STRATEGIC ANALYSIS FOR · 2017-04-07 · ORANGE PARK CAMPUS PALATKA CAMPUS ST. AUGUSTINE CAMPUS 283 College Drive Orange Park, FL 32065-7650 904-276-6800 5001 St. Johns Ave. Palatka,

ORANGE PARK CAMPUS PALATKA CAMPUS ST. AUGUSTINE CAMPUS283 College Drive

Orange Park, FL 32065-7650904-276-6800

5001 St. Johns Ave.Palatka, FL 32177-3897

386-312-4200

2990 College DriveSt. Augustine, FL 32084-1197

904-808-7400

STRATEGIC ANALYSIS FORNEW PROGRAM DEVELOPMENT

APRIL 2017

Spring 2017 i Strategic Analysis for New Program Development

TABLE OF CONTENTS

Acknowledgements ....................................................................................................................................... 1

Executive Summary ....................................................................................................................................... 2

I: State & National Workforce Development Outlook .................................................................................. 4

II: Service District Overview .......................................................................................................................... 7

III: 2016 Community Survey on New Programs .......................................................................................... 10

Methods & Sample ................................................................................................................................. 10

Survey Results ......................................................................................................................................... 11

Demographics of Respondents ............................................................................................................... 11

Need for New Programs in Career Clusters—All Respondents .............................................................. 12

Need for New Programs in Career Clusters—By Respondent Type ....................................................... 12

Interest in New Programs within each Career Cluster............................................................................ 13

IV: Analysis .................................................................................................................................................. 14

Methods .................................................................................................................................................. 14

V: Recommendations and Next Steps ......................................................................................................... 16

VI: Appendix 2016 Community Survey of New Programs Data by Respondent Type and County ............. 19

Interest in New Programs by Respondent Type (Multiselection Allowed) ............................................. 20

EMPLOYER Need for New Programs in Career Clusters—By County ..................................................... 23

EMPLOYER Interest in New Programs—By County (Multiselection allowed) ........................................ 24

OTHER RESPONDENTS Need for New Programs in Career Clusters—By County (excludes SJR State employees) .............................................................................................................................................. 27

OTHER RESPONDENTS Interest in New Programs—By County (excludes SJR State employees) (Multiselection allowed) ......................................................................................................................... 28

VII: Appendix Labor Market Demand & Alignment .................................................................................... 31

Table of Labor Market Demand and Alignment for Potential New Programs within the Career Clusters ................................................................................................................................................................ 32

Table of Labor Market Demand and Alignment for Occupations Linked to Potential New Programs at the Bachelor’s Level ................................................................................................................................ 40

Spring 2017 1 Strategic Analysis for New Program Development

Acknowledgements Numerous administrators and employees contributed significant time and talent to the development of this report. The Departments of Assessment, Research and Technology, led by Vice President Rosalind Humerick, Ph.D., and Workforce Development, led by Vice President Anna Lebesch, Ed.D., are acknowledged for their leadership and support. Senior Vice President, Melissa Miller, is recognized for her contributions to the process, discussions, and report. Special recognition is given to report co-authors, Ellen Burns, Ph.D., Director of Research, Institutional Effectiveness and Grants, and Melissa O’Connell, M.A., Director of Workforce Services and Program Advancement.


Executive Summary Background: St. Johns River State College (SJR State or the College) is proud to serve as an open-access public institution of higher education in Northeast Florida and to offer certificate, associate, and baccalaureate degrees. SJR State is dedicated to its mission to promote teaching and learning to enrich the lives of our students and communities.

SJR State’s service district includes the counties of Clay, Putnam, and St. Johns in Northeast Florida; the College has a campus in each county. Due to the College’s proximity to Jacksonville, SJR State also serves students and businesses from Duval County. The College is accredited by the Southern Association of College and Schools Commission on Colleges (SACSCOC) and is nationally recognized by the Aspen Institute as one of the top 150 community colleges in the nation.

SJR State launched its Workforce Development Division in 1997 after the Florida Senate authorized all community colleges to offer workforce development programs, including Adult and Post-Secondary Vocational Programs. To meet the needs of its students and local industry, the College has developed workforce programs in criminal justice, emergency medical services, allied health, nursing, computer education, business, and visual arts. In addition, the College offers baccalaureate programs in early childhood education, organizational management, and nursing. SJR State supports these programs with talented faculty, dedicated staff, and state-of-the art facilities and equipment on all three campuses. Business partners and external grants provide more than $886,594 in additional support for the programs. In 2015-16, there were 597 completions in workforce programs, including Associate in Science Degrees (245), College Credit Certificates (183), Vocational Certificates (95) and Bachelor’s Degrees (74). In spring 2017, 2,595 students are enrolled in these programs.1

SJR State is an active participant in national and state conversations on employment trends, industry and sector growth, and emerging needs in workforce development. These discussions among academic institutions, funding agencies, and policymakers, shape the national agenda and influence initiatives and innovations in workforce development, at SJR State, and at institutions across the nation.

Purpose: SJR State’s workforce programs are aligned with state and national priorities and practices as well as the College’s mission, the educational and career goals of its constituents, and the area’s workforce needs. To ensure that SJR State workforce programs consistently meet these criteria, the College conducts periodic, strategic reviews of its offerings, including analyses of the need for new programs. In 2016-2017, SJR State conducted a new programs analysis across twelve (12) career clusters shown below.

Methods: The analysis included: 1) a Community Survey on New Programs to gather community feedback and assess the ongoing need and demands for educational and workforce programming in our local areas and 2) an examination of labor market demand data and alignment with K-12 curricula for high-interest programs. Using these data, informed recommendations were developed within the context of local needs as well as the state and national workforce development landscape.

1 Data in this paragraph are from SJR State internal sources

Career Clusters in the New Programs Analysis Agriculture, Food, Natural Resources Hospitality & Tourism Architecture & Construction Human Services Arts, A/V Technology & Communication Information Technology (IT) Business, Management & Administration Law, Public Safety & Security Finance Manufacturing Health Sciences Transport, Distrib., Logistics

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Findings & Recommendations:

The data identified a demonstrated need for growth and/or new programs in all career clusters and opportunities to develop vocational and/or credit programming for a variety of fields.

Programs selected from each cluster are organized in a matrix (see right) of labor market need (emerging to existing demand) and resource capacity, including programmatic expertise, infrastructure, and stakeholder partnerships (limited to existing).

SJR State has robust workforce programs in Business, Health Sciences, and IT clusters. Programs in the upper right quadrant offer opportunities to build on these strengths in the near- to medium-term.

SJR State has limited existing capacity in several program areas in clusters, such as Hospitality & Tourism, Construction, and Advanced Manufacturing, which have current market demand and anticipated growth (upper left quadrant). Addressing these programming needs is a priority; however, program development in these areas is highly dependent on resource development and will require a medium- to long-term timeline.

New innovations and industries point to emerging market demand and suggest longer-term needs for new career and technical programming (lower left and lower right quadrants). Development in these areas will depend on whether market growth is realized; these opportunities should be monitored.

The matrix will be used to 1) determine next steps to meet near-term needs, 2) plan for emerging needs in the medium- to long-term, and 3) take advantage of unexpected opportunities as they arise.

Decisions on program development and the development timeline depend on available resources, including stakeholder partnerships and funding.

o In the next 6 months, stakeholders in each career cluster should be convened to discuss and refine program development plans. Stakeholders should include business and industry leaders, K-12 and/or university partners, economic development leaders, chamber members, and policy leaders, among others.

o A comprehensive funding plan should be developed. Multiple funding strategies should be pursued, including use of existing College fund balance, lobbying for new state funding, and exploration of state, federal, and private grant funding, as well as stakeholder funding.

SJR State is committed to meeting the career and technical needs of the local region within finite resources by working with stakeholders to maximize the return on investment in new program development.

Electronic version: http://www.sjrstate.edu/pdfs/program_analysis.pdf; www.sjrstate.edu/pdfs/program_analysis_flyer.pdf Informational Contact: Dr. Anna Lebesch, Vice President for Workforce Development, 904-276-6783, [email protected]

Building Construction Tech.Digital Media Tech.

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Practical NursingIT Security

Networking Infrastructure

Cardiovascular Tech.Environmental Science

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Paralegal StudiesDatabase Tech.

Existing Demand

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I: State & National Workforce Development Outlook Today’s economy is knowledge-based, dynamic, and driven by innovation. Growing and emerging industries are employing new technologies, automating, and going global, shifting the skill sets and competencies needed for new and existing jobs. By 2020, 65% of jobs in the U.S. and in Florida will require postsecondary education.2 Currently, only 21% of U.S. high school students and 16% of Florida high school students graduate, enter college, and earn an associate degree within 3 years or a bachelor’s degree within 6 years (150% normal time)3. Up-skilling the current workforce and developing a cadre of new highly skilled, technical workers is a national challenge.

Stakeholders from the business, education, nonprofit, and workforce communities from across the region and the nation are working to address this challenge. National and regional programs include: Jobs for the Future, Complete College America, Achieving the Dream, American Association of Community Colleges (AACC), Pathways Project and EarnUP, among others. Although the programs differ in specifics and scope, these initiatives have identified several evidence-based best practices for workforce development. These best practices include: 1) Developing partnerships among local and regional stakeholders in business, education, and policy realms to enable positive change throughout the education-economic landscape, 2) Developing career pathways that articulate training programs throughout the K-16 system and align with workforce demand in local and regional industry clusters, 3) Providing opportunities for accelerated pathways to completion and jobs, and 4) Stressing accountability for competency, completion, and placement.

The State of Florida and the Florida College System (FCS), including St. Johns River State College (SJR State or the College) are integral to developing these programs and best practices. For example, in 2013, as part of Senate Bill 1720, the State of Florida required identification and adoption of guided academic pathways (career pathways); the Division of Florida Colleges is a state policy team for Achieving the Dream; and SJR State participates in Jobs for the Future and EarnUp, among other programs. SJR State draws on the national workforce development agenda and best practices, in its current programs, and when considering new programs. A closer look at the 4 key strategies provides context for the 2017 new program analysis.

1. Stakeholder partnerships to enable positive change. Regional economic development and industry growth depend on a skilled workforce, which requires robust training and education programs. Thus, the economic and educational systems are inextricably linked and interdependent. A systems approach engaging stakeholders from within and across education, industry, and policy is required to determine key problems, priorities, and solutions. SJR State has long engaged in a stakeholder approach and has partnerships with K-12, universities, business and industry, and policy leaders. For example, SJR State has external advisory boards for each of its workforce programs (e.g. computer, business, nursing) that include members from across the community who provide key input on the effectiveness of the programs and the competencies graduates need to succeed in the workforce. SJR State also participates in convenings at the national and regional levels. For example, as part of a grant from the Walmart Foundation, SJR State worked with the American Association of Community Colleges (AACC) and 17 colleges from across the nation to develop best practices in employability skills to enable students to enter middle-skill jobs.

2 Georgetown Public Policy Institute, Center on Education & the Workforce; Recovery Projections of Jobs and Education Requirements through 2020, June 2013, https://cew.georgetown.edu/wp-content/uploads/2014/11/Recovery2020.SR_.Web_.pdf 3 NCHEMS Information Center for Higher Education Policymaking and Analysis Sp

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2. Career pathways that articulate across the K-16 curriculum and align with business and industry needs. Career pathways are a significant part of the national workforce development discussion. Career pathways provide organizing connections between programs of study and career clusters to help students successfully navigate from high school to college to career. The pathways are useful tools for curriculum design, including ways to bridge secondary and postsecondary curricula. Pathways can also help students discover interests and develop focused roadmaps to completion and jobs. The national framework includes more than 79 career pathways for 16 career clusters ranging from agriculture to transportation and logistics. Career pathways and programs of study are reinforced through federal funding mechanisms and regulations, including the Carl D. Perkins Career and Technical Education (Perkins) funding and the Workforce Innovation Opportunity Act (WIOA).

State laws and guidance from the Florida Department of Education and Florida College System (FCS) provide additional direction on career pathways, including defining 8 academic pathways (meta-majors) for associate degree seekers in the FCS. In meeting these requirements, SJR State has developed 8 career pathways (shown below) that provide a roadmap of courses and programs leading to careers in regional career clusters. The College’s career pathways are connected to local high school curricula and career academies, college credentials, and industry certifications to allow students a seamless transition from school to jobs. When considering new programs, SJR State examines how each potential program fits into the career pathways and the potential return on investment to students in terms of new opportunities for a clear path to education and employment. The goal is to provide students with multiple on and off-ramp options within each career pathway to foster multiple opportunities for training, employment, and career advancement.

Career Pathways at SJR State Arts, Humanities, Communication & Design Industrial Manufacturing & Construction Business Public Safety & Criminal Justice Education Science, Technology, Engineering & Math Health Science Social & Behavioral Science & Human Services

3. Opportunities for accelerated pathways allow students to move quickly from the classroom to career. There are a number of strategies for acceleration, including offering dual enrollment to high school students; providing credit for prior experience, such as military service; providing credit for demonstrating competencies through testing; and/or providing credit for on-the-job training (OJT), apprenticeships, and/or internships. SJR State has a robust and expanding dual enrollment program, which accounts for 32% of the lower division headcount. SJR State also offers prior experience credit according to a College-wide policy. At the national level, OJT, apprenticeship and internships are gaining momentum. These strategies provide targeted skills and move students into the workforce quickly. They also require significant partnerships between industry and educational institutions and are often few in number due to limited space and time at local employers. The College has robust business partnerships, including strong ties to the health care community, which provide SJR State students with clinical and mentoring experiences in health care facilities. SJR State is also growing its voluntary internships among local employers; these internships are an integral part of capstone courses imbedded in IT and Business degree programs.

4. Workforce Development programs have always been accountable for competency, completion, and placement. These measures are integral to the workforce development mission of building a talented, work-ready, technical workforce. In new federal regulations, such as WIOA, and state performance funding measures, metrics related to student progression, retention, and completion have become more rigorous while measures on placement, wage increase and skills acquisition have increased in emphasis. Colleges,


including SJR State, are responding to these changes by implementing best practices that support students from enrollment to completion to placement. These include: career pathways, acceleration, and partnerships described above; increased on-campus career and placement services; adopting initiatives in competency-based education; and developing targeted articulation agreements with high-growth programs at state universities.

SJR State is cognizant of the current and emerging initiatives in workforce development and is an active participant in agenda-setting discussions at the state and national levels. SJR State takes a proactive approach in shaping and reacting to these trends to ensure that the College is 1) aligned with requirements and best practices, and most importantly, 2) providing high-quality training in growth fields to enable SJR State students to thrive in the local workforce.

The 2016-17 analysis of new programs, described in detail in the following pages, was designed and executed with these principles in mind.


II: Service District Overview St. Johns River State College (SJR State or the College) serves the communities of Clay, Putnam, and St. Johns Counties in Northeast Florida. Clay, Putnam, and St. Johns Counties are part of Florida Workforce Development Region 8 in Northeast Florida, which also includes Baker, Duval, and Nassau Counties. The counties of the College’s service district have distinct characteristics and differ significantly from one another.

Putnam County is predominantly rural. It is the poorest and most disadvantaged county in SJR State’s service district. Unemployment and poverty are high; population and job growth are declining. Clay and St. Johns Counties are primarily suburban, feeder communities to the City of Jacksonville (Duval County). In Clay and St. Johns, unemployment and poverty are relatively low while population and job growth are increasing. Educational attainment varies among the counties, Putnam is below state and national levels while Clay is on-par and St. Johns is above these levels. Although Clay and St. Johns fair better statistically than Putnam, the numbers mask pockets of poverty, unemployment, and low educational attainment, especially in the western, rural parts of Clay and St. Johns.

Since 2010, there has been significant job growth in Clay (12.5%) and St. Johns (24.7%) while growth in Putnam (-7.0%) has declined; by comparison, jobs have grown in Florida (14%) and the nation (9%) over that same period. Service sector jobs (retail clerks, waiters, clerks) are among the largest occupations in Clay, Putnam, and St. Johns. St. Johns County has a significant and growing tourist industry. In Clay and St. Johns, other growth industries include scientific/technical consulting, hospitals, restaurants, local government and schools.

Throughout the service district, traditionally strong industries such as agriculture, pulp/paper, manufacturing and construction are rebounding from the recession. The chart below provides an overview of the current strengths and projected growth of major industries in the SJR State service area. The location quotient reflects the concentration of an industry in the SJR State region compared to the nation; industries with higher regional concentrations have location quotients > 1. The x-axis shows the growth of each industry over the past 5 years and the size of the bubble indicates current job levels in that industry. Industries in the upper right quadrant, such as accommodation & food service, retail trade, health, and construction are strong and advancing. Industries in the lower right quadrant are weak but emerging; these include transportation, finance and insurance, information, and advanced manufacturing.

SJR State Service District Economic and Demographic Overview Clay Putnam St. Johns Florida U.S. Total Population 2016 206,436 71,600 233,000 20,519,100 323,800,000 Working-age Population (Ages 15-64) 136,153 43,068 147,695 13,079,000 213,400,000 Per capita Income (2015) $39,090 $28,501 $60,441 $44,888 $48,671 Unemployment Rate 4.2% 5.6% 3.6% 4.9% 4.7% Individuals Below Poverty Level 10.5% 28.7% 9.5% 16.5% 15.5% Educational Attainment (% population; age 25+) Associates or higher 35% 19% 50% 36% 37% Some College 25% 19% 22% 20% 21% High School Diploma 29% 40% 22% 30% 28% Less than 12th grade 10% 22% 6% 14% 14% Unemployment Rates are December 2016 (U.S. and Florida are seasonally adjusted; county data are not seasonally adjusted) from the Florida Department of Economic Opportunity and U.S. Bureau of Labor Statistics. Per capita incomes are from US Department of Commerce, Bureau of Economic Analysis. Other data are from U.S. Census Data; American Fact Finder; American Community Survey Selected Economic Characteristics 5-year estimates (2011-2015) and Educational Attainment data are from Economic Modeling Specialists Inc.


Strong Advancing Weak Emerging Strong Declining Arts, Entertainment, Rec. Government Utilities Retail Trade Admin/Support/Waste Management Food/Accommodations Ed. Services Other Services Agriculture Health Care/Social Asst. Finance/Insurance Construction Transportation Real Estate/Rental Manufacturing Wholesale Trade Information Science & Tech Serv. Management

Jobs in both traditional and emerging industries are becoming increasingly technical. Residents in the service district need to build new skill sets and attain a higher level of education to compete. Access to state-of-the-art career and technical education opportunities are a critical factor in developing a highly trained workforce capable of thriving in these high-skill, high-wage occupations.

SJR State is the only state college providing career and technical education programs in Clay, Putnam, and St. Johns Counties. The majority of college credit students at SJR State College are part-time students; many are nontraditional students, balancing families, work and other commitments with training. To meet the workforce education needs of students, the College has made considerable efforts to expand postsecondary access, including the addition of baccalaureate programs, within the service district.

