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HIED 541 CASE STUDY RESEARCH PAPER 1

Case Study Research Paper: Panola College

Jennifer Garner

Texas A&M University Commerce


Case Study Research Paper: Panola College

Introduction

In 1860, the best way to move information across the United States was by the Pony

Express. Their horses and riders brought mail across the U.S. for only 19 months until October

of 1861 when the telegraph was invented. (Pony Express National Museum, 2014) However,

there is another Pony Express that still operates today: The Pony Express is the name of the

college newspaper at Panola College in Carthage, Texas. The Panola College Fillies are a proud

group of students, faculty, and community of fans and supporters at the 65 year old two-year

college established in 1947. (Brief History of Panola College, 2014) Panola College was

created “to provide young people with the opportunity to earn the first two years of a traditional

baccalaureate.” (Brief History of Panola College, 2014) The College began in temporary

buildings before permanent buildings could be built in 1949 on 35-acres where portions of the

College still stand. Today, there are 19 buildings on 135 acres and the College has a four-county

service area including Harrison, Marion, Panola, and Shelby counties. The first registration in

January 1948 had less than 100 students and now enrolls as many as 2600 students. In 1998,

Panola College requested authority to offer distance learning classes and degrees to help achieve

increased enrollment and to reach a broader base of students and their changing needs. In

February, 9th, 1949, The Pony Express printed, “The future looks bright, and Panola Junior

College is eagerly looking forward to the years to come.” (Brief History of Panola College,

2014)

A college relies on its vision and mission statements to give their institution direction and

focus. The Panola College Statement of Vision reads: “Panola College is committed to


excellence in instructional programs, student services, service to community, and leadership in

economical development and cultural enrichment in the region.” (Vision, Values, and Mission,

2014) The Statement of Mission for Panola College reads: “Panola College is dedicated to

providing excellence in education. The range of educational offerings includes university transfer

programs, technical and workforce programs, developmental courses designed to increase

academic proficiencies, and continuing education to enrich lives and improve skills. Our aim is

to help each student achieve his or her full potential and to contribute to the further development

of society.” (Vision, Values, and Mission, 2014) The mission and vision statements for Panola

incorporate the curricular functions for community colleges discussed in The American

Community College including: “academic transfer, occupational education, continuing

education, developmental education, and community service.” (Cohen, Brawer, & Kisker, 2014)

Panola College is committed to providing many aspects of those well-recognized areas of

curricular focus and emphasizes those areas in order to “help each student achieve his or her

potential.” (Vision, Values, and Mission, 2014) Panola College continues to expand on their

mission and vision with their Statement of Values which include commitments in the areas of:

“learning, citizenship, diversity, the concept of global community, fiscal responsibility, faculty

and staff, and a quality campus environment.” (Vision, Values, and Mission, 2014) With this

well-rounded direction for its students, Panola College is equipped to provide many elements of

community college curriculum necessary for today’s college students and future wage earners.

There are four campus locations for Panola College: the Main Campus in Carthage,

Texas, the Shelby College Center and the Shelby Regional College Center in Center, Texas, and

the Marshall College Center in Marshall, Texas. (Campus Extensions, 2013) The full-time,

“instructional faculty” for the year 2013 totaled 69 with 27 males and 42 females. There are 71


part-time instructors with 25 males and 46 females. The Panola full-time faculty hold degrees

ranging from “less than Bachelor’s” to doctoral degrees. There are four doctoral faculty, nine

Master’s with greater than 30 hours of coursework, 35 Master’s, 11 Bachelor’s, and 10 less than

Bachelor’s. Panola College was recognized in 2012 and 2013 as a “Great College to Work

For” by The Chronicle of Higher Education and was of only twelve Honor Roll community

colleges in the United States. There were only four Honor Roll small community colleges

(enrollment less than 2,999) recognized. (Licensed Vocational Nursing, 2014)

For the 2013-2014 school year, there were 2701 students enrolled during the Fall

semester and 2405 students in the Spring semester. (Five Year Fall/Spring Enrollment Report,

2014) For the same academic year, there were 1357 full-time students and 1344 part-time

students. (Five Year Fall/Spring Enrollment Report, 2014) In Fall of 2013, there were 1798

white students, 616 black students, 165 Hispanic students, 8 Asian students, 1 Native Hawaiian,

25 American Indian, 41 International, and 47 of two or more races (Five Year Trend of Credit

Students by Ethnicity Fall Semesters, 2014) with 1068 being female and 663 males. (Enrollment

by Ethnicity and Gender 2013, 2014) The Fall 2013 enrollment was the highest in the College’s

history. Panola College has demonstrated a steady increase over the past five years in student

enrollment based on the 2014 reports. (Five Year Fall/Spring Enrollment Report, 2014)

Panola College offers diverse instructional programs and offers degrees which include:

Associate of Science, Associate of Art, Associate of Applied Science, and Associate of Arts in

Teaching. There are also certificates available in technical areas such as nurse’s aide, medical

coding, medical administrative assistant, medical assisting, industrial specialist, industrial

support, welding, general business, and general and medical office. Panola College offers

programs in Allied Health Sciences including: Associate Degree Nursing / Registered Nurse,


Licensed Vocational Nursing, Occupational Therapy Assistant, Emergency Medical Technician,

Health Information Technology, Medical Laboratory Technician, Medical Assistant.

(Instructional Programs, 2013) These programs have competitive admissions and are well

respected in the Nursing and Health Sciences community for education of health professionals.

Panola College also offers programs in Industrial Technology including Industrial and Petroleum

Technology and Welding. (Instructional Programs, 2013) The Industrial Technology Programs

are pertinent for local industry needs in the deep East Texas area and surrounding communities.

There are additional programs offered at Panola College including: Computer Information

Technology, General Business, Office Professional, Communication, Cosmetology,

Developmental Education, Fine Arts, Math, Science, Physical Education, Education, Social

Sciences. (Instructional Programs, 2013) These programs are generalized for meeting needs of

students for work-ready skills, degrees that can be transferred to four-year universities, and those

students who would benefit from developmental education.

