**The 21st-Century Community College:**

**A Strategic Guide to Maximizing Labor Market Responsiveness**

**Volume 3**

**Self-Assessment Tools and Resources**

**September 2004**

Keith MacAllum

Karla Yoder

with

Anne Rogers Poliakoff

Academy for Educational Development

Prepared for the Office of Vocational and Adult Education (OVAE), U.S.
Department of Education, by the Academy for Educational Development
(AED), Washington, D.C., and Westat, Rockville, Md.

This publication was produced under U.S. Department of Education
Contract No. MOBIS 6S-23-F-814414 from the Office of Vocational and
Adult Education (OVAE) to Westat and the Academy for Educational
Development (AED). Direction was provided by Burt Carlson, Acting Chief,
OVAE, Effective Practices Branch. Andrew Abrams served as the
contracting officer's representative (COR). The views expressed herein
do not necessarily represent the positions or policies of the Department
of Education. No official endorsement by the U.S. Department of
Education of any product, commodity, service, or enterprise mentioned in
this publication is intended or should be inferred.

**U.S. Department of Education**\
Rod Paige\
*Secretary*

**Office of Vocational and Adult Education**

Susan Sclafani

*Assistant Secretary*

September 2004

This publication is in the public domain. Authorization to reproduce it
in whole or in part is granted. While permission to reprint this
publication is not necessary, the citation should be: U.S. Department of
Education, Office of Vocational and Adult Education, *The 21st-Century
Community College: A Strategic Guide to Maximizing Labor Market
Responsiveness, Volume 3 -- Self-Assessment Tools and Resources*,
Washington, D.C., 2004.

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This publication is also available on the Department's Web site at:
www.ed.gov/about/offices/list/ovae

**Volume 3**

**Self-Assessment Tools and Resources**

**[Contents]{.smallcaps}**

Preface v

1\. Assessing Seven Dimensions of the College to Improve Labor Market
Responsiveness: Self-Assessment Questionnaire 2

Guiding Questions for Reflection and Discussion 6

### 2. Meeting Local Workforce and Economic Development Needs: Assessing Environmental Needs and Organizational Capabilities 10

3\. Further Resources 19

> 1\. Products from the Community College Labor-Market-Responsiveness
> Initiative 19
>
> 2\. Further Reading 20
>
> 3\. Organizations and Projects 24
>
> 4\. Journals and Periodicals 36

**[Preface: The Community College Labor Market Responsiveness
Initiative]{.smallcaps}**

The Community College Labor Market Responsiveness (CCLMR) Initiative was
created by the U.S. Department of Education, Office of Vocational and
Adult Education (OVAE), to develop and disseminate information and tools
enabling community colleges, as a unique and critical component of
America's education and training system, to keep pace with the needs of
a diverse student body and a dynamic labor market.

The main goals of the initiative are to: 1) determine the
characteristics of a "market-responsive" community college and identify
the indicators and measures by which market responsiveness can be
judged; 2) identify the policies and practices community colleges have
put in place to facilitate and support labor market responsiveness; 3)
pinpoint the steps colleges can take to improve labor market
responsiveness and the quality of customized programs they offer to
students; and 4) disseminate that knowledge to the field.

In addition to this guidebook, other useful products listed below have
emerged from the research component of this initiative. These are
available at
[www.ed.gov/about/offices/list/ovae](http://www.ed.gov/about/offices/list/ovae)
:

-   *Documented Characteristics of Labor Market-Responsive Community
    Colleges and a Review of Supporting Literature* (Westat and AED,
    2003)

-   *Research appendices to The 21st-Century Community College* (Westat,
    forthcoming)

**[Overview of this Guidebook]{.smallcaps}**

***Volume 1*** of this guidebook provides an overview of labor market
responsiveness and establishes common ground from which you, community
college leaders, can address this issue. ***Volume 2*** presents a
roadmap for action, with each of its seven modules exploring a different
facet of the community college that contributes to labor market
responsiveness.

We have found that the most responsive colleges are those that have
undertaken a conscious and deliberate effort to reflect critically on
their institutional response to local and regional labor markets.
Thorough self-reflection among the college's leaders sets the foundation
for college-wide strategic planning, which will in turn, lead to action.

**The first step toward maximizing a college's labor market
responsiveness is to assess how well its programs are serving the
workforce training needs of employers and students.** Assessing the
impact of economic trends and seeking strategic partnerships will
position the college to anticipate future trends. Effective leaders also
identify the institutional barriers that impede the college's ability to
meet local needs and look for creative ways to overcome them. Lastly,
responsive colleges look outward, benchmarking the institution against
other colleges that have demonstrated responsiveness.

-   What factors inhibit and promote your college's ability to be
    anticipatory and responsive?

-   Are the offerings of your college aligned with community needs?

-   Do unmet needs exist in your community?

-   What could your college do to meet them, considering internal
    resources and structures?

-   What resources should your college access to meet the needs more
    effectively?

-   Where could these resources come from?

These are just a few of the questions that college presidents need to
consider as they design and develop programs and strategies to enhance
their labor market responsiveness.

***Volume 3*** provides practical tools to guide each college president
and his or her team through a self-assessment process. The first, keyed
directly to the seven modules in Volume 2, helps the college to reflect
on the internal structures, policies, and practices that inhibit and
promote responsiveness. The second helps the college to systematically
look outward to its community to determine specifically what programs
and services will best meet the needs of its service area. Both of these
would be most effective when completed by a team of the president and
his or her colleagues, college administrators, and faculty, perhaps
including community partners. Whatever process is ultimately chosen,
self-assessment will provide the college with the necessary benchmarks
against which to plan specific action.

There are many resources available for this enterprise. We have included
an annotated bibliography of documents and reports to inform your
thinking and planning. These resources range from materials developed
during our research to others readily available on the Internet. **They
are examples, rather than an exhaustive list. There may be other
resources that may provide helpful information.**

In addition, many organizations interested in promoting labor market
responsiveness are described in this guide. We have provided an
annotated listing of some examples of organizations and projects that
are interested in providing assistance to colleges as they strive to
become more labor market responsive. There may be other organizations
and projects that are useful as well. We encourage presidents and teams
to seek them out.

**[Self-Assessment Tools]{.smallcaps}**

This volume of the guidebook speaks directly to you as community college
presidents and leaders, and provides a pair of tools for institutional
self-assessment. We encourage you to integrate these tools into a formal
assessment and strategic planning process. For example, subcommittees
might be established to assess the college's standing on each of the
major dimensions of labor market responsiveness and create benchmarks
for strengthening that aspect of its performance. Others might assess
the needs of the community and current college responses. These analyses
could be brought back into the full strategic planning process.

The first tool, a self-assessment questionnaire, focuses attention on
the seven internal structures and dimensions covered in this guidebook.
It enables college leaders to assess the practices, structures, and
activities of the institution in the context of the strategies presented
in Volume 2. Addressing and improving in these areas can enable a
community college to become more labor-market-responsive. Items with low
scores indicate areas that may be hindering labor market responsiveness
and these are areas in which college leaders may wish to begin a
strategic planning process. Questionnaire items are rephrased as
discussion questions in the pages that follow for use in planning
meetings. Volume 2 then stands as a resource for addressing any of the
seven areas.

The second tool focuses attention on the needs of the local labor market
and service area. It is designed to help college presidents quickly
assess local workforce and economic development needs, determine what
the college is currently doing to meet them, and reflect on areas in
which the college could do more. It also creates an occasion for
reflection on the barriers that colleges face and ways to overcome them.
It was designed to help leaders decide on projects that are worth
pursuing and understand the impediments that they face in doing so.

**1. Assessing Seven Dimensions of the College To Improve Labor Market
Responsiveness**

**Self-Assessment Questionnaire**

The leadership of a community college -- its president, board, and
senior administrators -- may wish to complete the self-assessment
questionnaire or simply use the items, rephrased as questions in the
section that follows, as the basis for reflection and discussion. This
questionnaire is designed to provoke discussion on the degree to which
each dimension of college life is supportive of labor-market-responsive
activities and programs. While not everyone may know the answers to each
question, we recommend having you and multiple colleagues complete the
questionnaire and compare answers. Items that are consistently rated at
1, 2, or 3 and dimensions with a large number of such low ratings
highlight areas that may hinder the college in maximizing its labor
market responsiveness. Having determined areas in which the college
could do more, leaders can initiate a strategic planning discussion of
how each dimension will be improved, who will be involved, and how these
improvements will be accomplished, leading to the development of a
strategic plan. The appropriate modules in Volume 2 will be useful in
developing new strategies.

