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1981 Higher Education Study Jacksonville Community Council, Inc.

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This Article is brought to you for free and open access by the Community and Government Publications at UNF Digital Commons. It has been accepted for inclusion in Jacksonville Community Council, Inc. by an authorized administrator of UNF Digital Commons. For more information, please contact Digital Projects. © 1981 All Rights Reserved Higher Education t d A Report to the Citizens of Jacksonville • Fa/11981

SCOPE OF THE STUDY

The purpose of this study is to analyze forms of educational and cultural opportunities for indi­ cooperation among institutions and make recom­ viduals to acquire a higher level of knowledge mendations to increase the efficiency and effec­ and specialization in their chosen area of tiveness of Jacksonville's higher educational interest. Only those local institutions accre­ i nsti tuti ons. dited by the Southern Association of Colleges and Schools and those programs consisting of or The study begins with an overview of the post­ leading to a traditional four year or graduate secondary· academic offerings in Jacksonville. degree are included in this report. The first section provides historical background, discusses existing institutions and By the preceding definition this study will describes aspects of higher education including: detail information from: The University of (UNF), (JU), (EWC), and the A profile of graduating high school seniors Associate of Arts Program at Florida Junior A profile of present student bodies College (FJC). A projection of future enrollments Degrees and programs available There are a variety of other post-secondary Goals of education in Jacksonville programs offered in Jacksonville that do not fall within this scope. For example, Jones College, accredited by the Association of After providing this framework for understanding Independent Colleges and Schools, offers both the status of higher education, the study four year and two year degree programs in busi­ investigates examples of cooperation found in ness related areas. There are several smaller other communi ties and the extent to which local schools in the Jacksonville area, offering colleges cooperate. Cooperation includes any training and learning. In addition, FJC has one joint activities undertaken among institutions and two-year programs which train people to or the coordination of individual activities. perform specific, job related functions rather than point them toward a traditional For the purpose of this study, higher education four-year baccalaureate degree. Some FJC encompasses post-secondary education in an programs, such as the Associ ate in Science and accredited institution designed to provide edu­ Credit Certificate, entail college credit cational opportunities which lead to a courses which may be transferred and used bachelor's, master's or doctoral degree. toward a baccalaureate degree. However, they Additionally, higher education should provide are not specifically designed for transfer.

HIGHLIGHTS MAJOR PROBLEMS RECOMMENDED SOLUTIONS

Inadequate organized cooperation among local Establish a higher education steering committee institutions of higher education and a composed of community and educational leaders reluctance to increase cooperation. which will establish appropriate task forces to: Begin specific cooperative programs, Develop additional undergraduate and graduate programs, • Lack of a mechanism for determining higher Improve communication and marketing of educational needs related to personal educational opportunities, and enrichment and quality of life. Commission a study on higher educational needs related to quality of life and personal enrichment. ·: ·.·.·

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l FINDINGS w t c z 0 Findings represent the data _base of the committee. They are derived from the published materials ~isted p in the references, facts reported by resource persons or from a consensus of canmi ttee understand1 ng as a1 reported by the resource persons. p rl 0 HIGHER EDUCATION OVERVIEW Edward Waters College, a private religiously Tl HISTORICAL REVIEW affiliated school, is the oldest of the local 1 institutions. EWC is Florida's first ins ti tu­ I In the past, limited opportunities for higher tion of higher learning for blacks. Originally Ql education may have contributed to the low rate known as Brown Theological Institute, the school J 0 of college completion. As recently as 1953, was founded in 1866 by the African Methodist 1 Jacksonville contained only two institutions of Episcopal Church. EWC opened in Live Oak, J higher learning: Jacksonville Junior College Florida, but moved to Jacksonville in the late nl (now Jacksonville University) and Edward Waters 1800's. The present 20-acre site on Kings Road Zl College. Both of these were privately operated was acquired in 1904. In 1958 Edward waters I junior colleges with limited courses and College expanded its course offerings to include 0 enrollments. P• senior college work. The College received c accreditation as a four year college by the y Jacksonville has ranked poorly in educational Southern Association of Colleges and Schools on attainment when compared to that of other urban December 11, 1979. About 42 percent of EWC's 39 s~ communities in Florida. Only 8.9 percent of the full-time faculty members ho 1 d doctorates. The p~ population over 25 years of age in Duval County student/faculty ratio for EWC was 20-1 in the had completed four years of college according to fall of 1980. ~ the 1970 Census, while the median number of J( school years completed was 12.0. Jacksonville University, founded in 1934 as an even;ng bUsiness college, was the second insti­ 01 The table below provides a comparison of jc tute for higher learning established in o1 Jacksonville's educational attainment with that Jacksonville. JU established its first bac­ of other Florida metropolitan areas. calaureate four year program in 1956, and r~ changed its nillle fran Jacksonville Junior l! EDUCATIONAL ATTAINMENT IN JACKSONVILLE College to Jacksonville Universit;y. me J( Standard Population Median of JU is a private, independent institution Metropolitan Over 25 School Jc offering Bachelor of Arts, Bachelor of Fine ti Statistical With 4 yrs. Years Arts, Bachelor of Sciences and Masters Progrillls. Area of College Completed JU has a full-time faculty of 128 with approxi­ mately 70 percent holding doctorates. The full :: Ft. Lauderdale time equivalency (FTE) student faculty ratio is -Hollywood 9.7 12.2 about 17 to 1. - Gainesville 23.1 12.4 Jacksonville 8.9 12.0 Florida Junior College was authorized by the Miami 10.8 12.1 Flodda Legislature in 1963 to provide educa­ Orlando 11.2 12.2 tional services, primarily for the people of Pensacola 9.3 12.0 Tallahassee 24.1 12.6 Duval and Nassau Counties, as part of the state Ge communit;y college system. The college offers H Tampa Associate of Arts Degrees (AA) in numerous -St. Petersburg 9.4 12.0 Be areas of study providing the first two years of Ro West Palm Beach 11.9 12.2 a traditional four year degree and enabling its students to obtain higher degrees at upper level Source: 1970 Census (latest data available) Ja institutions. Although total FJC enrollment in Jill 1980 was over 77,000, only 9,348 students were Pa The increase in opportunities represented by the enrolled in the AA program. The AA degree is present four institutions may have significantly Ro given only for the canpl etion of speci fie bac­ Ed altered the low rate of college completion, but calaureate track courses and not for technical the 1980 census data are not yet available. Ge· training programs. Mo

2 FJC has an open door admissions policy that To determine a hypothetical capacity for local admits anyone with a high schoo 1 dip 1 oma, or institutions, the highest number of students the equivalent, to most of its programs. FJC enrolled at one time in each of the four insti­ has a total of 331 call ege credit faculty of tutions was selected and totaled. The most stu­ which 19.6 percent have Ph.D 1 s or have completed dents enrolled in one year in JU was 3,137 the highest level of education in their field. (1970}; in EWC, 1,026 (1969}; in FJc•s AA The student faculty ratio for credit non­ program, 9,846 (1974}; and in UNF, 4,745 (1980}; occupational programs is 34.2 to 1. for a total of 18,754. However, taken together the largest number of students enrolled in any Florida Junior College at Jacksonville has four one year in all of the institutions was 17,407 major campuses which offer a variety of di f­ in 1980. In other words, the local institutions ferent programs. have approximately 1,300 students fewer than their past peak enrollments. The University of North Florida is the newest instlfution of hlgher learning established in NUMBER OF DEGREES GRANTED Jacksonville. Authorized by the 1965 Florida Legislature, the school opened its doors in A better indication of the extent of traditional 1972. The intensive study by the Board of academic higher education in Jacksonville can be Regents prior to the establishment of UNF attained by a look at the number of degrees concluded that an upper level university granted at the local institutions. Table 1 offering third and fourth year undergraduate and indicates the number of degrees granted at each graduate level programs could best meet the of the local colleges from 1976 to 1980. The needs of northeast Florida. number of degrees in traditional academic programs decreased steadily in Jacksonville from UNF has a full-time faculty of 176 with 86.4 1976 to 1979 and increased slightly in 1980. percent ho 1 ding doctoral degrees. The Board of Regents computed a ratio of weighted FTE per TABLE 1 academic positions for UNF of 21.4 to 1. NUMBER (f' DEGREES GRANTED AT LOCAL INSTITUTIONS 1976-1980 TRENDS IN ENROLLMENT

Enrollment in college has increased dramatically YEAR EWC* UNF* JU* FJC** TOTAL in Jacksonville since 1960. In 1960 those I!J75 H5 1,027 372 I,3SS 2,!J03 at tending co 11 ege compri sed 0 • 49 percent of the 1977 105 I ,103 ~53 1,227 2,BBB population or 2,224 students. By 1980 the I!J7S IOS I ,100 300 1,231 2,835 number had increased to about 17,407 students 1979 79 1,077 33~ I,IS5 2,575 or 3.05 percent. The majority of these students, I9BO 88 1,144 327 1,149 2,708 9,348, attended classess at Florida Junior *Baccalaureate and graduate degrees College. The charts on the following page **Associate of Arts Degrees entitled, 11 Yearly Enrollment in Local Iristi­ ions11 and 11 Percent of Population Attending Local PUBLIC FUNDING institutions .. provide enrollment figures for the local institutions from 1960-1980 and compare All of the local colleges receive public support the population of Jacksonville to the percentage to some extent. The two largest institutions, of population attending school. FJC and UNF, are publicly funded. FJC had a total budget for expenditures last year of An analysis of the enrollment trends of the $36,949,000 of which about $5,704,674 was various colleges indicates that the creation of directed to the college credit progrillls. The FJC and the opening of UNF in 1972 may have had largest portion, about 79 percent, of FJC 1 s adverse impacts on the Jacksonville University funding comes from the state. UNF had a budget and EWC enrollments. last year of $19,856,210 with a state share of $14,269,173. The remainder of the funding FJC and UNF have exhibited relatively steady for both institutions came from various growth during their short histories. However, miscellaneous sources such as grants. the University of North Florida has failed to meet its projected enrollment over the last The two private institutions also receive some four years. This can be attributed partially pub 1i c funds. They each receive $2 5, 000 from to the fact that Duval County has not met its the City of Jacksonville in payment for training population expectations and partially to the programs. They also receive state funds for fact that the Board of Regents substantially certain students under the Tuition Voucher Plan. modified its original plan and did not permit Under this plan a $750 tuition supplement is UNF to fully expand its upper division programs paid by Florida for qualifying residents \totlo and graduate programs. It can also be attributed attend Florida•s private institutions of higher to the declining number of AA degree recipients education. In the fall of 1980, Jacksonville graduating from FJC (see next section}. University had 409 students receiving state funds under this plan. During the last school 3 Yearly Enrollment In Local Institutions• 18 17 Total 16 15 -ell "C s:: 14 ttl ell ::I 13 0 ..r:: I- 12 ., 11 ..c 10 CD FJC "0 9 ..~ 8 (/) 7 6 ·,./f'vv 5 UNF 4 ~ ;·~·-·-·-· ~~ ,,~,,,_~ -·· 3 ,.. ,.-~~ ~~~~~~ , 4 -.... -III~'IIIIIII~A 2 ,,,, JU 1 ...... EWC

60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 Years

Percent of Population Attending Local Institutions*

570 ••• -ell 560 ••• "C ••• s:: ••• ttl 550 ••• 3.5% ell •• ::I 0 ..r:: 540 ~\'1>"''of' •••• •••••• I- ' 530 ~o9 ••••• 3.0% .., ..c c 520 0 •••••• CD .. 510 ••••••••••••• 2.5% ...u ('0 500 If•• CD ~ I a. Q. 490 I 2.0% 0 480 I a. I 470 I 1.5% 460 I 450 ···- 1.0%

0.5%

~h-~~~~~~~~~~~~--~~~ 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 Years *See Appendix B for actual numbers.

4 year 497 students at EWC took advantage of the The aggregate SAT scores for the 3,142 Duval Tuition Voucher Plan. In addHion, various County students who took the test in 1980 were federal grants are obtained by private institu­ compiled and compared with the national average. tions for specific projects or programs. Local ·high school students, on an average, are between the 40th and 57th percentile on the ver­ The above figures indicate that the annual bal test and between the 44th and 59th percen­ public investment for higher education in tile on the rna thema tical test. The percentile Jacksonville, excluding capital funding, is more indicates the percentage of students natio~ide than $57,500,000, of which about $30,000,000 is who ranked bel ow that score. The canpari son directed towards baccalaureate track programs. shows that the college bound seniors taking this test are similarly prepared to other college bound seniors across the nation. STUDENT COMPOSITION ( PROFILE OF PRESENT LOCAL ENROLLMENT HIGH SCHOOL SENIORS A profile of the students enrolled in the colleges in Jacksonville indicates that, for the In 1980 the Duval County high schools, public most part, they do not fit the image of a and private, graduated slightly over 7,000 traditional student attending four years of students. Recent high school graduates usually college following high school. A great number comprise the majority of students entering of students in Jacksonville are older than institutes of higher education each year. The traditional students and a large percentage are Duval County Public School system surveys its attending part-time. Table 2 was created to graduating seniors yearl.y and conducts follow-up present a composite of the students enrolled in surveys a year later to determine their post­ Duval County's colleges. The following obser­ secondary activity. vations can be made about this profile: The most recent data available at this writing • The majority of the students in Jacksonville were from the 1979 graduating senior class. attend school part-time. When surveyed a year after graduation, of the 2, 703 who responded, 59.1 percent were attend­ • JU and EWC have primarily full-time students. ing some type of post-secondary institution. Of UNF and FJC have a higher percentage of part­ that number, 43.1 percent indicated they were time students. attending FJC or some other public two year program, 24.2 percent were attending four year • The majority of the students in Jacksonville public colleges or universities, 12.9 percent are female. were attending private four year institutions, and the remainder attended some other type of • JU's student body is the most traditional in school. Comparable statewide statistics indi­ nature with an average age of 21.5. cate that slightly over 52 percent of the 1979 graduating seniors attended some type of LOCAL ENROLLMENT PROJECTIONS post-secondary institution. Statewide, 47.2 percent were attending two year public institu­ Florida's total population is projected to grow tions, 24.0 percent were attending public four at a relatively high rate. However, the year colleges or universities, 5.1 percent were Jacksonville metropolitan area is projected to attending private four year institutions and the grow at a slower rate than any of the other remainder were in some other type of program. metropolitan areas in Florida. The Bureau of No information was available to indicate the Economic and Business Research at the University number of students who intend to work toward a of Florida projected that the Jacksonville baccalaureate degree or who plan to attend com­ Standard Metropolitan Statistical Area *(SMSA) munity colleges seeking other college credit or will grow by 6.6 percent between 1979 and 1985 directly job related programs. while the state is projected to grow 16.9 per­ cent. During this same five years, the number To obtain information on how the educational of high schoo 1 graduates in the ~SA is pro­ preparation of college bound high school seniors jected to decline. in Duval County ranks in relation to college bound seniors nationwide, the scores from According to state projections, the number of Scholastic Aptitude Tests (SAT) of the high school seniors in the Jacksonville ~SA admissions testing program of the College Board will decline 6.2 percent between 1981 and 1986. were analyzed. Data were obtained and compiled from the public school system as well as *Consists of Duvat County~ Nassau County~ St. selected private schools. Johns County~ CLay County and BakeP County.

5 TABLE 2

JACKSONVILLE POST-SECONDARY COMPOSITE STUDENT PROFILE (1980-1981)

UNF % JU % EWC % FJC % TOTAL % FULL TIME 1,451 30.5 2,023 81.6 725 87 3,940 42.1 8,139 46.7 PART TIME 3,294 69.4 455 18.4 111 13 5,408 57.8 9,268 53.2 DAY 53 2,325 93.8 697 80 5,329 57 8,351 47.9 NIGHT 47 153 6.2 139 20 4,019 43 4,311 24.7 MALE 2,172 45.7 1,323 53.4 271 36 4,132 44.8 7,898 45.3 FEMALE 2,573 54.2 1,155 46.6 536 64 5,216 55.2 9,480 54.4 BLACK 384 8.1 114 4.6 807 96 1,729 18.5 3,034 17.4 WHITE 4,223 88.9 1,761 71.6 28 3.3 7,619 76.4 13,631 78.3 AVERAGE 30 21.5 27.3 AGE LOCAL 4,261* 89.7 1,017 41 738 88 7,581 81.1 13,597 78.1 STATE 310 6.5 338 13.6 48 6 1,402 15.0 2,098 12.0 OUT OF STATE 174 3.7 1,123 46 50 6 365 3.9 1,712 9.8 TOTAL 4,745 2,478 836 9,348 17,407 *Includes Duval, Clay, Nassau, St. Johns & Baker County

This represents about 450 fewer seniors who are PROGRAMS AND ORGANIZATION potential college freshmen. A complete list of the programs offered in Despite this decreasing pool of traditional Jacksonville leading to a bachelor's, master's students, the local colleges are projecting or doctoral degree are listed in Appendix C. In increased enrollments. Part of this increase is the Jacksonville area it is possible to get a expected to come from enrolling more persons who bachelor's degree in approximately 70 program formerly would have attended college in another areas, a master's degree in approximately 22 community and part from increased numbers of program areas and a doctorate (in cooperation nontraditional, older students. with the University of Florida) in three program areas. EWC is confident that enrollments will increase. Projections call for 1,068 students or an in­ Edward Waters College is organized into five crease of 28 percent by 1985. academic divisions offering 14 major courses of study. The college has a Division of Humanities JU enrollment projections call for an increase and Fine Arts, a Division of Social and of 7.8 percent to 2,453 students by 1985. Major Behavioral Sciences, a Division of Science and revisions may be made in these estimates if UNF Mathematics, a Division of Business Administra­ is permitted to establish a lower division. tion, and a Divison of Education. A general physical science degree is offered in At FJC the number of students enrolled in AA cooperation with Howard Universit¥. programs has declined over the last few years. The five year projection calls for approximately Jacksonville University has three colleges the same number of AA degree seeking students as - the College of Arts and Science, the College presently enrolled. of Fine Arts, and the College of Business Admi ni strati on. Bachelor degrees are offered UNF projections, based on the establishment of a in more than 40 areas of the 1i beral arts, fine lower division, call for an enrollment of 6,455 arts, sciences, education, business, pre­ in 1985 or an increase of 36 percent. Without medicine, pre-dentistry, pre-law and physical the lower division the estimated increase would education. JU has combined degree programs in be around 19 percent. Applied Science and Engineering with , Georgia Institute of Technology, the University of Florida, and the Florida Institute

6 of Technology. Under these arrangements students NEED FOR ADDITIONAL PROGRAMS spend three years at JU and two more years at one of the cooperating institutions. Each of The presidents of UNF, JU, and FJC all believe these students receives a bachelor's degree from there is a great need in Jacksonville for new J U and the appropriate engineering degree from graduate programs. The President of FJC the other institution. supports expanding the upper level and graduate programs at UNF in order to increase oppor­ Academic programs of the University of North tunities for students graduating fran FJC's AA Florida are coordinated through three colleges: program. The president of JU supports the College of Arts and Sciences, the College of increasing graduate study progrCIIIs at UNF, Business Administration and the College of particularly progrCIIIs ~ich would be impractical Education. There are al so three divisions in to start at JU due to high cost. the institution: the Division of Technologies, the Division of Nursing, and the Division of Originally the Board of Regents intended that Continuing Education in External Programs. The the upper level universities such as UNF would Colleges at UNF are divided into 21 departments have extensive upper level and graduate offering seven undergraduate degrees and seven programs. However, they have modHied the master's degrees. Cooperative degree programs original plan and have not approved the leading to Master of Arts in History, Specialist extensive programs originally envisioned. in Education and Doctorate of Education Degrees are available through UNF in conjunction with GOALS OF EDUCATION the University of Florida. The task of determining the canmunit;y and One of the major functions of Florida's com­ educational needs ~ich should be addressed by munity colleges is to provide curricula through the local colleges is complex and subjective. which students may prepare themselves for entry According to the policy guidelines published by into upper division universities. The Associate the Board of Regents of the State of Florida in Arts Degree requires a student to meet a 2.0 there are three primary functions of or "C" grade point average and to complete 62 universities: instruction, research, and public semester hours of college credit including spe­ service. These interdependent and mutually cific courses in social science, humanities, supportive functions should exist at each mathematics-natural science, and communications. universi t;y. Although these policy guidelines are developed by the State Univers i t;y Systen Florida Junior College offers a wide variety of and apply locally only to the Universit;y of vocational training, Associate Degrees, and North Florida, they can be applied generally to Credit Certificates. In this study, dealing other institutions of higher education. only with programs ~ich lead to a bachelor's, master's or doctoral degree, the only program The major function, requiring the greatest addressed at FJC is the Associate in Arts canmi tment of time and resources, is that of Degree, usually referred to as the transfer or instruction. Florida has ~ught to make University Parallel Program. This Program is instruction both accessible and of high qualit;y. designed for students ~o plan to complete two Research supports instruction and contributes to years of college work at FJC and then transfer the fostering of scholarship and the advancenent as juniors to upper level institutions of their of the frontiers of knowledge. Locally, choice. research plays a major part at UNF and JU; FJC and EWC stress instruction. FJC conducts follow-up surveys yearly on the previous graduating classes. The survey of the The public service function of universities Associate of Arts graduates from 1979-80 had a depends a great deal on the perception of those response rate of 84 percent (918 students). Of analyzing it. On one hand, there is the these students, 65.3 percent (599) indicated traditional synthesis and dis semi nation of that they had transferred to another institution knowledge to assist in improving social, and were working to complete a bachelor's economic, political and cultural conditions. degree, 31.3 percent (287 students) indicated Conversely there are vocational/occupational that they were emp 1 oyed, wh i1 e the remainder programs ~ich provide public service by working were in the military, unemployed, or other towards employment/economic development goals activity. for both individuals and the canmunit;y.

About 60 percent of former FJC students ~o A significant amount of disagreenent is apparent attend a state university in Florida attend the when discussing the needs and goals of higher University of North Florida; 13.7 percent attend education locally. One question is ~ether Florida State University; 16.9 percent attend needs related to personal enrichment and quali t;y the University of Florida; and the remaining 9 of 11 fe are being given adequate consideration percent attend the other six universities. in educational planning.

7 MGT Needs Assessment: To establish higher events. These numerous, daily occurrences are education needs as related to the economic the mst canmn and rudimentary forms of development of Jacksonville, the City of cooperation. Jacksonville • s Economic Development Council awarded a contract to ftllT of America, Inc., a A mre permanent, formal arrangement developed research and consulting group from Tallahassee, for a specific purpose (i.e. cross registration) for a 11 Northeast Florida Education Needs may be called a consortium. Various t;ypes of Assessment... The MGT study focuses on the special purpose arrangements or consortia exist current and projected needs for highly trained throughout the country. These special purpose manpower as well as the indications that consortia fulfil 1 speci fie needs but do not try individuals are willing to enroll in proposed to address cooperation in a canprehens ive programs. fashion. According to the contract, the objectives for Another t;ype of cooperative mechanism is the this project include: general purpose consortium, designed to accan­ modate a oomber of both special projects and 1. Identify academic programs and discipline ongoing progrillls rather than one project at a areas not regularly offered by higher time. Usually such consortia are voluntary, education institutions in the five county fonnal organizations, include two or mre member area. Particular emphasis is placed on institutions, are administered by a professional those programs and disciplines that enhance director, and receive continuing membership sup­ the economic development and the upward port. mobility of the business interests in the area. Sane consortia, both special purpose and general purpose, are state mandated. Increasingly, 2. Collect and analyze relevant information from states are seeing the advantages of cooperation. business interests, the general population Florida has been working toward increased and the high school students concerning unmet cooperation illlong public colleges for a number higher education needs. of years and has accanpl i shed a canmn course numbering system, an articulation agreanent and 3. Ascertain the level of student migration from the establishment of a canmn school calendar on the five county area to other areas that pro­ the semester system. In the 1980 higher educa­ vide programs that are not available locally. tion bil 1 (vetoed for other reasons), the Legislature required the establishnent of 4. Compare the availability of higher education regional advisory consortia. programs in northeast Florida to similar regions in the United States, emphasizing VOLUNTARY CONSORTIA BACKGROUND programs that contribute to the economic development and upward mbility of business interests in the area. Interinstitutional cooperation illlong colleges has occurred for many years. The first consor­ This study was presented to the Mayor and his tium was The Claremont Colleges, founded in Economic Development Council on May 15, 1981. 1925. There are now 133 voluntary consortia The Mayor's Economic Development Council has listed in the Consortium Directory published by made the data available to the local colleges. the Council for Interinstitutional Leadership No provision for a comparable assessment of (CIL). The criteria for inclusion in this other mre general cultural and non-vocational directory are that each institution: needs now exists. 1. Is a voluntary formal organization; 2. Includes two or mre member institutions; EXISTING FORMS OF COOPERATION 3. Has mre than one progrilll (multi-purpose); 4. Is administered by a professional director, and TYPES OF COOPERATION 5. Receives continuing member support. Cooperation among institutions of higher CIL is a nonprofit, tax-exempt, educational education can take many forms. Colleges may organization canprised primarily of academic associate with one another for mutual benefits consortia across the country. It was fonned to on short or long term projects. These informal respond to the need to coordinate all of the arrangements can be conducted through com­ cooperative activities and to provide mutual munication among faculty or administrators in assistance. CIL holds national meetings on specific areas. For example, library document cooperation, publishes a newsletter, and under­ staffs may communicate to share resources and to takes special projects such as the recent study avoid duplication or the chairmen of music on the cost effectiveness of cooperative departments ~ coordinate the scheduling of efforts.

8 The Council for Interinstitutional Leadership, industry and business have appropriated funds to with the aid of a two year grant from the establish an academic consortium. Less formal Carnegie Corporation of New York, conducted 37 typ~s of cooperation do not require staff or case studies regarding the costs and benefits of funding. cooperative programs. These investigations document that voluntary interinstitutional ADMINISTRATION OF A CONSORTIA cooperation, in addition to provfding other advantages, is cost effective. There is no model that can be brought from the The majority of consortia have emerged over the outside to determine the structure of a local 1 as t two decades. They are vo 1 untary, forma 1 , consortium. Each consortium is built on the professionally administered organizations, dif­ basis of 1oca 1 needs, resources and ci rcumstan­ feriflg from other educational associations in ces. Administratively and structurally, consor­ that their missions are related, functionally tia can be established by the involved and directly, to the member institutions' goals institutions, funded by these institutions, and and needs. Academic consortia are designed to directly responsible to them. At the other ensure efficiency and effectiveness by assisting extreme, there are ex amp 1es of consortia the institutional members to IIIOre fully utilize developed by independent citizens' councils with their own resources. This is done through representatives from business and industry, and programs, projects and services growing from citizens-at-large. The consortium can determine cooperative planning and shared resources, and what the community desires from the higher by maintaining a formal organization which faci­ education institutions and where it would like litates joint endeavors. the services delivered. Through economic and political pressure it is then possible to Voluntary consortia across the country are request institutional cooperation or seek the engaged, collectively, in almost all of the desired programs elsewhere. The most common types of services and programs that can be found form of consorti urn admi ni strati on and structure at a major individual institution. The number is a combination of the two extremes. Consortia and types of programs offered through individual governing bodies consisting of academic and consortia vary immensely. They range from those community leaders can determine how best to involved in very preliminary communication and meet the higher educational needs of the coordination between participating institutions community. to those actually offering courses and admi­ nistering numerous interi nsti tuti onal programs. Some of the major areas of cooperation commonly COOPERATION IN JACKSONVILLE found in academic consortia are: Cross registration The administrators of local colleges have Shared purchasing publicly indicated that they support and Library and media cooperation encourage increased cooperation among the insti­ Interinstitutional programs tutions. Specific instances of cooperation Academic and career counseling occur when the cooperation is perceived as Transportation mutually beneficial and does not require a great Joint faculty appointments deal of planning, coordination and administra­ Shared laboratory facilities tion. However, most institutions apparently Combined cultural events fear that their individual roles and goals might Shared classrooms be endangered and have resisted areas of cooperation which might be considered an intru­ GEOGRAPHICAL SCOPE OF COOPERATION sion on their turf. As an example, in two separate fields, music and business, a new The majority of consortia are located in the program was started at a second institution when Northeast and Midwest. Consortia in the a local program already existed. Southeast have not been as strong. Geographical areas covered by cooperative agreement vary a EXTENT OF LOCAL COOPERATION great deal. Some consortia cover institutions from Maine to California, others involve colle­ Edward Waters College is the smallest local ges located side by side. Most consortia college. It serves primarily blacks, has an involve institutions in a region, metropolitan open admission policy and is proud of its community or a single city. general educational program. EWC has indicated that it is serving a group that is not served CONSORTIA FUNDING by other institutions and is not threatened by the activities of these institutions. As a Most consortia are funded in some measure by result, it strongly favors cooperation and membership fees. Many have acquired some type encourages students to take advantage of the of foundation support. In some cases local resources available at other local institutions.

9 Examples of cooperative programs and activities hearing impaired and deaf. The participating undertaken by EWC include: institutions now include the Duval County School SCOI Board, , the Florida School for the Deaf and the Blind, Florida Junior College Two le A physical education degree offered in and the University of North Florida. The f cooperation with UNF. dea11n Howeve All four local colleges participate in the among A general physical sciences degree offered Jacksonville College and University Women's in cooperation with . Public Leadership Consortium. The purpose of the consortium is to provide innovative CAS • Use of professors from other local institu­ programming for public leadership development tions to teach classes at EWC. and to encourage women to assume plblic leadership roles. Communications among campuses about various C00 1 cultural events at other institutions (though there are very seldom joint programs). ARTICULATION Exampl of the The development of a 2 + 2 progrtlll providing A joint transportation program with UNF. and ot maximum communication and coordination betlrleen cooper the brio publicly supported institutions, FJC and mun1t1 UNF, was mandated by the articulation agreement which JU also has examples of cooperative programs betlrleen state universities and public junior with other institutions. Engineering programs develo colleges of Florida in March of 1971. The study are offered in cooperation with Columbia Division of Universities and the Division of University, Georgia Institute of Technology, demic Community Colleges jointly adopted this articu- exampl Florida Institute of Technology and the 1 ation agreement to: University of Florida. JU has developed a librar recommended sequence for students wishing to 1. Recommend speci fie areas of agreement earn an Associate of Arts degree at Florida • Stu between community colleges and state sho· Junior College and then completing requirements universities. for a bachel or• s degree at JU. The suggested courses for a variety of programs developed • Fre 2 • Set forth c ri teri a for the awa rdi ng of del jointly by FJC and JU allow students to make the Associate in Arts Degree. the transition between colleges with minimal hou difficulties. 3. Define the Associate in Arts Degree as a • The component of a baccalaureate degree. Students attending JU and UNF have registered f11 for specific courses at the other institution. f11 4. Provide for a continuous evaluation and tbe This cross registration was not easy due to the review of programs, policies, procedures, difference in calendars (quarter and semester) and relationships affecting the transfer • The and the 1ack of any formal arrangements. of students. Students have had to register, pay tuition, and col transfer credits to their home institution 5. Recommend such revisions as are needed to • Cen without further assistance from their institu­ promote the success and general well-being tions. of the transfer student. Sha pro Florida Junior College has also indicated a Basically, the articulation agreement requires willingness to cooperate and has cal~ed .for that a community college's Associate in Arts greater cooperation among the local 1nst1 tu­ These Degree be accepted at face value by any state feas1b tions. The south campus of FJC has taken upper level institution. This does not guaran­ advantage of bus service provided to the UNF countr tee that students will be admitted to a speci fie the n students. Many FJC staff have taught as program. adjuncts on their own time at the University of gradua North Florida. A major area of cooperation has nation been in the counseling of students to provide MEETINGS OF LOCAL PRESIDENTS as we coordinated programs for the transfer of credit users In an effort to increase communication and thus effort from FJC to both UNF and JU. Representatives coordination and cooperation, the presidents of of UNF and FJC meet jointly with high school the four local colleges, as well as Flagler LOC counselors to present the degree opportunities College and St. John's River College, began available through the two institutions. meeting in September of 1980. These infonnal The p1 meetings of the presidents, held monthly until cated January of 1981, were felt by some presidents great The Northeast Florida Educational Consortium for to be a step toward further cooperation. was ct the Hearing Impaired and Deaf was organized in However, no results were announced from these 1977 utilize the combined professional exper­ potent to meetings. The meetings were discontinued, Direct tise to serve the field of education for the apparently because of the conflicts arising from inforn the proposal for a lower division at UNF.

10 rticipating SCOPE OF LOCAL COOPERATION One fom of library cooperation used locally is nty School in-library use of materials. The libraries at School for Two levels of cooperation have been discussed. ior College EWC, UNF, and FJC are open to all for in-library The first level includes only Jacksonville, use. With the exception of the documents dealing only with the four local colleges. section, the JU library is officially closed However, a regional consortium could include, to all other students except for certain special te in the among others, the University of Florida. t;y Women • s circumstances. purpose of Faculty are extended full library privileges be­ innovative CASE STUDY: THE LIBRARIES tween most of the institutions. The libraries at development FJC, UNF and EWC allow full library privileges ume pl.t> 1i c among their faculties. Jacksonville University's COOPERATION IN OTHER AREAS library gives full library privileges to UNF and EWC faculties and these libraries reciprocate to Examples of library cooperation in other areas JU faculty. of the country indicate that numerous financial providing and other benefits can be obtained by increased Another area of cooperation undertaken by the ion between cooperation among libraries. In many com­ libraries is the elimination of duplication in ns, FJC and munities around the nation, formal consortia certain specialized collections. For example, n agreanent which include library cooperation have been UNF library documents include extensive material lie junior de vel oped among uni versi ties. A 1975 national 1971. The on environmental concerns and transportation, study identified 38 program areas in which aca­ and Jacksonville University has a specialized Division of demic library consortia have participated. Some collection of documents on hearing. In addi­ his articu- examples of cooperative programs developed among tion, the latest library to be established, that libraries in a consortium include: of UNF, did not try to accumulate a special Floridian section because of the availability of f agreanent Student and staff use of any library by and state this material at the public library and at showing appropriate identification. Jacksonville University. • Free library shuttle service pemi tti ng the Like most colleges in the U.S., local institu­ ardi ng of delivery and return of material within 24 tions participate in the interlibrary loan hours. arrangement. Interlibrary loans are designed to make materials from other libraries available • The development of a central educational through the borrower's library. Local libraries film collection and service which purchases are part of a national network Wlich follows a films and extends the collection to each of National Interlibrary Loan Code. An uation and the participating consortia members. procedures, interlibrary loan is made by one library to he transfer another, not to an individual requester. The • The development of a central periodicals lending library has the right to impose restric­ collection for specialized material. tions on the use of its materials. e needed to Centralized acquisition and purchasing. Libraries prefer interlibrary loans to indivi­ well-being dual loans as it allows them to hold another Shared staff, workshops and recruitment library accountable for materials. Libraries programs. nt requires do not have a method of holding individuals accountable. te in Arts These are but a few of the programs found to be rt any state feasible in cooperative arrangements across the The advantages of the interlibrary loan system not guaran- country. Each library can be expected to meet a speci fie include the extensive national system and the the normal demands of its undergraduate and ability to hold a borrowing library accountable. graduate students. However, studies conducted The disadvantages of this system in local tran­ nationally indicate that a considerable savings saction are primarily to the borrowers, not the IDENTS as well as increased benefit to the library 1 ibraries. Though local loans can take place users can be realized through cooperative between one and two days if the students hand ion and thus efforts. residents of carry the foms, students must all ow one to four as Flagler weeks to receive any material. lege, began LOCAL COOPERATION The EWC library does not have a computerized se infonnal The presidents of the local 1nstitutions indi­ nthly until system. This makes it more difficult to cated that their libraries are presently doing a participate in interlibrary loans. presidents great deal of cooperation. Library cooperation cooperation. was chosen as a case study because it had high The directors of the local libraries indicated fran these potential and was the easiest to investigate. i sconti nued, that the preceding steps taken toward coopera­ Directors of the college libraries supplied tion are as much as can be expected. Limited arising fran information on local cooperation. UtF.

11 staff and facilities, as well as the difficulty A second barrier to cooperation among the local in holding an individual accountable, prevent colleges is competition. Because of enrollment­ them from extending privileges to additional based funding in both the public and private individuals. Further, both the University of sectors, institutions are fearful of losing North Florida and Jacksonville University students. This competition makes it unlikely 1 ibrarians indicated that they do not see the in many cases that an institution will send a need for students to seek additional material student to another institution for courses, elsewhere as the majority of the material library facilities, or other resources. that students need is available in their well­ balanced collections and other material could be obtained through interlibrary loans. The excep­ A third barrier to increased cooperation among tion would be special needs such as the use of local institutions is the attitude of top level the medical library and the law library. administrators. Though each school indicated a desire to cooperate and a need for future cooperation, most pointed out the difficulty BARRIERS TO COOPERATION and improbability of increased cooperation in specific areas. Much of this apparent lack of initiative and vision on the part of top­ One barrier to increased cooperation among the level administrators could be the result of the colleges in Jacksonville currently is the UNF lower division proposal. Nevertheless, question of the expansion of the University of though progress has been made in many spe­ North Florida to include a lower division. cialized cases, there is an apparent lack of Attention to this issue has clouded many of the top-level desire to increase cooperation. Of efforts that have been made recently to increase the college presidents, the president of Edward cooperation. Apprehel'!sions of boards of Waters College is the only one who expressed no trustees, faculty and students may make it reservations about increased cooperation. extremely difficult for additional cooperative efforts to occur in the future. Appendix A A fourth major barrier to cooperation through gives a brief description of the lower division the creation of a consortium is the possibility proposal and the conflicts that have arisen. that a consortium itself would become self­ serving and a drain on economic resources. CONCLUSIONS

Conclusions express the value judgments of the committee, based on the findings.

Historically, Jacksonville has rated low in the EWC and JU serve predominantly full-time stu­ percentage of population having completed dents while FJC and UNF attract predominantly college. However, the five-fold increase in older part-time students. enrollment since 1960 may have improved this. Although current efforts are being made in Peak enrollment in baccalaureate-track college Jacksonville to detennine needs for higher edu­ programs in the past indicate that at least cation as related to economic development there 1,300 more students can be served today. is no fonnal mechanism to detenni ne higher edu­ cational needs related to personal enrichment The programs offered by Jacksonville's institu­ and quality of 1ife. tions of higher education constitute a signifi­ cant community resource and represent a large Although the local institutions of higher educa­ investment of tax dollars in direct funding to tin profess to be cooperating, there seems to be public institutions and tuition voucher payments 1 ittle real commitment and very few organized to private institutions. However, the range of efforts. This will make it difficult to create opportunities, at all levels, particularly at a favorable atmosphere in Jacksonville for the graduate level, is limited. greater cooperation. Another community asset is the EWC and FJC open The local college libraries were cited by the admissions policy which provides higher educa­ institutions as the best example of cooperation. tion opportunities for those holding high school Their cooperation was limited, however, to diplomas or the equivalent. efforts generally practiced by both public and private libraries. The educational skill level of college bound students of Duval County, as measured by SAT A consortium of higher education institutions scores, compares favorably to the national seems to be a successful tool for fonnal average. cooperation in many areas throughout the

12 nces are onns of country. The principal values of cooperation • The fear of 1os i ng students through can­ are cost effectiveness and better utilization of petition because of the enrollment-based each institution•s resources. funding in both private and public vel oped institutions. tration) The undetermined status of the proposal to 1;ypes of establish a lower division at UNF hampered the ia exist possibility of evaluating and accurately pro­ • The lack of a strong canmi tment to the con­ purpose jecting in this study the prospect of increased cept of cooperation by -t..op level admi nistra­ not try cooperative relationships. tors of local institutions. ehensive Areas Which are considered barriers to increased cooperation among the colleges in Jacksonville • The fear that a censortium itself would is the include: becane self-serving and a drain on local accan­ econanic resources. ects and • The lower division proposal at UNF. ct at a luntary, e member essional RECOMMENDATIONS hip sup- Recommendations are the committee•s specific suggestions for change, based on the findings and conclusions. general asingly, eration. The following goals were identified for improve­ • Two at-large members selected by the increased ment in higher education: Chairperson of the Duval Delegation. a number n course The four institutions of higher education in The steering canmittee should appoint ent and Jacksonvn le should increase cooperation and appropriate task forces to address the endar on communication. following tasks: r educa­ s), the A needs assessment study for higher educa­ • To realize the best use of the nearly 30 ent of tional programs of personal enrichment and million dollars in public funds expended quality of life should be provided to canple­ annually for higher education in ment the efforts directed toward programs Jacksonvn le, methods should be sought to UND dealing with employment/economic needs. increase or establish cooperation anong local institutions in the following areas: Community awareness of higher education colleges programs and communication between institu­ library cooperation t consor­ tions of higher education and the community cross registration unded in should be improved. shared purchasing consortia i nteri nsti tutional prograns lished by The local institutions of higher education academic and career counseling eadership should develop additional undergraduate and transportation in this graduate programs. It is encouraged that joint faculty appointments these be developed in cooperation among colle­ shared 1aboratory facilities ges. canbined cultural events shared classroans tions; The following specific mechanism is recommended rpose); to ful f11 1 the above: • Additional undergraduate and graduate director, programs Which have been identified The establishment of a community higher educa­ should be developed with special enphasis on tion steering committee to encourage and cooperative arrangements. implement cooperation among the public and ucational private colleges of Jacksonville. This com­ • A canmuni 1;y-based cooperative effort to academic mittee will include: improve canmunication about and marketing fonned to of educational opportunities available in 1 of the • Chairperson of the Duval Delegation or Jacksonville should be undertaken. e lll.ltual designee to act as chair etings on • Chairperson of the Committee of 100 or • A study should be undertaken to establish nd under­ designee higher educational needs related to the ent study • Presidents of the four local colleges quality of life and personal enrichment operative • Chairperson of the Arts Assembly after identification of an appropriate funding source.

13 REFERENCES

Board of Regents. "Institutional Role and Scope Joint Legislative and Executive Commission on of Florida's Public Universities: Mission Post-Secondary Education. "Report and Statements." 1979. Recommendation of the Joint Legislative and Executive Commission on Post-Secondary Board of Regents. "The Role and Scope of Education: A Report to the Governor and the Florida's Public Universities: Planning Legislature of the State of Florida." Guidelines for the State University System March 1, 1980. of Florida." 1978. Patterson, Lewis D., Project Director. "Costing College Catalogs for 1980-1981 from: Collegiate Cooperation: A Report on the Edward Waters College Costs and Benefits of Interinstitutional Florida Junior College Programs with Consortium Case Studies and Jacksonville University Guidelines." Council for Interinstitutional University of North Florida Leadership. October, 1979.

Patterson, Lewis D. and Emplaincourt, Marilyn Department of Education, Division of Community editors, "1981 Consortium Directory." Council Colleges. "Articulation." Tallahassee, for Interinstitutional Leadership. 1981. Florida. August, 1980. Post-Secondary Education Planning Commission. Florida Junior College and University of North "Working Paper No. 1: Background Infonnation Florida. "FJC/UNF Coordinated Programs on the Lower Division Issue." Leading to the Baccalaureate Degree (2+2)," David S. Spence, Executive Director. 1980. Jacksonville, Florida. Spring, 1977. Stuckman, Jeffrey A. "College Credit Student Folger, John; Alman, Robert; Martorana, S. A. Profile Comparison: Fall 1980 Vis-A-Vis Fall and Reed, Bevington. "Analysis of the Upper 1975." Florida Junior College. Institutional Division Universities on Florida: A Research Report 80/81-3. January, 1981. Consultant Report to the Florida Board of Regents." Education Commission of the "The Case for a Four Year UNF." University of States. September 21, 1979. North Florida. January, 1981 •

APPENDIX A LOWER DIVISION ISSUE: Should UNF expand its programs to include the first two years?

Background from this report were that the Board of Regents The University of North Florida was the last of consider the development of limited special four upper division universities created by the emphasis programs at the lower division level in Board of Regents in Florida. The Board of the upper division universities. It further Regents, in the spring of 1979, decided to study recommended that detailed proposals be developed the role of the upper division universities and and evaluated against the goal of improving the the possibility of developing lower division quality of undergraduate education. programs. A group of consultants was hired to review this concept and make recommendations As a result of the Folger Report, three of the about policy issues and alternatives. The four upper level institutions in the state pro­ resulting study was entitled, "Analysis of the posed to the Board of Regents that they be Upper Division Universities in Florida," allowed to develop lower divisions. The Board September 21, 1979 by John Folger, Robert of Regents presented these requests to the State Altman, S. V. Martorana and Bevington Reed and Legislature in 1980. Legislation passed by both is called the Folger Report. houses in support of these proposals was vetoed by the Governor because of the lack of an ade­ This study recommended: that the State continue quate master plan to guide higher education. to support the articulation agreement; that com­ munity college lower division programs be After rejecting the legislation creating le7t~er avail able on upper division campuses; that more divisions, the Governor established a commission faculty interchange and joint use of faculty be to make 1ong range plans for Florida • s higher developed; that formal consortia for planning education. The Post-Secondary Education and implementing joint programs be considered. Planning Commission (PEPC) began \'tOrki ng on a However, the primary recommendations stemming statewide master plan to be submitted to the 14 .

