The College of Charleston: Past, Present, Path Forward

Historic Overview:

The College of Charleston has established and continues to endure a rich history in its 230 year existence. At inception, the College was an academy for boys targeting the academically gifted scholars of the greater Charleston area.

The College instituted strong academic standards that were reflective of a 19th century emphasis upon the classics. Early college seekers were expected to have a grasp of English, mathematics, ancient and modern geography, and Latin and Greek grammar. Though the admissions standards have been relaxed, the strong classic core is still present in the curriculum today.

After 200 years of strong, conservative traditions, the College of Charleston embarked on a monumental transition from a private college to a state-supported institution. The College elected to undergo this transformation for very logical reasons: too little money, too few students, and too limited facilities. Considered a high cost institution, the College was not sustaining the enrollments necessary to academically and physically expand. The expectation was that the College needed newer and better facilities, additional course offerings, more money to increase faculty and staff; therefore, more money and student enrollments. The College of Charleston was in a crisis of survival and seeking state-status was the order of the day.

Presidential Leadership

In March 1970, the legislation passed to convert the College properties to state ownership and support. At the helm of the transfer was the incumbent President Theodore Stern who was instrumental in the "saving of the College." His effective and timely leadership was recognized by the Board of Trustees and Theodore S. Stern was retained as the first president of the newly state acquired College of Charleston. Under his leadership, the College experienced a period of rapid development.

After gaining state status, the issue on the docket was integration. At the time, the Board of Trustees consisted of a strong group of conservatives opposed to integration. Reigning President Stern took the position that any qualified student would be admitted without regard to race. Without question, the issue of integration caused a stir, but in the end the handwriting was on the wall integrate or close the gates at the College.

President Stern was faced with addressing some real challenges that were threats to the College's survival. Some of the challenges were as follows: a balanced budget, curriculum diversification, funding for a new library, and expanding the Craig Union Residence Hall.

Directions in Development

One of President Stern's first initiatives was his Master Development Plan projecting campus expansion from a one-block to a nine-block campus that would accommodate approximately 5,000 students. In June 1970, the Board of Trustee's Planning and Developing Committee met and recommended a $23,500,000 capital expansion initiative for major additions to the College. The proposal included acquisitions of new property, completion of a new library, a classroom building, a science center, central energy plant, learning resources center, a student center, a multi-level garage, new housing facilities for students and faculty, and rehabilitation of the Main Building. On July 1, 1970, the Board of Trustees approved the recommendation of the Planning and Development Committee to include an operational budget of $8,160,000. The plan called for student enrollment to increase to 1,700 students by the fifth year of the five-year plan.

Additionally, the Board of Trustees outlined strategic objectives for its state institution and they were as follows (as stated in the publication, Quantum Leap.)

• To offer the highest quality academic programs to South Carolina citizens by creating a unique "learning and living" atmosphere in an urban setting, using the best academic and architectural resources available.

• To facilitate the future development of educational programs, both undergraduate and graduate, as authorized by the South Carolina Commission on Higher Education.

• To expand academic offerings to support adult area education needs.

• To achieve "oneness" for the total campus by stressing the interdependence of service, classroom, laboratory, library, and related educational facilities.

• To preserve the historical traditions of the campus area and create a learning environment complementary to the physical development of the City of Charleston.

• To develop and expand student services.

• To develop systems and procedures for transition of the College to state ownership.

• To provide facilities for a projected 1980 student population of 5,000.

On the academic side, President Stern hired Dr. C. Hilburn Womble, a classical scholar from Duke University, as Academic Vice-President and Dean. A classical scholar, Womble was a 1951 graduate of Davidson College and held M.A. and Ph.D. degrees from John Hopkins University. Womble's academic career provided the knowledge and experience necessary to effective charter new curriculum directions. Womble led the campaign for tenure of twelve faculty members including himself. The state-supported College of Charleston employed twenty-seven full-timers for the new academic year.

The Social/Demographic Working Group examined the College from a historical perspective, moving into today, and projecting tomorrow.

