NRCC History Book

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2000 2001 2005 2010 2015 2016 OURNEY through the years A History of New River Community College 2000-2019 2002 2007 2012 2017 2003 2004 2008 2009 2013 2014 2018 2019 2006 2011

Published in 2025 by The New River Community College Workforce Development & External Relations Office

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Dedication

I t is an honor to dedicate the second edition of the history of New River Community College to the late Bonnie V. Wynn, the author of the first edition and a beloved member of the college family. Bonnie received her bachelor’s and master’s degrees from Radford University and a certificate of advanced graduate studies from Virginia Tech. She began her full-time teaching career at the college as an instructor of English in the fall of 1970, advancing to assistant professor in 1975 and associate professor in 1982. For almost 33 years, Bonnie taught developmental reading and writing courses, English composition, technical writing, writing for business, and other English classes until her retirement in January 2003. She returned to the college as a contracted employee in the Advancement Office from February 2003 to November 2005 and from May 2009 to July 2009 to write grant proposals and other publications. Bonnie was a true professional who shared her in-depth knowledge of reading and writing with her students and colleagues. She was an effective communicator, a lifelong learner, and an expert in her discipline. As a master teacher, she taught hundreds of students basic reading and writing skills, which not only prepared them to succeed in English composition but also in all their college courses. Bonnie’s soft, gentle voice and her calm, polite mannerisms put students, faculty, and staff at ease. When working with others, Bonnie always demonstrated the highest level of integrity and contributed more than was expected. She praised her peers instead of taking credit for

her own outstanding work, showed empathy for others, and kept a beautiful smile on her face and a caring attitude in her heart. When Bonnie passed away on June 26, 2024, at the age of 77, several faculty, staff, and former students attended her memorial service and/or posted condolences on social media. One former student’s post shown below summarized the positive influence and true essence of Bonnie: “You were the first professor to have faith in my ability to be successful in college. I met you in 2000 during my first English class, and you mentored me from that moment on. You were the best. I loved being your student, colleague, and friend. What an inspiration! You encouraged this once scared, non-traditional student and shy young lady by letting me know I had talent and that I could change the course of my life. And I did. Thank you, and God bless your family and loved ones. You will be missed - greatly missed.” Kimberly Johnston NRCC Graduate Employment at NRCC: Full-time 2005-2014 Adjunct Faculty at NRCC: 2012-present Bonnie profoundly affected the lives of countless students, faculty, and staff. Her kind and gentle personality inspired and encouraged everyone she met. Because of Bonnie’s enduring impact on so many individuals, her legacy will certainly live on.

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Preface

A s I approached retirement on February 1, 2023, Dr. Pat Huber and Dr. Mark Rowh asked if I would compile the second edition of New River Community College’s history. The first edition, A Journey through the Years: A History of New River Community College, 1958-2000 , was completed by Bonnie V. Wynn, an associate professor of English at the college for over 33 years. I was both honored and intimidated when I considered the task of recording the next 20 years of history. Knowing I would have Wynn’s excellent work as a guide, I returned to the college in July 2023 as a part-time employee to begin this project. The second edition records the major events that occurred at the college from 2000 to 2019. As I researched 20 years of history, I realized the massive amount of information that had to be condensed into a few topics. Comparable to the initial historical account, this edition contains facts and statistics on enrollments, budgets, grant funding, and foundation contributions. This history also includes details on faculty, staff, students, curricula, instructional methods, student services, buildings/grounds, and strategic plans. The book begins with messages from presidents who served the college during this time. Intermingled throughout the two chapters of college history are individual comments and stories from faculty, staff, students, and board members. Each chapter ends with photographs of college family members. The appendix includes photographs of all college retirees since

the first edition was published in August 2002, a memorial page, lists of college and foundation board members, and enrollment/

graduation statistics. Acknowledgments

Information for the second edition was gathered from several NRCC offices, including Human Resources, Institutional Effectiveness and Research, Public Relations and Marketing, Workforce Development, the Office of the President, and the Library. Many individuals supported this project, including Dr. Pat Huber and Dr. Mark Rowh, who gave encouragement and feedback throughout the process. Kathy Ridpath, administrative assistant to the president, frequently answered questions and provided information. Jill Ross, public relations specialist, and Kelly Kaiser, public relations assistant, proofread the document and suggested areas of improvement. Rick Maitri, media specialist, gathered photographs of retired employees. Travis Newman, web services manager, provided websites where college information was stored. Dates of service for employees were supplied by Melissa Anderson, vice president for finance and administrative services; Tim Jones, director of information technology and facilities services; Tiffany Pannell, former payroll specialist; and Angie Simpkins, benefits specialist. Information on the NRCC Educational Foundation was given by Angie Covey, retired executive director of the Foundation. Dr. Fritz Streff, director of institutional effectiveness and research,

