If Hollywood gave Oscars to
institutions, community colleges would dominate the
"Best Supporting Actor" category—at least in
rural Appalachia. Less glamorous than their four-year
counterparts, these schools seldom get top billing when
dramatic-sounding projects are announced by state or
federal agencies. Yet it's their presence on the scene at
critical points in the action that often spells success
for economic and community development. Collectively,
they may be the Region's best-kept secret.
"In Appalachia, every rural and
distressed county is covered by a community
college," says Eldon Miller, campus president of
West Virginia University at Parkersburg and chairman of a
loose-knit consortium called Community Colleges of
Appalachia. "That's not true for universities and
four-year colleges. The community college is the one
higher-education element that is common throughout
Appalachia. It's a vehicle that can be used for a lot of
things, not just delivering education. We shouldn't have
the lead, but we can assist those who do."
Seasoned performers, community colleges
know how to get the most mileage out of whatever parts
they accept and take pride in giving even small audiences
their best efforts.
"Give them a dime," says
Miller, "and they'll give you back a dollar. I think
that's a characteristic of community colleges in
Appalachia. I admire those college presidents and their
faculties and staff that can take those limited
resources, that dime, and turn it into a dollar for the
community."
"The very nature of community and
technical colleges is to serve a local base of
people," says Daniel M. Hull, president and CEO of
the Center for Occupational Research and Development, a
Waco, Texas, nonprofit group heavily involved in
curriculum development. "We've got to have that.
Universities are good research centers, most of them, but
you're not going to get the same kind of assistance and
hands-on applications from them."
Says Governor Gaston Caperton,
"The community and technical college system is
central to West Virginia's growing economic strength and
stability. Because of their flexibility and partnerships
with business, labor, public schools, and colleges,
community and technical colleges give youths an
opportunity to gain the applied academic and technical
skills needed to compete for good jobs, help businesses
remain competitive, and help displaced workers transition
with new careers. They are the focal point for our
growing culture of lifelong learning."
Finally, community colleges refuse to
be typecast. They repeatedly learn to play new roles.
"They're unique
institutions," says Stuart A. Rosenfeld, president
of Regional Technology Strategies (RTS), a Chapel Hill,
North Carolina, nonprofit organization that develops and
pilots economic development strategies. "They're not
just there to get kids into four-year colleges. And
they're not just vocational schools. They're developing a
whole set of services that are related to education and
training but are not strictly education and training.
They're trying to look at the needs of their local
businesses as multidimensional."
What makes Appalachia's public
community colleges unique is that, to a greater extent
than any other institution, they function in two roles.
Usually nonresidential, they depend on customers who live
within commuting distance. In order to survive, they must
respect and reflect the values of their communities and
be as nimble as entrepreneurs in responding to market
changes. At the same time, they provide windows to the
world outside their own areas and—at least those under
strong leadership—consider it a moral imperative to
serve as agents of change.
"I serve seven counties,"
says Miller. "Some of our students may not live but
25 miles away, but we have students who are 'economically
place-bound.' I have an outreach center where about 65
percent of the students are women, and they'll go there
because it's right in their backyard, but they couldn't
drive 25 or 30 miles to a campus because they're married,
raising kids, got families, husbands working.
"There's another
place-boundness," he continues, "and it's a
cultural place-boundness. They aren't going to leave
where they grew up and where their family is. Through the
Internet, we can now start to deliver courses and
programs right where they can drive down to the local
high school or a room that the bank makes
available."
There are other ways to connect to the
larger world. Charles R. King, as founding president of
Southwest Virginia Community College in Richlands, may
well be the dean of Appalachian community college
presidents. (As he puts it, "I came here and ran the
cows off the hill in 1967.") King notes that in the
four counties served by his school, more than 80 percent
of the people participating in any form of higher
education are doing so at his college. He's proud to be
"reaching down into the community." In the next
breath he mentions that Southwest has a sister college
"over in England, at Leeds University."
