DOCUMENT RESUME

ED 296 759 JC 880 316

AUTHOR Sullins, W. Robert, Ed.; And OthersTITLE Increasing Rural Adults' Participation in Collegial

Programs: Exemplary Programs. Proceedings of theRural Action Conference "Programs and Activities toOvercome Barriers to Rural Adult Participation inPostsecondary Education" (Blacksburg, Virginia, June1-3, 1987).

SPONS AGENCY Virginia Polytechnic Inst. and State Univ.,Blacksburg. Dept. of Education.

PUB DATE Jun 87NOTE 84p.PUB TYPE Collected Works - Conference Proceedings (021)

Reports Descriptive (141)

EDRS PRICE MF01/PC04 Plus Postage.DESCRIPTORS Adult Education; *Adult Learning; Community

Colleges; *Demonstration Programs; DistanceEducation; Educational Cooperation; *OutreachPrograms; Participation; Program Descriptions; *RuralEducation

ABSTRACTApproximately 85 educators from six states

participated in a regional conference designed to showcase exemplaryand collaborative programs to overcome many of the barriers faced byrural adults in pursuing higher education. After the keynote address,"The Role of Adult Learning in Revitalizing Rural Communities," byCornelia Butler Flora, the following descriptions of 19 exemplaryprograms are provided: (1) "After the Associate Degree...DistanceEducation via Computer Conferencing" (re: the American OpenUniversity of NYIT; (2) "The Community College as Resource to LocalLiteracy Programs" (re: Mountain Empire Community College, Virginia);(3) "Adult Learners and AEOC--Accepting the Challenge" (re:Appalachian Educational Opportunity Center, Virginia); (4) "Effortsto Overcome Barriers Experienced by Rural Adults" (re: CaldwellCommunity College, North Carolina); (5) "The North Carolina RuralRenaissance Consortium" (re: Central Piedmont Community College); (6)"Academic Articulation Agreement between Clinch Valley College(Virginia) and Virginia Highlands Community College"; (7) "OlderWorker Program" (re: Hazard Community College, Kentucky); (8) "TheMAPP (Moving -- Academically, Professionally, and Personally) Programat Lander College (South Carolina)"; (9) "Mars Hill College (NorthCarolina) and York Technical College (South Carolina): Education inthe Workplace"; (10) "Adult Degree Program" (re: Mary BaldwinCollege, Virginia); (11) "Project Employment Potential" (re: NewRiver Community College, Virginia); (12) "Rural Education Project"(re: Piedmont Virginia Community College); (13) "Reaching Out toAdult Learners: Using inexpensive Telecommunications Technology andImplementing a Flexible Adult Degree Program" (re: RadfordUniversity, Virginia); (14) "Telecommunications Technology" (re:Southern West Virginia Community College); (15) "Single Parents andDisplaced Homemakers' Program and Single Parent/Homemaker CareerAwareness" (re: Tri-Cities State Technical Institute, Tennessee, andHazard Community College, Kentucky); (16) "How a Small Liberal ArtsInstitution in Tennessee Is Meeting Corporate Educational Needs" (re:Tusculum College); (17) "Reentry Center" (re: Western KentuckyUniversity); (18) "Providing Library Service to Rural Areas at WestVirginia College of Graduate Studies"; (19) "Educational TalentSearch" (re: Wytheville Community College, Virginia). (MDB)

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PROGRAMS AND ACTIVITIES TO OVERCOME BARRIERS TO RURAL

ADULT PARTICIPATION IN POSTSECONDARY EDUCATION

INCREASING RURAL ADULTS' PARTICIPATION

IN COLLEGIAL PROGRAMS: EXEMPLARY PROGRAMS

Proceedings of Rural Action Conference

Donaldson Brown Center

5

01

000

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

Blacksburg, Virginia

June 1, 2 & 3, 1987

Edited by:

W. Robert SullinsJames L. HoernerW. Terry Whisnant

U.S. DEPARTMENT OF EDI.," .TIDNOthce o Educat,onal Research and It ixovernentEDUCATIONAL RESOURCES INFORMATION

CENTER (ERIC)

This document has been reproduced aseceived from the person Of Organization

ononatingO Mawr changes have been made to Improve

reproduction Quahty,

W.R. Sullins

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

Points of view Or opnions statedin docu-ment do not necessarily represent MoatOERI posit on or palmy.

4

TABLE OF CONTENTS

Page

Foreward 1

About the Action Agenda Project 3

About the Clearinghouse 5

About the Appalachian Initiative 7

Keynote Address 11

The Role of Adult Learning in RevitalizingRural Communities

Speaker: Cornelia Butler Flora

Exemplary Programs 15

After the Associate Degree. . . DistanceEducation Via Computer Conferencing --Angela J. Richards, American Open Universityof New York Institute of Technology 17

The Community College As Resource tc LocalLiteracy Programs -- Rhoda Kyle, MountainEmpire Community College 18

Adult Learners and AEOC--Accepting the Challenge --Rebecca Scott, Appalachian EducationalOpportunity Center 20

Efforts to Overcome Barriers Experienced by RuralAdults -- Eric McKeithan, Caldwell CommunityCollege and Technical Institute 21

The North Carolina Rural Renaissance Consortium-- Norman Petty, Central Piedmont CommunityCollege 23

Academic Articulation Agreement Between ClinchValley College and Virginia Highlands CommunityCollege -- George Culverson, Clinch Valley Collegeand Virginia Highlands Community College 24

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Page

Older Worker Program -- Franka C. Mullins, HazardCommunity College 26

The MAPP Program at Lander College -- Rose-MarieWilliams and Mildred B. Ford, Lander College . . . . 27

Mars Hill College and York Technical College:Education in the Workplace -- Raymond Rapp andRobert Rhinehart, Mars Hill College; and BaxterHood, York Technical College 29

Adult Degree Program -- James Harrington, MaryBaldwin College 31

Project Employment Potential -- Janet P. Martin,New River Community College 34

Rural Education Project -- C. Forrest McKay,Piedmont Virgin Community College 35

Reaching Out to Adult Learners: Using InexpensiveTelecommunications Technology and Implementinga Flexible Adult Degree Program -- Peter Balsamoand Pat Kuiken, Radford University 37

Telecommunication Technology -- Jim Cox, SouthernWest Virginia Community College 38

Single Parent/Homemaker Career Awareness --Pat Maden, Tri-Cities State Technical Instituteand Charlene F. Combs, Hazard Community College. . 39

How a Small Liberal Arts Institution in Tennesseeis Meeting Corporate Educational Needs -- DonaldClardy, Tusculum College 41

Reentry Center -- Alice Rowe, Western KentuckyUniversity 43

Providing Library Service to Rural Areas at WestVirginia College of Graduate Studies -- Sue Forrest,West Virginia College of Graduate Studies 44

Educational Talent Search -- Pamela B. Webb,Wytheville Community College 46

4ii

Page

Appendix A 47

Conference Schedule

Appendix B 57

Advisory Committee for. Rural Action Project

Appendix C 61

Rural Action Project Staff

Appendix D 65

List of Conference Participants

Appendix E 75

Programs Responding to Initial Research

.,,

5

iii

FOREWORD

Approximately 85 instructors, counselors, division

directors, deans, presidents, university personnel and graduate

students from six states participated in the regional

conference on Programs and Activities to Overcome Barriers to

Rural Adults' Participation in Postsecondary Education. The

general purpose of the conference, conducted June 1, 2 and 3,

1987, at the Donaldson Brown Center for Continuing Education,

Virginia Polytechnic Institute and State University,

Blacksburg, Virginia, was to share information about exemplary

and collaborative programs that are designed to overcome many

of the barriers rural adults face in pursuing higher education.

Representatives from Kentucky, Tennessee, North Carolina, South

Carolina, West Virginia, and Virginia shared in the

"showcasing" of successful programs from their colleges and

service areas. In addition to college, university, and

community presenters, nationally recognized speakers were

selected for their expertise in the area of rural education and

for their research and leadership in the field. Formal

presentations were supplemented with discussion groups,

question and answer periods, and a concepts and strategies

workshop held on the final day.

6 1

It is the hope of the project and conference staff that

through information shared during the conference, networks that

were created by the contacts made in Blacksburg, and the

dissemination of these proceedings opportunities for rural

adults to participate in higher education will be expanded

throughout the region and perhaps the nation. We encourage

readers of these proceedings to contact presenters directly for

more information about the programs that are described briefly

herein.

Special thanks are also extended to all of the presenters,

the Virginia Tech graduate students who assisted as recorders,

and to the program planning committee for development of the

conference.

W. Robert Sullins & James L. HoernerCo-Directors

W. Terry WhisnantProject Manager

72

ABOUT THE ACTION AGENDA PROJECT

In 1981 some twenty-eight rural educators made history,

coming together in the first national conference in rural

postsecondary education. Known as the Kansas City

Initiative, this conference adopted a rural "Bill of Rights"

and developed the Rural Postsecondary Action Agenda, a

blueprint for continued work on behalf of rural adult

education.

In 1983 a consortium of institutions known as the Action

Agenda Project received federal funding (Fund for the

Improvement of Postsecondary Education) to begin

implementation of this agenda. Over the past four years, the

Action Agenda Project has brought cohesion to efforts on

behalf of rural adults as well as stimulated other

organizations to explore rural needs. A data file of more

than 6000 individuals and organizations that span the entire

range of formal and non-formal providers is now being

maintained. Publications that provide information on rural

adults, model programs, private funding resources, and

consultants have been disseminated to nearly 800 individuals

and institutions. Regional conferences attracted more than

200 professionals to share concerns, celebrate successes, and

explore the problems facing rural areas. These conferences

led to the formation of three regional initiatives in which

significant efforts in regional networking and model

3

dissemination are currently underway. The Appalachian

Regional Initiative that sponsored this conference was one of

these efforts.

In September 1986 a National Invitational Conference on

Rural Postsecondary Education brought leaders of national

education, rural, and policy organizations together with

rural educators and learners. Following a series of panel

presentations on issues affecting rural access to educational

services, conference participants joined small group

discussions to build a list of needs for improving service to

rural areas. In addition to the specific needs related to

literacy, economic development, and improved collaboration,

conference participants called for the creation of a national

clearinghouse to support continued work on behalf of rural

needs. Work to create such a clearinghouse is now underway.

