71-2159
RUE , Robert Nelson, 1936A SURVEY AND EVALUATION OF COMMUNITY SERVICF
PROGRAMS IN MICHIGAN COMMUNITY COLLEGES.
Michigan State University, Ph.D.,
Education, higher

1970

U niversity M icrofilm s, A XEROX.Company , A n n A rb o r, M ichigan

A SURVEY AND EVALUATION OP
COMMUNITY SERVICE PROGRAMS
IN MICHIGAN COMMUNITY COLLEGES

by

Robert Nelson Rue

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of
DOCTOR OF PHILOSOPHY
College of Education
1970

ABSTRACT
A SURVEY AND EVALUATION OP
COMMUNITY SERVICE PROGRAMS
IN MICHIGAN COMMUNITY COLLEGES
By
Robert Nelson Rue

Purpose of the Study
The purpose of this study was to survey Michigan
community colleges as to the nature and extent of their
community service programs, more specifically:
1.

The place of the community service
program within the college adminis­
trative organizational pattern.

2.

A profile of the administrative and
teaching staff responsible for the
community service program of the com­
munity college.

3.

The policy of the administration
relative to community service.
Determining the kinds of community
service programs existing and the
process by which they are initiated.

Description of the Methods, Techniques, and Data Used
A preliminary survey instrument was designed and
mailed to the chief administrative officer of the 26 Michigan
community colleges operating as of January 1967.

Although

this instrument was pretested, the results were inadequate,
many of those returned not being completed in full.

A final

Robert Kelson Rae
2
survey instrument was developed, pretested, refined, and
distributed to the chief administrative officer of each of
the 21 Michigan community colleges whose charter was dated
196i^ or earlier.

In order to achieve the desired return rate

of 100#, a number of additional contacts proved to be neces­
sary in a number of cases.
The final instrument included:

basic data regarding

the institution; the profile of the administrative supervi­
sion of the community service program; the existence of a
written policy pertaining to community service; the advising,
initiation, and sponsoring of programs emanating from the com­
munity college; the allocation of funds for community services;
community service program staffing, promotion and evaluation;
factors which are felt to limit the effectiveness of the
institution's community service program; and a comprehensive
list of 117 items which a community college could conceivably
include in its community service program.
The purpose of including the comprehensive list in
the instrument was three-fold:

1) To determine the extent

of specific programming involving Michigan's community col­
leges during the 1967-68 academic year.

2) To point out to

the community colleges that they are in many cases doing more
in the area of community services than they are aware.

3) To

indicate some of the things which are not being done but
could and/or should be done by Michigan Community Colleges.
The last part of the instrument was reserved for any
additional comments or remarks that the respondent desired
to add.

Robert Nelson Rue
3
The data was hand tabulated after the development of
a comprehensive chart consisting of all relevant responses.
(Appendix #3)
When 1.00% of the questionnaires had been returned, a
complete compilation was made of the responses.

A discussion

of these responses and the manner in which they relate to the
basic purposes of the survey is included in Chapter IV.

All

data collected pertained to the 1967-68 academic year.
Major Findings
A very small percentage of personnel in the community
services field have backgrounds in any adult education/con­
tinuing education area.

These people have a short tenure

rate; a high proportion of them do many things in addition
to community service, such as directing public relations pro­
grams, coordinating Federal programs, etc.

It was found that

very few Institutions had a person who was designated as Direc­
tor of Community Services and held this as a full time position
in and of itself.
This study revealed that most community colleges have
no written policy regarding the community service function.
It was also determined that suggestions for the Innovation of
new community service programs came from a wide variety of
sources; however, only one institution indicated that students
were involved in this process.

Most institutions indicated

that they evaluated the community service programs by a variety
of means; a small number indicated that they did not evaluate
the effectiveness of the community service programs in any
form.

Robert Nelson Rue
UIt was indicated that the promotion of community
service programs was brought about primarily by newspapers,
direct mailing, and radio.
Resulting from the study is a comprehensive list of
community service programs offered on the campuses of the
responding community colleges.
grams reported was

The average number of pro­

No institution reported fewer than

id, and one institution listed 79 separate program categories.

ACKNOWLEDGMENTS

This writer is deeply indebted to his Committee for
their long-standing patience and good guidance.

Michigan

State University is highly fortunate to have the professional
involvement of men of the calibre of Ordon Smucker, Clyde
Campbell, and Walter Scott.
A heartfelt thank you goes to Mrs. Virginia Cole,
who not only assisted in the preparation of the manuscript,
but patiently encouraged and inspired.
Lastly, and most importantly, to my wife and children,
who have assisted in so many ways.

Without their faith,

affection, and support, this thesis and many other desired
things would not be possible.

ii

TABLE OP CONTENTS

Page

Chapter
I

1

INTRODUCTION
Purpose of the Study
• • » « « * * • •
The Challenge of the Community College.
Background of Theory and Research . . .

II

IV

VI

kk-

PREPARATION AND DISTRIBUTION OF THE INSTRUMENT $Q
EVALUATION OF RESULTS
The Place of Community Services Within
The Administrative Organization of
Michigan Community Colleges . . . .
Personnel Involved in Staffing of
Community Service Programs
. . . .
The Policy of the College Relative to
The Community Service Function
. .
Method of Analysis
.................
Community Service Program Support
Promotion and Evaluation
.........
Survey of Community Service Programs

V

20
21

REVIEW OF LITERATURE
An Example of Community Service
Olivet College - Community Education,

III

1
2

SUMMARY

61

61

65
72
73
Ik-

79
88

. . .

RECOMMENDATIONS

91

BIBLIOGRAPHY
APPENDIX I
APPENDIX II
APPENDIX III

iii

LIST OP TABLES

Table
1

2

3

I4.
£
6
7
8
9
10
11
12
13

Page
Tenure Profile of Administrative Officers
Whose Primary Responsibility is Related to
the Community Service F u n c t i o n ............

68

Age Profile of Administrative Officers Whose
Primary Responsibility is Related to The
Community Service Function • . • .............

69

Summary of Degree Categories Listed by
Respondents Whose Major Responsibility is
Community S e r v i c e ......................... ...

70

Summary of Sources from which Community
Service Program Staff Are Drawn
.............

71

Summary of Sources of Suggestions for
Community Service
- ...........

7^-

Summary of Sponsoring Organizations for
Community Service Programs ....................

75

Summary of Groups Initiating Community
Service P r o g r a m s ...................

76

Summary of Media Used in Promotion of
Community Service Programs ....................

76

Summary of Means Used to Evaluate Community
oarVics Programs

77

Summary of Factors Cited as Limiting the
Effectiveness of Community Service Programs.
Summary of The Total Program Categories
Reported by Responding Institutions........

.

76
79

Summary of Program Sponsorship by Agencies
other than the Responding Institutions . . . .

80

Summary of Off-Campus Programs Sponsored by
Responding Institutions
. . . . . . . . . . .

80

iv

LIST OF FIGURES

Figure
I
II

Summary of Programs Offered by Reporting
Institutions ..........................
Profile of Community Service Offerings in
Michigan's Community Colleges through
the Utilization of the Raines' Taxonomy
of Community Service Functions . . . .

LIST OF APPENDICES

Appendix
I

II
III

IV

Section A
Catalysts on Call
Section B
The Community School and Its Administrator
Section C
Olivet Represents Festival Trend
Preliminary Questionnaire
Section A
Final Survey Ins trument
Section B
Summary of Responses
A Taxonomy of

Community Service Functions

vi

Chapter I
INTRODUCTION

"The greatest American educational invention of the
nineteenth century was the land-grant college.
The greatest American educational invention of the
twentieth century is the two-year community college."
— John W. Gardner
Purpose of the Study
It is the purpose of this study to survey Michigan
community colleges as to the nature and extent of their com­
munity service programs.

This community college dimension

of higher education can and should be the great cutting edge
in the American higher education scene.
Specifically, this study is concerned with:
1.

The place of the community service program
within the college administrative organi­
zational pattern.

2.

A profile of the administrative and teaching
staff responsible for the community service
program of the community college.

3.

The policy of the administration relative
to community service.

l|..

Determining the kinds of community service
programs existing and the process by which
they are initiated.

The Challenge of The Community College
The community college is the institution of higher
education most in the position to provide educational leader*
ship toward meeting the educational needs and interests of
the citizens of a geographic area.

In many cases, the com*

munity college can provide these educational services
directly; in other cases, the community college can serve
as a catalyst, bringing together other agencies and organi­
zations for the purpose of dealing with previously unmet
educational needs.
It is hoped that this study will be of value to
community college administrators and facility who are respon­
sible for the community service phase of the community col­
lege programs.
The community college movement is considered to be
the greatest innovation in education having come from the
American scene.

It holds many parallels to the land-grant

university concept.
Violence-*in the streets and on the campuses —
has made the condition of urban life and the
fate of those who inhabit the city the pressing
concern of politicians and educators from
Gracie Mansion to the White House, from the
public school to the university.
The apparatus of American education is one
point at which widespread anger and frustration
have come into clear focus. The nation's pub­
lic schools, colleges and universities are
charged with having failed the city, with hav­
ing made only token efforts to apply their
resources to the eradication of squalor, pov­
erty and racial discrimination.
The public
schools have, up until now, been the major
target in this complaint. But having reached
a crescendo there, the charges have broadened

3
to include the university--particularly as
students have harnessed broad factors of social
and economic anomaly to the substance of their
own complaint.
In the current language of
crisis, the university is very often seen as
both a measure of the collapse of society and
one of the major contributors to it.
Greer further states:
The American city is clearly in crisis. While
the American university does possess resources
which could be powerfully applied to vital
aspects of that crisis, the indictment of the
critics--that the university has failed to in­
volve itself to any meaningful degree of com­
mitment— is a charge that raises fundamental
questions as to the central purposes of the
university. To this observer, these broad
accusations of failure seem to miss the absence
of a firm historic relationship between the
university and the redress of socio-economic
imbalances, despite the hallowed "causal"
place of the public school, and later the
university, in the cherished pattern of
immigrant success in the New World.
In fact,
however pressing the problems of urban life
and however inadequate the aid forthcoming
from the campuses, the current condemnation of
the American university as having failed the
city relies on a perception of the past which
owes much more to nostalgia than to the facts
of life of the university as a public service
institution.2
Not only must the 'university become more relevant,
but particularly the community college can do a better job
of relating itself to the community in which it exists.
The Honorable Carl Stokes, Mayor of Cleveland, pointed this
up in the following statement in The Chronicle of Higher
Education:
Community colleges can do much for the cities,
said Cleveland's Mayor Carl B. Stokes, because
^Colin Greer, "The Issues and the Stakes," Change in
Higher Education, ed. George W. Bonham (N.Y., 1969} I, p.12.
2 ibid., p.13.

k
"they have a clear goal of service to the com­
munity and have not yet become institutional­
ized. "
"Let the cities become the classrooms," he
urged.
At present, he said, "the composition of student
bodies, faculties, and boards of trustees, almost
without exception, fails to reflect the mix of
people in our metropolitan areas. And lopsided
representation is bound to influence the order
of priorities for students in these schools."
As we examine the importance of the above mentioned
balance of power and appropriate priorities, the need for an
enlightened citizenry becomes obvious.
must be involved and informed.

Enlightened citizens

This truth is effectively

impressed in the following comments published in The School
and Community Reader:
The contemporary crisis gives a special urgency
to the aims of education in a democracy. Demo­
cratic citizens must understand, esteem, and be
guided by democratic values• They must have a
general knowledge of men--including themselves-and of the nature and functioning of the social
order.
They must be able to derive and grasp
generalizations from experience and know how to
use them to guide behavior.
They must possess
integrity of thought, fsoling, and action, «nd
a sense of personal responsibility for partici­
pation in social action.
They must be able to
communicate effectively with their fellows, to
teach them and learn from them, to work with
them freely and in common cause.
Education in
a democracy should help to produce such men.
It should concern itself with purpose and capa­
city rather than with the inculcation of ready­
made answers.
^John A. Crowl, "Community Colleges Urged to Play
Larger City Role," The Chronicle of Higher Education, ed.
Corbin Gwaltney (Lancaster, Pa., Apr.7, 19&9) p .6 .
^American Council on Education, "Focuses Attention
of Teachers," The School and Community Reader, ed. Edward G.
Olsen (New York, 19bl3) p.£2.

As our society deals with problems, and more specifi­
cally, as the educational community deals with pressures from
without and within, worthwhile changes can be accomplished.
The following comments are particularly pertinent:

"We are

living in an era that moves from crisis to crisis, and it
is an era of the greatest expansion and innovation in adult
education to date.

If there is anything distinctive about

our various institutions, I feel it is the adult education
aspect.

The potential of our institutions lies as an agent

of social change through the adult education or community
service dimension.•.Our institutions through their geographic
spread and through their programs of working in depth with
other organizations, institutions, and individuals have a
tremendous potential for changing communities and individuals
in a very significant and positive w a y ..."1
If there are segments of our society or individuals
who feel that the current disturbances are soon to be over,
then they are extremely naive.

Mayer very succinctly and

rightly states that, "Demonstrations will continue because
grave problems exist and the will to face them is not yet
universal.
School doors must be opened.

This must go beyond

just the question of making the plant available.

Every

1David Ferris, "A Continuing Conference on Effecting
Social Change Through Adult Education - Selected Remarks March
Meeting," Community Services Forum (Washington, D.C.,
July, 1969) p.
^Henry Mayer, "No Peace in Our Time," Change in Higher
Education, ed. George W. Bonham (New York, 19b^J X, p.2^.

6
educational institution must truly become a community educa­
tion center.

If any educational institution is to be truly

relevant in this dynamic age, it must be fully a community
education service center for all ages and at all academic
levels.

Olsen states it tbis way:
The modern school is a community service center
for children, youth, and adults alike.
It is not enough merely to use community resources
to expand, enrich, and vitalize school instruction.
We must go far beyond that, into the philosophy and
the practice of utilizing the educative process
itself for consciously planned purposes of community
development.
Two key concepts are involved in this
advance:
1) Making the school plant and other
resources freely available, full-time, to adults
as well as to children, and 2 ) enabling children
and youth in school to improve the quality of
community living through service projects which
are themselves educational in both nature and
effect. Merely part-time use of school facilities
is economically wasteful, even as-purely "spectator
education" Is civically impotent.
Formal schooling is but one phase of the "learning

which we get as human beings".

"Not art, not books, but life
2
itself is the true basis of teaching and education."
Many artificial barriers have been developed around

or between segments of our society.
educational community.

This is true of the

These barriers hold great threat

for our society and the desired American dream.
The "walling off" of education from the community
is one of the major threats to freedom in America
"Meeting Community Needs," T h # '5chool and C ommuni ty
Reader, ed. Edward G. Olsen (New York, 1963) p.170.
^Heinrich Pestalozzi, "Not Books, But Life Itself,"
(ca. 1780) The School and Community Reader, ed. Edward G.
Olsen (New York, 1^63) p.22.

7
today.
This traditional isolation of education
has debilitated the profession to the point that
we find ourselves confused and to a large degree
helpless in the face of present crises.
Hecently
X attended a conference of the leadership in edu­
cational administration.
Most of the time, the
discussions had their locale inside the schoolhouse and school system.
If the community was
mentioned, it was usually in the vein of commu­
nity relations, a sort of diplomatic relations
process with the community...
As teachers we have been working under the
illusion that we can so influence children that
they will change the community.
We should know
by now the process works in reverse.
It is the
community that changes the boys and girls and
men and women.
So we feel disappointed and
puzzled when our efforts appear ineffective.
They will always be ineffective until we convert
the entire community into an educational enter­
prise.
This means a total mobilization of agencies and
resources.
And the resources are enormous.
In
Montana, and in Connecticut, I have had oppor­
tunities to see these resources in action.
As
educators we are just beginning to sense how rich
and varied these resources are.
We must make
working teams of educators and lay citizens.
We
must enlist the cooperation of all.
We must our­
selves be humble and realize schools are only
part of the community resources for education.
We must learn how to study a community and its
needs, taking inventory of both its problems and
its retiuul'uoa for solutions.
When schools and teachers become an integral part
of a total community effort in education, teachers
will not be as lonely as they now are.
It will not
be as easy to charge them with Communism, nor will
they be as vulnerable to pressure groups seeking
this or that advantage.
But most important of all,
a total mobilization of the community will for the
first time give education a new power, a new
dynamic.
If the present crisis does not move us to develop
a really dynamic education, no military victory
(important as such a victory is) can save freedom.
If the present crisis dramatizes the plight of
freedom so teachers and other citizens will be
moved to stop their reliance on mere knowledge,

8
if it moves them to teach freedom and democracy
with zeal and compelling power, and to take steps
to make every community in the totality of its
functioning an educational enterprise, we stand
a chance to save freedom for ourselves and a
chance to commend it to oppressed humanity*
The most effective means by which unnecessary and
unhealthy barriers can be removed is that of involvement.
By the people becoming involved in their own community,
including schools, new and more positive power structures
and relationships are developed.
No institution suffers more from this kind of
situation today than the school itself.
Often
it is looked upon by the people of the community
as an unrelated institution dominated by profess
sional groups and often it is engaged in programs
and activities that are viewed by community
people as remote at best and at worst, in con­
flict with community purposes.
At the educationcentered-community level of development, schools
are not only doing things for people; they are
involving people in the process of building both
themselves and their communities and thus adding
a new dimension of power to their activities.
If the educational institutions of today are to truly
be relevant, they must be deeply involved with and committed
to the community in which they are a part.

This is diamet­

rically opposed to the Ivory tower concept.
In the past the school has kept itself aloof from
social realities.
When the rate of social change
could be measured in generations, the failure of
the school to adjust itself was not noticeable.
Today, the rapidity of change demands that the
school shall keep In close touch with contemporary

^Ernest 0. Melby, "A Total Mobilization,1" (1950), The
School and Community Reader, ed. Edward G. Olsen (New York,
I$b3) p.372.
o
Ernest 0. Melby, "An Education-Centered Community,"
(1959),The School and Communi ty Reader, ed. Edward G. Olsen
(New York, 1^65) p.11.

9
social processes.
Democracy requires that the
school shall help to discover how to re-establish
that equality of opportunity which is the dream
of a free nation.
Many citizens are highly threatened by the state of
flux that exists in the American scene.

The following com­

ment was I am sure not meant to be flippant, but rather
carries a message closely related to such crises as the
Detroit riots or insurrection at Columbia.
"I'm afraid you've got a bad egg, Mr. Jones."
"Oh no, my Lord, I assure you I

Parts of it are

excellent!
Educators face a greater challenge than ever before
in history.

It is particularly difficult to embrace the

democratic spirit when forces on the arch right and ultra
left polarize our institutions and communities; however, the
democratic spirit must prevail and most particularly In the
learning community.
The problem of making the democratic spirit
prevail in these dark days of hostility and
uncertainty falls chiefly to education.
The
reformer may cry that it is a social problem;
the financier may hold that it is an economic
problem; the politician may claim that it is
a problem of statecraft; and the escapist may
fold his hands and murmur resignedly that it
is a problem which can be solved only by the
inexorable march of destiny.
But the basic
problem, underneath its social, economic,
political masks, is forever and always, simply
■^Henry Harap, "School Shall Keep In Touch," (1937)*
The School and Community Reader, ed. Edward G. Olsen (New
York, T3ST)' pTli;------ -------p
Colin Greer, "The Issues and the Stakes," Change in
Higher Education, ed. George W. Bonham (New York, 1 9 & 9 )

10
and completely, the problem of modifying human
behavior by the method of education. A wouldbe democracy which fails in time to grasp this
principle and to act upon it intelligently and
decisively is doomed.
Its back is against the
wall, the bandage of selfimposed ignorance is
over its eyes, and the fingers of invited auto­
cracy are tightened on the triggers of the
firing squad.
John Adams stated it a different way, "Liberty cannot
be preserved without a general knowledge among the people."^
Thankfully we are closer today than ever before to
getting away from the concept of the ivory tower as it re­
lates to higher education.

Exactly a hundred years ago

Noel Porter made the following remarks which reflect great
disdain for the world as it existed beyond his cloistered
environ.
Let any reflecting man think for a moment of
the kind of education which society furnishes
to a great extent in this country...Let him
reflect on the trickery of business, the Job­
bery of politicians, the slang of newspapers,
the vulgarity of fashion, the sensationalism
of popular books, the shallowness and cant that
dishonor the pulpit and defile worship, and he
may reasonably rejoice that there is one com­
munity which fcr a considerable period takes
into keeping many of the most susceptible and
most promising of our youth, to give them
better tastes, higher aims, and above all to
teach them to despise all sorts of intellectual
and moral shams .
^•Educational Policies Commission, "Hallmarks of Demo­
cratic Education" (19^.0), The School and Community Reader,
ed. Edward G. Olsen (New York, 1963} p.
2

Elton Trueblood, The Idea of a College (New York:
Harper & Brothers Publishers, 1959), p.
^Noah Porter, "The. American College and the American
Public," New Englander. XXVIII (1869), p.501.

11
The college community is emphatically an isolated
community more completely separated and further
removed than almost any other from the ordinary
and almost universally pervading influences of
family and social life. When the student leaves
his home to enter college, it is true that^in a
most important sense he leaves it forever.
A more current approach speaking for the position of
an involved and relevant educational entity is alluded to by
Reynolds.
Socioeconomic changes of the past hundred years
have created new educational needs from the
standpoint of the individual person and the
social order.
The junior college that develops
a program consistent with educational needs must
take into account the many alterations in the
socioeconomic environment.
These changes have
implications for the general-, preparatory-,
and vocational-education programs, and also in
~
the comparatively new field of community services..
As we know, many changes are taking place.

Host any­

thing that smacks of tradition is under challenge and scrutiny.
To the young, ivy-covered walls and elder states­
men are less a symbol of serene old age than a
red flag.
The students are sometimes irrespon­
sible, occasionally cynical, and often unpleasant.
Nor are they often willing to follow up their
criticisms with the time and energy that reform
requires.
But they are forcing the older gene­
ration to reassess many of its assumptions-about politics as well as education.
And neither,
thank goodness, will ever be the same.-*
Easy answers, simple solutions, are no longer acces­
sible.

Students today want hard answers to questions,

lNoah Porter, "The American College and the American
Public," New Englander, XXVIII (1869), £01.
p
James W. Reynolds, "Community Services," The Public
Junior College, ed. Nelson B. Henry (Chicago, 111., 19£>6) p. 160.
^Steven V. Roberts, "The Children*s Crusade - What Now?,"
Change In Higher Education, ed. George W. Bonham (New York,
1"9*>97 I, p. 12.

12
Including the difficult ones, most particularly the student
of the late sixties has an ever increasing radar system which
senses out what he considers to be phoniness.
ofrealness and

The question

relevance are more real and relevant than at

any time in our history.
Above all, the student activist of the 160's
rejects the pragmatic or real-politik approach
to public events as hypocritical, if not im­
moral; he rejects the myths and shibboleths that
are handed down to him with the questions: why?
Why does anti-Communism dominate American foreign
policy? Why does racial discrimination endure?
Why does the country spend far more on instruments
of death than saving lives? The student of the
'6 0 's rejects these assumptions because he grew
up in a different time and was shaped by different
events.
He is the product not only of the postWorld War II era but the post-Cold War era. He
did not live through the Depression and does not
value security or material goods; he did not live
through World War II and seldom feels fervently
patriotic; he did not live through the ^ O ' s and
does not despise Communism.
He did live through
the *60's, when John F. Kennedy ennobled the idea
of public service and involvement (he often for­
gets the Bay of Pigs), when the Communist bloc was
shattered, when Negroes started marching for their
rights, when the promise was made that war against
poverty v°uld be more important than war against
nations.
Today's citizenry is more activist oriented than ever
before.