*Circle the most accurate response to each statement based on the
following scale:*

1 = Not at All 2 = Slightly 3 = Somewhat 4 = Almost Always 5 =
Completely

  ------------------------------------------ ----- ---------- ---------- -------- ------------
  **Leadership and Governance**              Not   Slightly   Somewhat   Almost   Completely
                                             at                          Always   
                                             All                                  

  College leadership is shared among         1     2          3          4        5
  multiple people.                                                                

  Labor market responsiveness is reflected   1     2          3          4        5
  in the college mission statement.                                               

  Leader, especially the board and           1     2          3          4        5
  president, are fully and publicly                                               
  committed to a labor-market-responsive                                          
  mission.                                                                        

  Leaders are actively involved in           1     2          3          4        5
  furthering that mission.                                                        

  Leaders maintain a vision beyond the       1     2          3          4        5
  traditional service area.                                                       

  Leaders portray the college as an economic 1     2          3          4        5
  development partner to the community.                                           

  College leaders are very visible in the    1     2          3          4        5
  community.                                                                      

  College leaders are well informed on       1     2          3          4        5
  economic and workforce trends.                                                  

  Leaders convey local market information to 1     2          3          4        5
  the broader campus.                                                             

  Leadership style is passionate,            1     2          3          4        5
  innovative, anticipatory, and                                                   
  entrepreneurial.                                                                

                                                                                  

  **Organizational Structure and Staffing**                                       

  The organizational chart and staffing      1     2          3          4        5
  structure of the community college reflect                                      
  a commitment to labor-market-responsive                                         
  services and programs.                                                          

  The college's organizational chart and     1     2          3          4        5
  staffing structure reflect the equal                                            
  importance of credit and noncredit                                              
  programs.                                                                       

  Campus structure facilitates communication 1     2          3          4        5
  and access to the human and financial                                           
  resources essential for                                                         
  labor-market-responsive activities.                                             

  Credit and noncredit programs and their    1     2          3          4        5
  faculties collaborate to develop and                                            
  deliver career-oriented training.                                               

  Close working relationships between the    1     2          3          4        5
  credit and noncredit sides of the college                                       
  enhance the college's ability to provide                                        
  labor-market-responsive programs.                                               

  Human resources are deployed in the most   1     2          3          4        5
  efficient manner to meet                                                        
  labor-market-responsive goals.                                                  

  Program development, outreach, and         1     2          3          4        5
  interaction are considered everyone's job.                                      

                                                                                  

  **Organizational Culture**                                                      

  A strong belief system embraces labor      1     2          3          4        5
  market responsiveness as a core mission.                                        

  The college is characterized by            1     2          3          4        5
  flexibility, innovation, collaboration,                                         
  and entrepreneurship.                                                           

  The college has a motto or theme that      1     2          3          4        5
  focuses attention on the mission of                                             
  workforce and economic development.                                             

  Leaders and staff are open to change,      1     2          3          4        5
  committed to serving students and                                               
  employers, and respectful of workplace                                          
  culture.                                                                        

  Workforce-development strategies reflect   1     2          3          4        5
  the cultures of the surrounding                                                 
  communities and specifically address local                                      
  needs.                                                                          

  There is a willingness to work closely     1     2          3          4        5
  with representatives from business and                                          
  industry in the design, development, and                                        
  delivery of education and training.                                             

  College leaders, faculty, and staff share  1     2          3          4        5
  a common understanding of the proper                                            
  balance of the college's multiple                                               
  missions.                                                                       

                                                                                  

  **Resources and Funding**                                                       

  The college aggressively pursues non-state 1     2          3          4        5
  sources of income.                                                              

  The widest possible range of funding       1     2          3          4        5
  streams has been explored.                                                      

  The college is innovative in developing    1     2          3          4        5
  and embracing new methods to raise funds                                        
  for high-demand programs.                                                       

  The community college is creative in       1     2          3          4        5
  seeking new sources of income to finance                                        
  workforce development.                                                          

  College leadership is strategic in         1     2          3          4        5
  leveraging resources and in-kind donations                                      
  to support and expand partnerships.                                             

  The college is successful in securing      1     2          3          4        5
  strong financial support from local                                             
  sources.                                                                        

  Sufficient human resources are dedicated   1     2          3          4        5
  to obtaining resources that support                                             
  responsive programming and services.                                            

  The college president, board members, and  1     2          3          4        5
  top administrators are personally invested                                      
  in developing large-scale partnerships                                          
  that fund responsive programs.                                                  

  Discretionary resources are allocated      1     2          3          4        5
  equitably between academic and                                                  
  occupationally oriented programs.                                               

  Adequate resources are invested in the     1     2          3          4        5
  professional development of faculty and                                         
  staff to enable them to effectively                                             
  implement responsive programs.                                                  

                                                                                  

  **Information and Data**                                                        

  The community college relies on local      1     2          3          4        5
  information-gathering and published data                                        
  to drive strategic planning for its                                             
  responsive programs and services.                                               

  The college has cultivated a network of    1     2          3          4        5
  well-positioned leaders in the community                                        
  to provide information about local needs                                        
  and trends.                                                                     

  College leaders and staff are              1     2          3          4        5
  well-informed about the needs of local                                          
  business and industry and future economic                                       
  trends.                                                                         

  The college evaluates the impact of its    1     2          3          4        5
  market-responsive programs and services.                                        

  The college assesses the value of          1     2          3          4        5
  labor-market-responsive programming and                                         
  services and these assessments lead to                                          
  programmatic change.                                                            

  The college evaluates the satisfaction of  1     2          3          4        5
  local businesses, partners, students, and                                       
  their employers.                                                                

  Anticipatory thinking, based on solid      1     2          3          4        5
  information and data, pervades campus                                           
  culture, informs outreach to partners, and                                      
  shapes future vision.                                                           

                                                                                  

  **Relationship-Building**                                                       

  The college reaches out to students,       1     2          3          4        5
  businesses, and other organizations to                                          
  gather information about general economic                                       
  conditions and specific employer concerns.                                      

  The college develops relationships with a  1     2          3          4        5
  wide variety of local organizations that                                        
  could strengthen its ability to be                                              
  responsive.                                                                     

  Leaders and staff take an active and       1     2          3          4        5
  aggressive stance in reaching out to the                                        
  community.                                                                      

  Relationship-building is recognized as     1     2          3          4        5
  everyone's job.                                                                 

  The trustees and president communicate the 1     2          3          4        5
  college's mission of labor market                                               
  responsiveness in the public eye and in                                         
  circles of influence.                                                           

  The college seeks out new ways to market   1     2          3          4        5
  itself, regionally and nationally.                                              

  Marketing activities encourage others to   1     2          3          4        5
  approach the college as a partner.                                              

  Strategic relationship-building is         1     2          3          4        5
  recognized as the foundation for                                                
  establishing strategic partnerships.                                            

                                                                                  

  **Partnerships**                                                                

  The college is engaged in sustained,       1     2          3          4        5
  successful employer partnerships that are                                       
  responsive to the local market.                                                 

  The college has established strategic      1     2          3          4        5
  priorities for partnership-building with                                        
  employers, aligned with the community's                                         
  needs.                                                                          

  The partnerships in which your college     1     2          3          4        5
  takes part anticipate local economic                                            
  development and growth.                                                         

  The college has identified and partnered   1     2          3          4        5
  with the right mix of organizations.                                            

  The college partners with large employers  1     2          3          4        5
  and innovative industries.                                                      

  The college encourages and rewards its     1     2          3          4        5
  staff for entrepreneurial activity.                                             

  Partnerships are assessed and maintained   1     2          3          4        5
  in proportion to the ability to leverage                                        
  long-term outcomes and opportunities.                                           
  ------------------------------------------ ----- ---------- ---------- -------- ------------

**Guiding Questions for Reflection and Discussion**

This set of questions can be used as part of the strategic planning
process or reflected upon during the annual board retreat.

**Leadership**

-   To what extent is your college's commitment to labor market
    responsiveness reflected in the mission statement and strategic
    plan?

-   What priority do you place on your college's mission of meeting
    local workforce and economic development?

-   Does your outlook extend beyond your college's traditional service
    area?

-   Do you capitalize on opportunities to lead by example by being
    outspoken in your commitment to market responsive goals and by being
    actively involved in the community?

-   Do you seek out reports and other data sources to familiarize
    yourself with local, regional, and national economic trends?

-   Is the leadership of your college characterized by passion,
    entrepreneurship, risk-taking, and innovation?

-   How can your leadership maximize your college's labor market
    responsiveness? Who's going to do it? How?

**Organizational Structure**

-   Does the organizational chart reflect an equal institutional
    commitment to credit and noncredit programs?

-   Does the staff reporting structure give the administrators of the
    workforce-development or continuing education division access to the
    human and financial resources that they need?

-   Are labor-market-responsive services sufficiently centralized to
    provide efficient client service and avoid unnecessary duplication?

-   To what extent is there a divide between credit and noncredit
    programs on your campus? In what ways do the two interact? How do
    the administrators and the staff members of these divisions
    communicate and respond to one another internally? Do they
    collaborate to develop and deliver employer-related or
    career-oriented training?

-   Would a closer working relationship between the credit and noncredit
    sides improve the quality of the college's labor-market-responsive
    programs and its ability to offer employer-targeted training
    programs?

-   Are human resources at your college deployed in the most efficient
    manner to meet labor-market-responsive goals?

-   How can your organizational structure be modified to maximize your
    college's labor market responsiveness? Who's going to do it? How?

**Organizational Culture**

-   How would you describe the culture of your college? Would you use
    adjectives like innovative, entrepreneurial, risk-taking, or
    flexible to describe the culture of your college?

