THOSE HALCYON DAYS Of YORE

1. THOSE HALCYON DAYS Of YORE How Teaching and Learning Have Persevered at Jefferson Community College Through Thick and Thin (1987 – 2001) PD Workshop by Chris Graney, Physics Professor and One-Time Number Cruncher. November 7, 2002

2. 1987 • Ron Horvath is President • JCC Named #2 Community College in the US after Miami-Dade • Enrollment is Booming

3. 2001 • By December, NO ONE is President! • JCC Has 50+ Recommendations from SACS • Enrollment is Flat • Budgets are Busted

4. 1987-2001 • Ron Horvath I • Ron Horvath II • Richard Green I • Richard Green II • Post-Green • Many Deans, DC’s, mid-managers, etc.

5. Enrollment 7778 Fall 1987 9100 Fall 2001

6. Numbers Based on Grades They are in the transcripts! No ghosts with grades! They’ve been tested, too.

7. Gender 59% Female Fall 1987 61% Female Fall 2001

8. Ethnicity/Race 21% Minority Fall 198733% Minority Fall 2001 Graph shows non-minority numbers.

9. Age 26 Years Old These are average ages of all students age 16 - 60 for whom age data is available.

10. Student Credit Hour Load 8 Credit Hours

11. Grades 30+% A’s (non-P/F courses)

12. Pass Rates Declining Slightly Pass rate -- defined as the percentage of all grades given that are A, B, C, D, or “P grades” (P, PA, etc).

13. Course Levels

14. Course Levels Increase in 000-level is somewhat deceptive because some courses that were 100-level in 1987 were 000-level in 2001. For example, the big jump in 000-level credits, and the corresponding drop in 100-level credits, that occurs at Fall 1992 is undoubtedly caused by the replacement of MAH 107 with MAH 070. Biggest changes are caused by restructuring the catalog!

15. Course Offerings The BIG SIX Historically speaking, JCC’s “Big 6” of courses are ENG 101, ENG 102, SOC 101, PY 110, MA 108 (now MAH 083), and MA 109. These six courses consistently account for 20% to 25% of the credit hours generated at JCC. The chart shows the percentage of the total credit hours generated at JCC that are generated by the “Big 6” -- as well as the percentage for each individually.

16. Retention Better Than Some, Worse Than Others

17. Recruiting

18. Graduates The Myth of “Becoming a Tech School”

19. Numbers of Graduates More, then Less

20. What Does This Say? • Despite wild changes in some areas of JCC, core indicators are amazingly constant, with ’87 & ’01 being almost identical. This suggests: • Real Need for JCC in Community. Our Students Need Us. • Core Business of Teaching/Learning is Highly Robust. • President, Upper Admin Have Little Impact (Just Keep the Doors Open, Please). • AAS Programs Come & Go – Rising Stars replace Sinking Ships. Gen-Ed is the engine of the College.

21. Pursue What We Are! We are, at the core, that which our community needs us to be. If the past 15 years have not changed us, new initiatives, programs, etc. are unlikely to change us. Advise, be open to students, grade tough, help students succeed, hold their hand, kick their a__ , develop new ideas, hone the tried and true, do the best job you can do at being what you are. Worry less about the running of the college. We won’t be turning into either a pumpkin or a Ferrari anytime soon.

22. THE END Questions?