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DOCUMENT RESUME

ED 270 192 JC 860 333

AUTHOR Lake, Dale B.; And OthersTITLE Assessing Community-College Impacts: Three Case

Studies.INSTITUTION National Center for Higher Education Management

Systems, Boulder, Colo.SPURS AGENCY National Inst. of Education (DREW), Washington,

D.C.PUB DATE 79CONTRACT 40C-77-0004NOTE 66p.; Produced as part of the Targeted-Outcomes

Field-Development Project.PUB TYPE Reports - Descriptive (141)

EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS *Community Attitudes; *Community Benefits; *Community

Colleges; *Community Development; *Community Study;Community Support; Research Methodology; *SchoolCommunity Relationship; Two Year Colleges

IDENTIFIERS *Impact Studies

ABSTRACTDesigned to provide basic guidelines and examples

that can be used by community colleges for organizing and conductingcommunity impact studies, this booklet describes the experiences ofKalamazoo Valley Community College (KVCC), Eastfield College (EC),and Valencia Community College (VCC) in conducting their impactstudies. Introductory material offers a rationale for assessing acollege's economic (related to institutional expenditures, changes inincome, standard of living, or job security), educational (related tothe development of new skills and competencies), social (related tochanges in family, recreational, and cultural activities), ortechnological (related to syntheses or reformulations of knowledge)impacts on the individuals, groups, and organizations in itscommunity. In addition, this section describes the case studyinstitutions, and presents a brief review of related research. Theremainder of the booklet reports on the three studies, providingbackground information, describing methodology and surveypopulations, summarizing results, and explaining how the findingswere used in improving community relations and promoting thecolleges.A short bibliography is appended. (RO)

************************************************************************ Reproductions supplied by EDRS are the best that can be made ** from the original document. *

***********************************************************************

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National Center for Higher Education Management SystemsPost Office Drawer PBoulder, Colorado 80302An Affirmative Action/Equal Opportunity Employer00

The mission of the National Center for Higher Education Management Systems(NCHEMS) is to carry out research, development, dissemination, and evaluationactivities and to serve as a national resource to assist individuals, institutions,agencies and organizations of postsecondary education, and state and federalgovernments in bringing about improvements in planning and management inpostsecondary education.

William ArsenousLouisiana Commissioner ofHigher Education

Raymond P. BatchertiVice Prmosc. Budget and Planning.Stanford University

May BiodbcdcVice President for Academic Affairsand Dean of Faculties.University of Iowa

Neil S. BuckkwProvost. Ohio Umscnnty

Harold L EnarsonPresident. OhloState Universit)

Paul 0. CaddisSenior vier President forManagement and Finance.U n InTSIty of Pennsylvania

T. Edward HollanderChancellor. NewJersey Board ofHigher Education

Ruth A.JassPlanning Associate to the President.Director of Instituuonal Research andRegistrar. Bradley University

Hans H. JennyVice President forFinance and Business.The College of Wooster

Joseph F. KauffmanProfessor ofEducational Administration.University of Wisconsin- Madison

BOARD OF DIRECTORS

CharrpersonRay ChamberlainPresident. Colorado State University

Cikurpenow-ElectBarbara S. UehlingChancellor.UfliVCISIty of MOSOUriColumbla

Walter). LeonardPresident. Fisk Una) emit)

Virginia L LesterPresident. Macy Baldwin College

Robert LiscnskyPresident. Willamette University

Daniel E. Marvin. Jr.?resident. &stern Illinois University

C. G211 MortisExecutive Coordinator. WashingtonCouncil for Postsecondary Education

Dale P. ParnellPresident. San Joaquin Delta College

OFFICERS

Frank B. Pesci. Sr.Maryland State Delegate

James A. RobinsonPresident. Untrcnny of Nest Florida

Stanley F. SalwakPresident. University of Maine atPresque Isle

Clarence SchcpsExecutive Vac President.Tulane University

Donald H. SmithPresident. Brookdale CommunityCollege

Jack F. TolbertPresident. The Media Schools

Richard L Van HornVice President for Business Affairs.Carncgie.Mellon University

13runetta R. WolfmanAcademic Dean. Wheelock College

Lx Offiact Memuerr

James W. WhiteChumason. Natiorril Advisory CouncilVice President for Administration.Amen= Association ofCommunity and Junior Collages

John F. HughesChairperson-Elect. NationalAdvisory CouncilDirector. Policy Analysts Service.American Council on Education

Ben Lawrence Dennis P.Jones Melvin D. Orwig Gordon H. Zscmer

Executive Director Associate Director A:SOCl2te DIfeCtOf Secretary/Treasurer and

ASSOCl2te DIM( tOf

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Assessing Community-College Impacts:Three Case Studies

Dale B. LakeByron McClenney

James F. Gollattscheck

Edited by Frank Armijo

1979

NATIONAL CENTER FOR HIGHER EDUCATION MANAGEMENT SYSTEMSP. 0. Drawer P Boulder, Colorado 80302

An Affirmaltve 4a:on/Equal Opportuntly Employer

4

The work upon which this publication is based was performed byNCHEMS pursuant to Contract No. 400-77-0004 Finance and Produc-tivity Group with the National Institute of Education. It does not, how-ever, necessarily reflect the views of that agency.

This publication was not printed at the expense of the federal government.

National Center for Higher Education Management Systems, Inc.Boulder, Colorado 80302

Printed in the Un''.'d States of America

Designed by Lynn E. Phillips

BEST COPY AVAILABLE

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Contents

Preface

Introduction

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Case Study Kalamazoo Valley Community College . . 9Dale B. Lake, President

Case Study Eastfield College 23Byron McClenney, Former President ofEastfield College and President of Parkers-burg (West Virginia) Community CollegeDistrict

Case Study Valencia Community College 39James F. Gollattscheck, President

Bibliography

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Figures

1. Survey Populations and Samples for EastfieldCollege 25

2. Comparison of Eastfield Faculty and StudentResponses 27

3. Responses of Eastfield Service-Area Residents 29

4. Employer Responses for Eastfield Survey 31

5. Comparison of Responses of Teachers andGraduating Seniors at Eastfield Feeder Schools 33

6. Organization of Valencia Surveys 42

7. Timetable for Valencia Community-impact Study . . 44

8. Demographic and Survey Information for ValenciaStudy 45

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Preface

Assessing Community-College Impacts: Three Case Studieswas produced as a part of the Targeted-Outcomes Field-Development Project, conducted by the National Center forHigher Education Management Systems (NCHEMS) andfunded by the National Institute of Education. To developmethods for assessing community-college impacts, staff fromNCHEMS and three community colleges Kalamazoo ValleyCommunity College in Kalamazoo Michigan; EastfieldCollege in Mesquite, Texas (a Dallas suburb); and ValenciaCommunity College in Orlando, Florida devised data-collection tools and study procedures. These tools and pro-cedures were then tested at the three colleges, and the resultsincorporated in Conducting Community-Impact Studies: AHandbook for Community Colleges (Armijo, Micek, andCooper 1978).

The Case Studies describe the experiences of the three in-stitutions in conducting their impact studies. They weredeveloped on the respective campuses and reviewed by insti-tutional staff. Community-college administrators will findthem useful supplements to the Handbook. The purpose of

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both documents is to provide basic guidelines and examplesthat can be used by community colleges for organizing andconducting community-impact studies.

Special thanks go to Richard Olivanti, Assistant to thePresident, Kalamazoo Valley Community College; Ca llieStruggs, Assistant to the President, Eastfield College; andWilliam Michael Hooks, Dean of the Open Campus, ValenciaCommunity College. Nathan Gans and William Johnston ofNCHEMS provided valuable editorial assistance. VickiOsgood typed the many drafts of the document, and ClaraRoberts was responsible for its production. The case studieswere reviewed by Oscar Lenning, NCHEMS Senior StaffAssociate; Edward Cooper, former NCHEMS ResearchAssociate and presently Assistant Director for InstitutionalResearch at Metropolitan State College; and Philip Beal, aVisiting Scholar at NCHEMS.

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In postsecondary education, we knew the late fifties and sixtiesas the age of "growth." This era dissolved into the years of"unrest." In later years, the watchwords have been "financialcrunch" and, more recently, "accountability." This rising de-mand for accountability stems from pressures that impact notpostsecondary education alone: they cast a heavy burden onvirtually all facets of our society. TI-.es, pressures include:

Continuing and apparently increasing rates of in-flationExpanding commitments to the principles of con-sumerismA slow but steady increase in the average age of thepopulationDemands by innumerable special-interest groups forequitable (and immediate) satisfaction of their wishesand needA finite pool of public monies, constrained and con-trolled by an ever more forcefully expressed publicwill regarding the funding of a vast array of urgentpublic needs and services

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In addition to these generally pervasi ie pressures, forcesendemic to postsecondary education are generating demandsfor accountability. They include deteriorating levels of publicconfidence in the commitment and ability of postsecondaryeducation to fulfill the public's expectations; the (likely false)suspicion that postsecondary education deliberately avoids re-sponding accurately or completely to its inquisitors or critics;and growing reliance on the bargaining table to resolve issuesinvolving faculty and staff.