-   Is there a phrase or motto that you and other senior administrators
    use repeatedly in order to capture and to promote a campus-wide
    focus on workforce development?

-   Do your faculty and staff share a common belief system that reflects
    the college's goals and mission?

-   What changes in organizational structure could provide the leverage
    to promote a cultural shift?

-   Do your workforce-development strategies reflect the cultures in the
    surrounding community? Has your college changed in order to respond
    to changing community needs?

-   Do business and industry play a role in the development of courses
    and curricula on your campus? Has the process of curriculum
    development changed so as to incorporate workforce-development goals
    as well as more traditional academic goals?

-   How can your organizational culture evolve to maximize your
    college's labor market responsiveness? Who's going to do it? How?

**Resources**

-   What sources of income, in addition to state revenue, does your
    college pursue to fund workforce development programs? Could you
    explore a wider range of possible options?

-   What innovative approaches to fundraising for high-demand programs
    have you developed? Have you developed new sources of revenue
    through entrepreneurial activities such as providing needed services
    to business and community partners?

-   Could college funding from local sources -- the county or bond
    initiatives -- increase?

-   Does the college dedicate sufficient staff to obtaining resources to
    support responsive programs?

-   As a community college leader, have you invested enough personal
    attention to developing large-scale partnerships that could fund new
    college programs?

-   How does the college allocate discretionary resources between
    academic and occupationally oriented programs?

-   Is your college investing enough resources in faculty professional
    development?

-   Would the addition or enhancement of physical facilities
    significantly improve the campus' ability to respond to local labor
    market needs? Have you explored all possible avenues for securing
    new construction funds?

-   How can you acquire and allocate the necessary resources to maximize
    your college's labor market responsiveness? Who's going to do it?
    How?

**Information and Data**

-   What data collection methods does your college employ to gather
    information about labor market needs?

-   Do you have the information or data that you need to understand
    local labor market needs?

-   Does your college evaluate, either through formal assessment or
    other means, the satisfaction of partners and clients or the impact
    of its efforts to meet labor market needs?

-   Does your college collect post-enrollment data on students in credit
    programs? Noncredit programs? If so, by what means?

-   How does your college assess the range and value of its labor-market
    programs and services?

-   How can you access and use information and data to maximize your
    college's labor market responsiveness? Who's going to do it? How?

**Relationship-Building**

-   With which additional groups or organizations could your college
    build strategic relationships?

-   Do the president, trustees, and other influential friends of the
    college communicate the college's mission of labor market
    responsiveness in the public eye and in circles of influence?

-   Do college leaders and staff recognize that listening -- gathering
    information about general economic conditions and specific employer
    and occupational concerns -- is a key component of
    relationship-building?

-   As president, do you convey to campus staff members their role in
    marketing the college's workforce or business development mission?
    Do faculty and administrative staff members understand this to be a
    campus-wide responsibility? To what extent do you reward faculty and
    administrative staff members for relationship-building?

-   To what extent does the marketing activity of the college staff
    communicate positive messages likely to encourage organizations to
    approach the college about partnerships? Are you confident of the
    college's reputation in this respect?

-   Has the college sought out new ways to market its workforce and
    business-development activity, regionally and even nationally?

-   How can your relationship-building expand to maximize your college's
    labor market responsiveness? Who's going to do it? How?

**Partnerships**

-   Have you led the college through a process of establishing strategic
    priorities for partnering?

-   Are you partnering with the right organizations? Is the college
    partnering with large employers and important or growing industries?

-   Is your college engaging in sustained, successful partnerships that
    are responsive to the labor market? What benefits do the college and
    its partners secure from these partnerships?

-   Do the partnerships in which your college takes part address local
    economic development and growth? If so, how? Are you engaged in
    developing and recruiting industry sectors?

-   Are partnerships assessed on their ability to leverage long-term
    opportunities?

-   To what extent does the college encourage and reward its staff for
    entrepreneurial activities?

-   Having formally embraced the mission of labor market responsiveness,
    do senior administrators of your college actively pursue new
    partnerships beyond the campus?

-   Do all those responsible for initiating and sustaining relationships
    with partners and potential partners behave so as to represent your
    college's integrity, the excellence of its programs and services,
    the flexibility and proactive problem-solving stance of its staff?

-   How can you partner more effectively to maximize your college's
    labor market responsiveness? Who's going to do it? How?

### 2. MEETING LOCAL WORKFORCE AND ECONOMIC DEVELOPMENT NEEDS

**Assessing Environmental Needs and Organizational Capabilities**

This instrument presents questions that are designed to help community
college leaders assess:

1.  The workforce and economic development needs of their college's
    community;

2.  How responsive their college's program is to meeting the workforce
    and development needs of local employers and students; and

3.  What concrete steps might improve the market responsiveness of
    career-oriented programs.

Answering the questions draws on information that college leaders have
at their finger tips. No special preparation is required, and it should
not be necessary to look up any information. The questions can be
answered in about 30 minutes, but hopefully they will trigger ideas that
might take considerably more time to fully develop and perhaps years to
fully implement.

A.  **MEETING LOCAL WORKFORCE DEVELOPMENT NEEDS**

*The training areas listed below cover curricula common among colleges
concerned with labor market responsiveness. For items k -- m consider
adding training areas of unique importance to your service area.*

1.  **Rate the demand for training in the following areas among
    employers in the communities your college serves.**

  --------------------------------------- ----- ---------- ------ ----------
  Area                                    Low   Moderate   High   Very High

  a\. Computer-related professions        1     2          3      4

  b\. Health-care and related professions 1     2          3      4

  c\. Building trades                     1     2          3      4

  d\. Manufacturing-related skills        1     2          3      4

  e\. Computer-related office skills      1     2          3      4

  f\. Other office or clerical skills     1     2          3      4

  g\. Biotech and other sciences          1     2          3      4

  h\. Soft skills (e.g., customer         1     2          3      4
  service)                                                        

  i\. Basic education                     1     2          3      4

  j\. English as a second language        1     2          3      4

  Important areas not noted above (please                         
  fill in):                                                       

  k\.                                     1     2          3      4

  l\.                                     1     2          3      4

  m\.                                     1     2          3      4
  --------------------------------------- ----- ---------- ------ ----------

2.  **Rate the supply of residents interested in training in the
    following areas relative to employer demand in the communities your
    college serves.**

  -------------------------------------- --------- ---------- -------- ----------
  Area                                   Supply    Supply     Supply   Supply
                                         Greater   Equal to   Below    Much Below
                                         than      Demand     Demand   Demand
                                         Demand    Moderate   High     Very High
                                         Low                           

  a\. Computer-related professions       1         2          3        4

  b\. Health-care and related            1         2          3        4
  professions                                                          

  c\. Building trades                    1         2          3        4

  d\. Manufacturing-related skills       1         2          3        4

  e\. Computer-related office skills     1         2          3        4

  f\. Other office or clerical skills    1         2          3        4

  g\. Biotech and other sciences         1         2          3        4

  h\. Soft skills (e.g., customer        1         2          3        4
  service)                                                             

  i\. Basic education                    1         2          3        4

  j\. English as a second language       1         2          3        4

  Additional important areas noted in                                  
  question 1 (please fill in):                                         

  k\.                                    1         2          3        4

  l\.                                    1         2          3        4

  m\.                                    1         2          3        4
  -------------------------------------- --------- ---------- -------- ----------

3.  **Rate the size of your college\'s program in each of the following
    areas relative to the overall training needs of employers in the
    community you serve.**

  ------------------------------------- ------- ---------- ------- ----------
  Area                                  Small   Moderate   Large   Very Large

  a\. Computer-related professions      1       2          3       4

  b\. Health-care and related           1       2          3       4
  professions                                                      

  c\. Building trades                   1       2          3       4

  d\. Manufacturing-related skills      1       2          3       4

  e\. Computer-related office skills    1       2          3       4

  f\. Other office or clerical skills   1       2          3       4

  g\. Biotech and other sciences        1       2          3       4

  h\. Soft skills (e.g., customer       1       2          3       4
  service)                                                         

  i\. Basic education                   1       2          3       4

  j\. English as a second language      1       2          3       4

  Additional important areas noted in                              
  question 1 (please fill in):                                     

  k\.                                   1       2          3       4

  l\.                                   1       2          3       4

  m\.                                   1       2          3       4
  ------------------------------------- ------- ---------- ------- ----------

4.  