Women march around a supermarket in order to get

meat prices dropped and find that they are at least in part
successful.

Nuns march in a civil rights parade and not

only have success in bringing about some reform as it relates
to possibly the role of the policeman in the black ghetto,
but that same nun begins to delve into her role within the
^Steven V. Roberts, "The Children's Crusade - What
Now?" Change in Higher Education, ed. George W. Bonham (New
York, 1969; 1» P-2<5.

13
Catholic hierarchy; thus, the police are changed, the ghetto
is changed, and the nun and the Catholic hierarchy are alter­
ed as well.

The silent generation is gone, that is, it has

gone on to become young middle class citizens as blue collar
workers or junior executives.

A new generation of young

people has evolved, one which is activist by nature.

These

young people have found that in this age of activism, there
is hope through participation.
But 1968, although it ended in failure and
frustration for students, also produced the
McCarthy movement and its offshoot campaigns
for Robert Kennedy and George McGovern.
These
campaigns drew an enormous number of students
into the political process--which was one of
McCarthy*s major ambitions.
And the students
learned two Important lessons.
The first was a practical one.
There are
thousands of students scattered throughout
the country today who are adept, seasoned
political activists.
They know how to orga­
nize, canvass, excite. They know how to
analyze and attack a political apparatus, and
they know how to deal with the press. They
are, most likely, far better at all these
things than many college administrators.
If
these students could run off Lyndon Johnson,
they should have mich less trouble with deans.
The second lesson was more Important:
The
students learned that change is possible within
The System. Many admit this only grudgingly.
The death of Kennedy, the defeat of McCarthy
and the anti-war plank, the violence of the
Chicago police and the despair of watching
the Humphrey-Nixon race are all still a bit
too fresh. But McCarthy himself, in a moving
speech at the Democratic convention, made the
point that students had altered the course of
history (however short of their ultimate goals
the students fell, and no matter how frustrated
they may be with the "history” they helped to
shape).
The point was that without the students,
Lyndon Johnson would have been the Democratic
nominee, not Hubert Humphrey; and without the

114students, the Vietnam debate today would more
likely-jbe on the question of victory, not
peace.
Much is written and said about the generation gap.
There are many kinds of "gaps".
levels and varied arenas.

Confrontations exist on many

"If I were a university president

in 1969, I would be worried.

This is not a usual generation,

and this is not a usual generation gap.

Increasingly, uni­

versity administrators and students do not understand each
other.

The generation gap is a product of a history and
2
thus is widening, not closing."
On said around America's campuses exist a corps of

activists whose goal is to shake The System into actualizing
the true democratic process.
The campus today harbors a trained and tempered
cadre of student activists who now know by experi­
ence, gained both on the campus and off, how to
make their protests effective. The radical, the
violent demonstrations shake things up, and in
this respect they are useful; Mark Rudd, I think,
did not kill Columbia, he revivified it. But in
the long run, the most effective student work of
reform may well be done by those students who
Wore energized and educated in the Children's
Crusade of 1968.3
While the war in Vietnam, with many of its implica*.
tions, is one of the large areas of conflict between the
young dreamer-activists and The System, its role could be and
Steven V. Roberts, "The Children's Crusade - What
Now?," Change in Higher Education, ed. George W. Bonham
New York, lyb9 J IT, p.<21.
2 Ibid.
3 Ibid.

15
probably is overplayed when considering the multitude of
ills that exists in our times.

"It is erroneous to assume

that campus protests are largely surrogates for all the
tensions and frustrations stemming from the dreadful war in
Vietnam.

Campus protests will not end if and when the war

ends."1
In some ways members of our society are closer to
each other than ever before.

We were all able to simul­

taneously view m a n ’s first footstep on the moon.

And yet,

in other ways which are possibly even more significant, man
is more alone and less together than ever before.
Frustration and fear continue to grow in our
country creating, in turn, a chain reaction
of suspicion, distrust, hate, and finally
violence.
Some of our frustration grows out
of the fact that for many Americans the
promise of freedom and personal dignity
remains unfilfulled.
Some Is the natural
result of accelerating social change.
Some
comes from our inability to match brilliant
advances in science with equally dramatic
solutions to human problems. Some Is gene­
rated by those who have no concern for our
way of life and, in fact, hope to destroy
( 4-

P

4. V t ~

Certainly, we must view today's great accomplish­
ments and staggering inequities with mixed

feeling.

"A

great and gifted teacher, Dr. Earl Pullias

of the University

of Southern California, addressed himself to the uncertainty
of our times when he said to the professional staff of the
1
Henry
er Education,
2
Glenn
on Developing
p .2.

Mayer, "No Peace in Our Time," Change in High­
ed. George W. Bonham (New York, 1969) i* p. 2^.
G. Gooder, "Let's Start Over," AAJC Conference
Institutions (Vincennes, Indiana, June 17*1969)*

16
Los Angeles County Schools in 1967s

*These violent upheavals

may be the death pangs of a civilization and, even of man, or
they may be the birth pangs of a bright new day for men.
1
are, perhaps something of b o t h ..•1

They

In spite of our efforts to relieve frustration
and to reduce fear through the extension of
knowledge and understanding, the chain reaction
continues and grows and hate and violence become
more and more common.
Part of the problem is
that we react to the symptoms of hate and treat
the symptoms of violence without, at the same
time, giving adequate attention to the basic
causes— frustration and fear.2
There are many valid reasons to be pessimistic as
one looks at the trials of the time; however,
opportunity for mature optimism.

there is also

The community college,

embracing the community education concept, has a rich
challenge.

It seems appropriate that in one of the first

books written about this relatively new form of higher
education being entitled "Democracy's College", the com­
munity college is very much in the position to provide
positive leadership as it looks at the ills that plague
our times.

This is dramatically true as we look at the

problems of the inner city and is equally true as we view
the problems of rural America.
This then is where we are. This is our time.
It is a time of frustration and fear, of tur­
bulence and turmoil, and for some, a time of
terror.
It may be the end of a civilization.
It may be the time of a bright new day for man.
Hopefully, each of us may still have some Influence
upon which it is to be.
Hopefully, the community
Glenn G. Gooder, "Let's Start Over," AAJC Conference
on Developing Institutions (Vincennes, Indiana^ June 17,1^69),
p. 2.
2 Ibid.

17
college may still be flexible and adaptable
enough to make a significant and positive
difference In the direction our nation takes
at this time.
Hopefully it is still possible
to be an optimist.i
The Community college, while being an outgrowth of
both higher and secondary education is in the unique position
of providing new kinds of educational opportunities being
somewhat free of the traditional structures and conceptionalizations.
New, different, unusual, important, essential,
American, fast-growing, unique; has great promise,
is free from tradition, created by society, respon­
sible to society. To be an institution in these
categories is tremendous, exciting, invigorating,
challenging.
These glowing descriptions make it
appear that the junior college has really arrived
and is free to step right out to do its part in
meeting the post-secondary educational needs of
society in America.
But is this really so? Can these things be truth­
fully said about the junior college, or are they
only hopes? If they are only hopes, what keeps
them from being realities? Who and what is respon­
sible? How does your college measure up?2
On the other hand, Wiegman paints a more bleak picture.
A closer look reveals that Instead of being the
unique, free-from-tradition, instrument-of-society
type of institution, the junior college ha3 many
of its policies and practices dictated by fouryear colleges whose objectives are quite different
from the junior college.
In spite of its obli­
gation to serve the society which created it, and
in spite of the recognition that society has
peculiar needs which the junior college was cre­
ated to serve, some institutions have not dared
depart from these "proven" policies and practices.
Glenn G. Gooder, "Let's Start Over," AAJC Conference
on Developing Institutions (Vincennes, Indiana, June 17# 1969),
p.2.
^Robert R. Wiegman, "General Education in Occupational
Education Programs Offered by Junior Colleges," (Am. Assoc,
of Jr. Colleges, Washington, D. C., 1969), p.5*.

18
Some critics even have dubbed the junior college
a "poor imitation of the four-year college,
If the community college is to take on the awesome
task of democratizing American education, it must find ways
to humanize its people, program and processes.

Dr. Harold

Sponberg, President of Eastern Michigan University recently
related the following story as it was told by Dr, Ralph
Bunche, America's first representative to United Nations,
"At a convention where Dr. Bunche was to be honored he was
asked to select the greatest teacher he ever had.
selected his sixth grade teacher from Arizona.
said,

Dr. Bunche

Dr* Bunche

'I have picked this teacher, because at the time I was

in the sixth grade she reached over and took me by the hand,
and made me feel as if I were a worthwhile person.
never forgotten that.'

I have

(Isn't that a human and concise way

of stating a valid purpose for community education--to make
2
every person feel worthwhile, ed.)
At the same National Community School conference
George Jones made the following coxmients which, in this
writer's mind, are very much related to the role of the com­
munity college as it seeks to bring about a valid and meaning­
ful community education thrust.
Community education is people--black people,
white people, rich people, poor people.
Community
Education, however, is interpreted differently by
Robert R. Wiegman, "General Education in Occupational
Education Programs Offered by Junior Colleges," (American
Association of Junior Colleges, Washington, D. C., 1969). p*5.
^Tom Mayhew, "Community Education is People," NCSEA
News (Flint, Mich., April, 1969), p.2.

19
different groups and different people--it depends
upon where you are, where you come from, and what
your hang-ups are. But the concept is predicated
upon the idea that maximum communication and
maximum involvement among all people, at all
levels at all times is an absolute necessity.
For this reason the grass roots, people to people
approach, which community education proposes is
absolutely essential, and without this element
we have, mistrust, lack of confidence, growing
hostilities, feeling of alienation, and bitterness,
charges of conspiracies, of impotence, counter­
charges, and ultimate chaos.
The frustrations felt by our society are not only ex­
perienced by its lay citizens.

Faculty and administrators

have an increasing sense of urgency and despair.

The follow­

ing is a statement by a junior college faculty member whose
institution had grown from 300 to 10,000 students in less
than a decade.
I feel like the driver of a huge bus, crammed
with people, careening down a winding mountain
road at increasing speed.
I'm followed by other
buses--and more all the time and always the
speed increasing--and we simply can't stop. All
I can do is concentrate on keeping the vehicle
on the road.
Yet, more than any thing else, I'd
like a turn-off once In a while to ask myself
what the destination of the bus is...and why and
how I'm going where I an.
Our nation has placed men on the moon.
great technical achievement.

This is a

Dr. Ernest 0. Melby, while

commenting on this recently at the National Association of
Jaycees conference challenged our nation to "put forth an
educational effort that 'would allow everyone to become all
■^Tom Mayhew, "Community Education is People," NC3EA
News (Flint, Mich., April, 1969), p .2.
p
James W. Brann, "Resentment, Doubt, Frustration Air­
ed by Junior College Teachers," The Chronicle of Higher Edu­
cation ed. Corbin Gwaltney (Lancaster, Pa., Jan.13,1967) p.l.

20
that ho is capable of becoming.1 'Then we would have some­
thing worthwhile to take to Mars.'"
"Returning to his challenge to the Jaycees, Melby
told them that the Community School spirit can overcoma the
alienation which is found so prevalently in schools today,
and that the Community School can put meaning into community
life."1
In developing this significant point Dr. Melby put
his finger on the essence of humanistic and relevant educa­
tion when he quoted a community educator, Florence Mallory,
after she was asked,

"What have you learned about teaching?"

and her reply was "You can't teach anyone you don't respect;
You have to believe in those you would teach; You have to be
humble enough to learn with those you would teach; and You
have to love those that you would teach."
Thus the role of not only the truly effective teacher,
but also the ideal relationship between the effective commu­
nity college and the community which it serves.
Background of Theory and Research
There has been no similar study specifically concern­
ed with community service programs in Michigan community col­
leges.

There are, however, related studies and publications

dealing with the community service phase of community colleges.
In addition, there is related literature which is broader in
scope and which deals with the administrative responsibilities
of community service.
4

Tom Mayhew, "Community Education Gains Powerful
Allies," NCSEA News (Flint, Mich., April, 1969) p.2.

Chapter II
REVIEW OP LITERATURE

The concept of community educational service is as
old as or older than Socrates.

Historian philosopher, Will

Durant, gives a striking picture of this great teacher as
he draws together his pupils for one of his famous seminars.
Across two thousand three hundred years we can
yet see his ungainly figure, clad always in
the same tunic, walking leisurely through the
agora, undisturbed by the bedlam of politics,
buttonholeing his prey, gathering the young
and learned about him, luring them into some
shady nook of the temple porticos, and asking
them to define their terms.
The Socratic method of asking questions, soliciting
opinions, and bringing about the classification of terms and
concepts is still much used in today’s educational world.
EeotmLially this idea can
to the

present.

be traced down through the times

It is to be found in Plato's Republic as he

attempted to establish an ideal polis, or community, in
which the entire citizenry would be properly educated in
order that they be most effective in their respective posi­
tions.

It can also be seen in the teachings of Jesus and his

disciples as they carried his teachings to the multitudes and
in doing so brought his teachings to the streets and rural
^Will Durant, The Story of Philosophy (New York:
Simon and Schuster, 1926), p.5.
21

22
communities.

During the Middle Ages the universities were

attended by young men from all unique stations.

Hastings

Rashdall describes the university students from the Middle
Ages:
There was the scion of the princely or noble
house who lived in the style to which he was
accustomed at home...At the other end of the
ladder there was the poor scholar, reduced to
beg for his living or to become the servitor of
a College or of a Master or well to do student...
Blit the vast majority of scholars were of a
social position intermediate between the highest
and the very lowest--sons of knights and yeomen,
merchants, butchers, tradesmen or thrifty arti­
sans, nephew of successful ecclesiastics, or
promising lads who had attracted the attention
of a neighboring Abbot or Archdeacon.
According to Alfred North Whitehead these were the
people who fashioned the mind of "Middle Age".

2

The clerks

who were trained at Oxford and Cambridge became community
education agents to the people of their country and time.
These clerks traveled extensively talking to and teaching
whoever would listen.

Chaucer refers to one of these in

the Prologue to the Canterbury Tales, saying:
A clerk was of Oxfox-d also, who to logic had
long since turned... Resonant with moral virtue
was his speech, and gladly would he learn,
and gladly teach.’
During the 1700's the idea that higher education
should be provided for all people was set aside and the
^"Hastings Rashdale, The Universities of Europe in the
Middle Ages (Oxford:
The Clarendon fress, 1H95 ), p p .t>
.
^Lucien Price, Dialogues of Alfred North Whitehead
(Boston:
Little, BrownT ana Company, 19^4-), p.63.
3
Chaucer, Canterbury Tales, trans. by Vincent P. Hop­
per (New York: Barron's Series, Inc., 194$), pp.19-20.

23
universities became ivory tower silos for the purpose of
storing factual knowledge, and for a monastery type retreat
for the intellectually elite, and more importantly idle rich.
Trevelyan describes the eighteenth century university in the
following way:
In that age a creeping paralysis infected every
established and endowed institution.
Old estab­
lished institutions were more or less corrupted
from their avowed purpose.
Oxford made very
little pretence of fulfilling its functions.
As
in the Parliamentary and Municipal system, so in
the Church, sinecurism and absenteeism were ram­
pant, and the better paid posts were regarded,
not as opportunities to do service to the commun­
ity, but as provision made for the ruling fami­
lies .
Jean Jacques Rousseau held disdain for the universi­
ties of his time (1712-1776).^

Robert M. Hutchins, former

president of the University of Chicago, says:
That Newton worked at Cambridge should not blind
us to the fact that in his day the British uni­
versities were sinking into a deep torpor from
which they would not awaken for more than a
hundred and fifty years.3
The Reverend Francis Landey Patton, upon being in­
stalled as President of the College of New Jersey, made the
following statement which epitomizes the position taken by
many schools of his time regarding the relationship, or
^"George Macaulay Trevelyan, British History of the
Nineteenth Century (New York: Longmans, Green, and Company,
F722), p.25.
2
Robert Ulich, Three Thousand Years of Educational
Wisdom (Cambridge: Harvard University Press,
p.^b6,
quoting J.J.Rousseau, A Treatise of Education, I (1773)*P»56.
3
Robert M. Hutchins, The Conflict in Education (New
York: Harper and Brothers, l953)» P«9?.

2k
rather, lack of It, of the educational institution in the
broader community.
The University is intended to be the home of
culture, an Intellectual retreat, a place where
learning keeps state, and where men are interest­
ed in things of mind.
I believe that learning
acquired at a university should be regarded as
valuable for its own sake rather than for the
sake of the use that is to be made of it. That
being the case, while we would not preclude pro­
fessional training, it will take a subordinate
place in our plans.
A man misses much of col­
lege education who lives in the city and rides
to lectures on a streetcar.
During this same period certain university leaders
were advocating the use of some of the stronger high schools
or academies for the purpose of providing the freshman or
even sophomore year of university work.

Such Michigan

examples would be Olivet, Hillsdale, Adrian, Kalamazoo where
the freshman-8ophomore work was given, but until 1855 none
of these institutions were granted the right to award
baccalaureate degrees as the University of Michigan was the
only institution granted such power in the State.
The Junior College movement gained much impetus
and direction in i t« iuu^pllou and ear-ly days
from several farsighted individuals.
Henry W.
Tappan, former president at the University of
Michigan 3tated as early as 1052 that lower
division work of colleges and universities
should be done in high schools.
In fact, some
of the stronger high schools of Michigan were
at one time encouraged to give certain courses
of study to meet at least some of the require­
ments of the freshman year at the university.
William W. Folwell, first president of the
University of Minnesota, advocated as early
Francis Landey Patton, The Inauguration of the Rav.
Francis Landey Patton as President of Princeton College (New
York:
Gray Brothers, ldtJtJ ), pp. 30-31.

25
as 1869 that secondary schools should do the
work of the first two years of college.
Goodspeed further reflects upon the use of the terms
junior and senior colleges, and points out that Jesse Bogue
is responsible for coining the term "Junior college".
In 1892 the freshman and sophomore years at the
University of Chicago were organized as the
"Academic College." The Junior and Senior years
were designated as the "University College."^
In I896 the names of the above units of education
were designated as "Junior College" and "Senior
College" respectively.-* President Harper is
responsible for coining the name junior college,
as he is reported to have stated, "for want of a
better name.
As the movement has advanced
during the years since Harper's time the "junior
has been dropped by considerable numbers of twoyear colleges and "community" or "city" substi­
tuted, or the institution is known as a "college"
only without any qualification. Thus as the
movement has unfolded, often the name originally
given it has been changed to describe better its .
unique place and functions in American education.
Even though the idea of community educational service
was slanted by the colleges and universities, it was perpet­
uated and strengthened in the writings of many leading edu­
cators.

This idea is evidenced in the works of such thinkers

as Locke, Rousseau, Pestalozzi, Washington, Franklin, Eraersau,
Mann, Dewey, Olsen, Melby, and many other lesser figures.

The

^C. C. Colvert, "Development of the Junior College
Movement," American Junior Colleges, ed. Jesse P. Bogue (Vth
ed.; Washington, D. 577 Am. douncil on Education, 1956),p.10.
2

Thomas Wakefield Goodspeed, A History of the Univers l t ^ o f Chicago (Chicago: University of Chicago" "Press, i916),
3 Ibid.
h
C . C. Colvert, "Development of the Junior College
Movement," American Junior Colleges, ed. Jesse P. Bogue (1+th
ed.; Washington, D. C.: Am. Council on Education, 1956),
pp.10-11.

American Lyceum and Chautauqua movements reflected a new
desire for grass roots education on the part of America’s
citizenry.

In the last quarter of a century the American

universities have again become interested in the idea of
community educational service.

The Morrill Act of the last

century has in recent decades begun to have a significant
impact upon the educational lives of American citizens.
Michigan State University, as one great example, has not
only served hundreds of thousands of people at professional
and lay levels from agriculture to the arts, but possibly
more significantly, this noble institution has pointed the
way for other institutions and shown them through example
and deed how the citizenry can and should be served.

Exten­

sion, adult education, continuing education, community servic
are forms utilized by it to reach a significant portion of
Michigan's citizenry in meaningful educational ways.
The community-junior college is a more recent innova­
tion of post secondary education.

In the early stages of

the junior college movement's history, there is little
apparent interest in the community service function.

Few

articles emphasizing the community service function appeared
with any frequency until the period following World War II.
However, In 1922 at the second annual conference of the Ameri
can Association of Junior Colleges meeting in Memphis, Tennesee, members of the Association discussed the objectives that
distinguished junior colleges from other institutions of
higher learning.

The association adopted a definition of a

27
junior college program as follows.. .This definition very much
emphasizes the idea of community educational service:
A junior college is an institution offering two
years of instruction of strictly college grade.
This curriculum may include those courses usually
offered in the first two years of the four-year
college; in which case these courses must be
identical in scope and thoroughness with the
corresponding courses in the standard four-year
colleges.
The junior college may, and is likely
to, develop a different type of curriculum suited
to the larger and ever-changing civic, social,
religious, and vocational needs of the entire
community in which the college is located.
It
is understood that in this case also the work
offered shall conform to collegiate standards.1
In 193$ President Donald MacKay of Eastern New Mexico
Junior College wrote on what he called the "Four Challenges
of the Junior Colleges",

Following is his fourth challenge

which reflects the larger role which

some community college

people were advocating at that time:
The fourth challenge of the Junior College is kin
to these needs. Because of the peculiarly local
nature of a junior college, whether we think of
community, county, or section of the state, it
can serve outside the school as well as inside.
The college must go out from its four walls. It
is challenged to assist with adult learning.
Extension classes, parent education, trade edu­
cation, school surveys, improvement of the job,
cultural offerings, library facilities to isolated
rural people, recreational centers under the guid­
ance of college leaders, forum, program speakers,
church leadership, discussion groups, radio pro­
grams are just a few of the many forms of adult
education with which the college must assist
when there is a felt need.
Studies published in the period following World War II
^American Association of Junior Colleges, 1922 Annual
Convention, Memphis, Tennessee, Vol. II, p.l.
p
Donald William MacKay, "Four Challenges of the Junior
College," Junior College Journal, 5:314-5# May, 1935-

28
revealed the Increasing emphasis on expanding the concept of
community responsibility.

The junior colleges not only

responded to the awakened interest of a large group of day
students and returning veterans, but were beginning to realize
and accept the additional responsibility of providing educa­
tional programs for those citizens who could not participate
in a conventional day school process.

This is the point at

which such terms as community college and community service
became popular.
Immediately following the war an article appeared in
the Junior College Journal, "Serving Miners, Ranchers, and
Townspeople".

The article described educational services

provided by Trinidad, Colorado Junior College.

The cross

section of services listed by the institution included prob­
lems of cultural inter-relations,

safety and mine rescue,

police technique, industrial safety, safety and first aid
for bus drivers, clothing and cookery, agri-business, intra­
mural sports, painting, great books, and music appreciation.'1'
The range of these programs indicates the desire and. riexibility of the community college in responding to the needs
of widely different segments of the population.
About the same time Harold R. Bottrell, director of
community service projects at Stephens College, wrote a
series of articles for the Junior College Journal in the
first of which he stated:
1
Morris F. Taylor, "Serving Miners, Ranchers, and
Townspeople," Junior College Journal, 16:301, March, 19J4.6 .

29
Community service is defined here as responsible,
directed participation by students in the services
and activities of local agencies, organizations,
and groups, involving co-operative arrangements
between the college and the community, organized
services in the form of activities and projects,
and supervision of student participation.
This interpretation of community services emphasizes
the following elements:

1) Student participation, and 2) Use

of the community as well as college resources.
Later that same year the President's Commission on
Higher Education stated

that two-year colleges were as widely

needed as the four-year

high school in earlier decades.

It

was suggested that the name "community college" be applied to
the institutions designed to chiefly serve local community
educational needs.