Attempts by community colleges to satisfy demands foraccountability must take into account this central fact: be-cause of their mission to be community- based to be de-veloped in the community and fitted to problems and re-sources within, the communitycommunity colleges are in-fluenced in unique ways by the principles of consumerism,student and special-interest-group expressions of need, andthe values and political trends within the community. In try-ing to serve the needs of their whole constituency, communitycolleges are pulled in many directions. They attempt to servemany dissin.ilar sub-communities, or interest groups.

Generally, community colleges have brought post-secondary education to a large group that ordinarily would beexcluded by geography and finances and whose previous edu-cational experiences are different from those of the conven-tional college student. Those who work full time are promi-nent among the groups served by the community college.

The programs of community colleges reflect the diversityof the types of students they serve. Some want vocational/tech-nical programs; others want traditional general-educationprograms that, upon completion, will allow them to continuetheir education. In addition, community-service programs areoffered to awe', the needs of special-interest groups, such asemployers, professional organizations, and the handicapped.Opportunities to offer such programs continue to grow.

Faculty in community colleges are usually more prag-matic in their educational philosophy and are more interestedin teaching and community service rather than research.Unionism continues to be a significant influence on com-munity-college faculty, probably more so than among faculty

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in other segments of higher education. Additionally, com-munity colleges e.1iploy a large number of part-time faculty,who u.;ually are professional people in the community.

Financing becomes more and more a problem as com-munity colleges attempt to achieve their community-basedmission. Funding for regular credit programs and coursesusually comes from student tuition and federal, state, andlocal government. However, for noncredit programs andcourses, which are a community service, government funds arenot normally available. These programs must therefore befinanced with resources provided within the community. Thuscommunity colleges, which define as part of their mission theresponsibility to develop and offer community-service pro-gams, must more often than not first find community re-sources to support such programs. Attempts by communitycolleges to satisfy demands for accountability must recognizethese financial realities.

To be effectively accountable, a community college re-quires accurate, timely information about the types of effects,or impacts, that it produces in its community. These impactscan be economic (related to institutional expenditures,changes in income, standard of living, or job security), edu-cational (related to the development of new skills and compe-tencies), social (related to changes in family, recreational, andcultural activities), or techno'ogicai (related to syntheses or re-formulations of knowledge). They can affect individuals orgroups (students, former students, family and relatives,faculty, or staff); interest-based communities (businesses,social and civic groups, governmental units, or service organi-rations); or populations defined according to age, education,occupation, ethnic group, or sex. They can be direct or in-direct. For example, an institution would impact its com-munity directly through its own expenditures, indirectlythrough those of its employees.

Through conversations with students, faculty, and com-munity members, institutional administrators have generallyhad some notion of the community impacts of their colleges.Until recently, this informal, sometimes intuitive method wassufficient. In the past few years, however, the combination of

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inflation, stare resources, fluctuating enrollments, and in-creased demands for accountability have created the need forcomprehensive, precise impact information derived through ademonstrably systematic process. Moreover, in the next fewyears, growing pressure for limiting government expendituresand reducing taxes is likely to increase this need.

The effect of Proposition 13 on California's communitycolleges is a case in point. Before the passage of Proposition 13in 1978, California's 104 community colleges received abouthalf their revenues from local property taxes. Proposition 13reduced that revenue by about 55 percent. As a result,Governor Brown called for a freeze on hiring and cancellationof raises for state employees, including community-collegefaculty and staff. William G. Craig, Chancellor of the Cali-fornia community colleges (which hitherto had not chargedtuition), stated that "tuition appears to be the only answer torecovering those revenues [lost under Proposition 13]," andthat all community-college districts would have to cut theiroperating budgets by 15 to 25 percent (Chronicle of HigherEducation 19 June 1978, p.5). Though the diversion by thestate of a substantial portion of the $6 billion surplus tem-porarily mitigated the direst of these consequences, budgetsfor the state's community colleges were cut by 4 percent, andinstitutions laid off part-time faculty and cut back adult edu-cation and student and public services. The crisis created forcommunity colleges in California by the passage of Propo-sition 13 is widely regarded as indicative of a national trend,lasting some years.

In view of these circumstances, community colleges mustdo their utmost to preserve their capacity to serve their com-munities. Conducting a community-impact study is one way ofdoing so. As the case studies in this book show, the findings ofcommunity-impact studies can be used to discover unmetcommunity needs, improve financial and academic planning,clear up misconceptions about the role of community colleges,make faculty and staff aware of the importance of serving thecommunity, and, perhaps most important of all, enhance thecommunity's perception of the college. The case-study insti-tutions have used or plan to use the findings of their studies in

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other ways, too to maintain accreditation, increase the effec-tiveness of recruiting, evaluate institutional .dvertising. andestablish baseline data for future studies.

CASE-STUDY INSTITUTIONS

The institutions selected to prepare case studies constitute arepresentative sample of community colleges, each of whoseexperiences should provide analogues for the expectations ofmany hundreds of institutions. Kalamazoo Valley CommunityCollege (KVCC), located in Kalamazoo, Michigan, has asingle campus and serves about 14,000 students annually incredit courses and about the same number in noncredit ac-tivities. Its service area, which has a population of about210,000, experienced its greatest growth before the Collegewas founded in 1966. NCHEMS staff felt that the experienceof KVCC would be especially valuable for other single-campusinstitutions and for those institutions located in parts of thecountry where growth rates have leveled.

Located in the Dallas suburb of Mesquite, Eastfield is oneof seven colleges in the Dallas Community College District. Ithas an enrollment of almost 8,000 students, with an ad-ditional 4,000 enrolled in community-service programs. Thepopulation of its sea-vice area, which includes most ofsuburban east Dallas County, increased from about 300.000 to400,000 between 1970 and 1977. Institutions in other areasthat have experienced rapid growth, together with those inmulticollege districts or in large metropolitan areas, shouldbenefit from its experience.

Valencia Community College, located in Orlando,Florida. is a multicampus institution with an enrollment ofabout 7,000 credit students and 15,000 noncredit. Its servicearea has a population of about 500,000. Because of the promi-nence of tourism, aerospace industries, and military bases inthe local economy. this population is highly mobile. More sothan most community colleges, Valencia especially emphasizesnoncredit, community service courses and programs, which itadministers from its Open Campus and teaches at more than

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150 locations. Its experiences in cond icting a community-impact study should be of particular interest to other insti-tutions with extensive community-service programs.

In helping KVCC, Eastfield, and Valencia conduct theircommunity-impact studies, NCHEMS had three objectives: tohelp them learn more about their effects on the communitiesthey serve; to understand more fully the process of conductingcommunity-impact studies; and to articulate that understanding for community colleges across the country. Though the ex-periences of these three institutions are not exhaustive, thesecase studies, taken together, provide different, sometimes con-flicting perspectives on the problems of assessing institutionalimpacts.

RELATED RESEARCH

Most impact studies published thus far have focused on eco-nomic factors, such as the impact of college expenditures forlocal goods and services. These studies (Portland State College1965; Miernyk et al. 1967; Merchant 1969; Kruekeberg and\'augn 1970) indicate that, in most cases, college expendituresbenefited the community. More recently, Caffrey and Isaacs(1971) provided guidelines for obtaining a variety ofeconomic-impact information. A significant improvementover previous efforts, their work suggests procedures forsearching institutional records to assess the total economicimpact of a college on its community. It does not, however,suggest how to gather qualitative information, such as com-munity attitudes toward an institution. Institutions that haveimplemented the Caffrey and Isaacs guidelines include theUniversity of Wisconsin (Daellenbach 1976), the University ofPittsburgh (University of Pittsburgh 1972), and the Metro-politan Community Colleges of Kansas City, Missouri

(Manning 1975).Though useful, descriptions of economic impacts con-

stitute only a part of the descriptive information needed bycollege administrators and plannLrs. Consideration must also

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be given to the other types of impacts listed above and docu-mented in detail in the subsequent case studies. Community-impact studies conducted at Northwest Alabama State juniorCollege (Phillips and Owings 1974). in Hampden County andAmherst. Massachusetts (Watchel and Morehouse 1971). andthe University of Colorado at Boulder (Rautenstraus 1974)attempted to assess social and cultural as well as economicimpacts. These studies found that colleges attract knowledge-based industries. such as data-processing or research com-panies. and that colleges provide local citizens with oppor-tunities for professional development and a range of facilitiesand services, such as concerts, gymnasiums. and athleticfields.

Except for the work of Caffrey and Isaacs, little has beenwritten heretofore about the methodology of community-impact studies. One exception, however, is the companiondocument to these case studies, Conducting Community-Impact Studies: A Handbook for Community Colleges(Armijo, Micek, and Cooper 1978), based on the experiencesof the same three community colleges. The Handbook is ahow-to-do-it manual developed to assist institutions plan andmanage a community-impact study. It describes procedures tobe followed in conducting such a study and provides sampletask charts and survey instruments that an institution can use,with or without modification, in conducting its own study.Though both the Case Studies and the Handbook are com-plete in themselves. the authors feel that they will be most use-ful when used together.