**Rate the importance of increasing the size of the following programs
to enhance the economic well-being of the communities you serve.**

  ------------------------------------- ------- ---------- ------- ----------
  Area                                  Small   Moderate   Large   Very Large

  a\. Computer-related professions      1       2          3       4

  b\. Health-care and related           1       2          3       4
  professions                                                      

  c\. Building trades                   1       2          3       4

  d\. Manufacturing-related skills      1       2          3       4

  e\. Computer-related office skills    1       2          3       4

  f\. Other office or clerical skills   1       2          3       4

  g\. Biotech and other sciences        1       2          3       4

  h\. Soft skills (e.g., customer       1       2          3       4
  service)                                                         

  i\. Basic education                   1       2          3       4

  j\. English as a second language      1       2          3       4

  Additional important areas noted in                              
  question 1 (please fill in):                                     

  k\.                                   1       2          3       4

  l\.                                   1       2          3       4

  m\.                                   1       2          3       4
  ------------------------------------- ------- ---------- ------- ----------

5.  **Rate your college's current efforts to expand training programs in
    each of the areas using the following scale:**

1 = other priorities take precedence (not interested in expanding),

2 = little or no work is being done to expand this program,

3 = a moderate amount of work is being done to expand this program,

4 = a lot of work is being done to expand this program

  ------------------------------------- ---------- -------- ---------- ----------
  Area                                  Not a      No       Moderate   Focused
                                        Priority   Effort   Effort     Effort
                                                   to                  
                                                   Expand              

  a\. Computer-related professions      1          2        3          4

  b\. Health-care and related           1          2        3          4
  professions                                                          

  c\. Building trades                   1          2        3          4

  d\. Manufacturing-related skills      1          2        3          4

  e\. Computer-related office skills    1          2        3          4

  f\. Other office or clerical skills   1          2        3          4

  g\. Biotech and other sciences        1          2        3          4

  h\. Soft skills (e.g., customer       1          2        3          4
  service)                                                             

  i\. Basic education                   1          2        3          4

  j\. English as a second language      1          2        3          4

  Additional important areas noted in                                  
  question 1 (please fill in):                                         

  k\.                                   1          2        3          4

  l\.                                   1          2        3          4

  m\.                                   1          2        3          4
  ------------------------------------- ---------- -------- ---------- ----------

6.  **Regardless of current effort, rate the level of difficulty for
    your college to significantly increase the size of programs in each
    following areas.**

  ------------------------------------- ----------- ----------- ------------ -----------
  Area                                  Not         A Little    Moderately   Very
                                        Difficult   Difficult   Difficult    Difficult

  a\. Computer-related professions      1           2           3            4

  b\. Health-care and related           1           2           3            4
  professions                                                                

  c\. Building trades                   1           2           3            4

  d\. Manufacturing-related skills      1           2           3            4

  e\. Computer-related office skills    1           2           3            4

  f\. Other office or clerical skills   1           2           3            4

  g\. Biotech and other sciences        1           2           3            4

  h\. Soft skills (e.g., customer       1           2           3            4
  service)                                                                   

  i\. Basic education                   1           2           3            4

  j\. English as a second language      1           2           3            4

  Additional important areas noted in                                        
  question 1 (please fill in):                                               

  k\.                                   1           2           3            4

  l\.                                   1           2           3            4

  m\.                                   1           2           3            4
  ------------------------------------- ----------- ----------- ------------ -----------

7.  **Rate the degree to which each of the following potential
    impediments stands as an obstacle to expanding the program in each
    area, using the following scale:**

> 1 = Low
>
> 2 = Moderate
>
> 3 = High

4 = Very High

  ------------------------------------------ ----- ---------- ------ ---------
  Area                                       Low   Moderate   High   Very High

  A. Lack of External Support from                                   

  a\. the state                              1     2          3      4

  b\. Local employers                        1     2          3      4

  c\. Local governments                      1     2          3      4

  d\. Local civic associations               1     2          3      4

  e\. Local postsecondary institutions       1     2          3      4

  f\. Local K-12 systems                     1     2          3      4

  g\. The federal government                 1     2          3      4

  h\. Regional or national agencies          1     2          3      4

  i\. Regional or national employer groups   1     2          3      4

                                                                     

  B. Supply                                                          

  a\. Lack of interest by local residents    1     2          3      4

  b\. Lack of preparation of local residents 1     2          3      4

                                                                     

  C. Executive Leadership                                            

  a\. Lack of time to develop strategic      1     2          3      4
  plans                                                              

  b\. Lack of time to form partnerships      1     2          3      4

  c\. Lack of time to implement plans        1     2          3      4

  d\. Low priority given to this mission     1     2          3      4

                                                                     

  D. Internal Support                                                

  a\. Lack of time or interest by            1     2          3      4
  administrators                                                     

  b\. Lack of expertise by administrators    1     2          3      4

  c\. Lack of time or interest by faculty    1     2          3      4
  and staff                                                          

  d\. Lack of expertise by faculty and staff 1     2          3      4

  e\. Lack of facilities, equipment, and     1     2          3      4
  supplies                                                           

  f\. Conflict with the academic transfer    1     2          3      4
  mission                                                            

  g\. Conflict between for-credit and        1     2          3      4
  non-credit divisions                                               

  h\. Inability to shift resources across    1     2          3      4
  programs                                                           

  i\. Lack of internal data needed to        1     2          3      4
  support decisions                                                  

  j\. Lack of data needed to build           1     2          3      4
  coalitions                                                         
  ------------------------------------------ ----- ---------- ------ ---------

8.  **For these same potential impediments, rate how difficult it would
    be to remove them using the following scale:**

> 1 = not an impediment
>
> 2 = easy to remove
>
> 3 = moderately difficult to remove
>
> 4 = very difficult to remove

  --------------------------------- ------------ -------- ------------ -----------
  Area                              Not an       Easy to  Moderately   Very
                                    Impediment   Remove   Difficult    Difficult

  A. Lack of External Support from  1            2        3            4

  a\. the state                     1            2        3            4

  b\. Local employers               1            2        3            4

  c\. Local governments             1            2        3            4

  d\. Local civic associations      1            2        3            4

  e\. Local postsecondary           1            2        3            4
  institutions                                                         

  f\. Local K-12 systems            1            2        3            4

  g\. The federal government        1            2        3            4

  h\. Regional or national agencies 1            2        3            4

  i\. Regional or national employer 1            2        3            4
  groups                                                               

                                                                       

  B. Supply                                                            

  a\. Lack of interest by local     1            2        3            4
  residents                                                            

  b\. Lack of preparation of local  1            2        3            4
  residents                                                            

                                                                       

  C. Executive Leadership                                              

  a\. Lack of time to develop       1            2        3            4
  strategic plans                                                      

  b\. Lack of time to form          1            2        3            4
  partnerships                                                         

  c\. Lack of time to implement     1            2        3            4
  plans                                                                

  d\. Low priority given to this    1            2        3            4
  mission                                                              

                                                                       

  D. Internal Support                                                  

  a\. Lack of time or interest by   1            2        3            4
  administrators                                                       

  b\. Lack of expertise by          1            2        3            4
  administrators                                                       

  c\. Lack of time or interest by   1            2        3            4
  faculty and staff                                                    

  d\. Lack of expertise by faculty  1            2        3            4
  and staff                                                            

  e\. Lack of facilities,           1            2        3            4
  equipment, and supplies                                              

  f\. Conflict with the academic    1            2        3            4
  transfer mission                                                     

  g\. Conflict between for-credit   1            2        3            4
  and non-credit divisions                                             

  h\. Inability to shift resources  1            2        3            4
  across programs                                                      

  i\. Lack of internal data needed  1            2        3            4
  to support decisions                                                 

  j\. Lack of data needed to build  1            2        3            4
  coalitions                                                           
  --------------------------------- ------------ -------- ------------ -----------

9.  **What one program expansion by your college would do the most to
    help local firms and improve the area's economic well-being?**

> Program name/description:

10. **Which statement best describes the prospects for expanding this
    key program?**

    a.  Good progress is being made.

    b.  We have been exploring ways to expand the program, but have not
        yet made good progress.

    c.  We have not done much planning, but probably could develop
        highly feasible plans.

    d.  We have not done much planning because it would be difficult to
        develop a feasible plan.

11. **What are the three most important impediments that need to be
    overcome to successfully expand the key program?**

> Impediment A:
>
> Impediment B:
>
> Impediment C:

12. **Rate the prospects for overcoming the impediments using the
    following scale:**

> 1 = Excellent
>
> 2 = Good
>
> 3 = Fair
>
> 4 = Poor

  -------------------------------- ----------- --------- --------- --------
  Impediment                       Excellent   Good      Fair      Poor

  Impediment A                     1           2         3         4

  Impediment B                     1           2         3         4

  Impediment C                     1           2         3         4
  -------------------------------- ----------- --------- --------- --------

**B. MEETING LOCAL ECONOMIC DEVELOPMENT NEEDS**

In addition to providing education and training that help residents
progress in their careers, community colleges provide direct support to
local employers through business incubators, entrepreneurship
development, and recruitment of new industry, as well as helping to
improve production processes, planning, and marketing. This section asks
about assistance your college provides to businesses independent of
helping to provide career-oriented education and training.

