Embed Size (px)
Citation preview
This article was downloaded by: [UniversitaetsbibliothekWuerzburg]On: 01 November 2014, At: 10:38Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number:1072954 Registered office: Mortimer House, 37-41 MortimerStreet, London W1T 3JH, UK
Community CollegeJournal of Research andPracticePublication details, including instructionsfor authors and subscription information:http://www.tandfonline.com/loi/ucjc20
STATE UNIVERSITY OFNEW YORK: FULFILLINGTHE PROMISEGlenn DuboisPublished online: 15 Dec 2010.
To cite this article: Glenn Dubois (1999) STATE UNIVERSITY OF NEW YORK:FULFILLING THE PROMISE, Community College Journal of Research andPractice, 23:3, 255-268, DOI: 10.1080/106689299264882
To link to this article: http://dx.doi.org/10.1080/106689299264882
PLEASE SCROLL DOWN FOR ARTICLE
Taylor & Francis makes every effort to ensure the accuracy ofall the information (the “Content”) contained in the publicationson our platform. However, Taylor & Francis, our agents, and ourlicensors make no representations or warranties whatsoever asto the accuracy, completeness, or suitability for any purpose ofthe Content. Any opinions and views expressed in this publicationare the opinions and views of the authors, and are not the viewsof or endorsed by Taylor & Francis. The accuracy of the Contentshould not be relied upon and should be independently verified
with primary sources of information. Taylor and Francis shall not beliable for any losses, actions, claims, proceedings, demands, costs,expenses, damages, and other liabilities whatsoever or howsoevercaused arising directly or indirectly in connection with, in relation toor arising out of the use of the Content.
This article may be used for research, teaching, and privatestudy purposes. Any substantial or systematic reproduction,redistribution, reselling, loan, sub-licensing, systematic supply,or distribution in any form to anyone is expressly forbidden.Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions
Dow
nloa
ded
by [
Uni
vers
itaet
sbib
lioth
ek W
uerz
burg
] at
10:
38 0
1 N
ovem
ber
2014
ôôôôôôôôôôôôôôôôôôôôôôôôô
STATE UNIVERSITY OF NEW YORK : FULFILLINGTHE PROM ISE
Glenn DuBoisOffice of Community Colleges, State University of New York, Albany,New York, USA
This article describes the State University of New York (SUNY) and its system ofcommunity colleges. More speci�cally, it addresses the historical origins of NewYork’s community college system, its contemporary structure and nature, particu-larly in the areas of funding, governance, faculty, students, and programs. Thearticle concludes with a discussion on the future outlook of SUNY community col-leges. Enrollment patterns have shifted: Students are more diverse, increasinglyfemale, part-time, and older. Half of all graduates will transfer to a four-yearcollege after graduation; they will perform as e� ectively as the students who beganat those institutions. There are over 12,800 faculty in the system; 4,490 are full-time, with an average annual salary of $49,000. Minorities and women have madesubstantial gains in faculty and professional sta� positions in the least ten years.Funding for community colleges is essentially a shared cost among the localsponsor, the student, and the state. Recently, however, the student has been askedto pay an increasing share of the costs. Current issues include the following : (a)statewide budget problems, (b) the under-prepared student, (c) distance learning,and (d) instructional technology. Although community colleges are staged to con-front their most difficult �nancial period, they remain steadfast in their com-mitment to provide convenient access to higher education at the lowest possiblecost.
There are two public systems of higher education in the State of NewYork : the State University of New York (SUNY) with its 30 com-munity colleges, and the City University of New York (CUNY) withsix community colleges. This article focuses on State University.