94

ABOUT THE CLEARINGHOUSE

In September 1986 a National Invitational Conference on

Rural Postsecondary Education brought leaders of national

education, rural, and policy organizations together with rural

educators to explore the need for improved rural access to

postsecondary education. At the conclusion of the conference,

rural practitioners and association representatives called for

the formation of a clearinghouse that could serve the

networking and dissemination needs of rural practitioners as

well as advocate rural needs with relevant publics.

In response to this call, the Action Agenda Project has

developed plans to form a National Clearinghouse on Rural

Postsecondary Education and Development. Plans are for the

clearinghouse to: (1) disseminate effective models for serving

rural areas, (2) facilitate the development of effective models

in response to selected rural problems, (3) provide forums for

the exchange of information among professionals from the entire

range of educational providers serving rural areas, (4) develop

regionally organized and supported efforts capable of

responding to needs specific to that region, and (5) act as an

advocate on behalf of rural needs by working with relevant

publics to improve educational services made available to rural

areas. Steering committee members and project staff are now

seeking private support to establish the clearinghouse. Long-

10 5

range plans call for the clearinghouse to become self-

supporting.

If you or a representative of your organization are

interested in rural problems and would like to become part of

our efforts, please contact the Action Agenda Project at:

Action Agenda ProjectDivision of Cont;nuing EducationUmberger Hall 306Kansas State UniversityManhattan, KS 66506

Li6

About the Appalachian Initiative

Rural adults participate in postsecondary education at a

lower rate than their urban and suburban counterparts. The

reasons for this lack of participation are often due to

barriers that may be avoidable and colleges may do much to

reduce or eliminate the effect of those barriers on adults they

wish to serve. The Appalachian Initiative at Virginia Tech's

College of Education was funded under a subcontract awarded by

the Funds for Improvement of Postsecondary Education (FIPSE)

Project at Kansas State University. The project goal for 1985-

86 was to identify barriers to adult participation that were

peculiar to or intensified in the Appalachian region. During

1986-87 the project goals were to identify and disseminate

information about exemplary programs at colleges that seem most

effective in overcoming many of the barriers identified during

the first year. The geographic region that was the target of

study included Kentucky, North Carolina, South Carolina,

Tennessee, Virginia, and West Virginia.

Specific goals for the 1986-87 project were to conduct a

regional survey to identify exemplary collaborative programs

that reduce or eliminate barriers to adult participation in two

and four-year colleges in the Appalachian region of the six

states; conduct a dissemination/working conference to share

information about the exemplary programs identified in the

fi..-s: 'e; .?110 publish and disseminate the conference

12 7

proceedings or monograph to share information about the

exemplary programs.

The first step in this study was to develop and mail a

survey that focused on activities identified by institutional

representatives as efforts designed to overcome one or more of

the barriers. The survey was mailed to all four-year and

community colleges, community education agencies, and volunteer

programs or agencies serving rural adults throughout the six

state geographic region.

A total of 402 institutions, programs, or agencies were

surveyed. Of these, 98 responded to the survey (See Table 1).

Table 1

Respondents Listing Programs to Overcome Barriers toAdult Participation by State and Type of Institution

STATE TYPE OF INSTITUTION

Public Public Private Private Other Total2 yr. 4 yr. 2 yr. 4 yr.

Kentucky 3 7 0 6 1 17

N. Carolina 13 3 1 4 1 22

S. Carolina 5 2 0 6 1 14

Tennessee 5 5 0 3 0 13

Virginia 10 4 0 5 3 22

W. Virginia 2 1 0 5 2 10

TOTALS 38 22 1 29 8 98

I.3

Several of the institutions responding to the survey

listed more than one program designed to overcome barriers to

rural adult postsecondary education. From the 98 institutions

responding, a total number of 233 programs were identified.

The breakdown of identified programs by state is listed in

Table 2.

Table 2

Number of Programs and Institutions Reporting Programsto Overcome Barriers to Adult Participation by State

STATENUMBER OF

INSTITUTIONSNUMBER OF

PROGRAMS REPORTED

Kentucky 17 45

North Carolina 22 55

South Carolina 14 30

Tennessee 13 33

Virginia 22 50

West Virginia 10 20

TOTAL 98 233

Programs identified by respondents were varied and ranged

from common activities such as night or weekend classes to more

complex programs such as unique applications of technology.

They included low or no cost application of resources already

available to high cost externally funded projects, and they

9

included single instite....ion projects as well as multi-

institution collaboratives.

Because of conference schedule limitations, only 16 of the

233 nominated programs could be selected for presentation. A

program review committee was established in an attempt to

identify more accurately the exemplary programs among those

nominated. After an initial review, a second survey was mailed

to each of the nominated programs to gain more detailed

information about the nominated programs and allow the review

committee to identify which programs were exemplary and/or

collaborative. The final selection was determined by consensus

of the program review committee. Criteria for selection of

programs for presentation at the exemplary programs

dissemination conference included evidence that the program was

effective in increasing adult participation; indication that

the program was the "best of its type" among similar programs

nominated; and ease of replication of the program at other

colleges or agencies throughout the region.

10

Keynote Address

Keynote Address

The Role of Adult Learning in Revitalizing Rural Communities

Cornelia Butler FloraProfessor of SociologyKansas State University

Adult learning is a key that will allow rural communities torespond to the changing world economic structure in positiveways by empowering rural people to make informed choices abouttheir individual and collective futures. Adult learning isparticularly important in Appalachia, as it is a region whererural communities have reacted rather than been active in theface of social change.

Appalachia's rural counties grew and developed faster than therest of the United States between 1965 and 1980, but declinedfaster between 1980 and the present, as measured by employmentand labor force participation. Unemployment increased fasterin Appalachia than in the rest of the rural United States.

Appalachia, dependent on mining and light manufactur;ng,prospered between 1965 and 1980 because of the structure of theworld economy. The relatively low and decreasing value of theU.S. dollar made these products internationally competitive.Further, during the 1970s high inflation favored investment inthese enterprises.

However, the 1980s saw a reversal of these trends. U.S.monetary and fiscal policy combined to reduce the rate ofinflation, increase real interest rates, and dramaticallyincrease the value of the dollar. The shift in U.S. macro-economic policy triggered a world debt crisis that encouragedmany of our past customers to begin competing directly with us,even in domestic markets.

The impact of those macro-economic trends were exacerbated by aseries of implicitly anti-rural policies implemented in theearly 1980s. These included (1) deregulation, which servedparticularly to increase the relative costs of transportationand communication in rural areas; (2) relaxation of anti-trustlaws, which led to company mergers and plant shut-downs; (3)increases in the indirect costs of labor, including increasesin social security taxes and unemployment insurance, which hit

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labor intensive enterprises such as those in Appalachiaparticularly hard, and encouraged the substitution of capitalfor labor in coal mining or the flight of plants to cheapersources of labor overseas; and (4) tax laws favoring capitalintensive urban development and urban construction, furtherpulling capital out of the Appalachia region.

Although tax laws sheltering investment in urban constructionhave changed and the dollar has fallen on the world market, theconditions faced by rural Appalachian communities in no wayresemble the conditions of the 1960s and 1970s. Individualsand community groups need to understand these new conditions tomake reasoned choices. Adult education not only provides theknowledge base, from basic literacy to global awareness,facilitating such choices, it provides an organizational basefor collective decision making to occur.

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Exemplary Programs

19 15/1(0

After the Associate Degree. . .

Distance Education Via Computer Conferencing

Angela J. Richards, M.P.S.Director, Academic Studies

American Open University ofNew York Institute of Technology

The ability of distance learners to participate in programsdesigned to provide access to higher education has a tremendousimpact on the future of adult education. Too many highereducation systems have ignored the unique educational needs ofthe community college graduate, many of whom must work andattend school part time. These students require more flexibledelivery systems, teaching methods, and support services fromthose that colleges have created for the full time, 18-22 yearold undergraduate student.

The American Open University of New York Institute ofTechnology's (AOU/NYIT) distance learning program was createdin 1984 to meet the needs of students who are unable tocomplete a four year degree in the traditional manner.AOU/NYIT has as its mission the education of adults who arehandicapped by time, location, family responsibilities, or anyother barrier facing them as they pursue a baccalaureatedegree. Distance education may be the only access tocompleting a four year degree that many of them will ever have.

The AOU/NYIT program is the only accredited institution in thecountry that enables a student to obtain a baccalaureate degreeentirely in a distance learning format using the computer asthe communication link between the processor and the studentand even among students. The educational delivery system is aninteractive learning model that applies the technology ofcomputer conferencing to an academic setting and providesindependent learners with on-line communication. The ease andincreased communication that transcends geographic boundariesinvolve students to a greater degree in the learning processand this subsequently leads to improved satisfaction andstudent success.

0x. 17

The Community College As Resource To LocalLiteracy Programs

Contact Person: Rhoda KyleAssociate ProfessorDevelopmental English/ReadingMountain Empire Community CollegeBig Stone Gap, VA

When analyzing the population data and the approximate numberof functionally illiterate adults, it was found that SouthwestVirginia had a much higher proportion than either the statewideor national rates. It, therefore, was very obvious that therewas a strong need for local literacy programs in the southwestpart of the state.

The College Response

Southwest Community College responded to this need bydeveloping a model project to address the literacy problem inthe southwest area of the state. The college model containsthe following elements and aspects:

1. Reading faculty involvement - The college reading facultyare heavily involved in conducting training classes toprepare literacy tutors for the community through teachingLiteracy Volunteers of America and Laubach tutor trainingclasses.

2. General faculty involvement - The general faculty of thecollege are involved through providing organizationalskills and leadership for voluntc :r literacy groups.

3. Development office participation - The college developmentoffice worked with the model through providing assistancein writing grants for the project. As was recognized inthe beginning, grass roots literacy groups in thecommunity have "starting" power; grants are needed for"staying" power.

4. Student involvement - The students of Southwest CommunityCollege got involved heavily from the beginning in themodel through:

(a) learning the necessary tutoring techniquesthrough a college sponsored training course, and;

(b) working as college work study literacy tutorsat local libraries in the community.

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5. College-wide oarticipation - The faculty, staff, andstudents as a whole participated in helping withwordprocessing, graphic arts, publicity, and printing insupport of the literacy project.