A Work in Progress
Individually and as a group, community
colleges are always a work in progress. Perhaps the most
important development of recent years is the extent to
which they're learning to work together, both with each
other and with other institutions.
Rosenfeld comments that policy
frameworks for community colleges differ from state to
state—more widely, he says, than is the case either for
public school systems or for four-year institutions.
Subject to that caveat, he sketches out a broad-brush
historical summary.
Decades ago, most two-year schools
focused almost exclusively on their associate degree
programs, considering them either as feeder programs for
four-year colleges and universities (the "junior
college" idea) or as "terminal" programs.
(Community college presidents today point out that many
excellent jobs do not require baccalaureate degrees but
also emphasize that learning need never be
"terminal.") That pattern began to change in
the late 1950s and early 1960s when more and more
community colleges began emphasizing their role in
economic development. The Appalachian Regional Commission
contributed significantly to this change, making possible
the creation or expansion of many of the Region's
two-year schools, largely through substantial outlays for
vocational education.
Appalachian colleges first defined
their economic development role as "industrial
recruitment . . . creating organizations that would make
it more attractive for industry to locate in their
areas." They provided specialized training for new
firms, often without charge. That strategy did attract
firms to less-developed areas, but it had its limits.
"The most interesting change in
the last ten years," Rosenfeld continues, "has
been the shift towards recognizing the needs of the
smaller and medium-sized firms. One of the problems with
customized training was that it was mostly for businesses
that were expanding with a large branch plant. A lot of
current initiatives are focused on small and medium-sized
firms—and a broader set of services, not just customized
training."
One example of this trend is the Bevill
Center for Advanced Manufacturing Technology, located on
the campus of Gadsden State Community College (GSCC), in
Gadsden (Etowah County), Alabama. It has three sponsors:
the community college, the city of Gadsden, and the
University of Alabama. It's a member of the National
Coalition of Advanced Technology Centers, which this year
selected Gadsden as the site of its fall conference.
Northern Alabama enjoys a significant
manufacturing base, and 32 of the 141 manufacturing firms
in Etowah County do metalworking of some kind or another.
As a result, the Bevill Center specializes in advanced
metalworking technology. The center has five focus areas,
including process-oriented consulting and specific
applications of computers to product design and
manufacture.
High-Tech Manufacturing
The center has a 20-person staff,
including nine engineers. Its 30,000-square-foot facility
is equipped with high-tech manufacturing equipment. Area
firms learn how to use advanced technology, then invest
in what they need. Wes Ellis, the center's project
coordinator for industrial relations, points to a
"wire EDM" (an electric discharge machine, a
tool for precision cutting). "We demonstrated the
technology," he says. "When we started out . .
. there were only two wire EDMs around here. Now there
are over 40." The center subscribes to 12 services
that provide video instruction, downloaded by satellite
on a pay-per-view basis, in industrial or technological
topics.
From its inception in August 1987
through June 1996, just under 40,000 individuals have
participated in Bevill Center programs, more than 10,000
of them in technology training. The center now does about
80 consultation and training projects per year with
industry. It charges its clients a fee that covers
operating costs; that's consistent with a trend noted by
Rosenfeld. Fees not only generate income but also, like
any price system, give managers fast and incontrovertible
information on whether customers really value offered
services.
"All our deliverables are tied to
specific outcomes," Ellis says. "Our proposals
end, 'Employees will be able to . . .' Until we get to
that point, we don't stop."
The Bevill Center serves as a model for
a good handful of other advanced technology centers in
Appalachia. One of the newest (in operation since January
1995) is the Manufacturing Technology Center (MTC)
located on the campus of Wytheville Community College
(WCC) in Wytheville, Virginia.
Advanced technology centers like the
Bevill Center and the MTC are only one aspect of the work
of community colleges like GSCC and WCC. Most of their
traditional programs remain: academic degree programs,
specialized vocational training (e.g., nursing or court
reporting), a substantial amount of remedial work, adult
education (the average student age is 28 or 29), and
classes in English as a second language.