It was pointed out that a dominant feature

of the community college should be its Intimate relations to
the life of the community it serves.

The report placed stress

on the need for a comprehensive adult education program flexible enough to provide for all the needs of the adult students.
Jesse Bogue in his book, "The Community College", emphasized
the Junior college community service function when he wrote:
The first qualification is service primarily to
the people of the community"! tfhe'community
institution goes to the people who live and work
where it is located, makes a careful study of the
needs of these people for education not being
offered by any other institution of learning,

^Harold R . Bottrell, "Opportunities for Community
Service," Junior College Journal, 18:12, September, 191+7.
o
Higher Education for American Democracy, Vol. Ill,
Organizing Higher Education. A Report of the President's
Commission o n H i g h e r Education. (Washington:
Government
Printing Office, 19*1-7), pp. 5-15.

2

30
analyzes these n e e d s , and builds its
program in response to the analyses*
frequently people who are unfamiliar
process are inclined to think of job
only, to the neglect of family life,
cultural community interests.^-

educational
All too
with the
analysis
civic, and

In the year 1900 President Harper took another
important step at the University of Chicago by
securing approval for granting the associate's
degree to all students who successfully com­
pleted the Junior college program of studies.
Since that time recognition of the associate's
degree has gained wide favor in educational cir­
cles.
It is now authorized in all states where
there are Junior colleges, with the exception
of Virginia, and granted by junior colleges and
many senior colleges.
In 1955 it was authorized
in the state of Pennsylvania.
Efforts are being
made to secure like recognition and authoriza­
tion in Virginia and it is expected that favor­
able action will be taken.
The granting of the
associate's degree places the official stamp of
approval on junior college2 education as definite
collegiate accomplishment.
Following the second World War a new emphasis was
placed upon not only increased education, but lay participa­
tion and a sharing in the process of decision making.
Edward G. Olsen in the "School and Community Reader" effec­
tively charts a flowing progression which reflects this new
level of participation,

togetherness, and educational service:

Jesse Parker Bogue, The Community College (New York:
McGraw-Hill Book Company, 1950), p. £ l .
p
C. C. Colvert, "Development of the Junior College
Movement," American Junior Colleges, ed. Jesse P. Bogue (I|.th
ed.; Washington, D. C.: American Council on Education, 19$6),
p.11.

31
ATTITUDE

Toward
the Public:

FROM

THROUGH

Keep Out

Come and See

(’’This isi my
school")

("This is our
school"17!

Toward
Traditional
Progressive
the School: (Book-centered) (<5hild-centered)
Toward
Impart Khowledge
the Job:
("I teach Civics")

INTO
L e t'a Plan
Together
("This is your
school";
Community
(LIfe-centered)
Improve
ap
Living

Help
Children Grow
("I teach John")

("I help John be­
come a better
citizen"J1

James Reynolds describes the community service function
of the community college in the following manner:
The community-college idea presupposes "an increase
of services from the community to the college to
correspond with the increase of services from the
college to the community•"2 with this idea in
mind, community services may be defined as involv­
ing both college and community resources and con­
ducted for the purpose of meeting specified edu­
cational needs of individuals or enterprises with­
in the college or the community.
From this view­
point, community services are provided through an
extension of the regular school program in terms
of the traditional school day, the traditional
locations of the instructional activities, the
traditional concept of students.
Community servic­
es. moreover, often transcend the traditional
definition of education in the sense of teacherstudent relationships
In the following quote Kinsinger emphasizes the "how"
aspect with the implication that the "what" and "why" has been
agreed on,
^"Trend in Attitude," The School and Community Reader,
ed. Edward G. Olsen (New York: The MacMillan Co., 1963) p.ij.?2.
2 James W. Reynolds, "Another Job for Your Community,"
Junior College Journal, XXIII (October, 1951*-)* p.61.
■a

James W. Reynolds, "Community Services," The Public
Junior College. ed. Nelson B. Henry (Chicago, Illinois: The
University of Chicago Press, 1956) PP* liA-lh^.

32
In the field of higher education, one of the
major contemporary debates is concerned with
the most appropriate relationship between the
three traditional functions of the university,
i.e., teaching, research, and public service.
Social and political pressures created by
current concerns about the "urban crisis” and
"equal opportunity” have intensified the need
for analysis of the allocation of collegiate
resources.
Leaders within the community col­
lege movement on the other hand seem to be
agreed upon the need to place more emphasis and
to allocate more resources to community services.
The commitment of community colleges to provide
community services has long been inherent in the
definition and the basic purposes of these
institutions.
Therefore, discussions of the
topic tend to center more upon how community
colleges can best serve this function.
Kinsinger goes on to point out:
We are convinced that the time is ripe to move
the community colleges into the community service
function which they have long cited in their
literature but never really developed to its full
potential.
Continuing Education is one of the
key components of this expanded role.
Ervin Harlacher made the following comments at a
recent community college workshop at San Antonio, Texas.

He

very effectively capsulizes the thrust and scope of the com­
munity service function of the community college movement.
We are now establishing in this country an
average of one new community college each
week of the year, making the community col­
lege the most rapidly growing, as well as
the mo3t dynamic, segment of higher educa­
tion in America.
^Robert E. Kinsinger, "Kellogg Foundation Efforts in
Community Education Services," Community Relations & Services
in the Junior College, e d s . Selden Menefee and Jf. Kenneth
Cummiskey (Washington, D.C.:
The American Association of
Junior Colleges, April, 1969), p.60.
2 Ibid.

33
Unencumbered by traditional format or by exces­
sive concern with academic traditions and carry­
over credits, and unhampered by powerful alumni
forces dedicated to the status quo, the community
college has emerged in response to recognized
community needs, rather than to the needs of a
select class.
Both the growing recognition of the fact that to
be educated increasingly means to continue to
educate oneself, and mushrooming demands for
meaningful education, represent challenges that
the community college is picking up.
The community services function, still emerging,
is the element which best suits the community
college for a unique and highly significant
role in future patterns of higher education.
Harlacher goes on to point o u t :
(1) Prior to the present generation, it was
possible for a person to attend a system of for­
malized education during his youth and learn
enough about the nature of man and his environ­
ment to develop sufficient personal and civic
competence to last a life time, this is no
longer true. He must continually return to
school or have school come to him, keep up with
the new "knowledge11.
(2) Today, the second half of the twentieth
century--a time of vast explosion of inventions,
ideas, and production with men seeking emotional
and imaginative fulf11lment--demands leadership
by educators. We cannot sit passively and re­
act belatedly to the pressures or educating the
masses or "unwashed" or "downtrodden" or "dis­
advantaged" or whatever the fashionable term
seems to be at the moment for the times seem to
be ripe for the impatient to by-pass their edu­
cational process that has no relevance.
I sub­
scribe wholeheartedly to Michael Harrington's
statement that, "America, whether it likes it
or not, cannot sell its social conscience to the
highest bidder.
It must build new institutions
of democratic planning which can make the
Ervin Harlacher, "Planning for Community Education
Services," Community Relations & Services in the Junior Col­
lege , eds. Selden Mene^ee and J. Kenneth Cummlskey (Washington, D. C.: The American Association of Junior Colleges,
April, 19&9), p.19.

3k
uneconomic, commercially wasteful and humane
decisions about education and urban living which
this society so desperately needs."
(3) College is no longer for the young alone.
And educational programs must not be limited to
formalized on-campus classroom instruction.
Community services must be designed to serve all
age groups; professionals, and those in search
of professions; executives, and workers aspiring
to become executives; the disadvantaged, who
have been denied higher education because of race
or color or inability to qualify; housewives and
husbands ; children and high school age youth.
{I4.) Education must be a greater part of com­
munity living rather than a super element.
It
must utilize all community facilities as the
environment for learning.1
The place of the community college and community
service has been much debated.

This is reflected in the

following quote by Edmund J. Gleazer:
A persisting question which permeated many con­
cerns about the community college was one of
definition:
What is it?
Is it a college or
something else?
Is it higher education or
secondary education? The notion seemed to pre­
vail that if the institution could be filed
under either of these categories the answers
to all other questions would fall speedily into
place.
Seldom did the questioners volunteer g
definitions of higher or secondary education.
Oleazer further points out in the same text some of
the reasons for confusion regarding the nature and status of
the community college.

Ervin Harlacher, "Planning for Community Education
Services," Community Relations & Services in the Junior Col­
lege, eds. Selden Meneiree and 71 Kenneth CummXskey (Washington, D. C.: The American Association of Junior Colleges,
April, 1969)> p.22.
2

Edmund J. Gleazer, Jr., This Is the Community Col­
lege. (Boston: Houghton Mifflin 6ompany, 196b), p. 11.

1

35
Such confusion was bound to exist for a number
of reasons.
Very often the community college
began operations in an existing secondary school.
In a state like Maryland and until recently Flo­
rida, California and Illinois, district or county
school boards had legal responsibility for the
colleges along with the public schools.
The U.S.
Office of Education termed many of the occupational
programs in these institutions which did not lead
to the bachelor's degree "less than college grade."
An officer of one of the nation's foremost founda­
tions replied to a proposal for a grant to community
colleges:
Cur Board of Directors has not authorized
us to make grants to secondary schools."
In Calif­
ornia, although the public junior college was iden­
tified in legislation as one of the three parts of
a system of higher education, the finaneial and
legal underpinnings were still in the secondary
system.
One of the major deterants for the community college
movement and particularly its community service function
relates to acceptance by big sister institutions.

Many state

university personnel did not accept or understand the ideas
behind the community college and thus, whenever possible,
obstructed community college progress.

Gleazer points this

out in the following material:
Retarding community college development in some
places was the lack of enthusiastic reception by
existing colleges and universities.
Questions
were raised, naturally, about the effect that
greater state financial support of these institu­
tions would have upon appropriations to older
members of the educational family.
Proposals were
heard which called for either elimination of fresh­
man and sophomore work by the senior institutions
or marked reduction and consequent diversion of
lower-division students to community colleges.
In
states where appropriations were based only upon
the number of students enrolled, anxiety was
especially evident.
Clearly the cost of educating
graduate students and upper-division students was
1Edmund J. Gleazer, Jr., This Is the Community Col
lege (Boston:
Houghton Mifflin Company, 196b), pp. 11-12.

36
more than that for freshmen and sophomores.
Would the legislature understand this and take
it into account in formulas for university
support?
In some cases university personnel thought that they
could be most things for most people and thus there was
little need for the community college position, and further
that strengthening the community college position would
necessitate a "watering down" of the standards.

There was,

and still is, much discussion amongst university personnel
regarding standards as they pertain to a community college.
Further, the ■universities and other established
institutions often questioned the "quality"
which might be expected of the new institutions.
Could they secure competent staff? Would their
"standards11 be high enough so that students who
transferred to the four-year institutions would
do well? How soon could these new colleges meet
requirements for regional accreditation? Would
it not be better to have the university extend
its services than to establish these new insti­
tutions?
One of the latest and freshest work papers presented
under the auspicies of the W. K. Kellogg Foundation-Supported
Community Services project. American Association of Junior
Colleges, was written by Dr. Gunder A. Myran, Research
Associate of Administration and Higher Education, College of
Education, Michigan State University.
Dr. Myran develops the theme that the community services
constitute the emerging challenge for the community college.

(Boston:

^•Edmund J. Gleazer, Jr., This Is the Community College
Houghton Mifflin Company, 196b;, pp. lO-il.
2 Ibid, p.11.

37
Dr. Myran quickly cites this challenge:
"As the community college moves to assume greater
social responsibility, it becomes more intensively involved
in seeking solutions to the tough, financially non-remunerative, and undramatic problems of the lower socio-economic
groups, as well as expanding its services in the cultural,
recreational, health, industrial, business, and governmental
spheres of community life.

Just as the development of trans­

fer programs, occupational-technical programs, and student
personnel programs have in turn been major efforts of com­
munity colleges throughout the country, it now appears that
community services is erupting as the major thrust in program
development for the 1970's."
One solid value of Dr. M y r a n 1s work paper--the first
of a series to be produced through the Kellogg Community
Services Project---is to present some background material
combined with some first definitions of the community services
function.

His definitions are very helpful in seeking the

points of difference in what is, and what is not, community
services programming.
One of his cogent definitions is this:
"Conanunity services is concerned with identifying
unrealized community potentialities and unmet needs, drawing
together resources in the college and in the community, and
creating appropriate educational programs.

Any of the

resources available within the college may be utilized in
community services:

credit offerings as well as non-credit

38
offerings; day classes as well as evening classes; on campus
courses as well as off-campus courses or activities, pro­
grams for youths as well as for adults.

Further,

the personal,

financial, and physical resources of the community may be
marshalled to enhance the learning experience."
That common denominator mentioned before--developing
people--describes those community services designed to
change and improve the lives of participants through planned
educational and counseling experience.

Participants emerge

from these experiences prepared to function in different and
better ways, and with different goals, than before they be­
gan the experience.
Then Dr. Myran differentiates:
"Community development describes those efforts of the
community college in cooperation with citizens to improve the
physical and social environment of the community.

Although

community development is concerned with total .community
improvement, the community college is most directly involved
wnere changing attitudes of people is Intended, i.e., in­
creasing their concern for the welfare of the community in
such areas as housing, community planning, education, minor­
ity groups relationships, etc.

Through the cooperative

efforts of the college and other local agencies and groups,
an effort is made to improve the institutional environment
(social, political, economic) so that citizens may find
increased opportunities for personal fulfillment and for
participation in community life."

39
The three watchwords of Dr. Myran*s concept of
community services a r e ... Permeate, Penetrate, and Educate.
They are succinctly delineated in his paper, with abstracts
as follows:
Permeate - A commitment to community services and
sensitivity to community problems and
potential should permeate all areas of
the college.
Community services is
viewed as the responsibility, not of a
single administrator or division, but
of all areas of the college.
Penetrate - The community services program becomes
the 'butting edge" through which the
college penetrates into community into
community life and through which the
total program at the college becomes
increasingly more relevant to community
needs.
As well as the "cutting edge,"
the program should be the chief inte­
grator of "town and gown."
Educate

- Community services should not attempt
to become the "super government of
tomorrow, or alternatively, another
community social agency.
It is not a
governmental agency, a social welfare
agency, a social club, a theatre, a
voluntary association, a religious
institution, or a labor union.

The breakaway that a community college must achieve
to give itself over to a true commitment to community services
is made up of some unorthodox organizational and instructional
departures.

Some of them set forth in the Kellogg paper are:

1.

Commitment to Concept of Education as a Life-long
faocess
CommunTty services relate to all age groups in
the community, but particularly to adults.
Thus
the development of a community service program
requires a balancing of commitment to education
of adults and education of college-age students.

2.

Movement Away From Semester-Credlt Base for
Instruction
Community service programs may be either credit
or non-credit, and may be as short as an hour or

as long as needed to accomplish the goals of
the program.
Such programs are not locked
into semester units of time.
Movement Away From the Campus as a Single Base
for Instruction
Extension centers, mobile units, store front
classrooms, and use of governmental and business
buildings are examples of bases for instruction
which may be located throughout the community
college district.
Experimentation With Instructional Approaches
Informal and non-traditional instructional
approaches characterize community services.
Being free from the legalistic and academic
framework of most areas of the college, com­
munity service programs offer a great deal
of latitude for experimentation.
One experimental approach In community services
is the ’’project method.” After a community need
is identified, a program is designed as a pro­
ject requiring a specified period of time for
completion, and funding is sought through the
governmental sources.
If funding is obtained,
the project is staffed and placed in operation.
Upon completion, the staff is either retained
for another project or their services terminated.
Movement Toward Differentiated Administration
The development of a community service program
ultimately requires the appointment of a person
to administer this area of the college. Adminis­
trative changes involving the appointment of a
community servioeS dean or director have become
more common, particularly within the past three
years.
According to a 1969 study by the author,
slightly more than one-half of these new appoin­
tees report directly to the college president
or to the chief campus administrator.
Creation of Non-traditional Positions Within the
College Structure
Positions such as community relations specialist,
program planner, counselor aide, and project
director are emerging as a result of the develop­
ment of community services.
Movement Away from the Exclusive Use of Certified
Personnel
Community services typically draws upon the best
human resources available to carry out programs,

ia
without regard for teacher certification or
other legalistic requirements.
8•

Movement Away From Formal Admission Requirements
There is an almost total absence of admission
requirements and record keeping related to partici­
pants involved in community services.

9.

Consideration of Community Services in Campus
Architectural besign
Several colleges visited in the study previously
mentioned are emphasizing community use in the
design of new campuses.
Rockland Community Col­
lege (Suffern, New York) is presently building
a new campus which views community services as
the "master integrator" of the plan.
Buildings
used primarily by the public, will be joined by
a "forum" which provides facilities to be shared
by the public and full-time students.
Abraham
Baldwin College (Tifton, Georgia) is giving con­
sideration to creating a continuing education
center which will serve the entire coastal plain
area of Georgia.
Essex Community College (Balti­
more, Maryland) is developing a new campus which
is designed for convenient public use; the build­
ing typically called the student center is being
called the "community center".
Milwaukee Tech­
nical College (Wisconsin) has designed auditor­
ium facilities that make possible the display of
large machinery and tools for use by industrial
groups.

10.

Modification In Administrative Control
Expansion of educational efforts which involve
coordination with other community groups neces­
sarily modifies the administrative control the
college

may

OAtjri; i b o

O vox1 t h e S e

prograiuo,

Shar-od

administrative control can result in a structure
that permits the college to be more responsive
to community needs.
11.

Expansion of Role of College Beyond Offering
6rganized Classes
Community services cause the college to become
Involved in "non-student" projects such as
beautification, community studies, and other
coordinative and consultive activities.
Con­
ducting community studies (i.e. economic depri­
vation, water pollution) in community-wide
improvement projects; participation in clean-up,
palnt-up activities; and assisting community
groups in planning conferences would be examples
of this expanded role.

k2
12 •

Development of Community Feedback System for
Curricular Change"
Community needs which are initially met through
short courses or seminars developed by a community
services division may evolve as organized certi­
ficate or degree programs of the college. For
example, a short course for policemen may trigger
the development of one or two-year programs in
law enforcement.

13.

Increased Participation of Citizens on the College
Campus
Community service activities, such as concerts,
lectures, seminars, etc., bring people in the
community to the college campus who do not partici­
pate in the traditional credit course offerings.

II4..

Development of Programs for Community Groups Which
kave Not Articulated flhelr Needs in the Pa-st
Many community service programs address ihemselves
to persons with long-term educational and occupa­
tional -preparation deficiencies, these persons
have traditionally been ignored in community col­
lege programming.

15.

Increased Responsiveness to Community Change
Community service programs require tnat t h e c o l ­
lege have the capacity and readiness to actively
participate in the process of change in the com­
munity.
The entire college can be rapidly impact­
ed by changing community needs only if it is
totally emersed in community life.

Dr. Myran's summary of his work paper is unequivocating
and probably prophetic.

He capsules it in the following manner:

Community service programs are moving to the center
of the community college stage. Worthy though the
present programs are, it is fairly clear that com­
munity services will grow dramatically in scope and
significance during the next decade, and that this
will bring about monumental changes in accepted
approaches to community college instruction.
Cer­
tainly, programs of community service which perTorm
a coorainative function in bringing together diverse
subcultures and groups in the community college dis­
trict. which make available educational and cultural
experiences for all age groups, and which contribute
to ihe solution of the social, economic, cultural and
civic problems ot the community, will become Increas­
ingly important as our society becomes more complexand more urbanized.
IT riAY Be, IN I^ACT, TflA^T SUCH

k3
SERVICES WILL BRING ABOUT A REDEFINITION OF THE
ROLE OF THE COMMUNITY COLLEGE AS WE HAVE KNOWN IT,
Already, a part of Dr. Myran's prophecy Is apparently
being borne out In the step-up of workshops which were con­
ducted In the spring of 1969 by the American Association of
Junior Colleges as a special Project in Community Services.
These included workshops conducted in San Antonio, Moline,
Illinois, San Francisco and Winston-Salem.

These workshops

and other similar meetings mark the beginning of a confeder­
ation of Community Service personnel.

These seminars are

alluded to earlier in this thesis.
Ervin L. Harlacher in his most recent publication
examines in detail an increasingly important function of the
community college-community services.

The American Association

of Junior Colleges has authorized Dr. Harlacher to make an
extensive study of community service as a major function of
the community college, keeping in mind that the full potential
of the program is not yet realized by all institutions.
four purposes of the study include:
1.

Identify and report the nature and scope of
community services programs currently being
provided by United States community colleges;

2.

Identify and describe exemplary community
services programs and/or activities in com­
munity colleges in the United States;

3.

Identify and report problems, issues, and
trends in community college programs of com­
munity services;

ij..

Identify suid recommend the appropriate role
of the AAJC in the development and/or expan­
sion of community college programs of commun­
ity services.

The

kh
An Example of Community Service
Olivet College - Community Education
It has been suggested that the author of this dissert­
ation relate the history and development of the Community Edu­
cation Department of Olivet College, Olivet, Michigan, in that
it served as a proving ground for the community education
concept as it could relate to the small private liberal arts
college.

The Olivet College Community Education Department

was established in January, 1963, under the auspices of a
grant from the Charles Stewart Mott Foundation and the author
of this dissertation directed the program, having served prior
to that time as a Flint Community School Director.
Gorton Riethmiller, President of Olivet College, has
pointed out:
In my opinion, the liberal arts college has a
responsibility not only to Its constituency but
to its neighbors for exerting a cultural impact
beyond the campus.
If the Private, church-re­
lated liberal arts college is to survive and
thrive, it must relate to its surroundings and
bear cun observable influence in the geographical
area in which it exists.
The liberal arts college must also serve if it,
is to be served and if it is to merit support.
This author 3tated in the Michigan Challenge:
The universities have for years implemented
effective continuing education and extension
programs to serve the people of the state.
It
also has been demonstrated that the public high
school and even grade schools can Implement
meaningful community education programs when the
desire is present.
The most known example of
this Is the Flint Community School Program which
operates all of its schools night and day, on a
Robert N. Rue, "Catalysts on Call," United Church
of Christ Council for Higher Education Journal (Dec., 1^61*.),
P.5.

kS
year round basis, serving the educational needs of
Flint*s.citizens of all ages and at all academic
levels•
Further expanding this point, Gorton Riethmiller
stated in a brochure prepared for distribution at a State
Community Education Conference in September of 1963:
The community school philosophy is not limited
to the elementary and secondary schools since it
has important and broad implications for higher
education. While these are only now in the explor­
atory stage, our experience with the Community
Education Program at Olivet College provides
ample evidence of both community need and interest
at this level.
Community education oriented to
higher education constitutes an attempt to relate
the liberal arts to the broader community in such
a way as to effect a significant cultural impact
upon the various components of the total community
to be served.
As a part of the first annual report to the Olivet
Board of Trustees and the Charles Stewart Mott Foundation,
this writer made the following statement:
If "no man is an island," it should be even more
to the point that a college devoted to the liberal
arts and sciences should not be isolated from the
community context in which it exists. The college
is not only located in the community, it is part
of the community and it recognizes the responsi­
bility of sharing with the community.
Among the
resources of the college are information, staff,
and facilities in liberal arts and sciences— and
since these are, after all, the best known ways
of enjoying, understanding, and mastering the
world around us, these resources are made avail­
able to the people of the community through the
Olivet College Community Education Program.
The
relationship being developed is a two-way function,
in which the college experience is enriched by
1Robert N. Rue, "Olivet Off Campus", Michigan Chal­
lenge (Dec., 1961^.), 10.
p
Gorton Riethmiller, "A Program of Service", The
Olivet College Community Education Program (The Olivet" f>ress,

19b3), p.h»

1*6
college participation. This had the effect of
translating the "humanities11 from abstraction to
living reality, and makes the college a true
center of community life, activity, and aspiration.
Rue went on to say, "While the parallels with the
original Mott Program in Flint are many, both in purposes
and in methods, there are significant differences in devel­
opment because the Olivet Program is keyed to a college
..1
rather than to all the schools of an industrial city."
In a letter to the Board of Trustees, Gorton Rieth­
miller gave a composite report
writer and his

of the program prepared by the

staff with this somewhat inspired and signifi­

cant statement:
• . .you will note that the stated purposes of
the original grant have been adhered to, although
the impact upon the "broader community" has
exceeded our expectations.
As this program con­
tinues to grow and develop I am certain that it
will prove a most noteworthy demonstration of
what a
private liberal arts college can do to
extend
itself properly toward the service of
society by beginning in its own environment.
The pattern and plan of the Department were designed
to help the people ox u m

tii'oti uxswu V9i' i»»j(c in

college could better serve them.

cl* the

The special emphasis falls

upon the fact that the people found ways to discover this help,
thus voluntarily, and eagerly, involving themselves— not being
recruited like badgered "volunteers" in a fund drive.
The college faculty catalyzed many of the programs and
projects as an expression that the college recognized it had
something to offer the community and wanted to do just that.
^■Robert N. Rue, "General Statement", The Olivet Col­
lege Community Education Program (The Olivet J*r'ess,l9b3), p.l

k7
The scope of activities involved elementary, high school and
college students and adults.
Some of the programs and projects completed during
the early phase of the department were a community theatre,
creative writing workshops, art classes, adult education
conferences, a school community relations workshop, speech
workshops for ministers, church music workshop, college art
and drama workshops, poetry society conference, VFW national
home housemothers' workshop, summer recreation, area art
classes, VFW national home bell choir workshop, Springfield
Summer Guidance program, Springport reading for fun and
elementary French, Spanish, Science, piano.
The program's basic thrust was to stimulate the com­
munity to find and express its needs and interests, and to
demonstrate the willingness and ability of the Olivet Program
to help, in many ways, to meet those needs and interests.
So Olivet, as a storehouse of the accumulated
treasures of knowledge and information that build our civi­
lization, used this program to throw wide the storehouse
doors to the broader community.

