Search

This document presents the final report of a 3-year self-study of Bethany Nazarene College which focuses on self-evaluation and planning for the decade of the 70's. Seven areas were studied: philosophy and objectives, instruction, students, faculty, physical facilities, business and finance, and administration. A steering committee developed procedures for continuing self-study and implementation of recommendations. The study was conducted primarily by faculty, with administrators, students, trustees, and outside consultants participating. A resources committee made an extensive survey of relevant literature. (Author/HS)

The Continuing Education by Tutorial Assistance (CETA) program was implemented by Olivet Nazarene College and sponsored by Kankakee Community College, Kankakee, Illinois. The objective of the program was to reach black, high school students who were likely to drop out of school. Evaluation was accomplished by pairing 35 tutees with 35 nontutees. They were matched according to age, sex, socioeconomic background, grade in school, grade-point average, teacher, and high school subject. It was hypothesized that there would be no difference in achievement or affective classroom behavior between the two groups. Each tutor participated in the CETA's three-part lesson plan. The interim conclusions from the program were a) achievement of tutored students would remain the same or increase and b) achievement of nontutored students would remain the same or decrease. Statistics were not available for the affective dimension of the study. (Four tables of statistical data are included along with the CETA Lesson Plan for Tutors.) (BRB)

A plan has been adopted by Bethany Nazarene College to study practices and procedures at that college and at other institutions, and to suggest changes to be implemented over a 10-year period. The entire faculty and many students are involved in this 2-year study. A study committee identified the scope, sequence, and priorities of the study. This report, the first of 3, describes the design of the study. Topics to be considered are grouped under 7 areas: objectives and philosophy, instruction, students, faculty, physical facilities, business and finance, and administration. The final study design calls for: establishment of 7 committees to consider assigned study areas; establishment of a resources committee, maintenance of a steering committee; a sequential stair-step reporting deadline for the development of preliminary reports; the gearing of study activities to the academic year; and compilation and development of the final report. Appendices present complete listings of study topics, committee tasks, college and universities serving as a data reference group, and detailed flow charts of the study design. (Author/JS)

In the Spring of 1969, Bethany Nazarene College started an intensive self evaluation effort, called the Ten-Year Advance Study. Part I of the report, the Study Design, was published in October 1969. This study, Part II, relates the study activities, the methodology, and sources consulted. The effort involved over 120 administrators, faculty, students, and members of the board of trustees. Seven study committees reviewed local practices, as well as trends in the literature and on other campuses. The areas of study were philosophy and objectives of the institution, instruction, students, faculty, physical facilities, business and finance, and administration. A resources committee collected and indexed 254 books, 366 articles, over 200 microfiche, college catalogs and self studies from 70 schools. In addition, study committees utilized data from 14 locally developed questionnaires. Five consultants assisted in one day workshop sessions. The study procedure, comments on the year's experiences, and an appendix citing useful data sources are included. (Author/AF)

A compilation of French cultural units for use in secondary school language classes is presented in this text. Units include: (1) "Les mots et leur implication culturelle," (2) "Le telephone--une capsule culturelle," (3) "Le repas," (4) "La femme francaise 1972," (5) "Les Parents," (6) "Religion in France," (7) "La presse francaise," (8) "Les commissions," (9) "La houte couture et la mode," (10) "Les loisirs," (11) "A Cultural Study of 'La jeunesse'," and (12) "Les Francais vu en partie par le jeu et par le chansons." Many of the articles are in French and include exercises for the student and brief lists of resource materials. (RL)

Increasingly, library and audiovisual personnel are being asked to combine their services in situations where these services have previously been separated. This paper attempts to identify recent literature that may be helpful to those involved in implementing or using this broad spectrum of resources. References give author's name, title, data and source, and ED number if the entry is available from ERIC. They are listed under categories such as theory, administration, staff, learning environment, the library as resource center, elementary and secondary resource centers, college and university resource centers, foreign resource centers, technical processes, individual study, media centers, regional media centers, resources for special groups, special facilities and special materials, standards, and the teacher and learning resources. (RH)