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TRANSCRIPT
Richland Community College
2007 Environmental Scan
Prepared by Environmental Scan Team:
John Bell, Director, Human Resources Dr. John Cordulack, Dean, Mathematics and Science Division
Fred Ellis, Institutional Projects, Professor Emeritus Sandy Harmison, Director, Database Systems
Tim Moody, Director, Kitty Lindsay Learning Resources Center Megan Moore, Director of Accounting
Cindy Steward, Assistant Professor, Accounting Ron Wilson, Training Coordinator, Continuing and Professional Education
Teena Zindel-McWilliams, Assistant to the Vice President, Student and Academic Services
Commitment * Respect * Excellence * Accountability * Diversity
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Richland Community College
Board of Trustees September 2007
Randy Prince, Chairman
Amy Bliefnick, Vice Chairman Dale Colee, Secretary
Carol Chiligiris Tim Dudley
Rev. Wayne Dunning Dr. Larry Osborne
Richland Community College is accredited by the Higher Learning Commission and is a member of the North Central Association of Colleges and Schools.
The Higher Learning Commission 30 North LaSalle Street, Suite 2400
Chicago, IL 60602-2504 1-312-263-0456
Richland Community College subscribes to the principles and laws of the State of Illinois and the
Federal Government pertaining to civil rights and equal opportunity, including applicable Executive Orders. Richland Community College policy prohibits discrimination on the basis of race, color, religion, sex, marital or parental status, national origin or ancestry, age, mental and/or physical disabilities (except where they are bona fide occupational qualifications), sexual orientation, gender identity, military or veteran status, or other legally protected characteristics or conduct. The College’s non-discrimination policy applies to the admission and retention of students; recruitment, employment, and retention of faculty and staff; and access to and treatment in the College’s programs and activities.
Complaints alleging violations of this policy should be immediately reported to the Equal Employment Opportunity Commission (EEOC) officer, as designated by the President. Complaints reported to the EEOC officer shall be resolved within the College grievance resolution process.
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Table of Contents Page 1 Section 1: The United States, Illinois, and RCC District #537 2 Population 3 Race/Ethnicity 5 Aging 6 Poverty 8 Median Household Income 9 Education 11 Unemployment 12 Manufacturing and Total Employment 13 Macon County’s Largest Employers 14 City of Clinton (central DeWitt County) Largest Employers 15 RCC District Territory 18 Equalized Assessed Valuation 19 2005 RCC Population Demographics 22 Public School Districts 23 Home-Schooled Students 24 RCC District Infrastructure 25 Decatur Airport 25 Education 26 Healthcare 26 Municipal 26 Retail 27 Roadways and Bridges
28 Section 2: Richland Community College 28 Facilities—Historical Perspective 29 College Purpose, Mission, Vision, and Core Values 29 Core Values 30 Facilities 30 Main Campus 30 Brush College LLC and Progress City USA 31 Off-Campus Facilities 31 Hope Academy Center 31 Clinton Extension Center 31 Other Off-Campus Sites 32 Administrative Structure 32 Accreditation and the Academic Quality Improvement Program 33 Governance 37 Financial Profile 40 Tuition 41 Academic/Technology Fee 41 Financial Aid and Veterans’ Affairs 44 RCC Foundation
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45 Grants 46 Operations and Technical Services 47 College-Wide Technology Infrastructure Services 48 Administrative Information Systems 48 Computer Availability in the RCC District 49 Human Resources 49 Recruiting and Employment 50 Application Statistics 51 Full-time Faculty and Adjunct Faculty Teaching Loads 53 Voluntary Retirement Program 54 Future Employment Needs 54 Student Employment 54 Salary and Wage Comparison 55 Underrepresented Groups 56 Marketing and Public Information 57 Section 3: Teaching and Learning 57 Credit-hour Enrollment 58 Student Profile 61 Day/Evening Students 63 High School Graduates 64 College Graduates 65 Dual Credit 67 Online Credit Hour Enrollment and Retention 68 Developmental Education 73 Baccalaureate/Transfer Programs 74 Occupational Programs 74 Business and Technology Division 74 Programs and Courses 79 Communications, Education, and Humanities and the Fine Arts 79 Programs and Courses 82 Correctional Education Programs Division 83 Health Professions Division 83 Programs and Courses 85 Mathematics and Sciences Division 85 Programs and Courses 88 Continuing and Professional Education Division 88 Adult Education 89 Commercial Drivers License (CDL) 89 Community Education 89 Fitness 89 Workforce Training 90 Student Services—Enrollment Services and Academic Support Services 91 Admissions and Records Office 91 Career Services 91 Counseling Services
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92 Kitty Lindsay Learning Resources Center 93 Learning Accommodation Services 95 Recruitment and Outreach Services 96 Student Support Programs 97 Student Learning Center 97 Testing Center 99 TRiO/Student Support Services 101 Challenges and Trends 102 Research/Publication Scans 106 Bibliography
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INTRODUCTION
In January 2007, President Gayle Saunders directed Teena Zindel-McWilliams, Executive Director, Institutional Effectiveness, and Fred Ellis, Institutional Researcher and Professor Emeritus, to assemble a team responsible for developing a new Environmental Scan that would serve as the basic research document for the RCC 2008-2011 Strategic Plan. The 2007 Scan continues the examination of the College and the Richland District conducted in two previous Scans (1996 and 2003) to understand the national, state, and local environment in which RCC exists and to provide a foundation for planning. The Scan Team represents key areas of the institution. Faculty, deans, and administrative staff compiled the information and organized the final document. Lively discussions about new information and the potential impact on the College led to additional research and areas to include. The team agreed that this Scan should investigate trends in education and society and to identify opportunities and challenges in addressing these trends. The Team understands the difficulty in identifying and projecting needs and challenges from these trends since they are just that—trends. With rapid changes in technology, in student learning needs, and in basic population demographics of the College District, what may be identified as a trend today may not be relevant in five or even three years. Nonetheless, these areas must be identified in order to move to the next planning step, the creation of the 2008-2011 Strategic Plan. The 2007 Environmental Scan is divided into several sections:
1) The External Scan includes a comparison of national, state, and Richland Community College District 537 information.
2) The Internal Scan offers historical information and information on current operational conditions at Richland Community College.
3) The Teaching and Learning Section includes information on academic conditions and on student support services.
4) Richland 2014: Trends and Challenges briefly summarizes general trends and challenges identified by various individuals at the College and included in the Scan.
As reflected in the table of contents, numerous topics are covered in each area, with supporting documentation as available. Unless noted, data for tables and graphs was obtained from RCC’s JENZABAR data system. The Environmental Scan Team would like to express their appreciation to the College community for their participation in this process through discussion, writing, scanning support, and other activities.
PLEASE NOTE: Information in this Environmental Scan is based on RCC organizational structure and operations as of September 30, 2007. External and internal changes after that date are not reflected.
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Section 1 The United States, Illinois, and RCC District #537
In meeting the needs of the District and the region, RCC must understand its population and how it compares in national and state demographic areas such as population, age, and educational attainment. This External Scan uses information provided from the United States Census as well as State of Illinois departmental data and research conducted by RCC staff. Unless noted, data for tables and graphs was obtained from RCC’s JENZABAR system.
DEMOGRAPHICS
Population Table E1 provides U.S., Illinois and RCC population data for 1980, 1990, 2000, and 2005 and projected population in 2015 for the U.S. and Illinois. No population projection is made for the RCC District. The U.S. population increased 9.8% from 1980 to 1990, 13.1% from 1990 to 2000, and 5.0% from 2000 to 2005. Over the 25-year period, the U. S. population increased 30.4%. The Census Bureau’s population projection in 2015 is 322.4 million, a 9.1% increase over 2005. The Illinois population increased 0% from 1980 to 1990, 8.6% from 1990 to 2000, and 2.3% from 2000 to 2005. Over the 25-year period, the Illinois population increased 11.1%. The Census Bureau’s population projection for 2015 is 13.1 million, a 3.1% increase over 2005. In contrast, the RCC population decreased 5.9% from 1980 to 1990, 2.1% from 1990 to 2000 and 3.2% from 2000 to 2005. Over the 25-year period, RCC’s population decreased 10.8%. (RCC District population projection data for 2015 is not available.)
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Table E1. Population: 1980, 1990, 2000, 2005 with Projected Population in 2015.
Year 1980 1990 2000
2005 2015
(Projected)
U.S. Population 226,542,199 248,718,301 281,421,906 295,507,134 322,365,787
% Change ---- 9.8 13.1 5.0 9.1
IL Population 11,427,409 11,430,602 12,419,293 12,699,336 13,097,218
% Change ---- 0.0 8.6 2.3 3.1
RCC Population 150,000 141,122 138,113 133,743 N/A
% Change ---- - 5.9 - 2.1 - 3.2 ----
N/A: Not Available. Sources: U.S. Census Bureau, Current Population Reports 2000: Profile of General Demographic
Characteristics, 2005 American County Survey, and Population Projections of the United States by Race and Hispanic Origin: 2010 to 2050, Washington, DC, 2006.
Graph E1. RCC Population: 1980, 2000, and 2005.
150000
141122138113
133743
1980
1990
2000
2005
Year
120
130
140
150
160
Thou
sand
s RCC Population
Race/Ethnicity With the increasing population, the U.S. will undergo significant demographic changes. These changes will be attributable to the growing race and ethnic populations, an aging U.S. citizenry, increasing immigrant populations, and changing households. As the makeup of the U.S. population changes, minority populations will constitute a growing proportion of the total. Estimates by the U.S. Census Bureau show that for 2020 the “Black”
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population grows by 6.3%, the “Asian” population grows by 42.1%, the “All Other Races” population grows by 40%, and the Hispanic/Latino population grows by 41.3%. For this same period, the “White” population decreases by 4.2%. In 2000, the RCC District’s total population was 85.4% (83.5%) White, 11.7% (14.1%) Black/African American, 0.1% (0.2%) American Indian and Alaska Native, 0.5% (0.6%) Asian, 1.3% (1.7%) Some Other/Two or More Races, and 1% (1%) Hispanic. The numbers in parenthesis are the percentages for Macon County in 2000. As shown, there are modest differences in the Macon County and District figures. Table E2 and Graph E2 provide the U.S., Illinois and RCC District populations and the percent of the total population by race/ethnicity for years 2000 and 2005. Within the District, the makeup of the population has changed slightly with gains in the “Asian,” “Some Other Race,” and “Two or More Races.” Hispanics/Latinos, which can be of any race, represent 1.2% of RCC’s population in 2005. The data shows that the RCC District is less racially diverse than the U.S. and Illinois. Table E2. Race/Ethnicity by Location and Percent of Population in 2000 and 2005.
Location/ Year
% White
% Black/
African American
% AIAN a
% Asian b
% Some Other/
Two or More Races
%
Hispanic/ Latino
U.S. 2000 75.1 12.3 0.9 3.7 7.9 12.5
U.S. 2005 74.7 12.1 0.8 4.4 7.9 14.5
IL 2000 73.5 15.1 0.2 3.4 7.7 12.3
IL 2005 72.2 14.5 0.2 4.1 9.0 14.5
RCC 2000 c 83.5 14.1 0.2 0.6 1.7 1.0
RCC 2005 c 82.5 14.4 0.1 1.0 2.1 1.2 a American Indian and Alaska Native. b Includes Asian, Native Hawaiian and Other Pacific Islander.. c RCC District data is not available for 2005. Data for 2000 and 2005 are for Macon County, which
represents about 80% of the RCC population. In 2000, the RCC population was 85.4% White, 11.7% Black/African American, 0.1% American Indian and Alaska Native, 0.5% Asian, 1.3% Some Other/Two or More Races, and 1% Hispanic.
Sources: U.S. Census Bureau, Profile of General Demographic Characteristics 2000 and 2005 American County Survey.
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Graph E2. Race/Ethnicity by Location and Percent of Population in 2005.
82.5
14.4
0.1 1 2.1 1.2
72.2
14.5
0.24.1
914.5
74.7
12.1
0.84.4
7.914.5
White
Black/A
A
Am Ind/N
ative
Asian
Other
Hispan
ic/Lati
no
Race/Ethnicity
0102030405060708090
Perc
ent
U.S. IL RCC
Aging According to the National Center for Health Statistics, a reason for the growth in population over the age of 65 is the increase in life expectancies. In 1950, life expectancy was 68.2 years, in 1980 it was 73.7 years, in 2000 it was 77.0 years, and in 2004 it was 77.8 years. The 2010 life expectancy projection is 78.5 years, while the 2015 projection is 79.2 years. As shown in Table E3, at the national and state levels about 12% of the population is 65 years of age and older, while in RCC it is about 15%. At the national level, the 2010 projection indicates that 13% of the population will be 65 years and older, while in 2015, 14.5% of the population will be 65 and older. Along with the increasing percentage of the population over the age of 65, the median age of the U.S. population continues to increase. In 1980 the median age was 30; in 1990 it was 32.8; in 2000 it was 35.3; and in 2005 it was 36.2. This figure is projected to increase to 37.0 in 2010 and 38.0 by 2020. In 2005, the District’s median age is about three years greater than the national and state figures. Graph E3 shows the life expectancies for all U.S. citizens for 1950, 1980, 2000, 2004, and projections for 2010 and 2015.
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Table E3. Population by Age, Shown as a Percent of the Total Population and Median for 2000 and 2005.
Location/ Year
% Under 5
% 18 and older
% 65 and older
Median Age
U.S. 2000 6.8 74.3 12.4 35.3
U.S. 2005 7.0 74.6 12.1 36.4
IL 2000 7.1 73.9 12.1 34.7
IL 2005 7.2 74.0 11.5 35.6
RCC 2000 a 6.4 75.4 15.2 38.0
RCC 2005 a 6.7 75.2 15.3 39.3 a RCC data is for Macon County. Sources: U.S. Census Bureau, Profile of General Demographic Characteristics 2000 and 2005 American County Survey. Graph E3. Life Expectancies in 1950, 1980, 2000, 2004, and Projections for 2010 and 2015.
68.2
73.7
7777.8
78.579.2
1950
1980
2000
2004
2010
2015
Year
66
68
70
72
74
76
78
80
Age
Source: U.S. Department of Health and Human Services, National Center for Health Statistics, Health, United States, 2006, Hyattville, Maryland.
Poverty Poverty is measured by the Federal government as a function of family size, composition, and level of income. It is defined as “an existence in which the basic needs of an individual or family exceed the means to satisfy them,” and it is often referred to as the minimum standard of living. The poverty figures are based on a 1964 Social Security Administration study that estimated the
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cost of a minimum level of food for families of various sizes and types. The poverty index does not reflect the fact that many low-income persons receive non-cash benefits such as food stamps, Medicaid and public housing. The 1964 study showed that spending on food absorbed about one-third of a family's budget. This food estimate was multiplied by three to get the poverty threshold. Annually the thresholds are adjusted by the Consumer Price Index (CPI). In 2005, 38.4 million U.S. residents (13.3%) are classified as living in poverty, an increase of nearly 4.5 million individuals since 2000. Table E4 shows the percent of the population living in poverty in 2000 and 2005 by percent of the total population, percent of related children under the age of 18, and percent of individuals 65 years of age and older. The 2005 data shows the poverty rates are 2%-3% higher in the RCC District than at the national and state levels. For related children under 18 years of age, about 1 in 4 children is living below the poverty threshold in the RCC District, while 1 in 20 citizens 65 and older is living in poverty. Overall, about 1 in 7 District residents reside in poverty. Graph E4 provides 2005 poverty data for the U.S., Illinois and the RCC District by percentage of total population, individuals under age 18, and individuals 65 years and older. As examples in 2005, the RCC District had 15.1% of its total population living in poverty, 25.1% of its population under age 18 living in poverty, and 5.1% of its population 65 years and older residing in poverty. Table E4. Poverty, Shown in Various Categories and as a Percent of the Total Population for 2000 and 2005.
Location/ Year
% of Population
% under age 18
% 65 and older
U.S. 2000 12.4 15.4 9.9
U.S. 2005 13.3 18.2 9.9
IL 2000 10.7 14.0 8.3
IL 2005 12.0 16.2 8.9
RCC 2000 a 12.9 19.0 8.2
RCC 2005 a 15.1 25.6 5.1 a RCC data is for Macon County. Sources: U.S. Census Bureau, Profile of General Demographic Characteristics for 2000 and General Demographic Characteristics: 2005.
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Graph E4. Poverty as a Percent of the Total Population for 2005.
15.1
25.6
5.1
12
16.2
8.9
13.3
18.2
9.9
Poverty Classification
0
10
20
30
40Pe
rcen
t % of Population
% Under Age 18
% 65 and OlderU.S.IL
RCC
U.S.IL
RCC
U.S. IL
RCC
Median Household Income Median Household Income divides the income distribution into two equal groups, one having incomes above the median and the other having incomes below the median. Median household income is often used because it is not distorted by extreme values like an average figure. Table E5 provides median household income for 2000 and 2005 for the U.S., Illinois and the RCC District. The District’s median household income is about $7,100 less than the national figure and about $11,100 less than the state figure. These figures are in current dollars and not adjusted for inflation. When adjusted for inflation, measured by the Consumer Price Index (CPI), RCC residents had a 3.3% increase in median income but a 10.9% increase in the CPI. This results in a decrease in purchasing power of 7.6% between 2000 and 2005. Graph E5 illustrates 2000 and 2005 median household income data for the U.S., Illinois and the RCC District. As shown in the diagram, the RCC District’s median household incomes were less than the U.S. and Illinois median household incomes.
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Table E5. U.S. Median Household Income for 2000 and 2005.
Location/ Year
Median Household Income
U.S. 2000 $41,994
U.S. 2005 $46,242
IL 2000 $46,590
IL 2005 $50,260
RCC 2000 a $37,859
RCC 2005 a $39,123 a RCC data is for Macon County. Sources: U.S. Census Bureau, Profile of General Demographic Characteristics for 2000 and General Demographic Characteristics: 2005. Graph E5. U.S., Illinois, and RCC Median Household Incomes for 2000 and 2005.
37859 39123
4659050260
4199446242
2000 2005Year
0
10
20
30
40
50
60
Thou
sand
sD
olla
rs
U.S.U.S.IL
IL
RCC RCC
Education Table E6 provides data for the population 25 years of age and older by educational attainment. According to the Census Bureau, “Educational attainment refers to the highest level of education completed in terms of the highest degree or the highest level of schooling completed.” Graph E6 shows the population and frequency distribution for four levels of education: “less than a high school diploma,” “high school diploma/equivalent,” “some college,” and “associate degree and higher.”
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Comparing national, state, and RCC District educational data shows that the District ranks first with the lowest percentage of citizens with less than a high school diploma, ranks first with the highest percentage of citizens with a high school diploma/equivalent, ranks second with about the same percentage of citizens with some college, and ranks third with the lowest percentage of citizens with an Associate degree or higher. The Census Bureau defines some college as “some college credit, but less than 1 year” or “1 or more years of college, no degree.” Within RCC, about 1 in 8 people has less than a high school diploma, 1 in 3 people has a high school diploma/equivalent, 1 in 5 has some college but no degree, and 1 in 3 people has an associate’s degree or higher. Table E6. Educational Attainment, Shown in Various Categories as a Percent of the Population 25 Years and Older for 2000 and 2005.
Location/
Year
% Less than H.S. diploma
% H.S. diploma/
equivalent
% Some College
% Associate degree or
higher
U.S. 2000 19.6 28.6 21.0 30.7
U.S. 2005 15.8 29.6 20.1 34.6
IL 2000 18.6 27.7 21.6 32.1
IL 2005 14.5 28.3 20.9 36.3
RCC 2000 a 16.8 38.0 22.7 22.5
RCC 2005 a 13.2 36.2 20.6 30.0 a RCC data is for Macon County. Sources: U.S. Census Bureau, Profile of General Demographic Characteristics for 2000 and General Demographic Characteristics: 2005. Graph E6. Educational Attainment, Shown in Various Categories as a Percent of the Population 25 Years and Older in 2005.
13.2
36.2
20.6
30
14.5
28.3
20.9
36.3
15.8
29.6
20.1
34.6
< H.S. D
iploma
H.S. Diploma
Some Colle
ge
> Ass
oc. Deg
ree
Educational Attainment
0
10
20
30
40
50
Perc
ent
U . S .
U . S .
U . S .
U . S .
I L
I L
I L
I L
R C C
R C C
R C C
R C C
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Unemployment Unemployment is defined by the U.S. Census Bureau as “those individuals actively seeking employment during a specified time period.” Of the unemployed, the greatest impact is on individuals between the ages of 16 and 19, female head of households, and minorities. Table E7 and Graph E7 show unemployment data for the United States, Illinois and the RCC District for 1980, 1990, 2000, and 2005. A comparison of figures for 1980 through 2005 shows that the RCC District has higher unemployment rates than at the state and national levels. From 1980 through 2000, the RCC District has reduced its rate from 11.1% to 5.2%. This reduction likely resulted from a combination of new job openings and individuals moving out of RCC to accept employment elsewhere. However, from 2000 to 2005, the District’s unemployment grew an additional percentage point to 6.2%. Table E7. Unemployment Rates for the U.S., Illinois, and RCC, for 1980, 1990, 2000 and 2005.
Area
1980 Unemployment
Rate
1990 Unemployment
Rate
2000 Unemployment
Rate
2005 Unemployment
Rate United States 7.1% 5.5% 4.0% 5.1% Illinois 8.3% 6.2% 4.5% 5.7% RCC a 11.1% 7.1% 5.2% 6.2%
a RCC data is for Macon County. Sources: U.S. Census Bureau, Census Years 1980 and 1990, and the Illinois Department of Employment Security, Economic Information and Analysis, Years 2000 and 2005. Graph E7. Unemployment Rates for the U.S., Illinois, and RCC, for 1980, 1990, 2000, and 2005.
7.1
5.5
4
5.1
8.3
6.2
4.5
5.7
11.1
7.1
5.2
6.2
1980
1990
2000
2005
Year
3
4
5
6
7
8
9
10
11
12
Perc
ent
RCC
IL
U.S.
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Manufacturing and Total Employment Table E8 provides manufacturing employment and total employment data for 1980, 1990, 2000, and 2005 in the RCC District. Since 1980, manufacturing jobs have decreased from a high in 1980 of 19,100 to 10,724 in 2005, a decrease of 43.9%. Total employment has decreased from 67,406 jobs in 1980 to 52,027 jobs in 2005, a decrease of 22.8%. Graph E8 shows the employment trend lines from 1980 through 2005. From 1980 to 1990, both manufacturing employment and total employment saw dramatic decreases. From 1990 to 2005, employment has been flat in both categories. Table E8. Manufacturing and Total Employment in 1980, 1990, 2000 and 2005 in the RCC District.
Employment 1980 1990 2000 2005 RCC Manufacturing a 19,100 10,742 12,099 10,724 RCC Total a 67,406 53,403 55,509 52,027
a. Macon County data. Sources: Bureau of Economic Analysis, Total Employment by Industry, and Illinois Department of Employment Security, Local Employment Dynamics. Graph E8. Manufacturing and Total Employment in 1980, 1990, 2000 and 2005 in the RCC District.
67406
53403 5550952027
19100
10742 12099 10724
1980
1990
2000
2005
Year
0
10
20
30
40
50
60
70
80
Thou
sand
s
Total Employment
Manufacturing Employment
Table E9 lists 14 occupations that require some level of higher education. These occupations are estimated to have 412 annual job openings within the RCC District through 2014. Of these annual openings, some result from job replacement and job growth in the labor market. The greatest growth will occur in the healthcare professions, followed by education. The Illinois Department of Employment Security further estimates that a total of 7,720 jobs will be filled in the RCC District.
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Table E9. Occupation Projections in the RCC District from 2004 to 2014.
No.
Occupation
Annual Openings
1 Primary/Secondary Teachers 69 2 Health Diagnosis/Treatment Practitioner 67 3 Registered Nurses 42 4 Financial Clerks 40 5 Health Technologists and Technicians 31 6 Vehicle and Mobile Equipment Mechanics and Installers 30 7 Heavy Tractor-trailer Drivers 25 8 Counselors/Social Workers/Community Service 22 9 Psychology and Home Health Aides 22 10 Computer Specialists 19 11 Accountants and Auditors 14 12 Engineers 14 13 Child Care 12 14 Lawyers 5 Annual Job Openings 412
Source: Illinois Department of Employment Security, Economic Information and Analysis Division, Occupational Employment Projections 2004-2014 for the Richland Community College District, Springfield, Illinois. Macon County’s Largest Employers Table E10 lists 19 major employers in Macon County in 2002. Archer Daniels Midland Company (ADM) is the largest employer with 4,000 employees, while Caterpillar, Inc. ranks second with 3,200 employees, and Decatur Memorial Hospital ranks third with 2,266 employees. As a percent of the total number of jobs in Macon County, the 19 businesses employ approximately 36.6% of the total. These employers tend to pay above-average wage rates coupled with fringe benefit packages that include health care coverage and retirement benefits. They also create additional indirect jobs to support their business activities.
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Table E10. Major Employers in Macon County, 2002.
Rank
Company
Product / Service
# of Employees
1. Archer Daniels Midland Agricultural Products 4,000 2. Caterpillar, Inc. Mining/Construction Equipment 3,200 3. Decatur Memorial Hospital Health Care 2,266 4. Decatur Public Schools Elementary/Secondary Education 1,500 5. Ameren IP Utility 1,250 6. St. Mary’s Hospital Health Care 1,100 7. Mueller Company Control Valves 737 8. A. E. Staley Manufacturing Agricultural Products 700 9. Norfolk Southern Corporation Railway Transportation 600 10. Millikin University Higher Education 600 11. Macon County Services 550 12. City of Decatur Services 530 13. Richland Community College Education 500 14. PPG Industries, Inc. Glass 400 15. Bodine Electric of Decatur Electric motors and generators 350 16. United Parcel Service Parcel delivery service 350 17. Akorn Inc. Pharmaceuticals 280 18. Herald &Review Daily Newspaper 196 19 Prairie Central Maint. & Fabr. Sheet metal fabrication 175
Total 19,284 Source: The Economic Development Corporation of Decatur and Macon County, Community Profile, Major Employers, Decatur, Illinois, 2002. City of Clinton (central DeWitt County) Largest Employers Table E11 lists 15 major employers in the City of Clinton (central DeWitt County) in 2006. AmerGen Energy Corporation is the largest employer with 750 workers. Clinton Public Schools ranks second with 360 employees. The smallest employer is John Warner Bank with 32 workers. These 15 employers provide jobs for approximately 27% of the county’s employment, and they further create additional indirect jobs that support their business activities. Much like Macon County, some employers tend to pay above-average wage rates coupled with fringe benefit packages that include health care coverage and retirement benefits.
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Table E11. Major Employers in Clinton (central DeWitt County), 2006.
Rank
Company
Product / Service
# of Employees
1. Exelon Electric 750 2. Clinton Public Schools Elementary/Secondary Education 360 3. Trinity Structural Towers Construction Wind Towers 150 4. R.R. Donnelly/Wallace Printed Business Forms 230 5. DeWitt County Services 170 6. Warner Hospital Health Care 152 7. Liberty Village/Hawthorn Inn Nursing Home 90 8. McElroy Metal Mill Fabrication 75 9. Action Technology Plastic Extrusion 80 10. City of Clinton Services 70 11. Walmart Retail 69 12. McDonald’s Retail 46 13. BFI Stericycle Medical Waste Disposal 35 14. Miller Container Cardboard Boxes 35 15. John Warner Bank Financial Institution 32
Total 2,344 Source: Clinton Area Chamber of Commerce & Tourism Bureau, “Clinton’s Largest Employers,” Clinton, Illinois, August 2007.
RCC DISTRICT TERRITORY The RCC District covers 1,213 square miles and includes the vast majority of Macon County and portions of Christian, DeWitt, Logan, Moultrie, Piatt, Sangamon, and Shelby Counties. Table E12 lists the eight counties that make up RCC, shown in square miles and the percent of each county that is in the RCC District. As shown, 98.2% of Macon County is in RCC, followed by DeWitt and Christian Counties at 64.9% and 23.2%, respectively. These three counties account for nearly 82% of the total land area in RCC. Table E12. RCC Land Area and Percent of Total Land Area by County in 2004.
Rank
County
Area (Square Miles)
% of Total
1. Macon 570.02 98.2 2. DeWitt 258.20 64.9 3. Christian 164.80 23.2 4. Shelby 103.40 13.6 5. Piatt 54.86 12.5 6. Sangamon 48.50 5.6 7. Logan 11.95 1.9 8. Moultrie 1.50 0.4
Total 1,213.23
Source: Illinois Department of Revenue, Springfield, Illinois, retrieved from website 2007. Table E13 provides RCC’s territory by public school districts and one former school district. As shown, Clinton Unit School District #5 makes up the greatest percentage of land area at 19.4%, followed by Central A&M Unit School District #21 at 15.2%, and then by Meridian Unit School
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District #15 at 11.1%. These three districts account for nearly 46% of the RCC District’s total land area. Table E13. RCC Land Area and Percent of Total by Public School District.
Rank
Public School District
Square Miles
% of Total
1. Clinton (C#15) 234.97 19.4 2. Central A&M (A&M#21) 184.00 15.2 3. Meridian (M#15) 134.50 11.1 4. Sangamon Valley (SV#9) 120.34 9.9 5. Cerro Gordo (CG#100) 99.08 8.2 6. Warrensburg-Latham (WL#11) 93.00 7.7 7. Argenta-Oreana (AO#1) 87.00 7.2 8. Maroa-Forsyth (MF#2) 81.78 6.7 9. Mt. Zion (MZ#3) 67.89 5.6
10. Stonington: former (S#7) 66.67 5.4 11. Decatur (D#61) 44.00 3.6
Total 1,213.23 100.0
Source: Illinois State Board of Education, Springfield, Illinois, retrieved from website 2007. RCC consists of ten public school districts and one former public school district. Stonington #7 was dissolved by the Regional Office of Education’s Board of Trustees and annexed to Taylorville Unit School District #3 on July 6, 1992. (Even though Stonington #7 is no longer a school district, the land area and population remain a part of RCC.) In the Stonington area, one elementary school is open, while the middle and high school students attend classes in Taylorville. On July 1, 2004, Illiopolis Unit School District #12 and Niantic-Harristown Unit School District #6 consolidated into Sangamon Valley Unit School District #9. The names and locations of the public school districts include:
1. Argenta-Oreana School District #1 (AO#1)–land in Macon/DeWitt Counties; 2. Central A&M School District #21 (A&M#21)–land in Christian/Shelby Counties; 3. Cerro Gordo School District #100 (CG#100)–land in Macon/Piatt Counties; 4. Clinton School District #15 (C#15)–land in DeWitt/Logan/Macon Counties; 5. Decatur School District #61 (D#61)–land in Macon County; 6. Maroa-Forsyth School District #2 (MF#2)–land in Macon/DeWitt Counties; 7. Meridian School District #15 (M#15)–land in Macon/Christian Counties; 8. Mt. Zion School District #3 (MZ#3)–land in Macon/Moultrie Counties; 9. Sangamon Valley School District #9 (SV#9)–land in Macon/Sangamon/Christian
Counties; 10. Former Stonington School District #7 (S#7)–land in Christian County; 11. Warrensburg-Latham School District #11 (WL#11)–land in Macon/Logan Counties.
Several private school systems are located in Decatur: Decatur Christian School–grades K-12, Hillside Bethel Christian School–grades K-12, Lutheran School Association–grades K-12, and St. Teresa High School–grades 9-12; Northwest Christian Campus–grades K-12; Maranatha Christian Academy–grades K-8; St. Patrick’s School–grades K-8; Holy Family Catholic School–grades K-8. Information on private schools is not readily available; therefore, subsequent analysis focuses on public school districts.
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Map E1 shows the ten public school districts and the one former school district that comprise the RCC District. In viewing the map, the majority of the land is in Macon, DeWitt and Christian Counties. As noted earlier, nearly 82% of RCC’s land area is in these three counties.
Map E1. RCC District #537
C#15
CG#100
AO#1
A&M#21
D#61SV#9
MF#2
M#15MZ#3
SV#9
S#7
WL#11
DeWitt County
Logan County
Macon CountySangamon County
Moultrie County
Christian County
PiattCounty
Shelby County
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Equalized Assessed Valuation The RCC District’s 2005 Equalized Assessed Valuation (EAV) is $1,801,237,403, an increase of 2.8% compared to 1996. Of the total EAV in 2005, Macon County accounts for 72.9% of the total, followed by DeWitt County at 18.6%, Christian County at 3.2%, Shelby County with 1.9%, Piatt County with 1.4%, Sangamon County at 1.3%, Logan County at 0.4%, and Moultrie County at 0.3%. Overall, 91.5% of the District’s tax base is located in Macon and DeWitt Counties. The RCC District covers 2,113 square miles in the eight-county region. As shown in Graph E9, the District’s EAV has shown little growth as compared to 1996. Compared to 1996, Macon County’s EAV has increased by 50%, going from $919 million to nearly $1.4 billion in 2005. In comparison, DeWitt County’s EAV has gone from $699 million in 1996 to $269.5 million in 2005, a 61% decrease. The remaining counties’ EAV have been relatively flat with no to minimal growth since 1996. The primary reason for the RCC District’s flat EAV results from the devaluation of Exelon Corporation’s Clinton Nuclear Station. Its EAV has decreased from $567.1 million in 1996 to $100 million in 2005. As a result of the power plant’s devaluation, RCC’s overall EAV has been flat since 2000. (In 2006, the power plant’s EAV is fixed at $200 million.) Graph E9. RCC District’s EAV from 1996 through 2005.
1996
1997
1998
1999
2000 20
0120
0220
0320
0420
05
Year
0
250
500
750
1000
1250
1500
1750
2000
Mill
ions
EAV
EAV
Nuclear Facility EAV
Source: Richland Community College
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2005 RCC Population Demographics U.S. Census Bureau data estimates that 138,113 people resided within the RCC District in 2000. The District’s greatest population level occurred in 1980 with approximately 150,000 residents. July 1, 2005, Census Bureau data, shows 133,743 people living in the RCC District. This results in a loss in population of 4,370 from 2000–a 3.2% decrease in population. Comparing the 1980 population to the 2005 population shows a 10.8% decrease. One reason for the population decrease is the changing labor market in the RCC District. Decatur #61 is the largest school district with a population of 74,098 in 2005, a loss of 3,833 since 2000. The former Stonington #7 is the smallest area with a population of 1,361. Of the eleven territories, nine have experienced population decreases, while two have population increases. The top 5 school districts account for nearly 83% of RCC’s population base. Table E14 lists the 10 public school districts and the one former school district with their populations in 2000 and 2005, including the net changes in population from 2000 to 2005. The listing is ranked from most populous to least populous based on 2005 figures. Table E14. Population Estimates by School District in 2000 and 2005, and Net Change.
Rank
Public School District
2005 Population
2000 Population
Net Change
1. Decatur (D#61) 74,098 77,931 - 3,833 2. Clinton (C#15) 12,098 12,342 - 244 3. Mt. Zion (MZ#3) 11,606 11,423 + 183 4. Warrensburg-Latham (WL#11) 6,543 6,681 - 138 5. Meridian (M#15) 6,164 6,324 - 160 6. Maroa-Forsyth (MF#2) 5,553 5,336 + 217 7. Central A&M (A&M#21) 4,901 5,017 - 116 8. Argenta-Oreana (AO#1) 4,068 4,087 - 19 9. Sangamon Valley (SV#9) 4,055 4,230 - 175
10. Cerro Gordo (CG#100) 3,296 3,344 - 48 11. former Stonington (S#7) 1,361 1,398 - 37
Total 133,743 138,113 - 4,370
Sources: National Center for Education Statistics, U.S. Department of Education, School District Demographics System, and U.S. Census Bureau’s FactFinder, 2005. The RCC District is defined as an urban/rural landscape. The District’s 1,213 square miles are broken down with 68.4 square miles (5.6%) of urban setting and 1,144.9 square miles (94.4%) of rural setting. Based on population estimates, 112,551 people (84.2%) reside in an urban environment, and 21,192 people (15.8%) reside in a rural environment. Stated differently, 84% of RCC’s population lives on 6% of the land. The U. S. Department of Education classifies the land area in the RCC District as “rural, inside or outside of a Metropolitan Statistical Area (MSA).” The U.S. Census Bureau states, “An MSA is a geographic entity defined by the Office of Management and Budget for use by federal statistical agencies, based on the concept of a core area with a large population nucleus, plus adjacent communities having a high degree of economic and social integration with that core. Qualification of an MSA requires the presence of a city with 50,000 or more inhabitants, or the presence of an Urbanized Area (UA) and a total population of at least 100,000.”
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Table E15 provides the population density per square mile for the ten public school districts and the one former school district that makes up RCC. The largest population center is Decatur #61 with 1,684 people per square mile. The smallest population center is former Stonington #7 with 20.4 people per square mile. Overall, the District has a population density of about 110 people per square mile. Table E15. Population Density per Square Mile in 2005.
Rank
Public School District
Population Density per Square Mile
1. Decatur (D#61) 1,684.0 2. Mt. Zion (MZ#3) 170.7 3. Warrensburg-Latham (WL#11) 82.8 4. Maroa-Forsyth (MF#2) 67.9 5. Argenta-Oreana (AO#1) 56.5 6. Clinton (C#15) 51.5 7. Meridian (M#15) 45.9 8. Sangamon Valley (SV#9) 36.9 9. Cerro Gordo (CG#100) 36.2
10. Central A&M (A&M#21) 26.6 11. Stonington: former (S#7) 20.4
RCC District Average 110.2
Map E2 shows the RCC District by rural and urban areas. Population centers are highlighted in black with the names of the villages or cities. Also shown are some of the villages and cities outside the RCC District as reference locations. (Depending on whether the map is viewed in color or in black-and-white determines how it appears.) Overall, the RCC District is highlighted in green, or grayscale. Each school district boundary is shown in blue, while each county boundary is shown in orange. (In black and white it is more difficult to differentiate between the lines.)
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Map E2. RCC District #537
Taylorville
Bethany
Cerro Gordo (11)
Clinton (22)
Wapella (28)
Mt. Pulaski
Atlanta
Maroa (14)
Latham (19)
Warrensburg (12)
Illiopolis (26)
Niantic (20)
Assumption (30)
Moweaqua (22)
Macon (16)
Stonington (31)
Blue Mound (26)
Mt. Auburn
Kenney (29)
Argenta (8)
Oreana (4)
Mt. Zion (12)
Forsyth (7)
DeWitt (26)
Harristown (16)
Oakley (6)
Boody (20)
* The number in parenthesis below each community is the estimated mileage to RCC’s Main Campus using Mapquest. Distances are based on routes using U.S., State and County highways. Township roadways may shorten the distance but are not included in the analysis.
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Public School Districts Ten public school districts and one former school district are included in RCC #537. Utilizing the Illinois Board of Education’s School Report Cards, enrollment data was broken into three categories: total K-12th grade enrollments, K-8th grade enrollments and 9th-12th grade enrollments. (The “K” category also includes pre-K students.) The Taylorville School District did not respond to a request concerning the number of students from the former Stonington School District attending its school system–it is not included in the analysis. Also not included in this analysis are private schools due to a lack of readily available data. Graph E10 shows the public school districts’ enrollment totals by the three categories shown above. The graph illustrates the declining enrollments in all three classifications. The K-12 enrollments peaked in 1998 with 23,109 and have steadily declined to 20,474 in 2006. This is a decrease in enrollment of 2,635, or 11.4%. The 9th-12th enrollments also peaked in 1998 with 6,585 and have steadily declined to 5,902 through 2005, representing a decrease in enrollment of 683, or 10.4%. However, in 2006 there was an upturn in 9th–12th grade enrollment of 116, representing a 2% increase. K-8th enrollments also peaked in 1998 with 16,524 and have steadily declined to 14,456 in 2006. This is a decrease in enrollment of 2,068, or 12.5%. The public schools K-8th enrollments provide a glimpse at future RCC enrollments–a steady enrollment decline will likely translate into smaller numbers of students attending RCC immediately after graduation. Since little data is available from private schools, an analysis of enrollment trends in those schools is not possible. Graph E10. Public School Districts’ K-8th Grade Enrollments, 9th through 12th Grade Enrollments, and K-12 Enrollments for School Years 1998 through 2006.
23109 22919 22511 22020 21494 20978 20907 20605 20474
16524 16468 16239 15858 15489 15066 14956 14703 14456
6585 6451 6272 6162 6005 5912 5951 5902 6018
1998
1999
2000 20
0120
0220
0320
0420
0520
06
School Year
5
10
15
20
25
Thou
sand
s K-8 Enrollments
9-12 Enrollments
K-12 Enrollments
Source: Illinois Board of Education, School Report Cards, Springfield, Illinois, 2007.
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Table E16 ranks the public and private high schools by the percentages of graduates attending RCC in Fall Semester 2005. In total, 330 students, representing 31.1% of the high school graduates plan to attend an institution of continued education. As a percent of total high school graduates, 24% attended RCC the Fall semester after graduation. The top 3 schools include Cerro Gordo at 54.5%, Warrensburg-Latham at 44.3%, and Argenta-Oreana at 40.7%. The bottom three schools include Central A&M at 20%, St. Teresa at 13.8%, and Stonington at 8.7%. (As noted earlier, the former Stonington Public School District was consolidated with the Taylorville Public School District. High school graduates from Stonington most likely attend Lincoln Land Community College.) Also shown in the table are the 48 high school graduates that attended RCC the following Spring semester after graduation. As a percent of total high school graduates, 4.5% attended RCC the Spring semester after graduation. Of these students, 13 (27.1%) reported on their RCC application that they were transferring from another college or university. Table E16. Public and Private High School Graduates Attending RCC the Fall Semester after Graduation, by Percentage Rank in 2005. Also shown are figures for Spring Semester 2006.
Rank
Schools/ School Districts
% Attending
RCC the Fall Semester
After Graduation
#
Attending RCC the Fall
Semester After Graduation
#
Attending RCC the Spring
Semester After Graduation
1. Cerro Gordo #100 54.5 18 0 2. Warrensburg-Latham #11 44.3 31 4 3. Argenta-Oreana #1 40.7 24 2 4. Lutheran School 36.4 8 0 5. Decatur #61 MacArthur 34.5 49 12 6. Meridian #15 33.8 23 0 7. Mt. Zion #3 31.3 50 4
8. Decatur #61 Eisenhower 30.3 44 14 9. Decatur Christian 29.0 9 0
10. Clinton #15 28.3 26 3 11. Maroa-Forsyth #2 27.7 18 0 12. Sangamon Valley #9 24.3 9 1 13. Central A&M #21 20.0 10 2 14. St. Teresa 13.8 9 5 15. Stonington 8.7 2 1
Average / Total 31.1 330 48
Home-Schooled Students The U.S. Department of Education’s National Center for Education Statistics (Center) reports the “home-schooled rate” for all school-age students is 2.2%. The Center classifies home-schooled students as between the ages of 5 through 17 in grades equivalent from kindergarten through 12th grade. Based on the total number of K-12 students, 2.2% of the male population is home-schooled, while 2.1% of the female population is home-schooled.
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Table E17 lists the public school districts and private schools located in Decatur that are part of RCC and for which data is available. The schools are listed in “alpha” order and provide the number of K-12 students in each school or district for School Year 2005. The 14 schools/districts have an enrollment of 21,681 students. Based on this figure and utilizing the national home-schooled rate of 2.2%, an estimated 477 home-schooled students resided in the RCC District in School Year 2005.
Table E17. K-12 Students at RCC Feeder Schools and Estimated
Home-Schooled Students, School Year 2004-2005.
No. Schools / Districts # Students
1. Argenta-Oreana #1 987 2. Central A&M #21 980 3. Cerro Gordo #100 625 4. Clinton #15 2,137 5. Decatur Christian 247 6. Decatur #61 9,252 7. Lutheran School 525 8. Maroa-Forsyth #2 1,104 9. Meridian #15 1,123
10. Mt. Zion #3 2,455 11. St. Teresa 69 12. Sangamon Valley #9 822 13. Stonington 235 14. Warrensburg-Latham #11 1,120
Total 21,681 Home-schooled Students 477
Sources: IBHE, School Report Cards and U.S. Department of Education National Center for Education Statistics. The Center cited the following reasons for home-schooling: “Concern about the environment of schools such as safety, drugs, or negative peer pressure” (31.2% of parents reported this as the most important); “Desire to provide religious or moral instruction” (29.8% of parents reported this as the second most important); “Dissatisfaction with academic instruction of schools” (16.5% of parents reported this as the third most important); “Other reasons such as child’s choice, allow parents more control over what the child is learning, and to provide more flexibility” (8.8% of parents reported this as the fourth most important); “Child has other special needs” (7.2% of parents reported this as the fifth most important); and “Child has a physical or mental health problem” (6.5% of parents reported this as the sixth most important).
RCC DISTRICT INFRASTRUCTURE Critical to population growth and economic development in the RCC District are the status of local infrastructure and the changes in education, retail, and healthcare. This section includes general information that may directly or indirectly impact RCC’s ability to attract students and employees.
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Decatur Airport The Decatur Airport is owned and operated by the Decatur Park District. The facility includes three runways and covers just over 2,200 acres. Mesa Air provides service to Chicago. In 2006, service to St. Louis through American Connection Service was discontinued due to difficulty with the carrier. Authorities are continuing work to re-establish service through St. Louis. At the airport, a U.S. Customs Office provides an international arrival point for primarily corporate aircraft and other customs services. In late 2000, the Decatur Park District was granted authority as Foreign Trade Zone (FTZ) #245 for international commerce. This is one of six sites in Illinois. The airport also serves as a “mini-hub” for United Parcel Service and as an Illinois National Guard facility with 125 aircraft and approximately 70 employees. Future plans are to increase commercial use of the airport and expand airline service. Continued service to Decatur and the region will affect economic development and indirectly impact RCC’s current and potential partnerships. Education Decatur Unit School District #61 has completed a $27 million School Facilities Project including the construction of the Hope Academy Accelerated School, additions to the Thomas Jefferson Middle School, the MacArthur High School, and the Pershing School (Pre-K). District #61’s Hope Academy is the first school in the District operating under a balanced calendar (year-round schedule). District #61’s Phoenix Academy, an alternative K-12 school was opened in a former grade school and has expanded since its opening. District #61’s new Superintendent has brought many changes to the District, presenting a new Strategic Plan 2007-2012 in June for adoption by its Board. District 61’s two public high schools will be reorganized using a “learning communities” concept, which could impact career choice and ultimately enrollment in certain programs at RCC. Sangamon Valley School District #9 was created with the consolidation of Niantic-Harristown School District #6 and Illiopolis School District #12. Clinton District #15 has constructed a new middle school near its high school. Millikin University has completed several construction and renovation projects, including science and music buildings and additional dormitory space. Millikin continues to purchase land adjacent to the campus for potential expansion in the next decade. Millikin University has expanded its Professional Adult Comprehensive Education (PACE) program to offer six baccalaureate degree completion options. This program reduces the time required to compete a baccalaureate degree.
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Healthcare Both Decatur Memorial Hospital and St. Mary’s Hospital have expanded health care options by attracting additional physicians, constructing new and remodeling existing facilities, and increasing outreach opportunities. With the increase in health care needs for an aging population, graduates from the RCC Health Professions programs will have increased opportunities for employment in the District and in Central Illinois. Dr. John Warner Hospital in Clinton is one of DeWitt County’s top 10 employers. In March 2000, the hospital attained Critical Access Hospital (CAH) status, and in the fall of 2002, a new spiral CT scanner was installed, allowing for transmission of CT images digitally, directly to the physician's office. Hospital services also include a Rural Health Center. Municipal The City of Decatur has outlined a new plan for development over the next few years. The five components of the plan include Downtown Decatur, Lake Decatur, Quality of Life, Decatur Airport, and Food/Agribusiness. Emphasis on these areas will directly and indirectly impact RCC’s growth and development. Decatur’s City Council and the Macon County Board are working to develop a plan to expand water availability in the County. One option is to construct a new lake, with potential sites identified. Another water project currently underway is a dredging project to remove silt from Lake Decatur; this project should be completed in six or seven years. The availability of a clean, abundant water supply is critical to expansion of business and industry and to the population growth of Decatur and the region. This expansion and growth will directly impact RCC both in its operations and in tax growth in the District. The Olde Town Enterprise Zone west of the downtown Decatur area was created. Currently, 5 Tax Increment Financing (TIF) Districts are located in Macon County, and several businesses are located in the Macon County Enterprise Zone. In Clinton, downtown redevelopment has also occurred, along with participation in the Looking for Lincoln regional project. Retail Mound Center opened in 2005 with Target as an anchor store; since then, a strip mall has been completed and Olive Garden has opened. Both Decatur Wal-Marts have undergone renovation, and Rural King has located in the vacant K-Mart on the east side of Decatur near the Airport. Downtown Decatur has experienced the opening of new restaurants and the designation as a Main Street community. Residential opportunities in downtown Decatur have attracted businesses, including new construction on North Water Street for a retail/banking complex. The Decatur Area Arts Council has moved into a three-story space on South Water Street, adjacent to Theater Seven, and connects to a retail art space operated by Millikin University. Additional art venues have opened to attract customers and visitors downtown.
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A retail complex anchored by Best Buy has been constructed at the site previously used by Menard’s, which has built a larger store further north on U.S. Route 51 in Forsyth. The Decatur Park District opened a new golf course, Red Tail Run, in the South Shores area, complementing the Rotary Park sports complex completed in 2004.
Roadways and Bridges Roadway and bridge improvements within the RCC District impact students’ abilities to access the campus and the expansion of economic development both in the District and in Central Illinois. Improvements to roads near the College have resulted in quicker access to the College for students. The extension of Reas Bridge Road (Huston Drive) from Brush College Road west to Route 48 has benefited students, employees, and visitors to the College. In 2005, Mound Road was extended beyond the intersection of Brush College Road and Mound Road to accommodate the construction of Progress City, USA, for the Farm Progress Show. College Park Boulevard was then created to connect Mound Road to the main campus and to ease access from Brush College Road to the campus at the entrance across from Heartland Community Church. Discussion continues regarding future projects that would impact traffic flow to RCC and/or economic development for the region, including a South and East Beltway to connect Route 51 south of Decatur near Elwin to Interstate 72 near the exit for the RCC main campus. The Illinois Department of Transportation (IDOT) is continuing to work on the expansion of Route 51 South from a two-lane to four-lane highway between Moweaqua and Pana. When this project is completed, Route 51 South to Vandalia will be a four-lane route, extending this four-lane option from the northern Illinois border to Vandalia. Limited state funding continues to delay this project. In its proposed FY2008 – FY2011 Transportation Improvement Program, the City of Decatur also includes a project on Brush College Road that will focus on improvements to Brush College Road from William Street Road (IL 105) to Faries Parkway. A recent Planning Study outlines alternatives to address concerns regarding traffic patterns and accidents. While work on any project connected with Brush College Road would force temporary traffic rerouting for local businesses, including RCC, these improvements are critical for safety and access to the area and for future development. The Decatur Urbanized Area Transportation Study issued a Long Range Transportation Plan in 2004. This planning document included two important projects, the Decatur Metro Area Greenway Plan and Safe Routes to School. In particular, the Greenway Plan, developed in March 1998, was developed in response to community opinion that bike and pedestrian ways are a high priority. The Decatur Park District, the County Highway Department, Forsyth, and Mt. Zion all have constructed trails, with a long-range plan to connect these trails around Decatur. Eventually, the trails could run near RCC’s main campus.
