ti DOCUMENT RESUME

ED 117 434 CE 006 081

TITLE Report of the Gove7torls Task Force on. Aerospace-Aviation Education. INSTITUTION Federal Aviation Administration (DOT), Washington, D.C. Office of General Aviation.; Governor's Aerospace-Aviation Task Force, Sacramento, Calif. PUB DATE [73] NOTE 74p.; For related document, see CE 006 082

EDRS PRICE MF-550.83 HC-$3.50 Plus Postage DESCRIPTORS *Aerospace Education; Career Opportunities; Course Descriptions; *Educational Need -s °; Educational Problems; *Educational Programs; Elementary Secondary Education; Industry; Post Secondary Education; Program Descriptions; *Program Effectiveness IDENTIFIERS *California

ABSTRACT The purpose of the Aerospace-Aviation Education Task Force was to study the problems and present recommendations for space and aviation education in California. Educational trends and the increasing rate of dropout occurrence reveal a need to introduce changes in the education and training of students. Many career opportunities exist in the field of, aerospace and aviation. Committees were formed to concentrate on the various existing educational levels. The following levels were studied and several aspects of their programs are disctssed with recommendations for their developm4nt:(1) elementary and junior high schools (description of exemplary programs); (2) high schools and community colleges (requirements for a standard designated subjects teaching credential in aviation flight instruction and/or aviation ground instruction, courses in aviation education, and commentary on the education code);(3) colleges, universities, and private schools (description of aerospace or aeronautical programs in various institutions); and(4) industry and the p;ofessions (findings from a-' survey of aerospace industry employers. on_ their opinions regarding the needs of aerospace education, a discussion on recent technological developments, and an overview of, aviation education in the Soviet Union). Materials related to the activities conducted by the task force are appe d. (EC)

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0 REPRINTED BY: AVIATION EDUCATION DEPARTMENT OF TRANSPORTATION/FEDERAL AVIATIONADMINISTRATION OFFICE OF GENERAL AVIATION/WASHINGTON,D.C. 20591 STATE OF CALIFORNIA 90(ivutetarf&totaftace -tiotatiolt

RONALD REAGAN Educaelea 47a44 Governor 7evece

DeceMber 31, 1971 OFFICERS

Cong. Don Clausen,Chairman H. Gene Little,Vice Chairman Joseph R. Crotti,Secretary / Harriet G. Porch,Director Dear Governor Reagan: J. Floyd Andrews,Director Dr. Myrt C. Rupel,Director Thomas E.Leonard, "Director It is a privilege Elmer Haskin,Cong.Liaison and a pleasure forme to submit to you the ,relgort of the Governor'sAerospace- Aviation EducationTask Force. 0 MEMBERS In creating the Task Force in 1969,you set forth Mervin W. Amerine its purpose in Miss Fran Bera a seven-fold missioncharter. Robert Blodget Essentially, themandate to the-TaskForce re- Lt. Col. Charles M. Bussey quired that Vern Cartwright recommendations bedeveloped for the Howard M. Critchell adoption of Ray Darby space and aviationconcepts in the Don Downie Elementary, HighSchool, and Junior. Robert M. Eberhardt College levels Mrs. Lauretta Foy of the State, basedupon existing and projected PhilipC. Garlington requirements of the Marvin Hays, M.D. aviation andspace industries; that a statement William D. Hecht be developed forthe Governor's Mrs. Peggy G. Hereford possible use in Norman Jaco reporting to theLegislature Gene Kropf the needs of on Lawson Miller education and trainingin-aviation Eugene J. and the Portugal space sciences, basedupon opinions of Clete Roberts the Statewide Daniel G. Walker Aerospace EducationAdvisory Com- William R. Wilson mittee to the State Dave Zebo Superintendent ofPublic Instruction, and allother organizationswith particular concern for education inthese fields of endeavor; thatthe Task Forcelearn enough about existing. aerospace and aviationeducation programs to facilitate of such recommendations for theuse programs as models,or changes that should be implemented to strengthenthem; that the Task Force prepare a statement of economicimplications of aviation andthe space sciencesfor the State of California,to be distributedto all educators assigned the task of curriculumpreparation and evaluation.

You alSo recommendedthat the. Task Force with State and confer Federal Agenciesassigned aviation education responsibilities,to learn aboutthe obstacles confronting implementation ofappropriate programs, and to recommendsolutions to the problems found. As further guidance, you indicatedthat due to the combination of Intrastate, Interstate,International, and. Intercontinental nature of air travel and traffic operations, future activities would require nartib4pation and coordination with other State AerospaCe EduCation Councils, the Federal Aviation Administration, and National Aerospace Council Conferences that must inevitably evolve as we keen race with the rapidly changing technological factors in aerospace and aviation enterprises.

The Task Force which you appointed included thirty ladies and gentlemen from every phase of aeronautics, aviation, education, industry, and government. In addition, the Task Force sought and received assistance from numbers of other individuals who had narticular expertise in certain, aspects of aerospace-aviation and education. Support and cooperation were alio obtained from the Superintendent of Public Instruction, from Industry, and from the Chancellors of the University of California, the State Colleges, and the Community Colleges, especially in a consultative role.

Under your mandate, the Task Force divided itself into a number of committees for the Purpose of concentrating its efforts on specialized problem areas and possible solutions. The committees were established in the following areas of concern:

1. Elementary Schools and Junior High Schools.

2. High Schools and Community (Junior) Colleges.

3. Colleges, Universities, and Private,Schools.::

4. Industry and the Professions.

In the more than two years of its existence, and operating without any funding, the thirty members of the Task Force exploredall aspects of Aerospace Education. As might be anticipated, problems ate the various levels were manifold, and the members of the Task Force expended their energies in searching for solutions. All of the efforts of the Task Force members were at their-own personal expense. In the body of this report, you will find recommendations by the Task Force. Unquestionably, there are advantages to be realized from broadening the availability of aerospace-aviation education. This was reiterated in the thoughts and ideas of each of the committees. No easy solutions were found, nor was it antici- pated that such solutions could ever be discovered. The Task Force,

in recommending certain actions, is fully aware that cost is one of ' the main considerations in any field of endeavor, and certainly in the educational area.We of the Task Force have not lost sight of cost implications,.but we feel that a cost/benefit analysiswill' bear out the need for the State of California to assume a more positive role in sponsoring and supporting greater development in aerospace-education offeringsto more of our populace-- in particular, to ouryoung people.

California has long beenlooked to for guidance, example of creative and and as a prime forward-looking educationalexcellence. Recent years, however,have seen other states nant and productive assume a more domi- role in suchareas. It idrthe overwhelming conclusion of the Task Force that action mustbe taken to restore to California itsposition of leadership. The Governor's Aerospace-Aviation EducationTask Force respectfully submits this report and its recommendations,and suggests that it has discharged themission you assignedto it. Task Force members, Speaking for the I am grateful thatwe have had the opportunity to serve you and thegreat people of theState of California. Respectf

Doff H. Clausen, ber of Congress Chairman The Governor's Aerospace-Aviation Education TaskForte

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0 WILSON Rims Superintendent of Public Instruction and Director of Education

STATE OF CALIFORNIA DEPARTMENT OF EDUCATION 721 CAPITOL MALL, SACRAMENTO 95814

January 31, 1973

Honorable Don H. Clausen, Chairman The Governor's AerospaCe-Aviation Education Task Force U. S. House of Representatives Washington, D. C. 20515 Dear Congressman Clausen: As previously indicated, I am pleased to commend you and offer you my appreciation and that of the California Department of Education for yothr support of aerospaCe education in California's schools. Such ed`u.cational endeavors have materially assisted many ofour youths to find careers in air transportation and general aviation. In this, the air age, it is my firm belief that every California student should be familiar with aviation and aerospace and their contributions to the economic well-being of the State.I am pleased to endorse the concept of aerospace-aviation education at every level of public instruction. I have designated my Associate Superintendent, Dr. Clarence Hall, to head a task force to develop a strategy for implementing aviation and aerospace education as a regular part of the curriculum in the California public scho.ols.In this endeavor we will be working closely with the Department of Aeronautics. ,,, I assure you of my continued warm support for this worthwhile program and pledge the cooperation of the office of the Superintendent of Public Instruction. lire here in California, the Nation, and throughout Foreword the world. "We can forgive the child for being afraid ofIhe California has long been recognizedas a leader in dark, but tfib tragedy of our lifetime is when grown education, anditisparticularly evident that this men and women are afraid to see the light." leadership has extended to Aerospace-Aviation Edu- Or, put another way, "When one's head is buried cation. There has been noted, however, a downward in the sand, the visibility is very restricted." trend in the number of programs. While other states The threats and dangers of our nuclear age have- have been observed as making great strides in develop- brought us to a point in history where those pe9ple ing new programs and revitalizing existing aerospace- and nations who believe in retaining and advancing av,ation educational efforts, we have found, here in the cause of freedom and free institutions can no "'California, a growing lack of support for such efforts. longer afford to "remain in ignorance" of the great Cyclical changesinthe economy have had their problem-solving capabilities our aviation and aero- effect, particularly in aerospace and aviation not so space technology can provide for us in the social, much on the students, whose interest level remains economic, political and security fields of endeavor. high but on school administrators and on the You, as the Governor of California, and our governing boards of school districts. President Nixon, have demonstrated your awareness An informed citizenry is one of the greatest assets of this potential through your very effective "air- to be sought by this nation, and most assuredly by borne diplomaticinitiatives"as you attempt to California. The disappearance of airports, and the convey to the leaders of the world America's true mounting attacks on such facilities, have made it all purpose and intent. too clear that too few of the state's citizens are well Certainly, you did not transcend the great oceans- enough informed about aviation and aerospace to and land areas of the world in a "rowboat" or a understand their implications for all of us and their "horse and buggy." You put to use the most modern contributions to the economy of the state and the transportation and communications equipment avail- nation. Because of higher priority commitments, able in order to "get your message across." statutory mandates for the encouragement and devel- But, in my view, this is juit the beginning. We opment of aerospace-aviation education have gone have only scratched the surface. The highest ideals unheeded in many sections of the state. A viable and and greatest aspirations of people toward problem progressive society relies heavily on communications solving will never be realized or supported unless and transportation for its growth and survival. It has they,thepeople, more fullycomprehend how become increasingly obvious that the transportation aerospace-aviation equipment and technology can system must be multi-modal in concept, and must be provide solutions to our most pressing domestic and based on afullunderstanding of every phase of international problems. transportation, not the least of which is air transpor- The key to our survival and the quality of life we tation. all seek require a reversal of the trends of the past. The aerospace-aviation industryis one of the Here in the United States, over 70 percent of the largestnon-agrarianusersof manpower herein people live on only 2 percent of the land. This California. Employers in that industry are constrained unreasonable population imbalance has led to conges- to seek a reservoir of trained manpower or, in other tionof monstrousproportions.Itisthe prime words, to employ the possessor of saleable skills. The contributor to many of our most serious domestic development of such skills is one of the major tasks confronting the educational institutions of the state. With all of the foregoing in mind, and mindful too of the consequences of an uninformed citizenry, Governor Ronald Reagan was quick to respond to the 111- '4-1 suggestion of Congressman Don H. Clausen (First District, California) that he appoint an Aerospace- Aviation Education Task) Force. He did so in 1969. The purposes jectives of this task force and thebasicreionsforitscreationcanbest be summarized bthis phrase: "People must broaden their perspect've" if they are to understand life, with all its diversities and complexities, to determine what direction and decisions we, as individuals, must take and make if we are to contribute to the quality of i 7 problems poverty, crime, drugs, ecological abuses, In a statement to the National Goals Research physical and mental pressures, and unmanageable Staff in 1969, President Nixon put our challenges of cities. change in excellent perspective. "We can no longer The key to survival is a more balanced population afford to approach the longer-range future haphaz- pattern. This can only be accomplished by more ardly, as the pace of change becomes more complex. efficient,functional, coordinated, integrated, and Yet, at the same time, an extraordinary array of tools balanced transportation systems. An improved and and techniques has been developed, by which it well-planned airport and air transportation system becomesincreasinglypossibletoprojectfuture can provide the new dimensions necessary to attain trends and thus, to make the kind of informed population dispersal and the objectives of a "quality" choices which 'are necessary if we are to establish life. mastery over the process of change." We, Th California, are moving in this direction and We, in California, have the "tools and techniques" can, with an enlightened and cooperative people, and the. technological talent to make a major contri- become the leader of the Nation. Certainly,ur vast ution providing we keep pace,,...witfrle demands aerospace and aviation industries provide usittlthe nd signs of our times. capacity for performance. As a member of Congress,I tend to project my With the 337 orbiting satellites, many useful views in terms relating to the National situation. results on earth can be attained in the related fields of However, as a rftrve-talifornian, I want m State to communications, navigation, weather, land-use plan- . bethe"enlightenedleader"that f rightfully ning,earthscience,defenseandsecurity,earth expected of the largest state in the Nal resources, a national growth poly, disaster relief or This report culminates more an 2 years of prevention, global environment protection, an inven- effort by the Task Force members in exploring every tory of renewable resources and transportationys- facet of aerospace and aviation educatibn, ascertaining tem planning, etc. what problems and opportunities existed, and devel- As the Apollo moon program comes to a clbse, oping a series of recommendations to the Governor. attentionwill focus on the more efficient Space The creation of this Task Force, and the filing of Shuttle, Skylab, unmanned explorationprograms, as this report is a first in the Nation. The real test of an expansion of the above stated "useful results on' leadership comes with implementation of its con- earth." tents.

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.Contents Page

Q 1.

Introduction and Summary 1 Organization 3 Recommendations 4 Need 4 Summary of Task Force Recommendations 7 Background 11 Elementary and Junior High SChools 17 High Schools and Community Colleges 25 Colleges, Universities and Private Schools 39 Industry and the Professions 45 Appendix 1, Annotated List of Task Force Members 57 Appendix 2, Task Force Committee Structure 61 Appendix 3, Advisors to the Task Force 61 Governor Reagan's Proclamation, 1969 63 . Appendix 4, Text of Governor's Remarks to Task Force . . 64 Appendix 5, Excerpts from Addi:ess by Congressman Don H. Clausen to the Task Force, June, 1969 65 Appendix' 6, Report to the Task Force on Medical Aspects, by Dr. Marvin B. Hays 66 Appendix 7, Report by Dr. Daniel G. Walker to the Task Force and the California Junior College Association 69 Appendix 8 73 o.

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. keep pace with the rapidly changing technol- Task. For and ogical factors in aerospace and aviation enter- Objectives prises.

On Mardi 25, 1969' Governor Ronald Reagan Organimtion appointed a 30-member Aerospace-Aviation Educa- tion Task Force under the chairmanship ofCongress- Because Chairman Don Clausenwould be in man Don H. Clausen,(First District,California)-These Washington so much of the time in his rapacity as a ladies and gentlemen were from every aspect of member of Congress, it was determinedthat. the Task aerospace, aviation, education, andgovernment.' Force must-be organized for management and conti- The scope of activities to which the Task Force nuity of effort. On May 17, 1969 the Task Forcc,,,,held was to devote its attention was to include, but not be its first meeting at San Jose State College dring the limited to the following: "Aerospace 70" program, and at that time devised an To assemble a group ofaviltion andaerospace organizational2structure. To assist the Chairman, Mr. experts,scientists,educators, stateand H. Gene Little, Vice President for Education for governmental representatives to advise the World Airways, Inc., was designated Vice Chairman. Governor on matters pertaining to aerospace Joseph R. Crotti, California's Director of Aeronau- education throughout the schools and colleges tics, was selected as Secretary, to the Task Force, of California. while Mr. Elmer Haskin was chosen to perform To study and select pertinent recommenda- congressionalliaison. To facilitateageographical, tions for the adaptation of space and aviation division of the effort, a number of gilirectors were also concepts in.the elementary, high school, and, selected. Among those so appointed as directors were junior college levels of the State based upon Miss Harriet G.J'orch, an editor and writer for the existing and projected requirements of the Rand Corporation; J. Floyd Andrews, President of aviation and space industries. Pacific Southwest Airways;. Dr. Myrl C. RuPel of the To develop a statement for the governor's Tehachapi School District; and Thomas E. Leonard, possible use in reporting to the Legislature on Chairman of the Aeronautics Department of San Jose the needs of educat,ion and training in avia- State College. tion and space.' sciencesbased- upon the In addition to this organizational framework, it opinions'of the Statewide Aerospace Educa- was determined that the bestmethod of approach to tion Advisory Committee,to the State Super- the problems could be realized through a committee intendent of Public Instruction, and all,other structure, with each committee concentratingits organizations with particular concern for edu- efforts on a particular segment of the educational cation in these fields of endeavor. field. Committees chose' n were as follows: To learn enough about existing aerospace and 1.Elementary and Junior High. Schools aviation education programs to make, recom- 2., High SchoolsandCommunity(Junior) mendations for the use of such programs as Colleges(' _ models or changes that should be imple- 3.Colleges, Universities, and Private Schools mented to strengthen them. 4.Industry-Professional To prepare a statement of economic implica- It was inevitable that some Task Force members tions of aviation and space sciences for the would be involved with, or serve on, more than one State of California to be distributed to all of the committees.2 To afford depth to its findings educators assigned the task of curriculum and recommendations, , the Task Force committees preparation and evaluation. also sought assistance from _a number ofadvisors.3 To confer with the State and Federal agencies Cooperation was sought from and furnished by Dr. assigned aviation education responsibilities, Max Rafferty, the then Superintendent of Public learn about the obstacles confronting imple- Instruction; Glenn S.,,Dumke, Chancellor of State inentationofappropriateprogramsand Colleges; Charles J. Hitch, President of the University recommend solutions to these problems. of California; and Sidney W. Brossman, Chancellor of Due to the combination of Intrastate, Inter- the Community Colleges. Each of These gentlemen, in state,International,andIntercontinental response to a request from Governor Reagan, desig- nature of r travel and traffic operations, nated members ofhis. staff to furnish advisory future activities ....411 require participation and assistance to the Task Force and its committees. The coordination with other State aerospace edu- invaluable contributions of these advisors were many cation councils, the Federal Aviation Admin- and varied. Each had his or her own particular insight istration, and the National Aerospace Council into the problems, capabilities, and resources affect- Conferences thk must inevitably evolve as we ing one or more educational sectors.

1. For a listing Of Task Force members, see Appendix. 2.For the committee structure, see 'Appendix. 3. A listing of advisors is furnished in the Appendix.

11 et educate their students. Studentsjustlearn how to Recomitendations study, how td read of their own volition, and how to search and research belrond minimum assignments. In the course of its work, each of the committees There are few subjects-which arouse this primary has developed recomm \ ndations. Obviously, what drive irr,.students, but aerospace and aviation science may be app?opriate for he Colleges may not fit the do. Motivatidn is essential in-any learning propess, elementary school situation at all. The problems at' -and aerospace and aviation are proven motivators the .various levels are different, and so too are the today. solutions. For that reason, the recommendations of At the .elementary and junior high school level, the Tssk Force will be' found in the body of this the primary value of study in aviation and aerospace report, as well as at the end of this introduction.. is based. on its inherent ability to give our young There were a few general recommendations, one people a sound basis for understanding the world of ,which was that aerospace education must be made around them, and to build a foundation of interest in available to more of our students, at every level of young students who willlater be ;able- to assume education. Another, which pervaded most of the responsible and meaningfulrolesinthe modern Cdmmittee reliports, wes that aerospace-aviation edu- community, Aviation studiesat this level facilitate cation classes must be legitimatized. A suggestion was thedevelopment of good study habits Simultaneously offered' that flight courses should be scrutinized in 'with the attainment of knoWledg$i Accctrding to the light of what they contribute to the development Frank Mitchell, Cessna Aircra'fittorpforatioh's Mana- ',1cf_the whole student. One question asked" about ger for gducation,q aviation studies can be used to aerospace-aviation education was: "ls,it not at feat as motivate learning in' as many as .18 subjects, such as 'valid an'etlucational experience as the art class, the mathematics, science, EnglisVsage and communica- drama class, or the track class?" The answer was a tion,history, economics, etc., and can serve as resounding "Yes." Another of the general recommen- . steppingstones to good citizenship and student dations was that present courses should be'refined. effort. ShoUld the student later choose to work in the aviation industry, he would already have developed' the basic aeronautical knowledge to assist him in Need further specific learning in aviation and aerospace. '4 There is a need for, and a very definite demand Thereisa need today for a -mechanism fOr for relevance in the curriculUrn of today's schools. translating the future into the 'educational imple- The State of California is in a position to encourage, mentsofthepresentinour nation's schools. coordinate, and finance an educational program at Aerospace-aviation education can be one of those the elementary and junior high school levels, designed mechanisms. This new educational discipline could be to motivatethe child, to Make learning relevant, and actively utilized by our schqols not for reaching tfie to build into the student the citizen of the modern moon but to reachfor the inside. of students` world an understanding of that world. avia- minds. in the full realization that aerbspace!aviation is tion and aerospace activities are yesterday's dream, tociars frontier, and tomorrow's life." perhaps the largest nonagrarian user of manpower, it In the broadest sense, the aeronautics student can isabundantly clear that adequate' preparationis become the educAtor and carry the message of the re uiredif our young people are to assume their true contribution of air and space travel to the entire res onsibilities when they leave our schools. Today's community. Not to be dismissed lightly is the need thirtraders will be the new employes of industry in the 19:. With the economic activity in aviation for an objective presentation of all data relating to aviation and aerospace from ecology to sociology expanding many times faster than the percentage and engineering, growthinthe total gross national product,itis Aviation and air transportation in general play a imperative that the schools adapt to the needs of.the dominant role in the movement of goods, services, times, develop flexibility, and include in their offer- ings to pupils a study of the life into which those And people throughotit the State; the Nation, and the World. The rapidly growing And changing aspects,of pupils will move. Where -yesterday's schools taught aviation Greek, today, driver education is pertinent. Tomor- and aerospace, and their effect ,on the economi, and society asa row, aeronautical training may be mandatory. There whole,increase the necessity of having the State's citizens become fully islittle doubt about the need for aviation and 07Th aware of the roles that each segment of transporta- aerospace education in today's schools, if only to tion plays. We need to foster this awareness and inculcate in the student an understanding of the , understanding, and this may best be accomplished complexities of the existing and rapidly expanding air thrdughplannededucationalexperiendesinthe ages There is also an urgent need for schools to really 4.Teacher's Guide to Aerospace Science, published by the Lincolp, Nebraska Public Schools in'hhe summer of 1966. Stete's school system. A dear need is evidentfor an and social reality is frightfully wide. The failures olljective re-evaluationof existing aerospace-aviation of the educational system weigh heaviest on education in California's schools, with an eye toward disadvantaged, minority-group yoUths.9 implementingaerospace-aviationeducationatall Another commentary on vocational or career levels to meet the future challenges of the high- education is reflected in the following: technology industries. There is a need fdr competent citizens in the Thereisa need toeliminate some of the fields of management, administration, operations educational anachronisms with which Oalif4nia is and maintenance. We need the engineers, the plagued. Some of those anachronisms which itis designers,thetransportationspecialists,and hoped can be eliminated are enumerated as follows: above all, we need the generaliststhat is Sixty percent of allCalifornia high school those who have a degree of familiarity with many Pupilsobtaininadequateor no occupational aspects of aerospace-aviation, and who can blend training. Although high school graduation for- aviation into an integrated system to accommo- mally terminates education for 54.percent of all date movement. For movement is the essence of students, vocational or technical training is avail- modern communication and the exchange of able for only 10 percent of -the high scho0 ideas.... What is required is quality in education, population. deliveredby &those competent \toimpart the Pupils intent on obtaining occupational train- knowledge . ..9 ing are forced into a rigid, compartmentalized and stigmatizing vocational track. The Community $r Junior Colleges and the Dropout Statistics\ State Colleges similarly fail to meet the needs of the majority of students. Eighty percent of Junior To say the very least, any citation of statistics College students drop out.5 _According to Burton about the dropout problem immediately becomes the, Clark, a large share of these youths are pushed target of criticism.It would appear that a certain out.6 Fifty-four percent of all students who make amount of controversy in this area is a natural fallout it to the State Colleges drop out. Of those who from the ,lack of adequate documentation. There is make it to the University, overall one-third fail to no commonly agreed upon definition for dropout. It earn a fobr-year university degree. would appear that each authority deVelops his own Despite the fact thateonly one of every five statistics. Considerable research has been expended in high school pupils obtains a 'four-year college or this area, however, and a look at some of the findings university degree, "rand despite the fact that only might well be appropriate at this point. The January 12 percent ofallnonseasonal jobs require a 1, 1971 report of Governor Reagan's Com-Mission on college or university degree, a lock-step, acade- Educational Reform, states in part: mic curriculum dominates the so-called compre- The great American dream of having every hensive American high school. Teaching method- student graduate from college. has not proven ology, school organization, and deployment of realistic,asis evidenced by the percentage of resourcesarecontrolled bythe dead-hand residents, age -18 or older, whi5 in fact graduate university- academic ethos.? from collegeinCalifornia: AA Degree 15 ... the comprehensive high school, as pred- percent: BA Degree 9 percent; MA Degree ently constituted, fails to prepare students for 3:2 percent. .. college; and rapid technological changes have Some' authorities- accept the term dropout as rendered the curricular offerings of the secondary applying only when the student has dropped out of school irrelevant to industry. Unable to transfer college two or more times.Poorreturns from about the labyrinth of higher education in search, questionnaires,and inadequatesamplings have of a suitable institution and hospitable major, and resulted in differerit claims of dropout rates as low as financially incapable of postponing involvement, 18.6 percent, and as high as 80 percent. It should be in the job market, disadvantaged youths espe- obvious that dropout rates may well vary at different cially find themselves in a condition of desperate schools. nonpreparation while in their late teens or early In a 1971 report, Dr. 0. B. Nereson10 surnma- twenties. In the past, it was easier for counselors rized'statis.tics for the 2300-member freshman class of to shunt. minority youths into an outmoded shop 1965 at Foothill College. Excerpts from his report are curricultimwhich offered no preparationfor furnished below: realsWorld trades, where they were made to feel While nearly three quarters of all freshmen at ioferiorforbeingin nonC011ege,low-status Foothill Community College inLos Altos say courses ... Clearly, the gap between aspirations they want to go on to a four-year college or a 5.Statistics and percentages are controversial. 8.Ibid. r 6.Burton Clark, The Open Door College. ,9.Remarks from an address by Governor Ronald Reagan to 7.QuotationsfromLearningThroughAviation,the the members of the Task Force, June 16, 1969. Richmond School District, Richmond, California, 1969: 10. Dr. 0. B. Nereson, The Educational Venturi: of 2300 Freshmen, a report. universityaftergraduation,less than athird leis 'the statistics quoted by many expert's who say actually make it ... The community colleges are that while two thirds of junior college students really doing the lower division (freshman and proclain3 a transfer goal, only one half of these .sophomore) work ... Nearly 72 percent of all actually do transfer.Dr. Shaw's report reveals freshmen and sophomores are attending 92 junior that according to the average ratings based on colleges in California, while slightly more than 12 estimates by the junior college administrators, percent attend State Colleges, and 15 percent go 41.8 percent of their enrollees with transfer to the University of California or private schools. objectives drop out either before graduation or Yet, according to the report, most of the students transfer. Similarly, a 42.9 percent dropout rate who enter junior colleges leave before they earn a was the mean of the distribution of averaged bachelors degree. ratings by the above group for enrollees with Out of the 2300 members in the 1965 Foothill class, statedterminaloccupationalobjectives ... an ... Thirty percent ultimately transferred to a average of 22.3 percent of the students switch four-year college or university. A total of 38.5 their enrollments from transfer programs to occu- percent of these received a bachelors degree or pational, programs. On the other hand, the com- higherin the last three years. Some arestill bined average of the institutional averages was enrolled ... Some 15 percent of the students 11.1 percent of students in the reversal of the receiveda two-year. Associate of Arts degree. previous situation, who initially were enrolled in Eight percent took two years; five percent took terminal occupational .proliams and switched to three years; and two percent took five years to transferprograms ... Among theconclusions complete the work ... About another six percent reachedinDr. Shaw's dissertation: "a critical completed enough of a "career" program to get a requirement existsforeffectivevocational job. Ten percent of the class transferred to other programs ... significant improvements in these junior colleges where some have attained a defin- programs in California will require considerable able goal. Thus, about 51 percent of the class money, trained manpower,leadership and coordi- reached a "minimum for employment part of a nated effort."13 defined goal." The remaining 49 percent dropped Three researchers used a $9200 grant from the out. Some returned to school later, and some may Department of Health, Education and Welfare during have completed junior college work ...11 a two-year study atthe College of San Mateo, Dr.Hugh H. Semans, president ofFoothills culminatinginMay,1971with thefinding of College, was quotedinthe Enterprise-Record of . high dropout rates as high as 50 percent at the Friday, October 15, 1971, asfollows: end of the freshman year have been a continuing - The problem is, how do we get people from concern of California's community colleges where the the realm of myth that everyone should have a "open door" policy means they must accept any high full college education to the'realm of school graduate or 18-year-old who applies." The reality? ... the study showed that of 2308 stu- study centered around the College of San Mateo's dents surveyed, 20 percent dropped out by the Learning Center, and involved testing to identify end of 'their first semester, 4nd nearly half had potential dropouts in 3200 first-time, full-time stu- left by the end of theirfirst year ... more dents planning to enroll in the. College in the fall of students should be in the 57 separate career- 1970, followed by counseling in attempts to stem the oriented programs offered by the two schools in dropout rate. 0is the Foothill Junior College District.12 Whatever the actual dropout rate, it cause for In the late spring of 1967, a statewide survey on considerable concern on the part of school author- vocational guidance was conducted by Dr. Gerald H. ities, so much so that'Evan Maas, head counselor at Shaw. The results of the survey were published in a Pierce College in Woodland Hills sought a $5000 doctoral dissertation by Dr. Shaw at the University of grant to conduct a pilot program to test prospectiye Californiaat LosAngeles.Seventy-eightjunior college enrollees to determine true motivation and colleges in actual operation at the time participated in ability. "The dropout rite at community colleges . thesitidy, which was endorsed by the California throughout California has reached an alarming aver-, Junior Colleges Association and the State Department age of 20 percent. At Pierce College in Woodland of Education. A 92 percent sampling produced data Hills, the rate is even higher. Last year, 24 percent summarized from returns by personnel and instruc- , dropped out. College officials and ;trustees under- tional administrators, as follows: standably are concerned. So are parents and tax- ...35.2 percent of their respective college payers who provide the $89.7 million appropriated enrollees with initially stated transfer objectives this year to educate nearly 100,000 'students in the actually do transfer ... This result closely paral- Los Angeles district's eight two-year colleges."14 11, Robert Hollis, A Report on Junior College Dropouts, 13. Kenneth A. Wood, Consultant, Pupil Personnel -Services, ENTERPRISE RECORD Bureau of General Education, the California Community 12. Save-College Dropout Study Set at. Los Altos Hills Colleges,Vocational Guidance,areport, Sept.1968. ENTERPRISE RECORD October 15, 1971, Page 7B. 14. Editorial, LOS ANGELES TIMES, Reduce Community c!, College Dropouts, undated. 1ti 10.Encourage school districts to work with inter- Summary of ested aviation bodies or groups in their commun- ity. Bring into the classrooms local speakers who, Task Force are knowledgeable about aviation and aerospace. Some sources of expertise are: Local Fixed Base Recommendations Operators, Flight Schools, the Federal Aviation Administration,the California Department of 1. Currently available written materials should be Aeronautics,theAircraft Owners andPilots' reproduced and made available toallschool Association (AOPA), the Airline Pilots' Associa- districts. This reproduction should be on a selec- tion(ALPA), theAir TransportAssociation tive basis, choosing the best available materials. (ATA), the Flying Physicians, the Flying Farmers, 2. It is essential that the sections in the Education the Ninety-Nines, the Civil Air Patrol, etc. Code which deal with Aerospace-Aviation Educa- 11.Establish,and appropriately fund,aposition tion be fully implemented. within the California Department of Aeronautics, 3. On the basis of knowledge about aviation and the toadvise on and coordinate theaerospace- uses of aviation to motivate students, potential aviationactivitiesof thevarious educational teachers in teacher-training institutions should be entities throughout the State. afforded an orientation in aviation and aerospace. 12.Establish four-year aerospace-aviation courses at 4. Teachers currently in service should be afforded more of the State colleges, to encompass business, workshops and training sessions, properly organ- science,airframe and powerplant technology, ized, and financed by State agencies. flight, etc. A program of insurance for schools and colleges 13.Standardize curricula. (Until majors are offered in for liability coverage when providing educational aeronautics or aviation at more of the State's flight experience to pupils should be established. colleges, it is difficult for the community colleges 6. Those teachers who are, currently licensed pilots to standardize their curricula. Once standardiza- should be encouraged to use aviation in their tionis accomplished, the problem of transfer rassroom situations. credits,inother words, articulation,willbe 7. Maintain close cooperation and liaison between eliminated). the schools and aerospace industry so that the 14.Encourage industry to offer incentives to students 9 information and concepts taught in the schools entering upon programs tofillthe needs of are in line with current and projected industry industry. goals and needs. 15.In the State's Schools of Medicine, place more 8. Establish apriority for the development of a emphasis on aviation medicine. In high schools low-cost, manipulative flight simulator for use in and in the other colleges, utilize aviation medicine those schools where there has been encountered a concepts to stimulate studentsina host of lack of parental acceptance of flight experience health-related areas. for pupils. 16.Provide funding to facilitate further research and 9. EnCourage and maximize cooperation with pri- exploration into the possible advantages of incor- vate,fixed base operators and flighttraining porating aviation programs in the school curri- centers.Utilizetheirfacilitiesand personnel cula,to captivate and retain potential school whenever possible in the flight instruction, cross- dropouts and the under-achievers. country and airframe powerplant maintenance 17.State College Trustees should be urged to encour- categories of instruction. age the incorporation of flight activities appropri- ate to the curriculum. Provide a correct interpre- tation of the Executive Order on student air travel. (This order is frequently and incorrectly interpreted as imposing sanctions against student flight activities). 18.For the elementary, junior high school, and high school levels, we recommend that aviation educa- tion be incorporated into the curricula of the State's schools; that this concept be endorsed by the State School Board; and that appropriate text books be selected for each educational level. 19.Organize and establish teacher-oriented programs, either as workshops, or as classroom activities, so 15 O

