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CUMBERLAND COUNTY COLLEGE

WHITE PAPER FOR STRATEGIC PLAN

Introduction

Cumberland County College is embarking on the development of a new five year Strategic Plan

for the period 2012 to 2017. Under the leadership of Dr. Thomas Isekenegbe, CCC is seeking

ways to engage, inspire and transform our students, our institution, and our community. This

plan will be collaborative and community-based; it will be built upon a foundation of feedback

and data collected from valued stakeholder groups throughout the community, and it will guide

the direction, scope, and type of work undertaken as we seek to continuously improve our

educational and community services.

Community engagement and sharing the assets and resources of the college in order to develop

partnerships will be the hallmark of this strategic planning process. The college wants to be

positioned as a cornerstone of the Cumberland County community – a resource for raising the

quality of life and economic viability of this remarkable region. To do so, we must actively

involve all sectors of the region not only to share assets and resources, but to further learn

from the people we serve exactly what is needed and how to partner to achieve success.

The education, business and nonprofit sectors are all asked to share their perspectives on what

is needed to move Cumberland County forward to its true potential and how the college can be

an integral part of initiatives that will facilitate this growth. Open communication and authentic

dialogue will mark this planning process and will be the foundation of moving from the planning

stage to implementation.

This planning process began with internal and external scans of current conditions prevalent at

both the college and Cumberland County. The data from these scans and surveys of faculty,

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businesses, and recent graduates have informed the planning process and led to three

interlocking themes to guide the development of the strategic plan and implementation goals:

1. Student engagement and completion

2. Leadership and Service Learning

3. Economic Development and Workforce Development

Now we are seeking the direct input of the community stakeholders to both develop the plan

and its goals and to help carry out the plan once it is adopted. It is understood that the future

of the college and the future of the county are intertwined. To create a skilled, well-prepared

workforce, attract new business and industry, and raise the standard of living the college needs

to know the types of academic programs and business training deemed necessary by the

business sector. With career pathways developed in conjunction with local secondary schools,

educators must offer their assessment of skills and academic disciplines offering the promise of

family-sustaining employment to new graduates. That information can only come from

interactive dialogue with the community we serve. To be succinct, we need the advice of those

outside the college if we are to truly make our products compatible with the potential for

growth and greatness in our community.

The guidance we have received from community members serving on one or more of our

advisory boards has been invaluable in assuring our energy and resources are committed to the

right academic curricula and professional training. Input from these community members has

helped us to modify our course requirements and academic focus while engaging the college

directly in the economic development goals for the region. We have developed customized

training for business, government, and industry based on feedback from the community.

It is this same type of input that we seek now as we develop a long range course of action for

Cumberland County College. For the plan to be effective we must have collaborative

relationships across the county. These relationships will enable the college to provide academic

and career opportunities that will match the skill sets and knowledge base required by our

employers. Most importantly for our future, having a direct connection with our community will

help us to provide a realistic opportunity of retaining our talented young people within

Cumberland County.

We thank you in advance for committing your most valuable resource, your time, to our

strategic planning effort. Your input will be an invaluable resource for the future of CCC and

Cumberland County.

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Student Engagement and Completion

Student Engagement

Community colleges have been charged with keeping their promise to provide educational

opportunity. Opportunity has been provided through open access admission; however, the

fastest growing, best-paying jobs are those that require college degrees. Those who have

degrees can participate; those who do not have degrees cannot. There is an income-based

disparity between those who complete degrees and those who do not. Community colleges,

while providing opportunity to many high risk students, have the lowest degree completion

rates. To remedy this situation has been called a moral obligation. One means of improving

graduation or completion rates is to improve retention rates. According to Kay McClenny,

Director of the Center for Community College Student Engagement, “the research is

unequivocal on this point: the more engaged students are, the more connected – to one

another, to faculty and other college staff, and to the subject matter - the more they will learn

and the more likely they will be to persist to attainment of their educational goals.” Key

strategies to promote engagement retention and completion include:

Strengthen classroom engagement

Integrate student support into learning experiences

Expand professional development focused on engaging students

Focus institutional policy on creating conditions for learning

Engagement can also refer to other means of advancing completion rates by engaging the

community with the plan, engaging K-12 schools in the importance of college-readiness, and

enhancing engagement of faculty and staff.