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Section 2 Richland Community College
Richland Community College is celebrating 35 years of meeting the needs of the Citizens of its district. Thousands of individuals have benefited from the work of RCC’s faculty and staff since its establishment. The Internal Scan includes an overview of the College’s history as well as the administrative structure as of September 30, 2007, fiscal conditions, and an outline of areas of the College that directly impact RCC’s main purpose–student success. Unless noted, data for tables and graphs was obtained from RCC’s JENZABAR system.
Facilities—Historical Perspective Citizens of Decatur and the immediate surrounding area approved the creation of the Community College of Decatur on September 25, 1971. Classes began for 1,119 students on September 8, 1972, in the former Millikin National Bank Building at 100 N. Water Street, Decatur, Illinois. In 1973, the Illinois Community College Board recommended that fifteen high school districts be annexed to the College District. In order to reflect its new, wider constituency, in February 1975, “Richland Community College” was selected as the new name. After voters turned down bond referenda to build a permanent campus in 1976 and again in 1978, RCC moved to a rented warehouse complex in an industrial park called Park 101 located at 2425 Federal Drive, Decatur. A third referendum campaign followed in March 1984, and voters approved a $5.8 million bond referendum. When added to state funds, these local monies allowed construction of a permanent campus to begin on the 115-acre site on Brush College Road. Governor James Thompson led the College’s groundbreaking ceremony on July 16, 1986. Classes at the current site began on September 6, 1988, and the campus was formally dedicated on November 12, 1988. The Weidenbacher Greenhouse opened in the spring of 1991, and the Shilling Community Education Center was dedicated on April 8, 1993. In 2001, the State of Illinois appropriated nearly $10 million for the addition of two new wings. The College provided matching funds of nearly $2.5 million. On August 14, 2002, the Industrial Technology Center was dedicated and opened for classes. The Industrial Technology Center houses the Engineering Technology, Drafting and Design, Heating, Ventilation, Air-Conditioning and Refrigeration, and Welding Programs. On January 11, 2003, the Schrodt Health Education Center, named for Dr. Joseph and Martha Schrodt, was dedicated and opened for classes. The Schrodt Center contains all the health professions programs including Nursing, Nurse Assistant, Practical Nursing, Phlebotomy, Pharmacy Technician, Surgical Technology, Radiography, and Emergency Medical Technology. The RCC Foundation purchased two parcels of land, 40 acres, to the north of the College in 2001 and 2002. The College now owns all land north of the College and west of Progress City USA on the east side of Brush College Road to Mound Road. In 2003, the College was approved to receive nearly $2.5 million from the State of Illinois to construct a 12,800-square-foot Agribusiness & Occupational Technology Center. After delays in
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release of funds from the State of Illinois, a groundbreaking was held in June 2006, with projected completion in Fall 2007 and classes in Spring 2008.
College Purpose, Mission, Vision, and Core Values
The primary purpose of RCC is to improve the quality of life in Central Illinois by actively serving the educational needs of the people, organizations, and institutions it serves. In 2006, the College adopted a new nondiscrimination policy, pledging to provide equal access to education and training for all citizens regardless of race, color, religion, sex, marital or parental status, national origin or ancestry, age, mental and/or physical disabilities (except where they are bona fide occupational qualifications), sexual orientation, gender identity, military or veteran status, or other legally protected characteristics or conduct. RCC’s mission has not changed since the last Environmental Scan. However, as a part of the 2003 Strategic Planning process, the Board of Trustees adopted a new vision statement to direct the College’s planning, a vision that is student-centered and that focuses on the District’s needs and momentum: to be the premier source for education, workforce training, partnerships, and economic development. Currently, the Mission of Richland Community College is to offer educational programs that enable students to achieve their potential by obtaining the abilities, attitudes, and skills needed for personal and professional growth. RCC achieves its mission and purpose by offering the following programs: ■ The first two years of a baccalaureate education; ■ Technical courses, certificates, and degrees designed to provide job training, retraining, and upgrading of skills; ■ Basic educational skills designed to prepare students to engage in college- level study; ■ Continuing and community education courses and programs designed to provide and encourage opportunities for lifelong learning; ■ Student development programs and services designed to help students identify educational and career goals, set realistic career paths, and develop skills necessary to achieve intellectual and personal growth; ■ Academic programs and services that provide supplemental support to both teaching and learning; ■ Community education activities and programs that complement, enhance, and contribute to the growth and enrichment of students and the community, both inside and outside of the classroom; and ■ Community service activities and programs that promote linkages with business, industry, and governmental agencies designed to meet the changing needs of the market place and promote economic growth in Central Illinois.
Core Values Through a series of reflective activities conducted initially through College-wide evaluations and a Core Values Committee and more recently through the work of a Continuous Improvement Process team in Fall 2002, RCC has also clarified its Core Values. In Spring 2003, the Board of Trustees adopted five values that the College will uphold and be accountable to, (CREAD):
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■ Commitment – We are dedicated to meeting the needs of the communities we Serve; ■ Respect – We recognize the expertise of all members of the College community and encourage individual contribution; ■ Excellence – We strive to develop and purse higher standards; ■ Accountability – We assume and demonstrate responsibility for our actions; and ■ Diversity – We believe that our similarities and differences are opportunities for establishing a common bond and strengthening the College.
Facilities
Main Campus Richland Community College’s main campus, located at One College Park, Decatur, is comprised of several facilities. Assigned acreage, or the land on which the College sits, consists of landscaped grounds, 80 acres; parking, 10 acres; potential athletic fields, 6 acres; buildings and attached structures, 6 acres; other instructional areas, 49 acres; and roadways, 3 acres. The Richland Foundation owns 40 acres adjacent to existing College property. The campus buildings measure 274,930 gross square feet and include the following: ■ Main campus building (1987)—150,466 square feet ■ Schrodt Health Education Center (2003)—25,570square feet ■ Industrial Technology Center (2002)—23,550 square feet ■ Shilling Community Education Center (1993)—44,607 square feet ■ Agriculture/Horticulture/Maintenance Building (1987)—12,876 square feet ■ Agribusiness & Occupational Technology Center (2007)—17,861square feet. In positioning classrooms, instructional spaces, and offices, assignable square footage totals 196,553 square feet:
■ Classrooms—38,758 square feet ■ Laboratories—41,624 square feet ■ Offices—26,990 square feet ■ Study—14,481 square feet ■ Special Use—14,609 square feet ■ General Use—36,422 square feet ■ Supporting Facilities—23,669 square feet
Also located on the RCC campus is a 7,000-square-foot building opened in December 2002, which houses the Macon County Soil and Water Conservation District (MCSWCD) and the U.S. Dept. of Agriculture. The MCSWCD constructed the building on 2 acres of land leased from Richland Community College. This is the second partnership of this type in the nation. Brush College LLC and Progress City USA In September 2004, Decatur was designated as the semi-permanent home of the Farm Progress Show to be located north of the RCC main campus. The collaboration of local businesses, government agencies, the Greater Decatur Chamber of Commerce, and ADM, along with the support of local and state governmental officials, led to the construction of Progress City USA. Of the approximately 300 acres, 80 acres comprise the gated city and about 220 acres are used for parking. This multi-purpose facility provides the community and College with social,
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economic, and sustainable development benefits through numerous events. Infrastructure at Progress City includes permanent restrooms, electrical wiring, sewers, and roads, paved in Summer 2007. One permanent building on the site houses the RCC Fire Science Program fire truck and offers training space. The site is being marketed for events in the 23 months outside of the Farm Progress Show. Both national and local businesses and organizations rent the site, billed as the largest outdoor venue in the state. Brush College, LLC, was created as the operating unit of Progress City USA. RCC is the sole partner of Brush College, LLC, with the Vice President of Finance and Administration serving as the manager of the LLC. One full-time Chief Operating Officer has been employed to oversee Progress City. Challenges for Progress City USA in the next two to three years include attracting paying events, developing an indoor convention space for events, and marketing the availability of this premier location. The quality of the site and its incorporation into RCC’s Master Facilities Plan will assist in its promotion.
Off-Campus Facilities Hope Academy Center The Hope Academy Center, located at 955 North Sangamon Avenue at the Decatur District #61 Hope Academy (at the intersection of Jasper and Sangamon Streets), opened in Fall 2005. The Center offers admissions advising, registration, placement testing, and many other services. The Center houses a free public access computer lab. Both credit and noncredit courses and workshops are offered. Also located in the RCC Hope Academy Center is the office of the Decatur Community Partnership, a coalition of community organizations and health care professionals. Its mission is to promote collaborative programs to improve the quality of life and the health of Macon County, Illinois, residents.
Clinton Extension Center The Clinton Extension Center, located at 1200 Route 54 West, Clinton, in the Clinton High School, offers admissions, registration, and financial aid services to RCC students. Credit, non-credit, and adult education classes are scheduled through the Center in Clinton and neighboring communities by the Extension Coordinator. Other Off-Campus Sites In addition, college credit and non-credit classes are conducted at various community sites throughout the District. Machining credit classes are offered at the Decatur Area Technical Academy, 300 East Eldorado Street. The Automotive Technology Center, located at the corner of Cerro Gordo and Jackson Streets, is used for the teaching of all Automotive Technology Classes. The Decatur Public Library is the site of Project READ, whose goal is to provide educational services for adult students reading below the ninth-grade level. A number of adult education courses meet off campus in locations throughout the District, including but not limited to the Decatur Housing Authority, Central Christian Church, Boys and Girls Club, Old King’s Orchard Community Center, and Millikin University.
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Administrative Structure An eight-member Board of Trustees governs Richland Community College. Seven of the members are elected at large by the citizens of District #537 to six-year terms. The eighth member is a student trustee elected annually by RCC’s student body. The Student Trustee may cast an advisory vote to show position and can make and second motions. The Board of Trustees is responsible for hiring the College’s president and approving and enforcing College policies. The Trustees meet the third Tuesday of every month in the College’s Board Room, or locations within the RCC District. Special meetings are also called as required. All meetings of the Board and its committees are open to the public except for discussion of certain exempt matters including those relating to certain personnel matters, matters of commercial or financial sensitivity, certain matters relating to education, or legal matters. The general public is invited to attend all Board meetings, and time is set aside during these meetings for citizen to address the Board and to make their opinions known. Under Section 1.1 (Legal Basis) of the Board of Trustees Policy Manual, “As the policy making group of a public governmental institution, regulated by laws of the State of Illinois, and more precisely by the Illinois Public Community College Act of 1965, as amended, the Board of Trustees is subject to certain restrictions set forth in the aforementioned act under the classifications of Duties and Authority. “The Board has the powers enumerated in Sections 3-30 through 3-43 of the Illinois Public Community College Act. The list of powers set forth is not exclusive, and the Board may exercise all other powers not inconsistent with the Illinois Public Community College Act that may be required and appropriate for the maintenance, operation, and development of any College under the jurisdiction of the Board.” As outlined in Section 1.3 (Authority of Board Members), “Members of the Board of Trustees have authority only when acting as a Board in legal session.” The College is divided into two general areas: Finance and Administration, and Student and Academic Services. Each of these areas has its own vice president, who reports directly to the President. In addition, the Executive Director, Public Information/Chief of Staff and the Executive Director of the Foundation report directly to the President. The full-time and adjunct faculty are represented as two separate bargaining units by the American and Illinois Federation of Teachers, while all other College employees are non-union.
Accreditation and the Academic Quality Improvement Program
Richland Community College was first granted correspondent status accreditation from the North Central Association of Colleges and Schools in July 1972 and became a candidate for accreditation in 1975 and again in 1977. Following a comprehensive visit in 1977, the College was granted accreditation at the associate degree-granting level in April 1978. Another comprehensive evaluation occurred in 1992-93, resulting in accreditation for a period of ten years. In 2002, the College was approved as a participant in the Academic Quality Improvement Program (AQIP), a new accreditation option with the NCA and the Higher Learning Commission. Rather than participating in a traditional self-evaluation and site visit from NCA,
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the AQIP process allows colleges to self-assess and identify opportunities for comprehensive improvement. The AQIP model allows the date of the next reaffirmation of accreditation to be set ahead seven years and is based on the institution’s commitment to quality processes and performance results of those processes as evidenced through AQIP interactions. Richland Community College is completing its first seven-year cycle with AQIP. Major activities completed in the cycle include the following indicated in Table R2.
Table R2. RCC AQIP Activities.
Activity Date Purpose
Strategy Forum 1 Fall 2002 To receive training in AQIP and to establish Action Projects
Systems Portfolio Fall 2004 To examine quality initiatives following the 9 AQIP categories
Strategy Forum 2 Fall 2005 To review current status on quality projects and to plan for future activities
Quality Checkup January 2007 To coordinate an on-site visit by Quality Check-up Team to review progress and Federal compliance status
Reaffirmation of Accreditation 2007/2008 To review all information gathered from RCC to determine accreditation status
RCC identified three action projects as initial areas of focus that exhibit dynamic opportunities for improvements within the institution and engages its employees: 1) building effective high school partnerships within the RCC District, 2) developmental education, and 3) organizational development. Each year the College is required to submit a report on the progress it has made in these projects. After an initial attempt to address the action projects, College administrators decided to hire a consultant in order to train employees in the continuous improvement processes promoted by AQIP. Beginning in Fall Semester 2002, the consultant worked with multiple teams on a variety of projects. Table R3 lists the 37 Teams created since Fall Semester 2002.
Table R3. Continuous Improvement Process Teams, 2002-2007.
TEAM TEAM NAME AND PROJECT STATEMENT
Fall 2002 Steering Committee: Eight (8) permanent members and (rotating members) 3 Deans, 3 faculty, 1
adjunct faculty, 1 support staff 1 CORE VALUES: to what extent has the identified institutional core values permeated our college
culture as measured by understanding, acceptance and demonstration. 2 BUY-IN: to improve AQIP participation and success as measured by: increase number of active
participants to 80% in 3 years; increase the percentage of job classification and division participants to 50% in 3 years; engrafting 90% of team projects.
3 EMPLOYEE INFORMATION & RECOGNITION: to improve the employee information and recognition process as measured by employee satisfaction survey results and employee publications.
4 TEACHING/ LEARNING: to improve midterm retention rates as measured by decreased student withdrawals and identified barriers to continued enrollment and increased state funding based on credit hour reimbursement.
5 TUITION PAYMENT: to reduce the number of students de-enrolled because of nonpayment of tuition at 20% and 80%. Measured by a decrease in the percentage of students and/or credit hours dropped.
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6 DEVELOPMENTAL EDUCATION: to establish minimum placement scores on the English Placement Test (or other assessment tests) for English 088 (Reading) and English 089 (Writing) and to make recommendations for implementation.
7 ASSESSMENT & DIAGNOSTICS: to improve the placement testing process as measured by the number of students completing the whole battery of placement tests prior to their initial registration and the number of students who enroll for the first developmental course in each area during the first semester after testing
8 AQIP DEVELOPMENTAL EDUCATION: to improve student study skills as measured by student retention, student completion success, and average course grade improvement.
9 STUDENT ORIENTATION, ADVISEMENT AND REGISTRATION: to examine the academic advisement process by identifying the current process, benchmarking other community college processes, and exploring alternate methods of delivery.
10 HIGH SCHOOL COLLABORATION: to improve the high school articulation process as measured by: Number and status of articulation agreements with four-year institutions and courses that are IAI; of students enrolled through articulation agreements; and high school and community college faculty working together on curriculum.
11 HIGH SCHOOL PARTNERSHIPS: MARKETING: to improve the College marketing process to high school students as measured by the increase in the percentage of high school graduates that enroll in RCC for the semester following graduation.
12 HIGH SCHOOL GRADUATES RESEARCH: to create a research tool to be used with High School students that is measurable by actionable data, representational data, and systematic timely reporting.
SPRING 2003
13 DEVELOPMENTAL EDUCATION: to increase student success in English 088 by offering
alternative options for students who have previously been unsuccessful or who are at risk for failure. 14 COLLABORATION & DEVELOPMENT WITH HIGH SCHOOL PERSONNEL: to identify dual
credit issues within the Illinois Community College System that will result in recommendations to Richland Community College for increasing enrollment and improving relationships in dual credit courses as measured by increased high school and student participation.
15 LEARNING COMMUNITIES & TEAM TEACHING: to improve opportunities for the success of collaborative teaching at Richland Community College, as measured by the number of collaborative course offerings, retention rates in collaborative courses, and demonstration of student learning outcomes for students in collaborative courses.
16 KNOWLEDGE MANAGEMENT: to construct an information management tool to educate the college community about data-related issues, as demonstrated through increased usage of available technology.
17 ACADEMIC ADVISING: to improve the level of consistency in advisement as measured by: 1) Student Evaluation of Advisement Process Survey, 2) Advisor Evaluation of Advisement Process Survey, 3) Identification of student concerns as measured by The Student Satisfaction Survey (Noel Levitz) and the Faces of the Future Survey (ACT), 4) Specified training on academic advisement resources, 5. Increased information available on an advisement website.
18 PROGRAM EVALUATION: to improve the process for evaluating all educational programs at Richland Community College. Measures of improvement/success related to this project include the following: The creation of an evaluation model that is relevant and useable College-wide; the development and approval of an implementation plan for College-wide program evaluation; the obtaining of feedback on the model from all stakeholders in the College; and the approval of a pilot project as a first stage of implementing a new program evaluation model at RCC. The ultimate goal of the project is to initiate the development and implementation of a consistent and comprehensive model for evaluation of programs at RCC.
19 EMPLOYEE ISSUES/STAFF EVALUATION: to evaluate the effectiveness of employee appraisal instrument as measured by usefulness and satisfaction of supervisor and employee in providing feedback and goals that support RCC Leadership Strategies and Core Values by proposing a new instrument, process, and training.
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20 FACULTY AND STAFF DEVELOPMENT: to improve the professional development system for
faculty and staff as measured by the number of participants, types of activities, and improvement in faculty, staff, and student satisfaction.
21 NEW EMPLOYEE ORIENTATION: to review and improve the process for new employee orientation as measured by employee survey results.
22 POLICY FOR TECHNOLOGY USE: to revise section 5.9 of the Richland Community College Board Policy Book, Responsible Use of Information Technology, in order to make it legally sound and more reflective of current technology.
Summer/Fall 2003
23 RCC STANDING COMMITTEE STRUCTURE: to improve the effectiveness and accountability of
Richland Community College’s Continuous Improvement (CI) Process as measured by: employee satisfaction, time spent on projects, time span for projects, number of recommendations/ decisions, and return on investment.
24 AQIP the AQIP: to improve the effectiveness and accountability of Richland Community College’s Continuous Improvement (CI) Process as measured by: employee satisfaction, time spent on projects, time span for projects, number of recommendations/ decisions, and return on investment.
Fall 2003
25 EMPLOYEE MENTORING: to develop an effective employee mentoring process as measured by 1)
increased employee satisfaction, 2) increased retention of employees, and 3) College leadership satisfaction.
26 OUTCOMES ASSESSMENT: to improve the learning outcomes assessment process at the Program, Discipline, and Course level as measured by having 70% of faculty trained in student outcomes assessment and engaged in identifying student outcomes, assessment strategies, and measures.
27 CLASS SCHEDULING IMPROVEMENT: to develop new niche enrollment markets through creative/alternative scheduling processes as measured by increased enrollments and degree completion.
28 DUAL CREDIT: to review, evaluate, and recommend dual credit policies and procedures that will result in increased probability of student success and will reflect Richland Community College’s core values.
29 CUSTOMER SERVICE: to improve customer service through the efficient routing of phone calls and a reduction of customer complaints.
30 TECHNOLOGY PLANNING: to provide technology planning and a decision making process measured by needs, costs and quality.
Facilitator Training
Spring 2003: 9 participants Fall 2003: 9 participants
Fall 2005 MO/YR Project Statement
1-2005 Alternative Scheduling: to improve alternatively scheduled courses and programs as measured by student satisfaction, faculty satisfaction, student performance, number of courses and number of programs offered in an alternative format.
2-2005 Faculty Technology Training for Online/Distance Education: to develop an effective training program including technology and pedagogy for faculty interested in teaching online courses as measured by the number of instructors trained, the number of training opportunities, the number of courses offered or course enhancements done by newly trained faculty, and faculty satisfaction.
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3-2005 “FRONT DOOR” SERVICE: to improve “front door” service for students as measured by student
satisfaction, persistence of new students, and faculty satisfaction. 4-2005 Diversity in Faculty Hiring: to improve the recruitment process for hiring diverse faculty as measured
by an increase in the number of minority candidates applying for full-time and adjunct positions and an increase in the number of minority candidates actually hired.
5-2005 Systems Identification: to develop a structure for future quality improvement efforts by identifying institutional systems and key performance indicators for those systems.
Fall 2006
1-2006 Student Recruitment: to identify and implement strategies for student recruitment. 2-2006 At-risk Students: to identify and implement academic strategies for student success.
Since Fall 2005, employee training has continued under the direction of the Executive Director of Institutional Effectiveness (now the Assistant to the Vice President, Student and Academic Services). At the end of Spring Semester 2007, 82% of full-time employees have completed the training. In addition to the Higher Learning Commission accreditation, RCC is recognized by the following associations: ■ Illinois Board of Higher Education, ■ Illinois Community College Board through the Community College Act, ■ Illinois State Board of Education, ■ Universities of the State of Illinois, ■ U.S. Department of Education, ■ Veterans’ Administration, ■ Illinois Student Assistance Commission, ■ Commission on Accreditation of Allied Health Education Programs, and ■ National League for Nursing.
Governance To monitor AQIP activities, in 2002 a Continuous Improvement Process Steering Committee was established to provide leadership for processes within the College that need to be developed or modified through Continuous Improvement Process (CIP) Project Teams. The Steering Committee was comprised of representatives of major stakeholder groups in the College and had rotating membership among faculty, Deans, and classified staff. In Summer 2003, two CIP Teams examined the existing governance system as well as the current committee structure to make recommendations for modification. As a result of Team recommendations, a new committee structure was created, with the Institutional Effectiveness Team as the primary oversight group for policies and procedures at the College. In addition, three new committees were created: the Academic Standards Committee, the Employee Relations and Development Committee, and the Policy and Communications Committee. In 2005, the Quality Council was created to focus on specific projects and to monitor CIP Teams. Following is a summary of committees and taskforces and their charges: Academic Standards Committee (ASC): Oversees policies and procedures that relate to curriculum, teaching, and learning issues.
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Outcomes Assessment Taskforce: Oversees planning and implementation of Student and Institutional Outcomes Assessment (Reports to ASC). Developmental Education Taskforce: Oversees developmental education planning and faculty and staff training (Reports to ASC). Placement Standards Taskforce: Oversees placement issues related to testing and
prerequisites (reports to ASC). Policy and Communications Committee: Oversees policy development, revisions, and deletions; monitors and promotes internal and external communications strategies. Employee Relations and Development Committee: Oversees policies and procedures that relate to staff and faculty development training and activities. Quality Council: Oversees continuous improvement and other quality initiatives. Institutional Effectiveness Group: Oversees governance, policies and procedures, and general operations of RCC. Two additional groups have been created since 2004 to address special issues:
The Diversity Committee: Focuses on diversity issues including employment, minority internships, and campus climate. The Employee Appreciation Taskforce: Assists Human resources in recognizing and rewarding RCC employees through spotlighting employee education accomplishments, planning employee events, and promoting the RCC “family” in order to celebrate achievements.
Financial Profile Richland Community College generates revenue from four primary categories: local property taxes, state sources, tuition and fees, and other sources. Revenue is used in the General Fund, consisting of the Education Fund and the Operations & Maintenance Fund. The College operates on a fiscal year (FY) basis, beginning July 1 and ending on June 30. Table R4 provides a breakdown of revenue for FY07. Table R4. General Operating Fund by Revenue Source for Fiscal Year 2007.
Revenue Source $ Amount % of Total
Local 5,716,188 42.5 State 3,085,926 23.0 Tuition & Fees 4,064,406 30.3 Other 559,800 4.2
Total 13,426,320 100.0 Graph R1 provides a percentage break down of the FY07 General Fund Revenue. As a note, FY07 includes the period July 1, 2006, through June 30, 2007.
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Graph R1. FY07 General Fund Revenue.
FY07 General Fund Revenue
Local Revenue, 42.5%
State Revenue, 23.0%
Tuition & Fees, 30.3%
Other Revenue, 4.2%
Local sources of revenue include property taxes, chargebacks from other community colleges, and interest earned on property taxes. Property taxes account for the largest single source of revenue. In FY06, the College’s equalized assessed valuation (EAV) was $1,970,420,970, an increase of nearly 9.4% from the previous year. FY07 budgeted property tax revenue for the Educational Fund is $5,716,188, an increase of $1,140,188 from FY06. In April 2005, RCC successfully passed a referendum that added $0.0618 to the College’s existing Education Fund tax rate of $0.2131. The new rate is $0.2749 per $100 EAV. (This new rate produced approximately $1.1 million in Education Fund revenues.) However, the increase in taxing authority coincided with an equal decrease in the Debt Service tax levy. The net result of the referendum ultimately shifted the tax revenues from restricted funding for debt service to unrestricted funding for educational purposes. The total tax rate for the College remains at $0.38 per $100 of EAV. State sources of funding include credit hour-based apportionment and Replacement Taxes. In addition to credit-hour apportionment, the College receives several restricted categorical grants from the Illinois Community College Board (ICCB). The Base Operating Grant has remained flat since FY05 while the College’s eligibility for the state’s Equalization Grant is decreasing due to increasing EAV. Tuition and fees include tuition for credit and non-credit classes and various fees. The tuition rate for FY07 is $59.50 per credit hour, plus a $4.50 per credit hour Academic/Technology Fee. Tuition for FY08 will increase to $64.50 per credit hour. The College has experienced a decrease in enrollment over the past two years. Enrollments for FY08 are projected to remain equal with FY07. Graph R2 provides a diagram that shows the various funding categories from FY00 through FY06. As shown, the major shifts occurred in state funding and tuition and fees. Table R5 provides a breakdown of revenue for FY00 through FY06.
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Graph R2. Funding Comparison, FY00 through FY06.
0
2,000,000
4,000,000
6,000,000
8,000,000
Local State Tuition & Fees Other
Funding ComparisonFY 2000FY 2001FY 2002FY 2003FY 2004FY 2005FY 2006
Table R5. Funding Comparisons for Local, State, Tuition and Fees, and Other Sources.
FY Local State Tuition & Fees Other
2000 4,590,406 2,268,561 2,689,337 411,397 2001 4,733,732 2,263,585 2,658,114 593,304 2002 4,215,448 2,530,098 2,984,793 605,200 2003 4,457,121 6,776,411 3,536,333 414,000 2004 4,630,161 7,358,478 3,556,650 369,500 2005 4,566,290 3,859,357 3,385,963 376,800 2006 4,571,290 3,261,880 4,422,762 384,300
The Operations & Maintenance Fund generates revenue from two major sources: property taxes and student tuition and fees. The property tax rate for this fund is $0.04 per $100 EAV. For FY07, revenue from property taxes is budgeted at $724,508. Tuition and fees revenue of $421,293 is also allocated to this fund to meet ongoing building maintenance and operational needs. The Education Fund is used for all educational activities of the College, including instructional, administrative, and related support expenditures. Total revenue and expenditures budgeted for the Education Fund for FY07 are $12,052,701. The Operations & Maintenance Fund is used for transactions related to the improvement, maintenance, repair, or benefit of buildings and property, utilities, supplies, equipment, and staffing related to those activities. The FY07 budget for the Operations & Maintenance Fund is $1,379,043. Graph R3 provides a breakdown of the FY07 General Fund by type of expenditure. As shown, approximately 50% of spending is for Instruction.
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Graph R3. FY07 General Fund Expenditures by Function.
FY07 General Fund Expenditures By Function
Academic Support, 4.5%
Student Services, 8.9%
Public Service, 1.8%
itutional Support, 22.4%
Scholarship/Waiver, 0.4%
Operations & Maint., 10.3% Other, 1.9%
Instruction, 49.8%
Tuition Graph R4 shows RCC’s per credit hour tuition rates from 1997 through 2006. Tuition has increased from $37.00 in 1997 to $59.50 in 2006. This represents a 61% increase over the 10-year period. On an annual basis, tuition has averaged 6.1% growth per year. In comparison, the Consumer Price Index-Urban (CPI) has increased 25% over this same time period. Much like other public colleges and universities, tuition has increased at a much faster rate than the CPI. In reviewing the diagram for 2006, tuition is $59.50 per credit hour, an increase of 3.5% from 2005. Graph R4. RCC Tuition Rates, 1997 through 2006.
37.00
40.0042.00
44.00
47.0048.00
49.0051.00
57.5059.50
1997
1998
1999
2000 20
0120
0220
0320
0420
0520
06
Year
35.00
40.00
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lars
Tuition
8.1%5.0%
4.8%
6.8%2.1%
2.1%4.1%
12.7%3.5%
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Academic/Technology Fee Graph R5 shows RCC’s per credit hour Academic/Technology Fee from 1997 through 2006. The fee includes the use of College computers (for computer-based classes and for open use), and student activities (student clubs and organizations, entertainment, and events). This category of fees does not include the registration fee, graduation fee, and specific course fees. The Academic/Technology fee has increased from $2.50 in 1997 to $4.50 in 2006. Over the 10-year period, this fee has been increased three times, and since 2003, it has remained the same at $4.50 per credit hour. In reviewing the diagram for 2003, the Academic/Technology Fee was $4.50 per credit hour, an increase of 12.5% from 2002. Graph R5. RCC Academic/Technology Fee, 1997-2006.
2.50 2.50 2.50 2.50
3.00
4.00
4.50 4.50 4.50 4.50
1997
1998
1999
2000 20
0120
0220
0320
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0520
06
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2.00
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3.00
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Academic/Technology Fee
20%
33%
12.5%
Financial Aid and Veterans’ Affairs RCC students continue to receive financial aid and veterans’ benefits, making RCC easier for most students to attend. In FY05 students received over $4,039,000 in financial aid through federal, state, veterans’, military, scholarships, and tuition waivers. Approximately one-third of RCC students qualify for the Federal Pell grant, which is provided to low-income students. In the past two years, financial aid opportunities have increased. Pell amounts increased at the same time that the scale for eligible students increased. The Federal Academic Competitiveness Grants for recent high school graduates who have taken a rigorous program of study was initiated. The federal Stafford Loan limits for freshman and sophomore students are scheduled to be increased on July 1, 2007. Illinois initiated the Monetary Award Program Plus to accompany the Monetary Award Program. The Department of Defense initiated the REAP program, administered by the Department of Veterans Affairs. The U.S. Department of Education has
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encouraged students to apply for federal and state financial aid through FAFSA, located at its Internet website. More students have been utilizing Stafford loans than in the past. Graph R6 provides a financial aid profile from 1999 through 2006. The increase in loan volume could mean that students may default on their loans in the future. As such, the Financial Aid Office must spend more time in loan entrance and exit counseling and in default prevention activities. Students apply for federal and state aid using the FAFSA form. Some applications must be verified, which means that applicants must submit documents that prove that the numbers on the FAFSA are accurate. RCC verifies a larger number than required by the Department of Education. RCC’s Board of Trustees’ policy is to verify all first-time applicants, applicants who have not attended in more than one year, and all applicants selected by the Department of Education. While the office has increasingly used electronic means to receive documents, students still come to the office. Due to upgrades in RCC’s Web Information for Student Enrollment (WISE-1), students now can see what documents are required. Information about student’s awarded aid also shows to a limited degree in WISE1. In 2005, RCC initiated a policy that students will pay tuition prior to the start of the semester. This change impacts students who decide just prior to the semester to attend college. Financial Aid offers deferments to students who can supply both a summary of their FAFSA submission showing possible eligibility and all the supporting documents for verification. This procedure opens an opportunity to students who are just applying for FAFSA and the FAFSA information has not be returned by the Department of Education. The challenge is to market to potential students earlier in the spring and summer so that the number of late-starters both in financial aid and in the registration process is reduced. Another challenge is the short-term loan funding. Each semester, through the Foundation, Financial Aid, and Business Services, RCC offers a few short-term book loans to students who have paid their tuition and fees. Since the last Environmental Scan, the staff has written a mission statement and vision statement and has established goals and learning outcomes. The Council for Advancement of Standards (CAS) has written standards for financial aid offices. The staff has self-evaluated the office in 5 standards: Mission, Campus and External Relations, Equity and Access, Human Resources, and Diversity. The staff has set goals to improve procedures. Consumer information as required by the Department of Education was coordinated with campus offices. The information has improved and was published as required, including placement at RCC’s website. Staff and student satisfaction surveys completed in April 2006 show that students and staff are satisfied with the services of the Financial Aid and Veterans’ Affairs Office. RCC’s Financial Aid staff speak at high school financial aid nights, community groups and other organizations, and nursing orientations and other campus events to educate students and parents about financial aid. These are opportunities to speak about RCC and offer the community the services to apply for financial aid even if the student has not chosen RCC as his/her primary choice for post-secondary education.
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Graph R6. RCC Student Financial Aid Profile, by number of students, 1999 through 2007.
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800
1000
1200
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2000-2001
2001-2002
2002-2003
2003-2004
2004-2005
2005-2006
2006-2007 to
date
Stafford loansPell grantsMAPVA-after 2001
Graph R7. RCC Fall Semester Headcount Enrollments and Pell Grant Awards, 2003-2007.
1099 1064 1040 942 708
2490 2278 22583034
3152
0
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2000
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Challenges for the Financial Aid and Veterans Affairs Office include the following: ■To meet Board Policy, Financial Aid staff must see a large number of students to verify information on the FAFSA. Reducing the number of students to meet the Department of Education requirement or 30% of applicants, whichever is less. Any student who has provided conflicting information would be required to verify the FAFSA information. ■Changes in electronic capabilities through WISE-1 require additional training for staff and students. ■The tuition payment deadline prior to the beginning of the semester increases the traffic in the Financial Aid Office with prospective students who decide at the last minute to attend RCC. Changing the staffing at this time would benefit both students and staff, reducing wait time for students. RCC Foundation The RCC Foundation was created in February 1980 by the Richland Board of Trustees, who realized that private monies could do what public funds could not. The Board recognized a need to receive and invest gifts that were designated for scholarships and other priorities the College might have as it grew. In 1986, the Foundation became a leader in the state when it raised an initial $2 million through gifts and endowments. Currently, the Foundation manages over $5 million in assets. Foundation funding over the past few years has supported numerous initiatives, including the following:
• A capital Campaign to complete the Schrodt Health Education Center and the Industrial Technology Center.
• The Schwandt-Albert Professional Development Fund to support faculty and staff development activities.
• The METI Child Patient Simulator that provides medical scenarios for treating critically ill children.
• Recognition for employees, including Outstanding Full-time and Adjunct Faculty of the Year, Pacesetter of the Year, and Alumnus of the Year, as well as the Student Leadership Award and Student Governance Award.
• Scholarships for students from endowments and gifts to the Foundation. Award amounts vary yearly depending on returns on investments.
From 2000 through 2007, the RCC Foundation has received about $2.4 million. In FY07, the Foundation received $561,480 in donations including restricted gifts for scholarships, capital projects, and programs. This represents a 12% increase over FY06 pledges. Current assets total over $5 million. In FY07, the Foundation awarded 286 scholarships for the Fall semester and 240 for the Spring semester from 65 scholarship funds. With the growth of the scholarship program, including the success of the Trustees Scholars program and the Valedictorian Scholarships to attract top high school graduates, in the summer of 2007 the position of Director of Scholarships and Alumni Development was created to support the Executive Director of the Foundation.
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In the coming year, the Foundation will undertake a major gifts campaign to meet educational and construction needs in the coming decade as well as to enhance endowment funds to support future projects. Challenges for the Foundation are similar to those of other private foundations. Nonprofit agencies ask donors for increased funds, adding to the “competition” for dollars. The amounts of federal, state, and local grant funds are either stable or decreasing at the same time that program costs are increasing, leading to a need for more contributions to maintain programs and services. The Foundation must continue to build on the academic reputation of the College to attract more donor contributions. Graph R8 shows RCC Foundation funding from FY00 through FY07. Graph R8. RCC Foundation Donations, Fiscal Years 2000 through 2007.
141362 136998102557
336194299951
389200
494777
561480
2000
2001
2002
2003
2004
2005
2006
2007
Year
0
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s
RCC Foundation Donations
Grants RCC utilizes a variety of federal and state grants to support programs and services. Areas such as Adult Education and Project Read are supported almost totally by state grant funds. The Carl Perkins Occupational Program utilizes federal funds from the Carl D. Perkins Vocational and Applied Technology Grant to support occupational program students. Changes in Perkins funding also have caused a change in how the College uses the funds. Graph R9 provides RCC grant revenue from fiscal year 1998 through fiscal year 2007. As shown in the diagram, grant revenue increased from 1998 through 2000 when it peaked at $2.7 million. Since 2000, grant revenue has steadily declined through fiscal year 2007. In fiscal year 2007, RCC received a little more than $1.3 million in grant revenue. Over the 10-year period, RCC has received nearly $20.8 million in grants.
46
Graph R9. RCC Grant Revenue for Fiscal Years 1998 through 2007.
2,001
,652 2,4
73,99
22,7
42,81
0
2,697
,895
2,429
,292
2,299
,252
1,812
,995
1,403
,188
1,579
,413
1,314
,883
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
Fiscal Year
0
1
2
3
Mill
ion
Dol
lars
In 2005, a Grants Committee was established to offer support to College grant seekers by supplying general information and to complete institutional grant applications. A decline in grant funds nationally has meant an increase in competition for the limited grant funds. While RCC has applied for several federal grants, including a Community Based Job Training Grant through the Department of Labor, no additional federal funding has been received.
Operations and Technical Services Operations and Technical Services supports the infrastructure needs of RCC. Reporting to the Director of Operations and Technical Services are Maintenance/Custodial, Technical Services, and Central Stores; in addition, the department oversees the outside security and custodial services contracts. As the campus facilities expand, so do the responsibilities of Operations and Technical Services. Every effort is made to keep the campus clean and safe. Staff undertake regular maintenance tasks as well as some remodeling of classroom and office space. Recent efforts in “green” operations include changing lighting in offices and classrooms, recycling of plastic and cardboard, and changes in cleaning supplies to be more environmentally “friendly.” RCC is considering participation in a campus audit of the environment, an initiative connected with a CQIN sustainability project.
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College-Wide Technology Infrastructure Services Technology use in the classroom and its availability throughout the campus have become an expectation of many students. RCC is faced with maintaining adequate hardware and software for both training and access to the world while being fiscally responsible. Since the last Environmental Scan, major technology changes have occurred, and faculty and staff strive to keep pace. In the past three years, 12 classrooms have been transformed to “smart” classrooms, containing a computer, overhead projector, DVD/VCR player, and an ELMO document camera. Faculty members are able to present electronic documents, online content, video, and printed material or three-dimensional items to students during their daily lectures. Within the last year, staff have equipped some classrooms with wireless overhead projectors that connect directly to Tablet PC’s, creating a wireless “virtual whiteboard” for instructional use. Work will continue in this area until all classrooms and labs are updated with similar equipment. Additionally, tools and services available to stakeholders via RCC’s network have undergone a radical transformation. The College’s website has become the hub of a student’s collegiate information network. A significant portion of the information related to a student’s journey through the institution is available online. Additionally, the College has made a significant technological commitment to offering courses online or in hybrid format, including purchasing an online content management system, offering e-mail accounts to every student, providing storage space on the local-area network for students’ data files, building a wireless network in the Mueller Student Center, the Learning Resource Center, and the Agribusiness and Occupational Technology Center, and the development of a College-wide integrated username and password system. These improvements allow students to attend classes from any internet-connected computer around the globe, and provide students with around-the-clock access to college computing resources. The College website, www.richland.edu, is currently being redesigned, with an unveiling scheduled to occur in Spring 2008. This reconstruction is necessary as potential students become more critical not only of the content available through the Internet but also of the “look” of the website in comparison to the websites of other colleges and universities. The College has continued to reduce paper usage by migrating forms and documents to an online format for both students and employees. Annual publications such as the College Catalog and the semester Class Schedules are offered in electronic format. All departmental and governance documents are stored on the College’s local-area network. The College is also implementing an electronic document storage system to assist with long-term document retention initiatives. This document storage system will support the College’s paperwork reduction initiatives and assist with the overall goal of providing high levels of service to stakeholders. A recent addition to technology in Business Services was the purchase of a scanning device to allow check scanning for tuition and other payments. This process will reduce paperwork and the amount of time needed for checks to clear.
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Administrative Information Systems RCC is fortunate to have an integrated relational database that stores data collected since 1987. This pool of data is available for use by CIP teams and College faculty and staff for various applications. With the increased emphasis on web-based data retrieval, the expansion of Web Information for Student Enrollment (WISE-1) has been and will continue to be a priority. Recent enhancements include electronic signatures for grade rosters, viewing of payroll information by all employees, and the display of 1098 information for students. Changes to check printing and financial aid processing were implemented last year. Continued revision of processes in financial aid and student records will increase the efficiency of those departments. Changes in other departments are in the discussion phase. Future planned enhancements to this College-wide system include the implementation of a new interface, implementation of document imaging and implementation of direct deposit of accounts payable. As with all technology-driven activities, challenges include keeping pace with upgrades in the database technology and training staff to utilize all that the system offers. Computer Availability in the RCC District U.S. Census Bureau data along with data from the University of Illinois Extension Service provides the College with the necessary information to calculate computer ownership and Internet connections at the household level for the RCC District. The analysis shows that for the RCC District 55.7% of households have home computers, of which 48.4% are connected to the Internet. The data indicates that households in the RCC District have a lower home computer ownership rate and a lower Internet connection rate as compared to national and state figures. District residents often turn to local community libraries for computer and Internet access, but this option does not always meet the needs of local residents and students. Within the RCC District, of the 19 villages or cities with a population greater than 800, 15 have libraries that have a total of 103 computers connected to the Internet for public access. Also, most of these communities have minimal daily hours of operation and are closed on Sunday. On campus, students may use one of 74 computers located in the Learning Resources Center, the Student Learning Center, and the Open Computer Lab, along with four terminals available when the building is open but offices are closed. Using 2005 RCC District population data shows that on a per capita basis, there are 1,298 people per computer.
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Table R6. Communities with Public Libraries in the RCC District with a Population of 800 or More.
Community
# of Computers
1. Argenta 3 2. Assumption 3 3. Blue Mound 2 4. Cerro Gordo 2 5. Clinton 12 6. Decatur 48 7. Forsyth 4 8. Harristown 0 9. Illiopolis 3
10. Long Creek 0 11. Macon 4 12. Maroa 5 13. Mt. Zion 5 14. Moweaqua 3 15. Niantic 0 16. Oreana 3 17. Stonington 1 18. Wapella 0 19. Warrensburg 5
Total 103
Source: Email and Telephone correspondence with public libraries’ staff, June 2006.
Human Resources RCC’s Office of Human Resources (HR) has the responsibility to provide comprehensive human resources and staff development services. In particular, HR coordinates the employment process with position requests, advertising, hiring, and orientation of new employees. In addition, the Office provides leadership in the development and implementation of effective human resource policies, procedures, programs, and systems. HR staff work with the College’s insurance provider to assure the coordination of insurance benefits and claims of employees and with faculty and staff to process vacation and sick leave, retirement, and other payroll-related activities. The Office currently has a full-time Director, Human Resources Specialist, and administrative assistant. As of September 2007, the Assistant Director position is vacant. The Office of Human Resources is a component of RCC’s Office of Finance and Administration. Recruitment and Employment Recruiting and hiring a qualified, talented, diverse staff continue as a goal and as a challenge. During Academic Year 2005–2006, Human Resources facilitated the hiring of 38 employees into various positions as shown in Table R7.
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Table R7. New Faculty and Staff in 2005-2006.
Job Classification
Number Employed
Adjunct Faculty 7 Full Time Faculty 3 Administration 9 Professional Technical 3 Part-time Classified 5 Full-time Classified 10 Department of Corrections 1 Total 38
A component of the strategic plan for Human Resources is to improve the application data collection and analysis system. Achieving this goal connects to the Core Values of Excellence and Diversity. A necessary expense incurred in recruiting applicants is advertising. The cost of “Help Wanted” advertising increased substantially for the year. RCC spent approximately $61,000, an increase of about 41% over the previous year. RCC’s primary source of employment information is the College website. More than 38% of the 1,113 applicants answered the question, “How did you learn about this job opening?” with “through www.richland.edu.” The second best advertising approach was through the Decatur Herald & Review, accounting for 21.5% of those who responded. The website www.higheredjobs.com accounted for 6.8% of the application pool and was RCC’s primary source for faculty positions. Referrals from current employees accounted for 5.2% of the total. Thirty-two other sources including various websites, newspapers, and career fairs accounted for the remaining 28.2% of advertising. Application Statistics The following statistics were taken from RCC’s yearly EEO Summary Reports. These reports show data on a calendar year basis, not an academic year basis. The statistics are calculated using the College’s “Equal Opportunity Information Request” forms, which are mailed to every applicant. Typically, less than 50% of these forms are completed and returned by the applicants. Table R8 provides data on the number of applicants, number and percent of applicant responses, and applicants’ profiles from 2003 through 2006. Determining a discernable trend in the statistics is difficult. In 2005, the percent of minority applications was the highest, but the total number of applications was the lowest. In the other three years, the percent of minority applications is quite close. Interestingly, in Academic Year 2005-2006, 57 new employees were hired, 5 of whom were minorities or 8.8% of those that applied, while in Academic Year 2006-2007 (year to date), 42 new employees have been hired, 4 of whom were minorities or 9.5% of those that applied. In 2005, the year of the highest percentage of minority applications, a lower percentage of the new hires were minorities as compared to 2006, the year with the lowest percent of minority applications, further evidence that no significant changes are evident over the last four years.
51
Table R8. RCC Applicant Pool, 2003 through 2006.
2003
2003 Hired
2004
2004 Hired
2005
2005 Hired
2006
2006 Hired
Applicants 1,286 928 595 1,328
Responses 641 49.8%
353 38.0%
241 40.5%
603 45.4%
Male
276 45.0%
6 34.2%
118 34.6%
13 27.7%
76 33.5%
12 31.6%
214 35.5%
16 27.1%
Female
337 55.0%
25 65.9%
223 65.4%
34 72.3%
151 66.5%
26 68.4%
369 61.2%
43 72.9%
Disabled
53 8.3%
1 3.2%
31 8.8%
0 0%
20 8.3%
1 2.6%
48 8.0%
1 1.7%
Asian
48 7.5%
0 0%
10 2.8%
0 0%
9 3.7%
1 2.6%
20 3.3%
0 0%
Native American
4 0.6%
1 3.2%
4 1.1%
1 2.1%
4 1.7%
0 0%
5 0.8%
0 0%
Black
71 11.1%
5 1 6.1%
51 14.5%
8 17.0%
44 18.3%
5 13.2%
91 15.1%
4 6.8%
Hispanic
17 2.7%
1 3.2%
14 4.0%
2 4.3%
7 2.9%
1 2.6%
11 1.8%
1 1.7%
Total Disabled & Minority
193
30.1%
8
25.8%
110
31.2%
11
23.4%
84
34.9%
8
21.1%
175
29.0%
6
10.2%
Full-time Faculty and Adjunct Faculty Teaching Loads Since teaching and learning are the nucleus of RCC’s mission and are critical in the Strategic Plan Priorities, it would seem that the statistics regarding faculty–both full-time and adjunct –are the most significant. Graph R10 shows the breakdown of full-time and adjunct faculty credit hours taught. The data includes those credit hours taught by faculty represented by an RCC collective bargaining agreement. DOC faculty are not included. As shown in the graph, from Fall Semester 2001 through Fall Semester 2003, adjunct faculty taught a greater percentage of the credit hours taught. After Fall Semester 2003, full-time faculty taught a greater percentage of the credit hours offered. From 2001 through 2007, full-time faculty have gone from 45.7% of total credit hours taught to 62.7% of total credit hours taught. Two reasons for the increase in credit hours taught by full-time faculty include a decrease in total credit hours offered and a greater number of overloads.
52
Graph R10. Full-time and Adjunct Faculty Credit Hours Taught from Fall Semester 2001 through Fall Semester 2007.
54.352.8
51.2
41.2
37.6 38.5 37.3
45.747.2
48.8
59.862.4 61.5 62.7
2001
2002
2003
2004
2005
2006
2007
Academic Year
30
40
50
60
70
Perc
ent
Full-time Faculty
Adjunct Faculty
The turnover percentages shown in Table R9 appear to be high, but they include Adjunct Faculty, who have the highest turnover rate of any category of employees. The greatest turnover percentage occurred in Academic Year (AY) 2005 at nearly 26%, while the lowest turnover percentage occurred in the previous year at 14.3%. In addition, several faculty and staff utilized the Voluntary Retirement Program, explained on page 60. Table R9. RCC Total Employee Turnover, Academic Years 2004 through 2007.
AY
2003 – 2004 AY
2004 - 2005 AY
2005 -2006 AY
2006 – 2007
Total FT & PT Employees *
391
361
334
386
Total Turnover 20.7% 25.5% 14.3% 24% * Student Workers are not included in the figures. As shown in Table R10, in two of the past four years, the Adjunct Faculty turnover has been nearly 50%, dramatically skewing the total turnover percentages shown in Table R9. Table R10. RCC Adjunct Faculty Turnover, Academic Years 2004 through 2007.
AY 2003– 2004
AY 2004 - 2005
AY 2005 - 2006
AY 2006 – 2007
Total Adjunct Faculty 172
153
108
136
Adjunct Faculty Turnover 34.9%
47.7%
28.7%
46.3%
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Reviewing the full-time faculty turnover rates in Table R11 shows that the percentages are dramatically less than Adjunct Faculty but still high. However, this turnover rate also includes faculty who participated in the Voluntary Retirement Program established in the collective bargaining agreements between the College and the Richland Federation of Teachers. The increase in employment figures from AY04/05 to AY05/06 was a result of the new contracts with Department of Corrections educational programs and RCC’s employment of faculty in those programs. Table R11. RCC Full-Time Faculty Turnover, Academic Years 2004 through 2007.
AY 2003 – 2004
AY 2004 – 2005
AY 2005 - 2006
AY 2006 – 2007
Total Full-Time Faculty 72 71 87 91 Full-Time Faculty Turnover 11.1% 5.6% 9.2% 7.7%
As shown in Table R12, over the last four years the total full-time employee turnover rates ranged from 5.7% to 10.1%. These percentages also include staff who participated in the Voluntary Retirement Program, instituted shortly after the faculty VRP began. Table R12. RCC Full-Time Employee Turnover, Academic Years 2004 through 2007.