This writer made the follow­

ing statement as a part of the report to a Michigan Community
Education conference held in Flint in September of 1 9 6 3 i
The excitement was contagious.
Individual
citizens, schools and large segments of entire
towns in the greater Olivet community had been
awakening throughout the spring to the resources
of their college and in particular to the cul­
tural storehouse it offered them.
The store­
house had been there before and the need for
its resources had certainly been there before,
but it took an active catalytic agent to produce

k&
results.
Olivet College's Community Education
Program was the catalyst.-*Proof of the success is the increasing pace at which
the people are taking advantage of the offerings where oppor­
tunity knocks more than once.
It soon became clear that individual discussion with
community leaders was the most productive way to stimulate
interest.

This successful method began with a "get acquaint­

ed" luncheon with administrators of the community schools.
Continued and consistent relationships with those administra­
tors produced many of the resulting activities.
Essentially, the heart of the program
gram anywhere
cation.

any such pro­

is extension of its major instrument---edu­

And this is by no means a limitation because edu­

cation is increasingly recognized for what it is-— the
essential means to enjoy, understand, and master the swiftly
accelerating complexities of the last third of the 20th cen­
tury.
It is fair to say that the Olivet Program's first
year activities were greater in number and variety than we
could have ventured to predict.

We can also fairly report.

1.

Acceptance continued at a hearteningly rising

2.

Attitudes and understanding of the purpose and

.

level.

methods of the program were excellent.

Robert N. Rue, "A Program of Service", The Olivet
College Community Education Program (The Olivet Press, 19&3)»
p .2.

1+9

3.

Results of the first year's completed activities

were satisfactory, from the college's view and reports of
others•
lj..

Projects planned for the future demonstrated an

increasing response on the part of more and more segments of
the broader community--the hoped for pebble-in-the-pond
radiation,
5>.

The college enjoys a more effective and reci­

procal relationship with its community than existed previously,
6,

Indications developing after the pioneering year

suggested that the objectives of the program will move on to
broader horizons and greater heights than its founders might
have dreamed at first.

This has indeed been accomplished.

Some spontaneous and significant statements from a
few of the program reports serve to reveal the community and
college impact of the Olivet Program,
The Director of the seminars on government at all
levels commented in a letter to the Director of Community
education that "the need for this kind of information among
high school teachers is tremendous,"

Aid was solicited from

the Michigan Municipal League, thus further extending the
community program borders.
A Senior Citizens project developed the probability
that for the elderly there i3 a need for an unhospital-like
type of unit for "The Golden Years", namely a senior citizens
residence unit.

In recent years such units are now realities,

built and operated by both private and public agencies.

£0
A broad range, all-age, summer recreation program
included such events as intra-city and inter-city competitions,
a Junior Olympics, adult baseball league, elementary school
sunrise singers capped off by a summer-end concert.

A glowing

letter of appreciation to the Program Director stated, "it has
been the moat successful summer recreation program in the
history of Olivet."
In the sensitive and often weak field of communica­
tions, there was excellent response to a speech workshop for
ministers.

Of course, this did not deal with the spiritual

content of the sermon, but it did hone fine the medium for
communicating those messages.

The ministers were very im­

pressed with the courses and asked for future workshops.
The Olivet Summer Theater presented one play in which
the cast included the mother of eight children with two of
her sons, three other mothers, a retired Army Major, the
Mayor's wife, three college students and six teenagers...
truly, a community melting pot.
The workshop in economica drew half a hundred edu­
cators ranging from kindergarten instructors to assistant
school superintendents who heard state and national author­
ities on many phases of American economic life.

The partici­

pants followed through by preparing courses they planned to
start in their own schools.
The Community Education Departmental Programming
involved academic areas ranging from remedial reading to
great books and from preschool head-start type involvement

51
to economics for small businessmen.
This author stated in a Michigan Challenge article,
Programming that the Olivet College Community
Education Department has implemented, runs the
gamut of age and intellectual levels from
children*s theatre to a large city United Arts
Council; from remedial reading to great books;
from a preschool nursery to programming for the
senior citizen.
There are two areas of emphasis in the Olivet
College Community Education Department that it
would be well to point out.
One, Olivet College
is a liberal arts college and therefore a good
share of the programming offered by this depart­
ment of the college is oriented to the arts.
Classes in painting, writing conferences, civic
theatre, community chorus and orchestra, are
just a sampling of the areas involved in this
twenty town area.1
Programming was distributed throughout a fourteencommunity area in a radius of fifty miles of Olivet.

The

Director of Community Education called on the superintendents
of schools throughout th;».t region and enlisted their support.
They responded and performed enthusiastically and effectively.
In addition to their ideas and suggestions for programs, for
it to meet the additional needs of the area, citizenry leader­
ship came from many other areas such as service clubs, churches,
and Chambers of Commerce.

The idea here was not to duplicate

services already being offered, or to overlap functions al­
ready being served.

The idea was, rather, to develop a new

thrust of programming which would serve above and beyond that
which was already offered and to provide educational services
and activities thus far not available.
1Robert N. Rue, "Olivet Off Campus," Michigan Chal­
lenge (December, 196^), p.10.

52
Over the months and years of community education
programming Olivet College has been instrumental in getting
many tens of thousands of people into school plants for
various kinds of educational activities.
The largest center for participation is, of course,
the Olivet College campus, but the churches, schools and town
halls throughout the central Michigan region became hubs of
activity as well.

The citizens, young and old, became involved,

and thus interested, through a range of activities from com­
munity theatre workshops to great books for adults.

The follow­

ing appeared in The Michigan Bell;
Both children and adults began enrolling in a
variety of art classes; speech classes, with one
especially for ministers; reading classes in
English, French and Spanish; and creative writing.
Two Community theaters have been started--one in
Charlotte and another in Olivet. There are work­
shops in economics and government.
There is a
class in investments and business law. Choral
music has attracted many in Olivet, Marshall and
Eaton Rapids.
The function of the department was to serve as a prob­
lem solving catalyst on call not claiming to be a specialist
with a cure for everything, but the perpetuator of a catalytic
relationship.

In an unpublished report from Olivet College to

the Mott Foundation, it was pointed out that
The Olivet College Community Education Program
is like the Community School in that it is many
things to many people, serving as problem-solver
on call, not claiming to be specialists, but
rather perpetuating an approach to problems which
epitomizes the catalyst relationship.
Rather than
being specialists the Olivet College Community

^■"Towers of Learning," The Michigan Bell (May, I96I4.), p.32

53
Education Program refers to the specialist asking
the proper., timely questions of the appropriate
authority.
The departmental personnel worked with others in
bringing in authorities from the various fields and disciplines.
Again, the gamut ran from a business law professor at Michigan
State to an agri-business consultant from the Michigan Farm
Bureau staff.

The author alluded to this in Michigan Challenge

thusly:
It might seem that the regular staff of the
Olivet College Community Education Department
would be specialists and authorities in all
disciplines, but this is not the case. Our
role is that of catalyst. We seek out the
specialists. This authority may be one of
our faculty, it may be a faculty member from
one of the other institutions of higher learn­
ing in Michigan, or it may be a person from
business or industry.
It is, in fact, any person
that is qualified and available to analyze, in­
struct, advise, chair, lecture, or whatever need
dictates
Emphasis was placed upon asking the appropriate and
timely questions of the most informed and available authorities
As pointed out in Uhited Church of Christ - Council
for Higher Education Journal,
Many teachers and resource leaders for the
Community Education Program are drawn from the
Olivet College faculty and from other institu­
tions of high®** learning.
In addition, essential
leadership has come from business, industry,
public schools, and government agencies.-*
^■Robert N. Rue, "A Program of Service," Olivet College
Community Education Program (Unpublished, 1963), p.3.
^Robert N. Rue, "Olivet Off Campus," Michigan Challenge
(December, 1961*.), p. 10.
^Robert N. Rue, "Catalysts on Call," United Church of
Christ - Council for Higher Education Journal (Dec.,196U). P«^-»

51*.
There was a ground-swell of interest, enthusiasm, and
involvement •
During the second year of the d e p a r t m e n t s operation,
Clyde M. Campbell of Michigan State University alluded to it
in "The Community School and Its Administration", analyzing
the reasons for the program's considerable success.

Campbell

quoted W. I. Thomas, who said, years ago, that there are four
basic drives for human behavior:
ence;

2) The desire for security;

and affection; and

1) The desire for new experi­
3) The desire for response

1*.) The desire for recognition.

Saying

that never to his knowledge have these basic points been
repudiated, Dr. Campbell delineated his own beliefs concern­
ing how these four basic urges influenced participants in the
Olivet Program in the following language:
1•

Desire for New Experience
Many writers in the field of creativity
stress the fact people deplore monotony,
routine and coercion that forces them to
canalize their energies down narrow, care­
fully guarded p a ths. Human beings want to
be different--to break their shackles, to
do things on their own, to test out their
dormant talents, and above all, to grow
intellectually.
One clearly can observe
that the Olivet program provides many new
experiences for the participants.

2.

Desire for Security
Someone has said that there is nothing
quite so punishing as to be ostracized
by one's esteemed club.
We all want to
belong--to be important, to feel worth­
while, to believe that our ideas are good
ideas, and that they are desired by others.
It appears beyond question that the programs
sponsored by Olivet give substance to men's
longings for belongingness and security.

55

3.

Desire for Response and Affection
Art, drama, music, adult education lend
themselves beautifully to the human cry for
response and affection.
I gained the impression
that these people were reaching for a kind of
social affection, yearning for a closer unity
with neighbors and friends— the motivation
stemming in large part from some subliminal
part of their minds. With the more timid,
there was rejoicing that they had been re­
leased from their own emotionalities and
inhibitions.
The organizer from the outside
had provided the vehicle to set free the
urges that had been latent for a long period
of time.

4.

Desire for Recognition
The urge for new experience--aff action, security
and recognltion--are inseparable. To strive for
one usually includes drives for the others simul­
taneously.
People participating in Olivet's
activities have the opportunity not only to
build up the self but to receive encouragement
in the process. Men have that inward force of
character to want to develop the self up to
its maximum potentiality.
When citizens parti­
cipate in these community functions— succeed
with their efforts, register a contribution,
receive Just recognition from their peers--it
is a most satisfying experience.

Dr. Campbell concluded that the young directors of
such Community Education Programs had to be tough, resilient,
able to succeed Imminently in many fields because of high
competence and Imbued with a refusal to be rebuffed.
The Detroit Free Press wrote significantly and color­
fully of the success at Olivet.

Staff Writer Marjorie Eicher

wrote in part,
. . .Foundations,like God, sometimes help those
who help themselves.
This is why tiny Olivet
^Clyde M. Campbell, "A Community School Director in
Action,11 The Community School and Its Administration (Jan.,
196^), iit; p.t:----- -----------------------------

56
College can take a relatively modest Mott Foun­
dation grant and create a 'little Renaissance*
in a four-county rural area in south central
Michigan.
For the first time, the Mott Foundation h a 3 moved
outside the borders of Flint to lend financial
support in a community education program.
It's a dynamic pilot project that may turn Olivet
College, which serves fewer than 600 students,
into a social and cultural hub serving 100,000
people in nine neighboring towns.
Olivet College's community enrichment project
is more than an adult education program or a
youth recreation schedule.
It is designed to
serve any legitimate community need whether it
be social, academic or civic.
Since the summer of 1966,

the Community Education

Department has been under the dynamic leadership of John
Kotlark.

Mr. Kotlark not only brought new ideas to the

department, but a fresh thrust of enthusiasm and energy.
Since that time, the department has been increasingly effec­
tive in not only establishing educational programs closely
related to those offered during the department's early his­
tory, but even more significantly, Mr. Kotlark has been
Instrumental In getting the public schools in the region vo
take on community school departments for themselves.

This

is indeed healthy as the long-range community education goal
is for local communities to develop leadership from within
and establish community education centers for themselves.
In addition to the success in this significant area,
Mr. Kotlark has continued to creatively program, both on and
^Marjorie Eicher, "Cultural Renaissance at Olivet,"
Detroit Free Press (August 1+, 1963), 3-C.

£7

off the Olivet campus, a wide range of academic and interest
areas.

While the Community Education Department continues

to meet the educational needs of many, a significant number
of other communities and individuals have educationally gone
on for themselves.
In closing, it would seem appropriate to end with the
following quote from Gorton Riethmiller, President of Olivet
College:

"I feel that the program is effecting a significant

cultural impact on the various communities it is serving."
Further, he believes Olivet is giving "a most noteworthy
demonstration of what a private liberal arts college can do
to extend itself properly toward the service of society by
beginning in its own environment."^

^■"Towers of Learning," The Michigan Bell (May, 1961;),
p. 32.

Chapter III
PREPARATION AND DISTRIBUTION OP THE INSTRUMENT

It was the purpose of this study to survey Michigan’s
community colleges as to the nature and extent of their com­
munity service programs.

Initially, a preliminary survey

instrument was designed and mailed to the chief administra­
tive officer of each of the 26 community colleges in Michigan
operating as of January 1967.

Although this instrument was

pretested, the results were inadequate, i.e., there was a
low percentage of return and many of the returned forms were
not fully completed.
were brought about by:

In retrospect, these inadequate results
1 ) a lack of clarity in the questions

used, and 2 ) a failure to enlist the full cooperation and
assistance of the community college administrators.

However,

this initial questionnaire did serve as an effective pre­
instrument in that the form of the partial returns provided
guidelines for the design of the final survey instrument.
The final instrument was sent to the chief adminis­
trative officer of each of the 21 Michigan community colleges
whose charter was dated I96I4. or earlier.

It was apparent from

the first instrument that most institutions founded since 196/4.
were not sufficiently established to have instituted a commun­
ity service program, as such; in fact, the usual year or two
58

59
latency between charter date and actual starting date means
that many of the excluded institutions were not actually in
operation until just prior to the time of the distribution
of this Instrument.
In the preparation of the final instrument, counsel
was sought from numerous sources, including professors at
Michigan State University and community college presidents
and deans.

The results of this counsel served to indicate

flaws in the original design which were subsequently elimi­
nated.

The final instrument consisted of seven pages.

It3

delivery to the chief administrative officer of each institu­
tion was preceded by a telephone call succinctly explaining
the document, and personally soliciting the Institution's
cooperation and assistance.
was followed by a letter.

In all cases, the telephone call
In order to achieve the desired

return rate of 100$, a number of additional telephone calls
and letters were needed in some cases.
A copy of each instrument is included in the appen­
dices.

The first thrss questions of the final instrument

relate to basic data regarding the institution.

The next

set of seven questions are concerned with the profile of the
administrative supervision of the community service program.
Question number 8 inquires as to the existence of a written
policy pertaining to community service.

Questions 9 through

13 are concerned with the advising, initiation and sponsoring
of programs emanating from the community college.

Questions

llj. and 15 are in regard to the allocation of funds for com­
munity services.

Questions 16-18 are relative to community

60

service program staffing, promotion and evaluation.

Question

19 is concerned with factors which are felt to limit the
effectiveness of the institution's Community Service Program.
Question number 20 consists of a comprehensive list of 117
items which a community college could conceivably include in
its Community Service Program.
The purpose of including this list in the instrument
was three-fold:

1) To determine the extent of specific

programming involving Michigan's community colleges during
the 1967-68 academic year.

2) To point out to the community

colleges that they are in many cases doing more in the area
of community services than they are aware.

3) To indicate

some of the things which are not being done but could and/or
should be done by Michigan Community Colleges.
The last part of the instrument was reserved for any
additional comments or remarks that the respondent desired
to a dd.
The data was hand tabulated after the development of
a comprehensive chart consisting of all relevant raSponSoS.
(Appendix #3)
When 100$ of the questionnaires had been returned, a
complete compilation was made of the responses.

A discussion

of these responses and the manner in which they relate to the
basic purposes of the survey is included in Chapter IV.
data collected pertained to the 1967-68 academic year.

All

Chapter IV
EVALUATION OP RESULTS

The Place of Community Services Within The Administrative
brganizatlon of Michigan Community Colleges
Fightmaster points out the importance of having a
full time administrator and his position relative to the
chief administrative officer.

"Once established, the com­

munity services program should have a full time administra­
tor equal in position to that of the Dean of Instruction or
Dean of Student Personnel."1
A key issue regarding the position of the community
service progress within the community college administrative
organization is whether community service has been recognized
as a distinct and separate entity.

An indication of such

recognition, or the lack of it, is reflected in the title of
the person responsible for the administration of community
services.

Many institutions claim to do justice by the

community service function when, in reality, they do not.
This can be likened to the fact that many public school
personnel claim to be community education oriented and will
indeed point out as a significant factor that it even says
^Walter J. Fightmaster, "Administration and Operation
of Community Services Programs," Community Relations and Ser­
vices in the Junior Colleges (American Association of Junior
Colleges, Washington, D. C . , 1969) Mon.
P*53.
61

62
community schools on the side of their school busses.

The

point is that much less service is given to the community
service idea at all levels of education but, in reality,
this function is not given much priority.
According to Nathan Shaw,

"A community service pro­

gram is 'well established1 in 9 out of 10 community colleges
in the United States."^

This could be very much questioned.

Shaw alludes to a study done by Harlacher in which it is
indicated that only 1

of the nation's community colleges

have a full time director.

Still, the very fact that only

15# of the institutions have a full time director of commun­
ity services, but by whatever title he may be called,

it is

difficult to conceive that one could claim that a community
service program is "well established" in 90# of America's
junior colleges.

Harlacher*s report shows California leading

the nation in the percentage of community service programs
and, indeed, has almost half the full time community service
programs in the country.
In this Michigan study, six different categories of
administrative personnel were given as those being directly
responsible for the community service function - President,
Academic Dean, Assistant to the President, Director of Public
Relations, Dean of Students and Director of Continuing Edu­
cation.

Responses of the type "President" or "Academic Dean"

would seem to indicate that community service functions are
1Nathan C. Shaw (ed.), Community Services Forum (Am­
erican Association of Junior Colleges, Washington, D.C., 1969),
I, No. 2, p.l.

63
not separated as a distinct function of the institution or
that as a function it receives little priority.

One is en­

couraged though to see that 13 of the 21 respondents used a
title such as "Dean of Community Services","Director of
Continuing Education", or "Community School Coordinator".
In these cases the community service related title would
suggest a higher level of commitment on the part of the
institution to the community service function.
Two of the Institutions indicated that the community
service leadership was provided by sources beyond the insti­
tution Itself.

In one case It was the regional university

extension agent.

In the other case the program was directed

by the community school coordinator for the county public
schools.
An additional indication of institutional commitment
to the community service function is given by the number of
other responsibilities assigned to the person responsible
for the community service area.

Among the respondents speci­

fically responsible for areas related to community services,
an average of three major additional responsibility areas
were listed.

This is exclusive of Presidents, Academic Deans

or Deans of Students, all of whom would of course have many
other responsibilities.

In Harlacher*s national study, it

is Indicated that public institution directors are more apt
to be full time and directly involved In community service
activities than are the personnel responsible for community
service programs in private colleges.

These professionals

6k
are more apt to work with, such programs as writing proposals
for grants, public relations, fund raising activities, or
even full time classroom ins timetion.
The place of the community services officer within
the administrative organization is very important.

In two

cases, community services are handled directly by the chief
administrative officer.
President.

One respondent reports to the Vice-

Another to the Dean of Instruction.

In three

cases the respondents did not clearly define the administra­
tive relationship.

According to Harlacher*s study 69$ of

the respondents indicated that the community service direc­
tor reported directly to the chief administrative officer of
the institution.^
The community service function cannot be done justice
by if it must operate on a self-supporting basis.

It must

be adequately funded as a major thrust of the institution.
This is particularly true in the urban areas and where minor­
ity groups are involved.

If significant action and learning

is to develop and the community college ie to have any iiieaningful impact, adequate funding must be made available.
Eight institutions

(26$) reported that no separate funds

were allocated specifically for community service program­
ming.

For the remaining 13 institutions

(7^4-$) an average of

approximately $86,000 is budgeted for community services.
This represents an average of 3.5$ of the average total
^Nathan G. Shaw (ed.), Community Services Forum
(American Association of Junior Colleges, Washington, E>. C.,
1969) I, No. 2, p.l.

65

institutional budget.
Personnel Involved in Staffing of Community Service Programs
There is a dramatic need for qualified community ser­
vice personnel.

Dr. Gunder Myron suggests that the director

of community services be capable in the following conceptual
areas:
a.

The community service administrator should
understand the community college as a social
organization.
He must develop a "point of
view" about society and the place of the
community college and community services in
it.
He must perceive the task of community
services in modern society.

b.

The administrator should develop a thorough
conceptualization of community services and
the objectives it aspires to achieve.

c.

The administrator must understand the process
of planned social change.

d.

The administrator should have an understanding
of educational administrative theory and prac­
tice .

e.

The administrator should have an understanding
of theory and practice in continuing education.

f.

The administrator s h o u l d
d«v«lop a high level
of self awareness of his personality and values.
He should develop an understanding of the dy­
namics of interpersonal relationships.

The development of administrative skills:
a.

The administrator should be a competent
diagnostician; he should be skilled in analy­
zing community problems.

b.

The administrator should be a skilled manager;
he should have the ability to handle the
budgetary, scheduling, and reporting require­
ments of an administrative position.

c.

The administrator should have a concept of the
"pattern" of the community service program
toward which he is working.

66

d.

The administrator* should be skilled at curri­
culum building and evaluation; he should view
his program in terns of long-range development
of excellence.

e.

The administrator should know how to build
board, administrative, faculty, and student
support.

f.

