AUG 3‘ 2 i??? A 5‘7 5:? 2,.6\1$‘%~s. fl ,1 “3 ”kg 133 061,. £331.; 1999 . 2r . ABSTRACT A STUDY OF ATTITUDES OF FACULTY MEMBERS IN SELECTED COMMUNITY COLLEGES TOWARD COMMUNITY SERVICE By Sydelle Ronda Markson Katzer This study was an analysis of (1) degree of per- ceived relevancy and self-expressed interest held by faculty members, in six selected community colleges in the Greater Seattle area for twelve a priori functions of community service; (2) significant relationships between perceived relevancy and certain selected demographic data; (3) significant relationships between self-expressed interest and certain selected demographic data; (4) areas of potential difference between institutions which have different degrees of perceived relevancy and self-expressed interest for twelve a priori functions of community ser- vice. Procedures The study involved distributing questionnaires to 417 full-time faculty members who were employed by six arbitrarily selected community colleges in the Greater Sydelle Ronda Markson Katzer Seattle, Washington area. The questionnaire consisted of two parts. Part I was concerned with the degree of self- perceived relevancy and self-expressed interest the faculty might assign to twelve a priori functions of community service. Part II was concerned with certain selected demographic data. Conclusions Faculty members who were involved with traditional academic areas perceived the Cultural Development Function of community service to be more relevant than did faculty members who were not invoIved with traditional academic areas. Faculty members who were involved with traditional academic areas expressed greater personal interest in the Cultural Development Function of community service than did faculty members who were not involved with traditional academic areas. Faculty members who were involved with traditional‘ academic areas perceived the Public Forum Function of community service to be more relevant than did faculty members who were not invoIved wIth the traditional academic areas. Faculty members who were involved with traditional academic areas expressed greater personal interest in the Public Forum Function of community service than did faculty members who were not involved with traditional academic areas. There was no significant coorelation between age and perceived relevancy of any of the functions of community service. There was no significant correlation between age and self-expressed personal interest in any of the functions of community service. There was no significant correlation between sex and perceived relevancy of any of the functions of community service. There was no significant correlation between sex and self-expressed personal interest in any of the functions of community service. 10. 11. 12. 13. 14. 15. 16. 17. 18. Sydelle Ronda Markson Katzer There was no significant correlation between parenthood and perceived relevancy of any of the functions of community service. There was no significant correlation between parenthood and self-expressed personal interest in any of the functions of community service. There was no significant correlation between a faculty member's place of residence and perceived relevancy of any of the functions of community service. There was no significant correlation between a faculty member's place of residence and self- expressed personal interest in any of the functions of community service. There was no significant correlation between the teaching of extension classes at the home college and perceived relevancy of any of the functions of community service. Faculty members who taught extension classes in the home college expressed greater personal interest in the Educational Extension Function of community service than faculty members who did not teach extension classes at the home college. Faculty members who taught extension classes at another college perceived the Public Forum Function of community service to be more relevant than did faculty members who did not teacfi extension classes at another college. Faculty members who taught extension classes at another college expressed greater personal interest in the Educational Extension Function of communIty service. Faculty members who taught extension classes at another college expressed greater personal interest in the Community Analysis Function of community service than did faculty members who did not teach extension classes at another college. There was no significant correlation between attitude toward older students in the classroom and perceived relevancy of any of the functions of community service. 19. 20. 21. 22. 23. 24. Sydelle Ronda Markson Katzer There was no significant correlation between attitude toward older students in the classroom and self-expressed personal interest in any of the functions of community serv1ce. Faculty members who exhibited community involvement perceived the Leisure-Time Activity Function of community service to be more relevant than did faculty members who did not eifiIBit community involvement. Faculty members who exhibited community involvement perceived the Staff Consultation Function of com- munity service to be more relevant than faculty members who did not exhibit community involvement. Faculty members who exhibited community involvement expressed greater personal interest in all functions of community service than did facuIty members who did not exhibit community involvement. Faculty members who were willing to accept a part- time assignment in a community service program perceived all the functions of community service, except the Cultural Development Function and the Leisure-Time Activity Function, to be more relevant than did faculty members who were less willing to accept an assignment in a community service program. Faculty members who were willing to accept a part- time assignment in a community service program expressed greater personal interest in all the functions of community service, except the Leisure- Time Activity Function, than did faculty members who were less willing to accept a part-time assign- ment in a community service program. A STUDY OF ATTITUDES OF FACULTY MEMBERS IN SELECTED COMMUNITY COLLEGES TOWARD COMMUNITY SERVICE BY Sydelle Ronda Markson Katzer A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1973 DEDICATION This study is dedicated to my late husband, Seymour Paul Katzer, whose great love, wisdom, and faith made whatever the writer accomplished possible. ii ACKNOWLEDGMENTS The assistance, encouragement, and patience of the doctoral guidance committee composed of Dr. Max R. Raines, Chairman of the Committee and Director of the dissertation, Drs. George R. Myers, and Vandel Johnson, is gratefully acknowledged. Special thanks is extended to Dr. Jo Lynn Cunning- ham for her invaluable advice and encouragement and to Dr. Maryellen McSweeney who was most helpful during the early period of the study. The writer also wishes to express her thanks to her three daughters, Ellen Beth, Barbara Jill, and Florence Faith Katzer for their tremendous understanding and patience during the time this study was being done. iii TABLE OF CONTENTS Page LIST OF TABLES . . . . . . . . . . . . . viii LIST OF FIGURES. . . . . . . . . . . . . ix Chapter I. INTRODUCTION . . . . . . . . . . . 1 Historical Background of Adult Education_ . 3 First Period . . . . . . . . . . 3 Second Period. . . . . . . . . . 5 Third Period . . . . . . . . . . 7 Fourth Period. . . . . . . . . . 7 Historical Background of the Community C01 lege. O O O O O O O O O O O 9 Early Period . . . . . . . . . . 9 Middle Period. . . . . . . . . . 11 Modern Period. . . . . . . . . . 12 Community Service . . . . . . . . . 14 Need for Study . . . . . . . . . . 15 Statement of the Problem. . . . . . . 16 Hypotheses . . . . . . . . . . . 16 Methodology . . . . . . . . . 18 Significance of the Study . . . . . . 18 Scope and Limitations of Study. . . . . 20 Definition of Terms . . . . . . . . 21 Sources of Material . . . . . . . . 21 Plan of Presentation . . . . . . . . 22 II. REVIEW OF THE LITERATURE . . . . . . . 23 Faculty Attitudes . . . . . . . . . 26 Faculty Characteristics . . . . . . . 28 iv Chapter Page Socio-Economic Background . . . . . . 28 Professional Qualifications . . . . . 3O Present Teaching Situation. . . . . . 33 The Institution . . . . . . . . 35 Faculty Participation in Governance . . . 37 III. METHODOLOGY . . . . . . . . . . . . 40 Pilot Study . . . . . . . . . . . 40 Source of the Data . . . . . . . . . 41 Description of Population. . . . . . . 41 Description of the Instrument . . . . . 42 Selecting the Sample . . . . . . . . 46 Statistical Analysis . . . . . . . 46 Description of Institutions From Their Catalogues . . . . . . . . . . . 47 Everett Community College . . . . . . 47 Bellevue Community College. . . . . . 48 Green River Community College. . . . . 49 Highline Community College. . . . . . 49 Shoreline Community College . . . . . 50 Fort Steilacoom Community College . . . 51 Composite Profile of Full-Time Faculty Members . . . . . . . . 51 Course Offerings at the Selected Colleges . 60 IV. ANALYSIS OF THE RESPONSES OF THE FACULTY . . 63 Distribution Patterns . . . 63 Relationship of Demographic and Attitudinal Material to Perceived Relevancy and Interest to Functions of Community Service . . . . . . . . . . . . 66 Department . . . . . . . . . . . 66 Age . . . . . . . . . . . . . 69 Sex . . . . . . . . . . . . . 69 Parenthood . . . . . . . . . . . 70 Community Residence . . . . . . . 70 Teaching Extension Classes in Home College . . . . . . . . . . 70 Teaching Extension Classes at Another College . . . . . . . . . 71 Attitude Toward Older Students . . . . 71 Chapter Page Community Involvement . . . . . . . 72 Part-Time Assignment in Community Service . . . . . . . . . . . 73 Summary . . . . . . . . . . . . 74 Comparisons of Institutions. . . . . . 74 College A . . . . . . . . . . . 74 College B . . . . . . . . . . . 78 College C . . . . . . . . . . . 78 College D . . . . . . . . . . . 79 College E . . . . . . . . . . . 80 College F . . . . . . . . . . . 80 V. SUMMARY, DISCUSSION, AND RECOMMENDATIONS . . 82 Statement of the Problem. . . . . . . 82 Hypotheses . . . . . . . . . . . 83 Procedures for the Study. . . . . . . 84 Sources of Data . . . . . . . . . 84 The Questionnaire . . . . . . . . 84 Selecting the Sample . . . . . . . 85 Statistical Analysis . . . . . . . 85 Discussion . . . . . . . . . . . 86 Summary of Findings . . . . . . . . 100 Implications of the Study . . . . . . 105 BIBLIOGRAPHY. O I O O O O O O O O O O O 106 APPENDICES Appendix A. Questionnaire for Pilot Study. . . . . . 118 B. Questionnaire for Study. . . . . . . . 123 C. Coding for Study . . . . . . . . . . 125 D. Simple Correlations Between Demographic Material and Interest and Relevance variables 0 O I O O O O O O O O O 137 vi Chapter. Page E. Rank Order of Perceived Relevancy Among Colleges for Twelve A Priori Functions of Community Service . . . . . . . . 138 F. Rank Order of Self-Expressed Interest Among Colleges for Twelve A Priori Functions of Community Service. . . . . 139 vii LIST OF TABLES Page Rating Key . . . . . . . . . . . . 44 Program Offerings. . . . . . . . . . 52 Course Offerings at the Selected Colleges. . 53 Composite Profile of Full-Time Faculty ”were 0 O I O O O O O O O O O 54 Normative Response Patterns (In Rank Order) for Relevancy and Interest Levels Among 417 Faculty Members From 6 Community Colleges . . . . . . . . . . . . 64 Median Scores for Individual Development Functions and Community Development Functions. . . . . . . . . . . . 66 Table of Correlations Between Ascribed Relevancy and Selected Variables . . . . 67 Table of Correlations Between Self-Reported Interest and Selected Variables . . . . 68 Summary of Hypotheses Tested . . . . . . 75 Comparison of Institutions by Cell Means for Relevancy of Community Service. . . . . 76 Comparison of Institutions by Cell Means for Interest in Community Service . . . . . 77 Rank Order of Perceived Relevancy Among Colleges for Twelve A Priori Functions of Community Service . . . . . . . . . 138 Rank Order of Self-Expressed Interest Among Colleges for Twelve A Priori Functions of Community Service . . . . . . . . . 139 viii LIST OF FIGURES Figure Page 1. Components of Attitudes . . . . . . . . 27 ix CHAPTER I INTRODUCTION It was not until after World War II that post high school enrollments began to escalate at a rate never before witnessed in our history. With the exception of the period 1952-1953 when there was a slight decline, this forward thrust in growth has continued at a phenomenal pace. Not until recently has it shown any sign of leveling off. The reasons offered for this tremendous expansion have been many and varied. Those most often suggested are the GI Bill, the general affluence of our society, the population explosion, an increasing job entry age, longer retention of students in school, and the realization of adults and teen- agers that higher education today is an absolute necessity for those desiring to advance themselves in the industrial, professional, and business worlds. This increased enroll- ment has not been restricted to the four-year institution. All post high school education was influenced by this growth. This included the specialized institutions such as the electronic institutes and business schools. The most significant development, however, was probably in the public supported community college. Different types of community colleges emerged in every part of the United States. The community college, in addition to responding to the crisis in the expansion of the traditional day program, has found itself in the unique position of providing other services in response to the demands of a society in transition. No longer can a person be trained once for a lifetime of work. Today one must be retrained several times to remain employable. Thus, edu- cation is a continual on-going process. Moreover, as a result of technological advancement, the average person has a shortened work day which gives him extended leisure time. It was evident that the needs of the citizens of the com- munity had to be met more effectively. The logical insti- tution to provide these services was the community college through its community service program. This study shall’ concern itself with the attitudes of the community college faculty of selected community colleges toward the community service function. In order to comprehend the development of community service it will be helpful to have some understanding of its antecedents; namely the adult education movement and the community college movement. Historical Background of Adult Education The adult education movement in the United States has been implemented by many different agencies, for a variety of reasons and with many different types of people. This movement has not flowed in one straight stream but has twisted and bent, fed by many tributaries. The history of the adult education movement may be divided into four periods: the first period (to Civil War); the second period (to World War I); the third period (to World War II); and the fourth period (from World War II). First Period During colonial days the adult education that took place was largely unorganized and primarily vocational with the method of apprenticeship as the instrument of vocational training. The first permanent institutional form of edu- cation to be established was Harvard College in 1636. The church had mid-week lectures for adults, but other than - these formal activities adult education at this time was a case of trail and error for survival. Adult education, however, had its true beginning with Benjamin Franklin when he initiated discussion clubs, in 1727, to explore moral, political, and philosophical problems. C. Hartley Grattan refers to Franklin as the "patron saint of American adult education" [Grattan, 1955, p. 140]. Following the American Revolution the first task of adult education was to reeducate the people to be citizens, not subjects of a monarch. They had to learn to understand and accept freedom and a democratic form of government. By approximately the 18308, evening schools were beginning in many of the large city public schools. The early evening schools were established primarily for working children over twelve. The curriculum was parallel to the day program. Gradually the age of the student population being served changed to older teens and young adults. This gradual expansion established the foundation for the present adult education programs in the public schools [Knowles, 1962, p. 13]. Mechanics and Mercantile Libraries and Institutes were opened in Boston, New York, and Philadelphia in the 18203. Cooper Union was opened in 1859. At the same time the lyceum movement was getting under way. By the time of the Civil War public libraries were being established in the major cities. Voluntary organizations and agencies such as the Young Men's Christian Association, started in 1851, and the National Education Association, established in 1857, had as their chief activity adult education programs. Religious institutions were also conducting programs for adults. By the middle of the century the United States Agricultural Society was fully established. Second Period In 1862 the Morrill Act was passed, which estab— lished the Land Grant Colleges. These colleges engaged increasingly in extension teaching with farmers' institutes and other agricultural societies. In 1887 the Hatch Act was passed which established agricultural experimental stations within the land grant colleges. In 1914 the Smith- Lever Act established the Cooperative Extension Service. This service set the pace for adult education in the collection of reliable statistics, its annual report. During the 18708 the Chautauqua Institution developed. These institutes consisted of a variety of courses including lectures, language courses, music, and correspondence courses in winter. William Rainey Harper was one of the directors of a Chautauqua institute. As a result of the success of the correspondence courses Harper established a correspondence division of the University of Chicago. Colleges and universities opened in vast numbers during this period. The most significant development, however, was the emergence of the university extension. The idea came from England with