Degree Completion

Numerous articles, publications and speeches have outlined the national movement from

“access to success”:

Today a new paradigm is emerging for the nation’s community colleges. While

access has been both a defining feature and policy imperative for community

college leaders, increasing emphasis is being placed on student success and

achievement. In short, community leaders increasingly must focus on

balancing access with success.

The call for increasing the number of Americans with college degrees has come from the White

House, the College Board and several foundations. In an address to Congress the President of

the United States articulated the following goal:

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By 2020, this nation will once again have the highest proportion of college

graduates in the world. We seek to help an additional 5 million Americans earn

degrees and certificates in the next decade. Ninety percent of the nation’s

fastest growing jobs in the future will require postsecondary training, but only

one-third of Americans have a college degree. To accomplish this goal the

nation must expand access and success in education beyond high school...

directed toward a single, overarching goal – to increase the percentage of

Americans with high-quality degrees and credentials.

The American Association of Community Colleges announced the “College Completion

Challenge:” which includes these statements concerning student completion:

Increasing success rates for all students and eliminating the attainment gaps that

separate student groups on the basis of income, race, or ethnicity.

Changing the institutional culture from emphasis on access to emphasis on

access and success.

Asking all employees to help students understand the value of certificates and

degrees and to help students progress toward these goals.

Asking elected officials and community members to join the college in this

commitment and to create the conditions that enable, support and reward

student success.

Cumberland County College supports these national initiatives. In New Jersey, all community

college presidents have signed a Commitment to Student Completion. Along with this pledge,

the 19 community colleges have developed a series of papers on student success. In the

platform outlined by the College’s new president, in several new initiatives, and in its new

strategic planning discussions, the College is now focusing on student engagement and

completion.

College Initiatives

The College’s five year Title III grant has as one of its main goals to improve retention,

persistence, and completion rates for academically underprepared students. Achievement of

this goal will be accomplished through the following projects:

1. Expand and integrate proactive counseling and other academic and student support services for academically at-risk students;

2. Develop Student Success Plans for academically underprepared students;

3. Create a Back-on-Track intervention program for academically at-risk students; 4. Increase access to financial aid and need-based scholarships; 5. Redesign and contextualize developmental education courses; and, 6. Redesign placement and basic skills testing systems; and,

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7. Offer an expanded summer Student Success program.

Another initiative is the College’s participation in Achieving the Dream (ATD). The objectives of

this project blend with the Title III objectives and emphasize an institutional commitment to

student success: “the polestar guiding every aspect of Achieving the Dream is a student-

centered vision in which partners, funders, colleges and states are committed to the goal of

improving student success.” Achieving the Dream colleges agree to these major principles:

Committed leadership with a vision for student success and equity in order to

mobilize broad support for that vision throughout the college and community

Use of evidence to improve programs and services

Broad engagement

Systemic institutional improvement

Student success and completion require a committed college. Colleges having a positive impact

on student success and completion have the following characteristics:

An institutional focus on student retention and outcomes, not just on

enrollment.

Targeted efforts to address and support those from lower socio-economic

groups, students of color and first generation students.

Well-designed, well-aligned, and proactive student support services that guide

and support all students from initial enrollment to completion.

Use of technology and other means to proactively reach out to those students

who are at risk of dropping out.

Attention and resources devoted to helping all employees assist students who

are academically unprepared and/or from minority populations.

Better ways to teach and support students in need of academic remediation.

Systems, policies, and procedures in place to promote student success.

Conclusions

The nation, the state and the College have recognized the need to increase completion rates.

