Setting the Stage for the 21St Century. Chancellor's Annual Report, 1996-97. Positioning the Alabama College System for the Future. INSTITUTION Alabama State Dept

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AUTHOR Gainous, Fred TITLE Setting the Stage for the 21st Century. Chancellor's Annual Report, 1996-97. Positioning the Alabama College System for the Future. INSTITUTION Alabama State Dept. of Postsecondary Education, Montgomery. PUB DATE 1997-11-01 NOTE 24p. PUB TYPE Reports Descriptive (141) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Community Colleges; Education Work Relationship; Educational Finance; *Educational Objectives; *Educational Planning; Program Evaluation; Social Services; Teacher Effectiveness; Technical Education; *Technical Institutes; Two Year Colleges; Welfare Services IDENTIFIERS *Alabama

ABSTRACT The Chancellor's Annual Report 1996-97 outlines the recent accomplishments and future goals of the Alabama College System. The report also describes recent mergers and consolidations in the Alabama College System, and its projected fiscal future. Accomplishments fell into two major categories: teaching and learning improvement and workforce development. The Teaching and Learning Initiative, which established a system-wide climate for teaching and learning excellence, sponsored a symposium on teaching and learning; established programs to increase the quality of teaching practices; encouraged institutions, departments, and individuals to created their own value statements for teaching and learning; and created teaching and learning committees to develop recommendations to support excellence in teaching and learning. Also detailed is how the Alabama College System promotes economic growth through workforce development programs. This has been primarily the work of Alabama's community colleges, which have created flexible class schedules offering evening and weekend courses to accommodate employed students. They have implemented specialized and customized classes and training programs to meet the needs of employers. These programs range from connecting secondary students with employers in after-school training programs to Tech-Prep and Welfare-To-Work programs. The report concludes with a list of nine educational reform goals for Alabamians, including high academic standards, a safe and disciplined learning environment, substantial parental involvement at all levels of education, and appropriate technology for all levels of education. (TGO)

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Positioning The Alabama College System for the Future

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PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY U.S. DEPARTMENT OF EDUCATION CHANCELLOR'S Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION R. Romine CENTER (ERIC) Jrhis document has been reproduced as ANNUAL REPORT received from the person or organization originating it. Minor changes have been made to TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) improve reproduction quality. 1996-97 1 Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. STATE BOARD OF EDUCATION

Governor Fob James, Jr., Dr. Willie J. Paul, President District 5 State Capitol 600 Dexter Avenue 4309 Sunnybrook Drive Montgomery, Alabama Montgomery, Alabama 36104 36108 (334) 242-7100 (334) 262-6795 Dr. Ethel H. Hall, Vice President, Mr. David F. Byers, Jr., District 4 District 6 7125 Westmoreland Drive Cahaba Valley Millwork, Fairfield, Alabama incorporated 35064 5350 Highway 280, East (205) 923-6093 Birmingham, Alabama Mr. Bradley Byrne, 35243 District (205) 995-9440 Post Office Box 2846 Mobile, Alabama 36652 (334) 432-3444 Mrs. Sandra Ray, District 7 Mr. G. J. "Dutch" Higginbotham, 1019 21st Avenue District 2 Tuscaloosa, Alabama 775 Moores Mill Road 35401 Auburn, Alabama 36830 (205) 758-7777 (334) 887-5528

Dr. Mary Jane Caylor, Mrs. Stephanie W. Bell, Distrkt 8 District 3 2345 County Road 67 3218 Lancaster Lane Montgomery, Alabama Scottsboro, Alabama 36106 35769 (334) 272-2777 (205) 228-6822

It is the official policy of the Alabama Department of Postsecondary Education, including all postsecondary institutions under the control of the State Board of Education, that no person in Alabama shall, on the grounds of race, color, disability,sex, religion, creed, national origin or age, be excluded from participation in, be denied the benefits of or be subjected to discrimination under any program, activity or employment

This is a publication of the Alabama Department of Postsecondary Education, Post Office Box 302730, Montgomery, Alabama 36130-2730, telephone (334) 242-2900, fax (334) 242-288a

.e J A Message From The Chancellor... OPPORTUNITIES, CHALLENGES, AND CHANGE college system is the largest operate in the 21st century. system of public higher education in the state. The colleges he Alabama College Sys- have acted both as catalysts tem is investing in these for economic development changes with its involvement and as models for academic, in the teaching and learning vocational, and occupational initiative, economic develop- programs in higher education. ment programs, and the down- There are currently 79,000 sizing and reorganization of its students enrolled in college colleges. Each system college transfer and occupational/tech- is expected to energize faculty, nical programs, plus 20,000 staff, and administrators in additional students enrolled in order to accommodate the adult education, business and challenges and opportunities industry training, and tech- that will come in the 21st Fred Gainous, Chancellor prep programs. The 31 com- century. The Alabama College System munity, junior, and technical colleges, plus Athens State he two-year colleges are College, offer 193 programs in vital to our state's eco- hirty-two years ago, Ala- nomic success. bama was in a great tran- academic and occupational/ The system sition as it passed from an technical fields, and in busi- has been a bridge to occupa- economy based largely on ness and industry training op- tional opportunity for thou- agriculture to one based more portunities. Alabama's two- sands of Alabamians.It has on manufacturing. This transi- year college system plays a transformed high school gradu- tion produced a new educa- major role in enhancing the ates into skilled technicians tional system for Alabama.It lives of our citizens and the and four-yearcollege and was a system that would fulfill economic health of our state. university students. Our col- industry's demand for trained leges have enabled us to build workers and make higher s we continue through a and maintain a skilled work education accessible to adults new transition,which force by providing training over 18 who otherwise would has been called the "informa- and retraining for adults. have never progressed be- tion age," Alabama's colleges yond high school. As a result are being asked to accom- he need for actionis of this transition, the number plish more with less. Our now. If two-year colleges of school years completed collegesare challenged to are to be truly adaptable and increased, which led to a rise motivate faculty and staff, and responsive to their constitu- in Alabama's family income to en-courage their develop- ents' communities, a hallmark and economic prosperity. Be- ment with limited resources. of their mission, then a change cause of a strong vision our Change is now constant in must take place. Our colleges leaders had 32 years ago, they Alabama's two-year colleges. must deliver an educational were able to convince the We are facing this change in system using new technolo- state to invest in its people and oureconomy,technology, gies.In doing so, we must its economy by creating The demo-graphics, social values, reexamine our college phi- Alabama College System. and the new political realities. losophy and curriculum against Itisclear these forces will the back drop of living, learn- ur achievements are in- affect the way educational ing, and earning in the new deed solid. Our two-year institutionsin Alabama will "information age." 4 uch fundamental values t is also imperative that -reorganizing, re-engineering, are not easily broached. The AlabamaCollege restructuring, downsizing, or How can our success as com- System embraces the changes reinventing. Let's band to- munity colleges be a sign that for the 21st century. Change, gether to effect the changes in we need to do something we must. Call it what you will- front of us. different for the next century? The majority of those who will constitute our labor force for THE ALABAMA COLLEGE SYSTEM the next 20 years are already VISION, MISSION, GOALS, AND OBJECTIVES adults. They will live in a world of progressively rising occupa- Vision Statement: tionalstandards thatwill The Alabama College System believes education improves the life of every individual require continuous upgrading and advances society as a whole. ofon-the-jobskills. Why change? The simple answer is that the world is changing Mission Statement around us. More specifically in The Alabama College System, consisting of public two-year commu- higher education,itisthe nity, junior, and technical colleges and an upper division college, seeks to nature of work and employ- provide accessible quality educational opportunities, promote economic ment thatisbeing trans- growth, and enhance the quality of life for the people of Alabama. formed. For the traditional collegestudent,themost Goals: significantchangewillbe learning how to take responsi- I To provide accessible quality educational opportunities. bilityfortheir ownlives. II To promote economic growth. Today's generation"X"of II To enhance the quality of life. students is demanding instruction thatis not familiar to Objectives: The Alabama College System shall provide: veteran teachers who may I General education and other collegiate programs at the freshman and sophomore consider themselves experts levels that prepare students for transfer to other colleges and universities. in classroom technique. When I Technical, vocational, and career education that prepares students for immediate educators in The Alabama employment, retrains existing employees, and promotes local and state economic College System shift to the stability and competitiveness. new learning paradigm, stu- I An upper division college that provides selected baccalaureate opportunities for student success will be measured dents within the postsecondary system. by the ability to think critically I Developmental education that assists individuals in improving learning skills and to apply skills usefully.It is imperative for The Alabama and overcoming educational deficiencies. College System to provide de- I Student services and activities that assistindividuals in formulating and velopment opportunities that achieving their educational goals. will allow faculty to explore I Learning resources that support the needs of the institution and the community. varied teaching and learning D Business and industry development training that meets employer needs. options,andtoprovide I Continuing education and personal enrichment opportunities that support support for experimentation lifelong learning and the civic, social, and cultural quality of life. with new teaching and learn- I Expanded partnerships with schools and school systems in the state to deliver ing methodology which in- seamless educational options and supportive articulation services cludesasystemwideap- proach to the learning process. Setting the Stage for the 21st Century... THE TEACHING AND LEARNING INITIATIVE o educational system can hope to succeed in its mission to provide high quality learning opportunities to its students without the total commitment of all personnel. Identifying qualities that are the indicators of excellent performance and then using those as a basis for rewarding achievers has been the goal of the teaching and learning initiative.