Panola offers academic services at their Student Success Center on the Main Campus.

The mission of the Student Success Center personnel is: “to provide outstanding service to

students and staff with an easily-accessible, one-stop center for student services; to assist

students with setting and reaching academic and career goals; and ultimately to assist students in

reaching their full potential.” The Student Success Center offers: Admissions, Advisement

(Academic, Career and Technical), Child Care Assistance, Disability Services, GED Testing,

International Student Services, Job Placement, Assessment Testing, Records, Recruiting,

Residence Life, Student Life, Tutoring and Veterans Services. (Student Services, 2013) The

Student Success Center was aptly named for the wide variety of services and advisement it


provides to students at the College. Not every community college can boast the level of support

made available to Panola students and their success.

I chose Panola College for my research because it is a college I have been familiar with

for over 14 years in my professional practice as an Occupational Therapist in Tyler and the

surrounding areas. I have worked with, and hired, many graduates from the Panola Occupational

Therapy Assistant Program. I know first-hand about their high standards of excellence in

choosing and preparing their students. Academia is a new environment to me. I have been

immersed in the world of health care practice for over 17 years. Now, I am assisting in the

development of a new Occupational Therapy Assistant Program at TJC and establishing clinical

fieldwork sites for student enrichment. I felt it would be important to find out more of the inner

workings and structure of Panola, both generally and specifically. With the opportunity to obtain

a greater knowledge of the Panola College structure and its contributions to student success, I

feel I can provide greater benefit to my present community college employer, developing OTA

program, and future students.

Developmental Education

The gradual decline in literacy in the United States has been hard to substantiate with

data; however, it has not been hard to note in the world of education. In the past 60 years,

educators have studied the patterns of national scores on standardized tests and a report was

recently compiled by the College Board and published in 2012 indicating SAT scores in reading

have gradually declined since 1975 by 16 points to below 500 in 2012. Writing scores on the

SAT, which did not begin until 2006, have declined almost 10 points in only 6 years. (Cohen et

al., 2014) The College Board information also noted that with the “scores made by the 1.6

million college-bound seniors who took the SAT showed a straight-line, positive correlation with


family income.” (Cohen et al., 2014) With this score to income correlation evidence, it is not

surprising that students who come from low-income families are more likely to attend

community colleges. This fact explains enrollment trends for community college students and

the need for programs to support the students who attend those colleges. (Cohen et al., 2014)

Many of those students have been less prepared for college and instead of turning those students

away, the community colleges chose to accommodate the students who were enrolling. (Cohen et

al., 2014) Most of those students were considered “poorly prepared high school pass-throughs”

who wanted a college degree, “but who are reading at a fifth-grade level.” (Cohen et al., 2014)

The community colleges chose to develop courses “designed to teach literacy” and “broader

skills for living.” (Cohen et al., 2014) Based on high school performance and entrance tests, the

students were advised to enroll in the developmental courses, without the ability to receive credit

for them. The college faculty and administration felt that remediation was better than allowing

the students to leave the colleges because of poor academic achievement. The percentages of

students in community colleges that require developmental education are rather high: “In 2012,

the Education Commission of the States estimated that 40 percent of all college students and 58

percent of those in community colleges require some remediation.” (Cohen et al., 2014) That is

a large burden for the community colleges to have to bear, but the developmental education

programs are facing the problems head-on with varied approaches for student success.

The American Council on Education originally published The Student Personnel Point of

View in 1937 and it was revised in 1949 “to include a section on the need for academic assistance

programs, and stated that it is the responsibilities of the colleges and universities to provide

counseling and other services to assist students in developing the skills and attitudes necessary

for success.” (Higbee, Arendale, & Lundell, 2005) There are two prominent theories which


guide developmental education: student development and transformative theory. Arthur

Chickering (1969) based his theory on The Student Personnel Point of View that “stressed

importance of the whole student and established seven vectors of college student development:

achieving competence, managing emotions, developing autonomy, establishing identity, freeing

interpersonal relationships, clarifying purpose, and identifying integrity.” (Higbee et al., 2005)

Chickering’s vectors help to describe the community college students’ challenges between the

“competing demands on their [student’s] time” and recognizing that “development can occur

simultaneously in many aspects of the students’ lives” (Higbee et al., 2005) during the time they

are in college. Perry in 1970 and Astin in the mid-1980s also included important components of

student development such as to “facilitate student’s ability to think for themselves, evaluate the

different merits of different points of view, and make commitments accordingly,” and

“enhance[ing] access and retention and nurturing students’ individual talents.” (Higbee et al.,

2005) Transformative theory emphasizes “the student’s reflective processes at the core of the

learning experience and asks the student to evaluate both new information and the frames of

reference through which the information acquires meaning.” (Higbee et al., 2005) It is important

for developmental educators to consider that “learning…is included in a much larger context that

requires consideration of what the students know, who they are, what their values and behavior

patterns are, and how they seem themselves contributing to and participating in the world in

which they live.” (Higbee et al., 2005)

There are two models of developmental education that are employed within community

colleges nationwide: prerequisite and concurrent acquisition. In the prerequisite model, the

student must take the developmental courses, without credit, before moving forward to credit

courses for their degree. In this instance, “the student’s strengths are combined with the


assistance in both cognitive and emotional development in order to provide skills acquisition

needed for college and for life.” (Higbee et al., 2005) These courses include basic math, study

skills, and techniques for writing. The courses, in most cases, do not allow for the students to see

the direct correlation to the credit courses they know they need to complete successfully for their

degree. The concurrent acquisition model allows the students to enroll in developmental and

credit courses at the same time. The three types of concurrent models include: “adjunct learning

experiences, coordinated programs that require student participation in developmental activities

outside of class, and programs that are embedded, infused, and mainstreamed into a content

course in order to provide support and enrichment.” (Higbee et al., 2005) The adjunct approach

uses the “learning assistance centers, supplemental instructions, and tutoring” (Higbee et al.,