Dr. Stuart Steiner, a long-standing New York community collegepresident, described the State University of New York as follows:
To understand State University, one should look at it parts: four Uni-versity Centers, 12 University Colleges (formerly teacher colleges), six
Address correspondenc e to Glenn Dubois, Office of Community Colleges, State Uni-versity of New York, State University Plaza, Albany, 12246, USA. E-mail :[email protected]
Community College Journal of Research and Practice, 23: 255–268, 1999Copyright 1999 Taylor & FrancisÓ
1066-8926/99 $12.00 1 .00 255
Dow
nloa
ded
by [
Uni
vers
itaet
sbib
lioth
ek W
uerz
burg
] at
10:
38 0
1 N
ovem
ber
2014
256 G. DuBois
colleges of Technology (previously two-year agricultural and tech-nology colleges), two Health Science Centers, �ve specialized colleges,�ve statutory colleges, and 30 locally sponsored community colleges. Atotal of sixty-four institutions (Steiner, 1994).
Enrollment in SUNY for the Fall 1994 term was at the �fth highestlevel in the system’s history. Approximately 393,000 (250,000 FTE(full-time equivalent) enrolled in SUNY. Two hundred thousand stu-dents (143,000 FTE) were enrolled in community colleges. Credit-freeenrollments for the 1994–1995 academic year should put the totalnumber of students served at SUNY community colleges in excess of400,000.
State University community colleges are locally governed, com-prehensive in nature, o� ering a full range of programs in associate inarts, associate in science, and associate in applied science. A fewcommunity colleges o� er the associate in occupational science—career oriented programs that do not require a liberal arts core.
The colleges are involved in traditional instruction, distance learn-ing, business and community education, JTPA services, Tech-Prep,and a variety of o� -campus instructional programs. Financing isenrollment-driven, with county sponsors, state aid, and studenttuition each contributing about a third of the total revenue. All col-leges are accredited by the Middle States Association of Colleges andSchools.
Each campus sets its own tuition under a State University cap of$2,500. The average tuition rate for 1995–96 was $2,300—well abovethe national average, but comparable to community college systemsin the Northeast. It should be noted that New York has the nation’smost generous tuition assistance programs.
STUDENTS
Enrollment patterns at SUNY community colleges have shifted. Stu-dents are older, more are women, and the population is more raciallyand ethically diverse. About half of all community college studentsenroll on a part-time basis. Approximately 50% of the full-time stu-dents are under the age of 22, and 60% of the part-time students areover the age of 25. More women enroll than men. Because so manystudents are parents, colleges provide childcare services. SUNY cur-rently gives its community colleges $1.5 million in assistance to helpsupport child care centers.
Enrollments of minorities are at an all time SUNY high of 62,000.Since 1976, minority enrollment in SUNY has increased dramatically :
Dow
nloa
ded
by [
Uni
vers
itaet
sbib
lioth
ek W
uerz
burg
] at
10:
38 0
1 N
ovem
ber
2014
State University of New York 257
African American 5 81%, Hispanic 5 222%, Asian/Paci�cIslander 5 529%, American Indian 5 12%. Over half (32,000) of theminorities are enrolled in community colleges, representing about17% of the total community college enrollment. The largest non-white racial group attending community colleges is African Amer-ican (9%).
As in other states, community college students in New York aretaking longer than two years to earn an associate degree: thirty-sixpercent will achieve an associate degree after four years of admis-sion, compared to a national norm of 20% (Burke, 1994). Of thecurrent students, 38% will leave college without a degree in their�rst year of study; most will transfer to another college.
There is an increase in students requiring additional time to com-plete an associate degree program. This is true for baccalaureate stu-dents. There has been an overall decline in the percentage of studentsearning a degree within the traditional time period—from 37.7% forthe Class of 1977, to 16.3% for the Class of 1993. SUNY studies haveindicated that most students drop out of college during their �rstyear of study. However, it should be noted that community collegesenroll a larger proportion of students who are not seeking a degree.Many students attend the community college to upgrade skills for jobadvancement rather than obtain degrees or certi�cates. When thesestudents do not return to the community college, they are mistakenlyincluded in the attrition data.
Completion rates di� er by race and ethnicity for students enrolledin associate degree programs. White (non-Hispanic) and Asian-Paci�cIslander students graduate at higher rates than other groups. AfricanAmericans have the lowest degree completion rate (19%) after fouryears of admission. The greatest predictor of college success is highschool performance. The higher the high school average, the greaterchance of graduating college in a more successful and timely manner(Burke, 1994).
More women are attending college than ever before. At some loca-tions, they almost double the enrollment of men. At all locations,they graduate at a higher rate (41%) than men (33%).
Among the graduates, about half will transfer to a four-yearcollege. The college of choice is often a State University-operatedinstitution. Studies indicate that community college transfer studentsperform as e� ectively at four-year colleges as the students who beganat those institutions. Although a system wide policy has been estab-lished for transfer students, some problems remain. System adminis-tration continues to work toward the goal of a seamless transitionfrom community colleges to state-operated four-year institutions.
Dow
nloa
ded
by [
Uni
vers
itaet
sbib
lioth
ek W
uerz
burg
] at
10:
38 0
1 N
ovem
ber
2014
258 G. DuBois
SUNY policy guarantees junior-level status at a state operated four-year institution to all community college graduates of transfer pro-grams (i.e., AS, AA degrees). Many SUNY colleges also acceptgraduates of career or occupational programs.
SUNY studies indicate that community college transfer studentsperform as e� ectively at four-year colleges as the students who beganat those institutions.
FACULTY AND STAFF
There are over 13,000 faculty employed at SUNY community colleges;4,313 are full-time, with average annual salary of $49,580. The numberof part-time faculty has increased from 5,500 in 1982 to 8,806 in 1993.During the same time, the number of full-time faculty increased byonly �ve. In the last 10 years, the number of non-faculty positions hasincreased substantially, from 6,800 to 13,000.
Community college faculty typically teach �ve classes a semester(15 hours) and spend an additional 36 hours a week on various pro-fessional activities such as advising, committee work, class prep-aration, and research (Burke, 1994).
From 1985 to 1993, the number of female employees at communitycolleges increased 20% and currently account for 52% of all workers.Female employees in professional non-teaching positions have alsogrown 119%, and in faculty positions, 2%. During the same period,minority employment increased 37% and now accounts for approx-imately 10% of the work force. Minority employees have also grown130% in professional non-teaching positions, and 45% in faculty posi-tions (Burke, 1994).
HISTORICAL ORIGINS
The history of New York community colleges is relatively brief,because New York was one of the last states to implement a statewidecommunity college system. Chapter 696 of the Laws of 1948 set thecourse of events that would lead up to the �rst public comprehensivecommunity college in New York. The legislation authorized theestablishment and operation of community colleges:
either individually or jointly, by counties, cities or intermediate schooldistricts, pursuant to the provisions of this article, and providing two-year post-secondary programs pursuant to the regulations prescribed bythe state university trustees and receiving �nancial assistance from thestate thereof. (New York State, Education Law, Section 6301.2)
Dow
nloa
ded
by [
Uni
vers
itaet
sbib
lioth
ek W
uerz
burg
] at
10:
38 0
1 N
ovem
ber
2014
State University of New York 259
The �rst community colleges were Orange County CommunityCollege and Jamestown Community College (1950) followed byAuburn Community College three years later. Their mission was toprovide general and technical education with transfer opportunitiesto four-year colleges.
Community colleges were organized as units of local governmentsrather than integral components of State government. The com-munity colleges had to be sponsored by a county, city, school district,or some combination, subject to the approval of SUNY Trustees.Today, community colleges are typically sponsored by counties. Fivecommunity colleges have two-county sponsors.
Community colleges expanded rapidly in New York. By 1960, therewere 18 community colleges, responding to the challenge of placing‘‘every high school in the State within commuting distance of a two-year college’’ (SUNY, 1964, p. xi). By 1967, the community collegeswere serving 80,000 students—seven times the number of studentsbeing served ten years earlier (SUNY, 1967, p. 9). Enrollments andacademic programs continued to grow.