he critical, role of faculty in the teaching and learning relationship is obvious. Not nearly as obvious, per- haps, but just as critical, are the roles played by administra- The 1996 "Chancellor's Award Winners" were announced during the annual Alabama tors, professionals, and sup- College Association Convention held November 24-26, 1996, in Birmingham. Above center, port staff in the advancement Dr. Fred Gainous, chancellor, is shown congratulating the winners. They are from left to right: of student learning. By their Dr. Grace McWhorter, Lawson State Community College--"Junior Faculty of the Year"; Dr. Carmine Ruocco, Jefferson State Community College--"Technical Faculty of the Year"; Dr. Gary behavior, they can encourage Green, Calhoun Community College--'Administrator of the Year"; and Ms. Judy Holland, and assist faculty to perform to Shelton State Community College--"Support Personnel of the Year." their fullest capacity, and by the decisions they make on resource allocations, they can "Not nearlyas obvious...but just as critical, are the roles make a greater impact on the played by administrators, professional's?, and support staff in support given to the teaching the advancement of student learning. and learning environment.

Symposium on Teaching and Learning

hefirstteaching and ing Learning Enterprise, Mi- learning excellence. learning symposium for ami-Dade CommunityCol- The Alabama College System lege. Over 325 faculty, admin- 0 Adopt practices and pro- was held in Birmingham on istrators, and student services grams which support teaching April 22-23, 1996.Keynote personnel representing every andlearningvalues and speakers for the event were college in The Alabama Col- quality. Dr. Terry O'Banion, executive lege System attended. The IEstablish a values state- director for the League for symposium was designed to: ment for teaching and learning. Innovation in the Community College,and Ms. Mardee IEstablisha systemwide 0 Establish a quality state- Jenrette, director of the Teach- climateforteaching and ment for teaching and learning. 6 Practices/Programs for Teaching and Learning

o support its values and comprehensive professional IEnsure that feedback is quality statements, The development opportunities for provided to all college per- Alabama College System will full- and part-time personnel sonnel regarding evaluation implement the following prac- (sabbaticals, business and in- results. tices and programs: dustry internships, travel, service learning, etc.) IAdopt a comprehensive en- Establish a formal articu- rollment management model lation agreement with sec- Establisha systemwide which includes recruitment ondary schools, and bacca- communications network. and admissions processes, laureate degree granting insti- registration, retention, matric- tutions, which includes a com- IEstablishstandard,sys- ulation, goal attainment, and mon course numbering and temwide measurements of student tracking evaluation description system. teaching and learning out- processes. comes. IEstablish partnerships with IEstablish a master teacher/ business, industry, school and mentoring program. college systems, governmen- Establish a standardized talentities, and nonprofit evaluation process for faculty, IAssess systemwide prac- agencies and organizations. support staff, professional staff, tices and programs which sup- and administrators (full- and port value and quality state- IDevelop innovative and part-time). ments.

here are several shared values when it comes to teaching and learning in the AlabamaCollegeSystem. These value statements help guide colleges in the development of their missions, goals, philosophies, and operational procedures.

The Alabama College Sys- tem values integrity, commitment,knowledge,enthusi- asm, and a positive attitude as During the 1996 Alabama College Association Convention, Congressman Tom Bevill, 2nd essentialto teaching and from right, above, was honored with a resolution for his outstanding commitment to The learning. Alabama College System. Among his many accomplishments include the creation of a network of centers for advanced technology. The centers are technologically linked by video and IThe Alabama College Sys- conference network for forwarding simultaneous multiple site instruction to other network centers located throughout the two-year college system. Dr. Fred Gainous, chancellor, far left; Dr. tem values a contemporary, Mary Jane Caylor, state board member, at podium; Dr. Ethel Hall, state board vice president, 3rd accessible environment con- from left; Mrs. Tom Bevill; and Mrs. Sandra Ray, state board member, far right; lookon. ducive to teaching and learn- of student knowledge, atti- IThe Alabama College Sys- ing. tudes and skills necessary to tem values the importance of become more productive, con- ongoing professional growth IThe Alabama College Sys- tributing citizens and lifelong and development opportuni- tem values the development learners. ties.

ersonnel of The Alabama skills are developed. dents take responsibility for College System strive to their learning. provide opportunities for qual- IKnowledge is exchanged ity teaching and learning and and skills are developed in a IAppropriate goals and ob- believe that quality teaching logical manner at an appropri- jectives are established and and learning take place when: ate level utilizing applicable periodically evaluated to re- teaching methods for various flect the attainment of desired IDedicated, enthusiastic, learning styles through thor- and other positive outcomes knowledgeable, and compe- ough preparation and flexible for the learner, the teacher, the tent teachers act as facilitators presentations. workplace, the community, in a learning process in which the educational institution, knowledge is exchanged and ICommitted, enthusiastic stu- and the college system.

Teaching and Learning Committees

he following systemwide he Alabama College Sys- broad based involvement of committees have been tem Teaching and Learn- college faculty and adminis- established to develop recom- ing Symposium provides an trators will further enhance mendations to support excel- opportunity for all colleges to the climate for excellence in lence in teaching and learning. provide measurable outcomes teaching and learning and which will enhance student ensure the success of this Master Teacher and faculty successin the initiative. teaching and learning process. IFaculty-to-Faculty The implementation of exem- his unique systemwide Mentoring plary practices will ensure approach to the imple- experience toward excellence mentation of exemplary teach- Faculty Evaluation inteaching and learning. ing and learning practices will Although numerous colleges ensure standardized measure- IProfessional Development are addressing the teaching ments and improvements in and learning paradigm shift teaching and learning, and will Outcome Measurements nationally, Alabama is the first prepare faculty in The Ala- state to develop a system- bama College System to meet I19972nd Teaching and wide initiative that addresses the challenges of the 21st Learning Symposium teaching and learning. This century.

