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This is to certify that the thesis entitled I CURRICULA AND THE COORDmATOR'S ROLE IN POST HIGH SCHOOL AGRICULTURAL MECHANICS TECHNICAL TRAINING PROGRAMS j presented by Robert Lee Anderson f has been accepted towards fulfillment of the requirements for Ph .D. Education \ egree in t/b/ngé/iuea‘»? 3; Dr. H. Paul Sweany Major professor Date Nov. 12, 1971 \ 0-7639 ABSTRACT CURRICULA AND THE OOORDINATORFS ROLE IN POST HIGH SCHOOL AGRICULTURAL MECHANICS TECHNICAL TRAINING PROGRAMS By Robert Lee Anderson Pyoses. The purposes of this study were: (1) to assess the importance of role activities as perceived by coordinators so that important activities will be included as a part of their professional educational activities; (2) to smnarise opinions from coordinators so that practices selected could be implemented in program planning and evaluation; (3) to study curricula of existing agricultural mechanics technical training programs to determine if they provide for the activities and practices rated high by coordinators. NEEQQQ, The curricula of three types of training institutions were compared by determining the percentage of credit hours classified as: (l) general‘9 (2) sales related9 (3) product related, (h) service related. Teacher role activities, characteristics of quality programs, and additional concepts for in-service training of coordinators were analyzed by means of responses on a questionnaire/opinionnaire. The role activities were selected from four functions for coordination of programs. The respondents expressed their perceptions of importance of role activities on a five-point scale. The nonparametric chi-square statistic was used as a test to determine coordinator homogeneity. The -r .w eJ—gnw— _ Robert Lee Anderson mean scores for items in Part II, III and IV of the questionnaire/ opinionnaire were used to determine preferred characteristics and segments of programs and underlying educational concepts. Findings and Interpretations. The findings that are concluded are based on the analysis of the coordinator responses to the role activities, conditions for quality programs and educational concepts. The findings of the study were analyzed within the framework of the aforementioned purposes. 1. Coordinators identified role activities as being very im- portant. The very important activities in teaching were: in the collection and use of materials, models and specimens; in program evaluation procurement of strengths and weaknesses as seen by enploy- ers and students; in planning the involvement of industry personnel to help organize the curriculum; in student service, comseling and record keeping; and in-service contacts with industry and professional educators. 2. Conditions for quality programs included: supervised work experience in equipment dealerships' businesses of three months in length after a year of instruction was preferred over simulated work in the laboratory. Criteria for student selection and flexibility in training programs were considered desirable components of quality programs. 3. Colleges and universities anphasized general courses more than did camunity/jtmior colleges and vocational/technical institutes. Sales related courses in each type of institution received the least anphasis. The differences in programs in the three types of institutions did not cause coordinators to give statistically different responses. Robert Lee Anderson It was concluded that some degree of difference of responses within a given type of institution was found and was considered desir- able and essential in providing for programs capable of innovating changes to serve better the rapidly growing industry. CURRICULA AND THE COORDINATOR'S ROLE IN POST HIGH SCHOOL AGRICULTURAL MECHANICS TECHNICAL TRAINING PROGRAMS By Robert Lee Anderson A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Secondary Education and Curriculum 1971 ACHIOWLEDGEMENTS The author wishes to express his sincere appreciation to Professor H. Paul Sweany, Chairman of his Doctoral Guidance Committee for his valuable guidance and assistance during the study. Apprecia- tion is also extended to Professors Guy E. Timons, Carl Albrecht, and Russell Klies, members of the author's guidance committee. A debt of gratitude is owed to the members of the Educational Research Department, School of Education, University of Montana. Appreciation is expressed to Dr. J. F. Rummel, Dean, School of Education, for his critical review and encouragement throughout the final writing of this study. Thanks are also due to the cooperative coordinators and educators who served as a jury of experts in sup- plying data for the study. This study is dedicated to my wife, Elva, for her encouragement throughout the study . General Procedures . . . . . . . . . . TEEHNOLOGICAL ADVANCEMENT AND CHANGES IN TABLE OF CONTENTS INTRODUCTION I O I I I I I I I 0 I I I I I I I I The Problem 0 O O O I O O O O O I C O O C O C General Purposes of the Study . . . . . . . Specific Objectives of the Study . . . . . . Significallce 0f the Stucbf o o o o o o c c o 0 Definition of Terms . . . . . . . . . . . . Pmes I I I I I I I I I I I I I o I O I I I Need for Technicians . . . . . . . . . . . . Role Activities of the Agricultural Mechanics COOI‘diJla‘bOI' I o I I I I I 0 I I I I I I C Development of Technical Training Programs . PLANNING AND CONDUCTING THE STUDY . . . . . . . The Literature Reviewed . . . . . . . . . . AIlal~ySi S of cm ell—IL a O 0 O O O O O O O O I Preparing the Questionnaire/Opinionnaire . . EDUCATIONAL Development of the Rating Scale and Treatment of Data 0 O O O I O O O O O O O O C O I O O O O O I O 0 Construction of Opinionnaire Pertaining to Program mve 1°pmerlt I I I I O I I I o I O I I o I I I I C 0 iii PAGE O\O\l-’ \1 10 12 22 23 28 3h 3h 35 37 iv CHAPTER Pilot Study . . . . . . . . . . . . . . . . . . . . . . Conducting the Interviews . . . . . . . . . . . . . . . Selecting the Population . . . . . . . . . . . . . . . Obtaining the Data . . . . . . . . . . . . . . . . . . . Coordinator Responses to the Questionnaire/Opinionnaire Agricultural Mechanics Curriculum Data . . . . . . . . IV. COORDINATOR.ROLES AND OPERATIONAL PRACTICES RECOMMENDED IN AGRICULTURAL MECHANICS TECHNICAL TRAINING PROGRAMS . . . Research Objectives and Relevant Data . . . . . . . . . . General Areas of work by Coordinators . . . . . . . . . . Conditions Perceived.by Coordinators as Being Associated with Quality Programs . . . . . . . . . . . . . . . . . Supervised work Experience . . . . . . . . . . . . . . Evaluation of Supervised work Experience . . . . . . . Student Selection . . . . . . . . . . . . . . . . . . . Instructional Program . . . . . . . . . . . . . . . . . Coordinator Educational Concepts . . . . . . . . . . . . Curriculum Analysis . . . . . . . . . . . . . . . . . . . V. SUl’lMARIANDCONCLUSIONS.................. Purposes of the Study . . . . . . . . . . . . . . . . . Summary of Role Activities . . . . . . . . . . . . . . Summary of Conditions for Quality Programs . . . . . . Summary of Curricula . . . . . . . . . . . . . . . . . Implications . . . . . . . . . . . . . . . . . . . . . Suggestions for Future Studies . . . . . . . . . . . . PAGE 38 39 ho ho h2 113 51 Sh Sh 57 S9 61 62 65 70 7O 71 7 3 7h 71: 7S APPENDICES PAGE A. Panel of Ebcperts for Questionnaire/Opinionnaire Validation . 77 B. Interview Principles and Procedures . . . . . . . . . . . . 78 0. Information Pertaining to Technician Training Programs . . . 80 D.FirstRequestIetter....................81 E. SecondRequestLetter...................82 F. Questionnaire/Opinionnaire . . . . . . . . . . . . . . . . . 83 G. Explanation of Chi Square Test Statistics . . . . . . . . . 90 H. Observed Responses to Questionnaire/Opinionnaire Items by Coordinator Respondent Groups . . . . . . . . . . . . . 91 I. Computed Chi Square Distribution to Responses of Coordinators.......................9’4 J. Item Weighted Mean of Coordinators on Questionnaire/ Opinionnaire.......................96 K. Computation of Mean for Items as Conditions for Quality Programs.........................97 L. Mean of Coordinator Responses to Items in Parts III and IV of Questionnaire/Opinionnaire . . . . . . . . . . . . . . 98 M. Institutions from which Curriculum Data were Compiled . . . 99 N. Curriculum Analysis of Agricultural Mechanics Technology TrainingPrograms ....................102 O. Map--Location of Respondents to Questionnaire/Opinionnaire . 10h BIBLIOGRAPHY...........................1OS TABLE III . VI. VII. VIII . IX. X. XI. XII. LIST OF TABLES PAGE Number of Agricultural Implement Dealers in U. S.-- Janua1y31,l967..................... Importance Ratings of the Capabilities of Farm Equipment ServicePersonnel .................... Ratings Relative to the General and Non-Agricultural Competencies Needed for Best Performance of Service Jobs . Relative Importance of Role Activities as the Coordinator' s Responsibility Within the Teaching Function . . . . . . . Relative Importance of Role Activities as the Coordinator's Responsibility Within the Public Relations Emotion . . . Relative Importance of Role Activities as the Coordinator's Responsibility Within the Student Services Function . . . Relative Importance of Role Activities as the Coordinator' 3 Responsibility Within the Administration Function . . . . Actual Work Performed in Agricultural Mechanics Technical TrainingProgramsby Coordinators . . . . . . . . . . . . Professional Degrees Held by Respondents . . . . . . . . . . Years as Coordinator in Present Educational Institution . . Professional Training of Respondents . . . . . . . . . . . . Years Teach'lrg Experience in Agricultural Mechanics TechnicianTraining ................... vi 18 20 21 h6 h? 149 So 52 62 63 6h 65 TABLE PAGE XIII. Categorical Averages of Curriculum Analysis of the Three Institutional Groups by Quarter Hours . . . . . . . . . . 67 XIV. Most Buportant Role Activities of Coordinators . . . . . . 71 LIST OF FIGURES FIGURE PAGE I. Conditionsfor QualityPrograms . . . . . . . . . . . . . . . .55 viii CHAPTER I INTRODUCTION THE PIDBLEM There is a growing interest in, and concern for, vocational and technical education in this country. This has been prompted primarily by the ever-increasing need for more technically trained people, plus the growing demand of the untrained and the underenployed who are seeking a greater share of the nation's wealth. In 1961; Harris pointed out that the educational background of 58 per cent of the working population in 1930 was the equivalent of the eighth grade of school or less, and he predicted that in 1970 educational requirements for employment for 50 per cent of the population would be junior col- legs or technical institute training (thirteenth and fourteenth year equivalents) .1 Rapid technological change has brought about the need for the education and training of greater numbers and more kinds of skilled technicians to serve as specialists in the fields of applied pWsical and biological sciences. The United States Department of Health, Education, and Welfare states that: 1Norman C. Harris, presentation to Southern Regional Education Board Legislative Work Conference, Williansburg, Virginia, 1961:. 1 2 Technicians are becoming an increasingly essential part of the scientific and malagement team for research, development, production, and provision of special services in all fields of applied science. The team is comprised of professional. scientists, specially-trained technicians, and skilled pro- duction, laboratory or service workers.2 Grant Venn, currently Director, National Academy for School Executives, American Association of School Administrators, in a report of a study in the early 1960's for the American Council on Education, emphasized the national concern with the shortage of personnel in technical occupations and the need for increased training efforts in this area due to automation and other technological advances.3 State and local. developments in vocational-technical education that have taken place since World War II have been an effort to bridge the gap between technological advancement and the lack of qualified personnel. Such states as Connecticut and New York in the Northeast; Pennsylvania in the mddle Atlaltic area; Kentucky aid North Carolina in the Southeast; Minnesota, Michigan and Wisconsin in the Midvmst- Great Lakes region; California in the West, a1d most recently Oregon, Washington, and Montana in the Pacific Northwest, have provided legis- lation which permits state area schools, community and junior colleges, and technical institutes to provide post-secondary technical education}l 2United States Department of Health, Education, and Welfare, Office of Education, Criteria f_o_r Technical Education: A S ested Guide (Washington, D. C.: Gavernment Printing Office, l§63;, foreword. 3Grant Venn, Man, Education 922 Work (Washington, D. C.: Ameri- ca: Council on Education, 155;), p. v, and preface. bl-Iarold T. Smith, Education and will: the World o_f_ Work, A Vocational Program for Michigan (Kalamazoo: . EfUEjEHr-{TnstituEe for Employment Research, 1963) . 