PRACTICES OF MICHIGAN COMMUNITY COLLEGES IN PROVIDING PROGRAMS FOR ADULTS Thank M flu Doom o£ Ph. D» MICHIGAN STATE UNIVERSITY W. Victur Biolinskj' I963. THESIS This is to certify that the thesis entitled PRACTICES OF MICHIGAN COMMUNITY COLLEGES IN PROVIDING PROGRAMS FOR ADULTS presented by W. Victor Bielinski has been accepted towards fulfillment of the requirements for Ph-D- degree inJQEEQt—ion VQCyééLégbéiE:;g?2 ffl<:Z::éié;dm,. Date April 29, 1963 0-169 LIB R A I Michigan 5 Universit ABSTRACT PRACTICES OF MICHIGAN COMMUNITY COLLEGES IN PROVIDING PROGRAMS FOR ADULTS by W. Victor Bielinski The problem of this study was to determine and describe practices of Michigan community colleges in providing programs for adults. Data for the study were obtained from college catalogs, other literature, questionnaires, and interviews in all sixteen colleges operating at time of study. A total of 597 (42.6%) administra- tive and faculty persons out of 1,400 responded to the questionnaire. Almost all 131 administrative persons were interviewed. The conclusions of the writer are: 1. Kinds of programs and institutional size are directly related to number of adults enrolled. 2. Increase in kinds of programs, institutional size, and number of students are directly related to practices in conducting programs for adults. 3. Increase in kinds of programs, institutional age, and number of adults enrolled are directly related to use of advisory groups. 4. Increase in kinds of programs, institutional age, and numbers of adults are directly related to the level of reSponsi- bility of position and person conducting programs for adults. W. Victor Bielinski 5. Kinds of programs, age of institution, and number of adults are directly related to a merger trend of previous adult education and new community college programs. 6. Practices in providing programs for adults in terms of kinds of programs, age of institution, and numbers of adults are least related to legal organization of the institution. Other significant findings are: 1. Definition of adult is not uniform. 2. .Admission of adults is more liberal in practice than is described in catalogs. 3. Costs for credit work are uniform, but for non-credit work costs vary greatly. 4. Counseling programs for adults, though available, generally are not adequate in practice. 5. Wide range of educational opportunities is available to adults primarily through programs scheduled in evenings. 6. Wide use is made of advisory groups. 7. Much use is made of Special communications media. 8. Services other than community college academic programs included intercollegiate athletics; student-conducted programs; professional lectures and programs; testing, counseling guidance, advising; university extension programs; advisory and consulting; general college and adult information; research; Special information; job placement. W. Victor Bielinski 9. Part-time faculty compose 39.5% of total faculty, important sources being business and industry, professions, universities, com- munity organizations. 10. Faculty qualifications ranked by administrators are (a) ability to teach, (b) experience in working with adults, (c) training in adult education. 11. In-service training of faculty exists in few institutions. . 12. Personal opinions expressed by faculty include: (3) programs for adults have inherent strengths; (b) instruction of night classes less effective than of day classes; (c) adult evening classes require different methods of instruction than day classes; (d) difference of opinion on difficulty of teaching classes of comingled adults and other students; (e) practical non-teaching experience more important than academic training in adult education. ~13. Administrators place great dependence on staff persons to conduct an appropriate program for adults, to use own eXperience and knowledge, and to use a wide variety of local, state and national sources of authoritative information. , 14. Improvement and changes seen necessary by administrators in programs for adults include: (a) organizational changes to centralize re8ponsibility; (b) more appropriate facilities, staff, and faculty; and (c) establishment of more adequate financial support. W. Victor Bielinski ' 15. Trends seen by administrators include: (a) increased enroll- ment; (b) more Special courses for Special groups; (c) more coordina- tion with university extension programs; and (d) generally better administrative practices and personnel. 16. Relationships with other programs for adults are classified (a) integrated with entire public School education program in nine areas, and (b) as coordinated with public School education programs in seven areas. Results of this study should be of interest and value to community and junior college administrative persons, to educators concerned with courses of instruction in this field, and to students planning to go into higher education administration. PRACTICES OF MICHIGAN COMMUNITY COLLEGES IN PROVIDING PROGRAMS FOR ADULTS by W. Victor Bielinski A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1963 ACKNOWLEDGMENTS The writer expresses appreciation to Dr. Harold J. Dillon, under whose guidance and supervision this study was undertaken and completed, as well as to Dr. Max S. Smith, Dr. Clyde Campbell, and Dr. Dalton E. ‘McFarland for suggestions, observations, and personal advice in the capacity of not only the doctoral dissertation committee, but also as Specialists in their fields with vieWpoints enabling the writer to see the proposed project in a broader and more meaningful context. The advice and helpful suggestions of Dr. Ferris N. Crawford, Assistant Superintendent, Michigan Department of Public Instruction, and Dr. John X. Jamrich, Midhigan State University College of Educa- tion, are also acknowledged. The help of the Michigan Council of Community College Admin- istrators, as a group and as heads of their reSpective colleges, is eSpecially noted. Without their arranging times and places for explanations, interviews, and procedures with their administrative and faculty personnel, this project could not have been conducted. The visits to all of the Michigan community colleges for discussions with the majority of the administrative persons and with many faculty members were in themselves experiences of tremendous value as back- ground for the study and as valuable experiences to the writer. Cooperation received from administrative and faculty persons greatly encouraged and stimulated the writer. ii Technical advice and assistance from Dr. Stanley Ikenberry, Dr. Wilbur B. Brookover, Francis B. Martin, and Mrs. Natalie Sprowl were of great help. Appreciation is due the Kellogg Foundation, whose funds made possible a Community College Administration Fellowship grant for part of the eXpenses of this study. The entire manuscript was typed by my wife Carol. iii INTEREST OF THE WRITER The interest of the writer grew from a general interest in higher education whetted by continuous contact with it over a number of years in the forms of graduate work, regular guest lecture engage- ments, and business contacts. These direct contacts were further stimulated by participation in national, regional, and local groups which Sponsored information programs on administrative policies, principles, practices, and trends. The programs featured higher education authorities, as well as vocational experts. The main theme of these programs for many years has been the improvement of admin- istration of organizations by the improvement of management persons in general knowledge, in skills, and in attitudes. .A variety of formal and informal instructional techniques were necessary to effectively conduct the programs and to satisfy the needs of the participants. As personnel director and consultant over a period of fifteen years conducting training programs of various types, the writer observed the value of even small quantities of training and education in administra- tive policies and management practices among the adults participating in the programs supervised by the writer. In the conduct of college courses in business, the writer observed and was challenged by the interest with which adults in the classes sought knowledge to develop themselves and to improve institutional management practices. This, in a large measure, influenced the writer to make the present study. iv TABLE OF CONTENTS Page ACKNOWLEDGEMENTS. . . . . . . . . . . . . . . . . . . . . . . ii INTEREST OF THE WRITER . . . . . . . . . . . . . . . . . . . iv LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . . . vii Chapter I. STATEMENT OF THE PROBLEM . . . . . . . . . . . . . . 1 Introduction . . . . . 1 History of the Community or Public Junior College . . . . . . 2 Philosophy of Michigan Community Colleges . . . 4 The Purpose of the Study . . . . . . . . . . . 6 Need for the Study . . . . . . . . . 7 Limitation of the Study. . . . . . . . . 10 Definition of Terms . . . . . . 11 Assumptions and Hypotheses of the Study . 14 II. REVIEW OF LITERATURE . . . . . . . . . . . . . . . . 15 General Writings . . . . . . . . . . . . . . . . . 15 Doctoral Dissertations . . . . . . . . . . . . 19 College Catalogs and Other Literature. . . . . . . 31 Growth of Community Colleges . . . . . . . . . . . 31 Adult Enrollment Growth . . . . . . . . . . . . . 35 III. RESEARCH PROCEDURE AND METHODOLOGY . . . . . . . . . . 41 Design of the Study . . . . . . . . . . . . . . . . 41 Sources of Data . . . . . . . . . . . . . . . . . . 43 Procedures . . . . . . . . . . . . . . . . 44 Analysis and Statistical Methods . . . . . . . . . 47 Summary . . . . . . . . . . . . . . . . . . . . . . 48 Chapter Page IV. BACKGROUND INFORMATION ON PARTICIPANTS IN THE STUDY . . . . . . . . . . . . . . . . . . 49 Age and S ex 0 O O O O O O O O C 0 O O O I O O O O 49 Years of Experience . . . . . . . . . . . . . . . 50 Types of Responsibility . . . . . . . . . . . 53 University Credits Earned in Adult Program History, Philosophy, and Techniques . . . . . . 55 V. FINDINGS . . . . . . . . . . . . . . . . . . . . . . . 57 Subjective Answers or Opinions . . . . . . . . . . . 57 Strengths vs Weaknesses . . . . . . . . . 59 Handling Adults the Same or Differently . . . . . . 60 Subject-minded Instructors vs Individual-minded Instructors . . . . . . . . . . 61 Factors of Practice, Experience, Convenience, and Promotion of Programs . . . . . 62 Objective Answers or Facts . . . . . . . . . . . . . 63 Effective Teaching . . . . . . . . . . . . . . . . . 63 Handling of Adults . . . . . . . . . . . . 64 Value of Credits Earned by Instructors in Adult Program Courses . . . . . . . . . . . . 64 Value of Practical Experience . . . . . . . . . . . 65 Comingled Classes . . . . . . . . . . . . . . 66 Preference for Teaching Program . . . . . . . . . . 67 Practices Related to Students . . . . . . . . . . . 68 Practices Related to Curriculum . . . . . . . . . . 74 Practices Related to Faculty . . . . . . . . . . . 88 Practices Related to Administrators . . . . . . . . 95 VI. SUMMARY, FINDINGS, AND IMPLICATIONS FOR FURTHER STUDY . . . . . . . . . . . . . . . . . 133 Summary . . . . . . . . . . . . . . . . . . . . . . 133 Findings . . . . . . . . . . . . 134 Implications for Further Study . . . . . . . . . . 145 BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . 149 APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 vi LIST OF TABLES Table Page 1 Growth in Numbers of Junior Colleges in United States for the Period 1900-1960 . . . . . 32 2 Growth in Enrollment in Public and Private Junior Colleges for the Period 1900-1960 . . . . 33 3 Growth in Freshman and Sophomore Students Compared to Growth in Others in Junior Colleges for the Period 1936-1960 . . . . . . . . 36 4 Growth in Michigan Community Colleges in Enrollment and Data Comparing the Growth to Adult Enrollment in Community College Districts . . . . . . . . . . . 38 5 Enrollment at Henry Ford Community College for the Period 1938-39 to 1959-60 . . . . . . . . 39 6 Age and Sex of ReSpondents . . . . . . . . . . . . . 50 7 Experience of Faculty . . . . . . . . . . . . . . . . 52 8 Experience of Administrative Persons . . . . . . . . 53 9 Type of ReSponSibility of Respondents . . . . . . . . 54 10 University Credits Earned in Adult Program History, Philosophy, and Techniques . . . . . . . 55 11 Comments of Faculty and Administrative Persons on the General Theme That Programs for Adults Have Inherent Strengths Tending Toward High Quality Results or Having Inherent Weaknesses Tending Toward Low Quality Results . . . . . . . . . . . . . . . . . 59 12 Comments of Faculty and Administrative Persons on the General Theme That Instructors Handle, Treat, Teach, Advise or Consider Adults the Same As or Differently From All Other Community College Students . . . . . . . . . 60 vii Table Page 13 Comments of Faculty and Administrative Persons On the General Theme That Programs for Adults Are Taught by Instructors Who Tend To Be Subject-Minded as Contrasted to Instructors Who Tend To Be Individual- Student-Minded . . . . . . . . . . . . . . . . . . 61 14 Comments of Faculty and Administrative Persons on the Factors of Practical Experience, Convenience of Instruction, and Promotion of Programs for Adults . . . . . . . . . . . . . . 62 15 Most Effective Teaching Done . . . . . . . . . . . . 63 16 Adults Treated Same As or Differently From Other Students . . . . . . . . . . . . . . . 64 17 Value of Credits in Adult Program History, Philosophy, Techniques . . . . . . . . . . . . . . 65 18 Value of Practical Experience in Subject Field. . . . 66 19 Difficulty of Teaching Classes Which Comingle Freshman-Sophomore Students with Adults . . . . . 67 20 Most Preferred Program . . . . . . . . . . . . . . . 68 21 General Classification of Programs for Adults . . . 78 22 Advisory Groups Used in Community Colleges . . . . . 8O 23 Summary of Opinions on Value of Use of Advisory Groups . . . . . . . . . . . . . . . 81 24 Class Size, Length of Class Periods, and Most Commonly Scheduled Times for Adult Programs . . . . . . . . . . . . . . . . . . 84 25 Services Available to Adults in Addition to Academic Programs Classified by the Activity in Order of the Most Common to the Least Common . . . . . . . . . . . . . . . . . . . . . . 86 26 Faculty Salary Median and Average Pay as of December 31, 1961 . . . . . . . . . . . . . 93 27 Pay Plans for Evening and Summer Programs as of December 31, 1961 . . . . . . . . . 94 viii Table Page 28 Types of Administrative Positions, Numbers of Persons in Each Type, and Pay for the Year 1961-62 . . . . . . . . . . 102 29 Level of Responsibility for Programs for Adults . . . . . . . . . . . . . . . . . . . 104 30 Organization Pattern for Responsibility for Programs for Adults in the Community Colleges . . . . . . . . . . . . . . . 105 31 Designation of Responsibility for Programs for Adults by Title of Position and Date of Establishment Together with Indication of Coordinate Responsibilities with Board of Education Adult Education Departments . . . . . 108 32 Relationship of Community Colleges to Other Programs for Adults in the Area . . . . . . 111 33 Locations and Facilities Used . . . . . . . . . . .. 114 34 Reasons for Using Other Facilities . . . . . . . . . 116 35 Persistent Problems in the Administration of Programs for Adults . . . . . . . . . . . . . . 119 36 Sources of Authoritative Information About Programs for Adults . . . . . . . . . . . . 123 37 Improvements and Changes in Administrative Practices in Programs for Adults in Michigan Community Colleges Seen Necessary in the Future by the Chief Administrator . . . . . . . . . . . . . . . . . . . 127 38 Trends in Programs for Adults in Community Colleges . . . . . . . . . . . . . . . . 128 ix CHAPTER I STATEMENT OF THE PROBLEM Introduction Michigan community colleges have grown in enrollment and in number at a faster rate than all other institutions of higher educa- tion in the state. Enrollment statistics for the 1960-61 college year reveal that 18.3% of all students in higher education in the state attend these community institutions, and that 41.4% of all first-time freshmen enrolled in public higher education went to these institutions. It is predicted by Martorana that by 1970 one out of every five persons, or approximately 20% of the total in excess of 80,000 enrolled in all Michigan institutions of higher learning, will be attending the community colleges.2 Thus it is obvious that the percentage of persons now receiving some or all of their education from.Michigan community colleges is significant, and will become increasingly significant as enrollments in all institutions of higher education increase. The most recent authoritative statement on growth and importance States that "community colleges are presently recognized in Michigan as 1Michigan Council of Community College Administrators, Michigan Community Colleges — 1962, A leaflet containing Michigan Department of Public Instruction information for the years 1953-1961 and prepared for general distribution, 1962, pp. 1-3. S. V. Martorana, The Community College in Michigan, Staff Study No. l (Lansing, Michigan: Michigan Legislative Study Committee on Higher Education, 1957), p. 34. 2 being important institutions of higher education and have the fastest growing population, on a percentage basis, of all institutions of post- high school education."3 The general growth of Michigan community colleges is in a large measure due to the multipurpose objectives of these institutions. The study of the quantitative and qualitative aSpects of the information related to one of these purposes--the providing of programs for adults-- requires an analysis of the history, growth, and philosophy of community colleges. It is in the review of these three aSpects that the overall importance of community colleges to the United States and to Michigan is fully described. This lays the foundation for the assumptions, the hypotheses, and the body of this study. History of the Community or Public Junior Collegg While there is much information prior to 1900 which describes a variety of public higher education institutions in the United States with two-year or lesser programs, these institutions did not perform the generally accepted functions of the modern community or public junior college. It is generally agreed that these earlier institutions were normal schools and institutions with relatively Special purposes. The pioneer community college is Joliet Junior College at Joliet, Illinois, established in 1902. It continues to operate.4 Since its establishment, the number of junior and community colleges in the 3F. N. Crawford, Some Facts Concerning Community Colleges in Michigan, A report to the Education committee of the MiChigan Consti- tutional Convention, October 26, 1961, p. 12. (Mimeographed). 4J. W. Thornton, The Community Junior Collegg (New York: John Wiley and Sons, Inc., 1960), p. 47. 3 United States has grown to 663 as of 1959-60. In numbers of enrolled persons the growth is from approximately 100 persons in 1902 to 816,071 in 1959-60.5 The first community college in Michigan was established as a junior college in Grand Rapids in 1914. This college is still in operation. At the Start of the college year 1961-62, there were sixteen community colleges in operation as listed in Appendix A, and a seven- teenth authorized by voters in the northwestern portion of Wayne county. Enrollments in Michigan community colleges have risen in the last decade from 4,022 in 1951 to 32,987 in 1961. This steady and rising enroll- ment growth has caused some authorities to predict a need for twenty- three new community colleges in the state,6 and other authorities to predict almost that number for the six-county area surrounding Detroit. These predictions are based in part on the increasing need for a variety of programs for adults. The growth in Michigan in numbers of institutions, in total numbers of enrolled persons, and in persons other than freshman- sophomore students, parallels the national growth in these and other areas, according to Martorana.8 Michigan is among the top seven states in making publicly supported, two-year institutions a significant part of the higher education system. This growth is due to the fact, as 5E. J. Gleazer, Jr., "Junior College Growth," Junior College Journal, Vol. 31, No. 6 (February, 1961), p. 354. 6Martorana, op. cit., p. 123. 7Citizens Advisory Council, Six County_§tudy of Community CollegeyNeeds, Final report published by the Advisory Council, (Detroit: Citizens Advisory Council, 1960), pp. 24-25. 8 Martorana, op. cit., p. 31. 4 Masiko points out, that "the junior college is a uniquely American institution."9 This uniqueness is expressed by Tead in his statement that "this college is not a dilution of the four year college, nor is it a substitute for it. It is rather a ministry to the students who confront other, and for them not less important, problems and purposes."10 This is the basis for the multiple objectives underlying the philosophy of Michigan community college programs, and eSpecially that of providing programs for adults. Philosophy of Michigan Community Colleges .A review of the literature reveals that authorities agree in general on the objectives of the community college. The terminology varies as does the number of objectives, but Martorana describes and summarizes these objectives as follows: The Michigan community colleges on the whole accept and are making energetic efforts to accomplish the five functions usually attached to such institutions: (a) providing general education for all Students; (b) offering transfer and college- parallel courses in pre-professional fields and in the arts and sciences; (c) providing organized occupational programs for students who will seek to enter employment immediately after leaving the college; (d) offering adult and community- service programs of a wide variety; and (e) providing a full program of student personnel and guidance services for the students enrolled.1 These objectives or purposes are generally followed by the Michigan institutions even though the statements in their catalogs vary 9P. Masiko, Jr., The Social and Economic Necessity of Community Junior Colleges,.A paper read before the annual convention of the American.Association of School Administrators, Atlantic City, February 16, 1960. (Mimeographed). 10O. Tead, "Why the Independent Two Year College?", Junior CollegeyJournal, Vol. 30, No. 5 (January, 1960), p. 249. 11Martorana, op. cit., p. 3. 5 considerably as shown in Appendix E. This Appendix contains excerpts pertinent only to the objectives of the programs for adults, so that a reading of these statements shows to interested persons the wide range of interpretations of these objectives that exists. Interested persons may also read the detailed analysis by Kimball of the institu- tional objectives of Michigan community colleges. Bogue, Eells, Hillway, Martorana, Smith, Ward, and others, as well as reports of state and national study commissions, describe the role of the community college as that summarized by the statement of the California report in 1955: It is therefore recommended that the junior colleges con- centrate on the following purposes: 1. Technical-vocational education 2. General education 3. Lower division pre-transfer education 4. Community service education of post-high school grade, within the range agreed upon for the junior college 5. Guidance 3 Michigan community colleges, according to their catalogs, have similarly stated these purposes. Each is attempting to fulfill these purposes to varying degrees in keeping with its individual local situation. Within its own area each institution has developed its program for adults. Each has its distinctive practices in carrying out its programs so far as adults are concerned, as is later described in this study. 12.1. R. Kimball, "Analysis of Institutional Objectives of Michigan Community Colleges" (unpublished Ed.D. dissertation, College of Education, Michigan State University, 1960), pp. 71-75. 13California State Board of Education, A Restudy of the Needs of Californi§_in Higher Educgtion (Sacramento, California: State Board of Education, 1955), p. 53. 6 These statements can lead one to say that the community colleges in Michigan agree on a common philosophy, namely, that publicly sup- ported education beyond high school should be offered locally to all who are qualified, who are willing to work, and who can be benefited by the programs. The philosophy is elaborated in broad policies, is detailed in procedures for the carrying out of the policies, and is reflected in the practices affecting students, curriculum, faculty, and administra- tive persons. All of the institutions state the philosophy, objectives, policies, and procedures in a variety of ways in catalogs and other literature. The major amount of space in the literature is used to describe the programs of the colleges in terms applicable to freshman and sophomore students, while considerably less space is devoted to programs applicable to other students. Some of the institutions distribute a considerable amount of special literature for evening college, adult education, university extension, and special services. Some of the college catalogs give considerably less information on the practices affecting programs for adults. This information must be secured by personal contact and questioning. The Purpose of the Study The purpose of this study is to determine and describe the status of the practices of Michigan community colleges in providing programs for adults. It is important for these reasons: 1. Persons older and more mature than the usual freshman- sophomore age range compose an increasingly significant portion of the total enrollment. 7 2. Practices can be compared and reported as information value for use by new institutions and new administrative persons. 3. Practices need to be identified and analyzed for differences, and evaluated as to their long-range significance in the administration of community colleges. Need for the Study In the opinion of many education authorities such as Kempfer, the idea of "lifelong learning is the most Significant educational "14 This idea of this generation - indeed, of the twentieth century. type of education is called continuing education by some, post-high school education by some, and adult education by others. It is further described formally by such terms as night school, evening college, university extension, extended day school, and informally by descriptive phrases including vocational, cultural, recreational, general interest, and a variety of other terms. Regardless of the description used, it is generally agreed that the need for systematic learning throughout life is necessary in an increasingly complex society because of the constant adjustments that change forces upon people.15 The adjustments require new knowledge and skill, greater quantities of previously acquired knowledge and skill, and greater variation in the use of both the new and the old knowledge and skill. The changes which require these adjustments occur during the entire lifetime of people. The critical nature of the timing of the 14H. Kempfer, Adult Educggion (New York: McGraw-Hill Book Company, Inc., 1955), p. 3. 15Michigan White House Conference, "A Community Program of Adult Education: Michigan's Recommendations to the White House Conference on Education," Adult Education, Vol. VII, No. 1 (Autumn, 1956), pp. 40-44. 8 kind of education people should have is illustrated by Havighurst as he observes that "of all the periods of life, early adulthood is the fullest of teachable moments and the emptiest of efforts to teach."1 He further amplifies this by including ages 21-45 as the period of storm and stress in which people pass from an age-graded society to a social-status-graded society. People therefore need to meet the changes effectively with the appropriate responses rather than ineffectively with inadequate responses. Appropriate responses come from learning what to do and knowing how to do it. Since there is so much to be learned, people need help in the selection of content and in the procedure of learning in order to get the maximum fulfillment of their needs. Public education systems are organized to educate large numbers of people in an orderly and efficient manner. One of the units in the Michigan educational plan is the community college.. The importance of the community college and its role is most clearly stated by Crawford in his Michigan Constitutional Convention statement. It is pertinent to note the observations by Havighurst which indicate that the twentieth century man has an open horizon, trusts his own judgment rather than the supernatural authority, and is construct- ively worried. He says: This kind of person cannot believe that his education was completed once and for all at the close of his adolescence. He has to learn more new things after the age of 20 than ever before in human history. People at all levels of 16R. J. Havighurst, Humgn Development_gnd'Education (New York: Longmans, Green and Company, 1953), p. 2. 17Crawford, op. cit., p. 13. 9 economic life need to go on learning new things as adults-- not only the research scientist but thelgarage mechanic, the worker, the farmer, the housew1fe. Psychologically, it appears that people today need, want, and expect more and different educational opportunities than have heretofore existed. Medsker emphasizes that among the five functions, which author- ities agree that the community college as a new type of higher educa- tion institution performs, are the several that have to do with interests and needs of adults, namely (a) counseling of students to aid them in making educational and vocational choices consistent with their individual characteristics, and (b) offering a wide range of general and special courses and programs for adults in the community served.19 Houle emphasizes that some of the objectives of the community service philosophy of the junior college should be (a) to extend the terminal education curriculums in the occupational fields to serve the needs of those already engaged in the relevant trades, (b) to offer a general two-year curriculum to those adults who had previously been unable to undertake it, (c) to extend the guidance services to meet the needs of adults, and (d) to collaborate with other adult education institutions and associations in building a city-wide program of 20 integrated services. 18R. J. Havighurst, "Adult Education for Our Time," Adult Leadership, Vol. 7, No. 6, (December, 1958), p. 160. 19L. L. Medsker, The Junior College: Progress_§nd Prospect (New York: McGraw-Hill Book Company, Inc., 1960), pp. vi-vii. 20C. O. Houle, "The Obligation of the Junior College for Community Service," Junior College Journal, Vol. 30, No. 9, (May, 1960), pp. 510-5120 10 This Study is needed to focus attention on the quantitative and qualitative aSpects of the practices of Michigan community colleges in providing the types of programs for adults that in significant amounts and kinds fulfill needs of individuals and groups in their communities. Limitation of the Study This Study is limited to: l. The sixteen Michigan community colleges in operation as of the summer and fall of 1961 as listed in Appendix A. Since the Bay City Junior College student body, faculty, and programs were being merged into the newly established Delta College as of September, 1961, it was decided to include Delta College and omit Bay City Junior College. In addition, some reference will be made only for illustra- tive purposes to a newly authorized institution, North West Wayne Community College. 2. Particular parts of programs of community colleges which are identified as programs for adults. Reference made to information about freshman-sophomore programs is used as background for the practices in the programs for adults. 3. Practices which are described with reference to legal organ- ization, board policy matters, and college rules. These are used only as background for the practices. It is felt that the sc0pe of the project as outlined is large enough geographically and quantitatively to furnish sufficient data to provide substance for the study out of which Significant findings can be drawn. It was determined that in personal visits to all community colleges, interviews with all chief administrators and with most of the administrative personnel, written questionnaire to all persons in ll administrative and faculty positions, and meetings with many faculty persons and groups at all institutions, the limitation was appropriate. Definition of Terms Administrative The word administrative includes those persons whose jobs are primarily the managing, supervising, or directing of programs, including the counseling and servicing programs that Supplement the work of the faculty persons in community colleges. AClu_l£ .As defined by the American Association of Junior Colleges, an adult student is a person above compulsory school age attending part- time and not seeking a diploma.21 The Association also defines Special students as those taking courses part-time with an intent to graduate. This probably includes primarily persons who are more adult in status because of employment or home situations. An adult Student does not generally follow the same pattern of progression toward a diploma that Students classified as freshmen and Sophomores do, even though some adults do earn diplomas. It can be assumed that Since almost all adult persons start and remain part-time, the exactness of distinction made by the American.Association of Junior Colleges between Special and adult students is of no great significance, eSpecially since Michigan community colleges do not follow the Association's definitions. For the purpose of this study, it is assumed that an adult student is one, who for personal or occupational reasons, (a) attends 21J. P. Bogue, (ed) American Association of Junior Colleges, 1958 Junior College Directory, Washington, D. C., 1959, p. 2. 12 part-time, (b) does not necessarily progress in the usual freshman- sophomore pattern toward a degree status, (c) does not necessarily have a clear-cut academic goal, and (d) does have some reason and willingness for participation in available educational programs. These elements of definition are derived from a Study of Michigan community college literature and from personal interviews by the writer. Community college Though variously defined in Michigan statutes, the community college is a tax-supported institution offering a variety of post-high school education programs. The community college in Michigan includes some institutions which were created prior to statutes providing for a degree of State financial support. Some of these institutions continue to use the term."junior college" in their title. Another provision generally contained in Michigan statutes is that the community college is an institution which may offer no more than two years of college work. Courses Credit courses.- Courses of study and work for which the community college grants credit toward any type of degree recognition under its jurisdiction as an institution of higher learning. Non-credit courses.- Courses of Study and work for which the community college grants no credit for any reason toward degree recog- nition, but for which some type of certificated or informal recognition may be given by authority of its administration. 22Michigan Department of Public Instruction, Michigan Community College Laws, Publication No. 524 (Lansing, Michigan: Superintendent of Public Instruction, July, 1962), p. 37. l3 Day_courses.- Courses usually Scheduled from 8 a.m. to 6 p.m. Night courses.- Courses usually scheduled 6 p.m. and later; also on Saturdays. Faculty The word faculty includes those persons whose job is primarily that of instruction in subjects listed in the catalogs, and whose job is performed through classwork, laboratory work, and similar programs. Practices The actions in carrying out the policies of the community college to achieve the objective of providing programs for adults. Practices are the repetitive actions carried out in daily operations. Practices are results of detailed procedures carrying out the broad guides of administrative policy based on the principles of theory. Practices represent the applicability through actions of the theoretical ideas 23 stated in the principles. Programs for adults Any type of class, study, or work offered by the community college, which is primarily for persons classified other than freshman and Sophomore, and which is scheduled at a time mutually determined to be most suitable for the people interested in the subject and using the facilities and/or staff of the community college. Included are programs offered on a credit basis and programs offered on a non-credit basis. 23D. E. McFarland, Management Principles and Practices (New York: The MmcMillan Company, 1958), pp. 10-11. l4 Assumptions and Hypotheses of the Study The following assumptions were established as the bases of the study: 1. Programs for adults can be identified within the total com- munity college program. 2. Practices that apply to programs for adults can be identified from other practices. 3. The literature published by the community colleges reflects the practices pertinent to the programs for adults. 4. Personnel of community colleges will accurately report the practices of their institutions with reSpect to the programs for adults. 5. Subjective statements and comments can be translated into objective data. Since one of the objectives (Stated on page 4) of the community college includes offering adult and community service programs of a wide variety, it can be hypothesized that community colleges vary from institution to institution in their practices pertaining to programs for adults, and therefore, the following operational hypotheses were stated: 1. Practices for adult programs vary in accordance with the kinds of programs offered. 2. Practices for adult programs vary in accordance with the legal organization of the community college. 3. Practices for adult programs vary in accordance with the numbers of adults involved. 