Beyond the College, opportunities for career and technical and/or baccalaureate programs in the service district are limited. Career and technical education is provided at the secondary level through the school districts of Clay, Putnam, and St. Johns Counties, including opportunities for adult training through the technical center in St. Johns County. Articulation agreements are in place between the school districts and SJR


State to allow students to transition from the secondary to postsecondary level. In addition, five (5) private, for-profit institutions operated and produced graduates in the SJR State region in 2015: Everest University-Orange Park, Fortis College-Orange Park, American Academy of Cosmetology, North Florida Academy, and the Regency Beauty Institute-Orange Park. Although private and for-profit institutions provide an opportunity for training, they can be cost prohibitive for many students. Additionally, if for-profit colleges are not regionally accredited, students may be limited in their ability to transfer credits to other institutions to continue their education.

The SJR State service district does not have a state university within its boundaries, and only one regionally accredited private college, Flagler College, is headquartered in the district. The nearest state universities are the University of Florida (Gainesville) and the University of North Florida (Jacksonville). Students attending the universities are predominantly full-time at the undergraduate level. For non-traditional and part-time students who may be working, caring for families and/or have limited means to commute, the university is a less viable option than staying within the service district for their education.

SJR State is committed to meeting the educational needs of its service district by providing excellent, up-to-date, career and technical education for residents in Clay, Putnam, and St. Johns Counties. As part of that commitment, the College launched the new programs analysis to assess and address changing workforce needs in the service district.


III: 2016 Community Survey on New Programs Methods & Sample St. Johns River State College (SJR State or the College) issues community surveys periodically to solicit community stakeholder feedback on educational programs and unmet needs for education and career training in the community. The Community Survey on New Programs was issued in fall 2016 as an open-link, electronic survey, which allowed community members to access the survey directly from any computer. The electronic link to the survey was widely distributed to stakeholder groups in the community; it was also published in area newspapers and on the college website. The survey was open for a 3-month period from October to December 2016, and 1192 respondents completed the survey. Survey respondents included local employers, high school students, parents, SJR State students, employees and alumni, as well as interested community members from Clay, Putnam, St. Johns, and Duval Counties.

The survey instrument examined respondents’ perception of the need for new programs in 12 career clusters (below) and their interest in specific programs within these clusters as potential new programs at SJR State.

Agriculture, Food, Natural Resources Hospitality & Tourism Architecture & Construction Human Services Arts, A/V Technology & Communication Information Technology Business, Management & Administration Law, Public Safety & Security Finance Manufacturing Health Sciences Transportation, Dist. Logistics

Respondents were asked about the need for programs within clusters using single option “yes” or “no” questions. To gauge interest in new programs within clusters, respondents were allowed to multi-select all that applied from the list of programs in each cluster.

Survey results have been tabulated for career clusters and for new programs within clusters; data are provided for the respondents as a whole and broken out by respondent type. In addition, survey data by county location are available for Employers and for Other Respondents, excluding SJR State Employees (see Report and Appendix).


Survey Results The following tables and graphs provide demographic information on the respondents as well as response count and response percent (where applicable).

Demographics of Respondents

Respondents by Category Response Percent

Response Count

Employer 13.76% 164

Current SJR State student 25.17% 300

SJR State alumni 8.72% 104

High School student 7.55% 90

Parent/Guardian of H.S. student 10.91% 130

SJR State Employee 16.78% 200

Interested Community Member 17.11% 204

29.27%

21.95%

30.49%

12.80%

5.49%

Respondent by County-Employers

Clay Putnam St. Johns Duval Other

13.76%

25.17%

8.72%7.55%

10.91%

16.78%

17.11%

Respondents by Category

Employer Current SJR State Student

SJR State Alumni High School Student

Parent Guardian of H.S. Student SJR State Employee

Interested Community Member

41.84%

30.17%

20.12%

5.98%1.90%

Respondent by County-Others*

Clay Putnam St. Johns Duval Other

*excludes SJR State Employees


Need for New Programs in Career Clusters—All Respondents

Career Cluster Percent of

Respondents (yes) n= 1192

Yes Count

Agriculture, Food, Natural Resources 50% 600 Architecture & Construction 51% 610 Arts, A/V Technology & Communication 45% 531 Business, Management & Administration 53% 632 Finance 49% 584 Health Sciences 60% 720 Hospitality and Tourism 41% 494 Human Services 51% 611 Information Technology 54% 649 Law, Public Safety & Security 47% 560 Manufacturing 37% 446 Transportation, Distribution, Logistics 47% 563

Need for New Programs in Career Clusters—By Respondent Type

Need for new Programs in

Career Cluster

Employer (n=164)

Current Student (n=300)

Alumni (n=104)

H.S. Student (n=90)

Parent/ Guardian (n=130)

Employee (n=200)

Community Member (n=204)

Total (n=1192)

Yes (%)

Yes (#)

Yes (%)

Yes (#)

Yes (%)

Yes (#)

Yes (%)

Yes (#)

Yes (%)

Yes (#)

Yes (%)

Yes (#)

Yes (%)

Yes (#)

Yes (%)

Yes (#)

Agriculture, Food, Nat. Resources

31% 51 48% 145 71% 74 43% 39 49% 64 55% 109 58% 118 50% 600

Architecture & Construction

35% 58 48% 145 71% 74 42% 38 63% 82 52% 104 53% 109 51% 610

Arts, A/V Technology &

Communication

30% 49 44% 132 50% 52 44% 40 57% 74 41% 82 50% 102 45% 531

Business, Management & Administration

51% 84 50% 150 63% 66 58% 52 58% 76 42% 83 59% 121 53% 632

Finance 42% 69 47% 142 63% 66 58% 52 50% 65 43% 86 51% 104 49% 584

Health Sciences 38% 63 65% 196 80% 83 79% 71 66% 86 47% 94 62% 127 60% 720

Hospitality & Tourism

24% 40 44% 131 47% 49 49% 44 37% 48 46% 91 45% 91 41% 494

Human Services 28% 46 61% 182 68% 71 51% 46 55% 72 40% 80 56% 114 51% 611

Information Technology

51% 83 48% 144 71% 74 39% 35 65% 85 55% 109 58% 119 54% 649

Law, Public Safety & Security

25% 41 51% 152 69% 72 56% 50 55% 72 35% 69 51% 104 47% 560

Manufacturing 34% 55 33% 99 51% 53 41% 37 39% 51 31% 62 44% 89 37% 446

Transportation, Dist. Logistics

38% 62 43% 130 61% 63 44% 40 49% 64 42% 84 59% 120 47% 563


Interest in New Programs within each Career Cluster For each of the twelve (12) career clusters, a list of potential new programs was provided, and the survey respondents were asked to select programs of interest. The survey allowed respondents to select as few or as many programs as they wished to gauge interest across all programs. The data are available for all respondents and broken out by respondent type (i.e. employer or high school student). The full table of data is available in the Appendix. The table below shows the new programs with the highest community interest for each career cluster as selected by the overall respondent group and/or by employers, in cases where employer responses4 differed from the overall selections.

Highest-Interest Programs by Career Cluster Agriculture, Food, Natural Resources Architecture & Construction

High-Interest Programs Employers

Yes (#) Total

Yes (#) High-Interest Programs Employers

Yes (#) Total

Yes (#) Environmental Science Technology 28 348 Electrical 43 408 Agriculture Production Technology 25 287 Building Construction Technology 44 403 Agribusiness Management 25 285 A/C, Refrigeration Heating Systems Tech. 36 373 Landscape and Horticulture 28 277 Plumbing 38 328 Water Treatment Technologies 25 272

Arts, A/V Technology & Communication Business, Management & Administration


Yes (#) Total


Yes (#) Total

Yes (#) Video Editing & Postproduction 31 348 Human Resources Administrator 49 411 Digital Media/Multimedia Tech. 36 346 Customer Relationship Management 52 358 Digital Media/Multimedia Video Prod. 33 318 Business Entrepreneurship 45 357 Accounting Operations 57 334

Finance Health Sciences


Yes (#) Total


Yes (#) Total

Yes (#) Finance 56 405 Dental Hygiene 32 426 Banking Financial Services 36 346 Pharmacy Technician 34 422 Insurance Claims Adjuster 26 250 Physical Therapist Assistant 32 420 Cardiovascular Technology 34 408 Occupational Therapy Assistant 29 400 Diagnostic Medical Sonography Tech. 32 388 Surgical Technology 32 388 Health Informatics Specialist 32 306 Practical Nursing 30 380

Hospitality & Tourism Human Services


Yes (#) Total


Yes (#) Total

Yes (#) Hospitality & Tourism Management 28 361 Social & Human Services 33 461 Culinary Arts 24 330 Addiction Services 24 329 Restaurant Management 23 302

Information Technology Law, Public Safety & Security


Yes (#) Total


Yes (#) Total

Yes (#) IT Security 65 478 Crime Scene Technology 405 29 Database Technology 58 407 Paralegal Studies (Legal Assisting) 375 26 Networking Infrastructure 61 385

Manufacturing Transportation, Distribution, Logistics


Yes (#) Total


Yes (#) Total

Yes (#) Solar Energy Technology 28 263 Transportation & Logistics 46 400 Engineering Technology 30 251 Supply Chain Management 38 273 Welding 29 251 Manufacturing Technology 33 211 Lean Six Sigma Green Belt Certified 30 154

4 Employer responses were given special consideration because employers have first-hand knowledge of the current and growing industries and job market and what competencies, credentials, and skills are needed in the workforce.


