Curriculum Development 1
Running head: COMMUNITY COLLEGES OFFERING BACHELOR'S DEGREES
Curriculum Development: Community Colleges Offering Bachelor's Degrees
Bruce M. Sabin
University of Central Florida
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Abstract
This article examines the expansion of bachelor degree-granting community colleges. The
reasons why the movement began, along with concerns about potential flaws are analyzed.
Recommendations are made as to why the movement should continue to grow, and how to
address the legitimate concerns.
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Curriculum Development: Community Colleges Offering Bachelor’s Degrees
A strange phenomenon has been occurring at some community colleges. During the last
several years, people have begun debating the idea of whether community colleges should start
offering bachelor’s degrees. The idea seems to defy so many long-held assumptions about the
community college, and yet, the idea is gaining ground. Of course, a strong opposition has
emerged, both from within the community colleges and from without. Nevertheless, legislatures
and college executives across the country are considering what was previously unimaginable to
many.
The Bachelor’s degree granting community college is an idea whose time has come.
Educators must be careful to address the legitimate concerns raised by opponents of expanding
community college curriculum. However, fear of the unknown, and battles over ‘turf’ should not
override the need for many community colleges to increase access to higher education. With a
little caution, extending the role of the community college could be as revolutionary and
monumental for our country as the creation of community colleges was in the 20th century.
History
Throughout the history of two-year colleges, there have been random examples of those
who have become four-year colleges. Utah Valley State College began as a vocational school,
eventually becoming a community college and then a four-year school. Many of the nation’s
universities began as two-year ‘normal schools’ created to prepare teachers (Manzo, 2001).
However, the contemporary movement began in Arkansas. Westark Community College was
asked by local business to develop a bachelor’s degree which would meet the unique needs of the
local economy. Legislative approval was needed for such a change, and those businesses
became the greatest lobbyists for the new community college curriculum. In 1997, the
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legislature overwhelmingly approved of Westark’s plan (Evelyn, 1999).
Soon, colleges and legislatures in several states were considering similar changes. In
February of 2001, the Community College Baccalaureate Association was created to promote the
cause of the community college bachelor’s degree. The association now claims dozens of
member colleges from across North America (Evelyn, 1999).
Reasons to add bachelor's degrees
Springfield Technical College in Massachusetts has recently considered creating a
Bachelor of Science in Engineering Technology. The reason STC is considering this new degree
is simple – local industry is demanding it (Drumm, 2000). Just as Westark Community
College’s four-year degree plan was proposed by industry needs, community colleges across the
country are being asked by employers to create applied baccalaureate degrees. In Virginia, it
was a businessman serving on the Governor’s Blue Ribbon Commission on Higher Education
who first proposed the community college baccalaureate as a way to meet industry needs
(Evelyn, 2000). Kellogg Community College in Michigan also felt the tension from industry
(Manzo, 2001).
The problem industry is facing is a desperate need of well-educated workers and
managers who are prepared for immediate work. Employers have come to recognize the
community college as the leader in developing applied degree programs, which are sensitive to
local needs, while being highly adaptable. While universities usually stress theory, community
college technology programs are designed for immediate application. Consequently, community
college Associate of Science graduates have had great success in their careers. Naturally, the
satisfied employers are looking for the next level of education to come from the community
college. The Florida State Board of Community College has declared that industry needs
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‘workforce bachelor’s degrees’ and the community college could supply them (Walker, 1999).
Beside industry leaders advocating the four-year programs, many community college
leaders see four-year degrees as a natural progression. The president of Florida’s Edison
Community College, Kenneth P. Walker, has expressed that community colleges could be the
answer to many of the most troublesome problems in higher education. Walker believes the
community college can fulfill the increasing demand for bachelor’s degrees by increasing access,
and keeping costs down (Futurist, 1998). When Florida’s Postsecondary Education Planning
Commission investigated the increased demand for higher education, the Commission concluded
that the state presently does not have the resources to meet the need. The Commission
recommended that community colleges be permitted to offer bachelor’s degrees in select, high-
demand fields. Jobs requiring bachelor’s degrees are the fastest growing segment of the
workforce (Walker, 1999). Some believe that community colleges could dramatically increase
access to the bachelor’s degree in much the same way they increased access to higher education
in the 1940s through 1960s (Pedersen, 2001).
The community college is the logical location for increasing access. A growing
percentage of those seeking higher education are non-traditional students. Today, 21% of under
graduates are at least 24 years old (Walker, 2001). Many of those returning students attend
community colleges. Many of them have families and careers. Such students cannot easily
relocate to attend a university. The local community college is the most realistic option for many
non-traditional students. Additionally, a growing number of community college students are
people who already have degrees and are returning to further develop work skills. It makes
sense to offer such students upper-level courses at their community colleges.
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Failures of universities
State universities are often vocal opponents have four-year community college programs.
However, these programs would not be necessary if universities were more responsive to
changing economic and social needs. Employers have been turning to for-profit companies to
provide corporate training because universities are too often uninterested in adapting to the needs
of employers (Walker, 1999). Likewise, adult learners are being attracted to schools like the
University of Phoenix because these schools offer education in formats universities have been
reluctant to try. Accelerated classes, distance education and similarly innovative approaches to
education have made the University of Phoenix the largest educational institution in America.
