DOCUMENT RESUME

ED 369 460 JC 940 291

AUTHOR Hemby, GeneTITLE Effective Methods of Recruiting Occupational Students

in the North Carolina Community College System.INSTITUTION Pitt Community Coll., Greenville, NC.PUB DATE 91

NOTE . 36p.

AVAILABLE FROM Pitt Community College, P.O. Drawer 7007, Greenville,NC 27835-7007.

PUB TYPE Guides Non-Classroom Use (055)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS *College School Cooperation; Community Colleges;

*Nontraditional Students; *Student Recruitment; TwoYear Colleges; *Two Year College Students; VocationalEducation

IDENTIFIERS *North Carolina Community College System; *RecruiterRole

ABSTRACTDesigned for community college vocational/technical

education teachers and recruiters, this manual recommends severalapproaches to student recruitment that have proved effective byinstructors and recruiters throughout North Carolina. Part Idiscusses the AIDA (Attention, Interest, Desire, and Action)recruitment formula, which offers a step-by-step approach to dealingwith initial contacts with prospective students by focusing on theirinterests and desires and the benefits that completing the programcan bring them. Part II recommends that community college instructorswork with Industry Education Coordinators (IEC's) at local highschools, making sure that IEC's have up-to-date information aboutcollege programs and, through IEC's, working with academic teachersat the high schools to sell the college program. Part III recommendsways that recruiters can become personally involved with.high schoolpersonnel and keep their programs visible. Part IV focuses onrecruiting non-traditional students by visiting workplaces,establishing working relationships with personnel officers, targetinghigh school equivalency program students, and participating incommunity events. Concluding comments emphasize the importance offace-to-face communication. Sample recruitment letters are appended.(KP)

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Reproductions supplied by EDRS are the best that can be made *

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Effective MethodsOf RecruitingOccupational Students

In The North CarolinaCommunity College System

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

G. Hemby

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."-

U.S. DEPARTMENT OF EDUCATIONOtfice ot FduCanOnal Raarch and IrMovemenl

EDUCATIONAL RESOURCES INFORMATIONCENTER .ERICI

XThts document has been reproduced asecented Nom the Demon or organizahonungmettng dMonot changes have been made to ,n0I0veIel:004uCtIon duality

Ponts of wevr or contonS Stated .n111,3 dOCu.monl c:10 nOt noCestaIsly feptesint othc,alOERI posmoo or cocr

2

Effective MethodsOf Recruiting

Occupational Students

In The North CarolinaCommunity College System

By Gene Hemby,Director of Curriculum Improvement Project

Machine Metalworking

Pitt Community CollegeGreenville, NC

1991

Acknowledgements

The CIP Project sincerely thanks the following fortheir contributions, consultations, and interest in this projectand manual:

Faye Causey, Secretary, PCC CIP ProjectDr. Edgar Boyd, Executive Vice President,Pitt Community College

Gaynell Deans, Industrial Education Coordinator,D. H. Conley High School

Matt Garrett, Assistant Dean of Students,Central Carolina Community College

Marsha Hemby, my wife and friendGarrie Moore, Dean of StudentsPitt Community College

Susan Nobles, Director of Marketing/PR,Pitt Community College

Sam Parsons, Retired Vocational Recruiter,Vance-Granville Community College

From conception of the project, to the application,their enthusiasm, encouragement and support for this projecthave proven helpful.

The recruitment techniques listed in this manual havebeen applied at Pitt Community College during 1990 and1991. These efforts received full support of the ExecutiveVice President and the Dean of Students. The results havebeen very successful. In the Fall Quarter of 1990, PCCexperienced a 15% increase in traditionally vocational pro-grams' enrollment and 21% increase in technical programs'enrollment.

4 Gene Hemby

RECRUITMENT GUIDE

Recruitment is an essential part of

'any occupational program. Without it,

many good programs may wither and die on

the vine. In the past, recruitment mayhave been limited to word-of-mouth orpassing out response cards. That may have

been all that was necessary. Today,

competition among vocational/technicalprograms is keen. Occupationalinstructors need to develop a freshapproach that really works! This manualdelivers several new ideas, test-proven byvarious community college instructors andrecruiters throughout the state. Input

from high school personnel is alsoincluded--information from experiencedteachers who know what it takes to attractstudents, some who may be much less

motivated than others.