Who Makes A Good Literacy Tutor?

Many types of people volunteer to be tutors. Themotivation often has little to do with a sincere desire to helpsomeone learn how to read. These people will drop out whenthey find their needs are not being met through the program.Typical examples are:

1. Someone who is new to the area and wants to meet people.

2. Students who want to take an "easy" class or have an"easy" work-study job.

3. People who have emotional problems.

4. Middle class people with middle class values who want tofix-up the poor ignorant masses.

The most difficult type of volunteer is someone who has anilliterate family member. They will insist that the emotionalobstacles can be overcome, and it will be possible to teach thefamily member, usually a husband, how to read. Alternatesolutions are resisted until it becomes clear tnat the tutoringis causing family conflict.

The best tutors are caring, accepting, patient people. They donot have to well-educated, though retired teachers do anexcellent job. Literacy Volunteers of America uses the slogan,"All you need is a Degree of Caring." It is true ofinstitutions, as well as individuals.

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Adult Learners and AEOC--Accepting the Challenge

Contact Person: Rebecca ScottEducational CounselorAppalachian Educational Opportunity

Center101 Willow Street, Suite 1Gate City, VA 24251

The Appalachian Educational Opportunity Center has been workingwith adults to encourage post secondary training since 1979.Nine AEOC educational counselors are responsible for a fourstate (Virginia, North Carolina, Tennessee, and Kentucky) and34 county region where they act, in effect, like guidancecounselors to a population made up of women and men typicallyin their early 30's, typically unemployed, and typically highschool dropouts. In our most recent project year AEOC assisted3600 adults, 96% of which were first generation college boundand low income.

AECC is federally funded as a TRIO project through the U.S.Department of Education and you may be familiar with other TRIOcounterparts -- Talent Search, Special Services, and UpwardBound. There are 34 EOC TRIO projects funded nationally andAEOC is recognized as serving the largest geographic area, thesouthern and central Appalachian region.

Most adults initially come to AEOC for assistance with careersearch--except they generally come asking "Can you find me ajob?" Counselors then start the real job of helpingunemployed, undertrained adults understand the importance ofeducation. We introduce participants to college or trainingopportunities and explain how education can produce economicsecurity.

After matching each participant to training options at localcommunity colleges, vocational schools, apprenticeshipprograms, or four year institutions of higher education, AEOCcounselors assist with admission forms and the all importantfinancial aid applications. Participants that enroll it postsecondary programs remain AEOC clients and are followed andgiven educational assistance until graduation. Along the waywe are likely to introduce our participants to a variety oflocal agencies and programs such as JTPA, Adult Basic Educationprograms, and special training offerings from local SocialServices Departments. AEOC also offers all participants avariety of agency sponsored workshops which address stressmanagement, esteem building, job skills, and training andemployment interviewing techniques.

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Efforts to Overcome Barriers Experienced by Rural Adults

Contact Person: Eric McKeithanPresidentCaldwell Community College and

Technical Institute1000 Hickory BoulevardHudson, NC 28638

Caldwell Community College and Technical Institute hasimplemented several programs to help rural adults overcomebarriers to postsecondary educational opportunities. Theseprograms may be categorized into four groups:(1) transportation, (2) child care, (3) sex equity, and(4) adult basic education. A description of each of theseprograms is as follows:

1. Transportation: Caldwell Community College and TechnicalInstitute has a contract with a local agency to providetransportation to and from the college Monday-Friday.This service currently costs the college approximately$5,000 per quarter to provide this service for 20students. Funding for this project is supplied by theStudent Government Association (SGA), student clubs, JTPAfunds, and the Perkins Vocational Education Act.

2. Child Care: A $40,000 grant from the North CarolinaDepartment of Community Colleges was awarded to CaldwellCommunity College and Technical Institute for the purposeof providing child care services for the community. Aftertwo quarters of operation the child care program hasserved the following numbers of parents and children:

27 parents (22 day and 5 evening)37 children (29 day and 8 evening)3 child care centers in 3 counties

The college pays a subsidy of $2.50 per day for afterschool child care or up to $7.00 per day for a full day.

3. Sex Equity Grants: A $4,300 grant was received from theNorth Carolina Department of Community Colleges for thepurpose of exposing women to non-traditional careers.This project included mentor counseling, paid internshipsin non-traditional careers, and a support group. Atpresent 31 women are ,:-,rolled in the program with anaverage starting salary of $8.80 per hour compared to$6.00 per hour found in the more traditional fields.

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4. Adult Basic Education: Caldwell Community College andTechnical Institute offers two programs in this thrust.First, the Human Resource Development Program (HRD) isdesigned to help unemployed or underemployed adults togain the necessary skills to help them become lessdependent upon the local welfare agency. The second,program is the Adult Literacy Program which serves about400 students per quarter. This program received the 1985-86 Secretary of Education's award and serves 1900unduplicated students per year. Forty-five class siteshave been established in two counties, with two AdultBasic Literacy Education Centers in place.

Strategies for Overcoming Barriers

1. Flexible programming.

2. One stop shopping (counseling, testing, registration,etc.).

3. Take it to them (323 class sites in 2 counties).

4. Mission minded volunteer recruiters.

5. Seek local, state, and federal sources of support.

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The North Carolina Rural Renaissance Consortium

Contact Person: Dr. Norman H. PettyDirector, North Carolina Rural

Renaissance ConsortiumCentral Piedmont Community CollegeBox 35009Charlotte, NC 28235

The North Carolina Rural Renaissance Consortium was organizedin 1976 to address the educational needs of rural, adultlearners in North Carolina. Specifically, the consortium wasorganized to develop the capability of community colleges todesign and produce quality distance learning material suit-able for use in areas where travel time, sparse populations andother barriers to educational access preclude compre- hensiveeducational offerings. Later, the organizatior: s purpose wasamended to include the dissemination of consortium producedmaterials to the target audience at cost.

At present, the consortium engages in a variety of activitiesdesigned to achieve its purpose. 1. Module Development: Eachyear, participating institutions design and produce adult levellearning modules which are made available in a publishedcatalog. This module development serves as a training deviceas well as a substantive contribution to the library ofdistance learning materials. 2. Workshops/ Seminars: Theconsortium sponsors a variety of workshops and seminars relatedto distance learning topics. Examples of recent seminars are:Small Camera Video Production Techniques, Using AuthoringSystems to Produce CAI, and Evaluating CAI Software. Theseworkshops are designed to upgrade skills in the distancelearning area. 3. Module Dissemination: A catalog of over350 adult learning modules is disseminated statewide; thesemodules are sold at cost to state approved organizations, Theyare designed to provide low cost access to quality distancelearning materials. 4. Participation With Other Groups:NCRRC supports and participates in programs with otherorganizations that have similar missions. For example, theconsortium holds membership in the International InstructionalTele- communications Association. And, it has co-sponsored anumber of joint meetings with the North Carolina LearningResources Association. This participation is aimed atencouraging a network of distance learning practitioners withineach state.

Consortium statistics tell the story. During the lifetime ofthe consortium, over 5,000 people have participated inconsortium activities, and over 350 modules have been produced.

04., 23

Academic Articulation Agreement Between Clinch ValleyCollege and Virginia Highlands Community College

Contact Person: George CulbertsonVice ChancellorClinch Valley CollegeWise, VA 24293

Clinch Valley College and Virginia Highlands Community Collegeare committed to providing quality education in SouthwestVirginia and in fulfilling the highest standards of excellenceand service. Clinch Valley College and Virginia HighlandsCommunity College are further committed to enhancing theavailability and accessibility of quality education to allcitizens of the Commonwealth. Therefore, in order to fulfillthese commitments, Clinch Valley College of the University ofVirginia (CVC) and Virginia Highlands Community College (VHCC)enter into the agreement for the purpose of articulatingpolicies and procedures governing '-he matriculation of VirginiaHighlands Community College graduates at Clinch Valley College.This agreement will continue for a period of four (4) yearswith annual reviews. After a period of four (4) years, eitherinstitution may request renegotiation of the terms andconditions of this agreement.

1. For students who have been certified as AA and S, and orAAS (Associate of Arts and Sciences and/or Associate inApplied Science) graduates of VHCC in BusinessAdministration, Accounting or Business Management, and whoare admitted to CVC during the period of this agreement,Clinch Valley College of the University of Virginia agreesto:

1.1 Accept such students as having junior standingat Clinch Valley College.

1.2 Accept all required general education creditsearned at Virginia Highlands Community College,and to apply such credits to the equivalentlower division general education requirements ofthe schools and departments of Clinch ValleyCollege.

1.3 Accept program major course requirements atClinch Valley College, as enumerated inAppendices I, II, and III.

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2.. During the period of this agreement, Virginia HighlandsCommunity College agrees to:

2.1 Publicize the agreement among its students,faculty, and administration.

2.2 Make available to Virginia Highlands CommunityCollege students, and prospective students, adescription of the recommended AAS curricula forall Clinch Valley College majors, through itsrecruitment advisement and graduationinformation systems.

2 3 Review the performance of Virginia HighlandsCommunity College graduates who matriculate atClinch Valley College in each of the programscovered by this agreement, assessing thestudents' academic preparation and the successof the general education core courses.

3. During the period of this agreement, both institutionsagree to:

3.1 Monitor the academic performance of studentsenrolling under this agreement, identifyproblems, and work cooperatively to adjustdetails of course sequence and content so thatstudents can transfer without academicdisruptions.

3.2 Arrange articulation meetings to developadditional major course equivalencies betweenClinch Valley College and Virginia HighlandsCommunity College.

3.3 Notify each other concerning any contemplatedcurricular changes which would affect the statusof this agreement.

28 25

Older Worker Program

Contact Person: Franka MullinsCoordinator, Older Worker ProgramHazard Community CollegeHighway 15 SouthHazard, KY 41701

The Older Worker Program was started in September, 1985. It isdesigned to serve 55 years and older individuals in the fivesurrounding counties of Breathitt, Knot, Leslie, Letcher, andPerry. The major goal of the program is to help theparticipant find employment by providing employabilitytraining, skill training, counseling and job placementassistance. The program is individualized for each participantincluding assessing the job skills of each student, updating orrefreshing the basic literacy skills of the participant, andplacing the student into a job skills development program byskills training by an outside agency or by on-the-job training.The eligibility requirements for participants include being 5:years of age and older, unemployed for at least one week, adesire to work, and economically disadvantaged.

