DOCUMENT RESUME KENEGA, ROBERT KISHWAUKEE … · document resume. ef 001 784. kenega, robert kishwaukee community college study. final report. northern illinois univ., de kalb. jun

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ABSTRACT

DOCUMENT RESUME

EF 001 784

KENEGA, ROBERTKISHWAUKEE COMMUNITY COLLEGE STUDY. FINAL REPORT.NORTHERN ILLINOIS UNIV., DE KALB.JUN 6691P.

EDRS PRICE ME-$0.50 HC-$4.65*COMMUNITY COLLEGES, *COMMUNITY DEVELOPMENT,CURRICULUM PLANNING, *ENROLLMENT PROJECTIONS,*FINANCIAL NEEDS4 *HIGHER EDUCATION, ORGANIZATION,POPULATION TRENDS, SITE ANALYSIS, TRANSPORTATION

AS A RESULT OF CONSIDERABLE STUDY AND CONSIDERATIONTHE NEED FOR A COMMUNITY COLLEGE SERVING DEKALE, IEE, AND OGLECOUNTIES IN ILLINOIS WAS APPARENT, AND IMMEDIATE ACTION ISRECOMMENDED IN THIS DOCUMENT. A STEADY GROWTH FROM ABOUT 600 STUDENTSTHE FIRST YEAR TC ABOUT 2,000 STUDENTS AFTER EIGHT YEARS ISPROJECTED. THE CURRICULUM IS DISCUSSED AND FINANCIAL NEEDS ARESUMMARIZED. A HISTORY OF THE COMMUNITY IS GIVEN ALONG WITH TABLES OFPOPULATION AND SCHOOL ENROLLMENTS. THE ADMINISTRATIVE ORGANIZATION ISTOUCHED UPON. SCHOOL SITE SELECTION GUIDELINES ARE OUTLINED AND THEREIS A DETAILED ANALYSIS CF FINANCIAL RESOURCES. A STATISTICALSUPPLEMENT CONTAINS THE RESULTS CF SEVERAL QUESTIONNAIRES RELATED TOTHE FEASIBILITY OF THE COMMUNITY COLLEGE. (NI)

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EXACTLY AS RECEIVED FROM THE PERSON ORORGANIZATION ORIGINATING IT POINTS OFVIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL

OFFICE OF EDUCATION POSITION OR POLICY

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KISHWAUKEE COMMUNITY COLLEGE

JOINT REPORTOF

COMMUNITY COLLEGE COMMITTEEAND

NORTHERN ILLINOIS UNIVERSITY

June, 1966

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Letter of Transmittal

KISHWAUKEE COMMUNITY COLLEGE COMMITTEE

June 8, 1966

Illinois State Junior College BoardMr. D. E. Stitzel, De Kalb County SuperintendentMr. Wilbur Pickering, Ogle County SuperintendentMr. John Torrens, Lee County SuperintendentBoards of Education of Participating DistrictsCitizens and High School Students of the Area

Dear Friends:

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The Citizens Committee appointed by local school boards has completedits feasibility study to determine the need for a junior college in this region.The report of the committee and the petition which was prepared at the con-clusion of the study are being submitted to the State Junior College Board forreview and subsequent. action.

The report contains pertinent data on anticipated enrollment and courseofferings, building recommendations, financial requirements, and occupationalneeds. Since the preparation of the report, further evidence has been notedwhich stresses the need for courses for industrial workers; and, with the lackof space in colleges, the need for the junior college becomes more apparent.

Included in the report are data on eight school districts. Nearby areother districts which plan to annex to-the Kishwaukee College district if it isformed, and there is some evidence that other territory may be annexed later.None of the territory included in the petition will detach from the college--or,at least, this appears to be so at the moment.

Nowhere in the State is there more interest in a community college thanin this region, and the institution formed will undoubtedly feature agriculturaland technical programs to a greater degree than some would anticipate. Surveyresponses were quite definite in pointing out the areas which should be estab-lished, and commercial and technical offerings will be in demand as the institu-tion grows.

It is the hope of the Committee that the report will be carefully studiedby the residents in the area so that each will be aware of the project and thepromises the college holds for the region. The committee further hopes that theState Board and the Board of Higher Education will approve the formation of thecollege and that the electorate will approve later in the year when the vote issubmitted to them.

To all who assisted in the project, the Committee extends its appreciation.

Sincerely,

Robert Kenegs,Chairman

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KISHWAUKEE COMMUNITY COLLEGE STUDY COMMITTEE

Genoa-KingstonMr. Marvin BridgerMr. Robert KenagaMr. Clarence LouderbackMr. Paul PetersonMr. William ShermanMr. Joe Wilkinson

RochelleMr. David CrawfordMr. Paul J. DetigMr. John M. EysterMr. Robert HartMr. Owen KlewinMr. Virgil LarsonMrs. Joan MastersMr. Leroy R. PetersonMr. Archie RainwaterMr. Kenneth SandersonMr. Henry SchaeferMr. Kenneth 0. SmithDr. Jerry Wilson

De KalbMr. Marvin L. BergeMr. James ForsterMr. Curtis JacksonMr. Frank E. JohnsonMr. LaVerne A. JohnsonMr. A. D. OderkirkMr. Frederick SchlosserMrs. Robert Switzer

ShabbonaDr. W. R. ChappelMr. Ralph K. FoxMr. Kenneth 0. JohnsonMr. Porter MartinMr. A. P. Moore

WatermanMr. Vernon BakerMr. Dean BolenderMr. Don CharlesworthMrs. Clinton GlettyMrs. Kenneth MoellerMr. Farwell F. SawyerMr. William Woods

SycamoreMr. Fred AbbenMr. W. J. JohnsonMr. William H. JohnsonMr. Clifford McConnellMrs. Anna Maria MitchemMrs. Roberta NiebergallMr. Graydon PetersonMr. Jerry RussellMr. Wesley N. Yeager

Kingston-KirklandMrs. Warren CarlsonMr. Quentin DaileyMr. Harold C. FlaniganMr. 011e LarsonMr. Lyle LawrenceMrs. Earl McNealMr. Frederick MeyerMr. Wayne Paulson

MaltaMr. Ronald AsksMr. Richard GibbsMr. R. HenneganMrs. Alvin PlappMr. Perry L. SmithMr. Hardin Wright

ConsultantsRalph A. BelnapLee BrodeHarlan CainDale McDowellLeonard PourchotKerby TinkCarol M. Troescher

TABLE OF CONTENTS

Chapter

I PROPOSED: THE KISHWAUKEECOMMUNITY COLLEGE

Recommends Immediate ActionProjects Steady GrowthAdditional Important AreasSchool Organization to GrowAgreement on Financial NeedsSupported by Report

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II COMMUNITY HISTORY AND POPULATION 9

Background Historical Dataabout the AreaHistory of the Junior CollegeProject

Population and Enrollment

III THE COLLEGE PROGRAM 27

General Curriculum Recom-mendationsThe College-parallel ProgramOccupational ProgramsBusiness ProgramsTechnical EducationHealth OccupationsNursing CurriculumOther Occupational AreasGeneral EducationAdult EducationGuidance ServicesRelated ActivitiesLibraryInstructional StaffAdvisory CommitteesMeeting Special NeedsSummary

IV ORGANIZATION

1967-19681970-19711972-1973

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V BUILDING AND SITES 49

Factors to be ConsideredSite SelectionSummary

VI FINANCIAL RESOURCES 57 ri

Legal Requirements asto Finance

Related`Bonded IndebtednessAssessed ValuationCost of Attending CollegeBuilding CostsAnnual Operating BudgetsEstimated Tax LeviesSummary

VII STATISTICAL SUPPLEMENT 67

Survey of High School Juniorsand SeniorsSurvey of Business and Industry

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LIST OF TABLES

Table Page

2- 1 Population of DeKalb County 142- 2 Population of Lee County 152- 3 Population of Ogle County 162- 4 School Enrollment (Elementary

and Secondary) 1965-1966 172- 5 Distribution of Employment,

DeKalb, Lee, and Ogle Counties 172- 6 Kishwaukee Community College

Enrollment . 222- 7 Kishwaukee College Enrollment

Projections 243- 1 Transfer Possibilities at

Selected Colleges 30, 315- 1 How to Choose a School Site 50, 516- 1 Bonded Indebtedness of School

Districts within ProposedKishwaukee Community CollegeDistrict 59

6- 2 Assessed Valuation and Pro-jected Valuation of SchoolDistricts within ProposedKishwaukee Community CollegeDistrict 61

6- 3 Annual Cost for AttendingCollege 62

6- 4 Estimated Building Costs forKishwaukee Community College 63

6- 5 Amortization Schedule Phase I) 636- 6 Amortization Schedule Phase II) 646- 7 Kishwaukee Community College Pro-

posed Annual Estimated Operat-ing Budgets 65

6- 8 Tax Levies on Individual Proper-ties for Building and OperatingKishwaukee Community College 66

7- 1 Number and Percent of Juniorsand Seniors at/in Each HighSchool that Completed Question-naire 67

7- 2 Residency in Present SchoolDistrict 68

7- 3 Seniors Enrolled in VariousHigh School Curricula . . . 68

7- 4 Seniors' Plans for CollegeAttendance 68

7- 5 Juniors' Plans for CollegeAttendance 69

7- 6 Continued Education ComparisonGraduktes.from Last Three Yearswith this Year's 69

7- 7 Seniors Enrolled in Various Cur-ricula and their Plans forCollege 69

7- 8 Plans for First Year after Gradua-tion of Juniors and Seniors 70

7- 9 Plans for First Year after Gradua-tion and for College Attendanceof Seniors 70

7-10 Parental Attitude Toward CollegeAttendance 71

7-11 Parental Attitude Toward CollegeAttendance and Seniors' Plansfor College 71

7-12 Perceived Level of Family Income andSeniors' Plans for College 71

7-13 Seniors not Planning to AttendCollege but Would if Had MoreMoney 71

7-14 Occupational Aspirations Ex-pressed by Juniors and Seniors 72

7-15 Fields of Interest for AdvancedStudy 73

7-16 Specific Fields of Study Men-tioned Most Often by Juniorsand Seniors Indicating Interestedin Advanced Technical Study 73

7-17 Plans for College and Interest in,Advanced Business, Trade orTechnical Training 15-20 Milesof Home 74

7-18 Education of Interest to Seniorsnot Planning to Attend College 74

7-19 Education or Training of GreatestInterest to Seniors 75

7-20 Most Important Reasons for notGoing to College 75

7-21 Would Change Plans if They HadMore Money? 75

7-22 Would Change Plans if They CouldMeet Junior College Entrance Re-quirements? 75

7-23 Questionnaire Respondents by Sizeof Organization 76

7-24 Respondents and Employees by Typeof Business 76

7-25 Employees Reported in VariousClassifications 77

7-26 Estimated Number of NewEmployees Hired Annuallyin Each Classification 77

7-27 Employers with Training Programand Believe Junior CollegeCould Supplement It 77

7-28 Employers' Need for Junior Col-lege Graduates in SpecifiedAreas 78

7-29 Responses to Question: "To WhatExtent Do Existing Facilitiesin Area Meet Educational andTraining Needs for Employees ofyour Company or Organization?" 78

7-30 Manufacturers Recommending JuniorCollege Courses for their Per-sonnel, their Estimate of Ade-quacy in Labor Supply and Pre-ferred Training Level 79

7-31 Non-Manufacturing Firms Recom-mending Junior College Coursesfor their Personnel, their Esti-mate of Adequacy in Labor Supplyand Preferred Training Level 80

7-32 Agricultural Firms RecommendingJunior College Courses for theirPersonnel, their Estimate ofAdequacy in Labor Supply andPreferred Training Level 81

7-33 Summary of Total Number ofRespondents' Recommendations 81

CHAPTER 1

PROPOSED: THE KISHWAUKEE COMMUNITY COLLEGE

After fifteen months of study and consideration, represen-tatives of eight school districts in DeKalb, Lee and Oglecounties agree that it is possible and desirable to create acommunity college district comprising their combined area.These districts are: DeKalb, Genoa-Kingston, Hiawatha, Malta,Rochelle, Shabbona, Sycamore, and Waterman. A map of the pro-posed college district appears herein as Figure 1.

The study made by the committee predicts an opening enroll-ment of about 400 full-time-equivalent students, rising to1,300 full-time-equivalent students within the first nine yearsof existence. It is proposed that the campus, with two build-ing phases, be located somewhere within a five-mile circlecentered at Malta. There is available, in the proposed dis-trict, an assessed valuation of $277,400,000--nearly four timesthe legal minimum of $75,000,000.

Visionary leadership is needed for the creation and main-tenance of a substantial community college program. The view-point that quality is limited to academic fields is a deterrentto developing effective occupational programs. A technicaleducation lay advisory committee, composed of people from agri-culture, business, management, trade unions, and education, isrecommended to broaden the horizon of the professional staff ofthe college.

A multi-purpose educational program is proposed for theKishwaukee Community College, including college parallel offer-ings, vocational and technical programs, adult education, highschool opportunities for mature non-high school graduates, abroad general education curriculum, and special opportunitiesfor gifted high school students.

Recommends Immediate Action

The study concludes with a firm recommendation that thelegal steps be taken as soon as possible to provide the votersof the proposed district with an opportunity to vote on theproposition in the fall of this year. By such a vote a districtwill be created, tax resources of 122O per $100 of assessedvaluation providing a rate ample for the foreseeable future willbe authorized, and an election for the community college boardof education will be assured. The complete report containspopulation and enrollment statistics, financial data,

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educational program suggestions, building and site recommenda-tions, industrial and residential desires for the college,legal procedures, and related information necessary for theconsideration of those empowered to establish a college dis-trict.

Since the first school in this area was established in1847, the sustained interest in education has been evidencedby growth in school buildings, libraries, and improved educa-tional programs. The variety of industries represented inthis area, agriculture and its related businesses, and thewell established lines of transportation and communication alltend to increase the emphasis on the educational facilitieswithin this area. In spite of the efforts of the educationalinstitutions and agencies in this immediate geographic area,further effort is needed to meet industry's, agriculture's,and society's needs--not only for today, blit also for tomorrow.At present, only limited opportunities are available for thoseinterested in vocational and technological educational programs.There is an increasingly greater demand in this area for per-sonnel with this kind of training.

Projects Steady Growth

Enrollment. The feasibility study presents severalmethods of projecting the anticipated community college attend-ance for the next ten years. Based on the school populationof the eight school districts participating in this communitycollege study, it is evident there will be a steady growth ofenrollment from at least 595 particip0- 1g students the firstyear to 2,110 students within eight yea_s. These studentswould be enrolled for full and part time study in technical,vocational, adult and pre-university courses.

The report of the population committee, given in detailin Chapter 2, makes clear the present need for the proposedKishwaukee Community College and predicts critical needs inthe near future.

Curriculum. A community college functions to serve thepeople in its area. Therefore, the prograqi or curriculumoffered by the Kishwaukee Community College should have suit-able variety and flexibility to meet the educational needs ofthe people in the community. As a result of surveys made ofinterested students and personnel managers in the industriesof the area, the following programs are recommended:

a. Vocational and technical programsb. Two-year college parallel programsc. An adult education programd. A deficiency program for non-high school graduatese. A broad general education programf. A program for gifted students

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It is anticipated that more than half of the prospectivestudent body will enroll in the college-parallel program. Col-lege guidance personnel will help these students to design anacademic program to meet additional college requirements aswell as to develop the capacities of individuals in terms ofindividual and societal needs. Diagnostic procedures will aidin determining immediate and long range individual goals interms of abilities, aptitudes, and interests.

Additional Important Areas

Equally important will be the technical and semi-professionalprograms to meet manpower needs in business, technical, andhealth occupations.

Courses. Courses related to Business could include offer-ings 1EMainting, agri-business, secretarial, business manage-ment, merchandising, and sales. Included in the technical areaswould be specialization in demands for skills in industry, elec-tronics and automotive technologies, and industrial drafting.Pre-nursing, home-management, cosmetology and x-ray techniciantraining might comprise the area of health occupations.

