Assessing Information Technology Educational Pathways that Promote
Deployment and Use of Rural Broadband
Environmental Scan
DRAFT
Laura I. Spears lib03@fsu.edu
Research Coordinator
Charles R. McClure, PhD cmcclure@lis.fsu.edu
Francis Eppes Professor and Director
Marcia A. Mardis, marcia.mardis@cci.fsu.edu
Associate Professor, CCI SLIS
Introduction
An environmental scan can be defined as an iterative process to monitor an
organization’s internal and external environments in order to evaluate its current condition and
meet future objectives (Pashiardis, 1996). The purpose of this environmental scan is to better
describe and understand the context in which Tallahassee Community College (TCC) and
Chipola College (Chipola) provide broadband information technology (IT) technician
educational pathways, and the situational factors that affect the success of these pathways,
graduates, and employers of these graduates.
Data presented in this description are derived from the community college collaborators
based on templates that represent key issues in current community colleges. Key issues were
identified through an examination of the literature and national and regional standard education
data repositories including American Association of Community Colleges (AACC), National
Center for Education Statistics (NCES),and the Florida College System (FCS). Demographic
data was obtained from the 2010 U.S. Census FactFinder database and the Bureau of Labor
Statistics (BLS).
This document will present 1) District (regional service markets) data for each school that
includes both demographic and economic indicators; 2) the schools’ community environment; 3)
each school’s mission, goals and objectives as provided by strategic plans, marketing activities
and each collaborator’s perspective; 4) a student population description; 5) the technological
environment of each school; and, 6) the IT programs in place at each. This environmental scan
is intended to blend contextual factors with those identified in the literature that concern
Information Use Management & Policy Institute
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community colleges at both the national and state levels and the factors that may distinctly
emerge for schools in rural communities or those serving rural communities.
This examination provides understanding of the factors that may impact the ability of
colleges to provide IT education in communities in which broadband deployment, and,
household adoption of high-speed Internet service, may be a recent phenomenon. This study
seeks to discover the particular issues that emerge as community colleges are increasingly
challenged to provide access to workforce STEM related skills that support community
economic development and reinforce the need for a globally competitive labor pool.
District/Region Description
The Florida College System (FCS) to which each of the colleges belongs, is divided into
districts based on county boundaries. These make up each school’s service market. Chipola
College is a public, open-admissions institution in Marianna, Florida, serving the five Florida
panhandle counties of Calhoun, Holmes, Jackson, Liberty, and Washington. Between 90-95% of
Chipola’s students come from the district (Institutional Narrative, 2006) Located in the Florida
Panhandle, 70 miles west of Tallahassee, 60 miles from the Gulf of Mexico, and 30 miles from
the Alabama state line, Chipola Junior College was established in 1947, and is the third oldest of
Florida’s 28 state-supported community colleges. The institution’s name was changed from
Chipola Junior College in 2003, after the Florida Legislature granted permission for Chipola to
offer selected baccalaureate degrees to address documented workforce needs in the region.
Chipola opened its doors in 1946 as a private institution with six full-time teachers and
65 students. The college serves between 2,800 and 3,300 students annually in its regular degree
and certificate programs and about 1,000 through Public Service and non-credit training. The
biggest impact on the College is the continued recession in the rural area with slow recovery for
businesses. The Panhandle of Florida is extremely rural and Marianna is its biggest city.
TCC is located in Tallahassee, a community of 181,376. Of the eight counties that make
up this study, one is a nonmetropolitan (nonmetro) community of less than 2500 persons, four
are nonmetro communities of 2500- 19,000 persons, and three are considered metropolitan
communities with populations of 250,000 or more (USDA-ERS, 2013). While the district draws
primarily from three counties, Gadsden, Leon, and Wakulla, TCC also enrolls students from
throughout Florida, from most states and many countries. (Catalog, 2011-2012). Nearly 75% of
TCC's Associate in Arts (AA) graduates transfer into the State University System within a year.
(TCC Catalog, 2011-2012)
The USDA-ERS urban-rural designations are based on a metropolitan area’s population
size and a nonmetropolitan degree of urbanization and adjacency to a metropolitan area. These
community descriptions are important distinctions as the intent of this study’s research questions
is to identify factors of rural broadband deployment that may influence the needs of rural
employers being met by the community colleges that serve these communities. Table I shows
the specific demographic data for each of the counties that contributes to these urban-rural
designations.
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Table 1. Key County Characteristics
Florida
Average
Gadsden
Leon
Wakulla
Calhoun
Holmes
Jackson
Liberty
Washington
Population
(2010)
Education
(High
School
diploma or
higher)
Median
Household
Income
Unemployment
Percentage
of
Population
Receiving
Public
Assistance
9.8%
Persons
Below
Poverty
Level
11.3
Weekly
Earned
Wages
Compared
to State
Average
765
18,802,690
85.5%
$47,827
47,746
275,487
30,818
14,625
19,927*
49,746*
8365*
24,896
76.3%
91.2%
86.5%
71.9%
72.0%
79.1%
73.2%
79.8%
$33,453
$45,827
$54,941
$31,142
$33,510
$39,869
$40,893
$37,036
10.7
7.9
7.5
9.2
8.5
7.8
8.0
11.1
561
714
577
504
490
549
603
552
20.4%
9.4%
6.6%
19.5%
16.9%
12.0%
15.8%
11.6%
29.4%
22.3%
10.6%
25.2%
22.0%
15.1%
21.4%
20.3%
14.7%
Source: American Fact Finder at http://factfinder2.census.gov/ and United States Bureau of Labor Statistics http://bls.gov/
Carnegie Classifications
Originally designed to identify and describe key college diversity characteristics into
meaningful categories to be used for comparison between both homogenous and heterogeneous
institutions, the Carnegie classifications resulted in institutional differentiation that illustrates the
unique nature of the institutional purpose within a community but as part of the larger college
macro-environment, demonstrating a practical approach to understanding the similarities and
differences of each college’s mission and service (McCormick & Zhao, 2005). These
classifications specifically direct attention to certain relevant characteristics while excluding
examination of others. In the case of TCC and Chipola, functions of the schools in terms of the
populations served are particularly relevant to this study of broadband deployment in rural
communities.
Chipola and TCC belong to the Southeast Carnegie geographic region that encompasses
the states of Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi, North
Carolina, South Carolina, Tennessee, Virginia and West Virginia. Each is a public, degree
granting, Title IV postsecondary institution. Chipola is classified as a small four-year, ‘Primarily
Associates’ degrees institution with a urban designation of ‘Town’ that serves between 10004999 students. TCC is described as a large, two-year, rural-serving large institution with an
urban designation of ‘City’ (Carnegie, 2010). The Carnegie classifications describe schools
based on the population characteristics of each county further described in Table 2.