.Alabama is the first state to developa systemwide teaching and learning initiative. 8 ...Setting the Stage for the 21st Century PROMOTING ECONOMIC GROWTH THROUGH WORK FORCE DEVELOPMENT

tis no secret that the labama's two-year col- he Alabama College Sys- world's economic land- leges have reached out temisuniquelyposi- scape is changing. The impact actively into their constituent tioned to serve as the catalyst of global competition on the communities toassess the for work force development in work force and on the mar- need for vocational/occupa- the state.It has a complete ketplace has created chal- tionaltraining,and have array of training delivery sys- lenges to the economy of the become sensitive to the fact tems which can be used to nation and the state. If we fail that those individuals most in serve the citizens of Alabama. to meet the challenges, we need of training for employ- Approximately 190 occupa- face disastrous consequences ment, work force training, and tional/vocational training pro- in the form of a deteriorating education for career advance- grams result in a variety of infrastructure, a plummeting ment are oftenthe same certificate and degree awards standard of living, shattered individuals who are unfamiliar available to those who have lives, and human potential with a campus environment, collegelevelskills.These which could be lost forever. and are least likely to seek trainingprograms varyin The key to meeting these needed services. Consequently, length from a few weeks to challenges is education--espe- two-year colleges have at- two years, and lead directly to cially postsecondary educa- tempted, throughphysical employment. For those par- tion--which can help our citi- proximity and through out- ticipants lacking college level zens develop the skills needed reach, to meet the demand for skills, The Alabama College in order to meet the global work force training by: System has a close working competition which faces us. relationship with the Adult ICreatingmoreflexible Basic Education Program oper- scheduling and nontraditional ntensifiedglobal com- ated by the Alabama Depart- delivery systems. petition has accelerated ment of Education. This pro- technological change requir- gram prepares adults who are 0 Offeringeveningand ing new occupational stan- not high school graduates for weekend courses to accom- dards,whichareliterally the GeneralEducationDi- shattering traditionaldefini- modate employed students. ploma. Often offered on two- tions of worker competence. year college campuses, it pro- This is especially significant 0 Developing andimple- vides adults with skills equiva- for the 75 percent of the menting specialized or cus- lent to those of high school nation's young people who tomized training to meet the graduates. For first-time stu- donotearnafour-year needs of employers. dents requiring additional as- degree. It is also significant sistance, routine assessment for the thousands of workers II Serving over 2,050 busi- toidentify special learning who seek to maintain their nesses and industries across needs is provided which iden- jobs or seek to gain the skills thestate,affecting some tifies exactly what kinds of necessary to advance in their 43,000 employees. skills need to be improved. jobs. What was once a secure predictableworkplacehas 11-'r, become uncertain and highly he Alabama College System is uniquely positioned to complex,characterizedby constant pressure to master serve as the catalystfor workforce development in the state.' I new technical skills. 9 The colleges offer a full range of tutoring and remedial/ developmental classes and services to remedy skills deficiencies in order to prepare program participants to re- ceivefullbenefit of their occupational/vocational program.Inaddition,special orientation and transition ser- v., vices and programs are provided to ensure student success.

0 Alabama's two-year colleges have a long history of providing vocational, techni- Above, a two-year college student receives training in a computer repair class. cal, and career trainingin fields that reflect the needs of 0 Alabama's two-year col- development, and job place- their local economies--often leges have long served special ment that are vital in support- providing some of the most populations including theedu- ing nontraditional adult edu- sophisticated trainingavail- cationally and economically cation. able anywhere in new and disadvantaged, individuals emerging technologies. with disabilities,dislocated IAlabama's two-year col- workers, single parents, dis- leges provide quick response IAlabama's two-year col- placed homemakers, and crimi- to changes in local and re- leges have a close working nal offenders. gional labor market supply/ relationship with local con- demand characteristics, result- stituents, including local busi- IAlabama's two-year col- ing in new training programs ness and industry, many of leges have invested in alterna- for business and industry. whose representatives sit on tive delivery mechanisms, in- the college's numerous pro- cluding infrastructure for pro- IThe Alabama College Sys- gram advisory boards. viding distance education and tem can provide pre-voca- instructionaltechnologyto tional skills training and post- 0 Alabama's two-yearcol- support independent learning, training follow-up to prepare leges already provide a variety which are well-positioned to students successfully to com- of training programs and ser- serve adult learners who are plete training, and to facilitate vices to small and medium- often unable to attend regu- the transition from training to sized businesses where the larly scheduled classes on a the workplace. unmet need for worker train- college campus due to work ing is the greatest. and family commitments. IWhen it comes to work force training customized train- IAlabama's two-yearcol- IAlabama's two-year col- ing for business and industry, leges have been successful in legeshavealsoinvested and economic development in providing programs and ser- heavily in support services for general, access is everything; vices for adult students, who students, especially in student and there is an Alabama two- make up the bulk of the assessment, counseling, edu- year college located within existing work force that re- cational planning and aca- commuting distance to ap- quires additional training and demic advising, tutoring and proximately 90 percent of the retraining. remedialeducation,career total population of the state. 1 0 10

The Mercedes-Benz Visitors Center (pictured above) will house entertaining exhibits detailing the history of Mercedes-Benz, including its products, technology, and commitment to safety. Opening mid-1997, the 24,000 square-foot facility will be the starting point for tours of the manufacturing fadlity where visitors will be able to witness production of the new M-C1ass, All-Activity Vehicle.