4. Practices for adult programs vary in accordance with the length of time that a community college has been in operation. CHAPTER II REVIEW OF LITERATURE General Writinge Many educational authorities and groups in recent years have made numerous thought-provoking statements about the past, present, and future needs of adults, and esPecially in relationship to the programs provided by community colleges. Some of these general statements are worth repeating at this point. Pyle points out: A new Student body is compelling many institutions of higher education, particularly the public institutions, to take cognizance of its existence and to adjust to it. This rapidly growing body of students is composed of adults... The time has arrived when academic governing bodies are beginning to pay closer attention to the systematic development of continuing education as an important institutional function. The President's Commission exhibits concern by Stating that: The present status of university extension services makes it painfully clear that the colleges and universities do not recognize adult education as their potentially greatest service to democratic Society. It is pushed aside as something quite extraneous to the real business of the university... The colleges and universities should elevate adult education to a positign of equal importance with any other of their functions. 24H. G. Pyle, "The University's Expanding Role in Continuing Education," The Journal of Higher Education (January, 1961), p. 23. 25U. 8. President's Commission on Higher Education. H'gher Education for American Democraey, Vol. I (New York: Harper and Brothers, 1948), p. 97. 15 l6 Kempfer emphasizes that: Lifelong learning is the most significant educational idea of this generation - indeed, of the twentieth century. No educational movement in the United States since the beginning of free public schools has offered more promise for the future than does adult education. As an influence on the further development of our culture, it may prove equal to public education itself. Its possibilities are almost beyond comprehension. He further points out: The scope of democratic education continues to expand. Increasing numbers can now attend junior colleges and 4 year institutions, and the fast-developing community colleges openly embrace the idea of lifelong learning for all. The question is being asked, "If unlimited education is good for youth, why should it not be good for adults as well?" Most writers have pointed out some of the reasons for the growth of programs for adults in community colleges. Hillway Specifies the more common advantages by saying that: Convenience of location, financial savings, and the availability of desirable two-year vocational programs probably constitute the most powerful forces impelling students to enter the junior and community colleges of America.2 Reynolds adds the opinion that the growth is influenced by the services of adult education and community services as formal curricula and extra-curricular activitieS--"(a) Each activity was provided to help satisfy a genuine educational need in the community, and (b) the chief beneficiaries of each of those activities were adults."29 26H. Kempfer, Adult Education (New York: McGraw-Hill Book Company, Inc., 1955), p. 3. 27Kempfer, op. cit., pp. 3-4. 28T. Hillway, The American Two-Year College (New York: Harper and Brothers, 1958), p. 12. 29J. W. Reynolds, "Community Services" in The Public Junior College, Fifty-fifth Yearbook of the National Society for the Study of Education (Chicago: The University of Chicago Press, 1956), p. 143. 17 Johnson uses statistics upon which to base his opinion: More than half ( 59 per cent in 1953-54) of the junior- college enrolment consists of adult and Special Students. This high percentage undoubtedly reflects something of the extent to which the junior college is meeting the needs of the people of its particular locale.3 Ward places special emphasis on the advantages of the terminal programs in his book: Many institutions would feel that once a terminal student has been placed in a full-time position, the Junior College is relieved of all further responsibility toward him by virtue of the fact that he is now an adult in the community. However, personnel workers and instructors in successful terminal programs are keenly aware of the need for helping former students. In terminal programs, there is little opportunity for the training institution to slough off its responsibilities for its former students as though it were a cat that is given to abandoning its young, leaving them to shift for themselves. Fortunately for the Junior College, its terminal offspring--if encouraged--return to the training institution for more services. And in providing them with additional training and personnel services, the institution31 becomes interested in aiding other adults in the community. Some of the general writings make very specific observations on the administrative and faculty personnel and their qualifications. Medsker says: If all internal problems are to be met and if, in addition, the two-year college is to be represented in the delibera- tions of the persons and agencies which Shape the external factors affecting it, the absolute necessity for able leadership is apparent. The increasing scope and complexity of this institution not only demand new administrators to 30B. L. Johnson, "The Junior College Today" in The Public Junior College, Fifty-fifth Yearbook of the National Society for the Study of Education (Chicago: The University of Chicago Press, 1956), p. 6. 31F. Ward, Terminal Education in the Junior College_(New York: Harper and Brothers, 1947), p. 178 18 fill new openings but also demand that these administrators be men and women with far-reaching educational vision; capable of interpreting society's need and expectations; committed to the types of students this in-between institu- tion serves; adept at working with faculties, governing boards, community groups, as well as with representatives of other segments of education; and possessing the integrity that commands the respect of lay and professional people. The finding and development of such leaders is an immediate task. If the task seems complex, it is only because the institution these leaders are to serve is complex.32 He further adds: One of the difficulties will be to find and prepare teachers whose image of themselves as staff members of a two-year college is in harmony with the distinctive purposes of this type of college rather than with some other type. Even the most adequate preparation of teachers is incomplete if their attitudes toward the junior college are incompatible with its purposes. Observing the adult student has resulted in some findings that can guide the community college programs for adults. One example is Radermacher and Smith's work on affinity of occupation and subject matter studied by adults. In an analysis of subjects studied in the adult education program in Vienna, Austria, they found these important points: 1. Those who enroll in these adult education courses can have two types of motivation. They either want to make up for deficiencies in their basic education, or they want to increase their general knowledge. These, in modern terminology, are the two manifest functions of the courses. The function of enlarging one's knowledge can be further sub-divided: it can either be closely related to one's work, or it may be of a more general nature. These may be called the latent functions of this particular kind of motivation. 32L. L. Medsker, The Junior College: Progress_end Prospect (New York: McGraw-Hill Book Company, Inc., 1960), p. 318. 33Medsker, op. cit., p. 319. l9 2. Latent functions permit a sharp distinction between white collar personnel and manual workers. Manual workers seek knowledge closely related to the technical nature of their work. White collar people seem to seek more general liberal education. 3. Civil service people tend to behave more like manual workers in more respects but also seek social science knowledge.34 Carey reports in a drop-out study: 1. In-service training of teachers of night college classes is necessary due to older, working persons in the night classes needing a different kind of instruction, course Schedule, content, sequence, etc. 2. A different, Special communications system is needed between the administration of an evening college and night college students than that used for regular college Students. These writings and others generally point out the need to give special attention to programs for adults, that community colleges can and are providing programs for adults, and that there are some problems in the practices of providing such programs. Challenges are accompanied by suggestions. Doctoral Dissegeetions A review of doctoral studies in education pertinent to programs for adults in community colleges reveals a dearth of research material. Studies were found on some specific phases of programs for adults in higher education and on a variety of matters in the junior college field. It is only in the recent decade that a significant increase is occurring in research in the junior or community college field. While 34L. Radermacher and E. Smith, "The Affinity of Occupation and Subject Matter Among Adult Education Subjects," The Language of Social Research, ed. P. Lazarsfeld and M. Rosenberg (Glencoe, Illinois: The Free Press, 1955), pp. 100-106 35J. T. Carey, Why Students Drep Out, A Report from the Center for the Study of Liberal Education for Adults (Chicago: 1953), pp. 38-44. 20 all of the studies may be relevant to the programs for adults, some of these studies have implications and a few are more directly related to programs for adults. The growth of the community and junior colleges in the United States has Stimulated only recently an increased amount of research as indicated by the number of doctoral dissertations since 1919. The writer found that probably less than one percent of the dissertations in educa- tion written since that time covers topics in the fields of adult education and the community or junior college. The writer found that the first dissertation was written by McDowell in 1918 on "The Junior College."36 The earliest found on the topic of adult education in the junior college was written by Bradley in 1942 titled, "Junior College Provisions for Adult Education."37 Parker found 225 doctoral dissertations in the community junior college field.38 His description summarizes these writings by describing three stages of the junior college movement: (1) the birth, development, and acceptance of the junior college as a separate higher education institution during the years up to 1920, (2) the acceptance of an emerging trend in providing terminal and semiprofessional functions during the years 1920-1945, and (3) the emphasis of the community junior college with a strong community adult service since 1945. He concludes 36F. M; McDowell, "The Junior College" (unpublished Ph.D. dissertation, State University of Iowa, 1918). 37B. W. Bradley, "Junior College Provisions for Adult Education" (unpublished Ph.D. dissertation, University of Missouri, 1942). 38F. Parker, "The Community Junior College - Enfant Terrible of American Higher Education: A Bibliography of 225 Doctoral Research Dissertations," Junior College Journal, Vol. 32, No. 4 (December, 1961), pp. 193-204. 21 that in the third stage, "Junior colleges found that they developed a tap root, one that promised to keep them in business."39 Parker's search for the period 1929-1961 shows that since the one dissertation by Hanna in 1929 on student retention in junior colleges, there were 7 in the 19303, 35 in the 19403, 178 in the 19503, and a few in the first two years of the 19603. Of the total of 225 that Parker lists, only a handful specify adult themes in the titles, and about 25 may be concerned with programs for adults by including titles on technical, terminal vocational and occupational topics. Eells adds to the Parker listing 65 additional doctoral studies which in whole or in part cover topics in the junior college field. He points out that only 12 studies were written before 1930. He verifies the McDowell study as the first on the junior college field. Eells did not list any study on the area of adult programs in the junior college field, although five may be concerned with programs for adults from the title description. Parker and Eells concur with the writer's review of literature in concluding that (a) very little doctoral research has been done on programs for adults in community colleges, (b) a very small portion of the total doctoral research in education is in the community college field, and (c) a considerable increase in doctoral research in the community college field has occurred since 1950. 39Ibid,, p. 194 40W. C. Eells, "Junior College Doctoral Dissertations - Supple- mentary List," Junior College Journal, Vol. 33, No. 1 (September, 1962), pp. 16-19. 22 A review of the titles found by Parker, Eells, and the writer reveals ten research studies specifically in the area of programs for adults in community colleges. These studies are listed in Appendix K. It is interesting to note that seven of these studies were con- cerned with the adult program, while three were concerned with specific problems such as finance, business education, and music. The writer also reviewed the dissertation abstracts for titles of research studies on factors relevant to practices in the programs for adults in universities and other institutions for significant findings. There were about forty such studies, many of which made important observations on the practices of programs for adults. These additional studies provided a valuable background for analysis of current practices in community colleges. These are summarized in groups of findings pertinent to such topics as students, curriculum, faculty, administrative persons, and institutional organization. In the first doctoral dissertation on the topic of the junior college and adult education, Bradley observed that private and public junior colleges have definitely entered the field of adult education and that this field was a significant service of the junior colleges as measured by the scope of activities and enrollment.41 Luchsinger found that adult enrollment increased in institutions which used lay advisory committees. 41Bradley, op. cit. 42L. B. Luchsinger, "Criteria for Evaluation of Adult Education Programs in Junior Colleges and Their Application to Kilgore College" (unpublished Ed.D. dissertation, The University of Texas, 1959). 23 Following are some studies on the adult student which give some clues to practices of community colleges in providing programs for adults. Canning found that this type of student in college is inclined to follow a self-styled curriculum rather than the regular pattern. He also found that persons who had dropped out of high school did so primarily for financial and non-interest reasons, so that the desire to go to college as a special or adult student is stimulated by special reasons. Other characteristics noted were that these students had a high degree of job satisfaction and had a degree of problem-solving and intelligence abilities equal to their peers who graduated from high school and went on to college. These students were older in age than regular college students, were more serious and frank, and also were less tolerant and less indecisive. Ewigleben found in his study of drop-outs that older participants were less prone to drop out than were the younger participants. He also found out that illness and availability of time were the reasons for 40% of the drop-outs.44 P. B. Davis found that adult students, who had specific prefer- ences and reactions to the times, subjects, and length of courses, had better attendance records than students who had no preferences. 43W. M. Canning, "A Psycho-Educational Study of Adult, Non-High School Graduates in A College Degree Curriculum" (unpublished Ph.D. dissertation, Northwestern University, 1955). 44R. L. Ewigleben, "The Identification and Analysis of the Factors Contributing to the Drop-Out Rate Among Participants in Classes of the Lansing Adult School Program" (unpublished Ed.D. dissertation, Michigan State University, East Lansing, 1959). 24 He also found that Students who organized car pools attended more regularly.45 Observations about the curriculum which suggest practices of community colleges in providing programs for adults are interesting. Chomitz noticed a trend toward a Significant increase in a demand by adults for business subjects in junior colleges, and had statistical support to show that this subject is the fastest growing educational area in the United States.46 Sherman also found in his study that the heaviest and major share of the programs in vocational-terminal educa- tion of public community colleges in Michigan were in business.47 Redemsky concluded that more high school graduates would attend junior colleges if their occupational goals were met, especially in the semiprofessional and skilled occupations. From another viewpoint, Ewigleben pointed out that the greatest drop-out rate (43.6%) occurs in business classes, while the lowest drop- out rate (17.4%) occurs in the art, craft, and hobby classes. He also noted that employed persons dropped out for "job" or "personal" reasons.49 I 45P. B. Davis, "Selected Factors Associated with Attendance at Adult Farmer Classes in Michigan" (unpublished Ph.D. dissertation, Michigan State University, 1959). 46D. L. Chomitz, "Business Education for Adults in the Junior College" (Ph.D. dissertation, Teachers College, Columbia University, 1957), Published as Monograph 0-5 by South-Western Publishing Company, Cincinnati, 1957. ‘ 47D. R. Sherman, "The Emerging Role of Vocational-Terminal Education in the Public Community Colleges of Michigan"(unpublished Ed.D. disserta- tion, wayne State University, 1956). 48L. W. Redemsky, "The Educational and Vocational Plans of Senior High School Students with Special Reference to the Occupational Pattern of the Community, the Occupations of High School Graduates, and the Terminal Curriculum of the Junior College" (unpublished Ph.D. dissertation, Michigan State University, 1952). 49Ewigleben, op. cit. 25 Perry stressed the need for a curricula for adult students,50 and Redemsky said that an increase in enrollment could be expected if more curricula were offered for individuals interested in part-time education.51 Holden found that people as individuals (1) will pay more readily for adult education courses which will increase their earning ability than for other types of learning, (2) will pay to a considerable degree for recreational and cultural learning, (3) were reluctant to pay for home and community education, (4) were willing to pay only part of the cost of adult education. 0n the other hand, he found that people as a group are willing to have taxes pay for (1) civic and public affairs information, (2) earning a living, (3) home and family education, (4) intellectual development, and (5) recreational skills. Implications of concern in the area of the curriculum were brought out in relationship to practices of community colleges in programs for adults. Black, in a study of patterns for post-secondary education, stated that community college concept requires a coordinate status of college parallel, terminal, and adult education programs. This status would require new patterns of organization and services in turn requiring 50 R. S. Perry, "A Critical Study of Current Issues in Business Education in the Public Junior Colleges of California" (unpublished Ph.D. dissertation, University of California at Los Angeles, 1956). 51Redemsky, op. cit. 52J. B. Holden, "Factors Relating to the Financial Support of Continuing Education as Revealed by A Study of Selected Michigan Communities" (unpublished Ph.D. dissertation, Ohio State University, 1955). 26 increasingly functional and working relationships with the community served. Valade found that, while community colleges had strong refresher and adult programs, they lacked advisory committees as well as integra- tion with high school and cooperative programs.54 Sherman implied that because advisory committees were not used, there was a strong tendency to force any occupational program to fit the two-year educational framework rather than adjust the length of training to the needs of the occupation. He further stated that curricula objectives were vague interms of filling community needs. Luchsinger stated that the philosophy of the program should be based on the consensus of a representative group of administrators, instructors, and lay persons.56 Pettijean reported that little curriculum was planned and offered to meet community occupational need.57 Williams found that an effective community college occupational training for business required student, employee, and employer recom- mendations on curriculum content and personality factors in order to 53M. F. Black, "The Organization of a Public Community College Program in Relation to Postsecondary Educational Interests and Needs in an Industrial Community" (unpublished Ph.D. dissertation, University of Michigan, 1952). 54 W. J. Valade, "A Study of the Origin, Development, and Trend of Selected Community Colleges of Michigan" (unpublished Ed.D. dissertation, Wayne State University, 1956). Sherman, op. cit. 56Luchsinger, op. cit. 57C. F. Pettijean, "A Study of Terminal Education in the Junior Colleges of Connecticut" (unpublished Ed.D. dissertation, New York University, 1956). 27 insure job success. All groups reported inadequacies and deficiencies which warranted some revision of curriculum.58 A number of studies disclosed some viewpoints about the faculty which are important to community college programs for adults. Cheskie reported the need for continued effort to articulate the philosophy and importance of adult education to the faculty. Davis found that adults, who reacted favorably to the instructor's personality and methods of class conduct, attended more regularly than those who said that these factors had no influence on their attendance.60 Ewigleben reported that although very few adults mentioned that they dropped out due to program, teaching was most often mentioned.61 Kimball reported that 82% of the faculty viewed the liberal arts program as the strongest area, and that only 20% of the faculty were satisfied with the present programs of community colleges. In his study of instructional practices, Melvin reported that there were instructors and certain instructional procedures rated more highly by students than by administrators. He described the better junior college teacher as one who recognized or indicated the greater difference between ideal and actual class practices and used a variety of class procedures. He also pointed out that the terminal education 58F. Williams, "A Study of the Effectiveness of the Office Training Program at Flint Community Junior College As Related to the Employment Needs of Former Students" (unpublished Ph.D. dissertation, Michigan State University, 1960). 598. V. Cheskie, "An Appraisal of the Adult Education Program of Highland Park Public Schools, Highland Park, Michigan" (unpublished Ed.D. dissertation, Wayne State University, 1957). 0Davis, op. cit. 61Ewigleben, op. cit. 62Kimball, op. cit. 28 teacher was rated highest by both administrators and students over the academic and adult education teachers, primarily on the basis of use . 63 of various classroom procedures. Observations of concern to administrative persons were related to programs for adults in some studies. In selection of faculty, Healy found the teacher certification criterion indefensible for the selection of public school adult educa- 64 tion teachers, and recommended a licensing procedure as a substitute. On the other hand, Pettijean observed that while the faculty was experienced and capable technically, it was weak in professional educa- . . . .. .65 tion preparation, espeCially related to junior college teaching. Kimball found certain differences of opinion between administrators and teachers in institutional objectives and some practices. He pointed out the role of leadership of community college administrators in the dual responsibilities of (a) an institution of higher learning, and 66 (b) a local institution to meet local needs. Luchsinger found that administrators needed the opinions of instructors and students in order to evaluate programs objectively, and warned administrators not to rely on what they thought was being done. 63K. L. Melvin, "Instructional Practices Used in Selected Public Junior Colleges" (unpublished Ed.D. dissertation, The University of Nebraska, 1957). 64D. J. Healy, "Selecting the Adult Educator" (unpublished Ph.D. dissertation, New York University, 1959). 65Pettijean, op. cit. 66Kimball, op. cit. 67Luchsinger, op. cit. 29 Treloar found that part-time directors of programs for adults had greater problems of programming and were more concerned over lack of time for operation of program than were the full-time directors, He also found that full-time directors were more concerned over helping the teachers understand adult learners and were more aware of the importance of facilities designed for adults than were the part-time directors.68 Many institutional practices were commented upon in various studies. For example, Cheskie observed that improved and increased parking facilities in an urban junior college were an aid to enrollment and attendance. She also suggested improved facilities, equipment, and environmental conditions.69 Luchsinger found that guidance and library services had to operate at more convenient times, especially evenings, to be of value to adult students.70 Kimball also observed that faculty (62%) viewed counseling and guidance as the weakest area. Treloar observed that counseling was seldom a part of a program for adults even though deemed important by two-thirds of the adult directors.72 Black73 and Cheskie 74 said that adult Students wanted 68W. P. Treloar, "A Study of Selected Factors Inhibiting the Development of Adult Education in the State of Michigan, 1957-58" (unpublished Ph.D. dissertation, Michigan State University, 1960). 69Cheskie, op. cit. 70Luchsinger, op. cit. 71Kimball, op. cit. 72Treloar, op. cit. 73Black, op. cit. 74Cheskie, op. cit. 30 and accepted counseling services. Hugg implied that counseling being available was appreciated. Williams concluded that job placement and communication with employers were problem areas, and that all possible devices needed to be used to exchange ideas for more realistic preparation of students in community colleges. In summary, the literature shows that programs for adults are increasing in scope, in numbers enrolled, and in effort of all kinds. It describes weaknesses which are related to their administration and related to a need for attention to a variety of practices. It shows that significant growth is occurring in programs for adults in com- munity colleges, and that the institutional responsibilities as reflected in the practices affecting the conduct of these programs need to be reviewed with the objective of improving their effectiveness. The entire field of programs for adults is receiving increased attention in other areas of education. For example, 32% of the evening and extension programs of colleges and universities in the United States offered special terminal courses, according to Laird. He found that 68% of this group offer only standard college courses. He also found that 19% of these colleges and universities use the associate degree for completion of the two-year programs.77 Hugg, in his study of the 100 years of Y.M.C.A. experience in programs for adults, noticed that 75A. H. Hugg, "Informal Adult Education in the Y.M.C.A." (unpublished Ph.D. dissertation, Columbia University, 1950). 6Williams, op. cit. 77B. F. Laird, "A Survey of the Certificate and Terminal Curricular Offerings of University Extensions and Evening Colleges" (unpublished Ed.D. dissertation, Indiana University, 1954). 31 informal approaches to adult education evolved into formal patterns. Both Laird and Hugg studies affirmed the opportunity and the need for the community college approach to programs for adults. College Catalogs and Other Literature A careful reading also was made of all of the catalogs and special literature of Michigan community colleges. Various parts of this liter- ature are referred to in appropriate places in this study most closely pertinent to specific practices. It is important to note at this point that all of the catalogs vary as to style, content, and order, especially as to completeness of the information on programs for adults. In most cases, special literature is furnished for programs for adults. This, too, was carefully read by the writer. Out of these readings came a number of the tables and statements which summarize the practices. These are given in Chapter V and in Appendices. From the reading of the Junior College Journal came the data on growth of the community colleges and the enrollment figures for the United States. From a reading of records in the Michigan Department of Public Instruction came the data on Michigan community colleges. Much of the data from these sources were put into tables and Appendices. Growth of Community Colleges Table 1 shows the growth in numbers of public and private insti- tutions. Table 2 shows growth in the two types of institutions in enrollment of students. From these tables one can see that there is a significant growth in the public junior or community college. 78Hugg, op. cit. 32 TABLE 1 GROWTH IN NUMBERS OF JUNIOR COLLEGES IN UNITED STATES FOR THE PERIOD 1900-1960* Percentage Year Total Public Private Public 1900-01 8 0 8 0 1915-16 74 19 55 26 1921-22 207 70 137 34 1925-26 325 136 189 42 1929-30 436 178 258 41 1933-34 521 219 302 42 1938-39 575 258 317 45 1947-48 651 328 323 50 1952-53 594 327 267 55 1953-54 598 338 260 57 1954-55 596 336 260 56 1955-56 635 363 272 57 1956-57 652 377 275 57.8 1957-58 667 391 276 58.6 1958-59 677 400 277 59.1 1959-60 663 390 273 58.8 1PJunior College Growth," Junior Collegngournal, February 1961, p. 355. 33 TABLE 2 GROWTH OF ENROLLMENT IN PUBLIC AND PRIVATE JUNIOR COLLEGES FOR THE PERIOD 1900-1960* Percentage Year Total Public Private Public 1900-01 100 0 100 0 1915-16 2,363 592 1,771 25 1921-22 16,031 8,349 7,682 52 1925-26 35,630 20,145 15,485 57 1929-30 74,088 45,021 29,067 61 1933-34 107,807 74,853 32,954 69 1938-39 196,710 140,545 56,165 71 1947-48 500,536 378,844 121,692 76 1951-52 572,193 495,766 76,427 87 1952-53 560,732 489,563 71,169 87 1953-54 622,864 553,008 69,856 89 1954-55 696,321 618,000 78,321 89 1955-56 765,551 683,129 82,422 89 1956-57 869,720 776,493 93,227 89.2 1957-58 892,642 793,105 99,537 88.8 1958-59 905,062 806,849 98,213 89.1 1959-60 816,701 712,224 103,847 87.3 *"Junior College Growth," Junior College Journal, February 1961, p.356. 34 The literature contains many authoritative statements on the reasons for the steady growth of community colleges. A few examples are given here. Bogue said that this growth is due to general population growth and a variety of socio-economic factors. Starrak and Hughes, in one of the comprehensive studies of com- munity colleges in the United States, described their significance in these words: Several million adults of all ages will have the opportunity to increase greatly their social and occupational competence. It is difficult to exaggerate the resultant gain in the general welfare of our people. Sexson and Harbison emphasized the continuing education process in their book: For the successful performance of this function, the junior college should become the center of the educational and cultural life of the entire community. This function rests upon the philosophy that education is a lifelong process, extending from birth to death, and the time will never come in the course of one's gifetime when he can say that his education is completed. Finally, the United States President's Commission on Higher Educa- tion succinctly summarized: "The community college must become the center 82 for the administration of a comprehensive adult education program." 79J. P. Bogue, (ed) Amerieen Junior Colleges (Washington, D. C.: American Council on Education, 1960), p. 8. 80J. A. Starrak and R. M. Hughes, The Community College in the U. S. (Ames, Iowa: Iowa State College Press, 1954), pp. 103-4. 81.1. A. Sexson and J. w. Harbeson, The New American College (New York: Harper and Brothers, 1946), p. 58. 82United States President's Commission on Higher Education, op. cit., pp. 69-70. 35 Adult Enrollment Growth Table 3 compares the growth in enrollment in the United States of adult and Special types of students to the total enrollment growth. Special students are included because the reasons for persons attending on this basis are usually the same as for persons attending on the adult basis-~to get knowledge on a part-time basis for occupational or personal reasons. The attendance on a part-time basis is due to occupational or home life duties preventing a full-time attendance. As previously pointed out, few Michigan community colleges classify adult students according to the definition adopted by the American Association of Junior Colleges, while others use modifications of this classification. According to the statistics available, the percentage of special students is small in relation to both the total enrollment and the adult enrollment in the two-year colleges. Therefore, it is the opinion of the writer that it is of no serious consequence that the special students are either combined with the adults, or left out of any analysis of community and junior college statistics. However, for the purposes of this study, the "adult" and "special" groups are combined and treated as "adult". Table 3 shows steady increase in adult and special students. It is significant that in the year 1958 the enrollment of these kinds of students reached 50.8% of the total and passed the number of freshman-sophomore students. GROWTH IN FRESHMAN AND SOPHOMORE STUDENTS COMPARED TO GROWTH IN OTHERS IN JUNIOR COLLEGES 36 TABLE 3 FOR THE PERIOD 1936-1960* Year Freshmen Sophomores Others Total 1936-37 73,880 41,993 20,750 136,623 1937-38 80,398 41,986 33,204 155,588 1938-39 96,687 47,174 52,849 196,710 1939-40 105,663 57,128 73,371 236,162 1940-41 104,819 60,128 102,369 267,406 1941-42 100,280 55,644 158,425 314,349 1942-43 90,810 40,981 193,360 325,151 1943-44 62,307 25,690 161,791 249,788 1944-45 117,836 36,537 140,102 251,290 1945-46 116,282 35,948 142,245 294,475 1946-47 210,805 67,406 176,837 455,048 1947-48 196,510 119,080 184,946 500,536 1948-49 172,537 100,323 192,955 465,815 1949-50 183,117 102,871 276,798 562,786 1950-51 164,523 93,622 321,330 579,475 1951-52 139,850 70,976 361,367 572,193 1952-53 156,192 70,065 334,475 560,732 1953-54 172,566 83,138 367,160 622,864 1954-55 190,634 85,802 419,885 696,321 1955-56 255,301 124,934 385,361 765,551 1956-57 291,981 136,530 441,209 869,720 1957-58 330,956 158,491 403,195 892,642 1958-59 303,507 144,873 456,682 905,062 1959-60 346,568 163,674 305,829 816,071 *"Junior College Growth," Junior College Journal, February 1961, p. 357. .1. In. ’ _ 1 ’ 2' u- 37 In a number of community and junior colleges this ratio is greater, and in some instances the ratio of adults to freshman-sophomore students is amazing. For example, Eells found one junior college in 1940 with 800 regular students and almost 8,000 adult students, and further anticipated that a ratio of ten adults to one regular college student would be common in junior colleges which serve the needs of communities.8 From the few statistics available for Michigan community colleges, it appears that there is a significant proportion of adult persons participating, and that the proportion of adult students is increasing. Table 4 describes this for the Michigan community colleges which have available information. Table 4 compares the proportion of total students in the community colleges to the total adults participating in programs for adults in the community college districts. The significance of the comparison is the sustained large numbers in 1961 after the several years of state aid for adult education was withdrawn. Percentage-wise, the growth of the adult programs during the period of available statistics does not compare with the growth of total enrollment of the community college student body, and it Should be pointed out that adults are taking work for college credit and are included in the community college totals. If adults taking work for college credit were added to the enroll- ment of adults in the adult education reports, the statistics for all adults in all programs would be higher, and would probably reflect a more correct picture of the scope of programs for adults. 83W. C. Eells (ed) American Junior Colleges (Washington, D. C.: American Council on Education, 1940), pp. 36-37. 38 TABLE 4 GROWTH IN MICHIGAN COMMUNITY COLLEGES IN ENROLLMENT AND DATA COMPARING THE GROWTH TO ADULT ENROLLMENT IN COMMUNITY COLLEGE DISTRICTS Total Number Total Number Number of of Stude ts of Adults in Year Colleges Colleges Area Programs 1954 12 9,739 63,425 (10) 1955 13 13,652 58,011 (13) 1956 13 16,176 67,880 (14) 1957 16 19,837 68,208 (16) 1958 16 22,784 78,888 (16) 1961 16 32,987 67,855 (16) Note: Numbers in ( ) indicate number of community college districts for which data was available. * Fall head count as reported to Michigan Department of Public Instruction, Higher Education Section. Enrollment reported at end of year to Michigan Department of Public Instruction, Adult Education Section. This includes reports of the community colleges with adult programs, and reports from Board of Education Adult Education departments in community college districts. Table 5 shows the increasing significance of part-time college and adult education participation compared to a substantial freshman- sophomore Student growth in one of the larger Michigan community colleges. 