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provided enrollment and graduation data. Most importantly, the second edition would not be possible without the contributions of the administration, faculty, staff, students, NRCC retirees, and board members who support the college and ensure its success every day. Sources The sources for this publication included Virginia Community College System (VCCS) and New River Community College (NRCC) publications, minutes from the NRCC Local College Board meetings and NRCC Educational Foundation Board of Directors meetings, news releases and articles prepared by the college’s Public Relations and Marketing Office, articles published in local newspapers, personal interviews, and written responses to a survey distributed to retirees, employees, and students. VCCS Publications . The VCCS publications included the Virginia’s Community Colleges’ Annual Reports 2009 2010 through 2019-2020, VCCS Statistics– 10 Year Trends: Various Measures, and the Inquiry: The Journal of the Virginia Community Colleges , Vol. 25, A Lasting Legacy, Parts 1 and 2, 2022. NRCC Publications . The NRCC publications included college catalogs (Academic Years 2000-2001 through 2019 2020), class schedules (Fall Semester 2000 through Spring Semester 2020), workforce training class schedules (Spring 2001 through Spring 2010), minutes of the NRCC Local College Board meetings (2000 2020), minutes of the NRCC Educational Foundation Board of Directors meetings (2000-2020), NRCC student planner and handbook (1999-2000 through 2005-2006),

and NRCC Distance Education newsletter, Fall 2016. Other Publications . Other publications used were the Community College Research Center (CCRC) Research Brief, Number 58 , April 2014; the Virginia Department of Planning and Budget, Overview of Budget Actions for the 2002-2004 Biennium ; and The Chronicle of Higher Education : Virginia Community Colleges Dive Headfirst Into Remedial-Math Redesign, July 31, 2011. New River Valley Newspapers (2000 2020) . Information was obtained from The Floyd Press , News Messenger , News Journal , The Patriot , The Roanoke Times , The Southwest Times , and Virginian Leader . Author’s Note The first decade of the 21 st century will be remembered as a time of substantial change for our nation. Simply entering the decade caused concern for many. People feared computer systems would crash when clocks struck 12:00:01 a.m. on January 1, 2000, due to Y2K or the “millennium bug.” Thankfully, no major disruptions occurred, and banking systems and power plants continued to work as usual. However, our nation would be changed forever less than 21 months later when on September 11, 2001, terrorists attacked the World Trade Center and the Pentagon killing 2,996 people and injuring more than 6,000. As the news media televised the attacks, our world stopped as people gathered wherever they were to watch the horrific events unfold. After this event, the “War on Terror,” changes in air travel, and increased government surveillance and security measures were a few actions taken by our country.

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6 Another tragedy occurring much closer to home in the first decade was the Virginia Tech (VT) school shooting on April 16, 2007. The nation was deeply affected and mourned the loss of the 32 students and faculty who died in the massacre. Because of the proximity and collegial relationship between VT and New River Community College (NRCC), some of the victims were family members, friends, acquaintances, colleagues, or fellow students. The entire NRCC family was heartbroken; and on that day, we joined the nation in saying, “Today, we are all Hokies.” On April 12, 2013, a shooting occurred at the Christiansburg site. During the shooting incident, a student with a gun entered the site and wounded two women (one a part-time employee). The shooter was apprehended within five minutes by an off-duty security guard and two police officers. The history of NRCC must acknowledge these events which changed us forever. First, and most importantly, we commemorate the individuals who were lost; and next we recognize the impact of these tragedies on higher education during the early 2000s. Changes in student demographics were noted at the beginning of the first decade as the number of international students studying

in the U.S. declined. Innovative programs and courses in information security, cybersecurity, and disaster response emerged on college campuses. The mental health of students came to the forefront; safe spaces where students, faculty, and staff could discuss their feelings and concerns with others gained importance. The next two chapters of NRCC’s history record the amazing work of professionals who make up the college family. The record is not complete, as it would be an impossible task to mention every event or person who has contributed to the success of our students, faculty, and staff. Since the inception of New River Vocational Technical School in 1959, which became New River Community College in 1969, the mission has been the same: “We give everyone the opportunity to learn and develop the right skills so lives and communities are strengthened.” NRCC is indeed a special place because of its leadership, board members, faculty, staff, students, and the community it serves. Thank you, Dr. Huber and Dr. Rowh, for entrusting me to compile this institution’s history from 2000 to 2019. Debbie Bond NRCC Graduate Employment at NRCC: Full-time 1978-2023 Part-time 2023-present

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A Message from the Presidents of New River Community College

Dr. Jack M. Lewis

I t is by accident that I discovered New River Community College. The late former president, Dr. Edwin L. Barnes, Division Chair of Business at the time, had posted a note on a bulletin board in Burruss Hall at Virginia Tech seeking an adjunct instructor to teach a data processing course. I decided to investigate thinking a little additional income would be helpful to

he immediately arranged for me to meet with the president, Dr. Bob Sullins. As it would happen, he was seeking to fill an administrative processing position for the college and, to my surprise, he offered me the job. I responded by saying it wouldn’t be fair to the college because I would only be there one year as it was our plan to return to Georgia Southern. He persisted and I agreed to

my family as Mary Ann and I were both in our doctoral programs. In meeting with Dr. Barnes and reviewing my credentials which included managing data processing during my tenure at Georgia Southern University,

take the job. That one year of commitment turned into 42 years including my serving as president my last 17 years. I could not have asked for a more fulfilling and enjoyable career. Dr. Jack M. Lewis NRCC President, 2000-2017