It is recommended that a two-year, general education coursebe made available to those individuals in the community whodesire education beyond high school but are not interested invocational courses or the college parallel courses. Graduatesof this two-year program would qualify for the Associate Degree.

Adult or continuing education opportunities should be pro-vided by the community college. Those eager to improve skillsand learn new skills to increase job efficiency would have theseopportunities through their community college programs. Forthose who did not graduate from high school, the adult educationdivision should provide a program through which these indivi-duals could make up their educational deficiencies.

The multi-purpose community college is designed to meetthe needs of all individuals within the college district whowish to use the college to the maximum advantage. The communitycollege is an educational institution designed to offer some-thing to anyone or everyone who wishes to involve himself inincreasing his skills, aptitudes and knowledge.

Activities. In addition to the regular curriculum program,the Community College should institute a program of studentactivities which will include clubs, drama, journalism, music,sports, and student councils. Support for social and creativeactivities and groups should be given.

Library. The heart of any educational institution is thelibrary. Adequate materials are required to sustain the varietyof educational programs recommended and to maintain the

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effective flexibility of such an institution. It is recommendedthat the community college adhere to the standards establishedby the American Library Association.

Staff. The teaching personnel of the community collegeshould be vitally interested in the students and the subjectmatter. The regular staff will be able to qualify for theIllinois Junior College Teachers Certificate. This regularstaff will be supplemented by local, informed and skilledindividuals who are willing to take part in community collegeinstructional programs.

Site. No effort was made to determine availability andprice for any particular site. But, it was discovered that theprice of land in the area varies from $600 to $1,500 an acre,depending upon variables that are usually more agriculturalthan educational. It is possible, therefore, that land re-jected for farm use may be attractive both in topography andprice to a community college.

The Committee believes that, although the building programmight be phased, this does not seem to be desirable procedurefor land acquisition. In the normal expansion of the generaleconomy, land can be expected to be more costly in the yearsahead; this factor would be greatly multiplied by the knowledgethat it needs the land. It is, therefore, recommended that asite of 120-160 acres be purchased at the earliest possibledate by the duly constituted authorities.

Campus. Early in the planning of the college, attentionwill be given to the buAlding program. Included in the build-ings that have been advocated are the administration building,a general classroom and library structure, a vocational ortechnical classroom and shop building, a physical educationcenter, and a student services building.

As the college gets underway and a definite pattern appears,a more precise schedule or long-range plan should be adopted.

School Organization To Grow

Only the broad outlines of college organization aresketched in the present report. The exact formation should bethe creation of the governing board and its appointed collegepresident. At the outset, personnel would be limited to fourin administrative positions: President, Dean of the College,Dean of Students, and Business Manager. In addition, there willbe a faculty of twenty to twenty-five instructors with someserving in counseling roles as well.

At the earliest possible moment, guidance should receivefull consideration, and the expanding staff should include twocounselors. Within six years, the growth should reach eight

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administrators, five counselors, and between 85 and 90 teachers.

The Board of Education will consist of seven members asprescribed by state law. Representation will be balanced be-tween incorporated and unincorporated areas; in addition, careshould be taken to balance it among the several populationcenters. A lay advisory committee has already been mentionedand is discussed in detail in the chapter on curriculum.

Cost. One of the most important aspects of the KishwaukeeCommunity College feasibility study was to determine the costof establishing and developing the kind of educational programneeded by the district. The Finance committee based its pro-jected figures on the reports of the Kishwaukee Community Col-lege Population Committee, the Curticulum Committee, theBuildings and Site Committee, and the results received fromthirty-three similar institutions' responses to a questionnaire.This financial survey was primarily interested in tuition costs,tax levies, and capital improvement costs of community colleges.

Agreement on Financial Needs

After ascertaining that the proposed Kishwaukee CommunityCollege qualifies for legal requirements as prescribed byIllinois State Law, after noting the steady rate of growth re-flected in the assessed valuation of the proposed district aswell as anticipating the continued rapid growth of the area,after comparing costs of individuals attending different kindsof schools, after estimating building costs and interest pay-ments for the proposed Kishwaukee Community College, and afterexamining the proposed operating budget for this college, theFinance Committee agreed that:

1. The assessed valuation of real estate at presentand in the foreseeable future is and will beadequate to support a community junior collegewell within statutory limits.

2. The total annual cost of a community juniorcollege to the local taxpayer will range fromapproximately 12$0 to 190 per $1001of assessedvaluation in its early years of operations.This is based on an estimated tax rate of 80to 12O for education and 44 to 6IO for debtservice requirements.

3. The maximum tax rates set forth in the electioncreating the college will be 10$ for the Educa-tional Fund and 220 for the Building Fund. Noamount has been stipulated initially for bond-ing purposes.

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Supported by Report

This chapter has attempted to present in capsule form thegist of the feasibility study and emphasize the recommendationsadopted by the Kishwaukee Community College Survey Committee.The succeeding chapters give, in greater detail, the findingsand considerations of the entire group.

In fairness to the study group and in warning to thostwho fail to grasp the magnitude of this undertaking, it shouldbe pointed out, in conclusion, that the findings of this re-port are, at best, preliminary and tentative. The actions anddecisions of those finally charged with the actual creation ofthe college may be at variance with these early suggestionswithout in any way indicating deficiencies in the present study.In any event, the feasibility study will provide data and guide-lines that should prove valuable to the Board and Staff of thenew college.

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CHAPTER 2

COMMUNITY HISTORY AND POPULATION

Background Historical Data about the Area

Peter Lamois, a French-Canadian, was the first white per-son to locate in Sycamore Township. He settled just north ofthe Kishwaukee River in 1834. In 1836, the Rufus Coltonsestablished their roots west of Sycamore and soon had a store,post-office, and inn in that area. It is interesting to notethat Squaw Grove and Somonauk preceded Sycamore as settlements.Sycamore was laid out north of the present site and across theriver, and was called Orange until 1839. DeKalb, knownoriginally as Buena Vista, had only 29 residents in 1850, butit grew rapidly and was incorporated as a city in 1877.

The Village of Malta was named Milton; later it was namedEtna; and finally it became Malta. Other communities in thearea had exciting beginnings, but detailed histories are notincluded for them.

The first court in this area was established in 1808 inthe home of Rufus Colton; the following year the first court-house was built. In 1815, a new courthouse was built in thesquare where the present courthouse in Sycamore now stands;the existing building was built in 1903.

The four-horse stage coach between Sycamore and St. Charleswas owned by Timothy Wells and Charles Waterman. The stageline was used from 1840 until better transportation came to thearea. In 1854, the Northwestern Railroad had been built as far .

west as Dixon, and Malta became a shipping point on that line.In 1876, with stations at Genoa, Kingston,, and Kirkland, theChicago, Milwaukee, and St. Paul built through the north end ofthe county. In 1887, the Chicago and.Great Western and theIllinois Central Railroads came through the county.

A post-office was established in Malta in 1856, the sameyear that the county jail was built in Sycamore. The firstnewspaper in the area, The Republican Sentinel, was started in1854; it has been published under different names but withoutinterruption since. Thirty-seven newspapers have operated inthe area at various times since 1854.

Lincoln Highway was paved in 1920, and in 1924 work startedon the present Illinois State Highway 23; this north-south high-way started a mile east of Leland, passed through Waterman,

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DeKa1b, Sycamore, Genoa, and extended on to the County Line.Highway 64 was built as far as Sycamore in 1931; later it wasextended westward.

An early industrytin the area was the flour mill for themilling of flour for cereals; this was established in Malta.In 1857, the mill burned to the ground, but it was rebuilt soonafter. The elevators were established to store grain, and soonthe grain business prospered so well that Malta was the bestgrain market in the county. The Village of Malta was incor-porated in 1869, and that same year the City of Sycamore wasincorporated.

The first church to be organized in the area was estab-lished in 1836. The first bank was established in Sycamore in1867.

The first county Farm Bureau in the state was establishedin DeKalb County; and DeKalb Agricultural Association wasfounded in 1912, the first commercial production of DeKalbhybrid seed corn occurring in 1934. The company built largeseed handling plants in several areas and increased the volumeas rapidly as possible. The first two plants were built atEsmond and Waterman. At present, there are twenty plants ineight states and Canada.

The first school in the area was built in Somonauk Town-ship in 1837. Between 1850 and 1861, four schools were builtin DeKalb. Other schools were established in Shabbona (1876),Malta (1857), Squaw Grove (1842), Sycamore y.859), Genoa(1838), Waterman (1865), and Rochelle (1854 .

Libraries in the area were established in Waterman in1902, in Malta in 1920, in Shabbona in 1939, in DeKalb in1893, in Sycamore in 1891, in Genoa in 1922, in Kirkland in1908, and in Rochelle in 1890.

Several industries have established their roots and havedeveloped in this area. Anaconda Wire and Cable moved fromChicago to Sycamore in 1890. Leich Electric, now AutomaticElectric, started in Genoa in 1907. Argos Products was formedin 1949, and Falls Products moved into Genoa in 1946. TuttleElectric Products and LaCroix Optical are industries locatedin Kirkland. Barber-Greene Company began in this area in 1957.American Steel and Wire started in DeKalb in 1930. The JosephBrody Company has operated under present management since 1941.The C. W. Smith Company was established in Waterman in 1950.The Malta Screw Machine Products started in 1947. The Wur-litzer Company began in DeKalb in 1856. General Electricbegan operating in DeKalb in 1946. Ideal Industries andDiamond Wire came to Sycamore in 1924 and 1946, respectively.Nehring Electrical Works began in 1916. Kauffman turkeys havebeen raised in Waterman since 1933. Swift and Company recently

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moved into Rochelle; and The Carron Spinning Company, IllinoisYarn Company, and Rochelle Asparagus Company have;made signi-ficant contributions in the Rochelle area: Canning operationsbegan with the establishment of California Packing plants in1926 in Rochelle and DeKalb and, the Sycamore Preserve Works in1882.

Other industries in the area are the Richardson Company,Deco Porcelain, Leggett and Platt, Turner Corporation, HolubIndustries, Newquist Foundry, DeKalb Forge, DeKalb CommercialBody, Greenlee Tool, and Univac. Many more basic industriesoperate within the proposed community college area. It isimpossible to list all of them, so a summary of businessesappears, by category in the following paragraphs. Even then,not all businesses and industries have been listed, but thesegive some indication of the industrial wealth in the severalparticipating communities. Serving the area are 9 newspapers,13 banks and savings and loan associations, 58 beauty shops', 12department stores, 19 appliance repair shops, 42 garages, 34grocery stores, 10 floral shops, 13 laundries, 15 hotels andmotels, 22 common carriers, 38 plumbing and heating dealers,17 printing companies, 61 real estate firms, 77 insuranceagents, 81 restaurants, 87 service stations, 8 dairies, 6machine shops, 18 lumber yards, 4 cabinet makers, and 110 agri-cultural firms. In addition to these, there are 43 generalcontractors in the area, and several specialized firms areworking in the construction business--electrical contractors,masonite contractors, remodeling contractors, steel-erectioncontractors, excavation firms, concrete pavers, roofers,painters, paper hangers, and sheet metal firms.

The agri-business companies represent farm equiptentdealers, suppliers, feed stores, fertilizer companies, ele-vators, buyers, and feeding outlets.

Three hospitals are located in the area. In addition tothese, seven medical clinics, a medical laboratory, a dentallaboratory, and nine' nursing homes are serving the severalcommunities. Practicing physicians number 40; there are 12optometrists, 28 dentists, and 10 veterinarians serving thesecommunities. Thirty-eight attorneys practice in the area.

Many labor unions have offices in this area. The namesof these unions have not been listed here.

There are 47 churches in the area, and six of theseoperate parochial schools. The eight public school districtscontained in the survey operate 32 attendance centers or schools.

The Greyhound Bus Company provides bus service along withthe Peoria-Rockford Bus Company, for the various communities,and five major railroads serve the area with freight andpassenger service: Chicago Burlington and Quincy; Chicago Great

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Western; Chicago, Milwaukee and St. Paul, and Pacific; Chicagoand Northwestern; and Illinois Central.

A major university, Northern Illinois University, islocated within the proposed college district; enrollment atthat institution will exceed 15,000 students next year. Juniorcolleges surround the area; Rock Valley College, Elgin Com-munity College, Sauk Valley College, LaSalle-Oglesby-Peru Com-munity College, and the proposed Kane-Kendall County CommunityCollege, border the territory contained in the proposed college.Two small vocational schools--the Vocational Education Schoolin DeKalb, and the Manpower Development Training in Sycamore- -provide some vocational training for the area. OpportunityHouse in Sycamore provides vocational training for the handi-capped. The DeKalb School of Beauty Culture is located withinthe district, and there are two beauty cultUre schools inRockford, one in Elgin, and Dne in Aurora. There are nobusiness or engineering schools within the proposed collegedistrict, but the International Business Machines course inAurora and the Rockford School of Business and Engineering inRockford are nearby.

Limited activities exist for those interested in voca-tional and technological training and in terminal educationalprograms, since there are few vocational schools in the areaand since Northern Illinois University is geared along otherlines; it should be noted that enrollment at Northern IllinoisUniversity is now limited to high school graduates in the upper50 per cent of their graduating class, and other privdte andstate universities are finding it increasingly necessary tolimit enrollment.

For much of the history and factual information in thereport, the committee is indebted to the DeKalb County Boardof Supervisors for their excellent history, From Oxen to Jets.

Population. A majority of DeKalb county and portions ofLee and Ogle counties are included in the proposed CommunityCollege District. From 1,697 residents in 1840, DeKalb Countygrew to 51,247 in 1960. The population of the combined areaproposed for the college was 60,030 in 1960. The growth ofthe three counties is shown in Tables 2-1, 2-2, and 2-3. Itshould be noted that the increase of population in DeKalbCounty from 1930 to 1960 was 58 per cent; in Lee County, theincrease for the same period was 20 per cent; and in Ogle County,the increase for the thirty-year period was 35 per cent.

From the examination of population statistics and a studyof industrial and residential growth in the areas to be servedby the college, the Finance and Population committees (in ajoint session) estimated that growth in the area would increase35 per cent during the next ten years; with over 60,000 resi-dents in the area now and the projection for the future, the

a, , ,'"' ^ ' "

-13-

conjecture is that the population in this community collegedistrict should exceed 80,000 in 1975. School population inthe participating districts is illustrated in Table 2-4.

Industrial Development. From the list of firms and busi-nesses already presented, it is evident that a number ofindustries will continue to operate in this area, and theregion should attract more industry in the future. A distri-bution of employment in the three counties is shown inTable 2-5 for 19401 1950, and 1960; these composite figureswere taken from the United States Census of Population.

From the survey that was made by the survey committee ofagricultural, business, and industrial firms, it is apparentthat considerable interest exists for industrial training pro-grams--programs that certainly could be developed by a com-munity college. As the new college gets underway, advisorycouncils should be formed to help the college pattern itstechnical and vocational programs. The potential in this areais difficult to determine at this point, but it is anticipatedthat many courses and many programs will be offered in techrii-cal education as the college programs unfold. It is alsoanticipated that the ,college will assume most of the adult edu-cation programs that are currently being conducted in highschools of the region.

Transportation. It has already been noted that publictransportation is available in the area. A study of the mapof the area indicates that there are several major highwaysserving the college district; and there are a number of well-maintained county roads that will also be available to commuters.The map also notes the geographic center of the district; if alldistricts included in the study participate in forming a com-munity college, the geographic center will be located five mileswest of DeKalb and three miles south of Alternate 30. IfShabbona and Waterman and other communities in the south arenot included in the eventual formation of the college district,the geographic center will be three miles west and two milesnorth of DeKalb--approximately on Annie Glidden road at a pointtwo miles north. Also shown on the map, is the populationcenter of the district; this, it can be noted, is a point justnorth of DeKalb. It would seem that students commuting to acommunity junior college in this area would have little diffi-culty if the college is located near the geographic or popula-tion centers.

