ED088541.tif 740 095 ED088541
User Manual: 740-095
Open the PDF directly: View PDF 
.
Page Count: 180
| Download | |
| Open PDF In Browser | View PDF |
DOCUMENT RESUME JC 740 095 ED 088 541 AUTHOR TITLE INSTITUTION SPONS AGENCY PUB DATE NOTE EDRS PRICE DESCRIPTORS IDENTIFIERS McGuffey, C. W.; And Others Educational Planning for the Future Development of Pasco-Hernando Community College. Educational Consultants, Inc., Athens, Ga. Pasco-Hernando Community Coll., Dade City, Fla. 73 179p. MF-$0.75 HC-$9.00 *College Planning; *Community Colleges; *Curriculum Development; Educational Finance; Educational Planning; *Enrollment Projections; *Governance; Post Secondary Education; Program Development; Student Personnel Services; Technical Reports Pasco Hernando Community College ABSTRACT The purpose of this study was to develop a long-range educational plan for the future development and expansion of the current program and facilities of Pasco-Hernando Community College. An analysis has been made of available data and related information as a basis for the preparation of a generalized plan to guide the future development of the college. This report includes information about the county areas, provides estimates of the enrollment potential of the college, projects the scope of the instructional program and its supporting services, discusses guidelines for the development of the organization and administration of the college, provides an estimate of future financial needs, and projects future site requirements and space needs for specific developmental rhases of the college for the long-range future. (Author) Mr. Dr. Dr. Mr. Dr. Dr. Dr. Kenneth Bothwell Bill Feltner William Scaggs Marshall Tribble Curtis Ulmer Reese Wells J. A. Williams Dr. C. W. McGuffey 1973 Athens, Georgia Educational Consultants, Inc. Consultants: Study Director: BY The Study Staff Paseo-Hernando Community College The Biard of Trustees Prepared for PASCO-HERNANDO COMMUNITY COLLEGE Itik, FUTURE DEVELOPMENT OF FOR EDUCATIONAL YLABITINU THE PERSON OR ORGANIZATION ORIGIN ATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY. THIS DOCUMENT HAS BEEN REPRO. DUCED EXACTLY AS RECEIVED FROM U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION 1 I 1 1 I 1 I 1 I I I I I I I I I f I I I 1 1 1 may 31, 1973 ATHENS. GEORGIA 30601 P. O. PDX 156 EDUCATIONAL CONSULTANTS, INC. I TBEASVIIMP A. S. YON. 16. PRESZOWNIT C. W. McGuffe President Sincerely yours, It has been a privilege to perform this service for your Board of Trustees. We sincerely appreciate the cooperation and assistance provided by you, your faculty and staff and various members of the community who gave freely of their time and assistance. You and your staff should analyze the contents of this report carefully. From its contents, you should be able to prepare a long range plan for the future development of your college. Transmitted herewith is the report of the long range educational planning study requested by your Board of Trustees. The report presents our analysis of statistical and related information regarding geographic and economic characteristics of the two-county area, the population of the two counties, enrollment projections, proposed programs and services of the college, a projected multi-unit organization plan, projected facilities needs and financial estimates for the future development of the college. Dear Dr. Jones: C. W. McCUFFE.Y. D. ED. btu 2 1 1 Dr. Milton 0. Jones, President Pasco-Hernando Community College Dade City, Florida I 1 4.1 5.1 6.1 7.1 8.1 Curriculum and Instruction Program Governance, Organization and Administration Program of Student Services Financing College Operations Projections and Guidelines for Facilities Development VI. VII. IX. VIII. V. IV. iii 9.1 3.1 The Ehrollment Potential III. Summary 2.1 Selected Community Factors II. I. 1,1 iii Page ii Introduction Chapter Table of Contents Letter of Transmittal TABLE OF CONTENTS The specific itself to serve the entire district with a the long range future. 1.1 Hernando Counties a unique experience in education. The college leadership committed requirements and space needs for specific developmental phases of the college for financial needs, projects future site, Pasco Hernando Community College was formed in 1972. Its main thrust was to provide youth and adults in Pasco and ports to serve. and needs of the people the college pur- milieu of the community and the interests programs emerge from the socio-economic types of programs and the nature of those which the college is located. adults who are peculiar to the locale in broad and diverse groups of youth and provides educational opportunities to the oriented to the community it serves, and The community college is an institution that is uniquely American. It is ROLE OF THE COMMUNITY COLLEGE the organization and administration of the college, provides an estimate of future gram and its supporting services, discusses guidelines for the development of the county area, provides estimates of the enrollment potential of the college, projects the scope of the instructional pro- preparation of a generalized plan to guide the future development of the college. This Report includes information about and related information as a basis for the Pasco-Hernando Community College. An analysis has been made of available data the current program and facilities of the future development and expansion of The purpose of this study was to develop a long range educational plan for INTRODUCTION I 1.2 Statement of Objectives. (1) A col ege transfer program to prepare the individual to continue his education beyond the community (2) A vocationalcollege level. technical program to prepare the individual for employment. (3) A developmental program to provide the individual with opportunities to improve basic skills. (4) A Statement of Philosophy. The Pasco-Hernando Community College is a comprehensive community college established to provide for the educational needs of youth and adults within the district of Pasco and Hernando Counties. Accordingly, the college provides opportunities for academic, personal and cultural enrichment, for the advancement of skills, for better understanding of mankind and the natural world, and for the development of those values necessary to become more responsible citizens in an ever-changing society. 20, 1972, is quoted as follows: adopted by the Board of Trustees on March The statement of philosophy and objectives The role of the college has been carefully stated by the Board of Trustees. high quality. comprehensive educational program of A number of selected guidelines have SOME GUIDING PRINCIPLES Further Resolved, that we visualize a district wide campus with every corner of the district being served as courses are taken wherever they are needed. of commitment: Resolved, that the District Board of Trustees, Pasco-Hernando Community College, is committed to serving the entire district with a comprehensive educational program of high quality, emphasizing college parallel programs, vocational-technical opportunities and community-service courses. Trustees passed the following resolution function of the college, the Board of To further delineate the role and continuing education program to provide opportunity for the individual to further his general (5) A community education. service program to provide the individual with the opportunity for cultural enrichment and (6) A personal development. counseling and guidance program to assist the individual to make realistic decisions about himself and his academic and career goals. guidance and counseling services. All supporting services should be planned and coordinated to legislation pertaining to junior colleges in Florida and expectations of the role of the community college in American 4. 3. 2. 1. college. community institution with goals and functions whicb emerge from Study Staff has utilized currently The major functions of the college 1.3 The characteristics, economic factors, enrollment potential, current programs and maximize the probability that the operating practices of the college. period of several months utilizing available data and information on population priority must be given to those educational activities which will educational potential of each student will be achieved. This Study was prepared during a prehensive institution developed to provide a broad range of pro- The student is the principal concern of the community college, and the youth and adults it purports to serve. The community college is a com- GENERAL PROCEDURES USED appropriate programs and services in close physical proximity to environment. grams and services for the people it purports to serve. role, the college must provide its social, political and economic To most effectively fulfill its the major functions of the The community college is a 6. program, community services and statements of the Board of Trustees, maximize the effectiveness of cal programs, a developmental These guidelines were derived from the education. programs, vocational and techni- of reference for conducting this Study. 5. are, to provide college transfer served as the basic conceptual frame 1.4 graduate data from the two county areas. Detailed procedures are explained in Chapter III. Least squares prediction and cohort survival techniques were used to project high school graduates. A Pasco County Planning Commission Pasco-Hernando Community College Florida State Department of Education Zephyrhills Chamber of Commerce Brooksville-Hernando County Chamber of Commerce Tampa Bay Regional Planning 3. 4. 5. 6. 7. 8. Special studies and reports such 11. College Survey, Survey of School as Pasco-Hernando Community college. Newspaper reports 10. and used in assessing the need and location Widely accepted criteria were applied This model is explained in Chapter VIII. to estimate space requirements for the anticipated developmental phases of the 9. Commission Bureau of Census Reports, 1970, for Pasco and Hernando Counties special prediction model was used to estimate community college enrollments. A special prediction model was used projections were made utilizing births, school enrollments, and high school Hernando County School District 2. The High school enrollment and graduate model is explained in Chapter II. results with other projections. Pasco Coulty School District These testing several techniques and comparing Population projections were made utilizing a special prediction model after 1. and used from a variety of sources. include the following: Data and information were sought college. dures for the future development of the State and local studies of in the preparation of guidelines, suggestOd practices and recommended proce- other community colleges. Schools. has made projections of possible futures 12. Plants for Pasco County acceptable standards and practices and The projections of population, enroll- No human mind has the key to the The very best techniques for the development of the college. and control major future decisions about recycling of relevant data should provide the leadership with the means to foresee College can and must be controlled and shaped by the college leadership rather than by unforeseen events. The use of this report with continuous updating and a most useful purpose can be served. The future of Pasco Hernando Community projections in this study are used wisely, makers with the development of goals and targets for long range planning. If the assessing the future provide indications of possible trends and can assist decision future.- college. making about the future development of the intended to be used as guides to decision - ment potential and space requirements are , LIMITATIONS of community college centers to serve the enrollment potential of the area. 1.5 Conditions The terrain is rolling and ranges from 80 feet to 190 feet above sea 58.8 inches. Pasco has average annual temperatures of 59 degrees in January and 81 degrees in August, with an average annual rainfall of future. augur well for continued growth in the growth within the past decade. an agrarian past, it has experienced rapid the east by Sumtei County. Although this particular area has iately north of Hillsboro and Pinellas Counties and Hernando serving as Pasco's northern boundary. Pasco is bordered on West Coast of Florida, with Pasco immed- The Pasco. 2.1 Hernando enjoys the same climate as Brooksville. major city and seat of government is major east-west route is Highway 50. Its It is intersected by the same north-south routes as Pasco. minutes drive. and Tampa, but only by a few additional and is more remote from St. Petersburg Hernando borders Pasco on the north Dade City, the county seat. is also intersected by east-west Highway 52 which extends from Highway 19 into Pasco's coastal region, Highway 41, and Interstate 75, both of which'provide access to and from Hillsborough County. Hernando Community College. Both counties are located on the Hernando Counties, Florida, which are relevant to the development of Pasco- with its populous neighbor counties on the south. These are Highway 19, which extends north from Pinellas in to Three major arterials link Pasco level. economic characteristics of Pasco and examine those geographical, social and The purpose of this chapter is to SELECTED COMMUNITY FACTORS II It Although the number Figure 2.1. The in-migrants swarmed to Pasco's coastline like lemmings to the sea, causing a multi-million dollar boom in real estate development and untold headaches for those responsible for public and private utilities. As a result of this rapid development, 56 percent of the county's population was located on the western side of the county in an area covering approximately one-third of the county's 742 square miles, and the majority of these were located within the boundaries of two coastal town- metropolitan centers of Tampa and St. Petersburg. During the decade from 1920- 1930, the population increased by less than 2,000 people, from 8,802 to 10,574. The population increased by 300 persons per year during the 1930's and only by 350 to 36,783, and the stage was set for a growth phenomenon that catapulted Pasco into the ranks of the fastest growing counties in the nation. Most of the growth resulted from inmigration, not only from the neighboring Beacon Squier, with 1917 inhabitants; 2.2 A total of 69.2 percent of Pasco residents can be attributed to birth rate. northern states which had less temperate climates to offer. Little of the growth ships. These are shown in As a result of the rapid influx in the coastal area, many communities had sprung up which were non-existent in the 1960 census. Notable among these were counties of the south but also from more By 1960, the population had increased pe:osons per year during the 140's. for 1971, was 966. The last reported figure, number of live births in 1950 was 428 and beautiful coastline and proximity to the The in 1970, 830. with the overall population growth. and 1970, the figure was small compared of resident births doubled between 1950 were born elsewhere. decades spanning 1920 to 1960 although, surprisingly, only moderate growth. Surprisingly, because of its ideal climate, Pasco County experienced a steady growth in population during the four PASCO COUNTY FIGURE 2.1 K1 Pasco County 1952-1970 All Births 1000 980 960 940 920 900 880 860 840 820 800 780 760 740 720 700 680 ix 660 . . . --; 640 . ../ ./ 620 .._..,. / , 600 N. / . , a ., 580 560 540 520 500 480 rI 460 r' 440 420 400 LrN K\ 4 IA l0 Cs- 00 ON 0 rLf\ trN trN trN Lf\ trN l4 LO Cki LO ti \ LO w C- CO ON 0 r- l0 N. N. cent gain. dens, 2,132; Holiday Hills, 1,657; becoming a mecca for retirees of the sane order as St. Petersburg and Pinellas County. In this respect it appeared that west Pasco had, indeed, become a northern extension for Pinellas. The median age of residents in New Port Richey Division was 62.6 years and in Port Richey, 55.5 years. These medians were substantially higher than those for the Central Pasco Division, 25.0; Dade City, 29.0 and Lacoochee, 25.4. Only the Zephyrhills Division showed the same age characteristics, with a median of 56.7 years. Further evidence that west Pasco had become a retirement haven was found in the high percentage of residents 65 years the Port Richey Division, 208 percent. More moderate growth was experienced along munities which serve as bedroom communities percent of the population was enumerated in Pasco's sprawling Central Division and ;5 percent in the East Division, which included Dady City, Lacoochee and Zephyr- hills. The percentage gain for the central division was 77.8. Census divisions in east Pasco remained fairly stable during the decade. The Dade City division posted only a .5 The increase in the, New Port 2.4- for Tampa and St. Petersburg, including Land O'Lakes and Zephyrhills. Only nine the southern border of the county in com- the decade. massive surges in population growth during Richey Division was 289.6 percent, and in massive population growth was the marked differences in age distribution between the various county subdivision--differences which indicated an overwhelming trend in west Pasco's coastal area toward Most remained unincorporated. Established municipalities experienced and Jasmine Estates, 2,967. An interesting corollary of Pasco's in southeast Pasco experienced a 66.8 per- 1,215; Gulf Harbors, 1,177; Holiday Gar- Takitian Gardens, 1,286; Hudson, 2,278 percent. However, the Zephyrhills division percent gain and Lacoochee declined 1.9 Country Estates, 1,950; Forest Hills, Buena Vista, 3,407; Colonial Hills, 2,193; In New Port In Port Richey Divi- Zephyrhills Division had 38.8 The percentages were quite The amount of distortion can be seen in more youthful populations had larger households. The figures were 3.08 for midal, the large number of senior citizens in the coastal areas caused the county's profile to appear as an inverted pyramid. Zephyrhills, 2.39 persons per household were reported. Census divisions with normally the profile should appear pyra- 2.5 In household and for Port Richey, 2.43. persons in west Pasco distorted the county's population profile considerably. While As would be expected, households in the western area of Pasco and in Zephyrhills were relatively small. The figures for New Port Richey were 2.2 persons per 65 and older and 39.2 percent under 18. The high concentration of elderly Pasco was 98 percent white, Dade City, 78 percent, and Lacoochee, 80 percent. and over and 35.6 percent under 18, and for Lacoochee the figures were 9.0 percent Central Richey and Zephryhills was white. The racial complexion of Pasco was predominantly white. More than 95 percent of residents of New Port Richey, Port 47.8 for Zephyrhills. Dade City, 49.9 for Lacoochee, 47.1 for New Port Richey, 49.5 for Port Richey and ages for other divisions were 4803 for The percentage of males in central Pasco was 53.2. Percent- median age of 25.0. of central Pasco which had a youthful the percentage of females was greater than the percentage of males, with the exception In all of Pasco's census divisions comparison of Figure 2.2 with Figure 2.3. Division, the figures were 10.8 percent 65 10.1 percent were 65 and over, but 29.2 percent were under 18. For Dade City different for the remaining three divisions of Pasco. In central Pasco, only under 18. percent 65 and older and 20.9 percent under 18. for 65 and older and 19.9 percent for sion, the percentages were 30.3 percent cent were under 18. dents were 65 and over and only 13.4 per- Richey Division, 43 percent of the resi- residents under 18 years. and older, and the low percentage of 2.6 5-9 0-4 10-14 15-19 25-29 20-24 35-39 30-34 45-49 40-44 55-59 50-54 60-64 65-69 75-79 70-74 80-84 95+ Ages D (NJ r c- 0 0 0 c- r N C\J Female 71P E.N kCI k0 UN LIN 4. 4- riN K1 (NJ Percentages 1-C1 1-C1 4- 4- LA i 11 kf) o UN 0 LIN 0 UN 0 LIN 0 LIN 0 LIN 0 LIN 0 LIN 0 LIN 0 LIN 0 L(\ 0 111 0 LIN 0 LIN 0 Male FIGURE 2.2 Population Pyramid Pasco County, 1960 5-9 0-4 10-14 15-19 25-29 20-24 35-39 30-34 55-59 50-54 45-49 40-44 60-64 65-69 75-79 70-74 80-64 85+ Ages C' o 888 r Female D r(Ne N Percentages %---* cI N tc; rc; is kci o UN 0 UN 0 UN 0 UN 0 UN 0 UN 0 UN 0 UN 0 LIN 0 UN 0 UN 0 UN 0 UN 0 11 Male FIGURE 2.3 Population Pyramid Pasco County, 1970 2.7 Fully 16.6 one of every five, was either a trailer or Twenty-three percent of Pasco's permanent housing units were multi- Sixteen percent age for the county's 28,612 females in educated. Of the county's 25,863 males who were 25 years and over, 40.3 percent were high school graduates. The percent- Pasco's population has relatively well had been constructed between January, 1969, and March, 1970, when the census was taken. been erected since 1960. accommodate 20 or more families. Most of the housing was new construction. Sixtyfive percent of the units in Pasco had ple units, including 145 which would appearance. reported at $93,670,000, an increase of Total retail sales for 1970 were outlets and their volume in trade are shown in Table 2.1. two citrus processing plants with seasonal payrolls. The 1967 Census of Business listed 514 retail trade establishments with a volumne of $55,6001000. Major retail The major industries of the county were and cattle as major sources of income. Until recent years Pasco County's economy was largely agrarian, with citrus grade education. percent of the adult males and 31.6 percent of the adult females had less than a ninth than an eighth grade education, and 39.4 However, multiple family units such as condominiums were beginning to make their percent of the adult male population and 12 percent of the female population had less Most of the year-round housing units were single family structures. mobile home. need for adult basic education. median number of years in school completed was 10.6 for males and 11.3 for females. However, this does not imply a lack of the result that mobile home parks have sprung like dandelions. Seventeen percent of Pasco's 34,201 housing units, or almost males and four percent of the females had completed four years of college. The Pasco's population explosion has created a critical need for housing, with Nearly six percent of the at 44 percent. the same age category was slightly higher 3.52 for Lacoochee. Central Pasco, 3.10 for Dade City and 8 Miscellaneous General Merchandise 1 6 2 Candy, Nut, and Confectionary Stores Retail Bakeries Other Food Stores 14 8 Fruit Stores and Vegetable Markets Motor Vehicle Dealers 3 Meat and Fish Markets 62 1,610,000 9 Variety Stores Grocery Stores 1,310,000 10 Hardware Stores 5,909,000 170,000 -- 87,000 299,000 19,077,000 631,000 849,000 7 Farm Equipment $ 55,600,000 514 338369000 Dollar Volume Number 16 Building Materials and Supply Stores Retail Trade - Total Type of Outlet Retail Trade in Pasco County, Florida, 1967 TABLE 2.1 2.9 2.10 11 10 Furniture Stores Home Furnishing Stores 86 23 Miscellaneous Retail Stores NonStore Retailers Census of Business, 1967 10 Drugs and Proprietary Medicine Stores SOURCE: 80 Eating and Drinking Establishments 8 22 Apparel and Accessory Stores Radio, TV, Music Stom.es 91 Gas Service Stations 2 10 Miscellaneous Automotive Stores Household Appliance Stores 15 Number Tire, Battery and Accessory Stores Type of Outlet TABLE 2.1 (Continued) 508,000 4,508,000 2,950,000 2,129,000 -- 273,000 1,196,000 1,551,000 6,293,000 1,286,000 670,000 Dollar Volume sources of employment were manufacturing, $3,206; farmers and farm managers, $5,965; Pasco County had a work force of 24,665 men and women. However, 25.8 2.11 retailing, mining and construction (mostly services, 12.6 percent. More specific data are shown in Table 2.4. According to these data, major portation, $5,090; laborers (except farm), farm laborers and foremen, $2,360. fields, 17.3 percent; crafts, 14.1 percent; employment according to age distribution. The broad categories of employment are shown in Table 2.3. Major areas of employment were: clerical and kindred and over were employed. Table 2.2 shows the percentage of males, 60.4 percent between 18-24 years were employed and 7.3 percent of males 65 husbands present and 30 percent were mothers with children under six. Among men, $6,311; operatives, including trans- red workers, $7,551; craftsmen and fore- showed the following median earnings in professionals, managerial and kind1969: $8,000 - $9,999; 13.1 percent, $10,000 and over. A breakdown of earnings by occupations the range of $5,000 - $7,999; 9.4 percent, households had cash income within the range of $0 - $2,999; 22.5 percent in the range of $3,000 - $4,999; 23.6 percent in $204,815,000, with an average of $6,523 per household. A total of 31.4 percent of women. effective buying income in 1970 of Altogether, 21.5 percent of the females over 16 were employed. Of this group, 19 percent were married with percent of the work force is composed of automotive, $11,961,000; drugs, $4,976,000. Residents were reported to have an were government workers. The unemployed rate was 4.8 percent. Approximately 25 were in white collar jobs and 11.2 percent general merchandise, $4,983,000; furniture and household appliances, $2,992,000; percent of these worked outside the county. Of the remainder, 17.1 percent were in manufacturing industries, 39.8 percent Major outlets for retail sales and the dollar food, $35,227,000; volume reported were: 69 percent over the previous figure. 