DOCUMENT RESUME CE 000 408 INSTITUTION · DOCUMENT RESUME. ED 083 417 CE 000 408. AUTHOR Gillie, Angelo C., Ed. TITLE. The Fourth Annual Pennsylvania Conference on. Postsecondary

DOCUMENT RESUME

ED 083 417 CE 000 408

AUTHOR Gillie, Angelo C., Ed.TITLE The Fourth Annual Pennsylvania Conference on

Postsecondary Occupational Education.INSTITUTION Pennsylvania State Univ., University Park. Center for

the study of Higher Education.PUB DATE Sep 73NOTE 195p.

EDRS PRICE MF-$0.65 HC-$6.58DESCRIPTORS Annual Reports; *Articulation (Program); Colleges;

*Conference Reports; Conferences; Junior Colleges;Participant Satisfaction; *Post Secondary Education;*Vocational Education; Vocational Schools; VocationalTraining Centers

IDENTIFIERS *Pennsylvania

ABSTRACTThe purposes of the fourth annual Pennsylvania

conference on postsecondary occupational education were to considerthe role of 'area vocational schools, two year colleges, and seniorcolleges in the articulation of occupational programs; to provideparticipants with information that would better enable them toidentify some of the elements and useful approaches in articulation;to provide an opportunity for exchange of ideas on topics associatedwith articulation; and to continue the series of cooperative venturesbetween The Pennsylvania State University and other Pennsylvaniainstitutions Ouch are aimed at contributing to the overallimprovement of occupational education. To achieve these objectiveseighteen papers were presented for the 84 conference participants.The text of the papers, an evaluation of the conference, theconference program, its registration list, and its advisory committeeare presented in the report. (For the report from the third annualconference, see ED072194) . (AG)

FILMED FROM BEST AVAILABLE COPY

U.S. DEPARTMENT OF HEALTH,EDUCATION.& WELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINAT:NG IT POINTS OF VIEW OR OPINIONSSTPTED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY

TheFourth AnnualPennsylvaniaConference onPostsecondaryOccupationalEducation

Angelo C. LillieEditor

Center for the Study ofHigher Education

The Pennsylvania State University

r ThecoFourth Annual

Lii PennsylvaniaConference onPostsecondaryOccupationalEducation

t

Angelo C. GillieEditor

Center for the Study ofHigher Education

The Pennsylvania State UniversityUniversity Park, Pennsylvania

September 1973

TABLE OF CONTENTS

FOREWORD

Articulation in Occupational

The Need for Articulation ofPrograms Among Secondary andInstitutions

G. Lester Anderson

EducationAngelo C. Gillie

OccupationalPostsecondary

Aleene Cross

vii

1

Program and Curriculum Articulation:Secondary and Postsecondary OccupationalEducation Robert Jacoby 38

An Articulation Model for PennsylvaniaJames P. Murphy 45

Articulation in Occupational Education atthe Postsecondary Level Arden Pratt 54

The AVTS and the Community College: ARelay Team James P. Bressler and

Alfred L. Hauser 67

The Bucks County ExperienceRichard C. Skinner and

Joseph Vallone 77

Institutional Cooperation Leads toArticulatiuh Between an AVTS and aCommunity College Thomas C. Feeney and

John Weaver 86

Vocational-Technical School andCommunity College Cooperation inLehigh County George W. Elison and

Robert A. 'Nagle 99

iii

TABLE OF CONTENTS (coat' d)

Articulation of Occupational ProgramGraduates Between Ohio Two-Year Collegesand The University of Akron

Michael N. Sugarman 101

The Community College of PhiladelphiaApproach Sidney August 109

Two Plus Two Equals Three and One/Halfor Four or More Thomas C. Cooke 113

An Upper Division College Experiente inTechnical Education Walter M. Slygh 119

Vocational Articulation Between CapitolCampus, Penn State University, and BoyceCampus, Community College of AlleghenyCounty Charles A. Darrah 123

Cooperation Between a Community Collegeand Corhunity Service Agencies inEstablishing Human Service Curricula

Mary M. Norman 127

The Vale Technical Institute ExperienceJohn E. Marino 140

Problems Associated with the Associatein Specialized Technology and SpecializedBusiness Degree Oscar W. Nestor 142

Articulation of Occupational StudentsBetween Secondary Schools, AssociateDegree Programs, and Bachelor's DegreePrograms in Washington Technical Institute

Addison S. Hobbs 149

Evaluation of the Conference

iv

Edward Mann 161

TABLE OF CONTENTS (cont' d)

Appendix A: Conference Program

Appendix B: Registration List

Appendix C: The Conference Advisory Committee

Appendix D: Conference Evaluation: CoverLetter(s), Questionnaire, andTelephone .Follow -up

169

177

185

189

FOREWORD

Any careful observer of the world of work andeducation would have to conclude that the inter-relationships are complex. The observer would alsohave to conclude that the present is a period offerment, change, conflict, and also ore of creativeand imaginative consideration of the alternatives topresent programs and structures.

The interactions between occupational educationat the secondary and postsecondary levels is one ofthe more important to be considered. It is to thistopic that the Fourth Annual Conference on Post-secondary Occupational Education, held at ThePennsylvania State University, was directed.

With the growth of community-junior colleges andthe current emphasis on career and vocationaleducation, articulation between secondary and post-secondary education, in both vocational and non-vocational areas, has come to the fore as a primaryclient need.

We believe the papers generated for and by thisconference and contained in this volume of the pro-ceedings are most useful to those who are concernedwith the many facets of the articulation of secondaryand postsecondary occupational education.

G. Lester AndersonDirector, Center for the Study

of Higher Education

vii

ARTICULATION IN OCCUPATIONAL EDUCATION

Angelo C. GillieProfessor, Department of Vocational Education

and Associate, The Center for the Studyof Higher Education, The Pennsylvania

State University

Introduction

Vocational educators are becoming increasinglyaware of the overlapping elements in occupationaleducation. The simultaneous presence of over 1,100two-year colleges and 1,900 area vocational schoolsunderscores this fact. Each type of institution hasits own unique objectives and the potential for con-flict is ever present. On the other hand, thepossibility is also present that institutionaldiversity can be the foundation for enrichment of theoccupational education movement as a whole. In

response to a desire to maximize the potential forboth kinds of institutions, and to enable competitionto benefit students, state level coordination of areavocational schools and community colleges is becomingcommonplace. (See Table 1 for the distribution ofcommunity colleges and area vocational schools on astate by state basis.)

It should be noted that 931 of the 1,889 areavocational schools are classified as postsecondaryinstitutions. Also of interest is that 227 (12 per-cent of the total) offer both secondary and post-secondary programs. Furthermore, 443 of the two-yearcolleges (about 40 percent) also serve as areavocational schools as well. These figures illustratethe extent of overlap and diversity in the kinds ofinstitutions in which occupational education exists.

Added to this are the hundreds of private vocationalschools which serve over 1.5 million studentsnationally.' An additional component in the occupa-tional scene is the present popular trend towardbaccalaureate programs in many of the vocationalareas. While the conference itself has presentationsfrom individuals who have successfully achievedarticulation, this paper only attempts to describethe components involved.

The Present State of the Art

An examination of the variety of associatedegree granting schools in the Commonwealth indicatesthat the Pennsylvania situation is a paradigm of thenational situation. In June 1970, 8,000 associatedegrees were granted by 43 schools, an average of186 graduates per school.2 With the exception ofThe Pennsylvania State University, typical middlelevel occupational training colleges haye smallenrollments. There are six generic types of associatedegree granting institutions in the state:3 a) publiccommunity colleges, b) private junior colleges, c)

1A. H. Belitsky, Private Vocational Schools andTheir Students: Limited Objectives, Unlimited Oppor-tunities (Cambridge, Mass.: Schenkam Publishing Co.,1969).

2R. C. Hummel, Our Colleges and Universities:

Degrees and Other Awards Conferred by PennsylvaniaInstitutions of Higher Education, 1969-70, Vol. 8,No. 2, 1970-71 (Harrisburg, Pa.: Bureau of Educa-tional Statistics, Department of Education, 1971).

3Angelo C. Lillie, Post-Secondary Occupational

Education: An Overview and Strategies (UniversityPark, Pa.: Center for the Study of Higher Education,The Pennsylvania State University, 1970); Karen L.

2

Commonwealth Campuses of The Pennsylvania StateUniversity, d) private colleges and universities, c)proprietary schools, and f) private state-cAdedinstitutions. (See Figures 1-4 for the distributionof these institutions.)

The number of schools offering associate degreeoccupational programs is expected to increase becausenew community colleges are still emerging in thestate and a substantial number of proprietary schoolsare being authorized each year to grant the degree.More than 30 proprietary type institutions havealready been authorized and their number is expectedto reach 70 by 1973. No substantial growth in theassociate degree granting programs by universities,other senior colleges, and private two-year collegesis expected. As of September 1970 the enrollmentfigures for associate degree candidates, by type ofinstitution, were: a) community colleges - 26,000;b) private two-year colleges - 4,700; c) PennsylvaniaState University Commonwealth Campuses - 3,800; d)proprietary schools - 3,000. About half of theassociate degree candidates in the community collegesand private two-year colleges are in occupationallyoriented programs, while all the university and pro-prietary school candidates listed in this paper arein such programs. The Pennsylvania State University,with 19 campuses, also serves a two-year (non-vocational) function because a large number of pre-professional students complete the first two years oftheir baccalaureate programs there and then transferto the main campus in their junior year. Unlikeproprietary schools, the preparation of occupationally

Bloom, Larry L. Leslie and Angelo C. Gillie, Goals andAmbivalence: Faculty Values and the Community CollegePhilosophy (University Park, Pa.: Center for theStudy of Higher Education, Report #13, 1971).

3

oriented graduates is not the major focus of theCommonwealth Campuses of The Pennsylvania StateUniversity. The difference in these two types ofschools depicts the extremes of the span of institu-tions involved with occupational programs.

Another indicator of institutionaL and programdiversity is reflected in the variety of titles givento the associate degrees awarded. Eight types ofassociate degrees are offered by various Pennsylvaniainstitutions: (1) Associate and Applied Arts (AAA);(2) Associate and Applied Science (AAS); (3) AssociateIn Arts (AA); (4) Associate in Science; (5) AssociateScience Technology (AST); (6) Associate Science andBusiness (ASB); (7) Associate Degree in SpecializedCurriculum (AD); (8) Associate in Career Studies(ACS). This list does not indicate the ever greaterdiversity in vocational programs that lead to diplomasand certificates which are being offered by the pro-prietary institutions and area vocational schools.In 1971, there were 222 licensed private businessschools and 126 private trade schools (Bureau ofPrivate Schools and Veterans' Education, PennsylvaniaDepartment of Education) in Pennsylvania. From thisalone, one can suspect that the private sector isproviding a substantial input to the postsecondaryvocational education effort in the Commonwealth.

A major difference between types of schools isthe way in which they are controlled and financed.The public community colleges obtain their financialsupport in a manner unlike any other higher educa-tional institution in the Commonwealth. Support forphysical facilities is obtained on a matching basisbetween the State Department of Education and thecommunity college district (which is a voluntaryformation of school districts in given region).Support for programs (other than facilities) isobtained from the student, the community collegedistrict, and the state (Pennsylvania CommunityCollege Act of 1963 - Act 484) with each element con-tributing about one-third of the tuition cost. Local

4

taxation, based upon real estate assessment, is themajor means for obtaining local funding. Tuition(September 1970) averaged $350 per academic year forPennsylvania residents or $700 for the entire two-year program. Total tuition cost (including localand state contributions) averages about $2,100 for dtypical two-year course.

The Commonwealth Campuses of The PennsylvaniaState University receive their support as part of theoverall budget of the university, with no financialinput from direct local taxation. Tuition assessedthe student is higher than in the community colleges(about $800 per academic year for in-state Students,or $1,600 for the entire two-year program). Thetuition in our 13 private (i.e. nonprofit) juniorcolleges (7 nonsectarian, 6 sectarian) is considerablyhigher than in the public community colleges.

The greatest number of postsecondary institutionsoffering programs in occupational education inPennsylvania are proprietary schools. In 1967, thetotal enrollment of the 248 licensed institutions was22,700 full-time students, an average of about 92full-time students per school. About 8,500 of thesestudents graduated from business type proprietaryschools. The proprietary schools, like most privatejunior colleges, rely almost entirely upon studenttuition and fees for financial support. However,pocket tuition cost to the student is in fact com-parable to community colieges. Recent PennsylvaniaDepartment of Education (1971) figures show that:(a) business schools average 82.5 cents per hour ofinstruction or $1,485 for a 1,800 hour associatedegree program; (b) trade and technical schoolsaverage $1.20 per hour of instruction or $2,160 foran 1,800 hour associate degree program; (c) computerschools average $2.00 per hour or. $3,600 for a 1,800hour associate degree program; (d) aeronautics schoolsaverage $1.20 an hour for instruction or $2,640 fora 2,200 hour associate degree program.

5

The area vocational school is one of the majorforces behind vocational education in the nation aswell as the Commonwealth. Its most important impetuswas perhaps derived through the Vocational Act of1963 (PL 88-210) and the Vocational Educltion Amend-ments of 1968 (PL 90-576). These acts specify thekinds of schools that may qualify as area vocationalschools. These include: (a) specialized highschools; (b) a department of a high school whichoffers programs in at least five occupational fields;(c) a technical or vocational school; (d) a depart-ment or division of a two-year college which offersprograms in five or more occupational fields; (e) adepartment or division of a senior college or uni-versity which offers programs in at least five occu-pational fields. From this it can be seen that areavocational schools, at least from the federal fundingpoint of view, can offer programs at the secondary,postsecondary, or both secondary and postsecondarylevels. This has created some confusion. TheVocational Education Amendments of 1968 mandated thatat least 15 percent of the federal funding allocatedto each state be used for students who have eithergraduated from or dropped out of high school. Therealso are specific allocations for special and dis-advantaged students, much of which can be utilizedby two-year colleges. Many of the nation's two-yearcolleges, because they offer vocational programs infive or more occupational areas, qualify for andaccept funding as area vocational schools, butidentify themselves as community colleges and not asarea vocational schools.4 A number of senior collegesand universities do the same. In all of these cases,the public in general and even a majority of facultyadministrators, do not view these institutions asarea vocational schools.

4C. D. Perkins, ed., Reports on the Implementation

of the Vocational Education Amendments of Z968(Washington, D.C.: U.S. Government Printing Office,1971).

6

The most visible type of area vocational schoolsare those institutions called area vocational/technicalschools, technical education centers, or board ofcooperative educational service centers, dependingupon the state in question. In Pennsylvania voca-tional schools are called area vocational schools andthere are more than 60 in operation. Their firstmajor characteristic is their physical and academicseparation from other kinds of educational efforts.This educational separatism has been criticized aslong ago as the turn of the century by John Deweyand others5 and continues to be considered undesirableby some educators6. On the other hand, proponents ofseparate vocational schools are equally committed totheir position because of the long-standing dissatis-faction of many vocational educators with the mannerin which academic and general educators have viewedand conducted occupational programs in the past.?Evidence of the strength of this movement is seen inthe large number of area vocational schools inoperation, both nationally and in Pennsylvania (seeTable 1).

A second characteristic of area vocationalschools is that those which offer vocational prepar-ation programs to students in grades ten throughtwelve emphasize occupations in the trades and crafts.

5Merle Curti, Social Ideas of American Education

(New York: American Historical Association on theSocial Studies, 1935).

6Clark Kerr, The Open Door CoZZeges: Policies

for Community Colleges: A Special Report and Recom-mendation by the Carnegie Commission on Higher Edu-cation (New York: McGraw-Hill, 1970).

A. C. Gillie; Grant Venn, Man, Education, andWork (Washington, D.C.: American Council on Education,1964).

A. C. Gillie, Principles of Postsecondary VocationalEducation (Columbus, Ohio: Charles Merrill, 1973).

7

TABLE 1*

Distribution of Community Colleges and Area Vocational Schoolsa

State

TotalJr.

Col.

TotalAVSa

Sec.

LevelPost Sec.

Level

PSb

Sec.

Two-YearAVSc

Alabama 23 50 23 27 0 1

Alaska 8 9 6 2 0 2

Arizona 13 14 3 11 0 70Arkansas 3 19 3 16 0 3

California 99 105 13 102 0 87

Colorado 16 13 13 13 13 5

Connecticut 22 19 5 14 0 4

Delaware 4 5 3 2 0 1

District of Columbia 3 6 4 2 1 0

Florida 32 31 14 17 14 10

Georgia 23 42 18 24 0 1

Hawaii 6 16 10 6 0 6

Idaho 4 6 6 0 0 2

Illinois 55 47 22 25 0 23

Indiana 4 30 20 10 0 1

Iowa 25 25 0 25 0 21

Kansas 25 14 14 14 14 1

Kentucky 23 57 44 13 0 0

Louisiana 8 32 23 32 23 0

Maine 6 21 13 9 1 3

Maryland 21 81 72 9 0 7

Massachusetts 33 66 54 27 9 9

Michigan 36 61 28 41 8 26

Minnesota 23 32 1 32 1 3

Mississippi 24 56 30 26 0 11

Missouri 22 55 45 28 18 7

Montana 3 5 5 5 5 .0

Nebraska 13 10 2 8 0 2

Nevada 3 6 3 5 2 1

New Hampshire 4 24 15 9 0 1

New Jersey 22 35 35 17 17 0

New Mexico 9 8 6 8 6 2

New York 61 70 70 0 0 0

North Carolina 66 52 0 52 0 52

North Dakota 5 6 3 4 1 4

Ohio 38 126 105 21 0 15

Oklahoma 18 17 17 17 17 0

Oregon 16 18 4 14. 0 13

Pennsylvania 49 62 62 27 27 1

Rhode Island 3 8 7 1 0 0

South Carolina 26 45 30 15 0 11

South Dakota 2 6 5 6 5 0

Tennessee 18 31 5 30 4 6

Texas 59 127 87 40 2 32

Utah 5 12 8 11 7 5

Vermont 5 15 15 0 0 0

Virginia 27 161 140 20 0 16

8

TABLE 1* (continued)

State

TotalJr.

Col.

Total

AVSa

Sec.

LevelPost Sec.

LevelPS

bSec.

Two-YearAVSc

Washington 27 31 9 28 6 20

West Virginia 7 37 30 27 20 0

Wiscons4.0- 31 37 37 37 0 10

Wyoming 7 7 4 7 4 7

American oamoa 1 1 0 1 0 1

Guam -- 1 1 1 1 0

Canal Zone 1 0 0 0 0 0

Puerto Rico 19 16 16 0 0 0

Trust Territories -- 1 1 1 1 0

Virgin. Islands 2 2 0 2 0

Totals 1,111 1,889 1,211 939 229 443

*From an unpublished manuscript: Gillie, 1972.

aTotais in Column 2 taken from Directory AVE: Fiscal Year 1972 (MimeographUSOE).

bIbid.

cSchools identified as AVS in Directory AVS and also classified as a two-yearcollege in Directory: American Association of Junior Colleges.

9

Although in most states, the programs are concen-trated on academic levels compatible with thematurity and abilities of secondary school students,some programs for postsecondary type students,particularly part-time and evening offerings, arebeginning to operate. This trend is also takingplace in Pennsylvania. A third characteristic ofarea vocational schools, which also relates tocurriculum, deals with the general education compon-ent of the program, which accounts for about halfof the time spent by students in AVTS secondary levelprograms. In some cases general education is pro-yided at the home high school from which the studentwas sent; in other cases, general education is offeredon the daily basis for those students who live nearenough to commute from their high school to the AVTS.In still other eases, where the students travel con-siderable distances between the home town high schoolsand the AVTS, general education is offered in thehome town high school on certain days while thevocational courses are offered in the AVTS on theother week days. Still another variation is thatsome AVTS's offer the general education component ofthe vocational programs within their own facilities.In most cases, regardless of the mode adopted, theseparation of general and vocational education appearsto be clear. In spite of the criticism aimed atvocational educators fcir the establishment of separatevocational institutions of this type, there isincreasing evidence that vocational education mayvery well thrive as well, if mIt better, in such aconfiguration that it presently does in many of thecomprehensive two-year colleges. Recognition of thispossibility is beginning to appear in the liter-ature.8

The fourth characteristic of the AVTS is itslatent potential for the preparation of virtually allkinds of lower and middle level workers. If legal

8Sir Eric Ashby, Any Person, Any Study (New York:

McGraw -Hill, 1971).

10

mechanisms can be found:to place AVTS within a neweducational configuration, allowing articulation fromthe lower grades at one end to grades 13-14 and theworld of work at the other end, AVTS can perhapsbecome the most viable institution for preparinglower and middle levels of the work force. Perhapsin some future time, the AVTS's and community collegescan join forces more completely in this regard.

A Master Plan for Occupational Education

A master plan for vocational education that cutsacross both secondary and postsecondary levels isneeded to improve opportunities for students. Suchcoordination may be defined as "the act of regulatingand combining so as to give harmonious results."9The coordinating agency approach, which leaves thematter of internal governance to local boards ofcontroll° rather than placing it in the hands of acentral authority, may come to replace the formermode of central control which may have run itscourse.

Despite the tradition of institutional autonomy,particularly in'postsecondary type institutions, thereis a surge of efforts to bring about voluntary coop-eration between various groups of schools and colleges.Educators are beginning to consider educationaladequacy, effectiveness, economy, and maximizationof available resources. Attempts by state legis-latures to limit monies for education is certainly a

9Lyman A. Glenny, Autonomy of Public Colleges:

The Challenge of Coordination (New York: McGraw-Hill, 1959).

10R. 0. Berdahl, Statewide Coordination of Higher

Education (Washington, D.C.: American Council onEducation, 1971).

11

catalyst and there is mounting evi.ience that con-sortium type configurations can be efficient andproductive for both the cooperating states and thestudents.

Possibly the most significant impetus tocoordination is the difficulty in articulationbetween American institutions of higher education,which constitute an assemblage rather than a system.Unless special coordination efforts are made, theinadequate and improper articulation between units.within this aggregate will continue to make it

. difficult for students to move from one inFAitutionto another without undue loss of credit and time.

Both horizontal and vertical constraintsinhibit articulation. Vertical inconsistencies occurwhere there is difficulty in maintaining continuityin grade levels within educational units, such asrefusing to accept students who graduate in certainlower level institutions, or to accept only a porti,,nof their previous work. Removing such vertical con-straints is of greatest urgency because of the socialand economic mobility offered through furthereducation.11 Horizontal constraints occur when astudent 'ishes to move into a similar program inanother instituti.'.a. Because of increased geographicmobility, both tyl_as of articulation are of greatimportance. The great diversity in phiLcsophicgoals and functional purposes found in these variousinstitutions further confounds the articulation.difficulties.

It is common knowledge that planning often isan afterthought wh_ comes to mind when a series ofevents have taken place that point to the need for

11P.. Blau and 0. D. Duncan, The American Occu-

pational Structure (New York: John Wiley & Sons,1967).

12

some kind of coordination. Such is the state ofvocational education in many places today. Masterplans (as opposed to no planning at all) would pro-vide the state with the means to engage in orderly,immediate, intermediate, and long-range planning.This process would begin with the establishment ofaccepted goals, followed by procedures to implementthe goals within the means the state has at its dis-posal. Such a process can vary between the extremesof total state control to almost complete localcontrol.

Occupational education has been suffering frominterstitialitis for quite some time because thekinds of institutions in which it is offered varyfrom secondary to postsecondary levels with thegreat majority of occupational programs being offeredin secondary schools.lL But the condition isworsening as an increasingly larger number of pro-grams are being developed in postsecondary institu-tions, both public and private.13 This makes itincreasingly more difficult to place occupationaleducation in one level of education. Further con-founding the issue is that some programs are offeredin secondary schools in one region of the state andin postsecondary institutions in some other region of

12U.S. Office of Education, Bureau of Adult,

Vocational, and Library Programs, "Fact Sheet: Voca-tional Education Amendments of 1968 - Public Law 90-576" (Washington, D.C.: American Council on Educa-tion, 1964).

13M. E. Hooper, Associate Degree and Other Formal

Awards Below the Baccalaureate, 2969-70 (Washington,D.C.: U.S. Government Printing Office, 1971); G. H.Wade, FaZZ Enrollments in Higher Education, 2970(Washington, D.C.: U.S. Government Printing Office,1971).

13

the state. Therefore, occupational education has be-come an interstitial type of offering and clearlydoes not fit within the traditional rubric ofsecondary and postsecondary education.

If we are to profit from this complex inter-stitial situation, we need to move affirmatively inthe direction of improving communications betweenvarious elements within the overall aggregate ofoccupational education. It is especially importantto emphasize that, in the final analysis, good'articulation in these institutions seeks to improvethe occupational education condition so as to increasebenefits for students.

The Fourth Annual Pennsylvania Conference onPostsecondary Occupational Education, whose papersare presented in this volume, was steered in thedirection of improved communication. We leave it tothe reader to draw his own conclusions about theextent to which this basic goal has been achieved.

14

ADDITIONAL SOURCES NOT CITED IN FOOTNOTES

Chambers, M. M. Voluntary Statewide Coordination inPublic Higher Education. Ann Arbor : Uni-versity of Michigan Press, 1961.

Directory: American Association of Junior Colleges.Washington, D.C.: The American 'Association ofJunior Colleges, 1972.

Directory AVS: Fiscal Year Z972. Washington, D.C.:U.S. Office of Education, mimeograph.

Public Law #210, 88th CongressAct of 1963).

Public Law #576, 90th CongressAmendments of 1968).

15

(Vocational Education

(Vocational Education

.22

CR

Ai/

FO

RD

14

ER

IE

AREA VOCATIONAL-TECHNICAL

SCHOOLS

WA

RR

EN

13

FO

RE

ST

VENANGO

ME

RC

ER

62

Loow

a/B

UT

LER

36

BE

AV

ER

CLA

RIO

N

AR

MS

TR

ON

G

39

WA

SH

ING

TO

N10

WE

ST

MO

RE

LAN

D

41

27

GR

EE

NE

McK

EA

N

ELK

JEF

FE

RS

ON

PO

TT

ER

CA

ME

RO

NC

LIN

TO

N

TIO

GA

BR

AD

FO

RD

LYC

OM

ING

31

CLE

AR

FIE

LD

SU

LLIV

AN

65

CO

LUM

SU

SQ

UE

HA

NN

A

WY

OM

ING

LAC

KA

-W

AN

NA

LUZ

ER

NE

IA61.1

NIO

NM

ON

TO

UR

29

IND

IAN

AS

NY

D57

NO

RT

HU

MB

ER

LAN

D58

SC

HU

YLK

ILL

BE

RK

S4

FA

YF

TT

ES

OM

ER

SE

TB

ED

FO

RD

FU

LTO

N

/25

FR

AN

KLI

N

66

AD

AM

SY

OR

K

33

34

LAN

CA

ST

ER

35

7C

AR

BO

N

56

LEIV

H

WA

YN

E

MO

NR

OE

20

NO

RT

H

BU

CK

S

4Q

61

MO

NT

GO

ME

RY

642

43

PIK

E

PT

ON

CH

ES

TE

R

GU

RE

1

81

PH

L

D L

AW

AR

DE

LPH

IA

4 51

50

AREA VOCATIONAL-TECHNICAL SCHOOLS

1. Altoona1500 Fourth AvenueAltoona, Pk 16603

2. A. W. Beattie9600 Babcock BoulevardAllison ParkPittsburgh, PA 15101

3. Berks - EastR. D. #1Oley, PA 19547

4. Berks WestR. D. #1Leesport, PA 19533

5. Bethlehem3300 Chester AvenueBethlehem, PA 18018

6. Bucks CountyWistar RoadFaienns Hills, PA 19030

7. Carbon County13 StreetJim Thorpe, PA 18229

8. Central Chester County16?5 East .incoln HighwayCoatesvili, PA 19320

9. Central Montgomery CountyNew Hope Street and Plymouth RoadNorristown, PA 19401

10. Centre, Westmoreland County201 Locust StreetYoungwood, PA 15697

11. Centre CountyPleasant Gap, PA 16283

12. Clearfield CountyP. O. Box 1028Clearfield, PA 16830

13. Columbia-MontourR. D. #5Bloomsburg, PA 17815

17

14. Crawford County860 Thurston RoadMeadville, PA 16335

15. Cumberland-PerryR. D. #4Mechanicsburg, PA 17055

16. Dauphin County6001 Locust LaneHarrisburg, PA 17109

17. Delaware County (Aston)Birney Highway and Crozerville RoadAston TownshipChester, PA 19G14

18. Delaware County (Folcroft)Delmar DriveFolcroft, PA 19032

19. Delaware Counry (Marple)Malin and James RoadsBroomall, PA 19008

20. Eastern Northampton Cor.',:yKesslerville Road, R. D. #1Easton, PA 18042

21. Eastern Westmoreland County205 Harrison AvenueLatrobe, PA 15650

22. Erie CountyR. D. #3Oliver RoadErie, PA 16509

23. Fayette CountyR. D. #2, Box 122AOld FairChance RoadUniontnwn, PA 15401

24. Forbes TrailBeatty and Cooper RoadMonroeville, PA 15146

25. Franklin CountyRoute #6Chambersburg, PA 17201

Area Vocational-Technical Schoch' - continued

26. Greater Johnstown445 Schoolhouse RoadJohnstown, PA 15904

27. Greene CountyR. D. /2. Box 14I-DWaynesburg, PA 15370

28. Harrisburg-Steelton-Highspire3001 North Second StreetHartisburg, PA 17110

29. Hazleton23rd and McKinely StreetHazleton, PA 18201

30. Huntingdon County300 Allegheny StreetHuntingdon, PA 16652

31. Jefferson-DuboisBox 100

Reynoldsville, PA 15851

32. Juniata-Mifflin CountyPitts Street and Belle Vernon AvenueLewistown, PA 17044

33. Lancaster County (Brownstown)Box 435Brownstown, PA 17508

34. Lancaster County (Mt. Joy)R. D. /2Mt. Joy, PA 17552

35. Lancaster County (Willow Street)1730 Hans Herr DriveWillow Street, PA 17584

36. Lawrence County750 Wood StreetNew Castle, PA 16101

37. Lebanon County833 Metro DriveLebanon, PA 17042

38. Lehigh County2300 Hain StreetSchnecksville, PA 18078

39. Lenape2215 Chaplin AvenueFord City, PA 18

40. Middle BucksOld York RoadP. O. Box 317Jameson, PA 18929

41. Mon ValleyGuttman BoulevardCharleroi, PA 15022

42. Eastern Montgomery175 Tcrwood RoadWillow Grove, PA 19090

43. North MontcoSumneytown PikeLansdale, PA 19446

44. Western Montgomery77 Cratersford RoadLimerick, PA 19468

45. Northern Chester CountyCharlestown RoadPhoenixville, PA 19460

46. Northumberland CountySeventh and Arch StreetsShAmokin, PA 17872

47. Parkway WestR. D. 01, Box 424Oakdale, PA 15071

48. Bok

Eighth and Mifflin StreetsPhiladelphia, PA 19132

49. Dobbins22 and Lehigh AvenuePhiladelphia, PA 19132

50. MastbaumFrankford Avenue and Clementine StreetPhiladelphia, PA 19134

51 Walter Biddle Saul7100 Henry AvenuePhiladelphia, PA 19128

52. Allegheny810 Arch StreetPittsburgh, PA 15212

Area Vocational-Technical Schools - continued

53. Connelley1501 Bedford AvenuePittsburgh, PA 15219

54. SouthSouth Tenth and Carson StreetsPittsburgh, PA 15203

55. Washington169-40th StreetPittsburgh, PA 15201

56. Reading-MuhlenbergBox 3068Reading, PA 19604

57. Schuylkill County (North)Frackville, PA 17931

58. Schuylkill County (North)Mar Lin, PA 17951

59. Steel Valipy4920 Buttermilk Hollow RoadWest Mifflin, PA 15122

60. SUN815 East Market StreetNew Berlin, PA 17855

61. Upper Bucks CountyStar RoutePerkasie, Pi 18944

62. Venango County1 Voc, Tech. DriveOil City, PA 16301

61. Warren County345 East Fifth AvenueWarren, PA 16365

64. West SideEvans Street, PringleKingston, PA 18704

65, Williamsport1005 West Third StreetWilliamsport, PA 17701

66. York County2179 South Queen StreetYork, PA 17402

19

WA

RR

EN

LICENSED PROPRIETARY SCHOOLS

McK

EA

NP

OT

TE

RB

RA

DF

OR

DS

US

QU

EH

AN

NA

CR

AW

FO

RD

VENANGO

ME

RC

ER 66

Loa-

--1E

rac/B

UT

LER

59

BE

AV

ER

FO

RE

ST

CA

ME

RO

NC

LIN

TO

NLY

CO

WN

G

JEF

FE

RS

ON

CLE

AR

FIE

LD

41

AR

MS

TR

ON

G

IND

IAN

A

WY

OM

ING

SU

LLIV

AN

LUZ

ER

NE

CO

LUM

= A

65

MO

NT

OU

R

NO

RT

HU

MB

ER

LAN

D

LAC

KA

-W

AN

NA

NO

RT

HP

TO

N

ALL

EG

HE

N

1T

HR

OU

GH

35

ilYH

ING

TO

N

SC

HU

YLK

ILL

BE

RK

S

CU

MB

ER

LA

LAN

CA

ST

ER

LE

LPH

IA

70

TH

RO

UG

H

112

46

TH

Rou

GH

GR

EE

NE

FA

YE

TT

ES

OM

ER

SE

TB

ED

FO

RD

FIG

UR

E2

120

AD

AM

SY

OR

K121

1.

