eric · document resume. ed 400 876 jc 960 643. author mohammadi, aghajan title master plan update,...
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DOCUMENT RESUME
ED 400 876 JC 960 643
AUTHOR Mohammadi, AghajanTITLE Master Plan Update, 1996-1998.INSTITUTION Patrick Henry Community Coll., Martinsville, VA.
Office of Institutional Planning, Research, andEvaluation.
PUB DATE 96NOTE 60p.; For the 1993-98 Master Plan, see ED 375 874.PUB TYPE Reports Descriptive (141) Statistical Data (110)
EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS *Community Characteristics; Community Colleges;
*Institutional Characteristics; InstitutionalMission; *Long Range Planning; *Master Plans; MissionStatements; *Organizational Objectives; *SchoolDemography; Student Characteristics; Two YearColleges
IDENTIFIERS *Patrick Henry Community College VA
ABSTRACTProviding an update to the 1993-98 Master Plan
developed by Virginia's Patrick Henry Community College (PHCC), thislong-range planning document is designed to reflect changes in thecollege's mission and strategic goals and guide planning decisionsfor the period from 1996 to 1998. Section 1 provides a history ofPHCC; a description of the local community; population trends forMartinsville and the surrounding counties of Patrick, Henry, andFranklin, which comprise PHCC's service area; the racial, gender, andage composition of the service area; employment trends in the area;per capita median family income for the area; a description ofcurrent social problems; and trends in educational attainment in theservice area. Section 2 presents enrollment data, includingannualized full-time equivalent (FTE) enrollments; headcount and FTEfull- and part-time enrollment; enrollment by gender, ethnicity, andprogram; headcount enrollment by day and evening status and by agegroup; financial aid awards; and sources and uses of funds. Section 3describes the planning process at PHCC, the process used to developgoal statements, and the college's mission statement. This sectionalso presents the college's long-range goals with respect tocurriculum and instruction; student development; college andcommunity partnerships; accessibility; human resources; facilities;organization, leadership, and administrative processes; finance; andtechnology. Throughout the report, tables and figures providedemographic, enrollment, and financial data. (HAA)
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Master Plan U date
BEST COPY AVAILABLE
1996-1998
Patrick Henry Community CollegeInstitutional Planning, Research, and Evaluation
Aghajan Mohammadi, Ph.D.
Max Wingett President
U.S. DEPARTMENT OP EDUCATIONOffice of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)
Me document has been reproduced asowed horn the person or organization
ogsnating
0 Minor changes have been made to improvereproduction Quality.
"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY
A. Mohammadi
Points of view or opinions stated in thm docirment do not necessarily represent official TO THE EDUCATIONAL RESOURCESOEM position or policy. INFORMATION CENTER (ERIC)."
_ _
2
Patrick Henry Community CollegeInformation Services
Institutional Planning, Research, and EvaluationP.O. Box 5311
Martinsville, Virginia 24115Tel: (540) 656-0288
Master Plan Update1996-1998
First Revision
Patrick Henry Community College Master Plan ii
State Board for Community Colleges
Thomas E. Albro, ChairDonald L. Ratliff, Vice ChairArnold R. Oliver, Secretary
Thomas E. Albro, CharlottesvilleConstance T. Bundy, AbingdonJoseph R. Daniel, WarrentonMary Ann Steger Conrad, RoanokeFrank Doczi, Virginia BeachJoyce Fooks Holland, NassawadoxMary Louise Jackson, ManassasBruce D. Leftwich, AlexandriaAnne P. Petera, MechanicsvilleDonald L. Ratliff, Big Stone GapRobert B. Seidensticker, Manakin-SabotJ.F. Taylor, Jr, LynchburgWilbur E. Thomas, LawrencevilleRobert B. Thompson, ChathamRobert C. Wrenn, Emporia
Patrick Henry Community College Board
Dr. James Rountree, Sr., ChairRobert E. Phipps, Vice ChairMax F. Wingett, Secretary
Carolyn S. Beale, City of MartinsvilleRandall E. Bumgarner, Cihy of MartinsvilleDr. Joseph DeVault, Henry CountyBarry Helmstutler, Henry CountyJoseph D. Higgins, City of MartinsvilleGlenn A. Hunsucker, Henry CountyDr. Robert W. Jones, Sr., City of MartinsvilleRebecca J. Metz, Franklin CountyWilliam E. Murphy, Henry CountyRobert E. Petty, Henry CountyRobert E. Phipps, City of MartinsvilleDr. James E. Rountree, Sr., City of MartinsvilleWendell G. Smith, Patrick CountyVictor A. Williams, Patrick County
Patrick Henry Community College PlanningCommittee
Connie Black, Library AssistantCarolyn Byrd,Director of Instructional Support ServicesLloyd Cannaday, Assistant ProfessorMike Carter, Dean of Financial and Administrative
ServicesTerry Daniels, Assistant ProfessorEarl Dodrill, Division Chair of ASETDave Eychaner, Professor of Business Administration
and ManagementLinda Gale, Professor of Administrative Support
TechnologyNeda Hicks, Assessment/Research SpecialistKathleen Holt, Director of Institutional AdvancementCynthia Ingram, Director of Continuing Education and
Community ServiceJoe Keen, Division Chair, Arts, Sciences, and Business
TechnologiesJohn Mohammadi, Chair of the Planning and
Evaluation CommitteeBronte Overby, Assistant Professor of Developmental
MathematicsElaine Plaster, Information System SpecialistSusan Shearer, Associate Professor of Psychology,
Sociology and WellnessDan Spaugh, Associate Professor of Speech & DramaLinda Tingle, Personnel AnalystGayle Wade, Assistant Professor of EnglishJoanne Whitley, Dean of Academic and Student Support
Services
Patrick Henry Community College Master Plan iii
Message from the President
The Patrick Henry Community College Master Plan is our long-range planning document,
designed to guide the college through academic years 1993-1998. The primary purpose of the plan is
to provide basic tenets upon which to base important decisions as we face the future. This document
is the result of many hours of hard work by the college staff; the revised institutional mission and
goals statements contained in it were developed by a Planning Committee comprised of
representatives from the faculty, staff and administrators of the college. The goals reflect important
strategic issues identified by the committee as being fundamental to producing the highest possible
quality of student learning.
The statement of the mission and strategic goals has been modified since the last revision in
March 1994 to reflect changes in the college's service region. The social and economic characteristics of
the surrounding community, availability of resources, and advances in technology influence the
demands placed upon the college and the ways in which the college meets those needs.
In the process of regularly updating our master plan, the college is forced to examine itself and
the way in which it operates; strengths and weaknesses are identified and addressed, and the college
becomes a stronger, more vital entity. I am confident that this plan will guide Patrick Henry
Community College successfully through 1996 -1998 and help us sustain and enhance our standing as
a strong contributor to the community we serve.
-7-17,214 20-4i1Max F. Wingett
President
Patrick Henry Community College Master Plan iv
5
Table of ContentsPage
Section I.Community Description
Patrick Henry Community College: Background 1
Community Description 4
Population Trend in the Service Area 5
Racial Composition and Gender for the College Service Area 6
Composition of Age Groups for the College Service Area 6
Employment for the College Service Area 6
Median Family Income for the College Service Area 12
Social Problems 12
Education in the College Service Area 12
Section II.Student Enrollment
Annualized FTE 16
Headcount and FTE's 16
Full-Time vs. Part-Time 18
Male vs. Female 19
Enrollment by Ethnicity 20
Enrollment by Program 21
Day and Evening Headcount Enrollment 22
Headcount Enrollment by Age Groups 23
Financial Aid Awards 24
Sources of Funds and Uses of Funds Distribution 26
Section III.Planning Process
The Planning Process at Patrick Henry Community College 29
The Process of Developing Goal Statements 30
Mission Statement 32
Institutional Goals for the Master Plan 33
Curriculum and Instruction 34
Student Development 35
College and Community Partnership 36
Accessibility 37
Human Resources 38
Facilities 39
Organization, Leadership, and Administrative Processes 40
Finance 41
Technology 42
Patrick Henry Community College 6 Master Plan v
Page
Section IV.
List of TablesTable 1. Population Penetration Rates for the College's Service Region 5
Table 2. Past and Projected Population Trend of Service Area 7
Table 3. Population Projection by Gender and Race 7
Table 4. Population Projection by Selected Age Groups 8
Table 5. Employment by Industry for the College Service Area for March 1994 9
Table 6. Employment Trend in the West Piedmont District by Industryfrom March 1987 through March 1993 10
Table 7. Virginia 1988-2000 Employment and Total Job Openingsby Major Occupational Group 11
Table 8. Virginia 1988-2000 Total Wageand Salary Employment by Industry Division 11
Table 9. Median Family Income for the Service Area 12
Table 10. Teenage Total Pregnancies, Live Births,and Induced Terminations of Pregnancies, 1993 14
Table 11. Child Abuse Cases1991-1992 through 1994-1995 14
Table 12. Membership Projections for Public School Districts1995-1996 through 2001-2002 14
Table 13. Educational Attainment for the Service Area (1990) 15
Table 14. High School Dropouts1989-1990 through 1991-1992 15
Table 15. Enrollment Pattern at PHCC from Summer 1991 through Spring 1996 17
Table 16. Full-Time vs Part-Time Headcount EnrollmentFall 1991 through Fall 1995 18
Table 17. Male vs Female Headcount Enrollment Fall 1991 through Fall 1995 19
Table 18. Headcount Enrollment by Ethnicity Fall 1991 through Fall 1995 20
7Patrick Henry Community College Master Plan vi
Page
Table 19. Headcount Enrollment by Program Fall 1991 through Fall 1995 21
Table 20. Day and Evening Headcount Enrollment Fall 1991 through Fall 1995 22
Table 21. Headcount Enrollment by Age Groups Fall 1991 through Fall 1995 23
Table 22. Annual Comparison of Financial Aid AwardsAcademic Year 1991-92 through Academic Year 1994-95 25
Table 23. Sources of Funds Distribution, Academic Years 1991-92 through 1994-95 27
Table 24. Use of Funds Distribution, Academic Years 1991-92 through 1994-95 28
Section V.
List of Figures
Figure 1. Map of PHCC Campus and surrounding area 2
Figure 2. Organizational Structure for PHCC 3
Figure 3. Pie chart for the Fall 1995 Headcount by Jurisdiction 4
Figure 4. Bar chart for Annualized FTEAcademic Year 1991-92 through Academic Year 1995-1996 16
Figure 5. Headcount vs. FTE's for Fall 1991 through Fa111995 18
Figure 6. Day vs. Evening Headcount Enrollmentfor Fa111991 through Fall 1995 22
Figure 7. Headcount Enrollment by Age Groups for Fall 1995 23
Figure 8. Unduplicated Financial Aid RecipientsAcademic Year 1991-92 through Academic Year 1994-95 24
Figure 9. Revenue and Expenditure per FTE forAcademic Year 1991-92 through Academic Year 1994-95 26
S
Patrick Henry Community College Master Plan vii
Patrick Henry Community College: Background
patrick Henry Community College isone of the 23 two-year comprehensivepublic institutions of higher education
operating under the state-wide VirginiaCommunity College System. The primaryservice area of the college is the City ofMartinsville and the surrounding counties ofPatrick, Henry, and Franklin. The map of PHCCcampus and its geographical location is depictedin Figure 1.
