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This document is a compilation of 17 brief final reports resulting from research and curriculum projects carried out by faculty members of St. Louis Community College at Forest Park during released and extended time. Each report includes a project title, the name of the principal investigator, number of credit hours released, and college division. A statement of major objectives, a description of methods, materials, and procedures used, a summary of results, and major conclusions of each project are presented. This document illustrates the diversity of instructional development activities which faculty undertake under released time programs. (JDS)

In October and November of 1975, the Office of Research at ST. Louis Community College at Forest Park attempted to systematically determine what areas of staff development were desired and/or needed by the college staff. Questionnaires were sent to 350 staff members and 81 were returned for a 23% response rate. Questions asked of the respondents sought to elicit information regarding their needs, preferences for further formal education, types of workshops and institutes, and their preference relative to manner of participation (individually, in groups) in staff development activities. Results of the survey indicated that, overall, the respondents felt clarification of the college's philosophy and understanding of instructional innovation methods to be important needs. In terms of further education, the staff indicated a desire for opportunities to pursue advanced degrees and to obtain college credit. Workshops and institutes were preferred for summer scheduling and respondents generally indicated a preference to participate in staff development activities in small groups. The survey information is analyzed according to discipline/functional area. A listing of staff development activities carried out during 1975-76 is appended. (JDS)

This annual report indicates the status of each department and division at Forest Park Community College, a predominantly black, inner-city, two-year college in St. Louis, Missouri. Each department or division reports its goals for 1974-75, assesses the level at which each goal was achieved, and presents its goals for 1975-76. The departments and divisions reporting here include: (1) Afro-American studies; (2) business; (3) general curriculum; (4) humanities; (5) life sciences; (6) physical education; (7) physical science; (8) social science; (9) continuing education; and (10) instructional resources. (DC)

A study of graduates from the Hotel, Restaurant, and Institutional Management program at St. Louis Community College at Forest Park was conducted, primarily in order to elicit information from graduates regarding potentially effective recruitment methods for minority groups and women. The study also sought to obtain evaluation of course curriculum and content and general follow-up information from program graduates. Of the 159 who had graduated over the past ten years and were surveyed, 139 (94.5%) responded. Results of the study indicated: (l) the majority of graduates were white males between 20 and 29 years of age, with an Associate degree; (2) 22% had continued their education to the baccalaureate level; (3) 86% were employed full-time, with 63% having held their present positions for 1 to 3 years; (4) nearly two-thirds felt their present employment was 100% related to the training they received in the program; and (5) over 62% felt the most helpful recruiting method for minorities and women was publicizing the program in high schools. A ranking of responses concerning helpfulness of the program's curriculum areas, an analysis of affirmative action approaches for the college and within the hospitality industry, and a copy of the survey instrument are included in the report. A statistical profile of academic characteristics of program graduates and non-graduates is appended. (JDS)

In fall 1974, Forest Park Community College (FPCC), a predominantly black, inner-city two-year college in St. Louis, Missouri, participated in the Cooperative Institutional Research Program, which is conducted annually to provide normative data on first-time freshmen students entering a national sample of colleges and universities. At FPCC, a total of 1,671 first-time freshmen completed the questionnaire, representing 83 percent of the first-time freshmen enrolled. A random sample of 1,515 returning students also completed the form. The first six tables presented here compare the characteristics of first-time freshmen at FPCC with those of the national norm for first-time freshmen at two-year public colleges. The remaining six tables compare the characteristics of first-time freshmen at FPCC with those of returning students at FPCC. Factors considered include (1) biographic and demographic data; (2) reasons for college choice, career goals, and educational goals; (3) income data and sources of financial support; (4) personal objectives and self-assessment; and (5) attitudes toward political issues, general issues, and college issues. (DC)

This handbook for incoming students describes procedures, services, programs, and opportunities at St. Louis Community College at Forest Park. First, the handbook outlines procedures for enrolling in classes, covering admissions, placement tests, registration, fee payment, and adding, dropping, or changing classes. A section on new student orientation is followed by brief descriptions of various student services, including financial aid, student activities, instructional resources, the learning achievement center, the Careers for Homemakers Program, veterans services, the Metropolitan Re-Employment Program, counseling and advising, and job placement. The next section offers information on interpreting placement tests results, figuring grade point averages, planning schedules, class attendance requirements, course withdrawal, obtaining transcripts, and dealing with academic problems. This section also describes programs such as the Institute for Continuing Education and the Reserve Officer Training Corps and outlines alternative means for obtaining credit (e.g., credit by examination, work/military experience evaluation, and transfer credits). A list of the associate degree and certificate programs available on campus is followed by definitions of various terms, such as academic load, elective courses, honors list, and waivers. The last sections provide a directory of services, an academic calendar, a sample academic advising form, and sample placement test questions. (LL)

The planning and implementation of a pilot CDA training project is described in this final report to the Office of Child Development by the Human Services Department, Social Science Division of the St. Louis Community College at Forest Park. Staff training, selection of candidates and curriculum development are emphasized early in the report. The second section describes components of the training program, such as the development of instructional modules for competency-based teacher education, response to the needs of individual students, provision of field experience and student assessment. A report of program evaluation efforts is given and program statistics on candidates and costs are reported. Suggestions are made for future trainers. Forms and letters related to the training project are appended, along with a proposal for incorporating the CDA Program as a regular program of the college. (RH)