2.

3.

5.

6.

LICENSED PROPRIETARY SCIAAILS

hs_m1111,anti

Allegheny Technical institute, Inc.Ill Muth StreetPittsburgh, PA 15222

Allegheny School of Massage3402 Fifth AvenuePittsburgh, PA 15211

Andrews Institute of Broadcasting6i8 Swissvale AvenuePittsburgh, PA 15221

Art Institute of Pittsburgh526 Penn AvenuePittsburgh, PA 15222

Carpet Installation School5648 Triendship Avenue

Pittsburgh, PA 15206

Clarissa School197 Sixth StreetFulton Building. 7th FloorPittsburgh. PA 15222

7. Control Data InstituteKossman BuildingForbes and Stanwix StreetsPittsburgl, PA 15222

8. Dean Institute of Technology1509 West Liberty AvenuePittsburgh, PA 15226

9.

10.

II.

Electronic institutes, Inc.1402 Penn AvenuePittsburgh, PA 15222

Fashion Academy of Pittsburgh100 Fifth AvenuePittsburgh, PA 15222

Gateway Technical institute100 Seventh StreetPittsburgh, PA 15222

21

I. Industrial Technical institute, Inc.121 Ninth StreetPittsburgh, PA 15222

13. Institute of Broadcast Arts107 Sixth StreetPittsburgh, PA 15222

14. International Academic of Law Enforcement141 South Highland AvenuePittsburgh, PA 15206

15. Ivy School of Professional Art201-07 Market StreetPittsburgh, PA 15222

In. John Robert Powers School of Pittsburgh,loc.100 Fifth AvenuePittsburgh, PA 15122

17. Maynard Research Council, Inc.The Maynard Building718 Wallace AvenuePittsburgh, PA 15221

IR. Median School12 Eighth Street5th FloorPittsburgh, PA 15222

19. Monroeville Broadcasting Company, Inc.1 Sylves LaneMonroeville, PA 15146

20. Opticians institute2020 West Liberty AvenuePittsburgh, PA 15226

21. Orthotics Technician Training InstituteDivision of Marmarville Rehabilitation ChtcRidge beadPittsburgh, PA 15238

22. Penn Technical Institute5440 Penn AvenuePittsburgh, PA 15206

Licensed Proprietary Schools - continued

Allegheny County - continued

23. Pennsylvania Gunsmith School812 Ohio River BoulevardAvalonPittsburgh, PA 15202

24. Pennsylvania Institute2840 Clenmore AvenueFittsburgh, PA 15216

25. Pittsburgh Bartending Institute, Inc.818 Liberty AvenuePittsburgh, PA 15222

26. Pittsburgh Institute of AeronauticsAllegheny County Municipal AirportBox 10897West MifflinPittsburgh, PA 15236

27. Pittsburgh Institute of Mortuary Science3337 Forbes StreetPittsburgh, PA 15213

28. Pittsburgh Playhouse School of the Theater222 Craft AvenuePittsburgh, PA 15213

29. Pittsburgh Technical Institute313 Sixth AvenuePittsburgh, PA 15222

30. Rosedale Technical Institute, Inc.1008 East Ohio StreetPittsburgh, PA 15212

31. Technician Training School1000 Island AvenueMaces Rocks, PA 15136

32. Triangle School of Drafting635 Smithfield StreetPittsburgh, PA 15222

33. Universal Art Academy, Inc.635 Smithfield StreetPittsburgh, PA 15222

34. Victoria Modeling School415 Smithfield StreetPittsburgh, PA 15222

35. Westinghouse Technical Night School240 Braddock AvenueTurtle Creek, PA 15145

36. Wheeler SchoolWilliam Penn HotelFirst FloorPittsburgh, PA 15219

Berks County

37. Industrial Management InstituteY.M.C.A. Building631 Washington StreetReading, PA 19601

Blair County

38. Technical Trade School of Altoona221 Seventh AvenueAltoona, PA 16601

Cambria County

39. Pennsylvania Rehabilitation Centel727 Goucher StreetJohnstown, PA 15905

Chester County

40. Automotive Training CenterPickering Creek Industrial Park114 Pickering WayLionville. PA 19353

Clearfield County

41. Technician Training School23 East Park AvenueDuBois, PA 15801

Cumberland County

42. A.G.B. Associates, Inc. Training School900 Market Street

22 Lemoyne, PA 17043


Dauphin County

43. Electronic Institutes, Inc.1678 South Cameron StreetHarrisburg, PA 11104

44. PMTA Truck Driver School1401 West Harrisburg PikeMiddletown, PA 17057

45. Thompson School of Technology, Inc.5650 Lancaster StreetHarrisburg, PA 17111

Delaware County

46. Elwyn Institute111 Elwyn RoadElwyn, PA 19063

47. Pennsylvania Institute of Technology414 Sanson StreetUpper Darby, PA 19082

48. tCA Technical Institute67 Long LaneUpper Darby, PA 19082

49. R.E.T.S. Electronic Schools214 South 69'StreetUpper Darby, PA 19082

Erie County

50. A.T.E.S. Technical School2823 West 26 StreetErie, PA 16506

Fayette County

51. Fayette Institute of Commerce& Technology, Inc.

45 West Kerr StreetUniontown, PA 15401

Indiana County

52. Indiana School of Technology1675 Saltsburg AvenueIndiana, PA 15701 23

53. Vale Technical Institute35 North Liberty StreetBlairsville, PA 15717

Lackawanna County

54. Intext Drafting SchoolOak and Pawnee StreetsScranton, PA 18515

55. Northeastern Training InstituteBox 9Deer LakeFleetville, PA 18420

56. O.S. Johnson School of Technology3427 North Main AvenueScranton, PA 18508

Lancaster County

57. Bowman Technical SchoolDuke and Chestnut StreetsLancaster, PA 17604

58. Modern Heat Council665 South Ann StreetP. O. Box 513Lancaster, PA 17604

Lawrence County

59. New Castle School of Trades, Inc.R. D. #1Youngstown RoadPulaski, PA 16143

Lehigh County

60. Allentown Business School801-03 Hamilton StreetAllentown, PA 18101

61. Breeden School of Welding3578 MacArthur RoadWhitehall, PA 18052


Lehigh County - continued

62. House of Charm133 North Eighth StreetAllentown, PA 18101

63. Oil Burner Technician School211-215 East Lexington StreetAllentown, PA 18103

64. Ryder Technical Institute5151 Tilghman StreetAllentown, PA 18104

Luzerne County

65. American Academy of Broadcastingof Wilkes-Barre

Provincial Tower34 South Main StreetWilkes-Barre, PA 18701

Mercer County

66. Institute of Broadcast ArtsWPIC Radio Station2030 Pine Hollow BoulevardSharon, PA 16146

Montgomery County

67. American Chick Sexing School168 Prospect AvenueLansdale, PA 19446

68. Maintenance School-Norristown UnitNorristown State HospitalBuilding 651Norristown, PA 19401

69. Philco-Ford Automotive Technology Center1230 East Mermaid LaneWyndmoor, PA 19118

Philadelphia Count'

70. Academy of Vocal Arts1920 Spruce StreetPhiladelphia, PA 19103

24

71. Aeronautical Development Institute, Inc.Island RoadInternational AirportPhiladelphia, PA 19153

72. American Academy of Broadcastingof Philadelphia, Inc.

726 Chestnut StreetPhiladelphia, PA 19106

73. American Institute of Drafting, Inc.of Delaware Valley, Inc.

1614-16 Orthodox StreetPhiladelphia, PA 19124

74. Antonelli School of Photography209 North Broad StreetPhiladelphia, PA 19107

75. Art Institute of Philadelphia125 South Ninth StreetPhiladelphia, PA 19107

76. Automotive Training Center, Division ofRichfield School, Inc.

2815 North 17 StreetPhiladelphia, PA 19132

77. Barbizon School of Modeling1520 Walnut StreetPhiladelphia, PA 19102

78. Berean Manual Training 6 Industrial School1901 West Girard AvenuePhiladelphia, PA 19130

79. Career Educational Institute1200 Walnut StreetPhiladelphia, PA 19107

80. Clover School for Girls5301 Chew StreetPhiladelphia, PA 19138

81. Craft School of Tailoring933 North Broad StreetPhiladelphia, PA 19123

82. Daryl School of Trades1531 Vine StreetPhiladelphia, PA 19102


Philadelphia County - continued

83. Delaware Valley Academy of Medicaland Dental Assistants

6539-43 Roosevelt BoulevardPhiladelphia, PA 19149

84. Electronic Technical Institute1300 Arch StreetPhiladelphia, PA 19107

85. Franklin School of Science and Arts251 South 22 StreetPhiladelphia, PA 19103

86. Granoff School of Music, Inc.105 South 18 StreetPhiladelphia, PA 19103

87. Graphic Arts Education Center1900 Cherry StreetPhiladelphia, PA 1910

88, Household Employment Association forRe-Evaluation and Training

4U1 North Broad StreetPhiladelphia, PA 19140

89, Russian School of Art, Inc.1300 Arch StreetPhiladelphia, PA 19107

90. Institute of Computer Sciencesof Philadelphia, Inc.

325 North Broad StreetPhiladelphia, PA 19107

91. John Robert Powers CharmFinishing School

1425 Chestnut StreetPhiladelphia, PA 19102

92. Jason School, Inc.Sec. Broad 6 Spring Garden StreetsPhiladelphia, PA 19123

93. Kalix Trade School, Inc.439-43 North 11 StreetPhiladelphia, PA 19134

94. Keystone Sewing Machine Repair Institute807 Carpenter StreetPhiladelphia, PA 19147

95. Lincoln Technical Institute9191 Torresdale AvenuePhiladelphia, PA 19114

96. McCarrie School, Inc.128-34 North 12 StreetPhiladelphia, PA 19197

97. National School of Health Technology928 Market StreetPhiladelphia, PA 19107

98. Neupauer Conservatory of Music250 South Broad StreetPhiladelphia, PA 19102

99. Pennsylvania Meat Cutting Training Center5948 larchwood AvenuePhiladelphia, PA 19143

100. Philadelphia Institute ofVocational Training

Met BuildingBroad and Popular StreetsPhiladelphia, PA 19130

101. Philadelphia Offset Printing School1068 Central Medical Building, 6th Floor1737 Chestnut StreetPhiladelphia, PA 19103

102. Philadelphia Technical InstituteSchool of Trades, Inc.231 North Broad StreetPhiladelphia, PA 19107

103. Philadelphia Training Center1211 Chestnut StreetSuite 805Philadelphia, PA 19107

104. Philadelphia Wireless Technical Institute1533 Pine StreetPhiladelphia, PA 19102


Philadelphia County - continued

105. Philco-Ford Technical InstLtute219 North Broad StreetPhiladelphia, PA 19107

106. Quaker City School of Aeronautics, Inc.2563-69 Grays Ferry AvenuePhiladelphia, PA 19146

107. Richfield School227 North Broad StreetPhiladelphia, PA 19107

108. Ronnie's Bartenders' School1612 Market Street

Philadelphia, PA 19103

109. Ryder Technical Institute"D" Street and Erie AvenuePhiladelphia, PA 19134

110. Sedgwick School

1344 Spring Garden StreetPhiladelphia, PA 19123

111. Studio School of Art & Design1424 Spruce Street


112. Tracey-Warner School of Fashion Design665 North Broad Street


Potter County

113. Breeden School of WeldingCentral AvenueGenesee, PA 16923

Washington County

114. Washington Institute of Technology, Inc.110 South Plain StreetWashington, PA 15301

Westmoreland County

115. Art Institute of New Kensington401 Ninth Street

New Kensington, PA 1506826

116. Barton's School of Aviation Tech.Box 715

Latrobe TowerLatrobe, PA 15650

117. Greensburg Institute of Technology302 West Ottoman StreetGreensburg, PA 15601

York County

118. Neff Carpet Crafts1868 Carlisle goadYork, PA 17404

119. Thompson School of Business& Technology

1253 West Market StreetYork, PA 17404

120. York Academy of Arts625 East Philadelphia StreetYork, PA 17403

121. York Technical Institute, Inc.650 South Richland AvenueYork, PA 17403

PRIVATE JUNIOR COLLEGES, COMMUNITY COLLEGES,

AND COMMONWEALTH CAMPUSES OF THE PENNSYLVANIA STATE

ER

IE

28

CR

AW

FO

RD

ME

RC

ER

39

LAW

RE

NC

2

UNIVERSITY

WA

RR

EN

McK

EA

NP

OT

TE

RT

IOG

AB

RA

DF

OR

DS

US

QU

EH

AN

NA

WA

YN

E

VE

NA

NG

O

BU

TLE

R

BE

AV

ER

6M

ON

AC

A--

-77

ALL

EG

HE

N

PIT

TS

BU

RG

H-345

4

WA

SH

ING

TO

N

34

FO

RE

ST

ELK

SU

LLIV

AN

CLA

RIO

NJE

FF

ER

SO

N

CLE

AR

FIE

LD31

AR

MS

TR

ON

G

ND

IAN

A

NO

RT

HA

PIO

N

BA

RR

E

NT

O4N

CH

ES

TE

R

FU

LTO

N

32

35

42

GR

EE

NE

FA

YE

TT

ES

OM

ER

SE

TB

ED

FO

RD

.F

RA

NK

LIN

AD

AM

SY

OR

K

LAN

CA

ST

ER

FIG

UR

E3

PH

LA

DE

LPH

IA

DE

L A

WA

R2.1

46

ME

DIA

PRIVATE JUNIOR COLLEGES, COnlUNITY COLLEGES,

AND COMMONWEALTU CAMPUSES OF THE PENNSYLVANIA STATE UNIVERSITY

1. Bucks County Community College 16. Manor . lunior College

Newtown, PA 16940 Jenkintown, PA 19046

2. Butler County Community CollegeButler, PA 16001

17. Montgomery County Community CollegeBlue Bell, PA 19422

3. Community College of Allegheny County 18. Mount Aloysius Junior CollegePittsburgh, PA 15219 Cresson, PA /6630

Allegheny Campus l9. Northampton County Area Community CollegePittsburgh, PA 15212 Bethlehem, PA 18017

4. Boyce Campus 20. Northeastern Christian Junior CollegeMonroeville, PA 15146 Villanova, PA 19085

5. South Campus 21. Pierce Junior CollegeWest Mifflin, PA 15122 Philadelphia, FA 19,102

6. Community College of Beaver County .12. Penn Hall Junior CollegeMonaca, PA 15061 Chambersburg, PA 17201

7. Community College of PhiladelphiaPhiladelphia, PA 19107

23. Penn Wesleyan CollegeAllentown, PA 18103

8. Delaware County Community College 24. Penn. Junior College of Medical ArtsMedia, PA 19063 Harrisburg, PA 17104

9. Ellen Cushing Junior College The Pennsylvania State UniversityBryn Mawr, PA 19010 Commonwealth Campuses

10. Hareem Junior College 25. Allentown CampusBryn Mawr, PA 1901.0 Allentown, PA 18031

11. Harrisburg Area Community College 26. Altoonn.CampusHarrisburg, PA 17110 Alto6na, PA 16603

12. Keystone Junior College 27. Beaver CampusLa Plume, PA 18440 Monaca, PA 15061

13. Lackawan8a Junior College 28. Behrend CampusScranton, PA 18503 Erie, PA 16510

14. Lehigh County Community College 29. Berks CampusSchnecksvIlle, PA 18078 . . ,Reading, PA 19610

15. Luzerne County Community College 30. Delaware County CampusWilkes-Barre, PA 16702 Media, PA 19063

28

Private Junior Colleges, Community Colleges, and Commonwealth Campuses of ThePennsylvania State University - continued

31.

32.

33.

34.

35.

36.

38.

39.

40.

41.

42.

43.

44.

45.

46.

47.

DuBois CampusDuBois, PA 15801

Fayette CampusUniontown, PA 15401

Hazelton CampusIlazelton, PA 18201

McKeesport CampusMcKeesport, PA 15132

Mont Alto CampusMont Alto, PA 17237

New Kensington CampusNew Kensington, PA 15068

Ogontz CampusAbington, PA 19001

Schuylkill CampusSchuylkill Haven, PA 17972

Shenango Valley CampusSharon, PA 16146

Wilkes-Barre CampusWilkes-Barre, PA 18708

Worthington Scranton CampusDunmore, PA 19512

York CampusYork, PA 17403

Pinebrook Junior CollegeEast Stroudsburg, PA 18301

Reading Area Community CollegeReading, PA 19605

Robert Morris CollegePittsburgh, PA 15108

Spring Carden CollegePhiladelphia, PA 19118

Valley Forge Military Junior CollegeWayne, PA 19087

48.

49.

Westmoreland County Community CollegeJeannette, PA 15644

Williamsport Area Community CollegeWilliamsport, PA 17701

29

DISTRIBUTION OF VOCATIONAL SCHOOLS IN PENNSYLVANI A*

ERIE

2WARREN 1

CRAWFORD

1

VENANGO

MERCER

13

/firL

ER

LAWRENC

1

1

BEAVER

ALLEGHEN

49

McKEAN

FOREST

ELK

CLAMONJEFFER

JEFFERSON

ARMSTRONG

1

1

NDIANA

POTTER

1

CAMERON

CLINTON

TIOGA

LYCOMING

BRADFORD

SULLIVAN

SUSQUEHANNA

WYOMING

LACKA-

WANNA

6

WAYNE

PIKE

2

CLEARFIELD

3

CAMBRIA

CENTRE

LUZERNE

COLUMBIA

6

MONTOUR

NORTHUMBERLAND 3

1

3

NORTH

PTON

SCHUYLKILL

BERKS

33

6

2WASHINGTON

BLAIR

FULTON

15

6GREENE

FAYETTE

SOMERSET

BEDFORD

/ FRANKLIN

ADAMS

YORK

3CHESTER

LANCASTER

3

OELAVIAR

PADELPHIA

*Includes Area Vocational Technical Schools, Community Colleges, Private Junior Colleges, Proprietary Schools

and Commonwealth Campuses of The Pennsylvania State University.

FIGURE 4

THE NEED FOR ARTICULATION OF OCCUPATIONALPROGRAMS AMONG SECONDARY ANDPOSTSECONDARY INSTITUTIONS

Aleene CrossPresident, American Vocational Association

Articulation, according to a dictionary, is theaction of joining or interrelating. When joining orinterrelating two or more levels of education, theprograms in various types of institutions becomeinterlocked, forming a continuous line and creatingarticulation. This process permits students to moveeasily from one program level or type of school toanother. It also provides a system whereby teacherscan cooperate more effectively in providing instruc-tion to meet the needs of individuals. The need forarticulation of occupational programs among secondaryand postsecondary schools should be self evident forthose who are familiar with today's technologicaldevelopments, manpower needs, and social changes.

Our educational system has been somewhat respon-sive to the needs of society, but often after the fact.By the time the system is geared to meet a need, thatneed no longer exists. For example, following thelaunching of Russia's Sputnik, there was a push totrain scientists and engineers. Today, when we haveunemployed scientists and engineers, the public iscalling for our schools to become accountable, andyoung people in school are crying for relevance.Articulation can contribute greatly to both account-ability and to relevance.

The barriers to articulation between-secondaryand postsecondary institutions are similar to thosethat exist between secondary schools and colleges or

31

universities. These barriers are certain aspects ofstructure of the education system, institutionalisolation, administrative separation, and leadershipamong school personnel.

Those who are responsible for the structuring andconduct of our nation's educational system must take ahard look at what is being done and find ways andmeans to meet the educational needs of all people inthis latter part of the twentieth century. Evidenceindicates that the needs of people are not at the topof the list of ecivcational priorities. Too often thesubject matter c,. institutional interest supersede theindividual's needs. In order for an individual toenroll in certain subjects or institutions, he mustoften meet certain requirements. Since these barriersmay or may not have any relationship on the indivi-dual's success in that subject matter area or school,there is a need to reexamine all requirements, prere-quisites, and possible obstacles which exclude peoplefrom the educational system at whatever level or stagethey wish to participate.

Institutional isolation is one of the greatestbarriers to achieving an articulated educational pro-gram that will serve the needs of individuals from thecradle to the grave. Our educational system has beenbeset with labels, each of which carries a statussymbol. Nursery schools, kindergartens, elementaryschools, middle schools, secondary schools, post-secondary institutions, colleges and universities havebecome "pigeonholes" where people are assigneddepending on their age and academic achievement. Theseassisnments are quite often uncoordinated and unrelated.

Another great barrier to articulation is theadministrative separation of institutions. The schooladministrator who is the product of higher educationcan relate to such institutions because of previousexperience, but often he has trouble relating to theneeds of those who wish occupational programs which donot follow the pattern of traditional academic higher

32

education programs or professional training requiringa baccalaureate or higher degree. The higher edu-cation community also has difficulty in relating tothe needs of people in occupational fields which dopot require a baccalaureate degree. By tradition,higher education has been highly academic. In thehistory of education almost every attempt to change ithas demonstrated that the academic influence has pre-vailed over attempts to take a more practical approachto education. The community college movement isaesigned to offer a comprehensive education program;however, many institutions are now offering the firsttwo years of a baccalaureate program and aspiring tobecome a four-year, degree-granting institution.

In other words current leadership, generally, isthe product of an academic system that tends to per-petuate itself. This presents problems of structuringand conducting an occupational program. Educatorswho have a commitment to and knowlpdgp of oroupatiOnaleducation, must provide dynamic leadership in the fieldto offset the biases and lack of understanding of thosewho set policy and direct the educational system.

Central to our educational system should be thestudent--his or her needs, aspirations, and welfare.Given such a mission there must be an articulated pro-gram from the cradle to the grave. As the studentascends the educational ladder, each step is dependenton the previous step; to have a student falter is anindication of an unsafe ladder. Not all ladders arethe same, and neither do they help people get to thesame place, nor to move from one ladder to another.

Educational opportunities must resemble asmorgasbord--where people come ard choose those thingsthey like and need and are permitted to come back asmany times as they wish. For many the educationalmenu is limited; if they want to satisfy their hungerthey have a limited choice. This educational smorgas-bord can be accomplished by removing the aforemen-tioned barriers as well as other barriers to

33

articulation between secondary and postsecondaryinstitutions. Several suggestions to help obtainthis interrelationship are maximization of the careereducation concept, competency-based programs, modulesof instruction, and programmed learning. Others areflexibility of offerings, simultaneous attendanceat two or more institutions, elimination of unneces-sary prerequisites, cooperative planning, and jointevaluation.

The concept of career education is a promisingeducational movement that, if implemented, willmaximize the articulation between educationalinstitutions. Through revision of the schoolcurriculum, career education makes children aware,at an early age, of what people do to earn a living.It provides experiences for children attending middleschool to find out their interests and aptiti des byexploring different kinds of work. It also preparessecondary and postsecondary youths for job entry andpermits adults to return to school at any point intheir work life for upgrading and retraining. Careereducation holds great promise for the future, but likeother educational movements of the past, it is besetwith antagonists who are afraid that it will affecttheir jobs. Some are using career education as asubstitute for occupational education and downgradingthe importance of job preparation. Educators who areconcerned with articulation should optimistically viewit as an excellent means of developing an effectivecontinuum of occupational education.

Competency-based programs at both secondary andpostsecondary levels can provide an excellent meansof articulation because they include pre- and post-assessment based on clearly stated behavioralobjectives for each competency. This can preventduplication of learning for x2tudents who have hadtraining for an occupation at the secondary levelbefore enrolling at a postsecondary institution. It

can provide evaluation of skills gained in workexperience and it can also accommodate those students

34

who spin in and out of occupational programs. A chiefmeans of competency-based programs is modules ofinstruction rather than prescribed programs. Thesemodules often include programmed instruction becauseboth are based on the concept of a student moving athis own rate. For example, one student preparing tobe a child care worker may proceed through a modul,dealing with art activities at the secondary level,while her fellow student may proceed through thesame module at the postsecondary level. When thefirst student indicates that she has the skills andknowledge outlined in the behavioral objectives forthe first module, she can go on to the next one.Articulation between secondary and postsecondarylevels is enhanced when personnel from both institu-tions in the same community develop the instructionalpackets together or mutually accept materialsdeveloped elsewhere and use them to eliminate dupli-cation in developing student competencies.

Such elimination means flexibility. Flexibilityenables a student-employee to move in and out of acareer cycle by rermitting him to gain needed skills.This flexibility could be provided by cooperativeplanning of offerings by personnel from both institu-tions involved. Both modules and programmed instruc-tion could contribute to flexibility. For example,the aforementioned student, enrolled in a program toprepare child care workers, could eliminate certainlearning experiences in a module if she has alreadyobtained the prescribed skill and knowledge.

Another more or less obvious means of articulationis an opportunity to study at both a secondary andpostsecondary institution simultaneously. Throughoutthe country, students are obtaining instruction in"academic" areas in secondary schools and preparingfor occupations in postsecondary institutions. Thesame kind of opportunity--to enroll in two differentcourses or modules in a given occupational preparationsequence- -would provide additional articulationbetween secondary and postsecondary institutions. It

35

would also be invaluable to students, who are pre-paring for an occupation, to be permitted to enrollsimultaneously in two schools for different parts ofthe program. In order for articulation to be maxi-mized, any two schools in a given community wouldneed to plan the modules to be available in eachinstitution together. If not, efforts would beduplicated and students would be frustrated.

Prerequisites are another definite barrier toarticulation between secondary and postsecondaryschools, just as they are a barrier to many studentsobtaining the instruction necessary for entrance oradvancement in a given occupation. Educators havetraditionally identified prerequisite knowledge andskills in terms of courses. If a high degree ofarticulation is to exist, prerequisites must be care-fully analyzed and eliminated wherever possible. Theemerging four-quarter system is forcing educators torecognize that the various parts can fit into a wholein various ways. A kaleidoscope can be use0 toillustrate this theory, since all the parts are pre-sent but a different pattern forms each time thekaleidoscope is turned. The essential idea is to haveall parts present when the whole is complete. It ispossible to move as easily from the practical to thetechnical as from the comprehension of backgroundknowledge to skill application. Postsecondary insti-tutions have already realized that a high schooldiploma is not always a necessary prerequisite toenrollment in all programs.

Cooperative planning and joint evaluation ofprograms are excellent means of articulation. Jointadvisory boards should result in cooperative planning.Resource persons can assist both secondary and post-secondary personnel in initiating a continuous evalu-ation system. Joint activities provide a means ofcommunication that can only serve to increasearticulation.

36

The challenge of articulation between secondaryand postsecondary schools belongs to occupationaleducation. The way to begin is to invite personnelfrom both institutions to outline a plan of cooper-ative activities. Administrators and instructorsfrom both institutions must respect the capabilityand accomplishments of each other. There must bemutual acceptance of the 'aorth of the programs beingoffered in each institution and recognization of theexpertise of their graduates since articulationbetween secondary and postsecondary institutions isessential if occupational education is to meet theneeds of individuals and the demands of the world ofwork.

37

PROGRAM AND CURRICULUM ARTICULATION:SECONDARY AND POSTSECONDARY

OCCUPATIONAL EDUCATION

Robert JacobySenior Program Specialist, Trade and Industrial

Education, Bureau of Vocational, Technicaland Continuing Education,.Department of Education

The subject of this conference is very appropriateand enduring. In May 1970, this group discussed thesubject of this conference briefly; this year we havetwo days to discuss clearly, distinctly, and Systemat-ically, joining together to coordinate secondary andpostsecondary programs of occupational education. Such

discussion proceeds from the fact that leaders insecondary and postsecondary programs have gone theirown separate ways in believing that the total job couldbe accotplished by separate programs at each institu-tion.

Need for Articulation and Coordination inTechnical Education

The need for articulation and coordination ofsecondary and postsecondary occupational education isself-evident; articulation among the various leadersin institutions providing occupational education isalso needed. But beyond this is the need to providearticulation among the occupational instruction areasand between the skill development and academic areasof instruction.

The recent passage of the Educational Amendmentsof 1972, Title X--Community Colleges and Occupational

38

Education, is evidence of Congressional recognition forattention to the coordinated development and continuedgrowth of postsecondary and adult vocational-technicaleducation programs. In this legislation, emphasis isdirected to a number of key elements relating to coor-d!nation and integratJ.on of secondary and postsecondaryvocational education. Coordination of all programsinvolved in vocational education is emphasized. Assess-ment of capabilities and effective utilization offacilities is another key point. There is also emphasison planning requirements as they relate to trainingneeds, establishment and conduct of programs, andfacility utilization and design.