"We constantly reinvent
ourselves," says Victor B. Ficker, president of
GSCC. "We should be as different as our communities
are different, but a community college's role is not only
to reflect a community but to create a vision. We must
reflect, but we can lead as well. We need to be a part of
every sector in a community."
In fact, there are few sectors of their
respective communities where GSCC and WCC (and usually
their presidents themselves) aren't key players. Both
colleges operate off-campus centers. Both operate a Tech
Prep program, a "seamless" curriculum that
begins in secondary school and continues through two
years of college, if a student so chooses. The GSCC Tech
Prep program was the first in Alabama—a response to a
jolting public announcement by the president of a local
steel mill that he would no longer hire graduates of the
local high schools. The GSCC—public school partnership
has changed that.
But "reinventing yourself" is
more than taking on new roles. It's dropping some
programs altogether while pruning and redesigning others.
It's playing the part you're assigned—creatively.
For example, when WCC was asked to open
centers in nearby communities, it ran up against Virginia
statutory restrictions against "branch
campuses" of community colleges. Its president,
William F. Snyder, worked out an arrangement whereby
Smyth County and the city of Galax would contract with
WCC to operate centers in facilities that the local
governments own.
Multiple Agendas
Because so many community colleges have
multiple agendas, it's sometimes said that they are
"trying to be all things to all people."
Rosenfeld, for one, thinks that criticism misses the
mark.
"I think it's only accurate in the
aggregate," he says. "If you look at the
community college system in the U.S. or in Appalachia,
it's probably trying to do it all. I'm not sure it's true
on a school-by-school basis. Individual colleges are
trying to be responsive to their regions and their
localities. A lot depends on the structure of the local
economy and what other institutions are available to
provide things. If you're in a rural area where there's
nothing else, then you've got to provide more, I
guess."
"Sometimes it stretches you pretty
thin," acknowledges G. Edward Hughes, president of
Hazard Community College in Hazard, Kentucky. "We've
at least been able to get some things started that
someone else may pick up and run with."
One of the programs Hughes started at
Hazard helps unemployed people, especially laid-off
mineworkers, become entrepreneurs. Participants learn to
function as independent contractors, using skills (such
as in plumbing, electrical work, or equipment
maintenance) they acquired as employees. Hughes says that
during its approximately ten-year history, the program
has helped 250 small businesses get started, "and
well over 90 percent of them are still going
strong." In 1990 the program won an award from the
American Association of Community Colleges and has
expanded to two other Kentucky community colleges,
Elizabethtown and Madisonville. Hughes hopes that it can
be extended to all 14 of the state's Appalachian
community colleges.
"Being all things to all people
isn't a real danger," GSCC's Victor Ficker says.
"The real challenge is to be what people need. I
flunked out of college, to start with. Went into the
Marine Corps. Later I went to St. Petersburg Junior
College. I wonder where I'd be today if there hadn't been
a community college to give me a second chance in
life."
Warming to that subject, he sounds
indignant at the notion that he, or anyone, could try to
do too much for the people GSCC serves.
"I think we're the most important
component in education today," he says. "No
other segment of education can do so many things. It's
the middle class—the working stiffs who have
skills—that makes America what it is. But it has to
reinvent itself, too. We can help with that."
Ficker is particularly unhappy with the
legal requirements for admission to community college
degree programs—a high school diploma or a GED: "It
hurts me that we can't reach out more to the people in
this community. My father, who worked all his life and
was a successful businessman, couldn't have come to this
college because he didn't have a GED. That policy closes
the door to approximately half of the adults in Alabama.
[Some college administrators] are out there planting ivy.
Our job is to tear down the ivy. And open the
doors!"
Opening the Door
In fact, community and technical
colleges are doing an impressive job of opening doors.
Eldon Miller's college in Parkersburg is opening a
training center in a building jointly owned with a public
school system, staffed by faculty of both systems, and
governed by a board that includes representatives of
business, industry, and labor.