The college acts under the policies andprocedures established by the State Board forCommunity Colleges and the local CollegeBoard. The responsibilities for theadministration and operation of the college arevested in the president as the chief executiveofficer in accordance with the policies,procedures, and regulations of the State Boardfor Community Colleges. The VirginiaCommunity College System (VCCS) providesgeneral statewide planning, coordination andleadership for the public community colleges inthe state. The organizational structure for thecollege is presented in Figure 2.
Patrick Henry Community College wasfounded as a two-year branch of the Universityof Virginia's School of General Studies in 1962.The college housed the first group of students inthe old Northside Elementary school inMartinsville and moved to its present location inthe fall of 1969. The college was accepted intothe Virginia Community College System July 1,1971, and joined the regional accreditation bodyof the Southern Association of Colleges andSchools in 1972.
Over the years the college has continuedto grow and enhance the quality of life for arearesidents while increasing the availability of atrained work force. Approximately 33,315students have applied to the college since itsbeginning. The annulized FTE generated by thecollege has increased from 1320 in 1991-92 to1492 in the academic year of 1995-1996, an
increase of 13 percent over the last five years.Patrick Henry Community College currentlyoffers 56 different academic programs in transfereducation, career preparation, or continuingeducation. Students receive associate degrees,diplomas, or certificates by fulfilling thegraduation requirement established by theVirginia Community College System and theState Council for Higher Education.
The Division of Arts, Sciences, andBusiness Technologies offers college transferprograms, or courses equivalent to those offeredby four-year institutions of higher education forthe first two years of study toward abaccalaureate degree. The Division of AppliedScience and Engineering Technologies offersprograms designed to meet the increasingdemand for professional and semi-professionalworkers and skilled craftsmen for employmentin business, industry and government agencies.Non-credit programs are offered through theExtended Learning Services Division tocontribute to the social and vocational needs ofthe service area. The Extended LearningServices Division also offers specializedprograms for training the area workforce.Developmental studies programs are offeredthrough the Learning Resource Center to helpstudents develop basic skills necessary tosucceed in other college programs.
Patrick Henry Community College Master Plan 1
Figure 1Map Of PHCC Campus and
Surrounding Area
Patrick Henry Community College
10Master Plan 2
Figure 2Organizational Structure For PHCC
Patrick Henry Community College Master Plan 3
Community Description
Patrick Henry Community Collegeserves a geographic district, defined by itsmission statement as comprising Henry andPatrick counties, the City of Martinsville, andsouthern Franklin County. The 1995 populationof the region was 110,665, and the populationpenetration rate of students enrolling at PHCCwas 2.05 percent (see table 1). A pie chart ofheadcount by jurisdiction for the college'sservice region is presented in Figure 3.
City of MartinsvilleIn the geographic center of Henry
County, the City of Martinsville serves as a basefor urban population. Martinsville's 1995
population was 15,720. Fall 1995 headcountstatistics indicate that 16.0 percent of studentenrollment was from the City of Martinsville.
Franklin CountyFranklin County is bounded on the north
by Roanoke and Bedford counties, on the east byPittsylvania County, on the south by Henry andPatrick counties, and on the west by
Floyd County. The southern portion of FranklinCounty's 1995 population for the college'sservice region was estimated to be around20,682. Fall 1995 headcount statistics indicatesthat 8 percent of student enrollment was fromFranklin County.
Henry CountyHenry County lies to the north of the
Virginia-North Carolina border. Henry Countyhad the largest population, 56,774, in the serviceregion in 1995. Fall 1995 headcount statisticsindicate that 52 percent of student enrollmentwas from Henry County.
Patrick CountyPatrick County is bordered on the north
by Franklin and Floyd counties and on the southby North Carolina. Patrick County's 1995population was 17,489. Fall 1995 headcountstatistics indicate that 14 percent of studentenrollment was from Patrick County.
Figure 3. Headcount by Jurisdiction for Fall 1995
Other10%
Patrick14%
Frankli n8%
*
Martinsville16% -34P5*- Henry
52%
12Patrick Henry Community College Master Plan 4
Table 1. Population Penetration Rates for PHCC Service RegionFall 1988 through Fall 1995
FallSemester
Categories FranklinCounty
HenryCounty.
PatrickCounty
Martinsville TotalPHCC
TotalVCCS
Population 19,496 57,951 18,239 19,160 114,846
1988 Headcount 112 954 197 416 1,679
Penetration 0.5745 1.6462 1.0801 2.1712 1.4620 2.0300
Population 19,700 57,968 18,318 19,274 115,260
1989 Headcount 107 1,051 272 459 1,888
Penetration 0.5381 1.8131 1.4849 2.3814 1.6380 1.8700
Population 19,899 58,010 18,401 19,394 115,704
1990 Headcount 178 1,251 298 415 2,142
Penetration 0.8945 2.1565 1.6195 2.1398 1.8513 1.8800
Population 20,053 58,052 18,455 19,432 115,992
1991 Headcount 178 1,265 265 392 2,100
Penetration 0.8876 2.1791 1.4359 2.0173 1.8105 1.9100
Population 20,138 56,875 17,479 15,985 110,477
1992 Headcount 209 1,356 305 377 2,247
Penetration 1.04 2.38 1.74 2.36 2.03 2.1000
Population 20,501 56,808 17,486 15,808 110,603
1994 Headcount 265 1,296 289 360 2,210
Penetration 1.2900 2.2800 1.6500 2.2800 1.9980 1.8900
Population 20,682 56,774 17,489 15,720 110,665
1995 Headcount 195 1,380 285 413 2,273
Penetration 0.9400 2.4300 1.6300 2.6300 2.0500 1.6900
Population 20,067 57,491 17,981 17,824 113,363
Average Headcount 178 1,222 273 404 2,077
Penetration .8805 2.1200 1.5100 2.2800 1.8320 1.9100
Data for 1993 is not availableSource: VCCS Office of Academic Research, Data on Population Penetration.
Population Trend in the Service AreaThe data on the past and projected
population trend, from 1970 to year 2000 arepresented in Table 2. According to WestPiedmont planning district data, the populationof the service area except for the City ofMartinsville has increased from 1970 to 1990.Overall, the population of the college's servicearea has increased from 113,999 in 1970 to130,126 in 1990 (total population of Franklin
County is included). This constitutes a 14percent increase over two decades. Thepopulation projection for the college's servicearea through the year 2000 indicates a slightpositive increase. While the population of theservice region will increase by as much as 1.57percent, Franklin County will have an increaseof 8.63 percent.
13Patrick Henry Community College Master Plan 5
Racial Composition and Gender for theThe data on population projection by genderand race for the year 2000 are presented inTable 3. The racial composition of the collegeservice area in 1990 was 80.78 percent whiteand 19.22 percent non-white. The gendercomposition of the college service area for thesame year was 47.43 percent male and 51.57percent female. It is projected that by the year
College Service Area2000 the non-white population of the servicearea will increase by 2.22 percent, while thewhite population will increase by only 1.42percent. The female population of the servicearea will increase by 2.18 percent by the year2000, and the male population will increase byless than one percent for the same period.
Composition of Age Groups for the College Service AreaThe data on population distribution of thecollege service area and the projection by theselected age group for the year 2000 ispresented in Table 4. In 1990 almost 36.5percent of population in the service area wasabove the age of 45. The age composition ofthe service area indicates that those aged 25 orolder outnumber the younger generation oftraditional college cohort by nearly two to one
Employment for the College Service Area
(66.8 percent over the age of 25 versus 33.2percent under the age of 25). The projected agegroups' ratio for the year 2000 will be 69.2percent over the age of 25 versus 30.8 percentfor under 25 years of age. The most decline inthe population will be experienced for the agesof 15 through 35.
The labor force for the college service area hasmaintained a strong and diversemanufacturing base, predominantly thefurniture and textile industries. Employmentby industry for the college service area inMarch 1994 are depicted in Table 5. Thepercentage of the total labor force in themanufacturing industry in 1994 in the servicearea ranged from 41.2 percent in FranklinCounty to as high as 62.8 percent in HenryCounty. However, the employment trend inthe West Piedmont District* by industry isdepicted in Table 6, indicates that the numberof workers in the manufacturing industry hasdropped from 54 percent of the total labor forcein 1987 to 46.2 percent in 1993. Thiscorresponds to a 7.8 percent decline of workforce in the manufacturing industry -overover sixyears. On the other hand, the labor force of thenon-manufacturing industry has increased by7.8 percent over the same period. The currenttrend in the service area indicates that localindustries are moving towards automation andindustrial innovation in administration andproduction. In line with the employmentneeds of industry and the training for a
professional and skilled workforce for thefuture, Patrick Henry Community College isready and committed to provide curriculumofferings that will be more responsive toeconomic development and partnerships withlocal business, industry, and governmentalagencies.
For the purpose of this document and tofurther promote a future orientation in thedecision making process at PHCC, twoadditional tables are provided. Table 7presents data from 1988 through 2000(projected) on employment and total jobopenings by major occupational groups in theState of Virginia, and Table 8 presents datafrom 1988 through 2000 (projected) on the totalwage and salary employment by industry inthe State of Virginia.
*West Piedmont Planning District consist of Counties ofFranklin, Henry, Patrick, and Pittsylvania, the cities ofDanville and Martinsville, and the town of Rocky Mount.
Patrick Henry Community College Master Plan 6
1 A
Tab
le 2
. Pas
t and
Pro
ject
ed P
opul
atio
n T
rend
of
Serv
ice
Are
a
Yea
rFr
ankl
in C
ount
yH
enry
Cou
nty
Patr
ick
Cou
nty
Mar
tinsv
ille
Tot
al
N%
N%
N%
N%
N%
1970
28,1
6324
.70
50,9
0144
.65
15,2
8213
.41
19,6
5317
.24
113,
999
100.
1980
35,7
4027
.66
57,6
5444
.63
17,6
4713
.66
18,1
4914
.05
129,
190
100
1990
39,5
4930
.39
56,9
4243
.76
17,4
7313
.43
16,1
6212
.42
130,
126
100
2000
42,9
6632
.50
56,6
1742
.83
17,2
9513
.10
15,2
9811
.57
132,
176
100
Sou
rce:
Wes
t Pie
dmon
t Pla
nnin
g D
istr
ict,
"Ove
rall
Eco
nom
ic D
evel
opm
ent P
rogr
am,"
199
2 A
nnua
l Rep
ort.
Tab
le 3
. Pop
ulat
ion
Proj
ectio
n by
Gen
der
and
Rac
e
Cou
nty/
City
Popu
latio
nW
hite
Non
-Whi
teM
ale
Fem
ale
1990
2000
1990
2000
1990
2000
1990
2000
1990
2000
Fran
klin
39,5
4942
,966
35,1
9238
,636
4,35
74,
330
19,5
2421
,047
20,0
2521
,919
Hen
ry56
,942
56,6
1743
,609
43,2
2913
,333
13,3
8727
,630
27,2
5829
,312
29,3
59
Patr
ick
17,4
7317
,295
16,1
7716
,088
1,29
61,
208
8,59
48,
473
8,87
98,
822
Mar
tinsv
ille
16,1
6215
,299
10,1
448,
664
6,01
86,
635
7,26
96,
821
8,89
38,
478
Tot
al13
0,12
613
2,17
710
5,12
210
6,61
725
,004
25,5
6063
,017
63,5
9967
,109
68,5
78
Perc
enta
ges
100
100
80.7
880
.66
19.2
219
3447
.43
48.1
251
.57
51.8
8
Sou
rce:
Com
mon
wea
lth o
f Virg
inia
, Virg
inia
Em
ploy
men
t Com
mis
sion
, "P
opul
atio
n P
roje
ctio
ns,"
Sep
tem
ber
1992
.