72.7 93.1 90.0 54.9 22 - 24 25 - 34 44 45 - 64 65 and over 7.3 57.5 20 - 21 35 51.0 18 - 19 3.0 23.8 47.5 44.0 44.8 41.1 32.2 26.7 41.9 16 - 17 Females 9.9 Percentage of: 20.1 Males 14 - 15 Age Distribution Percentage of Residents in Work Force by Age Distribution Pasco County, Florida, 1970 TABLE 2.2 ',F 2.3 13 .006 138 .072 781 .146 848 .159 2425 .133 1864 .288 4289 .173 Total 2.13 18209 .935 6456 .99424665.995 5316 .996 1921 .997 7237 .996 246 .034 123 .064 508 .020 123.023 254 .014 254.039 Private Household Workers 444 .231 1073 .148 379 .052 629 .118 93 .048 176 .024 1915 .105 1217 .188 3132 .126 286 .054 176 .033 Service Workers 300 .046 1566 .063 308 .012 1266 .07 29 .004 375 .052 389 .054 582 .080 861 .118 Farm Laborers and Foremen 279 .015 Farmers and Farm Mgrs. 949 .038 29 .015 54 .008 346 .065 895 .049 48 .007 1012 .041 Laborers (Except Farm) 35 .018 354 .066 806 .124 2889 .117 2083 .114 Operatives 964 .052 /WI .083 171 .026 3480 .141 3309 .182 Craftsmen Insp. Equip. Operatives 429 .059 513 .070 811 .112 622 .323 1403 .193 125 .065 Clerical and Kindred 304 .057 611 .094 2178 .088 1567 .086 Sales 64 .033 449 .084 392 .060 2042 .082 1650 .090 Agrs. and Adm. 235 .122 576 .108 Hernando County Female, Male Total No. % No. % No. % 1602 .088 710 .110 2312 .094 Pasco County Total Female % No. % No. % Prof., Tech., Kindred No. Male Broad Areas of Occupations Pasco and Hernando Counties, Florida, 1970 TA 80.2 10.9 19.0 Agriculture, Forestry and Fisheries Mining and Construction 59.1 2.4 3.6 3.2 Wholesale Trade Food, Bakery and Dairy Stores Eating and Drinking Places General Merchandise Retailing, Motor Vehicle Retailing, Service Stations, Other Retail Trade 12.9 2.14 16.4 2.8 Communications, Utilities and Sanitary Services 57.3 52.6 71.5 84.4 5.2 Transportation - Railroads, Express, Trucking, Other 75.7 5.7 Manufacturing 94.2 63.8 40.9 83.6 42.7 47,4 28.5 15.6 24.3 5.80 19.8 36.2 13.6 3.0 3.11- 3.2 3.2 3.0 17.0 12.8 10.6 58.6 23.0 65.6 75.3 71.1 87.0 68.8 94.5 79.5 64.5 41.4 77.0 34.4 24.7 18.9 13.0 31.2 5.5 20.5 35.5 Hernando County Pasco County Total Em lo ed 16 and Over16 Total Employed 16 and Over-18)609 Total Males Females % Total % Males % Females Total Employed 16 and Over Occupational Categories Occupational Categories Pasco and Hernando Counties, Florida, 1970 TABLE 2.4 5.3 1.0 6.1 5.6 Private Households and Other Personal Services Entertainment and Recreation Hospitals and Other Health Services Elementary, Secondary Schools, College, Govt. College Private 1.7 2.4 4.3 Welfare, Religious and NonProfit Membership Organ. Legal, Engineering and Misc. Professional. Services Public Administration Other Education and Kindred Services Schools-, .4 1.9 Business and Repair Service Elementary, Secondary 4.2 57.4 55.0 55.0 64.0 37.7 42.6 45.0 45.0 36.0 62.3 74.1 3.5 1.6 1.4 .2 1.7 4.1 4.0 .7 29.4 70.6 25.9 5.2 2.6 4.6 72.3 -- 64.3 27.7 100.0 35.7 68.6 55.0 55.0 71.0 40.0 35.3 17.7 82.3 32.9 84.1 49.0 2.15 31.4 45,0 45.0 29.0 60.0 64.7 82.3 17.7 67.1 15.9 51.0 Pasco County Hernando County Total Employed 16 and Over-5,316 Total Employed 16 and Over-18,609 % Males % Females, % Total Banking, Credit Agencies, Insurance, Real Estate and Other Finance Occupational Categories TABLE 2.4 (Continued) It was then reasoned that the growth of Pasco County would follow essentially the same patterns as those of Hillsborough, simply a matter of mounting a mobile home on a concrete block foundation and setting up a mailbox. 2.16 The county was served by Pinellas Counties as independent variables. Estab- regression analysis was attempted, with Hernando, Citrus, Sumter, Hillsborough and. was obviously curvilinear rather than linear, although a stepwise multiple By inspection, the population trend indices, alternative strategies for prediction had to be considered. the absence of these usually reliable lishing residence in Pasco for many was regulations had not been drafted. from most who were approached for these data. A part of the problem was that Pasco had no building inspector until recently, so no history was available. Zoning although excellent cooperation was received telephone installations, voter registrations were either incomplete or nonexistent, utility hook-ups, the summer in their northern homes, which taking fraught with uncertainties. Such indices as zoning regulations, building permits, electric Many of the residents of Pasco were seasonal, spending the winter in Pasco and happen in the future insofar as population growth is concerned proved to be an under- rendered almost useless postal service data and data on voter registrations. In a clear picture of what had taken place in the past as an index of the future. among the greatest in the nation. Because of myriad reasons, estimating what will amount of overlap in these services made almost impossible the task of obtaining The rate of increase during the last decade was stantial growth in population. and two telephone companies, Florida During the half century between 1920 and 1970 Pasco County experienced sub- The and Withlacoochee River Electric Corp., in service industries is shown in Table 2.5. Telephone, and General Telephone. Electric Company, Florida Power Company, three electrical utility companies, Tampa construction) and agriculture, forestry and fisheries. A breakdown of employment with- 9 111 3 6 8 Funeral Service Miscellaneous Service 35 40 Miscellaneous Business Services (Includes Advertising, Service to Dwellings, Business and Consulting) Auto Repair Service 44 19 648,000 OWN, 710,000 31,000 622,000 -__ 4 Photo Studios Shoe Repairs - 38 348,000 46 123 Beauty Shops Total Personal Services Laundry, Dry Cleaners 25 ., 41 65 389 Employees 581,000 $ 5,836,000 1,138,000 Receipts 132 43 4 39 23 72 359 Number 1,849,000 552,000 Trailer Parks Sport and Recreation Camps Motor Hotels, Motels, Tourist Courts Hotels, Motels Total Selected Services Services Selected Services in Pasco County, Florida, 1967 TARTN, 2:5 2.17 2.18 52 37 Movies, Amusement, Recreation Number Miscellaneous Repair Serv. (Includes Electrical, Radio, TV, Refrigerator, Etc.) Services $ 877,000 Receipts TABLE 2.5 (Continued) 43 Employees A are (1) the opening of the interstate which provides easy access to Tampa and St. Petersburg, (2) the soaring population densities of Hillsborough (472,316 persons decision was made to use as a plus factor the 5 percent gain which occurred during this period. Accordingly, the population estimate for 1980 was computed on the 2.19 It should be noted that several other factors have been taken into account in arriving at these decisions. Among them 1980 would equal the gain of 1970 plus a certain percentage increase. Inasmuch as the. 1960-1970 decade was most proximate, a Pasco County Planning Division, although the 1990 estimates are at variance. It was concluded from for this study and the 1980 estimate of the similarity exists between the 1980 estimate During the last several years, several population projections have been made for Pasco County. These are shown, along with the estimates by this study, in Table 2.9. It will be noted that a great these data that the population gain for decade, 1950-1960. gain of the decade 1960-1970, was 37 percentage points over the gain of the gain of the decade, 1940-1950, was the 1930-1950, was 15 percent over the gain of the decade, 1930-1940. The gain of the decade 1950-1960, was 33 percent over the percentage points over the previous decade had increased. The gain during the decade These data and projections are shown in Tables 2.7 and 2.8 and graphed in Figure 2.4. Counties satisfactorily. density per square mile is used as a basis for computation. Each decade, the gain in graphically, approximate the growth curves These data, when plotted for Pinellas, Hillsborough and Manatee Table 2.6 shows the percent- at 346,172. The same procedure was used for estimating the 1990 population estimate of 160,265. basis of 206 percent of the 1970 population plus 5 percent, resulting in an age increases observed when population estimation. sought in order to provide a basis for mathematical expression of this was cations were that this was the case., Pinellas and Manatee County. These were plotted graphically and preliminary indi- 2.20 120 132 147 179 216 1930-1940 1940-1950 1950-1960 1960-1970 Increase' Percentage 1920-1930 Decade 37 32 15 12 Difference in Percentage Increase Percentage Increases in Population Density Per Square Mile Pasco County 1920-1970 TARTE 2.6 5 1? 3 Difference in Rate of Gain Pasco 8,802 8,979 9,156 9,333 9,510 9,687 9,864 10,041 10,218 10,395 10,574 10,914 11,254 11,594 11,934 Year 1920 1921 1922 1923 1924 1925 1926 1927 1928 1929 1930 1931 1932 1933 1934 6,273 6,378 6,483 69588 6,693 6,474 6,260 6,046 5,832 5,618 5,404 5,190 4,976 4,762 4,548 Hernando 74,029 71,059 68,089 65,119 62,149 58,757 55,369 51,981 48,593 45,205 41,817 38,429 35,041 31,653 28,265 Pinellas 164,171 161,508 158,845 156,182 153,519 46,991 140,465 133,939 127,413 120,887 114,361 107,835 101,309 94,783 88,257 Hillsborough Population Projections Pasco-Hernando Counties, Florida 1920-1970 TARTR 2.7 5,648 5,615 5,582 5,549 5,516 5,490 5,460 5,430 5,400 5,370 5,340 5,310 5,280 5,250 5,220 Citrus 10,802 10,762 10,723 10,683 10,644 10,275 -9,995 9,716 9,437 9,157 8,878 8,599 8,319 8,130 7,851 Sumter 2.21 2.22 Pasco 12,274 12,614. 12,954 13,294 13,634 13,981 14,635 15,289 15,943 16,597 17,251 17,905 18,559 19,213 19,867 20,529 22,154 Year 1935 1936 1937 1938 1939 1940 1941 1942 1943 1944 1945 1946 1947 1948 1949 1950 1951 5,573 4,948 5,020 5,089 5,158 5,227 5,296 5,365 5,434 5,503 5,572 5,641 5,748 5,853 5,958 6,063 6,168 Hernando 180,790 159,249 152,512 145,772 139,032 132,292 125,552 118,812 112,072 105,332 98,592, 91,852 88,879 85,909 82,939 79,969 76,999 Pinellas 264,693 249,894 242,914 235,940 228,966 221,992 215018 208,044 201,070 lc;4,096 187,122 180,148 177,486 174,823 172,160 169,497 166,834 Hillsborough TABLE 2.7 (Continued) 6,426 6,111 6,084 6,058 6,031 6,005 5,978 5,952 5,925 5,899 5,872 5,846 5,813 5,780 5,747 5,714 5,681 Citrus 11,384 11,330 11,302 11,273 11,244 11,215 11,186 11,157 11,128 11,099 14,070 11,041 10,999 10,960 10,920 10,881 10,841 Sumter Pasco 23,779 25,404 27,029 28,654 30,279 31,904 33,529 35,154 36,679 40,702 44,619 48,536 52,453 56,370 60,287 64,204 68,121 Year 1952 1953 1954 1955 1956 1957 1958 1959 1960 1961 1962 1963 1964 1965 1966 1967. 1968 15,845 15,265 14,685 14,105 13,525 12,945 12,365 11,785 11,198 10,573 9,948 9,323 8,698 8,073 7,448 6,823 6,198 Hernando 492,793 478,027 463,261 448,495 433,729 418,963 404,197 389,431' 374,691 353,118 331,577 310,036 288,495 266,954 245,413 223,872 202,331 Pinellas ' 471,784 462,547 453,310 444,073 434,836 425,599 416,362 407,125 397 9084 383,085 368,286 353,487 338,688 323,889 309,090 294,291 279,492 Hillsborough TAME 2.7 (Continued) 17,208 16, ?15 :15,223 14,230 i13,238 12,245 11,253 10,260 9,367 9,051 8,635 8,319 8,004 7,688 7,373 7,057 6,742 Citrus 14,245 13,948 13,651' 1393511-: 13,057 2,760 12,463 12,166 11,870 11,816 11,762 11,708 11,654 11,600 11,546 11,492 11,438 Sumter 2.23 2.24 Pasco 72,038 75,955 Year 1969 1970 17,004 16,425 Hernando 522,329 507,559 Pinellas 490,265 481,021 Hillsborough TABLE 2.7 (Continued) 19,'196 18,200 Citrus 14,839 14,542 Sumter 20,031 21,543 23,057 24,569 29,108 30,621 32,137 34,997 37,857 40,717 43,577 92,817 107,r60a 109,679 118,110 126,541 134,972 143,403 151,834 160,265 178,855 197,445 216,035 234,625 1972 1973 1974 1975 1976 1977 1978 1979 198o 1981. 1982 1983 1984 27,595 269083 18,517 84,386 1971 ' Hernando Pasco Year Population Projections Pasco-Hernando Counties, Florida 1971-1990 TARTN. 2.8 2.25 2.26 253,215 271,805 290,395 308,985 327,575 346,172 1985 1986 1987 1988 1989 1990 a Special Census, 1973. Pasco Year TABLE 2.8 (Continued) 60,738 57,877 55,017 52,157 49,297 46,437 Hernando FIGURE 2.4 Population Projections Pasco and Hernando Counties, Florida 500 450 400 350 300 250 200 150 100 50 1930 94-0 1950 1960 1970 1980 1990 2.28 75,955a Educational Consultants b 107,750b 118,110 Preliminary report from the 1973 Special Census. a1970 Census. 75,955a Pasco Co. Planning 123,906 103,475 107,750b 75,955a Candeub-Fleissig 107,750b 99,580 107,750b 75,955a Kiplinger 98,351 1975 107,750b 1973 75,955a 1970 121,554 160,265 161,530 131,000 130,840 Year Pinellas-Anclote Basin Agency Comparison of Population Estimates by ive Agencies, 1970-1990 TABLE 2.9 253,215. 202,750 145,500 148,104 346,172 243,978 160,100 districts were consolidated as the East Pasco Division. These divisions are shown in Figure 2.5. the elderly, and (6) the high rate of inmigration currently being experienced in Florida. Richey, Port Richey, Central Pasco, Dade New Port growth as a result,of two factors - -a total population. 2.29 which continued through the 1940's, and its greater distance from the population centers of Tampa and St. Petersburg. population, and Dade City, Lacoochee and Zephyrhills Divisions accounted for 34.7 percent. These are shown in Table 2.10. setback during the depression 1930's sion accounted for 9.4 percent of the The Central Pasco Divi- Hernando County lags more than a decade behind Pasco County in population accounted for approximately one-third of the total land area and 55.9 percent of the western corridor of the county and also Richey and Port Richey comprised the City, Lacoochee and Zephyrhills. HERNANDO COUNTY Table 2.11. divided into six major divisions--New Port For census purposes, Pasco County was 1970 distribution--that is, 55.9 percent in West Pasco and 44.1 percent in East Pasco. These estimates are shown in Pinellas Standard Metropolitan Statistical Area in the next census. Population projections for each division were computed on the basis of the the West Pasco Division and all the other (5) the increasingly large population of It is not in the least unlikely that Pasco will be included in the Tampa- Port Richey divisions were consolidated as land, (4) the general population explosion, The New Port Richey and college planning. was divided into two areas for community the comparatively low cost of housing and services in Pasco and the availability of tical and economic differences, the county Because of the obvious social, poli- (1971.052 persons per square mile), (3) per square mile) and, especially, Pinellas Total Lacoochee Zephyrhills Dade City East Central Central Pasco Port Richey New Port Richey West Division 75,955 13,036 10,238 3,112 26,386 7,118 7,118 31,939 10,512 42,451 Population loo .347 .094 .559 Percentage Total Proportion of Population by Census Divisions Pasco.County, Florida, 1970 TABLE 2.10 5. 4. 1. 2. 3. Dade City Zephyrhills Land O'Lakes New Port Richey Port Richey LEGEND Planning Divisions Pasco County, Florida FIGURE 2.5 2.31 2.32 141,547 151,938. 52,087 54,805 58,523 70,677 78,876 87,074 95,272 103,470 111,668 119,867 128,065 118,110 126,541 134,972 143,403 151,834 160,265 178,855 197,445 216,035 234,625 253,215 271,805 290,395 1976 1977 1979 1980 1981 1982 1983 1984 1985 1986 1987 1978 66,959 63,241 48,369 109,679 1974 1975 1973 162,330 131,155 120,763 110,371 .99,979 ,70,736 75,449 80,162 84,875 89,588 56,597 61,310 66,023 51,884 44,651 47,171 37,215 40,933 92,817 101,248 1971 1972 42,451 33,504 75,955 84,386 1970 West Total Year East Projected Population Distribution by Regions Pasco County, Florida 1970-1990 TABLP 2.11 -Total 308,985 327,575 346,172 Year 1988 1989 1990 152,662 144,461 136,263 East TABLE 2.11 (Continued) 193,510 183,114 172,722 West 2.33 These are shown in Figure 2.6. 2.34 to be of the same nature as those along occurring in Weeki-Wachi which promises One of the main reasons for the substantial, difference was the development The enumeration of East Brooksville was 5,349, and of West Brooksville, 11,655. ville. and West Brooksville District, with the boundaries oplitting the City of Brooks- census purposes, East Brooksville District County was Brooksville which, in 1970, had a population of 4,050. It is located in the central portion of the county. The county is divided into two main districts for The' main population center of Hernando The 1970 census indicated a population of 17,004. to the 1920 level, with 4,948 inhabitants enumerated. Since that time, a steady but unspectacular growth has occurred. By 1950, the population had declined almost point, out-migration began to occur. experienced during the decade of the 1920's, from 4,548 inhabitants in 1920 to 6,693 inhabitants in 1930. However, at this A slight growth in population was Likely, how- Only 323 The percent of the residents were under 18 years Brooksville District in 1970 was 37.2 years, and in the East Brooksville District, 40.2 years. In East Brooksville, 29.5 median age'of residents in the West a trend toward an older population. file shown in Figure 2.0, clearly reveals Another emerging pattern which linked Hernando to Pasco was its changing population profile. Figure 2.8, showing the 1960 profile, reveals a fairly pyramidal distribution. In contrast, the 1970 pro- births were recorded in 1971. The county's birth trends are shown in Figure 2.7. county resumed growth in 1950. rate has been, at best, erratic since the County's growth resulted from in-migration. Fully 56.4 percent of Hernando's residents were born elsewhere. The county's birth- As with Pasco County, much of Hernando tance from the conveniences and services of Tampa and St. Petersburg. of West Pasco because of its greater dis- will occur at a much slower pace than that ever, the development of West Hernando the Pasco County shoreline. East Brooksville Planning Division Hernando County, Florida FIGURE 2.6 1. 2. Brooksville Springhill LEGEND 2.35 FIGURE 2.7 Hernando County 1952-1970 All Births 325 320 315 310 305 300 295 290 285 280 275 270 265 260 255 250 245 240 235 230 225 220 215 210 205 200 195 190 185 180 175 170 I 1 I i I 1 I 1 to 85 ro` 8 t'D \ if 3 if). ifjs R c 5-9 0-4 15-19 10-14 20 -24 25-29 35-39 50-54 45-49 40-44 50-54 55-59 65-69 60-64 70-74 75-79 85+ 80-84 Ages 0 w NILA1151131711Aitsta W LA rc rc CV CV c 000 Percentages s CV fi t;:', 1.r. Female 0 LA 0 LA 0 LA 0 L.11 0 LA 0 LC\ 0 if 0 LA 0 LA Male Population Pyramid Hernando County, 1960 FIGURE 2.8 0 u\ CN- LIN 0 1.11 0 LIN 0 2.37 2.38 5-9 0,4 15-19 10-14 30-34 25-29 20-24 35-39 45-49 40-44 50-54 55-59 75-79 70-74 65-69 60-64 80-84 85+ Ages c- l0 l0 IS\ IS\ 4- 4- rcN K\ (NJ (NJ (NJ Percentages PC\ Female l0 l0 ono no non° nono0nononononononono N.\ 4- 4- n 0 0 r CU Male Population Pyramid Hernando County, 1970 FIGURE 2.9 The The distribution of sexes in East had been achieved by 19.6 percent of the income in 1970 of $42,838,000, with an size of households. East Brooksville averaged 2.75 persons per household and These families sales outlets and the dollar volume food, $6,457,000; general reported were: merchandise, $825,000; furniture and dwellings in Hernando had been erected since 1960. Ten percent of the new hous- ing had been constructed between January, 2.39 Total retail sales figures for 1970 were reported at $20,343,000. Retail Hernando also had experienced rapid construction of new dwellings. Fifty-one percent of the families were standing in 1970. 13.5 percent, $10,000 and over. $3,000 - $4,999; 24.6 percent, $5,000 $7,999; 8.4 percent, $8,000 - $9,999; units were making their appearance. three units to accommodate 20 or more a range of $0 - $2,999; 21.1,percent, As in Pasco, however, multiple family Fifty- average per household of $6,800. A total of 32.2 percent had a cash income within occupied 7,578 year-round housing units of which most were single family dwellings. West Brooksville, 2.78. of the females had less than an eighth grade education. Residents had an effective buying There was little difference in the two percent of the males and 17.8 percent were Negro in West Brooksville. Twenty- males and 15.2 percent of females. population were Negroes, and 12 percent Only an eighth grade education Seventeen percent of the East Brooksville The percentage of high school graduates was 39.8 for males and 41.8 for college. females. The of females had completed four years of over, 7.5 percent of males and 4.6 percent Among the adult population 25 and taken. 1969, and March, 1970, when the census was same applied to West Brooksville which enumerated 5,679 males and 5,976 females. outnumbering males 2,683 to 2,666. Brooksville was about even, with females over. figures for West Brooksville were 29.8 percent under 18 and 19.3 percent 65 and and 22.7 percent were 65 and over. 2.40 of those 65 and over were employed. ages 18-24 were employed and 16.4 percent Among males, 74.4 percent between Approximately 26 percent of the work force was composed of women. Of this group, 30.8 percent were married with husbands present and 38.2 percent of these had children under six. percent were employed outside of the county. The unemployment rate was 3.7 percent. total, 5.7 percent were employed in manufacturing, 39.7 in white collar work, 17.6 percent in blue collar work, and remainder were in other occupations. A total of 11.5 Hernando County had a total work force of 7,237 men and women. Of this $3,734; farmers and farm managers, $6,455; farm laborers and foremen, $3,959. $5,696; operatives (including transportation), $5,146; laborers (except farm), following median earnings in 1969; professional, managerial and kindred occupations, $7,750; craftsmen and foremen, household appliances, $335,000; automotive, $4,668,000; drugs, $1,254,000. A breakdown of earnings by occupations showed the clerical and kindred least two decades away from the dramatic upswing which Pasco was expected to experience. The projection for 1980 was 32,137, and for 1990, 60,738. When plotted graphically, it appeared that Hernando was at As for future growth, the same procedures delineated earlier in this chapter for estimating Pasco County's population were used in estimating that of Hernando. forestry and fisheries, mining and construction, and general merchandising. sources of employment were agriculture, According to data in Table 2.4, major professional, technical and kindred occupations, 11.2 percent. occupations, 19.3 percent; service workers, 14.8 percent; craftsmen, 11.8 percent; employment were: The broad categories of employment are shown in Table 2.3. Major areas of employment according to age distribution. Table 2.12 shows the percentage of 6.5 24.8 51.8 53.4 51.4 30.8 3.3 20.8 43.4 64.8 66.7 83.7 91.2 94.4 65.2 16.4 14 - 15 16 - 17 18 - 19 20 - 21 22 - 24 25 - 34 35 -44 45 - 64 65 and over 55.2 50.8 Females Percentage of: Males Age Distribution Percentage of Residents in Work Force by Age Distribution Hernando County, Florida, 1970 TARTR. 2.12 2.41 Once grade during each year of the projected ten year period could also be established. With this information, the expected number the percentage of those graduating to those enrolled in the twelth grade during the years 1969-70 through 1971-72 in each noted that there has been an almost con- sistent increase in the number of high school graduates in these counties during the past ten years. Based upon this history of increase and the general popu- lation trends presented in Chapter II of this report, one may say with some 3.1 of graduates was determined by computing the expected; number of students in each one grade to the next was established, a history of this ratio of survival from the 1971-72 school year were used. study, ten years of history ending with the actual number of graduates in those ccunties during that period. It will be The figures for the years 1963-64 through 1971-72 represent sented in Table 3.1. These data are pre- from the high schools of Pasco and Hernando Counties. from birth through grade twelve. consider the expected number of graduates In this procedure which establishes the ratio of survival among students as they progress enrollment potential, it was necessary to This is a statistical obtained through the use of the Cohort Community College and to present an estimate of that potential. In estimating the Survival Technique. for the years 1972 -73 through 1982-83 were The estimated numbers of graduates during the coming decade. school graduates will continue to increase assurance that the total number of high ment potential of the Pasco Hernando examine the contributing factors which form the statistical basis for the enroll- The purposes of this chapter are to INTRODUCTION THE ENROLLMENT POTENTIAL III 3.2 390 135 164 675 836 1160 1187 201 262 183 305 323 1971-72 1972-73 (P) 1973=74 (P) 1974-75 (P) 1975-76 (P) 1978-79 (P) 1979-80 (P) 1976-77 (P) 1977-78 (P) 559 175 1970-71 - 2107 2340 1307 1529 1706 1998 353 401 342 1510 1659 1882 1465 1105 876 1098 734 705' 555 525 548 352 922 518 187 391 1969-70 1968-69 383 165 1966-67 1967-68 545 408 137 1965-66 533 127 461 Total 348 406 1964-65 Pasco County 113 Hernando County 1963-64 Year Number of High School Graduates by Year, 1962-63 through 1971-72, and Estimates for 1972-73 through 1982-83 TABLE 3.1 (P) - Projected County Superintendents' Annual Reports 2896 2471 425 SOURCE: 2725 2314 411 1981-82 (P) 1982-83 (P) 2499 Total 2123 Pasco County 376 Hernando County 1980-81 (P) Year TAME 3.1 (Continued) 3.3 of enrollment; of course, will have meaning Community College. 