It seems strange that at this time federal legis-lation is needed to provide grants for study andresearch on how to resolve differences and how toarticulate and coordinate efforts more effectively. It

is distressing that federal legislation is needed toprovide planning grants for "the development of anadministrative procedure which provides reasonablepromise of resolving differences between vocationaleducators, community and junior college educators,college and university educators, elementary andsecondary educators, and other interested groups withrespect to the administration of the program."

In the 70's, as in the last decade, the fastestgrowing occupations are in the professional and techni-cal fields, and these continue to be the occupationsrequiring the most educational preparation. Technicianjob opportunities are the greatest demand field belowthe college degree level. It is predicted that 25 per-cent of job opportunities in 1980 will be in thetechnician category. The need for cooperative effortis evident; the job ahead is tremendous and we mustproceed with the training program as a team.

Fallacies in Development of Technical Education

Several fallacies stand as artificial roadblocks inthe coordinated development of technical education.

39

First, we try too hard to categorize technicaleducation into secondary or postsecondary programs andattach technical education to a particular type ofinstitution. While it is possible to label certaintechnical education curricula as strictly secondary,strictly postsecondary, or secondary in origin butpostsecondary in completion, we still need to recog-nize and emphasize the development of technicaleducation as a continuum from high school throughcollege in the total program of vocational-technicaleducation. The foods trades and the printing tradesprovide good examples of skill development in compre-hensive high school and area vocational-technicalschool programs; the management curriculum is a goodexample of development provided in community collegesand in advanced four-year collegiate programs.

Second, although technical education and-post-secondary vocational-technical education are notsynonomous, many vocational educators automaticallyinfer and conclude that postsecondary occupationaleducation is always technical.

Third, many educators, particularly on the locallevel, have conceived of technical education as anupgraded level of the skilled occupations curriculum- -something "better" than mere vocational levelinstruction. But technical education is not tradetraining.

Developing Technical Education

There are several ways to develop technicaleducation:

1. The state staff should exercise direct and positiveleadership in guiding local administrators. Theremust be greater communication between the staffof the Bureau of Vocational Education and institu-tions of higher education in order to develop manyof the following suggestions which will assist in

40

the expansion, development, and improvement oftechnical education, as well as articulation ofprograms. For example, the Vocational Bureau hasexpertise which should be used in joint planningof educaticnal programs and facilities in communitycolleges.

2. State and local policies for promoting and oper-atinj programs and developing standards andguidelines for the establishment and operation ofvocational postsecondary and adult vocational-technical schools in Pennsylvania must be clear.

3. Technical education should be included in thecareer education concept.

4. There is a technology aspect in most occupationsbut there are frw true technology programs on thesecondary level. Therefore, the place, role, andprogram of technical education in the secondaryschool needs to be reviewed. Programs for communitycolleges might be similarly reviewed.

5. Ways to expand postsecondary programs of voca-tional-technical education in all types ofinstitutions must be explored. Passage of HouseBill 1108, authorizing area vocational-technicalschools to provide postsecondary vocational-technical education, would be a great boost inthis directim.

6. Some type of accreditation of technical programsshould be considered in order to improve thequality of programs and give proper recognitionto graduates Of postsecondary programs.

7. Competencies required of students in secondary andpostsecondary programs should be established asthe basis for developing curriculum and instruc-tion.

8. Curriculum development and research needs in tech-nical education should be analyzed.

41

9 The necessity for mandated state certification orstandards for postsecondary technical educationteachers as a means of improving the quality ofthe teaching-learning situation in postsecondarytechnical programs should be studied. Perhapsone of the evidences of need for better instruc-tion is the small number of technical graduatesof community college programs as compared to thenumbers enrolled in occupational educationcurriculums and transfer programs.

10. Innovative methods of teaching should be explored.This area of education has been handicapped by alack of good instructional materials. The text-books and workbooks available in many specializedtechnical fields are either too theoretical ortoo simple. New learning systems, usinglaboratory-oriented instructional materials whichcombine laboratory and theory instruction, toteach technical principles through laboratoryapplication are needed.

Suggested Ways of Articulation and Coordinationof Secondary and Postsecondary Vocational-Technical Education Programs

Articulation and coordination of secondary andpostsecondary programs cannot be legislated or forcedupon institutions. Rather, there must be mutualrespect and understanding of each institution's pur-poses and programs. The major element in coordinatingpostsecondary with high school level education iscommunicating to each of these two levels. If

achieved, such communication will be mutual under-standing of the interrelatedness and interdependenceof each program upon the other. Therefore, as theword articulate infers, problems, programs,and plansfor developing a continuum in vocational-technicaleducation must be clearly and systematically enunciatedand formulated.

42

Specific ways of articulating and coordinatingsecondary and postsecondary vocational-technicaleducation programs are:

1. Work accomplished at the high school level shouldbe accepted for its actual value at the Tostsecon-dary level. There can be no valid reason for aninstitution to make a student repeat a course whose.competencies he has mastered.

2. Forecasting job availability, establishing train-ing requirements, and planning educational pro-grams must be done more effectively. Adequateprogram planning before initiating a curriculumat the secondary or postsecondary levels involvesin-depth study and analysis which should beaccomplished in joint efforts.

3. Similar programs offered at different schools orinstitut.j.ons should use joint advisory committees.

4. Early adm.ttance of students into the postsecondaryoccupational education programs should be as validfor students with immediate occupational objec-tives as early admittance for superior academicstudents who are ready for college level work.

5. School superintendents, community college presi-dents, area vocational-technical school directorsof vocational education and all occupationaleducation instructional personnel should jointlyevaluate their programs of occupational educationin light of the recommendations and findings ofthe National Advisory Council on VocationalEducation.

6. Postsecondary guidance personnel should workclosely and continuously with high schoolcounselors to provide adequate occupationalinformation, materials, and services. Occupa-tional guidance is the most important function ofa postsecondary institution and generally cannot

43

be effective without close and constant contactswith counselors and guidance personnel in thesecondary schools.

7 Occupational educators should consider trainingprograms for some students who do not require theuse of institutional buildings or facilities. Acarefully prepared cooperative work program mayenable some students to meet with success, successdenied them in the traditional institutionalenvironment. Programs of this nature requireextensive planning and close supervision.

8. Teacher education departments of universitiesneed to plan, with the cooperation of localvocational directors, deans of occupationaleducation, and occupational program teachers, amore realistic program for instructional improve-ment and teaching effectiveness.

Conclusion

There is a need to analyze strengths and weaknessesof programs and curriculums and to recognize that noone institution can be all things to all people.Educators should learn to recognize the characteristicswhich make a program technical and/or postsecondary.There should be a continuum of vocational educationavailable to all citizens. To do this, there must beunderstanding, communication, and cooperation at alllevels.

44

AN ARTICULATION MODEL FOR PENNSYLVANIA

James P. MurphyChief, Division of Two-Year Programs,

Bureau of Academic Services,Pennsylvania Department

of Education

During the seven-year period from 1964 to 1971,the number of community college students transferringto upper division study in Pennsylvania increased from18 to 5,432. It is not difficult to anticipate afuture in which more than two-fifths of the studentsenrolled in the upper divisions of the state collegesand universities could have a community college ori-gin. This changing student mix in the upper divisionlevel has intensified and will intensify problems ofarticulation that remain, to date, unsolved. Articu-lation agreements do exist on an individual basisbetween some schools in Pennsylvania. However, nogeneral agreements have been reached, and often thestudent finds that he or she must negotiate indepen-dently with a public college or university foradmission after completing the first two years atpublicly supported community colleges.

Many of the problems of articulation are rootedin mistrust and misinformation about the transferstudent as well as the community college from whichhe emerges. In an effort to reduce this mistrust andmisinformation, therefore, I propose a model aimedtoward a Commonwealth program of articulation thatwould enable students from community colleges totransfer (without credit loss and without experiencingbureaucratic hassling) to either the state college orstate-related universities.

45

In developing this model, several state operationsof articulation and transfer have been reviewed. Whileindividual states are unique in their institutionalarrangements, common problems do exist in states witha developed community college program. Much of thematerial presented here has also been developed fromexperience in working continuously on articulation andtransfer during the last five years.

The provisions of this model for articulationwill provide the following:

1. Each public institution of higher educationin Pennsylvania, i.e., each state college oruniversity and each community college, isencouraged to foster and promulgate a "core"program of general education for studentsworking toward a baccalaureate degree. Thiscore should involve not fewer than 36semester hours of academic credit, brokendown as follows:

9 hours - Social Sciences9 hours - Humanities6 hours - Math9 hours - Communicative Arts3 hours - Electives

The basic assumption of this model is thatall state-related institutions of highereducation in Pennsylvania will accept thiscore.

The institutions are encouraged to exchangeideas in the development and improvement ofprograms of general education. The exper-ience already gained in the established statecolleges and universities and communitycolleges will be of value. While the insti-tutions are to work cooperatively in thedevelopment and improvement of general

46

education programs, each institution has thecontinuing responsibility for determining thecharacter of its rmn program.

After a state college or university in Penn-sylvania has developed and published itsprogram of general education, the integrityof the program will be recognized by theother public institutions in Pennsylvania.Once a student has been certified by such aninstitution as having satisfactorily com-pleted its prescribed general education pro-gram, no other public institution of highereducation in Pennsylvania to which he may bequalified to transfer will require anyfurther lower division general educationcourses in his program.

2. Any agreement between the community collegesand the state-related four-year collegesrequires mutual acceptance of the nature andpurpose of the Associate in Arts degree.This degree is to be the primary basis foradmission of transfer students to upperdivision study in a state college or univer-sity and should be awarded upon:

a. Completion of 60 semester hours ofacademic work (including the basic coreof 36 semester hours mentioned above),exclusive of remedial and physicaleducation courses.

b. Achievement of a grade point average ofnot less than 2.0 in all courses takenat the community college awarding thedegree, provided that only the finalgrade received in courses repeated bythe student shall be used in computingthis average, The grade of "D" will beaccepted for transfer (provided theoverall grade point average does not drop

47

below the ; escribed 2.0 level) and willcount towa the baccalaureate degree inthe same way as "D" grades obtained bynative students in the lower division ofstate colleges and universities, i.e.,credits in courses transferred with "D"grades will count toward the creditsrequired for the baccalaureate degree;however, the department or college ofthe institution offering the majordecides whether courses with "D" gradesin the major may satisfy requirements inthe major field.

In other words, the model proposes thatif a student has completed his first twoyears in a community college with anaverage of 2.0 or better, he should beeligible for transfer to any four-yearstate-related institution in Pennsyl-vania, subject only to the limitationsmentioned in item 5.

3. The baccalaureate degree in all statecolleges and universities should be awardedin recognition of lower division (freshman-sophomore) work combined with upper division(junior-senior) work. The general educationrequirement of the baccalaureate degreeshould be the sole responsibility of theinstitution which the student attends duringhis first and second year. If, for anyreason, a student has not completed anapproved general education program in acommunity college prior to his transfer to astate-related four-year institution, thegeneral education requirement should becomethe responsibility of the institution towhich he transfers.

4. Lower division programs enrolling freshmenand sophomores may offer introductory courses

48

which permit the student to explore theprincipal professional specializations thatcan be pursued at the baccalaureate level.These introductory courses should be adequatein content to be fully counted toward thebaccalaureate degree for students continuingin such a professional field of specializa-tion. However, the determination of themajor course requirements for a baccalaureatedegree, including courses in the major takenin the lower division, should be the respon-sibility of the state college or universityawarding the degree.

5 Students receiving the Associate in Artsdegree will be admitted to junior standingwithin the system of state colleges and.niversities. The specific institution thataccepts the student will be determined by thepreference of the student, by the program ofmajor concentration, and by space availablewithin the specific institution. If, becauseof space or fiscal limitations, any institu-tion must select from among qualifiedcommunity college graduates, its criteria forselection should be reported to the coordin-ating committee described in item 11.

6 Other associate degrees and certificates maybe awarded by a community college for pro-grams which have requirements different fromthe Associate in Arts, or a primary objectiveother than transfer. Acceptance of coursecredits for transfers from such degree orcertificate programs will be evaluated by thesenior level institution on the basis ofapplicability of the courses to the baccal-aureate degree program in the major field ofthe student. Each state college and univer-sity is encouraged to develop admissionpolicies that will consider all factors indi-cating the possibility of success in its

49

upper division for transf-r students whohave not earned the Associate in Arts degree,

7. Each state college or university departmentshould list and update the re.lairements foreach program leading to the baccalaureatedegree and shall publicize these require-ments for use by all other institutions inthe state.

8. Each state college and university shouldinclude in its official catalog of under-graduate courses a section stating all lowerdivision prerequisite requirements for eachupper division specialization or major pro-gram. The sections of the catalog may alsolist additional recommended courses but thereshould be no ambiguity between statement ofrequirements for all students for admissionto upper division work; and prerequisites andother requirements for admission to an insti-tution or program should be set forth withprecision and clarity. The catalog in effectat the time of the student's initial enroll-ment in a community college should governlower division prerequisites, provided thathe has had continuous full-time enrollment asdefined in the college or university catalog.

9. Each institution should keep a completeacademic record for each student. The coor-dinating committee (item 11) should developa standard form for recording the academicperformance and credits of students. Eachtranscript should include -11 academic workfor which a student is enrolled during eachterm; the status in each course at the endof each term such as superior, average, in-complete, or unsatisfactory; all grades andcredits awarded; and a statement explainingthe grading policy of the institution.

50

10. Experimental programs in all institutionsshould be encouraged. A community collegeand a state college or university wishing toengage in a joint specific experimental pro-gram which varies from the'existing transferpolicy can report such a program to the coor-dinating committee (item 11) prior to imple-mentation and should keep the committeeinformed of the progrJss and outcome of suchexperimentation. Proposed experimental pro-grams which would have statewide implicationsor would affect transfer to more than oneinstitution should have approval of the coor-dinating committee prior to implementation.All experimental programs should be reportedin writing to the coordinating committeeincluding the purpose, design, the partici-pants, the duration, and the results of theexperiment.

11. In order that agreements can remain effective,this model includes a "Commonwealth Coordin-ating Committee on Articulation." Conceiv-ably, this committee could be a function ofthe State Board of Education. It would thenbe in a position to review and evaluate cur-rent articulation policies and coordinatethese with the Master Plan for HigherEducation in Pennsylvania, Z97Z, as well aswith future master plans.

An alternative would be to have this committeeappointed by the Secretary of Education. If

this course is pursued, the Secretary shouldappoint those individuals from the Departmentof Education who could bring to this commit-tee experience and knowledge relevant to thequestion of articulation. The majority ofthe committee, however, should be composed ofstudents and faculty from community and statecolleges.

51

Regardless of the manner in which the commit-tee is developed, in order for this plan tobe effective, the committee should have con-tinuous responsibility for community collegestate college, and university relationshipson questions of articulation.

Once the committee is organized, it should:

a. Authorize professional committees or taskforces consisting of representatives fromboth levels of higher education to facil-itate articulation in subject areas.

b. Conduct a continuing review of the pro-visions of this agreement.

c. Review individual cases or appeals fromstudents who have encountered difficul-ties in transferring from a communitycollege to a state college or university.(Decisions reached by the coordinatingcommittee will be advisory to the insti-tutions concerned.)

d. Make recommendations for the resolutionof indival issues and form policy orprocedural changes which would improvecommunity college,state college,anduniversity articulation statewide.

e. Establish the priority to be given tocooperative research between individualinstitutions. Such cooperative researchshould be encouraged and should be con-ducted in areas such as admissions,grading practices, curriculum design,and follow-up of transfer students.Statewide follow-up studies should beconducted, and results of these studiesshould be made available to all

institutions at both levels for use inevaluating current policies, programs,and procedures.

f. Review and approve experimental programsas provided in item 10 of this agree-ment.

g. Develop procedures to improve communitycollege,state college,and universityarticulation by exploring fully specificissues such as academic record form,general education requirements, unit ofcredits, course numbering systems,calendars, and credit by examination.

h. Review procedures for non-traditionalprograms.

Define occupational/vocational education.

Conclusion

While the purpose of this model is directedtoward a Commonwealth program of articulation, it isobvious that the private two-year and four-yearcolleges have been excluded from this model. However,th-se institutions form a vital link in the programof higher education in the Commonwealth and any agree-ment on articulation which is reached by the publictwo-year Id four-year colleges should contain someprovision allowing the private institutions to parti-cipate if they so elect.

ARTICULATION IN OCCUPATIONAL EDUCATIONAT THE POSTSECONDARY LEVEL

Arden Pratt, DeanVocational Technical Institute

Southern Illinois University

The system of totally articulated education allowsa student to enter at the kindergarten level and even-tually receive the doctorate degree if he or she iswilling and knowledgeable enough to follow all of therules of registration, curriculum requirements, atten-dance, and maintenance of grade levels. This educa-tional track, commonly labeled "academic' is welltraveled and the guideposts and directions are clearfor the student. Due to the fact that increasingnumbers of students are not choosing to follow this,the "normal" collegiate academic orientation is finallybeing recognized with concern by traditional educa-tors at all levels.

Occupational educators have been characterizedin the past as maintaining a separation or an iso-lation from other elements of education. Recently,however, many of them have begun to implement newdelivery systems, new curriculum ideas, and newapproaches to learning to better serve the studentsenrolled in occupational education. The goal of thesechanges and innovations is articulation of occupa-tional education with other areas of education tomove it into the educational "mainstream."

Articulation is recognition of the student as thefocal point of learning. It is recognition that thestudent's needs and objectives not the prow-am or theinstitution, the equipment, faculty members or othervested interests are of prime importance.

54

Articulation, according to Handbook VI, StandardTerminology for Curriculums and Instruction in Localand State School Systems, is:

The manner in which the classroominstruction, curricular activities andinstructional services of the school systemare interrelated and interdependent, the aimbeing to facilitate the continuous andefficient education program of the pupils,to interrelate various areas of the curriculum,and/or to interrelate the school's instruc-tional program with the program of out-of-schooleducational institutions.

It is apparent that within the above descriptionor definition, the educational elements which can beconsidered in a discussion of articulation is quiteinclusive. In addition to the more usual consider-ations of "vertical articulation" (i.e., from onelevel of educational institution or program to thenext) and "lateral articulation" (i.e., combinationof various types of subjects), many other types ofinterrelations are important if occupational education

, is to render the maximum service and benefit to thestudent.

One of the most pressing needs is for institutionsoffering the same level of education to plan and worktogether. Institutions offering postsecondary occu-pational programs have ofteq become competitive aridduplicative in their program offerings. Usually, theresults have been higher program costs, weaker pro-grams and much individually duplicated effort incurriculum development and preparation of instructionalmaterials. Too often the community colleges, tech-nical institutes, area vocaLional schools, proprietaryschools and units of four-year colleges and universi-ties have gone their separate ways sometimes ignoring,sometimes opposing, the efforts of the other institu-tions. Some of this behavior may be attributed todesire for power, but probably the principal motive is

55

the educators' sincere belief in the quality of theirprogram. Because of this belief, a basic change inattitude is required to accept articulation. Educa-tors must recognize that not all skills and knowledgemust be acquired within a single program or institu-tion.

In the past few years, articulation of post-secondary occupational education has either beenimplemented or planned in a number of states. In theMaster Plan for Higher Education- -Phase III, completedin 1971, the Illinois Board of Higher Education recom-mended the implementation of a Collegiate CommonMarket to fully utilize the existing and developingresources, to broaden and maximize educational oppor-tunities, and reduce duplication. The Board has givenhigh priority to those programs that reflect effortstoward interinstitutional cooperation. It sponsoredlegislation which approved and earmarked $350,000 in1972-1973 to fund specific efforts in this direction.Occupational education within the community colleges,Southern Illinois University, and proprietary schoolswere included in those eligible for support

Types of Postsecondary Articulation

Illinois, of course, has not been the first toencourage and sponsor articulation among postsecondaryeducational institutions, either through state orregional master planning or through efforts of indivi-dual institutions. The important types of post-secondary articulation which are usually implementedcan be generally divided into four categories:

(1) Conventional ogram articulation(2) Administrative articulation(3) Interdependent articulation(4) Intrainstitutional articulation

These four categories are, of course, not mutuallyexclusive and elements of two or more of them may be

56

identified in most formalized articulation processes.All of these categories can pertain to articulation ofoccupational education.

Z. Conventional Program Articulation. Theacceptance of credit granted at one institution byanother is an informal articulation based on conven-tional programs. This is the most usual and mosttraditional pattern of articulation. The term "trans-fer" and all it implies for the student and creditinstitutionally earned is conceptually contained inthis category of articulation. If the student hassatisfactorily completed a year in a private liberalarts college or a year in a community college in aprogram labeled transfer or baccalaureate-oriented,he or she will encounter little trouble or loss ofcredit in moving to another postsecondary institution,large or small, for the sophomore year. Some institu-tions require the student to have completed two yearsbefore blanket transfer will be granted, but thenumber of these is decreasing. In some institutionsthe transfer credit will be given on an individualcourse basis; in others, an equivalent number of hourswill be.granted the student. Southern Illinois Uni-versity at Carbondale, for example, will accept anassociate degree in a baccalaureate oriented programfor two full years of credit and assumes that thepresent general studies requirement of 67 quarterhours is completed in addition to major, minor, orelective credits. Credit in English Composition IIIis generally accepted for Writt-n Communications,Freshman Composition and other specific freshmanintroductory writing classes. Almost universally, 6credit hours in College Chemistry 101 is accepted asthe equivalent of 6 credit hours of General Chemistry,Basic Chemistry or freshman chemistry. In too manycases, however, 8 credit hours of Circuit Analysis isnot accepted by an elect-onics technology program ina transfer situation. Objections raised by the secondinstitution include the textbook, the teacher, theequipment, the college, the program, the admissionpolicies, even the administration. This is clearly a

57

problem area in articulation of occupational educa-tion. It is of particular concern in the highlystructured curricula often found in technical educa-tion. This inflexible type of curriculum and atten-dant lack of recognition of equivalence of educationalexperiences tends to rebuff a student who has not gonethrough the built in chain of prerequisites.

In the past few years there has been some soften-ing of this structured curriculum approach. Changesexhibited by some portions of occupational educationinclude increased use of media, recognition of needto individualize learning experiences, efforts to moreclearly define what the curriculum attempts to do forthe student, and recognition of students needs foroptions and flexibility. Accompanying these changesis an increasing recognition that education programsin other institutions and other occupational programsin the same institution have validity. Fewer are theinstances in which a student, having successfullycompleted one year of an occupational program, is toldby another institution that the first year, except fortwo or three general studies courses, will have torepeated because its program is completely different.In addition to the informal articulation discussedabove, formal patterns of articulation based on con-ventional programs are being implemented in increasingnumbers. The methods vary, but generally follow a fewsimple modes.

A college or university may formally agree toaccept the credit from one or more specific coursesfrom another college. This acceptance of credit willnormally be based on agreements reached in discussionsbetween the colleges and will generally designate thecourses acceptable. These agreements may be based onthe course objectives, textbooks, course outlines ordetailed study guides. In some cases, the course willbe essentially the same in the two institutions.

One postsecondary institution may offer a certi-ficate level program of a specified duration while a

58

second college will agree to accept most or all ofthis credit toward its associate degree requirementsin specified programs. In other cases an add-on typeof program requires the completion of the first yearat one college before the second college will acceptthe credit. This is often characterized as a "one-plus-one" program. In Dallas Community CollegeDistrict, as an example of articulation within amulti-campus community district, two or more of thecommunity college campuses may offer the first-yearcourses of a two-yerx program while the second yearis offered in only one institution. In New YorkState, first-year courses are offered in some of thesmaller community colleges while the second-yearcourses of an associate degree program are offered inone of the agricultural and technical colleges.Approval has been granted for Southeastern IllinoisCollege to offer a certificate program in Law Enforce-ment. The credits received in that program are guar-anteed fully transferrable to the associate degreeprogram offered by the Vocational-Technical Instituteof the Southern Illinois University at Carbondale.

In some instances, the first-year courses arecommon among the institutions involved. Obviousproblems can and do occur at the second-year institu-tion in the latter case. Some educational elementsconsidered to be essential by the faculty and advisorycommittee may have been omitted. Some elementsnormally included. in second-year courses will havealready been learned. However, accommodation of theprogram to the student can be made if the faculty andadministration is so motivated and makes the necessaryefforts to individualize the learning experiences.

2. Administrative Articulation. Increasingly,colleges are initiating mutual planning and arrange-ments to broaden their program offerings. Theseefforts can be termed administrative articulation.The arrangements may be as simple as one institutioncontracting with another to deliver a course to oneor more students or as complex as an interchange of

59

total programs among several institutions. It maytake the form of an occupational survey or jointcurriculum development among a group of institutions.

A multi-campus community college district may beconsidered a legally constituted administrative artic-ulation unit. Miami-Dade Junior College, thecommunity colleges of the City University of New York,Los Angeles Community College District, and many othersare examples of such units. A larger system such asthe community colleges of Virginia represents anothersuch legal unit. In that system a program which hasbeen determined to be low need or low incidence isassigned to a specific college in the state. Anystudent in the state is then eligible to attend thatprogram as if he or she were a member of thatcollege's district.

A grant of funds made under the 1968 amendmentsto the Vocational Education Act was used in 1969 toform a consortium of colleges in the San JoaquinValley of California. The goal of the consortium wasto increase the accessibility of a variety of occupa-tional education programs for students in communitycollege districts located in the valley. A studentwishing to enroll in a program unavailable in hisdistrict college could attend the desired program ifoffered in any consortium college at no out-of-district fee and with additional financial assistancefor living expenses.

Waubonsee Community College and Elgin CommunityCollege in Illinois have contracted for free exchangeof students between the two colleges in certain pro-grams not offered at the other institution. This

carries administrative articulation one step furtherthan the state system which sets up a charge-backsystem between colleges when a student does not havea desired program offered at his home college. In

New York, the community college act guaranteed admin-istrative articulation of this type by setting up acharge-lack system allowing a student to attend the

60

community college of his choice anywhere in the statewith no additional cost.

"Contracting" is a generally different system ofadministrative articulation. If, for example, acollege finds it is desirable to offer cosmetologycourses without building a staff or equipping labor-atories, it may contract with a private agency todeliver the skills classes. One institution maycontract with another college, or even with a highschool under certain conditions, to teach a specificclass or group of classes. The college may contractfor the use of laboratories, or other facilities,faculty time, or specific equipment from anotherinstitution, hospital, or industry. The implemen-tation of the contracting procedure is usually initia-ted by the student registering at his home institution.This institution usually completes the necessaryarrangements with the external institution for thestudent. Funds are usually exchanged only between theinstitutions. Most recommend that credit for thecourse be given by the home college.

Common registration or cross registration isprobably the newest of the administrative articulationmethods. Under this procedure it is usual that thestudent registers at either of two institutionsinvolved. Through exchange of information by theregistrars, the student is simultaneously registeredwith the cooperating institution. A course taken ateither college is considered to be credit earned ateach college. These arrangements are quite limitedat the present time; however, there is a probabilityof expansion of this procedure, particularly betweencolleges located geographically near one another andwhose programs complement one another.

3. Interdependent Arti.culation. Newer types ofarticulation, illustrated by programs operatedthrough consortia may be characterized as interdepen-dent articulation. This approach to occupationaleducation fosters joint planning, joint use of

61

facilities and makes it possible to offer much broaderprograms to students.

Examples of this type of articulation arerelatively few and only a few theoretical models havebeen formulated. An excellent illustration of thistype of articulation is a coordinated program at thesecondary level in its first year of operation inArkansas. Four high schools in rural western Arkansashave formed a consortium they call the "Round Robin."The consortium has purchased four sixty-foot trailerseach equipped as a differcmt occupational laboratory.Coordinated by an area vocational school in theregion, one of the trailers is placed at each schoolfor one semester; then they are moved. The teachermoves with the laboratory. At the end of a two-yearperiod each school has had four well -- equipped occupa-tional laboratories available to their junior andsenior students for one semester each.

A projected plan for a, associate degree nursingprogram illustrates cooperative or interdependentmanagement of occupational education on the post-secondary level. Four community colleges, John A.Logan College, Rend Lake College, Southeastern Illi-nois College, and Shawnee College, and the Vocational-Technical Institute of Southern Illinois University atCarbondale are planning to offer an associate degreenursing program as a portion of a career ladder for'graduates of the Licensed Practical Nursing programspresently offered at each of the four comm144tycolleges. The plan is for the program to be tweratedby the consortium with course offerings and clinicalactivities to be scheduled as close to the student'shome college as possible. Courses, laboratories, andfaculty will be moved as necessary to minimize studentmovement and program costs. In this manner fourcommunity colleges in a sparsely populated area willbe able to offer a much'desired and needed program totheir students.

4. Intrainstitutional Articulation. A lessclearly defined articulation of postsecondary

62

occupational education, but on of great importance,is that which should take place within a university.Programs of an occupational nature .have existed inpostsecondary education at least from the founding ofthe land-grant colleges. Their importance has waxedand waned through the years within these institutions.Not only are comMunity colleges, technical institutes,and proprietary institutions of various types offeringincreasing numbers of occupational programs, but nowfour-year colleges and universities are joining thetrend. A few of these institutions have been engagedin this activity for a number of years; however, thereare many newcomers to the field.

There is g. t need for closer ties betweenoccupational education and the liberal arts. But thisarticulation opposes attitudes deeply rooted withintraditionalists that anything vocational cannot reallybe education in the true sense. Due to these atti-tudes, introduction of such programs into an institu-tion steeped in traditional academic raise a number ofquestions:

Should traditional academic departments offerassociate degree programs along with thoseleading to the baccalaureate and graduate degreesor is this the responsibility of a separate unit?

Should faculty teaching traditional programs alsoteach in occupational education programs?

Should faculty be appointed to usual facultyranks and, if so, what will be the criteria forappointment?

On what criteria will promotions and raises begranted?

Will the institution allow relevant occupation-ally-oriented general studies instead of tradi-tional liberal arts courses, particularly in the

63

basic-skills areas of communications, mathematicsand social studies?

Will the institution continue to recognize theintegrity of the associate degree programs as aviable educational exit point with legitimateeducational objectives and not relegate it tobeing the first two years of a four-year program?

Will credit earned by the student in technicallevel programs be considered equivalent to othercollege credit if the student wishes to continuework in a related baccalaureate program?

Will adequate funding be given to occupationalprograms in view of budget restrictions andcompetition for funds from more traditional uni-versity programs?

The preceding questions exemplify the problemsgenerally confronting efforts to implement occupationaleducation programs at or below the associate degreelevel within a university. Resolution of such issuesin addition to those normally attendant to occupationaleducation is imperative if these programs are to existas viable educational activities of the institution.

Intrainstitutional articulation can materiallyassist in constructive resolution of these issues.Ways in which articulation can contribute to resolu-tion include:

1. Structuring the governance of the occupa-tional education programs so its adminis-trators and faculty are able to participatefully and freely in university academicdecisions.

2. Carefully outlining experiences equivalent toadvanced degrees as criteria for appointment,promotion, and retention if occupationaleducation faculty'are to be on similar

64

appointments with the remainder of the insti-tution's faculty.