This manual was made possible through

a Curriculum Improvement Project directedby Gene Hemby at Pitt Community College.It is his hope that .using the ideaspresented here will help you organize yourrecruiting efforts and better utilize yourtime. Pick and choose the techniques thatwork best` for you and refine your own

method. With consistent effort, these

ideas will improve your enrollment. They

really work!

f"'

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I. AIDA RECRUITMENT poRmuLA

Mr. Sam Parons, .a former recruiterfor Vance-Granville Community College,stresses that occupational teachers needto move from technical knowledge tofocusing their attention on students.

In order to help them become people-oriented, he recommends use of the AIDAformula, (ATTENTION, INTEREST, DESIRE,ACTION). It is a useful guide whendealing one-on-one with prospectivestudents.

The first component is ATTENTION.Greet each person that walks into youroffice in a friendly and personablemanner. Move from the "comfort zone"(behind the teacher's desk) and walkaround to shake his hand. Take the timeto establish a proper introduction.Again, technically-oriented people, likeoccupational teachers, often move tooquickly into technical knowledge withouttaking the time to be sociable first.

INTEREST is the second component.Key in on the student as a person.Discuss work; ask direct questions. If 'he responds with "I don't like my job,"ask "What would you like to do?" Use aninterest inventory if nothing surfacesthrough conversation. Discover thestudent's primary interest. He may sayhe is mainly interested in making money,but the key question is "Money to buywhat?" The students want money to buy thethings they like and have always wanted.

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You can tell when students start to talkabout their primary interests. Their bodylanguage changes. Their faces light upand they lean forward eagerly. Now iswhen you stress that your program can getthem the things they want. Pin down theirdreams and tie them into your program.

The third component is DESIRE. Youmust make the student really want what youare offering. Have your program informa-tion available. This is often the pointwhen objections are raised. The studentmay say "I don't have the money" or "Idon't have the brains." Don't ignore ordismiss his fears. Validate his feelingsby restating his fears, but add "If I canshow you that you can make it, would youenroll in this program?"

Discuss financial aid options orsuccess stories of graduates who have hadsimilar problems. Spend whatever amountof time is necessary to make the student'sdesire overcome the fears. Selling yourprogram is the key; just enrolling a newstudent does not deal with your retentionrate.

ACTION is the last component.Immediately pull out an application andhelp the student fill it out. Stay aslong as it takes. If a prospectivestudent walks into your office at fiveo'clock, you might be late getting home.If you don't cover each of .the AIDAcomponents, or if you just hand him anapplication and say, "Come back to see melator" you may never see him again.Compare this last step to closing a sale.Don't just talk about doing it; get that

3

student's signature on.the dotted line.Now is also the time to perpetuate yourcontacts. Ask for the names of anyfriends who might be interested in yourprogram. Call them, mail theminformation, or have the. student bringthem in to see you.

Of course, be prepared for the"self-directed" student. Occasionally,someone will walk in and not wait for youto use the AIDA guide; he will want tofill out an application immediately. Ifthis is the case, KNOW WHEN TO SHUT UPIJump to the action phase and close thesale. Leave things undone; drop every-thing and deal with the student first. Amessy desk is usually a good indication ofthe number of students coming in and outof an office. The paperwork can wait;your program depends on how you deal withstudents.

The AIDA formula is a step-by-stepapproach.to deal with initial contacts.Cover these components each time a studentwalks into your office. Occupationalinstructors can use the AIDA formula as atool; it serves as a way to work withpeople, the way you work with technology.

Follow the AIDA formula when doinggroup recruitment as well. Make a fewchanges to adapt to the new situation.Focus ATTENTION on the group by commentingon something unique to the class, theprogram, or the school. Key in on acommon INTEREST of young people such as acar, a job, or money. Don't elaborate onthe technical aspect of your program;emphasize satisfaction. Emphasize what

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the program can do for the student.Instill DESIRE as you explain yourprogram. Stress the ability to work andgo to school at the same time. Lastly,promote ACTION by passing .out applica-tions. Don't leave students with a vague"Go to see your counselor." A campusvisit is sometimes an enticement forstudents to recruit friends who also areinterested in your program.

MATTRESS OF BENEFITS

Another useful recruiting techniqueis to explain the "MATTRESS" of Benefits.These are the benefits that will beavailable to students who complete yourprogram. They include the opportunity

M - moneyA - advancementT - trainingT - travelR - recreationE - educationS - securityS - satisfaction

Whenever you talk to anyone about yourprogram, dbntinually stress the advantagesthat completing your program can bring tothe average person.