39 TABLE 5 ENROLLMENT AT HENRY FORD COMMUNITY COLLEGE FOR THE PERIOD 1938-39 T0 1959-60* Full-time Part-time Total College College College Adult Educ. Year Students Students Students Enrollment Total 1938-39 88 - 88 927 1,015 1940-41 189 - 189 1,252 1,441 1945-46 87 - 87 1,542 1,629 1949-50 510 353 863 1,902 2,765 1954-55 777 2,246 3,023 2,889 5,912 1959-60 1,228 4,592 5,820 2,287 8,107 *Information from "Enrollment Figures for Henry Ford Community College for the Years 1938-1960" (ditto). Analysis of these figures shows that this institution serves 4,592 (77.1%) college students on a part-time basis compared to 1,228 (23.9%) students on a full-time basis. In addition, this college serves 2,287 adult education persons, which figure added to the 4,592 part-time college students, totals 6,879 (83.6%) of the 8,107 total persons served by Henry Ford Community College. In other words, it serves four times as many adult and part-time persons as it does freshman-sophomore students. Another example is the steady growth of the evening college credit division of Port Huron Junior College from 50 students in 1926-27 to 469 in 1960-61. The 469 enrollment figure is 30.3% of the total of 1,547 college credit students.84 The Port Huron report states that the general adult division enrollment for the same period included 2,643 84Port Huron Junior College Annual Report 1960-61, p. 37 (Mimeographed). 40 persons. Of the grand total of 4,190 persons involved in the Port Huron Junior College program, 3,112 (74.9%) were evening college part- time and adult education participants.85 In other words, this college serves three times as many adults and part-time persons as freshman- sophomore students. 851bid, p. 92. CHAPTER III RESEARCH PROCEDURE AND METHODOLOGY Design of the Study The study is viewed as having four parts. Each part is necessary to the whole study due to the inter-relationship of all parts to each other in the functioning of the community college. The findings will be interpreted in terms of these four parts, which are pictured in the following relationship: 1. 4. Students Administration 2. 3. Curriculum Faculty The pattern of action and interaction is initiated by the needs of students translated into a curriculum taught by a faculty, and the whole coordinated by the administration through practices carried out in a variety of procedures. Within this pattern, an institution develops its uniqueness or makes changes in its character. Within this pattern, a life of a community college emerges. Further, within this 41 42 total life there develop many social groups and subgroups, one of which is identified as a program in which primarily adults participate for a variety of reasons. Most community collegesin Michigan find that programs for adults need special attention in terms of planning, separate from and in addi- tion to the programs for freshmen and sophomores, rather than just along with or incidental to what have been referred to as the first two college years or the original junior college transfer program as proposed by Harper at the turn of the century.86 It is recognized that the part of the pattern labeled "students" could have subparts identified as freshman, sophomore, terminal, part- time, special, and adult groups. The'hurriculum" part also could have been labeled in subparts by broad areas such as transfer, technical, adult education, or by subject areas such as language, science, business, and nursing. The "faculty" part could have been labeled in subparts such as full-time, part-time, departmental, day, night, or other special classifications. The "administration" part could have been subdivided into similar groupings. This study is limited to a concern only with programs for adults and so the design could have been drawn to include: (1) Adult Students; (2) Terminal, Vocational, and Special Interest Curriculum; (3) Evening College Faculty--Full-time and/or Part-time; (4) Administration for Evening College and/or Adult Education. The basic design of this study centered on the inter-relationship of the statements of faculty and administrative persons about the 86T. Hilbway, op. cit., pp. 36-39. 43 practices of the community colleges in providing programs for the adult type of student. The population for the Study consisted of all of the faculty and administrative persons of all Michigan community colleges. There was provision on the questionnaire for identification of full-time and part-time faculty, and for five types of administrative positions. Sex, age, teaching experience, and non-teaching experience were also checked. Otherwise, the respondents were asked to remain anonymous. A description of some of the characteristics of the respondents is given in Chapter IV. Sources of Data The questionnaire was the basic instrument used to gather data. After many drafts and conferences with the doctoral committee, faculty, and others, a questionnaire was designed with forty-seven items. Space was provided for comments on five of the questions. The purpose of the questionnaire was to get information about training, experience, methods, preferences, and observations of the respondents in regard to programs for adults as they perceived them. The comments were used to get opinions on the various items. In three questions a rating in three parts was used, and in two questions a choice of two opposite positions was given. A checklist for twenty-eight questions was provided. No personal identification on the multilithed faculty questionnaire was made, and only in the very smallest of institutions would it be possible to guess at the identification, and then only by going to the original document. Since all data was transferred to IBM cards for 44 analysis, no personal identification is possible except by decoding by the writer. For those faculty persons not replying by the deadline, followup was possible only by general reminder at the institutional office. Almost all administrative people were contacted in person by the writer and given the same type of questionnaire as that given to faculty, except that it was mimeographed. An additional section for the Chief administrative person was used on strictly administrative matters. This was discussed in personal interview. Since data was transferred to IBM cards for analysis, decoding by the writer is necessary for any positive personal identification. A trial run of several drafts of the questionnaire was made among faculty at four of the colleges and among administrative persons at ten of the colleges. This trial run resulted in redesigning and simplifying the final draft. Appendices G, H, and I are self-explanatory. Other sources of the data for this study are: 1. Catalogs and other literature of community colleges 2. Michigan Council of Community College Administrators information 3. Michigan Department of Public Instruction data and personnel Procedures The procedures for the collection Of the data used in this study are as follows: 1. Catalogs and other literature were read in their entirety, with Special attention to sections which described the programs for adults. This information was reviewed with administrative persons in 45 interviews. Excerpts of pertinent items were made from the literature of the community colleges and are exhibited in the appropriate Appendices meaningful to this study. 2. Questionnaires were distributed to all faculty and administra- tive persons in several ways, including conferences with administrative and faculty committees and groups. .At the conferences an explanation was made and questions answered about objective and procedures of the study. Questionnaire forms were accompanied by self-addressed and stamped envelopes to encourage replies. Several reminder and follow-up letters were used. Questionnaires from faculty persons were coded by institution only, and questionnaires from administrative persons were coded by institution and type of job. Questionnaires were then turned over to Michigan State University Tabulating office for transfer of data to IBM punched cards which were used in the handling, sorting, counting, and summarizing processes. For the questions on which there were comments, professional personnel in Michigan State University's Bureau of Research and Publications reviewed the answers and classified these. In this manner, the personal feelings and bias of the writer were eliminated in the analyses of the subjective comments of respondents. Questionnaires were received by the writer during the period September 1 to December 31, 1961. Questionnaires received after that date were not used. A total of 597 (42.6%) questionnaires were received out of a possible total of 1,400. A total of 490 (38.6%) faculty responded out of a total of 1,269. A total of 107 (81.6%) administra- tive persons responded out of 131. These were considered to be adequate for the study. MOst of the data is in Chapters IV and V of this study, and some is in the Appendices. 46 3. Personal interviews were held with a majority of the adminis- trative persons and with a sampling of the faculty persons for the purpose of getting the questionnaire filled out, observing the time used, and noting problems of reading and completing the form. For these interviews a visit was made to all of the community colleges mentioned in the study. The chief administrators arranged the conferences with other administrative persons and faculty. During the course of the interviews, arrangements were made for the distribution of the question- naires. In some institutions, faculty committees, groups, and persons did this; in others, subordinate administrative persons did it, and in a few cases the head officer did it. In all cases, a uniform explana- tion was made about the study and special reference was made to the letter and instructions accompanying the questionnaire. 4. Letters and survey forms were sent to administrative persons to get specific information for this study. Since it was necessary to clarify the catalogs and other literature, and to especially collect additional information about practices more directly the concern of the chief administrator and the administrative persons in charge of programs for adults, some of the data is included in Chapter V and much of it is in the Appendices. 5. Data about Michigan community colleges was secured from Michigan Department of Public Instruction records compiled from reports made by these institutions. Data was reviewed with department personnel. Much of this data was useful as background information, andsnme of it required considerable discussion to clarify its meaningfulness to this study. Some of this information is referred to in various places in Chapters I, IV, and V, and some of it is summarized in the Appendices. 47 Some data was available in processed forms, and some had to be assembled from raw data recorded with this department, or reprocessed from reports of the department to get the material into usable form for this study. 6. Information from Michigan Council of Community College Admin- istrators reports and studies was used. Much of this was assembled from Michigan Department of Public Instruction reports, but was reworked to be useful for this study. Mbst of it is in the Appendices as background data, and some is in Chapter V. Analysis and Statistical Methods The procedures used for the interpretation of the data are as follows: 1. IBM cards were made from the questionnaires collected. The information was coded and put on these cards. It included background information and answers to questions. The procedures of sorting and counting were done mechanically and double-checked by rerunning. 2. Tables were made from coded data as counted and sorted on the IBM cards and from answers that were read and classified into selected groupings for analytical purposes. 3. Summaries and conclusions were made from the analysis of the tables, reading of material, and from the interviews with people. While this study is primarily a descriptive study, some informa- tion was secured to which statistical analysis was applicable. The chi-square statistical measurement was used to test the tables made up from the data collected. The formula for independent samples used was the nonparametric test as described by Siegel for the purpose of 48 increasing the generality of the findings.87 Tables 11, 12, 13, 15, l6, 17, 18, 19, and 20 were found to contain data which was measurable by the chi-square test. The significance level of .05 was observed in five of the tables; the significance level of .01 was observed in three of the tables. Of the other four tables, one was between .01 and .001 in the significance level. The other three tables (7, 10, 12) had too few answers to be at the chi-square test. From this analysis it is felt that factors other than those under the conditions of chance did not exist to significantly affect the observed results in this study. Summary It is felt by the writer that through the various sources of data and the methods used for the procedures, a thorough attempt was made to get data for this study. A good balance was secured between internal and external sources, between previously available material and new material, between personal and other contacts, and between formal and informal organizations. As a result, a thorough analysis of practices of Michigan community Colleges in providing programs for adults was possible. The significant findings are reported in Chapter VI. Back- ground data on participants is given in Chapter IV. Other material is put in the Appendices. 87S. Siegel, Nonparametric Statistics for the Behevior Sciences (New York: McGraw-Hill Book Company, Inc., 1956), pp. 174-178. CHAPTER IV BACKGROUND INFORMATION ON PARTICIPANTS IN THE STUDY This chapter includes information on participants by age and sex, experience,type of job responsibility, university credits earned in adult programs, and a summary. This information is presented in the form of descriptive facts about the respondents. In some cases it was possible to compare information about faculty with information about administrative persons. The findings in this chapter are based on the number of respondents who completed each item. Not all of the respondents completed every item on the questionnaire, but it was felt that enough significant information was obtained on the factors summarized in this section. Age_egd Sex of Respgndents The median age for faculty was 38.5 years. The median age for the administrative group was 43.3 years, or 4.8 years older than the faculty group. The youngest faculty person was 22, and the oldest was 64. The youngest administrative person was 27, and the oldest was 65. Approx- imately 75% of the faculty and almost 90% of the administrative persons were male. Table 6 shows the age and sex distribution for both groups. 49 50 TABLE 6 AGE AND SEX OF RESPONDENTS Faculty Administrative Age No. % No. % 22 - 25 18 3.7 - - 26 - 3O 65 13.2 8 7.5 31 - 35 96 19.5 9 8.4 36 - 40 90 18.4 28 26.2 41 - 45 62 12.7 15 14.0 46 - 50 40 8.2 17 15.9 51 - 55 41 8.4 15 14.0 56 - 60 43 8.8 11 10.3 61 - 65 17 3.5 4 3.7 Sex IMale 366 74.7 94 87.6 Female 117 23.4 13 12.4 No answer 7 1.9 Years of Experience Respondents were asked to answer questions about their experience in terms of their present institutions, at all colleges, in all teaching, and in non-teaching work in their subject fields. The study showed that 15.7% of the faculty had no experience in teaching at their own institutions, 12.9% had no exPerience in teaching at any college, 23.5% had no experience in teaching adults, and 64.1% had no non-teaching experience with adults in the subject areas they were currently teaching. Over one-third (36.8%) had less than five years experience in college teaching. Almost the same proportion (44.1%) had less than five years in teaching adults. The median for teaching at present institutions was three years, and 4.4 years at all colleges. 51 With reference to administrative experience of the administrative persons, sixteen (15%) had no experience at their present colleges, nineteen (17.6%) had no experience at any college, and forty-four (41.8%) had no non-teaching experience with adults in the subject areas they taught. Almost one-half (46.5%) had less than five years of college administrative experience. The median for experience in administration at own college was 3.4 years, and 4.3 years at all colleges. Table 7 and Table 8 Show the details of the findings on exper- ience. As perhaps could be expected, 90.2% of the faculty persons had no administrative experience, while conversely, only 28% of the administrative persons had no teaching experience. 52 TABLE 7 EXPERIENCE OF FACULTY Yrs.of Teaching Teaching Teaching Non-Teach- .Admini- Exper- at Present at All of ing Ex- strative ience , College Colleges Adults perience Experience No. % No. % No. % No. % No. % 0 77 15.7 63 12.9 115 23.5 314 64.1 442 90.2 1 66 13.5 34 6.9 27 5.5 13 2.7 9 1.8 2 47 9.6 36 7.3 45 9.2 14 2.9 11 2.2 3 52 10.6 48 9.8 29 5.9 15 3.1 6 1.5 4 48 9.8 39 8.0 34 6.9 14 2.9 4 .8 5 43 8.8 37 7.6 31 6.3 30 6.1 5 1.0 6 43 8.8 54 11.0 35 7.1 14 2.9 3 .6 7 17 3.5 21 4.3 17 3.5 9 1.8 2 .4 8 10 2.0 19 3.9 13 2.7 9 1.8 3 .6 9 7 1.4 18 3.7 13 2.7 3 .6 1 .2 10 10 2.0 14 2.9 17 3.5 14 2.9 l .2 ll 6 1.5 6 1.5 9 1.8 3 .6 2 4 12 2 .4 11 2.2 18 3.7 4 .8 0 - 13 5 1.0 6 1.5 7 1.4 1 .2 0 - 14 6 1.5 9 1.8 2 .4 3 .6 0 - 15 17 3.5 19 3.9 17 3.5 12 2.4 0 - 16-20 18 3.7 32 6.5 19 3.9 10 2.0 0 - 21-25 7 1.4 12 2.4 17 3.5 4 .8 1 2 26-30 3 .6 5 1.0 9 1.8 2 .4 0 - 3L+ 6 1.5 7 1.4 16 3.3 2 .4 0 - TABLE 8 53 EXPERIENCE OF ADMINISTRATIVE PERSONS —‘—— _* Administrative Experience Subject Experience Years At Own At All In All In Non- Total Non- College Colleges Education Education Teaching Teaching No. % No. % No. % No. % No. % No. % 0 16 15.0 19 17.6 12 11.2 16 15.0 30 28.0 44 41.1 1 15 14.0 9 8.4 5 4.7 15 14.0 7 6.5 4 3.7 2 8 7.5 6 5.6 5 4.7 8 7.5 6 5.6 9 8.4 3 11 10.3 7 6.5 7 6.5 11 10.3 9 8.4 7 6.5 4 10 9.3 9 8.4 9 8.4 10 9.3 7 6.5 7 6.5 5 13 12.1 11 10.3 9 8.4 13 12.1 8 7.5 5 4.7 6 6 5.6 6 5.6 5 4.7 6 5.6 3 2.8 1 .9 7 6 5.6 5 4.7 7 6.5 6 5.6 3 2.8 3 2.8 8 3 2.8 5 4.7 4 3.7 3 2.8 l .9 1 .9 9 2 1.9 4 3.7 6 5.6 2 1.9 6 5.6 l .9 10 4 3.7 5 4.7 4 3.7 4 3.7 4 3.7 5 4.7 11 2 1.9 6 5.6 4 3.7 2 1.9 2 1.9 1 .9 12 1' .9 3 2.8 3 2.8 l .9 2 1.9 5 4.7 13 1 .9 1 .9 2 1.9 1 .9 0 - 2 1.9 14 O - 0* - 1 .9 0 - 2 1.9 2 1.9 15 3 2.8 4 3.7 4 3.7 3 2.8 2 1.9 0 - 16-20 2 1.9 3 2.8 8 7.5 2 1.9 4 3.7 7 6.5 21-25 2 1.9 2 1.9 6 5.6 2 1.9 6 5.6 2 1.9 26-30 2 1.9 2 1.9 3 2.8 2 1.9 3 2.8 l .9 3l+ 0 - O - 3 2.8 0 - 2 1.9 0 - Type of Responeibility Of the 490 faculty who responded, 398 (81.2%) were full-time, and 92 (18.8%) were part-time persons; 440 (87.7%) taught day college credit courses; 282 (59.5%) taught night college credit courses; 38 (7.7%) taught day non-credit courses; and 61 (12.4%) taught night non-credit COUI'SES o 54 Of the 107 administrative persons who reSponded, 16 were the chief administrators, 19 were assistant chief administrators or heads of major divisions, 44 were heads of service departments such as admissions, registrar, counseling, student services, et cetera, 7 were other administrative Specialists, and 21 were heads of academic depart- ments who Spent less than one-half their time in teaching classes. Table 9 describes numbers and percentages. TABLE 9 TYPE OF RESPONSIBILITY OF RESPONDENTS Group Number Percent Faculty (n=490) Nature of Job Full-time . . . . . . . . . . 398 . . . . . . . . 81.2 Part-time . . . . . . . . . . 92 . . . . . . . . 18.8 Type of Teaching Credit day courses . . . . . . 440 . . . . . . . . 87.7 Credit night courses . . . . . 282 . 59.5 Non-credit day courses . . . . 38 . 7.7 Non-credit night courses . . . 61 . . . . . . . . 12.4 Administrative (n=107) Chief Administrator. . . . . . . . 16 . . . . . . . . 14.9 .Assistant chief administrator and major division heads . . . 19 . . . . . . . . 17.7 Service department heads . . . . . 44 . . . . . . . . 41.1 Administrative Specialists . . . . 7 . 6.5 Academic department heads who teach less than half-time . . . 21 . . . . . . . . 19.6 55 University Credits Earned in Adult Program History, Philosophy, and Techniques Replies indicated that 368 (75.1%) of the faculty had earned no credits in this Specialized area of education, and another 82 (16.7%) had earned between one and ten credits. Of the 107 administrators who replied, 24 (22.4%) had earned one to ten credits in this area, and 69 (64.4%) had earned no credits. It is noticeable that 18 of the faculty and 6 of the administra- tive persons had earned 20 or more credits in this area. There were 6 of the faculty who had 30 credits or more, or approximately the equivalent of a major level in this area of education. Table 10 shows details of this information. TABLE 10 UNIVERSITY CREDITS EARNED IN ADULT PROGRAM HISTORY, PHILOSOPHY, AND TECHNIQUES Number Faculty Administrative of Credits Persons Persons 0 368 69 l 1 0 2 26 1 3 7 1 4 12 3 5 0 O 6 23 5 7 0 0 8 5 6 9 3 4 10 5 4 11-15 5 5 16-20 10 7 21-25 4 1 26-30 3 1 31-35 0 0 36-40 1 0 41-45 2 0 46-50 2 0 51-55 1 0 56 The background information about faculty and administrative persons showed these facts: 1. The median age for faculty was 38.5, and for administrative persons it was 43.3. Age range for faculty was from 22 to 64 years, and for administrative persons from 27 to 65 years. 2. Males outnumbered females as faculty persons three to one, and as administrative persons nine to one. 3. Experience was lacking in college teaching by faculty to the extent of 12.9%, and in teaching adults to the extent of 23.5%. Over one-third (36.8%) had less than five years of college teaching experience. Compared to faculty, more administrative persons lacked experience, with 17.6% of the administrative persons having no exper- ience in college administration, and 46.5% having less than five years of experience in college administration. Further, 56.1% of the admin- istrative people had less than five years non-education administration experience, and 15% had no such experience. There were two-thirds (66.2%) of the administrative people with less than five years of non- teaching eXperience, and 41.1% had no such experience. 4. Teaching reSponsibility of reSponding faculty indicated that almost nine-tenths (87.7%) taught day college credit classes, almost six-tenths (59.5%) taught night college credit classes. Almost all part-time faculty taught night credit and/or non-credit courses, and in most cases taught only at night, according to replies and state- ments of administrative persons. 5. Only a small number of faculty and administrative persons had had any university courses in the area of adult education. CHAPTER V FINDINGS Findings in this study are viewed in terms of practices of community colleges which relate to (a) students, (b) curriculum, (c) faculty, (d) administrative persons. This grouping is in keeping with the design of this study and its conduct. Questions asked of faculty and administrative persons were answered in two types of replies: (a) subjective answers or opinions in the form of statements, comments, and remarks which were classi- fied for quantitative analysis, and (b) objective answers or facts by checking or filling in the information in a Specifically designed format to provide quantitative data. The subjective information is presented first because it is felt that it gives a background for the objective information. Subjective Answers or Opinions Faculty and administrative persons were asked to state their opinions about a number of matters related to the providing of programs for adults. These matters included: 1. For which types of classes do you feel you did the most effective teaching job? Persons were asked to check six types as follows: (a) primarily adult non-credit daytime, (b) primarily adult credit daytime, (c) primarily freshman-sophomore daytime, (d) primarily adult non-credit nights and Saturdays, (e) primarily adult credit 57 58 nights and Saturdays, (f) primarily freshman-Sophomore nights and Saturdays. 2. Do you handle, treat, teach, advise, or consider adults the same as or differently from freshman-Sophomore students? 3. How important do you feel is the earning of college credits in adult program history, philosophy, and techniques for community college persons working in programs for adults? 4. How important do you feel practical experience is for community college persons working in programs for adults? 5. How difficult is the teaching of community college classes in which there are comingled freshman-Sophomore students and adults? 6. Which type of program do you most prefer to teach? (a) day college credit, (b) night college credit, (c) day non-credit, (d) night non-credit. Faculty and administrative persons were asked to comment freely about the community college practices in the handling of programs for adults. The comments were classified in terms of the general meaning of the remarks made by the reSpondents. The number of persons stating each type of opinion is listed. The first two groupings in Table 11 illustrate the opinions of 282 (47.2%) community college persons on the matter of quality of the programs for adults. By more than two to one, faculty and administra- tive persons held the opinion that programs for adults in Michigan community colleges have inherent strengths as reflected in results. It is significant that well over twice as many community college persons felt that there are strong adult programs as there were those who felt that the programs are weak. 59 TABLE 11 COMMENTS OF FACULTY AND ADMINISTRATIVE PERSONS ON THE GENERAL THEME THAT PROGRAMS FOR ADULTS HAVE INHERENT STRENGTHS TENDING TOWARD HIGH QUALITY RESULTS OR HAVING INHERENT WEAKNESSES TENDING TOWARD LOW QUALITY RESULTS Comments on Strengths Programs for adults are challenging; students more interested; work harder; adults more mature; highly motivated, accomplish more, better attitude; wider experience contributes to class and challenges younger students; stable, reSponsible, easier to teach; have definite purposes and goals. Faculty Administrators Total No. % No. % No. % 165 33.6 34 31.7 199 33.3 Comments on Weaknesses Programs for adults tend to be lower in standards due to non-credit, evening hours, lack of time by adults for study, lower qualifications of students. Adults have interest conflicts, don't Study, do not accept information as readily, learn less quickly. Faculty_ Administrators Total No. % No. % No. % 75 15.3 8 7.4 83 13.9 60 TABLE 12 COMMENTS 0F FACULTY AND ADMINISTRATIVE PERSONS ON THE GENERAL THEME THAT INSTRUCTORS HANDLE, TREAT, TEACH, ADVISE OR CONSIDER ADULTS THE SAME As OR DIFFERENTLY FROM ALL OTHER COMMUNITY COLLEGE STUDENTS Comments on Same As Adults taught the same; treat everyone as individual; age difference unimportant; maturation more important than age; treat everyone the same. Faculty Administrators Total No. Z No. Z No. Z 143 29.1 50 46.7 193 32.3 Comments on Differently From Adults taught differently; less theory, more practical; more freedom to adults; instructors not as demanding of adults; too much variation in goals, backgrounds and experiences of mixed groups; easier to teach homogeneous group. Faculty Administrators Total No. Z No. Z No. Z 122 24.5 47 43.9 169 28.3 61 TABLE 13 COMMENTS OF FACULTY AND ADMINISTRATIVE PERSONS ON THE GENERAL THEME THAT PROGRAMS FOR ADULTS ARE TAUGHT BY INSTRUCTORS WHO TEND TO BE SUBJECT-MINDED AS CONTRASTED TO INSTRUCTORS WHO TEND TO BE INDIVIDUAL-STUDENT-MINDED Comments by Subject-Minded Instructors Teaching of subject matter is primary objective; assume teachers have broad knowledge, necessary credits and courses in the subject. Faculty Administrators Total No. Z No. Z No. Z 98 20.0 17 15.8 115 19.2 Comments by Student-Minded Instructors Effective teaching depends on teacher not courses; common sense can- not be taught; courses in adult history, philosophy, and techniques are not necessary and/or are unrealistic; depends on instructor's knowledge of individual and social group. Faculty Administrators Total No. Z No. Z NO. Z 140 28.5 23 21.4 163 27.3 62 TABLE 14 COMMENTS OF FACULTY AND ADMINISTRATIVE PERSONS ON THE FACTORS OF PRACTICAL EXPERIENCE, CONVENIENCE OF INSTRUCTION,AND PROMOTION OF PROGRAMS FOR ADULTS - — __ 4— Practice more important than theory; need experience in field; experience provides meaning and purpose to instruction. Faculty Administrators Total No. Z N2; Z No. Z 29 5.9 9 8.4 38 6.3 Experience advisable but not necessary. Faculty Administrators Total No. Z No. Z No. Z 10 2.0 2 1.8 12 2.0 Programs for adults are more inconvenient for instructors to fit into personal life; more pay should be given to attract and hold good instructors. Faculty Administrators Total No. Z No. Z No. Z 19 3.8 3 2.8 22 3.6 Programs for adults need more promotion, more community support, need to be expanded, et cetera. Faculty Administrators Total No. Z No. Z No. Z 32 6.5 11 10.2 43 7.2 63 Objective Answers or Facts From the questions given to all faculty and administrative persons, tabulations of answers were made up into quantitative summaries described in this section. In certain questions, the tabulations of remarks were possible because the questions were designed with a provision for checking the Specific question and also for the making of comments. This was done in the questions on the comingling of classes, handling of students and adults, value of credits in adult programs, and practical experience. Effective Teaching Both faculty and administrative persons felt that more effective teaching was being done in the following order: (a) for freshman- sophomore day students, (b) for adult credit night and day students, (c) for freshman-sophomore night students, and (d) for adult non- credit students. Table 15 describes more fully the answers. TABLE 15 MOST EFFECTIVE TEACHING DONE — _—_ — .___—_> w Fresh- Fresh- Adult Adult Adult Adult Non- Soph. Soph. Credit Credit Non-Cr. Credit Day Night Day Night Day Night No. Z No. Z No. Z No. Z No. Z No. Z Faculty 307 74.3 22 5.3 22 5.3 49 18.6 3 .7 10 2.4 Admini- strative 37 72.5 - - 5 9.8 6 17.6 1 2.0 2 3.9 Totals 344 100. 22 6.3 27 7.8 55 15.9 4 1.1 12 3.4 64 Hagdlinggof Adult and Other Students Almost half of the faculty and administrative people felt that adults were handled the same as other students. About one-third of the faculty and administrative people felt that adults were handled differently from other students. Almost one-fifth had no answer. Table 16 describes this in detail. TABLE 16 ADULTS TREATED SAME AS OR DIFFERENTLY FROM OTHER STUDENTS Same Differently No. Z No. Z Faculty 230 46.9 171 34.9 Administrative 51 47.7 39 36.4 Totals 281 47.0 210 35.2 Value of Credits Earned by Instructors in Adult Program Courses Approximately three-fourths of the faculty and administrative persons placed a value of only average or less importance on the earning of credits in adult program history, philosophy, and techniques. Administrative people placed a somewhat greater evaluation on this type of academic credit than did faculty persons, as indicated in Table 17. 65 TABLE 17 VALUE OF CREDITS IN ADULT PROGRAM HISTORY, PHILOSOPHY, TECHNDQUES Of Great Of Average Of No Importance Importance Importance No. Z No. Z No. Z Faculty 59 12.1 231 47.1 158 32.2 Administrative 19 17.8 60 56.1 23 21.5 Totals 78 13.1 291 48.6 181 30.3 Value of Practical Experience in Subject Field Table 18 describes the fairly even division of both faculty and administrative persons in their opinion as to the importance of practical experience. The percentage that felt that this experience was of great importance was slightly greater than the percentage who felt that it was of average importance. MOre administrative persons felt that it was of great importance than did faculty. Table 18 describes this in detail. 66 TABLE 18 VALUE OF PRACTICAL EXPERIENCE IN SUBJECT FIELD Of Great Of Average Of No Importance Importance Importance No. Z No. Z No. Z Faculty 198 40.4 188 38.3 48 9.7 Administrative 51 47.4 44 41.1 9 8.4 Totals 249 41.7 232 38.9 57 9.5 Comingled Classes About half of the faculty and administrative persons felt that it is no more difficult to teach Classes containing mixtures of freshman-sophomore students and adults than it is to teach only freshman-sophomore students. Administrative persons felt a little stronger about the degree of difficulty than did the faculty people. Of the other half of the group, a somewhat larger number felt that it is more difficult to teach comingled classes than those who felt that it is less difficult to do so. Table 19 describes this in detail. 67 TABLE 19 DIFFICULTY OF TEACHING CLASSES WHICH COMINGLE FRESHMAN-SOPHOMDRE STUDENTS WITH ADULTS W More No More Less Difficult Difficult Difficult No. Z No. Z No. Z Faculty 164 21.2 257 52.4 73 14.8 Administrative 32 29.9 49 45.7 15 14. Totals 136 22.8 306 51.3 88 14.7 Preference for Teaching Programs A strong preference for working with day college credit programs was found among both faculty and administrative people. Conversely, the least preferable programs were the night non-credit courses. More faculty persons expressed strong feelings on the question of their preference of programs than on any other question in the study. Table 20 shows this in detail. 68 TABLE 20 MOST PREFERRED PROGRAM Faculty Administrative No. Z No. Z Day vs Night Credit Classes Day college credit 385 78.5 66 61.7 Night college credit 54 11.0 10 9.3 Day vs Night Non-credit Classes Day non-credit 4 .8 0 - Night non-credit 6 1.2 8 7.5 Practices Related to Students Classification of students Appendix M shows that there is a wide variation in the practice of defining freshman, sophomore, and other students in terms of the number of credits. .A sophomore status, for example, is indicated when as little as 22 semester credits, or as many as 30 semester credits, are earned. A part-time student is defined as one who is currently carrying as little as eight or as many as eleven credits. A great majority of the institutions (12) use the less than twelve credits rule to describe a part-time student. A Special student is defined as one who is a non-degree-seeking person. In almost all cases, say administrators, the Special student is a part-time person. In several community colleges, a person changes in status from the Special student to the part-time student Classifica- tion when he accumulates a Specific minimum number of credits. In some institutions, the designation of a Special or part-time student changes 69 to that of a freshman or sophomore when the accumulated total reaches a number equal to the first semester or term credits designated for the regular freshman or sophomore student status. There is less Specific usage among Michigan community colleges of the American Association of Junior Colleges adult classification than of its classification of freshman, sophomore, and part-time students. Ten of the sixteen community colleges have conventional adult education non-credit programs. There is an inferred or assumed definition of adult student in an introductory statement in the literature describing programs for adults, such as "all general adult education courses are offered to any interested person 17 years of age or over who is not 88 registered in regular day school." Classification of adults Michigan community colleges generally do not follow the definitions of adult and part-time student adopted by the American Association of Junior Colleges. It was necessary to develop for this study a descrip- tive phrase indicating the general practice in the classification of a person enrolled in the available programs in Michigan community colleges. This definition is included in the section on definition of terms. First, Michigan community colleges allow any person, who qualifies for either regular or Special admission, to take college course work during whatever hours the course work is scheduled. The common schedule of courses is a full daytime program with a nighttime class schedule 88Port Huron Board of Education, "Continuing Education Courses Fall, 1961," leaflet of the Port Huron Junior College, Port Huron, Michigan, p. 5. 70 supplementing the day class schedule. The main reasons for nighttime . classes appear to be (a) lack of Space to accommodate all students during the day, (b) demand by persons and groups for nighttime Classes, and (c) need of part-time faculty which is more readily available for nighttime classes than for daytime classes. The result is that the majority of adults enroll for nighttime classes, and a lesser number enroll for daytime classes. ‘Michigan community colleges do not keep records indicating the exact number or percentage of adults enrolled as daytime or as nighttime students. Some of the institutions have overall totals of adults enrolled. These are the institutions that have adult education divisions and are interested in this type of information. Most administrators say that it is not as important to keep these types of records as it is to keep many other types of records required for regulatory or operational needs. Second, Michigan community colleges are more concerned over the status of persons in terms of credits, rather than in terms of age, occupation, or other areas. Administrators emphasize that since this is in keeping with the primary purpose of their educational institu- tions, records to reflect Class participation on the basis of credits are necessary for classification of students as they progress toward terminal or transfer Stages. It is incidental to these purposes if persons participate on a non-credit or an audit basis. It is only in the community colleges with adult education divisions, or other Special programs, that numerical head count or other records are kept separate from the regular college enrollment records. Administrators point out that for a few years state aid was granted for non-credit \ programs for adults. For this purpose some records were established. These are still kept separately in some institutions. 