76 - 18,6 71

RQSENHAFT,  Mark  Edward,  1942-

EDUCATIONAL  INNOVATION  IN  NONACADEMIC 
LEARNING:  A CASE  STUDY  USING ADMINISTRATIVE
SERVICE  ELEMENTS  OF MICHIGAN  STATE 
UNIVERSITY.

Michigan  State  University,  Ph.D.,  1976 
Education,  administration

Xerox  University  Microfilms f  Ann  Arbor,  M ichigan  48106

^   Co p yr i gh t   by

MARX  E.  ROSENHAFT 

1976

EDUC ATIONAL  INNOVATION  IN  N O N A C A D E M I C   LEARNING: 

A   CASE  STUDY  U S I N G   A D M I N I S T R A T I V E   SERVICE 

ELEMENTS  OF  MICHIGAN  STATE  UNIVERSITY

By

Mark  E.  Rosenhaft

A   DISSERTATION

Submitted  to 
Mic h i g a n   State  U n i v e r s i t y  

in  partial  fulfillment  of  the  requirements
for  the  degree  of

D O C T O R   O F  PHILOS OP H Y

D epartment  of  A d m i n i s t r a t i o n   and  H igher  E d uc ation

1976

ABSTRACT

EDUCATI O NA L   INNOVATION  IN  NONACADEMIC  LEARNING:
A  CASE  STUDY  USING  ADMINIS T RA T IV E   SERVICE 
ELEMENTS  OF  MICHIGAN  STATE  UNIVER S IT Y

By

Mark  E.  Rosenhaft

Educational  innovations  have  improved  the  ways  in 

which  s tu dents  are  taught  in  the  classroom.  Very  little 

effort  has  been  made  to  examine  the  potential  resource  of 

nonacademic  ad ministrative  dep artments  to  provide  a  r e l e ­

vant  career  experience.  Particularly  in  the  light  of 

present  fiscal  difficulties  in  higher  education,  the  need 

for  au x iliary  educational  services  is  substantial.

This  study  examined  the  potential  of  nonacademic 

a dm i nistrative  elements  of  the  university  providing  such 

an  educational  experience.  By  using  a  case  study  d e p a r t ­

ment  at  M ic higan  State  University,  the  con cept  was 

explored.  Th e   Waste  Control  Authority  was  conceived  as 

an  administrative  department  within  the  university  business- 

service  area  to  alleviate  waste  and  p ol l ution  problems 

that  ari se  in  ma intaining  a  university  community  of  60,000 

p e o p l e ,

At  first,  no  consideration  was  given  to  the  e d u c a ­

tional  o p p o r tu n it i es   for  students  in  the  Authority.  However,

M a r k   E.  Rosenhaft

the  interest  of  m a n y   students  in  environmental  programs 

and  recycling,  co upled  wi t h  a  shortage  of  pe r sonnel  in  the 

department,  p r ov i d e d   an  o p p o r tu n it y   for  c ar e er   education. 

The  program  g r e w   to  a  point  at  which  students  we re  active l y 

solicited  to  c ontribute  to  the  staff  of  the  v arious  p r o ­

jects  u n de r ta k en   by  the  Authority.

The  m o r e   recent  ef forts  to  d ev e l o p   this  innovative 

concept  have  included  a  planned,  d e li b er a te   ap p r o a c h   with 

cooperative  a ca demic  departments,  student  personnel,  and 

placement  offices.  Different  aspects  of  the  p r ogram  now 

encompass  independent  studies,  seminars,  gr a duate  student 

a s s i s t a n t s h i p s ,  and  post-graduate  e mployment  placement.

The  graduate  assis tants  e m ployed  to  date  have  all  bees able 

to  secure  resp onsible  positions  in  industry  and  g o v e r n ­

ment  following  graduation.  The  program  has  spread  to 

other  d e pa r tm e nt s   and  other  universities.

The  study  also  ex amined  the  e x p o r t a b i l i t y   of 

educational  p otentials  in  nonacademic  d e p a r t m e n t s   such  as 

those  u nd e rt a k e n   at  the  U n i v e r s i t y   of  Mi chigan,  the  U n i ­

versity  of  Minnesota,  and  several  other  institutions  of 

higher  education.  Comparisons  were  drawn  b e tween  these 

programs  and  M ic h i g a n   State  U n i v e r s i t y ^   endeavor,  and 

criticisms  w e r e   offered.

Th e  conclu d in g   ch a pt e r  is  an  analysis  of  the  p r o ­

gram  of  n o n a c a d e m i c   administrative  education.  The  potential

Mark  E.  R ose nhaft

for  the  future  and  recommendations  for  ch an ge  were  d i s ­

cussed.  A  model  d e pa r tm e nt   was  constru c te d   and  put  forth 

as  a  blueprint  for  future  operations  of  this  nature.

This  d i s s e r t a t i o n   is  d e d i c a t e d   to 
m y  parents 
J o s e p h   and  Do rothy 
and  m y   wife 
Paula
for  their  support,  understanding, 

and  faith  in  me.

ii

ACKNOWLEDGMENTS

I  wish  to  thank  the  many  administrators,  faculty 

members,  and  students  at  Michigan  State  University  for 

their  support  and  contributions  to  this  project.  I  was 

audacious  to  undertake  the  project  and  am  gratified  to 

have  achieved  some  new  concepts.  I  am  grateful  to  have 

had  the  support  of  Dr.  William  Sweetland,  my  advisor, 

committee  chairman,  and  confidante.  His  advice  and  direc­

tion  were  invaluable  in  winding  through  the  maze  of  a 

doctoral  program.

I  wish  to  thank  the  following  guidance  committee 

members  for  their  contributions  and  suggestions  throughout 

the  doctoral  program:  Dr.  Richard  F e a t h e r s t o n e ,  Dr.  Jacob

Hoefer,  and  Dr.  Julian  (Bob)  Brandou.  Recognizing  the 

departure  from  their  particular  fields  of  study,  these  men 

nevertheless  dr ew  upon  their  many  and  varied  experiences 

to  suggest  areas  of  concern  or  broader  horizons.

To  Drs.  David  Bing  and  Harold  Sadoff,  who  helped 

when  the  night  was  blackest,  and  later  to  Dr.  Mike  Born, 

who  encouraged  me  to  earn  a  Ph.D.  in  Admini stration  and 

Higher  Education,  I  extend  my  appreciation.

A  very  special  thank-you  to  the  staff  of  the  Waste 

Control  Authority,  who  shared  their  ideas  and  showed

iii

marvelous  patience  in  the  undertaking.  Their  faith  and 

e xuberance  never  flagged,  and  for  a  while  they  discovered 

C a m e l o t .

Finally,  I  a c k n o wl e dg e   the  very  special  few who 

believe  and   support  the  need  for  a  new  and  b rave  order. 

"You  see  things  as  they  are;  and  you  ask  'Why?'  But  I 

dream  things  that  never  were;  and  I  ask  'Why  n o t ? [ G e o r g e  

Bernard  S h a w   as  paraphrased  by  Robe rt  F.  K e n n e d y ] .

iv

T A B L E   OF  CONTENTS

Chapter 

Page

I.  THE  P R O B L E M .....................................  

Introduction  ................................  
Statement  of  the  Problem  ..................  
Purpose  of  th e  S t u d y .......................  
Case  Study  Backgr ound  .......................  
Importance  of  the  S t u d y ..................... 
M e t h o d o l o g y ..................................  
Research  Q u es t i o n s   .......................  
D e s i g n .....................................  
L i m i t a t i o n s ......... * ......................  
Organ iz a ti o n  of  the  S t u d y ..................  

II.  REVIEW OF  THE  L I T E R A T U R E ..................... 

I n t r o d u c t i o n ......................... 
Work-Study  Programs,  Cooperative

Programs,  and  Career  Education  .........  
Educational  I n n o v a t i o n ..................  
R e l e v a n c e ..................................  
C u r r i c u l u m ................................  
A dm i ni s tr a ti v e  Organizations  and  Models  .  . 
Continuing  E d u c a t i o n   .......................  
S u m m a r y .......................................  

III.  THE  CASE  S T U D Y ................................  

Introduction  ................................  
History  and  Development  of  the  Waste

Control  A u t h o r i t y   .........................  

A dm i ni s t r a t i v e   Or ganization  and

Guideline  Development  ..................... 
Educational  C a s e   Study  ..................... 
S u m m a r y .......................................  

IV.  PROGRAMS  IN  E D U C A T I O N A L   INNOVATION  IN 
ADMINISTRATIVE  DEPARTMENTS  AT  OTHER 
UNIVERSITIES  ................................  

Introduction  ................................  
The  U n i v e r s i t y   of  Michigan  . . . . . . . .  
The  U n i v e r s i t y   o f   M i n n e s o t a ................  

1

1
4
5
7
9
10
10
11
13
13

17

17

18
26
28
32
38
43
51

57

57

58

64
67
92

95

95
96
105

v

 
131

132

138

142

110

Ill
114

115
116
12 5
128

129

130

C ha pter 

Other  Big  Ten  U n i v e r s i t i e s ................  
Washington  State  University  ................. 
E xporta b il i ty   of  the  Case  Study  Program

to  Other  Univers it i es   . ...................  
Summary  .  . .................................... 

Page

108

V.  CRITIQUE,  RECOMMENDATION,  A N D  A  MODEL  . . .  

115

Introduction  .................................... 
C r i t i q u e ........................................  
R ecommendations  ...............................  
M o d e l ........................................... 

A ssumpt i on s   . . . . .    
H y p o t h e s e s .................................... 
Structural  Elemen ts  . . .  
P r o c e d u r e ...........................  

Conclusion   
S u m m a r y .................................  

  . . . . .  

137

APPENDICES  .....................   . . . . .  

A.  CASE  STUDY  DEPART ME N T  E D U C A T I O N A L   CONTAC TS  . 

14 3

B.  PROPOSAL  T O  A UT H OR I ZE   A   PRELIMI N AR Y

COMMITTEE  TO  R E VI E W AND   ESTAB L IS H   A
WASTE  C ON T R O L   A UT H OR I TY   A T  THE  UNIVER SITY
OF  M I C H I G A N ................  

145

C.  POLLUTION  PR O BLEMS  A T   THE  U NI V ER S IT Y   OF

MICHIGAN:  R EC O MM E ND A TI O NS   FOR  CHANGE  .  . 

16 0

B I B L I O G R A P H Y ...............................................  

188

vi

 
 
 
 
 
 
 
 
 
 
 
CHAPTER  I

THE  PROBLEM 

Introduction

The  last  two  decades  have  seen  enormous  pressure 

for  change  in  the  A me r ic a n  educational  system*  Russian 

accomplishments  in  1958  with  the  Sputnik  satellites  caused 

a  major  expansion  of  science  and  engineering  curricula 

throughout  the  United  States.  The  Civil  Rights  movement 

of  the  1960's  placed  added  pressure  on  the  educational 

system  to  encourage  the  entrance  of  minority  students  to 

colleges  and  universities.  The  post-war  "baby  boom" 

resulted  in more  and  mo re  potential  college  admissions.

Additional  pressures  that  have  been  placed  on  the 

higher  education  system  include  anti-war  demonstrations, 

student  unrest,  environmental  awareness  leading  to  m i l i ­

tancy,  and  the  general  feeling  that  college  students  are 

estran ged  from  society  through  liberal,  activist  beliefs. 

The  overall  catchword  on  the  part  of  students  has  become 

" r e l e v a n c e . I n   education,  relevance  is  the  attempt  to

relate,  in  a  pertinent  manner,  classroom  learning  with

2
"real-life"  experience. 

The  search  for  relevance  has 

been  a  concern  not  only  of  students,  but  also  of  faculty, 

administrators,  and  the  general  public.

1

2

The  growth  of  higher  education  in  the  late  1 9 5 0 's 

and  the  1960's,  as  measured  by  increased  admissions,  new 

building  construction,  faculty  expansion,  and  the  huge 

influx  of  administrators  and  staff,  both  resulted  from  and 

stimulated  an  expansion  of  funding  from  public  and  private 

sources.  These  monies  for  higher  education  came  from  the 

federal  government  in  the  form  of  research  and  cons truc­

tion  grants,  scholarships,  fellowships,  matching  funds, 

and  several  titles,  acts,  and  laws.  Expanded  funding  came 

from  the  states  through  higher  appropriations  to  colleges 

and  universities;  mon ey  also  came  from  private  foundations, 

industry,  increased  tuition,  and  other  sources.  In many 

cases,  the  increased  funds  and  expansion  of  mon ies  for 

higher  education  resulted  from  the  above-enumerated  pres­

sures  for  relevance."*

The  tremendous  growth  in  higher  education  since 

World  War  II  has  been  accompanied  by  the  need  for  funds  to 

support  innovative  programs  and  instructional  techniques.

In  the  1950's,  education  using  closed-circuit  TV  was 

emphasized  as  innovative.  In  the  1960's,  there  was  a  rise 

in  the  use  of  programmed  instruction.  In  1975,  the  need 

for  innovation  is  just  as  strong.  Institutions  of  higher 

education  are  still  trying  to  meet  these  needs.  Some 

examples  of  recent  changes  in  higher  education  include  the

"open  door  policy,"  women's  rights  and  equality,  life-long 

4

education,  and  competency-based  teacher  education  programs.

3

W h a t   has  changed  is  that  the  funds  that  w e r e   previously 

so  readily  av ailable  to  provide  for  innovative  programs 

are  drying  up.  For  example,  in  1975,  the  Fo rd  Foundation 

announced  a  50  percent  cutback  in  foundation  grants  to

5
higher  education. 

Col leges  and  un iversities  are  feeling 

the  loss  of  "preferred  status"  in  obtaining  funds  and  the 

increased  co mp etition  for  social  services  ex penditures  by 

federal  and  state  agencies.  The  overall  b u dg e t  for  higher 

ed ucation  shows  decel er a te d   growth.  When  decreased  b u d ­

gets  are  coupled  with  ec o nomic  inflation,  recession,  and 

less  revenue  from  fewer  stud ents  enrolled,  it  means  it  is 

n ow   extremely  difficult  to  establish  new  programs.  As 

Magar re l l  pointed  out,  "Higher  education  is  suffering  from 

the  most  severe  d ec e l e r a t i o n   of  growth  in  U.S.  history 

according  to  the  C a rn e gi e   Foundation  for  the  Advancement 

of  T e a c h i n g ."6

Univer s it i es   must  continue  to  sear ch  for  new  ways 

to  provide  students  a  re l evant  education.  The  ability  to 

compete  successfully  in  society  as  a  wage  earner  probably 

can  be  more  re adily  fulfilled  if  one  has  had  some  ex p e r i ­

ence  beyond  formal  cl a ss r oo m   training.  E m pl o y e r s   are  in 

a  "buyers  market"  and  grade  point  average,  the  internal

Note:  See  also  "Less  M o n e y   Is  Available  to  Higher  E d u c a ­

tion,  C ol l eg e   M a n a g e m e n t ,  1971;  "Pr essures  on 
Higher  Education,"  C o l l e g e   and  Un i v e r s i t y   Journal 
12  (1973);  and  C a r n e g i e   C om m is s io n   o n  Higher  E d u c a ­
tion,  Pr i or i t i e s   for  Action:  Final  R e po r t  of  the 
Ca rnegie  C o m m i s s i o n   on  Higher  E d u c a t i o n   (New  York: 
McGraw-Hill,  1973).

4

measure  of  college  achievement,  may  be  less  important  in

the  job market  than  on  the  campus.  According  to  the

Department  of  Labor's  Bureau  of  Labor  Statistics,  by

1985  the  number  of  college  graduates  will  exceed  by  about

800,000  the  number  of  jobs  requiring  their  skills.  As  a

result,  college  graduates  are

.  .  .  likely  to  ob tain  jobs  previously  held  by  in di­
viduals  with  less  than  four  years  of  college.  P r o b ­
lems  for  college  graduates  will  m o re   likely  be  e m p l o y ­
ment  below  the  level  of  skill  for  which  they  were 
trained,  resulting  in  job dissatisfaction  and  high 
occupational  mobility  rather  than  u n e m p l oy m en t .?

Terrel  Bell,  U.S.  Commissioner  of  Education, 

recently  wrote:

Many  educators  would  quarrel  with  listing  a  salable 

skill  in  any  list  of  requirements  for  becoming  a  truly 
educated  person.  Others  might  grudgingly  permit  a 
salable  skill  to  be  listed  but  would  quarrel  with  list­
ing  it  first.

Nevertheless,  in  my  view,  many  colleges  and  u n i v e r ­
sities  face  declining  enrollments  today  simply  because 
they  lack  a  strong  commitment  to  this  first  and  f o r e ­
m os t   requisite.  Many  would  argue  that  a  student  need 
m erely master  the  basics  in  the  liberal  arts  and 
humanities  to  be  wel l  on  the  way  to  becoming  educated.
As  I  see  it,  this  is  far  too  narrow  a  view  of  education. 
Education  is  preparation  for  life,  and  living  without 
meaningful  work  is  just  not  living  life  to  its  full 
me aning  and  purpose.  Certainly  education  for  e m p l o y ­
ment  does  not  represent  a  total  education  policy.  The 
liberal  arts  will  always  have  the  place  as  the  heart 
of  the  curriculum.  But  we  need  to  liberalize  v o c a ­
tional  education--and  vocationalize  liberal  education.
In  the  process  we  will  attain  the  full  purpose  of  edu ­
cation . ®

S tatement  of  the  Problem

Financial  support  to  provide  resources  for  change 

in  higher  education  programs  is  declining,  but  the  need  for

5

innovation  still  persists.  Universities  are  being  called 

on  to  search  for  new ways  to  provide  relevance  in  higher 

education.  It  is  possible  that  mechanisms,  experiences, 

and  new materials  may  already  exist  within  the  present 

structure  and  system.  How  institutions  provide  innovation 

without  the  traditional  financial  support  they  have  p r e ­

viously  enjoyed  is  the  general  subject  of  this  d is s e r t a ­

tion.  In  particular,  by  using  a  nonacademic  administra­

tive  department  within  the  university  as  a  case  study,  the 

study  examines  ho w   relevant  educational  experiences  may  be 

a c q u i r e d .

Purpose  of  the  Study

This  study  focuses  on  the  use  of  existing  u n iv e r­

sity  administrative  facilities  as  an  adjunct  to  the  educa­

tional  process.  It  is  an  attempt  to  extend  what  is  learned 

in  the  classroom  by  drawing  upon  resources  that  are  already 

available  in  the  university.

The  concept  of  nontra di t io n al ,  alternative  e d u c a ­

tion  has  been  incorporated  in  continuing  education  by  its 

proponents,  who,  by  and  large,  are  interested  in  vocational 

and  applied  development.  What  differentiates  this  approach 

from  youth-oriented  public  education  is  the  ever-growing 

retraining  and  post-training  of  adults  and  professionals. 

The  supporters  of  continuing  education,  as  one  of  their 

major  goals,  wish  to  educate  adults  to  function more 

effectively  in  their  society  by  a  decision-making  process.

6

Such  education  is  therefore  di r e c t e d   more  toward  a  spe­

c ific  goal,  established  by  the  sponsors,  and  not  toward  a 

liberal  arts  p rogram  involving  a  full-time  c o mm i tm e nt   over 

a  period  of  years.  Co n ti n ui n g  education  thus  has  a  series 

of  sponsors  that  are  easily  d if f er e nt i at e d  fr om  those  of 

tradi tional  programs;  such  ed ucation  results  in  a  more 

literate,  skilled,  and  progr e ss i ve   clientele.

The  following  pu rposes  are  pursued  in  the  d i s s e r ­

tation:

1.  To  create  a  structural  format  for  using  non- 

formal  ed ucation  potential  w it h in   an  existing  formal  univer 

sity  structure.

2.  To  examine  how  a dm i ni s tr a ti v e  service  elements 

c an   be  an  educational  resource  wh en  used  in  a  systematic 

ma nn er  to  provide  educational  learning  opportunities.

3.  To  identify  student  ob jectives  and  evaluate 

s tudent  performance,  i.e.,  learning,  in  rega rd  to  relevant 

e xp e ri e nc e s  obtained  wi th  the  a d mi n istrative  case  study. 

R el e va n ce   here  is  defined  as  the  application  of  formal 

c la s s r o o m   learning  to  job  r equirements  and  functions.

4.  To  p rovide  a  case  study  for  other  departments, 

colleges,  and  universities  that  m ig h t  be  intere sted  in 

d ev e lo p i n g   similar  educational  programs.  A l t h o u g h   the  case 

study  involves  the  specific  subject  areas  of  natural 

resources,  environmental  protection,  and  recycling,  other

7

unrelated  areas  are  als o  discussed.  Exa mples  of  the 

exporta b il i ty   of  the  case  study  are  al so  given.

Case  Study  B a c k gr o un d

By  using  a  co m prehensive  case  study,  i.e.,  an 

existing  a d mi n i st r at i ve   un it  such  as  the  Waste  Co n tr o l 

A ut h o r i t y   at  Michi ga n   State  Uni versity,  the  b en efits  and 

disadv a nt a g es   associ ated  with  a  planned,  sys tematic 

approach  to  prov iding  relevant  e du c at i on a l  ex p er i en c e  can 

be  analyzed.

The  Waste  C o ntrol  Au t ho r it y   began  o p e r at i ng   as  an 

a dm i nistrative  office  of  the  U n i v e r s i t y   in  January,  1972. 

The  Au t ho r i t y   is  related  to  the  b u s i n e s s- s er v ic e   element s 

of  the  U ni v er s i ty   through  the  O f f i c e   of  the  E x e c u t i v e   Vice- 

President,  to  w h o m   the  A u th o ri t y  and  the  Director  report. 

Duties  and  respon si b il i ti e s  include  c o o r d in a ti o n  of  the 

total  w a s t e   disposal  activities  and  long-range  d e v e l o p m e n t  

of  pollution,  environmental,  and  wa s t e - m a n a g e m e n t   ef fective 

n e s s .

The  educ ational  aspects  of  the  Waste  C o nt r ol  

A ut h ority  we re  init iated  o r ig i na l ly   because  funds  were  not 

av ailable  for  a  paid  full-time  staff.  As  a  result,  s t u ­

dents  we re  hired  as  part-time  employees.  They,  in  turn, 

informed  other  students  of  the  op p o r t u n i t i e s   av a il a b l e   and 

soon  m a n y   en v i r o n m e n t a l l y   c o n c er n ed   projects  w e r e   begun.

The  r e la t io n sh i p  b e t w e e n   the  A u t h o r i t y   and  academic 

depart m en t s  d ev e l o p e d   gradually,  o r i g i n a l l y   as  a  m inor

8

concern  of  the  Waste  Control  Authority  office  activity.

It  soon  became  apparent  that  not  only  were  the  students 

using  the  program  for  course-related  term  papers  and 

independent  studies,  but  also  the  recycling  and  environ­

mental  action  projects were  benefiting  from  their  input 

and  ideas.

To  develop  further  the  potential  of  this  program, 

it  became  apparent  that  systematic  planning  and  o r ganiza­

tion were  required.  Through  cooperative  use  of  graduate 

assistantships  with  academic  departments,  research  p u b l i ­

cations,  and  independent  studies,  a  new  learning-working 

concept  evolved.  In  little  more  than  two  years,  25  s tu ­

dents  have  become  so  involved.

Closer,  more  formal  ties  to  academic  departments 

have  developed.  The  nonacademic  learning  program  appears 

to  be  a  relatively  inexpensive  and  practical  method  of 

developing  a  new  learning  concept.  It  is  an  attempt  to 

provide  for  the  incorporation  of  sequential  instructional 

programs  in  a  variety  of  subject  areas,  to  be  discussed 

in  the  dissertation.  An  example  could  be  a  joint  program 

with  the  Department  of  Resource  Development.  The  relevant 

work  experience  a  student  gains  in  planning,  designing, 

executing,  and  evaluating  a  river  clean-up  project  would 

require  prerequisite  courses  in  resource  development, 

limnology,  management,  and  other  areas.  Wh at  is  innovative 

here  is  to  provide  additional  independent  studies  and  later

9

an  actual  operat io n al   experience  w i t h   the  Waste  Control 

Authority.  This  relates  classroom  learning  more  cl osely 

to  actual  experience.

Importance  of  the  Study 

The  study  is  relevant  in  at  least  four  educa tional 

areas.  First,  it  appears  that  new  m o n i e s   for  d ev e lo p me n t  

of  innovative  ed uc ational  programs  will  be  mo re  d i ff icult 

to  obtain  in  the  future,  whereas  the  need  for  innovation 

has  not  diminished.  Second,  little  has  been  done  in  a 

systematic,  p lanned  way  to  exploit  nonaca de m ic   educat i on a l 

o pp ortunities  that  al ready  exist  in  the  present  univer s it y  

system.  The  typical  co urse-related  m e a s u re m en t   of  student 

o ut c o m e s   versus  the  me asurement  of  w or k -b a s e d   learning 

experie n ce s   is  important.  Third,  it  should  be  p o ssible  to 

ove rcome  problems  of  achieving  the  "real-life"  value  of 

e du c at i on   by  providing  experiences  a pp l ic a bl e   to  a  student's 

vocational  a m bi t io n s  during  his  years  in  school.  Dressel  

p oi nted  out  that  "discussions  of  c u r r i c u l u m   too  often  ar e 

preoccu p ie d   w i t h   me a ns   rather  than  ends,  w i t h   de tails 

rath er  than  structure,  and  with  causes  rather  than  l e a r n ­

ing."  He  continued,

O bjectives  are  so  inclusive,  vague,  and  inconsistent 
that  they  satisfy  no  one,  and  no  one   expects  they 
will  be met.  Moreover,  faculty  m e mbers  think  pr i ­
m ar i ly   in  terms  of  their  own  courses,  and  m o s t   of  the 
obj e ct i ve s   do  not  define  the  c o n d u c t   of  a  single  course.

D evelopments  in  liberal  e d u c a t i o n   include  work-

study  programs  and  social  and  c o m m u n i t y   service  ex periences.

10

The  na t ur e   of  nonacademic  learning  is  c l os e ly   tied  to  the 

conc ept  of  combining  w or k   and  s tu d y— "believing  that  e d u ­

cation  wo uld  be  enriched  by  applying  to  a  job  the  concepts 

and  principles  learned  in  college.  .  .  .M

The  importance

of  this  d i s s e r ta t io n   lies  in  examing  e d u c a ti o na l   values, 

including  finding  greater  m e a n i n g   in  a c ad e m i c s   by  relating 

theory  to  practice,  human  relations,  and  e f f i c i e n t   use  of 

f a c i l i t i e s .

Finally,  as  A s t i n   and  L e e ^ 1  and  M c K e a c h i e   and 

Solomon 

12

pointed  out,  a  traditional  pr o bl e m  in  education 

is  the  extent  to  w h i ch   our  educational  system,  as  it  is 

c ur r en t ly   organized,  a ct u a l l y   can  measure  a  student's  p r o g ­

ress.  Do  grad es  really  re flect  co mpetence  in  "real  life"?

An  altern at i ve   to  the  current  m easurement  (grades)  is 

actual  observ at i on   of  the  student  applying  course - le a rn e d 

p rinciples  in  "work"  situations.

R esearch  Questions

M e t h o d ol o gy

The  following  r es e a r c h   questions  g u i d e d   the  study:

1.  How  does  the  Waste  Control  A u t h o r i t y   as  an 

a dm i nistrative  department  interact  with  a c a ­

de mic  departments  and  programs?

2.  W h a t   appears  to  be  the  p ot e ntial  of  this  case- 

study  p ro g ra m   for  meeting  st udent  and  unive r si t y 

needs?

11

3.  What  probl e ms   and  critici s ms   are  a s so c i a t e d  

with  educational  i nnovation  as  it  per tains  to 

nona cademic  education?

4,  How  can  other  ins titutions  develop  similar 

progra ms  based  on  this  cas e-study  ev a lu a ti o n?

Design

The   d i s s e r t a t i o n   proposal  was  submitted  to  c o n ­

sultants  in  the  O f f i c e   of  Research  Consultation,  Co l le g e  of 

Education,  M ic higan  State  Un i ve r si t y  for  their  comments.  A 

total  of  seven  c o n s u l ta n ts   reviewed  the  proposal;  their 

comments  a n d  suggestions  have  be en  incorporated  into  the 

dissertation.

As  indicated  previously,  the  d i s s e rt a ti o n  is  a 

na rrative  that  used  a  case-study  a pp r o a c h   to  trace  spe­

cif i cally  the  de v e l o p m e n t   of  e du c at i on a l  in novations  w it h in  

an  admini s tr a ti v e  support  unit  of  the  University.  This 

parti cu l ar   support  unit--the  M i c h i g a n   State  Un i ve r s i t y  

W as t e  C o ntrol  A u t h o r i t y — was  c h os e n  because  it  is  r e p r e ­

sentative  of  nonaca d em i c  service  departments  a n d   because  of 

the  planned,  system atic  m anner  in  w h i c h   relevant  e d uc a ti o n 

was  attempted,  al t h o u g h   not  o r i g i n a l l y   conceived  of  as  such.

The  specific  design  inc ludes  the  following  c om ­

ponents:

1. 

Student  reports,  r e s e a r c h   articles,  and  their 

evalu at i on s   are  ex a m i n e d   to  d e v e l o p   r e lationships  between

12

the  recycling  pr o gr a m  (work  experience)  and  formal  a c a ­

demi c  course  work.

2.  Several  in-depth  studies  performed  by  students 

relative  to  environmental  action  programs  are  discussed.

The  subjects  of  these  studies  were  mu t u a l l y   agreed  on  by 

the  student,  his  ac ademic  advisor,  and  a  representative

of  the  Waste  Control  Authority.

3.  The  p r emise  of  this  study  is  that  the  W a st e  

Control  A u th o r i t y   pr ovides  a  relevant  w o rk   experi e nc e   for 

students  with  diverse  backgrounds  and  majors.  E x amples  of 

the  v a r i e t y   of  students  in  the  program  are  reported,  as 

well  as  the  results  of  surveys  on  student  attitudes  and 

perceptions.  Student  w o rkers  who  have  graduated  were  c o n ­

tacted  to  see  if  they  obtai ne d   their  present  jobs  p a r ­

tially  because  of  their  work  credentials  and  resultant 

recommendations;  their  responses  are  discussed.

4.  Since  o t he r   universities  m i g h t   c onceivably  

implement  similar  programs,  this  study  examines  the  p o t e n ­

tial  ex p o r t a b i l i t y   factor  of  such  research.  For  example, 

the  U n iv e rs i ty   of  M ic h i g a n   has  begun  a  major  study  to 

deve lop  an  environmental  ed ucation  program  based  o n   the 

Waste  Control  A u t h o r i t y   at  Michigan  State  University.

Their  pr ogram  is  e x amined  to  determine  what  elements  of 

the M S U   pr ogram  have  be e n  adopted.  O t he r   institutions 

have  also  expressed  interest  in  the  W as t e  C o nt r ol   A u t h o r i t y  

program.  Some  of  these  colleges  and  u n i v e r si t ie s   were

13

contacted  to  see  if  they  have  implemented  any  of  the  e du ­

cational  suggestions  from  the MSU  program.

Limitations

The  present  study  is  inherently  subjective.  The 

writer  is  presently  Director  of  the  Waste  Control  Authority 

at  Michigan  State  University,  and  thus  can  influence  the 

interpretation of  the  case  study.  Every  effort 

has  been  made  to  minimize  subjectivity  by  applying  rigid 

standards  of  impartiality  and  criticism,  but many  percep­

tions  and  beliefs  can  influence  the  conclusions  reached.

The  study  is  limited  to  a  detailed  examination  of 

one  particular  case  study,  with  supporting  documentation 

obtained  from other  departments  and  other  universities.

It  is  recognized  that  quite  possibly  the  generalizations 

resulting  from  specific  case  studies  may  become  distorted.

The  study  is  confined  to  examining  educational 

innovation  in  publicly  supported  universities.  It  includes 

primarily  large  institutions  that  have  a  sufficient  admin­

istrative  staff  to  support  this  type  of  educational  pro­

gram.  The  data  presented  in  the  study  are  not  primary 

information,  but  rather  secondary  interpretations  of 

m a t e r i a l s .

Organization  of  the  Study

This  dissertation  has  five  chapters,  wh i ch   are 

organized  according  to  the  following  plan:

14

Chap ter  I  included  an  introduction,  statement  of 

the  problem,  p ur pose  of  the  study,  c a se - st u dy   background, 

importance  of  the  study,  m e t h o d o l o g y   including  r es e ar c h 

questions  and  design,  and  the  limita ti o ns   of  the  study.

Chap ter  II  contains  a  r e vi e w  of  the  literature, 

which  is  divided  into  three  sections.  Section  one  includes 

a  revi ew  of  the  literature  relative  to  career  education, 

cooperative  programs,  work-study  programs,  and  e x am p l e s   of 

innovative  education  theories  in  h ig h er   education.  S e c ­

tion  two  is  a  literature  search  on  a dm i n i s t r a t i o n   and 

o r g a n i z at i on   m o de l s  that  are  relev a nt   to  a  discus si o n  of 

innovative  educa ti o na l   approaches.  S e ction  three  includes 

the  c o nc e pt   of  continuing  ed u cation  a n d  p ar t ic u la r ly   the 

c oncept  of  n o nt raditional  studies.

The  actual  case  study  used  for  illustrative  p u r ­

poses  is  report ed  in  Chapter  III.  The  first  part  of  the 

chapter  deals  w i t h   the  history  and  d e v e l o p m e n t   of  the  Waste  

Control  Authority,  the  second  with  ad m in i st r at i ve   o r g a n i ­

zation  and  g ui d el i ne   development,  and  the  third  w i t h   the 

educ ational  case  study  or  co r ne r st o ne   from which  the  thesis 

is  expanded.

Examined  in  Chapter  IV  is  the  e x p o r t ab i li t y  of  the 

program.  Similar  progr a ms   at  the  U n i v e r s i t y   of  M i c h i g a n  

and  the  U ni v er s it y   of  Minnesota  are  ex a mined  in  depth.

The  remainder  of  the  chapter  deals  w i t h   W a sh i ng t on   State 

U ni v er s it y   and  the  other  Big  Ten  u n i v e r s i t i e s   that  showed

15

interest  in  recycling  and  educational  projects  derived 

from  nonacademic  resources.

An  analysis of  the  concept of  educational  innova­

tion  through  administrative  service  elements  of  the  Univer 

sity  is  conducted  in  Chapter  V.  The  analysis  includes 

criticism  of  the  case  study  and  recommendations  for  improv 

ing  the  program.  Also,  a  model  department  is  proposed, 

in  which  the  experiences  and  theories  learned  to  date  can 

be  further  developed.

16

F o o t n o te s — Chapter  I

Clark  Kerr,  "Destiny  Not  So  Manifest,"  in New 

Teaching,  N e w   L e a r n i n g ,  ed.  G.  Kerry  Smith  (San  Francisco: 
J o s s e y - B a s s ,  1971),  pp.  245-252.

2

John  M.  Smart,  "Campus  Crisis  and  Public  Policy:

The  S tate  Hi gh er  Education  Agency,"  J o urnal  of  Higher  E d u ­
ca ti on  41  (1970):  365-376.

^Charles  S.  Benson,  "The  Effects  of  Federal  Support 

on  A l l o c a t i o n   of  Campus  Resources,"  in  C a mp u s  and  C a p i t o l , 
ed.  Jo hn  Minter  (Boulder,  Colorado:  W I C H E ,  1966).

4

K.  P.  Cross,  Beyond  the  Open  Door:  N e w   Students
to  Higher  E du c at i on   (San  Francisco:  Jossey-Bass,  1971) .

5

"The  Ford  Foundation:  A  Drastic  Cutback,"  C h r o n ­

icle  of  Higher  Education  10,  7  (1975):  7.

rr

Jack  Magarell,  "H igher  Education's  Severest 

Slowdown,"  Ch ronicle  of  Hi g he r   E d u c a t i o n ,  10,  7  (1975):  7.

7M a l c o l m   G.  Scully,  "A  Glut  of  C o l l e g e   Graduates?" 

C hr o n i c l e   of  Higher  E du c at i on   10,  5  (1975) :  1.

Q

Terrel  H.  Bell,  "Should  Colleges  T e a c h   Salable 

Skills?"  C h r o ni c le   of  Higher  Education  10,  7  (1975).

9

Paul  Dressel,  C o l l e g e   and  U n i v e r s i t y   C u r r i c u l u m ,

2nd  ed.  (California:  M c C u tc h an   Publish i ng   Corporation,
1973) .

10., . .

I b i d .

"^Ale xander  W.  Astin  and  Calvin  B.  T.  Lee,  "Current 

Pract ic e s  in  the  Evaluation  of  College  Teache rs,"  Educational 
Record  47  (1966):  361-375.

12

W.  Mc Keachie  and  D.  Solomon,  "Student  Ratings  of 

Instructors:  A  Validity  Study,"  Journal  of  Educational 
R es e a r c h   51  (1958):  379-382.

CHA PTER  II

REVIEW  OF  THE  LITERATURE 

Introduction

The  review of  the  literature  is  divided  into  three 

sections  be cause  it  parallels  the  aspects  of  ad ministra­

tion  and  higher  education  that  are  germane  to  this  inves­

tigation.  The  first  part  deals  with  such  types  of  programs 

as  cooperative  programs,  work-study  programs,  and  career 

education.  The  development  of  the  "earning  while  learn­

ing"  concept  is  illustrated.  Included  also are a  review 

of  curriculum  and  examples  of  the  innovative  approach  to 

e du c at i on .

The  second  section  deals  with  administration  and 

organization  and models  that  have  been  proposed  for  academic 

operations.  The  model  discussed  in  this  study  is  used 

primarily  in  administrative  departments  but  involves  ed u ­

cational  concepts.  Thus,  it  is  important  to  develop  a 

framework  for  understanding  and  accepting  existing  theory, 

from which  to  construct  innovations.

Descri bed  in  the  third  section  of  the  literature 

review  is  the  concept of  continuing  education.  It  is 

included  because many  of  the  ideas  and  applications  of

17

18

nonformal  education  are  used  in  this  dissertation,  but  in 

a  different  setting.

Work-Study  Programs,  Cooperative  Programs, 
and  Career  Education

According  to  Dressel,  there  is  a  great  need  for 

work-study  college  programs.  He  stated  that  Herman 

Schneider  introduced  cooperative  programs  at  the  Univer­

sity  of  Cincinnati  in  1906.^  The  pattern  developed  at 

that  time  has  had  a  continuing  influence.  Schneider  felt 

education would  be  en riched  by  applying  to  a  job  the  c o n ­

cepts  and  principles  learned  in  college.  Therefore,  he 

grouped  engineering  students  into  two  sections,  which 

alternately  attended  class  and worked.  Sc h ne i d e r ’s  first 

program  alternated  wo rk  and  study  on  a  weekly  basis,  but 

later  experience  has  tended  to  favor  alternation  on  a 

quarter  or  semester  basis.  The  literature  search  indi­

cated  that  all  of  these  work-study  programs  were  basically 

off-campus  applications.  Dressel  discussed  the  advan­

tages  of  work-study  programs,  but  mentioned  that  these 

programs  do  pose  problems  for  the  institution  and  that 

they  are  not  without  disadvantages  to  the  employer. 

Although  cooperative  programs  allow  employers  to  observe 

and  attract  prospective  employees,  they  are  expensive. 

Since  the  term of  employ me n t  may  be  quite  short,  the  tasks 

are  severely  limited.  A  student  worker  may  be  assigned  to 

relatively  unimportant  activities,  w hi c h  can  be  dropped  or

19

continued  by  other  workers  when  he  leaves.  As  a  result, 

cooperative  jobs  are  often  eliminated  in  recession  periods.

Some  businesses  that  endorse  cooperative  educa­

tion may  favor  a  particular  type  of  work-study  program.

Some  programs  rotate  students  from  one  organization  to 

another  over  a  period  of  years,  whereas  many  companies 

prefer  to  have  an  able  student  work  only  for  them  and  join 

their  regular  staff  at  the  completion  of  his  program.  If 

an  organization  provides  work  for  the  same  students  on  a 

rotating  or  part-time  basis,  that  organization  and  the 

college  share  equally  the  responsibility  of  the  program.

The  student  may  acquire  seniority  and  other  benefits  that 

rotating  from  firm  to  firm  prohibits.  On  the  other  hand, 

familiarity  with  only  one  organization  may  restrict  the 

educational  opportunities  inherent  in  the  program.  Dressel 

concluded  his  remarks  by  stating:

In  the  relation  to  continuing,  sequence,  integration, 
the  work-study  program  contains  both  obvious  advan­
tages  and  obvious  disadvantages.  Relating  theory  to 
practice  certainly  helps  to  achieve  integration,  but 
only  if  the  student's  work  experience  is  related  in  a 
meaningful  way  to  wh at  he  is  doing  on  the  campus.
This  does  not  require  that  a  chemistry  major  work  in 
a  chemistry  laboratory  every  work  time  but  it  does 
require  that  the  chemistry  major  not  be  assigned  to 
typing  and  filing.2

There  are  other  conceptions  of  a  work-study  pro­

gram.  The  original  concept  was  to  have  students  work  in 

small  industries  or  in  small  communities  to  help  transform 

their  immediate  environment  and  perhaps  their  whole  society. 

Must  current  programs,  however,  emphasize  work  experiences

20

in  large  cities,  large  corporations,  and  national- 

international  organizations.  The  student  learns  to  adapt 

to  rather  than  to  change  his  environment.