3.4 College. Estimation of that potential has taken into consideration an examination of enrollment of the Pasco-Hernando Community college to serve the educational needs of potential students, and if the programs are adequately staffed and are readily only if progrems are provided by the are shown as estimates of enrollment potential in. Table 3.3 These estimates Florida has, of course, g(merated several years of experience with the This experience is useful in making projections of the future were used to compute the figures which Hernando Counties. The percentages shown in Table 3.2 explained in terms of their relative position with Pinellas County. ween the two counties may be partially discrepancy in the rate of increase bet- which have operated under conditions similar to those hich exist in Pasco and. The other columns were selected after reviewing theexperience of institutions lation and school population are the result of an accelerating flow of inmigration into these two counties. The colleges established between 1957 and 1968. As Chapter II has indicated, these expected gains in both general popu- county. the combined experience of Florida junior first four columns of Table 3.2 were derived for ech year of operation from Hernando County and 266 percent in Pasco County over the 1971-72 figures in each enrollment potential. will have increased 111 percent in The figures in the Florida. The table shows relationships which are considered useful in estimating By the year 1982-83 it is expected that the number of high school graduates through 1982-83. data gathered from the enrollment experience of junior colleges in the State of Table 3.2 has been compiled from the expected twelth grade enrollments in each county for each of the years 1972-73 the past enrollment experience of Florida community colleges. of the two counties. These percentages were averaged and the results applied to 78.0 78.0 78.0 60.18 55.66 44.37 45.00 45.00 45.00 42.31 49.61 63.19 69.21 72.50 75.00 75.00 Planning for the Future Development of Hillsborough Junior College, by The Associated Consultants in Education 3.5 5 6 7 8 9 10 11 SOURCE: 78.0 77.0 80.0 83.0 79.0 79.0 79.0 79.0 79.0 78.5 75.0 62.45 38.87 4 86.0 79.3 71.0 90.0 24 24 22 21 20 19 18 17 16 122 122 117 115 113 110 107 103 105 11.85 11.85 11.85 11.85 11.85 11.85 11.85 11.85 11.85 11.85 51.48 59.76 102 33.30 15 3 11.85 Percentage ADA to Enrollment in NonCredit Programs 83.4 101 Percentage Grand Total of Credit & Non-Credit Programs to Number Enrl . in Credit Programs 72.0 14 Percentage of Voc-Tech. Students to Total Students in Credit Programs 62.30 85.0 Percentage FTE to Total Number of Students in Credit Programs 33.21 2 Percentage of Part-Time and Unclassified Students to Total FullTime Students Same Term 71.0 Percentage of Full-Time Fall Term Sophomores to Full-Time Freshmen of Preceding Fall Term - 25.50 1 Operation of Year Percentage of Full-Time Fall Term Freshmen to High School Graduates Preceding Spring Relationships Among Various Components of Junior College Enrollment Used for Estimating the Enrollment Potential of Pasco-Hernando Community College TABLE 3.2 3535 4188 4696 5139 1979-80 1981-82 1982-83 3.6 6372 5776 1080 1233 5109 4277 3498 921 bAverage Daily Attendance aFU117TimeEquivalent 1980-81 742 583 2915 1978-79 5034 3379 2763 1155 1466 867 455 642 258 2028 2583 2171 150 1610 327 412 1819 1976-77 1977-78 1718 2146 250 1468 1975-76 18 36 86 1192 164 766 Enrollment b 174 137 103 76 54 31 18 10 4 2 ADA Non-Credit 945 1220 918 120 1973-74 1974-75 798 1028 Year College Credit General Technical. Total Credit----Enrollment Enrollment Enrollment FTE4 Estimates of Enrollment Potential by Designated Categories Pasco-Hernando Community College TABLE 3.3 7838 6931 5976 4919 3953 2841 2296 1804 936 1228 Enrollment 5208 4700 4139 3455 2817 2059 1230 1628 949 768 ADA Grand Total experience in the Pasco-Hernando Community College. The points of variance were college at some point less than its enroll- would expect a community junior college to enroll 25.50 percent of the high school graduates of the preceding Spring in the Further, based first year of operation. upon experience, one would expect the credit courses converted to FTE (full- time-equivalent) students and the grand total of credit plus non-credit enrollments converted to ADA (average daily attendance) which conversions are useful for budget and physical plant planning. for determining the volume for the services the other hand, enrollment figures, which are also shown in Table 3.3, are useful On 3.7 College enrolled only 13.3 percent of the high school graduates in Pasco and of operation, Pasco - Hernando Community in actual experience duzing the first year and instructional support facilities. Such figures can be converted to hours of classroom use and amount of instructional percent of the number enrolled in fulltime studies. Tables 3.2 and 3.3 are based on that initial assumption. However, student who carries a full load would take. base, that is, the amount of course work a equate numbers of students to a common number of students enrolled in part-time and unclassified studies to equal 71.0 of the junior colleges in Florida, one potential, Table 3.3 shown enrollment in These figures found in the first and third categories. As Table 3.2 notes, based upon the history In addition to reporting enrollment ment potential. of Tables 3.2 and 3.3. These revisions are based upon the first year of actual Tables 3.4 and 3.5 are revised forms and the availability of staff and facilities may limit the enrollment of the However, the state of program development vice, and parking. services such as registration, food ser- ment potential for the Pasco-Hernando Community College in 1982-83 is 7,838. which are more directly related to the number of individuals served, that is, For example, based upon these data, the enroll- accessible to potential students. 85.0 85.0 60.18 55.66 44.37 45.00 23.03 25.83 32.90 36.03 37.74 39.04 39.04 5 7 8 9 11 3.8 10 6 45.00 59.76 62.45 3 4 51.48 17.34 20.24 85.0 85.0 88.0 84.0 92.0 101.0 96.0 81.0 62.30 17.29 81.0 2 =111. Percentage of Part-Time and Unclassified Students to Total FullTime Students same Term 13.3 Fall Term P,'Pceding Percentage of Full-Time Fall Term Sophomores to Full-Time Freshmen of 1 Operation of Year Percentage of Full-Time Fall Term Freshmen to High School Graduates Preceding Spring 79.0 79.0 79.0 79.0 79.0 78.5 71.0 75.0 79.3 83.4 85.0 Percentage FTE to Total Number of Students in Credit Programs 24 23 22 21 20 19 18 17 16 15 14 Percentage of Voc-Tech. Students to Total Students in Credit Programs 122 120 117 113 115 110 107 105 103 102 101 Percentage Grand Total of Credit & Non-Credit Programs to Number Earl . in Credit Programs Relationships Among Various Components of Junior College Enrollment Used for Estimating the Enrollment Potential of Pasco-Hernando Community College (Revised) TABLE 3.4 11.85 11.85 11.85 11.85 11.85 11.85. 11.85 11.85 11.85 11.85 11.85 Percentage AMA to Enrollment in NonCredit Programs 2315 2765 178 220 313 402 499 989 1156 1564 1913 2266 2540 2781 1976 -77 1977-78 1978-79 1979-80 1980-81 1981-82 1982-83 584 667 / 133 780 2468 2724 3448 2184 759 625 3540 31 65 74 90 2736 2260 1811 1294 1071 826 587 446 Enrollment 3.9 2814 2542 2240 1870 1512 1096 885 419 24 653 ADA Grand Total 56 41 347 470 29 247 1483 1829 16 10 5 2 1 ADA 138 82 46 20 10 Enrollment Non-Credit 1080 875 648 522 418 3124 1376 1877 913 1167 658 1975-76 91 567 501 1974_75 65 436 1973-74 Year College Credit Technical Total Credit General Enrollment Enrollment Enrollment FTE Estimates of Enrollment Potential by Designated Categories Pasco-Hernando Community. College (Revised) TABLE 3.5 the Pasco-Hernando Community College serves. The Hernando Co-inty division includes all experience the number of part-time and unclassified students equalled 81.0 percent of the full-time enrollments. These adjustments are shown in the revised Tables census divisions in the countyi or that The population estimates for each of these three divisions adjusted to statistically coincide with the corresponding percentages in Tables This table, to its percentage of total population. For example, the projected population of Hernando County in 1977 is 27,594, or 17 percent of the total projected population and the results compared with Tables 3.2 and 3.3 until a trend is established, and it can be determined which set of data more 3.10 Tables 3.2 and 3.3. It shows the enroll- Table 3.6 is based upon the data in portion to its population, then one can If Hernando contributes to the enrollment potential in pro- for the two counties. Hernando Community College in proportion the first time must be computed each year, nearly represents the actual experience in the Pasco-Hernando Community Coilege. bute to the enrollment potential of Pasco- then, is based upon the assumption that each of these three divisions will contri- lation for the two county area. computed as a percentage of the total popu- were taken from Tablas 2.6 and 2.9 of Chapter II of this report. These were then The percentage of high school graduates enrolled for College plans for the future. dered in the Pasco-Hernando Community estimate of enrollment potential, as shown in Table 3.5, was reduced significantly. Both of these sets of data must be consi- As a result of these adjustments, the 3.2 and 3.3 area East of Highway 41. East Pasco includes all other sions, or that area of the county West of Highway 41. 3.4 and 3.5. The percentages which follow in each of these two columns were then the Port Richey and New Port Richey divi- West Pasco includes three major divisions of territory which in its full-time program, and in actual of Hernando County. ment and ADA potential for each of the Hernando Counties from the preceding Spring 3052 2900 1023 Enrollment 2028 1927 741 ADA East Pasco County 3870 3684 1335 Enrollment 2571 2448 968 ADA West Pasco County Based on the rate of 20 enrollees per 1,000 population projected for 1990 806 1214 1990-91a a 833 1254 1982-83 350 ADA 483 Enrollment 1977-78 Year Hernando County Grand Total 5208 5405 7838 8136 3.11 2059 ADA 2841 Enrollment Estimates of the Grand Total Enrollment and ADA Potential for Hernando County, East Pasco County and West Pas.3o County for the Years 1977-78, 1982-83 and 1990-91 TABLE 3.6 Chapter II supports this. The grand total enrollment for 199091 was computed on the basis of estimated this area as a result of the demands of a growing population will increasingly contribute to the enrollment potential. are identical except that the college's potential enrollment for 1990 was computed 3.12 Based upon the data presented in this SUMMARY AND CONCLUSIONS 1000 general population in 1982-83. on the basis of estimated enrollments per It seems reasonable to assume that Pasco-Hernando Community College should be serve. effect the "college without walls" concept will have upon the communities it will Further, it is not yet known what hand, the service personnel attracted to 3.6 based upon the revised data of Table 3.4 and 3.5. The statistical procedures Table 3.7 is a revised form of Table significantly to the enrollment potential of the community college. On the other counties for 1990 (Chapter II, Table 2.6). This age group may not contribute sons. percentage of the growth must be attributed to the in-migration of retired per- growing at an accelerating rate, a large jected grand total population of the two enrollments of 20 per 1000 general population. Once this ratio was determined, that proportion was applied to the pro- although the population in this area is For example, examination of the data presented in Pasco-Hernando Community College. bute 483 students and an ADA of 350 to the in these two counties to warrant arguments for each of these two extremes. A careful expected that Hernando County will contri- There are operant forces respectively. The minimum expected enrollment and ADA for 1982-83 are 3,540 and 21814, 1982-83. as Table 3.6 shows, in 1977-78 it is Thus, This per- cent may also be applied to the ADA. the Hernando County division. College can expect a maximum enrollment of enrollment (2,841) in the Pasco-Hernando Community College in 1977-78 to come from 7,838, with an ADA of 5,208 by the year chapter, the Pasco - Hernando Community expect 17 percent of the grand total 1604 2258 650 916 1990-91 1041 1310 450 566 1982-83 395 466 186 220 1977-78 ADA East Pasco County Enrollment ADA Enrollment Year Hernando County 2080 1323 1664 2930 515 ADA 608 Enrollment West Pasco County Grand Total 2814 4334 3540 6104 3.13 1096 ADA 1294 Enrollment Estimates of the Grand Total Enrollment and ADA Potential for Hernando County, East Pasco County and West Pasco County for the Years 1977-78, 1982-83 and 1990-91 (Revised) TABLE 3.7 3.14 ficant difference in their total contribution. located in their midst should make a signi- percent of the first-time-college on-campus enrollees. Of course, having a college 1.36 percent of the states' total population for that year. Table 3.9 shows that these two counties contribute. only .61 Table 3.8 sAows that the combined 1970 populations of Pasco and Hernando Counties represented tutions of higher learning. time-college on-campus enrollees in insti- Pasco nor Hernando Counties were contributing their proportionate share of first- to demonstrate that at least in 1971 neither However, Tables 3.8 and 3.9 are designed tige and expands in program and housing. especially as the college gains in pres- average" *junior college in Florida, expected to grow as rapidly as the 17,004 75,955 92,959 Pasco Total 1970 Population Hernando County 1.36 1.11 .25 Percentage of Total Florida Population The Population of Pasco and Hernando Counties, Shown as A Percentage of the Total Population of Florida, 1970 TABLE 3.8 3.15 66 Total 3.16 166 127 39 6 8 52 2 Private Junior Colleges 32 20 Private Baccalaureate and DegreeGranting Institutions of .46 .61 289 .15 Total 216 73 Total Percentage Enrollment in Florida's Institutions of Higher Learning, Fall 1971, by the Office of the Board of Regents 54 Pasco SOURCE: 12 Hernando County State University System Public Community Colleges and Junior Colleges Origin of Florida First-Time-College On-Campus Enrollment for Hernando and Pasco Counties, Fall 1971 TABLE 3.9 The Board of Trustees has The Hernando Community College must be viewed The educational program of Pasco- EDUCATIONAL PROGRAM an integral part of the total college program. terms of long range community needs and. as tinuing Education programs which should be planned and conducted district wide in necessity, be given to the Adult and Con- vitality and flexibility inherent in such a policy. Major emphasis will, of sitate continuing study of all facets of the educational program to maintain the implementation of this policy will neces- every corner of the college district. resolved to take education programs to College. the long term development of education programs for Pasco-Hernando Community This section of the study deals with INTRODUCTION 2. 1. e. d. Community services 4.1 A continuing education curriculum An occupational curriculum A developmental curriculum b. c. A college transfer curriculum a. A comprehensive community college will provide for the educational needs of youth and adults within the district of Pasco and Hernando Counties. To meet stated objectives, the program will include: marized as follows: educational program development in the Community College district. These statements provide guidelines for both the present and the future. These are sum- ments which should serve as the basis of adopted three fundamental policy state- policies of the Board of Trustees of the college. On March 30, 1972, the governing board of Pasco-Hernando Community College as an outgrowth of basic educational CURRICULUM AND INSTRUCTIONAL PROGRAM IV Every corner of the district will be served while providing opportunities for courses to be taught wherever they are needed. Guidance and counseling services tional program to be developed by the college must be structured in much broader terms than that of a single campus loca- of post-secondary educational needs of its constituents - has proved difficult to implement. range of student entry and exit points, the constituency of the college. 4.2 has favored those who enroll at the beginning of a term in a program located on a fixed campus. basic question of who shall be served tional': opportunity. Too often, the response of the two-year college to the either semester or quarter, tend to mitigate against full accessibility to educa- with the traditional college schedule, or multiple fixed campus locations coupled It reflects the concept of variable student entry. a district-wide campus organized around of Trustees. and statement of commitment of the Board derived from the philosophy, objectives, Pasco<41ernando Community College is The educational program proposed for appropriate to the needs of individual enrollees. Further, implicit in the concept of a "campus without walls" is the idea of a Single tion. A major difficulty in the process of implementation is the accessibility of educational opportunities to The educa- a major challenge to the staff of PascoHernando Community College. are needed" within the District represents provide educational opportunities on a district-wide basis. The commitment to carry educational programs "wherever they Hernando Community College has clearly and unequivocally stated an intention to The Board of Trustees of Pasco- college is frequently termed "an idea whose time has come." The idea - one institution which serves the total range The concept of the community junior 3. f. Vocational-Technical Developmental Continuing Education Community Services Guidance and Counseling 2. 3. Thus college transfer pro- after analyzing comparable programs in other and reflects the occupational and educational trends of the community. It was developed The model is based on the Board of Trustees' stated objectives student enrollments. 4.3 a well - defined Associate in Arts degree Pasco-Hernando Community College has The Associate in Arts Degree may be used in support of either occupational or general studies degree programs. poses, an instructional model is presented in Table 4.1 for 1,000 full-time equivalent sities. college operation requires the projection of program elements to be included. As a broad frame of reference for planning pur- hours of baccalaureate degree programs offered by fown-year colleges and univer- sites throughout the district, planning for the program at the base location for the Further, some college transfer courses may be utilized in support of other programs. General education courses the first sixty to sixty-four semester grams and courses are designed to parallel lege level." his education beyond the community col- "to prepare the individual to continue indicate, the purpose of this program is As the objectives of the college Purpose COTT;FIGE TRANSk.P.,R the needs and trends of Pasco and Hernando Counties. colleges and modified to more nearly suit gram areas may become operational at many While elements of each of these pro- 6. 5. 4. College transfer 1. ponents of the instructional program: Hernando Community College requires the development of the following major com- The statement of objectives of Pasco- COMPONENTS OF THE EDUCATIONAL PROGRAM 4.4. Law Mathematics Physical Education Foreign Language Fine Arts Education Engineering Communications 30 560 224 24 30 160 960 352 1.0 6.0 2.2 30 24 160 1.0 3.5 1.4 24 24 11.73 5.33 40.00 23.33 7.47 6.67 93.33 6.67 24 160 2,240 1.0 14.0 53.33 8.0 Business and Management 14.67 10.40 5.33 6.67 Number of Class Hours 24 24 352 2.2 1,280 ko 416 2.6 24 30 160 160 Agriculture Average Class Size 1.0 1.0 Subject Area Student Clock Hours Architecture and Environment Biological Science Class Lab Total Percentage Clock Hours. Instructional Program Model for 1,000 FTE Students Pasco-Hernando Community College TABLE 4.1 30 2,320 14.5 Totals 16,000 20 400 2.5 Technical 100.0 6.67 24 160 Community Education 47.20 20 944 5.9 1.0 621.46 77.33 20.00 68.00 24 1,632 10.2 8.00 64.00 20 30 10.67 13.33 21.33 Number of Class Hours 160 1,920 30 24 320 320 30 640 Average Class Size 1.0 12.0 2.0 2.0 4.0 Student Clock Hours Agri-Tech Office Occupations Trade and Industry Public Service Social Science Psychology Lab Physical Science Class Subject Area Total Percentage Clock Hours TABLE 4.1 (Continued) 4.5 These issues may be created by the 4.6 "Open Door" admissions policy9 or from School Equivalency Adult Program, from the assimilation of adults in an Associate Degree Program who graduated from High service aspects of the college, the gram. are several issues implicit in this pro- Pasco-Hernando Community College is well defined for an institution with less than one year of operating experience, there While the college transfer program of Issues reflects the college transfer program as presented in Table 4.2. tional program model shown in Table 4.1 staff is consistent with prevailing community college practices. The instruc- The program as planned by the college in Arts degree' requirements of the college. contains a summary of the current Associate including a thirty-six semester hour program of general education. Table 4.2 requires completion of sixty semester hours program designed to fulfill the objective of college transfer. The degree program In any 4. 3. 2. Transfer courses in General Education should reflect student and community needs. Course development procedures should provide Course entry expectations or prerequisites should be carefully developed and communicated to students and faculty. Obviously, these requirements should be in keeping with the philosophy of the college, Alternate courses should be available in the Develop. mental Program for those students who cannot meet the entry level. College transfer courses must be articulated with the institutions who receive the transfers and the high schools and adult programs who supply the students. represent optimum educational practices for a community college. 1. Explicit course objectives should be developed for each course where the student who successfully completes them will have the maximum chance for success either in subsequent courses or in employment. Provision should be made for a student to 'challenge' a course when he believes he possesses the competencies required to successfully complete it. event, the recommendations presented below other adult 'feeder' programs. 9 3 24 Mathematics Science Humanities Social Sciences Behavioral Sciences Electives based on Transfer Objective II III IV V VI VII 111.011 3 Communication I 6 9 6 Course Offerings Area Semester Hour Requirements Pasco - Hernando Community College 64 9 30 6 23 12 6 Projected Semester Hour Offerings Summary of Associate in Arts Degree Requirements and Projected Course Offerings TABLE 4.2 4.7 Alternative approaches to teaching communication skills and humanities should be explored. Additionally a foundation will provide courses Lor enrichment and of this course sequence. ized purposes. course in speech, which is required in 4.8 The study of human behavior, social Social and Behavioral. Sciences curriculum. many college parallel courses, is also a foundation course in the communications College will enhance and extend the humanities program. While Florida junior colleges, generally, offer a two semester cept adopted by Pasco-Hernando Community The "total" community education con- Humanities courses for majors in occupational curricula, diploma programs and other special- narrative, are the principle concerns of the content of this course. A basic of reports and papers, statistical and Also, the social and behavioral sciences will provide support sentences, paragraphs and the preparation adult education. Florida History, Geog7.aphy and Anthropology oral and written work should be the focus The writing of Child Development, Marriage and the Family, Thirty or more semester hours will be provided in the total program with a required sequence of twelve hours in history, psychology and sociology. Specialized courses such as in their baccalaureate program. ,z should be provided for those who plan to major in history, psychology, sociology requirement. dents through a twelve semester hour group living should be provided for stu- institutions and adjustment to family and total of six semester hours in the freshman year. Logical thinking and expression in For the transfer student this should be a two semester course of study for a Communications 5. adequate safeguards for the implementation of general education objectives in transfer courses. to the total ecological environment. expected to exceed this minimum. parallel students in programs other than engineering and science. engineering students through the normal sequences of physics and chemistry and important component of the college's The general course to major in biology. 4.9 The occupational curriculum is an area. course for the student who does not plan jected employment needs of the service specialized sequence for the science major through biology and zoology and a general These offerings should be based on occupational surveys and pro- should be offered by the Pasco-Hernando Community College. The biological A wide range of occupational programs sciences course of study also will offer a Biological Science. sciences and so on. physical science courses designed to teach about man and his environment, earth OCCUPATIONAL PROGRAMS be the normal requirement for college Community College will provide for the for the non-engineering student through College algebra and trigonometry would of scientific and engineering programs. offered for the mathematics major or part analytic geometry and calculus will be clude courses usually offered in the lower division of a state college or university. College algebra, trigonometry, The mathematics program should in- The physical science course of study at Pasco-Hernando Physical Science. Sciences art, music, drama, and ceramics for this reason. be a greater demand for such courses as courses for personal growth and enrichment. It is anticipated that there will student groups normally will take more Mathematics principles which treats man in relation Pasco-Hernando Community College is Older should deal with the basic biological program in humanities, student demand at The curriculum should be planned to prepare students The kinds of employment available at present and projections for the future. The ability of the district to finance various programs. Projections for employment growth of the labor force population expansion and other factors. Potential student enrollment over a period of time in various programs. The turn-over of workers in various occupations and the potential for employee growth in these industries. 4.10 Associate in Science Degree. This degree munity College provide for the award of an The policies of Pasco-Hernando Com- The Associate in Science Degree 4. 3. 2. 1. in the detailed planning for occupational curricula. Such factors may include: 4. 3. 2. 