We established our direction from the Enrollment, Programs, and Human Resources (building on their three models: Pure Liberal Arts, Comprehensive University, Hybrid)

We considered the following factors: history/image/reputation, values/culture, student profile, student/faculty interaction, state/community needs, and societal/global demands.

Pure Liberal Arts & Sciences:

Overview

• the College fits this model early in its history (state-supported status! total dedication to a quality liberal arts education, developing well-rounded students, delivering a complete collegiate experience, and developing strong community
• with the progressive change in the traditional college student profile, the College expanded its scope and boundaries to address the changing times while maintaining its mission of a quality liberal arts education-areas of study/expansion (i.e. education, business), support services (enrollment management, student affairs), diversity (minority services, international education, adult student services, SNAP services women's studies), community relations (town and gown)
• to consider the model of "pure liberal arts and sciences" would be a regression; taking steps backwards
• it would be more feasible to strengthen, solidify, and build from what currently exists of the College as opposed to destroying years of hard work, campaigning, and strategic planning

Implications
limited areas of study-classic structure would attract fewer students; not addressing the needs of the state/community admission standards/criteria subject to change would create a more homogeneous college community-loss of diversity in students, faculty, programs, services, etc.

Comprehensive University:

• HUGE changes-more funding, more graduate programs/new areas of study, additional facilities, additional faculty and personnel
• reduction in student/faculty ratio-quality of interaction
• one dimensional educational experience; narrow and subject specific
• admissions standards/criteria/student profile subject to change
• CHE recognition/constraints/politics

Implications
these monumental changes would totally comprise all that the College represents mission/image/reputation/culture (past and present) alumni may not respond well to these changes the community (town and gown relations) would not respond well to the College expanding its boundaries

• the College has responded to the specific needs/demands of a complex society and the trends in higher education with little compromise to the liberal arts mission
• continuous delivery of a quality liberal arts education while simultaneously developing and adopting new areas of study
• connected with other institutions of higher education: articulation and consortium agreements
• recruited a more diverse student body over years: women, minorities, international, out-of state, adult, physically challenged, special needs
• adopted provisions to accommodate more than the traditional student in services, programs: Adult Student Services, Continuing Education, CofC North, scheduling of classes: evening, Maymester, half-semester

Implications
the College has an identity and niche that works; (well received and accepted) build on the established foundation modifying as needed to transition into the new millennium

Quick Glance Facts

Recruitment:

The College moved from being a private academy for academically-gifted male scholars to being a state-supported Institution recruiting a qualified, diverse student body (women, minorities, international, adult, out-of-state, special needs/physically-challenged).

The College's enrollment numbers have escalated over the last thirty years (1,700 to 5,000 to approximately 11,000)

Retention/Services:

The College has employed a myriad of student services/programming that are supportive and retentive by design: Enrollment Management: Admissions, Advising, Registrar, Financial Aid, Career Services, Minority and International Services/Programming Student Affairs: Student Life, Residence Life, Counseling & Psychological Services, Judicial Affairs, Legal Services, Outreach, CARE

Facilities:

The College has grown from a main building and library to an administrative building, library, education center, student center, residence halls, bookstore, gym/recreation center, cafeteria, theater, and parking lots.

Relationships:

The College's relationships include Commission on Higher Education (CHE), consortium and articulation agreements, and town/gown relations.

Personnel:

The College's professionals have increased from the President and faculty to the President, Provost, Vice-Presidents, Deans, Department Chairs, Faculty, Administrators/Directors/Coordinators, Administrative/Campus Support Staff, and student workers.

The Emerging Student of the 21st Century: Examining Societal, Demographic, and Consumer Trends

Characteristics of the Emerging Student/New Consumer
(derived from the research of Proctor & Gamble as presented by representative Paul Shot during a panel discussion entitled "The Emerging Student: A Forum on Trends for the 21st Century.")

GenYers - children of baby boomers (born 1977-present)

More savvy, more sophisticated, more demanding, self-reliant, (*parents of baby boomers were more homogeneous as students/more similar in their needs and desires)

more discretionary income (reported in 1999 approximately 44% USHH make more that $50,000/year)/more spending than previous generations $78/week

information seeker - prefer choices/alternatives/a variety of opportunities seek out and use information in purchase decisions

Wired!!! Access to technology

• not a tool buy a way of life
• comfortable buying on-line
• are putting a huge emphasis on an institution's technological abilities with regard to college choice

must market where students live (Internet, games, concerts)

• they like instant rewards (coupons, give-a-ways, discount cards)

higher expectations - expected to be catered to/will demand individualized attention and service/quick response/immediate gratification

time-conscious-willing to pay for convenience

*our economy (past) 60% goods and 40% service

(present) 60% service and 40% goods

strong desire to be different

fashion and taster change overnight-need to be flexible

latch-key generation- possess a strong need to bond and connect/looking for a sense of community/service to community

Societal/Demographic Trends

(Internationalized) absolute immigration into the US has been greater in the past ten years than any other ten-year period in history

(diversified) USA more and more diverse- (refer to US Economic Composition Shift: Population Projection)

(non-traditional/adult education/retirement) baby boomers are attending college for personal betterment/second career/job requirement

prime/target groups to attend college are the baby boomers, their children, immigrants (ages 18-30) (48 million people)

by year 2010, it is projected that an infusion of 8 million people will occur

population is growing old and young at the same time

the next ten years will yield a population growth in the following seven states: California, Washington, Florida, Texas, North Carolina, Arizona, and Georgia

by year 2010, 1/3 of the nation's youth will be housed in four states: California, Florida, New York, and Texas

by year 2040, 1 in every 4 to 5 Americans will be over 65 years of age

Higher Education Trends

Pedagogy delivery is changing …i.e. distance learning, nontraditional/adult education, service learning, distributive learning

Enrollment growth: community college and state institutions

70% of today's students are outcome oriented (degree seekers for career status and financial security)

recruitment/retention/services
must recruit understanding our diverse society and our changing world in mind (gender, race, culture, religion, socio-economic status, sexual orientation, global perspective, physically challenged, and special needs)

must be committed to retaining admitted students providing quality services (special needs, college skills, minority and international services, physical/psychological/law enforcement/legal services)

Campus Relationships:
(according to Dennis Pruitt, Vice President for Student Affairs, USC-Columbia)

Constituency Management (internal and external)
Contingency Management-alerting institution to real or perceived threats
Compliance Management-federal/state/University mandates
Constraint Management-meeting accountability demands without resources
Critics Management-responding to negative press, legislation, etc.
Community Management-town and gown issues
Commitment to the educational mission and student development

"As a unit, decide what you do, plan to do it well, do it well, and tell your campus and beyond what you do and how you support the academic mission of the institution."

Physical Plant/Facilities Issues

Existence??expansion?? the on-line campus?? Are we open to serve students?? (evenings/weekends)

collaborative universities

collapsing/condensing colleges and universities

Peter Drucker's claim that large universities will cease to exist in the coming decades

Technology

information will double every 24 hours as of year 2010

computer literacy a must

subscribe to list serves to stay current and abreast

Internet will fuel the next wave of student activism

Shifting Demographics

more and more international students

more and more minority students (particularly Hispanic students)

focus will be on building community

Expect and Embrace Change

student populations are changing/ diversifying

read what students are reading/what the experts are reading and writing in the field

stay abreast of workforce dynamics

know CAS standards and ADA compliance issues

be familiar with legislation (federal and state) affecting students

join and get involved in professional associations/volunteer organizations

professionals need to develop a strong and adaptable skill set

use technology!!!!

become students of your students!!!!

Key Concepts for the 21st Century

recruitment/retention/student services

technology and information

service/convenience/choice/alternatives/opportunities for students

diversification and internationalization

non-traditional initiatives

building community/community service/service learning

adaptability/quick response/change agents

US Ethnic Composition Shift: Population Projection

Year          Today        2010        2050

White           73%         68%         53%

Black           12%         13%         14%

Hispanic        11%         14%         24%^
American

Indian          01%         01%         01%
Asian/Pacific

Islander        03%         04%         08%^

* percentages are rounded to whole numbers
^ significant increases in the Hispanic and Asian populations