History of the Junior College Project

Organization for the Survey. The idea of having a juniorcollege in this area came as a result of discussions by theCitizens Advisory Council of the DeKalb School District andother meetings within the county which were held early in 1965.The first meeting to explore the proposition was held at DeKalb

TABLE 2-1

POPULATION OF DEKALB COUNTY

Township 1930 1940

Afton 633 578.Clinton 1,179 11222Cortland 11078 1,191DeKalb 91927 11,146Franklin 11210 11266

Genoa 11762 11885 21248 21992Kingston 868 872 993 1,186Malta 966 1,031 11074 11383Mayfield 655 682 648 682Milan 593 553 494 522

Paw Paw 620 563 597 573Pierce 636 599 578 633Sandwich 21913 2,898 3,404 41287Shabbona 11325 11291 11372 11345Somonauk 966 939 1,077 1,273

South Grove 675 644 598 592Squaw Grove 11331 11338 11440 11581Sycamore 41741 5,167 61275 71328Victor 566 523 438 479

1950 1960

591 61511378 1150811667 21403

141381 20165911418 11673

Totals 321644 34,388 401781 511714

TABLE 2-2

POPULATION OF LEE COUNTY

Township 1930 1940 1950 1960

Alto 693 683 640 674Amboy 21681 21697 21770 21784Ashton 1,110 1,164 1,172 11300Bradford 543 531 521 485

Brooklyn 11088 11015 11012 932China 1,123 1,101 11266 11247Dixon 141920 171285 191280 211380East Grove 505 484 440 398

Hamilton 396 388 379 361Harmon 814 771 724 690Lee Center 753 834 736 681Marion 625 609 411 419

May 481 500 416 410Nachusa 691 638 660 573Nelson 619 651 628 624Palmyra 840 887 870 1,202

Reynolds 532 510 421 404South Dixon 750 887 1,170 1,165Sublette 868 834 763 802Viola 473 445 459 401

Willow Creek 725 654 619 593Wyoming 11099 11036 11094 11224

Totals 321329 34,604 36,451 38/749

TABLE 2-3

POPULATION OF OGLE COUNTY

Township 1930 1940 1950 1960

Brookville 405 418 371 375Buffalo 2,600 2,759 3,008 3,250Bryon 1,566 1,723 1,948 2,415Dement 852 792 813 887Eagle Point 448 399 461 397

Flagg 4,523 4,856 6,342 8,193Forreston 1,798 1,822 1,894 1,978Grand Detour 338 390 540 6o6Lafayette 286 306 281 277Leaf River 1,060 1,132 1,187 1,315

Lincoln 726 764 737 706Lynnville 600 583 562 628Marion 994 1,024 1,122 1,442Maryland 766 752 733 739Monroe 787 761 863 1,028

Mt. Morris 2,669 3,094 3,512 3,941Nashua 313 323 379 375Oregon 2,900 3,510 4,211 4,728Pine Creek 801 789 741 770Pine Rock 804 817 824 860

Rockvale 586 608 601 903Scott 889 846 865 931Taylor 250 247 240 205White Rock 742 744 821 781Woosung 415 410 373 376

Totals 28,118 29,869 33,429 38,106

-17-

TABLE 2-4

SCHOOL ENROLLMENT (ELEMENTARY AND SECONDARY)1965-1966

District Number Elementary High School Total

WatermanShabbonaMaltaGenoa-KingstonHiawathaRochelleSycamoreDeKalb

Totals

431425

185 & 419426 424

212 & 231427428

409524360938554

1,666117232187o

9,044

172202104

436208903748

1,194

3,895

581726464

11302762

21569214714,064

12,939

TABLE 2-5

DISTRIBUTION OF EMPLOYMENT, LEKALB,LEE, AND OGLE COUNTIES*

Industry GroupNumber of Persons Employed1940 1950 1960

Agriculture 11,477Construction 1,522Manufacturing 51246Mining 103Services 9/774Transportation and Communication 1,760Wholesale and Retail Trade 4,009Other 567

Totals 34,458*Source: U. S. Census of Population.

10106621246

10174375

9,4501179661075817

411268

815062148

1415306

12213/793117166,3931,046

48143o

-18-

Junior High School in February 1965. There were more than fiftypersons in attendance at the first meeting, and the basic com-ponents of the proposal were discussed. Since there was anindication of interest, it was agreed that the group should con-tinue to meet, and subsequent meetings were held in Shabbona,Malta, and Kirkland before it was decided that a steering com-mittee was to be formed.

On October 20, 1965, the steering' committee met at Malta,and it was announced that the Kishwaukee Community CollegeSteering Committee was duly incorporated by the State of Illi-nois with the following school districts indicating a desireto move ahead with the project: DeKalb, Sycamore, Genoa,Hiawatha, Malta, Rochelle, Shabbona, and Waterman. A map ofthe participating districts appears herein as Figure 2. Thenext meeting was held on November 3, 1965, and at that meetingvarious estimates were presented for operating and building acollege. At that meeting, it was also decided to expand mem-bership of the study committee, with additional representativesselected from each of the eight school districts. It was alsolearned that the State Office of Vocational Education wouldassist with the survey. On November 30, 1965, at Malta,Mr. Gerald Smith, Executive Director of the State Junior Col-lege Board, outlined the history of the junior college plan andinformed the group of proper procedures to be followed in theestablishment of the junior college in this area.

At a meeting of the entire committee on December 15, 1965,the study procedure was outlined and the project was underway.Plans for the creation of a foundation to assist with the opera-tional cost of the new college were also formulated at thatmeeting. Since that time, committees have been at work study-ing the several possibilities for college instruction in theregion, and the study conducted by the group has resulted inthe publication of this report. The report contains populationand enrollment statistics, financial data, educational programsuggestions, building and site recommendations, industrial andresidential desires for the college, legal procedures, and re-lated information necessary for the consideration of thoseempowered to establish a college district. If the projectbecomes a reality instead of a dream, it is, anticipated that apublic relations program to acquaint residents of the area withthe proposal will be conducted during the summer and fall of1966, with a vote of the citizenry being taken late in 1966 orearly in 1967. If the citizens of the area mandate the organi-zation of a college, the college board will be elected andplans undertaken for the opening of the institution in September,1967.

Population and Enrollment

Projecting Enrollment. Several ways of projecting enroll-ments are available to the surveyor. Estimates of residential

;,,se

.,*

.

-410

*,"

f' '

o. 4

,4',

a

J.

-20-

and industrial development, retention ratios, or survivalratios of students, management development techniques used byindustrial concerns--all are accepted techniques for estimatingschool enrollments of the future. Projections of two-year col-leges are more difficult, since an established history ofenrollments has not yet been determined because of the newnessof the institution. However, there are formulas in existencewhich seem to be effective and reliable.

The formula developed in Florida indicates that there willbe a ratio of one junior college student for every three highschool students enrolled in grades ten, eleven, and twelve. InWashington and Illinois, it has also been noted that the ratiobetween junior college and high school students is 16.4 percent; this means that the college enrollment will be approxi-mately 16 per cent of the high school enrollment in grades9-12 for any given year. With the increase in college atten-dance and the cut-offs that have resulted in the State ofIllinois, this ratio should be increased to 20 or 25 per cent.

A Michigan formula notes relationship between high schoolgraduates and college enrollment. That formula assumes that atleast one-fifth to one-third of the high school graduates with-in a region will commute to a community college. Because ofthe current situation in Illinois, a 30 to 35 per cent ratioshould probably be used if the Michigan formula is adopted.

A California formula indicates that junior colleges shouldenroll 43 per cent of the graduates from county high schools,figured on the two preceding years. Inasmuch as California andIllinois situations are quite different, this formula has notbeen used in the projections for the Kishwaukee Community Col-lege.

Another formula for projecting college enrollments isthat of using the general population of the area to predict thestudent body. Under this plan, it is concluded that twentystudents will enroll in the college for every 1,000 people inthe area. This would mean that the college enrollment in theKishwaukee Community College would exceed 1,000 students in1968, with an enrollment of or in excess of 1,300 students in1974.

It must be kept in mind that all projections of enroll-ment, in the final analysis, are "guestimates." While theprojections are indicatiVe and helpful, they should be checkedeach year to determine if actual enrollments are running aheadof or are falling behind projected figures. In this way, theycan be quite helpful. Three methods have been used by thepopulation committee for estimating future enrollments of theKishwaukee College. These are described below:

-21--

Method 1: Using the last method illustrated, that ofassuming a ratio between student enrollment and totalpopulation, it is estimated that, for the 1967-1968school year, there would be 1,015 full-time equiva-lent students enrolled in the college. In 1975-1976,the full-time equivalent would be 1,370 students.

Method 2: Using the ratio between high school andcollege enrollments, and using 25 per cent ratherthan the 16.4 or 30 per cent figures discussedearlier, it has been estimated that in 1967-1968 thefull-time equivalent enrollment for this college willbe 495 students; this is the first year of operation,and in that year only the seniors of the year beforewill attend college. The following year, the collegewill be in full swing with two classes rather thanone, and under this method it is anticipated that theenrollment in 1968-1969 will be 1,015 students. Afew years later, during the 1971-1972 school year,the enrollment will reach 1,120 students if thismethod of calculation is correct. In 1975-1976, theprojection is 1,200 students. The same projectionwould be reached under this method if the 20 per centratio were used for five years and the ratio increasedto 25 or 30 per cent thereafter.

Method 3: This is the most complicated of themethods used to project college enrollments. Underthis plan, the committee has assumed that 36 to 45per cent of high school graduates will enter thecommunity college. In 1967-1968, the full-timeequivalent enrollment will be 400, with the full-time equivalent enrollment the second year (the yearin which the college is in full operation) reaching685. During the fifth year, 1971-1972, the full-time equivalent enrollment will be 840, and in 1975-1976 the college will enroll 1,315 full-time equiva-lent students.

Glancing rapidly at the enrollments obtained from theseveral methods described, it is apparent that full-time equiva-lent enrollment during the second year of the college will beapproximately 700 students; five years later, enrollment willapproximate 1,000 students, and in the ninth year of operationthe full-time equivalent enrollment is shown to be over 1,300students.

It should be mentioned too, that in projecting enrollmentsfor the college, elementary and secondary school enrollments forthe past ten years have been used. Past and present enrollmentsfor each of the districts were computed and compared with thecomposite enrollment, by grades, for the area. The combinedenrollment story, both past and future, is shown in Table 2-6; it

0,S,

,,

,3,

.4 X

,.

TABLE 2-6

KISHWAUKEE COMMUNITY COLLEGEENROLLMENT

(Actual and Projected)

Kinder-

Year

garten

1956

691

1957

699

1958

717

1959

767

1960

835

1961

*853

1962

**636

.

1963

885

1964

846

1965

1966

1967

1968

1969

1970

1971

1972

1973

1974

1975

12

979

943

1031

950

1057

979

1045

1005

1068

1000

1164

1064

1137

1150

1162

1104

1197

1138

1.42

870

885

900

.97

Grades

3L.

56

79

10

11

Total

12

9-12

911

954

946

948

992

973

1035

1140

1097

948

816

729

767

900

96o

829

753

927

906

942

793

920

945

893

904

923

919

909

880

1033

934

933

916

978

1004

945

957

1041

981

1020

935

1117

1038

988

996

.99

.99

1.00

1201

1161

1127

1235

1165

1149

1257

1278

1198

1219

1153

1186

1207

.99

751

791

634

781

836

743

702

775

785

786

735

791

881

834

792

872

962

879

923

910

1041

938

1005

961

922

1006

1033

.99

1.06

1.03

605

590

724

756

739

741

834

970

912

.95

1086

1117

1048

978

986

977

1036

1116

1086

1128

1038

968

1045

1006

1138

1116

1097

1117

1028

1026

1076

1141

1138

1127

1086

1106

1090

1057

1174

1141

1149

1116

1075

1172

1123

1195

1174

1152

1138

1105

-1140

1207

1195

1186

1140

1127

1171

1174

1207

1174

1129

1195

1206

1195

1162

1197

1231

1183

1232

1233

1264

1269

*Estimate for District 427.

**No Kindergarten for

District 427.

981

984

956

1022

1004

1067

1147

1115

1146

1169

1171

479

56o

538

652

68o

794

66o

765

925

.93

848

912

915

889

950

934

992

1067

1037

1066

1087

2509

2729

2822

2934

3045

3376

3445

3701

3876

3842

3947

3973

4058

4249

4348

4484

4583

4611

4700

4791

-23-

should be noted therein that present high school enrollment is3,842 students; this is projected to increase to nearly 4,800students in 1975-1976--a 25 per cent increase in ten years.Table 2-7 summarizes the committee's deliberations and presentsthe complete college enrollment summary. This table should beanalyzed in considerable detail as it pulls together and sum-marizes all of the points and data that have been described inthe chapter.

Kishwaukee College Enrollment. Table 2-7 is divided intofour general categories, but enrollments basically are shownfor full-time and part-time students. Full-time students arethose who will be earning at least 12 hours of credit in thecollege, while part-time are those who will be taking one ortwo courses in daytime or evening programs at the school. Thefull-time projections have been divided into (1) college pre-paratory and (2) agricultural, business, vocational, and techni-cal curricula; enrollments in the two programs are shown incolumns 2 and 3 with a total full-time enrollment being indi-cated in column 8. The committee estimates that 335 full-timestudents, 36 per cent of the high school graduates of the pre-vious year, will attend the college during its first year ofoperation. During the first year, it is assumed that voca-tional and technical offerings will be limited and that no adulteducation programs will be offered. During the second year,however, adult and vocational programs are expected to increase,and 60 per cent of the enrollees are expected to remain thesecond year. It has also been assumed that those enrolled invocational and technical programs will constitute 25 per centof the student body for the first two years, increasing to 30per cent the next three years and 35 per cent thereafter. Itmay be that this ratio eventually will reach 50 per cent; thisshould be expected. From the table, it can be noted that thefirst year's enrollment of 335 is expected to increase to 590during the fifth year and to 760 students in 1975-1976.

The figures just presented constitute only the full-timeenrollments. Many students will attend Kishwaukee College on apart-time basis; some will be working on a college program, butmost will be interested in adult education credit or vocational,business, technical, agricultural, or industrial retrainingprograms. If the college assumes the Adult education chore forthe area, this program will grow to a considerable extent. Withthe establishment of advisory committees and industrial re-training programs, vocational and technical programs should ex-pand very rapidly during the ten-year period that lies ahead;it will expand even faster thereafter. Reference to Table 2-7shows a slight annual increase for the college preparatorystudents who will be attending on a part-time basis, and otherfigures are increasing according to the following plan. Duringthe first two years it is anticipated that the college studentswill take two courses each, while students enrolled in theadult, vocational, technical programs will enroll foy onecourse. In 1970-1971, the vocational and technical programs

, 4,

-;;

'

TABLE 2-7

KISHWAUKEE COLLEGE ENROLLMENT PROJECTIONS

Full-Time

College

Year

Prep

1967-68

270

1968-69

405

1969-7o

385

1970-71

400

1971-72

410

1972-73

415

1973-74

44o

1974-75

45o

1975-76

495

Part-Time

College

Other*

Prep

65

6o

135

125

165

125

170

150

180

150

225

175

240

175

25o

175

265

175

Total

Adult

Adult

Non-

Full-

Other*

Credit

Credit time

110

go

335

200

175

100

540

200

175

100

550

300

200

150

570

300

200

150

590

375

225

300

640

375

225

35o

68o

45o

25o

400

700

500

25o

500

76o

Full-time

Part- Grand

Equivalent

time

Total

Enrollment

26o

595

400

600

1140

685

600

115o

695

800

1370

820

800

1390

84o

1075

1715

975

1125

1805

1050

1275

1975

1205

1425

2185

1315

*Agricultural, Business, Vocational, Technical, and Industrial Retraining.

