Abstract
Joliet Junior College (JJC), founded in 1901, holds the distinguished title of being the first public community college in the United States. Its establishment marked the inception of an educational revolution, aimed at providing accessible higher education to a broader, localized demographic. Initially conceptualized by William Rainey Harper, JJC set the foundation for a national movement, creating pathways for students to pursue higher education in a community-centric environment. This chapter delves into the history and pioneering spirit of JJC, exploring its early challenges and curriculum development, its role as a blueprint for subsequent community colleges, and its ongoing commitment to innovation and strategic resilience in the face of evolving educational landscapes, namely through design-thinking methodologies to impact strategic positioning.
TopThe launch of the nation’s first public community college in 1901 was the result of a progressive thought partnership between J. Stanley Brown, superintendent of Joliet Township High School, and William Rainey Harper, president of the University of Chicago. Both Brown and Harper found themselves arriving in Illinois around the same time and with similar ideas in reshaping the future of postsecondary education. Harper was appointed to serve as the first president of the University of Chicago in 1892. Brown, who came to Joliet in 1893 to serve as principal of Joliet Township High School, found a growing population of students from working class families negatively impacted by an economic depression who were not continuing their education after high school (Sterling, 2001). A well-known academic, Harper was one of “several university presidents in the 19th century who believed that the primary function of institutions was specialization, and that the first two years were in reality secondary” (Wood, 1984, p. 12). Sterling (2001) writes that
Harper was not only a man of vision but a person of action. Having differentiated between “junior college” and “senior college” work at his own institution, Harper began bringing high schools into the discussion of educational reorganization. In order to promote dialogue and coordinated programming between his university and regional high schools, in November 1892 Harper began holding regular conferences in Chicago to which selected secondary schools were invited. These meetings eventually became known as “Conferences of the Affiliated and Cooperating Schools.” …Brown became an active participant in these meetings. In 1899, the University of Chicago approved Joliet High School as a cooperating school and began awarding students credit for advanced work that was certified by their high school teachers (p. 7).
Joliet, 40 miles southwest of the University of Chicago campus, would come to serve as the geographic nexus where Brown, inspired by Harper’s concepts, would implement this experimental postgraduate high school program with an initial enrollment of six students in January, 1901 (Sterling, 2001).
The Joliet High School and Junior College concept academically paralleled the first two years of a four-year college or university, designed to accommodate students who desired to remain within the community yet still pursue a college education.
Founded in the 1830s, Joliet had become a key transportation and manufacturing center, due to the Illinois-Michigan Canal and comprehensive railroad system. In 1900, Joliet’s population had reached around 29,000 with “limestone quarrying, the opening of steel mills and a large chemical plant, and a variety of other manufacturing concerns continu[ing] to attract newcomers to this thriving industrial city (Wood, 1984, p. 13).
Within a year, the college’s enrollment had grown to include students outside the existing Joliet high school district. By December 1902, the Board of Trustees officially sanctioned the program and made postgraduate high school courses available tuition-free. In 1916, the Board of Trustees officially named the post-high school program Joliet Junior College. The following year, the North Central Association of Colleges and Schools accredited the college, and the State Examining Board approved selected courses for teacher certification. Enrollment at the time numbered 82 students.
The notion of advanced college classes versus a two-year high school extension program would prove to shape future strategy and public perception as Brown resigned in 1919 for a new position and Dr. L.W. Smith arrived, working to evolve the concept of junior college to community college through the 1920s. Hallmarks of Smith’s vision included the printing of the first 1,000 copies of the college course catalog; the development of the first college library, and a three-phase building expansion to support college operations in 1920 (Wood, 1984, p. 49).
Key Terms in this Chapter
Strategic Positioning: The process of establishing and maintaining a distinct identity and role for an organization in its market or industry. In the context of JJC, it refers to how the college aligns its mission and capabilities with the evolving needs of its community.
Outcomes-Based Education: An educational approach where all parts of the educational system are focused on what students need to know and be able to do as a result of their education.
Isomorphism: A concept in organizational theory, referring to the process by which organizations in a specific field become increasingly similar over time due to various pressures.
Dual Credit Program: An educational program allowing high school students to earn college credits for courses taken at their high school or at a local community college.
Junior College: An educational institution offering two-year courses that lead to an associate degree. It's often a stepping stone to a four-year college or university.
Community Colleges: Educational institutions that provide accessible, affordable education, primarily focusing on two-year programs. They cater to local communities, offering academic, vocational, and continuing education.
Workforce Development: Educational and training programs focused on equipping individuals with the skills required for specific jobs or industries, particularly important in community colleges.
12x12x12 Dual Credit Initiative: A specific program at JJC aimed at allowing high school students to earn 12 college credits by the 12th grade at a reduced cost of $12 per credit hour.
Design-Thinking: A problem-solving approach that focuses on understanding users' needs and developing creative solutions through a process of ideation, prototyping, and testing. It emphasizes human-centered design and iterative learning.
Joliet Junior College (JJC): The first public community college in the United States, established in 1901. Known for its pioneering role in accessible higher education and continuous innovation in educational strategies.
Prototyping: A stage in design thinking where conceptual ideas are turned into tangible, testable models. It is essential for experimenting with and refining potential solutions.