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Kalamazoo Valley Community College

Dale Lake

BACKGROUND

By vote of the electorate of greater Kalamazoo, Michigan,Kalamazoo Valley Community College (KVCC) was estab-lished on 1 August 1966. Two years later, the 1,500 membersof the first class enrollee. The College now serves over 14,000credit students annually in its $13 million physical plant on a187-acre campus.

KVCC currently offers over 55 instructional programs,mostly in vocational and technical education. It often joins thethree other postsecondary institutions in the Kalamazoo area(Western Michigan University, Kalamazoo College, and Naza-reth College) in sharing resources and offering programs toprovide the best possible services for students, faculty, and thecommunity.

Diverse industrial and commercial employers provide theeconomic base for the 210,000 residents of greater Kala-mazoo. The largest employers include the Upjohn Company(whose international headquacters are in Kalamazoo), FisherBody D:vision of General Motors, Brown Company, and

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Eaton Corporation Transmission Division. About 400 othermanufacturers and processors support the local economy.

In 1978, as KVCC approached its tenth anniversary, theneed to evaluate its programs, policies, and services becameapparent to its administrators. Specifically, they wanted tolearn how well KVCC was achieving its stated goal of impart-ing the knowledge and skills necessary for career advance-ment, personal development, recreational enjoyment; to de-termine community awareness of and satisfaction with Collegeprograms and services; to identify unmet needs; and todevelop an information base and procedures for measuringfuture changes in impact. In addition, other circumstancesindicated the need for more comprehensive and accurate im-pact information:

The failure of the electorate to approve an increase inthe millage rate to support the College's operatingfundFinancial resources increasing less rapidly than thecosts of goods and servicesA decline in state aidMore comprehensive and detailed reporting require-ments of state and federal agenciesThe negative effect of high unemployment onenrollmentA leveling-off in enrollments after rapid increases inthe College's early years, a decline in the proportionof full-time students from 50 to 25 percent, and asteady decrease in average credits per studentThe demand of local employers for more programsand services adapted to changing technologies andthe increased expectation of employers that new em-ployees demonstrate more job-related skills

Originally KVCC intended to fund the study as a CollegeOutcomes Project under a Title III grant from the U.S. Officeof Education. However, when the scope and complexities ofthe study became apparent, the College decided instead thatthe study should be conducted as a separate activity under the

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same grant. The President and his cabinet provided fullsupport for the study and played a major role in its design andimplementation. The National Center for Higher EducationManagement Systems (NCHEMS), which had expressed in-terest in the project, especially in its measurement of edu-cational outcomes, assisted in conducting the study.

PREPA".ING FOR AND CONDUCTING THE STUDY

The Program Development Office of KVCC assumed respon-sibility for the study. The Dean of Program DevelopmentServices and two research associates were the key personnel inimplementing the study plan. Senior administrators recom-mended that an advisory group of community leaders beformed, and the Office of Program Development Servicessolicited suggestions from members of the President's cabinetand other College officials. A list was compiled of leaders frombusiness, government, education, social agencies, and in-dustry.

Ultimately the President and his cabinet selected 17 per-sons to serve on the Advisory Committee, including superin-tendents of local school districts, members of local schoolboards, the Executive Secretary of the Kalamazoo Foun-dation, bank officials, the mayors of the two largest cities inthe College's service area, the President of the DowntownKalamazoo Association, the Director of the Upjohn Institutefor Employment Research, and an attorney. This Committeeprovided advice for developing the questionnaires and sam-pling techniques and helped identify the civic-leader targetpopulation. With the Advisory Committee's help, KVCC andNCHEMS staff decided that the impact study would cover the10 school districts constituting the KVCC service area andthat the study would survey registered voters, employers, edu-cators, social-agency directors, civic leaders, and KVCCfaculty and staff. (Project staff also began a search of KVCC'sown records to obtain additional impact information.)

Several procedures were used to survey the six popu-lations. Some respondents participated in group interviews,

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while all completed questionnaires specifically designed byproject staff and the Advisory Committee for each population.Certain common questions were included on all question-naires. Following is a discussion of the techniques used in sur-veying each population.

REGISTERED VOTERS

The population of service-area residents that could be sur-veyed was limited by the three available sources of names andaddresses or of telephone numbers: the lists of registered votersand the telephone and city directories. The project teamselected the lists of registered voters because:

The population formed by the registration lists wouldconform to the College's service area, since both weredefined by school districtsThose persons who had voted on millage increaseswould constitute an especially useful target popu-lation for the surveyThe lists could provide a sample that would mostaccurately represent the total population

A stratified sample of 2,001 persons, or 1.6 percent of thepopulation, was drawn proportionally from the 122,270 votersregistered in the 10 school districts of the service area. Theproject team encountered two problems in its survey ofregistered voters. That the sample had to be taken by handfrom 10 lists maintained in 10 different locations requiredconsiderable time. In addition, after the initial mailing, thePostal Service returned 446 of the questionnaires as undeliver-able, so that the sample was reduced to 1,555. (The high pro-portion of undeliverables reflected the mobility of the localpopulation. In a nonelection year, this proportion would haveprobably been even higher.)

KVCC staff felt that the high rate of undeliverables de-tracted from the value of this part of the survey. They also feltthat in any future survey they would use a more efficient andeffective method of sampling the general population. About

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25 percent of those who received questionnaires, or slightly lessthan 400 registered voters, returned them. Following is asample question used in this survey, together with a summaryof responses.

Question

How have you learned about the educational courses, pro-grams, services, and facilities offered by KVCC?

Summary of Responses

RESPONSEPERCENTAGE

OF RESPONSES

This questionnaire 10.7KVCC faculty and staff 8.0KVCC students and former students 21.6Radio 5.6Newspapers 20.1Television 2.7Newsletters 5.8Friends and relatives 15.6People you work with 10.0Other 0 0Note: Total responses = 1,001

These responses suggest that the College needs to useexisting sources of information about KVCC more effectively,as well as to develop new sources. Consequently, the College ischanging admissions and recruiting techniques by developingprinted promotional materials for selected target populations,reviewing its media use (print fared much better than broad-cast media in the impact study), and using the local news-paper to distribute promotional materials.

FACULTY AND STAFF

All 407 full- and part-time employees (except for student em-ployees) at KVCC were surveyed. The Business Office fur-nished names and addresses. One hundred ninety-six ques-tionnaires were returned for a return rate of 49 percent.(Seven employees had moved with no forwarding addresses.)Because of the need for confidentiality, this survey was

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handled entirely by NCHEMS, which addressed the coverletter and return envelopes on its own stationery. Following isa sample question used in this survey, together with a sum-mary of responses.

QuestionAs a faculty or staff member of KVCC, have you given anyof your time to community-service activities such as con-sulting, art exhibits, lectures, or seminars for the public'?

1. Yes2 No

Summary of ResponsesThat 103, or 53 percent, of the respondents indicated thatthey had given time to community-service activities helpeddemonstrate the extent of faculty and staff involvement in thecommunity.

EMPLOYERS

This population was selected to measure the impact ofKVCC's occupational programs. The project team conducteda pilot study of employers listed in the telephone-directoryyellow pages. That the cover letters were addressed "DearEmployer" may have contributed to the low response rate(14 percent) of the pilot study.

For the actual survey, the population was defined as allemployers listed in the Kalamazoo County Chamber of Com-merce Membership Directory, Kalamazoo Area Directory ofManufacturers and Processors, and the KVCC PlacementOffice list of employers. These provided the name and title ofthe chief administrator of each organization or, in the case ofKVCC's placement list, of an individual who had prior contactwith the College. Cover letters were then addressed to each ofthese persons and signed by the College president. A returnrate of 54.4 percent. or 193 of the 355 employers sampled, winobtained. Following is a sample question used in this survey,together with a summary of responses.

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QuestionHow would you rate the quality of training these employeesreceived at KVCC?


RESPONSEPERCENTAGE.

OF RESPONSES

Poor 1.2Fair 6.1Good 67.1Excellent 25.6

These responses demonstrate KVCC's success in meetingthe needs of area employers served by the College.

EDUCATORS

Educators employed by other area institutions were includedas a target population, because of their knowledge about thegeneral population and about the purposes, services, ?-4 ;-pact of KVCC. This population was defined as all full -tineprofessional staff employed by each school district and thethree postsecondary institutions in the KVCC service area.From lists provided by the school districts and colleges, a 25percent random sample was drawn. In addition, all superin-tendents, principals, presidents, vice-presidents, and deanswere automatically included. Three hundred ninety-eight, or42.6 percent of the 935 questionnaires mailed, were returned.Following is a sample question used in this survey, togetherwith a summary of responses.

QuestionCould KVCC be more responsive in helping you9

1) 0 Yes2) 0 NoIf yes, in what ways?

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PERCENTAGE

RESPONSE OF RESPONSES

Yes 20.0No 80.0

The ways that educators indicated that KVCC couldbetter help them in their work were summarized and used inrefining college servie.ts.