-25-

should increase in intensity with students in those programstaking two courses; at that time, adults in the credit or non-credit programs will be taking one course and the collegestudents two courses. In 1972, it is anticipated that collegepreparatory and vocational--technical students will be attend-ing on a one-half time basis; this ratio will increase slightlyin 1973, and it will also increase in 1974. If these assump-tions are correct, part-time students will constitute 18 percent of the college enrollment during its first three years ofoperation, 22 per cent of the enrollment the next two years,and 25 per cent of the total enrollment in 1972 and 1973. Be-ginning in 1974, it is anticipated that 27 per cent of the col-lege enrollment will be from students attending on a part-timebasis. Excluding students in adult education courses, the per-centage of part-time students increases considerably. In 1970,32 per cent of the students enrolled in these programs will bepart-time students, and in 1975 the ratio will be 53 per cent.

This indicates that the college will open with 595 students,that enrollment the fifth year will be 1,390 students, and in1975-1976, the college will have nearly 2,200 students inattendance. Since some of these are part-time students, thefigures shown in column 11 must be noted. The full-time equiva-lent enrollment of the college at the outset is noted to beoo students; the second year, it will be nearly 700. In 1971-1972 the enrollment is estimated to be 840 students, and in1976-1976 the projected full-time-equivalent enrollment willreach 1,315 students. Again, it should be noted that enroll-ment projections shown in Table 2-7, the result of intensivestudy by the Population committee, are very close to thoseobtained in the other methods previously discussed. This mightbe expected since the various methods have been used in project-ing full-time and part-time enrollment within the various cate-gories.

Summary. Eight school districts participated in the studyof junior college needs in the three-county area. Thesedistricts are DeKalb, Sycamore, Genoa, Hiawatha, Malta, Rochelle,Shabbona, and Waterman. As the study neared completion, Paw Pawbecame interested in the project, andwhile statistics for thisdistrict are not included in the study that community andneighboring territory may be included in the petition if ajunior college district is formed. Later, other areas may annexto this district.

From the tabulations and statistics presented, it is evi-dent that there will be considerable industrial growth in thisregion in the future. Even with the present industry, there isa sufficient need for training and retraining programs forbusiness--programs that would be offered in a community college.

Enrollment projections show a need for establishment of atwo-year college--one that will offer pre-university, technical,

vocational, terminal, andin the area. The need isdealing with citizen and

-26-

adult education offerings to studentsfurther demonstrated in chaptersindustrial surveys and the curriculum.

While the area is surrounded by other community colleges(and some with greater enrollment potential), there is suffi-cient enrollment indicated to justify the establishment of thecommunity college in this region. The estimates of the Popula-tion committee show that enrollment in the college will beginwith 595 students (400 full-time equivalent students), and thatenrollment will exceed 2,200 students (1,315 full-time equiva-lent students) within nine years.

v

CHAPTER 3

THE COLLEGE PROGRAM

The program of Kishwaukee Community College should havesuitable variety and flexibility to meet the educational needsof the people in the community. The curricular program shouldbe devised so as to meet local needs and interests as well asthe interests and needs of local citizens which transcend theimmediate geographical area. The curricula should be suitablyadaptable so as to serve future populations and meet newindustrial and service requirements.

Local citizens may learn skills, attain better under-standings, acquire new knowledge, and build appreciations in acommunity college. Technicians with improved skills should bemore valuable workmen. Increased knowledge, understanding,and appreciation should result in better informed citizens andmore productive and well-adjusted human beings. The communitycollege can do much to upgrade an area vocationally, technolo-gically, and educationally. The industrial, agricultural,technical, medical, health, service, and educational activitiesof an entire area will be benefited by a community college.This should be the aim of Kishwaukee Community College.

A cooperative attitude toward other educational institu-tions--both secondary and higher education--should typify thecommunity college. The program should work to augment, arti-culate with, and extend offerings of existing educational in-stitutions. All programs should point toward the developmentof individuals, and each student should be helped toward hismaximal. potential achievement. A program designed to carryout these purposes is proposed by the Curriculum Committee ofthe Kishwaukee College Citizens Committee.

General Curriculum Recommendations

Programs should be initiated by the proposed communitycollege in the following curricular areas:

a. A two-year college-parallel pPogramb. Vocational and technical programsc. An adult education programd. A deficiency program for non-high school graduatese. A broad general education curriculumf. A program for gifted high school students

-27-

-28-

While each curricular area will differ in content from others,there is expected to be much overlap in courses taken invarious sequences. Some courses may be taken in the college-parallel program but may, for example, also be recommended orrequired for students in another area.

A "common core" of courses should be required for thosetwo-year programs leading to an associate degree, whether thedegree is in the arts, business, or the technical fields. Thecurriculum committee suggests the following minimum require-ments in course content and credit hours for all the programswhich lead to the associate degree:

Areas of Study Credit Hours

Communications 6American Institutions . 6Mathematics and Science 6Behavioral Science 3Orientation to College 1Health and Physical Education 4Major Field of Study . . 20-30Electives to Total 64

It is important that courses offered and the requirementsfor the courses in English, mathematics, science, and behavioralscience vary according to the student's needs in his major areaof study. The communications area should include English com-position and speech. American History, American government(state and local) and/or American government (national) shouldbe included in the American institutions area. In the voca-tional and technical programs, students should be able to takecourses which would have the most practical value for meetingtheir needs.

The value of a guidance program for the junior collegestudent is of such significance that it should be discussed ina separate section. A guidance-oriented teaching and adminis-trative staff is of inestimable value at this educational level.

The College- parallel Program

It can be expected that more than half of the student bodyof the proposed community college will enroll in the college-parallel program. Students in this curricular area will anti-cipate transferring to a four-year institution at the comple-tion of their work in this college. Preliminary surveys indi-cate that college-bound students from this geographic area goto all of the state universities in Illinois, numerous otherIllinois colleges and universities as well as to dozens of out-of-state schools.

Since requirements at the various colleges and universities

-29-

are not uniform, it shall be necessary, through careful gui-dance, to insure that the transfer students will have thenecessary courses which will enable them to meet the freshmanand sophomore requirements at the institutions into whichthey transfer. Guidance personnel at the Kishwaukee CommunityCollege should acquaint themselves with freshman and sophomorerequirements of the accepting colleges and universities so asto help the student in designing an academic program to ful-fill these requirements.. In addition to the "common core" ofcourses which constitute-basic requirements for the associateof arts degree, there should be elective courses of suitablevariety to satisfy the educational requirements of the accept-ing colleges.

Students transferring from community colleges to 4-yearinstitutions will be numerous, and the sample programs basedon individual 4-year institutions requirements are given.The 4-year institutions listed are those determined by thesurvey results as being the institutions that students indi-cated they would most likely attend.

It is suggested that a minimal college-parallel electiveprogram should include:

American Government,American Government,and Local

Art SurveyBiologyBotanyBusiness LawCalculusChild PsychologyCollege AlgebraComputor ProgrammingCreative WritingEnglish Composition (6 hrs.)Foreign Lang. (Min. of 12-16hrs. in 2 to 3 languages)General ChemistryGeography of IllinoisGeologyHistory of the AmericasHuman AnatomyHygieneIntermediate AlgebraIntroduction to Philosophy

National Introduction to BusinessState Introductory Psychology

Introductory SociologyJournalismMarriage and FamilyMath AnalysisMusic SurveyPan-Pacific HistoryPhysiologyPrinciples of AccountingPrinciples of Conserva-tionPrinciples of EconomicsQuantitative AnalysisSurvey of Am. LiteratureSurvey of European Hist.Survey of Phys. GeographySurvey of Phys. ScienceSurvey of World Lit.TrigonometryWorld CivilizationWorld Reg. GeographyZoology

The proposed minimal elective program should be expandedor enriched if the needs of the community warrant it. It issuggested that, in this expansion and enrichment, the staffshould not confine its interests solely to traditional courses;rather, they should examine recent approaches to subject matterand to new areas of study.

-30-

TABLE 3-1

TRANSFER POSSIBILITIES AT SELECTED COLLEGES

Subjects Transfer Programs Credit Hours

Northern Illinois UniversityCollege Orientation 1Communications (Speech, composition, literature) 11Humanities (Art, literature, philosophy, music,

foreign language) 11Science 9Mathematics 3American Institutions 6Social Studies, elective 6Physical Education 4Electives 13

64

University of IllinoisBecause requirements differ from one college to another at theUniversity of Illinois, a student should consult with a coun-selor in working out a program for the first two years.Ideally) a student should have a pretty good idea of the fieldof study he wishes to enter before embarking upon the transferprogram.

Western Illinois UniversityCollege Orientation 1Speech 3American History 3Social Studies, elective 9Laboratory Science, elective 8Health 3Introductory Psychology 3Physical Education 4Electives 30

64

Illinois State UniversityCollege orientation 1English Composition 6Literature, elective 3Art, Music, or Foreign Language 4Speech 3European History 4American History 3Economics, Political science, sociology or anthropology 6Natural Science 9Introductory PsychologyHealthPhysical EducationElectives

32416

-31-

TABLE 3-1 (Cont'd)

TRANSFER POSSIBILITIES AT SELECTED COLLEGES

Subjects Transfer Programs Credit Hours

Southern Illinois UniversityCollege orientation 1

Science (physics, chemistry, biology, geology) 12Social Studies (history, geography, anthropology,

socioloty, economics, government, psychology) 12Humanities (Music, art, philosophy, literature,

poetry, speech) 12English Composition 4Speech 2Math or foreign language 6Physical Education and health 4Electives 11

64

Eastern Illinois UniversityEnglish and Speech 12Laboratory Science 8Social Science 6Health Education 3Psychology 3Electives 32

64

-32-

Occupational Programs

Technical or vocational programs serve two purposes inthe community: 1) The student is helped to pursue his personalgoals and interests and to develop his capabilities, and2) the manpower needs of local industry, business, and servicesare met by providing skilled workmen and other trained person-nel.

Surveys conducted among citizens, employees, employers,and students indicate that Kishwaukee Community Collegeshould offer a broad program in technical and vocational areas.In this age of occupational change it is important to offer tostudents those training skills which will prepare them foreconomic independence as well as social maturity. This com-prehensive college would do well to offer technical and semi-professional programs to meet the community's manpower needsin the following areas:

Business: Accounting, Secretarial, Secretarial (Medicaland Dental), Business Management, Merchandising and Sales,Agri-business.

Technical: Industrial Technology, Electronics Technology,Automotive Technology, Industrial Drafting.

Health Occupations: Pre-nursing, Home Management, Cosme-tology, Dental Assistant, and X-Ray Technician Training.

A distinction should be made between technical programswhich educate specialists in a narrow sphere of training andprograms which call for a broader training experience. Speci-fic courses to meet the needs of persons employed in industryshould be offered if a sufficient number of qualified studentsare available to make it feasible.

Business Programs

Both beginning and advanced courses in business areasshould be offered, and the individual program should betailored to fit the needs of the student. Previous high schoolcourses taken and business experience may determine the levelat which the student should begin. Counselors should giveplacement tests and otherwise assess the preparation level ofthe student. Two-year degree programs should be offered aswell as courses of lesser duration for those who do not wishto pursue the degree program.

Types of business or commercial courses suggested forimmediate consideration are:

-33-

Secretarial (General)

Subjects Credit Hours

General Education 20Typing 6Shorthand 6Introduction to Business 3Accounting 3Office Orientation 2

Transcription and Dictation 3Business Machines 3Cooperative Business Practice 3Introduction to Psychology 3Business Electives 4Electives 8

64

Accounting


General EducationIntroduction to PsychologyPrinciples of AccountingBusiness LawPrinciples of Data ProcessingPrinciples of EconomicsCost AccountingTax AccountingAuditingAccount Machine PracticesCooperative Business PracticesPhysical EducationElectives

203

123333333353

64

Business Administration


General EducationIntroduction to PsychologyPrinciples of AccountingPhysical EducationTypingIntroduction to BusinessPrinciples of FinancePrinciples of MarketingSmall Business ManagementPersonnel ManagementBusiness Law

20332

3333333

-34-Principles of EconomicsElectives 14

64

Merchandising and Sales


General Education 20Introduction to Psychology 3Principles of Selling and Buying 3Principles of Marketing 3Introduction to Business 3Fundamentals of Advertising 3Retail Merchandising 3Principles of Finance 3Marketing Problems 2

Introductory Accounting 3Small Business Management 3Business Law 3Cooperative Business Practice 3Electives 9

64

Agri-Business. Agriculture is an ever-changing industry.Because of tremendous advances in research, technology,machinery and equipment, farms now are larger, and less peopleare required in direct production. These changes however, haveopened new fields in related agriculture and service areas.The demands for well-educated agricultural specialists in busi-ness, education, and government far exceed the supply. Schoolsmust move rapidly to meet the expanded needs for trained expertswith agricultural backgrounds. For those individuals who havea basic interest in agriculture but who are confronted with adeclining job market in the field of agricultural production,it is suggested that a two-year program in agri-business beoffered at the proposed college.

Agri-Business


General EducationPrinciples of FinanceIntroduction to PsychologyAgricultural ChemistryField and Forage CropsAgricultural EntomologySoil SciencePrinciples of AccountingPrinciples of SellingFarm Management and ProductionAgricultural Pest ControlElectives

2033

33363637

-EV

s, :4,a, a 5,1'a

-35-

The foregoing programs in the business education areaare sample programs. In much demand from employers in non-agricultural business and industry were these job classifica-tions: accounting and bookkeeping, secretarial science, busi-ness machines, clerical practice, office management, dataprocessing, advertising, small business management, and mer-chandising. This entire group of courses are seemingly ingreat demand since there appears to be a scarce supply ofemployees in these areas. The business-education curriculashould be fully implemented and suitable stress given tothese courses.

Technical Education

Job opportunities for graduates of industrial, profes-sional, and technological programs far exceeds the supply.The preparation of middle-level specialized technical man-power realistically serves a wide range of students. Vision-ary leadership is needed for a substantial technical program.The viewpoint that quality is limited to academic fields isa deterrent to the development of effective occupational pro-grams. A community college should accept the responsibilityfor introducing technical programs. The illustrated technicalcourses of study are of two-year duration; however, it shouldbe emphasized that one-year (non-degree) programs in similarfields should be among the curricular offerings of the pro-posed community college.

Industrial Technology


General Education 20Industrial Psychology 3Elementary Mechanical Principles 3Elementary Heat Engineering 3AC-DC Theory 3AC-DC Machines 3Industrial Materials and Processes 6Applied Mechanics 3Blueprint Reading 2Industrial Drafting and Design 9Electives 9

-67

Electronics Technology


General EducationIndustrial PsychologyFundamentals of Electronics

202

3

ty

-36-

Electronic Circuits 3AC-DC Theory 3Electronic Measurement and Testing 3Communication Electronics 3TV Fundamentals 3Pulse Circuit Theory 3Transistor Theory 3Basic Computer Circuits or Radar Fundamentals 3Electives 15

Automotive Technology


General Education 20Hand Tool Processes 3Industrial Materials 3Drafting 3Internal Combustion Engines 3Automotive Electricity 3Carburetor, Fuel Systems 2Auto-Ignition Systems 2Auto-Transmissions 2Engine Testing 3Chassis Units 2Cooperative Shop Practice 3Electives 1155

Industrial Drafting


General Education 20Graphic Measurements 2Industrial Drafting and Design 9Electrical Circuits and Machines 4Industrial Materials 3Elementary Mechanical Principles 3Electronic Circuit Drafting 2Structural Drafting 2Architectural Geometry 3Electives 1166

The curriculum committee strongly recommends that priorto the initiation of any broad technical-education curriculum,the administration of the proposed community college organizea technical-education advisory committee. The committee is towork with the administration in developing programs, and itshould be composed of people from business, management, tradeunions, and education. It also recommends the study of Tech-nical Education in the Junior College -New Programs for New Jobs

-37-

by Norman C. Harris and the Los Angeles Trade-TechnicalCollege Catalog as source materials for this committee.