This project was conducted to develop a curriculum for dental auxiliary training in the dental specialty field of oral and maxillofacial surgery. Research was conducted to identify the major functions performed by an oral surgery assistant and then to organize these functions into an educational program that would provide adequate didactic and clinical training to prepare oral and maxillofacial surgical assistants. The material used in development of the curriculum was obtained from several sources. The first step in the study was to interview oral surgeons and their dental auxiliary to identify the role of an oral surgery assistant. This information was compiled into a task analysis that delineates the duties commonly assigned to the oral surgery assistant. Professional journals and textbooks were researched to explore the current trends, procedures, and techniques in the field. This information was used in the formulation and sequencing of curriculum content. Contacts were made with oral surgery offices and several hospitals and clinics to discuss and arrange for the clinical training experiences required in the curriculum. The curriculum that was designed during this project meets the minimum requirements of the American Association of Oral and Maxillofacial Surgeons and is currently being used at St. Louis Community College at Forest Park. The project researchers recommended that a procedures manual for training oral surgery assistants be developed for the future. (The curriculum is included in this report.) (Author/KC)

This self-evaluation report provides descriptive and evaluative information on the Associate Degree Nursing program at St. Louis Community College at Forest Park. After a brief outline of institutional information, the report describes the philosophy, purposes, and objectives of the nursing unit. The next section examines the organization and administration of the unit in nursing, focusing on the relationship between the unit and the college, financial support, personnel policies, and unit administrator qualifications and responsibilities. The qualifications and responsibilities of the nursing faculty and the rights and responsibilities of the nursing students are specified next. Following this presentation is an outline of the nursing curriculum, which includes information on the philosophy and objectives of the unit; the conceptual framework in which it operates; evaluation methods; the requirements fulfilled by the curriculum; the courses offered; the fall 1983 curriculum; the place of general education; and the Learning Experience Guide (LEG) curriculum. Finally, the report provides information on the resources, facilities, and services of the nursing program. Extensive appendices include: a faculty data summary; student profiles; the LEG curriculum; the new curriculum; information on credit by examination and advanced standing procedures; evaluation tools; information on curricular revisions; and an example of an agency contract. (HB)

An employer follow-up study was conducted to gather information from the employers of 1983-84 graduates of St. Louis Community College at Forest Park regarding the preparation and performance of these graduates. A previous survey of the 1983-84 graduates had identified 221 of their employers, who were mailed a questionnaire asking for ratings of the Forest Park graduates' preparation for job requirements, job skills, work attitudes, basic skills, and interpersonal and communication skills; and for their suggestions for improving the curriculum and for ways that Forest Park could assist in in-service training. Study findings, based on responses from 86 (39%) of the employers, included the following: (1) 87% of the employers rated graduates' degree of preparation as good or excellent; (2) 45% rated graduates' work attitudes as excellent; (3) 52% offered suggestions for strengthening the curriculum related to their firm; and (4) 15% were interested in in-service training arrangements. The study report includes the agenda of a planning meeting for questionnaire development, a paper presented at the meeting ("The Case for Program Evaluation," by Walter Hunter), questionnaires for the graduate follow-up and employer follow-up surveys, and item-by-item survey results. (AYC)

In fall 1983, a follow-up study was conducted of all 1982-83 graduates of St. Louis Community College at Forest Park. Questionnaires were sent to 610 graduates of transfer programs and 1- and 2-year career programs soliciting information on graduates' current location, employment status, postsecondary educational experiences, reactions to the school's educational and guidance programs, and suggestions for improvement. Study findings, based on responses from 433 of the graduates, included the following: (1) of the 263 respondents who received an associate in applied science degree, 162 were working in a field related to their college major, 44 were working in an unrelated field, 37 were seeking employment, and 60 were continuing their education; (2) of the 86 responding transfer program graduates who received the associate in arts degree, 9 were attending a four-year institution full-time, 18 were attending a four-year college part-time, and 36 were employed full-time; (3) 109 graduates were continuing their education and working; (4) the average starting salary for all positions reported by the graduates was $1,319 per month, while those working in a field related to their college major earned an average of $1,348 per month; (5) 72% of the transfer graduates and 75% of the career graduates said they would take the same major if they had to do it all over again; and (6) 36% of the career graduates and 26% of the transfer graduates felt additional help in job search methods would have eased their transition from college to work. The survey instrument and a breakdown of student outcomes by program are included. (HB)