The demand for higher education by the tremendous numbers ofhigh school graduates in the late 1960s and early 1970s nearlyswamped the community college system. However, the economicallydisadvantaged were largely absent among student enrollments; theycouldn’t a� ord tuition (Martens, 1985). In the early 1970s, less than10% of enrolled students were minorities. All of that changed withthe creation of the Full Opportunity Program of 1970, which guar-anteed community college admission to high school graduates andveterans. The incentive to ‘‘open the doors’’ and provide fullopportunity was the promise of increased aid. Enrollment hit an all-time high in 1992. Today, SUNY is one of the largest communitycollege systems in the world.
GOVERNANCE
Twenty-eight community colleges have 10 trustees each: �veappointed by the local sponsor (usually one or two countries), fourappointed by the governor, and one student representative elected bythe student body. Two community colleges are regional communitycollege, with no county sponsor, and is governed by a 14-memberboard of trustees.
Each community college’s board of trustees is the governing body.These set policies, appoint personnel, approve curriculum, and adoptbudgets, among other duties. The State University’s board of trusteesprovides guidelines to the community colleges and approves budgets,
Dow
nloa
ded
by [
Uni
vers
itaet
sbib
lioth
ek W
uerz
burg
] at
10:
38 0
1 N
ovem
ber
2014
260 G. DuBois
presidential appointments, academic curricula, tuition, and fee sched-ules. The chancellor of SUNY carries out the board of trustees’ poli-cies at the state level, assisted by the deputy to the chancellor forcommunity colleges and system administration personnel.
SUNY community colleges are state-aided, but not state-operated.The di� erence is signi�cant. For example, SUNY trustees appoint thepresidents of the state operated colleges, but they approve the com-munity college’s presidential appointments. SUNY has absolutecontrol over tuition and fees at the state-operated units; communitycolleges set their own rates. Faculty at state-operated colleges arestate employees. Community college faculty are employees of thelocal sponsor, usually a county.
FUNDING
Funding for SUNY community colleges is equally shared amongthree sources: the student, the State, and the local sponsor. Over halfof all funding goes to support instructional programs at the colleges.Most of the rest is used for support services for students or to main-tain the campus. Support for the 1995–1996 �scal year came from thestudent tuition (40%), local sponsors (31%), and the State of NewYork (29%). Since 1970, state aid has been allocated according to aspeci�ed dollar amount per full-time equivalent student. Countiesthat export students to a community college pay a charge-back fee tothe local sponsor.
Recently, however, students have borne an increasing share,upward of one-third, whereas the state and the local sponsor providedsomething else. Half of the local sponsors contribute less than 20%,and some as little as 10%. Because most students live at home, theiroverall costs are relatively low. The average annual cost for a full-time community college student in 1993 was $5,695, which includedtravel, food, and other expenses. By comparison, the annual cost toattend a state-operated residential college in 1993 was $9,238.
The 1996 state aid formula provisions included $1,850 per FTE. Inthe last three years, community colleges have lost approximately $20million in categorical state aid. At one time, for example, New Yorkgave an extra $212 for every disadvantaged student enrolled in com-munity college, an extra $195 for each student enrolled in a technicaldegree program, and an extra $82 for any student enrolled in abusiness program. All categorical aid has been cut. The State con-tinues, however, to underwrite some of the costs associated withcampus day care (1.5 million) and rentals ($5 million), and it providessome aid for noncredit remedial courses.
Dow
nloa
ded
by [
Uni
vers
itaet
sbib
lioth
ek W
uerz
burg
] at
10:
38 0
1 N
ovem
ber
2014
State University of New York 261
PROGRAM S
Community colleges see themselves as open door, ‘‘comprehensive’’institutions with �ve particular missions: career education, transfereducation, remedial education, community education, and generaleducation. An increasing number claim also to have an economicdevelopment component in their mission (to be discussed later). Thecolleges o� er an extensive curriculum, on an open-admissions basis.There are some restricted programs, particularly in the allied health�eld, that are only open to students who meet competitive admissionsrequirements. Generally, most programs are open to all prospectivestudents who graduated from high school or possess a general educa-tion equivalency diploma (GED).