71 In summary, Michigan community colleges as a group follow the practice of admitting adults generally on the same basis as graduates from high school, and exceptions are allowed for good cause. Subse- quent procedures of enrollment, records, and classification are the same until there is a reason warranting a change in status. Details of the practices of individual community colleges are only partly obtained from the regular catalogs as shown in the excerpts in Appendix L. Most of the institutions have Special literature and unwritten procedures for the handling of practices having to do with adults interested in community college programs. Admissions Michigan community colleges have a liberal policy providing for the admission of adults. It can be summarized as one that admits mature persons having an acceptable reason for attending and who can benefit from attendance. This is Stated in various ways in the litera- ture of the community colleges, and is best illustrated by some examples. The following statement is in the catalog of one of the larger institutions: However, it should be understood that admission is not restricted to high school graduates and that individual adults are accepted on programs and single courses for which they have the proper background, experience, and intellectual interests as determined by testing, interviewing, and work experience evaluation. 89Henry Ford Community College 1959-61 Catalog, Dearborn, Michigan, p. 24. 72 .A second example states: Adults who may not be able to fulfill the (regular high school graduation) requirements, but who give satisfactory evidence of fitness to pursue college studies, may be accepted as "Special students" upon permission of the Dean of the college. A third example is: Students planning to attend evening college only may apply for Special admission status the night of registration. It is not necessary to file any previous academic records at this time. However, if an associate degree is expected from Kellogg Community College, all high school and/or college tragscripts must be submitted to the Registrar for evaluation. 1 These examples illustrate the liberal attitude of Michigan com- munity colleges in the admitting of adults with a purpose. One admin- istrator summarizes: "It is an unwritten rule that we provide for the admission of mature persons to community college credit courses." Enrollment Michigan community colleges provide for enrollment of adults in two ways: (a) degree status, and (b) non-degree status. Degree status indicates that the person intends to complete course work for credit toward some degree and therefore is classified primarily on the basis of the status of credits completed. In such cases, the adult is classified as a freshman, sophomore, or part-time student, and is enrolled by the same methods as those pertaining to other degree- seeking students. 90Port Huron Junior College 1960-61 Catalog, Port Huron, Michigan, p. 13. 91Kellogg Community College, Evening Course Program leaflet, Battle Creek, Michigan, p. 3. 928. E. VanLare, Interview with Stanley E. VanLare, Dean, Alpena Community College, Alpena, Michigan, August 11, 1961. 73 Non-degree-status students are usually enrolled in credit courses on the basis of the adult or Special Student classification, and are so recorded. The procedures for non-degree-seeking persons are simplified primarily due to the omitting of high school credentials, orientation, placement, and counseling procedures either in whole or in part. Special periods for adults to enroll are usual in each college in the form of evening enrolling hours, Special programs of information in Specific programs, and group enrollment for Specific courses and programs. These are announced in Special literature, in neWSpapers, and on the radio. Registration For adults the registration procedures generally are the same as for all other students. In addition, the differences provided are (a) evening registration periods open to all students, (b) some Special course registrations acceptable at the time of first class meeting, and (c) group registration in some Specific programs. The last two differences are more common in adult non-credit programs, while the first difference is most common in registration for credit and all other programs in the community college. 92s_t2 For degree-seeking adults, Michigan community colleges charge the same tuition and other fees as are applicable to freshman and sophomore students. There is usually a higher fee for part-time persons on a per credit hour basis. For non-credit programs for adults, there is a wider variation in the practices. These range from a variable rate, considerably lower or 74 higher than college credit work, to a practice of charging exactly the same per hour as for college credit. Counseling All colleges generally give counseling to adults on the same basis as freshman-sophomore students, if the counseling is requested. In all cases, whether it is so stated in the literature or not, com- munity college administrative and faculty people state that advising on Choice of courses and counseling on personal or occupational goals and interests are done continuously. In the larger institutions with either Special staff personnel available for counseling or with con- tinuing education divisions, counseling is an active service readily available to adults. Eleven of the Sixteen institutions stated that counseling services were part of the overall service given to adults. In two other colleges, counseling services were given on a limited basis to adults in specific programs. In three colleges, no specific efforts are made to counsel adults. Practices Related to the Curriculum General Classification of Proggams for Adults All Michigan community colleges offer a variety of educational opportunities for adult persons. These opportunities are generally classified in five categories, as shown in Table 21, and are described as follows: Evening college.- This type of a program offers academic subjects termed as general education, and a large variety of technical subjects. All of the sixteen colleges offer a wide variety of the usual freshman 75 and sophomore subjects during late afternoon and evening hours. It is thus possible for an adult person to attend this type of program either as a full-time or part-time student, and to eventually secure a two-year degree if he so wishes. Generally, as indicated in Table 21, administrative and faculty persons view the evening college program courses, in which adults are present, as primarily courses for credit, unless the group is a specially arranged one composed entirely of adults, and if there is a specific agreement that the whole group is a non-credit group. In some courses of Study, a degree is not given, but a certifi- cate is granted for the completion of a prescribed area or length of study of the terminal education type. In all sixteen community colleges it is possible for adults to attend regularly scheduled evening college classes on a credit basis or an audit (non-credit) basis. Adult education.- Eleven of the colleges provide a program which includes a variety of topics primarily on a non-credit basis. This type of a program has a variety of classifications in the various institutions, but these can be generally grouped in these three areas most commonly offered: (a) general interest--arts, crafts, hobbies, cultural, civic, community, family living, et cetera; (b) technical and vocationa1--applied arts, job training, refresher and retraining courses, et cetera; (c) Americanization--language and civics instruc- tion for foreign-born and lesser-educated persons. General interest programs for adults on this basis are offered in eleven colleges, and the technical-vocational programs are available also in eleven colleges, but in different institutions as seen in Table 21. Seven institutions provide adult programs in Americanization. 76 High school completion.- Eleven of the institutions provide for adults a program in which the completion of high school requirements is possible. This is usually on special application with provision for high school certification, or for the General Educational Development (G.E.D.) test. The procedures are the same as for teen-age persons. College entrance or remedial courses.- Eleven colleges provide programs for adults in the form of preparatory or remedial courses. The procedures for these courses are the same as for younger people just graduating from high school, but who are lacking specific subjects or who are weak in one or more subjects. In several of the colleges, only a specially trained and experienced faculty teach these courses either at the college or at nearby high schools as part of the evening college or adult education programs. These courses are non-credit but are prerequisites for entrance to the college and to specific college credit courses. I Universitvgegtension.- In cooperation with university extension departments, seven of the community colleges provide facilities for adults to register and attend university extension classes. Coopera- tion in scheduling,publicizing, and staffing these courses makes possible junior, senior, graduate, and Special courses on a long- range basis. In several of the community colleges, this program includes the offering of courses during the summer. In all of the seven providing this program, a yearly college schedule is followed in a generally agreed upon sequence, so that it is possible to attain a bachelor's degree or other certificate over a specific period of years. 77 Two institutionS--Kellogg and Port Huron--provide a completely integrated program for adults. Highland Park provides all but the university extension service. All of the institutions which do not include adult education and high school completion programs, as listed in Table 21, state that such programs are provided by other education agencies, usually high schools in their areas. Several that do not offer university extension courses plan to do so later. 78 .Oonouuao owoaaoo no moonsoo owmaooam you mouamwsvououd mo cowuoaasoo now mauuwoua Hmaooaon no hucumumdouduuooacuusm owoaaoo AOV .maoHdfiv Hoonom swan mo aowuoHdEoo now wouommo mamuwoueuuCOHuoaeaoo Hoonom swam Avv .omOHHoo huasseaoo onu ma wonommo no: muOOHADm CH soausuaumsfl Hummus o nuHB sowumu0dooo SH wouommo mawuwondnucoumaouxm huwmno>waa on .moauomouoc counu onu :H mamas uwcoucuaoa ac mao>oa mo huowuo> a mo mauuwonduuCOHucusom uH3v< any .mowuomouco vmoun oBu omonu aw canon napouo so muOOHCSm Ho>oa owOHHoo mo macuwoudnuowoaaou wcflao>m Adv x x x x x x Cacao: nusom x x x x x x x x Sous: uuom x x x x x :Houmosnuuoz x x x Hmuuaoo nuuoz x x x x x x sowoxmnz x x x x wawmnmg x x x x x x x x mmOHHoM x x x x x somxomh x x x x x x x 39mm vamanwwm x x x x x x ouch annex x x x x x x mvfimmm cacao x x x x x x ownowoo x uuuuuuuu nujoumoum coaumacsom uuoz an chum Haduufiunuunn- x x uafiam x x x x x x muaon x x x x x Honumm souaom x x x x x x «nomad sowumnw Hmaowumoo> Hmuocow HOCOHuooo> owaovcc< uaooauoad uHmowsnooe uncHanooa A3 3 3 ooaouudm aoHuoHdEou sowmaouxm owoaaoo mmuzoo Hoonum :3: 33855 is 3 sowumoaom uH5u¢ owOHHoo waHao>m mHADn< Mom mzf two or more counties, and (d) control by a board representing an 96 area composed of a school district and other contiguous school districts, or other contiguous political subdivisions such as cities, townships, and counties. Thus Michigan law permits a variety of methods for establishing and controlling a community college. All methods are contingent upon the approval of the Michigan Department of Public Instruction, which uses these criteria for permission: (a) the expression of interest of the local community in the proposed institution, (b) the conduct of an area survey, (c) the provision of evidence to Show sufficient popula- tion to produce a minimum enrollment of 200 students after three years of operation, and (d) the provision of evidence to Show sufficient financial resources to finance the institution at a minimum acceptable level.102 A review of the methods of legal organization of Michigan com- munity colleges shows that the twelve institutions organized up until 1955 were departments of a local board of education school district. In 1955, Northwestern Michigan College was organized as a county district, with a separately elected board of trustees, after having been part of the Traverse City school district Since 1951. In 1958, North Central College was established as a county-wide college with its own board of trustees. Delta College in 1957 was the first multiple county area institution created with a board of trustees elected to equally represent Bay, Midland, and Saginaw counties. In 1961, North West Wayne Community College was established as the first multiple 102Michigan Department of Public Instruction, "Public Policy of the Superintendent of Public Instruction Regarding Community Colleges in Michigan, 1956." (Mimeographed.) 97 school district institution. The Clarenceville, Garden City, Livonia, and Plymouth school districts voted to jointly support a community college by voting for a board of trustees representing each of the four districts. Since 1955, two local school districts established community colleges, so that there are in Michigan today thirteen institutions operating as community college departments of local board of education school districts, three operating in a one-county area controlled by a board of trustees, one operating in a three-county area controlled by a board of trustees, and one to be operated in an area composed of four school districts controlled by a board of trustees. According to publicity in newspapers, plans are being made in Jackson, Muskegon, and Oakland counties for expansion of present city-area operated insti- tutions into county-area districts. As the community college increases its enrollment of non-resident students, there follows an interest in geographical expansion of the operating district. It is speculated that adult participation is as great as the freshman-sophomore partici- pation in the non-resident enrollment due to increased suburban living, improved transportation facilities, and increased availability of automobiles to members of a family. It appears that since Northwestern Michigan College was changed from a local school district to a county-wide college district under the provisions of the Public Acts of 1955, there is a trend being established to provide legally a larger geographical area of tax support in keeping with the larger geographical area from which the community college gets students. There are now four community colleges organized to operate in more than a local board of education district, 98 which, added to the three present local board of education controlled institutions now actively planning to operate as county-wide area institutions, appear to support the trend toward the larger legal area. In these cases, autonomous boards of trustees control the policies of community colleges organized in this manner. The board of control determines the title of the institution, the chief administrator, and other administrators, including the designation and rank of the position responsible for programs for adults. In addition, provision of facilities for the community college generally, and for programs for adults specifically, all are evidence of the progress and status of the institution in the community. Agglysis of the Organiggtion Structure of Present Institutions In order to understand the organization structure under which programs for adults are administered, it is necessary to describe how the community college organization appears to the outsider. Therefore, this section describes some of the practices of the institutions and the personnel functions of interest to the community at large, and especially to adult persons. A description of the use of institu- tional titles follows, as well as a description of the organizational pattern of the responsibilities for programs for adults in the community colleges. Use of titles.- One of the practices most confusing to the general public is the difference in titles used by Michigan community colleges. The summaries which follow indicate the several groups of titles that are used. 99 There are three types of titles used as the college name: 1. Community College is used by nine institutions. The name of the city, or some other name symbolic of the area in which the college operates, is combined with the use of the community college phrase. This designation was chosen by several colleges after the passage of Act 188, Public Acts of 1955.103 A number of the new colleges established after that date have chosen this designation. 2. Junior College is used by five institutions, including one which uses the combination community-junior in its title. All of these institutions were established prior to the passage of Public Acts of 1955. 3. College name without either the words community or junior in its primary title is the designation used by three institutions, which are all of relatively recent origin. The titles chosen represent the geographical area served. From the numbers of institutions which have changed to the use of the title including the term community college, and those which have been established with the new title including this term, it appears that there is a definite trend to designate these institutions as community colleges. It also appears that any confusion in the use of the term junior college by itself will be less with the passage of time. It is probable that in the future the use of the designation of com- munity college will become more common as the philosophy expressed by the New York State laws of 1948, which first designated the public junior colleges as community colleges, becomes more generally accepted 103Michigan Department of Public Instruction, OP- Cit': P‘ 3' 100 in its very broadest concept.104 The Michigan laws on community colleges generally follow these commonly accepted concepts. There are three types of titles used to describe the chief admin- istrative officer of the institution: 1. Dean as a title by itself is used by eight of the colleges to designate the head of the institution. This includes the four older colleges, three of the new colleges, and one college in the middle of the age range. 2. Director as a title by itself is used by five of the colleges to designate the head of the institution. This includes three of the newer institutions and two in the middle of the age range of the colleges. 3. President as a title by itself is used by three of the colleges. This includes two of the newer and one of the older institutions. From the number of institutions using various titles, it appears that while the title of dean is used in more cases than the titles of director or president, there is a trend in the newer institutions to initially adopt the title of director or president, or in the case of the older institutions, to change from the use of dean to the other designations. It is apparent from the number of colleges which have grown to larger sizes in enrollment that the use of the dean designation for a variety of other administrative functions created a confusing situation when the chief administrator was also designated by this title. 104J, P, Bogue, The Community College (New York: McGraw Hill Book Company, Inc., 1950), p. 79. 101 There is a great variety of titles used among the sixteen colleges to designate the numerous administrative responsibilities, as listed in Appendix D and as summarized here: 1. Dean combined with the word "Assistant" or with the words "in charge of" is used in eleven of the colleges for positions subordinate to the chief officer. 2. Director is the title used by itself, or in combination with other words describing the area of responsibility, in eight colleges for positions subordinate to the chief officer. 3. Coordinator is the title used by itself, or in combination with other words, to describe the area of responsibility in five institutions for positions subordinate to the chief officer. 4. Administrative officer, assistant, or assistant to the chief officer is the designation used in three of the colleges. 5. Miscellaneous other titles used for Six different admini- strative positions are found in five institutions. These are stated in Table 28. 6. Department Chairman as a title for a primarily administrative function is used in two institutions. 102 TABLE 28 TYPES OF ADMINISTRATIVE POSITIONS, NUMBERS OF PERSONS IN EACH TYPE, AND PAY FOR THE YEAR 1961-62 NUmber Number - of Colleges of Persons Minimum Maximum Median — ‘— Group A: Deans and directors (subordinate to the chief administrator); assistant deans and directors of faculty (instruction, academic, evening, adult, continuing education); coordinators, administrative assistants, and supervisors in charge of these activities. 11 16 $7,541 $14,290 $9,815 Group B: Registrars and/or directors of admissions. 10 10 $7,500 $10,512 $9,500 (excluding 1 job on 9%-month basis) Group C: Deans and directors or associate deans and directors of students (men, women, student affairs, student personnel, counseling, placement); coordinators of counseling; counselors. 1o 19 $6,770 $12,212 $9,217 Group D: Deans or directors of business affairs, finance; business manager, and other titles indicating finance and property responsi- bilities. 4 7 $8,502 $12,336 $9,427 Group E: Directors or coordinators of Nursing. 5 7 $5,900 $ 7,500 $6,770 Group F: Directors of libraries or librarians. 6 8 $6,400 10,000 $7,750 (excluding one on a lO-month basis) 103 TABLE 28 - Continued NUmber Number of Colleges of Persons Minimum Maximum Median Group G: Chief officers. 16 16 $7,750 $16,512 $12,095 Note: The above groupings include only the more numerous and homo- geneous types of positions. See Appendix D for complete listing. *From Michigan Council of Community College Administrators Study, December, 1961, made by the writer concurrently with this doctoral study. Administration In this section there is described some of the practices of the Chief administrator in his general responsibility for programs for adults and how he carries out this function himself, or delegates it to someone else to get done. Next are described some improvements and changes which admini- strators feel are necessary in future practices in programs for adults. Some attention is given to the trends in terms of what changes ought to be brought about contrasted with what will be done in community colleges in these programs. Some of the persistent problems are then discussed, together with the sources of authority which the chief administrator recognizes for guidance in his job. The latter part of this section reviews location, facilities, and relationship with other programs for adults. 104 Responsibility for Progrgm§_for Adults The importance of the program for adults is considered to be equal to that of any other program in fourteen colleges, as indicated in Table 29, which shows the rank of position of the person responsible for the program. In only two colleges is there no specified responsibility for programs for adults. In these two college areas, there is a long- time, well-established program for adults operated by the board of education through an adult division. TABLE 29 LEVEL OF RESPONSIBILITY FOR PROGRAMS FOR ADULTS Level of Number of ReSponSibility Colleges Performed by the chief administrator 4 Performed by a first-level person responsible to the chief administrator 10* Performed by a second-level person responsible to a first-level person 1* Performed by a third-level person responsible to a second-level person 1* No separate responsibility 2 * O I Found in one institution which has a three-person-sharing of this responsibility at three levels. The placement of responsibility in the community college program for adults is shown in Table 30 and in Appendix Q in different ways. 105 TABLE 30 ORGANIZATION PATTERN FOR RESPONSIBILITY FOR PROGRAMS FOR ADULTS IN THE COMMUNITY COLLEGES Level of ReSponSibility for Programs for Adults College Chief First Second Third Adm. Level Level Level Alpena x Benton Harbor x Delta x Flint x(a) x(a) x(b) Gogebic x Grand Rapids x Henry Ford x Highland Park x Jackson No separate organization in the college Kellogg x Lansing No separate organization in the college Muskegon x NOrth Central x Northwestern x Port Huron x South Macomb x (a) Cooperative arrangement with Mott Foundation program for all non-credit work which has a major division headed by a Director of Adult Education. Coordination of this cooperative arrangement is a responsibility of the Dean of the college, but the supervision of it is a responsibility delegated to the assistant dean in charge of instruction. (b) Evening college coordinator is responsible to the assistant dean for the advising of second-level persons, including the assistant dean, on matters in administering the evening college program which is all credit work. Historically, the development of the community college generally comes somewhat after the development of a program for adults by some prior designation of the responsibility, such as by the commonly known title of adult education division, department, or center of the local 106 board of education type of school district. Table 31 shows the loca- tion of the program for adults, either in whole or in part, in the local board of education adult division or department in eight com- munity college areas. The date of the location of the responsibility for the programs for adults in the community college is indicated in Table 31. Adult programs as a department of the local board of education system go back to at least the 19305 in all areas, and back as far as 1916 in Lansing, for example. It is of interest to note that four of the chief administrators came to their present jobs from a job that had as a primary responsi- bility the directing of programs for adults. In five situations, an adult program job existed in the area in which the community college was established. With the change from adult program director to community college head, a designation of the adult program as a responsibility of the new college was made at the same time. In seven areas, responsibility for programs for adults is a completely separate program. In six of these communities, it is conducted by a separate division of the board of education responsible to the superintendent of public schools of the respective districts. In the seventh area, the program is so small that no adult education department exists in the separate school districts. Each of the three community colleges, which operate with a separate board and which cover an area larger than a conventional school district, conducts and assists in programs for adults for any of the school districts in its area. In one of these community college 107 districts, the program for adults is a large and significant program in the three largest cities involved. Tables 30 and 31 describe these various types of responsibilities for the programs for adults in the sixteen institutions. This is pictured in another way in Appendix Q which contains organization charts Showing the place of the responsi- bility for programs for adults in the administrative organization structure of each community college. The charts, together with Tables 28, 29, and 30, enable the reader to get a complete picture of the placement of the responsibility for the program for adults and the status of this responsibility in the organization in each community college. Except in the very smallest and newest institutions, the admin- istration of the community colleges includes a very wide use of faculty committees in the planning and conducting of practices affecting students. None of the institutions, however, had a committee concerned with either evening programs or adult programs as such. In eleven of the institutions, the responsibility for programs for adults is clearly placed in one person, seven of which are designated as continuing education or evening college division heads, three are the chief admin- istrators, and one is the dean of instruction. In two of the colleges, the responsibility for programs for adults is shared by two persons, and in three colleges this responsibility is shared by three persons. Tables 30 and 31 describe the ways in which each college places this responsibility for programs for adults. 108 TABLE 31 DESIGNATION OF RESPONSIBILITY FOR PROGRAMS FOR ADULTS BY TITLE OF POSITION AND DATE OF ESTABLISHMENT TOGETHER WITH INDICATION OF COORDINATE RESPONSIBILITIES m DEPARTMENTS r Title of Posi- tion Responsible Com. College Responsibility WITH BOARD OF EDUCATION ADULT EDUCATION Board of Education Responsibility College for Programs and Date (f) for Adults Alpena Coordinator 1952 - Benton Harbor Director of Board of Adult Education Evening Col. Education Delta Flint Gogebic Grand Rapids Henry Ford Highland Park Jackson Kellogg Lansing Muskegon Director of Continuing Education (a)Director of Adult Educ. (b)Evening Col. Coordinator Director of College Director of Evening Col. (e)Asst.Deans(2) Director of Cont. Educ. No designation Coordinator of Cont. Educ. No designation (c)Director of Evening Prog. (d)Director of Voc. Educ. Board of Education(g) 1932 Board of Education 1946 1960 Board of Education 1959 Board of Educ. Board of Education(h) Co-sponsored programs with area boards of education Mott Foundation Vocational Education Adult Education Adult Education Vocational Education 109 TABLE 31 - Continued Title of Posi- Com. College Board of Education tion ReSponSible Responsibility ReSponSibility College for Programs and Date (f) for Adults North Central Dean of College Board of Adult Education Education NOrthwestern Director of Board of Adult Education College Education Port Huron Director of 1953 - Cont. Educ. South Macomb Dean of College 1953 (i) - (a) Cooperative arrangement with Mott Foundation program for all non-credit work which has a major division headed by a Director of Adult Education. Coordination of this cooperative arrangement is a responsibility of the Dean of the college, but the supervision of it is a responsibility delegated to the assistant dean in charge of instruction. (b) Evening college coordinator is responsible to the assistant dean for the advising of second-level persons, including the assistant dean, on matters in administering the evening college program which is all credit work. (c) MUSkegon college credit courses in liberal arts and pre- professional programs are a responsibility of the Director of Evening Programs. (d) Muskegon college credit courses in vocational and technical terminal programs are a responsibility of the Director of Vocational Education who is employed on a share basis with board of education. He also supervises non-credit programs. (e) Henry Ford has the responsibility for programs for adults Split between the Assistant Dean for Academic and Adult Education division and the Assistant Dean of the Technical division. (f) Date in this.column indicates the date of placement of responsibility for the programs for adults in the community college. Board of Education indicates that the responsibility is in a separate department in the public school system. 110 TABLE 31 - Continued (g) Shared responsibility coordinated through the Director of Adult Education, Mott Foundation Program. (h) Split responsibility with the community college responsible for coordination of part of the program for adults and the Vocational Education department of the public schools responsible for another specific part. (i) The chief officer is responsible for the program for adults in the college district and cooperates with local boards of education for mutually agreed upon programs of service. Coordination, Integrgtion, ggd Relgtionship with Other Progrgms for Adults in the Area Coordiggted progr§m§,- In seven areas in which community colleges are located, the relationship between the community college program for adults and other programs for adults can be summarized as coordinated programs to varying degrees. These seven are Benton Harbor, Delta, Flint, Jackson, Lansing, North Central Michigan, and Northwestern Michigan. Integgated programs.— In nine areas in which community colleges are located, the relationship between the community college program for adults and other programs for adults can be summarized as integrated programs, and as such are divisions of the public education program responsible for programs for adults. These nine are Alpena, Gogebic, Grand Rapids, Henry Ford, Highland Park, Kellogg, Muskegon, Port Huron, and South Macomb. Table 32 amplifies on the relationships with other programs for adults in the areas of the community colleges. Tables 33 and 34, together with the description which next follows, further develop the relationship with other community institutions, and portray some of the problems in the use of other facilities and locations. 111 In addition to joint use generally of facilities and faculty, community colleges in most communities appear to be the central agency for programs for adults. As indicated in Table 29, there are two communities in which the college is not responsible for this, and in nine communities there are varying degrees of cooperative responsibil~ ities. Administrators were asked to express themselves on this question: What is the relationship of the community college program for adults to other programs for adults in your public school system, if any, and is there a recent change, or a change in the near future, projected in this relationship? The replies are summarized in Table 32. TABLE 32 RELATIONSHIP OF COMMUNITY COLLEGES TO OTHER PROGRAMS FOR ADULTS IN THE AREA — _— College Comments about Relationships Alpena The present college head was director of adult education for Alpena Public Schools, 1942-52. The program for adults was made a responsibility of the community college when it was established in 1952. Benton Harbor St. Joseph Public Schools have had a well-estab- lished evening adult program for many years. In 1952 the community college began to offer night credit courses by arrangement with the St. Joseph night program. In addition, community college offers only selected non-credit programs which are in demand, and some of those that are filled at St. Joseph evening adult program. We have a heavy demand for high school completion and certain remedial courses for college entrance. Community college cooperates with St. Joseph and Benton Harbor Public Schools, which share on a half-time basis a director of vocational education. 112 TABLE 32 - Continued College Comments about Relationships Delta Flint Gogebic Grand Rapids Henry Ford Highland Park Jackson Kellogg Each of the three main towns in the area had an already established adult education program, one headed by the prior existing Bay City Junior College. Delta now has a contract with each of the three major public school systems for joint use of facilities and personnel to conduct programs known as the Delta program of continuing education. The Mott Foundation program of the Flint Board of Education is responsible for all non-credit adult education. The college is responsible for only college credit courses of all types. The present college head was director of adult education for the Ironwood area public schools. The program for adults was made a responsibility of the community college in 1948. The junior college evening program was started in 1956. Prior to that the junior college had no program for adults. The college now has a part of the program for adults and the vocational education department of the public schools has another part of the program for adults. A change has been recommended for the centralization and coordina- tion of all of the public school adult programs. We have charge of all post-high school education. Looks like there will be no change for at least two years. It's the only public school program. Liaison with other community agencies is incidental. Credit programs are a responsibility of the college. Non-credit programs are a responsi- bility of the public school Adult Education Center. Coordination of extension programs from the universities divided and largely uncoordinated. A change in local support (if it occurs) will necessitate a change in the handling of programs for adults but what it will be is still undetermined. The college has charge of the programs for adults of the public school system. This Change was made in 1958. 113 TABLE 32 - Continued College Comments about Relationships Lansing The board of education has studied the question of, "Should the community college and the Adult Educa- tion Center program of the public Schools be merged into a responsibility only of the community college?" Muskegon A change in 1960 assigned the high school comple- North Central Northwestern Port Huron South Macomb tion program to the community college. The college has always worked with the public Schools, the county superintendent, and the universities to provide a fuller program for adults in our area including the county and nearby counties. A vote will be taken in the near future to create a county- wide community college district with a separate board of trustees. The high schools of the area handle high school level programs. It is the purpose of the college to create a college atmosphere and attitude in our program as far as adults are concerned. When the college was started in 1951, it was agreed that the prior adult education program would offer certain courses and the community college would offer certain courses. The public school system program for adults has a part-time director of adult education and the community college program is integrated with it. The college will stick to the higher level programs and leave to the high school program the lower level of programs especially the recreational and entertainment types. All of the programs for adults in this area except Nursing are handled by the community college. It is expected that in the future the Nursing program will be placed here. Also only a few apprentice programs are in the high school program now. The dean of the college functions as director of the public school adult education program. The adult program of the school system is a division of the college. No change is contemplated. 