3. As far as possible, including selected fac-ulty and staff members from traditionaluniversity programs on occupational educa-tion program advisory committees (e.g., dataprocessing, commercial art, business andsecretarial).

4. Encouraging students enrolled in traditionalprograms into specific courses offered withinoccupational programs.

5. Offering workshops and courses for in-serviceoccupational teacher preparation for highschools and community colleges and otherpostsecondary institutions.

6. Teaching special courses or modules ofcourses for other programs within the uni-versity (e.g., agriculture, technology,vocational teacher education).

7. Offering service to the university units inas many areas related to the occupationalprograms as possible (e.g., printing,commercial art, construction, aviationmaintenance).

8. Offering service to the community in asmany areas related to the programs aspossible (e.g., dental hygiene clinic, auto-motive maintenance, architectural technology).

9. Using teachers from traditional programs inspecialty modules wherever possible.

10. Making as extensive use as possible of thelearning resources and media developmentstaff of the university.

65

11. Helping sponsor career fairs 'Ind other formsof community service programs.

12. Encouraging maximum use of university facil-ities, courses, and other faculty in in-service training of occupational educationfaculty.

13. Participating fully in high school careerdays and other informational and recruitingvisits sponsored by the university.

14. Handling admissions through regular proce-dures of the university but holding periodicmeetings with admissions officer concerningspecial admission requirements for specificprograms.

15. Allowing students from the occupational pro-grams and the traditional university programsto participate equally in governance andother non-academic activities.

Most of the above articulation procedures arecurrent practice within Southern Illinois Universityat Carbondale. They are equally applicable in otheruniversities which plan occupational education pro-grams and undoubtedly would contribute to more com-plete cooperation among various educational areas ofcomprehensive community colleges to make available asuitable pattern of experience and development foreach given individual.

Secondary-postsecondary articulation, school-community articulation, school-professional agenciesare only a few examples of other important dimensionsof articulation, without which viable programs inoccupational education would be much more difficult.The limitation of this discussion to postsecondaryarticulation should not be construed as ignoring theimportance of these other dimensions of articulation.

THE AVTS AND THE COMMUNITY COLLEGE:A RELAY TEAM

James P. Bressler and Alfred L. Hauser

The phenomenal growth of the community college inthe family of educational institutions points up theneed for articulation. As the role of the communitycollege becomes better understood, a c17- _r relation-ship must be developed with the secJndary schools thatfeed it> These concerns are both economic and human,for we can ill afford inefficiency in either the costof our school system, or in the training to whichyoung people are willing to devote so many years oftheir lives.

We like to think of this relationship as that ofa relay team--an analogy that connotes teamwork,rather than competition. In a relay effort one takesup where the other leaves off, and the success of thewhole depends upon the diligence of each. With thenew emphasis on career education, the role of eachphase in the educational continuum can no longer beregarded independently and out of context, for it isbecoming painfully apparent that occupationaldirection has its genesis at a much younger age thanwe have heretofore recognized. Perhaps the obser-vation of psychologist, B. F. Skinner, is worthrepeated here. He asserted that if you control theteaching of a child during the first six years oflife, nothing can then reverse that teaching. Manyof the problems relating to vocational and personalattitudes are results of long years of developmentprior to the high school and college experience. By

this criterion, the need for articulation could wellbe extended backward almost as far as we wish.

67

Tt is not the purpose of this paper to examinethe whole spectrum of learner development, but weallude to it here, if for no other reason than toestablish the need for greater awareness of the inter-play each phase of education, especially occupationaleducation, has upon the other. Our concern restschiefly with the community college and its role inarticulation with another fairly new member of theteam, the Area Vocational Technical School (AVTS), sothat the established role of each may be fulfilled.

Nowhere is this relationship more directly estab-lished in Pennsylvania than in The Williamsport AreaCommunity College, where the services of an AVTS anda community college are integrated into one systim.We shall look at this school as a case study and as acatalog of articulation problems that are based on along tradition in occupational and technical educa-tion. The problems encountered here and the attemptsat solution might well be examined for suggestedapplication elsewhere.

The Williamsport Area Community CollegeExperience: A Case Study in Articulation

The Williamsport Area Community College is uniqueamong public educational institutions because theCollege and the secondary school operate under acommon administrative structure. The President of theCollege is also the director of the AVTS.

The instructional staff of the College isassignable, when qualified, to duty in either thecollege or the secondary (AVTS) phase. All instruc-tors enjoy professional rank and work under a commonsalary structure. AVTS instructors are under thedirect supervision of the AVTS coordinator, who inturn reports to the Dean of Applied Arts and Sciences.The Department Chairman is the lowest administrativelevel to wear two hats. While the AVTS is assignedits own counseling staff, just about all other

68

services, such as finance, budgeting, recruiting, andpolicy are absorbed into the general administrativestructure on up to the Board of Trustees.

While this may be a unique structure as comparedto other school systems, it is nevertheless based onlong and eminently successful experience. The Com-munity College, established in 1965, is an outgrowthof the former Williamsport Technical Institute, whichfollowed the _pattern of integrating secondary andpostsecondary eddcation from its inception in 1941.The leadership of that Institution, long a leader inoccupational education, was furnished by Dr. GeorgeH. Parkes, and is now assumed by Dr. Kenneth Carl.This continuity of leadership is largely responsiblefor the consistent direction the school has taken.Occupational education is a tradition here and theclose relationship between secondary and postsecondaryeducation is a firm tenet of that tradition.

A primary reason for this type of organizationwas and is economic. Occupational education isinfinitely more expensive than that which is primarilyacademic. By/mblidni-maximum use of facilities and byextending the length of classroom days, both highschool and post-high school students can be accommo-dated. The maximum usage concept has justifiedinvestment in a wider field of occupations and in amore complete and elaborate inventory of teachingtools. TM. result has been a steady growth in serviceby the College.

In the Fall of 1972 the AVTS will have enroll-ments of nearly 1100 high school students in nineteendifferent programs. Total college FTE enrollments maytop the 3,000mark, roughly a one to three ratio, AVTSto College.

The College offers the services of its AVTSdivision to any sponsor district high school thatdesires it. At present sixteen high schools sendtheir vocational students to Williamsport--from Lock

69

Haven to the West to Millville on the East; from Mont-gomery to the South to Mansfield and Canton to theNorth. Distance prevents some outlying districts tothe North from participation, a problem that is nowunder extensive study by Intermediate Unit 17.

Classes in the AVTS operate on a two-week rota-tion plan. This has been so during the entire historyof the Technical Institute and the College. Next yeara six-week rotation will be tried. This departurefrom the usual half-day rotation plan was institutedto make more E'fective use of shop time. Much of theinstruction in Williamsport plan involves exten-sive projects wL, 'h require completion before thework station car. vacated.. In Auto Mechanics, forexample, much inst.action is based on live workrequiring tying down a work station for much morethan one half-day. The two-week plan allows greaterflexibility in instructor and student planning. Its

chief disadvantage rests in the requirements itimposes on the home high school to assign separateinstructors to the vocational group, since they willbe in the home high school only one-half of the time.It also requires that two vocational student groups(generally referred to as odd-even sections) must beorganized in order to provide a steady flow ofstudents for bussing and for utilizing the instr,ic-tional staffs fully. The AVTS offers nineteen differ-ent programs.

With sixteen separate high schools feedingstudents into the Community College -AVTS System,coordination of bus schedules becomes a problem. Thisis further complicated by the location of instruc-tional areas within the College. When studentsarrive in the morning, many must again be bussed tosuch locations as the Airport aviation schools; othersmust go to the Earth Science complex across the BaldEagle Mountain for Ag-Forestry, Horticulture-Flori-culture, and Service and Operation of Heavy Equipment;still others go to the city for Health Assistant andSmall Engine instruction. Of course, the whole

70

process is repeated in the afternoon in reverse orderfor the trip home.

Problems in Articulation Between the Collegeand the Secondary Schools That Feed the AVTS

With so many schools spread over so large a geo-graphic area, it is rather obvious that communicationis a daily requisite. Attendance reports are phoneddaily to each home high school and a close rapport iskept between the coordinator and the guidance coun-selor in each high school serving the vocationalgroup. While thirteen of these schools send onlyjuniors and seniors, three schools send sophomores aswell--further complicating the instructional pattern.

While the articulation that must occur to adaptto each school'-s transportation of problems is com-plicated, the task is more routine and logistical thanphilosophical. Not so regarding articulation inmatters of curriculum and program effectiveness. Herewe stand on common ground with all community collegesas they look beyond their own self-imposed limits ofconcern. It is easy to become provincial when theCollege and the schools that feed it have little, ifany, contacts. In the Williamsport system, articu-lation is a very real thing.

Let us look now to several specific efforts atarticulation that have been applied. The first isthat of advanced placement.

Students coming to Williamsport from anywhere whohave had vocational training in their home highschool are immediately tagged by the AdmissionsOffice. Transcripts are sent to the Dean and reroutedto the department chairman who is to receive thestudent. Several test dates are set up at which timethe student may report for advanced placement testing.The department chairman sends a postal card to eachstudent notifying him of the dates; he is subsequently

71

responsible for administering both written and prac-tical tests. From thege the chairman determines howmuch credit to award. Most such credit results in atleast one semester gain. Related subjects are notopen for advanced placement, unless the student wasenrolled in college level work in high school.

This year for the first time, high school seniorswith exceptional potential may enroll in the Collegeas regular college students. This, together with theadvanced placement opportunities, represents a pro-gressive move designed to realistically phase inpotential AVTS students. It should be mentioned that56% of the student body of the College came from non-_sponsor districts from outside The Williamsport AreaCommunity College patronage area in 1971. Advancedplacement, however, is at this time confined to thosestudents who enroll in the College in the same occu-pational area that they pursued in high school. No

requests have so far been honored for such placementon the basis of strictly work experience in industry,but such testing is not ruled out. After all, thephilosophy that spawned advanced placement is simplythat no student should be forced to repeat a skill healready has. To do so wou1n be self-defeating.

Some other facets of articulation are at variousstages of development. One has to do with estab-lishing a closer relevancy between the various shopsand the teaching of mathematics and English. At thistime the effort is largely intraschool, while for thelonger haul, a major objective is to establish under-standings with the member high schools, so that stu-dents aiming to continue their education at theCommunity College will be fully awrre of the prere-quisite needs in these two basics.

A pilot project is now underway in the Collegeto coordinate general mathematics for certificatestudents in Machine Shop with shop problems thestudent encounters. As any vocational educator soonlearns, the number one problem with occupational

72

students is motivation in the academic areas. Wheremath is taught in the traditional textbook, problem-solving manner of the traditional liberal arts style,the student of-en is turned off, for no one botheredto establish a pattern of relevancy for him. He justdoesn't see what's in it for him. Ditto for English.

At Williamsport we are fortunate to have a Mathchairman who is sincerely interested in improving mathefficiency. Together with the chairman of the MachineShop a math program was developed whereby the tradi-ttonal textbook approach was augmented by the use oftypical live machine shop projects requiring math cal-culations. The Machine Shop instructors suppliedthese live, problem-solving projects to the mathinstructors in the College assigned to certificatestudents. While no statistical measurements are yetavailable to portray the improvement in math interestamong those students, grades improved significantly asrelevancy was establishe'.

A s.Lmilar case can be stated for English. If thesuccess of the teaching of English in high school werejudged by the writing ability of the average - enteringcollege student, especially in the occupational areas,the conclusion would be that the whole effort borderson catastrophe. Both motivation and ability are oftenclose to rigor mortis. Yet at our Community College,articulation between the English Department and thetechnology areas has significantly reversed thedamage by using technical writing courses as vehic:e..of relevancy. Using the students' basic interests a--;a motivation base; high quality technical reports,involving many of the fundamental skills of expressionand communication, were produced. Such reports,attached to student resumes, were responsible forsuccessful job placement; and what is even more sur-prising, a number of graduates became full-time tech-rulcal writers in the companies where they foundemployment.

73

Unfort'inately, this highly successful case ofarticulation fell a casualty to accreditation. TheMiddle States' advisor felt that relevancy was tooclose to technology and that English should take thebroader humanistic approach somewhere out there amongthe classics and the more liberal literature of theday. As a result, occupational students lack moti-vation and interest on the whole, but they do enjoythe ad-r.antage of a broad humanistic awakening, what-ever that is.

Also underway is a broader movement, aimed atstrengthening prerequisite mathematics abilities, tostandardize mathematics offerings in the member highschools, especially for those students who later cometo the College. Relevancy is the key here, too.College math and shop instructors, so the planninggoes, will team up to produce new texts reflectingthe results of the pilot study in the Machine Shopdescribed earlier. Two general meetings have so farbeen held with represenrativ.; of the home high schoolsfor the purpose of defining the math requirements ofthe several college levels, and to sharpen a generalawareness among these schools of the need for teachingmath more effectively. This is not to say that allAVTS graduates are expected to enter the communitycollege. Many of them are job ready from high school.

Whether students do or do not enter postsecondaryoccupational education is really not the point; anyapproach that motivates secondary students to acquirea working knowledge of arithmetic, algebra, andgeometry will reap its rewards, whether on the job, orin the college. At the root of it all is motivation,and motivation can be improved by a skillful teacherin a concerned system. It is this concept that weare promoting at Williamsport in the hope that failurerates can be reduced. The need for extensive remedialmath programs should then be unnecessary.

To facilitate evaluation of the articulationapproach throughout the College (both secondary and

74

...

postsecondary) all instructors are required to produceapproved course syllabi. Special.. attention is givento the formulation of behavioral objectives that pin-point the skills a course will develop. Since suchsyllabi are reviewer.' with the students at the begin-ning of the school year, everyone knows where he isgoing and when he gets there. Weak :instruction nolonger has a place to hide and course planning isarticulate and positive. Entirely too much teachinghas occurred i.1 the past by simply "covering the book,"a practice thnt may have had the appearance of goodteaching, but in effect turned most of the courseplanning over to the writer of a text. Some instruc-tors had, in fact, nothing but the barest of outlines,law.: managed to redeem themselves somewhat with anactive shop progrnm that kept the students productivelybusy. None of thiG is adequate now. The syllabus,properly constructed and followed with sensible allow-ance for individual differences in the rate of learn-ing, is a key ingredient in any articulation effort,The syllabus is a manifestation of good planning.

Impact of the Building Program

One of the most serious handicaps to articulationat Williamsport is inadequate bUildings. Many (DI theshops have deteriorated over the years and have becomea drag on.morale for both students and irstructors.A long-range building program is underway that willeventually replace all shops with well-planned newstructures. Two such facilities are not completed,but at this date some of the furnishings remain to beinstalled.

In all these buildings, the Williamsport idea ofserving both secondary and postsecondary studentswill be maintained. Separate areas are designed ineach building, so that the two levels will be segre-gated, but in close enough proximity so that secon-dary students can observe and evaluate the post-secondary program in action. There is a certain

75

amount of built-in articulation in this arrangementanalogous to the one-room school. Entry into thecollege occupational program will not be a strangeexperience for these students.

Certain adjustments and shifting around of class-rooms must occur while new facilities are constructedaround a live and ongoing program. This is a chal-lenge in itself, and the problems generated are boundto slow down the progress toward articulation thatwill occur once all energies are released in thatdirection. But with the building program visiblyunderway, there is a faculty understanding that thisis the price of progress. Under these temporaryhandicaps, the planning for a comprehensive occupytional and academic educational experience with amaximum of rapport between secondary and postsecondaryis moving forward. The relay team is on track.

76

THE BUCKS COUNTY EXPERIENCE

Richard C. Skinner, Assistant Deanfor Career Programs, Bucks County

Community Collegeand .

Joseph VallOne, DirectorUpper Bucks County Technical School

Introduction

In recent years, attention has been focused onone word common to all educational institutions.Webster defines the word as "the quality or state ofbeing accountable," The American CoZZege Dictionarydefines the word as "liable to be called to account;responsible; that can be explained." Many of yousitting in the audience, as well as we at the UpperBucks County Technical School, are badgered by thisword from the time we step into our offices in themorning until our heads hit the pillows at night. Asyou have already probably guessed, the word, ofcourse, is accountability.

Those of us fortunate enough to be associatedwith vocational-technical education have answered thecall for accountability long before governmentagencies sent out the cry. Our problem was--no onewas listening to us. Maybe we should have beenshouting, rather than answering meekly as many voca-tional leaders had been doing because they did notwant to rock the boat.

During the past five years, the boat has beenrocked; and some of the people that were sitting andnot listening to us are now standing and helping usto rock that boat. I'm sure you have heard the story

77

about the young farm boy who was trying to train thedonkey by talking nicely to him--trying not to excitethe animal. He had been doing this for several hoursto no avail. Along came an old black man who had beenlivirg down the road, and he asked the young boy whatthe problem was. After the boy explained to the blackman that he had been trying for hours to make the don-key move, the black man asked him to step aside andlet him try. The boy consented. The black man thenproceeded to pick up a broken branch, about fourinches in diameter. He walked over to the donkey andhit him squarely on the head. The boy ran over andscreamed at the black man and proceeded to ask himwhat he thought he was trying to do. Of course, thepunch line you all know: "Before you ask the donkeyto do anything, you first have to get his attention."Ladies and gentlemen, we have net hit the Americanpublic squarely on the head.. We now have theirattention--let us not lose it.

Postsecondary Institutions in Bucks County

Bucks County is privileged to have three finearea vocational-technical schools and a fine communitycollege. During the last five years, graduates of theAVT schools have been able to continue their educationon the postsecondary level in programs either in thefield of their high school choice or one closelyrelated. Courses such as Data Processing, Computer.Technology, Chemistry, Chemical Laboratory Technician,Engineering, Electronic Technology, Nursing, Metal-lurgical Technology, Hotel- Motel- Restaurant Institu-tional Management are just some of the available pro-grams our graduates can pursue that are in directrelationship to their educational needs on either thevocational or technical level. This range of coursesdid not come about by chance. Much planning had beendone to ensure a good postsecondary program fo all

graduates.

7d

Many times, parents and students are led tobelieve that students graduating from an academichigh school are the only ones who should consider andpursue baccalaureate or associate degree programs.This we know is not true. Thousands of graduates ofAVTS's have considered, pursued, and completed bacca-laureate or associate degree programs in recent yearsand are now gainfully employed in the field of theirtraining. The coupling or dovetailing of these pro-grams between the AVTS and the Bucks County CommunityCollege has made the dreams come true for post-secondary programs for many of these students. Andstudents is what education is all about. Withoutthem, there can be no educational programs.

By way of geographical background, Bucks Countyis somewhat rectangular in shape, about fifteen mileswide and thirty-six miles from north to south. Thereare regions of dense suburban population as well asbeautiful rich rural farm land. The southern part ofthe county has had the greatest population density;however, population has increased in the central andnorthern regions of the county. All regions of thecounty are within relatively short commuting distanceof Philadelphia, New York City, and the Trenton-Princeton area. Let us look at four specific educa-tional institutions in Bucks County.

Bucks County Community College opened in Sept-ember 1965; and, at that time, two of the three areavocational technical schools were in operation (BucksCounty Area Vocational Technical School and UpperBucks County Technical School). In September 1969,Middle Bucks Technical School opened its beautifulnew facility. Thus, Bucks County has the advantageof three AVT schools located geographically in south-ern, central, and northern regions of the county anda community college on a 200-acre campus in southcentral Bucks County.

79

Cooperation Between Bucks County CommunityCollege and AVI Schools

Shortly after the community college opened,Meetings were held between the directors of the AVT

*Schools and community college officials. A compli-. mentaty, rather than a competitive, spirit prevailedat these sessions. The spirit, along with a desireto explore ways to dovetail our programs, has contin-ued. The following points were an outgrowth of thesemeetings:

1. Bucks County Community College Board ofTrustees stated that the community collegehad no desire to compete with other schoolsfor programs.

2. Technological education at the:,..thirteenth andfourteenth year level is primarily a respon-sibility of the community college.

3. AVT schools-and community college officialswould identify AVTS programs which wouldfeed into programs at the community college.

4. AVT schools and the community college wouldseek means of sharing facilities to preventneedless duplication.

5. AVTS Directors and the Assistant Dean forCareer Programs would meet several times eachyear to discuss areas of mutual interest andconcern.

Recent community college policies will benefitstudents at the AVT schools. The fourteen creditsrequired of all students as part of the requirementfor the associate degree were eliminated in May 1972.In order to receive the Associate of Arts degree (theonly degree awarded) from Bucks County Community Col-lege, a student must successfully fulfill the follow-ing requirements:

80

1. CompleLion of not less than sixty semesterhours in a program of study.

2. Completion of not less than thirty semesterhours at Bucks County Community:College.

3. Official enrollment dL:ing the semester thedegree is anticipated.

4. Fulfillment of all financial and other obli-gations to the College.

5. Achievement of a 2.0 (C) overall grade pointaverage.

The intent is to provide each student with an oppor-tunity to develop a program with his academic advisor,which will meet his career objectives or golls.

Another policy which has been implemented thisfall is credit by examination. This provides studentswho have had experience or training in a particulararea to challenge a course by sitting for an examin-ation. If they pass the exam, they receive credit forthe course. Some of the exams are CLEF exams; others,particularly in the career and/or technical area, aredepartmental tests.

In addition to the above new policies, the Col-lege has a High School Enrichment Prograt: This per-mits students identified and recommended by theirrespective high schools to enroll in courses at theCommunity College during their senior year. Studentscan take two courses each semester at the CommunityCollege.

Program Artic-ulation

The Restaurant Practice Program at AVTS andHotel- Motel- Restaurant Program at the Community Col-ege sho':! how programs can dovetail now and in thefuture.

81

The food preparation courses offered at the threeAVT schools in Bucks County are designed for the stu-dent interested in the many fields related to the foodindustry. The courses have been developed to provideinstruction in food production from the basics tc:adval.ced recipes.

During the three-year course; the students areexposed tc actual restaurant and institutional foodproduction. The students prepare and serve in apractice dining room area. They are also exposed toeveryday kitchen responsibilities--from washing potsand pans to preparing prime beep and French desserts.Specific points covered include: basics of food pro-duction, food decorating, cake decorating, 4cecarving, hygiene and sanitation, tools and equipment,safety, food and drug laws, business ethics, person-nel management, menu planning, purchasing, inventorycontrol.

These basic experiences in school, along withthose provided for the students working on a cooper-ative-work program, help many students to develop akeen interest in the field of management. Thosecapable of pursuing this field ara provided with theopportunity of doing so in, a program designed to pre-pare Clem for management trainee positions in thehotel, motel, restaurant, and institutional industries.

The programs at the AVTS provide students with anexcellent background for employment upon graduation.Some of those graduates wishing postsecondary educa-tion come to the community college. The Hotel-Motel-Restaurant-Institutional Management Program at. theCommunity College is designed to prepare students formanagement trainee positions In the hospitalityindustry. This program is management oriented withan opportAilty to develop general business managementskills and techniques through courses such as BusinessOrganization and Management, Personnel Management,Accounting, Marketing, Sales Promotion; and Adver-tising. A student ma, also take a eries of

82

specialized courses in H-M-R-I such as: Introduction. to H-M-R-I, Food and Beverage, H-ML-R-I.Operations,H-M-R-I Seminar and Internship. Because of theirprevious preparation, students entering the post-secondary program from an area vocational technicalschool should be able to test out of some of thesecourses, such as Food and Beverage.

Upon completion of the program at the CommunityCollege, students have found employment in nearbyrestaurants and motels in a variety of positions fromdesk clerk to assistant manager.

A well-planned and coordinated program shouldafford the student with an opportunity for a varietyof cooperative experiences during his high school andpostsecondary educational experience.

Institutional cooperation shou:1d provide thepossibility for future faculty exchange and certainly,shared facilities. Much remains to be done and thereare many problems to be worked out, but we have madea start.

83

BUCKS COUNTY, PENNSYLVANIA

UPPER BUCKS COUNTYTECHNICAL SCHOOL

MIDDLE BUCKS COUNTYTECHNICAL SCHOOL

BUCKS COUNTY COMMUNITY COLLEGECE

BUCKS COUNTY TECHNICAL SCHOOL

RISVILLE

RY

STOL BOROUGH

BUCKS COUNT PLANNING COMMISSION0 1 2 4 8 12

SCALE IN MILES

84

EIl7FEL /5 tyr Et./REsiAt IRANI./ I N ST [TUT I GNAT MAN:1C1 ?

This program Is designed to prepare students for management trainee positionsin the hotel, motel, restaurant, and institutional Industries, A student may .1soselect this program if he wishes to transfer to a four-year school or universitythat specializes in the hospitality career field.

Students are urged to follow these guidelineS In selecting the 14 credits ofbasic studies required of all degree candidates:

Trdnsfer students should elect Composition 101 and 102, Economics 261, and amathematics course that will form a sequence transferable to the college of theirchoice. Nontransfer students should elect Composition 101 and another 3-creditCommunications course of their choice, Economics 261, and Business Mathematics 615or a science course. In addition, 2 credits in Physical Education or Health Edu-'cation Should be selected by all students.

Freihman Ycar:COUYQC

611

613621

607

ESSEWTIAL ;Zi.WCIALIZATIOa COnITL;

Cc,i,r1;,; TiiIintroductory Accounting IHotel/otel/Restaurant/Institutional AccountingBusiness Organiza_ion and ManagementIntroduction to Hotel /Motel /Restaurant /Institutional

Management

Credit Houro4

3'

3

685 Hotel/Motel/Restaurant/Institutional Operations I617 Food and Beverage Operations I626 Principles of Marketing

Sophomore Year:Colirae No.

663

625665

686

618

647691

Coure. TitleAdvertising PromotionSales Promotion (Salesmanship)Personnel Management

Hotel/Motel/Restaurant/Institutional Operations'IlFood and. Beverage Operations It

hotel/Motel/Restaurant/Institutional SeminarBusiness Internship

SUZESTED ELECTIVES

3

3

3

3

22

Credit Houre3

3

3

3

3

3

3

21

General or specialization elective.; 7

Tranfer students should elect Economics 262 and a sequential course in mathe-matics.' Ihe selection of additional electives should be based on the program ofthe college to which they plan to .transfer or their vocational interests. It isrecommended that nontransfer students select their electives from Course Nos. 262,615, 616,- 646, 666, 687, 688, and 803.

85

INSTITUTIONAL COOPERATION LEOS TO ARTICULATIONBETWEEN AN AVTS AND COMMUNITY COLLEGE

Thomas C. Feeney, Associate Deanof Academic Affairs, Montgomery

County Canmanity Collegeand

John Weaver, Coordinator of Pupil ServicesNorth Montgomery County AVTS'

"Need a job? These areas have lots of op !flings:Bricklayers, Carpenters, Pharmacists, Custodians,Librarians, Registered Nurses, Accountants, ComputerProgrammers." Jan Schaffer, Philadelphia Inquirer,August 6, 1972.

"An educational system that turns out thousandsof college-trained young people who can't find jobs,wnile it offers thousands more the prospect of bore-dom and futility, is. badly out of kilter." Editorial,Philadelphia Inquirer, September, 1972.

"About 40 percent of our high school students areenrolled in the general curriculum, which frequentlyleads neither to higher education nor a job." SidneyP. Marland, World, August 17, 1972.

"The traditional American pattern of every col-lege going it alone is crumbling under the combinedpressure of limited resources and virtually unlimitedneeds." Franklin Patterson, World, July 19, 1972.

Comments like those above are an indication thateducation for careers and occupations is a must formeeting the needs of the future.

86

Vocational and technical education has had aphenomenal growth in Montgomery.County during the pastten years because the need for vocational programs wasrecognized and appropriate action was taken to providethe.high school students with an opportunity to betrained to enter the world of work. By 1967, fourArea Vocational-Technical Schools were opened andapproximately 1800 students were enrolled in over 30different programs. Presently there are over 3600students enrolled in nearly 50 programs.

To accommodate 'the ever growing denand, the AVTschools are actively investigating means of expandingtheir programs and facilities. Additions are beingconstructed, new programs are being offered, extendedtime schedules are being used, adult evening andSaturday programs are being scheduled, but still theneed is not being satisfied. The schools are enrol-ling approximately 15 percent of the secondary stu-dents in the county when eighty-five percent of thehigh school graduates leave high school without asaleable skill.

Articulation of secondary and.postsecondaryoccupational education has betome essential and theCommunity College is in the position to become theleader in providing the career training so badlyneeded by our young high. schoolgraduates. Career-oriented programs are and will become more and morein demand. In the past the Community College hasserved as an important interim step between leaving'high school and leaving home. The student was giventhe advantage of a local enT7.7":::nity to "try" collegebefore taking the larger and more expensive step to acampus away from home. Now, many graduates look tothe Community College as an opportunity to develop askill while gaining the maturity needed to enter theworld of work.

Cooperation and articulation between theCommunity College and the Area Vocational-TechnicalSchool can provide many more opportunities for post-

87

secondary continuing education programs. This isespecially true if the community colleges are trulycommitted to the concept of being comprehensive two-year institutions, it is very natural for them tocooperate with the AVT schools to develop articulatedprograms for their students.

Montgomery County Community College has cooper-at with the Area Vocational Technical Schools in thefollowing projects.

1. Courses for Area Tech;lial School Teachers. Since1969, the Community College has scheduled specialsections of courses in Speech, Psychology, EnglishComposition, Education, Sociology for the technicalschool teachers in the late afternoon. On severaloccasions the courses were taught by college facultymembers at the technical schools. These courses havebeen used for certification purposes by the technicalschool teachers.

2. College Credit Courses for Dental AssistingStudents. In Spring 1972, the Montgomery CountyCommunity College began offering courses at the col-lege for the students in the Central Montgomery CountyAVTS Dental Assisting Program. The students havetaken Introduction to Anatomy and English Compositionfor college credit. Some of the students in thisAssisting Program can enroll in the Dental HygieneProgram which will begin at the Community College inFall 1973. .

3. Advanced Standing 7 Challenge Examinations. -InFall 1971, the Community College recognized the factthat many students already have excellent backgroundin certain areas and do not need further courses. Forthis reason, students who have been admitted to adegree program are permitted to challenge any course.2Sfered by the College. The Department Chairmanexamine; the student's credentials and administers anexamination if necessary; sometime the student justpresents a portfolio of his accomplishments. When

88

credit by examinatior is awarded, the stud,nt movesalong to the next area of concentration. A student

can earn up to thirty credits by this method.

,4. Prograpr. In July 1972, thePractical Nursing Program from the Ncrth Montco AVTSwas transferred to the Montgomery County CommunityCollege. During this academic year, the College isexploring ways of articulating this Practical NursingProgram with the Registered Nurse Program so thatstudents will be able to develop to their fullestcapabilities. Students starting in the P.N. Programshould be able to transfer into the R.N. Program atsome time during the two-year period.

5. Associate of General Studies. The Associate ofGeneral Studies degree allows the Community Collegestudent to select any sixty credits in the collegecatalogue to meet degree requirements. This programallows the student an opportunity to be very creatiain planning a meaningful program to meet his needs.A student with automotive skills might like to becomea service manager. With carefully selected coursesin business management, economics, bookkeeping,speech, etc., he could develop a' highly individual-

ized program. With an advisor or counselor, a studentcould develop a unique curriculum to meet his spec-ialized needs. Much needs to be done in order topromote this Associate ofGeneral Studies degree.

