THOSE HALCYON DAYS Of YORE

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

1987

•Ron Horvath is President

•JCC Named #2 Community College in the US after Miami-Dade

•Enrollment is Booming

2001

•By December, NO ONE is President!

•JCC Has 50+ Recommendations from SACS

•Enrollment is Flat

•Budgets are Busted

1987-2001 •Ron Horvath I

•Ron Horvath II

•Richard Green I

•Richard Green II

•Post-Green

•Many Deans, DC’s, mid-managers, etc.

0

2000

4000

6000

8000

10000

12000

14000F

all 1

987

Fal

l 198

8

Fal

l 198

9

Fal

l 199

0

Fal

l 199

1

Fal

l 199

2

Fal

l 199

3

Fal

l 199

4

Fal

l 199

5

Fal

l 199

6

Fal

l 199

7

Fal

l 199

8

Fal

l 199

9

Fal

l 200

0

Fal

l 200

1

Enrollment7778 Fall 1987 9100 Fall 2001

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

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

FALL

198

7

FALL

198

8

FALL

198

9

FALL

199

0

FALL

199

1

FALL

199

2

FALL

199

3

FALL

199

4

FALL

199

5

FALL

199

6

FALL

199

7

FALL

199

8

FALL

199

9

FALL

200

0

FALL

200

1

Gender59% Female Fall 1987 61% Female Fall 2001

Ethnicity/Race21% Minority Fall 198733% Minority Fall 2001

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

FALL

198

7

FALL

198

8

FALL

198

9

FALL

199

0

FALL

199

1

FALL

199

2

FALL

199

3

FALL

199

4

FALL

199

5

FALL

199

6

FALL

199

7

FALL

199

8

FALL

199

9

FALL

200

0

FALL

200

1

Graph shows non-minority numbers.

0

5

10

15

20

25

30F

all 1

987

Fal

l 198

8

Fal

l 198

9

Fal

l 199

0

Fal

l 199

1

Fal

l 199

2

Fal

l 199

3

Fal

l 199

4

Fal

l 199

5

Fal

l 199

6

Fal

l 199

7

Fal

l 199

8

Fal

l 199

9

Fal

l 200

0

Fal

l 200

1

These are average ages of all students age 16 - 60 for whom age data is available.

Age26 Years Old

0.0

1.0

2.0

3.0

4.0

5.0

6.0

7.0

8.0

9.0

Fal

l 198

7

Fal

l 198

8

Fal

l 198

9

Fal

l 199

0

Fal

l 199

1

Fal

l 199

2

Fal

l 199

3

Fal

l 199

4

Fal

l 199

5

Fal

l 199

6

Fal

l 199

7

Fal

l 199

8

Fal

l 199

9

Fal

l 200

0

Fal

l 200

1

Student Credit Hour Load8 Credit Hours

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

Fall1987

Fall1988

Fall1989

Fall1990

Fall1991

Fall1992

Fall1993

Fall1994

Fall1995

Fall1996

Fall1997

Fall1998

Fall1999

Fall2000

Fall2001

Grades30+% A’s (non-P/F courses)

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

Fal

l 198

7

Fal

l 198

8

Fal

l 198

9

Fal

l 199

0

Fal

l 199

1

Fal

l 199

2

Fal

l 199

3

Fal

l 199

4

Fal

l 199

5

Fal

l 199

6

Fal

l 199

7

Fal

l 199

8

Fal

l 199

9

Fal

l 200

0

Fal

l 200

1

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

Pass RatesDeclining Slightly

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%F

all 1

987

Fal

l 198

8

Fal

l 198

9

Fal

l 199

0

Fal

l 199

1

Fal

l 199

2

Fal

l 199

3

Fal

l 199

4

Fal

l 199

5

Fal

l 199

6

Fal

l 199

7

Fal

l 199

8

Fal

l 199

9

Fal

l 200

0

Fal

l 200

1

000-Level (Remedial)

100-Level (Frosh)

200-Level (Soph)

Course Levels

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!

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%F

all

19

87

Fa

ll 1

98

8

Fa

ll 1

98

9

Fa

ll 1

99

0

Fa

ll 1

99

1

Fa

ll 1

99

2

Fa

ll 1

99

3

Fa

ll 1

99

4

Fa

ll 1

99

5

Fa

ll 1

99

6

Fa

ll 1

99

7

Fa

ll 1

99

8

Fa

ll 1

99

9

Fa

ll 2

00

0

Fa

ll 2

00

1

Total of "Big 6"

ENG101

ENG102

MA 108

MA/MT 109

PY 110

SOC101

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.

Course OfferingsThe BIG SIX

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%F

AL

L 1

98

7

FA

LL

19

88

FA

LL

19

89

FA

LL

19

90

FA

LL

19

91

FA

LL

19

92

FA

LL

19

93

FA

LL

19

94

FA

LL

19

95

FA

LL

19

96

FA

LL

19

97

FA

LL

19

98

FA

LL

19

99

FA

LL

20

00

FA

LL

20

01

RetentionBetter Than Some, Worse Than Others

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%FA

LL 1

987

FALL

198

8

FALL

198

9

FALL

199

0

FALL

199

1

FALL

199

2

FALL

199

3

FALL

199

4

FALL

199

5

FALL

199

6

FALL

199

7

FALL

199

8

FALL

199

9

FALL

200

0

Recruiting

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

87-88

88-89

89-90

90-91

91-92

92-93

93-94

94-95

95-96

96-97

97-98

98-99

99-00

00-01

01-02

AAS

AA/AS

CERT

GraduatesThe Myth of “Becoming a Tech School”

0

100

200

300

400

500

600

700

87-88 88-89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02

Numbers of GraduatesMore, then Less

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.

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.

THE END

Questions?