1. Accounting Banking General Business Real Estate Associate in Science in Building Construction Technology. Associate in Science in AgriBusiness Technology. e. Secretarial Science Associate in Science in Law Enforcement. d. c. b. a. Associate in Science in Business. Options available include: The present curricula approved by the college include: Present Offerings must be earned from an approved technical or occupational program. ter hours of behavioral sciences is required. The balance of the program hours of social sciences and three semes- of communication skills, six semester degree. Various factors should be considered hour core consisting of six semester hours student may continue for a baccalaureate A fifteen semester technical program. hours earned in either a vocational or requires completion of sixty semester for immediate employment, although a educational program. Associate in Science in Food Service Technology. Both programs may be sidered as the college moves beyond that undertaken to determine the feasibility of establishing Pasco-Hernando Community College. Several factors must be con- All programs developed are consistent with surveys of local employment needs Surveys of Local Needs Degree program, thus establishing a career ladder for trainees. incorporated into an Associate in. Science in the two fields. Each program is designed to meet occupational requirements fifteen semester hours. Program requires thirty semester hours work and the Real Estate Program requires The college presently offers two certificate programs. The Food Service Certificate Program surrounding community colleges in Florida and appears adequate. The curriculum for each program is consistent with the programs developed by 5. Any change in the existing An 4. Use of industrial and other opportunity. be helpful in exploring this area of 4.11 prised of laymen and college staff should allied health planning task force com- the adequacy of clinical facilities. study of district needs and a survey of Health-related occupations curricula should be initiated only after 3. should continue to be developed. part of Associate in Science programs vocational offerings to provide career ladder opportunities. Similarly, certificate programs which may be utilized as a 2. Post-secondary occupational programs should be coordinated with secondary Similarly, any changes in adult education organization in Hernando County must be coordinated with college programs. ated with community college programs. Hernando County schools should be coordin- tional education programs in Pasco- patterns of operation of secondary voca- 1. enrollment: Systematic contributions of projected courses to occupational category and can be used as a 4.12 curricula should be revised to maximize These objectives should not be inferred from projected curricula. Rather, these stated for new and additional curricula. grows, additional program objectives will be developed and refined. Terminal objectives for Associate in Science and certificate programs should be explicitly As Pasco-Hernando Community College Program Objectives utilization of program advisory committees will become increasingly important as the college matures. committees must be developed. ployment in Pasco and Hernando Counties by Table 4.3 gives a break-down of em- specialty requiring college lead training programs is construction craftsmen. of potential future needs to be served by the college programs. Another occupational curricula for service workers are examples The need to prepare technicians for the health professions and the college. ing the occupational curriculum needs of tain trends that are important in assess- nature of employment and indicates cer- The 1970 Census data for both Pasco and Hernando Counties reflect the changing Employment Patterns tion of lay persons in curriculum development, a formal system of program advisory ment in the initiation of present curricula. In order to continue the participa- The college should develop an inventory of possible training sites and anticipated program needs on a district-wide basis. been successful in achieving lay involve- Pasco-Hernando Community College has Advisory Committees an on-going process for college personnel. needs with available space for training to meet those needs must continue to be The correlation of district curriculum for the college. should continue to be explored by the college. guide in developing an occupational facilities in occupational curricula Transport Equipment Operatives Manufacturing and Industrial Operatives Other Craftsmen 964 2,083 927 1,416 155 Metal Craftsmen Construction Craftsmen 471 Mechanics and Repairmen other than Auto 2,425 Clerical and Kindred Workers 340 1,567 Sales Workers Automobile Mechanics Body Repairmen 1,650 138 Technicians, except Health Managers and Administrators, except Farm 205 Pasco Health Workers, except Practitioners Occupation 354 1111,E 206 391 15 150 86 781 304 449 28 104 Hernando Employment by Occupational Categories Pasco and Hernando Counties TABLE 4.3 1,318 2,527 1,133 1,807 170 621 426 3,206 1,871 2,099 166 309 Totals 4.13 4.14 a 252 180 254 Personal Service Workers Protective Service Workers Private Household Workers Based on U. S. Census, 1970 306 Health Service Workers SOURCE: 596 Food Service Workers 1,266 Farm Laborers and Foremen 353 279 Farmers and Farm Managers Cleaning Service Workers 895 Pasco Laborers-Construction, Freight and Other Occupation TABLE 4.3 (Continued) 123 82 48 128 233 107 286 176 346 Hernando 377 262 300 434 829 460 1,552 455 1,241 Totals tional proficiency must also be considered in curriculum development. Over-reliance upon part-time instructional personnel can Program Development Pasco-Hernando Community College has utilized the techniques of initiating occupational curricula through offerings involvement of full-time college staff in curriculum development can give part-time instructors the support necessary to meet Enrollment potential can be 'confirmed without the extensive invest- Many part -time students may be For example many allied health curricula basis from business and industry and can offer help in relating instruction to local conditions. 4.15 planned to be full-time from the outset. require full-time enrollment and must be to program development will be required. instructors may be drawn on a part-time As the college continues to grow other approaches occupational program development. part-time offerings is a sound method of in helping to relate new offering to needs in their area of employment. Similarly, course offerings and can be of assistance presently employed in fields related to curricula. ment required for initiation of full-time both local and student needs. Developing full-time curricula from program advisory committees and continuing Several advantages accrue from this approach. student needs. Utilization of broad band conditions and needs at the expense of both full-time and part-time students. sequently, these curricula are to serve lead to programs that over-emphasize local However, mobility of population and regional or national criteria for occupa- cula. Sub- should be developed to serve local needs. individual courses in occupational curri- directed toward part-time students. college personnel must be aware of its shortcomings. Occupational curricula of this chapter should be applied to While this approach to curriculum and program development offers advantages, Course development procedures described in the final section terminal objectives. 4.16 Several fundamental issues must be resolved by the faculty of Pasco-Hernando Issues developmental curriculum is planned to serve this purpose. provided for individuals to gain the skills and knowledge required to successfully meet individual objectives. The in the college, opportunities must be In order to effectively serve all persons who enroll which they are not prepared. Many students may aspire to take curricula or courses for admissions policy. educational needs of all citizens in its service district. In serving these needs the college has developed an "open door" Pasco-Hernando Commanity College is committed to serve the post-secondary DEVELOPMENTAL EDUCATION increasingly important as the college matures. Allocation of college staff time to planning full-time offerings will become How does the college propose to Individual students will assume this responsibility. personnel is quite clear. Who will make program and/or course placement decisions? The present position of administrative 2. mental needs in program and/or course prerequisites. This information is vital for individual student decision-making. develop a means of identifying develop- Further, student services personnel should requisites for courses and programs. dent personnel services staff should seek to identify locally relevant pre- students and counselors in making course placement decisions. Secondly, the stu- completion by students of courses and curricula. These criteria can be used by First, instructional personnel should begin development of criteria which indicates successful once by the college staff. Two processes should be undertaken at identify developmental needs of students? 1. mental curriculum is to be provided. Community College if an effective develop- and program placement decisions unless adequate counseling services are provided. It is unlikely that a faculty advisement system which uses instructional personnel in counseling roles will achieve the tional staff must have sufficient informa- tion about the student and the course as a basis for decision-making. College staff must anticipate the development of several internal pressures which will come with this position. First, as high per- service very difficult. This difficulty probably will be compounded by the district-wide campus concept. In other colleges criteria for admission to individual programs have been prepared and, as a result, the institutional policy can become "open admission" to the college with selective admission to individual programs. A second problem Can adequate counseling services Pasco-Hernando Community College will be provided? 3. Effective student decision-making can minimize this problem. ditions must exist: 4-.17 for the selective program admission concept to be effective, certain basic con- faculty of Pasco-Hernando Community College should consider this approach to course and/or program placement. In order numbers of "unqualified" students placed in existing courses. system of selective program admission within an "open door" institution. The Many community colleges utilize a will develop if members of the teaching faculty become frustrated by large dents. An Alternative Approach The large part-time and adult enrollment of the college will make delivery of this of placement decisions will tend to shift to faculty rather than prospective stu- fessional counselors will be required. degree nursing, are instigated, the focus student cost curricula, such as associate charging individual students with course then counseling personnel and the instruc- desired end of effective student decisionmaking; thus an adequate number of pro- be unable to maintain the position of If this practice is to be cc:Itinued, Admission decisions are made by professional staff based upon evidence of entry behavior which indicate a reasonable likelihood of student success. Is adequate planning time available to develop behavioral objectives? Does the faculty have skill in objective preparation? 2. into their behavior and to utilize these learnings as a basis for personal and will likely lead toward this alternative. Committment of all faculty to "open 4.18 students to develop knowledge and insight This develop selective admissions to programs element in educational success. course should provide opportunities for A student's understanding of self is a basic educational preparation is not enough. While many students will have skill deficiencies, remediation of inadequate The Personal Development Course development courses, and learning labs. a personal development course, skill College should have three basic components: mental program of Pasco-Hernando Community services previously discussed the develop- In addition to individual counseling The Developmental Program remain with students. program admissions decision-making is to decision-making by enrollees will be required if the focus of placement and/or ing program which delivers effective admissions" to all programs and a counsel- grows in enrollment and in complexity of programming, this approach may appear increasingly attractive. The pressures to As Pasco Hernando Community College Can entry behaviors which indicate success be described and measured by faculty of the college? 1. possible alternative faculty must raise and resolve the following questions: In considering this approach as a 3. Prerequisite behaviors must be similarly specified and observ- 2. able. Course and program outcomes must be stated in behavioral terms. These behaviors should be measurable. 1. A more appropriate particular developmental needs have been grams appropriate to the learning needs of individual students. After a student's by the learning lab are built upon the concept of individually prescribed pro- The instructional services provided Initially 4.19 to support all instructional activities of the college should be included. While a learning lab is essential at As the labs develop, materials appropriate materials should be confined to reading, communication skills, and arithmetic skills. adults to college graduates. educational background from non-reading should be developed to serve a range of the course. Learning Labs labs at Pasco-Hernando Community College be used as resources in the teaching of should be involved in planning and could ance and personal support. The responsibility for planning and teaching this course should rest with the student services staff. Other faculty Effective learning lab operation requires an extensive quantity of instructional materials. For example, learning gress and providing both technical assist- effectiveness of the course is demonstrated. In this process, the learning lab teacher continually assists the student in monitoring his pro- Another approach is to utilize the course as an elective and defer the decision regarding requirement until the dents. the prescribed materials. ment of his learning objectives utilizing tion should be given to requiring the personal development course of all stu- With the assistance of a learning lab teacher, a self-paced, individualized instructional program is planned. The student thus works toward the accomplish- Course objectives tors, and/or the student, specific learning objectives for the student are developed. identified either by counseling, instruc- should be correlated with individual counseling services provided. Considera- course is planned. title for the course should be developed oy the student services staff as the educational planning. 4.20 should consider restructuring the Encrlish course to concentrate on communications Pasco-Hernando Community College currently offers "compensatory" courses in English and mathematics. The college group instruction an effective means of developmental programming. programming similar to learning lab activities, economy of professional time coupled with the need of many students for structured group learning situations makes While the instructional mode in a skill development course may be individualized Development instruction should also be organized on a class or group basis. Skill Development Courses coordinated functions for the entire district. so that library, media, equipment, and learning lab services can be provided as learning labs as a part of the instructional resources program of the college the college's base campus, similar operations will be needed at other college centers. It seems desirable to organize tunity may be required for as many as 40 percent of the enrollees. The development of an effective system for identification of developmental learning needs of students must be the basis for projecting programs. The need for developmental programming at Pasco-Hernando Community College cannot be quantitatively defined at this time. The experience of other "open door" community colleges has been that compensatory oppor- Need for Program structured class time. The learning labs should support these courses with materials and with opportunities for individual work beyond college ehould move at once to develop a reading skills development course using the individual learning program approach. appropriately arithmetic skill development, courses should provide individual learning programs within a group situation. The Non-traditional approaches to teaching written and oral communication skills should be the thrust of this course. Mathematics, or more skill development. Through provision of the "Special' Student undertaken. No information such as high The fact that 82 percent of the 4.21 afforded opportunity for optimum develop- open,. flexible opportunity for students, It should be the right and privilege of every citizen to be all our citizens. Our democratic way of life will be improved through continued education of Program Philosophy to the needs and interests of the community. part-time students is an indication of the willingness of the college to respond college's fall enrollment in 1972 was by courses. recognizing work in community service education units (CEU) as a' basis for Community College utilizes.contiming school graduation or G.E.D. equivalancy is required for admission. Pasco-Hernando sonal needs. The degree: 9sociate in General Studies, provided by the college offers an Existing Program tions appropriate to learners provides the basis for community services. are separately describe, each of these programs provides opportunities for continuing education. Similarly, the willingness of the college to design and to deliver any of these programs to loca- occupational and developmental education components of the instructional program of the college. While college transfer, education are basic activities of all Community services and continuing COMMUNITY SERVICES AND CONTINUING EDUCATION Non-Degree Seeking" classification, persons can enroll in courses to meet per- an intermediate recognition to the enrollee. quantitative program needs can then be mental needs. The Certificate in General Studies offers Only one course, American Government, is required for this degree. curriculum. particularly adults, to design their own Institutional research activities directed toward determining The college must move at once to develop criteria for the identification of develop- ever-increasing political and social problems which confront society today. educational program enabling them to cope Education helps enrich the lives of adults and is a major factor will help each adult to continue his education and develop his potentialities. Program Goals democratically, thus enabling him to become a well-adjusted and useful citizen. The student should be provided opportunities to: 1. 2. for improved living to all adult citizens. It should be available to all adults in Pasco and Hernando Counties no matter how limited or extended his formal schooling. To those who have left school, it extends an opportunity to regain what they have forfeited, to grow and to become better 4.22 culturally, morally, spiritually, and munity services is to extend opportunities Become more vocationally efficient. Acquire basic academic skills. Learning experiences should be designed to stimulate the growth of the individual The purpose of the program of com- is to provide learning experiences which The purpose of the extended program obligations. in fostering better adjustments to per sonal social and economic needs and Program Objectives objective thinking necessary to solve the ual and community needs and to provide an with such problems. people develop toward the intelligent and Its purpose, Additionally, persons who are in the program have an opportunity to associate with others having similar interests. Adult education programs should help create. then, is to make adults aware of individ- learning, but new learning. years--not a continuation of childhood achieved by adults during their mature Adult education is the learning provides opportunities for people to facility available. The pro- gram has therapeutic value in that it citizens, parents and workers. ment of his or her potentialities through employment of any educational Develop an understanding of the attitudes and personal adjustments necessary for successful home life and family relation- 5. Become a critical thinker, capable of sifting information and making proper decisions. Develop emotionally, morally and socially in order to be better able to cope with life's problems. Obtain continuing education, basic, developmental,: vocational, technical or college parallel consistent with personal interests, abilities and needs. 7. cation Division of the college to underline the colleen's belief that a community col- , to all divisions of the college, they are listed as an affirmation of Continuing Eau- 10. Provide an atmosphere for the reestablishment, reinforcement and extension of previous learnings. While these objectives obviously apply 8. Learn the need for good health and physical fitness. 6. ships. Program Principles Develop cultural and aesthetic appreciation. 4. The program is designed to bring the community to the college and extend the resources of the college to the community. The educational program of the college will involve more than formal classroom instruction. The program of community services will extend and expand existing community services. The college accepts the responsibility for community development through the use of unique resources that it possesses. The campus of Pasco Hernando Community. College extends over the entire two county area. vide a vitel leadership function in room instruction, and additionally, pro- will assume a positive role offering class- Thus, the community services program 5. 4. 3. 2. 1. community services program is based on the following principles: The establishment of the college's through a wide variety of offerings, credit or non-credit, academic or vocational. lege serves all the people, day or evening, Understand his responsibilities as a citizen by emphasizing interest and participation in national, state and local affairs. 3. This program should operate primarily from learning centers utilizing individually prescribed instruction geared to the students learning and occupational goals. The Many citizens of the two county area will have their only contact with the.college through this program. to the need and requests of Pasco and 4 .24. employment. This program should provide a source of new Jtudents in the various Associate Degree and certificate level programs, credentials for entry into ment, high school equivalency or diploma level skills for employment, self-improve- offerings will vary from the relicensing This program is planned to meet the short term instructional needs of citizens without regard to credit, length of courses or time of beginning. Course Non-Credit Courses (CEO enrolled. mental education for adults and should be designed to help adults reach job entry most appropriate time for the students The only difference is the criteria for scheduling courses or activities so that they are offered at the and evening classes. passing the entire program of the college. The same philosophy prevails for both day This program includes credit and noncredit courses for youth and adults encom- Perhaps more appropriately Adult Basic Education should be called develop- Adult Basic Education credit courses. equivalency program and credit or non- adult basic education, the high school adults in a number of areas including However, there is a need to develop planned programs for Evening College utilized in this program. Education program will develop in response Hernando County citizens. same facilities and materials used in the developmental education program can be Operational facets of the Continuing programs of the college. coordinating action programs for individuals and groups in the community. Crafts and Hobby Leather Craft Woodworking (Personal) Art Crafts Auto and Cycle Repair Household Maintenance. Flower Gardening Flower Arranging Knitting Sewing Cake Decorating Gourmet Cooking Interior Decoration Conversational Foreign Languages Group Discussion Programs Great Books Great Decisions Community Affairs Lile Theater Oil Painting Ceramics Art Appreciation Music Appreciation Applied Music (Piano, guitar, and so on) Communit: Chorus Community Symphony Cultural for the continuing education unit: activities that are appropriate activities The following list is illustrative of the kinds of and places as required. for scientists and offered at times of pharmacists to a reading course 4.25 Where a full-service community college has not existed before, it may be necessary to acquaint the community with the college program, inform the public that a function Other Community Service Programs Occupational Real Estate Sales Slide Rule CLCU Insurance Study Applied Professional Programs Re-licensing Program for Professionals One and Two Day Institutes for Farmers, Merchants, and so on dealing with specific topics related to occupational improvement. Child Care Prenatal Care Driver Training Modern Math for Parents Gerontology Clubs Applied Reading and Study Courses Speed Reading Personal Law Personal Enrichment Bridge Lessons Social and Square Dancing Camping Games and Sports Recreational Photography (Applied and Darkroom) Several possibilities for Technical services are provided to agencies,' business and industry as well as governmental units. A weekly newspaper column, radio and television programs on a continuing basis where programs are discussed or teachers and students interviewed. Groups and clubs are invited to use the college facilities for evening meetings. State, local and federal programs are coordinated for and in cooperation with other agencies. 4.26 gram. development of the total educational pro- college will be able to assist with the By planning such activities as a part of the community services program, the 5. 4. 3. 2. accomplishing these purposes include: A speaker's bureau for service 1. clubs, women's clubs, agencies and organizations in the community. community. and develop the idea that the college is a vital force in the life of the of the college is continuing education interested citizens. It is difficult to determine precisely how much influence any one of these groups can or will exercise in a given situation. There is, however, a clear indication that the credibility of the governance structure will enhance the The organizational plan should establish role relationships of the mem- bers and define the general parameters of the duties and responsibilities that accompany each role. The goals and purposes of an organization are generally accomplished through the efforts of several individuals. The Without a well-established legal framework, it would be impossible for the organization to conduct the business necessary to accomplish its goals and is doubtful that a plan could be developed which would guarantee optimum participation and consultation. Effective governance, however, does rely upon a reasonable allo- to the constituency of the organization. 5.1 colleges and universities resides primarily in a lay governing board. Obviously, the structure of authority generally acceptable The legal authority in most objectives. cation of responsibility that makes the legal entities. Formal organizations are generally BOARD OF TRUSTEES Even if such a procedure was desirable, it expect to be consulted on every issue. membership of the organization should not support from these groups. alumni, legislators, public officials, and ship and the various, constituencies it serves. which includes board members or trustees, administrators, students, faculty, staff, A college is a complex organization formal organization should be clearly established and understood by its member- The governance structure for any GOVERNANCE, ORGANIZATION AND ADMINISTRATION V and assisting the president in providing be directly involved in all the decisionmaking of the institution. However, the board should develop guidelines and What to delegate and how much remains ambigious at best and will, to a large extent, depend upon the amount of mutual trust which exists between the board of and achieve its goals. trustees have a tremendously important role, they should be selected on the basis of their capacity for deliberation, administration. However, an effective administrator will keep the board well plishments of the college. planning the long-range future of the 5.2 informed about the problems and accom- with the president in such matters as is accomplished, the board_ should work Once this select an effective president. and authority for the day-to-day operation The responsibility of a college should be delegated to the Perhaps the policy-making body. single most important function is to and serve many functions. Trustees have many responsibilities The board should emphasize its functions as a of time required for board meetings. policies will contribute to a consistent mode of operation and reduce the amount a considerable amount of time to their task. Board Functions case, effective guidelines and written recognize that they will need to devote They should In any the concept of delegation of authority. for the college to conduct its affairs trustees and the administration. which the board should perform concerns decisions which will make it possible judgment and foresight. However, atie of the important functions thus enabling college officials to make Since the of a college will depend on many factors. is involved in the day-to-day operations The extent to which a board Policies which are consistent with the goals and objectives of the college, institution. overall direction and leadership for the college, developing policies and procedures lay board cannot and probably should not The board implements rules and regulations of the state and establishes procedures to fulfill legal responsibilities. The board should not function as a rubber stamp, but it does acknowledge the president as its chief executive officer and concerns itself primarily with such matters as the development of written policy, evaluation, and planning. The board of trustees functions as a unit in the best interest of the college. 