SOCIAL-AGENCY DIRECTORS

The project team selected social-agency directors as a targetpopulation because the college had developed programs in co-operation with many of their agencies. Some of the directorsalso serve on advisory committees of the College.

The President's office obtaine 1 the names and addressesof directors of agencies such as the YMCA, Red Cross, andvocational-rehabilitation centers. The Program DevelopmentServices staff and the President then defined the target popu-lation. A sample of 25 was selected, and 16 usable question-naires were returned. Respondents also were invited to partici-pate in the group discussion at KVCC conducted by the Presi-dent. Seven of those invited participated.

CIVIC LEADERS

The project team selected civic leaders as a target populationbecause of their intimate knowledge of the community and theservices provided by KVCC. From lists provided by theChamber of Commerce and the Advisory Committee, theproject team and college administrators selected representa-tives of local governments, labor organizations, religiousgroups, businesses, and community-service organizations forthis sample. Forty-five, or 64.3 percent of those sampled, re-turned their questionnaires. As in the case of social-agencydirectors, civic leaders also were invited by the President togroup discussions at the College. Thirty-five of the 45 re-spondents participated.

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Originally the project team had intended to conduct onefollow-up discussion at the college for all respondents in thesocial-agency director and the civic-leader populations. How-ever, as the study progressed, the project team and NCHEMSpersonnel decided instead to hold a separate discussion for thesocial-agency directors and to conduct four small group inter-views for the civic leaders, as well as one large discussion. Re-spondents were asked to bring their questionnaires as ad-mission tickets to the discussions at the College. Those whocould not attend were asked to return their questionnaire bymail. Besides enabling researchers to discover how some of themore influential citizens in the community perceived KVCC,the group discussions gave those citizens an opportunity tolearn firsthand about the College and its programs. All com-ments were recorded and transcribed. After the discussions,the project team contacted some participants to explore theirreactions in more detail.

COMMENTS ON PROCEDURES

After the KVCC project team had developed the initial draftsof the survey instruments, the President's cabinet, the Ad-visory Committee, and NCHEMS personnel reviewed and, insome cases, revised the instruments. However, the amount oftime allotted for this process-18 monthsproved to be toolong to maintain the necessary enthusiasm, not only amongproject staff but also among the Advisory Committee and thegeneral public. Moreover, during this period changes in per-sonnel on both KVCC and NCHEMS staff made conductingthe study more difficult. (There were three project leaders inthe 18 months.) KVCC staff felt that the study would havebeen more cost-effective if conducted more intensively over sixmonths instead.

Another problem involved the usefulness of some data. Alist of variables was develop( ' from a review of guidelines forconducting economic-impact studies described by Caffrey andIsaacs (1971). This list was then organized by impact area (for

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example, education, recreation, economics), reduced to in-clude only data that could be easily collected, and used toguide the search of the College's records. However, becausethe needs of users had not been clearly defined before thestudy began, the project team discovered that it had not pro-duced certain needed information. Some of this informationcould have been obtained by tailoring the question aboutunmet needs for each population. In particular, KVCC stafffelt that the instrument sent to employers should have beendesigned to elicit more specific information about unmetneeds. The project team also discovered it should have de-veloped procedures for a more extensive study of the sample ofregistered voters. Though valuable information was obtainedfrom this population, researchers found a need for the kind ofdetails that only personal or telephone interviews can provide.

FINDINGS

PERCEPTIONS OF-COLLEGE ROLE FULFILLMENT

Three items were included on all questionnaires: two dealtwith perceived College performance, the third with com-munity educational needs.

Overall, respondents evaluated College performance verypositively. Over 96 percent of 1,125 respondents believed theCollege was at least satisfactorily achieving its goals, while only27, or 2.4 percent, believed the contrary, as responses to thefollowing question indicate:

QuestionThe overall purpose of KVCC is to provide educational pro-grams and services as needed by the residents of theGreater Kalarrazoo Community beyond the high-schoollevel. The education and training provided by KVCC are in-tended to help students obtain knowledge and skills neededfor educational and occupationai career advancement, per-sonal development and recreational development.

Given this overall purpose of KVCC, how well do you feelKVCC is achieving this goal?

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Summary of ResponsesPERCENTAGE


Very poor job 0Less than satisfactory job 3 8Satisfactory job 30.8More than satisfactory job 46.6Excellent job 18.8

These responses are being used to address accountabilityissues, improve public relations, and revitalize curriculum-advisory committees.

Over 96 percent of respondents were also at least satisfiedwith the way in which "KVCC is serving the greater Kala-maLoo community." For both questions about college per-formance, civic leaders, social-agency directors, and KVCCfaculty and staff gave KVCC the highest ratings. Educators,employers, and registered voters, though still quite satisfiedwith College performance, gave slightly lower ratings.

In response to the question "Are there educational needsin the greater Kalamazoo community that you feel KVCCshould be attempting to meet, but is -not meeting at thepresent time?" the majority of respondents in all populationsanswered no. However, KVCC faculty and staff and local edu-cators were more likely than the other populations to respondaffirmatively. The needs that each population cited generallyreflected its own interests. KVCC faculty and staff mentionedmost often new courses and programs and services forminorities, the disadvantaged, and the elderly.

IMPACT OF KVCC PROGRAMS

Since KVCC first offered classes in 1968, it has served over60,000 persons During the fiscal year ending 30 June 1977,headcount enrollment totaled 14,776 and registered credithours 95,020. Thirty-seven percent of the respondents in theregistered-voter survey indicated that they, or a member oftheir household, had enrolled in a program or course at theCollege during the past five years. Less than 2 percent weredissatisfied with their experience at the College.

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Fifty-six percent of the employers indicated they presentlyemploy persons who have taken courses at KVCC. Of theseemployers, over one-half stated that courses taken by their em-ployees were related to their jobs.

Ninety-three percent of the employers rated the quality oftraining received by their employees at KVCC as either goodor excellent. One-half of the social-agency directors who re-sponded indicated their agency has used College courses forboth their employees and clientele.

From these findings, the project team concluded that theimpact of KVCC educational programs has been extensiveand positive.

IMPACT OF KVCC SERVICES AND FACILITIES

During 1976, College facilities were used by over 17,400 per-sons for 180 community gatherings. Groups served includedyouth organizations, local governments, service organizations,local businesses, social clubs, and other educational in-stitutions.

Respondents to the registered-voters survey were mostlikely to be aware of and use the cafeteria, library, andathletic facilities. Less than 10 percent were dissatisfied withCollege facilities and services.

Employers were most aware of and likely to use athleticfacilities and job-placement services, and to participate inconferences, seminars, and workshops. They were quite satis-fied with KVCC performance in these areas. The attitudes ofsocial-agency directors were similar to those of employers.

Educators used KVCC consultant services mostfrequently and were satisfied 99 percent of the time. They alsoused and were satisfied with the cafeteria and meeting rooms.Many survey respondents from all populations expressed theirsatisfaction with KVCC services and facilities in writtencomments.

ECONOMIC IMPACT OF THE COLLEGE

Since 1967, capital expenditures have totaled over $12.5 mil-lion. Operating expenditures for the 1976 77 fiscal year ex-ceeded $6.7 million. Sources of College revenue include nearly

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$3 million in state funds that the College in turn injects intothe local economy.

The survey of KVCC faculty and staff revealed that Col-lege employees spend S3.6 million in the Kalamazoo com-munity. Including salaries, College expenditures for localgoods and services total nearly S6 million annually. Revenuesgained for the community far surpass the community'sfinancial support of the College. The economic contributionof KVCC to the community has been substantial.

USE OF FINDINGS

KVCC administrators have used the written comments of re-spondents as well as the tabulated data in recruiting, programplanning, and enhancing community relations. The findingsof the study have been used to:

Establish a college-wide marketing committeeTailor specific publications and promotional mate-rials for different target groupsEvaluate and track institutional advertisingEliminate promotional material from class schedules(the study found that such material had little or noeffect)Make : nstitutional staff more aware of different re-cruiting techniques

The institutional research office has used the findings to assessthe effectiveness of academic programs, and a needs assess-ment is being considered to help target curriculum. Writtencomments of respondents have been used to determine whatnew counst "ng, placement, and financial services are needed,as well as to evaluate existing services. The study has at leastindirectly affected most administrators, since its findings havebeen used in determining budgets and modifying facilities andservices.

Finally, the findings have enabled KVCC personnel to de-termine how well the public understands the missions andgoals of the College and to improve that understanding. Al-ready the President and his staff have discussed the study with

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over 30 civic clubs. Some of the findings have appeared inKVCC's Ten-Yea- Report and Newsletter and in the inde-pendently published Encore (a Kalamazoo fine arts maga-zine). Copies of the study haw been sent to all Michigan statelegislators and the governor.

KVCC administrators believe that their community-impact study has been extremely valuable. Through it, theyhave systematically examined community attitudes towardand use of the College. The info; Illation that the study hasproduced has enabled KVCC staff to assess the extent to whichthe College is meeting the educational needs of the communityand to plan wisely. Equally as important, the study has en-hanced the community's understanding of the College.

