This monograph, commissioned by the American Association of Community and Junior Colleges, presents information on the issues and practices of small and/or rural community colleges in the United States. Although a significant number of students enrolled in the nation's two-year colleges are attending small and rural colleges, there is a dearth of information about the qualities that make these institutions somewhat different from their larger urban counterparts. Frequently the research and resulting literature focus on larger, more financially developed systems that are on the cutting edge of innovation. This monograph was prepared to help create a basis of information from which additional research might be stimulated. The chapters include: (1) "Two-Year College Education on the Horizon" (G. Fisher); (2) "Economic Development" (D. Donato); (3) "Cultural and Civic Responsibility" (M. Weiss); (4) "High School Connections and Partnerships" (B. Thames); (5) "Literacy Practices" (J. Young); (6) "Uses of Technology" (R. Anderson); (7) "Resource Development" (J. Flower); and (8) "Commitment to Access" (J. Pickleman and M. Nigliazzo). (JCC)
This monograph by the members of the American Association of Community Colleges' Commission on Small and/or Rural Community Colleges shares small and rural community college experiences. In "Leaders through Community Service," Jacqueline D. Taylor provides a model for how small and rural community colleges can be involved in building leaders through community services. "The Role of Institutional Research," by Ford Craig and W. A. Griffin, Jr., explains the role of institutional research in decision making. "Small Colleges and Business Partnerships," by William J. Hierstein, gives practical advice about forming partnerships which benefit both parties. "Educational Reform: It's the Economy, Stupid, or Is It?" by Stephen J. Kridelbaugh, looks at educational reform in terms of economic competitiveness, professional and technical training, accountability, and Oregon's experience with reform. "Advocacy for Literacy: A Blueprint for Action," by Ruth Mercedes Smith, Sandra Feaver, and Vicki Andersen considers the need for literacy education in rural areas and the imperative for community colleges to take a leadership role in this area, and describes the literacy program at Highland Community College in Illinois. "Minority Recruitment at Rural Colleges," by Julius R. Brown, reminds community college leaders of their responsibility to recruit minorities. "External Fund Development: The Gold Medal," by Paul Alcantra, relates the current fund-raising efforts of Cerro Coso Community College in California. Finally, "Evidencing Effectiveness," by W. A. Griffin, Jr., describes the Mid-Plains Community College Area's responses to accreditation team recommendations concerning its role and mission statement, strategic planning process, and outcomes assessment plans. (KP)
In developing this compendium of exemplary economic development practices among small and/or rural two-year colleges, the American Association of Community Colleges Commission on Small/Rural Community Colleges (CSMCC) sent out a call for program descriptions to all community colleges with less than 3,000 full-time employees or that were self-designated as small or rural. A sample of the best submissions were selected by committee for inclusion in this publication. Following a brief introduction and a listing of CSMCC members, the report presents one-page summaries of 89 economic development programs. The program summaries are grouped into the following categories: (1) efforts in entrepreneurship/new business development, including Bessemer State Technical College's (Alabama) business incubator program and Phillips County Community College's (Arkansas) ethanol production facility study; (2) processes for technology deployment, including Gateway Community Technical College's (Connecticut) automotive cooperative program and Clovis Community College's (New Mexico) instruction via fiber optics program; (3) industrial recruitment and retention efforts, including Alabama Aviation and Technical College's retiree recruitment program and Illinois Central College's economic development consortium; and (4) college relationships with business and industry, including Allen County Community College's (Kansas) robotic installation assistance program and Alexandria Technical College's (Minnesota) center for total quality management training. Each program summary includes the program name; name of the college, the executive officer, and the college address; the program contact person and his/her telephone number; a summary of exemplary accomplishments; a description of what was done and how it was done; resource requirements; and a list of key factors in success. (PAA)
Sixty percent of American community colleges are located in rural areas, but urban colleges garner more publicity because of their larger enrollments. Rural institutions, however, play a significant role in their communities; they are often among the largest employers in the region, the single provider of low-cost post-secondary education, and the most significant provider of tools for economic development and cultural events ... This edition identifies issues rural leaders will likely encounter on their campuses and provides a set of tools and strategies to address those issues -- from cover.