1518
Patr
ick
Hen
ry C
omm
unity
Col
lege
Mas
ter
Plan
7
Tab
le 4
. Pop
ulat
ion
Proj
ectio
n by
Sel
ecte
d A
ge G
roup
s
Popu
latio
nA
ge G
roup
s0-
1415
-19
20-2
425
-34
35-4
445
-59
60+
Cou
nty/
City
1990
2000
1990
2000
1990
2000
1990
2000
1990
2000
1990
2000
1990
2000
1990
2000
Fran
klin
39,5
4942
,966
7,46
48,
136
3,25
83,
189
2,96
22,
608
6,08
74,
752
6,05
46,
438
6,62
99,
098
7,09
58,
745
Hen
ry56
,942
56,6
1710
,962
11,1
154,
029
3,23
34,
089
2,95
49,
274
7,32
78,
368
8,76
810
,311
11,3
999,
909
11,8
21
Patr
ick
17,4
7317
,298
3,11
42,
894
1,26
597
51,
106
819
2,54
62,
232
2,47
32,
476
3,22
23,
647
3,74
74,
255
Mar
tinsv
ille
16,1
6215
,298
3,04
22,
921
959
902
990
787
2,36
81,
699
2,20
32,
219
2,58
22,
990
4,01
83,
780
Tot
al13
0,12
613
2,17
924
,582
25,0
669,
511
8,29
99,
147
7,16
820
,275
16,0
1019
,098
19,9
0122
,744
27,1
3424
,769
28,6
01
Perc
enta
ges
100
100%
18.9
%18
.9%
7.3%
6.2%
7.0%
5.4%
15.6
%12
.1%
14.7
%15
.0%
17.5
%20
.5%
19.0
%21
.6%
Sour
ce:
Com
mon
wea
lth o
f V
irgi
nia,
Vir
gini
a E
mpl
oym
ent C
omm
issi
on, "
Popu
latio
n Pr
ojec
tions
," S
epte
mbe
r 19
92.
1718
Patr
ick
Hen
ry C
omm
unity
Col
lege
Mas
ter
Plan
8
Tab
le 5
. Em
ploy
men
t by
Indu
stry
for
the
Col
lege
Ser
vice
Are
aM
arch
199
4
Fran
klin
Cou
nty
% o
fT
otal
Hen
ryC
ount
y%
of
Tot
alPa
tric
kC
ount
y%
of
Tot
alM
artin
svill
e%
of
City
Tot
alSe
rvic
eA
rea
% o
fT
otal
Man
ufac
turi
ngD
urab
le2,
997
26.2
%6,
051
25.4
%67
510
.9%
2,82
117
.3%
12,5
4422
.1%
Non
dur
able
1,70
714
.9%
8,92
137
.4%
2,13
340
.3%
4,15
025
.5%
16,9
1129
.7%
Non
man
ufac
turi
ngA
gric
ultu
re, F
ores
try,
&16
41.
4%10
6.4
%97
0.7%
D38
30.
7%
Fish
erie
sM
inin
gD
62.3
%0
0.0%
00.
0%65
0.1%
Con
stru
ctio
n80
27.
0%70
02.
9%15
73.
0%25
11.
5%1,
910
3.4%
Tra
ns.,
Com
m.,
& P
ublic
248
2.2%
819
3.4%
169
3.2%
390
2.4%
1,62
62.
9%
Util
ities
Who
lesa
le &
Ret
ail T
rade
1,88
816
.5%
3,06
912
.9%
652
12.3
%2,
875
18.7
%8,
484
14.9
%
Fin.
, Ins
., &
Rea
l Est
ate
249
2.2%
256
1.1%
110
2.1%
599
3.7%
1,21
42.
1%
Serv
ice
1,79
915
.7%
1,51
16.
3%62
411
.8%
3,90
824
.0%
7,84
213
.8%
Gov
ernm
ent
1,57
313
.8%
2,36
49.
9%67
712
.8%
1,28
57.
9%5,
899
10.3
7%
Non
disc
losu
re &
20.
0%0
0.0%
00.
0%16
0.1%
20.
0%
Non
dass
ifia
bles
Tot
al M
anuf
actu
ring
4,70
441
.2%
14,9
7262
.8%
2,42
845
.9%
7,48
745
.9%
30,0
3552
.8%
Tot
al N
on m
anuf
actu
ring
6,72
558
.8%
8,88
737
.2%
2,86
654
.1%
8,80
854
.1%
26,8
4247
.19%
Tot
al E
mpl
oym
ent
11,4
2910
0%23
,859
100%
5,29
410
0%16
,295
100%
56,8
7710
0%
indi
cate
s di
sclo
sure
sup
pres
sion
. Dat
a ar
e in
clud
ed in
sub
tota
ls a
nd to
tals
onl
y.So
urce
:W
est P
iedm
ont P
lann
ing
Dis
tric
t Com
mis
sion
, 199
5.
1920
Patr
ick
Hen
ry C
omm
unity
Col
lege
Mas
ter
Plan
9
Tab
le 6
. Em
ploy
men
t Tre
nds
in th
e W
estP
iedm
ont D
istr
ict b
y In
dust
ryM
arch
198
7 -
Mar
ch 1
993
1987
% o
fT
otal
1988
°A)
of
Tot
al19
89%
of
Tot
al19
90%
of
Tot
al19
91%
of
Tot
al19
92%
of
Tot
al19
93%
of
Tot
al
Man
ufac
turi
ngD
urab
le17
,130
17.7
%16
,033
16.5
%16
,369
15.4
%16
,248
16.1
%14
,271
15.2
%14
,658
16.1
%14
,271
15.2
%
Non
dur
able
34,8
4436
.0%
33,8
8734
.9%
33,5
2731
.7%
33,4
0033
.0%
29,2
3531
.1%
30,1
9333
.0%
29,2
3531
.1%
Non
man
ufac
turi
ngA
gric
ultu
re,
330
0.3%
386
0.4%
437
0.4%
475
0.5%
513
05%
521
0.5%
513
0.5%
Fore
stry
,&
Fis
heri
es
Min
ing
DD
D86
0.0%
640.
1%72
0.0%
640.
1%
Con
stru
ctio
n2,
992
3.1%
3,47
53.
6%3,
907
4.0%
4,15
24.
1%3,
710
3.9%
3,31
04.
1%3,
710
3.9%
Tra
ns.,
Com
m.,
&2,
561
2.6%
2,36
02.
4%2,
509
2.5%
2,67
62.
6%2,
542
2.7%
2,56
92.
6%2,
542
2.7%
Publ
ic U
tiliti
esW
hole
sale
&15
,113
15.6
%16
,633
17.1
%16
,890
17.1
%17
,144
17.0
%16
,910
18.0
%16
,203
17.0
%16
,910
18.0
%
Ret
ail T
rade
Fin.
, Ins
., &
2,53
92.
6%2,
450
2.5%
2,46
62.
5%2,
703
2.7%
2,68
52.
9%2,
471
2.7%
2,68
52.
9%
Rea
l Est
ate
Serv
ice
10,5
6710
.9%
11,1
1311
.4%
11,6
9211
.8%
12,8
6312
.7%
12,8
5913
.7%
13,8
2712
.7%
12,8
5913
.7%
Gov
ernm
ent
10,5
0410
.9%
10,6
3811
.0%
10,7
8110
.9%
11,3
2411
.2%
11,2
8112
.0%
11,3
8911
.2%
11,2
8112
.0%
Non
disc
losu
re &
100
0.1%
119
0.1%
101
0.1%
20.
0%20
0.0%
00.
0%20
0.0%
Non
clas
sifi
able
s
Tot
al M
anuf
actu
ring
51,9
7454
%49
,920
51%
49,8
9651
%49
,648
49%
43,5
0646
.2%
44,8
5149
%43
,506
46.2
%
Tot
al N
onm
anuf
actu
ring
44,7
0646
%47
,174
49%
48,7
8349
%51
,425
51%
50,5
8453
.8%
50,3
6251
%50
,584
53.8
%
Tot
al E
mpl
oym
ent
96,6
8010
0%97
,094
100%
95,2
1310
0%10
1,07
310
0%94
,090
100%
101,
0710
0%94
,090
100.
0%
indi
cate
s di
sclo
sure
sup
pres
sion
. Dat
a is
incl
uded
in s
ubto
tals
and
tota
ls o
nly.
Sour
ce W
est P
iedm
ont P
lann
ing
Dis
tric
t Com
mis
sion
, 199
5
2122
Patr
ick
Hen
ry C
omm
unity
Col
lege
BE
ST C
OPY
AV
AIL
AB
LE
,
Mas
ter
Plan
10
Table 7. Virginia 1988-2000 Employment and Total Job Openingsby Major Occupational Group
Total Wage and Salary EmploymentProjected Percent
2000 Change3,264,269 22.9
Major OccupationalGroup
Total, all occupationsExecutive, Admin, andManagerial OccProfessional,Paraprofess., TechAdmin. Support Occ.,ClericalService OccupationsAgriculture, Forestry,FishingPrecision Prod, Craft SrRepairOperators andFabricatorsHelpers and Laborers
Estimated1988
2,669,342
Total Job OpeningsTotal
Openings Growth Separation1,621,632 594,927 1,026,444
194,701 247,184 26.96 129,084 52,483 76,572
521,350 672,085 28.91 357,276 150,735 206,460
479,009 569,146 18.82 271,416 90,137 181,260396,693 521,346 31.42 283,536 124,653 158,808
28,385 34,680 22.18 17,220 6,295 10,920
455,280 518,145 13.81 231,324 62,865 168,372176,955 198,525 12.19 86,460 21,570 64,908
131,980 141,067 6.89 56,280 9,087 47,220
Source: Virginia Employment Commission, Labor Market and Demographic Analysis Section, Economic Information Division,
"Occupational Employment Projections 2000," 1992.
Table 8. Virginia 1988-2000 Total Wage and Salary Employmentby Industry Division
Total all industriesAgriculture, Forestry,FishingMiningConstructionManufacturingTransportation,Communication, andUtilitiesWholesale and RetailTradeFinance, Insurance,and Real EstateServicesGovernment
1988 2000Employment Employment
2,669,364 3,264,26519,265 21,887
15,835181,638427,375140,704
14,840216,271425,471158,078
616,352 770,567
145,523 191,451
599,933 883,866
522,739 581,836
Change inEmployment
594,9012,622
-99534,633-1,90417,374
154,215
45,928
283,933
59,097
PercentChange
22.2913.61
-6.2819.07-.04512.35
25.02
31.56
47.33
11.31
Source: Virginia Employment Commission, Labor Market and Demographic Analysis Section, Economic Information Division,"Occupational Employment Projections 2000," 1992.
Patrick Henry Community College3
Master Plan 11
2
Median Family Income for the College Service AreaMedian family income for the years 1985 andprojected 1996 for the service area is presentedin Table 9. Overall, the median family incomeof the service area (as a percentage of the state'smedian family income) has decreased from1985 (actual) to 1996
(projected). The highest decrease wasexperienced by Martinsville (106 percent ofstate median family income in 1985 to 74percent of state median family income in 1996).No change was experienced by FranklinCounty (79 percent of state median familyincome).
Table 9. Median Family Income for the Service Area
Jurisdiction 1985 Percent of State Projected 1996 Percent of StateFranklin 24,665 79 37,521 79
Henry 26,175 84 35,687 75
Patrick 23,677 76 33,668 71
Martinsville 33,028 106 35,061 74
Virginia 31,148 100 47,549 100
Source: Projections of Virginia Family and Household Income by Locality, 1986 to 1990, Taylor Murphy Institute, June 1986.1994-1996 Income Projections: Families and Households, Virginia Localities, Weldon Cooper Center for Public Service, September 1994.
Social ProblemThe data on teenage pregnancies, live births,and induced terminations for the collegeservice area in 1993 is depicted in Table 10.Henry County has the highest number ofpregnancies, live births, and inducedterminations in the service region, followed byFranklin County and the City of Martinsville.
Education in the College Service Area
The number of founded child abuse claims inthe service region for the period of 1992through 1995 is shown by Table 11. Theoccurrence of child abuse cases have beenfluctuating in the past four years. The highestoccurrence of child abuse cases appears to be in1993 (146 founded), and the lowest was in 1994(98 founded).
Education is the mirror of society. Datacollected between October 1990 to May 1993from high school students applying foradmission to Patrick Henry CommunityCollege revealed that 63.6 percent of studentsclaimed that neither of their parents had abachelor's degree. Only 11 percent of studentsdeclared that one of their parents had abachelor's degree, and 24.9 percent did notrespond. For the same population, 45 percentclaimed that no one in the family had attendeda school higher than high school, while 30.5percent responded positively, and 24.4 percentdid not respond at all. Table 12 also, presentsthe membership projections for public school
districts from 1996 through 2002 for thecollege's service area.
The educational level of the collegeservice area is also, an important measure forthe quality of life. The data presented in Table13 indicate that the educational attainment ofindividuals 25 years and over is well below thestate and national level. Henry County has thelowest percentage of individuals who haveattained Bachelor's or higher (6.7%), whereasMartinsville has the highest attainment average(15.8%) of the four areas in the service region.Table 14 also, depicts the data on high schooldropouts in the service area for 1989 through1992. Dropout rates had decreased by 33percent (down from 580 in 1989 to 386 in 1992).
Patrick Henry Community College Master Plan 120 4
The above description of the collegeservice area details a number of challengingissues including the unique location of thecollege, the population trends, the racialcomposition, the social problems, and the loweducational level of the clientele. Recognizingall these factors, the college stands ready andcommitted to foster an educational climate thatwill empower the individual citizen andpromote economic development throughpartnership with business, industry, andgovernmental agencies.
One of the principles for continuouslyimproving the quality of an organization is theemphasis on management by information. Thecontinuous monitoring and updating ofinformation from the college's service regionwould help the college to be responsive to theneeds of its community. Awareness of thesocial and economic information prevalent inthe college service area is vital for planning,development, and revision of curricular andnon-curricular programs at Patrick HenryCommunity College. Therefore, the collegewill update the information contained in thepresent document at the start of each two-yearstrategic planning proces.
Patrick Henry Community College 25 Master Plan 13
Tab
le 1
0. T
eena
ge T
otal
Pre
gnan
cies
, Liv
e B
irth
s,In
duce
d T
erm
inat
ions
of
Preg
nanc
y (1
993)
City
/ C
ount
yPr
egna
ncie
sL
ive
Bir
ths
Indu
ced
Ter
min
atio
ns
Tot
al<
1515
- 1
718
- 1
9T
otal
<15
15 -
17
18 -
19
Tot
al<
1515
- 1
718
- 1
9
Fran
klin
Cou
nty
811
2951
561
2233
20N
A7
13
Hen
ry C
ount
y14
84
5886
991
3563
363
1617
Patr
ick
Cou
nty
35N
A11
2425
NA
817
8N
A2
6
Mar
tinsv
ille
532
2229
411
1624
101
54
Stat
e of
Vir
gini
a16
,641
524
5,96
010
,157
10,3
1728
03,
603
6,43
45,
575
225
2,08
43,
268
Sour
ce: V
irgi
nia
Stat
istic
s, 1
993.
NA
- n
ot a
vaila
ble
Tab
le 1
1. C
hild
Abu
se C
ases
(19
91-9
2 th
roug
h 19
94-9
5)Ju
risd
ictio
n19
91-9
219
92-9
319
93-9
419
94-9
5
Hen
ry68
7552
56
Patr
ick
3739
2630
Mar
tinsv
ille
2632
2037
Tot
al13
114
698
123
The
dat
a re
port
ed in
this
tabl
e is
bas
ed o
n to
tal f
ound
ed c
laim
s.So
urce
:So
cial
Ser
vice
s O
ffic
e; M
artin
svill
e, V
A. 1
996.
Tab
le 1
2. M
embe
rshi
p Pr
ojec
tions
for
Pub
lic S
choo
l Dis
tric
ts19
95-1
996
thro
ugh
2001
-200
2Ju
risd
ictio
n95
-96
96-9
797
-98
98-9
999
-00
00-0
101
-02
Fran
klin
6,77
76,
836
6,95
97,
028
7,11
87,
173
7,18
7
Hen
ry9,
083
8,97
78,
832
8,72
58,
606
8,49
58,
385
Patr
ick
2,58
12,
594
2,55
72,
542
2,49
82,
467
2,40
5
Mar
tinsv
ille
2,86
32,
915
2,93
62,
993
3,03
63,
026
3,03
5
Sour
ce:
Vir
gini
a St
atis
tical
Ser
ies,
Pro
ject
ions
of
Edu
catio
nal S
tatis
tics
to 2
014,
Wel
don
Coo
per
Cen
ter
for
Publ
ic S
ervi
ce, 1
995.
2627
Patr
ick
Hen
ry C
orr
mun
ihj C
olle
geM
aste
r Pl
an14
Tab
le 1
3. E
duca
tiona
l Atta
inm
ent f
or th
e Se
rvic
e A
rea
(199
0)(P
erso
ns 2
5 Y
ears
and
Old
er)
Yea
rs o
f Sc
hool
Com
plet
edFr
ankl
in C
o.H
enry
Co.
Patr
ick
Co.
Mar
tinsv
ille
Vir
gini
aU
nite
d St
ates
Tot
al P
erso
ns 2
5 ye
ars
and
over
26,0
4413
8,08
212
,016
11,3
083,
974,
814
158,
868,
436
Perc
enta
ge o
f hi
gh s
choo
l59
.9 %
53.9
%54
.1 %
62.9
%75
.2 %
75.2
°A
grad
uate
s or
hig
her
Perc
ent w
ho a
ttain
ed b
ache
lor's
10.1
%6.
7 %
7.0
%15
.8 `
)/0
24.5
%20
.3 %
degr
ee o
r hi
gher
Sou
rce:
1990
U.S
. Cen
sus
of P
opul
atio
n an
d H
ousi
ng. T
able
14.
Hig
h Sc
hool
Dro
pout
s19
89-9
0 th
roug
h 19
91-9
2
Juri
sdic
tion
1988
-89
1989
-90
1990
-91
1991
-92
168
142
258
122
Fran
klin
293
207
129
161
Hen
ry53
6145
49
Patr
ick
6671
6154
Mar
tinsv
ille
580
481
493
386
Tot
alSo
urce
: Vir
gini
a St
atis
tical
Abs
trac
ts, 1
994
- 19
95.
2829
Patr
ick
Hen
ry C
omm
unity
Col
lege
Mas
ter
Plan
15
Student EnrollmentAnnualized FTE
Table 15 presents a summary of themajor demographic enrollment patterns ofPHCC students from Summer 1991 throughSpring 1996. The annualized full-timeequivalent (FTE) enrollment has increased from1320 in academic year 1991-92 to 1492 inacademic year 1995-96. This has been a steadyincrease of 13 percent over the last five years(See Figure 4 for a Bar Chart on AnnualizedFTE). The highest increase was 81 FTE's,experienced during academic year 1994-95 andthe lowest increase was 4 FTE's, experiencedduring the academic year 1994-95 andacademic year 1995-96.
Headcount and FTE's
Fall headcount enrollment has increasedfrom 2522 in the academic year 1991-92 to 2604in the academic year 1995-96. This has been asteady increase of 3.25 percent over the last fiveyears (see Figure 5 for a chart on the FallHeadcount and FTE's).
Spring headcount has also increased from 2320in the academic year 1991-92 to 2904 in theacademic year 1995-96. This has been a steadyincrease of 25 percent over the last five years.The enrollment pattern of Summer headcountshad a gradual net gain of 199 over the past fiveyears, (with the exception of Summer 1993,which was down by 22 percent from theprevious year).
Fall FTE's have had a steady growthfrom 1199 in academic year 1991-92 to 1297in the academic year of 1995-96. This has been
an increase of 8 percent or 98 FTE's over thepast five years. Spring FTE's have alsoincreased from 1115 in academic year 1991-92to 1299 in the academic year of 1995-96, whichis an increase of 17 percent or 184 FTE's overthe last five years. The summer FTE's had agradual increase of 20 percent or 65 FTE's fromthe academic year 1991-92 to academic year1995-96.
Figure 4 Annualized FTE for Academic Years1991-92 Through 1995-96.
1488 1492
91-92
Source: AKT Booklets.