The administrator should develop personal
relationships with key persons and groups in
the community, and should explore ways to
work cooperatively with them.

g.

The administrator should be an active partici­
pant in community affairs.

h.

The administrator should develop his public
relations and communication skills.

i.

The administrator should be skilled in working
with disadvantaged groups and developing p ro­
grams to meet their needs.

j.

The administrator should be skilled in seeking
funding, both from college sources and from
outside sources, to support community service
programs.

Dr. Myron goes on to comment regarding the content of
an adequate community service leadership program:
No attempt will be made to suggest typical courses
which might be included in a leadership program.
Hov.'ever, « combination of courses, seminars, inde­
pendent studies, and field internships appears to
be needed in terms of the conceptualization above.
The listing below, therefore, will suggest content
for the subject matter aspect of such a program
and desirable experience for the internship aspect.
These listings focus on what might be included in
a Doctoral program; Specialist and Masters candi­
dates would not, of course, pursue the intensive
course work, internship, thesis progression of
the Doctoral candidate.
The internship period
might be from three months to one year in length,
and need not be limited to one college.
However,
Gunder Myran, "Programs to Develop Community Service
Personnel," Community Relations and Services in the Junior
Colleges (Kellogg Foundation Cornmuriit'y Service ProJect, Michigan state University) pp. 1J4.-1 5 .

67
the majority of an intern* a efforts should be
directed toward one institution and community.
More specifically in Dr. Myran*s personal leadership
program, the following subject matter content is proposed:
Community Services
Taxonomy of community service functions
Public relations and communication
The city as sin educational laboratory
New careers concept
Cooperative planning of educational experiences
Community services programming patterns:
short
courses, seminars.
Sociology
Planned social change
Minority groups
Community organization and structure
Urban sociology
Social stratification
Social systems
2
Small group relationships^
Referring to initial selection and recruitment, Myran
makes the following observations:
1.

Those entering a community service leadership
program need not have a teaching background.
Persons who have held administrative or training
positions in business or government, for example,
should be regarded «« eligible if they meet the
other admission requirements of the university.

2.

Since there is always competition for available
leadership talent, recruitment of students is
necessary in order to bring into the program the
type of person who has the potential to make a
significant contribution in a community college
and in the community.

3.

Students who wish to enter community services
careers should be motivated by a desire to
serve, not by income and status.
Compassion

Gunder Myran, "Programs to Develop Community Service
Personnel," Community Relations and Services in the Junior
Colleges (Kellogg foundation Community Service Project,
Michigan State University) p.l£.
2 Ibid.

68

and empathy for disadvantaged groups should be
characteristics of these students.
I4..

Although difficult to assess, students entering
community services careers should demonstrate
some ability to adapt to changing conditions,
and to be creative in handling administrative
problems. These persons should be able to
tolerate ambiguity and unsolved problems since
they will deal with community problems for which
there are no quick, easy solutions.

5.

Students who wish to enter community service ^
careers should demonstrate leadership ability.

Tenure and age profile for the administrative officer
whose primary responsibility is for the community service
function in Michigan community colleges are given in Tables 1
and 2 respectively.
TABLE I
TENURE PROFILE OF ADMINISTRATIVE OFFICERS WHOSE PRIMARY
RESPONSIBILITY IS RELATED TO THE COMMUNITY SERVICE FUNCTION
Tenure
0 - 2

Number

years

Percent

5

26.31

2 - 4

8

42.53

4 - 6

1

5.26

6 - 8

2

10.32

8-10

1

5.26

10 - 12

2

10.32

W

166.66

Gunder Myran, "Programs to Develop Coiumunity Service
Personnel," Community Relations and Services in the Junior
Colleges (Kellogg Foundation Community Service Project, Mich­
igan state University) pp.12-13.

69
TABLE 2
AGE PROFILE OF ADMINISTRATIVE OFFICERS WHOSE PRIMARY
RESPONSIBILITY IS RELATED TO THE COMMUNITY SERVICE FUNCTION
Age

Number

30 - 39

k-

22.2

ko - b9

8

¥4-5

50 - 59

k

22.2

60-69

2

H
•
H
H

18

100.0

Total

Percent

Ten (66^) of the officers in charge of Michigan com­
munity college service programs have four or fewer years
tenure.

This is due in a large part to the newness of these

institutions.

In addition to the question of the newness of

the institutions, Harlacher makes the following observation
regarding professional status as it relates to tenure:
The present status of many community services
positions would discourage qualified men from
assuming posts or staying in them longer.
Formerly, adult and evening programs and com­
munity service were combined in one job with not enough time left for community
service. (Registering adult students right
in the classroom got one community service
man into trouble ! )
It seems noteworthy that the ages of the respective
officers in charge of community service programs are spread
Ervin Harlacher, "Administration and Operation of
Community Education Programs," Community Relations and. Ser­
vices in the Junior College (American Association of Junior
Colleges, Washington,"1''D. cT, 1969) Mon. I4., p.9.

70
rather evenly across the 30-60 range.

All officers directing

programs have a master's degree and two (13$) hold earned
doctorates.
The breakdown of degree categories listed by the
respondents, as summarized in Table 3» is particularly noteable in that

of the majors listed are in the area of

business-industry, which is more than twice as large as any
other single category.

Equally interesting is that there

are only two respondents who list adult education as their
major.

The category labeled "other" in Table 3 includes no

degree in the arts or sciences.
TABLE 3
SUMMARY OP DEGREE CATEGORIES LISTED BY RESPONDENTS
WHOSE MAJOR RESPONSIBILITY IS COMMUNITY SERVICE
Degree

Number

Percent

Business and Industry

9

3J+.61

Adult Education

2

7.70

Other Education

2

7. 70

Administration

k

15.38

Other

9

31+.61

Total

26

100.00

In reviewing the past professional experience listed
by the respondents, it is not surprising to find a wide range
of positions from a retired Colonel to a former Congressional
Assistant.

However, there was a heavy concentration of

71
former teaching experience, particularly in the area of
'busineas-industrial education.

There was also considerable

previous administrative experience listed.
A summary of sources from which community service
program staff are drawn is given in Table i|..
personnel

Many staff

(lj.6 .&%) came from the faculty of the community

college itself, but a surprisingly large fraction (3k-5>%)
is comprised of lay people from the community.

The break

down for individual institutions varies widely from the
average figure given in Table I4..

For example, one institution

staffs its community service program exclusively from its own
faculty while other institutions utilize a large percentage
of lay people ranging as high as Q0%.

Thirteen institutions

(62^) utilize faculty from other institutions of higher education; however,
2

0

the highest portion of such Involvement is

An identical fraction of the community colleges

(62?6)

utilizes high school faculty as staff for their community
service programs, but the involvement does range as high
as
TABLE L|_
SUMMARY OF SOURCES FROM WHICH COMMUNITY SERVICE
PROGRAM STAFF ARE DRAWN
Source Category
Community College
Other Higher Education

Percent of Total Staff
J4.6.8
5.8

High School

12.8

Lay People

314-.6

Total

100.0

72
The Policy of the College Relative to The Community Service
Function
There is a glaring lack of stated policy on the part
of Michigan's community colleges regarding the community
service function.

Fightmaster makes the following statement

underlining the importance of established community service
policy:
Written policies, regulations and procedures for
all aspects of community services programs should
be developed, approved and adhered to.
Qaphasis
should be placed on assessing the educational
needs and interests of the community, involving
community leaders, and establishing community
advisory councils and committees to assist in
developing, implementing and evaluating programs,
courses and activities.1
It is difficult to think of Michigan's community
colleges being serious about the community service thrust in
light of the lack of developed policy within the institutions.
Only three (II4.5O

of the 21 institutions report that their

governing board has a written policy relative to the community
service function.

A single additional institution has indi­

cated that such a policy is in the process of preparation.
A more positive indication of institutional commitment to
the concept of community service as a distinct and separate
entity is the fact that eight institutions have an advisory
council or committee specifically in the area of community
services; however, this is only 38^ of the institutions sur­
veyed.

In addition to this, two institutions indicated that

Walter J. Fightmaster, "Administration and Operation
of Community Services Programs," Community Relations and Ser­
vices in the Junior Colleges (American Association of Junior
Colleges, Washington, D. C., 1969) M.1+, p.$3.

73
they involve* advisory committees on a project by project basis.
All but one of the advisory committees include faculty in their
membership and all but one also include a representative from
business and industry, from a civic organization, and from the
unions.

Two other committees include retirees and high school

personnel.
dents on

Significantly, one institution also includes stu­

its community service advisory committee.

Hopefully,

community colleges and, indeed, all levels of professional
education will increasingly involve students in its decision
making apparatus.

Students are demanding to be involved.

It

is possibly too simplistic to point out that the more students
are embraced in the ways and means of the establishment, the
less apt they are to condemn or disrupt it.

We should not

just involve students in decision making in order that they
not disrupt, but rather because they can add something in addi­
tion to our
The

learning in the process.
following quote speaks strongly in support of

every community college having a strong community advisory
council and

committees:

munity it is due to our

"If we do not take root in the

com­

inability to listen and act.”

Method of Analysis
It was found that the most effective means of presen­
tation was in the form of frequency distribution tables.

In

general, these tables consist of a profile of the responding
institution across the set of descriptive categories.

Mean

values for some of the characteristics are reported where it
was felt to be of value.

74
Community Service Program Support - Promotion and Evaluation
Suggestions for community service programs come from
a broad cross section of the community in nearly all cases.
With the exception of one institution, all respondents listed
at least three groups from which suggestions are received,
and as indicated in Table

67^ of the institutions reported

that at least six different types of groups are involved in
contributing suggestions relative to community service pro­
gramming •
TABLE 5
SUMMARY OP SOURCES OF SUGGESTIONS FOR
COMMUNITY SERVICES
Source of Suggestions

Number

Percent

Citizens

18

86

Faculty

17

81

Admini strati on

17

81

Business

17

81

Community Organizations

15

71

Labor

34

67

Secondary Schools

8

38

Surveys

8

38

Elementary Schools

5

2k

Students

1

$

A similarly broad spectrum of participating organi­
zations was reported relative to the initiation and sponsor­
ship of community service programs.

These data are summarized

75
in Tables 6 and 7 respectively.

All responding institutions

reported utilizing at least three different types of media
in the promotion of community service programs.

Each institu­

tion uses newspaper and direct mail, but only five institutions
indicated that they use telephone committees for the
promotion of community service programs.

(See Table 8)

TABLE 6
SUMMARY OF SPONSORING ORGANIZATIONS FOR
COMMUNITY SERVICE PROGRAMS
Sponsoring Organization

Number

Percent

Educational

19

91

Busines s

19

91

Civic

17

81

Governmental

71

Union

13

62

Religious

12

57

1

5

Students

76
TABLE 7
SUMMARY OP GROUPS INITIATING COMMUNITY SERVICE PROGRAMS
Number

Initiating Group

Percent

Business

18

86

Civic

16

76

Educational

11+

67

Governmental

11

52

Religious

10

1+8

Union

10

1+8

TABLE 8
SUMMARY OP MEDIA USED IN PROMOTION
OF COMMUNITY SERVICE PROGRAMS
Medium

Number

Percent

Newspapers

21

100

Direct Mail

21

100

Radio

18

86

Flyers

18

86

Television

11

52

5

21+

Telephone

Three institutions

(11+#) indicated they did not

evaluate community service programs by any means.
ing 18 institutions

The remain­

(86;#) utilized the various means of evalu­

ation as summarized in Table 9.

77
TABLE 9
SUMMARY OP MEANS USED TO EVALUATE
COMMUNITY SERVICE PROGRAMS

Method of Evaluation

Number

Percent

Observation

16

76

Feedback

16

76

Demand for Repeat

15

71

Questionnaires

13

62

Holding Power

11

52

3

Ik

Achievement Test

The three most commonly alluded to means c
tion are of an unstructured nature.

More structured forms

of evaluation, such as achievement tests and questionnaires,
are much less frequently utilized.
Only one institution indicated that there were no
factors which limited the effectiveness of the community
service program.
As shown in Table 10, over half of the respondents
indicated either lack of budget '.(>2%) an d/or facilities
limited the effectiveness of their community service programs.
An additional limiting factor alluded to by two col­
lege officers referred to their being "in the 3hadow of the
university" and in each case the respondent indicated that
the university and, more particularly, its extension personnel
usurped their programs and were uncooperative.
In another community it was felt that a major founda­
tion provided community service type programs and thus the

78
need did not exist.
TABLE 10
SUMMARY OP FACTORS CITED AS LIMITING THE
EFFECTIVENESS OF COMMUNITY SERVICE PROGRAMS
Limiting Factor

Number

Percent

Budget

13

62

Lack of Facilities

11

£2

Lack of Trained Personnel

8

38

Apathy

14-

19

Newness of Institution

5

214-

In Table 13 the second most frequently mentioned item
was "lack of facilities".

It is this author's distinct opinion

that this view is extremely narrow as the facilities exist, if
not on campus, then in churches, neighborhood schools, business
and industry, store fronts, municipal facilities, etc.

It is

hard to Imagine that if any community service project were felt
to be worthwhile that some facility could not be found some­
where in the community being served.

Unfortunately, it is

too easy to come up with the "excuse" that facilities are not
available.

How better to serve the community than by moving

the community service program out Into the community rather
than assuming that the community will come to the college cam­
pus?

Thus, the following statement by Harlacher is well

received:
The program of community service is communityoriented rather than college or campus-oriented.
The program is planned to meet the needs of citizens

who are not now, and may never be, enrolled in
formalized classes on the college campus.1
Survey of Community Service Programs
A summary of the total program categories reported
by responding institutions is presented in Table 11.
average number of programs reported is 35*8•

The

No institution

reported fewer than 18 programs and one institution listed
69 separate program categories.
TABLE 11
SUMMARY OP THE TOTAL PROGRAM CATEGORIES
REPORTED BY RESPONDING INSTITUTIONS
Total Number of
Program Categories

Number

Percent

10 - 19

2

10

0
C\J
1
0
CVJ

5

25

30 - 39

1+

20

1+0 - 1+9

7

35

50 - 59

1

5

60 - 69

1

5

20

100

Total

On each campus a majority of these programs

(an

average of 88.5?£) were sponsored by the community college
itself, but a notably large portion (an average of 30.0^)
of the programs are sponsored or cosponsored by other
^Ervin Harlacher, "Administration and Operation of
Community Education Programs," Community Relations and Ser­
vices in the Junior College (American Association of Junior
Colleges • , Washington, D. C ., 1969) Mon. 1*., p. 10.

80

agencies or institutions.
On one campus, no outside sponsorship was reported
while other institutions reported a level of outside spon­
sorship involving as much as 86$ of their program categories.
A summary of program sponsorship by agencies other
than the responding institution is given in Table 12.
TABLE 12
SUMMARY OF PROGRAM SPONSORSHIP BY AGENCIES
OTHER THAN THE RESPONDING INSTITUTIONS
Number of Programs
Sponsored by Others

Number

Percent

0 - 9
10 - 19
20 - 29

12

60
20

30 - 39
k-0 - 49

1
2

5
10

20

100

Total

k
1

5

An average of 77.9$ of the program categories report­
ed by a given institution referred to programs held on campus.
It is notable that 37*0$ of the programs were reported to be
held off campus.

This data is summarized in Table 13.

TABLE 13
SUMMARY OF OFF-CAMPUS PROGRAMS
SPONSORED BY RESPONDING INSTITUTIONS
Number of Off-Campus
Number
Programs
0 - 9
10 - 19
20 - 29
30 - 39
*4-0 - 4.9
50 - 59
Total

9
3
6
1
0
1
'26

Percent
U5
15
30
5
0
5
10(3” "'

A complete summary of institutional participation in
specified community service programs is given in Figure 1.
All but one of the 21 responding institutions supplied a
comprehensive breakdown of data for this part of the study.
Thirteen program categories were checked by 15? or
more (15%) of the 20 respondents:
- Choir Concerts
- Community Use of School Plant
- Art Exhibits
- Community Surveys
- Student Placement Services
- Speaker's Bureaus
- Forums on Current Issues
- Lecture Series
- College Public Relations Programs to Local Service
Clubs
- College Choir, Community Concerts
- Special Interest Classes
- Area Survey of Industrial Education Needs
- Assistance in University Extension Classes
Only eight of the program categories were not mentioned
by at least one of the responding institutions:
- Water Carnival
- Children's Annual B o o k Fest i v a l
- Sacred Music Wor ksh op

- Cost of Living Survey for Communities of Comparable
Size
- Political Science Examinations for Teaching Creden­
tial Requirements
- A Land-Use Survey

82

- Maintenance of Mental Health Clinic for Hospitals
- Operation of Local Weather Station
Eight institutions listed additional programs not
included in the survey list.

Of these eight institutions,

an average of only three additional programs were listed.
This serves to indicate the comprehensiveness of the original
list.
Figure II reflects an analysis of the summary of
programs offered by reporting institutions based upon
Max Raines's "Taxonomy of Community Service Functions".

It

is not surprising to find that there is a particular emphasis
upon the cultural development, career development, and com­
munity analysis functions.

One of the problems in working

with the "Taxonomy of Community Service Functions" was that
the 18 functions included in this instrument overlapped to
a considerable degree.

The full copy of the "Taxonomy of the

Community Service Functions" is included in the appendices.

FIGURE I
SUMMARY OF PROGRjIMS OFFERED BY REPORTING INSTITUTIONS
INSTITUTIONS REPORTING
£
10
1£ 20
1.
2.
3.
ij.,
5.
6.
7.
8.
9.
10.
11.
12.
13.
llj..
15.
16.
17.
18.
19.
20.
21.
22.
23.
2 l\..

25*
26.
27.
28.
29.
30.

Book reviews
Choir concerts
Provision of band for parades and concerts
Community us© of school plant
Provide gym or athletic field for city parks' teams
City-college recreation program
Cooking school
Art exhibit
Participation in Red Feather, Red Cross, other campaigns
Participation in Civil Air Patrol
Science exhibits
Juvenile symphony group
Comuni ty surveys
Student placement service
Speaker's bureau
Comunity vocational guidance service
Practical nurse's program
Holiday and/or religious programs for various groups
Conservation programs
Forums on current issues
Radio programs by college students
Cooperative film library
Audio-visual aids for the community
Public use of college library
Public testing and placement center
Public health clinic
Workshops for public school teachers
Lecture series
Volunteer file for social agencies
Children's theater productions

minium

111

CD
VjJ

llllillllllllll

FIGURE I - (cont.)
SUMMARY OF PRO&MMS OFFERED BY REPORTING INSTITUTIONS
INSTITUTIONS REPORTING
0___ 5
31*
32.
33.
3l(-*
35*
36.
37*
36.
39*
ij.0.
Jl.
43.
Ulj..
li*>.
lj.6.
I4.7 .
46.
1+9.
50.
51.
52.
53*
55..
55*
56.
57*
56.
59.
60•

Television programs
Community leadership workshops
Community materials file of visual and discussion materials
Citizen education classes for aliens
Training programs for aliens
English language classes
Campus productions for rebroadcast
Radio program to inform the community of college activities
Distribution of the college yearbook to professional offices
Distribution of the college newspaper to the community
Co-operative film library for independent school districts
Periodic visitors1 day at the college
College press service available to the public
Parents' night program
Alumnae association
College public relations programs to local service clubs
Academic counseling for public schools
Col. fac. & students participation in local sch.,
rel.« & com. prog.
Business-Industry Day
Water carnival
Great books, films for adults
Entertainment bureau fox* local civic clubs
College choir, community concerts
Special interest classes
Concerts broadcast locally
College faculty as conductor of local symphony orchestra
Chamber music series
Children's annual book festival
Sacred music workshop
College faculty as directors of local choral groups

31
32
33'

10

15

20

lllllllllllllllllll

lj1
CD

•P"

FIGURE I - (cont.)
SUMMARY OF PROGIUiMS OFFERED BY REPORTING INSTITUTIONS
INSTITUTIONS REPORTING
61. Soils testing laboratory
62. Faculty service in Audubon Society and Wild Life Federation
63. Campus used in conservation program
6I(.. Recruitment drive for elementary and secondary teachers
65. Community theater sponsor
66. Vocational-guidance service for high school students
67* Senior college courses conducted by junior college faculty 67
through the ext. service of the state university
68. Courses for parents of pre-school children
69.
Rem. reading classes for elem. students by jr.col.students 6$
70. Col. students aid in rec, programs for younger children
70
71. High school completion courses for adults
72. High school eval. programs proj. county school needs
73. Demonstrations & talks by science students for elem.schls.
7J4.. Committees for planning school locations and facilities
75. Participation in area survey on needs of ind. education
76. Incorporation need survey for community
77. Cost-of-living survey for com. of comparable size
78. Analysis of student spending in community
79. Analysis of selling techniques in the community
80. Survey of the needs of the ages of the community
81. Pol. science exams, for teaching credential requirement
82. Cooperation with local physicians teaching courses for lab.
technicians
83* Child development classes for adults
81v* A land-use survey
85. Medical forum by community physicians
86. Area health unit on campus
87. Maintenance of mental health clinic for hospitals
88. Faculty service on community health committee
89. Courses for hotel and restaurant workers

llllllllllllllllll!

CD

vn

FIGURE I - (cont.)
SUMMARY OF PROGRAMS OFFERED BY REPORTING INSTITUTIONS
INSTITUTIONS REPORTING
10
15
20
Survey of problems of small businesses
Film discussion groups
Public affairs forums
Coop, with local bar assoc, in various series on law
Student forum in elementtiry & secondary schools to inform
pupils of further education possibilities
Educational
programs with local Civil Defense org.
95.
96. Community job bureau
97. Management clinics
98. Investment seminars
99. Job relations training for department heads
100. Course in community resources
101. Short course on income tax filing
102. Participation in labor management committees
103. Promotion of historical society and museum
104. Establishment of community center
105. Operation of local weather station
106. Upgrading program for police and fire departments
107. Printing a directory of welfare organizations
108. Cooperation with safety council
109. Participation in parent-teachers association
110. Local symphony orchestra
111. Interfaith council
112. Story telling at children's hospital
113. Services by college students in summer camps
111;. Counselors for various club conferences
115. Assist in university extension classes
116. Supply square dance instructors for various groups
117. Provision of tutors for elementary pupils
118. Others
90.
91.
92.
93.
9t.

FIGURE II
PROFILE OF COMMUNITY SERVICE OFFERINGS IN MICHIGAN’S COMMUNITY COLLEGES THROUGH
THE UTILIZATION OF THE RAINES’ TAXONOMY OF COMMUNITY SERVICE FUNCTIONS
Number of Responses
10

Career Development Function
Social Outreach Function
Community Analysis Function
Cultural Development Function
Public Forum Function
Civic Improvement Function
Recreational Development Function
Educational Expansion Function
Cooperative Planning Function
Educational Extension Function
Public Information Function
Faculty Consultation Function
Conference Planning Function
Advisory Liaison Function
Facility Utilization Function
Organizational-Administrative Function
Staff Development Function
Program Evaluation Function

15

20

25__ 20

35

ko

Chapter V
SUMMARY

It was the purpose of this study to survey and
evaluate the community service programs of Michigan com­
munity colleges.

More specifically, this study has been

directed toward:
1.

The place of the community service program
within the community college administrative
organization,

2.

A profile of the professional staff responsible
for community service programming.

3.

The policy of the institution relative to com­
munity services.

4_.

Kinds of existing community service programs
and the process by which they are initiated
and evaluated.

This study involved all of Michigan's community
colleges chartered in 1964- or earlier.

The survey instrument,

consisting of seven pages, requested specific information
bearing on the above mentioned four areas.

The final revised

form of the survey instrument was sufficiently improved over
the original questionnaire that it was possible to achieve
virtually 100/5- results regarding desired information.