Community colleges serve various populations as part of their missions. Many community colleges serve the people who live in rural communities and are challenged with fewer financial resources. The term rural is not easily defined, and many variables need to be considered when creating academic programming for rural populations. There is no standard definition for it. The purpose of this dissertation was to determine how rural community colleges create successful programming that serves the needs of the local community. The study investigated the following questions: (a) What motivates community colleges to create academic programming for rural communities? (b) What is the planning process that the community colleges are using when determining programming for rural communities? (c) Who are the current stakeholders involved in the planning process? There are 17 community colleges in Oregon. They represent a range of sizes from small to large, in different location, and in the constituents they serve. Cases for this study were chosen using the Carnegie Classification System, both the Basic Classification and the Size and Setting Classifications were used to select the two colleges for the study. Study participants were identified by either the Chief Academic Officer or the Vice President of Instruction/Student Services Provost from each of the community colleges. The 10 people interviewed were identified as having knowledge or expertise around the college's efforts of creating programming in rural areas. They held positions such as chief academic officer, vice president of instruction/student services provost, division dean, director, and department chair within the college. The research design for this study involved a comparative case study. Faculty and administrators from two community colleges in Oregon were interviewed to determine motivation to create rural programming, to identify methods and processes used for rural programming, and to ascertain who the stakeholders are that participate in this decision-making. An open-ended question format was used. The responses were organized, explored, and coded. Then categories were built and data was interpreted. Lastly, the findings were summarized. Several strategies were used to ensure trustworthiness of the data collection and analysis. Data source triangulation involved comparison of the reports from multiple interviewers, as well as the cross-case analysis. Using investigator triangulation and peer review, other researchers and colleagues reviewed the interviews and themes. Method triangulation involved the use of information from interviews and from archival records, such as advisory board lists, internal surveys, mission statements, and websites. Finally, with member checking, interviewees reviewed and approved the transcripts and themes. The study found that community colleges are motivated to create academic programming in rural areas when needs are voiced by the community. In addition, community colleges tend to favor programming that supports access elements of the college's missions and values statement. Finally, the ability to sustain the programming in the rural areas was an additional factor that motivates community colleges to create programming in rural areas. Community college personnel considered many variables in designing programming for rural communities. Among them were reviewing their mission statements and strategic plans. They analyzed data derived from enrollment reports, demographics, and economic reports. Colleges also reviewed data collected on factors such as enrollment and retention rates, employment of students, and graduation rates. The process for creating programming for on campus and for rural areas was the same. However community colleges recognized the different needs of each of the populations. The college often asked for feedback from constituents to determine whether needs were being met in the community. They engaged with their constituents through surveys and focus groups. Reviewing funding was also important when proceeding with rural programming. The funding for the rural programming might be one or a combination of, resource allocation, grants, special fees, general funds or the use of surplus college funds. Partnerships were also an vital component of the resources used to finance rural programming. The stakeholders involved in the planning process for rural programming included the constituents residing in the community college districts. In addition the outreach staff and the administrative staff that were employed at the community college were also involved in the process. Given the lack of research on community college programming in rural areas, the present study contributes to the scholarship on this topic. Future researchers can build upon the present work to determine if the findings hold within other states and other state systems. In addition, regional or national surveys could be undertaken to explore the factors and variables identified in these case studies. Based on the results of the present research, a series of steps have been identified that can be utilized by a community college that is in the process of creating programming for rural areas. They are (a) apply community college documents, (b) utilize data, (c) assemble and review feedback, and (d) identify resources. These steps follow the apparently successful practices that emerged from the research. In addition, the present research has indicated various approaches for institutions that are struggling to find ways to reach out to rural communities in educational need. Thus, the research has the potential to create positive effects on education policy nationwide
Up until now, the majority of literature about service learning has focused on urban areas, while comparatively little attention has been paid to activities in rural communities. The Landscape of Rural Service Learning, and What It Teaches Us All is designed to provide a comprehensive look at rural service learning. The practices that have developed in rural areas, partly because of the lack of nonprofits and other services found in urban settings, produce lessons and models that can help us all rethink the dominant forms of service learning defined by urban contexts. Where there are few formal organizations, people end up working more directly with one another; where there is a need for services in locations where they are unavailable, service learning becomes more than just an academic exercise or assignment. This volume includes theoretical frameworks that are informed by the rural, concrete stories that show how rural service learning has developed and is now practiced, practical strategies that apply across service learning contexts, and points to ponder as we all consider our next steps along the path of meaningful service learning.