Future Plans for Articulation

These are just a couple of the things which theCommunity College has attempted to date in the area ofcooperation and articulation. Let's take a look intothe future and consider some of things which could andshould be considered.

1. The AVTS facilities can be utilized to pro-vide the technical expertise for students interestedin pursuing a technical career. -Many of the AVTS

89

shops and laboratories are idle after the high schoolstudents leave for the day. The Community Collegecould provide the supportive academic courses to thetechnical offerings. Students who did not take advan-tage of technical education while in high schoolcould be provided the opportunity on a postsecondaryprogram in cooperation with the Community College.Why duplicate expensive facilities that are readilyavailable?

2. A vast untapped educational reservoir inMontgomery County is utilization of the rapidlygrowing industrial parks as partners in education.With the cooperation of the industrial community anindustrial-based school could be developed with atleast three goals.

a. To give students who have not narrowedin on their career choices an opportunity toexplore what industry has to offer. This wouldof course be done without financial compensationand on a scheduled basis within a cluster ofoccupations.

b. To provide AVTS graduates an opportunityto work on a cooperative work program using theiracquired skills while continuing their educationat the College.

c. To provide those students with definitegoals but no training an opportunity to receiveon-the-job training while continuing their edu-cation at the Community College.

3. Another service that could be offered to AVTSgraduates could be short term programs to developbusiness management skills. Many of the trainingareas (Appliance Repair, Auto Trades, Auto Body,Distributive Education, Cosmetology, etc.) will lead

to small business ownerships. The average AVTSgraduate is lacking the skills to be successful in asmall business. Many of these students may not be

90

ready for such training until several years aftergraduation, while others may want to continue immed-iately.

4. A great need is becOming apparent for acentral clearing house for the ever growing amount ofcareer information. The Community College may verywell be the area to locate a Career DevelopmentResource Center. The AVTS could serve as area branchesto disseminate information to the local schools.

5. Most of the instructors in the AVTS have toacquire many credits for certification. Since themajor universities are not convenient for the teachers,the Community College could develop certificationprograms in cooperation with the state universities toease the burden for the AVTS instructors. Some trans-ferring of credits is already being done, but not on aprescribed program basis.

6. There is presently a great need to develop agood communications system between the CommunityCollege, the comprehensive high schools and the AVTschools that operate within each county. A good pro-gram is only as good as the word it spreads.

Many things have been done, many are being done,and many need doing. Now that the AVTS and theCommunity Colleges are established, time has to beset aside for cooperative ventures if we are tocontinue to educate for the needs of the localcommunity.

91

VOCATIONAL-TECHNICAL SCHOOL AND COUNITYCOLLEGE COOPERATION IN LEFfical COUNTY

George W. ElisonDean of Career Studies,

Lehigh County Community Collegeand

Robert A. Nagle, Director,Lehigh County Vocational-Technical School

School boards and community groups in LehighCounty have held a long standing interest in broad-ening educational opportunities. This interest wasdemonstrated in the early move to form nine joint orunion districts from the twenty-four independentdistricts beginning in the early 1950's and contin-.uing till 1963. This reorganization came five yearsprior to legislation mandating the reduction ofdistricts.

With this task completed, the districts turnedto the investigation of other areas of educationwhich could best be promoted on a regional basis.Included were feasibility studies for an area voca-tional-technical school and a community college.These studies resulted in the signing of Articles ofAgreement for the establishment of both institutionsin early 1967. Chief administrative officers wereelected shortly thereafter with each assuming hisduties in the fall,

Many factors established an atmosphere conduciveto cooperation between these institutions. As notedabove, both were developed at the same time; both wereauthorized by the same group of sponsors; and, bothhad responsibilities for programs of occupationaleducation.

92

The similarity of the geographic area served bythe institutions and other common interests led to acoordinated study for possible sites for the schools.When a tract of 153 acres, easily accessible from allsponsoring districts, was donated to the college, thearea vocational-technical school purshased an adjacenttract of fifty acres for their operation. This madepossible the sharing of such facilities as sewagedisposal, access roads, and also set the stage for thefuture sharing of facilities.

Although the community college has been in oper-ation for five years and the area vocational-technicalschool for two years, the 1972-73 term is only thesecond year when both have been operating at thepermanent site. Therefore, the cooperative activitieswhich follow have been implemented within the pastyear. These might be listed in three categories:

1. Program articulation.2. Expanded program and services to

students.3. Sharing oT facilities.

1. Program Articulation. Our most significant pro-gress to date has been in program articulation.During the planning process, each school developedprograms which reflected its philosophy and objec-tives, with neither school attempting to dictate tothe other. Once these programs were formulated, thefaculties met to analyze the extent to which the pro-grams had common leanings. This analysis providedthe basis for awarding credit and advanced standingto graduates of the vocational-technical program.Credit is awarded to those entering the college uponrecommendation of the vocational-technical schoolfaculty. Challenge examinations are not used in thisprocess. Although eight to nine semester hours ofwork represent the typical amount of credit awarded,the actual amount varies depending upon the specificprograms involved.

93

This procedure has been used for the past threeyears and advanced standing has been awarded to grad-uates of five area vocational-technical schools aswell as graduates of vocational programs in compre-hensive high schools. The results have been verysatisfactory and an increase both in the number ofprograms involved, presently seven, and the number ofcredits awarded is anticipated.

A spin-off of program articulation has been theenrollment of seniors at the Lehigh County Vocational-Technical School in selected college courses. This

process was just initiated this fall with enrollmentof four architectural drafting students in a Con-struction Materials course. Results to date seem toindicate potential for other programs.

2. Expanded Program and Services to Students. Pro-viding expanded services and programs was accom-plished with the start of the 1971-72- term. Two pro-grams presently in operation are:

Data Processing. Students gain a knowledge oftwo different operating systems and have hands-on experience on two types of equipment througha planned program of student exchange.

Food Services. College students operate thearea vocational-technical school dining roomduring the midterm recess. While they aregaining this experience, high school studentsare available for concentrated theory classestaught by college faculty members.

This phase is expected to expand also. Use ofcollege laboratories by the vocational-technicalschool for demonstrations of principles of mechanics,strength of materials, hydraulics and pneumatics andsimilar activities will probably be initiated thisterm.

94

3. Sharing of Facilities. The last type of coordin-ation has been the sharing of facilities. We havetried two different procedures in the sharing offacilities and found both to be satisfactory. In thecase of Machine Shop Practice, a part of the collegeMechanical Technology program, the college definesthe objectives of the course and then contracts withthe AVTS for the instruction. The course, Skills andModalities, a part of the college program in Occupa-tional Therapy Assisting, is designed to develop avariety of basic skills in woodworking, metalworkingand similar crafts. In this case, the college usesAVTS facilities, equipment and tools, but has collegefaculty conduct the classes.

This sharing of facilities has greatly reducedthe cost of operating programs as it has eliminatedthe need for the college to provide highly specializedfacilities and equipment which would have minimalutilization.

The success of all cooperative ventures resultedin a move to establish a completely coordinated pro-gram of occupational and adult education. This agree-ment includes the Carbon County AVTS as well as theLehigh County Community College and VTS. Distancewill probably restrict the involvement of CarbonCounty to the postsecondary phase of the agreement.The proposed program is now being considered by theboards of control. Although some modifications maybe made, the basic principles stated below will guidethe schools in their future development of a totalprogram in occupational education.

Policy and Procedure Statement ConcerningCooperative Agreements Among The Lehigh CountyCommunity College, The Lehigh County VocationalTechnical School, and The Carbon County Area

Vocational Technical School.

The governing boards of the Lehigh County Commu-nity College, the Lehigh County Vocational Technical

95

School and the Carbon County Area Vocational Tech-nical School, recognizing the need to provide maxi-mum opportunities for occupatiomil education at aminimum cost, have adopted the following policy forthe coordination of programs of occupational edu-cation.

Basic Assumptions

1. 1.e need for educational programs, designed toprepare persons of all ages for specific occu-pations, will increase. This need will requirenew programs as well as increased capacity inexisting programs.

2. The present and future funding of specialretraining programs by State and Federal agencieswill not provide for the continuity required todevelop program, provide for facilities, employinstructional staff, etc. Therefore, long-rangeplanning can be best provided through local -

institutions.

3. The differences in the missions of communitycolleges and area vocational-technical schools inmeeting the need for occupational education arecreated by the age of the student, requirementsfor general education, etc. and do not necess-arily require major variations in facilities acidequipment.

4. Basic preparation for a given occupation will besimilar regardless of the age level at which itoccurs. The trend in education towards statinggoals in terms of behavioral objectives will makeit easier to evaluate progress at one age levelwith that of another. Therefore, students shouldreceive credit for work already completed whenthey move from one school to the other.

96

Determination of Need

Each institution will work with lay advisorycommittees, the Manpower Planning Council, Offices ofthe Pennsylvania Bureau of Employment Security andother organizations interested in manpower developmentto determine manpower needs. The work of these com-mittees will be to encourage programs in the bestinterest of students of all ages and the community,thus avoiding duplication of effort in research,development, and operation of programs.

Designation of Institution

Recommendations for new programs will be forwardedto the Joint Vocational-Technical School and CommunityCollege Coordination Study Committee to determine thedispensation of same: It shall be this Committee'sresponsibility to designate the institution which isto operate the program using the following generalguidelines:

1. The level or levels at which it should beoffered.

2. The adequacy of existing facilities.3. The effect on the total educational program

if existing facilities were used.

When existing facilities are considered to beadequate, the institution having the facilities avail-able will be authorized to conduct the specializedphase of the program.

Program Development

1. The institution conducting the specialized phaseof the program will be responsible for the appoint-ment of the advisory committee, development of thecurriculum, determination of the need for equip-ment, and staffing.

97

2. The cooperating institution will be involved inthe planning process to insure that the programis in accord with existing legislation, regula-tions, and standards.

3. Programs shall be planned, to the maximum extentpossible, to permit students to select from aprogram those courses which meet their interestsand needs. This could range from one course toa planned program leading to the Associate Degreein Applied Science.

Student Recruitment and Selection

1. Recruitment of the students will be coordinatedby all institutions involved. Assistance will beprovided by State and local agencies when appro-priate. Students will be registered with theinstitution from which they will receive theirdegree or certificate.

2. Students will be accepted from the Bureau ofEmployment Security and other agencies authorizedto contract for educational services.

Budget

1. The institution conducting the specialized phaseof the program will prepare operating and capitalbudgets for a period of three years. All insti-tutions participating in the program will guaran-tee financial support for the initial three-yearperiod to provide for adequate staffing, programpromotion and development, and evaluation.

2. Payments for contracted services received fromgovernmental or private agencies shall be creditedto the specific program for which they arereceived.

98

3. Applications for State and Federal funds will bemade in accordance with existing regulations.

Program Evaluation

Program evaluation will be a continuing process.Procedures for this evaluation will be developedcooperatively.

Procedure for Conducting a JointContinuing Education/Community Service Program

1. Continuing education programs being offered byboth institutions will be reviewed and classifiedas:

a. Credit courses applicable to a Certificate orAssociate Degree.

b. Non-credit general interest courses.

2. Two combined adult program brochures will be pub-lished as is presently planned at the LehighCounty Community College:

a. Credit courses.

b. Non-credit courses.

No separate Vocational-Technical School brochurewill be necessary, nor separate advertising.

3. One joint registration will take place.

4. The Adult Supervisors of both institutions willdevelop the program of studies to be offered as ajoint effort.

5. The Vocational-Technic, School will revamp' itsadult programs from one long semester to twosemesters, aligning with the Community College.

99

6. When more than one semester of work is to beoffered in an area of instruction, the contentwill be organized to provide credit applicableto a Certificate or Associate Degree.

7. Scheduling will be coordinated to provide studentswith the opportunity to enroll.;, in general educa-tion courses at the college during the samesemester in which they are taking occupationalprograms at the Vocational-Technical School.

8. Administrative control of programs will be in lin:with the aforementioned policy.

9. The financial arrangements of these prrs,.rams willbe in line with the State Guidelines-.

100 41,

ARTICULATION OF OCCUPATIONAL PROGRAM GRADUATESBETWEEN OHIO TWO-YEAR COLLEGES AND

THE UNIVERSITY OF AKRON

Michael N. SugarmanProgram Director, Technical Teacher Education

College of Education

Before 1950 and even up to the early 60's, two-year colleges had such a poor image in higher educa-tion that they were largely ignored by the four-yearcollege and university. As a result, the problem ofarticulation from the two-year college to the seniorinstitution was also largely ignored.1 Even today,in the early 70's, we still find that many studentsin the two-year college transfer program (collegeparallel) frequently find great difficulty in re-ceiving full transfer credit from the senior in-stitution. The problem of credit transfer fromtwo-year college occupational program to a seniorinstitution is a world of its own.

We have pretty solid evidence that most studentsgo on to college for vocational purposes--to getskills to obtain a job or to get a degree to get ajob.2 We also know that only about a quarter to a

1C. R. Monroe, Profile of the Community College

(San Francisco: Jossey-Bass, 1972).

2M. S. Sugarman, "Vocationalism in Higher

Education," Vc2ational Guidance Quarterly 18 (1969):103-90; A. P. Garbin and D. Vaughn, Community-JuniorCollege Students Enrolled in Occupational Programs:Selected Characteristics, Experiences, and Perceptions(Columbus, Ohio: Center for Vocational and TechnicalEducation, 1971).

101

third of the enrollments in the two-year college arein occupational programs.

Postsecondary occupational education is stillconsidered second class education by large segmentsof our society. As a result most students stillflock to the more prestigious transfer programleading toward the baccalaureate degree. Studentsgenerally do not want to enter a dead end or terminalprogram, as the occupational program is frequentlyclassified. In order to attract students to the oc-cupational programs we must build in a career ladderphilosophy, and this means that there must be some-place for the occupational graduate to transfer toif he so desires, in his climb up the ladder.

It was not until the middle 60's that somesenior institutions began to accept the occupationaldegree graduate as a junior in full standing.3 Weare now witnessing a rather rapid growth in thedevelopment of two-plus-two programs and Bachelorof Technology programs specifically designed for theassociate degree technician. The bachelor ofscience degree in technology is now offered in atleast 76 colleges, most of which accept the two -year degree.4

The State of Ohio is far from being a bed ofrc--s. We have forty-eight public two-year collegecampuses in Ohio including four comprehensive com-minity colleges, five community and technical

3Angelo C. Gillie, Pennsylvania State University

Associate Degree Technician Graduates: Some Demo-graphic Variables (University Park, Pa.: The Pennsyl-vania State University, 1971).

4L. W. Bender, "Occupational Education Program

Articulation Between the Community College andBaccalaureate Levels," Proceedings of the NationalSeminar for State Directors of Community-JuniorColleges, January Z0 -ZZ, Z972 (Columbus, Ohio: TheCenter for Vocational and Technical Education 1972),pp. 33-44; 57-59.

102

colleges of universities, seventeen technical col-leges, and twenty-two branch campuses of stateuniversities. These institutions are administeredby the Ohio Board of Regents.

The associate degree is rather new in Ohio, asnone were awarded prior to 1960. During 1971-72we have approximately 75,000 students on two-yearcampuses and anticipate 133,000 students during1975.

Very few senior institutions in Ohio have ar-ticulation programs favorably oriented toward theoccupational program graduate. This may change inthe near future because of a new "statement ofpolicy on articulation between two-year campusesand four-year campuses" put forth by the Ohio Boardof Regents. The policy states that "It should begene:ally understood that no two-year curriculumoffered by an Ohio public two-year campus is in-tended to be terminal in nature." Another statementpresently under consideration states "The approxi-mate 10 percent, completing the requirements ofAssociate of Applied Science/Business degree, whodesire to pursue a baccalaureate degree on the'two-plus-two' concept should be permitted to do sowithout a loss of credit."

The University of Akron is one of the fewinstitutions in Ohio which is presently preparedto meet the challenges of the new articulationpolicies of the Ohio Board of Regents. A studentmay go all the way from an associate degree in anoccupational area through a master's degree intechnical education (In Ohio technical educationincludes all areas of postsecondary occupationaleducation).

The associate degree graduate may continue hiseducation through two distinct routes at theUniversity of Akron. The student has a choice ofthe Bachelor of Technology program offered throughthe Community and Technical College or the

103

Other

Two-YearColleges

TILE UNIVERSITY OF AKRON

Collegeof

Education

OtherFour YearColleges

I:oBiaoelore

TeCulicalEducation

Community and

TechnicalCollege

in

AppliedScien-e

ScienteTechnicalEducation

Figure 5

104

Bachelorof

Technology

Bachelor of Science in Technical Education offeredthrough the College of Education. Graduates fromeither one of these programs may then continue on toearn a Master of Science in Technical Education inthe College of Education (see figure 5).

The Bachelor of Science in Technical Education(B.C.T.E.) was developed to prepare occupationaleducation instructors for postsecondary institutions,two-year colleges, technical institutes, and indus-try. Some graduates have also found teachingpositions in police training academies, hospitalschools of nursing, occupational therapy trainingprograms, and industrial training programs.

The program leading toward the Bachelor ofScience in Technical Education is designed toadmit the associate degree technical graduate fromany accredited two-year college in the broadtechnology areas of allied health, public service,home economics, agriculture, business, and indus-trial and engineering technologies without loss ofacademic credit.

The B.S.T.E. is designed around a technicalcontent of 76-89 quarter hours of individually pro-grammed technology related courses, 52-65 hours ofgeneral studies, 29 hours of professional educationdesigned to prepare the student to teach at thetwo-year college level, 16 hours of electives, and6 hours of related occupational experience (see"Requirements for the Degree of Master of Sciencein Technical Education" at the end of this paper).

As non-traditional paths (external degrees,CLEP, etc.) to a college degree gain in accept-ability and recognition across the country, and ascolleges and universities face declining studentenrollments, I am sure that articulation problemsbetween two-year and four-year colleges will lessen.

105

Four-year colleges must search for new students.They must create new markets and find new customersfor their services. The technical program associatedegree graduate is begging for admission to the bac-calaureate degree program. Two-year and four-yearcolleges will have to resolve their differences.They cannot afford not to.

106

COLLEGE OF EDUCATIONTEE UNIVERSITY OF AKRON

AKRON, OHIO 44325

Requirements for the Bachelor of Science in ':ethnical Education

13 qtr. hrs.

4 qtr. hrs.

9 qtr. hrs.2 qtr. hrr:4 qtr. hrs.

A. General Studies Requirements (52-65 qtr. hours*)

110:111-112110:108

110:115-116-1171101XXX110:205

English CompositicnEffective SpeakingInstitutions in the U. S.

Physical EducationTypes of Literature

110:303-304 Eastern Civilizations 6 qtr. hrs.110:217-318-319 Western Cultural Traditions 12 qtr. hrs.110:401 Senior Seminar 2 qtr. hrs.

373:141 General Psychology 5 q'r. hrs.

Mathematics 4 qtr. hrs.Sci once 9 qtr. hrs.

B. Technical Content Requirements (76-89 qtr. hours*)

The technical content courses are defined as courses in the technicalspecialty and those related courses in mathematics, physical science,and related technical science. The specific courses required in thevarious technologies will be determined cooperatively between theCollege of Education and the Community and Technical College.

C. Professional Requirements (29 qtr. hrs.)

565:157 Human Development and Learning 4 qtr. hrs.540:410 Postsecondary Technical Education 3 qtr. hrs.540:421 Instructional Techniques in

Technical Education 5 qtr. hrs.540:430 Course Construction in Technical

Education 3 qtr. hrs.510:401 Problems in Education 4 qtr. hrs.515:402 Student Teaching 6 qtr. hrs.515:403 Seminar in Student Teaching 1 qtr. hrs.XXX:XXX Elective in Education 2-4 qtr. hrs.

V. Occupational Experience (6 qtr. hrs.)

540:301 Occupational EmploymentExperience and Seminar 2-6 qtr. hrs.

E. Electives (16 qtr. hrs.)

These hours may support the student's technical field of specialization,add to the student's general education, or professional education courses.

TOTAL: 192 credits

*Since most technical education programs far exceed the general studies requirementof 13 quarter hours, math and science related to the technology is substituted.However, if the technological program does not include courses in these areas, thegeneral studies courses are required.

1117

Revlsad: 9/72PEQUIREMENTS FOR THE DEGREE OF MAZTER OF SCIENCE

IN TECHNICAL EDUCATION

A. Core Courses 13 credits

510:600 Philosophies of Education 4565:602 Behavioral Bases of Education (or 565:620) 4590:603 Techniques of Research 5

B. Professional Technical Education 1) credits

540:510 Postsecondary Technical Education 3

540:521 Instructional Techniques in Technical Education 5540:530 Course Construction in Technical Education 3

C. Field of Snecialization (One option is selected) 13-14 credits

1. Teaching Option: An approved schedule of technical courses selectedfrom the offerings of The Graduate School. Course selections will bedetermined on the basis of the student's academic and professionalbackground . Application required.

2. Cuidance Option A (Must be followed in sequence) 17 credits

560:617* The Interview 3

560:613* Counseling: Theory and Philosophy 3

560:619 Techniques of Counseling 3

560:620 Group Counseling 3

560:621 Practicum in Counseling 5

*no sequence for 617 and 618

3. Guidance Option 8 .L". sequence) 14 credits

560:617 The Interview 3

560:616 Career Gui,ince: Theory and Practice 4

560:601 Student Pe sonnel Services in Higher Ed. 3

560:623 EvAustion and Diagnosis of Learning Probs. 4

4. Currict:lum and Sucr.r--sion Option 14 credits

570:610 Principles of Educational Supervision 5

570:710 Principles of Curriculum Developm,nt 4

Elective in Curriculum or Supervision 5

D. Teaching Internship: Students that enter the program without teachingexperience are required t ke a teaching internship at a cooperating two -year institution.515:690 Internship Teaching Application required. 4 credits

E. Elective: These hours may support the studen!s field of specialization oradd to the student's general education, or professional educationcourses 5-10 credits

Total....48 creditsComprehensive examination required. No thesis.

108

THE COMvIUNITY COLLEGE OF PHILADELPHIA APPROACH

Sidney AugustDirector, Division of Educational Resources

Community College Of Philadelphia

The Community College of Philadelphia opened in1965 and has consistently endeavored to maintain aproportionate relationship between traditional trans-fer programs and occupational programs leading to cer-tificates and to the associate degree. The technicalcurricula include courses in the humanities and theyare designed to offer students the backgrounds andskills which will facilitate immediate employment.

My summary today will speak of the emphasis atthe college in guiding students through the occupa-tional programs, with particular emphasis on successful experiences in continuing education for thesestudents.

The college has an enrollment of approximately5,000 full-time equivalents, including many who areenrolled in one-year certificate programs, and over500 in Community Service Programs.

Guidance for the community college student whohas academic and professional objectives and isoriented toward the four-year objective even beforehe submits his admissions application is a compara-tively easy and well-traveled road. The studentenrolled in the paraprofessional occupational program,on the other hand, is often quite unaware of thepotential program available to him after the certi-ficate or the associate degree.

A new study by Warren W. Willingham, of Educa-tional Testing Service, estimates that approximately250,000 community college students annually transferto four-year institutions of all types. He refersto the wide variation in course requirements and

109

sequences among, or even within, colleges and univer-sities, which lead to transfer with loss of credits.In a few states,(California, Florida, and Illinois),the transfer of jointly agreed upon general educationcourses is "guaranteed." Willingham suggests thatthese plans are designed to assure articulation betweenlower and upper divisions without lacing communitycolleges into a "curricular straitjacket."

Such articulation raises many problems:

1. Is financial aid available or is there anaid gap between transfer and "native"students?

2. Is there space in the four-year institution?Is there planning for transfer? Is there aneed for "upper-level colleges" as such?

3. Does the difference in academic standardsat the "open admissions" college and the"selective" process at the senior collegeaffect transfer student progress? Arethere differences in grading standards?

4. What of guidance responsibilities? Is

information available about senior collegesadmissions requirements, courses accepted,history of transfers of the same type,housing, and developmental programs?

5 What is the orientation role of seniorinstitutions? Are there brochures anddetailed descriptions of the curricula?

Articulation of the Architectural Technology Curriculum

In the Architectural Technology Curriculum atCommunity College of Philadelphia, a successful historyof transfer has been in effect. The implemention ofthis articulation is based upon the record of in-volvement of teaching as well as administrative staff.

110

Some students in their first year may have vaguemotivation. By the second year a more informedapproach to architectural technology is developedthrough guidance.

A conference with the student concerning achieve-ment begins at an early date, and he is advised inchoices of electives so that he transfers with themaximum course work acceptable for credit. Studentsin Architectural Technology are introduced to litera-ture in the field in order to develop a career ap-proach which takes the place of the syndrome of"getting a job as soon as I can." Constructionengine-zring as a related approach is developed withstudents through career counseling. For a segmentof the students, the associate degree is only onestep on the career ladder or the career lattice.Similar experience with students interested in theBachelor of Technology degree in other colleges hasencouraged first and second year CCP students inthis pattern of study.

Meanwhile, the efforts of the professionalAdvisory Committee for this curriculum have bornefruit. Representation from the Spring GardenCollege, as well as other local colleges, take anactive role in this advisory committee. The groupmeets two to three times a year, striving to updateparticipants, keeping them informed concerningdevelopments in the field as well as the employmentmarket.

The success of articulation with Spring Gardenin this curriculum is comparable to the successexperienced in the Chemical Technology Curriculum andlocal colleges. The credit hours required for thisassociate degree include courses that are subject toscrutiny by some four-year colleges. The historyof students continuing to Spring Garden has beenquite successful.

111

Goals of Articulation

The goals of articulation in occupational educa-tion are clearly outlined in four areas:

1. Advance the vocational objectives of thestudent by cooperation of all agenciesinvolved in vocational education.

2. Expand the student's opportunities bybroadening his horizon.

3. Encourage the student to take courses thatare meaningful to him.

4. Begin as early as possible to provide thecontacts, the literature, and the oppor-tunity to explore the entire careerladder.

112

TWO PLUS TWO EQUALS THREE AND ONE/HALFOR FOUR OR MORE

Thomas C. CookeVice President and Dean of Academic Affairs

Spring Garden College

Spring Garden College, in deciding to change itsstructure from that of a two-year technical instituteto that of a four-year technical and business collegewas faced with the problem of maintaining its edu-cational mission and objectives--which had provenover the years to be quite viable- -while it enlargedand broadened its area of service to students andindustry. The questions before us were about inte-gration and articulation. Should we drop theAssociate in Science degree and offer a four-yearintegrated Bachelor of Science in Technology degree?If we maintained the Associate Degree program,how would it articulate with a Bachelor of Sciencein Technology program? Should we have both a "ter-minal" Associate degree program and an integratedBachelor of Science in Technology program?

Industry needed a more sophisticated techno-logist and was letting us know of that need. Inter-nally, students were pressing for additional oppor-tunities for advancing their education. Thefaculty strongly supported a broadening and deepeningof the educational program which cou d not be ac-complished in a period of two academic years.

The Two-Plus-Two Curriculum

Our answer was to develop the two-plus-twocurriculum, one of the first in the country and onewhich has since been implemented by many colleges.

The lower division of the college would continueto grant the Associate in Science degree. An upperdivision of the college was created to accept those

113

students successfully completing their Associate inScience degree for work toward the Bachelor ofScience in Technology degree.

As the rather whimsical title of this paper sug-gests, the two-plus-two concept in education, whilea sound and workable general concept, is one whichcan have considerable variations when applied tospecific situations.

Spring Garden College, in establishing its four-year program leading to the Bachelor of Science inTechnology, was very conscious not only of its ownstudents, but also of the needs of those transferstudents who would be looking for continuing tech-nical education upon graduation from the communityand private junior colleges. We believed that theupper division program which we devised should notonly meet the needs of Spring Garden Collegestudents but also those of students from the two-year colleges who wished to continue their education.

Our program was developed at a time when thearticulation between junior colleges and four - -yearcolleges was even less effective than it is today.Complaints were heard from many quarters about thedifficulty of the transfer process. The educa-tional marketplace was much tighter then; the four-year colleges were still adjusting to the increasingnumber of graduates of two-year colleges seekingtransfer without loss of credit; increasing numbersof students were enrolling in the two-year collegeswith the expectation of transferring with fulljunior status to a four-year institution. Moreover,many of these students who expected to transferwere enrolled in "terminal" technical curricularather than in "transfer" programs.

Planning the Curriculum

Spring Garden College, in developing the four-year program, invited representatives from all two-

114

year colleges in the state who were interested in atechnical program, to meet with the staff from SpringGarden College. At that meeting, it was evident thatthe two-plus-two concept with which we began was,indeed, a viable one. However, there were also veryreal problems introduced at that meeting which neededto be solved if we were to meet our objectives ofserving our own students and transfer students.

Forseeably, students could be applying for trans-fer to the upper division of the college with threedifferent general educational backgrounds from thetwo-year colleges: 1) those having a fairly spc .ificbackground in the technical area to which they wishedto transfer; 2) those having a background in a related"industrial" technology requiring less rigorous mathe-matics and physics; 3) students with little or notechnical education.

Our objective was to structure a program whichwould enable all these students to finish the Bachelorof Science in Technology degree requirements in twoyears and to admit them as Juniors solely on thestrength of their having been awarded an Associatedegree by a two-year college.

How to do this and maintain educational integritywas our big problem. The test of the program wouldbe the employment of the students--at an appropriatelevel of employment for one holding a bachelor's de-gree--in those disciplines in which they had beeneducated. Another objective was to allow the studentsufficient flexibility in his choice of courses sothat he could develop his own interests and careergoals within his chosen discipline. That is, anelectronics-electrical engineering technology studentmight wish to develop interest in design as opposedto sales or production, or vice versa.

A very real advantage in approaching this prob-blem was the fact that we were structuring both alower division and an upper division college. Hence,

115

students with certain weaknesses in their technicalpreparation could be provided with the necessarycourse work in the lower division. By not being limit-ed to upper division offerings, the college could befairly flexible in its admissions policy, and couldaccommodate students with varying technical educationbackgrounds.

The Curriculum Design

Being the easiest to deal with, we began with theAssociate degree graduate in a specific technology.It was determined that approximately 30% of the courseswould be in upper division technical courses as aminimum requirement. Other minimums would be 20%course selection in the liberal arts (including math,physics, and chemistry), and 20% in business admin-istration. Thirty percent of the course choices wouldbe "free electives." The student could thus specializevery heavily in the technical discipline or couldchoose to spread his electives in the other areas.

For those students having a background in re-lated technology, the required technical courseswere increased to include the appropriate lower divi-sion courses needed to meet prerequisite requirementsfor upper division courses. The same number ofcredits were required in liberal arts and businessadministration. However, the number of freeelective credits was reduced significantly.