CrafTech 2000 Consortium

ne prominent example of Community College, Jefferson concentrated in the Greater The Alabama College State Community College, and Birmingham-Tuscaloosa area, System's ability to effect work Shelton State Community Col- a large pool of workers is force development in the state lege--canprovideworkers, available. istheformationofthe who sustain the future work CrafTech 2000 Consortium. force, for Mercedes-Benz and ccording to the CrafTech The CrafTech 2000 Consor- other companies located in 2000 Consortiumpro- tium provides business and thisgrowtharea.Having cess, Tech-Prep continues into industry in central Alabama served this highly industrial- the postsecondary level with a with qualified entry-level work- ized area for more than a minimum of two years in- ers who can achieve produc- quarter century, these educa- volvement at the two-year tive status in minimum time tionalinstitutionshaveef- college where the vocational/ after employment. fected change to meet and technical component is com- exceed the current demands pleted with more specialized orking cooperatively with ofbusinessandindustry. training. The secondary and the localsecondary Companies continue to rely on postsecondary levels cooper- school systems, the four two- the two-year college system as ate in identifying specific tasks year colleges in central Ala- a source of qualified entry- to be included in the technical bama--Bessemer State Techni- level employees.With 22.4 training at each level. Articula- calCollege,LawsonState percent of the state work force tion agreements help students 1 J. prentices to in-plant job expe- ihe CrafTech 2000 Consortium provides business and riences relevant to the courses industry...with qualified entry-level workers who can achieve being taken at the college. productive status in minimum time after employment. The apprenticeship experience at the plant may be conducted on a quarterly al- make a smooth transition ministered to evaluate place- ternating basis, or a parallel from one level to the next ment for those individuals basis, depending on the prox- without unnecessary duplica- enrolling at the two-year col- imity of the plant to the stu- tion of course work. Students legelevel.Those students dent's residence. Apprentices participating in this process whose test results indicate a receiving advanced placement have various options from deficiency in academic and/or and/or advanced credit may which to choose to strengthen technical skills are enrolled in be able to complete their their technicaltraining.In- the Bridges Program. The training programs and college cluded are technology clus- Bridges Program is one quar- course work in the normal ters, job simulation, student ter/semester or more of inten- time required for graduation. apprenticeship linkage pro- sive preparation for the ad- Students who do not receive gram internships, and coop- vanced academic and technol- advanced placement and/or erative education experiences. ogy training to be conducted advanced credit require more High school graduates who do at the colleges. time for graduation, depend- not choose to take vocational ing on the length of the courses or to participate in igh school students quali- college/company apprentice- cooperative educational expe- fying for advanced place- ship experience. Students may riences while in high school ment and/or advanced credit enter the work force prior to are not excluded from the may satisfythetechnical graduation and complete col- process.Those whocan requirements of the first and/ lege requirements on a part- document relevant work ex- or second quarter of college time basis by attending day or perience and other related instruction, which will provide night classes offered by the educational experiences, such additional time for participa- institutions. as military training, are consid- tion in an apprenticeship pro- ered for advanced placement gram, if applicable, sponsored llthe members of the and/or advanced credit at the by Mercedes-Benz or by an- CrafTech 2000 Consor- colleges. other appropriate company. tium are committed to the The sponsoring company is work force delivery system ompetency tests are ad- responsible for assigning ap- which will meet the needs of Mercedes-Benz and other manufacturing companies in the future. Through thisplan, companies will establish the competencies and/or training objectives for specific job clas- sifications. From this information, curricula will be developed for the high schools and two-year colleges in order to develop a pool of qualified workers to meet the future An aerial view of the Mercedes-Benz Visitors Center (forefront) with the M-Class, needs of the manufacturing Vehicle manufacturing fadlity in the background. industry. 12 ech-Prep is another im- college prep/baccalaureate de- ppliedacademicsare portant element of work gree program and the high- foundational to the Tech- force development involving school diploma/vocational ed- Prep program, emphasizing The Alabama College System. ucation program. the 'why" (application of learn- Beginning in the late 1980s, ing) and the "what" (knowl- the Department of Postsec- ech-Prep programs target edge itself) of the program. ondary Education and the the two middle quartiles The Tech-Prep program com- StateBoardofEducation of the typicalhigh-school bines a common core,or encouraged the two-year col- student body in terms of foundation, of applied aca- leges to joininconsortia academic talents,learning demics (math, science, and arrangements with area high styles, and interest. They em- communications) with specific schools for the purpose of phasize preparation for the advanced-skill technical edu- forming Tech-Prep 2+2 ar- middle range of occupations cation.Beginning with the rangements. Currently, 24 of the state's community and requiring postsecondary edu- junior year in high school, cation and training, but not technicalcollegesarein- students can select a Tech- volved in consortia arrange- necessarily a baccalaureate Prep major and continue for ments throughout the state degree. Of the twenty fastest- four years in a structured and with local secondary school growing occupations in the closely coordinated program, districts to provide Tech-Prep decade of the 19905--nursing, first in high school and then in 2+2 arrangements. The major computer science,law en- a community or technical programs of studyrepre- forcement, office/machine ser- college.Successfulstudents sented by Tech-Prep enroll- vice and repair, engineering receive an advanced-skills as- ment, thus far,are business/ technology, banking, and in- sociate degree that prepares marketing, engineering/tech- surance--all require some form them for entry into a host of nical, health human services, of postsecondary education new jobs.This is why Tech- and agri-business. The Tech- and training, but only two of Prep is such an important Prep program is an applied- these occupations require col- element of work force devel- academics program which op- lege baccalaureate degrees for opment among Alabama's erates concurrently with the entry. two-year colleges.

I .

he Alabama College Sys- Act ends the federal gov- welfare reform initiative as tem has proposed a plan ernment's welfare entitlement established by its resolution of whichwouldinvolvethe program, and requires recipi- October 24, 1996. state'stwo-yearcolleges, ents of assistance, under a through work force develop- new block grant program, to he State Board of Educa- ment, in the welfare reform be involved in work activities. tion advocates a state- effort undertaken by the state This effort to implement a wide approach to the welfare- in response to the recently welfare-to-work program in to-work initiative utilizing The enacted Personal Responsibil- the state stems from the Alabama College System as ity and Work Opportunity Rec- commitment of the Alabama the primary organizational onciliation Act of 1996. The State Board of Education to the component, uniting education 13 13

ICase Management--The The Job Club Network case management process (JCN)--TheJCN will be a job willbegin at the point of club for individuals that have participant intake and termi- been employed. nate upon the appropriate follow-up after job placement. Job Listings and Job Re- ferral--Joblistings and job Needs Determination-- referrals will be handled by the Collegepersonnel will assist college placement office. participants in identifying their immediate needs and make a On-the-JobTraining (OJT)-- predetermination as to wheth- OJTwill provide hands-on job er training is an option for the training at an employers site. individual or if immediate employment assistance is more Post Placement Follow- appropriate. Up/Follow-Along--Following placement in employment, Pictured above, a participant receives IOrientation--Anorienta- the college will follow-up with training in automotive mechanics. tion explaining available train- the participant to facilitate suc- ing and employment services cess on the job. and work force training to will be provided for partici- reform the welfare system. pants at designated locations. IOccupational/Vocational/ The elements of the welfare- TechnicalSkillsTraining-- to-work program are central to IEmployment-Related Ser- Participantswith appropriate the mission of The Alabama vices--Coordinatedjob devel- skills levels will enter specific College System. opment and placement ser- training programs according vices will be provided.This to their employment goal. he structure of the wel- will be accomplished by pro- fare-to-work program en- viding various access points to he mission of The Ala- tails an eight point plan en- the job placement system bama College System is compassing: which integrates job develop- to provide accessible, quality ment and placement services: educational opportunities, to II Outreach and Recruit- promote economic growth, ment--Thecolleges will screen Job Readiness Work- and to enhance the quality of andreferpotentialpartici- shops--Jobreadiness work- life for the people of Alabama. pants to appropriate services. shopswillinclude resume The welfare-to-work program preparation, interview skills, is a logical extension of that IAssessment--Eachpartici- employability skills, job keep- mission.Appropriatework pant served will be given a test ing skills, job search, labor force skills are essential to a of basic skills. market information, and other better quality of life, and to the topics designed to assist the development of a globally IAdult Basic Education, Lit- participant in obtaining and competitive economy. Higher eracy, and GED Programs-- retaining a job. expectations in the job mar- Participantswill be afforded adult basic education, literacy tutoring, GED programs, and "Higher expectations in the jobmarket, especially the remedial/developmental demand for advanced basic skills and technological sophisti- course work as needed, both cation, make Alabama's two-year collegeilmost effective for prior to and concurrently with addressing the welfare-to-work initiative. skills training. 1 4 VI ket, especially the demand for program takes advantage of ments for transportation of advanced basic skills and the occupational/vocational participants, day care facilities technological sophistication, trainingnetworklocated for participants, and partner- make community, junior, and throughout the state's strate- ships with secondary schools, technical colleges Alabama's gically placed two-year col- businesses,industries, and most effective tool for addres- leges. The program combines other state agencies in order sing the welfare-to-work ini- this network with pre- and to provide a coherent and tiative. The welfare-to-work post-training services, arrange- integrated system.