A Message from NRCC Presidents

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Dr. Patricia B. Huber

F or these past two has continued to shine as a beacon of educational innovation and opportunity for the region. Since its beginning this college has held fast to its mission to “give everyone the opportunity to learn and develop the right skills so that lives and communities are strengthened.” The first volume of decades, New River Community College

and at the same time more personalized. Without question, a hallmark of success for the college in providing access during these recent years has been the implementation of the Access to Community College Education (ACCE) program. Thanks to the support of local governments, the college’s Educational Foundation and Local College Board, as well as the overwhelming

the college’s history, published in 2002, chronicled the first 40 years of NRCC’s history and included a message from each of the five former presidents. A constant theme through all their messages is one of the “greatness” of the college, emanating from the dedicated faculty, staff, and administrators whose focus and purpose were to serve students. I am delighted to share that the “greatness” has continued through these next 20 years as well. Virginia’s Community Colleges were founded on the premise of bringing higher education opportunities to all citizens across all regions of the state. For years we have focused on the goal of “access and opportunity,” and that goal is still foremost today although the means of access have changed dramatically, especially with the continuing advancements in technology. Delivery of instruction and services through technology has become even more pervasive

support of the community at large, every recent high school graduate may now study and learn at NRCC debt-free for up to two years. At the same time, these students give back to their communities by engaging in volunteer service. This program has brought full attention to the meaning of “community” in our name, New River Community College. While “access” continues to be a driver for our work in the region, the college has also become more focused on adding “success” as a strategic goal. Success was always the understood, underlying goal; but we often thought of success in terms of enrollment numbers and graduation awards. Our work these last 20 years has become more focused on a holistic approach to serving students by removing barriers that disrupt their lives and block their academic pathways.

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The entire college community has embodied a work ethic that goes far beyond the classroom to ensure that every student receives the necessary resources to flourish both academically and personally. Foremost among these resources have been the many scholarships that have been endowed and awarded through the gracious generosity of individuals and organizations who support our work. Other expanded resources include a food pantry, emergency aid, a loaner laptop program, and a host of connections with regional agencies that provide extended services to students. In providing access and opportunity while also ensuring success for its learners, the college has continued to expand its offerings through both credit and short-term, non-credit programs. In doing so, the college has invested heavily in the most up-to date equipment and latest technology. The college has also continued a strong tradition of hiring and retaining the highest quality instructors to lead its programs and highly capable administrators and staff to support the teaching and learning process. Investing in its employees and continued professional growth is another hallmark of NRCC.

Likewise, the college has consistently focused on the campus atmosphere to create an inviting and welcoming environment for all. Campus beautification efforts have increasingly provided a fresh look to buildings and grounds. As we so often say, “There is something special about New River Community College.” That something special is its people—students and employees alike. New River Community College is indeed a beautiful place to be! I believe that New River Community College is a true example of the power and strength of a compelling work ethic among students, faculty and staff coupled with the exceptional support of the community it serves. We are a story of access, opportunity, success, and enduring impact on the lives of the students and communities we serve. With great appreciation to the NRCC family for the past two decades of college achievements, I offer my best wishes for continuing growth and successes for the future! Dr. Patricia B. Huber NRCC President, 2017-2024

A Message from NRCC Presidents

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Chapter One The Beginning of the 21 st Century: A Time of Change

Introduction D uring the first decade of the 21 st century (2000-2009), substantial changes occurred frequently at New River Community College (NRCC). As the college experienced record enrollments, severe budget cuts were made at the state level. To offset the loss of funding, the college applied for grants and sought donations to the NRCC Educational Foundation. Leadership changed both at the college and the Virginia Community College System (VCCS) in early 2000. In 2003 the VCCS introduced a strategic plan, Dateline 2009, which included vision statements and goals to be achieved by the college over the next six years. Other changes between 2000 and 2009 occurred due to rapidly advancing technology. Programs and courses were adjusted frequently, along with instructional methods used to deliver the courses. The classrooms, labs, offices, buildings, and grounds were updated as technology advanced. A new instructional site, located in Christiansburg, served the increased enrollment coming from Montgomery County. A review of this decade would not be complete without including news, activities, awards, and recognitions of faculty, staff, and students. Record Enrollments NRCC experienced record enrollments in the new decade. For Fall 2000, the