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Eastfield. College

Byron McClenney

BACKGROUND

Eastfield is one of seven colleges in the multicollege DallasCounty (Texas) Community College District. The District wascreated in May 1965 by voter approval of a $41.5 million bondissue. In 1966, El Centro, the first of the District's colleges,began operation. Located in the Dallas suburb of Mesquite,Eastfield opened in the fall of 1970 in a $16.5 million facilityon a 244-acre campus, with more than 3500 day and eveningstudents and 1300 others enrolled in its community-serviceprograms. The College now offers 53 instructional programs,15 in occupational education.

Eastfield's mission is to provide an inexpensive, high-quality education within a short distance of homes in eastDallas County. The College maximizes alternative learningstyles, ranging from personal contact with instructors to self-paced programs. In 1970, Eastfield's service area includedabout 300,000 persons spread over a seven-city are... Becauseof rapid residential development, by 1977 that figure hadreached 400,000. At present, five four-year institutions, threeb.anch campuses, one university, and seven community col-leges are located in Dallas County.

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_7;

Like every community college, Eastfield must meet, as ef-fectively as possible, the educational needs of its service area.Thus since its inception, Eastfield has repeatedly surveyed itsstudents to determine those needs. The results of these surveys,along with capacity enrollment, testify to Eastfield's success inserving its community.

In 1973, an institutional self-study was undertaken to de-termine, among other things, attitudes toward Eastfield ofthose in the community who had only indirect information.From May 18 through June 30, a random sample of Eastfield'sservice-area residents was conducted. Results were used in in-stitutional planning over the next three years. In 1976, how-ever, Eastfield's service area underwent massive changesgenerated by extensive residential and commercial con-struction. As a part of the follow-up to the self-study, staff de-cided that a new community assessment should be under-taken. At about the same time, the National Center forHigher Education Management Systems (NCHEMS) askedEastfield to join Kalamazoo Valley Community College inMichigan and Valencia Community College in Florida in de-veloping and documenting methods of conducting com-munity-impact studies.

In conducting a community-impact study, Eastfieldwanted to understand:

The degree of community awareness of the CollegeThe degree of participation in College programsThe level of satisfaction with the programs andfacilities of the CollegeExpected use of College facilitiesUnmet community needs

PREPARING FOR AND CONDUCTING THE STUDY

The President of Eastfield first appointed five staff members(each with expertise in research, counseling, community in-volvement, or vocational and technical programming) to acommunity-impact-study Task Force. The Administrative As-sistant to the President chaired the Task Force and coordi-nated the pr )je-t.

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The Task Force identified six populations as targetgroups for the study:

Eastfield studentsEastfield facultyGraduating seniors of feeder schoolsTeachers and counselors of feeder schoolsSelected employers throughout the countyResidents of Eastfield's service area

Respondents completed a survey instrument designed for eachparticular population. Common questions on all instrumentsrequested respondents' ethnic group, gross household incomefor 1977, and sex. The first two of these items evoked hostileresponses from many participants. In retrospect, Eastfieldstaff felt that such hostility could have been avoided if the staffhad explained, on the instruments, their motives for askingthose particular questions.

Figure 1 lists the size and response rate of each sample.Following is a discussion of the techniques used in surveyingthe six populations.

FIGURE 1

SURVEY POPULA1 IONS AND SAMPLES FOR EASTFIELD COLLEGE

TARGETPOPULATION

POP.SIZE

SAMPLESIZE

% OFTOTAL

POP.

USABLEQUESTIONNAIRES

Number PercentageReturned

Eastfield faculty 537 108 20.0 67 62.6Eastfield students 7,975 1,595 20.0 1,062 67.6Service-area residents 148,850 2,937' 2.0 267 9.1Employersm 2,525 4970) 19.7 78 15.7Feeder-school seniors 4,915 975 19.8 7004) 71.8Feeder-school teachersand counselors 1,296 326 25.0 1804) 55.2

(a) Sample size reflects adjustments for survey instruments returned as undeliverable(b) Population defined as gloss employers in Garland and Mesquite. Texas. and in the Pleasant Grove

community of Dallas. Texas(c)1 hree feeder schools chose not to participate in the study

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FACULTY

Each division chairperson at F astfield received survey instru-ments to distribute to 20 percent of the division's full-timefaculty. Selection of the participants was left to the discretionof each chairperson. Part-time faculty members were sur-veyed, at random, by the Associate Dean of Continuing Edu-cation and the Assistant Dean of Community Services.

Following is a sample question us( d in the survey, to-gether with a summary of responses.

QuestionWhat is your rating of the effectiveness of Eastfield in meet-ing the educational needs of the community9


RESPONSE

PERCENTAGE

OF RESPONSES

Poor 0.0Fair 10.9

Good 32.8Excellent 56 3

STUDENTS

Selected faculty members received survey instruments to dis-tribute to 20 percent of the student body. Each participatingfaculty member was asked to survey one or more commonclasses (Monday/Wednesday or Tuesday/Thursday 8:00a.m.) to avoid duplication.

Following is a sample question used in the survey, to-gether with a summary of responses.

QuestionWhat is your rating of the effectiveness of Eastfield in meet-ing the educational needs of the community9

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RESPONSEPERCENTAGE

OF RESPONSES

Poor 1 6Fair 12.3Good 48 5Excellent 37 6

Responses to this question indicate that 87 percent of thefaculty and students feel that Eastfield is doing a good or ex-cellent job in meeting the educational needs of the com-munity.

Figure 2 compares the responses of faculty and studentsto six statements about the College.

FIGURE 2

COMPARISON OF EAST EIELD FACUI. i\ AND Si UDEN I RESPONSE'S

The academic reputation of East-field College outside the institutionis good or excellent.

The intellectual environment ofEastfield College is good orexcellent.

Eastfield College administration'sleadership is good or excellent.

Faculty student relations are goodor excellent.

Personal relations among facultyare good or excellent.

College rules are administered ina reasonable way.

PERCENTAGE OFSTUDENTS

PERCENTAGE OFFACULTY

64.8 56 0

67 0 52.4

67.2 87.7

83.9 95.4

77.3 67.2

95.0 95 6

BEST COPY AVAILABLE27

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SERVICE-AREA RESIDENTS

A stratified sample of 2,913 persons, or 2.0 percent of theregistered voters, was drawn proportionately from the 78 pre-cincts within the college's service area. In addition, lists ofbuyers of newly constructed homes were secured frombuilders. These lists produced a sample of 225 persons, so that3,138 residents received survey instruments. Of those, 201, or6.4 percent, were returned as undeliverable, reducing thesample size to 2,937. Approximately 9.1 percent, or 267 of thesurvey instruments, were returned. Following is a samplequestion used in the survey, together with a summary ofresponses.

QuestionOne of the goals of Eastfield College is to develop andmaintain variety in program offerings and endeavor to re-spond to developing community needs. How dell is East-field College achieving this goal?


RESPONSE OF RESPPNSES

I don't know 18.9

Very poorly 0.0Less than satisfactorily 5.0

Satisfactorily 35 1

More than satisfactorily 25 1

Excellently 15 8

Figure 3 reflects the responses of residents to statementsabout various aspects of the College.

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FIGURE 3

RESPONSES OF EASTFIELD SERVICEAREA RESIDENTS

PERCENTAGE OFRESPONSE RESPONSES

Are aware of university-transfer course offerings 76.0Are aware of technical-occupational course offerings 80.9Are aware of community-services course offerings 82.4

Desire continued expansion of off-campus offerings 87.3

Desire expansion of technical-occupational courses 63.0Desire expansion of university-transfer courses 33.7

Desire expansion of community-services offerings 68.5

Have heard 'some" or "a lot" about Eastfield (The 92.9majority had heard little or nothing about othercolleges in the district)

Think university-transfer program is good or 63.3excellent (Twenty-one percent do not know)

Think technical-occupational program is good or 63.0excellent (Twenty-five percent do not know)

Think community-services program is good or 69.2excellent (Twenty-one percent do not know)

Have taken courses at Eastfield 45.0Said that lack of a babysitter for children ages 13.0

0.3 years makes it difficult to attend Eastfield

Said that lack of time makes it difficult to attend 52.8Eastfield

Had gross household income of $15,000 or more for 70.6calendar year 1977

Had gross household income of $25,000 or more for 30.2calendar year 1977

BEST COPY AVAILABLE

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EMPLOYERS

From a list of employers in east Dallas County, a randomsample of 20 percent, or 505, was drawn. Of that number, 8survey instruments, or 1.6 percent, were returned as un-deliverable, reducing the sample size to 497. Approximately15.7 percent, or 78, were returned. Following are samplequestions used in this survey, together with a summary of

responses.

QuestionDo you feel Eastfiela College has made an impact on business and industry in the community?



Yes 96.1

No 3.9

QuestionWhat is your rating of the quality of the courses taken by

your employees at Eastfield College?