designed as to facilitate the uses of aerospace- quately supported. Assist the Colleges and Univer- aviation in imparting a broad spectrum of tradi- sitiesfinanciallyinthe maintenance of equip- tion& knowledge (and not specifically restricted ment, or in the replacement of those units which to vocational orientation) to the student. Exercise are obsolescent. due care to avoid concentrating solely on the 22. Encourage the colleges and universities to develop scienceaspects;rather,keep the programs. as new programs inaviationand transportation, comprehensive as is practicable. multi-modal.in theirapproach, and multi- 20. Offer continuing education, counseling, and/or diciplinary in design. retraining at the State's colleges and universities Referring to recommendation 8, above, the Task for present employees in the aerospace-aviation Force strongly encourages the use of unsophisticated industry.Offersupport, encouragement,and flight simulators in the elementary schools, and the coordination on a statewide basis. commercially developed, more sophisticated flight 21. Develop allpossible sources of funding so that simulatorsfor highschools, community colleges, laboratory programs can continue to be ade- universities, and in adult education aviation programs.

10

e`r."-.)

16, The national census of 1970 revealed a California Introduction population of 19,953,134. For the same year, enroll- ment statistics for our public schools and community Aviation and aerospace are deeply rooted in the colleges revealed the following figures for the various history of California, and have played an important educational levels: role in the economic, social, political, and educational Kindergarten 356,370 development of the State. The following facts are Grades 1-8 2,821,988 cited as examples of this heritage: Grades 9-12 1,262,566 1. California ranks first among, the States in Community Colleges (13-14) 367,441 total numbers of: Totals 4,808,365 o Aircraft 22,473 eligible aircraft Inaddition to the public school figures, there registered as of September 30, 1972. were considerable numbers of pupils in the non- o Pilots 106,128 as of December 31, 1971. public schools. Those figures, by level, are: registered Kindergarten 14,636 o Landing 804 Airports; 177 Heliports; Grades 1-8 307,521 facilities 12 Seaplane bases. Grades 9-12 97,941 o Operational 724 as of July 1970 one Totals 420,098 Helicopters out of every 6 in the nation. o Non-pilot 16.99% of the national total. At the nine University of California campuses Airmen 18.08% of the mechanics. (Berkeley, Davis, Irvine, Los Angeles, Riverside, San 13.34% of the parachute riggers. Diego, San Francisco, Santa Barbara, and Santa Cruz) 13.90% of the ground instructors. there were additional 106,759 students. The 20 State 12.37% of the dispatchers. Colleges harbored another 246,725 students. The 11.32% of the control tower State's private colleges enrolled 117,891. operators. Almost 29 percent of California's 19,953,134 38.44% of the flight navigators. populationwere attendingtheState'sschools, 18.53%-of the flight engineers colleges, and universities: 2. California schools are credited with having the Public Schools and Community Colleges 4,808,365 first flight training program in public schools, University of California 106,759 beginning In1925 inGalt. The program California State Colleges 248,72.5 operated successfully for many years after Private Schools 420,098 Merging with a junior college aviation pro- Private Colleges 117,891 gram in 1926. Total 5,699,838 3.Reedley College, in Reedley, reported one of theearliest known state 5,699,838 programs in the 1920's. .19,953,134 = 28.566 percent 4. A physics teacher at Los Angeles Polytechni-

cal High School incorporated aviation educe-, tion in his class in 1929. 5.Sacramento City College and The College of San Mateo began instruction in aeronautics in the 1930's. This evidence of educational acceptance of avia- tion runs contrary to the usual experience; that is, that usually from 30 to 50 years elapse between the S conceptualization of a valid education& idea and its adoption into the curricula of schools. In. 1969 there were 1156 school districts in the State of California. Department of Education records indicate that there were a total of 266,700 graduates from the State's public high schools, and 45,209 from thecommunity colleges. The Population Research Office, located in Sacramento, estimated that approx- imately 60 to 65 percent of the State's high school graduates go on to colleges of one type or another. Los Angeles International Airport injects more Economic Impact than $3.3 billion annually into the economy of five counties Los Angeles, Orange, San Bernardino, The 'WesternRegion of the Federal Aviation Riverside,and Ventura. Payrollsat Los Angeles Administration includes some of. the largest aircraft International import in 1970 totaled. manufacturers in the world and most of those are $1,437,300,000. Localpurchasesaccountedfor right here in California: McDonnell Douglas, $256,200,000 in -materials and services. Local taxes Lockheed, North American, Convair, AiResearch and paid by employers amounted to $25,300,000, and air Ryan Aeronautics. The payrolls of these firms are of visitor expenditures totalled$1,587,000,000. By considerable significance in the economic condition 1975, the airport's economic impact will increase to of the State. Of even greater significance, however, is $4.5 billion, and by 1980 to $5.5 billion. Total the cascading of benefits into allied industries, such as direct, indirect, and secondary employment generated the suppliers of raw materials, the many components by industry connected with Los Angeles International which go to make up a modern aircraft. On top of Airport was listed as 101,688 Persons in 1970. Of that, the contributions of the State's airports are even that number, 37,076 employees worked at the airport ogreater. A news release dated November 1, 1971, or in support of operations for airlines, concession- revealedthat "... The three airports in the San aires,aircraftservice companies,airfreight for- Francisco Bay Area pour over $1 billion each year warders, or government agencies. These employees into the area:s economy." The three airports San accounted for a payroll of $447.6 million in 1970. Francifco International, Metropolitan Oakland Inter- Almost 29,000 or 78.2 percent -; were employed national, and San Jose Municipal employ close to by the airlines, while the remainder were about 30,000 people, and provide a payroll of some $322 equally distributed between otherirport business million per year. Most of this employment some and government agencies. 26,000 is the airline employees. The rest about The trackrecordisclear.There are career 3500 are employed by concessionaires at the opportunities in aerospace and aviation, but such airports, or by the airports themselves, or by agencies opportunities must be exploited if we are to make the of the Government (Federal, State, Local). most of them. We do not seek to indict California The 29,417 jobs at the airports support a total of alone foritsinadequacies, for such things apply the San Franciscoarea, 14 some 68,000 people in across the nation. including the workers themselves and their families. Aerospace employment will continu to rise, The airlines and other ibusinesses at the airports but aviation education isn't keeping pace with the contribute almost $26 million annually in taxes to demand for technical maintenance personnel, two the area and buy over $140 milliorb.in fuels, materials aviation association officials told the Aviation and equipment from Bay Area merchants. Technician Education Council meeting in Boston Airport employees and their families spend some Friday. $71millionper -year for food, $80 millionfor Joseph L.. O'Brien, Vice President personnel housing, and paymore than $38 million in taxes each' relations of the Air Transport Association of year. The study from which these figures are cited, America, cited an Arizona State University study proves conclusively that the airlines and airports are on training skilled aviation personnel which said necessary and vital to the economic prosperity and theairlines will need more than 95,000 new growth of the Bay Area.15 mechanics between 1965 and 1980. General The study, of course, dealt only with the three aviation will require about 138,500 new mech- major airline airports in the Bay Area, and did not anics during that period. even consider the other busy airports the General ...The aviation industry is on the threshold Aviation Airports, such as Palo Alto, Reid-Hillview, of. What might- be termed a 'quantum leap' in, Hayward, Livermore, San Carlos, and Buchanan or gowth," quoted O'Brien. "Unfortunately, no themilitaryairports' likeCrissy Army Airfield, comparable Prospect of a 'quantum leap in Alameda Naval Air Station, Moffett Naval Air Sta- aviation education can be anticipated from the tiOn, Hamilton Air Force Base, and Travis Air Force existing aviation education structure and its pres- Base all of which have significantly large work ent capability." forces. 'A recent survey by the council of some 30 In San Mateo' County, better than one out of aviation technical schools indicated that enroll- every eight employed persons is in someway con- ment isincreasing. The number of students in nected with the aviation industry. In San. Bruno, the full-time airframe and powerplant courses more home of StcylineCollege, the ratio'81aviation- than doubled between 1962 and 1967, up from connected employment is even higher. 2380 to 5000. Enrollment by 1972 is expected to 16. Air Transportation Association economic report, Nov. 1, 1971. be 8725 up 74.5 percent. The survey showed At the Task Force's organizational meeting in Sari that of 2555 licensed graduates in 1967 (from Jose, during the "Aerospace-70" program, Governor 1 such 'A&P courses), 45 percent went to work for Ronald Reagan sent his greetings, delivered by Joseph the airlines; 20 percent were hired by manufac- R. Crotti, California's Director of Aeronautics. He turers;about19percent went directlyinto began by saying that one of the tasks facing the Task military service; and some 10 percent accepted Force would be to see that our young people have the employment not related to aviation.16 opportunity to learn all of the fascinating facts of life In 1979, there will be nearly 300,000 FAA- as it is in this, the Air Age. He indicated that with the certified aircraft mechanics, compared with the present and anticipated rates of growth in aviation 1966 total of 141,000,'Gerson Chanowitz, Aero- and aerospace, our scholastic institutions must pro- space Industries chief economist, told the ATEC duce graduates who are .knowledgeable, and who are members. Chanowitz predicted that aerospace capable of assuming a productive role in our modern employmentwillcontinuetoriseandsaid civilization. In continuing to speak for the Governor, "requirements for mechanics look particularly Mr. Crotti assured the Task Force that the Governor good in coming years." The average aerospace and the Department of Aeronautics would support mechanic will earn $4.13 per hour or $165 for a their every effort in the hope that it could assist our 40-hour week this year(1968), according to young people in their participation in meaningful and Labor Department estimates ... Of every hun- practical educational endeavors. dred persons employed in the aerospace industry today, Chanowitz said,17 arescientists and engineers, seven are technicians, 54 are produc- tion workers, and 22 white collar workers. Last December (1967) 96,000technicianswere -3, employed by aerospace firms.17 Lest one be misledinto believing that these forecasts are on the. rosy side, let us look at the actual numbers of FAA-rated mechanics as of December 31, each year from 1961 to 1970: 1961 118,689 1966 140,799 15 On June 16, 1969, Governor Reagan personally 1962 122,160 1967 146,572 met with the Task Force and indicated the direction 1963 124,945 1968 158,211 he felt their efforts should take. The Governor spoke 1964 130,131 1969 170,716 briefly, welcoming the group, and thanking them for 1965 135,351 1970 184,64718 Above all, we caution. against the pitfall of falling taking the time to work on the Task Force. For the gist of the Governor's remarks, a summary is included prey to the boom and bust cycle. We have witnessed a thisreport.Followinghis recession in some sectors of the aerospace industry. intheAppendix to recognizedsix Inevitably, as we wind down from an economy geared remarks,theGovernorpublicly to the Vietnam war, there will be some displacements colleges and five high schools for the excellence of and some retraining of personnel into other lines of their aerospace-aviation education programs. As the endeavor. All signs, however, ind)ate that we have Governor explained, "Fro'm. the more than 140 high turned the corner and are on the nlend economically. schools and colleges; we have selected 11. These 11 The future belongs to those who prepare for it, and are typical and their honor should reflect on the 'those with an inadequate background in-aviation and others who were not selected this time ..." The 11 aerospace will find themselves out of step with the institutions were: future. Anderson High School, Boonville Aragon High hool, San Mateo Itistime now to turn to the findings and recommendations of the various committees otthe Elk Grove Senior High School, Elk Grove Task Force. The reader should recall that the, Task Redondo Union High School, South Bay Force was composed of 30 ladies and gentlemen. As Richmond Unified-School District, Richmond might beexpected, there were many individual California State College, Long Beach opinions expressed. This report attempts to expressa College of the Redwoods, Eureka consensus in each of the major areas. College of San Mateo, San Mateo One principle to be borne in mind is that while Glendale College, Glendale Stateguidelines are desirable,local control and Mt. San Antonio College, Walnut accountability are, governing principles. San Jose State College, San Jose

1$. AVIATION DAILY,-April 23, 1968, Page 271. 18. 1970 U.S. Civil Airmen Statistics, Department of Trans- 17. Ibid. portation, Federal Aviation Administration, June 1971, Page 4, Table 1. On September 19, 1969 Governor Reagan issued a proclamation to the effect that the year beginning with the opening of California's schools in September 1969 was to be Aerospace-Aviation Education Year. The proclamation urged educators at every scholastic level in the State of California, and in every field of study,to (1) enrichtheirown courseswith aerospace-aviation material, (2) inform their students of the depth and breadth of career opportunities in aerospace-aviation already the largest nonagricul- tural industry in California, (3) develop insights into the vital social factors involving aerospace and avia- tion with the lives of all Californians, (4) seize every opportunitytotranslate the excitement of our success in the moon landing to optimism for finding solutions to our pressing problems on earth, and (5) prove again that cooperationis the best weapon against confrontation.For the full text, ,see the Appendix to this report for a copy of the Governor's Proclamation.

16

20 aerospace or aviation content or experiencesin the Elementary and curriculum. Where such topics are found in the school, itis usually the result of the teacher's own Junior High Schools interest and enthusiasm, or as a consequence of the teacher's voluntary attendance at one of the summer At the elementary school level, aerospace is not aerospace-aviation education workshops offered each taught per se, but ratheris used to assist in the yearinone .or more of the State's colleges or accomplishment of the school's real task that is, universities. There is no existing system for recording the inherent interest in aerospace and aviation is used or calculating the amount or extent of suchincidental to help achieve the school's objective. Thechief aerospace-aviation education which is on-going in justificationfor using aerospace education in the California'selementaryschools. The Task Force elementary school is that itisa proven vehicle to Committee concludes, however, that even greater motivating the teaching and learning process in the 3 emphasis must be placed on aerospace-aviation educa- R's, or in acquainting the pupil with the broad areas tion at the elementary level if the objectives of the of vocational opportunity. school are to be met. Although there are many fine classes in aerospace In1960, the California .State Department of and aviation in some of the nation's schools, particu- Educationpublished abooklet entitled Aviation larly here in California, there are also what might be Education and the Space Age. This booklet was termed maverick programs. Then too, no pattern has prepared by W. Earl Sams, Consultant in Secondary been agreed upon as to how the effectiveness of any Education', and the foreword to that publication and all programs, and their relationship to the overall presented views which are just as important today as educational values, are to be measured. Objectivity, they were in 1960. The following is extracted from funding, geographic areas,personalattitudes and that foreword: backgrounds, changing Manpower requirements, edu- The educational programs offered by cationalpriorities,andlegislation all must be Californiapublic schools are constantly being considered.Unless, however, some leadership and redesigned to meet needs that have arisen and guidance are offered soon, there is the possibility of a needs that will arise in the future. Among the great number of different programs beinginstituted needs that have arisen are those created by man's without any particular direction or protection for the conquestoftheair.Among those thatare continuing student. beginning to arise and that will arise in the future A basic objectiveof the educational process, are those created by man's efforts toexplore and particularly at the elementary and junior high school to conquer space. level, is to emphasize the importance of knowledge In each of these instances the public schools and the acquisition of certain related attitudes and have responded quickly and with merit. At skills so that the individual student becomes discrimi- present, the elementary school programprovides nating, productive, and enlightened. The best avenue opportunityforpupilstobecome informed to accomplishing this basic objective isthe curricu- regarding airplanes, air transportation, and many lum. The curriculum of the school is influenced by of the related problems; the programs offered by teacher who numerous factors, but it is the classroom thehighschools,juniorcolleges,andstate 4 ids primarily responsible for developing thecurriculum colleges provide similar opportunity for all stu- aroi,for incorporating that curriculum into the day dents and special opportunity for students who to-da;,vities of the classroom. Those teachers who wish to pursue careers in the field of aviation.The are themselvesknowledgeableaboutaerospace- science and mathematics programs for thevarious aviation developpents have been observed to utilize levelsofeducationarebeing extended and theirunderstanding,intheirclassroomteaching- strengthened as required to meet the need created learning processes. N. by man's venture into space. Theschools must, A number of psychological surveys haverevealed however, continue to move forward ineach that most people are insec when dealing with instance ...19 subject content andmaterials atarenew or The inherent interest of the student in aviation unfamiliar to them. This would appeao suggest that and aerospace may bebuilt upon to stimulate when new 'subject matter is to be intruced, the learning. For example, aerospace education at the teacher must be supplied with appropriate'training, elementary and secondary level enables young people materials, and the encouragement to procee' in to master arithmetic and higher formsof mathemat- order to make the task as successful aspossible. Th ics, science and history, as well as the communica- TaskForce' Committee found no evidence that -.ms skills of writing and speaking.It enables the teachers throughout theCalifornia school system stiiU nt to obtain an understanding of shapes and the have,any formal mandate, at this time, toinclude 19. Fore rd, Aviation Education and .theSpace Age, Californi State Department of Education, Sacramento,

0 California, 1 0.

,g practical application of mathematics and science. In abstractions are related to their own experi- some schools, aviation or aerospace is fused with ences, and facts are presented as interrelated other subject matter, while in others it is offered as parts of problems the pupils understand and an elective science course. The successful teacher is wish to solve. continually called upon to provide experiences that 4.Pupils learn best when they have frequent help the student to understand the world around him. opportunities to evaluate their progress and to Much of the classroom activity is devoted to current determine next steps.20 affairs,and sinceairtravelisavailable to every To relateeachof thesebasicprinciplesof student, transportation interests are assisted by the _learning, the Task Force Committee finds that the logical inclusion of aerospace-aviation topics. Vocabu- student is interested in aviation and aerospace. He is lary building is another of the benefits to be derived captivated by developments, and is encouraged to fromaviationeducation; for while aviation and read on his own. Aerospace and aviation are very aerospace are commonplace to the adult, they are not definitely interesting and meaningful to the air-age so for the student, who must be introduced to and pupil. Learning through actual experience is a princi- made familiar with aviation terms. Just as the student ple relied upon by successful teachers throughout the of earlier days learned of railroads, or ocean liners, educational structure. Visits to airports, to control theirhistory,development, and contributions to towers,tomaintenancefacilitiesand operations civilization, the modern-day student must learn the offices are just as logical adjuncts to learning as visits history, development and contributions of aviation toa dairy, a manufacturing firm, or a firehouse. and aerospace to his world. As he enters high school, Abstractions in mathematics and science can be made his interestis quickened as he learns more of the meaningfultothestudent when theirpractical excitingaspectsof aviation and aerospace, with application is demonstrated for him in such jggresti possiblecareer implications forthe future. Such ing fields of activity as aviation. Transportation the introduction and familiarization have particular signi- movement of people and things from one Iodation to ficance fortheunderprivilegedchildrenfrom another can be easily used to teach time-speed- minority races or ethnic segments, where distance relationships, logistic problem solutions, and lifeis not such as to encourage mental velopment economics, allbased heavily on air transportation and an awareness of the life around em. Manual today. skills may be developed through theonstruction of Boredom, lack of interest in school subjects, and aircraftorsatellitemodels, and many successful listlessnessareallsignsof the potential schopl programs are based on such projects. dropout. It is rare ttiat a student exhibits these marks, flocific Southwest Airlines, one of the California- however, in an aerospace or aviation education class. based commuter lines, has provided to schools a kit Almost universally students in such classes are stimu: designed to stimulate interest in and understanding Of lated to further learning, to independent reading and airline operations, business methods, profit and loss research, and to a comprehension and retention of concepts, corporate structure, stocks and financing what is learned about aviation. What is learned in the methods and similar topics. Even if the student never elementary schoolservesas astepping stone to associates with aerospace or aviation, the understand- further knowledge in the high school and college. It ing he gains through use of this type of educational appearsrattierconclusivelythatthe elementary aid will pay him dividends when he enters ore school and the junior high school. are the optimum advanced studies or the business world. level at which such topics as aviation and aerospace Most successful educational efforts are based on should 'be introduced into the curriculum. affording due consideration to Certain basic principles of learning. These are often so well understood by the educator that they are taken for granted. Unfortu- Exemplary Programs nately,however,they are sometimes ignoredin curriculum development. Each of the following has In view of the fact that aviation and aerospace considerable relevancetoaviation and aerospace programs at the Elementary and Junior High School education; level are primarily integrated with other subject or 1. Pupils learn best when the information and course areas, such as mathematic"ceor science, it is skills being studied are associated with pur- difficult to single out individual pr grams as models poses that are interesting and meaningful to for others. Some such programs, however, are well the pupils. worth mentioning. 2.Pupils learn best when they have opportunity The Newport-Mesa Unified School District of to learn through actual experience. Newport Beach, California conducted what might 3.Pupils learn best when generalizations and well be considered one of the more unique programs

20. Aviation Education and the Space Age, op. cit.

17 of learning in- space science during the period from the tasks of educational responsibility. Also serving September 1, 1966 through March 30, 1971. The on the board were members of the faculty of the project involved students from kindergarten through University of California at Irvine, who participated in grade 12 throughout Orange County and was an the development of classroomunits and student Elementary and Secondary Education Act (ESEA) seminars. Title 3 Project, funded by the Federal Government to Some of the more significantresults of this the extent of $221,765. The main objectives of this program were the preparation of new classroom-units program were: on space science, which were then introduced into 1.To improve and enrich science and mathemat- the science and matehmatics curricula on selected icsofferingsforstudents K through12 grade levels in the elementary school, within tradi- through tiimplementation of specialized tional subjects at the high school level, in completely programs to meet new curricular needs of new subjects at the high school level, and in units students. within the social science field.- In many cases, the 2.To bring science curricular offerings "up to units contained subject matter and data presented for the minute" by making it possible for space the first time to students. Most of the data included scientists and teachers to work together in the representsscienceandmathematicsinformation development of materials to meet curricular prepared by the teachers and scientistsfor the needs. purpose of stimulating learning within the students 3.To carry out planned changes in science and and to assist them in preparing for a rapidly changing mathematics curricula by utiliiing the mobile environment.

science laboratory as a tool. . Inan evaluationof the effectiveness of this 4.To evaluate a computer mathematics phase of program, the- General Learning Corporation, with the project by analyzing cdSts per pupil and later substantiation by an evaluation consultant from student achievement. the University of Southern Nevada, assisted teachers Thirty-four faculty members in the school district and the project directorinthe development of planned and wrote programs under the direction of criteria to analyze how new data and new activities thedistrictadministrator.Specialized curriculum 'affected student learning. Detailed records were kept units developed by teachers under the project, with in determining how well the objectives of student the assistance of scientists and engineers from local seminars, enrichment classes, and mobile laboratory 21 space industries, were implemented in the classroom. programs weremet.Resultsoftheevaluation These new units extended from space science in the supported the conclusion that behavioral objectives elementary school first grade through seminar and were met, science and mathematics offerings were institute activities and course work on the high school successfully updated, and effective course enrichment level. The second year of science center activities saw was accomplished. such developments as: In San Bernardino's City Unified School District, 1. A high school summer science institute pre- the Serrano Junior High School has an aviation and sented by teachers and scientists. aerospace program whichisthe product of the 2. A space-science seminar for sixth graders, presented by teachers and scientists from the community. a An in-service training program for science and mathematics teachers. 4.Implementationof a programutilizinga mobile science laboratory. 5.Development ofcomputer mathematics courses on the junior high school level. Space industry scientists from throughout Orange County` formed and served as an advisory board to identify, new curricular needs, plan for student and teacher seminars, and develop the mobile, science laboratory. Members of the advisory board and their space industry colleagues worked with teachers in presenting letsons directly to students in seminars, as well as in elementary, junior high school, and senior ,-A high school classes.. Maximum use was made of the fiuman resources available in the district in sharing 7-0"