114 TABLE 33 LOCATIONS AND FACILITIES USED Number of College [Types of Facilities Used Locations 'Alpena 3 Newly built campus; high school; service building. Benton Harbor 1 Newly built campus. Delta 4 Newly built campus; high schools in Bay City, Saginaw, Midland. Flint 2 Newly built campus; hospital Gogebic 1 Ironwood high school building on shared basis. Grand Rapids 3 Former high school shared with board of education; former grade school; nearby high school. Henry Ford 5+ Newly built campus; three high schools; junior high school; numerous factories, offices, etc. Highland Park 6+ Former high school; six public schools; community agencies. Jackson 6 Former residences; public schools; hospital; city greenhouse. Kellogg 8 Newly built campus; public schools; community agencies. Lansing 1 Former high school shared with administrative offices of board of education. Muskegon 4+ Former high school and grade schools; high school; city art gallery; some business establishments. North Central 2 Former grade school; high school. Northwestern 2 Newly built campus; college farm. 115 TABLE 33 - Continued Number of Types of Facilities Used College Locations Port Huron 8 South Macomb 6+ Former high school shared with board of education; six high, junior high, and grade schools; civic auditorium; military facilities. Warren high school on shared basis; numerous business establishments; military facilities. 116 TABLE 34 REASONS FOR USING OTHER FACILITIES 1 - College Reasons Alpena Custodian service at night; facilities appro- priate and available for technical courses. Delta Established locations known as adult centers. Gogebic Facilities appropriate and available on a Grand Rapids Henry Ford Highland Park Jackson Kellogg Muskegon North Central Port Huron South Macomb sharing basis at night for technical courses. Space lacking in own headquarters; convenience of a high school in the area; expect to expand to all high schools as evening college and adult centers. Long-established adult education centers as part of long-range policy of local community; will always use many business and other establishments for some programs. Have been lacking Space in college head- quarters; convenient locations used to serve interested groups. Lack of space at college headquarters area and conveniently located nearby technical laboratory space. Have lacked Space and have used available technical laboratory space. Lack of space in college buildings and available technical laboratory space. Lack of space in college building and appropriate Space available. Lack of space and appropriate facilities available. Lack of space and appropriate facilities available on a sharing basis. 117 Loggtionggnd Fgcilities Used Only four community colleges--Benton Harbor, Flint, Lansing, and Northwestern Michigan-~operate at only one location in one or more buildings for the conduct of programs for adults. Twelve use at least one other building or facility located elsewhere in the community. Location.- MOSt community college administrators indicated that two types of location problems existed. The first was the operation of programs at places other than the community college headquarters. The second problem area was that the present locations were unsatisfactory for a variety of reasons, such as crowded conditions, older buildings, and lack of adequate parking facilities. Six of the colleges operate programs at five or more locations away from the college administrative center. Four conduct programs at six, seven, or eight places. Table 33 describes the number of locations for each college, and the types of facilities used. The reasons for operating at other locations were primarily avail- ability of facilities lacking at the central area, and secondarily, appropriateness of special facilities to supplement the college facilities for use in certain courses in programs for adults. Facilities.- Only seven of the sixteen community colleges operate in a set of modern buildings erected for the purpose of an institution of higher learning. These are Alpena, Delta, Benton Harbor, Flint, Henry Ford, Kellogg, and Northwestern. Four others--Jackson, Lansing, Muskegon, and NOrth Centra1--have plans in various stages for the building of campus-type colleges. Of these four, Jackson and North Central actually have large land holdings already owned for this purpose. 118 The other nine operate in a variety of buildings, primarily former high school, junior high, and grade school buildings. Two colleges-- Gogebic and South Macomb--Share a currently used high school, and one institution--Jackson--centers its operations in a former mansion-type of residence. Three colleges--Henry Ford, Muskegon, and South Macomb-- make regular use of a variety of business facilities, such as factories, shops, and offices. Two institutions--Port Huron and South Macomb-- make use of military facilities, and two--F1int and Jackson--use hospital facilities for special programs. Five of the colleges use civic and community agencies. Northwestern is the only community college using its own farm for a program. The needs of the programs for adults were better served by use of these additional facilities than if the programs were limited to regular college facilities. In most cases, community colleges could not offer a great variety of programs for adults if the additional facilities listed in this survey were not used. All administrative persons pointed out a variety of problems in the handling of programs for adults when other facilities were used. Use of other facilities created communication problems. Much time and effort were spent on the details of working out plans and supervising them. The reasons given for the great use of outside facilities were the lack of Space in eight of the community colleges, and the availa- bility of suitable facilities which made it possible to offer courses wanted by adults in the community. In nine communities, some or all of the additional locations are recognized as convenient centers for adult programs, and in three community college areas the locations have been 119 designated for some time as either adult education centers or continuing education services. In these areas, communications and other matters have been worked out over a period of years to get the present program for adults operating smoothly. Table 34 identifies the types of facilities used by the community colleges. Persistent Problems in Administering Prggrgmg The chief administrators were asked to describe the persistent problems in administering programs for adults. A wide variety of problems were mentioned and these are described in Table 35, without an attempt to classify or group them since they cover well over twenty different problems. The main point made was that problems do exist, and in varying degrees they persist year to year. Common denominators appear to be the lack of manpower, money, facilities, and other necessary items, followed by a lack of public relations, coordination of effort, and educational information related to conduct, standards, and results of programs. TABLE 35 PERSISTENT PROBLEMS IN THE ADMINISTRATION OF PROGRAMS FOR ADULTS E : College Problems Alpena Administration structure; amount and kind of physical facilities. Benton Harbor No answer. Delta Distribution of information; financing of the program; overuse of regular college staff; impersonality and social diffusion; lack of pre- paration by staff; difficulty of maintaining of standards between day and evening credit programs. 120 TABLE 35 - Continued College Problems Flint Gogebic Grand Rapids Henry Ford Highland Park Jackson Kellogg Lansing There are no persistent problems but there are minor irritations over rules for admission, cut- off dates fcr application, and things of this sort. Finance policy that adult courses, especially non-credit, must be self-supporting; admin- istrative setup requiring that adult programs be an added responsibility of the college director; existing affiliation (with local board of education) which has as its concern the K-12 program first, community college second, and adult programs third. Lack of facilities; lack of a coordinator for a clearly recognized, community-wide adult program with a centralized office for the public to go to for available programs; financing; designating the activities as credit vs non-credit; publicity. Lack of sufficient administrative help; lack of appreciation for adult education by most school employees and professional educators; lack of funds for adult education; lack of time--too much to do and we try to do too much. Lack of qualified teachers; lack of state financial subsidy; lack of complete integration in total program; snooty attitudes of the full-time college faculties. Division of responsibility between college and adult education department of the public schools--resu1t is either conflict or failure to cover responsibilities adequately, often both. Finance--no local support for such programs; counseling--no finances for this. Informing the community about what we have to offer and could do; recruiting top calibre staff; meeting timetables and procedures due to lack of administrative help and instructors; clear under- standing of adult education division of public schools and the college programs for adults as to division of courses offered and translating this information to the community at large. 121 TABLE 35 - Continued ‘f .-__. J 4__ College Problems Muskegon Getting proper coordination between the voca- tional types of programs and the liberal arts and preprofessional types of programs; the two programs are traditionally different; credit vs non-credit status-~the criteria for determining this is difficult to resolve. North Central To educate persons to see that college work requires more hard work on the part of the new adult student, and to get the adult to see the difference between college credit work and the usual adult education non-credit courses that have no academic requirements. Northwestern To have a program that changes constantly enough to serve the changing needs of the people in the community; if we don't, we find ourselves without adults in the classes; finding satisfactory staff to teach adults in the variety of courses that have to be offered; insufficient administrative staff for programs for adults. Port Huron Lack of staff to administer the adult program. South Macomb Lack of enough space; lack of enough money. The question now may be asked, after this review of the admini- strative practices and problems, as to the sources of authoritative information about programs for adults. Chief administrators gave an amazing variety of answers on this point, and a summary is attempted in the next part. 122 Authorigggive Sources of Informgtion About Progrgms for Agglts Twelve of the sixteen chief administrators of Michigan community colleges mentioned a variety of sources which they regarded as author- itative in theories or philosophies, and which they followed in the practices in the programs for adults in their respective colleges. The other four stated that they developed their own philosophies and theories as they went along, adjusting to local situations and choosing what seemed most appropriate to do at a given time. Summarized, the group as a whole appeared to be very eclectic, referring to many persons, organizations, and publications, but having no strong feelings over the long range about any one source. A few mentioned specific persons, books, or agencies that were currently being used. Most agreed that an accumulation of knowledge and experience by them and by the person responsible for the programs for adults enabled them to draw upon and select appropriate ideas for application to specific programs. Only two administrators mentioned only one source, and in these cases it was the person or group responsible for directing programs for adults. In these situations, it appeared that it was expected that the director of adult programs had sufficient information from a variety of authoritative sources to organize and conduct appropriate programs. In ten community colleges the chief administrator mentioned two or more sources. These sources are listed in Table 36 in the grouping by local, state, and national sources of authority, with notations as to frequency of various authorities referred to by the administrators. 123 AS 3mg ”AHV «m: mo .oomm< .osom unso< mo mCOHumOHHnsm sowumHOOmm< conumonvm uH=w< msonca< nonun< Monmom ommow .oomm< acnumospm uH3v< “NV Hmn ASV A: no a .pmzv.mua6c .osvm uH3v< humano>nss .oomm< conuwoswm uH3v< AmV mow>nom ucoskoHdam sownnonz “momoHHoo paw mowunmnm>ncb cmwnnonz mo huwmno>waa unhoxmsaouz pnmsom AHV mucoaunomon :.%mdoa owa113onw o3 mm msdomoHnnd a3o oomo~o>onz Amv 6m6nnoo wnnso>m mo nonconwn AHV sownmosvm mo wnmom Ase .HSBSSSHSHH ”muonumuncmwno ocn>nom "Amv hnasomm ”AHV cnwom knomw>p< .ospm wo cnmom paw .udsm cnmum conumcasom Duo: AHV :oHumonvm uaap< no wcwscnuaoo mo conn>Hn huonoom wannasooo< muowoom wannooawwam onom hncom sundae guano unammoo Danna muamn nonnmm acusom conuwnumncn8v< acnumospm uHsp< paw mnouccnnn HOGCOmnom mmocnmsm Hamam acnumoscm Hwaonumoo>uHmn ANV.aaoo oonucondd< uGHOh mamma< Hmaowuwz ououm Hmooa owOHHou ‘"f "H [E mHADQ< mom mzHHna= “cowumospm nosmwm now nonaoo m0h4z ”comma..z mo D .szuumonunmno>nca Hmn moshm3,.z mo D .szuumonunmno>nc3 afiv mowOHHoo kunnsaacc nonno .muomucoc Hmaomnom .mEoHnond HmooH Hmowuomnd now o~ncd~m> umoe can unannond mnouwnnmnGHEO< OwOHHOU hunsssaoo mo Hwocsou .nowz :.owuooaom madnSQ on cowucunswwnc n50: :.:30nw:ofios mo unom an mnsouuoaoz: :.pHOnm osu an sunny mo nmnam Odnu has uommmmn on hnu Os .mconumsunm nso on woumsncm on nose hndcmonnduumcoz: Hanuaoo sunoz cowmxmnz wcnmcmg wmoHHoM somxomh anam Sumnemnm Hmaowumz oumum choq "AAA" configuaoo u on mamo on nanonwwwp mno> mas mnnu wouwum mnoumnumnanapm umoa ”hunnozusm mo moonsom onmnOOdm no poode monounodsn mo xamn can encompan A V :n mnonfidz "ouoz Amv donmxnos can mxoon oswom ”AHV noxmcoz :.ade sonumnwcmmno ucomonm can mo mucoEmoHo>op can mo kpsnm m pomamo wanedon mCSnmuwHom conumu unponoom Hmnudoo sunoza ”AHV Abmz um donmxnos was xoonv oswcm mfiqvxoom moHSOaM "Amv .comm< .osvm nasp< ”vaoonHoo zuncsaaoo can do mxoom 5 SEES: an mmonHoo unwasaaoo nozuo £36933 .2 no a .82 unmonunmno>na5 mcoHumnumn nanac< Hmconumosom an omnsoo «30H mo .>H:D conumH00mm< conumospm napp< :.owm mnmom 0N no>o cm: H moonsoo aonm was msnvcon mo uso mama gowns m>m£ H scan noosco nasom mo >£domo manna onu nuns pnooom an nose hno> on Amp anemone can mo udooaoo owOHHoo kuncsaaoo may: cowumoscm wawscwu usoo mo nouomnwa ”Aqvmaoonom mo .udsm macaw: nusom consm unom snoumossunoz Hmconumz cumum Hwooq coacHucoo n on mqm<fi oonHoo 126 Six administrators recognized local sources of authority about programs for adults. The most commonly mentioned were the local person or staff directing the program for adults, local boards, and superin- tendents of local educational systems. Other local sources were advisory committees, individuals, and organizations. Nine administrators recognized state sources, such as other com- munity colleges, universities, the State Department of Public Instruc- tion and its sections, and the Adult Education Association of Michigan. Eight administrators mentioned national sources, including specific individuals such as Bogue and Medsker, and some organizations such as the American Association of Junior Colleges and the Adult Education Association of the United States. The North Central Association of Secondary Schools and Colleges accreditation reports and studies were mentioned as being of particular interest and helpfulness. From the Present to the Future In the realm of going from the present to the future, chief administrators were asked to express themselves on these matters: (a) improvements and changes in practices involving programs for adults, and (b) the trends in these programs in terms of what ought to be-done compared to what will be done in the administration of these problems. Tables 37 and 38 describe in considerable detail these matters, and with this, the chapter on findings ends. 127 TABLE 37 IMPROVEMENTS AND CHANGES IN ADMINISTRATIVE PRACTICES IN PROGRAMS FOR ADULTS IN MICHIGAN COMMUNITY COLLEGES SEEN NECESSARY IN THE FUTURE BY THE CHIEF ADMINISTRATORS College Improvements and Changes Alpena Benton Harbor Delta Flint Gogebic ‘Grand Rapids Henry Ford Highland Park Jackson Kellogg Solution of administrative structure and provision of adequate facilities. Up-grading of content to be higher level, more complete, more sophisticated. No answer. Better financing. Better counseling. None. Separate identity of college from school district. The establishment of a coordinator for a clearly recognized, community-wide adult program with a centralized office for the public to go to for available program. It is necessary to specifically set this up to improve the program. Change the administrative Structure with increased staff time--a full-time director needed. Find better ways of coping with lack of qualified teachers, lack of state subsidy, lack of complete integration in total program, and snooty attitude on part of college faculties. Centering responsibility in one person with adequate time for both administration and promotion. Provide local financial support of the total community college program and especially for counseling. None now. 128 TABLE 37 - Continued College Improvements and Changes Lansing Muskegon North Central Northwestern Port Huron South Macomb Institutional research program to determine problems to direct the program to be offered. Communications with the community. Improved recruiting of instructors. In-service training program. To change the philosophy of treating credit courses differently than non-credit courses in the fees paid per hour or credit. None. To have a full-time director in charge of the program. Expand the administrative staff. To establish own facilities. TABLE 38 TRENDS IN PROGRAMS FOR ADULTS IN COMMUNITY COLLEGES College What do you see as what What do you see as what ought to be the trend will be the trend in in programs for adults programs for adults in in community colleges? community colleges? Alpena MOre programs ought to A lot of retraining. be offered in fields not now offered--especia11y in the socio-economic- political areas--with takers from all walks of life. More advisory groups. Retraining. All programs on a higher level. Better administrative struc- ture and physical facilities. 129 TABLE 38 - Continued College What do you see as what ought to be the trend in programs for adults in community colleges? What do you see as what will be the trend in programs for adults in community colleges? Benton Harbor Delta Flint Gogebic Grand Rapids No answer. Increase in numbers enrolled Rfichigan community colleges should handle their adults in same way as they handle their regular college students. If they have a non-credit division, they can apply variations of administrative pro- cedures in this area without impinging upon the activities of the college credit division. Pilot programs and retraining. All community colleges must accept the pro- viding of programs for adults as a basic function. No answer. Increase in numbers enrolled. There is little questbn but that community colleges in Michigan will serve a much larger group of adults in future years. Many of these individuals are going to need additional training and retraining in order to remain in labor force. Michigan community colleges can meet this challenge only if they are flexible enough to provide occupational education programs in terms of the needs of their communities. Just don't know. Area is going under adjustment. Population decreasing and may continue at a more rapid pace as a certain kind of industry con- tinues to decline in this area. I think it will take time for all community colleges to see need of providing full program for adults. 130 TABLE 38 - Continued College What do you see as what What do you see as what ought to be the trend will be the trend in in programs for adults programs for adults in in community colleges? community colleges? Henry Ford Since we have a good More will be done pro- Highland Park Jackson Kellogg all-round program, we will do more with more manpower, time, and funds. The traditional adult education program. Up- grading for employed persons. Added emphasis on senior citizens program. Responsibility for all credit and cultural programs. Cooperation with local recreation offices in providing facilities for "recreational type" programs but otherwise avoid. (Definitions to be established locally.) ReSponSibility for coordinating éll‘univer- sity extension programs in community. If a large community college district, items 1 and 2 will require cooperation with several local public school districts. More opportunity for courses on non-credit basis in areas of humanities, political science, social sciences. MOre opportunity for adults to take graduate work in areas other than education. vided sufficient capable administrative help is obtained. 1 don't know. We are changing racially so fast that our climate will be totally different in five years. I believe we will move unevenly in direction of the type of organization outlined above. However, much will depend on the extension services of universities. They have long established patterns of operation and numerous local contacts they will continue to use unless community colleges can demonstrate possibilities of increased efficiency. Expanded offerings of practical, applied courses directly to improved job competency, or retraining and up-grading. 131 TABLE 38 - Continued College What do you see as what What do you see as what ough; to be the trend will be the trend in in programs for adults programs for adults in in community colleges? community colleges? Lansing All public school All of these are possible buildings ought to be so I work toward it, and used for evening and day it will come about--maybe programs to develop a not necessarily or loyal and informed entirely through the public--programs ought community college which to include family will have some role in programs in a facility the program. suitable for family projects, for example. Become complege neighbor- hood centers. Such a program would be Staffed with competent staff including counseling help. Include involvement of retired persons. Formal to informal courses in whatever people wanted through Extension Centers of area community college. New techniques such as TV (open and closed). Muskegon To work with secondary I believe that what and higher education institutions to coordin- ate the effort in providing a wide range of courses for adults and to decide which institution should do what part. To take leadership in bringing more cultural activities to the community and to promote activities to accomplish this in each community to extent that respective community is willing to support the activities. ought to be will be. 132 TABLE 38 - Continued College What do you see as what ought to be the trend in programs for adults in community colleges? What do you see as what will be the trend in programs for adults in community colleges? North Central Northwestern Port Huron South Macomb General expansion of present direction in all communities where this type of college operates. Community college offer- ing higher level of programs for adults-- real meaty courses. Mixing of adults with freshman-sophomore students in more courses and in a greater amount. I think this is good. We did not anticipate this trend. I think all community colleges in Michigan have these two trends. We should expand our present adult programs as should all community colleges that now have some type of program for adults. In other community colleges, pro- grams for adults should be initiated to achieve a coordinated program for adults in community. Surveys show never ending need for programs for adults. In our institution we do not offer enough work that is occupationally oriented. This is also true of some other community colleges especially some in the industrial areas. A local program maybe not directed in all of the commonly accepted com- munity college functions but will be what they ought to be, as far as can be seen at this time. I think both of the trends will happen to a greater degree because of the growth of our college and the general acceptance in Michigan of the adult programs of all community colleges. I believe all community colleges will develop for their respective communities a coordinated program for adults. With space and money the needed additional programs for adults will be achieved. CHAPTER VI SUMMARY, FINDINGS, AND IMPLICATIONS FOR FURTHER STUDY Summary The Problem The problem of this study was to determine and describe the status of practices of Michigan community colleges in providing programs for adults. The Need for the Study Since persons older and more mature than the usual freshman- sophomore age range compose an increasingly significant portion of the total enrollment of community colleges, knowledge about present practices can be of value to new institutions and new administrative personnel. Identification and analysis of practices can result in evaluation as to their long-range significance in the administration of community colleges. Increased attention in colleges of education to the training of administrative personnel for community and junior colleges would be aided by additional information useful as background for teaching material. Methodology The procedure used in this study was to determine through questionnaires, interviews, and reading of literature the practices 133 134 in providing programs for adults of the sixteen Michigan community colleges in operation as of September 1961. Assumptions Assumptions established were that (a) programs for adults and the practices in providing programs for adults could be identified from other programs and practices; (b) literature of the community colleges would reflect and personnel would report these practices accurately; (c) subjective observations could be translated into objective data. Hypotheses It was hypothesized, in the light of previous reading and observations by the writer, that since community colleges have as one of the common objectives the providing of programs for adults to serve community needs, the community colleges vary institution to institution in their practices in providing programs for adults in accordance to (a) kinds of programs offered, (b) legal organization, (c) numbers of adults, and (d) age of the community college. Findings The findings are summarized in categories of practices affecting (a) adult Students, (b) the curriculum, (c) the faculty, (d) the opinions of faculty and administrators, (e) the administration of the institution, and (f) the background of faculty and administrators. Findingsabout the practices affecting adult students are: 1. Michigan community colleges generally prefer the designation of special student to all persons following a pattern of attendance other than the usual freshman-sophomore pattern. In a number of 135 community colleges, as described in Appendix M, the designation of adult is used only in the adult education division program. In other institutions there is no recorded differentiation. 2. The actual practices in the handling of adults in Michigan community colleges is much more liberal and considerate than what is indicated by the practices in the written procedures for handling special and adult students. Special procedures are based primarily on the requirements of state aid qualification in terms of student credits on an equated basis. This was determined by the writer by comparing catalog information and interviews with administrative persons. 3. While adult student credit work is on the same cost basis as for freshman-sophomore students, adult non-credit work varies considerably in Michigan community colleges. Cost of non-credit programs for adults is usually determined by the amount necessary to cover the costs of instruction and is controlled by a policy of a minimum class size. Since credit work is subsidized by both local and state taxes, and non-credit work is not, the concern for making non- credit programs pay for themselves is a practical one. Because of the great and changing variations in fees, no tabulation was attempted. 4. Counseling for adults is available in most of the institutions, but only in a few of the larger colleges is this a special program with trained personnel available at all times for this specific purpose. MOst of the community colleges have counseling programs carried on part-time by coordinators and instructors. 136 Findings about practices in the conduct of the curriculum provided for adults are: l. A wide range of educational opportunities, as described in Table 21, is generally offered to adults by Michigan community colleges, especially in the older, larger, and urban-located institutions. The range of Studies includes programs starting with elemental Americani- zation classes to cooperatively arranged graduate degree work in at least two of the-community colleges. 2. There are fifty-three advisory groups used among twelve of the community colleges. As described in Table 22 and in Appendices N and 0, these are primarily for programs in technical training, business training, health services, and general programs or facilities. As described in Table 23 and in Appendix P, the main value of using such groups is (a) determining community needs, (b) determining course content and conduct, and (c) promoting of programs. 3. The majority of adults attend scheduled two- to three-hour programs in the evenings. Two newer trends were noted: (a) late after- noon and Saturday classes, and (b) offsetting time classes in which an evening class is matched by a dayclass to allow for quick changes required by employment conditions. Table 24 describes this completely. 4. Special literature was observed by the writer to be widely used to reach adults. The two institutions with completely integrated programs produce specially designed brochures or leaflets outlining their entire community program for adults. Several others use full- page newspaper advertisements. One makes profuse use of mimeographed materials outlining each available program for adults. All use the radio and television facilities for publicity. Much dependence is 137 placed on advisory committees, employers, and community institutions for publicizing all programs. 5. Services for adults other than academic programs provided by community colleges include: intercollegiate athletics; student- conducted programs; professional lectures and programs; testing, counseling, guidance, and advising services; university extension programs; advisory and consulting services; general college and adult education information center; research services; special information programs; job placement. These are fully described in Table 25 and in Appendix R. Findings in practices related to the faculty in programs for adults are: l. The sixteen Michigan community colleges employ 500 part-time faculty which compose 39.5Z of the total faculty of 1,269. In addition, almost half (47.6Z) of the 131 administrative persons teach approxi- mately on a quarter-time basis. Four of the largest institutions depend greatly upon the use of part-time faculty for specialized knowledge and experience in certain teaching fields. Appendix C describes this completely. 2. Programs for adults are staffed mainly by the regular college faculty, according to the chief administrators. Other important common sources used by the chief administrators regularly to secure part-time faculty are business and industry, professions, four-year colleges and universities, and community service organizations. Least used sources are military services and nearby community colleges. 3. Qualifications for teaching in programs for adults, rated by administrators in order of importance, are: (a) ability to teach 138 the subject, (b) experience in working with adults, and (c) training in adult education history, philosophy, and techniques. 4. Training programs for persons assigned responsibilities in programs for adults were observed by the writer in interviews with chief administrators to exist as such in few of the institutions. Some that had training programs depend on chief administrators who had been previously directors of adult education. Some said that coordina- tors or department chairmen are responsible for training all faculty assigned to their area. 5. Pay plans, as described in Tables 26 and 27, for all personnel, full-time and part-time, are carefully worked out in all institutions. The plans vary a great deal even in nearby institutions. Findings on the opinions of faculty and administrators about the programs for adults are: 1. By a ratio of more than two to one, Table 11 shows that faculty and administrators believe that programs for adults have more inherent strengths than inherent weaknesses, as reflected in results of the programs. 2. Faculty and administrators, as described in Table 15, feel that the instruction given to adult night credit students is less effective than the instruction given to freshman-sophomore day credit students. Least effective instruction is given to the adult non-credit students. 3. By a ratio of two to one, Tables 12 and 16 Show that faculty and administrators feel that instructing and handling of adults require different methods than those used for freshman-sophomore students, even 139 though almost half of the faculty and administrators said that they handle adults the same as other students. 4. While about half (51.3Z) of the total group feel that it is no more difficult to teach classes with comingled adults and freshman- sophomore students, a Significant portion (22.8Z) feel that it is more difficult to do so, as described in Table 19. 5. Approximately three-fourths of faculty and administrative persons place a value of only average or less importance on formal academic training in adult education history, philosophy, and techniques. A higher value is placed on practical experience. Three times as many persons (41.7Z) said that such experience is of great importance as compared to the 13.1Z who place a rating of great importance on academic training in adult education. Tables 17 and 18 describe these findings more fully. 6. Almost four-fifths (78.5Z) of the faculty prefer to teach day college credit classes, and only llZ prefer night college credit classes. Very few prefer either night or day non-credit classes. A small, but perhaps significant enough, feeling (6.6Z) was indicated that programs for adults, mostly at hours other than regular day college credit classes, are more inconvenient and should carry more pay to attract and hold good instructors. Tables 14 and 20 describe these findings more fully. Findings in practices related to administration are: 1. The legal organization of the community colleges has little direct relationship, in the opinion of the writer, with the administration of programs for adults in these institutions. The three board of trustee 140 types of community colleges appear to have easier and more direct access to a board for action, at least on plans for physical facilities which affect all programs, but a number of the local board of education types of institutions have developed large-scale programs for adults regardless of the facilities. It appears that maximum use of available physical facilities, whatever they are, is a challenge to the administrators, and that programs for adults grow regardless of the physical facilities that are provided. 2. A transition in use of titles of the institutions, as shown in Appendix A, and in the designations of the administrative persons, as shown in Appendix D, is in progress. 3. Pay and responsibility for administrative functions, including programs for adults, are clearly defined. Responsibility for the programs for adults is in Status and prestige considered an important and high-level one in all but a few institutions. These factors are fully described in Tables 28, 29, 30, 31, and in Appendix D. Appendix Q contains organization charts which Show this. 4. There is an almost unanimous agreement among administrators that knowledge and experience by the persons responsible for the local program for adults enable the administrator to draw upon and select the appropriate ideas for application in the local area. Administrators of community colleges recognize many persons, groups, and agencies as authoritative sources of information on programs for adults. There is an almost even distribution of dependence on local, state, and national authorities, as shown in Table 36. 141 5. Thirteen of the sixteen Michigan community colleges operate in a great variety of facilities and locations other than their head- quarters building, as described in Tables 33 and 34. Even in four of the newest campus-type community colleges, other facilities in the community are needed to provide adequate programs for adults. It appears that continuous expansion in programs for adults make this a never-ending situation. 6. 'Improvements and changes in administrative practices described in Table 37 and seen necessary by administrators to improve programs for adults are: (a) organizational changes to place more centralized responsibility for the programs; (b) the identification of the adult programs with facilities, staff, and faculty appropriate to them; and (c) the establishment of more adequate financial support. 7. Trends in programs for adults described in Table 30 and seen by administrators are: (a) increase in adults enrolled; (b) more courses for special groups such as older people, retrainees, occupational programs, as well as more general education programs; (c) more coordina- tion with universities for extension courses for increasing numbers of college-university students and graduates; and (d) generally more and better administrative practices as a result of increased education, training, and experience of present and future personnel. 