DOCURIT BPSOBE ED 166 455 CE 815 814 Project ... 1 DOCURIT BPSOBE ED 166 455 CE 815 814 TITLE /HST ITUTION

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    ED 166 455 CE 815 814


    describes a utility model based upon three possible referents for defining educational needs. (Reports on the needs assessment, _curriculum analvsls, guidance programs, and program management, legaity, Planning, and evaluation are ftesoated in doeumelits CE 019 815-825 .) (JH)

    Project: MOBILITY. Introduction and Susimary. Fresno City Coll., Calif. Office of Education (EfEW)1, Washington, C.C. 8 Jun 78

    48p.;Not available in hard copy due to reproducibility problems. for related dccumentt see ED 135 443 and CE 019 615-824

    EDRS PRICE ,MP-$0.83 Plus Postage. HC Not Available from BUS. DESCRIPTORS College Programs; Community Cc laeges; *Curriculum

    Development; *Disadvantaged Muth; flow Carts; *Ban'dicapped Students,: *Needs Assessment; Program

    . Development; *Vocational Education IDENTIFIERS Presno City College CA; Project MOBILITY

    ABSTRACT This report summarizes a project, designe4 tc develop

    vocational educatict;a1 programs and services for edtcationally disadvantaged'Ind physically handicapped students at fresnc City 611ege, California. The introduction provides an overvie% of the two Phases of the project: phase /, a needs assessment; and phase II, curriculum. development and coordination of services for five vocatiOal programs (automotive sachinics, electronics, licensed vocatiatl parsing, registered nursing, and office occupations). The second section presents two sets of materials: UM a miSsion profile (flow .chatt) of the major fOctibmsproposed tc be performed during phase //: (2) and the chronicle (specific steps) and sumsary of the functions actually performed during.phie II. It also provides a time-liKe schedule showing the time that was rigured to complete each. function. The thir section identifies problems encountered during Project implementation, how they were Solved, aid recommendations for ,avoiding similar problems in future implementations..Tbe final section curtains an article titled, "Towards Educational Pesponsiveness to Society' s'Needs: A Tentative Model. Achieving the Independent Survival Point". This article

    ***************#*#**********************************#$##4###$********** Reproductions supplied by EDRS are the best that car be made'

    % . from the original document. .****************************i******************************************


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    Mr. Bob- Ada's

    'Mr. Ariuro aro Mr.. Walter ks

    Ms'. Monica 'town

    -Ms.-Betty C'ulter .:Mr .4 Willi Day Mr. GilberOelaLaing 11s._Betty Gadbofs, R.N.

    Ms. Celia Gomez Dr. Gary'Graham .Mr. Shaw' Hiroyast

    Ms.Josephine Hostetler, R:N: Mr. Robin Hostetler

    Ms. ROSQ Howell, R.N. Mr: Charles. King

    Mr. laith Lane Mr, Godfrey Leon Ms. Beverly McCombs Ms. Mary McFarland Ms. Mary Miller Ms: VW' Natali, R.N. Ms.- June Pool, R.N. Ms. Lucille-Rash .

    Mr. Rueben Scott Mr. Kehinde Solwazi


    Dr. Mde C. McCully President

    Mr. Richard H. Handley Project Director

    Assoellte Dean of'Occupational Education

    Dr.-Robert E. Corrigan Dr.. Jerry C. Garl Ms.'Betty O. Corrigan *Dr. Roger A. yf Mr.dird L. Corrigan Dr.-R.'Ron

    Mr: Joh B rke' Mr. Harry E. Hiraoka Mr: Michael Cardenas Mr..Kenneth.L. Just Msg Cora ei Hallowell Or. Edward,R. Mosley

    ,% .4

  • 'The project director and the project cons'ultadtplqoujd like to commend the -..

    ,efforts of each war ng participant ,in the project (faculty, counselors, staff, P

    students and co nity,members). Collectively, they have invested over 30;090

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    hours of labor in the name of disadvantaged and/or h4ndlCippad vdcational

    education udents. In many cases'

    istently perforthed to the

    they have made personal sacrifices and they

    4, highest level of professiodal standards,_

    -would neither. be completed nor on target .without the

    concerned dedicftion of.these"particiioants.