headcount was 3,692 students, representing an increase of 205 students or 5.5 percent over Fall 1999. Enrollment increased by almost seven percent in Fall 2001 when 255 additional students attended, bringing the total fall enrollment to 3,947. Furthermore, Fall 2001 was the first time that enrollment in transfer programs was higher than enrollment in occupational/technical programs. Also, the attendance of students living outside the college’s service region, which includes Radford City and the counties of Floyd, Giles, Montgomery, and Pulaski, reached almost 30 percent of the student body. For the next six years, the average student headcount was around 4,000 each fall semester. During the 2007-08 academic year, NRCC had a combined fall and spring headcount of 7,240 students, compared to 6,394 the previous academic year. According to VCCS data, NRCC had the greatest rate of increase (13.2 percent) of all the system’s 23 community colleges. Enrollment continued to increase, and the college set a record at the end of the decade when 5,229 students enrolled for Fall 2009, representing an increase of more than nine percent compared to the previous fall semester. Budget Cuts From March 2001 to November 2001 (eight months), the United States was in a mild recession. Contributing to the recession may have been the collapse of the dot. com bubble. Investors had poured money into startup technology companies, many

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12 without business plans, sustainable products, and successful records. When funding was depleted, countless dot.coms failed. Northern Virginia saw many of its 3,000 startup technology companies fail. Huge revenue losses from these collapses and a slowing economy had a devastating effect on Virginia’s revenue and caused budget shortfalls for several years. Budget cuts and NRCC’s record enrollment growth during this first decade placed tremendous pressure on resources and facilities. With a substantial decrease in state funding, the college realized that challenging times were ahead, and the college took action. First, a hiring freeze was put in place. Instead of traveling for professional development, faculty attended training opportunities offered on campus by their peers. Also, only equipment and supplies absolutely needed for instruction were purchased. If possible, class sizes were increased to avoid the need for additional faculty. Thanks largely to allocations from the college’s strategic planning process called NETSPACE (I N stitutional E ffectiveness T hrough S trategic P lanning, A ccountability, C ommitment and E ngagement) and excellent money-management skills of administration, NRCC was one of the few colleges in the VCCS that did not lay off any employees during this time. Furthermore, to offset deep cuts in state support, the General Assembly lifted the Fall 1999 tuition freeze that had kept tuition at $37.12 per credit hour for three years. The tuition for Fall 2002 was $40.46 per credit hour, a 9 percent increase from 1999. The largest increase in this decade occurred in Spring 2003 when tuition increased by 30 percent to $52.71 per credit hour. Another substantial increase was seen the following

Fall 2003 with an increase of almost 13 percent, making tuition $59.60 per credit hour. For the remainder of the decade, tuition continued to increase at an average rate of 6.5 percent during each academic year. In Spring 2009, the tuition was $81.65 per credit hour, representing a 120 percent increase since 2000. During the period of December 2007 to June 2009 (often called the Great Recession), the nation’s Gross Domestic Product (GDP) fell 4.3 percent, unemployment peaked at 10 percent, and home prices fell approximately 30 percent. A major surge in enrollments was seen from 2007 to 2009 as unemployed individuals returned to school to learn skills to enhance their employability or simply to do something productive with their time. Again, NRCC had to find ways to be more efficient and to serve more students with fewer resources. The same money-saving techniques used at the beginning of the decade were put in place, including limited hiring of new employees, daily examination of class and faculty productivity, restricted travel, in-house professional development, and the purchase of only essential equipment. To offset budget cuts, the federal government increased the maximum amount of Pell grants each academic year beginning at $4,050 in 2006-07 and ending with $5,550 in 2010-11. More students qualified for these grants as adult students and families of dependent students experienced losses in

income due to layoffs. Legislative Contacts

In the early 2000s, members of the college community engaged in frequent legislative contacts, making numerous trips to Richmond to personally visit delegates and senators who represented NRCC’s

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service region. In addition, college staff and students traveled each year to Richmond to attend “Community College Day,” a day set aside for all VCCS colleges to visit with their respective General Assembly members. Recognizing a need for more contact and visibility in Richmond, VCCS Chancellor Glenn DuBois implemented “Every Day is Community College Day” and set in place a schedule of visits so that community college representatives would be present during the entire General Assembly session. Students often shared their stories of what it meant to them to attend a community college. In addition, letters, phone calls, and emails were s ent to legislators from faculty, staff, students, friends of the college, and members of the college’s boards. NRCC Educational Foundation Established in 1980, the NRCC Educational Foundation continued its tradition of providing excellent support to the college during the years 2000 to 2009. Support from the foundation included endowment and distribution of scholarship funds, the purchase of equipment and furnishings, and financial assistance to academic and community enrichment programs. During this decade, the foundation was led by Dr. Mark Rowh, vice president for planning and advancement, and a board of directors composed of members from each of the college’s service regions. Staff members included Hilda Haga, executive secretary; Mark Hamric, treasurer; Brenda Jones, assistant treasurer; and M. J. Kanagy, associate executive director. Each year the foundation received funds by conducting a campaign, having a phonathon for textbook scholarships, organizing an annual golf tournament,