8. Relationships with other programs for adults were classified by the writer as integrated with the entire public school education program in nine communities, and as coordinated with public school education programs in seven areas. 142 Persistent problems seen by administrators and described in Table 35 are: 1. Growth of enrollment of adults and the need for additional faculty, facilities, and programs are so persistent that time, space, and money to meet the need are always lacking. 2. Time to adequately train personnel and to plan programs to train new faculty is always lacking. Findings on the background of the faculty and administrators described in Tables 6, 7, 8, and 10 are: 1. Age at the median for administrative people is 43.3 years, and for faculty it is 38.5 years. 2. Males outnumber females in administrative positions nine to one, and as faculty, three to one. 3. A significantly greater lack of experience is evident in administrative persons than in faculty. 4. A small number of faculty and administrative persons have had academic training in the area of adult education. Conclusions In spite of general agreement on the commonly accepted objectives of community colleges, and especially on the objective of providing programs for adults as a community service, Michigan community colleges vary greatly in practices in respect to kinds of programs offered. The writer concludes that the general reason for the variation is a result of the overall role that has been assigned for programs for adults to each community college in its geographical area. 143 The general practice ranges from providing almost no program for adults as such, and as one that is incidental to the conventional freshman-sophomore junior college program, to an overall practice of providing programs for adults with practically unlimited learning resources of national repute. It is the opinion of the writer that the data in the study supports the following relationships which are significant in the kinds of programs provided for adults by Michigan community colleges: 1. The kinds of programs and the number of years that a com- munity college has been in existence are directly related to the number of adults enrolled. The only exception is Gogebic Community College, which is one of the oldest, but, because of its location, is one of the two smallest institutions. 2. The increase in the kinds of programs, the number of years in existence, and the growth in numbers of total and adult students are directly related to kinds of practices involved in the conduct of programs for adults. The community colleges with the older, more clearly developed, and more varied programs for adults have practices in admissions, enrollment, registration, counseling, scheduling, publicity, facilities, faculty, and other matters well planned and carried out by more trained and experienced personnel. 3. The increase in the kinds of programs, the number of years in existence, and the number of adults enrolled are directly related to the use of advisory groups. A notable exception is Henry Ford Community College which has an experienced staff in programs for adults in constant contact with business, industry, and community organizations, and therefore does not use permanent advisory groups. Where advisory 144 groups are used extensively, many practices in enrollment, publicity, course development and conduct are modified as a result of conferences and recommendations of the advisory groups. 4. The increase in kinds of programs, the number of years in existence, and the number of adults enrolled are directly related to the level of responsibility of the position and person in charge of the program for adults. Of the sixteen community colleges, ten have a first-level responsibility. In four of these ten colleges, the chief administrator handles this task. The small size of three institutions requires that the Chief administrator handlethis, while in the fourth and larger institution a slowly evolving plan may relieve the head administrator of the task. In only two community colleges is there no specific separate responsibility for programs for adults. In these two institutions the regular administration and academic personnel handle programs for adults in routine fashion with no special planning except for nominal evening registration and class scheduling. 5. The kinds of programs, the number of years in existence, and number of adults enrolled are directly related to the merging of the previously existing adult education organization with the community college organization. There is a definite trend toward incorporation of adult education programs with the community college programs as studies are made in local areas. Several such studies were under way at the time of this review. Even in the two smallest community colleges, there are either programs for adults under way or planned in the near future as part of more coordination of area programs. 145 6. The practices in providing programs for adults in terms of the kinds of programs, together with the factors of number of years in existence and the numbers of adults enrolled, appear to be least related to the type of legal organization of the community college. The length of time for the existence of Northwestern Michigan, North Central Michigan, and Delta under a legal organization different from the local board of education district pattern is not sufficient in years to prove or disprove this hypothesis. The degree of difference between these three institutions in Size and geographical area makes comparisons impractical. The only difference the writer found, which can be specifically measured, is the relative speed with which all three of these institutions obtained new campus-type areas and facilities compared to the length of time of existence of the local board of education community colleges. All of the local board of education institutions waited considerably longer before new campus- type facilities materialized. Impliegtions for Further Study The results of this study, as well as the review of literature related to this study, indicate that further research is needed in the area of programs for adults provided by community colleges. The following Statements represent some of the problem areas in practices affecting programs for adults where these programs are now a responsi- bility of community colleges, or where there are possible changes being planned which may result in the assignment of this responsibility to the community college: 146 1. There is a need to inform local communities more clearly and completely the possible opportunities of the various programs for adults now available, and to point out the greater possibilities by providing either an integrated or coordinated program for adults by arrangement with the community college in the area. The media used, the volume, the content, and the effectiveness of the communications programs and practices could be studied to determine how much, how often, and with what results community colleges describe their actual and potential programs for adults, and especially, how well they are fulfilling the objective of serving adults. 2. There is a need for a more experienced and more adequately trained administrative and faculty staff to handle the programs for adults. The reasons for lack of inservice training of, the lack of graduate study in, and the low evaluation by faculty and administra- tive persons of adult education history, philosophy, and techniques should be determined. Training methods appropriate to and practical for faculty in community colleges need to be developed to meet the need that now exists. 3. There is need to know more accurately the appropriate scope of the community college program for adults. The present wide range, as capably as it may be administered in some of the community colleges, requires a breadth of programs and a variety of practices that appear to weigh an imposing responsibility on most of the institutions with a great proportion of lesser experienced personnel and crowded facilities. It would be of value to administrative persons to know whether a horizontal stratification of strictly post-high school education, administered by the community college, is appropriate, or whether a 147 vertical division based on college credit and terminal certificates is appropriate. It may be possible to analyze the costs of providing the various programs compared to results in determining the appropriate scope of programs for adults. 4. There is a need to know the type of administrative structure which produces the better practices in handling programs for adults. The rather recent additions of these programs to most of the community colleges, and the actual changes in transition at the time of this study, made it difficult to appraise the administration of current programs for adults. In the near future there may be sufficient numbers and passage of time to stabilize this situation to provide the proper conditions for the analysis of the organizational patterns of handling programs for adults. 5. There is need to know what kinds of programs for adults that the independent board of trustee organized community colleges can conduct compared to the kinds of programs conducted by board of education community colleges. Since the establishment of independent community colleges in 1955, there was not sufficient passage of time to allow much growth of the few institutions in this form. In the future there may be sufficient growth and passage of time to make a comparison of the administration of programs for adults in the several legal organi- zation patterns. 6. There is a need to study the relationships of advisory com- mittees and employer groups to the programs provided, and the results that employed adults, who attend community colleges, achieve in 148 satisfactions, opportunities, pay, and other job factors. Follow-up studies of adults who have benefited by participation should provide information for the improvement of practices and programs for adults in community colleges. BIBLIOGRAPHY Books Bogue, J. P. (ed.). 1958 Junior College Directory. Washington, D. C.: American Association of Junior Colleges, 1959. (ed.). American Junior Colleges. Washington, D. C.: The American Council on Education, 1960. Eells, W. C. (ed.). American Junior Colleges. Washington, D. C.: The American Council on Education, 1940. Havighurst, R. J. Human Development and Education. New York: Longmans, Green and Company, 1953. Hillway, T. The American Two Year College. New York: Harper and Brothers, 1958. Johnson, B. L. 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Nonparametric Statistics for the Behavioral Sciences. New York: McGrawsHill Book Company, Inc., 1956. Starrak, J. A., and Hughes, R. M. The Community College in the U. S. Ames, Iowa: Iowa State College Press, 1954. Thornton, J. W. The Community Junior College. New York: John Wiley and Sons, Inc., 1960. Ward, P. Terminal Education in the Junior College. New York: Harper and Brothers, 1947. Periodical Articles Eells, W. C. "Junior College Doctoral Dissertations - Supplementary List," Junior College Journal, Vol. 33, No. 1 (September, 1962), pp. 16-19. Gleazer, E. J., Jr. "Junior College Growth," Junior Collegngournal, Vol. 31, No. 6 (February, 1961), p. 354. Havighurst, R. J. "Adult Education for Our Time," Adult Leadership, Vol. 7, No. 6 (December, 1958), p. 160. Houle, C. O. "The Obligation of the Junior College for Community Service," Junior College Journal, Vol. 30, No. 9 (May, 1960), pp. 510-512. Parker, F. 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Final report published by the Advisory Council. Detroit: Citizens Advisory Council, 1960. Crawford, F. N. Some Facts Concernipg Community Colleges in Michigan. A report to the Education committee of the Michigan Constitutional Convention, October 26, 1961. (Mimeographed.) Delta College. Preliminary Bulletin for 1961-62. Flint Community Junior College. 1960-61 Catalog. Gogebic Community College. Annual Bulletin 1960-61. Grand Rapids Junior College. Catalog 1960-61. Henry Ford Community College. 1959-61 Catalog, Dearborn, Michigan. Highland Park Junior College. Catalog Issue Vol. xxxix, 1961-62. Jackson Junior College. Bulletin Announcement 1960-61. Kellogg Community College. Announcement 1960-61. Kellogg Community College. Evening Course Program. Leaflet. Lansing Community College. Catalog Number 4, 1960-61. Martorana, S. V. The Community College in Michigan. Staff Study No. l. Lansing, Michigan: Michigan Legislative Study Committee on Higher Education, 1957. 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Michigan White House Conference. "A Community Program of Adult Education: Michigan's Recommendations to the White House Conference on Education," Adult Education, Vol. VII, No. 1 (Autumn, 1956). Muskegon Community College. Catalog 1960-61. North Central Michigan College. Catalog and Announcements, Vol. 2, No. 1, October 19, 1959. Northwestern Michigan College. 1960-61 Bulletin of Information. Port Huron Junior College. 1960-61 Catalog. South Macomb Community College. Announcement 1959-61. United States President's Commission on Higher Education. A Report of the President's Commission on Higher Education. Washington, D.C.: Government Printing Office, December 1947, Vol. 1. Unpublished Dissertations Black, M. F. "The Organization of a Public Community College Program in Relation to Postsecondary Educational Interests and Needs in an Industrial Community." Unpublished Ph.D. dissertation, University of Michigan, Ann Arbor, 1952. Bradley, B. W. "Junior College Provisions for Adult Education." Unpublished Ph.D. dissertation, University of Missouri, Columbia, 1942. Canning, W. M. "A Psycho-Educational Study of Adult, Non-High School Graduates in A College Degree Curriculum." Unpublished Ph.D. dissertation, Northwestern University, Evanston, 1955. Cheskie, S. V. "An Appraisal of the Adult Education Program of Highland Park Public Schools, Highland Park, Michigan." unpublished Ed.D. dissertation, Wayne State University, Detroit, 1957. Chomitz, D. L. "Business Education for Adults in the Junior College." Ph.D. dissertation, Teachers College, Columbia University, New York City, 1957. Published as Monograph 0-5 by South-Western Publishing Company, Cincinnati, 1957. 153 Davis, P. B. "Selected Factors Associated with Attendance at Adult Farmer Classes in Michigan." Unpublished Ph.D. dissertation, Michigan State University, East Lansing, 1959. Ewigleben, R. L. "The Identification and Analysis of the Factors Contributing to the DrOp-Out Rate Among Participants in Classes of the Lansing Adult School Program." Unpublished Ed.D. dissertation, Michigan State University, East Lansing, 1959. Healy, D. J. "Selecting the Adult Educator." Unpublished Ph.D. dissertation, New York University, New York City, 1959. Holden, J. B. "Factors Relating to the Financial Support of Continuing Education as Revealed by a Study of Selected Michigan Communities." Unpublished Ph.D. dissertation, Ohio State University, Columbus, 1955. Hugg, A. H. "Informal Adult Education in the Y.M.C.A." Unpublished Ph.D. dissertation, Columbia University, New York City, 1950. Kimball, J. R. "Analysis of Institutional Objectives in Michigan Community Colleges." unpublished Ed.D. dissertation, Michigan State university, East Lansing, 1960. Laird, B. F. "A Survey of the Certificate and Terminal Curricular Offerings of University Extensions and Evening Colleges." Unpublished Ed.D. dissertation, Indiana University, Bloomington, 1954. Luchsinger, L. B. "Criteria for Evaluation of Adult Education Programs in Junior Colleges and Their Application to Kilgore College." Unpublished Ed.D. dissertation, The University of Texas, Austin, 1959. McDowell, F. M. "The Junior College." Unpublished Ph.D. dissertation, State University of Iowa, Iowa City, 1918. Melvin, K. L. "Instructional Practices Used in Selected Public Junior Colleges." Unpublished Ed.D. dissertation, The university of Nebraska, Lincoln, 1957. Perry R. S. "A Critical Study of Current Issues in Business Education in the Public Junior Colleges of California." Unpublished Ph.D. dissertation, University of California at Los Angeles, 1956. Pettijean, C. F. "A Study of Terminal Education in the Junior Colleges of Connecticut." Unpublished Ed.D. dissertation, New York University, New York City, 1956. 154 Redemsky, L. W. "The Educational and Vocational Plans of Senior High School Students with Special Reference to the Occupational Pattern of the Community, the Occupations of High School Graduates, and the Terminal Curriculum of the Junior College." Unpublished Ph.D. dissertation, Michigan State University, East Lansing, 1952. Sherman, D. R. "The Emerging Role of Vocational-Terminal Education in the Public Community Colleges of Michigan." Unpublished Ed.D. dissertation, Wayne State University, Detroit, 1956. Treloar, W. P. "A Study of Selected Factors Inhibiting the Development of Adult Education in the State of Michigan, 1957-58." Unpublished Ph.D. dissertation, Michigan State University, East Lansing, 1960. Valade, W. J. "A Study of the Origin, Development and Trend of Selected Michigan Public Community Colleges." Unpublished Ed.D. dissertation, Wayne State University, Detroit, 1956. Williams, F. "A Study of the Effectiveness of the Office Training Program at Flint Community Junior College As Related to the Employment Needs of Former Students." Unpublished Ph.D. dissertation, Michigan State University, East Lansing, 1960. Interviews and Miscellaneous Alpena Community College. Personal interviews with Director Stanley E. VanLare and administrative persons, August 10, 1961. Benton Harbor Community College. Personal interviews with President C. G. Beckwith and administrative persons, November 13, 1961. Delta College. Personal interviews with President Samuel Marble and administrative persons, November 14, 1961. Eshleman, F. K. Letter from the Dean, Henry Ford Community College, Dearborn, Michigan, November 7, 1961. Flint Community Junior College. Personal interviews with Dean Clyde E. Blocker and administrative persons, September 18, 1961. Gogebic Community College. Personal interviews with Director Jacob A. Solin, administrative persons and faculty, October 5, 1961. Grand Rapids Junior College. Personal interviews with Dean John E. Visser and administrative persons, August 23, 1961. 155 Henry Ford Community College. Personal interviews with Dean Fred K. Eshleman and administrative persons, November 2, 1961. Highland Park Junior College. Personal interviews with Dean Grant 0. Withey, administrative persons and faculty council, November 2, 1961. Jackson Junior College. Personal interviews with President William N. Atkinson and administrative persons, October 30, 1961. Kellogg Community College. Personal interviews with Director Robert O. Hatton and administrative persons, November 10, 1961. Lansing Community College. Personal interviews with Dean Philip J. Gannon, administrative and faculty persons, December 31, 1961. Masiko, P. Jr. "The Social and Economic Necessity of Community Junior Colleges." A paper read before the annual convention of the American Association of School Administrators, Atlantic City, February 16, 1960. (Mimeographed.) Michigan Department of Public Instruction. Personal interviews with Assistant Superintendent for Higher Education Ferris M. Crawford and staff, November 27, December 1, and at other times, 1961. Muskegon Community College. Personal interviews with Director James M. Snyder, administrative and faculty persons, September 15, 1961. North Central Michigan College. Personal interview with President Alfred D. Shankland, August 18, 1961. Northwestern Michigan College. Personal interviews with Director Preston N. Tanis, administrative and faculty persons, August 17, 1961. Port Huron Junior College. Personal interviews with Dean James C. Browning and administrative persons, August 25, 1961. South Macomb Community College. Personal interview with Dean Walter E. Bradley, September 1, 1961. APPENDICES APPENDIX A DIRECTORY MICHIGAN COMMUNITY COLLEGES AND ENROLLMENT DATA GENERAL INFORMATION AS OF OCTOBER 1, 1961 7‘7— Date Es- Head Count College Location tablished Enrollment Alpena Community College Alpena 1952 460 Community College and Technical Institute Benton Harbor 1946 964 Delta College University Center 1957 2,936 Flint Community Junior College Flint 1923 5,150 Gogebic Community College Ironwood 1932 298 Grand Rapids Junior College Grand Rapids 1914 2,941 Henry Ford Community College Dearborn 1938 6,501 Highland Park Junior College Highland Park 1918 2,077 Jackson Junior College Jackson 1928 1,545 Kellogg Community College Battle Creek 1956 1,258 Lansing Community College Lansing 1957 1,604 Muskegon Community College Muskegon 1926 1,359 NOrth Central Michigan College Petoskey 1958 243 Northwestern Michigan College Traverse City 1951 803 Port Huron Junior College Port Huron 1923 1,778 South Macomb Community College warren 1953 3,070 Total Enrollment 32,987 Information furnished by Michigan Department of Public Instruction from official reports of the institutions as of the fourth Friday after the opening of fall enrollment according to rules of reporting for higher education institutions. 156 APPENDIX B HISTORY OF EQUATED ENROLLMENTS IN MICHIGAN COMMUNITY COLLEGES FOR THE PERIOD 1954-55 to 1961-62 Year Estab- 1954- 1955- 1956- 1957- 1958- 1959- 1960- 1961- College lished 1955 1956 1957 1958 1959 1960 1961 1962 Alpena 1952 ' 117 120 163 180 238 236 286 397 Benton Harbor 1946 217 286 356 398 452 438 504 782 Delta* 1922 744 867 1005 1147 1404 1415 1652 2318 Flint 1923 1099 1705 2359 2670 2824 2921 3213 3771 Gogebic 1932 135 137 132 137 186 157 195 248 Grand Rapids 1914 917 1010 1234 1312 1631 1774 1965 2342 Henry Ford 1938 1439 1935 2402 2792 2653 2824 3013 3465 Highland Park 1918 1304 1363 1435 1526 1626 1607 1779 1708 Jackson 1928 426 536 568 655 796 863 1053 1311 Kellogg 1956 -- -- 97 259 441 500 647 891 Lansing 1957 -- -- -- 220 424 551 773 1149 Muskegon 1926 436 521 595 700 910 953 1009 1197 North Central Michigan 1958 -- -- -- -- -- 108 162 202 Northwestern Michigan 1951 186 244 290 366 390 415 492 619 Port Huron 1923 344 440 556 696 904 863 1055 1332 South Macomb 1953 60 136 235 331 549 747 1180 1832 Totals 7424 9300 11,607 13,389 15,429 16,372 18,978 23,563 Percent Increase Over Previous Year 25.5 22.8 17.2 23.3 6.1 15.9 24.1 Based on average annual equated full-time enrollment as reported to Mich- igan Department of Public Instruction by the community colleges in com- pliance with legislative acts providing funds for operations. *Bay City enrollment up through 1960-61; Delta for 1961-62. Significance of this table of equated enrollments is that state financial support by legislative appropriation is given to community colleges on this basis. The legislative act providing the appropriation defines equated en- rollment as the total of all students enrolled, including all full-time and part-time, equated to full-time equivalent. This is obtained by adding to the number of full-time students the total number of credits taken by all part-time students and dividing by 12. Full-time students are those taking 12 or more credits, so 12 credits is the base used for equating the credits of the part-time students. The result so obtained is called the number of full-time equated enrollees or Students. This formula covers the full year including summer enrollment. Equated enrollment is approximately 7OZ of the fall head count figure. 157 158 .OUSuO Hanouooc mflnu nuns OnusonnsOcoo nounnB man an moms .nomn .noneoomn .hvsum mnoumnumncnavm mwoanoo OnwassEoo mo anocnoo :mwnnowz Eongk .mEmnwonm wsnam>o cam noaadm an magnommu hnnsomm nmnswon mo nonasz Amv ”Nomn noasbm mawndm nouOoEHnH moonnoo nmaasm now com: OOnunmno>nns aonm hunSomm umosm OumonpsH Anv .muH30mm nmnswwn ampsHocn hunsomm Anomav nmeasm cam wanao>m:ufimv .Hou Cam Adv .Hoo .OEnuunnsm m\n cu O\n cu mumsvo Omonu ham mnoumnuOnsnaum nmuon -unmm -nnsm Annv nOnO nOO AOO nNO AOO OnOO OAOO nOO ANO nnO OOOnnOO amuoy nmnuo oonmmo mmmum O>numnumwsnac<. munsomm nmconuonnumaH «Head .Hm mmmzmoma mo m< mmumqqoo MHHZDSZOU z<0HmUHz zH mmmwQAmZm mo MmmZDz U NH92mmm< APPENDIX D ADMINISTRATIVE POSITIONS IN MICHIGAN COMMUNITY COLLEGES AS OF DECEMBER 31, 1961 College Titles of Administrative Positions No. of Persons Alpena Director(chief officer); Dean of WOmen*; Director of Student Services* 3 Benton Harbor President; Registrar; Dean of Students(3/4); Dean of Women(3/4); Dean of Evening College(3/4); Librarian(3/4) 6 Delta Flint Gogebic Grand Rapids President; Dean of College of Letters; Dean of College of Community Services; Business Manager; Director of Television; Director of Adult Education; Dean of Students; Associate Dean of Students(Z); Registrar; Director of Library; Administrator of Buildings and Property; 13 others Dean(chief officer); Director of Business Affairs; Assistant Dean for Students; Registrar; Administrative Assistants(3 for Personnel, Curriculum, Finance); Building Director; Department Chairman(10)*; Librarian; 3 others; (8 of department chairmen teach 2-8 hours per week) Director(chief officer); Registrar; Guidance Counselor; 1 other; (all are part-time administrative) Dean(chief officer); Dean of Instructional Affairs; Director of Evening Program; Director of Admissions and Registrar*; Director of Counseling*; Director of Student Activities*; Assistant Director of Student Activities*; Coordinator of Business Affairs; Director of Library Services; Librarian; Director of Practical Nursing*; Coordinator of Business Affairs* 159 25 21 12 160 APPENDIX D - Continued College Titles of Administrative Positions No. of Persons Henry Ford Highland Park Jackson Kellogg Lansing Muskegon NOrth Central Michigan Northwestern Michigan Dean(chief officer); Assistant Deans(3); Coordinators(6) of: Management Training*, Related Trade, Technical Education(2)*, Business Education*, Nursing Education*; Librarian; (all on ll-months salary basis except dean and assistant deans) ll Dean(chief officer); Assistant to Dean; Registrar; Assistant Registrar; Director of Student Affairs; Admissions Officer; Librarian 7 President; Dean of Faculty; Dean of Men; Dean of Women; Registrar; Coordinator of Libraries; 2 others 8 Director(chief officer); Registrar(2/3); Coordinator of Continuing Education; Coordinator of Registered Nursing; Coordinator of Practical Nursing(2/3); Librarian(2/3) 6 Dean(chief officer); Registrar; Assistant Dean for Student Personnel; Counselors(3); Coordinator for Apprentice Trades*; Coordinator for NUrsing; Librarian 9 Director(chief officer); Dean of Academic Affairs; Registrar and Director of Admissions; Director of Student Personnel; Supervisor of Adult Education; Director of Vocational Education(l/B); Director of Evening College Program(l/2); Librarian 8 Dean's office performs all administrative services 1 Director(chief officer); Business Manager; Dean of Academic Affairs; Dean of Student Affairs; Director of (Registered) Nursing; Director of Practical NUrsing; Counselor; Librarian 8 161 APPENDIX D - Continued J t = College Titles of Administrative Positions No. of Persons Port Huron Dean(chief officer); Dean of Men; Dean of WOmen; Registrar; Director of Continuing Education; Librarian 6 South Macomb Dean(chief officer); Assistant to Dean 2 Note: Fractions indicate portion of year contract basis. * Responsibility for part-time teaching. SAPPENDIX E STATEMENTS OF OBJECTIVES AND PURPOSES OF MICHIGAN COMMUNITY COLLEGES FROM CATALOGS FOR COLLEGE YEAR 1961-62 Alpena "The basic purpose of the college is to meet the educational needs of all the people in Northeastern Michigan. In pursuit of this purpose, Alpena Community College offers the following programs: college and university transfer, vocational technical-terminal, general education, and adult education. The college has the policy of encouraging all groups and individuals in Northeastern Michigan to contact college officials regarding educational needs, and the college, wherever its facilities permit, then organizes programs to meet the demand indicated by the request. It is a purpose of the college to contribute to the improvement of the general cultural, intellectual, and economic level of the area. The college has the policy of constant study of the community and of itself to be sure it is carrying out its function." Benton Harbor "The Community College and Technical Institute is dedicated to serving, educationally, the needs of the community in which it exists, and from which it derives its support. It stands ready to provide education to all beyond the high school. The scope of its offerings and the type of service it renders flow from the determined needs and demands of the community. "Specifically stated, the purposes of the Community College and Technical Institute are: "1. To provide two years of academic training for students who intend to transfer to four-year institutions. "2. To provide Specialized and academic training for students who plan on one or two years of college instruction before entering business or industry. "3. To provide for adults continuing education which will contribute to their general and vocational development. “These purposes derive from several different Sources. Basically, they are the purposes for which the Board of Education of the City of Benton Harbor founded the college. They also represent the results of eXper- imentation and study over the college's Span of operation." 162 163 APPENDIX E - Continued Delta "The Imparting70f Knowledge. The most obvious and long-established function of any institution of higher learning is communicating to its Students in such a way as to give them permanent command of it, the knowledge which makes up our common cultural heritage and the special- ized sectors of knowledge that may apply to their individual interests and professional objectives. "The Discovery of New Knowledge. A faculty member can continue to be a fresh and stimulating teacher only if he is also probing the frontiers of knowledge. In more comprehensive terms, any institution of higher learning must be in the forefront of the opening up of new vistas; the pursuit of knowledge for its own sake is the life-blood of the intellectual life. "The Application of Knowledge. In order to discharge its whole respon- sibility to society, the modern college or university must also translate new knowledge into terms that have meaning for the world of action, and bring this new material to bear on the practical affairs of men. It is a false conception to think of the college or university as an ivory tower withdrawn from the affairs of men, or as a stratospheric world of pure intellect unconcerned with the workaday world. "The Inpegration of Knowledge. The more the scope and complexity of knowledge increases, the more it becomes evident that there are no watertight compartments in what we know, in what causes bring about what results, or in how we react to our environment. Therefore, there is increasing attention to the relationships between fields of know- ledge and to their interaction. "TheyDevelepment of the Student as a Total Human Being. The primary obligation of an educational institution is to communicate to the student a firm command of some related fields of knowledge, and to develop in him the intellectual ability to utilize his knowledge effectively. However, any member of the complex society of today must have personal qualities and values that go beyond such a concept. In former days, the churches and the family gave the necessary personal development through their influence and discipline. With the increasing secularization of our society, and the relaxing of the close-knit character of the family as a unit, the educational institutions are being more and more called on to develop those elements of character and those values which are necessary in a civilized man to give him control and direction of his course in life. 164 APPENDIX E - Continued Delta - Continued "The Relating of the Student to His Environment. Leaderships based on independence of thought and belief are vital to our future. There is an urgency to develop qualities that transcend 'togetherness' and a common denominator, that express themselves in the drive for individual excellence and unique characteristics. Even a fully developed individ— ual, however, must always act within the context of the group, and react to the forces of the group. It is a part of the educational responsibilities of our institutions to give attention to this balance of individuality and cooperation.’' Flint "Flint Community Junior College is set apart, in some degree, from the traditional college and university. As a community college, it is one of the most important resources of the community that supports it and has the responsibility of identifying itself with the needs of that community. As a college, it has the responsibility of maintaining standards of excellence in teaching and in preparing students both for transfer to other colleges and universities and for specific vocational goals. "Flint Community Junior College accepts as students residents of the region it serves and requires that they hold a high-school diploma and that they be willing to study. In accepting a student, the college seeks to provide him with proper academic and vocational guidance, to increase his knowledge, and to Stimulate his ability and willingness to think about what he learns. In its liberal arts function, the college presents the cultural heritage, so that its relevance to modern problems, morals, and manners is useful and illuminating. But the college makes no distinction among students, whether they pursue academic studies, are bent on vocational education, or seek to further, for private satisfaction, that continuing process of education natural to intelligent and open-minded people. "Through its faculty and other resources, Flint Community Junior College attempts to provide intellectual leadership to the Flint community. Guidance of those attempting to help themselves is an important function of an institution for community education. The community will greatly benefit in its living conditions and perceive more clearly the values behind them if it contains an alert and informed citizenry. "Flint Community Junior College, then, provides instruction in academic disciplines and in vocational skills, accepts without bias students willing to learn, and offers local leadership. It follows a Clear path in assisting a democratic community to continuing intellectual and social growth. 165 APPENDIX E - Continued Flint - Continued "As a part of the public school system of the City of Flint, the college has benefited from the guidance of the Board of Education. The growth of the college is in part a reflection of concern for community educa- tion on the part of the board members, both in their official capacity and in their capacity as leading citizens of the community." Gogebic "The aims and objectives are given in historical setting in the preceding paragraphs that summarize the history and development of the college. "It is fundamental that a community college attempt to meet the needs of the community it serves. To this end the administration obtains the most accurate ideas of the careers, educational aspirations and expectations of the people who live in the area served by the college. Through its counseling facilities the college encourages the young people and their parents to temper their aspirations and expectations with realism. For the community as a whole the college aspires to serve its needs with courses, conferences, and extension services that are available and feasible. "This means for planning the curricula and the policies of the college is through the representative efforts of the people working together: community, students, faculty, and administrative officers." Grand Rapids "Philosophy_- Established by the Board of Education and supported by local and state taxation, Grand Rapids Junior College is the only public college located in this industrially diversified area. "Junior College offers a variety of daytime and evening courses. These may be divided into 1) the freshman and sophomore level liberal arts curricula, 2) the technical curricula, 3) the community service offerings. "The liberal arts curriculums are intended to develop and vitalize the student's understanding of the scientific, social, and cultural forces among which he will live, and to acquaint him with the signifi- cant ways men have interpreted these forces, the principles established in each area, and their implications for the maturing person. This exploratory general-type education provides a sound basis for intelligent living and citizenship. 166 APPENDIX E - Continued Grand Rapids - Continued "Junior College believes that the student who plans to go on for a degree will find these liberal arts curriculums a solid foundation, whether his advanced work is of the general type, pre-professional, or professional. Objective studies prove that Grand Rapids Junior College graduates are as well prepared for specialization as those who take their first two years at a four-year institution. "Junior College offers many one or two-year Specialized courses for those who wish to prepare for specific positions in art, business, drafting, health services, home economics, industrial chemistry, mechanical technology, nursing, etc. The College has arrangements with hospitals, business establishments, and industry whereby students in some of the specialized courses may work - in most instances, for pay - under Junior College coordinators. "The community service offerings of the Junior College are various. First, it offers a broad program of freshman-sophomore level evening courses; second, it has charge of the academic phase of the Board of Education evening high school program; third, it conducts the local Americanization program; fourth, it Stands ready to cooperate with business, industry, labor, or cultural groups who want specialized work the College can provide." Henpy Ford "Henry Ford Community College was organized to meet the educational needs of the community beyond those already provided for in the regular public school program through the twelfth grade by: "(1) Providing the first and second years of work in the Liberal Arts and Preprofessional fields for those students who wish to transfer to higher educational institutions. "(2) Providing one- to two-year technical programs of business and industrial education for those students who expect to terminate their formal education by preparing for employment at the semiprofessional level. "(3) Providing a program of two additional years of general education for the social, cultural, and personal development of students wishing to continue beyond senior high school. "(4) Providing for the adults of the community single courses or combin- ations of courses in those fields in which there are sufficient interest and demand to warrant the organization of Classes. Classes may be scheduled for day or evening hours, from a single class meeting to a two-year program, on a credit or non-credit basis. 