Cambridge University establishing the first full extra-mural division in 1873. Extension divisions were established at the University of Wisconsin and the University of Kansas in 1891 and at the University of Chicago in 1892 [Knowles, 1962, p. 14]. In 1906, the University of Wisconsin reorganized its extension division as a service agency with responsibility to help meet the needs of the adult public by establishing exten- sion centers throughout the state so that its campus extended to the borders of the state. In 1915 the National University Extension Association was founded [Knowles, 1960, p. 18]. Although Harvard had offered a summer session as early as 1869, it was not until the Chautauqua institutesx had exhibited success did other colleges and universities follow in this direction. By the year 1910 the idea of summer sessions was well established at many colleges and universities. It was during this period that the idea of evening college evolved. This came about because of the demands of young people who were desirous of continuing their bacca- laureate studies while they worked full time. .These years saw the mushrooming of voluntary associations and agencies whose main purpose was adult education. The distinctive difference between these organi- zations and other agencies of this period, was that the voluntary associations were national organizations and agencies. education programs much in the same manner as in the earlier periods of the movement. There was the establishment of the Catholic Summer School of America. The American Association of Museums was established in 1906. During this period the number of museums grew and offered such adult education courses as lectures, guided tours, and the like. Third Period This period saw the establishment of the American Association of Adult Education in 1926. It also was a period of continuous growth in adult education. Most of the same institutions that had sponsored adult education classes continued to do so. There was the addition of one institution that sponsored adult education classes and that was the junior college. .Generally, the time was character- ized by much shifting in economic conditions, first there was great prosperity followed by deep depression. Living conditions had improved, women became more autonomous, health conditions were better. The voice of the adult education movement was established in 1929 with the publication of the Adult Education Journal. Fourth Period This period saw tremendous expansion in the student body of adult education. This was due to several factors, the main reasons being the need to meet the ever changing technical demands, the GI Bill and the realization that education was a continual process. There were many other changes that took place at the beginning of this period. One milestone was the establishment of the Adult Association of the U.S.A. in 1951. Such private foundations as Ford and W. K. Kellogg have and continue to give much support to the adult edu- cation movement. State governments have given funds to public schools, libraries, university extension, agri- cultural extension, and community colleges. The Federal government has contributed through the Adult Basic Edu- cation Act has assisted adult education in an attempt to reduce and ultimately eliminate adult illiteracy. Religious institutions, government agencies, business and industry, public libraries, museums, and national voluntary organizations, and public schools con- tinue to offer courses in adult education. In addition, the professional schools of medicine, law, dentistry, social work and others have instituted both short and long term courses in continuing education. Furthermore, radio and television stations have been established to provide adult education courses. The community college has responded to the com- munity's desire for classes in adult education in two ways: one, through a separate division of adult education, and two, through the community service program. Some leaders such as Reynolds feel that adult education is a function of the community service program. Others, such as Harlacher, feel that adult education is a separate division from community service. Which ever view one might adhere to, acknowledgment must be given to the leaders in adult edu- cation for continuing to ever tailor their programs to meet the constant changes in community needs. Historical Background of the Community College The junior college was the antecedent of the com- munity college. The junior college idea grew from the desire of the nineteenth century American graduate schools to have an effective six-year university preparatory insti— tution such as the German Gymnasium. Thus, the junior college would be combined with the high school to provide the six year block. The high school didxnot want to house it, nor did the university proper. From this uncertain beginning the first junior college emerged. The history of the junior college may be divided into three periods: the early period (to 1920); the middle period (to 1945); and the modern period (from 1945). Early Period The earliest college of this type was probably founded in connection with the township high school at Joliet, Illinois in 1902. Another was established about the same time in Dashey, Indiana, but has since been dis- continued. It was not until 1911 that others of the group considered were established [Koos, 1925, p. 4]. In the State of Michigan, however, as early as 1852, Henry P. Tappan revealed insight into what was to come, in his inaugural address as President of the University of Michigan. He spoke of the advisability of the transfer of the work of the secondary departments of the university of the high schools [Koos, 1925, p. 45]. 10 In 1869 W. W. Folwell presented the same general idea in his inaugural address at the University of Minne- sota. He "suggested the great desirability of transferring the 'body of work for the first two years in our ordinary American colleges,‘ to the secondary schools" iKoos, 1925]. William Rainey Harper, of the University of Chicago, also advocated the new concept of American education. The term "junior college" was probably adopted at Chicago in 1896. During this period such men as President E. J. James of the University of Illinois and A. F. Lange of California played prominent roles in the advancement of the junior college. Around 1920 significant writing on the junior college movement began to appear. Walter C. Eells compiled a bibliography of the junior college literature that appeared between 1920-1940. This list contained sixteen hundred titles involving some fifteen thousand pages of printed material and was published by the United States Office of Education. The first text written about the junior college was published in 1925 and authored by Leonard V. Koos. The American Association of Junior Colleges was formed in 1920. This organization published its first directory in 1928. The first journal was pub- lished in 1930. 11 In 1930 a test case arose about the legality of using public funds to support public junior colleges. This was the Asheville Case. Thus, a milestone was passed and a precedent was established. Middle Period An investigation of the literature of the 19405 indicates much interest in the development of: (1) ter- minal education, (2) adult education, and (3) the nature of the thirteenth and fourteenth grades. Post World War II years found the interest in terminal education to be high. Many educators such as George E. Dotson felt that the junior college should be evaluated in terms of its services to the people rather than in terms of its academic tradition [Dotson, 1948, pp. 125-132]. Adult education, as a function of the junior college, really started to make progress during the years following World War II, and has continued to make advance- ment. Today, it is considered a very important part of the community college. During this period of growth of the junior college special interest manifested itself in the concern over the type of education that the thirteenth and fourteenth grades should follow. Should it be secondary or higher education? Should it involve tuition or should it be part of the free public school system? Sexson and Harbeson attempt an 12 answer to these questions in their explanation of the junior college movement in California. They felt that the junior college was an upward extension of the free secondary school system [Sexson & Harbeson, 1946]. John A. Starrak and Raymond M. Hughes also advocated free education at the junior college level [Starrak & Hughes, 1948]. Modern Period The community college concept of education is the central theme of the modern period. The junior college movement rose from its infancy in the early years of the century, to its more broadening functions between the two World Wars until it came into its own with the publication of the chort of the President's Commission on Higher Edu- cation [Zook, 1947]. This report was a milestone in the progress of the junior college movement. The name "community college" was suggested. In addition, the functions that such a college should serve were indicated. This report was published at the end of World War II when a crisis in secondary and higher education was evolving because of the rising enroll- ments and the scarcity of sufficient financial support. The essence of the philosophy of this concept in education is indicated in the following statement: -. . . this commission recommends that the number of community colleges be increased and that their activi- ties be multiplied. 13 Community colleges in the future may be either publicly or privately controlled and supported, but most of them obviously will be under public auspices Whatever form the community college takes, its purpose is educational service to the entire community, and this purpose requires of it a variety of functions and programs. It will provide college education for the youth of the community certainly, so as to remove geographic and economic barriers to educational oppor- tunity and discover and develop individual talents at low cost and easy access. But in addition, the com- munity college will serve as an active center of adult education. It will attempt to meet the total post high school needs of its community [Zook, 1947, p. 67]. As a result of this report Jesse P. Bogue wrote The Community College (Bogue, 1950] in which he related the junior college movement to the new concept of the community college. Ralph R. Fields in The Community College Move— ment [Fields, 1962] offers a depth study of three community colleges. James W. Thornton, Jr. in The Community Junior College [Thornton, 1966], Edmund J. Gleazer, Jr. in Thig Is The CommunityCollegg [Gleazer, 1968], and William K. Ogilvie and Max R. Raines in Perspcctives on the Communityr Junior Collegg [Ogilvie & Raines, 1971] present overviews of how the community college is functioning presently. Harlacher expresses the characteristics of the community college as follows: 1. The community college is a community-centered institution with the primary purpose of providing service to the people of its community. Its offerings and programs are planned to meet the needs of the community and are developed with the active participation of citizens. 2. The community college claims community service as one of its major functions . . . 14 3. Since the community college is usually a creature of citizens of the local community or area, and since it is most frequently governed by a board of local citizens, the community college is readily capable of responding to changing community needs. 4. Most community colleges are operated by a local district which encompasses several separate and distinct communities . . . S. The community college is an institution of higher education, and as such can draw upon advance resources of its staff in assisting in the solution of the problems of an increasingly complex society. 6. The community college, as a relatively new segment of American education is "unencrusted with tradition, not hide-bound by a rigid history, and in many cases, new and eager for adventure." Thus, it is able, without duplicating existing services in the community to tailor its program to meet local needs and conditions [Harlacher, 1968, pp. 13-14]. CommunitycService The community service program is required to per- form two separate functions. One is to advance the frontiers of human knowledge. This is to include knowledge about civic, governmental, social, cultural, and economic aspects of human living. The other function is the human transmission of development in order that it may be utilized with maximum effect for the improvement of human life for the citizens of the community through the con— trolled utilization of the college's physical resources and staff. Harlacher has the following as objectives for the community service program: 15 1. To become a center of community life by encouraging the use of college facilities and services by com- munity groups when such use does not interfere with the college's regular schedule. 2. To provide for all age groups educational services that utilize the special skills and knowledge of the college staff and other experts and are designed to meet the needs of community groups and the college district at large. 3. To provide the community including business and industry with the leadership and coordination capabilities of the college, assist the community in long-range planning, and join with individuals and groups in attacking unsolved problems. 4. To contribute to and promote the cultural, intel- lectural, and social life of the college district community and the development of skills for the profitable use of business [Harlacher, 1969, p. 12]. Need for Study The idea of community colleges providing community service programs is relatively new, and the concept of special staff for community service even newer. Thus, it seems to be an opportune time to conduct an investigation. There is relatively little written about this function of the community college. There are numerous dissertations in the arena of the community college, and some in the sphere of community service, but few to the writer's knowledge that are concerned with the'faculty of the com— munity service program of the community college. It would seem, therefore, that there is a need for such a study as this, while the community service expansion continues and while data may be obtained and evaluated. 16 Statement of the Problem To determine the degree of perceived relevanc and self-e ressed interest held among facuIty for twere a priori'functions of community service. To determine if significant relationships exist between perceived relevancy and the following variables: departmental assignment, age, sex, parenthood, place of residence, favorableness toward presence of older students in the classroom, amount of self-reported involvement in community life, experience in teaching extension classes at the college where employed full-time, experience in teaching extension classes at another college. and attitude toward a part-time assignment in a com- munity service program. To determine if significant relationships exist between self-expressed interest and the following variables: departmental assignment, age, sex, parenthood, place of residence, favorableness toward presence of older students in the classroom, amount of self-reported involvement in community life, experience in teaching extension classes at the college where employed full-time, experience in teaching extension classes at another college, and attitude toward a part-time assignment in a com- munity service program. To determine areas of potential difference between institutions which have different degrees of per- ceived relevan and self-e ressed interest for each of t e twe ve a prior unctions of community service. Hypotheses The following hypotheses will be tested: Faculty members who are involved with career related areas will not express greater interest in community service functions nor will they perceive them to be more relevant than will faculty members who are involved with tfie university parallel program. Perceived relevancy of community service and per- sonal interest in community service will be related to age. Younger faculty members will demonstrate greater personal interest in and greater perceived 17 relevan of community service functions than will oiaer faculty members. Male faculty members will exhibit greater personal interest in community service than will female facuIty members. Male faculty members will also perceive community service to be of greater relevancy than will female faculty members. Faculty members who are parents will have greater personal interest in community service and view it to be more reIevant than will faculty members who are not parents. Faculty members who reside in the same community as the college is located in which they are employed will view community service with greater relevancy and more personal interest than will faculty members who do not reside in the same community as the college is located where they are employed. Faculty members who teach extension classes will have greater personal interest in community service and will regard it to Be more relevant than faculty members who do not teach extension cIasses. Faculty members who prefer older students will have more personal interest in community service and regard it to be more relevant than will faculty members who do not prefer oiaer students. Faculty members who are involved in non-college aspects of community life will have more personal interest in community service functions and see tfiem to be more relevant than will faculty members who are not invoIved in non-college aspects of community life. Faculty members who are willing to accept a part- time assignment in the community service program will see community service to be more relevant than will faculty members who are less willing to accept a part-time assignment in a community service program. Faculty members who are willing to accept a part-time assignment in a community service program will have a greater personal interest in community service than will faculty mefiEers who are less willing to accept such an assignment. 