Audit staff as part of the annual audit process. The audit staff will determine the currency of the college’s plan and that colleges are responding to any special planning mandates of the General Assembly and the State Board of Community Colleges. The role of the audit staff will be to determine if the college has an ongoing planning process in place and has addressed state mandates where required. The audit staff will not analyze the plans for content or principles of good planning. This responsibility lies with the college and with the Southern Association of Colleges and Schools. Colleges will no longer be required to submit an institutional effectiveness plan to the System Office. 5. The Planning and Research Section of the North Carolina Community College System Office will continue to provide technical assistance to the colleges in the area of planning when requested. 6. These guidelines will be implemented in the 1999- 2000 academic year. CRITICAL SUCCESS FACTORS The State Board of Community Colleges has adopted a set of five Critical Success Factors with 42 related performance measures, which assess the overall performance of the System. The 1989 General Assembly mandate requiring Institutional Effectiveness Plans stipulates that colleges develop plans that provide for collection of Critical Success Factors data. 1. Core Indicators of Student Success 2. Workforce Development 3. Diverse Populations Learning Needs 4. Resources 5. Technology System and college- level data are collected on 42 measures of progress toward success as indicated by the factors. An initial report, presenting five years of data, was presented to the State Board of Commu-nity Colleges and the General Assembly in April 1990. The current Critical Success Factors report can be found at: http:// www. nccommunitycolleges. edu/ Publications/ docs/ Publications/ csf2005. pdf . NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 19 North Carolina Community College System 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 Mitchell Yancey 25 Graham Cherokee Haywood Mcdowell Gaston 59 New Hanover 31 44 11 40 7 34 47 12 Lenoir 29 Nash 35 Hertford 41 8 32 Watauga 1. Alamance Community College Post Office Box 8000 Graham, NC 27253- 8000 ( 336) 578- 2002 http:// www. alamance. cc. nc. us 2. Asheville- Buncombe Technical Community College 340 Victoria Road Asheville, NC 28801 ( 828) 254- 1921 http:// www. abtech. edu 3. Beaufort County Community College Post Office Box 1069 5337 Highway 264 East Washington, NC 27889 ( 252) 946- 6194 http:// www. beaufort. cc. nc. us 4. Bladen Community College Post Office Box 266 Dublin, NC 28332 ( 910) 879- 5500 http:// www. bladen. cc. nc. us 5. Blue Ridge Community College 180 West Campus Drive Flat Rock, NC 28731 ( 828) 694- 1700 http:// www. blueridge. edu 6. Brunswick Community College Post Office Box 30 Supply, NC 28462 ( 910) 755- 7300 http:// www. brunswick. cc. nc. us 7. Caldwell Community College and Technical Institute 2855 Hickory Boulevard Hudson, NC 28638 ( 828) 726- 2200 http:// www. cccti. edu 8. Cape Fear Community College 411 North Front Street Wilmington, NC 28401 ( 910) 362- 7000 http:// www. cfcc. edu 9. Carteret Community College 3505 Arendell Street Morehead City, NC 28557- 2894 ( 252) 222- 6000 http:// www. carteret. edu 10. Catawba Valley Community College 2550 Highway 70, Southeast Hickory, NC 28602 ( 828) 327- 7000 http:// www. cvcc. edu 11. Central Carolina Community College 1105 Kelly Drive Sanford, NC 27330 ( 919) 775- 5401 http:// www. cccc. edu 12. Central Piedmont Community College Post Office Box 35009 Charlotte, NC 28235 ( 704) 330- 2722 http:// www. cpcc. edu 13. Cleveland Community College 137 South Post Road Shelby, NC 28152- 6296 ( 704) 484- 4000 http:// www. clevelandcommunitycollege. edu 14. Coastal Carolina Community College 444 Western Boulevard Jacksonville, NC 28546- 6899 ( 910) 455- 1221 http:// www. coastalcarolina. edu 15. College of The Albemarle Post Office Box 2327 Elizabeth City, NC 27909- 2327 ( 252) 335- 0821 http:// www. albemarle. edu 16. Craven Community College 800 College Court New Bern, NC 28562 ( 252) 638- 4131 http:// www. cravencc. edu 17. Davidson County Community College Post Office Box 1287 Lexington, NC 27295 ( 336) 249- 8186 http:// www. davidson. cc. nc. us 18. Durham Technical Community College 1637 Lawson Street Durham, NC 27703 ( 919) 686- 3300 http:// www. durhamtech. edu 19. Edgecombe Community College 2009 West Wilson Street Tarboro, NC 27886 ( 252) 823- 5166 http:// www. edgecombe. edu 20. Fayetteville Technical Community College Post Office Box 35236 Fayetteville, NC 28303- 0236 ( 910) 678- 8400 http:// www. faytechcc. edu 21. Forsyth Technical Community College 2100 Silas Creek Parkway Winston- Salem, NC 27103- 5197 ( 336) 723- 0371 http:// www. forsythtech. edu 22. Gaston College 201 Highway 321, South Dallas, NC 28034- 1499 ( 704) 922- 6200 http:// www. gaston. edu 23. Guilford Technical Community College Post Office Box 309 Jamestown, NC 27282 ( 336) 334- 4822 http:// www. gtcc. edu 24. Halifax Community College Post Office Drawer 809 Weldon, NC 27890 ( 252) 536- 4221 http:// www. halifaxcc. edu 25. Haywood Community College 185 Freedlander Drive Clyde, NC 28721 ( 828) 627- 2821 http:// www. haywood. edu 26. Isothermal Community College Post Office Box 804 Spindale, NC 28160 ( 828) 286- 3636 http:// www. isothermal. edu 27. James Sprunt Community College Post Office Box 398 Kenansville, NC 28349- 0398 ( 910) 296- 2400 http:// www. sprunt. com 28. Johnston Community College Post Office Box 2350 Smithfield, NC 27577 ( 919) 934- 3051 http:// www. johnstoncc. edu 29. Lenoir Community College Post Office Box 188 Kinston, NC 28502- 0188 ( 252) 527- 6223 http:// www. lenoircc. edu NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION I— PAGE 20 North Carolina Community College System 41. Roanoke- Chowan Community College 109 Community College Road Ahoskie, NC 27910- 9522 ( 252) 862- 1200 http:// www. roanokechowan. edu 42. Robeson Community College Post Office Box 1420 Lumberton, NC 28359 ( 910) 272- 3700 http:// www. robeson. cc. nc. us 43. Rockingham Community College Post Office Box 38 Wentworth, NC 27375- 0038 ( 336) 342- 4261 http:// www. rockinghamcc. edu 44. Rowan- Cabarrus Community College Post Office Box 1595 Salisbury, NC 28145- 1595 ( 704) 637- 0760 http:// www. rowancabarrus. edu 45. Sampson Community College Post Office Box 318, Hwy 24 West Clinton, NC 28329- 0318 ( 910) 592- 8081 http:// www. sampsoncc. edu 46. Sandhills Community College 3395 Airport Road Pinehurst, NC 28374 ( 910) 692- 6185 http:// www. sandhills. edu 47. South Piedmont Community College Post Office Box 126 Polkton, NC 28135 ( 704) 272- 5300 http:// www. spcc. edu 48. Southeastern Community College Post Office Box 151 Whiteville, NC 28472 ( 910) 642- 7141 http:// www. sccnc. edu 49. Southwestern Community College 447 College Drive Sylva, NC 28779 ( 800) 447- 4091 http:// www. southwesterncc. edu 50. Stanly Community College 141 College Drive Albemarle, NC 28001 ( 704) 982- 0121 