nother element in the 1... work force development arsenal of Alabama postsecondary education is the Ala- bama Skills Centers, created by the State Board of Educa- tion to provide employment and training services on a statewide, comprehensive, and systematic basis. The system was designed to serve those Alabama citizens who were not successful in attaining or maintaining meaningful jobs within their communities, and certain youth who had not been successful in traditional education and training set- Students receive on-the-job training with private employers in many areas including data tings. The Skills Center system processing, as shown above. was consolidated into three institutions effective July1, he SkillsCenters'pro- with federal grant funds ob- 1996. The centers provide a grams and services are tained through the Alabama variety of services directed specifically designed to meet Department of Economic and toward improving the long- the needs of special target Community Affairs (ADECA). term employability of its stu- populations such as economi- These funds are provided to dents. The system has been in cally disadvantaged youths ADECA by the U.S. Department existencesincetheearly and adults, welfare recipients, of Labor under the auspices of 1960s and offers a wide and citizens who are unem- the Job Training Partnership range of employment and ployed due to business or Act (P.L. 97-300) of 1982 and trainingservices. The hall- plant closures. The majority of theJobTrainingReform mark of the Skills Center the students are school drop- Amendments of 1992. system is the ability of its outs, welfare recipients, dis- centers to respond rapidly to abled, offenders, and other he programs and ser- changes in technology, eco- individuals with multiple barri- vices offered by the Skills nomic conditions, and the ers to employment. All pro- Centers do not duplicate train- labor market. grams are funded primarily ing and services provided by 1 5 other public and private train- competencyenhancement IServed nearly 8,000 indi- ing institutions. Many of the activities--on an individualized viduals in various activities. students served by the Skills basis--toeligiblestudents Centers do not meet entrance based upon the results of an IPlaced over 4,000 Ala- criteria at other institutions. objective assessment. During bama citizens into a variety of Skills Center classes are short- the objective assessment, eli- employment and training op- term in duration and may giblestudentsreceivean tions. provide students with the first orientationaswellas an stepina career path. A achievement,aptitude, and iftypercent of those number of students exhibit the interest testing, and an inter- served were served di- interest and potentialfor viewatlocalassessment rectly by Skills Centers. The succeeding in a traditional centers operated by the Skills remaining 50 percent enrolled two-year college environment. Centers.Individualized plans in programs offered by The These students are referred to colleges as part of the Indi- of action are developed based Alabama College System. A vidual Referral Program. This upon the student'sassess- total of five reemployment highlysuccessfulprogram ment results. Prior to program centers, 26 assessment cen- provides a partnership be- placement, students are as- ters, and 111skills training tween the Skills Centers and signed case managers who programs were operated with- the two-year colleges. monitor their progress and in the Skills Centers districts coordinate services during during program year 1995. Of kills Centers provide case their enrollment period. those served by the Skills management,occupa- Centers, 71 percent entered tionalskillstraining,basic n 1996, the Skills Center employment and an addi- skills training, on-the-job train- system: tional 15 percent obtained a ing with private employers, positive termination, yielding work experience, and pre- IProvided assessments to an 86 percent total positive employment/work maturity over 11,000 youth and adults. termination rate.

Alabama Industrial Development Training institute

n additional key com- training programs, and more management and front line ponent of work force than 300 of those companies supervisory training offered development, supervised by have benefitted from the free of charge to industry and the Department of Postsec- ondary Education and the State Board of Education, is the Alabama Industrial Devel- opmentTrainingInstitute (AIDT). More than 140,000 A Alabamians have learned the skills they need for better paying jobs with Alabama companies through programs lut711 designed and conducted by AIDT. Over 1,000 companies 4111 have relied on AIDT training for pre-employment start-up, A technical coordinator at the AIDT Center in Huntsville, above, shows how a computer upgrade and on-the-job skill controls mill and lathes used in industrial applications. 16 citizensof Alabama. AIDT jobs through expansion or lo- ings. AIDT is a fundamental training services are available cation of a plant in Alabama. element of the postsecondary to any new or expanding All AIDT training programs level work force preparation manufacturer that creates are tied directly to job open- effort in Alabama.

Centers for Excellence

ne of the most momen- highly sophisticated, special- The Center for Advanced tous contributions of The ized training centers, located Manufacturing Technology-- Alabama College System to on the campuses of two-year Gadsden State Community the work force development colleges, give Alabama a de- College. of the state comes in the form cided advantage in the global of the Centers for Excellence. competition which faces the Strategically located, these state and its labor force. I The Center for Advanced centers offer cutting edge, Electronics Technology-- high technology training for The Center for Textile and Sparks State Technical Col- individuals seeking employ- Apparel Technology--Central lege. ment and retraining, and for Alabama Community College. businesses and industries seek- I The Center for Advanced ing customized training pro- IThe Center for Advanced Telecommunications Tech- Environmental Technology-- grams. The latest technology nology--Jefferson Davis Com- Northwest-Shoals Community is made available for work College. munity College. forcepreparationat these Centers for Excellence, focus- IThe Center for Forestry, IThe Center for Advanced ing on the latest available Paper, and Chemical Tech- Bio-Medical Technology-- training for a specific segment nology--Alabama Southern Jefferson State Community of industry in Alabama. These Community College. College.

School-to-Work Initiative

he school-to-work initia- appreciate the application of will be a commitment by local tive offers a framework academic instruction. School partnerships to an articulation for the involvement of both and work complement each process that allows students a secondary and postsecondary other and allow students to smooth transition from high education in work force prepa- realize that schoolroom activi- school to two-year colleges. ration. The cornerstone of the ties do have a purpose and are Cooperative agreements be- school-to-work system is the needed for success on the job. tween secondary and post- integration of school-based The success of this integration secondary education that al- and work-based learning. The effort depends on local part- lows for early admission and goal of this integration is the nerships in which educators dual enrollment will also be blending of both activities into and employers take joint essential. Currently, there are a functioning and seamless responsibility for integration pilot projects in several cities system. As work-based learn- strategies. where technical education ing becomes a reality,stu- programs are being provided dents become more moti- n important factor of the to high school students by vated to learn as they see and school-to-work initiative local two-year colleges. 17 Setting the Stage for the 21st Century... MERGERS/CONSOLIDATIONS/F1SCAL SAVINGS n 1985, there were 43 $108,000, and othercost sible, at an affordable cost to lower division two-year savings of $285,000. the citizens of the state. The colleges under the direction of cost savings have been redi- the State Board of Education. he mergers have taken rected into the institutions to During the last 10 years, its place to reduce unwar- improve the quality of instruc- emphasis on the formation of ranted program duplication, to tion and services offered. The comprehensive community produce cost efficiencies, to State Board of Education will colleges has resulted in seven provide enhanced instruction- continue to consolidate and consolidations involving 19 al and student services, to merge institutions in order to colleges, four mergers involv- provide improved programs reduce substantially the total ing nine colleges, and the and services to businesses and industries, and to contribute to number of colleges by the redesignation of five institu- the economic and cultural year 2000. In a 1996 study by tions as community colleges. health of the communities in the Public Affairs Research The cost savings resulting which the colleges are lo- Council of Alabama (PARCA), from the mergers amount to cated. These mergers have Alabama ranks in 6th place $21,589,037. Within these fig- not been driven primarily by (along with Kentucky and Ar- ures are personnel cost sav- economic considerations, but kansas) among the 10 south- ings of $20,525,037, opera- instead by the need to es- eastern statesinthe total tions cost savings of $671,000, tablish comprehensive com- number of two-year institu- equipment cost savings of munity colleges, easily acces- tions--see chart below.