13. **Rate the demand for assistance colleges can offer other than
    training in the following areas among employers in the communities
    your college serves, using the scale below.**

> 1 = Low
>
> 2 = Moderate
>
> 3 = High

4 = Very High

  ---------------------------------------- ----- ---------- ------ ----------
  Area                                     Low   Moderate   High   Very High

  a\. Information Technology (IT)          1     2          3      4

  b\. Biotech and other science-oriented   1     2          3      4
  firms                                                            

  c\. Construction                         1     2          3      4

  d\. Manufacturing                        1     2          3      4

  e\. Business Service                     1     2          3      4

  f\. Personal Services                    1     2          3      4

  g\. Transportation                       1     2          3      4

  h\. Social Services or Education         1     2          3      4

  i\. Government Services or Law           1     2          3      4
  Enforcement                                                      

  Important areas not noted above (please                          
  fill in):                                                        

  j\.                                      1     2          3      4

  k\.                                      1     2          3      4

  l\.                                      1     2          3      4
  ---------------------------------------- ----- ---------- ------ ----------

14. **Rate the adequacy of the size of your college's programs in each
    area, using the scale below.**

> 1 = Low
>
> 2 = Moderate
>
> 3 = High

4 = Very High

  ---------------------------------------- ----- ---------- ------ ----------
  Area                                     Low   Moderate   High   Very High

  a\. Information Technology (IT)          1     2          3      4

  b\. Biotech and other science-oriented   1     2          3      4
  areas                                                            

  c\. Construction                         1     2          3      4

  d\. Manufacturing                        1     2          3      4

  e\. Business Service                     1     2          3      4

  f\. Personal Services                    1     2          3      4

  g\. Transportation                       1     2          3      4

  h\. Social Services or Education         1     2          3      4

  i\. Government Services or Law           1     2          3      4
  Enforcement                                                      

  Important areas not noted above (please                          
  fill in):                                                        

  j\.                                      1     2          3      4

  k\.                                      1     2          3      4

  l\.                                      1     2          3      4
  ---------------------------------------- ----- ---------- ------ ----------

15. **Rate the potential for expanding programs in each area, using the
    scale below.**

> 1 = Low
>
> 2 = Moderate
>
> 3 = High

4 = Very High

  ---------------------------------------- ----- ---------- ------ ----------
  Area                                     Low   Moderate   High   Very High

  a\. Information Technology (IT)          1     2          3      4

  b\. Biotech and other science-oriented   1     2          3      4
  areas                                                            

  c\. Construction                         1     2          3      4

  d\. Manufacturing                        1     2          3      4

  e\. Business Service                     1     2          3      4

  f\. Personal Services                    1     2          3      4

  g\. Transportation                       1     2          3      4

  h\. Social Services or Education         1     2          3      4

  i\. Government Services or Law           1     2          3      4
  Enforcement                                                      

  Important areas not noted above (please                          
  fill in):                                                        

  j\.                                      1     2          3      4

  k\.                                      1     2          3      4

  l\.                                      1     2          3      4
  ---------------------------------------- ----- ---------- ------ ----------

**3. Further Resources**

**1. Products from the Community College Labor Market Responsiveness
Initiative**

In addition to this guidebook, a handful of reports were generated as
part of the CCLMR initiative. These include a review of the literature
and an analytical cross-case analysis of colleges in 10 labor-market
areas. These background documents will soon be downloadable from the Web
at www.ed.gov/about/offices/list/ovae/ or at
[www.nccte.org](http://www.nccte.org/).

-   *Documented Characteristics of Labor Market-Responsive Community
    Colleges and a Review of Supporting Literature* (Westat and AED,
    2003)

-   *Research Appendices to the 21st-Century Community College* (Westat,
    forthcoming)

**2. Further Reading**

A wealth of annotated citations can be found in the literature review
cited above. Here we share some additional examples of resources that
may prove useful.

Adler, Laurel. A. "The Role Community Colleges Should Play in Job
Placement," *New Directions for Community Colleges* 25, no. 1 (1997):
41-48.

This article describes the need for schools to develop partnerships with
businesses and presents five model projects designed to stay ahead of
the job market and create new jobs. It also provides follow-up data on
two of the models. The author lists common elements of successful
programs and provides tips on developing partnerships.

Bailey, Thomas, and Vanessa Smith Morest. "The Organizational Efficiency
of Multiple Missions for Community Colleges." *Community College
Research Center Brief,* No. 19*.* New York, N.Y: Columbia University,
Sept. 2003.

Using case-study research conducted at eight community colleges in five
states, this report examines the issue of, and controversy over, the
ever-expanding missions of community colleges. After examining the
criticisms that have been leveled against the multiple-missions
strategy, the authors focus on three categories of community college
missions: core, vertical, and horizontal activities. The core is
comprised of degree-granting programs, vertical involves reaching up and
down into the traditional education system, and horizontal involves
engaging the community through outreach and diversification. Using this
framework, the authors analyze the relationships between community
college mission expansion and integration.

Bragg, Debra D. "Opportunities and Challenges for the New Vocationalism
in American Community Colleges," in *The New Vocationalism in Community
Colleges*, edited by Debra D. Bragg. *New Directions for Community
Colleges*, No. 115. San Francisco: Jossey-Bass, fall 2001.

This edited book was published as part of the continuing New Directions
for Community Colleges series*.* Its nine substantive chapters cover
topics ranging from the role of leadership to instructional practice.
Particularly relevant chapters examine the relationship of community
colleges to emerging systems of workforce development and opportunities
for partnership and collaboration with business, industry and other
community organizations. An annotated bibliography is included as a
tenth chapter and provides a valuable collection of sources and
information for those interested in learning more about the role of the
community in vocational and workforce development.

Dougherty, Kevin J. *The Contradictory College: The Conflicting Origins,
Impacts, and Futures of the Community College*. Albany, N.Y.: State
University of New York Press, 2001.

In this comprehensive and well-reasoned book, the author considers the
competing ideas and missions of the community college. The book
systematically analyzes the evidence on four key issues that continue to
divide commentators on the community college: the community college's
impact on students, business, and the universities; the factors behind
its rise since the early 1900s; the causes of its swift
vocationalization after 1960; and what directions the community college
should take in the future.

Hickman, Randall C., and John W. Quinley. "A Synthesis of Local, State,
and National Studies in Work Force Education and Training." Paper
presented at the annual forum of the Association for Institutional
Research, Orlando, Fla., May 1997.

This study investigated what the workforce education, training, and
retraining needs of businesses and organizations in the United States
are, and how well community colleges are meeting these needs.
Conventional and meta-analytical methods were employed to analyze a
sample of 10 local, state, and national studies in workforce development
with a secondary analysis conducted for the purpose of quantitatively
and qualitatively integrating the findings. Content analysis methods
were used to provide an analysis of survey comments and other
qualitative data in the studies. The results of the synthesis supported
two general conclusions: (1) community colleges are responding to the
need for workforce education and training for all types and sizes of
business and for specific training needs; and (2) they are meeting the
needs of business by providing customized, high-quality, flexible
workforce training programs. Additional research is suggested to
validate the extent to which employers across the country agree in their
perceptions about workforce development needs and issues. There should
be a systematic exploration of the agreement between the perceptions of
employers and community college administrators concerning the central
issues in workforce development.

Holub, Jonathan D. *The Role of the Community College in Rural Community
Development.* Los Angeles: ERIC Clearinghouse for Community Colleges,
Jan. 1996.

This ERIC Digest focuses on the ways in which rural community colleges
are serving their surrounding areas in an effort to reverse negative
trends and prepare community members for the technological, economic,
and societal changes that are emerging at the beginning of the
21st-century. The digest reviews the policy, dispositional, situational,
and institutional strategies that community colleges can adopt as well
as some of the tools available to implement these strategies, such as
community-based programming and technological learning systems

Jenkins, Davis, and Katherine Boswell. *State Policies on Community
College Workforce Development: Findings from a National Survey*. Denver,
Colo.: Education Commission of the States, 2002.

This paper presents findings from a survey of state higher education
officials on policies the various states have established to guide and
support workforce development programs at community colleges. The
authors note that the vast majority of the more than 165,000 advanced
certificates community colleges award are in job-related fields. The
survey instrument was sent to the state agency responsible for oversight
of community colleges in each of the 50 states. Forty-five states
responded. The results pinpoint the opportunities and challenges states
face with respect to workforce development delivered through their
community college systems.

McCabe, Robert H., ed. *The American Community College: Nexus for
Workforce Development.* Mission Viejo, Calif.: League for Innovation in
the Community College, 1997.

Emphasizing the central role of community colleges in workforce
development, this two-part monograph reviews the status of workforce
development initiatives at the national, state, and local levels and
provides descriptions of 10 exemplary programs at community colleges
across North America. The first part focuses on the status of and
operating context for workforce development and provides the following
four chapters: (1) Federal Workforce Legislation, (2) State Initiatives
in Workforce Development, (3) Community Colleges as the Nexus for
American Workforce Development, and (4) Building Effective Workforce
Development Programs. The second part then presents in-depth
descriptions of exemplary workforce development programs at the
following 10 community colleges: Florida\'s Daytona Beach Community
College, Texas\' Collin County Community College, Toronto\'s (Canada)
Humber College, Illinois\' Black Hawk College, Michigan\'s Delta
College, Kansas\' Johnson County Community College, Oregon\'s Lane
Community College, Colorado\'s Pueblo Community College, Wisconsin\'s
Waukesha County Technical College, and Illinois\' Moraine Valley
Community College.

