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
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
Reproductions supplied by EDRS are the best that car be made'
% . from the original document.
Mr. Bob- Ada's
'Mr. Ariuro aro
Mr.. Walter ks
Ms'. Monica 'town
.:Mr .4 Willi Day
11s._Betty Gadbofs, R.N.
Ms. Celia Gomez
.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
FRESNO CITY COLLEGE ......
Dr. Mde C. McCully
Mr. Richard H. Handley
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
'The project director and the project cons'ultadtplqoujd like to commend the
,efforts of each war ng participant ,in the project (faculty, counselors, staff,
students and co nity,members). Collectively, they have invested over 30;090
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
highest level of professiodal standards,_
-would neither. be completed nor on target .without the
concerned dedicftion of.these"particiioants.
TAME OF ACO eNtS 4
* . ,
14ntroduttioh ..... ... 4.,, ....
Chronicle and Su ry.ofoPha e 114:..... .;.;. 9 '
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'Goal Free Evalua
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19 , ,...... t...;ii.. ..... 1..1
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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
". N.education'programs and.services on the Fresno City College campus that would
help bring edutatfonally disadvantaged and physically handicapped students 'to a
competitive ',level with theleneral student population. It is expected to continuet.
until 1980 dr 19.81.
. - ..
. I .
. -'a . .- , *
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
and problems doisiadvantaged and/or physically handicapped students l ave relative
to successfully completing voktionl education programs. A team of consultants,
representatives of disadvantaged anal handicapped groups, educators, psycholygists,
students and - community leaders worked to identify these needs. They gatheredthe
,A , .
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.
designed to enable these students to enter society 'nd mafntain themselves at
and the average rstudent
The.projecf was further
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. '
. 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, .
contribution did.the student make to creating the problem? 2) what contribution ,
did the'methodsor media of instruction make to creating, the problem?
Some major student contributions to the -problems identified included: