CALIFORNIA STATE UNIVERSITY, NORTHRIDGE COMMUNITY SERVICES DEVELOPMENT \' AT COLLEGE OF THE CANYONS A thesis submitted in partial satisfaction of the requirements for the degree of tvlaster of Arts in '. Education, Educational Administration, Supervision and Higher Education by Bruce D. Fortine June, 1977 'r California State University, Northridge TABLE OF CONTENTS Page LIST OF TABLES iv LIST OF !\lAPS v Chapter 1. THE PROBLEM . 1 Introduction 1 The Problem . 2 2. COMMUNITY SERVICES IN THE COivll'-ruNITY COLLEGE 4 Functions of the Community College 4 The Community Services Function . 7 Community Services in California 8 The Development of Community Services Nationally 11 Summary .... 13 3. HISTORY OF THE SANTA CLARITA COl\IMUNITY COLLEGE DISTRICT ........ 14 The Creation of the College District 14 Organization and Problems . 18 The College is Established 21 Conclusion 22 4. THE COMMUNITY SERVICES OFFICE AT COLLEGE OF THE CANYONS . 24 The Creation of a Community Service's Office 24 The Beginning Program 29 The Current Program 31 ii TABLE OF CONTENTS (Continued) Chapter Page 4. THE COMMUNITY SERVICES OFFICE AT COLLEGE OF THE CANYO~S (Continued) 24 Conclusion 36 5. PROFILE OF STATISTICAL AND EXPRESSED NEEDS OF THE SANTA CLARITA VALLEY 37 Location 37 Population 37 Ethnic Population 39 Housing 43 Employment 47 Income 48 Transportation 52 Law Enforcement 55 General Information 59 6. FINDINGS, POSSIBLE GROWTH AREAS AND RECOMMENDATIONS 60 Areas of Community Service Expansion 62 Recommendations for Future Research and Program Development 63 BIBLIOGRAPHY 67 iii LIST OF TABLES Table Page 1. Organizational Chart of the Santa Clarita Community College District . 26 2. Duties and Responsibilities of the Administrative Assistant-Community Services and Information 27 3. Santa Clarita Valley Population Growth: 1975-2000 38 4. Resident Income 44 5. Single Person Households 45 6. Employment by Occupational Classification for White, Black, Spanish-American Residents (16 Years and Over) in the Santa Clarita Valley . 49 7. Employment by Industry for ~~ite, Black, Spanish­ American Residents (16 Years and Over) in the Santa Clarita Valley ........... 50 8. White, Black and Spanish-American Experienced, Unemployed Persons (16 Years and Over) by Occupation in the Santa Clarita Valley 51 9. Income for White, Black and Spanish-American Families in the Santa Clarita Valley 54 10. Crime Rate Comparison on the Seven Major Crimes 58 11. Law Enforcement Personnel . ; ........ 59 iv LIST OF MAPS Map Page 1. Black Population 40 2. Spanish-American Population 41 3. Major Thoroughfares of the Santa Clarita Valley . 53 4. Santa Clarita Valley Bus Service Routes ..... 56 _l v ABSTRACT CQl>.lMUNITY SERVICES DEVELOPMENT AT COLLEGE OF THE CANYONS by Bruce D. Fortine Master of Arts In Education, Educational Administration, Supervision and Higher Education In 1973, the Board of Trustees of the Santa Clarita Community College District approved the creation of the Community Services ; Office. In this thesis, a brief history of the growth and development of the community college functions is included, with emphasis on the community services aspect. The study centers on the creation, expansion, and evaluation of the Office of Community Services as this office has developed i during the history of College of the Canyons. In order ~to project possible future areas into which the community services program might grow, a social and economic study of the community was undertaken. This study identifies the ethnic composition of the population, the location of ethnic groups in the vi Santa Clarita Valley, and includes a comparative study of income and employment. Other areas included are housing, transportation systems, law enforcement and crime, and general social services and institu­ tions such as schools and hospitals. In conclusion, areas where the community services office might meet, or take the leadership in meeting, present and future needs of the citizens of the Santa Clarita \'alley. vii Chapter 1 THE PROBLEM Introduction The junior college concept is uniquely American in develop- : ment. Originally it was a means of providing two years of college courses to students who geographically or financially could not 'immediately attend a four year institution. As the junior college • developed, this "transfer" function became one of many. Occupational , programs were introduced as well as avocational courses. Counseling, :placement, and student activities were gradually added to the general academic program. The last function to be added to the junior college \.-as community services. This emphasis on involving more of the popula- tion of the district affected even the name of the institution. A junior college is now more often referred to as a "community'' college. Although the community services aspect has been identified as a part of the operation of the junior college for over 30 years, it has been only during the last decade that this area has been emphasized and developed. California, because of a 8pecial tax, has been able to take a leadership role in developing the concept of community services. One of the first enigmas to emerge in this expansion was that a specific definition of community services was almost impossible to compile. True to its function, each individual community service program was f.) t 1 2 busily attempting to meet the needs of its individual population. Since each community is different, the needs are different, and, consequently, so is the community service program. At best, the only consistent, definable areas are in the common general goals and objec- ti ves of community services. How these were met v.,ras up to each college. TI1e Problem In 1967, after a delay occasioned by certain legislation, Santa Clarita Valley, California, was able to establish its first junior college-·-College of the Canyons. After the site had been purchased, a staff hired, and construction begun, it was apparent to i the Board of Trustees and the administration that if the school was to truly meet the needs of the people, community services needed to . be assigned to a special administrative arm. Therefore, in 1973 the Board approved the creation of the Community Services Office. The question for the administration and the Board of Trustees at this time is how the relatively new Office of Community Services at College of the Canyons can better meet the needs of the service area. Although the community services.prcigram began with limited funds and facilities, it was met with enthusiasm from the public, as reflected by the rapid growth in participation over the past three years. Since the program was still in the experimental stage, many offerings were made on an experimental basis. A more concrete study of the community was needed. In this thesis, a brief history of the growth and development of the community college functions is included, with emphasis on the 3 community services aspect. The study centers on the creation .. expansion, and evaluation of the Office of Community Services as this office has developed during the history of College of the Canyons. In order to project possible future areas into which the community services program might grow, a social and economic study of the community was undertaken. This study identifies the ethnic composition of the population, the location of ethnic groups in the Valley, and includes a comparative study of income and employment. Other areas included are housing, transportation systems, law ertforce- . ment and crime, and general social services and institutions such as schools and hospitals. The last section of the thesis summarizes the research findings and indicates areas where the community services office might meet, or take the leadership in meeting, present and future needs of the citizens of Santa Clarita Valley. Chapter 2 C0r'-1t'-'1UNITY SERVICES IN THE COHMUNITY COLLEGE The function of the junior or community college has changed. from its inception to the present day. This is primarily due to the i unique ability of this institution to respond to society's demands ; more rapidly than other educational institutions whose operations are more clearly defined and established. Since the purpose of this chapter is to explain and define the community services aspect of the community college, it is first necessary to delineate this function from its other functions. Philosophically, one might argue that all programs of the community college can be considered to be community services. Opera­ tionally, however, there has been an increasing tendency to create divisions of community services by separating the administration of short courses, seminars, workshops, lectures, consultations, concerts, community studies, and social action programs from the administration of degree and certificate programs. Functions of the Community College Before explaining the community services operation, it is :necessary to identify all the major functions of the community college. • James Thornton has characterized the evolution of the community college in three stages, which are related to the major proposed 4 5 functions of the institution. The first two stages he refers to as "education for transfer" (1850-1920), and expansion of "occupational programs" (1920-1945). The addition of occupational curricula gave the junior college a new complexion. Nonetheless, it did not achieve its full stature as a community college until the development of the third stage, beginning in approximately 1945, when the co!Th1lunity service concept