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Papers presented at a conference on community college governance, held in Seattle, Washington on February 15-16, 1974, are provided. The papers are: "Governance for the Two-Year College" by Richard C. Richardson, Jr.: "The Faculty Stake in Governance" by Richard J. Frankie; "The Student Stake in Governance" by Alan R. Shark; "The Public Interest and Governance" by W. Joseph Shoemaker; "The Administrators Speak" by Kenneth Aldrich; "The Faculty Speaks" by Helen Simon; "The Presidents Speak" by Robert Hamill; "The Students Speak" by John Postan; "The Trustees Speak" by Harriet Jaquette and Betty Mage; "Summary" by Frederic T. Giles; "Reflections" by Richard C. Richardson, Jr., Richard J. Frankie, Alan R. Shark, and W. Joseph Shoemaker; and "Closing Remarks" by John C. Mundt. (DB)

Papers include: the role of institutional research in the managerial revolution in higher education (W. Hugh Stickler); student studies in the institutional research program (W. Hugh Stickler); needed research studies in college admissions (Cameron Fincher); an introduction to budgetary analysis (James L. Miller); future enrollments and planning (L. Joseph Lins); projections for campus planning (L. Joseph Lins); and data reporting (L. Joseph Lins). (MSE)

This paper summarizes the findings of a study investigating the beliefs and attitudes of six key respondent groups regarding issues surrounding television advertising and children. The six groups included in the study are spokesmen for Action for Children's Television (ACT); the presidents and top executive officers of advertising agencies creating and producing children's television commercials; top executives in companies advertising heavily on children's television programs; members of the Federal Trade Commission, members of the Federal Communication Commission, and key members of Congress; college students; and adult members of the general public. The paper reports respondent attitudes toward (1) increased regulation, (2) self-regulation and government regulation, (3) the techniques used in children's television commercials on children, and (4) the future of children's television advertising. (Author)

This paper presents an approach to setting and evaluating experiential objectives for instruction in interpersonal communication. The first step suggested is to establish a set of experiential goals most likely to evoke personally meaningful student learning. Sample goals include: (1) the use of observation to identify and report on behaviors of other students, communication behaviors of people on the job, and communication behaviors of people in situations comparable to those in which they would like to improve; (2) creatively writing a short story, play, or poem, and/or doing a drawing; and (3) teaching someone about interpersonal communication by interviewing another student and tutoring him to meet his needs, and/or creating a game or exercise to help another learn a skill in communication. The procedure for evaluating students' work involves commenting on how well the experience was used for learning, and the procedure for grading should be based on how much effort was made to undertake potentially worthwhile experiences. It is suggested that the instructor can best accomplish this by deciding on a minimum set of experiences that will most likely cover the basic essentials of the course. (WR)

The purpose of this paper is to introduce a systematic teaching approach known as the General Teaching Model for instructing college students in reading. The model consists of identifying appropriate objectives for the student, pre-assessment prior to beginning instruction, instructional procedures designed to help the learner achieve the objectives, and evaluation. Examples of instructional objectives for reading and an example of individualizing reading using Computer Assisted Instruction as a special case of the more general teaching model are presented. (WR)

This paper describes methodologies and instruments for assessing interpersonal relationships and problems in desegregated schools. Two studies are described in which students entering predominantly black colleges were asked to report retrospectively concerning their (desegregated) high schools' social environments. The studies employed two alternative methods for assessing dissatisfaction and/or seriousness of problems. One of the methods compared the discrepancies between "perceived" and "ideal" environmental characteristics. The other method involved ratings of the "perceived" conditions and the "seriousness" of any problems emanating from the conditions. The studies indicated that among the dissatisfactions and/or problems regarded as most serious by the students were: lack of courses and activities relevant to the needs of black students; limited participation of black students in extracurricular, social, and other school activities; discriminatory attitudes and practices of teachers and others, especially with regard to discipline; opposition of some parents to integration; and lack of identification and loyalty to the school. The problems identified using both methods were similar in a number of instances, although important differences between the methods were noted. (Author/JM)