18 Methogology The hypotheses of this study were tested with data collected from selected community colleges in the greater Seattle, Washington area. A questionnaire was selected as the instrument to obtain information because a questionnaire made it possible to secure enough responses to permit signi- ficant differences to be readily detected. Further, the respondents were able to maintain complete anonymity. The questionnaire was arranged in two sections. The first con- cerned itself with each respondent's attitude toward com- munity service with regard to relevancy, personal interest, and experience. The second section obtained demographic information about each respondent. Interpretation of the data was by simple correlation and multivariate analysis of variance and cell means analysis. Significance of the Study It is a well-known fact that the attitudes, values and general characteristics of the faculty of an insti- tution determine its personality. The faculty also deter- mine the quality of the programs being offered. Thus, with an increasing interest in the community service aspect of the community college, such notables as Harlacher, Reynolds, Rains, and Myran have contributed to the research literature of community service. Furthermore, such outstanding people as Cohen, Brawer, and Garrison have written extensively about community college faculty but to the writer's knowledge there has been little written 19 about faculty for the community service program of the community college. It would seem to the writer that at this juncture in time when there is an awareness in the literature of the need for more in-service and pre-service training as well as the feeling that there has to be more concentration on courses in community college preparation of the faculty there is a readiness for this study. Faculty and adminis- trators are expressing their feelings about community service personnel. It would be the hope of the writer that some reform ideas would be forthcoming for faculty training for com- munity service programs in the community college and as a means of selecting personnel for the community service programs. In summary, the significance of the study is: 1. To discover the thinking of the present community college faculty. 2. To determine the atmosphere of the different com- munity colleges toward community service. 3. To have a better means of selecting faculty for community service. 4. To determine ideas for improved faculty training for community service. 5. To determine ideas for better in-service training in community service programs. 20 6. To determine ideas for better internships in com- munity service programs. Scope and Limitations of Study This dissertation is limited to a study of faculty members of six selected regional urban community colleges of the Greater Seattle, Washington area. The intent was to obtain data about faculty of these community colleges and their reactions to community service programs, as well as to develop criteria to see what conclusions and recom- mendations can be evolved as a result of the evaluation of the data. The instrument used to gather the data was based upon a taxonomy constructed by Dr. Max Raines. This taxonomy has been critiqued by six national authorites in community service. The reliability of the instrument has not been determined. The study is further limited by what bias existed among non-respondents. Moreover, it would have been better for analysis if the response items of the instrument had been identical. One simply doesn't know impact of words on certain people. Finally, it is difficult to judge the enduring quality of the responses because of the halo effect of community service programs at this point in time. 21 Definition of Terms Community Service is that function of the community college that provides individual and community development opportunities for all citizens of the community. Faculty members are those persons who devote at least 50 per cent of their time to working in the community college. Part-time faculty members are those persons who devote at least three but not more than eight hours a week to working in the community college. Relevancy is understood to be what is meaningful and significant to the respondent. Personal interest is understood to be a positive feeling on the part of the respondent for an activity. Community development activity is that activity provided by the community service aspect of the community college to give leadership and to assist the community in long range planning. Sources of Material Information for the study was gleaned from three different sources. The first source of material consisted of data acquired from a questionnaire seeking specific in- formation about faculty background, personal interest, com- munity service programs and related educational activities in the surveyed institutions. The second source of infor- mation was gathered from an intensive search of the 22 literature, including publications of the American Associ- ation of Junior Colleges and Research in Education. The third source of information an analysis of institutional characteristics was made from the catalogues of partici- pating institutions. Plan of Presentation Chapter I states the purpose and scope of the study. Chapter II is concerned with a summary of pertinent and related materials based upon a review of the different types of literature on community college faculty and com- munity college service programs. The attempt is to explore in depth the growth and development of community college faculty and the community college service program. Trends and philosophies that have special significance for the purpose of this study are noted. Chapter III is concerned with the design and conduct of the study. In addition, a pilot study carried out at Santa Fe Community College, Florida, is discussed. Chapter IV analyzes the data. Chapter V presents summary and conclusions of the data. Also, implications for community service in the State of Washington are presented and recommendations for further study are made. CHAPTER II REVIEW OF THE LITERATURE The community service concept goes back to the days of the ancient Hebrews when their teachers took their wisdom into the streets and the market place. There they established a student community, representative of the people and positively concerned with the social and moral issues of the day. The idea of providing higher education for all people ended in the eighteenth century. The universities became store-houses for factual knowledge and retreats for the idle rich and select few. The idea of community service was introduced in the United States by Josiah Holbrook when he established the American Lyceum in 1826. When the lyceum movement died out the chautauqua idea took its place. This became a symbol of education and culture until its peak year in 1924 [Knowles, 1960]. The passage of the Morrill and Smith-Lever Act established agricultural extension services in the Land 23 24 Grant colleges. This philosophy concurred with that of community service. It was not until the early 1950s that the community service function of the community college was acknowledged. In the 1950s community service was regarded as a catchall for all non-credit courses. During the 19603 the community service aspect of the community college grew at a tremendous rate through the help of the American Association of Junior Colleges and the W. K. Kellogg Foundation. This expansion has continued through the 1970s. Today community service programs have their own goals, and trained personnel. In a recent study by Gunder A. Myran, definitions of community services were reported. Some of them were as follows: Those action programs of the community college, under- taken independently or in cooperation with other com- munity groups and agencies, which direct the educational resources of the college toward serving individual, group, and community needs (Myran). Community services represent the total effort of a community college which is designed to fulfill the educational, cultural, and recreational needs of the community and the persons who make up the community (William W. Leggett, Colby Community College, Kansas). Those activities of the community college which provide educational and cultural services which fulfill the unmet needs of the community (William C. Woolfson, Bronx Community College, New York) [Myran, 1971]. It has been only in relatively recent times that studies on community college faculty began to appear in the literature. There are very few studies on community college faculty, however. 25 Although the writer has investigated the research concerning faculty in community service, there was only one study that the researcher located. This study was done by John Joseph Connolly in 1972. His investigation revealed that the community college faculty sampled was not involved in community service activities, or at most only in one. The area most frequently involved in was the speakers' bureau. There was a significant relationship between the faculty member's length of service in the institution, the division or department head status of the faculty member and concern for community service. A faculty member from a system without tenure was more involved in community service than was a faculty member in a system.with tenure. The importance the institution placed on community service and in making tenure decisions influenced his commitment to com- munity service. The indication to a prospective faculty member at the time of his pre-employment interview also influenced his participation in community service. The idea of rewards for involvement was an influencing factor upon faculty concern for community service. Administrators appeared to be the main determining factor of whether a faculty member was involved in community service or not (Connolly, 1972]. In order to gain a better understanding of community service faculty it was necessary to examine community college faculty in general-~to investigate such consider- ations as attitudes, perception, personal characteristics, 26 institution where employed, participation in governance of the institution where employed. The remainder of this chapter will discuss the above topics. Faculty Attitudes Attitude was conceived to be a primary stimulus to action. Some authors have stressed the cognitive component of attitude while others have stressed the affective component but it was generally agreed that both elements were involved in the concept of attitude. Thus, when a person made an overt evaluative response to an object, or concept, he was expressing his attitude. Thurstone's description of attitude was defined as "the affect for or against a psychological object" [Thurstone, 1931, pp. 249- 269]. Martin Fishbein's feelings were that attitudes were automatically acquired in the process of concept learning, and they also mediate the continuing process once they were formed. Thus, the individual was going to be automatically conceptualizing his experiences, whether he verbalized them or not, and attitudes played a constant role in the process [Fishbein, 1967]. Rokeach regarded an attitude as "a relatively enduring organization of beliefs around an object or situ- ation predisposing one to respond in some preferential manner" [Rokeach, 1968]. It was difficult to predict this behavioral component in terms of exact and precise action. Often there were many conflicts, in an individual, between 27 beliefs that were concurrently activated, directly and indirectly, by the same object and situation stimuli [Kitchin, 1972, pp. 136-149]. According to Rosenberg attitudes may be explained in terms of the relationship between its cognitive, affective and behavioral components [Rosenberg, 1960, pp. 319-340]. The overt behavior of an individual was based upon the following: (1) the various interrelationships of the attitude components determined by personal characteristics, needs, occupational qualifications, and (2) the influence of the immediate situation determined by the institution and the governance of the institution. This relationship is illustrated as follows: Situation (Institution, Governance) Attitudes J Personal Characteristics Needs Occupational Qualifications Figure 1. Components of Attitudes. The teacher's attitude was a stimulus for attitudes and actions which students may adopt. Hoffman revealed that in his study of college students the most important characteristic of a good college teacher was his attitude toward students. Especially of high value was the 28 teacher's treatment of them as individuals, his willingness to see them as human beings, to be understanding, and not to look or talk down to students [Hoffman, 1963, pp. 21-24]. McComas stated that in his study respect for students' views as well as a sense of humor were regarded to be important teacher qualities [McComas, 1965, pp. 135-136]. Thus, the writer would conclude that perception depends upon the individual's experience, needs, values, and interests, as well as the "primary determinants” [Postman, Bruner & McGinnies, 1965, pp. 162-173]. These include such factors as failure and success, as well as social and cultural backgrounds, in addition to environment. The following section concerns itself with characteristics of faculty and the imprint this has upon the attitude and perception of the faculty. Faculty Characteristics Socio-Economic Background According to Project Focus full-time faculty in the community college were predominately white and male. There were 92 per cent who were white with less than 39 per cent being female. The fathers of 55 per cent of full-time community college faculty were in professional, managerial, clerical or sales occupations. Thirty-five per cent were from blue collar backgrounds. Less than 20 per cent had fathers with a college or graduate degree. There were 45 per cent who 29 had fathers with less than a high school diploma. Fathers of female staff members had a higher education than did fathers of male staff members. The majority of the faculty spent their childhood years in small towns and non-urban settings, basically. Forty per cent of the faculty in community colleges came from such an environment. One third came from truly urban areas with populations of over 100,000. In general, community college faculty members came ,from lower middle class backgrounds, were non-urban and had semi-professional fathers. Their backgrounds were very similar to the community college students' backgrounds [Bushnell & Zagaris, 1972, pp. 3-435]. Paul Parker in his study found similar results. There were 73 per cent male teachers, and 27 per cent female teachers. He stated that 78 per cent of the faculty were married.with 87 per cent of this figure being male. Married women totaled 54 per cent. The overall average age was 41 but it drops to 38.6 for men and rose to 43.6 for females. Broken down further the results showed 61 per cent of the males were under 40 and 40 per cent of the females were under 40. Their childhood years were spent in non-urban areas, with 54 per cent of the men and 61 per cent of the women coming from places of under 2,000 in population. Only 9 per cent of the men and 8 per cent of the women came from cities of 100,000 or over. 30 The prime occupation of the fathers was farming. Thirty-six per cent of the faculty had farmers as fathers. This was followed by fathers who had small businesses. They accounted for 19 per cent of the occupations of the fathers. Skilled workers were the fathers of 15 per cent of the teachers. Thus, Parker found his sample to show that com- munity college faculty members came from lower middle class families, were raised in rural areas or small tawns and their fathers were in semi-skilled occupations [Parker, 1970, pp. 17-21]. Ruth Eckert and Howard Y. Willimms, Jr., in their study found results that were almost identical to those of Parker and Bushnell. There findings showed that 74 per cent of the faculty were male. The median age of the staff was 41 with 37 per cent under 35 years. Eighty-one per cent were married. Almost half of the fathers and mothers did not finish high school. Thirteen per cent of the fathers and 9 per cent of the mothers were college graduates. They came from homes of relatively low socio- economic status. Almost half of the fathers were farmers, laborer or clerks [Eckert 8 Williams, 1971, pp. 2-3]. Professional anlifications Eckert and Williams found that 24 per cent of com- munity college teachers never thought of teaching in a community college prior to receiving their highest degree. 