The colleges o� er traditional classroom instruction, distancelearning courses, evening and weekend courses, continuing educationprograms, and contract courses for businesses and other organiz-ations. Many colleges have o� -campus locations where they o� er alimited number of courses and programs.
For 20 years, New York community colleges were involved ininmate higher education programs. In 1995, 10 colleges providedinstruction to approximately 2,000 incarcerated students at numerousprison locations. Faculty, mostly part-time, taught their classes in theevenings behind prison walls. Recent research indicated a positivecorrelation between lower inmate recidivism and college study(Clark, 1991). Inmates who earn an associate degree return to prisonat half the rate of inmates with no higher education. Tuition assist-ance from the state helped �nance the cost of inmate education, butin 1966 the executive and legislative branches cut all tuition assist-ance for inmates.
All community colleges in New York are involved in Tech-Prepand School-to-Work programs. These programs help secondary levelstudents prepare for an e� ective transition to college and then work,particularly in technical vocations. All SUNY community collegeshave developed unique Tech-Prep and School-to-Work programs thattypically collaborate with a number of other agencies and groups likechambers of commerce, employers, and BOCES (a public vocationalhigh school).
The transition from school to work is neither smooth nor efficient.Too many high school graduates spend years bouncing from one jobto another. In response to this problem, localities, states, and thefederal government have designed school-to-work programs. Largelybecause of federal funding, community colleges have played a centralrole in school-to-work endeavors. In 1995, the State of New York
Dow
nloa
ded
by [
Uni
vers
itaet
sbib
lioth
ek W
uerz
burg
] at
10:
38 0
1 N
ovem
ber
2014
262 G. DuBois
recently received a �ve-year federal school-to-work grant with $10million for the initial year. All community colleges in the state, andtheir partners (e.g., employers, high schools, job service bureaus, andparents) will play key roles in designing and implementing school-to-work programs.
RECENT DEVELOPM ENTS
Like other states, New York has been increasingly held accountableby numerous groups, from students and employers to local, state, andfederal governments. The �rst attempt to highlight SUNY’s achieve-ments and shortcomings was led by SUNY’s former provost, Dr.Joseph Burke in his Performance Indicators (1994, p. i.). Dr. Burkeremarked that this report ‘‘is based on the belief that is the best wayto respond to our critics, to ensure system accountability, and tosupport additional autonomy.’’ The report shows SUNY comparingfavorably with other state systems with respect to access, graduaterates, faculty workloads, and the diversity of its work force and stu-dents.
New York’s State Department of Education recently implemented‘‘report cards’’ for the state’s public elementary schools, measuringstudent performance levels in math and reading in the third and �fthgrades. This caused considerably local attention and generated muchpress. That department has announced similar plans to issue reportcards for the state’s public and private colleges by the end of 1998.Discussions are underway concerning the criteria to be used for thehigher education report card.
M andate to Change
In 1995, New York’s legislature requested SUNY to develop a ‘‘multi-year, comprehensive, systemwide plan to increase cost efficiency.’’The legislature was particularly interested in the following :
the application of technology for academic and adminis-d enhancingtrative purposes;
learning productivity, including reducing time tod increasingprogram completion ;
faculty productivity ; andd increasingthe overall quality of degree o� ering by strengtheningd enhancing
academic specialization.
