Rowan-Cabarrus Community College Strategic Plan 2007-2010

RCCC Mission

Rowan-Cabarrus Community College is an open-door, comprehensive learning-centered institution of higher education serving the citizens of Rowan and Cabarrus counties. The college, a member of the North Carolina Community College System, offers affordable occupational and education programs leading to Associate in Applied Science Degrees, Associate in Arts Degrees and Associate in Science Degrees. Diplomas and certificates are awarded for other occupational, adult and continuing education programs. The primary focus of the college’s offerings is on workforce development by meeting the educational needs of the individual and meeting the changing training requirements of business and industrial firms as well as other employers in the service area.

Reflecting its commitment to student learning outcomes, the college strives to inspire its students to increase their knowledge, develop occupational and technical proficiencies, respond to lifelong learning opportunities, and increase their awareness as responsible citizens in a democratic society.


  1. To increase the academic attainment of adult citizens through comprehensive programs of lifelong learning that include the high school level, the one-year diploma level, and the two-year degree level, as well as articulation that facilitates transfer of occupational courses and two-year degrees to four-year institutions.
  2. To increase the occupational and technical skill levels of adult citizens.
  3. To increase the economic development of the area.
  4. To increase the quality of life of adult citizens through personal growth and development.
  5. To increase awareness of the democratic process.

RCCC meets its institutional goals through these educational offerings:

  • Specialized occupational education degree programs leading to the Associate in Applied Science Degree and occupational programs leading to certificates and diplomas;
  • Arts and Sciences course offering leading to the Associate in Arts degree;
  • Customized training programs which increase the productivity of employees of existing firms and organizations in the service area and programs which prepare potential employees for new businesses and industries;
  • Adult education and continuing education programs which include literacy skills, English as a Second Language (ESL), the North Carolina High School Equivalency program (GED), and occupational skills courses;
  • Avocational courses and cultural events to enhance the personal growth and development of the citizens of the area; and
  • Programs of instruction and student government activities to increase awareness of the democratic process.


Excellence in Education

The establishment of programs related to specific occupations and programs designed for the acquisition of those general skills and knowledge which make it possible for an individual to live effectively in society.

Primary Provider of Post-Secondary Workforce Training

The design and offering of programs enabling the college to fulfill its role as the primary provider of post-secondary workforce training in the region.

Enhancement of Workforce Development Through Partnerships

The fostering of programs and partnerships which enhance workforce and economic development. These partnerships and cooperative programs include those established by the college with state, county, and municipal governments; business, industry and other employers; area public schools, colleges and universities; economic development organizations and chambers of commerce; the Employment Security Commission, Job Link Centers and workforce development boards; and RCCC program advisory committees.

Value-Added Education

The provision of services and programs which add value for citizens in terms of their current and future employment and which enhance productivity of the workforce for employers.


Through a policy of open admissions, a dedication to keeping costs at a level that will not prevent a student’s attendance because of financial need and the determination to attract those students who previously have been denied, have been undervalued, or who have not been successful in formal education.

Lifelong Learning

A commitment to providing a variety of courses to serve area citizens who wish to pursue a wide range of interests and a commitment to instilling in students of all ages a desire to be learners throughout their lives.

Concern for Students

The establishment of appropriate student services for all students, including personal counseling, academic advising, job placement, financial aid advice, referral services, and student activities.


The creation of processes which enhance the efficiency of specific college operations and which enhance overall institutional effectiveness.

Effective Management

The involvement of those with appropriate expertise in making decisions, the achievement of general consensus about fundamental college goals, the development of strategic planning processes, and the systematic evaluation of all college programs.

Intellectual Orientation

The cultivation of an attitude about academic work, an attitude which encourages self-directed learning and which fosters both the ability to synthesize knowledge from many sources, and the ability to appreciate new ideas and ways of thinking.

Personal Development

The promotion of individual student goals and the development of ways of achieving them, in combination with the enhancement of feelings of self-worth, self-confidence, and self-direction.

Public Awareness

The creation of communications and partnerships with community organizations, media outlets and publications which provide timely and accurate information about the college, its mission, its programs, and its effectiveness to the citizens and employers of the region.


RCCC perceives scholarship as intellectual work incorporating the discovery of knowledge, the transfer of knowledge, the application of new knowledge, and the interdisciplinary integration of knowledge.

The discovery of knowledge includes maintaining awareness of current trends and practices in one’s field as well as the creation of new knowledge through research using both quantitative and qualitative methods.

Scholarship in the transfer of knowledge is evidenced through an awareness of different learning styles and an ability to individualize learning in the classroom and lab environment, and an understanding of the cooperative and collaborative nature of learning. The scholarly instructor applies this knowledge through the use of innovative teaching techniques and course and program development, with consistent attention to learning objectives and outcomes. The achievement of learning objectives and outcomes is assessed through design of an evaluation program.

Scholarship through the application of new knowledge is evidenced in the lab and clinical components of instruction. Standards, protocols, procedures, and practices should be continually reviewed and revised when necessary.

Finally, true scholarship includes an awareness and recognition of the interdependency and interconnection of all fields and disciplines. Knowledge, techniques, and practices in one discipline may lead to innovation and discovery in another.