In  a  few  colleges,  the  old  ideal  work-study  experi­

ence  continues  to  exist  in  two  slightly  different  ve r ­

sions.  In  one  type,  students  assist  in  the  maintenance 

and  operation  of  the  institution.  This  often  reduces 

costs  and  also  involves  students  and  faculty  in  a  commu­

nity  or  family-type  living  in  which  each  learns  to  accept 

some  type  of  responsibility.  In  other  cases,  students 

help  to  construct  buildings,  usually  with  some  expert 

supervision.  Another  pattern  that  exists  in  a  few  small 

colleges  requires  students  to  manufacture  and  merchandise 

small  handmade  goods.  However,  such  learning  experience 

has  little  relevance  to  the  formal  curriculum  and  could  be 

justified  only  to  develop  responsibility,  maturity,  and 

citizenship.  Probably  all  institutions  employ  a  consider­

able  number  of  students  in  various  jobs.  However,  these 

jobs  rarely  relate  to  the  student's  course  work,  although 

occasionally  a  student  will  find  work  in  his  own  depart­

ment  that  uses  and  develo ps  competencies  related  to  his 

course  of  study.

Dressel  commented  on  campus-contained  work-study 

p ro grams:

Wor k  study  programs  whe n  contained  within  the  campus 
have  some  value  but  fail  to  obtain  the  objectives  of 
travel,  increased  responsibility,  introduction  to  the 
world  of  work.  Wo rk  study  programs  are  more  difficult

21

to  establish  for  students  in  liberal  arts  than  for 
those  in  engineering,  business,  and  ot her  a p plied 
f i e l d s .

Wils on  and  Lyons,  in  a  study  of  c o o p e r a t i v e   e d u ­

cation,  p er f ormed  a  study  requiring  the  a s s i s t a n c e   and 

c ooperation  of  m a n y   people.  Th ey  m en t io n ed   the  be ginning 

of  cooperative  ed ucation  and  explained  that  it  expande d 

not  only  in  terms  of  the  number  of  students  involved,  but

also  in  terms  of  di f fe r e n t   curricula  in  w hi c h  students  ma y  

enroll.  Most  programs  in  cooperative  e d u c a t i o n   are  m  

4

e ngineering  education,  but  numerous  programs  also  exist 

in  other  pro fessional  areas  such  as  business  a d m i n i s t r a ­

tion  and  home  economics,  as  well  as  in  no n en g i n e e r i n g 

science  programs  in  the  liberal  arts.

R ecognizing  both  expansion  and  e x t e n s i o n   of  c o o p e r ­

ative  education  and  the  fact  that  higher  e du c at i on   will  face 

m a n y   challenges  during  the  next  several  decades,  Ke ttering 

suggested  and  arranged  for  the  Thomas  Alva  E d is o n  F o u n ­

dati on  to  sponsor  a  co operative  ed ucation  c on f er e n c e   in 

1957  in  Dayton,  Ohio.  Repres e nt a ti v es   of  mo r e  than  80  c o l ­

leges  and  universities  and  nearly  100  firms  that  employ 

c o- o p  students  attended  this  conference  on  c o o p e r a ti v e  e d u ­

cation.  The  pu rp ose  of  the  conference  was  to  look  at  the 

existing  m odels  of  c ooperative  education  that  offer  active  

d e m o n s t ra t io n s  of  what  m a y   be  one  way  of  serving  ef f ec t iv e ly  

some  of  the  e n la rging  student  popul a ti o n  who  wi ll  seek 

advanc ed  e d uc ation  in  the  future.

22

Wilson  and  Lyons  reported  the  outcome  of  the  con­

ference :

The  conference  revealed  that  cooperative  e d u c a ­
tion  had  been  adapted  to  a  variety  of  forms  of  higher 
education:  public-private  institutions,  dormitory
and  urban  colleges,  liberal  arts  and  professional 
curriculum.  There  were  many  kinds  of  businesses, 
industries,  and  professions  using  cooperative  e duca­
tion.  Those  experienced  in  the  cooperative  e d u c a ­
tion  are  enthusiastic  about  its  educational  and  social 
merits.  However,  they  recognize  the  need  for  o b j e c ­
tive  scientific  comparison  of  cooperative  education 
with  conventional  education.^

As  a  result  of  that  conference,  Wilson  and  Lyons' 

study  looked  at major  aspects  of  cooperative  education  and 

compared  students  and  graduates  in  cooperative  programs 

with  those  not  having  the  systematic  coordination  of 

work-study  experiences.  The  results  of  their  study  d e m o n ­

strated  several  important  values  in  cooperative  education, 

which  successful  programs  were  able  to  achieve:

1.  Theory  and  practice  were  closely  related.

2.  Coordination  of  work  and  studying  increased 

student  motivation.

3.  For  many  students,  work  experience  contributes 

to  a  greater  sense  of  responsibility.

4.  Because  the  work  experience  involved  the  stu­

dents  in  relation  to  co-workers,  they  were  able 

to  develop  greater  understanding  of  other  people 

and  skills  in  human  relations.

5.  Cooperative  education  orients  college  students 

to  the  world  of  work.

23

6.  C oo p er a ti v e  education  has  important  value, 

making  higher  e du c at i on   po s si b l e   and  a t t r a c ­

tive  to  ma ny  young  people  wh o   can  not  o t h e r ­

wise  afford  to  go  to  college.

7.  As  w o r k   programs  are  planned,  the  faculty  is 

better  able  to  keep  in  touch  w i t h   business, 

industry,  and  some  of  the  professions.

8.  Because  co operative  edu cation  is  commonly 

organized,  there  is  mo re  e f fi c ie n t  use  of  the 

college  facilities.

T o  obtain  these  values,  programs  of  c o o p e r at i ve   education 

had  to  solve  certain  common  problems.  T h e   recom m en d at i on s  

included  in  the  values  were  evaluated  t hrough  coordinated 

wo rk  experience  wi th  the  campus  e d uc ation  program.

T he  study  went  on  to  explain  how  to  improve  present 

programs  of  cooperative  education,  extend  existing  p r o ­

grams,  and  provide  more  adequate  information  about  the 

c ooperative  educ ation  program.

The  writers  concluded  that  wh ereas  a  cooperative 

plan  is  a  single  ed ucational  concept,  in  a  sense  a  sy s ­

tematic  w o r k   experience  is  introduced  into  the  coll ege 

curriculum.  Ea ch  institution  must  set  its  own  goals,  and 

must  have  its  own  me ans  for  achieving  g o a l s   and  e s t a b l i s h ­

ing  o r ganization  and  ad m in i st r at i ve   po l icies  in  terms  of 

institutional  goals,  student  clientele,  and  other  specific 

circumstances.  Th is  re search  examined  c o o p e r a t i v e

24

education  in  two  different  professional  curricula  and  the 

liberal  arts.  In  some  programs  students  alternate  between 

on-campus  learning  and  work  programs  each  year  or  each 

quarter.  Some  programs  make  cooperative  experience  ma n ­

datory;  others  have  programs  that  are  optional  for  the 

student  and  programs  for  which  students  are  selected.  The 

study  indicated  that  cooperative  education  has  made  a 

positive  contribution  to  society  by  attracting  able  young 

people  to  college  and  then  providing  them  opportunities  to 

continue  their  education.^

Lyman  Glenny,  in  1973,  indicated  the  most  impor­

tant  major  trend  in  education,  largely  ignored,  is  the 

increasing  tendency  for  those  who  want  training  in  a  great 

variety  of  skills  and  in  career  education  to  attend  pro­

prietary  and  industrial  schools  rather  than  traditional 

colleges  and  universities,  including  community  colleges.^ 

The  shift  in  emphasis  is  toward  occupational  and  career 

training  rather  than  liberal  education.  The  institutions 

that  have  responded  most  readily  to  this  shift  in  goals 

continue  to  increase  in  enrollment.  This  trend  is  affected 

in  the  short  run  by  business  cycles,  but  the  overall  trend 

has  been  accelerating  since  the  1950's-

In  Field  Work  College  E d u c a t i o n ,  Lynd  wrote  about 

field  work,  which  includes  systematic  observation,  partici­

pation,  and  research  carried  on  outside  the  college.  Such 

work  has  become  an  essential  part  of  education  in  graduate

25

and  p ro f es s io n al   as  well  as  eleme ntary  and  secondary 

schools.  O n l y   recently,  however,  have  underg ra d ua t e  c o l ­

leges  begun  to  extend  their  concep tion  of  mate rial  s u i t ­

able  for  college  education  to  include  w o r k   in  the  field. 

Lynd  noted:

C o n t e m p o r a r y   demands  o n  liberal  e d u c a t i o n   for  actual 
r es u l t s   rather  than  labels.  For  b re a k i n g   down  the 
d u a l i t y   between  life  and  letters.  For  mo re  coh erent 
and  sig nificant  o u t c o m e   of  the  years  spent  in  college, 
a  number  of  colleges  should  begin  to  include  field 
w o r k   as  a  prominent  feature  in  u n d e r gr a du a te   e d u c a ­
t i o n . 8

Ly nd  went  on  to  say  that  at  Sa r ah   L aw rence  C o l ­

lege  a  close  rel ationship  developed  d ur i ng   World  War  II. 

All  m a n n e r   of  informal  co n tacts  were  available,  as  well  as 

nursery  school  teaching  and  adult  e d uc a ti o n  classes. 

Individual  faculty  members,  in  addition  to  directing  s t u ­

dent  projects,  were  active  in  establ i sh i ng   the  position  

of  the  co l le g e  as  a  c o o p e ra t in g   agency  in  the  community. 

P a r t i c ul a rl y   during  the  war  years,  a  system  of  c ooperative 

edu c a t i o n   proved  e xt r em e ly   v al uable  for  both  the  students 

and  the  community.

The  National  C o m m i s s i o n   on  C o o p e r a t i v e   Education  

c o n s e r v a t i v e l y   pr edicted  that  over  500  col leges  would  be 

involved  in  w or k -s t ud y   p r ograms  by  197 5.  This  estimate 

appears  re a so n ab l e  and  seems  to  support  the  findings  of 

Birch  and  McGrath,  who  showed  that  in  882  four-year  insti-

tutions,  89  programs  had  be en  e s ta b li sh e d  before  1961.

9

26

Educational  Innovation

Many  books  and  articles  have  been w r it t en   on  inno­

va tions  in  education,  parti c ul a rl y   in  higher  education.

One  such  report  is  the  proceedings  of  the  Towson  C o n f e r ­

ence  on  C u rr i cu l ar   and  Instruction  Innovations  in  State 

C ol leges  and  U n i v e r s i t i e s . 

In  the  conference  summary 

the  partici p an t s  stated  they  had  w o rk e d  for  a  long  time 

w ithin  a  rigid  framework  in  higher  education.  T h e y   tended 

to  think  of  everything  ne w  in  terms  of  courses,  academic 

departments,  and  credit  h o u r s — the  usual  limitations  and 

the  usual  s t r a i g h t j a c k e t s .  They  w e r e   still  too  inclined 

to  encase  every  new  idea  in  terms  of  a  new  course,  wh ether 

in  a  two-,  three-,  or  four-hour  form,  or  a  new  department. 

They  thought  perhaps  they  should  qu e stion  this  whole  

structure  and  that  there  might  be  another  fruitful  area 

for  di s c u s s i o n   to  interject  new  eleme nt s   into  the  c u r r i c ­

ulum.  As  they  planned  curricular  innovations,  they  wer e 

told  to  guard  against  the  mere  introduction  of  n e w  course 

titles  and  placing  old  courses  in  a  new  order.  The  o v e r ­

r iding  mood  of  questioning,  the  willing n es s   to boun ce ideas 

off  each  other,  and  the  willin gn e ss   to  try  some  of  the 

ideas,  with or  wi thout grants, p r oduced  answers  to  what,  at 

present,  mi g h t  seem  to  be  the  unanswerable.

Confere n ce   pa rticipants  b e g a n   to  ask  the  q u e s ­

tions  that  in  turn  w ould  lead  to  improvement.  T h e y   went  

on  to  talk  about  ed u cators  who  b e l i e v e   independent  study

27

m i g h t   be  the  most  p r o d u c t i v e   and  ea s il y   m anaged  type  of 

cur r ic u la r   flexibility.  The  use  of  independent  study  in 

the  teaching-learning  process  will  u n do u bt e dl y   increase, 

for  it  appears  clear  that  underg ra d ua t es   must  take  more 

r es p on s ib i li t y  for  their  own  education.  The  co nference 

supported  independent  study  for  several  reasons.  It 

tends  to  improve  the  use  of  faculty  resources,  it  can 

enable  an  instructor  to  recognize  the  wide  d i f f e r e n c e   in 

student  characteristics,  and  it  can  preserve  some thing  of 

the  personal  touch  in  the  face  of  increasing  class  size.

The  c hi e f  contribution  of  independent  study  well  m a y   be  in 

the  e n couragement  of  more  e ff e ctive  teaching  and  learning 

acro ss  the  board,  not  just  in  the  programs  t h e m s e l v e s .^

Additio nal  examples  of  innovative  programs  were

d e s c r i b e d   by  Ma t th e w  M i l e s  

12 

and  Felix  Robb, 

13 

and  in  a

repo rt  entitled  In no vations  and  E xp e r i m e n t s   in  Univers i ty

T ea c h i n g   M e t h o d s . 

14

O ne   of  the  major  points  m a d e   in  the 

latter  report  was,  “A n   increasing  con cern  to  a c hieve  various 

l o n g - t e r m   objectives  in  teaching  arising  from  the  dem ands 

of  industry  is  that  the  changing  situation  is  reflec ted 

in  current  innovations  and  experi me n ts   in  univer si t y  t e a c h ­

ing  meth ods."  Perhaps  m o s t   notable  ar e  m e th o ds   de vised  to 

e n c o u r a g e   students  to  be  innovative  by  solving  o p en - e n d e d  

experi m en t al   problems,  thinking  c re a ti v el y   in  a  project, 

or  u n d e r ta k in g   some  research.  A   response  to  the  demand  

that  students  should  learn  to  study  more  independ ently  and

28

continue  to  teach  themselves  is  also  evident  in  these  new 

teaching  methods.  But  special  provision  for  independent 

work  is  also  being  made  by  using  audio-visual  aids  and 

programmed  books  to  enable  students  to  work  at  their  own 

pace  and  in  their  own  time.  Still  more  recently,  experi­

ments  have  begun  to  investigate  individual  differences 

more  fully  and  the  interactions  between  personalities  and 

teaching  and  learning,  or  to  investigate  preferences  for 

different  teaching  methods  associated  with  personality 

type.  These  investigations  suggest  a  need  for  flexibility 

in  teaching  methods,  and  there  is  some  evidence  that  such 

resiliency  is  also  on  the  increase.

Relevance

In  the  mid-1950's,  curriculum  committees  in  m a t h e ­

matics,  earth  sciences,  and  physics  were  actively  di s cuss­

ing,  planning,  writing,  and  experimenting  with  new  content 

and  more  meaningful  methods  to  present  the material.  By 

the  end  of  that  decade  the  trend  was  also  underway  in  the 

industrial  education  field.  As  a  result,  a  number  of

Note:  Some  of  the  other  publications  of  note  include

Herbert  I.  Van  Haden  and  J.  M.  King,  Innovations  in 
E d u c a t i o n ...Their  Pros  and  Cons  (Worthington,  Ohio:
C.  A.  Jones  Publishing  Company,  1971) ;  Louis  B.
Mayhew,  Innovations  in  Collegiate  Instruction  (Atlanta: 
Southern  Regional  Educational  Board,  196?);  K.  G. 
Collier,  ed.,  Innovations  in  Higher  Education  (Windsor: 
Society  for  Research  Into  Higher  Education,  1974); 
Robert  E.  Lehti,  Innovative  College  Management  (San 
Francisco:  Jossey-Bass,  1973);  Leslie  H.  Cochran,
Innovative  Programs in Industrial Education (Blooming- 
ton,  111.:  McKnight  and  McKnight  Publishers,  1970).

29

curriculum  efforts  in  industrial  education were  funded 

through  f e deral,  state,  and  foundation  sources  to  develop 

and  experiment  with  innovative  plans  and  programs  for  more 

adequa te  and  accurate  presentation  of  the  industrial 

aspects  of  society.

As  new  educational  programs  have  been  developed  in 

any  field  of  specialization,  certain  basic  questions  have 

come  to  the  attention  of  educators.  For  example,  how does 

the  plan  fit  into  the  total  educational  program?  Is  it 

really  new or  only  a  new  title  disguising  old  practices?

Is  it  really  better?  What  implications  does  it  have  for 

students  and  staff?  These  and  other  questions  cannot  be 

answered  without  a  thorough  understanding  of  the  program 

and  its  relationship  to  the  curriculum.

Industrial  education  has  been  in  a  constant  state 

of  change  in  the  United  States  since  its  inception  in  the 

secondary  schools.  The  contemporary  stage  is  no  different. 

In  fact,  the  1960's  produced  more  modifications  with  wider 

implications  than  did  any  of  the  preceding  decades.  A c t ­

ing  on  the  impetus  provided  by  Sputnik,  "new  frontiers" 

began  to  emerge.  Technological  development,  automation, 

and  other  economic  factors  focused  attention  on  providing 

students  with  a  wider  range  of  experience  programs  to  meet 

"life  needs"  and  activities  directed  at  understanding  our 

society.  Based  on  these  influences,  new  programs  in 

industrial  education  were   developed.  Ne w  programs

30

incorporated  innovative  methods,  plans,  and  ideas  for 

meeting  students'  needs.  With  a  large  number  of  innova­

tive  plans  and  programs  under  consideration,  however,  it 

was  difficult  to  forecast  their  influence.

If  one  phrase  could  be  used  to  characterize  the 

shifts  in  industrial  education during  the  1 9 6 0 's,  it  would 

be  "to make  education  relevant"— relevant  in  the  sense  of 

content  and  teaching  m e thods  in  relation  to  a  technologi­

cal  society.

The  Process  of  Education  by  Jerome  Bruner  provides 

a  basis  for  effectively  teaching  a  subject  in  an  intel­

lectually  honest  way  to  any  child  at  any  stage  of  d e v e l o p ­

ment.  Bruner  summarized  the  most  salient  arguments  for 

structure  and  instructional  content  by  indicating:  If

one  understands  the  fundamental  ideas  of  a  subject,  it 

becomes  more  comprehensible  if  details  are  placed  in  a 

structured  pattern;  they  are  remembered  better.  If  fun­

damental  ideas  and  principles  are  understood,  the  basis 

for  transfer  of  this  knowledge  is  enhanced  and  the  struc­

ture  of  this  field  is  gr asped  with  the  gap  between  advanced 

and  elementary  knowledge  n a r r o w e d , ^

Industrial  education,  for  the  most  part,  was  o r i ­

ginated  so  high  school  students  could  gain  some  c o op e r a ­

tive  educational  experience.  This  purpose  has  been 

expanded,  however,  to  include  college  experience,  seen 

particularly  with  the  g r owing  number  of  junior  and  community

31

c ol l e g e s   that  are  training  students  in  a  two-year  v o c a ­

tional  program.  A  c o mm o n  thread  seems  to  run  through o ut 

these  books,  articles,  and  pe riodicals  on  innovative  p r o ­

grams  a n d   innovative  education;  it  can  be  summarized  as 

follows:  there  is  a  concern  for  cu r ri c ul u m  r e le v an c y  that

can  be  illustrated  by  the  need  for  curriculum  innovation 

and  implementation.

J o h n   Cantelon  remarked  that  next  to  the  family  the 

college  is  the  most  threatened  and  pro blematic  institution 

in  m o d e r n   American  society.  Th e re   is  an  increasing  amount 

of  u n c e r t a i n t y   about  both  the  goals  and  the  m e t h o d s   of 

higher  education.  Until  recently,  it  would  have  been 

l ud i cr o us   to  ask  w h et h er   the  liberal  arts  college  has  a 

viab le  future;  today  it  is  not.  C a n t e l o n   observed:

A   major  pr oblem  in  our  colleges  and  univers i ti e s 
m a y   contain  w i th i n  itself  some  answers  to  the  q u es t io n  
of  the  issue  of  the  relati on s hi p   between  ac a de m ic  
institu t io n s  and  their  environment.  Since  W o r l d   War  II, 
c o l l e g e s   and  un i versities  have  increasingly  served  the 
n e e d s   of  the  n at i on   as  well  as  their  local  community. 
P a r t   of  this  increased  service  orient at i on   w a s   due  to 
the  important  place  u n i v e r s i t y   research  pl a ye d   in 
i nd u st r ia l   and  m i l i t a r y   activities.  But  a l s o   it  r e p ­
r e s e n t e d   the  increased  support  that  higher  e d uc a ti o n 
g a i n e d   from  the  c o mm unity  in  general.  Un l ik e   older 
colleges,  m od e rn   institutions  and  higher  le arning  
e x i s t   without  walls  between  them  and  the  community, 
thus  the  traditional  "town  and  gown  w a r f a r e ”  is  taking 
on  entir e ly   different  forms  and  directions.

B ut   the  coope r at i on   between  college  and  c o m m u n i t y  

has  forced  to  the  forefront  a  m a j o r   issue  r e ga r d i n g   a 
f u n c t i o n   of  h i gh e r  education  and  our  society.  The 
q u e s t i o n   is  wh e t h e r   a  coll ege  or  university  should  be 
a  c en t er   for  indepen d en t   study  and  cr i ticism  standing 
d e t a c h e d   from  the  community,  or  whether  it  should  be 
a  p r i m a r y   agency  for  social  change  within  the  c o m m u ­
nity.  This  pr o bl e m  exists  in  m a n y   forms.  It  poses

32

little  d i f f i c u l t y   if  the  community  service  is  p r o v i d ­
ing  w h a t   society  feels  it  needs  to  o p e r a t e   its  v ar ­
ious  institutions  as  they  are  and  to  staff  the  p r o f e s ­
sions  as  they  are  cu r re n tl y   functioning.  If  this  is 
understood,  there  is  little  debate.  T h e  un iversity 
and  c ol l e ge   then  regard  it  as  an  extension  of  the 
training  ground  of  the  establishment.  O n l y   a  sc a t­
tered  v o i c e   of  a  few  educational  tr aditionalists 
would  insist  upon  a  g reater  emphasis  upon  pure 
research  and  social  c r i t i ci s m  than  is  n o w   the  case 
in  state  and  industrial  supported  institutions.  But 
this  issue  is  a  ve ry  touchy  one  when   p h rased  in  another 
form;  that  is,  whether  the  university  should  bring  its 
critical  expertise  upon  the  total  r ec o ns t ru c ti o n  of 
society,  including  its  institutions,  parti cu l ar l y  w i th 
respect  to  the  urban  crisis  and  the  qu al ity  of  human 
l i f e .

Curriculum

In  Co l l e g e   and  U n iv e rs i ty   C u r r i c u l u m ,  Dr essel  stated, 

"Discussions  of  curric u lu m   too  often  are  p r e o c c u pi e d  with  

means  rather  than  ends,  with  details  rat her  than  struc­

ture,  and  w i t h   causes  rath er  than  learning."  He  continued, 

"Objectives  are  so  inclusive,  vague,  and  inconsistent  that 

they  satisfy  no  one,  and  no  one  ex pects  they  will  be  met. 

Moreover,  faculty m e mb e rs   think  primarily  in  terms  of  their

own  courses  a n d  most  of  the  ob j ec t iv e s  do  not  define  the

conduct  of  a  single  course." 

17 

Th is  statement  is  i n te r es t ­

.

ing  in  terms  of  basic  co n si d er a ti o ns   for  p l an n in g   a  c u r ­

riculum.  A c c o r d i n g   to  Dressel,  the  five  el e ments  to  be 

c onsidered  in  curriculum  planning  include: 

(1)  liberal

and  v o c a t i o n a l   education,  (2)  b r ea d th   and  depth,  (3)  c o n ­

tinuity  and  sequence,  (4)  conception  of  learni ng  and 

teaching,  and  (5)  c o nt i nu i ng   pl anning  and  evaluation.  No

33

at tempt  has  been  made  to  incorporate  these  elements  into 

a  p l an n ed   appro ac h   to  the  co n cept  of  n on a ca d em i c  e d u c a ­

tion.  Particularly,  as  Dressel  stated,

E va l ua t i on   is  esse ntial  to  the  selection  of  o b j e c ­
tives.  The  choice  among  m a n y   confl icting  views 
should  be  ma de  by  ev al u at i on   of  the  r a ti o n a l e   and 
logic  u n de r ly i ng   these  views.  .  .  .  O b j e c t i v e s   are 
like  traveling  in  that  on e   m ay   go  wh e re   on e   wishes 
on ly  if  one  chooses  to  go  wh e re   one  can-  ®

The  developments  in  li beral  e du c at i on   include  w ork- 

study  programs  and  social  and  community  service  experiences. 

The  nature  of  nonacad e m ic   learning  is  c l o s e l y   tied  to  the 

co nc ept  of  comb ining  wo rk  and  s t u d y — "believing  that  e d u ­

cati on  would  be  enriched  by  a pp l y i n g   to  a  job  the  con cepts 

and  principles  learned  in  college.  .  . 

Several  e d u c a ­

tional  values  can  be  gained  from  this  program,  including 

finding  greater   me a n i n g   in  studies  by  relat in g   theory  to 

practice,  gaining  a  better  u n de rstanding  of  human  relations, 

and  m a ki n g  more  e ff i ci e nt   use  of  facilities.

McClatchy,  in  The  C o l l e g e   and  the  S t u d e n t ,  said

that  a  curriculum,  to  be  relevant,  must  a l l o w   students  to

d e v e l o p   intellectually.  He  continued,

A c a d e m i c   r e strictions  due  to  the  p r o g r a m m e d   course  of 
st udies  plus  the  increasing  demands  for  s p e c i a l i z a ­
tion  are  indeed  a  m ajor  problem,  and  on e   that  is  s e e m ­
ingly  insoluble-  .  .  .  The  problems  of  restrictive
curricula,  ina dequate  counseling,  un i ma g i n a t i v e   a d m i n ­
istrative  planning,  and  failure  to  tap  the  crea tive 
resources  of  the  s t u d e n t s — are  only  a  very,  very  few 
of  the  difficu l ti e s  to  be  found  today  in  Am erican  c o l ­
leges.  Th ey  have  all  been  noted  and  d e b a t e d   for  a  long 
time  now,  and  are  still  far  from  easy  solutions.  I  am 
convinced  that  today's  s tu d en t   is  as  d e e p l y   concer ned 
about  his  e du c a t i o n   as  are  those  a c t u a l l y   in  charge  of

34

it.  He  realizes  that  his  future  depends  upon  and  is 
derived  from  his  four  or  more  years  of  higher  e du c a­
tion.  He  must  be  given  every  opportunity  to  enjoy 
the  benefits  that  the  really  best  education  can
offer.

McKeachie,  writing  in  the  same  book,  felt  that 

teaching  quality  is  far  more  important  than  curriculum 

and  that  improvements  in  college  teaching  will  come  about 

only  if  the  quality  of  teaching  improves.  He  stated  that 

curriculum  planning  occurs  without  taking  into  considera­

tion  the  faculty  who  will  implement  it;  rather,  concern 

is  expressed  only  with  the  structure  of  the  subject  matter. 

This  viewpoint  is  relevant  to  the  present  study's  proposal 

of  using  administrative  service  elements  as  instructional 

adjuncts.  McKeachie  continued:

A  curriculum  in which  teachers'  contacts  with  students 
are  distant  or  transitory  is  doomed  to  failure  no  m a t ­
ter  what  the  logic  of  its  arrangement  of  sequences  or 
content.  Teachers  may  learn  how  to  be  more  e f f e c ­
tive  teachers  by observing  the  effects  of  their  teach­
ing  and  by  having  opportunities  to  try  varied  teaching 
methods.  This  implies  that  the  teacher will  have 
classes  where  choice  of  method  is  not  restricted  by 
size  or  by  a  curricular  format  which  demands  lecture, 
laboratory,  or  some  other  limited  range  of  methods.
It  also  implies  opportunities  to  know  the  student  as 
an  individual  and  to  observe  and  guide  his  development 
at  mor e  than  one  point  in  his  academic  career.  0

Certainly  the  nonformal  educational  opportunity,  as 

expressed  earlier,  has  the  advantage  of  a  one-to-one  inter­

action.  The  curriculum developed  here  must  be  integrated 

into  the  traditional,  departmental  objectives,  but  perhaps, 

of  necessity,  not  be  controlled  by  them.  McKeachie  c o n ­

cluded  his  remarks  by  saying:

35

No  curriculum  is  better  than  the  teachers  who  imple­
ment  it;  and  quality  of  teaching  depends  not  only  on 
the  skill  and  dedication  the  teacher  brings  to  it 
but  also  on  the  effect  of  the  curriculum  on  the 
teacher's  development.  Thus,  if  one  plans  a  curric­
ulum  for  the  ultimate  objective  of  student  learning, 
he  must  perforce  plan  it  for  the  faculty  as  well.

Beard  and  his  associates  wrote  from  a  psycholo­

gist's  viewpoint  about  behavioral  objectives,  which  they 

felt  should  "state  what  student  will  be  able  to  do  at  the 

end  of  a  course  of  study which  they  could  not  do  initially

and  to  test  the  effectiveness  of  each  course  in  terms  of

the  achievement  of  these  objectives." 

22

Concerning  the

definition  of  objectives  they  warned.

An  attempt  to  define  objectives  and  to  design  courses 
in  any  detail  will  limit  students'  goals  and  even 
the means  they  may  choose  to  achieve  them.  If  the 
educational  technologist  counters  that  a  scheme  of 
general  objectives  need  not  restrict  learning  in 
these  ways,  some  teachers  reply  that  the  most  valuable 
experiences  in  their  courses  cannot  be  defined  at 
all  or   that  any  general  objectives  they  could  state 
would  be  so  vague  as  to  be  meaningless.  The  majority 
of  these  teachers  not  only  choose  activities  and  offer 
courses  of  study  for  their  students,  but  also  set 
examination  papers  which  enable  them  to  set  forth 
objectives.  In  the  process,  they  then  determine  whether 
the  resulting  scheme  will  serve  any  useful  p u r p o s e . 2 3

Jerome  Bruner,  in  The  Process  of  E d u c a t i o n ,  stressed 

the  importance  of  structure  in  curriculum.  He  went  on  to 

say  that

The  curriculum of  a  subject  should  be  determined  by 
the  most  fundamental  understanding  that  can  be  achieved 
of  the  underlying  principles  that  give  structure  to 
that  subject.  Teaching  specific  topics  or  skills 
without  making  clear  their  context  in  the  broader  fun­
damental  structure  of  a  field  of  knowledge  is  une con­
omical . 24

36

Bruner  cited  three  reasons  why  such  teaching  is  u necon­

omical:  Generalizing  from  what  the  student  has  learned

to what  he  will  encounter  is  difficult,  intellectual 

excitement  is  not  rewarded,  and  knowledge  or  learning 

without  structure  to  tie  it  all  together  is  often  forgotten 

q u i c k l y .

In  Priorities  for  A c t i o n ,  the  Carnegie  Commission

on  Higher  Education  stated:

Higher  education  experienced  in  the  1 9 6 0 's  an  increase 
in  its  total  resources  greater  than  ever  before  in  its 
history.  .  .  .  Higher  education  does  not  lend  itself
very  readily  to  permanent  increases  in  productivity. 
Thus,  its  rising  costs  for  salaries  and  other  expen­
ditures  are  directly  related  in  the  price  it  must 
charge  to  public  or  private  sources  of  funds;  whereas, 
in  industrial  sectors  of  the  economy,  cost  increases 
are  offset  by  an  average  annual  rate  increase  in  pro­
ductivity  of  2.5  percent.  .  .  .  The  answers  lie  in  the
two-pronged  search  for  better  use  of  resources  on  the 
one  hand  and  augmentation  of  resources  on  the  o t h e r . 2 5

Dressel,  in  Undergraduate  Curriculum  in  Higher

E du c a t i o n ,  discussed  stages  in  curriculum  planning.  These

stages  include  identification  of  objectives,  selection of

experiences,  organization  of  experiences,  and  evaluation.

Under  the  definition  of  objectives,  the  author  defined

needs:  "A  need  simply  defined,  is  a  discrepancy  between

the  characteristics  which  students  presently  have  and  the

characteristics  which  it  is  judged  they  ought  to  have." 

26

Dressel  included  four  levels  in  the  hierarchy  of  needs.

The  first  level  is  needs  explicit  in  the  stated  o b j e c ­

tives  of  an  institution.  The   second  level  consists  of 

facilitating  factors.  The  third  level  recognizes  the

37

inevitable  concomitants  of  the  c ontinuing  a s s o c i at i on   of 

a  sizable  group  of  people.  The  fourth  level  of  needs  is 

those  for  w hi c h  a  college  has  no  obligation.

In  his  article  e nt itled  "Teaching  and  Learning:

Whose  Goals  Are  Important  A r o u n d   Here?"  Wendell  wrote,

If  A m er i c a n   colleges  and  universities  are  to  take 
teac hing  seriously,  they  m u s t   pr ovide  space  for  s t u ­
d e n t   development,  they  must  m a k e   the  private  needs 
and  concerns  of  students  a  d o minant  thrust  in  their 
policy.  This  p ri ority  status  for  teaching  calls  for 
an  alliance  b e tw e en   educators  and  student  innovators, 
m o r e   concern  with  how  college  graduates  act  as  well 
as  wi th  how much  they  learn,  and  major  innovations 
in  the  approach  to  student  l e a r n i n g . 27

He  concluded:

It  is  clear  that  higher  e du c at i on   can  best  be  an 
e ff e ctive  critic  of  society  by  acting  up on  major 
cri t ic i sm s   it  has  been  m ak i ng   of  itself.  Here  it  is 
crucial  that  its  institutions,  especially  the  m u l t i ­
universities,  begin  by  b ui lding  teaching  and  learning 
mode ls  to  reinforce  and  assist  students  in  becoming  
s el f-directed  learners.  In  doing  so  the  in st itution 
is  at  once  de v el o pi n g  a  self-renewing  m e c h a n i s m   both 
for  itself  and  for  those  w h o  are  ready  to  partici p at e  
a ct i v e l y   in  the  process.  Individual  and  i n s t i t u ­
tional  self-renewal  becomes  m o re   than  an  ed ucational 
slogan;  it  be comes  a  dynamic,  working  p rocess  central 
to  the  identity  of  the  institution.  W it h   its  new  
identity,  the  institution  not  only  can  be  m o r e   r e s p o n ­
sive  to  the  individual  needs  and  concerns  of  its  s t u ­
dents,  but  also  can  be  more  active  and  ef f ec t i v e   in 
the  dev elopment  of  a  freer  w o r l d . 2 8

D iscoursing  o n   the  future  of  de p ar t me n ts   within

universities,  Dressel  et  al.  commented  that  the  d iscipline-

o r i e n t e d   depart m en t   was  d om i n a n t   and  that

M a n y   univers i ti e s  have  al r ea d y  r ecognized  the  need 
for  some  type  of  o r g a n i z a t i o n   apart  from  the  d e p a r t ­
m e n t a l   one.  C o nt i nu i ng   e d uc a ti o n  progr a ms   serving 
s ho r t- t er m   co n fe r en c e  and  longer  term  t r aining  programs 
have  found  it  n ec e ss a ry   to  enlarge  their  own  p r o f e s ­
sional  faculty  to  carry  on  these  a c t i v i t i e s . 29

38

A dm i ni s tr a ti v e  O r g a n i z a t i o n s   and  M odels

Krachenberg  felt  that  colleges  and  universities  

today  are  being  forced  to  find  be tt e r  modes  of  opera t io n  

and  administration.  Current  so c ietal  needs  and  c i r c u m ­

stances  demand  this.  In  at t em p ti n g  to  meet  this  demand, 

institutions  of  higher  educ ation  are  borrowing  m a n y   m a n a g e ­

m e n t   and  operating  techniques  from  other  areas,  es pecially 

bu si ness  and  government.  Kr a c h e n b e r g   asserted  that  higher 

e du c at i on   is  borrowing  these  t echniques  from  di f fe r en t  

areas  but  at  the  same  time  o v e r l o o k i n g   the  importance  of 

m a r k e t i n g :

Ironically,  higher  ed ucation  has  always  en g a g e d   in 
ma rketing  such  as  student  recruitment,  a dv e rt i si n g  
of  program  offerings,  s ol i ci t in g   alumni  support  .  .  .
but  this  has  been  poorly  d o n e   w i t h   a  keen  lack  of 
app reciation  for  all  the  tools  of  marketing.  A  ma jor 
need,  therefore,  is  for  the  universities  to  gain  a 
deeper  appreci a ti o n  for  the  va lue  of  marketing,  mak ing 
it  a  more  formal  and  on going  part  of  its  activities. 
Marketing  will  be  a  link  of  c o mm unication  w h e r e   the 
university  tunes  in  on  its  c li e nt s   or  c u st omers  and 
attempts  to  learn  all  it  can  as  to  how  it  m i g h t   serve 
them.  These  marketing  d e c i s i o n s   should  be  m a d e   by 
considering  institutional  r e so u rc e s  and  capabilities, 
institutional  go als  or  o b j e c t i v e s   and  s oc ietal  needs 
and  w a n t s .30

In  A  N e w  A pp r o a c h   to  A c a d e m i c   A d m i n i s t r a t i o n , 

Ph illips  commented:

Beset  by  pressures  for  c h a n g e   from  w it h o u t   and 
w it h in   the  u ni v er s it y   c o m m u n i t y   and  a ca demic  a d m i n ­
istrators  have  seen  the  financial  security  of  their 
in stitutions  e ro d ed   in  a  time  of  great  n a tional  p r o s ­
perity.  The  m o r e   vocal  c r i t i c s   of  academic  policy 
have  tended  to  leave  finance  and  fiscal  co ntrol  to 
the  so-called  experts.  .  .  .  The  e s t a b l i sh m en t   of
viable  systems  of  governance  for  our  institutions  of 
higher  e d uc a ti o n  can  no  longer  remain  a  m a t t e r   for

39

scholarly  debate.  T here  is  a  wide  range  of  questions 
w h i c h   academic  leaders  m u s t   answer  today.  They 
underst and  the  m ag n itude  of  the  national  commitment 
to  higher  education.  However,  lack  of  prece dents 
and  o p e n - e n d e d   r es p o n s i b i l i t y   often  leave  these 
leaders  uncertain  and  frustrated.  As  they  seek  to 
meet  the  d em a nd s   of  students,  faculty,  trustees, 
parents,  alumni,  and  o th e r  users  of  higher  education, 
our  top  co llege  and  u ni v er s it y   a d mi n istrators  need  a 
new  co n cept  of  a d m i n i s t r a t i o n .31

P hi llips  went   on  to  d i sc u ss   his  m odel  using  a  p r o ­

gram  of  internships  in  a c ademic  administration:

Internships  in  v arious  company  of fices  offer  an 

opport u ni t y  to  increase  u nd e rstanding  of  h o w  the 
in st itution  functions,  of f ic e   by  office,  and  in  the 
whole.  Sem inars  are  anot her  avenue  for  int eresting 
the  new  or  n ot - so - ne w   a d m i n i st r at o r  in  the  potential 
of  his  job  and  of  increasing  his  u n d e r s ta n di n g  of  the 
institution.  Internships  and  other  educa tional  p r o ­
grams  can,  of  course,  be  combined  in  v arious  ways.
The  aim  of  such  programs  should  be  to  pr esent  a  wide 
range  of  subjects  in  a  w a y   that  will  excite  the 
interest  of  students  to  bring  high  intellectual  q u a l i ­
ties  to  bear  on  institutional  problems.  The  c u r r i c ­
ulum  must  deal  w i t h   the  current  problems  affecting 
higher  ed u ca t io n   noted  earlier  in  this  book,  as  well 
as  consider  how  decisions  are  made  and  author ity 
exerc is e d  wi t hi n   the  co l le ge   or  u niversity  as  an 
institution  for  the  c o n t i n ua t io n   and  improvement  of 
our  s o c i e t y .32

P et e r s o p   dis cussed  three  categories  of  d e c i s i o n s —  

policy,  managerial,  and  operational.  Th e s e   three  types  of 

dec isions  are  di s tinguished  along  four  dimensions,  i n c l u d ­

ing  the  time  range  ov er  w h i c h   they  apply,  the  range  of 

individuals  or  o r ga n i z a t i o n a l   units  di r ec t ly   affected 

by  the  decisions,  their  content,  and  their  m e an s -e n d 

r e l a t i o n s h i p s .

40

Mood  et  al.  reviewed  applications  of  operations 

research  technology  to  problems  in  educational  ad mi nis­

tration.  They  concluded:

The  primary  purpose  of  all  of  the  above  mathe­
matical  models  is  to  provide  advice  to  university 
decision  makers  that  will  improve  their  predictive 
powers  and  lead  to  improved  policy  decisions.  .  .  .
None  of  the  models  we  have  discussed  are  capable  of 
predicting  and  accounting  for  environmental  effects 
outside  the  academy.  The  abolition  of  milita ry  con­
scriptions,  the  changing  job  market,  increasing 
affluence  and  the  changing  tastes  of  youth  will  c o n ­
tribute  to  future  student  flaws  in  ways  that  are  d i f ­
ficult  to  predict.  To  put  it  simply,  the  variables 
that might  have  the  greatest  effect  are  outside  of 
the  model  and  there  is  no  way  to  bring  them  in.  With 
this  in mind  it  is  important  to  design  a  model  of 
realistic  scale  that  does  not  exert  too  m uc h   costly 
energy  in making  computations  at  an  unreasonable 
level  of  accuracy.  .  .  .  Provided  that  one  carefully 
considers  the  limitations  of  the  model  applied,  m a n ­
agement  science  can  assist  in  improving  the  efficiency 
of  educational  o p e r a t i o n s .^4

Griffiths  discussed  the  decision-making  process 

and  developed  the  following  six-step  decision-making model:

1.  Recognize,  define,  and  limit  the  problem.

2.  Analyze  and  evaluate  the  problem.

Note:  For  a  further  discussion  of  this  topic,  see  also

R.  W.  Judy  and  J.  B.  Levine,  A New  Tool  for  Educa­
tional  Administrators  (Toronto:  University  of
Toronto  Press,  1965);  H,  E.  Koenig,  M.  G.  Keeney, 
and  R.  Zemach,  "A  Systems  Model  for  Management, 
Planning  and  Resource  Allocation  in  Institutions  of 
Higher  Education,"  Final  Report,  #  C-518,  National 
Science  Foundation  (East  Lansing:  Michigan  State
University,  1968);  and  Z.  Wurtele,  "Mathematical 
Models  for  Educational  Planning,"  Report  No.  SP-3015 
(Santa  Monica,  Calif.:  Systems  Development  C o r ­
poration,  1967).

