EDUCATION AT THE TWO-YEAR COLLEGE
Education provided the primary capital for the economic growth of the United States of America. Other countries, in common with the U.S., had a solid work ethic and plentiful natural resources, but the U.S. made a unique investment in human capital, and the opportunities thus provided to its citizens have assured the ability to overcome economic adversity and preserved its position as an economic super power.
Education at the two-year college is an integral part of the equation. Administration and faculty of a two-year school are in a position to more quickly understand, and more effectively respond, to the needs of the community served. These schools are usually more attuned to the unique aspects of the region, of the challenges its citizens face, and of the job skills required by local business and industry. Accordingly, the curriculum may be planned to more nearly meet local needs. These schools are, in fact, constrained by the local market to adapt realistically as they attempt to deliver education to a geographically distinct and often educationally limited population.
Two-year colleges provide the opportunity to sample a cultural and social environment that more accurately reflects a culturally diverse global economy, within the local community. They provide a free market place for the discussion of ideas and the development of attitudes. They provide an environment where concepts may be challenged and questioned, so that viable and realistic solutions can be devised. The opportunity for student interaction with faculty is greater than at larger colleges. Thus, the smaller two-year school provides a more productive use of college resources and produces an informed student with enhanced critical thinking skills.
The two-year college provides an effective transition between high school and the four-year college of university. Many two-year students are either "first generation" college students with unrealistic expectations about college, or older "non-traditional" students seeking additional education after being absent from the formal educational system for several years. The personal nature of the two-year college provides each with the opportunity to develop realistic expectations about work loads and time requirements. It helps each student to develop confidence which enhances the probability of success. It can provide a support system resulting in greater success to the student who chooses to pursue more advanced academic goals.
Education at the two-year college must be no less demanding than at any other college. Education must challenge, demanding that each student strive always for improvement. Academic standards must remain high, but they must also be attainable. Students must be able to compete effectively upon graduation, but before graduation, they must be able to see that their goals are achievable, that education is within their grasp, and that it will have a positive impact upon their lives. A college which adopts an "every opportunity to succeed" attitude, results in students who understand the importance of lifetime learning and its relationship to economic success.
The mission of the two-year college, then, is to continue to capitalize on its strengths— the orientation to "customer service" and to encouraging individual students to formulate and pursue personal goals, the more personalized delivery of educational services, and the more effective delivery of educational resources, while continuing to pursue high standards for the institution and the students, and striving, always, for excellence.