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Rowan-Cabarrus Community College is an open-door,
comprehensive learning-centered institution of higher education
serving the citizens of Rowan and Cabarrus counties. The college,
a member of the North Carolina Community College System, offers
affordable occupational and education programs leading to Associate
in Applied Science Degrees, Associate in Arts Degrees and Associate
in Science Degrees. Diplomas and certificates are awarded for
other occupational, adult and continuing education programs.
The primary focus of the college’s offerings is on workforce
development by meeting the educational needs of the individual
and meeting the changing training requirements of business and
industrial firms as well as other employers in the service area.
Reflecting its commitment to student learning outcomes, the
college strives to inspire its students to increase their knowledge,
develop occupational and technical proficiencies, respond to
lifelong learning opportunities, and increase their awareness
as responsible citizens in a democratic society. |
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| Goals: |
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| 1. |
To increase the academic attainment
of adult citizens through comprehensive programs of lifelong
learning that include the high school level, the one-year diploma
level, and the two-year degree level, as well as articulation
that facilitates transfer of occupational courses and two-year
degrees to four-year institutions. |
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| 2. |
To increase the occupational
and technical skill levels of adult citizens. |
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| 3. |
To increase the economic
development of the area. |
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| 4. |
To increase the quality
of life of adult citizens through personal growth and development. |
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| 5. |
To increase awareness of the democratic
process. |
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| RCCC meets
its institutional goals through these educational offerings: |
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Specialized
occupational education degree programs leading to the Associate
in Applied Science Degree and occupational programs leading to
certificates and diplomas. |
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Arts
and Sciences course offering leading to the Associate in Arts
degree. |
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Customized
training programs which increase the productivity of employees
of existing firms and organizations in the service area and
programs which prepare potential employees for new businesses
and industries. |
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Adult
education and continuing education programs which include literacy
skills, English as a Second Language (ESL), the North Carolina
High School Equivalency program (GED), and occupational skills
courses. |
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Avocational
courses and cultural events to enhance the personal growth
and development of the citizens of the area. |
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Programs of
instruction and student government activities to increase awareness
of the democratic process. |
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| Values: |
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Excellence
in Education
The establishment of programs related to specific occupations and
programs designed for the acquisition of those general skills and
knowledge which make it possible for an individual to live effectively
in society. |
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Primary
Provider of Post-Secondary Workforce Training
The design and offering of programs enabling the college to fulfill
its role as the primary provider of post-secondary workforce training
in the region. |
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Enhancement
of Workforce Development Through Partnerships
The fostering of programs and partnerships which enhance workforce
and economic development.
These partnerships and cooperative programs include those established
by the college with state, county, and municipal governments; business,
industry and other employers; area public schools, colleges and
universities; economic development organizations and chambers of
commerce; the Employment Security Commission, Job Link Centers
and workforce development boards; and RCCC program advisory committees. |
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Value-Added
Education
The provision of services and programs which add value for citizens
in terms of their current and future employment and which enhance
productivity of the workforce for employers. |
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Accessibility
Through a policy of open admissions, a dedication to keeping costs
at a level that will not prevent a student’s
attendance because of financial need and the determination
to attract those students who previously have been denied,
have been undervalued, or who have not been successful in
formal education. |
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Lifelong
Learning
A commitment to providing a variety of courses to serve area citizens
who wish to pursue a wide range of interests and a commitment to
instilling in students of all ages a desire to be learners throughout
their lives. |
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Concern
for Students
The establishment of appropriate student services for all students,
including personal counseling, academic advising, job placement,
financial aid advice, referral services, and student activities. |
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Accountability
The creation of processes which enhance the efficiency of specific
college operations and which enhance overall institutional
effectiveness. |
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Effective
Management
The involvement of those with appropriate expertise in making decisions,
the achievement of general consensus about fundamental college
goals, the development of strategic planning processes, and the
systematic evaluation of all college programs. |
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Intellectual
Orientation
The cultivation of an attitude about academic work, an attitude
which encourages self-directed learning and which fosters both
the ability to synthesize knowledge from many sources, and the
ability to appreciate new ideas and ways of thinking. |
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Personal
Development
The promotion of individual student goals and the development of
ways of achieving them, in combination with the enhancement of
feelings of self-worth, self-confidence, and self-direction. |
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Public
Awareness
The creation of communications and partnerships with community
organizations, media outlets and publications which provide timely
and accurate information about the college, its mission, its programs,
and its effectiveness to the citizens and employers of the region. |
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Scholarship
RCCC perceives scholarship as intellectual work incorporating the
discovery of knowledge, the transfer of knowledge, the application
of new knowledge, and the interdisciplinary integration of
knowledge.
The discovery of knowledge
includes maintaining awareness of current trends and practices
in one’s field as well as the creation of new knowledge
through research using both quantitative and qualitative methods.
Scholarship in the transfer
of knowledge is evidenced through an awareness of different
learning styles and an ability to individualize learning in
the classroom and lab environment, and an understanding of
the cooperative and collaborative nature of learning.
The scholarly instructor applies this knowledge through the
use of innovative teaching techniques and course and program
development, with consistent attention to learning objectives
and outcomes. The achievement of learning objectives
and outcomes is assessed through design of an evaluation program.
Scholarship through the application
of new knowledge is evidenced in the lab and clinical components
of instruction.
Standards, protocols, procedures, and practices should be continually
reviewed and revised when necessary.
Finally, true scholarship
includes an awareness and recognition of the interdependency
and interconnection of all fields and disciplines. Knowledge,
techniques, and practices in one discipline may lead to innovation
and discovery in another. |
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