Community colleges as a whole, and Cumberland County College specifically, enroll many high

risk students. Because many of these students are first generation college students and those

from lower socio-economic groups, they need support from all College areas to help them

achieve better completion rates. Several organizations have compiled “tool kits” for increasing

retention and completion. These initiatives include: increasing retention rates, embedding

completion into the fabric of the institution and in its strategic plan; engaging students, the

college community and the external community in meeting the completion challenge. At

Cumberland County College, where helping these high risk students is vital, the Title III

objectives and the Achieving the Dream goals both will provide focus on student achievement.

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A U.S. Department of Education study states that “the best jobs and fastest growing firms,

whether in biosciences, technology, manufacturing, trade or services will gravitate to

communities, regions, and states with a highly qualified workforce.” In Cumberland County,

the situation is urgent: the county has both the highest unemployment rate and the lowest

educational attainment rate in the state. Community colleges have long been known as

“opportunity colleges”. How will CCC reflect that mission in the next five years?

Service Learning and Leadership

Engaging students is critical for their academic success. Similarly, engaging the community is essential for the success of a community college. To promote engagement at all levels, Cumberland County College is committed to a culture of service that is based on direct interaction among students, staff, faculty and the larger community. Developing new and meaningful ways of involving all of these stakeholders in both campus and community activities is part of President Isekenegbe’s vision of CCC as a truly engaged institution. There are two interconnected ways that the campus community can integrate academic instruction and experiential learning to encourage personal and professional growth as well as to increase community capacity. Service learning and leadership development programs are two components of a comprehensive strategy to responsively apply academic learning to community needs. Across the country, higher education has been challenged to broaden its mission of educating students for career advancement to educating the community in the leadership skills necessary for responsible citizenship. Accordingly, one of the roles of higher education is to provide the country with engaged citizens who understand the world in which they live and who have the tools necessary to fully participate in the democratic process.

Service Learning

Service learning weaves together classroom instruction and student service in a community partnership. Local needs are addressed while students simultaneously develop their academic skills and a commitment to the community. The American Association of Community Colleges (AACC) defines service learning as “combining community service with academic instruction, focusing on critical, reflective thinking and personal and civic responsibility.” In 2006, the AACC initiated a three year program funded by the Corporation for National and Community Service, Community Colleges Broadening Horizons through Service Learning. This grant funded project was designed to measure student learning outcomes at thirteen colleges implementing service learning. Results of the project have shown that service learning participants scored statistically higher than non-service learners overall, and in five out of the six individual learning outcome areas, including critical thinking, communication, career and teamwork, civic responsibility, and academic development and educational success. Service learning was, in fact, a predictor of student success. For students, the benefits of service learning are an increased relevancy of coursework, increased use of logic and critical thinking, the development of character and leadership skills and self-confidence. Students are exposed to potential job opportunities and professional mentoring. From an academic standpoint, students who have participated in service learning