AY 2003 – 2004
AY 2004 - 2005
AY 2005 - 2006
AY 2006 – 2007
Total Full-Time Employees 203 198 211 233 Total FT Employee Turnover 8.9% 10.1% 5.7% 9.9%
As shown in Table R13, the percentage of full-time faculty has increased by about 10% over the last four years, while the percentage of adjunct faculty has decreased by about 10%. The total number of faculty has decreased from 244 in Academic Year 2004 to 227 in Academic Year 2007, representing a 7% decrease.
Table R13. RCC Breakdown of Full-Time and Adjunct Faculty, Academic Years 2004 through 2007.
AY 2003 – 2004
AY 2004 - 2005
AY 2005 - 2006
AY 2006 – 2007
Total Faculty 244 184 195 227 Full-time % 29.5% 31.7% 44.6% 40.0% Adjunct % 70.5% 68.3% 55.4% 60.0%
Voluntary Retirement Program The number of RCC faculty retirements increased as a result of a Voluntary Retirement Program (VRP) included in the 2000-2004 and the 2004-2009 Collective Bargaining Agreements between the College and the Richland Federation of Teachers. The VRP allowed faculty who were at least 55 years of age or older and who had a minimum of 10 years of continuous service at RCC to participate. This opportunity was also offered to all other full-time employees, with the same requirements as those for the faculty. Table R14 shows the 21 full-time faculty and the 17 staff who retired or will retire within Calendar Years 2001 through 2009.
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Table R14. RCC Voluntary Retirement Program, Academic Years 2001 through 2009.
2001 2002 2003 2004 2005 2006 2007 2008 2009
Faculty 0 4 6 0 2 6 0 1 2 Staff 1 3 3 5 1 1 3 0 0
TOTAL 1 7 9 5 3 7 3 1 2 Future Employment Needs
From a Human Resources perspective, maintaining a capable, diverse faculty (especially full-time faculty) represents one of the biggest challenges in recruiting and hiring. Attempts to diversify further the faculty make meeting that goal even more challenging. The full-time and adjunct faculty age distribution shown in Table R15 indicates the number of faculty who could retire within seven years. Keeping RCC staffed with diverse, highly qualified full-time and adjunct faculty while keeping tuition and fees rates competitive will remain a significant challenge. Table R15. RCC Faculty Age Distribution in 2006.
Age 50-55 Age 56-59 Age 60-64 Age 65-69 Age 70+
Full-Time 23 19 7 0 0 Adjunct 31 17 15 8 5
Student Employment RCC offers students the opportunity to work on campus in two ways: through Institutional Work Study and Federal Work Study. Applications are processed through Career Services, but employment paperwork is processed through Human Resources. Student turnover rates are not available since they are temporary employees, hired for one semester. It may, however, be significant that several full-time faculty and staff are former student employees who demonstrated abilities that opened career paths for future employment at the College. Table R16 provides the number of student employees from Academic Year 2002 through Academic Year 2006.
Table R16. Student Employment, Academic Years 2002-2006.
AY 2001 – 2002
AY 2002 – 2003
AY 2003 – 2004
AY 2004 – 2005
AY 2005 – 2006
CWSP* 42 35 50 53 43 IWS** 87 74 106 86 83
* College Work Study Program ** Institutional Workers
Salary and Wage Comparison In the coming year, RCC plans to conduct a comprehensive wage and salary study including comparisons to other institutions to ensure that the College is competitive in the marketing area. Comparing Richland’s salary and wage schedule to those of other colleges is difficult without knowing the specifics of each job description. It would be reasonable to assume that although the same position at different colleges may be quite similar, some variations in duties and
55
responsibilities are probable. Additionally, the same position at different institutions may have dissimilar position titles. Considering these limitations, RCC’s current salary and wage schedule seems reasonably comparable and competitive with other downstate community colleges. Consideration must also be given to comparisons with positions in the public sector, since business and industry are the biggest competitor for classified staff. It must be noted that RCC’s benefits package for a full-time employee typically costs the College approximately 21%, on average, in addition to the salary of the employee. However, the College must remain competitive in recruiting and retaining well-qualified faculty and staff. Competition for experienced, qualified faculty will likely be fierce in the future. As seen in the faculty age distribution and assuming some amount of attrition other than retirement will occur, a number of faculty positions will need to be filled over the next seven years. Underrepresented Groups Through the ICCB Underrepresented Groups Report, community colleges have an opportunity to report on initiatives and strategies aimed at increasing participation and achievement among individuals with disabilities, women, and minorities. The Underrepresented Groups Report is an important annual statutory responsibility (Public Act 85-283) for community colleges and universities. Each community college provides a report detailing current activities and programs aimed at strengthening participation and progress among traditionally underrepresented student populations. Illinois Community College Board (ICCB) staff evaluates the information provided by the individual colleges and forwards it to officials from the Illinois Board of Higher Education (IBHE), who combine it with responses from the public universities and then forwards it to the Governor and General Assembly. As can be seen from the data in Tables R17 and R18, female employees are not an underrepresented group at RCC. Table R17. Underrepresented Group Distribution for All Employees, FY98-FY06.
Year
All Employees
Female
%
Disabled
%
Minority
%
FY98 713 441 61.9 10 1.4 60 8.4 FY99 733 453 61.8 11 1.5 81 11.1 FY00 714 449 62.9 12 1.7 69 9.7 FY01 744 467 62.8 11 1.5 88 11.8 FY02 753 475 63.1 8 1.1 81 10.8 FY03 717 438 61.1 5 0.7 81 11.3 FY04 724 445 61.5 6 0.8 100 13.8 FY05 704 442 62.8 10 1.4 88 12.5 FY06 704 449 63.8 10 1.4 83 11.8
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Table R18. New Hires among All Employees in Underrepresented Group Classifications, FY98-FY06.
Year
All Employees
Female
%
Disabled
%
Minority
%
FY98 112 72 64.3 0 0.0 10 8.9 FY99 118 73 61.9 1 0.8 19 16.1 FY00 118 77 65.3 2 1.7 16 13.6 FY01 112 64 57.1 1 0.9 19 17.0 FY02 109 69 63.3 0 0.0 9 8.3 FY03 82 49 59.8 0 0.0 13 15.9 FY04 115 71 61.7 0 0.0 14 12.2 FY05 140 93 66.4 3 2.1 18 12.9 FY06 160 104 65.0 0 0.0 18 11.3
Marketing and Public Information The overarching task of the Public Information Office is to develop and cultivate a positive public awareness of Richland Community College. In an effort to enhance the image of the College, the staff interacts on a regular basis with the news media, College faculty and staff, legislators, business leaders, and the general public, moist specifically with those individuals within the College service area. The Marketing Office is expressly tasked with the responsibility of marketing all publications and activities of the College; therefore, all printed publications, advertising, electronic advertising, and press releases are developed and created in coordination with the Marketing Office. The Executive Director of Public Information reports to the President. The staff include the Director of Marketing, the Duplication Center (three full-time staff and two student workers), the Graphics Center (two full-time and one part-time graphic artists), and a part-time secretary. The current Director joined the College staff in the fall of 2007; he is the third marketing director for the College in six years. With a small staff and a limited budget, the challenges in marketing an ever-changing institution like RCC are many. The Marketing Department must be an active player in recruitment and retention initiatives to anticipate the budget for media contracts and ad placement. Also, with the turnover in Directors and changes in marketing themes and strategies, collaboration within the Department has been challenging. Marketing must be actively involved in Strategic Planning and Master Facilities Plan activities to identify target markets and build on existing educational opportunities. RCC is and always will be a transfer/baccalaureate preparation institution and as such has in place quality educational opportunities as well as a growing connection with 2+2 articulation agreements in areas such as Nursing, Accounting, and Agribusiness that might not be viewed as traditional transfer programs.
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Section 3 Teaching and Learning
Richland Community College’s mission, vision, and Core Values focus on student success. Faculty and staff work together to develop programs and services that meet the needs of a diverse student population, some who know what they want in a career and others who are seeking guidance. Through credit and non-credit courses, through programs that lead to work or to transfer, and through support services and activities that enrich students and staff, RCC concentrates its efforts on teaching and learning. This section of the Environmental Scan examines general enrollment and retention trends, programs and services, and challenges in academic areas. This section is new to the Environmental Scan; in previous years it was not separated from the general Internal Scan. Unless noted, data for tables and graphs was obtained from RCC’s JENZABAR data system.
Credit-hour Enrollment
The greatest portion of student enrollment at RCC comes in credit-hour enrollment. Therefore, a substantial portion of revenue for Instruction comes from tuition, fees and State reimbursement. As such, enrollment data are important trends to analyze. Graph R11 provides 10th day student credit-hour enrollment from Fall Semester 1997 through Fall Semester 2006. The credit-hour load is broken into two categories, the percentage of students taking 1-4 credit hours and the percentages of students taking 12 or more credit hours. The percentages of students taking between 5-11 credit hours has remained fairly constant at 36%-40% and are not shown in the diagram. From 1997 through 1999, credit-hour enrollment was comparable for students taking 1-4 credit hours and students taking 12 or more credit hours. After 1999 through 2005, there was a greater percentage of students enrolling in 12 or more credit hours as compared to students taking 1-4 credit hours. Full-time student enrollment peaked in 2002 when 37.4% of students were enrolled in 12 or more credit hours. The most dramatic change occurred in 2006, when 46.6% of students were enrolled in 1-4 credit hours, while 21.6% of students were enrolled in 12 or more credit hours. Historically, about 1 in 3 RCC students have been enrolled as full-time students, until 2006 when it dropped to about 1 in 5 students.
58
Graph R11. RCC Student Enrollment by Number of Credit Hours from Fall Semester 1997 through Fall Semester 2006.
32 31.7 31.9 31.232.2
37.435.8
31
34.5
21.6
31.8 31.5 31.5
27.8 28.5
25.227.1
29.7
26.9
46.6
1997
1998
1999
2000 20
0120
0220
0320
0420
0520
06
Year
20
25
30
35
40
45
50
Perc
ent
1-4 Credit Hours
12 or More Credit Hours
Student Profile Graph R12 provides headcount and full-time equivalence (FTE) data from Fall Semester 1997 through Fall Semester 2006. The FTE figures are based on a 15-credit hour load on the 10th day of the semester. As seen in the graph, headcount and FTE peaked in 2002, then decreased through 2005, and then increased in 2006. Comparing the 2002 data to the 2006 data shows that headcount decreased by 417 students or 11.7%, while FTE decreased by 347 or 16.6%.
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Graph R12. RCC Headcount and FTE from Fall Semester 1997 through Fall Semester 2006.
3244 32673090
3243 3261
3569
3342 3298
30343152
1766 17501656
1764 1796
20871915
18001710 1740
1997
1998
1999
2000 20
0120
0220
0320
0420
0520
06
Year
1500
2000
2500
3000
3500
4000H
eadc
ount
& F
TE
Headcount
FTE
Graph R13 shows the average age for RCC students from Fall Semester 2000 through Fall Semester 2006, by three categories–day students, evening students, and weekend students. Over the 7-year period, day students’ average age was between 25-27, evening students’ average age was between 28-32, while weekend students’ average age was between 29-37. One of the reasons for the large drop in average age for weekend students may have resulted from online course availability; students whose work schedules or other commitments would allow only enrollment in weekend courses now have the option of enrolling in online courses.
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Graph R13. RCC Student Age Profile from Fall Semester 2000 through Fall Semester 2006.
37 37
3536
3130
29
32
28
3231
3231
32
27
25
27 27 2726 26
2000
2001
2002
2003
2004
2005
2006
Year
20
25
30
35
40A
vera
ge A
ge
Weekend Students
Evening Students
Day Students
Graph R14 shows the RCC student population by full-time and part-time status from Fall Semester 1997 through Fall Semester 2006. Over the 10-year period, 32.6% of students attended full time, while 67.4% attended part time. The largest percentage of full-time students occurred in Fall Semester 2002 at 37.4%, while the smallest percentage of full-time students occurred in Fall Semester 2006 at 26.6%. (The 2002 enrollment increase may be related to local plant closings and employee layoffs, resulting in an increased need for training and retraining in the District.) In Fall Semester 2006, part-time enrollment increased by 7.9%, resulting in about 3 of 4 students attending RCC on a part-time basis. Broken down by credit hours, for Fall 2006 21.6% of students were enrolled in 12 or more hours, 9.2% were enrolled in 9-11 hours, 22.6% were enrolled in 5-8 hours, and 46.6% were enrolled in 1-4 credit hours. Nearly 50% of the Fall Semester 2006 students enrolled in one course.
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Graph R14. RCC Student Population by Full-time and Part-time Status, Fall Semester 1997 through Fall Semester 2006.
68.1 68.4 68.1 68.8 67.9
62.6 64.268.1
65.5
73.4
31.9 31.6 31.9 31.2 32.1
37.4 35.831.9
34.5
26.6
1997
1998
1999
2000 20
0120
0220
0320
0420
0520
06
Year
20
30
40
50
60
70
80
Perc
ent
Part-time
Full-time
Day/Evening Students Graph R15 shows credit-hour generation by day and evening students from Fall Semester 1997 through Fall Semester 2006. Not shown in the table are weekend students, who make up a small percent of the total. Over the ten-year period, approximately 77% of all credit-hour generation is during the daytime (prior to 5:30 p.m.) and 23% is during the evening. While the percentage of day credit hours has remained steady, the decline in evening credit hours most likely results from the availability of online courses. In 1997, about 1 in 4 students were enrolled in evening courses, while in 2006 it dropped to about 1 in 5 students.
62
Graph R15. Percent of Credit-Hour Generation by Day and Evening Students, from Fall Semester 1997 through Fall Semester 2006.
26.4 25 23.8 22.4 21.8 21.6 21.9 20.6 21.118.2
73.1 74.6 76 77.3 78 78 77.7 78.4 78.5 76.7
1997
1998
1999
2000 20
0120
0220
0320
0420
0520
06
Year
10
20
30
40
50
60
70
80
90
Perc
ent
Day Credit-hours
Evening Credit-hours
Graph R16 provides 10th-day student credit-hour enrollment for Fall Semester 1997 through Fall Semester 2006. The credit-hour load is broken into two categories: the percentage of students enrolled in 1-4 credit hours and the percentages of students enrolled in 12 or more credit hours. The percentages of students taking between 5-11 credit hours have remained fairly constant at 36%-40% and are not included in the diagram. From 1997 through 1999, credit-hour enrollment was comparable for students taking 1-4 credit hours and students taking 12 or more credit hours. From 2000 through 2005, a greater percentage of students were enrolling in 12 or more credit hours as compared to students taking 1-4 credit hours. Full-time student enrollment peaked in 2002 when 37.4% of students were enrolled in 12 or more credit hours. The most dramatic change occurred in 2006, when 46.6% of students were enrolled in 1-4 credit hours, while 21.6% of students were enrolled in 12 or more credit hours. Historically, about 1 in 3 RCC students have been enrolled as full-time students until 2006 when the number dropped to 1 in 5 students.
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Graph R16. RCC Student Enrollment by Number of Credit Hours from Fall Semester 1997 through Fall Semester 2006.
32 31.7 31.9 31.232.2
37.435.8
31
34.5
21.6
31.8 31.5 31.5
27.8 28.5
25.227.1
29.7
26.9
46.6
1997
1998
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2000 20
0120
0220
0320
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06
Year
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12 or More Credit-Hours
High School Graduates Graph R17 provides 10th day enrollment figures on high school seniors attending RCC the Fall Semester after graduation. The data includes three categories of students from 1997 through 2006: students enrolled in 12 or more credit hours, students enrolled in 5-11 credit hours, and students enrolled in 4 or fewer credit hours. As seen in the diagram, from 68% to 82.5% of graduates attend RCC on a full-time basis. The percentage of full-time students peaked in Fall Semester 1999 at 82.5%, while the lowest percentage was in 2004 at 68.4%. The 10-year average is 76.5%. The percentage of students enrolled in 5-11 credit-hours varied from 14.7% to 22.8%. This category of student peaked in 2004 at 22.8%, while the lowest percentage was in 1999 at 14.7%. The 10-year average is 19.5%. The percentage of students enrolled in 4 or fewer credit hours varied from 1.7% to 9.2%. This category of student peaked in 2004 at 9.2%, while the lowest percentage was in 2006 at 1.7%. The 10-year average is 4%. Over the 10-year period, 76.5 students per 100 students were enrolled in 12 or more credit hours, 19.5 students per 100 were enrolled in 5-11 credit hours, and 4 students per 100 were enrolled in 4 or fewer credit hours. For the 10-year period, 9.4% of RCC’s credit enrollment headcount was recent high school graduates.
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Graph R17. High School Graduates Attending RCC the Fall Semester after Graduation, 1997 through 2006.
3.2 4.3 3.2 3.2 6 3.2 2.49.2
1.7 1.7
20.6 21.614.7
22.517.9 16.9 17
22.816.6
21.1
76.5 73.682.5
74.4 76.180 80.7
68.1
81.777.3
1997
1998
1999
2000 20
0120
0220
0320
0420
0520
06
Year
0
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rcen
t
12 or more Credit-hours
4 or less Credit-hours
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From 1997 through 2006 there were 14,005 high school graduates in the RCC District. Of this total, 3,356 graduates attended RCC the Fall Semester after graduation, representing 24% of the total number of graduates. On a yearly basis, the greatest percentage of high school graduates attending RCC occurred in 2002 at 26%, while the smallest percent occurred in 1999 at 21.5%. A 2006 RCC study, titled Future Plans of Public and Private High School Graduates, found that of the high school graduates planning to continue their education, about 32% attended RCC the Fall Semester after graduation. The study further shows that approximately 300 seniors per year have no intentions of continuing their education after high school graduation. From 1997 through 2006, 423 high school graduates attended RCC the following Spring semester after graduation. This figure represents 3% of high school graduates over the 10-year period. Of these students, 138 (32.6%) reported on their RCC application that they were transferring from another college or university. In total, 27% of high school graduates attended RCC the following academic year after graduation.
College Graduates From Fall Semester 1997 through Fall Semester 2006, 2,402 students with college degrees attended RCC during the Fall Semester. Of these students, 97.5% had associate degrees, 2.1% had bachelor degrees and 0.4% had master degrees. The greatest number of students with degrees attended in Fall Semester 2002 at 303, while the smallest number of students attended in Fall Semester 2006 at 167. For the 10-year period, 7.4% of RCC’s credit enrollment headcount was students with college degrees. Graph R18 provides the 10th day average credit-hour enrollment of college graduates who attended RCC during the Fall Semester. The 1997 through 2006 database includes the highest
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degree received in three categories: associate’s degree, bachelor’s degree, and master’s degree. (No students with a doctorate attended RCC.) Students with associate’s degrees enrolled in an average of 5.9 credit hours in 2006 compared to 7.6 credit hours in 2003, with a 10-year average of 6.8 credit hours. Students with bachelor’s degrees enrolled in an average of 1.9 credit hours in 2004 compared to 6 credit hours in 2000, with a 10-year average of 4.5 credit-hours. (No students with bachelor’s degrees have enrolled at RCC since 2005.) Students with master’s degrees enrolled in an average of 3.2 credit hours in 1999 compared to 5 credit hours in 1997, with a 10-year average of 4.1 credit hours. (No students with master’s degrees have enrolled at RCC since 2001.) Graph R18. College Graduates Who Attended RCC the Fall Semester, 1997 through 2006, by Average Number of Credit Hours Enrolled.
5
3.73
3.8 4
0 0 0 0 0
6
4.2
3.2
6
4.5 4.33.5
1.9
4
0
7.2
6.2 6.5 6.4 6.67.3 7.6 7.4
6.2 5.9
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dit-h
ours
Associate degree
Bachelor degree
Master degree
Dual Credit High school students 16 years of age and older who have an above-average academic record may enroll in college courses numbered 100 and above at Richland Community College or at their local high school to receive dual credit for the coursework. “Dual Credit” allows a high school student to complete college-level courses for both high school and college credit. These programs can enhance and extend the high school curriculum and avoid duplication in coursework as students transition from high school to college. Although these courses are taught at various locations, the course content, quality and academic rigor are the same as in those courses taught on campus. “Dual credit” allows a high school student to complete college-level courses numbered 100 and above and use these credit hours for an RCC degree or transfer the credit hours to another college or university. Some courses are “stand alone” courses, meaning that the only students enrolled are high school students; other students attend courses on campus and are never
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identified to the instructor as dual credit students. The grade received in the course appears on both the high school and college transcripts. One of the most significant partners with RCC in terms of number of students enrolled in dual credit courses is the Decatur Area Technical Academy. In the 2007-2008 school year, the Decatur Area Technical Academy will increase the total number of dual credit courses to 34. As the partnership between RCC and the Decatur Area Technical Academy continues to grow, new programs and additional dual credit courses will be added. Within the last few years, RCC has expanded its dual credit course offerings to include courses in the Career and Technical area. This expansion has brought more educational opportunities to area high schools. Unfortunately, partnerships with the Decatur Area Technical Academy and other high schools are limited due to high school course offerings. The College has also had difficulty in recruiting faculty to teach dual credit courses. However, with high school budget issues resulting in class cutbacks, coupled with the rising costs of higher education, dual credit courses may be a viable option for many high school students. It is a great opportunity for high school students to continue their learning experience in high school, while at the same time generating college credit-hours without the extra cost. Table R20 provides dual credit data in occupational courses for Academic Years 2005-2006 and 2006-2007. As shown in the table, the numbers have grown in occupational courses and sections offered, student headcount, credit hour generation, and revenue. Table R19. RCC Occupational Dual Credit Enrollment.
Fall 2005 Spring 2006 Fall 2006 Spring 2007
Number of Courses 11 13 17 26 Number of Sections 18 23 28 45 Number of Students* 161 226 206 391
Credit-hours Generated 432.5 648.5 533 1,166.5
Reimbursement Totals $24,651.05 $28,981.97 $30,250.24 $50,144.10
Graph R19 shows the 10th-day dual credit enrollment for Academic Years 2000 through 2007. Credit-hour enrollments grew from 70 in 2000 to 3,200 in 2007. The most dramatic increases occurred after 2005 when dual credit hours increased by 277%. As a percent of total credit hours generated, dual credit has grown from 0.1% in Academic Year 2000 to 6.1% in Academic Year 2007. In reviewing the diagram, students were enrolled in 3,200 credit hours, accounting for 6.1% of total credit hours generated in Academic Year 2007.
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Graph R19. Dual Credit 10th-Day Credit Enrollment, Academic Years 2000 through 2007.
70305
832
1507
1145 1156
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2000 20
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sand
sC
redi
t Hou
rs
Dual Credit
0.6%0.1%
6.1%
4.4%
2.2%2.0%1.6%
2.5%
Online Credit Hour Enrollment and Retention Graph R20 shows 10th-day online credit-hour enrollment for Academic Years 2000 through 2007. Credit-hour enrollments have grown from 1,385 in 2000 to 5,796 in 2007, a 420% increase. The graph shows the online credit hours and percentage of total credit hours taught online by academic year. As an example, in Academic Year 2007, 5,796 credit hours were taught online, accounting for 11% of the total credit hours taught. For this same time period, the mid-term retention rates in online have ranged from 82.4% to 91.6%, with an eight-year average of 86.6%. The increases in enrollment and retention result from improvements in technology, training and support for students and faculty. Presently, online courses utilize WebCT through its “Blackboard” application.
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Graph R20. Online 10th-Day Credit Hour Enrollments for Academic Years 2000 through 2007.
1385
2620
3214
3824
3244
4038
4684
5796
2000 20
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ours
2.8%
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9.0%
11.0%
Online
Developmental Education Developmental Education is designed to assist students in improving their academic skill level to enter college-level courses. Developmental Education courses are offered in three disciplines: Mathematics, Writing, and Reading. Courses are taught by full-time and adjunct faculty using master syllabi developed by full-time faculty. Students must achieve a “C” or better in any developmental course in order to progress to the next level of developmental course or to enroll in college-level courses using developmental courses as prerequisites. This requirement mirrors the Illinois Articulation Initiative requirement of earning a “C” or better grade in transfer courses. Following is a list of developmental education courses offered at RCC. Developmental writing and reading courses are three credit hours each; developmental mathematics courses are four credit hours each.
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Writing (ENGL) (3 credits each)
095 Developmental Writing 1 097 Developmental Writing 2
Reading (ENGL) (3 credits each)
088 Reading and Study Skills 1 090 Reading and Study Skills 2
Mathematics (MATH) (4 credits each)
087 General Mathematics Skills 090 Pre-Algebra 091 Basic Algebra 095 Basic Geometry 098 Intermediate Algebra
A new course, English 093—Communications-ESL, has been submitted for approval through the Illinois Community College Board. This three-credit-hour course is designed to assist students with English as a second language to practice communications skills prior to entering developmental or college-level courses. Placement in college-level courses or developmental courses is determined in one of three ways: 1) Students may select to enroll in developmental courses; with this option, students must enroll in Math 087, English 095 (writing) or English 088 (reading). 2) Students are eligible for college-level courses (excluding mathematics) if their ACT English and Reading scores are above 19. ACT or SAT scores may not be used for placement in mathematics courses. 3) Students complete the College Board’s Accuplacer test battery, consisting of a Reading, Sentence Skills, and Mathematics computer-adaptive exams. Placement score ranges have been determined by English and Mathematics faculty, and Board of Trustees policies 4.1.2.1 and 4.1.2.2 outline mandatory testing and re-testing. Enrollment in developmental courses has been significant in the last few years. This section reviews data from Fall Semester 1997 through Fall Semester 2006 for the developmental courses listed above. In total, 3,481 (duplicated) students were enrolled in 10,443 credit hours of developmental English courses, while 5,079 (duplicated) students were enrolled in 20,440 credit hours of developmental Mathematics courses. Over the 10-year period, 46% more students were enrolled in developmental Mathematics courses than developmental English courses, while developmental Mathematics courses generated 96% more credit hours than developmental English courses. As a note, students may be enrolled in both developmental English and Mathematics courses, and enrolled in other RCC courses at the same time. Graph R21 provides headcount data from 1997 through 2006. The data represents 10th-day enrollments for each Fall semester. As shown in the graph, English headcount has varied from 280 students to 439 students, with a 10-year average of 348 students. Over the 10-year period, headcount was sporadic from 1997
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through 2001. After 2001, headcount was generally flat. Over the last two years (2005 and 2006) headcount was comparable to the 10-year average. The 10-year average is shown as a broken line on the graph. As shown in the graph, Mathematics headcount has ranged from 418 students to 629 students, with a 10-year average of 508 students. Over the 10-year period, headcount was sporadic, with a dramatic increase in 2002. The 2002 upturn in headcount was primarily the result of employer closures and reductions in force in the RCC District. (As examples, Bridgestone/Firestone Corporation closed in December 2001 and Zexel Corporation closed in July 2002, leaving 2,500 individuals unemployed.) After 2002, headcount declined through 2005, with a slight upturn in 2006. Over the last two years (2005 and 2006) headcount was below the 10-year average. The 10-year average is shown as a broken line on the graph.
