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The relative appeal and effectiveness of several television lesson formats designed for adult learners in an open university learning system were evaluated. One hundred and fifty-four subjects viewed video lesson segments in two college course areas, Accounting and Psychology. A variety of TV formats were used, including story-lines, short vignettes, animation, sharers of information, and illustrated lectures. The intent was to produce instructional television rather than televised instruction. Subjects responded to content and attitude questionnaires and were interviewed in depth. The results suggested guidelines for acceptable formats for instructional television designed for adult learners. (Author)

This study was designed to determine the characteristics of potential students for a multi-media off-campus approach to college education. The Nebraska program is modeled after England's Open University. Key questions focus on unique student characteristics and needs which would influence course development. Responses from 4,000 adults and high school students were screened to develop a pool of "likely" clientele. This group proved to be significantly different from an uninterested group, but quite heterogeneous in age, education, and interests. These results indicate that planners must attend to individual differences much greater than those encountered in typical on-campus settings. (Author)

This study explored the relationship of perceptual theory and methodology to teacher effectiveness. Criterion and comparison groups were formed. The criterion group contained 24 elementary and 24 secondary teachers who had been past finalists in the United States Jaycee "Outstanding Young Educator" competition. The comparison group of 24 elementary and 24 secondary teachers were randomly selected from the south Florida area. All subjects completed open-end questionnaires on classroom management, instructional objectives and procedures, and self evaluation. Three judges, trained in perceptual theory, then rated the subjects on eight perceptual theories. After reviewing the verbal reports, the judges made inferences on the subjects' characteristic beliefs in the following categories: (a) general frame of reference; (b) perception of self; (d) the purpose and process of learning; and (e) perceptions of appropriate methods. A group of lay judges also reviewed the protocols and rated subjects: above agerage, average, or below average. The results were statistically appraised by the Median Test, Discriminant Function Analysis, and Veldman's ANOVAR 23 program. Two tables and 12 references are included. (BRB)

Cooperative education involves on-campus instruction and off-campus work experience. These programs can be referred to as work study, field work, or work experience. The student has the advantage of applying his knowledge in a work situation; the college gains financial benefits; and the employer has the opportunity to influence the student to choose his business as a career. Various methods include: (1) alternating a full term in school with a full term on the job; (2) work experience paralleling enrollment in regular college classes; (3) one term on the job as an initial step into expanded types of cooperative programs; and (4) working full time while attending class part time in order to update work skills for career improvement. An employer's responsibilities are: planning a cooperative program; employing students; and orientation, supervision, and evaluation of student performances. Program implementation involves: organization and staffing, grading, fees, student transcripts, co-operative handbook, and program promotion. Cooperative education programs have a potential effect on new methods of instruction, career-step systems, new field experiences, "outreach" systems, and international involvement. Problems and possible solutions are discussed. Examples of programs are offered in merchandising management, manufacturing industry, and retail management training. (CA)

Several problems that an evaluator of an experimental college has to face and resolve are considered. These include: (1) the purpose of the evaluation and the role of the evaluator, (2) the utility of a research design model, (3) the specificity of program goals before the evaluation is planned, and (4) the appropriateness of standardized or local assessment instruments. Evaluation problems of the Centennial Education Program at the University of Nebraska, which included 125 college freshmen and 50 upperclassmen, are discussed. Results of the evaluation revealed some clear differences in student development between those in the experimental college and those not in the program. Students in the program were found to have closer relationships to faculty and other students, read more non-required books, showed a greater preference for participatory academic activities, showed greater interest in reflective thought, an increased fondness for novelty, and were less practical and materialistic than their counterparts in the control group. No significant difference on any index of academic achievement or ability was noted. Random assignment of students was made in establishing the experimental and control groups. The use of a research model for assessment provided reliable indices of the effectiveness of the experimental program. (AE)

University supported residence halls should make some significant contribution to the development of the individual resident. Programming in the halls ought to have three major objectives, three dimensions along which change should take place: (1) social-personal value systems; (2) receptivity and sensitivity to cultural experiences; and (3) general intellectual development. A two and one-half day training period was held to set the tone and emphasis desired for residence hall programming. The programming tactics are explained. Residence hall staff members were encouraged to assume an active role in planning and implementing programs for the halls. They no longer needed to depend on floor governments to initiate activities. Specific methods for resolving group tasks are described as is the generation of ideas, and program selection. Groupings on residence floors should take advantage of the natural six-twelve man friendship groupings, planning mainly for these groups and encouraging heterosexual groupings for programs. "Creative projects" are believed to be useful in helping students and staff to become more innovative and to have a greater impact on their peers. Through encouraged confrontation with the outside, growth in the three areas above is more likely. (Author/KJ)

In a survey carried out in March 1967, questionnaires were sent to about 39 percent of the lawyers in New York State to find out their reactions to the TV series 'BEHIND THE LAW'. Of seven percent of the lawyers returning the questionnaires; one half had seen at least one or two of the shows, and 12 percent had viewed ten or more. Almost all of the respondents thought the programs served a specific need for New York attorneys, and three-fourths of them thought that TV is either 'better than' or 'about the same' as other media in continuing legal education. Most of the lawyers considered the presentation good to excellent as a medium of instruction, and over half of them thought that future TV series on law should deal with estates, criminal law, trial, appeal, taxes, and real estates. A full and detailed report of the survey, with questionnaires, is furnished. (GO)