Myran, Gundar, George A. Baker, Beverly Simone, and Tony Zeiss.
*Leadership Strategies for Community College Executives.* Washington,
D.C.: Community College Press, 2003.

This book on applied leadership is a handbook on day-to-day leadership
practices, intended for use by community college presidents, governing
boards, administrators, and faculty leaders. Based on the experiences of
successful community college presidents and executives, the book focuses
on three questions:

-   How do the president and executive team develop institutional
    strategy, that is, the pattern of decisions that determine the
    future direction of the college?

-   How does the executive team develop the web of interaction and
    influence with internal and external constituencies that produces
    support of the college's mission and strategy?

-   How do the president and executive team align the various dimensions
    of college development with the institutional strategy?

Included under "Execution Strategies" is a chapter titled "Community,
Economic, and Workforce Development," which describes ways community
college leaders can craft effective community, workforce, and economic
development strategies that fit within an overarching strategic
framework and are aligned with the long-term mission and vision
statements of their institutions.

Petrides, Lisa. *Turning Knowledge Into Action: What's Data Got To Do
With It?* Phoenix, Ariz.: League for Innovation in the Community
College, 2004.

*Turning Knowledge Into Action* is based on interviews with over 65
top-level community college administrators. The book shows how community
colleges are facing challenges in their efforts to collect data on
student performance, to analyze it effectively, and to then share it in
meaningful ways that lead to proactive decision-making about investments
in programs and services, such as targeting remedial assistance to those
who need it, matching course availability with student demand, and
providing better consumer information for prospective students and other
important constituents.

Zeiss, Tony, ed. *Developing the World\'s Best Workforce: An Agenda for
America\'s Community Colleges.* Washington, D.C.: American Association
of Community Colleges, 1997.

Examining the role of community colleges in workforce development, this
monograph describes results from a national study of community and
technical colleges and the employers they serve regarding needs for
workforce training and successful program elements. Following
introductory sections, reviewing the purpose of the study, the following
chapters are provided: (1) The Role of American Community Colleges in
the 21st Century, (2) A Current Assessment of Community College
Workforce Training: A Brief Overview, (3) AACC/NETWORK National
Community College Workforce Development Database, (4) Rethinking the
Role of Instruction for Workforce Training,(5) Survey of Employers,
presenting results from the 2,473 employers who responded to the survey;
(6) Survey of Deans and Directors, describing successful program
elements identified by the 56 community college administrators
responding to the survey; (7) Discussion of Survey Results: Employers
and Deans and Directors, and (8) Conclusions, Implications, and
Recommendations. Appendices provide organizational charts of model
workforce development systems, a list of colleges participating in the
survey, and the employer survey instrument.

**3. Organizations and Projects**

Here are examples of organizations and projects that you may find
useful. It is not meant to be an exhaustive list, and there may be other
organizations and projects they you may find useful. In general, the
descriptions come from the organizations themselves and are not intended
as an external evaluation of the projects and activities.

**American Association of Community Colleges (AACC)**

One Dupont Circle, NW, Suite 410\
Washington, DC 20036\
Phone: (202) 728-0200\
Fax: (202) 833-2467

www.aacc.nche.edu

Founded in 1920, the American Association of Community Colleges (AACC)
has become the leading proponent and the national voice for community
colleges. AACC's membership represents close to 95 percent of all
accredited U.S. two-year community, junior, and technical colleges and
their 10.5 million students, as well as a growing number of
international members. The colleges are the largest and fastest-growing
sector of U.S. higher education, enrolling close to half (45 percent) of
all U.S. undergraduates. 

AACC is the primary advocacy organization for community colleges at the
national level and works closely with directors of state offices to
inform and affect state policy. AACC supports and promotes its member
colleges through policy initiatives, innovative programs, research and
information and strategic outreach to business and industry and the
national news media.  Its efforts are focused in six strategic action
areas:

-   National and international advocacy for community colleges;

-   Learning and accountability;

-   Leadership development;

-   Economic and workforce development;

-   Connectedness across the AACC membership; and

-   International and intercultural education.

**Association of Community College Trustees**

1233 20th Street, NW,\
Suite 605, Washington, DC 20036

Phone: (202) 775-4667

Fax: (202) 223-1297

[www.acct.org](http://www.acct.org/)

The Association of Community College Trustees (ACCT) is a nonprofit
educational organization of governing boards, representing more than
6,500 elected and appointed trustees who govern more than 1,200
community, technical, and junior colleges in the United States, Canada,
and England. ACCT, governed by a 26-member board of directors, is
committed to its mandate of service to trustees. The association offers
trustee training and professional development programs, educational
programs, research and publications, extensive board services, and
public policy advocacy. A major project on which ACCT cooperated is
**CCBenefits, Inc.**

<http://www.ccbenefits.com/>. CCBenefits, Inc. was established in
February 2000 to make available to individual community and technical
colleges a generic and low-cost yet comprehensive tool that would allow
them to estimate the economic benefits accrued by students and taxpayers
as a result of the higher education achieved. It answers the question:
What is the role of community and technical colleges in the local or
state economy and do the benefits outweigh the costs? This information
is sought by state and local legislators, private donors, overseeing
agencies, as well as local chambers of commerce, city councils, and
local economic development groups. This site is the main venue for
communicating with CCBenefits, Inc. clients, in addition to the regular
phone and e-mail contacts.

**Center for Community College Policy**

Education Commission of the States

700 Broadway, Suite 1200\
Denver, CO 80203-3460\
Phone: (303) 299-3691\
Fax: (303) 296-8332

<http://www.communitycollegepolicy.org/>

The Center for Community College Policy was established to support the
creation of public policy that encourages the development of effective
and innovative community colleges across the United States. It was
established by the Education Commission of the States, in cooperation
with the U.S. Department of Education. The center:

-   Conducts research and analysis;

-   Establishes a Web-based electronic database on issues of community
    college policy;

-   Serves as a clearinghouse for state officials, college leaders, and
    the media on issues of community college policy at the state level;

-   Publishes and disseminates policy papers;

-   Organizes national, regional, and state-level workshops around
    issues of community college policy; and

-   Provides technical assistance to states.

**COMBASE**

Cooperative for the Advancement of Community-Based Postsecondary
Education

<http://staff.bcc.edu/combase/>

Established in 1974 by 10 community colleges with a common interest in
community-based education, COMBASE has become a leading organization in
the nation with approximately 60 institutions. The purpose of COMBASE is
to identify, validate, and employ exemplary practices in community-based
and performance-oriented education; and to share expertise and
experience through research, publications, professional development
programs, networking, and other means.

**Community College Research Center**

Teachers College, Columbia University

525 West 120th Street, Box 174

New York, N.Y. 10027

[www.tc.columbia.edu/ccrc](http://www.tc.columbia.edu/ccrc)

The Community College Research Center (CCRC) was established in 1996 by
the [Alfred P. Sloan Foundation](http://www.sloan.org/) and is housed
within the [Institute on Education and the
Economy](http://www.tc.columbia.edu/iee) (IEE) at [Teachers
College](http://www.tc.columbia.edu/), [Columbia
University](http://www.columbia.edu/). Since its inception, CCRC has
taken a broad and comprehensive view of community colleges in order to
frame the critical questions concerning the fundamental purposes,
problems, and performances of community colleges. The center\'s studies
include research on the roles of community colleges; workforce and
economic development; curriculum pedagogy and articulation; and the
economic returns of community colleges.

The mission of the Community College Research Center is to carry out and
promote research on major issues affecting the development, growth, and
changing roles of community colleges in the United States. In addition
to conducting research, CCRC works with community colleges, professional
organizations, foundations, and government agencies in an effort to
strengthen the research capacity both within the colleges and the
broader community, attract new scholars to the field, promote discussion
and debate about crucial and often controversial issues, and disseminate
existing research.

**Consortium for Community College Development**\
534 School of Education\
610 E. University\
Ann Arbor, MI 48109\
Phone: (734) 647-1973

<http://www.umich.edu/~cccd/>

Established in 1986, the Consortium for Community College Development is
a powerful network of two-year colleges in the United States and Canada.
A unique partnership between universities and community colleges,
current membership numbers more than 125 colleges in 29 states and three
Canadian provinces. The consortium is co-sponsored by the University of
Michigan and Michigan State University.

The Consortium for Community College Development is committed to:

-   conducting action research to identify critical issues affecting
    community colleges;

-   helping community colleges develop strategies, structures, and
    processes to prepare for a very different future;

-   providing comprehensive programs, services, and research to
    strengthen the capacity of community colleges to respond to change;
    and

-   facilitating the sharing of ideas and expertise within and between
    community colleges.

**Institute on Education and the Economy**

Teachers College, Columbia University\
439 Thorndike Hall\
525 West 120th Street, Box 174\
New York, NY 10027\
Phone: (212) 678-3091

www.tc.columbia.edu/\~iee

The Institute on Education and the Economy (IEE), established in 1986 by
the Board of Trustees of Teachers College, Columbia University, is an
interdisciplinary policy research center that focuses its attention on
the interaction between education and the economy. The foundation of
this focus was articulated in *The Double Helix of Education and the
Economy*, written in 1992 by the institute\'s former and current
directors, and which analyzed the relationship between changes in the
economy and the need for a fundamental rethinking of the U.S. education
system.