31 Forty-one per cent were interested in public school teaching when they entered college. Sixty per cent were interested in public school teaching upon graduation. Seventy-two per cent stated that the reason they entered college teaching was that they desired to work with college age students. One quarter of the faculty were influenced in their decisions by a former teacher. One third of the faculty had received a special honor or recognition while in college. Twenty-two per cent had received scholarships. The typical highest degree was the master's degree. Sixteen per cent did not have a master's degree. Two per cent had a doctorate degree. Thirty per cent of the faculty were working on advanced degrees. Three quarters of the staff had taught before coming to the community college. Seventy per cent came from secondary and ele- mentary levels. The typical faculty member had taught five years with 44 per cent teaching for the first time at the community college level [Eckert & Williams, 1971, pp. 4-6]. According to a study conducted by Normal L. Friedman those instructors who came from the secondary schools viewed teaching at the community college as an advancement. They had limited interest in actively parti- cipating in research but they enjoyed teaching and possess superior subject matter knowledge. While the former instructors from the four year institutions may have viewed teaching in the community college as a demotion, they regarded the pressure to publish and the overemphasis on 32 degrees in universities also to be very distasteful. They preferred to teach where these kinds of demands were not made and find this sufficient compensation for the change. The graduate student saw teaching in the community college as an opportunity to see if he liked teaching. If he did not he could return to take his Ph.D. or pursue a career in industry (Friedman, 1967, pp. 231-245]. Among community college faculty according to Bushnell's findings, 75 per cent had master's degrees with 90 per cent of the academic faculty and 52 per cent of the occupational faculty having them. Only 5 per cent held a Ph.D. or an Ed.D. The greatest number of the faculty had previous experience in the senior high school. They constituted 38 per cent of the sample. Twenty-seven per cent came from four year institutions and 11 per cent were from elementary schools. Twenty per cent of the occupational teachers had taught in vocational or technical high schools. In addition, 50 per cent of the occupational staff were working on advanced degrees, as compared to one third of the academic faculty (Bushnell, pp. 36-39]. Parker in his study that approximately 94 per cent of the sample had attended public high schools, and that 36 per cent had attended junior colleges. Of the faculty sampled 89 per cent held a master's degree and 11 per cent of the men had a specialist degree. He noted however, that 33 less than 45 per cent had any course work on the two year college [Parker, pp. 34-37]. The general consensus of the literature is that most instructors in the community college came from high school teaching, teaching in a four year institution, directly from graduate school or industry. Present Teachigg_Situation The typical male teacher in Parker's sample taught science and mathematics. He was 38.6 years old and married. He had taught fourteen years with six in his present position. The average woman faculty member in Parker's study taught behavioral sciences, humanities, and communications. She was 43.6 years old and is married. She had taught nineteen years, the last eight in her present job [Parker, pp. 46-47]. Lipscomb in his research concluded that those faculty members who revealed high acceptance of the stated role of Mississippi Public Junior College teachers had the following characteristics: 1. Below 45 years of age the sexes were equally repre- sented. - 2. Residents of small Mississippi towns where they attended public schools. 3. Were good students and likely had some formal courses designed for junior college teaching. 4. Participated in junior college in-service programs and taught a considerable number of years in junior colleges. 5. Majored in foreign languages, English, social studies, guidance, home economics or vocational arts . 11. 12. 34 Were sought out for present position by the presi- dent or dean of their college. Devoted from 48-55 or more hours per week for the junior college. Are satisfied with junior college work and believe morale throughout the college is good. Feel a "sense of social usefulness" and "personal satisfaction" with junior college. Believe junior college faculty to be good compared to those of ”good" junior and senior colleges. Feel counseling is important and that students should participate in club activities. Believe in equal emphasis on the various junior college functions. The following characteristics were evidenced by the low acceptance group 3 1. 2. 3. \O on Q 0‘ U1ub O 10. 11. 12. Older and primarily male. Residents of farm communities and attended small rural schools. Average or better students but had no formal or informal courses designed for junior college teaching. Participated little in in-service programs. Taught in elementary or secondary schools but few years in junior college. Devote less than 48 hours per week to junior college. , Majored in biological sciences, physical sciences, and mathematics, and most work in academic areas. Feel morale in junior college is slightly better than average. Believe junior colleges "over counsel" and think little of personal and social counseling. Do not desire to participate as advisors or chaperones. Accept college transfer and terminal functions but not community services. Do not believe in open admission to all courses (Lipscomb, 1965]. Higgins found in his study of faculty in Oklahoma that 84 per cent of the facult felt the transfer program was essential to the community college. Fifteen per cent regarded it to be optional and 50 per cent of these teachers were involved with the occupations program. Age, sex 35 length of employment, whether full-time or part-time, type of institution, previous teaching was of no consequence. Sixty-eight per cent believed the occupation program to be important to the junior college, among the entire faculty, but the teachers in the occupational program responded higher--78 per cent (Higgins, 1972, p. 15]. It would be very difficult to discuss faculty and ignore the environment in which they are employed. There- fore, the next section concerns itself with the institution where faculty are employed. The Institution The community college is a social institution where the faculty member encounters the administrative leader as well as his colleagues and students. The tone of the institution is set by the administrator. His attitude and that of his colleagues are determining factors of the faculty member's attitudes. One method of examining this phenomenon is to start with the early sociological theo- rists. Durkheim's view was that education was "a collection of practices and institutions that have been organized slowly in the course of time, which are comparable with all the other social institutions and which express them, and which, therefore, can no more be changed at will than the structure of the society itself” (Durkheim, 1922, p. 65]. Weber saw the school as the place where individuals 36 acquired the experiences and credentials which define their subsequent position in society. He regarded the school as a bureaucracy (Gerth & Mills, 1956]. Bidwell regarded the school as a formal organization. The following characteristics of the modern school as con- sistant with the bureaucratic model: 1. A functional division of labor (e.g. allocation of instructional and coordinative tasks to the roles of teacher and administrator). 2. Definition of staff roles as offices, in terms of recruitment according to merit, legally based tenure, functional specificity of performance, and universalistic, affectively neutral interaction with clients. 3. A hierarchic ordering of offices, providing an authority structure based on the legally defined power of officers, a system of adjudication of staff disputes by reference to superiors, and regularized lines of communication. 4. Operation according to rules of procedure, which set limits to the discretionary performance of officers, specifying both the aims and modes of official action (Bidwell, 1965]. Etzioni from his extensive research pointed out that an integral feature of the compliance structure of a normative organization was the ability to evoke organi- zational identification among participants. Particular normative organizations such as colleges and universities serve culture oriented goals which can best be realized through the intense commitment among participants to the values of such organizations (Etzioni, 1961, pp. 48-49]. Brager stated that the basis of involvement will vary with the rank and function of within the normative organization. Faculty at lower ranks demonstrated higher value commitment than faculty of higher rank (Mannon, 1972, pp. 14-16]. 37 Another study by Shartle indicated the influence of the institution upon the behavior of the administrator. He stated " . . . it is important to consider the environ- ment setting in which the administrator works . . ." (Shartle, 1958]. This can be applied to all faculty members . In a recent study conducted by Wilson, Dienst, and Watson on colleagues evaluations there was considerable agreement with the students' evaluation of the faculty (Wilson, Dienst, & Watson, 1972, pp. 31-37]. Clark summarized the role of the institution on the faculty member Though colleges and universities begin as purposive formal organizations they become, in varying degrees, social institutions heavy with affect . . . involve- ment. For faculty and administrators, there are loyalties and life-styles of the employing institution . . . attitudes and values of . . . professors catch some of the personal side of expressive phenomena (Clark, 1973, pp. 2-14]. In view of the fact that no institution can exist without a form of governance the next section shall devote itself to a discussion of faculty participation in govern- ance . Faculty Participation in Governance In the literature, faculty participation in com- munity college governance prior to 1964 was virtually non- existant. In fact, three widely read professional books, Bogue [1950], Thornton [1960], and Blocker [1965] fail to '38 recognize that faculty could participate in governance. Possible reasons for this behavior may be as follows: 1. Most community college faculty come from secondary schools. They regard the teaching at the community college as an increase in status. They have no desire to acquire a decision making role at the beginning of a new career. 2. The community college was established as a loosely structured bureaucracy. There is no indication that the faculty participate even in matters of curriculum, let alone such things as appointments, promotions, admissions, degree or certificate requirements (Bylsma & Blackburn, 1971, p. 5]. Probably the most dominant reason that there is a change in faculty attitude toward participation in com- munity college governance is the fact that in 1965 the Hutchinson Act was passed which permitted public employees to organize for the first time in history. They did. They bargained and they struck. Many leaders in the area of community college edu- cation are not pleased. They view this behavior as un- professional. Some of them are Livingston [1967], Heim [1968], Kadish [1968]. Fisher (1967], Marion (1968], and Kugler (1968] feel collective bargaining is necessary (Bylsma & Blackburn, 1971, p. 7]. According to Weber the main sources of discontent are: (1) the faculty's desire to participate in deter- mining policies affecting its professional status and performance, and (2) the faculty's desire to join with administration concerning the issues of educational and administrative policies, personnel administration and economic matters (Weber and others, 1967]. 39 The following are trends in higher education governance: 1. Maybe the most dominant trend in higher education governance is best explained as the termination of the academic mystique. It has been replaced by a new level of involvement that offers closer sur- veilance, increased sophistication, and often times displeasure. Powerful forces such as alumni, legislators, donors, trustees, the general public challenge the indi- vidual and institutional autonomy. This means a decline in autonomy of the institution. There is a trend toward increased standardization of governance procedures and codes, campus-wide and community-wide councils and assemblies have been established. There is an acceptance of campus conflict as a norm. Trend toward decentralization. The idea is to change the campus into more unified relief clusters in order to reduce the tension among factions through organization insulation and decentrali- zation. Trend toward the challenge of academic profession- alism. There is a counter-revolution underway (Ikenberry, 1971, pp. 12-14]. The above trends lead to implications for faculty. these are as follows: Faculty members will continue to seek and to receive a significant role in institution policy formation and decision making. Although faculty members will gain a significant voice in policy making and decision formation, they will have to share this voice with others--like students. Administrators and faculty will have to accommodate themselves to less autonomy in decision making. There will be an increased number of Ph.D.‘s. They will demand that the two-year college be less authoritarian and bureaucratic than in the past and open to change. Faculty members in all of higher education will have to define new definitions of academic freedom. This new breed of faculty will bring new expecta- tions for faculty participation in governance, including participation in defining a new philo- sophical and operational basis of their own academic freedom (Ikenberry, 1971, p. 15]. CHAPTER III METHODOLOGY Pilot Study The pilot study was conducted on the basis of data gathered from faculty members at Santa Fe Community College, Santa Fe, Florida. The data was gathered in April, 1970. Males between the ages of 20-29 who held liberal values in education and economics, and had liberal ideas in general emerged as being most favorable toward community service, most interested in community service and perceiving community service to be most relevant. They were, also, residents of the same community between two and five years. They were active in political, recreational and service groups. They grew up in an urban environment; were not home owners; and may or may not have been parents. They taught liberal arts or in career oriented areas, and had middle of the way social values. The profile that emerged from respondents who were least favorable toward community service, least interested in community service and perceived community service to be least relevant included large numbers of older female 40 41 faculty members between the ages of 30-39, who saw them- selves as holding conservative values in educational, economic, and social issues. They had been residents of the same community between five and ten years; were active in church groups; and were home owners. They grew up in rural areas. They taught in liberal arts or in career oriented areas. As a result of this study it was decided that some revisions should be made in the questionnaire. A sample of the original questionnaire is included in Appendix A. Source of the Data The data was based upon responses to a question- naire from the following community colleges in the Greater Seattle area: Bellevue, Everett, Fort Steilacoom, Green River, Highline, and Shoreline. The questionnaires were distributed in November, 1970. A total of 417 responses were used for the study. Description of Population The population of this study consisted of the full- time faculty at Bellevue, Everett, Fort Steilacoom, Green River, Highline, and Shoreline community colleges. The numbers and percentages of responses were as follows: Bellevue, 59 out of 65 (91%), Everett, 130 out of 140 (92%), Fort Steilacoom, 17 out of 28 (61%), Green River, 63 out of 85 (74%), Highline, 72 out of 121 (60%), Shore- line, 76 out of 142 (54%). 42 The population was divided into two groups. Group I was the group in which there was high response, or over 90 per cent. Group II was the group in which there was restricted response, or between 54 per cent and 76 per cent response . Description of the Instrument The questionnaire was considered as the most feasible instrument to gather data with. The instrument was constructed by the writer based upon a taxonomy of twelve a priori functions of community service developed by Dr. Max R. Raines [Raines, Michigan State University]. Although the validity of the instrument has not been tested the taxonomy was submitted by Raines to a panel of experts in community service.' They were the following: Dr. William Kiem, professor of higher education at Virginia Polytechnical Institute, formerly dean of community service at Cerritos College, California; Dr. Ervin L. Harlacher, chancellor of Kansas City Missouri Community College; Dr. Seymour Eskow, president of Rockland Community College, Rockland, New York; Dr. George Traicoff, dean of community service, Cuyuhoga Community College, Cleveland, Ohio; Dr. Patrick Distasio, formerly dean of community service Miami-Dede Community College, Florida; Mr. Walter Fight- master, provost, Oakland Community College, Bloomfield Hills, Michigan. 43 The questionnaire has been divided into two parts. Part I was concerned with the degree of self-perceived relevance and interest the faculty might assign to twelve a priori functions of community service. For purposes of this study relevancy was determined as to how faculty members assess selected functions of community service in terms of their pertinence to community service in their individual college. For purposes of this study personal interest was determined to be the expression of emotional and intel- lectual concern for their own involvement in community service programs. The twelve selected functions of community service were rated by each respondent in the area of relevancy and pgrsonal interest. A value from one to five was given for each. A response could have a total score ranging from 12 to 60 for relevancy and a score from 12 to 60 for personal interest. As shown in Table l the key for relevancy was as follows: one was highly relevant; two was relevant; three was in—between; four was irrelevant; five was highly irrelevant. As shown in Table 1 the key for personal interest was as follows: one was enthusiastic; two was quite interested; three was possibly interested; four was not very interested; five was definitely not interested. 44 Table l.--Rating Key. Rating Number Relevance Personal Interest 1 Highly Relevant Enthusiastic 2 Relevant Quite Interested 3 In-Between Possibly Interested 4 Irrelevant Not Very Interested 5 Highly Irrelevant Definitely Not Interested A total score of 12 for relevancy would reveal the community service functions to be perceived by the respond- ent as highly relevant. A score of 12 for personal interest would reveal the community service functions to be per- ceived by the respondent as enthusiastic. Part II of the questionnaire was concerned with certain selected demographic data. The key for the demo- graphic data was as follows: one indicated that the respondent was employed in an academic area; two indicated that the respondent was employed in a non-academic area, or vocational area. The range used to describe the respondent's feeling about having older students in the classroom was from one to four. The value was one if he preferred older students in the classroom; the value was two if he regarded them as o.k.; the value was three if he would rather not have them; the value was four if the respondent had no preference. 