"We'll have faculty from the
college teaching high school classes," Miller says,
"and some from the high school teaching college
classes. When we get our faculties together, there isn't
this gap that's been there for years: 'Well, we're a
college and they're only a high school.' All that seems
to disappear, and they start talking about how to put
this stuff together."
Hughes, speaking of Hazard's
award-winning program for training entrepreneurs, says
that the first thing he asks staff is "the number of
businesses created and the number of jobs created—not
how many workshops they held." Then he adds,
"The second thing I ask them is how many
partnerships we have."
Whatever that number was yesterday,
it's almost certainly larger today—and will be larger
still tomorrow. Take, for example, the consortium called
Community Colleges of Appalachia, which is chaired by
Miller. It began in 1989 when a few presidents of
Appalachian community colleges attending a meeting said,
in effect, "We ought to get together more
often." They felt, Miller explains, that they'd
benefit from shared experience and perhaps together they
could improve their leverage with foundations, government
agencies, and other sources of funds. Grants from ARC
have provided the modest amount of financial support
required by the consortium. The group's semiannual
meetings seldom attract fewer than half of the presidents
of the Region's approximately 80 public community
colleges.
"We're now speaking with one voice
about one region with common economic problems and common
cultural characteristics," Miller says. "And we
began to find success stories."
G. Edward Hughes serves as
vice-chairman of Community Colleges of Appalachia. He
says that participation helped his own institution in
Hazard, acting in concert with Southeast Community
College (in Cumberland, Kentucky), to become one of nine
colleges in the nation to receive a Ford Foundation grant
called "Rural Community College Initiatives."
The two schools will develop models of collaboration
leading to rural economic development; they already plan
to involve two other community colleges in a
"cluster approach."
Most Important Trend
Rosenfeld, as a student of economic
development, thinks that these "emerging sets of
unique and unusual kinds of alliances" may be the
most important institutional trend on the educational
scene today. Hughes agrees: "I really think that's
where all higher education needs to be in the future. We
can't be independent colleges doing our thing without
some knowledge of what our sister institutions are doing
and how we can do it together better than any of us can
do it independently."
Where will it all end? It's hard to
say.
Consider two partnerships already
mentioned—Gadsden's Bevill Center, involving cooperation
among a community college, a university, and a city, and
Wytheville's MTC, a consortium of five Appalachian
community colleges, not to mention other participants.
Both of these centers, along with Chattanooga (Tennessee)
State Technical Community College, are among six
participants in a project to test the potential of
something called Asynchronous Learning Networks (ALNs).
(The non-Appalachian schools are in Georgia, South
Carolina, and New Hampshire.) The program is funded by
the Alfred P. Sloan Foundation and managed by Rosenfeld's
Chapel Hill organization, RTS.
Like so-called "distance
learning," an ALN relies on telecommunications to
eliminate space barriers, but it doesn't involve
real-time lectures or seminars. Instead, it relies on
e-mail, newsgroups, and other communication tools
familiar to Internet users to create "virtual
classrooms." Students who work irregular hours can
interact with instructors and with each other regularly,
but on their own schedules. The goal of ALN is nothing
less than "anywhere, anytime" education.
It shouldn't be surprising that
community colleges are on center stage where this
particular innovation is concerned. It's not, after all,
about research in the abstract but about bringing
training and education to people who otherwise couldn't
arrange to get it. As Rosenfeld puts it,
"Universities try to be world-class, worldwide
institutions, while community colleges want to be
world-class local institutions."
Considering how passionately presidents
like Ficker, Hughes, King, Miller, and Snyder talk about
their missions, that's not likely to change. They'll
invest in new technology, connect to the Internet, and
find new ways to eliminate or ignore geographical and
institutional boundaries. But they'll continue to serve
on local boards, meet with local businesses, and send
staff out to knock on doors of potential students in the
most remote corners of their counties. Rural Appalachia's
windows to the world are opening wider and wider, thanks
in large part to precisely that segment of higher
education that has the strongest local base.
Fred D. Baldwin is a freelance
writer based in Carlisle, Pennsylvania.
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