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Table 2. Primary Demographics for Service Districts
Male
Florida
Average
Gadsden
Leon
Wakulla
Calhoun
Holmes
Jackson
Liberty
Washington
TCC3
Chipola3
48.9
48.8
47.6
55.2
54.4
53.2
54.8
60.9
54.5
45.0
38.5
Female
51.1
51.2
52.4
44.8
45.6
46.8
45.2
39.1
45.5
55.0
61.5
White
75.0
35.9
63.0
82.0
80.8
90.5
69.1
77.3
80.4
57.4
78.9
Black/
African
American
Hispanic/
Latino2
American
Indian
/Alaskan
Native
Asian
Other
16.0
56.0
30.3
14.5
13.8
5.8
26.6
17.9
15.0
35.2
16.1
22.5
9.5
5.6
3.3
5.2
2.2
4.3
6.2
2.9
7.5
1.9
0.4
0.3
0.3
0.6
1.1
0.8
0.7
1.1
1.3
0.3
0.8
2.4
0.5
2.9
0.6
0.5
0.4
0.5
0.2
0.5
1.4
0.9
3.7
5.9
1.3
0.6
2.5
2.1
2.0
1.7
2.1
5.6
1.4
1
Source: American Fact Finder at http://factfinder2.census.gov/faces/nav/jsf/pages/index.xhtml
% Hispanic/Latino included in % White.
3
Source: American Association of Community Colleges at http://www.aacc.nche.edu/pages/ccfinder.aspx
2
Industry and Occupation
Chipola: Calhoun, Holmes, Jackson, Liberty and Washington County combined to show
a 1.4% decrease in unemployment over the last year. Over the previous twelve months of 2012,
all five counties showed a decrease in the unemployment rate ranging from 1.9% in Calhoun and
Washington Counties to 1.5% in Holmes County. The level of employment increased by 503
from February through March 2013 with each county showing an increase in the number of
employed individuals. (Chipola Regional Workforce Development Board, Inc, March 2013)
The biggest challenge has been the loss of job opportunities with businesses closing their
doors. Along with that, Chipola College is among the smallest of the Florida colleges as
measured by student enrollment and ranks 26 out of 28. This impacts Chipola’s ability in
applying for grants or general funding for expansion.
The main economic base of the district is agriculture and forestry (Institutional Narrative,
2006) The region’s target industries include aviation, aerospace, defense and national security;
health science and human performance enhancement; renewable energy and environment;
transportation and logistics services, and two support industries of IT and research and
engineering.1 All five counties are members of the Northwest Florida Rural Area of Critical
Economic Concern (RACEC), and are represented by Opportunity Florida, a regional alliance
committed to economic development. The Northwest RACEC qualifies for tax incentives to
stimulate new business and expand existing industries.2
Future growth is expected to be fueled by the creation of Northwest Florida
Manufacturers Council, an alliance of 27 businesses formed to provide a unified and substantial
1
2
http://www.eflorida.com/FloridasRegionsSubpage.aspx?id=242
Source: Florida’s Great Northwest at http://www.floridasgreatnorthwest.com/regional-overview/demographics.aspx
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voice to represent the northwest Florida region. The council partnerships will be tasked to carry
out strategic priorities, of which, improved workplace skills of entry-level employees is one.3
TCC: The main economic base of the district, include government, trade, transportation
& utilities in Gadsden county; agriculture, natural resources & mining with the largest
percentage growth sector in information (10%). For Leon County, government, professional &
business services and education lead the economy; the largest percentage growth sector in Leon
County is financial services and activities (4%). In Wakulla County, government, trade,
transportation, & utilities, and professional & business services dominate the economy. The
largest percentage growth sectors include financial activities (8%), manufacturing, information,
(7%).4
TCC’s economic region target industries include aviation, aerospace, defense and
national security; Health science and human performance enhancement; renewable energy and
environment; transportation and logistics services, and the two support industries of IT and
research and engineering. Leon County aims to emerge from the recession by leveraging the
area's strength in higher education to recruit businesses and launch startups, (Interview with
Beth Kirkland, executive director of the Economic Development Council for Tallahassee/Leon
County, 2013).
Agriculture is the biggest economic driver for the rural north Florida counties, which
have struggled with high unemployment while the following points describe the statewide
economic environment:






Leisure and hospitality bottomed out in December 2009 but this sector has welcomed
110,000 more jobs — a 12 percent jump — as tourism boosters tout record numbers
of visitors to beaches and theme parks.
Health services, which exhibits a strong demand for nurses and home health care
aides, and leisure, hospitality and education are the only sectors that have more jobs
statewide now than before the economic downturn.
Construction was cut in half by the recession, while manufacturing lost a one quarter
of its workforce. The two contribute a combined 382,300 jobs lost since 2007.
The technology-heavy information sector (which includes publishing) has continued
to struggle since the recession.
Professional and business services, the core of Tampa Bay's economy, has only
recovered about halfway from its recessionary low.
Trade, transportation and utilities remains the largest employment sector with nearly
1.6 million workers, but it encompasses a wide variety of jobs, including most lowerpaying retail workers.
Florida, and the Northwest counties in particular, displays a variety of industries that make up
the statewide economy. Table 3 identifies the role of the IT professional within the diverse
Northwest Florida economy and compares IT professionals with professionals who work in the
Utilities industries, an industry that is frequently used as a benchmark (Field, 1990).
3
4
Northwest Florida Manufactureres Council at http://www.nwfmc.org/about-us.html
http://www.floridasgreatnorthwest.com/regional-overview/county-information/wakulla
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Table 3. Primary IT jobs & salaries in TCC and Chipola districts in Northwest Florida
IT Jobs
2012
IT Job Growth
2011-12
Avg. Earnings
Per Worker
Utilities Jobs
2012
Utilities Jobs
Growth
2011-12
2%
Avg. Earnings
Per Worker
NW Florida
10,556
0%
$49,216
105,740
$33,807
Average
Gadsden
212
10%
$42,340
2,930
4%
$35,811
Leon
3,462
0%
$50,310
22,018
0%
$33,468
Wakulla
47
7%
$32,228
1,255
6%
$28,630
Calhoun
23
5%
$49,946
866
4%
$29,188
Holmes
38
6%
$34,849
1,096
3%
$24,436
Jackson
174
0%
$45,090
3,515
2%
$33,619
Liberty
11
-8%
$34,309
281
6%
$27,707
Washington
52
0%
$29,596
1,356
3%
$33,393
Source: Quarterly Census of Employment and Wages (QCEW) produced by the Department of Labor and Regional Economic Information
System (REIS) published by the Bureau of Economic Analysis (BEA). Gathered from http://floridasgreatnorthwest.com/regionaloverview/county-information
Community colleges increasingly are expected to support the workforce development and
innovation economy in rural communities. Other pressures on the colleges include:






‘Green college initiatives’ and sustainable practices standards guiding college and
community choices, Decreasing state support of higher education,
Restraint on tuition increases
Increased cost for financial aid, thereby constraining student options for education
financial support
Dual enrollment and remediation revisions that impact college operations
A state funding model that that moves from a traditional ‘per capita’ investment strategy
to an outcome based system; and,
Traditional student (ages 17-24) that continues to drop.
The TCC research team perception includes the view that the economic climate may lead to
college costs that only allow a limited segment of the available population with the means to
obtain a traditional campus education. Other challenges to all schools in the northwest Florida
region include college readiness, remedial (developmental) education, workforce development,
educational technologies, student services, funding and grants, diversification of the population
and college completion.
The Public Environment
Chipola’s key stakeholders include student, businesses, faculty, college employees, the
Board of Trustees and local governments in the five counties that comprise the service district,
Calhoun, Holmes, Jackson, Liberty and Washington. Organizations that are particularly
interested in Chipola’s activities include Washington Holmes Technical Center (WHTC) in
Chipley, Florida; the Chipola Regional Workforce Development Board (now called
CareerSource Chipola); Jackson County Economic Development Council; Haas Center at
University of West Florida (UWF), Florida’s Great Northwest economic development group;
Chipola College Foundation; and, area chambers of commerce and other economic development
agencies.