Health Occupations

Earlier in this chapter, it was suggested that the pro-posed community college institute a program for the prepara-tion of dental and medical secretaries. As the government'smedicare program will surely spark a demand.for health-relatedworkers--a field which already is experiencing a need for agreat many more people than existing schools can supply- -andin response to the indications of the survey, the committeerecommends a one-year pre-nursing course along with theseadditional areas of health technology.

Dental Assistant


General Education 20Human Anatomy 3Dental Anatomy 3Dental Materials 3Dental ProstheticsRoentgenology 4Dental Office Practice 3Dental Clinical Practice 5Medical and Dental Terminology 2Nutrition 3Typing 3Electives 11

64

X-ray Technology


General EducationBiologyWementary ChemistryTypingHuman Anatomy and PhysiologyGeneral PhysicsBeginning PhotographyRoentgenologyX-ray practicumElectives

20553653467

Nursing Curriculum. For the one-year pre-nursing curriculumthe regular "core courses" in the college parallel studiescould be pursued but with the inclusion of biology, chemistry,and any other required courses. The program of studies should

-38-

be carefully planned so as to articulate with the nursingschool of the student's choice.

It is further recommended that the need for the trainingof practical nursing be scrutinized to see if a program forthese students seems warranted. The advice of local medicalauthorities should be sought.

Other Occupational Areas

Home-management and cosmetology courses are recommended.The former would serve those who wish to prepare themselvesin home economics or to fill the role of housewives. Thelatter courses can be expected to be in continuous demand.

Home Management


General Education 20Child Psychology 3Home Finance and Budget 4Marriage and Family 3Consumer Problems 3American Public Education 3Clothing Selection and Construction 6Home Decoration 2Food Preparation 6Elementary Nutrition 3Electives 11

64

Cosmetology


General Education 20Introduction to Psychology 3Cosmetology Theory 6New Materials and Processes 3Manicuring, Facials, Waving, Hair Cutting,, Styling 21Typing 3Electives 8

"77General Education

A two-year general-education course should be made avail-able to those persons in the community who desire educationbeyond the high school but who are not interested in specialvocational courses or the college parallel course. For what-ever reason--personal, social, cultural--these persons areinterested in a two-year terminal program. The Curriculum

-39-

Committee recommends that such a program be initiated andthat it be based upon the "common core" of courses previouslylisted in this chapter. In addition to the minimum requiredcourses for all those persons working toward the associatedegree, it is recommended that not fewer than twenty addi-tional hours in the liberal arts and sciences and sufficientelective hours be required.

Adult Education

The curriculum committee recommends that KishwaukeeCommunity College should institute a broad adult-educationprogram. Various high schools and other agencies presentlyconduct limited educational programs. The administrationof the college should consult with the administration of theschools and other agencies to insure cooperation in conductingadult education programs. It is recommended that the collegehire a director for this program.

This institution should be geared to filling the variededucational needs of the community, and there is great demandfor adult or continuing education. Under-education is a primecause of unemployment and under-employment in a rapidlyadvancing and shifting technical world. In addition to pro-viding further education for the adult interested primarilyin personal enrichment, the college should offer courses forpersons eager to improve their skills in order to advance onthe job.

For those individuals who were prevented from graduatingfrom high school, the adult education division should be pre-pared to overcome their academic deficiencies. Opportunitiesto meet the educational needs of the adults of the communityshould be continually reviewed by the administration andinterested community advisors.

Besides course offerings to adults, other educationalactivities are a part of the adult education program. Activi-ties such as musical programs, lectures, plays, workshops,and extension services would be included as a cultural liftfor students and community.

Guidance Services

It is recommended that the institution promote a guidanceprogram which is adequate to meet the needs of the studentsserved by the college. The Community College has specialguidance needs because:

1. There are numerous kinds of courses and programsfrom which students may make choices.

2. Special counseling tasks arise from the need ofstudents to transfer course work to various col-

leges and universities.

3. This type of institution is in the business ofdeveloping the capacities of individuals andspecial attention is paid to individual needs.

4. Admission policies are such that placementtests are required and other testing may bedesirable.

5. The majority of students entering junior col-lege plan on transferring; yet less than halfof them actually do transfer. Some of thestudents find that they neither have the abilitynor the interest nor the motivation requiredto follow a rigorous course of study. It ishere that the guidance department of a juniorcollege can perform a special service--bydirecting these students into occupationalprograms for which they are better suited.The guidance service must effectively providefor maximum talent development of each student.

In addition, all colleges need to maintain adequate per-sonnel records and to obtain necessary facts about theirstudents. Furthermore, student activities require coordina-tion and supervision from staff personnel.

Related Activities

In addition to the regular curricular program, the com-munity college should institute a program of student activitieswhich would include sports, clubs, organizations, music, drama,journalism, and student government.

Intramural athletics should be stressed and some competi-tive sports such as barl.etball, gymnastics, wrestling, base-ball, and track (but a, football--at least initially)should be available. :;rong support for social and creativeactivities and groupp. ,hould be given, and new opportunitiesfor additional activ:ti*.es should be extended as the collegegrows in size.

The curriculum committee urges caution in establishingthese related activities, particularly at first when the sizeof staff, the size of the student body, and extent of facili-ties may be limited. It is not intended that unusual emphasisbe given to the competitive athletic program.

Library

In establishing the Kishwaukee Communityplanners should give serious attention to theacademic community--the library. The variousbusiness, cultural, and academic curricula of

College, theheart of thetechnical,a community

college will require adequate materials from the day the col-lege opens its doors, and the collection will need to be keptup-to-date and expanded continuously.

It is recommended that the standards for community col-lege libraries set up by the American Library Association beused in designing this facility. An illustration of a suitablelibrary is that shown in Figure 3--The Eshleman Library inHenry Ford Community College.

Instructional Staff

The staff of the proposed community college should bevitally interested in the students themselves and in theirsubject matter area. Work in research and writing is not asimportant in the community college as in 4-year institutions.Teachers will be sought from high schools and collegeswho are top educators in their fields, and they must be ableto qualify for the Illinois Junior College Teachers Certificate.

The full-time staff of the community college may be sup-plemented by local businessmen, technicians and professionalstaffs. The community is an excellent source of informedindividuals who are willing to take part in community collegeinstructional programs; the school should take advantage ofthis instructional source. Such individuals should be ade-quately prepared for their teaching assignments through in-service instruction both on the function of the communitycollege and in teaching methods.

The curriculum committee feels that assurance should begiven the faculty of the vocational and technical programs sothat they do not lack status. Prestige is important intechnical and occupational education, and it is of importancethat this staff have the same voice in policy making as doesthe staff of the college parallel programs.

Advisory Committees

It is recommended that for the business and technicalprograms that the governing board and administration of thecommunity college should set up advisory committees. Thesecommittees should be composed of lay persons who are well-informed practitioners in the business or technical areasinvolved and the teaching and administrative personnel of thecollege who are most directly concerned. These lay committeescould serve in advisory capacities in matters concerning thecurriculum in their special areas. Obvious advantages accruefrom such a cooperative concern and approach. Employers,technicians, businessmen, and teachers may work to achieveharmonious and rewarding educational and vocational experi-ences for the students to insure their employability in jobshaving rapidly-changing requirements.

-42-

Meeting Special Needs

A community college functions to serve the people of itsarea. Those individuals who have special education needs shouldhave those needs satisfied. The curriculum committee recommendsthat the Kishwaukee Community College Should be alert in ful-filling this function. Initially, the college should look tothe needs of two such groups: 1) Those persons who have droppedout of schor- before graduation from grade twelve, and 2) thosegifted your;;:. Hers, either in or out of school, who would profitfrom a more advanced, enriched, or rigorous program of studiesthan that available in their high schools.

In these endeavors, as in any others, it should be thedesire of the college administration to cooperate fully withother educational institutions in the areas served.

Summary

The needs of individuals in the community should be metthrough the educational program of the Kishwaukee CommunityCollege. Knowledge, skills, and appreciations should grow,and the industrial, agricultural, technical, medical, health,service, and educational activities of this area should benefit.In a general spirit of cooperation, the college should offer abroad range of opportunities to youth and adults to grow, andin the same spirit, extend to businesses, industries, andother interested groups the chance to train and up-grade theirpersonnel and to create human resources capable of greaterproductivity.

Average youth greatly outnumber superior youth. A freesociety operates best with a large, well-educated, economicallyself-sufficient middle class. This community college shouldoffer its students education best suited to their individualneeds. It could play a major role in occupational education- -a role in which community colleges could be stronger. Educa-tion in an employable skill is especially meaningful tostudents of today who will be the citizens of tomorrow.

The curriculum committee hopes only to indicate thedirection in which the community college Will grow. In thisproposal is envisioned the establishment of advisory com-mittees to assist the board and the administration in further-ing future plans.

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CHAPTER 4

ORGANIZATION

At this stage of development, it is possible only tosketch the administrative organization of the college inbroad outline. Its exact formation should be left to thegoverning board and the new president. The analysis presentedhere consists of the minimum staff which would probably beneeded at the outset and an indication of the possible areasof expansion that might result as the enrollment increases.

1967-1968

Figure 4 shows the administrative organization needed atthe beginning for a predicted enrollment of approximately400 full-time-equivalent students. The staff would consist oftwenty to twenty-five instructors and would consist of fouradministrators whose duties would be as follows:

President. The President is the chief executiveofficer of the governing board. On him restsall the responsibility for every aspect of thecollege's operation.

Dean of Instruction. The Dean of Instructionor Dean of the College is responsible for theentire academic program. This would includethe planning of the curriculum as well as carry-ing out the actual instructional program.

Dean of Students. The Dean of Students is re-sponsible for all activities of students thatare of a non-academic nature. He will be con-cerned especially with admission procedures,counseling, registration, etc.

Business Manager. The Business Manager is re-sponsible for directing all aspects of the physi-cal operation of the college, taking care of thebusiness office, physical plant, and maintenance.He will keep all accounts and, in cooperationwith the President, prepare the annual budget.

1970-1971

With increased enrollment and expanded operations, alarger staff of perhaps fifty-five to sixty teachers will be

-45-

-46-Figure 4

ADMINISTRATIVE ORGANIZATION (1967- 68)

Dean of Students

1 Governing Board

President

Dean of Instruction

Faculty

Business Manager

Figure 5

ADMINISTRATIVE ORGANIZATION (1970-71)

Governing Board

President

Registrar Dean of Students I

1 Counselors I

I

Dean of Instruction

Director ofLiberal Arts I

1 Business Manager

IDirector of

Vocational&- Technical

Adult Education

IFaculty and Department Heads I

needed, and the administrative organization might then be ex-panded as shown in Figure 5 to include seven administratorsand two counselors. The Dean of Instruction would have twodivision heads--one for the Liberal Arts Division and anotherfor the Vocational, 'Technical, and Adult Education Division.This addition is advisable because of the increased numbersof students and faculty and also because of the diversifiednature of the students and of the curriculum. Those who areplanning the curriculum and directing the instruction forthose taking pre-college programs will be concerned with quitedifferent problems than will those who are concerned with thevocational-technical programs.

By this time, too, the faculty would probably be organ-ized with department heads.

The Registrar would then assume the responsibility ofadmission procedures, registration, class scheduling, academicrecords from the Dean of Students.

At least two counselors, one for men and one for women,would be_added to the Dean of Students' staff to administerguidance tests, help students determine what courses of studyto follow, and counsel with students who are having difficulty.

1972-1973

By this time, with a possible faculty of eighty-five toninety teachers, the Adult Education Division might be separa-ted from the Vocational-Technical Division, thus requiringanother administrative position at this level. Also, addi-tional counselors would be needed and other personnel toassist the Dean of Students with such areas as library, healthservices and athletics. The Business Manager, too, would needadditional staff members. Figure 6 shows a possible organi-zational structure at this point--with eight administrators,five counselors, and eighty-five to ninety teachers.

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CHAPTER 5

BUILDINGS AND SITES

There are at least two ways in which a community collegecan come into physical being: 1) to spring forth full blownfrom the will of the voter based on immediate availability ofexisting facilities, or 2) like Topsy, to just grow--usuallyfrom a junior college embedded in a secondary school setting.Examples of either of these ways can easily be found in theState of Illinois, and experience with each suggests diffi-culties that can be avoided by seeking other ways to createa community college.

Attractive though the Topsy Plan is--just let it grow- -a little knowledge of the facts indicates that someone some-time planted a seed some place; hence, Topsy. Such anonymityis denied the founders of Kishwaukee Community College. TheSurvey Committee is well known and ..11q.rged with the responsi-bility of planting the community coliLze seed. If the com-munity college is thought of in terms of a seed that will haveto grow through a developmental pattern, it is clear thatexpecting Jack and the Beanstalk results is also denied to theSurvey Committee.

Thus, unlike Jack's careless Mother who angrily threw theseed on the ground, or Topsy's unknown Father, the Buildingand Grounds Committee feels keenly the responsibility forplanting the community college seed in the best possible seedbed.

Factors to be Considered

At this point, the Committee turned to experience ofothers for help and considered a check-list of important pointsregarding school sites devised by the New England SchoolDevelopment Council. Suggestions from that brochure appearin Table 5-1.

The Committee studied 10 Designs/Community Colleges, apublication of the Educational Facili ies Laboratory. TheCommittee also noted the suggestions developed in a confer-ence in California in 1964; these appear in the followingparagraphs.

Site Selection Guidelines

"The selection of the site for a community junior college

-50-

TABLE 5-1

HOW TO CHOOSE A SCHOOL SITE

Factors Considerations

Size

Shape

Must be determined in terms of needs ofactivities of desirable future program.Should make careful layout of all sitefacilities to scale in study of eachavailable site area. Leeway for expansionshould be allowed. Compromise on size mustbe resisted.

Preferably rectangular, or nearly so. Notover four times as long as wide. If morethan ample in size, actual shape may varybut there should be no constrictions inboundaries or awkward angles hinderingsuitable layout of site facilities.

Location, Near center of attendance district. Cen-Accessibility trality may be sacrificed in favor of other

factors of suitability. Attendance districtlayout and school location should be such aswill give maximum avoidance of hazards.

Environment Residential or park area. Remote fromtaverns, cheap hangouts, and other lessreputable centers. Remote from smoke,noise, or odors.

Topographical High, dry, and level land. Avoid low,Characteristics swampy land, poor soil conditions, filled

land, ledges too near surface, land withoutsuitable sod-growing conditions.

Selection andAcquisition

Development

Avoid compromise with inadequate sites.Plan a long time ahead. Develop publicunderstanding of needs. Foster cooperativeplanning projects. Havc opinion of expertsfrom outside local community, especially incase of internal conflicts of opinion.School committee should be entrusted withfinal choice. Act in accord with advice ofcompetent legal counsel. Pay lowest possiblefair price for adequate site.

Have advice of architects, or landscapearchitects, or both. Locate buildings toallow for their expansion without interfer-ence with areas to be developed for otherpurposes. Buildings should not be too closeto street. Orient buildings properly for

-51-

TABLE 5-1 Contld)

HOW TO CHOOSE A SCHOOL SITE

Factors Considerations

best natural light and accessibility bywalks and driveways.

Financial Compare costs of available adequate sitesAspects bearing in mind: 1) initial cost, 2) cost

of development, and 3) capitalized cost ofrecurring expenditure items, such as trans-portation. Do not sacrifice adequacy foreconomy.

Zoning Adjacent area should be zoned for residen-tial or park.

is among the most important decisions to be made. The sitechosen will characterize and flavor the institution and itsstudent body for as long as it is used as a college campus.The architectural motif of the buildings will be influencedby the site; the layout of the campus--the master plan--willbe determined by the topography of the site and its relationto streets and entrances and exits; even student policy willbe influenced by opportunities for recreation on the campus andthe kind of landscaping suitable to it. Thus, the wise selec-tion of the place to establish a campus of a community collegecannot be overemphasized.