45 The range used to describe involvement in community life (such as church), was from one to five. If the respondent was highly involved with community life the response was assigned a value of one; if the respondent was quite active in community life the response had a value of two; if the respondent checked on again, off again the response had a value of three; if the response was rather inactive it had a value of four; if the respondent per- ceived himself to be totally inactive the response had a value of five. The range for reaction to a part-time assignment in a community service program was from one to five. The value of one was given for the response that the respondent would accept the assignment enthusiastically. If the respondent indicated that he would accept the assignment willingly the response had a value of two. If the respond- ent stated that he would tolerate the assignment the response had a value of three. The value for a reply that showed that the respondent would prefer to avoid the assignment was four. If the faculty member said that he would refuse such an assignment the response had a value of five. It should be noted here that there was no way to project what the responses of faculty members who did not return questionnaires might have been. In this sense the interpretation of the data was restricted. 46 Selecting the chplg. Community colleges among the colleges in the Greater Seattle, Washington area were arbitrarily selected for the study, and were a part of a larger group included in a study conducted by Dr. Max Raines for Arthur D. Little, Inc. Although the study of six colleges in a metropolitan area does not afford much statistical generalization it may allow for a basis to be used for future studies of community colleges clustering a metropolitan area. Statistical Analysis The information from the questionnaire was punched on eight column computer cards. This information was then processed through the Computer Laboratory facilities at Michigan State University. Multivariate analysis of variance was performed to determine the differences between groups, and between institutions within a group. The independent variables were the twelve functions of community service for deter- mining relevancy, and the twelve functions of community service used for determining interest of the faculty members. Simple correlation analysis was used to determine the relationship between the dependent variables and the demographic data. The level of significance was set at .05. In addition, the .01 level of significance was noted as it occurred. 47 Cell means analysis was used to compare the scores of each of the twelve functions of community service for relevancy and the twelve functions of community service for interest of faculty members for each of the institutions. The institutions were divided into two groups. Group I consisted of those institutions that had a response of over 90 per cent. Group II consisted of those institu- tions that had a response of 54 per cent to 76 per cent. Values of 0.001 to 0.05 would have been signifi- cant; all of the values were at the extreme lower end of the range, <0.0009. This means there were less than 9 chances in 10,000 that the hypothesis stated would find no difference among institutions within a group, based upon faculty members' perceived relevancy and interest of the twelve a priori functions of community service. Therefore, we conclude there was a difference among institutions within a group, in their perception of perceived relevancy and interest. It is, however, not possible to compare Group I and Group II because of the significant interaction between groups and institutions nested within groups of this design. Descri tion of Institutions From Tfieir Catalogues Everett Community College Everett Community College is located in Everett, Washington which is a suburb of Seattle. The college was 48 founded in 1941, but its roots go back to a one year college program that was started in 1915. The original college closed in 1923. Today Everett Community College has an enrollment that is approximately 5,000 students a quarter. Over 90 per cent of the students come from Snohomish County. There is an open door admission policy. The faculty number about 140; four have doctoral degrees. To meet its obligations to its students, Everett offers the following programs: (1) career preparation, (2) transfer, (3) general education, (4) developmental education, (5) counseling, (6) student activities, and (7) community service. The largest number of course offerings are in mathematics and science. This is closely followed by the English and business education courses. Bellevue Community College Bellevue Community College is located in Bellevue, Washington a suburb of Seattle. The college was established in 1966. It is under the jurisdiction of the local Board of Trustees of Community College District No. 8. It adheres to an open door policy. They have about 225 full- and part-time faculty. There are sixteen doctoral degrees. Bellevue Community College offers the following programs: (1) transfer, (2) occupational education, (3) continuing education, (4) general education, (5) develop- mental education, (6) counseling, (7) student activities, 49 (8) community service. The largest number of course offerings are in mathematics and science, humanities, and business. There are several courses in minority studies. Green River Community Collegg. Green River Community College is located in Auburn, Washington on 160 acres. The college opened officially in 1965. It began as an adult evening school in 1945. In 1949 a day program was added. It continued thus until 1952 when the day program was discontinued, but the evening classes continued. More and more vocational and technical classes were added. Once again in 1965 day classes were added. The college has an open door policy. There are about 115 faculty members with four doctoral degrees. Green River Community College offers the following programs: (1) continuing education, (2) transfer, (3) developmental education, (4) vocational-technical education, (5) community service, (6) counseling and guidance, (7) student personnel services. The largest number of course offerings are in the area of vocational and technical education, mathematics and science, humanities. Highline Community Collegg Highline Community College is located sixteen miles south of Seattle--midway between Seattle and Tacoma, Washington. The college was founded in 1961. The college 50 moved to its present site in 1964. The college is under the jurisdiction of Community College District No. 9. The student body consists of some 8,500, including full- and part-time students. The average age is 24, the median is 21. The range varies from 18 to the 60s and older. Men slightly outnumber women. There is an open door policy of admission. The faculty number about 140 full-time and 285 part-time. There are eight doctoral degrees. Highline offers the following programs: (1) academic and general education, (2) occupational education; technical career courses, (3) developmental education, (4) continuing education, (5) adult basic education, (6) counseling, (7) community service, (8) student activities. The largest number of courses are in humanities, mathe- matics and science. There are course offerings in minority studies. Shoreline Community Collcgg Shoreline Community College is located on an eighty-eight acre site overlooking Puget Sound in a suburban community northwest of Seattle. The college was established in 1964. It is under the jurisdiction of Community College District No. 7. The college has an open door policy. There are some 125 faculty members with seven having the doctoral degree. 51 Shoreline Community College offers the following programs: (1) transfer, (2) occupational, (3) general studies, (4) college exploratory, (5) evening education, (6) continuing education, (7) high school completion, (8) student services, (9) travel study, and (10) community involvement. The largest number of courses are offered in humanities, mathematics and science, and engineering technology. Fort Steilacoom Community College Fort Steilacoom Community College was founded in 1967. It is located in the lakes district of Tacoma on 135 acre site. The college has an open door policy. In 1972 the enrollment was some 2,000 students. There are seventy-three faculty members. There are six doctoral degrees. Fort Steilacoom offers the following programs: (1) transfer, (2) occupational, (3) student services, (4) guidance, (5) home study, (6) adult education, (7) minority affairs, and (8) general studies. The largest number of courses are offered in business education, mathematics and science, and humanities. Com osite Profile of Full-Time Faculty_Members Table 4 illustrates the frequency count and per- centage of responses for the demographic factors of sex, age, discipline area, program, parenthood, residence, 52 Table 2.--Program Offerings. Program Offerings sowumooom Hmowsnowalaocowumoo> ummmsmua cowusosom HeucmsaoHo>mo moceoeso one mswaomssoo moaua>auo< pamosum mow>umw muflcsssoo sofiusosom msflssflucoo coaumaosoo Hooaom amen hosum Hm>oua College College A College B College C College D College E College F 53 Table 3.--Course Offerings at the Selected Colleges. Course Offerings muesocoom osom oocowom anacom mofluecossm moowumosooo season oosowom Houow>onom muoaomssoo Hoowcnooa one Hmooeusoo> moosemom coaumosom Hmoamsna can nuance mangoes nmwaocm ooooflom one mowuosoouoz College College A College B College C College D College E College F College F Freq College B College D 54 College C College B College A “W017 Table 4.--Coepoeite Profile of Full-Tine Faculty Mubers. Male I-sle mreported a: 284300_7 1 30- 39 40-49 50- 59 60-69 20—29 Wrted Total 19.333660.9. 1315-].9m60.-I. “31.62506 27‘693309. 295568.06 “7“56605 960950202 eoeeeeeoe 510799303 1 1 010562202 1 1 683‘82800 258536520. meflanlanwnw 25‘571560 6&9.Q~50.8°9. ul.°.553°.n.1.\” 301140221 Disci line Area hub 6 Sci Unglish Library Health I. PJ. 36080 400‘ 12 0 O 1 9303—3 1 6 2951.. 7403-” .‘wo.°. 170.0. 11 0. m. 1 2300—7 1 a Transfer 280 360 63 m. 1 «no... 7 2800 .C. 90° 72 1 7502 51 7 Occupation mreported Total 4 6.3 4 13.1 17 10.2 n.s_ Life Extension mas Coll. in Cm. Total Total Total Highly Active Quite Active lather Inact. Totally mast. WM Total Part-Tine Aesi in Co-. Service Invol. Older Students at Again, Off Again Prefer O.K. Pamthood Perot Wrted Other Coll. leither mrqorted lather lot No Preference (Inspected '1'. 608330 .‘I... 3‘5510 251 o o 0 1 812 24610— 7 3362.00—0 2612 3 1 5‘37100 025650” 36... 1 501100_7 1 1 Accept Willingly Tolerate Prefer to Avoid ”fuse maported Total Accept Enthus. 55 teaching at extension at home college, teaching of ex— tension at another college, attitude toward older students in the classroom, involvement in community life, attitude toward a part-time assignment in community service. All the colleges had more male faculty members than female faculty members. The range, however, went from a high of 8 males to every female at College A to a low of 1.5 males for every female at College B. Most of the faculty in all the colleges were between the ages of 30 to 39. The writer observed that College B had over 50 per cent of its faculty in this age group whereas College C had the lowest number among the colleges with a total of 38.5 per cent. The second largest number of respondents were between the ages of 40 to 49 with College F having 27.6 per cent of its faculty in this area and College B having only 22 per cent in the same range. The span from 50 years to 59 years had 17.6 per cent of the faculty in College A fall in this category and only 5.1 per cent from College B in this group. It was interesting to note that College E had 20.8 per cent of its faculty in the age range of 20 to 29 whereas College C only had 11.5 per cent in this area. College C had the greatest number of faculty members among the colleges in the category of 60 to 69 years of age, namely, 6.9 per cent, Whereas College A and College D had no one in this group. 56 All the colleges had more faculty members involved in the transfer program than in the occupational program. The range went from a high of 79.2 per cent at College B to a low of 63.2 per cent at College F. Therefore, College F had the highest number of faculty members in the occupational program with a total of 36.8 per cent while College B had a low of 20.8 per cent. Most of the faculty in all the colleges were parents, with College D having the highest number with 88.9 per cent of its faculty parents and College F having the lowest with 63.2 per cent of its population parents. Thus, the highest number of nonparents was at College F with a total of 36.8 per cent and College B having the lowest number of nonparents with a total of 20.8 per cent. The majority of the faculty, it appeared, lived in the same community as the college in which they taught was located. The range ran from a high at College A of 76.5 per cent to a low of 48.7 per cent at College F. There- fore, the largest number of faculty members who did not live in the same community as the college in which they taught was located was at College P where 51.3 per cent lived elsewhere. As expected, College A had the least number of faculty living in another area with a total of 23.5 per cent. Among the faculty who taught extension classes at their home college the range ran from a high of 44.4 per cent at College D to a low of 11.8 per cent at College A. 57 The spread for faculty members who taught extension classes at another college went from a high of 29.4 per cent at College A to a low of 4.8 per cent at College D. It was interesting to note that 23.5 per cent of the faculty at College A taught extension classes at both the home college and another college, whereas, 10.8 per cent of the faculty population had done so at College C. In addition the number of staff who had taught neither at their home college nor at another college ran from a high of 48.8 per cent at College B to a low of 28.6 at College D. The writer observed that 41.7 per cent of the faculty at College E indicated a preference for older students in the classroom whereas only 23.7 per cent at College 8 indicated this response. The range for staff members who regarded older students in the classroom as 0.x. went from 35.6 per cent at College B to a low of 23.6 per cent at College F. No respondent felt that he would rather not have older students in the classroom. It was interesting to observe, however, that the response to "no preference" with regard to older students in the class- room.went from a high of 40.7 per cent at College B to a low of 23.5 per cent at College A. The number of faculty members who were highly active in community involvement went from a high of 13.2 per cent at College F to a low of 5.6 per cent at College B. The range for respondents who were quite active ran from a high of 31.5 per cent at College C to a 58 low of 17.5 per cent at College D. It was noted, however, that 39.7 per cent of the faculty at College D participated in an "on again, off again" way with regard to involvement in community affairs, whereas, only 21.5 per cent of the staff at College C perceived their participation this way. It was further interesting to observe that the range for faculty that regarded themselves to be rather inactive in community involvement went from a high of 31.6 per cent at College P to a low of 17.6 per cent at College A. The range for staff who viewed themselves as totally inactive in community affairs was from a high of 11.8 per cent at College A to a low of zero at College F. It was not surprising to note that the majority of the faculty members were willing to accept a part-time assignment in a community service program with the range going from a high of 62.5 per cent at College B to a low ‘of 42.4 per cent at College B. The range for those parti- cipants who indicated that they would accept such an assign- ment enthusiastically ran from 30.5 per cent at College B to a low of 17.5 per cent at College D. Furthermore, it was interesting to note the spread, for those respondents who felt that they would tolerate a part-time assignment in a community service program, from a high of 15.9 per cent at College D to a low of 4.2 per cent at College B. In addition, 16.9 per cent of the faculty members at College C indicated that they would prefer to avoid such an assign- ment, whereas only 5.3 per cent indicated this response at 59 College F. The range of staff members who would refuse a part-time assignment in a community service program went from a high of 5.6 per cent at College E to a low of zero at Colleges A and D. The typical respondent was male, between the ages of 30 to 39. His discipline area varied from college to college with the greatest number reporting discipline areas of mathematics and science, and humanities. Furthermore, the typical respondent was involved in the transfer program, was a parent, and lived in the same community as the college in which he worked was located. Although the teaching of extension classes varied from college to college the typical respondent was not engaged in extension teaching. It was interesting to note, however, that among the faculty who taught extension classes the majority taught extension classes at their home college. The typical respondent may or may not have had a preference for older students in the classroom as the faculties of three of the colleges indicated a preference for having older students in the classroom, and three faculties did not indicate a preference. The typical faculty member was involved in some aspect of community life (church), outside the college but again this varied from college to college. Furthermore, the typical staff member was most willing to accept a part-time assignment in a community service program. 60 Course Offerings at the Selected Colleges All of the colleges offered course in mathematics and science. It was interesting to note the range from a high of 24.6 per cent at College C to a low of 15.9 per cent at College D. The largest number of reporting faculty members in English were at College C, with 10.8 per cent of the staff involved in this area was especially interesting to note that no faculty members reported teaching English, per se, at College A. The researcher observed that the range of faculty members working in library activities went from a high of 6.8 per cent at College B to no involvement at College D. It was not surprising to find that all the colleges had faculty participation in health and physical education courses. The range was from a high of 8.5 per cent at College B to a low of 4.6 per cent at College C. It was interesting to note that all of the colleges had staff teaching business courses. College A had the greatest number of faculty members participating in this area, with 23.5 per cent of its staff committed to business courses. College E had only 6.9 per cent of its staff involved in this area. College D had the largest number of faculty members teaching vocational and technical courses. There was 19 per cent of the staff participating in this area. College A had no respondents involved in these courses. 61 It was interesting to note that all the colleges had counseling facilities. The range ran from a high of 11.8 per cent of the faculty participating in counseling services to a low of 3.2 per cent staff involvement at College D. The writer observed that only two colleges had faculty members teaching in the behavioral sciences. They were College A with 11.8 per cent of its faculty involved in this area, and College B with 10.2 per cent of its faculty members teaching in this discipline area. Only College B had no participation of faculty in the health occupations area. College C indicated the highest involvement with 10 per cent of its faculty working in this area. It was not surprising to note that all of the colleges had a commitment to the humanities. The range of participation by faculty members ran from a high of 19.7 per cent at College F to a low of 6.2 per cent at College C. Again it was not surprising to observe that all the colleges had offerings in social studies. The range of faculty participation in this area ran from a high of 20.6 per cent at College D to a low of 6.8 per cent at College B. It was interesting to note that only Colleges C and E indicated that they had any faculty members teaching 62 home economics. They both had 1.5 per cent of their faculties involved in this area. CHAPTER IV ANALYSIS OF THE RESPONSES OF THE FACULTY This chapter concerns itself with the presentation of the analysis of the responses of the 417 faculty members who participated in the study. The mean scores and standard deviations for the twelve a priori functions of the community service for relevancy and interest were computed to determine what the distribution patterns were for the faculty members. An analysis of the difference between the groups and the institutions within a group was also developed. Multivariate analysis and cell means analysis were used to compare the individual institutions. Simple correlation analysis was used to determine how the faculty members perceived the twelve a priori functions of community service for relevancy and interest. A signifi- cance level of .01 (.2540) and a significance level of .05 (.1946) were used in the study. Distribution Patterns Table 5 indicates the means scores for relevancy and interest of community service, as well as the standard 63 64 N.H as ~.m newsman shown>oa o.H m.HH m.m newsman suoms>oa ~.H He N.m memesmaa suaaseeoo H.H m.HH m.~ sus>auu< mseauousmwoq N.H as ~.m >ua>epo¢ maneuwusmamq H.H oa m.~ mamsamca suacassoo ~.H m o.m cowumumeoou accommluoucH o.H m.m ~.N Eduom owansm ~.H n m.m Enoch Uganda o.H m.m m.m coauom ow>flu ~.H h m.m mocsoflso wuwcsseoo o.a m H.N cofiuouomooo accommuuoucH ~.H e m.~ ucmsmoao>oo amusuaso m.o o H.~ coaumuasmcoo «mmum ~.H m m.m coauom ua>flo o.H o H.~ ucwsaoam>oo Hausuaso N.H e n.~ nosouuso Hewoom o.H m.m o.m mocsoaso muwcsssou N.H m o.m cowumuasmcou umsum o.H m.m o.m nomouuso Howoom H.H m m.m coflmcmmxm Hmcowuoooom m.o m >.H cofimcsmxm ascoHumosom H.H H ~.N cofimsouxm Hmcowuoosom m.o H m.H scamsouxm Hocoauoosom .o.m xcom ouoom .a.m xcom choom one: coauocsm use: coauocsm amououcu mocs>oaom .nommaaou anacsEsou o scum muonfioz auasomm nae moose mao>on umououcH one unco>oamm How “scone xcmm ch announce oncommmm o>fluoshoz:s.m manna 65 deviation scores for relevancy and interest of community service. Some scores are as follows: Educational Extension (1.5), ranked highest for relevancy of community service. Educational Expansion (1.7), ranked second. Advisory Liaison (2.5), and Leisure- Time Activity (2.5), ranked lowest. Educational Extension (2.2), ranked highest for interest of community service. Educational Expansion (2.3), ranked second. Leisure-Time Activity (3.2), Com- munity Analysis (3.2), and Advisory Liaison ranked lowest. Educational Extension (0.8), had the highest score for standard deviation for relevancy of community service. Educational Expansion (0.9), and Staff Consultation (0.9), ranked next. Community Analysis (1.1), and Leisure-Time Activity (1.1), were lowest. Educational Extension (1.1), and Educational Expansion (1.1), had the highest score for standard deviation for interest of community service. Social Outreach (1.2), Advisory Liaison (1.2), Leisure-Time Activity (1.2), Staff Consultation (1.2), Civic Action (1.2), Public Forum (1.2), Community Analysis (1.2), Cultural Development (1.2), Community Guidance (1.2), and Inter-Agency Cooperation all tied for the next rank. 66 Table 6.-—Median Scores for Individual Development Functions and Community Development Functions. Individual Development Community Development Functions Median Functions Median Variable Scores Scores Relevancy 2.0 2.2 Interest 2.8 2.9 Individual development a priori functions were more appealing than community development a priori functions. Relationship of Demo ra hic and Attitudinal “Materiiieié’sieiigi‘éfiitiiiZVSz-L—m and Community Service The correlations were based on the entire sample with degrees of freedom. The correlation for the .05 significant level was .1946, and the correlation for the .01 level was .2540. Department Faculty members who were involved with traditional academic areas viewed the Cultural Development Function of community service as more relevant than did faculty members who were not involved with those courses (r = .26, a i..01). Furthermore, it was interesting to note that staff who taught academic courses regarded the Cultural Development Function of community service to be of greater personal interest than did faculty members who did not teach 67 Table 7.--Table of Correlations Between Ascribed Relevancy and Selected Variables. ’A Variables (0 u u u u e c d) n o o o o s s a 3 "’ :3 a. . a .8 H r4 u u u u o c u u 8 c c 3 ° 8‘“ Community Service 5 o _3 o E E~8 Functions o '3 a o -o g .4 a -a c c 8' a o -u z m 0 o u > u 2 t2" ”:1 83 S 28 u g . “E as8 9: . . 5 a 2" z .0 x 55 5 '5 '5 -a 8 -fl 3 'g s a g u c .5 .cffi v.5 5 u e o E o o -H u “ ° a a o :3 3° 3. E :5 8 3‘ m m u a x a 5 ¢-« 0 m U Community Guidance .01 .06 -.02 .05 .09 .02 .02 .10 .14 .25** Educational Extension .10 .06 .03 -.01 .14 .09 .11 .09 .13 .26** Educational Expansion .02 .ll -.00 .01 .01 .07 .09 .03 .15 .26** Social Outreach .04 .08 -.12 .03 .04 .03 .12 .06 .12 .25“ Cultural Development .26“ .09 -.03 .02 .13 .13 .13 .ll .18 .17 Leisure-Time Activity .13 .06 .05 .ll .16 .11 .03 .10 .20' .16 Community Analysis .06 .02 -.04 .08 .ll .07 .16 .09 .ll .24* Inter-Agency Cooperation .02 .04 -.06 .11 .07 .06 .12 .00 .14 .25** Advisory Liaison .02 .07 .02 .10 .09 .09 .13 .06 .17 .30n Public Forum .22* .ll -.04 -.06 .06 .13 .21* .15 .15 .23' Civic Action .09 .06 .02 .02 .16 .07 .01 .16 .15 .25** Staff Consultation .08 .04 .03 .08 .13 .14 .15 .12 .21* .33** *Significance level at or beyond .05 is .1946 **Significance level at or beyond .01 is .2540 (a _<_ .05; r - .1946). (a < .01: r I .2540). 68 Table 8.--Tab1e of Correlations Between Self-Reported Interest and Selected Variables. variables u u 3 a e c o m m o o o c e a m m u m e m c u c o -a 8 H 8 3 2 u .. Community Service 0 U vo o m u c c .4 5 functions c .2 .3 o > 3.8 3 2 o e -g 5 F. _fl-a '3 o 5 3' e H g n E o u o u-a- 6 m c a e m x m xva m H a m 2 g . “a “a a: . .. ° 3 23 2. 3° 3 s" 5 5 g «4 U --c o :l 0 5 [Fa “ 5 {3 . 6 fi :1 f u a a 3 2 E 35 3° 3 E z 8 4 m m U a m a 5 ¢-§ U A community Guidance -.08 .06 -.05 .15 .01 —.00 .06 .10 .23* .31** Educational Extension .02 .03 .16 .11 .13 .23* .21* .13 .24* .46** Educational Expansion .02 .ll .04 .11 .04 .13 .18 .08 .22* .38“ Social Outreach .00 .14 -.10 .10 .00 .02 .17 .06 .24* .36“ Cultural Development .30** .14 -.01 .01 .04 .15 .17 .09 .27* .26“ Leisure-Time Analysis .06 .12 .09 .19 .09 .09 .03 .04 .24* .18 Community Analysis .06 .04 .10 .09 .13 .ll .25** .09 .20* .29*' Inter-Agency Cooperation .07 .01 .06 .16 .03 .05 .08 .03 .25**, .29** Advisory Liaison -.08 .05 .10 .18 .06 .12 .15 .10 .27** .37** Public Forum .21* .12 .12 .06 .01 .16 .19 .ll .27“I .33** Civic Action .08 .04 .10 .07 .10 .10 .08 .14 .25** .39** Staff Consultation .Ol .06 .09 .15 .04 .14 .18 .15 .26** .43*' *Significance level at or beyond **Significance level at or beyond .05 is .1946 (O f_.05: r I .1946). .01 is .2540 (0.5 .01; r I .2540). 69 academic courses (r = .30, a i .01). In addition, the writer observed that teachers who were involved with academic courses appeared to believe that the Public Forum Function of community service was more relevant than did staff who were not concerned with academic courses (r = .22, c 3 .05). Faculty members who taught academic courses also saw the Public Forum Function to be of more personal interest than did faculty members who did not teach academic courses (r = .21, a i .05). There was no signifi- cant correlation between relevancy of the other functions of community service and department affiliation of faculty members. Also, there was no correlation between personal interest in the other functions of community service and department affiliation of faculty members. 1333 As shown in Tables 7 and 8 there was no signifi— cant correlation between age and perceived relevancy of any functions of community service, or between age and interest in any of the functions of community service. S25 There was no significant correlation between sex and perceived relevancy of any functions of community service, or between sex and interest in any of the functions of community service. Table 7 and 8 indicate this. 70 Parenthood As Tables 7 and 8 reveal there was no significant correlation between parenthood and perceived relevancy of any functions of community service, or between parenthood and interest in any of the functions of community service. Community Residence The writer observed, as Tables 7 and 8 sugggest, that ther was no significant correlation between the per- ceived relevancy of any functions of community service and a respondent's place of residence. There was also, no significant correlation between interest in any functions of community service and a faculty member's place of residence. Teachin Extension Classes in Home College There was no relationship between perceived rele- vancy of any of the functions of community service and the teaching of extension classes in the home college. It was not surprising, however, to find that those faculty members who taught extension classes at their home college indi- cated a greater personal interest in the Educational Extension Function of community service than did faculty members who did not teach extension classes at their home college (r = .23 a'i .05). There was no relationship between interest in any of the other functions of community service and teaching extension classes at the home college. 71 Teaching Extension Classes at ot er ollege Faculty members who taught extension classes at another college regarded the Public Forum Function of community service as more relevant than teachers who did not teach extension classes at another college (r = .21, “.1 .05). (This was considered a spurious finding.) They also indicated a greater interest in the Educational Extension Function of community service than did teachers who did not teach extension classes at another college (r = .21, a i .05). In addition, the writer observed that these faculty members revealed a greater personal interest in the Community Analysis Function of community service than did faculty members who did net teach extension classes at another college (r = .25, a 5’.01). There was no correlation between the teaching of extension classes at another college and the perceived relevancy of any of the other functions of community service, nor was there any correlation between the teaching of extension classes at another college and personal interest in any of the other functions of community service. Attitude Toward Older Students As indicated in Tables 7 and 8, there was no significant correlation between attitude toward older students and perceived relevancy of any of the functions of community service, nor did the writer note any 72 significant correlation between attitude toward older students and personal interest in any of the functions of community service. Community Involvement Faculty members who were highly active in com- munity affairs regarded the Leisure-Time Activity Function of community service as more relevant than staff who were not highly active in community affairs (r = .20, a i .01). Respondents who were more active in community affairs felt the Staff Consultation Function of community service was more relevant than faculty members who were not as active in community affairs (r = .21, 0‘: .05). The writer noted that those respondents who were more active in community affairs exhibited a greater per- sonal interest, than staff who were not as active in community involvement, in the following functions of community service: Community Guidance Function (r = .23, a 5,.05),.Inter-Agency Cooperation Function (r = .25, a i .01), Public Forum Function (r a .27, a 3'.01), Edu- cational Extension Function (r = .24, a‘i .05), Educational Expansion Function (r a .22, a i..05), Social Outreach Function (r a .24, “.1 .05), Cultural Development Function (r = .27, 0‘: .01), Leisure-Time Activity Function (r = .24, a §,.05), Community Analysis Function (r = .25, a i .01), Advisory Liaison Function (r a .27, a{i .01), Civic Action 73 Function (r = .25, a g..01), Staff Consultation Function (r = .26, a §_.01). ggtt-Time Assignment in Community Serv1ce Faculty members' attitude toward accepting an assignment in community servuce was positively related to the perception of the following functions of community service, as relevant: Community Guidance Function (r = .25, a‘: .01), Educational Extension Function (r = .26, a i..01), Educational Expansion Function (r = .26, a‘i .01), Social Outreach Function (r .25, a': .01), Community Analysis Function (r = .24, a'i .05), Inter-Agency Cooperation Function (r = .25, a i .01), Advisory Liaison Function '(r = .31, c‘i .01), Public Forum Function (r = .25, a‘i .05), Civic Action Function (r = .25, a §_.Ol), Staff Consultation Function (r = .33, a i .01). Faculty members' attitude toward accepting an assignment in communityservice was positively related to the perception of the following functions of community service as being of personal interest: Educational Ex- tension Function (r = .46, a‘i .01), Educational Expansion Function (r = .38, c‘: .01), Community Guidance Function (r = .31, a 3'.01), Social Outreach Function (r = .36, a i .01), Cultural Development Function (r = .26, a g..01), Community Analysis Function (r = .29, a §_.01), Inter- Agency Cooperation Function (r = .29, a < .01), Advisory Liaison Function (r = .37, c i .01), Public Forum Function 74 (r = .33, a §_.01), Civic Action Function (r = .39, a i .01), Staff Consultation Function (r = .43, a g..01). It was interesting to note that there was no correlation between attitude toward accepting a part-time assignment in community service and personal interest of Leisure-Time Activity Function. Summary Table 9 briefly summarizes the findings of the study. Comparisons of Institutions Post hoc analysis was made to explain the differ— ences in institutional responses. Catalogues were examined to see if there were any clues in their statements of goals and objectives, as well as the curriculum programs, that would reflect varying degrees of commitment to community service. College A It was interesting to note that the faculty of College A perceived all the functions of community service as highly relevant for them except the Leisure-Time Activity Function. They regarded the Leisure-Time Activity Function as relevant (2.1). College A ranked first among all the colleges in its perception of relevancy of the functions of community service. In addition, the institution, in the catalogue 75 Table 9.--Summary of Hypotheses Tested. Variable Relevancy Interest Department Not significant except Not significant Affiliation for Cultural Development except for Cultural and Public Forum Development and Functions Public Forum Functions Age Not significant Not significant Sex Not significant Not significant Parenthood Not significant Not significant Residence Not significant Not significant Teaching extension classes at home college Teaching extension classes at another college Attitude toward older students Community Involvement Part-Time Assignment in Community Service Not significant Not significant except for Public Forum Function Not significant Not significant except for Leisure-Time Activity and Staff Consultation Functions Significant except for Cultural Development and Leisure-Time Activity Functions Not significant except for Edu- cational Extension Function Not significant except for Edu- cational Extension and Community Analysis Functions Not significant Significant for all functions Significant except for Leisure-Time Activity Function Table 10.--Comparison of Institutions by Cell Means for Relevancy of Coumunity Service . 76 Functions of Community Service c o I} 8 8 a 8 o «4 W4 0 «4 g c u u -a .p c c o o o .u o o a. o H O --| G w-i u 5 E c 5 E u c o u o m o O .3 :3 0 5 r: s: '3 a. a. 5. u o s: s 5 m o o o u u m o o o m .4 «H g a .H H E «4 H o m m o > m o u u c 0 a 5 a: a :3 :1 8' . U ° .2 5 3 .s o 0 >1 0 o 5 2 9 Colleges 'c x E‘ o .4 e .4 U m m n 2: .. .. a: g . ~ 1: . a: w 7.! .. :1 3 .s 5 E s 5 .9. a >. c 3 8 a >. o o u c u o o r! I u 0‘ a. (h 0 0 ca 'H «4 o o -v-| a: n: U u u .4 u u c l o o g o c o o s s H m -a o (a U o «4 +1 m 0 0H H «4 m E a s 8 .. '5' E :3 .5 a .3 3 U m m In '8 .3 L) Pl m m u m College A 1.4 15. 