**League for Innovation in the Community College**

4505 East Chandler Boulevard, Suite 250

Phoenix, AZ 85048

Phone: (480) 705-8200

Fax: (480) 705-8201

www.league.org

The league is an international organization dedicated to catalyzing the
community college movement. It hosts conferences and institutes,
develops Web resources, conducts research, produces publications,
provides services, and leads projects and initiatives with its member
colleges, corporate partners, and other agencies in a continuing effort
to make a positive difference for students and communities. The league
is the only major international organization specifically committed to
improving community colleges through innovation, experimentation, and
institutional transformation.

The league is spearheading efforts to develop more learning-centered
community colleges through its [Learning
Initiative](http://www.league.org/league/about/learninit.htm). The goal
is to assist community colleges in developing policies, programs, and
practices that place learning at the heart of the educational
enterprise, while overhauling the traditional architecture of education.

The league is the principal provider of national programs and
publications to prepare leaders for community colleges and has developed
a comprehensive array of development activities that influence community
college leadership. It is a key leader in influencing the expansion and
improvement of workforce training programs in community colleges in the
United States and Canada.

**National Association of Manufacturers**

**Center for Workforce Success**

1331 Pennsylvania Avenue, NW

Washington, DC 20004-1790

Phone: (202) 637-3000

Fax: (202) 637-3182

www.nam.org

The Center for Workforce Success is the workforce-development arm of
[The Manufacturing
Institute](http://www.nam.org/secondary.asp?TrackID=&CategoryID=106),
the educational and research affiliate of the National Association of
Manufacturers (NAM). American manufacturing is the most competitive
industry in the global marketplace. Innovations and technological
advances have helped lower inflation, increase productivity, improve the
environment, and provide workers with better pay, benefits, and living
standards. Attracting and keeping skilled and well-trained employees are
top priorities for manufacturers. The Center for Workforce Success
provides workplace resources that help NAM members keep pace in the race
to stay ahead in today\'s economy.

As the overall economy has changed, so has the workforce itself. The
Center for Workforce Success focuses on the impact of a changing
economy, shifting demographics, rapid advancements in technology, and
increasing globalization on manufacturers' ability to recruit and retain
employees with the right skills. In 2002, the center will continue to
address these issues and begin a new focus on making manufacturing
careers a preferred choice for American workers and students. 

**National Association of Workforce Boards (NAWB)**

1701 K Street, NW\
Suite 1000\
Washington, DC 20006

Phone: (202) 775-0960

[http://www.nawb.org](http://www.nawb.org/)

NAWB represents business-led Workforce Boards that plan and oversee
state and local workforce development and job training programs. NAWB
members are volunteers working in their communities to create a more
highly skilled workforce. Workforce Boards consist of public- and
private-sector members who are leading the way in workforce development
so that America can remain competitive in the global marketplace.

**National Coalition of Advanced Technology Centers (NCATC)**

[http://www.ncatc.org](http://www.ncatc.org/)

The National Coalition of Advanced Technology Centers is a network of
higher education resources that advocates and promotes the use of
technology applications to enhance economic and workforce development
programs and services. NCATC is a member-driven organization that serves
institutions providing technological and educational services to
business and industry. Members have access to exemplary models of
marketing, administration, scheduling, and program delivery from the top
technology centers in the nation. An annual national conference serves
as an information resource on current technology programs, services, and
practices as well as a forum to network with business, industry, and
government leaders.

**National Council for Continuing Education and Training (NCCET)**

NCCET National Office\
P.O. Box 130623\
Carlsbad, CA 92013-0623

Phone: (760) 753-8375

Fax: (760) 942-7296

[www.nccet.org](http://www.nccet.org/)

As the oldest affiliate of the Council of the American Association of
Community Colleges (AACC), the National Council for Continuing Education
and Training is the premiere association serving professionals in
America's community colleges. The council is committed to continuous
quality improvement and to quality service as a change agent for
lifelong learning. NCCET contributes to individual, community,
workforce, and economic development by:

-   Exercising leadership as an AACC affiliate council to provide
    quality education and training services;

-   Providing quality continuing education and professional development
    for members;

-   Promoting corporate citizenship in communities;

-   Encouraging innovative opportunities for lifelong learning; and

-   Preparing a skilled workforce to be competitive in the 21st century.

**National Council for Workforce Education (NCWE)**

P.O. Box 3188\
Dublin, Ohio 43016-0088\
Phone: (614) 659-0196\
Fax: (614) 336-8596

[www.ncwe.org](http://www.ncwe.org/)

The National Council for Workforce Education is a private, nonprofit,
professional organization committed to promoting excellence and growth
in occupational education at the postsecondary level. NCWE, an affiliate
council of the American Association of Community Colleges (AACC),
provides a national forum for administrators and faculty in
occupational, vocational, technical, and career education as well as for
representatives of business, labor, military, and government, to affect
and direct the future role of two-year colleges in work-related
education.

NCWE membership includes occupational, vocational, technical, and career
educators, economic development professionals, and business, labor,
military, and government representatives.

NCWE accomplishes its goals through its members and their active
participation in task forces and committees. These groups are chaired by
members who collaborate with NCWE members across the nation and with
other professional organizations such as the National Center for
Research in Vocational Education (NCRVE) and the League for Innovation,
and workforce development professional associations such as NETWORK,
National Council for Advanced Technology Centers (NCATC), and the
National Council for Continuing Education and Training (NCCET).

[**National Council of State Directors of Community
Colleges**](http://www.statedirectors.org/index.html)

AACC One Dupont Circle, NW\
Suite 410\
Washington, DC 20036\
Phone: (202) 728-0200

Fax: (202) 833-2467

[www.statedirectors.org](http://www.statedirectors.org/)

 

The National Council of State Directors of Community Colleges is an
affiliated council of the [American Association of Community
Colleges](http://www.aacc.nche.edu/) (AACC).  The council provides a
forum for the exchange of information about developments, trends, and
problems in state systems of community colleges. Through its affiliation
with AACC, the Council also strives to affect national legislation that
impacts its colleges and state agencies.

This is the only council that represents the collective interest of
state agencies and state boards of community colleges.  It is a valuable
forum to help state directors deal with the changes in attitude and
policies toward community colleges at the international, federal, state,
and local levels. 

The purposes of the council are: 

-   To enhance the development of community colleges through work at the
    state and national levels;

-   To assist the members in their leadership and management
    responsibilities;

-   To exchange information on issues, trends, and projects, including
    state and federal legislation as well as finances relating to
    community colleges;

-   To share data from the state and national levels to provide a
    perspective on community colleges;

-   To promote research and legislation at the national level in concert
    with the American Association of Community Colleges; and

-   To provide programs of assistance to the members.

**National Governors' Association (NGA) Center for Best Practices**

Hall of States

444 N. Capitol Street

Washington, DC 20001-1512\
phone: (202) 624-5300

www.nga.org/center/1,1188,,00.html

Education policy is the constitutional responsibility of states, and
governors play a lead role in efforts to improve education. The
challenges that states face are complex, and governors must address a
wide range of issues, including early childhood education, teacher
quality, low-performing schools, high school reform, and postsecondary
education. The NGA Center for Best Practices supports governors on these
and other issues by providing technical assistance, policy analysis and
reports, and information on best practices.

**Renewal and Change in the 21st Century (RC 2000):**

**Expanding Visions for Urban Community College Management**

<http://www.rc2000.org/>

RC 2000 is a federation of community college systems serving
international urban cities. Its mission is self-renewal and change by
exchanging views and practices in an open, honest, and candid manner.
Global and national issues are addressed so that millions of students
and staff from culturally diverse communities can benefit from enhanced
learning opportunities.

RC 2000 was founded in the mid-1980s to create an open exchange of ideas
among the leaders of large community colleges throughout the United
States and the world. The name---renewal and change---reflects the
group's desire to constantly examine and reflect on the ways in which
community colleges can serve their global constituencies---students,
faculty, communities, and more.

**Rural Community College Alliance**

c/o MDC Inc.\
P.O. Box 17268\
Chapel Hill, NC 27516-7268\
Phone: (919) 968-4531

<http://www.ruralcommunitycolleges.org/>

The Rural Community College Alliance is a network and advocacy group
that helps build the capacity of member community colleges to improve
the educational and economic prospects for rural America. The alliance
seeks to reduce rural isolation and share effective solutions to
problems facing distressed rural communities.

The alliance is a network for peer learning through conferences, campus
and community visits, and technical assistance and serves as a national
voice for America's rural community colleges and the communities they
serve.

**Rural Community College Initiative (RCCI**)

The Rural Community College Initiative (RCCI), supported by the [Ford
Foundation](http://www.fordfound.org/), aims to help community colleges
in distressed rural areas expand access to postsecondary education and
help foster regional economic development. [MDC,
Inc.](http://www.mdcinc.org/) managed RCCI in its demonstration phase,
1994--2001, providing technical assistance to 24 participating community
colleges. A series of
[reports](http://www.aacc.nche.edu/Content/NavigationMenu/ResourceCenter/Projects_Partnerships/Current/RuralCommunityCollegeInitiative/Rural_Community_College_Initiative.htm#reports%23reports)
by the RCCI Assessment Team on the experiences of those 24 RCCI colleges
is available from the American Association of Community Colleges. In
2002, RCCI was institutionalized as a program of the Southern Rural
Development Center and the North Central Regional Center for Rural
Development. For more information on the demonstration phase, see
<http://www.mdcinc.org/rcci/aboutrcci.htm>. For more information on the
current phase, see <http://srdc.msstate.edu/rcci/>. 

**The U.S. Chamber of Commerce Center for Workforce Preparation (CWP)**

1615 H Street, NW

Washington, DC 20062

Phone: (202) 659-6000

[www.uschamber.com](http://www.uschamber.com/)

The Center for Workforce Preparation is the only center dealing with
workforce issues that is affiliated with the U.S. Chamber of Commerce.
CWP establishes the U.S. Chamber as the leader in workforce development
strategies by working to ensure that the employees of its members are
fully equipped to compete in the 21st-century economy. Workforce
development is about more than hiring and training the right workers. It
is also about identifying and addressing other critical factors---such
as transportation, health care, and childcare---that enable people to
work and advance in their careers. CWP success stories encourage
additional chambers and businesses to build resources that support
productive workplaces.  

CWP\'s priority goals are to:

-   Promote and support effective local education and training
    initiatives concerning workforce excellence;

-   Conduct and support research that will develop more effective worker
    training programs; and

-   Initiate and document promising education and workforce preparation
    programs that can be replicated by chambers of commerce and small
    businesses at the local level.

> The Center for Workforce Preparation, in partnership with the American
> Association of Community Colleges, is developing a comprehensive guide
> for community colleges and chambers of commerce to create effective
> workforce-development partnerships. This initiative (the "Market
> Responsive Community Colleges Project"---not to be confused with the
> initiative that produced the present guide:
> http:www.uschamber.com/cwp/)will develop the capacity of chambers of
> commerce and community colleges to be more market-responsive and
> relevant to the local employment needs of community businesses. The
> goals of the project are: to create a national dialogue on shared
> workforce priorities for community colleges and chambers of commerce;
> to highlight particularly relevant models of market-responsive
> community colleges; and to develop toolkits for chambers of commerce
> and community colleges to use in developing market-responsive
> strategies that meet the labor needs of the community. The project
> will culminate in the production of  \"how to\" guides for both local
> chambers of commerce and community colleges that describe the
> successful elements and promising practices of proven
> market-responsive chamber of commerce-community college partnerships
> and provide models and guidance on implementation

**U.S. Department of Education, Office of Vocational and Adult
Education**

550 12th Street, SW

Washington, DC 20202

Phone: (202) 245-7700\
Fax: (202) 245-7837

http://www.ed.gov/about/offices/list/ovae/

Community colleges are an important bridge to further education and
careers for American youth and adults. Serving more than 11 million
students annually, community colleges offer a wide range of programs and
services, from two-year associate degrees to transfer programs with
four-year institutions to job training and retraining. Yet, today\'s
community colleges face a number of challenges, including under-prepared
students, low rates of program completion, and multiple accountability
requirements. OVAE's mission is to help community colleges overcome
challenges, as well as to link community colleges with secondary schools
for partnerships as part of the Secondary and Technical Education
Excellence Program proposal for reauthorizing the *Perkins Act* (Sec
Tech). OVAE initiatives focusing on community colleges are:

-   *[Accelerating Student Success through Credit-Based Transition
    Programs](http://www.ed.gov/about/offices/list/ovae/pi/cclo/credbase.html).*
    Seeks to capture information on the effectiveness of these programs,
    the prevalence of such programs in secondary and postsecondary
    institutions, the number of students enrolled, and how programs are
    structured to provide services to students.

-   *College and Career Transitions Initiative*. Supports the
    development of secondary -- postsecondary programs based on rigorous
    academic and technical courses.

**U. S. Department of Labor's Employment and Training Administration
(ETA)**

<http://www.doleta.gov/business/>

The Employment and Training Administration (ETA) administers federal
government job training and worker dislocation programs, federal grants
to states for public employment service programs, and unemployment
insurance benefits. These services are primarily provided through state
and local workforce development systems. The ETA is focused on
understanding business\' needs and funding training programs to help
meet those needs.

The ETA will oversee the **Jobs for the 21st Century** initiative
outlined by President Bush in his 2004 State of the Union Address. The
initiative is a comprehensive plan to better prepare workers for jobs in
the new millennium by strengthening postsecondary education and job
training and improving high school education. This plan proposes over
\$500 million in new funding for education and job training programs.
The President's plan would expand opportunities for workers to access
postsecondary education in order to obtain the job training and skills
to compete in a changing and dynamic economy and to fill jobs in
emerging industries. It includes \$250 million to fund partnerships
between community colleges and employers in high-demand job sectors, and
\$33 million for expanded Pell Grants for low-income students who
complete rigorous coursework in high school.
<http://www.whitehouse.gov/news/releases/2004/01/20040121.html>

**Workforce Strategy Center**

678 East 22nd Street

Brooklyn, NY 11210

Phone: (718) 434-4790\
Fax: (718) 434-4617

[www.workforcestrategy.org](http://www.workforcestrategy.org/)

In many places across the country, local community colleges are the
institutions best suited to serve as the focal point of local and
regional workforce development. Putting community colleges at the center
of a broad-based and inclusive workforce development system is the
logical thing to do, in part because community colleges are a universal
gateway to education for a wide spectrum of individuals---everyone from
welfare recipients to highly skilled workers needing additional
training. And they frequently are equipped to provide a broad range of
education and training---everything from granting degrees that allow
individuals into four-year institutions, to one-shot customized seminars
to train workers in a specific field or even company.

In keeping with this approach to structuring workforce development, the
Workforce Strategy Center conducts research and consulting to enhance
community college effectiveness in workforce development. The center
researches best practices at the state and institutional levels and
provides technical assistance to state systems and local community
colleges. The center helps colleges position themselves to become more
effective workforce providers by assisting them in leveraging resources;
developing internal career pathways that bridge remedial and credit-
bearing programs; and creating partnerships with community
organizations, workforce agencies, and employers.

**4. Journals and Periodicals**

These are provided as examples. There are other journals and periodicals
that you may find helpful.

***Academic Leadership*\
**Offers articles for leaders in community and technical colleges,
featuring articles on the international perspective, teaching and
learning, student development, economic development, and faculty.

**[*Change*](http://www.aahe.org/change/)\
**Published bimonthly by the American Association of Higher Education,
spotlights trends, provides new insights and ideas, and analyzes the
implications of educational programs, policies, and practices.

**[*Chronicle of Higher Education: Community College
News*](http://chronicle.com/cc/)\
**Provides weekly updates on news of importance to community colleges.
The Web site also features a jobs listing, and an e-mail update service
(most of the resources on this Web site are accessible only to members).

**[*Community College
Journal*](http://www.aacc.nche.edu/Content/NavigationMenu/ResourceCenter/AACCPublications/CommunityCollegeJournal/CommunityCollegeJournal.htm)\
**From the American Association of Community Colleges, provides
articles, profiles, data, and survey summaries. Available six times a
year, by subscription.

**[*Community College
Times*](http://www.aacc.nche.edu/Content/NavigationMenu/ResourceCenter/AACCPublications/CommunityCollegeTimes/CommunityCollegeTimes.htm)\
**The biweekly newspaper of the American Association of Community
Colleges, available to members and by subscription.

**[*Community College Journal of Research and
Practice*](http://www.tandf.co.uk/journals/tf/10668926.html)\
**A multidisciplinary forum for researchers and practitioners in higher
education and the behavioral and social sciences.

***Community College Review\
***Published by the Department of Adult and Community College Education
at North Carolina State University, disseminates research that focuses
on community college education.

**[*Community College Week*](http://www.ccweek.com/)\
**Covers state and national news affecting community, technical, and
junior colleges. It highlights exemplary programs, provides opinion from
leading authorities and decision-makers, and furnishes a classified
marketplace for conferences, workshops, and product services.

***[Learning
Abstracts](http://www.league.org/publication/abstracts/learnab_main.htm)
and [Leadership
Abstracts](http://www.league.org/publication/abstracts/leaderab_main.htm)*\
**Monthly publications by the League for Innovation in the Community
College, addressing ways to become more learning-centered institutions
and exploring key leadership issues in the community college.

**[*New Directions for Community
Colleges*](http://www.gseis.ucla.edu/ERIC/ndcc.html)\
**A quarterly publication that provides guidance in meeting the
challenges of the distinctive and expanding educational mission of
community colleges.

##   {#section .unnumbered}

## 

Photo credits:

Main cover photo: courtesy of Springfield Technical Community College.

Additional photos:

Cover (top to bottom)--- courtesy of Miami-Dade Community College,
Springfield Technical Community College, and Miami-Dade Community
College.