"Size: The size of the site should be based on plans forthe ultimate enrollment of the college. Although site selec-tion may very well occur before enrollment projections can bemade, general estimates can be made simply from a knowledgeof the population and possible growth of the area to be servedby the college. If the college is in a rural area of smalltowns and villages, we may assume a college enrollment of 400to 1,000 students. The comprehensiveness of the program andthe curriculum will affect the choice of campus. Obviously,the more activities, programs, and curricula, the more spacethe college will need. It is suggested that a minimum of 80acres be secured for a small college campus. More acreage isdesirable if available. If you wonder what the land will beused for, it should be remembered that for a campus of 1,000students, at least ten acres will be needed for parking alone;on a campus of 5,000 students 30 acres will be needed forparking areas and traffic lines--even these figures may beconservative.

"Frankly, few community college administrators canideally plan their campus. In a metropolitan area, a largeacreage is almost impossible to obtain. Many city colleges

-52-

develop well-planned physical facilities and most effectiveprograms on small acreage. Even community colleges in sub-urban or rural areas frequently cannot obtain the amount ofland they would like to have. Careful planning, multiple-story buildings, careful layouts of athletic and recreationareas, and !inner! campus planning all aid in overcoming re-strictions on space.

"Topography: The topography of the land is important insite selection. The land obtained must be a place to putbuildings, lay streets and sidewalks, and plan for attractivelandscaping. A study of possible land utilization should beundertaken. There are beautiful campuses of ravines, streams,hills, and forests where actual land utilization is at a verylow percentage. If this can be afforded the results are pleas-ing but most schools have to work toward 100% utilization.

"The relation of the site to the community, to streetsand highways, to power lines and sewage lines is an importantconsideration. A site reached by streets through a semi-abandoned part of town, or through crowded industrial streets,or far from good access highways, or surrounded by unzoned,third-rate commercial property, is simply out of the questionfor a community college campus.

"Who are the 'ideal' neighbors for a college campus?Most ideal would be a state or city park', landscaped andprotected. Next in desirability would be residential areassupporting $20,000 to $50,000 homes; then in order, residen-tial areas of less expensive homes, garden apartments, high-rise apartments. Satisfactory, but much less ideal are largeshopping centers, professional building areas, mixed commer-cial and office areas. Least satisfactory, and to be avoidedif at all possible, are airports, railroad yards, fillingstations, garages, factories, and drive-in restaurants andstands. Churches are very high on the list of desirable'neighbors' for college campuses, but unfortunately, churchesrank educational institutions very low as 'good neighbors.'

"Drainage: The matter of land drainage is an importantfactor. Sites should be carefully studied in 'terms of drainageafter construction, for many tracts of land apparently intheir natural state properly drain, but whem developed, do not.Extensive study of the whole problem before construction startsmay save many a headache later."

A full afternoon was devoted by most members of thecommittee to roadside inspection of suggested sites. The

4

*Adapted from Establishing Junior Colleges, Junior CollegeLeadership Program, University of California. January, 1964.

-53-

rating scale shown in Figure 7 was devised and used forevaluating the sites.

Each member of the Committee was also furnished by theMalta First National Bank with a copy of A Three Year Atlasand Plat Book of DeKalb County. This proved most helpful inTaeFETRIREFiNEtTUFETEE757suggested sites.

Following are the general conclusions and recommenda-tions of the Committee on ten sites checked by the Committee.A more detailed statement appears later in the chapter.

Authorities in the field agree that a community collegesite should contain at least 80 acres, and most have suggestedthat a site twice this large should be selected. It is dif-ficult to secure additional land after the college is estab-lished, so sufficient land should be purchased at the outsetto provide for later expansion.

An examination of population figures for the proposeddistrict revealed that the growth and concentration arecentered quite largely on opposite sides of the area, inSycamore and DeKalb on the east and Rochelle on the west.The geographical center of the district was noted as beingin the vicinity of Malta, which is accessible by good, all-weather roads.

The study of site requirements and available land-indi-cated that the selection of a site for a community college, inthe area will present no problem. Sites of 100 to 200 acreswere found, and these appear to be available for college use.Cost of land in these locations varies from $600 to $1500 peracre. Unless the college is to be located immediately adja-cent to a population cluster, there will be problems of watersupply and sanitation at all sites.

Site Selection

In evaluating sites, nine criteria were considered. Theywere: 1) size, 2) shape, 3) access roads, 4) location in dis-trict, 5) environment, q topographical characteristics,7) available utilities; ) cost (estimated), and 9) zoning.

Size ranged from 80 to 200 acres on the rating scale,but the ideal was felt to be about 160 acres rather than theextreme of 200. Only one of the five sites that were rated asbeing most suitable exceeded the 160 figure.

Authorities suggest the most ideal shape of the site asrectangular with a 4 to 1 ratio for the sides. Only one ofthe top five sites met the specification exactly, and the re-maining four were more nearly square than rectangular. Noneof the sites was irregular in shape.

SIZE

80Acres

SHAPE

-54-

Figure 7

SITE COMPOSITE

170 /200II- I

Rectangular

e(4x1 ratio)

I 01.:IACCESS ROADS.6:1°.

County/State ....Highways

.1 %... 446.LOCATION

.1:W.

Centrally located(Pop. and Geo.)

000

I

Irregular

IGravelRoads

Centrally located(Pop. or Geo.)

ENVIRONMENT °1.-- .ar .. IePark and

Residential //TOPOGRAPHICAL, CHAR4CTERISTICSI/ f

I ( \- i ' ..7High, ry

6.

I

level land

\ N.AVAILABLE UTILITIES%

1

Gas, electricity,water, sewage

COST (Estimated per acre)

iBelow marketvalue

ZONING now in effect

IResidential

SiteI

2345

Off Center

I

IIndustrialNoisy Dirty

go .sato

6.

14Ifti in111144o -"I% 11701111%

11 f7114440.11%..4144.

0140611111 alai

: IIn excess:01/..00.: 'Market Value .40'6

00000 .. Sell.0./ _Ai .0000001.4.00PP- 400

SO.. 0001/111010 alliii)OS

_m go/I

e011.. ii 1 . IAgriculture Commercial Light Industry Heavy

ILow, swampyfilled land

I

Noneat hand

GM ONNI OMB

MINES

611111 OEM MB

ND =I MD OM IMP

-55-

State Highway Alternate 30 is the best access road.Three of the five sites were on this route, and the other twowere on county blacktops. Several of the sites were borderedby the state highway and county blacktop roads.

Precise location of the geographic and population centersof the proposed district is not possible until precise dis-trict boundaries are established.

Choice of environment ranged from the ideal of park andresidential to the undesirable neighborhood of heavy industry.Neither of these extremes was found in the area considered- -all of it can be classified as agricultural, much closer tothe ideal than the undesirable.

Topography is fairly uniform throughout the area,although some sites were a little more rolling than others- -but not enough to make a significant difference.

Three of the five sites recommended have three utilitiesimmediately available, gas, water, and electricity. A fourthsite lacks water, and the fifth lacks gas and water. All fivesites lack sewage disposal facilities. Utilities companiesindicated a willingness to extend services to the college atno extra cost.

Cost figures were not available, and the estimates are atbest educated guesses. However, it was felt that four of thefive top sites would cost more than the average land value forthe area with only one at a lower figure.

Agriculture is the zoning category for all sites at thepresent time, but some might be rezoned residential, commer-cial, or even light industry.

Summary

It is the consensus of the Building and Sites Committeethat the major factors to be considered strongly indicate thelocation of the Kishwaukee Community College someplace in thevicinity of Malta. A check of the area/reveals a number offeasible sites, and a choice could be made on any one of themby the community college board on the basis of: 1) avail-ability and 2) price.

No effort was made to determine availability and pricefor any particular site. It was felt that this would leadonly to the spread of rumors and possible difficulties forthe group actually charged with site selection and acquisition.Land'in the area is presently selling from $600 to $1500 anacre, depending on variables that are usually more agriculturalthan educational. It is possible, therefore, that land

-.56-

rejected for farm use may be attractive both in topographyand price to a community college.

Although the building program should be in phases, thisdoes not seem a desirable procedure for land acquisition.. Inthe normal expansion of the general economy, land can beexpected to be more costly in the years ahead; this factorwould be greatly multiplied by_the knowledge that the collegewants the land and even more so by the knowledge that it needsthe land. It is, therefore, recommended that site of 120-160acres be purchased at the earliest possible date by the dulyconstituted authorities.

Little consideration was given to the possibility of acommunity college in conjunction with an existing high school.The committee recommended continued disregard of such a plan.A college campus atmosphere should be developed.

Development is the key word in consideration of the build-ing program. From study of the preliminary reports of thePopulation, Curriculum, and Finance committees it would appearthat primary attention be devoted to these:

1. Administration building

2. College parallel classroom building (includinglibrary)

3. Agri-business Vocational Classroom. and ShopBuilding

4. Auxiliary and ritudent Services:a. Physical ducation facilityb. Cafeteri;c. Student j ttivity Center

As a more definite pattern of population and curriculumemerges, it would be possible to develop a more preciseschedule. At this time it seems possible only to suggest that,as the community college comes into being, a Master Plan mustbe created by the board, faculty, administration, and architeCt in line with long-range goals and dreams.

Too much quick action with too little foresight couldhamper the future growth of the college by providing rigidbuilding limitations, inadequate service facilities (sewage,utilities, and parking), inadequate access roads, and poorlylocated buildings.

Probably the biggest advantage enjoyed by the KishwaukeeCoMmunity College at the moment is the freedom to move inalmost any direction; but if built with low overhead, theremay be future limits on growth.

CHAPTER 6

FINANCIAL RESOURCES

Quite frequently, established educational institutionsare limited in the amount of funds available to support agood educational program. All too often, the maximum totaldollar amount is determined first and then the curriculum andrelated educational programs are adjusted so that their costsfall within the funds available. In the current study, theFinance Committee has worked with the Population and Enroll-ment Committee, the Curriculum Committee, and the Buildingand Site Committee; and based on their projected needs, theFinance Committee has established the cost of-the programswhich should be offered by the proposed Kishwaukee CommunityCollege.

To further aid the Finance Committee in its work, ques-tionnaires and/Or letters were prepared and mailed to elevenprivate four-year colleges and twenty-two junior colleges inIllinois, Indiana, and Iowa. Responses in the form of collegecatalogs, financial statements, budgets, and other financialdata were received from twenty of the thirty-three institu-tions surveyed. The committee was primarily interested intuition costs, mill levies, and capital improvement costs.

The information essential to the Finance Committee wasdivided into eight 'specific areas, and the responsibility forobtaining information on each area was assigned to a committeemember. The Chapter on Finance is therefore presented underthe following general topics:

1. Legal Requirements 5.

2. Bonded Indebtedness 6.

3. Assessed Valuation7.

4. Costs of AttendingCollege 8.

Building Costs

Debt Service Require-ments

Annual Operating Budgets'

Estimated Tax Levies

Legal Requirements as Related to Finance

House Bill No. 1710, an act in relation to the establish-ment, operation and maintenance of public junior colleges, andmaking an appropriation in connection therewith--as approvedby the 74th General Assembly, establishes the followingfinancial requirements:

-57-

-58-\

Sec. 2-16 Any Class I junior colSege district which hasbeen recognized by the State Board shall be entitled to claiman apportionment for each school year ending on June 30 of$11.50 for each semester hour or equivalent in a course car-ried by a student through each mid-term by each student inattendance.

Sec. 3-1 Any contiguous and compact territory, no partof which is included within any common school district main-taining a junior college or any junior college school district,unless all of such district is included which has an equalizedassessed valuation of not less than $75,000,000 and contains(!lt110-0 a population of not less than 30,000 persons or atToast entire counties or that portion of 3 counties notincluded in an existing junior college district may be organ-ized into a Class I college district within the state system.

The proposed district shall be authorized to levy rateswhich shall not exceed .75 per cent of full, fair cash value,or equalized or assessed by the Department of Revenue, foreducational purposes, and .10 per cent for building purposesand the purchase of school grounds.

Sec. 3-12 Following election and organization of suchBoard, as soon as may be, the Board may draw upon the fundappropriated to the State Board for grants to new junior col-lege districts an amount equal to the product of $300.00multiplied by the projected full-time-equivalent enrollment inthe first year of the junior college operation or determinedby the State Board, but such amount shall not exceed $100,000.

Sec. 3-14 Subject to the limits imposed by this article,the rates may be increased at a regular or special electionheld subsequent to the approval of the voters of the estab-lishment of a Class I junior college. At any single electionthe Board of the Class I junior college district may cause aproposition for an increase of the levy for educational pur-poses of an annual tax not to exceed .125 per cent.

A Class I junior college board may within the limits setfor them in Sec. 3-1 of this Act and in the manner provided inthis Article levy a maximum annual tax upoh all the taxableproperty of the district upon full, fair cash value, or equal-ized or assessed by the Department of Revenue. Within thelimits herein provided, the Class I junior college board mayannually levy the tax for building purposes and the purchaseof campuses so that funds may accumulate to not more than 596of the equalized assessed valuation of the district. No suchaccumulation shall ever be transferred or used for any otherpurpose.

Sec. -8 If the State of Illinois makes funds available,the Class I Junior college district which has had its projectplan approved by the State Board shall be entitled to file a

'' " `.

-59-

claim with the State Board in a sum not exceeding 75% of thecost of the project.

Sec. 6-4 Any Class I junior college district may, whenthe Class I junior college board considers necessary, requirea tuition of each student attending a Class I junior collegewithin the district in an amount not to exceed 1/3 of the percapita costs of students in the college transfer and liberalarts programs, such cost being computed by dividing the totalcost of such programs, excluding an amount of interest paid onbonded indebtedness, by the average number of full-timestudents enrolled in such program.

Bonded Indebtedness

The information in Table 6-1 indicates that the total pre-sent bonded indebtedness of the eight districts within the pro-posed Kishwaukee Community College area is $9.5 million. Thisrepresents sixty per cent of the permissible bonding power ofthe school districts. It is evident that where the populationhas increased that the residents have provided educationalfacilities for its children. These figures are furnished onlyas a guide, since the legal limitations on the bonding powerof these districts have no effect on the legal bonding powerof the proposed Community college; the new college district willhave a bonding capacity of 5% of its assessed valuation.

TABLE 6-1

BONDED INDEBTEDNESS OF SCHOOL DISTRICTSWITHIN PROPOSED KISHWAUKEE COMMUNITY COLLEGE DISTRICT

Bonding Power1964 Assessed Bonded In-

Assessed Valuation debtednessSchool Districts Valuation 5 % 7-1-65

UnusedBondingPower

Waterman $ 13.6Malta. Community- 9.4Malta Twp H S 9.4Genoa-Kingston 21.6Shabbona 22.8Hiawatha 15.8Sycamore 44.5DeKalb 79.0Rochelle Elementary 35.0Rochelle Twp H S 65.3

(In Millions)$ .68 $ .45

.47 / .16

.47 .391.08 .321.14 .4o.79 .47

2.22 2.153.95 3.601.75 .933.27 .64

$ .23. 31. 08.76.74. 32.07

.35

.822.63

Totals $ 316.4 $ 15.82 $ 9.51 $ 6.31

-6o-

Assessed Valuation

The assessed valuation of the eight school districts with-in the proposed Kishwaukee Community College district is pre-sented in Table 6-2 for the years 1957 through 1964. The pro-jected assessed valuation for the years 1965 through 1970 and1975 and 1980 are used in the section dealing with the annualoperating budget and will be one of the bases for majorsources of revenue for both the educational fund as well asfor capital improvements.

Although there has been no steady rate of growth, theassessed valuation has increased 14.7% from 1957 to 1964.This same rate of increase, approximately 2%, when applied tothe projected growth will increase the valuation 35.6% from1964 to 1980 for a total assessed valuation of $368.9 million.