A survey was conducted, in the fall of 1966, of students' reaction to three college credit courses, Astronomy, Latin America I, and Latin America II, broadcast in major cities in the State of New York. The 608 viewers who were sent questionnaires did not represent all viewers, but rather those interested enough to write in for materials. Sixty-eight percent of these responded to the mailed questionnaire. Most of the viewers watched most of the programs, and in the evening. Viewers preferred to watch on weekday evenings. They found the courses interesting and satisfactory, and on a par with, or better than, classroom or other TV courses. Social science subjects were largely preferred for future programs and, in the existing programs, male viewers preferred Astronomy, while female viewers favored the History courses. Most viewers were aged over thirty, and housewives watched the program more than any other group. Students (including housewives) made up 40 percent of the credit viewers. Telecourses in the future should be field tested for learning, should have evaluation built into them, and should be given more publicity. (GO)

The purpose of this investigation was to: (1) assess parental perceptions of a university environment and compare them with those of students; (2) compare the perceptions of parents of entering freshmen and upperclassmen; and (3) investigate whether or not parental perceptions of the university were independent of how they characterize their own college sons or daughters. Parents completed the College and University Environment Scales and the Adjective Check List on which they described their children. There were wide discrepancies between the environmental perceptions of parents and students, but few differences between parents of entering freshmen and upperclassmen. There were a number of significant relationships between campus perceptions and college son or daughter characterizations for parents of upperclassmen, but only one for freshmen parents. A number of possible reasons are suggested for these results, including selective reporting by students to parents, and reduction of cognitive dissonance on the part of parents. (Author)

Past research has indicated training in judgment and production produce contradictory results; the former increases quality and decreases productivity while the latter decreases quality and increases productivity. Four treatment conditions (no-training control, judgment training, production training, and combined training) demonstrated that the training procedures can be combined to increase judgment ability, solution quality, and productivity over separate training. Increased judgment ability enables the subjects to (a) select the information which will give the best solutions in the end, and (b) identify superior solutions once completed. Educational training procedures for productive thinking should include criteria for solution evaluation for maximum transfer. (Author)

THIS DOCUMENT IS ONE OF A SERIES OF MEDIA GUIDES SPONSORED BY THE NEW YORK STATE EDUCATION DEPARTMENT UNDER THE CUE SYSTEM. THE HUMANITIES AREAS ARE DIVIDED INTO 11 DIFFERENT TOPICS. WITHIN EACH TOPIC IS A SERIES OF SUGGESTED FILM AND TELEVISION SUBJECTS. A DISCUSSION IS GIVEN ON EACH OF THE SUBJECTS INCLUDING A SYNOPSIS, A STATEMENT OF PURPOSE, SUGGESTED PREPARATION OF THE CLASS, THINGS PUPILS SHOULD LOOK AND LISTEN FOR, AND SUGGESTIONS FOR FOLLOWUP ACTIVITIES AND RELATED ACTIVITIES. A LIST OF PRODUCERS AND THEIR ADDRESSES IS INCLUDED. THIS DOCUMENT IS A LATER VERSION OF ED 003 786. (JM)

THIS DOCUMENT IS ONE OF A SERIES OF MEDIA GUIDES SPONSORED BY THE NEW YORK STATE EDUCATION DEPARTMENT UNDER THE CUE SYSTEM. THE ENGLISH HUMANITIES ARE DIVIDED INTO 11 DIFFERENT TOPICS, COVERING AREAS OF COMMUNICATION, VOCABULARY, AND WORLD CULTURE. WITHIN EACH TOPIC IS A SERIES OF SUGGESTED FILM AND TELEVISION SUBJECTS. A DISCUSSION IS GIVEN ON EACH OF THE SUBJECTS INCLUDING A SYNOPSIS, A STATEMENT OF PURPOSE, SUGGESTED PREPARATION OF THE CLASS, THINGS PUPILS SHOULD LOOK AND LISTEN FOR, AND SUGGESTIONS FOR FOLLOWUP ACTIVITIES AND RELATED ACTIVITIES. A LIST OF PRODUCERS AND ADDRESSES IS INCLUDED. THIS DOCUMENT IS A LATER VERSION OF ED 003 785. (JM)

We may discover signs of promise in the midst of agony if we make some shifts of perspective. (1) "Our fear of overt violence must be countered by our acknowledgement of covert violence." Covert violence is subtle and more destructive than physical violence because it is the "denial of personhood"--the insinuation by an act or by neglect that a person doesn't count. "Institutional racism" is a telling example. (2) We must recognize that "the abuse of power must be countered by the creative use of power." Students are contemptuous of the older generation because of its monstrous abuse of power, the most glaring example of which is Vietnam. Priorities should be reallocated or a holocaust will result. (3) "Misplaced materialism" dedicated to providing unnecessary and soon obsolete luxury items should be replaced by "transformed materialism" dedicated to sharing the earth's goods. (4) Within education, we must move from academic detachment to moral compassion. To help make these shifts, educators can force people to confront choices and to point out the consequences of given choices so that fresh decisions may be made. To be strong and visionary enough to undertake commitments in new directions, one must cultivate the quality of "standing outside oneself"--in essence, have a sense of humor. (JS)

The purpose of this investigation was to determine whether there were identifiable characteristics that distinguish male students who change their academic goals during their first year in college from those who persist. The subjects were 244 students, half of whom were science students, and half humanities students, with half of each group changing, and half persisting. The Omnibus Personality Inventory (OPI), an Intellectual Activities Check List, and a questionnaire were used to gather raw data which was treated statistically with analysis of variance and Chi-square procedures. Clear differences between persisters and changers were noted in science students, with changers higher in flexibility, independence, tolerance of ambiguity, and general receptiveness. In humanities students, however, the differences between persisters and changers were in the opposite direction. Interaction effects and attitude differences are discussed as contributory to these findings. (BP)