2005); however, the negative aspect to this model is the voluntary nature of the assistance: If the

student does not seek help, it cannot be provided to them. In the coordinated programs, the

students enroll in a credit course and a course to help to provide study skills or suggestions for

learning approaches. If the content is coordinated, the students can see the connection more

immediately between the learning of new information and the learning of new skills. This

approach has proven to be very effective in helping the students retain, and develop the habit of

using, the skills for future college courses. The “embedded” approach eliminates the need for an

additional course to be taught the “learning strategies” and allows for the strategies to be

“embedded” in to the course. This eliminates the need for paying faculty to teach a supporting

course to increase the success in the credit course. (Higbee et al., 2005)

The presence of developmental education is necessary and important for increasing

retention, success, and completion of degrees for community college students. The need for

assistance for unprepared students has led to the developmental education programs’ intervention


at basic levels to create a path for student advancement towards a degree and graduation. There

are issues in developmental education that need to be considered and acknowledged for assured

student success. According to Betsy Oudenhoven in Remediation at the Community College:

Pressing Issues, Uncertain Solutions, the public policy debate is an evident issue for community

colleges and developmental education programs. It has been recognized that many “taxpayers

and state boards of education insist that colleges should not teach what high schools have already

received tax dollars to provide.” (Oudenhoven, 2002) Admittedly, this idea is absolutely

accurate. The taxpayers should not need to pay twice for any student’s instruction. The colleges

and universities also have several ideas about the possible stigma of developmental education

programs. For example, the four-year universities state that “remedial courses are not college

level and therefore not their responsibility,”; universities are concerned about the “perceived loss

of institutional prestige or status if they enroll remedial students,”; and that “resources allocated

to remedial education should more appropriately be directed to degree programs.” (Oudenhoven,

2002) In addition to those thoughts, the idea of “remediation in the two-year colleges creates

somewhat of a ‘caste’ system between the two-year and four-year institutions.” (Oudenhoven,

2002) Another issue regarding developmental education is the stand-alone remedial courses

have a “negative affect on student’s attitudes and expectations and ‘force students to take longer

to finish degrees, lower their self-concepts, and make it more difficult for them to shed the image

of being at-risk students.’” (Oudenhoven, 2002) A final issue relevant to developmental

education is student attitudes, expectations, and goals. When students are required to take

remedial courses and not receive credit, they are less likely to continue through to credit-bearing

courses. If the courses do not directly relate to their vocational goals, they tend to be avoided.

(Grubb & Cox, 2005) To take it even further, “if effort (money, time, and extra courses)


outweighs benefits (credits with vocational applicability), they will avoid the effort.” (Grubb &

Cox, 2005) Though the issues related to developmental education programs are relevant, the

benefits afforded to the students who need the program’s services in order to succeed in

community college are invaluable so they can meet their life goals.

The developmental education program at Panola College provides support for students

who require remediation in the areas of math, reading, writing, and study skills. (Developmental

Education, 2014) Information regarding the Panola College Developmental Studies Program

was obtained through personal communication with the director of the Program, Janet Healy.

Panola College determines who needs to take courses within their developmental education

program through placement tests. Prior to the Fall of 2013, Panola used the ACCUPLACER,

THEA and Compass tests. Starting in Fall of 2013, all state supported institutions were required

to use the TSI Assessment. The minimum scores for college readiness were: 350 for math, 251

for reading, and essay score of 5 or grammar score of 363 and essay score of 4. The minimum

reading and math scores will be raised on a gradual basis in 2017 and 2019. The TSI assessment

will also have a bottom score when the students will be labeled “adult education”, but those

scores will not be set until 2015. Panola offers three levels of developmental math: Pre-algebra,

Fundamentals of Algebra, and Intermediate Algebra. There are two levels of reading available

for those whose scores require reading remediation. Beginning in Fall of 2014, the upper level

reading course will be combined with writing which institutes a higher level of writing

education. This Integrated Reading and Writing will be a state mandate by Spring of 2015.

There will also be a lower level of writing still available, if needed. Panola College requires

students to take a developmental course each semester through the levels of the required


subject(s) until they have met TSI requirements in each subject area where they demonstrated a

need for remediation. (Healy, 2014)

Panola College offers support services to students who demonstrate an educational need

and seek support for their college goals. Students can receive academic advising, disability

services, advisors for veterans and international students, tutoring services, math tutoring lab,

and the Weaver Reading Online Program for those who need assistance with reading. (Student

Services, 2013) Panola College’s resources are limited because the College is small and there

are few faculty members; however, this allows Panola to also see their institutional size as a

strength. Students at Panola College receive personalized attention because there are not many

students who need to receive assistance. Ms. Healy is very proud of the new changes and

additions her Program has recently been able to make including: paired courses (developmental

as well as college level courses concurrently), non-course based options (mainstreaming students

with placement scores near but below college ready with a support lab course), and an

“emporium” option (self-paced courses where students can work on specific skills, in a lab

environment, with an instructor). (Healy, 2014) Specific examples of these options are the math

tutoring lab which provides a “relaxed and supportive atmosphere” for students to receive help

with their assignments and the Weaver Reading Online which is a self-paced learning program

for reading and writing skills. (Healy, 2014) As stated above, a potential weakness of Panola

College can also be its small size. Adjunct instructors are relied upon heavily for many courses

and only adjunct instructors have ever taught reading courses. Panola College also does not have

a designated Learning Center as some larger community colleges are able to provide.

Overall, based on its size, Panola College appears to be making the most use of their

resources to assist their students who require developmental education courses and support.


Panola’s use of self-paced, mainstreaming, and paired courses reflect the trends identified in the

current literature regarding developmental education. Those methods have shown to provide

options for students that can be tailored to their specific educational needs. Potential areas of

improvement for the Developmental Studies Program at Panola College would be a broadening

of the self-paced options and the addition of a full-time reading instructor to reduce the reliance

on adjuncts for instruction. Self-paced courses could provide additional opportunities for

students to gain the specific knowledge and strategies they need without sitting through an entire

semester (or several) of learning skills that they do not require. The additional faculty for

reading instruction could be limited by budget restraints, but would benefit the students by

providing continuity and stability in instruction to increase student success.