http:// www. stanly. edu 51. Surry Community College 630 South Main Street Dobson, NC 27017 ( 336) 386- 8121 http:// www. surry. edu 52. Tri- County Community College 4600 East U. S. 64 Murphy, NC 28906 ( 828) 837- 6810 http:// www. tricountycc. edu 53. Vance- Granville Community College Post Office Box 917 Henderson, NC 27536 ( 252) 492- 2061 http:// www. vgcc. edu 54. Wake Technical Community College 9101 Fayetteville Road Raleigh, NC 27603 ( 919) 662- 3400 http:// www. waketech. edu 55. Wayne Community College Post Office Box 8002 Goldsboro, NC 27533- 8002 ( 919) 735- 5151 http:// www. waynecc. edu 56. Western Piedmont Community College 1001 Burkemont Avenue Morganton, NC 28655 ( 828) 438- 6000 http:// www. wpcc. edu 57. Wilkes Community College Post Office Box 120 Wilkesboro, NC 28697 ( 336) 838- 6100 http:// www. wilkescc. edu 58. Wilson Technical Community College Post Office Box 4305 Wilson, NC 27893- 0305 ( 252) 291- 1195 http:// www. wilsontech. edu 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 Mitchell Yancey 25 Graham Cherokee Haywood Mcdowell Gaston 59 New Hanover 31 44 11 40 7 34 47 12 Lenoir 29 Nash 35 Hertford 41 8 32 Watauga 30. Martin Community College 1161 Kehukee Park Road Williamston, NC 27892 ( 252) 792- 1521 http:// www. martincc. edu 31. Mayland Community College 200 Mayland Drive Post Office Box 547 Spruce Pine, NC 28777 ( 828) 765- 7351 http:// www. mayland. edu 32. McDowell Technical Community College 54 College Drive Marion, NC 28752 ( 828) 652- 6021 http:// www. mcdowelltech. edu 33. Mitchell Community College 500 West Broad Street Statesville, NC 28677 ( 704) 878- 3200 http:// www. mitchellcc. edu 34. Montgomery Community College 1011 Page Street Troy, NC 27371 ( 910) 576- 6222 http:// www. montgomery. edu 35. Nash Community College 522 N. Old Carriage Road Rocky Mount, NC 27804- 0488 ( 252) 443- 4011 http:// www. nashcc. edu 36. Pamlico Community College Post Office Box 185 Grantsboro, NC 28529 ( 252) 249- 1851 http:// www. pamlico. cc. nc. us 37. Piedmont Community College Post Office Box 1197 Roxboro, NC 27573 ( 336) 599- 1181 http:// www. piedmontcc. edu 38. Pitt Community College Post Office Drawer 7007 Greenville, NC 27835- 7007 ( 252) 321- 4200 http:// www. pittcc. edu 39. Randolph Community College Post Office Box 1009 Asheboro, NC 27204- 1009 ( 336) 633- 0200 http:// www. randolph. edu 40. Richmond Community College Post Office Box 1189 Hamlet, NC 28345 ( 910) 582- 7000 http:// www. richmondcc. edu NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 21 PROGRAM BRIEFS PAGE Curriculum Programs ................................................................................................................. 22 Accrediting Agencies of Curriculum Programs ......................................................................... 25 Enrollment of High School Students in Community Colleges .................................................. 26 Basic Skills ............................................................................................................................... . 27 Carl Perkins Act ......................................................................................................................... 28 Community Service .................................................................................................................... 29 Correctional Education .............................................................................................................. 30 Distance Learning ...................................................................................................................... 31 Fire and Rescue Training Services ............................................................................................. 38 Focused Industrial Training Centers .......................................................................................... 39 BioNetwork ............................................................................................................................... 40 Human Resources Development Program ................................................................................. 41 Work Station Occupational Skills Training Program ( formerly In- Plant Training Program) .... 42 New and Expanding Industries Training .................................................................................... 43 Occupational Continuing Education .......................................................................................... 44 Proprietary Schools Licensure ................................................................................................... 45 Small Business Centers .............................................................................................................. 46 Workforce Initiatives .................................................................................................................. 47 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 22 CURRICULUM PROGRAMS The North Carolina Community College System offerings exceed twenty- two hundred curriculum pro-grams under more than two hundred fifty 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 communications, humanities/ fine arts, social/ behavioral sciences and natural sciences/ mathematics. New programs are established as a response to local and regional labor market needs and student demand. Each program is approved by the State Board of Community Colleges following a regular curriculum approval process for applications submitted by individual community colleges. Curriculums are designed and developed by the applying college with input from employers and advisory committee members. Many programs being offered are of regional interest and may be offered by only one or a small number of colleges within the System. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 23 CC— COMMUNITY COLLEGE GENERAL TCC— TECH. COM. COLL. EDUCATION COLLEGE TI— TECHNICAL INSTITUTE ( A10300) TRANSFER Alamance CC Asheville– Buncombe TCC Beaufort County CC Bladen CC Blue Ridge CC Brunswick CC Caldwell CC & TI Cape Fear CC Carteret CC Catawba Valley CC Central Carolina CC Central Piedmont CC Cleveland CC Coastal Carolina CC College of The Albemarle Craven CC Davidson County CC Durham TCC Edgecombe CC 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 empha-sis on personal interest, growth and development. The two- year general education program provides students opportunities to study English, literature, fine arts, philosophy, social science, and science and mathematics at the college level. All courses in the program are college- level courses. Many of the courses are equivalent to college transfer courses; however, the program is not principally designed for college transfer. The associate in general education degree is offered by 44 of the colleges. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 24 CC— COMMUNITY COLLEGE GENERAL TCC— TECH. COMM. COLL. EDUCATION COLLEGE TI— TECHNICAL INSTITUTE ( A10300) TRANSFER Fayetteville TCC Forsyth TCC Gaston College Guilford TCC Halifax CC Haywood CC Isothermal CC James Sprunt CC Johnston CC Lenoir CC Martin CC Mayland CC McDowell TCC Mitchell CC Montgomery CC Nash CC Pamlico CC Piedmont CC Pitt CC Randolph CC Richmond CC Roanoke- Chowan CC Robeson CC Rockingham CC Rowan– Cabarrus CC Sampson CC Sandhills CC South Piedmont CC Southeastern CC Southwestern CC Stanly CC Surry CC Tri- County CC Vance- Granville CC Wake TCC Wayne CC Western Piedmont CC Wilkes CC Wilson TCC 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 ENROLLMENT OF HIGH SCHOOL STUDENTS IN COMMUNITY COLLEGES Role Statement The community colleges and public schools of North Carolina collaborate to provide flexible, seamless, student- centered educational opportunities for all North Carolina high school students, which maximize the use of resources and educational opportunities not otherwise accessible. Purpose and Objectives Cooperative programming efforts between public and non- public agencies responsible for providing educational programs and services are intended to foster the effective utilization of available resources and to provide for more comprehensive educational opportunities. Such programming is intended to enhance educational choices for high school students. Cooperative program agreements between commu-nity colleges and high schools have been developed in accordance with this premise, and the resulting plans for offering courses reflect this philosophy. Cooperative programming is accomplished through a wide array of articulation initiatives that facilitate effective and appropriate planning for the enrollment of high school students authorized initially by the Huskins Bill, the State Board of Community Colleges’ concurrent enrollment policies, and Intellectually Gifted and Mature Students policies and procedures. In 2004- 2005, the North Carolina Community Colleges provided courses to 7,390 dual enrolled students and 14,500 Huskins students. The objectives of these programs are: ( 1) to provide an opportunity for high school students to participate in college courses not otherwise available; ( 2) to enhance the motivation and achievement of high school students; ( 3) to encourage high school students to utilize post secondary opportunities as a means for pursuing lifelong educational and training goals; and, ( 4) to maximize the use of State resources while not duplicating course offerings. Currently, NC community colleges are working collaboratively to provide Early College High School on higher education campuses to assist with high school reform. Promising high school students with poten-tial to master college level work are selected to attend. Twenty- nine ( 29) community colleges have planning or implementation grants to operate 32 sites for 2005- 2006. These high schools receive assis-tance from the Bill and Melinda Gates Foundation through the North Carolina New Schools Project under the leadership of the NC Education Cabinet. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 27 BASIC SKILLS The mission of the Basic Skills program is to assist adults to become literate and obtain the knowledge and skills necessary for employment and self- sufficiency, assist adults who are parents to obtain the educational skills necessary to become full partners in the educational development of their children, and assist adults in the completion of a secondary school education. The system provides educational 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 stu-dents 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 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 2003– 04 36,708 77,509 7,661 16,774 ** 2,237 140,889 2004– 05 36,883 77,708 7,090 16,543 ** 1,795 140,019 * 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 28 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 occu-pational skill competencies needed to work in a technologically advanced society. This Act provides federal resources to support programs and activities that strengthen student skills, promote integration of academic and vocational instruction, expand the use of technology, provide profes-sional 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. A Tech Prep program combines two years of secondary education with a minimum of two years postsecondary education in a nonduplicative, sequential course of study. The program integrates academic and vocational instruction, utilizes work- based learning, builds student competence in math, science, reading, writing, communications, economics, and workplace skills, and leads to an associate or baccalaureate degree, postsecondary certificate, and/ or placement in appropriate employment or further education. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 29 COMMUNITY SERVICE Community service programs are designed to provide courses, seminars and activities that ( 1) contribute to the community’s overall cultural, civic and intellectual growth; and ( 2) assist adults in the development of new personal or leisure skills or the upgrading of existing ones. Community Service Courses— Community Service courses consist of single courses, each complete in itself, that focus on an individual’s personal or leisure needs. Cultural and Civic Activities— The cultural and civic, and intellectual growth component of this pro-gram meets community needs through lecture and concert series, art shows, the use of college facilities by community groups, providing speakers to community organizations, and providing visiting artist activities for college communities. Visiting artists may be provided an opportunity to work as artists in residence to enhance local arts resources and promote the various visual, performing and literary arts in communities throughout North Carolina. Each college must address community service programs in the colleges’ institutional effectiveness plan, which is submitted annually to the System Office. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 30 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 2004– 05, 47 community colleges offered instruction to students in a prison setting. CORRECTIONAL EDUCATION ENROLLMENT 2000– 01 2001– 02 2002– 03 2003– 04 2004– 05 Continuing Education: Headcount ( Duplicated) 45,695 47,557 43,864 43,332 42,716 FTE 4,060 4,371 4,241 4,175 4,340 Curriculum: Headcount ( Duplicated) 21,337 21,192 18,624 19,747 20,133 FTE 2,716 2,803 2,386 2,633 2,746 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 31 DISTANCE LEARNING The North Carolina Community College System ( NCCCS) utilizes distance learning technologies, including telecourses, interactive video and Web- based courses, to provide students across the state with increased access to training and education. Distance learning ( DL) enrollments have risen geometrically over the past 8 years - since online course delivery began to augment telecourse and videoconference courses. Moreover, an increasing number of community colleges prefer distance learning courses as the following chart indicates. Growth and Importance of Distance Learning Currently, all 58 NC community