This paper suggests a number of steps for evaluating the effectiveness of teacher education programs. The contents include: "Introduction," which looks at studies documenting the need for improved teacher education, educational accountability, and ten models for teacher preparation; "Role of the University in Teacher Education," which discusses the cybernetic principles of task analysis and instrument analysis for evaluating teacher education programs; "Leads to Marked Program Improvement," which emphasizes the importance of professional organizations setting standards which novice teachers are expected to meet, college educators suggesting changes for undergraduate courses, school systems communicating their expectations in the preparation of teachers, and colleges adopting competency-based teacher education programs for the realization of long term and short term goals; and "Conclusion," which stresses that the validity of a teacher education program is determined by the performance of teachers in the classroom. (WR)

This paper discusses a 3-year project conducted at two universities and aimed at providing an ongoing evaluation of teachers of reading. The contents include a review of the literature on teaching behaviors in reading; a theoretical concept of evaluation within which the program operates; seven theoretical questions which look at a definition of good teachers of reading; limitations of the project; alternatives such as team teaching, graduate practicum, and students being tutored in reading; information on student and faculty needs from the definitions of teachers of reading; a plan for the collection of data, results, and use of information; an example of one procedure for implementation; and the results so far of one project in evolving the behaviors of good teachers of reading. (WR)

This paper describes the generation, implementation, and results of a personalized reading program operating in a conventional college classroom intended to create opportunities for students to learn how to learn, to direct their own learning, and to improve their reading and vocabulary skills. The contents include "Program Generation, which discusses the intent of the personalized reading program, course format, and four essential elements that were identified as necessary for learners to operate effectively; "Program Implementation," which outlines the tools used in initiating personalized reading, class procedure with students, record keeping, evaluation, learning materials, and a culminating course activity; "Program Results," which discusses statistical evaluation of the program and student evaluation of the program; and "Discussion," which looks at the negative and positive aspects of personalized reading. Appendixes are also included which consist of a memo to the college reading students, a student instruction sheet, and a list of reading materials to help improve vocabulary, general reading ability, reading rate, spelling, and study skills. (WR)

This study investigated the relationship between instructor ratings of taped microteaching performance and achievement on multiple choice examinations. Thirty graduate students enrolled in a reading methods course served as subjects. An analysis of the data indicated that no significant correlation existed between the variables. The viability of the taped minilessons as an alternative to the traditional paper-pencil assessment techniques is discussed. (Author)

This paper offers the hypothesis that in times of low collective excitement rumors in a complex society whose content is beyond normal social discourse (a spectral rumor, for instance) will increasingly exhibit one or the other, or both, of two legitimizing agents--authority and mass media--as a means of gaining greater plausibility and acceptance. This shift to include such an agent(s) has been occasioned by the greater pervasiveness of the mass media in day-to-day affairs and by two processes that have accompanied this pervasiveness: (1) the status-conferral function, and (2) the accepted veracity of the news media as a result of its accountability and source identifiability. The paper also suggests that the use of these legitimizing agents is more extensive in the actual transmission of a rumor than in the investigative or laboratory setting, and that the use of legitimizing agents may be more common in a rumor's early stages of transmission than in its later stages. (Author)

This paper reports on the results of two empirical studies which attempt to cast the source credibility variable in communication into a human information processing paradigm. The subjects for the studies were college students in an introductory communication course. The first study deals with the degree to which the processes of source credibility assessment and information seeking behavior can be considered to be structurally isomorphic. The second study seeks support for the proposition that more information is processed for and about perceived high credible persons than those with perceived lower credibility. Taking both cited studies into account, directions for additional research are offered. (Author/RB)

This paper describes the Pre Technical Learning Lab at the Utah Technical College at Provo which is aimed at providing individualized instruction and tutoring to meet the varied needs of the students. The contents include: "Assessment of Student Needs," which discusses pupil teacher conferences, initial reading assessment, reading tests used for assessment, use of the test results, and instructional activities; "Hourly Schedule for Student Class Work," which reviews appropriation of instructional time, grouping criteria, assignments and learning tasks, student teacher conferences, reading activities, student evaluation of the reading program, and an example of a form used for recording learning activities; and "Conclusions," which presents the two main overall objectives of the reading program and specific activities for improving student reading skills. (WR)