41

3.  Establish  criteria  or  standards  by  which a solu­

tion  will  be  evaluated  or  judged  as  acceptable 

and  adequate  to  the  need -

4.  Collect  data,

5.  Formulate  and  select  the  preferred  solution  or 

solutions.  Test  them  in  advance.

6.  Put  into  effect  the  preferred  solution.

a. 

Program the  solution.

b. 

Control the  activities  in  the  program.

c.  Evaluate  the  results  and  the  process.

Griffiths  concluded  his  remarks  by  stating:

Decision-making  in  an  organization  is  not  a  personal 
matter,  but  an  organizational  matter.  .  .  .  Th e  cri­
terion  by which  an organization may  be evaluated  is
the  quality  of  the  decisions  which  the organization
makes  plus  the  efficiency  with  which  the  organization 
puts  the  decisions  into  e f f e c t . 35

According  to  Deutsch, 

3 6

symbols  are  used  in  the  pro­

cess  of  thinking  and  are  combined  into  layer  configurations 

which  are  known  as  models.  This  appears  to  be  true  particu­

larly  when  models  are  involved  in  forecasting  eve nts  beyond 

the  thinking  system  realm  and  certainly  when  discussing  the 

past  or  future  behavior  of  an  organization.

Models  are  used  willingly  or  not when  thinking  in  a 

systematic  manner.  The  model  depends  upon wh at   elements  are 

included,  what  rules  and  structure  are  placed  o n  the  ele­

ments,  and what  use  is  made  of  the  various  possible  orderings 

of  the  elements.  By  studying  models,  the  theory  of  organiza­

tion  can  be  derived.

42

By  a  model  is  meant  a  structure  of  symb ols  and 

ope r at i ng   rules  w h i c h   is  supposed  to  m a t c h   a  set  of 
relevant  points  in  an  e xi s t i n g   s tr u cture  or  process.
Mode ls  of  this  kind  are  indispensable  for  the  u n d e r ­
standing  of  mo re  complex  processes.  T h e  only  a l t e r n a ­
tive  to  their  use w o u l d   be  an  attempt  to  grasp  d i re c tl y  
the  structure  or  process  to  be  understood,  that  is  to 
say,  to m a t c h   it  c om p le t el y   point  for  point.  This  is 
ma n i f e s t l y   impossible.  W e   use  maps  or  anatom ic a l 
atlases  p r ec i s e l y   b e cause  w e   cannot  c a r r y   comple te 
countr ies  or  complete  h u ma n   bodies  in  o ur   heads.

The  auth or  went  on  to  di scuss  four  functions  of  a 

model  including  the  o r ga n iz i ng   function  w h i c h   relates  u n r e ­

lated  data  by  forming  similarities  or  c o n n e c t io n s  b et w e e n  

these  data  w h i c h   h ad   not  been  previously  noticed.

If  the  ne w  model  o r ga n i z e s   informa t io n   about  u n f a ­

m il i ar   pr ocesses  in  terms  of  images  b o r r o w e d   from  f a m i l ­
iar  events,  we  call  it  an  explanation.  T h e  o p e r a ti o na l  
function  of  an  ex p l a n a t i o n   is  that  of  a  trainin g  or 
teaching  de v ic e   w hi c h  facilitates  the  t ra n s f e r   of 
learned  habits  from  a  fa m il i ar   to  an   u n f a m i l i a r   e n v i ­
ronment .

The  second  function  is  the  he uristic  one.

The  h e ur i st i c  function  of  a  model  m a y   be  indepe n de n t 

to  a  c o n s i de r ab l e  degree  from  its  o r d e r l i n e s s   or  o r g a n ­
izing  power,  as  well  as  fr om  its  pr e d i c t i v e   and  m e n s u -  
rative  performance.

T he   third  function  is  the  p r ed i ct i ve   a sp e ct   w h i c h   involves

the  requir e me n t  of  ve r if i a b i l i t y   by p h ys i c a l   operations.

M e a s u r e m e n t   represents  the  final  function.

If  the  model  is  re l at e d  to  the  thing  m o d e l e d   by  

laws  w h i c h   are  not  cl early  understood,  the  data  it 
yields  m a y   serve  as  med icants.  If  it  is  c o n n e c te d   to 
the  thing  m o de l e d   by  p ro c e s s e s   c l early  understood,  w e  
may  call  the  data  ob t a i n e d   wi th  its  h e l p   a  measure.

M o d e l s   should  have  the  elements  of  originality, 

simplicity,  and  realism.  O n e   must  guard  a g a i n s t   sophis t ic a te d

43

ma t h e m a t i c s   w i t h   naive  a s su m pt i on s   in  the  social  sciences.

The  a u t h o r   went  on  to  illustrate  e xa mples  of  the  diffi culty 

of  us i ng   mathem a ti c al   mo d el s  in  social  science  settings  and

the  er r or s   that  can  be   ma de  in  so  doing.

37

Chin 

states  that  there  are  many  a s su m pt i on s   about 

h o w  ev e nt s   achieve  stability  and  change.  T h e r e   are  ways  to 

make  assumptions  e xp l i c i t   by  c o n s t r u c t i n g   a  simplified  mo d el  

of  human  events  using  concepts  as  the  tools.  T h e   purpose 

of  this  paper  is  to  p resent  co ncepts  relevant  to,  and  the 

benefits  to  be  gained  from  using,  a  "system"  m o d e l   and  a 

"developmental"  model  in  thinking  about  human  events.  We 

will  try  to  show  how  the  systems  and  d e v e l op m en t al   approa ches  

prov ide  key  tools  for  a  di a gnosis  of  persons,  groups,  o r g a n ­

izations,  and  co m mu n it i es   for  p u rp o s e s   of  change.

C on t in u in g   E d u c a t i o n

The  concept  of  n on t r a d i t i o n a l   or  c o n t i n u i n g   e d u c a t i o n

as  op p o s e d   to  traditional  or  formal  ed ucation  embodies

school  d ropout  programs,  adult  education,  c h u r c h -   and  faith-

based  associations,  and  other  no n de g re e   pursuits. 

38  39
r 

T h e 

m e d i a t i n g   or  d el ivery  system  is  not  the  formal  ed u ca t io n  

system.  The  goal  of  adult  e d u c a t i o n   is  to  p r e p a r e   people 

for  work;  the  c ontent  stresses  information,  skills,  and 

p r e f e r e n c e   patterns.

Arbol in o   d e v e l o p e d   a  pl an  for  awa rding  external 

degrees.  He  p ro posed  the  e s t a b l i s h m e n t   of  a  federally

44

chartered  national  university  that  will  award  external 

degrees  and  will  also  award  joint  external  degrees  with 

those  colleges  wishing  to  participate.  He  raised  and 

discussed  two  key  issues: 

(1)  What  are  degree  require­

ments?  Very  often  a  student  has  gained  a  certain minimum 

number  of  credits,  but  do  these  credits  represent  acquain­

tance  with  the  major  branches  of  knowledge  or  the  ability 

to  move  with  understanding  within only  one  field  of  learn­

ing?  Does  a  degree  indicate  a  state  of  being  that  will 

be  forever  or  does  it  represent  the  ability  to  swim one

hundred  yards?  What  about  patience  and  stamina  and  time

and money  as  well?  These  are  degree  requirements  too.

40

(2)  Do  institutions  meet  the  needs  of  individuals, 

or  vice  versa?  If  the  gap  between  individual  needs  and 

degree  requirements  is  to  be  closed,  we  mu st  recognize 

that  degree  requirements  consist  of  more  than  courses 

and  subjects.  To  close  the  gap  between  individual  needs 

and  degree  requirements,  Arbolino  suggested: 

(1)  increas­

ing  the  granting-of-credit  examination?  (2)  establishing 

a  federally  chartered  national  university  that  will  award 

external  degrees.  The  College  Level  Examination  Program 

(CLEP)  is  already  set  up  to  evaluate  prior  learning  as  a 

basis  for  awarding  credit  by ma ny   colleges.

Arbolino  concluded  that  an  external  degree  program 

conducted  jointly  between  institutions  and  a  national 

university  would  be  preferable  to  either  the  institutional

45

e x ternal  d eg r ee   or  the  national  un i ve r si t y  external 

d e g r e e .

T he   concept  of  us i n g   nonacademic  ad ministrative 

eleme nt s   as  educational  tools  is  an  a m a l g a m a t i o n   of  t r a d i ­

tional  and  nontraditional  education.  T he   students  are 

from  the  traditional,  formal  setting  but  the  locale  is 

more  a ligned  with  continuing  education*

Sponso rs  of  c o n t i n u i n g   education  characterize  it  as 

a  m e a n s   of  providing  n e c e s s a r y   vocational  and  applied 

development.  What  di f fe r e n t i a t e s   c on t in u in g   education 

from  the  mo re  youth- or i en t ed   public  e d u c a t i o n   is  the  e v e r ­

g rowing  retraining   and  po s t-training  o f  adults  and  p r o f e s ­

sionals.  Its  sponsors  see  continuing  e du c at i on   as  a  m e a n s  

to  a l l o w   adults  to  f un ction  better  in  their  society  t hrough 

a  d e c i s i o n - m a k i n g   process.  The  nature  of  the  e d uc ation  is 

thus  d ir e c t e d   to  a  specific  goal,  e s t a b l i s h e d   by  the  s p o n ­

sors,  and  not  to  a  liberal  arts  p ro g r a m   involving  a  f u l l ­

time  c o mm i tm e nt   over  a  period  of  years.  Continuing  e d u ­

c ation  thus  has  a  series  of  sponsors  e a s i l y   d i f f e r e n t i a t e d  

from  those  of  traditional  nonadult  programs,  and  this  e d u ­

c at i on   results  in  a  mor e  literate,  skilled,  and  pr o gr e ss i ve  

c l i e n t e l e .

C on t in u in g   e d u c a t i o n   is  u sually  d i s s e m i na t ed   beyond 

the  n or m al   wo rking  h o u r s ,  a nd   in  a  m a n n e r   that  can  be 

a cc e p t e d   by  adults.  It  is  a  nontraditional,  mo re  informal, 

and  e s s e n t i a l l y   p r iv i le g ed   activity  that  is  uti lized  in  a

46

nonuniversal manner.  This  alone  distinguishes  the  type  of 

education  that must  cater  to  its  students  from  the  content 

and  evaluations  of  a  nonadult public  school  education.

Unlike  public  school  instruction,  adult  education  is  often 

of  short,  intensive  duration.  It  may  be  interrupted  for 

many  years,  and  can  also  include  escapist  courses  because 

students  want  them  and  need  them  to  enjoy  a  fuller  adult 

l i f e .

The  education  the  student  receives  is  often  a  suf­

ficient  reward,  as  are  his  attendance  and  participation. 

Adult  ed ucation often does  not m e asure  the  student's  o u t ­

comes  or  assess  his  progress.  Rather,  it  provides  a  ser­

vice  function,  similar  to  a  data  bank,  and  allows  the  stu­

dent  to  take  what  he  wishes.  The  educational  quality  of 

a  course  can  be  measured  in  terms  of  its  popularity  in 

attracting  students,  or  in  the  sponsor's  perception  of  a 

necessary  skill  learned.  Continuing  education  is  not 

funded  primarily  by  allocations  for  all  students,  but  rather 

by  organizations  and  individuals  fulfilling  a  need.  Thus  a 

program's  educational  success  is  me asured  or accountable  by 

the  continued  fiscal  support  of  sponsors  and  students.

Continuing  education  is  often  provided  in  a  manner 

dissimilar  to  public  school  education.  It may  employ  the 

skills  of  a  vast  number  of  qualified but "uncertified"  indi­

viduals.  In  fact,  some  such  education  is  provided  by  s u p­

porters  who,  themselves,  in  traditional  settings  would  be

47

students!  The  education  of  adults  can  be  achieved  through 

dire ct  teaching  and  counseling  or  by  the  pr eparation  of 

ma terials  and  staff  support.  A   great  amount  of  this  e d u ­

cation  is  pr o vided  by  peers  or  individuals  w it h   a  highly 

specialized  but  nonformal  education.  Since  continuing 

education  is  o f t e n   ch a racterized  by  a  lack  of  textbooks, 

exams,  and  structuring,  m entors  p r o v i d e   the  d om i n a n t   role. 

The  quality  of  the  education  pr ovided  by  people  with  such 

di verse  backgro u nd s   is  o f te n   highly  inconsistent;  the  c o n ­

tinuing  e d uc a ti o n  prog ram  ma y   use  individuals  with  i n ap ­

propriate  or  restricted  skills  all  the  way  to  those  with

sophisticated  and  authentic  e d uc a ti o na l   ability.

41

T he   Task  Force  o n  Li f elong  Ed ucation  at  Michigan 

State  U ni v er s it y   defined  lifelong  ed ucation  as:

For  the  individual,  lifelong  e du c at i on   is  a  process  

of  learning  that  continues  throughout  life.  Lifelong 
ed ucation  implies  an  o p p o r t u n i t y - - a n d   for  some,  an 
o b l i g a t i o n — to  seek  k n ow ledge  w h i c h   contr ibutes  to 
personal  g r o w t h   and  the  w e lf a re   of  society.

For  institutions  of  higher  learning,  lifelong  e d u ­

cation  is  a  process  of  a c ademic  in struction  at  p o s t ­
second ary  levels  and  of  educat i on a l  service  to  i nd i ­
vi duals  and  institutions  at  many  levels  of  need. 
L ifelong  education  implies  for  all  colleges  and 
u ni versities  a  r e s p on s ib i li t y  to  recognize,  anticipate, 
and  assist  in  me e ti n g  the  needs  of  individuals  and 
groups.

L if elong  education,  then,  includes  both  the  ind i­
v idual's  process  of  lifelong  lear ning  and  the  i n s t i t u ­
tion's  p r ocess  of  lifelong  service,  insofar  as  these 
pr ocesses  are  appropriate  to  the  m i s s i o n   and  available 
resources  of  that  institution.42

T he   Task  Force  report  w e n t   on  to  q ue s t i o n   whether 

or  not  the  u ni v er s it y   was  respo nding  to  the  needs  of  a 

changing  society.  If  the  un i ve r si t y  was  not  responding,

48

what  new  programs  and  structures  should  be  developed?  The

Task  Force  felt Mi c hi g an   State  University  must  expand  its

present  objectives  in  areas  of  public  service  so  that

lifelong  education  potential  can  be  achieved.

William  Grant,  in The  Lifetime  University,  indicated

that  previous  federal  government  decisions  to make  the

n a t i o n ’s  universities  a  key  center  for military  and  other

research  are  becoming  invalid. 

43

Availability  of  the  fed­

eral research dollar is d e c l i n i n g .  In  addition,  community col­

leges  grew  rapidly  wh en  they  began  to  offer  a  wider  range 

of  vocational  and  technical  courses.  The  Carnegie  C o m ­

mission  of  Higher  Education  claimed  that  two-thirds  of 

the  nation's  colleges  are  in  financial  trouble  or  headed 

for  it,  because  of  rising  costs  and  competition  among  u n i­

versities  for  students.  Such  "outright  competition"  can 

lead  inevirably  to  arguments  for  mo r e  coordination  of  the 

states*  system  of  higher  education.  Grant  went  on  to 

discuss  the  fact  that  college  presidents  must  care fully 

define  the  mission  of  their  schools,  and  concentrate  on 

what  can  best  be  done  there,  leaving  other  programs  to 

other  schools.  Mature  adults  are  the  new  generation  of 

college  students.  Accordingly,  "Colleges  can  no  longer

continue  to  justify  the  narrow  focus  of  on-campus  educa-

tion  combined with  some  limited  public  service."

44

Hesburgh  et  al.  indicated  that  to  enter  the  new world, 

education must  become  a  lifelong  process  of  learning.  The

49

university  plays  a  vital  role  in  the  creation  of  a  le arn ­

ing  society.  The  attitudes  that  need  to  be  c hanged 

include  the  false  beliefs  that  (1)  young  people  need  f o r ­

m a l   education  w h e r e a s   adults  do  not,  (2)  the  edu cation 

o n e   receives  as  a  child  or  young  adult  is  enough  to  carry 

h i m   through  a  lifetime,  (3)  e d u c a t i o n   is  the  same  as 

schooling,  and  (4)  the  business  of  education  is  formal 

schooling  and  that  educators  should  not  be  concerned  wi th  

the  education  that  goes  on  elsewhere.

Hesburgh  and  his  associates  contended  that  e d u c a ­

tional  institutions

.  .  .  should  emphasize  intellectual  curiosity  more 
and  pr e-e sta bli she d  knowledge  less.  The  center  of 
educational  g ra v i t y   in  so cie ty  is  shifting  away  from 
educational  institutions  toward  informal  learning, 
continuing  education  o utside  of  school  in  the  c o m m u ­
nity,  and  self-learning  w i t h o u t   formal  structure  or 
conventional  t e a c h e r s . ^

The  a i m   is  to  build  a  new  learning  system  that  can 

c o mbine  the  intellectual  vigor  of  the  whole  aca d e m i c   s ys­

tem  w i t h   the  a u t h e nti cit y of  life  experience.  Therefore, 

c ontinuing  e d u c a t i o n   should  be  "a  conduit  for  the  transfer 

of  knowledge  from  the  campus  to  the  community."  U n i v e r ­

sities  are  important  centers  in  c ontemporary  society  for 

the  creation  and  diffusion  of  knowledge,  but  t e c h n o l o g i ­

cal  change  is  running  ahead  of  the  abi lit y of  social 

institutions  to  a bso rb  the  changes.

In  D i v e r s i t y   by  D e s i g n ,  the  Co mmi ssi on  on  No n- 

Traditi ona l  Study  set  forth  the  following  recommendations:

50

1.  Lifelong  learning  is  basic,  continuing,  and 

recurrent.  It  requires  a  ne w pattern  of  support.

2.  Colleges  and  universities  must  shift  emphasis 

from  degree  granting  to  service  to  the  learner.

3.  Faculty must  be  redirected  through  in-service 

development  to  the  use  of  nontraditional  forms 

and  materials.

4.  Educational  technology  such  as  cable  television, 

computers,  video-tape  recordings,  and  satel­

lite  broadcasting must  be  used  and  promoted.

5.  New  agencies  must  be  created  to  provide  and  d i s ­

seminate  information,  provide  counseling,  and

assess  and  keep  student  credits.

46

In  the  same  report,  formal  education was  defined 

as  an  educational  system  that  adheres  firmly  to  estab­

lished  institutional,  curricular,  and/or  participation 

patterns  and  requires  a  new component  to  conform  to  those 

patterns  and/or  its  own maintenance  requirements.  C o n ­

versely,  nonformal  education  is  designed  or  adapts  as  a 

system  to  accommodate  new  components,  whether  institu­

tional,  participant,  or  curricular,  and  especially  to 

serve  particular  missions.47

Gould  and  Cross  stated:

Note:  See  also  Patricia  Cross,  John  R.  Valley,  and

associates,  Planning  Non-Traditional  Programs
(San  Francisco:  Jossey-Bass,  1974) .

51

Consideration  of  work  experience  as  a  component  of 

education  is  still  another  aspect  of  the  pattern  of 
flexibility.  There  are  two  types  to  be  identified: 
first,  work  and  study  as  a  regular  curricular  approach 
in  college  or  university,  and  second,  recognition of 
certain  kinds  of  experience  as  being  educationally 
valuable  and  therefore  worthy  of  credit  toward  a 
degree.  The  former  is  a  well-accepted  academic  adap­
tation  presently  being  used,  with  variations  in  its 
details,  by  a  few  hundred  of  our  higher  education 
institutions;  the  latter  is  much  less  prevalent  as  an 
accepted  concept  or  as  an  accepted  part  of  the  degree- 
granting  process.  Some  proponents  of  non-traditional 
education are  calling  new  attention  to  this  concept 
and  are  urging  that  it  be  part  of  the  total  flexible 
pattern,  assuming,  of  course,  that  such wo rk  experi­
ence would  be  carefully  evaluated  before  academic 
credits  were  given.

If  flexibility  is  a  necessity  for  non-traditional 

study,  then  individualized  learning  is  its  most  impor­
tant  component.  It  is  an  enormous  step  forward  in 
breaking  all  sorts  of  lock-steps  and  in  establishing 
for  each  person  a  set  of  educational  directions  that 
can  take  him where  he,  himself,  needs  to  go.  Indi­
vidualized  learning  has  many  implications  that  are 
still  rather  mysterious,  whether  one  thinks  of  selec­
tion,  guidance,  study  patterns,  rewards,  or  financial 
requirements  both  for  the  student  and  the  institution. 
Without  individualized  learning  nontraditional  study 
becomes  no m o r e   than  a  shadow of  what  it  might  be.^°

Summary

This  chapter  has  reviewed  some  of  the  major  li tera­

ture  sources  related  to  the  development  of  the  proposed 

educational  innovation.  Very  little  information  is  a v a i l ­

able  on  the  role  of  nonacademic  administrative  service 

departments  of  the  university  in  providing  relevant  edu ­

cational  experiences.  Thus,  it  is  necessary  to  draw upon 

similar  programs  in  allied  fields,  such  as  work-study  p r o ­

grams,  career  education,  and  continuing  education.  The

52

development  later  in  the  d i s s e rta tio n  of  a  m ode l  de p a r t ­

m e n t   to  use  the more  effective  areas  of  the  case  study 

was  dra wn  from  the  bod y  of  literature  a vai l a b l e   on  model 

co nstruction  and  theory,  w h i c h  w as  presented  in  part  in 

this  chapter.

53

Footnotes--Chapter  II

^Paul  Dressel,  College  and  University  C u r r i c u l u m ,

2nd  ed.  (California:  McCutchan  Publishing  Corp.,  1971).

2Ibid.

3Ibid.

4

James  A.  Wilson  and  Edward  H.  Lyons,  Work  Study 

College  Program Appraisal  and  Report  in  the  Study  of 
Cooperative  Education  (New  York:  Harper  and  Brothers
Publishers,  1961).

5I b i d .

6 Ibid.
7

Lyman A.  Glenny,  "Pressures  on  Higher  Education," 

College  and  University  Journal  12  (1973):  5-9.

o

Helen  Lynd,  Field  Work  College  Education  (New 

York:  Columbia  University  Press,  194 5.

Q

Michael  Birch  and  Earl  J.  McGrath,  Innovations  in 

Liberal  Arts  Colleges  (New  York:  Teachers  College,  Columbia
University,  1969).

10 Kenneth  J.  Hallam,  ed.,  Towson  Conference  on C u r ­
ricular  and  Instructional  Innovations  in  State  Colleges-  
and  Universities  (Baltimore,  Maryland:  Towson  State
College,  1966).

i;LIbid.

12

Matthew B.  Miles,  Innovation  in  Education  (New 

York:  Teachers  College,  Columbia  University,  1964).

13

Felix  C.  Robb,  Innovations  in  Education  (College 

Park,  Md.:  University  of  Maryland  Press,  1965).

14 

Innovations  and  Experiments  in  University  Teaching

M e t h o d s ,  Proceedings  of  the  Third  Conference,  University 
Teaching  Methods  Research  Unit,  Department  of  Higher  E d u ­
cation,  University  of  London;  London,  England,  1968.

-

54

"^Jerome  S.  Bruner,  The  Pr ocess  of  E duc a t i o n 
(Cambridge,  Mass.:  Harvard  U n i v e r s i t y   Press,  1960).

^ J o h n  E.  Cantelon,  In  C o l l e g e   Education  and  the 

C a mpu s  R ev olu tio n  (Philadelphia:  Westminster  Press,  1969).

17

Dressel,  College  and  U n i v e r s i t y   C u r r i c u l u m .

1 8 T.

I b i d .

19

McClatchy,  in  The  C o l l e g e   and  the  S t u d e n t ,  ed. 

La wr e n c e   Dennis  and  Joseph  K a u f f m a n   (Washington,  D.C.: 
A m e r i c a n   Council  on  Education,  1966).

20

W.  McKeachie,  "Effective  Teaching:  The  Relevance 

of   the  Curriculum,"  in The  C o l l e g e   and  the  S t u d e n t ,  e d . 
L a wr e n c e   Dennis  and  Joseph  K a u f f m a n   (Washington,  D.C.: 
A m e r i c a n   Council  on  Education,  1966).

21  .. .
Ibid.

22

R.  M.  Beard,  F.  G.  Healey,  and  P.  J.  Holloway, 

O b j e c t i v e s   in  Higher  Education  (London:  Society  for
R e s e a r c h   Into  Higher  Education,  1973).

23

24

I b i d .

Bruner,  The  Process  of  E d u c a t i o n .

25 

. . .  

Ca rnegie  Commission  on  Hig her   Education,  P r i o r i t i e s

for  Action:  Final  Report  of  the  Carnegie  Co m m i s s i o n   on
H igher  Ed uca t i o n   (New  York:  Mc G r a w - H i l l   B o o k  Company,
1973).

2 6

P.  L.  Dressel,  U n d e r g r a d u a t e  C u r r i c u l u m   in  Higher 

E d u c a t i o n   (Washington,  D.C.:  T h e   Center  for  A p p l i e d
R e s e a r c h   in  Education,  Inc.,  1963).

27

Philip  R.  Wendell,  " Tea ching  and  Learning:  Whose 

Goals  Are  Important  Around  Here?"  Whose  Goals  for  A m e r i c a n  
Hi ghe r  Education  (Washington,  D.C. :  American  Council  on
Education,  1968).

2  8  T  l   ■ j

I b i d .

29

Paul  L.  Dressel,  F.  C r a i g   Johnson,  and  Philip  M. 

Marcus,  The  Con fid en ce  Crisis  (San  Francisco:  Jossey-Bass,
1971).

^ A .   R.  Krachenberg,  " Bri ngi ng  the  C o n c e p t   of 
M a r k e t i n g   to  Higher  Education,"  Journal  of  Higher  E d u c a t i o n  
43  (1972):  369-380.

55

31

Ellis  L.  Phillips,  Jr.,  A   N e w  Approach  to  Academic  

A d min i s t r a t i o n   (New  York:  Teachers  College  Press,  1969).

32Ibid.

33

Ma rvi n  W.  Petersop,  "De ci s i o n   Type,  Structure, 

and  Process  Evaluation:  A  C o n t i n g e n c y   Model,"  Hig her   E d u ­
cation  2  (1972):  91-93.

34

A l e x a n d e r   M.  Mood  et  a l .,  Pa p e r s   on  E f f i c i e n c y   in 

the  M a n a g e m e n t   of  Higher  Education  (Berkeley,  Calif.: 
C a rnegie  C o m m i s s i o n   on  Higher  Edu cat ion ,  1972).

35

Daniel  B.  Griffiths,  The  D eci sio n - M a k i n g   Process 

in  A dmi ni s t r a t i v e   T h e o r y   (New York:  A ppl eto n-C ent ury -
Crofts,  1959).

36

Karl  Deutsch,  "The  E v a l u a t i o n   of  Models,"  in 

Ma nag eme nt  S y s t e m s ,  ed.  Peter  B.  S ch o d e r b e c k   (New  York:
John  Wi ley   and  Sons,  1968).

37Robert  Chin,  "The  Uti lit y  of   System M o d e l s   and 

Developmental  M o d e l s   for  Pra cti tioners,"  in  The  Pla nni ng  of 
C h a n g e ,  ed.  Wa rre n  G.  Bennis,  K e n n e t h   D.  Benne,  an d  Robert 
Chin,  2nd  ed.  (New York: 
Holt,  R i n e h a r t   and  Winston,  Inc.,
1969).

3 ft

Carnegi e  Com mis sio n on  H i g h e r   Education,  Less 

Time,  More  Options:  Education  B e y o n d   the  High  S chool 
(Hightstown,  N e w  Jersey:  McGraw-Hill,  1971).

3^Smith,  Kidd,  and  Alan,  e d s . ,  Handbook  of  Adult 

Education  in  the  United  States  (New  York:  New  Yor k  Insti­
tute  of  A d u l t   Education,  Teachers  College,  C o l u m b i a   U n i v e r ­
sity,  1972).

^ J a c k   Arbolino,  "A  Plan  for  External  D egr ees,"  in 

New  T e a c h i n g - N e w   Learning;  Cur rent  Issues  in  H i g h e r   E d u c a - 
tion,  ed.  G.  Kerry  Smith  (San  Francisco:  Jossey-Bass,
1971).

41

Russel  K l e i s ,  An   Area  A p p r o a c h   to  C ont in u i n g  

E d uca t i o n   (East  Lansing:  Mic higan  State  University,  1974);
M a l c o l m   Knowles,  M o d e r n   Practice  of  A d u l t   E d u c a t i o n   (New 
York:  N e w  Y o r k  A s s o c i a t i o n   Press,  1970);  Edgar  Faure,
Learning  to  B e ,  International  C o m m i s s i o n   on  the  D e v e l o p ­
m e nt  of  Edu cat ion   (Paris:  UNESCO,  1972).

42

Task  Force  on  Lifelong  Education,  The  Lifelong 

Un ive rsi ty  (East  Lansing:  M ich i g a n   State  University,  1973)

56

43

W i l l i a m  Grant,  "Value  of  A d u l t   E d u c a t i o n   in 

Higher  Education,"  The  L ifetime  U n i v e r s i t y ,  Detroit  Free 
P r e s s ,  September  23,  1973.

4 4

45

Ibid.

Theodor e  M.  Hesburgh  et  a l .,  Patterns  for  Lifelong 

Learning  (San  Francisco:  Jossey-Bass,  1973).

46

Co m m i s s i o n   on  N o n - T r a d i t i o n a l   Study,  Samuel  B. 

Gould,  chairman,  Div er s i t y   by  Design  (San  Francisco: 
Jossey-Bass,  1973.

4 7 t.  . .

I b i d .

48

Samuel  B.  Gould  and  K.  Pa tr i c i a   Cross,  eds.. 
Explorations  in  Non-Tr adi tio nal  Study  (San  Francisco: 
Jossey-Bass,  1972).

C H A P T E R   III

THE  CASE  STUDY 

Introduction

The  W a s t e   Control  A u t h o r i t y   at  M i c h i g a n   State  U n i ­

ve rsity  was  not  ori gin all y  intended  to  d e v e l o p   into  e d u c a ­

tional  and  academic  learning  areas.  In  fact,  the  thrust 

of  such  an  a uth ori ty  was  a  r esu lt  of  the  national  co n c e r n  

about  ecology  and  pollution  problems.  This  concern  was 

translated  into  demands  upon  ad min ist rat ors   involved  in 

the  c o n s tru cti on  of  new m e d i c a l   school  facilities  to  c o m ­

ply  w i t h   federal  and  state  regulations.

To  assess  the  problem s  associated  w i t h   an  e d u c a ­

tional  program  outside  the  familiar  bounds  of  academic 

departments,  deans,  provosts,  and  others,  it  is  ess ential 

to  trace  the  initial  d e v e l o p m e n t   of  the  Authority,  bec a u s e  

this  o r i e n t a t i o n   is  what  later  made  it  so  dif fi c u l t   to 

shift  emphases  and  pr ior iti es  while  still  m a i n t a i n i n g   the 

viabili ty  of  the  program.  In  succeeding  d i s c u ssi ons   of 

the  e x p o r t abi lit y  of  the  concept,  the  reader  will  note 

that  attempts  were m a d e   to  avo id  similar  mistakes;  these 

comparisons  are  noted.

Once  again,  in  tracing  this  long  and  convoluted 

developmental  phase  and  p a r t i cul arl y  in  formulating

57

58

guidelines,  the  reader  should  be  aware  of  the  strong  p o l a r ­

ity of  the  members  of  the Authority  about  involving  an 

administrative  support  unit  in  an  academic  program.  Since 

this  is  an  actual  case  study,  the  departure  from  theory 

into  application  and  compromise  is  an  accurate  picture 

of  the potential  for  turning  this  program  into  a model 

for  the  future.  True,  no  model  was  envisioned  when  the 

case  study  was  initiated.  Thus,  there  can  not  be  an 

adequate  statistical  evaluation.  Nevertheless,  as  will  

be  seen  later,  it  is  possible  to  construct  an  amended 

theoretical  model  as  a  result of  these  initial  experiences.

History  and  Development  of  the 
Waste  Control  Authority

In  March,  1969,  the  chairman  of  the  Safety  and 

Sanitation  Committee,  one  of  a  number  of  advisory  and 

administrative  committees  made  up  of  appointees  covering 

a  wide  range  of  university  activities,  sent  a  letter  to 

the  President  of  Michigan  State  University.  He  noted  that 

the  University  Provost  had  suggested  to  him  that  the  p r o b ­

lem of  waste  disposal  be  put  directly  before  the  President. 

The  chairman's  remarks  reflected  the  following  concerns 

of  the  Safety  and  Sanitation  Committee:

1. 

That  the  University  should  immediately  seek 

long-term  solutions  to  existing  and  future  waste  disposal 

problems.

59

2.  That  Mic h i g a n   State  University,  to  find  these 

solutions,  should  employ  a  competent  enginee rin g  consultant 

to  determine  the  total  pr oblem  and  recommend  a  solution.

3.  T h a t   central  admi ni s t r a t i o n   should  be  r e p r e ­

sented  on  the  committee  so  the  committee  could  have  a  more 

di rec t means  of  presenting  its  problems  and  so  early 

administrative  action  could  be  taken.

4.  That  students  be  rep res ent ed  on  this  committee 

so  their  views  could  be  heard.

5.  That  since  these  problems  were  not  usually 

di rectly  academic,  the  committee m i g h t   more  pro pe r l y  

report  to  some  administrative  of ficer  other  than  the 

P r o v o s t .

The  Pr ovo st  agreed  with  these  concerns,  and  the 

suggestion  was  made  that  this  pro posal  might  pro per ly 

concern  the  Secretary  of  the  University.

On  June  2,  1969,  in  responding  to  the  chairma n  of

the  Safety  and  San ita tio n  Committee,  the  Un ive r s i t y

President  expanded  the  role  by  indicating:

Clearly,  the  pr oblem  of  e n v i r onm ent al  p o l l u t i o n   of 
communities  in  general  are  co m p o u n d e d   here  [M.S.U.] 
by  the  need  to  plan  for  the  di sposal  of  r a d i o l o g i ­
cal,  biological  and  other  exotic  wastes.  I  think 
your  i de ntification of  a  survey  to  d e t e r m i n e   the 
dimension  of  the  University's  w a s t e   d isposal  problems 
is  a  logical  starting  point.

On   June  12,  1969,  the  S e c r e tar y  of  the  University 

wrote  to  the  President,  saying  in  part:

The  pro b l e m  of  w a s t e   disposal  on   this  cam pus   has 
reached  the  point w h e r e   immediate  action m u s t   be  taken

60

to  identify  how big  this  total  problem  is.  For  a 
number  of  years  we  have  had  individual  departments 
handling  their  own  waste  products  and  worrying  about 
their  own  problems.  The  problem  of  waste  disposal 
is  now becoming  acute.  We  are  also  faced  with  an 
increasing  problem of  handling  the  disposal  of  radio­
active  material,  plus  the  remains  of  research  animals.

The  State  and  Federal  governments  are  going  to  be 

more  and  more  restrictive  in  the  areas  of  environ­
mental  pollution  and  it  is  my  feeling  that  the  Uni ­
versity  should  take  some  leadership  in  the  area.

Therefore,  I  would  recommend  that  the  Board  of 

Trustees  recommend  the  employment  of  a  competent 
engineering  consultant  at  once.

A week  later,  the  Board  of  Trustees  approved  the 

above  recommendations.  In August,  the  chairman of  the 

Safety  and  Sanitation  Committee  formally  established  a 

subcommittee  of  the  Safety  and  Sanitation  Committee  to 

get  the  survey  of  the  Michigan  State  University  waste 

disposal  problem off  the  ground.  The  charge  to  this  com­

mittee  was  as  follows:

1.  Draw  up  specifications  outlining  the  area  and 

scope  of  a  preliminary  study  of  Michigan  State  University 

waste  disposal  programs.  This  would  include  working  with 

concerned  community  governments,  such  as  East  Lansing  and 

Meridian Township.

2.  When  this  is  completed,  seek  quotations  from 

reputable  firms  or  individuals.

3.  Present  a  final  recommendation  to  the  Safety 

and  Sanitation  Committee  to  submit  to  the  Secretary  for 

Board  approval.

4.  Designate  an  individual  or  individuals  to  work 

with  the  chosen  firm  in making  the  study.

61

5. 

Submit  any  final  recom men dat ion s  of  the  study 

to  the  Se cretary  for  final  B o a r d   action.

At  its  Nov e m b e r   26,  1969,  meeting,  the  Sa fet y  and 

Sa nit ati on  C omm itt ee  recommended  to  the  Board  of  T rus tee s 

that  the  engineering  consultant  firm of  Ryckman,  Edgerley, 

To mli n s o n   and  Associates  be  em ployed  to  co nduct  the  p r o ­

posed  study  of  the  University's  waste m a t e r i a l   problems, 

and  that  the  sum  of  $50,000  be  made  available,  w h i c h   would 

include  the  salary  of  the  campus  director  plus  c o n t i n g e n ­

cies.  The  campus  director  w o u l d   investigate  the  p o s s i ­

bility  of  ob taining  state  and  federal  funds  to  finance 

this  program.  The  Safety  and  S ani ta t i o n   Committee,  in  its 

r e com mendation  to  the  Board,  would  stress  the  imperative 

nature  of  the  need  for  this  study  and  i mpl eme nta tio n  of  the 

re com mendations  that would  be  forthcoming.

On  June  9,  1970,  the  S a f e t y   and  Sa n i t a t i o n   Committee 

met  to  hear  the  prese nta tio n  of  the  Waste  Di spo sal   Study 

being  conducted  by  the  c ons ult ing   engineers.  Included  in 

their  pre sentation  were  the  re sults  of  v arious  surveys, 

data  collection,  and  c o n s u ltat ion   with  M i c h i g a n   State 

University  officials.  The  firm  reviewed  the  r e c o m m e n d a ­

tions  and  c onclusions  of  its  study;  a  m o t i o n   to  request 

funding  and  implementation  of  the  re com men dat ion s  o utl ine d  

in  the  study  was  supported  and  carried.  The  m o t i o n   to 

recommend  est abl ish men t  of  a  coordinating  age ncy   for  more 

effective  use  of  existing  w a s t e   handling  m e t h o d s   by  all

62

campus  units  was  also  supported  and  carried.  In  July,

1970,  the  study  was  taken  to  the  Board  of  Tr us t e e s   for

their  approval;  they  app roved  the  study.

At  its  N ovember  20,  197 0,  meeting,  the  Board  of

Trustees  au tho riz ed  the  establ ish men t  of  a  central  Waste

Control  A u t h o r i t y   as  soon  as  possible.  Five  days  later,

the  U niv ers ity   began  to  make  plans  for  such  an  agency.

The  P res ide nt  of  Mi chigan  State  U niv ers ity   es t a b l i s h e d   the

Waste  C ontrol  Authority,  and  named  nine  mem b e r s   of  the

committee.  His  initial  charge  to  the  group  was:

In  a d d i t i o n   to  reviewing  the  w o r k   of  the  consultants 
and  c arr y i n g   out  their  recommendations,  I  hope  the 
A u t h o r i t y   will  a ssume  the  r e s p o n sib ili ty  of  i den ti­
fying  and  recommending  to me  candidates  for  the 
di r e c t o r ' s   position.

The  Waste  C o n t r o l   A uth o r i t y   was  invited  to  m e e t   with  the 

Trustees  on  M a r c h   18,  1971.

On  M a r c h   11,  1971,  the  Waste  Control  A u t h o r i t y  met 

for  the  first  time.  The  chairman  rev iewed  the  backgro und  

of  the  es tab l i s h m e n t   of  the  A uth o r i t y   and  the  p urpose  of 

the  o riginal  w ast e  disposal  study  prepa red   by  the  c o n s u l t ­

ing  firm.  M u c h   of  the  di scus sio n  was  related  to  the  duties 

and  r e s p o n sib ili tie s  of  the  Waste  C ontrol  Authority.

Several  q u e s tio ns  arose  regarding  a dmi ni s t r a t i v e   r e l a t i o n ­

ships,  p a r t ic ula rly   the  m atter  of  an  o per a t i n g   budget.

The  group  ag r e e d   that  all  questions  must  be  ans w e r e d   by 

the  a d m i n i s t r a t i o n   before  policies  and  pr og r a m s   could  be 

e s t a b l i s h e d .

63

Five  days  later,  the A u t h o r i t y   met  again.  The 

chairman  reported  on  his  mee t i n g   with  the  Pre sid ent   of 

the  Un ive rs ity   regarding  questions  Aut ho r i t y   m emb ers   had 

raised  at  their  previous  meeting.  These  q u e s t ion s  included:

1.  What  is expected  of  the  Authority?

2.  What  is the  adm ini str ati ve  function  of  the

Au tho rit y-- is  it  advisory  only  or  will  it  have 
d e cis ion -ma kin g  power?

3.  Will  funds  be  m a d e   available  to  carry  out  the 

Authori ty' s  work?

T h e   President  suggested  that  these  questions  mig ht  be 

asked  of  the  Trustees  at  their  March  18  meeting.  Members 

felt  that  in  ad dition  to  the  above  qu estions  the  job  of  the 

Director  should  be clarified  and  defined.  Further  d i s c u s ­

sion 

emphasized the  need  for  a  Director  and  a  m inimal staff

as  soon  as  possible.