2 3 teacher's experiences in aviation and aerospace educa- and when their value remains as yet iincertain.21 tionworkshopsatthenationallevelinvarious Mr. Mulleh believes (as do many others) that Communities. Such workshops focus attentionon the many Negro youths from poor families do badly in need to include subject matter on the aerospace academic work primarily because of their low *self- industry in the secondary curriculum. The Serrano images, not because of lack of sheer ability, and that program beganin 1967 at Fremont Junior High 'many of the compensatory education programs now School also located within the San Bernardino City under way simply reinforce their view of themselves Unified School District. There, the instructor organ- as failures. He reasoned that one way to counteract ized a "space club" at the school. The chief current this feeling was to engage the boys in an activity that interest is space, age technology, and one of themore is of obviously high status and flying is certainly interesting activities has been model rocketry. During that to most teenage boys.22 the summer sessions of 1968 and 4969 at Fremont, The 25 boys chosen to participate in the project one of the co-sponsors of the club taught a course in (there is a matched control group in anotRer junior space science centered around space activities of the high school) were 80 pertent Negro, 13 years old, all last decade and using model rocketry as a vehicle. The reSidents in the area for a minimum of five years, had current course being offered is offered on an experi- low achievement as measured by standardized tests --mental basis and is entitled "aerospace technology." and grades 'n academic subjects, and mostohowed This course began wi,tha one-semester study of one or mo e(usually more) significant behavior aviation including the design and construction of problems. T eir measured I Qs ranged from 78 to 104. model gliders. The second -semester is devoted to More than to-thirds of the boys had been suspended space studies with a concentration on study of the from school at least once. Their responses to ques- space industry. Activity for the students includes a tions about attitudes revealed that most of them had unique instructionalprogram, employing student little sense of control over their own futures, did not "experts" in every field of endeavor related to design, feel they had "much to be proud of," and had rather graphic representation, production, testing and flying low expectations of life..itself. Whey, their parents of a space vehicle in this case, of course, the space were asked if they had thought about what occupa- vehicle is a model rocket. tion they might like their sons to follow when they Space prevents citing all, of the many excellent were grown, 74 percent responded that they had not; programs in our Junior High Schools and Elementary theother '26percentallaspiredtoprofessions schools, but one more considered to have been requiring levels of academic preparation and achieve- particularly effective was conducted in the Richmond ment far beyond what their boys were reaching or School District. The 3-year program there was funded were likely ever to reach.23 by the Rosenberg Foundation and began at Roosevelt, Once accepted, the boys were plunged into an Junior High School, a black segregated institution. It entirely different kind of total program than they had was an innovative educational experiment which used had before. Back at Roosevelt Junior High, where a light,single-engineairplaneto generatebasic they still spent most of their time, they were in a instructional and behavioral changes in an inner -city,'specialaerospace curriculum conducted by four junior high school class. The flight project involved teachers, one each in mathematics, English, social 25 disadvantaged area,13-year-old boys and their studies, and industrial. arts. The idea was that the parents, four regular staff teachers, two pilot instruc- course work would draw, insofar as possible, upon tors, a college student tutor, and a cooperative junior materials relating' to flight and allied subjects, but high school staff willing to try anythingplus a few each teacher was free to use whatever he or she visions. The project was the, brain child of Robert wanted and was able to find. As a matter of fact, Mullen,a World WarIIflier who is' now the their methods varied considerably. And the students coordinator of special projects and counseling for the themselifes had an effect, on curriculum. In social Richmond School District. studies, for example, pressures toward orthodoxy The Rosenberg foundation came into being in came from the boys, Who knew that their friends in 1936 as a result of the philanthropic and public spirit other classes were learning the Constitution and that of Max L. Rosenberg. Mr. Rosenberg loved California, a test on government is requiredjor graduation. The the state in which he was born, and hada special boys also sought and got some 'revisions in their shop 24 interest in young people. Although he used the most Courses. sweeping terms in bequeathing his fortune to philan- Just how well did this program. work? The thropy, the trustees (of the foundation) have chosen Rosenberg Report for 1968' stated: "By the end .of to limit the Foundation's grants to California and to the first year of the project, differences were clearly assisting programs for children and youth in their apparent in most of the boys. Absenteeism from formative stages when it is hardest to get financing, school,forexample,is a chronic prOblemat 21. President'smessage, Rosenberg' Foundation, Annual .Report, 1968, Sari Francisco. 22. Rosenberg Foundation Annual Report, 1968, Page 19. 23. Ibid. 0 .4 .24. Ibid. G4 At tracking; and(5)behavior. None of the project f -.1 youths have dropped out of school. In the Aerospace History and Social Science courses given at the senior high school level, 44 percent of the Flight Project youths received honor grades; 31 percent received C grades; 25 percent earned D grades, and none received an F grade. At the inception of the program.none of the project pupils was a fast reader, 13 were classed as average readers, nine were considered slow, and three 'were definitely retarded. At the end of the second year of theproject,fiveof the original project students are categorized as-fast readers, 17 are average readers, and three are classed as slow readers. In 1970,theNationalLaboratoryforthe Advancement of Education awarded its Bronze Medal of Achievement to the Richmond Unified School Roosevelt, with the normal absence rate running at District. The Flight Project was selected as one of the from 12 to 14 percent. The flight. students had an mostinnovativeeducational programs in the 26 absence rate of 2 P'ercent, and their teachers com- nation. mented that the boys would often come to school even when sick. Not one of the aerospace boys was suspended from school during the-project, while 20 Recommendations percent of the control group were suspended for periods up to 14 days."25 1. Currently available written aterials should be reproduced and made toallschool Inacademic subjects,too,there wasvastly avaie improved achievement, with all of the flight group disthcts. This reproduction should be on a selec- students showing considerable improvement in math- tive basis, choosing the best available materials. ematics and in reading ability. What was perhaps even 2. Itis essential that the sections in the Education more important, however, was. the fact that the Code dealing with Aerospace-Aviation Education be fully implemented. student?aspirationsandself-esteemallshowed marked changes for the better. The boys were less 3. On the basis of knowledge about aviation and the fatalistic, were more optimistic about the future, uses of aviation to motivate students, potential showed a greater incentive to achieve, and were much teachers in teacher training institutions should be more realistic about their future and their ambitions. afforded .an orientation to aviation and aerospace. The RooseveltFlightProjectreceived two 4. Teachers currently in service should be afforded Rosenberg Foundation grants totaling $25,855. At 'Workshops and training sessions, properly organ- the end of the first year, it was considered to have ized and financed. achieved a considerable measure of success, so much 5. A solution must be found to the problem of so that the school staff recommended that all of the ensuring school districts against potential liability boys be continued for a second year. Subsequently, loss when providing educational flight experiences based on further successes, the project ran for a third to pupils. L year in 1970. What is significant about the successes 6. Teachers'who are currently licensed pilots should of the Richmond School District program is that no be encouraged to use aviation in their classroom special effort was made to supply optimum teachers 'situations. . for the project, and only one of the instructors had 7. Close cooperation must be maintained between any previous experience with airplanes. The second theschools and aerospace industries so that year of, the program witnessed important program information and concepts taught in the. schools are in line with current and projected industry changes. By that time, the pupils had advanced to senior high school. An extra teacher was added to needs. 8. The possibility for airlinepassprivileges for provide released time for program develophient and teachers, on anorientationbasisshouldbe consultation. Teachers met frequentlyto construct a researched,. not excluding the non-scheduled air ninth-grade curriculum based On an. inter-disciplinary carriers. approach.EachunitinMath,Science,English, 9. Priority should be given to the development of a History and Shop had aviation as its common focal . low-cost, manipulative flight simulator for use by point. Gains occurred in (1) attendance; (2) holding those schools where there has been encountered a power;(3)reading and mathematics ability;(4) 26, Second Report, Learning Through AViation, Richmond, 25. Ibid. 1970. . . . - lack of parental acceptance of flight experienge (a womens group) ;° the Civil Air Patrol are all for pupils. Simulated or real_ flight experience can 'available. Schools should be encouraged to bring not only become alaboratory. for classroom into the classrobm local speakers who are know!: learning just as a physics laboratory is for a- edgeable about aviation and aerCii"pace regardless physiCs class but 'can 'also tie the pupil in of the age group of the pupils. emotionally with the real world around him. At 11. Schools-should be made aware of library materials the loiter levels, the device can be simple, even' ands publicationsnow available from the United being built by the pupils themselves. At= the States. Air Force: the United States Navy, The middle grade and - junior high levels, a simulator National. Aeronautics and Space Administratibn such as the GAT-1 (General. Aviation Trainer) (NASA), The Aviation Distributors and Manufac- would be useful. turers Association (ADMA), The General Aviation 10. School districts should be encouraged to work ManufacturersAssociation(GAMA), and the with interested aviation groups in their commun- manufacturers of aircraft, such as Beech Aircraft ity. Local fixed-base operators, flight schools, the Corporation, Piper, Cessna, and, others. Federal Aviation Administration, and such groups 12. Further research (and possibly funding) should be as the Aircraft Owners and Pilots'. Association made available to explore the possible advantages (AOPA), the Airline Pilots' Association (ALPA), of incorporating aviation programs in school the Air Transport Association (ATA), the Flying curricula to captivate and retain potential school Physicians, the Flying Farmers, the Ninety-Nines dropouts.

5

24 Yet paying for the present system ',roes its High Schools and own problems. Educating our young pAple in 1969-1070 cost local and state governments, the .Community Colleges Federal Government and private sources $70,600,000,000. If you're an average taxpayer, At the 'high school and junior college (community 70 Percent of your local taxes go to operate the college) level in the student's educational career, be school system ... should be looking to the "bread-and-butter" aspects ... Is the sykemcapable of overcoming its of his future.It would seem to be a particularly bureaucratic inertia and outmoded approach, and appropriate time to explore the vocation& aspects of of' evolving -new methods to meet the rising./ aerospace-aviation education. From the highly techni- demandsofthe Present and foreseeable cal skills to the "su port service" vocations, long- future? ... term and short-term training classes Can and should Theirconcept of aviation as educator lends be matched to the n . On the otherhand, however, an element of"social value to aviation at a time 1 some industry representatives and some committee when it is sorely needed ... 4, . membersexpressed a greater need for a well-rounded . The promisesof our political and eco- development in educational studieland attitudes, and nomic system can only be achieved with an the sense that "industry would:'take care of the educated populace. Many present curricula and specifics in training inits own fields." On sober traditional teaching methods are resulting in the reflection, it would appear that this is a very realistic systematic stultification/of what is promising for approach because of the constant changing aspects of America. Since it's irripossible to predict what techr !dal need and. opportunities Jor employment. ftcts and procedures arNoing to be required by Committee members expressed some reservations and society in the future, the goal of an educational second thoughts about the thrust of education it the systemmust be toinstilla desire forself- high school level in particular. Others were enthusias education and discovery ... the airplane can be tic in their endorsement of aerospace-aviation courses perfectly suited to the task.''-8 in the schools. The most widely promoted and best documented The airplane is going to school, and not in the approach to aerospace-aviation education at the high traditional role with flight schools. or vocation)! 27 school and community college alever is an elective schools. The airplane is going to high school to aviation science course, strongly oriented to pilot teach physics, gebmetry, English, social studies, ground and flight training., Much effort has gone into, math, and just about every subject taught in the -developmentri of guides for this type of course. The classroom. There are an increasing number of underlying hilosophy of this approachis that it' indications thaf a "fly -to learn" program can go a provides the student with general orientation to tong way toward solving many educational prob- aviation, and becomes, in effect, the foundation for lems. These demonstrations indicate .that the careers in aviation. collective-experience of the aviation community .....- Under the aegis of the California Department of represents can- enormouslyvaluableteaching` Education; an "AeronauticalScienceCourse of resource. Study" was developed and published in 1969. This Students fail, both in name and in 'fact, course contained 11,separate units.. The Task Force because school is frightening or boring, or both. recognizes the fact that such a prescribed course may The innate curiosity that stimulatesaa child to not be appropriate for some -schools, but it does learn so much before he reaches school is soon give 'a good overview of aerospace ;, aeroscience, or repressed. What the student often finds in the aviation - whatever you choose to cell it. The course classrdom are courses oriented toward the "right outline was. considered by the Federal Aviation instructional methods that are ,answer," and Administration and was deemed to be of sufficient uncreative, unchallenging, IErelevant and more national interest to war?ant haviiig it made available often than notuninformative ... throughthe United :States Government Printing ... In 1971, anestimated 1,000,000-students Office." . . will have dropped out of school and into a labor The 11 units in the developed course were: market already heavily biased against its younger 1. Basic Aeronautics. members. That means more than one out of every 2. Meteorology. five students drops out before graduating. Even 3. Navigation. those students who do persevere and even receive 4. Federal Aviation Regulations. high wades are not truly educated, acgording to 5. The Speed of Sound. many critics.27 6. Physiology of Ffight. 27, Tucker Taylor, The Airplane as a Teaching Tool, FLY- 28, Ibid. ING, December, 1971. / 7. Man in,Space. 1.- Money 8. History of Aviation. 2.Lack of Interest on the Part of Administrators 9. 'Economic Factors of Aviation and Space. 3.Finding a Qualified Teacher 10. Flight Indoctrination. Some superintendents'' have expressed dissatisfac- 11. Flight Training. tion with the present method of credentialing of At least 75 California high schabls offer such teachers for their aerdipace-aviation courses. There 9lective courses, In 1970, Sanderson Times Mirror seemed to be little in the way of standardization of conducted a survey and compiled the results into a qualifications for such credentials. / document entitled "High School Aviation Aerospace The Bureau of Teacher Educatiortifica- Education Status Report, 1971." The survey was Con, within the California State Department of conducted in cooperation with the Federal Aviation Education has adapted guidelines from the California Administration, interested members of the Aircraft Education and Administrative Codes. Distributors and Manufacturers Association (ADMA), and the General Aviation Manufacturers Association (GAMA). The Standard Design t- The survey revealed a profile of the typical high schoolaerospace;aviation education course. Typi- ed Subjects Teaching / cally, the school had a total enrollment of less than Credential Aviation 1500 students and it was a public, tax-supported N. general education high schOol. The course was called Flight Instruction 'either "Aeronautics," "Aviation," "Aerospace Educa- and/or Aviation tion," or "Aviation Science," and was offered as a full-year ((two-semester) program for which students Ground Instruction received one credit unit applicable toward graduation. A standard designated subjects teaching credential Freshmen and Sophothores were not eligible to take inaviationflightinstruction and/orinaviation thecourse, and some degree Of selectivity was ground instruction shall be granted to an applicant exercised in screening the juniors and seniors who did who submits ,a complete application and, has corn.- enroll. Typically only one aviation-aerospace class per pleted these specific requirements, 28 day was taught, and the course was classified as a "science." Students averaged 1:97 hours of flight Aviation Flight Instruction orientation .during the course, but did not receive A validflightinstructor'scertificate (Not a dual instruction. The student orientation flights were limited flight instructor's certificate) issued by the on an optionalbasis and were financed by the Federal Aviation Agency (sic) Administration, with -students themselves and/or their parents. 'The typical the appropriate rating for each subject to be listed on curriculum compared well,with that listedat the top the credentia1.29 of this page and consisted Aviation History Radio Navigation Aviation Ground Instruction Aerodynamics Primary Navigation A. valid ground instructor's certificate issued by Meteorology Communications the FederarAviation Administration, with the appro- Aircraft Systems Engines/Powerplants priate rating for each subject to be listed on the E light Computer Instruments credential. Federal Aviation Aircraft Weight Regulations and Balance Authorization for Service Most of the programs were considered by the This credential authorizes the holder to serve as instructor to be a "ground school" or "general aviation flight instructor, and/or as aviation ground aviation course," and most had been in operation for instructor at all grade levels in those subjects verified only one, two, or three years. Many, if not most, as appropriate by rating of the Federal Aviation schools used a commercially produced audio-visual Administration.30 training course as supplemental instructional material, The survey presented a profile of the teacher in and most preferred that their course not be included typical high schools. under industrial arts, social studies, or similar classifi- High school aviation-aerospace teachers area , cations. comparatively well educated group within the Almost . universally,thesurveyfoundthat academic community with 54 percent holding a teachers felt that the three most important problems Masters Degree; 42 percent of the teachers have facing schools beginning such aviation-aerospace pro- earned theirBachelor's Degree only? and 6.3 grams (in order of importance) were: 29. Note, the Federal Aviation Agency became ths Federal Aviation Administration. 30. CredentialRequirements, Revised11-67.California Department of Education. percent hold Doctorates. One percent do not duced audio-visual training courses as instructional possess a college degree. Those who do not hold a material. Of that number, 43 percent described the college degree are usually teaching under emer- material as Supplemental, while the other 30 percent gency certification based on aeronautical- considered it basic. Use percentages for such materials .technical experience and frequently are not regu-, was found to be as follows: tar,full-timeteachers.Theseinstructorsare Sanderson employed to teach one or two classes in cases Jeppesen Times Mirror Where a qualified, certificated teacher cannot be AV fotmd. A total of 5.5 percent of the aviation- Aero 'Products Research aerospace teachers are not teaching fulltime.31 Homemade Italsofound , considerable differencein the Others* background of the aerospace education teacher. NOTE: *Others included Civil Air Patrol, Federal During the survey, it was found that the undergradu- Aviation Administration, United States Air Force, ate major field of specialization of the teachers was: State, Etc. Natural Science 30% The schools were also found to use a variety of Industrial Arts 18% textbooksintheirprograms, and most reported Mathematics 12% concentrating on one basic textbook for use. The Social Science 10% 0 following table gives percentage figures on textbook Physical Education 6% choiCe: Education 5% Sanderson, Aviation Fundamentals 38.5% Business 5% FAA, Private Pilot Handbook of Agriculture 4% Aeronautical Knowledge 22.0% Music 2% Civil Air Patrol, Aerospace Education 6.5% Others 8% Jeppesen, Basic Aeronautics 5.9% The Sanderson reportindicated that approxi- Van Deventer, An Introduction to mately 98 percent of thehigh schoolaviation- General Aeronautics 5.3% aerospace courses included one or more field trips to Mercer, Applied Aviation Science 2.0% such installations as the following (percentage figures University of Illinois, Fundamentals of as shown): Aviation and Space Technology 3.9% 29 FAA Airport Traffic. Control Towers 70% Kershner, Flight Manuals 1.7% FAA Air Route Traffic Control Centers37% Misenhimer, Aeroscience 1.7% FAA Radar Approach/Departure Facility 30% Pan American Navigation Service, FAA Flight Service Station 55% Private Pilot 2.5% United States Weather Bureau* 68% Tower, Basic Aeronautics 1.4% Fixed Base Operation 65% Zweng 0.9% Aircraft Maintenance Shop. 50% Other 5.2% Commercial Airline Facility 32% None 2.5%33 Military Installation 31% It was interesting to note the number of schools Aircraft Factory 19% using FAA written examinations either as a part of Museums 7% their course, or in conjunction with it. The Sanderson Other 15% report indicated that the FAA written examination No Field Trips 2% was a course requirement in 14 percent of the schools NOTE: *Now known as ,the National Weather reporting; it was an option in 56 percent of the Service. schools, while only 30 percent made no use of the It should be noted that these figures were the FAA examinations. result of a najionwide survey. Availability of facili- Amplifying earlier remarks, educators reflected ties, obviously, plays a large part in choosing sites for their opinions as to'the major problems confronting visits. schools operating aviation-aerospace education pro- In the average course content at the high school grams, in the following order: level, it was foetid that 76 percent of the schools used 1.Money pilot ground school material; 9 percent used historical 2.Lack of Interest on the Part of Administrators material; 7.5 percent utilized socioeconomic material; 3.Finding a Qualified Teacher 5.8 percent used rocket-space material; and 2 percent 4.Liability for Flying Activities used other materials.32 5.Lack of Instructional Materials Seventy-three percent of the reporting schools 6.Lack of Support from Local. Airport Opera- contacted during the survey used commercially pro- tors 31. Sanderson High School Aviation Aerospace Education 33. Ibid. Report; 1971. 32. Ibid. Zit 7: Classroom Space. Hoover High School, Glendale 8.Absence of State-level Concurrenceor Greenville Jr.-Sr. tHigh SChool, Greenville Approval Kelseyville High S8hool, Kelseyville 9. Lack of,Student Interest34 , Kingsburg Union High Spool, Kingsburg In a 1969 survey of some 79 California high Bonita High School, La Verne schools, only 40 of the schools responded. Those 40 Lakewood High School, Lakewood reported a total of 2689 students involved in their Clear Lake High School, Lakeport aerospace-aviation education courses. It is estimated Woodrow Wilson High School, Long Beach that the other 39 schools had as many students in Manual Arts High School, Los Angeles their courses, giving a total of somethingmore than Los Gatos High School, Los GatoS. 5000 aerospace students. Collection of information Lower Lake High School, Lower Lake through surveys is somewhat of a chancy task. Many Lower Lake Jr. High School, Lower Lake schools do not have the time to devote toresponses (Marysville High School), Marysville to questionnaires. This admittedly small sampling, Mills High School, Millbrae however, indicates a considerableinterestin Grace Davis High School, Modesto aerospace-aviationeducationinCalifornia'shigh Seaside High School, Monterey schools. Cuyama Valley High School, New Cuyama The Sanderson surveil, conducted in 1970, found (Novato High School), Novato 91 California high schools conducting such aviation- Petaluma Sr. High School, Petaluma aerospace education courses. Those in parenthesis in Pinole High School, Pinole the following listing were involved with Air Force (El Dorado High School), Placentia Junior ROTC- programs: (Valencia High School), Placentia Encino! High School, Alameda t-- Pleasant Hill High School (Anderson Uniori High School), Anderson Quincy Jr.-Sr. High School, Quincy . Antioch Se'hior High School, Antioch Nova High School, Redding (Arcadia'High School), Arcadia Redlands High School, Redlands. Menlo-Atherton High School, Atherton Aviation High School, Redondo Beach Standard Jr. High School, Bakersfield -Redondo Union High School, Redondo Beach Bishop High Sc'hool, Bishop Sequoia Union High School, Redwood City Anderson Valley High School, Boonville Eisenhower High School, Rialto Capistrano High School - Garvey Intermediate School, Rosemead Chester Jr.-Sr. High School Oakmont High School, Roseville Plesant Valley Sr. High School, Chico Luther Burbank High School, Sacramento San Juan High Sch ol Citrus Heights Alisal High School, Salinas (Clovis High Schoo ), Clovis Salinas High School, Salinas (Compton Union ghchool), Compton Crestmoore-High School,'San Bruno (Manuel Domingue School), Compton SanClemente High School, San Clemente Corona Sr. High Sc ool,orona Ciawford High' School, San Diego Costa Mesa.High Sc ool,osta Mesa San Gabriel Academy, San Gabriel Del Norte County H'gh-S hoot, Crescent,City Andrew Hill High School, San Jose Culver City High Sc ool,ulver City Marina High School, Sankeandro

Delano Joint Unionigh S hool, Delano Aragon High School, San Mateo . Dixon High School, l ixon Santa Rosa High School, Santa Rosa Downey Sr. High Sc ool, D wney Selma High Schoch, Selma Ravenwood'High Sc ool, Ea Pal6Alt6 Ponderosa High School, Shingle Sprihgs Greenfield Jr. High S hool, BI Cajon (Stagg Sr. High School), Stockton Central Union High S hoof,l Centro Lincoln Sr. Elementary School, Stockton Elk Grove Sr. High School, El Grove (Moreno Valley High School), Sunnymead Orange Glen High Sc ool; scrdido Jacobsen Jr. High School, Tehachapi, San Pasqua! Academy Escond do South High School, Torrance Exeter Union High Sc ool, Ex ter Deuel Vocational Institute, Tracy, (Fairfield High School, Fairfie Tulare Union High School, Tulare Fontana High School,ontana Vista High School, Vista Central Union High Sc ool, Fr no Woodlake Union High School Fresno High School, F esno Woodland High School, Woodland Roosevelt High School Fresno Yuba City High School, Yuba City Bolsa Grande High School, Garde Grove 34. ibid. This list, while comprehensive, is by no means `exhaustive. Many other California high schools are known to have aviation-aerospace courses in their curriculum. The Task Force experienced some of the same difficulties in determining which schools had p aviation-aerospace courses. Every school district was queried, and many had no knowledge of the aero- space offerings in their district. a The reader will note in the foregoing listing of high schools that there were 12 reporting Air Force Junior ROTC affiliation. Such course?are essentially aviation science courses. Schools have noted benefi- cial side effects of the Junior ROTC program as including the instilling of pride and patriotism in the student improvement in grooming and dress, and a respect for the nation and its flag. Other benefits include partial faculty support, and the availability of instructional materials (including surplus equipment) possible through the philanthropic assistance of the which otherwise would have to be purchased by the Rosenberg Foundation. school. or the school district. In 1969, the California Department of Aeronau- A word of caution is appropriate at this, point in ticssought the aid and assistance . of the State the report for those schools contemplating flight Department .of. Insurance in finding an underwriter for their students. Such programs are instruction who would make available liability insurance pro- with,problems, not the least of which is cost. fraught grams so that schools could cope with insurance As one evaluator put it in referiing to a recommenda- problems. The finding was that not one insurer would tion for capital outlay for flight training, such an enter into any blanket program for school aviation outlay simply isn't going to happen in most cases. He programs. They would, however, offer programs suggested that one simply dies not lay out $10,000 individually basedandpresumablytakinginto for a small training plane, put gas in it, and be in the account equipment, qualifications of personnel, facili- flight training business. Ifit did happen, thg budget ties, and other hazards. Sections in the EduCation would multiply at every turn, and be unsupportable. Code which deal with insurance for schools are A more viable alternative is .to affiliate with .a local largely ineffective, simply because insurers will not fixed-base operator or- flight school and make the accept the risks inherent in blanket policies. flight training an optional part of the course, with the At this time, we feel that it is appropriate to cite cost to be borne by the student or his parents. For. theEducationalCode sections which applyto many. years, Redondo Union High',School, made its aerospace-aviation education. flight training program available through affiliation with the Bates Foundation. Benefactors have made -school ownership of aircraft possible in still other Aviation Education cases. The cost of liability insurance has proven to be an almost insurmountable. obstacle to manyschools, in Junior Colleges forcing_thern to concentrate their efforts. on other than the flight phase. (Education Code) In this phase of the report, we have concentrated on the high school aspects of aerospace-aviation Courses in Aviation education. Some of the same problems faced by the high schools are also encountered at the community Education in Junior Colleges college level. For some years, Pacific Aeromotive 25519. The governing boards of districts maintain- Corporation granted a year's use of a Cessna 150 ing community colleges are urged to design aircraftto one high school and one community .courses including air transportation, voca- college. The faculty at Mount San Antonio College, tional education, career opportunities in civil Walnut, California, reported that their acceptance of andmilitaryaviation, technical training, the aircraft was delayed for three months in a search flight experience, and ground instruction in for funding to cover hangaring of the aircraft-and localities' where the needs of the .youth in liability insurance. The Richmond School District these communities warrant such courses in program cited in the preceding section was only thise schools. 35. Extracts from the Education Code, State of California. . Conduct of Classes at reports shall be made to the Department of Aeronautics concerning the flight indoctrina- Airports, (Education Code) tion and instruction program. 5030.1 The governing board -of a unified school INSURANCE PROGRAM AND SUPERVISION FOR district coterminous with the boundaries of SCHOOLS OFFERING FLIGHT EXPERIENCE a city and county, may conduct classes at 6003. The Department of Aeronautics is author- the airport and at the county jail which are ized to make available to public schools owned and operated by the city and county, offering actual flight experience as part of outside of the boundaries of the school the regular curriculum a basicinsurance district. program and to assure that adequate super- vision and precautionary measures are taken Agre.em.ent with United /States by the flight school operators contracted for Establishing Aeronautics (with) to provide services for public school Courses in Public Schools 'students. The governing board of any school district offering actual flight experience as (Education Code) part of the regular curriculum may partici- 256. The Superintendent of Public Instruction ', pate in the basic insurance program provided may enterinto an agreement with the by the commission (Department of Aeronau- government of the United States or any tics) and pay from the funds of the district a agency thereof relativeto the establishment pro rata share of the cost of the insurance of courses of study in aeronautics in the program. community colleges and technical schools of thepublic schoolsystemexceptthe California State Colleges. Commentary on Article 5:8 Aviation Education,,the Education Code

ASSISTANCE BY DEPARTMENT. OF EDUCATION We must first recognize that the Superintendent 32 IN DEVELOPMENT OF PROGRAM of Public Instruction no longer has any control over the State's community colleges. His supervision now 6001. The Department of Education shall aid and extends solely to the elementary and secondary .assistlocal school districts in the develop- schools of the State. The affairs of the community, ment and conduct of,fi program of aviation colleges are now directed by the.Chancellor of the education. The Department of Aeronautics Community. Colleges. may aid and assist in the selection of airports We must also report that despite clearly written and pilots used by the local school districts sections in the.EducatiOn Code, in effect, a mandate, in flight indoctrination and instruction. the State DepartMent of Education has virtually AIMS AND PURPOSES OF AVIATION EDUCA- withdrawn all support for such programs. . TION At this instant I have before me a letter that