This paper offers six strategies for teaching literature to unsophisticated students. Unsophisticated students are defined as adult and other part-time learners, as well as full-time students, who are less academically qualified than students in previous years. Strategy one suggests that teachers directly confront difficult literature and help students to understand deliberately chaotic and alienating contemporary fiction. Strategy two suggests that teachers organize literature courses thematically and teach within defined parameters. Strategy three suggests that teachers encourage students to read a quantity of books rather than to analyze each book. Strategy four suggests that teachers provide a specific reading guide for students, emphasizing important areas of study. Strategy five suggests encouraging students to work hard in order to gain confidence in their abilities. Strategy six suggests encouraging student response as a means of instigating discussion and interest in the classroom. (TS)

This paper discusses the effects of pretraining counseling clients for group therapy sessions. In an attempt to speed the group process and give maximum coverage to all college students requesting group therapy, pretraining experiences were given to members of three experimental groups and were compared to one control group. The experimental conditions were: (1) there was no active input from experimenter, and the group was left alone "to get to know one another"; (2) subjects listened to tapes which explained some of the goals of group therapy and were allowed to role-play; (3) structured T-group experiences were provided. The findings suggested, first, that the types of pretreatments employed were relatively ineffective in influencing the subsequent process in the groups. The interactions in the groups seemed to be much more highly influenced by the activity, or lack of it, on the part of the leader. More active leaders tended to have groups in which discussion centered on personal material, while less active leaders had groups in which discussion centered on impersonal topics. Groups which rated themselves as most improved tended to be those in which there was more discussion of personal feelings and where the leader was more active. (Author/PC)

This paper offers some suggestions to college counselors which are pertinent for effecting change in self-concept of student clients. What the counselor is really attempting to do in the counseling relationship is to help the youthful client find a more constructive, less painful, and healthier way to go through the maturational process which can lead to positive and constructive change in self-concept. Perhaps this is the lesson that young people must eventually find out for themselves: that it is desirable to search for the truth, and there are no better ways than reality confrontation and hard work. (Author/PC)

This paper describes how undergraduate instruction in reading methods can be structured to prepare elementary education majors for competency-based teacher certification. Examples of how content, methods, and materials can be adapted to give students opportunities to perform specified tasks and to demonstrate their competencies are suggested. Some of the suggestions include using a short simple format to develop modules and simplifying the wording in the development of modules. Also included are a "Module Starter," which provides a standard format for developing a module; a conversation between two college professors about its use; and an opening page of the starter showing how it was modified to meet the needs of the professors. (WR)

This paper focuses on certain approaches which an urban speech department can use as it contributes to the preparation of urban school teachers to communicate effectively with their students. The contents include: "Verbal and Nonverbal Codes," which discusses the teacher as an encoder of verbal messages and emphasizes that teachers must learn to investigate another's perception of the world for the purpose of sharing a codification system; and "Processes of Investigation" which looks at some of the basic ways of investigation for the teacher who wishes to learn more about the attitudes and feelings of people of other groups. Included in this last section are approaches that can be used as part of the speech communication course for improving interpersonal communication, such as simulation games, communication effectiveness exercises, role playing, and self-disclosure. (WR)

Three strategies frequently employed in individualized instruction were tested in a three-way repeated measures design that involved eight computer exercises over a period of 6 weeks. Exercises compared individual with paired study, pretests with no pretests, and serial with parallel mastery. Posttests revealed an advantage for individual study and parallel mastery, while pretesting had no lasting effect. Questionnaire preferences for paired study improved under conditions of increased cognitive strain. A mechanism involving working memory is proposed and implications for both individualized and grouped instruction are discussed. (Author)

This study tested predictions made for attitude change interactions between the source-message orientation of recipients of a persuasive communication and variables differentiating media and interpersonal communication. The variables were source orientation, message orientation, physical presence of source, and expected interaction with source. The subjects were 160 undergraduates at the University of Wisconsin, randomly assigned to conditions. In each session, the subjects completed source-message orientation scales and various disguised attitude assessment measures. They were given a brief description of the purported source of the message, and in one condition were told that the source wanted to discuss the message with them individually after the session. The subjects then received the message from the source either in person or on a sound, color film of the source. The high message-oriented subjects, not the high source-oriented, changed their attitudes in the direction of the message more when the source was physically present than when he appeared on film. These results were discussed as indicating the need for more precision in defining source variables. (Author/WR)