colleges provide distance learning courses in an attempt to meet the growing needs for instructional delivery in their service areas. In the past six years, across the North Carolina Community College System, distance learning course delivery has grown to the current level of 15% of all curriculum registrations. In 2004- 05, NCCCS distance learning delivery totaled 180,924 enrollments. These were composed of online instruction ( 76.5%), videoconferencing ( 5%), telecourses/ teleweb ( 9.5%), and hybrid courses, a blend of face- to- face and online instruction ( 9%). Most colleges also provided web supplements for traditional courses. Enrollments totaling 54,327 were recorded in web- supplemented or assisted courses. Similar growth rates have been identified in Occupational and Continuing Education online courses. The following table shows the distance learning registrations and rate of growth for curriculum and continuing education courses in the NCCCS. CURRICULUM DISTANCE LEARNING COURSE REGISTRATIONS Year 1999- 00 2000- 01 2001- 02 2002- 03 2003- 04 2004- 05 DL Registrations 40,392 60,742 90,337 121,356 155,556 182,249 Rate of Growth 51.40% 50.4% 48.7% 34.3% 28.2% 17% Source: NCCCS Data Warehouse ( An enrollment is one student taking a 3- hour semester course.) OCCUPATIONAL AND CONTINUING EDUCATION DISTANCE LEARNING COURSE REGISTRATIONS Year 2002- 2003 2003- 2004 2004- 2005 Number of Students 16,088 18,900 26,548 Rate of Growth 17% 40.5% Source: NCCCS Data Warehouse Distance learning courses are in great demand as they provide a tremendous benefit to adult learners in North Carolina. Distance learning provides learning opportunities directly to students at home or at work. Statistically, the typical distance learner is a working parent with job and family responsibilities. Remov-ing scheduling, travel, and babysitting responsibilities increases the opportunities for education and the likelihood those students can enter and complete programs of study. Current registration data suggest a trend is emerging whereby students are migrating to online and/ or hybrid courses or a combination of online/ hybrid and traditional courses. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 32 CURRICULUM UNDUPLICATED HEADCOUNT BY COURSE METHOD OF INSTRUCTION YEAR DISTANCE LEARNING ONLY DISTANCE LEARNING & TRADITIONAL TRADITIONAL ONLY OTHER ENROLLMENT CHANGE ENROLLMENT CHANGE ENROLLMENT CHANGE ENROLLMENT CHANGE 2001- 02 8,213 39,794 203,793 5,512 2002- 03 10,566 + 28.60% 46,308 + 16.40% 200,818 - 1.50% 9,252 + 67.90% 2003- 04 14,086 + 33.30% 57,122 + 23.40% 192,565 - 4.10% 10,756 + 16.30% 2004- 05 22,795 + 61.80% 74,543 + 30.50% 169,584 - 11.90% 7,501 - 30.30% Source: NCCCS Data Warehouse Numbers are individual students taking curriculum courses Advantages of Distance Learning Technologies These technologies enable community colleges to: • Expand educational opportunities to all students, in every program, in every community. • Share courses among themselves. • Increase college access to students. • Participate in videoconferences for meetings, training, etc., thereby saving on travel expenses. • Share expertise in order to improve productivity. • Cooperate in the use of facilities and equipment. • Realize savings through the enterprise purchase of licenses for programs and services. • Offer computer- based courses that are not time- bound or place- bound. • Complement traditional courses with online resources • Offer “ hybrid” courses that blend traditional instruction with distance learning technology– resulting in reduced face- to- face hours and classroom space requirements. Centralized Purchase of Programming and Services— Telecourses The North Carolina Community College System has developed a cost- effective process to centralize or “ wholesale” the purchase and licensing of telecourses produced by PBS and other producers. These results in a savings of 50 to 65 percent compared to what the cost would be if each college purchased its own licenses. Interactive Video— The N. C. Integrated Information Network Formerly know as the N. C. Information Highway ( NCIH), the N. C. Integrated Information Network ( NCIIN), now provides videoconferencing technology to 47 community colleges and the System Office. There are a total of 53 sites, as some colleges have more than one site on the same campus or a site at a satellite campus. Three additional sites are planned in 2006- 07. The map on page 37 identifies the location of the community colleges that have NCIIN video sites in each county. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 33 The Data and NCIH Consolidation Project Expansion of the NCIIN has been made possible by the Data and NCIH Consolidation Project, which is currently in the final stages of completion. The purpose of the Consolidation Project was to: ( 1) maxi-mize the effectiveness of available funding supporting NCCCS data and videoconferencing services; ( 2) improve the data capacity at each college; and ( 3) prepare for expansion of video services across the state. To accomplish these objectives, two existing funding streams were consolidated. The Consolidation Project was made possible by migration to the new industry standard for videoconferencing and updating data routing equipment. The migration to the H. 323 videoconferencing industry standard and upgrade of equipment has enabled NCCCS institutions to continue expansion of data and video services at an affordable rate. As ITS continues to work on behalf of the NCCCS to improve data infrastructure, costs of bandwidth becomes more economical. Project Results and Outcomes: As of July 1, 2005 the following results were realized: • 47 sites migrated to H. 323 videoconferencing – 100% of former H. 320 sites • 13 new videoconferencing sites have been proposed • 33 colleges and the System Office ( 56% of college sites) have upgraded data service • 18 colleges realized a 40% increase in usable bandwidth through migration to H. 323 Legislation Promoting Distance Learning New legislation is making a significant impact on the NCCCS distance learning program. This remark-able and visionary legislation has ( 1) established the importance of e- learning infrastructure, and ( 2) promoted collaboration among all North Carolina distance learning and e- learning providers that was not possible before. The North Carolina E- Learning Commission Established by Senate Bill 1052 ( G. S. 115C- 102.15), the Business Education Technology Alliance ( BETA) created the North Carolina E- Learning Commission to address infrastructure, policy, instruction, and legislation requirements to enhance e- learning across North Carolina. NCCCS staff have participated with the NC E- Learning Commission to draft recommendations that address important areas for improve-ment; establishing a broadband data infrastructure, adopting standards- based learning technology, and supporting migration to scaleable, consortium solutions to providing pre- K through 20 e- learning. Senate Bill 622 ( S. L. 2005- 276) The 2005 session of the North Carolina General Assembly enacted into law S. L. 2005- 276 as follows: “ SECTION 9.5. Funds appropriated in this act to The University of North Carolina and the North Carolina Community College System for the UNC- NCCCS 2+ 2 E- Learning Initiative shall be used to fund further development of online courses for 2+ 2 programs. Based on a mutually agreed upon decision by the State Board of Education Chairman, the President of the North Carolina Community College NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 34 System, and the President of The University of North Carolina as to the areas of greatest need, funds are available to support joint technology development, systems to track student progress and articulation between a North Carolina community college and a University of North Carolina campus, and to develop technology to support online courses and 2+ 2 programs.” Funds in the amount of $ 1 million ( recurring) were allocated to the North Carolina Community College System ( NCCCS) to implement this e- learning initiative. A matching amount of $ 1 million ( non- recur-ring) funds was allocated to the University of North Carolina. A committee of staff from both systems has collaboratively developed the strategies and scope of work. Production of Programming Teleconferences ( telemeetings) and videoconferences 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 originator can either share their computer desktop and associated PC applications with ( up to) 10 individuals or broadcast to hundreds. The Virtual Learning Community— Web- based Courses The North Carolina Community College System Virtual Learning Community is based on a collaborative model of colleges working jointly to provide quality instruction through Web- based technology. The Combined Virtual Course Library ( CVCL) contains courses developed using a model that ensures both quality and flexibility while limiting course duplication. The CVCL consists of Internet- based courses that have been collaboratively developed by faculty from member colleges. The CVCL courses are based on a course template design model that includes competencies and content but allows flexibility in tailoring the courses to meet local needs. Any member college may access and adapt any CVCL course following the same policies that govern the Combined Course Library course offerings. The Educational Broadband Service ( EBS) Project During the summer of 2005, the FCC resolved to support educational use of ITFS frequencies and established the Educational Broadband Service to update use of these valuable frequencies to accommo-date wireless Internet services supporting the educational sector across the United States. When com-pleted, the EBS network will provide broadband wireless connectivity to the Internet for 39 community colleges. This network will provide a means of delivering the courses of the Virtual Learning Commu-nity. Contract negations are currently underway to solidify this network. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 35 The National Guard Project The North Carolina National Guard ( NCNG) and the North Carolina Community College System have a distance learning partnership that began in 1999. This partnership facilitates the NCNG’s goal of having all of their personnel in the state, both military and civilian, within easy driving distance of a distance learning or telecommunications classroom. Rather than placing these facilities in NCNG armories, they have chosen to place them in community colleges where the facilities can be used by the community colleges and other local, state, and federal agencies. The NCNG pays for state of the art video and computer equipment, installation, and any needed room renovations. There are nine ( 9) such facilities in community colleges throughout the State. 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 The N. C. Distance Learning Alliance Conference is now in its eleventh year. Originally called the NC Community College Distance Learning Conference, the conference merged with several related distance learning organizations to emerge as a K- 20 resource for distance learning instructors, staff, and adminis-trators. Staff from community colleges and the System Office continue to assist the Distance Learning Alliance’s leadership in planning and implementation. The Distance Learning Alliance represents public schools, community colleges, public and private colleges and universities, and the NC Virtual Public School. The conference is a professional development activity that focuses on the utilization of all telecommunica-tions or information technologies as a means of enhancing instructional services to the citizens of North Carolina. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 36 NCCCS Strategic Distance Learning Plan In July 2003, System Office staff began to develop a system wide strategic plan in reaction to the explo-sive growth of distance learning enrollment at North Carolina community colleges. Enrollment projec-tions, based on four previous years of growth consistently over 30% in distance learning courses, sug-gested immediate need for effective planning efforts to target distance learning expansion and support for the entire system. The Plan was also needed to articulate a common vision and set of goals and objectives to facilitate the efforts of hundreds of distance learning instructors, support staff, and administrators. The resulting Plan involved the participation of community college Presidents, System Office staff, and dozens of commu-nity college personnel. The Vision for distance education within the North Carolina Community College System: The North Carolina Community College System will assist its colleges in serving students who would otherwise be unserved, expanding learning opportunities, making instruction accessible, and using technology to supplement classroom instruction. The Virtual Learning Community, supported by Learning Technology Systems, will provide hardware, software, content, and training to administrators and faculty within the North Carolina Community College System for their use in providing their students with Web-based courses, telecourses, interactive video courses, and hybrid courses. This plan expands upon the concepts of the Virtual Learning Community to include: Web- based course development; telecourse acquisition and publishing; interactive video course brokering; hybrid course development; hybrid course faculty training; and consortium purchasing and resource sharing. The NCCCS Strategic Distance Learning Plan was approved by the North Carolina Community College Presidents’ Association, January 2004 and the North Carolina State Board of Community Colleges, February 2004. It is found at the following URL: http:// www. nccommunitycolleges. edu/ Distance_ Learning/ docs/ DL% 20Strategic% 20Plan. pdf. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 37 1 1 1 1* 1 1 1 1 1 2 3 1 1 1 1 1 1 1 North Carolina Community College System NC Integrated Information Network Sites 1 1 1 1 1 1 2 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 2 1 1 1 2 1 1 2 * Graham County site is operated by Tri- County Community College. NCIIN Sites ( as of 3/ 13/ 06) NCCCS Office ( 1) Alamance CC Asheville- Buncombe TCC Beaufort County CC Bladen CC Blue Ridge CC Brunswick CC ( 2) Caldwell CC & TI Catawba Valley CC ( 2) Central Piedmont CC Coastal Carolina CC College of The Albemarle ( 2) Davidson CC ( 2) Edgecombe CC Fayetteville TCC ( 3) Forsyth TCC Gaston College Guilford TCC ( 1) Halifax CC Haywood CC James Sprunt CC Johnston CC Lenoir CC Martin CC Mayland CC ( 3) McDowell TCC Mitchell CC Montgomery CC Pitt CC Robeson CC ( 2) Rowan- Cabarrus CC ( 3) Sampson CC South Piedmont CC Southeastern CC Southwestern CC Stanly CC Surry CC ( 2) Tri- County CC ( 2) Vance- Granville CC ( 3) Wake TCC ( 2) Western Piedmont CC Wilkes CC ** Numbers shown on map indicate number of sites in counties. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 38 FIRE AND RESCUE TRAINING SERVICES In 2004– 05 the North Carolina Community College System provided training to 162,508 students who serve as both paid and volunteer fire fighters and members of rescue squads in the state. This training serves to improve the fire fighters’ skills and education in areas such as basic firefighting and rescue to advanced management training. Service certification is provided in the areas of basic firefighting skills, public education, driver– operator, hazardous materials, arson investigation, rescue, fire officer, and instructional techniques. Several programs are now offered in specialty areas such as advanced rescue techniques, incident command, leadership and management training. Training is delivered in local fire departments and community colleges. Classes are conducted during the day, evenings and on weekends to meet varying student needs. Numerous regional training seminars were offered by various community colleges where classes are provided during a weekend for the accessibility of volunteer fire and rescue personnel. All training is provided without fees to members of local fire departments and rescue squads. YEAR STUDENTS ENROLLED* FTE 2000– 01 128,112 2,159 2001– 02 139,827 2,352 2002– 03 143,469 2,412 2003– 04 148,070 2,553 2004– 05 162,508 2,681 * duplicated headcount NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 39 FOCUSED INDUSTRIAL TRAINING North Carolina is continuing to face a serious challenge now and in the future to rebuild and strengthen its business and industrial economies. The job losses and plant closures that the State’s textile, furniture, tobacco, and other manufacturing industries have experienced are still having a concerning effect on the overall economy. As the State’s remaining businesses and industries attempt to survive, work to recover, and take advantage of any new or evolving technology, many of them are looking to the North Carolina Community College System for assistance in training and/ or retraining their workers in the new or evolving technologies. This training is critical in order for North Carolina’s industries to remain competitive domestically and globally. The Focused Industrial Training ( FIT) Program is designed and dedicated to being creative and innovative in its role as a training provider to the State’s existing businesses and industries. This program was initiated in the l980’ s and has developed for nearly a quarter of a century to a level of activity serving an annual average of 709 companies and 11,252 trainees. These statistics are based upon Focused Industrial Training Annual Evaluation Report data from Fiscal Year 1997- 1998 through Fiscal Year 2004- 2005. Consultations between the business/ industry community and the FIT Directors average 1,928 per year for fiscal years 2002- 2003, 2003- 2004, and 2004- 2005. In fiscal year 2004- 2005 the System had 36 FIT Centers and 9 Consortiums that were funded an average of $ 81,609 each. FIT Centers are staffed with a director who works closely with local business and industry personnel to review and to assess specific training needs and to develop training programs customized or 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 jointly plans training that cannot be addressed through other existing occupational programs. Fiscal Year 2004- 2005 businesses and industries slowly began to increase production activity and some facility expansions were noted. The Community College System in an effort to maintain and assure economic prosperity throughout the State continues to play a vital role in developing and maintaining a diverse and well educated workforce. Year FIT Centers Companies Trainees Skills Classes 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 2003- 04 37 701 10,559 1,071 2004- 05 36 797 11,159 1,205 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 40 BIONETWORK BioNetwork is the statewide NCCCS initiative with the management team located within the Economic and Workforce Development Division. As the system- wide strategy for meeting the specialized workforce development needs of the growing biomanufacturing and pharmaceutical industries, BioNetwork has obtained recurring state appropriations. Working together as the North Carolina Biomanufacturing and Pharmaceutical Training Consortium ( BPTC), the UNC System and NCCCS continue to provide an integrated system of workforce training and educa-tional opportunities to prepare North Carolina’s workforce for employment in the biomanufacturing, pharmaceutical, and related industries. BioNetwork’s portion was $ 8.7 million of startup funding for early implementation. The availability of a qualified, skilled workforce is one of the most critical factors biomanufacturing companies consider in deciding where to locate or expand. Manufacturers place more emphasis on an area’s entry and mid- level workforce, which is much less mobile, than the more advanced positions that can be recruited from out of state. North Carolina’s displaced workers from manufacturing and agriculture already have a proven work ethic and experience in the workforce. They are a unique resource for biotechnology/ life science manufacturing. BioNetwork provides a mechanism to react swiftly to market demands by deploying expertise, curricula, and equipment/ facility enhancement resources directly to local community colleges necessary for workforce education and training. BioNetwork networks community colleges across North Carolina offering specialized biotechnology related training sharing curricula, innovations, information, and resources. Curriculum Programs Industry Specific Fields ( unduplicated count) 2002- 2003 2003- 2004 2004- 2005 Biotechnology 144 297 492 Bioprocess Technology 56 73 43 Industrial Pharmaceutical Technology 92 96 94 Chemical Process Technology 7 6 8 Chemical Technology 29 29 26 Laboratory Technology 3 10 19 Nanotechnology N/ A N/ A 3 Clinical Trials Research Associate 48 70 75 Biomedical Equipment Technology 132 141 114 Annual Total 511 722 874 BioWork: Process Technician Training 274 761 559 Enrollment Continuing Education