3 National concern for technical education has been exemplified by the National Defense Education Act of 1958, the Area Redevelopment Act of 1961, Manpower Development and Training Act of 1962, the Vocap tional Education Act of 1963, and the Higher Education Facilities Act of 1963; and.more recently, Congress has again indicated its awareness of this need.by passing the Vocational Educational Amendments of 1968, Public Law 90-576, to the Vocational Education Act of 1963, without a dissenting vote in either house. Congress, in passing the VOcational Education Act of 1963, set the tone for an increased national effort when it deemed that: . . . persons of all ages in all communities of each state will have ready access to vocational training or retraining which is of high quality, which is realistic in the light of actual or anticipated opportunity for gainful employment, and which is suited to their ngeds, interests, and ability to benefit from.such training. The Amendments (1968) expanded the omnibus provisions of the 1963 Act to encompass the following population and.broad general pur- poses: . . . those who have completed or discontinued their formal education and are preparing to enter the labor market but need to upgrade their skills or learn new ones . . . and those in post-secondary schools . . . will have ready access to vocational training or retraining which is of high quality, which is realistic in the light of actual or anticipated opportunities for gainful employment, and which is suited to their neegs, interests, and ability to benefit from such training. 5United States Congress, Public Law 88-210, 88th Congress, H.R. h955, December 18, 1963, p. 1. 6United States Congress, Public pg 90—576, 90th Congress, H.R. 18266, Title I, Part A, Section IOI, October I3, 1968. h The Vocational Education Amendments of 1968 offer great poten- tial for increased programs and opportunities, including technician education programs for public and private post- secondary educational institutions. The Act provides grants to states to assist them in conducting educational programs. Ninety per cent of these funds are for basic vocational-technical programs and 10 per cent are for re- search and training in vocational-technical education. The Higher FHucation Facilities Act of 1963 had as its stated purpose: ". . . to assist the nation's institutions of higher educa- tion . . . to accommodate mounting student enrollments and to meet demands for skilled technicians."7 This special emphasis in a major piece of higher education legislation has marked implications for vocational and technical edu- cation. It has specific implications for post-secondary vocational schools because of a trend to place this type of training in post- secondary institutions. This trend was expressed in 1963 in another national documentuthe report of a "panel of consultants" appointed at the request of the President of the United States by the Secretary of Health, Education, and Welfare8 to review aid evaluate the then current National Vocational Education Acts and to make recommendations for improving the program. In the final report made to the President and to the people of the United States, the panel emphasi used the following points: 7Venn, _p.. 9313., p. 127. 8United States Office of Education, Education for 3 Chai%g World of Work, Report of the Panel of Consultants on Vo—c'ation uca- tion (Washington: Government Printing Office, 1963), pp. 135, 259. S The scope and the level of the Area.vocational and technical programs varies widely. Some schools include agriculture and business training; maly of them limit their offerings to the industrial field. The latter schools are mainly concerned with providing training for the skilled trades, though recently'many of them have developed programs for the technical occupations. With the increased demands of industry for technicallybtrained personnel, this phase of training is now receiving more atten- tion. One result of increasing demands for technicallybtrained.per- sonnel, as well as the state and national concern for the availability of educational programs to train highly skilled technicians, has been an increase in the number, size, and variety of such.programs. As has been previously noted, the education of technicians was not until recently recognized as so essential as to require the involvement of large numbers of institutions. Because the number of schools has been small, the special nature of technician education programs has been semewhat obscured. For this study, the following are deemed to be the more impor- tant groupings that hold expectations for the professional role of the agricultural mechanics coordinators: l. Coordinators of agricultural mechanics technical training programs at colleges and universities. 2. Coordinators of agricultural mechanics technical training programs at community/junior colleges. 3. Coordinators of agricultural mechanics technical training programs at vocational/technical institutes. Since it is not only conceivable but highly prdbable that the perceived importance of the expected professional role of coordinators 9Venn, 92. 313., p. 127. 6 may vary among these groups, this study is concerned with the perceived importance of the professional role components of coordinators among the three groupings and operating practices associated with providing quality training programs. General Purposes of the Study The general purposes for making this study were: 1. To assess the importance of role activities as perceived by coordinators so that important activities will be included as a part of their professional educational activities. 2. To summarize opinions from coordinators so that practices selected could.be implemented in program planning and evaluation, and 3. To study curricula of existing agricultural mechanics technical training programs to determine if they provide for the activities and practices rated high by'coordinap tors. Specific Objectives of the Study The specific objectives for conducting this study were: (1) to identify areas of work performed.by coordinators related to the training program, (2) to determine role activities that coordinators feel most important to an agricultural mechanics technical training program, (3) to seek approved.practices in quality programs for technician education in agricultural mechanics, and (h) to analyse existing curricula.by dividing them into four major divisions. SIGNIFICANCE OF THE STUDY In establishing the significance of this study, it was approe priate to view agricultural mechanics technical training in its present setting . It is appropriate to identify the trends that exist in agricultural mechanics technical training programs and, consequently, the role activities of the coordinators. The different curricula and perceived role activity importance of coordinators will in different situations provide insight into the need for this study. One hundred years ago, 90 per cent of the population of the United States lived on farms. Today, 7 per cent of the total population lives on farms. The trend in fam population is expected to level out at 33s to h per cent.10 L. R. Kanetzke states: The number of farms is decreasing; however, the size of the farms is increasing in acreage. One hmdred years ago each farm worker supplied the needs for only four other Americans. Today, he must provide for 33 other people. The conclusion that we draw is that there must be more mechanization on farms. Fa'ming has actually made more progress than industry. Tractors as well as other items of farm equipment have taken over to produce more and to cut down the labor necessary to sustain our population and to provide food for other countries as well. Trained specialists are needed to develop, sell, and main- tain the complex farm equipment. An gricultural technician in the eyes of the farm equipment industry is anyone who has had some specialized training in the technical area and who 10 L. R. Kanetake, Executive Assistant to Vice President, J. I. Case Compamy, Racine, Wisconsin, speech, "The llmportalce of Technical- Training for the Farm Equipment Business," given at a Training Insti- tute for Teachers of Technical Programs in Agriculture, State University of New York, Agricultural and Technical College, Cobleskill, New York, AuguSt, 19%. 8 is applying that training in a practical way. A technician can be such in varying degrees. He may be a person who mechanically checks out operations of a machine, follows a test, or performs some other function to which he is as- signed, or he may: be engaged in some action which has a greater degree of responsibility but is somewhat less than that assigned to the fully qualified engineer. A technician can have varying degrees of responsibility dependent upon his abilities and training.11 Kanetzke concluded with the following statements: 1. Many technician-training programs await the trained and qualified person in the farm equipment industry. 2. The individual seeking training in this area should have interest in it, mbition to succeed, preferably some agricultural background or experience, and leader- ship qualities. 3. The farm equipment industry stands ready to share its "know how" and to contribute in any way it can with personnel, equipment, study aids, and the like, to help initiate and operate such programs. 14. While learning, the trainee can pick up experience and some of his expenses through placement training. 5. The industry will help in am practical way it cam to promote the manpower development and training programs .12 Definition of Terms For the purposes of this study, the following definitions are assumed to be pertinent and relevant: l. Coordinator. The professional educator who has the re- sponsibility of the agricultural mechanics technical training programs is known as the coordinator. He may, as components of his role, supervise other staff members, teach, do admn'nistrative work, counsel Ibid. 12Ibid. 9 students, perform public relations duties, supervise student work experience, and conduct resea'ch. 2. Agricultural machinery industry. That industry which manu- factures, distributes, and services the machinery and equipment used in agriculture. 3. Aggicultural mechanics. Agricultural mechanics relates to the development, marketing, application, operation, servicing, ald maintenance of power aid machinery necessary in agricultural. production. 1;. Function. A process involving closely related activities within a single industry which are essential for the success of the industry is known as a function. 5. Post high M education. Education beyond the high school graduation requirements, but less than a baccalaureate degree, is referred to as post high school education in this study. 6. Respondents. Respondents refers to the coordinators of agricultural mechanics technical training programs who provided judgments and opinions. They are often referred to in this study as the population. 7. Retail dealership. A unit in that phase of the agricultural machinery industry which sells equipment, parts, and service directly to farmers is known as a retail dealership. 8. Rails activity. An activity that is done within a function. 9. Etc—leg. Roles are sets of behavior perceptions which describe the work done by a particular performer (coordinator) or group of performers (in this instance, coordinators of agricultural mechanics technology) in a particular situation or simila- situations. 10 10. Supervised work experience. An employment period in which the student trainee received work experience and training under the direction and supervision of an experienced dealership employer in the work areas of shop, parts, management, sales, and set-up is referred to as supervised work experience. 11. Technical. education. Technical education refers to a curriculum designed to prepare the student for sub-professional occupa- tional. competency in which success is dependent largely upon technical information and an understanding of the laws of service and technology as applied to modern design, production, distribution, and service occupations. 12. Training program. The training program includes all the educational experiences required to train a competent technician for job entry into agricultural mechanics. GENERAL PFDCEDU'RES This study included the entire population of one hundred coor- dinators of agricultural mechanics technician training progrms in colleges or universities, community or junior colleges, and vocational or technical institutes within the continental limits of the United States as listed in the 1966-67 mimeographed pamphlet of the Department of Health, Education, and Welfare, Office of Education, Division of 13 Vocational and Technical Education, and from the listed micultural 13U. S. Department of Health, Education, and Welfare, Office of Education, "Directory of One-Year and Two-Year Post High School Insti- tutions which Offer Programs of Instruction in Agriculture" (Washington, D. 0.: Government Printing Office, 1966), pp. 1-12. (HimeogrQhedJ ll mechanics technical training programs in the official business magazine of the agricultural and industrial equipment industry.lh It was an effort to account for as many as possible of the population of coor- dinators for established training programs within the continental bounda'ies of the United States. The study was limited to those coordinators who had a program of instruction in agricultural mechanics technical training in operation for at least one calendar year's duration or longer. This served to eliminate the responses of coordinators involved in beginning training programs. The questionnai.re/opinionnairelS responses were obtained from respondents who were asked to react to functions and items which had been selected from the literature pertinent to this area of study by the researcher, and which had been evaluated by a jury. The responses compressed by the respondents were assumed to be based upon their pro- fessional judgment and experience with programs of agricultural mechalics teclmical training. 