TOTAL NUMBER OF COMMUNITY, JUNIOR, AND TECHNICAL COLLEGES IN THE SOUTHEASTERN STATES

0 10 20 30 40 50 60 70

Florida

North Carolina

Louisiana

Georgia

Tennessee

Kentucky

Arkansas

Alabama

South Carolina

Mississippi

11-r- ihe State Board of Education will continue to consolidate and merge institutions in order to reduce substantially the total number of colleges by the year 2000.° 18 BEST COPYAVAILABLE ...Setting the Stage for the 21st Century RESTRUCTURING/DOWNSIZING/REORGANIZING

Adoption of the Retirement Incentive Program

n February of 1996, the Alabama State Board of THE ALABAMA COLLEGE SYSTEM Education adopted a Retire- RETIREMENT INCENTIVE PROGRAM ment Incentive Program for eligibleemployees of The VACANT POSITIONS BY JOB FUNCTION Alabama College System. The stated goal of the program was areductioninfixed personnel costs for the system. In order to participate in the program, system employees were required to meet two criteria: (1) eligibility to retire either on age or years of service under the rules of the Teachers' Retirement System of the State of Alabama; and (2) full-time employment at the current postsecondary Administrative B, C-1 60 Mid-Management C-2, C-3 26 institution for more than three Instructors/Counselors/Librarians 254 years.Individuals meeting Support 80 those criteria received an offer Total: of a one-time cash incentive in 420 exchange for their leaving The Alabama College System. The cash incentive was based on THE ALABAMA COLLEGE SYSTEM current annual salary multi- RETIREMENT INCENTIVE PROGRAM plied times the number of years credited to the employ- DEPARTING EMPLOYEES ees in the Teachers' Retire- ment System multiplied times two percent. The incentive Replaced 219 payment was made in two (52.1%) installments, thefirstdue October 1, 1996, and the sec- Part-time 9 ond due October 1, 1997. Par- (2.1%) ticipation in the program was strictly voluntary. Not Replaced 192 fter adoption of the (45.7%) program by the board, Alabama College System insti- Departing Employees: 420 tutions identified and notified 19 19 eligible employees. Those em- counseling and advice from employees had seven days in ployees received detailed in- financialplanners,accoun- which to withdraw their accep- formation regarding the Re- tants, attorneys, and others tance. Accepting employees tirement Incentive Program. who might assist them in could retire beginning March Institutionsencouragedeli- making plans and decisions. 1, 1996, and ending Septem- gibleemployeestoseek Upon acceptance of the offer, ber 1, 1996.

Participation in the Retirement Incentive Program

totalof 899 Alabama College System employ- THE ALABAMA COLLEGE SYSTEM ees were eligible to participate RETIREMENT INCENTIVE PROGRAM in the program. Of that number, 423 (47.1percent) ac- DEPARTING INSTRUCTORS/COUNSELORS/ cepted the retirement incentive and agreed to resign LIBRARIANS--SALARY SCHEDULE D voluntarily their employment. Furthermore, allparticipants Replaced 136 agreed in writing that they (53.50/0) would not seek future full-time employment at any Alabama Part-time 4 College Systeminstitution. (1.6%) Participation in the program by eligible employees was significantly greater than ini- tial estimates of 30 to 35 Not Replaced 114 percent. Within individual in- (44.9%) stitutions,the percentages Total Departing Instructors/Counselors/Librarians: 254 ranged from a low acceptance rate of 10 percent to a high acceptance rate of 89 percent. THE ALABAMA COLLEGE SYSTEM articipationby salary RETIREMENT INCENTIVE PROGRAM schedule was, as had been expected, greatest by DEPARTING SUPPORT STAFF instructors, counselors, and li- SALARY SCHEDULES E, H brarians on Salary Schedule D. Of those participating in the program, 254 (60.1 percent) Replaced 47 were from Salary Schedule D; (58.8%) three (0.7 percent) were from Salary Schedule A; 37 (8.7 Part-time 2 percent) were from Salary (2.5%) Schedule B; 49 (11.6 percent) were from Salary Schedule C; 78 (18.4 percent) were from Not Replaced 31 Salary Schedule E; and two (38.8%) (0.5 percent) were from Salary Total Departing Support Staff: 80 Schedule H.

LI 0 Effects of the Retirement Incentive Program

he total contracted salaries of those participating in the Retirement Incentive THE ALABAMA COLLEGE SYSTEM Program was slightly more RETIREMENT INCENTIVE PROGRAM than $20,000,000. The total DEPARTING ADMINISTRATORS retirement incentive due to participating employees was SALARY SCHEDULES B, B+, C-1 approximately $12,500,000. Replaced 25 articipation in the Retire- Not Replaced 33 (41.7%) (55.0%) ment Incentive Program resulted in 420 vacant positions, including three presi- Part-time 2 dential vacancies.Excluding (3.3%) the presidential vacancies, the institutions elected to fill 219 positions (52.1 percent) and not to fill 192 positions (45.7 percent). The remaining nine Total Departing Administrators: 60 positions (2.1percent) were converted from full-time to part-time. Approximately 55 percent of vacant administra- THE ALABAMA COLLEGE SYSTEM tive positions were not filled. RETIREMENT INCENTIVE PROGRAM This was accomplished with DEPARTING MID-LEVEL MANAGERS the quality and level of services available to students re- SALARY SCHEDULES C-2, C-3 maining at an acceptable level, and without jeopardiz- Replaced 11 (42.3%) ingeitherinstitutionalor Not Replaced 14 (53.8%) programmatic accreditations.

ased on the analysis of fall 1995-96 data, the Part-time 1 total number of administrative (3.8%) positions at Alabama College System institutions (excluding Athens State College) was 237. That figure represented only Total Departing Mid-Level Managers: 26 2.9 percent of total system personnel. Of that number, 60 administrators accepted the fiscalyear1 99 5-96was employees. Total salaries for retirement incentive and left $391,246,136, including re- administrative personnel were the system by August 31, stricted funds, with projected $15,779,267, representing 4.0 1996. The total budget for The total salaries of $151,070,215 percent of the total system Alabama College System for for 8,303 full- and part-time budget and 10.4 percent of the 0 total system salaries. The 60 represented 24.1 percent of significant reduction of ad- departing administrators, most the total number of adminis- ministrative costs throughout of whom were not replaced, trators. This resultedina the system.

11/ a

II presidents have noted vided Alabama College Sys- efficiently and effectively as thepositivebenefits teminstitutionswiththe they prepare themselves for brought about by the Retire- freedom and flexibilityto the 21st century. The benefits ment Incentive Program. They reorganize administrative, in- to Alabama College System worked very hard to keep structional, student support, institutions, the students they replacement costs low while and maintenance functions serve, and the taxpayers who hiringqualifiedindividuals. and services so that the insti- support them will be enjoyed Overall, the program pro- tutions could operate more for many years to come.

Resolution on Management and Administration

helargereductionin cant reduction in employees, streamlining of its manage- employment of adminis- thereby providing an opportu- ment structure. trative employees at Alabama nity to restructure and stream- College System institutions linethe management and The Department of Post- presented the State Board of administrativestructureof secondary Education will re- Education with a challenge system institutions, and pro- view each report, assess the and an opportunity to review vided the chancellor and the reorganization process, and the management and admin- make observations, recom- Department of Postsecondary mendations, and directions to istrative structures and com- Education with a process by each institution. positions of each college in the which to review periodically system. Because the optimum the management and admin- IThe chancellor will submit operation of Alabama College istrativestructureofeach the annual reports to an ap- System institutions are of institution. propriate outside organization paramount concern to both for review. the chancellor and the State nder the terms of the Board of Education, in August resolution, the following IAs part of the annual of 1996, a "Resolution on process is established: budget recommendation, the Management and Administra- chancellor will report to the State Board annually on the tion" was adopted. The resolu- Each college will prepare a review andstatusof the tion recognized that the sys- comprehensive report detail- management structure of each tem had experienced signifi- ing the reorganization and institution.