Program ( duplicated count) NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 41 HUMAN RESOURCES DEVELOPMENT PROGRAM The Human Resources Development ( HRD) program provides skill assessment services, employability skills training, and career development counseling to unemployed and underemployed adults. Its courses address six core components: ( 1) assessment of an individual’s assets and limitations; ( 2) development of a positive self- concept; ( 3) development of employability skills; ( 4) development of communication skills; ( 5) development of problem- solving skills; and ( 6) awareness of the impact of information technology in the work-place. The goals of the program are to enhance and develop participants’ employability skills; assist participants in obtain-ing meaningful employment and/ or training opportunities; increase participants’ economic self- sufficiency; and reduce participants’ dependency on government assistance benefits— welfare, food stamps, and unemployment insurance. HRD programs offer short- term training classes, usually 4 – 10 hours; in addition to their traditional employability skills courses that are offered from 40 – 96 hours. Course offerings include topics such as: “ Quick” Job Search Workshops, Surviving a Layoff, Career Assessment and Planning, Overcoming Barriers to Employment, and Com-puter Literacy for the Workplace. HRD programs continue to link their traditional employability skills training courses with Occupational Extension courses/ programs in areas such as Clerical Skills, Customer Service, Health-related Occupations, Construction, and Transportation. Also, for students who cannot attend the traditional offerings, a number of HRD programs have established HRD Employability Labs where instruction is designed to be self-directed, self- paced, and structured on an open- entry, open- exit basis to meet the customized needs of individuals. Career Start Program As a requirement for receiving food stamps from the Department of Social Services ( DSS), many individuals are required to participate in either an employment placement or educational training program. Career Start is an innovative approach to helping individuals meet these requirements. The program helps bridge the gap between the educational needs and job skills essential for participants to succeed in this ever- changing workforce. It integrates the services of the community colleges’ Human Resources Development ( HRD) Program and the job placement services from the Employment Security Commission. While the partnership between the two agencies has been long standing, the framework of Career Start requires them to provide services to participants simultaneously instead of sequential. Career Start has been implemented in 31 community colleges, serving 33 counties. The goal is to expand it to all community colleges by the end of 2006. Year Enrollment 2000- 2001 33,381 2001- 2002 46,970 2002- 2003 52,736 2003- 2004 63,573 2004- 2005 67,694 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 42 WORK STATION OCCUPATIONAL SKILLS TRAINING PROGRAM ( FORMERLY IN- PLANT TRAINING PROGRAM) The Work Station Occupational Skills Training Program enables the colleges to assist manufacturing, service, and/ or governmental organizations with in- service training of their employees. This occupational extension 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 work station occupational skills training. On- the- job training continues to be utilized in all sectors for training of new hires and in the retraining of veteran workers. YEAR # OF ORGANIZATIONS SERVED # OF TRAINEES 2000– 01 31 1,327 2001– 02 10 613 2002– 03 9 685 2003– 04 6 334 2004– 05 6 507 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 43 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 expanding businesses in 1958, and continues to be one of the nation’s most recognized state customized job training services. The NEIT Program’s value and importance in the economic recovery and develop-ment 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 2004- 05, North Carolina Community Colleges provided free customized training to 164 new and expanding companies in the state and trained 12,398 North Carolinians with the skills necessary for successful new employ-ment, economic recovery and growth. # OF TOTAL # OF AVG. COST YEAR PROJECTS EXPENDITURES TRAINEES PER TRAINEE 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 2003– 04 121 $ 3,841,225.22 10,117 $ 379.68 2004– 05 164 $ 5,484,063.55 12,398 $ 442.33 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 44 OCCUPATIONAL CONTINUING EDUCATION In North Carolina one strategy for meeting the challenge to provide a skilled workforce is through the community college system’s workforce continuing education training programs. These programs are a primary tool for providing skill development opportunities for North Carolina’s workforce. Short- term skill training courses are offered at each of the community colleges across the state to train, retrain, and upgrade individuals for current or future job skills. Flexible Low- Cost Offerings - Courses can be offered on demand and customized for specific training needs and are often the first response for meeting critical training needs in communities. Colleges partner with businesses, industry and public/ private agencies to develop and implement immediate training to address retraining for dislocated workers, public safety and disaster readiness needs and public health- related training. Course fees remain relatively low. The maximum fee for any course is currently $ 65. . Short- term occupational training or retraining is available statewide. . Skill training courses are offered at a low cost of $ 50 to $ 65. . There are over 1,200 approved courses. Training Demand - 2004- 2005 College workforce continuing education enrollments reached 623,971* in 2004- 05. Enrollments were clustered predominately in public safety ( 40%), health sciences ( 25%), business ( 13%), and employability skills ( 11%). Enrollments generated a total of 22,552 FTE. Customer Profile - Students enroll in workforce continuing education courses to develop skills for a job or to improve their skills for their current job. More than two- thirds of workforce continuing education students worked while attending training. The average age for workforce continuing education students was 36. * Duplicated headcount NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 45 PROPRIETARY SCHOOLS LICENSURE Proprietary schools are for- profit educational institutions that are privately owned and operated by an individual owner, partnership, or corporation. They offer classes for the purpose of teaching a program of study, several courses or subjects needed to train and educate North Carolina residents for employment. Under Article 8 of the North Carolina General Statutes 115D- 87- 97, the State Board of Community Colleges is charged with the responsibility of licensing proprietary schools in North Carolina. The charge was transferred from the State Board