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Survey of University Adult Education in The

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Survey of University Adult Education in The REPORT RESUMES ED 013 405 AC 001 440 SURVEY OF UNIVERSITY ADULT EDUCATIONIN THE METROPOLITAN AREA OF NEW YORK. BY.. ELLWOOD, CAROLINE NEW YORK UNIV., N.Y., SCH. OF CONTINUING EDUCATION PUB DATE 31 JUL 67 EDRS PRICE MF.-.$0.75 HC..q6.64 166P. DESCRIPTORS*UNIVERSITY EXTENSION, *ADULT EDUCATORS, *URBAN AREAS, *ADULT EDUCATION PROGRAMS; *HIGHEREDUCATION, WDMENS EDUCATION, NONCREDIT COURSES, EDUCATIONAL NEEDS, COMMUNITY SERVICE PROGRAMS, EVENING COLLEGES, COMMUNITYCOLLEGES, PROGRAM DESCRIPTIONS, SURVEYS, EDUCATIONALBACKGROUND, TEACHER EXPERIENCE, TEACHER ADMINISTRATOR RELATIONSHIP,URBAN EDUCATION, DEGREES (TITLES), NEW YORK CITY, THIS SURVEY CC UNIVERSITY -LEVEL ADULT CREDIT ANDNON CREDIT COURSES COVERS OVER 30 COLLEGES AND UNIVERSITIESIN GREATER NEW YORK.-.LARGELY EVENING COLLEGES, COMMUNITY COLLEGES, AND COMMUNITY SERVICE PROGRAMS. AN HISTORICAL REVIEW PORTRAYS THE GROWTH OF LIBERAL ADULT EDUCATIONSINCE THE FOUNDING OF CCCfER UNION IN 1059. A SURVEY OF ADULT EDUCATORS SHCUED LARGELY NONPROFESSIONAL, PART-TIME INSTRUCTORS OF DIVERSE BACKGROUNDS AND A NEED FORMORE INSERVICE TRAINING AND CLOSER COMMUNICATION WITH ADMINISTRATORS AND OTHER FACULTY. RECOMMENDATIONS INCLUDE- -A CENTER FOR CONTINUING EDUCATION IN NEW YORK, CCORDINATED SELF-STUDY SY ALL UNIVERSITY ADULT EDUCATION DIVISIONS,JOINT PLANNING TO DETERMINE FUTURE AREAS OF CONCERN, SEMINARS FOR COMMUNITY LEADERS, CONTINUING EDUCATION ON URBAN PROBLEMS, AND SPECIAL PROGRAMS TD UPGRADE THE EDUCATION AND SCCIAL AWARENESS OF DISADVANTAGED ADULTS. ALSO NOTED ARE 15 PROGRAMS PRIMARILY FOR womm 20 PROJECTS IN NEW YORK STATE UNDER TITLE 1 OF THE HIGHER EDUCATION ACT OF 1965, AND SIX SPECIAL DEGREE PROGRAMS. (THE DOCUMENT INCLUDES NUMEROUS CHARTS AND TABLES AND 33 INSTITUTIONAL PROFILES.) (LY) -,}0/K5.10 U.S. DEPARTMENT OF HEALTH,EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCEDEXACTLY AS RECEIVED FROM THE POINTS Of VIEW OR OPINIONS Lrt PERSON OR ORGANIZATION ORIGINATINGIT. EDUCATION CD STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF POSITION OR POLICY. teN c)SURVEY OF UNIVERSITYADULT EDUCATION IN THE METROPOLITANAREA OF NEW YORK CAROLINE ELLWOOD A study made possible by a grant from the Fund for the Advancement ofEducation, The Ford Foundation 1966 -1967 School of Continuing Education New York University CONTENTS PART I Foreword Acknowledgements Introduction 1 Summary of Recommendations 4 Analytical Survey 7 PART II Profiles of Colleges and Universities 1 Special programs directed towardswomen 80 Projects funded under Title I, New York 1966 84 Special Degree Programs 86 Two years ago Mrs. CarolineEllwood talked to MiltonStern (then AssistantDean of our school andDirector of Liberal Arts in Extension,now Director of the UniversityCenter for Adult Education inDetroit, Michigan) andme about her interest in surveyingcollege and universityadult or continuing educationprograms in the New York metropolitan area. More familiar with the Britisheducational system inwhich she was reared and inwhich she had extensiveexperience with adult education and university extension,although she had lectured in bothour on-campus and off-campusprograms, Mrs. Ellwood was struck--andpuzzled--by great differences between continuing highereducation in GreatBritain and in the United States. She was polite enoughnot to say that she regarded most ofthese differencesas aberrant vagaries of revolting colonials; indeed she was reallyconcerned to determine whatour peculiarities are and howthey work if they do. Dean Stern and Iwere convinced that it wouldbe useful to the continuing highereducation programs inthe metropolitan New York area if thiscanny and experienced foreigneye could be cast over our structures and operation,our aspira- tions and our possible futures. We were delighted todiscover the same conviction in Mr. G. C. Griffithsof the Fund for the Advancement of Education,the Ford Foundation,and subse- quently to receivean enabling grant. Let me second Mrs.Ellwood's appreciationfor the interest, cooperation, and candorafforded her by almostall the deans and directors ofcontinuing education andthe central admin- istrators with whomshe talked in thecourse of her study. Let me alsoassure them and other readersof this report, that as I write this foreword, I am the onlyperson, aside from Mrs. Ellwoodand her assistants,Mrs. Lillian Katz and Mrs. Nearlene Bertin (bothof whom know continuinghigher education as teacher and administrator),who has read the text of the report andthat I have nottampered with the text to make it say kinder and less accuratethings aboutour school and others. It is a pleasure to send a copy of this report to each, if memory serves us, of the persons who assisted Mrs. Ellwood in the