This charge by the legislature sparked a number of SUNY initia-tives. With respect to community colleges, a task force comprising
Dow
nloa
ded
by [
Uni
vers
itaet
sbib
lioth
ek W
uerz
burg
] at
10:
38 0
1 N
ovem
ber
2014
State University of New York 263
primarily community college presidents and trustees was formed toexamine the best model of governance and administration to enhancethe e� ectiveness of community colleges and to improve the role ofcommunity colleges within SUNY. One of the major items the taskforce addressed was the question of a distinct system for communitycolleges—separate from SUNY. Having examined that option, it con-cluded that community colleges, students, and taxpayers would bebetter served by having community colleges remain as part of SUNY.
To make community colleges a more meaningful partner in SUNY,the task force proposed a revised mission statement that would moreaccurately re�ect the role of community colleges in economic devel-opment and workforce training. It also made several recommen-dations relative to access to higher education, student transfer, andthe administration of community colleges. Several recommendationshave since become policy, including the ability for community col-leges to o� er tuition discounts to part-time students who attendclasses at o� -campus locations or during o� -peak hours.
ECONOM IC DEVELOPM ENT
Like other states, New York has become increasingly concerned witheconomic development. In 1995, SUNY commissioned a study to deter-mine the economic impact of community colleges. The study con-cluded that for every dollar in state aid, community colleges returned5.5 times the aid received from the state. Furthermore, it claimed thatSUNY’s community colleges accounted for the creation of 50,000 jobs(other than people hired to support the colleges). During the year thestudy was conducted, SUNY community colleges received $285,049,096 in state aid and had an actual impact of $1,569,894,382—a largerimpact than any other economic sector, including agriculture,mining, construction, manufacturing, and retail.
This particular study drew attention to the role that communitycolleges play in economic development and played a key role inhelping change the perception of legislators and other governmentalleaders with respect to economic development and the role of com-munity colleges. Instead of something to be subsidized, more andmore legislators are seeing community colleges as a worthwhileinvestment.
Other Initiatives
In Learning Productivity (1993), Dr. Bruce Johnstone, chancellor ofSUNY from 1988 to 1994, called for SUNY to look for new ways to
Dow
nloa
ded
by [
Uni
vers
itaet
sbib
lioth
ek W
uerz
burg
] at
10:
38 0
1 N
ovem
ber
2014
264 G. DuBois
become more productive. One of his ideas, which has since been rea-lized, was to provide college-level learning during the high schoolyears. Today, more than half of the State’s community collegesprovide college-level instruction to high school students who grad-uate from high school with college credits, some with over 18 creditstoward an associate degree.
These are not the only issues that have warranted SUNY’sconcern. In recent years, the chancellor has formed task forces tomake recommendations regarding statewide problems in higher edu-cation. Three of the more important ones are the task forces on theunder-prepared student, the transition from high school to college,and distance learning.
Task Force : The Under Prepared Student
The SUNY task force came to grips with one of the system’s mostpressing problems: the growing number of students who are seriouslyunder-equipped academically for the rigors of college study. Somecome from single parent homes; others have dropped out of highschool and subsequently earned a GED; and many have graduatedhigh school with weak academic skills. The problem is extensive.According to the task force report (1995), 94% of all community col-leges o� er some kind of developmental course and 65% of all studentsneed some kind of remediation in their �rst semester. The task forceclaimed that under prepared students can be helped, provided thatinstitutions make a commitment to help them, maintain high stan-dards, and provide necessary supplemental support programs. Morespeci�cally, the task force recommended the following :
collaboration with secondary schools;d greaterpre-admission assessment testing ;d rigorous
course selection ;d appropriategreater commitment to the under prepared student; andd a
array of supplemental support programs such as �rst year tran-d ansition courses, per tutoring centers, computer assisted tutoring,and mentoring programs.
There is little evidence to suggest that developmental educationwill decline importance in the coming years. More and more studentsare entering college with weak academic skills. Some taxpayers,however, wonder why they must pay twice for educational prep-aration. They argue that high schools should be held accountable for
Dow
nloa
ded
by [
Uni
vers
itaet
sbib
lioth
ek W
uerz
burg
] at
10:
38 0
1 N
ovem
ber
2014
State University of New York 265
preparing students for college, rather than taxpayers having tosupport remediation programs at community colleges. Removing allsupport for remediation at the college level will not solve theproblem. SUNY has chosen to work more closely with secondaryschools in identifying the skills needed to succeed in college and indeveloping the appropriate curriculum. Moreover, SUNY has askedcommunity colleges to strengthen their assessment programs and toenhance their academic support services to assure student success.
Task Force : College Entry-Level Knowledge and Skills
The problem of the underprepared high school graduate is a growingnational issue. More faculty are voicing concern about the weak aca-demic skills of students. Colleges are responding by implementingsupplemental support programs like the Educational OpportunityProgram (EOP), tutoring centers, and mentoring programs, and theyare also working more closely with secondary schools.
In October 1992, the task force published its �ndings regardingcollege transition. Among other things, the task force recommendedthe development and implementation of a high school senior levelcollege preparatory course to do the following :
time management skills,d teachcollaborative problem-solving teams;d develope� ective study techniques,d promote
students to college level expectations and resources, andd introduceas the capstone assessment course for graduating students.d serve
Ten high schools in the state have been selected to pilot thecourse. Teachers across the state are currently being trained toimplement the course in their high school curricula. The plan is todistribute the course to all high school by the end of 1998. SUNY isworking very closely with secondary schools in an attempt tostrengthen the high school curriculum and make the transition tocollege more successful.
Task Force : D istance Learning
Distance learning has been around since the early days of the postalservice. The term is used to describe numerous situations in whichlearners and teachers are separated geographically or temporarily.
Dow
nloa
ded
by [
Uni
vers
itaet
sbib
lioth
ek W
uerz
burg
] at
10:
38 0
1 N
ovem
ber
2014
266 G. DuBois
The president’s task force on distance learning (1995) was groundedin the assumption that SUNY and higher education will undergo sig-ni�cant change related to the introduction of technological innova-tions, the development of new instructional technologies, anddelivery of educational services.
Community colleges, compared to other institutions of higher edu-cation, are quickly moving ahead in using technology to improveteaching and enhance learning. Low-tech telecourses have grownconsiderably in the last few years. More sophisticated technology,such as computer conferencing, has enhanced the relationship andinteraction among students and faculty in distance learning pro-grams. Many community colleges have developed two-way interactivetelecommunication systems to deliver instruction. Libraries aredeveloping on-line reference services for o� -campus students.
Adult learners with employment and child rearing responsibilitiesare particularly attracted to distance learning programs. Over half ofthe state’s community colleges are located in rural areas. Many stu-dents living in these areas would not have enrolled in college if itweren’t for distance learning programs. Today, community collegesare planning to o� er full degree programs by distance learning.Tomorrow, students in the eastern part of the state will be able topursue degrees with institutions in the western part of the statethrough distance learning. Eventually, students from outside NewYork, and the country, will pursue SUNY degrees.
At the same time the president’s task force was conducting itsinvestigation, the University Senate formed its own group to look atdistance learning from the perspective of faculty. Their report (1995)joined in the excitement over distance learning and concluded thatstudents in distance learning programs do just as well as students intraditional instructional programs. The group, however, noted thatattrition tends to be higher in distance learning programs. This maybe attributed to job con�icts, personal problems, or the structure ofthe distance learning program.
SUM M ARY
Since 1995, community colleges have lost approximately $20 millionin state tax support. Although community colleges have enduredtheir most difficult period, they remain steadfast in their commitmentto provide convenient access to a quality education at the lowest pos-sible cost. In spite of some �scal problems, SUNY’s community col-leges are a vital part of the system of higher education. They areconveniently located and moderate in cost, giving thousands of
Dow
nloa
ded
by [
Uni
vers
itaet
sbib
lioth
ek W
uerz
burg
] at
10:
38 0
1 N
ovem
ber
2014
State University of New York 267
people the chance to succeed whether or not they have had a recordof prior success.