167 APPENDIX E - Continued Henry Ford - Continued "(5) Providing educational services to the organizations and individuals of the community including: Speakers, resource personnel or material, organization of Special institutes of programs, reading lists, educa- tional counseling and testing, etc., as requested. "It is a general objective in all programs, technical, general, liberal arts and pre-professional, to Stress the importance of all students eventually becoming effective members of society and active participants in the democratic way of life. "Educational needs of the community are under constant and continuous survey. The citizens of Dearborn are invited to participate in planning the total program." Highland Park "Highland Park Junior College has the general objectives of all colleges; i.e., to meet the needs of achieving their ultimate goals in life. .As a member of the North Central Association of Colleges and Universities, Highland Park Junior College provides courses with transfer credit to senior colleges in both pre-professional and vocational training. In its role as junior college, this institution also offers a number of programs of study for the terminal student. "A major purpose of this college is to provide a general background in a variety of fields and to develop in the Student self-discipline, clear thinking, lucid expression of ideas, and a sense of reSponsibility to people around him and to society as a whole. .Accepting the premise that education must aim to shape the whole man, the college offers Special training in such fields as art, music, debating, play production and creative writing, and fosters a number of clubs and athletic activities which give ample opportunity for leadership. "For the transfer student, Highland Park Junior College offers basic and pre-professional courses similar to those in the first two years of the senior college. It is the aim of the school to facilitate the transi- tion from the atmOSphere of a high school to that of a senior college or university by providing frequent student-teacher conferences, so that the student may understand his own abilities and learn to apply them effectively. "Equally important is the aim to satisfy the educational needs of terminal students. Those who wish to prepare for a career by combining vocational and cultural courses and those who wish to strengthen their general education with no desire for a college degree may do so while enjoying the benefits of the college atmOSphere, with its numerous social functions and student organizations. 168 APPENDIX E - Continued Highland Park - Continued "The college serves a Special purpose for students whose high school transcripts indicate that they have yet to reach a college level of achievement in one or more fields. .A group of basic courses, with non- transferable credit, in English, mathematics, the social sciences and the physical sciences, is offered, so that these students may have an opportunity to attain the fundamental skills necessary to their success at the college level. "Close relations are maintained between the college and local industry through cooperative programs. "Finally, through its Social and recreational activities, Highland Park Junior College serves to stimulate and enrich the cultural life of the community." Jackson "The purposes of a community college are not always understood. Those of Jackson Junior College, as they have develOped over more than a quarter century, may be summarized as follows; "1. To promote the educational advancement of the community by its own programs of instruction, by promotion of other educational activities of interest and value to the community, and by providing consultative, guidance and service facilities in educational matters to groups and individuals in need of them. "The community is interpreted to embrace the Jackson Union School District and surrounding territory, including all of Jackson county and portions of adjacent counties. "2. To provide testing and guidance services necessary to enable students to discover and follow suitable preparation for their chosen vocations, to correct errors or deficiencies in their earlier prepara- tion for these vocations, and to encourage them to make the best use of their aptitudes and interests. "3. To provide fully accredited instruction in the first two years of college work in arts and science, practical arts, music, art, education, business administration and the professions. "4. To provide instruction in a variety of vocations to the level required for reSponsible employment in the community. 169 APPENDIX E - Continued Jackson - Continued "5. To provide instruction intended, in conjunction with other objectives, to promote better understanding of human nature, of the history and prin- ciples of ethical conduct, to the end of preparing the student for adult citizenship and family responsibilities and for a useful and happy personal life. "6. To provide opportunity for adults to continue their educational growth in relation to any of the above objectives. "7. To promote, facilitate, and coordinate the offering in the community of university extension courses for advanced credit and the provision of other educational experiences beyond the scope of the facilities of the college alone. "8. To cooperate with other departments of the school system, with civic groups, with educational institutions and organizations outside the community, with educational foundations, and with private individuals and corporations in any proper endeavor likely to result in educational advantage to this community. "9. To maintain a program of activities, under faculty supervision, giving students experience in working together and performing in public and helping to develop physical or mental skills advantageous to them." Kellogg "Kellogg Community College is organized to meet the educational needs of the community and offers the following programs: "1. Freshman and sophomore programs in the Liberal Arts and Pre-Profes- sional fields for those students who wish to complete degree programs at institutions of higher education. "2. Technical programs in industrial and business education for students who wish to prepare for employment at the semi-professional level. "3. A two-year program of general education for the social, cultural and personal development of students desiring to continue their education beyond high school. "4. Courses and combinations of courses for adults in those fields where sufficient interest and demand exist to warrant their organization. These classes may be offered on a credit or non-credit basis. "5. Other educational services including: educational counseling and testing, speakers, resource personnel and materials, etc." 170 APPENDIX E - Continued £183.93 "Lansing Community College was founded to meet community demands, demands from business, industrial, and public service establishments for more and more highly skilled young men and women; demands from the city in general for enlightened citizenry, for the educational development of young leaders. "Offering as it does, then, a diversity of programs, sound, experienced instruction, and personal attention, Lansing Community College best accom- plishes its purpose: to inculcate in its students the habit of clear critical thinking and to instill in them a desire to Strive for intel- lectual excellence and responsible citizenship. Because the College belongs to and is a part of the Lansing community it is prepared to adjust its program to meet any new educational needs." Muskegon "Years ago before the college was established Muskegon citizens asked, 'Why should we have a junior college?' Here are the clear-cut answers graduates and other students have expressed: "Community College gives sound training in the basic subjects needed to pursue academic courses in senior colleges and professional schools. "Community College bridges the gap between high school and university. Many students have found adjusting to campus college life easier after having spent their first two years in college while still living at home. "Community College keeps educational costs low. In addition to saving money by residing at home many students have engaged in part-time employ- ment, contributing in this way toward the heavy expense of living away from home during the last years spent in earning a degree. "Community College provides skills needed in commercial and industrial fields through terminal courses. "Community College gives students with weak high school records a chance to remove their deficiencies. Occasionally a student matures slowly and is not ready for serious study until he is of college age. Community College has a place for such a person. "Community College offers a confused student the opportunity to explore fields of endeavor and to discover a vocational objective consistent with his interests and abilities. "Community College takes a personal interest in the welfare and progress of students. No student is ever lost in the crowd. 171 APPENDIX E - Continued Muskegon - Continued "Community College enriches the lives of adults through courses of a vocational and cultural nature in the Evening Division. "Community College seeks to assist planning groups of citizens interested in making Muskegon a better community in which to live. Faculty members hold membership on various boards and committees; they frequently appear as speakers before civic minded groups. These staff members believe the Community College is important to Greater Muskegon." North Central Michigan "North Central Michigan College is a public institution supported by tax monies from Emmet County and educational funds from theState of Michigan. It has been established to meet the educational needs of the north central area of Michigan. "As a community college to serve the 'Top of Michigan,‘ North Central Michigan College does three things. First, it offers the first two years of the liberal arts curriculum for those who want to proceed to four year pre-professional colleges and universities. It has the small-college advantage of uncrowded classes plus a high degree of individual instruc- tion and guidance. This program duplicates standards, procedures and requirements of four year colleges and universities, and offers an Associate Degree. "In the second place, NOrth Central Michigan College offers terminal programs in the technical and vocational fields to meet the needs of the area. Examples of these are Business and Commercial training, Laboratory Technician training, and Drafting. Additional programs will be added as the need is demonstrated. "In the third place, NOrth Central Michigan College offers a highly flexible educational program designed to meet the needs of any individual regardless of age who desires to obtain further education. In this program a student may take general education courses for the cultural experience or he may earn credits toward a terminal diploma. "TO MEET YOUR NEEDS: To meet the needs of the 'Top of Michigan' area is the guiding principle of NOrth Central Michigan College. For example, every effort will be made to schedule classes so that students who work can enroll in a college program. New subjects will be added to the curriculum whenever the need is demonstrated. The growth and success of North Central Michigan College is limited only by how efficiently it meets the needs of the people it serves." 172 APPENDIX E - Continued NOrthwestern Michigan "The purpose of NOrthwestern Michigan College is to bring liberal and vocational studies on the college level to people of all ages in north- western Michigan. Regionally controlled and supported, this institution is shaping its future around the needs of the area it serves. The College proposes to serve (1) students who wish to begin a liberal arts or pre-professional program, (2) students who wish to complete a two- year course combining liberal and vocational studies, (3) students who wish to develop particular skills or cultural interests without acquiring college credit in the process. "The purpose of the College is also to serve as an educational and cultural center. It carries out these aims by providing leadership, technical aid, and facilities for groups engaged in community service, research, or cultural development; by encouraging other Michigan schools to operate college extension courses on its campus; and finally, by standing ready to offer its services at off-campus points throughout the region when such needs arise." Port Huron "Port Huron Junior College serves varying individual needs of people in the area in which it is located through a diversity of programs. In all programs the college seeks to aid students to a continuing re-evaluation of their own goals and to mastery of the means to the successful pursuit of their goals." South Macomb "The South Macomb Community College was organized to serve the several education needs of the community reaching beyond the senior high school. "The college offers: "1. The first and second years of work of the Liberal Arts and Pre- Professional fields. Students may transfer from these programs to senior colleges and universities upon meeting the requirements of the institution to which they transfer. "2. One to two year technical programs in industrial and business education. These are terminal in nature preparing the student for immediate employment on a semi-professional level. "3. Two years, beyond the senior high school, to the student who wishes a general background of cultural, social, and personal development. 173 APPENDIX E - Continued South Macomb - Continued "4. A broad program of adult education classes. "5. A program of high school completion for adults who have been out of school for some period of time. This program is not designed to take the place of regular day high school programs. Students who would normally attend regular day programs are not eligible to admission." APPENDIX F QUESTIONNAIRE FOR ADMINISTRATIVE PERSONS PART A - FOR ALL ADMINISTRATIVE PERSONS Interview Guide andeguestionnaire on Administrative Practices of Michigan Community Colleges in Providing Programs for Adults, Ph.D. project, W. Victor Bielinski, 315 Kedzie Drive, East Lansing, Michigan I. Personal Section (Put the number in Space provided which answers the item.) (1-2) (3-4) (5-6) (7-8) (9-10) (ll-12) Age Sex: M F Years of teaching experience at present institution Total years of teaching experience at all colleges Years of administrative experience at present institution Total years of administrative experience at all colleges 11. Job Responsibilipy (Check only the one most epplicable.) (13) 1— 2— 4— 5— Dean, president, director of the community college Assistant dean, assistant director, or other major division head (exclude academic departments such as history, science, etc. See #5.) Coordinator, director, head of a service department such as admissions, counseling, student services, etc. (include registrar, librarian, etc., but exclude academic) Administrative services staff member (not included in the 3 above) Chairman, coordinator, head of academic department Check all programs with which you are actually concerned. (14) (15) (16) (17) Day college credit (8 a.m. - 6 p.m.) Night college credit (6 p.m. and later; also Saturdays) Day non-credit (8 a.m. - 6 p.m.) Night non-credit (6 p.m. and later; also Saturdays) 174 175 Part A -2- III. Adult Program Training (Put in number which reflects your situation.) (18-19) (20) (21-22) (23-24) (25-26) (27-28) (29-30) (31-32) (33-34) (35-36) How many semester credits (3 quarter term credits = 2 semester credits) have you earned in college and uni- versity courses in adult program history, philosophy, techniques, as of June 1961? Are you taking duringethe current summer 1961 any college or university credit courses in adult program history, philosophy, techniques? (Check) Yes No Experience (Place in Space the number of years of eXperience you have had in working with adults in your subject area.) Number of years in non-teaching Situation but working in subject area Number of years in teaching in your subject area If you taught any classes during past year ending June 1961, please fill out taught in these various types.) Primarily Primarily Primarily Primarily Primarily Primarily this section. (Put in numbers of classes adults on a non-credit basis, daytime adults on a credit basis, daytime freshman-sophomore students, daytime adults on a non-credit basis, nights and Saturdays adults on a credit basis, nights and Saturdays freshman-sophomore students, nights and Saturdays IV. Your opinions are asked in the following questions: For which types of classes during the year ending June 1961 do you feel you did the most effective teaching job? (Check only one.) (37) .L____ 2— 3— 4— 5— 6— Primarily Primarily Primarily Primarily Primarily Primarily adult non-credit, daytime adult credit, daytime freshman-sophomore, daytime adults non-credit, nights and Saturdays adults credit, nights and Saturdays freshman-sophomore, nights and Saturdays (38) (39) 176 Part A -3- Do you have any comments on your answers in Section IV? .As far as the programs you work with are concerned, do you handle, treat, teach, advise, or consider: (Check) adults the same as all other community college students? adults differently from all other community college students? Please make comments on what you do in your handling, treatment, teaching, working in community colleges. Please check your opinion in terms of the degree of importance of the following statements related to community college persons working in programs for adults: People who work in programs for adults should have, in addition to their subject area degree, a Specific amount of credits in adult program history, philosophy, and techniques. This is: (check only one) of great importance of average importance of no importance (40-41) How many college credits in adult program history, philosophy, and techniques, if any, do you think a person should have earned before he begins to work with adults? (Put in number) (42) 177 Part A -4- People who work in programs for adults should have practical exper- ience in the application of their subject area to the everyday work of family life, citizenship, and making a living. This is: (check only one) of great importance of average importance of no importance (43-44) How many years of such practical experience, if any, VI. (45) Should a person have before he begins to work with adults? (put in number) Please make comments on why you have these opinions on credits and years of training and experience in adult programs. From what you know of all the factors involved in the programs for adults in your institution, please give your opinion as to the difficulty of teaching in the public community college. (Place a check mark in the space preceding the phrase which most closely identifies your opinion.) Community college classes which Comingle freshman-sophomore students and adults are: no more difficult to teach than classes with all regular college students less difficult to teach than classes with all regular college students more difficult to teach than classes with all regular college students Please state why you have checked the answer which expresses your opinion. 178 . m Part A -5- Preference (Check only the one type of program you most prefer to work with.) (46) l_____day college credit 2_____night college credit 3____ day non-credit 4____ night non-credit (Check only the gpe_type of program you leeeg like to work with.) (47) 1_____day college credit 2____ night college credit 3____ day non-credit 4_____night non-credit Do you have any other comments about any practices concerned with programs for adults in your community\college? PART B - FOR CHIEF ADMINISTRATOR ONLY Interview Guide and Questionnaire on Administrative Practices of Michigan Community Colleges in Providing Programs for Adults, Ph.D. project, W. Victor Bielinski, 315 Kedzie Drive, East Lansing, Michigan Eeculty and Staff for programs for adults Rank from 1 to 3 the following qualifications on which persons are hired in programs for adults. (48) being able to teach the subject (49) experience in working with adults (50) training in adult history, philosophy, techniques Please explain why you hire persons as you do. Check each of the various sources of faculty and staff in programs for adults as to the frequency of use of these sources by your institution: Freqpently, Seldom used Sources (51) Other community colleges (52) 4-year public colleges (53) 4-year private colleges (54) Universities (55) High schools (56) Business schools (57) Professions (other than education) (58) Military (59) Government (other than military) (60) Religious organizations (continued) 179 180 Part B -2- (61) Community services organizations (62) Other sources (Indicate) Own community college staff Business and industry (63) Are these sources of faculty and staff for programs for adults different than your sources for instructors teaching college freshman-sophomore students, and if so, why? Yes Reasons: No Training Please describe and comment on the kind and status of your community college in-service training program for faculty and staff involved in programs for adults on subjects or methods pertinent to your programs for adults. Facilities Do you use facilities other than the community college facilities for programs for adults? Kinds and locations. Reasons for using. Advisory Groups Do you have advisory groups of persons outside of your faculty and staff participating in programs for adults? (64) ______Yes No Are descriptions available of their origin, composition, purposes, and activities in the planning, advising, and functioning of programs for adults? (65) Yes No 181 Part B ~3- In your opinion what is the value of advisory groups in programs for adults in your community college? Opganization and Administration Describe the organization structure (organization chart) of your program for adults and its relationship to your overall community college program. Please make general comments of why this form of organization is used in preference to others in the past, as well as now, and of planned changes, if any. ' What Specific sources (persons, institutions, organizations, agencies, etc.) do you regard as authoritative in theories or philosophies, and which you follow in the organization ofpprograms for eeults in_your community college? Sources used are: (list by name of source) () () Of the sources you listed, will you please rate these from the best as #1, second best as #2, etc. Place the rating numbers in the ( ) ahead of source. What specific sources (persons, institutions, organizations, agencies, etc.) do you regard as authoritative in theories and philosophies and which you fOIIOW'in the egministration of preetices in providing of progrgyg forgedults in your community college? Sources used are: (list by name of source) () () Of the sources you listed, will you please rate these from the best as #1, second best as #2, etc. Place rating number in ( ) ahead of source. 182 Part B -4- Administration Describe your pattern of administration (authoritarian, laissez-faire, democratic) of your program for adults and its relationship to the administration of your overall community college program. Please state why you use this pattern of administration. What are some of the persistent problems in the edministpetion of progrems for adults inpyour perticular community college? Why are these problems? What improvement or changes in the administrative practices concerned with programs for adults over which you have charge do you see necessary in the future? What is the relationship of the community college program for adults to other programs for adults in your public school system, if any, and is there a recent Change, or a change in the near future projected in this relationship? 183 Part B -5- Trends What do you see as what ought to be the trend in the programs for adults in your particular public community college, and in the Michigan public community colleges as a group? What do you see as what will be the trend in the programs for adults in your particular public community college, and in the Michigan public community colleges as a group? PART C - For Information from Catalogs, Literature, and Records for Administrative Practices of Michigan Community Colleges in Providing Programs for Adults, Ph.D. project, W. Victor Bielinski, 315 Kedzie Drive, East Lansing, Michigan Requirements for entrance of adults into community college programs, if different from freshman-sophomore students. Courses available to adults, if different from freshman-sophomore students, in terms of numbers of courses, types, sizes, times, length, locations, etc. Cost for adults as part-time students, if different from costs for freshman-sophomore students. Enrollment statistics for 1960-61 year showing numbers and percent of adults vs other classifications and significant trends. Services other than courses available to adults. Faculty organization, committees, personnel in groups and numbers. History and legal organization. Community advisory and participating groups. Relationship of community college programs for adults to other programs for adults in the public school system. APPENDIX C QUESTIONNAIRE FOR FACULTY QUESTIONNAIRE FOR FACULTY PART D - Questionnaire on Administrative Practices of Michigan Community Colleges in Providing Programs for Adults, Ph.D. project, W. Victor Bielinski, 315 Kedzie Drive, East Lansing, Michigan 1. Personal Section (Answer in the Space provided for each item.) (1-2) Age (3-4) ______ Sex ___)1 ___;F (5-6) ______Years of teaching experience at present institution (7-8) _____.Years of teaching experience at all colleges (9-10) ______‘Years of administrative experience at present institution (ll-12) ______Years of administrative experience at all colleges 11. Job ReSponSibility (check one) (13) ._____ Instructor full-time (15 or more contact hours on the average) Instructor part-time (14 or less contact hours on the average) Check all programs with which you are actually concerned: (14) ______Day college credit (8 a.m. - 6 p.m.) (15) _____.Night college credit (6 p.m. and later, also Saturdays) (16) _____.Day non-credit (8 a.m. - 6 p.m.) (17) ______Night non-credit (6 p.m. and later, also Saturdays) III. Adult Program Training (put in number which reflects your situation) (18-19) How many semester credits (3 quarter term credits = 2 semester credits) have you earned in college and university courses in adult program history, philosophy, techniques, as of June 1961? Are you taking during the current summer 1961 any college or university credit courses in adult program history, philosophy, techniques? (Check) (20) Yes No 184 (21- (23- (25- (27- (29- (31- (33- (35- IV. (37) 185 Part D -2- Experience (place in the space the number of years of experience you have had in working with adults in your subject area) 22) 24) Number of years in non-teaching situations but working in subject area Number of years in teaching in your subject area During the past year ending June 1961, put in numbers of classes taught in these various types: 26) 28) 30) 32) 34) 36) Primarily adults on a non-credit basis, daytime Primarily Primarily Primarily Primarily Primarily adults on a credit basis, daytime freshman-sophomore students, daytime adults on a non-credit basis, nights and Saturdays adults on a credit basis, nights and Saturdays freshman-sophomore students, nights and Saturdays Your opinions are asked in the following questions: For which types of classes during the year ending June 1961 do you feel you did the most effective teaching job? (check only one) 1____ 2____. 3____. 4.... 5— 6____. Primarily Primarily Primarily Primarily Primarily Primarily adult non-credit, daytime adult credit, daytime freshman-sophomore, daytime adults non-credit, nights and Saturdays adults credit, nights and Saturdays freshman-sophomore, nights and Saturdays Do you have any comments on your answers in Section IV? 186 Part D-3- As far as programs you work with are concerned, do you handle, treat, teach, advise, or consider: (check) (38) Adults the same as all other community college students? Adults differently from all other community college students? Please make comments on what you do in your handling, treatment, teaching, working in community colleges. V. Please check your opinion in terms of the degree of importance of the following statements related to community college persons working in programs for adults: People who work in programs for adults should have, in addition to their subject area degree, an adequate amount of credits in adult program history, philosophy, and techniques. This is: (39) of great importance of average importance (Check only one.) of no importance (40-41) How many college credits in adult program history, philosophy, and techniques, if any, do you think a person should have earned before he begins to work with adults? (Put in number.) People who work in programs for adults should have practical experience in the application of their subject area to the every- day work of family life, citizenship, and making a living. This is: (42) of great importance of average importance (Check only one.) of no importance (43-44) How many years of such practical experience, if any, should a person have before he begins to work with adults? (Put in number.) Please make comments on why you have these opinions on credits and years of training and experience in adult programs. VI. (45) (46) (47) 187 Part D -4- From what you know of all the factors involved in the programs for adults in your institution, please give your opinion as to the difficulty of teaching in the public community college. (Check the space preceding the phrase which most closely identifies your opinion.) I Community college classes which comingle freshman-sophomore students and adults are: no more difficult to teach than classes with all regular college students less difficult to teach than classes with all regular college students more difficult to teach than classes with all regular college students Please state why you have checked the answer which expresses your opinion. Preference (Check only the one type of program you most prefer to work with.) l_____Day college credit 2_____Night college credit 3_____Day non-credit 4____ Night non-credit (Check only the one type of program you least like to work with.) 1 Day college credit 2 Night college credit 3 Day non-credit 4 Night non-credit Do you have any other comments about any practices concerned with programs for adults in your community college? APPENDIX H LETTER TO ADMINISTRATIVE AND FACULTY PERSONS July 31, 1961 To: Michigen Communipy College Feculty,and Staff Re: Ph.D. Project in Administretive Practices of Michigan Community, Colleges in Providing Programs for Adults Your cooperation as a fellow community college instructor is appreciated in this project by filling out the attached questionnaire. ‘Without your help this project is not possible. This study is the last part of my Ph.D. work at Michigan State University, College of Education, and is made possible by a grant by the Kellogg Foundation for Community College Administration Fellowship use. My interest in the community college field is in programs for adults. In other words, I want to look at what our institutions are doing with the increasing numbers of adult persons enrolling in community college programs. The only point I want to emphasize is that you answer the questionnaire as you see the adult programs within the few definitions I have outlined on the Information Sheet and Instructions. Please read the Information Sheet before you fill out the questionnaire. I will appreciate your careful thinking on this project. Kindly fill out the information. Please mail it to me as promptly as you can in the self- addressed and stamped envelope. This insures confidential handling. No identification is necessary beyond the code on your questionnaire which identifies only your community college. If you wish a blank copy of this questionnaire for your own use, I have left some at your community college office. W. Victor Bielinski Instructor in Business and Geography Lansing Community College 188 APPENDIX I INFORMATION AND INSTRUCTIONS FOR QUESTIONNAIRE Information and Instructions for Questionnaire on Administrative Practices of Michigan Com- munity Colleges in Providing Programs for Adults, Ph.D. project, W. Victor Bielinski Please answer as you see the project before discussing it with anyone. Your comments may influence the answers of others. Put no names on the questionnaire forms. Please complete promptly as possible and put in envelope provided for mailing. Your name is not needed. Just mail as is. If you wish to make comments about any phase of the project which you feel cannot be done on the questionnaire, you may write a separate memo on plain paper and mail it with the forms. Progpems for Adults - any type of college level class, study, or work which is offered by the community college, which is primarily for persons classified other than freshman or sophomore, and which is scheduled at a time mutually determined to be the most suitable period for the people interested in the subject and using the facilities and/or staff of the community college. Included are programs offered on a credit basis and programs offered on a non- credit basis. Adult - as defined by American Association of Junior Colleges, an adult student is a person attending part-time and not seeking a diploma. An adult student does not generally follow the same pattern of progression that students classified as freshmen and sophomores do toward a diploma, even though some adults do earn diplomas. The AAJC also defines special students as those taking courses part-time with an intent to graduate. This probably includes primarily persons who are more adult in status because of employment or home Situations. Credit Courses - courses of study and work for which the community college grants credit toward any type of degree recognition under its jurisdiction as an institution of higher learning. 189 190 APPENDIX I - Continued NOn-credit Courses - courses of study and work for which the community college grants no credit for any reason whatsoever toward degree recognition, but for which some type of certificated or informal recognition may be given by authority of its administration. Day Courses - courses scheduled 8 a.m. - 6 p.m. Night Courses - courses scheduled 6 p.m. and later; also on Saturdays. Administrepive Practices - the actions in carrying out the policies of the community college to achieve the various objectives of pro- viding programs for adults. Practices reflect the theories and philosophies of the policies. Practices are the repetitive actions carried out in daily operations. Practices are results of detailed procedures carrying out the broad guides of policy based on principles of theory. Administrative practices represent the applicability through actions of theoretical ideas stated in principles. APPENDIX J CLASSIFICATION OF COMMENTS Description of the code and terminology for certain numbered items on the questionnaire. Item Title of No. Question Code Terminology Used in Classification 48 Comments on 01 No answer. practices 02 Don't know. 03 No responsibility, no classes, no exper- ience with adult programs. 04 Comments to the effect that programs for adults tend to be lower in standards due to non-credit, evening hours, lack of time by adults for study, lower qualifi- cations of students. 05 Comments to the effect that programs for adults are challenging, students more interested, work harder, make more mature contributions to class discussions. 06 Programs for adults need more promotion, more community support, need to be expanded, etc. 07 Programs for adults are more inconvenient for instructors to fit into personal life and more pay should be given to attract and hold good instructors. 51 Comments on 01 No answer. types of 02 Don't know. classes 03 No responsibility, no classes, no exper- (questions ience with adult programs. 25-37) 04 Cannot or will not evaluate. 05 Adults more mature, highly motivated, accomplish more, better attitude, wider experience contributes to class and challenges younger students, stable, reSponsible, easier to teach, have definite purposes and goals. 06 Teacher treats everyone as individual, age difference unimportant, maturation more important than age, treat everyone same. 07 Adults have interest conflicts, don't Study, lack time, don't accept informa- tion as readily, learn less quickly. 08 Other. 191 192 APPENDIX J - Continued 1‘ L Item Title of No. Question Code Terminology Used in Classification 52 Comments on 01 No answer. handling of 02 Don't know. adults 03 No responsibility, no classes, no exper- (question 38) ience with adult programs. 04 Cannot or will not evaluate. 05 Adults more mature, highly motivated, accomplish more, better attitude, wider experience contributes to class and challenges younger student, stable, reSponsible, easier to teach, have definite purposes and goals. 06 Teacher treats everyone the same, age difference unimportant, maturation more important than age, treat every- one as individual. 07 Adults have interest conflicts, don't study, lack time, do not accept infor- mation as readily, learn less quickly. 08 Teaching of subject matter is primary objective. 09 Adults taught differently, less theory- more practical, more freedom to adults, instructors not as demanding on adults, too much variation in goals, back- grounds and experiences of mixed groups, easier to teach homogeneous group. 10 Other. 53 Comments on 01 No answer. credits 02 Don't know. (questions 03 No responsibility, no classes, no exper- 43-44, ience with adult programs. part a) 04 Cannot or will not evaluate. 05 Effective teaching depends on teacher not courses, common sense cannot be taught, courses not necessary, courses unrealistic. O6 Assume teachers have broad knowledge, necessary credits and courses. O7 Instructor should have knowledge of 08 individual and social group. Other. _- 193 APPENDIX J - Continued ‘ _ __ L _ Item Title of No. Question Code Terminology Used in Classification 54 Comments on 01 No answer. comingling 02 Don't know. of students 03 No responsibility, no classes, no exper- (question 45) ience with adult programs. 04 Cannot or will not evaluate. 05 Adults more mature, highly motivated, accomplish more, better attitude, wider experience contributes to class and challenges younger student, stable, responsible, easier to teach, have definite purposes and goals. 06 Teacher treats everyone the same, age difference unimportant, maturation more important than age, treat everyone as individual. 07 Adults have interest conflicts, don't study, lack time, do not accept infor- mation as readily, learn less quickly. 08 Teaching of subject matter is primary objective. 09 Adults taught differently, less theory--more practical, more freedom to adults, instructors not as demanding of adults, too much variation in goals, backgrounds, and exper- iences of mixed groups, easier to teach homogeneous group. 10 Other 55 ‘ Comments on 01 No answer. training and 02 Don't know. experience 03 No responsibility, no classes, no exper- (questions ience with adult programs. 43-44, 04 Cannot or will not evaluate. part b) 06 Adults more critical, demanding, wise. 07 Practice more important than theory, need experience in field, experience provides meaning and purpose to instruction. 08 Experience advisable but not O9 necessary. Other. APPENDIX K LISTING 0F DOCTORAL RESEARCH COMPILED BY PARKER AND BIELINSKI ON TOPICS RELATED TO ADULT EDUCATION IN THE COMMUNITY JUNIOR COLLEGE Parker Bielinski Banta, C. 0. "Financing Adult Education in the Public Junior Colleges of Colorado." University of Colorado, 1955. x Black, M. F. "The Organization of a Public Community College Program in Relation to Postsecondary Educational Interests and Needs in an Industrial Community." University of Michigan, 1952. x x Bradley, B. W. "Junior College Provisions for Adult Education." University of Missouri, 1942. x Brown, R. S. "A Survey to Determine the Postsecondary Needs of Youths and Adults in Summit County, Ohio, and Proposals for Meeting These Needs." Ohio State University, 1954. x Chomitz, D. L. "Business Education for Adults in the Junior College." Columbia University, 1957. (Published as Monograph C-S by South Western Publishing Company, Chicago.) x Kendall, R. C. "An Adult Guidance Center in An Urban Four-Year Community College." Columbia University, 1954. x Luchsinger, L. B. "Criteria for Evaluation of Adult Education Programs in Junior Colleges and Their Application to Kilgore College." The University of Texas, 1959. x Rushing, J. B. "A Critical Analysis of Adult Education in Junior Colleges in the United States." The university of Texas, 1952. x 194 195 APPENDIX K - Continued Parker Bielinski 9. Southwood, H. D. "Adult Education in Scandinavia: A Study in Democracy and Its Meaning for Continuing Education; E5pecially As It Pertains to the Community College." University of Florida, 1956. x 10. Warren, F. "An Investigation of Music in the Adult Education Programs of the Public Junior College." University of California (Los Angeles), 1958. x Parker, op. cit. W. V. Bielinski, "Analysis of Practices of Michigan Community Colleges in Providing Programs for Adults" (review of literature for doctoral dissertation in progress, College of Education, Michigan State University, 1963). APPENDIX L STATEMENTS CONCERNING PRACTICES FOR.ADMISSION, ENROLLMENT, AND REGISTRATION OF ADULTS FROM CATALOGS FOR COLLEGE YEAR 1961-62 Alpena In the general information section of the Adult Education section of the catalog, there is described: "How to Enroll. Initial enrollment forms are available in the Community College office and the Board of Education office. Completion of these forms constitutes enrollment. When it is clear that the group wanting the class is large enough (minimum of ten), a date is set for the first meeting of the class, those who have enrolled are advised by mail, and announcement is made in the new3paper. "It is important that adults interested in a class enroll as soon as announcement is made that the class is being offered, since the number of enrollments (minimum of ten) determines whether or not the class will begin. "Those unable to enroll in any other way may call the Community College office, telephone Emeood 4-2881, and a form will be completed." In addition, there is in the regular Admission section: "In exceptional cases, provisional admission may also be granted to non-high school graduates who can give satisfactory evidence of fitness to do college level work. Special counseling is given students who are admitted provisionally." Benton Harbor "For the benefit of part-time students who work in the daytime, the Community College has arranged a program of credit classes in the evening. While this program varies from year to year it is designed so that these students can earn a certificate or a degree in various fields such as Liberal Arts, Commercial Science, Business Administra- tion, Engineering and others. "These courses may be used for up-grading in present employment fields as well as in diploma courses." 196 197 APPENDIX L - Continued Benton Harbor - Continued "Regular college students enrolled in the daytime courses may take work in the evening classes, up to 15 hours without extra charge. Over 15 hours, the regular credit hour tuition will apply. "Classes for part-time students, adults and some regular degree students are held four nights a week during the regular school term. These evening sessions are under the direction of the Director of Evening College and the classes are taught by qualified instructors. Work can be planned so that an Associate Degree can be earned over a period of time as all of the courses carry college credit. "A Special registration session is held for the Evening College and information and schedules can be obtained about a month prior to the beginning of each semester." Delta In the sections on Admissions and Financial Information, there is no reference to any admissions or costs for programs for adults being any different than those for freshman-sophomore students. However, in Special literature published by the Division of Continuing Education, there are Specific references to provisions for admissions and costs which are generally tailored to each Specific program. Flint In the section on Special Students it is stated: "Students who are not candidates for a one- or two-year certificate or are not candidates for a four-year degree are classified as Special Students. .A Special student may carry only one or two courses totaling seven credit hours or less. Completion of the admission application and a transcript from the college or university last attended are the only admission requirements for Special Students.“ Gogebic The requirements for admission state that: "The admission requirements in Gogebic Community College depend upon the educational goal of the individual student. "Students who anticipate entering gainful employment after two years of study will be admitted to terminal curricula upon proof of high school graduation or its equivalent." 198 APPENDIX L - Continued Gogebic - Continued “Applicants who do not meet the requirements by certificate but who offer fifteen units, or mature students with promising ability may be admitted as Special students upon examination or approval of the faculty committee. High school Students entering with less than an average of C shall carry no more than 15 hours of credit without permission. "Admission as Special Students. Mature students with promising ability may be admitted as Special students upon the approval of the administra- tion and faculty committee. The student will assume the reSponsibility to check the requirements for entrance or transfer to any other institution. "The programs for the evening classes, conferences, and courses are announced by Special bulletins. With the exception of the regular college courses, the short courses, workshop, and conferences are usually non-credit." Grand Rapids "_pecia1 Admission. NON HIGH SCHOOL GRADUATES. Applicants who have reached the age of 21 and have not completed high school may qualify for admission by successfully completing the College Placement Examination in accordance with the standards prescribed by the Committee on.Admissions. "VETERANS. Grand Rapids Junior College is approved by the Veterans Administration and by the State of Michigan to provide education at the college level under the provisions of Public Law 550 and 894, and 16 for World War II veterans. Any veterans desiring to qualify for admission to the college should complete the general requirements listed above. “ADMISSION TO SPECIFIC PROGRAMS. Practical Nursing. High school graduates who wish to qualify for admission to the Division of Practical Nursing must submit: 1. An application form. 2. .A physical examination form. 3. Two transcripts of previous academic work. 4. Three character references, including one from.the school last attended and one from a former employer. If an applicant has not been previously employed, the recommendation must come from a reSpected person unrelated to the applicant. In addition the applicant must complete an entrance examination. Non high-school graduates who are over 25 years of age and who have satis- factorily completed eight years of school work may also qualify for admission if they can satisfactorily demonstrate their ability. Applica- tions for admission to the Division of Practical Nursing should be made to the Director of Practical Nursing, Grand Rapids Junior College, 148 Ransom, N. E., Grand Rapids, Michigan." 199 APPENDIX L - Continued Grand Rapids - Continued "Admission to the Evening College: persons desiring to qualify for admission should complete a Grand Rapids Junior College application form. Applications should be made directly to the Director of the Evening Program, 143 Bostwick, N. E., Grand Rapids, Michigan. Applicants desiring to qualify for an Associate Title from Grand Rapids Junior College must submit a transcript of previous high school and/or college work at least one semester prior to the expected date of graduation. In addition such persons must meet the graduation require- ments of the college as outlined on page 11. Other students may apply at the time of registration." HenryrFord "ADMISSIONS. Students desiring to be admitted to Henry Ford Community College should report to the College Office in person, if possible, anytime during the three months preceding the official enrollment dates indicated on the College calendar. At the time the Student reports to the college office he will receive application forms and pay a five dollar preregistration fee. This application is not officially processed until the registration fee has been paid, the application returned, and a transcript of high school credits and health appraisal forms turned into the admission's office... However, it should be under- stood that admission is not restricted to high school graduates and that individual adults are accepted on programs and single courses for which they have the proper background, experience, and intellectual interests as determined by testing, interviewing, and work experience evaluation. "ENROLLMENT FOR CLASSES... Evening School students should also pre- register, pay their preregistration fee and secure a registration number. Evening students should report during evening hours according to their preregistration number. "Besides the regular scheduled classes the Adult Education Department offers many special activities for adults on a short-term basis. Any club, organization, business or group of individuals desiring educa- tional or counseling services should contact the Adult Education Department and make their needs known." In addition, special Adult Activities leaflets are printed each term describing the six classifications of subjects held in two adult centers. All are non-credit except the high school completion subjects. All are open to anyone age 16 and over who is not attending high school at the time of enrollment. 200 APPENDIX L - Continued Highland Park "Categories of Admissions. Worthy mature students, especially veterans, who are high school graduates, but present less than satisfactory high school grades may be admitted if, in the estimation of the admissions officer, they have the desire and potential for success and will benefit from further education. They may make up requirements after enrollment. If their high school preparation in English is weak, they will be required, as a condition of admission, to enroll in remedial English IA without transfer credit. "The Junior College evening school operates under the same rules and regulations as day school. Information may be obtained at the Junior College day school office." Special literature for adult education programs makes no mention of any specific requirement for the adult education program. The adult educa- tion program of Highland Park Public Schools became a division of the Highland Park Junior College as of the 1960-61 school year. Jackson "ENTRANCE REQUIREMENTS. Admission of Part-Time Students. Students who meet the full entrance requirements but who for satisfactory reason do not care to elect a full program of college work may enter as part-time students. Such students cannot receive unqualified recommendations to other institutions until they have carried regular work for at least one semester. "Admission by Examination. Veterans and other mature applicants who are unable to present high school credit to meet college entrance requirements may qualify by examination. Graduates of approved high schools who meet these requirements in part need take examinations in only those fields in which credit is lacking. In either case, the entrance program must satisfy applicable entrance group requirements." Kellogg "Special Students are not required to file a transcript of high school or college work as long as they remain in this category. "Continuing Education. Through its Continuing Education Service, Kellogg Community College offers credit courses in both the College Parallel and Terminal divisions. These courses are offered in late afternoon and evenings and are primarily designed for adults who are seeking to improve their professional skills, vocational competencies or simply to acquire a broader background of cultural knowledge." r . fi— 201 APPENDIX L - Continued Kellogg - Continued "Descriptions of these courses are contained in brochures available in advance of the opening of each semester. "In as much as these courses are primarily designed to accomplish specific objectives of the individuals enrolled, it is not necessary for the student to matriculate in order to be accepted in these courses. "Details concerning the matters of admission, enrollment and registra- tion are contained in the Continuing Education Service brochure." Generally, college credit class enrollments are scheduled with freshman- sophomore students, and non-credit class enrollments are taken at the first class meeting. University extension classes enroll at the first class meeting. Lansing "In order to be eligible for admission to Lansing Community College, an applicant must provide evidence of satisfactory scholarship in former schools and either show evidence of high school graduation or take an entrance exam." Registration and enrollment procedures are generally the same as for freshman-sophomore students. Some special practices are used for adult programs including first class meeting enrollment and group enrollment. Muskegon "Adults will be admitted who were unable to complete high school, but who indicate through successful performance on the General Education Development (G.E.D.) tests that they can succeed in carrying a college course. Inquiries regarding admission by examination should be addressed to the Director. "Evening Division. In keeping with the philosophy of the community college, Muskegon Community College administers an evening division which consists of college transfer, technical, terminal, vocational and cultural courses. "Since a student may complete his entire program in the evening division the outlining of an extended program is necessary to meet all the requirements for graduation. Appointments may be made through the office for counselling." 202 APPENDIX L - Continued Muskegon - Continued "Additional courses of a credit or non-credit nature will be organized when sufficient interest is indicated to justify the establishment of such a course. "Detailed information of the offerings of the Evening Division are available in the Community College Office." North Central Michigan "Applicants of good health and character may be admitted to North Central Michigan College in one of the following categories according to their academic qualifications: as a clear admission, limited admission, probation admission, or a special admission. "Students are required to submit sixteen high school credits for admission to the college. Those expecting to transfer to four year colleges or universities must meet the regular qualifications for admission to those colleges, or plan to make up the deficiencies while attending this college. With special admission, high school graduation requirements may be waived." NOrthwestern Michigan "Applicants in good health and character may be admitted to NOrthwestern Michigan College according to their academic qualifications as gradua- tion candidates, special students, or non-credit students. "A graduate candidate must demonstrate the potential to follow a course of study leading to an associate degree or a certificate of graduation. The applicant for credit study with this potential will be designated a graduation candidate even though he intends to pursue a program which will not lead to graduation at the college. "Any other applicant for credit study may only enroll in courses for which he gives evidence of specific aptitude. He is designated a special student and in general will be limited to six credits per term. "An applicant for non-credit study may only enter and participate in courses in which space is available and class procedure is conducive to auditing." 203 APPENDIX L - Continued Port Huron "The basic requirement is graduation from an accredited high school which has accepted and is fully complying with the provisions of the Secondary School-College Agreement adopted in 1946 by the Michigan College Association and the Michigan Secondary School Association. Students in their senior year in high school will be provisionally accepted pending graduation. "Adults who may not be able to fulfill the above requirement, but who give satisfactory evidence of fitness to pursue college studies, may be accepted as 'special students' upon permission of the Dean of the College." Registration and enrollment practices for college credit courses are the same as for freshman-sophomore students. For adult education non- credit courses enrollment is held at the first class meeting. South Macomb "Admission requirements vary with the type of program to be pursued. High School graduation is required for those who wish to receive a diploma above high school level or who wish to transfer credits to senior institutions. This would include the fields of Liberal Arts and Pre-Professional. It would also include some of the technical programs. High School graduation is not required for some of the single courses and for adult classes. Students who would normally attend a day school are not eligible. "The Van Dyke Public Schools have offered an adult education program for many years. It is designed to help adults discover their needs in their community and to meet these needs both individually and collectively." ‘ General and vocational adult education as well as high school comple- tion.programs are described in a separate bulletin. Credit course enrollment of adults is usually held at the same time as enrollment of freshman-sophomore students. Non-credit course enrollment is usually done at the first class meeting. Group enrollment is done in some special programs. 204 .uxo muHmum>Hus muoummaom N .SOHumuspo anum no mmmusoo N mqumuo NH mquouo mqumuo mN .omeHoo wSHco>m can» once 02 amnu mmoH uwummaom mN swnu mmoH acmxomm SOHumosum uHsvw .muo mH Sana mquouo NH mqumuu mquouu NN .oonHoo muHsm>m mmmH mo Hmuoa Sana mmoH umumoaom NN Sofia mmoH xumm ustanm SOHuwoavm uHsvm wamemm mqumuo NH mUHpouo mqumuo «N .monHoo wSHSm>m mouwovusoz Sago mmoH “mummemm «N Sena mmoH whom mason .uxm muHmuo>Hso onHoommuuoa HmHooem SH mquouu mquono «N .oonHoo maHam>m use omuwovnaoz popsHoaH umumuamm «N amnu mmoH mdemm vcmnu SOHumonum uHsvm wconom mquouo NH mqumuo mquouo wN .oonHoo waHnw>m oouwovnaoz smnu mmoH umumoamm wN Sena mmoH oHnowoo mqumuo «H on muses as wSmeom mquouo m mqumuo qumuo mN mwwHHoo wast>m omuwmvucoz swan mmmH umummamm wN smnu mmoH uaHHm GOHumosvm uHsvm mqumuo NH mquouo wuHuouu «N .mmoHHoo waHsm>m pom: uoz can» mmoH noumuaom «N Sosa mmoH muHoo SOHumoaom uHsvm mqumuu NH mqumuo mquouu NN .umeHoo wsHsm>m pom: uoz Sana mmoH umumuaom NN smnu wmoH gonna: couaom muHumuo NH mqumuo mquouu NN SOHumoapm uH=v< vows uoz Sosa mama umumoEmm NN amsu mme made< uHsv< HmHoodm oEHunuuwm muoaoneom spasmoum mmoHHoo fl mHzmQDHm mo ZOHHw nHHwnmaow mawnwond Hmnm>om man we sonumameov "sasHou uHsu< .wstoomuoonmmv onoaosdomnamanmonm sane nonuo mucoUSum now .hqm «H .vom: :oHumcmeov "dasHoo HmHommm .mucovSum oeHusHH5m Bonn muuovSum uBHununwd moumHuaonommHv Henna manpono mo nonas: onu "nasHoo oaHuuunmm .nonuo use no one we mucoUSum onu monHmmmHo noHna mquono mo noses: man "maasHoo onoaosmom .Smanmmnm coHuwoapo uHsvm .oonHoo waHao>m :oHumoovm uHsvm .oonHoo wcho>m oonHoo mcho>m oonHoo maHao>m SOHumoawm uHsvm .oonHoo maHao>m omoHHoo wcho>m .uxo zuHmno>Has .SOHuwoSvo uHavm .oonHoo wSHco>m poms uoz vows uoz wmoH no munvono o waonom omnwovuaoz pom: uoz mstmom oonwovuaoz wstoow oonwmvusoz munsmno NH Smnu mme munemno NH swan mmoH wuneunu NH aseu mmoH munemno NH amen mmmH munemno NH sans mmoH muHemnu NH omnu mon vows uoz mquono nmumuaom om mqumno nouumfiom wN mquono anon ms mquono nmumoEom wN munvono nmumoamw «N mqumno anon wq mquunu noumoamm SN munuunu om swan mmmH muHemno NN Sana mmoH mqumnu mq swan mmoH muneano mN can» mmmH munemno «N swan wme muHeouo we amnu mmoH muneono SN can» mmmH eosaHuaoo -.z anzmmm< naoomz nusom cons: unom :menon snoummszunoz emmnaunz Hwnuaoo nunoz commxmsz waHmsmH wwOHHoM APPENDIX N USE OF ADVISORY GROUPS College Name of Advisory Group Benton Harbor Delta Flint Gogebic Grand Rapids Highland Park Whirlpool Technical Institute Advisory Committee A. Business and Industrial Council with committees on: 1. Cooperative Training 2. Supervisory Training 3. Secretarial Training 4. Small Business Management 5. Surveys B. Agricultural Council C. Health Services Council 1. Nursing Committee 2. Medical Technicians Committee 3. Dental Assistants Committee Retail Advisory Board; Business Education Advisory Committee; Founders Society of Flint Institute of Arts; Committee of Sponsors of the Flint College and Cultural Center College Advisory Board Nursing Advisory Committee; Electronic and Mechanical Trades Advisory Committees; University Extension Advisory Committees; Professions Advisory Committees; Adult Education Council Citizenship Education Advisory Committee; Dental Assistants Committee; Health Education Committee; Plastics Industry Committee; Retail Gasoline Dealers Committee 206 207 APPENDIX N - Continued College Name of Advisory Group Jackson Kellogg Lansing Muskegon Northwestern Michigan Port Huron Tool Engineering Advisory Committee; Tech- nology Advisory Committee; Secretarial Advisory Committee; Cooperative Office Training Advisory Committee; Joint Apprentice Advisory Committees for 6 Skilled Trades Technical Advisory Committee; Nursing Advisory Committee Joint Apprentice Advisory Committee for 6 Skilled Trades; Practical Nursing Advisory Committee; Michigan State Highway Training Advisory Committee; Business Advisory Committee; Area Artists Guild Advisory Committee Industrial Management Training Program Advisory Committee; Industrial Technical Education Advisory Committee; Vocational Study Advisory Committee; Automotive Wholesalers Scholarship Advisory Committee; West Michigan Foundrymen's Society Education Advisory Committee; American Society of Tool and Manufacturing Engineers Educational Advisory Committee; Joint Apprenticeship Advisory Committee for 9 Trades Building Advisory Committee; Library Advisory Committee; Public Relations Advisory Committee; Business Advisory Committee; Practical and Professional Nursing Advisory Committee; Art Advisory Committee Little Theater Advisory Committee; Symphony Advisory Committee; Industry Technology Advisory Committee; Electronic Advisory Committee; General Adult Advisory Committee um” APPENDIX 0 ADVISORY GROUPS BY TYPE, BY NUMBERS AND BY INSTITUTIONS USING SPECIFIC TYPES Type of Advisory Group Business Areas Business Training and Education Secretarial and Office Training Co-op Training Executive Management Supervisory Training Small Business Management Retail Number of committees: 12 Health Services Areas Nursing Training Medical Technician Dental Assistants Health Education Number of committees: 10 Technical Areas Technical Training Electronics and Mechanical Trades Plastics Industry 208 Number of Institutions Using 3 - Flint, Lansing, North- western Michigan 2 - Delta, Jackson 2 - Delta, Jackson 2 - Delta, Muskegon l - Delta 2 - Flint, Highland Park Number of institutions: 7 5 - Northwestern Michigan, Delta, Lansing, Grand Rapids, Kellogg l - Delta 2 - Delta, Highland Park 2 - Grand Rapids, Highland Park Number of institutions: 6 5 - Port Huron, Kellogg, Benton Harbor, Jackson, Muskegon 2 - Grand Rapids, Port Huron 1 - Highland Park 209 APPENDIX 0 - Continued Type of Advisory Group Technical Areas - Continued Tool Engineering Michigan State Highway Technician Training Automotive Dealers West Mishigan Foundrymens Society American Society of Tool and Manufacturing Engineers Vocational Education Joint Apprenticeship-Skilled Trades Agriculture Number of committees: 18 General and Other Types Area Surveys Area, Community Public Relations University Extension Adult Education Building Library Little Theatre Symphony Arts Number of committees: 13 Number of Institutions Usipg Jackson Lansing Muskegon Muskegon Muskegon Muskegon Jackson, Lansing, Muskegon Delta Number of institutions: 8 Delta Gogebic, Northwestern Michigan Grand Rapids, Highland Park, Port Huron Northwestern Michigan Northwestern Michigan Port Huron Port Huron Flint, Lansing, Northwestern Michigan Number of institutions: 8 APPENDIX P STATUS AND VALUE OF ADVISORY GROUPS Written Description College Use Available? Opinion as to Value Alpena No No Their help will determine new and nature of content of courses, publicize, recruit, create climate during instruction. Benton Harbor No Yes Little value, except for Technical Institute Advisory Committee. Delta Yes Yes Advise as to need in the community, distribute information, locate teachers, provide financial and other support. Flint Yes Yes Excellent source of information about ' (in catalog) success, failure, strength, and weak- nesses of any program; also keeps us well-informed as to current needs of vocational and leisure time activities in the community. Gogebic Yes Yes General advice. (in catalog) Grand Rapids Yes No Structuring the content and conduct of courses including instructors; increases and stimulates interest in the courses, aids in enrollment participation. Henry Ford Yes No Use to a slight degree on ad hoc basis only. We don't use them as much as we should; could be of great value, I am told. We act on our judgment, intuition or upon the requests of individuals or groups. Highland Park Yes No Invaluable where training is related to actual job needs. 210 APPENDIX 211 P - Continued College Use Written Description Available? Opinion as to Value Jackson Kellogg Lansing Muskegon North Central Michigan Northwestern Michigan Port Huron South Macomb Yes No Yes Yes No Yes Yes Yes Some No Yes Yes No No Yes No Keep program in proper perSpective by proper planning and evaluation; pro- motion to get students and use for placement; prestige value for selling a program to the board. I believe them to be valuable in coordinating of all community resources engaged in or available to programs for adults. Excellent if they understand they are advisory only; keeps subject matter of course up to date; helps solve new problems; placement for graduates; recruit students and instructors; build new and evaluate old programs; contacts are valuable for public relations, prestige, and status in the community. Particularly valuable in technical, trade, and apprentice programs where the nature of the work may change quickly with technological developments. Advisory committees are valuable in programs for adults where these programs are extensive. Counsel and help in kinds of courses to offer, and a means of promotion of programs for adults. Helps to keep a more sensitive hand on the pulse of the community educational needs; gives vital information about curriculum and its comprehensiveness; brings about a better implementation of programs to the community. Helps to know what the community wants. 212 APPENDIX P - Continued Summary of Opinions of Chief Administrators as to Value of Advisory Groups No. 5 9129.22 Help determine course content and/or conduct. Recruit and place students. Recruit instructors. Publicize and promote programs. Aid in evaluation of programs. Generally aid in determining and up-dating community needs. Provide financial and other support. Generally create climate and prestige for the program. Don't use or of little value. Colleges Represented Alpena, Grand Rapids, Jackson, Port Huron, Northwestern Michigan Alpena, Grand Rapids, Jackson, Lansing Delta, Lansing Alpena, Grand Rapids, Lansing, Northwestern MiChigan Flint, Jackson, Lansing Delta, Flint, Gogebic, Highland Park, Kellogg, Lansing, Port Huron, Muskegon, South Macomb Delta Alpena, Jackson, Lansing Benton Harbor, Alpena, Kellogg, North Central Michigan APPENDIX Q ORGANIZATION CHARTS AS OF SEPTEMBER, 1961 FOR THE SIXTEEN COMMUNITY COLLEGES INCLUDED IN THIS STUDY 213 Anvnmnumemm :oHumoopm mo wnmom ma noEnownmm.nu muHsomm mo mEHuuunmd.vaHHm Anv .onsusm ozu SH oumnmdmm on HHH3 musoeunmmma oHEmvmo< 11‘ if k... HUVSUHNHO mmochsm Svcmz 3V mo moHuoH5u< ammo mo n0oomnHa AmvmmoH>nmm acopSum mo nouomnHQ mm. noum Hwnooo %numsuCH new mvmne .SOmnod «Ema %n vaHHmAmV c0803 mo ammo nouomnHa H mHooxom mo ucmpcoucHnmdom _ coHumosnm mo pnmom HooH mumZmHmmm Hmm AQV c 2 mCOHumHom Amy Hovnm.rsz HO HO mo oHHnom «0 nmnumeom mmmochsm some nOuownHQ ammo nOuomnHQ namvamnm _ mHoocom mo ucowcwucHnmaam _ :oHumosvm mo vnmom HomH mmmZMHmmm Hmnmm wo n0uoonHo mocmcmuchz mmeHmsm ucoEm>0naeH :oHomEnOLCH wo n0uomnHQ _ mucwEunmemQ oHEmpmo< F mmoH>nom LuHmoz :oHumwnumm moH>nmm hchsEEoo mo coon H AmconH>Ho wv :mEo3 :mz nmnumemm ____ _l _ mnmuumH mucwwoum nmwmcmz wo ammo mo smog mmochsm F _ H H ucmvamnm _ mmmumsnw wo unmom meH «mmZMHmmm Hmw oHEmmmod moHuHcm532 mmHmSum wun< wch . mam ucmEdon>mo HmcoHusuHumsH mocmch HmcoHuosnumcH new monoowm now EsHooHnnso chcomnmm u:mDmHmm< nmnumewm now ucmumHmm< non ucmumHmm< mconmHEv< mo .cHEp< m>HumnuchHEw< w>HNMnuchHEU< nanownHo ucmumHmm< mconwHEn< mam mnHmmm< mmmchom smog mnHmwm< uswwoum mo nOuomnHo ucmuwme< we neuoonHQ Gama HomH mmmZMHmmm Hmm Fl oHEovmo< J H3 H3 H3 nonmcsoo :mHnmnnHH nmnumemm n0uoonHQ H mHooxom mo uchcmucHnoaom _ coHumospm mo wnmom HooH mmmfimemmm HmH0m HOuumuwQ wuwmww< ucmpaum mconmHEu< mmmchsm . «0 new mo n0uomnHQ nmnumemm nOHmcHnnooo mooH>nom Amv cwEnHmso NanBHH :onH>Hn neuwwnHo oHEmpmo< mnwmwm< mocmpHou mmmHHoo HmcoHuosnumcH Ho wcho>m mo cmma neuomnHa mo neuomnHQ ucmumHmm< HomH mmmzmemmm Hmnmm ucmEmomHm w H mcannsn wooH>nmm hnmnnHH Arv eHsmanosom mnOHmchnooo mHnwumwmo wcHHowcsoo ucoEunmdma ~ uncumxoom r‘ LuHmmm \_ _ oHEmvmo< _ _ _ mooH>nom ucmwoum coon ucmumHmm< conH>HQ HmoHC£omH amen ucmumHmm< ammo mHoocom mo ucwvcmucHanSm _ _ coHumoovm mo pnmom coHuocom mconmHEw< Aqv :mEnHmJU nonumHmm< usoEunmLoQ COHumosvm oHEwnmo< uHsn< aonH>Ha UHss< paw oHEwpmo< cmwn ucmumHmm< _ HomH mmmzmemmm HmHQ conH>HQ ucmEunmdon conH>Hn HmoHcsomH coHumuswm nmwmcmnfi dmnm HmcoHumoo> wcHocHucou oHEopmo< UHmmm mnHmmw< ucmvoum pew wcHHmmcsoo on monuwo ucmEmome mUSMpHso nmnumemm mmochsm mo n0uomnHo mo n0uomnHa H H H . H 220 ucmumHmm< m>HumnuchHEp¢ came H mHoozom mo ucwncmucHnmdsm H coHumuscm mo unmow HooH mmmEMHHMm Hmnom HsE2H< Honwczou quEmumHm cmEnHmLU muH< . ucmpnum :oEo3 uSoEunmama :oHuoanumcH mam: .LuHmm: mo cmma oHEwpmo< pom znmnnHH mnHmwm< ucmvoum nonumemm AmvcoHuosnumCH mo some mo ammo Amvucmemmnm Ou ucmumHmm< ucmvaonm _ mHoozom mo ucmv:mucHnwd:m H coHumozvm wo wnmom HomH mumZMHmmm Hm<:u ZOHHHn onoOHmmo uH=v< %UHmno>HnD mmoHHoo muonHmsm coHumoaom coEnHm:o wcHscHucoo . . mo ucmEunmemQ nmnumeom n0uoonHo oHEoUmod n0uomnHQ HooH mmmZmHmmm Hm<:o ZOHHm Amv 223 HovmuHNNo Hmv cmENHmeo mm6H>nmm HmvumnSmHmmm conH>Hn uSmSSum mmmchDm EsHaannDU Amv ammo H , mHoosom mo neopcoucHnmdsm H :oHumosnm mo nnmom HomH mmmZMHmmm Hmm Hmv mucoEunmemQ oHEmpmo< nonumeom cam mconmHEp< mo n0uomnHm AmeEmnwonm wchm>m mo n0uomnHo Housemnmm qupdum mo n0uoonHo mNHmHN< oHEopmo< mo smog H3 H3 «mmwmwwwm> wo nouomnHQ HoaH mmmZMHHMm Hm<:u ZOHHm Amv 225 HBVsUHNHo Hmv annmnumemm mucoEunmemo new mmmchsm oHEmpmo< msonmHEp< Adv coca mooumonH Ho vnmom HomH mmmkaHmm Hz<fiu ZCHHDHHHnHmc0dmmn ponmsm mEHununmm Maw .0 mEmnwona ustm mam wchm>m n0m quHHnHmSOQmwn oEom Acv n0uomnHQ ms“ mo zuHHHnHmSOQmon znmeHna m mEmnwona uHsmm mam wchm>m on HSE5Hnom .m...xoom l . Hos...tso CH H: NH (A H mHnowwumm n H mmochsm _ oonmo w wweoa wmz mucmaunmdoo coHumosvm wcHacHuco some some oHEmvmo< nmnumemm mo nOuoonnm smog H mHoosom mo ucomcmucHnmdom A coHuoospm mo mnoom HooH mmmZMHmmm HmHQ conH>HD coHumoDvm HmcoHumoo> uHDn< Hmnmcwo nOuomnHQ nOuomnHQ .umw< moHuH>Huo<.©=um we omcso AUVonme conH>HQ conwnumewm mCOHmm E mQWCHmDQ UMEUUQU€ UUH>HWW WCWWSUW ammo mHoozom mo ucovcmucHnmm3m H :oHumoswm mo vnoom HooH mmmZMHmmm HmHHZDZZOU mzoon>na U‘I Ln-L‘wNP-I Intercollegiate athletics Student programs Professional lectures and programs University extension programs Advisory and consulting services on technical and academic problems on a contract basis Intercollegiate athletics Testing and counseling Intercollegiate athletics Student programs Professional cultural activities and programs Speakers bureau and audio-visual programs Trade and institute programs Consultant services to community groups Testing and counseling Intercollegiate athletics Student programs Professional lectures and programs Testing, consulting, and advisory work for business and industry Research institute program for industry Intercollegiate athletics Student programs Professional cultural programs University extension programs Guidance and information for community organizations 229 College 230 APPENDIX R - Continued Type of Service Grand Rapids Henry Ford Highland Park Jackson Kellogg Lansing Muskegon \lO‘U‘l-l-‘flaJNI-J LONI-I' DUNH tn-L‘wNp—t J-‘LDNH O‘U‘l I—‘ 0 UN O‘U‘l-L‘UONH Intercollegiate athletics Student programs Professional cultural programs Placement service Adult education information center for area Testing and counseling Advisory and consulting for business and industry Intercollegiate athletics Student programs Testing and counseling Intercollegiate athletics Student programs Professional cultural programs Guidance and counseling Intercollegiate athletics Student programs Professional cultural programs University extension services Research for industry Intercollegiate athletics Student programs Professional cultural programs (limited) Special information programs for organized groups University extension services Research projects for community (limited) Advisory services for organized groups and employers and for Specific employers Professional cultural programs (limited) Counseling (limited) Intercollegiate athletics Student programs Professional cultural programs Testing and counseling Special programs for community groups Reference service on technical problems in industry University extension programs 231 APPENDIX R - Continued College Type of Service North Central Michigan Northwestern Michigan Port Huron South Macomb DONH DUDNH UIJ-‘th-I Ul-L‘ “NH Professional cultural programs Library Testing, counseling, guidance, and employment information College information center University extension services Intercollegiate athletics Student programs Professional cultural programs University extension services Resource center for area in research, counseling, and advisory services for community institutions Intercollegiate athletics Student programs Professional cultural programs Guidance and counseling for business and community organizations Special programs for Specific employers Student programs Professional cultural programs Testing, counseling, guidance, advisory services (limited basis) Special courses for employer and community groups Consulting and research services for business and community groups (limited and informal basis) ‘nvr _\;;‘:‘—~{, V .f uJ" 1“ f" C“ q .‘L m. 9 t I“? fairer”, Mr???)— J u 1,,{rj888 "' 7