Also

contributing to the success of the questionnaire was the
fact that each chief administrative officer was contacted
directly in person or by phone and as often as necessary in
order to obtain the desired information.

88

89

One particular feature of the revised instrument
merits fuller discussion.

Respondents had shown by their

failure to supply certain types of information in the original
questionnaire that there is little agreement as to what consti­
tutes "community services".

The successful approach employed

in the final survey instrument was based upon the explicit
defining of community services by the nature and scope of
programming included in Question 20.
The problem of an adequate definition of community
services as encountered in this study pervades all consider­
ations related to the administration and impact of a truly
comprehensive community college program.

While there is

general agreement that the four basic functions of the
comprehensive community college are:
2) College Transfer,

1) General Education,

3) Vocational Technical,

ij.) Community

Service, there is little agreement as to what really consti­
tutes the community services function, as such.

Comments

made by respondents in this study underscore this division
of opinion.

For example, regarding the line of demarcation

between the vocational-technical function and the community
service function, responses varied from "are essentially the
same function" to "are not at all the same".
In regard to the placement of community services with­
in the overall administrative organization of the community
college, no clear pattern emerges from the results of the
study.

In a number of cases, the chief administrative officer

is directly responsible for the community service program.

In

90
other* cases, the responsibility is in the hands of a third
line administrator.

In most cases the person in charge was

at the second administrative level, but with many responsi­
bilities in addition to community services.
A similar varied pattern was evident in the budget­
ing of monies for program support.
In the area of administrative and instructional staff,
there was little consistency between the professional experi­
ence and degrees held as these would be expected to relate
to the community service function in that there was very
little previous experience or degrees related to adult edu­
cation or continuing education.

There was, in fact, a pre­

ponderance of degrees and previous professional experience
from the areas of business-Industry and vocational-technical.
Concerning the policy of the community college
regarding the community service function, it should be
succinctly pointed out that in the vast majority of Mich­
igan's community colleges, no written policy exists, and

y

UI1X

Oiitj

C1U
U
X lj 1liilrt 1

Xiiw 1/x i/ u u x v ii

tC

wtw

plCnZ*lX*g

Of

one for the future.
There exists a wide range of community service pro­
grams and activities among Michigan community colleges col­
lectively.

Individual institution programs range from being

rather modest to quite extensive.

Indications are that there

exists a wide base of community support for these programs.
The study shows that Michigan's community colleges
are fairly consistent in the manner and degree by which com­
munity service programs are promoted and evaluated.

Chapter VI
RECOMMENDATIONS

The following recommendations are offered:
1.

That at each Michigan Community college, a second
level administrator he charged with the respon­
sibility for the operation of the community
service portion of the community college program,
and that this be his sole major responsibility.

2.

That at each Michigan community college, a
separate office be established for community
service programming and that it not only be
adequately staffed, but financed, as well.

3.

That each Michigan community college develop a
written policy relative to the institution's
community service function.
That each Michigan community college develop an
advisory council pertaining to community service
programming.

In addition to this, there is merit

in the establishment of a system of advisory
committees related to specific community service
pro Jects .
£.

That every attempt be made on the part of the
institution to evaluate the effectiveness of
91

community service programs both formally and
informally.
Not only should there be a commitment to the
concept of community services on the part of the
institution's administration and board, but every
attempt should be made to inform and enlist the
aid of the rest of the staff and the community
at large•
That the community college view the entire
community as its campus and in doing so utilize
known campus facilities in the programming of
community service activities.

Some examples of

community facilities that could be made avail­
able are area elementary and secondary schools,
government offices, business and industrial
facilities, parks, churches,

theaters, ancl store

fronts.
That comprehensive surveys be initiated for the
purpose of determining in a meaningful way
interests and needs in the community that could
be met by community service programming.
That a comprehensive study be made of resources
in the community.

This could take the form of

a resource file embracing information regarding
personnel and organizations available as teachers,
consultants, resource people, panel members, and
others.

10.

That laymen be used extensively as teachers,
evaluators, reactors, and on advisory panels
and committees wherever possible.

11.

That a consortium be established on statewide
and regional bases consisting of community
service personnel and convening at regular
intervals.

There would be a sharing of publica­

tions, program ideas, and other common concerns.
This organization could run a close parallel to
the existing council of community college adminis­
trators •
12.

That students be significantly Involved in
community service activities whereby they assist
in rendering service.

The community could be

viewed as a laboratory for learning on the part
of students.

If approached correctly this could

provide relevant educational experiences for
students and faculty.
13.

That community service personnel and other
community college administrators become involved
in national community service programs such as
the galaxy conference on adult education to be
held in Washington in December, 1969.

lit-.

That in the appointment of directors of community
service they be required, where possible, to have
both academic training and previous experience
in the field of community service-community edu­
cation as opposed to drawing in people from such

914

-

a rang© of other fields as currently exists.
l£•

That the community college, in its community
service thrust, develop ways and means by which
to become increasingly sensitive towards the needs
of the urban community.

The community college is

b y its nature more adaptable to serving the dis­
enfranchised than are other facets of the profes­
sional education structure.

BIBLIOGRAPHY

BIBLIOGRAPHY

Books
Bogue, Jesse P , , American Junior Colleges. Washington, D. C.;
American douncil on Education, 1$5>6.
, The Community College, New York:
Hill Sook Company, 1950.

McGraw-

Chaucer, Canterbury Tales, trans. by Vincent F. Hopper, New
York:
Barron's Series, Inc,, 19l|.®»
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P*25"^
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Reports

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Gray Bros., 1888, pp.30-31.

APPENDICES

APPENDIX I
Section A

CATALYSTS ON CALL
by
Robert N • Rue

Mayer, Henry, "No Peace in Our Time," Change in Higher Educa­
tion, Jan., Feb., 1969, I, p.25*
Mayhew, Tom, "Community Education is People," NC3EA News.
Flint, Mich., April, 1969* p.2.
Menefee, Selden, and Cummiskey, J. Kenneth, Community Rela­
tions and Services in the Junior Colleges. Selected
Proceedings from Two workshops held in San Antonio,
Texas and Moline, Illinois, March 21-22, 1969*
March 28-29, 1969.* M.lj..
Mac Kay, Donald William, "Four Challenges of the Junior Col­
lege," Junior College Journal. 5:31*5, May, 1935.
The Michigan Bell, "Towers of Learning," May, 19614.., p.32.
Myran, Gunder, "Programs to Develop Community Service Per­
sonnel," Community Relations and Services in the
Junior Colleges, Kellogg foundation Community Service
Project, Michigan State University, pp.llj.-l5.
Porter, Noah, "The American College and the American Public,"
New Englander, XXVIII, 1869, 501.
Reynolds, James W., "Another Job for Your Community,” Junior
College Journal, XXIII, October, 195i*., P*6l.

Riethmiller, Gorton, "A Program of Service," The Olivet Col­
lege Community Education Program. The blivet Vress,
15o3, p.l*-.
Roberts, Steven V., "The Children's Crusade - What Now?"
Change in Higher Education. Jan., Feb., 1969, I,
p. 127
Rue, Robert N., "Catalysts on Call," United Church of Christ.
Council for Higher Education Journal, December, I96IJ.,
p.5.

_

_

,

"Olivet Off Campus," Michigan Challenge.

Dec. 1961j., p.10.
_____________ * "General Statement," The Olivet College Com­
munity Education Program. The Olivet Press, 1963,
p.l.
Shaw, Nathan C., ed., Community Services Forum. American
Association of Jiinior Colleges, Washington, D. C.,
1969, I, No.2, p.l.
Taylor, Morris F., "Serving Miners, Ranchers, and Townspeople,
Junior College Journal. 16:301, March, 19l*-6«

Wiegman

Robert R., "General Education in Occupational Edu­
cation Programs Offered b y Junior Colleges," Ameri­
can Association of Junior Colleges, Washington,
d* c*, 1969# p*5 »
Reports

Ferris, David, "A Continuing Conference on Effecting Social
Change Through Adult Education - Seleoted Remarks March H 4. Meeting," Community Services Forum* Wash­
ington, D. C., July, 19b9, P*lt«
Gooder, Glenn G*., "Let’s Start Over," AAJC Conference on
Developing Institutions, Vineennes, Indiana,

June 17* I9b9#

P*2.

Patton, Francis Landfy, The Inauguration of the Rev* Francis
Landey Patton as President of Princeton College,
New York: Gray Bros., 1888, pp.30-31*

APPENDICES

APPENDIX I
Section A

CATALYSTS ON CALL
by
Eobert N. Rue

"CATALYSTS ON CALL"
COMMUNITY EDUCATION
ENRICHES THE CONCEPT AND FUNCTION
OF THE LIBERAL ARTS

Robert N. R ue
Mr. Rue is A s s i s t a n t to the P r e s id e n t, O liv et C o lleg e,
and D irector of the Community E d ucatio n Departm ent.

P ro p o sals for new programs are a c ce p ted from any
legitim ate organization or a g e n c y —churches, service
clubs, public s c h o o ls, e t c . —with construction, building
renovation, and the regular public sc h o o l curricula
being the only a re a s sp e c ific a lly exempt from con­
sideration.
As the program developed, two a re a s of s p e c ia l
em phasis emerged. A large sh a re of the programming
has been oriented to the creative a r t s —with the
college helping to sp o n so r and conduct c l a s s e s in
painting, w r ite r s ’ c o n fe re n ce s, community chorus
and orchestra programs, e t c . —and a significant
em phasis h a s been on economic education.
For the p a s t five y e a rs , Olivet C ollege has held
an Economic Education Workshop on its campus each
summer. D esigned e s p e c ia lly for te a c h e rs , the work­
shop has been a notable s u c c e s s ; and for the p a s t
two summers it has been sponsored jointly by the
Olivet C ollege Community Education Department, the
Michigan Council for Economic E ducation, and
Michigan State University. In addition, there have
been many community c l a s s e s ranging from personal
economics for the teenager to advanced economics
for the b u s in e s s e x e cutive. L a s t summer, a three-week
in-residence economic workshop for high school
stu d e n ts w a s held on the Olivet campus; and,
currently, the Community Education Department is
cosponsor of a sta te w id e survey on the Status of
Economic E ducation in Michigan, the findings of
which are soon to be published.
Many tea c h e rs and resource lea d e rs for the Com­
munity Education Program are drawn from the Olivet
C ollege faculty and from o th er in stitu tio n s of higher
learning. In addition, e s s e n t i a l leadership has come
from b u s in e s s , industry, public schools, and government
a g e n c ie s.

There are twenty c it ie s and towns within a 50-mile
radius of Olivet College in south-central Michigan.
Fourteen of th ese communities are currently involved
in some phase of a Community Education Program
emanating from the Olivet campus in what many
observers are calling a genuine "cultural r e n a is s a n c e ."
For years, major u n iv e rs itie s have been imple­
menting effective programs of continuing education to
serve the people of their resp e c tiv e s ta t e s . It has
also been demonstrated that public high s c h o o ls —and
even elementary s c h o o ls —can conduct, meaningful
extension programs a t the neighborhood level. But it
is relatively unusual for a liberal a r ts c o lleg e to take
a position of lea d e rsh ip in providing a comprehensive
program of continuing education beyond the confines
of its own campus.
The administration and tru s te e s of Olivet College
have taken the position that an institution of higher
learning—especially a church-related liberal arts
college—must do i ts share toward providing e d u ­
cational leadership and cultural opportunities for the
citizens of its surrounding community. Accordingly,
Olivet’s President Gorton Riethm iller prese n ted a
proposal for such a program to the C. S. Mott Foundation
of Flint, Michigan, and a favorable response led to
the establishment of the O livet College Community
Education Department in January 1963In the ensuing two years, approximately 160
educational programs have been implemented; and it is
conservatively estim ated that more than 35,000
people have been directly involved to date. Programming
has run the full gamut of age groups and in te lle c tu a l
levels: from c h ild ren ’s theatre to a United Arts
Council in a large city; from remedial reading to the
study of Great Books; from preschool nursery to
programs for the senior citizen.
-

United Church of Christ - Council for
Higher Education Journal - December, 1?6L

In my opinion, the liberal arts college has
a responsibility not only to its constituency
but to it s neighbors for exerting a cultural
impact beyond the campus. If the private,
church-related liberal arts college i s to survive
and thrive, it m ust relate to its surroundings
and bear an observable influence in the geo­
graphical area in which it e x ists. If this is
left entirely to state institutions, it is only a
matter o f time until all o f higher education will
be so assigned.
The liberal arts college must also serve
i f it is to be served and i f it is to merit support.
—Gorton Riethmiller
The author
(right) d i s c u s s e s • program with
Mr. C. S. Mott, donor of F o u n d atio n supp ort.

Does the program divert reso u rces away from the
regular college? On the contrary, it e n ric h e s the
tegular curriculum and a d d s significantly to the
resources and a c ti v it ie s av a ilab le to O liv e t’s enrollment
of 600 students.
In most c a s e s , financial resp o n sib ility for com­
munity programs is sh a re d by the college, the initiating
group, and the p a rtic ip a n ts . However, one of the
basic precepts of the Community E ducation Department
is that most of its e d u c atio n a l ventures will, in due
time, become self-supporting. For example, le a d e r­
ship and financial a s s i s t a n c e w as provided for the
establishment of a c iv ic theatre in a nearby com­
munity. The developm ent w a s undertaken a t the
request of a c i t i z e n s ’ group in the summer of 1963The group h a s now com pleted its formal organization,
and four plays have been prese n ted . Soon there will
be no further need for involvement of the college,
and the Community E ducation Department will sh ift
its attention to some new area of programmingpossibly in another town.

Olivet College was founded in
by a
small colony o f educators from Oberlin, Ohio,
headed by the Rev. John J. Shipkerd. From the
beginning their intention was to develop a
college and a community mutually dependent,
each contributing to the other. The college
was to be—and, indeed, has always been—
coeducational, devoted to Christian principles
and to the admission o f all students regardless
o f race, creed, or color.
O livet's enrollment has more than doubled
in the past five years, and significant additions
to the campus fa c ilities have been realized
through the first phase o f a long-range develop­
ment program.
In October 196J/., President Riethmiller
announced an additional grant from the C.S.
Mott Foundation for the construction and
equipping of a new academic building which
will accommodate classrooms, lecture halls,
and laboratories.

It might seem that the Community E ducation
concept, thus implemented on such an ex te n siv e
scale, would require an adm inistrative s ta ff of
specialists and a u th o ritie s in all d is c ip lin e s . This,
however, is not the c a s e . The key to s u c c e s s f u l
programming lie s in the ability to s e e k out and
utilize the s p e c i a l i s t s and au th o rities wherever they
roay be, and to d evise a workable context in which
they can instruct, a n a ly z e , direct, a d v is e , lecture, or
counsel. Indeed, s ta f f members c o n sid e r them selves
to be "ca ta ly sts on c a l l , ” drawing together the various
resources n e c e s s a r y to c re a te a meaningful e d u ­
cational xperience for a s many a s p o s s ib le in the
greater < mmunity s e rv e d by O livet College.

5

APPENDIX I
Section B

THE COMMUNITY SCHOOL AND ITS ADMINISTRATION
VOLUME II, NUMBER 5

VOLUME II

JANUARY, 1964

NUMBER 5

A Community School Director in Action
L et me illustrate w ith some examples.
The following schools have planned to in­
crease the number of their community
school directors — Alpena, Michigan; Dade
County, Florida; Winnepeg, Canada, and
Flint, Michigan, the patron school itself.
Institutions that recently have employed
directors include Olivet College, Northern
Michigan University, and the University of
Iowa. Schools that have made application
to Flint for possible personnel include
Albion, Michigan; Charleston, W est Vir­
ginia; Chicago, Illinois; Springfield School,
a suburb of Battle Creek, Michigan; Mar­
shall, Michigan; Flat Rock, Michigan; and
W aterford Township School, a district with
the mailing address of Pontiac, Michigan.
Many of the internes a t Flint this year plan
to return to their local settings to get pro­
grams into action.

Mr, Charles Stewart Mott and Robert N. Rue discussing the Olivet College Community
Education Program at the time of Mr. M ott’s visit to the Olivet Campus in September, 1963.

I should like to describe in inore detail the work of a community school
director, specifically Robert Rue of Olivet College. Apparently the community
school director approach to school community relations has generated con­
siderable interest not only in Michigan but in other sections of the nation as
well if correspondence and telephone calls to my office show the current trend
in administrative thinking.
Why this sudden interest? I shall not try to offer reasons. Perhaps the
need always has been present and is just now being discovered, or perchance
automation, unemployment, migrations into the cities and migrations out of
the cities to the suburbs have added dramatic intensity to educational programs
that calls for new techniques and procedures. There seems to be no one def­
inite pattern into which all the facts fit. We merely know that an increasing
number of community school directors are being added in scattered areas of
the country.

After attending the Community
School Directors Workshop at Flint
— during the Christmas holidays —
I di cided to write another issue about
the .’ommunity school director’s ser­
vice. The thoughts expressed by these
young dedicated leaders were not
only provocative b u t practical as well.
On the ride home I came to the con­
clusion that there might be addition­
al information that could be of value
to readers such as superintendents of
schools, high school and elementary
principals, adult education workers
and other administrative officials.
The descriptive m aterial that follows
I hope will do two things: (1 ) help
those attracted to the process to gain
clearer insight into the work of the
community school director; and (2 )
give valuable tips to administrators
and directors that now have programs
in operation.
Since attending the Christmas meeting I
have been pondering and pondering often
with restless energy — how do these young
men like Lou Tiisse a t Dude County, Flor­
ida; Bruce Jacobs at Alpena, Michigan; Ben­
nie Martin at Winnepeg, Canada; and Bob
Rue of Olivet College get programs moving
so rapidly when some school systems take
months and years to get comparable ven(Coiitinuod on pag• 3)

SCHOOL DIRECTOR/continued
him started. Even a detached lay person
can observe that Boh Rue has m ade fan­
tastic progress in his first year of operation
nt Olivet.

The Hidden Key
I came to this conclusion, right or
wrong as the case may be, that these
people, in the main at least, have en­
joyed such phenomenal success b e­
cause
1. Frank Manley has prepared them
to face community issues with
courage and confidence.
2. These young men could succeed
eminently well in many fields of
work because they are highly
competent.
3. The programs th at they intro­
duce strike a chord of response
with participants.
Now let me indicate the reasoning
underlying the three hypotheses. In
the November issue of this publica­
tion, the point was m ade that Charles
S. Mott showed gifted imagination
when he hit upon the plan of em­
ploying community school directors
in the Flint school system. W e shall
leave this statem ent as expressed
without further embellishment and
move to the next step concerned with
the preparation program.
Frank
Manleys in-service training was im­
aginative as well. His many directors
have to be observed in action for one
to truly see the successful methods
that he has used. T h e approach was
not an intricate kind of social invent­
iveness, not deep, not complicated,
not difficult to understand — rather
it leaves one, let us say, with a sense
of pleasing but sturdy simplicity.
Natural A ffe c tio n

Frank Manley's stirring and recur­
ring message to the boys was to see
people, talk with people, help people
momentarily to achieve their own de­
sires, and then later relate their in­
terests to education and schools.
Quickly these were the kinds of
thoughts that panel members ex­
pressed at their conference:
1. "You first have to gain their confi­
dence before you can influence their
behavior.”
2. “You effectively relate citizens to
schools when they lioliovc in yon us u
person."

Frank Manley tried to prepare
these young men for hard jolts al­
most to the point of masochism. They
expected to receive rejections —
curious as to what they m ight be — in
a measure disappointed if things
went too smoothly. One gains the im ­
pression that deep down inside they
wanted a few hardships so that they
could tell their colleagues how tough
the going had been. One of Franks
admonitions was that if you find
yourself with a lemon, make lemon­
ade. To a degree his approach re ­
minded me of the boxing coach that
I once listened to as he prepared
fighters for forthcoming matches.
This coach described how to feint,
how to roll with the punches, how to
strengthen various parts of the body
so that blows would be less punishing
and the most dram atic rem embrance
of all, how to conserve energy when
you have been knocked to the mat.

A Shade of Difference
Contrasted w ith the preparation
program for administrators and teach­
ers, Mr. Manley’s approach for pre­
paring community school directors
stands out as stark as a plucked
chicken. Basically, his philosophy
was to see people first and then make
out the program. Often administra­
tors and teachers go to the people
only when circumstances require it.
I believe it is safe to say that many
administrators are reluctant to m eet
the public except to give speeches,
attend social functions, participate in
service club activities and the like.
Sharing thinking with citizens about
instruction, soliciting their close co­
operation, listening to their construc­
tive suggestions, accepting criticism
graciously is not a standard operation.
In fact, evolving educational pro­
grams with citizens seems to be some­
w hat out of character except for millage campaigns that would fail w ith­
out lav support. Teachers live in their
own little ivory towers even more
than administrators. It has been re­
ported many times that a small per­
centage of teachers refuse to meet
with parents in the relaxed atm os­
phere of their classroom — at a tea or
coffee hour — to discuss the work in
their grade even when they teach
lower elementary school children.
Now I am mindful of the fact thut
reasoning from analogies is danger­
ous. Perhaps the responsibility of the

community school director is so
sharply different from that of the ad­
m inistrator and teachers th at profit­
able comparisons are impossible. Per­
chance the community school director
performs work that is unique and in
a different kind of setting. There
may be those who would defend the
thesis that schools should not be
closely related to parents and other
citizens.

They Refuse to be Rebuffed
W hether the two should function
alike is an issue we shall pass by at
this time. The fact, in any case in­
dicates that the community school
director does face the public with a
different social outlook. H e strikes
out boldly but with great confidence.
His attitude is how can I lose — all
I w ant to do is to help people. As
a s s o c ia te superintendent, W e sle y
M atthews of Dade County, Florida,
said to Lou Tasse, “you amaze me. You
are just like an apple in a bucket of water.
You get pushed down on a proposal, but
shortly thereafter you bob up again w ith an­
other — without a sign of discouragement or
the urge to redress your grievances if they
are present."

They Check The Little Things
One reason that these young men
are highly competent is th at they are
carefully selected. Many of them
could succeed in the commercial and
industrial world because of their out­
going personalities, great sense of
dedication, industrious habits and
their settled dispositions to watch
over details. Of course, there always
are a few whose personalities fail to
fit the pattern needed. W hen this
occurs, they usually change to some
oilier position in education willingly
and w ithout ill-feeling.

The Roots of Life
Now let us turn to the third reason
proposed for the community school
director’s success — that people are
responsive to such programs because
it fits their basic interest and drives.
The belief that people are more alike
than different is not new. Shake­
speare and writers before his time
capitalized on the sameness in be­
havior to make their stories appeal­
ing. Ralph W aldo Emerson in his
essays describes common traits held
by all. Samuel Clemens once said
that man is a moon and he has a dark
side that he never shows to anyone.
A num ber of years ago a W. I.
Thomas stated that there are four
basic drives for human behavior: (1 )
the desire for new experience; (2 )
the desire for security; (.“I) the drsire

SCHOOL DIRECTOR/contlnued
(or response and affection; and (4 )
the desire for recognition. Many
writers have q u o ted Thom as to
strengthen an illustration; others have
stated his same ideas in different
language. Some have subm itted a
much longer list of common traits.
Never to my knowledge have his
basic points been repudiated.
Since Thomas' ideas appear to be
of timeless validity, let us see how his
tour basic urges nave influenced par­
ticipants in the Olivet program.
1.