Students having no technical background, ofcourse, presented the greatest problem. We expect-ed few of them to apply, but we wanted to be pre-pared to assist those who wanted a technical careerand who did not decide this until graduation from atwo-year college. Sixty percent as a minimum wasestablished in the technical discipline as a re-quirement for these students. An appropriate blendof lower and upper division courses would be estab-lished by the academic advisor to the students.Such students would have almost no free choices inthe technical discipline.

116

Two-Plus-Two Results

Spring Garden College has now graduated twoclasses with the bachelor's degree in technology.All of these students have done very well in theemployment market. A few have been admitted tograduate programs, and although that is not the ob-jective of the program, we feel that it does saysomething about the quality of the program. We be-lieve that our approach has proven to be a sound one,meeting the objectives of the college, the needs ofthe students, and the needs of the industries whichwe serve.

Part of our success may be attributed to thefact that we could look at the product of the two-year college and tailor our program to best accom-modate the educational objectives of those studentswho wished to enter a technical career field. As

might be expected, we have not bee -Ible to see

every student through this process in two aca-demic years. The program was established to meetthe needs of students from three general types ofeducational background. However, each studentpresents a specific as well as a general background.

Students with a weak background in math andphysics and/or little or no technical educationhave elected to, or have been advised (required) to,pursue light course loads and finish their degree-equirements in five or six semesters instead ofour. In some cases, students came from three-yearassociate degree programs and were allowed someadvanced credit for the additional liberal artscourses taken in the associate degree programs.These students have been able t6-complete their re-quirements in two years with lighter course loadsor,in some cases, in less than two years with heaviercourse loads or summer study.

The policy of admitting students on the basis ofthe associate degree has proven to be quite success-ful. No transcript evaluation is made for the purposeof admission. However, academic advisors in the

117

technical discipline in which the student is matricu-lating do evaluate the transcript for the purpose ofestablishing appropriate and necessary course selection.In most cases, the student knows, soon after matricula-tion, what will be required in technical and supportingcourses over the two-year period. In all cases wherestudents come from other than strong technical back-grounds, the entire program is laid out over the requi-site educational period so that students are clearabout academic requirements.

All students enter under the same umbrella, butfrom that point their individual coverage is designedto insure that the student will accomplish his educa-tional and career goals. In this, the two-plus-twoconcept serves its purpose very adequately. It has

proven to be a most appropriate instrument throughwhich Spring Garden College has been able to articulatewell with community and junior colleges.

118

AN UPPER DIVISION COLLEGE EXPERIENCE INTECHNICAL EDUCATION

Walter M. SlyghAcademic Services Officer

Capitol Campus_The Pennsylvania State University

In 1966 a new upper division and graduate centerwas established at Middletown, Pennsylvania as anintegral part of The Pennsylvania State University.It was a logical sequence of the passage of theCommunity College Act in Pennsylvania and of thegrowing need for new concepts in higher education.

Beginnings

The Capitol Campus opened its doors in October1966 with eighteen students enrolled in liberal artsprograms. Dr. Eric Walker, President of the Univer-sity, viewed Capitol Campus as an opportunity todevelop a new and different kind of college. He toldthe faculty that in developing courses and programsthey shoulc. not feel constrained by rules and regula-tions built up over the years at the University. Theprograms, while continuing the traditional, wouldemphasize new curricula and new approaches.

The first programs were established in the socialsciences and humanities, followed by ElementaryEducation, Business, Engineering Technology and nowMathematical Sciences. Before I further emphasizethe nature of each program it may be well to explainthe admissions philosophy adopted at the beginningof the planning stages for the campus.

Since Capitol is an upper division campus, theplanning committee had to first consider the ar-ticulation problems of incoming students who wouldalready have completed two full years of collegeeither at a Commonwealth Campus of the University ora Community/Junior College. The Admission guidelines

119

had to permit smooth articulation from those collegesto an upper division program. It was first agreedthat only those students completing two years ofdesignated baccalaureate credits would be admitted.But when general course prerequisites were estab-lished for each program at Capitol, it soon becameobvious that exceptions were necessary to accommodatethe wide variance in lower division preparation.Further, as surveys were completed and needs of highereducation analyzed, new programs were developed whichdirected a change in admission philosophy.

Our present admissions guidelines accept allapplicants as ready and capable of pursuing upperdivision studies in their chosen field. This meansthat students enrolled in two-year associate degreeprograms must complete their program and be awardedthe two-year degree. Other applicants from four-yearcolleges must complete sixty distributed academiccredits prior to attending the Capitol Campus.

Some Technical Curricula

The Bachelor of Business program with emphasis in.Accounting, Management/Marketing, and Finance is noryable to accept students completing a two-year associatedegree program in such areas as Data Processing, Re-tailing, Cooperative Marketing/Management, etc. Eachstudent admitted is then scheduled into courses whichround out a baccalaureate degree program, yet producea wide range of qualifications to enter the workingworld.

The largest of our vocational oriented programshas been in engineering. In 1967 new programs inElectrical Design Engineering Technology, MechanicalDesign Engineering Technology and Water ResourcesEngineering Technology were added for two-year Asso-ciate degree students in Electronics and Drafting andDesign Technology who wished to continue theirdevelopment. This was a new breakthrough in baccalau-reate education because students completing two years

120

of technical engineering education had been consideredterminal students. Clearly, the gap between thedraftsman/technician and the Engineering Scientist haswidened so far since 1946 that curricula needed to bedeveloped for the technologist who could fill thatwidening gap. Today, the bachelor of technologygraduate is recognized as a full-fledged engineer. Inan attempt to offer necessary technical education forthose students who desire to continue, two new programshave been added in Civil Engineering, Building Construc-tion and Transportation.

As we surveyed the needs of students from our majorsources of input we found that many students completingso-called applied science programs desired to continuetheir formal education in some area closely related totheir degree without loss of credit for their firsttwo year techical education. Law Enforcement was onesuch area. Contact was mde with local, state, andfederal agencies to determine a realistic and feasi-ble means through which such students could continuetheir education, be preapred for a specific vocation,and still satisfy baccalaureate degree requirements ina minimum of two years. Our investigation into thisarea led to the admission of students with a technicalbackground into our Social Sciences programs. Again,special advisement and course scheduling is a necessarypart of each student's progress towards the baccalau-reate degree. We are most pleased with the results ofthis investigation and the ultimate progress of thestudents involved.

Further Directions

In the Academic Policy Plan recently releasedfor the University, Capitol Campus is charged withthe responsibility to develop new programs whichcater to the special needs of the Community Collegestudents and students attending PSU CommonwealthCampuses. This charge pertains to transfer studentsas well as to those students in vocationally orientedprograms. I am positive that the Faculty and Adminis-

121

tration of the Capitol Campus will accept this respon-sibility without question as past experiments haveproven them to be most worthy.

122

VOCATIONAL ARTICULATION BETWEEN CAPITOL CAMPUS,PENN STATE UNIVERSITVAND BOYCE CAMPUS,COMMUNITY COLLEGE OF ALLEGHENY COUNTY

Charles A.DarrahDean of Students, Boyce Campus,

Community College of Allegheny County

Introduction

Until the present decade, educational emphasishas been placed on the academic phase of education,with parents and students alike placing the attain-ment of an academic degree at the top of their listof educational priorities. This is not to say, how-ever, that there have not been certain educators whofelt strongly about vocational education and whoplayed a leadership role in promoting and activatingvocational educational programs and informing thepopulace of its importance.

It was not until recent years, however, whenthousands of college graduates found their educationaltraining inadequate for the available employment op-portunities, when business and industry started toplace greater emphasis on securing the individualtrained to perform a specific function, when employ-ment opportunities existed in the skilled and semi-skilled categories of employment, and when there wasa lack of needed personnel, that local, state, andnational attention began to focus on vocational edu-cation at the secondary and postsecondary levels.

Statement of the Problem

The Boyce Campus, Community College of AlleghenyCounty, was instituted in September 1966; of thosestudents initially enrolled, approximately 70 percentwere enrolled in college transfer programs with theremaining 30 percent in career areas such as techno-logy, business, and data processing. Through a

123

financial grant from the Pittsburgh Plate Glass Com-pany in 1966, a Police Science Program was institutedwith both the career or transfer option.

During the early years of existence of BoyceCampus one of the major concerns of the administra-tion was that of narrowing the percentage differencesbetween the transfer and career students. The Alle-gheny County Commissioners, who hold the responsibilityfor allocating local funds for supporting the communitycollege, began making demands that the Community Collegeof Allegheny County find ways of better serving businessand industry and provide educational opportunities fora greater percentage of the people of the countywhose major interests centered in the career areas.The Boyce Campus administration was also very muchconcerned about the placement of its graduates,either in business and industry or in the four-yearinstitutions. Since, as mentioned previously, mostof the students were enrolled in college transferprograms, the emphasis was on college placement. In

the numerous conferences held between Boyce Campusofficers and the admissions representatives of a rangeof four-year institutions, the matter of credittransfer immediately became an issue. Most of theinstitutions took the position that they would acceptonly those courses for which there was a paralleloffering on their respective campuses. The substanceof this position was that a student who earned 60credits at Boyce Campus would be able to transferonly a percentage of the earned credits to a four-yearinstitution, with the size of the percentage directlydependent upon the course offering of the particularfour-year institution. But more important, itmeant that an A.S. degree from Boyce Campus would beconsidered terminal.

Resolution

In the fall of 1967, an announcement was made ofthe establishment of the Capitol Campus, Penn StateUniversity, Harrisburg, Pennsylvania. Shortly there-

124

after, Mr. Walter Slygh visited Boyce Campus and theproblem as stated above was related to him. Early inthe spring of 1;68, some four months prior the firstdegree conferring exercise at Boyce Campus, Mr. Slyghreturned to Boyce Campus and informed the administra-tion that Capitol Campus would provide the followingeducational opportunities for its graduates:

(a) Accept all credits earned at Boyce Campusif the student had earned the degree, at-tained a 2.0 quality point average, and hada course major that paralleled a coursemajor offering at Capitol Campus.

(b) Design a special program for students major-ing in the technologies whereby they couldtransfer all of their credits to CapitolCampus and pursue a course of study leadingto a Bachelor of Technology degree, pro-videdthey had earned the A.S. degree andattained 2.0 quality point average at BoyceCampus.

The actual design for the Bachelor of Technologydegree required cooperative planning between facultyfrom the technology division of the community collegeand Capitol Campus. Certain base disciplines withinthe program needed to be redesigned to provide a con-tinuity of learning experiences for the student.The major program developed in the mathematics andphysics areas.

Outcome

Six of the 1968 graduates in the technology fieldtransferred into the advanced degree program atCapitol Campus. In addition approximately 25 percentof the transfer graduates of that class also trans-ferred to the upper division institution. This trans-fer opportunity was also extended to all CommunityColleges of Pennsylvania.

125

The bachelor program has now been expanded to in-

clude data processing and police science; other programsare presently under consideration. In a recentvisit to Capitol Campus, the Provost told me thatconsideration would be given to the expansion ofany career or vocational program providing thevarious community colleges in Pennsylvania could showa need for such a program.

At one time, counselors and other college officialsassociated with Boyce Campus held the position thatmost of our transfer credits were transferable tofour-year institutions; but with action taken byCapitol Campus relative to their bachelor programsin the career areas, our present position is that allcredit courses are transferable to one institutionor another.

Conclusion

Capitol Campus must be given credit for pioneer-ing in the more liberal policies of acceptance ofcommunity college credits and expanding the bachelor'sprogram offerings to include career or vocationalprograms.

Other institutions across the nation have followedthe example set by Capitol Campus and liberalizedtheir transfer policies or expanded their bachelor'sprogram to include the career or vocational areas.Kent State, Indiana State University (PA),and theUniversity of Pittsburgh are prime examples.

The number of institutions accepting in bulk allcredits earned at the Junior or Community College withthe attainment of the associate degree is increasingeach year and it is the opinion of the writer thatwithin a five-year period most of the collegiateinstitutions acoss the nation will implement asimilar policy.

126

COOPERATION BETWEEN A COMMUNITY COLLEGEAND

COMMUNITY SERVICE AGENCIES IN ESTABLISHING HUMANSERVICE CURRICULA

Mary M. NormanAcademic Dean, South Campus

Community College of Allegheny County

In the planning and development of human servicecurricula it is not only important that there bearticulation between the community college and secondaryinstitutions; it is equally important that there bearticulation and cooperation between the college andvarious agencies within the community. Indeed, ascommunity colleges move in the direction of estab-lishing human service curricula the more directlythey need to cooperate with the various private andgovernmental agencies within their service area.It is the purpose of this paper to present examplesof two Human Service Programs which have been jointlyplanned by a community college and community serviceagencies. The mutual benefits derived from this typeof cooperative activity will be explored, along witha discussion of ways in which to most effectivelywork with local agencies.

SOUTH CAMPUS, COMMUNITY COLLEGE OFALLEGHENY COUNTY, EXPERIENCE

Child Care

Two years ago' a member of our Social Sciencefaculty learned that the McKeesport School Districthad applied for and was about ready to receive afederal grant to open child care centers. Since thecollege had long contemplated offering some type ofprogram for the training of child care personnel, thecollege inquired of the school district whether ornot it might in some way service the school district's

127

program by providing some minimum training for theiremployees. The response from the school district wasaffirmative. The school district had planned tostaff the care centers with a number of black womenwho were very capable of working with and caringfor young children, but who lacked any formal edu-cation in child care. Members of the college'ssocial science faculty worked jointly with schooldistrict officials ±n developing an eighteen (18)credit certificate program in child care for theseemployees.* rac college supplied the faculty totrain these employees and classes were held during theday in the various child care centers. To motivatethe employees, the school district offered to payone half the tuition cost plus further financial aidthrough the college's community Service division.The school district also agreed to upgrade salariesand jobs of those who would complete the eighteen(18) credit program.

Since the demand for child care in the area could--not be met by the number of child care centers

supported by the s-hool district, the school districtsubcontracted to the Louise Child Care Program, aprivate social agency, to provide child care by DayCare Mothers in their homes. These women againlacked formal education in child care and thus thecollege agreed to offer its eighteen hour certificateprogram to these women through its evening program.Through the community service division these day caremothers as well as the teachers in the day carecenters were given an opportunity to take as many ofthe eighteeen credits they wished at a cost of onlyten dollars ($10.00) per person. This past June thecollege awarded twenty certificates in child care.

Due to the success of the certificate program inthe McKeesport area the college was contacted bythe Turtle Creek Model Cities program and the SingerChild Care Centers and asked to establish an educational

*Please see program outlines at end of this paper.

128

program for a number of day care centers. In addition,because of the demonstrated cooperation between thecollege and community service agencies, the collegehas been the recipient of a federal grant. Thisgrant has enabled the college to hire a part-timedirector for the Child Care program. This part-timedirector, in concert with the college's socialscience faculty, university faculty, and communityagency officials has developed two additional two-year programs in the child care area.* One programis specifically aimed at preparing para-professionalswho wish to become teacher-aids in the child carecenters. The second curriculum is a two-year transferprogram which is tied in with universities inPennsylvania which offer a B.A. degree in childdevelopment. This program is aimed at those indi-viduals who desire a profession as a day care teacher.These three district programs are purposelyinterwoven to provide students with the opportunityto move along the career lattice.

Because of the college's demonstrated willingnessto work with community service agencies in the childcare area, other similar opportunities are beginningto present themselves. During the past few monthsthe McKeesport Family and Children Services, aUnited Fund sponsored organization, and the McKeesportHousing Authority approached the college about thefeasibility of offering some train in the socialwork area. The Housing Authority had been given agrant to hire five individuals to work with theunderprivileged in the McKeesport area. The indi-viduals hired for these positions had previouslybeen underemployed. Other agencies and the Depart-ment of Public Welfare were hiring individuals whohad little or no training in social work. Again,working jointly with officials of these agencies,the social science faculty developed a one-yearcertificate program for the training of socialwork technicians.* Since this program is just be-

*Please see program outlines at the end of thispaper.

129

ginning, it is too early to predict its ultimate worth.However, both community college and community agencyofficials envision an unlimited opportunity to updateindividuals in a significant way so that they willhave a meaningful impact on improving the lives ofindividuals within the inner city.

Psychiatric Technician

The prior example is an excellent example of acommunity college responding to the expressed needsof the community. The following example demonstratesa desire on the part of the college to move in acertain direction and the ability of community serviceagencies to aid the institution in the developmentof the best possible program.

For little more than a year there was an interestexpressed by the faculties of the social sciencedivision and thl math/science division to develop acurriculum aimed at training two-year college graduatebto work in the field of mental health. An intensivesearch of the literature in this field seemed toindicate a significant need for two-year programs inthis field. A national survey of existing programsseemed to indicate that the college could developa program without adding any new courses or additionalstaff. A survey of students in the college's servicearea also indicated a strong interest in such a pro-gram. At this juncture a tentative curriculumproposal was developed by the college.* This proposal,along with an exploratory letter, was sent to allthe mental health agencies, mental health hospitals,and general hospitals in the college's service areas.Letters were also sent to four-year colleges anduniversities regarding the possibility of trans-ferability to their, programs. Although the responsesto these inquiries were generally positive, it be-came clear that before. the college could move toinaugurate such a curriculum much more study and

*See tentative program outline.

130

spade work needed to be done. Some agencies andhospitals, for example, were fearful that the collegemight be infringing on in-service programs alreadyestablished by them for the updating of theiremployees.

At this point the college decided to set up anumber of meetings with the members of local mentalhealth agencies and local hospitals. As a result ofthese meetings a number of significant decisions werereached. The mental health agencies indicatedtheir strong interest and support and agreed thatthey would be interested in providing some on-the-jobtraining in their agencies for the potential students.These officials also confirmed the fact that therewas a great need for people trained in this manner intheir agencies, but they alerted the college personnelto the fact that they had to be careful that the pro-gram bore the proper name and requirements, sincetheir positions were civil-service positions and thushad to meet state dictated guidelines. The hospitalofficials were equally helpful and cooperative.As a result of meetings with hospital personnel itbecame clear that the college could begin to servicesome hospital personnel by offering a number ofcourses for employees at these locations. Thus.this fall the college is offering courses at twohospital locations.

The cumulative result of all these meetings wasthat before any curriculum in this area could beadopted by the college, much more needed to be done.The college decided to establish a community advisorycommittee composed of individuals from mental healthagencies, local hospitals, and the college to furtherexplore the development of a psychiatric technicianprogram. One of the first tasks of this advisorycommittee will be to make significant adjustments inthe proposed curriculum and to seek out state helpand backing for the development of this program.

The mutual benefits derived from the precedingexamples perhaps are self evident, but some aspects

131

bear highlighting. Every community college has asone of its major objectives the servicing of thecommunity in which it exists. Too often this objec-tive is met by simply putting on a few communityservice courses. Very often the college plans anddevelops curricula without full knowledge and aware-ness of the employment needs of.the community. Onthe other hand, community agencies are usuallyunaware of the services which the community collegemight provide them and many are reluctant to approachthe college.

As the above examples illustrate, by mutualcooperation both the curricula offerings of thecollege and the local agencies can be improved tobetter service the needs of the people. As is evidentfrom the above illustrations, initiation, of cooperationbetween the college and a particular agency, createsa snowballing effect. If the college and an agencyare successful in working on mutual concerns, otheropportunities begin to open up within the community.One very important aspect of this mutual .;.,operationis the increased opportunity for federal and statefunding. In all areas, but especially in the humanservice area, funding agencies are much more apt tofund programs that are jointly sponsored by a collegeand a community agency than they are to fund aprogram wholly conceived by one or the other insti-tution. Finally and very importantly, in this year ofaccountability, both the college and community serviceagencies can appear much more legitimate to thetaxpayer if they are cooperating and not competingin the development of programs which are meant torender aid to them.

Although there are certainly more advantages thandisadvantages for a college in cooperating withcommunity agencies, some caution should be observed.Very often officials of community agencies are askedto serve on college advisory boards and are "used"as window dressing. This has a negative effect withinthe community and can do more harm than good to thestatus of the community college. On the other hand

132

community colleges have also established advisorycommittees and have not made their functions clearand have then found themselves in the somewhat awk-ward position of asking these committees not to"interfere" in the educational program of the college.Before any relationship can be established between acollege and a community agency, guidelines need tobe established which clearly outline the roles andresponsibilities of each participant.

Another pitfall which must be avoided at all costis the college's over-enthusiasm for participation insome areas. There will be times when a college mustsay no to a particular plan or program because of itslimited resources or staff, its own priority of goalsand objectives, or because a particular program canbest be handled by other agencies. Community collegesas all other colleges must recognize that they cannotnor should not attempt to be all things to all people.Finally, especially in the area of human serviceoccupations, both community colleges and communityservice agencies must move with great caution and care.This is a new and exciting area, but only with properresearch and long-range planning will programs beestablished that will service any lengthy period oftime, but this must be one of the primary goals ofthis type of cooperation or the community again willbear the burden of ill planning and shoddy educationalprograms.

133

CHILD CARE CERTIFICATE PROGRAM

Child Development I

Child Development II

Understanding Children'sPlay

134

Behavior Observation

Racism and Children

Child in Social Setting

CHILD CARE CAREER PROGRAM

First Year

First Semester

English Comp. I orEnglish Writing Lab

Math Elective

Open Elective

Music or ArtAppreciation

Second Year

First Semester

Intro. to Sociology orSocial Psychology



Humanities or CommunicationsElective Marriage and Family

Social Science Elective

Second Semester

Oral Communications

Intro. to PsychologyIntro. to Sociology

Child Development I

Life Science


Second Semester

Racism and Children

Art Elective

Psychology Elective or Rec-reational Games

Child in a Social Setting

English Composition

Intro. to Humanities

Intro. to Philosophy

Drama

Suggested Electives

135

Art Appreciation

Watercolor I

Painting I

Ceramics I

CHILD CARE TRANSFER PROGRAM

First Semester

English Comp. II

Intro. Psychology

Intro. College Math orElementary Statistics

Music or Art Appreciation

Child Development I

First Semester

Oral Communications

Social Psychology



Social Science Elective

Adolescent Psychology

Psychology of Adjustment

Abnormal Psychology

First Year

Second Year

Suggested Electives

136

Second Semester

English Comp. II

Intro. Sociology

Biology I


Recreational Games orOpen Elective

Seccnd Semester

Literary Types

Racism and Children

Psychology Elective

Child in Social Setting

Marriage and Family

Social Problems

Human Sexuality

American Government

Modern Political Thought

U. S. and PennsylvaniaHistory

SOCIAL WORK TECHNICIANS PROGRAM

New Courses

1. Foundations of Social Work Practice

This course is basic for persons without previous experience in socialwork training in order to help them understand the ethical base andvalue system upon which the profession rests. It will also help personsunderstand underlying human behavior. Classroom methods will includelectures, films,and discussions.

2. Interviewing Skills

This course is designed to help beginning practitioners in social workgain skill in the art of listening, in order to help workers understand,in depth, the themes and problem areas as expressed by the client.Further methods of responding and practical treatment techniques willbe explored. Class methods will include discussion, role playing,use of taped material, and closed circuit T.V.

3. Case Work Seminar

This seminar will offer opportunities for social work practitioners tocritically examine their field performance within a classroom group.Methods used in this course will be group discussion, with studentspresenting actual case material. Discussion will be both pragmatic,offering immediate suggestions for case intervention, and theoretical.

4. Community Organization Seminar

Focus of the course will be on development of theoretical knowledge andobtaining practical skills in organizing and working with communitygroups such as tenant councils, agency boards, citizens' groups. Class-room methods wi31 include lectures and discussions.

Existing Courses

5. Social Psychology

An introduction to the research and theories of individual experienceand behavior as affected by other people, groups, and culture: thescientific analysis of socialization, cognition and group dynamics,andthe practical application in.business and industry and other humanorganizations.

137

6. Contemporary Social Problems

A consideration of the significant problems of American society, theirsocioeconomic bases,and the conditions facilitating their growth.Students will be encouraged to search for possible solutions. Problems

selected for study include family disorganization, racial conflicts, and

class struggle.

138

MENTAL HEALTH TECHNOLOGYA.A.S. PROGRAM

First Semester Cr.

3

Second Semester Cr.

3Eng. Comp. I Eng. Comp. II or Intro.to Literature

Anatomy and Physiology I 4

Anatomy & Physiology II 4

Intro. to Psychology 3

Psychology of Adjustment 3

Intro. to Sociology 3

Child Growth and Develop. 3

Intro. to Mental Health 3

Group Dynamics I 3

16 16

Third Semester Cr. Fourth Semester Cr.

Practicum in Mental Practicum in MentalHealth I 5 Health II 5

Psychology of Adolescence 3 Social Psychology 3

Sociology Elective 3 Seminar in Mental Health 3

Group Dynamics II 3 Group Dynamics III 3

Elective 3 Elective 3

17 17

139

THE VALE TECHNICAL INSTITUTE EXPERIENCE

John E. MarinoDirector of Admissions

Experiences in technical education at Vale are notas varied as some. In the past, postsecondary techni-cal educational facilities did not have much appeal toacademic or college prep students from our secondaryschools; our student body was primarily made up ofstudents who followed either a vocational or generalcurriculum. Now we find that 40 percent of currentstudent body are from academic curriculums, 40 percentfrom general, 15 percent from vocational, and 5 percentfrom commercial.

These figures lead me to believe that we will havea higher percentage of students going on into four-year programs than we have had in the past. Untilthe present, our prime concern has been the placementof graduates in industry. Until recently we were un-able to document the placement of graduates; we knewour graduates were going to work, but did not knowwhere. We knew they had little difficulty in findingemployment, but were seldom called on for placement.

Our first efforts in following up our graduateswere slightly disappointing. We had devised a ques-tionnaire that was and still is mailed to thegraduates six months, one year, and two years aftergraduation. Our returns ran about 10 percent. Thisgave us some assurance that our people were successfulin finding employment. We could have compiled someinteresting placement figures with this information,but would have received little satisfaction in doingSO.

To obtain more accurate and realistic data, weappointed a full-time staff employee to implement amore efficient placement service and followup program.Our current procedure calls for each graduate to be

140

interviewed two weeks prior to graduation to deter-mine what area of employment the graduate would preferand if he has made a job contact on his own. If he

has not located employment, we then set up an inter-view at various shops and dealerships in the geographicarea the graduate has chosen. Prior to these inter-views, we have contacted employers to determine theopenings available and the procedure they preferfor filling the openings.

To obtain the followup data we desire after em-ployment, we use the questionnaire previously mentioned,supplemented by telephone contact for local students,and a followup letter to those who live a considerabledistance from our school. (One interesting factthat we have uncovered in our data collection is thatour students respond better to a one paragraph,handwritten letter than to any other instrument.)

Since the installation of our current data collec-tion procedure, we have been able to verify the loca-tion and employment of 70 percent of our graduates ofthe last two and a half years. Our data has shown usthat 98 percent of those contacted are gainfullyemployed in the automotive industry or a closely re-lated field. There are only three who are not workingand, interestingly enough, only two have continuedtheir education after graduation from Vale. We

expect this to change considerably. I recently sub-mitted an informal questionnaire to 210 of our presentstudents in which 47 percent indicated that they wishto enter degree programs after completing their studieswith us. It will be interesting to see how many ofthem do. This data should be available next year.

141

PROBLEMS ASSOCIATED WITH THE ASSOCIATE INSPECIALIZED TECHNOLOGY AND SPECIALIZED

BUSINESS DEGREE

Oscar W. NestorPresident, Pittsburgh Technical Institute

Three years ago, private trade, technical, andbusiness schools were authorized by the Department ofEducation to grant two new degrees--the Associate inSpecialized Technology and the Associate in SpecializedBusiness Degrees. (Hereinafter these will be treatedas the same and referred to simply as the degree.)

There are several facets to this new degree whichrepresent problems or potential problems to privatebusiness and technical schools.*

First, there is some concern that the increasedemphasis on academic-type courses will jeopardize themajor objective of such schools--namely, to trainpersons for jobs. One president stated it this way:"I think it would be a serious mistake if institutionslike ours started to act as 'feeders' for four-yearinstitutions rather than preparing people for employ-ment." One of the real dilemmas has been to providethe academic excellence required by the standards ofthe degree without losing the ability to deal withthe practical aspects of our programs. I am re-minded of the very real story of the man who washired to teach auto mechanics. Having had practicaltraining, the only way he knew how to teach was toget right in there and tear the motor down, getting all

*The comments are based in part on the survey re-sults of all thirty-six private business and technicalschools in Pennsylvania now authorized to grant thesedegrees. Twenty-six schools (72 percent) responded toa questionnaire and these responses serve as the basisfor many of the conclusions and observations of thispaper.

142

dirty and greasy in the process. Then he helped thestudents do the same thing. One day he was lookingthrough an educational publication and he noticedthat all the teachers wore white coats. So he gotone. But now he couldn't work very well because hedidn't want to get his coat dirty. Some time later, hewas sent off to a teachers' seminar and he discoveredthat no teacher could really teach without a blackboardand chalk. He implemented this--and so became a trueprofessional, white coat, chalk and all--but histeaching, of course, was not nearly as effective.Fortunately, we have dealt with an agency, the Bureauof Academic Services, which has had a real grasp ofthis dilemma and to date the problems have not beenserious. For the long run, however, this could emergeas the most serious problem presented by the degree.I say this because differing objectives of theeducational process could create major conflicts insuch areas as curriculum, faculty qualifications, per-formance standards for students and teachers, andthe kind of student recruited.

A more appropriate question or problem, which isnot completely unrelated, centers around the trans-ferability of specialized degree subjects earned atprivate schools. This new degree was initially re-garded as a terminal degree, if in the academicworld we can accept any degree as a terminal degree.However, almost immediately, questions were raised byparents, teachers, counselors, and admissions directorsabout the transferability of such a degree to a four-year institution. As a result, the main problem tobe discussed here, centers around where these degreesfit into the academic community, and more specificallywith the transferability of subjects.

The degrees were especially and differently namedresulting in some obfuscation--reminiscent of thegraduate student who hoped that it would be an essaytest, so the prof couldn't figure out what his answermeant. With the newness of the degree, and with theobvious question of how it relates to other associate

143

degrees and to four-year degrees, perhaps 1 can shedsome light that will help in this important matterof transfer

Significance of our Degrees

Private trade, technical,and business schools mustpass muster on three fronts before either degree canbe granted. First, a representative of the state(Board of Private Trade and Technical or BusinessSchools) inspects the school as a prerequisite forbeing licensed. Once licensed, each school isgoverned by a set of rules and regulations coveringalmost every area of operation and administered underthe general direction of a Board appointed by theSecretary of Education.

After at least two years of successful operationa school may apply for accreditation. A separateand additional inspection is required in order to beaccredited. Accreditation is by the NationalAssociation of Trade and Technical Schools or theAccrediting Commission for Business Schools, eachrecognized by the United States Office of Educationas the official accrediting body in its field.These associations maintain their own rigorous academicand administrative standards and, having been an ac-creditation team leader on a number of visitations,I can personally vouch for the.integrity and depthof :he visitation inspections. Accreditation by arecognized accreditation body is in turn a prerequisitefor applying for authorization to grant the Specialized.Associate Degree.