sending a direct mail solicitation, and holding an internal faculty/staff campaign. The foundation reached a long-standing goal of having at least 100 endowed scholarships by the end of 2000. This goal was exceeded during the campaign for 2000 01 when additional endowed scholarships were received, bringing the total to 111. By the end of the decade, the number of fully endowed scholarships grew to more than 140. To increase the visibility of the foundation, a website was developed in Spring 2001. In 2005 with a $50,000 pledge from H. W. Huff, Jr., the foundation board launched a targeted campaign, called the Ann Huff Book Fund, for textbook support for students. The foundation’s net assets at the beginning of the decade were $3,151,352; by 2009 the net assets had increased by 99.8 percent to $6,297,846. The foundation board conferred amicus fidelis (“faithful friend”) designations to individuals who served the college and its students in an exceptionally meritorious manner. In 2002 Les and Joyce Pugh, charter members of the foundation and generous supporters, received this designation. Beginning in 2006, each year the Virginia Foundation for Community College Education (VFCCE) honored leading philanthropists from each of Virginia’s 23 community colleges as well as the statewide foundation. Recipients were nominated for their outstanding commitment to the growth and development of Virginia’s community colleges and their respective foundations. NRCC’s recipients included H. W. and Ann Huff in 2006; Bob and Cornelia Dobyns in 2007; Gilmer, Sadler, Ingram, Sutherland & Hutton Law Firm in 2008; and Les and Joyce Pugh in 2009. Through this program, each of the system’s 23 community colleges

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14 annually received a $3,000 scholarship to be awarded to a student and named in honor of the individual whose generosity had made a significant impact on the college. In 2009 Angie Covey, a graduate of NRCC, was named associate vice president for advancement and was assigned the task of expanding efforts in private fundraising, with a major focus on the corporate sector. Funding from Grants, Donations, and Bonds During the years

Educational Facilities Bond Act, three projects were approved and completed during this decade—construction of a new maintenance services building, upgrades to facilities for Americans with Disabilities Act (ADA) compliance, and renovation of the information technology area. Also, in 2002 the college received a $75,000 donation from the C. E. and Ona Belle Free Charitable Trust for the construction of an outdoor learning park. In addition, annual funding of $200,000 by local hospitals for the new associate degree

I have the privilege of being asked to serve on the board of NRCC. This was especially an honor for me as my father Clarke Cunningham, Jr., was a founding board member in 1969. Being involved with NRCC is incredibly rewarding. I love being a small part of the NRCC family. The community involvement and the interaction with the students and the faculty is what makes this college special. As board chair, I have the honor of addressing the graduating class. Seeing the graduates receive their diplomas and going out into the workplace is what this institution is all about. The gratitude that the students show toward the faculty proves that the concept developed to create a community college system is alive and well. BILL CUNNINGHAM NRCC Board Chair, July 1, 2021-present

registered nursing (RN) program was received. NRCC also received two smaller grants in 2002—$9,250 from Carl Perkins Act funds and $3,000 from the Richardson Foundation. In 2003 NRCC received a $10,000 grant for workforce development and a $2,600 grant from the Virginia Department

2000 to 2009, the college received funding from grants, donations, and bonds. In 2001 the college received $1.7 million over a five-year period to strengthen its academic programs through technology from the highly competitive U.S. Department of Education as part of the Strengthening Institutions Program.

of Forestry for software and supplies used to maintain the trees on campus. A large bequest of $175,000 for scholarships was received in 2004 from the James Robertson estate. In 2004 the Richardson Foundation donated $3,885 to purchase instructional supplies and equipment for the college’s Academic Assistance Center. The New River Valley Community Foundation gave $500 to purchase graphing calculators to loan to students, and the Corning Foundation donated $2,000 for a professional development program for public school

This grant, authorized by Title III of the Higher Education Act and the largest in NRCC’s history, was used to develop web based courses, to establish a Center for Teaching and Learning, and to provide summer release time for faculty to add technology to their courses. In addition, a summer institute providing technology training for faculty was held each summer during the five-year grant period. With funds totaling $1.2 million from the General Obligation Bonds authorized by the Commonwealth of Virginia

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M y association with New River Community College has been one of the great privileges and joys of my life. New River Community College is special! The college’s positive work has become an integral and beloved part of the New River Valley community. The college’s very identity is highlighted by its commitment and devotion to its students and the community itself. New River Community College’s culture is one of integrity and professionalism, but embodies an environment of caring, compassion, and dedication to service. The administration, staff and students of New River Community College genuinely care about each other. Having had the opportunity to serve on the Virginia State Board of Community Colleges for eight years and to visit all 23 of Virginia’s community colleges, I can say with assurance that New River Community College is one of the finest institutions of higher learning in the Commonwealth. We are justly proud of New River Community College, but, most importantly, we can take pride in the opportunities New River Community College has provided to the thousands of students who have passed through its doors and been provided with an affordable and outstanding education. Thank you, New River Community College, for your many years of leadership, dedication and service. Here’s to many more years of opportunity. GARY C. HANCOCK Member of the State Board for Community Colleges, 2004-2012 (Chair 2009-2010) NRCC Educational Foundation Board (Board membership and leadership roles spanning several decades)