The growth potential is even greater with the possibilityof: 1) the extention of the present East-West tollway to theIowa border, 2) a North-South tollway parallel to Route 51,and 3) a projected enrollment increase for Northern IllinoisUniversity from its present student body of 14,688 students to32,970 students in 1980, with related growth in faculty hous-ing, off-campus student housing, and the many small enterpriseswhich are needed to handle the needs of an expanding universitycommunity.

Any increase in assessed valuation over and above theprojected valuation will have a positive effect on the taxrate; that is, the higher the valuation the lower the tax rateneeds to be to produce the same total, tax dollar.

Cost of Attending College

Charges for attending college are kept as low as they canbe held in view of colleges' determination to maintain andadvance their quality academic programs And high standards ofteaching. Tuition and fees paid by the individual studentgenerally cover less than two-thirds of the total cost toprovide an educational program. The balance is composed ofgifts to the colleges from alumni, friends, parents ofstudents, foundations, corporations, endowment income, ortaxes as in the case of state colleges.

The total cost of attending college must include tuition,board and room, books, supplies and travel. A survey of tenschools, both private and public (Table 6-3), shows costsranging from $1,300 at Northern Illinois University to $3,000for Monmouth College or an average cost of $2,160.

House Bill No. 1710 permits the junior colleges to assess'students up to one-third of the per capita costs for expensesrelated to the educational budget. This is estimated to amount

4

I -

It;i

st+

,,

TABLE 6-2

ASSESSED VALUATION AND PROJECTEDVALUATION OF SCHOOL DISTRICTS

WITHIN PROPOSED KISHWAUKEE COMMUNITY

COLLEGE DISTRICT

Districts

Years

1957

1958

1959

1960

1961

(Millions of Dollars)

Waterman

13.1

13.3

13.5

13.6

13.3

Malta

8.2

8.2

8.3

8.4

8.4

Genoa-Kingston

19.4

19.8

20.3

20.8

20.9

Shabbona

21.8

22.0

22.0

22.0

22.0

Hiawatha

17.4

17.1

17.5

16.1

16.1

Sycamore

37.6

38.6

39.3

40.0

40.7

DeKalb

61.1

64.2

67.6

70.5

72.3

Rochelle

58.5

59.8

58.7

58.3

59.0

Totals

237.1

243.0

247.2

249.7

252.7

Percentage

Rates of Increase

2.5

1.7

1.0

1.2

Eight Districts,

Projected Valuation

1965

1966

1967

1968

1969

Totals

277.4

282.9

288.5.

294.3

298.9

'' ,

,,°

1962

1963

1964

13.2

13.6

13.6

8.5

9.3

9.4

21.0

21.5

21.6

22.2

22.8

22.8

16.1

15.8

15.8

41.3

42.8

44.5

74.2

76.7

79.0

61.6

65.1

65.3,

258.1

267.6

272.0

2.1

3.7

1.6

1970

1975

1980

304.9

3354

368.9

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TABLE 6-3

ANNUAL COST FOR ATTENDING COLLEGE

Colleges and Universities Tuition Board,Rooth Misc. Total(Annual Dollar Cost)

Northern Illinois University 230 850 220 1,300Aurora College 900 710 1,610Bradley University 1,100 870 1,970Eureka College 1,080 820 100 2,000Wheaton College 1,120 760 155 2,035Augustana college 1,050 900 100 2,050Rockford College 1,400 900 2,300MacMurray College 1,550 850 115 2,515Principia 1,701 1,119 2,820Monmouth College 1,74o 860 400 3,00o

to $333 per student. In addition to this amount, there needsto be an amount calculated for travel, books, and clothing fora total of approximately $1,000. The annual savings, there-fore, can range from $300 to $2,000 if the student elects toattend the proposed community college rather than one of theinstitutions listed in Table 6-3.

Building Costs

The Building and .Site Committee and the Population Com-mittee have recommended that the campus be developed in twophases. Estimated building costs for the first phase to bebuilt in 1967-1968 for 1,000 students and for an additional500 students in 1972-1973 are presented in Table 6-4. Becauseof the present unusual rise in building costs considerationshould be given to completing the, total building in one phase.It is very possible that interest costs for the second phasewould be less than the amount of costs increase attributed toinflation. It is also quite possible that enrollment at thecollege will exceed the projections, necessitating additionalbuilding in the future.

Shown in Table 6-5 are the principal and interest re-quirements for a $1,080,000 bond issue Phase I at an assumedrate of 4% for 10 years. Debt service requirements for a$760,000 bond issue for Phase II at an assumed rate of 4% for10 years are presented in Table 6-6.

Annual Operating Budgets

The Curriculum Committee study recommends a comprehensivecommunity college program including college-preparatory educa-tion, vocational training and terminal programs. The operating

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TABLE 6-4

ESTIMATED BUILDING COSTS FORKIgHWAUKEE COMMUNITY COLLEGE

Cost IteMs

Number of StudentsSquare Feet per StudentTotal Square Feet RequiredCost per Square Foot

Capital Improvements

Phase I 1967-68(Number

1,000165

165,000$ 20

Phase II 1972-73Amounts)

165500

82,500$ 30

(Dollar Amounts)

Site 140 acres @ $1,200 168,000Site Preparatioh 170,00o 48,000Building 31300,000 21475,000Architect Fees 187,000 147,00oEquipment 330,000 250,000Contingencies 165,000 120,000

Totals 4,320,000 3,040,000

Funds

State of Illinois r5%Community College 25%

(Dollar Amounts)

3,240,0001,080,000

2, 280, 000760,00o

TABLE 6-5

AMORTIZATION SCHEDULE (PHASE I)

Year

1967-681968-691969-701970-711971-721972-731973-741974-75175-19976-77671977-78

Principal

Totals

85l00090,00095,000

100, 000105,000110,000115,000120,000130,000130,000

Interest Total(Dollar Amounts)

43,200 43,20043,200 128,20039, 800 129,0036,200 131,

8200

32,400 132,40028,400 133,40024,200 134,20019,800 134,80015,200 135,20010,400 140,4005,20o 135,200

11080,000 298,000 1,378,000

-64-

TABLE 6-6

AMORTIZATION SCHEDULE (PHASE II)

Year Principal

1972-731973-741974-751975-761976-771977-781978-791979-80198o-811981-821982-83

Totals

50,00o55,00o60,00o70,00075,00o80,00o85,00o90,00o95,00o100,00o

760,000

Interest Total(Dollar Amounts)

300,40040o

30,40o3, 8o ,40028,400 83,40026,20o 86,20o23,80o 93,80021,000 96,00o18,00o 98,00o14,80o 99,80o11,400 lo1,4007,80o 10280o4,000 104

,

,000

216,200 976,200

expenses for such a program includes cost of instruction,materials, and operation and maintenance of the building.The Finance Committee has estimated such a program to costapproximately $1,000 per full-time-equivalent stadent peryear. Based upon the Population Committee repOrt of antici-pated enrollment for the proposed community college, theFinance Committee has estimated operating budgets for separ-ate years as shown in Table 6-7. A graphic portrayal ofrevenue and expenditure is presented in Figure 9.

Estimated Tax Levies

Future demands on the Kishwaukee Community College willpartially be determined by the willingness of the taxpayersin the proposed community college district ta underwrite thecollege's educational and building programs.

The Finance Committee has prepared the financial aspectsof the feasibility study taking into consideration an educa-tional program as proposed by the Curriculum Committee for thenumber of students estimated by the Population Committee tostudy and learn trades and vocations in facilities plannedby the Building and Site Committee. Table 6-8 representsquite clearly that it is financially feasible to petition fora community college for the area composed of the eight schooldistricts.

Summary

The Finance Committee began their work on the financialsection of their feasibility study with an inquisitive desire

A

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TABLE 6-7

KISHWAUKEE COMMUNITY COLLEGE PROPOSED ANNUALESTIMATED OPERATING BUDGETS

. .,

Years ofEnrollment

No. ofStudents

Cost perStudent

.

Budget Years1967-65'196b-69 11972-73 1975-76

1967-681968-691972-731975-76

400685

1,0151,300

11000110001, 00011000

400,000(Dollar Amounts)

685,0001,015,000

11300,000

Less State Aid 345 138,000 236,325 350,175 448,500Less Tuition

Net Amount to be had

333 133,200 228,105 337,995. 432,900

from Mill Levy 128,800 220,570 326,830 418,600(Millions of Dollars)

Assessed Valuation 288.5 294.3 317.2 335.4

Debt Service ,Requirements (Dollar Amounts).$1,080,000 43,200 128,200 133,400 1351200

760,00d 0,000 0,000 30,400 86,200

Totals 43,200 128,200 163,800 221,400

Tax Rates per $100 (Percentages)Education .0445 .0749 .1030 .1250Bond .00015 .0435 .0516 .0660Total .0446 .1134 .1546 .1910 _

Figure 9

Sources of Revenue

Operating Expense Building Costs

-66-

TABLE 6-8

TAX LEVIES ON INDIVIDUAL PROPERTIES FOR BUILDINGAND OPERATING KISHWAUKEE COMMUNITY COLLEGE

Dollar ValuationActual Assessed

Years

(Levy in Dollars)Homes10,000 5,500 2,45 6.51 8.50 10.5020,000 11,000 4.90 13.02 17.00 21.0040,000 22,000 9.80 26.04 34.00 42.006020oo 33,00o 14.70 39.06 51.00 63.00

Typical Farm(240 acres

117,000 61,350 28.70 76.19 99.49 122.91

*During the first year of the college's operation, thecollege will not be in full operation and the bond levywillbe minimal. Second-year operational costs and inclusion of abond levy will require a higher total levy in 1968-69 thanthat made in 1967 -68.

to learn all of the facts before they were willing to make anykind of a prediction on the financial soundness of the pro-posed Kishwaukee Community College. The information and factsnow gathered and agreed upon are:

1. The assessed valuation of real estate at presentand in the foreseeable future is and will beadequate to support a community junior collegewell within statutory limitations.

2. The total annual cost of a community juniorcollege to the local taxpayer will range fromapproximately 12O to 19O per $100 of assessedvaluation in its early years of operations.This is based on an initial estimated tax rateof 4 for education and 44 for debt servicerequirements. In seven years, the estimatededucational rate could be 122¢, and debtservice at that time is estimated to be 61O.

3. The maximum tax rates set forth in the ballotfor creating the college district will be 10Ofor the Educational Fund and 22 00 for theBuilding Fund. No amount will' be specifiedinitially for bonding purposes.

CHAPTER 7

STATISTICAL SUPPLEMENT

Survey of High School Juniors and Seniors

A questionnaire designed to assess the present educationalstatus and future plans of the high school youth in the.areawas administered to all of the juniors and seniors in the eighthigh schools included in the study. Local school personnel,using standardized procedures, administered the questionnaireto all juniors and seniors present on a specific day. Re-sponses were anonymous. The responses were key-punched on IBMcards and analyzed by a computor. Some of the more pertinentresults are shown in the following tables.

AT

TABLE 7-1

NUMBER AND PERCENT OF JUNIORS AND SENIORSIN EACH HIGH SCHOOL THAT COMPLETED QUESTIONNAIRE

JuniorsHigh School Enrolled Returns

Per Seniors PerCent Enrolled Returns Cent

DeKalbGenoa-KingstonKirklandMaltaRochelleShabbonaSycamoreWaterman

Total

306 251912 40

594225 25

22164

1938

180 15739 36

826595

10087968792

279825220

19848

16844

249 8964

87458

17 85170 8645 94155 9237 84

952 807 85 891 782 88

Boys = 399, Girls = 408 Boys = 418, Girls=364

-67.-

-68-

TABLE 7-2

RESIDENCY IN PRESENT SCHOOL DISTRICT

Residency School DistrictsIn Years DeK G-K Kirk Malta Roch Shab S c Watr All

ercen ages. o en ors0 0 2 2 4 3 47 16 2 5 4 5 6 4

711 1110 6 1022 18 18 7 15 8 1560 65 63 80 67 78 66(Percentages of Juniors)5 o 2 7 4

04

5 4 6 7 4 3 618 8 12 7 17 8 1320 8 17 24 12 19 1753 80 63 56 63 69 61

Less than 1 6 21 to 2 2 63 5to lo 16 to 10 14 16

7

Over 10 67 59

Less than 1 6 5lto2 8 23 to 5 12 106 to lo 16 32Over 10 59 51

TABLE 7-3

SENIORS ENROLLED IN VARIOUS HIGH SCHOOL CURRICULA

School Districts All DistrictsCurricula DeK G-K

Business . 14 39College Prep 45 44Shop/Home Ec 5 3General 33 8Agriculture 0 3Other 2 3

K 14 R Sh(Percentages

27 0 14 1838 56 3 235 2.1.2

231 35 39

229

2 6 2 90 0 1 0

Sy .14, Boys Girls Bothof Seniors)17 16 7 29 1753 51

447 41 . 44.

8 1 lo 3 612 30 27 292 3 4 o 21 3 2 0 '1

TABLE 7-4

SENIORS' PLANS FOR COLLEGE ATTENDANCE

Goingto Colle

School Districtse? DeK G-K K M R Sh S

NO 12 28 27Probably not 10 5 4Probably so 14 13 13Yes 56 47 40Don't know 8 6 16

ercen. ages41 15 16o 11 136 13 18

53 53 44o 8 9

All Districts'W Bo s Girls Both

o en ors17 30 13 23 1710 3 8 lo 913 5 15 11 131 57 56 49 58

7

-69-

TABLE 7-5

JUNIORS' PLANS FOR COLLEGE ATTENDANCE

Goingto College?

NoProbably notProbably soYesDon't know

DeK

810215012

School DistrictsG-K K

29 2815 1317 2524 2315 13

M R Sh(Percentages

12 15 2016 9 2432 28 2228 34 2012 13 15

All DistrictsSy W Boys Girls Both

of Juniors)15 14 11 17 1410 6 10 12 1125 25 25 23 2436 31 38 36 3713 25 15 12 13

TABLE 7-6

CONTINUED EDUCATION COMPARISONGRADUATES FROM LAST THREE YEARS WITH THIS YEAg'S

School DistrictsYears DeK G-K Kirk Malta Roch Shab Syc Watr All

(Percentages of Graduates)(Attending Post-High School Institutions)*

1963 76 44 45 53 71 49 50 39 611964 71 40 61 48 63 51 5o 46 59

(Attending Colleges, Universities, Junior Colleges)1965 59 37 38 51 51 35 47 45 50

(Attending Business, Trade and Technical. Schools)10 20 14 14 14 22 5 5 12

1965 Total 69 57 52 65 65 57 52 50 62*(Percentages of Seniors)

(Having "definite" plans for college)1966 56 47 40 53 53 44. 55 57

(Havng "probable" plans for college)14 1

i3 3 6 13 18 13 13

1966 Total

53

*Source: Principals' Reports

TABLE 7-7

SENIORS ENROLLED IN VARIOUS CURRICULAAND THEIR PLANS FOR COLLEGE

High Goin to colle e?School Proba ly Proba ly noCurricula No not so Yes know,

Business 33College Prep 7Shop/Home Ec 16General 41Agriculture 1

Other 1

ercen264124963

ages o202684232

en ors8

731

1520

328

104603

TABLE 7-8

PLANS FOR FIRST YEAR AFTER GRADUATIONOF JUNIORS AND SENIORS

Plans

WorkHousewifeMilitary ServiceWork at HomeCollegeBusiness CollegeTrade/Technical SchoolNursing SchoolOtherDo not know

Boys Girls* Boys Girls*Percentages

(Seniors (Juniors)19 3 14 320 12 0 10

10 1 12 12 1 2 1

56 49 48 463 lo 126. 5 lo

311

0 5 0 83 .2 3 21 . 1 1. 8 6

*percentages for girls total more than 100 since theywere permitted more than two Choices.