1h"Where Th ' - n ey re Training Mechallcs lament and Tractor 82(1h):26-29 (June 21, 1967), ’ L_ _’ 15566 Appendix F, p. 83. CHAPTER II TEL‘HNOLOGICAL ADVANCEMENT AND CHANGES IN EDUCATIONAL PROGRAMS Technological advances have changed the educational needs of technicians. Lee A. Dubridge describes how technology has changed the industrial processes from a former emphasis upon manipulative powers to an emphasis upon cognitive powers.1 This shift is reflected in changes occurring in the distribution of the labor force resulting in a de-emphasis on production and an increased emphasis on service occu- pations. The impact of technological developments caused many educators, who are responsible for initiating and directing programs for techni- cians, to be concerned with the relevalcy of the training program. The special nature of such programs can be ascertained from an analysis of the definition of a technicial and of technical education--what technicians must know, what special ability they must possess, and what they must be able to do . The trend to provide more extensive vocational-technical train- ing in post-secondary schools was further emphasized in the Sixty-fourth Yearbook of the National Society for the Study of Education: 1Lee A. Dubridge, "Educational. and Social Consequences," Automa- m and W Chgnge (Ehglewood Cliffs: Prentice-Haliffizz'T, p. 30. 12 13 One could say that the future of vocational education belongs to the post-high-school institutions, provided of course that the inference is not made that this point of view suggests a lack of enthusiasm for high school programs. As long as students tend to drop out of high school and as long as half of the high school graduates go to work imme- diately, there will continue to be intensive interest in and concern about vocational-technical education at the high school level. But that the trend in vocational education is toward more intensive development in post-high-school insti- tions there can be no doubt.2 The prospect of increased federal, state aid local funds, aid the recognized national need as stated by national study committees and palels for vocational-technical education and training in post- secondary schools signify the need for a systematic and thorough examination of the many factors relating to technician training in agricultural mechanics education in the nation. A variety of conditions have coalesced to create a pressure upon the educational system to change and become more responsive to the needs of students aid society. Chalge may be accomplished by main- taining, expanding aid improving existing programs, or by developing new programs to meet the needs of persons not gaining the skills to function in agricultural mechanics programs now offered. Continual review and evaluation of the educational and training programs will be necessary to achieve the most efficient and effective programs. One must question whether present programs are relevalt and if they are providing a meaningful preparation for efficient and effective service in agricultural mechalics . 2Melvin L. Barlow, .5 Platform for Vocational Education in the Future Sixty-fourth Yearbook, Part II-National Society for the Stlfiy of Eucation (Chicago: University of Chicago Press, 1965), p. 287. 1h The organizing of elements of an agricultural mechanics curri- culum is relatively new in current literature. Because of the lack of specific identification and organization of curricular elements, and because of diverse interpretations of curriculum, the organizing ele- ments have not been identified as to their significance in developing curricula at the post-secondary school level. However, concepts, skills and values are the most commonly identified organizing elements used in educational programs. Content is selected to fulfill the stated Objectives; evaluation is done to determine the extent to which the stated objectives have been fulfilled. One task of this study has been to analyze the total curriculum that contributes to and supports the agricultural mechanics curricula in selected programs of colleges/universities, community/junior col- leges, and.post-secondary vocational/technical centers. Technicians must have the following special abilities according to Prakken: 1. Proficiency in the use of the disciplined and objective scientific method of inquiry and observation; and in the application of the basic principles, concepts, and laws of physics, chemistry, and/or biological science pertinent to the individual's field of technology. 2. Facility with mathematics; ability to use algebra and usually trigonometry as tools in the development, definition, or quantification of scientific phenomena or principles according to the requirements of the technology. 3. A thorough understanding and facility in the use of the materials, processes, apparatus, procedures, equipment, methods, and techniques commonly used to perform laboratory, field, or clinical work. h. An extensive knowledge of a field of specialization, with an understanding of the application of the underlying physical or biological sciences as they relate to the 15 engineering, health, agricultural or industrial process- ing or research activities that distinguish the technology of the field. 5. Communication skills that include the ability to record, analyze, interpret a1d transmit facts and ideas orall , graphically, or in writing with complete objectivity. Business and industry expect trained technicians to pOSsess skills essential for job entry, and to perform those technical tasks that are demanded in a local community. Therefore, any investigation of technical education programs in agricultural mechanics must of necessity begin with those aspects of curriculum considered to be fundamental. Criteria for technician programs have been published by the United States Department of Health, Education, and Welfare,Ll and are recognized as a prerequisite of industry in the form of measurable and predictable achievement on an individual basis in problem solving and communication.5 Therefore, systematic instruction in mathematics, science, and communication skills should be given. In order that post-secondary vocational-technical programs be effective, there exists the necessity for having coordinators who have an understanding of the goals and objectives of occupational education and the expertise to implement suitable programs.6 3John Prakken (ed.), Technician Education Yearbook (Ann Arbor, Michigan: Prakken Publications, Inc., 19 3 , p. . hUnited States Department of Health, Education and Welfare, Criteria for Technical Education: A S ested Guide (Washington, D. 0.: UTE. Government Printing Office, 1968), p. 3. 5J. E. Casey, "What Do Business and Industry Want from Vocational 6United States Department of Health, Education, and Welfare, Office of Education, National Conference on Post-Secondary Vocational- Technical Education, Sa1 Antonio, Texas, November 5-7, 1969, p. v, and Introduction . 16 In a speech at a training institute for teachers of technical programs in agriculture, Foote, chairmal of Agricultural Technology at Farmingdale, New York, advocated the combination of knowledge and teaching ability. He stressed the need for technical agricultural education personnel to have a strong commitment for being of service to the students.7 Arnold reports in a study that there is a need for recognizing, identifying, and relating the functions of techniques in industry to curricula which would best assure occupational competence. He found that progrms of study to prepare technicians must provide subject matter and skill development in areas consistent with occupational requirements.8 Dealership managers must consider long-range plans as to how, when, and where they will secure the competent employees they need. Many have given much time and thought to the problem, and some dealer- ships are already involved in cooperation with post high school agri- cultural mechanics technical training programs. Increased cooperation, leadership, and support by dealers are imperative for the success of an educational program of this type. With success of these programs will come the long-range solution to the presently limited stply of adequately trained personnel needed 7Norman Foote, "A Training Institute for Teachers of Technical Programs in Agriculture," America-1 Vocational Journal, h3(l):h2 (January, 1968). 8Joseph P. Arnold, "A Study of Recommendations for Technical Education Curricula," American Vocational Journal, h3(2):h2-h3 (February, 1968) . 17 to continue the operation of a successful and profitable agricultural equipment dealership. Stitt and Wolf, in a 1967 study concerning 270 responding dealerships from a total of 65).; dealerships in Ohio, found that the 270 dealers estimated that they would have to hire l,h7h persons by 1971. Of these l,h7h people hired, 939 would be to fill new openings in the dealerships, and 535 would be for replacement purposes.9 The total number of dealership employees as reported at the begimfing of their study was 1,h88. By 1971, the additional employees would be almost a 100 per cent increase, or 5.146 new employees per dealership. If this were representative of all the dealerships as listed in Table I, page 18, a total of 82,800 additional dealership employees would be needed by 1971. Assuming that the non-respondents in the Ohio study would respond as the 270, it could be concluded that the 59 per cent were weak and unlikely to exist, or if existing, not grow and replace— ment being their only demand for new (replacement) employees, would still require nearly 8,000 per year in the United States. lfllement gig Tractor reported that schools and the military services provided the source of a little more than one-fifth of the new service employees. Thirty=one per cent came from other dealerships.10 Only five years ago, few schools offered training in agricul- tural equipment service. Since then, the rapid growth of training 9Thcmas R. Stitt and Willard H. Wolf, "270 Ohio Dealers Size Up Their Employee Needs," implement fl Tractor, 82(25):.3h (Decanber 7, 1967)- 10Gerald G. Shirel, "Is There a Crisis in Manning Our Shops?" Element ;m_<_i_ Tractor, 82(lh): 23 (June 21, 1967). 18 TABLE I NUMBER OF AGRICULTURAL W DEALERS IN U. So - JANUARY 31, 1967 AS REPORTED BY FARM AND INDUSTRIAL EQUIPMENT INSTITUTE Agri.* Agni.“ Agri.* Agri.** State only & Ind. State only & Ind . Alabama 117 11).; Nevada 12 23 Arizona 29 38 New Hampshire 7 23 Arkansas 152 126 New Jersey 36 36 California 116 187 New Mexico ’45 39 Colorado 151; 63 New York 277 253 Connecticut 9 29 North Carolina 235 lh3 Delaware 21 13 North Dakota 373 86 Florida 66 108 Ohio 1:19 235 Georgia 190 160 Oklahoma 2511 83 Idaho 112 5h Oregon 70 71 Illinois 627 303 Pennsylvania 277 277 Indiana 367 213 Rhoda Isl and 3 7 Iowa 759 In? South Carolina 109 72 Kansas I470 1118 South Dakota 215 101; Kentucky 191; 156 Tennessee 177 1110 Louisiana 108 93 Texas 580 303 Maine ha 50 Utah 119 39 Maryland 82 57 Vermont 36 35 Massachusetts 26 38 Virginia 11:8 1146 Michigan 311,8 199 Washington 103 711 Minna sota 61:0 161; West Virginia 53 61 Mississippi 1621, 118 Wisconsin 1:67 175 Missouri 399 175 Wymning 51 33 Montana 1’42 66 Alaska 1 1; Nebraska 1:26 116 Hawaii . . . 10 U. S . Total * Dealerships dealing in agricultural machinery only 9,758 *X- Dealerships combining agricultural and industrial machinery 531107 19 programs for agricultural mechanics has occurred because (1) the cus- tomer demands the service backup more than ever before, and (2) dealers are recognizing what is at stake in their future service occupations. They devote time to serving on curriculum advisory committees for technician training programs; they donate training aids; and they eagerly hire the graduates of these programs.11 In an Iowa Study, Kahler found that service personnel are more valuable if they possess, in addition to specific skills, an under- standing of the agricultural machinery business as a whole.” These findings point out three important factors to consider when recruiting service employees. First, the prospective employee should possess a broad agricultural background. The experience gained while farming will provide the understandings basic to performing these skills. Second, requirements for initial employment as a service employee demand more than an agricultural background provides by itself. There is a need for additional training in agriculture, business management, and business operation. The dealer should seek a person with formal training in these areas. Third, as indicated by Kahler on Table 11’, page 20, and Table III, page 21, a person employed as a mechanic in an agricultural machinery dealership must possess technical know-how in the field of mechanics and griculture. In addition, he must be able to meet and comunicate with the customer, and input some technical knowledge to him. 11"Getting the service Job Done " Implement and Tractor 83(1): 31 (January 7, 1968). ’ """""" 12 men Kahler, "What Mechanics Have to Know," Element and Tractor, 79(16):23-2h (July 21, 19st). 