Finally, each school must be specifically approvedby the Secretary of Department of Education to grantthe Associate Degree. This occurs after applicationand after a "tortuous" self-appraisal and self-evaluation report and visitation by a special accredita-tion team selected and administered through the Bureauof Academic Services. One of the technical require-ments for accreditation, by the way, is that atleast 25 percent of the subjects must be academic

144

(related) courses. This compares to about 40 percentacademic (general studies) courses in some other typesof associate degrees. Our associate degree authori-zation must be renewed each year for three years be-fore final approval, and our accreditation is reviewedevery five years. Unlike Senator Eagleton's initialinvestigation, we are rather thoroughly inspectedbefore we can run in this academic race.

There are about 300 private technical and businessschools in the Commonwealth, yet only thirty-six, or12 percent are authorized to grant the AssociateDegree. A number of other states, including New York,Massachusetts, Ohio, Illinois, North and SouthCarolina, and Tennessee now permit private schools togrant comparable degrees.

It should be clear that the schools which dofinally attain Associate Degree granting status havebeen rather thoroughly evaluated. They have achievedthe highest academic attainment level possible inthis field.

As educators, we all recognize that education isa process and that change is evolutionary. Clearly,private technical and business schools have emergedwith increasingly higher academic and administrativestandards, particularly over the last five to sevenyears. They have truly taken their place as an inte-gral and respectable part of the academic community.

Students

A large population of the students at privatetechnical and business schools could undoubtedlyhave been accepted at other institutions of higherlearning, including four-year colleges. For example,analyzing the 1972 incoming class at the PittsburghTechnical Institute, and using the same criteriaI used at a major university where I served, about8G% would pass both admissions standards without.debate (and could presumably enter other four-yearinstitutions). Another 15 percent of incoming

145

freshmen of the Pittsburgh Technical Institute wereadmitted on a conditional basis and possibly wouldhave the same status at other schools, depending on theadmissions policies. Somewhat facetiously and some-what seriously, it seems that officials at schoolscharged with the responsibility of admitting students(new or transfer) apply Skinner's Constant--definedas that quantity, which when added to, subtractedfrom, divided into, or multiplied by your answer,gives the correct one.

I do, however, attach particular significance tothese admissions statistics. One of my tasks atthe university was also to pass on transfer studentswho had applied to enter as third-year juniors. Wefound, with experience, that many of them got intoacademic difficulty despite good two-year records.A more thorough study of this problem indicatedthat many of these transfer students would not havemet our original freshman admission standards atthe university. This is clearly not the case with ourexisting freshman group, which I believe is a fairrepresentation of our type of student at PittsburghTechnical Institute as well as students at otherprivate schools.

The student who selects a shorter two-yeartechnical school, sometimes referred to as the "non-college bound" (how would you like to be describedin terms of a negative) is different. He is notinterested in frills--in this category I sadly include,among other courses, History and Foreign Languages.He is not going to school because of social status.He is not inferior to college students, just dif-ferent. He just wants to get out, and get a job, acar and a girl--usually in that order. He is the kindof kid that you visualize when you say--not everyoneshould go to college--a truism which people apply toall kids but their own.

However, Dr. Kenneth Hoyt gives these studentsa little status--he calls them Specialty OrientedStudents. He reported in a recent study (The Compass,

146

September, 1971) that of 4,887 (almost 5,000)Specialty Oriented Students in private schools:

1. Seventy-two percent completed the entiretraining program.

2. Although eighty-one percent reported thattheir first job directly related to theirtraining--and most did take jobs--thirteenpercent either took fxther specialty train-ing or enrolled in a college or universitylater.

This study gives a good profile of the type ofstudent to which I am referring. In general, it isan image of responsible motivation and behavior,coupled with a desire on the part of a certain per-centage to continue their education.

Transferability of Subjects

Technical and business schools are concerned aboutthe opportunity for their graduates to transfercredits to four-year institutions, particularly tofour-year institutions within the Commonwealth. Moststudents would prefer to transfer to a Pennsylvaniaschool, according to the survey referred to earlier.However, only eight four-year Pennsylvania institutions(two state institutions) have accepted students todate. This compares to thirty-one out-of-stateschools which have accepted more than 50 percent ofthe credits earned and a number of them are accreditedby important accrediting bodies. To date, therefore,Pennsylvania schools have not participated as ex-tensively in this process of transferring studentsas have out-of-state schools.

It is clearly recognized that acceptance oftransfer students rests exclusively with the receivinginstitution. Most private technical and businessschools are extremely conscious, however, of thegrave responsibility the transfer process places onthem. Whan a student transfers and succeeds, it helps

147

the student, the school to which he transferred, andthe school from which he came. Conversely, it damageseveryone when he fails. As schools offering this newdegree seek to transfer students on to four-yearinstitutions, .they must seek the maximum effectivensssof both their own admissions and educational process,so that their transferees do not fail at the higherlevels. This success will be, of course, the ultimatetest of the acceptability of this, as well as anyother degree. At the moment, such transferees seemto have worked out well for all concerned. Testimonyfrom the private schools themselves shows that nineof ten students who do transfer to four-yearinstitutions, go on to graduate. In part this is be-cause interest in transferring is usually confined toa small percentage (3-5 percent) of students, usuallyexcellent students. Given the existing objectives ofprivate schools, this record should not changeappreciably in the years ahead.

Conclusion

In the meantime, the transferability processcould be greatly facilitated if four-year institutionsin the state would take positive steps to understandthese new degrees. An appeal is made particularly tothe state-related four-year institutions, particularlyPenn State ITILli'ersity. They could for example,help individuals and schools by taking the leadershipin this area. With the active involvement of themajor state university, clear paths for transferswould evolve faster and this, in turn, :could be amajor contribution to education in general.

148

ARTICULATION OF OCCUPATIONAL STUDENTS BETWEENSECONDARY SCHOOLS, ASSOCIATE DEGREE PROGRAMS,

AND BACHELOR'S DEGREE PROGRAMS INWASHINGTON TECHNICAL INSTITUTE

Addison S. HobbsDirector, Bachelor of Science Degree Program

in Teaching of TechnologyWashington Technical Institute

The assigned topic "Articulation of OccupationalStudents Between Secondary Schools, Associate Degreeand Bachelor Degree Programs" suggest a multitude ofapproaches.

The operational definition of occupational edu-cation and its articulation at different levels isoutlined here as a series of educational experienceswhich balance the cognitive and manupulative skillsof the learner with levels of performance or com-petency. Therefore, the primary thrust of this paperwill be oriented toward the Washington TechnicalInstitute method of developing problem-solving capa-bilities and analytical techniques for practicalproblems.

Purpose

Washington Technical Institute was created byCongress to provide career educational opportunitiesof the highest quality for the residents of theDistrict of Columbia. The Institute fulfills thismandate by providing District residents an increasingnumber of degree and certificate programs on a full-time basis. Programs are offered on the main campusand at various locations in the community.

The WTI Commitment: A Systems Approach

The Washington Technical Institute is committedto finding creative and successful methods _o edu-cate District of Columbia residents, providing its

149

students with the technological capability necessaryfor them to choose a career for a fulfilling andsecure life. An effective way to describe theInstitute's approach is to view the Institute as asubsystem within the community system. This "systems"approach involves a formal analytic process used inprogramming the Institute's course of development.The ultimate goal is considered, together withsupporting objectives, while at the same time practicallimitations and constraints are recognized. It is sodesigned that its curriculum, supportive services, andorganization remain flexible and open to each student'spersonal needs and career aspirations.

The evaluation and guidance program augments thestudent's instructional experience. It is organizedso that the student is couns,Iled at each step of histraining about his career aspirations and educationaldevelopment. This is possible through the uniqueorganizational structure that allows part of the facultyto address itself to the student's instruction, part ofthe faculty to aid the student in solving personaland social problems and to assist him in his entranceinto employment, and a separate faculty for Researchand Development. Under WTI's system approach, in-struction, counseling, and administration are fusedinto a single process. WTI's student-teacher organi-sation, flexible administration, and staffing patternallow an honest, sincere interaction necessary foran environment of creativity and personal security.The systems approach permits the cooperative planning,mutual support in teaching, modification of rolesand degrees of responsibility, action research, andinteraction among staff which the process of instruc-tion demands. Through its systems approach, theInstitute is able to assess continually the complexand interwoven factors necessary for success inliving up to its charge, while remaining responsiveto the educational needs of the students and to themanpower demands of the comml,-.i.ty. It is through thiscontinual systematic assessment and built-in respon-siveness that the Institute aspires to develop a model

150

for the creation of new and more relevant educationalphilosophies and educational strategies.

The Washington Technical Institute approach toarticulation of secondary and postsecondary occupa-tional programs is based upon a model for continuouscareer education.

The following are a number of educational assump-tions which undergird the objectives of this contin-uous 'ccupational education program:

1. Differing learning capacities and stylesof students will require a differentiationof objectives at several maturation levels.

2. No one teacher or any curriculum servicecan be expected to become a master ofall educational levels and in all areasof speciality, because of individuallimitations and because of the philoso-phies of each curriculum service.

3. Valid career choices by students mustbe approached from at least two directions,one focusing upon attitudinal changesand the other on specific job skill prepa-ration.

Since philosophical commitments of schools andtheir faculty members vary within the differingsystems of education, the curriculum has been outlinedinto levels for the primary reason of providing a'number of alternatives for articulating occupationalprograms (see Figure 6).

The concreteness needed to solidify the occupa-tional perceptions of students is the specific ob-jective at the early levels (K-9). Therefore, theoccupational outlook is aimed toward creating aware-ness, exploration and guidance.

151

CONTINUING EDUCATION FOR VOCATIONAL CAREER DEVELOPMENT

LEVELS

SERVICE.

PROGRAMS

OUTCOMES

K-3

(ELEMENTARY)

4-6

(ELEMENTARY)

GEN. ED.

IND. ARTS

VOC. ED.

7-9.

(SECONDARY)

GEN. ED.

IND. ARTS

VOC. ED.

10-12

(SECONDARY)

ND. AXIS

CET. F.D.

VOC. ED.

10-12

(SECONDARY)

AREA VOC. SCHOOLS

IND. ARTS

GET. ED.

VOC. ED.

UNGRADED

SUPPORTIVE

CAREER DEVELOPMENT

SECONDARY

DROPOUTS

DEMONSTRATION

ADULT

GEN. ED.

VOL. ED.

(JOB,

AWARENESS)

EXPLORATORY

INTRO. TO

VOCATIONS

ADULT BASIC

VOC. ED.

GEN. ED.

CLUSTER

SKILLS

4)

5KI

L1.

5

PRE -

TECHNICAL

am

arl

FIGURE 6

FOUR YEAR

COLLEGE

IMMEDIATE

TO WORK

1

I

CONTINUING ED.

TECHNICAL

(1) ,CWORINITY/JR. COL

1rucliNicAL INST.

Alm mm ..1

'

1RETRAIN

AND/OR

UPGRADE

The upper level (10- 12) 'places emphasis uponcareer development clusters beginning at the tenthgrade and utilizing such areas as transportation,construction, personal services, human services,and business. At this level of development the re-finement of occupational choices is built upon ahierarchy of performance goals. Later offeringswill become more specifically skill oriented with op-portunities offered for choices in higher levels oftechnical and skill attainment. It is at this levelthat the preceding programs or input will reflect'validity of student choice. In the affective domain,the student should possess the needed prerequisiteswhich assure his success in the career choice beingpursued.

The high school level (11-12), exhibited inFigure 6 as area vocational schools, represents thepoint at which preparation for the world of workreaches the top level in the hierarchy of skill re-finement. The choices open to boys and girls shouldbe at a higher kvel of technical and skill achieve-ment for those students who are ready to profitfrom them. The needed prerequisites, attitudinaland physical, should be assessed for the highprediction of success for the individual in the vo-cational-technical area being purused.

The last level indicated by Figure 6, the non-graded career development center, bridges the gapfor the small percentage rf students who reject anykind of formal school organization. It also pro-vides for student mobility factors where differingsystems are unable or unwilling to finance a totalcareer plan. A positive factor in this concept isits allowance for the coupling of research orientedactivities with curriculum change and staff develop-ment for teachers In a continuing basis.

It is evident that adult vocational programspractice this concept through certification endeavorsin the comprehensive community colleges, but thenecessity for these institutions to prepare individuals

153

for middle manpower jobs deters even the most ardentproponents of teaching for the varying individual needsof students. Meanwhile, as educational institutionsdeveloped on a nongraded experimental basis achievesufficient maturity, leadership, and technicallysuperior teachers, they will assume the role andfunction as developmental centers with measurableobjectives providing continuous vocational educationthrough viable curriculums. Washington TechnicalInstitute carries out these objectives through itsResearch and Development Division.

The institution has certified educational programsranging from the awarding of certificates for shortand interim objectives through the bachelor's degreein a number of specialties. However, the importantfactors to be considered this morning is How andWhat. As previously mentioned, the Division ofResearch and Development operates independently yetis inextricably interwoven into the activities ofthe regular institutional programs. This specialdivision of Washington Technical Institute uses theproject method to design, implement or test thefeasibility of educational managerial and sur?ervisorymodels.

Priority is given to starting activities throughexternal funding where results can be integrated intothe regular academic program as well as the agencycontracti,kg for services.

For example, one model employed by the Divisionof Research and Development to deliver multi-levelarticulation programs is hereby displayed (Figure 7).The concept is simple, yet significantly valid inthat three stages are developed before the curriculumis determined:

1. Preassessment2. Instructional Component Needs and3. Evaluation Through Performance Objectives

154..

STEPS IN DEVELOPING A MULTI-LEVEL ARTICULATION PROGRAM

FROM

THROUGH PROFESSIONAL

PRESENT LEVEL

DEVELOPMENT

ASSESSMENT OF

PAST EXPERIENCES

ADAPTATION OF PAST EXPERIENCES

TO

NEW SITUATION

DETERMINE NEW EDUCATIONAL EXPERIENCES

TO

DEVELOP METHODS, SKILLS,& COMPETENCIE

THE CURRICULUM

TO DESIRED

LEVEL

ANALYSIS OF THt JOB

PROFESSIONAL COURSES

CULTURAL, SOCIAL, AND

RELATED AND SUPPORTIVE COURSES

ECONOMIC CONSIDERATIONS

SPECIAL ELECTIVES)

FIGURE

7

Before exploring the three facets that make upthe analysis for articulation through individual andflexible curriculum designs, the rationale definingthese procedures should be summarized.

The epitome for most proponents who view thecommunity junior college as a multi-functioningaspect of American education is shown in the followingphilosophy:

The American way of life holds that allhuman beings are supreme, hence of equalmoral worth and are, therefore, entitledto equal opportunities.... The basicfunction of public education then shouldbe to provide educational opportunityby teaching whatever needs to be learnedto whoever needs to learn it.1

Blocker2writes that the primary problem faced

by the C, mprehensive college is the challenge ofstudents to grow to the limit of their abilities.At the same time, policies must be avoided thateliminate, discourage, or exclude those students un-able to immediately respond favorably. There is afine balance between lowering the quality of edu-cation, and encouraging students with low levels ofmotivation and previous academic achievement, toattempt post-high school studies suited to theirdispositions and talents. The problem of the two-year college is to strike this balance.

In order to make this philosophy operational, anideal image of the community college image mustbe constructed. Gleazer enunciates this ideal whenhe says:

1The Philosophy of Education of the Joliet

Township High School and Junior College (Joliet,Illinois: Board of Education, 1959).

2Blockor, Clyde E., et al. The Two Year College:

A Social Synthesis (Englewood Cliffs, New Jersey:Prentice-Hall, 1965), p. 131.

156

A good community college will be honestly,gladly, and clearly a community institution.It is in and of the community. The communityis used as an extension of classroom andlaboratory. Drawing upon the history, tra-ditions, personnel problems, assets and lia-bilities of the community, it declares itsrole and finds this accepted and understoodby faculty, administration, and the citizenry.

Two judgemental theories concerning the position ofeducation for the future encourage continuous debate.On one hand, it is purported that the need for greaterand greater specialization makes of the broadly basedcollege education a luxury beyond the means of thefuture society. On the other hand, conflicting theoriesseem to prefer that students bring to the universitiesthe developed abilities to read, write, reason, and befamiliar with the broad spectrum associated with edu-cational curriculums. Such forecasts invite carefulexamination by all educators, demanding the particularattention of those concerned with education in the two-year college.4

Education's urgency has grown because the bulk ofknowledge has expanded beyond imagination. Barzunsupports this theory when he writes of the barriercreated between one man and the next because of the abun-dance of information to be digested today. "Whatis considered true knowledge often may be equated asconvenient for the worker, but not necessary tounderstand the subject."5 With a cautious confidence,

3Gleazer, Edmund J., Jr, ed., A New Social Inven-

tion: The Community College (Washington,'D.C.:American Association of Junior Colleges, n.d.).

4Sanford, Nevitt, "Implications of Personality

Studies for Curriculum Planning," Personality Factorson the College Campus (The Hogg Foundation for MentalHealth, The University of Texas, 1962), p. 4.

5Barzun, Jacques, The House of Intellect (New York:

Harper and Row, 1959), pp. 11-12.

157

one will be able to master the.new literature. However,he must first gain a proper understanding of theaccepted truths, the disputed problem, the rival schools,and the methods now in favor.

To understand schools and school systems for thefuture, they must be related to the surrounding cultural,economic, historical, philosophical, and politicalcircumstances. Since education is always an expres-sion of a civilization and of a political and economicsystem, one way to gain an understanding of the closerelationship of the social environment to the develop-ment of an appropriate educational program, is to viewthe social setting from the standpoint of the individual.Each person faces problems of self-fulfillment andself-development. Thus, from the individual learner'sstandpoint, the school program, if it is rationallydeveloped, must provide for vocational demands andrequirements, the demands of citizenship, and thedemands of self-fulfillment. 6

This rationale sets forth the assumptions, objec-tives, procedures arl outcomes for articulation ofoccupational programs at different levels.

Preassessment must be a vital part of each pro-gram to provide realistic outcomes in terms of timeand cost analysis. Using the student's past ex-periences as a catapult invites success and providesa positive self-image for advancement to the nextlevel of competency.

Figure 8 shows how courses are designed tomeet the individual needs of students. It is anevaluation measure which insures that performancecriteria are reached. Practicums are designed toprovide each learner the opportunity to experiencesuccess or failure under low risk conditions todevelop confidence in his or her ability to perform.

6Hass Glenn and Wiles, Kimball, "Social Forces,"

Readings in Curriculum (Boston: Allyn and Bacon,1966), p. 3.

158

Know the

Candidates

Select the

instructional]

needs

Determine

instructional

components

I

Ask what

candidates

should be able

to do

13°

Plan an instruc-

tional program

that will lead

to this goal

GUIDE FOR DEVELOPMENT OF INSTRUCTICNAL COMPONENTS

Evaluate progress

in terms of the

objective

In terms of student

response decide on

next appropriate

step

Provide the studen

with a series of

successful learn-

ing experiences

Pupils' self-

evaluation and

record

Follow a wriety of

learning paths.

In each consider

different levels

of pupil response

Follow sequential

teaching steps that

will develop a

concept or skill

If objective is not

reached, reevaluate

and augment student's

experience

4

If objective is

reached, select

next instructional

objective

FIGURE 8

The overall mission of Washington TechnicalInstitute as a catalyst for articulation has beenpresented, but it would be somewhat presumptuous toassume that one standard or format can be applied toall states. The future mission of the public two-year college is based upon the assumption thateducational programs appropriate for changing societalneeds and a heterogeneous student body can be formu-lated.

Every two-year college must serve its ownselected clientele. It will succeed or fail inthe same degree that it understands and provides forthe educational needs of the clientele. The designfor curriculum is determined by the needs of thecommunity, and enlarges in scope as prudent in-vestigation steers its course. However, the two-year college can never assume that the curriculumtask is "set." Communities change. Educationalneeds emerge or disappear, creating a need for con-tinuous, uninterrupted, and intensive surveillance.Constant concern provides a basis for effective growthpatterns which affect ,Aucational service.

7Thornton, James W., Jr., The Community Junior

College (New York: John Wiley and Sons, 1966), pp.121-122.

160

EVALUATION OF THE CONFERENCE

Edward C. MannGraduate Assistant

Department of Vocational EducationThe Pennsylvania State University

Man's need to know is closely coupled with his wishto judge. The purpose of this final chapter is to re-port the results of our attempt to determine the extentto which the conference achieved its objectives.

The major objectives of the conference, as statedin the welcoming letter to the conference participants,were:

1. To consider the role of area vocationalschcals, two-year colleges, and seniorcolleges in the articulation of occupa-tional programs.

2. To provide the participants with informa-tion that would better enable them to iden-tify some of the elements and useful ap-proaches for articulating occupationalprograms between secondary and postsecondarylevels and between similar level institu-tions.

3. To provide an opportunity for educatorsconcerned with occupational education tomeet for the purpose of exchanging ideasand viewpoints on topics associated witharticulation, particularly:

a. secondary to postsecondary education.b. two-year college to senior college.c. school to employment.

4. To continue with the series of cooperativeventures between The Pennsylvania StateUniversity and other Pennsylvania institu-

161

tions which are aimed at contributing tothe overall improvement cf occupationaleducation.

The instrument used for evaluating the conferencewas a questionnaire designed to measure the extent towhich the above stated conference objectives were wet.This questionnaire consisted of three checklist ques-tions and three questions asking for a rating of themajor talks on a one to five scale.

The questionnaire, along with a return, self-addressed stamped envelope, was sent out to all con-ference participants on October 17, 1972, a7proximatelytwo weeks after the conclusion of the conference. OnOctober 30, 1972 a followup letter was sent to allnon-respondents. Approximately 95 percent (80) of the84 mailed questionnaires were returned completed.Due to the inappropriate phrasing of question numbertwo, several questionnaires were either not answeredor answered improperly. This requried another lettersent on November 6, 1973, asking for proper answeringof Lhat particular question. The return rate was100 percent.

Questionnaires were not sent to members of ThePennsylvania State University faculty or to thegraduate assistants in the Department of VocationalEducation who participated in the conference.

Questionnaire resulr3 are shown in Table 1.

The attendance of the various sessiuns of theconference as reported by the participants show "TheNeed for Articulation of Occupational Programs AmungSecondary and Postsecondary Institutions" (Cross) and"Workshop #1 - Area Vocational Schools and CommunityColleges" (Bressler, Hauser, Vallone, Skinner, Feeney,Weaver, Nagle, and Elison) tied as the most heavilyattended with 72 participants while headcount indicatesa two person majority for Cross. The opening sessionof the conference, "Program and Curriculum Articulation"

162

TABLE 1

Ratings of Conference

From Questionnaire' By Head Count2

Session Rank

Program and Curriculum

N % Rank N

Articulation (Jacoby) 3 68 85 3 106

The Need for Articulationof Occupational ProgramsAmong Secondary and Post-secondary Institutions(Cross) 1 72 90 1 111

Workshop #1 Aiea Voca-tional Schools and CommunityColleges (Bressler, Hauser,Vallone, Skinner, Feeney,Weaver, Nagle, and Elison) 1. 72 90 2 109

Reflections on Occupation-al Education (Ziegler) 4 67 84 4 101

Workshop #2 - The Two-YearColleges and Senior Insti-tutions (Sugarman, Cooke,August, Slygh, and Darrah) 8 51 64 8 69

Articulation of Secondaryand Postsecondary Occupa-tional Programs (Martorana) 5 60 75 6 77

Workshop #3 - Articulationwith Private Agencies(Norman, Marino, and Nestor) 7 52 65 5 80

Articulation of OccupationalStudents Between SecondarySchools, Associate DegreePrograms, and Bachelor'sDegree Programs in Washing-ton Technical Institute(Hobbi) 6 53 66 7 75

1Members of Penn State faculty and graduate assistantsdid not fill out the questionnaire and are not included inthis N.

2Members of Penn State faculty, graduate assistants,

and invited guests were included in this N.

163

(Jacoby) placed third by questionnaire replies,whereas, the dinner session "Reflections onOccupational Education" (Ziegler) placed third byheadcount.

The final session of the first day, "Workshop #2 -The Two-Year Colleges and Senior Institutions" (Sugar-man, Cooke, August, Darrah, and Slygh), was the leastattended according to both the questionnaire and theheadcount. One can conjecture the low attendance wasin great part due to the fact that it convened afterdinner at the tail-end of a rather busy day. It isalso interesting to note that there is a +.80 cor-relation between the order of the various presentatior..sand the attendance.

Exchange of Viewpoints and Ideas

Question two asks the participants in whichsession did the greatest exchange of ideas and view-points on articulation of secondary and postsecondaryoccupational education take place. Due to an error,the statement was made "check the boxes that apply"instead of "check the box that applies." This mistakepermitted the respondents to check more than one box.Because of this, 44 percent of the questionnaires hadtwo or more boxes checked, while 41 percent had onebox checked, and the remaining 15 percent were leftblank. The following table shows the distributionof responses to this question.

The particApants felt that the greatest exchangeof ideas and viewpoints on articulation of secondaryand postsecondary occupational education took placeduring "Workshop #1 - Area Vocational Schools, andCommunity Articulation" (Jacoby). The session havingthe least exchange of ideas and viewpoints was Dr.Martorana's breakfast talk on "Articulation ofSecondary and Postsecondary Occupational Programs."

164

TABLE 2

Session of Greatest Exchange

Session

Program and CurriculumA:ticulation (Jacoby)

0

22 15

The Need for Articulationof Occupational ProgramsAmong Secondary and Post-secondary Institutions(Cross) 18 12

Workshop 1/1 - Area Voca-tional Schools and CommunityColleges (Bressler, Hauser,Vallone, Skinner, Feeney,Weaver, Nagle, and Elison 36

Reflections on OccupationalEducation (Ziegler) 12

Workshop #2 - The Two-YearColleges and Senior Institu-tions (Sugarman, Cooke,August, Slygh, and Darrah) 11

Articulation of Secondaryand Postsecondary Occupa-tional Programs (Martorana) 6

24

8

7

Workshop #3 - Articulationwith Private Agencies (Norman,Marino and Nestor) 12 8

Articulation of OccupationalStudents Between SecondarySchools, Associate Degree,Programs, and Bachelor'sDegree Programs in WashingtonTechnical Institute (Hobbs) 14

Coffee breaks, Meals, CashBar, Social Hour 16

TOTAL 147

165

O9

11

Theme of the Conference

Using a five point scale, participants of the con-ference were asked to rate all of the presentations onthe degree to which the theme "Articulotion of Secondaryand Postsecondary Occupational Education" was folidwed.The best average rating (1.8) was given to the presen-tation "Program and Curriculum Articulafion" (Jacoby)followed by "Workship #1 - Area Vocational Schools andCommunity Colleges" with a-rating of 2.0, and "The Needfor Articulation of Occupational Programs Among Secondaryand Postsecondary Institutions" (Cross) with an averagerating of 2.2. The average rating of all the sessionswas 2.3.

Amount of Information Provided

The conference participants were also asked torate the amount of information_provided to them in thevarious sessions on a one to five scale. The openingsession of the conference "Program and CurriculumArticulation" (Jacoby) rated as providing the greatestamount of information with a 2.2 rating. "Workshop #1 -Area Vocational Schools and-Community Colleges" placedsecond with an ave-rage rating of 2.4, followed byHobb's "Articulation of Occupational Students BetweenSecondary Schools, Associate Degree Programs, andBachelor's Degree Programs in Washington TecNnicalInstitute" with a 2.6 rating. The average rating was2.6.

Major Papers

The five major papers at the Fourth Annual Con-ference were presented by Jacoby, Cross, Ziegler,Martorana and Hobbs. The conference participantswere asked to give each of these papers an overallrating using a one to five scale (1 = very good, 2 =good, 3 = fair, 4 = poor, and 5 = very poor).

Jacoby's "Program and Curriculum Articulation" leadthe ratings with the average rating of 2.1, followed by."The Need for Articulation of Occupational Programs AmongSecondary and Postsecondary institutions" (Cross) with

166

an average rating of 2.3. "Articulation of OccupationalStudents Between Secondary Schools, Associate DegreePrograms, and Bachelor's Degree Programs in WashingtonTechnical Institute" (Hobbs) place third with a 2.4 rating.Martorana's "Articulation of Secondary and PostsecondaryOccupational Programs" had an average rating of 2.5 whileZiegler's Reflections on Occupational Education complepedthe rating with an average of 2.6.

Topics for Future Conferences

The participants of the fourth annual conferencewere asked to indicate, from a list of seven topics,two choices they most preferred as themes for futureconferences. There was also a space provided forwrite-in suggestions. Leading the list with 31 voteswas "Approaches to Statewide Coordination of Secondaryand Postsecondary Occupational Education." Placingsecond was "Curriculum in Occupational Education"with 24 votes, followed by "Relationships BetweenCounseling Programs and Occupational Education" with 21votes. Tied for fourth place with 20 votes each was"Inservice Training Programs for Teachers of Occupa-tional Subjects," and "Administration of Secondaryand Postsecondary Occupational Education." Sixthplace went to "Performance (Competence) Based TeacherTraining" with 19 votes and seventh place to "TheOpen University Concept, for Vocational Education" with18 votes. There were also seven varied write-insuggestions.

Conclusions

The percent of attendance throughout the entireconference was 74 percent. There was +.80 correlationbetween the order of the presentations during the con-ference and the attendance rate.

Ideas and viewpoints on articulation of secondaryand postsecondary occupational education were exchangedin every session of the conference by at least 4 percentof those in attendance at that session and as high as24 percent, with the mean being 11 percent.

167

The degree to which the theme of the conferencewas followed by all presenters ranged from a 1.8 toa 2.7. The average rating was 2.3.

The participants felt they were provided with in-formation in all the sessions. The range of rating asto the amount of information provided went from a 2.2to 3.0, with an average rating of 2.6.

Of the major papers presented at the conferenceJacoby's lead with an overall rating of 2.0. Hisrating was highest in both providing information witha 2.2 and in following the theme of the conference witha 1.8.

"Approaches to Statewide Coordination ofSecondary and Postsecondary Occupational Education" isthe topic most preferred although all the other sug-gested topics received a relevant number of votes.

The Fourth Annual Pennsylvania Conference onPostsecondary Occupational Education appeared to haveachieved its objectives.

We hope to see you next year.

168

APPENDIX A

Conference Program

ProgramFourth Annual Pennsylvania Conference

On Postsecondary Occupational Education

CONFERENCE DIRECTOR: Dr. Angelo C. GillieProfessor, Vocational Education and Associate,The Center for the Study of Higher EducationThe Pennsylvania State University

CPNFERENCE ADVISORY COMMITTEE CHAIRMAN: Mr. Robert L. Sheppard, AdvisorDivision of Two-Year ProgramsBureau of Academic ServicesDepartment of EducationCommonwealth of Pennsylvania

THEME: ARTICULATION OF SECONDARY AND POSTSECONDARY OCCUPATIONAL EDUCATION

DATES: October 4 - 5, 1972

PLACE: J. Orvis Keller Conference CenterThe Pennsylvania State UniversityUniversity Park, Pennsylvania

SPONSORED BY: The Center for the Study of Higher Education, The PennsylvaniaState University, and the Department of Vocational Education,Pennsylvania Department of Education.