2. From a functional stand- policy development and implementation, planning, coordinating, evaluating, development of programs and so on. The board schedules regular meetings which enables it to conduct the majority of its affairs. 6. of the college which usually includes 5.3 with the operation or actual management The board keeps well informed about special studies, reports and other data which are relevant to the effective performance of its responsibilities. Administration concerns itself primarily point, it is difficult to separate them. on the other. woven, with each being somewhat dependent Organization and administration, though technically different, are inter- ORGANIZATION AND ADMINISTRATION The credibility and success of any organization depends to a large extent upon the information provided to its constituency. The board should make continuous efforts to keep the public adequately informed and appropriately involved in the affairs of the college. Special meetings, though necessary, should be held to a minimum and should deal with special needs. Closed or executive meetings, if absolutely essential, should be consistent with legal specification. 5. 4. 3. The authority and responsibility of the board, within the framework of state laws, are clearly defined and properly understood. 1. the following: overall effectiveness of the board include There are many variables involved in considering the functions of a board of trustees. Criteria for establishing the Criteria for Effectiveness 5.4 2. 1. justified on the basis that administrators are primarily responsible for making many recommendations and decisions which affect every aspect of the c.ollege. Inadequate ity. The parameters of position de- scriptions are generally well administrative decision-making will impede the effectiveness of competent faculty and other personnel. Indeed, since administrators have much to say about who is to be employed, the implications appear self- The college functions under clearly understood policies which provide directions for the intelligent use of personnel, cation of work-load. defined and communicate the allo- sibility and commensurate author- perhaps; the most important function performed at a college. This premise is are essential to the success of any college. The careful selection of administrators is Competent administrative personnel Chief Administrative Officers internal and external communications. experimentation, evaluation and appropriate allocation of respon- The organization of the college illustrates that its functions can be logically achieved through include the following: college is well organized and administered Some criteria which indicate that a considered together in the section which follows. Adequate efforts are devoted to regarded as a management function., however, it can enhance or impede progress. Both administration and organization are 5. and encouraged rather than merely can guarantee the success of a college; Leadership is held in high esteem college. administered and supervised. No specific administrative or organizational structure 4. facilities and overall management of the affairs of the organization provides a series of structures through which the total college is Above all, it should be The college. organization and administration of the should provide perspective for the attention to the general responsibilities and parameters of the various positions specific job descriptions for each of the chief administrative officers. However, No attempt will be made to delineate understood by all concerned, there is a greater chance for accurate evaluation and improvement. job specifications may be explicit or implicit, specific or general. Obviously, if the various role expectations are expected to perform certain tasks. personnel employed at a college are to achieve goals and objectives, all While it may be a truism that an organization is people working together college. the accomplishment of the goals of the exist to facilitate the teaching-learning environment and to assist all personnel in emphasized that administrative officers explanatory. The 5.5 Lower level administrators will also need to delegate certain functions to individuals who are primarily responsible to them. Even so, the concept of delegation personnel. and appropriate authority to other key delegated to the president obviously require that he delegate responsibility monumental functions and responsibilities development of the total institution. He is responsible for the operation and virtually all aspects of the institution. responsibility delegated to him by the board of trustees make him responsible for state statute plus the authority and president is the most visible employee of the institution. The duties and responsibilities of the president specified by of the organization, then certainly the If the administrative structure of a college is the most visible aspect trustees. the executive officer of the board of The president of a college serves as The President 5.6 1. optimum autonomy in the operation Although a president should have Important considerations related to the role of the president would include the following: the role of the presidency are offered. and responsibilities will not be reviewed here. However, a few comments concerning him by the local board of trustees present a formidable set of tasks. These duties These plus additional duties and responsibilities delegated to Statute 6A-8.771). of a college president are prescribed by state statute. (For example, see Florida for improvement are other important aspects of governance theory and delegation. A list of duties and responsibilities to permit mistakes and supportive efforts those who accept delegation have the competence and courage to accomplish the objective. Mutual respect, flexibility of either the board of trustees or administrators granting it. One of the major premises of the concept of delegation is that those who delegate are sincere and does not decrease the ultimate authority 4. 3. 2. Since delegation of authority is Maintaining credibility and balance with all concerned is one of the major keys to improving the college. sional colleagues. The president, perhaps more than any other administrator, must work effectively with those above him (the board) and with his profes- be shared; however, the president is often the key to the success of such relationships. The president who has a hostile board needs no more trouble. relationships between the board of trustees and the president must The responsibility for the establishment of effective working information concerning the operation of the college. he should have available, or cause to be available, relevant information and leadership to the board of trustees. As the executive officer of the board, of a college, he should provide 6. 5. time of a president. administrative team. Appropriate information and com- report directly to him. many responsibilities is one of the perpetual problems of the president. affairs, physical facilities, Finding enough time to accomplish his Any one of several important areas such as academic affairs, student problems not sufficiently broad to require the time of others. provide opportunities to discuss 5.7 and presence as frequently as possible. the president's personal comments trators. Individual conferences administrators, staff, community groups, etc., generally desire for planning and sharing relevant information among the key adminis- team) should provide opportunities group meetings (administrative Regularly scheduled individual and group meetings are essential. The While much of the communication program can be delegated, the leadership for the program is often demanded of the president. Faculty, students, and external groups. is crucial to the total institution. sufficient time to planning with those chief administrators who mately seven or eight persons. For the president of a college, deciding how to spend his time munication about the college should be provided to internal important for all administrators. have contact with as many individuals as possible within the organization, he must devote The span of control of the president should be limited to approxi- budgeting of the use of time is important for the president tc, Careful affairs could consume all of the surround himself with a competent While it is public relations and financial essential, the president must 5.8 2. 1. In cooperation with others, each functions which require cooperation, coordination and integration. 6. of the college. emphasized that there are related Special provisions and procedures should should not be ignored. his area of responsibility concerning the development of policy which affects them. Students tic inputs from personr.el within Each administrator implements procedures which provide for systema- be devised to encourage students to participate in the governance special duties, it should be Although each major office performs tively with other units in maintaining coordinate relationships. Each administrator works coopera- tion should be written and should conform to any legal specifications and requirements. problems and accomplishments within his area of responsibility to him are mutually agreed to a broad and specific description of their area of responsibility and authority. The position descrip5. tions to the president about plans administrators who report directly through regular and special reports informed, and makes recommenda- Therefore, it is imperative that the president and the office. Each administrator works closely with the president, keeps him is an extension of the president's cooperatively with his staff in within his division and works staffing, supervises individuals leadership in developing appropriate position descriptions for Each administrator excises developing plans and improvements. 4. 3. Each key administrator's office and duties common to key administrators who report directly to the president. These include the following: There are some concepts, procedures Administrative Officers Who Report Directly to the President multiply as enrollment, instructional offerings and activities increase. These administrators, whether they hold titles of division chairmen, assistant deans, dean or directors, will be determined by several variables, possibly through an stated, should include the following. An academic dean should serve as the chief academic officer of the college. The emphasis of his leadership should be concerned with the development and imple- mentation of policies relating to faculty to the administration of the total academic affairs program. tional goals and objectives of the institu- An academic team 5.9 comprised of several academic administrators and headed by the chief academic officer may provide a viable approach evolutionary process. cooperation with others he should provide leadership for determining the educational goals of the college and .the management of allocated resources to achieve the instruc- In such a need. personnel, curriculum and instruction. offers one approach to the solution of addition to those responsibilities common to other key administrators previously The extent of this need will for able assistants imperative. Academic administrators at the various branches Some of the guiding principles which pertain to an academic affairs office, in comprehensive, two-year college. The varied instructional offerings, degree and division to accomplish assigned responsibilities. non-degree programs, scattered throughout a wide geographical area, make the need academic dean is particularly acute in a enables other personnel within his The complexity of the role of the should be coordinated through his office. principle of delegation of author- ity and responsibility which workshops, on or off campus, day or night, Each administrator practices the Office of Academic Affairs 7. Instructional activities, whether through curricula, courses, seminars or tion. administrator prepares the budget for his area of responsibility. effective student personnel services pro- particularly important to the operation 5.10 tively new venture in higher education, Student personnel services, a rela- Coordination of functions between the academic affairs office and student personnel services is particularly crucial. virtually all parts of the institution. of the college. In a broad sense, student personnel services touch base with partially implemented by other components aspects of the total student personnel services program should be supported and and assign to a specialized staff, many necessary to centralize these functions bility includes such areas as admissions, counseling, testing, financial aid,, discipline, student activities, and student organizations. Although it seems Major responsi- However, both formal and informal key administrators who report directly to the following guiding principles as well as those responsibilities common to other The person in charge of the business affairs of the college needs to consider Business Services of commuting, part-time students. services should be developed and administered with sensitivity to the special needs gram. can probably be implemented more readily than other less formal aspects of the pro- ments for implementing such services will need to be flexible and adjusted to the varied schedules and needs of the students. Continuous study, review and revisions of the programs will be required. Formal activities such as admissions, testing academic advisement and counseling A dean of student affairs should serve as the chief administrator of stu- dent personnel services. gram does exist. of student personnel services. Organizational arrange- so on. Nevertheless, the need for an students who commute, work part-time, and colleges which have a large percentage of are particularly, vague in many two-year perform, the following statements appear bilities which other key administrators In addition to performing responsi- Student Personnel Services office to develop appropriate policies and operating procedures which not only con- form to legal requirements but provide useful information to all who must be involved in the business operations of the college. the total operation of the college. The important and highly visible responsibil- ities of his office make it imperative for him to guard against exercising undue Perhaps one of the best ways should establish policies, techniques and programs for the programs for the promotion will be forced to make numerous educational decisions which he neither desires nor has 5.11 for providing and coordinating effective communications to the many publics of the college. In cooperation with others he The various personnel and offi- with the president and others in developing and implementing policies and procedures these programs should work very closely are often placed under the direction of one office. The persons who administer and public relations. These functions, though distinct, are closely related and Other important areas of responsibility are the functions of development cials of the college must be willing to devote the necessary time to the budgeting process. Otherwise the business manager college. functions of the business office evolve as an important service unit of the is involved in the budgetary process, the These priorities should be reflected in the annual operating budget. If appropriate participation by the various units and establish priorities for the implementation of its goals and objectives. to assist him in balancing his influence is for the college to identify, define expertise. Public Relations and Development control of all financial operations of a college makes it imperative for the business affairs has the task of establishing and maintaining sound business practices for influence in decisions beyond his area of the competence to make. Responsibility for the management and the president. The chief officer ,for business 5.12 the organizational trends of many community broad cross section of the community. The President, the Dean of Academic The Board of Trustees and the administration of the college appear to be committed to a multi-unit development of the college. This approach is consistent with colleges, especially those in urban assist him. lor/InstructOr and two secretaries to The Division Chairman has a Counse- mitted by thePasco and Hernando County School Boards. The members of the board serve staggered terms--three members are appointed for four years, two members are appointed for three years and four members are appointed for two years. The membership of the board appears to represent a man. area is administered by a Division Chair- Each teaching from a list of nominees which was sub- trustees from Hernando, County. in each of the three areas. Hernando area in Brooksville. Classes are taught in several different locations East Pasco area in Dade City; (2) West Pasco area in New Port Richey; and (3) geographical areas of the two counties. (1) The three geographical areas are: has already established instructional offerings within three relatively distinct The instructional programs are organized on a modified house plan. Consistent with the multi-unit approach, the college The board members were appointed by the Governor The nine member board is comprised of five trustees from Pasco County and four is governed by a local Board of Trustees. The Pasco-Hernando Community College GOVERNANCE STRUCTURE of the college. financial, and physical facility needs current and long-range educational, district officers of the college. appointed and currently serve as the development of techniques and programs for publicizing and achieving approved Affairs, Dean of Student Affairs and Director of Business Affairs have been The responsibilities should include the and development of the college. of the problems and variables which need to be considered. Perhaps it is wise to view organizational structures as temporary arrangements. important to consider organizational charts as flexible representations. of the effectively. degree of unit autonomy will be related to several factors such as growth of enrollment, population distribution, personnel changes, district or system needs and the competence and experience organizational charts. approach the level desired by those whose duties and responsibilities are located in a particular unit. These remarks are The growth and development phases of ORGANIZATIONAL AND ADMINISTRATIVE PHASES for the implementation of the specialized realistic expectations. 5.13 Figure 5.1 illustrates the allocation of specialization and responsibilities of the major functions of the college. The college has proposed thiS organiza- operations of the college. relationships of positions responsible not intended to discourage, rather they are intended to provide perspective to Despite the inadequacies and distortions of organizational charts, they can be useful by conveying the formal among the individuals staffed in the various positions is not reflected in the growth and development of the college. Regardless of the pace, decentralization is not likely to occur as rapidly or to of the institution. At best, tha organizational chart portrays only formal horizontal and vertical relationships. The depth of the interaction Decentraliza- tion should be an evolutionary process relevant to the planned phases of the of the professional staff. governance structure planning will not accurately project all cess is expected to pr'oceed smoothly and Certainly it is The most effective organizational ject. is required if the decentralization pro- Decentralization and the a new college are most difficult to pro- Careful, long-range planning districts. jHernando Counselor/ Instructor West Pasco Faculty. Hernando Center Director West Pasco Center CareerEdu. Coordinator Voc., Tech & Faculty Applications Certificated Personnel Records Staff & Program Development 1 Faculty East Pasco Coordinator Community Services Fed. Proj. 1..--..1 Dean Academic Affairs College Committees Council President's Counselor/ Instructor East Pasco Coordinator Fin. Aid Job Place. Vet Affairs Dean Student Affairs Coordinator of Community Relations Articulation Student Activities Research Athletics Health Student Conduct Librarian and Media Specialist Coordinator Library & Media Serv. Citizens Voc. Adv. Committees President District Board of Trustees Proposed Organizational Structure Phase It 1-3 Years Pasco-Hernando Community College FIGURE 5.1 Maintenance & Driver Supervisor Buildings & Grounds MEW Accounting Purchasing Payroll Inventory Control Auxiliary Services Physical Plant Non-Certificated Personnel Data Processing Specialist Coordinator Buildings & Grounds Director Business Affairs However, The chart is 5.3 academic affairs; student affairs; Figure 5.4 5.2 Therefore, the timetable projected for the college for Phase 5.15 should be emphasized that the organiza- The organizational chart contained in Figure 5.6 shows an organizational plan responsibilities. While it is envisioned that the organizational plan for the various areas of the college will be implemented systematically, some areas will require implementation sooner than others. Again, it should be considered only as guidelines for the college. for the development of the various areas of the college. arrangements for the major areas of vary according to the needs and resources and 5.15 illustrate organizational 5.14 tional plan for each of the areas should breakdowns of the chief areas of responsibility for one to two years. It should be emphasized that the projected organiza- business affairs, and Figure 5.5 the president's span of control, illustrates Figure Figure stabilized and the organizational chart should reflect a mature organization. Figure 5.1'1 indicates a projected organizational chart for Phase III of the development of the college. Figures 5.12, 5.13, After the college has been in existence for five or more years, Phase III, the needs of the college should be more to grow. tions are made as the college continues that is warranted by the needs of the college. Again, each area should develop at a pace president's span of control, respectively. nel services, business affairs and the areas of academic affairs, student person- to five years. Figures 5.7, 5.8, 5.9 and 5.10 show breakdowns of the major which covers the period during the three (Phase I) provided appropriate modifica- The present organizational chart may very well be adequate for one to two years and administrative arrangements for the first developmental phase of the college. the chart does portray organizational not considered to be final. tional chart for 1973-74. 5.16 Coordinator Community Services Fed, Projects ( acuity East Pasco tion - Coordinator Voc. Tech and Career Educa- Dean Academic Affairs Citizens Voc. Adv. Committees Faculty Application Certificated Personnel Records Staff and Program Development FIGURE 5.2 Structure of Academic Affairs Phase I Pasco-Herhando Community College ist Librarian and Media Special- Coordinator Library and Media Serv. Coordinator Financial Aid Job Placement Vet. Affairs Data Processing Specialist Articulation Student Activities Research Athletics Health Student Conduct Counselor Instructor East Pasco Dean Student Affairs Structure of Student Affairs. Phase I Pasco-Hernando Community College FIGURE 5.3 Coordinator Records and Registrar 5.17 Accounting Purchasing Payroll Inventory Control Auxiliary Service Physical Plant Non-Certificated Personnel Director Business Affairs Structure of Business Affairs Phase I Pasco-Hernando Community College FIGURE 5.4 Maintenance and Driver Supervisor Buildings and Grounds ---1 Dean Student Affairs College Committees Council President 's Director West Pasco Center Dean Academic Affairs President Center: Director Hernando President's Span of Control Phase I Pasco-Hernando Community College FIGURE 5.5 Director Business Affairs Community Relations of Coordinator 5.19 etc. Coordinator Admissions Records Data Proc. Director West Pasco Campus Stu. Act. Sp. Services Counseling Services Health Serv, Orientation Campus) .