92-93 93-94 94-95 95-96
Patrick Henry Community College
30Master Plan 16
Tab
le 1
5E
nrol
lmen
t Pat
tern
at P
HC
C f
rom
Sum
mer
199
1 th
roug
h Sp
ring
199
6
Sum
mer
Fall
Spri
ng A
nnua
l Sum
mer
Fall
Spri
ngA
nnua
l Sum
mer
Fall
Spri
ng A
nnua
l Sum
mer
Fall
Spri
ng A
nnua
l Sum
mer
Fall
Spri
ng A
nnua
l19
9119
9119
92 1
991-
9219
9219
9219
9319
92-9
319
9319
9319
94 1
993-
9419
9419
9419
95 1
994-
9519
9519
9519
9619
95-9
6
Hea
dcou
nt11
8825
2223
2013
1725
7025
5010
2228
0524
8512
0627
4327
4113
8726
0429
04FT
E's
327
1199
1115
345
1206
1160
308
1339
1168
326
1350
1301
392
1297
1299
Ann
ual F
TE
's13
2013
5514
0714
8814
92U
ndup
licat
ed38
3842
4940
9442
2143
29
Prof
iles
Are
aIn
-Sta
te11
5524
9322
8312
0525
2425
1199
627
6124
4811
8927
0827
0413
6925
6728
52O
ut-o
f-St
ate
3329
3711
246
3926
4437
1735
3718
3752
Cou
rse
Loa
dFu
ll-T
ime
4172
267
976
675
617
4768
861
250
790
746
6872
769
3Pa
rt-T
ime
1147
1800
1641
1241
1895
1933
975
2117
1873
1156
1953
1995
1319
1877
2211
Gen
der
Mal
e46
310
2898
759
497
810
1843
710
8693
446
110
1710
4848
499
711
87Fe
mal
e72
514
9413
3372
315
9215
3258
517
1915
5174
517
2616
9390
316
0717
17
Tim
e of
Atte
ndan
ceD
ay89
819
0716
6111
1319
4619
6176
221
5917
9096
720
9320
9910
6920
3023
48E
veni
ng29
061
565
920
462
458
926
064
669
523
965
064
231
857
455
6
Plac
e of
Atte
ndan
ceO
n C
ampu
s93
520
4518
8912
4722
4821
8183
821
8520
8610
6920
5619
9512
0320
3820
06O
ff C
ampu
s25
347
743
170
322
369
184
620
399
137
687
746
184
566
898
Prog
ram
Occ
.Tec
h.51
410
3099
842
910
4610
5396
1253
1061
496
1340
1365
688
1260
1181
Tra
nsfe
rs18
743
940
714
143
842
747
243
241
724
056
557
935
760
553
8N
on-C
urri
cula
r48
789
277
068
288
189
217
386
178
134
083
879
734
273
911
85D
evel
opm
enta
l16
114
565
205
178
281
259
226
130
Rac
eW
hite
984
2168
1935
1071
2144
2149
805
2298
2048
965
2232
2190
1058
2095
2364
Bla
ck19
433
836
823
541
038
320
947
941
423
248
551
931
347
950
4O
ther
1016
1711
1618
828
239
2632
1630
36
3132
Full-Time vs. Part-TimeThe data for full-time vs. part-
time headcount enrollment for the Fallsemester is presented in Table 16 alongwith the changing percentages andratios for the past 5 years. The data forfull-time vs. part-time headcount forfall does not indicate a steady pattern.However, the ratios of part-time to full-time in the Fall of 1994 and 1995 havebeen somewhat steady (the ratios forFall 1994 and Fall 1995 has been 2.47
and 2.58 respectively). The Fall dataindicates an overall increasing shift tofull-time status from the ratio of 2.49 inthe Fall of 1991 to the ratio of 2.58 in theFall of 1995. The lowest number of full-time student enrollment for Fall was inthe Fall of 1992 (675), and the highestwas in the Fall of 1994 (790). Overall,the loss or gain in full or part-timestatus does not have a clear pattern andneeds further study in the future.
Figure 5: Headcount vs. FTE's Fall 1991 through Fall 1995
30002500200015001000500
0
25222V0 205 2743
two
2604
1297
64499
Fall 91 Fall 92 Fall 934 Headcount 6 FTEs
Fall 94 Fall 95
Table 16. Full-Time vs. Part-Time Headcount EnrollmentFall 1991 through Fall 1995
Fall 1991 Fall 1992 Fall 1993 Fall 1994 Fall 1995
Numbers:
Full-Time 722 675 688 790 727
Part-Time 1800 1895 2117 1953 1877
Percentages:
Full-Time 28.62 26.26 24.53 28.80 27.92
Part-Time 71.38 73.74 75.47 71.20 72.08
Ratios:
Part-Time/ Full-Time 2.49 to 1 2.81 to 1 3.08 to 1 2.47 to 1 2.58 to 1
Source: AKT Booklets.
Patrick Henry Community College Master Plan 18
Male vs. FemaleData pertaining to male vs. female
headcount enrollment for Fall semester arepresented in Table 1. Female students continueto outnumber male students in all semesters.The number of female headcount enrollmentincreased from 1,494 in the Fall 1991 to 1,607 inthe Fall 1995, which constitutes an 8 percentincrease over the past five years. In the sameperiod, the number of male headcountenrollment has decreased from 1,028 in the Fall1991 to 997 in Fall 1995. This corresponds to a3 percent decrease in male headcountenrollment for Fall in the past five years.Further analysis of the data indicates that theincrease in the ratio of enrollment was mainly
as a result of increase in the female headcountenrollment, particularly in the Fall of 1994. Thepopulation proportion of male to female isprojected to stay the same (approximately48/52) between 1990 through 2000 in theservice region. However, the trend for theheadcount enrollment ratio of male to femalehas been steadily decreasing towards anegative balance for male (the headcountenrollment ratio of male to female for the Fallof 1995 is approximately 38/62).
Table 17. Male vs. Female Headcount EnrollmentFall 1991 through Fall 1995
Fall 1991 Fall 1992 Fall 1993 Fall 1994 Fall 1995
Numbers:
Male 1028 978 1086 1017 997
Female 1494 1592 1719 1726 1607
Percentages:
Male 40.76 38.05 38.72 37.07 38.28
Female 59.24 61.95 61.28 62.92 61.72
Ratios:
Female/Male 1.45 to 1 1.62 to 1 1.58 to 1 1.70 to 1 1.61 to 1
Source: AKT Booklets.
34Patrick Henry Community College Master Plan 19
Enrollment by Ethnicity
Data pertaining to the ethniccharacteristics of the student headcountenrollment for Fall 1991 through 1995 arepresented in Table 18. The enrollment for blackstudents has increased from 338 in the Fall of1991 to 479 in the Fall of 1995, which is a steadyincrease of 42 percent over five years. On thecontrary, the white student enrollment has
slightly decreased from 2,168 in the Fall of 1991to 2,095 in the Fall of 1995, which is a 3 percentdecrease over the past five years. The increasein the black students' headcount enrollmentand other ethnic minorities in recent years hasbeen a positive move towards creating aproportional balance in the population ratio ofthe service region.
Table 18. Headcount Enrollment by EthnicityFall 1991 through Fall 1995
Fall 1991 Fall 1992 Fall 1993 Fall 1994 Fall 1995
Numbers:
Percentages:
White 2168
Black 338
Others 16
White 85.96
Black 13.40
Others 00.64
2144
410
16
83.42
15.95
00.63
2298
479
28
81.93
17.08
00.99
2232
485
26
81.37
17.68
00.95
2095
479
30
80.45
18.39
01.16
Source: AKT Booklets.
Patrick Henry Community College Master Plan 20
Enrollment by ProgramThe data for Occupational/Technical,
Transfer, Non-Curricular, and Developmentalheadcount enrollment by program categoriesfor Fall 1991 through Fall 1995 are illustrated inTable 19. The number of Occupational/Technical students increased from 1,030 in Fall1991 to 1,260 in Fall 1995, a 22 percent increaseover the past five years. The rapid increase inthe Fall 1993 through Fall 1995 Occupational/Technical enrollment was due to a highdemand for training and retraining of theworkforce in business and industry. In thesame period, the number of Transfer studentsincreased from 439 in Fall 1991 to 605 in Fall1995. This corresponds to a 37 percent increasein the number of Transfer students in the pastfive years. Compared to Occupational/Technical and Transfer students, the
Non-Curricular student headcount enrollmenthad a steady decline from 892 in Fall 1991 to739 in Fall 1995. This corresponds to a 17percent decrease in the enrollment of Non-Curricular students at PHCC in the past fiveyears. Such a decline is a success for retentionprograms at PHCC. The number ofDevelopmental students sharply increasedfrom 161 in Fall 1991 to 259 in Fall 1993. Thiscorresponds to a 60 percent increase of theDevelopmental category for three years. Dueto the college's placement policy anddevelopmental tracking, it is projected that thenumber and percentages in this category willincrease in the next three years.
Table 19. Headcount Enrollment by ProgramFall 1991 through Fall 1995
Fall 1991 Fan 1992 Fa111993 Fall 1994 Fall 1995
Numbers by program:
Occupational/ Technical 1030 1046 1253 1340 1260
Transfer 439 438 432 565 605
Non-Curricular 892 881 861 838 739
Developmental 161 205 259 NA NA
Percentages:
Occupational/ Technical 40.84 40.70 44.67 48.90 48.39
Transfer 17.40 17.04 15.40 20.60 23.23
Non-Curricular 35.37 34.28 30.70 30.50 28.38
Developmental 6.39 7.98 9.23 NA NASource: AKT Booklets
3'6Patrick Henry Community College Master Plan 21
Day and Evening HeadcountEnrollment
The data for day and eveningheadcount enrollment for Fall 1991 throughFall 1995 are presented in Table 20. Daystudents continue to dominate the enrollmentpattern by a three to one margin over the lastfive years. In contrast to a steady decline in thenumber of evening enrollments, the dayenrollment had
increased from 1907 in the Fall of 1991 to 2,030in the Fall of 1995, which is a 6 percent increaseover the past five years. The highest eveningenrollment occurred in the Fall of 1994 and thelowest occurred in the Fall of 1995. The data onday and evening headcount enrollment isdepicted in Figure 6.
Table 20. Day and Evening Headcount EnrollmentFall 1991 through Fall 1995
Fall 1991 Fall 1992 Fall 1993 Fall 1994
Number:
Percentages:
Day 1907 1946
Evening 615 624
Day 75.61 75.72
Evening 24.39 24.28
2159 2093
646 650
76.97 76.3
23.03 23.7
Fall 1995
2030
574
77.96
22.04
Source: AKT Booklets
Figure 6. Day vs. Evening Headcount Enrollment Fall 1991-1995.
2500
2000
1500
1000
500
Fall 1991 Fall 1992 Fall 1993 Fall 1994Fall 1995
Source: AKT Booklets
Patrick Henry Community College 37 Master Plan 22
Headcount Enrollment by AgeGroups
The data pertaining to the headcountenrollment by age groups for Fall 1991 throughFall 1995 are presented by Table 21. The datacompare the numbers and percentages ofstudent enrollment by age groups. Thenumber of student enrollment in the 17 andunder age group has decreased from 106 in theFall of 1991 to 51 in the Fall of 1995, with theexceptionof Fall 1993 and Fall 1994. The number of
student enrollment in the 18-21 age group haveslightly decreased from 706 in Fall 1991 to 617in the Fall 1995. In contrast, the number ofenrollment in the 22-34, 35-44, and 45-over agegroups have gradually increased over the pastfive years. The highest growth were observedin the age groups of 45 and over (408 in the Fallof 1995, up from 293 in the Fall of 1991 by 39percent).
Table 21. Headcount Enrollment by Age GroupsFall 1991 through Fall 1995
Fall 1991 Fall 1992 Fall 1993 Fall 1994 Fa111995
Numbers:17 and under
18-21
22-34
35-44
45-overPercentages:
17 and under18-21
22-34
35-44
45-over
106
706
936
492
293
4.2
27.9
37.0
19.4
11.6
93
630
976
545
334
3.6
24.4
37.9
21.1
13.0
110
662
1054
567
427
3.9
23.5
37.4
20.1
15.1
0
579
1081
642
454
0
21.0
39.2
23.3
16.5
51
617
971
568
408
2.0
23.6
37.1
21.7
15.6Source: Student Information Systems (indudes census data)
Figure 7. Headcount Enrollment by Age Group for Fall 1995
21 and Under25.65%
22 and Over74.35%
Patrick Henry Community College Master Plan 23
Financial Aid Awards
Table 22 presents data on the annualcomparison of financial aid awards from theacademic year 1991-92 through 1994-95 , andFigure 8 presents unduplicated aid recipientsfor the same period. The number of studentsapplying for and receiving financial aid awardshas been steadily increasing in the past severalyears.
