Michael Gorman, President, Salem Community College

In an interview with Invest:, Michael Gorman, president of Salem Community College, highlighted the college’s resilience, growth, and commitment to student success amid challenges. “We’ve had an incredible year of growth and stability post-pandemic,” Gorman shared, emphasizing the college’s ability to adapt and thrive.

What have been some recent highlights or achievements for Salem Community College?

We’ve had an incredible year of growth and stability post-pandemic. Enrollment rose by 7%, and our business model worked well, with each semester paying for itself, which is a necessity. While borrowing between semesters is possible, financial independence is ideal. We’ve been fortunate.

However, two crises hit hard. Howard Valentine, a beloved math professor planning retirement, passed suddenly over Thanksgiving in 2024. A week later, Terri Covello, our chief nursing officer, died in a car accident on her way to the college. These losses deeply affected our tight-knit community, but we leaned on each other to cope. Despite first-semester success, these tragedies reminded us that people matter most. In a small college like ours, relationships run deep. Losing Howard and Terri wasn’t just losing colleagues; it was losing friends and vital parts of our college. We’re still recovering, but proud of how we’ve come together.

Our nursing program excels. The LPN program is top-rated in New Jersey by LPN Magazine, and our RN program (ADN) has a state exam pass rate in the upper 90s — unmatched elsewhere. Many students are nontraditional, returning to pursue nursing careers.

We also offer two-year transfer programs in business, liberal arts, psychology, and more, with Rowan and Wilmington Universities as key partners, followed by Stockton and Rutgers-Camden.

We were rated No. 2 in New Jersey by Niche.com and No. 1 by smartasset.com, thanks to our exceptional graduation rate. Being small, we’re like the TV show “Cheers” — where everyone knows your name, creating a rewarding student experience.

What is your view on the level of financial support for public colleges and universities?

The original concept for community colleges was that costs would be split evenly: one-third paid by students, one-third by the county, and one-third by the state. Currently, the state covers about 22-23%, the county around 20%, and students are shouldering over 50%. In a community like ours, where affluence is limited, raising tuition is a significant burden for our students.

Many of our students qualify for federal and local financial aid, with federal programs being the most robust. However, with the proposed dissolution of the Department of Education, the future of these programs is uncertain. We’re in the dark, waiting to see how things unfold in Washington.

We work hard to help students access financial aid, but the landscape is unclear. One program facing major cuts is the Community College Opportunity Grant. About 85 of our 1,100 students rely on this grant — roughly 7-8% of our population. Without it, they wouldn’t be here. We’re exploring backup plans to ensure we can still serve students who need us most.

Community colleges are vital. I’m a community college graduate myself. If it hadn’t existed in 1972-73, my life would be different. I understand the impact these institutions have, but the financial picture is uncertain, and that’s unsettling.
Community colleges serve diverse students. Some choose us to save money before transferring to a four-year school or to live at home while starting college. Others need significant support. Demand for mental health services is growing, increasing costs. Many face food insecurity, so we’ve expanded our food pantry and meal programs to help them focus on learning.

COVID-19’s effects also linger. While operations are back to normal, students who completed primary and secondary education during the pandemic are struggling to adjust, potentially worsening mental health challenges. These factors drive up costs. If budgets stay flat, we can’t maintain the same level of support and instruction while expecting success. Today’s students often need more support than a decade ago, and we must find ways to meet those needs.

With ongoing discussions about whether higher education is worth the cost and time, how does your institution continue to add value for students?

The key question we ask is: Do you have a goal? Many of our students are in nursing or health science, with a clear idea of their path, though they may explore different directions. Glassblowing students also know they want to work with furnaces or torches, even if they explore options within the field. Others are less certain, choosing business or psychology because they’re unsure. For them, we’re a great place to discover their path with low initial investment.

Our glass students earn two-year degrees, with some transferring to Alfred University, and go on to careers, not just jobs. Similarly, our LPN students enter the workforce or pursue RN degrees, while ADN graduates can start working immediately, often continuing their education while employed. About 70% of our students work while enrolled, balancing jobs and classes. Many work in the local warehousing industry, which is significant here, and attend classes after shifts.

For students unsure of their path, we’re a low-risk way to explore options. We offer career exploration, counseling, and services, which we’re expanding because students need to see clear goals. Graduating with a degree isn’t enough — they need connections to specific industries or employment types. We’re focused on supporting students in this way.
We operate on four foundations: affordable, quality, empowering, and personalized. Affordability comes first, though I think quality should, but people prioritize cost.

What are the key priorities and plans for Salem Community College over the next three to five years?

Our top priority is expanding the nursing program. We’re receiving strong applications but can’t accommodate everyone, so we’re launching a capital campaign to expand facilities and increase capacity. This will help address the nursing labor shortage, especially for registered nurses, a critical need post-COVID.

Looking ahead, the future is uncertain, so we aim to provide students with diverse options to adapt. Success often hinges on agility in learning, not just knowledge. We focus on equipping students to learn and adapt, which has been key to our success.

A major challenge is that half of our county’s high-school graduates lack a clear life plan. Many aren’t pursuing college or careers, just jobs. We need to work more closely with high schools to guide these students. Part-time work, like at Wawa, isn’t a long-term solution. We want to equip students with skills and direction, whether they come here or pursue other paths. Transitioning directly from high school to a career is tough; additional education or training is often essential.

In the next few years, we’re focusing on the growing logistics and warehousing industry. We’ve partnered with the county vocational-technical school to offer electromechanical and advanced manufacturing programs. These train students in hydraulic, pneumatic, and electromagnetic systems for technical roles. We plan to expand these programs to the college level to enhance workers’ skills.

We also see potential in offshore wind energy. While federal policies have slowed progress, the country’s energy needs will likely drive demand for offshore wind. We aim to prepare technicians for both warehousing and offshore wind, as many skills overlap.

Additionally, our nuclear energy technology program, tied to PSEG’s reactor on Artificial Island, remains relevant. While large reactors may not expand, micro-reactors could meet growing energy demands. Offshore wind and nuclear energy represent significant future opportunities.