IV: Analysis Methods For each of the high-interest programs identified in the survey, labor market demand was assessed. High-interest programs were correlated with targeted occupations on the 2017-18 Florida Statewide and Workforce Region 8 Regional Demand Occupations Lists, including those occupations considered high-skill/high-wage (HSHW)5. In cases where a high-interest program is associated with multiple targeted occupations, all of the occupations were included in the analysis. In the few cases where a high-interest program is not associated with any occupation on the Demand Occupations lists, historical targeted occupation status and service district labor market data were used to identify appropriate occupations for the program. Occupations with a Florida Department of Education training code at the lower level (PSAV, College Credit Certificate, Associate degree), and those requiring a bachelor’s degree according to the Regional Demand Occupation List (Region 8) were included in the analysis.

For each of the occupations identified, labor market data specific to the SJR State service district of Clay, Putnam, and St. Johns Counties,6 were used to determine 1) current job openings (2016), 2) anticipated job openings (2020), and 3) anticipated job growth (%) for 2016-2020. The assessment included alignment of high-interest programs with the K-12 curricula in Clay, Putnam, and St. Johns School Districts. For targeted occupations that are linked to bachelor’s level education on the Regional Demand Occupation List (Region 8), the assessment also included alignment with articulation to baccalaureate programs at SJR State and regional universities.

The full assessment is available in Part VII: Appendix on Labor Market Demand and Alignment. The table below summarizes the unmet demand for workers at the associate degree level or below in each career cluster.

5 Florida Department of Economic Opportunity’s (DEO) Bureau of Labor Market Statistics (LMS) publishes the Statewide and Regional Demand Occupational Lists. The Statewide list identifies the labor market needs of the business community and emphasizes jobs that are both high demand and high-skill/high-wage (HSHW). The Statewide list is used as a baseline for establishing Regional Demand Occupations Lists. The Regional lists are developed Regional Workforce Boards (RWBs) to reflect the labor market needs of the region. SJR State’s service district falls under Workforce Board Region 8; the Region 8 Demand Occupations List was utilized in this analysis. 6 Job openings and % change data are provided by Economic Modeling Systems, Inc., which provides up-to-date labor market data specific for the SJR State service district. 7 Linked occupations in Business, Management and Administration and Finance Clusters overlap significantly; demand data were combined for these clusters.

Labor Market Demand in SJR State Service District by Career Cluster (A.S. degree and below) Career Cluster Current Jobs

(EMSI) 2020 Jobs

(EMSI) % Change 2016-

2020 Agriculture, Food & Natural Resources 579 617 7% Architecture and Construction 3,656 3,760 3% Arts/AV Technology & Communications 841 943 12% Business, Management and Administration/Finance7 8,082 8,811 9% Health Sciences 3,078 3,508 14% Hospitality and Tourism 1,638 1,818 11% Human Services 216 250 16% Information Technology 1,116 1,269 14% Law, Public Safety and Security 180 196 9% Manufacturing 2,049 2,284 12% Transportation, Distribution and Logistics 1,903 2,135 12%

Demand data reflects only the jobs in potential new programs not all jobs in the clusters.


At the bachelor’s level, several occupations linked to program areas in the Business, Management and Administration, Finance, Information Technology, and Manufacturing Clusters were identified as requiring a bachelor’s level education on the Regional Demand Occupation List for Region 8. The market demand for each occupation as well as its alignment with K-12 and existing bachelor’s programs at SJR State and at the regional university were identified. While market demand is growing for these occupations (average combined growth is 17% from 2016-2020), the number of jobs anticipated to be added in each occupation is small for the majority of the occupations identified. The full table is available in Part VII.


V: Recommendations and Next Steps Overview. The 2017 New Programs Analysis, which is based on local market data and community input, revealed significant strengths in current workforce offerings as well as gaps in career and technical programming related to new innovations, changing technical skillsets, and emerging industries. The data identified a demonstrated need for growth and/or new programs in all career clusters, and presented the College with numerous opportunities to develop vocational and/or credit programming for a variety of fields.

SJR State is dedicated to meeting the current and emerging workforce needs of the community, which are often in flux. Therefore, rather than prioritize only a few of these opportunities, SJR State has organized select programs from each cluster into quadrants according to a matrix of labor market need (emerging to existing demand) and resource capacity, including programmatic expertise, infrastructure and stakeholder partnerships (limited to existing). This matrix (shown below) allows the College to strategically evaluate opportunities for short- and long-term potential and to plan resources that will form the foundation for multiple programs. The matrix framework is flexible and can be easily re-evaluated over time, recognizing that program areas may move among quadrants or additional programs may need to be added to the matrix as market demand changes and/or resources become available. The matrix provides a basis for 1) determining next steps to meet near-term needs, 2) planning for emerging needs in the medium- to long-term, and 3) taking advantage of unexpected opportunities as they arise.

Recommendations for Programs in the Matrix. The matrix includes programs from each cluster, which were selected based on the survey and labor market demand data. The matrix is not all-inclusive. SJR State recognizes that programs may move between quadrants and/or be added or subtracted from the matrix due to changes in resources and/or labor market demand. Representation on the matrix does not indicate that a program will necessarily be developed; the matrix only provides a basis for evaluating program development options. Decisions on program development and the associated development timeline depend on local workforce needs and available resources. In making decisions on new programs, SJR State will work with stakeholders to maximize the College’s ability to meet the career and technical needs of the local region within finite resources.

Programs in the Existing Demand/Existing Resource Capacity quadrant are high growth areas of the Business, Management and Administration, Health Sciences, and Information Technology Career Clusters. All of the programs listed in this quadrant are linked to a significant number of existing jobs with anticipated growth rates of at least 11% by 2020. SJR State has existing infrastructure and expertise in these areas, including faculty/technical expertise, facilities, equipment, and industry partners, making program development in these areas feasible in the near- and/or medium-term.


The Existing Demand/Limited Resource Capacity quadrant includes programs with current market demand and significant anticipated growth over the next 5 years in Architecture & Construction, Arts/AV Technology & Communications, Health Sciences, Hospitality & Tourism, Human Services and Manufacturing Clusters. Occupations in these areas are regionally targeted, and several are also high-skill, high-wage. Currently, SJR State has limited resource capacity in these areas. In several instances, such as welding and culinary arts, no programming or infrastructure exists, and requirements to start a program, in terms of facilities, equipment, and faculty, are significant. As there is considerable unmet need, programs in this quadrant should be given priority consideration. However, it must be recognized that new program development and the associated timeline will be highly dependent on whether resources, including operating dollars, facilities, expertise and stakeholder engagement, can be developed. The timeframe for development of programs in this area is medium- to long-term unless significant resources come on-line.

Programs in the Emerging Demand/Existing Resource Capacity quadrant are highly technical, targeted occupations in the IT and Law, Criminal Justice clusters. Although SJR State has significant expertise and infrastructure in these clusters, current job openings and/or anticipated growth in the paralegal and database development areas are limited. Development of programs from this quadrant depends on market growth. Labor market demand for these programs should be monitored for new growth, and program development re-evaluated as appropriate. The timeframe for development of programs in this area is medium to long-term, depending on changes in market demand.

The Emerging Demand/Limited Resource Capacity quadrant currently includes the cardiovascular technology in the Health Sciences cluster and environmental science technology and water treatment programs from the Agriculture, Food and Natural Resources cluster. SJR State currently has limited capacity in these programs, and growth and/or jobs in the service district have yet to emerge. Development of programs from this quadrant depends on 1) growth in the market and 2) the ability to build resource capacity. Labor market demand should be monitored for new growth, and program development re-evaluated as appropriate. New program development and the associated timeline will also be highly dependent on resource development, including operating dollars, facilities, expertise, and stakeholder engagement.

Timeline. The recommendations above provide rough guidance on the feasibility and timeline of developing programs in any of the quadrants given current market forces and limited resources. The timeline is highly dependent on these factors. In addition, it is important to recognize that the College may require approval from the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) prior to initiating new programs, and that new programs with specific accreditation and/or licensure requirements, such as those in the health fields, will be subject to additional review and/or approval These processes of are intensive and time consuming and can significantly extend the timeline required to develop and launch new programs.

Recommendations on Developing Resource Capacity. The availability of resources including stakeholder partnerships, operating costs, facilities, equipment, and expertise significantly impact the scope and timeline of program development as well as the selection of individual programs.

Resource Capacity in Stakeholder Engagement is a key component of program development, implementation and sustainability. Stakeholder partnerships provide critical needs assessments, expertise and support ranging from information on skills to internships and job shadowing to equipment and/or dollars to advance and sustain programs. Stakeholder engagement must be an integral part of the program development process.

Recommendation. It is recommended that stakeholders in each career cluster be convened in the next 6 months to discuss and refine program development plans. Stakeholders should include business and industry


leaders, K-12 and/or university partners, economic development leaders, chamber members, and policy leaders, among others.

Resource Capacity in Financial, Personnel, and Physical Resources. Program development and implementation requires both start-up and sustained financial, personnel, and physical resources. These include: faculty and technical expertise, operating costs, and infrastructure, such as facilities and equipment, among others. As indicated above, the need for resources depends on costs associated with program itself. In some programs, specialized facilities and/or equipment (e.g. nursing or welding) will be required; for others, SJR State has existing resources in a particular program area that can be leveraged. In other cases, it may be feasible to use limited resources to develop short-term, non-credit solutions to meet an employer’s specific training need in an emerging field that does not initially warrant a development of a full program.