Th e  feeling  of  the  group  was  that  the  W a s t e   Control 

A u t h o r i t y   must  go  beyond  the  pro ble m-s olv ing   mea su r e s   on 

the  campus,  as  noted  in  the  report.  They  felt  these 

me as u r e s   were  important  and  should  be  implemented  as  soon 

as  possible,  but  that  the  ma jor  effort  of  the  A uth ori ty 

should  be  the  c o o r d i nat ion   of  the  total  Un ive rsi ty  resources 

to  provide  leadership  and  di rec tio n  for  solving  e n v i r o n ­

me nta l  problems.  T h e r e   w a s   no  m e n t i o n   of  nor  r e a l i zat ion  

that  edu cat io n  and  academi c  programs  could  be  d e v e l o p e d  

from  such  an  Authority.  The   Safety  and  Sa nit ati on  C o m m i t ­

tee  had  r emarked  earlier,  "Since  these  pro blems  w e r e   not 

us ually  d ire c t l y   academic,  the  Com mi t t e e   mi ght   m o r e   pr ope rly

64

report  to  some  administrative  officer  other  than  the 

Pr ovost.”  Thus  the  dichotomy  is  clearly  evident  between 

academic  and  nonacademic  functions.

Administrative  Organization  and 
Guideline  Development

Authority  members  are  appointed  by  the  President  of 

the  University  for  three-year  terms.  They  include  ac a­

demic  chairmen,  assistant  deans,  staff  people  in  high 

supervisory  capacities,  and  a  student  member.  In  the  fall 

of  1971,  members  of  the  Wast e  Control  Authority  met  to 

establish  qualifications  for  a  full-time  director.  A 

number  of  candidates  were  interviewed,  and  a  director  was 

appointed  effective  January,  1972.

On  January  15,  1972,  the  Waste  Control  Authority 

office  began  operations.  The  office  is  related  to  the 

Business  Service  elements  of  the  University  through  the 

administration  of  the  Executive  Vice-President.  The  fol­

lowing  section  analyzes  the  perceptions  of  organizational 

responsibility  as  viewed  first  by  administrators  and 

second  by members  of  the  Wa ste   Control  Authority  themselves.

For  an  administrative  commission  to  function  when 

it  has  been  given  only vague  duties  and  responsibilities 

is  extremely  debilitating.  Accordingly,  the  Director  of 

the  Waste  Control  Authority  drafted  a  series  of  preliminary 

guidelines  for  Authority  consideration.

65

The  first  gui del ine   draft  pro posed  the  subcommittee

structure  and  stated:

The  subcommittee  level  is  w h e r e   data  is  a ccumulated 
and  alternatives  discussed.  Mee tings  wi th  the Waste 
Control  Authority  will  be  con duc ted   at  regular  inter­
vals  to  share  po lic y  dec isi ons   with  the  A u t h o r i t y   as 
a  whole.  R eco mme nda tion s  shall  be  forwarded  from  the 
subcommittees  to  the  Waste  C ontrol  A u t h o r i t y   for 
approval.  The  s tru cture  of  the  four  (4)  standing  s u b ­
committees  includes  the  Solid  Waste  Subcommittee, 
Recycling  Subcommittee,  Animal  W a s t e   Subcommittee, 
and  Che mical  Was te  Subcommittee.  The  appoint men ts  to 
the  subcommittees  shall  be  m a d e   by  the  chairman  of  the 
Waste  Co ntrol  Authority.  At  least  two  m e m b e r s   of  the 
W a s t e   Control  A u t h o r i t y   shall  serve  on  each  s u b c o m ­
mittee,  in  a ddition  to  individual  me mbers  of  the  U n i ­
versity  community  w h o   are  not  members  of  the  Waste 
Co ntrol  Authority.  These  add iti ona l  me mb e r s   will  p r o ­
vide  areas  of  e x p e r t i s e   and  interest  and  will  broaden 
the  scope  of  the  c omm ittee  members.  The  chairman  of 
the  W a s t e   Control  A u t h o r i t y   will  designate  one  member 
of  each  subcommittee  as  the  subcommittee  chairman.
Each  subcommittee  shall  e s t a b l i s h   its  own   list  of 
priorities,  hold  hearings,  d e v e l o p   recommendations 
for  the  Waste  Co ntrol  Authority,  and  r equest  the 
d i re c t o r   and  his  staff  to  p rovide  per tinent  background 
i n f o r m a t i o n .

The  intent  of  de v e l o p m e n t   su bcommittees  was  to  m a x i ­

mize  m e m b e r s h i p   input  in  areas  of  interest  and  background 

w h i l e   reducing  their  time  c ommitment  as  m u c h   as  possible. 

All  A u t h o r i t y   members  have  conflicting  admini str ati ve 

r e s p o nsi bil iti es  as  a  function  of  their  U n i v e r s i t y   position 

and  m u s t   judge  their  involvement  accordingly.  The  g u i d e ­

lines  were  adopted  essent ial ly  wi t h o u t   any  changes.

T h e   director  per ceived  the  re spo n s i b i l i t y   of  the 

Wa ste   C ontrol  A u t h o r i t y   as: 

(a)  dev elo pin g  long-range

alterna tiv es  to  c u r r e n t l y   un sat isf act ory   w a s t e   disposal 

practices  at  Mic h i g a n   State  University;  (b)  assuming

ee

responsibility  for  all  aspects  of  solid  waste,  pollution 

abatement,  and  env iro nme nta l  protection;  and  (c)  making 

recommendations  with  p rop er  priorities  and  funding 

requests  in  problem  areas  of  waste  control  for  the  a d m i n ­

istration.  These  respon sibi lit ies   clo sel y  followed  the 

Safety  and  Sanitation  Co m m i t t e e ' s   res olu tio n  and  the  c o n ­

sulting  firm's  document.

In  October,  1972,  the Waste  Control  Authority

amended  these  respon sib ili tie s  as  follows:

The  Waste  Control  A u t h o r i t y   rep res ent s  environmental 
a c t i o n .  This  d o v e t a i l s   with  the  efforts  of  the  Ce n t e r  
for  Environmental  Q u a l i t y   w hic h  is  to  encourage  e n v i ­
ronmental  e d u c a t i o n .  Env iro nme nta l  action  and  e d u ­
cation  are  n e c e s sar y  for  long-range  development  of 
n e w  programs.

In  an  attempt  to  strengthen  the  role  of  the  Waste 

Control  Authority,  the  dir ector  inserted  a  paragraph 

s t a t i n g :

P o llu t i o n   abatement  will  require  strong,  regulatory 
activities  for  the  Authority.  To  improve  e n v i r o n ­
mental  quality  and  eli minate  w a s t e   problems,  e x t e n ­
sive  planning  for  the  future  is  necessary.  Broad 
discret ion ary   po w e r s   to  implement  policies  must  be 
de legated  to  the  W a s t e   Control  Authority.

In  reviewing  the  initial  draft,  the  Authority  asked 

the  director  to  r ewrite  the  guidlines.  It  seemed  important 

that  his  position  be  cl e a r l y   de fined  and  strengthened.

Thus,  in  November,  1972,  the  r e s p o ns ibi lit ies   of  the  d i r e c ­

tor  were  delineated  as  follows:

A. 

The  di rec t o r   serves  as  an  ex- off ici o m emb er  of 

the  Waste  Co ntrol  Authority.  It  is  his  r esp ons ibi lit y 
to  develop  b a c k g r o u n d   information  on  problems  co nfr ont ing

67

the  Uni ver sit y  and  to  implement d e c i s i o n s   of  the 
A u t h o r i t y   as  a  whole.

B.  It  is  the  res pons ibi lit y  of  the  director  to 
c o o r d i n a t e   (with  ad eq u a t e   funding  and  authority)  the 
total  w a s t e   disposal  activities  and  to  investigate 
the  q uantitative  n at u r e   of  the  p r o b l e m s   confronting 
the  University.

C.  The  director  will  r eview  c o n s t r u c t i o n   plans 
and  p rop osals  for  ca mpu s  improvements  to  determine 
potenti al  waste  ha nd l i n g   problems  in  conformance 
wi th  appropriate  regulations.

D.  The  director  takes  r espo nsi bil ity   for  day-by- 
da y   op era tio ns  of  the  off i c e   and  is  p rim arily  r e s p o n ­
sible  for  the  d e v e l o pme nt  of  studies  and  data  analyses 
by  his  staff.

T h e   guidelines  w e r e   accepted  by  the  Waste  Control 

Authority  in  December,  197 2,  and  sent  to  the  Executive 

Vice-President;  in January,  1973,  he  fo rma l l y   accepted 

them.

The  d evelopment  of  the  Waste  C o n t r o l   Authority 

guidelines  solved  a  p r o b l e m   for  the  Authority;  that  is,  it 

defined  the  roles,  responsibilities,  and  d uti es  of  the 

Authority  and  the  areas  w i t h   which  they  w o u l d   be  concerned. 

However,  in  developing  these  guidelines,  the  Authority 

severely  di luted  its  po w e r s   and  responsibilities,  as 

or igi n a l l y   conceived  by  b o t h   the  Un i v e r s i t y   Safety  and 

Sanitation  Committee  and  the  consulting  firm.  Words  such 

as  coordinate,  recommend,  and  co nsi der ati on  used  t h r o u g h ­

out  this  document  are  not  words  of  con tro l  or  authority.

Ed u c a t ion al  Case  Study 

N o n a c ade mic   a d m i n i s t r a t i o n   has  l arg ely   been  ignored 

as  an  educational  tool.  As  mentioned  before,  the  o r i g i n a l  

co nsi der ati on  of  the  W a s t e   Control  A u t h o r i t y   did  not  in

68

any  w a y   conceive  ed uca tio nal   p ote nt i a l s   as  a  facet  of  the 

Au t h o r i t y ' s   power  or  direction*  To  di scuss  the  p o s s i ­

bilities  of  e d u c a t ion al  potentials  throughout  a  u n i v e r ­

sity,  it  is  n ece ssa ry  to  undertake  a n  in-depth  case  study. 

The  relationship  b e t w e e n   students  a n d   the  director  of  the 

Au t h o r i t y   originally  came  about  as  an  attempt  to  expand 

the  staff  functions  of  the  Authority.

The  first  stu den t  came  to  the  Wa ste   Control  A u t h o r ­

ity  w i t h   the o bje c t i v e   of  taking  a  senior  year  independent 

study  project  to  fulfill  graduation  requirements.  The 

study  had  two  objectives.  The  first  pertained  to  broad- 

based  p oll uti on- - l o o k i n g   not  only  a t  the  forms  of  p o l l u ­

tion  that  exist,  but  also  their  sources.  The  p u r p o s e   of 

this  ob jec t i v e   was  to  acquaint  the  student  with  present 

solutions  to  p oll u t i o n   problems.1

The  second  o b j e c t i v e   focused  on   the  legislat ive - 

historical  per s p e c t i v e s   of  pollution;  for  example,  the  1899 

Refuse  Act  and  the  d e v e l o pme nt  of  the  laws  dealing  wi th 

pollution.  The  stu den t  indicated  interest  in  ex amining 

the  role  of  the  W ast e  Control  Authority:  "What  part  should

Mi ch i g a n   State  U n i v e r s i t y   play  in  the  scheme  of  e n v i r o n ­

mental  quality  and  w a s t e   disposal,  and  what  are  its  r e s p o n ­

sibilities  to  the  c omm u n i t y   in  the  State  of  M ich ig a n ? "   Thus 

the  first  broad  s t u d e n t   relationship  wi th  the  W a s t e   Control 

Au t h o r i t y   was  initiated.  It  is  interesting  that  the  o r i g i ­

nal  co nta ct  was  m a d e   by  the  student  interested  in  taking

69

this  outside  course.  All  subsequent  co nta cts   have  been 

of  a  joint  nature,  perhaps  suggested  by  staff  personnel, 

but  in  all  cases  instituted  by  the  students.

Th e  second  nonformal  e ducational  p roject  developed 

as  an  offshoo t  p rogram  for  some  of  the  student  employees 

of  the  Waste  C ont rol   Authority.  Specifically,  a  student 

interested  in  a  man age men t  p ro g r a m   prepared  "An  E v a l u a ­

tion  of  M ich i g a n   State  U n i v e rsi ty' s  Waste  Control  A u t h o r ­

ity  Recycling  Program."  The  introduction  of  this  35-page 

report  stated:

This  ev alu ati on  will  be  concerned  w i t h   the  operation 
aspects  of  the  M ic higan  Sta te  U n i v e r s i t y   W a s t e   C o n ­
trol  A u t h o r ity 's   Recycling  Program.  T he  Recycling 
Program's  success  in  m e e t i n g   two  of  its  goals  will 
be  the  pr i m a r y   focus.  T h o s e   goals  are  firstly,  to 
p r ovide  a dditional  jobs  for  students  att ending  the 
University;  and  secondly,  to  increase  the  collection 
of  solid  was te  whi ch  can  be  recycled  at  a  cost  no 
greater  than  the  revenue  generated  from  the  sale  of 
this  material.  Primary  emphasis  is  to  be  on  the 
solid  w a s t e   available  at  M.S.U.  P a r t i c u l a r   s t r a t e ­
gies  for  the  a chi eve men t  of  the  above  g o a l s   will  be 
evaluated,  for  example,  the  amount  of  labor  (man- 
hours)  requi red   to  co lle ct  a  ton  of  the  var ious 
ma ter i a l s   over  a  time  f r a m e . 2

In  conducting  this  study,  the  student  g ain ed  knowledge  both

of  recycling  and  of  the  Was te  Control  A u t h o r i t y   in  general.

The  Authority,  through  this  evaluation,  gai ned   some  insight

into  the  problems  facing  the  recycling  program.

In  the  spring  of  1974,  a  student  in  landscape 

archite ctu re  prepared  a  p a p e r   entitled  "Solid  Waste  M a n a g e ­

m e n t   at  M . S . U . ,  Past  and  F u t u r e . ^   He  looked  at  solid 

wa ste   m a n a g e m e n t   at  the  Un i v e r s i t y   from  the  past,  including

70

the  hi sto ry  of  the  solid  w a s t e   ma n a g e m e n t   program,  on 

through  a  di scu ssi on  of  the  existing  landfill  programs.

He  also  proposed  some  changes  in which  the  wa ste   m a n a g e ­

ment  o p e r a t i o n  of  the  various  depart men ts  on  campus  could 

be  consoli dat ed  under  an  administrative  unit.  In  this 

case,  the  student  recommended  that  the  A ssi sta nt  Vice- 

Pr esi den t  for  Finance  serve  as  the  key  administrator,  so 

that  ce rta in  d u p l i cat ion s  in  accounting  and  operations 

would  be  eliminated.  The  n e w   unit  would  be  responsible 

for  all  operational  aspects  of  waste  control;  waste  would 

be  pi cke d  up  from  various  containers  s tra teg ica lly   p laced 

around  the  campus  to  accomm oda te  very  specialized  types  of 

refuse.  The  Waste  Control  Authority,  in  c onj unc tio n w i t h  

safety  services,  would  function  as  a  wat c h d o g   agency  to 

insure  that  the  operations  of  the  unit  w e r e   maintai ned  

safely  by  using  the  latest  available  technology.

In  summary,  the  student  said  his  proposal  would

.  .  .  p robably  not  gen erate  any  great  amounts  of
re ve n u e   and  is  not  des igned  for  that.  It  is  de sig ned  
ra the r  to m a k e   more  efficient  use  of  resources.  It 
is  des ig n e d   to  continue  in tensifying  the  ethic  wh ich  
was  a  ma j o r   influence  during  the  formative  years  of 
the  University.  It  will  help  the  Un ive rsi ty  m i n i ­
m i z e   its  direct  was te  di sposal  costs,  increase  the 
e f f i c i e n c y   of  ma te r i a l   use,  and  help  the  University 
to  be  recognized  as  a  source  of  information  for  a 
p r o b l e m   that  is  increasing  in  scope  and  magnitude.
Th e  proposal  also  pr esents  an  innovative  app roach  to 
h e l p   the  U n i v e r s i t y   toward  a  sol ution of  a  problem 
that  is  increasing  on  campus.  By  u s i n g   effective 
m a n a g e m e n t   techniques  and  u n d e rs tan din g  the  p rob lem  
completely,  the  sol ution  appears  clo ser   on  the  h o r i ­
zon  than  any  time  before.

71

The  third  independent  study  was done  by a  student

in 

advertising. T he  scope of  the  study  was  to plan  an

extensive  public  relations task  for  the M.S.U.  Was te  C o n ­

trol  Authority.  This  provided  an  opp o r t u n i t y   for  the

student  to  learn  about  public  rel ations  work  through  prac-

• 

tical  experience.

* 4

The  first  task  was  to  pr epare  a  monthly  newsle tte r 

for  d i s t r ibu tio n  to  the  a dmi nis tra tor s  and  staff  at  M i c h i ­

gan  State  University.  The  purpose  was  to  inform  a  large 

number  of  University  administ rat ors   about  the  W a s t e   C o n ­

trol  A u t h o r i t y   and  the  services  it  provided.  M a n y   who 

had  heard  of  the  o r g a n i z a t i o n   b eli e v e d   it  was  m e r e l y   a 

g a r b a g e   collection  ope ra t i o n   or  that  it  was  a  student 

organization;  they  did   not  realize  the  broad  scope  of  the 

W.C.A.'s  operation.  The  student  conceived  a  m o n t h l y   n e w s ­

letter  as  a  means  of  changing  the  level  of  re c o g n i t i o n   of 

the  Wa ste   Control  A u t h o r i t y   among  adm ini str ato rs  and  thus 

eliciting  support  for  the  program.  The  newsletter  was  to 

serve  three  purposes:  one,  d i s s e m i n a t e   information;  two,

produce  action;  and  three,  a llow  feedback.  The  newsletter 

has  pr ove d  very  successful,  both  for  the  student  who 

initiated  the  project,  and  in  fulfilling  the  three  a f o r e ­

me n t i o n e d   purposes.

The  second  task  of  this  i nde pen den t  study  project 

was  for  the  student  to  rep resent M i c h i g a n   State  U n i v e r ­

sity  at  a  solid  w ast e  man age men t  co nfe ren ce  and  de v e l o p

72

a  brochure  to  dis tri but e  there.  In  both  t a s k s ,  the  student 

derived  a  d efi n i t e   educational  value  and  the  Waste  C o n ­

trol  A u t h o r i t y   office  experi enc ed  a  pragmatic  opportunity. 

In  summation,  the  purpose  of  the  independent  study  had 

been  to  gain  practical  exp eri enc e  by  executing  public 

relations  tasks.  The  student  felt  that  this  goal  had  been 

ac complished  and  that  it  had  be en  a  wo rth whi le  project.

She  commented:

I  have  learned  to  put  together  a  n ewsletter  for  an 

organization.  In  doing  so,  I  have  become  a  more  c o n ­
fidant,  com petent  writer  and  learned  how  to  condense 
large  a mou nts   of  i nformation  into  a  few  short  p a r a ­
graphs .

I  have  also  learned  how  to  mak e  a  brochure.  This 
includes  organizing,  selecting,  and  condensing  inf or­
ma tio n  as  well  as  m a k i n g   it  look  attractive.

Ta kin g  part  in  the  conference  was   also  a  meaningf ul 

experience.  Here  I  was  able  to  gain  confidence  in 
talking  w i t h   people  and  in  selling  ideas  in  a  person- 
to-person  setting.

Nine  students  in  Justin  Morrill  College  undertook 

a  field  study  project  on  paper  recycling;  they  were  to  s u b ­

mi t a  report  of  current  w ast e  disposal  practices  on  the 

M.S.U.  campus  and  proposals  for  alternate  methods. 

In 

presenting  their  report,  the  students  stated:

One  of  the  problems  of  environ men tal   decay  is  the 

de ple tio n  of  natural  resources  and  the  concomitant  
di f f i c ult ies   of  di spo sin g  of  the  used materials.
Be cause  paper  and  paper  products  account  for  m u c h   of 
the  proceedings,  it  is  of  importance  to  de sig n  a l t e r ­
nate  me tho ds  for  recovering  this  important  resource.
This  report  has  attempted  to  examine  the  current 

pr actice  of  paper  dispos al  at  the  Mic h i g a n   State  U n i ­
ve rsity  campus  and  suggest  alt e r n a t i v e  methods.  It 
is  hoped  the  information  obt ained  will  provide  an 
insight  into  an  eco n o m i c a l l y   feasible  and  e c o l o gic all y 
sound  m e t h o d   of  pre ser vin g  our  e n v i r o n m e n t .5

73

The  students  planned  a  program  that  included  the 

following  objectives: 

(1)  to  measure  attitudes  toward

resource  recovery,  (2)  to  measure  the  volume  of  paper  pur ­

chased  by  the  University,  (3)  to  measure  the  volume  of 

paper  discarded  on  the  campus,  and  (4)  to  undertake  cost 

analysis  of  the  present  variety  of  buyers  who  would  be 

interested  in  purchasing  paper  for  recycling  or  contact 

them  for  telephone  and/or  personal  interviews.

In  conclusion,  the  students  wrote:

We  think  that  considering  the  positive  cooperative 
attitudes  we  received  throughout  campus,  it  would  be 
advantageous  to  us  all  for  the  university  to  consider 
these  results  and  attitudes  and  take  positive  action 
toward  them.  In  the  long  run,  it  may  prove  e c o n ­
omically  and  environmentally  prosperous  to  M.S.U.  and 
many  other  campuses  throughout  the  nation.  If  a  pro­
ject  for  paper  recycling  is  to  be  put  into  operation, 
alternative  methods  of  collection must  be  initiated. 
This  would  involve  the  participation  of  the  custodial 
staff  and  other  employees  of  the  Building  and  Grounds 
Department.  Preliminary  discussions  with  the  union 
leaders  were  initiated  to  determine  what  their  feel­
ings  would  be.  Although  nothing  concrete  resulted, 
it  would  appear  they  would  be  willing  to  participate 
if  the  changes  were  clearly  determined.

The  learning  experience  for  the  students  was  pa r­

ticularly meaningful  because  most  of  their  recommendations 

were  adopted.  Thus,  the  students  felt  they  were  not  taking 

a  sterile  course  and  making  futile  suggestions  to  the 

administration,  as  had  been  the  case  with  previous  such 

courses.  This  is  the  one  instance  of  a  field  study  course 

in which  action  followed.  As  indicated  earlier,  in  the 

spring  of  1973  the  Waste  Control  Authority  at  Michigan

74

State  University  initiated  the  first  full-scale  recycling 

program  in  the  country.

As  a  result of  these  independent  study  projects, 

it  readily became  apparent  that  nonacademic  education 

could  be  a  very  useful  tool  for  an  agency  with  limited 

funds,  and  that  this  concept  could  be  expanded.  S p e ­

cifically,  the  assistantship  program  in  various  academic 

departments  often  requires  these  departments  to  place 

their  students  in  off-campus  situations,  which  has  d i s ­

advantages  in  terms  of  commuting  time  and  students' 

unfamiliarity  with  the  tasks.

The  first  joint  program  between  the  W.C.A.  and  an 

academic  department  was  undertaken  with  the  Resource 

Development  Department.  Early  in  1973  the  Waste  Control 

Authority  initiated  a  chemical  waste  program.  In vestiga­

tions  had  shown  that  there  was  a  major  problem  in  the  c ol­

lection  and  disposal  of  potentially  environmentally 

hazardous  chemicals.  Funds  were  not  available  to  hire 

full-time  staff  people  to  investigate  and  solve  this  p r o b ­

lem.  It was  suggested  that  perhaps  a  graduate  student  in  a 

related  department  could  be  employed.  The  Resource 

Development  Department  was  contacted  and  an  interested 

student with  a  chemical  engineering  and  chemistry  b a c k ­

ground  was  found.  Again,  because  of  the  extreme  shortage 

of  funds,  various  departments  including  the  College  of 

Agriculture,  the  College  of  Engineering,  and  the  Department

75

of  C h e m i s t r y   were  canvassed  for  funds.  Finally,  the 

Resource  D e v e l o p m e n t   D e p a r t m e n t   offered  a  qua rter-time 

as s i s t ant shi p  if  ma tching  funds  were  ma de  available  by 

the  Wa ste   C o n t r o l   Authority.  Thus,  early  in  1974,  the 

W.C.A.  e m p l o y e d   the  first  student  graduate  assistant,  a 

master's  d e g r e e   candidate  in  Resource  Development.  The 

academic  a d v i s i n g   and  course  w o r k   took  place  in  the  D e p a r t ­

ment  of  R e s o u r c e   Development,  and  work  ex per ien ce  and 

practical  supervision  o ccu r r e d   in  the  W ast e  Control  office.

As  a  result  of  this  first  successful  attempt  to 

develop  a  r e l a t i o n s h i p   b e t w e e n   an  academic  d epa rtm ent   and 

an  a dmi n i s t r a t i v e   service  department,  several  additional 

programs  w e r e   initiated.  In  the  spring  of  1974,  the 

student  w as  invited,  along  with  the  D irector  of  the  W ast e 

Control  Authority,  to  speak  at  a  m eeting  of  the  Ame ric an  

College  H e a l t h   Association.  Following  this,  the  director 

and  the  g r a d u a t e   assistant  submitted  a  paper  entitled 

"A C o m p r e h e n s i v e   O v e r v i e w   of  Waste  C o n t r o l ”  to  the  Journal 

of  the  A m e r i c a n   Health  A s s o c i a t i o n ;  it  was  accepted  for 

publication.^  A t  the  end  of  spring,  1974,  the  student 

accepted  a  full-time  pos i t i o n   with  the  W a t e r   Basin  C o m ­

mission  in  A n n   Arbor,  Michigan,  and  left  the  employ  of 

the  Was te  C o n t r o l   Authority.

In  January,  197 4,  the  recycling  p r o g r a m   had  grown 

to  such  an  e x t e n t   that  it  was  impossible  to  m ain tai n  a d e ­

quate  p e r s o n n e l   functions,  including  interviewing,  payroll,

76

policies/  and  procedures,  w i t h   pa rt- t i m e   personnel.  Thus, 

the  Student  E mpl oym ent   Office  at  M i c h i g a n   State  University  

was  contacted.  Can did ate s  for  the  p osi t i o n   of  personnel 

manager  were  interviewed.  The  final  dec i s i o n   was  made  to 

hire,  on  a  ha lf-time  basis,  a  graduate  student  in  the 

Department  of  Management.  His  b ack gro und   was  primarily 

in  industrial  management,  and  he  was  working  toward  an 

M.B.A.  degree  in  personnel.  This  student  began  extensive 

work  with  the  rec ycling  p rog ram   in  the  wi n t e r   and  spring 

quarters  of  1974,  and  was  subsequently  emp loyed  on  a  full­

time  basis  in  the  summer  of  1974.  It  became  evident  that 

the  amount  of  w o r k   and  level  of  p e r f orm anc e  required  of 

the  personnel  m a n a g e r   were  such  that  funds  to  pro vide  a 

salary  commen sur ate   w i t h   a  graduate  as sis tan tsh ip  were 

unavailable.

After  c o n s u lta tio n  with  the  student  in  question,  it 

was  decided  that  the  A u t h o r i t y   would  try  to  initiate  a 

joint  pr ogram  w i t h   the  Department  of  Management.  A s  m e n ­

tioned  previously,  this  program  wou ld  provide  q u a r t e r ­

time  a s s i s t a n t s h i p   funds  from  the  gra duate  d e p a r t m e n t   and 

academic  cou nse l i n g  t h e r e i n .  M a t c h i n g   funds  would  be  made 

available  from  the  budget  of  the  rec ycling  program.  F o l ­

lowing  the  p r e c ede nt  of  the  Resourc e  D e v e l opm ent   Department, 

the  Dep art men t  of  M ana gem ent  ext ended  its  w h o l e h e a r t e d  

cooperation  and  encouragement.

77

The  department  chairman  was  able  to  see  inherent 

advantages  in  this  program of  allowing  his  students  p rac ­

tical  experience  in  their  chosen  academic  area  while  p ro­

viding  a model  system  at  close  range.  This  program  has 

had  excellent  consequences.  The  student  was  able  to  go 

back  to  his  department  and  consult  with  his  professors 

about  some  of  the  problems  facing  the  Waste  Control 

A u t h o r i t y ’s  recycling  program,  and  in  particular  some  of 

its  personnel  needs.  To  continue  the  program,  it  is 

anticipated  that  other  potential  graduate  assistants  will 

be  identified.  As  one  student  finishes  the  program,  he 

will,  in  turn,  recruit  other  students.  The  Department  of 

Management  has  supported  this  concept.

The  following  case  study  of  this  graduate  student's 

course  work  illustrates  the  educational  opportunities  that 

have  arisen  from  the  program,  which  combine  the  structure 

of  a  learning experience  with  a  work  experience.  The 

first  class  was  a  graduate-level  psychology  course,  for 

which  the  student  submitted  a  paper  entitled  "An A pp l i c a ­

tion  of  the  Scanlon  Plan  to  the  Recycling  Program W.C.A.; 

The  Preliminary  Study."  His  introduction  reached  the  very 

heart  of  nonacademic  administration:

The  Michigan  State  University  description  of 
Psychology  859  reads  as  follows:  The  psychological
principles  and methods  in  the  training  and  develop­
m e n t   of  personnel  at  all  levels  of  supervision  and 
leadership.  Within  this  broad  framework,  students 
h a v e   the  freedom  to  investigate  in-depth  a  subject 
of  particular  interest  to  them  using  the  principles

7 8

b r ou g ht   out  in  b o th   class  d is c us s io n s  and  in  the 
books  and  articles  reviewed.

In  this  light,  I  have  chosen  to  study  the  a p p l i c a ­

tion  of  the  Scanlon  Plan  to  the  M ic h i g a n   State  U n i ­
v e r s i t y   Waste  Co n tr o l  A u th o ri t y  Recycling  Program.
T he  first  part  of  this  study  will  give  the  reader  
n e c e s s ar y   background  on  the  Waste  Control  A u t h o r i t y  
as  an  organiz a ti o n  and  its  recycling  o p e r a t i o n  
methods*  After  a  brief  revi ew of  the  Scanlon  Plan 
and  its  underlying  principles,  a  tentative  pro posal 
for  a p pl i ca t io n   of  the  plan  to  the  recycling  p r ogram 
will  be  formulated.  This  paper  is  the  first  effort 
of  such  an  endeavor,  and  as  such,  the  plans  presented 
will  undergo  r e vi s io n   before  their  implementation.  .  .  .
The  study  pr e se n t e d   here  is  in  the  first  stage  of 
the  project.  The  ob jective  behind  it  is  to  show  the 
p os sible  benefits  of  the  Scanlon  Pl a n  to  the  Waste 
C on t ro l   Authority.  . . .   As  Pe r sonnel  Direct or  of  the 
recycling  program,  I  sincerely  ho pe  the  project 
re ac hes  i m p l e m e n t a t i o n . 7

T he   report  d e s cr i b e d   in  detail  the  organization, 

structure,  function,  make-up,  and  ec o nomic  p ro s p e c t s   of 

the  re cycling  program.  Th e  student  w e nt   on  to  d is c u s s 

the  S ca n lo n   Plan,  and  concluded  by  listing  some  of  the 

benefi ts  the  recycling  pr o g r a m   could  realize  by  ad opting 

this  plan.  These  benefits  include: 

(1)  a  b etter  return,

in  that  m o r e   m at erial  will   be  handled  m o r e   efficiently;

(2)  r e d u c ti o n  in  c omplaints  because  u n s a t i s f a c t o r y   work 

results  in  loss  to  w o r k e r s   as  well  as  to  the  o r g a n i z a ­

tion;  (3)  m a n a g e m e n t - l a b o r   cooper at i on   improved  by 

increased  knowledge  of  the  total  o r g a n i z a t i o n   g i v e n   to  all 

its  members;  (4)  efforts  of  e mp l oyees  better  coordinated, 

that  is,  wo r ki n g  together  and  sharing  both  the  g o o d   and 

the  bad  times;  (5)  c on t ro l le d   p r od u ct i on   on  the  pa rt  of 

the  em p lo y ee s   alleviated;  and  (6)  te a m w o r k   e f f e c t iv e ne s s 

in  h a nd l in g   crisis  situations.

79

Finally,  the  student  had  to  decide  whether  or  not 

the  plan  could  work  for  the  recycling  program.  This  he 

did  w i t h   a  general  explan a ti on   of  the  procedures  involved 

w i t h o u t   getting  tied  to  the  specific  mechanics.  He  c o n ­

cluded:  "At  this  time,  I  feel  the  S c an l on   Plan  s y st e m  can

be  effect i ve l y  applied  to  the  recycling  program  of  the 

Waste  Control  Authority."

The  same  graduate  student  con ducted  a  second  study 

for  an  advanced  ma n ag e me n t  course,  and  presented  a  r e p o r t  

entitled  "An  Application  of  Manpower  Planni ng  to  the 

Recycling  Program  of  the  M i ch i g a n   State  Un iversity  W a s t e  

Control  Authority.  .  .  The  Prelim i na ry   Study."  He  i n t r o ­

d uc e d  this  particular  study  by  mention i ng   that  o b j e c t i v e s  

of  the  course  were  to  (1)  d evelop  an  underst anding  of  the 

staff  functions  of  personnel  a dm i ni s tr a ti o n  and  the  i n t e r ­

relations  of  those  functions  w i t h   the  operations  of  the 

entire  organi z at i on   and  (2)  to  examine  some  current  and 

eme rging  issues  of  personnel  administration.  He  continued: 

"In  this  light,  I  have  chosen  to  study  Manpower  P l a n n i n g - -

its  over all  philosophy  and  its  techniques  as  applied  to  the

recycling  p r ogram  at  M.S.U."

9

The  first  part  of  the  study  gave  the  necessary  

b ac k gr o u n d   on  the  o r g a n i za t io n   and  its  me thodology.  A f t e r  

a  r ev i e w   of  ma n power  p la n ni n g  and  its  underlying  p r i n c i p l e s  

and  e xa m in a ti o n  of  current  m an power  practices,  the  p r o g r a m  

was  p r es e nt e d  and  r ecommendations  for  improvement  w e r e   made.

80

The  bas ic  questions  w e r e   to  examine  the  role  of  manpower 

p l a n n i n g   and  its  e f fe c t  on  the  recycling  program.

The   report  w e n t   on   to  discuss  a  g eneral  overview  

of  m a n p o w e r   planning.  A  broad  d e fi n it i on   was  established 

so  that  its  value  to  an  o r g a n i z at i on   could  readily  be 

seen  wi t h o u t   specific  methodology.  Cl u es   reached  in  this 

p r e l i m i n a r y   study  of  m a n p o w e r   planning  in  regard  to  the 

rec y cl i ng   program  show  the  potential  b e n e f i t s   to  be  gained 

by  improving  the  c u r r e n t   manpower  policies  and  planning 

t ec h ni q ue s   used  by  the  program.  Two  m aj o r  benefits 

r es u l t e d   from  this  p re l i m i n a r y   study:  A  thorough  d e f i ­

niti on  of  the  recycling  pr ogram wa s   formulated,  and  job 

d e s c r i p t i o n s   were  al s o  formulated.  In  r eg a r d   to  manpow er 

planning,  it  is  a p p a r e n t   that  the  recycling  program  needs 

to  be  improved  in  o r d e r   to  manage  mo re  effectively  its 

c omplex  and  changing  environment.

It  is  also  interesting  that  this  gradu a te   a s s i s ­

tant  w r ot e   a  c o m p r e h e n s i v e   employee  handbook,  which  is 

the  first  known  h a n d b o o k   for  student  em ployees  to  provide 

m e a n i n g f u l   assistance  o n   the  job.

The  last  e x a m p l e   of  this  p a rt i c u l a r   graduate 

a s s i s t an t 's   program  is  a  study  he  and  four  other  students 

p r e s e n t e d   for  a  m a n a g e m e n t   course;  their  report 

was  e nt itled  "Student  Em p loyee  Needs  .  .  .  What  Are  They?

A r e   T h e y   Being  Met?"

81

The  paper  began:

Today  students  provide  a  substantial  labor  pool 

in  many  colleges  and  universities.  Michigan  State 
University  is  one  such  university  employing  approxi­
mately  7,000  students.  In  this  university,  student 
labor  is  utilized  in many  areas  including  the  resi­
dence  halls,  the  libraries,  the  physical  plant,  the 
grounds  department,  and  the  recycling  program of  the 
Waste  Control  Authority.

In  most  cases  the  type  of  work  the  students  are 

involved  in  is  different  from  the  student's  academic 
major  or  professional  commitment.  Since  the  position 
the  student  holds  is  somewhat  temporary,  existing 
only  while  the  student  is  in  college,  we  designed  the 
study  to  (1)  assess  the  needs  of  student  employees 
and  (2)  determine  whether  these  needs  are  being  ful­
filled  in  the  student's  present  job.  The  study  p r e ­
sented  here  is  an  example  of  the  kinds  of  research 
that  should  be  performed  to  help  the  university  better 
understand  this  segment  of  its  wor k  for ce.1°

The  students  went  on  to  discuss  various  concepts 

inherent  in  job  theory.  Specifically,  a  job  model  was 

formulated  to  survey  student  employment  needs.  In  this 

model  a  set  of  maintenance  needs— that  is,  hygiene  fac­

tors  and  motivational  n e e d s — was  established.  The  study 

was  to  indicate  which  set,  if  any,  is  m or e   important  to 

student  workers  and  whether  or  not  these  factors  are  c u r ­

rently  fulfilled.  Ma intenance  needs  are  those  peripheral 

to  the  job--wages,  seniority,  work  rules,  physical  e n vi ­

ronment;  motivation  needs  are  those  that  allow  for  feel­

ings  of  achievement,  responsibility,  and  growth.  The 

absence  of  motivators  may  cause motivation  seekers  to 

behave  like  their  work  environments.

The  research  for  this  project  started  with  a  p r o ­

file  of  the  total  student  employee  population  on  the  M.S.U.

82

campus.  The  data  provided  by  the  Student  Employment  Office 

indicated  that  approximately  7,000  students  were  employed.

It  was  decided  to  develop a  weighted  questionnaire  that would 

reflect  some  of  the major  employers  on  campus.  The  students 

participating  in  the  survey would  be  composed  of:  50  percent

workers  employed  in  the  dormitories  as  food  service  workers, 

desk  receptionists,  or  on maintenance  crews;  20  percent 

were  student  janitors  employed  by  the  physical  plant  facili- 

ties;  15  percent  were  employed  by M.S.U.  Libraries;  and  the 

remaining  15  percent  were  divided  evenly  be tween  the  Grounds 

Department  and  the  Waste  Control  Authority.  It  should  be 

noted  that  these  percentages  do  not  reflect  the  actual 

distribution  among  departments.

One  hundred  students  participated  in  the  study; 

participants  were  stratified  by  sex,  class,  and  length  of 

time  on  the  job.  A  questionnaire  was  formulated  to  e x a m ­

ine  what  an  employee  looks  for  in  a  student  job.  The  v a r ­

ious  needs  were  designated  as  economic,  physical,  social, 

growth,  achievement,  recognition,  security,  status,  r e s p o n ­

sibility,  and  orientation.  It  was  felt  these  ten  areas 

were  significant  to  the  student  employees.  Of  the  ten 

areas,  the  students  were  asked  to  rank  each  need  according 

to  the  following  criteria:  m o s t   important  received  a

score  of  4,  second  important  received  a  score  of  3,  third 

important  received  a  score  of  2,  and  least  important 

received  a  score  of  1.  The  students  were  also  asked  to

83

answer  ten  questions  concerning  their  present  job  situa­

tion,  i.e.,  "Personally,  I  am  reasonably  compensated  for 

the work  I  perform— agree,  somewhat  agree,  or  disagree."

The  results  of  the  survey  showed  that  of  the  ten 

need  factors,  growth  and achievement seemed  to  be  the  most 

important  in  all  stratifications  except  for  those  in  the 

job over  six  months.  For  these  students,  responsibility 

came  first,  with  growth  and  achievement  second.  This  could 

be  because  supervisors  grant more  responsibility  to  stu­

dents  who  have  worked  at  their  jobs  for  a  longer  period 

of  time.

The  recycling  crew  ranked  communication,  respon­

sibility,  status,  and  recognition  higher  than  did  the  other 

two  groups,  that  is,  dormitory  and  library  employees.

These  high  rankings  may  reflect  the  environmental  value 

associated  with  the  Waste  Control  Authority.  It  is  also 

interesting  that  even  though  all  groups  ranked  growth  and 

achievement  most  important,  the  recycling  crew's  mean 

score  was  the  highest.  This  again  m ay   possibly  be  a  result 

of  the  nature  of  the  organization.  The  recycling  program 

does  not  fulfill  economic  and  physical  needs  because  the 

work environment  is  not  as  pleasant  as  that  of  the  other  two 

groups,  nor  are  the  economic  incentive  and  work  effort 

compatible.  Social  and  communication  needs  fulfillment  is 

low because  of  the  isolation  of man y  di fferent  work  areas. 

The  security  need  fulfillment  in  the  recycling  program  is

84

low  because  it  has  recently  been  faced  w i t h   economic  prob­

lems  (price  cuts  for  the  paper  it  s e l l s ) .  Thus,  ma ny  

employees  received  cuts  in  their  work  hours.  The  writers 

concluded:

The major  finding  to  be  drawn  from  this  study  is 

that  the  university must  be  aware  of  the  student 
employee  needs  to  provide  for  increased  job  s atis­
faction  in  this  segment of  its  work  force.  As  noted, 
growth  and  achievement  are  the most  important  needs 
yet  are  the  ones  least  fulfilled  in  the  student's 
present  job.  Increasing  certain maintenance  needs, 
e.g.,  economic,  will  not  provide  for  increased  m o t i ­
vation  and  job  satisfaction  because  maintenance  needs 
are  not viewed  as  that  important  to  the  student  worker.
With  the  student  employee  union  in  the  current 
spotlight,  it  is  apparent  that  not  only  the  u n i v e r ­
sity  and  its  student  employing  department  can  benefit 
from  a  study  of  this  nature.  In  fact,  our  group  has 
been  approached  by  representatives  from  the  student 
union  and  our  results  may  prove  helpful  in  their 
campaign.