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    TAME OF ACO eNtS 4

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    r., 7491


    14ntroduttioh ..... ... 4.,, .... .

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    Chronicle and Su ry.ofoPha e 114:..... .;.;. 9 '

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    'Goal Free Evalua :., . -;. ,

    19 , ,...... t...;ii.. ..... 1..1

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    1 Article - ' ving the Survival ,oint" . JU.!...A


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    Researcb tnd.Deiign Projectf The Research and Design Project for Disadvantaged aid /or Handicapped Students.

    Jegan in 19731 It was undertaken for the purpose of developing vocational ,

    ".'programs on the Fresno City College campus that would 4

    . .

    help bring edutatfonally disadvantaged and physically handicapped students 'to a

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    competitive ',level with theleneral student population. It is expected to continuet.

    until 1980 dr 19.81. . - ..


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    -:-...- ....

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    Thi overal 1 project.onsists:of four phases. Phaie I (1974776) involved a com-

    prehensive need assessment of select disadvintaged and liandicipped students. . .

    ,'Phase JO 976-78) involved curriculum development, the coordination of services', a \ ., . . , 64

    and the development of student and probl-am audit systems. All of the elements

    'developediip 'Phase II were 'directed at.reconciling the needs identified in

    phase I.%PhatelII (1178-80) will be the implementation of the changes developed

    In Phase II. Phase IV (1981) will'evaluate how well the overall project objectives

    hVe been achieved.

    The purpose of thd Phase I n e assessment was to determine the'unique needs . 4

    and problems doisiadvantaged and/or physically handicapped students l ave relative

    to successfully completing voktionl education programs. A team of consultants,

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    representatives of disadvantaged anal handicapped groups, educators, psycholygists, .

    ,. students and - community leaders worked to identify these needs. They gatheredthe

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    required data using standardized academic and.psychological tests, existing'


    .district studies and personal interviews.- They were tryfqg to identify any

    gekswhich,existed between "what is" concerning these st'ude4s vs. "what

    shOdld,be" if they are to succeed in the college's vocational education programs.

    All identified.needs were theh prioritized by individual teAm members. This

    einformation was combined with the results of research done by the consultants

    to form a set of objectives which, whed met, would remove 'the 4dentOied need's._

    The desired outcome of .the overall oloject was` to .close .the gapi which exist . -


    betweentthe disadvantaged and/or handicapped, students

    ,'" at Fresno City College, in each priority area of need.

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    designed to enable these students to enter society 'nd mafntain themselves at

    and the average rstudent

    The.projecf was further

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    their "individual survive point;" i.e., that point where their production of


    resources is at' least eqtia to heir consumption:. The detailed summary of the

    implementation of and results from Phase I can be found in'thesection of this ., .

    . .

    -box.marked "Need Assessmen". / .


    Phase iF of the,project had three major parts: curriculum development, coor-

    dination of services, and development of student and program audit systems.

    Teams of leachers, counselors, administrators, and consultants'determined the

    mastery tskills/knowledges/attitudes) requiidd for employment in each of five

    target vocational education programs.' Tffe.y.translatedthese.pregrams into

    criterion referenced instructional courses which definq what the students need

    to know, what they need to do,.and what levelof performanc4 is necessary for, .

    nem to get and hold:..a job. The five programs under investigation included' /

    lutomotive Mechanics,' Electronics; ,Licensed. Ucational NursinilegIstered

    Nuesing, and Office 'Occupations. ' . 9


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    . Each team then closely analyzed all-required mastery (skills/knowledges/ .

    attitudes) to identify where problems were being encountered by the students:

    . Ase probrems were being encountered. .


    and why tl .

    . ..a t, ,.. -. ,

    The teams. assessed each problem to answer two major questions: 1) what, . ....... -...

    1 contribution did.the student make to creating the problem? 2) what contribution ,

    v... ...... . .



    did the'methodsor media of instruction make to creating, the problem? 1

    Some major student contributions to the -problems identified included: