ED088541.tif 740 095 ED088541
User Manual: 740-095
Open the PDF directly: View PDF .
Page Count: 180 [warning: Documents this large are best viewed by clicking the View PDF Link!]
![](asset-1.png)
DOCUMENT RESUME
ED 088 541 JC 740 095
AUTHOR McGuffey, C. W.; And Others
TITLE Educational Planning for the Future Development of
Pasco-Hernando Community College.
INSTITUTION Educational Consultants, Inc., Athens, Ga.
SPONS AGENCY Pasco-Hernando Community Coll., Dade City, Fla.
PUB DATE 73
NOTE 179p.
EDRS PRICE MF-$0.75 HC-$9.00
DESCRIPTORS *College Planning; *Community Colleges; *Curriculum
Development; Educational Finance; Educational
Planning; *Enrollment Projections; *Governance; Post
Secondary Education; Program Development; Student
Personnel Services; Technical Reports
IDENTIFIERS 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)
![](asset-2.png)
U.S. DEPARTMENT OF HEALTH,
EDUCATION & WELFARE
NATIONAL INSTITUTE OF
EDUCATION
THIS DOCUMENT HAS BEEN REPRO.
DUCED EXACTLY AS RECEIVED FROM
THE PERSON OR ORGANIZATION ORIGIN
ATING IT. POINTS OF VIEW OR OPINIONS
STATED DO NOT NECESSARILY REPRE-
SENT OFFICIAL NATIONAL INSTITUTE OF
EDUCATION POSITION OR POLICY.
EDUCATIONAL YLABITINU
FOR
Itik, FUTURE DEVELOPMENT OF
PASCO-HERNANDO COMMUNITY COLLEGE
Prepared for
The Biard of Trustees
Paseo-Hernando Community College
BY
The Study Staff
Study Director: Dr. C. W. McGuffey
Consultants: Mr. Kenneth Bothwell
Dr. Bill Feltner
Dr. William Scaggs
Mr. Marshall Tribble
Dr. Curtis Ulmer
Dr. Reese Wells
Dr. J. A. Williams
Educational Consultants, Inc.
Athens, Georgia
1973
![](asset-3.png)
1111IIII I I
1
IIIII I
EDUCATIONAL CONSULTANTS, INC.
P. O. PDX 156
ATHENS. GEORGIA 30601
I1IfImay 31, 1973
1
11
211II
Dr. Milton 0. Jones, President
Pasco-Hernando Community College
Dade City, Florida
Dear Dr. Jones:
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, enroll-
ment 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.
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.
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.
Sincerely yours,
C. W. McGuffe
President
C. W. McCUFFE.Y. D. ED.
PRESZOWNIT
A. S. YON. 16.
btu TBEASVIIMP
![](asset-4.png)
TABLE OF CONTENTS
Letter of Transmittal
Table of Contents
Page
ii
iii
Chapter
I. Introduction 1,1
II. Selected Community Factors 2.1
III. The Ehrollment Potential 3.1
IV. Curriculum and Instruction Program 4.1
V. Governance, Organization and Administration 5.1
VI. Program of Student Services 6.1
VII. Financing College Operations 7.1
VIII. Projections and Guidelines for
Facilities Development 8.1
IX. Summary 9.1
iii
![](asset-5.png)
I
INTRODUCTION
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 area, provides estimates of the
enrollment potential of the college, pro-
jects the scope of the instructional pro-
gram and its supporting services, dis-
cusses guidelines for the development of
the organization and administration of the
college, provides an estimate of future
financial needs, projects future site,
requirements and space needs for specific
developmental phases of the college for
the long range future.
ROLE OF THE
COMMUNITY COLLEGE
The community college is an institu-
tion that is uniquely American. It is
oriented to the community it serves, and
provides educational opportunities to the
broad and diverse groups of youth and
adults who are peculiar to the locale in
which the college is located. The specific
types of programs and the nature of those
programs emerge from the socio-economic
milieu of the community and the interests
and needs of the people the college pur-
ports to serve.
Pasco Hernando Community College was
formed in 1972. Its main thrust was to
provide youth and adults in Pasco and
Hernando Counties a unique experience in
education. The college leadership committed
itself to serve the entire district with a
1.1
![](asset-6.png)
comprehensive educational program of
high quality.
The role of the college has been
carefully stated by the Board of Trustees.
The statement of philosophy and objectives
adopted by the Board of Trustees on March
20, 1972, is quoted as follows:
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 dis-
trict of Pasco and Hernando
Counties. Accordingly, the
college provides opportunities
for academic, personal and cul-
tural enrichment, for the
advancement of skills, for better
understanding of mankind and the
natural world, and for the develop-
ment of those values necessary to
become more responsible citizens
in an ever-changing society.
Statement of Objectives. (1) A
col ege transfer program to pre-
pare the individual to continue
his education beyond the community
college level. (2) A vocational-
technical program to prepare the
individual for employment. (3) A
developmental program to provide
the individual with opportunities
to improve basic skills. (4) A
1.2
continuing education program to
provide opportunity for the
individual to further his general
education. (5) A community
service program to provide the
individual with the opportunity
for cultural enrichment and
personal development. (6) A
counseling and guidance program
to assist the individual to make
realistic decisions about himself
and his academic and career goals.
To further delineate the role and
function of the college, the Board of
Trustees passed the following resolution
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, empha-
sizing college parallel programs,
vocational-technical opportunities
and community-service courses.
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.
SOME GUIDING PRINCIPLES
A number of selected guidelines have
![](asset-7.png)
served as the basic conceptual frame
of reference for conducting this Study.
These guidelines were derived from the
statements of the Board of Trustees,
legislation pertaining to junior colleges
in Florida and expectations of the role
of the community college in American
education.
1. The community college is a
community institution with goals
and functions whicb emerge from
its social, political and economic
environment.
2. The community college is a com-
prehensive institution developed
to provide a broad range of pro-
grams and services for the people
it purports to serve.
3. The student is the principal con-
cern of the community college, and
priority must be given to those
educational activities which will
maximize the probability that the
educational potential of each
student will be achieved.
4. The major functions of the college
are, to provide college transfer
programs, vocational and techni-
cal programs, a developmental
program, community services and
guidance and counseling services.
5. All supporting services should
be planned and coordinated to
maximize the effectiveness of
the major functions of the
college.
6. To most effectively fulfill its
role, the college must provide
appropriate programs and services
in close physical proximity to
the youth and adults it purports
to serve.
GENERAL PROCEDURES USED
This Study was prepared during a
period of several months utilizing avail-
able data and information on population
characteristics, economic factors, enroll-
ment potential, current programs and
operating practices of the college. The
Study Staff has utilized currently
1.3
![](asset-8.png)
acceptable standards and practices and
has made projections of possible futures
in the preparation of guidelines, sug-
gestOd practices and recommended proce-
dures for the future development of the
college.
Data and information were sought
and used from a variety of sources. These
include the following:
1. Pasco Coulty School District
2. Hernando County School District
3. Pasco County Planning Commission
4. Pasco-Hernando Community College
5. Florida State Department of
Education
6. Zephyrhills Chamber of Commerce
7. Brooksville-Hernando County
Chamber of Commerce
8. Tampa Bay Regional Planning
Commission
9. Bureau of Census Reports, 1970,
for Pasco and Hernando Counties
10. Newspaper reports
11. Special studies and reports such
as Pasco-Hernando Community
College Survey, Survey of School
1.4
Plants for Pasco County
Schools.
12. State and local studies of
other community colleges.
Population projections were made
utilizing a special prediction model after
testing several techniques and comparing
results with other projections. The
model is explained in Chapter II.
High school enrollment and graduate
projections were made utilizing births,
school enrollments, and high school
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
special prediction model was used to
estimate community college enrollments.
A special prediction model was used
to estimate space requirements for the
anticipated developmental phases of the
college. This model is explained in
Chapter VIII.
Widely accepted criteria were applied
and used in assessing the need and location
![](asset-9.png)
of community college centers to serve the
enrollment potential of the area.
LIMITATIONS
The projections of population, enroll-
,
ment potential and space requirements are
intended to be used as guides to decision -
making about the future development of the
college. No human mind has the key to the
future.- The very best techniques for
assessing the future provide indications
of possible trends and can assist decision
makers with the development of goals and
targets for long range planning. If the
projections in this study are used wisely,
a most useful purpose can be served.
The future of Pasco Hernando Community
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
recycling of relevant data should provide
the leadership with the means to foresee
and control major future decisions about
the development of the college.
1.5
![](asset-a.png)
II
SELECTED COMMUNITY FACTORS
The purpose of this chapter is to
examine those geographical, social and
economic characteristics of Pasco and
Hernando Counties, Florida, which are
relevant to the development of Pasco-
Hernando Community College.
Both counties are located on the
West Coast of Florida, with Pasco immed-
iately north of Hillsboro and Pinellas
Counties and Hernando serving as Pasco's
northern boundary. Pasco is bordered on
the east by Sumtei County.
Although this particular area has
an agrarian past, it has experienced rapid
growth within the past decade. Conditions
augur well for continued growth in the
future.
Pasco has average annual temperatures
of 59 degrees in January and 81 degrees in
August, with an average annual rainfall of
58.8 inches. The terrain is rolling and
ranges from 80 feet to 190 feet above sea
level.
Three major arterials link Pasco
with its populous neighbor counties on
the south. These are Highway 19, which
extends north from Pinellas in to
Pasco's coastal region, Highway 41, and
Interstate 75, both of which'provide
access to and from Hillsborough County. It
is also intersected by east-west Highway
52 which extends from Highway 19 into
Dade City, the county seat.
Hernando borders Pasco on the north
and is more remote from St. Petersburg
and Tampa, but only by a few additional
minutes drive. It is intersected by the
same north-south routes as Pasco. Its
major east-west route is Highway 50. The
major city and seat of government is
Brooksville.
Hernando enjoys the same climate as
Pasco.
2.1
![](asset-b.png)
PASCO COUNTY
Pasco County experienced a steady
growth in population during the four
decades spanning 1920 to 1960 although,
surprisingly, only moderate growth. Sur-
prisingly, because of its ideal climate,
beautiful coastline and proximity to the
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
pe:osons per year during the 140's.
By 1960, the population had increased
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 in-
migration, not only from the neighboring
counties of the south but also from more
northern states which had less temperate
climates to offer. Little of the growth
can be attributed to birth rate. A
total of 69.2 percent of Pasco residents
2.2
were born elsewhere. Although the number
of resident births doubled between 1950
and 1970, the figure was small compared
with the overall population growth. The
number of live births in 1950 was 428 and
in 1970, 830. The last reported figure,
for 1971, was 966. These are shown in
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 utili-
ties. As a result of this rapid develop-
ment, 56 percent of the county's popula-
tion 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-
ships.
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
Beacon Squier, with 1917 inhabitants;
![](asset-c.png)
FIGURE 2.1
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
580
,
a
N..
/
,
.,
560
540
520
500
480
rI
460 r'
440
420
400 K\ 4 IA l0 Cs- 00 ON 0 r- Cki ti \ C- CO ON 0 r-
LrN Lf\ trN trN trN Lf\ trN l4 LO LO LO wl0 N. N.
K1
![](asset-d.png)
Buena Vista, 3,407; Colonial Hills, 2,193;
Country Estates, 1,950; Forest Hills,
1,215; Gulf Harbors, 1,177; Holiday Gar-
dens, 2,132; Holiday Hills, 1,657;
Takitian Gardens, 1,286; Hudson, 2,278
and Jasmine Estates, 2,967. Most remained
unincorporated.
Established municipalities experienced
massive surges in population growth during
the decade. The increase in the, New Port
Richey Division was 289.6 percent, and in
the Port Richey Division, 208 percent.
More moderate growth was experienced along
the southern border of the county in com-
munities which serve as bedroom communities
for Tampa and St. Petersburg, including
Land O'Lakes and Zephyrhills. Only nine
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 re-
mained fairly stable during the decade.
The Dade City division posted only a .5
2.4-
percent gain and Lacoochee declined 1.9
percent. However, the Zephyrhills division
in southeast Pasco experienced a 66.8 per-
cent gain.
An interesting corollary of Pasco's
massive population growth was the marked
differences in age distribution between
the various county subdivision--differ-
ences which indicated an overwhelming
trend in west Pasco's coastal area toward
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
![](asset-e.png)
and older, and the low percentage of
residents under 18 years. In New Port
Richey Division, 43 percent of the resi-
dents were 65 and over and only 13.4 per-
cent were under 18. In Port Richey Divi-
sion, the percentages were 30.3 percent
for 65 and older and 19.9 percent for
under 18. Zephyrhills Division had 38.8
percent 65 and older and 20.9 percent
under 18. The percentages were quite
different for the remaining three divi-
sions of Pasco. In central Pasco, only
10.1 percent were 65 and over, but 29.2
percent were under 18. For Dade City
Division, the figures were 10.8 percent 65
and over and 35.6 percent under 18, and
for Lacoochee the figures were 9.0 percent
65 and older and 39.2 percent under 18.
The high concentration of elderly
persons in west Pasco distorted the county's
population profile considerably. While
normally the profile should appear pyra-
midal, the large number of senior citizens
in the coastal areas caused the county's
profile to appear as an inverted pyramid.
The amount of distortion can be seen in
comparison of Figure 2.2 with Figure 2.3.
In all of Pasco's census divisions
the percentage of females was greater than
the percentage of males, with the exception
of central Pasco which had a youthful
median age of 25.0. The percentage of
males in central Pasco was 53.2. Percent-
ages for other divisions were 4803 for
Dade City, 49.9 for Lacoochee, 47.1 for
New Port Richey, 49.5 for Port Richey and
47.8 for Zephyrhills.
The racial complexion of Pasco was
predominantly white. More than 95 percent
of residents of New Port Richey, Port
Richey and Zephryhills was white. Central
Pasco was 98 percent white, Dade City, 78
percent, and Lacoochee, 80 percent.
As would be expected, households in
the western area of Pasco and in Zephyr-
hills were relatively small. The figures
for New Port Richey were 2.2 persons per
household and for Port Richey, 2.43. In
Zephyrhills, 2.39 persons per household
were reported. Census divisions with
more youthful populations had larger
households. The figures were 3.08 for
2.5
![](asset-f.png)
Ages
95+
80-84
75-79
70-74
65-69
60-64
55-59
50-54
45-49
40-44
35-39
30-34
25-29
20-24
15-19
10-14
5-9
0-4
2.6
FIGURE 2.2
Population Pyramid
Pasco County, 1960
Male Female
71P
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
D
E.N kCI k0 UN LIN 4. 4- riN K1 (NJ (NJ r c- 0 0 0 c- r N C\J 1-C1 1-C1 4- 4- LA i 11 kf)
Percentages
![](asset-10.png)
Ages
85+
80-64
75-79
70-74
65-69
60-64
55-59
50-54
45-49
40-44
35-39
30-34
25-29
20-24
15-19
10-14
5-9
0-4
FIGURE 2.3
Population Pyramid
Pasco County, 1970
Male Female
11
ooUN 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
C' Dr(Ne N 8 8 8 %---* rcI N tc; rc; is kci
Percentages
2.7
![](asset-11.png)
Central Pasco, 3.10 for Dade City and
3.52 for Lacoochee.
Pasco's population explosion has
created a critical need for housing, with
the result that mobile home parks have
sprung like dandelions. Seventeen percent
of Pasco's 34,201 housing units, or almost
one of every five, was either a trailer or
mobile home. Most of the year-round
housing units were single family structures.
However, multiple family units such as
condominiums were beginning to make their
appearance. Twenty-three percent of
Pasco's permanent housing units were multi-
ple units, including 145 which would
accommodate 20 or more families. Most of
the housing was new construction. Sixty-
five percent of the units in Pasco had
been erected since 1960. Sixteen percent
had been constructed between January, 1969,
and March, 1970, when the census was taken.
Pasco's population has relatively well
educated. Of the county's 25,863 males
who were 25 years and over, 40.3 percent
were high school graduates. The percent-
age for the county's 28,612 females in
the same age category was slightly higher
at 44 percent. Nearly six percent of the
males and four percent of the females had
completed four years of college. The
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
need for adult basic education. Fully 16.6
percent of the adult male population and
12 percent of the female population had less
than an eighth grade education, and 39.4
percent of the adult males and 31.6 percent
of the adult females had less than a ninth
grade education.
Until recent years Pasco County's
economy was largely agrarian, with citrus
and cattle as major sources of income.
The major industries of the county were
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
outlets and their volume in trade are
shown in Table 2.1.
Total retail sales for 1970 were
reported at $93,670,000, an increase of
![](asset-12.png)
TABLE 2.1
Retail Trade in Pasco County, Florida, 1967
Type of Outlet Number Dollar Volume
Retail Trade - Total 514 $ 55,600,000
Building Materials and
Supply Stores 16 338369000
Farm Equipment 7849,000
Hardware Stores 10 1,310,000
Variety Stores 91,610,000
Miscellaneous General
Merchandise 8631,000
Grocery Stores 62 19,077,000
Meat and Fish Markets 3299,000
Fruit Stores and
Vegetable Markets 887,000
Candy, Nut, and
Confectionary Stores 1--
Retail Bakeries 6170,000
Other Food Stores 2
Motor Vehicle Dealers 14 5,909,000
2.9
![](asset-13.png)
TABLE 2.1 (Continued)
Type of Outlet Number Dollar Volume
Tire, Battery and
Accessory Stores 15 670,000
Miscellaneous Automotive Stores 10 1,286,000
Gas Service Stations 91 6,293,000
Apparel and Accessory Stores 22 1,551,000
Furniture Stores 11 1,196,000
Home Furnishing Stores 10 273,000
Household Appliance Stores 2--
Radio, TV, Music Stom.es 8
Eating and Drinking
Establishments 80 2,129,000
Drugs and Proprietary
Medicine Stores 10 2,950,000
Miscellaneous Retail Stores 86 4,508,000
NonStore Retailers 23 508,000
SOURCE: Census of Business, 1967
2.10
![](asset-14.png)
69 percent over the previous figure. Major
outlets for retail sales and the dollar
volume reported were: food, $35,227,000;
general merchandise, $4,983,000; furniture
and household appliances, $2,992,000;
automotive, $11,961,000; drugs, $4,976,000.
Residents were reported to have an
effective buying income in 1970 of
$204,815,000, with an average of $6,523
per household. A total of 31.4 percent of
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
the range of $5,000 - $7,999; 9.4 percent,
$8,000 - $9,999; 13.1 percent, $10,000
and over.
A breakdown of earnings by occupations
showed the following median earnings in
1969: professionals, managerial and kind-
red workers, $7,551; craftsmen and fore-
men, $6,311; operatives, including trans-
portation, $5,090; laborers (except farm),
$3,206; farmers and farm managers, $5,965;
farm laborers and foremen, $2,360.
Pasco County had a work force of
24,665 men and women. However, 25.8
percent of these worked outside the county.
Of the remainder, 17.1 percent were in
manufacturing industries, 39.8 percent
were in white collar jobs and 11.2 percent
were government workers. The unemployed
rate was 4.8 percent. Approximately 25
percent of the work force is composed of
women. Altogether, 21.5 percent of the
females over 16 were employed. Of this
group, 19 percent were married with
husbands present and 30 percent were
mothers with children under six. Among
males, 60.4 percent between 18-24 years
were employed and 7.3 percent of males 65
and over were employed.
Table 2.2 shows the percentage of
employment according to age distribution.
The broad categories of employment
are shown in Table 2.3. Major areas of
employment were: clerical and kindred
fields, 17.3 percent; crafts, 14.1 percent;
services, 12.6 percent.
More specific data are shown in
Table 2.4. According to these data, major
sources of employment were manufacturing,
retailing, mining and construction (mostly
2.11
![](asset-15.png)
TABLE 2.2
Percentage of Residents in
Work Force by Age Distribution
Pasco County, Florida, 1970
Age
Distribution Percentage of:
Males Females
14 - 15 20.1 9.9
16 - 17 41.9 26.7
18 - 19 51.0 32.2
20 - 21 57.5 41.1
22 - 24 72.7 44.8
25 - 34 93.1 44.0
35 44 90.0 47.5
45 - 64 54.9 23.8
65 and over 7.3 3.0
![](asset-16.png)
TA ',F 2.3
Broad Areas of Occupations
Pasco and Hernando Counties, Florida, 1970
Pasco County Hernando County
Male Female Total Female, Male Total
No. %No. %No. %No. %No. %No. %
Prof., Tech., Kindred 1602 .088 710 .110 2312 .094 576 .108 235 .122 811 .112
Agrs. and Adm. 1650 .090 392 .060 2042 .082 449 .084 64 .033 513 .070
Sales 1567 .086 611 .094 2178 .088 304 .057 125 .065 429 .059
Clerical and Kindred 2425 .133 1864 .288 4289 .173 781 .146 622 .323 1403 .193
Craftsmen 3309 .182 171 .026 3480 .141 848 .159 13 .006 861 .118
Operatives 2083 .114 806 .124 2889 .117 /WI .083 138 .072 582 .080
Insp. Equip. Operatives 964 .052 48 .007 1012 .041 354 .066 35 .018 389 .054
Laborers (Except Farm) 895 .049 54 .008 949 .038 346 .065 29 .015 375 .052
Farmers and Farm Mgrs. 279 .015 29 .004 308 .012 176 .033 176 .024
Farm Laborers and Foremen 1266 .07 300 .046 1566 .063 286 .054 93 .048 379 .052
Service Workers 1915 .105 1217 .188 3132 .126 629 .118 444 .231 1073 .148
Private Household Workers 254 .014 254.039 508 .020 123.023 123 .064 246 .034
Total 18209 .935 6456 .99424665.995 5316 .996 1921 .997 7237 .996
2.13
![](asset-17.png)
TABLE 2.4
Occupational Categories
Pasco and Hernando Counties, Florida, 1970
Occupational
Categories
Hernando County Pasco County
Total Em lo ed 16 and Over- 16 Total Employed 16 and Over-18)609
Total Males Females % Total % Males % Females
Total Employed 16 and Over 63.8 36.2 64.5 35.5
Agriculture, Forestry and
Fisheries 10.9 80.2 19.8 10.6 79.5 20.5
Mining and Construction 19.0 94.2 5.80 12.8 94.5 5.5
Manufacturing 5.7 75.7 24.3 17.0 68.8 31.2
Transportation - Railroads,
Express, Trucking, Other 5.2 84.4 15.6 3.0 87.0 13.0
Communications, Utilities
and Sanitary Services 2.8 71.5 28.5 3.2 71.1 18.9
Wholesale Trade 2.4 52.6 47,4 3.2 75.3 24.7
Food, Bakery and
Dairy Stores 3.6 57.3 42.7 3.11- 65.6 34.4
Eating and Drinking Places 3.2 16.4 83.6 3.0 23.0 77.0
General Merchandise Retailing,
Motor Vehicle Retailing,
Service Stations, Other
Retail Trade 12.9 59.1 40.9 13.6 58.6 41.4
2.14
![](asset-18.png)
TABLE 2.4 (Continued)
Hernando County Pasco County
Occupational Total Employed 16 and Over-5,316 Total Employed 16 and Over-18,609
Categories % Total % Males % Females,
Banking, Credit Agencies,
Insurance, Real Estate
and Other Finance 4.2 35.7 64.3 4.6 49.0 51.0
Business and Repair Service 1.9 100.0 -- 2.6 84.1 15.9
Private Households and
Other Personal Services 5.3 27.7 72.3 5.2 32.9 67.1
Entertainment and Recreation 1.0 70.6 29.4 .7 82.3 17.7
Hospitals and Other Health
Services 6.1 25.9 74.1 4.0 17.7 82.3
Elementary, Secondary
Schools, College, Govt. 5.6 37.7 62.3 4.1 35.3 64.7
Elementary, Secondary
Schools-, College Private .4 64.0 36.0 1.7 40.0 60.0
Other Education and
Kindred Services .2 71.0 29.0
Welfare, Religious and Non-
Profit Membership Organ. 1.7 55.0 45.0 1.4 55.0 45.0
Legal, Engineering and Misc.