Recommendation. Given the demonstrated need for program development, it is imperative that the development of a comprehensive funding plan be an immediate next step. Multiple funding strategies should be pursued, including use of existing college fund balance, lobbying for new state funding, exploration of state, federal and private grant funding, as well as stakeholder funding, among other sources.

Recommendation on Developing Baccalaureate Programs. SJR State is the only public, post-secondary institution of higher education in the service district. As such, SJR State is committed to providing all students - traditional and non-traditional, full- and part-time - with opportunities earn baccalaureate degrees.

SJR State has formed partnerships and articulation agreements with public and private four-year universities, such as Flagler College, St. Leo University, Embry-Riddle Aeronautical University, Jacksonville University, and the University of North Florida (UNF). In fact, SJR State recently completed an updated gateway agreement with UNF that provides SJR State Associate in Arts (A.A.) graduates with a seamless transition to UNF.

In addition, SJR State offers successful baccalaureate programs in Early Childhood Education, Nursing and Organizational Management with specializations in Supervision and Management; Health Care Administration; Computer Information Systems; and Emergency Management/Public Services Administration. These programs 1) provide expanded educational options for non-traditional, part-time and other students who wish to earn baccalaureate degrees while remaining in the service district, and 2) address unmet, unique workforce needs of businesses and industries in the service district. Several occupations linked to program areas in the Business, Management and Administration, Finance, Information Technology, and Manufacturing Clusters were identified as requiring a bachelor’s level education on the Regional Demand Occupation List for Region 8. In the SJR State service area, market demand and job numbers are currently small but growing (see Bachelor’s Table Part VII).

Recommendation. In light of SJR State’s current success in offering baccalaureate programs and the emerging areas of unmet need for workers with bachelor’s level education, it is recommended that SJR State continue to monitor employer demand in areas such as accounting operations, financial services, database technology, and others in the table. In particular, SJR State could consider building additional specializations associated with the existing Organizational Management degree to fill gaps in bachelor’s-level programs. Program development and the timeline will depend on realizing job growth, available resources, and legislative action relative to bachelor’s degrees at institutions in the Florida College System (FCS).

Recommendation. SJR state should build on partnerships and articulation agreements, such as the gateway agreement for A.A. students with UNF, to develop specific articulation agreements that further advance the pathways and opportunities available to Associate in Science and certificate students.


VI: Appendix 2016 Community Survey of New Programs Data by Respondent Type and County


Interest in New Programs by Respondent Type (Multiselection Allowed) Interest in New Programs

Employers Current Student Alumni H.S. Student Parent/ Guardian

Employee Community Member

Total

Yes (#) Yes (#) Yes (#) Yes (#) Yes (#) Yes (#) Yes (#) Yes (#)


Agribusiness Management

25 56 38 11 26 66 63 285

Agriculture Production Technology

25 55 39 8 34 63 63 287

Environmental Science Technology

28 72 42 14 39 79 74 348

Landscape and Horticulture Technology

28 54 34 9 23 68 61 277

Water Treatment Technologies

25 47 35 9 29 59 68 272

None of the above 7 42 11 20 5 10 13 108


Air Conditioning, Refrigeration Heating Systems Technology

36 63 54 8 50 82 80 373

Building Construction Technology

44 66 51 17 52 88 85 403

Carpentry 32 58 43 11 45 64 71 324

Electrical 43 75 53 15 57 83 82 408

Masonry 29 48 40 12 35 59 69 292

Plumbing 38 49 50 6 38 73 74 328

None of the above 6 55 5 19 10 4 10 109

Arts, A/V Technology & Communication

3 D Animation Technology

24 69 33 24 45 60 59 314

Audio Technology 28 57 31 13 25 49 53 256

Digital Media/Multimedia Technology

36 73 39 16 53 58 71 346

Digital Media/Multimedia Video Production

33 67 39 14 42 58 65 318

Fashion Technology and Design Services

13 49 23 19 24 34 32 194

Photographic Technology

18 77 34 23 38 50 62 302

Video Editing & Postproduction

31 81 42 24 42 58 70 348

None of the above 5 22 4 12 4 7 8 62


Accounting Operations

57 56 36 17 37 54 77 334

Administrative Office Specialist

43 69 40 16 43 51 79 341

Business Analysis Specialist

40 63 37 17 36 44 66 303

Business Entrepreneurship

45 77 38 24 42 50 81 357

Cust. Relationship Management

52 72 44 11 48 50 81 358

Human Resources Administrator

49 108 48 18 48 56 84 411

None of the above 2 17 5 16 5 1 4 50


Interest in New Programs



Total


Finance

Banking Financial Services

36 74 46 16 43 61 70 346

Finance 56 86 50 24 42 67 80 405

Insurance Claims Adjuster

26 56 33 7 30 50 48 250

Insurance Customer Service Representative

18 36 269 7 26 43 46 205

Insurance General Lines Agent

21 38 28 7 22 42 46 204

Life Insurance Marketing

18 44 25 14 18 28 42 189

None of the above 8 38 3 23 8 7 8 95

Health Sciences

Cardiovascular Technology

34 111 52 29 53 50 79 408

Central Sterile Processing Tech

21 53 33 8 23 29 53 220

Dental Assisting 26 98 58 26 46 66 72 392

Dental Hygiene 32 110 65 25 49 72 73 426

Diagnostic Medical Sonography Technology

32 94 5 17 53 60 77 388

Electrocardiograph Technology

29 78 47 23 40 46 71 334

Healthcare Informatics Specialist

32 73 40 18 30 38 75 306

Home Health Aide 26 56 36 22 29 38 77 284

Medical Assisting Specialist

25 77 33 23 38 40 76 312

Medical Laboratory Technology

25 92 39 24 41 42 74 337

Occupational Therapy Assistant

29 98 55 27 54 49 88 400

Ophthalmic Technician

19 59 34 13 27 32 54 238

Optician 22 67 40 17 33 34 56 269

Patient Care Assistant 23 68 38 24 31 35 73 292

Pharmacy Technician 34 110 51 27 53 60 87 422

Physical Therapist Assistant

32 112 56 29 52 54 85 420

Practical Nursing 30 92 44 34 39 51 90 380

Surgical First Assisting 24 92 44 24 41 39 64 328

Surgical Technology 32 108 50 28 48 52 70 388

None of the above 8 14 2 12 2 2 3 43


Baking and Pastry Arts

16 70 29 24 25 41 52 257

Culinary Arts 24 81 38 24 32 66 65 330

Hospitality & Tourism Manag.

28 78 35 25 36 82 77 361

Rest. Management 23 72 29 21 26 64 67 302

None of the above 4 19 2 11 1 5 5 47





Total


Human Services

Addiction Services 24 90 45 14 34 46 76 329

Cosmetology 12 81 36 20 31 28 59 267

Social & Human Services

33 141 54 23 61 61 88 461

None of the above 10 17 3 13 8 8 10 69


Database Technology 58 74 45 16 55 73 86 407

IT Security 65 95 59 12 64 89 94 478

Microsoft Certified Database Administrator Certificate

49 74 43 16 54 63 75 374


61 67 43 14 50 59 81 385

Network Virtualization

42 59 31 13 37 64 67 313

None of the above 5 36 9 16 4 10 11 91


Combined CJSTC Corrections and Law Enforcement Basic Dual Certification

30 70 50 19 49 52 71 341

Crime Scene Technology

29 111 53 33 49 55 75 405

Paralegal Studies (Legal Assisting)

26 92 59 15 50 55 78 375

Police Serv Aide 17 54 31 22 28 29 54 235

None of the above 4 15 2 11 3 0 6 41

Manufacturing

Automation 27 33 20 5 24 27 42 178

Biomedical Equipment Technician

23 49 30 20 27 32 51 232

Electronics Engineering Technology

28 46 27 12 29 40 46 228

Engineering Technology

30 50 32 14 29 38 58 251

Lean Manuf 25 27 20 3 15 17 40 147

Lean Six Sigma Green Belt Cert

30 27 24 3 16 18 36 154

Mechatronics 15 31 16 7 15 16 35 135

Machining Technologies

23 32 24 7 23 26 41 176

Machinist 25 36 31 6 25 28 54 205

Manufacturing Technology

33 34 30 9 25 30 50 211

Solar Energy Tech 28 52 37 14 29 44 59 263

Welding 29 48 37 10 29 40 58 251

None of the above 2 22 4 14 4 1 5 52





Total


Transportation, Distribution, Logistics

Automotive Tech 33 58 41 11 37 48 77 305

Supply Chain Management

38 49 32 44 26 49 75 273

Trans & Logistics 46 77 48 10 50 65 104 400

Unmanned Vehicle Syst Operations

27 46 27 5 26 39 54 224

None of the above 5 31 7 23 4 5 2 77

Financial Aid

EMPLOYER Need for New Programs in Career Clusters—By County


Career Cluster

Clay (n=48)

Putnam (n=36)

St. Johns (n=50)

Duval (n=21)

Other (n=9)

Total (n=164)

Yes (%)

Yes (#)

Yes (%)

Yes (#)

Yes (%)

Yes (#)

Yes (%)

Yes (#)

Yes (%)

Yes (#)

Yes (%)

Yes (#)


23% 11 53% 19 28% 14 19% 4 33% 3 31% 51


33% 16 44% 16 28% 14 43% 9 33% 3 35% 58


Communication

38% 18 36% 13 16% 8 33% 7 33% 3 30% 49


63% 30 58% 21 42% 21 33% 7 56% 5 51% 84

Finance 50% 24 56% 20 28% 14 24% 5 67% 6 42% 69

Health Sciences 44% 21 42% 15 32% 16 29% 6 56% 5 38% 63


25% 12 17% 6 30% 15 19% 4 33% 3 24% 40

Human Services 33% 16 36% 13 20% 10 24% 5 22% 2 28% 46


60% 29 69% 25 30% 15 48% 10 44% 4 51% 83


27% 13 31% 11 20% 10 24% 5 22% 2 25% 41

Manufacturing 31% 15 53% 19 22% 11 33% 7 33% 3 34% 55


33% 16 50% 18 26% 13 43% 9 67% 6 38% 62


EMPLOYER Interest in New Programs—By County (Multiselection allowed) Interest in New Programs

Clay Putnam St. Johns Duval Other Total

Yes (#) Yes (#) Yes (#) Yes (#) Yes (#) Yes (#) Agriculture, Food, Nat. Resources


7 7 9 1 1 25

Agriculture Production

5 8 7 2 3 25


4 10 9 2 3 28


7 7 10 1 3 28


3 11 7 1 3 25

None of the above 1 4 0 2 0 7


Air Conditioning, Refrigeration and Heating Systems

7 12 11 3 3 36


9 14 11 7 3 44

Carpentry 3 12 11 3 3 32

Electrical 11 13 12 4 3 43

Masonry 3 11 10 2 3 29

Plumbing 7 13 11 4 3 38



3D Animation Tech 8 7 5 2 2 24

Audio Technology 7 10 6 2 3 28


10 11 7 5 3 36


12 7 7 4 3 33


4 4 3 1 1 13


3 7 4 2 2 18


12 8 6 3 2 31




19 15 16 4 3 57


13 11 13 3 3 43


14 8 11 4 3 40


15 11 12 5 2 45

Customer Relationship Management

15 15 16 2 4 52


14 11 16 4 4 49





Yes (#) Yes (#) Yes (#) Yes (#) Yes (#) Yes (#)

Finance

Banking/Fin. Serv. 15 8 6 3 4 36

Finance 19 14 12 5 6 56


9 6 6 1 4 26


5 5 3 1 4 18


8 7 3 1 2 21


7 6 3 2 0 18


Health Sciences


8 9 8 5 4 34

Central Sterile Processing Technician

6 4 7 2 2 21

Dental Assisting 6 9 7 2 2 26

Dental Hygiene 7 10 9 4 2 32


9 8 7 4 4 32


7 7 8 3 4 29


7 11 8 3 3 32

Home Health Aide 8 8 6 1 3 26


6 8 7 2 2 25


7 8 5 3 2 25


7 9 7 3 3 29


5 5 4 1 4 19

Optician 6 7 4 2 3 22

Patient Care Assistant 6 7 7 1 2 23

Pharmacy Technician 12 11 7 1 3 34


10 9 7 2 4 32

Practical Nursing 7 11 7 2 3 30

Surgical First Assisting 4 8 7 2 3 24

Surgical Technology 12 6 7 4 3 32




4 2 9 1 0 16

Culinary Arts 6 5 10 1 2 24

Hospitality & Tourism Management

8 4 13 1 2 28

Rest. Management 8 4 8 2 1 23






Human Services

Addiction Services 6 6 7 3 2 24

Cosmetology 3 4 3 1 1 12

Social and Human Services

12 7 9 3 2 33



Database Technology 20 17 13 5 3 58

IT Security 22 17 13 9 4 65

Microsoft Certified Database Admin

17 16 11 3 2 49


21 16 13 7 4 61


11 13 9 5 4 42




8 11 6 3 2 30

Crime Scene Technology

9 9 6 3 2 29


7 7 7 3 2 29

Police Service Aide 3 6 5 1 2 17


Manufacturing

Automation 5 9 8 4 1 27

Biomedical Equipment Tech

7 9 5 0 2 23

Electronics Engineering Techn

7 10 7 2 2 28

Engineering Technology

9 11 7 1 2 30

Lean Manufacturing 5 7 9 2 2 25

Lean Six Sigma Green Belt Certificate

6 8 10 4 2 30

Mechatronics 2 4 7 1 1 15

Machining Tech 4 7 9 1 2 23

Machinist 4 6 9 4 2 25

Manufacturing Technology

9 11 9 2 2 33

Solar Energy Technology

6 11 8 1 2 28

Welding 8 9 8 1 3 29



Automotive Technology

7 10 8 4 4 33

Supply Chain Man 9 8 9 6 6 38

Trans & Logistics 12 11 11 6 6 46

Unmanned Vehicle Sys. Ops.

9 8 5 3 2 27



OTHER RESPONDENTS Need for New Programs in Career Clusters—By County (excludes SJR State employees)


Career Cluster

Clay (n=294)

Putnam (n=325)

St. Johns (n=151)

Duval (n=44)

Other (n=14)

Total (n=828)

Yes (%)

Yes (#)

Yes (%)

Yes (#)

Yes (%)

Yes (#)

Yes (%)

Yes (#)

Yes (%)

Yes (#)

Yes (%)

Yes (#)


48% 140 65% 211 43% 65 43% 19 36% 5 53% 440


54% 159 60% 196 46% 69 43% 19 36% 5 54% 448


Communication

52% 153 50% 162 40% 60 45% 20 36% 5 48% 400


59% 172 59% 191 48% 72 57% 25 36% 5 56% 465

Finance 51% 149 56% 182 45% 68 57% 25 36% 5 52% 429

Health Sciences 62% 183 77% 250 65% 98 61% 27 36% 5 68% 563


46% 134 44% 142 44% 66 41% 18 21% 3 44% 363

Human Services 59% 174 61% 197 56% 85 55% 24 36% 5 59% 485


59% 174 53% 172 54% 81 55% 24 43% 6 55% 457


52% 152 61% 199 47% 71 50% 22 43% 6 54% 450

Manufacturing 38% 111 46% 149 31% 47 39% 17 36% 5 40% 329


50% 147 52% 169 44% 66 66% 29 43% 6 50% 417


OTHER RESPONDENTS Interest in New Programs—By County (excludes SJR State employees) (Multiselection allowed)



Yes (#) Yes (#) Yes (#) Yes (#) Yes (#) Yes (#) Agriculture, Food, Nat. Resources


52 105 24 10 3 194

Agriculture Production

54 114 22 7 2 199


71 111 39 16 4 241


49 94 28 8 2 181


60 87 27 13 1 188



Air Conditioning, Refrigeration and Heating Systems

84 122 35 9 5 255


91 123 41 12 4 271

Carpentry 74 111 32 8 3 228

Electrical 97 135 37 8 5 282

Masonry 62 101 29 9 3 204

Plumbing 71 106 30 7 3 217



3D Animation Tech 93 93 29 11 4 230

Audio Technology 66 81 23 7 2 179


98 104 33 14 3 252


91 93 30 10 3 227


51 70 17 7 2 147


81 105 36 10 2 234


96 110 34 15 4 259




72 104 32 12 3 223


88 109 36 10 4 247


81 94 28 13 3 219


88 113 43 16 2 262

Customer Relat. Man 98 105 37 12 4 256


119 118 46 16 4 306






Finance

Banking/Fin. Serv. 88 107 38 12 4 249

Finance 97 116 48 17 4 282


70 71 19 12 2 174


61 61 15 5 2 144


49 64 18 7 3 141


51 63 18 8 3 143


Health Sciences


110 144 52 14 4 324

Central Sterile Processing Technician

55 80 25 8 2 170

Dental Assisting 87 144 47 20 2 300

Dental Hygiene 94 151 57 18 2 322


94 134 48 16 4 296


79 120 41 15 4 259


78 105 36 12 2 236

Home Health Aide 63 108 33 15 1 220


77 114 40 13 3 247


94 114 48 10 4 270


98 151 54 14 5 322


63 87 25 10 2 187

Optician 62 108 31 10 2 213

Patient Care Assistant 76 105 38 13 2 234

Pharmacy Technician 107 148 54 16 3 328


106 152 55 18 3 334

Practical Nursing 97 138 48 14 2 299

Surgical First Assisting 83 116 47 15 4 265

Surgical Technology 100 136 51 14 3 304




66 90 34 8 2 200

Culinary Arts 83 100 46 9 2 240

Hospitality & Tourism Management

93 93 48 14 3 251

Rest. Management 71 89 41 12 2 215






Human Services

Addiction Services 79 114 52 10 4 259

Cosmetology 72 113 29 10 3 227

Social and Human Services

143 137 66 17 4 367



Database Technology 105 105 42 18 6 276

IT Security 129 118 54 19 4 324

Microsoft Certified Database Admin

104 97 40 16 5 262


102 95 39 15 4 255


84 75 32 14 2 207




81 123 38 12 5 259

Crime Scene Techn 111 144 47 14 5 321


105 132 41 13 3 294

Police Service Aide 65 90 26 6 2 189


Manufacturing

Automation 46 53 16 7 2 124

Biomedical Equipment Tech

58 85 22 9 3 177

Electronics Engineering Tech

53 74 21 8 4 160

Engineering Tech 65 83 25 8 2 183

Lean Manu 37 43 17 7 1 105

Lean Six Sigma Green Belt Certificate

36 47 16 6 1 106

Mechatronics 33 50 12 7 2 104

Machining Tech 41 62 16 6 2 127

Machinist 45 79 18 7 3 152

Manufacturing Tech 44 74 19 8 3 148

Solar Energy Tech 61 89 257 10 4 191

Welding 53 95 21 10 3 182



Automotive Tech 73 111 26 10 4 224

Supply Chain Man. 69 68 27 19 3 186

Trans & Logistics 106 112 43 22 6 289

Unmanned Vehicle Sys Ops

60 62 20 12 4 158



VII: Appendix Labor Market Demand & Alignment

Sprin

g 20

17

32

Stra

tegi

c An

alys

is fo

r New

Pro

gram

Dev

elop

men

t

Tabl

e of

Lab

or M

arke

t Dem

and

and

Alig

nmen

t for

Pot

entia

l New

Pro

gram

s with

in th

e Ca

reer

Clu

ster

s

Targ

eted

Pro

gram

s SO

C Ta

rget

ed O

ccup

atio

ns

Regi

onal

De

man

d O

ccup

atio

n Li

st

Stat

e-W

ide

Dem

and

Occ

upat

ion

List

High

-Sk

ill

High

-W

age

Curr

ent

Jobs

(E

MSI

)

2020

Jo

bs

(EM

SI)

% C

hang

e 20

16 -

2020

(E

MSI

)

Alig

ns

with

Cl

ay

Scho

ol

Dist

rict

Alig

ns

with

Pu

tnam

Sc

hool

Di

stric

t

Alig

ns

with

St.

John

s Co

unty

Di

stric

t

Clus

ter:

Agr

icul

ture

, Foo

d an

d N

atur

al R

esou

rces

Agric

ultu

re /

Agr

ibus

ines

s

X

X

11

9013

Fa

rmer

s, R

anch

ers,

and

Oth

er

Agric

ultu

ral M

anag

ers

16

8 16

8 0%

Envi

ronm

enta

l Sci

ence

Te

chno

logy

X

X X

19

4091

¹Env

ironm

enta

l Sci

ence

and

Pr

otec

tion

Tech

nici

ans,

Incl

udin

g He

alth

30

39

30%

Land

scap

e an

d H

ortic

ultu

re

X X

37

1012

¹Firs

t-Li

ne S

uper

viso

rs/M

anag

ers

of L

ands

capi

ng, L

awn

Serv

ice,

and

Gr

ound

skee

ping

Wor

kers

X

X

262

287

10%

Wat

er T

reat

men

t

X

51

8031

Wat

er a

nd L

iqui

d W

aste

Tr

eatm

ent P

lant

and

Sys

tem

O

pera

tors

120

122

2%

Und

uplic

ated

Clu

ster

Tot

als

58

0 61

6 6%

¹Thi

s occ

upat

ion

is lin

ked

to m

ultip

le p

rogr

am a

reas

in th

is cl

uste

r. T

o av

oid

dupl

icat

ion,

it is

list

ed o

nly

once

.

Sprin

g 20

17

33

Stra

tegi

c An

alys

is fo

r New

Pro

gram

Dev

elop

men

t

Targ

eted

Pro

gram

s SO

C Ta

rget

ed O

ccup

atio

ns

Regi

onal

De

man

d O

ccup

atio

n Li

st

Stat

e-W

ide

Dem

and

Occ

upat

ion

List

High

-Sk

ill

High

-W

age

Curr

ent

Jobs

(E

MSI

)

2020

Jo

bs

(EM

SI)

% C

hang

e 20

16 -

2020

(E

MSI

)

Alig

ns

with

Cl

ay

Scho

ol

Dist

rict

Alig

ns

with

Pu

tnam

Sc

hool

Di

stric

t

Alig

ns

with

St.

John

s Co

unty

Di

stric

t

Clus

ter:

Arch

itect

ure

and

Cons

truc

tion

Air C

ondi

tioni

ng,

Refr

iger

atio

n an

d He

atin

g Sy

stem

s

X

X

49

9021

Heat

ing,

Air

Cond

ition

ing,

and

Re

frig

erat

ion

Mec

hani

cs a

nd

Inst

alle

rs

X X

29

8 32

6 9%

Build

ing

Cons

truc

tion

Tech

nolo

gy

X X

X

47

2021

Br

ickm

ason

s and

Blo

ckm

ason

s X

X

89

78

-12%

47

1011

Firs

t-Li

ne S

uper

viso

rs/ M

anag

ers

of C

onst

ruct

ion

Trad

es &

Ex

trac

tion

Wor

kers

X

X X

703

739

5%

11

9021

Co

nstr

uctio

n M

anag

ers

X X

X 36

5 36

2 -1

%

47

2031

Ca

rpen

ters

X

X

1,00

2 1,

012

1%

13

1051

Co

st E

stim

ator

s X

X X

272

297

9%

Elec

tric

al

X

X

47

2111

El

ectr

icia

ns

X X

52

2 51

1 -2

%

Plum

bing

47

2152

Pl

umbe

rs, P

ipef

itter

s, a

nd

Stea

mfit

ters

X

X

405

434

7%

Und

uplic

ated

Clu

ster

Tot

als

3,

656

3,76

0 3%

Sprin

g 20

17

34

Stra

tegi

c An

alys

is fo

r New

Pro

gram

Dev

elop

men

t

Targ

eted

Pro

gram

s SO

C Ta

rget

ed O

ccup

atio

ns

Regi

onal

De

man

d O

ccup

atio

n Li

st

Stat

e-W

ide

Dem

and

Occ

upat

ion

List

High

-Sk

ill

High

-W

age

Curr

ent

Jobs

(E

MSI

)

2020

Jo

bs

(EM

SI)

% C

hang

e 20

16 -

2020

(E

MSI

)

Alig

ns

with

Cl

ay

Scho

ol

Dist

rict

Alig

ns

with

Pu

tnam

Sc

hool

Di

stric

t

Alig

ns

with

St.

John

s Co

unty

Di

stric

t

Clus

ter:

Arts

/AV

Tech

nolo

gy a

nd C

omm

unic

atio

ns

Digi

tal M

edia

/Mul

timed

ia

Tech

nolo

gy

X X

X

27

1024

¹G

raph

ic D

esig

ners

X

X

237

265

12%

Digi

tal M

edia

/Mul

timed

ia

Vide

o Pr

oduc

tion,

Edi

ting

&

Post

prod

uctio

n

X

X

27

4011

¹A

udio

and

Vid

eo E

quip

men

t Te

chni

cian

s X

X

56

64

14%

Und

uplic

ated

Clu

ster

Tot

als

29

3 32

9 12

%

¹Thi

s occ

upat

ion

is lin

ked

to m

ultip

le p

rogr

am a

reas

in th

is cl

uste

r. T

o av

oid

dupl

icat

ion,

it is

list

ed o

nly

once

.

Clus

ter:

Busi

ness

, Man

agem

ent a

nd A

dmin

istr

atio

n/Fi

nanc

e

Acco

untin

g O

pera

tions

X

X X

Book

keep

ing,

Acc

ount

ing

and

Audi

ting

Cler

k

1,47

3 1,

534

4%

Ad

min

istr

ativ

e O

ffice

Sp

ecia

list

X X

X

43

6011

Ex

ecut

ive

Secr

etar

ies;

Exe

c Ad

min

istra

tive

Assis

t X

X X

575

614

7%

Busi

ness

Ent

repr

eneu

rshi

p

X

X X

11

2021

Ge

nera

l and

Ope

ratio

ns M

anag

ers

X X

X 1,

318

1,51

4 15

%

Cu

stom

er R

elat

ions

hip

Man

agem

ent

X X

X

41

1011

¹F

irst-

Line

Sup

ervi

sors

/ M

anag

ers o

f Ret

ail S

ales

Wor

kers

X

X

2,03

7 2,

163

6%

43

1011

¹Firs

t-Li

ne S

uper

viso

rs/ M

anag

ers

of O

ffice

and

Adm

inist

rativ

e Su

ppor

t X

X X

1,27

8 1,

418

11%

Sprin

g 20

17

35

Stra

tegi

c An

alys

is fo

r New

Pro

gram

Dev

elop

men

t

Targ

eted

Pro

gram

s SO

C Ta

rget

ed O

ccup

atio

ns

Regi

onal

De

man

d O

ccup

atio

n Li

st

Stat

e-W

ide

Dem

and

Occ

upat

ion

List

High

-Sk

ill

High

-W

age

Curr

ent

Jobs

(E

MSI

)

2020

Jo

bs

(EM

SI)

% C

hang

e 20

16 -

2020

(E

MSI

)

Alig

ns

with

Cl

ay

Scho

ol

Dist

rict

Alig

ns

with

Pu

tnam

Sc

hool

Di

stric

t

Alig

ns

with

St.

John

s Co

unty

Di

stric

t

Clus

ter:

Busi

ness

, Man

agem

ent a

nd A

dmin

istr

atio

n/Fi

nanc

e (c

ontin

ued)

Hum

an R

esou

rces

Ad

min

istr

atio

n

X

X X

11

3111

Co

mpe

nsat

ion

and

Bene

fits

Man

ager

s

<10

<10

Insf

. Dat

a

11

3131

Tr

aini

ng a

nd D

evel

opm

ent

Man

ager

s

14

16

14%

11

3121

Hu

man

Res

ourc

es M

anag

er

71

81

14

%

Bank

ing

Fina

ncia

l Ser

vice

s

X

X X

13

2041

Cr

edit

Anal

ysts

X

X

46

51

11%

13

2072

Lo

an O

ffice

rs

X X

X 33

8 37

3 10

%

Insu

ranc

e Cl

aim

Adj

uste

r

X

X X

13

1031

Cl

aim

s Adj

uste

rs, E

xam

iner

s, a

nd

Inve

stig

ator

s X

X X

128

134

5%

41

3021

In

sura

nce

Sale

s Age

nts

X X

X

446

508

14%

Und

uplic

ated

Clu

ster

Tot

als

7,

724

8,40

6 9%

¹Thi

s occ

upat

ion

is lin

ked

to m

ultip

le p

rogr

am a

reas

in th

is cl

uste

r. T

o av

oid

dupl

icat

ion,

it is

list

ed o

nly

once

.