Legislature in 1982. Realizing the need for a Those favoring the establishment of a lower comprehensive look at the lower division issue, division at UtE cited the following justifica­ in 1981 PEPC prepared a preliminary document. tion for the proposal : The Board of Regents reviewed the four year pro­ • Jacksonville is virtually unique anong major posals of each institution and held public cities in not having a four year plblic forums to elicit community response. In January university. L ~ of 1981, the Board of Regents voted to approve a 4b./ • Jacksonville taxpayers are paying for a f~ 53.2 four year status for UNF and submitted a budget to the Legislature via the Governor. Also in public four year option in other Florida 1 47.9 January of 1981, the Post-Secondary Education cities, but have none at home. 1 24.7 Planning Commission released its recommendations calling for delay and further study before addi­ • The lack of a four year public university 8 45.3 tional lower divisions could be justified. could represent a disadvantage in com­ 0 54.4 petition with other areas for new business UNF's Proposal and industry. · 17.4 ~ 4 UNF proposed to the Board of Regents a 1ower The lower division would add "educational 1 78.3 division with limited enrollment and selective strength" and improve quality at 1ow public admission policies. This proposal calls for a cost. beginning freshman class of 250 students in 1982 which would reach a maximum of 800 lower divi­ Those opposed to the proposal cited the sion students within six years. These students following reasons for not establishing lower ~7 78.1 divisions: IJ8 12.0 would be required to have a B average in high 2 9.8 school and 1,000 minimum on SAT scores (with a 20~ exception for special students). (F JC and The addition of a new lower division at UtE would unnecessarily duplicate prograns 7 EWC, as previously mentioned, have open admissions; any high school graduate is existing at JU and FJC. admitted. JU has indicated that it requires around 800 on SAT scores except under special There was not an adequate feasibility study circumstances.) The curriculum proposed would be conducted to detennine the need for a lower ~N highly structured, emphasizing university level division. ~fered in mastery of basic knowledge in the humanities, master's social sciences, math, natural sciences and The demographic projections indicate a declining college age population. ~ix C. In foreign languages. to get a 0 progran This proposal was met with enthusiasm and • The lower division would be unnecessarily mately 22 endorsed by the Jacksonville City Council , the expensive. pope ration Mayor, eight area school superintendents, the ee progran UNF Foundation, faculty, students and alumni of • Increased cooperation and coordination of UNF, and many community leaders. The proposal area colleges and universities and the was met with stiff opposition by their counter­ expansion of upper division and graduate into five parts at Florida Junior College, Jacksonville offerings should be sought in lieu of the ~ ourses of University, Flagler College, St. John's River lower division. !Humanities Community College, and many othe.r community pcial and leaders. The disagreement between opponents and the sup­ !-ience and porters of creating a specialized lower division !

colleges ~e College Business re offered arts, fine ss, pre- physical rograns in Colunt>i a ology, the Institute

15 APPENDIX B

YEARLY ENROLLMENT IN LOCAL INSTITUTIONS 1960-1980

A A B A c % of YEAR J.U. EWC FJC UNF TOTAL Jacksonville Population Population in Higher Education 1960-61 1,526 698 2,224 457,100 .49 1961-62 1,733 743 2,476 460,900 .54 1962-63 2,100 798 2,898 482,600 .60 1963-64 2,210 726 2,936 503,700 .58 1964-65 2,311 841 3,152 510,800 .62 1965-66 2,694 908 3,602 511,500 .70 1966-67 2,666 967 2,499 6,132 511,600 1.19 1967-68 2,627 952 3,677 7,256 512,600 1.41 1968-69 2,915 906 4,218 8,039 515,100 1.56 1969-70 2,963 1,026 4,778 8,767 517,000 1.69 1970-71 3,137 915 3,738 7,790 528,865 1.47 1971-72 3,067 803 5,491 9,361 533,123 1.76 1972-73 2,584 639 5,255 1,997 10,475 537,381 1.95 1973-74 2,306 552 7,185 3,176 13,219 541,639 2.44 1974-75 2,259 562 9,846 3,919 16,586 545,897 3.03 1975-76 2,308 633 9,479 4,371 16,791 550,155 3.05 1976-77 2,165 743 8,197 4,260 15,365 554,413 2.77 1977-78 2,166 807 9,046 4,302 16,321 558,671 2.92 1978-79 2,104 660 7,949 4,395 15,108 562,929 2.68 1979-80 2,217 615 7,925 4,558 15,315 567,187 2.70 1980-81 2,478 836 9,348 4,745 17,407 571,441 3.05

A - Fall Enrollment B - Total head count of students enrolled in Associate of Arts Program,(AA) C- Estimates supplied by the Jacksonville Area Planning Board (1960-1969); 1970 Census; JCCI estimates derived by interpolating between 1970 and 1980 Census figures; and 1980 Census.

16 APPENDIX C

DEGREE PROGRAMS OFFERED WITHIN THE LOCAL INSTITUTIONS (Spring, 1981) Accounting- U(B-M), J(B) Medical Laboratory Technology - J(B) Applied Mathematics - U(M) Music - Business - J(B) Applied Music - J(B) Music Composition - J(B) Art- U(B), J(B) Music Education- U(B-M), J(B-M) Art Eaucation- U(B-M), J(B-M) Music, Perform, Compose, Theory- U(B), J(B~ Art History and Appreciation - J(B) Music - Theatre - J(B) Banking &Finance U(B-M) Music Theory - J(B) Bilingual Studies/Elementary Education- J(B) Nursing - U(B) Biology, Education- U(B), J(B) Oceanography - J(B) Biology, General - U(B), J(B), E(B) Opera Production - J(B) Biological & Physical Science - U(B) Other Business - U(B) Business & Commerce, General - U(M), J(B) Other Education - U(B) Business, Commerce & Dist. Education - U(B) Other Fine & Applied Arts- U(B), J(B) Business Economics- U(B), J(B) Other Interdisciplinary Studies- J(B) Business Mgt. & Adm. - U(B), J(B-M), E(B) Other Social Science - U(B) Chemistry, General - U(B), J(B), E(B) Personnel Management - U(M) Church Music - J(B) Philosophy- J(B) Commercial Art - J(B) Photography- J(B) Communications - J(B) Physical Education- U(B-M), J(B-M), E(B**) Community Services, General - U(M) Physics, General - J(B), E(B***) Computer & Informational Sciences, Physical Sciences, General - J(B) General - U(B), J(B*) Political Science & Goverr1nent - U(B), J (B) Criminal Justice - E(B) Psychology for Counseling - U(M) Curriculum & Instruction - U(S-D****) Psychology, General - U(B), J(B), E(B) Dance - J(B) Public Administration - U(M), J(B), E(B) Dramatic Arts - J(B) Reading Education - J(B) Economics- U(B), J(B) Real Estate - U(B) Educational Administration - U(M-S-D****) Religion and Philosophy, E(B) Educational Psychology - U(B) Science Education - U(B-M) Electric, Electronic &Comm. Engr. - J(B*) Secondary Education - U(B-M), J(B) Elementary Education, Social Sciences, Gener~ - J(B), E(B) General - U(B-M), J(B-M), E(B) Social Studies Education- J(B-M), E(B) Elementary Education (Special) - E(B) Sociology- U(B), J(B), E(B) Engineering Technologies - U(B) Sociology/Social Work- E(B) English Education- J(M), Spanish - J(B) English, General - J(B), E(B) Special Education, Gener~ - U(B-M), J(B) Foreign Languages Education- J(B), Special Learning Disabilities- J(B) French - J(B) Speech - Theatre - J(B) General Liberal Arts & Sciences - U(B) Statistics, Math & Theory - U(B) Geography - J(B) Student Personnel - U(M-S-D****) German - J(B) Studio Art - J(B) Health Education - E(B) Transportation and Public Utility- U(B) Health Professions, General - U(B-M) Urban Studies - J(B) History- U(B-M), J(B) Human Resource Administration - E(B) CODE Humanities Education - J(B) Industrial Arts, Voc. & Tech. Ed. - U(B-M) J - Indicates Jacksonville University Instrumental Music - J(B) u - Indicates University of North Florida Insurance - U(B) E - Indicates Edward Waters College International Relations - J(B) Law Enforcement & Correction - U(B) Literature, English- U(B) B- Bachelor's Degree Marine Science - J(B) M - Master's Degree Marketing & Purchasing- U(B), J(B) S -Specialist Degree Mathematics Education- U(B-M), J(B-M), E(B) D - Doctoral Degree Mathematics, General - U(B), J(B), E(B) * - Joint Program (see text) Mechanical Engineerinq - J(B*) **- In consortium with UNF *** - Cooperative degree Howard University **** - Cooperative program with University of Florida 17 RESOURCE PERSONS TO THE COMMITTEE

The JCCI study process relies upon information supplied by knowledgeable resource persons, in addition to published reference materials. We wish to thank the following resource persons for their very valuable contributions to this report.