CENTERS OF INFZUENCE

Mr. Parsons also maintains what hecalls "Centers of Influence." Keep amailing list of individuals you have talkedto about your program and like what you're

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doing. They may be parents, schoolpersonnel, business/industry representa-tives, etc. Periodic:ally mail out lettersthat inform them of what is going on inyour area. It may concern an award one ofyour students has received or any newequipment you have purchased. Keeping intouch with these people may result inreferrals to your program. Someone willalways be talking about the good 'thingsgoing on in your classroom.

II. GET TO MOW YOUR IECIS

One of the best ways to improve yourenrollment is to work with the IndustryEducation Coordinators (IEC) at your localhigh schools. According to their jobdescription, they are responsible fordeveloping a line of communication/liaisonbetween the high school and business,

industry, labor, and the community college.They also act as resources for information

on marketable skills and other informationrelated to employment and training. Thesepeople work strictly with students enrolledin occupational classes and assist themwith career planning and post-secondaryplacement. Through the use of interestinventories and aptitude tests, they often\can provide you with a list of students whomay be interested in your program. The IECis in the perfect position to guide gradu-ating high school students to your program.

While discussing career choices withstudents, the IEC could be the ;first personto talk with them about an interest inyour program. Make sure they have the

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1 0

information they need. Being able to tella student about simple things, such as theexact location of 1-our program on campus,

the type of instruction in your program,

and the names of former classmates who arenow enrolled in your program, could meanthe difference between an increase or adecline in the student's interest.

You can make yourself invaluable to

the IEC by serving as a resource duringCareer Days or Job Fairs. You can provideinformation on local labor market trendsand salary ranges. Many IEC's conduct"shadowing" experiences for their studentsand are looking for business and industrycontacts who will allow students to

observe for one day. Helping someone else

do a better job will certainly pay offwhen an IEC is working with a student whohas no career direction. Because you werehelpful, your program will be one of thefirst to come to mind.

Through the IEC, work with the aca-demic teachers at the high schools to sellyour program. English, math, and scienceteachers work every day with good studentswho are not suited to pursue a four-year

degree. Many are looking for practical

and realiftic topics/activities relatingto the world of work that they can incor-porate into their teaching. Math teachersespecially would welcome you into their

classrooms to explain to their studentshow necessary math skills are for getting

a good job.

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III. PERSONAL INVOLVEMENT GETS GREATMOANS

Make your face known at the highschools. Ask the vocational teachers ifyou may simply observe their classes. Tryto talk with students during their breakor lunch. When students have questions,they often are hesitant to call or visityour campus. Counselors will .encouragethem to do so, but they are more likely tomake contact if they have seen your faceor know your name.

If you want to _reach high schoolstudents who are often not highly moti-vated to begin with, you have to go afterthem. By spending time at the highschools, you will soon recognize thestudents that seem interested in yourprogram but may not have the initiative tofollow through on their own. Get theirphone numbers and give them a call atnight. Keep them informed about theoptions your program offers. Easter breakis a good time to follow up with anothercall. The students are usually home, oryou may be able to talk to their parents.Graduation is right around the corner, and'even the least motivated are facing thequestion of what to do now.

Make sure high school personnel knowenough about your program to adviseseniors. It is difficult for high schoolstaff to recommend a program to studentsif they don't know anything about it.

Invite IEC's, counselors, and vocational

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teachers to your campus. Set up a tour/demonstration during a teacher workday.Have your school provide lunch, if possi-ble. Be ready to provide transportation.Use the school van; drive up to the doorand chauffeur these teachers to yourcampus. When you make all the arrange-ments, you can present an offer.they can'trefuse.

Familiarize high school personnel withyour program. Explain your method ofinstruction; demonstrate the equipment youUse. Tell them about graduates of yourprogram--where they work and what kind ofsalaries they make. They will .begin tosee the need for advising good studentsabout your program.

Teachers also need to know aboutrealistic career opportunities available inthe community. Be ready to go into theirclassrooms and speak about the opportuni-ties that training in your programprovides. Too many high school teachersare not aware of the salary that a skilledtechnician can command. They are notalways knowledgable about the changes intechnology that demand a craftsperson tohave advanced math and computer skills.Ask to speak at a teachers' meeting. Bringrefreshments and pass out your literature.Make sure everyone gets the message thatyour program is producing highly skilledpeople who make good salaries.