1.2 1.8 1.8 2.1 2.0 1.8 2.3 1.6 1.8 1.6 College B 2.0 1.5 1.6 1.7 2.1 2.6 2.2 2.0 2.4 2.1 1.9 2.0 College C 2.0 1.6 1.9 2.0 2.1 2.5 2.3 2.2 2.5 2.2 2.1 2.2 College D 2.0 1.6 1.7 2.0 2.1 2.4 2.2 2.1 2.5 2.2 2.2 2.2 College E 2.0 1.5 1.7 2.0 2.1 2.6 2.6 2.3 2.8 2.3 2.3 2.0 College F 2.0 1.5 1.8 2.1 2.0 2.6 2.4 2.1 2.5 2.5 2.7 2.3 Table ll.--Comparison of Institutions by Cell Means for Interest in Community Service. 77 Functions of Community Service I: O r: c c '3 2 .0. 5.9. 0 as a .. a 52 s 33 5 5 c g 5 '7 c 3 :3 gm lit .2 2 In 3 3 :3 O . .5. as *6 ., Hg‘éfé :32 8 2 g 2 5 .3 :2 a .. t: ‘6 s 53 .c 5 a 2. 8 8 H 5 '3 :° .2: 2‘ 2 '3 H H H .2 a m s .5"; .. .. a > 2 3 a :3 5 8 2: >. 2 2 .. 3 ".1 .. 5 H o r. 2 :1 ° .3 3 '2 a. .. 2' z: W 2 8 53 U H g H g I O O '5 n M 9 H m "4 U ‘H g3 3 '8 :5 .9. g 3 2: g '2: ‘2 u a a a o s u .s '2 .. a a Everett 3.0 2.4 2.6 2.9 3.1 3.2 3.3 3.1 3.3 3.0 2.8 2.8 Bellevue 2.7 2.1 2.2 2.3 2.7 3.3 3.1 3.0 3.1 2.9 2.6 2.4 Green River 3.1 2.2 2.4 2.8 2.9 3.2 3.2 3.1 3.1 2.9 2.8 2.8 Fort Steilacoom 2.5 1.9 1.7 2.8 2.6 2.8 2.7 3.0 2.8 2.7 2.4 2.5 Highline 3.0 2.3 2.4' 2.8 2.8 3.3 3.3 3.2 3.6 3.0 2.8 2.6 Shoreline 2.7 2.0 2.2 2.7 2.7 3.1 3.1 2.9 3.1 3.0 3.1 2.6 __ _‘__‘ 78 statements, adhered strongly to the ideas of continuing education and had a program in home study, as well as extension courses at several different centres. The interest of the faculty at College A in the functions of community service ranked highest among the colleges in the study. The area of least interest was the Social Outreach Function (2.8). College B College B ranked second among the colleges in perception of the relevancy of the functions of community service. The faculty saw the Social Outreach Function (1.7), as being most relevant for them. The function of least relevancy was the Community Guidance Function (2.0). It was interesting to observe that the function regarded by the staff to be of greatest interest was the Social Outreach Function (2.3). The function to which the respondents indicated the least interest in was the Cultural Development Function (2.7). College C College ranked third among the colleges in the study, in perception of the relevancy of the functions of community service. College C ranked second among the colleges in the perceived relevancy of the Community Guidance Function (2.0). Of particular interest was the fact that although the Educational Extension Function (1.6), and the 79 Educational Expansion Function (1.9), ranked lowest among the colleges, at College C itself these two functions were ranked highest in relevancy. The function that ranked of greatest interest for College C among the colleges of the study were Inter-Agency Cooperation Function (3.1), and the Civic Action Function (2.8). College C ranked fifth among the colleges in the study in regard to its interest in the functions of com- munity service. It ranked sixth in interest in the following functions of community service: Educational Extension Function (2.4); Educational Expansion Function (2.6); Social Outreach Function (2.9); Cultural Development Function (3.1); Community Analysis Function (3.3); Public Forum Function (3.0); Staff Consultation Function (2.8). College D College D ranked third among the colleges in its perception of relevancy of the functions of community service. The function perceived to be of greatest gals: 22221 was the Leisure-Time Activity Function (2.4), College D ranked second among the colleges in the study for this function. The function of least relevancy for College D among the colleges in the study were: Community Guidance Function (2.0), and the Cultural DevelOpment Function (2.1). It was interesting to note that the function of community service that was of greatest interest among the 80 colleges from the responses at College D was the Public Forum Function (2.2). It was second among the colleges in the study for this function. College D ranked fourth among the colleges in its interest in the functions of community service. College E College E ranked fourth among the colleges in the study for perceived relevangg of the functions of community service. The functions of community service that were of greatest relevancy were: Community Guidance Function (2.0); Educational Extension Function (1.5); Educational Expansion (1.7); Staff Consultation Function (2.0). The interest of the faculty at College E, among all the colleges, was sixth. The function of greatest interest was the Staff Consultation Function (2.6). However, at College E itself the function of greatest interest was the Educational Extension Function (2.3). College F College F ranked fifth among the colleges in the study in perceived relevangy of the functions of community service. The function that was regarded to be most rele- vant was the Cultural Development Function (2.0). College F ranked second in this function among all the colleges in the study. 81 College F ranked third among the colleges for interest in functions of community service. The function of greatest interest was the Civic Action Function (3.0). CHAPTER V SUMMARY, DISCUSSION, AND RECOMMENDATIONS Statement of the Problem To determine the degree of perceived relevanc and self-e ressed interest held among facuIty for twere a priori functions of community service. To determine if significant relationships exist between perceived relevancy and the following vari- ables: departmental assignment, age, sex, parent- hood, place of residence, favorableness toward presence of older students in the classroom, amount of self-reported involvement in community life, experience in teaching extension classes at the college where employed full-time, experience in teaching extension classes at another college, and attitude toward a part-time assignment in a com- munity service program. To determine if significant relationships exist between self-expressed interest and the following variables: ’departmental assignment, age, sex, parenthood, place of residence, favorableness toward presence of older students in the classroom, amount of self-reported involvement in community life, experience in teaching extension classes at the college where employed full-time, experience in teaching extension classes at another college, and attitude toward a part-time assignment in a com- munity service program. To determine areas of potential difference between institutions which have different degrees of per- ceived relevan and self-e ressed interest for each of t e twe ve a prior! Eunctions of community service. 82 83 Hypotheses The following hypotheses were tested: Faculty members who are involved with career related areas will not express greater interest in community service functions nor will they perceive them to be more relevant than will faculty members who are involved withwthe university parallel program. . Perceived relevancy of community service and per- sonal interestfiin community service will be related to age. Younger faculty members will demonstrate greater personal interest in and greater perceived relevangy of community service functions than will 0 er aculty members. Male faculty members will exhibit greater personal interest in community service than will female facuIty members. Male faculty members will also perceive community service to be of greater rele- vancy than will female faculty members. Faculty members who are parents will have greater personal interest in community service and view it to be more relevant than faculty members who are not parents. Faculty members who reside in the same community as the college is located in which they are employed will view community service with greater relevancy and more personal interest than will faculty members who do not reside in the same community as the college is located where they are employed. Faculty members who teach extension classes will have greater personal interest in community service and will regard it to Be more relevant than faculty members who do not teach extension classes. Faculty members who prefer older students will have more personal interest in community service and regard it to be more relevant than will faculty members who do not prefer older students. Faculty members who are involved in non-college aspects of community life will have more personal interest in community service functions and see it to Be more relevant than will faculty members who are not invoIved In non-college aspects of com- munity life. 84 9. Faculty members who are willing to accept a part- time assignment in a community service program will see community service to be more relevant than will faculty members who are less willing to accept a part-time assignment in a community service program. Faulty members who are willing to accept a part-time assignment in a community service program will have a greater personal interest in community service than will faculty members who are less willing to accept such an assignment. Procedures for the Study Sources of Data The data involved in this study were compiled from the 417 usable questionnaires returned by the arbitrarily selected sample of full-time faculty members who were employed in six selected community colleges from the Greater Seattle, Washington area. The Questionnaire The questionnaire consisted of two parts. Part I was concerned with (l) the degree ("highly relevant," ”relevant," "in-between," "irrelevant," "highly irre- levant") of perceived relevancy for twelve a priori functions of community service; (2) the degree ("enthu- siastic," "quite interested," "interested," "not very interested," "opposed") of self-expressed interest for twelve a priori functions of community service. Part II was concerned with the demographic factors of such respondent: area of discipline, age, sex, parent- hood, place of residence, teaching of extension classes at home college, teaching extension classes at another 85 college, attitude toward older students in the classroom, involvement in community life (other than at the college where employed), attitude toward accepting a part-time assignment in a community service program. Selecting the Sample Six community colleges in the Greater Seattle, Washington area were arbitrarily selected for the study. Statistical Analysis Multivariate analysis of variance was performed to determine the differences between groups, and between institutions within a group. The dependent variables were the groups and the institutions. The dependent variables were the twelve a priori functions of community service for determining relevancy, and the twelve a priori functions of community service used for determining personal interest of the faculty members. Simple correlation analysis was used to determine the relationship between the dependent variables and the demographic data. The level of significance was set at .05. In addition, the .01 level of significance was noted as it occurred. Cell means analysis was used to compare scores of each of the twelve a priori functions of community service for relevancy and the twleve a priori functions of com- munity service for personal interest of faculty members for each of the institutions. 86 The institutions were divided into two groups, Group I and Group II. Group I was made up of the institu- tions (Everett Community College, Bellevue Community College) that had over 90 per cent faculty response to the questionnaire. Group II consisted of the institutions (Fort Steilacoom Community College, Green River Community College, Highline Community College, Shoreline Community College) that had less than 90 per cent, but over 50 per cent; faculty response to the questionnaire. Discussion Faculty members who taught occupational or career oriented courses perceived the Cultural Development Function of community service to be less relevant and to be of less personal interest than did faculty members who taught academic or university parallel courses. Occupational courses involve mastery of skills that are practical and usually salable, immediately. Academic course, on the other hand, involve the mastery of theory and ideas. These proficiencies do not always find a ready market. The Cultural Development Function encompasses the arts-~drawing, painting, the dance, music, etc., which have been of traditional interest to the academy in higher education. The Public Forum Function also had relevancy and interest for teachers in the academic arena. A possible explanation for this response may be that the Public Forum Function concerns itself with the problems at the local, 87 national, and international level, sometimes on a theoreti- cal plane. Teachers of the academic areas have tended to use the vehicles of the debate, the literary medium, and panel discussions frequently. Thus, this type of approach to problem solving appears more academic than vocational in orientation. A recent study by John Joseph Connolly has described faculty involvement in community service programs. He found the Speakers' Bureau was the community service function most frequently involved in by the faculty (Connolly, 1972]. Age was not a significant variable in relation to perceived relevancy of any of the functions of community service, or in relation to personal interest in any of the functions of community service. Perhaps, there is a con- nection between the fact that almost half the faculty were in the same age group. Sex waslaot a significant variable in relation to perceived relevancy of any of the functions of community service, or in relation to personal interest in any of the functions of community service. There was no significant relationship between parenthood and perceived relevancy of any functions of community service, or between parenthood and personal interest in any of the functions of community service. The writer observed no significant relationship between perceived relevancy of any functions of community service and a respondent's place of residence. Furthermore, there was no significant relationship between personal interest in any functions of community service and a respondent's place of residence. Teaching extension classes at their home college was not a significant variable in relation to perceived relevancy. However, faculty members who taught extension classes at their home college expressed a greater personal interest in the Educational Extension Function of community service than did faculty members who did not teach exten- sion classes at their home college. It is logical for one to have an interest in an activity he chooses to participate in, namely the teaching of extension classes at one's home college. There was no significant relationship between per- ceived relevancy of any functions of community service and the teaching of extension classes at another college except for the Public Forum Function which the writer felt to be a spurious finding. It was not surprising to note that faculty members who taught extension classes in another college expressed a greater personal interest in the Educational Extension Function than faculty members who did not teach extension classes at another college. In addition, faculty members who taught extension classes at another college manifested a greater personal interest in the Community Analysis Function. An explanation for this expressed interest may be that the staff who taught extension classes at another 89 college felt that the more they understood about the community in which they would be teaching the better they could adapt their courses to meet the desires and needs of the people enrolled in their extension classes at another college. There was no significant relationship between per- ceived relevancy of any of the functions of community service and attitude toward older students in the class- room. Moreover, there was no significant relationship between personal interest in any functions of community service and attitude toward older students in the class- room. Leisure-Time Activity Function of community service was perceived to be more relevant to those faculty members who were highly active in community involvement than those faculty members who were not, perhaps, because this function entailed the areas that they were so concerned with, such as activities for senior citizens and the youth in the community. In addition, staff members who were active in com- munity affairs regarded the Staff Consultation Function of community service as more relevant than those who were not, for the same reason as they viewed Leisure-Time Activity Function as relevant, namely, it encompassed that which they were committed to, and they were better able to engage in these other community activities because, perhaps, they could utilize this aspect of community service. 90 Furthermore, instructors who were active in com- munity affairs had greater personal interest in all socially oriented problems, than did those who were not. An explanation might be that these faculty members had a greater awareness and sensitivity for the needs of others. Thus, they were interested in Community Guidance, Edu- cational Extension, Educational Expansion, Social Outreach, Cultural Development, Leisure-Time Activity, Community Analysis, Inter-Agency Cooperation, Advisory Liaison, Public Forum, Civic Action, Staff Consultation. The reason these faculty members did not regard the other functions of community service as relevant might be because they were so involved with community affairs, they were using outside agencies for these services. Faculty members' attitude toward accepting a part- time assignment in a community service program was posi- tively related to the perception of the following functions of community service as listed in rank order starting with the functions that had the highest relevancy. Public Forum Function.--The relationship between perceived relevancy of the Public Forum Function and willingness to accept a part-time assignment in a community service program might be explained by the fact that the Public Forum Function was seen as a potential contributor to continuing education. Also, the airing of community issues and a concern for community service have common elements. 91 Communi§y_Analysis Function.