Professional. Services 2.4 55.0 45.0 1.6 55.0 45,0
Public Administration 4.3 57.4 42.6 3.5 68.6 31.4
2.15
![](asset-19.png)
construction) and agriculture, forestry and
fisheries. A breakdown of employment with-
in service industries is shown in Table 2.5.
During the half century between 1920
and 1970 Pasco County experienced sub-
stantial growth in population. The rate
of increase during the last decade was
among the greatest in the nation. Because
of myriad reasons, estimating what will
happen in the future insofar as population
growth is concerned proved to be an under-
taking fraught with uncertainties. Such
indices as zoning regulations, building
permits, electric utility hook-ups,
telephone installations, voter registrations
were either incomplete or nonexistent,
although excellent cooperation was received
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
regulations had not been drafted. Estab-
lishing residence in Pasco for many was
simply a matter of mounting a mobile home
on a concrete block foundation and setting
up a mailbox. The county was served by
2.16
three electrical utility companies, Tampa
Electric Company, Florida Power Company,
and Withlacoochee River Electric Corp.,
and two telephone companies, Florida
Telephone, and General Telephone. The
amount of overlap in these services made
almost impossible the task of obtaining
a clear picture of what had taken place
in the past as an index of the future.
Many of the residents of Pasco were sea-
sonal, spending the winter in Pasco and
the summer in their northern homes, which
rendered almost useless postal service
data and data on voter registrations. In
the absence of these usually reliable
indices, alternative strategies for pre-
diction had to be considered.
By inspection, the population trend
was obviously curvilinear rather than
linear, although a stepwise multiple
regression analysis was attempted, with
Hernando, Citrus, Sumter, Hillsborough and.
Pinellas Counties as independent variables.
It was then reasoned that the growth
of Pasco County would follow essentially
the same patterns as those of Hillsborough,
![](asset-1a.png)
TARTN, 2:5
Selected Services in
Pasco County, Florida, 1967
Services Number Receipts Employees
Total Selected Services 359 $ 5,836,000 389
Hotels, Motels 72 1,138,000 65
Motor Hotels, Motels,
Tourist Courts 39 581,000 41
Trailer Parks 23 111 9
Sport and Recreation Camps 4.,
Total Personal Services 123 1,849,000 132
Laundry, Dry Cleaners 25 552,000 43
Beauty Shops 46 348,000 38
Photo Studios 4-- -
Shoe Repairs 3__
Funeral Service 6622,000
Miscellaneous Service 831,000 OWN,
Miscellaneous Business Services
(Includes Advertising,
Service to Dwellings, Busi-
ness and Consulting) 35 710,000 44
Auto Repair Service 40 648,000 19
2.17
![](asset-1b.png)
TABLE 2.5 (Continued)
Services Number Receipts Employees
Miscellaneous Repair Serv.
(Includes Electrical,
Radio, TV, Refrigerator,
Etc.) 52 $877,000
Movies, Amusement, Recreation 37
43
2.18
![](asset-1c.png)
Pinellas and Manatee County. These were
plotted graphically and preliminary indi-
cations were that this was the case., A
mathematical expression of this was
sought in order to provide a basis for
estimation. Table 2.6 shows the percent-
age increases observed when population
density per square mile is used as a basis
for computation. Each decade, the gain in
percentage points over the previous decade
had increased. The gain during the decade
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
gain of the decade, 1940-1950, was the
gain of the decade 1960-1970, was 37 per-
centage points over the gain of the
decade, 1950-1960. It was concluded from
these data that the population gain for
1980 would equal the gain of 1970 plus a
certain percentage increase. Inasmuch as
the. 1960-1970 decade was most proximate, a
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
basis of 206 percent of the 1970 popula-
tion plus 5 percent, resulting in an
estimate of 160,265. The same procedure
was used for estimating the 1990 population
at 346,172. These data, when plotted
graphically, approximate the growth curves
for Pinellas, Hillsborough and Manatee
Counties satisfactorily. These data and
projections are shown in Tables 2.7 and
2.8 and graphed in Figure 2.4.
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
similarity exists between the 1980 estimate
for this study and the 1980 estimate of the
Pasco County Planning Division, although
the 1990 estimates are at variance.
It should be noted that several other
factors have been taken into account in
arriving at these decisions. Among them
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
2.19
![](asset-1d.png)
TARTE 2.6
Percentage Increases in
Population Density Per Square Mile
Pasco County
1920-1970
Decade Percentage
Increase' Difference in
Percentage Increase Difference in
Rate of Gain
1920-1930 120 12
1930-1940 132 3
15
1940-1950 147 1?
32
1950-1960 179 5
37
1960-1970 216
2.20
![](asset-1e.png)
TARTR 2.7
Population Projections
Pasco-Hernando Counties, Florida
1920-1970
Year Pasco Hernando Pinellas Hillsborough Citrus Sumter
1920 8,802 4,548 28,265 88,257 5,220 7,851
1921 8,979 4,762 31,653 94,783 5,250 8,130
1922 9,156 4,976 35,041 101,309 5,280 8,319
1923 9,333 5,190 38,429 107,835 5,310 8,599
1924 9,510 5,404 41,817 114,361 5,340 8,878
1925 9,687 5,618 45,205 120,887 5,370 9,157
1926 9,864 5,832 48,593 127,413 5,400 9,437
1927 10,041 6,046 51,981 133,939 5,430 9,716
1928 10,218 6,260 55,369 140,465 5,460 -9,995
1929 10,395 6,474 58,757 46,991 5,490 10,275
1930 10,574 6,693 62,149 153,519 5,516 10,644
1931 10,914 69588 65,119 156,182 5,549 10,683
1932 11,254 6,483 68,089 158,845 5,582 10,723
1933 11,594 6,378 71,059 161,508 5,615 10,762
1934 11,934 6,273 74,029 164,171 5,648 10,802 2.21
![](asset-1f.png)
TABLE 2.7 (Continued)
Year Pasco Hernando Pinellas Hillsborough Citrus Sumter
1935 12,274 6,168 76,999 166,834 5,681 10,841
1936 12,614. 6,063 79,969 169,497 5,714 10,881
1937 12,954 5,958 82,939 172,160 5,747 10,920
1938 13,294 5,853 85,909 174,823 5,780 10,960
1939 13,634 5,748 88,879 177,486 5,813 10,999
1940 13,981 5,641 91,852 180,148 5,846 11,041
1941 14,635 5,572 98,592, 187,122 5,872 14,070
1942 15,289 5,503 105,332 lc;4,096 5,899 11,099
1943 15,943 5,434 112,072 201,070 5,925 11,128
1944 16,597 5,365 118,812 208,044 5,952 11,157
1945 17,251 5,296 125,552 215018 5,978 11,186
1946 17,905 5,227 132,292 221,992 6,005 11,215
1947 18,559 5,158 139,032 228,966 6,031 11,244
1948 19,213 5,089 145,772 235,940 6,058 11,273
1949 19,867 5,020 152,512 242,914 6,084 11,302
1950 20,529 4,948 159,249 249,894 6,111 11,330
1951 22,154 5,573 180,790 264,693 6,426 11,384
2.22
![](asset-20.png)
TAME 2.7 (Continued)
Year Pasco Hernando Pinellas Hillsborough Citrus Sumter
1952 23,779 6,198 202,331 279,492 6,742 11,438
1953 25,404 6,823 223,872 294,291 7,057 11,492
1954 27,029 7,448 245,413 309,090 7,373 11,546
1955 28,654 8,073 266,954 323,889 7,688 11,600
1956 30,279 8,698 288,495 338,688 8,004 11,654
1957 31,904 9,323 310,036 353,487 8,319 11,708
1958 33,529 9,948 331,577 368,286 8,635 11,762
1959 35,154 10,573 353,118 383,085 9,051 11,816
1960 36,679 11,198 374,691
'
397 9084 9,367 11,870
1961 40,702 11,785 389,431' 407,125 10,260 12,166
1962 44,619 12,365 404,197 416,362 11,253 12,463
1963 48,536 12,945 418,963 425,599 12,245 2,760
1964 52,453 13,525 433,729 434,836 i13,238 13,057
1965 56,370 14,105 448,495 444,073 14,230 1393511-:
1966 60,287 14,685 463,261 453,310 :15,223 13,651'
1967. 64,204 15,265 478,027 462,547 16, ?15 13,948
1968 68,121 15,845 492,793 471,784 17,208 14,245 2.23
![](asset-21.png)
TABLE 2.7 (Continued)
Year Pasco Hernando Pinellas Hillsborough Citrus Sumter
1969 72,038 16,425 507,559 481,021 18,200 14,542
1970 75,955 17,004 522,329 490,265 19,'196 14,839
2.24
![](asset-22.png)
TARTN. 2.8
Population Projections
Pasco-Hernando Counties, Florida
1971-1990
Year Pasco Hernando
1971 84,386 18,517
1972 92,817 20,031
1973 107,r60a 21,543
1974 109,679 23,057
1975 118,110 24,569
1976 126,541 '269083
1977 134,972 27,595
1978 143,403 29,108
1979 151,834 30,621
198o 160,265 32,137
1981. 178,855 34,997
1982 197,445 37,857
1983 216,035 40,717
1984 234,625 43,577
2.25
![](asset-23.png)
TABLE 2.8 (Continued)
Year Pasco Hernando
1985 253,215 46,437
1986 271,805 49,297
1987 290,395 52,157
1988 308,985 55,017
1989 327,575 57,877
1990 346,172 60,738
aSpecial Census, 1973.
2.26
![](asset-24.png)
500
450
400
350
300
250
200
150
100
50
FIGURE 2.4
Population Projections
Pasco and Hernando Counties, Florida
1930 94-0 1950 1960 1970 1980 1990
![](asset-25.png)
TABLE 2.9
Comparison of Population Estimates by
ive Agencies, 1970-1990
Agency Year
1970 1973 1975
Pinellas-Anclote Basin 75,955a 107,750b 98,351 121,554 148,104
Kiplinger 75,955a 107,750b 99,580 130,840
Candeub-Fleissig 75,955a 107,750b 103,475 131,000 145,500 160,100
Pasco Co. Planning 75,955a 107,750b 123,906 161,530 202,750 243,978
Educational Consultants 75,955a 107,750b 118,110 160,265 253,215. 346,172
a1970 Census.
bPreliminary report from the 1973 Special Census.
2.28
![](asset-26.png)
per square mile) and, especially, Pinellas
(1971.052 persons per square mile), (3)
the comparatively low cost of housing and
services in Pasco and the availability of
land, (4) the general population explosion,
(5) the increasingly large population of
the elderly, and (6) the high rate of in-
migration currently being experienced in
Florida. It is not in the least unlikely
that Pasco will be included in the Tampa-
Pinellas Standard Metropolitan Statistical
Area in the next census.
For census purposes, Pasco County was
divided into six major divisions--New Port
Richey, Port Richey, Central Pasco, Dade
City, Lacoochee and Zephyrhills. New Port
Richey and Port Richey comprised the
western corridor of the county and also
accounted for approximately one-third of
the total land area and 55.9 percent of the
total population. The Central Pasco Divi-
sion accounted for 9.4 percent of the
population, and Dade City, Lacoochee and
Zephyrhills Divisions accounted for 34.7
percent. These are shown in Table 2.10.
Because of the obvious social, poli-
tical and economic differences, the county
was divided into two areas for community
college planning. The New Port Richey and
Port Richey divisions were consolidated as
the West Pasco Division and all the other
districts were consolidated as the East
Pasco Division. These divisions are shown
in Figure 2.5.
Population projections for each divi-
sion were computed on the basis of the
1970 distribution--that is, 55.9 percent
in West Pasco and 44.1 percent in East
Pasco. These estimates are shown in
Table 2.11.
HERNANDO COUNTY
Hernando County lags more than a
decade behind Pasco County in population
growth as a result,of two factors - -a
setback during the depression 1930's
which continued through the 1940's, and
its greater distance from the population
centers of Tampa and St. Petersburg.
2.29
![](asset-27.png)
TABLE 2.10
Proportion of Population by Census Divisions
Pasco.County, Florida, 1970
Division Population Percentage Total
West 42,451
New Port Richey 31,939
Port Richey 10,512
Central 7,118
Central Pasco 7,118
East 26,386
Dade City 10,238
Lacoochee 3,112
Zephyrhills 13,036
.559
.094
.347
Total 75,955 loo
![](asset-28.png)
FIGURE 2.5
Planning Divisions
Pasco County, Florida
LEGEND
1. Dade City
2. Zephyrhills
3. Land O'Lakes
4. New Port Richey
5. Port Richey
2.31
![](asset-29.png)
TABLP 2.11
Projected Population Distribution by Regions
Pasco County, Florida
1970-1990
Year Total East West
1970 75,955 33,504 42,451
1971 84,386 37,215 47,171
1972 92,817 40,933 51,884
1973 101,248 44,651 56,597
1974 109,679 48,369 61,310
1975 118,110 52,087 66,023
1976 126,541 54,805 ,70,736
1977 134,972 58,523 75,449
1978 143,403 63,241 80,162
1979 151,834 66,959 84,875
1980 160,265 70,677 89,588
1981 178,855 78,876 .99,979
1982 197,445 87,074 110,371
1983 216,035 95,272 120,763
1984 234,625 103,470 131,155
1985 253,215 111,668 141,547
1986 271,805 119,867 151,938.
1987 290,395 128,065 162,330
2.32
![](asset-2a.png)
TABLE 2.11 (Continued)
Year -Total East West
1988 308,985 136,263 172,722
1989 327,575 144,461 183,114
1990 346,172 152,662 193,510
2.33
![](asset-2b.png)
A slight growth in population was
experienced during the decade of the 1920's,
from 4,548 inhabitants in 1920 to 6,693
inhabitants in 1930. However, at this
point, out-migration began to occur. By
1950, the population had declined almost
to the 1920 level, with 4,948 inhabitants
enumerated. Since that time, a steady
but unspectacular growth has occurred.
The 1970 census indicated a population of
17,004.
The' main population center of Hernando
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
census purposes, East Brooksville District
and West Brooksville District, with the
boundaries oplitting the City of Brooks-
ville. These are shown in Figure 2.6.
The enumeration of East Brooksville was
5,349, and of West Brooksville, 11,655.
One of the main reasons for the substan-
tial, difference was the development
occurring in Weeki-Wachi which promises
to be of the same nature as those along
2.34
the Pasco County shoreline. Likely, how-
ever, the development of West Hernando
will occur at a much slower pace than that
of West Pasco because of its greater dis-
tance from the conveniences and services
of Tampa and St. Petersburg.
As with Pasco County, much of Hernando
County's growth resulted from in-migration.
Fully 56.4 percent of Hernando's residents
were born elsewhere. The county's birth-
rate has been, at best, erratic since the
county resumed growth in 1950. Only 323
births were recorded in 1971. The county's
birth trends are shown in Figure 2.7.
Another emerging pattern which linked
Hernando to Pasco was its changing popula-
tion profile. Figure 2.8, showing the
1960 profile, reveals a fairly pyramidal
distribution. In contrast, the 1970 pro-
file shown in Figure 2.0, clearly reveals
a trend toward an older population. The
median age'of residents in the West
Brooksville District in 1970 was 37.2
years, and in the East Brooksville District,
40.2 years. In East Brooksville, 29.5
percent of the residents were under 18 years
![](asset-2c.png)
FIGURE 2.6
Planning Division
Hernando County, Florida
LEGEND
1. Brooksville
2. Springhill
East Brooksville
2.35
![](asset-2d.png)
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
FIGURE 2.7
Hernando County
1952-1970
All Births
I1
Ii
I1
I1
to
8 5 ro` 8 t'D \ if 3 if). ifjs R c
![](asset-2e.png)
Ages
85+
80-84
75-79
70-74
65-69
60-64
55-59
50-54
45-49
40-44
35-39
50-54
25-29
20 -24
15-19
10-14
5-9
0-4
FIGURE 2.8
Population Pyramid
Hernando County, 1960
Male Female
0w
NILA1151131711Aitsta
0 LA 0 LA 0 LA 0 L.11 0 LA 0 LC\ 0 if 0 LA 0 LA
s
WLA rc rc CV CV c 0 0 0 CV
Percentages
1.r.
fi t;:',
0LIN 0 1.11 0 LIN 0
u\ CN-
2.37
![](asset-2f.png)
Ages
85+
80-84
75-79
70-74
65-69
60-64
55-59
50-54
45-49
40-44
35-39
30-34
25-29
20-24
15-19
10-14
5-9
0,4
2.38
Male
FIGURE 2.9
Population Pyramid
Hernando County, 1970
Female
ono no non° nono nononononononono
c- l0 l0 IS\ IS\ 4- 4- rcN K\ (NJ (NJ 0 0 0 r CU (NJ PC\ N.\ 4- 4- n l0 l0
Percentages
![](asset-30.png)
and 22.7 percent were 65 and over. The
figures for West Brooksville were 29.8
percent under 18 and 19.3 percent 65 and
over. The distribution of sexes in East
Brooksville was about even, with females
outnumbering males 2,683 to 2,666. The
same applied to West Brooksville which
enumerated 5,679 males and 5,976 females.
Seventeen percent of the East Brooksville
population were Negroes, and 12 percent
were Negro in West Brooksville.
There was little difference in the
size of households. East Brooksville
averaged 2.75 persons per household and
West Brooksville, 2.78. These families
occupied 7,578 year-round housing units
of which most were single family dwellings.
As in Pasco, however, multiple family
units were making their appearance. Fifty-
three units to accommodate 20 or more
families were standing in 1970. Hernando
also had experienced rapid construction of
new dwellings. Fifty-one percent of the
dwellings in Hernando had been erected
since 1960. Ten percent of the new hous-
ing had been constructed between January,
1969, and March, 1970, when the census was
taken.
Among the adult population 25 and
over, 7.5 percent of males and 4.6 percent
of females had completed four years of
college. The percentage of high school
graduates was 39.8 for males and 41.8 for
females. Only an eighth grade education
had been achieved by 19.6 percent of the
males and 15.2 percent of females. Twenty-
two percent of the males and 17.8 percent
of the females had less than an eighth
grade education.
Residents had an effective buying
income in 1970 of $42,838,000, with an
average per household of $6,800. A total
of 32.2 percent had a cash income within
a range of $0 - $2,999; 21.1,percent,
$3,000 - $4,999; 24.6 percent, $5,000 -
$7,999; 8.4 percent, $8,000 - $9,999;
13.5 percent, $10,000 and over.
Total retail sales figures for 1970
were reported at $20,343,000. Retail
sales outlets and the dollar volume
reported were: food, $6,457,000; general
merchandise, $825,000; furniture and
2.39
![](asset-31.png)
household appliances, $335,000; automotive,
$4,668,000; drugs, $1,254,000. A break-
down of earnings by occupations showed the
following median earnings in 1969; pro-
fessional, managerial and kindred occupa-
tions, $7,750; craftsmen and foremen,
$5,696; operatives (including transporta-
tion), $5,146; laborers (except farm),
$3,734; farmers and farm managers, $6,455;
farm laborers and foremen, $3,959.
Hernando County had a total work
force of 7,237 men and women. Of this
total, 5.7 percent were employed in manu-
facturing, 39.7 in white collar work, 17.6
percent in blue collar work, and remainder
were in other occupations. A total of 11.5
percent were employed outside of the county.
The unemployment rate was 3.7 percent.
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.
Among males, 74.4 percent between
ages 18-24 were employed and 16.4 percent
of those 65 and over were employed.
2.40
Table 2.12 shows the percentage of
employment according to age distribution.
The broad categories of employment
are shown in Table 2.3. Major areas of
employment were: clerical and kindred
occupations, 19.3 percent; service workers,
14.8 percent; craftsmen, 11.8 percent;
professional, technical and kindred occupa-
tions, 11.2 percent.
According to data in Table 2.4, major
sources of employment were agriculture,
forestry and fisheries, mining and con-
struction, and general merchandising.
As for future growth, the same pro-
cedures delineated earlier in this chapter
for estimating Pasco County's population
were used in estimating that of Hernando.
The projection for 1980 was 32,137, and
for 1990, 60,738. When plotted graphi-
cally, it appeared that Hernando was at
least two decades away from the dramatic
upswing which Pasco was expected to
experience.
![](asset-32.png)
TARTR. 2.12
Percentage of Residents in
Work Force by Age Distribution
Hernando County, Florida, 1970
Age
Distribution Percentage of:
Males Females
14 - 15 20.8 6.5
16 - 17 43.4 24.8
18 - 19 64.8 51.8
20 - 21 66.7 53.4
22 - 24 83.7 51.4
25 - 34 91.2 50.8
35 -44 94.4 55.2
45 - 64 65.2 30.8
65 and over 16.4 3.3
2.41
![](asset-33.png)
III
THE ENROLLMENT POTENTIAL
INTRODUCTION
The purposes of this chapter are to
examine the contributing factors which
form the statistical basis for the enroll-
ment potential of the Pasco Hernando
Community College and to present an esti-
mate of that potential. In estimating the
enrollment potential, it was necessary to
consider the expected number of graduates
from the high schools of Pasco and
Hernando Counties. These data are pre-
sented in Table 3.1. The figures for the
years 1963-64 through 1971-72 represent
the actual number of graduates in those
ccunties during that period. It will be
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
assurance that the total number of high
school graduates will continue to increase
during the coming decade.
The estimated numbers of graduates
for the years 1972 -73 through 1982-83 were
obtained through the use of the Cohort
Survival Technique. This is a statistical
procedure which establishes the ratio of
survival among students as they progress
from birth through grade twelve. In this
study, ten years of history ending with
the 1971-72 school year were used. Once
a history of this ratio of survival from
one grade to the next was established,
the expected; number of students in each
grade during each year of the projected
ten year period could also be established.
With this information, the expected number
of graduates was determined by computing
the percentage of those graduating to
those enrolled in the twelth grade during
the years 1969-70 through 1971-72 in each
3.1
![](asset-34.png)
TABLE 3.1
Number of High School Graduates by Year,
1962-63 through 1971-72, and Estimates for
1972-73 through 1982-83
Year Hernando County Pasco County Total
1963-64 113 348 461
1964-65 127 406 533
1965-66 137 408 545
1966-67 165 383 548
1967-68 135 390 525
1968-69 164 391 555
1969-70 187 518 705'
1970-71 175 559 734
1971-72 201 675 876
1972-73 (P) 262 836 1098
1973=74 (P) 183 922 1105
1974-75 (P) 305 1160 -1465
1975-76 (P) 323 1187 1510
1976-77 (P) 352 1307 1659
1977-78 (P) 353 1529 1882
1978-79 (P) 401 1706 2107
1979-80 (P) 342 1998 2340
3.2
![](asset-35.png)
TAME 3.1 (Continued)
Year Hernando County Pasco County Total
1980-81 (P) 376 2123 2499
1981-82 (P) 411 2314 2725
1982-83 (P) 425 2471 2896
SOURCE: County Superintendents' Annual Reports
(P) - Projected
3.3
![](asset-36.png)
of the two counties. These percentages
were averaged and the results applied to
the expected twelth grade enrollments in
each county for each of the years 1972-73
through 1982-83.
By the year 1982-83 it is expected
that the number of high school graduates
will have increased 111 percent in
Hernando County and 266 percent in Pasco
County over the 1971-72 figures in each
county. As Chapter II has indicated,
these expected gains in both general popu-
lation and school population are the
result of an accelerating flow of in-
migration into these two counties. The
discrepancy in the rate of increase bet-
ween the two counties may be partially
explained in terms of their relative
position with Pinellas County.
Florida has, of course, g(merated
several years of experience with the
Community College. This experience is
useful in making projections of the future
enrollment of the Pasco-Hernando Community
College. Estimation of that potential has
taken into consideration an examination of
3.4
the past enrollment experience of Florida
community colleges.
Table 3.2 has been compiled from
data gathered from the enrollment exper-
ience of junior colleges in the State of
Florida. The table shows relationships
which are considered useful in estimating
enrollment potential. The figures in the
first four columns of Table 3.2 were
derived for ech year of operation from
the combined experience of Florida junior
colleges established between 1957 and 1968.
The other columns were selected after
reviewing theexperience of institutions
which have operated under conditions simi-
lar to those hich exist in Pasco and.
Hernando Counties.
The percentages shown in Table 3.2
were used to compute the figures which
are shown as estimates of enrollment
potential in. Table 3.3 These estimates
of enrollment; of course, will have meaning
only if progrems are provided by the
college to serve the educational needs of
potential students, and if the programs
are adequately staffed and are readily
![](asset-37.png)
TABLE 3.2
Relationships Among Various Components of Junior College Enrollment
Used for Estimating the Enrollment Potential of
Pasco-Hernando Community College
Percent-
age of
Full-Time
Fall Term
Freshmen to
Year High School
of Graduates
Opera- Preceding
tion Spring
Percent-
age of
Full-Time
Fall Term
Sopho-
mores to
Full-Time
Freshmen of
Preceding
Fall Term
Percent-
age of
Part-Time
and Unclas-
sified Stu-
dents to
Total Full-
Time Stu-
dents Same
Term
Percent-
age FTE
to Total
Number of
Students
in Credit
Programs
Percent-
age of
Voc-Tech.
Students
to Total
Students
in Credit
Programs
Percent-
age Grand
Total of
Credit &
Non-Credit
Programs to
Number Enrl
in Credit
Programs
Percent-
age ADA
to Enroll-
ment in
Non-
Credit
.Programs
125.50 -71.0 11.85
233.21 62.30 72.0 11.85
333.30 51.48 90.0 11.85
438.87 59.76 86.0 11.85
542.31 62.45 83.0 11.85
649.61 60.18 80.0 11.85
763.19 55.66 77.0 11.85
869.21 44.37 78.0 11.85
972.50 45.00 78.0 11.85
10 75.00 45.00 78.0 11.85
11 75.00 45.00 78.0 11.85
SOURCE: Planning for the Future Development of Hillsborough Junior College, by The Asso-
ciated Consultants in Education
3.5
85.0
83.4
79.3
71.0
75.0
78.5
79.0
79.0
79.0
79.0
79.0
14
15
16
17
18
19
20
21
22
24
24
101
102
103
105
107
110
113
115
117
122
122
![](asset-38.png)
TABLE 3.3
Estimates of Enrollment Potential by Designated Categories
Pasco-Hernando Community College
Year
College Credit Non-Credit Grand Total
General
Enrollment Technical.
Enrollment Total Credit-----
Enrollment FTE4 Enrollment ADAbEnrollment ADA
1973-74 798 120 918 766 18 2936 768
1974-75 1028 164 1192 945 36 41228 949
1975-76 1468 250 1718 1220 86 10 1804 1230
1976-77 1819 327 2146 1610 150 18 2296 1628
1977-78 2171 412 2583 2028 258 31 2841 2059
1978-79 2915 583 3498 2763 455 54 3953 2817
1979-80 3535 742 4277 3379 642 76 4919 3455
1980-81 4188 921 5109 867 103 5976 4139
1981-82 4696 1080 5776 1155 137 6931 4700
1982-83 5139 1233 6372 5034 1466 174 7838 5208
aFU117TimeEquivalent
bAverage Daily Attendance
3.6
![](asset-39.png)
accessible to potential students. For
example, based upon these data, the enroll-
ment potential for the Pasco-Hernando
Community College in 1982-83 is 7,838.
However, the state of program development
and the availability of staff and facili-
ties may limit the enrollment of the
college at some point less than its enroll-
ment potential.
In addition to reporting enrollment
potential, Table 3.3 shown enrollment in
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. These figures
equate numbers of students to a common
base, that is, the amount of course work a
student who carries a full load would take.
Such figures can be converted to hours of
classroom use and amount of instructional
and instructional support facilities. On
the other hand, enrollment figures, which
are also shown in Table 3.3, are useful
for determining the volume for the services
which are more directly related to the
number of individuals served, that is,
services such as registration, food ser-
vice, and parking.
Tables 3.4 and 3.5 are revised forms
of Tables 3.2 and 3.3. These revisions
are based upon the first year of actual
experience in the Pasco-Hernando Community
College. The points of variance were
found in the first and third categories.
As Table 3.2 notes, based upon the history
of the junior colleges in Florida, one
would expect a community junior college to
enroll 25.50 percent of the high school
graduates of the preceding Spring in the
first year of operation. Further, based
upon experience, one would expect the
number of students enrolled in part-time
and unclassified studies to equal 71.0
percent of the number enrolled in full-
time studies. Tables 3.2 and 3.3 are
based on that initial assumption. However,
in actual experience duzing the first year
of operation, Pasco - Hernando Community
College enrolled only 13.3 percent of the
high school graduates in Pasco and
3.7
![](asset-3a.png)
TABLE 3.4
Relationships Among Various Components of Junior College Enrollment
Used for Estimating the Enrollment Potential of
Pasco-Hernando Community College (Revised)
Percent- Percent- Percent- Percent- Percent- Percent- Percent-
age of age of age of age FTE age of age Grand age AMA
Full-Time Full-Time Part-Time to Total Voc-Tech. Total of to Enroll-
Fall Term Fall Term and Unclas- Number of Students Credit & ment in
Freshmen to Sopho- sified Stu- Students to Total Non-Credit Non-
Year High School mores to dents to in Credit Students Programs to Credit
of Graduates Full-Time Total Full- Programs in Credit Number Earl .Programs
Opera- Preceding Freshmen of Time Stu- Programs in Credit
tion Spring P,'Pceding dents same Programs
Fall Term Term
113.3 =111. 81.0 85.0 14 101 11.85
217.29 62.30 81.0 83.4 15 102 11.85
317.34 51.48 101.0 79.3 16 103 11.85
420.24 59.76 96.0 71.0 17 105 11.85
523.03 62.45 92.0 75.0 18 107 11.85
625.83 60.18 88.0 78.5 19 110 11.85.
732.90 55.66 84.0 79.0 20 113 11.85
836.03 44.37 85.0 79.0 21 115 11.85
937.74 45.00 85.0 79.0 22 117 11.85
10 39.04 45.00 85.0 79.0 23 120 11.85
11 39.04 85.0 79.0 24 122 11.85
3.8
![](asset-3b.png)
TABLE 3.5
Estimates of Enrollment Potential by Designated Categories
Pasco-Hernando Community. College (Revised)
Year
College Credit Non-Credit Grand Total
General
Enrollment Technical Total Credit
Enrollment Enrollment FTE Enrollment ADA Enrollment ADA
1973-74 436 65 501 418 10 1446 419
1974_75 567 91 658 522 20 2587 24
1975-76 780 133 913 648 46 5826 653
1976 -77 989 178 1167 875 82 10 1071 885
1977-78 1156 220 /1376 1080 138 16 1294 1096
1978-79 1564 313 1877 1483 247 29 1811 1512
1979-80 1913 402 2315 1829 347 41 2260 1870
1980-81 2266 499 2765 2184 470 56 2736 2240
1981-82 2540 584 3124 2468 625 74 31 65 2542
1982-83 2781 667 3448 2724 759 90 3540 2814
3.9
![](asset-3c.png)
Hernando Counties from the preceding Spring
in its full-time program, and in actual
experience the number of part-time and
unclassified students equalled 81.0 percent
of the full-time enrollments. These ad-
justments are shown in the revised Tables
3.4 and 3.5. The percentages which follow
in each of these two columns were then
adjusted to statistically coincide with
the corresponding percentages in Tables
3.2 and 3.3
As a result of these adjustments, the
estimate of enrollment potential, as shown
in Table 3.5, was reduced significantly.
Both of these sets of data must be consi-
dered in the Pasco-Hernando Community
College plans for the future. The percent-
age of high school graduates enrolled for
the first time must be computed each year,
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
nearly represents the actual experience in
the Pasco-Hernando Community Coilege.
Table 3.6 is based upon the data in
Tables 3.2 and 3.3. It shows the enroll-
3.10
ment and ADA potential for each of the
three major divisions of territory which
the Pasco-Hernando Community College serves.
The Hernando Co-inty division includes all
of Hernando County. West Pasco includes
the Port Richey and New Port Richey divi-
sions, or that area of the county West of
Highway 41. East Pasco includes all other
census divisions in the countyi or that
area East of Highway 41. The population
estimates for each of these three divisions
were taken from Tablas 2.6 and 2.9 of
Chapter II of this report. These were then
computed as a percentage of the total popu-
lation for the two county area. This table,
then, is based upon the assumption that
each of these three divisions will contri-
bute to the enrollment potential of Pasco-
Hernando Community College in proportion
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
for the two counties. If Hernando contri-
butes to the enrollment potential in pro-
portion to its population, then one can
![](asset-3d.png)
TABLE 3.6
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
Hernando County East Pasco County West Pasco County Grand Total
Year Enrollment ADA Enrollment ADA Enrollment ADA Enrollment ADA
1977-78 483 350 1023 741 1335 968 2841 2059
1982-83 1254 833 2900 1927 3684 2448 7838 5208
1990-91a 1214 806 3052 2028 3870 2571 8136 5405
aBased on the rate of 20 enrollees per 1,000 population projected for 1990
3.11
![](asset-3e.png)
expect 17 percent of the grand total
enrollment (2,841) in the Pasco-Hernando
Community College in 1977-78 to come from
the Hernando County division. This per-
cent may also be applied to the ADA. Thus,
as Table 3.6 shows, in 1977-78 it is
expected that Hernando County will contri-
bute 483 students and an ADA of 350 to the
Pasco-Hernando Community College.
The grand total enrollment for 1990-
91 was computed on the basis of estimated
enrollments of 20 per 1000 general popula-
tion. Once this ratio was determined,
that proportion was applied to the pro-
jected grand total population of the two
counties for 1990 (Chapter II, Table 2.6).
Table 3.7 is a revised form of Table
3.6 based upon the revised data of Table
3.4 and 3.5. The statistical procedures
are identical except that the college's
potential enrollment for 1990 was computed
on the basis of estimated enrollments per
1000 general population in 1982-83.
SUMMARY AND CONCLUSIONS
Based upon the data presented in this
3.12
chapter, the Pasco - Hernando Community
College can expect a maximum enrollment of
7,838, with an ADA of 5,208 by the year
1982-83. The minimum expected enrollment
and ADA for 1982-83 are 3,540 and 21814,
respectively. There are operant forces
in these two counties to warrant arguments
for each of these two extremes. A careful
examination of the data presented in
Chapter II supports this. For example,
although the population in this area is
growing at an accelerating rate, a large
percentage of the growth must be attri-
buted to the in-migration of retired per-
sons. This age group may not contribute
significantly to the enrollment potential
of the community college. On the other
hand, the service personnel attracted to
this area as a result of the demands of a
growing population will increasingly con-
tribute to the enrollment potential.
Further, it is not yet known what
effect the "college without walls" concept
will have upon the communities it will
serve. It seems reasonable to assume that
Pasco-Hernando Community College should be
![](asset-3f.png)
TABLE 3.7
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)
Hernando County East Pasco County West Pasco County Grand Total
Year Enrollment ADA Enrollment ADA Enrollment ADA Enrollment ADA
1977-78 220 186 466 395 608 515 1294 1096
1982-83 566 450 1310 1041 1664 1323 3540 2814
1990-91 916 650 2258 1604 2930 2080 6104 4334
3.13
![](asset-40.png)
expected to grow as rapidly as the
average" *junior college in Florida,
especially as the college gains in pres-
tige and expands in program and housing.
However, Tables 3.8 and 3.9 are designed
to demonstrate that at least in 1971 neither
Pasco nor Hernando Counties were contri-
buting their proportionate share of first-
time-college on-campus enrollees in insti-
tutions of higher learning. Table 3.8
sAows that the combined 1970 populations of
Pasco and Hernando Counties represented
1.36 percent of the states' total popula-
tion for that year. Table 3.9 shows that
these two counties contribute. only .61
percent of the first-time-college on-campus
enrollees. Of course, having a college
located in their midst should make a signi-
ficant difference in their total contribu-
tion.
3.14
![](asset-41.png)
TABLE 3.8
The Population of Pasco and Hernando Counties, Shown as
A Percentage of the Total Population of Florida, 1970
County 1970 Population
Percentage of Total
Florida Population
Hernando 17,004 .25
Pasco 75,955 1.11
Total 92,959 1.36
3.15
![](asset-42.png)
TABLE 3.9
Origin of Florida First-Time-College On-Campus Enrollment for
Hernando and Pasco Counties, Fall 1971
Public Private
Community Baccalaureate
State Colleges and Degree- Private Percentage
University and Junior Granting Junior of
County System Colleges Institutions Colleges Total Total
Hernando 12 39 20 273 .15
Pasco 54 127 32 6216 .46
Total 66 166 52 8289 .61
SOURCE: Enrollment in Florida's Institutions of Higher Learning, Fall 1971, by the Office
of the Board of Regents
3.16
![](asset-43.png)
IV
CURRICULUM AND INSTRUCTIONAL PROGRAM
INTRODUCTION
This section of the study deals with
the long term development of education
programs for Pasco-Hernando Community
College. The Board of Trustees has
resolved to take education programs to
every corner of the college district. The
implementation of this policy will neces-
sitate continuing study of all facets of
the educational program to maintain the
vitality and flexibility inherent in such
a policy. Major emphasis will, of
necessity, be given to the Adult and Con-
tinuing Education programs which should
be planned and conducted district wide in
terms of long range community needs and. as
an integral part of the total college
program.
EDUCATIONAL PROGRAM
The educational program of Pasco-
Hernando Community College must be viewed
as an outgrowth of basic educational
policies of the Board of Trustees of the
college. On March 30, 1972, the governing
board of Pasco-Hernando Community College
adopted three fundamental policy state-
ments which should serve as the basis of
educational program development in the
Community College district. These state-
ments provide guidelines for both the
present and the future. These are sum-
marized as follows:
1. A comprehensive community college
will provide for the educational
needs of youth and adults within
the district of Pasco and
Hernando Counties.
2. To meet stated objectives, the
program will include:
a. A college transfer curriculum
b. An occupational curriculum
c. A developmental curriculum
d. A continuing education curri-
culum
e. Community services 4.1
![](asset-44.png)
f. Guidance and counseling
services
3. Every corner of the district will
be served while providing oppor-
tunities for courses to be taught
wherever they are needed.
The concept of the community junior
college is frequently termed "an idea
whose time has come." The idea - one
institution which serves the total range
of post-secondary educational needs of its
constituents - has proved difficult to
implement. A major difficulty in the
process of implementation is the access-
ibility of educational opportunities to
the constituency of the college. Single
or multiple fixed campus locations coupled
with the traditional college schedule,
either semester or quarter, tend to miti-
gate against full accessibility to educa-
tional': opportunity. Too often, the
response of the two-year college to the
basic question of who shall be served
has favored those who enroll at the
beginning of a term in a program located
on a fixed campus.
4.2
The Board of Trustees of Pasco-
Hernando Community College has clearly
and unequivocally stated an intention to
provide educational opportunities on a
district-wide basis. The commitment to
carry educational programs "wherever they
are needed" within the District represents
a major challenge to the staff of Pasco-
Hernando Community College. The educa-
tional program to be developed by the
college must be structured in much broader
terms than that of a single campus loca-
tion. Further, implicit in the concept of
a "campus without walls" is the idea of a
range of student entry and exit points,
appropriate to the needs of individual
enrollees.
The educational program proposed for
Pasco<41ernando Community College is
derived from the philosophy, objectives,
and statement of commitment of the Board
of Trustees. It reflects the concept of
a district-wide campus organized around
variable student entry.
![](asset-45.png)
COMPONENTS OF THE
EDUCATIONAL PROGRAM
The statement of objectives of Pasco-
Hernando Community College requires the
development of the following major com-
ponents of the instructional program:
1. College transfer
2. Vocational-Technical
3. Developmental
4. Continuing Education
5. Community Services
6. Guidance and Counseling
While elements of each of these pro-
gram areas may become operational at many
sites throughout the district, planning for
the program at the base location for the
college operation requires the projection
of program elements to be included. As a
broad frame of reference for planning pur-
poses, an instructional model is presented
in Table 4.1 for 1,000 full-time equivalent
student enrollments. The model is based on
the Board of Trustees' stated objectives
and reflects the occupational and educational
trends of the community. It was developed
after analyzing comparable programs in other
colleges and modified to more nearly suit
the needs and trends of Pasco and Hernando
Counties.
COTT;FIGE TRANSk.P.,R
Purpose
As the objectives of the college
indicate, the purpose of this program is
"to prepare the individual to continue
his education beyond the community col-
lege level." Thus college transfer pro-
grams and courses are designed to parallel
the first sixty to sixty-four semester
hours of baccalaureate degree programs
offered by fown-year colleges and univer-
sities. Further, some college transfer
courses may be utilized in support of
other programs. General education courses
may be used in support of either occupa-
tional or general studies degree programs.
The Associate in
Arts Degree
Pasco-Hernando Community College has
a well - defined Associate in Arts degree
4.3
![](asset-46.png)
TABLE 4.1
Instructional Program Model
for 1,000 FTE Students
Pasco-Hernando Community College
Subject Area
Total
Percentage
Clock Hours.
Student
Clock
Hours
Average
Class
Size
Number
of Class
Hours
Agriculture 1.0 160 24 6.67
Architecture and
Environment 1.0 160 30 5.33
Biological Science
Class 2.6 416 ko 10.40
Lab 2.2 352 24 14.67
Business and
Management 8.0 1,280 24 53.33
Communications 14.0 2,240 24 93.33
Education 1.0 160 24 6.67
Engineering 1.0 160 24 6.67
Fine Arts 3.5 560 24 23.33
Foreign Language 1.4 224 30 7.47
Law 1.0 160 30 5.33
Mathematics 6.0 960 24 40.00
Physical Education 2.2 352 30 11.73
4.4.
![](asset-47.png)
TABLE 4.1 (Continued)
Subject Area
Total
Percentage
Clock Hours
Student
Clock
Hours
Average
Class
Size
Number
of Class
Hours
Physical Science
Class 4.0 640 30 21.33
Lab 2.0 320 24 13.33
Psychology 2.0 320 30 10.67
Social Science 12.0 1,920 30 64.00
Agri-Tech 1.0 160 20 8.00
Office Occupations 10.2 1,632 24 68.00
Trade and Industry 5.9 944 20 47.20
Public Service 1.0 160 24 6.67
Technical 2.5 400 20 20.00
Community Education 14.5 2,320 30 77.33
Totals 100.0 16,000 621.46
4.5
![](asset-48.png)
program designed to fulfill the objective
of college transfer. The degree program
requires completion of sixty semester hours
including a thirty-six semester hour pro-
gram of general education. Table 4.2
contains a summary of the current Associate
in Arts degree' requirements of the college.
The program as planned by the college
staff is consistent with prevailing com-
munity college practices. The instruc-
tional program model shown in Table 4.1
reflects the college transfer program as
presented in Table 4.2.
Issues
While the college transfer program of
Pasco-Hernando Community College is well
defined for an institution with less than
one year of operating experience, there
are several issues implicit in this pro-
gram. These issues may be created by the
service aspects of the college, the
assimilation of adults in an Associate
Degree Program who graduated from High
School Equivalency Adult Program, from the
"Open Door" admissions policy9 or from
4.6
other adult 'feeder' programs. In any
event, the recommendations presented below
represent optimum educational practices
for a community college.
1. Explicit course objectives should
be developed for each course
where the student who success-
fully 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 com-
petencies required to success-
fully complete it.
2. Course entry expectations or pre-
requisites 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.
3. College transfer courses must be
articulated with the institutions
who receive the transfers and the
high schools and adult programs
who supply the students.
4. Transfer courses in General Educa-
tion should reflect student and
community needs. Course develop-
ment procedures should provide
![](asset-49.png)
TABLE 4.2
Summary of Associate in Arts Degree Requirements and
Projected Course Offerings
Pasco - Hernando Community College
Area Course Offerings
Semester
Hour
Requirements
Projected
Semester Hour
Offerings
ICommunication 66
II Mathematics 312
III Science 923
IV Humanities 66
VSocial Sciences 930
VI Behavioral Sciences 39
VII Electives based on
Transfer Objective 24 64
111.011
4.7
![](asset-4a.png)
adequate safeguards for the
implementation of general
education objectives in
transfer courses.
5. Alternative approaches to
teaching communication skills
and humanities should be
explored.
Communications
For the transfer student this should
be a two semester course of study for a
total of six semester hours in the freshman
year. Logical thinking and expression in
oral and written work should be the focus
of this course sequence. The writing of
sentences, paragraphs and the preparation
of reports and papers, statistical and
narrative, are the principle concerns of
the content of this course. A basic
course in speech, which is required in
many college parallel courses, is also a
foundation course in the communications
curriculum.
Social and Behavioral.
Sciences
The study of human behavior, social
4.8
institutions and adjustment to family and
group living should be provided for stu-
dents through a twelve semester hour
requirement. Additionally a foundation
should be provided for those who plan to
major in history, psychology, ,z sociology
in their baccalaureate program. 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
Child Development, Marriage and the Family,
Florida History, Geog7.aphy and Anthropology
will provide courses Lor enrichment and
adult education. Also, the social and
behavioral sciences will provide support
courses for majors in occupational curri-
cula, diploma programs and other special-
ized purposes.
Humanities
The "total" community education con-
cept adopted by Pasco-Hernando Community
College will enhance and extend the
humanities program. While Florida junior
colleges, generally, offer a two semester
![](asset-4b.png)
program in humanities, student demand at
Pasco-Hernando Community College is
expected to exceed this minimum. Older
student groups normally will take more
courses for personal growth and enrich-
ment. It is anticipated that there will
be a greater demand for such courses as
art, music, drama, and ceramics for this
reason.
Sciences
Physical Science. The physical
science course of study at Pasco-Hernando
Community College will provide for the
engineering students through the normal
sequences of physics and chemistry and
for the non-engineering student through
physical science courses designed to teach
about man and his environment, earth
sciences and so on.
Biological Science. The biological
sciences course of study also will offer a
specialized sequence for the science major
through biology and zoology and a general
course for the student who does not plan
to major in biology. The general course
should deal with the basic biological
principles which treats man in relation
to the total ecological environment.
Mathematics
The mathematics program should in-
clude courses usually offered in the
lower division of a state college or
university. College algebra, trigonometry,
analytic geometry and calculus will be
offered for the mathematics major or part
of scientific and engineering programs.
College algebra and trigonometry would
be the normal requirement for college
parallel students in programs other than
engineering and science.
OCCUPATIONAL PROGRAMS
A wide range of occupational programs
should be offered by the Pasco-Hernando
Community College. These offerings should
be based on occupational surveys and pro-
jected employment needs of the service
area. The occupational curriculum is an
important component of the college's
4.9
![](asset-4c.png)
educational program. The curriculum
should be planned to prepare students
for immediate employment, although a
student may continue for a baccalaureate
degree.
Various factors should be considered
in the detailed planning for occupational
curricula. Such factors may include:
1. The ability of the district to
finance various programs.
2. Projections for employment -
growth of the labor force -
population expansion and other
factors.
3. Potential student enrollment over
a period of time in various
programs.
4. The turn-over of workers in
various occupations and the
potential for employee growth in
these industries.
The kinds of employment available
at present and projections for
the future.
The Associate in Science
Degree
The policies of Pasco-Hernando Com-
munity College provide for the award of an
Associate in Science Degree. This degree
4.10
requires completion of sixty semester
hours earned in either a vocational or
technical program. A fifteen semester
hour core consisting of six semester hours
of communication skills, six semester
hours of social sciences and three semes-
ter hours of behavioral sciences is
required. The balance of the program
must be earned from an approved technical
or occupational program.
Present Offerings
The present curricula approved by the
college include:
1. Associate in Science in Business.
Options available include:
a. Accounting
b. Banking
c. General Business
d. Real Estate
e. Secretarial Science
2. Associate in Science in Law
Enforcement.
3. Associate in Science in Agri-
Business Technology.
4. Associate in Science in Building
Construction Technology.
![](asset-4d.png)
5. Associate in Science in Food
Service Technology.
The curriculum for each program is
consistent with the programs developed by
surrounding community colleges in Florida
and appears adequate.
Certificate Program
The college presently offers two
certificate programs. The Food Service
Program requires thirty semester hours
work and the Real Estate Program requires
fifteen semester hours. Each program is
designed to meet occupational requirements
in the two fields. Both programs may be
incorporated into an Associate in. Science
Degree program, thus establishing a career
ladder for trainees.
Surveys of Local Needs
All programs developed are consistent
with surveys of local employment needs
undertaken to determine the feasibility of
establishing Pasco-Hernando Community
College. Several factors must be con-
sidered as the college moves beyond that
enrollment:
1. Any change in the existing
patterns of operation of secondary voca-
tional education programs in Pasco-
Hernando County schools should be coordin-
ated with community college programs.
Similarly, any changes in adult education
organization in Hernando County must be
coordinated with college programs.
2. Post-secondary occupational pro-
grams should be coordinated with secondary
vocational offerings to provide career
ladder opportunities. Similarly, certifi-
cate programs which may be utilized as a
part of Associate in Science programs
should continue to be developed.
3. Health-related occupations
curricula should be initiated only after
study of district needs and a survey of
the adequacy of clinical facilities. An
allied health planning task force com-
prised of laymen and college staff should
be helpful in exploring this area of
opportunity.
4. Use of industrial and other
4.11
![](asset-4e.png)
facilities in occupational curricula
should continue to be explored by the
college. The correlation of district
needs with available space for training
to meet those needs must continue to be
an on-going process for college personnel.
The college should develop an inventory
of possible training sites and anticipated
program needs on a district-wide basis.
Employment Patterns
The 1970 Census data for both Pasco
and Hernando Counties reflect the changing
nature of employment and indicates cer-
tain trends that are important in assess-
ing the occupational curriculum needs of
the college. The need to prepare techni-
cians for the health professions and
curricula for service workers are examples
of potential future needs to be served by
the college programs. Another occupational
specialty requiring college lead training
programs is construction craftsmen.
Table 4.3 gives a break-down of em-
ployment in Pasco and Hernando Counties by
occupational category and can be used as a
4.12
guide in developing an occupational
curriculum for the college.
Advisory Committees
Pasco-Hernando Community College has
been successful in achieving lay involve-
ment in the initiation of present curri-
cula. In order to continue the participa-
tion of lay persons in curriculum develop-
ment, a formal system of program advisory
committees must be developed. Systematic
utilization of program advisory committees
will become increasingly important as the
college matures.
Program Objectives
As Pasco-Hernando Community College
grows, additional program objectives will
be developed and refined. Terminal
objectives for Associate in Science and
certificate programs should be explicitly
stated for new and additional curricula.
These objectives should not be inferred
from projected curricula. Rather, these
curricula should be revised to maximize
contributions of projected courses to
![](asset-4f.png)
TABLE 4.3
Employment by Occupational Categories
Pasco and Hernando Counties
Occupation Pasco Hernando Totals
Health Workers, except
Practitioners 205 104 309
Technicians, except Health 138 28 166
Managers and Administrators,
except Farm 1,650 449 2,099
Sales Workers 1,567 304 1,871
Clerical and Kindred Workers 2,425 781 3,206
Automobile Mechanics -
Body Repairmen 340 86 426
Mechanics and Repairmen other
than Auto 471 150 621
Metal Craftsmen 155 15 170
Construction Craftsmen 1,416 391 1,807
Other Craftsmen 927 206 1,133
Manufacturing and Industrial
Operatives 2,083 1111,E 2,527
Transport Equipment Operatives 964 354 1,318
4.13
![](asset-50.png)
a
4.14
TABLE 4.3 (Continued)
Occupation Pasco Hernando Totals
Laborers-Construction,
Freight and Other 895 346 1,241
Farmers and Farm Managers 279 176 455
Farm Laborers and Foremen 1,266 286 1,552
Cleaning Service Workers 353 107 460
Food Service Workers 596 233 829
Health Service Workers 306 128 434
Personal Service Workers 252 48 300
Protective Service Workers 180 82 262
Private Household Workers 254 123 377
SOURCE: Based on U. S. Census, 1970
![](asset-51.png)
terminal objectives. Course development
procedures described in the final section
of this chapter should be applied to
individual courses in occupational curri-
cula.
Program Development
Pasco-Hernando Community College has
utilized the techniques of initiating
occupational curricula through offerings
directed toward part-time students. Sub-
sequently, these curricula are to serve
both full-time and part-time students.
Several advantages accrue from this
approach. Enrollment potential can be
'confirmed without the extensive invest-
ment required for initiation of full-time
curricula. Many part -time students may be
presently employed in fields related to
course offerings and can be of assistance
in helping to relate new offering to needs
in their area of employment. Similarly,
instructors may be drawn on a part-time
basis from business and industry and can
offer help in relating instruction to
local conditions.
While this approach to curriculum
and program development offers advantages,
college personnel must be aware of its
shortcomings. Occupational curricula
should be developed to serve local needs.
However, mobility of population and
regional or national criteria for occupa-
tional proficiency must also be considered
in curriculum development. Over-reliance
upon part-time instructional personnel can
lead to programs that over-emphasize local
conditions and needs at the expense of
student needs. Utilization of broad band
program advisory committees and continuing
involvement of full-time college staff in
curriculum development can give part-time
instructors the support necessary to meet
both local and student needs.
Developing full-time curricula from
part-time offerings is a sound method of
occupational program development. As the
college continues to grow other approaches
to program development will be required.
For example many allied health curricula
require full-time enrollment and must be
planned to be full-time from the outset.
4.15
![](asset-52.png)
Allocation of college staff time to plan-
ning full-time offerings will become
increasingly important as the college
matures.
DEVELOPMENTAL EDUCATION
Pasco-Hernando Commanity College is
committed to serve the post-secondary
educational needs of all citizens in its
service district. In serving these needs
the college has developed an "open door"
admissions policy. Many students may
aspire to take curricula or courses for
which they are not prepared. In order to
effectively serve all persons who enroll
in the college, opportunities must be
provided for individuals to gain the
skills and knowledge required to success-
fully meet individual objectives. The
developmental curriculum is planned to
serve this purpose.
Issues
Several fundamental issues must be
resolved by the faculty of Pasco-Hernando
4.16
Community College if an effective develop-
mental curriculum is to be provided.
1. How does the college propose to
identify developmental needs of students?
Two processes should be undertaken at
once by the college staff. First, instruc-
tional personnel should begin development
of criteria which indicates successful
completion by students of courses and
curricula. These criteria can be used by
students and counselors in making course
placement decisions. Secondly, the stu-
dent personnel services staff should
seek to identify locally relevant pre-
requisites for courses and programs.
Further, student services personnel should
develop a means of identifying develop-
mental needs in program and/or course
prerequisites. This information is vital
for individual student decision-making.
2. Who will make program and/or
course placement decisions?
The present position of administrative
personnel is quite clear. Individual stu-
dents will assume this responsibility.
![](asset-53.png)
If this practice is to be cc:Itinued,
then counseling personnel and the instruc-
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-
student cost curricula, such as associate
degree nursing, are instigated, the focus
of placement decisions will tend to shift
to faculty rather than prospective stu-
dents. In other colleges criteria for
admission to individual programs have been
prepared and, as a result, the institu-
tional policy can become "open admission"
to the college with selective admission to
individual programs. A second problem
will develop if members of the teaching
faculty become frustrated by large
numbers of "unqualified" students placed
in existing courses. Effective student
decision-making can minimize this problem.
3. Can adequate counseling services
be provided?
Pasco-Hernando Community College will
be unable to maintain the position of
charging individual students with course
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
desired end of effective student decision-
making; thus an adequate number of pro-
fessional counselors will be required.
The large part-time and adult enrollment
of the college will make delivery of this
service very difficult. This difficulty
probably will be compounded by the dis-
trict-wide campus concept.
An Alternative Approach
Many community colleges utilize a
system of selective program admission
within an "open door" institution. The
faculty of Pasco-Hernando Community
College should consider this approach to
course and/or program placement. In order
for the selective program admission con-
cept to be effective, certain basic con-
ditions must exist:
4-.17
![](asset-54.png)
1. Course and program outcomes
must be stated in behavioral
terms. These behaviors should
be measurable.
2. Prerequisite behaviors must be
similarly specified and observ-
able.
3. Admission decisions are made by
professional staff based upon
evidence of entry behavior which
indicate a reasonable likelihood
of student success.
In considering this approach as a
possible alternative faculty must raise
and resolve the following questions:
1. Can entry behaviors which indi-
cate success be described and
measured by faculty of the
college?
2. Is adequate planning time avail-
able to develop behavioral
objectives? Does the faculty
have skill in objective prepara-
tion?
As Pasco Hernando Community College
grows in enrollment and in complexity of
programming, this approach may appear
increasingly attractive. The pressures to
develop selective admissions to programs
will likely lead toward this alternative.
Committment of all faculty to "open
4.18
admissions" to all programs and a counsel-
ing program which delivers effective
decision-making by enrollees will be
required if the focus of placement and/or
program admissions decision-making is to
remain with students.
The Developmental Program
In addition to individual counseling
services previously discussed the develop-
mental program of Pasco-Hernando Community
College should have three basic components:
a personal development course, skill
development courses, and learning labs.
The Personal Development
Course
While many students will have skill
deficiencies, remediation of inadequate
educational preparation is not enough. A
student's understanding of self is a basic
element in educational success. This
course should provide opportunities for
students to develop knowledge and insight
into their behavior and to utilize these
learnings as a basis for personal and
![](asset-55.png)
educational planning. A more appropriate
title for the course should be developed
oy the student services staff as the
course is planned. Course objectives
should be correlated with individual
counseling services provided. Considera-
tion should be given to requiring the
personal development course of all stu-
dents. Another approach is to utilize
the course as an elective and defer the
decision regarding requirement until the
effectiveness of the course is demonstrated.
The responsibility for planning and
teaching this course should rest with the
student services staff. Other faculty
should be involved in planning and could
be used as resources in the teaching of
the course.
Learning Labs
The instructional services provided
by the learning lab are built upon the
concept of individually prescribed pro-
grams appropriate to the learning needs
of individual students. After a student's
particular developmental needs have been
identified either by counseling, instruc-
tors, and/or the student, specific learning
objectives for the student are developed.
With the assistance of a learning lab
teacher, a self-paced, individualized
instructional program is planned. The
student thus works toward the accomplish-
ment of his learning objectives utilizing
the prescribed materials. In this process,
the learning lab teacher continually
assists the student in monitoring his pro-
gress and providing both technical assist-
ance and personal support.
Effective learning lab operation
requires an extensive quantity of instruc-
tional materials. For example, learning
labs at Pasco-Hernando Community College
should be developed to serve a range of
educational background from non-reading
adults to college graduates. Initially
materials should be confined to reading,
communication skills, and arithmetic skills.
As the labs develop, materials appropriate
to support all instructional activities
of the college should be included.
While a learning lab is essential at
4.19
![](asset-56.png)
the college's base campus, similar opera-
tions will be needed at other college
centers. It seems desirable to organize
learning labs as a part of the instruc-
tional resources program of the college
so that library, media, equipment, and
learning lab services can be provided as
coordinated functions for the entire
district.
Skill Development Courses
Development instruction should also
be organized on a class or group basis.
While the instructional mode in a skill
development course may be individualized
programming similar to learning lab
activities, economy of professional time
coupled with the need of many students for
structured group learning situations makes
group instruction an effective means of
developmental programming.
Pasco-Hernando Community College cur-
rently offers "compensatory" courses in
English and mathematics. The college
should consider restructuring the Encrlish
course to concentrate on communications
4.20
skill development. Non-traditional
approaches to teaching written and oral
communication skills should be the thrust
of this course. Mathematics, or more
appropriately arithmetic skill development,
courses should provide individual learning
programs within a group situation. The
college ehould move at once to develop a
reading skills development course using
the individual learning program approach.
The learning labs should support these
courses with materials and with oppor-
tunities for individual work beyond
structured class time.
Need for Program
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-
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.
![](asset-57.png)
The college must move at once to develop
criteria for the identification of develop-
mental needs. Institutional research
activities directed toward determining
quantitative program needs can then be
undertaken.
COMMUNITY SERVICES AND
CONTINUING EDUCATION
Community services and continuing
education are basic activities of all
components of the instructional program
of the college. While college transfer,
occupational and developmental education
are separately describe, each of these
programs provides opportunities for con-
tinuing education. Similarly, the
willingness of the college to design and
to deliver any of these programs to loca-
tions appropriate to learners provides the
basis for community services.
Existing Program
The degree: 9sociate in General
Studies, provided by the college offers an
open,. flexible opportunity for students,
particularly adults, to design their own
curriculum. Only one course, American
Government, is required for this degree.
The Certificate in General Studies offers
an intermediate recognition to the enrollee.
Through provision of the "Special' Student
Non-Degree Seeking" classification, per-
sons can enroll in courses to meet per-
sonal needs. No information such as high
school graduation or G.E.D. equivalancy is
required for admission. Pasco-Hernando
Community College utilizes.contiming
education units (CEU) as a' basis for
recognizing work in community service
courses. The fact that 82 percent of the
college's fall enrollment in 1972 was by
part-time students is an indication of
the willingness of the college to respond
to the needs and interests of the community.
Program Philosophy
Our democratic way of life will be
improved through continued education of
all our citizens. It should be the right
and privilege of every citizen to be
afforded opportunity for optimum develop-
4.21
![](asset-58.png)
ment of his or her potentialities
through employment of any educational
facility available.
Adult education is the learning
achieved by adults during their mature
years--not a continuation of childhood
learning, but new learning. Its purpose,
then, is to make adults aware of individ-
ual and community needs and to provide an
educational program enabling them to cope
with such problems. Education helps enrich
the lives of adults and is a major factor
in fostering better adjustments to per
sonal social and economic needs and
obligations.
Program Goals
The purpose of the program of com-
munity services is to extend opportunities
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
citizens, parents and workers. The pro-
gram has therapeutic value in that it
provides opportunities for people to
create. Additionally, persons who are in
the program have an opportunity to asso-
ciate with others having similar interests.
Adult education programs should help
people develop toward the intelligent and
objective thinking necessary to solve the
ever-increasing political and social pro-
blems which confront society today.
Program Objectives
The purpose of the extended program
is to provide learning experiences which
will help each adult to continue his edu-
cation and develop his potentialities.
Learning experiences should be designed
to stimulate the growth of the individual
culturally, morally, spiritually, and
democratically, thus enabling him to
become a well-adjusted and useful citizen.
The student should be provided opportun-
ities to:
1. Acquire basic academic skills.
2. Become more vocationally efficient.
![](asset-59.png)
3. Understand his responsibilities
as a citizen by emphasizing
interest and participation in
national, state and local affairs.
4. Develop cultural and aesthetic
appreciation.
5. Develop an understanding of the
attitudes and personal adjust-
ments necessary for successful
home life and family relation-
ships.
6. Learn the need for good health
and physical fitness.
7. Become a critical thinker, capable
of sifting information and making
proper decisions.
8. 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.
10. Provide an atmosphere for the re-
establishment, reinforcement and
extension of previous learnings.
While these objectives obviously apply
to all divisions of the college, they are
listed as an affirmation of Continuing Eau-
,
cation Division of the college to underline
the colleen's belief that a community col-
lege serves all the people, day or evening,
through a wide variety of offerings, credit
or non-credit, academic or vocational.
Program Principles
The establishment of the college's
community services program is based on
the following principles:
1. The campus of Pasco Hernando
Community. College extends over
the entire two county area.
2. The program is designed to bring
the community to the college and
extend the resources of the col-
lege to the community.
3. The educational program of the
college will involve more than
formal classroom instruction.
4. The program of community services
will extend and expand existing
community services.
5. The college accepts the respon-
sibility for community develop-
ment through the use of unique
resources that it possesses.
Thus, the community services program
will assume a positive role offering class-
room instruction, and additionally, pro-
vide a vitel leadership function in
![](asset-5a.png)
coordinating action programs for
individuals and groups in the community.
Many citizens of the two county area will
have their only contact with the.college
through this program.
Operational facets of the Continuing
Education program will develop in response
to the need and requests of Pasco and
Hernando County citizens. However, there
is a need to develop planned programs for
adults in a number of areas including
adult basic education, the high school
equivalency program and credit or non-
credit courses.
Adult Basic Education
Perhaps more appropriately Adult
Basic Education should be called develop-
mental education for adults and should be
designed to help adults reach job entry
level skills for employment, self-improve-
ment, high school equivalency or diploma
programs, credentials for entry into
employment. This program should provide
a source of new Jtudents in the various
Associate Degree and certificate level
4 .24.
programs of the college. This program
should operate primarily from learning
centers utilizing individually prescribed
instruction geared to the students
learning and occupational goals. The
same facilities and materials used in the
developmental education program can be
utilized in this program.
Evening College
This program includes credit and non-
credit courses for youth and adults encom-
passing the entire program of the college.
The same philosophy prevails for both day
and evening classes. The only difference
is the criteria for scheduling courses or
activities so that they are offered at the
most appropriate time for the students
enrolled.
Non-Credit Courses (CEO
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
offerings will vary from the relicensing
![](asset-5b.png)
of pharmacists to a reading course
for scientists and offered at times
and places as required. The following
list is illustrative of the kinds of
activities that are appropriate activities
for the continuing education unit:
Cultural
Oil Painting
Ceramics
Art Appreciation
Music Appreciation
Applied Music
(Piano, guitar, and so on)
Communit: Chorus
Community Symphony
Lile Theater
Group Discussion Programs
Great Books
Great Decisions
Community Affairs
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
Photography (Applied and Darkroom)
Recreational
Bridge Lessons
Social and Square Dancing
Camping
Games and Sports
Personal Enrichment
Child Care
Prenatal Care
Driver Training
Modern Math for Parents
Gerontology Clubs
Applied Reading and Study Courses
Speed Reading
Personal Law
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.
Other Community Service Programs
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
4.25
![](asset-5c.png)
of the college is continuing education
and develop the idea that the college
is a vital force in the life of the
community. Several possibilities for
accomplishing these purposes include:
1. A speaker's bureau for service
clubs, women's clubs, agencies
and organizations in the
community.
2. A weekly newspaper column, radio
and television programs on a
continuing basis where programs
are discussed or teachers and
students interviewed.
3. Groups and clubs are invited to
use the college facilities for
evening meetings.
4. State, local and federal programs
are coordinated for and in cooper-
ation with other agencies.
5. Technical services are provided
to agencies,' business and industry
as well as governmental units.