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TCC heavily identifies with Tallahassee in Leon County. Although Tallahassee serves as
Florida's capitol, this friendly, diverse community is located far from the state’s large cities,
glamorous resorts and sunny beaches. Tallahassee is “isolated from the rest of the state” and
“doesn’t look like the rest of Florida” (T.D. Allman, Finding Florida, 2013).
Tallahassee is a center for trade and agriculture in the Florida Panhandle. Its major
private employers include a General Dynamics Land Systems manufacturing facility (military an
combat applications), the Municipal Code Cooperation, which specializes in the publication of
municipal and county legal references, and a number of national law firms, lobbying
organizations, trade associations and professional associations, including the Florida Bar and the
Florida Chamber of Commerce. It is recognized as a regional center for scientific research, and
is home to the National High Magnetic Field Laboratory. TCC in Tallahassee serves as a vital
catalyst to foster workforce development, nurture civic engagement, and prepare students to
transfer to baccalaureate institutions. In this capacity, TCC works closely with educational and
workforce partners on strategic initiatives to meet regional needs. Both Chipola and TCC report
similar competitive environments that include:





Competition for Students (8): e.g., for-profit schools with online programs; private,
public and online institutions; Florida Online University;
Declining Enrollment (8): e.g., decline in high school graduates, decline in out-ofdistrict students, declining number of traditional college-age students, changes in
financial aid impacts enrollment;
Relationships with Universities (6): e.g., Change relationship with FSU, 4 year
institutions not wanting transfer students, FSU’s limited access programs;
Budget/Funding (6): e.g., decline in state funding, lack of PECO funds; and
Entering Students Unprepared for College (5): High schools don’t teach higher level
courses, lower academic achievement in K-12, student readiness is not improving.
Other for profit education institutions, other regional, state supported education institutions such
as Gulf Coast State College and schools in neighboring states of Alabama and Georgia also
compete for students in the TCC and Chipola districts.
School Characteristics
Table 4 describes the demographic character of the schools’ students, faculty and
administrators for gender and race.
Table 4. Primary school demographics
%
Male
Chipola
Students
Faculty
Staff
TCC
Students
Faculty
Staff
%
Female
%
White
%
Black/Afr.
American
%
Hispanic/Latino
%
Other
Race
37
47
48
63
53
52
77
87
82
17
9
15
3
3
1
3
2
2
47
46
58
53
44
42
49
73
53
33
20
40
9
4
4
8
3
3
Source: National Center for Education Statistics, Integrated Postsecondary Education Data System at
http://nces.ed.gov/datatools/index.asp?DataToolSectionID=2
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Economic Environment
The economic environment for each institution is presented as a two-year view of both
revenue and expense sources as a percentage of total revenues and based on the revenue and
expense per full-time student equivalent enrollment (FTE)(Appendix XX). The FTE is calculated
based on fall student headcounts reported by each institution to the IPEDS Enrollment reporting
database.5
TCC reported that the expectation of return on investment (ROI) for degrees has
intensified, with fundraising, grants and new revenue streams driving a new business model for
colleges. The TCC Strategic Enrollment Plan guides administration attempts to identify and
recruit students for multiple education settings. Other factors noted as factors contributing to the
current TCC economic environment include:






Distance learning and decreasing tech costs provide scalable opportunities;
Targeted industry growth and economic development within region expand local
employment;
The global marketplace for goods and talents provides opportunities for graduates;
Dual enrollment and remediation requirements impact college operations
Legislative and executive branch tampering continues; and
Even as public funding decreases, number and cost of federal and state regulations
increases State funding model moves from traditional per capita investing to outcomebased system, causing further strain during transition.
While enrollment of "traditional student" (17-24) continues to drop due to decline in national and
especially regional pipeline, the expectation of immediate gratification and the diversity of
expectations grow and strain customer service.
Chipola’s financial resources are “extremely complex” (Emails and conversations with
Steve Young, Dr. Froh and JV Mathis during the month of September 2013). Because of the
reliance on state funding as well as Postsecondary Education Planning Commission (PEPC),
Public Education Capital Outlay (PECO) and Full-Time Equivalent (FTE) funding, the
environment for annually allocating resources is uncertain. Other factors impacting Chipola
include the aging workforce and the impending retirement of key employees within the next
three to five years, including nine leadership or administrative positions by December 2015,
including the school’s president, Dr. Gene Prough.
Workforce Relationships
TCC uses the Targeted Occupation List (TOL) for the State of Florida, the Regional
Occupation List (ROL) for Region 5 (local counties), the Occupational Outlook Handbook and
information from the members of our Advisory Board members. Advisory Board members are a
critical source of information concerning employer needs and new industry trends/skills. The
5
Integrated Postsecondary Education Data System (IPEDS) at http://nces.ed.gov/ipeds/glossary/index.asp?id=854
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TCC Career Center has an Internship and a Job Placement Program. The Program Directors have
close contacts with local employers and attend numerous business events to gather information
about current needs.
Chipola works closely with the five counties and the businesses that are there. Chipola also
relies on an IT advisory group comprised of education, government, employment, health,
technology and transportation representatives for planning decisions. Key to implementation of
any program is its ability to get jobs, so the Career Resource Center (aka OneStop) opened an
office on the Chipola College campus in February, 2013, as the result of a partnership between
Chipola College and the Chipola Regional Workforce Development Board. OneStop plays an
important role in determining employer demand in order for the school to facilitate supply and
provide needed outplacement. Chipola invites the advisory groups to campus two times a year
for updates on the Business and IT programs, lunch, and then breakout sessions into each
focused area. Chipola is in the process of adding a representative to the advisory group in the IT
area from the Family Dollar Warehousing facility in Jackson County, Florida.
College Role in the Community
TCC’s community counts on the school to fulfill key college pathway roles that support
the efforts of students’ transition to full-time employment or a four year academic education.
Examples of priorities include:






Proactive partnering across the "Talent Supply Chain" (pre-K-12,higher
ed,workforce);
o Workforce and vocational training remains high priority; and
o The shifts in college culture from access to completion, with the revision of
Florida College System’s developmental education requirements.
Assessment and evaluation allows for more responsiveness innovation and
adaptability as the at-risk student population continues as a key market for growth;
Economic imperative to produce STEM (Science Technology Engineering & Math)
graduates.
Colleges provide value-added training like communications, creativity, arts, and
"soft-skills."
Articulation agreements increase relationship and exchange between
FSU/FAMU/others; and
Business partnerships that increase opportunities to "train in place.”
Chipola’s priorities include the establishment of advisory groups, stakeholders, and the
Board of Trustees that help administration determine current and future needs and course of
action, in addition to state FSC, FDOE and/or federal mandates. Chipola has responded to a
recent challenge from Governor Rick Scott’s office for all schools in the Florida College
System to develop a three year baccalaureate degree that costs $10,000 or less, with a
proposed program, the Chipola Exceptional Student Education, that includes a $3000 subsidy
by the school’s private scholarship foundation (APPENDIX XX).