personnel. In addition, the New River Valley Health Foundation gave $20,000 to support the college’s nursing program. Donations from private foundations continued in 2006 with book fund donations from the Landmark Communications Foundation for $1,000, Richardson Foundation for $5,000, and Claude Moore Charitable Foundation for $5,000. A $1,750 grant from the New River Valley Health Foundation to support nursing faculty’s awareness of the latest advances in technology was received as well. Another grant awarded in 2006 was the Race to GED grant from the Virginia Department of Education, Office of Adult Education and Literacy. This grant allowed NRCC to pay a stipend to Pulaski Area Transit to transport students to campus to prepare for and obtain their GED. In July 2006, the college was awarded a $95,000 Tech Prep grant to cover summer technology camps for middle school students, Career and Technical Education (CTE) dual enrollment courses, curriculum materials and supplies, professional

development opportunities for faculty and staff, and the career coach initiative. Also, in 2006 the college received a wind energy grant with which two wind turbines and solar panels were purchased and erected on campus. The wind turbines and solar panels provided training opportunities for students in NRCC’s alternative energy classes and supplied a small amount of electricity to the college. In August 2007, the National Automobile Dealer’s Charitable Foundation (NADCF) presented NRCC’s automotive program with a grant of $1,500 made on behalf of George Harvey, Sr., of Radford, Virginia. The NRCC Educational Foundation received a $20,000 gift from the VFCCE to support the college’s CTE project which began in August 2007. The pilot program provided opportunities for CTE high school students to travel to the campus to take classes in several career and technical areas, such as automotive, business management, early childhood development, electronics, electricity, and instrumentation. Students

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16 received high school credit in addition to college credit and developed an increased interest in highly skilled jobs for the future. At the end of 2009, the foundation received a bequest of $925,000 from the estate of Novella Mayberry. This gift, the largest so far in the college’s history, was designated for student scholarships. Changes in Leadership The beginning of the 21 st century brought changes in both the VCCS’s and NRCC’s leadership teams. After 10 years of service, Dr. Arnold Oliver retired as chancellor of the VCCS in 2001, and Dr. Glenn DuBois became the eighth chancellor in July 2001. Dr. DuBois would go on to serve as chancellor for the next 21 years until his retirement in June 2022. Similar transitions took place at NRCC. Dr. Ed Barnes, the college’s fourth president, retired in 2000 after serving in that role since 1991. Dr. Jack Lewis became the fifth president and held this position until he retired in December 2016. Vice Presidents . In Fall 2002 the State Board for Community Colleges approved title changes for several administrative positions. Some positions at the dean and director levels at the college became vice presidents and division chairs. These title changes prompted the college to restructure some positions. Dr. Mark Rowh became vice president for planning and advancement and served in this position from 2004 to 2010. A new position, vice president for workforce development, was established in 2004 and filled by Ron Chaffin; and a Center for Workforce Development was created as an extension of the Office of the President. Angie Covey, coordinator of workforce training, was named associate vice president

for workforce development in 2005. In 2009 Covey’s position changed to associate vice president for advancement. Dr. Charlie White, vice president for instruction and student services, accepted an appointment to serve for six months as interim vice chancellor for academic services and research at the VCCS beginning January 1, 2005. Pat Huber, division chair of arts and sciences, served as interim vice president of instruction and student services in Dr. White’s absence. Also in 2005, John Van Hemert became vice president for finance and technology, replacing Mark Hamric. In May of 2006, Dr. White left NRCC to become president of Wytheville Community College (WCC). Dr. Huber became vice president of instruction and student services in 2007. Deans and Directors . With the retirement of Rita Dixon, director of student development programs, Peggy Taylor was named coordinator of student services in 2002. Replacing Ron Chaffin, Dan Lookadoo, professor of electronics, served as interim dean of business and technologies from 2004 to 2006, then dean from 2006 until his retirement in 2013. Linda Claussen, assistant professor of early childhood education, was named director of distance education and off-campus services, replacing Kathy Kleppin in 2005. Replacing Dr. Huber, Carol Hurst, assistant professor of English, served as interim dean of arts and sciences from 2006 to 2007, then dean of arts and sciences from 2007 until her retirement in 2013. The First Strategic Plan Dateline 2009, the very first strategic plan for Virginia’s community colleges, was proposed in 2003 with two overarching aims:

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(1) increasing the number of Virginians who earn a postsecondary credential and (2) meeting Virginia’s higher education and workforce training needs. The strategic direction of the plan included: (1) By 2009, the VCCS will be recognized as a world-class education and training institution that provides access and opportunity for all Virginians, and others, who can benefit. (2) The VCCS will be the preferred provider of workforce development pro grams that respond to the unmet needs of Virginia’s businesses. (3) By 2009, the VCCS will have seamless transfer connections with four year colleges and universities throughout the state and an adequate base of resources to remain vibrant, fiscally sound, and responsive to the critical needs of the commonwealth. (4) By 2009, the professional development program for faculty and staff will be the preeminent model for the nation. Key strategic areas to achieve this vision included: (1) Student access and opportunity: Ensure that all Virginians have access to a community college and the opportunity to achieve successful employment or college transfer. (2) Workforce development: Become the training provider-of-choice for Virginia businesses and residents. (3) Resources: Expand the funding base for the VCCS. (4) Advocacy: Enhance the national and international image of the community college. (5) Technology: Build a world class community college technology environment.