D e s ire

for New Experience

Many writers in th e field o f creativity
stress the fact th a t people deplore mo­
notony, routine and coercion th a t forces
them to canalize their energies down nar­
row, carefully guarded paths. H um an beings
want to be different — to break their shack­
les, to do things on their own, to test out
their dormant talents, and above all to
grow intellectually. O ne clearly can observe
mat the Olivet program provides many new
experiences for the participants.
2. Desire for Security
Someone has said that there is nothing
quite so punishing as to be ostracized by
ones esteemed club. W e all w ant to belong
- to be important, to feel worthwhile, to
believe that our ideas are good ideas, and
that they are desired by others.
It appears beyond question th a t the pro­
grams sponsored by Bob Rue give substance
to mens longings for belongingness and
security.
3. Desire for Response and A ffection
Art, drama, music, adult education lend
themselves beautifully to the hum an cry for
response and affection. 1 gained the im­
pression th at these people w ere reaching
tor a kind of social affection, yearning for
a-closer unity with neighbors and friends —
the motivation stemming in large part from
some subliminal p art o f their minds. W ith
the more timid there was rejoicing that they
iwil beeu itdtxucd from their own emotional
ties and inhibitions. T he organizer from the
outside liad provided the vehicle to set free
the urges that had been latent for a long
period of time.
4. Desire for Recognition
The urge for new experience — affection,
security and recognition — are inseparable.
To strive for one usually includes drives for
the others simultaneously. People participat­
ing in Bob Rue's activities have the oppor­
tunity not only to build up the self b u t to
receive encouragement in the process. Men
have that inward force of character to w ant
to develop the self u p to its maximum po­
tentiality. W hen citizens participate in these
community functions — succeed w ith their
efforts, register a contribution, receive just
recognition from their peers — it is a most
satisfying human experience.

When Bob R ue started the com­
munity school program a t O livet Col­
lege, the assignment looked overwhejming — little chance for success,
a grim prospect of failure. Olivet is a
*mall liberal arts college with the
typical liberal arts facility. Institu­

tions of this type are expected to be
centers for academ ic study and learn­
ing, not institutions to render com­
m unity service. Community colleges
w ith their term inal education are tied
closely to the business and profession­
al life of a community — they have
m uch in common w ith community
aspirations. State universities have
broad extension program s whose pur­
poses are in harm ony w ith commun­
ity development. It appears to us
th at Bob Rue chose the most difficult

of the three possible institutions for
his initial start.
I could go on at great length about
Bob Rue’s contribution to the area
surrounding Olivet College, b u t I
shall not because it m ight be con­
strued as emotional extravagance
and that would be unfair to him. Let
me merely list his accomplishments in
one year’s time and perm it the record
to speak for itself.
C lyde M. Cam pbell

OLIVET COLLEGE

Specific Programming, Past, Present, and Future
Program s Completed
Olivet Community Theatre
College Creative Writing W orkthop
Bellevue Art C laisei
Adult Education Conference
School Community Relatione W orkthop
Speech W orkshop for Ministers
Church Mutlc W orkshop
Economics Education W orkshop
College Art W orkshop
College Drama W orkthop
Poetry Society Conference
V.F.W. National Home Housemothers' W orkthop
Olivet Summer Recreation
High School Fine Arts W orkthop
Olivet Area Art Classes
Charlotte Summer Enrichment
Springfield Summer Guidance
V.F.W. National Home Bell Choir W orkshop
Elementary French, Spanish, Science, Piano &
Reading for Olivet Area
Springport Reading for Fun

Program s Soon to bo Implemented
Government Teachers Seminars
Economic Education Survey
Olivet Community Chorus
Olivet Community Orchestra
Battle Creek United Arts Council
Adult Education Courses In cooperation with
Marshall Industry
Adult Education Courses in cooperation with
Marshall Cham ber of Commerce
V.F.W. National Home Consultant's Services
Government Seminars for Agriculturists

Program s in Progross
Humanities Films Sorios
College Convocation Sorios
Olivet Community Survey
Marshall Adult Painting Classes
Charlotte Community Theatre
Marshall Senior Cltixens Survey
Olivet Area Art Classes
High School Chemistry Enrichment
High School Physics Enrichment
Springport Science Enrichment
Four County Survey of the Educational Needs
of Work-Bound Youth
Marshall Elementary Community Chorus
Harper Creek Pre-School Program

1964 Summer Phase
of the Olivet College
Community Education Program
High School Creative Arts W orkshop
Alumni Enrichment Seminar
M a|or Issues In Education Conference
High School W orkshop in Economics, Science,
Journalism, and Political Science
Speech W orkthop for Ministers
Sacred Mutlc W orkthop
Community School Relations W orkthop
Economic Education W orkthop
Community Theatre W orkthop
ROBERT N. RUE, Director
Community Education Program

Olivet College
O livet, Michigan

APPENDIX I
Section C

OLIVET REPRESENTS FESTIVAL TREND
by
Robert N. Rue

Several state and private institutions in M ichigan no w h old an n u al su m m er arts
w o rkshops o r festivals. A bove, h igh school stu d e n ts a tte n d e d an O livet festival.

Olivet Represents Festival Trend
By Robert N. Rue
TH E TREND to holding arts festivals
and workshops on college campuses
has been referred to as part of a bur­
geoning nationwide attention to the
arts. Olivet College is among the
private institutions in Michigan which
are providing such programs so that
students may benefit from direct con­
tact with leaders in the various arts.
As a liberal arts institution. Olivet
College shares a close relationship
with the fine arts. It accepts as its
prime function the introduction of
young minds to the liberal arts as
iartial preparation for living full
ives. In compromising a major seg­
ment of the general liberal arts pro­
gram, the fine arts thus become the
subject matter of much that is done.
Traditionally, this activity has been
reserved for those regularly enrolled
as students, but last summer an ex­
periment of broader scope began.
During a three-week period—June
30 through July 20—the first Fine Arts
Workshop for High School Students
was held at Olivet, sponsored by the
Mott Foundation of Flint. Origin of
the idea for the workshop and source
of much of its vigorous drive was Prof.
B. L. Beard of the Olivet drama de­
partment.
When 150 students reported on
registration day, they represented a
broad geographical area including
much of Michigan, and extending into
Indiana, New York, Illinois and On­
tario. In addition to the five participat­
ing members of the regular Olivet
faculty, four specialists in the fine
arts were on campus as instructors,
critics and consultants. In drama, Sara
Hawkinson, artist in theater direction
and an expert in Shakespearean di­
rection and religious drama, collab­
orated with Professor Beard in the

f

production of “Midsummer Night's
Dream” and two one-act plays.
A Pulitzer Prize-winner from Wayne
State University, poet W. Dewitt
Snodgrass, joined Dr. L. T. Hendrick,
chairman of the Olivet English depart­
ment, in the instruction of creative
writing. Dr. Rudolph Saltzer, chair­
man of choral music, Los Angeles City
College and assistant choral music
chairman at the University of South­
ern California, was guest choral di­
rector, working with Prof. Robert
Barnes, chairman of vocal music at
Olivet, Prof. George Basiotopoulos,
conductor of the Olivet College Or­
chestra and Francois D’Albert, presi­
dent of the Chicago Conservatory Col­
lege, in instructing workshop orchestra
students.
Painting, graphic arts and drawing
instruction was given by Prof. Richard
Callner, winner ot the Guggenheim
Fellowship in Creative Painting, 19591900, and chairman of the division of
fine arts at Olivet. Here was unparal­
leled opportunity for high school
students to share creative experiences
with seasoned creators.
The establishment of this oppor­
tunity for high school students was the
principal purpose of the workshop.
All were enthusiastic, and the en­
thusiasm of the students quite nat­
urally spread to their instructors. To
professors accustomed to a calmer
sophistication of college students, the
exposure to young talent was most
refreshing.
The workshop was one of many
activities sponsored and/or initiated
by the Community Education Program
at Olivet College. As such, it formed
part of a searching experiment seeking
new ways in which the college can
serve the Olivet community.
♦

Michigan Education Journal Dec. 1D63

23

APPENDIX II
PRELIMINARY QUESTIONNAIRE

QUESTIONNAIRE - COMMUNITY SERVICE PROGRAMS
MICHIGAN COMMUNITY COLLEGES
(Please feel f r e e to use the b a c k s of t h e s e s h e e t s . )
D e f i n i t i o n of C o m m u n i t y S e r v i c e P r o g r a m s fo r the p u r p o s e of this
study: T h o s e s e r v i c e s p r o v i d e d t h r o u g h an e x t e n s i o n of the r e ­
gular p r o g r a m in terms of the t r a d i t i o n a l school day, the t r a d i ­
tional l o c a t i o n s of the i n s t r u c t i o n a l a c t i v i t i e s , and the t r a d i ­
tional c o n c e p t of s t u d e n t s .
T h e s e s e r v i c e s o f t e n t r a n s c e n d the
traditional d e f i n i t i o n of e d u c a t i o n in the s e n s e of t e a c h e r - s t u dent r e l a t i o n s h i p s .
Community College statistics:
A.

Name of c o m m u n i t y c o l l e g e : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

B.

Fulltime equated enrollment:__________________________

C.

P o p u l a t i o n of the c o m m u n i t y c o l l e g e d i s t r i c t : _ _ _ _ _ _ _ _ _

Pro f il e of the p e r s o n r e s p o n s i b l e fo r the C o m m u n i t y S e r v i c e p r o ­
gramming p h a s e of the c o m m u n i t y c o l l e g e :
A.

Title:________________________________________________

B.

L e n g t h of t i m e in p o s i t i o n : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

C.

Age:__________________________________________________

D.

Educational

E.

Other responsibilities beside Community Service, a p p r o x i ­
m a t e p e r c e n t a g e of t i m e for ea c h area:

b a c k g r o u n d and p r o f e s s i o n a l

experience:

2

1.

F.

P o s i t i o n o f j o b on t h e i n s t i t u t i o n a l
organizational chart:

administrative

G.

M e m b e r s h i p a n d p a r t i c i p a t i o n 1n p r o f e s s i o n a l
o r g a n i z a t i o n s and a c t i v i t i e s :

and civic

Has the board of c o n t r o l e s t a b l i s h e d a s p e c i f i c p o l i c y p e r ­
t a i n i n g to C o m m u n i t y S e r v i c e p r o g r a m s ?
Y e s _____ N o
If soi, p l e a s e a t t a c h c o p y o r q u o t e on r e v e r s e s i d e .

2.

H a v e y o u an e s t a b l i s h e d - a d v i s o r y c o u n c i 1 o r a c o m m i t t e e r e l a ­
t i v e to t h e C o m m u n i t y S e r v i c e P r o g r a m ?
Y e s _____ N o ______
If so, d e s c r i b e h o w it w a s e s t a b l i s h e d ,
function:

its m a k e up a n d

3.

How are Community Service programs

suggested?

(By w h o m )

4.

P l e a s e l i s t c o m m u n i t y o r g a n i z a t i o n s or i n s t i t u t i o n s t h a t a r e
c o o p e r a t i n g w i t h t h e c o l l e g e in s p o n s o r i n g o r i n i t i a t i n g
Community Service programs:

3
5.

W h a t is t h e t o t a l a m o u n t of f u n d s a l l o c a t e d by the c o l l e g e
for C o m m u n i t y S e r v i c e p rograms?

k;
What p e r c e n t does

6.

this

r e p r e s e n t of the total

college budget?

W h o t e a c h e s t he c l a s s e s , d i r e c t s the a c t i v i t i e s ?
G i v e the
a p p r o x i m a t e p e r c e n t a g e of t h e t o t a l C o m m u n i t y S e r v i c e p r o ­
gram staff:
Community college faculty______ %

High school

f a c u l t y __ _ _ _ _ %

F a c u l t y f r o m o t h e r inst.
of higher e d u c a t i o n ____________ %

Lay p e o p l e _______________ %

7.

What media are used for p r o m o t i o n ' o f C o m mu ni t y S e r v ic e p r o ­
grams and ac tivities?

8.

Do y o u a p p r a i s e o r e v a l u a t e C o m m u n i t y S e r v i c e p r o g r a m s ?
Yes
If so, d e s c r i b e t e c h n i q u e s

9.

No___

t h a t y o u use:

A r e t h e r e a n y f a c t o r s w h i c h l i m i t t h e e f f e c t i v e n e s s o f the
Community Service Program?
Yes
If s o , p l e a s e l i s t :

N o ______

4
10.

Do y o u ha v e any C o m m u n i t y S e r v i c e p r o g r a m s in the p l a n n i n g
stage?
Yes_ _ _ _ _ _ No__ ___ _
If so, w h a t a r e th ey and h o w w e r e t h e s e p r o g r a m s a r r i v e d at?

11.

N a m e two M i c h i g a n C o m m u n i t y C o l l e g e s w h i c h , in y o u r o p i n i o n ,
h a v e the m o s t c o m p r e h e n s i v e C o m m u n i t y S e r v i c e p r o g r a m s :

Why have you selected these particu lar institutions?

12.

C h e c k all C o m m u n i t y S e r v i c e p r o g r a m s and a c t i v i t i e s in w h i c h
y o u r C o m m u n i t y C o l l e g e w as i n v o l v e d d u r i n g the c a l e n d a r y e a r
of 1966.
Sponsor
CO

o

CO

Cl.

m

c_a

O
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

Book reviews
Choir concerts
P r o v i s i o n of ba n d fo r p a r a d e s
and c o n c e r t s
C o m m u n i t y use of s c hool p l a n t
P r o v i d e g ym or a t h l e t i c f i e l d
f o r c i t y parks' t eams
City-college recreation program
C o o k i n g sch ool
Art exhibit
P a r t i c i p a t i o n in Red F e a t h e r ,
Red C r o s s , o t h e r c a m p a i g n s
P a r t i c i p a t i o n in Civil A i r
P a trol
Sci e n c e exhi bi t

o

<L>
+->

I O f o «a

o

1

®

12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.

J u v e n i l e s y m p h o n y group
Community surveys
Student Placement service
Speaker's Bureau
V a r i o u s s hort cours e s
Community vocational guidance
servi ce
P r a c t i c a l Nurses' p r o g r a m
Holiday and/or religious
p r o g r a m s for v a r i o u s g r o u p s
Conservation programs
Forums
R a d i o p r o g r a m s by c o l l e g e
s tudents
Various workshops
C o o p e r a t i v e film libr a r y
A u d i o - v i s u a l aids for the
communi ty
P u b l i c use of c o l l e g e l i b r a r y
P u b l i c tes t i n g and p l a c e m e n t
center
P u b l i c h e alth c l inic
W o r k s h o p s for p u blic school
tea c he r s
Institutes
I n s t r u c t i o n a l clin i c s
L e c t u r e series
V o l u n t e e r file for social
agencies
Children's theater productions
Television programs
S e r v i c e s of the c o l l e g e
p r e s i d e n t on c o m m u n i t y
commi ttees
Community leadership
workshops
C o m m u n i t y m a t e r i a l s file
of visual and d i s c u s s i o n
m a t e r i al s
C i t i z e n e d u c a t i o n classes
for aliens
T r a i n i n g p r o g r a m s for a l i e n s
E n g l i s h l a n g u a g e classes
C a m p u s p r o d u c t i o n s for
rebroadcas t
R a d i o p r o g r a m to inform the
c o m m u n i t y of c o l l e g e a c t i v i t i e s
D i s t r i b u t i o n of the c o l l e g e
y e a r b o o k to p r o f e s s i o n a l
offi ces
D i s t r i b u t i o n of c o l l e g e
n e w s p a p e r to the c o m m u n i t y

4

Sponsor
m

(/)

V
c

o

<u

c
CL

o

46.
47.
48.
49.
50.
51.
52.
53.

54.
55.
56.
57.
58.
59.
60.
61.
62.
63.
64.
65.
66.
67.
68.
69.
70.
71.
72.

C o - o p e r a t i v e fi l m l i b r a r y
for i n d e p e n d e n t school
districts
P e r i o d i c v i s i t o r s ' day at
the c o l l e g e
C o l l e g e press s e r v i c e
a v a i l a b l e to the p u b l i c
Par e n t s ' n i g h t p r o g r a m
Alumnae association
College public relations
p r o g r a m s to local s e r v i c e
cl ubs
A c a d e m i c c o u n s e l i n g for
public schools
C o l l e g e f a c u l t y and s t u d e n t s
p a r t i c i p a t i o n in local
scho o l , r e l i g i o u s and c o m m u ­
nity p r o g r a m s
B u s i n e s s - i n d u s t r y day
W a t e r c a rnival
G r e a t boo ks, films for
ad ul t s
E n r i c h m e n t p r o g r a m s for
s tudents
E n t e r t a i n m e n t b u reau for
local c i v i c clubs
C o l l e g e choi r, c o m m u n i t y
c h u r c h c o o p e r a t i o n in
p r e s e n t i n g local a r t i s t s
Sp ecial i n t e r e s t c l a s s e s
Concerts broadcast locally
C o l l e g e f a c u l t y as c o n d u c t o r
of local s y m p h o n y o r c h e s t r a
C h a m b e r m u s i c s e ries
C h i l d r e n ' s annual bo ok
festi val
Sacred music workshop
C o l l e g e f a c u l t y as d i r e c t o r s
of local choral g r o u p s
Soils t e s t i n g l a b o r a t o r y
F a c u l t y s e r v i c e in A u d u b o n
S o c i e t y and W i l d Life
F e d e r a t i on
Camp u s used in c o n s e r v a t i o n
program
R e c r u i t m e n t d r i v e for e l e m e n ­
tary and s e c o n d a r y t e a c h e r s
Community theater sponsor
Vocational-guidance service
for high school s t u d e n t s

-o

r

73.

74.
75.
76.
77.
78.
79.
80.
81.
82.
83.
84.
85.
86.
87.
88.
89.
90.
91.
92.
93.

Senior college courses c o n ­
d u c t e d by j u n i o r c o l l e g e
f a c u l t y t h r o u g h the e x t e n s i o n
s e r v i c e of the s t a t e u n i v e r s i t y
C o u r s e s for p a r e n t s of p r e ­
school c h i l d r e n
R e m e d i a l r e a d i n g c l a s s e s for
elementary students taught
by j u n i o r c o l l e g e s t u d e n t s
Coll ege s t u d e n t s aid in r e c r e a tional p r o g r a m s f or y o u n g e r
children
H i g h school c o m p l e t i o n c o u r s e s
for a d u l t s
H i g h sch ool e v a l u a t i o n p r o g r a m s
p r o j e c t i n g c o u n t y school needs
D e m o n s t r a t i o n s and talks by
s c i e n c e s t u d e n t s for e l e m e n t a r y
schools
C o m m i t t e e s for p l a n n i n g school
l o c a t i o n s and f a c i l i t i e s
P a r t i c i p a t i o n in area s u r v e y on
n eeds of i n d u s t r i a l e d u c a t i o n
I n c o r p o r a t i o n need s u r v e y for
communi ty
C o s t - o f - l i v i n g s u r v e y for c o m m u ­
n i t i e s of c o m p a r a b l e s i z e
A n a l y s i s of s t u d e n t s p e n d i n g in
c o m m u n i ty
A n a l y s i s of s e l l i n g t e c h n i q u e s in
the c o m m u n i t y
S t u d i e s of c o m m u n i t y p o p u l a t i o n
t r e n d s ; e c o n o m i c and racial stat u s
distribution
S u r v e y of the needs of the aged
of the c o m m u n i t y
Political science examinations
for t e a c h i n g c r e d e n t i a l r e q u i r e ­
ments
C o o p e r a t i o n wi t h local p h y s i c i a n s
t e a c h i n g c o u r s e s for l a b o r a t o r y
techni ci ans
C h i l d d e v e l o p m e n t c l a s s e s for
adults
A l a n d - u s e s u r ve y
M e d i c a l f o r u m by c o m m u n i t y
phys i c i ans
A r e a h e a l t h unit on c a m p u s

!

-ooperati ve

Other
Organizations

Communi ty
Col 1ege

Attendance

Campus
Off

On Campus

Spo nsor

94.
95.
96.
97.
98.
99.
100.
101.

102.
103.
104.
105.
106.
107.
108.
109.
110.
111.
112.
113.
114.
115.
116.
117.
118.
119.
120.
121.

M a i n t e n a n c e of m e n t a l h e a l t h
clinic*for hospitals
F a c u l t y s e r v i c e on c o m m u n i t y
health committee
C o u r s e s for hotel and r e s t a u ­
ra n t w o r k e r s
S u r v e y of p r o b l e m s of small
busi nesses
Film d i s c u s s i o n g r o u p s
P u b l i c a f f a i r s forums
C o o p e r a t i o n wi t h local bar
a s s o c i a t i o n in v a r i o u s s e r i e s
on 1 aw
S t u d e n t f o r u m in e l e m e n t a r y
and s e c o n d a r y s c h o o l s to i n ­
form p u p i l s of f u r t h e r e d u c a ­
tion p o s s i b i l i t i e s
E d u c a t i o n a l p r o g r a m s wi t h local
Civil D e f e n s e o r g a n i z a t i o n
Community job bureau
Management clinics
Investment seminars
Job r e l a t i o n s t r a i n i n g for
d e p a r t m e n t heads
C o u r s e in c o m m u n i t y r e s o u r s e s
S h o r t c o u r s e on i n c o m e tax
f i 1 i ng
P a r t i c i p a t i o n in labormanagement committees
P r o m o t i o n of h i s t o r i c a l s o c i e t y
and m u s e u m
E s t a b l i s h m e n t of c o m m u n i t y
center
O p e r a t i o n of local w e a t h e r
s tati on
U p g r a d i n g p r o g r a m for p o l i c e
and fire d e p a r t m e n t s
P r i n t i n g a d i r e c t o r y of w e l f a r e
organi zati ons
C o o p e r a t i o n w i t h s a f e t y co uncil
P a r t i c i p a t i o n in P a r e n t - T e a c h e r s
A s s o c i a t i on
Local s y m p h o n y o r c h e s t r a
Interfaith council
S t o r y t e l l i n g at c h i l d r e n ' s
hospi tal
S e r v i c e s by c o l l e g e s t u d e n t s in
s u m m e r dcamps
C o u n s e l o r s for v a r i o u s c l u b
conferences

Cooperati ve

Sponsc)r
Other
Organizations

Attendance

Campus
|0ff

On Campus

1

Communi ty
Col 1ege

f

(
1

I

122.

123.
124.
125.

13.

A s s i s t in u n i v e r s i t y e x t e n s i o n
cl asses
S u p p l y s q u a r e dance i n s t r u c t o r s
for var i o us g r o u p s
P r o v i s i o n of tutors for e l e m e n ­
tary pupils
Others:

Additional comments:

( P l e a se use r e v e r s e side)

Cooperati ve

Other
Organizations

Communi ty
Col 1eae

Attendance

o

Off

1 1/1
1 3
1 °£T3
1f <
IO
c

Campus

j Sponsor

1. Name of community college
... arn|||mmL

2. Fulltime equated enrollment
3. Population of community college diatrlct

lluT

,

Profile of the person responsible for the Coassunity S m f e e p f t m n f t ^ flnmm mt
community college:
1. Title________________■
2. Length of time in position

3* Age
4* Educational background and professional experience:
Degrees held
HaJors
Previous professional positions

5. Do you have other responsibilities besides Gcasaity 9ig»i8i>
Publicity
Public Relations
Formulate Federal Proposals
Student Counseling
.^Directing Federally funded programs

APPENDIX III
Section A

PINAL SURVEY INSTRUMENT

2

1. Name of community college
2. Fulltime equated enrollment
3* Population of community college district
Profile of the person responsible for the Community Service programming phase of the
community college:
1. Title_______________________________________________________________
2. Length of time in position
3. Age_________________________________________________________________
4. Educational background and professional experience:
Degrees held
Majors
Previous professional positions

5* Do you have other responsibilities besides Community Service?

Yes

No

Publicity
Public Relations
''

•

Formulate Federal Proposals
Student Counseling
Directing Federally funded programs
Other

.......

3.