collection of her facts and the formationof her opinions. It is my belief that we shall in greater New York find here some things to smart about andsome things to plan about. In the expectation that the report will be of use to other persons involved in continuing education in other parts of the country, I also take pleasure in sending a copy to each of the deans, directors, or chancellors whose extension divisions or evening colleges belongto the National University Extension Associationor the Association of University Evening Colleges. Russell F. W. Smith Dean, School of Continuing Education and Extension Services New York University Acknowleftements I am deeply gratefulto the Fund forthe Advancement of Educationfor the opportunityto write thissurvey. I would like to thankthe many peopleinvolved in adult education inthe New Yorkarea and further afield, whogave of their time to helpmake my work possible. I am particularlygrateful to Russel Smith, Dean of theSchool of ContinuingEducation at New York Universityand Milton Stern,Director of the University Centerfor Adult Education,Wayne State University, TheUniversity of Michiganand Eastern. MichiganUniversity, for theirinitial en couragement and continualassistance. Mrs, Nearlene Bertin was responsible for much of thestatistical work on the teacher'ssurvey. The hard work andenthusiasm ofmy assistant Mrs. Lillian Katz,who has worked withme from the beginning of the project,has been mostappreciated. Caroline Ellwood July 31st 1967 INTRODUCTION The prospect of studying anything in NewYork is simultaneously exciting and exhausting.The sheer size and diversity at once exhilarates anddefeats - like the elusive Cheshire cat, even when it seems theanimal is recognizable, it smiles and disappears. This survey is essentially a quick view of the scene,completed in 18 months in an attempt to catch animpression of the whole.. an assessment of majordevelopments and trends. Metropolitan New York is the Tri-State New YorkMetro- politan Region as defined by the RegionalPlan Associa- tion of New York. An area stretching approximately50 wiles from Times Square with apopulation of 16,139,000 by the 1960 census. In this survey, Adult Education meansaulprogram- credit or non-credit-designed for any groupother than full time undergraduate or graduatestudent. More speci- fically, I am discussing adult education programsin the universities and colleges listed in Part II p.1 My basic index was work done in classes andI visited the recognized bodies within those institutionsmainly res- ponsible for organizing such adulteducation classes. Most of the information in this reportis based on mate- rial from interviews: at the Evening College or Extension Division of a university or at a CommunityCollege the Dean in charge of adult programs wasinterviewed, in some cases there were also meetings with other membersof the staff and where possible with the Presidentof the institution. This surve therefore covers only s ecialarts of the institutions listed. Certainlythere are other places in the university systemwhere adult education .Zas I have defined it) occurs, but these have not been included except where they have specialrelevance. Nor have I included the graduateschools. This limitation of coverage was not just aquestion of time; it was also the result of a backgroundin English university adult education, which has abias towards the structural approach. It seems to me that for too long adult education in New York has flourished on anabsence of pro- fessionalism that breeds on the chaos itis constantly creating. This is not to say that nothing getsdone; the City is seething with very importantaction, but it has no written history, norecords, no long term plans or aims - nothing but the heady activity of thead hoc solution. This city could have the greatestprofessional force in adult education in the country -it has all the problems, but it also has tremendous resourcesand a huge corps of workers in the field. Far from being such a focal point, however, there is not even a thrivinglocal adult education association. Nobody wants identical institutions, lossof diversity of program or lack of adventure inexperimentation; but what kind of professionalism is possiblewhere the actual practitioners are not easily recognizable?How can statis- tics be compared when the dean of oneinstitution finds a comparable program in another institutionbut in quite a different part of the university?Research and the compi- ling of comparative data become daily moredifficult as institutions proliferate. The confusion of trends in adulteducation has also led to confusion of terms. In Adult Education (Vol. V, No. 5) there is an articlecalled "What is Adult Educa- tion: Nine Working Definitions," and theeditor comments: "In view of the fact that all thesecontributors are asked to write
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