Chipola also seeks to provide an educated workforce to help with economic development
recruiting of businesses into the community. Data generated by the Haas Center about ten
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years ago indicated that 35% of those employed in the Florida panhandle are underemployed,
based on their education and skill sets.6 Therefore the Florida Panhandle communities often
face a ‘brain drain’ as young adults seek higher paying jobs and lifestyles outside the region.
Institutional Identity
Vision, mission, and goals
Tallahassee Community College
a. Vision: “To be recognized as the college of choice.”
b. Mission: “The mission of the college is to provide a learning environment that prepares
students for success in a global economy by offering higher education pathways,
workforce opportunities and civic engagement experiences.”
c. Goals broken down into 9 categories, with objectives delineated for each (Appendix
XXX has a complete Strategic Plan for TCC):
1. Student Access – Provide accessible programs, services and experiences that
increase the opportunity for students to define and reach their educational and
career goals;
2. Student Success – Deliver quality academic programs and learning support
services with the appropriate environment and resources for learning;
3. Technology – Provide appropriate technology and services to facilitate teaching
and learning as well as institutional effectiveness and efficiency;
4. Demand-driven programs – Align programs to meet academic and workforce
needs;
5. Enrollment – Develop and implement a strategic enrollment management process
designed to increase student and institutional success;
6. Communications/Marketing – Develop and implement an institution-wide and
data-driven strategic communications/marketing plan;
7. Talent - Hire, develop and retain the best talent for the present and future needs
and diversity of the college;
8. Stewardship - Provide effective stewardship to enhance new and existing
revenues and resources that promote growth and increase cost effectiveness; and
9. Partnerships - Cultivate relationships with community, state and national partners
that strengthen our region’s cultural enrichment efforts and economic/workforce
competitiveness.
Chipola College
a. Vision: “Chipola College promotes learning and student achievement through
excellence, opportunity, diversity, and progress.”
6
Carr, P.J. and Kefalas, M. J. (2009, September 21). The rural brain drain. The Chronicle of
Higher Education. Retrieved from http://chronicle.com/article/The-Rural-Brain-Drain/48425/
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b. Mission: “Chipola is a comprehensive public college whose mission is to provide
accessible, affordable, quality educational opportunities to the residents of Calhoun,
Holmes, Jackson, Liberty and Washington counties and to all others who choose to
attend. The college creates a student-oriented atmosphere of educational excellence
and maintains an intellectual environment which inspires the full development of
each individual’s goals, abilities and interests. Because there is no substitute for
quality instruction, the college empowers faculty members to establish and achieve
the highest possible standards. The college also promotes a strong working
relationship with communities, businesses, state agencies, and other educational
institutions.”
c. Goals (listed as Success Factors with accompanying Goal):
Success Factor 1: Quality Educational Programs
Institutional Goal 1: Provide quality instruction in academic, workforce
development, and continuing education programs, including sufficient instructional
support to meet the needs of students.
Success Factor 2: Effective Marketing, Recruitment, and Enrollment
Institutional Goal 2: Present the college and its programs in positive ways, making
every effort to attract and enroll as many students as possible by marketing the
college in a variety of methods and enrolling students in efficient and customeroriented ways.
Success Factor 3: Student Retention, Satisfaction, and Completion
Institutional Goal 3: Provide a wide-range of academic, developmental and support
services to help retain students in programs by increasing the percentage of students
who remain continuously enrolled through completion of a degree or certificate.
Success Factor 4: Responsible Resource Management
Institutional Goal 4: Promote the responsible management of resources by
maintaining sound fiscal operations, seeking additional resources, improving college
facilities, and providing an environment conducive to progressive implementation of
technology.
Success Factor 5: Staff and Organizational Development
Institutional Goal 5: Encourage staff and organizational development by supporting
an efficient and productive work environment where employees demonstrate
competence, integrity, and professional excellence.
Success Factor 6: Community Involvement and Development
Institutional Goal 6: Foster strong community involvement and workforce
development by supporting local and state economic growth and encouraging
intellectual, civic, cultural, recreational, and service activities.
Success Factor 7: Post-Chipola Student Satisfaction and Success
Institutional Goal 7: Maintain a strong reputation for promoting student
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satisfaction and long-term success by equipping students with the knowledge and
skills necessary to pursue their goals and become more productive citizens.
Chipola also lists Objectives for their Strategic Plan:
 Educational programs which include general and pre-professional classes
leading to the Associate in Arts degree for transfer into baccalaureate degree
programs;
 Baccalaureate degree programs which produce educated and capable
professionals prepared for successful careers or advancement to graduate
degree programs;
 Workforce Development programs leading to Associate in Science degrees
and Certificates of Training to prepare students for careers;
 Continuing Education opportunities for professional and personal
development; and
 A broad range of enrollment and student services and instructional and
administrative support to facilitate student success.
Top internal and external issues
TCC


Internal
1. Enrollment;
2. Technology; and
3. Processes and Procedures.
External
1. Competition;
2. Funding; and
3. Relationships with Universities.
Chipola


Internal
1. Aging Workforce;
2. Technology; and
3. Static Enrollment; the college is the leader of local area enrollment, but recruiting
outside its geographic boundaries is usually limited to athletics programs.
External
1. Technology keeps moving faster;
2. Economy; and
3. State Funding.
School accreditation program(s)
Tallahassee Community College is accredited by the Commission on Colleges of the
Southern Association of Colleges and Schools to award the Associate degree.
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Chipola College is accredited by the Commission on Colleges of the Southern
Association of Colleges and Schools to award Baccalaureate degrees, Associate in Arts degrees,
Associate in Science degrees, and Certificates of Training. The college is also a member of the
American Association of Community and Junior Colleges, the Southern Association of JuniorTechnical Colleges, the Florida Association of Colleges and Universities, the American Council
on Education, the Council for Resource Development, and other national professional
organizations for institutions of higher learning.
The college achieved “candidacy” status with the National League for Nursing
Accrediting Com-mission (NLNAC) in 2013 and will soon complete requirements for full
NLNAC accreditation of all nursing programs.
The college is also accredited by the Florida Board of Nursing, Criminal Justice
Standards and Training Commission, Florida Department of Law Enforcement (FDLE), Florida
Department of Children and Family Services, Bureau of Emergency Medical Services, Bureau of
Fire Standards and Training, National Auto Technicians Education Foundation (NATEF), and
International Conference on Automotive Collision Repair (I-CAR).
Institutional Self-Assessment
Figure 1. Analysis of Strengths/Weaknesses/Opportunities/Threats (SWOT)
TCC Strengths
TCC Weaknesses
TCC Employees : e.g., dedicated faculty and staff,
committed to excellence, caring and compassionate
faculty and staff, faculty credentials
Educational Programs : e.g., AA transfer, AS and
certificates, diversity of programs, flexible scheduling,
meet community needs
Reputation : e.g., reputation for quality education,
recognized as a great place to work, recognized as a top
degree producer
Cost/affordability : e.g., affordable tuition
College Mission : e.g., open access, focus on teaching
and not research.
College Processes and Procedures : e.g., lack of written
procedures, ineffective process support, complicated and
inefficient, units work in silos
Communication : e.g., poor throughout campus,
ineffective internal communication, lack of
communication regarding updates/revisions to internal
processes and training
Technology : e.g., ERP System, Integrow, out-ofdate/ineffective, non-supported
TCC Opportunities
TCC Threats
Community Outreach Efforts : e.g., increase TCC’s
presence in the community, provide life-long learning
programs for county citizens, become a training hub for
community, grow workforce programs, connect with K12.
Recruitment and Access : e.g., recruit
untapped/underserved populations, recruit veterans and
international students, recruit students from outside
service district into online programs, partner with high
schools, promote strategic enrollment management.
Information Institute
Competition for Students: e.g., for-profit schools with
online programs; private, public and online institutions;
Florida Online University.
Declining Enrollment : e.g., decline in high school
graduates, decline in out-of-district students, declining
number of traditional college-age students, changes in
financial aid impacts enrollment.
Relationships with Universities: e.g., Change
relationship with FSU, 4 year institutions not wanting
transfer students, FSU’s limited access programs.
Budget/Funding: e.g., decline in state funding, lack of
PECO funds.
13
Chipola Strengths
Faculty
Dedicated Staff
Small Class Sizes
Low Costs
Personal Touch
Chipola Weaknesses
Aging Workforce
Technology
Rural Community
Static Enrollment
Chipola Opportunities
Chipola Threats
Near-future retirements - These changes will dictate a
need to recruit faculty and administrators; this could lead
to opportunities to hire outside the geographic region,
creating a fresh culture of learning and perspective.
Improve technology – Create system of continual
replacement and updates.
Add new programs– flexibility in course offerings will
ensure that certificate / credentialed programs of study
are offered as needed when businesses move into the
region.
Improve Community Outreach - Work more closely
with all the county chambers and businesses
New colleges along the border – The Alabama College
of Osteopathic Medicine could be a source of enrollment
for Chipola’s undergraduates who desire a career in
medicine.
Recession -Persisting for a longer period of time in rural
communities.
Funding – there is lack of continuity and support to the
existing funding system
Competition - Online programs of study and courses,
including MOOCS, threaten enrollment.
New colleges along the borders –Colleges in other
states and regions threaten to recruit Chipola’s high
school graduates and returning adult students with
inexpensive (though comparison data indicates costs are
similar) tuition and more flexibility in delivery.
Student Recruitment & Retention
TCC conducts in-person visits at the high schools and to locations around the community.
TCC also utilizes online/virtual methods to recruit students such as online and virtual fairs for
domestic and international students. Additionally, TCC hosts college nights and information
sessions on campus as well as offers new student tours and admissions information sessions to a
wide array of audiences. The success rate of various recruitment strategies is 75% or higher.
Recruiting strategies are measured by total applications and yield rates.
Chipola has partners in each of the 14 high schools in the college district. These partners visit
the schools on a regular basis to meet the students and to provide information about the college.
Student Ambassadors from Chipola visit each high school in the district once a year. Chipola
hosts Senior Day in which all area seniors visit the college campus for a day of tours and fun.
Chipola also partners with the Chipola Regional Workforce Board, Inc. to provide a fall career
fair, usually held in November. All five school districts (each county is classified as a K-12
school district) send their high school students to the fair. Chipola’s Public Relations office
regularly promotes all college programs in the media and online. No data is maintained on the
success rate of recruiting strategies but success is measured by enrollment figures.
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Table 5. Fall 2012 Enrollment
Total enrollment
Undergraduate
First-time degree/
Certificate Seeking
Graduate
Chipola College
Fall 2012 Enrollment: Early Estimates
Part-time
Full-time
Total
1,296
948
2,244
1,296
948
2,244
Tallahassee Community College
Fall 2012 Enrollment: Early Estimates
Part-time
Full-time
Total
7397
6840
14,237
7397
6840
14,237
91
311
402
834
1,912
2,746
0
0
0
0
0
0
Source: National Center for Education Statistics, IPEDS Data Center, 2013.
All of Florida’s colleges are ‘open door’ institutions so all students who seek admission
become students. However several ‘programs’ within TCC recruit students to specific programs
of study. TCC hosts “information nights” for designated programs – the IT program has been
highlighted in such events. The Technology and Professional Programs (TPP) Division (which
houses the IT programs) has a Career & Technical Education (CTE) specialist who visits high
schools and technical institutions to promote our I/T programs and to solidify articulation
agreements. A student-led IT club promotes social and informational events to help attract
students. TCC’s Vice-President for IT and the Director of TPP are board members for TALtech,
a local non-profit organization that promotes technology-based entrepreneurship and are
members of the Education subcommittee. TCC uses this network to provide students with access
to industry professionals which also extends recruitment efforts. TCC actively uses public
relations materials and the Communications Department generates news releases to highlight IT
program and student accomplishments.
The Learning Commons provides learning and technology assistance, resources, and
computer access to all currently enrolled TCC students and university partners. A multicultural
staff of learning specialists, tutors, student success specialists and faculty collaborate to assist
TCC's diverse student population in identifying and using resources. The Learning Commons
offers a broad range of services including the following:
•
Learning support, including many textbooks, calculators and hands-on activities;
•
One-on-one and small group tutoring provided by faculty and trained staff;
•
Study rooms and open access computers;
•
Technology and multi-media support;
•
Handouts, science models and electronic resources; and
•
Workshops and seminars.
TCC uses Early Alert Progress Reports to track students’ performance and prevent them from
dropping out of college.
As is common with most college students – TCC students face time-management,
financial and academic challenges. Traditional financial aid options are available to all TCC
students. TCC has a large, well-staffed complex called then “Learning Commons” (LC). The LC
offers academic and study skill support to all students. Students can take advantage of group
study sessions, workshops and individual tutoring. Assistance is available for general reading,
writing, study and time-management skills. Discipline specific tutors are also available for most
STEM areas.
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TCC students are facing the similar challenges as other community college students
nationwide. Several recent studies found that black and Latino community college students are
failing to advance because many have graduated from low-performing high schools that illprepare them for college work. These students then end up at similar two-year institutions with
poor transfer records. More than half of first-time in college black students were placed into at
least one developmental education class. The graduation rate for black students was lower than
their white counterparts.
Chipola’s public relations office has done an article and photo feature about the program
and conducted a $5,000 campaign in July 2013 that included direct mail pieces to veterans along
with ads in local newspapers. Chipola’s Academic Center for Excellence provides free studenttutoring for all classes. Faculty is asked to provide information about students with excessive
absences or failing grades. These students are contacted by Student Services and are offered
strategies to help them succeed.
Approximately 140 students are enrolled in Chipola’s Student Support Services (SSS) also
known as the TRiO program.7 These students receive additional services from the staff,
including:










Tutoring
Resource Library
Grant Aid Scholarships
Academic Advising
Financial Aid Advising
Career Exploration
University/College Transfer Assistance
Peer and Professional Mentoring
Workshops on a variety of topics
Cultural trips and University visits
Chipola College also has a TRiO program for middle and high school students called Talent
Search. The Talent Search Program serves students in the six middle schools and 12 high
schools in the region, serving a total of 600 students. Criteria for program funding include that
two-thirds of the participants must be a potential first generation college student (neither parent
has earned a bachelor’s degree) and whose income falls within the federal guidelines set by the
U.S. Department of Education. Program services include:






7
Academic needs assessment / Support;
Personal attention and counseling;
Career guidance and college exploration;
Tutoring, study and test-taking skills training and services;
ACT and SAT preparation;
ACT/CPT fee waiver;
Chipola’s TRiO program can be found at http://www.chipola.edu/SSS/index.htm
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








Assistance in completing college admissions applications;
College application fee waiver;
Information on student financial assistance;
Assistance in completing financial aid applications;
Assistance in scholarship searches and applications;
Field trips to universities, state and community colleges, and technical centers;
Cultural enrichment activities;
Continuous, sequential services from 6th through 12 grades; and
Referrals for job seekers.