RESPONSE

PERCENTAGE

OF RESPONSES

Poor 0 0Fair 5.4

Good 54.1

Excellent 29 7

I don't know 10.8

These responses suggest that College programs are realisticand successful. In addition, 53.6 percent of respondents indi-cated that Eastfield could offer specific kinds of trainingneeded by employees, and 14.5 percent that they would likeEastfield to conduct such programs at their facilities. Figure 4reflects responses of employers to questions about awarenessand quality of course offerings, employee participation incourses, and employers' overall impressions of the college.

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1

I

FIGURE 4

EMPLOYER RESPONSES FOR EASTFIELD SURVEY

PERCENTAGE OFRESPONSE RESPONSES

Have had employees take courses at Eastfield 91.0Courses were job related 84.7Are aware of cooperative education program 75.0Are aware of specific technical-occupational 85.0

programs (including a welding programestablished fall, 1977)

Have good or outstanding impression of Eastfield 95.0

GRADUATING SENIORS OF FEEDER SCHOOLS

Eastfield College secured information regarding the numberof twelfth-grade students at each of the feeder high schools.Survey instruments for 20 percent of each feeder school'stwelfth-grade enrollment were distributed to each school'schief counselor. Counselors administered the survey instru-ments to one or more senior classes during their free period(time set aside for homeroom meetings). Though Eastfieldstaff considered conducting this survey by mail, a low returnrate obtained in a pilot survey and difficulties in securingaccurate mailing lists dissuaded them. Nine hundredseventy-five survey instruments, or 19.8 percent of those dis-tributed, were collected at 11 feeder schools.

Followint, are sample questions used in the survey, to-gether with a summary of responses.

QuestionWould you attend a session held at your school concerninginform;.; in about Eastfield College?



Yes 75.1No 24.9

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QuestionHas a representative from Eastfield College ever been toyour school?



Yes 57.6No 42.4

FEEDER- SCHOOL TEACHERS AND COUNSELORS

About 325 survey instruments were distributed to 25 percentof teachers and counselors at 11 feeder schools, with the chiefcounselor at each school responsible for administering them.

Following are sample questions used in the survey, to-gether with a summary of responses to them.

QuestionHow effective is Eastfield College in assisting students inmaking the transition from high school to college':


RESPONSE OF RESPV1SES

I don't know 30.3Poor 3.9Fair 14.6

Good 38.2Excellent 12.9

QuestionWhat is your rating of Eastfield's intellectual environment?



I don't know 28.3Poor 6.7Fair 23.3Good 31.4

Excellent 10.6

Figure 5 compares responses of teachers and students atfeeder schools to questions addressed to both.

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FIGURE 5

COMPARISON OF RESPONSES OF TEACHERS AND

GRADUATING SENIORS AT EASTFIELD FEEDER SCHOOLS

PERCENTAGE OFGRADUATING

SENIORS

PERCENTAGEOF

TEACHERS

Have heard "some" or "a lot" about 85.0 70.0Eastfield College

Think that teachers at communitycolleges are as qualified as theircounterparts at four-year colleges

81.5 78.7

Think that a four-year college is betterthan a community college

63.8 65.7

Think that community colleges turnout technicians who ar_ not well-rounded people

18.7 19.5

Think that courses at four-year collegesare harder than similar courses atcommunity colleges

69.6 60.9

Think ;hat Eastfield is doing a good orexcellent job in the following areas:

Giving students knowledge (23.5percent of faculty and 34 percentof students "don't know")

52.5 53.1

Motivating students to learn (30.7percent of faculty and 36.7 per-cent of students "don't know")

38.9 40.8

Helping students become involvedin community activities (39.1percent of faculty and 43.4 per-cent of students "don't know")

29.1 34.1

Preparing students for jobs (31.3percent of faculty and 32 percentof students "don't know")

52.2 49.2

Preparing students for transfer tofour-year colleges and insti-tutions (25 percent of faculty and

54.1 48.0

30 percent of students "don't know")

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After the Task Force identified the populations to be sur-veyed, each Task-Force member accepted the responsibility ofdeveloping initial drafts of the survey instruments. The projectcoordinator, in individual meetings with each member, re-viewed and suggested revisions to the instruments. An in-structional-development consultant on the Eastfield staff nextreviewed the instruments. Instruments were then presented tothe President's staff for final approval.

Because of the limited time allowed for the survey itself(about six months) and because of the project coordinator'sadditional responsibilities, a method for tracking individualresponses was not de,'.4oped. Though the number of instru-ments mailed and responses received were recorded by voterprecinct, no method was established for distinguishing re-spondents and nonrespondents at feeder schools and Eastfield.The employer survey instruments, however, did request thename of the company and title of the respondent, thus provid-ing a built-in tracking system.

In retrospect, Eastfield staff felt that these two pointsmight help their counterparts at other institutions consideringsimilar studies:

Timing deserves special attention. The Eastfield studybegan in September, a bad time, since the instru-ments were not ready for mailing until the height ofthe Christmas mail rush. In addition, severe winterweather (even in Dallas) may have lowered the re-sponse rate. January would have been the best time tobegin planning and early May or early September thebest time to mail.Institutional records should be searched before surveyinstruments are designed. After the study, Eastfieldstaff discovered that some of the information that itcollected was already in its files.

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FINDINGS

PERCEPTIONS OF COLLEGE ROLE FULFILLMENT

All populations perceived College performance positively.Over 89 percent of Eastfield's faculty rated its effectiveness inmeeting the educational needs of the community as good orexcellent, while only 11 percent rated it as fair. Similarly, over86 percent of Eastfield's students rated its effectiveness as goodor excellent, while only 12 percent rated it fair and 1 percentpoor. In response to the question "What kind of job do youfeel Eastfield College is doing in the following areas?" the fol-lowing proportions of service-area residents rated Eastfield'sefforts as good or excellent.

Giving students knowledge

Motivating students to learn

Helping students become in-volved in community activities

Preparing students to go onto a four-year college

Preparing students for a job

IMPACT OF COLLEGE PROGRAMS

64.8 percent(21.2 percentdid not know)





Since Eastfield's opening in fall 1970, more than 90,000students have enrolled in fall- and spring-semester courses. Infall 1977, registered credit hours totaled 66,105 and studentcount 7,975. Forty-five percent of service-area respondentssurveyed indicated that they had taken a course at Eastfield.

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Ninety-one percent of the employers surveyed stated thatthey employ persons who have taken courses at Eastfield. Ofthese employers, 85 percent stated that courses taken by theiremployees were related to their jobs. Eighty-four percent ofthe employers rated the quality of training received by theiremployees at Eastfield as either good or excellent.

From these findings, the Task Force concluded that theimpact of Eastfield's educational programs has been extensiveand positive.

IMPACT OF COLLEGE SERVICES AND FACILITIES

During 1977, over 8,000 persons used College facilities forcommunity activities. Groups served included other educational institutions, federal and local government, youth or-ganizations, service organizations, businesses, and socialclubs.

Responses of service-area residents indicated that 16.5percent had attended films, lectures, or concerts or had usedEastfield athletic facilities or meeting rooms. Forty-seven per-cent of the teachers at feeder schools had used Collegefacilities, and over 75 percent were aware of the services andfacilities available to the community. In short, "the impactstudy revealed that all sections of the community havebenefited from Eastfield.

USE OF FINDINGS

Eastfield has already used the results of the study to improveplanning and enhance its public relations. For example, sincethe study revealed that transportation to and from Eastfieldwas a problem for only a very few persons, the College eliminated its request to the local transit authority for a feasibility

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__

study to determine whether special bus routes to the Collegeshould be established. Also as a result of the study, Eastfielddecided to:

Offer more occupational-technical and community-service courses at off-campus locations requested byemployers. (One course in management has alreadybeen conducted at a local public library. However,Eastfield has reduced the number of off-campuscredit courses taught at local high schools, since thestudy revealed that many respondents prefer takingcredit courses on campus.)Schedule meetings between Eastfield counselors andseniors at local high schools and provide informationabout Eastfield to juniors at those schools.Develop special courses in human services, transpor-tation, law and public administration, business man-agement, and health for students graduating fromlocal schools.Refine its support services and evaluate the College'sLearning Resources Center.Increase its public-relations budget by about 30 per-cent and concentrate on increasing awareness of theCollege in those precincts in which its visibility is rela-tively low.

COSTS

No specific budget was set aside for the study, nor were anycosts projected before it began. At the end of the study, East-field staff estimated its costs:

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Project coordinator (full-time 6 months) $ 9,000

Secretary (full-time 3 months) 2,100

Keypunch operator (full-time 2 weeks) 300

PrintingBusiness-reply envelopes 75

Postcards for follow-up 25

Typesetting of survey instruments 756

Survey instrument production(including paper)

229

Postage 235

Total estimate of cost of study $12,720

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Valencia Community College

James Gollattscheck

BACKGROUND

Established in 1967, Valencia Community College serves atwo-county district in central Florida with a land area of over2,470 square miles and a population of nearly 500,000. Thedistrict encompasses 14 incorporated municipalities (includ-ing Orlando) and eight unincorporated towns.