Teachers aren't the only ones you needto sell. Many high school students areunder tremendous pressure from theirparents to apply to universities and to

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consider only white collar occupations.The best way to fight this attitude is toedUcate the parents early. Attend thelocal parent/teacher organizations' meet-ings. Make parents aware that only 43% offreshmen who enter the NC universitysystem graduate. Quote some startlingfigures from the US Bureau of LaborStatistics, i.e., by 1995, 85% of alloccupations will require post-secondarytraining 'but only 30% of these willrequire a four-year degree. Try to showthem that. a four-year degree is notnecessarily a kequirement for a goodsalary, but be ready to stress the trans-ferability of an associate degree toward abachelor's degree. Explain how theirchildren can obtain the skills to getgood-paying jobs and attend college atnight, if necessary, to finance theireducation. Again, be ready with the namesof employers who .hire your graduates andexplain to these parents what kind ofpotential salaries your program canprovide their children. Invite them tovisit your program area, talk to yourstudents, and see your equipment.

Keep working at making your programvisible. Bring your equipment to theschools. Show high school or junior high `students how special equipment operates.Show them what they will be doing in yourprogram. Bring one of your present stu-dents to talk with them and demonstratethe equipment. Set up during lunch or askthe IEC to put you into specific classrooms:math, computer science, trade and indus-trial education. Take the names ofstudents who seem particularly interested.The IEC could provide you with phone

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numbers and addresses for later contacts.Call these students personally and set upa tour of the campus and your program. Toput it simply, make a contact and FOLLOWUP, FOLLOW UP, AND FOLLOW-UP1

Although it is helpful to know all thevocational teachers in the high schools, itreally pays to establish a relationshipwith the vocational club advisors. Thesponsors of VICA (Vocational IndustrialClubs of America), FFA (Future Farmers ofAmerica), and AIASA (American IndustrialArts Student Association) work with stu-

- dents who are usually more motivated thanthe average students. Most of thesestudents have a Career goal in mind, and itis never too early to begin acquaintingthem with your .program. Ask the sponsorfor a list of club members -- sophomoresand juniors -- as well as seniors -- andstart making personal contacts. Getinvolved in their activities. Offer yourpersonal services as a judge, or see if

your school can host their yearly competi-tive events. Having these students on yourcampus and getting to know them can providea direct link to your program.

Another potential resource is 6th,

7th, and '8th grade career explorationprograms. By definition, these classes aredesigned to expose students to differentcareer options at an earlier age. Impress-ing these younger students with the

benefits of your program may not bringimmediate results, but the, long termeffects are obvious.

11 15

Help school personnel plan field tripsto your campus and specifically to see yourprogram area. It is often better to workpersonallY with the classroom teacherrather than try to coordinate sdhedulesthrough the IEC or counbelor. Usuallyclassroom teachers welcome the opportunityto get away from school and do somethingdifferent with their students. But manytimes, lack of transportation is a majorobstacle. If you can overcome the problemby obtaining vans or a bus, you can arrangefor the group to spend quality time in yourarea, at your convenience. In otherwords,'you can control what they see andwhen'they see it.

Encourage your occupational recruiterto schedule high school visitation days forstudents to come and see the occupationalprograms on your campus. Be sure that whenstudents see your area, you make a goodfirst impression. Your shop should beclean and orderly and your currentstudents interested and involved in theirwork. Make everyone in your departmentaware that the students are coming;everyone associated with your program is arecruiter. The entire staff must be readyto answer questions and be able to talkabout enrollment procedures. Promoting a `

pleasant learning environment will go along way with high school students; manyhave been used to very structuredsituations

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IV. RECRUITING NON-TRADITIONAL STUDENTS

Mostly, this manual has addressed howto recruit high school students. Thissection will deal with recruiting theolder or non-traditional students. Keepin mind that many of the circumstanceswhich classify students as"non-traditional" may be obstacles thatprevent them from enrolling in your pro-gram. You must be flexible enough to dealwith minor problems. For example, if asecond job prevents a student from gettingto class on time, you may need to set upsome flex-time for this particularstudent. A "common sense" approach is

needed when dealing with the adult studentpopulation.