What  is  very  interesting  in  terms  of  this  particular 

student's  work  was  the  comment  made  by  the  professor  at  the 

conclusion of  the  study.  He  praised  the  report  and  went  on 

to  say,  "Your  study  would  give  the  union  a  good  basis  for 

deciding  what  needs  to  pitch  their  campaign  toward.  The 

economic  need  seems  to  be  relatively  well  satisfied.  There 

would  probably  be  better  response  if  the  pitch  were  aimed 

at  the  lack  of  growth  and  recognition  opportunities  in 

these  jobs.  This  is  a  very  impressive  survey  and  well 

ana l yz e d. "

Only  two  of  the  five  students  who  conducted  the 

preceding  study  worked  for  the  W.C.A.  As  a  result  of 

interviews  and  discussions  with  these  two  student  employees, 

the  recycling  program  derived  several  benefits,  including

85

better  communication  between  the  students  who  are  serving 

in  an  administrative  and  supervisory  role  and  the  students 

working  on  the  crews.  The  second  benefit,  of  course,  was 

that  the  students  in  this  course  were  better  able  to  per­

form  their  personnel  functions  within  the  Waste  Control 

Authority.

Methods  have  been  de veloped  with  academic  d e p a r t ­

ments  whereby  to  initiate  directly  sponsored  and  funded 

programs  and  assist an t sh i ps .  To  date,  the  results  of 

this  joint  venture  have  been  excellent.  Students  have 

come  to  the W.C.A.  from  at  least  seven  departments  encom­

passing  four  colleges.  Three  students  have  received 

quarter-time  assistantships  provided  by  their  departments 

and  matched  by  equivalent  funds  from  the  W.C.A.  La bor 

Account.  The  advantages  to  the  W.C.A.  are  as  follows:

The  students  provide  the  manpower  necessary  to  develop 

programs  that  would  otherwise  be  overlooked  or  put  off 

because  of  staff  limitations.  Second,  the  W.C.A.  enjoys 

some  contact  with  academic  departments,  thus  assuring  that 

students  in  their  departments  are  familiar  with  its  activi­

ties.  Of  particular  note  are  the  Resource  Development, 

Fisheries  and  Wildlife,  Forestry,  and  other  departments 

in  the  College  of  Natural  Resources.  These  departments 

are  vitally  interested  in  the  ef fects  of  recycling,  and 

many  of  their  volunteers  have  come  to  the  W.C.A.  to  p ar ­

ticipate  in  the  annual  spring  River-Cleanup  Project.

Another  advantage  to  the  Authority  is  that  the  program

86

provides  an  inexpensive  way of  ob taining  expertise  in 

needed  areas.  For  instance,  one  of  the  graduate  assistant­

ships  obtained  was  through  the  Department  of  Management, 

which  provided  a  student who  was  working  toward  a  master's 

degree  in  Personnel.  Since  the  W.C.A.  grew  from  a  recycling 

program  that  employed  two  students  to  one  that  employs 

more  than  85  students,  the  responsibility  of  the  personnel 

department  within  the  Authority  has  greatly  enlarged.  No 

funds  were  available  to  hire  a  full-time  personnel  director 

but,  on  the  basis  of  a matching  quarter-time  assistantship, 

an  excellent  relationship  has  developed.

The  advantages  to  the  academic  department  are  as 

follows:  First,  the  students  are  placed  in  an  actual

working  situation  during  the  time  they  are  enrolled  in 

school.  Second,  students  do  not  have  to  travel  to  receive 

this  experience.  This  allows  them more  time  in  the  actual 

work  experience.  Third,  the  W.C.A.  is  so  small  that  stu­

dents  receive  immediate  training  and  are  thrust  into  a  work 

situation  rather  than  serving  an  apprenticeship,  as  is 

common  in  an  already  functioning  operation.  Thus,  they 

avoid  the  "fetch"  syndrome,  in  wh i ch   they  are  provided 

very  few  functions  or  responsibilities.  Finally,  many 

departments  are  interested  in demonstrating  to  the  adminis­

tration  the  various  services  they  perform  for  the  U n i v e r ­

sity,  They  want  this  service  function  recognized  for

87

political  r e asons  which  could  later  j u stify  funding  or  p e r ­

sonnel  re q u e s t s   made  of  the  central  administration.

T he  advantages  to  the  students  are  equally  sig­

nificant. 

It  is  di fficult  to  receive  a  relevant  work  

ex perience  wh i le   still  a t t e n d i n g   college.  The  primary  p r o b ­

lem  results  from  the  student's  class  schedule.  Very  o f t e n  

it  is  d i f f i c u l t   to  reserve  an  entire  m o r n i n g   or  entire 

af ternoon  for  five  consec ut i ve   week  days.  Hence  a  st u ­

de nt  is  limited  in  o b t a i ni n g  exper ience  in  a  business 

operation.  The  recycling  program,  o n  the  other  hand,  is 

coo r di n at e d  aro und  student  labor  p r ov iding  the  major i ty   of 

the  work  force.  Thus,  the  g ra duate  a ss i st a nt s   have  the 

flexibility  of  working  v a r i a b l e   hours  w i t h o u t   d i m i n i s h ­

ing  their  effectiveness  or  disrupting  the  program's 

schedules.  T h e   recycling  pr o gr a m  o p er a t e s   from  8:00  a.m. 

until  10:00  p.m.,  four  d a y s   a  week;  on  F ri d ay   from  8:00  a.m. 

until  5:00  p.m.;  and  on  S u n d a y   afternoons.  Thus,  there  is 

ample  time  to  fulfill  the  grad uate  a s s i s t a n t   requirement 

of  20  hours  per  week.

T h e   concept  of  n o n a c a d e m i c   e d u c a t i o n   implies  that 

there  is  a  learning  or  training  period  of  employment.

Since  most  of  the  graduating  students  e x p e c t   to  o btain 

employment,  they  are  able  to  use  the  r ec o mm e n d a t i o n s   of 

the  A u t h o r i t y   to  provide  them  with  b e t t e r   jobs.  Finally, 

these  s tu dents  are  able  to  m a k e   valuab l e  contacts  wi t h i n

88

the  business  community,  which  may  help  them  in  the  future. 

So  many  students  are  working  on  a  part-time  basis  that 

the  employer  stresses  self-reliance,  self-i n it i at i ve ,  and 

self-starting.  The  emphasis  of  the  Authority's  recycling 

program  is  on  self-reliance  and  goal  orientation.  S t u ­

dents  quickly  learn  to  act  as  professional  employees  and 

not  like  student  workers.

In  the  past,  seminars  have  been  held  on  alternate 

Fridays  to  provide  staff  employees  of  the  Waste  Control 

Authority  more  substantive  knowledge  of  the  paper  industry. 

In  effect,  this  seminar  represents  a  graduate  education 

program without  the  formality  of  specific  course  r e q u i r e ­

ments  or  college  credit.  On  a  rotation  basis,  the  staff 

members  prepare  information,  questions,  problems,  and 

studies  for  the  edification  of  the  entire  group.  On  the 

Thursday  preceding  the  seminar,  an  outline  is  distributed 

to  all  members  of  the  staff,  so  that  they  may  have  suffi­

cient  time  to  look  over  the  proposed  topics  for  the  next 

day.  Outside  speakers  from  various  cognate  departments 

are  invited  to  the  Waste  Control  Authority  to  pr esent 

their  viewpoints  and  information  at  these  seminars.  Thus, 

there  is  continual  communication  between  the  academic 

departments  and  the  Authority.  This  has  led  to  further 

recruiting  of  staff  and  graduate  assistants  by  the  members 

of  these  departments  who  are  thus  informed  of  the  needs 

and  requirements  of  the  recycling  program.

89

Peop le  often  ask  how  stud ents  are  a t tr a ct e d  to  the 

Waste  Co n t r o l   A u th o r i t y   office.  Originally,  as  indicated 

earlier,  students  were  r ec ru i t e d   by  the  D ir ector  of  the 

Authority.  In  time,  this  p r oc e du r e  became  u n n e c es s ar y   as 

the  p r o g r a m   expanded  and  the  educational  o pp o r t u n i t i e s  

became  known.  Students  wh o   or i g i n a l l y   came  m e r e l y   for 

pa rt-time  employment  became  interested  in  the  co n ce p t  of 

job  training  for  po s t- g ra d ua te   employment.  They,  in  turn, 

have  at t racted  other  students  wh o   are  co ncerned  about 

e nviron m en t al   issues  and  career  development.  The  Au t hority 

offi ce  also  maintains  a  library  related  to  the  recycling 

and  env ironmental  programs.  Th is  library  is  open  to  any 

student  w i th o ut   charge;  vi s itors  may,  in  normal  busi ness 

hours,  come  into  the  office  and  use  the  m a t e r i a l s   on  hand. 

This  library  has  also  helped  a t tr a ct   students  to  the  p r o ­

gram.

In  addition  to  w o r d - o f - m o u t h   recruiting,  the 

W.C.A.  has  also  received  ex t en s iv e   p u bl icity  in  the  s t u ­

dent  and  local  newspapers,  on  radio,  and  on  campus  t e l e ­

vision.  W h e n   it  has  become  n e c e s s ar y   to  p u rc h a s e   a d v e r ­

tising  space,  a  coopera t iv e   a r r a n g e m e n t   with  the  m e di a 

has  us u al l y  been  possible.  Thus,  the A u t h o r i t y   has  re ceived 

p refere n ti a l  rates  and,  in  a  few  instances,  has  been  able 

to  share  the  expense  with  the  n ew s pa p er   as  a  pu b li c   s e r ­

vice  gesture.

90

Staff  members  went  to  the  dormitories,  fraterni­

ties,  sororities,  and  other  groups  to  show a  prepared 

slide  presentation  and  lecture.  These  various  o rg aniza­

tions  were  interested  in  learning  about  the  paper  recycling 

group  and  its  ramifications  and  implications  for  the  st u ­

dent  body.

Finally,  an  organization  of  students  interested 

in  recycling  was  formed.  These  meetin gs  usually  attracted 

between  30  and  50  students.  In  the  early  stages  these 

were  the  student  volunteers  in  each  dormitory,  but  later 

the  paid  workers  attended  and  brought  along  interested 

f r i e n d s .

Slowly  but  steadily,  communication  has  improved 

and  it  has  become  known  that  students  who  are  interested 

in  this  particular  area  of  environmental  quality  or  are 

interested  in  business  or  advertising  can  not  only  seek 

employment,  but  also  an  applied  educational  opportunity.

A   close  working  relationship  has  b ee n   cultivated  with  the 

Student  Employment  Office  at  Michigan  State  University.

The  Director  was  invited  to  lunch  and  later  attended  a 

briefing  at  the  Waste  Control  A ut h ority  office.  As  a 

result,  the  Student  Employment  Of f ic e   began  to  send  over 

more  qualified  candidates.  The  en tire  prescreening  p r o ­

cess  was  conducted  by  their  office,  thereby  saving  the 

Authority's  personnel  many  hours  of  work.

91

From  these  sources  many  students  were  attracted 

to  the  Waste  Control  Authority  office  and  requested  inde­

pendent  study  courses.  The  motivation  to  accept  academic 

credit  for  independent  studies  or  to  write  required  term 

papers  on  the  various  activities  associated  with  the 

Authority  is  not  surprising.  Recycling,  resource  recovery, 

pollution,  and  environmental  control  are  all  very  popular 

issues  today.  Furthermore,  the  information  is  so  new  that 

the  majority  of  textbooks  do  not  contain  facts  or  infor­

mation  in  these  areas.  Thus,  a  student  can  very  quickly 

develop  the  information  for  a  study  or  term  paper  without 

repeating  ground  that  has  already  been  thoroughly  covered.

In  Appendix  A  is  a  list  of  the  courses  and  disciplines 

from  which  students  have  applied  for  either  independent 

studies,  term  papers,  graduate  a s s i s ta n ts h ip s ,  or  other 

activities.  This  covers  a  wide  range  of  disciplines  and 

d e p a r t m e n t s .

At  the  present  time,  the  Department  of  Industrial 

and  Labor  Relations  has  approved  a  graduate  assistant  to 

wo rk  with  the  Waste  Control  Authority  program.  This  stu­

dent  applied  to  the  academic  department  for  matching  funds 

to  enable  a  half-time  assistantship  to  be  formulated.

This  brings  to  six  the  number  of  graduate  student  as sistant­

ships  organized  by  the  Waste  Control  Authority  in  two  years.

92

Summary

Chapter  III  has  examined  the  history  and  d e v e l o p ­

m e n t   of  the  W a s t e   Control  Authority.  Included  in  this 

c hapter  were  sections  on  the  f o r m a t i o n   of  gu i de l in e s  and 

the  educational  de v el o pm e nt   of  the  program.  To  enable 

the  reader  to  a p p r e c i a t e   the  e x p o r t a b i l i t y   of  the  program, 

it  was  necessary  to  provide  a  d e t a i l e d   o r ie n ta t io n   e mpha­

sizing  the  lack  of  consideration  b y  a d mi n is t ra t or s   and 

faculty  for  the  edu cational  p o t e n t i a l   involved.  Several 

examples  of  the  develop m en t   of  e d u c a t io n al   o p portunities 

w e r e   examined,  as  were  the  o p i n i o n s   and  surveys  of  stu­

d e n t s  .

93

F o o t n o t e s — C h apter  III

May  1972.

2

Susan  C a rt e r  to  author,  personal  communication,

James  Keinath,  "An  E v a l u a t i o n   of  M i c h i g a n   State 

University's  Waste  Control  A u t h o r i t y   R ec y c l i n g   Program" 
(term  paper,  M i ch i g a n   State  University,  Fe b ru a r y   1974).

3

N or m an   Schleif,  "Solid  W a s t e   M a n a g e m e n t   at 

M.S.U.  Pa st  and  Future"  (term  paper,  M i ch i g a n   State  U n i ­
versity,  Spring  1974).

4

Joan  M.  Wolnewitz,  Independent  Study  Paper, 

Mic higan  State  University,  Spring  1974.

^Ronald  W i l s o n   and  Fred  Moore,  Field  Study 

Project  on  Paper  Recycling,  M i c h i g a n   State  University,
Fall  1972.

^Mark  E.  Rosenhaft  and  C.  Schafer,  "A  C o m p r e h e n ­

sive  O v e r v i e w   of  W a s t e   Control,"  J ournal  of  the  Am erican 
Health  A s s o c i a t i o n   23  (1975):  333-339.

7

M ichael  DeRogeris,  "An A p p l i c a t i o n   of  the  Scanlon 

Plan  to  the  Recycling  Pr o gram  W.C.A.;  Th e   P r el i mi n ar y  
Study"  (term  paper,  M ic h i g a n   State  University,  Fall
1974) .

g
The  S ca n lo n   Plan  is  a  formula  for  m a n a g e m e n t -  

worker  cooperation;  suggestions  for  impr ovement  of  work 
procedures  are  su bmitted  by  w o rk e r  teams  to  screening 
committees  c on s is t in g   of  both  m a n a g e m e n t   and  workers.
The  economic  gains  resulting  from  improv em e nt s   in  economi c 
pe rf ormance  are  distri b ut e d  equally  among  the  wo rkers  in 
the  form  of  a  bonus  that  is  u su a ll y   a  p r ed e t e r m i n e d   ratio 
of  the  o v erall  savings.  Under  the  plan,  w o r k e r s   can  see 
the  immediate  c o n n e c t i o n   be tween  their  own  e ff o rt s   and 
the  econom ic  rewards  they  at ta in  as  a  group. 
suggestion  plan,  m o s t   individuals  will  not  submit  key  s u g ­
g estions  because  they  do  not  w i s h   to  be  si ngled  out  from 
their  group,  and  b e ca u se   they  r e co gnize  that  ideas  are  the 
joint  pr oducts  of  many.  In  the  typical  p r o f i t -s h ar i ng  
plan,  the  w orker  rare ly  sees  how  his  bonus  is  related  to 
his  ow n   efforts.  The  wo r ke r   teams  and  joint  managem e nt - 
worker  c ommittees  not  o n l y   p rovide  their  m e m b e r s   with 
immediate  g r a t i f i c a t i o n   of  social  n e e d s   but  a l s o   lead  to 
improved  c o m m u n i c a t i o n   and  greater  w o r k e r   involv e me n t  in 
u rb a nizational  a ct i vi t ie s   and  goals.  T h e y   b e c o m e   more 
m ot i v a t e d   and  are  ca pable  not  on ly  of  i nc r ea s ed   production, 
but  also  of  innov ations  that  reduce   costs.

In  a  typical 

94

9

Mich ael  DeRogeris,  "An  A p p l i c a t i o n   of  Manpower 
P la nning  to  the  Recycling  P r o g r a m   of  the  M i c h i g a n   State 
Un iversity  Waste  Control  A u t h o r i t y   .  .  .  The  P r e l i m i na r y
Study"  (term  paper#  Michigan  State  University,  Wi nter
1975).

1(^Michael  DeRogeris,  "Student  Emplo y ee   Needs  *  .  .

Wh at  Are  They?  Are  They  Being  Met?"  (term  paper,  M i c h i g a n  
State  University,  Winter  1975) .

C H A P T E R   IV

PROGRAMS  IN  E D U C A T I O N A L   INNOVATION  IN 

A D M I N I S T R A T I V E   DEPARTMENTS  AT 

O T H E R   UNIV ERSITIES

I nt r od u ct i on

N on f or m al   educ ational  opportunities,  as  suggested 

by  the  preceding  case  study  description,  have  b egun  to 

d ev elop  in  other  universities.  The  intent  of  this  c h a p ­

ter  is  to  examine  similar  p r og r am s   conducted  in  the  Big 

Ten  u n i v e rs i ti e s  as  well  as  an  o ut s id e   case,  that  of  W a s h ­

ington  State  University.  T he   adva ntage  of  looking  at 

these  so-called  n onacademic  functions  for  ac a demic  p u r ­

poses  is  to  broaden  the  impact  of  the  pot ential  for  i n no ­

vatio n  and  education.

T h e   major  example  of  a  comparable  p r o g r a m   was 

d e ve l op e d  at  the  University  of  Michigan.  T h ei r   initial 

contac ts  resulted  from  M i c h i g a n   State  U ni v er s it y   programs  

and  the  ef fects  o n  the  students'  interest  in  e n vi r o n m e n t a l  

issues.  A s  a  result  of  this  interest,  a  f u ll - sc a le   effort, 

lasting  o v e r   a  year,  was  undertaken.  The  e ff o rt   and  c o n ­

clusions  are  presented  in  this  chapter,  as  well  as  pa rallel  

approaches  of  other  universities.

95

96

The  University  of  Michiga n 

Through  its  student  organizations,  the  University 

of  Michigan  in  early  1973  became  aware  of  the  educational 

potential  in  the  Waste  Control  Authority  program  at 

Michigan  State  University.  Several  students  visited 

Michigan  State  University  and  talked  with  members  of  the 

Waste  Control  Authority  office,  initially  concerning  a 

recycling  program.  This  later  developed  into  a  broader, 

more  expanded  effort  to  bring  environmenal  education  through 

administrative  service  elements  to  the  University  of  M i c h ­

igan.

The  University  of  Michigan  students  were members

of  an  environmental  group  called  ENACT.  This  organization

had  sponsored  independent  study  reports  on  some  of  the

environmental  problems  of  the  University.  The  students

initially  felt

Many  people  in  organizations  at  the  University  have 
become  increasingly  involved  in  environmental  p r o b ­
lems  evidenced,  in  part,  by  expanding  enrollments  in 
the  School  of  Natural  Resources,  formation  of  the 
Institute  for  Environmental  Quality,  ENACT,  the  E n v i ­
ronmental  Law  Society,  and  so  forth.  As  a  large 
community  (about  60,000),  the  University  of  Michigan 
generates  a  tremendous  amount  of  waste.  Wise  m a n a g e ­
ment  demands  that  the  University  concern  itself 
internally  on  a  day-to-day  basis  with  its  impact  on 
the  environment,  i.e.  to  practice  the  principles  it 
teaches.  A   variety  of  existing  University  offices 
deal  wit h  environmental  programs  and  waste  disposal. 
However,  many  of  the  problems cut across  different 
areas  of  responsibility  and demand   a  broad  base  of 
experience  and  expertise.  There  is  a  need  to  bring 
together  these  people  and  organizations,  staff,  stu­
dents,  and  faculty,  knowledgeable  in  environmental

97

problems  to  provide  a  centralized  thrust  to  en viron­
mental  protection  efforts  yet  with  everyone  c ontin­
uing  to  do  his  part. 
copy  of  the  report.]

[See Appendix  B  for  a  complete 

The  report  went  on  to  state  that  the  responsibil­

ity  of  the  Waste  Control  Authority  at  Michigan  State  U n i ­

versity  is  environmental  action  and  coordination  of  the 

total  waste  disposal  activities  in  the  University.

Adapting  and  styling  the  Authority  to  the  needs  of  the 

University  of  Michigan  would  be  necessary.  The  basic 

structure  and  concept  appeared  to  offer  what  could  be  a 

very  viable  approach  to  facilitating  university-wide 

environmental  and  educational  efforts.  The  report  and 

the  concept  of  a  Waste  Control  Authority  were  discussed 

with  a  number  of  people  inside  and  outside  the  University 

of  Michigan  to  collect  information  and  to  obtain  feedback. 

Administrators  at  the  University  of  Michigan  who  were 

responsible  for  waste  disposal  were  contacted,  as  were  a 

number  of  faculty  members  from  Natural  Resources  and 

E n g i n e e r i n g .

As  a  result,  the  student  group  felt  that  the 

University  of  Michigan  should  have  a  broad-based,  in t er ­

disciplinary  committee  of  those  staff,  faculty,  and  s t u ­

dents  most  directly  involved  in  or  knowledgeable  about 

environmental  education.  The  committee  would  provide  the 

expertise,  whe reas  a  full-time  director  would  be  responsible 

for  developing  background  information  and  data  collection.

98

implementing  the  decisions  of  the  Waste  Control  Authority. 

He  would  mainta in  contact  wi th  city,  state,  and  federal 

agencies  and  coordinate  the  efforts  of  interested  indi­

viduals  and  organizations  in  structural  research  and  s er ­

vice  aspects  of  environmental  education.  He,  or  his 

office,  would  be  available  for  information  or  referral  on 

a  daily  basis  and  would  be  free  to  travel  when  necessary.

Based  on  guidelines  for  the  Michigan  State  U n i v e r ­

sity Waste  Control  Authority  and  discussions  with  a  number 

of  individuals  at  the  University  of  Michigan,  the  major 

advantages  and  responsibilities  of  a  Waste  Control  A u t h o r ­

ity  would  be: 

(1)  centralizing  information  collection  and

dissemination  on  environmental  programs  both  inside  and 

outside  the  University;  (2)  maintaining  a  long-range  p e r ­

spective;  (3)  data  collection;  (4)  potential  for  regional 

systems  development;  and  (5)  strong  involvement  from 

faculty  and  students  to  pr ovide  more  feedback  between 

application  and  research.  Individual  students  or  student 

groups  like  ENACT  would  help  significantly  in  the  areas  of 

environmental  action  and  awareness,  research  studies,  m o n ­

itoring  of  pollution  problems,  and  facilitating  impleme nta­

tion  of  programs  to  increase  the  effectiveness  of  the  Waste 

Control  Authority.  Courses  or  sections  could  be  organized 

to  research  a  particular  p r ob le m  or  issue.  For  example, 

the  Residential  College  or  Natural  Resources  and  the  Waste 

Control  A ut h ority  could  r e v i e w   these  proposals  to  provide

99

input  from  students,  staff,  and  faculty. 

(Here  again 

the  reader  will  note  the  vague  capabilities  of  providing 

educational  opportunities  essentially  from  a  nonacademic 

viewpoint.)  University  of  Michigan  personnel,  based  upon 

conversations  and  an  examination  of  the  case  study  at 

Michigan  State  University,  realized  that  a  significant 

educational  opportunity  could  exist  and  could  be  preplanned 

by  their  University.  As  a  result  of  these  preliminary 

student  reports,  a  formal  request  was  made  to  the  Uni ver­

sity  of  Michigan  administration  for  administrative  sup­

port  of  the  concept,  establishment  of  a  preliminary  com­

mittee  to  plan  for  a  Waste  Control  Authority,  and  funding 

for  one  person  to  wo rk  full  time  or  part  time  wi t h  the 

above  committee.  Included  in  the  request  was:

1.  The  formal  affirmation  of  support  from  the 

university  executive  offices  for  the  concept— a  direct 

link  between  the  Waste  Control  Authority  and  the  top 

administration  is  essential  to  the  success  of  the  program.

2.  Appointment  by  the  executive  office  of  the 

University  or  the  presid ent  of  people  with  extensive 

experience  and  expertise  to  sit  on  a  preliminary  committee 

whose  responsibility  it  would  be  to  review  and  establish  a 

Waste  Control  Authority.  The  preliminary  committee  would 

identify  needs,  goals  and  responsibilities,  consider  fur­

ther  background  information,  set  a  structure  adapted  to 

the  University  of  Michigan,  evaluate  costs  and  benefits,

100

secure  formal  approval  of  the  final  proposal,  recommend 

appointments,  and  search  for  a  director.

3,  The  funding  for  one  person  to  work  full  time 

with  the  committee  for  the  duration  of  a  single  term 

necessary  to  study  the  problems.

4.  To  look  for  the  possibility  of  career  o p p o r ­

tunities  through  the  application  of  environmental  educa­

tion or  natural  resources  courses  in  areas  of  concern  to 

the  Waste  Control  Authority.

The  students  who  had  recommended  this  report  were 

specifically  interested  in  providing  job opportunities  for 

other  students  as  well  as  educational  opportunities  therein.

The  University  of  Michigan  did  establish  a  waste 

control  committee.  On  November  30,  197 3,  the  committee 

met;  it  was  composed  of  15  members,  including  faculty, 

staff,  students,  and  City  of  Ann  Arbor  representatives.

A t   that meeting,  the  committee  discussed  the  need  for  other 

people  in  areas  that  should  be  included  on  the  committee. 

There  was  a  general  discussion  on  the  need  for  a  committee 

such  as  this  and  a  coordinator  was  appointed.  The  c o m m i t ­

tee  decided  to  meet  twice  a  month  until  such  time  as  a 

report  could  be  prepared.

On  February  6,  1974,  the  Chairman  of  the Waste 

Control  Committee  at  the  University  of  Michigan  contacted 

the  Director  of  the Waste  Control  Authority  at  Michigan 

State  University.  The  committee  had  several  questions:

101

(1)  How  did  the  Waste  Control  Authority  come  into  exis­

tence?  {2}  What  was  the  power  initially  given  to  perform 

operations?  (3)  How  are  operations  defined?  (4)  How 

were  the  subcommittees  established?  How were  the  subcom­

mittees  constituted?  What  was  the  nature  of  their  opera­

tion?  (5)  What  kind  of  budgetary  constraints  are  there 

on  the  operation?  (6)  How does  the  Waste  Control  Author­

ity  establish  priorities?  (7)  What  types  of  problems 

does  the  W.c.A.  encounter  in  trying  to  accomplish  the 

things  it  feels  need  to  be  done?  that  is,  what  others 

want?  How  are  these  conflicts  resolved?  (8)  What  are 

the  current  issues  confronting  the W.C.A.?  (9)  What

opportunities  have  been  secured  to  students  to  develop 

job-related  skills  or  course-related  programs? 

(10)  What 

types  of  problems  do  you  think  the  University  of  Michigan 

might  encounter  in  developing  the  type  of  program Michigan 

State  University  has  into  their  administrative  structure? 

(11}  What  structure  is  available  for  liaison  between  the 

academic  community  and  this  nonacademic  service  educa­

tional  program?

The  Director  of  the  M.S.U.  Waste  Control  Authority 

answered  these  questions  at  a  meeting  in  Ann  Arbor  in 

March  of  1974.  A  lively  discussion  followed,  w it h   particu­

lar  emphasis  upon  the  techniques  of  using  cooperative 

graduate  assistantships  between  academic  departments  and 

a  newly  formed  Waste  Control  Authority.  There  was   the

102

usual  split  on  this  committee  b e tw e en   the  a c ad e mi c ia n s 

and  the  nonacademic  administrators.  The  student  i n v o l v e ­

ment  was  superficial  at  first,  but  as  they  r ea l i z e d   the 

impact  of  this  proposal,  they  b ec a me   e n t h u si a st i c  and 

s u p p o r t i v e .

The  Waste  C o n t r o l   A u t h o r i t y   at  the  U n i v e r s i t y   of 

M ic h i g a n   brought  tog ether  many  of  the  existing  U n i v er s it y  

o ffices then de aling  w i t h   e nv ironmental  problems,  waste 

disposal,  and,  in  some  ways,  e n v i r o nm e nt a l  education. 

Repres e nt a ti v es   from  the  Civil  E n g i n e e r i n g   Department, 

Planned  O p er a ti o ns   Department,  School  of  P ub l ic   Health, 

the  U n i v e r s i t y   Hospital,  and  the  E n v i r o nm e nt a l  E d uc ation 

Dep a rt m en t   served  o n  the  committee.  Al so  included  were 

the  Directors  of  Pu b li c   Works  for  A n n   Ar bor  and  W a s h t e n a w  

Counties,  as  well  as  r e p r e s en t at i ve s   for  the  E c ol o g y  

Cen t er   and  the  E n v i r o n m e n t a l   B ur e au   of  the  C i t y   of  Ann 

Arbor.  Student  r e p r e s e nt a ti ve s   c om p l e t e d   the  co m mittee 

cross-section.  By  cu tting  across  d i f f e r e n t   areas  of 

r es p on s ib i li t y  and  concern,  the  W a s t e   Cont rol  Au t ho r i t y  

c om m ittee  provided  a  base  of  ex p er i en c e  and  e x pe r ti s e  to 

wo rk  ou t  the  d i verse  problems  co n fr o nt i ng   the  U n iv e r s i t y  

in  relati o n  to  p o l l u t i o n   proble ms  and  stressed  the  need 

for  an  educat io n al   pa r am e t e r   b eyond  the  classroom.

As  a  result  of  the  interview  wi th  the  pr e l i m i n a r y  

c om m i t t e e   at  the  U n i v e r s i t y   of  M i c h i g a n   and  their  later 

c om m it t ee   meetings,  the  group  in  April,  1974,  issued  a

103

report  stating  their  findings.  The  report  was  entitled 

"Pollution  Problems  at  the  University  of  Michigan:  Recom­

mendations  for  Change,"  and  included  a  general  statement 

of  the  problem,  a  proposal  for  the  formation  of  an  ongoing 

pollution  control  task  force,  and  reports  on  various 

topics  concerning  solid  waste,  recycling,  chemical  waste, 

and  other  related  subjects.  Of  particular  significance 

to  the  present  study  is  the  section  on  environmental 

education,  which  is  discussed  later  in  this  chapter.

In  the  preamble  of  their  report,  the  co mmittee

stated  (see  Appendix  C  for  complete  r e p o r t ) :

Of  social  institutions  like  the  University  of  M i c h i ­
gan,  m u c h   is  expected.  Both  internally  and  e x t e r ­
nally  the  University  is  encouraged  to  assume  its 
share  of  the  responsibility  of  researching  the  nature 
and  extent  of  our  environmental  problems  and  to  a de ­
quately  train  people  to  respond  to  these  problems.
In  this  respect,  the  University  has  begun  a  vigorous 
response.  This  is  not  enough.  The  University  is 
also  being  asked  to  practice  wh a t  it  teaches  in  the 
terms  of  values  and  mechanics  of  maintaining  a  qual­
ity  environment.  It  is  also  being  asked  to  develop 
a  more  pragmatic  approach  to  environmental  education 
and  w or k   experiences  relative  to  this  need.  Insis­
tence  that  this  education  be  provided  is  not  only 
from  an  enlightened  perspective  but  also  from  the 
clearcut  reality  of  the  need  for  alternative  forms 
of  education.

As  a  result  of  their  three-month  study,  the  c o m­

mittee  proposed  the  formation  of  an  ongoing  pollution 

control  task  force.  They  went  on  to  make  the  following 

r e c o m m e nd a ti o ns :

B el o w  is  our  recommendation  for  what  an  ongoing 
pollution  task  force  would  look  like.  We  spent  the 
last  year  reviewing  and  attempting  to  evaluate

104

various pollution control approaches of other u ni versi­
ties  and  organizations  in  size  similar  to  the  U n i ­
versity  of Michigan.  Perhaps  the  mo st  helpful  c o n ­
tact  we made  was  with  the  Waste  Control  Authority 
at Michigan  State  University.  Its  Directo r  talked 
with  us  at  length  about  the  nature  of  their  Waste 
Control  Au t ho r it y — its  size,  responsibility,  ef f ec ­
tiveness,  and  appropriateness  in  University  context. 
They've  had  the  benefit  of  several  years  experience 
and  appear  to  have  developed  a  viable  and  exciting 
program.  It  should  be  pointed  out  that  the  char­
acteristics  and  problems  at  Michigan  State  University 
are  not  necessarily  those  of  the  University  of  M i c h ­
igan.  The  physical  layout  of  the  University,  the 
decision  making  process,  many  of  the  specific  e n v i ­
ronmental  problems  of  the  University  and  so  on  are 
quite  different  from  those  here  at  the  University  of 
Michigan.  However,  it  is  important  to  note  that  the 
approach  taken  by  the  Waste  Control  Authority  at 
Michig an  State  vis-a-vis  the  need  for  nonacademic 
education  and  specific  job  opportunities  for  students 
is  worthy  of  mention.

Actual  decision makin g  and  lines  of  authority 
wit hin  the  University  would  not  be  changed  by  the 
arrival  of  a  Pollution  Control  Task  Force.  Rather, 
decision making  would  be  enhanced  by  the  information 
and  recommendations  that  could  be  provided  by  the 
task  force.  The  task  force  would  not  be  taking  away 
any  responsibility  from  any  existing  departments  or 
administrative  units  but  would  be  simply  assisting 
them  in  an  advisory  capacity.  For  the  Pollution  C o n ­
trol  Task  Force  to  be  truly  successful  it  is  impor­
tant  that  the  University  itself  foresees  the  need  for 
establishing  different  priorities  and  faces  the  need 
for  even  greater  environmental  responsibility.

On  May  2,  1974,  the  Director  of  the  Waste Control 

Authority  of  Michigan  State  University  received  a  letter 

from  the  Pollution Control  Task  Force  Coordinator  at  the 

University  of  Michigan.  He  wrote:

As  you  can  see,  in  the  Waste  Control  Committee 

Report,  the  ongoing  task  force  that  we  propose  to 
form  is  almost  a  carbon  copy  of  the  Michigan  State 
University Waste  Control  Authority.  It  seemed  very 
foolish  not  to  try  and  capitalize  on  your  experience. 
If  it works  at M . S . U . ,  it  should  work  down  here.

Right  now our  University  Executive  Committee  is 

reviewing  the  report.  .  .  .

105

Subsequent  c o n v e rs at i on s   with  pe rsonnel  at  the 

U n i v e r s i t y   of  M i c h i g a n   indicated  that  the  po s i t i o n   of 

c o o r d i na t or   was  never  funded  on   a  full-time  basis.  No 

dec i s i o n   was  forthcoming  from  the  executive  or  a d m i n i s ­

trative  group  to  press  the  program.  Funding  priori ties 

a p p a r e n t l y   shunted  this  pr o gr a m  aside.

Interestingly,  earlier  comments  made  about  the 

W a s t e   Control  A u t h o r i t y   at  M i c h i g a n   State  U n i v e r s i t y   in d i­

cated  that  what  was  re quired  for  i m pl ementation  of  this 

p r o g r a m   was  the  very  strong  ba cking  of  one  key  a d m i n i s ­

trator.  At  Mi c h i g a n   State  U ni v er s it y   this  key  a d m i n i s ­

trator  has  been  the  E xe c u t i v e   Vice-President.  It  is 

app a r e n t   that  the  U n i v e r s i t y   of  M ic h i g a n   re c eived  support 

for  develop m en t   of  this  pr o gram  at  a  m i d - m a n a g e m e n t   level, 

but  wa s   unable  to  d e v e l o p   a  firm  supporter  at  the  e x e c u ­

tive  v i ce - pr e si d en t ia l   level.  Th us  the  recom me n da t io n s 

by  the  Pollution  Ta sk  Force  at  the  University  of  Mic higan 

have  not  yet  been  implemented.

The  U ni v er s it y  of  Minnesota 

The  University  of  M in n e s o t a   has  one  of  the  most 

c o m p r e h e n s i v e   d e p a r t m en t s  of  en v ir o nm e nt a l  h e al t h  and 

safety  in  the  nation.  T h e  M i c h i g a n   State  U n i v e r s i t y  W a st e  

C on t ro l   Au t ho r i t y   first  contacted  offic i al s   of  this  d e p a r t ­

m e n t   in  Feburary,  1972.  At   that  time  the  M.S.U.  A u t h o r i t y  

was  t a lk i ng   about  the  need  for  a  Big  Ten  co n fe r en c e  in

106

the  areas  of  chemical  waste  and  recycling.  In  May,  1972, 

the  Direc to r   of  the W a s t e   Control  A u t h o r i t y   visited  the 

University  of  M i nn esota  campus.  At   that  time  he  was 

introduced  to  Robert  Reed,  Envir o nm e nt a l  En gineer  in  the 

Physical  Plant  at  the  U n iv e rs i ty   o f  Minnesota.  A f te r   this 

meeting  a  d i a l o g   began  concerning  r ec y cling  activi t ie s   at 

the  Univers i ty   of  Mi n ne s ot a   and  p a r t i c ul a rl y   the  e n v i ­

ronmental  education  opportunities.  A t  that  time,  Reed 

was  in  a  no n ac a de m ic   ad m in i st r at iv e   posi tion  and  was  c o n ­

cerned  w i t h   the  d e v e l o p me n t  of  academic  activities  through 

his  office.  He  was  in  complete  a g re e me n t  that  educational 

activities  should  not  be  limited  to  academic  departments, 

particu l ar l y  in  these  applied  r es earch  areas.  In  Ju ne  of 

1972  the  U n i v e r s i t y   of  M i n n e s o t a   a g a i n   contacted  M i c h i g a n  

State  U n i v e r s i t y   about  a mutual p r ob l em --chemical  wa s te  

disposal.  Th e   University  of  M i n n e s o t a   has  serious  d i s ­

posal  pr o bl e m s   and  was  at  that  time  using  a  facility  at  a 

federal  site  near  Rosemont,  Minnesota.  This  solution  was 

u na c ce p ta b le   be cause  of  the  pr o b a b i l i t y   of  ground  water 

contamination.  Their  p er s on n el   suggested  that  a  joint 

meeting  or  c o rr e sp o nd e nc e   be  begun  to  disc uss  a l t e r n a ­

tives.  The  information  for  the  U n i v e r s i t y   of  M i n n e s o t a  

was  di s t r i b u t e d   to  v ar ious  ad m in i s t r a t i v e   agencies  at 

Mich igan  S tate  University.  Of  p a r t i cu l ar   note  was  a 

response  by  the  D ep a rt m en t   of  Public  Safety:

107

It  would  make  sense  if  Michigan  State  University 
[in  an  appropriate  academic  program]  would  institute 
an  early  research  study  of  what we  are  doing  with 
waste  chemicals.  The  material  you  sent,  and  which 
is  attached,  indicates  that  there  is  a  method  for 
p r o c e e d i n g .

Once  again  there  was  the  problem  of  nonacademic  adm i n i s ­

trative  departments  being  unwilling  or  reticent  about 

accepting  the  possibility  of  academic  cooperation.  In 

effect,  what  they  had  been  saying  was  it  was  not  their 

concern  to  undertake  any  kind  of  research  activities.

The  University  of  Minnesota  had  established  a 

consortium  for  the  study  of  solid  waste  management-- 

recycling  options.  The  members  of  this  consortium  came 

from  the  Center  for  the  Study  of  Physical  Environment  and 

academic  departments  such  as  Agriculture-Engineering,  Civil 

and  Mineral  Engineering,  Mechanical  Engineering,  Soil 

Science,  Chemistry,  and  Geology  and  Geophysics.  The  non- 

academic members  included  students  from  a  campus  group 

(MPIRG),  the  Environmental  Health  and  Safety  Division  of 

the  University  Health  Service,  a  Solid  Waste  Director, 

Metropolitan  Council  for  St.  Paul,  Minnesota,  and  the 

Director  of  the  Physical  Plant.  The  purpose  of  this  c o n ­

sortium  was  to  develop  alternatives  in  solid  waste  m a n a g e ­

ment  that  would  look  at  the  current  technology,  sources, 

quantities,  and  composition  of  solid  waste  of  urban,  a g r i ­

cultural,  industrial,  and  mineral  origin.  Some  of  the 

groups  established  included  the  Urban  Waste,  Agricultural

108

Waste,  Industrial  Waste,  and  Mineral  Waste  committees.