26

The MAPP Program at Lander College

Contact Person: Rose-Marie WilliamsDirector, Lifelong LearningLander CollegeGreenwood, SC 29646

Lander College of Greenwood, South Carolina, serves a seven-county area in the western part of the state. This region ispredominantly rural and is characterized by low populationdensity, low income (average around $7,000 annually), and anilliteracy rate estimated at approximately 25%. As a stateSouth Carolina ranks 49th in the nation in terms of educationalattainment.

Lander College began its history as a school for young women.Over the years it has become a state supported institution. Aspart of a state-wide desegregation plan which included Lander,the MAPP (Moving - Academically, Professionally, andPersonally) program was established in 1985. The program wasenvisioned as a cooperative effort of the college, area blackprofessionals, rural church and community organizations, andemployers. The efforts were directed toward the recruitment ofrural black adults who had potential but otherwise would nothave had the opportunity for post-secondary schooling availableto them.

The program has been facilitated to a large extent by theefforts and presence in the community of Professor Mildred B.Ford. Ms. Ford has tirelessly combed the communities of theregion to identify potential students, convince them to enterthe program, and build grassroots support for the entirearrangement. Within the college, Ms. Ford has worked closelywith Ms. Rose-Marie Williams, Director of Lifelong Learning, incoordinating and carrying through the first years of the MAPPplan.

The MAPP staff is involved in a continuing effort to addresswhat they see as the primary obstacles to program participationby their constituents. Financial limitations, timeconstraints, child care needs, and general family problems areseen as the most serious and intractable problems for students.

Some of the special services now offered for students includespecial orientation and special academic advising arrangementsas well as personal counseling for these adult learners whooften experience difficult cultural, emotional, and personaladjustments and changes. The Director of the MAPP program

30 27

supervises recruitment, teaches the orientation and studyskills classes, and serves as the minority adult learneradvisory and counselor for the students' first four semesters.During the fifth semester, the participants are assigned tomajor advisors.

A further development in the effort to extend the program intoarea communities involves an agreement with the South CarolinaNational Guard to offer courses in various National Guardarmories in five area towns. The courses consist of seven-weeksemesters, for which the National Guard pays tuition for theirpersonnel and provides free space, but the courses are alsoavailable to community residents. The seven-week semester asone course in their teaching load is an incentive to faculty;another incentive is that they can teach the course as anoverload for extra pay.

The MAPP program has generated a great deal of positivepublicity for Lander. Optimism, positive thinking, and a highlevel of community support have so far characterized theefforts of those involved. Benefits to students are noted asincreased levels of self-confidence, better attitudes and workhabits, and an enhanced quality of life, particularly in regardto an increased awareness of children's needs for educationalopportunity, both in the school and in the home.

28

Mars Hill College and York Technical College:Education in the Workplace

Contact Persons: Raymond RappDirectorCenter for Continuing EducationMars Hill CollegeMars Hills, NC 28754

Baxter HoodPresidentYork Technical CollegeUS 21 BypassRock Hill, SC 29730

Mars Hill College, in Mars Hill, North Carolina, is a four-year liberal arts school which has entered into a uniquearrangement with the management of a nearby textile factory,Glen Raven Mills. The coursework offered by the college at theworkplace is not specific job training, but is a full-blownliberal arts program designed to lead to a degree in eitherbusiness administration or general management.

Glen Raven Mills, represented by Mr. Robert Rhinehart, a seniormember of the plant's management team, is committed to aconcept of broad education for interested employees. The ideaexpressed by Mr. Rhinehart is for people to "learn how tolearn." In support of this commitment, Glen Raven covers allof the costs of offering this program for its employees. Theemphasis is on development of human resources, to build a wayof thinking--open to new technology and ideas and willing topositively and constructively think independently.

Glen Raven Mills makes every effort to promote from within andprovide opportunities for the advancement of their employees.Mr. Raymond Rapp, Director of Continuing Education at MarsHill, believes this program to be virtually unique in the U.S.York Technical College has established programs in theworkplace which emphasize specific job skills training. Asdescribed by President Baxter Hood of York Technical College,the primary mission of the technical college in South Carolinainvolves industrial/economic development. Contract trainingagreements with industry have been an area of rapid growth forthe college in the past decade. Motivations for such traininginclude the demands of new technology, competition (bothforeign and domestic), energy conservation and efficiency, andquality control.

32 29

The growth of this program forced York to restructure.Additional instructors had to be hired, and surplus staff ismaintained on the payroll to allow the college to respond toindustry needs in the shortest time frame possible. In spiteof this, the program has more than paid for itself due to largeindustrial demand.

Dr. Hood believes that the rapid change evident in industry andeducation opens many windows of opportunity for schools,people, and the country as a whole. He is not convinced thatthe U.S. can or should anticipate evolving into a serviceeconomy and hopes that international economic challenge will bemet with increased vigor in meeting the challenge rather thanabandoning traditional American enterprises.

33

30

Adult Degree Program

Contact Person: James HarringtonDirectorAdult Degree ProgramMary Baldwin CollegeStaunton, VA 24401

Mary Baldwin College has long been committed to providing astrong, academically sound liberal arts education for women.Traditionally, the college has served 18- to 22-year-old women,preparing them for a world of expanding opportunities.

Several years ago, Mary Baldwin expanded its student body toinclude adult men and women who were unable to attend collegeclasses on regular, daytime schedule. After receiving thesupport of the fc ;ulty and a three-year grant from the Fund forthe Improvement of Postsecondary Education, Mary Baldwin beganits Adult Degree Program in August, 1977.

The Adult Degree Program is nonresidential. Students may takeadvantage of educational opportunities close to their homes andare only required to attend an orientation on campus. Regionaloffices in Richmond, Roanoke, Charlottesville, and Southsideprovide convenient program counseling for students living inthose parts of the state.

The purpose of the Adult Degree Program is to make available toadults the same quality liberal arts education upon which MaryBaldwin's reputation was founded. Adult Degree Programstudents must meet the same graduation requirements as otherMary Baldwin students; however, they may choose from learningoptions that allow greater flexibility in program planning andscheduling.

Students may take courses at Mary Baldwin or other accreditedinstitutions. They may engage in independent study under thesupervision of Mary Baldwin faculty or approved off-campustutors. Or they may enroll in accredited, approvedcorrespondence courses.

Each student works closely with a faculty advisor who is amember of the Mary Baldwin faculty to design a program andselect learning options meeting the student's educational needsand institutional requirements.

31

Recognizing that adults often possess knowledge that isappropriate for academic credit, the Adult Degree Programincludes a mechanism for validating that knowledge. Studentsmay prepare prior learning portfolios that describe anddocument knowledge gained through work, travel, or independentlearning. These portfolios are evaluated by Mary Baldwinfaculty members and academic credit may be awarded.

The Adult Degree Program begin in August, 1977, serving eightstudents. Since that time enrollments have grown to more than310 students. The attrition rate has been very low, whichreflects the high level of motivation characteristic of adultstudents and the ability of the Adult Degree Program to meeteducational needs. Graduates of ADP have continued withgraduate and professional programs. Many have receivedpromotions or expanded their career options.

The student works closely with a faculty advisor. This advisoris a member of the Mary Baldwin faculty, whose full-timeresponsibility is to advise ADP students. The advisor aids inpre-enrollment planning, clarifying ADP processes andprocedures, defining educational goals and development studyplans to meet them, and arranging appropriate learningresources.

The faculty advisor is the student's major link to thecollege--an important consideration if you live some distanceaway. The faculty advisor remains an important contactthroughout enrollment at Mary Baldwin. This relationship is aunique strength of the Adult Degree Program.

The basic degree requirement for bachelor of arts at MaryBaldwin College is completion of at least 132 semester hourscredit that incorporate a balance of breadth in the liberalarts and depth in a major area of study. The curriculum isdesigned to meet individual needs and interests by providingflexibility, choice, and the opportunity for independent work.

The general education curriculum consists of several basiccategorical requirements, each of which can be met in a varietyof ways. Traditional majors are offered in most subjects.Independent majors, combining two or more subjects orencompassing an area of study, may be designed.

When planning a program, students should refer to the MaryBaldwin catalog for traditional major course requirements.They should work closely with their faculty advisors anddiscipline faculty when planning an independent major.

t)32

Specific Degree Requirements

1. Completion of 132 semester hours, including:

a. Nine semester hours in approved subjects from eachof the four areas of the Central Curriculum:Arts, Humanities, Natural Sciences, and SocialSciences.

b. Completion of minimum expectations in experientialeducation, including women's studies, physicaleducation, and mathematics.

c. Completion of an approved major or concentration.

d. Completion of an approved Senior Project/Thesis.

2. A minimum cumulative grade point of 2.0 on a 4.0 scale.

3. Satisfactory completion of competency requirements asoutlined in the Mary Baldwin College catalog.

4. A minimum of 33 semester hours earned through Mary BaldwinCollege after entrance in ADP. These credits may beearned using the variety of learning options of ADP.

33

Project Employment Potential

Contact Person: Janet P. MartinInstructor of Community and

Social ServicesNew River Community CollegeDrawer 1127Dublin, VA 24084

Through a grant from the New River/Mount Rogers PrivateIndustry Council, New River Community ColJege has established acenter in which persons can be screened and tested foravailable jobs in the New River Valley. The results of thispre-employment screening can be made available to smallbusinesses and industries.

New River's Project Employment Potential helps employers savecritical time by providing pre-tested applicants,interpretations of these tests, and profile sheets listinginterests and other ba-kground information.

Many rural adults need help in finding work so that they canconsider furthering their education, or to re-train. It isfrightening for them especially if they have been out of theclassroom for years. This program has staff who are trainedcounselors who can spend individual time with clients. It notonly serves employers by identifying potential employees, italso gets rural adults onto the college campus and eases theminto the college family if this is what they need and want.

To date, 331 clients have been assessed and 88 have been placedin employment.