Plans

WorkHousewifeMilitaryService

Work atHome

CollegeBusinessCollege

Trade/Tech-nical Sch 10 10 11Nursing SchOther 2' 0 3

*Percentages for girlwere permitted more than two choices.

.TABLE 7-9

PLANS FOR FIRST YEAR AFTER GRADUATIONAND FOR COLLEGE ATTENDANCE OF SENIORS

_411111

Going to college?Prob. Prob. 1Do not

No not so Yes know(Percentages of Boys)

40 52 20 4 66

36 32

8 6o o

2 . 0

Going to college?Prob. Prob. Do not

No not so Yes know(Percentages of Girls)

8o 86 47 8, 8138 28 3 0 11

11 0 19 0 0

0 0 o 046. 89 0 0 o

8 3 0 11 1

5 0 0

0 1 057 88 4

15 7 . 3o

3 13 9. 4 3 1 159 1 7 3 4

1 3 1 0 o -1 11s total more than 100 since they

-71-

TABLE 7-10

PARENTAL ATTITUDE TOWARD COLLEGE ATTENDANCE

Attitude

Insist or expect that I goWant me to, if I want toDo not careDo not want me to go

Boys Girls Both Boys Girls Both(Percentages)

(Juniors) (Seniors)39

6026 32 39 23 32

595 550 9 54

9 11 10 10 15 131 2 2 0 2 1

TABLE 7-11

PARENTAL ATTITUDE TOWARD COLLEGE ATTENDANCEAND SENIORS' PLANS FOR COLLEGE

Attitude

Expect me to goWant me to goTO not careDo not want me to go

Going to college?Probably Probably Do not

No not so Yes know(Percentages of Seniors)

3 0 27 51 75 754 71 67 45

39 26 5 3 154 3 1 0 3

TABLE 7-12

PERCEIVED LEVEL. OF FAMILY INCOME AND SENIORS'PLANS FOR COLLEGE

Level of Income

Going to college?Prob. Prob. Do not

No not so Yes know All(Percentages of Seniors)

3 3 1 5 21 4 1 3 3

13 13 11 12 1269 58 68 64 6514 21 17 15 170 2 1 0 1

Financial difficulty 3Sometimes have difficulty 4Necessities but not luxuries 16Comfortable, not well-to-do 63Well-to-do 13Wealthy 0

TABLE 7-13

SENIORS NOT PLANNING TO ATTEND COLLEGEBUT WOULD IF HAD MORE MONEY

Would go if had more money?

YesMaybeNo

Note: 73* of senior boys andcated that they worked part time.

Hop Girls(Percentages of12 1428 28

BothSeniors)

1328

59 59 5964% of. senior girls indi-

,r:

4.x

.7.

+-7

,-.e

',,

TABLE 7-14

OCCUPATIONAL ASPIRATIONS EXPRESSED-BY JUNIORS AND SENIORS

Occupation

Professional (Other than nursing)

Nursing (including practical)

Military Service

Office-clerical-secretarial

Housewife

Electricity or electronics

Selling-salesman-waitress

Drafting or building trades

Mechanics or machine shop

Agriculture and related

Factory foreman or worker

Airline pilot or hostess

Art (including commercial)

Run own business

Laboratory technician

Beautician or barber

Religious worker

Dancer, model, entertainer

Miscellaneous

DO not know

No response

Boys

Girls

(Percentages of

3o

33 7

1 22112

7 2 4 410 2 2. 1 3 1

3 6.1

20.5

116

13

210

30.5

1 3 3

Both

Juniors)

32 4 0.5

11 6 3 06

2 2 5 2 3 2 1 2 3 1 0.5

9 2 6

Boys

Girls

(Percentages of

3434 7

3 322

14

4 4 5 9 3 1 o.5

4 0.5

0.5

1 117 2 6

Both

Seniors)

34 3 212 6 2

11 2 3

15 2

22

32 2

21

63 0.5

11

19

22

45

-73-

TABLE 7-15

FIELDS OF INTEREST FOR ADVANCED STUDY

Field of Study

Liberal ArtsEngineeringBusiness AdministrationTeachingMedicine and relatedNursingAgriculture and relatedArchitectureMortuary ScienceAccountingGeneral BusinessRetailingSecretarial-ClericalLaboratory TechnicianMechanical TechnologyDrafting, Design Technology 1 0Electronic Technology 4Machine Shop-Tool & Die 1 0Other Skilled Trades 2 0Beautician/Barber 0.5 6Miscellaneous 12 4Do not know 2 1No Response 18 22

with plansBoys Girls Both for college

(Percentages of Seniors)18 198 o 45 1 35 22 133 3 30 6 36 0 32 0 11

5 2

5 7161

2 0

2864194341

0.5 0.53 46 71 0.53 20.5 01 0.51 0.52 20.5 0-

1 0.5

83

5.52 2

20 6

TABLE 7-16

SPECIFIC FIELDS OF STUDY MENTIONED MOST OFTEN BY JUNIORS ANDSENIORS INDICATING INTERESTED IN ADVANCED TECHNICAL STUDY

Field of Study Students Interested in Advanced.Study(Percentages)

(Juniors) (Seniors)Liberal Arts 15 12Engineering 4 2Business Administration 1 3Teaching 4 8Medicine and related 4 4Nursing 2 2Agriculture 4 4Accounting 0 '4General Business 7 6Secretarial-Clerical 4 2Electronic Technology 4 3Beautician/Barber 4 3Number of Juniors = 634, Number of Seniors = 563

gY

TABLE 7-17

PLANS FOR COLLEGE AND INTEREST IN ADVANdED BUSINESS,TRADE OR TECHNICAL TRAINING 15-20 MILES OF HOME

Interested in Ad-vanced Business,Trade or Tech Tiling? NoBoys- -

Yes 27Maybe 35No 37

Girls- -Yes 27Maybe 37No 37

Going to college?ropa .ly pro ably no*.:::riot..': so Yes know All

(Percentages ol* Seniors)28 71 41 63 4544 24 31 31 3218 5 38 6 23

Juniors and Seniors-Boys

YesMaybeNo

543411

Girls

434313

(Juniors)33329

53 34 48 3730 25 33 3018 41 19 33

Both Boys Girls Both(Percentages)

(Seniors)48 37 4238 32 30 3121 23 33 28

Tables 7-18 through 7-22 present the responses of theseniors to a series of questions which were to be answeredonly by those who did not have "definite" or "probable" plansfor attending college. These responses represent 265 seniors,or 34% of the total. (29% of the boys and of the girls)

TABLE 7-18

EDUCATION OF INTEREST TO SENIORSNOT PLANNING TO ATTEND COLLEGE

. :

Kind of Education or Training

Technical, Business, or TradeFirst 2 Years of CollegeNone of the above

Boys Girls(Percentages of

64 6710 426 29

BothSeniors)

66728

-75-

TABLE 7-19

EDUCATION OR TRAINING OF GREATEST INTERESTTO SENIORS

Kind of Education or Training

Post-Graduate High Schoolat nightMilitary ServiceOn-the-JobApprenticeshipCorrespondence coursesAdult Education classesNone of the above

Boys Girls Both(Percentages of Seniors)

1

3527182

15

2 22

43.

121

2

37

17361522

27

TABLE 7-20

MOST IMPORTANT REASONS FOR NOT GOING TO COLLEGE

Reasons for Non-Attendance

Tired of SchoolWant to workCollege too expensiveWant to get marriedParents objectMilitary ServiceCollege is waste of timeCannot make good grades,None of the above

Bo s Girls BothPercentages of Seniors)

6 68 19 146 14 101 19 111 1 1

22 0 102 1 1

34 15 2418 25 22

TABLE 7-21

WOULD CHANGE PLANS IF THEY HAD MORE MONEY?

Would change plans? Boys Girls Both(Percentages of Seniors)

Yes 12 14 13Maybe 28 28 28No 59 59 59

TABLE 7-22

WOULD CHANGE PLANS IF THEY COULD MEETJUNIOR COLLEGE ENTRANCE REQUIREMENTS?

Would change plans? Boys Girls Both(Percentages of Seniors)

Yes 27 24 25Maybe 40 34 37No 33 43 38

-76-

Survey of Business and Industry

A questionnaire designed to provide information regard-ing: 1) employment opportunities, 2) types of training avail-able and 3) types of training needed in the area was dis-tributed to employers by the Survey Committee. The surveyinstrument was distributed personally by the committee membersto 40 of the larger firms and mailed to an additional 850employers. A total of 182 usuable questionnaires were re-turned. The number of employees reported by these totaled12,158.

TABLE 7-23

QUESTIONNAIRE RESPONDENTS BY SIZE OF ORGANIZATION

Number of Employees Number of Respondents

1-25 12826-50 1851-100. 13101-500 18Over-500 5

1132

TABLE 7-24

RESPONDENTS AND EMPLOYEES BY TYPE OF BUSINESS

DeKalb AreaType Number Employeesof of Total October, 1965**

Business Respondents Employees Number Type

Manufacturing andProcessing 32 9,168 22,300 Non-Agric

Non-Manufacturing 123 2,840 2,275 Agricur-Agricultural 27 150* tural

Totals 182 12,158 24,575*An additional 130 agricultural workers were reported by

.employers in the other categories.**Source: Illinois Department of Labor, Bureau of Employ-

ment Security

-77-

TABLE 7-25

EMPLOYEES REPORTED IN VARIOUS CLASSIFICATIONS

Classification Men Women Total(Percentage of Employees)

Professional, Tephnical, Managerial 13 7 11Clerical, SalesForemen, Leadmen, et ceteraSkilled and Semi-skilled LaborUnskilled LaborAgricultural

Total Percentages of EmployeesTotal Numbers of Employees

9 29 158 1 6

37 20 3230 43 343 0 2

100. 100 100b.2533 3,625 12,155

TABLE 7-26

ESTIMATED NUMBER OF NEW EMPLOYEES HIRED ANNUALLYIN EACH CLASSIFICATION

Classification

Professional, Technical, ManagerialClerical, SalesForeman, et ceteraSkilled and Semi-skilled LaborUnskilledAgricultural

Men Women Total(Percentage of Employees)

7 5 66437424

Total Percentages of Employees liew)100Total Numbers of Employees (New 2,500

TABLE 7-27

20 101 3

10 2964 490 3

100 1001,000 3,500

EMPLOYERS WITH TRAINING PROGRAM AND BELIEVEJUNIOR COLLEGE COULD SUPPLEMENT IT

Type ofBusiness

ManufacturingNon-ManufacturingAgricultural

Training Program?Yes No No Response

(Percentages75 22 349 49 222 67 11

Could Supplement?Yes No No Responseof Etployers)67 27 460 32 850 50 0

-78-

TABLE 7-28

EMPLOYERS' NEED FOR JUNIOR COLLEGE GRADUATESIN SPECIFIED AREAS

Type of BusinessAreas of Employment

Engr Admn Sales Office Skilled Semi-Skilled


(Percentages of44 25 411 21 472 51

72

4 4 15 19

Employers'65294

Need)69

2619

TABLE 7-29

RESPONSES TO QUESTION: "TO WHAT EXTENT DO EXISTINGFACILITIES IN AREA MEET EDUCATIONAL AND TRAINING

NEEDS FOR'EMPLOYEES OFYOUR COMPANY OR ORGANIZATION?"

Extent that Facilities Meet NeedType of Business Excellent Fair Poor No Response


3

11

444637

473619

Total Group 10 45 35

66

33

10

TABLE 7-30

MANUFACTURERS RECOMMENDING JUNIOR COLLEGE COURSESFOR THEIR PERSONNEL, THEIR ESTIMATE OF ADEQUACY

IN LABOR SUPPLY AND PREFERRED TRAINING LEVEL

CoursesManufacturersRecommended

Labor Supply

Sur- Ade-Total plus quate Scarce

Preferred LevelH S Voc 2-Yror or Jr 4-Yr'

Less Tech College

Business:Accit, BkkpgClerical PracData ProcessOf c MgntSecretarial SciBusiness Machines

Trade, Industrial:Electric MachinesMetal FabricationTool and DieWeldingFactory Mgnt

Technical:DraftingElectrical PowerElectronics.Industrial EngrMechanical EngrMetallurgy

22 0 6 18 0 4 1313 0 3 10 3 4 710 0 1 9 0 4 6818 o 1

o 21 126 0 0 5

3 316 o 4 122 3 8 6

10 0 0 10 0 9 312 0 0 12 1 10 2.12 0 1 11 0 9 415 0 0 15 3 14 114 0 3 11 0 1 10

16 0 5 116 1 0 59 0 0 8

15 0 2 1214 0 2 126 0 1 5

0 72 41 40 1

0 40 1

902

300

00105

9 45 04 2

783

0 5

44t

-80-

'TABLE 7-31

NON-MANUFACTURING FIRMS RECOMMENDING JUNIOR COLLEGE COURSESFOR THEIR PERSONNEL, THEIR ESTIMATE OF ADEQUACY


Labor Supply Preferred LevelCourses Non- H S Voc 2-Yr

Manufacturers Sur- Ade- or or Jr 4-YrRecommended Total plus quate Scarce Less Tech College

Agriculture:Agri Business 11 0 3 8 0 2 6 3Crop Prod 7 0 2 5 0 3 5 1

Art:Graphic 7 0 1 6 0 3 3. 1Commercial 5 0 0 5 0 1 3

Business:Accst, Bkkpg 66 1 20 44 5 15 40 5Advertising 23 1 4 17 0 1 16 5Clerical Prac 20 0 3 17 6 9 9 0Data Process 10 0 1 9 0 3 5 4Insurance 14 0 2 11 1 3. 7 1Of c Mgnt 25 0 4 20 0 3 13 '7

Store Mgnt 17 1 4 10 0 2 9 3Small Bus Mgnt 28 1 5 19 0 2 18 6Merchandising 24 1 2 17 0 6 15 3Real Estate 9 0 5 3 0 1 4 2Secretarial Sci 24 0 3 19 3 11 11 0Business Machines 29 0 8 20 4 14 8 1

Trade, Industrial:Automotive Mech 19 0 0 17 0 12 4 0Auto Body Repair 10 0 0 9 0 7 1 0Carpentry 11 0 1 9 0 9 . 1. .0

Farm Machines 9 0 0 9 1 6 4 . 0Welding 1^ 0 0 12 0 9 3 0

Technical:Air Cond, Refrig 9 0 1 7 0 4 4 0Drafting 12 1 3 7 0 4 7 2Electrical Power 6 1 0 5 0 2 3 1Electronics 7 1 1 4 0 2 3 2

Health:Nursing 5 0 2 3 0 2 2 3Medical Tech 4 0 1 2 0 3 4 2

TABLE 7-32

AGRICULTURAL FIRMS RECOMMENDING JUNIOR COLLEGE COURSESFOR THEIR PERSONNEL, THEIR ESTIMATE OF ADEQUACY


Labor Supply Preferred LevelCourses S Voc 2 -YrFirms Sur- Ade- or or Jr 4-Yr

Recommended Total plus quate Scarce Less Tech College

Agricultural:Agri Business 16Animal Prod 14Crop Prod 18

Business:Acc't, Bkkpg 9

Trade, Industrial:Welding 5

0

2

3

0 2

0 2

11 1 3 8 611 1 7 6 111 2 8 9 3

3 1 2 6 2

3 0 4 0 0

TABLE 7-33

SUMMARY OF TOTAL NUMBER OF RESPONDENTS'RECOMMENDATIONS

Types of Courses Recommended

AgricultureArtBusiness.Trade and IndustrialHealthTechnicalMiscellaneousRefresher

Total Number of Respondents,

8319

40318722

13457132

1.;

Finance Committee

Curriculum Committee

Building and Sites Committee

Public Relations Committee

4s 4 ",

1,4 V 4:;:1;4

r ft

I

Documents

DOCUMENT RESUME KENEGA, ROBERT KISHWAUKEE … · document resume. ef 001 784. kenega, robert kishwaukee community college study. final report. northern illinois univ., de kalb. jun