(Each Asst. Deans Student Personnel Services Dean Student Per. Services etc. Coordinator Fin. Aid Job Place. Vet Affairs etc. Community Services Federal Projects Coordinator. Director Hernando Campus Coordinator Personnel Applications Records College Committee President's Council Librarian and Media Specialists I Coordinator Library and Media Services Dean of the College President Board of Trustees Associate Deans of Instruction (Each Campu4 Advisory Committee etc. Coordinator Accounting Purchasing Payroll etc. Supervisor Building & Grounds. Maintenance Coordinator Physical Facilities Director Business Services Administrative Asst. Coordinator Voc. Tech Career Education Director East Pasco Campus I Proposed Organizational Structure Phase II, 3-5 Years Pasco-Hernando Community College FIGURE 5.6 Director of Development/ Community Relations Coordinator Community Services Fed. Projects Coordinator Voc. Tech and Career Education Associate Dean of Instruction West Pasco Campus Associate Dean! of Instruction] East Pasco Campus Dean of the College ists Librarian and Media Special- Coordinator Library and Media Services Advisory Committee Structures of Academic Affairs Phase II Pasco-Hernando Community College FIGURE 5.7 5.21 Coordinator Personnel Applications, Records, etc. Associate Dean of Instruction Hernando Campus Coordinator Admissions and Records, Data Processing, etc. Coordinator Financial Aid Job Placement Vet. Affairs Dean Student Personnel Services Assistant Deans Student Personnel (Each Campus) Student Activities Special Services Counseling Services Health Services Orientation Athletics, etc. Structure of Student Personnel Services Phase II Pasco-Hernando Community College FIGURE 5.8 Coordinator Accounting Purchasing Payroll, etc. Maintenance. Supervisor Buildings Grounds and Coordinator Physical Facilities Director Business Affairs FIGURE 5.9 Structure of Business Affairs Phase II Pasco-Hernando Community College Coordinator Auxiliary Services I 5.23 5.24 Director Hernando Campus r Director East Pasco Campus Director West Pasco Campus -4111=1=1 College Committees President's Council FIGURE 5.10 President's Span of Control Phase II Pasco-Hernando Community College Dean of the College President Personnel Services Dean, Student Director Business Services Administrative Assistant Director Development Community Relations Director Director Financial Admissions Aid Records Job Data Processing Placement Veteran /Etc. Offices etc. Stu. Act. Spec. Serv. Counseling Services Realth Services, Associate Deans Student Personnel Services (Each Campus) [ (Each Campus) Librarian Media Specialist Director Library and Media Services Assoc. Deans of (Each Campus) inc. Evening, Voc. Tech, Cont. Edu., Community Service Deans of (Each Campus) (Each Campus) of Directors Executive Vice President College Committee Dean Student Personnel Services President President's Council Board of Trustees Supervisor Buildings Grounds Maintenanc . Director Business Services Comptroller Accounting Director Purchasing Physical Payroll Facilities Etc. Advisory Committee Assistant to the President Director Personnel, Records, Processing etc. Pasco-Hernando Community College Phase III, 6-10 Years Proposed Organizational Structure FIGURE 5.11 5.25 Business Manager (Each Campus) Librarian and Media Specialists (Each Campus) I Director Library and Media Services Executive Vice-President's Office Phase III Pasco-Hernando Community College FIGURE 5.12 Associate Deans (Each Campus) to include: Evening, Continuing Edu., Community Serv., Voc. Tech and Student Affairs I Dean of Instruction (Each Campus) Directors (Each Campus) Executive Vice President Director Personnel Records, Processing, etc. Advisory Committees Director Admissions and Records, Data Processing, etc. Director Financial Aid Job Placement Vet. Affairs Student Personnel 5ervices Decui Structure of Student Personnel Services Phase III Pasco-Hernando Community College FIGURE 5.13 etc. Student Activities Special Serv. Counseling Ser. Health Serv. Associate Deans Student Personnel (Each Campus) 1 5.27 Controller Accounting and Purchasing Payroll, etc. etc. Supervisor Buildings and Grounds Maintenance, L Director Physical Facilities Director Business Services FIGURE 5.14 Structure of Business Affairs Phase III Pasco-Hernando Community College Business Manager (Each Campus) Director Hernando Campus Director East Pasco Campus College Committees Council President 's Director West Pasco Campus Executive Vice President President Dean Student Personnel Services President's Span of Control Phase III Pasco-Hernando Community College FIGURE 5.15 Director Development, Community Relations Assistant to the President Director Business Services 5.29 Policy formu- Therefore, it is imperative that appropriate committee representation unit. lation and solutions to problems are likely to have a different impact on each various units are complex. philosophy of the chief administrators of the college. Relationships among the A participative model of governance depends primarily upon the operational staff. inferred the extent of autonomy cannot be guaranteed without fragmenting the governance of the entire district. The autonomy of each unit should accrue as a result of the job descriptions of the various line administrators and their each branch or center is included and a participative model of governance is district-wide control of the college. Although an administrative structure for participation in governance by the branch arrangements of the college. The emphasis is placed on the orderly progression of Faculty and students should be assured that their participation in the needed. mittees would be sufficient. Special or ad hoc committees should function as , tively few committees with well defined responsibilities are more effective in the involvement of governance than a lot of committees that engage in busy work. Perhaps four or five joint standing com- Neither the number nor the composition of the various adivsory committees are delineated here. Generally, a rela- systematic participation in the governance of their units and the total college. permit the various branches to achieve to advisory committee structure that should Figure 5.16 illustrates one approach and staff in the development of policy. involve faculty, students, administrators, is one method that should be used to The use of advisory committees There are several methods and procedures which could be used to accomplish are concerned primarily with illustrating formal administrative, organizational campuses. individual unit governance. should be involved in district-wide and tional plans are projected guidelines. The organizational charts presented Faculty Affairs r Me= MOM Appropriate Official for Approval and/or Implementation MIM Coordinating Committee Faculty, Students, Administrators Me= Student Affairs MMI FIGURE 5.16 Structure for Advisory Committees M=. Administrativq Policy 1 President's Council for Approval; For Information 5.31 can make valuable contributions It is In any case, adequate tions of the college. administrative services will impede the efficiency and effectiveness of the opera- space for administrative services should receive a high priority. Inadequate of the college. of which will be the financial resources depend on several variables, not the least development of physical facilities will first or second phase of the development of the college. Again, planning and unlikely that special buildings and a full complex of adequate administrative facilities will be provided during the of development of the college. services should be determined by phases Facility planning for administrative IMPLICATIONS FOR FACILITY PLANNING to college wide committees. them, th volved with matterz which directly affect While most of their efforts will be in- governance of the college is desired. 2. 1. Since it is not ities for such resource centers should be provided at each of the given to locating relatively inexpensive instructional materials at each of the branches. Facil- center, special attention can be financially possible to duplicate the library for each branch or ted as possible. ntudent body. Again, these facilities should be as centrally loca- be planned to serve the entire As soon as possible the central office should be built on a site separate from any one campus. Facilities for the library and instructional materials should as centrally located as possible. to planning district-wide administrative facilities which will be special attention should be given branches and additional sub-units, county area, comprised of three Since the college serves a two should include: Implications for facility planning 6. 4. 3. Finally, if the organization of possible, should be emphasized. ple use of facilities, where Flexibility in design and multi- permit enlargement as needed. branches should be planned to The facilities at each of the vided. Space for small conferences and adequate storage should be pro- duties at a particular branch. provided for faculty, staff and administrators who have primary Adequate office space should be of such a facility. 5.33 necessary, it should be centrally located and carefully planned for adequate use to justify the cost tion. hensive student union building is If a compre- which will be consistent with the multi-unit model of organiza- and refreshments. should be given to the planning should include space for study, informal meetings, conferences and development of facilities sized, special consideration These facilities the multi-unit concept, and if decentralization is to be empha- the college is to be based on need not be elaborate, but they at each branch. branches. Facilities for students are needed It is no longer appropriate to consider the student development staff in the outworn historical role of a regulatory arm of the administration for the control of student behavior. With the "open door" admission policy and the focus on meeting the needs of the community, these goals seem particularly appropriate for the community college and humanistic. In this context "the purpose of student services is to assist,in the humanization of the educational process," development (O'Banion, 1972). This program title is more appropriate than the relatively meaningless one of student personnel, as it closely states the and this purpose makes the process of student personnel a program of student If the program truly serves 6.1 college. its clients, then its orientation must be it serves. and related to the needs of the students The student development staff and the faculty should be involved in continuous evaluation of the educational experiences provided by the vidual student goals. sophy reflecting that of the institution learning fanvironment,which will accomplish the desired changes in student behavior and make possible the attainment of indi- The stu- cational program by helping to create a then be characterized as student development specialists. These specialists should provide direction to the entire edu- Student personnel staff members may purpose for the office. dent personnel program of Pasco-Hernando Community College should have a philo- the formulation of objectives. sophy upon which it is based, because program philosophy provides direction for student personnel program is the philo- The most vital dimension of the INTRODUCTION A PROGRAM OF STUDENT SERVICES VI The state of "future of past research in addition to new data is 6.2 students and the community may have. Some enroll, and concerns and needs which these serve, the types of students likely to these characteristics are general, they have implications which should be 'considered been substantiated by those in other reports (Koos, 1970; Monroe, 1972). Although factors which should be considered: community which the college seeks to findings reported in this publication have dent development program there are several the contained in The junior College Student: A Research Description (Cross, 1968). The and, consequently, objectives for a stu- of basic importance. In the determination of a philosophy There has been reliable research into the characteristics of students in two-year colleges. A synthesis iously considered. and needs of the students must be ser- more so than in any other type of higher education institution, the characteristics activities the student must be the focal point. In a community college, perhaps In setting objectives and planning student development specialists should be respond to the pressures of change in a reactive manner. The leadership role for way in a proactive manner rather than quate preparation. Student development specialists should be prepared to lead the position of having to react without ade- changes repeatedly places colleges in the shock" which is a product of these rapid radical changes. THE COMMUNITY COT,TEGE STUDENT student development program. (1970) pointed out, society has been under- going and will continue to experience tives and determining functions for the The final two sections are concerned with setting objec- section of this chapter. factors are presented in the following elements in the consideration of these development program should also be futureoriented. As Skinner (1953) and Toffler The philosophy of the student specifically relevant for the student development office. A Much of Some two-year college students These students have a Personality Characteristics These students tend to have a practical orientation to college in terms of applied courses whilch point to business and financial interests rather than intel- the occupational areas of the curriculum. ricula have not been subjected to thorough study. Environmental Influences and Finances themselves, less adventuresome, and more direct relationship between the parental 6.3 relatively more cautious, less sure of Two-year college students are likely to be It has been established that there is a The average two-year college student comes from a lower socio-economic level than his four-year college counterpart. lectual interests or humanistic pursuits. plans and sometimes have set unrealistic goals for themselves. arts areas rather than those involved in The special abilities and aptitudes of those students in the occupational cur- They are frequently uncertain about future concerned with students in the liberal Generally, two-year college students Goals and Aspirations jobs while attending. likely to need financial aid for attendance. Many students will have full or part-time high incidence of economic problems and are and disadvantaged. may be categorized as culturally deprived motivation. example and encouragement and the student's have lower educational and occupational aspirations than senior college students. the available data, however, has been mathematics, and study skills. Many have deficiencies in reading, language, samples in four-year institutions. sures of academic ability than do similar A large number of two-year college students have lower mean scores on mea- Ability synthesis of the findings are reported in the following paragraphs. by the student development staff. In planning edu- 6.4 cational activities, community services, 50-80 years age group. minor concern in comparison to the other Students often feel that they are of areas of investigation for the student development staff. these counties indicates that a sizeable percentage of the population falls in the These are of a general nature and they are intended to suggest student concern. An analysis of the population in is the age distribution pattern. Vermilye, 1968) identified some areas of The sidered by the student development staff report of the Commission on Current and concerns which its students may have. Developing Issues of COSPA (Straub and An additional char- It is important that the student development staff understand the overall college activities. acteristic of the communities of Pasco and Hernando. Counties that should be con- Community College. that while they are suggestive, they are, in no way, an attempt to define the specific student body of Pasco-Hernando these characteristics are generalized and racial and ethnic groups, and community resources which might be utilized in force and its categories of employment, and authoritarian. It must be emphasized again that income levels, distribution of the work Of additional concern should be these persons, many of whom are retired. and independence and more conventional Two-year college students are apparently significantly lower in social maturity provide new and welcomed experiences for the college can have real meaning and can difference between two-year college students and four-year college students. should have impact on the planning process In manual skills, sports, and other non- Tha activities of The needs and interests of these citizens in student development. should receive sufficient consideration. success and financial security. They are less confident of academic abilities, academic abilities, there is little and guidance and counseling this group likely to follow established paths to If the Even when the college listens to achieving satisfactory personal relationships, and broadens areas such as pollu- community which Pasco-Hernando Community College serves should have direct impact The concerns of the students and the tion, population control, and law and order in the federal government. the formulation of behavioral objectives direct relationship to earning a living, 6.5 Hurst and Ivey (1971, pp. 166-167) have defined some of the roles which they success of the program. ment of these objectives are crucial to the faculty and staff and a plan for the achieve- about which there is consensus among Hence, comes be measurable or observable. oriented learning activities which have behavioral objectives and concomitant student behaviors. In the atmosphere of of the student development program can be measured by specifically delineated change which permeates our society and the concern for evaluation of programs and accountability, it is mandatory that out- Colleges have not provided sufficient action of education is irrelevant. Students often perceive that much ficient evidence that the students have really been heard or that they have any impact in bringing about concrete changes. them, there is frequently a lack of suf- change. clearly stated objectives which have been Student often become frustrated as a result of their efforts to promote viable the result of a consideration of the philosophy and goals of the college, the students and the community. The effectiveness dent development program is dependent upon A future oriented and humanistic stu- ESTABLISHING PROGRAM OBJECTIVES student development staff. c-1 the development of objectives for the student-centered environment. it has failed to create a humanistic and access to faculty, and has rigid policies, instructional programs, has restrictive classes, has failed to develop flexible college schedules large impersonal concerns of the college staff. 6.6 4. 3. 2. 1. student behavior through an understanding leagues of students involved in a common learning experience. and acceptance of the unique values and qualities of individuals can come about by taigaging in formal group membership, service organizations and projects, group counseling, and informal group activities. An understanding of the forces and institutions of society should be integrated with understanding of self and others, providing program. The staff should work with the faculty to provide sup- port and direction as curriculum revision and teaching methods are subject to review and change. The student development staff shor:a become more involved in human relations skills rather than administrative responsibilities. student development through the resulting in an emphasis on structuring of the college The student should assist in the decision-making and planning, evaluation, and intellectual growth. An understanding virally concerned change-agent regarding the total educational experiences with others, in addition to evidance and counseling, can assist students to achieve this understanding. the individual with an appropriate system of values. Encouragement of study and gained through involvement in appropriate should occupy the. ole of a The student development staff of self, other individual needs and values, and society. Self-understanding may be establish behavioral objectives which will encourage the growth and development of should increase its effective- ness by participating as col- Pasco-Hernando Community College should framework the student development staff of Within a humanistic and future-oriented objectives. the accomplishment of behavioral The student development staff framework for the development of objectives. believe that the student development staff can occupy in a future-oriented Consultation Functions Participation Functions Regulation Functions Service Functions Organizational Functions 3. 4. 6. 7. Particular and acceptance of the academic and social Pasco-Hernando Community College has accepted a basic responsibility for Appraisal Functions The "open door" philosophy of Pasco- munication with the entire community to adequately disseminate the opportunities 6.7 experiences at Pasco-Hernando. relationships and attitudes toward his development staff should establish com- The student in the development of positive student of youth and adults within the district of Pasco - Hernando. Counties. College. enlarging the educational opportunities Orientation should also assist environment of Pasco-Hernando Community provided to support student understanding The orientation process should be student development staff provide the instructional leadership for this course. relationships and the use of encounter group activities. Significantly, members of the Florida. This orientation course places emphasis on developing student interpersonal offered at Santa. Fe Community College in Koos (1970, pp. 519-520) has noted that a unique orientation program is being tion. for consultation, information, and orienta- means of providing for campus visits munication with feeder high schools as a emphasis should be placed on thorough com- which the college provides. Orientation Functions 5. Appraisal Functions 2. may find helpful in defining its goals and responsibilities. These include: 1. Orientation Functions staff at Pasco-Hernando Community College personnel which the student development defined seven major functions for student Collins (1967, pp. 13-15) has SPECIFIC FUNCTIONS OF STUDENT DEVELOPMENT PROGRAMS population of community college students. It may represent an instrument of basic value for a community college testing program. should support the instructional remediation program with appropriate counseling 6.8 new test battery designed for community the minimal number of tests for which a specific objective exists. In 1967 the College Entrance Examining Board began a staff should use caution to select only Educational testing is an important phase of the appraisal function. The should also provide activities and materials designed to promote study skills. procedures to identify students for faculty referral and testing for specific diagnostic purposes. The staff Pasco-Hernando Community College should actively engage in the development of The Student Development Staff of tives as well as to provide a personnel record for each student. The appraisal function should further serve to identify a student's interests, abilities, and objec- High school graduates who are 2. Homemakers who return to college. Employed persons who wish to 3. 4. sity. to a four-year college or univer- seeking a two-year transfer program which will provide admission High school graduates seventeen years of age seeking a two-year program. 1. groups. Community College probably include some persons from each of the following unique assistance in reaching academic and personal decisions by means of counseling efforts. The students of Pasco Hernando ment program is to provide students with The basic purpose of a student develop- Consultation Functions is normed on a, activities. Comparative Guidance and Placement Program, careful appraisal of each student to provide him with ap-propriate individual support. The student development program This test instrument, college appraisal. Hernando Community College necessitates a High school seniors involved with advanced placement programs. This counseling process working with a broad spectrum of student staff should possess the special knowledge and understanding requisite to unusually high percentage of persons in the older age groups. The counseling Hernando Community College includes an The clientele served by the Pasco- sonal role in decision-making. should emphasize to students their per- and abilities. the pressures of their goals, attitudes, gram is to make conveniently available to all students the professionally trained personnel needed to assist them as they attempt self-understanding and internalize The role of the student development pro- It is apparent that a wide variety of needs are generated by the above groups. 7. Student 6.9 manner set ou to create a college milieu oriented to the intellectual, the ethical, the political, and cultural pursuits... (Collins, 1967, pp. 42-43). should in a ?culated and vigorous program of the college. The fact that learning is not limited to the classroom need not be viewed negatively. Student activities can be a lot more than just football,l, dances, and pancakeeating contests. Educational effect follows from the total milieu in which the student is immersed; hence those concerned with value formation social experiences. Collins has clearly stated that these activities should be considered a part of the total educational function of integrating and developing cultural, educational, recreational, and activities should serve the multiple a student development program. activities is an essential ingredient in A well-designed sequence of student Participation Functions shops on gerontology. Retired persons who return to school in search of educational 6. refreshment. sons should be found in the participation of the counseling staff in courses or work- Adults seeking a high school diploma. 