Panola also provides on their website Accountability Data regarding their developmental

education programming successes. The Coordinating Board Accountability Report provides data

regarding statistics for the Fall 2012 cohort that was tracked for one year related to the

Developmental Studies Program. (See Table 1 on page 14)

The data compares students that completed a college course without developmental

education assistance to those students that did receive assistance, and the benefit appears evident.

The data also shows the number of students that were able to meet TSI Standards through

coursework in the developmental education program. The assistance of developmental education

was far more valuable to the students than those who attempted coursework without help to

reach TSI Standards. The final amount of data includes the number of students who returned the

following Fall semester to continue their studies. Based on this report, the advancement of

Panola College students was made possible by the skills and remediation provided by the

Developmental Studies Program and its staff.


Table 1

Fall 2012 Cohort Tracked for One Year

TSI Standards Completed CollegeCourse

Attempted Dev.Education

TSI Standards. Met With Dev. Education

Returned for Fall 2013

Not Met in Math(157 total students)

4 143 54 70

Not Met in Reading(103 total students)

9 88 53 39

Not Met in Writing(123 total students)

12 82 47 51

Standards in the 3 TSI Areas not met(62 total students)

2- Math

3 - Reading

4 - Writing

55 – Math

51 – Reading

38 - Writing

16 – Math

29 – Reading

18 - Writing

23

(Texas Higher Education Coordinating Board Developmental Education Accountability

Measures Data, 2013)

Vocational Education

Vocation is defined by the Merriam-Webster Dictionary as “a strong desire to spend your

life doing a certain kind of work; the work that a person does or should be doing.” (Vocation,

2014) Occupation is another word used to define the “work that a person does.” (Occupation,

2014) A person’s work, vocation, or occupation defines who they are, and they derive meaning

for their lives based on what they do. The role of work is crucial for an individual’s well-being


and self-worth. Though not everyone’s work can be taught in a classroom, most vocations begin

with the skills and knowledge obtained through study and practice at a college or university. The

majority of vocational education in the United States occurs in 2 year colleges. In 1927, it was

suggested that occupational education was a means of providing training for those “occupying

the middle ground between manual laborers and professional people.” (Cohen et al., 2014) In

1964, the American Association of Junior Colleges assembled a National Advisory Committee

on the Junior College which “recommended that ‘immediate steps be taken to reinforce

occupational education efforts.’” (Cohen et al., 2014) These recommendations were timely

because in 1963, Congress had passed the federal Vocational Education Act and then

appropriated funds – “$43 million in 1968, $707 million in 1972, and $981 million in 1974”

along with money for “vocational programs for the disadvantaged and for students with

disabilities.” (Cohen et al., 2014) The idea of terminal education in two-year colleges changed

the focus of the community college from providing predominantly preparation for the four-year

university to preparing students for entering the workforce with marketable skills directly from

the two-year college level. Additional federal programs financed the community college mission

of occupational education including the Carl D. Perkins Vocational Education Act in 1984 and

Workforce Investment Act of 1998. (Cohen et al., 2014)

Community college as often “served as contractors to job training and welfare

programs, providing assessment and remedial education, and vocational programs of varying

length.” (Grubb N. W., 2001) The community college’s role of providing vocational education

has proven vital to the occupational performance of countless Americans for decades. It has

been shown that vocational education is important in numerous countries throughout the world

such as Canada, Japan, Italy, and the United Kingdom. (Cohen et al., 2014) Both individuals and


society can gain benefit from occupational education: individuals “gain skills that make them

more employable and at higher rates of pay; society gains skilled workers for the nation’s

businesses and technologies.” (Cohen et al., 2014) Community colleges can view vocational

education as an investment and justify costs in state budgets and “goals of society: if they [the

colleges] are to foster economic growth, they must provide trained workers.” (Cohen et al., 2014)

Approximately three-fifths of the community college students in 2006 were “pursuing an

occupational course of study.” (Jacobs & Dougherty, 2006)

Occupational training involves a higher risk for the student than does a liberal arts

education. (Cohen et al., 2014) The student is gambling that the specific set of skills they are

acquiring in their chosen field will yield a job when they graduate. Panola College has diverse

vocational education offerings in anticipation of both student and community needs. Panola has

numerous vocational education programs for a school its size. A majority of the technical

education is in the area of Health Sciences, but there are also programs in Industrial Technology,

as well as computer technology, general business and office professional, and cosmetology.

(Instructional Programs, 2013) The specific Health Sciences offerings include: Associate Degree

Nursing (registered nurse), Licensed Vocational Nursing, Occupational Therapy Assistant,

Emergency Medical Technician, Health Information Technology, Medical Laboratory

Technician, and Medical Assistant. (Health Sciences, 2014) At the Shelby Regional Training

Center for Panola College, the Industrial Technology Programs include Welding, Petroleum

Technology and Industrial Technology. (Industrial Technology, 2014) In both Center and

Carthage, Panola College offers a Cosmetology Program which readies its students for licensure

in Cosmetology in Texas. (Cosmetology, 2014)


In the School of Health Sciences at Panola College, there are seven major programs. Two

of these are nursing programs, both RN and LVN. In the Associate Degree Nursing Program

(RN), students can obtain their degree in an online format in 18 months and in a face-to-face

format at the Carthage Campus in two years. The online format is geared for students who need

to complete their degrees outside of normal working hours including evening and weekend

clinical rotations. There is also the opportunity for nurses who have their LVN degree/license to

transition to an RN license. (Associate Degree Nursing , 2014) The LVN Program is offered in

both Center and Carthage and takes one year to complete. The LVN could then practice nursing

under the supervision of an RN. (Licensed Vocational Nursing, 2014) Both nursing programs

are accredited by the Accreditation Commission for Education in Nursing.

The Panola College EMT program is accredited by the Commission on Accreditation of

Allied Health Education Programs. The EMT Program is a hybrid program and requires 43

credit hours and approximately 18 months prior to the student’s eligibility for certification by

state exam to receive national registry. (Emergency Medical Technology, 2014)

The MLT Program is a two-year program that earns a student an Associate of Applied

Science in Medical Laboratory Technology. The Medical Lab Technicians prepare specimens

and conduct tests on samples of body fluids and tissues to help doctors diagnose their patients.

These students should have an aptitude for chemistry, microbiology, and math in order to

succeed in this field. (Medical Laboratory Technician, 2014)

The Health Information Technology Programs include the ability to certify through the

Commission of Accreditation for Health Information Education (CAHIIM) for an Associate of

Applied Science as a Registered Health Information Technicians (RHIT) from the American

Health Information Association (AHIMA). In order to receive the Associate of Applied Sciences


Degree, there are five semesters of coursework as well as two capstone clinical experiences

including Clinical I: 80 hours (acute care), 40 hours (non-acute care), and 40 hours (physician's

office) and Clinical II: 40 hours onsite (site TBA) plus 60 hours online and on-campus hours.

Those students that receive a coding certificate can become a Certified Specialist Associate

(CCA) from the AHIMA or a Certified Professional Coder (CPC) from the American Academy

of Professional Coders (AAPC). The coding program requires two semesters and a clinical

experience which makes the time commitment about 1-2 years. The Medical Office Certificate

Graduates can receive a Certified Medical Manager (CMM) from the Professional Association of

Health Care Office Managers. Students in this program can also receive a Medical

Administrative Assistant Certificate in approximately one year. Most courses are online, but

there is coursework that requires being on campus 4 days a week. (Health Information

Technology, 2014)

The final program in the School of Health Sciences is the Occupational Therapy

Assistant Program. This program was established over 17 years ago and the Director of the

Program today is the therapist who originally began the program. The OTA degree is an

Associate of Applied Science and requires approximately two years to complete. The program is

full-time, face-to-face and there are clinical rotations built into the program which require

various time commitments from the students. The final two Practicum rotations require eight

weeks and 40 hours a week each prior to being eligible for graduation. The OTA can then

practice under the supervision of an OTR to complete patient care. (Occupational Therapy

Assistant Program , 2014)

The Industrial Technology Program offers and Associate in Applied Science in Industrial

Technology, which requires four semesters, as well as two certificate options. Industrial


Specialist Certificate of Proficiency requires two semesters and the Industrial Support Certificate

of Proficiency requires one semester. The coursework varies between face-to-face, online, and

in the evenings, when available. (Industrial Technology, 2014) Petroleum Technology offers an

Associates of Applied Science degree in Petroleum Technology with four semesters of

coursework. Petroleum Technology courses are available in both day and evening classes. The

Petroleum Technology Program is in both the Shelby Regional Training Center in Center and on

the Carthage Campus. This program has also received generous funding from the Chevron

Corporation in 2012 of $40,000 to support the efforts of Panola College in educating their

students to enter the workforce. (Petroleum Technology, 2014)

Panola College also offers degrees in Computer Technology, General Business, and

Office Professional. For Computer Technology, students can earn an Associate of Applied

Science Degree. This provides the student with an “understanding of computer concepts,

hardware and competence in several widely used IT applications”. (Computer Technology,

2014) A student can also pursue an Associate of Science Degree in Computer Science. This is a

recommended field of study courses to be transferred to a university bachelor's degree program.

There are also Certificates available which take one to two semesters to complete including:

Personal Computer Technical Support, Digital Media Design and Development, Microcomputer

Support Operator, and Microcomputer Support Specialist. The Computer Technology Program

also offers Professional Certifications which are single courses for a specialized skill including:

Microsoft Development Technician, Microsoft Word, Microsoft Excel, Microsoft Access,

Microsoft PowerPoint, IC3 (national recognized digital literacy certification), Adobe CS,

CompTIA A+, and Intuit Quickbooks. (Computer Technology, 2014)


In the General Business Program, there is a degree and a certificate available for students.

The General Business Associate of Applied Science degree is a two-year program and could

allow a student to transfer their work to a four-year university. There is also the two-

semester General Business certificate. Both programs combine applied hands-on courses and

university transfer courses. All of the courses can be taken online and several are offered in the

traditional classroom as well. (General Business, 2014)

Another Program offered at Panola College is for the office professional. The two-year

degrees include both the Office Professional AAS degree and the Office Professional AAS

(Medical) degree. The Certificates available are: General Office certificate (one semester),

Administrative Assistant certificate (two semester), Medical Office Management certificate (two

semester), and a Marketable Skills certificate (one semester). (Office Professional, 2014)

The final vocational education program is the Certificate for a Cosmetology Operator.

There are 41 hours spread over three semesters to be eligible for a State licensure exam. The

Cosmetology Operator Program certificate requires 1500 clock hours in order to be eligible for

certification. The courses for the operator are offered in Center and Carthage. There is also a one

semester certificate program for a nail tech which requires 600 hours prior to licensure. The

Cosmetology Instructors program requires 750 hours of coursework and students are required to

have 3 years as a licensed cosmetologist. This coursework is only offered in Center.

(Cosmetology, 2014)

Panola College provides support services for students in the vocational education

programs including: computer labs throughout the campus, disability support services, child care

for career and technical program students, book loan program (similar to renting where the

http://www.panola.edu/programs/office-professional/documents/marketableskills.pdf

http://www.panola.edu/programs/office-professional/documents/medofficemanagement.pdf

http://www.panola.edu/programs/office-professional/documents/adminassistant.pdf

http://www.panola.edu/programs/office-professional/documents/adminassistant.pdf

http://www.panola.edu/programs/general-business/documents/gbcertificate.pdf

http://www.panola.edu/programs/general-business/documents/gbdegree.pdf


student returns the book in good condition at the end of semester), and veteran’s support

including tutoring and readjustment counseling.

Panola College receives support from, and collaborates with, local businesses for their

vocational education programs. As mentioned previously, the Petroleum Technology Program

received monetary donations from the Chevron Corporation for programming and student

education. As it relates to the Health Science Programs, there are numerous hospitals, outpatient

clinics, doctor’s offices, and home health agencies in a multi-county area, and in several states,

that provide support for the student’s clinical rotations by allowing students to learn in a hands-

on environment, which is an invaluable resource to the students.

Panola College’s vocational education programs are one of the greatest strengths of the

institution. Panola has strong Health Science Programs with good pass rates and retention.

The number of students who passed licensure exams in 2013-2013 was 87.4%. Within

the vocational education programs in the 2012-2013 academic year, Panola College conferred

Associate’s degrees to 98 technical and 11 tech preps students. The College also issued 267

technical certificates and 39 tech prep certificates. (Legislative Budget Board Report, 2013) At

Panola, many programs, especially in the Health Sciences, are very competitive and sought after

by students. Panola is expanding its Carthage campus with a $35 million bond election that took

place in 2013. The College broke ground to begin construction of the new Nursing and Health

Science Building in May of 2014 and anticipate move-in for approximately Fall of 2017. (Bond

Election Information for 2013, 2014) On the other side of the coin, one of the weaknesses of the

vocational education programs is a familiar weakness for Panola: its small size. Panola is limited

to the scope of vocational education programs, but they carry out those programs with

excellence.


Panola College has limited size and resources that prevent significant changes to their

current technical program load. Panola is managing its funds and being diligent with the passage

of the bond election to make improvements to the campus and update programs which exist

currently. Panola has chosen, at this time, to strengthen the current programs and concentrate

resources for the more immediate benefit of students.

General/Transfer Education

As Cohen et al. in 2014 stated, “originally, the liberal arts embodied the collegiate – or

what has come to be known as the transfer – function.” (Cohen et al., 2014) The liberal arts

subjects were the foremost in the formation of universities including “grammar, rhetoric, logic,

music, astronomy, geometry, and arithmetic…classical lagnuages, philosphy, natural sciences…

physical and social sciences” (Cohen et al., 2014) These were the subjects studied by the elite

and educated of society. The study of those subjects prior to the university setting was done in

private homes and independently from others. The liberals arts became what defined a scholar,

but it did not help with a “student-centered curriculum.” (Cohen et al., 2014) It was determined

that the study of liberal arts was “useful only as they help people evaluate their society and gain a

sense of what is right and what is important.” (Cohen et al., 2014) The community colleges

adopted the inclusion of the liberal arts into their curriculum, but not because of the benefit to the

students. Rather, the community colleges wanted to be accepted “as full partners in higher

learning…and they arranged their curricula in the university image.” (Cohen et al., 2014) The

community colleges made every effort to emulate the university programs in hopes that their

courses were good enough to be transferrable towards a university degree. In the early 1920’s,

liberal arts courses were “three-fourths of the [community college] offerings.” (Cohen et al.,

2014) The continuation of the focus on liberal arts withstood the 1960’s, but in the 1970’s, the


offerings diminished to make way for adult education courses without plans for transfer to a

degree. As the pendulum swung back for the college curriculum, the 1990’s showed increases in

social and ethnic studies with a change from “15 to 42 percent between 1991 and 1998.” (Cohen

et al., 2014) There was also a rise in “religious studies from 22 to 42 percent and music history

and appreciation from 71 to 90 percent.” (Cohen et al., 2014)

The general and transfer education in the community college is the mainstay of the

curriculm. Every degree-seeking student in the community college is required to take a certain

portion of general education coursework to obtain a degree. “General education for all students

in community college ensures educational equality.” (Zeszotarsky, 1999) In fact, the

“community college GE programs may be the only exposure to core knowledge that the terminal

associate degree seekers receive.” (Zeszotarsky, 1999) Aside from the students who only have a

terminal degree plan in mind, many community college students have plans for the transfer to a

four-year university. The Bureau of Labor Statistics in 2007 indicated “most of the high-wage

jobs of the future will require a bachelor’s degree or higher for entry-level positions or for job

advancement.” (Townsend B. K., 2009) The general education courses have been fine tuned to

increase the transferability of courses the community college students are taking to the four-year

institutions.

Two other areas of the transfer and general education function are dual enrollment and

articulation. Dual enrollment “allows the students to advance through academic subjects as they

demonstrate proficiency, gaining a head start on college along the way. “ (Cohen et al, 2014)

Additionally, a study cited by Cohen done by the Community College Research Center in 2007

stated that the dual enrollment programs are positively correlated to “elevated high school

graduation rates, college enrollment rates, college grade-point averages, and progress toward


college completion.” (Cohen et al., 2014) Articulation agreements between community colleges

and four-year universites are also an important component of the transfer function. Though it is

a state by state issue related to policy, it has served as an important way for community college

students to pursue a higher degree with more certainty of the outcome. The articulation

agreements provide options for those two-year students who would not have necessarily been

accepted into a four-year university directly from high school to earn credit. With less monetary

investment and documented success in previous college courses, the students are given the

chance to walk through the door to a university admission. Many states have agreed upon a

“core” of standard courses that will be guaranteed to receive credit at the four-year institutions.

Overall, the idea of receiving credit for community college courses at the four-year university

level allows students to pursue higher educational goals with less cost and greater rate of

acceptance for those students who would would have been less likely to be afforded the

opportunity without the community college experience.

The transfer and articulation concepts bring about the idea of an applied bachelor’s

degree which is using an applied associate of science degree, including credits from a vocational

program, to be offered as credit towards a Bachelor’s of Applied Science (BAS) or a Bachelors

of Art and Sciences (BAAS). These “incorporate applied associate courses and degrees once

considered as terminal while providing students with the higher-order thinking skills so desired

in today’s job market.” (Townsend B. K., 2009) The applied bachelor’s is a reverse to the

typical four-year university design of completing basic coursework (general education) in the

first two years of school and completing higher level coursework related to a major course of

study in the second two years. The applied bachelor’s uses previous coursework related to a

major and then the student completes the general education coursework in the second two years.


There are always going to be challenges related to any community college curriculm

component. There is the question of whether or not the study of the liberal arts can be translated

beyond a transfer of credits to a four-year school. It many cases, the liberal arts courses are

completed as a means to an end: a degree. It is not often the students have the luxury of studying

mearly for the pursuit of knowledge. Most are in a position where they must pursue a specific

goal, a marketable degree, and the courses in general education are necessary, but not the

ultimate objective. A drawback to the university transfer and articulation system is the possbility

that a student from a two-year college by have an associate’s degree that will “transfer, but they

might not necessarily apply to a university major or general education pattern.” (Cohen et al.,

2014) This might lead to a transfer student re-taking a similar course in order for it to count at

the university level. Finally, many writings have been published regarding the pressure of

colleges to increase transfer rates to above the standard of 33 percent; however, there are too

many variables with community college students for that mission to be consistenly achieved.

These variables include “institutional capacity issues, national activities, and student behaviors.”

(Townsend & Wilson, 2006)

Though it is considered a small community college by enrollment standards, Panola

College in Carthage has a satisfactory number of general and transfer education options for its

students. Panola College confers Academic Transfer Degrees including: Associate of Arts (AA),

Associates of Science (AS) and an Associate of Arts in Teaching (AAT). The AA degree is an

“academic transfer degree designed for students who will ultimately be pursuing a Bachelor’s

degree at a four-year university that is not Math or Science oriented.” (Catalog Degree Plans,

2014) The AS degree is an “academic transfer degree designed for students who will ultimately

be pursuing a Bachelor of Science degree at a four-year university.” (Catalog Degree Plans,


2014) Finally, the AAT degree has two tracks: the EC to sixth grade generalist and the fourth

through eighth generalist. Both tracks are an “academic transfer degree leading to a bachelor’s

degree for individuals seeking Texas teacher certification.” (Catalog Degree Plans, 2014) There

are also Academic Fields of Study curriculum offerings which are “designed to satisfy the lower

division requirements for a bachelor’s degree in a specific area at four-year colleges in the state

of Texas.” These Field of Study curriculum areas include: “Business, Criminal Justice,

Communication/Journalism, Music, Speech Communication, Teacher Preparation, and Nursing.”

(Catalog Degree Plans, 2014) The Panola College Catalog states that “Field of Study completion

does not guarantee admission to a four-year insitution in the state of Texas.” (Catalog Degree

Plans, 2014) So, though Panola College cannot guarantee acceptance into a four-year university

for its transfer students, the College is complying with statewide standards to reduce the chances

of its students earning credit that cannot be applied towards a Bachelor’s degree.

As mentioned previously, Panola College offers Student Support Services consisting of:

Academic Advising, testing for course placement, Disability Support Services, and Veteran’s

Benefits (Student Services, 2013) for students who are planning a general and/or transfer

education. Advising allows students to develop a degree plan with the support of the College in

order to ensure their goals are achieved. The placement testing provides appropriate areas of

study and levels of coursework to increase student success. The availability of disability support

and veteran’s benefits further provide for possible provisions needed for Panola students.

Panola College strongly provides coursework that follows through on the part of the

mission statement related to “university transfer programs.” (Vision, Values, and Mission, 2014)

There are multiple degrees and Field of Study options made available to the Panola students.

The breadth of the offerings for the students is evident; however, the weakness for the curricular


offerings at Panola is the limitation of a more broad scope of general and transfer education due

to the small enrollment and size of faculty. Panola College seeks to provide the type of degree

plans that support the local community’s needs. For the most part, those are more vocational and

occupational degrees and certificates. The College does not, though, ignore the obligation to

students who wish to earn credit or degrees which provide a path to a four-year insitution.

As far as recommendations for improvement in the area of general education and transfer

education, there may be one or two areas in the Field of Study curriculum that could be expanded

such as Psychology or Kinesology. These two areas of study are common areas of Bachelor’s

Degree work and majors that students often declare to pursue further study and possible

continuation to graduate degree work. Overall, Panola College makes the best use of its

resources and supports community needs in the areas of general and transfer education.

Retraining/Continuing Education and Community Services

The function of a community college related to continuing education and community

services is “the broadest of all functions.” (Cohen et al., 2014) The content of the courses

offered is widely assorted and can be focused on learning a new job skill or purely for recreation.

The method of delivery can vary from on campus to online coursework, and the financial support

can be through “participant fees, grants, or contracts with external organizations.” (Cohen et al.,

2014) The individual who takes a course offered by this division of the community college will

vary as well. Most are outside the traditional age for two-year college students and many have

previous degrees; however, some never received their high school diploma.

Community education is a concept that has been cultivated in the community college

since the late 1950’s. Edmund Gleazer was the president of the American Association of

Community and Junior Colleges from 1958 to 1981. Gleazer wrote on several occasions about


the importance of “education for direct community development,” where he “emphasized the

community rather than the college.” (Cohen et al., 2014) He felt that community college was a

“resource to be used by individuals throughout their lifetime and by the general public as an

agency assisting with community issues.” (Cohen et al., 2014)

Community education has been crafted into several separate categories which encourage

the idea that “the more diverse the population served and the less traditionally based the

program, the better,” and the thought that “doing away with traditional forms in which education

has been conducted will inevitably lead to a higher quality service.” (Cohen et al., 2014)

Community education seems to want to reduce the narrow and controlled environment of a

typical classroom setting for a more open and inviting approach. Though not every community

college has a component in all possible categories, the basic categories include: “lifelong

learning, community services, adult basic education, continuing occupational/workforce

education, entrepreneurial training, community-based education, and correctional education.”

(Cohen et al., 2014) The lifelong learning education, entrepreneurial training, and adult basic

education provide further learning to complete an unfished degree, start a new business, or assist

adults who function below a high school graduate level. The area of continuing occupational/

workforce education provides students a higher level of work skills or training to begin a new

job. Correctional education is a very specific category which allows inmates to engage in

training and education. Community-based education is designed for particular areas of interest

such as photography and art.

Community education has many benefits and provides strong advantages to those it

serves. It has been noted in the Emerging Pathways Project in 2005 that community education

“often generates surplus revenues” (Downey, Pusser, & Turner, 2006) for the college that is


providing the education. Classes in community education have small course enrollment “which

allows instruction to be tailored to students’ needs,” (Downey et al., 2006), classes meet outside

the academic calendar, and on evenings and weekends. An important aspect of the community

education courses is that they “do not require pre-requisites, there is no minimum grade point

average, or score on a competency exam.” (Downey et al., 2006) This fact helps to reduce

pressure for the individual and may, in turn, increase the enjoyment experienced from learning

the new material.

There are challenges for the community education divisions of the community colleges

that offer them. There is an increase in competition for diminishing sources of income and

increased restraints on the income received. Also, there is “competition from for-profit

educational institutions” (Downey et al., 2006) such as University of Phoenix that customize

their courses to a small populations seeking specific goals. Another negative side to the

community education courses is that there are less remediation services available to those

enrolled. Community education courses are also difficult to monitor and enrollment is hard to

track. It has been recommended that colleges can “include non-credit courses on a transcript to

provide students with a record of course completion,” (Van Noy & Jacobs, 2009) thereby

providing a method of tracking the non-credit courses to benefit both the student and the college.

Panola College has a very diverse offering of retraining/community education and

community services throughout its campuses. The offerings vary between Summer Camps for

children to free adult basic education classes, certificate programs and leisure programs, and

coursework ranging from earnig a CDL to Aromatherapy Certification for Health Professionals.

Panola College has succeeded in capturing the interests of a broad base in their community.


The list of summer camps offered is extensive and includes: “theatre camp, cheer and

dance camp, science discovery camp (on two campuses), Panola Phillies volleyball camp, Panola

Academy, piano lessons, art adventure (on two campuses), junior chef cooking class, Kids’

College, wacky wheels car camp, and collision cars camp.” (Summer Camps, 2014) The camps

serve ages ranging from kindergarten to seventh grade, depending on the subject, and cost

between $30 to $135 depending on the camp.

Panola College has free adult basic education classes in the daytime and in the evenings

on three different campuses. The classes are offered for individuals who are 16 years old with a

court order, 17 years old with school withdrawal papers and parents permission, and 18 and over

as applicable. (GED - Adult Basic Education Classes, 2014) Panola College also offers ESL

classes on the Marshall campus. The classes originated with a partnership between Panola

College and Republic Industries for classes for its employees. It was very successful in its initial

offering yielding 17 graduates from the first program, and the ESL classes continue to be offered

two times a week for two hours. (English as a Second Language (ESL), 2014)

The workforce education courses are also quite extensive. They are offered both online

and face-to-face. There are eLearning healthcare classes including: “pharmacy tech, dental

assisting, EKG tech, and dialysis tech.” (eLearning Healthcare Classes, 2014) For example, the

dental assisting involves 100 hours, inlcuding healthcare CPR, and then the student is eligible to

take the state certification exam. (Dental Assisting, 2014) There is also a Certified Nurse Aide

(CNA) course which “includes all coursework, textbooks, and the cost of the state exam” that

can be completed within 2 months. (Certified Nurse Aide, 2014) Panola has phlebotomy

training and certification courses with two sessions offered including 90 classroom hours and

150 clinical hours. (Phlebotomy, 2014) The College even has two very unique certification


courses: a 12 month program including 500 hours of instruction to become a licensed massage

therapist. (Massage Therapy, 2014) and a Clinical Aromatherapy for Health Professionals course

for certification with approximately eight, eight hour days of classes. (CE Course List 2013,

2014)

Panola offers a certification in Well Control which requires 32 hours over four days in

cooperation with San Juan College School of Energy. The students are provided “a fully

acredited IADC WellCAP provider for Well Control Training for Drilling, Workover/

Completion, Supervisor Level Training.” (Well Control Certification, 2014) Students can

receive forklift training which requires eight hours of class prior to certification. (CE Course

List 2013, 2014) There is also a CDL training in three weeks including 120 hours of instruction

prior to the Department of Public Safety Commercial Truck Driver’s License exam. There is

also a refresher course as needed for those driver who already have their CDL. (Professional

Truck Driver Training, 2014)

Panola has a wide range of basic leisure classes which consist of “accounting, art,

financial workshop, carpentry, CPR, fitness/health and wellness (some for full-time students and

some for only CE), computer technology, music, lesisure learning (travel, dog obedience,

Zumba, yoga/pilates, Texas Hunter Education, introduction to energy medicine, retirement

investment strategies,) ed2go real estate investing, pharmacy technician, sign language,

conversational Spanish, and math.” (CE Course List 2013, 2014)

Panola has student support services for community education students such as disabilty

and veteran’s benefits support. The additional support includes the uniqueness and diversity of

coursework which allows students to seek out the opportunities they desire. The students, in

most cases, do not require admission to the college in order to benefit from the courses. The


only reqirement is to pay the fee for the courses in which they have interest. Many courses are

offered online and outside of academic schedules that will allow more flexiblity for the students.

These are all very positive components of the Panola College community education courses. As

far as negative components, it is difficult to assess an undesireable aspect of the programming.

The college did not offer a photography course, however, which is an offering that many

community colleges have as a leisure class and is often well-received. There is so much variety

in the offerings between ages, leisure, work-related, healthcare and manual labor, it appears that

most areas have been addressed. Panola seems to have connected thoroughly with its

community and its needs and provides for them.

The comprehensive look at community college curriculum, both in theory and with the

specific example of Panola College, has been informative and educational. The knowledge this

research has afforded will be beneficial in both continued studies and a greater understanding of

the current community college environment. The community college has numerous

responsibilties and duties to its students, faculty, and taxpayers. A greater understanding of the

inner workings of the college system, regulations, and ever changing scope affords a more

realistic insight into the challenges, and rewards, of the community college mission.


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