By planning such activities as a part
of the community services program, the
college will be able to assist with the
development of the total educational pro-
gram.
4.26
![](asset-5d.png)
V
GOVERNANCE, ORGANIZATION AND ADMINISTRATION
The governance structure for any
formal organization should be clearly
established and understood by its member-
ship and the various, constituencies it
serves. 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 organiza-
tion are generally accomplished through
the efforts of several individuals. The
membership of the organization should not
expect to be consulted on every issue.
Even if such a procedure was desirable, it
is doubtful that a plan could be developed
which would guarantee optimum participation
and consultation. Effective governance,
however, does rely upon a reasonable allo-
cation of responsibility that makes the
structure of authority generally acceptable
to the constituency of the organization.
A college is a complex organization
which includes board members or trustees,
administrators, students, faculty, staff,
alumni, legislators, public officials, and
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
support from these groups.
BOARD OF TRUSTEES
Formal organizations are generally
legal entities. Without a well-established
legal framework, it would be impossible for
the organization to conduct the business
necessary to accomplish its goals and
objectives. The legal authority in most
colleges and universities resides primarily
in a lay governing board. Obviously, the
5.1
![](asset-5e.png)
lay board cannot and probably should not
be directly involved in all the decision-
making of the institution. However, the
board should develop guidelines and
Policies which are consistent with the
goals and objectives of the college,
thus enabling college officials to make
decisions which will make it possible
for the college to conduct its affairs
and achieve its goals. Since the
trustees have a tremendously important
role, they should be selected on the
basis of their capacity for deliberation,
judgment and foresight. They should
recognize that they will need to devote
a considerable amount of time to their
task.
Board Functions
Trustees have many responsibilities
and serve many functions. Perhaps the
single most important function is to
select an effective president. Once this
is accomplished, the board_ should work
with the president in such matters as
planning the long-range future of the
5.2
college, developing policies and procedures
and assisting the president in providing
overall direction and leadership for the
institution. The extent to which a board
is involved in the day-to-day operations
of a college will depend on many factors.
However, atie of the important functions
which the board should perform concerns
the concept of delegation of authority.
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
trustees and the administration. In any
case, effective guidelines and written
policies will contribute to a consistent
mode of operation and reduce the amount
of time required for board meetings. The
board should emphasize its functions as a
policy-making body. The responsibility
and authority for the day-to-day operation
of a college should be delegated to the
administration. However, an effective
administrator will keep the board well
informed about the problems and accom-
plishments of the college.
![](asset-5f.png)
Criteria for Effectiveness
There are many variables involved in
considering the functions of a board of
trustees. Criteria for establishing the
overall effectiveness of the board include
the following:
1. The authority and responsibility
of the board, within the frame-
work of state laws, are clearly
defined and properly understood.
2. The board implements rules and
regulations of the state and
establishes procedures to fulfill
legal responsibilities.
3. 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.
4. The board of trustees functions as
a unit in the best interest of the
college.
5. The board keeps well informed
about special studies, reports
and other data which are relevant
to the effective performance of
its responsibilities.
6. The board schedules regular
meetings which enables it to con-
duct the majority of its affairs.
Special meetings, though
necessary, should be held to a
minimum and should deal with
special needs. Closed or execu-
tive meetings, if absolutely
essential, should be consistent
with legal specification.
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 ade-
quately informed and appropriately
involved in the affairs of the
college.
ORGANIZATION AND
ADMINISTRATION
Organization and administration,
though technically different, are inter-
woven, with each being somewhat dependent
on the other. From a functional stand-
point, it is difficult to separate them.
Administration concerns itself primarily
with the operation or actual management
of the college which usually includes
policy development and implementation,
planning, coordinating, evaluating,
development of programs and so on. 5.3
![](asset-60.png)
organization provides a series of struc-
tures through which the total college is
administered and supervised. No specific
administrative or organizational structure
can guarantee the success of a college;
however, it can enhance or impede progress.
Both administration and organization are
considered together in the section which
follows.
Some criteria which indicate that a
college is well organized and administered
include the following:
1. The organization of the college
illustrates that its functions
can be logically achieved through
appropriate allocation of respon-
sibility and commensurate author-
ity.
2. The parameters of position de-
scriptions are generally well
defined and communicate the allo-
cation of work-load.
The college functions under
clearly understood policies which
provide directions for the
intelligent use of personnel,
5.4
facilities and overall manage-
ment of the affairs of the
college.
4. Leadership is held in high esteem
and encouraged rather than merely
regarded as a management function.,
5. Adequate efforts are devoted to
experimentation, evaluation and
internal and external communica-
tions.
Chief Administrative Officers
Competent administrative personnel
are essential to the success of any college.
The careful selection of administrators is
perhaps; the most important function per-
formed at a college. This premise is
justified on the basis that administrators
are primarily responsible for making many
recommendations and decisions which affect
every aspect of the c.ollege. Inadequate
administrative decision-making will impede
the effectiveness of competent faculty and
other personnel. Indeed, since administra-
tors have much to say about who is to be
employed, the implications appear self-
![](asset-61.png)
explanatory. Above all, it should be
emphasized that administrative officers
exist to facilitate the teaching-learning
environment and to assist all personnel in
the accomplishment of the goals of the
college.
While it may be a truism that an
organization is people working together
to achieve goals and objectives, all
personnel employed at a college are
expected to perform certain tasks. The
job specifications may be explicit or
implicit, specific or general. Obviously,
if the various role expectations are
understood by all concerned, there is a
greater chance for accurate evaluation and
improvement.
No attempt will be made to delineate
specific job descriptions for each of the
chief administrative officers. However,
attention to the general responsibilities
and parameters of the various positions
should provide perspective for the
organization and administration of the
college.
The President
The president of a college serves as
the executive officer of the board of
trustees. If the administrative structure
of a college is the most visible aspect
of the organization, then certainly the
president is the most visible employee of
the institution. The duties and respon-
sibilities of the president specified by
state statute plus the authority and
responsibility delegated to him by the
board of trustees make him responsible for
virtually all aspects of the institution.
He is responsible for the operation and
development of the total institution. The
monumental functions and responsibilities
delegated to the president obviously
require that he delegate responsibility
and appropriate authority to other key
personnel.
Lower level administrators will also
need to delegate certain functions to
individuals who are primarily responsible
to them. Even so, the concept of delegation
5.5
![](asset-62.png)
does not decrease the ultimate authority
of either the board of trustees or admin-
istrators granting it. One of the major
premises of the concept of delegation is
that those who delegate are sincere and
those who accept delegation have the com-
petence and courage to accomplish the
objective. Mutual respect, flexibility
to permit mistakes and supportive efforts
for improvement are other important aspects
of governance theory and delegation.
A list of duties and responsibilities
of a college president are prescribed by
state statute. (For example, see Florida
Statute 6A-8.771). These plus additional
duties and responsibilities delegated to
him by the local board of trustees present
a formidable set of tasks. These duties
and responsibilities will not be reviewed
here. However, a few comments concerning
the role of the presidency are offered.
Important considerations related to
the role of the president would include
the following:
1. Although a president should have
optimum autonomy in the operation
5.6
of a college, he should provide
information and leadership to
the board of trustees. As the
executive officer of the board,
he should have available, or
cause to be available, relevant
information concerning the opera-
tion of the college.
2. The responsibility for the estab-
lishment of effective working
relationships between the board
of trustees and the president must
be shared; however, the president
is often the key to the success
of such relationships. The presi-
dent who has a hostile board needs
no more trouble.
3. The president, perhaps more than
any other administrator, must work
effectively with those above him
(the board) and with his profes-
sional colleagues. Maintaining
credibility and balance with all
concerned is one of the major keys
to improving the college.
4. Since delegation of authority is
![](asset-63.png)
essential, the president must
surround himself with a competent
administrative team. While it is
important for the president tc,
have contact with as many indivi-
duals as possible within the
organization, he must devote
sufficient time to planning with
those chief administrators who
report directly to him.
5. The span of control of the presi-
dent should be limited to approxi-
mately seven or eight persons.
Regularly scheduled individual and
group meetings are essential. The
group meetings (administrative
team) should provide opportunities
for planning and sharing relevant
information among the key adminis-
trators. Individual conferences
provide opportunities to discuss
problems not sufficiently broad
to require the time of others.
6. Any one of several important areas
such as academic affairs, student
affairs, physical facilities,
public relations and financial
affairs could consume all of the
time of a president. Careful
budgeting of the use of time is
important for all administrators.
For the president of a college,
deciding how to spend his time
is crucial to the total institu-
tion.
Appropriate information and com-
munication about the college
should be provided to internal
and external groups. While much
of the communication program can
be delegated, the leadership for
the program is often demanded of
the president. Faculty, students,
administrators, staff, community
groups, etc., generally desire
the president's personal comments
and presence as frequently as
possible.
Finding enough time to accomplish his
many responsibilities is one of the
perpetual problems of the president.
5.7
![](asset-64.png)
Administrative Officers Who Report
Directly to the President
There are some concepts, procedures
and duties common to key administrators
who report directly to the president.
These include the following:
1. Each key administrator's office
is an extension of the president's
office. Therefore, it is impera-
tive that the president and the
administrators who report directly
to him are mutually agreed to a
broad and specific description of
their area of responsibility and
authority. The position descrip-
tion should be written and should
conform to any legal specifications
and requirements.
2. Each administrator works coopera-
tively with other units in main-
taining coordinate relationships.
Although each major office performs
special duties, it should be
emphasized that there are related
functions which require cooperation,
coordination and integration.
5.8
3. Each administrator excises
leadership in developing appro-
priate position descriptions for
staffing, supervises individuals
within his division and works
cooperatively with his staff in
developing plans and improvements.
4. Each administrator works closely
with the president, keeps him
informed, and makes recommenda-
tions to the president about plans
problems and accomplishments with-
in his area of responsibility
through regular and special reports
5. Each administrator implements pro-
cedures which provide for systema-
tic inputs from personr.el within
his area of responsibility con-
cerning the development of policy
which affects them. Students
should not be ignored. Special
provisions and procedures should
be devised to encourage students
to participate in the governance
of the college.
6. In cooperation with others, each
![](asset-65.png)
administrator prepares the budget
for his area of responsibility.
7. Each administrator practices the
principle of delegation of author-
ity and responsibility which
enables other personnel within his
division to accomplish assigned
responsibilities.
Office of Academic Affairs
Some of the guiding principles which
pertain to an academic affairs office, in
addition to those responsibilities common
to other key administrators previously
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
personnel, curriculum and instruction. In
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-
tional goals and objectives of the institu-
tion. Instructional activities, whether
through curricula, courses, seminars or
workshops, on or off campus, day or night,
should be coordinated through his office.
The complexity of the role of the
academic dean is particularly acute in a
comprehensive, two-year college. The
varied instructional offerings, degree and
non-degree programs, scattered throughout
a wide geographical area, make the need
for able assistants imperative. Academic
administrators at the various branches
offers one approach to the solution of
such a need. The extent of this need will
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
evolutionary process. An academic team
comprised of several academic administra-
tors and headed by the chief academic
officer may provide a viable approach
to the administration of the total
academic affairs program.
5.9
![](asset-66.png)
Student Personnel Services
In addition to performing responsi-
bilities which other key administrators
perform, the following statements appear
particularly important to the operation
of student personnel services.
A dean of student affairs should
serve as the chief administrator of stu-
dent personnel services. Major responsi-
bility includes such areas as admissions,
counseling, testing, financial aid,,
discipline, student activities, and
student organizations. Although it seems
necessary to centralize these functions
and assign to a specialized staff, many
aspects of the total student personnel
services program should be supported and
partially implemented by other components
of the college. In a broad sense, student
personnel services touch base with
virtually all parts of the institution.
Coordination of functions between the
academic affairs office and student per-
sonnel services is particularly crucial.
Student personnel services, a rela-
tively new venture in higher education,
5.10
are particularly, vague in many two-year
colleges which have a large percentage of
students who commute, work part-time, and
so on. Nevertheless, the need for an
effective student personnel services pro-
gram does exist. Organizational arrange-
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
can probably be implemented more readily
than other less formal aspects of the pro-
gram. However, both formal and informal
services should be developed and adminis-
tered with sensitivity to the special needs
of commuting, part-time students.
Business Services
The person in charge of the business
affairs of the college needs to consider
the following guiding principles as well
as those responsibilities common to other
key administrators who report directly to
![](asset-67.png)
the president.
The chief officer ,for business
affairs has the task of establishing and
maintaining sound business practices for
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
influence in decisions beyond his area of
expertise. Perhaps one of the best ways
to assist him in balancing his influence
is for the college to identify, define
and establish priorities for the imple-
mentation of its goals and objectives.
These priorities should be reflected in
the annual operating budget. If appro-
priate participation by the various units
is involved in the budgetary process, the
functions of the business office evolve
as an important service unit of the
college. The various personnel and offi-
cials of the college must be willing to
devote the necessary time to the budgeting
process. Otherwise the business manager
will be forced to make numerous educational
decisions which he neither desires nor has
the competence to make.
Responsibility for the management and
control of all financial operations of a
college makes it imperative for the business
office to develop appropriate policies and
operating procedures which not only con-
form to legal requirements but provide use-
ful information to all who must be involved
in the business operations of the college.
Public Relations and
Development
Other important areas of responsi-
bility are the functions of development
and public relations. These functions,
though distinct, are closely related and
are often placed under the direction of
one office. The persons who administer
these programs should work very closely
with the president and others in developing
and implementing policies and procedures
for providing and coordinating effective
communications to the many publics of the
college. In cooperation with others he
should establish policies, techniques and
programs for the programs for the promotion
5.11
![](asset-68.png)
and development of the college. The
responsibilities should include the
development of techniques and programs
for publicizing and achieving approved
current and long-range educational,
financial, and physical facility needs
of the college.
GOVERNANCE STRUCTURE
The Pasco-Hernando Community College
is governed by a local Board of Trustees.
The nine member board is comprised of five
trustees from Pasco County and four
trustees from Hernando, County. The board
members were appointed by the Governor
from a list of nominees which was sub-
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 member-
ship of the board appears to represent a
broad cross section of the community.
The President, the Dean of Academic
5.12
Affairs, Dean of Student Affairs and
Director of Business Affairs have been
appointed and currently serve as the
district officers of the college.
The instructional programs are organ-
ized on a modified house plan. Consistent
with the multi-unit approach, the college
has already established instructional
offerings within three relatively distinct
geographical areas of the two counties.
The three geographical areas are: (1)
East Pasco area in Dade City; (2) West
Pasco area in New Port Richey; and (3)
Hernando area in Brooksville. Classes
are taught in several different locations
in each of the three areas. Each teaching
area is administered by a Division Chair-
man. The Division Chairman has a Counse-
lor/InstructOr and two secretaries to
assist him.
The Board of Trustees and the admin-
istration of the college appear to be com-
mitted to a multi-unit development of the
college. This approach is consistent with
the organizational trends of many community
colleges, especially those in urban
![](asset-69.png)
districts. Careful, long-range planning
is required if the decentralization pro-
cess is expected to pr'oceed smoothly and
effectively. Decentralization and the
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
of the professional staff. Decentraliza-
tion should be an evolutionary process
relevant to the planned phases of the
growth and development of the college.
Regardless of the pace, decentralization
is not likely to occur as rapidly or to
approach the level desired by those whose
duties and responsibilities are located
in a particular unit. These remarks are
not intended to discourage, rather they
are intended to provide perspective to
realistic expectations.
ORGANIZATIONAL AND
ADMINISTRATIVE PHASES
The growth and development phases of
a new college are most difficult to pro-
ject. The most effective organizational
planning will not accurately project all
of the problems and variables which need
to be considered. Perhaps it is wise to
view organizational structures as tem-
porary arrangements. Certainly it is
important to consider organizational
charts as flexible representations. of the
governance structure of the institution.
At best, tha organizational chart portrays
only formal horizontal and vertical rela-
tionships. The depth of the interaction
among the individuals staffed in the
various positions is not reflected in the
organizational charts.
Despite the inadequacies and dis-
tortions of organizational charts, they
can be useful by conveying the formal
relationships of positions responsible
for the implementation of the specialized
operations of the college.
Figure 5.1 illustrates the alloca-
tion of specialization and responsibili-
ties of the major functions of the college.
The college has proposed thiS organiza-
5.13
![](asset-6a.png)
FIGURE 5.1
Proposed Organizational Structure
Phase It 1-3 Years
Pasco-Hernando Community College
1..--..1
President's
Council
College
Committees
District
Board
of
Trustees
President Coordinator
of
Community
Relations
Director
West Pasco
Center
Hernando
Center
Faculty.
Counselor/
Instructor
West Pasco
jHernando
Dean
Academic
Affairs
Citizens
Voc. Adv.
Committees
Coordinator
Community
Services
Fed. Proj.
Coordinator
Voc., Tech &
CareerEdu.
Faculty
East Pasco
1
Faculty Applications
Certificated Personnel
Records
Staff & Program
Development
Coordinator
Library &
Media Serv.
Librarian
and Media
Specialist
Dean
Student
Affairs
Coordinator
Fin. Aid
Job Place.
Vet Affairs
Counselor/
Instructor
East Pasco
Articulation
Student Activities
Research
Athletics
Health
Student Conduct
Coordinator
Buildings &
Grounds
Data
Processing
Specialist
Director
Business
Affairs MEW
Supervisor
Buildings &
Grounds
Maintenance
& Driver
Accounting
Purchasing
Payroll
Inventory Control
Auxiliary Services
Physical Plant
Non-Certificated Personnel
![](asset-6b.png)
tional chart for 1973-74. The chart is
not considered to be final. However,
the chart does portray organizational
and administrative arrangements for the
first developmental phase of the college.
The present organizational chart may very
well be adequate for one to two years
(Phase I) provided appropriate modifica-
tions are made as the college continues
to grow.
Figure 5.2 academic affairs;
Figure 5.3 student affairs; Figure 5.4
business affairs, and Figure 5.5 the
president's span of control, illustrates
breakdowns of the chief areas of responsi-
bility for one to two years. It should
be emphasized that the projected organiza-
tional plan for each of the areas should
vary according to the needs and resources
of the college. Therefore, the timetable
for the development of the various areas
should be considered only as guidelines
for the college.
The organizational chart contained
in Figure 5.6 shows an organizational plan
projected for the college for Phase
which covers the period during the three
to five years. Figures 5.7, 5.8, 5.9
and 5.10 show breakdowns of the major
areas of academic affairs, student person-
nel services, business affairs and the
president's span of control, respectively.
Again, each area should develop at a pace
that is warranted by the needs of the
college.
After the college has been in exist-
ence for five or more years, Phase III,
the needs of the college should be more
stabilized and the organizational chart
should reflect a mature organization.
Figure 5.1'1 indicates a projected organiza-
tional chart for Phase III of the develop-
ment of the college. Figures 5.12, 5.13,
5.14 and 5.15 illustrate organizational
arrangements for the major areas of
responsibilities.
While it is envisioned that the
organizational plan for the various areas
of the college will be implemented syste-
matically, some areas will require imple-
mentation sooner than others. Again, it
should be emphasized that the organiza-
5.15
![](asset-6c.png)
FIGURE 5.2
Structure of Academic Affairs
Phase I
Pasco-Herhando Community College
Dean
Academic
Affairs
Citizens
Voc. Adv.
Committees
Coordinator
Community
Services
Fed, Projects
5.16
Coordinator
Voc. Tech
and
Career Educa-
tion -
acuity
(East Pasco Faculty Application
Certificated Per-
sonnel Records
Staff and Program
Development
Coordinator
Library and
Media Serv.
Librarian
and
Media Special-
ist
![](asset-6d.png)
FIGURE 5.3
Structure of Student Affairs.
Phase I
Pasco-Hernando Community College
Dean
Student Affairs
Coordinator
Financial Aid
Job Placement
Vet. Affairs Counselor
Instructor
East Pasco
Data
Processing
Specialist
Articulation
Student Activities
Research
Athletics
Health
Student Conduct
Coordinator
Records
and
Registrar
5.17
![](asset-6e.png)
FIGURE 5.4
Structure of Business Affairs
Phase I
Pasco-Hernando Community College
Director
Business
Affairs
Accounting
Purchasing
Payroll
Inventory Control
Auxiliary Service
Physical Plant
Non-Certificated
Personnel
Supervisor
Buildings and
Grounds
Maintenance
and
Driver
![](asset-6f.png)
President 's
Council
FIGURE 5.5
President's Span of Control
Phase I
Pasco-Hernando Community College
President
College
Committees
Coordinator
ofCommunity
Relations
Dean ---1
Student
Affairs
Dean
Academic
Affairs
Director
West Pasco
Center
Director
Business
Affairs
Director
Hernando
Center:
5.19
![](asset-70.png)
FIGURE 5.6
Proposed Organizational Structure
Phase II, 3-5 Years
Pasco-Hernando Community College
President's Council
Board of Trustees
College Committee
President
Director
West Pasco
Campus
Coordinator
Admissions
Records
Data Proc.
etc.
Dean
Student Per.
Services
Asst. Deans
Student
Personnel
Services
.(Each
Campus)
Stu. Act.
Sp. Services
Counseling
Services
Health Serv,
Orientation
Director
Hernando
Campus
Coordinator
Personnel
Applications
Records
etc.
Dean of
the College
Coordinator.
Community
Services
Federal
Projects
Coordinator
Fin. Aid
Job Place.
Vet Affairs
etc.
Coordinator
Library
and
Media
Services
I
Librarian
and Media
Specialists
I
Administrative Asst.
Director
East Pasco
Campus
Advisory
Committee
Associate
Deans of
Instruction
(Each Campu4
Director
Business
Services
Coordinator
Voc. Tech
Career
Education
etc.
Coordinator
Accounting
Purchasing
Payroll
etc.
Director
of
Development/
Community
Relations
Coordinator
Physical
Facilities
Supervisor
Building &
Grounds.
Maintenance
![](asset-71.png)
Associate Dean
of Instruction
West Pasco
Campus
FIGURE 5.7
Structures of Academic Affairs
Phase II
Pasco-Hernando Community College
Dean
of the
College
Advisory
Committee
Coordinator
Community
Services
Fed. Projects
Associate Dean!
of Instruction]
East Pasco
Campus
Coordinator
Voc. Tech
and
Career Education
Coordinator
Library and
Media Services
Librarian
and
Media Special-
ists
Associate Dean
of Instruction
Hernando
Campus
Coordinator
Personnel
Applications,
Records, etc.
5.21
![](asset-72.png)
FIGURE 5.8
Structure of Student Personnel Services
Phase II
Pasco-Hernando Community College
Dean
Student Personnel
Services
Coordinator
Admissions and
Records, Data
Processing, etc.