This  consortium met  in  the  evening  for  dinner  and  a 

seminar-type  presentation.  Students  were  invited  and  the 

program  was  generally  chaired  by  nonacademic  personnel 

from  the  environmental  health  branch.  Some  of  the  speak­

ers  at  the  seminars  came  from off  campus  to  look  at  the 

solid  waste  management  program  from  a  consultant's  v i e w ­

point,  the  university  viewpoint,  the  Environmental  P r o ­

tection  Agency  viewpoint,  and  others.  To  supplement  the 

seminar  series  and  to  help  the  members  of  the  consortium 

establish  a  more  common  base  of  discussion,  it  was  p r o ­

posed  that  papers  be  prepared  that  would  summarize  the 

proceedings.  The  original  impetus  for  the  program  came 

from  the  nonacademic  sector.  As  the  consortium  developed 

in  the  area  of  solid  waste  management,  the  Physical  Plant 

employed  graduate  students  to  organize  the  seminar  p r e s e n ­

tation .

Other  Big  Ten  Universities 

In  December,  1972,  the  following  universities  were 

contacted  by  letter  to  determine  if  they  were  involved  with 

nonacademic  programming  similar  to  that  at  Michigan  State 

University,  or  had  a  mutual  interest  in  such  education. 

Responses  from  these  universities  were  as  follows:

Ohio  State  University— Response  from  the  Campus 

Planner  indicated  they  do  not  have  a  similar  program  but 

would  appreciate  further  information.

109

Pu rdu e  U n i v e r s i t y --Response  from  the  Physical 

Plant  indicated  they  have  not,  as  a  university,  taken  any 

steps  in  res pec t  to  recycl ing   materials.

Un ive rsi ty  of  W i s c o n s i n — Res ponse  from  the  Di r e c ­

tor,  P h y s i c a l   Plant  Division,  indicated  they  have  not 

d e v e l o p e d   a  program  to  equal  or  surpass  M .S. U.' s  e n v i r o n ­

mental  a c t i o n   project.  They  did  r equest  further  in f o r m a ­

tion.

Un ive rsi ty  of  I o w a — Th e  Busine ss  Office  answered 

as  follows:  "The  U niv ers ity   of  Iowa  has  set  up  an  E n v i ­

ronmental  Studies  Pla nning  Project  to  investigate  much  the 

same  p r o b l e m s   as  your  W a s t e   Control  Authority.  That  is,

(1)  campus  impact,  (2)  education  of  students,  faculty 

and  staff,  and  (3)  the  de v e l o p m e n t   of  grant  support  for 

de m o n s t r a t i o n   projects  and  research."  Th e  letters  that 

followed  showed  great  interest  on  the  U n i v e r s i t y   of  Iowa's 

part  in  a r r a n gin g  a  m e e t i n g   of  Big  T e n   u n i v e rsit ies   to 

discuss  the  M.S.U.  W a s t e   Control  A u t h o r i t y   and  how  this 

educati ona l  ex per ien ce  wo uld   be  implemented.

Indiana  U n i v e r s i t y — Response  from  the  A s s i s t a n t  

Dean,  D i v i s i o n   of  St udent  Personnel,  indicated  they  have 

a  v o l u n t e e r - o p e r a t e d   recycling  pr o g r a m   bu t  no  formal  edu ­

cation  p r o g r a m   to  use  no n a c a d e m i c   instruction.

U n i v e r s i t y   of  I l l i n o i s -- R e s p o n s e   from  the  Director, 

Physical  Plant,  indicated  the  U n i v e r s i t y   of  Illinois 

conducts  a  small  p r o g r a m   in  e n v i r o nme nta l  action  programs.

110

There  is  no  organized  use  of  students  in  an  educational 

program  in  conjunction  with  the  nonacademic  community.

Northwestern  University— No  response.

In  summary,  of  the  Big  Ten  universities,  Michigan 

State  University,  the  University  of  Michigan,  and  the 

University  of  Minnesota  have  investigated  comprehensive 

programs  that  provide  nonacademic  education  through  an 

administrative  organization.  The  University  of  Iowa  has 

undertaken  a  preliminary  program  in  this  area.  The  re mai n­

ing  Big  Ten  universities  have  not  as  yet  undertaken  non- 

academic  programs  in  administrative  organization  areas.

W ashington  State  University

Students  at  Washington  State  University  in  Pullman, 

Washington,  organized  a  paper  recycling  program  in  the 

spring  of  1972.  Their  report  stated:

After  initial  discussions  between  Environmental 

Research  Center,  Pullman  Recycling  Center  (a  n o n ­
profit  community  recycling  operation  comprised  largely 
of  students},  and  Washington  State  University  a d m i n ­
istrative  personnel,  a  recycling  committee  was  e s t a b ­
lished  to  study  and  recommend  a  course  of  action  for 
W.S.U.  involvement  in  recycling.  The  committee,  co m­
prised of representatives from several colleges,  the stu­
dent  body  and  Physical  Plant,  in  November  1972  r e c o m ­
mended  that  (1)  a  paper  recycling  pilot  project  be 
undertaken  spring  semester  1973,  (2)  a  course  on
recycling  and  resource  recovery  be  taught,  and 
(3)  research  in  recycling  and  resource  recovery  be 
encouraged  through  publication  of  a  bibliography.
All  three  recommendations  were  accomplished  in  m o d i ­
fied  form  spring  semester  197 3.

A  temporary  part-time  position  of  recycling  coo r­

dinator  was  established  in  the  Physical  Plant  to 
administer  the  paper  recycling  pilot  project.  It  was 
the  recycling  coordinator's  job  to  draft  the  publicity,

Ill

hire  student  help,  see  that  the  appropriate  data 
were  collected,  and  evaluate  the  project  at  the  end 
of  the  semester.  Pullman  Recycling  Center  personnel 
initially  comprised  a majority  of  the  workers  under 
the  project.

In  early  March  197 3,  a  m emo ran dum   from  the  E x e c u ­

tive  Vice  President  of  Washington  State  University 
was  sent  to  all  departments  urging  them  to  p art ici ­
pate  in  the  project  according  to  an  attached  in struc­
tion  sheet.  .  .  .  Both  the  W.S.U.  Bulletin  and  the 
Daily  Evergreen  cooperated  in  publicizing  the  project 
thoroughly.  Several  weeks  after  this  initial  salvo 
of  information,  students  working  for  the  project 
visited  departmental  offices  to  further  explain  the 
instructions  and  to  show office  personnel  acceptable 
and  unacceptable  paper  types.

The  concept  was  similar  to  early  undertakings  of 

the  Michigan  State  University  case  study.  However,  the 

educational  portion  of  the  program  was  ineffective  because 

of  the  lack  of  coordination.  When  it  was  pointed  out  to 

the  people  at  Washington  State  University  that  students 

could  contribute  a  great  deal  more  to  the  program  beyond 

hourly  pay  for manual  labor,  they  agreed  to  implement  a 

trial  program.  Two  student  coordinators  would  be  given 

authority  to  recruit  and manage  the  day-to-day  operation 

in  conjunction  with  academic  advisors.  College  credit 

would  be  offered  for  this  experience.  Since  the  program 

is  still  in  the  planning  stage,  it  has  not  yet  been  e v a l ­

uated .

Exportability  of  the  Case  Study 
Program  to  Other  Universities

The  following  comments  may  serve  to  indicate  how

the Waste  Control  Authority  program  at  Michigan  State

University  could  be  transposed  to  other  university  settings.

112

1.  Problem of  focus.  If  citizens  and  community 

leaders  expect  to  play  an  effective  role  in  solving  the 

environmental  problems  of  the  urban  and  nonurban  environ­

ment,  it  is  imperative  that  all  institutions  of  higher 

learning  provide  environmentally  sound  learning  and 

research  opportunities  and  use  pollution-control  methods 

that  reflect  a  concern  for  the  promotion  of  a  higher  quality 

e n v i r onm ent .

2.  Definition.  The  opportunity  exists  on  the 

M.S.U.  campus  to  provide  an  organized  effort  to  collect 

and  disseminate  environmental  information  on  pollution 

control  and  to  promote  further  research  in  this  vital 

field.  It  is  also  important  that  the  learning  environ­

ment  be  reinforced  by  University  policies  and  practices 

that  reflect  a  community-wide  commitment  to  a  high-quality 

physical  environment.  It  seems  clear  that  environmental 

problems  associated  wit h  pollution  control  could  be  reduced 

through  vigorous,  University-wide  environmental  education.

If  the  programs  prove  successful  they  would  serve  as  a 

viable  model  for  other  universities  across  our  nation.

3.  Current  situation.  At present  there  is  no  such 

department  providing  centralized  environmental  information 

through  the  university  and  community.  The  Center  for  Env i­

ronmental  Quality  performs  part  but  not  all  of  these  se r­

vices.  A   number  of  univer sit y  staff,  students,  and  faculty 

are  committed  to  research  and  education  in  the  field  of

113

pollution  control.  However,  there  is  a  dire  need  for  an 

organization  capable  of  further  research  and  education  in 

the  field  of  pollution  control  management  and  promotion  of 

further  activities.  A  pollution  control  task  force  with  a 

firm  financial  commitment  could  help  to  further  sound  educa­

tion  research,  university  policies  and  practices  in  an  effort 

to  provide  a  high-quality  learning  and  physical  environment.

In  many  ways,  since  the  pollution  control  task 

force  would  have  a  full-time  nonacademic  coordinator, 

much of  the  responsibility  for  organizing  such  an  environ­

mental  education  program  would  in  effect  be  a  nonacademic 

responsibility.

4. 

Recommendations.  Establish  an  education  sub­

committee  as  an  arm  of  the  Pollution  Control  Task  Force 

to  promote  educational  programs  aimed  at  everyone  within 

the  University  and  to  do  research  in  the  field  of  p oll u­

tion  control.  Some  major  functions  of  the  committee  would 

be  as  follows:

a. 

Establish  a  centralized  information  collection 

and  dissemination  system  on  pollution  control  available  to 

staff,  faculty,  students,  and  the  community  at  large.

This  system  would  include  information  on  current  legis­

lation,  new  developments  in  environmental  technology, 

special  projects,  relevant  data,  and  sources  for  a d d i ­

tional  information on  pollution  control.  The  information 

would  eventually  be  computerized  to  provide  for  quick 

r e tri e v a l .

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b.  Establish  a  legislative  subcommittee  to  keep 

the  Pollution Control  Task  Force  abreast  of  current  legis­

lative  developments  that  affect  University  operations.

With  the  staff  involved  in day-to-day operations,  it  is 

often  difficult  to  be  alert  to  new  and  pending  legisla­

tion  affecting  the  various  phases  of  pollution  control 

that  relate  to  the  University.

c.  Assist  faculty  members  who  offer  courses 

related  to  pollution  control  by  making  presentations, 

providing  information  sheets,  identifying  potential 

research  projects,  and  providing  visual  aids.

d.  Develop  a  special  environmental  program  aimed 

at  the  staff  of  the  University  to  create  a  greater  e n v i ­

ronmental  awareness  in  terms  of  the  nature  and  impact  of 

their  job-related  activity.

Summary

This  dissertation  has  used  as  a  cornerstone  the 

premise  that  financial  pressure  will  force  universities 

to  re-examine  how  they  can  continue  to  develop  educational 

innovations.  The  unique  approach  of  this  dissertation  has 

been  to  show  that  Michigan  State  University  is  not  alone 

in  developing  the  role  of  the  administrative  service  depart 

ments  as  an  educational  adjunct.  As  discussed  in  this 

chapter,  nonacademic  education  has  also  been  applied,  with 

varying  degrees  of  success,  at  other  Big  Ten  universities.

CHAPTER V

CRITIQUE,  RECOMMENDATION,  AND  A  MODEL 

Introduction

The  narrative  approach  was  used  in  detailing  spe­

cific  case  studies  and  examples  of  educational  innovation 

in  nonacademic  departments.  This  was  of  necessity  a  very 

crude  and  preliminary  report.  The  analogy  of  a  botanist 

w h o  discovers  an  improved  species  of  corn  by  accident  and 

then  attempts  to  propagate  this  particular  specimen  seems 

appropriate.  To  continue,  it  is  by  good  fortune  that  his 

initial  discovery  is  made;  he  has  no  preconceptions  or 

models  to  work  from.  The  real  value  of  his  discovery 

comes  later,  wh en  the  "new  species"  is  hybridized with 

older  established producers.  In  this  manner  the  advan­

tages  of  the  new  strain  are  crossed with  the  advantages 

of  proven  theory.

In  the  same  manner,  the  case  study with  the  Michi­

gan  State  University  Waste  Control  Authority  developed  as 

an  adjunct educational  program.  The  Waste  Control  A u t h o r ­

ity  was  merely  a  vehicle  to observe  the  concept.  Later,  as 

has  been  detailed,  other  universities  picked  up  this  co n­

cept,  albeit  in  the  area  of  environmental  education

115

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relative  to w a s t e   re duc tio n  programs  and  rec ycl ing   p r o j ­

ects.  In  this  chapter  the  emp hasis  is  placed  on   other  

ad ministrative  a g e n c i e s ,  that  are  perhaps  more  s uit ed  to 

develop  an  aca demic  role  or  function.

Critique

It  wo uld   be  a  terrible  mist ake   to  consi der   this  di s­

sertation  e n t i r e l y   in  terms  of  waste  control  pr og r a m s   for 

the  following  reasons.  F i r s t   of  all,  knowledge  and  exp e­

rience  g ath e r e d   here  need  not  be  limited  to  just  on e  narrow 

field.  Rather,  w i t h   appropriate  mo difications  the  concepts 

can  be  ap pli ed  to  a  wider  range  of  a dmi nis tra tiv e  service 

de par tme nts   throughout  the  university.  Second,  the  initial 

case  study  p r o g r a m   has  a  flaw  that  precludes  any  ultimate 

success.  A dmi ni s t r a t i v e   theory  requires  acc ept anc e  and 

support  of  any  b u r e a uc rat ic  structure  from  the  to p  down. 

This  support  to  a  great  ext ent   must  include  suffici ent  

financial  assista nce   to  assure  the  c ontinuity  of  personnel 

and  projects.  In  this  case  study,  the  n ece ssa ry  executive 

ad min ist rat ors   have  not  b e e n   sympathetic  to  the  potential 

or  e d u c a t ion al  advantages,  and  the  academic  c o m m u n i t y   jeal­

ously  guards  c u r r i c u l u m   and  in struction  as  its  e x c l u s i v e  

domain.  Fu tur e  pro gra ms  m u s t   be  orga n i z e d   and  sponsored  in 

co o p e r a t i o n   w i t h   faculty  w h o   see  the  potential  of  applied 

learning  and  who  are  w i l l i n g   to  d eman d  that  a  w o r k   e x p e ­

rience  p rio r  to  job  en try   can  be  beneficial  to  students 

as  well  as  to  a d m i n i s t r a t i v e   departments.  It  should  be

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clear  b y   this  time  that  the  w r i t e r   reg ard s w o r k   experience 

gained  w h i l e   l earning  wit hin   the  uni ver sit y  p r o g r a m   as  a 

b r o a d e n e d   view  of  w h a t   ed uca tio n  ought  to  accomplish.

Be for e  pr o c e e d i n g   with  a  more  d e t a i l e d   analysis 

and  recommendations/  it  seems  app rop ria te  to  look  at  the 

un i v e r s i t y   from  the  perspective  of  the  forces  pressur ing  

for  change.  Dressel,  in  The  Co nfi den ce  C r i s i s /  poi nte d 

out:

O n e  persuasive  element  found  in  institut ion   studies 
w a s  a  sense  of  change.  The  transition was  a  simple, 
day-to-day,  l ocally  o rientated  ope rat ion   to  a  more 
c o m p l e x   p attern  w i t h   a  gradual  and  c ont inu ing 
a d j u s t m e n t   to  a  mutual  co mmi tme nt  to  competi tio n 
in  the  national  and  international  s c e n e . 1

He  w e n t   on  to  say:

A d m i n i s t r a t o r s   seemed  gen era lly   favorable  to  ser v­
ice  and  applied  research  programs  b eca use   these 
p l a c e   the  u n i v e r s i t y   in  a  favorable  pos it i o n   in 
the  pu blic  eye.  Since  faculty  have  tr adi tio nal ly 
b e e n   somewhat  less  interested  in  these  matters 
c o n t i n u i n g   e d u c a t i o n   and  then  o utw a r d l y   o r i e n t a t e d  
p r o g r a m s   have  b e e n   set  up  quite  ind epe nde nt  of 
a c ad e m i c   dep art men ts  and  their  f a c u l t y . 2

The  general  conclusions  of  D r e s se l*s   study  were

that  universities  and  their  i ncluded  d e p a r t men ts  w e r e   out

of  control.  He  wrote:

A d m i n i s t r a t o r s   and  faculties  too  readily  interpret 
th e i r   own  aspirations  as  m e e t i n g   or  t ran sce ndi ng 
the  ed u c a t i o n a l   needs  of  th e  clientele  w h i c h   they 
serve.  In  se eki ng  support  to  fulfill  these  a s p i r a ­
tions,  they  e n g a g e   in  half-t rut hs  and  reluctan tly  
a c q u i e s c e   to  r equ e s t s   for  d a t a  w h i c h   are  so 
selected,  manipulated,  and  p r e s e n t e d   to  support 
th eir   case.  .  .  .  Departments  and  ot h e r   units
w i t h i n   the  un ive rsi ty  must  be  b ro u g h t   under  co ntrol

118

ao  that  their  resources  are  alleviated  and  used 
in  accord with  priorities  set  for  the  university 
by  the  university  in  cooperation w ith   those who 
support  it.  This  can  be  done  only  if  more 
detailed  information  [is  a v a i l a b l e ] . . . .   In 
all  likelihood,  some  reorganization  of  the  present 
confused  university  structure  will  also be 
required.  It  is  to be  expected  that  departments 
and  faculties  will  strongly  resist  any  reorganiza­
tion  or  any  system which  permits  review and  control 
of  their  activities  and  administrators  will  be 
powerless  to  effect  such  alterations  until  public 
pressure  makes  continuing  support  contingent  upon 
full  revelation  and  upon  adherence  to  priorities 
on  which  the  support  is  predicated.-*

Based on  the  preceding  arguments,  there  appears  to 

be  a  ne ed  for  educational  innovation,  as  recounted  earlier 

in  this  dissertation.  The  question  of  "how  to"  is  not  as 

easily  resolved.  In  all  likelihood,  through  a  natural 

evolution  of  financial  pressures,  institutions  will  be 

forced  at  least  to  consider  alternative  education  sources. 

These  sources  may  not  provide  substantial  income  to  the 

university,  but  will  be  welcome  for  their  cost  savings, 

duality  of  staff  operation  functions,  and  as  a  job  train­

ing  grounds.

There  have  been  many  attempts  to  establish  work- 

study  programs  in  baccalaureate  institutions.  Such  coo p­

erative  combinations  of  working  while  attending  school 

originally  started  from  the belief  that  education  would 

be  enriched  by  applying  to  a  job  the  concepts  and  theory 

learned  in  the classroom.  By  alternating  classroom 

attendance  and  full-time  work  experience  on  a  weekly,

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monthly,  or  se me s t e r   basis,  st udents  g ain ed  job  experience 

in  business,  industrial,  and  service  organizations.

Federal  support  under  the  19 70  L a b o r - H e a l t h ,  E d u c a ­

tion  and  Welfare  A ppr o p r i a t i o n s   Act  made  funds  available 

for  college  a n d   universities  to  de velop  these  coo p e r a ­

tive  education  programs.  The  hope  was  that  students 

could  relate  th eor y  to p rac t i c e   and  find  greater  meaning 

in  their  p a r t i c u l a r   areas  of  study.*  A   few major  criti­

cisms  of  these  programs  include  the  criteria  for  e l i g i ­

bility  for  the  w o r k - s t u d y   p r o g r a m   based  on  financial  need 

rather  than  scholars hip s  or  merits,  the  inability  of 

students  to  find  significant  work  experience  for  short 

time  periods,  a n d   the  use  of  students  in  areas  that  are 

menial  and  u nre lat ed  to  their  fields  of  study— as  garden­

ers,  trash  collectors,  file  clerks,  and  in  maintenance 

positions,  to  n a m e   a  few.  The  more  significant  pr o f e s ­

sional  w o r k - s t u d y   placeme nts   w e r e   in  the  community  in 

bu siness  and  industry  and,  unfortunately,  not  on  the 

campus.  Also,  as  might  be  expected,  it  is  more  difficult 

to  obtain  si g n i f i c a n t   work  e x p e r i e n c e   for  liberal  arts 

students  than  for  those  in  the  applied  fields  of  science, 

engineering,  a nd  business.

*Note:  For  a  m o r e   complete  rev i e w   of  these  values,  see
Wi l s o n   and  Lyons,  d i s c u s s i o n   in  the  literature 
re vie w  section  of  this  dissertation.

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A  notable  e x c e pt ion   is  the  intern  pr o g r a m   or 

so-called  student  tea c h i n g   required  of  education  majors. 

This  is  a  time-t est ed  and  effective  way   to  develop  w o r k  

experien ce  and  p ro v i d e   job  entry  for  teaching  candidates. 

The  c o s t   of  e s t a b lis hin g  a  similar  pr o g r a m   in  other  d i s ­

ciplines  is  enormous,  and  conflicts  w i t h   the  financial 

pr essures  of  colleges  and  univer sit ies   today.

The  preceding  comments  set  the  stage  for  c r i t i c i s m  

of  the  case  study  program.  Any  educational  pr o g r a m   o r i g i ­

nally  a rri ved   at  by  a  series  of  trials  to  achieve  p r a g ­

matic  sol utions  suffers  from a  lack  of  definitive 

preplanning  and  conceptualization.  As  a  result,  the  early  

attempts  were  incohesive  and  random.  The  great  fear 

early  in  the  un der tak ing   was  that  the  administrator 

perched  in  a  line  p o s i t i o n   of  a u t h o r i t y  would  be  un im­

pressed  and  u n s u p p ort ive   of  such  a  concept.  As  the  p r o ­

gram  sol idi fie d  and  g a i n e d   a  tenuous  measure  of  acceptance, 

it  became  easier  to  at tract  students.  The  real  p r o b l e m  

occurred  when  it  became  evident  that  the  recycling  p r o ­

gram,  initially  o r g a n i z e d   as  a  s elf -su sta ini ng  financial 

entity,  was  devasta ted   b y   a  rapid  and  unexpected  decline 

in  paper  prices.  Thus,  the  recycling  p rog ram  w h i c h   gave 

immediate  opportu nit ies   for  student  work  experience,  was 

v ulnerable  to  economic  strangulation.

The  adm ini s t r a t i v e   structure  at  Michigan  State 

Un ive rsi ty  is  o rga n i z e d   similarly  to  that  of  the  armed

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forces.  There  is  a  line  organization  of  authority  from 

the  President  to  the  Administrative  Vice-President  for 

matters  of  administration,  service,  and  nonacademic  func­

tions.  The  provost  shares  co-equal  status  with  the 

Administrative  Vice-President  in  the  line  authority.  His 

authority  is,  of  course,  in  the  domain  of  the  academic, 

educational  parameters.  The  Waste  Control  Authority 

reports  to  the Administrative  Vice  President.  The  A u t h o r ­

ity  and particularly  the  Waste  Control  Authority  office 

was  indeed  fortunate  at  first  to be  afforded  such high- 

level  status.  It  gave  access  to  levels  of  authority 

necessary  to  function  independently  of  day-to-day  control. 

As  a  staff  support  service,  this  was  a  vital  organiza­

tional  concept.  However,  from  an  educational  standpoint, 

it  is  indeed  unfortunate  that  some  administrative  d i r e c ­

tion  does  not  come  from  the  Provost  directly.

Most  innovative  ideas  can  usually  be  referred  to 

other  ideas  that  are  currently  in  practice.  Michigan 

State  University  maintains  a  federally  funded  program 

involving  presidential  fellows.  These  men  and  women 

observe  the  administrative  operations  of  the  University 

and attend  meetings  and  policy  sessions.  It  is  entirely 

possible  that  they do  spend  at  least  a  portion  of  their 

time with  nonacademic  administrators  and  are  thus  exposed 

to  the  administrative  service  departments  on  campus.  In

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a  limited  way,  this  is  identical  to  the  e xpe rie nce   gained 

by  the  gra d u a t e   assistants  in  the  case  study  department.

The  o t h e r   e xample  can  be  found  in  the  Departm ent  

of  Intercollegiate  Athletics,  w h i c h   sponsors  an  intern 

pr og r a m   for  students  who  are  interested  in  b eco m i n g   a t h ­

letic  directors  or  assistant  athletic  directors.  It 

seems  r e a s ona ble   to  c o n s i d e r   interco lle gia te  athletics  in 

a  c la ssi fic ati on  div orced  from  the  academi c  sector  and 

its  r e l a t i ons hip   to  the  a f o r e m e n t i o n e d   examples  of  e d u c a ­

tional  o pportunities  for  po st- g r a d u a t e   employment.

It  is  unclear  w h e t h e r   the  lack  of  superv isi on  on 

day-to-day  mat t e r s   or  the  lack  of  financial  support  to 

undertake  significant  A u t h o r i t y   pro grams  ca use d  the 

initial  idea  of  using  students  to  fulfill  tasks  and  roles 

normally  w i t h i n   the  r e s p o n s i b i l i t y   of  full-time  support 

staff.  In  any  case,  the  ext ens ion   of  the  Waste  Control 

Au tho rit y  p r o g r a m s   into e n v i r on ment al  action,  chemical 

waste  education,  recycling,  and  o t h e r   areas  was  a c c o m ­

pl ished  by  p r o v i d i n g   u n d e r g rad uat e  and  graduate  students 

an  o p p o r t u n i t y   to  run  these  programs.

The  idea  of  students  per for m i n g   l ead ers hip   tasks, 

supervising,  and  o p e r a t i n g  w as  somewhat  a l a r m i n g   at  first 

because  the  b u r e a ucr ati c  set-up  of  a  large  un ive r s i t y  

e m p l oy ing   th ous and s  of  w o r k e r s   tends  to  co dify   and  pro- 

cedurize  alm ost   everything.  It  wa s  n o t   sufficient  to 

allow  s tudents  access  to  work  situations  if  t hey  were

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t h warted  in  their  attempts  to  apply  c l a s sr oom   the ory   to 

a  real-life  situation.

The  question  arises  again  an d  again:  W h a t   if  the

ad ministrative  leadership  did  not  place  a  high  pri ori ty  

on  such  a  program  or  feel  it  was  important?  The  answer 

in  this  p art icu alr   case  study  is  that  such  a  situation 

did  indeed  exist.  It w as  nec ess ary   to  enlist  the  aid  of 

the  a cademic  community  and  of  the  students  to  circumvent 

this  problem.  Much  of  the  early  strateg y  inv olved  an 

ex ten siv e  public  relations  cam paign  to  introduce  the 

Un ive rsi ty  to  the  p r o g r a m  and  c o m m u n i c a t e   to  the  faculty 

the  potential  involvement.  As  a  result  of  this  publicity 

campaign,  the  Director  received  several  invitations  to 

guest  lecture  in  various  college  classes  throughout  the 

University.  As  a  strategic  concept  to  enlist  outside 

support,  it  became  evi d e n t   that  there  was  a  need  to  p r o ­

vide  p ubl i c i t y   wi thout  really  publicizing.  In  the  first 

place,  funds  were  not  available  to  provide  for  paid  a d v e r ­

tisements  to  attract  students  and  faculty;  also,  the 

po lit ica l  realities  of  the  u niv ers ity   ad min istration  d i c ­

tated  a  low-profile  approach.  By  and  large,  the  b u r e a u ­

cratic  c are er  adm inistrators  c o n s i d e r e d   the  student  n e w s ­

p a p e r   as  a  threat  to  their  d e c i s i o n - m a k i n g   pow ers   and 

w e r e   h esi t a n t   to  grant  interviews  or   vo lunteer  in for ma­

tion .

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There  was  the  ha nd i c a p   of  adm ini str ati ve  d i s p l e a ­

sure  for  publicly  speaking  out  on  issues  or  t ryi ng  to 

influence  de cis i o n s   through  pu b l i c   support.  So  the  c o n ­

cept  of  p ubl i c i t y   wi t h o u t   p ub l i c i z i n g   came  about.  E s s e n ­

tially,  what  was  involved  was  p r o m o t i n g   n ews wor thy   p r o j ­

ects  such  as  the  "ski  hill  from  garbage,"  river  cl ean -up  

project,  a nti-litter  project,  and  others  to a t t r a c t   a t t e n ­

tion.  When  me dia   attention  was  foc use d  on  a  p a r t i cul ar  

highlight,  it  was  po ssible  to  insert  the  less  n e w s w o r t h y 

items.  For  example,  it  was  re cogn ize d  that  the  a d m i n i s ­

tration  would  c ons ide r  en vir o n m e n t a l   programs  o f   low 

spending  priority.  Thus  pr ogr ams   w e r e   first  announced, 

the  necessary  support  f r o m  students  was  obtained,  and 

finally  the  ad min ist rat ion   was  ap p r o a c h e d   for  funding.

This  ex posure  was  excellent  be cau se  when  a  more 

organized,  p lanned  a pproach  was  i nst iga ted   to  p rovide 

educational  o p p o r tun iti es  in  this  n o n a c adem ic  department, 

it  was  the  very  same  professors  and  their  students  who  had 

become interested in the environmental action programs who most 

actively  supported  the  concept.  Indeed,  it  was  these 

faculty  members  w h o   a rra n g e d   for  co o p e r a t i v e   p rograms  in 

conjunction  with  their  academic  departments.  Since  these 

cooperative  gra duate  a ssi sta nts hip s  re quired  a  financial 

investment  on  the  W ast e  Control  A u t h o rity 's  part,  it 

be cam e  incre asi ngl y  difficult,  w i t h   declin ing   support,  to 

ma intain  these  commitments,  let  a l o n e   increase  them.

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The  ultimate  e v a l u a t i o n   of  this  case  study  rests

w i t h   the  students  i nvolved  in  the  program.  An  informal 

su rve y  of   five  g r a d u a t e   students  who  have  been  involved 

w i t h   th e r ecy cling  p r o g r a m   revealed  that  t h e y   felt  their 

experience  was  invalua ble   in  obtaining  t h e i r   ultimate  jobs. 

T h eir   main  c r i t i c i s m  was  the  lack  of  co o p e r a t i o n   they 

o b ta i n e d   from  o the r  ad min istr ati ve  service  departments.

Recommendations

From w h a t   has  be en  l ear ned   through  using  this  case

study  and  the  o t h e r   exa m p l e s   dis cus sed   earlier,  certain 

general  rec omm end ati ons   can  be  made.  F i r s t   of  all,  this 

pa r t i c u l a r   case  s tud y  should  be  played  down  as  a  true 

e x a m p l e   of  e d u c a t i o n a l   innovation.  By  this  is  m e a n t   that 

the  c a s e   study  is  m e r e l y   a  vehicle,  an  example,  of  the 

ru d i m e n t a r y   o rigins  and  capab ili tie s  of  s u c h   a  program. 

Th e  following  is  a  list  of  departments  at  M ich i g a n   State 

Un i v e r s i t y   that  m i g h t   be  potential  sp onsors  for  similar 

ed uca tio nal   work  experiences.  Equivalent  departments  at 

o t h e r   universities  mi g h t   h a v e   different  names,  but  in 

ge ner al  they  have  similar  functions.

Business  and  Finance 
Campus  P a r k   &  Pl an n i n g
Comptroller 
Credit  Un i o n
Custodial  S e r v i c e s
Concessions
Dormitories
Food  Ser vic es

General  Stores 
Grounds  Ma i n t e n a n c e  
Married  H o u s i n g  
Personnel 
Physical  Plant  
Pu rch a s i n g  
Un ive rsit y  Services

Division 

In ter collegiate  A t h l e t i c s

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The  list  is  not  all  inclusive,  but  does  give  some 

examples  of  a d m i n i s t r a t i v e   service  departm ent s  that  could 

participate  in  a cad e m i c   educati ona l  programs.  Undoubtedly 

the  reader  will  c o m m e n t   that  these  departments  employ 

students.  The  fact  is  that  e m p l o y m e n t   in  sp ecific  func­

tional  positions  does  not  c o n s t i t u t e   work  e xpe ri e n c e  

consistent  with  p o s t - g r a d u a t e   employment.

Second,  as  has  been  m e n t i o n e d  previously,  the 

support  for  programs  of  this  na tur e  must  come  from  the 

top  as  well  as  from  students  and  concerned  faculty.  It 

wo u l d   be  ideal  to  suppose  that  equivale nt  rea ct i o n s   of 

administrators  a nd  educators  w o u l d   occur,  but  in  reality, 

their  sympathies  are  divergent.  This  has  b e e n   shown  to 

be  true  both  for  the  case  study  and  for  the  University  of 

Mi chigan  example.

There  is  p r e c e d e n t   for  pr ograms  that  tra ns c e n d   the 

department.  Of  g r o w i n g   po p u l a r i t y   are  the  "area  studies" 

that  tend  to  focus  on  issues  or  groups  rather  than  spe­

cific  areas  of  discipline.  The  rec omm end ati on  here  would 

be  to  support  this  c oncept  but  apply  it  in  th e  sector  of 

the  ex is t i n g   ad min ist rat ive   d e p a r t m e n t   for  co nsu mpt ion   by 

the  students  as  a  f unc tio nin g  experience.

Third,  to  facilitate  an  und erstanding  o f  this  p o t e n ­

tial,  it  would  be  helpful  to  pull  together  the  experiences 

of  the  case  study  p r o g r a m  as  w e l l   as  the  ex p e r i e n c e s   of 

other  previously  d i s c u s s e d   u n i v e r siti es  and  e s t a b l i s h   a

127

working model.  The  justification  for  this  model  would  be 

to  look  at  the  ideal  situation  for  the  future  while  ma in­

taining  the  limitations  and  control  of  practicability  as 

established  by  realistic  experience.

Support  for  the  development  of  a  model  comes  from 

three  sources.  First  of  all,  such  a  model  is  not  unique 

but  has  been  developed  in  other  areas.  Of  note  are  the 

two  major  developmental  model  areas  in  Administration  and 

Higher  Education,  namely,  organizational  models  and 

decision-making  models.  In  building  this  model,  extensive

use  of  existing  models  was  considered.  For  instance,

Philips  felt  that  internships  in  administrative  depart­

4

ments  were  advantageous  to  provide  insights  about  h o w   the 

institution  functions  and  what  is  actually  required  for 

effective  job  relations.  This  suggestion  is  incorporated 

into  the  model.

Second,  the  extensive  year-long  effort  by  a  c o m ­

mittee  at  the  University  of  Michigan  was  in  effect  a 

model.  They  had  the  example  of  the  Michigan  State  Uni ­

versity Waste  Control  Authority  and  tried  to  adapt  that 

experience  to  their  circumstances.  The  model  department 

described  herein  is  taken  in  part  from  the  deliberations 

and  recommendations  of  this  Committee  (see  Appendix C ) .

Finally,  included  herein  are  the  comments  of 

Paul  Dressel,  who  reviewed  the  model  in  its  infancy  as

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part  of  a  required  course  in  A d m i n i s t r a t i o n   and  H igher

Education.  He  commented  that.

Relating  w o r k   experiences  and  study  on  campus  has 
been  the  ideal  of  many  educators.  It's  w orked  
w i t h   some  colleges.  However,  w h a t   m a n y   students 
can  do  is  no t  very  educational  to  t h e m   and when 
they must  be  educated  as  they work,  effic ien cy  
suffers.  In  the  present  climate  of  faculty  and 
student  uni ons   this  concept  m ay  be com e  possible.
[In  light  of  the  bu dge tary   crisis  of  the  1 9 7 0 's 
the  c omb ining  of  ex isting  administrative  programs 
w i t h   academic  functions]  is  an  i nteresting  p o s s i ­
bility  but  plann ing   and   c oordination  will  be 
d i f f i c u l t . 5

At  the  outset,  it  should be  clear  that  this  model 

is  for  d isc uss ion   purposes  only  and  is  not  intended  to 

be  st atistically  e val u a t e d   by  a  test  of  null  hypothesis. 

Rather,  the m o d e l   illustrates  the  po ten tia l  of  educational 

innovation  in  the  nonacademic  department  in  areas  u n r e ­

lated  to  the  pr e s e n t   case  study.  Furthermore,  the  model 

is  constructed  from  experience  gathere d  in  the  case  study, 

and  thus  has  the  advantage  of  elimin ati ng  the  series  of 

t r i a l -an d-e rro r  steps  used  in  the  case  study.

Model

A c c o r d i n g   to  D e u t s c h , 6  a  model  m u s t   be  o r g a n i z e d   to 

include  var ious  elements.  These  elements,  w h e n   combined, 

yi eld   the  c omp one nts   of  the  model.  Prior  to  these  elements 

are  the  con dit ion s  or  limits  of  the  mod els  w h i c h   set  the 

"ground  rules"  for  development.  Finally,  after  the  elements 

are  promulg ate d  comes  the  pr oce d u r e   and  evaluation.  For  a

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more  det a i l e d   analy sis   of  model  structure  see  the  a p p r o p ­

riate  section  in  the  survey  of  the  literature.

Assumpt ion s

P r e c o n d i t i o n .— The  d e p a r t m e n t   to  be  constructed, 

he rei naf ter   referred  to  as  the  "model  department," is in  the 

ad min ist rat ive   service  section  of  the  university.  The 

di rector  reports  d irectly  to  the  ad min ist rat ive   vice- 

president.  The  v i c e - p r e s i d e n t   is  committed  to  develop ing  

an  academic  function  wi thi n  this  non a c a d e m i c   d e p a r t m e n t  

because  he  is  aware  of  the  c o n s t rai ned   fiscal  picture  as 

well  as  the  potential  for  st ude nt  growth  and  placement.  He 

is  aware  that  the  need  to  p rov ide   the  ad min i s t r a t i v e   se r­

vices  for  which  the  dep art men t  was  formed  ma y  be  in  co nfl ict  

with  the  pro posed  academic  responsibilities.

Secondly,  there  is  p e r c e i v e d   a  need  for  more  e m p h a ­

sis  on  academic  a spe cts   and  ad mini s t r a t i v e   ag encies  used 

for  academi c  purposes.  Furthermore,  it  should  be  clearly 

stated  that  exi sting  bu dgets  are  to  be  u sed   to  est ab l i s h  

this  program.  Next,  the  model  dep art men t  will  use  the  case 

study  dep art men t  as  a  g uid eline  for  implementation.  There 

must  be  a  need  for  services  of  this  ad min i s t r a t i v e   d e p a r t ­

ment  that  are  in  an  e x p a n sio n  area.  By  this  is  m e a n t   that 

the  services  off ere d  by   the  model  dep art men t  are  growing  and 

ma npower  is  needed.

Finally,  the  "model"  d e p a r t m e n t   m u s t   have  as  its 

di re c t o r   someone  w h o   will  have  the  abi lity  to  c oor di n a t e

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these  di verse  functions  and  who will  w a n t   to  become  involved 

in  the  d e v e l o pme nt   of  same.

C o n d i t i o n s .— As  was   indicated  earlier,  the  model 

has  constraints  or  con dit ion s  as  follows:  First  of  all,

this  m o d e l   is  applicable  to  universities  and  co ll e g e s   that 

are  of  sufficient  size  to  have  academic  courses  of  study 

co mprehensive  enough  to meet  the  a d m i n ist rat ive   departments' 

needs.  Second,  there  has  to  be  a  large  e nou gh  a d m i n i s t r a ­

tive  service  element  to  war r a n t   the  pla ce m e n t   of  students 

in  res pon sib le  job  situations.  A   small  col leg e  w o u l d   be 

unsuitable  for  this  p urp ose   because  of  space  and  time 

r e s t r i c t i o n s .

Third,  the  universi ty  adm inistration  must  perceive 

a  need  for  this  innovative  curriculum  an d  fully  support  and 

implement  the  program.  It  would  be  abs urd   to  force  an  a c a ­

demic  p r o g r a m   leading  to  job  placement  on  a  nonacademic 

d e p a r t m e n t   without  pr evious  acceptance  and  cooperation. 

Finally,  candidates  w o u l d   be  restricted  to  uppercl ass men  

(preferably  juniors in a  specific  course  of  study)  or  b e g i n ­

ning  gra duate  students.

Hypotheses

Given  these  assumptions,  it  must  follow  that  the 

ideal  d epa rtm ent   w oul d  be  one  that  pe rforms  a  se rvi ce  that 

students  perceive  is  d e s i r a b l e   and  worthwhile.  An  entrench ed 

bureauc rat ic  ag enc y  w i t h   standardized,  rigid  p oli c i e s   would

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be  far  more  d i f f i c u l t   than  a  flexible,  less  rigid  d e p a r t ­

ment.  It  is  a l s o   h ypothesized  that  it  must  be  true  that 

the  model  dep art men t  can  function  effecti vel y  in  o t h e r   u n i ­

versities  and  o t h e r   kinds  of  admi nis tra tiv e  depart men ts  than 

in  the  area  of  w ast e  control  exclusively.

Structural  E lem ent s

A  model  is  constructed  as  a  co mbination  of  elements. 

The  elements  of  this  model  include:

1.  An  exi s t i n g   Ad ministrative  Service  De p a r t m e n t   as 
the  target  or  "model"  dep art men t  to  implement  an 
academic  function.

2.  Steering  Committee.  Com p o s e d   of  the  Pro v o s t   (or 

his  r e p r e s e n t a t i v e ) ,  the  Dean  of  C o n t i n u i n g   E d u c a ­
tion,  the  Director  of  Placement,  the  Dir e c t o r   of 
the M o d e l   Department,  faculty  and  student  r e p r e ­
sentation.

3.  Faculty  that  are  interested  in  this  program.

4.  Students  that  are  going  to  work  in the p r o g r a m   i n c l u d ­
ing  their  recruitment,  selection,  evaluation,  and 
placement.

5.  Ac ademic  credit  given  to  course  w o r k   in  c o n j u n c ­

tion  w i t h   the  program.

6.  An A d v i s o r y   Committee  composed  of  industry,  g o v e r n ­

ment  a n d   business  to  pro vide  job  p lac e m e n t   a s s i s ­
tance .