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have demonstrated an improved retention of academic content, and interestingly, an increased motivation for higher degree attainment. Not surprisingly, faculty have advised that students are more enthusiastic about learning when course content is relevant to the real world and offers direct connections to future opportunities. Campus Compact is an alliance of over 1,100 college presidents committed to using higher education to produce engaged and knowledgeable students who are socially responsible citizens. It has been a leader in the service learning movement since its inception as a “scholarship of service.” In its annual membership survey in 2010, Campus Compact found that among its members the number of service learning courses offered has risen dramatically. Approximately 93% of its membership offered service learning courses, with an average of 7% of the faculty incorporating a service learning component into the course syllabi. It is one of the goals of CCC to officially join this alliance to further develop a comprehensive service learning program. It seems that across the nation, a small number of faculty are teaching an ever growing number of service learning courses. In the community college sector, Raritan Valley Community College has been nationally recognized as one of the premier examples of integrating service learning into the fabric of the college. At Raritan, over 800 students are enrolled in service learning courses taught by 70 faculty members. These students have compiled more than 30,000 volunteer service hours for 250 non-profit organizations. Academic credit is provided for community service performed as part of coursework. Service learning is a requirement as well as an optional component across numerous disciplines in the curriculum. Service learning supplements classroom learning by offering community experiences in the practical application of knowledge. It also supports the contemporary expectation of higher education to teach and model civic responsibility and engagement. Organized community service is essentially a practicum in civic participation and commitment to place which provides the foundation for active citizenship. In that vein, an increasing number of campuses are creating learning centers under the banner of Civic Engagement Centers to implement service learning and other civic initiatives. In addition to the coordination of campus service learning opportunities, these centers offer the broader community as well as students body the opportunity to learn more about the true responsibilities inherent in citizenship, how and where to find accurate information and resources, and the core principles of public service. Imagine expanding the Luciano Center for Public Service to include a Civic Engagement Center that linked students to nonprofit organizations needing volunteer assistance; or one that developed an introduction to service learning as part of all freshmen orientation courses. As a presidential election year beckons, voter registration can be a focal point for civic programming. Other centers around the country coordinate academic learning communities focused on community development; and provide speaker series featuring local leaders discussing the challenges of public service or offer citizen academies for community members interested in serving on boards or committees in their communities. Montclair State University even offers a new minor in Leadership Development through Civic Engagement.

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Northwestern University hosts a campus-wide conference on civic engagement to encourage a robust dialogue on civic life and public service. This campus has also developed a fellowship program where student leaders are selected to work part time as liaisons to help students navigate existing service opportunities and to develop new partnerships with faculty and the community. With the physical facilities already available, CCC could develop an unlimited number of new partnerships and collaborations which would fit seamlessly with the programs already offered. Curriculum already exists for encouraging effective public service. The Pew Partnership for Civic Change, a component of the Pew Foundation, has developed a civic engagement curriculum known as Leadership Plenty®. This nine module series can be instrumental in engaging community residents and developing problem solving skills critical for effective public service.

Leadership Development

An alternate yet related form of engaged scholarship and active service in higher education is leadership development programs. In fact, many colleges now reference leadership as part of their mission. There is little agreement on a definition or on a theoretical paradigm to explain it, yet “leadership” is something highly valued and consistently sought by every institution, business, agency and organization. The unstable global, national, and regional economies and the flattening of budgets in both the public and private sectors have increased the value placed on strong leadership that can not only adapt to contemporary circumstances, but can creatively guide and direct the workforce to accept and attain common goals. While a consensus definition is unattainable, the common ground in defining leadership is an agreement that at its core, leadership is a teachable process that happens over time and intentionally influences or directs others. Campus leadership programs take many forms, ranging from community-based learning and personal skill development for emerging and existing local leaders exemplified by Leadership Cumberland County; programs specifically designed for career advancement specifically within the community college setting, such as the Pathways Leadership Program; and student leadership development programs modeled by the Student Pathways Leadership Institute. Over the past two decades, these programs have been implemented at CCC as well as over 1,000 campuses across the nation based on the assumption that leadership characteristics, methods, and skills can, in fact, be taught as part of the higher education experience. Cumberland County College is proud to be at the forefront of offering all of these types of leadership programs and has been challenged by President Isekenegbe to enhance and expand these programs and the partnerships that fuel them. The challenges within Cumberland County require capable and interconnected leaders with strong personal and professional networks. Work has begun on formulating the next phase of programming for over 200 Leadership Cumberland County alumni who are equipped to practice leadership by impacting the future direction of this region. Speaker series, book discussions, and programs specifically designed for executives new to the area are in the planning stages. The College will look to capitalize on the pioneering work of entities such as the W.K. Kellogg Foundation and the American Association of Community Colleges (AACC) who recently collaborated to complete a comprehensive response to address a national community college leadership gap. This collaboration, known as Leading Forward, resulted in the identification of

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six core competencies needed for effective leadership in higher education: organizational strategy, resource management, communication, collaboration, advocacy, and professionalism. These core competencies form the foundation of CCC’s staff leadership development program, the Pathways Leadership Program. Just as customized training provides for industry specific needs, leadership training is now valued as a professional development pathway for employees. Leadership training is necessary to create and sustain social and economic changes important to the communities and institutions that they serve. If leadership is in fact a teachable process, learning-centered institutions such as CCC have a direct role to play in its implementation. In the academic context, leadership learning can be infused into existing curricula as well as being developed as an independent course of study. Leadership studies is a burgeoning phenomenon on college campuses, with certificate and degree programs commonplace at all levels of education. Leadership studies is one of the fastest growing fields in higher education, with credentials ranging from certificates to graduate degrees confirmed across the nation. New academic courses in leadership theory, skills and practices will be introduced over time at CCC. The National Clearinghouse for Leadership Programming, hosted by the University of Maryland, is the leading resource in academia, providing nearly unlimited access to national academic leadership programs. Finally, leadership education for non-profit organizations is needed to help this sector become aware of opportunities for funding and collaborative problem-solving that can sustain their work. The college has the facilities and expertise to serve as the neutral convener for building the capacity of this sector. Nonprofit programming represents one of the best opportunities for the college to partner across the south jersey region with organizations such as the Community Foundation of South Jersey, The Geraldine R. Dodge Foundation and the William Penn Foundation.

Conclusion

Developing leadership skills and providing opportunities for classroom instruction to become

alive through community service represent means of putting theory into practice; of moving

companies and organizations from good to great; and for making decisions that can advance a

compelling vision into a determined strategy. The college is uniquely situated to lead and

engage the community in the scholarship of service through academic programming, leadership

development and sustained community interaction. Teaching individual skills for the

advancement of the community and developing a public side to a leadership and service

curriculum offer unique potential for new community partnerships. In this way, Cumberland

County College can honor its commitment to community service and simultaneously advance a

greater public understanding of the role of the campus as an asset and resource.

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Economic and Workforce Development

Every five years, Cumberland County College develops a new strategic plan to assess the changes in conditions and trends that may affect its market and the composition of its academic curriculum and programs. Community Colleges have long played important roles in business attraction, retention and in meeting local labor force training needs. Consequently, changes in economic trends and conditions can have very direct impacts on the College’s ability to recruit students, provide assistance to the business community, and define its course offerings. According to an article in the March 2010 edition of University Business, it is more important than ever that community colleges address the changing economic and workforce demands of the community. Colleges from around the nation are expanding partnerships, reaching out to non-traditional age cohorts, and brainstorming ways to meet the new challenges of the workplace. This section of the White Paper examines economic and workforce conditions and trends in Cumberland County and the surrounding region. The paper provides a summary of the more detailed report and data scan assembled for the College by Triad Associates, the firm engaged to provide the economic analysis. The purpose of this paper is to provide those individuals participating in the planning meetings, to be held by the College in September 2011, with a general background on economic and workforce statistics, community sentiment, and other information that may be relevant to adjusting or amending the College’s Strategic Plan. The paper focuses on several areas of interest.

The College’s Client Base. As an academic institution, the College serves many clients. First, its existing student body benefits from the range of programs and course offerings provided by the institution. There is also a potential market in the broader community for enhancing and expanding the student body. In addition, the business community benefits from the various labor force, job training and other programs offered at the College. So, the first pages of this white paper examine the client base of the College and explore trends that may affect program and curriculum.

The Regional Economy and Implications for Job Placement. Once students leave the College, they look for jobs in the greater southern New Jersey Region. Changes in the regional economy affect the prospects for jobs. This white paper examines current conditions and trends.

Strategic Plan Outreach. The third element of the white paper examines public comment stemming from a community outreach effort that included both a business survey and two focus group meetings. All of the information then leads to a definition of economic and workforce issues that need to be discussed at the September planning meetings.