Cecil W. Cone, Ph. D., President, Trinita Petersen, Executive Director Edward Waters College Arts Assembly of Jacksonville Bill Dodd, Ph.D., Art Superintendent, Andrew Robinson, Ed.D., President (Interim) Duval County Schools University of North Florida Andrew Farkas, Director, John E. Trainer, Jr., Ph.D., Dean of Faculty, University of North Florida Library Jacksonville On1vers1ty Pope Griffin, Ed.D., Director, Benjamin R. Wygal, Ph.D., President, Florida Junior College Downtown Campus Library Flor1da Junior College at Jacksonville Thomas Gunn, Director, These students met with committee members during Jacksonville University Library visits at five local campuses: Florida Junior College Downtown Campus, Florida Junior College Preston Haskell, Chairman, South Campus, Jacksonville University, Edward Post-Secondary Education Planning Commission Waters College and University of North Florida. Jean Jones, Director, Jan Alexander Keith Merrey Edward Waters College Library Melanie Angelleri Kelly Morgan Linda Beavers Laurie Nicole Frances B. Kinne, Ph.D., President, Elaine Billups James Pearthree Jacksonville On1vers1ty Corliss Brown Humid Rasul Dorothy Butler Betty Samuels Richard Konkel, Ph.D., Executive Director, Tom Champion Linda Scott Southeast Florida Educational Consortium Marty Chomi ak Roger Sears Mary Cullins Carrie Setzer Roy McTarnaghan, Ph.D., Vice-Chancellor for Lisa Dai rpot Esmond Shakespeare Academ1c Programs, Sally Devney Ann Smith State University System Jerry Foye Tim Spearman Shay James William Spiers Lewis D. Patterson, Ph.D., Executive Director, Suzanne Jenniker Bernadette Spruill Council for Inter1nstitutional Leadership Miguel Lemus Mamie Terry Lee Libby Chris West Maria Marin Joan Whitlock

COMMITTEE MEMBERSHIP AND WORK R. P. T. Young, Chairman

The committee met weekly from December through Joan S. Carver Dan W. Hadwin the middle of June, hearing from a variety of Caroline Charbonnet Harriet B. Harral knowledgeable resource persons and receiving Fred C. Chitty Sharon Laird additional written materials researched by JCCI Willi am Chitty Martha McGee staff. The conclusions and recommendations were James P. Citrano Shirley P. MYers discussed in May and June. Genie Cooke William E. Organek Thomas P. Coonley Roger Pancoast Debora Dreher Harry Reagan R. P. T. Young, Management Team Mary Elizabeth Dunlap Bruce A. Smathers Judith A. Jacobson, Management Team Susan E. Fisher David Swain L. Clifford Mayfield, Jr., Management Team Judith Gefter David E. Thaxton A. Chase Morgan, Management Team Karl J. Greenhaw Earle C. Traynham, Jr. Robert W. Schellenberg, Management Team Mary L. Grimes Janet V. Weaver Isabelle T. Sears, Management Team JCCI Staff Support: Royce Adams Richard Bizot John L. Hamilton, Associate Director John Barley, II Bernadine J. Bolden C. Annette Brinson, Secretary Patricia Basford Mary-Louise Boyer

18 THE JACKSONVILLE COMMUNITY COUNCIL, INC.

The Jacksonville Community Council, Inc. (JCCI) The JCCI membership now exceeds 450 citizens was fomed to anticipate, identify and address representative of all parts of the Jacksonville the complex issues of urban life. JCCI is a community. community-based nonpartisan, nonprofit organi­ zation providing the vehicle for in-depth, objective, citizen analysis of community ls listed problems and 1ssues. It seeks broader community JCCI STUDIES CHAIRMAN anding as awareness and understanding of the issues and provides Jacksonville a diverse citizen forum reaching across the traditional dividing lines of a complex and diverse urban community. *Local Government Finance •••••• Robert D. Davis ligiously The primary goal of JCCI is a better quality of *Housing ••••••••••••••••••••• Thomas Carpenter lthe local life in Jacksonville through positive change. insti tu­ It has a short but impressive record for the *Public Education rigi nally quality, objectivity, clarity, and practicality (K-12) ••••••••••••••••• Robert W. Schellenberg he school of its studies of community problems, and Methodist its advocacy for the solutions it develops. *Public Authorities •••••••••• Howard Greenstein ive Oak, Jacksonville has experienced the benefits of the late numerous improvements growing from these citi­ *Strengthening the Family •••••• Jacquelyn Bates ings Road zen studies. rd waters Capital Improvements [o include Other JCCI goals grow largely from its focus on for Recreation ••••••••••••••••••••• Ted Pappas received positive change. High on the list are the edu­ by the cation and dialogue the studies themselves pro­ Citizen Participation ~hools on vide to participants. The work of JCCI in the Schools •••••••••••••••••••• Susan Black EWe• s 39 strengthens citizen competence and awareness, provides for ongoing dialogue among diverse ele­ ~es. The Youth Unemployment ••••••••••••••• Roy G. Green 1 in the ments of the community, and serves as a catalyst for bringing together decision-makers. Civil Service ••••••••••••••••••• Max K. Morris 34 as an JCCI is founded on a deep faith in the abi 1i ty Planning in Local Government • I. M. Sulzbacher of citizens to set aside their differences and ~d ins ti­ shed in join together to learn and reason about problems But Not in MY Neighborhood ••••• Pamela Y. Paul rst bac- of mutual concern. Its growth and success offer 56, and renewed hope for this basic democratic concept The Energy Efficient City ••• Roderick M. Nicol Junior as a means of addressing the complex issues of modern urban communities. Coordination of Human Services •••• Pat Hannan :;titution JCCI receives funding from the United Way of of Fine Jacksonville, the City of Jacksonville, corpora­ *Copies no longer available for distribution. ~rogrillls. tions, and individual members. Occasional approxi­ grants have been obtained for specific projects The full or conferences. ratio is

~ by the e educa­ JCCI BOARD OF MANAGERS JCCI STAFF leopl e of he state ~ offers George W. Corrick •••••••••••••••• President Marian Chambers, Executive Director rt.nne rou s Howard Greenstein •••••••••••••••• President-Elect years of Betty S. Carley •••••••••••••••••• Secretary PROFESSIONAL: John L. Hamilton 1i ng its Robert T. Shircliff•••••••••••••• Treasurer Frances L. Kling ~r level lment in Jacquelyn Bates Daniel L. Lauray SUPPORT: Annette Brinson nts were James Borland Flo Nell Ozell egree is Patricia Cowdery Espie Patrinely fie bac­ Robert D. Davis Pamela Y. Paul echnical Edward W. Dawkins James Rinaman George Fisher Robert Schellenberg Moses Freeman Suzanne Schnabel Stephen Wise

19 JACKSONVILLE COMMUNITY COUNCIL, INC. 1045 Riverside Avenue, Suite 180 Jacksonville, Florida 32204

(904) 356-4136

A JCCI Study: Coordination of Higher Education United way