7.  Funding  and  r eallocation  of  resources  w i t h i n   the 

University.

8.  Publicity.

9.  Inter-Departmental  O r g a n i z a t i o n   for  m o r e   c o m p r e ­

hensive  programming.

10.  In ter-University  C o n s o r t i u m   to  provide  li aison 

be tween  universities  engaged  in  the  program.

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Procedure

T h e   procedures  in  this  model  a re  step-wise  and  may 

be  co n c u r r e n t   to  some  degree#  d e p e n d i n g   upon  the  time  frame 

established.  It  is  p oss i b l e   that  m o r e   than  one  step  mig ht 

be  ex pan d e d   or  reduced  as  appropriate:

1.  The  Un i v e r s i t y   Ad min i s t r a t i v e   V i c e - Pre sid ent  

and  the  Provost  appoint  the  steering  committee.  Its  m i s s i o n  

is  to  i nit ial ly  explore  the  organiz ati on  of  the  program,

its  cost,  a  time  frame  for  i mpl ementation  and  the  effect 

on  the  un ive rsi ty  community.

2.  A   training  p r o g r a m   is  est abl ish ed  and  org an i z e d 

for  administrators,  deans,  and  d e p a r t m e n t   ch airmen  to  be c o m e  

aware  of  the  mechanisms  o f  the  program.

3.  The  a dvisory  committee  com p o s e d   of  industry, 

government,  and  bu siness  is  selected  and  o rga niz ed  so  the 

job  p l a c e m e n t   function  is  established.

4.  The  "model  department"  is  cho sen   by  the  steering 

co mmittee  and  it  pre p a r e s   to  expand  its  staff  and  wo rkf orc e 

by  using  students.  Th e  model  dep art men t  provides  office 

space,  secretarial  services,  and  supplies  as  needed.

5.  The  steering  committee  d raf ts  a  charter  and 

guidelines  that  enumer ate   the  goals,  scope  of  involvement, 

d e cis io n - m a k i n g   process,  and me thods  of   ev alu ati ng  the 

project.

6.  A   directive  is  sent  to  ac ade m i c   dep art men ts  that 

are  p e r c e i v e d   to  have  a lli ed  interests  w i t h   the  model

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departm ent 's  needs,  asking  them  to  e sta b l i s h   a  liaison 

faculty member.  The  steering  committee  also  requires  a 

list of  potential  job  market  skills  that  m i g h t   be  suitable 

for  the  model  d e p a r t m e n t ’s  needs.

7. 

A  list  of  needs  w i t h i n   the  mod el  department  is 

formulated  and  job  descriptions  are  w r i t t e n   for  individuals 

to  fill  these  needs.  The  committee  seeks  to  initially  select 

the  appropriate  department  w here  students  w o u l d   fit  the 

de sir ed  need  th rou gh  their  training  and  ac ade m i c   programs.

For  example,  if  the  mod el  de p a r t m e n t   required  large 

nu mbe rs  of  student  employees  to  carry  out  these  new  f u n c ­

tions,  a  student  personnel  m a n a g e r   would  be  hired.  C o n t a c t  

w i t h   the  College  of  Business  and  the  d e p a r t m e n t s   that  of fer  

personnel  training  would  be  initiated.  A  faculty  member 

wo uld   serve  as  the  academic  advisor,  in  c o n j u nct ion   w i t h   the 

di re c t o r   of  the  mo d e l   department.  By  using  the  services 

of  the  academic  departme nts   as  well  as  the  Student  E m p l o y ­

m e n t   Of fic e  and  ade quate  public  announcements,  interested 

and  qualified  students  could  be  recruited  and  one  selected 

to  serve  as  the  personnel  manager.  The  student  could  thus 

ad jus t  his  c urr icu lum   to  develop  the  skills  required  for 

such  a  position.

8. 

Once  a  student  p ers onnel  m a n a g e r   was  employed, 

eq u i v a l e n t   positions  would  be  enumerated,  articulated,  and 

staffed  wit hin   a  framework  of  the  expansion  needs  of  the 

mo del   department.  The  interaction  of  aca d e m i c   personnel

134

with  those  within  the model  department  would  result  in 

increased  cooperation  and mutual  goal  orientation.  The 

students  involved  in  the  p rog ram  would  provide  necessary 

feedback  through  surveys,  interviews,  and  suggestions, 

which  would  serve  to  alter  and  improve  the  program.  It  has 

been  found  that  it  is most  difficult  for  students to apply 

theoretical  concepts.

9.  The  next  stage  for  the  model  department  is  to 

coordinate  the  academic  curriculum with  the  programs  in  a 

closer  alliance.  For  instance,  refinements  in  the  academic 

curriculum  can  be  made  as  the  academic  advisors  see  the 

effect  on  the model  department's  progress  and  graduates.

The  goal  is  to  achieve  a  balance  between  teaching  solely 

for  a  particular  vocational  job  skill  and  the  noncoordi­

nated  or  outdated  course  of  study.

10.  Students  would  be  encouraged  to  provide  tangible 

results  of  their  service,  whi ch would  help  in  acquiring 

permanent  employment.  For  example,  students  in  personnel 

might  develop  a  student  handbook,  those  in  advertising might 

construct  a  brochure,  and  students  in  a  technical  area  would 

be  encouraged  to  write  papers  or  articles  for  journals  or 

periodicals.

11.  As  the  model  department  proves  successful  in 

this  approach,  a  secondary  phase  is  initiated,  which  would 

entail  a  more  comprehensive  administrative  regard  for  the 

work  experience  concept  of  education.  Work-while-learning

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experience  gives  a  broader  view of  what  education  can  p ro­

vide  to meet  the  needs  of  society.  To  accomplish  expansion 

of  the  program,  the  model  department would  be  linked  with 

other  departments  that  offer work-while-learning  experience.

It  is  necessary  to  categorize  students  into  homogeneous 

groups  and  to  expand  faculty  cooperation.

12. 

The  concept  of  publicity  without  really  pub liciz­

ing  needs  to  be  explored.  As  explained  earlier,  this  c o n ­

cept  is  most  useful  in  recruiting  students  and  faculty.

Of  greater  importance  is  the  benefit  of  public  support  and 

favorable  community  relations  that  develops.  The  model 

department must  use  the  publicity  tool  extensively  to  p ro­

mote  itself.  In  the  university  community  it  is  necessary 

to  be  competitive  in  the  generation  and  allocation  of  funds. 

Competitiveness  is  a  step  in  the  procedure  that  might  occur 

concurrently with  earlier  steps  in  the  methodology.

By  a  carefully  planned,  executed,  and  coordinated 

approach  the media  can  be  contacted.  The  reasoning  is  clear: 

advertising  costs  money;  news  stories,  radio  and  TV  news 

coverage  is  free.  The  model  department  must  increase  its 

publicity  tempo  to  provide  the  necessary  expansion.  In  a 

sense  the  established  administrative  offices  will  be  p e r ­

ceived  as  in  opposition  to  the  model  department.  It  takes 

considerable  newspaper  support  to  overcome  the  opposition.

The  theory  of  creating  innovative  education  opportunity  by 

using  administrative  service  elements  is  basically  secured

136

by  the  belief  that  opportunity  can  be  provided  within 

existing  budgets.  If  the  theory  is  true,  a  reallocation 

of  funds  is  necessary.  In  phase  two,  the  model  d e p a r t ­

ment  aggressively  seeks  to  force  a  redistribution  of  funds 

to  support  the  educational  program.  When  a  coordinated 

program  enlists  student,  faculty,  and  community  and  press 

assistance,  the  opposition  is  put  on  the  defensive.  It  is 

just  as  important  to  use  this  grass-root  support  effectively 

as  it  is  to  provide  a  quality  educational  work  experience 

for  the  students.

13.  The work  of  the  job  placement  advisory  committee 

now  becomes  evident.  The  students  who  have  been working  in 

the  program have  learned  and  experienced  and  are  now  ready

to  graduate.  The  success  of  these  students  in  obtaining 

employment  is monitored.

14.  The  steering  committee,  administrators  of  the 

model  department,  and  advisory  committee  meet  in  a  workshop 

to  evaluate  the  program.  Based  on  comments  of  employers, 

past  employees,  academic  personnel,  administrative  personnel 

and  cost  effectiveness,  changes  and  revisions  are  made.

Since  the  academic  calendar  is  followed,  this  review  should 

take  place  in  April  or May  for  implementation  the  following 

September.  Certainly,  course  work  revisions  are  protracted 

affairs,  but  within  the  model  department  changes  should  be 

possible  in  a  shorter  period  of  time  as  the  mechanism  of 

change  is  built  into  the  program  from  the  outset.

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Conclusion

The  p o p u l a t i o n   of  colleges  is  changing.  More  and

mo re  students  are  older  than  the  traditional  18  to  21  years.

They  are  more  m atu re  and   have  more  ext ensive  experience;

hence  they  take  a  m o r e   pragmatic  v i e w   of  education.  The

Ca rn e g i e   Co m m i s s i o n   on  H ighe r  Edu cat ion   pointed  out:

[There  are  now]  m o r e   chances  for  re-entry  by   adults 
into  formal  higher  education,  m o r e   short  t e r m   programs 
leading  to  certificates,  and  generally,  more  stress  on 
lifelong  learning.  We  oppose  the  sharp  di stinctions 
no w made  among  full-time  students,  part-time  students, 
and  adult  students.  Education  should  b ecome  m o r e   a 
part  of  all  life,  not  just  an  isolat ed  part  of  life.?

The  model  d e p a r t m e n t   can  offer  this  am algamation 

be tween  a  college  edu cat ion   and  the  n e e d   for  c are er  edu ca­

tion.  In  the  wri t e r ' s   opinion,  the  m e a s u re men t  of  student 

credit  hours  to  judge  accountab ili ty  {and,  by  association, 

educational  efficiency)  is  nonsense 1  A  more  fitting  approach 

might  be  to  co nce ntr ate   on  the  o utputs  of  the  educational 

system  and  examine  the  eff ect   on  society.

For  example,  a  recent  article  in  the  Ch ron i c l e   of

Higher  Education  quoted  Robert  Leo,  dir ect or  of  special

services  for  the  Dallas  C ount y  C ol l e g e   District  in  Texas.

In  the  article,  w h i c h   talked  about  co mmu n i t y   colleges

being  un happy  w i t h   un i v e r s i t y   training  and d i s s a tis fie d  wit h

the  job  gra duate  schools  are  doing  in  training  teachers  for

the  c omm uni ty  colleges,  he  stated:

U n i v e rsi tie s w e r e   turning  out  p e o p l e   who  w e r e   too  the o­
retical,  faculty wh o  k n e w   E ngl ish   but  didn't  kn ow  how 
to  teach  it.  That  was  where  the  critical  n e e d   really

138

appeared.  You  have  to  take  a  look  at  the  province  of 
the  university,  which  is  to  develop  a  base  of  knowl­
edge  for  the  individual.  We  look  at  that  as  some  kind 
of  base  to  start.  The  community colleges'  responsi­
bility  is  to make  sure  practical  training  does  take 
place.  If  you  get  practitioners  teaching,  they  can 
show how  things  people  have  learned  in  the  universi­
ties  can  be  applied.®

Academic  training  in  administrative  service  elements 

of  the  university  can  be  an  effective  interphase  between 

the  needs  and  responsibilities  of  developing  a  base  of 

knowledge  and  the  application  of  the  learning.  In other 

words,  the  model  department  can  help both  liberal  arts  and 

career  education  to  flourish.  The  choice  of  bemoaning  the 

financial  plight  of  universities  or  seeking  more  efficient 

and  innovative  means  to  deal  with  these  crises  is  fast 

approaching.  No  one  solution will  serve  as  a  panacea.  It 

is  time  that  the  inherent  bias  of  departmental  roles  be 

abolished.  The  alternative  suggested  in  the  dissertation 

can  be  refined  and  improved  upon  but  the  time  for  radical 

surgery  has  arrived.

Summary

The  reader  will  recall  that  in  Chapter  I  the 

following  objectives  were  proposed:

To  create  a  structural  format  for  using  nonformal 

education  potential  within  an  existing  formal  university 

s t r u c t u r e .  This  dissertation  has  shown  that  many of  the 

methods  and  goals  of  continuing  education  can  be  applied

139

internally  within  the  un i v e r s i t y   and  to  the  so-called 

traditional  college  students.  The  creation  of  an  e d u c a ­

tional  auxiliary  w ith in  an  e x i s t i n g   adm ini str ati ve  de p a r t ­

ment  not  usually  associated  w i t h   academics  is  suggested.

To  exa mine  how  adm inistrative  service  elements 

can  be  an  e ducational  resource  w h e n   used  in  a  systematic 

manner  to  provide  e duc ati ona l  learning  o p p o r t u n i t i e s .

The  maj or  emp h a s i s   of  the  case  study  department  was 

detailed  in  Cha pte r  III.  It  was  shown  that  it  is  p o s s i ­

ble  to  provide  relevant  e d u c a t i o n a l   experience,  as  d ocu ­

mented  by   the  learners  as  well  as  the  faculty  involved.

To   identify  student  o bje cti ves   and  eva luate  stu­

dent  performance,  i.e.  learning,  in  regard  to  relevant 

experiences  ob ta i n e d   with  the  a dmi nis tra tiv e  case  s t u d y . 

The  reader  will  recall  that  the  objectives  of  each  of  the 

independent  studies  were  cl e a r l y   articu lat ed  in  Chapter

III. 

The  students  were  asked  to  establish  the  goals  of 

the  projects  as  well  as  pe rso nal ly  to  evalu ate   the  find­

ings.  Furthermore,  the  actual  sugges tio ns  and  r e c o m m e n ­

dations  the  learners  made  were  actually  put  into  p r a c ­

tice.  In  many  instances  the  students  inv olved  in  the 

independent  studies,  required  courses,  and/or  graduate 

assistantships  a ctually  were  th e  ones  responsible  for 

implementation.  Adm ini s t r a t i v e   theory  and  models  were 

used  in  the  student  evaluations.  The  students  w e r e   asked

140

to  bec ome   familiar  w i t h   Oberg's  perfor man ce  appraisal 

0
techniquesi 

C o l l e c tiv ely   they  chose  an  e ssa y  appraisal 

as  the  most  s atisfactory  means  of  ev a l u a t i n g   objectives.

To  p ro v i d e   a  case  study  for  o the r  d e p a r t m e n t s , 

colleges,  and  universities  that  might  be  interested  in 

developing  similar  educational  p r o g r a m s .  This  endeavor 

was  quite  t horoughly  documented  in  sections  of  Chapter 

III,  all  of  C hapter  IV,  and  part  of  Chapter  V.  The 

wr ite r  feels  it  is  important  to m a i n t a i n   as  close  a  r e l a ­

tionship  as  p o s s i b l e   with  application,  as  it  is  necess ary  

in  d eve lop ing   new  theory.  A  ke ystone  of  this  d i s s e r t a ­

tion  is  that  the   theory  d e v e l ope d  t hrough  actual  o b s e r v a ­

tion  and  practice  is  the  formation  of  the  case  study 

department.  Exa mples  of  other  universi tie s  that  have 

de vel ope d  similar  or  unique  pr og r a m s   were  recounted. 

Finally,  the  e x p e r i e n c e   of  this  operation,  coupled  wi th  

administrative  the ory   and  mo del s  f r o m  t he  literature, 

resulted  in  the  development  of  a  model  de par tme nt  that 

em bodies  the  best  of  the  theore tica l  and  practical  f unc ­

tions .

141

Footnotes— Chapter  V

Paul  L.  Dressel,  F.  Craig  Johnson,  and  Philip M. 

Marcus,  The  Confidence  Crisis  (San  Francisco:  Jossey-
Bass,  1971),  p.  213.

2Ibid.

3Ibid.
4

Ellis  L.  Phillips,  Jr.,  A   Hew Approach  to  A c a - 

demic  Administration  (New  York:  Teachers  College  Press,
1969),  p.  25.

5

C

Paul  Dressel  to  author,  May  1975.

Karl  Deutsch,  "The  Evaluation  of  Models,"  in 

Management  S y s t e m s ,  ed.  Peter  B.  Schoderbeck  (New  York: 
John  Wiley  and  Sons,  1968).

7

Carnegie  Commission  on  Higher  Education,  Less 

Time,  More  Options:  Education  Beyond  the  High  School 
(Hightstown,  New  Jersey:  McGraw-Hill,  1971).

Q

Philip  W.  Sernas,  "The  Explosive  Growth  of  'Faculty 

Development,'"  Chronicle  of  Higher  Education  11  (197 5) :  3,

9

Winston  Oberg,  "Make  Performance  Appraisal  Rele­

vant,"  Harvard  Business  Review,  January-February  1972, 
pp.  61-67.

APPEND I CE S

142

A PP E N D I X   A

CASE  STUDY  DE PAR TMEN T  EDUCATI ONA L  CONTACTS

APPENDIX A

CASE  STUDY  DEPARTMENT  EDUCATIONAL  CONTACTS

Department

College

Student  Status

Type  of  Project

Resource  Development 

Agriculture 

Undergraduate 

Independent  Study

Political  Science 

Social  Science 

Graduate  Student 

Course  Requirement

Landscape  Architect 

Urban  Planning 

Undergraduate 

Course  Requirement

Advertising 

Communications 

Undergraduate 

Independent Study

Natural  Science 

Justin Morrill 

Undergraduate 

Independent Study

Resource  Development 

Agriculture 

Graduate Assistant 

Independent  Study

Management 

Business 

Graduate Assistant 

Independent  Study

Psychology 

Social  Science 

Graduate Assistant 

Required Course

Management

Business 

Graduate Assistant 

Required Course

Labor-Industrial  Relations

Social  Science

Graduate  Assistant

Independent  Study

AP PENDIX  B

PROPOSAL  TO AUTHORIZE  A  PRELIMINARY  COMMITTEE 

TO  REVIEW AND  ESTABLISH  A  WASTE  CONTROL 

AUTHORITY  AT  THE  UNIVERSITY  OF  MICHIGAN

145

A P P E N D I X   B

T a b l e   of  C o n t e n t s

I.  B a c k g r o u n d ................................. .  .  *  . 

Pag e

1 4 7

II.  Exp e c t e d   o u t c o m e — concept  of  a  w as t e  control

a u t h o r i t y .......................................  

150

m aj o r  a d v a n t a g e s   and r e s p o n s i b i l i t i e s   .............   151

possible  structure  .................................  

154

III.  P ro c ed u ra l   steps  in  e st a bl i sh m en t   of  a  w a st e  
c ontrol  authority,  and  what  is  needed  to 
o bt a in   goals  .................................. 

155

requests,  r e c o mm e nd a ti o ns ,   and budget.  .  . 

155-57

t i m e   line    ....................................  

158

IV.  A p p e n d i c e s

A. 

list  of, p e r s o n s   p e r s o n a l l y  contacted

B. 

C. 

co ntact  list  f o r   a  W C A

"Operation:  E NA C T , "   June, 1972  (excerpt),  and
December,  1972,  ENACT  I n d e p e n de n t  S t u d y  Report

D.  i n f o r m a ti o n  on  the   M S U  W a s t e   Co n t r o l   A u t h o r i t y

146

Background

147

M a n y   p e o p l e   and  o r g a n i z a t i o n s   at  the  U n i v e r s i t y   have  b ecome 

i n c r e a s i n g l y   i n v o l v e d   in  e n v i r o n m e n t a l   p rob l e m s   evidenced,  in  part, 

by  ex pan d i n g   e n r o l l m e n t s   in  the  S c h o o l   of  Na tural  Resources,  f o r m a ­

tion  of  the  I n s t i t u t e   f o r   E n v i r o n m e n t a l   Quality,  ENACT,  the 

En vir o n m e n t a l   L a w   Society,  and  so  forth.  The  e n e r g y   crisis  at  the 

U n i v e r s i t y   t h i s   w i n t e r   f o c u s e d   a t t e n t i o n   on  the  r e a l i t y   of  the 

limits  t o   growth.  As   a  large  c o m m u n i t y   (about  60,000),  the  U n i v e r ­

sity g e n e r a t e s   a  t r e m e n d o u s   amount  of  waste.  W i s e   manage men t 

de man ds  that  the  U n i v e r s i t y   c o n c e r n   its elf  i n t e r n a l l y   on  a  d a y - t o -  

day  b asi s  w i t h   it s  impact  on  the   environment,  i.e.  to  pra c t i c e   the 

principles  it  teaches.  A  v a r i e t y   of  exi s t i n g   U n i v e r s i t y   of fices

deal  w i t h   e n v i r o n m e n t a l   p r o b l e m s   a n d   was te  disposal.  However,

«

m a n y   of  the  p r o b l e m s   cut  a c r o s s   d i f f e r e n t   areas  of  r e s p o n s i b i l i t y  

and  d e m a n d   a  bro ad  base  of  e x p e r i e n c e   and  expertise.  T h e r e   is  a 

need  to  b r i n g   t o g e t h e r   th e s e   pe opl e  and  o r g a n i z a t i o n s — staff,  stu­

dent,  and   f a c u l t y — k n o w l e d g e a b l e   in  e n v i r o n m e n t a l   p r o b l e m s   to  p r o ­

vide  a  c e n t r a l i z e d   th rus t  to   e n v i r o n m e n t a l   p r o t e c t i o n   efforts,  yet 

with  ev er y o n e   c o n t i n u i n g   to   do  his  part.

R e c o g n i z i n g   t h i s   need,  ENACT  h a s   been  s t r u g g l i n g   for  the  last 

fe w   years  t r y i n g   to  h e l p   fill  t h i s   void  thr o u g h   such  d e m o n s t r a t i o n  

efforts  as  its  r e c y c l i n g   program,  c o m p u t e r   project,  and  campus 

t r a n s p o r t a t i o n   p r o j e c t s . *   However,  w h i l e   student  input  is  vital  to 

such  a  p r o g r a m   (rapid  m obi liz ati on,   h i g h   motivation,  f res h  outlooks,

* s e e   "Operat ion :  ENACT"  p r o p o s a l   to  the  Uni ver sit y,  June,  1972,

and  ENACT  i n d e p e n d e n t   s tud y  report,  December,  1972,  for  more  i n f o r ­
ma tio n  on  t h e s e   and  oth er  p r o j e c t s   and  p h i l o s o p h y   (excerpts  in  A p p e n ­
dix  C ) .

148

etc.),  experience  has  shown  that  a  student  group  is  probably not  in 

the  best  position  to  co-ordinate  the  sweeping  areas  of  responsibility  

inherent  in  a  comprehensive  waste  control  program.  Most  students  are 

in Ann  Arbor  only eight  months  of  the  year,  are  periodically  other­

wise  ful ly  committed  (exams,  etc.)  and  operate  from  a  low-power  p o s i ­

tion.  Furthermore,  there  is  always  a  frequent  turnover  in  membership 

making  it  hard  to  maintain  a  long-range  coherent  program.

ENACT*s  involvement  has  been  a  valuable  learning  experience  for 

the  persons  participating,  and  some  meaningful  demonstration  projects 

have  been  carried  out.  However,  there  is  a  tremendous  gap  between 

the  very  real  potential  for  change  toward  environmental  improvement 

through  a  comprehensive  U niv er s i t y   program  and  the  limited  demonstra­

tion  projects  which  have  been  initiated.  The   frustration  resulting 

from thi s  gap  led  me* and  others  to  search  for  viable  alternatives.

A  couple  months  ago  (mid-February),  I  was  given  some  information 

about  a W a s t e   Control  A uth ori ty  at  Mic hig an  State  University,  "a 

committee  composed  of  individuals  members  who  have  a  wide  range  of 

experience  and  background  in  dealing  with  the  responsibilities  of 

waste,  pollution,  and  environmental  degradation."  Its  responsibility 

at  MSU  is  co-ordination  of  the  total  waste  disposal  activities  of  the 

University and  environmental  action.  T h o u g h   adaptations  styling  it 

to  the  U n i v e r s i t y  of M ich iga n  would  be  necessary,  in  basic  structure 

and  concept  it  appeared  to  offer what  could  be  a  very viable  approach 

toward  facilitating  Uni versity-wide  environmental  protection  efforts.

During  the  period  from Fe bru ary   23,  1973,  to  April  17,  1973,

I  discussed  the  concept  of  a  waste  control  aut hor ity   (see  pp.  4-7) 

with  a  number  of  people  inside  and  outside  the  Un ive r s i t y  to  build

149

information  and  t o  get  fee d b a c k   on  the  idea  (list  in  A p p e n d i x   A).

All  of  the  people  at  t h e   U  of  M   r e s p o n s i b l e   fo r  signific ant   w a s t e  

disposal  w e r e   con ta c t e d   as  were  the  d i r e c t o r   of  t he  M SU  W a s t e   C o n ­

trol  A u t h o r i t y — M a r k   Rosenhaft,  a  n u m b e r   of  f a c u l t y   mem b e r s   f r o m  

natural  r e s o u r c e s   and  engineering,  and  st udents  in  ENACT.  Jo hn 

Richter,  f o r m e r   ENACT  director,  has  also  b e e n   d e e p l y   inv olved  in 

the  project.  Kis  e f f o r t s   in  g a t h e r i n g   information,  f o r m u l a t i n g  

ideas,  and  g e n e r a t i n g   support  have  b e e n   invaluable.  The  overall 

impression  from  these  c o n v e r s a t i o n s   w a s   that  there  w a s   indeed  a  need 

for  such  a n  organization,  and  it  should  be  promoted.

(Hereafter,  " W a s t e   C o n t r o l   A u t h o r i t y "   (WCA)  will  refer  to 
the  concept  and, not  to  a  p a r t i c u l a r   organization,  u n l e s s  
o t h e r w i s e   specified.  If  such  a  d e p a r t m e n t   is  o rga niz ed  at 
the  U  of M,  a n o t h e r   name  w o u l d   be  more  appropriate,  one 
w h i c h   did  not  i m p l y   a  t o p - d o w n   p owe r  structure,  and  one 
not  n e c e s s a r i l y   l i m i t e d   to  wa s t e   control  o n l y . )

150

Expected  Outcome— Concept  of  a Waste  Control  Authority

The  people  at  the  U  of M  operationally responsible  for  waste 

disposal  are  environmentally conscious  and  concerned.  Th ey tend  to 

be  enthusiastic  about  new  procedures  which  could  reduce  the  Univer­

sity* s  impact  on  the  environment  and,  as  much  as  time  permits,  ac­

tively t r y  to  search  out  relevant  information.  However,  because 

just  day-to-day  operations  are  so  time  consuming,  inadequate  time 

and  resources  are  available  to  deal  comprehensively with  such  impor­

tant  things  as  information  collection  and  dessimination,  regional 

systems  development,  or  consideration  of  proposals  from  students, 

faculty,  staff,  or  others.  A  suggested  structure  will  be  more  fully 

outlined  below,  but  ■'n  essence  the WCA  would  be  a  broad-based,  inter­

disciplinary  committee 

those  staff,  faculty,  and  students  most 

directly  inv o lved  or  knowledgeable  about  environmental  problems  re­

lated  to  the University of  Michigan  campus.  The  committee  would 

provide  the  expertise  while  a  full-time  director  would  be  responsible 

for  developing  background  information  and  data  collection,  implemen­

ting  the  decisions  of  the WCA  as  a  whole,  maintaining  contact  with 

city,  state,  and  federal  agencies,  investigating  long-range  alterna­

tives  to  bring  to  the  attention  of  the WCA,  and  co-ordinating  the 

efforts  of  interested  individuals  and  organizations  in  instructional, 

research,  and  service  aspects  of  environmental  problems.  He  or  his 

office  would  be  available  for  information  or  referral  on  a  daily basis, 

and  he  would  be  free  to  travel  when  necessary.

Based  on  the  guidelines  for the  MSU Waste  Control  Authority  and 

on  discussions  with  a  number  of  individuals  at  the  U  of M   (Appendix  A) 

the  major  advantages  and  responsibilities  of  a  WCA  as  n ow perceived 

are  outlined  in  detail  below:

Major  Advantages  and  R esp onsibilities  of  a  WCA

151

1.  Ce ntralized  information  collection  and  dessimination  on  environ­

me n t a l   problems  bot h  inside  and  outside  the University.

Current  issues,  legislation,  ne w developments  in  environmental 

technology,  special  projects,  relevant  data,  and  sources  of  fui—  

t h e r   information  would  be  made  available.  These  services  could 

prove  invaluable  to  staff,  faculty,  students,  the  community  at 

large,  and  other  uni ver sit ies  and  cities.  Sometime  in  the  future, 

computerization  of  the  information  might  be  called  for  to  speed 

re trieval  (potential  for  gr eater  and  faster  information-exchange 

be twe en  universities,  for  e x a m p l e ) .

2.  M a i n t ai nin g  a  long-range  p e r s p e c t i v e :

a.  "to  develop  long-range  alternatives  to  solid  waste  and  po l­

lution  control;  commitment  to  5-year  plans."

b.  experimentation  with  n e w   systems  wh ich   may  be  valuable  im­

provements  on  current  practices  and  m a y  be  adaptable  to  cities 

and  u n i v er sit ies   elsewhere;  provide  research  opportunities 

for  students  and  faculty;  good  public  relations  for  the  U n i ­

versity.

c.  keep  up-to-date  on  future  developments  l e g i s l a t i v e l y ;  reduce 

possible  embarrassment  to  the  U n i v e r s i t y   in  the  future  from 

non-compliance  wit h  state  and  federal  standards  in  pollution 

control.

d.  people  involved  on  a  day -to - d a y  ba sis   at  the  U n i v e rsi ty  now  

(e.g.  Ken Wanty,  Bill  Joy)  are  v e r y   concerned  about  long-range 

solutions  but  do  not  have  the  time  or  resources  to  cope  with 

t h e m   as  ef fec tiv ely   as  t h e y  would  l i k e — importance  of  having

a  full-time  director  for  the WCA.

3.  Data  c o l l e c t i o n ,  q uan tif ica tio n  of  waste  at  the  Un ive r s i t y — must 

k n o w  the  dimensio ns  of  a  p r o b l e m  before  it  can  be  effectively 

dealt  with*

152

if.  Poten tia l'f or  regional  systems  development  (e.g,  chemical  waste**)

5*  Strong  involvement  from  faculty  and  students— need  more  feedback 

between  research  and  application:

~  
1 fundamental  research I 

J, 
l 

|

I practical^application I
: 

t

Individual  students  or  student  g roups  like  ENACT  could  help 

signifi can tly   in  the  areas  of  environmental  action  and  awareness, 

research  studies,  moniter ing   of  pollu tio n  problems,  and  f a c i l i ­

tating  implementation  of  programs  to  increase  the  effectiveness 

of the  WCA.  Courses  or  sections  could  be  organized  to  research 

a  problem  or  issue  (e.g.  Course  Mart,  Residential  College,

Natural  Resources,  etc.).  The WCA  could  review  proposals  from  

students,  staff,  faculty,  city,  etc.  for  alternative  systems  of 

waste  disposal  and  other  environmental  concerns.

Areas  of  respons ibi lit y for  the  WCA  include,  but  are  not  limited 

to,  solid  waste,  chemical  waste,  radioactive  waste,  resource  recovery, 

and  environmental  action.  Except  in  the  environmental  action  area, 

it  is not  an  operating  unit,  but  a  co-ordinating  o ne— a  catalyst  for 

action.  Cost  would  be  minimal  to  the  University,  especially  consi-

**Based  on  a  conversation  with  Bill  Joy,  director  of  Environmental 
He a l t h   and  S a f e t y   at  the  U  of  M,  chemical  waste  fr om universi tie s  is  a 
ma jor   problem  because  small  quantities  of  thousands  of  different  types 
of  chemical  (about  3000  here)  must  be  disposed  of.  Because  of  the 
small  quantities,  they  must  now be  i ncinerated  mixed  together  whi ch 
causes  pollution.  However,  if  there  are  large  quantiti es  of  o n l y  one 
kind  of  chemical,  it  is  t ech nol ogi call y  feasible  to  dispose  of  it 
vi r t u a l l y  pollution  free.  It  is too  expensive  for  a n y  one  u n i v e r s i t y  
to  bu ild   the  ne cessary  storage  and  i ncinerating  facilities  to  handle 
chemical  waste  this  w ay  (about  $250,000),  but  a  regional  plant  funded 
j o i n t l y  by  and  servicing  a  number  of  u niv ers iti es  and  colleges  (e.g. 
EMU,  WMU,  >TSU,  UM,  Wayne,  U  of  D,  Oakland,  Central  Mich.,  etc.)  is 
fi n a n c i a l l y   and  te chn o l o g i c a l l y   feasible.  What  is  needed  is  (1)  a 
s t u d y  to  determine  the  best  system  of  was te  disposal  and  how much  it 
wo uld   cost,  and  (2)  to  app roa ch  each  U n i v e r s i t y  for  financial  support 
for  its  share  of  such  a  facility.

 
 
153

d e r i n g   the  benefits.  T h e   o n l y   n e c e s s a r y   f u n d i n g   w ould  p r o b a b l y   be 

for  a  director,  a  secretary,  and  o ffi ce  expenses.  M o n e y   wou ld  be 

sought  t h r o u g h   g r a n t s   or  f o u n d a t i o n s   f o r   orojects,  but  m a n y   pro gra ms 

could  b e   s e l f - s u p p o r t i n g   (e.g.  recycling).  M5U  hired  an   e n g i n e e r i n g  

f i r m  f o r   $ 5 0 , 0 0 0   to  do  an  impact  study,  but  that  is  an  u n n e c e s s a r y  

expense:  m o n e y   could  be  s>tved  b y  r e l y i n g   on  ” in—house  p e r s o n n e l

fo r  such  data  co l l e c t i o n   and  evaluation.

»

154

Possible  Structure  of  a Waste  Control  Authority  (based  primarily on 

the  experience  of M S U ) :

j~admin i st rat or

Waste  Control t_______   Waste  Control- ] 
f 

Authority 

Director 

j local,  state,  and  federaJ
^ 

regulatory  agencies

subcommittees

solid
waste

chemical
waste

j" resource  I
1 recovery  1

environmental  1
?

action 

individual  members  are  to  serve  on  subcommittees  related  to  area  of 
expertise,  to  provide  information  to  the  WCA,  to  weigh  alterna­
tives,  and  to  develop  priorities

I

subcommi11ees  accumulate  data,  discuss  alternatives,  develop  recommen 
dations  for  consideration  by the  WCA,  etc.  Meet  with  the  WCA  at 
regular  intervals  to  share  policy decisions.  At  least  two  mem­
bers  of  the WCA  and  one  or  more  members  of  the  University  commu­
n i t y   should  serve  on  each  subcommittee.

director— see  text,  p.  4.

(for  details  on  the  above  individuals  and  groups,  please  refer  to  the 

"Memorandum"  in  Appendix  D)

The  director  or  appropriate  subcommittee  may  propose  a  recommendation, 

clearly defined,  given  a  priority by the WCA,  and  forwarded  to 
the  appropriate  administrator.  The  WCA  will  be  notified  of 
administrative  decisions.

Members  of  the WCA  should  include  staff,  faculty,  students,  and  one 

representative  from the  city government.

The  waste  control  authority  should  be  designed  to  " self-destruct"

in  two  (or three)  years  to  allow  for  a  period  of  self-analysis—  
perhaps  for  a  couple  months— to  determine  its  effectiveness  and 
consider  changes  which  could  be  made.  It  it  has  warrented  the 
t i m ^  money,  etc.  it  has  consumed,  reinstate  it;  otherwise, 
permanently disband.

155

XI.  Procedural  Steps  in  the  Establishment  of  a  Waste  Control  Authority

On  the  basis  of  favorable  responses  from  conversations  with 

persons.involved  in  waste  disposal  at  the  U n i v ers ity   or  knowledge­

able  in  environmental  problems  (see  p.  2-3,  and  App endix  A),  I  am 

n o w   submitting  requests— more  fully  outlined  below— for  administra­

tion  support  of  the  concept,  administration  appointments  of  people 

to  a  preliminary  committee  to  review and  establish  a Waste  Control 

Authority,  and  funding  for  one  person  to  work  full-  or  part-time 

with  the  above  committee.  If  approved,  it  would  go  into  effect 

fall  term,  1973,  when  faculty and  students  return  to  the  University. 

It  is  expected  that  students  in  ENACT  will  be  working  closely with 

the  preliminary  committee  and  with  the W a s t e   Control  Aut hority once 

established.  The  pheliminary  committee  will  be  free  to  alter  the 

recommendations  outlined  in  this  paper  as  t h e y  desire.  For  the 

Waste  Control  Authori ty to  be  tr uly   successful,  it  is  important 

that  the  University  itself  perceive  a  need  for  establishing  different 

priorities  and  face  the  need  for  environmental  responsibility.

Success  in  this  planning  stage  depends  on  the  enthusiasm  of  the 

administration,  interest  and  commitment  of  the  committee  members, 

and  student  involvement.

R e q u e s t s ;

1.  formal  affirmation  of  support  fr o m the  U n i v e r s i t y   executive

officers  for the  concept  of  a  waste  control  authority.  A  direct 

link  of  the  waste  control  authority with  the  top  ad ministration 

is  essential  to  the  success  of  the  program.

156

Reouests.  continued:

2.  appointment  by  the  executive  officers  of  the  U n i v e r s i t y   or  the 

President  of  people  br o a d l y   based  in  experience  and  expertise  to 

a  pr e l i m i n a r y  committee  who  would  make  it  their  respons ibi lit y 

to   r eview  and  establish  a  waste  control  authority.***  The  p r e ­

l i m i n a r y   committee  would:

a*  ide nti fy needs,  goals,  and  responsibilities

b.  consider  further  background  information

c.  set  a  structure  adapted  to  the  U n i v e r s i t y   of Mi ch i g a n

d.  evaluate  costs  and  benefits

e.  secure  formal  approval  of  the  final  proposal

f.  recommend  appointments  to  a  waste  control  au thority

g.  search  for  a  director

3.  funding  for  one  person  to  work  full-  or  half-time  with  the  above 

committee  for  the  d uration  of  the  fall  term,  1973,  to  help  get 

the  waste  control  authority  established  in  a  w ay  that  it  will  be 

m a x i m a l l y  effective,  and  to  gather  background  information.**** 

Specifically,  he  would  be  responsible  for:

a.  reviewing  pertinent  documents

b.  ta lking  to  people  inside  and  outside  the  U n i v e r s i t y

c.  scheduling  meetings

d.  gathering materials  for  mee tings

e.  w riting  up  mi nutes

f.  following  t hrough  on  committee  requests

g.  preparing  the  final  document  (note:  all  of  the  persons  on 

the  committee  other  than  the  co-ordinator  here  described 
al ready have  full-time  commitments;  preparation  of  the  proposal 
will  be  very time  consuming  and  should  not  be  the  responsibility 
ox'  a  person  with  full-time  commitments  elsewhere)

(see  comments  on  following  page)

157

**«recommended  committee  members:

Ken Wanty 

Univ.  Landscape  Architect  and  Grounds Manager

Bill  Joy 
Jack Weidenbach 

Director,  Environmental  Health  and  Safety

Director  of  Physical  Properties

William Stapp 

Chairman  of  Environmental  Education,  SNR

Jim Crowfoot 

Don Gray 

Dan Montgomery 

Morton Hilbert 

Eugene Glysson 

Doug Scales 

Louise Magoon

Assoc.  Prof.  in  Environmental  Advocacy,  SNR

Assoc.  Prof.  of  Civil Engr.  and  former  IEQ  director

Environmental  Bureau  Director,  Ann  Arbor
Chr.  and  Assoc.  Dir.,  Environmental  Health &  Safety
Assoc.  Prof.  of  Civil  Engineering  (solid  waste)

ENACT

ENACT

Drs.  Stapp,  Crowfoot,  and  Glysson  have  expressed  an  interest  and 

willingness  to  participate  on  such  a  committee,  as have  Louise 
Magoon  and Doug  Scales  of  ENACT.  The  others  have  not  yet  been 
contacted  in  regards  to  the  preliminary committee.

#»**john Richter  has  expressed  an  interest  in  acting  as  co-ordinator 

in the  fall.  He  would  be  well  qualified  for  the  position  consi­
dering  his  experience  as past  director  of  ENACT,  his  familiarity 
with the  concepts  behind  a  comprehensive Waste  Control  Authority, 
his  experience  in  proposal  writing  ("Operation:  ENACT,"  June,
1972),  and  a  good  established  working  relationship with ma ny  of 
the  above  persons.

Budget  R e q u e s t s :

costs
salary for  one  co— ordinator,  late  Aug.-late  D e c .......   $1900.

(a  salary comparable to  that  of  a 
teaching fellow working  20  hours  per 
week  for  a  term)

operational  costs  (e.g.  xerox,  phone,  e t c . ) ...........  

150

Total  requested   

.....  

$2050

The  resources  of  the  ENACT  office— typewriter,  phone,  access  to  xerox, 

office  supplies,  etc.--could be  made  available  to  the  co-ordinator 

and  the  committee.