The number of students receivingunduplicated financial aid awards hasincreased from 934 in the academic year 1991-92 to 1306 in the academic year 1994-95 whichconstitutes a 40 percent increase over fouryears.
Figure 8: Unduplicated Financial Aid Recepient
1200
Source: Financial Aid Reporting System 1996.
1992-93 1993-94
Academic Years
1306
1994 -95
Patrick Henry Community College Master Plan 24
Tab
le 2
2A
nnua
l Com
pari
son
of F
inan
cial
Aid
Aw
ards
Aca
dem
ic Y
ears
199
1-92
thro
ugh
Aca
dem
ic Y
ears
199
4-95
Prog
ram
1991
-92
1992
-93
1993
-94
1994
-95
Dup
licat
edN
umbe
rof
Aw
ards
Dup
licat
edT
otal
Am
ount
Aw
arde
d
Dup
licat
edN
umbe
rof
Aw
ards
Dup
licat
edT
otal
Am
ount
Aw
arde
d
Dup
licat
edN
umbe
rof
Aw
ards
Dup
licat
edT
otal
Am
ount
Aw
arde
d
Dup
licat
edD
uplic
ated
Num
ber
Tot
al A
mou
ntof
Aw
ards
Aw
arde
d
Pell
572
$757
,445
3562
2$7
92,4
92.6
958
3$7
15,6
40.8
872
9$9
53,9
42.6
5
SEO
G90
$16,
700.
0088
$16,
029.
0063
$22,
449.
0096
$33,
604.
00
CSA
P53
$20,
000.
0034
$21,
000.
0040
$26,
250.
0066
$43,
000.
00
CW
S34
$27,
318.
7341
$31,
773.
9743
$31,
825.
8453
$24,
809.
92
VW
SP15
$24,
789.
5823
$27,
819.
1724
$29,
127.
3223
$27,
962.
15
Loa
ns11
6$5
8,57
0.25
131
$93,
490.
5696
$77,
501.
3747
$40,
741.
65
Scho
lars
hips
184
$78,
064.
1214
8$8
4,60
5.13
93$5
4,45
3.70
137
$64,
303.
10
Voc
. Reh
ab5
$1,0
02.0
03
$1,4
30.9
96
$6,3
60.7
618
$10,
193.
60
Vet
Voc
Reh
ab3
$2,2
37.6
56
$5,1
56.1
48
$6,1
12.2
515
$17,
353.
45
Dis
loca
ted
Wkr
38$3
5,55
9.16
29$2
9,13
1.52
20$1
8,28
2.91
---
---
JTPA
Gra
nt13
0$1
31,3
83.1
666
$65,
107.
7129
$19,
791.
6057
$53,
870.
79
Las
t Dol
lar
4$2
,000
.00
5$2
,000
.00
5$2
,000
.00
10$3
,000
.00
VC
CS
Gra
nt94
$61,
994.
0018
4$1
23,1
75.0
026
2$1
98,9
22.0
030
1$1
87,9
28.3
1
SLE
OE
P G
rant
5$1
,000
.00
4$1
,000
.00
4$9
44.0
00
$0
Sout
hern
Are
an/
a$0
.00
5$1
,809
.93
4$1
,838
.00
5$1
,189
.15
Age
ncy
VA
Chi
ld C
are
16$1
,680
.00
47$7
,011
.00
23$3
,036
.00
4$5
43.6
0
PTA
P G
rant
n/a
$0.0
0n/
a$0
.00
49$1
0,31
9.00
54$1
0,17
0.00
Yea
r T
otal
s13
59$1
,219
,744
.00
1436
$1,3
03,0
32.8
113
52$1
,224
,854
.63
1615
$1,4
72,6
12.3
7ur
ce: F
inan
cial
Aid
Rep
ortin
g Sy
stem
199
6.
Patr
ick
Hen
ry C
omm
unity
Col
lege
Mas
ter
Plan
25
Sources of Funds and Uses of FundsDistribution
Tables 23 and 24 depict the data relating tothe sources and uses of funds from theacademic year 1991-92 through the academicyear 1994-95. Due to the budgetary policiesimplemented by the State for higher educationinstitutions in the last several years, the stateappropriation funds have been dwindling from50.15 percent in the academic year 1991-92 to48.32 percent of the total college revenue in theacademic year 1993-94. At the same time, theportion of the college revenue from tuition hasincreased from 20.81 percent in the academicyear of 1991-92 to 25.5 percent in the academicyear 1993-94. As a result, the revenue per FTEhas slightly increased from $5,191 in 1991-92 to$5,289 in 1994-95 (with an average of $5,183)
$5,400
$5,300
$5,200
$5,100
$5,000
$4,900
$4,800
1991-92
which is an increase of 1.9 percent over fouryears. (see Figure 9 for the comparison of therevenue and expenditure per FTE). Table 24presents data on the use of funds fromacademic year 1991-92 through academic year1994-95. Expenditure per FTE has increasedfrom $5,193 in 1991-92 to $5,324 in 1994-95.The proportion of use of funds for instructionhas decreased from 47.01 percent in 1991-92 to40.57 percent in 1994-95. During the sameperiod, the proportion of use of funds forpublic service, academic support, studentservices, instructional support, andscholarships have increased. The expenditureper FTE has slightly increased from $5,193 to$5,324 (with an average of $5,212) which is anincrease of 2.5 percent over the past four years.
1992-931993-94
1994-95
Revenue
Expenditures
Figure 9. Revenue vs Expenditures per FTE for Academic Year 1991-92through Academic Year 1994-95.
Source: IPEDS, Financial Statements.
A
Patrick Henry Community College Master Plan 26
Tab
le 2
3. S
ourc
es o
f Fu
nds
Dis
trib
utio
nA
cade
mic
Yea
rs 1
991-
92 th
roug
h 19
94-9
5
Tot
al R
even
ue
Rev
enue
1991
-92
Perc
ent o
fT
otal
1992
-93
Perc
ent o
fT
otal
1993
-94
Perc
ent o
fT
otal
1994
-95
Perc
ent o
fT
otal
Tui
tion
& F
ees
$1,4
25,9
6220
.81
$1,6
91,6
3925
.06
$1,8
92,5
4025
.53
$2,0
77,7
8926
.40
Stat
e A
ppro
pria
tions
$3,4
36,2
0950
.15
$3,0
47,3
4545
.15
$3,5
82,6
4148
.32
$4,1
97,3
5253
34
Fede
raV
Stat
e G
rant
s$1
,706
,256
24.9
0$1
,739
,331
25.7
7$1
,705
,881
23.0
1$1
,449
,927
18.4
2
Oth
er'
$283
,954
4.14
$270
,950
4.01
$233
,220
3.15
$144
,540
1.84
Tot
al R
even
ue$6
,852
,381
100
$6,7
49,2
6510
0$7
,414
,282
100
$7,8
69,6
0810
0
Rev
enue
Per
FT
E S
tude
ntPe
rcen
t of
Perc
ent o
fPe
rcen
t of
Perc
ent o
f
Rev
enue
1991
-92
Tot
al19
92-9
3T
otal
1993
-94
Tot
al19
94-9
5T
otal
Ann
ual F
TE
1320
1355
1407
1488
Per
Cap
ita F
TE
$5,1
91$4
,981
$5,2
69$5
,289
Tui
tion
& F
ees
$1,0
8020
.81
$1,2
4825
.06
$1,3
4525
.53
$1,3
9626
.40
Stat
e A
ppro
pria
tions
$2,6
0350
.15
$2,2
4945
.15
$2,5
4648
32$2
,821
5334
Fede
ral/S
tate
Gra
nts
$1,2
9324
.90
$1,2
8425
.77
$1,2
1223
.01
$975
18.4
2
Oth
er$2
154.
14$2
004.
01$1
663.
15$9
71.
84
Tot
al R
even
ue$5
,191
100
$4,9
8110
0$5
,269
100
$5,2
8910
0
Sour
ce: I
PED
S, F
inan
cial
Sta
tem
ents
.
Patr
ick
Hen
ryC
omity
Col
lege
Mas
ter
Plan
27 44
45
Tab
le 2
4. U
se o
f Fu
nds
Dis
trib
utio
nA
cade
mic
Yea
rs 1
991-
92 th
roug
h 19
94-9
5T
otal
Exp
endi
ture
s
Exp
endi
ture
1991
-92
Perc
ent o
fT
otal
1992
-93
Perc
ent o
fT
otal
1993
-94
Perc
ent o
fT
otal
1994
-95
Perc
ent o
fT
otal
Inst
ruct
ion
$3,2
18,7
2747
.01
$3,1
84,3
5247
.01
$3,0
39,0
9240
.52
$3,2
14,3
6540
.57
Publ
ic S
ervi
ce$1
9,19
70.
28$1
01,3
561.
49$1
73,5
592.
31$2
36,5
872.
98
Aca
dem
ic S
uppo
rt$6
05,0
978.
82$5
09,0
237.
51$6
48,0
888.
64$7
10,5
428.
97
Stud
ent S
ervi
ces
$365
,626
5.33
$399
,770
5.90
$443
,135
5.90
$548
,581
6.92
Inst
. Sup
port
$1,2
33,4
2017
.99
$1,1
60,0
1817
.12
$1,5
10,1
6120
.14
$1,5
02,8
3718
.97
Ope
r./M
aint
.of
Plan
t$5
00,0
157.
29$4
63,7
386.
84$5
50,1
777.
34$5
21,8
506.
58
Scho
lars
hip
$912
,731
13.3
1$9
55,2
9314
.10
$1,1
35,3
4515
.13
$1,1
86,4
4214
.97
Tot
al E
xpen
ditu
res
$6,8
54,8
1310
0$6
,773
,550
100
$7,4
99,5
5510
0$7
,921
,204
100
Exp
endi
ture
s B
y FT
E S
tude
ntPe
rcen
t of
Perc
ent o
fPe
rcen
t of
Perc
ent o
f
Exp
endi
ture
1991
-92
Tot
al19
92-9
3T
otal
1993
-94
Tot
al19
94-9
5T
otal
Ann
ual F
TE
1320
1355
1407
1488
Per
Cap
ita 1
1"1'
E$5
,193
$4,9
99$5
,330
$5,3
24
Inst
ruct
ion
$2,4
4147
.01
$2,3
5047
.01
$2,1
6040
.52
$2,1
6140
.57
Publ
ic S
ervi
ce$1
50.
28$7
51.
49$1
232.
31$1
592.
98
Aca
dem
ic S
uppo
rt$4
588.
82$3
767.
51$4
618.
64$4
788.
97
Stud
ent S
ervi
ces
$277
5.33
$295
5.90
$315
5.90
$369
6.92
Inst
. Sup
port
$934
17.9
9$8
5617
.12
$1,0
7320
.14
$1,0
1018
.97
Ope
r./M
aint
.of
Plan
t$3
797.
29$3
426.
84$3
927.
34$3
516.
58
Scho
lars
hip
$691
1331
$705
14.1
0$8
0615
.13
$798
14.9
7
Tot
al P
er C
apita
liT
E$5
,193
100
$4,9
9910
0$5
,330
100.
$5,3
2410
0
Sour
ce: I
PED
S, F
inan
cial
Sta
tem
ents
.