AGENDA:

October 4, 1972

10:00 a.m. - 12:00 noon Registration, Conference Center, Lobby

12:00 noon:- 1:30 p.m. Luncheon, Multipurpose RoomConference Center

CONVENING OF THE CONFERENCE: Mr. Robert L. Sheppard

HOST: Dr. William ToombsAssistant DirectorCenter for the Study of

Higher. EducationThe Pennsylvania State University

Cuests: Dr. A.W. VanderMeer, DeanCollege of. EducationThe Pennsylvania State University

Dr. Calvin J. Cotrell, ChairmanDivision of Vocational EducationTemple University

171

6

Mr. David Hornbeck'Special Assistant to the Secretary

of EducationDepartment of EducationCommonwealth of Pennsylvania

Dr. Rutherford E. Lockette, ChairmanVocational Teacher EducationUniversity of Pittsburgh

Dr. S.V. Nartorana, ProfesSor of HigherEducation and Research Associate

diCenter for the Study of'lligher EducationThe PennsylvaniaState University

Dr. John W. StruckState Director of Vocational EducationDepartment of EducationCommonwealth of Pennsylvania

Dr. S. L. Wiersteiner, PresidentPennsylvania Vocational Association

Dr. William A. Williams, HeadDepartment of Vocational EducationThe Pennsylvania State University

Speaker: Mr. Robert JacobySenior Program SpecialistTrade & Industrial EducationDepartment of EducationCommonwealth of Pennsylvania

Topic: "Program and Curriculum Articulation"

1:30 p.m. - 2:00 p.m. .Room 402, Conference Center

Main Speaker: Dr. Aleene Cross, PresidentAmerican Vocational Association

Introduced By: Dr. John W. StruckState Director ofVocational EducationDepartment of EducationCommonwealth of Pennsylvania

Topic: "The Need for Articulation of OccupationalPrograms Among Secondary and Postsecondary

Institutions"

2:00 p.m. - 2:20 p. m. Questions from the Floor

2:20 p.m. - 2:45 p.m. Coffee, 4th Floor Hallway.

17Z

2:45 p.m. 4:00 p.m. Room 402, Conference Center

2:45 p.m.

WORKSHOP PRESENTATIONS: AREA VOCATIONAL SCHOOLSAND COMMUNITY COLLEGES

Chairman: Mr. Robert L. Sheppard

3:00 p.m. Presentation: "The AVTS and the CommunityCollege: A Relay Team"

Mr. James P. Bressler, Dean of Applied Artsand Sciences

Mr. Alfred L. Hauser, AVTS CoordinatorWilliamsport Area Community College

3:00 p.m. - 3:15 p.m. Presentation: "The Bucks County Experience"

Mr. Joseph J. Vallone, DirectorUpper Bucks Area Vocational Technical School

3:15 p.m. - 3:30 p.m.

3:30 p.m. - 3:45 p.m.

3:45 p.m. - 4:00 p.m.

4:00 p.m. - 5:30 p.m.

5:30 p.m. - 5:00 p.m.

Mr. Richard Skinner, Assistant DeanBucks County Community College

Presentation: "Institutional Cooperation Leadsto Articulation Between the AreaVocational Technical School andthe Community, College"

Mr. Thomas C. FeeneyAssociate Dean of Academic AffairsMontgomery County Community College

Mr. John WeaverCoordinator of Pupil ServicesNorth Montco Area Vocational Technical School

Presentation: "The Lehigh County Experience"

Mr. Robert Nagle, DirectorLehigh County Area Vocational Technical School

Mr. George ElisonDean of TechnologiesLehigh County Community College

Questions from the Floor

Rest Period

Cash Bar Social Hour, Fireside Lounge,Nittany Lion Inn

173

6:00 p.m. - 7:45 p.m. Dinner - Penn State Room, Nittany Lion Inn

HOST: Dr. A. W. VanderMeer, DeanCollege of EducationThe Fkansylvania State University

Speaker: Dr. Jerome M. ZieglerCommissioner for Higher EducationDepartment of EducationCommonwealth of Pennsylvania

Topic: To be announced

8:0C. p.m. 9:00 p.m. Room 402, Conference Center

WORKSHOP PRESENTATIONS: THE TWO-YEAR COLLEGES ANDSENIOR INSTITUTIONS

Chairman: Mr. E. Jerome Kern

8:00 p.m. 8:15 p.m. Presentation: "Articulation of OccupationalProgram Graduates Between OhioCommunity Colleges and theUniversity of Akron"

Dr. Michael Sugarman, Assistant ProfessorUniversity of Akron

13:15.p.m. - 8:30 p.m. Presentation: "Two + Two = Three and OneHalf - or Four - or More"

Mr. Thomas C. Cooke, Vice-Presidentam. Dean of Academic AffairsSpring Garden College

Mr. Sidney August, Division DirectorEducational Resource CenterCommunity College of Philadelphia

8:30 p.m. - 8:45 p.m. Presentation: The Pennsylvania State Uni-versity Capitol, Campus Experience"

-Dr. Walter Slygh, Director of AdmissionsCapitol Campus,The Pennsylvania State University

Dr. Charles Darrah, Dean of StudentsBoyce CampusCommunity College of Allegheny County

8:45 p.m. - 9:00 p.m. Questi, as from the Floor'

174

October 5, 1972

7:30 a.m. - 8:45 a.m. Breakfast, Penn State Room, Nittany Lion Inn

HOST: Dr. Fred Welch, Assistant Professor of

Cooperative EducationDepartment of Vocational EducationThe Pennsylvania State University

Speaker: Dr. S. V. MartoranaProfessor of Higher Education'and Research

AssociateCenter for the Study of Higher EducationThe Pennsylvania State University

Topic: "Articulation of Secondary and PostsecondaryOccupational Programs"

9:15 a.m. - 10:15 a.m. Room 402, Conference ;enter

WORKSHOP PRESENTATDONS: ARTICULATION WITH PRIVATE AGENCIES

Chairman: Mr. Charles O. Whitehead, DirectorState Technical Institute at Memphis

9:15 a.m. - 9:00 a.m. . Presentation: "Cooperation Between the Com-munity College and CommunityService Agencies in EstablishingHuman Service Curricula"

Dr. Mary Norman, Academic DeanSouth CampusCommunity College of Allegheny County

9:30 a.m. - 9:45 a.m. Presentation' "The Vale Technical InstituteExperience"

9:45 a.m. - 10:00 a.m.

Mr. John Marino, Director of AdmissionsVale Technical Institute

Presentation: "Problems Associated withSpecial Technblogy and fusinessAssociate Degrees"

Dr. Oscar Nestor, PresidentPittsburgh Technical Institute

10:00 a.m. - 10:15 a.m. Questions from the Floor

10:15 a.m. - 10:45 a.m. Coffee, 4th Floor Hallway

10:45 a.m. - 11:30 a.m. Main Speaker: Dr. Addison HobbsDirector of Bachelor's Degree

ProgramsWashington Technical Institute

175

INTRODUCED BY: Dr. Clyde E. BlockerVisiting Professor of Higher Education

and Research AssociateCenter for the Study of Higher EducationThe Pennsylvania State University

Topic: Articulation of Occupational StudentsBetween Secondary Schools, AssociateDegree Programs, and Bachelor's DegreePrograms in Washington Technical Instiute."

11:30 a.m. - 11:45 a.m. Questions from the Floor

12:00 noon - 1:00 p.m. Multipurpose Room Conference Center

Lunch and Concluding Remarks - Dr. Angelo C. Lillie

176

a

APPENDIX B

REGISTRATION LIST

Postsecondary Occupational Education

October 4-5, 1972

The Pennsylvania State UniversityUniversity Park, Pennsylvania

REGISTRATION LIST

ANDRUCCI, Leonard A.Assistant DirectorBethlehem Area Vo-Tech School3300 Chester AvenueBethlehem, Pennsylvania 18017

AUGUST, SidneyDirectorCommunity College of PhiladelphiaDivision of Ed. Resources34 S. Eleventh StreetPhiladelphia, Pennsylvania 19107

BACON, JohnDean of Technical ArtsButler Co. Community CollegeButler, Pennsylvania 16001

BANTA, AndrewAssistant ProfessorNorthampton Co. Area Community College3835 Green Pond RoadBethlehem, Pennsylvania 18017

BARAK, Robert J.Res. AssistantSUNY at BuffaloDept. of Health, Sciences, Eddcation

and Evaluation260 Winspear AvenueBuffalo, New York 14217

SEALER, James.

Allentown CampusThe Pennsylvania State UniversityFogelsville School Bldg.Fogelsville, Pa. 18051

BEARD, James A.Director of Vo-Ed.Lebanon Co. A.V.T.S.833 Metr6 DriveLebanon; Pennsylvania 17042

179

BELL, James E.Director of Vo-Ed.Vo-Tech. SchoolEastern Northampton Co.R.D. #1, Kesslersville RoadEaston, Pennsylvania 18042

BURGER, JackDirector of Placement OfficerLehigh Co. fmmunity College2370 Main StreetSchnecksville, Pennsylvania 18078

CARL, Kenneth E.PresidentWilliamsport Area Community College1005 W. Third StreetWilliamsport, Pennsylvania 17701

CARY, Michael C.J.Lake Area Health Ed. Cntr.VA Hospital135 East 38th Street Blvd.Erie, Pa. 16501

CkINNCR, William A.Dean of Career and Conti-uing Ed.Northampton Co. Area Community Col.3835 Green Pond RoadBethlehem, Pennsylvania 18017

CORNELIUS, Raymond A.Director

. Williamsport School of Commerce430 High StreetWilliamsport, Pennsylvania 17701

COSTELLO, William F.Director C. EducationHarcum Jr. CollegeMontgomery AvenueBryn ',Law, Pennsylvania 19010

CURTIS, Carrol A., Dr.Educatiraal Res. Assoc. IIDept. of EducationBur. of Educational ResearchResearch Coordinating UnitP.O. Box 911Harrisburg, Pennsylvania 17126

pE SANTIS, Joseph P.Dean of Community ServiceHoward Community CollegeLittle Patuxent ParkwayColumbia, Maryland 21043

DICKEY, DonaldCrawford County Vo-Tech School'860 Thurston RoadMeadville, Pa. 16335

DIMASI, Louis A.Director

Penn Technical Institute5440 Penn AvenuePittsburgh, Pennsylvania 15206

DITTENHAFER, Clarence AlbertResearch AssociatePa. Dept. of EducationP.O. Box 911Harrisburg, Pennsylvania 17126

DOUGLAS, Harlan L.Reading Area Community CollegeFremont & 3ruckman Ave.Reading, Pt. 19605

DRESSLER, GeorgeProvostPenn StateCapitol CampusMiddletown, Pennsylvania 1707

ELISON, George W.Dean of Career StudiesLehigh Co. Community College2370 Main StreetSchnecksville, Pennsylvania 18078

ENTERLINE, John H.Coordinator kdult EducationLancaster Co, Area Vo-Tech Schools1730 Hans Herr DriveWillow Street, Pennsylvania 17584

160

FEDERICO, Joseph, Dr.Dean of StudentsLehigh Co. Community College2370 Main,StreetSchnecksville, Pennsylvania 18078

FEENEY, Thomas C., Jr.Assoc. Dean of Academic AffairsMontgomery Co. Community College340 DeKalb PikeBlue bell, Pennsylvania 18422

FERRI, Eugene C.Department ChairmanBucks Co. Community CollegeSwamp Road,Newtown, Pennsylvania 18940

FISK, H. William, Jr.Supervisor

Berks Co. Vo-Tech Education11th Floor Court HouseReading, Pennsylvania 19601

FORD, Charles W.Assistant ProfessorSUNY at BuffaloDept. of Health, Sciences, Education &

Evaluation260 Winspear Buffalo, New York 14214

FOX, Thomas J.Higher Ed. AssociationPa. Dept. of EducationBureau of Academic ServicesP.O. Box 911Education BuildingHarrisburg, Pennsylvania 17126

GERHART, H. BrentonVoc. Ed. Consultant2U6 Wineland StreetMartinsburg, Pa. 16662

GINGERICH, Garland E.Director2179 S. Queen StreetYcrk, Pennsylvania 17543

GREEN, ClairCoordinator

Altoona Area Vu -Tech School1500 4th AvenueAltoona, Pennsylvania 16603

HALL, Glenn L.Dean of Academic AffairsBucks Co. Community CollegeSwamp RoadNewtown, Pennsylvania 18940

HANAVAN, Francis V.SUNY at Buffalo260 Winspear Ave.Buffalo, New York 14314

HANTJIS, Arlene P.Acting Asst. Dean of InstructionBucks Co. Community CollegeSwamp RoadNewtown, Pennsylvania 18940

HARDING, A.. LouiseSr. Program SpecialistPa. Department of EducationBox 911Harrisburg, Pennsylvania 17126

HARRISON, Robert M.ConsultantBox 64Newtripoli, Pennsylvania 18066

HAUSER, Alfred L.R. D. #3Jersey Shore, Pennsylvania 17740

HEMBERGER, Wanye F.InstructorBusiness Administration Penn StateBehrend CampusErie, Pennsylvania 16500

HERR, Carl E.Consultant, PDEBox 911Hollidaysburg, Pennsylvania 16648

HIMES, John C.Director Adult EducationJefferson Co. DuBois AVTSDrawer 11100

Reynoldsville, Pennsylvania 15851

181

HORST, Earl L.SupervisorLebanon Co. AVTS833 Metro DriveLebanon, Pennsylvania 17042

HUGHES, MerillDirector Vocational EducationDelaware Co. Inst. Unit6th & Olive StreetsMedia, Pennsylvania 19063

JACOBY, RobertSr. Program SpecialistTrade & Industrial EducationDept. of EducationP. O. Box 911Harrisburg, Pennsylvania 17126

JAFFE, Sydney M.Vocational Field Services4577 Tilghman St.Allentown, Pennsylvania 18104

JOHNS, John A.PresidentArt Institute of Pittsburgh526 Penn AvenuePittsburgh, Pennsylvania 15222

KAPES, Jerome T.ProfessorDept. of Voc. EducationThe Pennsylvania State UniversityUniversity Park, Pennsylvania 16802

KIFER, Rolert H.Admin. DirectorGreater Johnstown AVTS445 Schoolhouse. RoadJohnstown, Pennsylvania 15904

KNOEBEL, Robert M.Executive SecretaryCommission for Community Colleges232 N. Second StreitHarrisburg, Pennsylvania 17101

KRAY, Eugene J.Associate Dean of Continuing

& Occupational EducationDelaware Co.

Community College, Baltimore PikeMedia, Pennsylvania 19063

LANGLEY, Donald J.Director Northern Chester Co.Tech School

Charlestown RoadPhoenixville, Pennsylvania 19460

LAREAU, Edward H., Dr.Associate Director for ResearchAdmiral Peary Area VTSBox 96Ebensburg, Pennsylvania 15931

LEHMAN, Boyd E.Adm. AssistantGreater Johnstown AVTS445 SchoolhouseJohnstown, Pennsylvania 15904

LYON, G. CrawfoldDirector.New Castle Business College316 Rhodes PlaceNew Castle, Pennsylvania 16101

MARINO, John E.Director of AdmissionsVale Tech. Institute35 N. Liberty StreetBlairsville, Pennsylvania 15717

MC DERMOfT, Dr. Robert E.Capitol CampusThe Pennsylvania State UniversityMiddletown, Pennsylvania 17057

MAYNARD, B. WitherellGuidance CounselorMt. Aloysius Jr. CollegeCresson, Pennsylvania 16630

MILICH, EugeneContinuing EducationButler Co. Community CollegeButler, Pennsylvania 16001

182

MOBERLY, Arthur W.Assistant Director for Resident

Instruction, Penn State Berks CampusR. D. #5Tulpehocken RoadReading, Pennsylvania 19608

MOTT, Stephen D.Coordinator of InstructionVo-Tech SchoolEastern Northampton Co.R. D. #1, Kesslerville RoadEaston, Pennsylvania 18042

MYERS, Byron E., Dr.Assoc. DeanTech. Career Prog. Luzetne Co.

Community College19-21 N. River StreetWilkes Barre, Pennsylvania 18711

MYERS, Mary F.ConsultantPa. Department of EducationHealth Occupation EducationBox 911Harrisburg, _-..msylvania 17126

NAGLE, Robert A.DirectorLehigh Vo TechR. D. #1Schnecksville, Pennsylvania 18078

NESTOR; Oscar W.DirectorPittsburgh Tec%. Institute313 Sixth AvenuePittsburgh, Pennsylvania 15222

NORMAN, MaryAcademic DeanAllegheny Co. Community CollegeSouth Campus, 6th & Market Streets

McKeesport, Pennsylvania 15100

PACKER, Richard W., Jr.Beaver Co. Planning CommissionCourt HouseBeaver, Pennsylvania 15009

PEARSON, BetsyHuman DevelopmentThe Pennsylvania State UniversityUniversity Park, Pennsylvania 16802

PENN"PACKER, Frank G.Dean of Academic AffairsPeirce Jr. College1420 Pine StreetPhiladelphia, Pennsylvania

PETRIE, RobertEducatorMercer Co. Vo Tech SchoolMercer, Pennsylvania 16137

SABLE, Paul F.Allentown Business School801 Hamilton StreetAllentown, Pennsylvania 18101

SARVAS, Arlene F.InstructorBethlehem Area Vo-Tech School3300 Chester Avenue

19102 Bethlehem, Pennsylvania 18017

RACER, William B.CoordinatorVoc-Ed. Juniata-Mifflin Counties AVTSPitt Street and Belle Vernon AvenueLewistown, Pennsylvania 17044

REID, Clayton L., IIICoordinator of Vo -Ed /Curriculum

Central Mont. Co.Area Tech SchoolPlymouth Rd. & New Hope StreetNorristown, Pennsylvania 19401

REID, Hubert D.Dean of Ap;lied Sci & Tech.Community College of BeaverCenter Grange RoadMonaca, Pennsylvania 15061

RHODES, Donald E.Administrative AssistantAltoona Area Vo-Tech School1500 and 4th AvenueAltoona, Pennsylvania 16603

SCHIECK, George A.Administrative Asst. toReading-Muhlenberg AVTSP. O. Box 3068Reading, Pennsylvania 19604

the

SHAFFER, E. B.Dean of InstructionButler Co. Community CollegeButler, Pennsylvania 16001

Director

SKINNER, Richard C.Asst. Dean for Career ProgramsBucks Co. Community CollegeSwamp RoadNewtown, Pennsylvania 18940

TARRIS, JosephProgram SpecialistAppalachia Intermediate Unit 08

Co. Ebensburg, Pennsylvania 15931

RISBON, Joseph J.DirectorBethlehem Area Vo-Tech School3300 Chester AvenueBethlehem, Pennsylvania 18017

ROMAN, Albert G.Directv: of Voc-Ed.Mon Valley AVTSButtman Boulevard

.Charleroi, Pennsylvania 15022

183

TAYLOR,,Ray L.Voc DirectorSchuylkill Co. AVTS420 N. Centre StreetPottsville, Pennsylvania 17901

THOMAS, Don B.Director Curriculum Research

& DevelopmentGreater Johnson AVTS445 Schoolhouse RoadJohnstown, Pennsylvania 15904

THRANE, William J.Spring Garden College102 E. Mermaid LaneChestnut Hill, Pennsylvania 19118

TULE, James O.Director, Vo-Tech Ed.Montgomery Co. Intermediate6198 Butler PikeBlue Bell, Pennsylvania. 19403

TWEARDY, JohnDirector of EducationInstitute of Computer Management542 Penn AvenuePittsburgh, Pennsylvania 15222

UHL, James B.Associate Professor of EnglishPenn .Srate,York Campus1031 Edgecomb AvenueYork, Pennsylvania 17403

UNKLESBAY, CarolynAssistant PvofeisorPenn State York CampusHospital Food Service1031 Edgecomb AvenueYork.. Pennsylvania 17403

WEAVER, JohnCoordinator Pupil ServicesNorth Monte° AVTSSumneytown PikeLansdale, Pennsylvania 19446

WHITWORTH, L. L.Assistant Dean.College Center North -

Community College of Allegheny Co.9104 Babcock Boulevard

ttsburgh, Pennsylvania 15237

WITZNER, T. DeanEducatorPa. Dept. of EducationBox 911Harrisburg, Pennsylvania 17126

WOLFE, Aseph P.686 Diamond BuildingLigonier, Pennsylvania 15658

184

APPENDIX C

THE CONFERENCE ADVISORY COMMITTEE

ADVISORY COMMITTEE

Chairman

Mr. Robert L. Sheppard, Advisor, Division of Two-Year Frograms, Bureau oiAcademic Services, Department of Education, Harrisburg, Pa. 17126

Members

Dr. S. P. Wiersteiner, Ausluta., Dean of Applied Arts & Sciences, Williams-port Area Community Ccllege, ]005 West Third Street, Williamsport, Pa. 17:;01

Mr. Jospeh J. Vallone, Director, Upper Bucks Area Vocational TechnicalSchool, Star Route, Perkasie, Pa. 18944

Dr. S. T. Biantner, Associate Professor, Department of Vocational Education,The F,nnsylvania State University, University Park, Pa. 16802

Mr. D., ')ert Mier, Director, Greater Johnstown Area Vocational TechnicalSchool, 445 Schoolhouse Road, Johnstown Pa.

Dr. William Dunn, Assistant Professor of General Engineering, 102 HammondBLilding, The Pennsylvania State University, University Park, Pa. 16802

Mr. Robert Knoebel, Executive Secretary, Commission for Community Colleges,230 North Second Street, Harrisburg, Pa. 17101

Dr. Larry Leslie, Associate Professor and Chairman of Higher Education,Center for the Study of Higher Education, The Pennsylvania StateUniversity, University Park, Pa. 1(.302

Dr. Charles MacRoy, Assistant to the President, Community College of BeaverCounty, Center Grange Road, Monaca, Pa. 15061 .

Dr. Mary Norman, Academic Dean, Community College of Allegheny County,South Campus, 250 Lebanon School Road, West Mifflin, Pa. 15122

Dr. James Selgas, Director, Research & Commission Resources, HarrisburgArea Community College, 3300 Cameron Street Road, Harrisburg, Pa. 17110

Dr. Davis Vitrogan, Division Director, Community College of Philadelphia,34 South 11th Street, Philadelphia, Pa. 19108

Dr. T. Dean Witmer, Chief, Special Emphasis Program Section, Bureau ofVocational, Technical and Continuing Education, Department ofEducation, Harrisburg, Pa. 17126

187

APPENDIX 1)

CONFERENCE EVALUATION

THE PENNSYLVANIA STATE UNIVERSITY.147 CHANIRIR:4 111.11.1)IN6

I,NIVERSITY PARK. l'ENNSYI.VANIA SW.

October 17, 1972

Dear Conference Participant:

One of the final concerns we have relative to the FourthAnnual Pennsylvania Conference on Postsecondary OccupationalEducation is the extent to which the conference achieved itsobjectives. We are asking every person registered at thisevent to respond to the items listed in the following pages.

Enclosed is a short conference evaluation fo. Your answerfor each question should be made as indicated. If you have anyadditional comments, please feel free t. write them on the re-verse side of either page of the questionnaire. Please returnthe questionnaire in the enclosed self-addressed, pre-paidenvelope.

Your assistance and suggestions will certainly help us in plan-ing future conferences. The results of the evaluation willalso be included in tile forthcoming monograph. Thank you foryour cooperation.

Sincerely,

Angelo C. GillieConference Director

ACG/rzm

Enclosure

191

TALKS AND WORKSHOPS

c..riN c uu mY .=

M ". -?A0-0 .0.....0a. tC

vC t.,T, f.,0 .0..= . ...ri PJ 0 . '

2*

1 1u 361 H

01

W4. > T MM W

00 . c ,..,-0 , ca H.2 ET7 ° " 2:-

C o.-0 4 ',?. 2 %;H(ElutAUM

-0 .0 ,,, " ,,, .0.- , u, , .1.1000.... El 0. 00v.,OH WWu SI .NCX

2 M RI g 2 2%

2 E. '... 2 2u El E0 H U-0 ,.,= 01 ,.. C El .NC

u , 9 8 S0 0 0 04 `41 2. 2 1.2

,EA X

grn ..."00,u Ol 4. 1.1 4. ,.

cm 2 14 22 1 2 1 .1g- f-22g,,271'01 0 w ,ri18,.4:

.0 ,,, 011 W .., ,-. M

(.1 u.. 4. T..11C.COM0101..4..CWO TIM, . Wu 4. H C C 3 MU>,..2 t .:i 2. 2 g0 u c, 8 u-1

LI C. l' ' 'r-Ioww0,2 I.. '" ..;

.0 W H 0. EO 00 4. .-1

2.." to V. .0 S 4 t t2 a .2 2 N 2 0 ::-.'

=o 2, . -...cowC u .0 .--1

5: R-- tco,,, 0 0.0 ," ...., .... "

2 .. 2 0 '63 u. 4. T.4. 0 0 4. .. 010. 0 W W .u T > S uw c o u

.0 0 . ......u o u ,, ig.o- . >,74., - '' t

.0 H W .. >2,' " O 1 f, 11

c2 2. 5 5 ,,,

Program and CurriculumArticulation (Jacoby) 1 2 3 4 5 1 2 3 4 5

The Need for Articulationof Occupational ProgramsAmong Secondary and Post-secondary Institutions(Cross)

1 2 3 4 5 1 2 3 4 5

Workshop #1 - Area Voca-tional Schools and CommunityColleges (Bressler, Hauser,Vallone, Skinner, Feeney,Weever, Nagle, and Elison) 1 2 3 4 5 1 2 3 4 5

Reflections on OccupationalEducation (Ziegler) 1 2 3 4 5 1 2 3 4 5

Workshop #2 - The Two-YearColleges and Senior Institu-tions (Sugarman, Cooke,August, Slygh, and Darrah) 1 2 3 4 5 1 2 3 4 5

Articulation of Secondaryand Postsecondary Occupa-tional Programs (Martorana) 1 2 3 4 5 1 2 3 4 5

Workshop 113 - Articulationwith Private Agencies (Nor-man, Marino and Nestor) 1 2 3 4 5 1 2 3 4 5

Articulation of OccupationalStudents Between SecondarySchools, Associate DegreePrograms, and Bachelor's De-gree Programs in WashingtonTechnical Institute (Hobbs) 1 2 3 4 5 1 2 3 4 5

Coffee Breaks

Mea's

Cash Ilar Social Hour

192

Circle Your Choice

O 00=

0g

OM u0..2 2 2 2

2)2 2P.

<C

W0 M 0

00

4.1

W Y MW Mt A,Z 7 0 A,VuumgHON

tIJ 01 00 0Z 0/ .0O ..

C 4 -2 .O 3 2 .04 0=

4 A .2 Cj 4g 01 C. Y N O 0 .7 C. 001U s 0 W 4.0. 0.0 0 0 UW UWW< V> o a C

Major papers were pre-sented by Jacoby, Cross,Ziegler, Martorana, andHobbs. Please give anoverall rating to eachof these papers using thescale: 1 - very good;2 . good; 3 - fair; 4 -poor; 5 . very poor. 1 2 3 4 5 12 34 5 12 34 5 12 3 4 5 12345

As participants in the Fourth Annual Pennsylvania Conference on Postsecondary OccupationalEducation, we are asking for your suggestions fcr possible topics for next year's conference.theme. In the checklist below, please indicate your two (first and second) most preferredtopics of interest. NOTE: If you have suggestions other than those listed, please writethem in the space provided below in number 8.

( ) 1. Inservice training programs for teachers of occupaticnal subjects.

( ) 2. Performance (competence) based teacher training.

( ) 3. Curriculum in occupational education.

( ) 4. Approaches to statewide coordination of secondary and postsecondaryoccupational education.

( ) 5. Administration of secondary and postsecondary occupational education.

( ) 6. Relationship between counseling programs and occupational education.

( ) 7. Open university concept for vocational education.

) E.

193

E PENNSYLVANIA STATE. UNIVERSITY'47 i11AMI1FR5

VNIVI:RiITY PARK. 1.1is:N,,Y1.\'ANIA

October 31, 1973

Dear Conference Participant:

You have recently received a brief questionnaire in the mailasking you to evaluate the Fourth Annual Pennsylvania Conferenceon Postsecondary Occupational Education.

If you have not had the opportunity to complete your evalua-tion, would you please take a few minutes to check the appro-priate boxes which will best give us your evaluation of theconference and return the questionnaire to us.

Thank you for helping us to evaluate the conference.

Sincerely,

Angelo C. GillieProfessorGraduate Studies and Research

ACG/rzm

194

THE PENNSYLVANIA STATE UNIVERSITYCHAMIIINS WILDING

NIVERSITY PARK. PliNNYLVANIA U,802

November 6, 1972

Thank you for responding to our questionnaire relative to the FourthAnnual Pennsylvania Conference on Postsecondary Occupational Educa-tion. However, you did not ind.cate an answer to one of the questions,namely; In what session did the greatest exchange of ideas and view-points on articulation of secondary and postsecondary occupationaleducation take place?

The possible answers are:

( )( )

( )

( )( )

( )

( )

( )

( )

Program and Curriculum Articulation (Jacoby)The Need for Articulation of Occupational Programs AmongSecondary and Postsecondary Institutions (Cross)Workshop 111 Area Vocational Schools and CommunityColleges (Bressler, Hauser, Vallone, Skinner, Feeney,Weaver, Nagle, and Elison)Reflections on Occupational Education (Ziegler)Workshop #2 The Two-Year Colleges and SeniorInstitutions (Sugarman, Cooke, August, Slygh, and Darrah)Arti.ul.,tion of Secondary and Postsecondary OccupationalPrograms (Martorana)Workshop #3 - Articulation with Private Agencies (Norman,Marino and Nestor)Articulation of Occupational Students Between SecondarySchools, Associate Degree Programs, and Bachelor DegreePrograms in Washington Technical Institute (Hobbs)Coffee Breaks, Meals, Cash Bar Social Hour

Would you please take a moment and check your answer, Thank you.

Sincerely,

Angelo C. GillieConference Director

ACG/rzm/mz

195

TELEPHONE FOLLOW-UP

Hello, Dr. (Mr.) , this is Ed Mann,Dr. Gillie's Graduate Assistant from The PennsylvaniaState University, calling. Recently you received aquestionnaire concerning our Fourth Annual PennsylvaniaConference on Postsecondary Occupational Education.We have not received your reply as of today. Wouldyou please take a few minutes of your time to fill outthe questionnaire and return it to us. If necessaryI will have another questionnaire sent to you. Thankyou. Your cooperation will be very helpful inevaluating and planning our conference.

U.Ed. 4-158

196

DOCUMENT RESUME CE 000 408 INSTITUTION · DOCUMENT RESUME. ED 083 417 CE 000 408. AUTHOR Gillie, Angelo C., Ed. TITLE. The Fourth Annual Pennsylvania Conference on. Postsecondary

Documents