Chipola College Offices of Development & Planning and Information Systems/Technology
publishes a month accountability statement and institutional effectiveness factsheet, Chipola
Facts (see http://chipola.edu/Planning/January%202013.pdf) . A copy of the January, 2013
edition describes the 2012 graduating student survey results that included 200 respondents from
the spring, 2012 graduating class. Questions include student description of their experiences at
Chipola, including social, cultural and academic perspectives; student assessment of the school’s
success in fulfilling its Mission and Purpose; student satisfaction with services, teaching, and
activities; student satisfaction with the use of instructional technology; and, student selfassessment on issues such as stressors faced, coping mechanisms, class attendance and resource
use; and, student satisfaction with academic advising & orientation, the Academic Center for
Excellence, and Desire To Learn (D2L) integrated learning platform used for distance/online
learning.
Chipola identifies student persistence factors and actively supports efforts to improve
retention that include:




Being college ready – Chipola offers many supportive classes to prepare students who
may not be ‘college ready’and also have the ACE building for student tutoring;
Finances – Chipola strives to get as much financial aid for the student as possible;
Technology – Acknowledging that having high speed internet is a huge problem in a
rural area that often is cost prohibitive if available;
Ability to balance school with other life demands – the economy, family class loads
all take a big toll on students and their ability to juggle them all. Chipola has small
class sizes and enrolls students in classes that provide workloads manageable with the
demands of work and family responsibilities.
Workforce Development
The Workforce Development (WD) Division at TCC offers non-credit and PSAV (clockhour) programs. WD also contracts with employers to supply I/T training. WD offers non-credit
workshops to help community members increase their technology skills. The VP for WD is
Kimberly Moore who has a long history of working with the local Workforce Board. TCC Board
of Trustees member, Karen Moore, is the Chairman of the Tallahassee EDC (Economic
Development Council). TCC’s President, Jim Murdaugh, is Chair-elect. The connection
between TCC and local employers is strong at both the credit and non-credit level.
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Table 6. describes the proportion of full-time, first-time undergraduate financial aid behavior and
the average amount of aid dispersed to each.
Table 6. Financial Aid for Full-time, First-time undergraduates.
Chipola College
2011-12 2010-11 2009-10
91%
88%
83%
Percent of full-time first-time undergraduates
receiving federal state local or institutional
grant aid
Percent of full-time first-time undergraduates
94%
93%
receiving any financial aid
Average amount of federal grant aid received
$4404
$4719
by full-time first-time undergraduates
Average amount of institutional grant aid
$4333
$3509
received by full-time first-time undergraduates
Average amount of state/local grant aid
$2330
$2386
received by full-time first-time undergraduates
Average net price-students receiving grant or
$4520
$4288
scholarship aid 2011-12
Source: National Center for Education Statistics, IPEDS Data Center, 2013.
Tallahassee Community
College
2011-12 2010-11 2009-10
78%
77%
72%
90%
84%
82%
79%
$4888
$4553
$5243
$5049
$4058
$1124
$1138
$1017
$2582
$1515
$1722
$1666
$4116
$4837
$4125
$4210
Technological Environment - TCC
TCC describes their technological environment as one in which learners have more
information readily available with greater access to education for anyone, anywhere. Once a
course has been designed for an online environment, it can be scaled easily. TCC’s market
research skills and adaptable technologies make them responsive and TCC constantly stays ‘a
step ahead’ of demand by designing, promoting and delivering the courses that students and the
market want and need. Influences include innovative formats and applications such as:
•
•
•
•
•
•
•
•
Massively Online Open Courses (MOOCs);
Social networking systems;
Open sourcing of educational resources;
Mobile computing in which mobile tools (e.g., e-Books, tablets, smart phones)
allow for a BYOD (Bring Your Own Device) campus;
Virtualization to provide greater cloud access and resources for educational
purposes;
Cloud computing and outsourcing of IT or technology solutions provides
affordable solutions and/or creates a revenue stream (if we are the provider of
outsourced services)
Visualization provided by geospatial technologies; and
Technology-enabled augmented reality experiences.
Innovations are regularly and easily integrated into the education model, enhancing
student success and learning outcomes, but they are accompanied by challenges that include a
tech-savvy student body whose technology adoption far outpaces that of faculty and competing
institutions implementing new distance learning options. The online environment requires TCC
leadership to rethink operations such as student advisement, alternative library services,
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accessibility and cross-platform issues and funding sources in face of decreasing state support of
higher education and restraint on tuition strains budgets. Greater demand for more high-speed
Internet bandwidth that meets the needs of students and classes diverts funding from other
institutional needs.
Technology Plan
The school does have a technology plan that it is updated yearly. The current plan can be
found at: https://www.tcc.fl.edu/Current/Helpdesk/Pages/TechnologyPlan.aspx. TCC charges
the student a technology fee which covers:
•
•
•
•
•
Classroom computers and computers for lab areas;
Audio-visual (AV) equipment;
Specialized computer equipment;
Science labs;
Simulation center for Allied Health Programs ( Sim Center)
TCC also charges a Distance Learning (DL) fee for web-based classes. This fee supports
BlackBoard and associated infrastructure for delivery of DL classes. Students/faculty/staff have
access to remote wireless Internet access and computer labs/classrooms with wireless Internet
access. The College has a Strategic Educational Technology Committee chaired by the vicePresident of IT. The IT Department hosts annual meetings with department and division
administrators to review current technology and upcoming needs.
While TCC has a plan to replace all college-owned computers on a regular 5-year basis,
funding has been insufficient to implement this plan. These systems are evaluated annually to
ensure that they are meeting the needs of the College. TCC has just entered into an agreement to
replace the College's student, financial and human resources (HR) systems with products from
Workday. Implementation on the HR and the finance department will start in Fall 2014.
Technology support for students
The IT Help Desk will answer technical questions that students have about the services
TCC provides; the Help Desk does not answer questions related to student personal computers.
Aside from the infrastructure support, IT students have access to discipline tutors via the
Learning Commons. Additionally, the TPP Division hires lab assistants to assist faculty during
hands-on classes which allows students individual assistance during a class session. Lab
assistants also provide specialized classrooms outfitted with a variety of hardware and software
to be used as labs by students when classes are not in session. This gives students extra time and
support to practice IT concepts and work on required projects.
Aside from hiring students as tutors and lab assistants for IT programs, TCC has both an
Internship and Job Placement program via the Career Center. Students have opportunities for oncampus and off-site internships. The Career Center works closely with local employers and
campus personnel to create strong relationships that keep students connected with internship and
employment opportunities.
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The technology skills students need to be successful at the school include:
•
•
•
•
•
•
Effective keyboarding & basic word processing skills;
Understanding of file and directory structures for both document handling and web
design functions;
Ability to navigate Blackboard for student coursework and support materials;
Ability to use e-mail including the use and submission of attached files;
Ability to read and understand how to use IT textbooks and other technical materials; and
A commitment to practice IT concepts.
Becoming proficient with IT is a different kind of skill that requires a unique approach that
includes student ‘hands-on’ experience – TCC faculty believe that practicing technology use is a
basic requirement and is “a different kind of studying” (TCC Environmental Scan submission,
2013, p. 13).