Coordinator
Financial Aid
Job Placement
Vet. Affairs
Assistant Deans
Student Personnel
(Each Campus)
Student Activities
Special Services
Counseling Services
Health Services
Orientation
Athletics, etc.
![](asset-73.png)
FIGURE 5.9
Structure of Business Affairs
Phase II
Pasco-Hernando Community College
Director
Business Affairs
Coordinator
Accounting
Purchasing
Payroll, etc.
Coordinator
Physical
Facilities
Supervisor
Buildings
Grounds and
Maintenance.
I
Coordinator
Auxiliary
Services
5.23
![](asset-74.png)
FIGURE 5.10
President's Span of Control
Phase II
Pasco-Hernando Community College
r
President's
Council
President
College
Committees
Administrative
Assistant
Director
Hernando
Campus
5.24
-4111=1=1
Director Director Dean of the Dean, Director Director
East Pasco West Pasco College Student Business Development
Campus Campus Personnel Services Community
Services Relations
![](asset-75.png)
FIGURE 5.11
Proposed Organizational Structure
Phase III, 6-10 Years
Pasco-Hernando Community College
President's Council
Board of Trustees
College Committee
Dean
Student Personnel
Services
President
Executive
Vice President
Assistant to
the President
Advisory
Committee
[
Director
Library and Media
Services
Director
Admissions
Records
Data
Processing
/Etc.
Director
Financial
Aid
JobPlacement
Veteran
Offices
Associate
Deans
Student
Personnel
Services
(Each
Campus)
Stu. Act.
Spec. Serv.
Counseling
Services
Realth
Services,
etc.
Librarian
Media
Specialist
(Each
Campus)
Directors
of
(Each Campus)
Deans
of
(Each Campus)
Assoc. Deans
of (Each
Campus) inc.
Evening, Voc.
Tech, Cont.
Edu., Commun-
ity Service
Director
Personnel, Records,
Processing etc.
Director
Business Services
Comptroller Business
Accounting Director Manager
Purchasing Physical (Each
Payroll Facilities Campus)
Etc. .
Supervisor
Buildings
Grounds
Maintenanc
5.25
![](asset-76.png)
FIGURE 5.12
Executive Vice-President's Office
Phase III
Pasco-Hernando Community College
Executive
Vice President
Advisory
Committees
Director
Library and
Media Services
I
Librarian and
Media Specialists
(Each Campus)
Directors
(Each Campus)
Dean of
Instruction
(Each Campus)
I
Associate Deans
(Each Campus) to
include: Evening,
Continuing Edu.,
Community Serv.,
Voc. Tech and
Student Affairs
Director
Personnel
Records,
Processing, etc.
![](asset-77.png)
FIGURE 5.13
Structure of Student Personnel Services
Phase III
Pasco-Hernando Community College
Decui
Student Person-
nel
5ervices
Director
Admissions and
Records, Data
Processing, etc.
Director
Financial Aid
Job Placement
Vet. Affairs
1
Associate Deans
Student Person-
nel
(Each Campus)
Student Activi-
ties
Special Serv.
Counseling Ser.
Health Serv.
etc.
5.27
![](asset-78.png)
Controller
Accounting and
Purchasing
Payroll, etc.
FIGURE 5.14
Structure of Business Affairs
Phase III
Pasco-Hernando Community College
Director
Business
Services
Director
Physical
Facilities
L
Supervisor
Buildings and
Grounds
Maintenance,
etc.
Business
Manager
(Each Campus)
![](asset-79.png)
President 's
Council
FIGURE 5.15
President's Span of Control
Phase III
Pasco-Hernando Community College
President
College
Committees
Director
Hernando
Campus
Executive
Vice
President
Assistant
to the
President
Director
East Pasco
Campus
Director
West Pasco
Campus
Dean
Student
Personnel
Services
Director
Development,
Community
Relations
Director
Business
Services
5.29
![](asset-7a.png)
tional plans are projected guidelines.
The organizational charts presented
are concerned primarily with illustrating
formal administrative, organizational
arrangements of the college. The emphasis
is placed on the orderly progression of
district-wide control of the college.
Although an administrative structure for
each branch or center is included and a
participative model of governance is
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
staff.
A participative model of governance
depends primarily upon the operational
philosophy of the chief administrators of
the college. Relationships among the
various units are complex. Policy formu-
lation and solutions to problems are
likely to have a different impact on each
unit. Therefore, it is imperative that
appropriate committee representation
should be involved in district-wide and
individual unit governance.
There are several methods and proce-
dures which could be used to accomplish
participation in governance by the branch
campuses. The use of advisory committees
is one method that should be used to
involve faculty, students, administrators,
and staff in the development of policy.
Figure 5.16 illustrates one approach
to advisory committee structure that should
permit the various branches to achieve
systematic participation in the governance
of their units and the total college.
Neither the number nor the composi-
tion of the various adivsory committees
are delineated here. Generally, a rela-
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-
mittees would be sufficient. Special or
ad hoc committees should function as
needed. Faculty and students should be
assured that their participation in the
![](asset-7b.png)
Appropriate Offi-
cial for Approval
and/or Implementa-
tion
r
Faculty
Affairs
FIGURE 5.16
Structure for Advisory Committees
Me= MOM MIM
President's Coun-
cil for Approval;
For Information
M=.
Coordinating Com-
mittee Faculty,
Students, Adminis-
trators
MMI Me=
Student
Affairs
1
Administrativq
Policy
5.31
![](asset-7c.png)
governance of the college is desired.
While most of their efforts will be in-
volved with matterz which directly affect
them, th can make valuable contributions
to college wide committees.
IMPLICATIONS FOR
FACILITY PLANNING
Facility planning for administrative
services should be determined by phases
of development of the college. It is
unlikely that special buildings and a
full complex of adequate administrative
facilities will be provided during the
first or second phase of the development
of the college. Again, planning and
development of physical facilities will
depend on several variables, not the least
of which will be the financial resources
of the college. In any case, adequate
space for administrative services should
receive a high priority. Inadequate
administrative services will impede the
efficiency and effectiveness of the opera-
tions of the college.
Implications for facility planning
should include:
1. Since the college serves a two
county area, comprised of three
branches and additional sub-units,
special attention should be given
to planning district-wide adminis-
trative facilities which will be
as centrally located as possible.
As soon as possible the central
office should be built on a site
separate from any one campus.
2. Facilities for the library and
instructional materials should
be planned to serve the entire
ntudent body. Again, these facil-
ities should be as centrally loca-
ted as possible. Since it is not
financially possible to duplicate
the library for each branch or
center, special attention can be
given to locating relatively
inexpensive instructional materials
at each of the branches. Facil-
ities for such resource centers
should be provided at each of the
![](asset-7d.png)
branches.
3. Facilities for students are needed
at each branch. These facilities
need not be elaborate, but they
should include space for study,
informal meetings, conferences
and refreshments. If a compre-
hensive student union building is
necessary, it should be centrally
located and carefully planned for
adequate use to justify the cost
of such a facility.
4. Adequate office space should be
provided for faculty, staff and
administrators who have primary
duties at a particular branch.
Space for small conferences and
adequate storage should be pro-
vided.
The facilities at each of the
branches should be planned to
permit enlargement as needed.
Flexibility in design and multi-
ple use of facilities, where
possible, should be emphasized.
6. Finally, if the organization of
the college is to be based on
the multi-unit concept, and if
decentralization is to be empha-
sized, special consideration
should be given to the planning
and development of facilities
which will be consistent with
the multi-unit model of organiza-
tion.
5.33
![](asset-7e.png)
VI
A PROGRAM OF STUDENT SERVICES
INTRODUCTION
The most vital dimension of the
student personnel program is the philo-
sophy upon which it is based, because
program philosophy provides direction for
the formulation of objectives. The stu-
dent personnel program of Pasco-Hernando
Community College should have a philo-
sophy reflecting that of the institution
and related to the needs of the students
it serves. If the program truly serves
its clients, then its orientation must be
humanistic. In this context "the purpose
of student services is to assist,in the
humanization of the educational process,"
and this purpose makes the process of
student personnel a program of student
development (O'Banion, 1972). This pro-
gram title is more appropriate than the
relatively meaningless one of student
personnel, as it closely states the
purpose for the office.
Student personnel staff members may
then be characterized as student develop-
ment specialists. These specialists
should provide direction to the entire edu-
cational program by helping to create a
learning fanvironment,which will accomplish
the desired changes in student behavior
and make possible the attainment of indi-
vidual student goals. The student develop-
ment staff and the faculty should be
involved in continuous evaluation of the
educational experiences provided by the
college. 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
6.1
![](asset-7f.png)
specifically relevant for the student
development office.
The philosophy of the student
development program should also be future-
oriented. As Skinner (1953) and Toffler
(1970) pointed out, society has been under-
going and will continue to experience
radical changes. The state of "future
shock" which is a product of these rapid
changes repeatedly places colleges in the
position of having to react without ade-
quate preparation. Student development
specialists should be prepared to lead the
way in a proactive manner rather than
respond to the pressures of change in a
reactive manner. The leadership role for
student development specialists should be
of basic importance.
In the determination of a philosophy
and, consequently, objectives for a stu-
dent development program there are several
factors which should be considered: the
community which the college seeks to
serve, the types of students likely to
enroll, and concerns and needs which these
students and the community may have. Some
6.2
elements in the consideration of these
factors are presented in the following
section of this chapter. The final two
sections are concerned with setting objec-
tives and determining functions for the
student development program.
THE COMMUNITY COT,TEGE STUDENT
In setting objectives and planning
activities the student must be the focal
point. In a community college, perhaps
more so than in any other type of higher
education institution, the characteristics
and needs of the students must be ser-
iously considered. There has been reliable
research into the characteristics of
students in two-year colleges. A synthesis
of past research in addition to new data is
contained in The junior College Student:
A Research Description (Cross, 1968). The
findings reported in this publication have
been substantiated by those in other re-
ports (Koos, 1970; Monroe, 1972). Although
these characteristics are general, they
have implications which should be 'considered
![](asset-80.png)
by the student development staff. A
synthesis of the findings are reported
in the following paragraphs.
Ability
A large number of two-year college
students have lower mean scores on mea-
sures of academic ability than do similar
samples in four-year institutions. Many
have deficiencies in reading, language,
mathematics, and study skills. Much of
the available data, however, has been
concerned with students in the liberal
arts areas rather than those involved in
the occupational areas of the curriculum.
The special abilities and aptitudes of
those students in the occupational cur-
ricula have not been subjected to
thorough study.
Environmental Influences
and Finances
The average two-year college student
comes from a lower socio-economic level
than his four-year college counterpart.
It has been established that there is a
direct relationship between the parental
example and encouragement and the student's
motivation. Some two-year college students
may be categorized as culturally deprived
and disadvantaged. These students have a
high incidence of economic problems and are
likely to need financial aid for attendance.
Many students will have full or part-time
jobs while attending.
Goals and Aspirations
Generally, two-year college students
have lower educational and occupational
aspirations than senior college students.
They are frequently uncertain about future
plans and sometimes have set unrealistic
goals for themselves.
Personality Characteristics
These students tend to have a practi-
cal orientation to college in terms of
applied courses whilch point to business
and financial interests rather than intel-
lectual interests or humanistic pursuits.
Two-year college students are likely to be
relatively more cautious, less sure of
themselves, less adventuresome, and more
6.3
![](asset-81.png)
likely to follow established paths to
success and financial security. They
are less confident of academic abilities,
In manual skills, sports, and other non-
academic abilities, there is little
difference between two-year college stu-
dents and four-year college students.
Two-year college students are apparently
significantly lower in social maturity
and independence and more conventional
and authoritarian.
It must be emphasized again that
these characteristics are generalized and
that while they are suggestive, they are,
in no way, an attempt to define the
specific student body of Pasco-Hernando
Community College. An additional char-
acteristic of the communities of Pasco
and Hernando. Counties that should be con-
sidered by the student development staff
is the age distribution pattern.
An analysis of the population in
these counties indicates that a sizeable
percentage of the population falls in the
50-80 years age group. In planning edu-
cational activities, community services,
6.4
and guidance and counseling this group
should receive sufficient consideration.
The needs and interests of these citizens
should have impact on the planning process
in student development. Tha activities of
the college can have real meaning and can
provide new and welcomed experiences for
these persons, many of whom are retired.
Of additional concern should be
income levels, distribution of the work
force and its categories of employment,
racial and ethnic groups, and community
resources which might be utilized in
college activities.
It is important that the student
development staff understand the overall
concerns which its students may have. The
report of the Commission on Current and
Developing Issues of COSPA (Straub and
Vermilye, 1968) identified some areas of
student concern. These are of a general
nature and they are intended to suggest
areas of investigation for the student
development staff.
Students often feel that they are of
minor concern in comparison to the other
![](asset-82.png)
concerns of the college staff. If the
college schedules large impersonal
classes, has failed to develop flexible
instructional programs, has restrictive
access to faculty, and has rigid policies,
it has failed to create a humanistic and
student-centered environment.
Student often become frustrated as a
result of their efforts to promote viable
change. Even when the college listens to
them, there is frequently a lack of suf-
ficient evidence that the students have
really been heard or that they have any
impact in bringing about concrete changes.
Students often perceive that much
of education is irrelevant. Colleges
have not provided sufficient action
oriented learning activities which have
direct relationship to earning a living,
achieving satisfactory personal relation-
ships, and broadens areas such as pollu-
tion, population control, and law and order
in the federal government.
The concerns of the students and the
community which Pasco-Hernando Community
College serves should have direct impact
c-1 the development of objectives for the
student development staff.
ESTABLISHING PROGRAM OBJECTIVES
A future oriented and humanistic stu-
dent development program is dependent upon
clearly stated objectives which have been
the result of a consideration of the philo-
sophy and goals of the college, the stu-
dents and the community. The effectiveness
of the student development program can be
measured by specifically delineated
behavioral objectives and concomitant stu-
dent behaviors. In the atmosphere of
change which permeates our society and the
concern for evaluation of programs and
accountability, it is mandatory that out-
comes be measurable or observable. Hence,
the formulation of behavioral objectives
about which there is consensus among
faculty and staff and a plan for the achieve-
ment of these objectives are crucial to the
success of the program.
Hurst and Ivey (1971, pp. 166-167) have
defined some of the roles which they
6.5
![](asset-83.png)
believe that the student development
staff can occupy in a future-oriented
framework for the development of
objectives.
1. The student development staff
should increase its effective-
ness by participating as col-
leagues of students involved in
a common learning experience.
2. The student development staff
should occupy the. ole of a
virally concerned change-agent
regarding the total educational
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.
3. The student development staff
shor:a become more involved in
human relations skills rather than
administrative responsibilities.
4. The student should assist in the
structuring of the college
resulting in an emphasis on
student development through the
6.6
the accomplishment of behavioral
objectives.
Within a humanistic and future-oriented
framework the student development staff of
Pasco-Hernando Community College should
establish behavioral objectives which will
encourage the growth and development of
student behavior through an understanding
of self, other individual needs and values,
and society. Self-understanding may be
gained through involvement in appropriate
decision-making and planning, evaluation,
and intellectual growth. An understanding
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 institu-
tions of society should be integrated with
understanding of self and others, providing
the individual with an appropriate system
of values. Encouragement of study and
experiences with others, in addition to
evidance and counseling, can assist
students to achieve this understanding.
![](asset-84.png)
SPECIFIC FUNCTIONS OF
STUDENT DEVELOPMENT PROGRAMS
Collins (1967, pp. 13-15) has
defined seven major functions for student
personnel which the student development
staff at Pasco-Hernando Community College
may find helpful in defining its goals
and responsibilities. These include:
1. Orientation Functions
2. Appraisal Functions
3. Consultation Functions
4. Participation Functions
5. Regulation Functions
6. Service Functions
7. Organizational Functions
Orientation Functions
Pasco-Hernando Community College has
accepted a basic responsibility for
enlarging the educational opportunities
of youth and adults within the district
of Pasco - Hernando. Counties. The student
development staff should establish com-
munication with the entire community to
adequately disseminate the opportunities
which the college provides. Particular
emphasis should be placed on thorough com-
munication with feeder high schools as a
means of providing for campus visits
for consultation, information, and orienta-
tion.
Koos (1970, pp. 519-520) has noted that
a unique orientation program is being
offered at Santa. Fe Community College in
Florida. This orientation course places
emphasis on developing student interpersonal
relationships and the use of encounter group
activities. Significantly, members of the
student development staff provide the
instructional leadership for this course.
The orientation process should be
provided to support student understanding
and acceptance of the academic and social
environment of Pasco-Hernando Community
College. Orientation should also assist
in the development of positive student
relationships and attitudes toward his
experiences at Pasco-Hernando.
Appraisal Functions
The "open door" philosophy of Pasco-
6.7
![](asset-85.png)
Hernando Community College necessitates a
careful appraisal of each student to pro-
vide him with ap-propriate individual sup-
port. The student development program
should support the instructional remedia-
tion program with appropriate counseling
activities. The appraisal function
should further serve to identify a stu-
dent's interests, abilities, and objec-
tives as well as to provide a personnel
record for each student.
The Student Development Staff of
Pasco-Hernando Community College should
actively engage in the development of
procedures to identify students for
faculty referral and testing for
specific diagnostic purposes. The staff
should also provide activities and
materials designed to promote study skills.
Educational testing is an important
phase of the appraisal function. The
staff should use caution to select only
the minimal number of tests for which a
specific objective exists. In 1967 the
College Entrance Examining Board began a
new test battery designed for community
6.8
college appraisal. This test instrument,
Comparative Guidance and Placement Program,
is normed on a, population of com-
munity college students. It may represent
an instrument of basic value for a community
college testing program.
Consultation Functions
The basic purpose of a student develop-
ment program is to provide students with
assistance in reaching academic and per-
sonal decisions by means of counseling
efforts. The students of Pasco Hernando
Community College probably include some
persons from each of the following unique
groups.
1. High school graduates seventeen
years of age seeking a two-year
program.
2. High school graduates who are
seeking a two-year transfer pro-
gram which will provide admission
to a four-year college or univer-
sity.
3. Homemakers who return to college.
4. Employed persons who wish to
![](asset-86.png)
improve their skills.
5. Adults seeking a high school
diploma.
6. Retired persons who return to
school in search of educational
refreshment.
7. High school seniors involved
with advanced placement programs.
It is apparent that a wide variety of
needs are generated by the above groups.
The role of the student development pro-
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 pressures of their goals, attitudes,
and abilities. This counseling process
should emphasize to students their per-
sonal role in decision-making.
The clientele served by the Pasco-
Hernando Community College includes an
unusually high percentage of persons in
the older age groups. The counseling
staff should possess the special know-
ledge and understanding requisite to
working with a broad spectrum of student
ages. Evidence of a concern for aged per-
sons should be found in the participation
of the counseling staff in courses or work-
shops on gerontology.
Participation Functions
A well-designed sequence of student
activities is an essential ingredient in
a student development program. Student
activities should serve the multiple
function of integrating and developing
cultural, educational, recreational, and
social experiences. Collins has clearly
stated that these activities should be
considered a part of the total educational
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 pancake-
eating contests. Educational effect
follows from the total milieu in
which the student is immersed; hence
those concerned with value formation
should in a ?culated and vigorous
manner set ou to create a college
milieu oriented to the intellectual,
the ethical, the political, and
cultural pursuits... (Collins, 1967,
pp. 42-43).
6.9
![](asset-87.png)
The student activity program must
possess sufficient scope to provide for
the diverse group of students typified
by the enrollment of Pasco-Hernando
Community College. The activities should
evolve from the recognized needs of
students, thus creating a positive environ-
ment in which students' interests are re-
flected in existing policies. The student
activity program should place appropriate
emphasis on the social and recreational
needs of the older age groups. It may
prove' valuable to consider having one
member of the staff specialize in pro-
grams for these age groups.
Regulation Functions
The primary areas of the regulation
function include registration, record-
keeping, and enforcement of rules and
regulations. The registrar and appro-
priate administrative officers are
charged with the responsibility for these
functions. The climate of our colleges
has been radically altered since the mid
1960's. Academic failure and student
6.10
behavior should both be viewed within the
context of standards appropriate for the
present. Students have become actively
involved in the process of self-determina-
tion in the once sacrosanct areas of
housing, confidentiality of records, and
academic probation. Student involvement
with the faculty and administration has
resulted in regulations which students
themselves codify and subsequently apply
when other students are violators.
The traditional implications of the
concept in loco parentis are no longer
valid in higher education. Contemporary
societal forces such as legislation lower-
ing the age of majority, changes in sexual
mores, and the civil rights and women's
liberation movements have brought a liber-
alizing influence to the younger college
students. This influence has created a
demand from college youth for significant
self-determination. The student develop-
ment staff should promote an awareness
throughout the faculty and staff of the
rights of studnts and their concomitant
![](asset-88.png)
need to participate in vital areas of
decision-making.
Service Functions
The primary purpose of the financial
aid program is to provide assistance so
students are not denied an education
because of insufficient financial re-
sources. Financial aid should be avail-
able to students who demonstrate a need
and who would not be able to receive a
college education without economic
support. Financial aid should include
a broad based effort to provide part-
time employment, loans, grants and
scholarships to qualified students. Hope-
fully, this may attract some students who
can bring unusual talents to Pasco-
Hernando Community College.
A vigorous placement service is a
necessary corollary to the occupational
program offered by Pasco-Hernando
Community College. Students in the occu-
pational program must be provided with
support as they attempt to enter the job
market to utilize their skills. The
student development staff should actively
engage in community affairs as a means of
meeting potential employers of students
and promoting eventual job placement.
Organizational Functions
The primary concern of program evalua-
tion is to identify areas in which the
student development program can be improved.
The responsibility for program evaluation
may not be directly assigned to the student
development staff, however the counselor
occupies a strategic vantage point from
which to participate in the evaluation
process. The counselor can provide assis-
tance in this process by developing a means
of obtaining maximum student feedback.
The student development staff of
Pasco-Hernando Community College should
actively devise a means of evaluating the
effectiveness of their own program.
Fordyce (O'Banion (ed) 1972) has cited the
value of using behavioral objectives for
evaluating student development programs.
He proposed that the entire program be
organized and evaluated in terms of how
6.11
![](asset-89.png)
the various functions of the program
contribute to changes in student behavior.
Evaluations are only as useful as the
relevance of the previously established
goals permit. An evaluation of poorly
developed goals will assuredly be weak;
therefore, zhe determination of objec-
tives becomes an inextricable segment
of the evaluation procedure.
A proposed organizational structure
has been adequately considered under the
Organization and Governance section of
this study. This proposed administrative
alignment wisely places the Dean of
Student Affairs on the same level as the
Dean of Academic Affairs. Such an
administrative alignment would communi-
cate the significance of the Student
Development Program as a central element
in the creation of a suitable educational
environment for the students of Pasco-
Hernando Community College. The Student
Development Program should represent a
resource for the entire college with an
emphasis on student learning regardless
of whether it is within a formal class-
6.12
room structure. Student services should
not be cast in a role of services ancillary
to the classroom.
SUMMARY
The purpose of this paper has been to
present a philosophical framework appro-
priate in the context of the concept of the
community college and the purposes of the
office of student development. The specific
philosophy; and objectives determined by the
staff of Pasco-Hernando Community College
should be humanistic and future-oriented..
An additional purpose has been to
suggest functions of a studerlt development
office. Those appropriate for Pasco-
Hernando Community College can only be
determined by the staff in light of objec-
tives, available personnel, facilities,
and financial resources. However, the
counseling function is viewed as the most
important in the establishment of a rele-
vant, humanistic educational environment
which meets individual needs and achieves
desired changes in student behavior.
![](asset-8a.png)
Contemporary emphasis is placed on
universal educational opportunity and
a personalized educational process. The
student development staff can provide
leadership in this direction.
6.13
![](asset-8b.png)
VII
FINANCING COVJPGE OPERATIONS
The purpose of this chapter is to
present guidelines for the financial
development of the college, to project
immediate and long range financial
requirements for college operations and
to estimate available income for a ten-
year period.
MANNING GUIDELINES.
Decisions regarding financial
matters are most often frustrated because
of uncertainty and doubt regarding the
potential availability of funds. Fur-
thermore, the inability to plan for pro-
grams 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 alloca-
tion of funds by the state on a cost per
FTE by course basis has made financial
planning more meaningful.
To be most effective financial plan-
ning should be based on guidelines that
are sound. A set of guidelines that should
be considered are as follows:
1. Funding should be provided for
the support of programs and stu
dents on.a current basis. College
operations must have available
those funds required to support
the students who are enrolled in
the programs of the college on a
current basis. Otherwise, the
lack of funds will contribute to
a lag in program effectiveness.
2. The financial plan must allow the
college to provide programs and
services at low cost to students.
The purpose of the community
college is to make education more
accessible to post-high school
youth and adults. This "low cost"
7.1
![](asset-8c.png)
principle has been well docu-
mented on theoretical geounds;
however, the thrust of this guide-
line is that excessive fees can
exclude from the benefits of the
college those who most need the
college's services.
3. The financial support plan must
provide a comprehensive educa-
tion and service pmgram to meet
a wide diversity of student needs
regardless of differences in in-
structional costs. College pro-
grams 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.
72
4. Fiscal support policies must
provide for cost differentials
among various sizes of institu-
tions. The larger the institu-
tion, the more efficient it can
be in utilizing faculty and
other resources. More effec-
tive resource use generally
generates less cost per student;
therefore, a large institution
will generate less cost per stu-
dent than a small one. The
principle of equity would re-
quire the allocation of funds
based on institution size.
5. Financial planning must respond
to program needs and established
educational priorities. Deci-
sion-making in fiscal planning
should be based on educational
programs that are needed to
implement college goals and
objectives. Systematic educa-
tional planning should provide
relevant information for fiscal
planning. Furthermore, prior-
![](asset-8d.png)
ities should be established on
the basis of educational reasons
rather than fiscal ones.
6. The financial support plan should
stimulate the full utilization of
local human and physical resource
in the development and operation
of the college. Many community
agencies have goals that are
consonant with and supportive of
those of the college. Thus, the
college should be expected to
work in close cooperation with
local institutions and agencies
so as to use available human and
physical resources to improve the
effectiveness of the college in
serving the community.
SOURCES OF FUNDS
Pasco-Hernando Community College is
supported financially by funds received
from the State Board of Education, student
fees, the Federal government, and mis-
cellaneous sources. State funds consti-
tute the major source of support for both
general operations and capital outlay.
In the determination of state alloca-
tions the State Board of Education makes
an annual legislative request based on
analyses of costs of courses and discip-
lines on a statewide average of costs per
FTE and projected FTE production for the
fiscal year. The formula recognizes cost
differences between courses and discip-
lines in transfer, occupational and voca-
tional, compensatory-and community service
areas. Cost differentials are also pro-
vided by size-groupings of colleges. In
calculating the unit cost by discipline
actual expenditures are included for
teaching salaries; departmental costs for
admjnistration, supplies, and equipment;
other organizational units exercising
responsibility for the department; college
wide costs; and plant and maintenance
costs.
Student fees are likewise a source of
funds. Pasco-Hernando fees for the
7.3
![](asset-8e.png)
1972-73 fiscal year were:
Florida Non-Florida
Residents Residents
Full-Time
Students
Part-Time
Students
(Per credit hour)
$124.50 $324.00
10.00 35.00
A substantial amount of revenue can be
generated from this source. However,
a conscious effort should be made to
keep student fees as low as possible.
Data were not immediately available
for the current year (1972-73) on fees at
other community colleges. Data available
for fiscal year 1970-71 for other colleges
around the state showed Tallahassee Junior
College with a fee of $70 for a full-time
student and Lake-Sumter with $125 for a
full-time student. The current rate at
Pasco-Hernando appears to be in lime with
practices in the immediate surrounds.
PROJECTED OPERATING BUDGET
The enrollment potential projected
7.4
for Pasco-Hernando Community College by
1982-83 is a total of 5200 FTE students.
Table 7.1 presents estimates of the total
General Operating Budget of the College by
years from 1973-74 through 1982-83. The
projected cost per average FTE by years
includes an annual increase in cost of five
per cent to compensate for economic growth.
It will be noted that by 1982-83 a general
operating budget of more than ten million
dollars is projected.
ESTIMATED INCOME
Estimates of income by source for the
general operating budget by years from 1973-
74 through 1982-83 are presented in Table
7.2. Estimated income from State sources
does not include funds for physical plant
construction and debt service. In develop-
ing this table, it has been assumed that
the ratio of tuition and fee income of
total income will remain fairly constant
through the years.
Table 7.3 sets forth the State allo-
![](asset-8f.png)
TABLE 7.1
Projected General Operating Budget
1973-1983
Pasco-Hernando Community College
Year Projected
F.T.E. Projected Per
F.T.E. Cost Projected General
Current Budget
1973-74 766 $ 1309 $ 1,003,300
1974-75 949 1375 1,304,875
1975 -76 1230 1443 1,774,890
1976-77 1628 1515 2,466,420
1977-78 2059. 1590 3,274,710
1978-79 2817 1670 4,704,390
1979-80 3455 1753 6,055,615
1980-81 4139 1840 7,615,760
1981-82 4700 1932. 9,090,400
1982-83 5200 2028 10,545,600
7.5
![](asset-90.png)
TABLE 7.2
Estimate of Income by Source for General Operating Budget
1973-1983
Pasco-Hernando Community College
Year F.T.E.
Students Statg
Funds Tuition
and Fees Miscella -
neous Total
1973-74 766 825,762 177,125 413 1,003,300
19'i4-77 949 1,054,275 250,000 600 1,304,875
1975-76 1230 1,437,090 337,000 800 1,774,890
1976-77 1628 1,997,420 468,000 1000 2,466,420
1977-78 2059 2,618,510 655,000 1200 3,274,710
1978-79 2817 3,762,590 940,000 1800 4,704,390
1979-80 3455 4,843,215 1,210,000 2400 6,055,615
1980-81 4139 6,092,760 1,520,000 3000 7,615,760
1981-82 4700 7,260,800 1,816,000 3600 9,080,400
1982-83 5200 8,441,600 2,100,000 4000 10,545,600
aExclusive of appreciations for Capital Outlay and debt service.
7.6
![](asset-91.png)
TABLE 7.3
State Allocation Calculations by Discipline
Pasco-Hernando Community College
Field of Study Cost
Level 1973-74 State
Cost/FTE Stu. 1973-74 1973-74 State
FTE Students Allocation
Agriculture and
Natural Resources .8 $905.40 0.00 $0.00
Architecture and Engr. 1.7 1,923,98 0.00 0.00
Area Studies 1.0 1,923,98 0.00 0.00
Biological Studies .9 1,018,58 35.73 36,393.68
Business Management 1.1 1,244.93 0.00 0.00
Communications 1.3 1,471.28 0.00 0.00
Computer and Info. Serv. .9 1,018.58 0.00 0.00
Education 1.1 1,244.93 35.75 44,506.07
Engineering 1.7 1,923.98 0.00 0.00
Fine and Applied Arts 1.0 1,131.75 20.43 23,121.65
Foreign Languages 1.3 1,471.28 0.00 0.00
Health Professions 1.0 1,131.75 _0.00 0.00
Home Economics 1.0 1,131.75 0.00 0.00
Law .8 905.40 0.00 0.00
Letters 1.0 1,131.75 86.81 98,247.22
Library Science .9 1,018.58 0.00 0.00
Mathematics 1.0 1,131.75 66.39 75,136.88
Military Science 1.0 1,131.75 0.00 0.00
7.7
![](asset-92.png)
TABLE 7.3 (Continued)
Field of Study Cost
Level
1973-74 State
Cost/FTE Stu.
1973-74 1973-74 State
FTE Students Allocation
Physical Science 1.0 $ 1,131.75 30.64 $ 34,676.82
Psychology .9 1,018.58 66.39 67,623.19
Public Affairs .9 1,018.58 0.00 0.00
Social Sciences .8 905.40 97.03 87,850.96
Interdiscip. Studies 1.2 1,358.10 0.00 0.00
TOTAL ADV. AND PROF. 1,064.64 439.17 467,556.47
Agriculture 1.1 1,244.93 10.21 12,710.68
Distributive 1.0 1,131.75 142.99 161,828.93
Health 1.7 1,923.98 20.43 39,306.81
Home Economics .9 1,018.58 10.21 10,399.65
Office 1.0 1,131.75 81.71 92,475.29
Trade and Industrial 1.1 1,244.93 20.43 25,433.82
Technical 1.4 1,584.45 25.53 40,451.01
TOTAL OCCUPATIONAL 1,228.23 311.51 382,606.19
Post High School .9 1,018.58 5.11 5,204.92
Elementary and Secondary .9 1,018.58 0.00 0.00
TOTAL DEVELOPMENTAL 1,018.58 5.11 5,204.92
7.8
![](asset-93.png)
TABLE 7.3 (Continued)
Cost 1973 -74 State
Field of Study Level Cost/FTE Stu. 1973-74 1973-74 State
FTE Students Allocation
Citizenship 1.0 1,131.75 0.00 0.00
Enrichment and Avocat. 1.2 1,358.10 10.21 13,866.20
TOTAL COMM. INSTR. SERV. 1,358,10 10.21 13,866.20
GRAND TOTAL $ 1,134.77 766.00 $ 869,233.78
Less Projected Legislative Reduction 44,233.78
TOTAL PROJECTED 825,000.00
7.9
![](asset-94.png)
cation calculations for Pasco-prnando
Community College for the 1973 74 fiscal
year. In reading the table it will be
noted that the state-wide aver ge cost
per FTE student in Biological Studies is
$1,018.58. When this sum is multiplied
by 35.73 FTE students, a total of
$36,393.68 is obtained. This azure
represents the state allocatio, cost for
Biological Studies at the coll ge. The
sum of all discipline cost all cations
represents the state allocation needed
by the college for the fiscal year.
7.10
![](asset-95.png)
PROJECTIONS AND GUIDELINES
FOR FACILITT1S DEVELOPMENT
INTRODUCTION
The general direction for the
development of a multi unit college
system has been set by the Board of
Trustees. The Board's Statement of
Philosophy and its resolution of commit-
ment indicate its intent to pursue the
development of some form of a multi unit
college. This intent is further validated
by the structure of the organization used
to implement the college's current program.
The purposes of this chapter are:
1. To examine the critical factors
affecting the decision to estab-
lish a multi-unit college system
and to recommend an appropriate
pattern.
2. To project facilities needs for
permanent construction at pro-
posed sites for the multi-unit
system.
PROPOSALS FOR THE
ESTABLISHMENT OF A
MULTI-UNIT COLLEGE SYSTEM
112tve322nem-Lbalconcet_
Several models of the multi-unit
college have been identified first, by
Jensen in 1965 and by Jones in 1968. Jones
described four models which included: the
one college, branch centers model; the one
college, multi-campus model; the multi-
campus, district model; and the multi-
college model (Tones, 1968, p. 26). Accord-
ing to Jones, the "one college, branch
centers model" is best described as one
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
college, multi-campus model" was described
as two or more campuses operated as a
single institution under central leadership
8.1
![](asset-96.png)
and control. The "multi-campus, district
model" is similar to the "one-college,
multi-campus model" but different in
that each campus has greater autonomy,
is more self supporting and operates
with minimum control by the central
administration. The "multi-college,
district model"- operates separate,
autonomous college units under a loosely
coordinated district organization.
A number of leaders in the community
college field support the concept that
institutions evolve through developmental
phases that correspond roughly to a con-
tinuum of models as discussed in the
foregoing paragraph. When a college is
first opened and is small, strong cen-
tralized control is desirable; however,
as the college develops a multi-campus
operation and grows larger and stronger,
more autonomy and less control is needed
for each component of the system.
Proposed Multi-Unit
System
Several factors are critical to an
assessment of the potential developmental
8.2
pattern of the Pasco-Hernando Community
College. The more critical factors are:
1. The location and distribution of
the population to be served.
2. The long range enrollment potential
of the college.
3. Accessibility of students to col-
lege services.
4. The location of projected high
school populations.
5. The location of otl'er community
colleges in the surrounding area.
6. The optimum size of a community
college.
Population To Be Served
Chapter II of this Report described
the characteristics of the population of
Pasco Hernando Counties. Figure 8.1 dis-
plays data taken from the 1970 Census and
projected data for the years 1983 and 1990.
The population of the West Pasco planning
division was 42,451 in 1970 and is expected
to nearly triple by 1983. The western
division has been the most rapidly growing
section of the two county area.
![](asset-97.png)
WEST BROOKSVILLE
FIGURE 8.1
Current and Projected Distribution
of Population by Major Planning Division
Pasco-Hernando Community College
EAST
BROOKSVILLE
HERNANDO COUNTY
1970: 17,004
1983: 40,717 (P)
1990: 60,738 (P)
11I Ma Mal 41=0 WO AIM NW Oa ors AND MI MIS ea Ma, OMB MI= fall
WEST PASCO EAST PASCO
1970: 42,451
1983: 120,763 (P)
1990: 193,510 (P)
1970:
1983:
1990:
33,504
95,272 (P)
152,662 (P)
Ns, dimilmitilastst Alm, Amr ago dmPaw
8.3
![](asset-98.png)
The East Pasco planning division
had 33,504 people in 1970. This area is
expected to more than double by 1983.
Population has concentrated around the
urban areas of Dade City and Zephyrhills.
Hernando County is the third planning
division. The population is expected to
increase by two and one-half times by 1983
and by three and one-half times by 1990.
Furthermore, the population of the Western
sector is expected to remain about twice
that of the Eastern sector.
Available data from population esti-
mates made in this Study and from other
sources indicated that growth has followed
the major highways such as U.S. Highways
19 and 301 with limited developments along
U.S. Highway 41. Similarly growth is
occurring in close proximity to the inter-
changes of Interstate 75. The result
seems to be an advanced form of corridor
development in which residential sub-
divisions support strip commercial
developments along the major highways.
The most rapid growth appears to be taking
place in the extreme Western and Eastern
8.4
corridors along U.S. 19 and U.S. 301.
Long Range Enrollment
Potential student enrollments for the
two county areas were included in Chapter
III. Selected data are displayed in
Figure 8.2 to show the anticipated distri-
bution by planning area. These data indi-
cate that by 1982-83, Pasco-Hernando
Community College could easily support two
campuses of 2500 students each with one
located in the Eastern sector and one in
the Western part of Pasco County.
Accessibility of Students
To College Services
Pasco-Hernando Community College
serves now and will continue to serve com-
muting students from all parts of its
service area. Roads and highways provide
the means of physical access to locations
chosen as sites for the community college.
Figure 8.3 displays major thorough-
fares and highways in the two county area.
Also shown is the projected extensions of
U.S. Highway 19 and Interstate 75.
There are four major north-south
![](asset-99.png)
FIGURE 8.2
Distribution of Projected Full-Time Equivalent
Students by Major Planning Division
Pasco-Hernando Community College
For the Years: 1977-78 and 1982-83
HERNANDO COUNTY
1977-78: 350
1982-83: 833
- MN IND MD IND NM DOD NP s IND IND DID am. DM MI INS NIS
INDIO OP IMP DM =0 INN. OW MP DM
WEST PASCO EAST PASCO
8.5
![](asset-9a.png)
Legend
1. Brooksville
2. Spring Hill
3. New Port Richey
4. Land O'Lakes
5. Zephyrhills
6. Dade City
7. Port Richey
8. Hudson
9. Elfers
10. Odessa
11. Gowers Corners
12. St. Leo
13. Lacoochee
14. Ridge Manor
15. Masaryktown
16. Weeki Wachi
13
Major Arterial
U.S. Highway
Interstate
--- Proposed
Interstate
8.6
FIGURE 8.3
Major Existing and
Proposed Highways and Arterials
Pasco and Hernando Counties
![](asset-9b.png)
arterials which include: U.S. Highway
301, U.S. Highway 41, U.S. Highway 19
and Interstate 75. U.S. 301 is a north-
south highway running through the east
sides of Pasco and Hernando counties and
provides easy access between Dade City,
Zephyrhills and Lacoochee. U.S. 41 is
likewise a north-south highway running
through the center of Pasco and Hernando
Counties connecting Land O'Lakes and
Brooksville. U.S. 19 is the main arterial
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
Hernando County. Interstate 75 runs
north-south through the central part of
Pasco County and the eastern part of
Hernando located to the West of U.S. 301
connecting the Tampa metropolitan area
to areas north and beyond Pasco and
Hernando Counties.
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
southern boundary serving Zephyrhills,
Land O'Lakes and several other smaller
urban areas and connecting with U.S. 19.
State 52 is perhaps the most important
east-west arterial in Pasco County extending
from Dade City through St. Leo, San Antonio,
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
Sumter County line.
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 pro-
posed Alternate U.S. 75 near Elfers in the
Southwest section of Pasco County. A fur-
ther proposal would provide an expressway
which would cross Pasco County extending
from proposed Alternate U.S. 19 near Elfers,
run northeast to Gower's Corners, inter-
change with 1-75 near St. Leo and continue
east to interchange with U.S. 301 south of
8.7
![](asset-9c.png)
Dade City and continue toward Orlando.
The full development Of the highway
system outlined for the two-county area
would provide reasonably good physical
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
western part of Hernando County appears
to be less accessible than other sections
of the two-county area. This area appears
to be most accessible via U.S. 19 and pro-
posed Alternate U.S. 19 to the Port Richey
and New Port Richey area and the Brooks-
ville area.
Location of Existing and
Proposed High Schools
Another factor of significance is the
number and distribution of high schools
planned to serve students of secondary
school age. It is assumed that those
who attend high school are at least
potential community college students.
Figure 8.4 shows the approximate locations
of existing and proposed high school cen-
ters and their projected membership for
8.8
1976-77 (SDE, School Plant Survey, 1971).
The projected membership for Pasco County
reflects the data for the general popula-
tion. The greatest concentration of
potential students is on the West side of
the county. Depending upon how the mem-
bership in Hernando is divided will deter-
mine the potential. Assuming a division
according to population distribution, the
largest number would be located in the
western sector of Hernando County.
Location of Other
Community Colleges
The location of new sites for community
colleges should be accomplished in relatior
to an overall master plan for the region
and state. This Study has examined the
location of other public community colleges
with the consideration that service areas
should not overlap and that there should be
an adequate number of centers planned to
serve the future potential of students in
the area. Figure 8.5 displays the location
of community colleges in adjoining coun-
ties. The existing site near Dade City
was needed to service the eastern and
![](asset-9d.png)
LEGEND
A. Pasco Comprehensive
High School
B. Zephyrhills High School
C. Gulf Comprehensive
High School
D. Proposed Junior-
Senior High School
E. Proposed Senior
High School
F. Hernando High
School
FIGURE 8.4
Location of Existing and
Proposed High Schools and Projected Membership
1976-77
© 1926 (P)
R-- 111 =OD NM el MD INS/
WO M. NEP MN/ NM IMP IMP MIN INS OM OM 0/0 ISM MEM OM. 10 MI. am= J
.© 1030 (P) 01009 (P)
1030 (P)
® 634. (P
0306 (P) 8.9
![](asset-9e.png)
LEGEND
1. Central Florida
Junior College
2. Lake Sumter
Community College
3. Valencia Junior
College
4. Polk Community
College
5. Hillsborough
Community College
6. St. Petersburg
Junior College
7. Clearwater Campus-
St. Petersburg
Junior College
8. Pasco-Hernando
Community College
9. Proposed Center
St. Petersburg
Junior College
FIGURE 8.5
Existing and Proposed
Community and Junior College Sites
Pasco-Hernando Community College
11'1 Proposed Centers
"Pasco-Hernando
Community College
8.10
![](asset-9f.png)
central corridor of Pasco County and the
eastern section of Hernando, It is off-
center and generally removed from the
Western sectors of both Pasco and
Hernando Counties. A projected long range
plan should make provision for serving the
Western sectors of Pasco and Hernando
Counties. These centers are indicated on
the Figures.
Optimum Size of
A Community College
The optimum size of a community
college has been widely considered and
discussed. Eberle suggested that 1500
FTE students was an optimum figure (Eberle,
1952). The Washington State Board of
Education set 2500 FTE a a preferable size
except for metropolitan areas in 1965
(Washington SBE, 1965, p. 15). Jensen
found in a series of interviews with
junior college administrators that the
majority agreed that 3500 to 4500 was an
optimum size for a comprehensive junior
college (Jensen, 1965, p. 7).
The position of the consultants is
that it is not possible to fix an enroll-
ment capacity that is unalterably applicable
to all situations. A number of factors must
be weighed before fixing a hard and fast
size for all situations. A set of general
guidelines that may be applied to existing
situations should produce acceptable re-
sults. Some suggested guidelines include:
1. The college should be large
enough to provide a comprehensive
instructional program to fulfill
the needs of the students it
purports to serve. Experience
indicates that a college of
approximately 2500 FTE can
accomplish this goal.
2. The program of the college must
be both economically and geo-
graphically accessible if equality
of educational opportunity at the
post-high school level is to be
accomplished. This could mean a
college campus or center within
20 minutes reach of 85 percent of
the students served. There must
be a balance of three essential
factors - the time-distance factor,
8.11
![](asset-a0.png)
low cost to students and
program availability. Centers
may serve the function of pro-
viding greater accessibility of
programs.
3. The college enrollment should
be large enough to effectively
utilize its physical and human
resources. This principle
suggests duplication may be
prohibitive when establishing
small college units. Achieving
efficiency and economy does not
necessarily mean that all func-
tions have to be housed at a
central location.
A Proposed Multi-Unit
College System
The plan conceptualized as a result
of this Study suggests three major
developmental phases. These are not in-
tended to be absolute and discrete but as
developmental and transitional stages in
which the college moves toward more
mature stages of development.
Phase I. The college is currently
8.12
operating in its first phase. The plan
would require that it operate as a single
institution and establish centers wherever
adequate demand exists to support the pro-
gram. The centers should be temporary in
the beginning and be housed in temporary
but adequate facilities. The main campus
and operating centers in the West Pasco
and Brooksville areas should form the
nucleus of this plan. Other satellite
centers should be organized in urbanized
developments and should serve specific
functions. Figure 8.6 displays this basic
concept.
Phase II. The second major phase of
development should involve the development
of a second campus in the Western sector
of Pasco County. This phase should be
conceptualized as the Multi-Campus, District
Model. Two campuses with a large degree of
autonomy and control should exist. An
"operating center" should continue to
operate in the Brooksville area. Satellite
centers should also be operated as a part
of the program of each campus. At this
stage, an administrative unit should be
![](asset-a1.png)
LEGEND
A. Main Campus
B. Operating Centers
C. Satellite Centers
FIGURE 8.6
Graphic Display of One College
Branch Centers Model
Phase I Development
Pasco-Hernando Community. College
8.13
![](asset-a2.png)
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.
Phase III. 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
should bring to full development a three
campus plan with each operating satellite
centers to reach their potential clientele.
Figure 8.8 depicts the long range develop-
ment plan as described.
GUIDELINES AND PROJECTIONS
OF FACILITIES NEEDS AND COSTS
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.
Facilities Projections
Projections of facilities needs are
based on the enrollment of projections
included in Chapter III, the program of
8.14
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-
tional rooms for each proposed campus and
for total space needs.
Classroom and Laboratory
Needs
The following assumptions were used
in the calculation of the number and types
of classrooms and laboratories for each
campus:
1. The student clock hour is assumed
to be the most reliable index of
instructional room need.
2, A full-time student in credit and
technical programs will generate
16 hours of instruction per week.
3. Classrooms will receive 35 hours
of use per week at 65 percent
utilization.
4. Laboratories will receive 35 hours
of use per week at 50 percent
utilization.
5. Classes in credit courses will
range in size from 24 to 30 students
![](asset-a3.png)
LEGEND
A. Campus
B. Operating Center
C. Satellite
Centers
D. Central
Administration
FIGURE 8.7
Graphic Display of Multi-Campus, District Model
Maze II Development
Pasco-Hernando Community College
8.15
![](asset-a4.png)
LEGEND
A. Campus
B. Central Administra-
tion
C. Satellite Centers
8.16
FIGURE 8.8
Long Range Development Plan
Pasco-Hernando Community College
CD'
01.1)
1111, MI6 110 UM MI. NO WM> NM WO gal NMI NMI NM =lb =IMP PIM IMB OZN.
Za)
rIMIP Int gm. im
1111.
![](asset-a5.png)
and classes in vocational and
technical courses will range in
size from 20 to 24 students.
The estimated number of classrooms and
laboratories for the number of students
projected in 1982-83 for the two proposed
campuses and the operating center are
shown in Table 8.1.
Calculations indicate that by 1982-83
the East Pasco Campus will require 35
classrooms and 22 laboratories and shops
Taus support and auxilliary facilities to
house 2,000 FTE students. The West
Pasco Campus will require 50 classrooms
and 25 laboratories and shops plus sup-
port and auxilliary facilities to house
2,500 FTE students.
By 1982-83, a full operating center
should be established in Hernando County
with facilities to house 800 FTE students.
This center should be composed largely of
classroom and a minimum number of labora-
tories to serve academic day students and
a large afternoon and evening continuing
education and community service program
for adults. This center should be planned
as a campus of equal status to East and
West Pasco after 1990. By 1982-83, this
center should include approximately 21
classrooms and 10 laboratories plus a mini-
mum of support and auxilliary facilities
for 800 FTE students.
The campuses for. East and West Pasco
should be planned for expansion well
beyond the numbers projected for 1982-83.
The West Pasco campus could conceivably
exceed the projected enrollment for 1990
as outlined in Chapter III. Thus, the
planning for both the East and West Pasco
campuses should incorporate the capacity
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
fledged campus at some future date.
Estimate of Total
Space Needs
Space needs to meet total program
requirements will include space for admin-
istration, student services, student cen-
ter, instructional materials and resources,
8.17
![](asset-a6.png)
TABLE 8.1
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
Major Subject
Fields
Average
Class
Size
East Pasco Campus
2000 FTE WEST Pasco Campus
2500 FTE Hernando Center
800 FTE
Number of
Cl.Hrs/ Class
Wk. Rooms Labs
Number of
Cl.Hrs/ Class
Wk. Rooms Labs
Number of
Cl.Hrs/ Class
Wk. Rooms Labs
Agriculture 24 13.3 0.38 016.7 .48 05.3 0.15 0
Architecture 30 10.7 0.31 013.3 0.38 04.3 0.12 0
Biological Sci. 30 50.1 .71 .71 62.7 1.00 1.0 20.0 00.57
Bus. and Mg't. 24 106.7 3.04 0133.3 3.80 042.7 1.22 0
Communication 24 186.7 5.33 0233.3 6.70 0116.7 3.33 0
Education 24 13.3 0.38 016.7 0.48 05.4 0.15 0
Engineering 24 13.3 0.38 016.7 0.48 05.4 0.15 0
Fine Arts 24 46.7 01.3 58.3 01.67 18.7 0.53
Foreign Lang. 30 14.9 0.43 018.7 0.53 06.0 0.17 0
Law 30 10.7 0.31 013.3 0.38 04.3 0.12 0
Mathematics 24 80.0 2.28 0100.0 2.86 032.0 1.00 0
Physical Edu. 30 23.4 0.67 029.3 0.84 09.4 0.27
Physical Sci. 30 69.4 0.66 1.3 86.7 1.48 1.0 27.7 0.79
Psychology 30 21.4 0.61 026.7 0.76 08.5 0.24 0
Social Sci. 30 128.0 3.66 0160.0 4.57 051.2 1.46 0
8.18
![](asset-a7.png)
TABLE 8.1 (Continued)
Average
Major Subject Class
Fields Size
East Pasco Campus
2000 FTE West Pasco Campus
2500 FTE Hernando Center
800 kkt,
Number of
Cl.Hrs/ Class
Wk. Rooms Labs
Numbre-i-OT
Cl.Hrs/ Class
Wk. Rooms Labs Cl.Hrs/
Wk.
Number of
Class
Rooms Labs
Agri-Tech 20 16.0 00.5 20.0 00.57 6.4 0.02
Office Occup. 24 136.0 03.9 170.0 04.86 54.4 1.55
Trade and Ind. 20 94.4 02.7 118.0 03.37 37.8 01.08
Public Service 24 13.:; 0.38 013.3 0.38 05.3 0.15 0
Technical 20 40.0 01.2 50.0 01.43 16.0 00.46
Community Edu. 30 154.7 4.42 0193.3 5.52 061.9 1.77 0
Totals 22.55 11.0 32.30 12.23 10.30 4.98
Adjusted Totalsa 35 22 50 25 21 10.0
aAdjusted totals reflect the application of utilization factors.
8.19
![](asset-a8.png)
the instructional program and plant
management activities. The calculation
of space projections have included a
comprehensive set of facilities for the
two campuses but have excluded selected
facilities from the requirements of the
operating center for 1982. Once the
Hernando Center reaches campus status,
comprehensive facilities should be
reached. Table 8.2 includes the space
projections for the two projected cam-
puses and the Hernando Center.
The "space factor" approach was
used as the method for projecting space
needs. Space needs for 2,500 FTE stu-
dents were first determined by the
"heuristic method." Calculations were then
made to determine the space factor on a
"space per FTE" basis for selected facil-
ities components and on a space per
"student clock hour of instruction" for
most instructional areas. These space
factors are displayed in Table 8.2
Capital Outlay Needs
in 1982
Cost estimates were made for the
8.20
projected campuses utilizing the following
guidelines:
1. Space projections in Table 8.2
were used as the basis for cost
projections.
2. New construction costs were esti-
mated at an average of $28 per
square foot (1973 dollars). No
attempt was made to adjust costs
to account for changes in costs
which will take place over the
decade.
3. Equipment costs were estimated at
25 percent of construction costs.
4. Costs of central utilities were
estimated at 10 percent of con-
struction costs.
5. Costs of site development were
estimated at five percent of
construction costs.
6. Architect's fees were estimated
at six percent of construction
costs.
7. Administrative and legal fees were
estimated at three percent of
total costs.
![](asset-a9.png)
TABLE 8.2
Projection of Space Requirements
for the Enrollment Potential at Each Campus
and Operating Center in 1980-83
Pasco-Hernando Community College
Type of Space Space Factor Space Projections for Enrollment Potential
East Pasco
(2000 FTE) West Pasco
(2500 FTE) Hernando Center
(800 FTE)
FTE SCH
General
Administration Serv. 2.2 4,400 5,500 1,760
Student Pers. Sexy. 1.8 3,600 4,350 1,440
Student Act. Center 6.5 13,000 16,350 5,200
Plant Management Serv. 4.0 8,000 9,800 3,200
Instructional
Agriculture 1.0 320 400 128
Architecture 3.5 1,120 1,400 448
Biological Sci. 2.2 3,380 4,200 1,316
Bus. and Bus. Admin. 4.0 10,240 13,150 4,096
Communications 1.5 7,392 9,220 2,688
Education 1.5 480 600 192
Engineering 1.0 320 400 128
Fine Arts 8.0 8,160 11,150 3,584
Law 1.0 320 400 179
Mathematics 1.0 1,920 2,400 768
Physical Education a-20,000 20,300 29400
8.21
![](asset-aa.png)
TABLE 8.2 (Continued)
Space Factor
Space Projections for Enrollment Potential
East Pasco
(2000 FTE) West Pasco
(2500 FTE) Hernando Center
(800 FTE)
Type of Space FTE SCH
Physical Science 2.7 5,184 6,450 2,074
Psychology 0.5 320 400 128
Social Science 1.3 4,992 6,300 1,997
Occupational Edu. 4.0 26,368 30,850 10,548
Adult and Cont. Edu. 1.0 41640. 5,100 1,856
Instructional Res. Ctr. 8.0 -16,000 19,900 k00
Teaching Auditorium b12,000 12,000 -
Faculty and Dept. Space c14,000 17,600 5,600
Sub-Total Assignable 166,456 198,320 56,130
Sub-Total Non-Assignable
(1.43 assignable area) 71,576 85,278 24,136
Total Area 238,032 283,598 80,266
aHeuristic Method
bHeuristic Method
cEst. Faculty x140 square feet
8.22
![](asset-ab.png)
8. A contingency fee of five
percent of construction and other
costs was included.
9. Site costs were not included
since these may be available at
no cost to the college.
Cost projections are displayed in
Table 8.3
The long range plan also includes a
central office facility to house the
president and the members of the central
staff of the college. This facility
should be on a separate site located away
from either campus and should provide for
the executive functions discussed in
Chapter V. Preliminary estimates indicate
that approximately 10,000 square feet are
desirable for the central administrative
office facilities.
A central maintenance and storage
facility will also be needed. A minimum
facility would require approximately
8,000 to 10,000 square feet.
Assuming a cost of $28 per square
foot for the office facility and $12
per square foot for the maintenance and
warehouse facility, an additional $400,000
should be available to construct facilities
for the central office and other support
functions.
Total capital costs required to com-
plete the program projected to 1932 were
estimated to be $27,021,354. This excludes
the cost of site purchases. The need at
the East Pasco Campus by 1982 should approx-
imate 10.4 million dollars, at the West
Pasco Campus approximately 12.7 million
dollars, at the Hernando Center approxi-
mately 3.5 million and at the central office
approximately .4 million dollars. This will
require 2.7 million dollars a year for the
next ten years to pay for the projected
program.
Phasing the Proposed
Development Program
Phasing the proposed derelopment pro-
gram will depend upon several factors:
1. Population growth should occur
as anticipated.
2. The enrollment potential must
materialize.
8.23
![](asset-ac.png)
TABLE 8.3
Estimated Cost of Projected Facilities
For Proposed Campuses and Centers in 1982
Pasco-Hernando Community College
Proposed Cam uses and eratin Center
Item
as asco es 'Pasco
(2000 FTE) (2500 FTE)
ernan o en er
(800 FTE)
New Construction
$28.00 $ 6,665,000 $ 7,941,000 $2,250,000
Equipment
(@ 25%) 1,666,250 2,223,480 562,500
Architects Fees
(6%) 399,900 476,460 135,000
Central Utilities
(10%) 666,500 794,100 225,000
Administrative and
Legal Fees (3%) 199,950 238,230 67,500
Site Development (5%) 333,250 397,050 112,500
Sub-Totals $ 9,930,850 $12,070,320 $ 3,352,500
Contingency
(5%) 496,543 603,516 167,625
Total C6sts $10,427,393 $12,673,836 $ 3,520,125
8.24
![](asset-ad.png)
3. Programs and services should
develop as proposed.
4. Funds should become available
as needed.
Assuming that projections prove to be
reasonably accurate and that funds become
available as needed, the following phases
for construction should be considered:
1. Phase I: (1973-1975)
A. Construct a facility on the
East Pasco site to house
approximately 750 FTE stu-
dentt-.
B. Acquire a site for a new
campus in the West Pasco
area.
C. Operate satellite centers
in temporary facilities as
needed in appropriate
locations in the two-county
area.
D. Plan the construction of faci-
lities to house 900 FTE stu-
dents on the West Pasco site.
2. Phase II: (1976-1978)
A. Complete the construction of
a facility to house 900
students on the West Pasco
site.
B. Plan the expansion of the
East Pasco site to house 1,250
FTE students.
C. Acquire a site in Hernando
County for an operating center.
D. Plan the expansion of the West
Pasco site to house 1,900 FTE
students.
3. Phase III: (1979-1981)
A. Plan the construction of a
facility to house 800 FTE
students on the proposed
center site in Hernando County.
B. Complete construction of
expansion to house 1,250
FTE students on the East Pasco
Campus.
C. Plan the construction of the
proposed facility on the
East Pasco Campus to house
2,000 FTE students.
D. Complete construction on the
West Pasco site to house
8.25
![](asset-ae.png)
1,900 FTE students.
E. Plan the expansion of the
West Pasco Site to house
2,500 FTE students.
4. Phase IV: (1982-1984)
A. Construct facilities for
Hernando Center to house 800
FTE students.
B. Complete construction expan-
sion to house 2,000 FTE
students on East Pasco Site.
C. Complete expansion of
facilities on West Pasco Site
to house 2,500 FTE students.
D. Plan for future growth and
expansion of sites and
additional centers.
8.26
![](asset-af.png)
IX
SUMMARY
The purpose of this study was to
develop a long range educational plan for
the future development of the Pasco-
Hernando Community College. A generalized
plan has been prepared to guide future
decision-making concerning programs,
services and facilities of the college.
The Pasco-Hernando Community College
was founded in 1972 as a comprehensive
community college. Its main thrust was
to provide youth and adults in Pasco and
Hernando Counties a _unique experience
in education. The objectives of the
college include the provision of the
following programs:
1. A college transfer program
2. A vocational and technical
program
3. A developmental program
4. A continuing education program
5. A community service program
6. A counseling and guidance program.
The Board of Trustees and the Staff of the
College were committed to provide courses
in all parts of the district wherever they
arP needed.
COMMUNITY FACTORS
Geographic, social and economic
characteristics of both Pasco and Hernando
Counties were examined in terms of their
relevance to the development of Pasco-
Hernando Community College.
The two-county area has an agrarian
past but is rapidly being transformed.
The massive influx of population along the
Gulf Coast and the Eastern corridor which
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
covering 'one-third of the western part of
9.1
![](asset-b0.png)
the county. East Pasco remained fairly
stable during he decade from 1960-1970.
The age distribution for 1970 showed
that West Pasco's median age was 62.6
years while Dade City's was 29.0 years and
Zephyrhills was 56.7 years. Both Pasco
and Hernando Counties have experienced a
substantial change in the age distribution
of their populations. The data indicate
that the populations have an increasing
number of older persons.
Projections for the two counties
indicate that a substantial increase in
population is likely to occur over the
next two decades. Pasco County's popula-
tion will increase to over 346,000 by
1990. West Pasco will have 19,510 and
East Pasco 152,662 persons. Hernando
County will grow at a slower pace reaching
60,738 by 1990.
ENROLLMENT POTENTIAL
Enrollment projections were made by
projecting the number of twelfth graders
in the two-county area, estimating the
9.2
number of high school graduates and using
the number of high school graduates as the
basis for computing the potential enroll-
ments for 1982-83. Potential enrollments
for 1990-1991 were estimated by using the
rule that 20 people per 1000 persons in
the total population of the area will take
at least one course in the community col-
lege.
Enrollment projections were made for
each of three sections of the two-county
area. Projections indicate that the enroll-
ment potential of the college for 1982-83
was 5,208 FTE students. The distribution
of students was determined to be as follows:
East Pasco Area - 1,927 FTE Students
West Pasco Area - 2,448 FTE Students
Hernando Area -833 FTE Students
EDUCATIONAL PROGRAM
The proposed educational program of
the college will consist of the following
instructional components:
1. College transfer program
2. Vocational and technical program
![](asset-b1.png)
3. Developmental program
4. A continuing education program
5. A community service program
6. Guidance and counseling services
The college transfer program is to
provide a course of study which parallels
the first two years of baccalaureat degree
programs offered by four year colleges and
universities. The college offers the Asso-
ciate-in-Arts degree upon completion of the
first two years of the college transfer
program.
An Associate-in-Science degree is
offered upon completion of 60 semester
hours in a vocational or technical area.
The college also offers a certificate
program which requires from 15 to 30
semester hours to complete depending the
area of concentration. Both programs
should be expanded to include other occupa-
tional areas such as health related occupa-
tions and expansion in the technology areas.
The adult continuing education and
community service program extends oppor-
tunities to those persons who for one
reason or another have left school or for
those who desire educational enrichment
for self improvement. Other community
service activities will include institutes
for professionals, personal enrichment
classes, and technical services to busi-
ness and industry.
STUDENT SERVICES
The main thrust of the student ser-
vices program is to assist in the humaniza-
tion of the educational process. Student
personnel staff members are characterized
as student development specialists who
should seek desired changes in student
behavior and assist students in the attain-
ment of their individual goals.
Student characteristics were examined
in light of their impact on the program
and services of the college. Studies of
the general community college population
indicate that many have deficiencies in
reading, mathematics, and study skills;
many come from a lower economic level than
his four-year college counterpart; many
have lower educational and occupational
9.3
![](asset-b2.png)
aspirations than senior college students;
and the age-distribution pattern is
likely to be different.
Pasco-Hernando Community College
should provide a full range of functions
for its students. Major functions should
include:
1. Orientation and Information
2. Appraisal
3. Counseling and Advisement
4. Registration and Regulation
5. Service including Financial Aids
and-Placement
6. Participation including student
government and co-curricular
activities.
GOVERNANCE, ORGANIZATION
AND ADMINISTRATION
A college is a complex organization
of people. The organizational plan should
establish role relationships and define
the duties and responsibilities that
accompany each role. Furthermore, the
governance structure should be clearly
9.4
established and understood by its members
and the constituencies it serves.
The legal authority for operation of
the college resides with the governing
board. While the Board should not be
diroctiy involved in decision-making, it
should establish a framework for decision-
ing through carefully developed guidelines
and policies which are consistent with the
goals and objectives of the college.
Competent administrative personnel
are essential to the success of any college.
The careful selection of administrators is
one of the most important functions per-
formed at a college. Inadequate decision-
making can impede the effectiveness of a
competent faculty and other personnel.
Organizational charts have been
presented that illustrate formal adminis-
trative and organizational arrangements of
of the college. Systematic implementation
is envisioned with some areas of the
organizational structure implemented sooner
than others. The organizational plans are
projected as guidelines to the orderly
![](asset-b3.png)
development of the governance system.
The extent of autonomy of each
component will depend upon the job
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.
FINANCIAL DEVELOPMENT
The financial development of the
college must be planned and conducted
within guidelines that are consonant with
the goals and objectives of the college.
The full development of the college will
require a large investment of resources,
and those resources that become available
should be-directed carefully toward the
achievement of accepted goals.
In order to avoid the exclusion of
those who most need college services, fees
must be kept low. The practice of pro-
viding for differentiated levels of
support for a broad spectrum of programs
must be maintained so that the needs of
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.
CAMPUS DEVELOPMENT
In the early stages, the college will
operate under the one college, branch
centers model of community college organi-
zation. The college will operate a main
campus located at the East Pasco site in
Dade City and operating centers in
Hernando County and in West Pasco.
Additional campuses are to be developed
as the enrollment potential materializes.
After consideration of population growth
and distribution, highway development,
location of high schools and other com-
munity college led to the conclusion that
at least three campuses should be in
operation by the year 2000. A site will
9.5
![](asset-b4.png)
be needed in the West Pasco County area
and still another in Hernando County.
The ultimate plan of campus organiza-
tion is suggested as the Multi-Campus,
District Model. Each campus will operate
as semi-antonomous units under a loosely
coordinated district organization
exercising minimum control. During the
iod_Dstwean the opening of the first
.campus and theirealization of the ultimate
plan, the college should stage the
development by opening operating centers
in the ultimate campus locations and main-
taining satellite centers wherever the
demand will support a program.
By'1982-83, two campuses and an oper-
ating center should be organized and in
operation. The cost of facilities for this
development will approximate 27 million
dollars. For the 2000 FTE students pro-
jected for the East Pasco Campus 10.4
million dollars will be needed. To
develop the West Pasco Campus for 2500 FTE
students 12.7 million dollars will be
needed. An additional 3.5 million dollars
will be needed to develop the Hernando
9.6
Center for 800 FTE students. An annual
outlay of approximately 237 million
dollars for the next ten years will be
needed to complete the program. These are
unadjusted 1973 dollars.
The proposals outlined herein con-
stitute a large undertaking. Management
of this program will require the most
careful planning for both the funding and
construction of the projected development
plan.
UNIVERSITY OF CALIF.
LOS ANGELES
MAR 2 7 1974
CLEARINGHOUSE FOR
JUNIOR COLLEGE
INFORMATION