"Overall, the retirement incentiveprogram provided The Alabama College System with the freedom and flexibility to reorganize administrative, instructional, student support, and maintenance functions and services so that the institutions could operate more efficiently and effectively as they prepare themselves for the 21st century."

2 ...Setting the Stage for the 21st Century PARTNERSHIP FOR EDUCATIONAL REFORM

n addressing the Ala- lation policy to guarantee that Performance-Based Funding bamaeducationalre- students' credits transfer from Commission for higher educa- form climate, the Department two- and four-yearinstitu- tion. of Postsecondary Education tions, and they are adopting a has been a fullpartner in core curriculum for these insti- Goal 4--Substantial pa- assisting and supporting the tutions. rental involvement at all lev- State Board of Education, the els of education. State Department of Educa- The two- and four-year tion, and the Alabama Com- colleges and universities also Goal 5--Safe and disci- mission on Higher Education are offering Alabama high plined learning environments. with the 1995 and 1996 schoolstudents advanced statewide education summits. placement and certain core Each two-year college is The theme for both summits curriculum courses. required to implement cam- was "Alabama's Citizens Work- pus crime and student right-to- ing Together for Education."In Goal 2--Appropriate gov- know reporting systems. 1995, more than 400 partici- ernance and accountability at pants determined nine goals all levels of education. Goal 6--Appropriate tech- that must be met in order to nology for all levels of educa- prepare Alabamians for suc- The legislature has en- tion. cess in life and work for the acted new program viability 21st century. This year, some IThe State Board of Educa- standards for higher education and the Alabama Com- 500 participants attended the tion to ensure that tax dollars mission on Higher Education summit. The following is a are not spent on unproductive recentlylaunched NetDays progress report on the goals programs of study. Alabama, a project designed impacting postsecondary in- towire--withtheaidof stitutions: The Examiners of Public corporate donations and vol- Accounts audits all two- and unteer efforts--at least five K- Goal1 --High academic four-yearinstitutionsannu- 12 classrooms and the librar- standards. ally.In addition, the Depart- ies in all schools to the In- ment of Postsecondary Educa- ternet. The State Board of Educa- tion has instituted an internal tion has adopted the most audit team and audit program, IThe Department of Post- rigorous graduation require- and has implemented policies secondary Education and the ments in the nation. on program review, and insti- Department of Education re- tutional management plan- cently sponsored the third IThe State Department of ning and effectiveness for all annual Alabama Education Education is preparing a new two-year colleges. The State Technology Conference. The conference attracted thou- dual enrollment and early Board of Education also re- admissions policy that facili- sands of teachers and admin- quires an annual review of the istrators from across the state. tates student transition from management structure of all high school to two-year col- public two-year institutions. ISeveral two-year colleges leges. are using distance learning Goal 3--Appropriate and technology to provide more Alabama's public two- and equitable funding. learning opportunities for their four-year colleges and univer- students and those at other sities are developing an articu- IThe legislature created a two-year and K-12 levels. 4 J Goal 7--Teaching values. signed to identify and pro- IAlabama's two-yearcol- mote the characteristics of leges involve concerned citi- Goal 8--Teaching quality master teachers, and uses zens in local advisory commit- and competence. mentors to foster their devel- tees and foundations. opment throughout the System. IThe Department of Post- IIn addition to two state secondary Education is devel- Goal 9--Unified leadership education summits, several oping the Master Teacher Ini- and substantial dtizen in- regional summits were held to tiative. This initiative is de- volvement. garner citizen input.

FactsAboutTheAlabama College. System...

The Alabama College System is 32 years old and is the largest system of public higher education in the state. The following are important facts about the two-year college system:

IIt has served well over one million Alabamians.

IIt has increased total enrollment from 9,487 in 1965 to over 99,000 today.

IIt has enrolled 65 percent of all college freshmen in Alabama.

I96 percent of students enrolled are Alabama residents.

I60 percent of students continue their education, which is double the national average.

I40 percent of all higher education credit hours produced are in the two-year college system.

IIt has provided over 2,050 Alabama companies with customized training.

IIt ranks 8th in the nation in the number of completers from two-year institutions.

IIt ranks 17th in the nation in the number of students transferring to other colleges.

IIt ranks 6th in the southeast along with Arkansas and Kentucky for the total number of community, junior, and technical colleges.

IIts students do as well or better than the four-year institutions' own students when two-year college students transfer to four-year institutions and universities.

IIt makes an annual economic impact on the state of over $3.1 billion.

IIt is Alabama's most affordable and accessible system of higher education.

4,23 COMMUNITY COLLEGES 11.T. A. Lawson Stite Community College 23.Harry M. Ayers State Technical College Dr. Peny W. Ward, President Dr. Ed Meadows, President 3060 Wilson Road, Southwest Post Office Box 1647 1. Alabama Southern Community College Birmingham, Alabama 35221 Anniston, Alabama 36202-1647 Dr. John A. Johnson, President Telephone: (205) 925-2515 Telephone: (205) 835-5400 Post Office Box 2000 Fax: (205) 929-6316 Monroeville, Alabama 36461 Fax: (205) 835-5474 Telephone: (334) 575-3156 12.Northeast Alabama Community College Fax: (334) 575-5356 Dr. Charles M. Pendley, President 24.Bessemer State Technical College Thomasville Campus Post Office Box 159 Dr. W. Michael Bailey, President Telephone: (334) 636-9642 or (334) 575-3156 Rainsville, Alabama 35986-0159 Post Office Box 308 Telephone: (205) 638-4418 Bessemer, Alabama 35021 2. Bevil! State Community College Fax: (205) 228-6558 Telephone: (205)428-6391 or (800)235-5368 Dr. Harold Wade, President Fax: (205) 426-8915 Post Office Box 800 13.Northwest-Shoals Community College Sumiton, Alabama 35148 Dr. Larry McCoy, President 25.J. F. Drake State Technical College Telephone: (205) 648-3271 or (800) 648-3271 Post Office Box 2545 Dr. Johnny L Harris, President Fax: (205) 648-3311 Muscle Shoals, Alabama 35662 3421 Meridian Street, North Brewer Campus Telephone: (205) 331-5200 or (800) 645-8967 Huntsville, Alabama 35811 Telephone: (205) 932-3221 or (800) 648-3271 Fax: (205) 331-5222 Telephone: (205) 539-8161 Hamilton Campus Phil Campbell Campus Fax: (205) 539-6439 Telephone: (205)921-3177 or (800) 648-3271 Telephone: (205) 331-6200 or (800) 645-8967