Clus

ter:

Heal

th S

cien

ces

Card

iova

scul

ar T

echn

olog

y /

Elec

troc

ardi

ogra

ph Te

ch.

X X

X

29

2031

Ca

rdio

vasc

ular

Tec

hnol

ogist

s &

Tech

nici

ans

X X

72

85

18

%

De

ntal

Hyg

iene

X

X X

31

9091

De

ntal

Ass

istan

t X

X

455

505

11%

29

2021

De

ntal

Hyg

ieni

sts

X X

X 27

8 30

9 11

%

Hom

e He

alth

Aid

e

X

X X

31

1011

Ho

me

Heal

th A

ides

466

605

30%

31

9099

He

alth

care

Sup

port

Wor

kers

, All

Oth

er

55

63

15

%

Sprin

g 20

17

36

Stra

tegi

c An

alys

is fo

r New

Pro

gram

Dev

elop

men

t

Targ

eted

Pro

gram

s SO

C Ta

rget

ed O

ccup

atio

ns

Regi

onal

De

man

d O

ccup

atio

n Li

st

Stat

e-W

ide

Dem

and

Occ

upat

ion

List

High

-Sk

ill

High

-W

age

Curr

ent

Jobs

(E

MSI

)

2020

Jo

bs

(EM

SI)

% C

hang

e 20

16 -

2020

(E

MSI

)

Alig

ns

with

Cl

ay

Scho

ol

Dist

rict

Alig

ns

with

Pu

tnam

Sc

hool

Di

stric

t

Alig

ns

with

St.

John

s Co

unty

Di

stric

t

Clus

ter:

Hea

lth S

cien

ces

(con

tinue

d)

Occ

upat

iona

l The

rapy

As

sist

ant

X X

X

31

2011

O

ccup

atio

nal T

hera

pist

Ass

istan

ts

41

48

17

%

Phar

mac

y Te

chni

cian

X

X X

29

2052

Ph

arm

acy

Tech

nici

ans

54

1 58

6 8%

Phys

ical

The

rapi

st A

ssis

tant

X

X X

31

2021

Ph

ysic

al T

hera

pist

Ass

istan

ts

X X

X 99

11

3 14

%

Prac

tical

Nur

sing

X

X X

29

2061

Li

cens

ed P

ract

ical

and

Lic

ense

d Vo

catio

nal N

urse

s X

X

967

1,07

4 11

%

Surg

ical

Tec

hnol

ogy

X X

X

29

2055

Su

rgic

al T

echn

olog

ists

X X

10

5 12

1 15

%

Und

uplic

ated

Clu

ster

Tot

als

3,

079

3,50

9 14

%

Clus

ter:

Hosp

italit

y an

d To

uris

m

Culin

ary

Arts

X

X X

35

1011

Ch

efs a

nd H

ead

Cook

s X

X X

118

135

14%

Hosp

italit

y &

Tou

rism

M

anag

emen

t

X

X X

43

1011

Firs

t-Li

ne S

uper

viso

rs/M

anag

ers

of O

ffice

and

Adm

inist

rativ

e Su

ppor

t X

X X

1,27

8 1,

418

11%

Rest

. Man

agem

ent

X X

X

11

9051

¹F

ood

Serv

ice

Man

ager

s X

X X

243

265

9%

Und

uplic

ated

Clu

ster

Tot

als

1,

639

1,81

8 11

%

¹Thi

s occ

upat

ion

is lin

ked

to m

ultip

le p

rogr

am a

reas

in th

is cl

uste

r. T

o av

oid

dupl

icat

ion,

it is

list

ed o

nly

once

.

Sprin

g 20

17

37

Stra

tegi

c An

alys

is fo

r New

Pro

gram

Dev

elop

men

t

Targ

eted

Pro

gram

s SO

C Ta

rget

ed O

ccup

atio

ns

Regi

onal

De

man

d O

ccup

atio

n Li

st

Stat

e-W

ide

Dem

and

Occ

upat

ion

List

High

-Sk

ill

High

-W

age

Curr

ent

Jobs

(E

MSI

)

2020

Jo

bs

(EM

SI)

% C

hang

e 20

16 -

2020

(E

MSI

)

Alig

ns

with

Cl

ay

Scho

ol

Dist

rict

Alig

ns

with

Pu

tnam

Sc

hool

Di

stric

t

Alig

ns

with

St.

John

s Co

unty

Di

stric

t

Clus

ter:

Hum

an S

ervi

ces

Soci

al a

nd H

uman

Ser

vice

s /

Addi

ctio

n Se

rvic

es

X X

X

21

1093

So

cial

and

Hum

an S

ervi

ce

Assis

tant

s X

X

216

250

16%

Und

uplic

ated

Clu

ster

Tot

als

21

6 25

0 16

%

Clus

ter:

Info

rmat

ion

Tech

nolo

gy

Data

base

Tec

hnol

ogy

X X

X

15

1132

So

ftw

are

Deve

lope

rs, A

pplic

atio

ns

X X

X 31

1 36

5 17

%

15

1141

¹D

atab

ase

Adm

inist

rato

rs

X X

X 11

0 12

3 12

%

IT S

ecur

ity

X X

X

15

1122

In

form

atio

n Se

curit

y An

alys

ts

X X

X 42

50

19

%

Net

wor

king

Infr

astr

uctu

re

X X

X

15

1142

N

etw

ork

and

Com

pute

r Sys

tem

s Ad

min

istra

tors

X

X X

194

217

12%

15

1151

¹C

ompu

ter U

ser S

uppo

rt S

peci

alist

X

X

353

396

12%

Und

uplic

ated

Clu

ster

Tot

als

1,

010

1,15

1 14

%

¹Thi

s occ

upat

ion

is lin

ked

to m

ultip

le p

rogr

am a

reas

in th

is cl

uste

r. T

o av

oid

dupl

icat

ion,

it is

list

ed o

nly

once

.

Sprin

g 20

17

38

Stra

tegi

c An

alys

is fo

r New

Pro

gram

Dev

elop

men

t

Targ

eted

Pro

gram

s SO

C Ta

rget

ed O

ccup

atio

ns

Regi

onal

De

man

d O

ccup

atio

n Li

st

Stat

e-W

ide

Dem

and

Occ

upat

ion

List

High

-Sk

ill

High

-W

age

Curr

ent

Jobs

(E

MSI

)

2020

Jo

bs

(EM

SI)

% C

hang

e 20

16 -

2020

(E

MSI

)

Alig

ns

with

Cl

ay

Scho

ol

Dist

rict

Alig

ns

with

Pu

tnam

Sc

hool

Di

stric

t

Alig

ns

with

St.

John

s Co

unty

Di

stric

t

Clus

ter:

Law

, Pub

lic S

afet

y an

d Se

curit

y

Crim

e Sc

ene

Tech

nolo

gy

X X

X

19

4092

Fo

rens

ic S

cien

ce T

echn

icia

ns

26

29

12

%

Pa

rale

gal S

tudi

es (L

egal

As

sist

ing)

X

X X

23

2011

Pa

rale

gals

and

Lega

l Ass

istan

ts

X X

X 15

4 16

7 8%

Und

uplic

ated

Clu

ster

Tot

als

18

0 19

6 9%

Clus

ter:

Man

ufac

turin

g

Engi

neer

ing

Tech

nolo

gy

X X

X

13

1199

Bu

sines

s Ope

ratio

ns S

peci

alist

s,

All O

ther

X

X X

925

1,03

7 12

%

17

3026

In

dust

rial E

ngin

eerin

g Te

chni

cian

s

47

54

15%

17

3023

El

ectr

ical

and

Ele

ctro

nic

Engi

neer

ing

Tech

nici

ans

93

10

4 12

%

49

9041

In

dust

rial M

achi

nery

Mec

hani

cs

X X

X 28

6 31

6 10

%

Mec

hatr

onic

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SJR STATE COLLEGE NON-DISCRIMINATION STATEMENT - St. Johns River State College does not discriminate against any person in its programs, activities, policies or procedures on the basis of race, ethnicity, color, national origin, marital status, religion, age, gender, sex, pregnancy, sexual orientation, gender identity, genetic information, disability, or veteran status. All questions or inquiries regarding compliance with laws relating to non-discrimination and all complaints regarding sexual misconduct or discrimination, may be directed to the Title IX Coordinator/Equity Officer, St. Johns River State College, 5001 St. Johns Avenue, Palatka, Florida, 32177; 386-312-4070.

ORANGE PARK CAMPUS PALATKA CAMPUS ST. AUGUSTINE CAMPUS283 College Drive

Orange Park, FL 32065-7650904-276-6800

5001 St. Johns Ave.Palatka, FL 32177-3897

386-312-4200

2990 College DriveSt. Augustine, FL 32084-1197

904-808-7400

STRATEGIC ANALYSIS FORNEW PROGRAM DEVELOPMENT

APRIL 2017

Documents

STRATEGIC ANALYSIS FOR · 2017-04-07 · ORANGE PARK CAMPUS PALATKA CAMPUS ST. AUGUSTINE CAMPUS 283 College Drive Orange Park, FL 32065-7650 904-276-6800 5001 St. Johns Ave. Palatka,