of Education by action of the General Assembly in 1987. The licensing process consists of the following steps: ( 1) The Office of Proprietary Schools receives an inquiry from a prospective applicant; ( 2) the prospective applicant submits a preliminary application to the Office of Proprietary Schools for review; if a license is found to be required after preliminary review, the applicant is notified to complete the final application process; ( 3) the final application is submitted to the Office of Proprietary Schools for review and evaluation of program quality as set by state and national standards; ( 4) a license site visit is conducted to review the physical facility; and ( 5) the Office of Propri-etary 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 Web site at http:// www. nccommunitycolleges. edu/ Proprietary_ Schools/ index. html NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 46 YEAR COUNSELING* REFERRALS TOTAL ALL CLIENTS 2000– 01 18,818 7,130 73,455 2001– 02 21,528 6,930 74,322 2002– 03 14,723 3,113 66,627 2003– 04 18,493 5,831 68,799 2004– 05 20,090 5,310 70,393 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 2000– 01 58 2,945 47,507 2001– 02 58 2,793 45,864 2002– 03 58 3,038 48,791 2003– 04 58 2,979 44,475 2004– 05 58 2,931 44,993 * Counseling figures include face to face, telephone and email. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION II— PAGE 47 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 deliv-ery” is the integration of programs, services and governance structures. In North Carolina, this system is referred to as “ JobLink Career Centers.” There are 28+ colleges that serve as sites for local JobLink Career Centers. NC STARS ( North Carolina State Training Accountability and Reporting System) The North Carolina State Training Accountability and Reporting System ( NC STARS), is the eligible training provider system for WIA. This electronic database system, in partnership with the North Caro-lina Community College System, North Carolina Employment Security Commission, North Carolina Department of Commerce, Division of Employment and Training, and the 24 local workforce develop-ment boards, captures specific training information from both public and private training providers in North Carolina. Workforce development boards make on- line approval decisions concerning eligibility of the training providers’ programs to receive WIA funds for customer training. New Opportunities for Workers ( NOW) Program The New Opportunities for Workers ( NOW) program is an entrepreneurial training program for dislo-cated workers who may want to start a micro- enterprise. NOW is funded by the N. C. Department of Commerce’s Division of Employment and Training ( DET) through its statewide Workforce Investment Act ( WIA) funds. NOW is a joint venture of the N. C. Rural Center, the N. C. Small Business Center Network of the N. C. Community College System, and NC REAL Enterprises; individuals from each of these organizations comprise the program design team. Career Readiness Certification North Carolina’s Career Readiness Certificate certifies core employability skills required across multiple industries and occupations. The Career Readiness Certificate is a portable credential that promotes career development and skill attainment for the individual, and confirms to employers that an individual pos-sesses basic workplace skills in reading, applied math, and locating information – skills that most jobs require. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION III— PAGE 49 FINANCE/ FACILITIES/ EQUIPMENT PAGE Overview of Community College Budget Process ..................................................................... 50 Description of State Level Expenditures .................................................................................... 52 Regular Program Cost by Purpose .............................................................................................. 53 Average Cost Per FTE by Institution .......................................................................................... 54 Facilities/ Equipment ................................................................................................................... 56 Off- Campus Facilities ................................................................................................................. 57 NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION III— PAGE 50 OVERVIEW OF COMMUNITY COLLEGE BUDGET PROCESS Community colleges are funded by the General Assembly based on the average number of full- time equivalent students ( FTE) for the year which is converted to dollars by formula. The essential elements of this process are outlined below: • One curriculum student who takes 16 hours of class work for one semester ( or 16 weeks) generates 256 hours. If this same student attends classes for two semesters, the student will generate 512 hours, which is equivalent to one annual curriculum FTE. A student who attends non- curriculum classes for two semesters and summer term will generate 688 hours, which is equivalent to one annual non- curriculum FTE. One fall and spring semester curriculum FTE = 16 hours x 16 weeks x 2 semesters = 512 hours. One fall, spring, and summer semester non- curriculum FTE = 16 hours x 16 weeks x 2 semesters + 16 hours x 11 weeks = 688 hours. In order for a college to generate budget, approximately 16.5 FTEs must be generated before an instructional unit can be allocated. Each year the dollar amount for curriculum ( credit) and non-curriculum ( no- credit) changes depending on funds available. • The actual dollar amount paid to each college by the state for each FTE earned is determined by the amount of money appropriated by the General Assembly for this purpose. Therefore, it varies from year to year. It is also different for FTEs earned by students in curriculum ( degree or certificate) programs and continuing education or extension programs. ( If the Legislature fails to increase funding as enrollments increase, the institutions do not receive funds for the full number of FTE credits earned.) • FTE funds are to be used for current operating expenses such as instructional salaries, supplies and travel, administration, clerical and fiscal support, counselors, librarians, financial aid, placement and other personnel performing services for students. An average of 90– 92 percent of these funds is used for salaries. • The majority of funds ( 92%) 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 Educa-tion funds are based on FTE earned in the previous spring semester, summer term, and fall semester or the latest three- year average whichever is greater. Continuing Education programs include Occu-pational 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 Pro-grams do not generate budget FTE. NORTH CAROLINA COMMUNITY COLLEGE SYSTEM FACT BOOK SECTION III— PAGE 51 • 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 formu-la |
| OCLC number | 26385437 |
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