6002. The governing board ofueach districtis will be going to all of the 80 members of Our encouraged to develo0 aims and purposes of statewide Aerospace EducatiOn Advisory Com- aviation education designed to include (a) mittee, and the (almost 100) school districts that integration of appropriate aviation concepts are offering very productive aerospflce education throughout the elementary school with units programs. This communciation regretfully must of instruction in science, social _studies; and report that the State Department of Finance has arithmetic; (b) -aviation experiences in junior removedallmonies andconsultantservices high. schools in the areas of social studies, (presently offered by the Bureau of Elementary science, and arithmetic; and(c)elective and Secondary Education) in the field of aviation courses in senior high schools and four-year education from the proposed Governor's Budget high schools* including air transportation, for 1971-72. This complete elimination of service vocational training, economic, social and has occurred in spite of the very clear mandate in political implications of aviation, the science Education Code Section 6001 that- states"The offlight,history of aviation, and flight Department of Education shall aid and assist the* experience whereappropriateairports, local schooldistricts in the development and planes, and pilots are available, and the need. conduct of a program' of aviation education." In for such instructionis indicated. Periodic essence, the Governor's Off ice.. and the Depart-

.3 2 ... ment of Finance have decreed that we may no obtained, and the school has a qualified instructor on longer render this kind of service ... The Depart- its staff. Instead of concentrating on the A &P phase ment of Education, hasn't yet indicated its reac- of training, this school aims their supporting efforts tion to the recommendation of the Department atavionics. There arecertainbasic differences of Finance that we discontinueallaviation between the programs at Anderson Valley High education service ..36 School and Lower Lake High School. Lower Lake It is manifest, then, that the governing sections airport is more than a mile from the school campus, of the Education Code are-being virtually ignored, in while at Anderson Valley, the airport is in its own fact, if not in principle. Greater priority consideration backyard. Both schools have non-controlled airports, is being afforded other aspects of the educational and both planned to place into operation a Unicom, system, to the detriment of the aerospace-aviation to be manned by students during school hours education goals. affording the opportunity for training in communica- Even without the aid and assistance of the tions. Department of Education, some of our high schools Del Norte County High School, in Crescent City, have developed exemplary programs in aerospace- offers an aviation course, including actual flight aviation education. instruction. The program was one of the first in the AndersonValley High School,inBoonville, nation to provide the full combination of aviation California applied for and was granted a PACE Grant `'education ground school, use of a flight simulator, to establish a vocational humanities program in a andactualflight familiarization and trainingin small rural high school. After consultants and experts aircraft. In 1946, the local airport manager (now had been hired,it was decided that one of the Congressman Don Clausen) began teaching Principal programs the school must become involved in, as far C. A. Thimen to fly, immediately demonstrating how as education for the future is concerned, was thatd students could be dramatically motivated to advance. aviation. In cooperation with the Mendocino County., their learning process, through full exposure to avia- Schools office, Anderson Valley High School was able tion education and flight training. to acquire a'donated Cessna 150 airplane from G&H Thunen,,Clausen, and a very enlightened Board of Aircraft, of El Monte, California. The aircraft was Trustees brought the matter of acquiring an aircraft made available on a year-to-year basis. Through the to the attention of a citizens' committee. A 'former aid of W. Ear( Sams, Bureau' of Elementary and De Nortestudent,Mr. Don McMillan, greatly Secondary Education consultant in the Department intrig ed by the idea, donated his Piper Super Cub to of Education, an instructor was found who also had a the school for student use. Boys, girls, and faculty general secondary' education credential. members were encouraged to fly. Adult aviation Insurance was solved through a private insurance, education programs were coordinated with the school broker with offices in El Monte and Sacramento. It. program. A dedicated faculty member,Mr. Ardean was found necessary to fund the program in order to Sveurp, acquired his flight instructor rating, and with reduce the cost of flying- and a maintenance program the cooperation and encouragement of PrincipalMike' in the school. This was made possible through a Whalen and the aviation-oriented Board of Trustees, Vocational Education Act of 1968 propOsal, which expanded the program to a point of acceptance and was approved by the State Department (ofEduca- accreditation by the State of California Department tion). In its first year Anderson Valley High School of Education. Flying was optional, and carried no students flew a total of 690 hours. Fourteen students extra high school credit, but the ground school class soloed; 19 had more than 40 hours of dual training; did earn credits. For the flying, the students paid a an 25 students were in their second year of aircraft nominal fee of approximately $5.00 per hour engine work;_and 32 students completed basic ground amount inadequate to pay the entire cost, but school. In the second year, 27;students were in the adequate to keep up with fuel and oil bills, with a ground school phase; 32 were taking flight instruc- small amount set aside for maintenance and upkeep of the aircraft. Recognizing the value of the program, tion; 40 were in the airframe/powerplant program. The school was successful in its bid to acquire use of the School Board became enthused about the entire project. After using the donated Super Cub for a new 1969 Cessna 150, donated byPacific Aero- years, the School Board bought a Piper motive Corporation for the year. several Lower Lake High School,inLake County, Tri-Pacer to be used in the flight program. This inaugurated its first flight program in the fall of 1969. aircraft permits three students, plus the instructor, to The school leased' its aircraft from Western Aero fly. The aircraft has been replaced every other year or Leasing, of Sacramento. They paid for their own so, insuring the availability of, a good, new,and insurance, and the students flew during the school modern airplane, at a depreciation cost of somewhere day. Vocational Education Act (VEA) funds were around $2,000 an amount which is not considered 36. From a letter from the Bureau of Elementary and Secondary Education, State Department of Education, April 13, 1971. excessive when compared to the equipment cost.of a 2. A vocational emphasis, particularly in aero lab laboratory, shop, typing, or athletic program. The and preflight student still continues to pay the costs of gas and oil, 3.the preparation in aerospace and science of and minor maintenance costs, paying on a sliding both the student who is planningto continue basis. The student is given two hours flight indoctri- his education beyond high school, and those nation at no cost. For the next 10 hours, he or she who are making high school their terminal pays $2.00 per hour. For the next 50 hours, the study objective charge is $4.00 per hour. Anything beyond that time Resources available in the San Francisco Bay Area is costed out at $6.00 per hour. The School Board enable students to take field trips to the following'. carries liability insurance, while the flying fees enable United Air Lines Maintenance Base and Service payment for hull insurance coverage. Center The school also maintains a surplus Link Trainer Pan American World Airways Service Center and (flight simulator) for use in the ground school phase. Training Center The traineris also made available to adults taking American Air Lines Freight Handling Facility night classes at the school. Lacking a suitable text at San Francisco international Airport, Terminal the outset of the program, flying instructors com- Dispatcher Offices, Planning Centers, and FAA posed a textbook guide, which was reproduced by Airport Traffic Control Tower Del Norte County High School. Graduates of the Palo Alto and San Carlos General Aviation Air- school's aviation program have found success in the ports various segments of aviation. One became a jet flying United States Geological Survey Center instructorinthe United States Air Force. Many FAA AirRouteTrafficControlCenterin became commercialpilots with multi-engine and Fremont instrument ratings; several are A&P mechanics; and Stanford University Linear Accelerator Center quite a number are private pilots. The program has Facilities of the National Aeronautics and Space been co-educational, and several of the girl students Administration (NASA) at the Ames Research have soloed. Center on Moffett Naval Air Station Currently, Mr. Keith Wise has over 60 students in United States Coast Guard Station various stages of flying. His innovative and creative College of San Mateo 34 talents are an example of the type of aviation California State University, San"Jose educator required for success. Experience has clearly Aragon High School's aero lab offers facilities for shown that the ability and dedication of the instruc-, studying and working on aircraft structures, hydrau- for will gain the respect of students and increase ,the lics, instruments, power plants, electrical systems,' and support. for the program by parents and other citizens electronics systems. The school also owns and oper- of the community. This is vitally necessary in order ates a Link Trainer, providing simulated flight condi- to provide community backing to the Board of tions. , Trustees and theSchool Administrationfor As an option, the student interested in flying,. aerospace-aviationeducation.Eachyear,s6ecial may pursue that interest at Palo Alto airport. This recognitionisgivento the selected outstanding part of the training is arranged for by the student, in aviation student by presenting the winner with a direct cooperation with Nystrom Aviation, one of the permanent trophy "The Don Clausen Aviation fixed-base operators at the Palo Alto airport. Award." In addition, the winner's name is inscribed As the school staff expresses it: on a permanent plaque displayed in the school's Through the aerospace program, we try to'do trophy case. the following: Aragon High School, San Mateo Union High 1: Meet a vocational or 'avocational interest School District, offers an aerospace program to start of students career trainingin an industry that "not only is 2.Prepare students in technical subjects for growing rapidly, but also offers innumerable benefits college to. its employees good pay, health insurance plans, 3.Provide a more meapingful and interesting and inexpensive- travel opportunities throughout the approach to study and education through world ..."37 the interdisciplinary study of aviation and The program is a two-year, junior and senior space elective program for both boys and girls,using There are so many excellent programs in the aviation and space as the focus of-study. It involves: California high schools that it is difficult to'single out 1.an interdisciplinary approach, with applica- the standout among the exemplary programs. Perhaps tions in science, aero lab, pre-flight, English, as clom as we can come to finding a standout, -and mathematics however, is the program at Redondo High School in 37. From Aragon High School's description of its program.

34 theSouth Bay Union High 'SchoolDistrictat survey of the State's community colleges revealed Redondo Beach. The Aero Science program at this' that 33 of them had aviation programs in their school consists of a two-semester laboratory science curricula.Nineteen were, involved in one way or course, designed to provide the student with an another with flight programs. At several others,.the overview of air transportation, history of aviation, students had aeroclubs, and participated in such flight aeronautical science, and pre-flight. Also presented programs as extracurricular activitieg. The 1968 sur- are studies and laboratory experiences associated with vey results are shown below: basic aeronautics, theory of flight, aircraft stability, Ground Flight engines, propellers, instruments, meteorology, naviga- Community College School Program tion, and flight indoctrination. The flight indoctrina- Chabot College Yes. Yes tion portion of the course consists of two hours of Chaffey College Yes Yes flight time in a Cessna 172 aircraft, and is considered Coalinga College Yes No to be an integral part of the laboratory instruction. College of the Desert Yes No Students are afforded practical demonstrations of College of the Redwoods Yes No navigation, meteorology, communications skills and College of San Mateo Yes Yes radio procedures, the uses of radio aids such as the Cypress Junior College Yes No omnidirectional radio facility , pilotage, and dead DeAnza Colley Yes Yes reckoning. This flight experience is given as orienta- Diablo Valley college Yes Yes tion, andisnot aimed at making pilot.s of the Foothill College Yes Yes students. Its goal, rather,is to foster and create a Fresno City College Yes Yes better understanding of the importance of aviation to Gavilan College Yes Yes our modern technology and transportation systems. Glendale College Yes Yes Costsforthe flight orientation program Golden West College Yes No underwritten by the Bates Foundation for Aeronauti- Laney College Yes Yes cal Education. Among its laboratory facilities, the (Now Alameda College) school has a Link Trainer, in which the student is able Long Beach City College Yes Yes to duplicate aircraft Contramovements and maneu- Los Angeles Trade and Yes No vers. By the end of the program, each student has a Technical College Yes Yes minimum of four 15- minute flights in the simulator, Merced College Yes giving him an insight into the mechanics of control- Modesto Junior College No ling an aircraft solely by reference to instruments, Mount San Antonio College Yes Yes and focusing his attention on the importance of Orange Coast College Yes No Yes No, navigational aids. In addition, each year a number of Palo Verde College Yes students take flight instruction at their own expense Pasadena City College No at the Torrance Airport, working with fixed-base Reedley. College Yes Yes operators and flight schools. The school does not Sacramento City College Yes Yes Yes become involved with this phase of extra-curricular San Bernardino Valley College Yes activity, but contents itself with thoroughly coordi- SariDiego City College and Yes Yes 'San Diego Evening College nating the ground school phase of instruction. The San Diego Mesa College Yes Yes school's alumni include many graduates of the aero- San Joaquin Delta College Yes No science course who have gone on to employment with San Jose City College Yes No North American, McDonnell Douglas, United Air- Santa Barbara City College Yes No lines, NASA, the United States Air Force, and the Santa Rosa Junior College Yes No 'United States Navy. Shasta College Yes' Yes Among the benefits attributed to the aeroscience 33' 1.9 course are a fulfillment of the laboratory science requirements for non-science majors, and the motiva- tionofaverageorunder-achieving students to improved academic performance and progression to college. Community Colleges

We turn now to the junior colleges, or as they are now known, the community colleges. In 1968, a A later survey- of 82 community colleges elicited schools to be approved by the Federa138 Aviation the indication that 49 had aerospace-aviation pro- Administration, the Veterans' Administration, the grams. It was found that there were 464 courses being California State Board of Education, and the offered, with some 8226 students enrolled at the time California Department of Aeronautics. of the survey. Attention was focused on a recurring Some committee' members have expressed con- and persistent statement of problems at this level, and cern about what might well be considered an empha- that was the poor articulation of these programs with sis on flight aspects of aerospace-aviation education. those at four-year colleges. For example, it was found The hard truth of the matter is, however, that for that some of the 13 Southern California community everypilot flying today, there aremany, many colleges having aerospace-aviation education courses supporting positions. The community colleges are were unable to articulate their programs with those of particularly involved with a vast array of technically the four-year colleges. Only one four-year college in and vocationally oriented curricula, and one of the theStatewas foundtooffersuch programs, most important of these is in the field of aeronautics. California State University, San Jose. In the list of some 20 Federal Aviation Adminis- The survey indicated that California Polytechnical tration approved airframe and powerplant (mechanic) College would accept, but only credit as electives, schools,13areprovidedinpublic community course credits earned in aerospace-aviation at Mount colleges, and at least three more were in the planning San Antonio College, and that Cal Poly was not stages at the time the survey was conducted. developinga major inaerospace education. San Some of the community colleges offer airline Francisco State and Hayward 'ate Colleges would stewardess courses of training. One of those colleges, accept graduates from the community colleges whose with a fine record of graduate placement with the specialization had been in aerospace-aviation, but airlines,is Mount San Antonio College, in Walnut, would phase them into an industrial arts program. California. Other problems have included the cost of financ- Stddents with an overview of the aeronautics ing insurance and providing maintenance for owned industry, and possessing special skills in accounting, aircraft. Mount San "Antonio College received from typing and other business subjects, en furnish a Pacific Aeromotive Corporation the grant of a year's reservoir of trained personnel to work in insurance, use of a new Cessna 150 aircraft, but had to forego airfreight and passenger reservations. Observers have 'noted job oppthunities for culinary workers, uphol- 36 acceptance for approximately three months while the college sought an "angel" to underwrite the costs of sterers, plastic experts, hydraulics and pneumatics, insuring and hangaring the aircraft. The insurance specialists, avionic technicians, and many other fields premium alone was $3200, while the hangaring and of endeavor. storageof the aircraftpresented additionalcost In the realization that many aero students must problems. work, the College of San Mateo embarked, upon a In this regard, we are indebted to one correspond- program of cooperative education. Through arrange- ent from the aviation industry who reported as ments partially funded with monies apportioned from follows: ttia Average Daily Attendance (ADA), students go to The American Association of Junior Colleges, college in alternate semesters, and work in aviation initsAviationGuidelines astudy, with during the other alternate semester. Another project recommendations for the inauguration of aviation provides for students going to school for a half day, programs in the schools has statect that at least and working the otherhalf day.Under a Ford 90 percent of the programs in the United States Foundation Grant, the College of San Mateo had are carried out in conjunction with extant fixed:. some 200 cooperative education students in 1969. base operators and privately owned flight schools. sme of the College of San Mateo's graduates have The obvious reason being that in an overwhelming entered the space industry through electronics, while percentage of :hi. cases,it was the only viable others\tiave been employed with Lockheed Aircraft. alternative. It was also a now alternative; a quality shared only with the6aircraft leasing method, which latter possessed too many other drawbacks to be attractive; such as personnel, maintenance, management, and insurance. -7;1110.16....1111111 The same correspondent added:.

I believe that the only workable proposal 'F;41.17 would be to urge only that the community colleges reach agreement with established, pri- vatelyoperatedflighttrainingschools;such 38. Letter from the files of the Califprnia Department of Aeronautics. The aerospace-aviation industry of today'requires employees from every identifiable academic disci- pline. While there is a tendency toward prominence '`4116.4. of engineering, the sciences and associated technical areas, there still are found in the industries, graduates of the Business, Law, Medibine, Social, and Behpv- lora! Sciences, as well, as almost any other area of intellectualpursuit. The capable employee may indeed have something of each disciplineinhis background, while concentrating in one specialty to give him his on-the-job classification and entry to employment. 11,11:71 Another important aspect of the community 3. Something must be done to standardize 'curricula. college sector has come to the attention of committee Until majors are offered in aeronautics-aviation at members. That is, that in spite of the fact that an more of the State's colleges, it will bedifficult for appreciable percentage of programs offered at the tl-iecommunity collegestostandardize their community collegelevelare considered terminal, curricula. Once standardization is accomplished, many students pursue their first two years of study at the problem ol transfer credits, in other words, a locatcommunity college, get "turned on," andthen articulation, will be eliminated. continue their education by transferring to a four- 4. Fixed-baseoperatorssurveydhaveindicated year college. While the articulation of traditional strong sentiment that the community colleges, course work into the four-year college programs is ,_and more of them, should provide graind school, excellent, by and large this is not the case in the thus allowing the FBO to put his efforts into the specialized area of aeronautics. Some standardization flight training phase. The committee endorses this of course content, prerequisites, and units, appears idea. necessary and inevitable. 5. The problem of credentialing instructors must be There are too many excellent-programs in the dealt withfor the community colleges. The California community colleges to permitsinglingng out committee expressed strong feelings that the asbeing any one,or number for that matter, entire credential structure should be eliminated, exemplary. Instead, we refer the reader to the listing enabling the community collegesto employ of colleges on previous pages of this report, and to teachers on the basis of the college's judgment, as the 1968 and 1969 "Status Report(s) of Aviation and is the practice in the State colleges, rather Van Aerospace Education in California" as published by remaining chained to a high school oriented the California State Department of Education. credential system. Conservative estimates by the Department of 6. Industry should be encouraged to feed its needs Education have placed the number of students at the into the programs at the colleges, and possibly who areinvolvedin communitycollegelevet develop incentives for students entering such aerospace-aviation-aeronautics programs at approxi- programs. mately 10,728. With the emphasis on local account- 7. Programs should be designed, especially at the ability, the, compilation of exact data is an almost community college level, to ensure that students impossible task.. will have the necessary skills required by industry. Specific recommendationsinthe community 8. Cooperative education, orjointindustry- college sector are listed on the following pages. educational programs should be explored and developed to relieve educational financing prob- lems. Recommendations 9. Recommend' the establishment and appropriate California 1. More of the State colleges should provide four- funding ofaposition within the Department of Aeronautics, to advise on and yearaviation-aerospacesources,encompassing Business, Science, Airframe and Powerplant Tech- coordinate the aerospace-aviation activities of the various education entities throughout theStag. nology, Flight, etc. 2. Related to the first recommendation, if one State Working with this individual, there should be an college cannot arrange combination courses, then advisory committee composed of representatives specialties should be started individually, with from the educational institutions, the industry. each different State college taking ononly one or the Department of Education and the public, two. with the inclusion of students. 10. While this recommendation is not germane to the L.- high school and eommuity collegelevels, neve theless has merit and can have spillover ben fits for those levels. With the advent of a m chbroader acceptanceof airtravelasa primary mode of transportatioh, more emphasis should be placed on aviation medicine in our I schools of medicine. A correspohding, yet quite different activity would be the use of aviation medicine by the classroom teacher and college instructor to stimulate students in a host of health-related areas.

38 the 'opportunityforresearch, grants, accrediting Colleges,-, Universities, agencies, and a host of other variables have helped shape curriculum patterns. b' and Pi-ivate Schools Research has played a major role in the develop- ment of the faculty, the facilities, and students at the The primary objective of the colleges and univers- University of California, and at several of the private ities is to present undergraduate and graduate instruc- universities, notably Stanford, Cal Tech, and the tion to qualified students in the liberal arts and the University of Southern California. The State-colleges sciences, in applied fields, and in the professions, are less research oriented, and thus must cope with including the teaching profession. On many college many more challenges than beset the universities. . campilses, research of a basic or applied nature has b The following institutions were found by the major significance. Most colleges consider extension Task Force committee to offer programs specifically programs, seminars, and other specialized education identified as aerospace or aeronautical within the activities as their normal function.. Aerospace-aviation framework of their engineering schools: by its very nature is a many-faceted activity, blending University of California welt into the brOad and flexible organization of the Berkeley Los Angeles college and university _system, --The capacity-cif the Davis San Diego State's institutions of "higher learning is tremendous, State Colleges and if.adequate support is provided, any specific need Cal-Poly, Kel log-Voorhis San` Diego State in aerospace-aviation can be met. Cal-Poly, San Luis Ohispo Sin Jose State California,has 36 public and private institutions Private Institutions offering undergr duate programs in engineering at the California Institute of Technology present time. T enty-one or so of these colleges and University of Southern California universities are of a tax-supported nature (13 State Northrop Institute of Technology college and 8 u iversity/campuses). The remainder are Stanford University either privater tax-supported, but of a specialized Even from the nonengineering curricula, the If nature, e.g., t e United States Navy's Post Graduate aerospace-aviation industry presents career opportun- Schoolat onterey.Allofthese colleges and ities for graduates of many of thedrtepaments typical universities ay be considered as potential sources of of a college or universitycams. The accounting employees fo the aerospace-aviation industry. Gradu- major from the school of business may find a place ate level pro rams are also available at many of these with McDonnell Douglas, working on the DC-10 institutions,ith degrees ranging from the Master of Science to t e Doctor of Philosophy. = An engi eering program being offered at any given collegis not of itself a guarantee that the institutionas specific course patterns leading to a degree inerospace or aeronautical engineering. A nationwide analysis of recent vintage, and dealing with graduates of engineering schools for a typical. year, revealed that only 5.9 percent of. the BS degrees granted in engineering were in aeronautics, while at the MS level, the pereentage w,as 4.3 percent and at thePhDlevel,5.4percent.Aerospace-aviation employers of engineering school graduates dwnot, by any means, restrict their hiring to the traditional aeronautical engineer. The need,s of the industry embrace a broad spectrum of engineering talent. Thus, suchareasaselectrical,mechanical, civil, chemical,industrial,and, systems engineering all

. provide ,a much-needed input from the professional project. The biophysics graduate may play a key role engineer into the industry. with NASA, evaluating life support problems in outer Even a cursory analysis of the curricula offered space. The industrial management graduate may find by institutions which have indicated particular inter- his place in the personnel requirements of United Air est in, the aeropace' field reveals the fact that they Lines, dealing with problent of a personnel nat have an appreciable degree, of latitude and discretion Graduates in aeronautical operations face the chal- in establishing their programs. Such factors as faculty lenging choice of employment with general aviation interest and talent local requirements of industry, or one of the air carriers. The aerospace-aviatibp

N 3 9 G":/

0 I industry, in short, requires individuals from a broad employed students attended ors- campus classes. In spectrum of academia. determining the feasibiiity of this method, employees . Several curricula have been especially', oriented in selected local industries were asked to identify the toward the .aerospace-bviation field, and thus are type of subject matter required - with creeit areas unique and of some significance. They include: varying from the undergraduate builness elto University of Southern California. Its Institute of graduate level study in,aeronautics and astronautics. i.: Aerospace Safety and Management offers a Master of Similar programs are in use at the University of Science. Degree yrogram in Systems Management. Florida and at Southern Methodist University, just to This program bprihbines three disciplines Systems cite two others. Management, Human Factors, and Systems Technol- TliV University of California's Institute of Trans- .. 09Y- portation and Traffic Engineering is typical of the Requirements for the program are set forth in a specialized activities of the University. The Berkeley , curriculum summary, asfollows: campus of the University has extensive. ,laboratory Systems Management . 12 units facilitieslocated at the Richmond Field Station. Human Factors 9 units SitdatO there are such aviation-oriented installitions Systems Technology 9 units asa 1000-foot-long fog, chamber for research in

Option 1 requires the completion of 10 visibility. Among its other assignments, the Institute required courses totaling 30 units, pips a has activities relating to the planning and design of thesis. M. highways and air transport facilities, highway and Option 2 requires completion of 10 required ,airport engineering administration, economics, and courses plus two elective courses, for 36 units. finance. California State University, San Jose .offers -two Long Beach State College has earned a national Bachelori of Sciencedegree curricula in aeroffautics, ceputatipn for the presenfatiop of aerospace work- withih .the frameWork of the School of Engineering; shops designed to%rneet the needs of teachers. These 4,ope irik4kerondutical aperatiore other in Aero- are summer programs which have been offered for nautical Maintenance, While the course content in the more than 17 years, and they do, much- to bring two programs 'resembles a typically engineering pat- aviation- into the "bag of skills" possessed by class- tern, they are not classed as traditional engineering room teachers. - curricula. As a coorqllary comment, the Civil Air Patrol has e The Aeronautical Maintenance curriculum done yeomkri service in cooperating with, qr sponsor- includes 'a foundationinstandard engineering ing, a host of similar workshops and training sessions, oriented physics, chemistry, mathematics, and related often working witilcolleges and universities. subjects, complernented,by aeronautics courses rang- Actual, flight activity or flight programs were ing from aircraft materials to aerodynamics. Stress is found by the Task Force committee to be an area of placed on maintainability and reliability. primary weakness in the aerospace-aviation education The Aeronautical Operation curriculum requires system of. California. No 'public institution at the preparationinmathematics and science, general four-year college or universitylevel, and but few education and aeronautics, combined With a compre- privatecolleges were found to offer flight courses as hensive selection' of business.coUrses. Specialization is an integral pars of the college curriculum. Some offered through three concentrations: Flight Opera- colleges do,, however, offer programs in.flight instruc- tions, Maintenance Management, and Administration. tion. We shall examine two such program's. Institutions of higher learning in the State of Harvey Mudd College awards two-year aeronauti- California have traditionally been receptive to offer- cal scholarships to nine students each' year,qhrodgh ing programs and classes meeting the needs of the the auspices of the Bates Foundation. The objective 'local, situation. In general, adult eddcation is consid- of the program is not so, muchto develop professional ered to be the prerogative of the...high schools and pilots, but rather to assist students of this engineering commurfity colleges. in many instances, however, college in gaining experience in the field of aeronau- particularlywhereextensionorcorrespondence tics through unique flight program. Candidates for offices are incorporated in the college system, many the scholarips must havestlie native ability' and drive educational opportunities have been offered "on to beco leaders in science and engineering. The demand." Bates Fdindation seeks to enhance their self-reliance, For example, Stanford University has adopted a responsibility, judgment, and decision-making capa- program using television to link the campus with bility, and to add breadth to their personal develop- professional engineers at work in the surrounding 'rr)ent.While no academic credit 'isoffered for community. The plan was originally designed to completion, of the- course, 'an entry is made in the ...minimizefinanciallossand wasted time when student's record.