Patr
ick
Hen
ry C
omm
unity
Col
lege
Mas
ter
Plan
28
46
The Planning Process atPatrick Henry Community College
The college's planning process has been State Board (Section 9.0.2., VCCS Policymodified several times since the last re- Manual, March 11, 1992).accreditation process in 1987. The following isa brief description of Phase One of the strategic According to SACS, an effectiveplanning process that started in 1992 and led to planning and evaluation process should
the establishment of mission and goals include:statements at Patrick Henry CommunityCollege in 1993, and the follow up revision in1995.
The effective performance of aninstitution is directly related to its proactiveplanning, management, and evaluationsystems. The primary purpose of PHCC'splanning process is to improve the quality ofmanagement and decision making, to enhancethe quality of its students' outcomes, and toimprove the effectiveness of the institution infulfilling its goals and mission. Patrick HenryCommunity College has designed a multi-levelplanning process that has been developed withthe efforts and commitments of the members ofthe planning committee, the faculty,administrators, and classified staff. Policiesand procedures issued by the SouthernAssociation of Colleges and Schools (theCriteria For Accreditation, Commission OnColleges 1992-1993) and also the directives givenby the Virginia Community College System'sPolicy Manual were implemented in the entireplanning process.
The VCCS policy manual states thateach college shall formulate a comprehensivemaster plan. This plan shall follow theguidelines prescribed in the SouthernAssociation of Colleges and Schools (SACS)Criteria Planning Guide. This plan shall bepresented to the College Board the State Boardfor approval. Following initial approval, thecollege master plan shall be modified andupdated every two years. Modifications andchanges shall be submitted for review to theChancellor's Office. Significant changes to acollege master plan, as determined by theChancellor, shall be subject to approval by the
1. Broad based participation by facultyand administration;
2. The establishment of a clearly definedpurpose appropriate to collegiateeducation;
3. The formulation of educational goalsconsistent with the institution'spurpose;
4. The development of procedures forevaluation of extent to which theseeducational goals are being achieved;
5. The use of results of these evaluationsto improve institutional programs,services and operation (p. 16).
The strategic planning process atPatrick Henry Community College is designedin three phases. The first phase is policyformulation: the college will establish itsmission, vision, and goals statements. In thesecond phase the college sets unit/area goalsand objectives. The deans, divisions, and unitsdevelop area strategic objectives andcomprehensive assessment plans inconjunction with the institutional effectivenessactivities. In the third phase the collegecomprehensively evaluates the objectives andactivities set forth in the second phase and usesthe results to improve the college's mission andgoals.' In this volume, only the first phase ofthe planning and evaluation process isdescribed. This stage of policy formulationleads to the establishment of the college'smission, vision, and goals statements.
The planning and evaluation committeewas appointed in October, 1992. Theimmediate task for the committee was toprepare a comprehensive planning andevaluation process manual as a standing order
Patrick Henry Conimunity College47
Master Plan 29
and a working manual. Other tasks proceededas follows:
1. Approval of the planning processmanual.
2. Setting policies and procedures for thesubcommittees.
3. Review the existing master plandocuments.
4. Collect data and information throughethnographic research methods andenvironmental scanning studies.
5. Write planning assumptions based onobjective information from collegerecords and environmental scanningreports.
6. Prepare and approve the vision andmission statement.
7. Formulate the draft for the longrange goals utilizing information fromthe following sources:a. Approved mission and vision
statementsb. Past and future enrollment
trendsc. Reports on environmental
scanning studyd. Planning assumptionse. Inputs from deans, division
chairs, advisory boards, andprogram advisory committees
f. SACS Criteria, VCCS Policiesand Procedures.Social indicators, from stateand service area.
h. Educational indicators, fromstate and service area.
8. Approval of the mission and goalsstatements by the college personnel, thepresident, and the college board.
g.
The Process of Developing GoalsStatements
The Planning and EvaluationCommittee met on a two-day planning retreatdevoted to developing the institutional goals asa follow-up to the development of the missionstatement. During the spring 1993, thecommittee spent a great deal of time arriving ata mission statement which was approvedimmediately prior to the retreat. Based on anextensive literature review, the planningcommittee used what is called "the issuemanagement approach" to planning andorganizational development.
The retreat began on Thursday, April15; with the committee first coming together foran opening session that was intended as an icebreaker so everyone could feel relaxed andcomfortable. The members worked together indeveloping a plan and procedure to befollowed during the two-day retreat. Duringthe ice breaker everyone made a statementwhich spelled out specific issues that PHCCshould address in the future. Each person wasasked to state one issue, and as the groupprogressed around the table, each person hadto repeat what had been said by the priorparticipants and then add his/her ownstatements. By the time the group finished, thelast person essentially gave a summary of thestrategic issues and concerns raised byeveryone else. Ten strategic issues wereidentified as being fundamentally important toenhance the quality of learning and teachingand to fulfill the college's mission. The issuesagreed on were the following:
1. Curriculum and instruction2. Student development3. Academic support4. College and community partnership5. Accessibility6. Human resources7. Facilities8. Organization, leadership, &
administrative process9. Finance
10. Technology
Patrick Henry Community College Master Plan 30
48
Once the group agreed on the strategicissues, the members broke into subgroups,with each subgroup addressing particularissues which they had selected. The intentionwas to begin development of specific goalswhich would guide the college over the nextfive years. Group 1 worked with curriculumand instruction, academic support, and collegeand community partnership. Group 2 workedwith student development, organization,leadership, and administrative process; andtechnology. Group 3 worked with accessibility,human resources, facilities, and finance. Thesession proceeded as follows: the subgroupsmet independently of each other and addressedthe specific issues which they had selected.After discussing each issue and developing arationale for the issue, the group thendeveloped specific goals which the groupviewed as necessary to be achieved in order toaddress the issue. After each group workedindependently, the full committee came backtogether in order to react to the varioussuggestions made by the subgroups. Thisprocess continued throughout the retreat.
In the final session, the entire groupwent through each issue discussing again therationale and then through each specific goalidentified by the subgroups. The committeethen voted to improve the entire package ofmission and goal statements. The planningand research coordinator was then given theresponsibility of making any necessaryeditorial changes so that the document wouldbe consistent in style and meet the necessaryreporting requirements. The methods seemedto work successfully, in that everyone hadindividual input. The subgroups were able tofocus specifically on the issues of concern tothem, and then the entire group was able toreview, debate, discuss, recommend, modify,adjust, critique, etc. So what emerged was adocument that had the full support andapproval of the entire committee becauseeveryone had adequate input into producingthe outcome.
Throughout the retreat, a sense of teamspirit developed because of the process thatevolved. The retreat was successful because itwas held off-campus and away from officesand regular schedules. Everyone was in acomfortable, relaxed atmosphere. The groupwas able to see the larger picture by interactingwith people from all areas of the college.Participants were able to view perspectives thatwere different from their own, and, as a result,they were able to come together and produce agoal statement that truly reflected the bestthinking of the group.
The first revision of the mission andgoals started in the Spring of 1995 andcompleted in the Fall of 1995. Through a seriesof meetings and work sessions, the planningcommittee identified nine important strategicissues as being fundamental to achieve thequality of student learning. The issues agreedon were: curriculum and instruction; studentdevelopment; college and communitypartnership; accessibility; human resources;facilities; organization, leadership, andadministrative processes; finance; andtechnology. The revised mission and goalswere mailed to all faculty, administrators, andstaff for their input. The college Board also,approved the revised mission and goals onOctober 16, 1995 and the package was mailedto VCCS on. November 14, 1995 for furtherconsideration.
Patrick Henry Community College Master Plan 3149
PHCCMission Statement
1995-1997
Patrick Henry Community College is a public, comprehensive community
college, serving Martinsville, Henry and Patrick counties, and southern Franklin
County. The mission of the College is to provide educational and community
service programs of the highest quality in accessible locations at affordable costs.
Patrick Henry Community College adheres to an open door admissions policy and
welcomes all people. To achieve its mission, the College is responsible for
providing:
the first two years of instruction towards a bachelor's degree;
occupational/technical programs to serve people seekingemployment or desiring advancement in their present jobs;
community-service activities, such as workshops, seminars, forums, cultural,and civic programs;
educational programs and services to meet the needs of area businesses,industries, and service agencies;
programs to assist students in overcoming deficiencies and acquiring skillsfundamental to academic and career achievements; and
instructional and support services to meet the needs of an increasinglydiverse student population.
The Mission Statement (revised 1995)
Patrick Henry Community College Master Plan 32
50
Patrick Henry Community College1995-1997
Institutional Goals for the Master PlanRevised by the Planning and Evaluation Committee May 1995
Executive Summary
This is the first revision of the mission and goals at PHCC. This document has been created by faculty and staff through acomprehensive planning process during the Fall semester of 1995. The institutional mission and goal statements for the PatrickHenry Community College Master Plan were originally developed in 1993 by a Planning Committee comprised ofrepresentatives from the faculty, staff and administrators of the college. Through a series of meetings and work sessions in theFall of 1995 the planning committee identified nine important strategic issues as being fundamental to produce the quality of
student learning. The issues agreed on were: curriculum and instruction; student development; college and communitypartnership; accessibility; human resources; facilities; organization, leadership, and administrative processes; finance; andtechnology. The following respective overriding goals were formulated as being imperative to address the areas of concernemphasized in the institutional mission of Patrick Henry Community College. In summary, the college is committed to:
1. Provide a challenging and innovative learning environment to enable individuals to meet their personal
educational goals.
2. Provide an environment that supports and encourages students in their academic progress and assiststhem in their personal and social development.
3. Provide opportunities for interaction between the community and college, and the sharing of resources.
4. Provide open access to programs and facilities for all segments of the community.
5. Recruit, retain and develop quality personnel to meet the institutional goals.
6. Provide physical facilities for a safe, secure environment conducive to student learning and communityservice programs.
7. Enhance administrative processes that enable all personnel to understand their roles in achieving thecollege's mission, develop their support for the mission, and assure an environment for active
participation.
8. Develop and manage a comprehensive fiscal plan that ensures the long-term security of the college.
9. Assess and incorporate appropriate technological advances that will enhance and enrich collegeprograms, services, and procedures.
Patrick Henry Community College 51Master Plan 33
1. Curriculum and Instruction
Comprehensive Goal: Provide a challenging andinnovative learning environment to enable individuals tomeet their personal educational goals.
Rationale: Historically, community colleges haveoffered different educational programs at different timesdepending on the needs and priorities of their immediatecommunities. An integrated, coherent curriculumprepares a student to be a life-long learner and enablesthe kind of adaptability life today demands. PatrickHenry Community College has updated its mission toprovide curriculum offerings that will be more responsiveto the economic development/ partnership of its serviceregion and be more cooperative with localbusiness/industry and state and federal governments tomeet the workforce needs of the year 2000.
Strategic Goals:
1.1. Continue to improve basic skills assessment,prescriptive placement, and advising.
1.2. Continue to integrate general education in allcurricula.
1.3. Continue to provide a developmental educationprogram that addresses the needs of the wholestudent to include the personal, interpersonal,affective, and cognitive domains.
1.4. Continue to improve transfer offerings to meet thegrowing demands for today's workforce andimprove the college's transfer rate.
1.5. Continue to improve occupationaUtechnicalofferings in cooperation with business, industry,and governmental agencies.
1.6. Expand continuing education opportunitiesthrough the development of additional trainingprograms for business, industry, governmentalagencies, and individuals in the community.