The study examined: (1) the effects of rural-urban background and social class on scholastic performance in college, and (2) the rural-urban differences in scholastic performance when controlled for social class, sex, and measured intelligence. Data originally collected by students' self-reports and administrative records for panel-designed researches at Stanford University (1958-1965) and the University of Oregon (1961-1967) were pooled for this study. The sample consisted of 645 students from "urban" backgrounds and 84 students from "rural-small town" backgrounds selected from all full-time, first-year, unmarried, native-born, Caucasian freshmen males and females between the ages of 17 and 20 attending Stanford University, the University of Oregon, or the Oregon Honors College. Major variables were rural-urban background, social class, measured intelligence, and academic performance. Results indicated that: (1) there are very slight rural-urban differences in high school and college performance regardless of sex and/or social class; (2) while neither rural-urban nor social class background is more important it is the combination of rural-urban background, social class, and sex that has more predictive potential; (3) the top one-third of the 12 types of achievers consists mostly of urban non-middle class female students while the lower one-third is composed of rural, middle class males; and (4) since college performance is influenced by college potential (which is affected by sex, class, and rural-urban background) selection effects are operative. (NQ)

The hypotheses that there will be a significant difference (1) in the number of responses generated according to economic issues, (2) in the number of responses generated according to social issues, (3) in the number of responses generated between the category of economic issues and the category of social issues, (4) in cue ranking by response frequency between economic and social issues, (5) in cue ranking of importance by subjects on economic and social issues, and (6) subject ranking of cue importance and frequency of cue importance on economic and social issues were tested in this study. Three social issues (gun control, student busing, and air pollution) and three economic issues (unemployment, government loans to big business, and wage and price control) were chosen. A total of 45 college freshmen responded to the social issues, and 45 freshmen responded to the economic issues. After the subjects responded to all of the issues, their responses were collected and the subjects were given a list of cues and were asked to rate each cue in terms of its importance in generating responses. The results indicated that cues tend to be topic bound and that there is a correlation between perception of cue importance and actual use of cue in generating responses. (WR)

Career education and competency-based teacher education (CBTE) raise some serious questions for those who are concerned with human values and humanistic growth in our modern, rapidly changing society. Schools are fundamentally political institutions designed to serve the needs of the American economy and, to an extent, the values of the middle class. CBTE is designed to insure that schools will remain essentially as they are, that is, serving the same politico-economic function as in the past. In this approach there is no consideration as to how teachers should teach. The competencies identified are based on teaching as it is rather than as it might or should be. Career education establishes as a prime goal of schools the preparation of students for the world of work, rather than primarily preparing them for life in a democracy. (LL)

The focus of this study was on the effects which knowledge of semantic components may have on recall. It was hypothesized that after an introduction to discourse structures immediate recall would improve and recall which was delayed for one week would improve. Thirty-four unpaid volunteers between the ages of 16 and 26 were recruited and randomly assigned to an experimental and a control group. Twenty-three of the subjects were high school advanced placement students. Seven semantic categories were taught to each subject in the experimental group: agent, instrument, location, benetive, factitive, and essive. Subjects then read passages of about 330 words. The results indicated that immediate recall scored for idea units was insignificantly better for the experimental group when compared with the untutored control group. One week delayed recall significantly favored the experimental group. The results were considered important for psycholinguistic theory and for education. (WR)