3. Bishop State Community College 14.Shelton State Community College 26.J. F. Ingram State Technical College Dr. Yvonne Kennedy, President Dr. Thomas E. Umphrey, President Mr. J. Douglas Chambers, President 351 North Broad Street 202 Skyiand Boulevard Post Office Box 209 Mobile, Alabama 36603-5898 Tuscaloosa, Alabama 35405-4093 Deatsville, Alabama 36022 Telephone: (334) 690-6416 Telephone: (205) 391-2211 or (205) 759-1541 Telephone: (334) 285-5177 Fax: (334) 438-9523 Fax: (205) 391-2311 Fax: (334) 285-5328 Carver Campus C A. Fredd Campus Telephone: (334) 473-8692 Telephone: (205) 758-3361 27.Douglas MacArthur State Technical College Central Campus Mr. L Wayne Bennett, Interim President Telephone: (334) 405-4457 15.Snead State Community College Post Office Drawer 910 Southwest Campus Dr. Randy Parker, fnterlm President Opp, Alabama 36467 Telephone; (334) 479-7476 Post Office Drawer D Telephone: (334) 493-3573 Boaz, Alabama 35957 Fax: (334) 493-7003 4. John C. Calhoun Community College Telephone: (205) 593-5120 Dr. Richard Carpenter, President Fax: (205) 593-7180 Post Office Box 2216 28.John M. Patterson State Technical College Mr. J. Larry Taunton, President Decatur, Alabama 35609-2216 16.Southern Union State Community College Telephone: (205) 306-2500 Dr. Roy W. Johnson, President 3920 Troy Highway Fax: (205) 306-2877 Post Office Box 1000 Montgomery, Alabama 36116-2699 Wadley, Alabama 36276 Telephone: (334) 288-1080 5. Central Alabama Community College Telephone: (205) 395-2211 Fax: (334) 284-9357 Dr. James H. Cornell, President Fax: (205) 395-2215 Post Office Box 699 Opelika Campus 29.Reid State Technical College Alexander City, Alabama 35011 Telephone: (334) 745-6437 Dr. Ulysses McBride, President Telephone: (205) 234-6346 Valley Campus Post Office Box 588 Fax: (205) 234-0384 Telephone: (334) 756-4151 Evergreen, Alabama 36401 Childersburg Campus Telephone: (334) 578-1313 Telephone: (205) 378-5576 17.George C. Wallace Community College Fax: (334) 578-5355 Dr. Larry Beaty, President 6. Chattahoochee Valley Community College Route 6, Box 62 30.Chauncey Sparks State Technical College Dr. Richard J. Federinko, President Dothan, Alabama 36303 Dr. Linda C. Young, President 2602 College Drive Telephone: (334) 983-3521 Phenix City, Alabama 36869 Fax: (334) 983-4255 Post Office Drawer 580 Telephone: (334) 291-4900 Eufaula, Alabama 36072-0580 Fax: (334) 291-4944 18.Wallace State Community College Telephone: (334) 687-3543 Dr. James C. Bailey, President Fax: (334) 687-0255 7. Jefferson Davis Community College Post Office Box 2000 Dr. Richard E. Brogdon, President Hanceville, Alabama 35077-2000 31.H. CouncillTrenholm State Technical College 220 Alco Drive Telephone: (205) 352-8000 Dr. Leroy Bell, Jr., Interim President Brewton, Alabama 36426 Fax: (205) 352-8228 Post Office Box 9039 Telephone: (334) 867-4832 Montgomery, Alabama 36108 Fax: (334) 867-7399 19.George Corley Wallace State Community College Telephone: (334) 832-9000 Atmore Campus Dr. Julius R. Brown, President Fax: (334) 832-9777 Telephone: (334) 368-8118 Post Office Drawer 1049 Selma, Alabama 36702-1049 8. James H. Faulkner State Community College Telephone: (334) 875-2634 STATEWIDE MOBILE Dr. Gary L. Branch, President Fax: (334) 874-7116 INDUSTRIAL TRAINING 1900 U. S. Highway 31, South Bay Minette, Alabama 36507 JUNIOR COLLEGES Telephone: (334)580-2100 or (800)231-3752 32. Alabama Industrial Development Fax: (334) 937-3404 Training Institute LLJ Fairhope Campus 20.Enterprise State Junior College Dr. Stafford L Thompson, President Mr. Ed Castile, Director Telephone: (334) 990-0420 or (800) 231-3752 Post Office Box 1300 One Technology Court CO Gulf Shores Campus Montgomery, Alabama 36116-3200 6::( Telephone: (334)968-3104 or (800) 231-3752 Enterprise, Alabama 36331 Telephone: (334) 347-2623 Telephone: (334) 2424158 -J Fax: (334) 393-6223 Fax: (334) 242-0299 acC 9. Gadsden State Community College Huntsville Center Dr. Victor B. Ficker, President 21. Telephone: (205) 461-7550 Post Office Box 227 Lurleen B. Wallace Junior College czc Gadsden, Alabama 35902-0227 Dr. Seth Hammett, President Mobile Center Telephone: (205) 549-8200 Post Office Drawer 1418 Telephone: (334) 432-3336 Fax: (205) 549-8444 Andalusia, Alabama 36420 Montgomery Center East Broad Street Campus Telephone: (334) 222-6591 Telephone: (334) 242-2670 Telephone: (205) 549-8200 Fax: (334) 222-6567 C.3 Valley Street Campus SENIOR COLLEGE Telephone: (205) 549-8200 TECHNICAL COLLEGES uJ 10.Jefferson State Community College 22.Alabama Aviation and Technical College 33.Athens State College CO Dr. Judy M. Merritt, President Dr. Imogene Mixson, interim President Dr. Jerry Bartlett, President 2601 Carson Road Post Office Box 1209 300 North Beaty Street Birmingham, Alabama 35215-3098 Ozark, Alabama 36361-1209 Athens, Alabama 35611 Telephone: (334)853-1200 or (800) 239-5900 IQ Telephone: (334) 774-5113 or (800) 624-3468 Telephone: (205) 233-8100 or (800)522-027 Fax: (205) 856-1764 V Fax: (334) 774-6399 Fax: (205) 233-8164 E PIL EAMA COLLEGE SYSi E,MitES DENTS AND LocAnoNs

LIMESTONE LAUDERDALE MADISON JACKSON Elz

COLBERT

LAWRENCE FRANKLIN MORGAN MARSH-ALL DEKALB

CULLMAN CHEROKEE MARION WINSTON ETOWAH 8 BLOUNT WALKER CALHOUN FAYETTE ST. CLAIR LAMAR 0 JFFERSONE CLEBURNE 1

TALLADEGA RANDOLPH PICKENS TUSCALOOSA 24 SHELBY CLAY

BIBB GREENE COOSA CHAMBERS CHILTON TALLAPOOSA HALE PERRY 26 LEE

SUMTER A UTAU GA ELMORE

MACON

MONTGOMERY MARENGO RUSSELL CHOCTAW LOWN DES 28 BULLOCK

BARBOUR WILCOX

PIKE 30 BUTLER CLARKE

MONROE CRENSHAW HENRY COFFEE WASHINGTON 29 DALE CONEC UPI

ESCAMBIA GENEVA HOUSTON 7 COVINGTON

Community Colleges C) JuniorColleges ElTechnical Colleges 0Statewide Mobile Industrial Training 0 Senior College

.4 BEST C IiPY AVAILABLE 1,51-

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TMe:Setting the Stage for the 21stCentury

Dahl. JorgeKuzmicic Author(s):Dr. Fred Gainous, Robert J. Romine, Renee Culverhouse, Debbie Publication Date: Corporate Source: The Alabama Department of Postsecondary Education November 1 ,1997

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PrintedNemeauttiaratue: Assistant to the Sign Monet Robert J. Romine, Chancellor here,-.) OF/K4,7 Ian! -d rr a ama Department of please e 11r242-2926 FAx: 334-242-0214 Postsecondary Education, P.O. Box 302130, EJAGO AdtSZIS.: envember 6, 1998 AL 36130-2130 romin-eoopcs.cc.al. lover)