The reason state universities oppose four-year community college programs may be that
university officials fear the success community colleges will assuredly have. Community
colleges are among the most successful educational institutions ever created. Entering
community college student tend to be less prepared for college work. However, by the time
those students graduate, they have usually overcome any educational shortcomings. Community
college graduates actually do better in upper-level work than those who began their college
careers at universities. Schools with such a record of success undoubtedly pose a threat to
university administrators who seek to maintain their ‘elite’ status in academia.
Adam W. Herbert, the chancellor of Florida’s State University System, has announced
his antagonism toward four-year community colleges (James, 1999). The state universities have
used their political influence to attempt to prevent legislation from authorizing bachelor’s
degrees at community colleges (Evelyn, 2000). While legislation did pass allowing the degrees,
in theory, the state universities were successful in declawing the true potential of the idea.
According to Florida’s law, community colleges that find a need for a bachelor’s program in
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their community must first seek a state university to offer the program (Evelyn, 1999). Only if
no university is willing to offer the degree may the community college petition to start a
bachelor’s program (Walker, 1999). The community colleges are further restricted to only
offering degrees in areas the legislature has deemed in critical need, which is nursing and
education (Manzo, 2001).
Many of Florida’s community colleges have worked with state universities for years.
The University of Central Florida offers select programs on the campus of Daytona Beach
Community College. However, those university/community college partnerships are still the
exception, rather than the rule. Community colleges have a unique local mission which
universities rarely share; yet the current legislation still places the needs of the local economy at
the mercy of university administrators.
If community colleges persist in seeking four-year programs, some analysts believe the
universities will react even more strongly. John Garmon, the Executive Dean of the Open
Campus of Florida Community College at Jacksonville, has voiced concern that universities will
use their political power to halt funding for community colleges which seek upper-level classes
(Evelyn, 2000). Community colleges have a long history of difficulty in gaining the level of
funding that states give to their universities.
Katherine Boswell, of the Center for Community College policy, has conveyed that “it’s
far better to force universities to develop these programs [that industry demands].” She
considers legislation threatening to permit community college bachelor’s programs a form of
“blackmail”(Evelyn, 1999). However, while states can require universities to create programs,
the states cannot force the universities to create the sort of programs employers want. A
university which is legislated into action is unlikely to create a curriculum of ‘applied’ degrees
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like community colleges design. If universities are not interested enough to voluntarily create
these programs, they cannot be counted on to create effective programs. Industry leaders want
the community colleges running these programs, because these are the sort of programs
community colleges are good at. While Boswell considers the threat of a four-year community
college to be “blackmail,” her idea of forcing new programs into universities is a “strong-arm”
tactic which is unlikely to succeed.
Potential pitfalls
In creating these new programs, there are pitfalls which will have to be avoided. Issues
such as accreditation and the potential loss of the community college mission are valid.
However, these situations can be avoided with some time and effort.
Accrediting agencies are beginning to grapple with four-year community colleges. The
North Central Association of Colleges and Schools is considering a separate accrediting category
for such schools. On the other hand, the Southern Association of Colleges and Schools requires
a community college offering just one bachelor’s program to meet all the requirements of
traditional four-year colleges (2). Accrediting issues are bound to arise when innovation occurs
in higher education. There were accreditation concerns with on-line degrees. However, those
issues were resolved and today we have virtual universities. Regardless of the alarms of many
naysayers, this new idea for community college curriculum cannot be abandoned simply because
the traditional higher education establishment has not yet adjusted.
Others may be concerned that community colleges which add bachelor’s programs will
abandon their community college mission in favor of the more prestigious bachelor’s degrees. In
order to maintain the original mission, it is vital that community colleges continue under local
governance, and that all bachelor’s degrees be locally focused (Walker, 1999). America’s
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Founding Fathers believed that it was only with constant vigilance that the American system of
government could survive. Similarly, it will take the same vigilance to maintain the community
college mission even while it expands to include bachelor’s degrees.
Summary
Community colleges have a long history of increasing access to higher education while
meeting the economic and social needs of the local people. Adding bachelor’s degrees to the
equation is a logical step in the progression of the community college mission. America has
changed in the last century. Community colleges have done an excellent job of changing with
the times, and they must be permitted to continue.
There are serious and valid concerns being raised about this new endeavor. However,
innovation and experimentation is never simple. The bachelor’s degree granting community
college represents a product evolution. Like all evolutions, there are branches that succeed and
branches that do not. However, the end product is one which is more likely to survive.
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References
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Evelyn, J. (1999). The bid for the bachelor's. Community College Week, 12, Retrieved
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Evelyn, J. (2000) Mission creep. Community College Week, 12, Retrieved July 11, 2002,
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Garmon, J. (2000) No need for war with four-year institutions. Community College Week,
12, Retrieved July 11, 2002, from Professional Development Collection database.
James, J. (1999). Florida rivalry. Community College Week, 12, Retrieved July 11, 2002,
from Professional Development Collection database.
Manzo, K. K. (2001) Community colleges: breaking on through to the other side.
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Collection database.
Pedersen, R. P. (2001) You say you want an evolution? read the fine print first.
Community College Week, 13, Retrieved July 11, 2002, from Professional Development
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12, Retrieved July 11, 2002, from Professional Development Collection database.
Walker, K. P. (2001) Opening the door to the baccalaureate degree. Community College
Review, 29, Retrieved July 11, 2002, from Professional Development Collection database.