(6) Teaching and learning: Ensure that teaching and learning remain the focus of the VCCS. (7) Transfer: Ensure that transfer to four year colleges and universities is a seamless process for community college students. College Goals . In 2003 NRCC developed nine college goals to align with the system goals and objectives included in Dateline 2009. Focusing on the strategic areas of workforce development and advocacy, Goals 3 and 6 listed below emphasized a global approach to workforce development and community college education. Beginning with the 2004-05 college catalog, the nine college goals were published each year for the remainder of the decade and included: (1) Teaching and learning: To ensure that teaching and learning remain the institution’s focus. (2) Student access and opportunity: To ensure that all citizens in the service region have access to the college’s programs and services and the opportunity to achieve their educational goals. (3) Resources and advocacy: To expand the college’s funding base and to enhance the college’s image on a local, state, national, and (where appropriate) international basis. (4) Technology: To build and sustain a world-class technology environment. (5) Transfer: To ensure that transferring to four-year colleges and universities is a seamless process for NRCC students who have transfer goals. (6) Workforce development: To become the first-choice provider of training for businesses and individuals within the service region. (7) Accountability and customer service: To achieve the highest possible quality in the college’s programs and services while meeting

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18 all mandated requirements and to provide outstanding customer service in a positive manner for students, prospective students, and others seeking information or assistance. (8) Human resources: To provide progressive management and

Changes in Curriculum The advancements in technology during the first decade of the 2000s brought about frequent curriculum changes in the computer science, information systems, and programming areas. In 2000-01, five associate in applied

I love my job. I love to come to work every day. I feel so lucky to have such a supportive administration and colleagues. I hope it shows when I talk to people in the community about NRCC. We are a family, and we take our students in and make them a part of the family also. I love that NRCC is the land of first, second, third, and sometimes fourth chances at success. Every single student matters. PAIGE CASH Professor of English Employment at NRCC: Full-time 2006-present

support of the college’s human resources while recognizing that people are the college’s most important resource. (9) Campus environment: To provide a campus that is inviting, safe, and

science (AAS) degrees were offered in these areas. By 2004-05 all five programs were replaced with updated AAS degrees covering database programming, help desk support, networking associate,

attractive, and that addresses the space needs of the college. As Dateline 2009 was ending, Chancellor DuBois appointed a re-engineering taskforce in Fall 2009, chaired by Dr. Robert Templin, Jr., president of Northern Virginia Community College (NOVA), and co-chaired by Dr. Jack Lewis, president of NRCC. The charge to the taskforce was to seek new ways of doing things—to become smarter in the investments of people, talent, and technology; to better leverage our size and resources; and to restructure work patterns and break down barriers—all without changing the fundamental governance and organizational structure of the system. The taskforce produced five goals—access, affordability, student success, workforce, and resources—which led to the VCCS’s second strategic plan, Achieve 2015 (discussed in the next chapter).

computer administrative and technical support, and computer graphics and web design. Major changes in computer science, information systems, and programming occurred again in 2007-08 with the development of two-year degrees in game technology and animation, network and technical support, and web design. Other curriculum changes included the addition of a new degree in 2002 when the VCCS requested that NRCC develop a sign language/English interpretation program due to a shortage of available interpreters across the state. An AAS degree in American Sign Language – English interpretation and three related career studies certificates in American Sign Language, interpreting for the deaf, and educational interpreting were developed. Pat Bryant, an assistant professor who was credentialed in American Sign Language (ASL), managed the programs and taught the courses. These interpreter-training programs were offered at NRCC until the need was met in 2009-10.

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In Fall 2003, with funding from four hospitals in the college’s service region, an associate degree in nursing (ADN) was offered for the first time at NRCC. Previously, students graduating with the practical nursing certificate transferred to WCC if they desired to complete the ADN. At NRCC’s May 2005 graduation and pinning ceremony, 42 students received their AAS degree in nursing. NRCC created additional programs between 2000 and 2009 including a two-year degree in instrumentation/computer aided drafting; a certificate in general education; and career studies certificates in production/ inventory management, electricity, fiscal and human resource practices, emergency medical services, nurse aide, small business management, alternative energy, and fire science. Changes in Instruction Rapidly changing technology impacted the learning and teaching modalities used at NRCC. Independent and distance learning (later named distance education) increased in popularity among students and faculty and allowed the college to serve the increased enrollment. During this decade, face-to-face, hybrid, and distance learning were the three modes of instruction used. Independent and Distance Learning (IDL) . In Fall 2000, approximately 85 independent and distance learning (IDL) courses from most disciplines were taught including computer courses covering software programs, web-based courses in which all materials were accessed via the web, courses with media components for home checkout, courses with audio components, and courses with on-campus video components. Included in the IDL