5. Evidence of a concern for aged per- ages. improve their skills. involved in the process of self-determination in the once sacrosanct areas of by the enrollment of Pasco-Hernando Community College. This influence has created a 6.10 1960's. Academic failure and student rights of studnts and their concomitant throughout the faculty and staff of the has been radically altered since the mid The student development staff should promote an awareness self-determination. demand from college youth for significant students. alizing influence to the younger college liberation movements have brought a liber- charged with the responsibility for these functions. The climate of our colleges priate administrative officers are The primary areas of the regulation function include registration, recordkeeping, and enforcement of rules and regulations. The registrar and appro- mores, and the civil rights and women's societal forces such as legislation lowering the age of majority, changes in sexual grams for these age groups. Regulation Functions The traditional implications of the concept in loco parentis are no longer valid in higher education. Contemporary themselves codify and subsequently apply when other students are violators. housing, confidentiality of records, and academic probation. Student involvement with the faculty and administration has resulted in regulations which students It may prove' valuable to consider having one member of the staff specialize in pro- needs of the older age groups. emphasis on the social and recreational The student activity program should place appropriate flected in existing policies. students, thus creating a positive environment in which students' interests are re- The activities should evolve from the recognized needs of present. the diverse group of students typified Students have become actively context of standards appropriate for the behavior should both be viewed within the The student activity program must possess sufficient scope to provide for support as they attempt to enter the job market to utilize their skills. The program offered by Pasco-Hernando Community College. Students in the occupational program must be provided with A vigorous placement service is a necessary corollary to the occupational can bring unusual talents to PascoHernando Community College. scholarships to qualified students. Hopefully, this may attract some students who a broad based effort to provide parttime employment, loans, grants and and who would not be able to receive a college education without economic support. Financial aid should include The primary concern of program evaluation is to identify areas in which the students are not denied an education because of insufficient financial resources. Financial aid should be available to students who demonstrate a need 6.11 organized and evaluated in terms of how He proposed that the entire program be evaluating student development programs. Fordyce (O'Banion (ed) 1972) has cited the value of using behavioral objectives for The student development staff of Pasco-Hernando Community College should actively devise a means of evaluating the effectiveness of their own program. occupies a strategic vantage point from which to participate in the evaluation process. The counselor can provide assistance in this process by developing a means of obtaining maximum student feedback. may not be directly assigned to the student development staff, however the counselor The responsibility for program evaluation student development program can be improved. Organizational Functions and promoting eventual job placement. meeting potential employers of students engage in community affairs as a means of student development staff should actively aid program is to provide assistance so The primary purpose of the financial Service Functions need to participate in vital areas of decision-making. 6.12 of whether it is within a formal class- resource for the entire college with an emphasis on student learning regardless environment for the students of PascoHernando Community College. The Student Development Program should represent a Development Program as a central element in the creation of a suitable educational administrative alignment would communicate the significance of the Student alignment wisely places the Dean of Student Affairs on the same level as the Dean of Academic Affairs. Such an Organization and Governance section of this study. This proposed administrative has been adequately considered under the A proposed organizational structure therefore, zhe determination of objectives becomes an inextricable segment of the evaluation procedure. developed goals will assuredly be weak; Evaluations are only as useful as the relevance of the previously established goals permit. An evaluation of poorly the various functions of the program contribute to changes in student behavior. which meets individual needs and achieves desired changes in student behavior. vant, humanistic educational environment counseling function is viewed as the most important in the establishment of a rele- tives, available personnel, facilities, and financial resources. However, the An additional purpose has been to suggest functions of a studerlt development office. Those appropriate for PascoHernando Community College can only be determined by the staff in light of objec- should be humanistic and future-oriented.. philosophy; and objectives determined by the staff of Pasco-Hernando Community College priate in the context of the concept of the community college and the purposes of the office of student development. The specific The purpose of this paper has been to present a philosophical framework appro- SUMMARY Student services should not be cast in a role of services ancillary to the classroom. room structure. leadership in this direction. a personalized educational process. The student development staff can provide Contemporary emphasis is placed on universal educational opportunity and 6.13 College Otherwise, the youth and adults. 7.1 This "low cost" The purpose of the community college is to make education more services at low cost to students. The financial plan must allow the college to provide programs and FTE by course basis has made financial lack of funds will contribute to a lag in program effectiveness. current basis. the students who are enrolled in the programs of the college on a those funds required to support operations must have available dents on.a current basis. Funding should be provided for the support of programs and stu accessible to post-high school 2. 1. Furthermore, the inability to plan for programs beyond a single year have mitigated against the kind of planning that can be most supportive of the program of the college. The recent move towards more detailed cost analysis and the allocation of funds by the state on a cost per potential availability of funds. matters are most often frustrated because of uncertainty and doubt regarding the Decisions regarding financial MANNING GUIDELINES. to estimate available income for a tenyear period. requirements for college operations and are sound. immediate and long range financial A set of guidelines that should be considered are as follows: ning should be based on guidelines that To be most effective financial plan- planning more meaningful. development of the college, to project The purpose of this chapter is to present guidelines for the financial FINANCING COVJPGE OPERATIONS VII 72 3. 5. therefore, a large institution will generate less cost per stu- tion and service pmgram to meet a wide diversity of student needs regardless of differences in instructional costs. College programs traditionally have been oriented to college parallel curricula. Such curricula cost less to offer than occupational or technical programs. Because of these differences the tendency has been to offer college parallel programs and ignore the more costly specialized curricula. Financial planning must recognize these differences and provide for the cost differences so that all needed programs can be offered. planning. Furthermore, prior- relevant information for fiscal objectives. Systematic educational planning should provide implement college goals and programs that are needed to should be based on educational educational priorities. Decision-making in fiscal planning to program needs and established based on institution size. Financial planning must respond quire the allocation of funds principle of equity would re- The generates less cost per student; provide a comprehensive educa- dent than a small one. tive resource use generally The financial support plan must More effec- other resources. be in utilizing faculty and college those who most need the college's services. tion, the more efficient it can exclude from the benefits of the The larger the institu- tions. line is that excessive fees can among various sizes of institu- however, the thrust of this guide- Fiscal support policies must provide for cost differentials 4. mented on theoretical geounds; principle has been well docu- an annual legislative request based on analyses of costs of courses and disciplines on a statewide average of costs per FTE and projected FTE production for the fiscal year. The formula recognizes cost local human and physical resource in the development and operation of the college. SOURCES OF FUNDS teaching salaries; departmental costs for serving the community. fees, the Federal government, and mis- supported financially by funds received from the State Board of Education, student 7.3 Student fees are likewise a source of funds. Pasco-Hernando fees for the costs. wide costs; and plant and maintenance other organizational units exercising responsibility for the department; college admjnistration, supplies, and equipment; actual expenditures are included for calculating the unit cost by discipline tional, compensatory-and community service areas. Cost differentials are also provided by size-groupings of colleges. In physical resources to improve the effectiveness of the college in so as to use available human and college should be expected to work in close cooperation with local institutions and agencies consonant with and supportive of those of the college. Thus, the agencies have goals that are differences between courses and disciplines in transfer, occupational and voca- In the determination of state allocations the State Board of Education makes The financial support plan should stimulate the full utilization of Many community general operations and capital outlay. rather than fiscal ones. Pasco-Hernando Community College is 6. tute the major source of support for both the basis of educational reasons State funds consti- cellaneous sources. ities should be established on 10.00 $124.50 35.00 $324.00 Non-Florida Residents 74 through 1982-83 are presented in Table College with a fee of $70 for a full-time 7.4 The enrollment potential projected PROJECTED OPERATING BUDGET practices in the immediate surrounds. Pasco-Hernando appears to be in lime with Table 7.3 sets forth the State allo- total income will remain fairly constant through the years. the ratio of tuition and fee income of construction and debt service. In developing this table, it has been assumed that does not include funds for physical plant full-time student. The current rate at 7.2. student and Lake-Sumter with $125 for a Estimated income from State sources general operating budget by years from 1973- Estimates of income by source for the ESTIMATED INCOME around the state showed Tallahassee Junior other community colleges. Data available for fiscal year 1970-71 for other colleges Data were not immediately available for the current year (1972-73) on fees at dollars is projected. keep student fees as low as possible. It will be noted that by 1982-83 a general includes an annual increase in cost of five per cent to compensate for economic growth. operating budget of more than ten million However, The projected cost per average FTE by years years from 1973-74 through 1982-83. General Operating Budget of the College by Table 7.1 presents estimates of the total 1982-83 is a total of 5200 FTE students. for Pasco-Hernando Community College by a conscious effort should be made to generated from this source. A substantial amount of revenue can be Part-Time Students (Per credit hour) Full-Time Students Florida Residents 1972-73 fiscal year were: 9,090,400 10,545,600 1590 1670 1753 1840 1932. 2028 2059. 3455 4139 4700 5200 1977-78 1978-79 1979-80 1980-81 1981-82 1982-83 2817 1515 1628 1976-77 1975 -76 4,704,390 6,055,615 7,615,760 2,466,420 3,274,710 1375 1443 1973-74 1974-75 $ 1,003,300 1,304,875 1,774,890 Projected General Current Budget 949 1230 Projected Per F.T.E. Cost $ 1309 Projected F.T.E. 766 Year Projected General Operating Budget 1973-1983 Pasco-Hernando Community College TABLE 7.1 7.5 825,762 1,054,275 1,997,420 2,618,510 3,762,590 4,843,215 6,092,760 7,260,800 8,441,600 766 949 1230 1628 2059 2817 3455 4139 4700 5200 1973-74 19'i4-77 1975-76 1976-77 1977-78 1978-79 1979-80 1980-81 1981-82 1982-83 2,100,000 1,816,000 4000 3600 3000 2400 1,210,000 1,520,000 1800 1200 1000 800 413 600 neous Miscella - 940,000 655,000 468,000 337,000 250,000 177,125 Tuition and Fees Exclusive of appreciations for Capital Outlay and debt service. 7.6 a 1,437,090 Statg Funds Year F.T.E. Students Estimate of Income by Source for General Operating Budget 1973-1983 Pasco-Hernando Community College TABLE 7.2 10,545,600 7,615,760 9,080,400 6,055,615 3,274,710 4,704,390 2,466,420 1,774,890 1,003,300 1,304,875 Total 1,131.75 1,018.58 1,131.75 1,131.75 .9 1.0 1.0 Library Science Mathematics Military Science .8 1,131.75 905.40 1.0 Letters Law 1.0 Home Economics 66.39 0.00 0.00 86.81 0.00 0.00 7.7 75,136.88 0.00 98,247.22 0.00 0.00 0.00 0.00 _0.00 1,471.28 1,131.75 1.3 1.0 Foreign Languages Health Professions 23,121.65 0.00 20.43 0.00 0.00 36,393.68 0.00 0.00 0.00 0.00 0.00 1,131.75 1,923.98 1.7 1.0 Engineering Fine and Applied Arts $ 44,506.07 0.00 0.00 0.00 35.73 0.00 0.00 0.00 0.00 1973-74 State 1973-74 FTE Students Allocation 35.75 0.00 1.1 Education 1,244.93 1,471.28 1,923,98 1,018,58 1,923,98 905.40 1,018.58 1,244.93 $ 1973-74 State Cost/FTE Stu. .9 Computer and Info. Serv. 1.1 Business Management Communications 1.3 .9 1.7 1.0 .8 Cost Level Biological Studies Area Studies Agriculture and Natural Resources Architecture and Engr. Field of Study State Allocation Calculations by Discipline Pasco-Hernando Community College TABLE 7.3 1.1 1.4 Trade and Industrial Technical .9 Elementary and Secondary 7.8 TOTAL DEVELOPMENTAL .9 Post High School TOTAL OCCUPATIONAL 1.0 .9 1.7 1.0 Home Economics Office Distributive Health 1.1 TOTAL ADV. AND PROF. Agriculture .8 Social Sciences 1.2 .9 Public Affairs Interdiscip. Studies .9 1.0 Cost Level Physical Science Psychology Field of Study 1,018.58 1,018.58 1,018.58 1,584.45 1,228.23 1,131.75 1,244.93 1,131.75 1,923.98 1,018.58 1,358.10 1,064.64 1,244.93 905.40 $ 1,131.75 1,018.58 1,018.58 1973-74 State Cost/FTE Stu. TABLE 7.3 (Continued) 12,710.68 10.21 5.11 0.00 5.11 311.51 25.53 20.43 81.71 10.21 5,204.92 0.00 5,204.92 382,606.19 25,433.82 40,451.01 92,475.29 10,399.65 161,828.93 39,306.81 467,556.47 439.17 142.99 20.43 0.00 97.03 0.00 87,850.96 0.00 0.00 66.39 $ 34,676.82 67,623.19 30.64 1973-74 1973-74 State Allocation FTE Students TOTAL PROJECTED $ 1,134.77 766.00 10.21 10.21 1,358.10 1.2 1,358,10 0.00 7.9 825,000.00 44,233.78 $ 869,233.78 13,866.20 13,866.20 0.00 1973-74 State 1973-74 Allocation FTE Students 1,131.75 Cost/FTE Stu. 1973 -74 State 1.0 Cost Level Less Projected Legislative Reduction GRAND TOTAL TOTAL COMM. INSTR. SERV. Citizenship Enrichment and Avocat. Field of Study TABLE 7.3 (Continued) 7.10 by the college for the fiscal year. represents the state allocation needed represents the state allocatio, cost for Biological Studies at the coll ge. The sum of all discipline cost all cations $1,018.58. When this sum is multiplied by 35.73 FTE students, a total of $36,393.68 is obtained. This azure noted that the state-wide aver ge cost per FTE student in Biological Studies is cation calculations for Pasco-prnando Community College for the 1973 74 fiscal year. In reading the table it will be 2. 1. permanent construction at proposed sites for the multi-unit system. To project facilities needs for and to recommend an appropriate pattern. affecting the decision to establish a multi-unit college system To examine the critical factors to implement the college's current program. The purposes of this chapter are: development of some form of a multi unit college. This intent is further validated by the structure of the organization used system has been set by the Board of Trustees. The Board's Statement of Philosophy and its resolution of commitment indicate its intent to pursue the development of a multi unit college The general direction for the INTRODUCTION PROPOSALS FOR THE ESTABLISHMENT OF A MULTI-UNIT COLLEGE SYSTEM 8.1 single institution under central leadership as two or more campuses operated as a college, multi-campus model" was described college providing leadership and services from a main campus or central office through operating branch centers that are extensions of the parent organization. The "one centers model" is best described as one college, multi-campus model; the multicampus, district model; and the multicollege model (Tones, 1968, p. 26). According to Jones, the "one college, branch the one college, branch centers model; the one described four models which included: college have been identified first, by Jensen in 1965 and by Jones in 1968. Jones 112tve322nem-Lbalconcet_ Several models of the multi-unit PROJECTIONS AND GUIDELINES FOR FACILITT1S DEVELOPMENT The "multi-campus, district for each component 8.2 Proposed Multi-Unit System Several factors are critical to an assessment of the potential developmental The western section of the two county area. division has been the most rapidly growing to nearly triple by 1983. division was 42,451 in 1970 and is expected The population of the West Pasco planning more autonomy and less control is needed of the system. projected data for the years 1983 and 1990. operation and grows larger and stronger, Pasco Hernando Counties. as the college develops a multi-campus Figure 8.1 displays data taken from the 1970 Census and the characteristics of the population of Chapter II of this Report described Population To Be Served first opened and is small, strong centralized control is desirable; however, tinuum of models as discussed in the foregoing paragraph. When a college is The optimum size of a community college. institutions evolve through developmental phases that correspond roughly to a con- 6. colleges in the surrounding area. The location of otl'er community college field support the concept that A number of leaders in the community 5. The location of projected high school populations. autonomous college units under a loosely coordinated district organization. lege services. Accessibility of students to col- district model"- operates separate, 4. 3. with minimum control by the central administration. The "multi-college, of the college. The long range enrollment potential 2. is more self supporting and operates The location and distribution of The more critical factors are: the population to be served. 1. College. pattern of the Pasco-Hernando Community that each campus has greater autonomy, multi-campus model" but different in model" is similar to the "one-college, and control. Ma Mal 41=0 WO AIM NW Oa ors 42,451 1983: 120,763 (P) 1990: 193,510 (P) 1970: WEST PASCO 11I HERNANDO EAST PASCO ea Ma, OMB MI= fall COUNTY EAST BROOKSVILLE 1970: 33,504 1983: 95,272 (P) 1990: 152,662 (P) AND MI MIS 1970: 17,004 1983: 40,717 (P) 1990: 60,738 (P) WEST BROOKSVILLE Ns, dimilmitilastst Alm, Am r ago dm Paw 8.3 Current and Projected Distribution of Population by Major Planning Division Pasco-Hernando Community College FIGURE 8.1 8.4 There are four major north-south U.S. Highway 19 and Interstate 75. The most rapid growth appears to be taking place in the extreme Western and Eastern fares and highways in the two county area. Also shown is the projected extensions of divisions support strip commercial developments along the major highways. Figure 8.3 displays major thorough- chosen as sites for the community college. seems to be an advanced form of corridor development in which residential sub- U.S. Highway 41. muting students from all parts of its service area. Roads and highways provide the means of physical access to locations Pasco-Hernando Community College serves now and will continue to serve com- Accessibility of Students To College Services the Western part of Pasco County. campuses of 2500 students each with one located in the Eastern sector and one in cate that by 1982-83, Pasco-Hernando Community College could easily support two Figure 8.2 to show the anticipated distribution by planning area. These data indi- two county areas were included in Chapter III. Selected data are displayed in Potential student enrollments for the Long Range Enrollment corridors along U.S. 19 and U.S. 301. Similarly growth is occurring in close proximity to the interchanges of Interstate 75. The result 19 and 301 with limited developments along sources indicated that growth has followed the major highways such as U.S. Highways Available data from population estimates made in this Study and from other that of the Eastern sector. sector is expected to remain about twice Furthermore, the population of the Western and by three and one-half times by 1990. increase by two and one-half times by 1983 Hernando County is the third planning division. The population is expected to urban areas of Dade City and Zephyrhills. Population has concentrated around the expected to more than double by 1983. The East Pasco planning division had 33,504 people in 1970. This area is WEST PASCO - MN IND 350 833 EAST PASCO MD IND NM DOD NP s IND IND DID am. DM MI INS NIS 1977-78: 1982-83: HERNANDO COUNTY INDIO OP IMP DM =0 INN. OW MP DM 8.5 Distribution of Projected Full-Time Equivalent Students by Major Planning Division Pasco-Hernando Community College For the Years: 1977-78 and 1982-83 FIGURE 8.2 Brooksville Spring Hill New Port Richey Land O'Lakes Zephyrhills Dade City Port Richey Hudson Elfers Odessa Gowers Corners St. Leo Lacoochee Ridge Manor Masaryktown Weeki Wachi 8.6 Major Arterial U.S. Highway 13 Interstate --- Proposed Interstate 10. 11. 12. 13. 14. 15. 16. 9. 3. 4. 5. 6. 7. 8. 2. 1. Legend Major Existing and Proposed Highways and Arterials Pasco and Hernando Counties FIGURE 8.3 There are three east-west arterials of significance to this problem. These are State Highways 54, 52 and 50. State 54 extends across Pasco County near its Hernando Counties. Hernando located to the West of U.S. 301 connecting the Tampa metropolitan area to areas north and beyond Pasco and Interstate 75 runs north-south through the central part of Pasco County and the eastern part of Hernando County. serving the Gulf Coast and the Western side of Pasco and Hernando Counties connecting New Port Richey, Port Richey in Pasco County and Weeki Wachi in through the center of Pasco and Hernando Counties connecting Land O'Lakes and Brooksville. U.S. 19 is the main arterial provides easy access between Dade City, Zephyrhills and Lacoochee. U.S. 41 is likewise a north-south highway running U.S. Highway 301, U.S. Highway 41, U.S. Highway 19 and Interstate 75. U.S. 301 is a northsouth highway running through the east sides of Pasco and Hernando counties and arterials which include: 8.7 of from proposed Alternate U.S. 19 near Elfers, run northeast to Gower's Corners, interchange with 1-75 near St. Leo and continue east to interchange with U.S. 301 south Southwest section of Pasco County. A further proposal would provide an expressway which would cross Pasco County extending Proposals have been made to locate an Alternate arterial across Pasco County. It would commence at existing U.S. 19 above Hudson and run parallel to and about three miles east of U.S. 19 and connect the proposed Alternate U.S. 75 near Elfers in the Sumter County line. Gower's Corners to Hudson and connects all major north-south arterials. State 50 runs from the Gulf Coast near Bayport across the central portion of Hernando County connects Weeki Wachi, Brooksville with the Withlacoochee State Forest at the State 52 is perhaps the most important east-west arterial in Pasco County extending from Dade City through St. Leo, San Antonio, southern boundary serving Zephyrhills, Land O'Lakes and several other smaller urban areas and connecting with U.S. 19. 8.8 of existing and proposed high school centers and their projected membership for potential community college students. Figure 8.4 shows the approximate locations who attend high school are at least number and distribution of high schools planned to serve students of secondary school age. It is assumed that those Another factor of significance is the Location of Existing and Proposed High Schools posed Alternate U.S. 19 to the Port Richey and New Port Richey area and the Brooksville area. This area appears to be most accessible via U.S. 19 and pro- of the two-county area. to be less accessible than other sections western part of Hernando County appears access to most sections of the two-county area. The major points of convergence appear to be New Port Richey, Dade City and to a lesser extent Brooksville. The would provide reasonably good physical The full development Of the highway system outlined for the two-county area Dade City and continue toward Orlando. The greatest concentration of was needed to service the eastern and serve the future potential of students in the area. Figure 8.5 displays the location of community colleges in adjoining counties. The existing site near Dade City an adequate number of centers planned to with the consideration that service areas should not overlap and that there should be location of other public community colleges to an overall master plan for the region and state. This Study has examined the The location of new sites for community colleges should be accomplished in relatior Location of Other Community Colleges bership in Hernando is divided will determine the potential. Assuming a division according to population distribution, the largest number would be located in the western sector of Hernando County. potential students is on the West side of the county. Depending upon how the mem- tion. The projected membership for Pasco County reflects the data for the general popula- 1976-77 (SDE, School Plant Survey, 1971). F. E. D. B. C. A. 1030 (P) .© 1030 (P) WO M. NEP MN/ NM IMP IMP MIN INS Pasco Comprehensive High School Zephyrhills High School Gulf Comprehensive High School Proposed JuniorSenior High School Proposed Senior High School Hernando High School LEGEND 0 ISM MEM 306 (P) OM OM 0/0 OM. 10 MI. am= © 1926 (P) J 1009 (P) =OD NM el MD INS/ ® 634. (P 0 R-- 111 8.9 Location of Existing and Proposed High Schools and Projected Membership 1976-77 FIGURE 8.4 Proposed Centers Pasco-Hernando Community College Central Florida Junior College Lake Sumter Community College Valencia Junior College Polk Community College Hillsborough Community College St. Petersburg Junior College Clearwater CampusSt. Petersburg Junior College Pasco-Hernando Community College Proposed Center St. Petersburg Junior College 8.10 11'1 " 9. 8. 7. 6. 5. 4. 3. 2. 1. LEGEND Existing and Proposed Community and Junior College Sites Pasco-Hernando Community College FIGURE 8.5 that it is not possible to fix an enroll- The position of the consultants is college (Jensen, 1965, p. 7). 