In order to facilitate planning within the Division of Counseling and other areas of the Forest Park Campus of St. Louis Community College, surveys were conducted in 1981 and 1982 to determine students' career, academic, and personal needs. The survey instrument was administered during freshman orientation to 980 students in 1981 and to 844 students in 1982. The surveys revealed that: (1) an average of 62.6% of the 1981 group and 63.4% of the 1982 group indicated that they had moderate to major needs in the areas of career exploration, job search skills, and goal assessment; (2) an average of 50.9% of the 1981 freshmen and 51.2% of the 1982 freshmen expressed moderate to major academic needs, such as for assistance in selecting courses, in obtaining information on graduation and transfer, and for improving study habits and reading and English skills; and (3) while 68.7% of the 1981 group and 66.9% of the 1982 group indicated that they had no or minor personal needs, the areas in which students expressed most need related to understanding their feelings, developing confidence, stating their views, listening and responding to others, and becoming accepting and trusting of others. The study report includes tables showing percentage responses to each survey item for both years. (DAB)

Developed in response to a decision to reorganize the counseling division at the Forest Park Campus of St. Louis Community College from a decentralized to a centralized counseling program, this integration plan represents the results of an effort to upgrade counseling, advising, and job placement services. Following introductory material, the objectives for the reorganization are outlined: to provide counseling and advising services to students and faculty in the instructional divisions while maintaining comprehensive services and resources in the centralized counseling area; to facilitate the development of counselors as generalists; to develop an information base for effective counseling; and to provide for the coordination of counseling functions. Next, the components of the organizational plan are outlined, including sections on the counselor as generalist and specialist, instructional support teams, educational advisors and placement specialists. The report then enumerates the duties of the instructional support team leaders and members and the instructional division associate dean and details procedures for operating the instructional division counseling offices. Next, the report enumerates the procedures for the development of career cassette tapes, to be used by the placement specialists, and for the creation of an academic advising handbook. Finally, a typical schedule of counseling staff meetings is provided. Appendices describe the career cassette tapes and academic advising handbook and offer related materials. (KL)

During fall 1983, a needs assessment survey was administered to 928 students enrolled in entry-level English courses at St. Louis Community College at Forest Park. The survey sought information on students' career, academic, and personal-social needs. Study findings included the following: (1) at least 64% of the students expressed a moderate or major need for career exploration; knowledge of abilities and interests, and strengths and weaknesses; job search skills; and goal assessment; (2) 53.5% of the respondents had moderate to major needs in the areas of understanding achievement level, selection of courses, knowledge of graduation requirements, more effective study methods, increasing reading speed and comprehension level, and accessing college transfer information; (3) 66.9% of the respondents indicated that they had minor needs or no needs in the personal-social area; and (4) comparisons with results of previous needs assessments indicated a consistency of findings for 1981 through 1984. The survey instrument and detailed study results are appended. (LAL)

A project was undertaken to develop classroom materials for a tourism program that would integrate work experience and classroom instruction. After reviewing available literature, conferring with other educators, and conducting a series of interviews with persons employed in the hospitality industry, the researcher developed a set of instructional materials that focused on the sales and marketing skills required for jobs in the tourism industry. These project-developed materials included competency lists, an overview of the lodging industry, 10 job descriptions, material on career progression, a step-by-step description of travel agent responsibilities with a client, training guides, a learning contract form, and an outline of a course on hospitality sales and marketing. After these materials were developed, they were presented in an internship class and evaluated to determine their effectiveness. (The classroom materials mentioned above are appended to this report together with sample learning contracts and employer rating forms.) (MN)

A series of data tables are presented, showing results from a follow-up study of 1981-82 graduates from St. Louis Community College at Forest Park and contrasting findings with data from previous studies where possible. Annual studies have been completed at the college for 6 years to obtain information on graduates' educational and employment status, their reactions to the college's educational and guidance programs, and their suggestions for improvements in programs and services. Introductory material describes the study methodology, indicating that there was a 72% response rate to a mailed survey of 720 transfer and career program graduates. The bulk of the report consists of tables providing information on: (1) the educational and employment status of 1981-82 career and transfer program graduates 6 months after graduation by program; (2) survey response rates by program for associate in applied science, certificate of proficiency, and associate in arts recipients; (3) percentage of graduates employed in areas related to their college major by program for the years 1976-77 through 1981-82; (4) salary ranges for 1981-82 graduates by program; (5) graduate salaries for 1976-77 through 1981-82; (6) methods of obtaining employment by program; (7) the number of graduates desiring placement assistance; (8) the proportion of graduates continuing their education in the same program; (9) reasons for pursuing further education; (10) program/college evaluations; and (11) detailed results by program. The questionnaire is included. (HB)

A study was conducted to determine the entry-level requirements for meeting planners. The study benefited from the definition of the body of knowledge that had already been done for a professional meeting planner certificate by the Association of Professional Meeting Planners International. To document the competencies needed for an entry-level position and to understand the needs of the community, a survey was sent to the 204 members of the St. Louis Association of Meeting Planners International; 74 replied. The project accomplished a definite ranking of skills that are important for a person beginning a career in meeting planning in the St. Louis area. The study showed that writing and communications skills are critical, that travel/onsite skills need to be taught, and that accounting and office procedures, including marketing, need to be understood. Some of the skills are clearly academic, while the technical skills are closely related to the operations of a hotel and banquet center or conference center. From this study, the research coordinator created a job description of an entry-level meeting planner and a list of the rankings of skills. Differences of opinion among survey respondents were also discussed. (KC)