Valencia is a multicampus, public, two-year institution.Its East and West Campuses are located on 80-acre and 167-acre sites; its Open Campus occupies rented facilities in down-town Orlando. Over 30 associate-degree and university-parallel programs, \%ith an enrollment of about 7,000 annualFTE, are offered at the East and West campuses. The OpenCampus coordinates continuing-education and community-service programs and offers credit-related courses. It has anannual noncredit enrollment of about 15,000 at over 150 dif-ferent locations. The College employs about 45 full-time em-ployees and many part-time and adjunct staff. More than 80percent of Valencia's students work part or full time.

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Valencia's mission is to provide comprehensive post-secondary-education and lifelong learning opportunities thatfoster individual growth and community development. Itsobjectives are to:

Provide a two-year, college-transfer degree programPrepare students for employment in the communityupon completion of an Associate-in-Science degreeOffer continuing-education courses, vocational-training programs, and cultural and recreationalactivitiesUpgrade professional skills as requested by the citizensof the college district

a Provide counseling and guidance for all studentsProvide basic and developmental programs to en-hance students' chances of successProvide community-service arid personal-improve-ment programsProvide educational leadership, especially by improv-ing instruction and curriculumServe as a cultural center for the community

As Valencia entered its second decade, its Presider: andhis staff felt that a community-impact study would help it ful-fill its mission of community service. Though in the past theCollege had conducted several assessment, it had never com-prehensively studied its impacts. In addition, an Advanced In-stitutional Development Program (AIDP) grant that it re-ceived required such a study.

PREPARING FOR AND CONDUCTING THE STUDY

The goals of the College in conducting the study were to:

Design a model for assessirg community impacts andneeds that it could use in other surveysDesign and administer survey instruments that wouldprovide a data base for the College to assess its futureimpact

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Design and implement a survey that would meet therequirements of the A IDP grantDevelop a pilot program to refine techniques for con-ducting similar studies at other institutions

Because of the extensive community involvement of theOpen Campus, the President of Valencia chose its Dean as theadministrator best qualified to accompi:sh these goals. (Inretrospect, however, Valencia staff felt that a project as exten-sive as a community-impact study should be the sole, ratherthan an additional, responsibility of such an administrator.)

The Dean was instructed by the President to recommenda general structure for conducting the study and to formulatea set of objectives. After an initial meeting, the President, atthe recommendation of the Dean, established a CoordinatingCommittee, composed of his staff members, to oversee theproject. Its membership included the President himself; AIDPCoordinator; Dean of Open Campus (who served as Chair-person); Director of Communications; Director of ResourceDevelopment; Provosts of the East, West, and Open Cam-puses; Vice-President for Development and Facility Planning;and Vice-President for Institutional Services. (Though such acommittee representative of the entire institution may be moreunwieldy than a research staff, it is more likely to elicit wideparticipation and thus produce more useful data. To coordi-nate effectively the different phases of the study, such a com-mittee should meet on a regular, rather than an ad hoc,basis.)

The chairperson of the Coordinating Committeescheduled its meetings so that the President could attend asmany as possible. The Committee first established objectivesfor the study in these general areas:

Economic factorsEducational programsCommunity serviceSocial and cultural factorsManpower and trainingFacilities

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FIGURE 6

ORGANIZATION OF VALENCIA SURVEYS

Coordinating Committee

Social-Agency-directorstask force

Employertask force

Citizentask force

Faculty andstaff

task force

Educatortask force

Studenttask force

"ZConstituent surveyed

Civic-leaders

task force

In addition, the Committee decided to assess communityneeds for transportation to Valencia's different campuses andfor child care. (After the completion of the study, Valenciastaff felt that ihc findings might haN,e been more useful if allthese objectives had been more specific.)

After establishing its objectives, the Committee identifiedseven target groups to be surveyed: citizens, students, facultyand staff, educators, employers, social-agency directors, andcivic leaders. To develop survey instruments, task forceschaired by Committee members were established for each tar-get population (see figure 6). Each task force included rep-resentatives from the target group to be surveyed. The taskforces then drafted survey instruments that they presented tothe Committee for approval. The Coordinating Committeecarefully reviewed each instrument, which, in many cases, wasrevised several times before being approved. The task forcesfunctioned throughout the study.

The chairperson of the Committee, who oversaw allproject activities, served as the liaison between the Committeeand its task forces and between Valencia and NCHEMS.NCHEMS staff provided technical and data-processingservices as well as moral support. The only difficulties with thisassistance were a few logistical problems in mailing materialsbetween Orlando and Boulder, Colorado.

The period for conducting the study and securing andanalyzing the results was approximately one and a half years,about six months longer than expected (see figure 7).Throughout the study, the President helped the chairpersondirect the project.

At the outset, the Committee decided whenever possibleto survey an entire population instead of a sample; figure 8summarizes the sample sizes and number of surveys dis-tributed and returned for each population. Following is a dis-cussion of the techniques used in surveying each population.

CITIZENS

Citizens were the most difficult population to survey. Since themobility of the 500,000 inhabitants of the central Florida dis-trict is high, Valencia staff had difficulty procuring up-to-date

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1. Project coordinatornamed by president

2. Coonlinating Committeeappointed by President

3. Rationale and purposeof study established

4. Task forces initiated

5. First drafts of surveys approvedby Coordinating Committee

6. Pilot testing initiated

7. Final drafts of surveys approvedby Coordinating Committee

8. Surveys distributed

9. Data analyred

10. Results disseminated

11. Follow-up strategies devised

FIGURE 7

TIMETABLE FOR VALENCIA COMMUNITYIMPACT STUDY

1977 1978

Jun Jul Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aul Sept Oct

I

i

i

I-

1

1 '

I

1 1

I

1

1

1

1 I

1

52

FIGURE 8

DEMOGRAPHIC AND SURVEY INFORMATION FOR VALENCIA SURVEY

Educators EmployersFaculty

and StaffSocialAgency

Directors Students CitizensCivic

Leaders

Population Size 4,944 490 453 238 8,242 179,000 200

Percentage ofPopulation Surveyed 100 100 100 100 36 23 100

Number Distnbutcd 4,944 490 453 238 3,000 41,000 (?)

Number Completedand Returned 929 91 294 55 1,870 1,945 (?)

Rate of Return 18% 19% 65% 23% 62% 5% (?)

NOTE Population categories were described as follows

Educators. Public-school faculty and administratorsEmployers. Selected categories (large or small)Faculty and Staff: Full-time Valencia employeesSocial-Agency Directors: Agencies listed in information and

referral directory of Orange County

53

Students Credit studentsCitizens. Residences in districtCivic Leaders. Selected individuals by category

mailing lists. Eventually, after investigating several methods,the task force decided to use a private mailing service. TheValencia Office of Institutional Research, supervised by theVice-President for Institutional Services, determined thesampling procedures and worked with a mail-processincr, firmto distribute the surveys. About 11,030 (about 23 percent) ofthe households in the College's district were surveyed. A com-puterized list organized according to mail-courier routes wasused, and about every fifth residential unit received the surveyinstrument, along with a letter from the President and astamped return enve' 2e. In a special contract with the mail-processing firm, the envelopes were labeled, stuffed, andbundled according to zip code. The College was able to useAIDP funds to cover additional survey costs in excess of anamount contracted with NCHEMS. The total r 'tuber of sur-veys returned was 1,945, or 5 percent of those distributed.

Of the iespondents to this survey,

Sixty-eight percent were marriedFifty-six percent were femaleNinety-two percent were whiteSixty-one percent made less than $20,000 per yearFifty-six percent were between 25-49 years of age

Responses to a question about how participants learnedabout Valencia's educational courses, programs, services, andfacilities are summarized below:

RESPONSE FREQUENCY

PERCENTAGE

OF RESPONSES

This questionnaire 745 38

Valencia faculty and staff 443 23Valencia students and

former students 960 49Radio 324 17

Newspaper 946 38Television 301 15

Friends and relatives 596 37

People you work with 719 28Other 554 10

Note: Respondents checked as many items as were ap-plicable.

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54

Ninety-three percent of those expressing an opinion feltthat Valencia was achieving its purpose. Fifty percent of therespondents (or a member of their households) had enrolled atthe College during the past five years. The types of courses orprograms in which they enrolled were:

TYPES OF COURSES OR PROGRAMS

Courses that can betransferred to a four-yearcollege

Career and occupationalcourses leading to adegree

Continuing-educationcourses and programsto give skill training andprofessional upgrading

Academic courses forpersonal interest

FREQUENCYPERCENTAGE

OF RESPONSES

579 30

431 22

377 19

341 18

Ninety-two percent of those who had taken courses at the Col-lege reported that they were satisfied or extremely satisfiedwith their educational experience.

FACT IT TY AND STAFF

To ensure anonymous responses, the task force decided to dis-tribute these instruments from the NCHEMS office in Colo-rado. Before the instruments were sent, all full-time Valenciaemployees received a memorandum explaining the study. Sur-vey instruments, with a letter and a stamped return envelope,were mailed to all 453 full-time staff. Two hundred ninety-five, or 65 percent of those surveyed, returned the instrument.