37 34

Rural Education Project

Contact Person: C. Forrest McKayDirectorExtended Learning OpportunitiesPiedmont Virginia Community CollegeRoute 6, Box 1-ACharlottesville, VA 22901

As a result of a Title III Grant, Piedmont Virginia CommunityCollege began a Rural Education Project during the 1978-1979academic year. This project was designed to assess needs ofstudents, to plan appropriate courses, and to seek cooperationfrom county organizations for college courses in each of therural counties in the college's service area. In January,1979, Dr. Harold Stubblefield, faculty member at VirginiaPolytechnic Institute and State University, served as aconsultant for this program.

In the 1980-81 academic year the college renewed its commitmentto establish learning centers in each county. The model, whichhas changed very little in the past seven years, was toestablish a base by hiring, on a part-time contractual basis, acoordinator to assist the college in development of courses fortheir county. Specifically, the duties include:

1. Serve as the liaison between the rural areas andPiedmont Virginia Community College.

2. Assess the educational interest and needs of thecommunity in cooperation with Piedmont VirginiaCommunity College staff.

3. Suggest courses and instructors.

4. Identify locations for courses.

5. Distribute publicity.

6. Register classes on-site.

7. Perform other similar duties as mutually defined.

The reimbursement for each coordinator was developed as a pro-rated payment plan. Specifically, the rate of pay depends onthe number of courses that run. This incentive program for themost part seems to have a very positive effect on the overallcourse programming for each county.

38 35

The College in the past seven years has encountered a number ofbarriers. The common ones of child care and offering a numberof courses remain difficult to resolve. Others that theCollege, with the assistance of the local coordinator, has hadsuccess with include accessibility to schools (labs andequipment), continuous informal needs assessment, localinstructors, as well as other concerns. Overall, the programat Piedmont Virginia Community College has been very successfuland represents an ongoing commitment to provide qualityeducational opportunities to all citizens within the servicearea. The benefits from a program for the College arenumerous. The "political" aspects of an ongoing collegepresents and the development of general interest and skilldevelopment courses for citizens who might not be able to takethe courses otherwise, are just two of the benefits.

f36

Reaching Out to Adult Learners: Using InexpensiveTelecommunications Technology and Implementing

a Flexible Adult Degree Program

Contact Persons: Peter BalsamoDirector of Continuing EducationRadford UniversityRadford, VA 24142

Pat KuikenInterim CoordinatorAdult Learning ServicesRadford UniversityRadford, VA 24142

Radford University, a comprehensive state institution, has beensuccessful in using audio-plus teleconferencing to delivercredit courses to adults living in areas many miles fromcampus. The project included five locations with five or sixstudents at each location. A related project has included theapproval and implementation of an adult degree program whichleads to a Bachelor of General Studies. The program isflexible for adult learners by including such components asliberal transfer of credit, credit fcr demonstrated learning(portfolio aseJessment), CLEP exams, and independent study bycorrespondence.

ti '.1

37

Telecommunication Technology

Contact Person: Dr. James CoxDirectorTelecommunications TechnologySouthern West Virginia Community CollegeP.O. Box 2900Logan, WV 25601

Southern West Virginia Community College has made great stridesin the telecommunications areas. The college programs locallyon cable Channel 24 in Logan County which has a coverage areaof approximately 90% of Logan County or around 32,000 people.This has been done through a cooperative effort betweenSouthern West Virginia Community College, Logan Cablevi$ionInc., and the Logan County Board of Education. We holdexclusive rights to C-Span and Campus Network and produce,through our television production studios, educational programsfor the community.

In 1986 through private fund raising efforts, the College wasable to purchase two (2) Harris Satellite dishes. We hope thiswill open doors for future educational programming and coursedelivery to our rural southern West Virginia area, and provideexpansion on a statewide level.

It is hope that additional money will be raised for satellitedishes in the other two counties of our four-county servicearea. In addition, we hope to expand with a cable hookup inWilliamson to aid in reaching more people in the community.

4138

Single Parents and Displaced Homemakers' Program

Contact Person: Patricia MadenCoordinatorThe Single Parent/Displaced

Homemaker ProgramTri Cities State Technical InstituteP.O. Box 246Blountville, TN 37617

and

Single Parent/Homemaker Career Awareness

Contact Person: Charlene CombsCoordinatorSingle Parent/Homemaker Awareness

ProgramHazard Community CollegeHighway 15 SouthHazard, KY 41701

A single parent is a person who has never been married, or onewho is divorced, legally separated, or widowed; and has a minorchild, or children, for which the parent has either custody orjoint custody. A displaced homemaker is a person with orwithout children, who has been out of the workforce for severalyears (at least three years) and has been divorced, widowed orseparated, or a person who has a disabled spouse and, due tocircumstances must prepare to enter the job market.

Tri-Cities State Technical Institute

The Single Parent/Displaced Homemaker Program at Tri-CitiesState Technical Institute offers training opportunities andsupport services to assist students in becoming economicallyindependent. Eligible applicants may select from the 11certificate programs in technology designed to be completed inone year or less. (Applicants also have the option ofcompleting a two-year associate degree program.) Day andevening classes are available. Qualifying applicants may beeligible for the following assistance:

42

39

Tuition and books cost allowanceChild care assistanceTravel allowancePersonal and career counselingTutoringPlacement assistance upon completion of training

Hazard Community College

The overall objective of the program is to provide counselingservices, basic educational skills, and financial managementskills which will allow single parents and homemakers tosustain themselves and their families. The program is a six-week program, which meets five days per week and is fundedthrough a Department of Vocational Education grant.Participants receive training in the following areas:

Value clarificationEmployment skillsGED preparation and testingInterview skillsResumesBasic English and mathCareer counselingWomen's issuesPersonal counselingAerobicsReadingTyping refresherComputerized accountingHistory and geography of areaStudy skills

The program has served 180 students in the past 2 years with a60% placement rate.

43 40

How A Small Liberal Arts Institution in Tennesseeis Meeting Corporate Educational Needs

Contact Person: Dr. Donald ClardyDean, Graduate and Adult ProgramsTusculum CollegeGreenville, TN 37743

During the early 1980's, Tusculum College, a small privatePresbyterian supported institution with over one-fourth of itsstudents over 30 years old, recognized the needs of matureworking adults and how they differed from the traditional daystudent. As a result, the institution developed aninterdisciplinary academic program which would allow workingprofessionals to earn the baccalaureate degree whilemaintaining full-time employment. The program was designed forindividuals who had completed 2 years of college. The ultimategoal of the program was to eliminate the barriers traditionallyfaced by working adults and at the same time to maintain acommitment to academic quality and excellence.

Some of the innovative components of the Tusculum Collegeundergraduate program are listed below:

1. A course designed to alleviate the fears andconcerns of adults returning to college levelstudy.

2. A course designed to instruct students concerning,the preparation of materials to he submitted forassessment of prior learning.

3. A research block within the curriculum designed tosolve or answer research questions which exist inthe work setting.

4. Careful screening, evaluation, and se?ection offaculty members based on academic preparation,professional experience in the area in which theyare teaching, and demonstrated teaching ability.

5. Adherence to a typical corporate calendar asopposed to the academic calendar.

4441

6. Extended registration services and delivery ofbooks to the students at the site of the classmeeting.

7. Selection of classroom sites that simulate thebusiness/industry conference room.

Since the inception of the program in September, 1984, over 600undergraduate students have enrolled in the Bachelor of ScienceDegree program in Management. This has allowed TusculumCollege to more than double its enrollment within the last twoand one-half years.

4542

Reentry Center

Contact Person: Alice RoweDirector, Reentry CenterWestern Kentucky UniversityBowling Green, KY 42101

The Reentry Center provides academic counseling and informationon university services, regulations, nontraditional and specialprogLams, degrees, general education requirements, and courseand GPA requirements for specific majors. The Center alsoprovides assistance in applying for admission and financialaid, in transcript analysis and transfer of academic credit,and in course scheduling and registration, as well as liaisonservices with university offices which close at 4:30 PM.

The Reentry Center was set up to serve students 25 years of ageor older, or persons who have not been enrolled in formaleducation for two or more years and wish to enroll inundergraduate courses at Western Kentucky University.

The Center was initiated by Dr. Alice Rowe in October of 1985.In its first year the Center served over 500 students. Weconsider the Center to be very successful in meeting the needsof nontraditional students.

Since counties surrounding Western Kentucky University areessentially rural, many students using the services of theCenter are from rural areas.

46

43

Providing Library Service to Rural Areas at West VirginiaCollege of Graduate Studies

Contact Person: Sue ForrestDirector, Library ServicesWest Virginia College of Graduate

StudiesInstitute, WV 25112

West Virginia College of Graduate Studies was established in1972 to offer master's degree level coursework to residents inthe southern portion of the state. West Virginia College ofGraduate Studies is governed under the authority of the WestVirginia Board of Regents and currently enrolls about 3,000students.

Terrain and distance both present formidahle problems in thedelivery of educational programs to the intended constituency.A number of rural centers have been opened to improve access tothe resources and course offerings of the college. Inaddition, an elaborate network for delivering informationresources has been developed to assist students in their work.The services provided by this information network includedelivery of materials, bibliographic instruction and assistancefor both students and faculty, and a toll-free 800 number tofacilitate easier communication with the library.

In responding to requests for information in 1986 approximately10,000 items were sent out. This year's pace will result inapproximately 12,000 such exchanges. The goal of the staff isto achieve a maximum turnaround time of no more than 24 hours.An aspect of the program that has helped make materials morereadily available is the creation of a network of college,university, and public libraries to coordinate the availabilityand use of library reso.rces.

Technological developments have improved the ability of thelibrary to meet the needs of its patrons. Audioteleconferencing now allows faculty to consult with a number ofindividuals in disparate locations. Satellitetelecommunications are also enhancing the ability of theCollege and its library to bring their resources closer to thepeople to be served. Video tapes on the use of libraryservices are being produced for broadcast for the benefit oflibrary users and potential users. The COGS library has hadVTLS on line for all users for approximately 3 years. Infocatis a system that allows those with a home computer and a modemto access the computer catalog and use an electronic bulletin

47 44

board to request information or leave messages. Students mayrequest an Infosearch, which utilizes ERIC or other databases.These searches are provided at no direct cost to the student.

Dr. Sue Forrest, Director of Library Services, has maintained astrict accounting of the uses of the library. A recent surveyof students and faculty indicates that students found theability of the library to provide and deliver document reprintsand bibliographic searches most helpful and useful, whilereserve arrangements set up by faculty least useful. Dr.Forrest's plans include continuously improving service tofaculty and students, and particularly to improve communicationwith the sizeably adjunct faculty body of West Virginia Collegeof Graduate Studies. She also hopes to establish a tie-in ofthe library computer system with the student data base tofacilitate requests and eliminate the need for written requestforms.

The West Virginia College of Graduate Studies InformationServices System has permitted the college to provide graduatelevel instruction to a widely scattered student body. Thisachievement is integral to the mission of the institution asexpressed by Dr. Forrest: to offer quality programs at theconvenience of the students, with an important emphasis onaccessibility.

4845

Educational Talent Search

Contact Person: Pam WebbDirector, Educational Talent SearchWytheville Community College1000 East Main StreetWytheville, VA 24382

Educational Talent Search at Virginia Highlands CommunityCollege is a federally funded Title IV consortium program withtiytheville Community College as grantee in operation since1976. Two-thirds of the project participants must meet thefollowing eligibility requirements: (1) low income, and (2)first generation.

Referrals are received from community service agencies who havecome in contact with youth and adults interested inpostsecondary education. The Educational Talent Search advisorthen contacts the person and assists them with admission andfinancial aid procedures. A great deal of individual attentionis given helping the student to prepare for postsecondaryenrollment. At one time Educational Talent Search made homevisits to participants who lived in rural areas. We now makearea visits and locate our services in central, accessiblelocales.

Thus far in the 1986-87 program year, the Virginia HighlandsCommunity College branch office has worked with approximately56 adults interested in postsecondary enrollment, in additionto several who are presently working on obtaining a GED inpreparation for future postsecondary enrollment. Thirty-two ofthe 56 adults have enrolled in postsecondary education. Wehave also served approximately 100 youth.

46

49

Appendix A

50 47 / A 4i.

ADMINISTRATIVE AND EDUCATIONAL SERVICES DIVISION

COLLEGE OF EDUCATION

VIRGINIA TECH

Increasing Rural Adults' Participationin Collegial Programs: Exemplary Programs

Conference Schedule

Monday, June 1

11:00 AM -1:00 PM Registration and Check-in

1:00 PM -3:00

3:00 PM -3:15

Welcome: Robert M. Smith, Dean, College ofEducation, Virginia Tech.

Conference/Project Overview: W. Robert Sullins,Program Area Leader, Community College andHigher Education, Virginia Tech.

National Project Overview: Barbara Hayter,Kansas State University. 'Action Agenda forPostsecondary Education"

Speakers: Cornelia B. Flora, Professor ofSociology, Kansas State University."The Role of Adult Learning inRevitalizing Rural Communities"

Break

Angela Richards, Director, AcademicStudies, American Open University -New York Institute of Technology."Distance Education via ComputerConferencing"

49

3:15 PM -

4:30 PresentationsConcurrent Session/Exemplary Programs

Tusculum College (Tennessee) - Adult DegreeProgram

Donald B. Clardy, Dean, Adult and GraduatePrograms

Tusculum College recognized the needs of adultstudents and how they differed from thetraditional day student. The institutiondeveloped an inter-disciplinary academicprogram which would allow workingprofessionals to earn the baccalaureate degreewhile maintaining full-time employment.

Piedmont Virginia Community College (Virginia) -Rural Education Project

C. Forrest McKay III, Director, Extended LearningOpportunities

As a result of a Title III Grant, PiedmontVirginia Community College began a RuralEducation Project during the 1978-79 academicyear. This project was designed to assessneeds of students, to plan appropriatecourses, and to seek cooperation from countyorganizations for college courses in each ofthe rural counties in the college serviceregion.

Wytheville Community College (Virginia) -Educational Talent Search

Pamela B. Webb, Director

Referrals for students are received fromcommunity agencies, schools, and selfreferral. Home visits are made to assist withapplications for admissions, financial aidprocedures, career interest testing and toprovide other information to facilitateadmissions.

50

Mary Baldi:in College (Virginia) - Adult DegreeProgram

James Harrington, Director

Mary Baldwin's Adult Degree Program is non-residential. Students may take advantage ofeducational opportunities close to their homesand are only required to attend andorientation on campus.

5:30 PM - Pig Roast - Blue Grass Entertainment

Tuesday, June 2

7:00 AM -8:30

8:30 AM -9:30

9:30 AM -9:45

Breakfast (Buffet)

General Assembly

"Volunteer Programs to Increase AdultParticipation in Postsecondary Education"

Speakers: James L. Hoerner, Associate Professorof Post-Secondary VocationalEducation, Virginia Tech.

Break

Rhoda Kyle, Associate Professor ofDevelopmental Reading and English,Mountain Empire Community College.

Sue Ella Blackwell, Director ofContinuing Education, Mountain EmpireCommunity College.

03

51

9:45 AM -

11:00 PresentationsConcurrent Sessions/Exemplary Programs

Radford University (Virginia) - Reaching Out toAdult Learners

Peter Balsamo, Director, Continuing Education.Pat Kuiken, Interim Coordinator-Adult Learning

Services

Radford University has been successful inusing audio-plus teleconferencing to delivercredit courses to adults living in areas manymiles from campus. A related project hasincluded the approval and implementation of anadult degree program which leads to a Bachelorof General Studies.

New River Community College (Virginia) - ProjectEmployment Potential

Janet P. Martin, Instructor of Community andSocial Services

Project Employment Potential addresses manyproblems faced by adult students. Examples ofthese problems include fear of failure, lackof support services, lack of funds to attendcollege, and an absence of local employmentopportunities after completing an education.

Lander College (South Carolina) - MAPP ProgramRose-Marie Williams, Director, Lifelong LearningMildred B. Ford, Director, Non-Traditional

Student Recruitment

Lander College initiated the MAPP Program(Moving--Academically, Professionally, andPersonally) as a part of the DesegregationPlan instituted by the college. MAPP has beena cooperative effort of Lander College, areaBlack professiona ral church andcommunity -id employers.

54 52

Hazard Community College (Kentucky) - OlderWorker Program

Franka C. Mullins, Coordinator

The Older Worker Program of Hazard CommunityCollege serves 55 year and older participantsby providing employability training, Skilltraining, counseling and job placementassistance.

11:00 AM -1:00 Lunch (on your own)

1:00 PM -2:15 Presentations

Concurrent Sessions/Exemplary Programs

Central Piedmont Community College (NorthCarolina) - Rural Renaissance Consortium

Norman Petty, Director, North Carolina RuralRenaissance Consortium

The rationale, development, and history of theNorth Carolina Rural Renaissance Consortiumwill be described. This organization providesstaff development and production servicesdirected at the development of distancelearning materials.

West Virginia College of Graduate Studies (WestVirginia) - Library Services to Rural Areas

Sue Forrest, Director, Library Services

This program provides WVCOGS students inremote areas with adequate library resources.A delivery service operates to mail books orreprints of journal articles directly tostudents and faculty.

Clinch Valley College (Virginia) - ArticulationAgreements

George Culverson, Vice Chancellor

Articulation agreements with regionalcommunity colleges leading to the B.A. degreein accounting and business management aredescribed.

55 53

2:15 PM -

2:39

2:30 PM -3:45

Southern West Virginia Community College (WestV,...ginia) - Telecommunication Tech

Jim Cox, Director, Telecommunications andEducational Services

SWVCC offers telecommunication services toapproximately 90% (32,000 people) of LoganCounty. This has been done through acooperative effort between SWVCC, LoganCablevision Inc., and the Logan County Boardof Education.

Break

PresentationsConcurrent Sessions/Exemplary Programs

Mars Hill College (North Carolina) - Glen RavenMills Continuing Education

Raymond Rapp, Director, Center for ContinuingEducation

Robert Rhinebart, Assistant Plant Manager, GlenRaven Mills

-and-

York Technical College (South Carolina) - AdultEducation Program

Baxter Hood, President, York Technical College

These two presentations address programs andactivities to overcome barriers of ruraladults in postsecondary education. Thepresentations will review a continuingeducation program leading to a B.A. degree inbusiness management at Glen Raven Mills andactivities such as job retraining andupgrading.

54

Tri-Cities State Technical Institute (Tennessee)- Single Parent/Homemaker

Pat Maden, Coordinator

- and -

Hazard Community College (Kentucky) - SingleParent/ Homemaker Awareness

Charlene F. Combs, Coordinator

The overall objective of these programs is toprovide counseling services, basic educationalskills, and financial management skills whichwill allow single parents and homemakers tosustain themselves and their families whilepursuing educational goals.

Appalachian Educational Opportunity Center(Virginia)

Rebecca Scott, Educational Counselor

- and -

Caldwell Community College (North Carolina) -Overcoming Barriers to Adults

Eric McKeithan, President, Caldwell CommunityCollege

These programs provide educational andfinancial aid information, referral services,career counseling, job skills, stressmanagement training, and information on rightsand responsibilities of students.

Western Kentucky University (Kentucky) - ReentryCenter

Alice Rowe, Director

The Reentry Center provides academiccounseling and information on universityservices, regulations, non-traditional andspecial programs, degrees, general educationrequirements, assistance in applying foradmission, financial aid, transcript analysis,and course scheduling.

57 55

6:30 PM -8:30 Dinner

Welcome and Introduction: Stephen R. Parson,Division Director, AES, College of Education,Virginia Tech

Wednesday,

Speaker:

June 3

Joseph Smiddy, Assistant to thePresident for the Center forInnovative Technology.

7:00 AM -8:30 Breakfast (Buffet)

8:30 AM -9:30 General Assembly

Moderator: W. Robrit Sullins, Program AreaLeader, Community College and HigherEducation, Virginia Tech

Speaker: Anne-Marie McCartan, Academic ProgramsCoordinator, Virginia State Councilfor Higher Educa ion.

"Policy Issues and Rural PostsecondaryEducation"

9:30 AM -9:45 AM Break

9:45 AM -11:00 AM Workshop: The Wednesday morning workshop will

provide the participants the opportunity to takethe concepts and strategies presented in thevarious sessions nd presentations of theconference and develop specific applications andmethods for their own individual settings. Thisculminating activity will allow each participantto leave with a specific "plan-of-action" toimplement in their own institutions orcommunities.

11:00 AM -11:30 AM General Assembly - Concluding Remarks

11:30 AM Conference Concludes - Check-out

58 56

57/6-8

ADVISORY COMMITTEE FOR RURAL ACTION PROJECT

Dr. Walt Adams127 GY:eenberry DriveElkview, WV 25071

Dr. Sandra Anderson, DirectorWatagua Division of Caldwell Community CollegeRoute 6, Box 240BBoone, NC 28607

Ms. Libbie Archibald, DirectorCommunity EducationRandolph County Board of Education40 11th Street, Box 1398Elkins, WV 24261

Dr. John Cavan, PresidentSouthside Virginia Community CollegeRural Route 1, Box 60Alberta, VA 23821

Dr. James Cox, DirectorTelecommunication and Educational ServicesSouthern West Virginia Community CollegePO Box 2900Logan, WV 256e1

Ms. Diane Galbreath, DirectorCommunity and Youth ServicesDinwiddie County SchoolsPO Box 7Dinwiddie, VA 23841

Dr. Paul Gherman, nirectorNewman LibraryVirginia TechBlacksburg, VA 24061

Dr. Baxter Hood, PresidentYork Technical CollegeUS 21 BypassRock Hill, SC 29730

Ms. Linda Kilgore, DeanInstruction and Student ServicesMountain Empire Community CollegeDrawer 700Big Stone Gap, VA 24219

60

Dr. William KnightDean of InstructionRockingham Community CollegeWentworth, NC 27375

Dr. Robert MayfieldDean of the CollegePikeville CollegePO Box 187Pikeville, KY 41501

Dr. James O'HaraAcademic Vice PresidentBluefield State CollegeBluefield, WV 24701

Dr. H. James Owen, PresidentTri-Cities State Technical InstitutePO Box 246Blountville, TN 37617

Dr. Joseph SmiddyAssistant to the Pres1,_sntMountain Empire Community CollegeDrawer 700Big Stone Gap, VA 24219

Dr. Jean Haskell Speer, DirectorAppalachia Studies ProgramVirginia TechBlacksburg, VA 24061

Ms. Aleta Spicer, DirectorUnited Way of Southwest VirginiaPO Box 1853Lebanon, VA 24266

Ms. Pamela Womack, DirectorDepartment of Volunteerism223 Governor StreetRichmond, VA 23219

61 60

Apyench x C

C261 /(.12 2

Rural Action Project Staff

Dr. W. Robert Sullins

Dr. James Hoerner

Jeffery Aper

Robert Ford

W. Terry McNeill

W. Terry Whisnant

63

63/&4

64 65/626.

List of Conference Participants

Linda H KilgoreDean of Instruction and Student ServicesMountain Empire Community CollegeDrawer 700Big Stone Gap, VA 24219

Baxter M. HoodPresident, York Technical CollegeUS 21 BypassRock Hill, SC 29730

H. James OwenPresident, Tri-Cities State Technical InstitutePO Box 246Blountville, TN 37617

James O'HaraAcademic Vice PresidentBluefield State CollegeBluefield, WV 24701

Olivia ArchibaldRandolph County Board of Education40 Eleventh StreetBox 1398Elkins, WV 24261

Pamela WomackDirector of Department of Volunteerism233 Gc,vernor StreetRichmond, VA 23219

James CoxSouthern West Virginia Community CollegePO Box 2900Logan, WV 25601

Sandra AndersonWatagua Division of Caldwell Community CollegeRoute 5, Box 240BBoone, NC 28607

William E. KnightDean of InstructionRockingham Community CollegeWentworth, NC 27375

6567

Diane GalbreathDirector of Community and Youth ServicesDinwiddie County SchoolsPO Box 7Dinwiddie, VA 23841

Raymond RappDirector, Center for Continuing EducationMars Hill CollegeMars Hill, NC 28754

Robert RhinehartGlen Raven MillsMars Hill, NC 28754

Don ClardyDean, Graduate and Adult ProgramsTusculum CollegePO Box 48Greenville, TN 37743

James HarringtonAdult Degree ProgramMary Baldwin CollegeStaunton, VA 24401

Alice RoweWestern Kentucky UniversityBowling Green, KY 42101

Sue ForrestDirector of Library ServicesWest Virginia College of Graduate StudiesInstitute, WV 25112

Norman PettyCentral Piedmont Community CollegeBox 35009Charlotte, NC 28235

Jerry CardwellActing ChancellorClinch Valley CollegeCollege AvenueWise, VA 24293

Peter BalsamoDirector of Continuing EducationRadford UniversityPO Box 58.14

Radford, VA 24142

66

Rebecca ScottAppalachian Educational Opportunity Center101 Willow Street, Suite 1Gate City, VA 24251

Forest McKayPiedmont Virginia Community CollegeRoute 6, Box 1-ACharlottesville, VA 22901

Janet MartinNew River Community CollegeDrawer 1127Dublin, VA 24084

Pam WebbDirector, Education Talent SearchWytheville Community College1000 East Main StreetWytheville, VA 24382

Sylvia MaysHollins CollegePO Box 9603Hollins, VA 2402

Lois WellsVirginia Community College SystemJames Monroe Building101 North 14th StreetRichmond, VA 23219

Mike RushVirginia Highlands Community CollegePO Box 828Abingdon, VA 24210

Linda SheffieldSouthside Virginia Community CollegeRoute 1, Box 60Alberta, VA 23821

Jackie JohnsonRockingham Community CollegeWentworth, NC 23735

Quintin DoromalSouthwest Virginia Community CollegePO Box SVCCRichlands, VA 24641

67 69

Jim GarnerWestern Kentucky UniversityBowling Green, KY 42101

Betty ClarkeBrunswick Technical CollegePO Box 30Supply, NC 28462

Cornelia FloraProfessor of SociologyDepartment of Sociology, Anthropology, and

Social WorkKansas State UniversityManhattan, KS 66506

Anne Marie McCartenAcademic Programs CoordinatorState Council for Higher Education in VirginiaJames Monroe BuildingRichmond, VA 23219

Angela RichardsDirector of Academic StudiesAmerican Open University of New York Institute

of Technology211 Carleton AvenueCentral Islip, N: 11722

Mike JenkinsCatawba Valley Technical CollegeHighway 64-70Lenoir, NC 28601

Marge CarteDabney S. Lancaster Community CollegeRoute 60 WestClifton Forge, VA 24422

Bill FindtTechnical College of AlamancePO Bo*,< 623Haw River, NC 27258

Joe MitchellDavis & Elkins CollegeElkins, WV 26241

Franka MullinsHazard Community CollegeGeneral DeliveryHazard, KY 4l701

6870

Mildred FordLander CollegeGreenwood, SC 29546

Rose-Marie WilliamsDirector, Lifelong LearningLander CollegeGreenwood, SC 29646

John CavanPresidentSouthside Virginia Community CollegeRoute 1, Box 60Alberta, VA 23821

Aleta SpicerDirector, United Way of Southwest VirginiaPO Box 1853Lebanon, VA 24266

Joseph SmiddyAssistant to the PresidentCenter for Innovative TechnologyMountain Empire Community CollegeDrawer 700Big Stone Gap, VA 24219

Robert MayfieldDean of the CollegePikeville CollegePO Box 187Pik.z7ille, KY 41501

Walt Adams127 nreenberry DriveElkview, WV 25071

Jean Haskell SpeerDirector, Appalachia Studies ProgramVirginia TechAgnew HallBlacksburg, VA 24061

Paul M. GhermanDirector, Newman LibraryVirginia TechBlacksburg, VA 24061

69 71

I

Dor CreamerAssociate ProfessorCollege of Education/AESVirginia TechUniversity City Office BuildingBlacksburg, VA 24061

Elizabeth CreamerResearch AssociateIndustrial Engineering and Operations ResearchVirginia TechBlacksburg, VA 24061

Alex CuthbertCollege of Education/C&IVirginia TechWar Memorial GymBlacksburg, VA 24061

Loyd AndrewAssociate ProfessorCollege of Education/AESVirginia TechUniversity City Office BuildingBlacksburg, VA 24061

Carl McDanielsProfessorCollege of Education/AESVirginia TechUniversity City Office BuildingBlacksburg, VA 24061

Russ ColeGraduate StudentVirginia TechBlacksburg, VA 24061

Steve ParsonAssociate Dean, College of EducationVirginia TechWar Memorial GymBlacksburg, VA 24061

Robert SmithDean, College of EducationVirginia TechWar Memorial GymBlacksburg, VA 24061

70

72

Ann PuryearGraduate StudentCollege of Education/AESVirginia TechUniversity City Office BuildingBlacksburg, VA 24061

Karen NoelGraduate StudentCollege of Education/AESVirginia TechUniversity City Office BuildingBlacksburg, VA 24061

Rose Anne CarterGraduate StudentCollege of Education/AESVirginia TechUniversity City Office BuildingBlacksburg, VA 24061

Lawrence CrossAssociate ProfessorCollege of Education/AESVirginia TechUniversity City Office BuildingBlacksburg, VA 24051

Terry McNeillGraduat-e StudentCollege of Education/AESVirginia TechUniversity City Office BuildingBlacksburg, VA 24061

Bob FordGraduate StudentCollege of Education/AESVirginia TechUniversity City Office BuildingBlacksburg, VA 24061

Terry WhisnantGraduate StudentCollege of Education/AESVirginia TechUniversity City Office BuildingBlacksburg, VA 24061

71 73

Karen StipesGraduate StudentCollege of Edeclation/AESVirginia TechUniversity City Office BuildingWacksburg, VA 24061

Jeff AperGraduate StudentCollege of Education/AESVirginia TechUniversity City Office BuildingBlacksburg, VA 24061

Marjorie KeatleyGraduate StudentCollege of Education/AESVirginia TechUniversity City Office BuildingBlacksburg, VA 24061

Jim HoernerAssociate ProfessorCollege of Education/VTEVirginia TechLane HallBlacksburg, VA 24061

Robert SullinsAssociate ProfessorCollege of Education/AESVirginia TechUniversity City Office BuildingBlacksburg, VA 24061