courses were nine interactive television (ITV) courses in economics, psychology, sociology, and electronics being transmitted between Dublin and Christiansburg. The initial class meeting for an IDL course was held in person on the Saturday after traditional classes had begun. IDL staff and faculty spent the morning with their students discussing course materials, how to submit and pick up assignments in the IDL office located in Martin Hall, and testing requirements. Beginning Summer 2002, the in-person Saturday sessions were replaced with students accessing class materials online or picking up materials in the IDL office. In Fall 2002, IDL was renamed distance education (DE), and two previous formats of IDL courses were deleted, which were courses with audio components only and courses with an on-campus video component. Distance Education (DE) . In Fall 2005, a total of 113 distance education (DE) courses were offered, including internet based, print-based, and ITV courses. For internet-based courses, students accessed and submitted all course materials on the inter net. Print-based courses were not online, and students were required to pick up and submit materials in the DE office. The ITV courses included both two-way audio and video with one teacher broadcasting between the Dublin campus and Christiansburg or other locations. At the end of the decade, 130 DE courses were offered, including internet based courses, print-based courses (not online), and ITV courses. Instructional Modes . From 2000 to 2009, three modalities of instruction used at the college included (1) face-to-face (F2F) only, (2) hybrid: a mix of F2F and distance education, and (3) distance education only. During the 2000-01 academic year, the

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20 T he business management program at NRCC was recognized regionally, in Virginia, and within the broader community college system as innovative and extremely student and community centered. Both Dr. Jutta Green and I realized that none of our students cared how much we knew until they knew how much we cared about them. We were both students of the community college movement from its inception in Virginia. We understood that many of our students were first generation, many questioned their ability and preparation for college-level work, and, thus, many lacked confidence to succeed in a college setting. We were adept at building confidence in our students so learning could occur. In addition, Dr. Green and I understood the need for application-based learning. Our students needed to feel, see, experience, apply, and taste their learning modalities. To that end, two initiatives we were quite proud of introducing into the management curriculum were the importance of “the human resource” and community service. The first initiative drove home the point that the only asset in organizations that can appreciate is “the human resource.” We embraced what we referred to as the Total Individual Growth (TIG) paradigm of human resource development. TIG suggests that everyone has a mental/emotional self, a spiritual self, a physical self, and a financial self. To have employees realize their full potential and grow in value both in the organization and in the larger community, leaders need to focus on nurturing each of these constructs. Dr. Green and I believed that we were developing servant leaders well before the TIG paradigm came into vogue. Each semester in our Principles of Management class we had teams of students learn collaboratively. They adopted a manager and shadowed them as they learned management theories and concepts from the textbook. Students invited their manager to speak to the class. One manager who spoke was the dad of Amber Dobbins Clark who advanced into a teaching position upon my move into administration as dean of humanities, social sciences, and business information technologies at Wytheville Community College. Ralph Dobbins was the elected Sheriff in Pulaski County, and he mesmerized the students in the class from his opening comments. He asked, “How would you like to have to be elected every four years when likely you and your deputies had arrested or had family members arrested.” Ralph reinforced how servant leadership required a caring empathy for folks, not for what they had done to be arrested but more so for the circumstances in their lives. Ralph was the epitome of a servant leader and was re-elected unopposed several times. His career path led him to be part of the team that supervised the regional jail initiative in the New River Valley, and Ralph served as superintendent of the regional jail once it opened until his retirement. The second initiative of the management curriculum was teaching teams of students to draw on their passions and creativity to make a difference in their community. Some of the teams held a yard sale to correspond with the Lord’s Acre sale at the fairgrounds in the fall. They raised several hundred dollars and adopted the Women’s Resource Center and its Executive Director Pat Brown as their community service project. The Women’s Resource Center was formed to serve abused and battered women and their children. The Center had its own school for the children since, in many cases, it was not safe for either the mom or child to leave the Center. These students were quite proud to support this initiative and learned so much about servant leadership through these course requirements. One final piece of our program’s history was our final exams. We required our students to reach out to someone who had made a difference in their lives and let them know how and when that happened. Our motive was to reinforce celebrating good as opposed to criticizing the bad. Research confirms we tend to tell 20 people about a bad experience but only tell two to three individuals about a good experience. To this date, Dr. Green and I realize how extremely privileged we were to leave some footprints out there. Being remembered fondly by students and having a positive impact on our community both contribute to a wonderful legacy in our retirement! That is the true fabric of New River Community College, and we were both richly blessed and appreciative of this career path we embarked upon. BRUCE BROWN Professor of Business Management Employment at NRCC: Full-time 1976-2006

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