Position of job on the institutional administrative organisational chart.
Report to:
Chief Administrative Officer

Dean of Institution

Vice President

Dean of Students

Other.

•

*

Membership and participation in professional and civic organizations and activities:

Has the board of control. developed

written policies pertaining to the area of

Community ServiceT
Yes

No

If so, may I have a copy?

Do you have an established advisory council or committee relative to Canmmity Service
programming?
Yesm— mmm

Nowmmmm

If so, its make up is:
Faculty

Civic Organizations

High School Staff

Unions

Business and Industry
Retirees

Other

\
10. How o£ten does it meet7
Monthly

Annually

Quarterly

Biannually

On call

11. By whom are Community Service programs suggested?

_

Citisens at large

Elementary Schools

Faculty

Community organisations

Administration

Secondary Schools

Labor

In response to surveys
Other________________

,__Business

12. What community organizations or institutions are cooperating with the college In

SPONSORING Connunity Service programs?
Governmental

Civic

Religious

Educational

Business

Union

Other

13. What community organizations or institutions are cooperating with the college In
INITIATING Connunity Service programs?
Governmental

Civic

ReligiouB

Educational

Business

Pnlon

Other

14. What is the amount of the total cpllegS operating budget?.

15. What is the total amount of funds allocated by the college for Community Services?

16. What percent of the Community Service personnel comes from each of the following
sources?
X Community College fiaculty

X High School faculty

X Faculty from other Institutions
of higher education

X Lay people

\

Other

17. What media are ueed for promotion of Community Service programs and activities?
Newspapers

Fivers

Telephone Ccmmlttee

Radio

Direct mall

Television

Other____________ _____________________

18. Do you evaluate Community Service programs

___

Yes

_________ _________

No_

If so, what techniques are ueed?
achievement tests

questionnaires

feedback

holding power

Other

__

..observation
demand for repeat

____

19. Are there factore which limit the effectiveness of the Community Service Programs?
Yes

No__

If so, what are they?
Budget

Lack of trained personnel

Lack of facilities

Newness of Institution

Apathy
Other____

.

6
20. What of the following programs have been offered, are being or will be offered.
by your Institution during the 1967-68 school year?

L O C A T IO N

SPONSOR
CO

Book reviews
Choir concerts
Provision of band for parades and concerts
Community use of school plant
5. Provide gym or athletic field for city parks' teams
Clty-college recreation program
Cooking school
Art exhibit
Participation in Red Feather, Red Cross, other campaigns
0. Participation in Civil Air Patrol
1. Science exhibits
2. Juvenile symphony group
3. Community surveys
4. Student Placement service
5. Speaker's Bureau
6. Community vocational guidance service
7. Practical Nurses' program
8. Holiday and/or religious programs for various groups
9. Conservation programs
20. Forums on current issues
21* Radio programs by college students
22. Cooperative film library
3. Audio-visual aids for the community
24. Public use of college library
25. Public testing and placement center
26. Public health clinic
27. Workshops for public school teachers
28. Lacture series
29. Volunteer file for social agencies
30. Children's theater productions
31. Television programs
32. Community leadership workshops
33. Community materials file of visual and discussion materials
34. Citizen education classes for aliens
35. Training programs for aliens
36. English language classes
37. Campus productions for rebroadcast
38. Radio program to inform the community of college activities
39. Distribution of the college yearbook to professional offices
40. Distribution of the college newspaper to the community
41. Co-operative film library for Independent school districts
42. Periodic visitors' day at the college
43. College press service available to the public
44* Parents' night program
45, Alumnae association

CO
C O LLEG E

C O M M U N IT Y

§

. s

CO
3
ll
E «
a u
J t l

X4
i

Q

a

§

L
2

l

.

2

3

3

I

4
5
6

1
i
)
)

7

9

io

L
1 2 fl
p

a

H

n

la w

la f l
j j l
2 fn

21
22

f i l l

23.

2 3 1

2 2 9

24.

2 4 1

25

2 5 1

26

2 6 1

2l\

2 7 1

29

2

2 9 .

29 1

h

1

30
31.
32
33
34
35
36
37
38
39*
40"
4l"
42*
43’

4 3 1

4 4

4 4

1

45_

4 5

1

3 0 1
3 1 1
32 1
3 3 1
3 4 1
3 5 1
3 6 l
37 1
3 8 1
3 9 1
4 0 1
4 1 1
4 2

1

7

p

CAMPUS

3

OFF

OTHER

O R G A N IZ A T IO N S

C O LLEG E

C O M M U N IT Y

ft

(w h e re )

L O C A T IO N

SPONSOR

i6. College public relations programs to local service clubs
47. Academic counseling for public schools
tS.College faculty & students participation In local school,
religious and community programs
49. Buslness-lndustry day
50. Water carnival
51. Great books, films for adults
52. Entertainment bureau for local civic clubs
53. College choir, community concerts
54. Special interest classes
55. Concerts broadcast locally
56. College faculty as conductor of local symphony orchestra
57. Chamber music series
58. Children's annual book festival
59. Sacred music workshop
60. College faculty as directors of local choral groups
61. Soils testing laboratory
62. Faculty service in Audubon Society and Wild Life Federation
63. Campus used in conservation program
64. Recruitment drive for elementary and secondary teachers
65. Community theater sponsor
66. Vocational-guidance service for high school students
67. Senior college courses conducted by junior college faculty through
the extension service of the state university
68. Courses for parents of pre-school children
69. Remedial reading classes for elementary students by junior
college students
70..'College students aid In recreation programs for younger children
71. High school completion courses for adults
72. High school evaluation programs projecting county school needs
73. Demonstrations & talks by science students for elementary schools
74. Committees for planning school locations and facilities
75. Participation in area survey on needs of Industrial education
76. Incorporation need survey for community
77. Co8t»pf*livlng. survey for communities of comparable sire
78. Analysis of student spending in community
79. Analysis of selling techniques in the community
80. Survey of the needs of the aged of the community
81. Political science examinations for teaching credential requirements
82. Cooperation with local physicians teaching courses for laboratory
technicians
83. Child development classes for adults
64, A land-use survey
85. Medical forum by community physicians
86. Area health unit on campus
87. Maintenance of mental health clinic for hospitals
88. Faculty service on connunity health committee
89. Courses for hotel and restaurant workers
8urvey of problems of small businesses

49
•

-

>

.
■

a
SPONSOR

LOCATIOt
to

«
M
I
C L£L

91.Film discussion groups
92. Public affairs forums
93 .Cooperation with local bar association in various serieson law
94. Student forum in elementary & secondary schools to inform pupils

91
92
93.

of further education possibilities

94
95
96
97
98
heads
99
100
,
00. Course in community resources
101
01. Short course on income tax filing
102
102 Participation in labormanagement committees
103 ,
,
03.Promotion of historical society and museum
104 ,
104.Establishment of community center
105 ,
05,Operation of local weather station
06.Upgrading program for police and fire departments
106 ,
107 ,
07.Printing a directory of welfare organizations
108.Cooperation with safety council
108 ,
109,
109.Participation in Parent-Teachers Association
110. Local symphony orchestra
,
110 ,
111,
11. Interfaith council
12. Story telling at children's hospital
112,
113.Services by college students in summer camps
113,
114.Counselors for various club conferences
114,
115.Assist in university extension classes
115,
116. Supply square dance instructors for various groups
116t
117.Provision of tutors for elementary pupils
117,
118.Others_______________________________________________ _ _ _
95. Educational programs with local Civil
96 .Community Job bureau
97.Management clinics
98 . Investment seminars
99. Job relations training for department

Defenseorganisation

,

■■I
21. . What is your opinion of the Vocational-Technical program as related to the
Service program. Are they essentially the same function?

P. Additional comments - please use reverse side.

C o m m u n it y

APPENDIX III
Section B

SUMMARY OF RESPONSES

1

Connunity
Population

Total Col.
Budget (Mil.)

Com. Serv.
Budget

SCH.

Tear
Founded

Enrollment

1

1967

3245

350,000

2.5

I 75,000

2

1956

2159

85,000

1.5

100,000

8

1961

738

24,000

0.7

0

4

1926

3000

140,000

2.0

0

5

1958

452

15,904

X

0

6

1923

4600

190,000

4.6

154,000

7

1928

1917

181,994

1.9

64,963

8

1964

5000

900,000

4.5

100,000

9

1951

1237

40,000

0.9

Mot

10

1914

3886

201,000

2.6

246,100

11

1961

3200

250,000

X

12

1952

500

26,000

18

1938

8700

112,000

14

1964

706

36,000

.884

81,000

16

1963

530

60,000

.676

11,000

16

1968

8146

660,000

6.0

17

1918

X

38,000

X

18

1923

2356

170,000

2.3

25,000

19

1964

1250

125,000

1.1

20,000

20

1946

1600

185,000

1.3

Not aep.

21

1957

4050

400,000

3.8

202,000

.460
4.8

aep.

Not aep.
6,000
0

90,000
Not aep.

la

Person Responsible
for Connunity Service

Tenure
in Position 1Age

To Whom
He Reports

Other
Resp.
2

Aoademio Sean

3 yrs.

42

Chief A dm.

President

4

43

Board

Many

Com. Soh, Coor dinsdor

5

36

Supt.

5

Sir. of Cont. Ed.

7

60

Chief A<fau

None

Dean of Instruction

9 mos.

42

Chief Adm.

Many

Dean of Comm. Service

4

50

Chief A chi.

1

Dir. of Cont. Ed.

20 mos.

41

X

4

Exeo. Dir. of Comm. Service

3

37

Chief Ada.

3

Part time Assistant

X

X

Chief Adm.

X

12

49

Chief Adm.

0

President

7

61

Dir. of Pub.Rel. & Comm.Serv.

1

41

Chief A<ka.

3

Dean of Students/Pers• Serv.

3

X

Chief Adm.

4

Dir. of Cent. 2d.

6 mos.

32

Chief Ada.

3

Assistant to President

2

46

Chief Ada.

5

Dean of Coot. Ed.

46

Dean of Cont. Ed.

X

X

Many

3

Dir. of Cont. Ed.

12

55

Chief Adm.

5

Dir. of Cont. Ed.

10

63

Vice Pres.

1

53

Dean of Inst

1

Dir. of Cont. Ed.
(Deoentralised)
Dean of Conn. Affairs

X

X

3

35

X

Chief Adm.

X

None

2

SCH

Person Rasp* for Conn. Serv*
Degree
Majors

Previous Experience

Organ.
Memberships

1

AB/Uk

Anthro., Soo.

Col. Dean/Dlr. Int*l
Prog.

1

2

Bk/Uk/PKD

Math, Admin.

Teaoh/^rln ./Supt ./Prof .

X

3

B8/US/3peo •

Teaoh/Comm•Soh•Dir •

2

4

a b / uk

Ind. Arte
Pre-Law
Pol. Sol.

VA Trng.Of ./Ad.Asst
to Conc.Ad.Ed.I*lr.

8f

5

BA/lMA/hrs.

6

RA/kA/PhD

7

BS/ViA

8

BS/ttA

9

X

Pol. Sol.

Registrar/Dean A dm.
Teaoh/Coordinator
Bus.,Adult Ed. Adult Ed.
Apprentshp.
X
Journwx Coord.
Teaoh/Staff Pev./Dir.
Ed., Pay.
X

X

3
5
7
22
X

10

A B /lik

Pol. Sol.

Teaoher

3

11

PhD

History

Teaoh/Dean/Dean of St.

X

12

BS/H k

Big., Cur.

Teaoher

6

13

MA

Teaoh/Coune.

X

14

5S/W

Bus., Auto Tr.

Ind. Mgiut.

4

15

MA
BA/^A

Retired Col.
■Teaoh/Coune.
Voo. uLr.

3

16

Ind. Ed.
Ind. Arte
Adm.Quid.

17

AB/AM/Ed.D

L*ng.,Ed«Adm.

Tea oh/Dept. Hd.

4

18

MA

Ind. Arte

Teaoh

1

19

BS/ilA

Adult Ed.
Bus ,Ed.Adm.

Teaoh/Prin.
Dir.Adult Ed.

4

20

X

X

21

HA

Inwh.
X

Bus . Ada.
Sch. Adm.

X

El, A Seo. Adm.

4

X

8

2a

T

Written Poliey
by Board?

Advisory Counoil
or Comnittee?

Ho

Tee

Ho

Tee

Ho

Ho

Ho

Tee

No

Ho

Tee

Tee

Tee

Ho

Tee

Tee

Ho

Ho

No

No

No

No

No

Ho

No

Ho

Ho

No

Ho

No

No

Tee

No

No

In Froeess

Tee

Ho

ProJ. Rel't

No

No

No

Tee

lieke-up of
Advisory Comnittee

Freq. of
MeetInge

Fao/4)us.A Ind./Civio Qrg.
Fao/Bue.A Ind./ketir eee
Civ. Ore./tJnlone

12/yr.

Bus. A Ind./Civio Org*
Unions

12/yr.

Faculty

On call

4/yr.

Fac/faS Fac/feus • A Ind.
Civlo Ore./Unione

4/yr.

Fao./SS Fao./Bue .A, Ind./St
Retirees/Civ.Ore./Unione

4/yr.

Fao./Bue .A Ind./Civ.Org.
Unions

On oall
On oall

Fac./Bus.A Ind./Civ.Org.
Unions

On oall

3

SCHOOL1
Cit. Fae.

Adm.

Proioraa S u k k s s Iblona
Soo.Soh.
Labor Elem.Soh.

1

X

X

X

2

X

X

X

X

X

3

X

X

X

X

X

X

X

4
5

X

6

X

7

Conm.Org.1 Bus.
X

X

X

X

X

X

X

X
X

X
X

X

X

X

X

X

X

X

X
X

X

8

X

X

X

9

X

X

X

10

X

X

X

X

11

X

X

X

X

12

X

X

X

X

X

X

X

X

X

X

X

13
14

X

15

X

X
X

X

16 (Jtatdeirfc)x

X

X

17

X

X

X

X

18

X

1 X

X

X

19

X

X

X

X

20

X

X

X

X

21

X

X

X

X

X

X
X

X

X

X
X

X

X

X

X

X

X

X

X

X

X

X

X

3a

IVograma Initiated by
Gov. Rel. Civic Eduo. Bus. Union
X

X

X

X

X

X

X

X

X

X

Programs Sponsored by
Gov. Rel. Civio Eduo. Bus. Union
X
X
X

X
X

X

X

X

X
X

X

X

X
X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X
X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X
X
X
X

X

X

X

X

X

X

X

X

X

X

X

X

X
X

X

X
X

X

X

x ~

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

stu legts

X
X

X

X

id

X

X
X

X

X

X
X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

k

Cammmity Sendee Personnel (neroent)
Faculty from other Higher Ed* ' H.S.Fac.

SCHOOL

Faculty

1

80

15

0

5

2

20

0

10

70

3

20

0

40

40

4

5

5

50

40

5

50

5

20

25

6

20

5

0

75

7

20

10

10

60

8

36

10

25

30

9

65

5

0

30

10

75

8

16

2

11

z

X

X

X

12

75

0

20

5

18

100

0

0

0

14

60

6

6

40

15

20

0

0

80

16

88

2

5

5

17

60

20

10

10

18

20

5

25

50

19

34

0

0

66

20

X

X

X

X

21

50

10

20

20

Lay People

Phone Conn* [ Television

Newspapare

Radio

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

Flyers

Promotion
Direct Mail

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X
X

X

X
X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X
X

X

X

5

SCHOOL

Aoh. Tests

Evaluation
Feedback 1 Quest* Holding

Obserr*

Demand

X

X

X

X

X

X

X

X

X

X

X

X

X

X

i
1
2

X
•

X

X

3

X

4

X

6

X

6

X

X

X

X

X

X

X (& 1urvoys)

7
8

X

X

X

X

X

12

X

X

13

X

9

J

X

None

10

X

None

11

14

**

15

X
X

16

X

X

X

X

X

X

jr
X

X

X

X

X

X

17

X

X

X

X

X

18

X

X

X

X

19

X

X

X

X

x

X

X

X

X

X

20

.

21
■ .— , , ■' 1

None

-

5a

Budget

ranees
Factors Limiting Effect!-1
Laok of Trained Newness of
Lack of Faoilities
Personnel
Inst.

X

X

X

X

Apathy

•

None
X

X

X

v
X
X

X

X

X
X

X

(Newness of Prog.)

X
X

X
X

X

X

X

X

X
x

(as s<p. entity)

X
X

X

X

X

X

X

X

X

X

X

X

X

X

X

X
-X

Tee

*V

PROGRAMS

Total
SCHOOL Categories
1

c.c.

Sooneor
Other
%

Plaoe
On-Camp.
Off-Camp

X

X

X

X

X

X

X

%
X

2

69

56

81

42

61

69

100

60

73

3

44

40

91

6

11

39

89

5

11

4

21

21

100

11

52

19

91

7

35

6

58

51

82

22

58

28

74

26

68

6

46

44

98

50

67

57

82

24

53

7

48

45

9

9

19

55

69

20

42

8

25

25

100

1

4

9

36

19

76

9

19

19

100

4

21

17

90

0

0

10

29

22

76

8

28

19

66

10

56

11

45

45

100

1

2

45

100

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53

APPENDIX IV

A TAXONOMY OF COMMUNITY SERVICE FUNCTIONS

by
Max R. Raines

Department of Administration
and Higher Education
College of Education
Michigan State University
East Lansing, Michigan

A TAXONOMY OF COMMUNITY SERVICE FUNCTIONS
Max R. Raines

Career Development Function--Providing opportunities for individual selfdiscovery dnd fulfillment with particular emphasis upon vocationally related
activities; e.g., career counseling, job placement, group guidance sessions, etc.
1.

Project EVE ac Cuyahoga Community College (Ohio) provides
counseling and referral services for women in the area of
education, volunteer work, and employment.

2.

Project COPE at Oakland Community College (Michigan)
program of counseling for ghetto residents.

3.

Rockland Community College (New York) employs a community
relations specialist to perform counseling and recruiting
services in the black community.

is a

Social Outreach Function--Organizing programs to increase the earning power,
educational level, and political influence of disadvantaged; e.g., ADC mothers,
unemployed males, educationally deprived youth, welfare recipients, etc.
1.

New York City Community College developed a training program
for welfare recipients to assist them in achieving a high
school equivalency rating.

2.

The College of San Mateo (California) operates a reading
development institute for those with educational deficiencies.

3.

Oakland Community College (Michigan) has a cultural enrichment
program providing fine arts and performing arts experiences
for ghetto children.

Community Analysis Function--Collecting and analyzing significant data which
reflect existing and emerging needs of the community and which can serve as a
basis for developing the conmunity service program of the college; e.g.,
analyzing census tracts, analyzing manpower data, conducting problem oriented
studies, etc.

2

1.

Cerritos College (California) involved over 100 citizens, as
well as administrators and faculty, in a community services
survey which formed the basis for their program.

2.

Foothill Community College (California) is conducting a study
of economic deprivation in its service area.

Cultural Development Function--Expanding and enriching opportunities for com­
munity members to participate in a variety of cultural activities; e.g., fine
art series, art festivals, artists in residence, community theatre, etc.

Public Forum 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.
1.

Cerritos Community College (California) developed a
narcotics education project which included public
forums and a curriculum for fifth and sixth graders
in the district.

2.

Essex Community College (Maryland) operates a public forum
service providing lectures on world, national, and local
issues.

Civic Improvement Function--Participating in

cooperative efforts with local

government, business, industry, professions,

religious and sociailgroups

to

increase the resources of the community to deal with major problems confronting
the community; e.g., community self-studies, urban beautification, community
chest drives, neighborhood clean-up drives, etc.
1.

Cerritos College (California), through its community
research and development committee, participates in a
city beautification project, one aspect of which is
clean-up, paint-up activities.

Recreational Development Function--Expanding opportunities for community members
to participate in a variety of recreational activities; e.g., sports instruction,
outdoor education, summer youth programs, senior citizen activities, etc.
1.

Miami-Dade Junior College (Florida) operates a community
recreation program which includes extension programs in
ghetto areas.

3

2.

Several California community colleges operate extensive
community recreation programs.

Educational Expansion Function--Programming a variety of educational, up-grading
and new

career opportunities which reach beyond the traditional limitations

of

college

credit restrictions; e.g., institutes, tours, retreats, contractual

in-

plant training, etc.
1.

Milwaukee Technical College (Wisconsin) provides clinics on
income tax, social security, insurance, investments, and so on.

2.

The College of San Mateo (California) operates field study
trips to Mexico, Death Valley, England, etc.

3.

Cuyahoga Community College (Ohio) provides on-site and oncampus job training with a variety of industry and business
firms.

4.

ElCentro College (Texas) operates a retail institute providing
short courses and seminars on various phases of retailing.

5.

Rockland Community College (New York)
is developing a human
services curriculum to prepare subprofessionals in the health,
educational, and public services fields.

Cooperative Planning Function--Establishing adequate linkage with related programs
of the college and community to supplement and coordinate rather than duplicate
existing programs;

e.g., calendar coordination, information exchange, joint

committee work, etc.
1.

Abraham Baldwin College (Georgia) serves a catalytic function
in Project SURGE, which involves 14 committees made up of
leaders from business, industry, education and public services.
The college provides its facilities and the expertise of its
staff.
The project was actually started by the president of
the college.

2.

Rockland Community College (New York) is developing a centralized
library and learning resources center in cooperation with schools
and libraries in its service area.

Educational Extension Function--Increasing the accessibility of the regular
courses and curricula of college by extending their availability to the com­
munity-at-large; e.g., evening classes, TV courses, "week-end college", etc.

4

1.

Cuyahoga Community College (Ohio) operates a program
for municipal employees in government buildings.

2.

Oakland Community College (Michigan) operates a number of
extension centers in area high schools.

Public Information Function--Interpreting programs and activities of c o m m u n i t y
services to the college staff as well as to the community-at-large and c o o r d i n a t i n g
releases with the central information services of the college.

Faculty Consultation Function--Identifying, developing, and making a v a i l a b l e

the

consulting skills of the faculty in community development activities; e . g . ,
consulting with small businesses, advising on instructional materials, d e s i g n i n g
community studies, instructing in group leadership, laboratory testing,
1.

etc.

Essex Community College (Maryland) conducted an air
polution study for the State Department of Health.

Conference Planning Function--Providine professional assistance to c o m m u n i t y
groups in the planning of conferences, institutes and workshops; e.g., r e g i s t r a ­
tion procedures, program development, conference evaluation, etc.

Advisory Liaison Function--Identifying and involving (in an advisory c a p a c i t y )
key members cf the various sub-groups with whom cooperative programs are

being

planned; e.g., community services advisory council, ad hoc advisory c o m m i t t e e ,
etc.
I.

Cerritos College (California) employs a staff member who
is a liaison secretary to all of the advisory committees
related to. community services.

Facility Utilization Function--Encouraging community use of college f a c i l i t i e s
by making them readily accessible, by facilitating the scheduling p r o c e s s ,

and

by designing them for multi-purpose activities when appropriate; e.g., c a m p u s
tours, centralized scheduling office, conference rooms, auditorium d e s i g n ,

etc.

5

Organizational-Administrative Function--Establishing procedures for procuring
and allocating the physical and human resources necessary to implement the com­
munity services program; e.g., staff recruitment, job descriptions, budgetary
development, etc.

Staff Development Function--Providing opportunities and encouragement for
staff members to up-grade their skills in program development and evaluation;
e.g., professional affiliations, exchange visitations., professional conferences,
advanced graduate studies, etc.

Program Evaluation Function--Developing with the staff the specific objectives
of the program,

identifying sources of data, and establishing procedures for

gathering data to appraise the probable effectiveness of various facets of the
program;

e.g., participant ratings, attendance patterns, behavioral changes,

program requests, etc.