40 Pacific Union College is a Seventh Day Adventist 431A Technical Reports 3 units Institution,located at Angwin.It offers a broad The student is required to complete other courses selection of flight courses, ranging from Aero 16 in Mathematics, Accounting, Economics, Principles of Private Pilot Rating, to Aero 156 Technique of Management, Statistics, Computer Analysis, Manage- MissiohFlying.Conventional academic creditis ment Communications, Principles of Marketing, Busi- awarded for the satisfactory completion of these ness Finance, Human Relations, Survey of General courses. Serving as a missionary aviation flight train- Aviation, and a Senior Seminar in Aviation. Upper * ing center, it has the potential to train students for division elective credits are granted upon proof- of commitment to service in the very rewarding, produc- certification as a PriVate Pilot (3 units); Commercial tive, and exciting,SDA "Flying Peace Corps" con- Pilot '(3 units); and Instrument Rating (3 units). A cept. :The' domestic and international "goodwill" total of 421inits of credit are required for the major. benefits are many and virtually unlimited. The Task Force believes that it is appropriate here Pepperdine University, an independent fiber/al-arts to point out that flight activities are not foreign to college, located in Los Angeles, has inaugurated a the campuses bf many of the major educational Bachelor of Science program in Aviation. Manage- institutions of the Nation.,Purdue, The University of ment. The university, was founded in 1937, with the Illinois, and Ohio State University, are outstanding purpose of educating the whole person to be a better institutions .which-,,have recognized flight instruction,- citizen. Pepperdine offers the' Bachelor's degree in asalegitimate academic area,, and have allowed more than 35 areas-of emphasis, in 17 Departments, credits earned in such programs to be applied toward and the Mast's degree in 12 fields. The University is a Bachelor's Degree. For example, Purdue offers a BS fullyaccreditedby theWesternAssociationof Degree in Professional Pilot Technology. Schools and Colleges, and work successfully com- Ohio State University offers both ground and pleted at Pepperdine is accepted by other colleges flight instruction, and conducts basic and applied throughout the Nation. Pepperdine's programs are research in the area of flight training, aero-medicine, designed td' develop in the student the mastery of and a variety of man/machine areas. The university various fields of study, as well as an understanding operates a fleet of 20 aircraft, ranging from two-place and appreciation' of our intellectual, cultural, and trainers to Do4as DC-3s. spiritual heritage, to help make sound judgments and There is ample evidence here in California attest- intellectual commitments. ing to the interest that our students have in aviation. The Aviation Management program is based on a Many of the State's colleges (Save flying clubs which recognition of the present and future needs of are, for the most part, not officially sanctioned by aviation, and is conducted under the aegis of the the college. In The State College system, the interpre- School of Business. Regular faculty members of the tation of. Executive Order No. 82, dated October 21, ScIiboI of Business, as well as specially selected 1969, effectively prevents flying clubs from obtaining experts in the field of aviation, conduct the program recognition as on-campus student organizations. The of instruction. A limited amount of work to be Task Force is of the opinion that this interpretation is applied toward the degree may be taken in the at fault, and is not in consonance with the true Continuing-EducationCenters maintained by the objectives of theExecutive Order. Whatever the university throughout the Los Angeles area. Whenever validity, of the interpretation, participating /students sufficient' enrollment can be assured, special classes are deprived of the counsel and guidance of the may be set up in localities near the student popula- conventional faculty adviser, resulting in sub-rasa tion, permitting the student an opportunity to receive flight activity which may be potentiallyangerous to a part of his training at locations convenient to his all involved. This same interpretation h s effectively home or business. The university utilizes a trimester prevented the use of college-ownedircraft in the plan of study allowing students'to complete a regtliar support of many instructionally related activities, semester's work (18 weeks) in a term of 16 weeks, such as research and surveys. with slightly longer than normal class periodsThis Army, Air Force, and Navy ROTC programs are provides for three equal trimesters each year. A available in many of the State's coileps and universi- Student wishing to attend full-time can complete ties. Such programs are standardized to a large degree, Bachelor's Degree requirements in two years and six while at the same time offering opportunities to the months. student to'gain valuable specialized training. In some 'Course offerings include the following: instances, flight training is a/ailable to the ROTC 280A, Private Pilot Ground School 3 units student, equivalent to that Which is required for a 480A,Air Transportation System 3 units Private Pilot Certificate. 551A, Legal Environment of Aviation 3 units Medical Schools. offer/ a unique opportunity. 482A, Survey of Commercial Aviation 3 units Aviation medicine has evolved into an identifiable area of s';.-ecialization. The Task Force lound that 4.Teacher-oriented programs should be organized three California institutionsoffer lectures in and established, either as workshops br classroom aerospace-aviation medicine, but on an elective basis activities,designedtofacilitatetheuse of only. Those three are: The University of California aerospace-aviationos in imParting a broad spectrum School of Medicine, San Diego; The University-. of oftraditional knowledge (and not specifically / California,,School of Medicine, Los Angeles; and the vocationally oriented) to the student. Due care Stanford University School of Medicine, Palo Alto. In must be exercised, hOwever, to not concentrate the Appendix, the' reader will find a treatment of solely on science aspects, but rather to keep the aviationmedical. trainingconsideredsuitable for program as comprehensive as practicable. adoption by the colleges, uriiversities, and to a limited 5.The problem of credentialing initructors must be extent,the highschools of the State.Specific thoroughly explccred, with the possible assistance recommendations for the college and university level and advice from other States. will be found on the following page. 6., Colleges and universities have an obligation to if offer continuing- education and/or re-training,to presentemployeesintheaerospace-aviation Recommendations industry. This is particularly pertinent ai this time of upheaval and-dislocation within the industry as 1.The problem of coordinating the aviation pro- theVietnam war unwinds and contracts are grams offered in a number of California Commu- canceledor economic measures are imposed. nity Colleges with those offered at four-year Support, encouragement, and to' some degree, institutions is one of inCreasing magnitude. Stu- coordination should be afforded on a statewide - dent time and taxpayer dollars, both valuable basis. commodities, are each involved. This problem 7.Allpossiblesourcesoffundingshould be must be solved.'Ike recommend thisas an area explored in order that laboratory programs can meriting study. continue to be adequately supported. Many of 2. A correct interpretation of the Executive Order the colleges and universities need assistance in should be sought. The Order extended to restric-. maintaining equipn-,lent or replacing obsolescent tions on student travel by air, but is frequently units. 44 interpMd.as imposing sanctions against student The colleges and universities must be encouraged flight a*JiiYty. to develop new programs in aviation and transpor- 3.Specialized programin. aeronautics-aviation are tation, multi-modal in their approach and multi- preseritly impacted. For example,_ at San Jose disciplinary in design. In other words, transporta- State College, despite a capability to aCcommo, tion is a total system and it must be studied in date_ more students in the p, there are terms of the system, rather than as a distinct restrictions as to the number of new students modal or disciplinary unit. There must be a strong. which might be allowed to enroll. This problem and continuous relationshipplacing education should be thoroughly investigated and a solution between the individual and his adult role of.work. found.

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. 42 , work in the transportation system. Whether he is the Industry and designer, the planner, the manager, the operator, the user, or the benefactor of the transportation system, the Professions the educational requirements are complex and con- stantly shifting. This demands a massive response by It became evident early in the/Task Force work the' total educational/community, at every, level that the various phases of aerospace-aviation educa- bothinformal classrodm arrangements and in a tion were inextricably entangled. None were isolated variety of school-community situations. in a vacuum. The future of aviation, and for that In theface of that demand, the Federal Aviation matter, of all modes of transportation, depends upon Administration and the United States Office of the ability of all concerned to develop an educational Education have recently joined together in efforts to program that will: sponsor a national project to provide Guidelines for Respond to man's eternal quest for indepen- an Internaodal Transportation Curriculum.Ohjectives dentmobility.Recent' successfulApollo of the project are,: flights are a dramatic example of the techno- To identify the Technical careers emerging in , logical "know-how" resulting from that quest all areas of transportation. Provide a transportation system which will/ To identify the areas of training appropriate enhance the quality of life. There is presently to the community colleges and the kindergar- amajor gapbetween the technological ten through high school (K-12) programs in "know-how" and the public good. That gap the transportation area. must be filled. We must insure that technol- To develop a core/of educational experiences ogy serves, rather then victimizes man. appropriate to all programs in transportation Provide career opportunities and lateral and education. vertical mobility throughout all/modes of To identify levels of technical training at the transportation. Severe dislocations of highly Community levelwith representative tasks trained manpower, such as recently experi; and skills for each level. enced in the aerospace industry, vividly illus- To analyze- the intermodal 'aspects of the trate the need for a career-oriented education, transportation area, and instead of one narrowly concerned with jobs. To identify the potential technical career Develop a public understanding, acceptance, ladders from the community college level, and ultimate support for 'new developments in down through the secondary school programa, aviation and transportation. The global nature with mobility to be considered both upward of the nation's transportation system, respon- and laterally throughout all modes of trans- for roughly 20 percent of the Gross portation. National Product, and the complexity of the The Task Force recognizes the complex nature of technology involved, constitute a challenge the technology in our transportation system and its for all of our political, economic; social, and i lications for educationnn view of the fact that educational institutions. They must take into t e State of California is responsible for the educa- acaount, not only the (1) Technological Sys- tion of its citizens, the Task Force recommends that tes, but more importantly and perhaps the efforts in the State of California, with respect to w at is far more difficult to accomplish aviation activities in the State, be broadened and (2) The Support Systems that is, the legal, "expanded toprovide atransportation education economicand edubationalarrangements program responsive to the needs of the society which through which such technology is subjected must be served. to social control for understanding, accept- During 1969 and 1970; a survey was conducted ance, and, ultimate support for the technologi- to ascertain from employers in theaerospace industry calsystem contemplated. In addition, the their'Viewi of what was needed in aerospace (and State and National leadership must focus aviation) education, and to elicit from them their attention on (3) the Manpower' Systeri7which critical. comments on the adequacy of the present will be necessary to operate the transpOrta- educational syitem. As might well vbe anticipated, tion system.. there was no unanimity of opinion held by the The transportation system, of today is, and will employers, but there was enough agreement that a. continue to be in our future, a man-machine system. general consensus could be extrapolated. Some of the Man is both the creator and the creature of that questions and typical responses'are included in the system, Complexities of technology have created a following}pdges. new relationship between man, his education, and his There were some 30 responses, and the opinions

43 expressed in replies to various questions ranged the .Some will go directly from high school into the work fullgamut from enthusiasm todiscouragement. world,, while others willgo on to colleges "and Correspondents included educators as well as indus- universities. Some few will go beyond, into graduate try, and the inquiry was aimed-at defining the needs levels of education and individual research.Still of the student population as related to current and others, after leaving college, will be further educated future aerospace environmental factors; investigatipg in on-the-job, or industrial development programs. and tabulating those processes utilized by industry, One respondent cited the number of high-school- the military, and our public and private schools in diplomaed individuals without useable skills, and with aerospace education and/or training activities inso- an .inadequate foundation upon which to base the far as they might lend themselves to the development acquisition of those skills. and ultimate demonstration and evaluation of the Several categorized this as the age of specializa- effectiveness of a high-interest-level aerospace curricu- tion. Because of the complexity of devices and even lar program for elementary and for secondary school the professions, this has become an accepted situa- students. The survey further stated: tion. But conditions do change, and career opportuni- Our established ultimate objective is to inves- ties disappear. If the specialist cannot adapt to change tigate, plan, establish, demonstrate, and evaluate and. enter other fields of endeavor, he- risks joining through the cooperative efforts of industry and the unemployed, probably swelling the welfare roll's. education, the effectiveness of a high-interest- It thus should be obvious that society needs well- level aerospace-oriented curricular program for rounded individuals who are totally aware of the elementary and/or secondary school students. world around them. Not all resdondents replied fully to each of the, This should not, however, be accepted as disrniss five questions asked, nor did they limit their reply to ing the contributions of aerospace education. Every simply answering the five questions. Some introduced citizen benefits from an understanding and awareness their response with, weighty' and learned prefatory ofhisenvironment.Inthis,the airage, the remarks, including basic assumptions upon which aerospace-aviation fields are a significant part of that their statements were predicated. Some relied heavily environment. Transportation relies heavily upon avia- on experiences of the past, and others were more tion and the aerospace industry. Passenger and cargo deeply influenced by; considerations of the present movements increasingly go by air. Every student must and anticipations of the future. The gist of the replies particiftate in a learning process bent on revealing the may be summarized as follows keyed to the limitations and capabilities of air traffic and transpor- questions: tation. Vocational goals must be ,considered and (a) Considering among others, the factors of technical schools can, furnish. \\a good foundation for technology, societal trends, modern scientific the terminal student in our higtchools. efforts, etc., what do you see as the needs of In the interest of maintaining 'Noce] autonomy, the current and future Ameriban society relative schools must deVelop courses of instruction which are to aerospace education? appropriate for the environment their local situa- Reply: The needsofcurrent andfuture tion. Aerospace-aviation education should be as fully American society cannot be strictly segregated to implemented as any other curriculum, and there aerospace education.What 'currentandfuture should be a concentration on the sciences without American society needs is an informed citizenry, fully abandonment of the arts. aware of its surroundings, appreciative"of its technol- (b) Should education and industry participate ogy, cognizant of its opportunities to improve living jointly in the definition of educational and/or conditions,and determined thateveryavailable training programs? If -so, what advantages in means shallbe appliedin the effort to benefit terms of general student benefits might be mankind. The student must be equipped to take his realized? place,in the world and enabled to occupy himself in a Reply: There definitely should be panic Lion. meaningful occupation., This requires a solid founda- The degree of such participation, however, should tion in a variety of subjects, the ability to cope with vary.Industry should be involved in consultative change, and adapt to conditions which do not remain roles. The initiative should rest with the schools, and static, and the flexibility to adjust to the world about. administrators should be required to periodically us. The ability to communicate with othersis consult with leaders in industry and not just one essential, and hence any curriculum should concen- industry to determine the adequacy of the existing trate heavily on the communicative skills. school system, or its deficiencies, and what can be or Reply:. It must be acknowledged that our schools should be done to remedy unsatisfactory student do not represent the ultimate in educlation for every preparation. In view of the tendency to concentrate student. Some students will not fin4 high school. upon needs of ttieir particular field, industrial leaders might overly stress certain areas, and minimize others: the basic foundationsin the arts,sciences, and The liaison should, however, be established and communicative skills. maintained. The effort should be sincere, and the (e) "... outline your position relative to (1) what cooperation must be_unstinting. , you perCeive as relevant education, (2) is it an Advantages to the student could include more essential ingredient of an educational/training relevancy of the curriculum and an easier transition program, and (3) can the aerospace environ- from the high school to either industry or to higher ment be used as one alternative to enhance educational institutions. The training programs need education through relevancy?" not besolely conductedinthe schools. Many Reply: This three-pronged question is somewhat institutions employ widely the work/school integra- loaded. To answer part 1, I conceive of relevant tion program concept. This can be done throughout education as that which equips the student to take his the year, or during vacations. Simple skills may place in the real world. it cannot be relevant only to readily be acquired and a work force may be tailored the student. Neither can it disregard his opinion. It to the demands of the local industry. must be relevant to those users of manpower who might paskble 'employ the student at the end of his (c) Another of the questions dealt with vexperi- schooling. It)Sshould lie totally relevant to society in mentalschools,""yardstickschools,", or "competitive schools" and their place in our general. Part 2 is somewhat easier.It definitelyis an educational system. essential ingredient of any and all educational or Reply: Schools .of this nature fill a needed place training programs. Relevant education can overcome in oureducational. system. There are,however, gripthe attention and pitfalls in such innovative encleavpri. An individual dropout tendencies, can interest of the student, and can develop students may be so highly specialized in his schooryears that future cyclic changes in the work-force may dictate prepared to make a meaningful contribution to society. technological insufficiency, and .add tothe unemployed rolls. These institutions also tend to Part 3 is the loaded part. The aerospace environ- benefit only those students in a particular area ment should not be considered as one alternative. It takes its place among all the other course offerings depriving others of the same opportunities. Students making up a curriculum. It has been thoroughly who are subjected to the curricula in such institutions proven to have amotivationaleffect on some do not have a second chance to go through school students. For others, it might not be as effective. It again with a broader-based curriculum. Rather than can, and there is little disagreement on this, add to, developing such schools and programs, it would be socialawareness.Skills which are usefulin the advisable to ensure more readily available aerospace- aerospace environment are not restricted to use in aviation courses in more of the existing schools. that field alone. They are useful in almost every (d) what is. your opinion concerning the category of endeavor. Much of the protest on college effectiveness of thpse tools used by industry campuses today had its origin in discontent with such as System Analysis, P.E.R.T., C.P.M., curriculum content as not being relevant to the real etc.,as a method, Fault Treee Analysis, world. Tradition has its part, but tradition cannot compared to the contemporary curriculum inspire in every case. The ,student today demands to development processes?" be told "like it is," and this is a plea for relevant Reply:In any effective school system, such curricula. processes must be employed in a continual review The inquiry originated in the California State procedure to analyze effectiveness of curricula. Such Department of Education, and responses came from "tools" have left the ranks of the,esoteric and have many sources, including the following: of the widely used. Caution is joinedthelists The National Aeronautics and Space Administra- required, however, in selecting those who will use tion (NASA). such analytic aids. A little knowledge is a dangerous The United States Air Force Academy. and thoroughtrainingand groundingis thing, The Department of the Air Force, Professional required for those designated to develop meaningful Edubation Division, Deputy for Personnel. Train- and relevant curricula. As one respondent indicated, ing and Education. ... suchtoolsaremerely'organized common The United States Air Force, Air Training Com- sense' ... " Considered judgment, a willingness to mand. innovate, and the ability to apply common sense, are Stanford Research Institute. essential characteristics for those curriculum devel- McDonnell Douglas AstronauticsCompany, opers especially in view of the effects their actions Western Division. will have on the lives of others. Experimentation State of Washington, Superintendent of Public should be encouraged, but not to the detriment of Instruction. Ryan Aeronautical Company. Present Status ... And Future Needs from an Engi- Ling-Temco-Vought, Education Systems, Inc. neering Standpoint." Excerpts from that a dressI are Bioscience Planning, Inc. pertinenttothisreportofthe Go ernorof Cal-Tech, Jet Propulsion Laboratory. California'sAerospace-Aviation Education Task Thompson-Ramo-Woolridge, (TRW). Force. Among other things, Mr. Wallace pointed out 4 Kansas/Commission on Aerospace Education. that: Cessna Aircraft Company. ... let me remind you that right now, the Systems Development Corporation (SDC).. year 1990 is the same distance away froin us as Radio Corporation of America (RCA). the year 1948. And I submit to you that progress Bendix Corporation. in our business will be multiplied between now George C. Marshall Space FlightCenter, and 1990 when compared to our progress since Huntsville, Alabama. 1948. Space Division, North American Rockwell. Let me remind you also that most of you LeRoyR.Rosen, Rosen Associates, Systems have children who Will spend the most productive .. Management. c' years of their lives in the 21st century... International Busines'sMachines,Corporation ... Who is going to be buying our products in (IBM). these years to come? What attitude is the public San Jose State College. going to have about our business? How can we Cornell Aeronautical Laboratory, Inc:- best educate people to the advantages and pur- AirForceAssociation,Aerospace Education --poses of general.aviation?" Foundation. Institutefor Defense Analyses. NASA's Manned Spacecraff Center. A Look to the Future The Aerospace Corporation, Los Angeles. The University of California at Irvine. A new thing has happened. Like many truly new Hughes Research Laboratories. things, it has nearly escaped notice. On July 23, 1972, a McDonnell Douglas Delta launch vehicle arose from Vandenberg Air Force Base, California, and took into an Earth orbit of just under 570 miles a satellite named Earth Resources Technology Satellite-1(ERTS-1).It was built by General electric in a variation of its highly successful Nimbus weather satellite. AbOard this spacecraft are a variety of subsystems, most prominently including cameras and other sensors developed and delivered by Hughes and RCA, with the assistance of many subcontractors and suppliers. Just what,this event means to all of us is that mankind has begun to get information that will fit into the first global inventory of resources. What is new is therfact that today, cameras and other sensors Please note that considerable liberty has been areprovidingsinglepictures that provide more taken with specific responses in order to compile a information than formerly could be gleaned from up consensus of most of the replies. No inference is to 1000 photographs taken from an aircraft and made thateach of the respondents cited fully laboriously matched together into a mosaic. supports the conclusions drawn from the replies to ERTS-1 is providing answers to questions such as the survey questions. the following: The present Administrator of the Federal Avia- Where are the forest fires on Earth ?. tion Administration told Governor R/eagan in a letter Where are blight or other diieases attacking dated October 10, 1969 that he was convinced that forests and agricultural crops? many of today's problems stemmed from a lack of Where are mineral and oil resources likely to sufficient educational experiences and opportunities be found? for the typical citizen and aviation and aerospace Whereisthepollution of air and water participant.39 occurring? In 1969, Dwane L. Wallace, Chairman of the Where are the fresh water resources on Earth? Board, Cessna Aircraft Company, delivered an address y/here is urban growth occurring, and how is on 'The Importance of Air Age Education ... The it impacting on the environment? 39. For full text of the letter, see appendix. 40. Remarks extracted from Mr. Wallace's speech. 46 In' its neapolar,sun-synchronousorbit, the Studying ecological changes taking place on 1965-pound NA spacecraft circles the globe every the Uniteg States East Coast. 103 minutes, coinpfeting nearly 14 orbits daily. Every Acquiring) formation needed to plan protec- week it surveysmore that 42 million square kilo- tion of tidal narshes. meters, sendingback images of the Earth's surface Acquisitionf comprehensive information on that are 115 miles square. Thus, the entire globe, with the use of public lands in the Western United the exceptionof some areas near the poles, is covered States for grazing purposes. every 18 days. Foreign scientists have proposed other ERTS In addition, a data collectioh system aboard the experiments, including: satelliteisgathering signals from 150 automated Detection of potential locUst breeding sites in platforms at as many ground stationsin various southwest Saudi Arabia. remote areas of North America. This environmental Snow surveys to assess the risks of spring information measurements of air pollution, rain- flooding in Norway. and snow fall, rate of stream flow and other physical Land use and soil erosion in Guatemala. occurrences then is relayed through telemetry to The hydrologic cycle of the Santa River basin NASA groundstations. NASA's Goddard Space in Peru. Flight CenteratGreenbelt,Maryland,processes Winter monsoon clouds and snow cover in nearly 10,000 color, black and white, and-digital tape images every week for ERTS experimenters more Survey of a variety of resources in India. than 300 of,them from 37 countries. Scientists participating in the ERTS program are According to the British scientist Dr. Fred Hoyle, from Australia,Brazil,Canada,Chile, Colombia, a major turn in huMan history occurred when we saw Ecuador, France, West Germany, Greece, Guatemala, our first photographs of Planet Earth, taken from India, Indonesia, Israel, Japan, South Korea, Mexico, deep space, crystallizing our awareness of our own Norway, Peru, Republic of South Africa, Switzerland, planetary fragility, the limitations. pn our resources, and Venezuela.Eachnation will fundits own and the imperative necessity of learning exactly experiments. where we stand and how we should proceed. We are The ERTS program has taken on a truly inter- enabled to do these things because we have devel- nationalflvor, representing a new emphasis on oped, within little more than a decade, a technology improving life on Earth, using technology for the 51 previously unimagined. We can see with precision benefit of all mankind. what resources we have what waste we have The foregoing has been cited in order to shOw the worked; and what exists that we have previously been positive values derived from modern technology. But unaware of, or have ignored. such programs not limited to satellites and space ERTS-1 has a desigh life of one year, and will be ..mizardry. followed tbya secondinthe series(ERTS-2), While the national trade balance has gone from launched'Iate in 1973, demonstrating that the space surplus to deficit, the aerospace trade balance has effort hasbeen, and continues tobe,one of been going steadily up. Further, the aerospace indus- America's best investments!" try has been a member of "the $2 billion export Some of the near-term objectives of the ERTS club" for six years, and last year qualified for the $4 domestic program include: billionclub.This provei that when it comes to Development of a geologic and soil-feature technology, America still leads the way, and has every map of the United States. right to dethand a trade policy that permits the Developme,nt of an agricultural map of the aerospace industry to keep and expand its lead. United States. President Nixon supports that kind of trade policy. Evaluation of vegetation damage from high- ?Trade policy (is different from other aspects of way construction in Maine. foreign policy: it stands or falls on the ability and Compilation of information on the dynamics willingness of specific domestic interests, such as the of Lake. Ponchartrain, Louisiana. aerospace industry, to understand and.support it. Determining the ability to observe control Trade policy is now, and always has been, a local measures for pink bollworm infestation 'of as well as an international issue in the United States. cotton in California's Imperial Valley. And-this is just as-`true now in Japan and in Europe. Evaluation of land use in the great urban -The foreign policy objective of the Nixon Administra; megalopolis which stretches from Boston, tionis to see theconstruction of a new global Massachusetts to Richmond, Virginia. economic superstructure to go with the political Inventory of timber resourcesinselected superstructure the President has built in his first forests in the United States. term.42 41. On a Clear Day You Can See Forever, and Serving 42. Technology and Trade a Place of Honor in History, by Mankind Eyes in the Sky, by Karl G. Harr,, Jr., AmbassadorWilliamEberle, the- President's Special President,AerospaceIndustriesAssociation, AERO- Representative for Trade Negotiations, AEROSPACE, SPACE, Vol 10, No. 4, October, 1972. Vol 10, No. 4, Cctober, 1972.

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"We must set in place an economic structure grown wings. The, world of aviation has expanded that will help and not hinder the world's historic with the speed of a jet... creating jobs and movement towards peace. We must make certain careers that didn't exist even a generation ago. that international commerce becomes a source of The sophisticated technology thatis aviation stability and harmony rather than a cause of today requires formal education and training. friction and animosity."43 Those who have the courage to seek a unique, Advanced research and the ability to sellit overalllife .style must have the foresight to abroad = accounts for the tremendous contribution prepare forit ... Aviation has built-in motive- the aerospace industry has made to our trade balance. tion."45 But trade policy alone cannot determine the level of The Gill Robb Wilson. Memorial Aeronautical federal spending on research. It's not a big enough tail ScienceCenter houses a Simulator Laboratory, a to wag that dog. Something more is needed than Technical Library, Classrooms, FlightPlanning balance-of-payments arguments to restore the level of Rooms,Aviation WeatherFacilities and Faculty research expenditures. The United States must remain Offices. the world's most exciting center of technological Edtkation, especially aviation education,isa innovation. Take that awaw and you take away one serious business. There is no short cut to success, nor distinguishing and irreplaceable feature- of our cid- willadiploma guarantee ajob.But, a formal ture, one that gives us a right to claim a place of education is a requirement in most areas of aviation. honor in the history books. This, not the balarke of The future belongs to those who prepare for it. payments, is the,best argument. In dedicating the Center to the memory of Gill Many people do not understand how profoundly Robb Wilson, Embry-Riddle honored an individual federally-sponsored research has affected the rate of who was truly one of the pioneers in aerospace- technological innovation in our sobiety, and the trade aviation eduCation. Mr. Wilson had begun his aviation `benefits that spring therefrom. The spinoffs that have career not long after the Wright brothers successfully taken place within corporations, and in universities, propelled their flying machine above the ground. He too, far exceed the list of patents that can be traced flewas apilot with the FrenchEscadrille 66, directly to that research. We seek to preserve and transferring to the U.S. t econd Army Bombardment expand the notion that comparative advahtage must Group after United States entry into World War I. He be determined by technological innovation, entrepre- covered World WarII -for the New York Herald neurial skill, and productivity'!" Tribune as a war correspondent and aviation colum- Eighteen percent of the aerospace products manu- nist.He was chairman of the firit Aeronautics factured here in the United States are exported, as Committee of the American Legion, was the Director compared to only seven percent of all United States for 16 years of the New Jersey Department of products exported. Aviation, and was a consultant to the Government of It should be obvious to the reader that technol- the United States on lighter-than-air developments. ogy plays an increasingly important role in determin- He conducted the first, national airport survey and ing the position of the United States as a leader. It was four times president of the .National Aeronautic should alsobe obvious that without atrained Association. He was a co-founder and Director of the manpower pool the technological leadergiip off the Aircraft Owners and Pilots Association (AOPA), and United States would be irrevocably, and irretrievably also served as president of the National Association of dissipated. One of the major purposes behind the State Aviation Officials (NASAO). He created the drive to insure a rightful place to aerospace-aviation plansforthe" CivilAir Patrol 'and organizedit education is to facilitate the maintenance of just such nationally. Mr. Wilson also served as President of the a trained pool of manpower a pool of citizens who United States Air Force Association; was a consultant are aware of the world around them, appreciative of to the Training Command of the United States Air technology, and knowledgeableof aerospace - Force, and for 20 years was a consultant to the Air aviation's contributions to that technology. Foice and the Department of. Commerce. He also was On April15,1972, theGillRobb Wilson a member of the Congressional Aviation Policy Board Memorial Aeronautical Science Center was dedicated and vice-president of. the Air Force Historical Foun- at ,Embry-Riddle Aeronautical University in Daytohc dation. For many years he was editor and publisher Beach, Florida. The University was founded in 1926, of Flying ,magazine. Mr. Wilson's phifosophy can be and is hailed as "the only accredited, private, non- summed up in the quotation that "He who dedicates profit, co-educational, totally aviation-oriented uni- himself to a great ideal himself becomes great." versity in the world today." It might be appropriate During the .dedication ceremony, Gill Robb Wilson's

here to quote from the university's catalog. . "The Atmosphere" was quoted. It is repeated in ti,e "A nation that once depended on wheels has following column. 43. Richard M. Nixon, the President, from an address to the 45. Excerpt from the introductory notes of the Bulletin of representatives of 124 governments at the annual meeting Errbry-Riddle Aeronautical University. of the International Monetary Fund and the World Bank. 44. Eberle, op. cit. 43 r. 6