1.7. Promote understanding of diversity through aninfusion of international and multiculturalprograms, and activities.
1.8. Integrate the use of technology throughout thecurricula to develop an environment wherebystudents become accustomed to electroniccommunication and are familiar with accessingnational and global information resources.
1.9. Expand access and provide academic supportservices to a diverse student population and thecommunity.
1.10. Provide access to state of the art classroomresources.
1.11. Actively pursue the development and maintenanceof articulation agreements with area high schools,colleges, and universities.
1.12. Pursue at least a 70:30 ratio of full-time to part-time faculty.
1.13. Continue to revise and implement a continuouscycle of planning and evaluation of academicprograms and academic support services.
Patrick Henry Community College 52 Master Plan 34
2. Student Development
Comprehensive Goal: Provide an environment thatsupports and encourages students in their academicprogress and assists them in their personal and socialdevelopment.
Rationale: Patrick Henry Community Collegerecognizes that the student is its primary customer and
that service to the student and development of theindividual are vital elements in educational experiences
beyond the classroom. An open door institution, thecollege attempts to serve a body of students that is trulyrepresentative of the whole community. As PHCC
approaches the 21st Century, the college is committed tomore nearly reflect the demographics of our service area;at the same time, it will respond appropriately to societalpressures, concerns, and issues as they affect students'lives. PHCC must be prepared to accommodate studentsin a learning environment that welcomes and recognizes
the diversity of students and their goals. As theinstitution and its programs evolve, there will be a needto review, evaluate, and continually improve the servicesand delivery systems that are provided.
The college regularly offers comprehensive studentdevelopment services within its organizational units.These services typically include admissions and records;academic advising; counseling; financial aid; careerdevelopment services; special services to students withdisabilities and to disadvantaged populations; and studentactivities. The traditional activities, coupled withadditional opportunities for individual enrichment, areprojected to continue with special emphasis on strategicobjectives.
Strategic Goals:
2.1. Continue to evaluate and enhance the delivery ofcomprehensive student services to a diversepopulation.
2.2. Expand programs to support awareness ofmulticultural diversity.
2.3. Expand programs and activities to supportawareness of contemporary social issues andavailable resources.
2.4. Provide an environment in which students candevelop to their highest potential while meetingtheir academic and personal development
objectives.
53
Patrick Henry Community College Master Plan 35
3. College and Community Partnership
Comprehensive Goal: Provide opportunities forinteraction and for the sharing of resources between thecollege and the community.
Rationale: Strengthening college and community ties isa challenge and a great opportunity for Patrick HenryCommunity College. College and communityinteractions provide new visions and directions thatbridge the gap between the academic and communityinstitutions. Building alliances with industry, business,and government agencies creates a sense of belongingthat puts the college in a unique position to serve thesocial and economic interests of its service region.PHCC is committed to train the workforce and to shareits resources and facilities as appropriate.
Strategic Goals:
3.1. Enhance the college's leadership role incommunity affairs.
3.2. Promote a collaborative effort with communityagencies to provide enhanced programmingopportunities and utilization of communityresources.
3.3. Promote economic development throughpartnerships with business, industry, andgovernmental agencies.
3.4. Continue to Improve relationships between thecollege and the service area.
3.5. Build on cooperative relations with public schoolsin the service region and other post secondaryeducational institutions in the state.
3.6. Encourage a personal commitment tocommunity involvement.
54
Patrick Henry Community College Master Plan 36
4. Accessibility
Comprehensive Goal: Provide open access to programsand facilities for all segments of the community.
Rationale: In line with the leadership vision of thecommunity college movement for social stability andconsistent with the mandated policies and procedures ofthe state board for the Virginia Community CollegeSystem, PHCC is committed to expanding the physical,financial, and academic accessibility to college educationfor citizens in the service area.
Strategic Goals:
4.1. Expand strategies to provide educational offeringsand cultural activities in accessible places and attimes that can best serve the population in theservice area.
4.2. Expand strategies to inform the community of theprograms and services available through thecollege.
4.3. Develop a comprehensive student retention planwhich also reviews and updates the action plan toimprove minority recruitment, enrollment, andretention.
55
Patrick Henry Community College Master Plan 37
A. ,
5. Human Resources
Comprehensive Goal: Recruit, retrain and developquality personnel to meet the institutional goals.
Rationale: Human resources are the most valuable asset
at the college. To provide quality programs and servicesto the community, the college must formulate a humanresource plan for selection, recruitment, orientation,compensation, development, and evaluation of faculty,administrators and professional staff. The Commission
on The Future of Community Colleges emphasizes theimportance of faculty members as mentors and asscholars. The report also describes the tensions createdby heavy class loads and rapid technological advances forfaculty to keep abreast of their fields. In a moderntechnological society, administrators and staff also needto develop professional and leadership skills to facilitate
instructional activities. It is, therefore, important thatfaculty, administrators and classified staff be competent,technically current and highly motivated. To attract andretain such quality personnel, Patrick Henry Community
College is committed to coordinate, develop, andmaintain a comprehensive human resource plan thatincludes: the participation of personnel in the entireplanning process; supporting professional developmentalactivities; providing a comprehensive employee
orientation; improving employee benefits andcompensation; participation and involvement of thecollege's affirmative action officer in personnel processesand decisions; supporting the educational advancementof faculty administrators and staff to obtain higheracademic degrees, and creating a work environment
conducive to quality education.
Strategic Goals:
5.1. Develop and implement a professionaldevelopment plan for faculty and staff
5.2.
5.3.
5.4.
Support employees in formulation andimplementation of individual development plans.
Develop and implement a comprehensiveemployee orientation program.
Develop and implement a human resource plan toaccommodate the decentralization of statepersonnel activities.
S.S. Improve strategies to increase minorityrepresentation among faculty and staff
5.6. Explore an incentive plan to enhance morale forall college personnel.
5.7. Promote a work environment conducive toteaching and learning.
56
Patrick Henry Community College Master Plan 38
6. Facilities
Comprehensive Goal: Provide physical facilities for asafe, secure environment conductive to student learningand community service programs.
Rationale: Physical facilities and resources areimportant in education. Patrick Henry CommunityCollege, with estimates of projected enrollments andguidelines from the VCCS and State Council for HigherEducation in Virginia, is committed to develop a facilityand physical resources plan that is adequate forinstruction and support services and provides anacceptable, safe, and secure environment to all students,faculty, administrators, and staff. Facilities andeducational resources must be accessible to all students,college personnel, and the community and be incompliance with ADA and OSHA requirements.
Strategic Goals:
57
6.1. Develop a plan that will make more efficient useof current facilities.
6.2. Develop a comprehensive plan for capitalprojects, community facilities, rented facilities,and permanent facilities.
6.3. Implement a plan for preventive maintenance.
6.4. Develop and implement a plan to repair andrenovate existing facilities.
6.5. Develop and implement a plan to use resources inan environmentally conscious manner.
Patrick Henry Community College Master Plan 39
4, k.
7. Organization, Leadership, andAdministrative Processes
Comprehensive Goal: Enhance administrative processesthat enable all personnel to understand their roles in
achieving the college's mission, develop their support forthe mission, and ensure an environment for activeparticipation.
Rationale: The administration of Patrick HenryCommunity College has the responsibility of bringingtogether its various resources and allocating themeffectively in order to accomplish institutional goals. It isdesirable to address these goals in a unifyingenvironment that values the student, the community, andthe contributions made by college personnel.
Administrative processes should enhance theopportunities for continual improvement of all collegeprograms and services and for the development of collegepersonnel. The college is committed to a participativemanagement style that incorporates the creativecontributions of all personnel. To this end, PHCC willmaintain an organizational structure and administrativeprocesses that effectively and efficiently utilize its humanresources.
Strategic Goals:
7.1. Encourage an environment that enhances the sense ofcommunity.
7.2. Improve procedures to communicate and discusscollege issues and concerns.
7.3. Assess and provide support for appropriate staffdevelopment and leadership training needs.
7.4. Design and implement a continuous cycle of planning,assessment, and evaluation for all college programsand services.
7.5. Improve a collaborative working relationship amongteaching faculty, classified staff, and administrators atthe college.
7.6. Integrate the dimensions of wellness intocollege programs and services.
58
Patrick Henry Community College Master Plan 40
8. Finance
Comprehensive Goal: Develop and manage acomprehensive fiscal plan that ensures the long-termsecurity of the college.
Rationale: There has been a significant reduction instate funding for higher education in the last couple ofyears. In the same period the unit cost of highereducation has been growing, and the ancillary costs aregrowing significantly faster than the mainline academiccosts. The real challenge for the future is to contain orreduce costs without undermining the academic qualityof the college. Patrick Henry Community College iscommitted to working with the VCCS to ensure adequateappropriations and to developing a comprehensiveadministrative fiscal plan that explores alternativesources of external funding, further reallocation ofresources, and containment of costs.
Strategic Goals:
8.1. Define the budgeting process, establish baselinefunding levels, and communicate the process to allcollege personnel.
8.2. Incorporate the information developed throughthe planning and evaluation process into thebudget and allocation process to meet institutionalpriorities.
8.3. Provide sound accounting and fiscal managementin accordance with state and NACUBOguidelines.
8.4. Develop a plan to regularly evaluate and enhancethe management of financial records andprocedures.
8.5. Work with the Patrick Henry Community CollegeFoundation to increase the college endowment toat least $5 million.
8.6. Utilize the resources of the PHCC Foundation toincrease the number of full-time faculty and staff
8.7. Work with the Virginia Community College Systempersonnel to increase the base level funding of thecollege budget to more nearly match actualenrollment.
59
Patrick Henry Community College Master Plan 41
9. Technology
Comprehensive Goal: Assess and incorporateappropriate technological advances that will enhance andenrich college programs, services, and procedures.
Rationale: Technology and its explosive pace clearlyhave the power to impact virtually every aspect of PHCCoperations. From administration to instruction, thetechnological ramifications for PHCC are considerable.The need for human resource development and trainingwill increase in the areas of technology, computerliteracy, and the ability to cope with technologicalchange. Technology can open the doors of instruction tovast numbers of area residents. It can network supportservices, such as library and learning resources, to
expand the information base of the collegeimmeasurably. It can enhance and enrich the teachingand learning process in the classroom. Technologycarries with it a multitude of ethical considerations.Indeed, as PHCC prepares for the 21st Century, thechallenge of technology becomes practical as well asphilosophical - -in terms of both content and applications.Clearly the overriding call is for technology to act as ahurrianizing rather than a dehumanizing force in theenterprise of Patrick Henry Community College.
Strategic Goals:
9.1. Implement the comprehensive campus-widecomputerization plan to ensure that the institutionundertakes a coherent, well-planned, andappropriate adaptation to new computertechnology.
9.2. Develop and implement a comprehensive plan toevaluate and improve the use of technologicaladvances and applications.
9.3. Make available a reliable campus-wide network sothat students, faculty and staff may becomeaccustomed to electronic communication and arefamiliar with accessing national and globalinformation resources.
9.4. Increase the number of trained personnel who canprovide expertise to troubleshoot and manage thetechnology needs of the institution.
9.5. Provide for the training needs of collegepersonnel related to technological advances andapplications.
60Patrick Henry Community College Master Plan 42
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