20 TABLE II IMPORTANCE RATINGS OF THE CARMBILITIES OF FARM EQUIPMENT SERVICE PERSONNEL13 (Based on a Mean Score of h.0) Mean Score Competencies Employer Emplgyee Needed Possessed Needed Possessed understanding of Wearability of machine parts Basic functions of each.machine and.machine part Types of transmissions 3h 36 36 Diesel power 3.6 3 h 36 3h Power development and transmission Relationship of lubricants to working parts of‘machines Various metals used in machinery construction Ability to Locate failures and make repairs quickly and efficiently 3.5 3.1 3.h 3.2 Follow factory instructions in machine assembly and operation 3.6 3.2 3.7 3.h Adjust and repair carburetors and electrical systems 3.7 3.2 3.6 3.7 Adjust and repair diesel fuel injectors and fuel pumps 3.? 3.2 3.7 3.5 Paint farm equipment 3.h 2.9 3.7 3.0 Use a.hynomometer in testing and improving the operation of internal combustion engines 3 Detect incorrect assembly or adjustment 3. 3 3 l\) O O\ [\3 Calibrate farm machines Determine when parts need replacing Use both are and oxy-acetylene welders in making special process welds 3.7 Operate honing equipment 3.3 Associate machine parts with machines 3.h WWW O O O OMH MK») 0 O c: ~o+4 W 0 13Ibid. 21 TABLE III RATINGS RELATIVE TO THE GENERAL AND NON-AGRICULTURM: COMMENCHS NEEDED FOR BEST PERFORMANCE 0N SERVICE JOBSl’J (Based on a Mean Score of 11.0) Mean Scores Competencies Degree Needed Understanding of Company receiving and storing procedures 3 1 Obligation to suppliers of merchandise 3 3 Products handled by company 3.5 Customer problems 3 7 Company-customer relationships 3 8 Ability to Aid in formulating company policies Display company products advantageously Use time widely and efficiently Meet and communicate with customers Make out and file written reports Turn out high quality work rapidly Validate freight bills and inventories Create a favorable image of employer and business represented Maintain a high level of safety in working surroundings Locate parts quickly Keep records used in service and parts Sell farmer on proper use of machines Make decisions rwwumwwc—mwwpm O . O O waxmoomooomoxosno o c a O O lhlbid. 22 Kahler concluded that a dealer can cooperate with agricultural mechanics technical training programs in providing sound work experi- ence programs. These programs provide the much needed on-the-job work experience required for initial employment, and develop a respect for the diverse jobs within the dealership.15 The technician training program curriculum.must emphasize the relationship between training and work, and education and life. Blum states that: . . . thus the time given us by lessening of the pressure from automation through safety valves can be used to enrich the lives of those affected, if during that period we develop some programs which will make workers and others see the relationshEp between training and work, and.between education and life.1 Need for Technicians Mechanization which speeds up the preparation of land, planting, fertilization, cultivation, harvesting, bulk handling, and transporta- tion of crops is one of the major factors in the nation's agricultural productivity. The use of increasingly efficient, complicated, and specialized.machines has vastly reduced the human effort required to produce a bale of cotton, bushel of grain, crate of fruit, pound of beef, or gallon of milk. The number of tractors on farms increased from 3.6 million in 1950 to 5.1 million in 1960.17 This alone does not indicate the l511mm. 16Albert A. Blum, "Automation, Education and Unemploymentg Some Safety Valves," Phi Delta Kappan, 51(1032557 (June, 1970). 17Agricultural Engineering Technical Department, State University of NeW'Ybrk, "Agricultural Equipment Technology" (Cdbleskill, New York: Agricultural and Technical College, 1966). (Mimeographed.} 23 increased agricultural mechanization, since increased horsepower and size of tractors increased rapidly during that decade also. As the nation's population continues to grow, agricultural production machinery will play an increasingly important role. It is, therefore, essential to our economy that increasing numbers of people be trained in agricultural.mechanics technology for using farm machinery and in its sale and service. Additional technicians are needed to design, develop, manufacture and service agricultural power and equip- ment units needed on the nation's farms. In 1966, it was estimated that at least 25,000 skilled agricultural mechanics were needed by the manufacturers and distributors of agricultural machinery and equip- ment.18 Role Activities of the Agricultural Mechanics Coordinator It is pointed out by Foecke19 that the role of an agricultural mechanics coordinator involves an aggregation of several radically different kinds of activities and that the coordinator can be more effective if he is aware of these different activities. A better understanding of the professional role of the coordina- tor should (1) be of value to the members of the profession itself, (2) provide a clearer definition of the role and, consequently, better understanding between coordinators in any of the various educational settings where they may be functioning, and (3) yield a better l8Ibid. 19Harold A. Foecke, "Effective Teachi and the Educational Syst§m," Journal 2f Engineering Education, 53%2)2119-120 (October, 1967 . understanding of what the coordinator's job really is and, consequently, an improved instructional program in agricultural mechanics technician training programs should result. 2h for this role should aid coordinators in better understanding of pro- fessional competency; The agricultural mechanics technical training program requires that its coordinator be competent in: 1. 2. 3. Selection of learners Choosing the objectives Designing a.program of learning experiences a. b. Co d. Determining characteristics of the learners IMastering relevant scientific knowledge Identifying available resources Accounting for applicable boundary conditions Ekecuting the plan Assessing results Comparing the accomplishments with the objectives for purposes of further optimization of the system. In fulfilling the above program requirements, the function of the coordinator is, among other things, to be able to facilitate and maximize student achievement and assess the achievement of students. Thus, a question arises which has not been answered and which relates to service personnel skill requirements: will the quantity of agricultural equipment service responsibility be sUbstantially different in coming years, and will this responsibility be met in essentially the same way it is today? An analysis of the expectations held 25 Willian E. Drake, in a study completed in 1962, stated that off-farm agricultural occupations in 1959-1960 existed in such areas as farm machinery businesses, farm supply stores, slaughtering plants, processing plants, creameries, agricultural insurance, banking, and many other agriculture-related areas. There was little systematic instruction available to assist people in preparing specifically for those occupations. Available literature indicates a growth in agricultural mechan- ics technical training programs during the past decade, but still such growth is inadequate to supply the demand for employees. The job of the coordinator of agricultural mechanics technical training is unique. The coordinators themselves are required to have completed at least a four-year college training program. Many of the training institutions require an advanced degree. Coordinators usually are members of the institutions' teaching and/or administrative staffs. Thus, they assume the responsibility of providing a systematic program of instruction for agricultural mechanics technician training programs and their purpose is to develop trainees' skills so that they may gain, hold, and advance in related jobs. Nix lists several characteristics of teachers of vocational agriculture which are relevant to this study: 1. It is a young occmation. 2. It is a profession which seems to be characterized by a diffuse orientation in an age of ever-increasing specialization. 20William E. Drake, "Perceptions of the Vocational Agriculture Teacher's Professional Role in Michigan" (unpublished doctoral disser- tation, Michigan State University, East Lansing, 1962), p. 8. 26 3. The coordinator is caught between various expectations and situations which tend to prevent their fulfill- ment. Duties and responsibilities of the coordinator could be listed in the following eight ways: 1. A teacher 2. A student advisor 3. A guidance counselor h. A supervisor 5. A public relations and contact man 6. An administrator 7. An organizer 8. A good citizen in the commmity Nix in his doctoral dissertation pointed out that an occupational group which is striving to maintain or to establish professional status and uniformity of goals will subject its trainees to a relatively long period of training.22 Attempts are made to indoctrinate them in the attitudes and values which are considered by the officials and trainers in the field to be important for the accomplishment of the objectives of the organization, as well as the integration and success of the group as an end in itself. In the preceding pages of this chapter the teacher has been viewed in his present setting. That setting is characterized by a 2luarold Lyle Nix, "A Sociological Analysis of the Roles and Value Orientations of an Occupation" (unpublished doctoral dissertation, Louisiana State University, Baton Rouge, 1960), p. 135. 22Ibid., p. 139. 27 rapidly changing agricultural technology and emerging technological change which may well influence the professional role that is expected of the coordinator. As a member of the broad profession of teaching, the coordinator of agricultural mechanics technician training programs is subject to the role definitional problems that confront all members of the pro- fession. He is subjected to the same frustrations and conflicts that have so often been identified as significant influences on the job satisfaction, general well-being, and resultant effectiveness of all who f1mction as coordinators. Today' 5 world of work is undergoing unprecedented change. The built-in acceleration factor of technology, i.e., each new development occurs more quickly than the preceding one, is changing the nation's occupational structure at an ever-increasing rate.23 According to Leighbody, 2’4 Harris ,2; and Venn,26 this change has resulted in the virtual elimination of many unskilled and semi-skilled jobs and an increased need for better educated workers at all levels. The application of science and modern technology has mechanized agricultural production and has created an urgent need for slcilled 23Gerald B. Leighbody, "The Impact of Change on Occupational Education," School Shop, 7237 (March, 1966). 2hIbid. 2SNorman C. Harris, Technical Education in 13E Junior College: New Programs for New Jobs (Washington, D. 0.: American Association of Tunicr Co eges, m5, p. 20. 26Grant Venn, Man, Education and Work (Washington, D. 0.: American Council on Education, 1961;), p. S. 41%.? I. A I 3“ l.1sfli#”.fl.5- l I. {H- .A.‘ . fl -. an] 1: I . .1 *v 28 agricultural mechanics technicians. Training is needed for workers who will develop, market, operate, service, and maintain the sophis- ticated machinery which is now an integral part of agricultural production. A need, then, arises for a period of carefully planned, concen- trated study and work experience which will enable the student to learn the science, mathematics, basic principles, and technical skills needed for successful entry into this technical field. This may be accom- plished within a one to three-year period of time. Development of Technical Tram Curriculum must be highly efficient. Teaching methods must be streamlined in order to convey maximum information to trainees in a minimum amount of time and to improve their skills and competencies. Laboratory courses must be well-planned, implemented, and coordinated with classroom work so that each laboratory experience yields maximum understanding and improves the skills of the student. Courses of the curriculum can no longer be taught as isolated units, but must be carefully integrated into a smoothly-progressing curriculum, organized and taught by a closely knit staff to insure proper timing of specific subject coverage. The technician trainee must be capable of working and communi- cating directly with agricultural equipment specialists and production personnel in his specialized work, of satisfactorily performing work for his employer, and of growing into positions of increasing responsi- bility. In addition, the graduate agricultural mechanics technician should be an active, well-informed member of society. 29 The New York study resulted in the following curriculum sug- gestions: . . . A curriculum must be carefully designed. Each course must be planned to develop the student' 3 knowledge and skills in that particular area and must be directly integrated into the curriculum. Each course contributes uniquely in the sequence of courses which is specially planned to progress toward the final objective of producing a competent technician. If a close correlation between the courses in the curriculum is not maintained, the curriculum will not provide the depth of understanding required of modern farm mechanics technicians. The technical content of the curriculum is designed to supply a wide background in the diverse uses of agricultural equipment application. An introduction to the underlying scientific prin- ciples and specific study of equipment of different kinds is presented in the first year. The second year of study builds directly on this background, adds a summer's work experience in the field, and introduces additional material from many subject areas such as harvesting equipment, tractor transmissions and final drives, hydraulic equipment applications, farm power and power units, principles of farm mechanization. Agricultural equipment marketing, Service, operation, maintenance and adap- tation is stressed because this knowledge and related skills and technical capabilities are needed by technicians who work in the agricultural equipment industry as dealers or distribu- tors of farm mechanization machinery. The subject studied and the materials to be learned become more sophisticated in each successive quarter or semester, each taught in greater depth as it builds upon what has been learned before. Graduates of this curriculum can expect to find employment in many areas of the agricultural production and equipment field. Each area may require somewhat different abilities and different specialized knowledge and skills for a successful career. Most of these differences will be learned by continued study of the job or in part-time study to master the specifics of a special field. . . .27 An important phase of training in many agricultural mechanics technician training programs is the supervised work experience period. During this phase of training, students receive on-the-job instruction ”Agricultural Engineering Technical Department, State University of New York, "Agricultural Equipment Technology" (Cobleskill, New York: Agricultural and Technical College, 1966}. (Mimeogrq:hed.) 30 from successful agricultural equipment dealers and experienced dealer- ship personnel. 28 Supervised work experience supplements the in- school phase of the program by providing students with learning experiences difficult or impossible to provide in the classroom or laboratory. Supervised work experience provides opportunities for students to develop good attitudes toward work, good work habits, and the ability to function cooperatively with fellow employees. Of equal importance is the opportunity supervised work experience provides students for the development of specific vocational skills in the same environment in which they will later find themselves working. After this supervised work experience training, students return to school with a renewed vigor in the program and its objectives, more demanding of their coor- dinator, and more diligent in the pursuit of their line of interest. The expectations of the position, delineation of responsibility, and relationships with administrators remain vague and ill-defined with coordinators of agricultural mechanics. The coordinator is ex- pected to establish purposes, to find ways of being effective, and to justify the program. According to King and Brownell, "Little is known in any systematic way about the wide range of strategies being used by 29 coordinators . " 28Richard H. Bittner, Placement Tram Guide (Michigan State University, East Lansing: Agricultural Engineering Department and Institute of Agricultural Technology, 1967), p. 1. 29Arthur R. King, Jr., and John A. Brownell, The Curriculum and the Disciglines of Knowledge (New York: John Wiley Rona, Em, 1'9“), Pp. " o 31 Difficulty in contemporary local progran development occurs because such assumptions as those listed previously are only partly true and because they do not stem from a consistent theory of program development. Many of the present educational prograns in agricultural mechan- ics technician training were derived out of a need that necessitated providing a very basic and simple education as quickly as possible to fulfill this need. Coordinators of agricultural mechanics technician training prograns became concerned about the effectiveness of the training programs and have been seeking to develop a more effective progran of instruction. It is no longer sufficient for coordinators to think in terms of being concerned of the present, for that is already history. It is now necessary to become an educator for to- morrow. . . . Each coordinator must use his own expertise as a professional and explore new trails that have recently been blazed or investigate new promising paths.30 Bent and Unrah state that a program in technician training must have the following characteristics: 1. It provides training to develop the abilities, Skills, Imderstandings, and attitudes needed by the technical worker. 2. It is of greater value to one preparing for a specific technical trade or engaged in it than it is to others. 3. It is valuable to all those preparing for the sane technical occlmations. 30A. F. McLean and John J. Hunt, Individualization g Instruc- tion: A Rationale (University of Montana, School of Education, Divi- sion of Educational Research and Services, 1970), pp. 1-3. 3lRudyard K. Bent and Adolph Unrah, Second School Curriculum (Lexington, Mass.: D. C. Heath 8: Company, 19695, p. 157. 32 In a United States Department of Health, Education, and Welfare panphlet entitled Public Vocational Education Prograns, a fourth char- acteristic may be included for technician training prograns. This characteristic is that the progran should stress skills more thal attitudes . 3 2 Agricultural mechanics technolog requires instructional pro- grans which develop a high level of skill and technical knowledge as a prerequisite for entering, as well as satisfactorily completing a post high school specific program of study. A review of the literature has revealed a need for continual evaluation and change in the agricultural mechanics training prograns. Agricultural power units and equipment have become large aid complex with the advancement of technolog. Training individuals to function in the industry as employees requires an educational progran to develop special abilities and knowledge to meet this technological advancement. Because of the shortage of avalable qualified trained technicians, a need exists for increasing the scope of existing programs and estab- lishing additional ones. Agricultural mechanics employers have certain expectations as to what type of training a well qualified employee should have. Research indicates that the coordinators of agricultural mechan- ics technician training programs will perform a variety of activities. Researchers, however, indicate an array of functions as necessary 32United States Department of Health, Education and Welfare, Office of Education, Public Vocational Education mPro§gams (Washington, TT—‘Elet o. D. 0.: Government Printfig Uffice, I960 7, p. 2. 33 coordinator professional duties. Thus, an awareness has been made of many tasks and concerns that coordinators must possess to adequately meet the expectations of the industry and students. Although there are tasks and specific role functions to success- fully coordinate a training progran of agricultural mechanics, this stuw seeks to establish a priority listing of each selected task of a function as to its importance. Also sought are practices that coor- dinators feel are pertinent to quality prograns. CHAPTER III PLANNING AND CONDUCTING THE STUDY In a study of this nature, specific procedures for planning and conducting the study were used. This chapter will describe the proce- dures and activities carried out in planning and conducting this study. The Literature Reviewed The literature reviewed for planning this study related to curricula, role activities and program requirements for quality agri- cultural mechanics technical training prograns. One objective of the study was to study the methods and procedures used in technician training prograns . Analysis of Curricula Copies of existing progran curricula which were being conducted within the United States were reviewed and analyzed in post high school technician training programs in agricultural mechanics. This list was secured from the Department of Health, Education, and Welfare, Office of Education, Division of Vocational and Technical Education.1 lUnited States Department of Health, Education, and Welfare, Office of Education, "Directory of One-Year and Two-Year Post High School Institutions which Offer Prograns of Instruction in Agriculture" (Washington, D. 0.: Government Printing Office, 1966), pp. 1-12. (Mimeographed . ) 3h 35 Additional programs which had not been included in this list were secured from those listed by the trade journal of the agricultural mechanics industry.2 Information pertaining to curricula in techni- cian training programs was requested by mail from progran coordinators of agricultural mechanics technician training institutions.3 Who Questionnsire/Opinionnaireh In preparing the questionnaire/Opinionnaire the related liter- ature concerned with the activities and competencies involved in the role of the coordinator of technical training prograns was reviewed to fomulate a composite list of those activities deemed necessary to the performance of the coordinator's professional duties. A list of role activities and progran requirements was extensive; for ease in rating their importance each group was further segregated into major categories. In identifying and selecting the role activities and operational practices of coordinators as well as curriculum content and development, the study of "Agricultural Equipment Technology"5 developed at Cobles- kill, New York, and the Placement Training Guide6 by Richard H. Bittner - 2Where They're 'h'aining Mechanics," Element and Tractor, 82:26-29 (June 21, 1967). “‘— 3Appendix C, p. 80. hAppendj-x F, p. 830 5Agricultural Engineering Technical Department, State University of New York, "Agricultural Equipment Technology" (Cobleskill, New York: Agricultural and Technical College, 1966). (Mimeographed.) 6R1chard H. Bittner, Placement M Guide (East Lansing: Michigan State University, Agricfitural eering Departmalt and Institute of Agricultural Technology, 1967 . 36 at Michigan State University were invaluable in gaining background information in developing the context of this study. Both reports contained comprehensive information as to development of programs and activities coordinators were engaged in. Items selected for study by the researcher were divided into four parts, as follows: Part I - Personal Information Part II - Rating Importance of Role Activities Area 1 - Teaching Area 2 - Public relations Area 3 - Student service Area.h - Administration Part III - Conditions for Qnality Programs 1. Supervised work experience 2. Evaluation of supervised work experience 3. Student selection h. Instructional program Part IV - Coordinator Educational Concepts Development of the Rating Scale and Treatment of Role Data Through consultation with educational researchers and study of research design references, a role importance rating scale was devel- oped. The five-point rating scale for items ten through forty-eight is as follows: O--no, should not be done; l--undecided as to whether this should.be done; 2-ayes, may be done; 3-ayes, should be done; h-- 7 yes, must be done. The chi-square technique was to be utilized to 7See Appendix G, p. 90. 3? determine if the responses by the three grows of coordinators are homogeneous in terms of the rating scale listed above. If the three grows of coordinators were homogeneous in their responses on the rating scale, the grows were to be combined and a simple mean score would be employed to show the relative importance of each role activity. Construction of Opinionnaire Pertainiwman Development The purpose of the opinionnaire was to determine which suggested plans and practices would be chosen for the organization and conduct of the progran and for evaluating the adequacy of their preparation and in-service education for implementing prograns in their educational institutions . Each item was composed of alternatives that might be used in conducting various elements of the agricultural mechanics technical training progran. Each alternative was composed so that a respondent would indicate if that alternative would result in an acceptable progran. Five levels of agreement were possible as choices for a response. They were: SA—-strong1y agree; A--agree3 U--undecided; D--disagree, SD--strongly disagree. If the responses of the three groups of coor- dinators were not significantly different as determined by a chi- square test, the data from all coordinators would be accepted as coming from a single homogeneous population. The completed instrument was then rechecked in its entirety by consultation with educational researchers. Pilot Study In order to obtain an opinion as to the importance and clarity of the 75 items and their sub-parts on the questionnaire/opinionnaire to be evaluated by the reference grow, a pilot study was conducted in the Missoula.Technical Center. 1. Seven coordinators of the seven technical programs in the Missoula Technical Center participated. The names of the participants are included in Appendix A, page 77. 2. Each was engaged in planning, teaching, and coordinating his kind of vocational technical education as offered in the Center. Coordinators were asked to rate, on a.five-point scale, the role activities and educational practices followed in the performance of a coordinator's professional duties. They were also asked to list additional items that would be important in a.coordinator's perform- ance in any technical training program, and to offer suggestions to improve the items that needed revision. Conducting the Interviews A personal interview with each jury member was arranged to obtain his ratings for the importance of role activities. The purpose of the study was explained at that time. The interviews were conducted by the author at the coordinator's office. The accepted principles and detailed procedures used in conducting the interviews are presented in Appendix B, page 78. 39 The interview with each selected coordinator indicated that the instrument seemed complete and no items were added or deleted. Hiowb ever, the wording of instructions for Parts II and III was changed after the interviews. The coordinators also suggested rearranging ten items in Part III of the instrument, and that the phrase, "Supervised Work Experience" be used rather than "Placement Training," as initially indicated by the researcher. The changes of the items in Part III of the instrument and the use of "Supervisedeork Ekperienc " were duly incorporated into the final draft of the instrument which was used in collecting data. Selecting the ngulation Because the study is concerned.with the expectations held by coordinators for their professional roles and.with the nature of oper- ational practices in agricultural mechanics technician programs, coordinators were categorized into the following three groups: 1. Coordinators of agricultural mechanics technician training programs in fourdyear colleges and univer- sities. 2. Coordinators of agricultural mechanics technician training programs in community/junior colleges. 3. Coordinators of agricultural mechanics technician trainingjprograms in vocational/technical centers. At the time of the study there were 112 funded agricultural mechanics technician training programs in the United States as listed by the "Directory of’One-Year and Two4Iear Post High School Institutions to which Offer Programs of Instruction in Agriculture."8 On recommendap tion of the investigator's guidance committee, it was decided to use the total population for this survey, assuming one coordinator per program. Coordinators of agricultural mechanics technician training programs were checked against the 1965-1966 United States Office of Education Directory to eliminate those coordinators who had been less than one year in their present positions. OBTAINING THE DATA Coordinator Responses to the Questionnaire/Opinionnaire Personal, individually typed, cover letters and the printed questionnaire/opinionnaire were sent to a coordinator in each selected educational institution.9 Sixty per cent of those questioned responded to the first mailing. A followaup letter and a second copy of the questionnaire/opinionnaire were sent approximately four weeks after the original mailing.lo This second mailing was necessary to obtain additional responses. In the original and follow-up mailing, a post- paid, self-addressed, return envelope was enclosed to encourage the respondents to complete and return the questionnairs/Opinionnaire. SHIN, Office of Education, "Directory of One-Year and Two-Year Post-High School Institutions," 122. git. 9See Appendix D, copy of first cover letter, p. 81. 10See Appendix E, copy of second request letter, p. 82. bl Agricultural Mechanics Curriculum Data Letters11 were sent to those institutions offering post high school agricultural mechanics technician training programs in the United States as listed by the "Directory of Post-High School Insti- tutions which Offer Programs of Instruction in Agriculture,"12 to secure catalogues of their course offerings. Analysis of courses offered as listed in these institutional catalogues were to be clas- sified into four broad areas as follows: 1. General courses 2. Sales related courses 3. Product related courses h. Service related courses The credit hours for the different types of courses in the agricultural mechanics technician training programs were equated to a quarter-hour basis for making comparisons. 11Appendix C, copy of program request letter, p. 80. leEW, Office of Education, "Directory of One-Year and Two-Year Post-High School Institutions," 12g. git. CHAPTER IV COORDINATOR ROLES AND OPERATIONAL PRACTICES RECOMMENDED IN AGRICULTURAL MECHANICS TECHNICAL TRAINING PROGRAMS The responses of the following groups of coordinators were first analyzed to determine the homogeneity for responses as to the importance of role activities and agreement to suggested.practices. 1. Coordinators in colleges/universities 2. Coordinators in community/junior colleges 3. Coordinators in vocational/technical centers This chapter presents the results of the responses to the im- portance of role activities of coordinators of agricultural mechanics technician training programs along a five-point continuum scale characterized.by the descriptive terms. The points on the scale were: O--No, should not be done; 1--Uhdecided as to whether this should be done; 2--Yes, may be done; 3--Yes, should.be done; h--Yes, must be done. Thirty-nine items (Items 10 through h8) were utilized. The opinions by coordinators of agricultural mechanics technician training programs for Items h9 through 8h were recorded on a five-point scale as follows: SA--Strongly agree, A--Agree, U--Uncertain, D--Disagree, SD--Strong1y disagree. h2 h3 RESEARCH OBJECTIVES AND RELEVANT DATA The specific objectives were: (1) to determine the relative importance of selected role activities of coordinators in agricultural mechanics technical training programs; (2) to determine approved oper- ational practices in technical education programs in agricultural mechanics, and (3) to analyze existing curricula.by dividing them into four major divisions. Significant differences from these anahyses among the different groups of coordinators were determined to provide conclusions made pertaining to the homogeneity of the respondents at the .05 level of confidence. The nonparametric chi-square (X2) statistic1 was used as a test of this significance because only frequency data were used. A detailed explanation of the test is presented in Appendix G, page 90. The .05 per cent level of significance with eight degrees of freedom required a crossbreak analysis using a chi-square test of independence of 15.5072 to be significant. Statistical computations revealed that only four of the 102 items treated were significant at the .05 per cent level. It is then assumed that the three groups of coordinators do not differ significantly in their responses to the role activities. Consequently, all responses of coordinators were grouped to determine a weighted mean value. Mean score of the four 1M. M. Downie and R. M. Heath Basic Statistical Methods (2nd ed.; New York: Harper and Row, 1965 , pp. 1604175. 2Ibid., p. 299. hh areas of role activities were used to establish the importance priori- ties for each area. To establish the importance of the eleven activities in Area #1, a mean score was calculated as follows: the total responses at each of the five points on the scale were multiplied by the assigned weight- ing, and the sum of products of the five intervals were divided by the total number of responses (N) carried out to the nearest hundredth. For example, using Item 10, "Develop simulated laboratory instruction," 3 the mean was calculated as follows: No ,Should Yes ,May Yes ,Should Yes ,Must Scale Not be Undecided be Done be Done be Done Total Variable Done 0 1 2 3 1; Total Coordinator Responses 3 h 9 2h 33 (N = 73) PRODUCT o h 18 72 132 226 Coordinator Mean == Sum of Products (226) divided by total responses (73) = 3.10 Means for each item and each role area were computed to provide the means which were used to show the importance of each as a role activity for the coordinator. The role activity means were used to group them according to their importance for their role as perceived by coordinators of agricultural mechanics technical training programs. 3See Appendix J, page 96. hS Mean Role Importance 3.h0 and up Very important or must be done 3.00 to 3.39 Important or should be done 2.00 to 2.99 Optional or may be done Below 2.00 Questionable In Table IV, principles of good instruction in the learning pro- cess by the use of visual aids and the collection of materials, models and specimens for classroom use are tasks that were deemed very impor- tant in the coordinator“s role in the teaching function. Activities concerned with facilities and portions of instruction were important, but teaching technical subjects and library work were optional, only to the extent that someone else is doing it in their institution. Limiting the number of students who wish to pursue the technical train- ing of agricultural mechanics was deemed as one of low importance as an activity of the coordinators. It is possible that all qualified applicants are now allowed to enter the program within the allotted number that can be properly trained. Coordinators gave a high priority to items involving the use of personnel from the industry in program planning and the maintaining of a close working relationship with them, together with seeking program evaluation from recent graduates, as tasks that coordinators must do. Their responses also indicated that strengthening the training program by seeking suggestions and attending in-service training programs must be done as a part of their professional role (see Table V, p. h?). Coordinator responses to items about holding regularly scheduled advisory board meetings and attending conferences and meetings for self Item h6 TABLE IV RELATIVE IMPORTANCE OF ROLE ACTIVITIES AS THE COORDINATORflS RESPONSIBILITY WITHIN THE TEACHING FUNCTION" Role Activity Mean Number Very Important 13 USe visual aids for instruction 3.58 12 Collect and maintain materials, models and specimens for teaching Bah? Important 19 Make individual supervised work experience visits during that period of students“ instruction 3.3L 15 Develop accepted social conduct among students 3.27 20 Maintain laboratory facilities and equipment 3.26 lb Provide needed instruction in communication skills when teaching 3.18 17 Organize instruction of occupational opportunities in agricultural mechanics technology 3.1h 10 Develop simulated laboratory instruction 3.13 Optional l8 Establish and maintain a departmental library 2.86 16 Teach at least one technical course of the curriculum 2.76 Questionable ll Limit enrollment of students expecting to pursue agricultural mechanics 1.91 ties definition 9, p. 9. Idmmur... {sauna . t... _ . a... .H- . .h........n_m.+._.s_._. 5.3.. RELATIVEIIMPORTANCE OF ROLE ACTIVITIES AS THE COORDINATOR'S h? TABLE V RESPONSIBILITY WITHIN THE PUBLIC RELATIONS FUNCTION Item Number Role.Activity Mean Very Important 32 Seek suggestions to improve the training program 3.75 28 Maintain a close working relationship with the industry 3.68 30 Confer with program graduates to determine program strengths and weaknesses 3.56 21 Involve industry personnel in selecting areas of study 3.52 22 Attend in-service training programs 3.L3 Important 29 Select supervised work experience training stations for students8 supervised work experiences 3.38 27 Read current articles in professional/industry journals and publications 3.37 23 Regular meetings are held by an advisory board committee 3.28 31 Provide news articles concerning developments in technological training in agricultural mechanics 3.09 2h Attend regional/national, industry/education conferences and meetings 3.09 Optional 26 EStablish.membership in professional organizations 2.92 25 Participate in agricultural equipment dealer meetings 2.91 118 improvement indicated these activities should be a part of their role. They also responded in a similar manner to keeping abreast of current literature and periodically providing program trends as news items for publication. Coordinators felt that participating in dealership meet- ings and establishing membership in professional organizations were optional as activities that they might perform. In Table VI, p. 19, keeping student records current and the development of curriculum for the training program by being aware of students8 academic problems were tasks that coordinators felt must be done as a part of their professional activities for student services. Aiding other staff members in securing student information through periodic examination of their cumulative files and a three-year follows up study on graduates of the program were considered to be important tasks. Conferring with guidance counselors and doing a one-year follow-up study on program graduates were deemed as being almost equally important. Coordinator responses indicated that their in- volvement in a student organization should be done as a part of their professional role. Coordinators rated the activities in administration lowest of the four areas of Part II of the questionnaire/opinionnaire. None of the activities in administration were rated as very important or must be done (see Table VII, p. 50). The coordinators indicated that in-service meetings for the teaching personnel and other departments concerned with the agricul- tural mechanics technical training program are important and they should assume responsibilities for organizing them. Those activities A9 TABLE VI RELATIVE IMPORTANCE OF ROLE ACTIVITIES AS THE OOORDINATOR'S RESPONSIBILITY”WITHIN THE STUDENT SERVICES FUNCTION $113161, Role Activity Mean Very Important 35 Develop curriculum for the training program 3.58 37 Confer with individual students about their academic problems 3.52 3h Develop and maintain student records 3.51 Important hO Assist staff members in gathering and recording information on students 3.2h 35 Recruit and select students for training 3.18 38 Consult regularly the cumulative records of students 3.09 M2 Conduct a three-year follow~up program of students who have completed the training program 3.00 Optional 39 Confer regularly with guidance counselors 2.9h M1 Conduct a one-year follow-up program of students who have completed the training program 2.80 33 Promote and advise student organizations 2.65 50 TABLE VIE RELATIVE IMPORTANCE OF ROLE ACTIVITIES AS THE COORDINATOR'S RESPONSIBILITY WITHIN THE ADMINISTRATION FUNCTION Item Number Role Activity Mean Important h5 Coordinate meetings and workshops for faculty involved in the total agricultural mechanics program 3.28 h3 Recruit prospective staff members 3.22 Ah Call specialists available to assist in instruction 3.15 MB Coordinate liaison work between departments for the students training in agricultural mechanics 3.11 Optional h6 Solicit funding through various agencies 2.h9 h? Develop and administer a student scholarship fund and student loan activity 2.37 51 which would involve program funds or student funds were not considered important activities by the respondents, and were classified as optional. Respondents were hesitant to assume leadership when tasks involving departments, staff members and recruiting prospective staff members become a part of their role activities. They expressed that such involvement was important however, and should be a part of their role. Tasks pertaining to money matters, soliciting funds, the admin- istration of scholarship funds and student loans were specifically cited as administrative activities that were optional. The role activities that coordinators of technician training agricultural mechanics programs believe they are expected to perform were divided into four roles. GENERAL AREAS OF WORK BY COORDINATORS Items one through nine of the questionnaire/opinionnaire were developed to gather personal information from the sample population. Each of the nine items was charted by the total responses in tabular form for analysis. They are reported without any sophisticated statistical treatment. However, one may be able to see the number who carried out the activities in different types of institutions and the portion of coordinators conducting each type of work. The general work areas performed by the coordinators which are used as role definers in this study are listed in Table VIII, p. 52. Seven types of work activities that should be done by the respondents 52 TABLE'VIII ACTUAL WORK PERFORMED IN AGRICULTURAL MECHANICS TECHNICAL TRAINING PROGRAMS BY COORDINATORS Coordinators Coordinators Coordinators Total College/ Community/ Vocational/ Responses Areas of Werk University Junior Technical N = 11 N = 39 N = 23 N = 73 Responses Responses Responses Direct Programs 7 2h 9 to Teach Technical subjects h 20 10 3h Student Placement h 19 10 33 Develop Curriculum Changes 6 16 ll 33 Supervise Teachers 5 9 9 23 Teach Nontechnical ' Subjects 2 1h 5 21 Coordinate Counseling 1 7 5 l3 53 in relationship to their function as coordinators of an agricultural mechanics technician training program were asked. fibre coordinators directed the training program than any other listed job. As educators, teaching technical subjects received less than half of possible responses. Curriculum work and student place- ment were shared with coordinators by the administrative staff, but it was not a common experience. Coordinators from.vocational/technical institutes were more concerned about the curricular changes than the other two groups. Teaching non-technical subjects and supervising other instruc- tors in the training program were activities of some respondents, but of lesser importance. However, more coordinators from colleges and universities indicated that one of the functions of their training program was to supervise teachers than was found in either the com- munity/junior colleges or vocational/technical institutes. This indicates that possibly'more departments are involved in the training programs at these institutions than at community/junior colleges or vocational/ technical centers . Although coordinating a counseling service for trainees is a vital part of the program, few coordinators were assigned this activity. Involvement in directing programs, teaching, curriculum changes and student placement apparently are work areas more commonly assigned than student guidance. Responses to the seven parts of the work load showed as:much variation within groups as it does between coordinator groups. No one type of work activity was done by all respondents, which indicates that coordinator roles are diverse and no common pattern emerges. 5h CONDITIONS PERCEIVED BY COORDDNATORS AS BEING ASSOCIATED WITH QUALITY PROGRAMS Part III of the questionnaire/opinionnaire was designed to gain a consensus regarding the nature of specific conditions that the sample population would associate with quality agricultural mechanics techni- cal training programs. The areas for analysis were as follows: (1) supervised work experience, (2) evaluation of work experience, (3) student selection, and (h) instructional program. The respondents were asked to react to each sub-point of an item.h The researcher ch0se only the condition which coordinators agreed was essential for quality programs. This is figuratively deter- mined by an acceptable positive weighting of the condition (see unshaded portion of Figure 1, po 55, for the limitations of acceptance). Supervised Work gzperience Item #h9. Supervised work experience may be offered atg a. established farm equipment dealerships b. farm equipment manufacturers“ retail outlets c. equipment repair and service shops Coordinators chose established farm equipment dealerships for training stations. If they had to find additional stations, their next choice was with equipment repair and service shops. However, coordinators from colleges/universities preferred farm equipment retail outlets as their second choice. hSee Appendix H, p. 91. 55 FIGURE 1 CONDITIONS FOR QUALITY PROGRAMS* ----------------------- Strongly Disagree (-2) -------------------- Disagree (-1) .......... Undecided (0) ' Strongly Agree (+2) --I I I I O - - - Agree (+1) I ' I I +1 I I I I I I I I iiiJ+2 w-Mean of 0.5 or above serves as a criterion for items sought for inclu- sion in a quality program (see Appendix K,;u 97 for mean calculations, and Appendix L,p. 98 for item means). Item #50. Length of supervised work experience. a. 6 weeks or less b. 6 to 12 weeks co 3 months d. 6 months Respondents agreed that the length of the students' work experi- ence should be six to twelve months. They were undecided as to length- ening or shortening this period of time, but felt that six months may be too long as a training period. 56 Item 752. Supervised work experience in the instructional programs a. during first year of training b. between the first and second year of training 0. after two years of training. The supervised training experience should be after the first academic year of instruction and before the second academic year begins. Respondents from community/junior colleges were in agreement with this portion of the training but nearly one-half of them chose at the end of the first year of training as the ideal time. Coordinators were undecided about supervised work experience after two academic years. Item #53. 'Barriers to supervised work experience in the present program of instruction are due to: a. negative school policy b. reluctant dealers c. difficult to administer d. lack of additional financial support. Population reaction indicated that there are no barriers to student work experiences. College-university coordinators felt that if there were such an obstacle it would be for the lack of finances. Item #75. Supervised work experience is an essential part of the technical program. This item was placed in Part III for the sample population's reaction to support or reject findings in vocational/technical litera- ture pertaining to the importance of work experiences in training 57 programs. Coordinators agree that this is a vital portion of the training program and give it their support. Item #76. Simulated laboratory experience is as beneficial as supervised work experience in the technician train- ing program. Institutional catalogs indicate that there are training programs without supervised work experiences; however, the group of coordinators responded hesitantly. They were undecided as to the educational bene- fits of a simulated laboratory experience when comparing it to these derived from a supervised work experience. Evaluation of Supervised work Igperience Eight items of Part III of the questionnaire/opinionnaire per- tained to the evaluation of the students” supervised work experience. Opinions were obtained for the traineeUS progress during the time he was involved in this portion of the program. Following are the items and an analysis of the group“s reactions. Item #63. Organizes a conference with employer and trainee to formulate the experience program. Respondents felt that a conference is a condition associated with a quality program. They were in agreement that such a meeting is beneficial and should be incorporated as an activity prior to the trainee“s actual work experience at the dealership. Item #6h. Provides evaluation forms for reporting trainee's progress. 58 Although no prior item pertaining to the development of forms for use in various phases of the program was asked, the reference group responded that evaluation is a function essential to a quality'program. Item #65. Observes and confers with trainee at work. Visitations to the place of work for the purpose of personally seeing the student perform and critiquing the trainee‘s performance is an important task of coordinators. Item #66. Confers with employers. Employers are an integral part of the training staff in aiding the student to learn tasks and to perform them with skill. The refer- ence group strongly agreed this is vital for quality instruction and evaluation. Item #67. Arranges a review session with trainee and employer. Evaluation requires continuous progress reports to become aware of the traineeis strengths and weaknesses. By coordinator response, this function was found to be vital to the work experience portion of the program. Item #68. Observes employer training trainee in a.new phase of work. Although the sample population agreed that this activity is pertinent to the program, there were varied responses. Almost one- fourth of the community/junior college group were undecided in their reaction. It appears that some coordinators may wish to absent them- selves from the training station when new tasks are being attempted by the trainee and supervised by the employer. 59 Item #69. Observes trainee at work at regular intervals. The item does not suggest the number of coordinator observations nor the time between them. Respondents agreed that it is a function that should be maintained as a condition to quality programs. Item #70. Conducts a final evaluation. Final evaluation is difficult and is a value judgment, much of which pertains to the affective domain. Throughout the total fonnal educational process, each student learns to accept evaluations and he is conditioned to expect them. Coordinators agreed that a final evaluation is an activity that they should perform. Almost all the responses from the population agreed that con— ferring with employers and observing the student at work were essential. They felt that staging a conference between employer and trainee con- cerning the work experience portion of the program with subsequent review sessions, including themselves, were valuable. Providing pro- gress reports, aiding the employer in establishing new phases of work, visiting the training site with regularity and recording a final evaluation of the trainee's supervised work experience are conditions associated with quality programs. Student Selection Student matriculation is a concern of most post high school educational program directors. It was deemed necessary to formulate items that would reveal the concerns of the respondents for this study. Two items were selected to depict responses. 