Technological Environment - Chipola
Because Chipola serves a much smaller student population, the description of the
technological environment is understandably simpler, but aspirational as well. Chipola describes
a technological base that supports:
•
•
•
•
•
•
•
A virtualized server environment;
Storage Area Networks (SANs);
ISP Load Balancing;
10/100/1000 Base-T Ethernet;
Classroom interactivity that includes mobile computing, open sourcing of educational
resources and use of social networking systems;
Web content filtering; and
Cloud email and data storage.
Innovations that will enhance student learning outcomes and support Chipola’s strategic
plan include:
•
•
•
•
•
Voice Over Internet Protocol (VoIP)
Applications for increased use of mobile devices for both the Learning Management
System (LMS) and student record access;
Content management for educators and administrators;
Expanding classroom interactivity with improve Internet access and infrastructure; and
Single sign-on access to all school resources.
Technology Plan
The school does have a technology plan as part of its organizational unit plan. The plan is
updated yearly but unlike TCC, Chipola’s technology plan not available to the public. Chipola
also charges the student a technology fee which goes into a fund that is used to refresh
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technology on campus. The technology fee may be used to cover refresh of technology students
use every day such as lab computers, wireless Internet access, learning management systems, and
printers, among other expenses.
Chipola provides both wired and wireless access to students and employees. Guests may
also access the wireless network. Web-content filtering is enabled, but mainly filters
pornography, malware/spyware, and certain violent content. Accessibility needs are often
evaluated as potential problem areas are identified. Needs and/or circumstances often force the
evaluation of existing service provision and changes are made to address these needs on a case
by case basis. However, we do have a process for evaluating and prioritizing replacements as
funds are made available. The frequency of upgrades and replacements follow a five to seven
year regimen for most equipment.
Current Enterprise Resource Planning and Management (ERPM) systems are always in
maintenance mode. The Northwest Regional Data Center (NWRDC) in Tallahassee provides
hosting services for Chipola’s ERPM. NWRDC is responsible for all systems and hardware
maintenance and support. As Chipola transitions to Jenzabar EX, upgrades will be released
three times per year, roughly four months apart. As for the LMS, since the product is in the
cloud, updates are performed regularly without downtime. Local hardware needs will be
dictated by the software releases and equipment performance/reliability.
Technology support for students
The Chipola Help Desk will answer technical questions that students have about the
services the school provides but offers limited help for student personal computing problems.
The technology skills students need to be successful at Chipola are similar to TCC’s:
•
•
•
•
•
Basic operating system knowledge (navigation);
Effective keyboarding & basic word processing skills;
Basic logic and troubleshooting skills;
Ability to use e-mail including the use and submission of attached files; and
Ability to read and understand how to use IT textbooks and other technical materials.
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Information Technology Programs and Enrollments
Cost of Attendance
Table 7. Current Year (2013-2014) Cost of Attendance
AA/AS/Certificate Programs per Semester Hour
Costs for Florida Residents
Alabama and Georgia
All Other Out of State Residents
Workforce Development per Clock Hour
Florida
Alabama and Georgia
All Other Out of State Residents
Chipola
College
$102
$103
$296.35
Tallahassee
Community
College
$98.83
N/A
$375.99
$2.55
$2.56
$9.21
$2.60
N/A
$10.40
Source: Respective school websites/self reported data.
TCC’s website states that the cost per credit hour is below the Florida median for
community colleges. The website provides a calculator that estimates the cost of attendance for
a variety of profiles based on selected characteristics such as marital status, living arrangements,
age and number of dependents. The assumption is that the student will enroll as a full-time
student with 12 credit hours. For a 20-year old single student without dependents but living on
his/her own, the 2012-2013 estimated expenses total $12,911 and total estimated grant aid was
$2,502. Tuition was estimated to be $2,232; estimated room and board charges were $6000;
books and supplies were $800; and other expenses were $3,879.
Chipola’s estimates are almost the same but the institution provides support from its
Foundation and its association with the Chipola Workforce Board, which pays a combination of
fees on behalf of its participants:








IT exams, such as CompTIA A+,
Network +,
Server,
Windows,
Cisco,
LabSim,
Transcender,
Books and classroom supplies
Potential total: $1,400
The average cost for first year IT students is $800, which includes books, classroom supplies,
LabSim, Transcender, and CompTIA A+ (2) exams.
IT Program Enrollments
Each school reported enrollment for the three year period beginning with the term of Fall
2011-Spring 2012 through Fall 2013-Spring 2014. Each table reflects data that is the result of
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internal analysis which was used to provide the most current, granular view of enrollment data
for these programs.
TCC displays IT enrollments for all IT programs for the preceding two years; current
information for the 2013-2014 academic year is pending. (Appendix XX). Chipola displays
enrollments by term and with new enrollees indicated, providing a running total of students in
each program offered.
Table 8 displays the employment data of the students completing each of the IT programs for
TCC, Chipola and the state of Florida.
Table 8. Employment Tracking for Chipola, TCC and all Florida IT students
Program Title
Chipola
Networking Services
Technology
Computer
Information
Technology
TCC
Networking Services
Technology
Computer
Programming and
Analysis
Computer
Information
Technology
Internet Services
Technology
Florida Totals
Networking Services
Technology
Computer
Information
Technology
Total
Freq
Number
Employed
Percent
Employed
Full Qtr
Avg
Earnings
Identified
as Job
Related
Continuing
Education
Current
Placement
Rate
-0-
-0-
-0-
-0-
-0-
-0-
-0-
-0-
-0-
-0-
-0-
-0-
-0-
-0-
-0-
7
87.5
n/a
71% (n=5)
100% (n=2)
71%
-0-
1
50
n/a
100%
(n=1)
25% (n=1)
100%
-0-
1
100
n/a
-0-
2
40
248
169
177
120
-0-
100%
n/a
100%
(n=0)
100%
(n=1)
20% (n=1)
100%
68.2
$9,852
33%
(n=56)
42.7%
(n=106)
71%
67.8
$8,343
42%
(n=42)
41.8%
(n=74)
73%
Source: FETPIP, 2013. Available at http://www.fldoe.org/fetpip/
At TCC, every AS degree program has an Advisory Board that consists of local
employers. Each year, faculty meet multiple times with Advisory Board members to discuss
current trends, future trends and employer needs. Employer input is one important method for
assuring that curriculum is aligned with local needs. Additionally, data from the Targeted
Occupation List (TOL) and Regional Occupation List (ROL) are used to ascertain needs. The
Internship and Job Placement Directors in the TCC Career Center work diligently with local
employers and keep faculty informed of needs and trends.
TCC uses Starfish software (http://www.starfishsolutions.com/sf/about.php ) to assist
with student retention and generate early alert signals to allow student support specialists
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aggressively intervene with success strategies. The overall process of tracking student progress is
under review and revision. TCC does not have a formal process for tracking students after
graduation. The College relies upon the Integrated Postsecondary Education Data System
(IPEDs) to track transfer and employment outcomes. Data is reviewed annually and is used to set
goals and targets for subsequent years.