20 minutes reach of 85 percent of the students served. There must optimum size for a comprehensive junior 8.11 factors - the time-distance factor, be a balance of three essential This could mean a college campus or center within of educational opportunity at the post-high school level is to be graphically accessible if equality The program of the college must be both economically and geo- majority agreed that 3500 to 4500 was an 2. accomplish this goal. indicates that a college of approximately 2500 FTE can the needs of the students it purports to serve. Experience instructional program to fulfill enough to provide a comprehensive Some suggested guidelines include: The college should be large 1. sults. situations should produce acceptable re- guidelines that may be applied to existing accomplished. Jensen A number of factors must be weighed before fixing a hard and fast size for all situations. A set of general to all situations. ment capacity that is unalterably applicable found in a series of interviews with junior college administrators that the (Washington SBE, 1965, p. 15). except for metropolitan areas in 1965 a preferable size The Washington State Board of Education set 2500 FTE a 1952). college has been widely considered and discussed. Eberle suggested that 1500 FTE students was an optimum figure (Eberle, Optimum Size of A Community College The optimum size of a community the Figures. Western sectors of Pasco and Hernando Counties. These centers are indicated on Western sectors of both Pasco and Hernando Counties. A projected long range plan should make provision for serving the center and generally removed from the central corridor of Pasco County and the eastern section of Hernando, It is off- tions have to be housed at a central location. efficiency and economy does not necessarily mean that all func- prohibitive when establishing small college units. Achieving suggests duplication may be utilize its physical and human resources. This principle be large enough to effectively The college enrollment should viding greater accessibility of programs. autonomy and control should exist. 8.12 Phase I. The college is currently developmental and transitional stages in which the college moves toward more mature stages of development. These are not intended to be absolute and discrete but as developmental phases. stage, an administrative unit should be Satellite centers should also be operated as a part of the program of each campus. At this operate in the Brooksville area. "operating center" should continue to An Two campuses with a large degree of Model. conceptualized as the Multi-Campus, District of a second campus in the Western sector of Pasco County. This phase should be The second major phase of development should involve the development Phase II. developments and should serve specific functions. Figure 8.6 displays this basic concept. centers should be organized in urbanized and Brooksville areas should form the nucleus of this plan. Other satellite and operating centers in the West Pasco The centers should be temporary in the beginning and be housed in temporary but adequate facilities. The main campus gram. adequate demand exists to support the pro- institution and establish centers wherever The plan would require that it operate as a single operating in its first phase. The plan conceptualized as a result of this Study suggests three major A Proposed Multi-Unit College System 3. Centers may serve the function of pro- program availability. low cost to students and B. C. A. Main Campus Operating Centers Satellite Centers LEGEND 8.13 Graphic Display of One College Branch Centers Model Phase I Development Pasco-Hernando Community. College FIGURE 8.6 included in Chapter III, the program of 8.14 Projections of facilities needs are based on the enrollment of projections Facilities Projections The remainder of this section of the report is concerned with the projection of facilities needs and an estimate of costs of the projected facilities program. GUIDELINES AND PROJECTIONS OF FACILITIES NEEDS AND COSTS Figure 8.8 depicts the long range development plan as described. should bring to full development a three campus plan with each operating satellite centers to reach their potential clientele. Phase III should be reached at some time between 1990 and the year 2000 at which time a third campus should be placed into operation. This Phase III. established which is separate and distinct from either campus. It is estimated that this phase should be reached around the year 1980. Figure 8.7 portrays the concept of this plan. range in size from 24 to 30 students Laboratories will receive 35 hours of use per week at 50 percent utilization. Classes in credit courses will 4. 5. Classrooms will receive 35 hours of use per week at 65 percent utilization. instructional room need. A full-time student in credit and technical programs will generate 16 hours of instruction per week. The student clock hour is assumed to be the most reliable index of 3. 2, 1. campus: The following assumptions were used in the calculation of the number and types of classrooms and laboratories for each Classroom and Laboratory Needs tional rooms for each proposed campus and for total space needs. instruction model in Chapter IV and the plan for development outlined in the first section of this chapter. Projections are made of the number and type of instruc- D. A. B. C. Campus Operating Center Satellite Centers Central Administration LEGEND 8.15 Pasco-Hernando Community College Maze II Development Graphic Display of Multi-Campus, District Model FIGURE 8.7 Campus Central Administration Satellite Centers 8.16 C. A. B. LEGEND Za) NMI 01.1) 1111, MI6 110 UM MI. NO WM> NM WO gal CD' NMI NM =lb =IMP PIM IMB OZN. 1111. r IMIP Int gm. Long Range Development Plan Pasco-Hernando Community College FIGURE 8.8 im for 800 FTE students. The campuses for. East and West Pasco should be planned for expansion well beyond the numbers projected for 1982-83. projected in 1982-83 for the two proposed campuses and the operating center are shown in Table 8.1. planning for both the East and West Pasco house 2,000 FTE students. The West Pasco Campus will require 50 classrooms for adults. This center should be planned education and community service program tories to serve academic day students and a large afternoon and evening continuing classroom and a minimum number of labora- This center should be composed largely of should be established in Hernando County with facilities to house 800 FTE students. By 1982-83, a full operating center 2,500 FTE students. and 25 laboratories and shops plus support and auxilliary facilities to house exceed the projected enrollment for 1990 as outlined in Chapter III. Thus, the classrooms and 22 laboratories and shops Taus support and auxilliary facilities to 8.17 ter, instructional materials and resources, istration, student services, student cen- requirements will include space for admin- Estimate of Total Space Needs Space needs to meet total program fledged campus at some future date. for expansion in anticipation of continued growth and development for the forseeable future. Likewise the Hernando Center should be planned for expansion into a full campuses should incorporate the capacity The West Pasco campus could conceivably the East Pasco Campus will require 35 Calculations indicate that by 1982-83 mum of support and auxilliary facilities laboratories for the number of students By 1982-83, this The estimated number of classrooms and West Pasco after 1990. as a campus of equal status to East and center should include approximately 21 classrooms and 10 laboratories plus a mini- size from 20 to 24 students. and classes in vocational and technical courses will range in 3.04 106.7 186.7 13.3 24 24 24 24 24 30 Communication Education Engineering Fine Arts 23.4 69.4 30 30 30 30 Psychology Social Sci. 8.18 80.0 24 21.4 128.0 10.7 30 14.9 46.7 13.3 Law Mathematics Physical Edu. Physical Sci. Foreign Lang. .71 50.1 3.66 0.61 0.66 0.67 2.28 0.31 0.43 0 0.38 5.33 0.38 0 0 1.3 0 0 0 0 1.3 0 0 0 0 .71 0 0.31 30 0 0.38 Biological Sci. Bus. and Mg't. 13.3 10.7 24 30 Agriculture Architecture Number of Cl.Hrs/ Class Wk. Rooms Labs Average Class Size Major Subject Fields East Pasco Campus 2000 FTE 160.0 26.7 86.7 29.3 100.0 13.3 58.3 18.7 16.7 233.3 16.7 133.3 62.7 16.7 13.3 Wk. Cl.Hrs/ 4.57 0.76 1.48 0.84 2.86 0.38 0.53 0 0.48 0.48 6.70 3.80 0 0 1.0 0 0 0 0 1.67 0 0 0 0 1.0 0 0.38 1.00 0 .48 Number of Class Rooms Labs WEST Pasco Campus 2500 FTE 51.2 9.4 27.7 8.5 32.0 4.3 18.7 6.0 5.4 5.4 42.7 116.7 20.0 5.3 4.3 1.46 0.24 0.27 1.00 0.12 0.17 0 0.15 3.33 0.15 1.22 0 0.12 0.15 Hernando Center 800 FTE Number of Cl.Hrs/ Class Wk. Rooms Number and Types of Instructional Rooms and Laboratories Needed for the Enrollment Potential Projected for Two Campuses and One Operating Center in 1982-83 Pasco Hernando Community College TABLE 8.1 0 0 0.79 0 0 .53 0 0 0 0 0 0.57 0 0 Labs 170.0 3.9 2.7 0 1.2 0 0 0 0.38 0 4.42 22.55 35 136.0 94.4 13.:; 40.0 154.7 24 20 24 20 30 Trade and Ind. Public Service Technical Community Edu. Totals Adjusted Totalsa 12.23 25 50 22 aAdjusted totals reflect the application of utilization factors. 5.52 32.30 193.3 11.0 3.37 0 0.57 4.86 1.43 0 0.38 0 0 0 Labs 0 50.0 13.3 118.0 20.0 0.5 0 16.0 Wk. Class Rooms Numbre-i-OT Cl.Hrs/ 20 Number of Class Cl.Hrs/ Wk. Rooms Labs West Pasco Campus 2500 FTE Agri-Tech Office Occup. Major Subject Fields Average Class Size East Pasco Campus 2000 FTE TABLE 8.1 (Continued) 16.0 61.9 37.8 5.3 6.4 54.4 Wk. Cl.Hrs/ 0.46 0 4.98 0 1.77 10.30 8.19 10.0 0 0.15 21 1.08 1.55 .02 Labs 0 0 Number of Class Rooms 800 kkt, Hernando Center 8.20 Cost estimates were made for the Capital Outlay Needs in 1982 most instructional areas. These space factors are displayed in Table 8.2 7. 6. total costs. Administrative and legal fees were estimated at three percent of costs. at six percent of construction construction costs. Architect's fees were estimated ities components and on a space per "student clock hour of instruction" for estimated at five percent of Costs of site development were "space per FTE" basis for selected facil- 5. struction costs. "heuristic method." Calculations were then made to determine the space factor on a estimated at 10 percent of con- 4. dents were first determined by the used as the method for projecting space needs. Space needs for 2,500 FTE stu- Equipment costs were estimated at 25 percent of construction costs. Costs of central utilities were decade. puses and the Hernando Center. The "space factor" approach was which will take place over the projections for the two projected cam- square foot (1973 dollars). No attempt was made to adjust costs mated at an average of $28 per to account for changes in costs 3. 2. comprehensive facilities should be reached. Table 8.2 includes the space Hernando Center reaches campus status, facilities from the requirements of the operating center for 1982. Once the projections. New construction costs were esti- two campuses but have excluded selected Space projections in Table 8.2 were used as the basis for cost 1. guidelines: projected campuses utilizing the following comprehensive set of facilities for the of space projections have included a the instructional program and plant management activities. The calculation 4.0 Plant Management Serv. 10,240 4.0 1.5 1.5 1.0 8.0 Communications Education Engineering Fine Arts Law Mathematics Physical Education 29400 2,400 20,300 1,920 20,000 1.0 - 179 768 400 3,584 11,150 8,160 320 128 400 320 1.0 192 600 9,220 2,688 1,316 4,096 4,200 Biological Sci. Bus. and Bus. Admin. 7,392 480 448 1,400 1,120 3,380 3.5 2.2 13,150 128 Agriculture Architecture 400 3,200 5,200 1,440 1,760 320 16,350 9,800 4,350 5,500 1.0 a 13,000 8,000 6.5 Student Act. Center Instructional 3,600 4,400 1.8 2.2 8.21 Space Projections for Enrollment Potential East Pasco Hernando Center West Pasco (2000 FTE) (2500 FTE) (800 FTE) Student Pers. Sexy. General Administration Serv. Type of Space Space Factor FTE SCH Projection of Space Requirements for the Enrollment Potential at Each Campus and Operating Center in 1980-83 Pasco-Hernando Community College TABLE 8.2 30,850 5,100 26,368 41640. 4.0 1.0 Occupational Edu. Adult and Cont. Edu. b c Teaching Auditorium Faculty and Dept. Space Est. Faculty x140 square feet 8.22 c bHeuristic Method aHeuristic Method Total Area Sub-Total Assignable Sub-Total Non-Assignable (1.43 assignable area) 8.0 Instructional Res. Ctr. - 24,136 85,278 283,598 71,576 238,032 80,266 56,130 198,320 166,456 5,600 - 17,600 12,000 1,856 k00 14,000 16,000 12,000 19,900 6,300 4,992 1.3 1,997 10,548 128 400 0.5 Psychology Social Science 5,184 320 2.7 Physical Science 2,074 Space Factor FTE SCH 6,450 Type of Space Space Projections for Enrollment Potential Hernando Center West Pasco East Pasco (800 FTE) (2000 FTE) (2500 FTE) TABLE 8.2 (Continued) for the central office and other support functions. costs was included. Site costs were not included no cost to the college. The need at dollars, at the Hernando Center approxi- staff of the college. per square foot for the maintenance and The enrollment potential must foot for the office facility and $12 2. 1. materialize. 8.23 Population growth should occur gram will depend upon several factors: as anticipated. Phasing the proposed derelopment pro- Phasing the Proposed Development Program program. A minimum facility would require approximately 8,000 to 10,000 square feet. Assuming a cost of $28 per square facility will also be needed. A central maintenance and storage desirable for the central administrative office facilities. that approximately 10,000 square feet are Preliminary estimates indicate require 2.7 million dollars a year for the next ten years to pay for the projected the executive functions discussed in Chapter V. mately 3.5 million and at the central office approximately .4 million dollars. This will should be on a separate site located away from either campus and should provide for This facility Pasco Campus approximately 12.7 million the East Pasco Campus by 1982 should approximate 10.4 million dollars, at the West the cost of site purchases. This excludes president and the members of the central central office facility to house the Table 8.3 The long range plan also includes a estimated to be $27,021,354. plete the program projected to 1932 were Total capital costs required to com- should be available to construct facilities percent of construction and other since these may be available at warehouse facility, an additional $400,000 A contingency fee of five Cost projections are displayed in 9. 8. 8.24 eratin 'Pasco $10,427,393 Total C6sts $12,673,836 603,516 $12,070,320 $ 9,930,850 496,543 112,500 397,050 $ 3,520,125 167,625 $ 3,352,500 67,500 225,000 238,230 794,100 135,000 562,500 $ 2,250,000 Center ernan o en er (800 FTE) 199,950 333,250 666,500 476,460 2,223,480 1,666,250 399,900 $ 7,941,000 (2500 FTE) es $ 6,665,000 (5%) Contingency Sub-Totals Administrative and Legal Fees (3%) Site Development (5%) (10%) Central Utilities (6%) Architects Fees (@ 25%) New Construction $28.00 Equipment Item as asco (2000 FTE) Proposed Cam uses and Estimated Cost of Projected Facilities For Proposed Campuses and Centers in 1982 Pasco-Hernando Community College TABLE 8.3 2. 1. A. Complete the construction of D. West Pasco site to house 8.25 East Pasco Campus to house 2,000 FTE students. Complete construction on the lities to house 900 FTE students on the West Pasco site. (1976-1978) proposed facility on the Plan the construction of faci- Plan the construction of the area. expansion to house 1,250 locations in the two-county C. B. FTE students on the East Pasco Campus. in temporary facilities as needed in appropriate Operate satellite centers area. students on the proposed center site in Hernando County. Complete construction of campus in the West Pasco Plan the construction of a facility to house 800 FTE A. (1979-1981) Acquire a site for a new dentt-. Phase III: students. Plan the expansion of the West East Pasco site to house approximately 750 FTE stu- D. Pasco site to house 1,900 FTE (1973-1975) County for an operating center. Acquire a site in Hernando Construct a facility on the Phase II: D. C. B. A. Phase I: for construction should be considered: available as needed, the following phases reasonably accurate and that funds become 3. Plan the expansion of the as needed. C. site. Funds should become available East Pasco site to house 1,250 FTE students. students on the West Pasco develop as proposed. B. a facility to house 900 Programs and services should Assuming that projections prove to be 4. 3. 8.26 4. D. C. B. A. additional centers. expansion of sites and to house 2,500 FTE students. Plan for future growth and facilities on West Pasco Site Complete expansion of students on East Pasco Site. sion to house 2,000 FTE Complete construction expan- FTE students. Hernando Center to house 800 Construct facilities for (1982-1984) 2,500 FTE students. West Pasco Site to house Plan the expansion of the Phase IV: E. 1,900 FTE students. in all parts of the district wherever they arP needed. the future development of the Pasco- Hernando Community College. A generalized plan has been prepared to guide future Its main thrust was A vocational and technical program A developmental program A continuing education program A community service program A counseling and guidance program. 2. 4. 6. 5. 3. A college transfer program 9.1 covering 'one-third of the western part of parallels Highway 301 linking Dade City and Zephyrhills with the Tampa area is rapidly changing the character of the area. Fifty-six percent of Pasco County's population in 1970 was located in an area The massive influx of population along the Gulf Coast and the Eastern corridor which following programs: 1. past but is rapidly being transformed. The objectives of the Hernando Community College. The two-county area has an agrarian relevance to the development of Pasco- characteristics of both Pasco and Hernando Counties were examined in terms of their Geographic, social and economic college include the provision of the in education. to provide youth and adults in Pasco and Hernando Counties a _unique experience community college. was founded in 1972 as a comprehensive The Pasco-Hernando Community College services and facilities of the college. COMMUNITY FACTORS College were committed to provide courses develop a long range educational plan for decision-making concerning programs, The Board of Trustees and the Staff of the The purpose of this study was to SUMMARY IX he decade from 1960-1970. East Pasco remained fairly of students was determined to be as follows: 2. in the two-county area, estimating the Vocational and technical program College transfer program instructional components: the college will consist of the following 1. 9.2 EDUCATIONAL PROGRAM 833 FTE Students The proposed educational program of projecting the number of twelfth graders Enrollment projections were made by ENROLLMENT POTENTIAL 60,738 by 1990. County will grow at a slower pace reaching - West Pasco Area - 2,448 FTE Students 1990. West Pasco will have 19,510 and East Pasco 152,662 persons. Hernando Hernando Area East Pasco Area - 1,927 FTE Students tion will increase to over 346,000 by Pasco County's popula- next two decades. Projections indicate that the enroll- ment potential of the college for 1982-83 was 5,208 FTE students. The distribution area. Projections for the two counties indicate that a substantial increase in population is likely to occur over the that the populations have an increasing number of older persons. The data indicate Enrollment projections were made for each of three sections of the two-county lege. of their populations. Zephyrhills was 56.7 years. Both Pasco and Hernando Counties have experienced a substantial change in the age distribution basis for computing the potential enrollments for 1982-83. Potential enrollments for 1990-1991 were estimated by using the the number of high school graduates as the number of high school graduates and using rule that 20 people per 1000 persons in the total population of the area will take at least one course in the community col- years while Dade City's was 29.0 years and The age distribution for 1970 showed that West Pasco's median age was 62.6 stable during the county. service activities will include institutes for professionals, personal enrichment A community service program Guidance and counseling services 6. tion of the educational process. personnel staff members are characterized as student development specialists who program. An Associate-in-Science degree is offered upon completion of 60 semester hours in a vocational or technical area. his four-year college counterpart; many have lower educational and occupational tunities to those persons who for one reason or another have left school or for community service program extends oppor- 9.3 indicate that many have deficiencies in reading, mathematics, and study skills; many come from a lower economic level than tions and expansion in the technology areas. The adult continuing education and tional areas such as health related occupa- and services of the college. Studies of the general community college population Student characteristics were examined in light of their impact on the program ment of their individual goals. should seek desired changes in student behavior and assist students in the attain- should be expanded to include other occupa- program which requires from 15 to 30 semester hours to complete depending the area of concentration. Both programs The college also offers a certificate The main thrust of the student services program is to assist in the humaniza- ciate-in-Arts degree upon completion of the first two years of the college transfer Student STUDENT SERVICES ness and industry. classes, and technical services to busi- programs offered by four year colleges and universities. The college offers the Asso- The college transfer program is to provide a course of study which parallels the first two years of baccalaureat degree Other community 5. 4. for self improvement. those who desire educational enrichment Developmental program A continuing education program 3. GOVERNANCE, ORGANIZATION AND ADMINISTRATION While the Board should not be Systematic implementation 9.4 governance structure should be clearly projected as guidelines to the orderly The organizational plans are than others. accompany each role. Furthermore, the organizational structure implemented sooner is envisioned with some areas of the of the college. presented that illustrate formal administrative and organizational arrangements of making can impede the effectiveness of a competent faculty and other personnel. Organizational charts have been are essential to the success of any college. The careful selection of administrators is one of the most important functions performed at a college. Inadequate decision- Competent administrative personnel goals and objectives of the college. ing through carefully developed guidelines and policies which are consistent with the diroctiy involved in decision-making, it should establish a framework for decision- board. the college resides with the governing establish role relationships and define the duties and responsibilities that A college is a complex organization of people. The organizational plan should 6. 5. government and co-curricular activities. Registration and Regulation Service including Financial Aids and-Placement Participation including student 4. 3. 2. Orientation and Information Appraisal Counseling and Advisement Major functions should 1. include: for its students. should provide a full range of functions Pasco-Hernando Community College The legal authority for operation of and the constituencies it serves. and the age-distribution pattern is likely to be different. established and understood by its members aspirations than senior college students; more and more people can be adequately served. A budget of over a million dollars was projected for the 1973 -74 fiscal year. A decade later, budget requirements are expected to exceed 10 million dollars. descriptions of line administrators.and their staff. However, more autonomy should accrue to administrators and faculty as they demonstrate their interest and will- ingness to accept a participative model of governance at both the district and campus levels. at least three campuses should be in operation by the year 2000. A site will must be kept low. 9.5 location of high schools and other community college led to the conclusion that In order to avoid the exclusion of those who most need college services, fees The practice of providing for differentiated levels of and distribution, highway development, as the enrollment potential materializes. After consideration of population growth should be-directed carefully toward the achievement of accepted goals. and those resources that become available require a large investment of resources, Hernando County and in West Pasco. Additional campuses are to be developed campus located at the East Pasco site in Dade City and operating centers in within guidelines that are consonant with the goals and objectives of the college. The full development of the college will The college will operate a main zation. operate under the one college, branch centers model of community college organi- In the early stages, the college will college must be planned and conducted The financial development of the FINANCIAL DEVELOPMENT must be maintained so that the needs of The extent of autonomy of each component will depend upon the job CAMPUS DEVELOPMENT support for a broad spectrum of programs development of the governance system. An annual of this program will require the most plan. plan, the college should stage the development by opening operating centers in the ultimate campus locations and maintaining satellite centers wherever the demand will support a program. By'1982-83, two campuses and an operating center should be organized and in operation. The cost of facilities for this To 9.6 needed. An additional 3.5 million dollars will be needed to develop the Hernando students 12.7 million dollars will be develop the West Pasco Campus for 2500 FTE million dollars will be needed. jected for the East Pasco Campus 10.4 CLEARINGHOUSE FOR JUNIOR COLLEGE INFORMATION MAR 2 7 1974 LOS ANGELES UNIVERSITY OF CALIF. construction of the projected development .campus and theirealization of the ultimate development will approximate 27 million dollars. For the 2000 FTE students pro- careful planning for both the funding and iod_Dstwean the opening of the first During the exercising minimum control. Management stitute a large undertaking. The proposals outlined herein con- unadjusted 1973 dollars. dollars for the next ten years will be needed to complete the program. These are outlay of approximately 237 million Center for 800 FTE students. coordinated district organization District Model. Each campus will operate as semi-antonomous units under a loosely tion is suggested as the Multi-Campus, The ultimate plan of campus organiza- be needed in the West Pasco County area and still another in Hernando County.
Source Exif Data:
File Type : PDF File Type Extension : pdf MIME Type : application/pdf PDF Version : 1.6 Linearized : Yes Page Count : 180 Tagged PDF : Yes Modify Date : 2011:11:27 16:09:26-05:00 Create Date : 2007:09:23 04:32:26-04:00 Creator : PdfCompressor 5.0.333 Producer : CVISION Technologies Title : ED088541.tif.pdfEXIF Metadata provided by EXIF.tools