60 Item #55. Student selection should be made by: a. the coordinator b. a faculty committee c. a special selection committee d. test scores. Coordinators felt that selection should be made by a faculty committee but the group from vocational/technical institutes tended to want to do the selection themselves. Factors other than test scores should be utilized in student selection. There was indecision among them in reference to special selection committees. It appears that an added special committee for a specific purpose would be just another administrative task that is deemed nonessential. Item #56. The better student should have: a. a farm background b. high school vocational training 0. some previous work experience & mmmmflaMHW Responses to factors of student success as listed in the item were all very important to the reference groups. Mechanical ability was of more importance than the others; however, the college/university coordinators suggested that previous work experience was almOSt equally important. All felt that vocational training in high school to those students with an agricultural background are important factors to successfully complete a technical program in agricultural mechanics. 61 Instructional Program Illiciting reactions to program changes and added help in pro- gram direction was needed for the purpose of evading an entrapment of program status-qua. Item #57. The program of instruction for technician training at this institution is: a. easily changed by coordinator b. slow to change due to institutional policy c. changed only by school regulations and policy d. regulated by a set structure of funding agencies. Programs of instruction can be changed by the coordinators with relative ease at all types of institutions. The group also indicated that institutional regulations and policies as well as funding agen- cies were not barriers to program change for providing the best possible programs of instruction. Item #58. Training program direction should include more from: a. state level educators b. national level educators Most responses to this item indicate that any recommended changes in the program need not come from state or national level educators. Several respondents agreed that they would like some direction from the state departments but disagreed with the idea of direction from the federal office. In seeking answers to conditions associated with providing quality programs, twelve items in Part III were omitted. The responses 62 were listed as opinion rather than as role activities of coordinators in placement of students. Consequently, the responses that could be checked were inappropriate for analysis. No analysis of data for the variables is included in this chapter or subsequent final summaries. COORDINATOR EDUCATIONAL CONCEPTS The reference group's background in education and experience along with their felt need for further self improvement is considered important to this study. Item #81. "In-service training" programs should be offered. The respondents were in agreement that such programs were needed and would be beneficial to them in carrying out their professional tasks. Although the coordinators are well educated, as Table IX indi- cates, in-service training would strengthen their abilities for con- ducting training programs. TABLE IX PROFESSIONAL DEGREES HELD BY RESPONDENTS Coordinators Coordinators Coordinators Degree College/university Community/junior college Vo/techinstitute N=ll N=39 H=23 None 0 0 5 Associate 0 l l Bachelors O 6 5 Masters 5 30 12 Doctors 6 2 0 63 Item #82. Special coordinator training program leading to a master's degree or higher. There seemed to be some indecision in the minds of the respon— dents regarding the need for a special coordinator training program in a college or university that would lead to a.master's degree or higher. Table X reveals that most coordinators have been at their respective institution for less than ten years. As they see a need for program expansion and additional new ones, they realize that training new coordinators and possible degree advancement would add quality educa- tional skills for their roles as coordinators. TABLE X 'IEARS AS COORDINATOR IN PRESENT EDUCATIONAL INSTITUTION Coordinators Coordinators Coordinators Years College/university Community/junior col. Vo/tech institute N = 11 N = 39 N = 23 None 0 l 0 l to h 5 21 15 5 to 9 h 8 5 10 or more 2 9 3 Item #83. Training in industry, including farm dealerships, ‘would be beneficial to a coordinator. It was agreed by the group that training workshops provided by the industry would be an important part of their preparation or their continuing education. The worth of this form of education was 6h considered as important as other in-service training programs. Their educational background has mechanics incorporated; only a few have had a concentrated mechanical education background. TABLE XI PROFESSIONAL TRAINING OF RESPONDENTS Coordinators Coordinators Coordinators Type College/university Community/junior Vo/tech N = 11 N = 39 N = 23 Agricultural Education Graduate 9 27 13 Agricultural Mechanics Graduate 1 7 h Non-degree - Industry Trained l 1 7 Other 1 8 5 Item #8h. Coordinators need broader background training in: a. mathematics b. industrial relations c. communications There is a need for further training in all three areas of specialization. Respondents felt a strong need for further work in industrial relations and improved communication skills in their educap tion. Several felt a need for more mathematics but not to the same degree as the other two areas of training. Further communication skills and improved business relationship training could be seen as 65 an addition to their capabilities since the majority of the coordina- tors had several years experience of teaching in the technical training program. TABLE XII YEARS TEACHING EXPERIENCE IN AGRICULTURAL MEEHANICS TEEHNICIAN TRAINING Coordinators Coordinators Coordinators Years College/university Community/junior Vo/tech N = 11 N = 39 N = 23 First year 3 5 2 l to 5 years 3 11 10 6 years or more 5 23 ll CURRICULUM ANALYSIS Data are presented that compile data listed in institutional catalogs. Quarter hours (one quarter hour equals 2/3 semester hour, one quarter hour equals 30 clock hours) for the broad categories were found, such as, (1) general, (2) sales related, (3) product related, and (A) service related. Courses of the training program were grouped as follows: 1. General courses. All areas of study not generally related to the following three categories, but required institutional courses and including unspecified electives, military training, and physical education, are in this category. 66 2. Sales related courses. This area includes all areas of study related to sales. This includes human relations courses, courses in bookkeeping and accounting, parts management, salesmanship, public speaking, retailing and economics. 3. Product related courses. Product related courses include all areas of study in skills training such as basic engines, electri- city, carpentry, agronomy, animal hquandry, and metals courses. h. Service related courses. All areas of instruction relating to engine overhaul, power and machinery, laboratory courses of repair and maintenance, and all shop and shop management courses are included in this category. Curriculum offerings in agricultural mechanics technical train- ing programs Were obtained by soliciting catalogues from those insti- tutions listed as having an agricultural mechanics technical training program in operation (see Appendix C for letter). TWenty-nine usable catalogues, five from colleges and universities, seventeen from com- munity or junior colleges, and seven from vocational-technical insti- tutes were obtained. The average quarter course hours and the average percentage of the total instructional program that is within each category shows that general education courses prevail (Table XIII, p. 67). In General Education (see Appendix N, p. 102), the range for colleges/universities was a high of 57 quarter hours, or 52.1 per cent of the program, to a low of 33 quarter hours, or 3l.h per cent of the program. The average for general education was h8.9 quarter hours, or h7.9 per cent of the program. 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"U-’ .l. m24mwomm UZHZH¢MB wwoqozmuma mOHdeUmz H 6N.m0H mm.HH s.mm m.mN m.mm ms.bm o.oa n.0H 6.0m d.Hm owesosa we - 6.0m om s.wH wH N.d d e.ss as mm 6.5.5 oosofloaa a 6.38 a .1585 a 6.86 a .8186 see: eosmHum eosoHom eossHom .oz omoHHoo H306 pomEombm ooEow 926on monm Hmaoaoo Aeosssbsoov z.mezmdm< .H 6.15.3.me ”Ergo... n K a q. . .. mm 1 h. .6 8.1526888 .. . /.. 10. . HH 1 .H .HHmaobH.5\omoHHoo f m... .017 I‘IWII \I aw N . e _ 13¢. IKE—II . I :53 $1. /m.lVaA.so\.|\ .\ 1’31 «vault.- ll (#0 1* 1|-1l: I: I It! ’8' . . . fie mngoumamogaemmbc OE mgmmzommmm mo ZOHHRDQH o EH02”??? BIBLIOGRAPHY BIBLIOGRAPHY A. BOOKS Anderson, vernon E. Princi les and Procedugggflgf Curriculum Improve- ment. 2nd Ed. New YorE: Ronald Press Company, 1956. Barlow, Melvin L. "A Platform for V0cational Education in the Future," Vocational Education, 61th Yearbook, Part I, National Society for Study of Education. Chicago: University of Chicago Press, 1965. Bent, Rudyard K., and Adolph Unrah. Second, School Curriculum. Lexington: D. C. Heath and Company, 1989. Bittner, Richard H. Placement Training Guide. Michigan State Univer- sity, East Lansing: Agricultural Engineering Department and Institute of Agricultural Technology, 1967. Downie, N. M., and R. W. Heath. Basic Statistical Methods. 2nd Ed. New York: Harper and Row, 1965. Dubridge, Lee A. "Educational and Social Consequences," Automation and Technological Change. Englewood Cliffs: Prentice Hall, 1962. Harris, Norman C. Technical Education in the Junior Colleg : New Programs for New Jobs. washington, D. 0.: American Institute of Junior Colleges, 1961. King, Arthur R. Jr., and John A. Brownell. The Curriculum and the Disciplines of Knowledge. New York: John Wiley and Sons, Inc., 1966. '- McLean, A. F., and John J. Hunt. Individualization 9: Instruction: A Rationale. University of Montana, School of Education: Divi- sion of Educational Research and Services, 1970. Prakken, John (ed.). Technician Education Yearbook. Ann Arbor, Michigan: Prakken Publications, Inc., 1963. Seilitz, Claire. Research Methods in_Social Relations. Chicago: Holt, Rinehart and Winston, 1963. 105 106 Smith, Harold T. Educatieg End Training :25 thg World g£_work. A Vocational Program for Michigan. Kalamazoo: W. E. Upjohn Insti- tute for Employment Research, 1963. Taba, Hilda. Curriculum Development Theo and Practice. New York: Harcourt, Brace and World, Inc., 19 2. Venn, Grant. Educational and Social Consequences: Automation 3nd Technolo “cal Change. Englewood Cli fs: Prentice-Hall, Inc., 1962. . NEE, Education and work. Washington, D. C.: American Council on Education, 196 . B. PERIODICALS Arnold, Joseph P. "A Study of Recommendations for Technical Education Curricula," American Vocational Journal, 13(2), February, 1968. Blum, Albert A. "Automation, Education and Unemployment: Some Safety Valves," E Delta Kappan, 51(10):557, June, 1970. Casey, J. E. "What Do Business and Industry want from Vocational —____—-___—— Foecke, Harold A. "Effective Teaching and the Educational System," Journal g Engineering Education, 58(2):ll9-120, October, 1967. Foote, Norman. "A Training Institute for Teachers of Technical Programs in Agriculture," American Vocational Journal, 13(1):12, January, 1968. "Getting the Service Job Done," Implement 329 Tractor, 83(1):31, January 7, 1961. Kahler, Allen. "What Mechanics Have to Know," Implement £29 Tractor, 79(16):23-21, July 21, 1961. —— Leighbody, Gerald B. "The Impact of Change on Occupational Education," School Shop, 7:37, March, 1966. Stitt, Thomas R., and Willard H. Wolf. "270 Ohio Dealers up Their Employee Needs," Implement 229 Tractor, 82(25):31, December 7, 1967. "Where They‘re Training Mechanics," Implement and Tractor, 79(16):26-29, July 21, 1961. 107 C. PUBLICATIONS OF THE GOVERNMENT, LEARNED SOCIETIES, AND OTHER ORGANIZATIONS Agricultural Engineering Technical Department, State University of New York. Agricultural Equipment Technolo . Cobleskill, New York: Agricultural and Technical College, 1966. United States Congress. Public LEE 88-210, 88th Congress, H. R. 1955. ‘Washington, D. 0.: Government Printing Office, 1963. . Public Law 90-576, 90th Congress, H. R. 18266, Title I, Part A. Washington, D. C.: Government Printing Office, 1968. United States Department of Health, Education, and Mblfare, Office of Education. Criteria for Technical Education: ‘A Su ested Guide. washington, D. C.: GovernmentgPrinting Office, 1968. . Directozy 9f One-Year Egg'Two-Year Post-High School Institu- tions which Offer Programs 93 Instruction in Agriculture. washing- ton, D. C.: Government Printing Office, 1966. . Education for 3 Changing W0rld gf Wbrk. Report of the Panel of Consultants on Vocational Education. Washington, D. C.: Government Printing Office, 1963. . National Conference g§.Post-Secondary'Vocational Technical Education. San Antonio, Texas, 1969. . Public Vocational Education Programs. Washington, D. C.: Government Printing Office, Pamphlet No. 117, 19600 D. UNPUBLISHED MATERIALS Drake, William E. "Perceptions of the Vocational Agricultural Teacher's Professional Role in Michigan." Unpublished doctoral dissertation, Michigan State University, East Lansing, 1962. Harris, Norman C. "Presentation to Southern Regional Education Board Legislative Work Conference," Williameurg, Virginia, 1961. Kanetzke, L. R. "The Importance of Technical Training for the Farm Equipment Business," speech. State University of New York, Agricultural and Technical College, Cobleskill, August, 1966. Nix, Harold Lyle. "A Sociological Analysis of the Roles and Value Orientations of an Occupation." Unpublished doctoral dissertation, Louisiana State University, Baton Rouge, 1960. 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