Search

The purpose of Career Education Resource Laboratory (CERL) at Eastern Illinois University is to provide services to the 125 schools in the area and to the Division of Vocational and Technical Education at the University. During Phase 2 of the project the laboratory has presented 20 in-service workshops for area school districts; conducted indoctrination and consultation sessions; developed a directory of resources and services offered by industry, parents, and teachers in a 10-county area of east-central Illinois; distributed a free monthly newsletter; demonstrated the Computerized Vocational Information System; and previewed and evaluated commercial educational materials. Each of these accomplishments is described. More than half of the booklet is made up of appendixes which reproduce workshop handouts, CERL materials, correspondence, and publicity. (PR)

A project was conducted at the University of Illinois (1) to test and refine the components of the dissemination system developed for program improvement efforts in the state; and (2) to provide technical assistance to funding agency staff, project staffs, and persons/networks/agencies that facilitate access to a product in the dissemination process. During the year-long project, five major activities were conducted. First, dissemination activities were planned for two products ("A Word Processing Guide" developed in West Virginia, and "Job Creation" curriculum materials developed in Illinois), thus testing the components of the dissemination system developed for program improvement. Second, inservice education activities were conducted for persons/networks/agencies which facilitate access to a product in order to enhance awareness, understanding, and participation in the dissemination process. This activity included a conference which is summarized in the report. For the third activity, collaboration efforts were made with the Illinois Department of Adult, Vocational, and Technical Education in articulation of vocational education dissemination efforts within the state. Fourth, communication was continued with dissemination specialists nationwide to glean helpful information, insights, and ideas from others' ongoing efforts to aid development of the Illinois dissemination system. Fianlly, 400 copies of a "dissemination manual" focusing on the components of the dissemination system were developed, printed, and disseminated to enhance coordination and collaboration for effective dissemination. Recommendations for implementing the dissemination system were made. (Author/KC)

Examines select non-classroom experiences that could have an impact on the critical thinking ability of students at a southern research university. Spending hours in discussions of current issues with peers outside of class was the only variable found to have a significant effect on critical thinking. Offers suggestions structuring student activities to give students more opportunities to discuss issues with their peers. (Contains 37 references.) (Author/GCP)

A study was conducted to investigate views of vocational educators who receive program improvement products regarding activities currently associated with dissemination. The construct of the Dissemination Analysis Group (DAG) four-level definition of dissemination--spread, exchange, choice, and implementation--provided the theoretical framework for the questionnaire used to gather data. Three questions were asked regarding the twenty-four dissemination activities (six for each of the four levels): (1) extent of experiencing, (2) level of perceived experience, and (3) judged effectiveness of the dissemination activities. Findings showed producers experienced all activities to a greater extent than linkers, and linkers experienced all activities to a greater extent than users. This indicated a gap between experiences of role group involved in the dissemination process. The highest ranked dissemination activities were theoretically defined either as spread or exchange activities, while choice and implementation activities appeared toward the lower end of the rankings. It was also found that respondents could discriminate among activities they perceived as providing assistance on spread and implementation levels of dissemination, but not among those they perceived as providing assistance on exchange and choice levels. (Appendixes include the DAG definition of dissemination, dissemination activity descriptions, and data tables and charts.) (YLB)