THE ATMOSPHERE by GILL ROBB WILSON are currently writing a'book on "Understanding Essential to life upon our planet Soviet Civil Aviation," and they plan to take a group is the broiling blanket of the atmosphere, of college students to the Soviet Union' or another the all-encompassing air ocean, whose Civil Aviation Seminar in July, 1973. The observa- nearer shore is the land and sea beneath. tions in the following passage's were made during their and whose farther shbre is outer space. 1972 trip to the Soviet Union. Redeemed from ageless mysticism Based on visits to, key educational and training by the pressing curiosity of man, the air ocean facilities,and oninterviews with leading Soviet is become lordly to human destiny aviation and education officials both in the Soviet in fact as once in fancy Union, and while some of them were visiting Embry - Eternally in motion, here rises the shield Riddle Aeronautical University in the United States against the cosmic avalanche, in November, 1972 we are convinced that Soviet here filters the sun: of poison, aviation progress in the past owes much to education. here brews the climate of harvest. Further, the future of Soviet civil aviation is closely And here at long last linked to dependence on a detailed and careful plan is the physical medium of one social family. of making the fullest use of the latest techniques of Not since time began has civilization been education. so challenged in mind and spirit to exhaust Soviet aviation personnel of tomorrow are in large the potential of the physical universe and modern vocational, technic& and professional as in the air age. Nor is this challenge educational institutions and facilities. Many of the one of easy accomplishment. USSR's highly trained aviation personnel are enrolled A heart for the unknown, in a common curriculum for part of their training a courage for the unexpected, whether they are going to be air traffic controllers, and a dill to see over the next hill maintenance technicians, pilots, flight engineers, or these are esseptial equipment of the airman. civilengineers doing aviation-oriented work. This Yet the rewards are unparalleled ... common curriculum approach helps to assure that all frescoes of cloud and shadow will understand the various systems-with which they such as man never painted, will work. the grip of forces such as man never created, Thereisgreat and early competition to enter 53 a sense of freedom such as man never dreamed. aviation studies on the part of Soviet youth. Like- regularly.. We of the Governor's Aerospace-Aviation Educa- wise,peoplealreadyinaviationare tion Task Force warmly endorse the philosophy encouraged and given opportunities to up-grade their called out, in Gill Robb Wilson's writings. We note his skills. Our visits to Many educational facilities demon- reference to the environment and his accolade to strated several points: High priority is being given to the design and those embarking on careers in aviation. We trust that the reader may be motivated to construction of the finest educational facili- encourage the student to pursue aerospace-aviation ties bevoted entirely taaviation. education in the full realization of the benefits Cybernetics .isrequired instruction for all in the deriving from space-age technology. From knOwledge higher education Personnel 6000-student Kiev Civil Aviation Institute comes power the rower to improve the lot of all mankind. The past is Prologue to the future, and the with students from 40 nations as well as all future, again, truly belongs to those who are prepared parts of the Soviet Union. kfor it Classrooms and lecture halls feature the latest multimedia. equipment and resources, includ- ing closed-and apen-circuit television and indi- Aviation Education in vidual response systems. Computer systems of a sophisticated nature the Soviet Union are used for regular instruction to students. an Overview At Kiev, the same computer system is used to provide real-time experience for training of We are indebted to Dr. Mervin K. Strickler graduate students as is used by and linked with the Tupolev Design Team in Moscow, (Immediate Past President of the National Aerospace which is conducting operational analysis of Education Association) and Jack R. Hunt (President the TU-144, the Soviet civil supersonic air- of Embry-Riddle AeronauticalJniversity) for the liner. following information concerning aviation education use offlightsimulatorsiS9 in the Soviet Union. President Hunt and pr. Strickler Widespread apparent inhigher educational institutions take place in their training, education, and competi- suchas theCivilAviation Academyin tive position in world aviation. Leningrad. , Our visits to air traffic control facilities, and our When youvisit aradarrepair,trouble- discussions with both governmental and aviation or shooting, or maintenance laboratory in an education&officials,along with our study and institution of higher learning, you do not see observation of their aviation educational institutions, obsolete equipment. For example, we made show clearly that. the Soviet Union has achieved a exhaustive study of aircraft such as the I L -62, very high point in adapting and using educational intercontinental jet, and the YAK-40, trijet, techniques and programs to further their civil aviation as well as many others..In every instance, goals. those studying the various systems in the college or university use the exact duplicate of the component system that is on the operational ;aircraft whether it be radar, communications equipment, computers, instruments; hydraulic,electrical,refrigera- tion, or propulsion systems. Pay scales for those in aviation technical work are above average, and in some instances, exceed the pay.of medical doctors. Thereisgreat motivation to. make Soviet aviation competitive by meeting and exceed- ,ice 1111kzt: ;. ing ICAO standards. tom: -4, Se /..'"k&r There is much emphasis placed on learning English for aviation operations outside the In our visits with Soviet government, Aeroflot, Soviet Union. educators, and other people, we found an open and friendly reception. We could ask for information on Much of the Soviet civil aviation progress is due to the high place which the Ministry of civil aviation any topic related to education and civil aviation developments and receive frank, factual, and techni- occupies in. the government. Moreover,Aeroflot, the cally, adequate responses. All of our visits included Soviet airline, places great stock in having careful and opportunities for freely photographing their equip- detailed education for its workers. Thus, when you ment and training facilities, and making lengthy tape visit the Soviet jet-engine and airframe-maintenance plant outside Moscow, where more than 20,000 recordings of our discu,ssions. When the Soviet delega- tion accepted the invitation of Jack Hunt to visit workers are employed, it is evident that education is Embry-Riddle Aeronautical University as guests, the used, even in industrial plants, in preparation for jobs, Soviets were pleased to find that they were treated and for on-the-job training and up-grading. with the same kind of hospitality and opeorigagS. They Both large educational institutions such as the visited Civil Aviation Institute in Kiev and industrial plants, Embry!Riddle Aeronautical University; provide nursery schools foiNthe children of workers, Federal Aviation Administration Air Traffic Control faculty, and students. Hospital and medical services facilities in Daytona Beach and Orlando, Florida; are also proVided on, or near. the site, and operated by Cape Kennedy Space Center; Eastern and NatiObal the particular institution. In short, maximum efforts Airline facilities in Miami, Florida. This visit, the first are being expended to assure the fullest possible of its kind between Soviet and United States educa- efficient use of human, as well as material resources, tors and aviation officials, heralds a new and helpful in both educational institutions and aviation indus- relationship between two of the great countries of the via) enterprises. world two which have made so many contributions Soviet young people study aviation and, space to aviation on'a worldwide basis. history in school and they. learn of the early training We are hopeful that in the years to come, there and subsequent attainment of aviation and cosmo- will be exchanges of students and faculty between naut heroes.. our countries, and that there will be many more Our study of Soviet civil aviation clearly shows opportunities for this kind of free exchange of ideas. that there are significant accomplishments in Soviet aviation education at all levels of education, and in Mervin Kt Strickler, Jr. 'Jack R. Hunt, President industry. With the Soviet Union now a member of the Immediate Past President Embry - Riddle Aeronautical International Civil Aviation Organization (ICAO), it is National Aerospace University, anticipated that-many significant developments will Education Association Daytona Beach, Florida

50 Management;MastersDegreeinTransportation; Appendix 1 Edit& and Staff Researcher for the Rand Corpora- tion; 'Link-trainer instructor 'for the United States The Governor's Navy; Lt. Commander, "Naval Reserve, as Adminis- trative Officer for an Air Intelligence Unit at Los Aerospace-Aviation Education Alamitos Naval Air Station; 5 years experience with Task Force United Air Lines in flight and ground safety; Member, AerolpaceEducationAssociationand DON40. CLAUSEN,Chairman National California Aerospace Education Association; Member, Member of Congress since 1963, from California's School's Aerospace Education First. Congressional District; Serves on the Congres- Superintendentof s nal Committees for Public Works, Interior, and Advisory Committee; Chairman, Los Angeles Cham- Commerce Women's SpaceSymposium; Ins larAffairs; Charter member of the California berof Association of Airport Executives; Member of the Member, Faculty of Pepperdine University. Nation -IAdvisoryCommittee:for Embry-Riddle Aeronau calUniversity; President of the Congres- J. FLOYD ANDREWS, Director President, Pacific Southwest Airlines for the past sional Flyi Club; Member of the Del Norte County Board of S Rervisors for seven years; Operated an ten years; attended Wichita State and Friends Univer- sities in Kansas; World War,,,I I volunteer pilot with the insurance buess and an air-ambulance- service; Royal Air Force and the United States Army Air WW II Navy Caier Pilot; Manager-operator of the AirlinePilot; Member, Del Norte CountAirport for eight years; Flight Force;FlightInstructor; National Alliance of Businessmen (NAB), and Chair- instructor and pilot aminer; Co-founder and advisor in the establishment of Del Norte County High man for the San Diego area; Member of the California Tourism and Visitors Services Commission; Member, School's aviation educat en program. Governor's Task Force on Transportation; Member, Of California Chamber of H. GENE LITTLE, Vice Ch *rman Board Directors, Associate Professor of A onautics at California Commerce; Member, Urban Coalition and Manage- for San Diego; Member, Board of State University, San Jose; B.E. Vocational Educa- ment Council Directors of the San Diego Conventiori:and Visitori tion, San Jose StateCollege; .A.inIndustrial Bureau; Member, Board of Directors for COMBO; Studies, California State Universit, San Jose;Vice President, Education and Training foWorld Airways, Member, Board of Directors, San Diego Gas and Electric Company; Serves on the Economic Develop- Inc.; " Metropolitan Director,National Allianceof Businessmen; Dean and Director, World Institute of ment Corporationfor San ,Diego County; 1968 Honorary Chairman for the San Diego Multiple Aeronautics;Chairman,AeronauticsDpartment, Sclerosis Society's fund raisirig campaign; Member, College of San Mateo; PastPresident,California Instituteof Medical Aerospace Education Association; Aviation Advisory Board ofDirectorsofthe Committee member forFoothill,Alam'eda, San Sciences in San Francisco. Joaquin-Delta,and. Chabot Community Colleges; Recipient of the PaUl Mentz Award of the California MYR L C. RUPEL, Director Aerospace Education Association for "Outstanding. B.A.,La Verne" College; M.S., University of Southern California; Doctorate from U.S.C.; Super- Contributions to Aerospace Education" for 1968. intendent,Perris High SchoolDistrict;former Superintendent, Tehachapi Unified School District; JOSEPH R. CROTTI, Secretary California Director of Aeronautics since 1967; Past President, California Aerospace Education Assot Member, California Association of Airport Execu- dation; National Director, Flying Educators; College teaching experience at U.S.C., Bakersfield, and La tives; Provisional teaching credential in adult educa- Verne College; Author, "What Every Teacher ShoOld tion;Formerdeputy-chiefoffrheMercedFire Elementary Adminis- Department; Experience in,the engineering depart- Know," \"Cardboard Jungle ment, City of Merced; Director of the civil defense trators," '%Sketchbook of Soaring Flight," "See and and disaster office in, Merced; Manager of Merced Be Seen,"; %Commercial Pilot, Airplane, Single and Airport; City-Manager. Pro Tem for Merced from Multi-Engine Land, and Gliders. 1964 to 1967; Member, American Institute of Aero- nautics and Astronautics; Past President, National THOMAS E. LEONARD, Director Association of State Aviation Officials. Professor of \\ Aeronautics,California State University, San Jose; B.S., Aeronautical Engineering, HARRIET E. PORCH, Director CaliforniaStet;PolytechnicCollege,SanLuis B.S. in Business AdminiStration in Airline-Airport Obispo; M.A. in Education- Aeronautics, California cif 51 StateUniversity, San Jose; Specialized studies in Canada, and Mexico; WW II Army Air Force Pilot, aircraft accident investigation, U.S.C.; Special area of and Korean War USAF Pilot; Member, Stanislaus activity in aircraft maintainability, theory of propul- County Taxpayers Association, Oakdale Chamber of sion; Consultant in special areas, such as standards of Commerce, and Advisory Committee for .the U.S. maintenance for aviation, techniques and methOds; Chamber of Commerce.. Formerly ,employed in crop-dusting and with Hiller Helicopters, Lockheed Missiles and Space Company, FRAN BERA, Member and United Air Lines; Member, American. Society for Pilot examiner for Aztac Aircraft in Long Beach; Engineering Education; Member, Aviation Advisory Active member of the Ninety-Nines. Committees for Gavilan College and Victor Valley College;Member, Aviation Technician Education ROBERT BLODG EfT, Member Council; Member,' National AerospaceEducation Senior Editor for Flying Magazine; Long-time Ass'ociption andCaliforniaAerospaceEducation pilot, instructor, and author. Association; Member, 'Monterey Bay Arita Aviation Advisory Board, and Member of the Advisory Boards CHARLES M. BUSSEY, Member for several other colleges. Lt.Colonel,U. S. Army(Retired); Member, imEmmsw.FREE. California Aerospace Education Advisory. Committee for the Superintendent of Public Instruction. , Pr! VER N CARTWR IGHT, Member President, Cartwright AerialSurveys,,Inc.; Mem- ber, California Aerospace Education Advisory Com- mittee few the Superintendent .of Public Instruction.

;HOWARD M. CR ITCHE LL,' Member WW II U.S. Army Air Force Pilot.and Operations Officer; Communications Officer; Two years with the ELMER 0. HASKIN, JR, 6angressional Liaisqn Civil Aeronautics Administration in Air Route Traffic 58 Sales Manager for EM-TV; Responsible for Control (this was thelorerunner of the present FAA); congressional liaison ',between Task Force members Captain with Western Air Lines; President, Bates and Congressman Don. H. Clausen (Chairman);1/4Mili- FoundationforAeronauticalEducation;Airline tary service With the. United States Marine Corps; Transport Pilot rated; Flight and Ground Instructor; Attended Humboldt State College and the University Rated in airplane, single and multi-engines, and single of Southern California; B.A.in Radio-Television- engine seaplanes; Commercial Glider Pilot; more than Speech; .PrivatePilot,Airplane Single and Multi- 20,900 hours of flight Vale. Engine ratings; Chairman, Aviation'Advisory Committee for the College of the Redwoods; Deputy RAY DA.F313Y, Member Commander and Command Pilot of Ciyi.LA,ir. Patrol Superintendent of Schools for Shasta County; Squadron 34; Member, Humboldt County Forestry B.S. inBusinessAdministration,University, of Advisory Committee; Member, Board of Direct61s, Southern California; M.S. from Chico State College; United Crusade; Member, Board of Directors of the Taught in the Redding Elementary Schools from Lutheran Home for the Aging; Vice President, Charles 1949 through 1951, Chairman of the Curriculum and Thurman Aviation Education Memorial Foundation; Publications' Committee of the County SUperintend- Member, Aircraft Owners and Pilots Association; ents'Association; Member, Aerospace Education Member, Congressional Secretaries' Club; Member, °Advisory Committee for the Superintendent of Public The PreSs Club of San Francisco, and the Marine Instruction; Member, CASA Ethics and PrOfesslonal Memorial Club; Member, Masonic Lodge. Relations Committee; Secretary,. Region I, Associa- tion of California School Administrators; President, MERVIN W. AMERINE, Member Board of Far Northern Coordinating Council, on Member,'CaliforniaAeronauticsBoard,and Mental Retardatio'n; President, Redding Kiwanis. former Chairman of the Board; active in agricultural and aviation businesses.; turkey breeder with inter- DON DOWNIE, Member national sales; cattle raising; airport operations, and West CoastRepresentativefortheAircraft aircraft maintenance experience; repair and inspec- Owners and Pilots Association; Free-lance writer for tion; fuel-servicing, and related activities; operated a many av tion periodicals; Author o_ f many air travel fleet of DC-3 aircraft throughout the United States,, and air raft evaluation articles.

52 ROBERT M. EBERHARDT, Member ation, and Aerospace Medical Association; Major, President, dank of 'Stockton; Graduate of New Medical Officer, and Mission Pilot for the Civil Air Mexico Military Institute and the University of the Patrol; Member, Advisory Committee and Review Pacific; State Bank Efaminer 1952-1956; Member, B and for "Aeronautics, College, of the Redwoods; Board of Regents, University of the Pacific; Member, Me er, California Medical 'Association Committee Board of Trustees, San Joaquin County Pioneer on Di r Medibal Care; Member, California Council Museum; COmmissio'ner, Port of Stockton; Member, on Aviation Safety; Guest lecturer, at the Collegeof Aviation Education Advisory Committee tothe theRedwoods; Member, AirForceAssociation; SuperintendentofPublicInstruction;Member, Member, Aircraft 'Owners and Pilots Association; Greater Stockton Chamber of Commerce; State repre- President, National Flying Physicians'Association. sentative to the National Association of Supervisors of State Banks. WILLIAM D. HECHT, Member Retired Educational Representative for United LAURETTA FOY, Member Airlines Engineering and Maintrnarice Division in San Chief pilot for Southland Helicopters Division of Francisco; Active in the Califbrriia Aerospace Educa- .Hughes Tool Company; More than 10,000 hours tionAssociation;Member, 'CaliforniaAerospace flight time in aircraft and helicopters; Graduate of Education Advisory Committee to the Superintend- OccidentalCollege;InstructorintheCivilPilot ent of Public Instruction. Training (CPT) PrOgram during World War 11; Flight instructorforPiperAircraft Corporation; World PEGGY G. HEREFORD, Member War II WAF; Production line test pilot and check Director of Public Relations, City of Los Angeles, pilot for North American Aviation on the Navion Department of Airports since 1950; Former West aircraft; Former.stock-brokerage 'employee 1952-61; Coast Editor for AmericanAviation; Director, News Member, FAA Women's Advisory Committee on Bureaufor WesternAir Lines from 1939-1942; Aviation from 1967 through 1970; Chairman of that Instructor in Air Transportation at Woodbury College committee for 1969 and 1970; Member, Board of )n LosAngeles;Co-authorofanairlinehis- Directors, Professional Helicopter Pilots' Association; tory "The Flying Years," and a contributor to the Member, Ninety-Nines; Member, President Nixon's college textbook "Air Transportation and Com- Avjation Advisory Commission; Vice President of the merce";Member,Board, ofDirectors, Wbmen's Whirly-Girls. Division,LosAngelesChamberof Commerce; Member, Board of Directors, Travelers,,Aid Society, PHILIP C. GAR LINGTON, Member Los Angeles area;Member, Aviation and Space A.B., M.A,; Taught ,at Del Norte County High Writers'Association; Member, Airport .Operators School, Hanford Union High School, and the Univer- Council International, Public Relations Committee; sity of the Pacific; Faculty member, Stockton College Recipientof -severalnationalandinternational in 1945; bean of Men from 1948-51; WW II Ship- awards. board Communications Officer; Ten years as Director of Instruction, College of San Mateo; Commander, NORMAN JACO, Member Naval- Reserve; President, Skyline College in San 'Superintendent, Westside ElementarySchool Ballo; Former chairman, California Junior College District, Five Points, California. Association Committee on Curficulum and Instruc- tion; Member of a Federal committee 'on acredita- EUGENE KROPF, Member tionofserviceexperience; Member ofaState PublicAffairsOfficer, FAA Western Region; committee on articulation. World War IIInstructor for the Arrriy Air Corps. Primary Pilot Training Program; B.S., Parks College; MARVIN HAYS, M.D., Member Learned to fly in 1927; Former employe, Atherican B.S. 1942, M:D. 1945, University of Oklahoma; Airlines and TWA; Instructor atParksCollege; ResidencyandGraduate'traininginOrthopedic Director, Aeronautical Adraniitration Department, Surgery; Certified, American Board of Orthopedic Saint Louis UniversitY; Assistant Professor; Assistant Surgery; U. S. Army service in the Medical Corps, Dean of the College in 1950; began carer with the with specialty in psychiatry; Private Pilot, Single and FAA's forerunner, the Civil Aeronautics Administra- Multi-Engine, land,-aircraft;Instrumentrating; tion in 1957; Member, Aviation/Space Writers' Asso- Member, Flying Physicians; Active staff member at ciation; Member, International Society of Aviation St. Joseph's Hospital and General Hospital in Eureka; Writers; Member, National Aeronautics Association; Consulting staff member fora number .of, other Member, National Aerospace Education Association hospitals; Member,Civil Aviation Medical Associ- and the California Aerospace Education Association; Member OX-5 Club 6f America; Member, Air Force DANIEL G. WALKER, Task Force Member Association;Member,StearmanAlumnusClub; Superintendent-President, Yuba Community Member, National Aerospace Education& Advisory liege District; Former president, Coress College in Committee_of the. Civil Air Patrol; Member, Advisorr'y Orange county frOrn 1966.70; B.A. in History and Board of the National Intercollegiate Flying Associa- English, University of Corpus Christi, Texas; M.A. in tion, and serves on the aviation advisory committees; History and English, Southwest Texas State College; fora number of colleges in the Western United States; Ed.D\., in Secondary and Higher Curriculum, Univer- Recipient of a number of awards, including the USAF sityOfSouthern 'California; TaughtinMcAllen Association's Award for "Outstanding -Achievement (Texas) \HighSchool,Templeton HighSchool, in the Field of Aerospace Education," the FAA's California, Central High School in EI.Centro, Imperial Meritorious Service Award for outstanding service in Valley Col\lege in El Centro; San Diego State College; the field of public relations, and for his work with Merced College; Author of "The Community College, teachers and school administrators in organizing and A Twentieth Century 'College,"1965; "The Dis- pre,senting aerospace workshops. appearing Campus," The Junior College' Journal; and -"The House plan at Cypress," in the same publica- LAWSON MILLER, Member tion; Member Committee on International, Educa- EducatedatOhioStateUniversity,Akron tion,AmericanAssociationofjuniorColleges; University, University of California at Santa Barbara California Association of SecondaTy SchOol Adminis- and at Los Angeles; University of Southern California trators; Committee on Instrudtor Exchanges of the and Claremont Graduate School; Holder of creden- CaliforniaJuniorCollegeAssociation;California tials, including life diploma in Education, State of Teacher's' Association; and,the Board of Directors, California;"Industrial Education; General Metal Shop; Cypress Chamber of Commerce 1967-79. pr. Walker Print Shop; Wood Shop; Auto Mechanics; Drafting, received his early education in eleMentary schools in Plumbing, Crafts and Ceramics; General Secondary Bulgaria and Czechoslovakia, at Taunton Preparatory Credential;SecondaryAdministrativeCredential; School in England; at Efiham College in London, e, Special. Secondary Credential;Pupil Personnel England. Credential; Psychology Credential; NOwretired after 33 years with the Los Angeles City Schools; Coordi- WILLIAM R. WILSON, Task Force Member nator of Work. Experience Education; Vocational Vice President, Lockheed Aircraft Corporation, EducatiOnal Education Counselor i Consultant, Burbank, California. Research and Evalujation Section; Member, Examina- tion Board, Los Angeles Police Department; Pilot,' DAVE ZEBO, Task Force Member single-engine aircraft, land, with 3,100 hours flying Nineteen years experience as a member of the time; Member, OX-5 Club; Feature writer and syndi- California Highway Patrol; sixteen yearls-as Aviation, catedcoluninist onaviation; NationalPresident, Director for Humboldt County; WW II service witli Flying Educators, Inc.; and Colonel in the Confeder- the U. S. Marine Corps; Commercial Pilot, single and ate Air_Corps. Multi-engine aircraft; Instrument rated; Past presi- / dent, California Association of Airport Executives; EUGENE J. PORTUGAL, Task Force Member / worked with U. S. Forest Service in aerial drop; and B.S.,,M.A.,EdD, UniversityofCalif orlya, active in Search and Rescue. Berkeley; Headed. Civilian Pilot Training Program at MOdoc Union High School in Alturas, 1939-1941 and at Santa Rosa Junior 'College 1941-42; WW II Naval service as a Lt. Commander, Navigator and Executive Officer; 16 years with complete charge of the aviation programs at Santa Rosa Junior College; 5 years Chairman, Aviation Education Committee for -the California Junior CollegeAssociation; Charter member, California Aerospace Education Association; President, Northern California Junior College Associa- tion -1957-58; Founding president, College of the' Redwoods, Eureka, California, 1964 to present.

CLETE ROBERTS, Task Force Member President, U. S. Television Newsfilm, Incor- porated. Appendix 2 Appendix 3 Goterror's Advisors to the Tk- Force Aerospace-Aviation Educatiop . - Task Force- Committees During the early months of the Task Force activities, and at the request of G vernor Reagan, a Elementary and number of advisors were designated by the,University of CalifOrnia, the ' State Colleges, the Community - Junior High Schools, Colleges, and the Department of Education \The Task Chairman: Dr. Myrl C. Rupel Force` acknowredgesthecontrib(iiitionsRf' these Members: advisors, and-is grateful for their assistance. Addition- Mervin W. Amerine Don Downie ally,a number of other ladies and gentlemen c\ oper- Miss Fran Bera Robert M. Eberhardt ated with the Task Force in an advisdry capacity. The

Lt. Col. Charles M. Bussey Mrs. Peggy G. Hereford advisors are listed below: k s. Vern Cartwright NOrman Jaco PresidentCharlesJ.Hitch of the UniVersity o High Schools and California designated Community (Junior) "Colleges ProfessorE.V.Laitone, of theDivision of Chairman: Miss Harriett E. Porch* Aeronautical. Sciences, University of California, Members: Berkeley Campus J. Floyd Andrews' Lawson Miller* and Robert Blodget Clete Roberts Professor' William Ka'ula, Vice Chairman, Plane- Philip C. Garlington Daniel G. Walker tary and Space Sciences Department, University Elmer Haskin William R. Wilson of California, Los Angeles . Eugene Kropf Dave Zebq ChancellorSydneyBrossmanoftheCalifornia 61 -Colleges, Universities, Community Colleges designated and Private Schoo-Is Chairman: Thomas E. Leonard Mr. Leland P. Baldwin Assistant Chancellor for, Members: Vocational Education HoWard M. Critchell . Dr. Marvin Hays and Joseph R. Crotti Mrs. Peggy G. Hereford Mr. ElmerR. Wirta,Consultant in, Industrial Ray Derby Eugene Kropf Education Mrs. Laurette Foy Dr. Eugene J. Portugal Chancellor Glenn S. Dumke of' the California State Industry Professional Colleges 'designated Chairman: William D. (Bill) Hecht Members: Dr. John J. Baird, Associate Dean, Division of Mervin W. Amerine Don Downie Academic Planning in the Chancellor's Office J. Floyd Andrews, Mrs. Laurette Foy and Miss Fran Bera Dr. Marvin Hays Dr. William H.,Shutts, of the School of Engineer- Robert Blodget Mrs. Peggy G. Hereford' ing, San Diego State College Vern Cartwright Eugene Kropf Joseph R. Crotti Miss Harriett Porch Dr. Max Rafferty of the Department of Education, William R. Wilson Clete Roberts and Superin endent of Public Instruction, designated

*NOTE: Miss Porch served as committee chairman Wesley Smith, Director, Vocational Education for most of the Task Force activity, and and followingherresignationas committee W. Earf Sams, Consultant, Bureau of Elementary chairman, continued to serve as a Task and Secondary Education Force Member. Mr. Lawgon Miller suc- ceeded MissPorch as thecommittee Other advisors and consultantsincluded the chairman. following; Mr. Stewart Angle, Chairman, Aeronautics of Program Plan' nIng and Development, .Depart.. Department of Mount San Antonio College ment of Education

-Dr. Marian Wagstaff, Department of Education, Mr. Richard G. Ddugherty, Aviation Consultant, California State College, Los Angeles CaliforniaDepartment ofAeronautics, who prepared this report. Mr. Ted G. Misenhimer, Aeroscience Instructor, Redondo Union High School / rt. The Task Force isespecidlly indebted to Mr. Mr. Robert J. Mullen, Director of Special Pro- Dougherty for his untiring effort in coordinating the granis, Richmond School District efforts of the various committees, andfor his preparation of the TaSk Force Report, reflectingthe Rev. Norman W. Walters, Junior ROTC Instrub- accomplishments. and recommendations ofthe Task tor, Delano High School Force. Special acknowledgement isalso: made to the Mr. Mike Donahoe, Educational Prograrns Douglas Aircraft Company of McDon'Oell Douglas. Director in NASA's Pasadena office (subsequebily Corporation who made available the personnel and transferred to Moffett NAS) resources of Douglas Aircraft Company for the design, layout, art work, final editing, typographical Mr. AI Clark, Administrative Consultant, Bureau composition, and the first printing of thisreport.

s,:

62

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5 G ExtvadDe Department

Atatt of California PROCZAMATIO

1 :WHEREAS, The successful flight of Apollo 11 has kindled the spirit and calbturet. the imagination -of mankind as have few events in, history, and was a demonstration of man's ability to soar beyond the limitations of earth and to achieve the. apparently impossible; and WHEREAS, Its success goes far beyond the beginning of space exploration and proves beyond doubt that in .acreative society we can do anything we truly'committgurselves to do; and

4 WHEREAS, In January of this year I appointed theAero- spate-Aviation Education Task'Force, which is chaired by Congressman Don,Clausen, to _study and submit recommendations on California's educational program in thefield of aerospace and aviation, NOW, THEREFORE, I, RONALD REAGAN, GOVERNOR OF CALIFORNIA, do hereby proclaim the year beginning with the opening of our schools in September, 1969, as AEROSPACE - AVIATION EDUCATION YEAR; and urge all educators in the State of California, at every scholastic level, and in every fieldof study, to (1) enrich their own courses with aerospace-aviation material, (2) inform their students of the depth and breadth of career -opportunities in aerospace-aviation--already the largest non- agricultural: industry in California, (3) develop insights into the vital social factors involving aerospace andaviation.. with the lives of all Californians,(4) seize every opportunity to translate the excitement of our success in the moon landing to optimism for finding solutions to our pressing problems on earth and (5) prove again that cooperation is the best weapon against confrontation.. IN WITNESS WHEREOF,, have hereunto set my hand - d causedthe Great Seal o the State of California be affixed this19th day of September, One Thousand Nine Hundred Sixty Nine.

oVIO4gk Governor ATTEST:4&4444

Secretary of SS ate.

by Deputy Secretary of State

AO CALIFORNIA OIPICIII ow sun !immure .57 of the areas in which we are seeking -help from this Appendix 4 Task Force. Curriculum content, source materials, and instructor qualifications are vital considerations if Text of Governor Reagan's our aerospace-aviation education efforts are to bear Remarks to the Aerospace= fruit. . Working carefully with Congressman Clausen,a Aviation Education. Task Force' mostpersuasive and astutegentleman, we have June 16, 1969 chosen you as members of the-Task Force because of your expertise and background in aviation. I am going Good afternoon, Ladies and Gentlemen ofour to rely heavily on the advice and assistance you ladies Task Force for Aerospace-Aviation Education. I want to personally thank each of you for taking time out and gentlemen come up with during the course of your work on this Task Force.I of your busy schedules to meet with me here today, understand some and to participate willingly as members of the Task committees are already organized and working on the various aspects of the squation-2and I want to Force. .The press of other duties has preventedour assure you that you can count on my support. Aerospace- meeting together earlier, but I understand that the aviation education will occupy a prominent position organizational meeting atSan Jose went well.I am in the creative society so necessary in this modern air deeply interested in education in all of its aspects, age, and ram deeply gratified by your efforts in this anditismy earnest conviction that aerospace- endeavor. aviation has a place of prominence in our educational The school administrators, faculty members and system. Your presence here today attests to a similar advisors of our schools and colleges have achieved conviction on your part.I commend you for _your public spirit and your progressive outlook on life. varying degrees of success in the educational pro- This administration is wholly in accord with the grams they have fostered. We have noted with interest aims and objectives of the Task Force. The complex- that some of our smaller communities have been able ities of this air age demand that our educators bend to generate greater interest in aviation education than their efforts toward adapting space and aviation some of our largercities. This applies to school concepts to the task of furnishing our young people a -boards, school officials, students,z. and their parents. sound basis of understanding of the world around Some of the schools have full-blown programs of many years duration, and others are just getting them. AsIseeit, the function of an educational institution or educational system is to produce started. It would not be possible to publicly recognize every one of these programs, and so we have singled citizens who are totally aware of life, and whoare capable of assuming productive and meaningful roles out just a few to be honored here today on the basis in the modern community. In the full realization that of the excellence of their aviation education. pro- aerospace-aviationis the largest nonagrarian user of grams. From the more than 140 high schools and colleges, we have selected eleven. These eleven are, manpower,it becomes abUndantly clear that ade- typical, and their honor should reflect on the others quate preparation is required if our young people are to take on their responsibilities when they leave our who were not selected this time. On. behalf of the Task Force,I wish to publicly commend the eleven schools. We need competent citizens in the fields of institutions for their continuing efforts in this vital management, administration, operations and mainte- field of education, and to cite them nance. We need the engineers, the designers,- the as proper exOmples for othei-s to follow in establishing similar transportation specialists and above all we need the aerospace- aviation education programs. It was generalists-- thatis those who have a degree of difficult to do so, but we narrowed the field of 140 familiarity with many aspects of aerospace-aviation, down to 6 colleges and 5 high schools and who can blend aviation into an integrated system ... to accommodate movement. For movement is the essence of modern communications and the exchange of ideas. While a number of our schools and colleges now offer aviation courses more than 61 colleges and 79 high schools we still are not reaching the majority of our students. We are seeking ways of broadening rig the opportunities for aerospace-aviation education to reach increasing numbers of our young people. Not just any course, however, will satisfy the need. What 6- is required is quality in education, delivered by those competent to impart the knowledgeand that is one

58 money, when considered in conjunction with our Appendix 5 total public sector budgets. Some skeptics might say, "How can you, Congressman Clausen, make this kind Excerpts from Address by of statement?" Here again, permit me to relate some Congressman Don H. Clausen of my personal ex'periences. to the Aerospace-Education During my service as a member of the Board of Supervisors of Del Norte County for seven years,I Task -FQrce, Sacramento, reviewed, perused, and carefullyscrutinized the California, June 16, 1969 annual budget of the various department heads. Among them, of course, were the budgets of the Aviation and air transportation now play, and will Judge of the Superior, Court, the District Attorney's continue to play, a dominant role in the movement of office, the Probation Office, the Juvenile Hall, the goods,'services, and people, throughout the State of Sheriff, the "Bar-O-Boys Rehabilitation Camp," the California, the United States, and indeed, throughout Welfare Office, etc. After observing the large percent- the entire Western Hemisphere. As the jumbo jets, the age of dollars of the overall budget requested and supersonic transport, and otherfixed and rotary-wing required to finance the functions of these offices, I 1, aircraft,gointocommercialuse, worldwide air decided to conduct research in the specific areas of marketing programs will expand tremendously. In costs to our taxpayers for juvenile delinquency and ,addition, there is growing interest in the future uses probation problems, as well as minor and major of STOL (Short TakeOff and Landing) and VSTOL (Vertical Short TakeOff and Landing) aircraft to criminal problems. The cost factors revealed were, to say the least, supplement the present air - carrier fleet. And business shocking, and they prompted me to relate them to aviation and general aviation usage is expanding at the high school principal, the Judge, the Superintend- fantastic rates of growth. This, basically, is the direction in which we are ent of Schools, and committee members of investigat- inggrand juries. I found that each boy or girl moving when aerospace - aviation programs and objec- tives are viewed collectively. But what are the more committed to the Youth Authority, or the Depart- ment of Corrections, casts the taxpayers immediate benefits and advantageS to be gained from approximately $13,000, andthoseindividuals a dynamic and future-oriented aerospace-aviation committed to penal institutions as convicted crimi- 65 education program in thepublicschoolsof nals, cost an average of $35,000. My candid comment California? What specificallyisin it for the young to local officials, at that time was, "Save one boy people? the students of our State? from the Youth Authority, and you've bought one Over the years,successful aviation oeducation airplane or simulator; save one boy or girl from a life programs have repeatedly demonstrated that they are, of crime and you've paid for the entire program." in fact, significant motivating factors in stimulating Once exposed to these economic facts of life, poor students to become honor students, and induc- these key community leaders and many previously ingpotential dropouts to remaininschool and skeptical parents could readily see the reasonableness complete their education. and the rationale of my suggestion to continue and Therefore,andbasedon 'years of personal broaden the exposure to the challenging program of experience,I am convinced that aerospace-aviation aviation education in Del Norte High School. There- education is not only an effective and viable "anti- fore, I submit we can better invest our tax dollars in dropout tool," but a highly motivating force that will the kind of innovative programs that I like to refer to provide the kindof challenge that many young as "preventive maintenance." Believe me, I can refer people desperately need early in life, especially during you to many parents who are willing to testify to the their school years. success of our efforts. Once our program was under- I have proven to myself, during my 23 years of way, an Assenibly Committee on \Education' held "experimenting" with thisprogram of aerospace- hearings in Crescent City, California, for the purpose aviation education, that I can capture the imagination of evaluating our results. The testimoy of some of of any student from any home environment by these parents and students is available "n the public exposing him or her to the challenge of flight be it record. in the classroom, the stationary flight simulator, or Mine, of course, is but one experience. There are actual flight in an aircraft. thousands of other examples, and one that bears The cost? This is something that we must all be repeating took place in the Richmond Unified School concernedabout! Letmestatecategorically, District.Here, a"flight-experience program" was however, that the imptementation and insertion of tested for students from the ghetto areas, and this this type program into or associated with the estab- lished curriculum of our schools, will actually save experiment dramatically demonstrated and proved

59 the motivational potential of the kind of program the best recommendations California's aviation brain that will broaden their perspective through exposure power can formulate. Like you, we want to make the to something new and challenging. best better. From this experience, itv was determined that learning pekormance was significantly improved for those students in the program who had been previ- Appendix 6 ously classified as disciplinary problems. Thus, the value of this particular program was recognized, not Report to Aerospace-Aviation only by the students and the school authorities, but more noteworthy, by the students' parents. Education Task Force . Thus, we see that the heart of the problem lies by Marvin B. Hays, M.D. not so much in not having adequate' or suitable In accordance with directions from Congressman aviation education programs but rather, in the fact Don Clausen, information has been gathered from that we just don't have enough of these logical and numerous sources relating to medicine, and medical constructive programs in existence. We know, for topics, in the education program of Aerospace, and instance, that 46 college and 77 high schools in Aviation,withinthe schoolsystem, Stateof Californiahave some type of aviation education California. No attemptismade to formulate an program, but from these figures, itis obvious that outline for curriculum use. there are far too many areas where such programs just This Summary is divided into categories, accord- don't exist at all. This, then, is the challenge and the ing to the level of education, and to the relationship opportunity. The time has come for all Californians, of the medical subjects to a particular educational allAmericans, andin particular, our educational program. These categories are as follows: 'institutions toA3roaden their perspective to eliminate 1.The preliminary Aerospace-Aviation training "tunnel vision''to seek broader horizons in this, activities, as found in the Junior High, and our jet and space age. High School levels. The challenge of change in our everyday living 2. TheAerospace-Aviationtrainingprograms demands that we commit ourselves' to this worthy relating particularly to air crews and at the task. Junior College, and College level. 66 We can, as dedicatedandcreativepeople, 3.Aerospace-Aviation medical subjects relating recapture the American dream through aviation. to the Medical school curriculum. We can rekindle the spark of hope and faith in 4.Post-graduate training program for Doctors of America through aviation. Medicine, leading to a Master's Degree and We can stimulate, motivate, and accelerate the qualification as an Aerospace Medical learning process through aviation.' Specialist. We can broaden the horizons we can broaden' the perspective of individuals through aviation. Category I We can open up "opportunities unlimited" for MEDICAL SUBJECTS WITHIN THE JUNIOR HIGH, this generation and for future generations through aviation. AND HIGH SCHOOL LEVEL OF TEACHING OF We can "Revitalize rural America" and "Building AEROSPACE AND AVIATION ACTIVITIES Countryside, USA"through aviation. We can provide relief from the over-crowded For a number of years aviation has been utilized pressure cookers. the- high-rise ghettos the con- as the catalyst to stimulate interest of the Junior High. School student, and, consequently, to change him crete jungles of urban metropolitan areasthrough aviation. from a problem student to an achieving student. Reports of success of these programs are readily We canbettercoordinatethe movement of available. It is obvious that a youngster in the 7th, or people, goods, and services through aviation. We can improve the environment for future 8th, grade level, cannot satisfactorily participate in an living through aviation. aviation program of this type if he is an habitual user of drugs. The experience of enforcement agencies Governor Reagan, we, the members of your indicate that the use of marijuana is common in the Aerospace-Aviation Education Task Force, are deeply 7th, and 8th, grade levels, and that there is a growing grateful to you for launching this timely, space-age use of alcohol, speed, barbituates, narcotics, and educational proposal, just one day before the arrival other more noxious drugs. of the Apollo 10 astronauts Stafford, Young, and It is recommended that at the Junior High, and Cernan here in California. High School levels the instructors be acutely aware of In the months ahead, we hope to have before you' this subject of drugs, as relates to their aviation instruction, but that.any direct reference, particularly Columbus, Ohio;UniversityofTexas,Medical. to an individual student, may require the added, Branch, Galveston, Texas; University of Oklahoma, services of an expert. The majority of the students School ofMedicine, Oklahoma City, Oklahoma; should respond to this "lay .off drugs" part of the Harvard SchOol of Medicine, Cambridge, course as readily as to the general aspects of the Massachusetts. My investigation has shown-that in the effort. State of California there are elective courses available at the University of California, School of Medicine, Category II San Diego; University of California, School of Medi- cine, Los Angeles; and at Stanford University, School JUNIOR COLLEGE AND COLLEGIATE LEVEL of Medicine, Stanford, California. These schools do In the college level of Aviation education, the not have lectures in Aerpspace-Aviation Medicine as a primary interest has been with the training of air part of the regular courses,_ but only on an elective crews. The largest groups at the present seem to be basis. pilottrainingprograms,but thereisincreasing Aerospace, and Aviation, activities in the United interest in training of airline administrators, airline States have reached a magnitude, at this time, which hostesses, and other members of the air transporta- is worthy of review. The, figures for 1968 indicate tion industry. that approximately 100 million people were pas- The training program for the pilot is of particular sengers of the air carriers for this year. It is estimated interest as relates to medical subjects. This has been that an equal number of passengers were carried by recognized by the cederal Aviation Administration to the private sector of aviation.Itisforecast that the point that they now include several questions on during the next five years this number will more than medical subjects on the written examination for the double. Obviously, many of the people listed as / advanced ratings. The student pilot obviously will passengers have been counted several times in any make a serious effort to qualify himself, and to calendar year, so that the estimate that 75 percent of obtain hii license, and ratings.If he has foreknowl- the population that have been air transported, is edge that medical subjects are a part of the examina- probably more nearly 20 to 25 percent 'of the tions, he will make an effort to be reasonably population when we get to the actual involvement. In informed in the subject, and should have the oppor- 1969,there were approximately 600,000 licensed tunity of adequate instruction to assist him in getting pilots in the United States. If we include air traffic proper information. The real purpose, of course, is to controllers, airport, and air-service,personnel, the have the pilot, and any member of a flight crew, people -inaircraft; and aerospace,industries,it knowledgeable to a degree that they can apply this becomes.obvious that a very large number of people information to the safe conduct of their aviation are involved in these activities in the United States, activities. Many training programs at the college level 'and that it is reasonable that the medical student of do include lectures relating to hypoxia, vertigo, and today be made aware of the special problems having drug reactions. A survey of 81 junior colleges in to do with Aerospace and Aviation. The practicing' California indicates that this part of the training is physicians within the State should be ablZ to advise probably inadequate, and should be revised.Itis patients as to problems which may be encquntered, recommended that the schools dealing with this type orshould be considered, when dealing withair of training program be encouraged to formulate ar-i transportation.He should be able to advisehis adequate curriculum.It may be advisable that the patients who are members of a flight crew regarding lectures dealing with medical subjects be presented by their personal health, the use of various drugs anti a physician who isknowledgeable in the field of medications, and 'the effects that these might have on aviation medicine.Itis suggested that the knowl- performance. These physicians should be knowledge- edgeable physician, who is also a rated pilot, will have able in the basic problems of Aerospace and Aviation a better impact on the student group, than the Medicine, andcapable of applying their general non-pilot.The FederalAviationAdministration Medical knowledge to this field. should be able to help the colleges locate qualified In order to achieve this goal, it is advisable that and interested physicians to serve as guest lecturers. eachMedicalSchoolinclude Aerospace-Aviation tropics as a portion of the regular curriculum. The Category III probable choice for such exposure would be in the MEDICAL SCHOOL LEVEL' third, or fourth, year of training. The lecture should bedeliveredby anindividual knowledgeable in It has been reported by F.A.A. that there are four Aerospace-Aviation Medicine, and probably would be Schools of Medicine which include aviation subjects related to the established courses in Public Health, or as electives within their curriculum. These schools are Preventive Medicine. It would be up to each school toy Ohio State University, School of Medicine, implement such a lecture, or lectures, to the best of Oklahoma. advantage of the school, and of the students involved. In a few years, consideration should also be given It is also suggested that the Schools of Medicine toinitiatingan additional, residency programin within the State ofCalifornia, be encouraged to Northern California. continue to elective courses dealing with Aerospace and Aviation Medicine. Appendix to Report by Category IV Dr. M. B. Hays MEDICAL SCHOOL POST- GRADUATE LEVEL CATEGORY I The opinions evolved in the Category I report are Post-graduate training in Aerospace and Aviation primarily based upon a review of reports of experi- Medicinerepresents a verylimited 'educational ments and activities in the Junior High level, and in endeavor within the United States at the present Southern California, where aviation has been utilized time. The prograni falls within the "residency" to stimulate these students to better achievement and classification of post-graduate training, and, as of this social conduct. In addition, personal communication date, there are no such programs available within the has been received from the following: State of California. '1 Congressman Don H. Cla usen, Chairman, Aerospace Medicine is a recognized specialty in Aerospace-Aviation Education Task Force. the United States. The first civilian residencies tor Daniel A. Grabski, M. D., Flying Physician Associ- this type 'of program were set up at Ohio State ation; State Department of MentalHealth, University in 1955, and the second was established at Sacramento; California. the University of Oklahoma in June, 1967..Most Mr. Norman Jaco, Member, Aerospace-Aviation physicians who have specialized in Aerospace and Education Task Force; Superintendent, Westside Aviation Medicine are graduates of the various mili- Elementary School District, P. O. Bpx 398, Five tary training prc7grams. It is interesting to note that Points, California, 93624. graduatesofmilitarytraining programs are not Mr. Lawson Miller, Member, Aerospace-Aviation suitableforcivilian Aerospace medical activities Education Task Force; President, Flying without additional training. It is estimated that there Educators,Inc., P.O. Box 3333, Van Nuys, will be 'a need fou approximately 150 Doctors of California, 91407. Medicine who are qualified as specialists in Aerospace Additional information has been received from Medicine during the next five years. At the present the Federal Aviation Administration,Department of rate of specialization training, it would appear that Aviation Education, Washington, D. C. less than one-third of this number of physicians will CATEGORY II. be available during this five year period. In that Californiais a center of Aerospace and Aviation Theinformationrelatingtosuggestionsin industry and activity, and in that the University' of Category II, dealing with medicalsubjects in flight California at Los Angeles, School of Medicine, has crew and aviation personnel at the Junior College, been active in Aviation and Aerospace Medicine, and College level, lies been obtained through a review of does have readily available the physical capability, various aviation publications, and personal communi- and the personnel, to meet the needs of a post- cations with individuals in the field of Aerospace and graduate course,itis reasonable at this time to Aviation Education, and with various organizations consider the establishing of a residency program at interested in, and related to, Aviation and Aerospace the School Of Medicine, U.C.L.A. This residency' Education.Individuals included a number, of program should lead to,a Master's Degree in Aviation members of the AerospaceAviation Education Task Medicine and to qualify the resident to become a Force, and also the following: certified specialist in Aerospace Medicine. The details Dr. CharlesE. Billings,Director,Aviation of such a residency, program can be obtained from Medicine Research Laboratory,OhioState those now existing at Ohio State and the University University, Columbus,Ohio. Wayne.P.Chesbro,M. D.,Chairman of the 1- 'CaliforniaMedical Association, Committee o Dishster, 2300 Durant Avenue, Berkeley Ca lifor'nia. George A. Jutila; M. D., Lecturer-Aviation Pro- gram, College ofthe Redwoods,Eureka, California. -Mr. Thomas E. Leonard, Department of Aero- nautics,SanJoseStateCollege, SanJose,

C2 California, and member of Aerospace-Aviation tion Branch, Federal Aviation AdMinistration, Education Task Force. Oklahoma City, Oklahoma. Mr. Bernal Lewis, A.L.P.A., Pan-American Air- Dr.L. G. Lederer, Medical Director, American ways, 20205 Skyline Drive, Woodside, California, Airlines. 94062. Dr.Sheriban M. Mellinkoff,Universityof Mr. H. Gene Little, Vice President, Education and California, School of Medicine/.at Los Angeles, Training, World Airways, Inc., Oakland Interna- California.

,"- tional Airport, Oakland, California, and member, FrankK.Raymond,M. D.,RegionalFlight Aerospace-Aviation Education Task Force. Surgeon, Federal Aviation Administration, Los Dr. Eugene Portugal, President, College of the Angeles, California. Redwoods, Eureka, California. P. V. Siegel, M. D., Federal Air Surgeon, Federal Mr. T. J. Royall, Manager-Training, Three-Engine Aviation Administration, Washington, D. C. Jet, Eastern Airlines, Miami, Florida. Dr. Harold J. Simon, AssOciate Dean for Educa- Mr. Donald R. Sellers, Director, Aviation Educa- tion al.d Student Affairs, University of California, tion, Jeppesen, 8025 East 40th Avenue, Denver, San Diego, California: Colorado, 80207. Colonel S. O. Smelsey, U. S. Air Force, Medical P. Vr Siegel, M. D., Federal Air Surgeon, Federal Corps., Chief, Life Sciences Group, Norton Air Aviation Administration, Washington, D. C, Force Base, San Bernardino, California. Charles M. Starr, ..NE D.,Elight Surgeon, 10659 Dr. Richard F. Timmer, Associate Dean of Medi- Riverside Drive, North Hollywood, California, cine, UniversityofTexas,MedicalBranch, 91602. Galveston, Texas. Mr. Mervin K. Strickler, Jr., Special Assistant.for Dr. John L. Wilson, Associate Dean, Stanford Aviation Education, Department of Transporta- University Medical Center, Stanford, California. tion, Federal Aviation Administration, CATEGORY IV Washington, D. C. Dr. J, Robert Dille, Federal Aviation Administra- Mr. Frank E. Truesdale, Assistant Dean, Lincoln. tion, Oklahoma City, Oklahoma. College, Northeastern University, Boston, Mr. James L. Harris, Chief, Aero-Medical Educa- Massachuse):s. tionBranch, Federal Aviation *Administration, Robert L. Wick, Jr., M. D., Ohio State University, Oklahoma City, Oklahoma. Department ofPreventiveMedicine, Aviation Stanley R. Mohler, M. D., Chief, Aero-Medical Medical Research Laboratory, Columbus, Ohio. Applications Division, Office of Aviation Medi- CATEGORY III cine, Departmentof Transportation,Federal The opinion and information as presented relating Aviation Ad ministrationiWashington, D. C. to Aviation Medical subjects in. Medical Schools was Dr. Carl A. Nau, University of Oklahoma, Medical derived from communications with various members Center,SchoolofHealth,Oklahoma.City, of the Aerospace-Aviation Education Task Force, and Oklahoma. by communication with the following individuals and Brig. Gen. Reinartz, U. S. Air Force, Retired, their organizations. Carmel Valley, California. (Deceased) :Dr.JohnR.Beljan,AssociateProfessorof Surgery, Bioastronautics Laboratory, University of California, Davis, California. Appendix 7 Dr. WarrenL.Bostick,CaliforniaCollege of Medicine, University,of California, Irvine, Report by Dr. Daniel G.Walker California. to the Task Force and Dr. Stuart C. Cullen, Dean, School of Medicine, University of California, San Francisco, to the California California. Junior College Association Dr. J. Robert Dille, Federal Aviation Administh- Aerospace-aviation education is growing rapidly tion, Oklahoma City, Oklahoma. among the. Community Collegesof the State of Dr. Vincent M. Downey, Department of Pre California.Otherreportghave documented the Medicine, Stanford University, School of growth of these programs in aerospace-aviation educa- Medicine, Stanford, California. tion and related fields, such as flight training, aircraft Dr. G. Gordon Hadley, Associate Dean, Loma mechanical training (Airframe and Powerplant), aero LindaUniversity, School of Medicine, Loma business, airport management, air traffic management Linda, California. and control, stewardess-hostess programs, and others. Mr. James L. Harris, Chief, Aero-Medical Educa- High schools below, and State Colleges above the

it 0 Community Collegelevelhave pioneered inthis colleges and high schools are now under eminentlyimportantarea,with some, but not independent boards, this would require differ- enough, attempts at articulation' and cooperative ent enactments for each segment, but they planning; other courses. and .prograrhs have been could be very similar. r planned and developed' independently withlittle 2 omnibus aviation bill, hereafter referred articulation and liaison with other-existingprograms. to simply as the Aviation Bill, should include Due to various problems, the rapidity of th the previously expressed encouragement to development of, the aviation programs, the multi- community colleges to enter and serve the plicity of facets of the field,-the bewildering pace of complex aerospace-aviation needs of the State ,the technological growth crf the. field, the lack of any of California. The working of this general comprehensive national, statewide, or even regional encouragement could be similar. to that incor- planning of aviation programs, and the usual prob- poraled in Sections 6001 and 25519 of the lems of staffing and funding, the aviation programs of' Education Code, and also incorporate Some of the community colleges (and other branches of the terminology used by Congressman Don H. education, no doubt) do have some serious problems, Clausen in his proposal to Governor Ronald problems that could be remedied by voluntary action, Reagan on December 15, 1968, in the mission by legislation, and by a' definite state commitment in of the Aerospace-Aviaticn Education Task the form of legal, administrative and financial assist- Force. This encouragement to community ance. Specifically, the community colleges have been college districts, and of course, high school encouraged many times to enter this important field, districts,shouldbe the preamble to the have been anxious to serve this great area of our aviation bill. However, if the bill does not go economy, but nevertheless have found implicit diffi- beyond encouragement and does not attempt culties in several areas that have stood as roadblocks to solve some of the problems of aviation to sustained action. These roadblocks .encountered education, then let's forget the prose at this differ -from one part of the state te another,as point and not waste-our time. different comity counsel rulings have helped some 3.Following the preaMble, the aviationbill programs and hindered others. What is needed is should tackle one by orre.the diverse problems cleai-cutlegislationthatwillenable. community of aviation education. in the state. Some of colleges to render services to the best of their ability, these problems are identified here. There are granted. that aviation education has some inherent probably others mentioned in other-parts of problems that differ from most other programs on the Task Force report. campus. 4, Theaviationbillshouldet.couragethe As a result of the exposition of the problems community colleges of the state to offer a related previously, and after reviewing the literature variety of aviation-aerospace education pro- in the field, surveying previous reports, and inter- grams,includingflighttraining. The bill viewing those actively engaged in aviation education should authorize community colleges to own in the community colleges of the state, I would make and operate their own aircraft for use in flight these recommendations to the Aerospace-Aviation training or other aviation programs, and be Task Force, and through 'the Task Force to the able to lease aircraft for flight training pro- legislatureandtheGovernorof theStateof grams. Also, the bill should specifically auth- California. orize the community colleges to be able to ." 1.Legislation should be passed combining all contract with fixed base operators for flight previous legislative enactments affecting avia- training, allowing the contract to include tion education in the community colleges, stipulgions regarding thenature and super- reducing this legislation to one single, compre- vision of such programs, as well as delineating hensive bill. This omnibus bill should contain fees, insurance provisions, granting of credit those portions of previous legislative enact- by the college, and other matters of mutual ments that are desirable and constructive in concern. assisting aviation education in the state. In 5. The aviation bill should specifically authorize addition, this bill should include several new thecollegeto charge students for flight provisions based upon the research and study training as a laboratory fee. This fee should be undertaken by the Aerospace-Aviation Task based upon the actiral costs of maintenance Force. Some suggestions for new provisions and operation of the aircraft. The fee might are included in this report. I.feel it would be also include a provision fora prorated charge equally desirable to pass. an omnibus aviation to cover the cost of purchase or lease of the bill for high schools; and since the community aircraft,insurance premiums and deprecia-

04 tion. There should be no fees for ground these safety features, and insurance would be school or other classroom or lecture-type contingent upon meeting thesestandards. aviation courses.It should not include any This would hold true for all types of college charge for staff time by a regularly contracted controlled or-related flight training programs. employee of the district, but might permit 9. The aviation bill, or an accompanying appro- including these costsif the instructor were priations bill, should authorize the commit- employea by the' fixed base operator. ment of state funds to give realfFneaning to 6. The bill should allow the college to collect the verbal encouragement and philosophical these fees for flight training from the students commitmentofthestateofaviation- _ and pay them to fixed base operators accord- aerospaceeducation.These funds should ing to the provisions of a mutually agreeable include several chapters or provisions, includ- contract, as provided forinpoint 4. This ing,butnotnecessarilylimitedto the would enable the community colleges to following: retain a greater control over thesafety provi- a.Providing funds so that disadvantaged sions, standards, and curriculum offered by studentsmight gainentryinto flight fixed base operators. trainingthrough-grants,scholarships, 7. Thebillshould authorize a statewide and/or loans: This should include a sub- cooperative- or co-insurance plan so that all sidization of part or all of the cost of the community colleges offering a flight training flight training aspect of the program. program, either with their own aircraft, leased b.Funds should be provided for capital aircraft, or through flying clubs or fixed base outlay for ,initiating mechanic training operators, could be covered under statewide programs, or flight training programs at acceptable and protective standards. If only community colleges, at least for a one- the community colleges are under this state- time outlay for the purchase of a plane or wide plan, it could be done under the auspices for the necessary basic eqUipment for of the Board of Governors of the California beginning the Mechanic training. Community Colleges.Ifthe high schools c.Funds should be provideei, to 'staff an and/or state colleges and universities, and off, ice for the insurance-safety surveillance private colleges are also to enjoy this collect- aspect of the program. This office would ive'co-insurance,then some arrangement include atleast one inspector-pilot to would have to be made between the Various verify that flight training programs were boards, agreement reached on who would meeting statewide acceptable standards in manage it, or it would have to be under the order to qualify for co-insurance. Also, auspices of the Department of AeronautiCs or the office would include the personnel _- some other detached agency. This cooperative necessarytoinitiate,implement, and plan shouldbeinitiated,developed, and manage the co-insurance program for the implemented at a statewide level, in consulta- community colleges. Funds should alio be tion with: the community colleges, and should provided to form a state base or reserve includeliabilityprotectionfornecessary for the co-insurance plan, with additional coverage for all the participating community funds being derived from the premiums to colleges. The state should have a general fund be charged tothe- participating com- or "reserve" available for this purpose, and munity colleges on a prorated basis. This the community colleges could share in the office, should also be prepared to lend costs by contributing a prorated share. assistance to community colleges in devel- 8. The cooperative insurance system should oping new programs, serve in a consultant include statewide surveillance of standards of capacity in developing curriculums, assist flight training programs to ensure that proper, in establishing safety standards, writing reasonable, and satisfactory safety standards sample contracts with fixed base are observed by the community colleges. This operators and airports, encouraging articu- should ensure that acceptable standards are lation and regional planning,, and keeping met statewide, and end the current situation abreastofstateand federal funding where some programs are noticeably more possibilities. rigorousinmeeting safety standards than 10. The Board of Governors of the California others. Under the insurance system, a state Community C011ejes, the State Department inspector-pilot could be employed who would of Education, the Board of Trustees of the be responsible for checking the programs for California State Colleges, and the Board of

AN 5 Regents of the. University, 'as-wellas the and curriculum plahhers at the ele- California Council for Higher Education and mentary and secondary the* State Legislature, should workcoopera- 4. The use of high-interestlevel artifacts tively in developing aviation-aerospace educa- (aerospaCe and aviation)caneffec- tion to assurezthat programs are planned witri tively communicate academic funda- some continuity, and so that articulation s mentals at the elementary and.sec- encouraged at all levels so that students may ondary prepare careers sequentially, with few or ri:) Question: Should education and industry partici- obstacles or hiAdles imposed on their wayas pate in the definition of education and/ result of poor articulation or cooperativ or training programs? planning. Regional and Statewide meeting Answer: There js a need for industry and educa- shouldoccurfrequentlytoallow those tion to participate in educational pro- responsiblefor the development 'ofthese gram development. (A strong inference ciograms to see that this type of articulation was detected that the respondent. view is achieved. , the products of the school systemas The foregoing describes in broad-brush form the salable/occupational skills.) present status of aviation-aerospace educationin Question: Should special aerospace high schools be California. Between.the start of this study in 1969 established? and the present, severe economic setbacks have Answer: A majority were not in favor of separate descended upon theaerospace-aviationindustry schools. It seems that the respondents nationwide; the setbacks have been particularly dam- \ viewed aerospace education eitheras a aging to California because of the heavy dependence specificcurriculum area,or as a on aerospace industries in \the State. The State finds vocational-oriented program designed to itself in the unique and unpleasant position of having 1 train 'employeesfortheaerospdce a predominant percentage of its unemployed consist- ' industry. ing professional, semi-professional, and highly The' concept ofan"all technology" skilled erospace workers. ;Thus, the present status of theme, ratherthan'justaerospace the industry emphasizes the educational dilemma: technology, was favored heavily. What kinds of aerospace-aviation educationprograms should the State be concerned' with, and how Recomwhdations extensive should they be? Both' general and specific recommendationsare Pertinentto. thisquestion are responses of incorporated intothis report. 4 6 They arise from aerospace-industry ,Jeaders who were polled in 1970 these general sources: by :the California State Department of Education (a) Direct recommendations of the members "Study of Needs and Processes in. California Aero- and subcommittees, including individuals space Education." Following are selected composite in the Department.of Education and the responses taken from -an analysis of content on the Department of Aeronautics; basis of their insight into the problem. (b) Patterns of expressed needs, in additionto Question: What do you see as the need ofcurrent direct-recommendations; and future American society relative to (c) Commentsfromnon-committee'con- aerospace education? tributors; \ Answers: 1. Thereexists' a great need for (d) Repeated references in the printedsource education for interdisciplinary com- material attributed to nationallyrecog-, ,petency, an integration of the disci- nized aerospace-aviation educators. plinary competency, an integration of Planned cooperation between education and the disciplines; vocational education induStry to, achieve: and academic education to solve the A. Flexibility of programming's same problems. B. Forecasts- of manpower needs, the kinds 2.It is felt that future aerospace efforts and variety of skills; will be subjected to greater scrutiny C. Work-Study programs, especially in tech- by socially-oriented priority-setters to nological fields. integrate the humanities and tech= NOTE: Undue emphasis On particular skills nology for the betterment of society. of undemonstrated need should be 3. Abetterunderstandingofpre- avoided. vocational technology, industry, and Creation of an effective position in the State manufacturing is needed by teachers Department of Education of professional . 46. This refers to Dr. Walker's report to the Task Force.

0 - , - aerospace-aviation education consciltanta, to will direct the activities of the professional assistin coordination and development of consultant through regular-Meetings. aerospace-aviation education program's at all IV. Adequate funding of the program develop- levels.(An advisory commission, also pro- ment is recommended: , posed, is described in III, below.) NOTE:It is not the concern of this report Some of the duties and responsibilities of the to find ways to fund- the implemen- consultant are outlined here: tation of these recommendations. 1. Coordinate with appropriate State V. Development of teacher-orientation courses agencies,especially the Department of or workshops of ageneral (nature, to be EducationandDepartmentofAero- offered pre- and in-service, for teachers at nautics; elementary and secondary levels, in all disci- 2. Work under supervision of Chief State plines. 'Courses should be designed to create School Officer, since the nature of the an appreciation for and awareness of changing work is educational, and access to the technology, of which aerospace-aviation is a various educational institutions is vital to part, and its implications for all areas of the its success; curriculum. 0 3. Conduct necessary research and gather NOTE: This last recommendation is data on which to plan the State aerospace- repeated under the Duties of the aviation education program at all levels; Consultant. 4. Meet with the Advisory Commission regu- VI, Utilization of coordinated -.curricula of the larly to coordinate all plans, both short "Learning Through Aviation" type, so suc- and long-range. cessfulat the RichmondUnifiedSchool 5. Keep records of progrAms as initiated; District, on a wide scale in areas needing to identify existing programs at elementary, mytivate low achievers. secondary and college levels, as well as VII. Implementationof a broadpatternof vocational, adult, or continuing education aerospace-aviation curriculaatsecondary programs relating directly to aerospace- level; discouraging unwarranted emphasis on aviation education. (Exclude commercial occupational-orientedcurriculaat the sec- schools.) ondary level. 73 6. Coordinateplanningofg credit-bearing VIII.. Encouragement of flexibility and innovation teacher orientation workshops or courses, inaerospace-aviationcurriculumblanning, pre- or in-service seminars and institutes; especially at the secondary level. emphasis to be on integrationof IX: Creation of more four-year college aerospace- aerospace-aviation undertakings into the - aviation programs, with a broad selection of curriculum. courses to meet a variety of professional and 7. Set up a resource center, the location 'of semi-professional categories. which should be determined on the basis X. Establishment of better articulation of two - of a feasibility study. year with four-year programs at the college 8. Draw up a preliminary budget to reflect JeveL an orderly and equitable growth of pro- grams at the various levels on 'a systems basis. Appendix 8 9. Coordinate and direct the development of Letter to Governor Reagan from John H. Shaffer, curriculum guides, aids, and materials, as Administrator of the Federal Aviation Administration dictated by plans and needs. Reprint of the Congressional Record, Extension 10. 'Review and evaluate available texts and of Remarks 6:y the' Honorable Don H. Clausen of , materials relating directly to'aerospace- , California on the Merits of Aviation Education in our aviation education. Schools, May 23, 1967. . Maintain professional contacts with State Description of "Education Through Aviation," a and National organizations approved by program to help underachievers and minority youth the Advisory Commission. get the best out of their present schooling by utilizing III. Creationof an Advisory Commission, or aviation as a motivator. Council, members of which reflect a variety Reprint of the Congressional Record; Extension of educational and industrial interests and of Remarki by the Honorable Robert P, Griffin of groups. This Commission will be responsible Michigan in7the Senate of the United States, October for overall planning of the State program, and 10: 1972.

0 6"1 DEPARTMENT OF 'TRANSPORTATION FEDERAL AVIATION ADMINISTRATION

WASHINGTON, D.C. 20590

OFFICE OF THE ADMINISTRATOR

0. OCTiF;;9

Honorable Ronald Reagan Governor of California Sacramento, California 95814

Dear Governor Reagan:

Our good friend, Congressman Don Clausen, has told me in detail of your and his efforts to further aviation and aerospace education in the State of California. He recently sent me a copy of your Proclamation establishing 1969 as Aerospace-Aviation Education Year throughout the state. 4

I wish to congratulate you, Congressman Clausen, and, especially, the members'of your Aerospace-Aviation Education Task Force for the extra- ordinarily fine leadership role that California is playing in this vital area. Your effort is recognized as a first, in the nation. .We hope that other States will follow your leadership.

I am convi ced that many of the problems we face today in aviation develop- . ment, plan and research stem from the fact that we have not had in the pas ufficient educational experiences and opportunities for the typical citizen and aviation and aerospace participant.

Hopefully, with your type of encouraging educational and related leader- ship at local, state and national levels, our goals will be more easily met.

Sincerely,

H. Shaffer Administrator CongressionalRecord United States thCONGRESS, FIRST SESSION of America PROCEEDINGS AND DEBATES OP THE 90 No. 81 Vol. 113 WASHINGTON, TUESDAY, MAY 23, 1967 House ofRepresentatives

'to shrink vast The Merits of Aviation Education in Our Schools enchanced our daily fives, our ability oceans and continents, and ourcapability to com- Extension of Remarks of Hon'. Don H. Clausen of municate more effectively with our fellow-men. California in the House of Representatives Tuesday, Today, man reaches for the stars in spaceflights May 23, 196.7 thought virtually impossible a scant 25 years ago. Mr. DON H. CLAUSEN. Mr. Speaker, recently But, in attempting to get to the moon, I wouldhope was asked to give the keynoteaddress in New York that we do not overlook the many untapped uses of City at the unveiling of a new general aviation trainer conventional aircraft here on earth. known as the GAT-1. In that address, I attempted to Mr.Speaker, I submit forinclusionin the draw attention to the many benefits to begained RECORD the full text of my address on the merits of from exposing youth to aviation education atthe aviation education input s,chools: earliest possible age and the importance of teaching the elements of aviation right along withscholastic Address by Hon.Don H.Clausen, subjects. Representative in Congress, I have long been active in flight training programs First District, California, for high schools in Northern California, Mr. Speaker, because I have long held that the airplane provides a at the Unveiling of the partial but effective answer to many of theproblems.General Aviation Trainer being experienced by and with our youth.Flight Gat-1 April 24, 196 -7 training,I submit, provides, both motivation and a challenge for both boys and girls and it permits them On the'recent cover of the Life Magazine issue of to see for themselves, at an early age,what th' future April 21, 1967, a provocative picture is portrayed. holds in store for them. The words in bold print, "Modern Society's Growing Individual," A caseinpoints which received nationwide Challenge The Struggle To Be an recognition last summer, was when a 16-year-oldhigh appear.

school student from my district flewsoloin a I have the feeling that this article was timed to family-rebuilt plane from California to Washington, coincide with what we are attempting to do. Quite D. C., and back via Florida and the BahamaIslands in honestly, I beliete that what we are presenting today a rare feat of airmanship.Recently this young man, could at least provide some of the answers to meet Ron Cantrell, of Santa Rosa, California, was recog- -this challenge'. nized as the "Outstanding Young Man ofFlight" at Our society has become too complex. We are the International Exposition of Flightin Las Vegas, lockedinby the mobs and the trends toward who Nevada. collectivization. We are the victims of planners Many of our youth today need-motivationand a have concentrated on the masses and left toolittle challenge. Many more seek identificationand recog- room for the individual. 'YoungpeOpie are rebel- nition in a complex society which theyfeel is passing ling seeking a way out of their entrapment. They them by. Problems of youth and juveniledelinquency are desperate in their quest forindividual recognition are National problems forwhich our leaders and and expression. educators desperately seek answers. In myjudgment, As thearticlestatesso well,'.'One of the Mr.. Speaker, aviation education is one answer.Not unforeseen consequences of the welfare state is that it everyone, itis true, can learn to fly, but the great leaves so little room for persohal idealisms; anotheris majority can be exposed to flighttraining. that it mutes the challenge to self-definition. Allthis We have all seen how the "age offlight" has is but another way of saying that it satisfiesthe

C3 anxieties of the middle-aged while stifling i the creative collegelevel student. For those st dents thkt energies of the youzg." demonstrate an average-to-above ,aputude,the Whether you want to admit itor not, one need next step would be flight training in 'aircraft ci only to look around us today andyou will conclude gliders." thatthisishappening to our you* partially Those were my 'comments in1965. Shorty becauSe of our affluence, partially because of major thereafter, Mr. Arthur Godfrey saidon his.CBS ray io technological advances in Fornmunications andtrans- program "Dimension": portationsystems and fecjaipment, and partially ! . "It's gratifying for those ofus who flto because of an over-emphasis on personal security and learn that some public high. schoolsare now a lack of attention given to incentives or reward for teaching the elements of aviation right alon initiative. with scholastic subjects. The idea is catchingn and Certainly no Great Society will evolve unless you there will come .a day when youngsters Iarn to have agreat people great people are balanced fly the way we hope they are beingtght to people. This can only occuri if we reinstate educa- drive a car. Let me bring you up-to-daten flight tional programs that permit the individual:to put to training in our schools:. use his God-given creative energies and at the same \ "What leaves the school drop-out witha spirit time demonstrate to himself and othersthat, given so/ dead,he wouldn't cut -rightut to the the chance, he can excel ha can exert and express cl ssroom .ifit. contained a flight simulator ?.I\ himself in a most constructivemanner. 'Mean a simulator, a working modelf an aircraft Human energyisthe mainspring to progress. b ckpitwithall thecontrols andinstru- Creative human energy, properly directed, will deter- ents only itnever. leaves the ground. Con- mine the future course the United States and its 1-essnian Don Clausen ofCalifornia is one who people will take. We will be a Nation of leaders or a would like to see an inexpensivelight simulator Nation. of followers. God only knows, the world is develciped for use in grade schoollassroorris, too. crying for qualified leaders to merge in all corners of Not just high schools, grade schools the Globe. and not a toy either. / It is conceivable to me that thepurpose for which we are assembled may well turn out to bea historic 76 day. An exciting new era in general aviation isbeing l'eunched today as we unveil the LinkGeneral Aviation Trainer, GAT-1. Thisrepresents a major breakthrough. in providing av ation educationtools and equipment for the privet and publicschools of ,America. We are in the space age. buryoung people are constantly seeking challenges Withnew horizons to conquer.-What could be more appropriatethan early exposure and `a 'solid foundation inall phases of aviation? "For thehighschool andcollegelevel Over 20 years ago, we placed a surplus World dents, of course, there wo Id be War II more sophisti- Link trainer in the claSsroom of DelNorte ca ed simulators. And the good Congressman, High School in California. I've \seen the" results first Do H.Clausen,believe the above-average hand and have long advocated the placement of flight stu,nt should go on toctual flight training. simulatdrs in the schoolsof our country. Learto handle an airplanjust as he is taught. In\ October, 1965, gave an address before the now o drive a car. Theongressman; working National Business Aircraft Asso\ciation in whichI with s hoot officials in hisometo_vvri_of Crescent said: City, C lifornia; saw such aprogram established "I am of the view that a roader xpOsure to and heas seen what cabe done to motivate aviation education at the ea hest possible age young m n and women o improve their educe- would pay great dividends in laer years. tion when such training is available." In addition to textbooks, would like to see Today, asam reading tyou these words from an inexpensive Flight Simulator developed for Arthur Godfre 's BroadcastI am seeing my dream placement and use in the grade chool classrooms come true, wi h the GA -4announcement. The of the country. A more sophi mated simulatoreducation profe ion of Am ricanow has an exciting could be made available to the high schoolandeducational aid tplace in their classrooms. ,It twill serve to motivate students to improve their education techniques as they relate to general aviation. and alert them to a broader purse in life. It is encouraging to me as a Congressman to learn The basic trainer, GAT-1, a told, would lend that the Federal Aviation Administration hasrecog- itself to train the lower grade levelsf education. I nized the value of pilot ground trainers. Just recently, have long asked the question, "Why sho ild our kids through the issuance of the Notice of Proposed Rule have to wait to go to the fairgrounds to,enjoy the Making, the FAA has prepareda comprehensive thrill of flying a "make believe" airplane? Particu- training package designed to up-grade and modernize larly, when you consider it can be used as a tool to pilot training and certification. increase his or her interests in education if a basic or To me, the most significantfeature ofthe elementary flight simulator could be placed in the proposalisthe recognition oftraining given by classroom.Imagine what this would do for the certificated pilot instructors in a pilot ground trainer. teacher,ifshe could "reward" her students for Recent developments in the field of ground trainers improving their education and at the same time indicate they may be used effectively for VFR as well coordinate her teaching material to show the student as IFRflighttraining.It was through research why itis necessary to learn the "Three R's" for our sponsored, by the FAA that the 'potential value of this rapidly changing aviation and space age. type of training was proved. The basic trainer will have motion to demonstrate The proposed recognition of training in ground the effect of applying controls laterally, longitudi- devices intentionally will not be limited as to kind nally, and horizontally. It will provide the sound of and procedures so as not to discourage the develop- aircraftin flight. And, in the future, I have been ment of different trainers and teaching methods as a advised, they are working on the addition of a visual pattern of effective instruction develops. The Admin- system that might simulate adverse weather and/or istration would further modify the regulations to terrain conditions. What a boon to safety that would grant special recognition for the training discovered be. Buffeting and Stalls can also be "cranked in." to be most valuable. Add to this the radio communication procedures The unveiling of your GAT-1 today could have a for tower end cross country navigation under VFR significant bearing on the training for our pilots .for and IFR conditions and one can certainly begin to the future.' Certainly, anyone with an ounce of vision realize the vast potential of this modern educational can see how a series' of flight simulators, from an tool. elementary basic trainer in grade schools, a more Advancement of the State of the Art has made all sophisticated generalaviation trainerat the high of thispossible andit promises to broadenits schoolandcollegelevel,thejetsimulator for influence on education as more uses are discovered. advanced civil and military aviation, and then the Returning briefly to my earlier comments about ultimate in simulators for advanced supersonic and providing educational programs that provide a maxi- space craft, can project what tomorrow will provide mum challenge to the individual: in the way of challenges and opportunities for our The programmed learning techniques of GAT-1 youth. are used to present the subject matter that is required The educational foundation must be built now, in developing general aviation skills. This allows a the young people of America must see, at an early student to progress at his own best rate. Training age, what the future holds in store for them. manuals and workbooks are offered for the instructor What better start could we offer them than that and the student. They are designed to meet the needs which is being unveiled today. This is "Operation of high schools, colleges, and flight school operators. Headstart" in the field of aviation education. The lessons are sequenced using small increments Just as we are appearing here today in New York, so that the trainee can achieve progress in his flight we all know too well the locked-in feeling of many of training in a satisfactory manner. The system provides our young people, looking for something in the way feedback to the student so he can assess his own of an exciting challenge to be presented to them. progress and his own level of retention.It has a 'Throughout our nation, we have young people built-in"motivator"inthatitwillcontinue to . turningtocrime and violencebecause of their challenge him. He will never be able to achieve what inability to see how they can participate with a might be called "perfect performance" because he broader purpose, in the economic and social aspects will always find areas wherein he can improve his of life in our nation, our hemisphere, and potentially skills and increase the reliability of his performance. the world. They fail to see "the Big Picture" all The FAA, and in partiCular, Bob Reynolds, Ralph they see is their immediate surroundings. Lovering, George Stathers, Mery Strickler and Bob Can you imagine what a flight simulator would do O'Neill, has been most helpful in seeing that this for the young people of the big cities who could agency keeps abreast of new training equipment and never see an airplane close up, let alone, fly one. How

7 1 does the young man in New York or Chicago or Having been a Navy carrier pilot myself during

Philadelphia or Los Angeles become motivated to see World War II, Ifeel that my own career has been a the big picture how he could participate in the living example of what I have referred to. social and economic development of our emerging Having already enjoyed a fulllife, I am most nations that are craving for qualified people who anxioustohaveothers shareinthe rewarding understand the workings of Democracy and the free experience of "handling the controls"_ in one's per- enterprise system. sonal exposure to the realm of flight. I believe GAT-1 I believe early exposure to the GAT-1 might start will do this. him down the road to excellency because he sees the We have driver education programswhy not "way out" of his current dilemma he sees that flying education? We have public and private Peace opportunities do. exist everywhere in the world, Corps why not flying Peace Corps? f sincerely providing he is qualified. believe this Conference has placed us on the laundh- Once exposed, he can't help but become excited ing pad of a program that I hope will someday put. with the fact that he has an opportunity to advance "Wings on Americanism," with the hoped for objec- himself to become involved with the broad pro- tive of genuine peace ornearth and good will toward gram of improving our way of life at home and all mankind, with liberty and justice for all. abroad. Many years ago,Pa I Revere rode his horse During the past two years, Jack Hunt of Embry - through the communityo "wake the town and tell Riddle, Jack Crannell, myself and others have been the people." Today I and before you trying to working on aplan toofferspecialized aviation express a similar thought. I believe the time has come educationin emerging nations.Itis planned that for a number of Paul Reveres to wake our nation and specialprivateinstitutionswillbe establishedin tell its people .to wake the world and alert them to selectedcountries,sponsored byprivatecapital, theirunlimitedpossibilities"just over thehori- following the guidelines of free enterprise. At the zon" with the proper use of aircraft for construc- present time, we have four colleges with special tive purposes, domestically and internationally. programsintechnical education developingpilot Surely you would agree, however, that with our programs for our plan. increasing world security problems, such as Vietnam, Researchhasindicatedthat the problem of and contemplated other potential Vietnams in other training and educating the people of these countries sections of the world, we cannot resort to the use of a will require a special technique. By and large, these horse to transmit the American message to other people have not been exposed to a mechanical life countries. We must become airborne. comparable to that of American youth. Essentially, I believe the time has come to organize and these young people are "camel drivers", who will mobilize our constructive forces to put Communism require a concentrated course in "machine" opera- on the defensive for a change, by demonstrating how tion. It is readily apparent that to try to accomplish the American miracle can work in other sections of this training in an airplane would be expensive and the World. potentially dangerous. We have come td the conclu All Americans can and must participate. In my sion, therefore, that to be effective in this program, it judgment, thisis the only way we can expect to will be necessary to develop and utilize relatively retain security for our cherished way of life. inexpensive simulators and synthetic trainers with the Thisis a bold program I hOpe youwill capability of doing procedures training under close agree it has imagination. It is a challenge. "I'd like supervision . to sink my teeth in." It is a challenge we can and Education today must provide the manpower must meet. Please join with me in saying "America training programs for these people. This requires new First" for a changethe world and its people will tools and visual aids to maximize the efforts of our welcome the restoration of the America they once teaching profession. knew, loved and respected. Itis a proven fact that an extraordinarily high percentage of pilots who returned from World War II Education Through Aviation are among the leaders of our business, professional EDUCATION THROUGH AVIATION (ETA) half and political community. They learned the advan- been formed by a group of dedicated aviation tages of mobility that goes with the ability to fly. enthusiasts,to helpunderachievers and minority They were indoctrinated thoroughly about the need youth get the best out of their present schooling by to maintain a high degree of flexibility. They were utilizingaviationas a motivator.InRichmond, reminded constantly of the requirements for a superb California, a similar program was introduced and the, individualperformance. This was a program that outcome stimulated the establishment of ETA in Los demanded individual responsibility at its best. Angeles. OUTCOME OF THE RICHMOND PROJECTS built up their self-confidence. They have command of Progress occurred in the following areas: the situation. Many of them got to the point where, if 1.Attendance. they were old enough, they could solo. Another 2.Holding power. important factis that .many of the non-achievers 3.Reading and mathematical ability. decided to continue their education after completion 4.Tracking. of high school. 5.Behavior. OBJECTIVES OF ETA Attendance: During the first year of the project, Simply stated, the goals of ETA are to help these flight group pupils had an absence rate averaging students in the following ways: three days. The normal absence rate for their junior 1.Build up their self-confidence and self-esteem. high schoolis10.5 days per year. Teachers com- 2.Stimulate and motivate them to help them mented that the flight group boys came to school selves. even when they were sick. 3.Instill an urge to acquire vocational skills. Holding Power: None of the project youths have 4.Stimulate them to improve their education. dropped out of school. Several have moved into other 5.Develop character that will make them into programs where they are doing well. useful, productive citizens. ReadingandMathematicalAbility:Reading METHOD abilityincreased remarkably forallflight group The method by which ETA hopes to achieve its students.Earlier, an instructor commented: "The objectivesisto expose these youngsters to the students now impress me with their ability to read exciting field of aviation by having them participate rather complex, adult-level material which Ihave in a ground school and flight indoctrination program given them in the form of Civil Air Patrol books and for a period of five to six weeks. The program will magazine articles on aviation." Another instructor consist of three to four hours one night a week, and stated that the flight students are capable of absorb- one day on the weekend. The week night will include ing vast amounts of information related to flying and familiarization With all basic aspects of flight aero- that there is considerable cal ryover into other areas. dynamics, weather,flightrules,navigation, radio Inmathematics, 44 percent of the flight grog communication, etc. The weekend will consist of received honor gradesinsenior high school, 31 some classroom work and a field trip to various percent received C grades, 25 percent received D airportsofinterest,aerospaceinstallations,air grades, and there were no F grades. museums, and, the like. Aerial transportation will be Tracking: For the district as a whole, less than provided by members of ETA, all of whom hold one-fifth of the black pupils are in the pre-college commercial, instrument, and instructor ratings. At track. The fact of being in a specific track is likely to this point,itis important to point out that this have a marked effect upon thepupils'level of program is only the first step of a proposed larger aspiration and the efforts he exerts academically. program which will be a three-month aviation sum- Consignment to courses which are not recognized by mer camp. the colleges is viewed as a sign of lesser worth by faculty, parents, and students -alike. The aerospace project has done much to disprove the necessity of tracking high school students. Whereas the project pupils are enrolled in a non- tracked, program which .1174 VII NIA allows any of them the option of attending college, =I 76 percent of the control group pupils are enrolled in non-college tracks. Behavioral Change: The instructors noted positive behavioral changes in most of the project youths. One commented: "Each one of the boys is more confident LOCATION in himself. You can see this. They are freer in their ETA.willconduCtallclassroom sessions & conversations more punctual getting to school in ACCELERATED GROUND TRAINING, 3200 Air- time for their airport trip. They can now sit down port Boulevard, Santa Monica, California 90405. before Ido, and sit for an hour at a time. This was Telephone (213) 391-2244. Classes will begin the absolutely impossible in the beginning." One of the middle of October, 1972. pilot instructors claimed that all the boys in the flight ELIGIBILITY group have pained increased self-confidence. They are The program will be open to underachievers in able to master a machine, which at the beginning was the Los Angeles area. The first class will consist of 'completely foreign to them. It was a real challenge. It fifteen students from 14 to 17 years of age.

I3 FLIGHT INDOCTRINATION founded by Mr. Lloyd Haynes of Television's "Room Arrangements have been made which will give 222." A commercial and instrument rated pilot, Mr. members of the group rides in airplanes, with, of Haynes was the inspiration. and guiding force of this course, the permission of the parents. Allpilots non profit organization to expose the underpriv)leged volunteering to give these flight indoctrination flights student to a new environment by sharing with them arefullyqualified and FAA certifiedflight and his love of aviation and the optimism and enthusiasm ground instructors. which itengenders. Mr. Haynes is supported by a COST staunch group of aviation personnel who make up the There will be no cost to the enrollees for the ETA team. The other team members are: five-week course. Mr. Thomas W. Davis, FAA Controller and SUPPO R T Instructor Theprogram hasreceived. the support and Mr. Charles Dobson, FAA Pilot and Instructor endorsement of the following: Mr. James Dorsey, TWA Pilot FEDERAL AVIATION ADMINISTRATION Mr. Robert Ellis, Promotion and Management Mr. John L. Baker Assistant Administrator Mr.ArtJones,NationalGeneralPilotand for General Aviation. Instructor Dr. Mervin K. Strickler, Jr. Chief of Avia- Mr. Terrald Jones, TWA Pilot". tion Education. Mr. Dave Long, TWA PilOt and Instructor CIVIL AIR PATROL Mr. Stan McWilliams, TWA Pilot Mr. L. D. (Pat) Cody Director of Aerospace/ Mr. Leigh Menelski, TWA Pilot and Instructor Education Mr.FlavioMadariaga, FAA CertifiedFlight CALIFORNIA DEPARTMENT OF AERO- Examiner NAUTICS Mr. Duke Morton, Pilot and Instructor Mr. Joseph R. Crotti Director Mr. Robert Pastore, TWA Pilot and Instructor FOUNDER Mr. John Weatherholdt, FAA Certified Examiner EDUCATION THROUGH AVIATION was and Instructor

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