Chipola’s mix of IT courses are driven by empirical studies of local employers, with a
focus on those occupations with the most growth such as emergency medical technicians
(EMTs), paramedics, nursing, corrections, law enforcement and cosmetology. The school
conducts outcomes assessment and tracking is completed by the H1B with the assistance of
faculty and the Workforce board. Chipola also relies on external sources for student pathway
information such as the Florida Education and Training Placement Information Program
(FETPIP) and the Employ Florida Marketplace.
Faculty
Chipola employs 3 full-time and two part-time faculty in the IT programs within the NSF
ATE study. Four of these possess masters degrees along with other technical certifications.
Faculty are evaluated annually by Chipola’s Dean, Gene Prough. Faculty engage in professional
development focused on student success and educational time management and also complete
industry certifications that are often funded by grants.
Table XX. Faculty of IT Programs in NSF ATE study
Total
% FT
% PT
%
Staff
Masters
Degree
Chipola 5
3
2
4
TCC
Total
Information Institute
%
PhD
n/a
24
References
References for Environmental Scan Template Development
Andreasen, A. R., & Kotler, P. (2008). Strategic marketing for nonprofit organizations. Upper
Saddle River, NJ: Pearson/Prentice Hall. 74-89.
Brent D. Cejda, B.D. & Leist, J. (2006): Challenges Facing Community Colleges: Perceptions of
Chief Academic Officers in Nine States, Community College Journal of Research and
Practice, 30:3, 253-274
Karim, N.S. A. (2004). The link between environmental scanning (ES) and organizational
behavior: Implications for research and the role of information professionals. Library
Review, 53(7), 356-362.
Maier, J. L., Rainer, R. K., & Snyder, C. A. (1997). Environmental scanning for information
technology: An empirical investigation. Journal of Management Information
Systems, 14(2), 177-200.
Pashiardis, P. (1996) "Environmental scanning in educational organizations: uses, approaches,
sources and methodologies", International Journal of Educational Management, 10(3),
5-9.
Saxby, C. L., Parker, K. R., Nitse, P. S., & Dishman, P. L. (2002). Environmental scanning and
organizational culture. Marketing Intelligence & Planning, 20(1), 28-34.
U. S. Department of Agriculture-Economic Research Service [USDA-ERS]. (2013). Retrieved
on January 7, 2014, from http://www.ers.usda.gov/data-products/rural-urban-continuumcodes.aspx#.UsxPovbm-Yj.
Information Institute
25
Appendices
Appendix XX. Key Economic Indicators for Chipola College and TCC.
Chipola
TCC
Tuition & Fees
% of core revenues
Chipola (1646/1666)
TCC
(12219/11974)
State/ Local Grants
& Contracts
Chipola
TCC
Government
Grants &
Contracts
Chipola
TCC
Private Gifts,
Grants &
Contracts
Chipola
TCC
Other Revenues
Chipola
TCC
Core Expenses
Instruction
Expenses per FTE
Chipola
TCC
Research
Chipola
TCC
Public Service
Chipola
TCC
Academic Support
Chipola
TCC
Student Services
Chipola
TCC
All Other Core
Expenses
Core Revenues
2012
19,368,012
129,507,040
2012 Revenue as
Percentage of Total
Core Revenues
2011
23,693,424
133,745,683
2011 Revenue as
Percentage of Total
Total FTE
Enrollment 2012
1652
12,206
Per FTE
Enrollment 2012
Total FTE
Enrollment 2011
1673
11,884
Per FTE
Enrollment 2011
13
16
9
14
1,477
1731
1332
1589
50
32
41
32
5829
3347
5761
3585
30
46
31
41
3558
4895
4363
4558
1
3
1
5
115
281
191
544
6
3
Total 2012
18
9
Total 2011
Per FTE
Enrollment 2012
Per FTE
Enrollment 2011
4887
3162
5516
3209
4887
3162
5516
3209
0
0
0
0
0
0
0
0
215
823
215
823
169
683
492
1909
169
683
2044
627
2044
492
1909
627
2044
2035
1996
2083
1548
2035
1996
2083
1548
Information Institute
26
Chipola
TCC
Institutional
Support
Chipola
TCC
2190
1876
2795
1918
2190
1876
2795
1918
2388
893
2295
1539
2388
893
2295
Source: National Center for Education Statistics, Integrated Postsecondary Education Data System at
http://nces.ed.gov/datatools/index.asp?DataToolSectionID=2
Information Institute
27
Appendix XX. IT Enrollments
TCC Enrollments
Program
Number
Program Description
2012-13
2011-12
Enrollment
Graduates
Grad
Rate
Computer Technology
2128
Web Technologies
6317
Web Technologies Certificate
2132
Multimedia Technology
2137
Help Desk/Technical Support
6323
Help Desk/Technical Support Certificate
2158
Computer Programming and Analysis
6338
Computer Programming Specialist
Certificate
33
24
-019
11
40
8
2
2
-02
-01
1
6%
8%
0%
11%
0%
3%
13%
42
22
5
39
6
65
-0-
5
2
-01
-02
2
12%
9%
0%
3%
0%
3%
0%
6302
20
7
35%
17
8
47%
155
15
10%
196
20
10%
85
6
7%
108
9
8%
14
9
64%
4
1
25%
8
3
38%
3
2
67%
7
-0-
0%
4
-0-
0%
114
18
16%
119
12
10%
269
33
12%
315
32
10%
Computer Programming and Analysis
Certificate
Computer Technology Total
Network Services Technology
Network Services
2126
Technology
Information Technology Technician
6333
Certificate
Information Technology Management
6332
Certificate
6318
Network Services Technology Certificate
Network Services Technology
Grand
Total
Enrollment
Graduates
Grad
Rate
Information Use Management & Policy Institute
010 Louis Shores Building, 142 Collegiate Loop, P.O. Box 3062100, Tallahassee, FL 32306-2100
Telephone 850.645.5683 Fax 850.644.4522
Major
1035 - Computer
Science-BS Transfer to
FSU
1036 - Computer Science
- BA transfer to FSU
1038 - Management Info
System
1047 - Information
Technology
Sub Total
2172 - Computer
Information Technology
2173 - Networking
Services Technology
2255 - Cert-Computer
Systems Tech
5230 - Cert - CISCO
Network Associate
5240 - Cert - Info
Technology Mgmt
Sub Total
Information Institute
2013-2014
Summer
/Fall
Spring
8
-0-
5
-0-
1
-0-
3
17
New
2
Chipola Enrollments
2012-2013
Summer
Grad
/Fall
Spring
New
Grad
2011-2012
Summer
/Fall
Spring
New
Grad
-0-
9
11
8
2
19
9
2
5
-0-
6
6
5
3
2
3
1
5
1
-0-
-0-
-0-
-0-
-0-
1
-0-
-0-
-0-
-0-0-
1
4
-00
-015
1
18
1
14
-05
4
26
1
13
-03
4
14
16
-0-
2
20
17
15
2
5
5
5
6
11
-0-
4
12
8
4
4
8
7
2
10
-0-
-0-
-0-
-0-
-0-
-0-
-0-
-0-
5
6
5
8
-0-
-0-
-0-
-0-
-0-
1
1
-0-
-0-
-0-
-0-
-0-
2
29
-0-0-
-06
-00
-032
1
27
-020
-06
2
20
1
19
1
13
-024
29
Information Use Management & Policy Institute
010 Louis Shores Building, 142 Collegiate Loop, P.O. Box 3062100, Tallahassee, FL 32306-2100
Telephone 850.645.5683 Fax 850.644.4522