Ninety-eight percent of respondents felt that the Collegewas serving the community adequately, more than ade-quately, or excellently. Eighty-eight percent said they likedbeing identified as a Valencia employee, while 12 percent re-ported indifference. Respondents also evaluated the effect ofemployment at Valencia on their sense of self-worth:

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RESPONSE FREQUENCY

PERCENTAGE

OF RESPONSES

Very oositive impact 101 39A positive impact 136 53

A negative impact 17 7

A very negative impact 3 1

Total 257 100

Ninety-two percent reported a positive or very positive impact,results that corroborate the report of the 96 percent of re-spondents who said that they were glad that they worked atValencia.

To assess part of the economic impact of the College, re-spondents were asked to indicate the approximate amountthat they spent monthly for household expenses:

ITEM

Housing (including utilities and homeowners

MEAN

EXPENRITURE

osurance) $ 340

Food 216

Other retail purchases 158

Health care (including doctors, drugs,insurance) 63

Transportation (including automobileinsurance) 137

Life insurance 57

Savings 197

Charitable contributions 57

Total $1225

The average total monthly expenditures. when multiplied bythe total number of employees at the College (453), reflect thesubstantial economic contribution that Valencia makes to itscommunity.

Fifty-two percent of respondents reported iat they

volunteer for community service activities:

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56

HOURS PER MONTH FREQUENCYPERCENTAGE

OF RESPONSES

1.4 61 215.10 51 1711.16 30 10

Over 16 11 4Total 153 52

Respondents reported volunteer activities in a variety of or-ganizations, including civic and fraternal clubs, churches, and1 )fessional groups.

1 'DENTS

The task force developing the student surveys decided to ad-minister them to 3,000 day and evening credit students at allthree Valencia campuses. The task force thus surveyed theclasses that met on Wednesday morning at 10:00 a.m. andTuesday evening at 7:00 p.m., since these enjoyed the largestenrollments. Advance notices were sent to the instructors in-forming them of the purpose of the study. along with surveysand instruction sheets. About 62 percent of the students sur-veyed completed the instruments.

Eighty-eight percent of student respondents were between18-34 years of age, 54 percent were female, 82 percent white,12 percent black, and 3 percent Hispanic.

Ninety-six percent reported the College had a positive orvery positive impact on their sense of self-worth. Of those withan opinion, 93 percent indite d their satisfaction with in-struction at Valencia, and percent reported a positivelearning experience. Sevent-, sour percent of the respondentssaid they worked.

HOURS PER WEEK FREQUENCYPERCENTAGE

OF RESPONSES

1.10 54 411.20 267 1921.30 C10 2131.40 340 23

41 c- more 471 33Total 1442 100

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That fifty-six percent of the respondents indicated that theyworked more than 30 hours a week may be related to a recentincrease in part-time students.

Eighty-eight percent reported that they used their owncars to get to campus.

EMPLOYERS

The employers task force obtained a mailing list of the 200largest businesses in central Florida from the Greater OrlandoChamber of Commerce; a second list of about 200 smaller in-dustrial firms from the Florida Industrial Guide, Departmentof Commerce; and a third of about 90 local personnelmanagers. Survey instruments were sent to 490 business firmsin the district (whenever possible, to the president of eachfirm). Two weeks later, each employer received a follow-upcard. Nineteen percent of those surveyed responded. Em-ployers' responses indicated that the College was serving theneeds of the community in an adequate to excellent manner.In their comments, several employers suggested additionalneeds that might be met. Eighty-two percent of respondentsreported having Valencia-trained employees. A substantialmajority rated the training adequate to excellent.

EDUCATORS

The President of Valencia contacted the public-school super-intendents in each county in the Valencia district to securetheir support for the study. In each county, educators receiveda cover letter signed jointly by the President of Valencia andthe respective superintendent. The survey instruments, coverletter, and stamped return envelopes were stuffed by a localvolunteer agency under the supervision of Valencia staff. Theenvelopes were then bundled according to school and county,delivered to the mail-distribution office in each county, andthen distributed by the courier system of each public-schoolsystem. A return rate of 18 percent was obtained. Most of theiespondents were teachers:

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58

PRESENT POSITION

TeacherCounselorAdministratorOther

Total

PERCENTAGE

FREOUENCY OF RESPONSES

753 8356 648 547 6

904 100

Ninety percent of the responses were from Orange County and10 percent from Osceola County, a proportion indicative ofthe relative size of the two school systems. Two-thirds of the re-spondents were female. One explanation for the higher pro-portion of women may be that 64 percent of the respondentstaught in elementary or junior high school:

LEVEL OF

INSTRUCTION FREQUENCYPERCENTAGE

OF RESPONSES

Elementary 370 41Junior High School 205 23High School 254 28Other 75 8

Total 9O 1 100

Seventy-three percent of respondents were between 25-49years of age, and 91 percent had taught more than threeyears. Ninety-seven percent of those expressing an opinionevaluated Valencia's service to the community positively.When asked whether Valencia helped them, a majority an-swered affirmiztively:

Does Valencia serve your students?

FREOUENCYPERCENTAGE

OF RESPONSES

Yes 451 64No 250 36

701 100

Does Valencia help you with your work responsibilities?

FREQUENCYPERCENTAGE

OF RESPONSES

Yes 365 53No 319 47

684 100

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59

Does Valencia foster your professional growth'?

FREQUENCY

PERCENTAGE

OF RESPONSES

Yes 407 57

No 309 43716 100

In addition, 97 percent indicated that they would referstudents to Valencia.

SOCIALAGENCY DIRECTORS

The directors of all social-service agencies listed in the Infor-mation and Referral Directory of Social Services, OrangeCounty Human-Services Planning Council, received a lettrrfrom the President, a survey instrument, and a stamped re-turn envelope. Two weeks later, each director received afollow-up card. Twenty-three percent of the 238 directors re-sponded. Thirty-nine social-service agencies reported employ-ing persons who had taken courses at Valencia. Eighty-onepercent of respondents rated the training these employees re-ceived at Valencia adequate to excellent. A large majority ofthe respondents indicated they felt that the College was satis-factorily serving the needs of the community.

CIVIC LEADERS

The civic-leaders task force decided to use the study to en-hance Valencia's public relations. Once the results of the sur-veys of the other populations have been analyzed, 200 civicleaders will be invited to Valencia for a luncheon at which theresults of the study will be presented. At the same time, thecivic leaders will be given a tour of the College.

OTHER FINDINGS

Question I asked respondents in six populations to indicatehow well they felt Valencia is achieving each of its objectives:

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60

1 = Have no knowledge of2 = Less than adequate3 = Adequate4 = More than adequate5 = Excellent

Responses to this question were generally very positive amongall populations, as illustrated by the attitudes of respondentstoward the objective of providing a two-year, college- transfer-degree program:

Have no

knowledge of

Less than

adequate

Adequate

More than

adequate

Excellent

Total

Educators Citizens StudentsFaculty

and Staff

Social-Agency

Directors Employers

No. % No. % No. % No. % No. % No. %

207 23 439 25 165 9 4 2 9 15 17 19

19 2 55 3 78 4 6 2 0 0 4 4

262 29 491 28 804 43 76 30 14 24 25 28

237 26 420 24 495 26 77 31 20 34 31 34

185 20 355 20 348 18 88 35 16 27 13 15

910 100 1760 100 1890 100 251 100 59 100 90 100

One question for all populations except faculty, staff,and students concerned the awareness of the three main col-lege locations. Most respondents were aware of the WestCampus (the oldest and largest of the three).


After concluding their community-impact study, Valenciastaff felt that the following points might be of use to persons atother institutions planning similar studies:

0 The study should be worked on daily, and a specifictimetable (more specific than that depicted in fig-ure 7) should be developed early

53

61

Outside consultants (such as NCHEMS) can be an im-mense helpIt is of crucial importance to involve representatives oftarget populations in the work of task forces, particu-larly in the design of instrumentsThe sample sizes chosen by Valencia were too large,especially for the citizen survey; smaller samples witha higher response rate would have produced moreuseful dataData should be analyzed by a skilled research staffAny estimates of the cost-effectiveness of such a studyshould recognize that not all its benefits will be im-mediately apparent

USE OF FINDINGS

The Coordinating Committee hill oversee use of the findingsof the study. The Committee will first disseminate the findingsto the faculty, staff, and governing board of the College and tothe community at large. It will then conduct an all-day work-

shop with the President's staff and other administrators to de-velop strategies for further use. One of these will certainly in-volve enhancing Valencia's public relations; the findings havealready proven helpful in presentations made by the Presidentto various civic groups. The workshop will also consider theutility of conducting ongoing surveys for existing or new targetpopulations. Moreover, as the only comprehensive assessmentof Valencia's impact on its community, this study will providean excellent data base for future studies and will also make in-stitutional staff more cognizant of the importance of makingpositive impacts. Valencia staff felt that the results of thestudy could also be used as part of the self-study that an insti-tution must perform every 10 years to maintain its accredi-tation. Finally, in a decade of increasing demands for ac-countability in postsecondary education, Valencia staff feltthat such a study would more accurately reflect their impacton their community than would an assessment conducted byany government agency.

54

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