The purpose of this study to determine if information high in the logical structure of a passage tends to be recalled better than information low in the structure. Two groups of 24 Cornell undergraduates participated in the experiment. Subjects in each group read and recalled three passages. Group one read the Breeder Reactor High, Schizophrenia Low, and Parakeet High passages. Group two read the Breeder Reactor Low, Schizophrenia High, and Parakeet Low passages. The experiment was conducted in two sessions. In the first, subjects read each passage and produced a written free recall of it immediately after reading. In the second session, one week later, subjects were again asked for a free recall of each passage. Then they were given lists of the content words found in the target paragraphs of each passage and asked to produce a third free recall of each passage, using these words to aid them. The findings indicated that: information is more likely to be recalled from a passage if it is high in the content structure than if it is low; information is more likely to be retained over time from a passage if it is high in the content structure than if it is low; and providing cues for recall one week after reading increases the recall of information high and low in the content structure of the passage. (WR)

This study investigated the facilitative effects of the loci system using mental imagery for acquisition and recall within a retroactive inhibition (RI) paradigm. Fifty-five college undergraduates were randomly assigned to five treatment conditions. Four groups formed cells in a 2x2 factorial design which included (1) an RI factor (AB-AD vs. AB-CD), (2) a subject-generated vs. experimenter-supplied loci list (loci-generation factor); and (3) repeated measures for uncued and cued recall. The fifth group was a comparison control in which subjects merely learned and recalled word lists B and D without the aid of the loci mnemonic technique. The object names used to form word lists B and D were high imagery and concreteness nouns. The loci-generated group subjects visualized 12 locations in a setting with which they were highly familiar. This became word list A. The subjects in the AB-CD condition generated word list C in the same manner but in a different setting and with none of the words used in list A. Subjects were shown either list A or list C, and after achieving perfect recall were required to perform an uncued recall pairing those items with list B, followed by cued recall. The findings supported the conclusion that the loci mnemonic technique is of value in aiding recall. (WR)

The purpose of this study was to determine whether awareness of context provides any of the following: information about letters, words, or phrases which reduces the amount of time needed to identify those items during reading; information leading to more accurate hypothesis-formation; more accurate identification of a largest manageable unit; and information about those letters, words, or phrases that may be skipped entirely. Four experiments were conducted in which college students read sentences after hearing different types of context about those sentences. The same 48 sentences were used in all experiments. Each sentence was nine to thirteen words long, stated a commonly-known fact, and consisted of subject, verb, direct object, and one or two prepositional phrases. There were eight context conditions: subject, verb, direct object, object of preposition, cue to subject, cue to direct object, cue to object of preposition, and no information. In the first experiment, all subjects were tested in all eight context conditions. In experiments two, three, and four, subjects were tested under only four of the conditions. The results indicated that none of the context conditions significantly affected the time needed to process the sentences. (WR)

The purpose of this study was to assess the effects of adjunct objectives (AO) or adjunct rules (AR) on instructional materials. The subjects were 110 undergraduate volunteers attending Arizona State University. As each subject entered the lecture hall for the class, he was given an envelope containing the experimental materials appropriate to a group. The experimental materials were fourteen paragraphs taken from a basic text on historical geology dealing with the evolution of plants. Five to seven, five-alternative multiple-choice questions were constructed to assess specific factual information within each paragraph. An objective and rule were constructed for each test question. Objectives specified critical posttest attributes, while the rules were true statements which specified appropriate terminal responses. Objectives and rules were either placed before the paragraphs or after them. Half of the subjects received the adjunct items all massed together, and half received them distributed before or after each paragraph. Some of the results indicated that passage content was learned better by subjects given either a rule or an objective, and that placing objectives or rules before rather than after the passage decreased the time to read the passage. (WR)

This document identifies the methods used in college level, reading oriented, developmental English courses to build the reading-thinking skills needed for broad comprehension of knowledge. Because the cultural and intellectual environment of the educationally disadvantaged college student may be very different from the cultural and intellectual orientation of the reading material assigned in his courses, he needs skills that enable him to understand and synthesize unfamiliar ideas in a logical fashion. Since many disadvantaged youth lack these skills, developmental English courses include reading survey methods that dovetail with writing organization methods and the forms of logical support. Thus, the reading-thinking process becomes a reading-thinking-writing process that enables the student to succeed in discussion, composition, and essay examinations. Because the acquisition of reading synthesis skills increases the disadvantaged student's survival power, developmental English teachers must increasingly deal with reading as a thinking process. (Author/RB)