One effective way to reach non-traditional students is to go where theyspend most of their time -- the workplace.Begin by contacting the personnel officersof the businesses and industries that aremost likely to.employ graduates of yourprogram. Find out from them what skillsare necessary for potential employees andwhat classes they would like theiremployees to take. Make it clear that youare interested in meeting the needs of thecommunity.' S 'ply them with classschedules, acaL 'mix calendars and postersadvertising your program. Ask them to postthis information in the breakroom, or atleast get the word out that they have thisinformation available.

By establishing a working relationshipwith personnel officers, you may obtainpermission to set up a display in thebreakroom with brochures air3 pictures of

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your program operation. At the beginningof each quarter, ask to have an onsiteregistration period. Post the notice aweek in advance that you will be in thebreakroom for a designated period. Covereach shift, bring applications, and beavailable to help with the registrationprocess.

Another potential 'source is GEDapplicants. These people have obviouslyseen the need for acquiring a highereducational level and may need to upgradetheir skills as well. Make contact withthe director of this and other adulteducation programs at your school. Obtainthe names and addresses of people enrolledin these programs and get information aboutyour program to them, either personally orthrough the mail.

Non-traditional students are alsousually interested in financial aid andavailable scholarships. Since money isoften a problem, be ready with informationon student loans, grants, and work-studyprograms. Know what scholarships areapplicable to students in your program. Ifyou find there are not many scholarshipopportunities for them, it may be necessary,to approach business and industry andactively solicit financial support. Withtuition costs so low at the communitycollege, many business leaders would findthe idea of supporting a scholarshipfeasible.

Another way to reach non-traditionalstudents is through participation inspecial events. make yourself available tospeak or demonstrate equipment to civic

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groups. Members of these organizationsoften have employees who could benefit fromyour program. Have your students set up anexhibit at the mall; participate in fairsand farm shows. Hand out your literatureat local celebrations. Don't pass up anyopportunity to spread the good news aboutyour program.

Much of the good news about yourprogram concerns job opportunities andearnings. Non-traditional students usuallyknow what it is like to work full time for

low wages or not be employed at all. Havespecific information ready to hand out,

listing salary schedules and job openingsin your area. This information is usuallyavailable in your placement office. If you

prove to these potential students thatthere are good jobs out there, that Noy be

all the convincing they need.

Using "give aways," keep the name of

your school in the public eye. There is

usually money budgeted for promotionalitems bearing your school name such as

pens, calendars, notepads, etc. You can

usually get these from your recruiting or

marketing staff. Pass out the inexpensiveitems fghenever you speak with any group.

It may be worth spending more on non-

consumable items to give administrators.Coffee cups, for example, could sit on the

desks of personnel managers or schoolcounselors and remind employees or students

. about their local community college.

Don't forget to use your advisorycommittee as a recruiting tool; it is an

essential part of your program. In order

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to be effective, your committee shouldreflect a broad focus.and be composed of adiverse group of people: bankers, farmers,technical people, personnel managers, highschool personnel, etc. Ask them to serveas potential speakers for your program.Brainstorm and generate a list of potentialcontacts. Use ten to twenty people to meetas a group twice a year. It is also a goodidea to keep personal contact withindividual members. Perhaps have lunchonce a week with a couple of members ofyour committee. Always be knowledgeableabout their needs and take advantage oftheir contacts.

If' your schoolrecruitment committee,get one started. Thisa cross section ofbusiness and industrydents. Public school

does not have ait is a good idea togroup should reflectschool personnel,leaders, and stu-administrators and

teachers should be represented along withcommunity college administrators andfaculty. The purpose of this committeewould be to plan and coordinate recruitmentactivities. The group could brainstorm fornew ideas as well as evaluate existingmethods. They would meet every quarter andexamine what is working and what is not\What makes this group different is havingstudent input. Often teachers think theyknow what attracts students; many timesstudents have an entirely different percep-tion. One good way to find out what worksis to ask the students.

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Obviously, most of the success of your'recruiting efforts lies in making contactsand following up. when it is not possibleto do this personally, one effective methodis the use of direct mail. High schoolcounselors can provide you .with mailinglists of graduating seniors, and, as wasmentioned earlier, IEC's can provide youwith names of vOcational students who areinterested in your program. It is vitalthat your school recruiters Or ' 'counselorshave a system in place to organize refer-rals and make sure you receive informationon prospective. students,. A series of.letters follow in the appendix that you canadapt to your own specific situation ,andneeds. Coordinate a schedule to ensurethat duplications do not occur 'and thatletters are mailed in a systematic andtimely manner. Making sure that prospectsreceive inforMition from you, youroccupational recruiter, a student in yourschool, or perhaps even the Dean ofStudents, adds the personal touch thatmight not be realized otherwise.