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Conditions And Trends The College’s Client Base is first and foremost its student population. Current enrollment figures put this population at 4,291 full and part time students. 89% of these students are from Cumberland County. A majority (56%) of those students with residence outside the County come from either Gloucester or Salem Counties. As the College seeks to maintain or, in fact, expand its student enrollment, it is important to examine the demographic changes that are occurring both locally and regionally that may impact on this ability. In the course of preparing the Economic and Workforce Development analysis, College officials indicated that the typical service area for the College is within a 30 Minute Drive Time of the campus. So, demographic trends were examined within both the County and a 30 Minute Drive Time Region, (see graphic on the right.) Findings are as follows:

Both Cumberland County and its surrounding region have populations growing faster than the State, which is a positive finding for the College;

The numbers of traditional college aged individuals, 18-24 years of age, however, are declining in Cumberland County and increasing only very modestly in the 30 Minute Drive Time Region.

Population increases in the 25-40 age cohort are also increasing modestly; Population growth is significant in the older, population cohorts 55-74 years of age; The Hispanic population in the County and to a lesser extent the region, is growing at a

faster pace than the population as a whole;

There is a high concentration of individuals, 25 years of age and older, without high school diplomas located in and around Cumberland County;

Conversely, the areas where there is a concentration of individuals with College degrees (bachelor’s degrees) are located outside of the County;

Incomes in the region remain depressed relative to the rest of the State and coupled with rising transportation costs, place the College in a strong position to serve students bound for postsecondary education.

The other primary client base that the College has is the business community. Businesses often engage the College for assistance with workforce training, an analysis of business conditions, or some other aspect of the local or regional market that assists local businesses meet their development goals. The characteristics of the Cumberland County economy show large percentages of both the numbers of companies and the County’s employment base in several economic sectors. Table 1 compares the County’s economic characteristics to those of the 30 Minute Drive Time Region.

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Table 1 Comparison of Key Sectors in the County and Regional Economies

Source: ESRI, 2010 Estimates

As can be seen from this table, the composition of the greater Cumberland County Region is comparable to that of the County. There are only two sectors where the percentage of individuals employed in those sectors varies more than 2%. Those are the service and public administration sectors. The region has a larger percentage of its employment base engaged in services because it encompasses some significant additional employers such as Rowan University. The public employment sector is a larger percentage of the County’s employment base because of the significant number of correctional facilities located there. Greater than 60% of employment, both in the County and region, is concentrated in four sectors: manufacturing, retail trade, services and government. A closer look at the service sector indicates that it is dominated by three sub-sectors: educational services, health services, and hospitality services (hotel and restaurant.) These subsectors comprise over 80% of the total service sector employment in both the County and region.

Survey and Outreach As of August 5, 2011, there were 133 responses to the online survey that was prepared and distributed by Triad Associates to business leaders in the community through Constant Contact a web-based survey tool. Survey Findings include some very good news for the College. The great majority of survey respondents – in excess of 80% in some cases – know about the College’s various degree programs and affiliations with other educational institutions. The College is apparently doing a very good job within the leadership of the business community to get the word out about its curriculum and the services it offers to business. Additionally, over 70% of respondents who stated that they had hired or worked with a Cumberland County College graduate indicated a high level of satisfaction with the employee’s skills and abilities as they related to the job in question. When asked, however, to identify a

ECONOMIC

SECTOR

CUMBERLAND COUNTY 30 MINUTE REGION

Number of Businesses

Percent of Total

Number of Jobs

Percent of Total

Number of Businesses

Percent of Total

Number of Jobs

Percent of Total

Construction 443 8.0 2,368 3.9 1,153 10.3 5,863 5.3

Manufacturing 214 3.9 8,012 13.2 420 3.7 12,131 11.1

Transportation 185 3.4 2,346 3.9 340 3.0 4,057 3.7

Wholesale Trade 291 5.3 3,279 5.4 609 5.4 5,206 4.7

Retail Trade 1,380 25.0 11,845 19.6 2,611 23.2 22,568 20.6

Finance, Insurance,

Real Estate

398 7.2 2,958 4.9 707 6.3 5,041 4.6

Services 2,040 37.0 19,502 32.2 4,233 37.6 40,459 36.9

Government/Public

Administration

292 5.3 8,742 14.5 495 4.4 10,869 9.9

Other 272 4.9 1,444 2.4 680 6.1 3,462 3.2

TOTALS 5,515 100.0 60,496 100.0 11,248 100.0 109,656 100.0

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role that the College could play in assisting businesses train today’s labor force, basic skills training remains among the most identified subject areas. Other training suggestions for today’s workforce that scored highly in the survey included training in technology fields, customized programs, healthcare, business skills, and alternative energy fields. When the question shifted to future training needs, computer/technology training remained high on the list along with management; health care; various business and managerial fields including hospitality training, accounting, and marketing; and green energy. As another component of the community outreach, two focus group sessions were held at the College to discuss economic and workforce development issues. The discussions stressed several economic trends and conditions that will dominate the College’s strategic planning efforts in the coming five year period.

Dismal Pace of Economic Recovery. Not many companies are hiring today and the likelihood that the pace of hiring will accelerate any time soon is slim. Therefore, the College will have to be more aggressive in its outreach to the business community and the delivery of its services. Increasing its networking efforts; assisting with the management of workforce turnover; and focusing on those industry sectors where jobs are in demand will be essential.

Small Business Margins. Because those businesses currently in operation are working off of very small margins, enhancing the efficiency of operations is a key business issue. Providing the technical assistance in management, workforce training, or new processes that enhance production techniques and/or the delivery of products and services are roles the College can provide.

Service Delivery Changes. Companies may not be able to send staff to the College for training. The College may have to go to the company either through On-the-Job Training in cooperation with the Cumberland One-Stop Center or provide remote training through webinars and on-line courses.

Next Steps

This white paper summarizes the characteristics, conditions, challenges and needs facing the Cumberland County economy and their implications for the County College. This is one in a series of studies undertaken to assist the College in updating its Strategic Plan. From this information, College officials and community stakeholders can gain some sense of how current program goals line up with the existing and anticipated characteristics of economy and workforce. Decisions can be made about changes that may be needed in economic development and training curriculum; other academic programming; and the College’s marketing and outreach efforts. The findings from this report will be melded with the results of other analyses from which a number of key issues and opportunities will be identified. Through the College leadership and the planning meetings to be held in September 2011, the Cumberland County College Strategic Plan 2012-2017 will be developed.

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Selected References

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Supplement, Spring 2011, 1-5.

Duncan, A. (2009). Historic Opportunity for Action. New England Journal of Higher Education.

Summer 2009, 27.

Jeandron, C., Robinson, G. (2010). Creating a Climate for Service Learning Success. Washington, D.C.: American Association of Community Colleges. Jenkins, D. (2007).Institutional Effectiveness And Student Success: A Study Of High- And Low-

Impact Community Colleges. Community College Journal of Research and Practice, 31: 945–

962.

Kramer, G. and Associates. (2007) Fostering Student Success in the Campus Community. San

Francisco: Jossey-Bass.

McClure, A.(2010). Community Colleges as Economic Saviors. University Business, 13(3), 35-40.

Miller, M., ed. (2009) Courageous Conversations: Achieving the Dream and the Importance of

Student Success. Change : The Magazine of Higher Learning, January-February.

Romano, R., Dellow, D. Technological Change, Globalization, and the Community College.

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Scott, R. and Birdsall, P. (2009). Regional Occupational Centers and Programs

(ROCAP):Connecting Thinking and Doing. Leadership, November-December 2009.

Templin, B. (2011). America’s Community Colleges: The Key to the College Completion

Challenge? The Presidency: Special Supplement, Spring 2011, 7-9.

Triad Associates. (2011) Economic and Workforce Development Study Prepared to Assist the

College with the Update of its Strategic Plan. August 2011.