 
T i m e   L i n e .  Feb.  1973  to  Jan.  1974

b u i l d i n g  b a c k g r o u n d   information,  g e t t i n g  
f e e d b a c k   on  the  W C A   concept,  and 
g e n e r a t i n g   support  w h e n   indicated

s u bm i s s i on   of  pr op o s a l   for  establishment 

of  a  p r e l i m i n a r y   committee

a p p o i n t m e n t s   to   th e   p r e l i m i n a r y   c o mmittee 

b y  the  U n i v e r s i t y   e x ecutive  o f ficers

b udget  allo c a t i on s

s e l e c t i o n   of  a  co-o r d i n at o r

Mar

Apr-  M a y   J u n   Jul  A u g   S e p   Oct  N o v   Dec  Ja:

Feb

____ 

1
5
8

p o st p o n e me n t   of  f u rt h e r   a ction  u n t i l   stu­
d e n t s   and  f a c u l t y  r e t u r n   to  campus

h i r i n g   of  c o -o r d i n at o r   and  c o n s u l t a ti o n   w i t h  

the  p r e l i m i n a r y   comm,  w h o   t o g e t h e r   will:
i d e n t i f y   goals,  needs,  r e s p o n s i bi l i t ie s
s ecure  f u rt h e r   b a c k g r o u n d   i nformation
set  a  structure  a d apted  to  U - M
ev al u a t e   costs  and  b e ne f i t s
p r ep a r e   and  submit  final  p r oposal
r e c o m m e n d   and  secure  a p p o i n t m e n t s  to  the  W C A
search for a director
i m pl e m e n t a t i o n   of  final  p r op o s a l

159

A P P E N D I C E S

A.  l i s t   of   p e r s o n s   p e r s o n a l l y   c o n t a c t e d

B.  c o n t a c t   l i s t   f o r   a  W C A

C.  " O p e r a t i o n :  

E N A C T , "   June,  1 9 7 2   ( e x c e r p t ) ,   a n d

De c.,   L972,  E N A C T   I n d e p e n d e n t   S t u d y   R e p o r t

D.  i n f o r m a t i o n   o n   t h e   M S U   W a s t e   C o n t r o l   A u t h o r i t y

A P P E N D I X   C

P O L L U T I O N   P R O B L E M S   A T   T H E   U N I V E R S I T Y   O F  

M I C H I G A N :   R E C O M M E N D A T I O N S   F O R   C H A N G E

1 6 0

A P P E N D I X   C

TABLE OF  CONTENTS

Introduction

General  Statement  of  the Problem

Proposal  for  the  Formation  of  an On-going Pollution  Control  Task  Force 

Summary  of  Recommendations 

Subgroup  Reports

1.

2.

3.

4.

5.

6.

7.

8.

9.

U-M/City/County  Coordination &  Communication

Solid  Waste/Recycling

Environmental Education

Air  Borne Waste

Chemical  Waste

Water  Borne  Waste

Land  Use/Grounds

Pathogenic  Waste

Transportation

10.

Radioactive Waste

List  of  C o m l t t e e   Members  —   Names  and  Addresses

161

162

INTRODUCTION

In  the  spring of  1973  some concerned students from ENACT,  a student  environ 

mental group on campus,  submitted a proposal  to  the  executive officers  of  the 

University to form the present  coimnlttee.  Its  focus was  to be  the  review of 

waste control problems within  the University.  The proposal was approved  and 

funded  for the academic year  1973-74.  In September  the  chairperson,  Bill 

Manning,  was employed and  regular meetings began  in November.

Included  In the proposal was  a  list  of possible  committee members.  The 

list was designed  to be broad,  yet  comprehensive.  Additional  people,  repre­

senting various  areas of  responsibility and  expertise were added at various 

times as a  continuing  systematic assessment  of  the comnlttee's needs  Indicated 

that this was desirable.

The Waste Control Committee brings  together many of  the existing University 

offices now dealing with environmental problems and waste disposal.  Represent­

atives  from the Civil Engineering Department,  the Plant Operations Department, 

the  School  of  Public Health,  the Hospital,  and  the Environmental  Education 

Department  are on the Committee.  Also  Included are  the Directors of Public 

Works for Ann Arbor and Washtenaw County,  as well  as  representatives from  the 

Ecology Center and  from the Environmental Bureau of  the City of Ann Arbor. 

Student  representatives  complete the cross-section.  By  cutting across  different 

areas of  responsibility and concern,  the Waste  Control Committee provides  a 

broad base  of experience and  expertise  to work out  the diverse  problems  con­

fronting  the University  In  relation  to pollution problems.

163

In  the pant  several years  there has been an ever  growing  concern on  the 

part of people  In our  society around  the  Impact  our constantly expanding social, 

economic  and  technological systems are having on the natural environment.

This concern has been manifested  In  terms  of  a  general  fear  that  the quality 

of  life  for most people has  stopped  Improving  and,  Indeed,  is deteriorating.

One measure  of  this  for many people has been  the degree  to which  they  feel 

their  surrounding physical  environment has been  fouled  —   through  Increasing 

air pollution,  water pollution ,  etc.

The reactions ve  In our  society have had  to  these and  other  challenges  to 

our  sense of well being have been many and varied.  Of  particular concern here 

are  those  that  relate  to  the Improvement of  the  general nature  of our  physical 

environment.  One aspect  of  this  has been  the  proliferation of  Individual  and 

collective  group action around  environmental  Issues.  There  is much  less  tol­

erance and willingness  today on  the part  of  Individuals or groups  In our  society 

to  let other  individuals,  collective  corporations,  or  the  general  social  Institu­

tions  of  our culture  to unduly befoul  the  surrounding natural environment,  for 

whatever  reason.

Pressure  is being brought  to bear on  recalcitrant  Individuals  and  groups 

In many different ways  that  Include,  but are not  limited  to,  court  action,  reln- 

terpretatlon of old  laws and a  proliferation of  new more  stringent  local,  state, 

and  federal  environmental  legislation,  a new and  stronger emphasis  in  our edu­

cational  system on a greater ecological awareness and  lifestyle,  and  so  on. 

Essentially,  there  Is a strong  concern  that  organizations  develop adequate proble 

solving methods  and procedures  that  are  capable  of  responding  to  current  problems 

and  issues.

Among  the old,  the mlddleaged,  and  the young of  our  society,  our values 

are  changing.  We are attaching much higher priority  to  the quest  to  improve 

the  quality of  our  environment.  And,  as  is  the  tenor of  our  times,  many of  us 

are demanding,  not  asking  that  our educational,  political,  and  other  social 

institutions be more responsive  and promote  and  protect  environmental  improvement

Of  social  Institutions  like  the University of  Michigan,  much  is  expected. 

Both  internally and  externally  the University  Is being encouraged  to assume  Its 

share of  the  responsibility  for  researching  the nature and  extent  of  our  environ­

mental problems and  to  adequately  train people  to  respond  to  those problems.

And  in  this  respect,  the University has begun a vigorous  response.  But  this 

Is not  enough.  The University  is also being asked  to practice what  it  teaches

in terms  of  the values and  the mechanics  of maintaining a quality  environment.

And  the  insistence on  this  la coming not  only  from a moral  perspective,  but 

also from  the hard,  clear  cut  reality of  tougher and  tougher  local,  state and 

federal environmental  legislation and  regulations.

Then  too,  these are  times vhen our societies  control of  and  use  of  a dis­

proportionate  share  of  the worlds available  resourcee,  which we  feel we  need 

to maintain and  Improve our  standard  of  living,  Is being challenged.  And  In 

many  Instances our access  to a variety of  strategic resources  Is being drastically 

reduced,  eliminated or  threatened  In some  fashion.  And  for  the University  of 

Michigan  this will mean  greater difficulty of access  to  those resources needed 

to maintain,  not  to mention expand University operations.  This situation has 

made  it  essential  for  the University  to be especially  sensitive  to  the wise  and 

effective management  of  those  resources  that  do  come  into  Its control.  There 

Is less margin for waste now  than ever before.  This year  has  seen  the University 

hit,  but  not  severely damaged  by,  the energy  crisis —  both  directly and  Indirectly 

and shortages  of  and  splrallng costs  of products  essential  to University opera­

tions.  And  it  seems unlikely the University  has  seen  the  last  of  this kind  of 

situation.  Indeed,  available  signs  seem to  Indicate  thac  the University,  as 

well as  the  rest  of  society,  will have  to make  do with  less,  and  in some  instances, 

without  certain commonly accepted  resources and  products  in  the  future.  Thus,  It 

seems  imperative  that  the University not  unnecessarily waste  those  resources 

it does have.  There  Is  growing pressure both within  the University  and outside 

of  it  In  the  larger Ann Arbor  community and  beyond  that University  resources 

be wisely managed  and waste minimized.

The  people  at  the University of Michigan operationally responsible  for 

environmental control are generally environmentally conscious  and concerned.

They  tend  to  be  enthusiastic about new procedures which could  reduce  the 

University's  Impact  on the environment  and,  as much as  time  permits,  actively 

try  to  search out relevant  Information.  However,  because  Just day-to-day 

operations  are so  time  consuming,  Inadequate  time  and  resources  are  available 

to deal  efficiently and  systematically with University environmental problems. 

Moreover,  given  the decentralized nature of  the University  of Michigan,  a variety 

of  existing University offices deal with  environmental problems and waste  dis­

posal.  However,  many of  the  problems  cut  across  different  areas  of  responsi­

bility and  demand a broad  base of experience and expertise.  There  is a need

165

Co bring together  theee people and organizations —  staff,  student,  and  faculty 

who are knowledgeable  In environmental problems  to  provide a centralized  thrust 

to environmental protection efforts here  at  the University.

The following  sections contain a discussion of  specific environmental/ 

waste control problem areas here  at  the University of Michigan.

PROPOSAL FOR THE FORMATION OF AN ON GOING POLLUTION CONTROL TASK FORCE

166

Our Comlttee work has  led us  to  the conclusion  that  there are broad and 

complex environmental  problems peculiar to  the University of Michigan.  Much 

work has been done  to  resolve these problems,  but much more remains  to be 

done.  It  is  the belief  of  this Counlttee that  an efficient and  effective 

catalyst  for Infusing new vigor In  the continuing struggle  to solve University 

of Michigan pollution problems would be  the formation of an on going Pollution 

Control Task Force.  It  is further felt  that work on  the list  of  sumnary 

recommendations contained below would be very effectively handled within 

the  context of a Pollution Control Task Forces

Below Is our reconnendatlon  for what  an on going Pollution Task Force 

would  look like.  We have spent  the last year  reviewing and attempting  to 

evaluate various pollution control approaches of  other Universities  and 

organisations of a size  similar  to the U.  of M. 

Perhaps  the most helpful 

contact we made was with  the Waste Control Authority at Michigan State 

University*  Its Director,  Mark Rosenhaft*,  talked with us at  length about 

the nature of their Waste Control Authority  —   its size,  responsibilities, 

effectiveness and appropriateness  In a University context.  They have had 

the benefit of  several  years experience,  and appear  to have developed  a 

viable  and exciting program.  It  should be  pointed out  that  the  characteristics 

and problems of MSU are  not necessarily  those of  the U.  of M.  The physical

layout of  the University,  the decision making process,  many of  the specific

environmental problems of  that University and  so on are quite different  from 

those here at  the University of Michigan.

In  terms of the University of Michigan,  the  Pollution Control Task Force,

as we envision  it,  would be a broad-based  Interdisciplinary committee of  those 

staff,  faculty,  and  students most  directly  involved or knowledgeable about 

environmental problems related  to  the University  of  Michigan campus.  The 

Committee would provide  the expertise while a  full  time coordinator would 

be  responsible  for  developing background  information and data collection,

* Mark's  position  Is a staff position rather  than an aligned position which 
means  that  the Waste Control Authority Is not an operating unit but  rather a 
resource group  to provide Information and expertise  to solve  environmental 
problems  for  the various University departments.  Often they provide  Inex­
pensive pilot programs or projects  for  the various departments  to evaluate 
first before any final decisions are made as  far  as  equipment or money.  In 
addition,  they plan for  long range development  and  cry  to  look at  least  five 
years  ahead.

167

following  through on the declslonSof  the Pollution Control  Task Force as a 

whole,  maintaining contact with city,  state and  federal agencies,  exploring 

long-range alternatives to bring to the attention of  the  Pollution Control 

Task Force,  and coordinating  the efforts of  Interested individuals and organ­

izations in instructional,  research,  and  service aspects  of  environmental 

problem solving.

Actual decision making and  lines  of  authority within the University would 

not be changed by the arrival  of a pollution control  task force,  but would 

rather be enhanced by the  information and  recommendations  that  could  be provided 

by  the Task Force.  The Task Force would not  be  taking away any responsibility 

from existing departments or administrative units but would  simply be assisting 

them in an advisory capacity.

For  the Pollution Control Task Force  to be  truly  successful,  it  is  important 

that  the University  itself  perceive  a need  for establishing  different  priorities 

and  face  the need  for even greater  environmental  responsibility.

THE POLLUTION  CONTROL TASK FORCE

168

FUNCTION:

The primary  function of  the Pollution Control  Task Force Is  to  Identify 

any pollution  that exists on our  campus,  and any future pollution problems 

that  can be  foreseen*  Once the problem Is  Identified,  the Pollution Control 

Task Force,  working with the operating unit responslblle  for  the problem 

will  take the necessary steps  to promote the  solution  to  the problem.  Problem 

solving would  Include  the definition of  a particular pollution problem,  review 

of  current pollution control procedures with  the particular operating unit 

responsible  for handling the problem,  and  the delineation of  specific  recommenda­

tions  for change.  Recommendations would reflect  substantive  change  and would 

take  into consideration legal,  practical,  and  economic  constraints.

The Pollution  Control Task Force also acts  in  the capacity of  Information 

collection and  dissemination.  Information sheets on specific  environmental 

problems are  to be made  available as well as a cross  reference bibliography. 

Current issues,  new developments In environmental  technology,  and special 

projects are brought  to light by  the  Pollution Task Force.  These services may 

prove  invaluable  to staff,  faculty,  students and  the  community at  large.

Another equally  important  function of  the Pollution Control Task Force Is 

to cooperate with student groups on campus  that  are  concerned with the  Impor­

tant questions  about  the quality of our environment,  especially those questions 

that are directly related  to  the University of Michigan  Itself.

In conclusion,  the Pollution Control Task Force  does not desire  to be 

Isolated as a staff  operation from  the student body and  the University  faculty.

In  fact,  Its effectiveness depends on  student and  faculty participation with 

staff people In the  implementation of  pollution abatement programs and  in  the 

monitoring of  pollution problems on campus.

ENVIRONMENTAL PROBLEMS OF CONCERN TO THE POLLUTION CONTROL TASK FORCE:

1.
2.
3.
A.
5.
6.

Air-borne pollution
Water-borne  pollution
Solid wastes
Chemical wastes
Pathogenic wastes
Radioactive wastes

7.
8.
9.
10.
11.
12.

Animal wastes
Hospital wastes
Recycling programs
Environmental education
Landuse,  transportation
Better U-M/Clty/County relations  on

environmental  Issues

GENERAL RESPONSIBILITY  OF THE TASK FORCE DEFINED:

169

A.  Responsibility Is defined  here as,  "Influence  that  creates  respect 

and  confidence,  a  source of correct  information and wise advise,  and  an  expert 

on  some  subject,"  Responsibility  in this  case  is  not  synonymous with control, 

but with  expertise.  The Pollution  Control  Task  Force  is,  in  reality,  a  com­

mittee composed of  Individual members who  have  a wide  range  of  experience and 

background  in dealing with  the responsibilities  of waste,  pollution,  and 

environmental  degredatlon.

B.  Ultimate  responsibility  for operational  aspects  of  Pollution control 

rests with  the units  of  the University  that  generate  the  problem.  In  specific 

instances where no one  department  or  administrative  unit  is  solely  responsible 

for  the pollution  problem,  the  Task  Force  should be  given  powers by  the  President 

to  reconmend  solutions  to critical  situations.

C.  The  Pollution Control  Task  Force will  help  to  coordinate  total  pollution 

control  activities  of  the University  including  (but  not  limited  to)  the  eleven 

problem  areas  listed  above.

D.  The  Pollution Control  Task  Force  strives  for environmental action.

SPECIFIC RESPONSIBILITIES  OF THE POLLUTION  CONTROL TASK FORCE

A.  The  Task Force  is responsible  for  recommendations  to  the administration 

for all aspects  of  pollution  abatement  and  environmental protection.  Proper 

priorities  and  funding  requests  shall accompany such  recommendations.

B.  It  is  the  responsibility  of  the  Pollution Control  Task Force  to 

develop  long-range alternatives  to Pollution Control  practices  currently unsat­

isfactory at  the  University of Michigan and  promote  their  implementation.

C.  It  Is  the responsibility of  the  Task Force  to  safeguard  the people 

by protecting  the  University  of Michigan  environment  from degradation and 

to  improve  the  quality  of  life  consistent  with  the goals  of  our University, 

community,  state,  and nation.

RESPONSIBILITIES OF THE COORDINATOR

A.  The coordinator  serves  as  an ex-officio member of  the  Pollution Control 

Task Force.  It  is  the  coordinator's  responsibility  to develop  background 

information  on  problems  confronting  the University and  to  follow  through with 

the decisions of  the Task Force as a whole.

B.  It  is  the  responsibility of  the  coordinator  to coordinate  (with 

adequate  funding and  authority)  the  total Pollution Control  activities and  to 

investigate  the  quantitative nature  of  the  problems  confronting  the University.

170

C.  The  coordinator will direct Task Force development  of  guidelines 

for  campus  Improvements  that  assure building design plans  consistent with 

pollution control criteria.

D.  The coordinator  takes  responsibility for  day-by-day opeatlons of  the 

office and  is primarily  responsible  for the  development of  studies  and  data 

analyses  by his staff.

CHAIRPERSON OF THE POLLUTION CONTROL TASK FORCE

A. 

The chairperson of  the Pollution  Control Task Force will  generally

be  appointed  by  the President  of  the  University.

B. 

The chairperson presides  at  meetings  and appoints  Task Force members

to subcommittees.

C.  The  chairperson  shall  perform appropriate  tasks  consistent with  other 

committees of  the University.

RESPONSIBILITIES OF INDIVIDUAL MEMBERS

A.  It  Is  each member's  responsibility  to  serve on  subcommittees as 

closely aligned with  their area  of  expertise and/or  Interest  as  possible.

B.  The  individual members  are also  expected  to provide  information  to 

the Task Force as a whole*  to weigh alternative solurions  to problems,  and 

to help develop priorities  for problem solving  efforts.

SUBCOMMITTEES

A. 

The subcommittee level  Is where  data are accumulated  and alternatives

discussed.  Meetings with  the  Pollution Control  Task Force will be conducted 

at  irregular  Intervals  to  share policy decisions with  the Task Force as  a 

whole.  Recomnendations  shall  be  forwarded  from  the subcommittees  to  the  Task 

Force  for  consideration  .

B.  Structure:

1.  The appointment  to the  subcommittees  shall be made  by  the chair­

person of  the Task Force.

2.  At  least  two members  of  the Task Force  shall  serve  on each  sub­

committee.  Additionally,  individual members of  the  University 

conmunlty who are  not  members of  the  Pollution Control  Task Force 

will  be asked  to serve.  These  subcommittee  persons will provide 

areas of expertise and  Interest  and will  broaden  the  scope  of  the 

committee members.

171

3*  The chairperson of  the Task Force will  designate* one member  of 

each subcommittee as  the subcommittee  chairperson.

Function:  Each  subcommittee shall  hold  hearings,  develop  recommendations 

for Task Force  consideration,  and  request  the  director  and his  staff  to provide 

pertinent  background  Information.

PROCEDURES FOR IMPLEMENTATION OF TASK FORCE SPONSORED RECOMMENDATIONS

A.  The  coordinator and/or the appropriate  subcommittee may propose a 

recommendation  for  the consideration of  the  Task  Force.  Any  recommendation 

should be  clearly defined,  given a priority by  the Task  Force,  and  forwarded 

to  the President's Office  and  the  appropriate  administrative  unit having 

responsibility  In that area.  Either  the  president or  the administrative  unit 

should  it be  deemed  necessary,  will  forward  the  recommendation  to  the University 

executive  officers  for  consideration and appropriate action.  The Task Force 

will be notified  of  any administrative decisions made.

B.  Recommended University wide policies  should  be  directed  In  like manner.

FUTURE GOALS:

It  is  true  that  the University of Michigan  Pollution  Control  Task Force 

would be a new concept  In waste control.  For  this  reason,  there are many 

innovative  and  experimental  endeavors  Involved with  the programs of  the 

Task Force.  This  is good,  because a  final  goal  of  the Task Force  is  to 

Initiate  new and practical waste control programs  Into  society.  Thus,  the 

Pollution Control Task Force would serve  as  a blueprint  to which  other  uni­

versities  or  communities  in  the country  can  turn  to  for  guidance  in setting 

up  their own  programs  for waste  control.

172

BUDGET RECOMMENDATIONS

1.  Pollution Control Taak Force Coordinator with a aalary at  $12,500 - 

$15,000 per year.

Necessary quaIlfleatIona would  Include:

Admlnlatrative skills

Experience with environmental problem solving 

Professional training

Knowledge  of  and ability  to work within a University setting 

Secretarial/clerical  support 

Office supplies 

Office  space 

Telephone budget

It  Is  not  the intent  of  this recommendation to propose  the establishment 

of another unit  that would duplicate existing services provided by  the dif­

ferent  administrative units within  the  University.  It  is felt  there  Is  a 

significant need  for a coordinator  that  could devote  full  time  to bringing 

together existing resources,  people,  and  operations within  the University 

of Michigan to focus  on pollution control.

II.  Support  for demonstration and pilot projects as proposed by the Pollution 

Control Taak Force  to test  the viability of  new pollution control measures.

Some  funds  could come from existing budgets  through matching fund cooperative 

agreements between  the Pollution Control Task Force and a specific operating 

unit which had an  interest  In a project.  Not all pilot  projects  could be  funded 

in  this fashion so  there would be a need  for  funds  for  special needs.

173

SUMMARY OF RECOMMENDATIONS

Our  Qmslttee work has  led  us  to  the conclusion  that  there are broad 

and  complex environmental problems  peculiar  to  the University of Michigan.

Much work has been done to resolve  these problems*  but much more remains 

to be done.  It  is  the belief of  this Committee  that  an efficient  and  effective 

catalyst  for  infusing new vigor  In  the continuing struggle  to solve University 

of Michigan pollution problems would be the  formation of  an on-golng  Pollution 

Control Task Force.  It  is  further  felt  that work on  the  list of sunraary 

recoMsndatlons contained below would be very effectively handled within  the 

context of a Pollution Control Task Force as outlined earlier.

I.  The formation of an on-golng Pollution Control  Task Force* with a  full 

time coordinator,  (see previous section for details)

II.  University of Mlchlgan/Clty of Ann Arbor/County of Washtenaw coordination 

and -coeaunlcatlon.

A.  It  is  recommended  that officials  responsible  for  city public works 

and University facilities  services meet on a mutually agreed upon 

schedule  to  identify waste control matters of mutual  concern and  to 

develop means  of  resolving problem areas.

B.  It  Is also  recommended  that  Unlverslty-county communication and  co­

ordination continue*  but  that  it  be conducted by officials of each unit 

on  the basis of policy and  long  range planning rather  than problem 

solving.  CoBBunlcatlons of  this  sort obviously cannot be carried  out 

successfully without city Involvement and  therefore a mutual  three

way participation should be  implemented.

C.  It  is  further  recommended  that  a public  information campaign be 

implemented  In a systematic  fashion so  that  the general public Is 

more  aware of University  concern and  action  In  the areas of pollution 

control.  Such a campaign could not help but  strengthen Unlverslty- 

conminlty relations.  The  campaign could be  Incorporated In the work 

of  a Pollution Control  Task Force.

III.  Environmental  Education -  Establish an educational subcommittee as an 

arm of  the Pollution Control  Task Force  to promote educational programs and 

research In  the  field of pollution control  aimed  at  everyone within the 

University.  Some major functions of  the committee irould be as follows:

174

A.  Establish a centralized  Information collection and dissemination  system 

on pollution control available  to  staff,  faculty,  students,  and  the  com­

munity at  large*  The  system would Include  Information on current  legis­

lation,  new developments  In environmental technology,  special  projects, 

relevant data,  and  sources  for additional Information on pollution control. 

The  Information would eventually be computerized  to provide  for quick 

retrieval..

B.  Establish a legislative subcommittee  to keep  the Pollution Control 

Task Force  abreast with current  legislative  developments  that  affect 

University operations.  It  is  frequently difficult  for staff  Involved  in 

day-to-day operations  to be alert  to new and  pending  legislation affecting 

the various phases of pollution control  that  relate  to  the University.

C.  Assist  faculty members  that  offer  courses  related  to pollution con­

trol by making presentations,  providing  information sheets,  identifying 

potential research projects,  providing visual aids,  etc.

D. 

Develop  a special environmental  program aimed  at  the staff of 

the

University of  Michigan  to create a greater  environmental awareness  as

to  the nature and  impact  of  their job related  activities.

IV.  Air Borne Waste Control —   In  summary  the University should do  the  fol­

lowing :

A.  Survey the present laboratory hood  system  to  determine  the extent 

of  possible problem areas.

B.  Continue  long-range  fuel  source planning and  institute energy and 

heat saving measures.

C. 

D. 

Implement non-pestlclde controls  of harmful  insects.

Work with surrounding  governments,  etc.  to  institute area-wide  liquid

chemical waste disposal.

E.  1)  close  the Public Health  School  incinerator.

2)  ensure proper  operation of  the Medical  Science  incinerators and

and  install  additional burners  on  the Department  of Anatomy  incinerator.

3)  determine  the reason  for air pollution  from the North Campus 

Incinerator and make the  changes necessary  to  eliminate  this air 

pollution problem.

V. 

Solid Waste Control

A.  Consider the possibility of  recycling  cans  from the kitchens of

University-run facilities.

175

B.  Establishment of a Unlversity-vlde paper recycling operation.

C.  A source oriented  analysis  of University waste should be done  to 

determine  the efficiency of paper use.  The  Impact of such a study 

could  substantially reduce the amount  of paper  consumed dally by 

eliminating waste at  Its  source.

D.  The University should examine  the viability of purchasing  recycled 

paper stock wherever  feasible.  Pilot  projects on a University Publication 

such as  the University Record  could be done on  trial basis.

E.  Equip all beverage machines at  the  University with returnable  glass 

bottles.

VI.  Chemical Waste Control

A.  Make waste disposal a necessary  c-nsideration  for University approval

of  research grants.

B.  Require  each department  to establish a  "safety committee"  (may be 

part  of  the  laboratory comlttee,  which nearly every department  already 

has appointed).

C.  Purchase of  chemicals In a variety of  sizes  of containers.  Provisions 

for purchase of  quantity  required  rather  than  that which Is expedient.

D.  Provision within each building of  a  convenient  location,  readily 

accessible,  approved storage area and  related  collection and  transpor­

tation equipment.

E.  Provision of an adequate disposal  facility or purchase of  disposal 

service  on a contract basis,  If  this Is  the  selected  option.

VII.  Water Borne Waste

A.  Available evidence  indicates  a problem does not exist  Insofar  as 

pollution of  the water  In  the Huron  River with waste 

materials from the

University.  No  recoimnendatlons are  In order at  this time.

VIII.  Land use —  Grounds

A.  Elimination of  use of  landfill  as a site  for disposal  of waste chemicals.

B.  Surfacing of landfill,  removal of debris,  etc.

C.  Need  to  Institute  erosion and  sediment control  should be  Integral 

part  of  site plans  and specifications.

D.  Excessive  run off generated by parking  lots,  etc.  should  be properly

handled and conducted  to  receiving drains.

176

E.  Need better  llaaon with other University units*  better  record keep­

ing on  location of burial grounds  for various wastes.

IX.  Pathogenic Waste Control

A.  Hunan and anlnal waste

1.  All anlnal waste  currently being  generated  In small volumes at 

outlying*  low volume*  project areas be  transported  to existing 

facilities for disposal.

2.  An after-burner be considered  for Installation on  the  human 

waste crematorium to reduce smoke  and  odor  problems.

3.  That every effort be made  to utilize the existing incineration 

facilities at  optinun efficiency without  overloading the units during 

peak volume use periods —   that  the units  should  be  fired  to  the 

operating  tenperature before used.

B.  Laboratory waste control

1.  That departments examine  their  compliance with recognized  and 

accepted disposal practices  to assure  that pathogenic waste  is not 

being discarded in waste baskets or by other non-approved methods.

2.  That adequate bags be made available  to  laboratory personnel  for 

transporting waste either  to  the  Incinerator or autoclave —   fre­

quently*  suitable  containers  are not available.

3.  That all autoclaves  be placed on a  routine  cleaning and main­

tenance program.

A.  That  all autoclaves be  checked  periodically  (monthly)  to determine 

efficiency of operation using viable heat  resistent  spores.

C.  Hospital Waste Control

1.  An Indepth analysis  of hospital materials use  and disposal  policy 

and practice la recounended  to determine  If  the  splraling volume  of 

solid waste  could be reduced  In a manner consistent with  the  con­

tinuation of quality health care.

2.  It  is  also  recoasiended  that air  samples be collected  to  the 

North Campus  Incinerator during operating hours and  evaluated  for 

densities of viable bacterial and viral particles.  This would  help 

to define  the magnitude  of  risk as  it  is not  presently known.

Radioactive Waete Control

A.  Expansion of  storage facilities  for radioactive waste materials.

B.  The development of better contalnter handling procedures.

C*  The development of intensive educational  programs  for  the users of 

radioactive materials  to reduce negligent use and disposal  of r.m.

0.  The development of research projects aimed at  improving handling 

and ultimate disposal of  radioactive materials.

178

SUB GROUP  REPORTS

179

UNIVERSITY OF MICHIGAN/CITY OF ANN ARBOR/WASHTENAW COUNTY 

COORDINATION AND COMMUNICATION

University/City

Presently,  two  coordinating coonlttees,  each with  city  and University 

representatives,  meet  or  call  to discuss broad  areas of mutual  concern.

These  Informal meetings,  held about  ten  times per year  Include agenda 

Items  covering long  term capital planning,  police-fire  safety,  housing 

regulations and  inspection,  zoning,  transportation and utilities.  Problem 

solving is not  attempted at  these meetings,  however,  Infrequently assign­

ments are given to  Individual participants  to conduct a Joint  review of  a 

specific problem.

In addition,  there are  individual  formal and  Informal clty-Unlverslty 

contacts at many  levels  of each organization covering all  the areas of  inter­

face  that  result  from the  Intermix of  existing  facilities,  staff  and  programs.

Examples of  departmental  cooperation regarding waste control would  Include 

Implementation of  the  decision  to close  the University  landfill  to  solid waste 

disposal by allowing University solid waste disposal  at  the  city  landfill.  In 

a more recent matter city officials have been  fully  Informed of  progress  on 

a University  feasibility  study regarding  the use  of  solid waste  as  a  fuel.

However,  due  to  the  informal nature and broad  scope of  Information con­

sidered by existing  coordinating coanlttees,  a number  of waste  control acti­

vities  affecting both  the city and University have not been acted upon,  and 

probably a number of  potential problem areas have  gone unidentified.  A more 

structured channel  of  cozssunlcatlon directed  toward  resolution of  operating 

problems  and planning activities would be beneficial.

University/County

Communications between  the University and  county are,  for  the most  part, 

ad hoc.  The  county department  of  public works  solid waste  study  and  the 

University study  to determine  the  feasibility of  solid waste as a  fuel  Is  the 

most  recent notable example of  this  relationship.

In recent months  the County Health Department  has  expressed  concern  for 

methods employed by  the University  for chemical  disposal  and has  raised  some 

questions about  the University  Incinerator.

Since  the county department of  public works  performs primarily  a  service 

function,  and  In matters  of waste control maintains  a  county wide  observation 

through  the  Individual municipalities,  there would  not  be any advantage  to

180

formalising  the communication effort  between  the  county department  of  public 

work* and University Physical Properties  for review of  routine  procedures.

However,  there  la clearly an  Important  interdependency of  the  Clty- 

county - and Unlveralty  In determining ultimate disposal sites,  methods and 

transportation.  Further,  this  Interdependency will  continue  to  Increase as 

new,  more  restrictive  regulatory measures are passed.

Recommendations

It  la  recommended  that officials  responsible  for city public works and 

Unlveralty facilities  services meet on a mutually agreed upon  schedule  to 

Identify waste control matters of mutual concern and  to develop means of 

resolving problem areas.

It  la  recoimKnded  that Unlverslty-county conmunlcatlon and  coordination 

continue,  but  that  It be  conducted by officials of  each  unit  on  the basis of 

policy and  long range planning rather  than problem solving.  Conmmnicatlons 

of  this  sort  obviously cannot  be carried out  successfully without  city  Involve 

ment and  therefore a mutual  three way participation  should be  Implemented.

It  la  further recon e n d e d   that a public  Information campaign be  Imple­

mented  In a  systematic  fashion so  that  the  general public  Is more  aware  of 

University concern and action  In  the areas  of pollution control.  Such a 

campaign could not  help but  strengthen Universlty-comnunlty relations.  The 

campaign  could be  Incorporated  In  the work of  a Pollution Control Task Force*

181

SOLID WASTE/RECYCLING

Definition of problem

In view of the present scarcity of  resources and  resulting plrallng 

cost,  It Is Imperative  that  the University of Michigan make every effort 

possible to conserve the amount of  resources used and  decrease  the amount 

of waste produced.  We  can no longer enjoy a mentality of extravagance 

while our resources  are being depleted  faster  than  they can be replenished. 

Steps must be  taken now to  Insure that  the margin of waste  is minimal, 

particularly because  the University does  consume so much.

Presently,  the University generates approximately  55  tons of  refuse 

per day  In  the  course of  Its dally operations.  Amongst  that  55  tons  is  a 

high concentration of paper waste produced  In staff  and administrative 

offices as well as  classrooms.  There Is little  substantive effort  on  the 

part  of  the University  to recycle  this,  particularly paper waste.  The 

University of Michigan should  seriously consider  recycling In keeping with  Its 

other  environmentally responsible  practices.  The U-M must continually re­

evaluate  Its environmental policies  In  light  of  its  social responsibilities 

as a model inaltutlon and teacher of  environmental  consciousness.

Current  situation

All  solid waste  Is picked up  dally and  taken to  the North Campus  incin­

erator where  It  Is burned.  The cost  for  the pickup,  burning,  and disposal of 

thla material amounts  to approximately  $7-10 per  ton annually.  The  ashes 

from dally Incineration of solid waste are  disposed  of  through dumping at 

the  city  landfill.

This method  Is  destructive and wasteful.  Constructively speaking, 

there  are dispersed minor efforts on  the part  of  individuals  to  recycle 

paper,  cans and  glass  In dorms.  Aside  from these efforts which are  done on 

a voluntary basis,  there  has  been no organized attempt  to  recycle at  the 

University on a widespread scale.

Recycling of glass,  and  foot wastes  is not  feasible at  this  time because 

It la  either  too costly.  Insufficient  in amount,  or not  beneficial.  However, 

paper  recycling  Is  Indeed very  feasible and  perhaps profitable.

The reconaendatlons below detail how such procedures could be established 

throughout  the University.  Also  Included are other suggestions  that would 

i^irove  the University's position as an ecologically  responsible  institution, 

while  lessening Its  Impact on our ever-decreasing resources.

182

Recoiendatlons  for  the eatablishment of  * Unlveraltv-wide paper  recycling 
operation

Procedure:

1.  Separation - Paper waste would have  to be separated from other  solid 

waste at the outset.  This would require  two  separate receptacles In all  halls, 

offices,  and classrooms.  One would be marked  "for paper  use only",  and  the 

other,  "for non-paper waste."

2.  Collection - Tr-» separate collections of waste would be  necessary.

The paper waste would be  transported from its source  to a  trailer designed  for 

this purpose.  The  trailer and  transportation from that  point  to  the  recycling 

center are provided by  that company.  The  cost  of paper collection would be 

defrayed by  the money received from the recycled paper.  The present price 

paid  for  recycled paper  Is  $9-15  a  ton.  This sum surpasses  the  current  expense 

of  disposal.  The market for recyclable paper Is also  readily available  and 

very receptive.  There  la  also  the possibility of  saving money because  the 

amount of refuse waste would be considerably diminished.

3.  Disposal -  If  the paper  recycling operation can be  fully  implemented, 

there can also be an alternative disposal method  for  the  remaining refuse 

waste.  Instead of  Incinerating the non-paper waste,  it could be out  towards 

resource/energy recovery.  A comnunlty  resource  recovery project could use

It  for heat  recovery.  If  this  Is feasible,  the North Campus  Incinerator would 

no  longer be needed and could be  closed down,  thus  saving  the University  the 

present cost  for Its maintenance  and operation.

Recommendations  for solid waste control 

Procedure:

1.  Equip all beverage machines at  the University with  returnable glass 

bottles.

2.  Consider  the  possibility of  recycling cans  from the kitchens  of 

Unlverslty-run  facilities.  This would entail  flattening of  all metal  cans 

and a  separate container  for storage until  they are  picked up and  taken  to 

a recycling center.  An arrangement  could be worked out  similar  to  the re­

cycling of paper whereas  the company would provide  the receptacles and  the 

transportation at no cost.  Although  the market  for metal  Isn't as  in demand 

as  for paper,  it  Is  definitely  in  the  foreseeable  future.

3.  A  source oriented analysis of University waste should be done  to 

determine  the efficiency of paper use.  The  Impact of  such a  study could

substantially rsducs  the amount of papsr  consumed dally by  eliminating waste 

183

at  Its source.

4. 

The University should  examine  the viability of  purchasing recycled 

paper stock wherever  feasible.  Pilot  projects on University publications 

such as  the University Record  could be done on a trial basis.

184

ENVIRONMENTAL EDUCATION

1.  Problem Focus -  If  citizens end coununlty leaders expected  to play an 

effective  role  In dealing with environmental problems  of  the urban and non- 

urban envimoments,  it  is iterative  that all  Institutions of higher  learn­

ing provide environmentally sound  learning and research opportunities,  and 

utilize pollution control methods  that  reflect a concern for  the promotion 

of  a high quality environment*

2.  Definition - The opportunity exists on  this campus  to provide for sn 

organized effort  to collect and disseminate environmental  Information on 

pollution control and  to promote further research In  this vital  field.  It 

Is also  Important that  the learning environment be reinforced by University 

policies and practices  that  reflect a  community-wide commitment  to a high 

quality physical environment.  It  seems  clear  that environmental problems 

associated with pollution control  could be reduced  through a vigorous 

Unlverslty~wlde environmental education program.  If  the program proves 

successful,  It could serve as a viable model for other universities across 

our nation*

3.  Current Situation - At present  there  is no  centralized  organization 

responsible  for systematically collecting and  disseminating environmental 

Information throughout  the University and  the coimminlty.  The University 

has a number of staff,  students,  and faculty  conznltted  to research and edu­

cation in the  field of pollution control.  HoveveT,  there  is a dire need 

for an organization capable of  further  research and  education  in the  field 

of  pollution control management and  promoting further activities.  A 

pollution control  task force with a  strong  educational arm could help  to 

further sound education,  research,  and University policies and  practices

in an effort  to provide a high quality  learning and physical  environment.

4.  Recommendations

a.  Establish an educational  subcommittee as an arm of  the  pollution 

control  task force  to promote educational programs aimed at  everyone 

within  the University and  research In  the field of pollution control. 

Some major functions of  the c omlttee would  be  as  follows:

1.  Establish a centralized  Information collection and dissemination 

system on pollution control available  to  staff,  faculty,  students 

and  the cozmninity at large.  They  system would  Include  Information 

on current  legislation,  new developments  In environmental  technology

185

special  projects,  relevant data,  and  sources  for additional  Infor­

mation on pollution control.  The  Information would  eventually be 

computerized to provide for quick retrieval.

2.  Establish a legislative subcovalttee to keep  the pollution control 

task force abreast with current  legislative developments  that  affect 

University operations.  It  is  frequently difficult  for staff  involved 

in the  day-to-day operations to be alert to new and  pending  legislation 

affecting the various phases of pollution control  that  relate to  the 

University.

3.  Assist  faculty members that offer courses  related  to pollution 

control by making presentations,  providing Informstlon sheets,  identifying 

potential research projects,  providing visual aids,  etc.

4.  Develop a special  envlornmental program aimed  at  the staff  of  the 

University to  create a  greater environmental awareness as to the nature 

and  Impact of  their job related activities.

TOM BLESSING —  

MARCY BOHM —

DON BROWN —

WASTE CONTROL COMMITTEE MEMBERS

186

Ann Arbor Ecology Center
Detroit  Street 

ENACT
326 Anderson,  East Qued 

Environmental Health &  Safety 
Unlveralty Hospital Representative 
M6009 SPH II

JIM CROWFOOT —  

Environmental Advocacy Program 
2043 School Natural Resources

RICK GANS —  

Ann Arbor  Ecology Center 
Detroit  Street

EUGENE GLYSSON —  

Civil Engineering Department 
313 W.  Eng.

761-3186

764-2699

764-2594

764-1570

761-3186

764-9412

DON GRAY —

Civil Engineering Department 
306 W.  Eng.

764-9420,  764-4303

MORTON HILBERT —

Associate Director,  Institute of 

Environmental  A Industrial Health 

1522 SPH I 

764-3188

BILL JOY —

Director,  Environmental Health &

Safety

430 Health  Service 

764-8310

LOUISE HAGOON —  

ENACT
406  State Street,  Apt*  2 

663-6752

FRED MAMfEL —

Director of  Public Works Dept*
City of Ann Arbor
Arm Arbor City Hall 

761-2400,  Ext. 255

BILL MANNING —  

Chairperson,  Waste Control  Committee
413 S.  Division,  Apt.  1 

769-8894

JOE PRICE —

MIKE ROTH —

Director Public Works 
Washtenaw County
Ann Arbor,  Michigan 

663-7511,  Ext. 231

ENACT
424 Green House,  East Quad 

764-5685

DIANA SAM1ATARO —

Environmental  Bureau 
City of Ann Arbor
City Hall 

761-2400,  ext. 271

BILL STAFF --

LAREINE STEVENS

187
Chairperson,  Environmental Education
Outdoor Recreation Programs
2004  School Natural Resources 

764-1511

Administrative Ass't.
Office of Physical Properties
326 East  Hoover 

JACK WEIDZNBACH 

Director,  Physical  Properties
326  East  Hoover 

DON WENDEL —

Director,  Plant Operations
326 East  Hoover 

764-3402

764-3402

764-3400

BI BLIOGRAPHY

188

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