IV. THE FINAL TOUCH

Obviously, effective recruitinginvolves a great deal of time. You mustestablish a relationship with the IEC,

teachers, and school administration to haveaccess to the students you are trying to

reach. You must maintain contact withbusiness and industry and meet the needs oftheir employees. Always remember to thankthese people for their help with your

recruiting efforts. Whether it is bringingrefreshments to a staff meeting or taking

1 7

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someone out to lunch, showing your appreci-ation can only result in making recruitingeasier.

This manual has reviewed severaltechniques for recruiting traditional andnon-traditional students. Making yourprogram visible and handling referrals isan important part of the process. nut itcannot be emphasized enough that face-to,-face communication is the most importanttool. Nothing takes the place of gettingto know potential students personally,sitting down with them and really listeningto what they have to say. If you use theAIDA formula and offer students options,your recruiting efforts will begin to payoff. Your program will be full and theremay be a waiting list of people wantingwhat you have to offer. GOOD LUCK!

1 8

College Stationery

Date

High School SeniorAddressCity, State, Zip

Dear

Now that you're a senior this year,you'll be facing several importantdecisions. Plans for a future--for acareer, for further education--are or willsoon be prominent in your thinking and inthe minds of your family and friends.

We, at Pitt Community College, areaware of and sensitive to the difficultiesin making these decisions. That's why mehave trained counselors who specialize incareer planning. You can come to thecounseling center, look through ourbooklets, use a computerized careerinterest inventory matched up to jobprospects and training requirementsthroughout North Carolina, and go over youraptitudes and preferences with our staff.

Expanded programs of study andenrollment growth make this an excitingtime to be a PCC student. There is awealth of resources here for you, plus thepersonal attention that only the communitycollege in your hometown area can give.Students and their needs come first at PCC.

24

Enclosed you'll find a GeneralInformation brochure about PCC. Plan tovisit our campus and see firsthand all theopportunities available for you. Pleasewrite or call our office today at (919)355-4245 to arrange for an appointment. I

look forward to hearing from you.

Sincerely,

Garrie MooreDean of Students

5

College Stationery

Date

Non-Traditional StudentAddressCity, State, Zip

Dear

I was pleased to learn of yourinterest in Pitt Community College, and Ihope you'll choose to enroll here. Intoday's competitive world, I'm sure youknow the value of marketable employmentskills. We can assist you in youreducational growth and development and inyour pursuit of a career.

Enclosed you'll find some informationabout PCC along with an application foradmission. These materials highlight theprograms and learning resources available.You may want to take particular note of thefinancial aid programs and services, andyou'll want to follow up with thatdepending on your need. Our Financial AidOffice can assist you personally, help youdetermine your needs and work through thefinancial aid application process.

Why not send in your application formand materials and begin the admissionsprocess? With today's emphasis on gettinga good job through advanced education andtraining, it makes sense to look at thecollege that can help you get where you

really want to go in life. At PittCommunity College, we can do just that!Our faculty and staff will give youpersonal attention to your needs. We

promise.

Sincerely,

Garrie MooreDean of Students

?,7

College Stationery

Date

Non-Traditional StudentAddressCity, State, Zip

Dear

I enjoyed meeting and talking with youthe other day and learning of your interestin Pitt Cpmmunity College. I appreciateyour interest in upgrading your employmentskills and realize there must be manyimportant questions in your mind. PCC canbe the solution as you develop new goalsand search for different career options.

Certainly PCC has much to offer youlWe have over 25 technical programs leadingto the associate degree and to excitingcareer opportunities. We also offer13 occupational programs of shorterduration with concentrated job-training.After you've decided on a program andcareer area, you may wish to take advantageof our job placement service which securesplacement in both full-time and part-time '

jobs. With the education and training ourprograms provide, you can enter thatexciting career you've always wanted andcommand the higher salary that goes withit.

Our faculty and staff are fullyprepared to work with you and help you dealwith questions and problems as they arise.