74

72

Appendix E

737 5 / -7(p

INSTITUTION

KENTUCKY

TYPE OF PROGRAM/PROGRAMNAME

Hazard Community College

Business and IndustryTechnical AssistanceCenter

Kentucky State

Kentucky State UniversityCommunity College

Lansing School of Nursing,Education, and HealthSciences

Louisville PresbyterianTheol. Seminary

Madisonville CommunityCollege

Moorehead State University

Single Parent/HomemakerCareer AwarenessOlder Worker ProgramRural Women Proprietorship

Program

Hazard Community College Businessand Industry Program

Family Development and ManagementSmall Farm

KET Telecourse ConsortiumOff Campus Courses

Bellarmine College Nursing PilotOutreach

Tutoring Programs

Degree ArticulationLearning ShopOff-Campus Courses

Partnership with Business andIndustry

Child Development AssociateProgram

Adult Learning Center andVolunteer Literacy Program

KET-GED Study at Home ProjectUpward Bound ProgramTalent SearchLaboratory Secretary/ClinicalAssistant Training Program

Health Care Delivery ClerkTraining Program

Teacher's Assistant/Child CareSpecialist Training Program

7477

INSTITUTION

KENTUCKY

TYPE OF PROGRAM/PROGRAMNAME

Moorehead State University(Continued)

Pikeville College

Somerset Community College

Spalding University

St. Catharine College

Thomas More College

Western Kentucky

University of Louisville

Older Workers Job TrainingProgram

Pharmacy Technician TrainingProgram

Health Care Training ProgramBasic Skills Training ProgramSpecial ServicesVeteran's Cost of Instruction

ProgramThe Cross-Cultural ClassroomFederal Student Financial Aid

Owl

Transitional Support ServicesOff-Campus Program/Business

and Industry

Weekend College

Articulation AgreementTelecourses

First Step

Single Parent/HomemakerRe-entry CenterTelecourses

TelecoursesWeekend University

7578

INSTITUTION

NORTH CAROLINA

TYPE OF PROGRAM/PROGRAMNAME

Anson Technical College

Caldwell Community College

Cape Fear Technical College

Central Piedmont CommunityCollage

College of the Albemarle

East Carolina University

Elizabeth City StateUniversity

Guilford College

High Point College

Off-campus Continuing EducationCourses

"Hot Meals" Off-campus Courses

Off-campus Continuing EducationCourses

Telecommunication CoursesTransportation for StudentsChildcare ServicesWeekend CollegeABE (Adult Basi'- Education

Courses)

ABE (Adult Basic EducationCourses)

Telecommunication CoursesSelf Paced Learning Modules

Adult Basic Literacy EducationProgram

Developmental Education CoursesDisadvantaged Students ProgramBridges Program (GED Courses)Learning Lab for GED/ABE StudentsCooperative Education Program

Rotating VTE InstructorInteractive Video System Network

Weekend CollegeArticulation Agreements

Evening Courses/Tutoring andStudy Skill Assistance

Continuing Adult EducationProgram

76 79

INSTITUTION

NORTH CAROLINA

TYPE OF PROGRAM/PROGRAMNAME

Lenoir Community College

Louisburg College

Mars Hill College

N.C. State University

Roanoke-Chowan TechnicalCollege

Salem College

Southeastern CommunityCollege

Wayne Community College

Western Carolina University

Wilkes Community College

Tuition Free Programs forSenior Citizens

Cooperative Education ProgramsNight CoursesTelecoursesSkills LabJTPAPRIDE (Pre-College Instructionand Development)

Special Services Laboratory

Weekend College

Continuing Education ProgramWeekend College

Off-campus Continuing EducationCourses

Volunteer Support of Off-campusCourses

Leadership Development ActivitiesLecture Series, Seminars,

Workshops

Small Business Management Program

Adult Courses

Human Resource DevelopmentABE (Adult Basic Education)

Off-campus Courses

Adult Education Courses

ABE (Adult Basic Education)Compensatory Education ProgramHuman Resource DevelopmentAdult High School

l780

SOUTH CAROLINA

INSTITUTION

Anderson College

Beaufort Technical College

Central Wesleyan College

Coker College

Furman University

Lander College

Midlands Technical College

Orangeburg-CalhounTechnical College

South Carolina StateCollege

Sumter Area TechnicalCollege

University of SouthCarolina - Spartanburg

York Technical College

TYPE OF PROGRAM /PROGRAMNAME

Off-campus Courses

Assist Undereducated Workers

LEAP (Leadership Educationfor Adult Professionals)

Evening Courses

Evening/Weekend Courses

Program for Black Adults

Automotive Technology

Cooperative "Wellness" ProgramReading Classes in Workplace

Volunteer Student Tutors forAdult Literacy

Off-campus Courses/Some PaymentFlexibility

Tuition Free Course to AttractIndividuals to Teaching

Leadership Development ProgramCounseling/Support Services

for Adult StudentsOutreach Courses for Rural

EducatorsServices for "CulturallyDeprived" Students

Transportation for StudentsUSDE Single Parent/Herl:maker

Program

Evening Program

Chid CareUnemplJyed Women Seeking JobsIn Plant Training fog Workers

7881

INSTITUTION

TENNESSEE

TYPE OF PROGRAM/PROGRAMNAME

Carson-Newman College

Dyersburg State CommunityCollege

East Tennessee StateUniversity

Memphis State University

Milligan College

Motlow State CommunityCollege

Tennessee Tech University

Tri-cities State TechnicalInstitute

Mountain Woman's ExchangeCooperative Education Program

Prison Education Offered On-siteNon-Credit Activity CoursesTelecourses

Special Adult Services - "GreatOpportunities for AdultLearners"

Contacting Prorpective AdultStudents

Contractual Arrangement WithBusiness and Industry

Off Campus Newsletter

Special Education Courses inArkansas

Off-Campus Program - TelevisionUndergraduate Nursing CoursesLake County Prison - VocationalTechnical Education

MSU - Jackson Graduate CenterGraduate Education Courses

Highly Individualized, FlexibleScheduling of Classes

Off-Campus Centers

Contacting, Orientation, Off-Campus Sites, Contracts

Telecourses, Off-Campus,Contracts and Agreements

Career Opportunities Program

Single Parent/DisplacedHomemakers Program

Special Services forDisadvantaged Students

T.O.P.S. - The OfficeProductivity Series

79

82

TENNESSEE

TYPE OF PROGRAM/PROGRAMINSTITUTION NAME

Tusculum Meeting Corporate EducationalNeeds

University of Tennesseeat Chattanooga

Rural Education for ExceptionalTeachers (REET)

Rural Sites to Provide Educationfor Young Employees withExecutive Potential

Evaluation of Work Experiencesfor Academic Credit

IEP (Individualized EducationProgram)

Walters State Community Evening and Off-CampusCollege Instruction

80 83

INSTITV2ION

VIRGINIA

TYPE OF PROGRAM/PROGRAMNAME

Adpalachian EducationalOpportunity Center(Gate City, VA)

Averett College andPatrick HenryCommunity College

CBN University

College of Nursing andHealth Services

College of William andMary

Eastern Shore CommunityCollege

Germanna Community Collegeand Fredericksburg AreaSchools

HELP Center (Big StoneGap, VA)

Hollins College

Martinsville-HenryCounty Chamber ofCommerce

Adult Educational Opportunity

Cooperative Institutional BSDegree Program

No Rural Adult Programs

Off-campus BS Nursing Program

William and Mary ServiceDirectory

Retirement Community ClassesEmployee Training and Development

ProgramsService Directory of VolunteersOff Campus CoursesIndustry Training Programs

Cooperative Student LiteracyProgram

Cooperative Nursing ProgramSingle Parents, Displaced

HomemakersJobshopTyping Classes at Rappahannock

Rehab. ServicesWeekend Coll,-qe and Off-Campus

Advising

Help Empower Local People

Adult Studies Programs

Teacher Re-certificationCourse from PHCC

5184

VIRGINIA

INSTITUTION

Martinsville-Henry CountyChamber of Commerce andPatrick He.nry CommunityCollege

Mary Baldwin College

Mountain Empire CommunityCollege

New River CommunityCollege

Patrick Henry CommunityCollege

Radford University

University of Richmond

University of Virginia

"'Y PE OF PROGRAM/PROGRAMNAME

Tuition Reimbursement Program

Adult Degree Program

MECC Literacy InitiativeReducing Barriers to AdultsWins ProjectDevelopmental Studies Program

Project Employment PotentialWomen's Model Program in

Trade and Industrial CareersCommunity Alliance forRecruitment/Retention ofBlack Students

Single Parents and HomemakersCenter for Learning DisabledCenter for Hearing Impaired

Weekend CollegeAlternative Learning CoursesWomen at Work - Sex EquityNon-Traditional Studies

Evening CollegeOff-campus CoursesTeaching for Thinking: Creativity

in the ClassroomAdult Degree Program

Evening Programs

Cooperative Graduate EngineeringProgram

School Improvement Project

8285

INSTITUTION

VIRGINIA

TYPE OF PROGRAM/PROGRAMNAME

Virg nia HighlandsCommunity College

Wytheville CommunityCollege

Saltville Continuing EducationFacility

Older WorKer Program - JTPASpecial Services for theDisadvantaged

Lifelong Learning ActivitiesL'ducational Talent SearchSex Equity Program

8386

INSTITUTION

WEST VIRGINIA

TYPE OF PROGRAM/PROGRAMNAME

Davis and Elkins College

Marshall UniversityCommunity College

Salem College

Shepherd College

Southern West VirginiaCommunity College

University of Charleston

West Virginia College ofGraduate Studies

West Virginia EducationFund Inc.

Wheeling College

MAP (Mentor Assisted AdultDevree Program)

Homemakers ProgramSenior Citizens ProgramClasses for ChildrenGeneral interest CoursesUpward Bound ProgramDisabled Student Service ProgramIndependent Study Skills Program

Off Campus Courses

One Day College

Telecommunication CoursesTrack 12 Program

Military Degree Program

Off-campus CoursesTelecommunication CoursesComputer Assisted ProgramProviding Assistance forLearning Programs

Providing LibLary Services

Clearinghouse for IncreasingCollege-Going Rate

Financial Aid ServicesLoan Instructors Program

J JO 0 , 0 0 .401.010101010101010101C

84 ERIC Clearinghouse forJunior Colleges

AUG 12 1988 87