--It was not surprising that the relationship between perceived relevancy of the Community Analysis Function and willingness to accept a part-time assignment in a community service program because in order to accomplish this task well it would have been necessary to analyze the community to determine the areas of greatest need. Thus, this might be a very logical explanation for this response. Social Outreach Function.--The attitude of faculty members toward accepting an assignment in a community service program.was positively related to the perceived relevancy of the Social Outreach Function probably because the faculty members who were willing to accept a part-time assignment in a community service program had a stronger commitment to social problems than did faculty members who were less willing to accept such an assignment. The teachers who would have been willing to accept the assign— ment realized the necessity of training the educationally deprived so that they might become productive citizens and make a contribution to our society rather than being a liability to it, more than the staff who would have been less willing to accept the assignment. Civic Action Function.--The attitude of faculty members toward accepting a part-time assignment in a community service program was positively related to the perceived relevancy of the Civic Action Function because faculty who are committed to the community service 92 philosophy realize the need for change in order to improve conditions. The Civic Action Function acts as a change agent through the establishing committees to work on such concerns as air pollution, urban beautification, raising money for research in cancer, heart disease and the like. The faculty who would have been willing to accept such an assignment appeared to be more acutely cognizant of the fact that if we are to survive physically some steps will have to be taken quickly to solve some of these problems, than the faculty members who would have been less willing to accept such an assignment. Furthermore, the faculty members who would have been willing to accept the assign- ment in community service may have been more aware than those less willing to accept the assignment that the com— munity college has the best facilities in the community to spearhead any drive for the community. CommunitypGuidance Function and Inter-Agency Cooperation Function.--Both of these functions were equally related to faculty members' willingness to accept a part- time assignment in a community service program. A possible reason for this positive relationship to the perceived relevancy of the Community Guidance Function was that faculty who would have been willing to accept an assignment in community service may have possessed a greater sensiti- vity to the job market than faculty members who would have been less willing to accept an assignment in community service. Faculty members who would have willing to accept 93 an assignment may have better realized the importance of taking aptitude tests and other tests that the Community Guidance Function included to better place people in the correct job, than did faculty members who Would have been less willing to accept an assignment in community service. Furthermore, the faculty members who would have been willing to accept an assignment in community service may have been more attuned to the importance of avoiding duplication of services so that the community may have more diversified services. They thus, may have understood better the role of the Inter-Agency Cooperation Function than did those faculty members who would have been less willing to accept a part-time assignment in a community service program. Educational Extension Function.--The willingness to accept an assignment in a community service program was positively related to the perceived relevancy of the Edu- cational Extension Function, because, perhaps, the faculty members who would have been willing to accept an assignment in a community service program have had a greater concern for those people who were unable to avail themselves of the regular college program, then did the faculty members who would have been less willing to accept a part-time assign— ment in a community service program. Educational Expansion Function.--The willingness to accept a part-time assignment in a community service program was positively related to the Educational Expansion 94 Function, possibly because the faculty members who would have been willing to accept the assignment were more understanding of the need to bring courses to the people who were unable to come to the college to take them, than the faculty members who would have been less willing to accept a part-time assignment in a community service program. In addition, the faculty members who would have been willing to take such an assignment regarded the Educational Expan— sion Function, probably, as a most integral part of the service the community college was commited to offer. Advisory Liaison Function.--The willingness to accept a part-time assignment in a community service program was positively related to the perceived relevancy of the Advisory Liaison Function perhaps, because faculty members who would have been willing to accept such an assignment had a greater sensitivity to the importance of having the right people supporting a program, than did faculty members who would have been less willing to accept a part-time assignment in a community service program. Staff Consultation Function.--The willingness to accept a part-time assignment in a community service program was positively related to the perceived relevancy of the Staff Consultation Function. An explanation for this might be that the faculty members who would have been willing to accept an assignment in a community service program may have had a greater awareness of the need for this kind of service if the community was to develop its 95 'potential, than do those faculty members who would have been less willing to accept a part-time assignment in a community service program. Faculty members' attitude toward accepting a part- time assignment in a community service program was posi- tively related to the perception of the following functions of community service as having personal interest. Listed in rank order, starting with the functions having had the highest relationship to their conception of personal interest: Cultural Development Function. The willingness to accept an assignment in a community service program was positively related to the perceived personal interest of the Cultural Development Function. A possible explanation might be the fact that the faculty members who would have been willing to accept a part-time assignment in a com- munity service program were more creative, artistic, musical, and possessed greater dramatic talent than other faculty members would have bee less willing to accept a part-time assignment in a community service program. Those faculty members who would have been willing to accept this assignment may have been more responsive to the arts. Community Analysis Function.--The willingness to accept an assignment in a community service program was positively related to the perceived personal interest in the Community Analysis Function. This may have occurred because those staff members who would have been willing to accept such an assignment were more anxious to have had a 96 successful program and more anxious to have avoided dupli- cation of services than those faculty members who would have been less willing to accept a part-time assignment in a community service program. Community_Guidance Function.--The willingness to accept a part-time assignment in a community service program was positively related to the perceived personal interest in the Community Guidance Function. A probably reason for this fact might be that faculty members who would have been willing to accept an assignment in community service tended to be more alert to social situations and economic situ- ations, and would also have tended to be more interested in having current job information, than would have faculty members who would have been less willing to accept a part- time assignment in a community service program. In addition, faculty members who would have been willing to accept an assignment in a community service program.would have probably been more responsive to family problems than would faculty members who would have been less willing to accept a part-time assignment in a community service program. Public Forum Function.--The willingness to accept a part-time assignment in a community service program was positively related to the perceived personal interest in the Public Forum Function. Perhaps, this may be explained by the fact that faculty members who have had a greater social, political, and economic awareness and were more 97 anxious to be informed about problems in all areas were those faculty members who were willing to accept an assignment in a community service program. Furthermore, the various media that the Public Forum Function used wOuld have enabled those staff members who would have been willing to accept such an assignment to have been most informed. Social Outreach Function.--The willingness to accept an assignment in a community service program was positively related to the perceived personal interest in the Social Outreach Function. An explanation for this may have been because of the greater social sensitivity faculty members who were willing to accept such an assignment have had than did those faculty members who were less willing to accept a part-time assignment in a community service program. Advisoreriaison Function.--The willingness to accept an assignment in a community service program was positively related to the perceived personal interest in the Advisory Liaison Function. This may be explained by the fact that faculty members who were willing to accept such an assignment were more interested in having a successful program than those faculty members who were less willing to accept such an assignment.. Therefore, those faculty members who would have been willing to accept a part-time assignment in a community service program were more inter- ested in getting the best citizens of the community involved in committees to sponsor various programs, than were the 98 faculty members who would have been less willing to accept an assignment in a community service program. Educational Expansion Function.--The willingness to accept a part-time assignment in a community service program was positively related to the perceived personal interest in Educational Expansion Function. This may be because those faculty members who would have been willing to accept an assignment in community service may have had a greater interest in seeking additional employment than the, faculty members who would have been less willing to accept such an assignment, and they (the former) regarded the Educational Expansion Function as a means to possible additional employment opportunity for faculty members. Another consideration may have been because of a greater desire to bring courses to those who cannot come to the college to take them, on the part of the staff who would have been willing to accept a part-time assignment in a community service program. In addition, there may have been a greater desire to have had a strong program by the faculty members who were willing to accept an assignment in a community service program because they regarded this as the role the community college needed to assume. Furthermore, the faculty members who would have been willing to accept an assignment in a community service program derived more personal satisfaction from participating in this function than those faculty members who would have been less willing to accept an assignment in a community 99 service program because they tended to be warmer, more out- going, and socially oriented than the faculty members who would have been less willing to accept a part-time assign- ment in a community service program. Educational Extension Function.--The willingness to accept an assignment in a community service program was positively related to the perceived personal interest in the Educational Extension Function. A probable explanation may have been that those faculty members who were less willing to accept an assignment in a community service program may not have had nay personal interest in the Edu- cational Extension Function because their time was desig- nated for work on advanced degrees, or other type of personal gain, such as publishing or a better paying part- time job. Staff Consultation Function.--The willingness to accept an assignment in a community service program was positively related to the perceived personal interest in the Staff Consultation Function. A possible explanation for this response may have been the fact that faculty members who were willing to accept such an assignment were more concerned about the development of the community because as it progressed forward so probably would the community college and the security of their positions. Furthermore, this might have involved higher salaries, better working conditions and a respected position in the community. The faculty members who were willing to accept 100 an assignment in a community service program tended to be more concerned with social, economic, and political problems and have greater sensitivity and aptitude for ferreting out possible solutions to such problems. Summary of Findings Faculty members who were involved with traditional academic areas perceived the Cultural Development Function of community service to be more relevant than did faculty members who were not invoIveH with traditional academic areas. Faculty members who were involved with traditional academic areas expressed greater personal interest in the Cultural Development Function of community service than did faculty members who were not involved with traditional academic areas. Faculty members who were involved with traditional academic areas perceived the Public Forum Function of community service to be more relevant than did faculty members who were not invoIved with the traditional academic areas. Faculty members who were involved with traditional academic areas expressed greater personal interest in the Public Forum Function of community service than did faculty members who were not involved with traditional academic areas. There was no significant correlation between age and perceived relevancy of any of the functions of community service. There was no significant correlation between age and self-expressed personal interest in any of the functions of communitycoo unmeaumo “90> us no on muouco>cH 0:» chance encode .HH when one H seem pouonaoo u>sn so» c033 .cuouusm mcwmmsum ucuuuco snow scone sumo HecOmHom ovw>oum on com mumocvou noes: HH when we mssuuoum ooe>uom muwcsseoo mo mcoauucsm ucoemoao>oo huwcaeeoo was ucoemoam>eo smash on» an“: wousduomme mausoavoum chauocdm seamen mcflsucoo noes? H uumm mcwsoHAOh .ucs>oaouue one n23. .m. 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Adviso Liaison function: Identifying and involving (in an advisory capacity) key members of the various sub-groups with whom cooperative programs are being planned: e.g., coll-unity services advisory council, ad hoc advisory comittee etc. 10. Public Forts: function: Developing activities designed to stimulate interest and understanding of local, national, and world problems; e.g. , public affairs pamphlets, "town" meetings, TV symposiums, etc. 11. Civic Action Function: Participating in cooperative efforts with local goverment, business, industry, professions, religious and social groups to increase the resources of the community to deal with major problems confronting the cmunity: e.g., community self-studies, urban beautification. comunity chest drives. air pollution. etc. 12. Staff Consultation Pu_nction: Identifying. developing, and making available the consulting skills of the faculty in community development activities: e.g., consulting with small businesses, advising on instructional materials, designing ccanunity studies, instructing in group leadership, laboratory testing, etc. BIOGRAPHICAL DATA Check One Your institution Your department m m Transfer Occupational 1. Personal data: age __ sex __ parenthood yes no 2. Do you live in the comunity where your college is located? yes no 3. Have you taught extension classes for your college? Another college? 4. How do you feel about having older students in your classes? prefer them _ they're OK _ rather not __ no preference 5. flow would you describe your recent involvunent in comunity life? _ highly active __ quite active __ on again. off again __ rather inactive __ totally inactive 6. 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.nmmHJO oooo°.n ”ANZHm 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 OH 040-4 HNM'M‘DFQO .oz ne> 04909IH ZOO BmIH U< >HUIH Sh QDQIH 00 >Q¢IH moo NO AUIH 890 Ole mum ONIH me ONIH GU ZOUIH 04908!& 200 Balm 04 >00!“ Sh mDmlm 00 >94!& moo dHlm 2‘ ZOUIM 208 mnlm >ND AUIK BOO Omlm ANN an!“ Bxu calm DU SOULu mu zumd >20 :00 980 900 KmBO BKN. mum! 9%” mad ZOO BZflK‘A xflm Hut ammo 137 APPENDIX E RANK ORDER OF PERCEIVED RELEVANCY AMONG COLLEGES FOR TWELVE A PRIORI FUNCTIONS OF COMMUNITY SERVICE Table E-l.--Rank Order of Perceived Relevancy Among Colleges for Twelve A Priori Functions of Community Service. Functions conuunnomcoo mnenm c00uo¢ on>0o Bunch O00nom 0000000 nnom0>04 c00nen00000 nonom¢!nwun0 m0nn0on¢ n90ooaaoo nu0>0uo< 050slonom0oq 90020000>0o 0onou0oo noeonuoo 000000 000nnenx0 0ecowuooovm c00ucouxu 00000ueooom ooceo0o0 nv0coasou College College A College 3 College C College D College B College F 138 APPENDIX F RANK ORDER OF SELF-EXPRESSED INTEREST AMONG COLLEGES FOR TWELVE A PRIORI FUNCTIONS OF COMMUNITY SERVICE Table F-l.--Rank Order of Self-Expressed Interest Among Colleges for Twelve A Priori Functions of Community service. Functions :00ueu0omcoo 00090 000uo< 00>no apnea 333 0000000 nnom0>o¢ c00uon00000 noc00¢!noucH m0mn0ecm nu0coesoo nunfiuom 05.0.0533 u:050000>00 0enou0oo nooonuoo 000000 c00mcomxm 00:00ueooom :00mcuux0 00:00ueooom ooceo0oo n90cossou College College A College 8 College C College D College B College F 139 HICHIGQN STnTE UNIV. LIBRRRIES (I4\IWIIMIIWIWIMllml‘lmIIMHHIHIHNIIHI 31293106874740