?.8

We take a personal interest in our studentsand pride ourselves on graduating peopleequipped with the competitive edge it takesto make it in today's job market.

Please come by my office or call ne at355-0000. I look forward to seeing you andwelcome the opportunity to show you what wecan do for you.

Sincerely,

John JonesVocational Recruiter

College Stationery

Date

High School SeniorAddressCity, State, Zip

Dear

I enjoyed meeting and talking with youthe other day and learning of your interest

in Pitt Community College. With graduationapproaching, I know there must be manyimportant decisions on your mind. PCC can

offer you many different career options and

enable you to meet your needs as youprepare for your future.

Certainly PCC has much to offer youl

We have over 25 technical programs leading

to the associate degree and to exciting

career opportunities. We also offer

13 occupational programs of shorter

duration with concentrated job-training.After you've decided on a program and

career area, you may wish to take advantage

of our job placement'service, which securesplacement in both full-time and part-time

jobs. We also have many cooperativeeducation and practical work experienceoptions as you continue to study here. All

these services are designed to bring you

closer to the world of work--and to thespecific career you have in mind.

I've enclosed a simple brochure ,

designed to let you know about the benefits

of study with PCC and about our careerdevelopment services. Our faculty is fullyprepared to work with you and help you dealwith questions and problets as they arise.We take a personal interest in our studentsand pride ourselves on graduating peopleequipped with the competitive edge it takesto make it in today's job market.

Plan to visit our campus and seefirsthand all the opportunities availablefor you. Please come by my office or callme at 355-0000. I look forward to seeingyou and welcome the opportunity to help youmake those difficult decisions.

Sincerely,

John JonesVocational Recruiter

31

COLLEGE STATIONERY

Prospect's NameAddressCity, State, Zip

Dear

Date

I heard from a member of our

Admissioh's Staff that you are interested

in learning more about Pitt Community

College. I know that you are facing many

tough decisions regarding what you want to

do with your life. Questions such as:

-What am I really interested in doing?

- What programs or courses are best for

me?

- How many years or terms do I really

plan to stay in college?

-Will the courses be too difficult or

easy for me?

- How can I fit study and classes into

my daily schedule?

32

-Can I afford it?

I faced all these questions myselfjust a few months ago. But the people.at

PCC helped me find answers to my questions

and made me feel right at home. Our

faculty and staff are fully prepared towork with you as you fulfill your study andcareer plans.

Pitt Community College was the right

choice for me. I feel good about thecareer decisions I have made. I amenrolled in a co-op program that enables meto gain work experience as I continue my

studies. I am learning to budget my timeso I can get my work done and still make

time for FUN! PCC can provide you with aolace to learn and grow as you prepare forthe world of work--and the specific careeryou have in mind.

The best way for you to learn aboutPCC is to visit us. Explore our campus and

talk to other students. Ask or call me atthe SGA office or call me at home at756-0000. I would love to take time toshare my experiences at PCC with you and

answer any questions that you may have. I

look forward to hearing from you.

Sincerely,

Joan SmithSGA President

College Stationary

Date

High School SeniorAddressCity, State, Zip

Dear

So you want to be a machinist! Youare choosing an exciting and challengingprogram that can lead to many careeropportunities and financial success. We

are delighted to learn of your interest inour speciality.

At Pitt Community College, themachinist curriculum lasts four quarterswith students in class approximately fiveto six hours per day. You will learn toset up and operate the machine toolssfoundin modern shops by working on up-to-dateequipment. When you complete our courserequirements, you will be skilled inComputer Numerical Control. You will be aproficient metalworker, accomplished in theprocess of turning a block of metal into anintricate, precise part.

The brief brochure I have enclosedonly highlights some of the reasons whystudents are choosing Pitt Community

College. We are designed to provide youwith program flexibility, quality teaching,excellent technical facilities, practicalapplications, and meaningful advisement.We can give you the personal attention that

your local community college can provide,

and our cost is remarkably low.

If you want to be a machinist and gaincareer skills, we want you to enroll inPCC. Our Admissions Office will respondpersonally to your application, and our .

Career Planning and Placement Office willkeep you informed of the many opportunitiesavailable to you.

Come by the shop today. Talk withstudents and take a look a the equipment.We can help you get where you want to be.

Sincerely,

John JonesInstructor

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May 1991 Pitt Community College400 copies of this public document wereprinted at a cost of $446.95 or $1.1164

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