Graph R21. English and Mathematics Developmental Courses, by Headcount, Fall Semester 1997 through Fall Semester 2006.
526548
475
536 543
629
512
430 418
462
384
439
367
283 280
362332 330
359 345
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Hea
dcou
nt Math Headcount
English Headcount
Graph R22 provides 10th day enrollment in English and Mathematics developmental courses as a percent of total On-campus headcount. The 10-years of data cover Fall Semester 1997 through Fall Semester 2006. As shown in the graph, English headcount has ranged from 8.6% of total on-campus headcount to 13.4% of total on-campus headcount, with a 10-year average of 10.7%. Over the 10-year period, developmental English headcount was sporadic from 1997 through 2000. After 2001, headcount was closer to the 10-year average. For 2005 and 2006, headcount was comparable to the 10-year average. The 10-year average is shown as a broken line on the graph. As shown in the graph, Mathematics headcount has ranged from 13% of total on-campus headcount to 17.6% of total on-campus headcount, with a 10-year average of 15.6%. Over the
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10-year period, developmental Mathematics headcount was generally flat from 1997 through 2002. After 2002, developmental Mathematics headcount was declining through 2004, with a slight upturn beginning in 2005. For 2005 and 2006, headcount was below the 10-year average. The 10-year average is shown as a broken line on the graph. Graph R22. English and Mathematics Developmental Courses, Shown as a Percent of Total On-campus Headcount, Fall Semester 1997 through Fall Semester 2006.
16.216.8
15.416.5 16.7
17.6
15.3
1313.8
14.7
11.8
13.4
11.9
8.7 8.6
10.1 9.9 10
11.810.9
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ent o
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eadc
ount
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English Headcount
Graph R23 provides credit hour data from 1997 through 2006. The data represents 10th-day credit hours for each Fall semester. As shown in the graph, English credit hours have varied from 840 credit hours to 1,317 credit hours, with a 10-year average of 1,044 credit hours. Over the 10-year period, credit hours were sporadic from 1997 through 2002. Since 2002, credit hours were relatively flat. For 2005 and 2006, credit hours were comparable to the 10-year average. The 10-year average is shown as a broken line on the graph. As shown in the graph, Mathematics credit hours have ranged from 1,672 credit hours to 2,516 credit hours, with a 10-year average of 2,044 credit hours. Over the 10-year period, credit hours were sporadic, with the greatest increase in 2002. As noted earlier, the 2002 upturn in credit hours were primarily the result of employer closures and reductions in force in the RCC District. (As examples, Bridgestone/Firestone Corporation closed in December 2001 and Zexel Corporation closed in July 2002, leaving 2,500 individuals unemployed.) After 2002, credit hours declined through 2005, with an upturn in 2006. For 2005 and 2006, credit hours were below the 10-year average. The 10-year average is shown as a broken line on the graph. Over the 10-year period, developmental mathematics credit hours were nearly double the credit hours for developmental English courses.
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Graph R23. English and Mathematics Developmental Courses, by Credit hours, Fall Semester 1997 through Fall Semester 2006.
21262220
1936
2182 2172
2516
2048
1720 1672
1848
11521317
1101
849 840
1086996 990
1077 1035
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dit h
ours
Math Credit hours
English Credit hours
Graph R24 provides 10th day credit hours in English and Mathematics developmental courses as a percent of total on-campus credit hours. The 10-years of data cover Fall Semester 1997 through Fall Semester 2006. As shown in the graph, English credit hours have ranged from 3.3% of total On-campus credit hours to 5.2% of total On-campus credit hours, with a 10-year average of 4.2%. Over the 10-year period, developmental English credit hours were sporadic from 1997 through 2000. After 2001, credit hours moved closer to the 10-year average. For 2005 and 2006, credit hours were comparable to the 10-year average. The 10-year average is shown as a broken line on the graph. As shown in the graph, Mathematics credit hours have ranged from 6.8% of total on-campus credit hours to 8.9% of total on-campus credit hours, with a 10-year average of 8%. Over the 10-year period, developmental Mathematics credit hours were sporadic for the entire period. Since 2000, developmental Mathematics credit hours were declining through 2004, with a slight upturn beginning in 2005. For 2005 and 2006, headcount was below the 10-year average. The 10-year average is shown as a broken line on the graph.)
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Graph R24. English and Mathematics Developmental Courses, shown as a Percent of Total On-campus Credit hours, Fall Semester 1997 through Fall Semester 2006.
8.38.8
8.1
8.98.6 8.5
7.5
6.8 6.9
7.9
4.95.2
4.6
3.4 3.33.7 3.7 3.9
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English Credit hours
BACCALAUREATE/TRANSFER PROGRAMS RCC has a strong reputation of academic excellence as students transfer to hour-year colleges and universities throughout the state. Students may elect to complete a degree or transfer credits without the degree. Two-year transfer degrees include the following: ■ Associate in Arts (AA)—minimum 60 credit hours ■ Associate in Science (AS)—minimum 60 credit hours ■ Associate in Fine Arts (AFA)—minimum 64-66 credit hours ■ Associate in Engineering Science (AES)—minimum 68 credit hours ■ Associate of Arts in Teaching (AAT)—64 credit hours In addition, an Associate in Liberal Studies (ALS) (minimum 63 credit hours) is not designed to transfer. The curriculum is designed for students who desire up to two years of college study for their personal development. It is also designed to provide students an initial opportunity to pursue various areas of interest and subsequently to select a more specific educational objective, such as a particular occupational program or a baccalaureate-oriented associate degree. In 2006, Richland offered transfer degrees in 32 areas of concentration (majors): accounting, African-American studies, agriculture, anthropology, art, biology, business, international business, chemistry, computer science, earth science, economics, engineering, English, foreign language, general science, history, journalism, mathematics, philosophy, physics, political science/pre-law, pre-dentistry, pre-forestry, pre-medicine, pre-veterinary, psychology, sociology, speech and drama, and three types of teacher education—elementary education, secondary education, and special education. Table R19 shows the number of 2006 graduates for each area of concentration.
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RCC’s opening Fall 2007 Semester headcount in Baccalaureate/Transfer programs was 1,422, representing 45.1% of total headcount. Of the 154 RCC graduates, 76 students received AA degrees, 68 students received AS degrees, 8 students received ALS degrees, and 2 students received AES degrees. RCC’s 5-year average of baccalaureate/transfer students is 169. While the number of graduates appear small, some students transfer to four-year colleges before graduating from RCC. Table R20. Areas of Concentration for 2006 RCC Graduates.
Business—21 Humanities—4 Mathematics—2
Social Science—19 Philosophy—3 Sociology—2 Elementary Ed—17 Teacher Ed—3 Pre-veterinary—1 General Studies—17 Chemistry—2 Special Education—1 Psychology—14 Computer Science—2 English—4 History—2
Institutions where RCC students generally transfer include University of Illinois at Springfield, Eastern Illinois University, Southern Illinois University at Carbondale, Illinois State University, Millikin University, Southern Illinois University at Edwardsville, University of Illinois at Urbana/Champaign, Northern Illinois University, Western Illinois University, University of Illinois at Chicago, Northeastern Illinois University, National Louis University, Greenville College, and Franklin University. Tracking students after they leave RCC is difficult because of the reluctance of colleges and universities to publish data comparing success of transfer students to that of native students.
OCCUPATIONAL PROGRAMS Completion of programs designated as occupational generally results in Associate in Applied Science degrees and basic and advanced certificates. Recent articulation agreements in specific programs have eased transfer to four-year colleges and universities for students who decide to continue their education. In this section of the Environmental Scan, Deans were asked to describe occupational programs in their Divisions, address enrollment trends, changes in programs, and challenges and trends related to technology and faculty.
Business and Technology Division (B&T) Since the last Environmental Scan and subsequent strategic planning process, the Division has continued to undergo significant change. Structurally, the Business and Industry training area was removed from the Division and placed in what is now the Continuing and Professional Education Division. In addition to structural changes, almost all programs have undergone curricular revision, including new degrees and certificates with new and revised courses. Major program changes have occurred in the Engineering Technology, Information Technology, and the Office Technology areas. Further, program strategic plans have been implemented, and most strategic objectives have been accomplished. Programs and Courses Currently, B&T has 41 AAS degree variations, 20 transfer (AA/AS) degree variations, and 71 certificate options. In addition, B&T has over 400 credit courses in agriculture, automotive technology, business administration, drafting and design engineering, engineering, engineering
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technology, horticulture, marketing, management, HVACR, information technology, office technology, and welding. In general, program enrollments have dropped markedly across the Division since FY03. However within specific program areas, enrollments have fluctuated, as reflected in Table R21. Table R21: Business and Technology Division Program Enrollment Trends.
Business & Technology Division Program Enrollment Trend
FY04 FY05 FY06 Program Area
Duplicated Headcount
Credit Hours
Duplicated Headcount
Credit Hours
Duplicated Headcount
Credit Hours
Automotive Technology 95 364 80 322 60 232 Business (includes Ag) 965 3168 869 2741 659 2072 Drafting/Design Engineering 161 561 197 732 290 1046 Electronics 92 298 49 156 54 195 Electrician (IBEW) 254 780 349 1022 196 598 Energy Distribution (Ameren) 42 207 65 290 16 56 Engineering 19 57 23 72 22 73 Engineering Technology 277 953 235 736 290 925 Horticulture 138 419 104 322 136 399 HVACR 109 327 110 330 85 255 Information Technology 1,181 3,587 953 2,860 871 2,628 Office Technology 499 1,392 619 1,829 516 1,489 Welding 119 350 95 286 240 476
Total 3,951 12,463 3,748 11,698 3,435 10,444 The Manufacturing, Engineering Technology, Drafting & Design Engineering, and Welding programs have demonstrated a consistent growth in the last three years. Engineering, Horticulture, HVACR, and Office Technology programs have been fluctuating. Automotive, Business, Electronics, IBEW Electrician, Energy Distribution, and Information Technology programs have been steadily declining. These trends generally reflect the transition of displaced workers in 2003-2004–which might be noted as a special cause of variation–through various occupational programs, and enrollment patterns are returning to “normal.” Further, historically improving employment opportunities in the District’s workforce investment area tend to lead to reduced program enrollment. Major concerns are related to the decline of enrollment in the Business and Information Technology program areas as these numbers seem to be below pre-2003 enrollment figures. In the Information Technology area, the decline in enrollment is confounding. Several sources, including the Illinois Department of Employment Security (IDES), suggest a need for these types of program graduates in the RCC District. In addition, the following should be considered when describing program need:
• IDES lists Computer Support Specialists as the #2 “Illinois Occupation with the Most Openings Each Year.”
• An increase in computer security jobs is expected as technology continues to advance and become more affordable.
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• Many companies have computer systems that they need to protect, maintain, or expand, while some companies must add computer systems. Companies will continue to invest heavily in their computer systems because they are getting productivity or other gains from that investment.
• The number of businesses using computers continues to grow, requiring on-site support specialists. Also, home computer users need support staff to answer their computer and Internet questions, particularly as technology changes rapidly in the area of wireless technology.
• Demand for technology workers in the United States continues to grow in spite of American companies shifting more technology work overseas, according to a new study conducted by the Association for Computing Machinery. IT salaries are increasing significantly.
• RCC has had several requests (over ten each year for the past few years) from local businesses and industries looking for program graduates that go unfilled.
In addressing the enrollment decline in Business programming, the area of Agriculture programming is growing as a result of efforts with dual credit and the articulation with the University of Illinois-Urbana/Champaign’s College of Agricultural, Consumer, and Environmental Sciences. Further, enrollment in the area of Accounting seems to be slightly increasing, probably as a result of articulation efforts with Millikin University and University of Illinois-Springfield. The Hospitality area has been fluctuating, but recent integration efforts with traditional business programming have stabilized enrollment and vastly improved program efficiency in terms of operational costs. The major areas of decline are in the Management and Marketing areas. Again, this change is somewhat confounding because many jobs (over 100 annually) are available in the RCC District, as suggested by the IDES. In an effort to address these enrollment problems in the Business and Information Technology areas, B&T is focusing improvement efforts on the following objectives:
• Educate community and local agencies (e.g. IDES, WIS, etc.) about employment opportunities for Business and IT graduates.
• Employ direct program marketing strategies (especially to area employers). • Establish program outcomes and assessment strategies. • Increase the frequency of Advisory Committee meetings. • Increase Business & Industry training to use expertise of full-time faculty and to interest
students in pursuing degrees and certificates. • Continue to develop courses in the modular performance-based (WIDS) format. • Increase dual credit options for business, programmer/analyst and desktop support
programs. • Increase accuracy of student advising (especially for new students). • Update and establish new articulation agreements.
Relative to educational programming, the following trends are expected in the next few years: Agriculture – The emphasis on production agriculture will continue to diminish. The need for seasonal labor (minimally trained) will be static. An emphasis in business skills (e.g. management, accounting, and marketing) will continue to be a plus as a result of continued
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globalization. The need for research technicians (with advanced biology and chemistry skills) will continue and might accelerate in view of increased emphasis on alternative and biofuels. Graduates are needed with cross-disciplinary skills (e.g. Ag, Business, and Engineering Technology) to serve the needs of employers in the RCC District and in Central Illinois. Potential new programming areas include Animal Science, Alternative/ Bio-Fuels Technology, Process Technology, Veterinary Technology, and Bio-Technology Lab Technician. Automotive – The need for qualified Automotive Technicians will continue to be strong. Technicians must have an increasingly broad base of knowledge about how vehicles’ complex components work and interact, as well as the ability to work with electronic diagnostic equipment and computer-based technical reference materials. The integration of computer technology, global positioning technology, and web-based satellite technology into vehicles will drive job growth. Currently, IDES projects an average of 63 annual openings and a median salary of $31,382 for Automotive Technicians in the RCC District and lists Automotive Technicians as the top occupation with the most openings each year, statewide, requiring vocational education after high school. Further, potential areas of program expansion might be Diesel & Heavy Equipment where IDES projects 13 annual openings with a median salary of $43,482 and Auto Collision Repair with 12 annual openings and a median salary of $35,048. In addition to these potential careers, College programs will have to respond to new technology being integrated into modern hybrid vehicles, which may lead to a new course or certificate. Business – The need for accounting technicians, auditors, managers/ supervisors, marketing/sales people, and hospitality managers will continue to be strong. A growing economy should result in more demand for accounting services. However, automation of office functions is expected to continue, which means that graduates must demonstrate skills with the computers and applications programs. In addition, the College will implement the new Entrepreneur certificate program in Fall 2007, which should lead to increased enrollment if marketed correctly. Division staff are investigating adding a banking and finance strand to the Business Program. Finally, although not a traditional business program, staff and faculty are developing a culinary arts program as well. Drafting & Design Engineering – The need for architectural, civil, electrical, and mechanical drafting engineering technicians is expected to remain constant in the RCC District. Integrating GPS/GIS technology and emphasizing Civil Engineering technology are also options for the future. Engineering – The demand for engineers will continue to increase with a majority of jobs available in the Mechanical and Electrical areas. RCC’s transfer engineering program needs to develop articulation agreements with all public state universities and Bradley University. Impeding enrollment in this program is student preparedness for coursework – particularly related to reading and math. A program to improve student readiness would help this program. Engineering Technology – The local demand for Engineering Technology graduates will continue to be strong, particularly in the CNC machining, electrical, and instrumentation systems areas. IDES projects over 65 annual openings for graduates in the RCC District. However, this projection is conservative based on information from local companies like Caterpillar, ADM,
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Mueller, Hydro Gear, GSI International, and others. Further, IDES lists electrical engineering technicians as the fourth highest occupation with the most opening each year statewide, requiring an associate’s degree. Currently, the Engineering Technology Program offers seven strands. Further expansion is uncertain as enrollment in courses in the Mechanical strands, including Industrial Mechanics, Industrial Machine Repair, and Fluid Power Technicians – all occupations with significant local needs – is low. In order to consider expansion, the College will probably need to respond to increasing use of composite technology and integration of web services into the manufacturing environment and possibly to investigate a collaboration with Drafting & Design for a Civil Engineering Technician. A key component for program survival will be to develop a stronger relationship with the Continuing and Professional Education Division so that business & industry training is increased. Finally, dual credit and increased articulation sequences are needed to improve transition through a K-16 model. Horticulture – The need for program graduates will continue to remain static by all projections. The program’s focus on landscape design, greenhouse management, and floral design will continue. Increased emphasis in community education coursework is needed. Further, strengthening relationships between Horticulture and Business programming is essential for program survival. The Division also is seeking to have HORT 100 approved as a General Education Life Science course. Finally, key strategies will include increasing dual credit and program articulation. HVACR – The need for program graduates will continue to remain static (about 20 annual openings per year for the RCC District). Further, the employment of heating and cooling system mechanics is expected to increase faster than average through 2014 both throughout the state and nationally. As the population and economy grow, so will the demand for systems that control the indoor climate. Even if the level of new construction slows, the demand for mechanics to repair and maintain these systems should remain stable. Moreover, concern for the environment and the continuing focus on improving indoor air quality should spur job growth in this field. The major challenge for this program is recruiting and enrolling students. Faculty have developed a fast-track option so that a student may earn an AAS degree in 1 year, but evening enrollment tends to be the preferred option. While the Division does not anticipate additional programming in the near future, possible changes include seeking program accreditation from the Air-Conditioning and Refrigeration Institute and adapting curricula as required to respond to more computerized and web-based climate control technology. Information Technology – Based on recent trends, coursework will continue to change rapidly. On the horizon is increased emphasis on wireless technology, network security, and voice over IP (VoIP). The convergence of these technologies will continue, and the workplace everywhere will change because of it. Finally, increased industry emphasis on certifications (e.g. CCNA, A+, Net+, etc.) will occur. These certifications shift frequently with new hardware and software technology, which will require frequent curricula revision. Office Technology – According to IDES data, graduates of this program are greatly needed with over 350 annual openings in the RCC District alone. Currently, the program has two degrees options (Administrative Assistant and Medical Office Specialist). The Administrative Assistant has three specializations (accounting, general, and legal office), and streamlining these options for delivery is in the planning stage. The Medical Office Specialist program also has three specializations (medical secretary-general, medical coding, and medical transcription). The
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Division also will seek program certifications in the Medical Coding, Medical Transcription, and Health Information Technician areas. No new technology demands are anticipated at this time. Welding – The demand for welders is anticipated to increase. The number of expected annual openings for welders in the RCC District alone is expected to be 47. Growth in the number of pipe welding and pipe fitting jobs is expected to increase enrollment. However, campus space and equipment limitations prevent further program growth. A partnership with a local private school will ease this burden but increase operational costs, which could lead to significant tuition costs for students. The College is seeking certification through the National Center for Construction Education and Research (NCCER) and American Welding Society (AWS). The Division has made significant progress in alternative scheduling formats. Included in these are Online, Hybrid, One-Night/Per Week, Stacked Companion Classes (i.e. come one night per week and attend two classes), and weekend classes. Adjustments to scheduling by starting evening courses at 6:00 p.m. seem to have made a statistical improvement in evening course enrollment. Further, 21 Saturday classes are scheduled for Fall Semester 2007. The Division has recently decreased its emphasis with online programming in favor of hybrid courses to ensure program and course quality. However, faculty hope to increase this programming option as new technology will increase the quality of teacher-student interaction in the online environment. Further, faculty are adjusting a number of programs including Automotive, Engineering Technology, HVACR, Information Technology, and Welding Technology to develop an open-lab concept. When complete, this new format will eliminate enrollment bottlenecks. Based on enrollment trends and program adjustments, no major changes in faculty requirements are anticipated over the next several years unless the Culinary Arts and Alternative/Bio Fuels programming needs are established and program growth follows. However, unless declining enrollment in the mechanical area of the Engineering Technology program can be changed, the number of faculty in that area may need to be reduced. Computer technology including hardware and software are found in all B&T program areas. In addition, A/V technology including presentation software is also pervasive. Specialized technology (e.g. test equipment, tools, machines, software, PLC’s etc.) abounds in each program area and is expanding rapidly. Most equipment has web-integration capability, and a small, compact size is also critical to sales value. Faculty development will be critical to maintaining cutting-edge programming. All faculty members are trained in current technologies but are also willing to learn new technologies. Strategies include specialized coursework, seminars, specialized training sessions, and on-the-job externships. Targeted training areas include specialized hardware, specialized software, tool utilization, and faculty development (e.g., online instruction, assessment strategies, and development of learning objects). Faculty training and development for technology will need to be sustained, customized, and timely.
Communications, Education, Humanities and Fine Arts Division (CEHFA) Programs and Courses Occupational programs found in the CEHFA division include Early Childhood Education and Graphic Arts.
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Early Childhood Education–Recent program growth is due to changes in state regulations for licensing and certification. New requirements from the state are attributing to the increase of students who plan to transfer to four-year colleges/universities as Early Childhood majors. The No Child Left Behind Act has focused attention on ensuring that teachers, as well as early childhood assistants, are highly qualified. Under these new guidelines, students enrolled in the Early Childhood Education Associate in Applied Science degree program are able to transfer to Millikin University to complete the Early Childhood Education bachelor’s degree program. RCC plans to fund a new child development lab with the understanding that its early childhood instructors will apply for the ISBE Early Childhood Block Grant in 2008. This early childhood classroom will be developed to enhance college instruction through observation and clinical experiences. The program uses a career lattice, or vertical approach, designed by a statewide committee, to facilitate a clear pathway for early childhood students to transition from a certificate program into an AAS or an Associate in Arts in Teaching (AAT) degree program. The new degree programs are being developed to align with the statewide plan and its common core of courses that are transferable to a four-year college/university program. Individuals will be able to enter the career lattice at any point in their professional growth and exit at the level of education desired. The program includes five early childhood courses that are transferable to most Illinois universities, as well as ten courses designed for students desiring to enter the workforce in an early childhood care facility. RCC is currently developing the Associate of Arts in Teaching Early Childhood degree, which, once approved, will be articulated with Millikin University, Eastern Illinois University, and Illinois State University to ensure a smooth transfer for its students. The current number of faculty for the early childhood program includes one full-time and three adjunct faculty members. As the program continues to grow and innovative methods are used to accommodate student needs, it is anticipated that an additional full-time faculty member will be needed. This need may also be driven by the requirement for students to participate in field experiences to meet transfer and graduation requirements. Currently, field experiences are arranged by each individual faculty member in addition to her teaching load. The campus program is also involved in a dual credit partnership with the Decatur Area Technical Academy, which includes students enrolled in a high school early childhood program. This program was established to eliminate the duplication of services to students who are continuing their educational experience. The program uses early childhood instructors employed by Decatur School District #61 who work with RCC faculty in designing their courses to meet college requirements. Technology is being integrated into all early childhood courses, encouraging students and faculty to become technology proficient. Graduates need to be prepared to plan and create lessons and activities using technology resources, as well as to train their students to utilize technology in the classroom. Students are now required to take an educational technology course and create projects for use in a preschool classroom. Current classroom space is shared by education and health profession program students, limiting the amount of work students can complete in class.
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As the program size increases, additional computer lab space to accommodate student use will be necessary. Instructors have resources available on campus to learn to use software programs that enhance their teaching. Currently, only the instructor has access to technology in the early childhood classroom due to space limitations. Challenges for this program include meeting State standards and space limitations. The Early Childhood Education program, similar to other occupational programs, is looking for ways to provide classes through the use of virtual, hybrid, and evening sections to students who may already be working full time. Given that Early Childhood Education has only one classroom assigned, the number of students able to enroll in each course is limited. Each transferable early childhood course has a campus as well as a virtual section. Hybrid courses are also developed for some courses, which allow students to attend class one day per week. The issue of how to integrate incoming students who already have work experience in the field but do not meet state theory requirements continues to present a challenge. The current method being used is to grant credit for field experience; however, the student must complete the theory portion of the course to be granted credit. The division is looking at proficiency credit as a way to transition these types of students into the program. Graphic Arts–The program has been growing over the past several years, and much of this growth is due to the dual credit articulation between RCC and the Decatur Area Technical Academy. This program was established to eliminate the duplication of services to students who are continuing their educational experience. The program uses art instructors employed by RCC. New courses in graphic design, such as 3D Animation, Video Editing, Illustration, and Typography, have also contributed to the growth of the Graphic Arts program. The Graphic Arts Program is cross-disciplinary, so students must enroll in courses in Fine Arts and Graphic Design, consisting of eight courses that transfer to most Illinois universities and twelve courses designed for students desiring to enter the workforce. The Graphic Arts Program is currently developing articulation with state universities, and in Fall 2006 an articulation agreement with Robert Morris College was established. The current number of faculty for the graphic arts program includes two full-time and 8 adjunct faculty members. As the program continues to grow and innovative methods are used to accommodate student needs, an additional full-time faculty member will be needed. Technology is essential in the majority of graphic arts courses, so students and related fine arts faculty must become technology proficient. Students need access to state-of-the-art computers equipped with current software. An increase in program size will require additional computer lab space. Instructors will also need access to similar equipment to enhance their learning and teaching. At present, the dual credit enrollment is limited to a one-year program due to the lack of simultaneous availability of two computer rooms. This limits interest in the program since many students would like to sign up for two years. The interruption leads to lapse of practice in the graphics computer programs and students seeking other interests. Similarly, the lack of a second art room also limits dual credit enrollment, where second-year students cannot enroll for lack of a room. At the same time, the increased dual enrollment limits regular RCC enrollment. Next semester, the Division will have to strategize to accommodate traditional students into the Graphics Arts Program since the dual credit students take up prime time space
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in the graphics room and prevent regular RCC enrollment beyond 4 students at present (presuming that the lab will have 3 additional computers for the fall). The main challenge for this program is its space limitation. As a solution, the Graphic Arts program is utilizing virtual, hybrid, and evening sessions to compensate for the lack of space at prime time. A completely online degree is projected to be available in 3 years. Since an online degree is not offered at other central Illinois community colleges at present, this option should be an incentive for program enrollment. The issue of how to integrate incoming students who already have work experience in the field but do not have a degree continues to present a challenge. The division is looking at proficiency tests and portfolios as ways to transition these types of students into advanced coursework. This year, the program has also formed an advisory committee whose members will offer expertise at guiding the direction of the program toward current industry standards as well as providing for practicum sites for the growing numbers of RCC students.
Correctional Education Programs Division RCC has been providing educational services to persons incarcerated in Illinois since January 2000. Beginning with the Decatur Correctional Center and now additionally serving Lincoln, Logan, Jacksonville Correctional Centers and the Pittsfield Work Camp, the College offers occupational certificate programs in the fields of Business Management, Commercial Custodial, Computer Technology, Food Service, and Horticulture. Offenders must qualify for admission to the College before being enrolled in any of these programs. Additionally, developmental and general studies courses are offered to qualified offenders on a limited basis. Programs and Courses The occupational programs offered at these correctional facilities are funded through annual contracts between the Illinois Department of Corrections and RCC, with the costs of programs funded in the contracts shared between the Department of Corrections and the Illinois Community College Board. These funds have steadily diminished since 2000, resulting in the loss of two occupational programs at the Decatur Correctional Center, delays in filling instructional positions, continued vacancies in administrative positions, and the inability to provide faculty and staff with even cost-of-living salary increases. RCC faces the same challenges and opportunities as the other eight community colleges that provide services to the Illinois Department of Corrections. However, RCC’s strong student success in program completion and responsive partnership with state and local prison officials led Corrections and ICCB to invite Richland to become the service provider at the newest facilities. RCC will probably not have an opportunity to expand occupational program offerings at the correctional center sites in the near future due to the State’s negative fiscal environment. However, as the Department of Corrections slowly begins to commit energy and resources to a statewide “Re-entry Initiative” designed to reduce offender recidivism, RCC will be providing job preparedness services through faculty hired specifically to prepare all offenders (not just
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college-eligible ones) for community re-entry. RCC remains flexible and responsive to the needs of the Department of Corrections and the needs of offenders. As the Corrections Division seeks to recruit staff at correctional facilities, some qualified candidates will choose not to work in an environment that involves security risk. The relatively low salaries offered through the Corrections contracts, along with the recent history of negligible cost-of-living salary increases, make recruitment and retention of qualified staff even more difficult. College salaries and benefits are not equal to the benefits provided to comparably-employed state educators, often leading to college employee dissatisfaction. Correctional Center faculty members are not a part of RCC’s tenure process, and all correctional center staff is hired on an annual basis, dependent upon the contractual arrangement between RCC and the Department of Corrections. This uncertainty often leads qualified personnel to seek more secure employment. Two occupational programs consistently face difficulty in keeping pace with rapid technology changes. Instructional equipment and software provided by the Department of Corrections have not kept pace with the rapid and constant changes in the world of computer technology. RCC’s Computer Technology and Business Management faculty face greater difficulty in keeping current than do their colleagues teaching in the other occupational programs. Some funds are allocated annually by the Department of Corrections to update and upgrade the technology used in all programs, with priority emphasis generally given to the computer-based programs. These funds, unfortunately, do not adequately address the need. Computers are not available to all students; the Internet is not available to any of them. This restriction limits RCC’s ability to provide students with the same experience that their peers get on college campuses. Offenders returning to their communities encounter many hurdles in their attempts to avert re-offending; the lack of computer literacy may be a significant one, particularly in the job search. The Department of Corrections and RCC will hopefully provide emphasis and funding in order to make as many offenders as possible computer literate before release. Correctional Education faculty have been able to take advantage of training opportunities provided by RCC in order to enhance their readiness for the use of technology. Although the Department of Corrections is not able to provide much funding for professional development, the opportunities provided by RCC for faculty to improve their abilities to use technology are indeed welcome.
Health Professions Division Demand for the graduates of health professions programs is sustained by the needs of area hospitals, health departments, industry and private practice offices. The National League for Nursing (NLN) in an article titled “The Future of Nursing Education: Ten Trends to Watch,” states: “A significant nursing shortage exists today…. (It) results from many factors…. (It) is judged to be deeper than past shortages.” Programs and Courses Division programs include Registered Nurse (RN), Practical Nurse (PN), Certified Nurse Assistant (CNA), Pharmacy Technician, Radiography, Surgical Technology, Phlebotomy, and
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Emergency Medical Services. These programs vary from two-year degree programs to single semester certificate programs. The addition of the Schrodt Health Education Center in 2003 greatly enhanced the health professions programs, enabling growth and providing exceptional training facilities for students. In 2005 “Stan,” an adult human patient simulator, was added, followed in 2006 by a pediatric simulator. This technologically advanced equipment allows for the development and integration of complex patient care scenarios into curriculum of multiple programs. All health professions programs are designed as special admissions programs, with completion of prerequisites and testing prior to admission. Attendance at a Health Professions Orientation is required for students to receive necessary admissions information. Registered Nurse– The program consistently admits students to capacity each semester. The number of faculty for the RN program has grown to include a program director, part-time laboratory and simulation instructor, and 8 full-time faculty. State law dictates the student/faculty ratio in the clinical setting. The 2008 Nurse Practice Act recommends a ratio of 8 students/ instructor in the lab; the maximum allowed is 10 students per instructor. RCC graduates students in both December and May from the program. Efforts are being made to articulate the Associate Degree in Nursing (ADN) program to four-year colleges and universities. To date, agreements have been signed with Millikin University and Eastern Illinois University. Practical Nursing– The program is gaining in popularity, in part because some students view it as a way to enter nursing and then “bridge” over to the Registered Nursing program. The RCC Bridge program routinely admits 10 students each semester. Two full-time faculty are assigned to this program. Certified Nurse Assistant– CNA is required for entry to both RN and LPN programs and has expanded to offer 2-3 sections each semester including summer. One faulty member is assigned to this program. Radiography and Surgical Technology–The Radiography program continues to enroll to capacity each year, and the Surgical Technology program is regional; program sites include Decatur and two adjacent communities as sites for clinical education. According to the U.S. Department of Labor, employment of radiologic technologists and technicians and surgical technologists is expected to grow faster than average over the next several years. Phlebotomy—Students may complete a phlebotomy course that includes a clinical component. Emergency Medical Services—The program includes a series of courses that lead either to a basic or advanced certificate or to an associate’s degree at the paramedic level. Students who complete the program must pass the National Registry Certification Examination for Emergency Medical Technicians to be issued an EMT-B license in the State of Illinois. Program enrollment has remained steady since the need for paramedics in the area has also remained strong. Pharmacy Technician—A Pharmacy Technician may work under the supervision of a licensed pharmacist. Graduates are employed locally in hospitals, retail pharmacies, and lhome health agencies.
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Emerging technology in health professions presents both opportunity and challenge for educators. New technologies, such as simulation, enable faculty to incorporate sophisticated, realistic scenarios designed to advance problem solving and critical thinking skills into curriculum. Challenges for faculty include 1) learning how to use the technology, 2) evaluating how to integrate new technology into curriculum, and 3) determining what outcomes can be successfully measured through the use of the new technologies. Robotic surgical techniques represent new technology in the surgical technology field, while digital radiography is increasingly utilized in the radiography discipline. Access to these types of new technologies for training students represents another hurdle. Finding qualified teaching faculty remains a challenge for the Health Professions programs nationally, and the shortage is evident at RCC as well. Community colleges, universities, and other constituents of the healthcare sector, including hospitals and clinics, continue to compete for the same pool of candidates. The opening of a master’s in nursing program by Millikin University in 2007 to train nurse educators may make available additional nursing faculty. Supporting faculty with competitive salaries remains a challenge. Salaries are prescribed by a union pay scale that does not align well with the salaries master’s-degree prepared nurses can earn in the private sector. The nursing lab remains busy, and the part-time simulation and lab faculty member shared with Millikin University is challenged to help faculty integrate simulation activities into their curricula. Costs for health professions programs and related technology remain high and continue to be a challenge for RCC. Replacement of current technology and the addition of new equipment, such as digital radiography equipment, present a significant challenge to the Division. Careful cost-benefit analysis will be required in considering the addition of new programs or in making decisions to expand existing programs. Partnerships with neighboring community colleges and local industry may present the best opportunities for program growth. Gifts from local hospitals, physicians, equipment manufacturers, and community benefactors continue to be integral in the support of Division programs and College-wide initiatives.
Mathematics and Sciences Division
Programs and Courses The Division has two occupational programs–Fire Science and Criminal Justice. Fire Science–Currently, 19 courses lead to an AAS degree in Fire Science; an Advanced Certificate in Fire Science Technology Specialist; and Basic Certificates in Fire Company Officer, Fire Inspector, Fire Technician, and Fireground Commander. Enrollment since Fall 2003 has stabilized after a post 9/11 bump. Table R22 provides enrollment data from Academic Year 2003-2004 through Academic Year 2006-2007. Table R22. RCC Enrollment in Fire Science Courses, 2003-2007.
2003-2004 2004-2005 2005-2006 2006-2007 Fall 58 91 65 58 Spring 70 63 57 75
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In the 2006-2007 school year, 14 high school students from the Decatur Area Technical Academy have enrolled in the beginning classes—Fire Science 110, 111, 112, and 113. These students are transported to the Richland campus by bus and are taught by College fire science instructors. Currently, all faculty members (between 8–12, depending on their availability and course offerings) are adjunct instructors, with one half-time coordinator who teaches the dual credit students with another faculty member in addition to his other duties. Because the program coordinator is a full-time fire fighter in the Decatur Fire Department, he is able to recruit faculty from the local department and from towns as far away as Lincoln and Danville. The level of instruction is excellent. The number of faculty will probably not increase significantly in the next seven years. Collaborations with local fire departments have supported the program in the last few years. In 2005 the Richland Foundation purchased a used fire engine from the Warrensburg Fire Department. The College made arrangements with FBi Buildings to construct a “firehouse” in Progress City to hold the fire engine and the equipment trailers. The program shares a burn building with the Decatur Fire Department and has excellent working relationships with the Warrensburg and Mt. Zion fire departments to use their facilities as well. Every summer the fire science instructors host an Extrication competition for the surrounding departments. Winners in the various classes can eventually progress to Las Vegas for the national event. Eventually, the College would like to host the state or the national competition at the Outdoor Convention facility. The program remains robust because full-time fire fighting positions are attractive, and the volunteer programs require their members to undergo training as well. If the dual credit program continues to increase in enrollment and in offerings, it will be a good source of students who can move directly into the Richland program upon their graduation from high school. Criminal Justice– Currently, 16 courses lead to AAS degrees in Criminal Justice and Corrections; Advanced Certificates in Correctional Officer, Emergency Telecommunications Specialist, and Patrol Officer; and Certificates in Correctional Officer, Emergency Telecommunications Specialist, Patrol Officer, and Probation and Parole Officer. Enrollments have suffered a slow decline since 1995. Table R23 provides enrollment data from Academic Year 2003-2004 through Academic Year 2006-2007. Table R23. RCC Criminal Justice Course Enrollment 2003-2007.
2003-2004 2004-2005 2005-2006 2006-2007 Fall 88 63 83 55 Spring 69 93 72 51
In Fall Semester 2005 the College offered CRJ 110, a year-long class, at the Decatur Area Technical Academy. In the 2005-2006 academic year, 51 students enrolled, and 47 students enrolled in the 2006-2007 school year. In the future the Division hopes to offer a second course. One challenge for enrollment is that students graduating from the program must be 21 years old to join a police department. Therefore, if an eighteen-year-old student enrolls, he or she will have
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to take three years of classes or get an AAS and then sit out a year before testing for local departments. Seven to ten police, probation or corrections officers serve as adjunct faculty. The program has no full-time instructors. The program coordinator is paid a stipend worth three adjunct credit hours. Currently, he is paid only in the fall and spring semesters, but the Division has proposed that he be hired in the summer as well. In the next seven years, no expansion of the current number of instructional staff is envisioned. The biggest challenge that the program faces is increasing the enrollment. In the glory years of the program in the 1990s, police departments required officers to have an AA degree. Now, that requirement is no longer the case, and the College must recruit more vigorously. Several possibilities include providing classes to the Decatur Correctional Center staff, running classes on the weekends, using online delivery, and using the program as a marketing tool in conjunction with the Decatur Police Department. Instructors work to incorporate technology in curriculum and classroom activities. The huge growth of online education has had a profound impact on traditional face-to-face classes. RCC now offers almost total online AA & AS degrees; most science classes are hybrid with the lab taught on campus. The goal of the Division is to offer online sections of all classes. Many classes are adopting web enhancements as well. Instructors are placing many of the course documents online, using WebCT’s powerful online quizzing/ testing tools, ancillary discussion groups, Internet sources, and other options. Podcasting is a new phenomenon on college campuses, but it has not really been a “fast-starter” at RCC. Few classes are strictly lecture-oriented—most blend lecture and discussion, and these are not good candidates for a Podcast. Instructors appreciate the availability of “Smart Classroom” technology, including data projectors, computers, and Internet connections. A new support for mathematics classes is “MyMathLab,” a powerful teaching device for mathematics courses from developmental classes through first semester calculus. Students are able to practice skills outside the classroom. Laboratory equipment for science classes and tools for Fire Science classes are also important components that must be included in the Division budget.
While future technology needs are difficult to predict, some areas identified include:
• An upgrade to the current mathematics computer classroom (S137); • The addition of a new mathematics computer laboratory; • Digital presenters (to replace the overhead projector) in all classrooms; • Conversion of all classrooms to “smart” classrooms so that they can be used to teach any
subject; and • Faculty training and incentives for development of podcasts and other technical delivery
options. To make some of these changes, faculty training is essential. Although training is available, some faculty are reluctant to adjust curriculum. Many faculty feel that “no technology is the best technology.” Others embrace technology quickly and make it suit their needs.
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Continuing and Professional Education Division To fulfill the mission of RCC to serve all citizens of the District and to assist in job training and personal development, RCC offers a variety of non-credit courses and training programs for citizens of all ages. The Continuing and Professional Education Division has undergone a number of changes in the la st three years, including a new Dean and areas of responsibility. Courses in Continuing and Professional Education are divided into five areas: Adult Education, Commercial Drivers License, Community Education, Fitness, and Workforce Training. Adult Education– The Adult Education Department has increased community outreach among church leaders, civic groups, newsletters, class schedules, and other sources in order to create interest in GED preparation and literacy skills in a way that is inviting and less intimidating. The Department offers classes at a variety of days, times, and locations in order to meet the diverse needs of students and potential students. The Department utilizes approximately 15 part-time instructors, a part-time ESL coordinator, and full-time Program Coordinator, Secretary, and Director. The Department offers classes in GED, Basic Reading for low-literacy students, English as a Second Language, and Basic Skills for persons working to earn passing scores on entrance/promotion examinations at industries such as Mueller Company. Adult Education is funded by the following grants:
• Illinois Community College Board (main funding source) - $285,294, • Secretary of State Adult/Volunteer Literacy - $71,000, • Project READ local fundraising - $10,000, • Secretary of State Family Literacy - $35,000, • Secretary of State Penny Severns Summer Family Literacy - $4,800, and • Institutional Support - $10,000.
While the schedule of classes may vary from time to time, the department typically offers eight on-campus GED classes; four ESL classes (two on-campus and two off-campus); two off-campus Basic Reading classes; and seven off-campus GED classes in Spring and Fall semesters. Off-campus sites include Garfield Estates Community Center, Central Christian Church, Decatur Public Library, Millikin University, Hope Academy, Church of the Living God CWFF, Clinton Center, Illinois Employment and Training Center, and St. Peter’s AME Church. The schedule is shortened and compressed during summer. Classes may be offered between one and four days per week and during morning, afternoon, or evening hours. Classes may be shifted or otherwise modified to meet the needs of students and adjusted for decreases in funding. The program also partners with two Family Literacy programs, Macon County Family Literacy (funded by the Secretary of State) and Decatur Public Schools Even Start; RCC provides the adult education component of these family literacy programs. The program can also utilize tutors from Project READ, an adult volunteer literacy program funded by the Secretary of State. Funding continues to present major challenges for the Department, which has seen a loss of over $50,000 in State allocations since FY02 as well as the loss of the Even Start family literacy program, which was funded at $145,000. In response, some class offerings have been adjusted, and others have been cancelled. Future trends may include realigning or combining some job
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responsibilities and reducing expenditures on books, mileage, bus tokens, and other purchases and services in order to concentrate funds in the classrooms. The Department continues to utilize technology in its classes and other student services and activities. Two computer programs used for instruction include Skills Bank and the Official GED Practice Tests. Both adult education on-campus classrooms, W115 and W165, are designated “Smart Classrooms.” Laptops are provided for use in off-campus locations. Students may use GED-i, the state’s online GED program. Students may participate in the program virtually (from their homes, the library, or another off-site location) or may use it as a supplement to regular classroom instruction. The program is especially beneficial for students who have difficulty attending classes because of scheduling, transportation, child care, or other issues. A particularly exciting development to be introduced in FY 2008 is the new adult education database for the state, DAIS-I (Data and Information Systems – Illinois). All student information (including demographics, classes, testing, achievements, and goal-setting) will be captured and maintained in this new system. It is Internet-based, so staff and instructors with Internet access will be able to check important student information from remote locations. This accessibility will enable data to be updated and managed in order to promote program improvement and student success. Commercial Drivers License Training (CDL)—The CDL program offers a number of training options for prospective drivers. The most popular option, based on enrollment, is the Tractor/Trailer Driver Training. Students who complete the course and pass the State-administered Class-A License road test generally are able to find immediate employment. In addition, a CDL refresher course is offered for those who possess a valid Class-A license but who are not currently employed. In the Fall 2007, RCC established a cooperative agreement with Heartland Community College, Bloomington, IL, to offer a CDL class there. Community Education—This area continues to be successful in discovering new areas of interest for courses that are enjoyable, informative or entertaining. The number of participants in community education is growing compared to the past few years, and calls from potential instructors have noticeably increased. Fitness—New objectives in this area are being developed to position the Fitness Center at RCC as one that can dispense personalized health information and strategies for achieving a desired state of physical well-being. Since RCC is an educational institution, the Fitness Center is developing the capability to provide national certification for personal trainers and instructors, increasing the marketability of trainees in the growing fitness field. A new Fitness Center will be completed in Spring 2008, adjacent to the existing locker rooms. This move should increase the visibility of the Fitness Center, and use of the Center and enrollment in fitness courses is projected to increase. Workforce Training – The demand for commercial truck drivers is growing and the nation-wide shortage is expected to continue. Plans are progressing for a Trucking Advisory Board, comprised of representatives from trucking companies, as a way to increase opportunities for graduates and maintaining a program that reflects the training needs of the industry. New partnerships are being pursued with increased vitality as the staff strives to increase the number of opportunities uncovered through effective prospecting and results-oriented presentation. Starting in late August, the Decatur Leadership Institute is set to begin its program
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as a credit-offering through RCC, and another noteworthy partnership is offering Dale Carnegie modules in the class schedule. Industry continues to be responsive to proposals for new areas of training as evidenced by a new workplace skills training module for Caterpillar plant employees and an intensive workplace development model developed for Workforce Investment Solutions. ADM is increasing its use of Shilling facilities and CPED staff and is showing an increased commitment to enhancing the abilities of the local workforce. The technology needs of the Division are primarily centered on presentation equipment, which has kept pace with the instructional needs of clients. In the next two years, that equipment will need to be updated. The Shilling Auditorium has been adequately equipped, but the need for a new sound system has been identified by staff as well as theatrical management. The purchase of a sound system, along with other stage-related items, will improve presentations for a growing list of clients as well as provide a venue for quality theatrical performances that is more comparable to local facilities.
Student Services—Enrollment Services and Academic Support Services Since June 2002, the divisions with responsibilities in student and academic support have undergone several changes. Student Development and Services Division and Academic Affairs were merged under one Vice President in June 2002. As a result of this organizational change, two divisions, Enrollment Services and Retention Services, were created in September 2002. The Enrollment Services Division included recruitment, admissions, records, extension services, careers services, and financial aid. The Retention Services Division clustered services directly related to increasing student success and improving student retention, including counseling, advising, learning accommodations, student life, Student Support Services/TRIO, Displaced Homemaker Program, and educational outreach. In May 2004, after review of responsibilities and as a result of personnel changes in other areas, the Enrollment Services and Retention Services Divisions were merged into Enrollment and Retention Services under one dean; in June 2004, the Learning Resources Center was added to this division. Based on changing student demographics and student needs and with increased attention to enrollment management and retention issues, in September 2007 Enrollment and Retention Services was separated into two divisions, the Enrollment Services Division and the Academic Support Services Division. The departments within the Enrollment Services Division include Financial Aid and Veterans’ Affairs, Admissions and Records, Counseling, TRIO, ISTEP, and Recruitment and Outreach Services. The departments in the Academic Support Services Division include Career Services, Student Support, Learning Accommodations Services, the Learning Resources Center, the Student Learning Center, and the Testing Center.
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Admissions and Records Office (Enrollment Services) Admissions and Records is responsible for records throughout a student’s time at RCC. From receiving transcripts, handling registration information, recording grades, and coordinating graduation activities, the staff manages information while complying with the Federal privacy regulations. On a daily basis staff work with prospective students, current students, returning students, parents, the community, faculty, staff and administration. Numbers are not complete for the 2006–2007 academic year, but for 2005–2006 academic year, the Admissions and Records Office processed 3,758 applications. Also, 735 degrees and certificates were awarded to 606 students. A variety of other data is housed and monitored by the staff, comprised of four full-time staff and one student worker. Information needed for advising and financial aid is available through CARS, including course registration, ACT scores, high school transcripts, college transcripts, proficiency credit, military credit, and credit by exam. Career Services (Academic Support Services) Career Services offers a variety of services for students and community members, including career inventories, resumé writing, and job search information. A new service is the CCN, which is an online job posting service for businesses and job seekers. A total of 3169 jobs were viewed in the last year. Students and community members have access to computers and software to build resumés and cover letters, as well as career interest inventories to determine career options and opportunities. Career Services is staffed by a director and a secretary, but counselors and advisors also work with students in career exploration activities. Career Services sponsors a number of workshops and career-related events, including an annual Job Fair, which draws over 50 large and small employers from Central Illinois, and a Health Career Fair, focusing on jobs related to health professions. Counseling Services (Enrollment Services) Counselors are among the first RCC employees that prospective students encounter, and as such they are critical components of a student’s success at RCC. Counselors and advisors meet with students throughout the year, guiding them in making career, job and college choices. Currently, two full-time faculty counselors and two part-time credentialed counselors are on staff. This is a low number of counselors to assist students; four full-time credentialed counselors would be an appropriate ratio of counselors to students in assisting them at all levels of advising and counseling. Part-time temporary associate advisors also are available to assist students with registration for classes and making academic decisions and work at various times to supplement the counseling staff. However, keeping part-time employees is difficult due to varied scheduling needs.
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A full-time advisor/specialist and a secretary for the counseling staff offer support. The entire staff is dedicated to assisting students and showing them ways to attain their goals. The staff offer workshops for students and the community, working with groups and/or individuals. A new tracking system was implemented in November 2006 to track numbers of students/customers seen by Counselors and Advisors. From November 2006 through April 2007, Associate Advisors saw 1705 students, Counselors and Directors worked with 4090 students, and Financial Aid staff saw 3071 students (all duplicated headcounts). Counselors continue to see students for personal counseling, career counseling and academic counseling. For long-term assistance, counselors make referrals to community agencies.
Kitty Lindsay Learning Resources Center (Academic Support Services) The Learning Resources Center (LRC) continues to provide critical academic support to students, faculty, staff, and community. The integration of technology into the LRC has continued, making it a dynamic, evolving teaching and learning technology center for students, faculty, and community patrons. The Director of the LRC, the Assistant Director, three Library Technical Assistants, and a secretary support both students and faculty in research and access to the LRC print collection. The Learning Resources Center now offers students convenient, remote access to its more than 30 academic databases. The LRC offers such comprehensive research databases as Academic Search Premier, Wilson Select Plus, Physician’s Desk Reference [PDR] Electronic Library, CQ Researcher Online and Business Source Elite. To access the databases, all students need is their Richland NETID and password. The Audio Visual Department (A/V) continues to provide vital service and support to meet the growing audio visual needs of the College. As RCC physically grows, the A/V Department’s responsibilities also increase. The College added 3 new smart classrooms in 2007, with a computer, projector, video player, document camera and Nova station. Technology changes rapidly; therefore, smart classroom equipment is monitored, evaluated, and replaced on a cyclical basis. The College will add 6 smart classrooms and a conference room when the Agribusiness and Occupational Technology Center opens. The AV Department also supports the Technical Support Department in related activities. The Department is currently staffed by one full-time and one part-time worker and student workers. The LRC and its staff face technology and resource challenges over the next 5 years:
• The general collection requires continual updating to keep the collection current and relevant to support students and faculty. This need will require sufficient finances to meet the skyrocketing pricing for databases, books, and journals.
• The LRC must remain current with technology and services to students (laptops, etc.). • The LRC must meet the information needs of ESL students, particularly Spanish
language students. Opportunities for the LRC over the next 5 years have also been identified:
• Broaden research training to attract all disciplines within the College curriculum.
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• Network all classroom and conference room projectors - Audio Visual. • Update disaster planning for the LRC as well as gather information and conduct research
for RCC on disaster planning.
Learning Accommodation Services (Academic Support Services) Learning Accommodations Services (LAS) offer support and accommodations to students with documented disabilities by providing advisement, counseling, adaptive equipment and materials, instructional aids, tutors, note-takers, interpreters, and teaching accommodations, as well as many individualized services. A full-time Director and secretary and a part-time Learning Accommodations Specialist utilize peer and faculty tutors to meet varying student needs. The LAS office is located in two rooms in the Campus Life office suite, with computers and work tables available for student use. Graph R25 provides data on the number of students served from Spring Semester 1998 through Spring Semester 2006. Graph R25. Number of Students Served by Learning Accommodations Services.
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SP 98SP 00
Sp 02Sp04
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The Learning Accommodation Services department has identified several goals to address challenges in serving students:
• Improve outreach to the high schools. • Increase support services. • Increase awareness and training for instructors and staff. • Identify additional space to continue to provide quality services.
Working with students coming from the high schools before they enter RCC will ensure a smooth transition for student success. Students and parents often do not have a realistic idea about the demands of college or the kind of services they may request or need. Possible proactive steps include providing workshops to all special education classes in the RCC District,
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offering a dual credit course for second-semester high school seniors to ease the transition from high school to college, and increasing and personalizing tours for prospective students to inform them earlier about services. The ability to support students with disabilities changes with the number of students registered each semester and with the types of disabilities represented. The LAS staff face the continued challenge of assisting students who for whatever reason do not seek assistance until they are confronting poor grades or failure in a class. The Learning Accommodation Services staff would like to develop and implement methods to encourage students to obtain assistance before they are having difficulty with courses. Possible activities to address this issue include expanding peer tutoring to more subject areas, providing additional study skills workshops throughout the semester, continuing the special developmental mathematics sections for students with disabilities, and initiating a student mentoring program to provide a support system. An area of future development continues to be the need for a program for persons who have low ability. Students often start at RCC only to become discouraged and lose confidence. A program for students with low ability levels would address the needs in a supportive, positive environment. Graph R26 provides data on the number of students served by type of disability for Spring Semester 2007. Graph R26. Disabilities of Students Served Spring 2007.
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RCC faculty work to meet student needs while retaining academic rigor and college-level standards. Barriers to student success include not only the student’s lack of experience with college-level courses and requirements but also some faculty’s limited experience in teaching individuals with varied disabilities. In fact, some faculty come to the College with limited
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teaching experience and are faced with the new experiences of teaching adults as well as teaching students with disabilities. The LAS Office has a number of options to assist faculty and staff:
■ Offer more workshops on disabilities and train instructors on how to work with each disability area, concentrating initially on new staff and instructors;
■ Meet with students and instructors as necessary to mediate any problems or concerns that arise as a result of accommodations or to help the instructor to identify different strategies for instruction; and
■ Continue to broadcast information about common disabilities and how to work more effectively with persons with those disabilities.
Another impediment in serving students with disabilities is the location of the office. The LAS office is located in the Campus Life complex. The current space is not conducive to providing services to the numbers of students served by Learning Accommodation Services. The resource room where much of the tutoring occurs can accommodate approximately four students. However, often eight to ten students are trying to use the space, and many more students are unable to access specialized tutoring or resources due to the use of the room. Students continue to voice criticism and have repeatedly requested that a larger space be identified in order to provide support for the students’ continued success at the College.
Recruitment and Outreach Services (Enrollment Services) Recruitment and Outreach Services provides student support services at the Clinton Center and Hope Academy Center. The Clinton Center provides a complete array of services for students, including registration and advising, testing, financial aid information, and business office services (accepting tuition payments), as well as a variety of other services. With each Center, consistency of services must be available for students. In April, staff at both Centers received Accuplacer placement testing training as the College moved to a new platform. Credit classes are offered at the Hope Academy Center and the Clinton Center, including GED classes. One full-time secretary works at the Clinton Center, and one full-time secretary at the RCC Hope Academy Center is shared by the Director of Recruitment and Outreach Services and Director of Decatur Community Partnership (DCP). The DCP Director’s office was located at Hope Academy effective January 2, 2007. Increased access to local agencies within the community is a benefit in having the DCP located at Hope Academy Center. Students utilize the RCC Hope Academy Center and the Clinton Center for a variety of reasons. The Clinton Center has a distance learning lab, while Hope Academy has an open-access “free” computer lab available to the community. From July 1, 2006, through April 30, 2007, traffic (duplicated headcount) of students and community members was 908 at the RCC Hope Academy Center and 1,477 at the Clinton Center. Hope Academy is six miles from RCC’s main campus, while the Clinton Center is 21 miles from campus. The Director of Recruitment and Outreach Services visited 17 high schools throughout the RCC District, resulting in 337 students or 24% of recent high school graduates enrolling for Fall Semester 2006. This percentage has remained consistent in light of declining economic growth over the past decade.
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As outlined in the Dual Credit section of this document, 207 dual credit students graduated in May 2006. Of those 207, 70 students returned as incoming RCC freshmen. 33.8% of those students who took dual credit their senior year of high school returned to RCC in Fall Semester 2006. Recruitment is a significant part of the activities of the Director. Recruitment activities include working with marketing on developing materials for recruitment, participating in CIP Team 1-06, Student Recruitment, developing targeted mailings, registering high schools students, and working with area businesses on registering employees. Some specific initiatives coordinated through Recruitment and Outreach Services include the following: Mega Registration, the Articulation Breakfast for high school superintendents, principals, and guidance counselors, and College 101, a recruitment open house for 10th, 11th, and 12th grade high school students and their parents. Apart from the continuing challenge of recruitment, an additional challenge relates to technology at the RCC Hope Academy Center and the Clinton Center. The computers used by the secretaries and in the computer lab are between 5-7 years old. With the number of students served at these sites, along with the age of the equipment and to assure unnecessary technical support, maintaining reliable computers/printers at these sites is imperative. Smart classrooms at the Hope Academy Center are also needed to ensure that faculty have appropriate technology available for classroom activities.
Student Support Programs (Academic Support Services) Student Support Programs were created in July 2005. ISTEP, formerly the Displaced Homemakers Program, and three newly developed programs target students with academic challenges. Each program serves targeted students with various level of support, which range from intrusive academic advising to counseling. The Emerging Scholars Program (ESP) is for students who are in need of additional support services to maintain academic excellence. Adults Who Are Reentering Education (AWARE) is a program designed to provide support for adults who are beginning their college career. Start Out Successful (SOS) is a program for high school students in need of supplementary academic support and guidance in their first semester of college. The Illinois Support, Training, and Education Program (ISTEP) assists those who are divorced, widowed, separated or has a disabled spouse. Services may include tuition, books, and childcare. Table R24 provides the number of students by type of support service provided by Student Support Services. Graph R27 provides new student support data for AWARE, SOS, and ESP from Fall Semester 2005 through Spring Semester 2007.
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Table R24. Student Support Services Programs and Enrollment in Spring 2007.
Program
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AWARE Adults Who Are
Re-Entering Education
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Population Divorced/Separated/
Widowed Academic Probation 24 years or older 18 to 23 years
Target number and Current Enrollment
120/135 234 150 57
Graph R27. New Student Headcount by Type of Support Program.
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Student Learning Center (Academic Support Services) The Student Learning Center (SLC) continues to serve students needing extra assistance in classes. Faculty and peer tutors work in small groups or one on one with students. Students may seek assistance by appointment or on a walk-in basis. Faculty tutors have degrees in specific content areas and often teach at the College or in a District high school. Peer tutors are recommended by faculty, have received an A or B in a course, and have a GPA of at least 3.0. Tutors work with students to help them in study skills, reading and learning techniques for specific content areas. The SLC also assists community members in a variety of ways: help with résumés, assignments from other universities, and high school assignments. Students and community members for whom English is a second language (ESL) also use the Center. Computers with a variety of software programs are available for students on a walk-in basis. Through the Title III Grant, the Early Alert Program was developed in response to a student survey showing that students wanted to know how they were doing in classes during a semester
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instead of the end of the semester. The program was piloted in Fall Semester 1999 and Spring Semester 2000, with College-wide implementation for all courses in Fall Semester 2001. Any time an instructor believes a student is at risk of being unsuccessful in a course, the instructor can notify the Director of the Student Learning Center, who will in turn contact the student and suggest assistance options available on campus (usually at no cost to the student). Faculty may access the reporting document online throughout the semester. On average, 3,670 students per year (duplicated headcount) utilize the services of the SLC. Approximately 25 faculty tutors and 10 peer tutors work in the SLC, with one full-time Director, one full-time secretary, and one part-time secretary. Testing Center (Academic Support Services) In the Testing Center, students may complete placement testing, make-up testing, and a variety of other tests. The Testing Center is open 6-days a week for a total of 56 hours in the fall and spring semesters; no Saturday hours are available in the summer and between semesters. In addition, to assist faculty, tests for online courses tests may be taken and students can drop off and pick up homework assignments for their courses. Placement testing is currently done online using ACCUPLACER, a national placement test utilized by community colleges and four-year universities across the country. Eight computers are available in the Testing Center. This format allows for easier administration and reporting of placement scores to students and advisors. Off-campus placement testing is done at the Clinton Center, at the Hope Academy Center, and at area high schools when advisors conduct scheduled registration. RCC students enrolled in Cooperative Educational Programs with other community colleges have the opportunity to take their tests in the Testing Center at RCC. The Testing Center is an approved site to administer CLEP tests. As bachelor’s degree completion program opportunities have expanded in the community, this service allows former RCC students and community members an opportunity to earn additional credit hours toward their degree. The Director also coordinates national testing for the Law School Admissions Center (LSAT) and the Automotive Service Excellence (ASE) certification testing multiple times each year. Graph R28 provides the number of students who utilized the Student Learning Center and Testing Center by type of service from 2003 through 2006.
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Graph R28. Student Learning Center and Testing Center, Unduplicated Student Headcount, 2003-2006.
Some of the challenges of the Student Learning Center and Testing Center include the following:
• The pay scale of faculty tutors needs to be adjusted to meet the change in minimum wage rates.
• Centers that provide services to students need to be located near each other to reduce duplication of services and to serve students in a timely manner.
• Faculty and staff must continue to promote the services available through the Student Learning Center, including Early Alert, to students.
TRiO (Student Support Services) (Enrollment Services) The Federal Student Support Services/TRiO (SSS/TRiO) grant was awarded to RCC in 2006 for a period of four years. The grant was authorized for 2006-2010 at $267,831 per year (with an incremental adjustment per year.) Previous SSS/TRiO grant awards were for 1996–2001 and 2001–2006. The program continues to provide and coordinate a variety of educational support services to students who are first generation, students who meet federal low-income guidelines, and/or students with disabilities, or some combination of those three requirements. The purpose of the Program is to increase college retention, graduation, and transfer rates for eligible participants. The program offers advisement, academic support services, cultural opportunities through workshops and trips, career planning, and transfer advisement. Students may decide to enter the workplace after graduation. The program has a program coordinator, two academic advisors, an academic services specialist, a secretary, and a part time instructional facilitator. Two student peer mentors provide peer support for students.
0500
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Computer Support
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Center
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The 2005-2006 graduation rate for TRiO participants was 79%. The transfer rate for TRiO participants was 68%. The retention rate for TRiO participants was 60%. One hundred fifty students were served during the 2005 – 2006 grant year. The TRiO program expanded its maximum student enrollment from 150 to 160 students in 2006-2007. Challenges in serving students in these populations are many. The biggest challenge is to coordinate all resources both on campus as well as in the community for TRiO participants. Another challenge is the struggle of participants who are balancing many roles: student, worker, parent, and spouse. Many students do not have enough time to attend workshops or other events as required by the grant. Time management is an issue for students, particularly for first-generation students who have no prior college experience. One potential area of collaboration is with Workforce Investment Solutions to place students in the job market and into job shadowing opportunities. In addition, TRiO needs to connect with affordable, appropriate daycare facilities and provide funding to assist parents with child care expenses. Reliable childcare is frequently cited by students as a barrier to college success. Computer literacy and competency is another challenge facing student participants. Textbooks and transportation costs continue to escalate, and the program does not support reimbursement for these costs. Students continue to require additional academic support and positive affirmation.
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CHALLENGES and TRENDS At retreats in 2006 and 2007, the Board of Trustees identified priorities that are important for the future of Richland Community College and should be considered in the strategic planning process. These priorities were generated based on the three primary goals of the 2003-2006 Strategic Plan, Enhance, strengthen, and advance Teaching and Learning, Collaborative Relationships, and Institutional Operations. Listed below are the top Board of Trustees priorities for each goal:
Teaching and Learning College Preparedness
Job Training (including assessment of community needs) Online Education and Support
Teacher Quality New Program Development
Collaborative Relationships
Economic Development (including assessment of needs) External Partnerships
Connections with P-12 Districts Employee Engagement
Institutional Operations Employee Development
Enrollment (new populations) Institutional Planning
Core Values (institutionalize) Many of these issues have been incorporated into the Strategic Plan Priorities for 2006 and 2007, the work of Continuous Improvement Process Teams, and activities of standing committees and taskforces. In addition, marketing, publicity, and community awareness are integrated into all the functions of the College.
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Research/Publications Scans The Environmental Scan Team reviewed journals, magazines, newspapers, and other sources and captured information that contributed to discussion on a number of subjects. While these sources are not used specifically in the Environmental Scan, they are included here as supplementary information. Ashburn, Elyse. “Academic Skills Courses Improve Community College Students’ Chances of Earning a Degree, Report Says.” Chronicle of Higher Education 18 June 2007. Reprinted from http://chronicle.com/daily/2007/06/2007061803m.htm. Ashburn outlines the benefits of a “success course” for students, including the impact on degree completion. “Students who had taken a success course were 8% more likely than others to have earned an associate degree or certificate within 17 academic terms, or about five years. They also were 8% more likely to stay in college and 3 percent more likely to transfer.” In fact, “[S]tudents who are typically at a disadvantage . . . are helped the most by a success course.”
Ataiyero, Kayce. “Community Colleges offer students network of choices.” Chicago Tribune, July 17, 2007. From http://www.chicagotribune.com/news/local/chi-comcolleges_ 17jul,1,3247137.story?coll=chi-newslocal-hed. This article explains the Comprehensive Agreement Regarding the Expansion of Education Resources, an agreement of 25 community colleges “to let students take courses this fall at any member school without paying higher out-of-district tuition.” The Agreement, including Elgin, Joliet, Kankakee, McHenry, Prairie State, Waubonsee, and others, eliminates chargebacks and may reduce costs while encouraging students to attend community colleges prior to attending 4-year schools. “Bigger Bite Coming from Health Care.” Decatur Herald and Review February 21, 2007: A1+. One major economic issue that will affect the RCC budget is healthcare. By end of 2010, healthcare costs expected to rise about 5.3% annually and health insurance by 6.4% annually. This translates into about $1 out of every $6 now and about $1 out of every $5 by 2010. The article outlines concerns about a lack of consumer education regarding health care, both for prescriptions and care itself. Also, “Historically, when income rises 1%, health expenditures go up about 1.5%.” The implication is that people seek additional services when they can afford them. Bureau of Labor Statistics 2006-2007 Occupational Outlook Handbook’s top 50 jobs that are growing faster than normal for total employment and have annual earnings above median of $28,770. Those jobs with which RCC has a connection include
Registered nurses (#1) Elementary school teachers (#4) Accountants (#5) Computer software applications (#7) Secondary school teachers (#11) Computer systems software engineers (#12) Network systems and data communications analysts (#14) Automotive service technicians and mechanics (#15) Licensed practical and licensed vocational nurses (#16) Computer support specialists (#18)
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Network and computer systems administrators (#20) Also included in the top 50 are police (#21), fire fighters (#27), HVACR mechanics (#40), legal secretaries (#43), radiological technologists and technicians (#48), sales and related workers (#49). “Census Analysis Finds Rich Get Richer as Severely Poor Grow.” Decatur Herald and Review 25 February 2007: A1+. This article supports research completed for this Scan. One critical idea connects to the efforts of the College to train and retrain workers: “The growth . . . in part reflects how hard it is for low-skilled workers to earn their way out of poverty in an unstable job market that favors skilled and educated workers. It also suggests that social programs aren’t as effective as they once were at catching those who fall into economic despair.” Churchill, Theresa. “Central Illinois Slips in Poverty Report.” Decatur Herald and Review 19 February 2007: A1+. 25 Illinois counties were on the warning list and 32 on the watch list, compared to 8 on the warning list and 31 on the watch list last year. The state uses 2006 high school graduation rates, 2004 teen birth rates, Aug. 2006 unemployment rates, the 2004 poverty rates, and the change in each of those rates from the previous year. Macon County’s statistics reveals the “area’s worst high school graduation rate and unemployment rate and the second-highest teen birth and poverty rates, while showing improvement in all but its poverty rate.” Craig Coil emphasized that “work force development is key to the Decatur area’s success.” For other counties in the RCC District, Christian County is on the watch list and Shelby County is on the warning list.
El Nasser, Haya. “Older Seniors Return North: Shift Will Test Resources of Communities.” USA Today 22 February 2007: 1A. An aging population is returning to home states nearer support systems they left when they retired and were still in good health. The phrase used in the article was “assistance migration.” While the article research used Florida/Pittsburg/New York, this phenomenon will be no different for other states, including Illinois.
El Nasser, Haya. “Trials of Aging Can Drive ‘Boomerang.’” USA Today 22 February 2007: n.p. El Nasser explains, “A 2006 study by the National Association of Area Agencies on Aging showed that ‘over half of the communities in the country had not begun to plan for the aging of their existing population, much less contemplate a boomerang population coming back into their community.’” Areas of concern include transportation, particularly to regular doctor visits or treatment, housing, and social networks. Glanton, Dahleen. “Getting a Head Start on College.” Chicago Tribune 9 May 2007: 1-5. This article outlines a program similar to RCC’s dual credit program; two primary differences are that high school students may start as early as 9th grade and that the program targets “bright, mostly low-income students who were performing poorly in traditional schools and turning them into college scholars.” Work ethic, motivation are “required” of the students, and they must maintain a B average.
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Illinois Virtual Campus. Distance Education Enrollments at Illinois Colleges and Universities; Data for Fall 2006. “During the Fall 2006 term, community colleges reported offering 3,263 online course sections that generated 43,791 enrollments” (3). Parkland College (3,256) and Kaskaskia College (2,446) had the largest online course enrollments during Fall 2006 semester for community colleges. 89% of enrollment in online courses is by students who live in-district. The following is data for Central Illinois community colleges:
Richland (Internet) 723 Heartland (Internet) 776 Parkland (Internet) 3,256 Lincoln Land (Internet) 1,541 Lake Land (Internet) 2,282
Karp, Gregory. “Community College Offers Value Advantage.” Chicago Tribune 5 March 2006, Section 5, p. 7. Karp used statistics from the College Board in 2005/2006 to calculate costs of attendance for four years: “private college, $128,000; two-year school, then private college, $70,000; public college, $62,000; two-year school, then finishing at a four-year public college, $37,000.” These numbers do not take into account food for a commuter living at home or the cost of commuting, “but those huge savings more than cover two years of food and gas money.”
Lusvardi, Chris. “Decatur Area among Leaders in Jobless Drop.” Decatur Herald and Review 27 April 2007: C1. Unemployment rates in Illinois dropped in March, with Decatur at the #1 position at 5.4% (although still slightly above the state level of 4.2%) “This year’s rate was the lowest in March since 1999.” Increase in manufacturing jobs made the difference in Decatur. Lusvardi, Chris. “Taking the Lead: Young Professionals Organization Takes on Executive Director.” Decatur Herald and Review 6 February 2007: A3. A new Executive Director has been named for the 501 Club, a social group aimed at professionals ages 21 to 35 that offers “volunteer, athletic and networking opportunities in addition to an outlet to socialize.” An important question is how can RCC connect potential employees, particularly potential faculty, with this organization to show that Decatur is a place to live and work?
“More Students Taking Online Courses.” USA Today, 2 March 2007: A1. According to a survey conducted by the Sloan Consortium, “The number of college students taking at least one course online is quickly rising.” A graph outlines the annual total in the fall of 2002, 2003, and 2004: 2002-1.60 million; 2003-1.97 million; 2004-2.33 million. Reid, Tony. “Jobs Cited in Rate Battle.” Decatur Herald and Review 20 February 2007: A1+. The article uses figures from recent study by CUB on potential job loss in Illinois due to increased utility rates. Although the figures are questioned by Ameren and CommEd, the issue is the increase in utility rates and impact on RCC and the District’s citizens seeking to return to school but who need to work to meet this increase and the increase in gasoline/transportation. Smith, Sheila. “Decatur’s Ethnic Flavor: A Rising Hispanic Population Is Reflected in Restaurants, Services.” Decatur Herald and Review September 2006: A1+.
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According to the U.S. Census, the number of Hispanics living in Decatur in 2005 was an estimated 1,191, or 1.3% of population. This number reflects a 22% jump from 2000 and more than double the 447 in 1990. The median age at 23.5 compared to the median age of the Decatur population at 39.5. In response to this change, John’s Hill Middle School switched from teaching French to teaching Spanish due to number of Spanish-speaking students in their bilingual program (the only one in the county).
“Study Finds Students More Stuck on Themselves than Ever.” Decatur Herald and Review 27 February 2007: A1+. The results of a national study using the Narcissistic Personality Inventory between 1982 and 2006 show that students are more self-centered than those two decades ago. “By 2006 two-thirds of the students had above average scores, 20 percent more than in 1982.” Traditional-aged college students were found to “lack empathy, react aggressively to criticism and favor self-promotion over helping others.” Two resulting questions connect to the potential changes needed in Campus Life activities: 1) How will the findings of this survey affect what students seek at RCC in terms of social interaction and education? 2) How will these attitudes affect the notion of academic honesty if the goal is to get a great-paying job? “Welfare Rolls Grow Despite Government Attempts at Cuts.” Decatur Herald and Review 26 February 2007: A6. An increasing number of families are using programs for the poor, including food stamps and Medicaid, while the number of families receiving cash benefits has declined. Previous changes in welfare rules (TANIF—Temporary Assistance for Needy Families) to move people off welfare and into paying jobs has not worked because people had to take low-paying jobs with few or no benefits.
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Works Cited
Blank, Wesselink, Cook, and Associates. Planning Study: Brush College Road from William Street Road (IL 105) to Faries Parkway for City of Decatur. 2006.
Bureau of Economic Analysis, Total Employment by Industry, and Illinois Department of Employment Security, Local Employment Dynamics. City of Decatur. Decatur Urbanized Area Transportation Study: Unified Work Program for Fiscal Year 2008.
May 2007. City of Decatur. FY 2008 – FY 2011 Transportation Improvement Program. Economic & Urban Development
Department, 2007. Clinton Area Chamber of Commerce & Tourism Bureau. Clinton’s Largest Employers. Clinton, Illinois, August 2007. Economic Development Corporation of Decatur and Macon County. Community Profile: Major Employers. Decatur, Illinois, 2002. Illinois Board of Higher Education. School Report Cards and U.S. Department of
Education National Center for Education Statistics. Illinois Department of Employment Security, Economic Information and Analysis Division.
Occupational Employment Projections 2004-2014 for the Richland Community College District, Springfield, Illinois, 2003.
Illinois Department of Revenue. RCC Land Area and Percent of Total Land Area by County in 2004. Springfield,
Illinois. Retrieved from website 2007. Illinois State Board of Education, Springfield, Illinois, RCC Land Area and Percent of Total by Public School
District. Retrieved from website 2007.
Richland Community College. Environmental Scan 2003. Strategic Planning Taskforce, 2003. U.S. Census Bureau. Current Population Reports 2000: Profile of General Demographic Characteristics, 2005
American County Survey, and Population Projections of the United States by Race and Hispanic Origin: 2010 to 2050. Washington, DC, 2006.
U.S. Census Bureau. Profile of General Demographic Characteristics 2000 and 2005 American County Survey.
2007. U.S. Department of Education, National Center for Education Statistics. School District Demographics System,
and U.S. Census Bureau’s FactFinder, 2005. U.S. Department of Health and Human Services, National Center for Health Statistics. Health, United States, 2006,
Hyattville, Maryland. U.S. Census Bureau, Profile of General Demographic Characteristics for 2000 and General Demographic
Characteristics: 2005. U.S. Census Bureau, Census Years 1980 and 1990, and the Illinois Department of Employment Security, Economic Information and Analysis, Years 2000 and 2005.