Students seek community colleges as an opportunity to gain ameaningful career, to obtain the �rst half of an undergraduate educa-tion, to learn new skills for the workplace, or to learn for the pureenjoyment of learning.
With 30 community colleges around the state, students are vir-tually guaranteed access. O� -campus instructional sites, and distancelearning programs have helped many more students attend college. Agenerous state tuition assistance program helps signi�cantly to o� settuition costs.
Pressure to demonstrate efficiency will increase. State Legislativeemphasis upon accountability will have an impact on many collegiateactivities. SUNY is committed to a process of self-review, reportingon its achievements as well as its shortcomings. Although problemsexist, community colleges have been one of New York’s greatestsuccess stories. There is, however, much to be done.
Community colleges face the difficult challenge of implementingtechnological change during a time of unprecedented �scal restraint.Retention is becoming more of a concern on many community collegecampuses. Although SUNY community college attrition rates arelower than the national average, too many students are dropping outas easily as they dropped in. Many more are taking longer periods oftime to complete the degree process. Community college leaders willspend considerable e� ort at identifying ways to help students com-plete the degree in a more timely manner.
Technology will change the ways teachers and students go abouttheir work and the ways they interact with each other. Soon, everyfaculty member and student will have a personal computer and acollege E-mail account. Teachers will interact with their students fre-quently through electronic mail services. Lectures will be supple-mented with multimedia presentations. Textbooks will look likecompact disks. More libraries will utilize on-line, computerized net-works. The Internet will become more popular than network tele-vision. Colleges will look for new ways to deliver instruction to anolder, more diverse, student body. More students will receive collegelevel instruction at high schools and at their place of employment.
Approximately one-half of today’s faculty will retire a little afterthe year 2000. Tomorrow’s faculty will be more diverse, increasinglyfemale, younger, and familiar with instructional technology andcourseware.
Economic development will continue to be a priority in New York.Because of their close ties to businesses, community colleges will be
Dow
nloa
ded
by [
Uni
vers
itaet
sbib
lioth
ek W
uerz
burg
] at
10:
38 0
1 N
ovem
ber
2014
268 G. DuBois
key to restoring New York’s economy. Many leaders are already con-vinced that SUNY community colleges are one of the state’s mostintelligent investments.
REFERENCES
Bosco, J. (1995). Update: The economic impact of SUNY’S community colleges on theState of New York. Albany : State University of New York.
Burke, J. (1994). Performance indicators report. Albany : State University of New York.Clark, D. (1991). Analysis of return rates of the inmate college program participants.
Albany : Department of Correctional Services.Johnstone, B. (1993). Enhancing the productivity of learning : An imperative for Amer-
ican Higher Education. Albany : State University of New York.Martens, F. (1985). The historical development of the community colleges of the state
university of New York. Albany : Office for Community Colleges, State University ofNew York.
New York State, Educational Law. Section 6301.2 (prior to June, 1984 amendment).State University. (1964). The master plan revised. Albany : State University of New
York.State University. (1967). Progress report and interim revision of the master plan for 1964.
Albany : State University of New York.State University. (1992). Task force: College entry-level knowledge and skills. Albany:
State University of New York.State University. (1995). Task force: The underprepared student. Albany : State Uni-
versity of New York.State University. (1995). Distance learning : The president’s task force report. Albany:
State University of New York.State University. (1995). Distance learning : Interim report of the university faculty
senate. Albany : State University of New York.State University. (1995). Rethinking SUNY. Albany : State University of New York.State University. (1996). Chancellor’s task force on community colleges. Albany : State
University of New York.Steiner, S. (1994). SUNY—The Systemless System. In H. P. Swygert, (Ed.) Voices of
Leadership (161–167) : State University of New York : University at Albany.
Dow
nloa
ded
by [
Uni
vers
itaet
sbib
lioth
ek W
uerz
burg
] at
10:
38 0
1 N
ovem
ber
2014
